##### *2006-2007 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: (Check all that apply) \[ \] Elementary
\[ \] Middle \[ \] High \[X\] K-12 \[X\] Charter

Name of Principal [Ms. Terry S. Garza & Mr. Thomas J.
Drexel]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other) (As it should appear in the
official records)

Official School Name [Presidio School]{.underline}

(As it should appear in the official records)

School Mailing Address\_\_[1695 E. Ft. Lowell
Road]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(If address is P.O. Box, also include street address.)

\_\_\_\_[Tucson]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_[AZ]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_[85719-2319]{.underline}\_\_\_\_\_\_\_

City State Zip Code+4 (9 digits total)

County
\_\_\_\_[Pima]{.underline}\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
State School Code Number\*\_\_[10-87-78-201]{.underline}\_\_\_\_\_\_\_\_

Telephone [(520) 881-5222]{.underline} Fax [(520) 881-5522]{.underline}

Web site/URL [www.presidioschool.com]{.underline} E-mail
[terryg@presidiohighschool.com]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge all information is accurate.

Date \_\_\_[February 8, 2007]{.underline}\_\_\_\_\_\_\_\_

(Principals' Signatures)

Name of Superintendents\* [Ms. Terry S. Garza & Mr. Thomas J.
Drexel]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

District Name [Presidio School]{.underline} Tel. [(520)
881-5222]{.underline}

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date \_\_\_\_[February 8, 2007]{.underline}\_\_\_\_\_\_\_
(Superintendents' Signatures)

Name of School Board

President/Chairperson [Mr. Martin Carrillo]{.underline}

(Specify: Ms., Miss, Mrs., Dr., Mr., Other)

I have reviewed the information in this application, including the
eligibility requirements on page 2, and certify that to the best of my
knowledge it is accurate.

Date \_\_\_\_[February 8, 2007]{.underline}\_\_\_\_\_\_\_

(School Board President's/Chairperson's Signature)

**[PART I ‑ ELIGIBILITY CERTIFICATION]{.underline}**

The signatures on the first page of this application certify that each
of the statements below concerning the school's eligibility and
compliance with U.S. Department of Education, Office for Civil Rights
(OCR) requirements is true and correct.

1.  The school has some configuration that includes grades K-12.
    (Schools on the same campus with one principal, even K-12 schools,
    must apply as an entire school.)

2.  The school has made adequate yearly progress each year for the past
    two years and has not been identified by the state as "persistently
    dangerous" within the last two years. To meet final eligibility, the
    school must meet the state's adequate yearly progress requirement in
    the 2006-2007 school year.

3.  If the school includes grades 7 or higher, it has foreign language
    as a part of its core curriculum.

4.  The school has been in existence for five full years, that is, from
    at least September 2001 and has not received the No Child Left
    Behind -- Blue Ribbon Schools award in the past five years.

5.  The nominated school or district is not refusing OCR access to
    information necessary to investigate a civil rights complaint or to
    conduct a district‑wide compliance review.

6.  OCR has not issued a violation letter of findings to the school
    district concluding that the nominated school or the district as a
    whole has violated one or more of the civil rights statutes. A
    violation letter of findings will not be considered outstanding if
    OCR has accepted a corrective action plan from the district to
    remedy the violation.

7.  The U.S. Department of Justice does not have a pending suit alleging
    that the nominated school or the school district as a whole has
    violated one or more of the civil rights statutes or the
    Constitution's equal protection clause.

8.  There are no findings of violations of the Individuals with
    Disabilities Education Act in a U.S. Department of Education
    monitoring report that apply to the school or school district in
    question; or if there are such findings, the state or district has
    corrected, or agreed to correct, the findings.

**PART II ‑ DEMOGRAPHIC DATA**

**All data are the most recent year available.**

**DISTRICT** (Questions 1‑2 not applicable to private schools)

1\. Number of schools in the district: \_\_\_\_\_ Elementary schools

\_\_\_\_\_ Middle schools

\_\_\_\_\_ Junior high schools

\_\_\_\_\_ High schools

\_\_[1]{.underline} \_\_ Other -- Presidio is a K-12 Charter School

\_\_[1]{.underline} \_ TOTAL

2\. District Per Pupil Expenditure: [\$ 6,570]{.underline}\_\_

Average State Per Pupil Expenditure: [\$ 5,838]{.underline}\_\_

**SCHOOL** (To be completed by all schools)

3\. Category that best describes the area where the school is located:

> \[ X \] Urban or large central city
>
> \[ \] Suburban school with characteristics typical of an urban area
>
> \[ \] Suburban
>
> \[ \] Small city or town in a rural area
>
> \[ \] Rural

4\. [10]{.underline} Number of years the principal has been in her/his
position at this school.

If fewer than three years, how long was the previous principal at this
school?

5\. Number of students as of October 1 enrolled at each grade level or
its equivalent in applying school only:

  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------
  **Grade**   **\# of   **\# of                **Grade      **Grade**   **\# of   **\# of     **Grade
              Males**   Females**              Total**                  Males**   Females**   Total**

  **PreK**    0         0                      0            **7**       11        10          21

  **K**       13        21                     34           **8**       12        10          22

  **1**       4         16                     20           **9**       17        25          42

  **2**       7         6                      13           **10**      13        15          28

  **3**       5         9                      14           **11**      11        20          31

  **4**       6         6                      12           **12**      14        11          25

  **5**       9         6                      15           **\*13+**   28        24          52

  **6**       12        9                      21                                             

                                    **TOTAL                                                   **350**
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

> \*Students who are 5^th^ or 6^th^ year seniors. Presidio students may
> attend until the day before their 22^nd^ birthday.

6\. Racial/ethnic composition of [60]{.underline} % White

the school: [5]{.underline} % Black or African American

[29]{.underline} % Hispanic or Latino

[1]{.underline} % Asian/Pacific Islander

[5]{.underline} % American Indian/Alaskan Native

**100% Total**

Use only the five standard categories in reporting the racial/ethnic
composition of the school.

7\. Student turnover, or mobility rate, during the past year:
\_\_\_[37]{.underline}\_\_%

> \[This rate should be calculated using the grid below. The answer to
> (6) is the mobility rate.\]

  ------------------------- --------------------------- ------------------
  **(1)**                   Number of students who      38
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year   

  **(2)**                   Number of students who      91
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year   

  **(3)**                   Total of all transferred    129
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4)**                   Total number of students in 350
                            the school as of October 1  

  **(5)**                   Total transferred students  .37
                            in row (3) divided by total 
                            students in row (4)         

  **(6)**                   Amount in row (5)           37
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

8\. Limited English Proficient students in the school:
\_\_\_[3]{.underline}\_\_\_%

\_ [11]{.underline}\_\_\_\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[3]{.underline}\_\_\_\_\_

Specify languages: Spanish, Vietnamese, Other Indian, and Filipino

9\. Students eligible for free/reduced-priced meals:
\_\_\_[67]{.underline}\_\_\_%

Total number students who qualify: \_\_[233]{.underline}\_ \_

10\. Students receiving special education services:
\_\_\_\_[6]{.underline}\_%

\_\_\_[22]{.underline}\_Total Number of Students Served

> Indicate below the number of students with disabilities according to
> conditions designated in the Individuals with Disabilities Education
> Act. Do not add additional categories.

\_\_[1]{.underline}\_Autism \_\_\_\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[2]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[17]{.underline}\_Specific Learning Disability

\_\_\_\_Emotional Disturbance \_\_[1]{.underline}\_Speech or Language
Impairment

\_\_\_\_Hearing Impairment \_\_\_\_Traumatic Brain Injury

> \_\_[1]{.underline}\_Mental Retardation \_\_\_\_Visual Impairment
> Including Blindness
>
> \_\_\_\_Multiple Disabilities

11. Indicate number of full‑time and part‑time staff members in each of
    the categories below:

    **Number of Staff**

**[Full-time]{.underline}** **[Part-Time]{.underline}**

Administrator(s) [1]{.underline}

Classroom teachers [26]{.underline} [1]{.underline}

Special resource teachers/specialists [1]{.underline}

Paraprofessionals [7]{.underline}

> Support staff [8]{.underline}
>
> Total number [46]{.underline} [1]{.underline}

12. Average school student-classroom teacher ratio, that is, the number
    of

students in the school divided by the FTE of classroom teachers, e.g.,
22:1 \_[13:1]{.underline}\_\_

13\. Show the attendance patterns of teachers and students as a
percentage. The student dropout rate is defined by the state. The
student drop-off rate is the difference between the number of entering
students and the number of exiting students from the same cohort. (From
the same cohort, subtract the number of exiting students from the number
of entering students; divide that number by the number of entering
students; multiply by 100 to get the percentage drop-off rate.) Briefly
explain in 100 words or fewer any major discrepancy between the dropout
rate and the drop-off rate. Only middle and high schools need to supply
dropout rates, and only high schools need to supply drop-off rates. Also
explain a high teacher turnover rate.

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  Daily student attendance  95%         93%         94%         92%         87%

  Daily teacher attendance  99%         99%         99%         98%         96%

  Teacher turnover rate     25%         33%         33%         42%         43%

  Student dropout rate      0%          0%          0%          Not served  Not served
  (middle school)                                                           

  Student dropout rate      6%          13%         6%          5%          25%
  (high)                                                                    

  Student drop-off rate     78%         83%         90%         89%         92%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

> Presidio has an unusually high student drop-off rate. This is due to
> the fact that students in Tucson have a multiplicity of schools from
> which to choose. Even though students entered Presidio in their
> freshman year, it may not have been their first high school. Often,
> students have attended four or even five other high schools before
> enrolling at Presidio. If they leave Presidio before graduating, it
> does not in most instances mean that they have dropped out of school,
> it merely means that they have chosen an alternate school to attend.
> Students change schools for a variety of reasons: they are looking for
> an easier curriculum, a school with less demanding attendance or
> discipline policies, or it may be just a search for a school that more
> closely meets their personal educational goals or interests. The fact
> that the student drop-off rate is gradually decreasing is evidence
> that more students are finding what they need at Presidio and no
> longer feel the need to continue their search for the "perfect
> school."
>
> The turnover for Presidio teachers is above the 2001 national average
> of 15.7%. Although there are a variety of reasons for this, the
> primary one is lower compensation rates. Presidio is able to offer
> salaries that are comparable to that of large school districts for
> beginning teachers, but that is where the parity ends. Teachers with
> years of experience and masters or doctoral degrees do not make much
> more than the entry level teachers. In order for the school to keep a
> low teacher to student ratio, the small budget must stretch to cover a
> much larger than average number of teachers. The teachers who stay at
> Presidio indicate that the trade off for small class size, few
> discipline problems, extensive professional development, and a high
> level of administrative support is worth it.

14. **(*High Schools Only. Delete if not used.*)**

> Show what the students who graduated in Spring 2006 are doing as of
> September 2007.

+---------------------------------------------------------+------------+
| Graduating class size                                   | > \_       |
|                                                         | \_[22]{.un |
|                                                         | derline}\_ |
+---------------------------------------------------------+------------+
| Enrolled in a 4-year college or university              | > \_\_     |
|                                                         | > [0]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in a community college                         | > \_\      |
|                                                         | _[64]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Enrolled in vocational training                         | > \_\_     |
|                                                         | \_[5]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Found employment                                        | > \_\      |
|                                                         | _[27]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Military service                                        | > \_\_     |
|                                                         | > [4]{.und |
|                                                         | erline}\_% |
+---------------------------------------------------------+------------+
| Other (travel, staying home, etc.)                      | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| Unknown                                                 | > \        |
|                                                         | _\_\_\_\_% |
+---------------------------------------------------------+------------+
| **Total**                                               | > 100 %    |
+---------------------------------------------------------+------------+

\*At the high school level, Presidio School holds two graduation
ceremonies each year. So, the number of students who graduated in Spring
2006 under represents the total number of students who completed
graduation requirements in the 2006-2007 school year.

**PART III -- SUMMARY**

Chartered in 1996 and sponsored by the Arizona State Board of Charter
Schools, Presidio School has a ten-year history of meeting the needs of
a culturally and socially diverse student population. Presidio began its
operation in a remodeled mortuary serving 200 of what many considered to
be Tucson's most delinquent and troubled high school age youth -- the
very population that the founders of Presidio hoped to serve. Since that
time Presidio has moved to a beautiful new three-acre campus with 25,000
square feet of classrooms, science labs and an auditorium all with
access to the newest technology. The new campus was designed to foster a
feeling of safety and camaraderie through its traditional Spanish
styling where buildings encircle and interior doorways lead to a central
gathering place or courtyard. The campus is not the only change that
Presidio has experienced over the years -- there have also been changes
in the makeup of the school's student population. For the first seven
years of its operation, Presidio served only high school students.
During the last three years a rapid expansion of the program extended
services to students in grades Kindergarten through eighth.

Throughout this expansion, Presidio did not abandon its mission to serve
what society has taken to calling at-risk children. Many members of the
student body continue to live in poverty, experience homelessness, or
may be referred to the school by the court systems and social service
agencies, but there has been a gradual shift in Presidio's learning
community. It has grown from one that is primarily populated with
"at-risk" students to one that can best be described as a community of
learners -- learners with varying backgrounds, styles of learning,
abilities and goals. It is believed that this community of learners has
evolved as a result of Presidio's educational philosophy that given an
opportunity and adequate educational and emotional support, any student
who wants to learn can learn.

This philosophy is supported by an instructional program founded on the
goals identified in Presidio's charter that state all students will
be: 1) enrolled in curriculum that promotes critical thinking, problem
solving and life skills acquisition; builds on individual strengths,
interests, background, experiences and prior knowledge; lends itself to
the integration of disciplines; and promotes active inquiry learning; 2)
taught in an environment that promotes development of a positive
self-image, a sense of self-worth, individual identity and
self-reliance; 3) actively involved in the learning process and
demonstrate responsible behavior -- students will take responsibility
for the consequences of personal actions, accept responsibility for
successes as well as failures; 4) able to "future think" in order to set
realistic short- and long-range life goals.

Presidio has implemented an instructional program designed to meet these
goals. Of utmost importance is the quality of the instructor. Meeting
NCLB Highly Qualified Standards is the basis, but Presidio also places a
high value on the benefits of a warm, caring instructor who not only
provides instruction, but encouragement. Secondly, since students enter
Presidio with varied abilities, backgrounds, levels of maturity, and
learning styles, individualized or differentiated instruction coupled
with mastery learning is provided at all grade levels. The concept of
requiring students to reach a level of predetermined mastery on each
unit of instruction before being allowed to progress to the next unit
was dubbed "Mastery Learning" in 1968 by Benjamin Bloom, the foremost
scholar and promoter of the concept. Presidio adopted Bloom's theory and
established a 75% mastery level for students in all grade levels. As
part of mastery learning, students receive constant feedback and are
allowed to progress at their own pace based upon individual ability as
determined by the teacher and student. On any assignment where 75% is
not achieved, the instructor re-teaches the aspects that the student
does not as yet grasp. Mastery learning is based on the concept that all
students can learn when the confines of time are eliminated. Mastery
learning is the embodiment of the school's educational philosophy as it
blends four primary concepts -- the importance of the teacher-student
relationship, differentiated instruction, demonstrated proficiency, and
self-paced learning.

**PART IV -- INDICATORS OF ACADEMIC SUCCESS**

**1. Assessment Results:** Presidio School administers four state
mandated assessments -- DIBELS (Dynamic Indicators of Basic Early
Literacy Skills) in kindergarten through 3rd grade; AIMS DPA, a dual
purpose assessment that combines AIMS and TerraNova items, in grades 3
through 8; TerraNova, a norm referenced test, in grade 9; and AIMS,
Arizona's Instrument to Measure Standards, in grades 10 through 12.

DIBELS is a set of standardized, individually administered measures of
early literacy development that are designed to be short (one minute)
fluency measures used to regularly monitor the development of
pre-reading and early reading skills. Although state performance
thresholds have not been established, administration of the test is
required as part of NCLB assessment protocols. Although Presidio does
not have three yeas of data to present, of the 14 kindergarten students
served in 2005-2006 (The first year Presidio served grades K-3), 100%
are still with the school and 100% are reading above grade level by mid
year of the 2006-2007 school year. With a score of 35 in Phoneme
Segmentation Fluency considered "Advanced" and a score of 20 in Oral
Reading Fluency considered "Advanced", the average scores for this
student group in February of 2007 was 55 and 30 in the respective
assessment categories. There were only 14 students total in a combined
1^st^ through 3^rd^ grade class making data for these grade level
insufficient for any form of analysis either through DIBEL or TerraNova
DPA.

The AIMS DPA combines AIMS and TerraNova items into a single test in
order to reduce the number of questions students must answer and still
allow the state to collect norm referenced data while assessing student
ability to meet State Standards in the content that is expected to be
taught in a particular grade. AIMS DPA is offered in reading, writing
and math. There are four scoring standards on this test: Falls Far
Below; Approaches; Meets; and Exceeds. Students must score Meets or
Exceeds in order to pass this test. Norm referenced scores are presented
as part of the data, but passage is determined by the AIMS portion of
the test. Again, Presidio is presenting data primarily on 8^th^ grade
students due to a lack of longitudinal data on lower grade levels.

Even though approximately 66% of Presidio students are economically
disadvantaged, these students consistently score above state averages on
the AIMS DPA in all three assessment areas. For two years in a row, 100%
of Presidio's 7^th^ and 8^th^ grade students "Met or Exceeded" standards
on AIMS Writing. From a low of 31% meeting math standards in 2003-2004,
Presidio 8^th^ grade students have soared to a 93% passing rate with 13%
of those students exceeding the standards. Reading scores have shown a
similar gain with a low of 57% passing in 2003-2004 and a high of 94%
passing in 2005-2006.

The TerraNova (given in 2005 and 2006) or the Stanford 9 (given in 2002,
2003, and 2004) is given to 9^th^ grade students. TerraNova and Stanford
9 scores are reported as Mean Normal Curve Equivalent (NCE) scores. This
refers to a standard bell curve with a mean of 50 and a standard
deviation of 21, indicating that the average score of all students
taking this test is 50 and that over 68% of all students will score
between 29 and 71 on the test. Freshman scores have not shown the growth
evidenced by other grade levels. Scores in reading and language have
consistently improved over the years with NCE scores going from 40 to 50
in Reading and 37 to 49 in Language. Mathematic scores have been more
inconsistent, going up and down a few points from year to year. This
variance and lack of significant gains is one of the reasons that
Presidio decided to extend services to lower grade levels, so that
Presidio can better prepare students for entrance into a rigorous high
school curriculum.

AIMS, Arizona's standards based assessment, is given to high school
students commencing in the 10^th^ grade. All students in the State of
Arizona are required to pass this test in order to graduate from high
school and are given five attempts to pass over four years of
attendance. Once a student passes (Meets or Exceeds), he/she is not
required to re-take the test. Scores represented for grades 11 and 12
are for students who have not passed on previous attempts. The most
significant data is for 10^th^ graders who pass on their first attempt.
Presidio's predominately economically disadvantaged high school students
have also evidenced significant gains over the past five years and
continue to surpass state averages in AIMS reading, writing and
mathematics. The greatest gains have been in mathematics with a low of
only 18% of 10^th^ grade students passing in 2002 to a high of 70% in
2005. Reading and Writing passing rates have increased from 51% to 85%
and 55% to 80% respectively. More information on Arizona's assessment
system may be found at
[www.ade.state.org.us/standards](http://www.ade.state.org.us/standards)
and [www.ade.state.org/azlearns](http://www.ade.state.org/azlearns)

**2. Using Assessment Results:** Throughout Presidio's ten-year history,
the importance of careful and comprehensive planning coupled with the
inclusion of all stakeholders in the planning, implementation and
assessment processes have enabled the school to implement and sustain
systemic improvements. The proactive use of assessment data is a key
component of this comprehensive planning process. Data is examined on a
composite as well as disaggregated level and on a school-wide as well as
individual student level. Early test data indicated that regardless of
student sub-groupings, all students were performing poorly in all three
assessment areas and dramatic pervasive changes were needed. Test data
was forwarded to the Director of Curriculum and Instruction and to
Department Heads so that needed curriculum changes could be made. In
addition to curricular changes, teachers were afforded extensive
professional development so that they could better implement the
improved curriculum. A search was made for other tools to address the
significant needs of the school's academically challenged student body.
An example of what this extensive and on-going search rendered is Fast
ForWord, a scientifically based reading program founded on more than 30
years of neuroscience research. The addition of this computer technology
which targets language and reading skills at all levels has been
identified as instrumental in the school's improved reading scores.

Individual student assessment results are given careful attention and a
variety of interventions are put into place. Students may be required to
enroll in a variety of specialized remedial classes such as reading lab
and math lab. Students who perform poorly across all levels may be
temporarily enrolled in Academic Boot Camp which is an extended day
program which focuses entirely on reading, writing and mathematics.
Presidio also offers all students who want to accelerate through course
work or who need additional academic assistance tutoring in the school's
Academic Lab which is open after school everyday until 5:00 PM and on
Saturdays from 8:00 AM to 3:30 PM. At the regular classroom level,
teachers are provided individual scores of the students in their
classes. Because Presidio has a teacher to student ratio of 1:16,
individualized instruction can be provided on a daily basis.

**3. Communicating Assessment Results:** A variety of avenues are
utilized for the communication of assessment results. First, and
foremost, individual test results are mailed to each student's home with
a letter offering to go over the results with the parents should they so
desire. If a student is underperforming the letter includes
recommendations for how the student might seek additional academic
assistance. As previously stated, test scores are also discussed with
students by their teachers. Presidio also presents school-wide data in a
more global manner. Results are published in the school's quarterly
newsletter, The Presidio Press, which is disseminated to not only
student families but also to the neighboring community. Because Presidio
is a charter school, students from anywhere in the county may and do
attend, so Presidio tries to make sure that as many people as possible
are kept abreast of the school's progress. Currently the newsletter is
mailed to approximately 11,000 households. Additionally, assessment
results are presented at the school's bi-annual open houses, Board
Meetings, and NCLB Advisory Meetings. Presidio's performance data along
with all other Arizona schools' data are published free of charge in
Tucson's two daily newspapers, The Arizona Daily Star and The Tucson
Citizen. Presidio also posts a link to the Arizona Department of
Education's assessment system on its web site,
<http://www.presidioschool.com/>

**4. Sharing Success:** As one of the oldest charter schools in Arizona,
Presidio has a history of leadership in the charter school community and
as such views the improvement of all schools, and in particular charter
schools, as a self-imposed obligation. Presidio's Co-Directors have
served and are currently serving on a variety of educational advisory
boards and committees such as the University of Arizona Professional
Preparation Board, Arizona Superintendent of Public Instruction's
Charter School Advisory Board and Superintendents' Advisory Board; Pima
County Superintendent of Public School's Advisory Board, Arizona State
Board for Charter School's Advisory Round Table for Prospective
Applicants, Arizona Math and Science Partnership Planning Committee and
GreatSchools.net Advisory Board. The school's Directors and teachers
have also participated in several studies of charter schools including
NYU's Institute for Education and Social Policy's three-year study, The
Opportunity to Learn in Urban Charter Schools and the University of
Wisconsin's Charter High Schools & Real World Practices study. As a
result of Presidio's participation in the study, Presidio was listed by
the University of Wisconsin as an online resource to support charter
schools at
[www.cew.wise.edu/charterSchools](http://www.cew.wise.edu/charterSchools).

Presidio has received several federal and local grants which have
provided opportunities to share successful strategies and programs.
Through PRISM (Partnership to Reform Instruction in Science and Math), a
U.S. Department of Education Public Charter School Dissemination Program
Grant, Presidio was able to develop and disseminate "Science Labs for
First Timers," a manual addressing how to start the process for building
a science lab. Also through PRISM, Presidio, in conjunction with the
University of Arizona, and the Arizona-Sonora Desert Museum, offered two
PRISM/GLOBE Science trainings for science and math teachers from
Arizona, New Mexico and Mexico. PRISM also offered a conference titled
"Enliven Your Science Program!" which was attended by almost fifty
educators representing charter, private, public and home schooling
educational centers from all areas of Arizona. Through a grant received
by the Arizona Heritage Project, Presidio students created Preserving
Traditions-A Study of Native American Traditional Medicine. At the end
of the year long project, the students' study was presented to Arizona
legislators, government leaders and state school officials in Phoenix,
Arizona and at a reception for federal officials in Washington, DC. The
final project is currently on file at the Library of Congress.

**PART V -- CURRICULUM AND INSTRUCTION**

**1. Curriculum:** Presidio's curriculum is designed to guide students
from kindergarten to twelfth grade through increasingly challenging,
varied and comprehensive course work that not only prepares them for
college entrance, but also to be informed and constructive citizens. As
Professor James Comer of Yale University wrote in a review of E.D.
Hirsch's Cultural Literacy, "In order for a truly democratic and
economically sound society to be maintained, young people must have
access to the best knowledge available so that they can understand
issues, express their view points, and act accordingly." At Presidio,
the provision of knowledge is intertwined with character building and
creativity so that graduates are not only knowledgeable young adults but
also inspired and caring leaders in whatever future endeavor they
choose. The kindergarten through 8^th^ grade curriculum is developed
around E.D. Hirsch's Core Knowledge Sequence. The Core Knowledge
Sequence provides a framework for strong, sequential, and specific
content to be taught in language arts, history, geography, mathematics,
science, and the fine arts. The Core Knowledge Sequence lends itself to
be readily aligned with Arizona State Standards and provides for fun,
innovative and inquiry based learning to be utilized when teaching to
the standards. At the high school level, the curriculum has been
developed by a cadre of highly qualified instructors who have managed to
develop a rigorous curriculum that is aligned with State standards that
fully prepares every graduate for entrance into college. The curriculum
at all levels is also infused with character building lessons. Samples
of this type of lesson include: [The Effects of a Stimulant and a
Depressant on Heart Rate, Breathing Rate and Physical Coordination in
Daphnia]{.underline}, taught in Biology; decision making in "The Pied
Piper of Tucson", developed for Sophomore Language Arts; and in [The
Great Gatsby]{.underline}, where this classic piece of literature
teaches about the consequences of personal choice in Junior Language
Arts.

[Science]{.underline} With Arizona Standards in place, the faculty
brings the enthusiasm of their particular field of study to the
classroom. Fully equipped science labs offer students an opportunity for
hands-on lessons that illuminate principles of the scientific method.
Labs lead to student lab reports that emphasize the methods by which
scientific data is communicated. Higher level thinking skills are
developed through critical thinking exercises and lessons designed to
engage analytical skills while providing relevancy to the student. The
Core Knowledge Sequence ensures that K-8 students learn science through
cross-curricular lessons that provide the historical context of
scientific discovery and subsequent technological advancement. A benefit
of a K-12 campus is that high school students teach their younger
counterparts and lead laboratory lessons incorporating peer-to-peer
instruction. High school offerings include Integrated Science, Biology,
Earth Science, Chemistry, Honors Environmental Science, and Physics.

[Social Studies]{.underline} At Presidio social studies emulates the
goal of the National Council of Social Studies which is "to help young
people to make informed and reasoned decisions for the public good as
citizens of a culturally diverse, democratic society in an
interdependent world." The Social Studies curriculum envelopes the study
of the social sciences while including the integration of humanities,
math and the natural sciences. Cross curricular study enhances student
performance in the attainment of research skills, critical thinking,
understanding current events and participation as a citizen. At the High
School level the continuation of study becomes more specialized in each
of the five strands while variety of experiences continues through the
use of technology, literature, primary and secondary sources, and
graphic representations. Course offerings at this level include World
History, World Geography, American History, Arizona History, US/AZ
Government, Multicultural Studies, and Life Skills.

[Mathematics]{.underline} Presidio uses a variety of methods to ensure
students are on a path to success. With the State Standards providing
the framework, Presidio uses a multitude of supplementary materials for
enhancement. Textbooks offer three levels of instruction which
facilitates differentiated instruction to better meet student needs.
Students performing below grade level learn the basics they are missing
to achieve success while those at grade level are kept interested and
those above grade level are given enrichment activities to supplement
their learning. Classrooms are equipped with a variety of math
manipulatives and teachers strive to introduce students to many
real-world situations involving math thus allowing the students a
learning experience that they view as relevant to their lives. Students
also have access to a computerized math program, ilearn, which
supplements math instruction. Presidio's math instruction is designed to
address the varied learning styles of the diverse student population.

[Fine Arts]{.underline} Presidio offers Visual Arts and Theater Arts,
both of which are aligned to State Standards. Visual Arts provides
students with exposure to a variety of media. Assignments that call for
storytelling through visual imagery encourage artistic and stylized
works---even from students who previously did not consider themselves
"artistic".  One result of a curriculum that highlights the joy of self
expression in a non-threatening environment is that most Presidio High
School students elect to participate in Visual Arts. Theater Arts
collaborates with the Visual Arts program to create multidimensional
performances.  The students are exposed to all facets of theater
including:  Stage production, lighting, sound, costume and set design,
and performance experience.  Students develop skills to explore cultural
experiences and universal themes while gaining a deeper understanding of
the dramatic process.  A strong sense of community and camaraderie is
developed amongst the students as they work together on all aspects of
production.  Bi-annual performances are presented to the student body
and members of the community.  

[Foreign Language]{.underline} Beginning a foreign language early in
life promotes the achievement of being language proficient. The
incorporation of foreign language at Presidio is offered at the K-12
levels to facilitate the opportunity for our students to reach this
proficiency. Spanish is the primary language offered within the core
curriculum; however, students also have an opportunity to take American
Sign Language (ASL) in the after school enrichment program. The
curriculum in K-8 utilizes the natural/communicative approach in the
five strands of Communication, Culture, Connections, Comparisons and
Communities of the Foreign Language Standards endorsed through the State
of Arizona and the American Council of Teachers of Foreign Languages. In
high school, students continue to develop their language skills based on
the five strands of the Foreign Language Standards with emphasis placed
upon reading and writing proficiency. Course offerings include Spanish
I-IV.

**2a. (Elementary Schools) Reading:** The reading program is designed to
ensure that all children are literate. In order to achieve this Presidio
focuses not just on reading ability, but also on writing, listening, and
speaking abilities. By focusing on total literacy Presidio is able to
show children the importance literacy has on their everyday lives.
Presidio achieves this by working on each component individually as well
as giving opportunities for them to be used in conjunction.

Presidio ensures that continuity is being met through the grades by
using comprehensive programs that fit a variety of learning styles and
needs. The Scholastic Guided Reading Program allows books to be read
that are leveled to the students' current reading ability. As the
students' reading improves, teachers have access to high interest books
at each subsequent reading level. The guided reading program also
ensures that students have access to individual books allowing each
student to participate in the important book handling experience. The
guided reading program also provides many styles of literature in
fiction and non-fiction, giving equal chances to everyone to find books
that are appealing, and ensuring that all readers are engaged during
reading. An extensive listening library is also used to give students
daily opportunity to listen to books on tape while also having the books
in print to reference. Lastly, all grades provide many opportunities for
students to participate in oral speaking. Through inter-grade
collaborations with correlated thematic units students give
presentations and reports to other classes. The curriculum also provide
opportunities such as sharing days, class animal journals, book reports,
Flat Stanley correspondence, and other reports. The final component of
the reading program is Fast ForWord. Fast ForWord is a scientifically
based program that allows for daily phonics practice in the lower grades
and allows for skill building in comprehension, spelling, and literary
and English terms in the higher grades. The Fast ForWord program can be
used in a less intensive format for reinforcement and practice of
skills, or in a high intensive format for remediation and strengthening
of skills. The Fast ForWord works with listening skills as well as
builds phonics skills.

**2b. (Secondary Schools) English:** The English curriculum is designed
to promote literacy in all students, enhance core knowledge of American
and world literature and produce critical thinkers who are able to make
connections between literary works and the human experience.  Students
are expected to analyze a variety of genres, develop argumentation
skills, distinguish fact from opinion, and become proficient in formal
communication. Through these skills, the students are required to use
higher order thinking, specifically, synthesis and evaluation. 
Additionally, the students are taught to formulate ideas and opinions
that can be expressed through writing and speaking and the awareness
that each student has a voice in the world that can be recognized and
valued.    Presidio\'s Language Arts content is designed to address all
of the state standards as well as prepare students for college level
coursework.  Technology is an integral component of the high school
Language Arts program and includes Power Point, research, evaluation of
technical documents, and analysis. The six-trait rubric is used to
assess every writing assignment so students become proficient in all
aspects of writing. In order to accommodate the variety of levels in the
classroom, teachers are required to be knowledgeable in a variety of
instructional strategies including Differentiated Instruction and
Structured English Immersion (SEI). 

**3. Additional Curriculum Area:** Although Presidio does not have the
fields or play areas of traditional public schools, the importance of
physical education is still an important part of the school's
curriculum. Presidio offers physical education at all grade levels in
two unique forms -- Tae Kwon Do and Dance. [Tae Kwon Do]{.underline} -
Tae Kwon Do taken as pure exercise develops cardiovascular fitness as
well as muscular strength and balance. One of the least renowned and
most important benefits of martial arts training is the mental workout.
Students need to concentrate under pressure; whether they are directing
energy into a difficult task such as breaking a board with their bare
hands or ensuring that a special kick is executed correctly. Students
who study martial arts indicate that this required ability to focus
transfers to academic areas. Tae Kwon Do also requires extensive
memorization of terms and techniques, most of which are in a foreign
language. [Dance]{.underline} - Movement in dance is the intelligence
that allows our bodies---or parts of our bodies---to solve problems,
create, and discover. Through a developmentally appropriate movement
program, instructors help nurture the bodily/kinesthetic intelligence
possessed in varying degrees by all children. Though society tends to
grant greater value to other of the intelligences, children who use and
continue to use their bodies in innovative ways often become successful
actors, athletes, crafts people, dancers, or surgeons.

# 4. Instructional Methods: Unlike other countries that focus their efforts on elite groups, the United States provides educational opportunities for all children. Prevailing wisdom is that all children can learn, but not all children learn in the same way or at the same pace. Unfortunately, prevalent instructional modalities do not take this premise to heart. Teachers are expected to successfully teach students of widely differing abilities, preparation, and home lives -- all in the same classroom. The traditional didactic lecture format is rigid and geared to meet the needs of a small range of students. Some students need more help than average; some need less. It is impossible for a teacher to provide relevant instruction solely utilizing a lecture format. In a purely lecture format, the teacher is forced to teach at a certain level and pace that does not necessarily agree with the learning pace or style of many of the students. The few "average" students are reached while the gifted and more challenged often miss needed instruction. Presidio offers a new approach to teaching that incorporates this variability into an effective learning tool so that not only is no student is left behind, but no student is held back from reaching his or her full potential.

Presidio's instructional method embraces key aspects of mastery,
inquiry-based, and differentiated learning that is effective in today's
heterogeneous classrooms. Presidio has stepped outside the box when
determining appropriate groupings of learners. Students do not naturally
fit into a rigid class structure based upon age and the date that they
happened to enter school. Students begin school with varied abilities,
backgrounds, levels of maturity, and learning styles. Instead of the
traditional class structure, Presidio places students in learning
cohorts based upon Arizona's pre-established learning levels --
Readiness, Kindergarten (ages 4 to 5); Foundations, grades 1 through 3;
Low Essentials, grades 4 and 5; and High Essentials, grades 6 through 8.
Within each of these learning cohorts students are "clustered" into
groupings based upon skill level within the subject being taught. This
transforms rigid, graded classrooms into multi-age and ability learning
centers. "Cluster groupings" allow students who may have a better grasp
of math to receive instruction in 5^th^ grade math while receiving
reading instruction at the 4^th^ grade level until proficiency is
attained. Students who are gifted in a particular subject area allowed
to move outside of pre-established learning cohorts. When making the
determination to move a student outside of a learning cohort, the
student's personal maturity level is also taken into consideration.

Within each level of instruction students are taught utilizing mastery
learning. In mastery learning, subject matter is divided into units that
have predetermined objectives or unit expectations; therefore, there is
a requirement that the student reach a level of predetermined mastery on
each unit of instruction before being allowed to progress to the next
unit. Presidio uses a mastery level of 75%. Studies have shown that
mastery learning is most useful when learning basic skills, and is
particularly beneficial to slow learners. Mastery learning allows
students to progress at their own pace and receive constant feedback on
their level of mastery. The feedback helps students identify what they
have learned and what they still need to master. On any assignment where
a student does not achieve a 75%, the teacher provides individualized
instruction. This process assures that "no child is left behind" in the
educational process. According to mastery learning researcher John
Carroll, "Learning is a function of time spent divided by time needed.
One important variable related to time needed is student aptitude. If a
student is allowed the time he/she needs to achieve a particular level
and if he/she spends the amount of time needed, he/she should achieve
that level." Mastery level instruction is based on the concept that all
students can learn when the confines of time are eliminated -- mastery
level instruction insures that no child is left behind.

By removing the possibility of failure from learning -- all students
receive either an A, a B or a C on every assignment -- mastery level
instruction improves self-esteem and builds the self-confidence of all
students. According to over 46 separate studies, mastery learning
strategies have a significant effect upon students' retention of
instructional material. It was also discovered that the number of
student assignments that fell below the 75% level on the first attempt,
requiring additional instruction or remediation time, significantly
decreased in frequency as the student progressed through course work and
the longer the students was taught within the mastery system.

According to Mastery Learning in Public Schools, written by Denese Davis
and Jackie Sorrell, schools that have implemented mastery learning have
reported several important outcomes: "Mastery learning provides a model
of instruction that is effective for a wide range of students; mastery
learning reduces the academic spread between slower and faster students
without slowing down the faster students; and academic gains, student
attitude and self-image have also improved." Instructional modalities
such as mastery learning, cluster groupings, differentiation, and
inquiry-based instruction play the primary role in Presidio's
educational plan. But not only instructional elements contribute to a
student's academic success. Mastery learning is most effective when
class size remains small. As such, Presidio maintains a 1:16 teacher to
student ratio at all grade levels.

**5. Professional Development:** Presidio provides all faculty members
with high quality, relevant, and scientifically proven professional
development opportunities through the implementation of Presidio
School's NCLB Professional Development Plan. The plan was developed by a
sub-committee of the Presidio School Advisory Board/NCLB Schoolwide
Planning Committee. Two primary components were identified under the
plan -- first, training in Core Knowledge and differentiated instruction
and second, the implementation of TEAMS, a teacher driven professional
development concept directed at helping teachers effectively implement
mastery learning as well as reduce teacher turnover.

On a rotating basis, all teachers in grades K-8 are given the
opportunity to attend Core Knowledge training either at one of the
national conferences or through smaller group training opportunities.
Teachers at all grade levels are trained in the effective implementation
of differentiated instruction. Differentiated instruction training is
offered through state, regional and national conferences as well as on
the Presidio campus during teacher planning days. These specified
trainings are augmented by other training opportunities that improve the
knowledge base of teachers or will enhance instruction directed at
remediating student academic deficiencies.

Presidio is also in the process of implementing TEAMS, Teaching
Excellence and Mentoring for Success. TEAMS has four primary goals: to
improve the quality of instruction, to facilitate teacher teambuilding,
to increase teacher motivation, and to reduce teacher turnover. At the
beginning of the year teachers met and establish annual instructional
goals based upon. After goals are set, TEAM groupings are established.
The role of the TEAMS groupings is to improve instructional performance
through teacher directed evaluations of each other. Members observe
instruction, provide input and support needed changes within their
group. TEAM groupings consist of 4 or 5 teachers with each member
bringing a different level of teaching experience and/or subject area to
the group. The groups design rubrics for peer evaluations based upon
what they think are their areas most in need of strengthening. Each
member of the group is observed at least once by each of the other
members of the group before the end of the school year. Time is also
allocated for group meetings in order to discuss the evaluations and
devise personal and school-wide teaching improvement plans. The groups'
school-wide teaching improvement plans are periodically discussed by the
faculty as a whole and are used in the on-going development of the
professional development plan. Through this system Presidio is able to
address critical professional development needs in a timely fashion and
can adapt training to meet the needs of teachers working within a
mastery learning educational framework.

**PART VII - ASSESSMENT RESULTS**

After consulting with the state liaison, it was determined that Presidio
would not present data for kindergarten through 7^th^ grades because
three years of service have not as yet been provided.

In grades 3 through 8 students are given the AIMS DPA -- Dual Purpose
Assessment. The AIMS DPA is a combination of The Arizona Instrument to
Measure Standards or AIMS and TerraNova which is a norm referenced test.

Subject: [Reading]{.underline} Grade: [8]{.underline} Test: [AIMS DPA --
Dual Purpose Assessment]{.underline}

Sub-test: [The Arizona Instrument to Measure Standards]{.underline}

Edition/Publication Year(s): [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

[2003 &2002]{.underline} Publisher: [Harcourt]{.underline}

> \*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
> and developed. Test versions are changed with each subsequent year.

+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Testing month          | April  | April  | April  | A |        | April  |
|                        |        |        |        | p |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | i |        |        |
|                        |        |        |        | l |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Type of Test           | AIMS   | AIMS   | AIMS   |   |        |        |
| Administered           | DPA    | DPA    |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 94%    | 82%    | 57%    |   |        |        |
| > "Exceeding" State    |        |        |        |   |        |        |
| > Standards            |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 7%     | 0%     | 36%    |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 15     | 17     | 14     |   | 8^th^  |        |
| tested                 |        |        |        |   | Grade  |        |
|                        |        |        |        |   | not    |        |
|                        |        |        |        |   | served |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 100%   | 100%   |   |        |        |
| students tested        |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 0      | 0      | 0      |   |        |        |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0%     | 0%     |   |        |        |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| SUBGROUP SCORES        |        |        | No     |   |        |        |
|                        |        |        | sub    |   |        |        |
|                        |        |        | groups |   |        |        |
|                        |        |        | of 10  |   |        |        |
|                        |        |        | or     |   |        |        |
|                        |        |        | more   |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Economically           |        |        |        |   |        |        |
| Disadvantaged          |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Meeting" plus      | 91%    | 80%    |        |   |        |        |
| "Exceeding" State      |        |        |        |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 0%     |        |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 11     | 15     |        |   | 8^th^  |        |
| tested                 |        |        |        |   | Grade  |        |
|                        |        |        |        |   | not    |        |
|                        |        |        |        |   | served |        |
+------------------------+--------+--------+--------+---+--------+--------+
|                        | There  |        |        |   |        |        |
|                        | are no |        |        |   |        |        |
|                        | other  |        |        |   |        |        |
|                        | sub    |        |        |   |        |        |
|                        | groups |        |        |   |        |        |
|                        | of 10  |        |        |   |        |        |
|                        | or     |        |        |   |        |        |
|                        | more   |        |        |   |        |        |
|                        | stu    |        |        |   |        |        |
|                        | dents. |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+

Subject: [Writing]{.underline} Grade: [8]{.underline} Test: [AIMS DPA --
Dual Purpose Assessment]{.underline}

Sub-test: [The Arizona Instrument to Measure Standards]{.underline}

Edition/Publication Year(s): [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

[2003 &2002]{.underline} Publisher: [Harcourt]{.underline}

> \*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
> and developed. Test versions are changed with each subsequent year.

+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Testing month          | April  | April  | April  | A |        | April  |
|                        |        |        |        | p |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | i |        |        |
|                        |        |        |        | l |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Type of Test           | AIMS   | AIMS   | AIMS   |   |        |        |
| Administered           | DPA    | DPA    |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 100%   | 100%   | 75%    |   |        |        |
| > "Exceeding" State    |        |        |        |   |        |        |
| > Standards            |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 0%     | 17%    |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 15     | 17     | 14     |   | 8^th^  |        |
| tested                 |        |        |        |   | Grade  |        |
|                        |        |        |        |   | not    |        |
|                        |        |        |        |   | served |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 100%   | 100%   |   |        |        |
| students tested        |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 0      | 0      | 0      |   |        |        |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0%     | 0%     |   |        |        |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| SUBGROUP SCORES        |        |        | No     |   |        |        |
|                        |        |        | sub    |   |        |        |
|                        |        |        | groups |   |        |        |
|                        |        |        | of 10  |   |        |        |
|                        |        |        | or     |   |        |        |
|                        |        |        | more   |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Economically           |        |        |        |   |        |        |
| Disadvantaged          |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Meeting" plus      | 100%   | 100%   |        |   |        |        |
| "Exceeding" State      |        |        |        |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 0%     |        |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 11     | 15     |        |   | 8^th^  |        |
| tested                 |        |        |        |   | Grade  |        |
|                        |        |        |        |   | not    |        |
|                        |        |        |        |   | served |        |
+------------------------+--------+--------+--------+---+--------+--------+
|                        | There  |        |        |   |        |        |
|                        | are no |        |        |   |        |        |
|                        | other  |        |        |   |        |        |
|                        | sub    |        |        |   |        |        |
|                        | groups |        |        |   |        |        |
|                        | of 10  |        |        |   |        |        |
|                        | or     |        |        |   |        |        |
|                        | more   |        |        |   |        |        |
|                        | stu    |        |        |   |        |        |
|                        | dents. |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+

Subject: [Mathematics]{.underline} Grade: [8]{.underline} Test: [AIMS
DPA -- Dual Purpose Assessment]{.underline}

Sub-test: [The Arizona Instrument to Measure Standards]{.underline}

Edition/Publication Year(s): [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

[2003 &2002]{.underline} Publisher: [Harcourt]{.underline}

> \*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
> and developed. Test versions are changed with each subsequent year.

+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Testing month          | April  | April  | April  | A |        | April  |
|                        |        |        |        | p |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | i |        |        |
|                        |        |        |        | l |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Type of Test           | AIMS   | AIMS   | AIMS   |   |        |        |
| Administered           | DPA    | DPA    |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 93%    | 71%    | 31%    |   |        |        |
| > "Exceeding" State    |        |        |        |   |        |        |
| > Standards            |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 13%    | 6%     | 31%    |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 15     | 17     | 13     |   | 8^th^  |        |
| tested                 |        |        |        |   | Grade  |        |
|                        |        |        |        |   | not    |        |
|                        |        |        |        |   | served |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 100%   | 93%    |   |        |        |
| students tested        |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 0      | 0      | 0      |   |        |        |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0%     | 0%     |   |        |        |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| SUBGROUP SCORES        |        |        | No     |   |        |        |
|                        |        |        | sub    |   |        |        |
|                        |        |        | groups |   |        |        |
|                        |        |        | of 10  |   |        |        |
|                        |        |        | or     |   |        |        |
|                        |        |        | more   |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Economically           |        |        |        |   |        |        |
| Disadvantaged          |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Meeting" plus      | 100%   | 67%    |        |   |        |        |
| "Exceeding" State      |        |        |        |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 9%     | 7%     |        |   |        |        |
| Standards              |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 11     | 15     |        |   | 8^th^  |        |
| tested                 |        |        |        |   | Grade  |        |
|                        |        |        |        |   | not    |        |
|                        |        |        |        |   | served |        |
+------------------------+--------+--------+--------+---+--------+--------+
|                        | There  |        |        |   |        |        |
|                        | are no |        |        |   |        |        |
|                        | other  |        |        |   |        |        |
|                        | sub    |        |        |   |        |        |
|                        | groups |        |        |   |        |        |
|                        | of 10  |        |        |   |        |        |
|                        | or     |        |        |   |        |        |
|                        | more   |        |        |   |        |        |
|                        | stu    |        |        |   |        |        |
|                        | dents. |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+

Beginning in 10^th^ grade and continuing until the student attains at
least a "Meets" score, students are given the Arizona Instrument to
Measure Standards or AIMS. Students who meet AIMS may choose to continue
to test until they reach "Exceeds". The results presented do not include
students who are attempting to improve scores from "Meets" to "Exceeds".

Subject: [Reading]{.underline} Grade: [10]{.underline} Test: [Arizona
Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | Fe     | F |        | Fe     | F |        | Fe     |
|                        | bruary | e |        | bruary | e |        | bruary |
|                        |        | b |        |        | b |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | a |        |        | a |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | y |        |        | y |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 85%    | 6 |        | 59%    | 5 |        | 57%    |
| > "Exceeding" State    |        | 3 |        |        | 1 |        |        |
| > Standards            |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 10%    | 5 |        | 9%     | 3 |        | 7%     |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 20     | 4 |        | 58     |   | 61     | 88     |
| tested                 |        | 3 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 91%    | 1 |        | 100%   | 1 |        | 100%   |
| students tested        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        | 0      |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        | 0%     |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     |   |        |        |   |        |        |
|                        | sub    |   |        |        |   |        |        |
|                        | groups |   |        |        |   |        |        |
|                        | of 10  |   |        |        |   |        |        |
|                        | or     |   |        |        |   |        |        |
|                        | more   |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Economically           |        |   |        |        |   |        |        |
| Disadvantaged          |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        | 5 |        | No     | 5 |        | Not    |
| > "Exceeding" State    |        | 3 |        | data   | 8 |        | coded  |
| > Standards            |        | % |        | ava    | % |        |        |
|                        |        |   |        | ilable |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        | 3 |        |        | 5 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        | 3 |        |        | 3 |        |        |
| tested                 |        | 4 |        |        | 8 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| White (Not Hispanic)   |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 74%    | 61%    |   | 59%    | Not    |
| > "Exceeding" State    |        |   |        |        |   |        | coded  |
| > Standards            |        |   |        |        |   |        |        |
|                        |        |   |        |        |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 7%     | 11%    |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 27     | 38     |   | 29     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Hispanic or Latino     |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 50%    | 62%    |   | 46%    | Not    |
| > "Exceeding" State    |        |   |        |        |   |        | coded  |
| > Standards            |        |   |        |        |   |        |        |
|                        |        |   |        |        |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 0%     | 8%     |   | 8%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 12     | 13     |   | 24     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Writing]{.underline} Grade: [10]{.underline} Test: [Arizona
Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | Fe     | F |        | Fe     | F |        | Fe     |
|                        | bruary | e |        | bruary | e |        | bruary |
|                        |        | b |        |        | b |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | a |        |        | a |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | y |        |        | y |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 80%    | 7 |        | 55%    | 6 |        | 65%    |
| > "Exceeding" State    |        | 6 |        |        | 3 |        |        |
| > Standards            |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 5%     | 2 |        | 0%     | 0 |        | 0%     |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 20     | 4 |        | 58     |   | 49     | 71     |
| tested                 |        | 3 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 8 |        | 100%   |
| students tested        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | % |        |        |
|                        |        | % |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        | 0      |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        | 0%     |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     |   |        |        |   |        |        |
|                        | sub    |   |        |        |   |        |        |
|                        | groups |   |        |        |   |        |        |
|                        | of 10  |   |        |        |   |        |        |
|                        | or     |   |        |        |   |        |        |
|                        | more   |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        | 6 |        | No     | 6 |        | 63%    |
| > "Exceeding" State    |        | 9 |        | data   | 3 |        |        |
| > Standards            |        | % |        | ava    | % |        |        |
|                        |        |   |        | ilable |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        | 0 |        |        | 0 |        | 0%     |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        | 3 |        |        | 2 |        | 24     |
| tested                 |        | 5 |        |        | 7 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 74%    | 58%    |   | 65%    | Not    |
| > "Exceeding" State    |        |   |        |        |   |        | coded  |
| > Standards            |        |   |        |        |   |        |        |
|                        |        |   |        |        |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 4%     | 0%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 27     | 38     |   | 26     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 75%    | 62%    |   | 56%    | Not    |
| > "Exceeding" State    |        |   |        |        |   |        | coded  |
| > Standards            |        |   |        |        |   |        |        |
|                        |        |   |        |        |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 0%     | 0%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 12     | 13     |   | 16     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Mathematics]{.underline} Grade: [10]{.underline} Test:
[Arizona Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | April  | A |        | April  | A |        | April  |
|                        |        | p |        |        | p |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | i |        |        | i |        |        |
|                        |        | l |        |        | l |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 70%    | 4 |        | 15%    | 1 |        | 18%    |
| > "Exceeding" State    |        | 9 |        |        | 2 |        |        |
| > Standards            |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 3 |        | 5%     | 2 |        | 3%     |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 23     | 3 |        | 58     |   | 61     | 88     |
| tested                 |        | 5 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 9 |        | 97%    |
| students tested        |        | 0 |        |        | 8 |        |        |
|                        |        | 0 |        |        | % |        |        |
|                        |        | % |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        | 0      |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        | 0%     |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     |   |        |        |   |        |        |
|                        | sub    |   |        |        |   |        |        |
|                        | groups |   |        |        |   |        |        |
|                        | of 10  |   |        |        |   |        |        |
|                        | or     |   |        |        |   |        |        |
|                        | more   |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        | 4 |        | No     | 1 |        | Not    |
| > "Exceeding" State    |        | 6 |        | data   | 2 |        | coded  |
| > Standards            |        | % |        | ava    | % |        |        |
|                        |        |   |        | ilable |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        | 0 |        |        | 2 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        | 2 |        |        | 4 |        |        |
| tested                 |        | 6 |        |        | 1 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 64%    | 20%    |   | 3%     | Not    |
| > "Exceeding" State    |        |   |        |        |   |        | coded  |
| > Standards            |        |   |        |        |   |        |        |
|                        |        |   |        |        |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 5%     | 6%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 22     | 35     |   | 30     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 23%    | 6%     |   | 22%    | Not    |
| > "Exceeding" State    |        |   |        |        |   |        | coded  |
| > Standards            |        |   |        |        |   |        |        |
|                        |        |   |        |        |   |        | by     |
|                        |        |   |        |        |   |        | State  |
|                        |        |   |        |        |   |        | test   |
|                        |        |   |        |        |   |        | a      |
|                        |        |   |        |        |   |        | nalyst |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 0%     | 6%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 10     | 16     |   | 23     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Those students who take the AIMS in grade 11 are only those who did not
pass the test or "Meet the Standards" in grade 10. Students are required
to take the Arizona Instrument to Measure Standards (AIMS) each year
until they attain at least a "Meets" score. Students who meet AIMS may
choose to continue to test until they reach "Exceeds". The results
presented do not include students who are attempting to improve scores
from "Meets" to "Exceeds".

Subject: [Reading]{.underline} Grade: [11]{.underline} Test: [Arizona
Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | Fe     | F |        | Fe     | F |        | Fe     |
|                        | bruary | e |        | bruary | e |        | bruary |
|                        |        | b |        |        | b |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | a |        |        | a |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | y |        |        | y |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 77%    | 6 |        | 66%    | 5 |        | Only   |
| > "Exceeding" State    |        | 2 |        |        | 0 |        | 10^th^ |
| > Standards            |        | % |        |        | % |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 0 |        | 9%     | 5 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 13     | 2 |        | 47     |   | 42     |        |
| tested                 |        | 1 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 1 |        |        |
| students tested        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        |        |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        |        |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     | N |        |        |   |        |        |
|                        | sub    | o |        |        |   |        |        |
|                        | groups | s |        |        |   |        |        |
|                        | of 10  | u |        |        |   |        |        |
|                        | or     | b |        |        |   |        |        |
|                        | more   | g |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | u |        |        |   |        |        |
|                        |        | p |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | f |        |        |   |        |        |
|                        |        | 1 |        |        |   |        |        |
|                        |        | 0 |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | m |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | No     | 5 |        | Only   |
| > "Exceeding" State    |        |   |        | data   | 2 |        | 10^th^ |
| > Standards            |        |   |        | ava    | % |        | Grade  |
|                        |        |   |        | ilable |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        |        | 6 |        |        |
| Standards              |        |   |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        |        | 3 |        |        |
| tested                 |        |   |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 65%    |   | 50%    | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 17%    |   | 10%    |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 23     |   | 20     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 67%    |   | 56%    | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 0%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 21     |   | 16     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Writing]{.underline} Grade: [11]{.underline} Test: [Arizona
Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | Fe     | F |        | Fe     | F |        | Fe     |
|                        | bruary | e |        | bruary | e |        | bruary |
|                        |        | b |        |        | b |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | a |        |        | a |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | y |        |        | y |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 85%    | 9 |        | 71%    | 6 |        | Only   |
| > "Exceeding" State    |        | 3 |        |        | 6 |        | 10^th^ |
| > Standards            |        | % |        |        | % |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 0 |        | 0%     | 0 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 13     | 1 |        | 45     |   | 38     |        |
| tested                 |        | 4 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 1 |        |        |
| students tested        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        |        |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        |        |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     | N |        |        |   |        |        |
|                        | sub    | o |        |        |   |        |        |
|                        | groups | s |        |        |   |        |        |
|                        | of 10  | u |        |        |   |        |        |
|                        | or     | b |        |        |   |        |        |
|                        | more   | g |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | u |        |        |   |        |        |
|                        |        | p |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | f |        |        |   |        |        |
|                        |        | 1 |        |        |   |        |        |
|                        |        | 0 |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | m |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | No     | 6 |        | Only   |
| > "Exceeding" State    |        |   |        | data   | 3 |        | 10^th^ |
| > Standards            |        |   |        | ava    | % |        | Grade  |
|                        |        |   |        | ilable |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        |        | 0 |        |        |
| Standards              |        |   |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        |        | 3 |        |        |
| tested                 |        |   |        |        | 0 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 72%    |   | 67%    | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 0%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 25     |   | 15     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 72%    |   | 72%    | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 0%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 18     |   | 18     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Mathematics]{.underline} Grade: [11]{.underline} Test:
[Arizona Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | April  | A |        | April  | A |        | April  |
|                        |        | p |        |        | p |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | i |        |        | i |        |        |
|                        |        | l |        |        | l |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 40%    | 6 |        | 21%    | 1 |        | Only   |
| > "Exceeding" State    |        | 3 |        |        | 4 |        | 10^th^ |
| > Standards            |        | % |        |        | % |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 7 |        | 5%     | 7 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 15     | 4 |        | 43     |   | 42     |        |
| tested                 |        | 1 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 1 |        |        |
| students tested        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        |        |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        |        |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     | N |        |        |   |        |        |
|                        | sub    | o |        |        |   |        |        |
|                        | groups | s |        |        |   |        |        |
|                        | of 10  | u |        |        |   |        |        |
|                        | or     | b |        |        |   |        |        |
|                        | more   | g |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | u |        |        |   |        |        |
|                        |        | p |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | f |        |        |   |        |        |
|                        |        | 1 |        |        |   |        |        |
|                        |        | 0 |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | m |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | No     | 1 |        | Only   |
| > "Exceeding" State    |        |   |        | data   | 3 |        | 10^th^ |
| > Standards            |        |   |        | ava    | % |        | Grade  |
|                        |        |   |        | ilable |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        |        | 7 |        |        |
| Standards              |        |   |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        |        | 3 |        |        |
| tested                 |        |   |        |        | 1 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 29%    |   | 22%    | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 5%     |   | 11%    |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 21     |   | 18     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 18%    |   | 6%     | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 6%     |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 17     |   | 16     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Those students who take the AIMS in grade 12 are not only those who did
not pass the test or "Meet the Standards" in grade 10 or grade 11, but
also those students who have failed to meet the standard multiple times
as 12^th^ grade students. Students are required to take the Arizona
Instrument to Measure Standards (AIMS) each year until they attain at
least a "Meets" score. Students who meet AIMS may choose to continue to
test until they reach "Exceeds". The results presented do not include
students who are attempting to improve scores from "Meets" to "Exceeds".

Subject: [Reading]{.underline} Grade: [12]{.underline} Test: [Arizona
Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | Fe     | F |        | Fe     | F |        | Fe     |
|                        | bruary | e |        | bruary | e |        | bruary |
|                        |        | b |        |        | b |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | a |        |        | a |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | y |        |        | y |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | *      | 7 |        | 60%    | 6 |        | Only   |
| > "Exceeding" State    | *Fewer | 1 |        |        | 4 |        | 10^th^ |
| > Standards            | than   | % |        |        | % |        | Grade  |
|                        | 10     |   |        |        |   |        | st     |
|                        | st     |   |        |        |   |        | udents |
|                        | udents |   |        |        |   |        | tested |
|                        | who    |   |        |        |   |        |        |
|                        | had    |   |        |        |   |        |        |
|                        | not as |   |        |        |   |        |        |
|                        | yet    |   |        |        |   |        |        |
|                        | "Met"  |   |        |        |   |        |        |
|                        | Stand  |   |        |        |   |        |        |
|                        | ards** |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        | 1 |        | 3%     | 7 |        |        |
| Standards              |        | 4 |        |        | % |        |        |
|                        |        | % |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        | 1 |        | 35     | 1 |        |        |
| tested                 |        | 4 |        |        | 4 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 9 |        |        |
| students tested        |        | 0 |        |        | 7 |        |        |
|                        |        | 0 |        |        | % |        |        |
|                        |        | % |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        |        |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        |        |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     | N |        |        | N |        |        |
|                        | sub    | o |        |        | o |        |        |
|                        | groups | s |        |        | s |        |        |
|                        | of 10  | u |        |        | u |        |        |
|                        | or     | b |        |        | b |        |        |
|                        | more   | g |        |        | g |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | o |        |        | o |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | p |        |        | p |        |        |
|                        |        | s |        |        | s |        |        |
|                        |        | o |        |        | o |        |        |
|                        |        | f |        |        | f |        |        |
|                        |        | 1 |        |        | 1 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | o |        |        | o |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | m |        |        | m |        |        |
|                        |        | o |        |        | o |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | e |        |        | e |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | No     |   |        | Only   |
| > "Exceeding" State    |        |   |        | data   |   |        | 10^th^ |
| > Standards            |        |   |        | ava    |   |        | Grade  |
|                        |        |   |        | ilable |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        |        |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        |        |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 77%    |   |        | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 8%     |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Presidio students      |        |   |        | 13     |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 56%    |   |        | Only   |
| > "Exceeding" State    |        |   |        |        |   |        | 10^th^ |
| > Standards            |        |   |        |        |   |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 0%     |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 18     |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Writing]{.underline} Grade: [12]{.underline} Test: [Arizona
Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | Fe     | F |        | Fe     | F |        | Fe     |
|                        | bruary | e |        | bruary | e |        | bruary |
|                        |        | b |        |        | b |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | u |        |        | u |        |        |
|                        |        | a |        |        | a |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | y |        |        | y |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | *      | * |        | 68%    | 8 |        | Only   |
| > "Exceeding" State    | *Fewer | * |        |        | 5 |        | 10^th^ |
| > Standards            | than   | F |        |        | % |        | Grade  |
|                        | 10     | e |        |        |   |        | st     |
|                        | st     | w |        |        |   |        | udents |
|                        | udents | e |        |        |   |        | tested |
|                        | who    | r |        |        |   |        |        |
|                        | had    | t |        |        |   |        |        |
|                        | not as | h |        |        |   |        |        |
|                        | yet    | a |        |        |   |        |        |
|                        | "Met"  | n |        |        |   |        |        |
|                        | Stand  | 1 |        |        |   |        |        |
|                        | ards** | 0 |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | t |        |        |   |        |        |
|                        |        | u |        |        |   |        |        |
|                        |        | d |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
|                        |        | n |        |        |   |        |        |
|                        |        | t |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | w |        |        |   |        |        |
|                        |        | h |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | h |        |        |   |        |        |
|                        |        | a |        |        |   |        |        |
|                        |        | d |        |        |   |        |        |
|                        |        | n |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | t |        |        |   |        |        |
|                        |        | a |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | y |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
|                        |        | t |        |        |   |        |        |
|                        |        | " |        |        |   |        |        |
|                        |        | M |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
|                        |        | t |        |        |   |        |        |
|                        |        | " |        |        |   |        |        |
|                        |        | S |        |        |   |        |        |
|                        |        | t |        |        |   |        |        |
|                        |        | a |        |        |   |        |        |
|                        |        | n |        |        |   |        |        |
|                        |        | d |        |        |   |        |        |
|                        |        | a |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | d |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | * |        |        |   |        |        |
|                        |        | * |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 0%     | 0 |        |        |
| Standards              |        |   |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Presidio students      |        |   |        | 28     | 2 |        |        |
| tested                 |        |   |        |        | 6 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 9 |        |        |
| students tested        |        | 0 |        |        | 7 |        |        |
|                        |        | 0 |        |        | % |        |        |
|                        |        | % |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        |        |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        |        |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     | N |        |        |   |        |        |
|                        | sub    | o |        |        |   |        |        |
|                        | groups | s |        |        |   |        |        |
|                        | of 10  | u |        |        |   |        |        |
|                        | or     | b |        |        |   |        |        |
|                        | more   | g |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | u |        |        |   |        |        |
|                        |        | p |        |        |   |        |        |
|                        |        | s |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | f |        |        |   |        |        |
|                        |        | 1 |        |        |   |        |        |
|                        |        | 0 |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | m |        |        |   |        |        |
|                        |        | o |        |        |   |        |        |
|                        |        | r |        |        |   |        |        |
|                        |        | e |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | No     |   |        | Only   |
| > "Exceeding" State    |        |   |        | data   |   |        | 10^th^ |
| > Standards            |        |   |        | ava    |   |        | Grade  |
|                        |        |   |        | ilable |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        |        |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        |        |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | *      |   | 92%    | Only   |
| > "Exceeding" State    |        |   |        | *Fewer |   |        | 10^th^ |
| > Standards            |        |   |        | than   |   |        | Grade  |
|                        |        |   |        | 10     |   |        | st     |
|                        |        |   |        | st     |   |        | udents |
|                        |        |   |        | udents |   |        | tested |
|                        |        |   |        | who    |   |        |        |
|                        |        |   |        | had    |   |        |        |
|                        |        |   |        | not as |   |        |        |
|                        |        |   |        | yet    |   |        |        |
|                        |        |   |        | "Met"  |   |        |        |
|                        |        |   |        | Stand  |   |        |        |
|                        |        |   |        | ards** |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        |        |   | 0%     |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        |        |   | 13     |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   |        | 53%    |   | *      | Only   |
| > "Exceeding" State    |        |   |        |        |   | *Fewer | 10^th^ |
| > Standards            |        |   |        |        |   | than   | Grade  |
|                        |        |   |        |        |   | 10     | st     |
|                        |        |   |        |        |   | st     | udents |
|                        |        |   |        |        |   | udents | tested |
|                        |        |   |        |        |   | who    |        |
|                        |        |   |        |        |   | had    |        |
|                        |        |   |        |        |   | not as |        |
|                        |        |   |        |        |   | yet    |        |
|                        |        |   |        |        |   | "Met"  |        |
|                        |        |   |        |        |   | Stand  |        |
|                        |        |   |        |        |   | ards** |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   |        | 0%     |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   |        | 15     |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Mathematics]{.underline} Grade: [12]{.underline} Test:
[Arizona Instrument to Measure Standards (AIMS)]{.underline}

Edition/Publication Year: [2005 & 2004]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

Edition/Publication Year: [2003 & 2002]{.underline} Publisher:
[Harcourt]{.underline}

\*The Arizona Instrument to Measure Standards (AIMS) is Arizona owned
and developed.

Test versions are changed with each subsequent year.

+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Testing month          | April  | A |        | April  | A |        | April  |
|                        |        | p |        |        | p |        |        |
|                        |        | r |        |        | r |        |        |
|                        |        | i |        |        | i |        |        |
|                        |        | l |        |        | l |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    | 38%    | 6 |        | 30%    | 1 |        | Only   |
| > "Exceeding" State    |        | 2 |        |        | 2 |        | 10^th^ |
| > Standards            |        | % |        |        | % |        | Grade  |
|                        |        |   |        |        |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   | 0%     | 0 |        | 4%     | 2 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 16     | 3 |        | 27     |   | 61     |        |
| tested                 |        | 4 |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 1 |        | 100%   | 9 |        |        |
| students tested        |        | 0 |        |        | 4 |        |        |
|                        |        | 0 |        |        | % |        |        |
|                        |        | % |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     | 0      | 0 |        | 0      | 0 |        |        |
| alternatively assessed |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0 |        | 0%     | 0 |        |        |
| alternatively assessed |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **SUBGROUP SCORES**    | 200    | 2 |        | 200    | 2 |        | 200    |
|                        | 5-2006 | 0 |        | 3-2004 | 0 |        | 1-2002 |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 4 |        |        | 2 |        |        |
|                        |        | - |        |        | - |        |        |
|                        |        | 2 |        |        | 2 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 0 |        |        | 0 |        |        |
|                        |        | 5 |        |        | 3 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
|                        | No     |   |        |        |   |        |        |
|                        | sub    |   |        |        |   |        |        |
|                        | groups |   |        |        |   |        |        |
|                        | of 10  |   |        |        |   |        |        |
|                        | or     |   |        |        |   |        |        |
|                        | more   |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Economically         |        |   |        |        |   |        |        |
| Disadvantaged**        |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        | 6 |        | No     | 2 |        | Only   |
| > "Exceeding" State    |        | 3 |        | data   | 5 |        | 10^th^ |
| > Standards            |        | % |        | ava    | % |        | Grade  |
|                        |        |   |        | ilable |   |        | st     |
|                        |        |   |        |        |   |        | udents |
|                        |        |   |        |        |   |        | tested |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        | 0 |        |        | 8 |        |        |
| Standards              |        | % |        |        | % |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Presidio students      |        | 2 |        |        | 1 |        |        |
| tested                 |        | 4 |        |        | 2 |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **White (Not           |        |   |        |        |   |        |        |
| Hispanic)**            |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 78%    | 46%    |   | *      | Only   |
| > "Exceeding" State    |        |   |        |        |   | *Fewer | 10^th^ |
| > Standards            |        |   |        |        |   | than   | Grade  |
|                        |        |   |        |        |   | 10     | st     |
|                        |        |   |        |        |   | st     | udents |
|                        |        |   |        |        |   | udents | tested |
|                        |        |   |        |        |   | who    |        |
|                        |        |   |        |        |   | had    |        |
|                        |        |   |        |        |   | not as |        |
|                        |        |   |        |        |   | yet    |        |
|                        |        |   |        |        |   | "Met"  |        |
|                        |        |   |        |        |   | Stand  |        |
|                        |        |   |        |        |   | ards** |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 0%     | 0%     |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 18     | 13     |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| **Hispanic or Latino** |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| > \% "Meeting" plus    |        |   | 42%    | *      |   | *      | Only   |
| > "Exceeding" State    |        |   |        | *Fewer |   | *Fewer | 10^th^ |
| > Standards            |        |   |        | than   |   | than   | Grade  |
|                        |        |   |        | 10     |   | 10     | st     |
|                        |        |   |        | st     |   | st     | udents |
|                        |        |   |        | udents |   | udents | tested |
|                        |        |   |        | who    |   | who    |        |
|                        |        |   |        | had    |   | had    |        |
|                        |        |   |        | not as |   | not as |        |
|                        |        |   |        | yet    |   | yet    |        |
|                        |        |   |        | "Met"  |   | "Met"  |        |
|                        |        |   |        | Stand  |   | Stand  |        |
|                        |        |   |        | ards** |   | ards** |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| \% "Exceeding" State   |        |   | 0%     |        |   |        |        |
| Standards              |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+
| Number of students     |        |   | 12     |        |   |        |        |
| tested                 |        |   |        |        |   |        |        |
+------------------------+--------+---+--------+--------+---+--------+--------+

Subject: [Reading]{.underline} Grade: [8]{.underline} Test: [AIMS DPA --
Dual Purpose Assessment]{.underline}

Sub-test: [TerraNova]{.underline}

Edition/Publication Year(s): [2^nd^ Edition/2003 & 2002]{.underline}
Publisher: [Harcourt]{.underline} Given: [2005- Present]{.underline}

Subtest: [Stanford 9]{.underline} \*Eighth grade students were also
administered the Stanford 9, only seven students were enrolled at that
time. Data is not presented since group membership was less than ten
students

Edition/Publication Year: [4^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline} Given: [2004]{.underline}

  ----------------------- ----------- ----------- ------------ ----------- --------- -----------
                          2005-2006   2004-2005   2003-2004    2002-2003             2001-2002

  Testing month           April       April       April        April                 April

  Type of Test            AIMS DPA    AIMS DPA    \*Stanford 9                       
  Administered                                                                       

  **SCHOOL SCORES**                                                                  

  Total Score/ Mean NCE   65.6        56.6        \*                                 

  Number of students      15          17          14                       8^th^     
  tested                                                                   Grade not 
                                                                           served    

  Percent of total        100%        100%        100%                               
  students tested                                                                    

  Number of students      0           0           0                                  
  alternatively assessed                                                             

  Percent of students     0%          0%          0%                                 
  alternatively assessed                                                             

  SUBGROUP SCORES         No                                                         
                          subgroups                                                  
                          of 10 or                                                   
                          more                                                       
  ----------------------- ----------- ----------- ------------ ----------- --------- -----------

  ----------------------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  National Mean Score     50          50          50          50          50

  National Standard       21          21          21          21          21
  Deviation                                                               
  ----------------------- ----------- ----------- ----------- ----------- -----------

Subject: [Language]{.underline} Grade: [8]{.underline} Test: [AIMS DPA
-- Dual Purpose Assessment]{.underline}

Sub-test: [TerraNova]{.underline}

Edition/Publication Year(s): [2^nd^ Edition/2003 & 2002]{.underline}
Publisher: [Harcourt]{.underline} Given: [2005- Present]{.underline}

Subtest: [Stanford 9]{.underline} \*Eighth grade students were also
administered the Stanford 9, only seven students were enrolled at that
time. Data is not presented since the group membership was less than ten
students

Edition/Publication Year: [4^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline} Given: [2004]{.underline}

  ----------------------- ----------- ----------- ------------ ----------- --------- -----------
                          2005-2006   2004-2005   2003-2004    2002-2003             2001-2002

  Testing month           April       April       April        April                 April

  Type of Test            AIMS DPA    AIMS DPA    \*Stanford 9                       
  Administered                                                                       

  **SCHOOL SCORES**                                                                  

  Total Score/ Mean NCE   62.2        51.7        \*                                 

  Number of students      15          17          14                       8^th^     
  tested                                                                   Grade not 
                                                                           served    

  Percent of total        100%        100%        100%                               
  students tested                                                                    

  Number of students      0           0           0                                  
  alternatively assessed                                                             

  Percent of students     0%          0%          0%                                 
  alternatively assessed                                                             

  SUBGROUP SCORES         No                                                         
                          subgroups                                                  
                          of 10 or                                                   
                          more                                                       
  ----------------------- ----------- ----------- ------------ ----------- --------- -----------

  ----------------------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  National Mean Score     50          50          50          50          50

  National Standard       21          21          21          21          21
  Deviation                                                               
  ----------------------- ----------- ----------- ----------- ----------- -----------

Subject: [Mathematics]{.underline} Grade: [8]{.underline} Test: [AIMS
DPA -- Dual Purpose Assessment]{.underline}

Sub-test: [TerraNova]{.underline}

Edition/Publication Year(s): [2^nd^ Edition/2003 & 2002]{.underline}
Publisher: [Harcourt]{.underline} Given: [2005- Present]{.underline}

Subtest: [Stanford 9]{.underline} \*Eighth grade students were also
administered the Stanford 9, only seven students were enrolled at that
time. Data is not presented since the group membership was less than ten
students.

Edition/Publication Year: [4^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline} Given: [2004]{.underline}

  ----------------------- ----------- ----------- ------------ ----------- --------- -----------
                          2005-2006   2004-2005   2003-2004    2002-2003             2001-2002

  Testing month           April       April       April        April                 April

  Type of Test            AIMS DPA    AIMS DPA    \*Stanford 9                       
  Administered                                                                       

  **SCHOOL SCORES**                                                                  

  Total Score/ Mean NCE   58.0        53.2        \*                                 

  Number of students      15          17          13                       8^th^     
  tested                                                                   Grade not 
                                                                           served    

  Percent of total        100%        100%        93%                                
  students tested                                                                    

  Number of students      0           0           0                                  
  alternatively assessed                                                             

  Percent of students     0%          0%          0%                                 
  alternatively assessed                                                             

  SUBGROUP SCORES         No                                                         
                          subgroups                                                  
                          of 10 or                                                   
                          more                                                       
  ----------------------- ----------- ----------- ------------ ----------- --------- -----------

  ----------------------- ----------- ----------- ----------- ----------- -----------
                          2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  National Mean Score     50          50          50          50          50

  National Standard       21          21          21          21          21
  Deviation                                                               
  ----------------------- ----------- ----------- ----------- ----------- -----------

Students in 9^th^ grade were given the Stanford 9 from 2002 until 2004.
Starting in 2005 the state adopted the TerraNova as the official
norm-referenced test to be given on an annual basis to all 9^th^ grade
students.

Subject: [Reading]{.underline} Grade: [9]{.underline} Test: [TerraNova
2005 to Present]{.underline}

Edition/Publication Year: [2^nd^ Edition]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Testing month          | April  | April  | April  | A |        | April  |
|                        |        |        |        | p |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | i |        |        |
|                        |        |        |        | l |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Test                   | Ter    | Ter    | St     | S |        | St     |
|                        | raNova | raNova | anford | t |        | anford |
|                        |        |        | 9      | a |        | 9      |
|                        |        |        |        | n |        |        |
|                        |        |        |        | f |        |        |
|                        |        |        |        | o |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | d |        |        |
|                        |        |        |        | 9 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Total Score/ Mean NCE  | 50     | 56     | 43     | 4 |        | 40     |
|                        |        |        |        | 2 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 23     | 17     | 27     | 4 |        | 54     |
| tested                 |        |        |        | 9 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 100%   | 100%   | 9 |        | 95%    |
| students tested        |        |        |        | 6 |        |        |
|                        |        |        |        | % |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 0      | 0      | 0      | 0 |        | 0      |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0%     | 0%     | 0 |        | 0%     |
| alternatively assessed |        |        |        | % |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| SUBGROUP SCORES        | D      |        |        |   |        |        |
|                        | isaggr |        |        |   |        |        |
|                        | egated |        |        |   |        |        |
|                        | data   |        |        |   |        |        |
|                        | is not |        |        |   |        |        |
|                        | pr     |        |        |   |        |        |
|                        | ovided |        |        |   |        |        |
|                        | on     |        |        |   |        |        |
|                        | Ter    |        |        |   |        |        |
|                        | raNova |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Economically           |        |        | Not    |   | 42     | 40     |
| Disadvantaged NCE      |        |        | coded  |   |        |        |
|                        |        |        |        |   |        |        |
|                        |        |        | by     |   |        |        |
|                        |        |        | State  |   |        |        |
|                        |        |        | test   |   |        |        |
|                        |        |        | a      |   |        |        |
|                        |        |        | nalyst |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        |        |   | 35     | 38     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| White (Not Hispanic)   |        |        | 51     |   | 50     | 42     |
| NCE                    |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        | 13     |   | 26     | 26     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Hispanic or Latino NCE |        |        | 36     |   | 35     | 38     |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        | 11     |   | 13     | 19     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  National Mean Score      50          50          50          50          50

  National Standard        21          21          21          21          21
  Deviation                                                                
  ------------------------ ----------- ----------- ----------- ----------- -----------

Subject: [Language]{.underline} Grade: [9]{.underline} Test: [Stanford 9
2002 through 2004]{.underline}

Edition/Publication Year: [4^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

Subject: [Language]{.underline} Grade: [9]{.underline} Test: [TerraNova
2005 to Present]{.underline}

Edition/Publication Year: [2^nd^ Edition]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Testing month          | April  | April  | April  | A |        | April  |
|                        |        |        |        | p |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | i |        |        |
|                        |        |        |        | l |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Test                   | Ter    | Ter    | St     | S |        | St     |
|                        | raNova | raNova | anford | t |        | anford |
|                        |        |        | 9      | a |        | 9      |
|                        |        |        |        | n |        |        |
|                        |        |        |        | f |        |        |
|                        |        |        |        | o |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | d |        |        |
|                        |        |        |        | 9 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Total Score/ Mean NCE  | 49     | 55     | 41     | 4 |        | 37     |
|                        |        |        |        | 1 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 23     | 17     | 27     | 5 |        | 57     |
| tested                 |        |        |        | 1 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 100%   | 100%   | 1 |        | 100%   |
| students tested        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | % |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 0      | 0      | 0      | 0 |        | 0      |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0%     | 0%     | 0 |        | 0%     |
| alternatively assessed |        |        |        | % |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| SUBGROUP SCORES        | D      |        |        |   |        |        |
|                        | isaggr |        |        |   |        |        |
|                        | egated |        |        |   |        |        |
|                        | data   |        |        |   |        |        |
|                        | is not |        |        |   |        |        |
|                        | pr     |        |        |   |        |        |
|                        | ovided |        |        |   |        |        |
|                        | on     |        |        |   |        |        |
|                        | Ter    |        |        |   |        |        |
|                        | raNova |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Economically           |        |        | Not    |   | 40     | 40     |
| Disadvantaged NCE      |        |        | coded  |   |        |        |
|                        |        |        |        |   |        |        |
|                        |        |        | by     |   |        |        |
|                        |        |        | State  |   |        |        |
|                        |        |        | test   |   |        |        |
|                        |        |        | a      |   |        |        |
|                        |        |        | nalyst |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        |        |   | 36     | 38     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| White (Not Hispanic)   |        |        | 51     |   | 46     | 42     |
| NCE                    |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        | 13     |   | 28     | 26     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Hispanic or Latino NCE |        |        | 33     |   | 37     | 38     |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        | 11     |   | 13     | 19     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  National Mean Score      50          50          50          50          50

  National Standard        21          21          21          21          21
  Deviation                                                                
  ------------------------ ----------- ----------- ----------- ----------- -----------

Subject: [Mathematics]{.underline} Grade: [9]{.underline} Test:
[Stanford 9 2002 through 2004]{.underline}

Edition/Publication Year: [4^th^ Edition]{.underline} Publisher:
[Harcourt Educational Measurement]{.underline}

Subject: [Mathematics]{.underline} Grade: [9]{.underline} Test:
[TerraNova 2005 to Present]{.underline}

Edition/Publication Year: [2^nd^ Edition]{.underline} Publisher: [CTB
McGraw-Hill]{.underline}

+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Testing month          | April  | April  | April  | A |        | April  |
|                        |        |        |        | p |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | i |        |        |
|                        |        |        |        | l |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Test                   | Ter    | Ter    | St     | S |        | St     |
|                        | raNova | raNova | anford | t |        | anford |
|                        |        |        | 9      | a |        | 9      |
|                        |        |        |        | n |        |        |
|                        |        |        |        | f |        |        |
|                        |        |        |        | o |        |        |
|                        |        |        |        | r |        |        |
|                        |        |        |        | d |        |        |
|                        |        |        |        | 9 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| **SCHOOL SCORES**      |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Total Score/ Mean NCE  | 45     | 52     | 47     | 4 |        | 46     |
|                        |        |        |        | 2 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 23     | 16     | 27     | 4 |        | 53     |
| tested                 |        |        |        | 9 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of total       | 100%   | 100%   | 100%   | 9 |        | 93%    |
| students tested        |        |        |        | 6 |        |        |
|                        |        |        |        | % |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     | 0      | 0      | 0      | 0 |        | 0      |
| alternatively assessed |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Percent of students    | 0%     | 0%     | 0%     | 0 |        | 0%     |
| alternatively assessed |        |        |        | % |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
|                        | 200    | 200    | 200    | 2 |        | 200    |
|                        | 5-2006 | 4-2005 | 3-2004 | 0 |        | 1-2002 |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | - |        |        |
|                        |        |        |        | 2 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 0 |        |        |
|                        |        |        |        | 3 |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| SUBGROUP SCORES        | D      |        |        |   |        |        |
|                        | isaggr |        |        |   |        |        |
|                        | egated |        |        |   |        |        |
|                        | data   |        |        |   |        |        |
|                        | is not |        |        |   |        |        |
|                        | pr     |        |        |   |        |        |
|                        | ovided |        |        |   |        |        |
|                        | on     |        |        |   |        |        |
|                        | Ter    |        |        |   |        |        |
|                        | raNova |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Economically           |        |        | Not    |   | 42     | 40     |
| Disadvantaged NCE      |        |        | coded  |   |        |        |
|                        |        |        |        |   |        |        |
|                        |        |        | by     |   |        |        |
|                        |        |        | State  |   |        |        |
|                        |        |        | test   |   |        |        |
|                        |        |        | a      |   |        |        |
|                        |        |        | nalyst |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        |        |   | 35     | 38     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| White (Not Hispanic)   |        |        | 51     |   | 50     | 42     |
| NCE                    |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        | 13     |   | 26     | 26     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+
| Hispanic or Latino NCE |        |        | 33     |   | 35     | 38     |
+------------------------+--------+--------+--------+---+--------+--------+
| Number of students     |        |        | 11     |   | 13     | 19     |
| tested                 |        |        |        |   |        |        |
+------------------------+--------+--------+--------+---+--------+--------+

  ------------------------ ----------- ----------- ----------- ----------- -----------
                           2005-2006   2004-2005   2003-2004   2002-2003   2001-2002

  National Mean Score      50          50          50          50          50

  National Standard        21          21          21          21          21
  Deviation                                                                
  ------------------------ ----------- ----------- ----------- ----------- -----------