#####  U.S. Department of Education September 2003

**2003-2004 *No Child Left Behind---Blue Ribbon Schools Program***

**Cover Sheet**

Name of Principal Mr. Steve Price

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

Official School Name Ocotillo Elementary School

(As it should appear in the official records)

School Mailing Address 5702 S. Campbell Avenue

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

[Tucson AZ 85706-4413\_\_]{.underline}

City State Zip Code+4 (9 digits total)

Tel. [(520) 545-3600]{.underline} Fax [(520) 545-3616
\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

Website/URL [www.susd12.org]{.underline} E-mail <stevep@susd12.org>
[\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

(Principal's Signature)

Name of Superintendent [Dr. Raul Bejarano]{.underline}

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

District Name [Sunnyside Unified School District No. 12]{.underline}
Tel. [(520 )545-2000]{.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\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_
(Superintendent's Signature)

Name of School Board

President/Chairperson [Mr. Eric
Giffin\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_]{.underline}

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

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

Date\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_\_

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

*\*Private Schools: If the information requested is not applicable,
write N/A in the space.*

**PART I ‑ ELIGIBILITY CERTIFICATION**

**\[Include this page in the school's application as page 2.\]**

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 of Civil Rights
(OCR) requirements is true and correct.

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

2.  The school has not been in school improvement status or 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 2003-2004 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 1998.

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

6.  The 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
    the 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: [13]{.underline} Elementary
schools

[4]{.underline} Middle schools

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

[2]{.underline} High schools

[1]{.underline} Other (Briefly explain)

Alternative Education Center

[20]{.underline} TOTAL

2\. District Per Pupil Expenditure: [\$5367.77\_\_\_\_\_]{.underline}

Average State Per Pupil Expenditure: [\$5278.00\_\_\_\_\_]{.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\. [7 years]{.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 enrolled at each grade level or its equivalent in
applying school:

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

  **K**       29        25                     **54**       **7**                             

  **1**       27        22                     **49**       **8**                             

  **2**       34        31                     **65**       **9**                             

  **3**       26        27                     **53**       **10**                            

  **4**       34        24                     **58**       **11**                            

  **5**       23        28                     **51**       **12**                            

  **6**                                                     Other       29        14          43

                                    **TOTAL                                                   373
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL**                                                  
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

6\. Racial/ethnic composition of [3.8]{.underline} % White

the students in the school: [1.1]{.underline} % Black or African
American

[90]{.underline} % Hispanic or Latino

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

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

**100% Total**

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

> (This rate includes the total number of students who transferred to or
> from different schools between October 1 and the end of the school
> year, divided by the total number of students in the school as of
> October 1, multiplied by 100.)

  --------- ------------------------------------------------ -------------
  **(1)**   Number of students who transferred ***to*** the  118
            school after October 1 until the end of the      
            year.                                            

  **(2)**   Number of students who transferred ***from***    79
            the school after October 1 until the end of the  
            year.                                            

  **(3)**   Subtotal of all transferred students \[sum of    197
            rows (1) and (2)\]                               

  **(4)**   Total number of students in the school as of     365
            October 1                                        

  **(5)**   Subtotal in row (3) divided by total in row (4)  0.54

  **(6)**   Amount in row (5) multiplied by 100              54%
  --------- ------------------------------------------------ -------------

8\. Limited English Proficient students in the school:
\_\_[44]{.underline}\_\_\_%

\_\_[162]{.underline}\_\_\_Total Number Limited English Proficient

[ELLs with less than 4 years in district: Excluded from table; students
enrolled in the District on both the 40^th^ and 100^th^ day of the
school year, for four or more consecutive years.]{.mark}

Number of languages represented: \_\_\_\_[1]{.underline}\_\_\_

Specify languages: **Spanish**

9\. Students eligible for free/reduced-priced meals:
\_\_[94]{.underline}\_\_\_\_%

\_\_\_[352]{.underline}\_\_Total Number Students Who Qualify

> If this method does not produce a reasonably accurate estimate of the
> percentage of students from low‑income families or the school does not
> participate in the federally‑supported lunch program, specify a more
> accurate estimate, tell why the school chose it, and explain how it
> arrived at this estimate.

10\. Students receiving special education services:
\_\_[22]{.underline}\_\_%

\_\_[82]{.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.

[2]{.underline} Autism [1]{.underline} Orthopedic Impairment

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

\_\_\_\_Deaf-Blindness [13]{.underline} Specific Learning Disability

\_\_\_\_Hearing Impairment [8]{.underline} Speech or Language Impairment

[35]{.underline} Mental Retardation \_\_\_\_Traumatic Brain Injury

[21]{.underline} Multiple Disabilities \_\_\_\_Visual Impairment
Including Blindness

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 \_\_\_[18]{.underline}\_\_ \_\_\_\_\_\_\_\_

Special resource teachers/specialists \_\_\_[7]{.underline}\_\_\_
\_\_\_[5]{.underline}\_\_\_\_

Paraprofessionals \_\_\_[17]{.underline}\_\_\_\_ \_\_\_\_\_\_\_\_

> Support staff \_\_\_[11]{.underline}\_\_ \_\_\_[1]{.underline}\_\_\_\_
>
> Total number \_\_[54]{.underline}\_\_\_ \_\_\_[6]{.underline}\_

12\. Average school student-"classroom teacher" ratio: [25 per regular
ed]{.underline}. [10 per self contained special ed]{.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.)

  --------------------------------- ----------- ------------ ------------
                                    2002-2003   2001-2002    2000-2001

  Daily student attendance          95 %        94%          93%

  Daily teacher attendance          91.4%       88.3%        91.6%

  Teacher turnover rate             17%         17%          17%

  Student dropout rate              NA          NA           NA

  Student drop-off rate             NA          NA           NA
  --------------------------------- ----------- ------------ ------------

14\. **(*High Schools Only*)** Show what the students who graduated in
Spring 2003 are doing as of September 2003.

+-----------------------------------------------------+----------------+
| Graduating class size                               | > \_\_\_\_\_   |
+-----------------------------------------------------+----------------+
| Enrolled in a 4-year college or university          | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in a community college                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Enrolled in vocational training                     | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Found employment                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Military service                                    | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Other (travel, staying home, etc.)                  | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| Unknown                                             | > \_\_\_\_\_%  |
+-----------------------------------------------------+----------------+
| **Total**                                           | > 100 %        |
+-----------------------------------------------------+----------------+

**PART III ‑ SUMMARY**

Ocotillo Elementary, 5702 S. Campbell, Tucson, Arizona has a unique
profile for a small neighborhood school. Ocotillo is an urban school
with 94% of the students qualifying for the Free/Reduced Lunch
Assistance program. The mobility rate averages about 50% per year. While
Ocotillo has the lowest regular education K-5 student enrollment in the
Sunnyside School District at 321, it also houses the district's
Moderately Mentally Retarded (MOMR) and Multiply Disabled (MD) Programs
(5 classrooms, 52 elementary students). In addition, Ocotillo houses the
Special Education Preschool Program (158 students), which is
administered by a different director.

There are two regular education teachers at each grade level K-5 with
the exception of second grade, which has three. All classes are
Structured English Immersion classes. All academic instruction is in
English, with Spanish support as necessary, complemented with a strong
English as a Second Language component.

All instructional decisions are driven by the mission statement, which
was crafted with input from parents, students, and all the staff:
***Ocotillo students will meet or exceed the Arizona academic standards,
as they actively engage in a safe, clean, and productive learning
environment**.*

Ocotillo has a school-wide Title 1 program with a full-time Program
Facilitator who provides support to teachers and students with the
curriculum and strategies for instruction. There is also a Parent
Involvement Assistant who acts as a liaison between the community and
the school, assists with improving attendance, and provides parent
training.

Ocotillo parents are seen as an important partner in their child's
education. They are encouraged to volunteer in the classroom, prepare
teacher materials, and be part of several parent groups. They have a
volunteer workroom and there is a dedicated core of parents that come
everyday. Parental involvement has steadily increased over the last few
years at Ocotillo. The number of volunteer hours has increased from 400
hours/year in 1998 to over 4000 hours/year in 2003. Parent views are
shared through their membership on the Site Council and the PTO
meetings, which are well attended and supported by the community

Supplemental services are provided to students needing assistance
through tutoring and homework help. Teachers, instructional assistants
and community volunteers provide these services at various times before,
during and after school.

The students may participate in many extracurricular activities such as:
Band, Orchestra, Chorus, Basketball, Soccer, Cross Country,
Cheerleading, Chess, Special Olympics, Library Assistants Club,
Folklorico Dance, and Student Council.

Ocotillo Elementary has established many business partnerships within
the community. The University of Arizona and Pima Community College
collaborate in several grant activities that support the students and
families. Services and resources such as eye examinations, eyeglasses,
dental work, school uniforms, mentors, tutors, food boxes, school
supplies, recreational activities, and parenting classes are donated
annually to this learning community, enhancing the opportunity for
Ocotillo student success.

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

1.  Arizona's Instrument to Measure Standards (AIMS) is the statewide,
    standards-based assessment. AIMS measures the performance of
    students, schools and districts on academic standards in reading,
    writing and mathematics and is administered to students in grades 3,
    5, 8, and high school.

NCLB requires schools to demonstrate Adequate Yearly Progress (AYP).
**Ocotillo has received the AYP label for the past 4 years**. Adequate
Yearly Progress is based on two measures: 1) Percent of students tested
(95% participation for every subgroup is required). Subgroup must meet
minimum analysis size equal to 30 students, and 2) Meeting performance
level (percent of students meeting or exceeding the standard). The
school as a whole and each subgroup (i.e., ethnicity, ELL poverty and
special ed.) must meet the target or increase by 10% the number of
students who meet the standard over the prior year. **Ocotillo met this
requirement with its profile of 90% Hispanic, 94% poverty, 50% annual
mobility rate and less than 30 students classified as having specific
learning disabilities**. Additional Indicators: Attendance - 94%
attendance rate or annual 1% improvement in percentage. Only students
enrolled all year count.

In accordance with the No Child Left Behind Act of 2001, The Arizona
Department of Education (ADE) has established the following starting
points for schools to meet the Annual Measurable Objective (**AMO**) for
the years 2001-2003. AIMS scores determine 4 proficiency levels: Falls
Far Below (FFB), Approaches (APP), Meets (M), and Exceeds (E). The
following table compares the percentages of Ocotillo students M/E the
standards on each grade level compared to the established state AMO.

+-------------+-----------+---+---------+---------+---------+---------+
| **Reading   | **AMO**   |   | **1999  | **2000  | **2001  | **2002  |
| Pr          |           |   | -2000** | -2001** | -2002** | -2003** |
| oficiency** | *         |   |         |         |         |         |
|             | *starting |   |         |         |         |         |
|             | point**   |   |         |         |         |         |
+-------------+-----------+---+---------+---------+---------+---------+
| Grade 3     | 44%       |   | **      | **      | **      | **      |
| Ocotillo    |           |   | 72.2%** | 58.3%** | 53.8%** | 66.7%** |
|             | M/E       |   |         |         |         |         |
|             |           |   | **M/E** | **M/E** | **M/E** | **M/E** |
+-------------+-----------+---+---------+---------+---------+---------+
| Grade 5     | 32%       |   | 17.9%   | **      | **      | **      |
| Ocotillo    |           |   |         | 46.7%** | 43.5%** | 58.3%** |
|             | M/E       |   | M/E     |         |         |         |
|             |           |   |         | **M/E** | **M/E** | **M/E** |
+-------------+-----------+---+---------+---------+---------+---------+
|             |           |   |         |         |         |         |
+-------------+-----------+---+---------+---------+---------+---------+
| **Math**    | **AMO**   |   | **1999  | **2000  | **2001  | **2002  |
|             |           |   | -2000** | -2001** | -2002** | -2003** |
| **Pr        | *         |   |         |         |         |         |
| oficiency** | *starting |   |         |         |         |         |
|             | point**   |   |         |         |         |         |
+-------------+-----------+---+---------+---------+---------+---------+
| Grade 3     | 32%       |   | **      | **      | 30.8%   | **      |
| Ocotillo    |           |   | 44.4%** | 41.7%** |         | 33.3%** |
|             | M/E       |   |         |         | M/E     |         |
|             |           |   | **M/E** | **M/E** |         | **M/E** |
+-------------+-----------+---+---------+---------+---------+---------+
| Grade 5     | 20%       |   | 10.0%   | **      | **      | **      |
| Ocotillo    |           |   |         | 40.0%** | 59.1%** | 54.2%** |
|             | M/E       |   | M/E     |         |         |         |
|             |           |   |         | **M/E** | **M/E** | **M/E** |
+-------------+-----------+---+---------+---------+---------+---------+

**Ocotillo achieved the Annual Measurable Objective (AMO) in 14 of the
16 data points**. The most "dramatically improved" area is in grade 5
reading proficiency, a 40.4% increase for 2000 to 2003, and in grade 5
mathematics proficiency, a 44.2% increase from 2000 to 2003. Ocotillo
students scored significantly higher than the required "AMO starting
point" at 13 of the 14 data points for each year and subject.

2\. Ocotillo uses assessment data to understand and improve student and
school performance by addressing the following three aspects related to
achievement: curriculum (what is being taught), instruction, (how it is
being taught), assessment, (how learning is measured). Work on
implementing standards serves as the core of these three components.
Although the use of data has been analyzed at the end of each school
year for the students leaving that grade and again at the beginning of
the next grade, it has only been in the last 3 years, through the NCA
accreditation process, that Ocotillo teachers have used data to
influence curriculum and assessment. The School Improvement Plan is
revisited each year and each staff member serves on one of 3
sub-committees: Reading, Writing or Mathematics. Each year the
committees analyze aggregate and disaggregate data from SAT 9, AIMS and
the mandatory school benchmark assessments for each of the core areas.
This analysis leads to decisions about staff development and curricular
calibration to support academic growth.

3\. Ocotillo communicates student performance to students, parents and
the community in several ways. Every month each classroom teacher and
specialist selects a student to be recognized as the "Student of the
Month." The criterion for selection is academic success or academic
improvement. Parents are notified and invited to celebrate with the
students and staff at a ceremony held in the library. Ocotillo hallways
and bulletin boards are lined with certificates for students in grades
2-5 recognizing reading achievement in both the Accelerated Reading®
Program and the My Reading Coach™ CAI program. Each certificate is
signed and presented to the students by the Principal. In addition to
academic recognition, students who are struggling can still be
recognized, as can any other student, at a monthly celebration, for
being responsible with homework, positive social behaviors, good
attendance and helping others. In December 2003, 78% of all Ocotillo
students were rewarded with a magic show for their outstanding
contributions to the Ocotillo learning environment. Parents receive a
notice of their student's achievement and are invited to attend.

Title I requires a 4 ½ week progress report to be sent to parents in
order to monitor student progress. Unique to Ocotillo is the requirement
that teachers make specific comments for each child; a simple "read each
night" is not enough. For example, teachers are expected to attach sight
words and state \"practice sight words 2 times a week.\" Teachers also
conference with individual students and meet with parents as needed.
Report cards are sent out every 9 weeks. Specific achievement data
results are distributed and explained during parent-teacher conferences
that are held in October and March of each year. An explanation of the
AIMS assessment as well as a summary of the school's performance is
shared periodically with parents through curriculum nights, PTO
meetings, Open House, Newsletters, Parent-Teacher Site Council and
parenting group meetings.

Ocotillo never misses an opportunity to share with the community,
whether the success is announced on the school's marquee, through an
article in the District newsletter or through an interview from a
visiting local newspaper reporter. Ocotillo's principal served as a
panel member at the community wide Town Hall meeting to share Ocotillo's
success with a large public audience.

4\. Ocotillo gladly shares its successes with other schools. The
school's curricular ideas, inservices and data results are presented at
District Administrative meetings by the Principal and at the District
Title I meetings by the school's Program Facilitator. These meetings
have representatives from each of the District's schools. The District
presents each year's achievement data ranking schools in order. Ocotillo
has ranked at or near the top of this list for the last several years,
and other schools are now initiating discussions about how to replicate
the results. Finally, each month District Parent Council is held at
different school sites, with representatives from all schools including
parents, principals, and teachers. Each school hosts a meeting and is
responsible for providing entertainment; this year, Ocotillo's
\"entertainment\" presentation was "our academic success".

**PART V -- CURRICULUM AND INSTRUCTION**

1\. Ocotillo Elementary School bases all curriculum, instruction and
assessment on the Arizona Academic Standards, which are derived from
National Standards. The core curriculum includes instruction in reading,
writing, and math. Additional curricular areas include science, social
studies, art, music, and physical education.

The reading program at Ocotillo, implemented through the Four Blocks™
Literacy Model, emphasizes a balanced literacy framework. The four
components of this program include Guided Reading, Self-Selected
Reading, Writing, and Working with Words. In addition to the writing
components presented in the Four Blocks™ Literacy Model, instruction
also focuses on the Six Traits of Writing®; ideas, organization, voice,
word choice, sentence fluency, and conventions. Students are taught to
incorporate these traits into their writing and to evaluate their work
using a Six Trait rubric. Students have time to write, conference with
the teacher, revise, and publish their written products. In the Working
with Words block, students learn to read and spell high-frequency words
and learn word and letter patterns that foster increased decoding
skills.

Correctly applying number sense and the use of numbers, and using number
relationships to solve a wide variety of real-world problems is the
focus of the math curriculum. The district adopted McGraw-Hill text is
supplemented with Saxon Math materials to provide full support for the
Arizona Academic Standards in math. Students learn to solve problems
with the aid of manipulatives and by using math strategies that
emphasize patterns and commonalities in reaching math solutions.

Art, music, and physical education are 'special' classes of instruction.
Students attend a 40-minute class in each content area once each week.
These three disciplines especially allow for a multiple intelligence
approach to instruction as students engage in experiences not limited to
paper and pencil. Each curricular area has unique goals and outcomes,
but they commonly work toward developing well-rounded and creative
students. These programs provide students with the opportunity to
acquire skills that can be used in their daily lives and that permit
them to participate in and enjoy leisure time activities. These
curricular areas expose students to aspects of life that many would not
otherwise experience.

The goals and instructional philosophy of the art program expose
students to a wide variety of art and culture and the opportunity to use
a variety of media techniques. Instruction emphasizes art as a form of
communication and focuses on art as a process where a desired outcome
can be attained by contributing an individual's special qualities to the
product. The general music class focuses on broadening a student's
understanding of music as an art form and strengthening the connection
between music and other curricular areas. The physical education program
provides students with exposure to and practice in a variety of movement
experiences, development of the necessary social skills for successful
interaction in a physical activity setting, and finally with an emphasis
on the importance of physical activity in a healthy everyday life.

2\. Ocotillo Elementary implements a balanced literacy reading program
through the Four Blocks™ Literacy Model. It is a researched based,
classroom tested method of instruction. Ocotillo teachers acknowledge
that children do not all learn in the same way. Through this multilevel,
multi-method instruction children are given the same opportunity to
become literate regardless of which approach is most compatible with
their individual learning style. By using a variety of during-reading
formats and before- and after-reading activities each block is made as
multilevel as possible, providing additional support for children who
struggle and additional challenges for children who catch on quickly.
Ocotillo teachers provide direct reading comprehension instruction,
writing instruction, phonics instruction, and self-selected reading each
day during the 30-40 minute blocks.

-   Comprehension lessons cover a wide spectrum of reading skills and
    strategies such as literacy elements, organization of information
    text, self monitoring comprehension, compare/contrast, cause/effect,
    sequencing, making inferences, among others. All instruction is
    on-grade level for at least three days with two days out of level.

-   Direct instruction in the writing block includes grammar, mechanics,
    usage, writing formats, use of literary devices, and anything that
    grows students in their ability to communicate in the written
    language. This is the most multilevel of the four blocks and
    provides students many opportunities to write in conjunction with
    their reading.

-   Phonics instruction targets spelling, decoding, and reading at the
    word level. Daily instruction of high frequency words increases
    students' reading fluency.

-   The self-selected reading block allows students to apply the skills
    learned in the other three blocks within their zone of proximal
    development.

3\. The science curriculum aims toward a multicultural society in which
all people are science literate. The curriculum encourages students to
develop positive attitudes and excitement toward learning science and
the use of technology to build self-confidence, to develop an
understanding about the nature of science and technology, to acquire and
apply appropriate scientific knowledge to interpret the natural world,
to develop integrated thinking skills, to become more informed decision
makers regarding the interrelationships among science, society and the
environment, and finally to acquire skills for learning through concrete
and manipulative use of the instruments and materials of science. These
outcomes are reached through an explorative approach applying the
scientific method while integrating scientific processes, utilizing
district adopted materials such as Full Option Science System (FOSS®)
kits and Delta Science Modules™.

The science curriculum, as other curriculum areas, directly supports the
mission statement of the school, "Ocotillo students will meet or exceed
Arizona Academic Standards, as they actively engage in a safe, clean,
and productive learning environment." The science program allows
students to identify and define problems/questions, to hypothesize
solutions, and to test theories for accuracy. In addition, the science
program develops students' analytical skills as they review and evaluate
data in order to formulate scientific conclusions. Teachers integrate
science materials and texts into the reading and writing block of the
language arts program to reinforce learning and to strengthen
cross-curricular learning outcomes. All skills lead to functioning at
the higher levels of Bloom's Taxonomy of Higher Order Thinking Skills.
Implementing an instructional program with this emphasis on thinking
skills will invariably develop the skills and knowledge required of our
mission statement.

4\. Ocotillo School has a very diverse student body. Approximately half
of the students have a first language other than English, and are at
varying stages of English language acquisition. This demographic
dramatically influences all instructional methods implemented here. Use
of research based practices proven to increase learning for ELL students
are found to be extremely effective for the mainstream and English
proficient students as well.

The district identified Ocotillo as a Structured English Immersion
school three years ago. The mandate from the district, in accordance
with a change in state law, requires that all students be instructed in
English. This presents an instructional challenge requiring staff
development and training. Ocotillo teachers focus on providing
comprehensible instructional input to provide ELL students a better
opportunity to learn the content being presented. The meanings of words
and concepts are reinforced and clarified with pictures, props and body
language. Oral presentation of information may include repetition and
paraphrasing of key points, as well as pausing for comprehension checks
after introduction of critical elements. Graphic organizers are utilized
to assist students to obtain and retain the information presented. These
methods are reinforced and supported by strategies learned from Dr.
Maria Montano-Harmon. Dr. Montano-Harmon's training focuses on
strategies that contextualize instruction and lower anxiety to assist
language minority student with understanding content. Strategies such as
Skeleton Outlines, Line-Up, Numbered Heads Together, Jigsaw, and
Inside-Outside Circle provide a way for students to interact and assist
each other with their learning. Teachers have been trained and implement
Dr. Spencer Kagan's Cooperative Learning© methods in providing a
foundation of support for all students, including ELL and lower
achieving students. His structures create an environment of trust and
responsibility among students, and they rely on each other when learning
and mastering new skills and concepts. Finally, the use of Madeline
Hunter's Essential Elements of Instruction in planning and delivering
lessons allows students to successfully attain targeted performance
objectives.

5\. The staff development program supports the goals of the Ocotillo
School Improvement Plan. Ocotillo staff members reviewed a variety of
student data in each content area and from that information developed
the goals for each content area. Staff members were also surveyed in
order to identify which areas needed more staff development and to
determine which in-services specifically met the needs in helping
Ocotillo students attain the goals. The staff development in reading is
a continuation of training in the Four Blocks Literacy™ Model. New staff
members were sent to an in-state conference to get the basics of the
reading program. Also, a number of in school in-services furthered the
training of the new teachers and broadened the knowledge base of the
continuing teachers. In addition, three of the teachers were able to
attend the Four Blocks™ Leadership Conference. These teachers now assume
a leadership role in furthering understanding of the reading program for
all staff. Many teachers were also trained to facilitate a computer
assisted instructional program called My Reading Coach™. My Reading
Coach™ strengthens students' decoding and comprehension skills. It is
used primarily with second grade students, as well as many ELL and
at-risk students at other grade levels. An additional computer assisted
program implemented at Ocotillo is the Renaissance Learning Accelerated
Reading® program. Two staff member trainers have trained the third,
fourth and fifth grade teachers on the critical components of the
program. All teachers received training on the Six Traits of Writing® to
acquire strategies in teaching the six traits and in using the scoring
rubric. They also received training that resulted in the development of
a school-wide editor's checklist, which is used at all grade levels. The
math training focused on strategies that assist teachers in teaching
problem solving and computation. Teachers were involved in a variety of
workshops presented by the Department of Mathematics from the University
of Arizona. These hands-on workshops gave teachers strategies and games
for use in instructing and reinforcing math performance objectives.
Ocotillo's first through third grade teachers are piloting the Saxon
Math program this year and received intensive training in its
components.

**PART VI - PRIVATE SCHOOL ADDENDUM**

**PART VII - ASSESSMENT RESULTS**

**Background**

The data displayed on the following pages was extracted from four years
of AIMS reading, writing and math scale scores, for the test taken in
the spring of 2000 to 2003. The data selection was based on the
following criteria: for the included records/tests of "all students"
category; in-level (grade of test = enrolled grade of student), test was
not modified, started school at the beginning of the school year at
Ocotillo, English proficient, math/read scale score math/read total
score did not equal 998 or 999. ("998" or "999" indicate the student did
not attempt to take the test). The "all students" category was further
broken down by ethnicity and English Language Learners (ELL) were added
in as a subgroup.

The percentages may not add to 100% due to rounding. It is important to
note that the data from the African-American, Native -American, and
White subgroups are not presented due to their low sample size, and
therefore were not used to analyze gains or growth. Additionally, the
ELL subgroup has data available for only the 2002 and 2003 school years.
The ELL reporting requirement did not exist until two years ago, when
Proposition 203 was implemented and required all students be instructed
and tested in English regardless of level of language proficiency. Prior
to 2002, Spanish-speaking students were permitted to take the AIMS in
Spanish. Ocotillo has 44 - 12 -% English Language Learners, with as many
as 75% in some classrooms.

There is too small a sample of ELL's in the fifth grade math and reading
for both years: 6 and 4 students, respectively. In the ELL third grade
math and reading there is a substantial increase in the percentage
meeting/exceeding the standards from 2002 to 2003. The low numbers in
2002 may be due to reporting anomalies, since this was the first year of
the reporting requirement.

Most of the students tested are Hispanic, as well as low socio-economic
status (SES), and comprise the majority of the "All Students" section at
the top of the included tables.

Notice the overall percentages of "meeting/exceeds" are affected by the
other subgroup categories. Where the sample sizes were sufficient, the
Hispanic group performed quite well and showed steady improvement. This
is significantly apparent in the fifth grade math and reading.

**Ocotillo - Reading AIMS School Summary**

Students who meet or exceed the academic standards in Reading

  ------------------------- --------------- --------------- --------------- ---------------
                            **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  All Students              60.0%           49.0%           50.0%           39.1%

  Hispanic English          52.2%           48.8%           44.7%           38.9%
  Proficient                                                                

  African-American          50.0%           33.3%           100.0%          50.0%

  Native-American           100.0%          50.0%           100.0%          50.0%

  White                     100.0%          100.0%          100.0%          33.3%

  English Language Learner  50.0%           9.1%            0.0%            0.0%
  ------------------------- --------------- --------------- --------------- ---------------

**Ocotillo -- Mathematics AIMS School Summary**

Students who meet or exceed the academic standards in Mathematics

  ------------------------- --------------- --------------- --------------- ---------------
                            **2002-2003**   **2001-2002**   **2000-2001**   **1999-2000**

  All Students              50.0%           43.8%           40.5%           22.9%

  Hispanic English          56.5%           43.9%           36.8%           23.7%
  Proficient                                                                

  African-American          0.0%            33.3%           0.0%            50.0%

  Native-American           0.0%            50.0%           100.0%          0.0%

  White                     66.7%           0.0%            100.0%          16.7%

  English Language Learner  44.4%           10.0%           0.0%            0.0%
  ------------------------- --------------- --------------- --------------- ---------------

**Grade 3 Math - Arizona Instrument to Measure Standards (AIMS)**

+-----------------------------------------+------+------+------+------+
| **Arizona State Criterion-Referenced    | **2  | *    | *    | *    |
| Test Publisher - Harcourt-Brace 2000©** | 002- | *200 | *200 | *199 |
|                                         | 20   | 1-20 | 0-20 | 9-20 |
|                                         | 03** | 02** | 01** | 00** |
+-----------------------------------------+------+------+------+------+
| Testing Month - April                   |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| **SCHOOL SCORES**                       |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Total - Percent of students...          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 100  | 77   | 75   | 89   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 33   | 31   | 42   | 44   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 17   | 8    | 17   | 5    |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 6    | 26   | 12   | 18   |
+-----------------------------------------+------+------+------+------+
| Percent of total students tested        | 11   | 52   | 50   | 64   |
+-----------------------------------------+------+------+------+------+
| Number of students excluded             | 47   | 24   | 12   | 10   |
+-----------------------------------------+------+------+------+------+
| Percent of students excluded            | 89   | 48   | 50   | 36   |
+-----------------------------------------+------+------+------+------+
| **Subgroup Scores**                     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| 1\. **Hispanic English Language         |      |      |      |      |
| Learners (ELL)**                        |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 32   | 4    |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 94   | 50   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 47   | 0    |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 9    | 0    |      |      |
+-----------------------------------------+------+------+------+------+
| 2\. **Hispanic English Proficient**     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 3    | 21   | 10   | 18   |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 66   | 76   | 70   | 72   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 33   | 33   | 30   | 39   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 33   | 10   | 10   | 5    |
+-----------------------------------------+------+------+------+------+
| # State Scores                          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Mean Scale Score                        | 514  | 512  |      |      |
+-----------------------------------------+------+------+------+------+
| Total- Percent of students...           |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 87   | 86   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 60   | 59   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 26   | 25   |      |      |
+-----------------------------------------+------+------+------+------+

*Subgroups displayed include only those groups with at least 10% of the
student population within that category:*

Racial/ethnic composition of the students in the school:

[3.8]{.underline} % White

1.  \% Black or African American

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

[90%]{.underline} Hispanic or Latino

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

Socio-Economic Status:

[94%]{.underline} Ocotillo students eligible for free/reduced-priced
meals, therefore the subgroup for non-eligible students is not large
enough to disaggregate.

**Grade 5 Math - Arizona Instrument to Measure Standards (AIMS)**

+-----------------------------------------+------+------+------+------+
| **Arizona State Criterion-Referenced    | **2  | *    | *    | *    |
| Test Publisher - Harcourt-Brace 2000©** | 002- | *200 | *200 | *199 |
|                                         | 20   | 1-20 | 0-20 | 9-20 |
|                                         | 03** | 02** | 01** | 00** |
+-----------------------------------------+------+------+------+------+
| Testing Month - April                   |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| **SCHOOL SCORES**                       |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Total - Percent of students...          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 100  | 86   | 73   | 73   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 54   | 59   | 40   | 10   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 33   | 45   | 30   | 0    |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 24   | 22   | 30   | 30   |
+-----------------------------------------+------+------+------+------+
| Percent of total students tested        | 55   | 55   | 84   | 63   |
+-----------------------------------------+------+------+------+------+
| Number of students excluded             | 20   | 18   | 8    | 18   |
+-----------------------------------------+------+------+------+------+
| Percent of students excluded            | 46   | 45   | 21   | 38   |
+-----------------------------------------+------+------+------+------+
| **Subgroup Scores**                     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| 1\. **Hispanic English Language         |      |      |      |      |
| Learners (ELL)**                        |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 4    | 6    |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 75   | 67   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 25   | 17   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 0    | 0    |      |      |
+-----------------------------------------+------+------+------+------+
| 2\. **Hispanic English Proficient**     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 20   | 20   | 28   | 23   |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 100  | 85   | 75   | 74   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 60   | 55   | 39   | 9    |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 35   | 40   | 29   | 0    |
+-----------------------------------------+------+------+------+------+
| # State Scores                          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Mean Scale Score                        | 494  | 490  |      |      |
+-----------------------------------------+------+------+------+------+
| Total- Percent of students...           |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 85   | 83   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 46   | 43   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 34   | 32   |      |      |
+-----------------------------------------+------+------+------+------+

*Subgroups displayed include only those groups with at least 10% of the
student population within that category:*

Racial/ethnic composition of the students in the school:

[3.8]{.underline} % White

2.  \% Black or African American

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

[90%]{.underline} Hispanic or Latino

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

Socio-Economic Status:

[94%]{.underline} Ocotillo students eligible for free/reduced-priced
meals, therefore the subgroup for non-eligible students is not large
enough to disaggregate.

**Grade 3 Reading - Arizona Instrument to Measure Standards (AIMS)**

+-----------------------------------------+------+------+------+------+
| **Arizona State Criterion-Referenced    | **2  | *    | *    | *    |
| Test Publisher - Harcourt-Brace 2000©** | 002- | *200 | *200 | *199 |
|                                         | 20   | 1-20 | 0-20 | 9-20 |
|                                         | 03** | 02** | 01** | 00** |
+-----------------------------------------+------+------+------+------+
| Testing Month - April                   |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| **SCHOOL SCORES**                       |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Total - Percent of students...          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 67   | 73   | 75   | 89   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 67   | 54   | 58   | 39   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 17   | 8    | 25   | 33   |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 6    | 26   | 12   | 18   |
+-----------------------------------------+------+------+------+------+
| Percent of total students tested        | 11   | 52   | 50   | 64   |
+-----------------------------------------+------+------+------+------+
| Number of students excluded             | 47   | 24   | 12   | 10   |
+-----------------------------------------+------+------+------+------+
| Percent of students excluded            | 89   | 48   | 50   | 36   |
+-----------------------------------------+------+------+------+------+
| **Subgroup Scores**                     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| 1\. 1. **Hispanic English Language      |      |      |      |      |
| Learners (ELL)**                        |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 32   | 5    |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 84   | 40   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 53   | 0    |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 9    | 0    |      |      |
+-----------------------------------------+------+------+------+------+
| 2\. **Hispanic English Proficient**     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 3    | 20   | 10   | 16   |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 33   | 75   | 70   | 88   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 33   | 55   | 50   | 69   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 0    | 5    | 20   | 38   |
+-----------------------------------------+------+------+------+------+
| ##### State Scores                      |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Mean Scale Score                        | 516  | 519  |      |      |
+-----------------------------------------+------+------+------+------+
| Total- Percent of students...           |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 87   | 87   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 68   | 69   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 17   | 26   |      |      |
+-----------------------------------------+------+------+------+------+

*Subgroups displayed include only those groups with at least 10% of the
student population within that category:*

Racial/ethnic composition of the students in the school:

[3.8]{.underline} % White

3.  \% Black or African American

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

[90%]{.underline} Hispanic or Latino

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

Socio-Economic Status:

[94%]{.underline} Ocotillo students eligible for free/reduced-priced
meals, therefore the subgroup for non-eligible students is not large
enough to disaggregate.

**Grade 5 Reading - Arizona Instrument to Measure Standards (AIMS)**

+-----------------------------------------+------+------+------+------+
| **Arizona State Criterion-Referenced    | **2  | *    | *    | *    |
| Test Publisher - Harcourt-Brace 2000©** | 002- | *200 | *200 | *199 |
|                                         | 20   | 1-20 | 0-20 | 9-20 |
|                                         | 03** | 02** | 01** | 00** |
+-----------------------------------------+------+------+------+------+
| Testing Month - April                   |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| **SCHOOL SCORES**                       |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Total - Percent of students...          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 96   | 61   | 67   | 71   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 58   | 44   | 47   | 18   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 8    | 13   | 3    | 4    |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 24   | 23   | 30   | 28   |
+-----------------------------------------+------+------+------+------+
| Percent of total students tested        | 54   | 58   | 79   | 58   |
+-----------------------------------------+------+------+------+------+
| Number of students excluded             | 20   | 17   | 8    | 20   |
+-----------------------------------------+------+------+------+------+
| Percent of students excluded            | 46   | 43   | 21   | 42   |
+-----------------------------------------+------+------+------+------+
| **Subgroup Scores**                     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| 1\. **Hispanic** **English Language     |      |      |      |      |
| Learners (ELL)**                        |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 4    | 6    |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 75   | 50   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 25   | 17   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 0    | 0    |      |      |
+-----------------------------------------+------+------+------+------+
| 2\. **Hispanic English Proficient**     |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Number of students tested               | 20   | 21   | 28   | 20   |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  | 100  | 100  |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 95   | 57   | 64   | 75   |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 55   | 43   | 43   | 15   |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 10   | 14   | 36   | 25   |
+-----------------------------------------+------+------+------+------+
| # State Scores                          |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| Mean Scale Score                        | 503  | 502  |      |      |
+-----------------------------------------+------+------+------+------+
| Total- Percent of students...           |      |      |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Falls Far Below Standards   | 100  | 100  |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Approaches Standards        | 77   | 75   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Meeting Standards           | 53   | 55   |      |      |
+-----------------------------------------+------+------+------+------+
| At or above Exceeds Standards           | 10   | 14   |      |      |
+-----------------------------------------+------+------+------+------+

*Subgroups displayed include only those groups with at least 10% of the
student population within that category:*

Racial/ethnic composition of the students in the school:

[3.8]{.underline} % White

4.  \% Black or African American

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

[90%]{.underline} Hispanic or Latino

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

Socio-Economic Status:

[94%]{.underline} Ocotillo students eligible for free/reduced-priced
meals, therefore the subgroup for non-eligible students is not large
enough to disaggregate.

***Subgroup not included in data:***

NCLB provides for up to one percent of all the students in the grades
assessed to have alternate standards and thus be evaluated using
alternate assessments

Ocotillo Elementary houses the district-wide special education programs
for students with Moderate Mental Retardation and Multiple Disabilities.
These students come to Ocotillo from all attendance areas in the
district, and exhibit significant cognitive disabilities, as well as
co-morbid language deficiencies and physical impairments. They typically
are being instructed at the Functional level of the Arizona Academic
Standards and are consequently appropriately assessed using the
alternate assessment, AIMS-A (Arizona Instrument to Measure Standards --
Alternate). Decisions for student participation in this alternate
assessment are based on a series of questions regarding the level of
academic functioning in reading, writing and math.

In 2000, 15 students participated in AIMS-A, 5% of the school
population, in 2001, 17 students, 5%, and in 2002, 16 students, 4%.
While this may seem like a large number compared to Ocotillo's student
population, it must be remembered that this school houses a
district-wide program and receives students from all elementary schools.
If we compared the AIMS-A participants here to the total elementary
population the percentage is significantly reduced. In 2000, the 15
students account for .28% of the district elementary population, in
2001, .21%, and in 2002, .19%.

# 

# SUMMARY - ALTERNATE ASSESSMENT -- AIMS -- A\*\*

The AIMS-A is a multidimensional point in time and progressive
assessment system. This assessment is conducted in April for students in
grades 3, 5, 8, and 10 with the option to continue through grade 12 or
in ungraded classes when 9, 11, 14, or 16 years of age with the option
to continue through age 22. Not a high stakes assessment for graduation.

The assessment is based on functional activities in the following
domains:

-   School/Vocational - Domestic Living

-   Recreation/Leisure - Community

  ---------- ----------------- -------------------- ----------------------
             Reading           Reading Percentage   Reading Percentage
             Percentage        Meets/Exceeds        Meets/Exceeds
             Meets/Exceeds                          

             2000-2001         2001-2002            2002-2003

  All        6%                18%                  25%
  Students                                          

                                                     

             Math Percentage   Math Percentage      Math Percentage
             Meets/Exceeds     Meets/Exceeds        Meets/Exceeds

             2000-2001         2001-2002            2002-2003

  All        0%                0%                   0%
  Students                                          

                                                     

             Life Skills       Life Skills          Life Skills Percentage
             Percentage        Percentage           Meets/Exceeds
             Meets/Exceeds     Meets/Exceeds        

             2000-2001         2001-2002            2002-2003

  All        13%               53%                  56%
  Students                                          
  ---------- ----------------- -------------------- ----------------------