##### REVISED, MARCH 15, 2005

##### *2004-2005 No Child Left Behind - Blue Ribbon Schools Program*

*U.S. Department of Education*

**Cover Sheet** Type of School: [X]{.underline} Elementary \_\_ Middle
\_\_ High \_\_ K-12

Name of Principal: Mr. Mike Heffner

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

Official School Name: Rio del Mar Elementary School

(As it should appear in the official records)

School Mailing Address: 819 Pinehurst Drive

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

Aptos, CA 95003-5737

City State Zip Code+4 (9 digits total)

County Santa Cruz School Code Number 44-69799-6049779

Telephone: [(831)-688-2053]{.underline} Fax:
[(831)-728-6467]{.underline}

Website/URL: www.riodelmar.santacruz.k12.ca. E-mail:
Mike_Heffner@pvusd.net

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. Mary Anne Mays]{.underline}

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

District Name: [Pajaro Valley Unified]{.underline} Tel. [(831)-786-2100
ext. 503]{.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: [Ms. Rhea De Hart]{.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 2004-2005 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 1999 and has not received the 2003 or 2004 *No
    Child Left Behind -- Blue Ribbon Schools Award.*

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: \_[16]{.underline}\_ Elementary
schools

\_\_[4]{.underline}\_\_ Middle schools

\_\_[1]{.underline}\_\_ Junior high schools

\_\_[3]{.underline}\_\_ High schools

\_\_[7]{.underline}\_\_ Other

\_\_[31]{.underline}\_ TOTAL

2\. District Per Pupil Expenditure:
\_\_\_\_[\$7203]{.underline}\_\_\_\_\_

Average State Per Pupil Expenditure: \_\_\_\_[\$6880]{.underline}

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

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

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

4\. [1]{.underline} Number of years the principal has been in her/his
position at this school.

[4.5]{.underline} 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**                                                  **7**                             

  **K**       45        34                     **79**       **8**                             

  **1**       42        40                     **82**       **9**                             

  **2**       44        45                     **89**       **10**                            

  **3**       38        46                     **84**       **11**                            

  **4**       28        46                     **74**       **12**                            

  **5**       36        46                     **82**       **Other**                         

  **6**       43        45                     88                                             

                                    **TOTAL                                                   578
                                    STUDENTS                                                  
                                    IN THE                                                    
                                    APPLYING                                                  
                                    SCHOOL →**                                                
  ----------- --------- ----------- ---------- --------- -- ----------- --------- ----------- ---------

*\[Throughout the document, round numbers to avoid decimals.\]*

6\. Racial/ethnic composition of [87]{.underline} % White

the students in the school: [1]{.underline} % Black or African American

[9]{.underline} % Hispanic or Latino

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

[1]{.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:
\_\_\_\_[14]{.underline} %

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

  ------------------------- --------------------------- ------------------
  **(1) 41**                Number of students who      
                            transferred ***to*** the    
                            school after October 1      
                            until the end of the year.  

  **(2) 38**                Number of students who      
                            transferred ***from*** the  
                            school after October 1      
                            until the end of the year.  

  **(3) 79**                Subtotal of all transferred 
                            students \[sum of rows (1)  
                            and (2)\]                   

  **(4) 578**               Total number of students in 
                            the school as of October 1  
                            (same as in #5 above)       

  **(5) .1366**             Subtotal in row (3) divided 
                            by total in row (4)         

  **(6) 13.66**             Amount in row (5)           
                            multiplied by 100           
  ------------------------- --------------------------- ------------------

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

\_\_\_\_[18]{.underline}\_Total Number Limited English Proficient

Number of languages represented: \_\_\_[8]{.underline}\_\_\_\_\_

Specify languages: Spanish, Farsi, Arabic, German, Japanese, Cantonese,
other Chinese, other

9\. Students eligible for free/reduced-priced meals:
\_\_\_\_\_[4]{.underline}\_%

Total number students who qualify: \_\_\_\_\_[25]{.underline}\_\_

> If this method does not produce an 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:
\_\_\_[10]{.underline}\_%

\_\_\_[55]{.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.

\_\_[4]{.underline}\_Autism \_\_[1]{.underline}\_Orthopedic Impairment

\_\_\_\_Deafness \_\_[1]{.underline}\_Other Health Impaired

\_\_\_\_Deaf-Blindness \_[10]{.underline}\_Specific Learning Disability

\_\_\_\_Hearing Impairment \_[33]{.underline}\_Speech or Language
Impairment

\_\_[1]{.underline}\_Mental Retardation \_\_\_\_Traumatic Brain Injury

\_\_\_\_Multiple Disabilities \_\_\_\_Visual Impairment Including
Blindness

[7]{.underline} Emotional Disability

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

Classroom teachers \_\_[25]{.underline}\_\_\_\_\_
\_\_\_[6]{.underline}\_\_\_\_\_

Special resource teachers/specialists \_\_\_[1]{.underline}\_\_\_\_
\_\_\_[2]{.underline}\_\_\_\_\_

Paraprofessionals \_\_\_[3]{.underline}\_\_\_\_
\_\_\_[8]{.underline}\_\_\_\_\_

> Support staff \_\_\_5\_\_\_\_ \_\_\_[7]{.underline}\_\_\_\_\_
>
> Total number \_\_[35]{.underline}\_\_\_\_
> \_\_\_[24]{.underline}\_\_\_\_\_

12\. Average school student-"classroom teacher" ratio:
\_\_[23]{.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.)

  ------------------------- ----------- ----------- ----------- ----------- -----------
                            2003-2004   2002-2003   2001-2002   2000-2001   1999-2000

  Daily student attendance  93%         92%         95%         95%         96%

  Daily teacher attendance  98%         98%         97%         97%         N/A%

  Teacher turnover rate     9%          18%         10%         6%          N/A%

  Student dropout rate      \%          \%          \%          \%          \%
  (middle/high)                                                             

  Student drop-off rate     \%          \%          \%          \%          \%
  (high school)                                                             
  ------------------------- ----------- ----------- ----------- ----------- -----------

**PART III ‑ SUMMARY**

*Provide a brief, coherent narrative snapshot of the school in one page
(approximately 600 words). Include at least a summary of the school's
mission or vision in the statement.*

Rio del Mar Elementary is a neighborhood school located along
California's central coast in the close-knit community of Aptos in Santa
Cruz County. Rio is one of sixteen elementary schools in the Pajaro
Valley Unified School District. The school is distinguished countywide
by its academic achievements, commitment to excellence, and dedication
of parents and neighbors. Rio del Mar's vision is to strengthen the
school's academic program and foster a positive social climate. The
collaboration between our teachers, parents and students gives Rio's
learners the self-assurance they need to reach our high expectations.

Rio del Mar's teachers strive for a learning community that nurtures
student curiosity and discovery to help them grow academically,
socially, emotionally and physically. The administrators, teachers and
support staff work closely together to ensure the finest academic
programs for our students. Regular meetings take place for grade-level
teams and vertical articulation teams to ensure a seamless, coherent
instructional program that meets our students' needs. Teachers also work
diligently to ensure the continued alignment between classroom
instruction, curricular frameworks, content standards, and assessments.
Individualized learning plans are developed for students performing
below the 50^th^ Normal Curve Equivalency (NCE) with effective
intervention strategies, including our after school tutorial and
enrichment program. Rio teachers administer regular assessments to
inform instruction and to determine redesignation of English language
learners.

Rio's staff works closely with our parent community to continually
maintain a high-level of student academic performance. Rio del Mar has
two primary parent groups, the School Site Council and the Parent
Alliance (Home and School Club), that are extremely active and inclusive
school organizations. Through these groups, parents are directly
involved in school fundraising, producing parent education events, and
supporting classroom needs. For example, during the 2003-2004 school
year, the Parent Alliance raised more than \$70,000 from fundraising
activities and donations that went directly to classroom supplies,
equipment, academic support, and enrichment programs. As well, parents
consistently support the classrooms through volunteering. Each month,
parents log 1,000 hours of in-class volunteer time, and by the end of
this school year, we anticipate our parents will have donated over
10,000 hours .

Rio del Mar is a true community school providing both an educational and
a social setting for children, their parents, the staff and our Aptos
neighbors. Local businesses have a long tradition of supporting our
school through sponsored events benefiting Rio. While the annual Monte
Foundation Fireworks Extravaganza on the nearby Seacliff State Beach
raises funds and public awareness that benefits schools countywide
(including Rio), our own springtime Rio del Mar Golf Tournament and fall
Harvest Festival are events attended and supported by the Aptos
community at large. Both of these events are produced by the Parent
Alliance.

The level of collaboration at Rio del Mar Elementary is truly
distinguishing. All members of the Rio staff come together to support
our students to reach their potential. Parents and school staff work
together to ensure a comprehensive program that challenges our students.
The Aptos community is willingly involved in the school and openly
participates in strengthening it. The willingness of Rio del Mar's
teachers, parents and community to collaboratively support our learners
is in direct correlation with our students' successes.

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

1.  *Describe in one page the meaning of the school's assessment results
    in reading (language arts or English) and mathematics in such a way
    that someone not intimately familiar with the tests can easily
    understand them.*

Students at Rio del Mar are assessed in multiple ways on an on-going
basis. For example, each year, two summative tests are specifically used
to gauge the school's overall strengths and weaknesses: the California
Standards Test (CST), which is a criterion-referenced test; and the
California Aptitude Test, abbreviated, Sixth Edition (CAT/6), which is a
norm referenced multiple choice assessment. Results from these
assessments are reported on the California Department of Education's web
page (<http://www.cde.ca.gov/ds/>).

Rio del Mar Elementary is proudly in the top ten percent of schools in
California. The CST is a state-mandated test for all students in second
through sixth grade; this assessment aligns with the State Content
Standards for each grade level, and yields a percent correct score for
each student. Our students have consistently shown progress on the CST.
For the past three years, our students' scores on the CST doubled the
state average (the grade level benchmark). Results are translated into
various categories of CST proficiency: Advanced, Proficient, Basic,
Below Basic, and Far Below Basic. The "Proficient" and "Advanced" levels
are seen as "Mastering the Standards." Each of the last several years
our state test scores demonstrated growth. Rio students in grades two
through six exceeded state averages in all areas assessed on the
California Standards Test (CST). Last year on the CST, the state average
for students scoring at "Proficient" and "Advanced" in Reading/Language
Arts was ­­­36% as compared to 69% at Rio del Mar. In Math, this is also
apparent with a state average of 45% versus Rio del Mar's 76%. Looking
specifically at third grade CST Math results, 95% of Rio students scored
in the Advanced and Proficient levels compared to 48% statewide.

The CAT6 ranks students and measures their achievement against students
across the nation. Scores for the CAT/6 are reported in National
Percentile Ranking (NPR) and are broken into content categories:
Reading, Language, Mathematics, and Spelling. Scores for the CAT/6 are
reported as Percent Scoring Above 75% NPR, At or Above 50% NPR, Above
25% NPR. A student who scores in the above 75% category is scoring in
the top 25% of students across the nation. Rio students have
consistently scored highly in all areas of this annual assessment when
compared to their peers nationwide. For example, in 2004, 47% of Rio's
second grade students scored above the seventy-fifth percentile in
Reading compared to just 20% statewide. The 2004 test results show 48%
of Rio's sixth graders scored above the seventy-fifth percentile in
Reading compared to just 19% statewide. Other grade-levels and academic
subject show similar results on the CAT/6. Looking at the Mathematics
results for 2004, 66% of Rio's fourth graders scored above the
seventy-fifth percentile compared to 29% statewide. In the fifth grade,
52% of Rio's students scored above the seventy-fifth percentile compared
to 20% statewide.

English language learners (ELL) are additionally assessed using the
state adopted California English Language Development Test (CELDT)
administered each fall. We also use the district adopted Alisal District
English Proficiency Test (ADEPT) to assess oral English language
acquisition and development three times each year. District and site
assessments such as these provide information that is used to improve
instruction and to help teachers make sound educational decisions about
each student's learning. Although there are few ELLs at Rio, these
second language learners demonstrate measurable growth. Seventy-seven
percent of ELLs who have been at Rio for more than one year increased
one or more language levels as measured by the CELDT.

Site-based assessments aligned with content standards are given to
students throughout the year after concepts are taught and students are
given multiple opportunities to show mastery. All of the assessments
used at Rio are extremely valuable to the staff through the wide range
of the different information provided by each. The Rio staff strives to
know how our students measure against the standards of our district,
state, and the rest of the nation in order to focus upon the specific
areas the students still need to master.

2.  *Show in one-half page (approximately 300 words) how the school uses
    assessment data to understand and improve student and school
    performance.*

Thoughtful analysis of assessments (state, district and site) fuel Rio
del Mar's academic instruction. Grade level teachers establish
standards-based goals for the school year by comparing relative
weaknesses in specific areas and building on academic strengths. This
goal setting process is directly supported by state and district results
reported to our school. After establishing academic achievement goals,
Rio's dedicated teachers meet weekly as grade-level teams to monitor
student progress and adjust instruction accordingly. Entire staff
meetings are then devoted to school-wide strategizing to support
students representing all levels of achievement to help them meet and
exceed the established goals.

As an example of our assessment analysis, four years ago we noticed that
spelling scores were an area for improvement. After a great deal of
analysis, discussion and research, a uniform, research-based spelling
program was adopted, teachers were provided with training, and the new
curriculum was implemented. As a result, scores have continuously
improved (in 2004, 53% of Rio's fourth graders scored above the
seventy-fifth percentile on the CAT/6, a 14% increase from the previous
year).

Each primary grade student is assessed three times a year with Reading
Results, an assessment aligned to the California English Language Arts
Content Standards and designed by the California Reading and Literature
Project (CRLP). For our students, this assessment helps to determine
reading fluency and comprehension levels, and monitors growth throughout
the year. Teachers maintain a Language Arts portfolio (of reading and
writing) that follows the student throughout his/her schooling at Rio.
The student portfolio allows current and successive teachers to see the
student's development over time to better address learning needs.

As well, each student is assessed three times a year in various writing
genre (i.e. expository, narrative, response to literature and summary).
A Pajaro Valley Unified School District developed rubric and a
site-adopted rubric are used to evaluate student writing. These rubrics
are used for student writing evaluation and instruction, but also for
students to set goals for themselves. Writing samples are collected and
distributed at grade level meetings where teachers other than the
classroom teacher score the writing assessment using anchor papers and
adopted rubrics. This process ensures an unbiased grading response and
provides insight into student performance, allowing our staff to see
grade-level strengths and areas for improvement. Through this process,
we collaboratively assess our student work and adjust instruction and
strategies accordingly.

3.  *Describe in one-half page how the school communicates student
    performance, including assessment data, to parents, students, and
    the community.*

The Rio del Mar staff recognizes the importance of communicating school
and student achievement to our community. Each year we publish a School
Accountability Report Card (SARC) that allows the community to see in a
snapshot such key information as demographics and academic achievement.
Individual assessment results are communicated to all parents during
parent-teacher conferences and through district communication. Teachers
assertively work with parents to support students who are at-risk or not
meeting grade-level standards through Student Study Teams,
Individualized Education Plans, and 504 Plans. Disaggregated assessment
results are communicated to the school community through newspaper
articles; principal reports to the parent, school and community; Rio
Minders, our school newsletter; the school's web page; and the
district's web site.

The Rio School Site Council sponsors parent information nights to help
parents better understand their child's assessment results and ways to
support student learning. For example, our Site Council invited a
literacy specialist to an evening community presentation attended by
both parents and their children. The presentation included strategies to
improve literacy for all students and incorporated time to practice the
reading strategies with their children.

Standards-based report cards are sent home each trimester. Each report
card assesses the student's progress towards meeting the standards. The
report cards break Language Arts and Mathematics into the subgroups
listed in the standards and assessed on the CST. For example, Language
Arts is broken into Reading, Writing, and Listening and Speaking; then
under these headings are the descriptors of benchmark measurement (under
Reading is Word Recognition, Vocabulary Development, etc). Using the
report cards, teachers provide specific feedback about student
demonstration of mastering content standards.

4.  *Describe in one-half page how the school has shared and will
    continue to share its successes with other schools.*

Rio del Mar feels strongly about sharing our successful programs with
other schools, teachers, and the community. Our teachers welcome the
challenge of training other new and veteran teachers in their specific
areas of expertise. Local universities and teacher training programs
rely on Rio del Mar teachers to mentor student teachers. Every year, our
staff acts as master teachers to several pre-service student teachers.

Rio teachers participate in district articulation panels within
grade-levels and curricular pathways. For example, we have a staff
member who participates on a district-wide writing committee that
continues to revise and develop writing assessments, a new teacher
serves as a member on the English Language Development (ELD) Network,
while another staff member collaborates with the district Technology
team.

Site-Based Curriculum Days (SBC days) are designed to allow articulation
and training of teachers throughout the district, allowing our staff the
opportunity to share their expertise. Just recently, each of Rio's
grade-level leaders (one from each grade-level) facilitated articulation
meetings with our sister schools during our most recent SBC day. Because
our standards based curriculum is so strong, other schools inquire about
and visit to observe our program; the Rio del Mar staff welcomes these
opportunities to share our program and learn from others.

Each year, Rio welcomes Pajaro Valley Unified School District officials
and administrators and teachers throughout the district to our site for
a scan of our school program. Rio teachers proudly open their doors for
the annual school scans.

**PART V -- CURRICULUM AND INSTRUCTION**

1.  *Describe in one page the school's curriculum. Outline in several
    sentences the core of each curriculum area and show how all students
    are engaged with significant content based on high standards.*

Rio del Mar students experience curriculum that is both challenging and
exciting. Our comprehensive curriculum is directly aligned to the
California state standards. Instructional materials are district-adopted
and aligned to the state standards for each content area. The staff at
Rio del Mar makes decisions on supplementary materials to enhance the
core curriculum.

Pajaro Valley Unified School District (PVUSD) has recently adopted
Houghton Mifflin's standards based textbook for Language Arts. To
augment our Language Arts curriculum, programs and strategies such as
Writer's Workshop, Step Up To Writing, Reading Counts, Literature
Circles, Total Reading, Zoo-phonics, and Sign for Sounds are implemented
at appropriate grade-levels with individual flexibility for those
students who are exceeding or not meeting grade level standards. The Rio
del Mar Parent Alliance (Home & School Club) supported our students
through the purchase of a primary grade, leveled reading library for all
reading abilities. The Parent Alliance continues to support the leveled
book library, allowing us to expand on the initial primary grade focus
to now include leveled books up to the sixth grade and beyond.

The PVUSD adopted the standards based Scott Foresman math textbook. We
also use supplemental programs such as Excel, Mathlands manipulatives
and Math Their Way strategies to support our core curriculum in the
primary grades. Our upper grade teachers use the Saxon textbook as a
supplement to Scott Foresman, and integrate various technologies to
support student understanding and concept mastery.

Rio's Social Studies curriculum consists of using the Harcourt Brace
textbook combined with district and teacher created supplemental
materials. Our teachers integrate literature study into the Social
Studies curriculum. Rio students participate in multiple
service-learning projects as part of the Social Studies program; for
example, students complete an "I Can Make a Difference Project" as fifth
graders, and first graders maintain our butterfly garden. Since there is
such strong support from our parents, the Social Studies curriculum is
also enhanced by field trips to places such as the Egyptian Museum, the
University of California's Long Marine Lab, the Santa Cruz Natural
History Museum and local missions.

Our hands-on, standards based science program is guided by the Harcourt
Brace textbook. Our students participate in hands-on science activities
that range from animal care, Life Lab, the NASA Space Museum, and native
plant revival and life cycle studies. Taking advantage of our location
on the Monterey Bay, many of our students have participated in the
O'Neill Odyssey Project, cleaning up local beaches in exchange for an
oceanography trip aboard a catamaran to study the Monterey Bay Marine
Sanctuary.

Along with these core content areas, students at Rio participate in a
Physical Education (PE) program in grades one through six. Primary grade
teachers collaborate to create a cohesive and engaging program. Students
in the upper grades work with a release time PE teacher who develops a
standards-driven program that meet both the interests and developmental
needs of our students. Our PE program is designed to instill the
importance of a healthy lifestyle through fitness, nutrition and
teamwork.

Rio del Mar is dedicated to providing arts programs that enable students
to exceed the state's Visual and Performing Arts standards. While
state-supported arts education programs have been eliminated and
third-party arts providers have lost their funding sources during this
current economic downturn, Rio's teachers and Parent Alliance have
joined together to ensure a seamless continuation of the arts
curriculum. At each grade level, for example, students participate in
annual performing events such as theatrical and musical events. Sixth
graders are currently working with a chorus teacher released part-time
from Aptos High School. Rio's teachers are deeply committed to hands-on
arts education and are incorporating painting, sewing, beading, papier
mache, clay work and book making into their classrooms. Visual arts are
supported by local artists funded by our Parent Alliance.

Hands-on teaching strategies and differentiated instruction are woven
throughout each area of the curriculum to enable all students to reach
the high expectations we have set for them. All of our programs help to
provide multiple avenues to student's access and mastery of the
standards.

2a. ***(Elementary Schools)** Describe in one-half page the school's
reading curriculum, including a description of why the school chose this
particular approach to reading.*

The Rio del Mar staff's goal is for all of its students to become
life-long readers for pleasure as well as for information. A
comprehensive, balanced reading program is provided for all students at
Rio del Mar by implementing the Pajaro Valley Unified School District's
adoption of the Houghton-Mifflin (HM) Language Arts program. This
program includes in a spiral format: phonemic awareness,
systematic-explicit phonics instruction, a grammar component, weekly
writing, spelling, vocabulary development, independent reading,
comprehension strategies, print concepts, alphabet recognition, extra
support, and a home-school connection.

Beginning each school year, teachers administer the Reading Results or
STAR Diagnostic assessment to gain a clear understanding of the
student's reading ability after the summer break. Using the assessment
data, teachers form fluid ability groups, locate and create targeted
instructional materials and employ instructional strategies to meet the
needs of each student.

Throughout the school year, our primary teachers use Reading Results as
well as the HM program assessments to carefully monitor student progress
in fluency and comprehension. Upper grade teachers expand upon the HM
assessments by using the STAR Diagnostic Reading Test. Rio teachers
individualize and enhance the programs chosen by the district. All
grades use our leveled-reader book room to support literacy development
and love of reading by providing challenging but appropriate materials
based upon assessment.

Upper grades also employ Reading Counts, which increases fluency and
comprehension through independent reading and assessment; it also allows
the students to read at their appropriate reading level. Reading Counts
motivates students to read, promotes comprehension, and increases their
passion for reading which is necessary for children to become life-long
learners. This program is research based, sustainable, replicable, and
has data to show its effectiveness.

> *3. Describe in one-half page one other curriculum area of the
> school's choice and show how it relates to essential skills and
> knowledge based on the school's mission.*

Our hands-on, standards based science program is guided by the Harcourt
Brace textbook. Our science curriculum is inquiry based, and allows
students to explore topics of interest as they relate to the state
standards. AIMS thematic units, Life Lab and an ample supply of science
laboratory equipment are used to complement the science curriculum.

Our students have participated in the Busch Gulch Project, a joint
effort between students, teachers and parents as well as California
State University at Monterey Bay, restoring native plants to an
environmentally sensitive gulch. Taking advantage of our location on the
Monterey Bay, many of our students have participated in the O'Neill
Odyssey Project, cleaning up local beaches in exchange for an
oceanography trip aboard a catamaran. All of our sixth grade students
attend a four day outdoor school, an overnight program in the Santa Cruz
Mountains teaching environmental awareness and local ecosystems.

While the activities in our science curriculum are varied, assessments
show that our program is extremely successful. Although our emphasis on
developing student curiosity is not measurable on assessments, it is
clearly observed. The strength of our science program is reflected on
the CST where 56% of Rio's fifth graders scored in the Proficient or
Advanced categories as compared to 24% statewide.

> 4\. *Describe in one-half page the different instructional methods the
> school uses to improve student learning.*

Instructional decisions are based on examination of student work and the
analysis of assessment results. Teachers employ active learning
strategies that are developmentally appropriate, differentiated
instruction to meet varying student needs, and teaching practices that
reflect how the brain best learns. The staff utilizes a broad range of
methods to accommodate student interests, readiness levels, and learning
profiles (styles, modalities, multiple intelligences).

Instructional strategies include guided reading, cooperative learning,
direct instruction, small and large group instruction, flexible
groupings, literature circles, simulations, visual aides, manipulatives,
modeling and demonstrations, problem-based learning, inquiry based
"hands-on" learning, independent studies, investigations, tiered
assignments, computer-assisted learning. Teachers employ specially
designed academic instruction in English (SDAIE) strategies to support
our English Language Learners.

We identify and support students who are at risk and who have special
needs. While providing full access to the standards-based core
curriculum, teachers tailor instruction to support individual learning
plans. Our Site Council devotes a portion of our school improvement
funds to provide classroom instructional aides. Coordinated student
support often includes collaboration with Reading Specialist, Resource
Specialist, Speech and Language Therapists, Adaptive P.E., Occupational
and Physical Therapists and the school psychologist.

Rio utilizes technology to support teaching and learning. The technology
coordinator, one of our teachers, and classroom teachers plan and
implement standards-based, integrated, technology supported
instructional units that focus on essential questions and involve
authentic student performances to demonstrate understanding and
proficiency. Teachers use technology to organize and manage student work
and to analyze achievement data to make effective instructional
decisions. Software, video, and online resources are selected to support
instruction and enhance student learning. The school has two mobile
computer labs which were funded by the Parent Alliance.

5.  *Describe in one-half page the school's professional development
    program and its impact on improving student achievement.*

Rio's staff development goal is to create a learning community that
nurtures student curiosity and risk-taking. Proposals for in-services
and meetings are suggested by the teacher leadership team, which is
comprised of one teacher from each grade-level, the assistant principal,
and the principal. The leadership team suggests topics from the staff's
analysis of student assessment results and the examination of classroom
work that come up at their grade-levels and apply to the entire school.

Our district also conducts training in the implementation of new,
standards-based instructional materials and technologies as well as use
of our database of assessments. The School Site Council reserves a
percentage of its funds specifically to provide opportunities for staff
members to select specific workshops and seminars to meet individual
interests and needs.

Each year, the Rio staff attends the Asilomar Regional Reading
Conference, one of the most practical workshops that offers the latest
research around literacy and best practices for developing student
literacy. A cadre of our teachers attends the Computer Using Educators
conferences (CUE). Rio teachers attend a wide range of mini-workshops
through our district office and the county office of education to
continue their professional development. Our kindergarten team attends a
conference each year that is specifically designed to support them in
their development of a curriculum with a solid foundation for student
success from the start.

Our commitment to on-going professional development is producing a
highly skilled educational team, who are well equipped to effectively
address pupil needs and achieve significant student learning results.
This is demonstrated by the school's record of outstanding student
performance.