This document embraces two components. First, a Conservation Assessment describes the current status of the jaguar in the United States, and identifies and assesses risks to the jaguar in Arizona and New Mexico. The Assessment focuses the second component, the Conservation Strategy, on reducing or eliminating these threats in Arizona and New Mexico, which might allow for expansion of the range currently occupied by the Arizona subspecies, and thus contribute to promoting recovery of the species.
Information in this document comes primarily from the state level, an approach that considers regional variation and provides a complete habitat and species assessment.

In March 1997, the Arizona Game and Fish Department and New Mexico Department of Game and Fish entered into a Conservation Agreement with other state, local, and federal cooperators, with voluntary participation by many private individuals, to conserve the jaguar (Panthera onca) along borderlands of Arizona and New Mexico and to stimulate parallel efforts in Mexico. The agencies believed that if strong partnerships could be developed under this approach, it would be a significant step forward in bringing local governments, private landowners, and nongovernmental organizations directly into jaguar management.

The southwestern United States and Sonora, Mexico are the extreme northern limits of the jaguar’s (Panthera onca) range, which primarily extends from central Mexico south through Central and South America to northern Argentina. Recently, the jaguar ranged as far north as Arizona, New Mexico, and Texas. Over the last century, the jaguar’s range has been reduced to approximately 46% of its historic range due to hunting pressure and habitat loss. The greatest loss of occupied range has occurred in the southern United States, northern Mexico, northern Brazil, and southern Argentina. Since 1900, jaguars have been documented occasionally in the southwestern United States, but the number of sightings per decade has declined over the last 100 years with only 4 verified sightings between 1970 and 2000. The objectives of our analysis were twofold: (1) characterize potential jaguar habitat in Arizona from historic sighting records, and (2) create a statewide habitat suitability map.

In March 1997, the Arizona Game and Fish Department and New Mexico Department of Game and Fish entered into a Conservation Agreement with other state, local, and federal cooperators, with voluntary participation by many private individuals, to conserve the jaguar (Panthera onca) along borderlands of Arizona and New Mexico and to stimulate parallel efforts in Mexico. Under the Conservation Agreement, an annual evaluation and progress report must be submitted to the U.S. Fish and Wildlife Service. The first of these reports was completed in July 1998 and the second in June 2000. This third report is a comprehensive review of all Jaguar Conservation Agreement activities from March 1997 through December 2003. We compiled the information herein with assistance from members of the Jaguar Conservation Team and Jaguar Working Group, to help ensure that objectives outlined in the Conservation Agreement are being accomplished and that any deficiencies identified are addressed and corrective measures are implemented. In this report, we will identify progress, or lack thereof, in accomplishing the goals and objectives set forth by and for the JAGCT for the last 6 years.

The Jaguar Conservation Agreement provides opportunities and incentives for interested parties to become involved with conservation activities. These activities include collection of biological information (to provide a sound scientific basis for decisions); consideration of relevant cultural, economic, and political factors; design and implementation of a comprehensive approach to conservation (including public education); and monitoring, evaluation, and feedback. This summary will focus on the mapping efforts and make recommendations to the Jaguar Conservation Team on conservation measures for potential jaguar habitat.

Phoenix Early Head Start (EHS) is a program for first-time teen parents and their families. It is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for vulnerable families and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed for the first time in August 1997 and again in August 1998. Common themes in the family's stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents.

Amidst the numbers and statistics that comprise a program evaluation, it is easy to lose sight of the program participants themselves. That is one rationale for a case study--to tap into some of the rich background information that only participants can provide. To develop some of this background information for the five-year program evaluation of Phoenix Early Head Start(EHS), a case study was undertaken of 12 families who were representative of all EHS program participants. Each of the 12 families agreed to be followed throughout their participation in the program so that their "stories" can be updated as they unfold from one year to the next.

The Phoenix Early Head Start (EHS) program is a family-centered program intended to provide early, continuous, intensive, and comprehensive child development and family support services for first-time teen parents and their very young children. This report presents case studies of 12 families, all EHS participants, who agreed to be followed throughout their participation in the program so that their stories could be updated as they unfolded from one year to the next. The case study families were interviewed in August of 1997, 1998, and 1999. Four of the families had participated in the first two interviews but had withdrawn prior to the third interview. Additional information was obtained through conversations with family support specialists in May 2000. Common themes in the families' stories regarding EHS's role include: (1) assistance from caring staff; (2) reassurance from home visits and child development; (3) help in becoming good parents; (4) help with personal goals; (5) help with daily life; and (6) socialization opportunities for children and parents. During the study, most families made progress to widely differing degrees. Although somewhat apprehensive about life without the safety net of EHS, all eight families seemed much more confident than earlier, had some knowledge and understanding of their children and themselves, and had articulated and taken some steps toward achieving personal and family goals.

The Arizona Head Start--Public School Transition Project is 1 of 31 demonstration projects designed to test whether advances by Head Start children could be maintained by continuing Head Start-type services into kindergarten through the third grade, and to identify, develop, and implement transition practices to bridge the gap between Head Start and public schools. This study evaluated the Arizona project in its fourth year of implementation. Participating were two cohorts of students at three transition and three comparison schools in Phoenix. The program components evaluated were: (1) developmentally appropriate practices, curriculum, and materials; (2) physical health, mental health, and dental services; (3) family services; and (4) parent involvement. Findings indicated that all components had been implemented by the time of the 1995-96 evaluation. Both cohorts had similar public assistance participation, and all groups showed dramatic decreases in public assistance since program entry. The vast majority of parents from all groups reported positive interactions with schools; qualitative data confirmed continuing positive impact on teachers, schools, and the Head Start agency. Transition services, especially those of family advocates, were seen as crucial to smooth transitions. There were observable differences between transition and comparison classrooms; however, quantitative data showed few significant differences in gains made by children between transition and comparison classrooms. Confounding variables of high attrition, variations in student English proficiency, and the existence in comparison schools of transition-like services may have influenced the results. Promising practices and further challenges were identified and recommendations were made for improving the collaboration between the Head Start program and the public schools, and improving the evaluation process. (Three appendices include a summary of data collection instruments. Contains 20 references.)