FLORIDA=20 DIFFERENTIATED ACCOUNTABILITY PROGRAM
2010 =E2=80=93 2011 = SCHOOL IMPROVEMENT=20 PLAN

School Name: REEDY CREEK ELEMENTARY = SCHOOL=20

District Name: Osceola =

Principal: Diane = Crook-Nichols

SAC Chair: Trae = Simpson

Superintendent: Dr. Michael=20 Grego

Date of School Board Approval: Pending

Last Modified on: 09-09-2010

Dr.Eric J.Smith, = Commissioner
Florida=20 Department of Education
325 West Gaines = Street
Tallahassee,=20 Florida 32399

Dr.Frances Haithcock, = Chancellor
K-12=20 Public Schools
Florida Department of Education
325 = West Gaines=20 Street
Tallahassee, Florida 32399=20

PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

Note: The following links will open in a separate browser=20 window.

School Grades Trend Data
(Use this data to = complete=20 Sections 1-4 of the reading and mathematics goals and Section 1 of the = writing=20 and science goals.)

Adequate Yearly Progress (AYP) Trend = Data
(Use this=20 data to complete Section 5 of the reading and mathematics goals and = Section 3 of=20 the writing goals.)

Florida Comprehensive Assessment Test (FCAT) Trend=20 Data
(Use this data to inform the problem solving process = when=20 writing goals.)

HIGHLY QUALIFIED ADMINISTRATORS

List your school=E2=80=99s highly qualified administrators and = briefly describe their=20 certification(s), number of years at the current school, number of years = as an=20 administrator, and their prior performance record with increasing = student=20 achievement at each school. Include history of school grades, FCAT = performance=20 (Percentage data for Proficiency, Learning Gains, Lowest 25%), and = Adequate=20 Yearly Progress (AYP).

Position	Name	Degree(s)/ = Certification(s)	# of Years at Current = School	# of Years as an = Administrator	Prior Performance Record = (include prior=20 School Grades, FCAT (High Standards, Learning Gains, Lowest 25%), = and AYP=20 information along with the associated school year)
Principal	Diane=20 Crook-Nichols	Bachelors of=20 Science Degree in Elementary Education with a Middle School = Mathematics=20 5-9 subject area endorsement. Her Masters of Education degree is = in=20 Educational Leadership.	5=20	11=20	As=20 Principal at Reedy Creek Elementary the school grades were as = follows:=20 2009-10-A (541pts.) 2008/09-A (19 pt increase from previous = year)2008/2009=20 FCAT performance- Reading Mastery: 81%, Math mastery:74%, = Science=20 Mastery: 49%, Writing mastery 94% AYP: Reading 74%,Math 67% = ELL and=20 Hispanic did not make AYP in math. All other subgroups made = AYP in all=20 subject areas. Hispanic and ELL made AYP in Reading. 2007/08-A (16 = pt=20 increase from last year), 2006/07-A. As Assistant Principal at = Reedy Creek=20 the school grades were as follows: 2005/06-B (2 pts from an A). As = Assistant Principal at Boggy Creek the school grades were as = follows:=20 2004/05-C. 2003/04-C (increase by 15pts), 2002/03-D (increase by 5 = pts),=20 2001/02-D. As Assistant Principal at Discovery Middle 1999-2000 = the school=20 was not graded. In 2000/01 the school received a D. =
Assis=20 Principal	Katrina = Sanders	Bachelors of=20 Science Degree in Elementary Education, Masters of Science in = Curriculum=20 and Instruction and Specialist Degree in Educational Leadership = with a=20 Reading Endorsement, degree in Elementary Education, and ESOL = certified.=20	1=20	1=20	As=20 Reading Coach at Thacker Avenue Elementary the school grade was as = follows: 2009/2010-C - 2 points from a B; FCAT performance- = Reading=20 Mastery: 71% a 4% increase, with 68% making learning gains in = Reading=20 which is an increase of 7%. 2008/09 year District coach of 7 = schools where=20 6 out of 7 received an A. As Reading Coach at Flora Ridge's = inaugural=20 year the school received a D. =

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

List your school=E2=80=99s highly qualified instructional coaches and = briefly=20 describe their certification(s), number of years at the current school, = number=20 of years as an instructional coach, and their prior performance record = with=20 increasing student achievement at each school. Include history of school = grades,=20 FCAT performance (Percentage data for Proficiency, Learning Gains, = Lowest 25%),=20 and Adequate Yearly Progress (AYP). Instructional coaches described in = this=20 section are only those who are fully released or part-time teachers in = reading,=20 mathematics, or science and work only at the school site.

Subject Area	Name	Degree(s)/ = Certification(s)	# of Years at Current = School	# of Years as an = Instructional Coach	Prior Performance Record = (include prior=20 School Grades, FCAT (Proficiency, Learning Gains, Lowest 25%), and = AYP=20 information along with the associated school year)
Literacy=20 Coach	Ms. = Laura=20 Dyer	Elementary=20 Education K-6 ESOL Endorsed Early Childhood	25=20	6=20	As=20 a Coach (Project CHILD and Literacy Coach) at Reedy Creek = Elementary the=20 school grades were as follows: 2008/09-A (19 pt increase from = previous=20 year)2008/2009 FCAT performance- Reading Mastery: 81%, Math=20 mastery:74%, Science Mastery: 49%, Writing mastery 94% AYP:=20 Reading 74%,Math 67% ELL and Hispanic did not make AYP in = math.=20 All other subgroups made AYP in all subject areas. Hispanic and = ELL made=20 AYP in Reading. 2007/08-A (16 pt increase from last year), = 2006/07-A.=20 2005/06-B (2 pts from an A).
Math Coach=20 Learning Specialist	Ms. = Victoria=20 Bachman	Elementary=20 Education K-6 ESOL Endorsed GIFTED Endorsed Early=20 Childhood	27=20	2=20	As=20 a Math Coach at Reedy Creek Elementary the school grades were as = follows:=20 2007-08 - A (16 pt. increase from the year prior) - the percent of = students Meeting High Standards in Math increased by 1%, the = learning=20 gains increased by 3%, and the lowest quartile learning gains = increased by=20 23%. 2008-09 - A (19 pt. increase from previous year) - % of = student=20 Meeting High Standard in Math increased by another 1%. =
Reading/Writing Specialist =	Ms. = Suzi=20 Gustafson	Elementary=20 Education K-6 ESOL Endorsed Reading Endorsed	1=20	3=20	As=20 a Literacy Coach at Highlands Elementary the school grade = increased 88=20 pts. from the 2007-08 to the 2008-09 school year. The number pf = students=20 Meeting High Standards in Reading increased by 11% and the Reading = Learning gains increased by 12%.=20

HIGHLY QUALIFIED TEACHERS

Describe the school-based strategies that will be used to recruit and = retain=20 high quality, highly qualified teachers to the school.

	Description of Strategy	Person Responsible	Projected Completion = Date
1	Efforts are made to retain = high-quality,=20 highly qualified teachers through the use of a District provided = program=20 called WINOCULAR. This program allows the adminstration at each = school the=20 opportunity to view Osceola County applicant information including = employment history and areas of certification. The Reedy = Creek=20 administrators attend the annual Osceola County Job Fair. The = Osceola=20 County Job Fair is held each year in April. Administrators from = all=20 Osceola County schools work as a team to collectively interview = potential=20 candidates for Instrucational employment. These interviews are = conducted=20 using an interview guide with a point value (1 - 3) added to each=20 candidate response. Select candidates from the Job Fairs are given = a=20 Conditional Offer of Employment Contract. These names are added to = an=20 Instructional Pool and will receive a job in Osceola County for = the coming=20 school year.	Diane=20 Crook-Nichols,Principal	June = 2011=20
2	The Reedy Creek administrators = attend the=20 annual Osceola County Job Fair. The Osceola County Job Fair is = held each=20 year in April. Administrators from all Osceola County schools work = as a=20 team to collectively interview potential candidates for = Instrucational=20 employment. These interviews are conducted using an interview = guide with a=20 point value (1 - 3) added to each candidate response. Select = candidates=20 from the Job Fairs are given a Conditional Offer of Employment = Contract.=20 These names are added to an Instructional Pool and will receive a = job in=20 Osceola County for the coming school year.	Diane=20 Crook-Nichols	June = 2011=20
3	Efforts are made to retain = high-quality=20 teachers through a network of support that is given to our = educators. This=20 support includes, but is not limited to, the CoMenTR program, = professional=20 development offerings and continuing education opportunities. RCE = provides=20 a variety of on-sight professional development training = opportunities and=20 has a strong CoMenTR team established consisting of seasoned = educators, 7=20 National Board Certified teachers, and a tenured Professional = Development=20 Lead teacher who is part of the Professional Development Council = in=20 Osceola County.	Diane=20 Crook-Nichols	June = 2011=20

Non-Highly Qualified Instructors

List all instructional staff and paraprofessionals who are teaching=20 out-of-field and/or who are NOT highly qualified.

Name	Certification	Teaching Assignment	Professional Development/Support to = Become=20 Highly Qualified

No data = = submitted

Staff Demographics

Please complete the following demographic information about the = instructional=20 staff in the school who are teaching at least one academic course.

*When using percentages, include the number of teachers the = percentage=20 represents (e.g., 70% (35)).

Total Number of Instructional Staff	% of First-Year Teachers	% of Teachers with 1-5 Years of Experience	% of Teachers with 6-14 Years of Experience	% of Teachers with 15+ Years of Experience	% of Teachers with Advanced Degrees	% Highly Qualified Teachers	% Reading Endorsed Teachers	% National Board Certified Teachers	% ESOL Endorsed Teachers
60	10.0%(6)	13.3%(8)	40.0%(24)	36.7%(22)	25.0%(15)	100.0%(60)	20.0%(12)	8.3%(5)	90.0%(54)

Teacher Mentoring Program

Please describe the school=E2=80=99s teacher mentoring program by = including the names=20 of mentors, the name(s) of mentees, rationale for the pairing, and the = planned=20 mentoring activities.

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring = Activities
Laura Dyer, Literacy Coach Trae = Simpson,=20 Kindergarten Teacher	Gina=20 Cruz, Lindsey Deacon ,Haley Hall, KristineKarins, = Linda=20 Wheeler, Maria Davis, Sandra Broxterman, Marlene = Rivera,=20 Nerris Ortiz, Amy Andrews, Sharon Hickson, John = Deir,=20 Susie Gustafson	First year=20 teachers and/ or new teachers to RCE. Teachers on Individual = Improvement=20 Plan	The Reedy=20 Creek Elementary (RCE) Teacher Mentoring program is aimed to = acclimate and=20 support new teachers to our school as well as new teachers to the = state=20 and/or district. Ms. Laura Dyer, Professional Development Lead, = for the=20 CoMenTR program at RCE is a tenured teacher who serves on the = District=20 Professional Development Council. She is the Literacy Coach at = RCE.=20 Ms. Dyer and Mrs. Simpson partner mentor teachers to = support and=20 lead new teachers through their first year at RCE. The RCE mentor = team=20 consists of, but is not limited to, seven National Board Certified = teachers. The CoMenTR team (mentors and mentees) meets regularly=20 throughout the year or when needed. During planned meetings, = important=20 state, district, and school information is shared. Ms. = Dyer works=20 closely with all teachers at RCE while giving special attention to = the new=20 and inexperienced teachers. Particular emphasis and attention is = placed on=20 Reading strategies as she models effective delivery techniques in = this=20 critical area. RCE will offer a New Staff Members = Orientation in=20 August. The objective is for the mentors and mentees to get to = know one=20 another, go over policy and procedure, review school routines, and = tour=20 the school. =

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

Please describe how federal, state, and local services and programs = will be=20 coordinated and integrated in the school. Include other Title programs, = Migrant=20 and Homeless, Supplemental Academic Instruction funds, as well as = violence=20 prevention programs, nutrition programs, housing programs, Head Start, = adult=20 education, career and technical education, and/or job training, as=20 applicable.

Title I, Part A

Title I, Part A funds will supplement the CORE = academic=20 instructions: reading, math, writing, and science to increase student=20 achievement level for all students. Title I coordinates with other = programs=20 funded under NCLB through the SIP (School Improvement Plan) process. Our = District provides various resources to teachers to enhance classroom=20 instruction.

Title I, Part C- Migrant

Migrant Liaison provides services and support to = students and=20 parents. The liaison coordinates with Title I and other programs to = ensure=20 students needs are met.

Title I, Part D

Collaborative efforts are given through the schools = and the=20 District Health(mental and physical) Services, Student Services, ESE=20 departments, and Social workers to assist students and their families = with=20 social services for food stamps;other health services; families in = transition,=20 and counseling services. These efforts are to meet the needs of students = returning back to their assigned educational facility.

Title II

These funds are used to hire resource = teachers/coaches to=20 assist schools in increasing student achievement. It also supplements = training=20 opportunities,professional development, to increase quality effective = teaching=20 in the classroom.

Title III

ELLs have academic enrichment opportunities through = the funding=20 of Title I,Part A and Title III. These funds are used to help supplement = the=20 CORE academic instruction for reading, math, writing, and science to = increase=20 student achievement. ELL services include before and after school = tutorials,=20 professional development, supplemental scientifically research based = resources=20 and materials. District level meetings are held with managers of all = programs=20 funded under NCLB to communicate and encourage cooperation between = programs.=20

Title X- Homeless

Under Title X, District Social Workers provide the = same=20 services for homeless students in non Title I schools as they do for = homeless=20 students in Title I schools. Title X coordinates with Title I, Part A, = to=20 provide comparable services to homeless children who are not attending = Title I=20 schools. By providing ongoing collaboration between Title X and Title I, = Part A,=20 in addition to serving homeless students not enrolled in Title I = schools, funds=20 are used to provide services to Homeless students who attend Title I = schools.=20 Through Title I, Part A, or Title I, Part A, in conjunction with Title = X,=20 McKinney-Vento funding homeless students can take part in services that = enable=20 students and families to benefit more from a school=E2=80=99s Title I = program and=20 eliminate barriers for a free education. Our goal is to help all = students=20 residing in shelters and hotels with tutoring and/or accessibility to = tutoring=20 as needed; school supplies; coordination of services with shelters or = other=20 homeless service providers;school uniforms;food, and a student who is = dealing=20 with the stress and anxiety associated with homelessness may not be able = to=20 focus on his or her studies and may benefit from school counseling = services.=20

Supplemental Academic Instruction (SAI)

Funds are used to suppliment learning programs that = will=20 increase student achievemnt. The Extended Learning Opportunity programs = for=20 before and after school, and the summer academic programs provide = learning=20 opportunities for the 3rd through 5th grade students reading at levels 1 = and 2.=20 These funds can also be used for those students who during the year may = have=20 fallen below their reading grade level. SAI is used to provide unique = learning=20 programs at schools.

Violence Prevention Programs

The District School Safe-and Drug Free program for = Osceola=20 County provides opportunities for partnerships between the District and = other=20 social services. These social services assist all at-risk students = through=20 after-school programs that include academic, social, health services, = and=20 bullying prevention programs. Funded under NCLB, District level meets = are held=20 with the managers of these programs to communicate and encourage=20 cooperation.

Nutrition Programs

Food and Nutrition Services offers healthy meals to = all=20 students. This includes ensuring that families are offered free and = reduced=20 lunch applications throughout the year via paper form, or online = registration=20 through the District website.

Housing Programs

N/A

Head Start

N/A

Adult Education

N/A

Career and Technical Education

N/A

Job Training

N/A

Other

N/A

Response to Instruction/Intervention (RtI)

School-based = RtI=20 Team

Identify the school-based RtI Leadership Team.

Principal, Assistant Principal, RtI Coach(Guidance = Counselor),=20 School Psychologist, Literacy Coach, and ESOL Compliance=20 Specialist.

Describe how the school-based RtI Leadership Team functions (e.g., = meeting=20 processes and roles/functions). How does it work with other school teams = to=20 organize/coordinate RtI efforts?

The IAT team will meet bi-weekly for 1 hour to = discuss student=20 progress and clossely monitor those students in Tier2 Phase 2 and Tier = 3. The=20 RtI Coach will meet once a month with each grade level to evaluate = students'=20 academic progress. The meeting will be held in the Literacy resource = room which=20 is located in the Media Center. The rules for meeting will be to stay = focused/on=20 task, stay positive, and be open to new ideas. The roles and the = functions at=20 each meeting are as follows: RtI coach will bring student data and = assign a=20 notetaker and time-keeper at each meeting.

Describe the role of the school-based RtI Leadership Team in the = development=20 and implementation of the school improvement plan. Describe how the RtI=20 Problem-solving process is used in developing and implementing the = SIP?

The RtI Leadership Team, including the Principal, met = with the=20 School Advisory Council (SAC), May 17, 2009, to help develop the SIP. A = faculty=20 workshop titled "Putting It All Together" was held during pre planning = (August=20 2009). The faculty collaborated and developed strategies, professional=20 development needs, monitoring and formative assessments to be included = in the=20 SIP.
The team provided FCAT and AYP data which helped provide clear=20 expectations for instruction (Rigor, Relevance, Relationship)and = facilitate the=20 development of a systemic approach to
teaching (Objectives, = Essential=20 Questions, Quick Checks, Focus Lessons, Content Timelines=20 etc...).

RtI=20 Implementation

Describe the data source(s) and the data management system(s) used to = summarize data at each tier for reading, mathematics, science, writing, = and=20 behavior.

Reedy Creek's data management system used to = summarize tiered=20 data are as follows: Baseline data: Progress Monitoring and Reporting = Network=20 (PMRN),Osceola Data Management System(ODMS), Florida Assessments for = Instruction=20 in Reading (FAIR), Florida Comprehensive Assessment Test (FCAT),Progress = Monitoring: PMRN.
Midyear: FAIR,STAR,KidBiz 3000, Harcourt = Inventory,=20 Osceola Writes, DRA
End of year: FAIR,FCAT
Frequency of Data = Days: twice=20 a month for data analysis

Describe the plan to train staff on RtI.

Reedy Creek will provide Professional development = opportunities=20 during teachers=E2=80=99 planning time and small sessions will occur = throughout
the=20 year. Two PD sessions entitled: =E2=80=9CRtI: Problem Solving Model: = Building Consensus=20 Implementing and Sustaining
Problem-Solving/RtI=E2=80=9D and = =E2=80=9CRtI: Challenges to=20 Implementation Data-based Decision-making, and Supporting and Evaluating =
Interventions=E2=80=9D will take place in mid-August and in October. =
The RtI=20 team will also evaluate additional staff PD needs during the weekly RtI=20 Leadership Team meetings.

=20

Literacy Leadership Team (LLT)

School-Based = Literacy=20 Leadership Team

Identify the school-based Literacy Leadership Team (LLT).

Reedy Creek Elementary has a strong LLT. One to two = teachers=20 from each grade level serve on the LLT committee. The committee chair is = the=20 Literacy Coach who meets regularly with the committee to develop parent=20 involvement events and activities at RCE.

Literacy Coach - Laura = Dyer=20
Reading Specialist - Suzi Gustafson
K - Lindsey Deacon
1st - = Keely=20 Hancock & Cheryl Johnson
2nd - Nerrisa Ortiz
3rd - Sharon = Hickson=20
4th - Cindy Nichol
5th - Linda Wheeler

Describe how the school-based LLT functions (e.g., meeting processes = and=20 roles/functions).

The LLT meets monthly with the Literacy Coach serving = as the=20 committee chair. Individual concerns, suggestions and ideas are brought = to the=20 table by all committee members. LLT analyzes student data and determines = areas=20 of need for Professional Development and PLC's.

What will be the major initiatives of the LLT this year?

The major initiatives of the LLT are to develop = parent=20 involvement events and activities that will educate and provide = strategies for=20 parents to use in the home when working with their child. The LLT will = analyze=20 FAIR data and Oral Reading Fluency Measures to determine areas of = strengths and=20 weaknesses and to discuss strategies improve Reading success for all = level of=20 learners.

NCLB Public School Choice

Notification of (School in Need of Improvement) SINI Status
No Attached a copy of the = Notification of SINI=20 Status to Parents
Public School Choice with Transportation (CWT) Notification
No Attached a copy of the CWT Notification = to=20 Parents
Notification of (School in Need of Improvement) SINI Status
No Attached a copy of the SES Notification = to=20 Parents

*Elementary Title I Schools Only: Pre-School Transition

Describe plans for assisting preschool children in transition from = early=20 childhood programs to local elementary school programs as = applicable.

Reedy Creek Elementary participates in the annual = Kindergarten=20 Round Up event which is held at the end of April each year. = Administration,=20 office personnel, and all Kindergarten teachers are on hand at the event = to=20 share curriculum and basic first year of school information. Parents and = children are provided a tour of the school and visit Kindergarten = classrooms=20 during this event. Office personnel are on hand to answer questions, = provide=20 enrollment information, and to start the enrollment process for parents = who are=20 ready to enroll their child for the following academic year. =

*Grades 6-12 Only

Sec. 1003.413(b) F.S.

For schools with Grades 6-12, describe the plan to ensure that = teaching=20 reading strategies is the responsibility of every teacher.

*High Schools Only

Note: Required for High School - Sec. = 1008.37(4), F.S.,=20 Sec. 1003.413(g)(j) F.S.

How does the school incorporate applied and integrated courses to = help=20 students see the relationships between subjects and relevance to their=20 future?

How does the school incorporate students=E2=80=99 academic and career = planning, as=20 well as promote student course selections, so that students=E2=80=99 = course of study is=20 personally meaningful?

Postsecondary Transition

Note: Required for High School - Sec. = 1008.37(4), F.S.

Describe strategies for improving student readiness for the public=20 postsecondary level based on annual analysis of the School Feedback=20 Report

PART II: EXPECTED IMPROVEMENTS

Reading Goals

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
1. Students = achieving=20 proficiency (FCAT Level 3) in reading Reading Goal = #1:	In grades = 3- 5, the=20 percentage of students achieveing mastery on the FCAT = Reading Test=20 will increase by 5%.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
In grades 3-5, = 82% (301) of=20 the students achieved mastery on the 2010 administration of = the FCAT=20 Reading Test.	In grades 3-5, = the number=20 of students achieving mastery on the 2011 administration of = the FCAT=20 Reading Test will increase to 87%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Reedy Creek=20 Elementary has a high rate of mobility.	Formative=20 Assessments (FAIR) and CBM Oral Fluency Assessments will = identify=20 incoming students to determine level of reading proficiency = and=20 appropriate interventions will be implemented in a timely=20 manner.	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.
2	Reedy Creek=20 Elementary has a large number of ESOL students.	Provide=20 Intensive English Instruction for NES and LES in a = traditional=20 setting, providing intensive English Instruction using = specialized=20 curriculum (Rosetta Stone, English in a Flash). After school = tutoring and the morning CALL Program will provide = additional=20 instructional time for at risk learners. Intensive reading = classes=20 will provide additional instructional support.	Prinicpal,=20 Assistant Principal, Literacy Coach, Reading Specialist, = ESOL=20 Compliance Specialist	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of = learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.
3	The = students=20 who are currently in the Fifth Grade have historically = scored below=20 the district and state average on the FCAT Reading = Test.	At = risk fifth=20 graders will participate in an Intensive Reading Class to = provide=20 additional instructional support utilizing an intructor with = a=20 Masters Degree in Reading, the Reading Specialist and an=20 interventionist utilizing Voyager Reading. After school = tutoring=20 and the morning CALL Program will provide additional = instructional=20 time for at risk learners.	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners. = Voyager=20 data will be analyzed to determine effectiveness. =	Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Students = achieving=20 above proficiency (FCAT Levels 4 and 5) in reading = Reading Goal = #2:	In grades = 3-5,=20 Reedy Creek Elementary students achieving a Level 4 or Level = 5 on=20 the FCAT Reading Test will increase by 5%.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
Reedy Creek = Elementary had=20 31% (115) of students in grades 3 - 5 score a Level 4 or = Level 5 on=20 the FCAT Reading Test.	Reedy Creek = Elementary will=20 have 36% of students in grades 3 - 5 score a Level 4 or = Level 5 on=20 the FCAT Reading Test.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Research has=20 shown that hetergenious grouping promotes student = achievement,=20 however providing differentiated instruction to all levels = of=20 learners within that group is challenging.	Formative=20 Assessments (FAIR) and CBM Oral Fluency Assessments will = identify=20 students' levels of reading proficiency. Guided Reading = Groups will=20 be formed to provide instuction at appropriate reading = levels.=20 Students are expected to participate in KidBiz and AR.=20	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Enrichment and guided reading groups will provide = appropriate instruction for all levels of learners. = Participation=20 and achievement levels in Kidbiz and AR are = monitored.	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
3. Percentage = of=20 students making Learning Gains in reading Reading Goal = #3:	Students = who had=20 learning gains in Reading in grades 3 - 5 will increase = 5%.=20
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The number of = students=20 making learning gains on the FCAT Reading Test was 68% = (250).=20	The number of = students=20 making learning gains on the FCAT Reading Teast will be = 73%.=20
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Reedy Creek=20 Elementary has a high rate of mobility.	Formative=20 Assessments (FAIR) and CBM Oral Fluency Assessments will = identify=20 incoming students to determine level of reading proficiency = and=20 appropriate interventions will be implemented in a timely = manner.=20	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.
2	Reedy Creek=20 Elementary has a large number of ESOL students.	Provide=20 Intensive English Instruction for NES and LES in a = traditional=20 setting, providing intensive English Instruction using = specialized=20 curriculum (Rosetta Stone, English in a Flash). After school = tutoring and the morning CALL Program will provide = additional=20 instructional time for at risk learners. Intensive reading = classes=20 will provide additional instructional support. =	Prinicpal,=20 Assistant Principal, Literacy Coach, Reading Specialist, = ESOL=20 Compliance Specialist	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of = learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.
3	The = students=20 who are currently in the Fifth Grade have historically = scored below=20 the district and state average on the FCAT Reading Test. =	At = risk fifth=20 graders will participate in an Intensive Reading Class to = provide=20 additional instructional support utilizing an instructor = with a=20 Masters Degree in Reading, the Reading Specialist and an=20 interventionist utilizing Voyager Reading. After school = tutoring=20 and the morning CALL Program will provide additional = instructional=20 time for at risk learners.	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
4. Percentage = of=20 students in Lowest 25% making learning gains in = reading Reading Goal = #4:	In grades = 3- 5, the=20 percentage of students in the lowest quartile making = learning gains=20 on the FCAT Reading Test will increase by 5%. =
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The number of = students in=20 the lowest quartile making learning gains on the FCAT = Reading Test=20 was 71% (55).	The number of = students in=20 the lowest quartile making learning gains on the FCAT = Reading Test=20 will be 76%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Reedy Creek=20 Elementary has a high rate of mobility.	Formative=20 Assessments (FAIR) and CBM Oral Fluency Assessments will = identify=20 incoming students to determine level of reading proficiency = and=20 appropriate interventions will be implemented in a timely = manner.=20	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.
2	Reedy Creek=20 Elementary has a large number of ESOL students.	Provide=20 Intensive English Instruction for NES and LES in a = traditional=20 setting, providing intensive English Instruction using = specialized=20 curriculum (Rosetta Stone, English in a Flash). After school = tutoring and the morning CALL Program will provide = additional=20 instructional time for at risk learners. Intensive = reading=20	Prinicpal,=20 Assistant Principal, Literacy Coach, Reading Specialist, = ESOL=20 Compliance Specialist	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.
3	The = students=20 who are currently in the Fifth Grade have historically = scored below=20 the district and state average on the FCAT Reading Test.=20	At = risk fifth=20 graders will participate in an Intensive Reading Class to = provide=20 additional instructional support utilizing an intructor with = a=20 Masters Degree in Reading, the Reading Specialist and an=20 interventionist utilizing Voyager Reading. After school = tutoring=20 and the morning CALL Program will provide additional = instructional=20 time for at risk learners	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners. = Voyager=20 data will be analyzed to determine effectiveness. =	Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 applicable subgroup(s):
5A. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in reading = Reading Goal = #5A:	The group = that did=20 not make AYP in Reading was Black students. We would like = these=20 students to increase the achievement level by 5%. =
Reading Goal = #5A:=20 Ethnicity (White, = Black,=20 Hispanic, Asian, American Indian)
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
The percentage = of Black=20 students who scored a Level 3 and above on the FCAT Reading = Test was=20 68%.	The percentage = of ELL=20 students who will scored a Level 3 and above on the FCAT = Reading=20 Test will be 73%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Home to=20 school connection, lack of resources	Formative=20 Assessments (FAIR) and CBM Oral Fluency Assessments will = identify=20 students to determine level of reading proficiency and = appropriate=20 interventions will be implemented in a timely manner. After = school=20 tutoring and the morning CALL Program will provide = additional=20 instructional time for at risk learners.	Prinicpal,=20 Assistant Principal, Literacy Coach, Reading Specialist, = ESOL=20 Compliance Specialist	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following subgroup:
5B. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in reading = Reading Goal = #5B:	The group = that did=20 not make AYP in Reading was ELL students.
Reading Goal = #5B:=20 English Language Learners (ELL)
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
The percentage = of ELL=20 students who scored a Level 3 and above on the FCAT Reading = Test was=20 62%.	The percentage = of ELL=20 students who will scored a Level 3 and above on the FCAT = Reading=20 Test will be 67%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Provide=20 Intensive English Instruction for NES and LES in a = traditional=20 setting, providing intensive English Instruction using = specialized=20 curriculum (Rosetta Stone, English in a Flash). After school = tutoring and the morning CALL Program will provide = additional=20 instructional time for at risk learners. Intensive = reading=20	Provide=20 Intensive English Instruction for NES and LES in a = traditional=20 setting, providing intensive English Instruction using = specialized=20 curriculum (Rosetta Stone, English in a Flash). After school = tutoring and the morning CALL Program will provide = additional=20 instructional time for at risk learners. Intensive reading = classes=20 will provide additional instructional support. =	Prinicpal,=20 Assistant Principal, Literacy Coach, Reading Specialist, = ESOL=20 Compliance Specialist	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following subgroup:
5C. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in reading = Reading Goal = #5C:	Students = with=20 Disabilities did not meet the target, however the number of = students=20 below grade level decreased from 51% to 37%. We will = continue to=20 decrease this number by 5%.
Reading Goal = #5C:=20 Students with Disabilities (SWD)
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
63% of Students = with=20 Disabilities were proficient in reading, however the number = of=20 students below grade level decreased from 51% to 37%. =	We will continue = to=20 increase the number of students meeting proficient in = reading to the=20 target or decrease the number of students not proficient by=20 10%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Meeting the=20 needs of ESE students with varied learning styles. =	Inclusion=20 Model and small group instruction by certified ESE = teacher.=20	Principal,=20 Assistant Principal, Leadership Team, teachers	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following subgroup:
5D. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in reading = Reading Goal = #5D:	In grades = 3- 5,=20 the percentage of economically disadvantaged students = achieving=20 Level 3 or above on the FCAT Reading Test will increase by=20 5%.
Writing Goal = #5D:=20 Economically Disadvantaged
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
The percentage = of=20 Economically Disadvantaged students who scored a Level 3 and = above=20 on the FCAT Reading Test was 74% (000).	The percentage = of=20 Economically Disadvantaged students who will score a Level 3 = and=20 above on the FCAT Reading Test will be 79%. =
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Home to=20 school connection, lack of resources	Formative=20 Assessments (FAIR) and CBM Oral Fluency Assessments will = identify=20 incoming students to determine level of reading proficiency = and=20 appropriate interventions will be implemented in a timely = manner.=20 After school tutoring and the morning CALL Program will = provide=20 additional instructional time for at risk learners. = Intensive=20 reading classes will provide additional instructional = support.=20	Principal,=20 Assistant Principal, Literacy Coach	Teachers will=20 follow the Instructional Maps to determine which benchmarks = are=20 essential. Focus lessons, mini assessments, and Formative=20 Assessments (FAIR and ORFs) will be conducted daily/weekly/=20 quarterly. Tutorials/remediation and guided reading groups = will=20 provide appropriate instruction for all levels of learners.=20	Analyse=20 SAT-10 data looking for growth in the 6 areas of Reading. = Summative=20 evaluation will include the analysis of the 2010 FCAT = student and=20 School Accountability Report.=20

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC = Focus	Grade Level/Subject	PD Facilitator and/or PLC = Leader	PD Participants (e.g. , = PLC,subject,=20 grade level, or school-wide)	Target Dates and Schedules(e.g. = , Early=20 Release) and Schedules (e.g., frequency of = meetings)	Strategy for = Follow-up/Monitoring	Person or Position Responsible = for=20 Monitoring

No = Data=20 = Submitted

Reading Budget:

Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Technology Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Professional = Development Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Grand=20 Total: $0.00
End of Reading Goals

Mathematics Goals

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
1. Students = achieving=20 proficiency (FCAT Level 3) in mathematics Mathematics Goal = #1:	Last years = results=20 show 71% of 3-5 graders achieved Level 3 or above in Math. = Our goal=20 is to increase this proficiency level by 5 - 9%. Following = each=20 formative assessment the Leadership team and 3-5 grade = teachers will=20 review data, disaggregate by benchmarks and revise = instructional=20 plans to assure all benchmarks are being mastered. =
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
71% of 3-5 graders = met high=20 standards in Mathematics. 56% of students made learning = gains which=20 was a 9% drop from the 2009 FCAT data. 58% of the lowest = quartile=20 made learning gains in math which was an 11% decrease from = the 2009=20 FCAT scores.	Our goal is to = increase the=20 proficiency level on the 2011 FCAT in Mathematics by 5 - = 9%.=20
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Implementing the=20 new math core curriculum series - GO Math. Facing the = challenges of=20 the New Generation SSS. Meeting the needs of "at risk" = students.=20	Increase the=20 number of instructional minutes. Follow the math curriculum = timeline=20 while focusing on the essential benchmarks in grades 3-5.=20 Implmentation of Title 1 Math Intervention program focusing = on at=20 risk students. Meet as an IAT to implement RtI strategies to = increase math proficiencies.	Administrative=20 team, Math Coach, Title 1 Paraprofessional.	Monitor = formative=20 assessment data, analyze 2011 FCAT data.	GO = Math=20 assessments, FCAT 2011.=20

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Students = achieving above=20 proficiency (FCAT Levels 4 and 5) in mathematics = Mathematics Goal = #2:	Following each = formative assessment the Leadership team and 3-5 grade = teachers will=20 review data, disaggregate by benchmarks and revise = instructional=20 plans to assure all benchmarks are being mastered to = increase the=20 percentage of students achieving above proficiency (FCAT = Level 4 and=20 5) in mathematics by 5 - 9%.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 38% (46 students) of our 3rd graders, 28% (34 = students)=20 of our fourth graders, and 26% (32 students) or our fifth = graders=20 scored above proficiency (FCAT Level 4 or 5) in Mathematics. = A total=20 of 112 students out of 368 (30%) were Level 4 or 5. =	Our goal is to = increase the=20 overall percentage of students achieving above proficiency = 5-=20 9%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of the new Go Math series and the increased = rigor of=20 the New Generation SSS.	Professional=20 development training for all intsructional staff, = Gifted/Advanced=20 Math classes, participation in Math Olympiad, and 5th Grade = Math=20 Enrichment/Challenge program to be held every Thursday = afternoon.=20	Administration,=20 Math Coach, faculty.	Data = anaylsis of=20 formative math tests, CWT, formal observations, FCAT = results.=20	Ongoing=20 formative assessments, FCAT results.=20

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
3. Percentage of = students=20 making Learning Gains in mathematics Mathematics Goal = #3:	Using the data = compiled after each formative assessment the Leadership team = and 3-5=20 grade teachers will analyze data, disaggregate by benchmarks = and=20 revise instructional plans to assure all benchmarks are = being=20 mastered. Our goal is to increase the percentage of students = making=20 Learning Gains in mathematics by 5-9%.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 56% (138 students) in 4th and 5th grade made one = year's=20 growth (Learning Gains).	Our goal is to = increase the=20 overall percentage of students making Learning Gains by = 10%.=20
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of Go Math series, the increased rigor of the = New=20 Generation SSS, meeting the needs of low socio-economic and = at-risk=20 students.	Morning and=20 afternoon tutoring for at-risk students. The implementation = of=20 Intensive Math Intervention for 3-5 at risk students. Use of = Do the=20 Math ESE resources.	Administration,=20 Math Coach, classroom teachers and paraprofessionals. =	Analysis of=20 formative test data, review of student work samples, = CWT.	Teacher=20 observation and student work samples, formative test data, = FCAT=20 results. =

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
4. Percentage of = students=20 in Lowest 25% making learning gains in mathematics = Mathematics Goal = #4:	Following each = formative assessment the Leadership team and 3-5 grade = teachers will=20 review data, disaggregate by benchmarks and revise = instructional=20 plans to assure all benchmarks are being mastered. Our goal = is to=20 increase the percentage of students in the Lowest 25% making = Learning Gains in mathematics by 10-15%.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 58% of our Lowest Quartile (Lowest 25%)in 4th and = 5th=20 grade made one year's growth (Learning Gains).	Our goal is to = increase the=20 overall percentage of our Lowest Quartile students making = one year's=20 growth (Learning Gains) by 10-15%.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of Go Math series, the increased rigor of the = New=20 Generation SSS, meeting the needs of low socio-economic and = at-risk=20 students.	Identification=20 of students in the lowest quartile. Strategic intervention = with=20 small group instruction in the classroom. Morning and = afternoon=20 tutoring for at-risk students. The implementation of = Intensive Math=20 Intervention for 3-5 at risk students. Use of Do the Math = ESE=20 resources.	Administration,=20 Math Coach, classroom teachers and paraprofessionals. =	Analysis of=20 formative test data, review of student work samples, CWT. =	Teacher=20 observation and student work samples, formative test data, = FCAT=20 results. =

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 applicable subgroup(s):
5A. Student = subgroups not=20 making Adequate Yearly Progress (AYP) in mathematics = Mathematics Goal = #5A:	Our = Ethinicity=20 subgroups did not meet the percentage required to make AYP = on the=20 2010 FCAT in Mathematics. This subgroup did not make AYP = using the=20 Safe Harbor or Growth Model. Following each formative = assessment the=20 Leadership team and 3-5 grade teachers will review data,=20 disaggregate by benchmarks and revise instructional plans to = ensure=20 all benchmarks are being mastered. Our goal is for all = subgroups to=20 make AYP.
Mathematics Goal = #5A:=20 Ethnicity (White, = Black,=20 Hispanic, Asian, American Indian)
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 34% (131 out of 385 students) did not make = Adequate=20 Yearly Progress (AYP)in Mathematics.	Our goal is for the = percentage of Ethnic students (subgroup) to meet or exceed = the=20 percentage required to make AYP in Mathematics on the 2011 = FCAT. If=20 the percentage can not be met, then our goal to achieve AYP = using=20 the Safe Harbor or Growth methods.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of Go Math series, the increased rigor of the = New=20 Generation SSS, meeting the needs of low socio-economic, = ESOL, and=20 at-risk students.	The = assignment=20 of at-risk ESOL students (NES) to receive assistance from a=20 paraprofessional. Morning and afternoon tutoring for at-risk = students. The implementation of Intensive Math Intervention = for 3-5=20 at risk students. Use of Do the Math ESE resources. =	Administration,=20 Math Coach, classroom teachers and paraprofessionals. =	Analysis of=20 formative test data, review of student work samples, CWT.=20	Teacher=20 observation and student work samples, formative test data, = FCAT=20 results. =

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following subgroup:
5B. Student = subgroups not=20 making Adequate Yearly Progress (AYP) in mathematics = Mathematics Goal = #5B:	Our ELL = subgroup did=20 not meet the percentage required to make AYP on the 2010 = FCAT in=20 Mathematics. This subgroup did not make AYP using the Safe = Harbor or=20 Growth Model. Following each formative assessment the = Leadership=20 team and 3-5 grade teachers will review data, disaggregate = by=20 benchmarks and revise instructional plans to ensure all = benchmarks=20 are being mastered. Our goal is for all subgroups to make=20 AYP.
Mathematics Goal = #5B:=20 English Language Learners (ELL)
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 49% (49 out of 100 students) in 4th and 5th grade = did not=20 make Adequate Yearly Progress(AYP) in Mathematics. =	Our goal is for the = percentage of ELL students (subgroup) to meet or exceed the=20 percentage required to make AYP in Mathematics on the 2011 = FCAT. If=20 the percentage can not be met, then our goal to achieve AYP = using=20 the Safe Harbor or Growth methods.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of Go Math series, the increased rigor of the = New=20 Generation SSS, meeting the needs of low socio-economic and = at-risk=20 students.	The = assignment=20 of ELL at-risk students (NES) to receive assistance from a=20 paraprofessinal. Morning and afternoon tutoring for at-risk=20 students. The implementation of Intensive Math Intervention = for 3-5=20 at risk students. Use of Do the Math ESE resources. =	Administration,=20 Math Coach, classroom teachers and paraprofessionals. =	Analysis of=20 formative test data, review of student work samples, CWT. =	Teacher=20 observation and student work samples, formative test data, = FCAT=20 results. =

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following subgroup:
5C. Student = subgroups not=20 making Adequate Yearly Progress (AYP) in mathematics = Mathematics Goal = #5C:	Our Students = with=20 Disabilities (SWD) subgroup did not meet the percentage = required to=20 make AYP on the 2010 FCAT in Mathematics. This subgroup did = not make=20 AYP using the Safe Harbor or Growth Model. Following each = formative=20 assessment the Leadership team and 3-5 grade teachers will = review=20 data, disaggregate by benchmarks and revise instructional = plans to=20 ensure all benchmarks are being mastered. Our goal if for = all=20 subgroups to make AYP.
Mathematics Goal = #5C:=20 Students with Disabilities (SWD)
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 53% (37 out of 70 SWD students) in 4th and 5th = grade did=20 not make Adequate Yearly Progress(AYP) in = Mathematics.	Our goal is for the = percentage of Students with Disabilties (SWD)(subgroup) to = meet or=20 exceed the percentage required to make AYP in Mathematics on = the=20 2011 FCAT. If the percentage can not be met, then our goal = to=20 achieve AYP using the Safe Harbor or Growth methods. =
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of Go Math series, the increased rigor of the = New=20 Generation SSS, meeting the needs of low socio-economic and = at-risk=20 students.	Morning and=20 afternoon tutoring for at-risk students. The implementation = of=20 Intensive Math Intervention for 3-5 at risk students. Use of = Do the=20 Math ESE resources in both inclusion and IND/EMH classroom=20 settings.	Administration,=20 Math Coach, classroom teachers, ESE teachers, and = paraprofessionals.=20	Analysis of=20 formative test data, review of student work samples, CWT.=20	Teacher=20 observation, student work samples, formative test data, FCAT = results. =

Based on the=20 analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following subgroup:
5D. Student = subgroups not=20 making Adequate Yearly Progress (AYP) in mathematics = Mathematics Goal = #5D:	Our = Economically=20 Disadvantaged subgroup did not meet the percentage required = to make=20 AYP on the 2010 FCAT in Mathematics. This subgroup did not = make AYP=20 using the Safe Harbor or Growth Model. After each formative = math=20 assessment the Leadership team and 3-5 grade teachers will = review=20 data, disaggregate by benchmarks, and revise instructional = plans to=20 ensure all benchmarks are being mastered.
Writing Goal #5D: = Economically Disadvantaged
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
The 2010 FCAT = indicates the=20 following: 38% (114 out of 301 students) of our Economically = Disadvantaged students in 4th and 5th grade did not make = Adequate=20 Yearly Progress(AYP) in Mathematics.	Our goal is for the = percentage of Economically Disadvantaged (ED) students = (subgroup) to=20 meet or exceed the percentage required to make AYP in = Mathematics on=20 the 2011 FCAT. If the percentage can not be met, then our = goal to=20 achieve AYP using the Safe Harbor or Growth methods. =
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	The=20 implementation of Go Math series, the increased rigor of the = New=20 Generation SSS, providing for the needs of low = socio-economic and=20 at-risk students.	Morning and=20 afternoon tutoring for at-risk students. The implementation = of=20 Intensive Math Intervention for 3-5 at risk students. Use of = Do the=20 Math ESE resources.	Administration,=20 Math Coach, classroom teachers and paraprofessionals. =	Analysis of=20 formative test data, review of student work samples, CWT.=20	Teacher=20 observation, student work samples, formative test data, FCAT = results. =

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC, subject, grade = level, or=20 school-wide)	Target Dates and Schedules(e.g. , Early = Release) and=20 Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for = Monitoring
Training on new=20 Go Math series and Singapore Math strategies.	K-5	HMH=20 consultants, Math Coach.	Classroom and=20 ESE teachers, paraprofessionals.	Fall=20 2010, during grade level meetings.	Modeling of=20 lessons, classroom visits.	Principal,=20 Assistant Principal, Math Coach.=20

Mathematics Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount ESE Supplements Do the Math (Marilyn Burns) District $0.00 Tutoring Resources Voyager Math District $0.00 = Subtotal:=20 $0.00 Technology Strategy Description of Resources Funding Source Available Amount Title 1 Math Lab 5 Dell Computers Title 1 $3,500.00 SMART Response Handheld device use for instant feedback and = student=20 data Title 1 $1,500.00 = Subtotal:=20 $5,000.00 Professional = Development Strategy Description of Resources Funding Source Available Amount Workshop Go Math $0.00 Workshop Singapore Math $0.00 = Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount Tutoring CALL Program (Mon.-Fri. Morning = Remediation SAI Funds and Title Funds $5,800.00 Tutoring Afternoon Remediation (Tues. and = Thurs.) SAI Funds and Title Funds. $4,200.00 Enrichment Math Olympiad District $0.00 = Subtotal:=20 $10,000.00 Grand Total:=20 $15,000.00
End of Mathematics = Goals

Science Goals

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
1. Students = achieving=20 proficiency (FCAT Level 3) in science Science Goal = #1:	New plans = will be=20 implemented in the beginning of the school year to assure = 5th grade=20 students will be able to meet the high standards on the = Science=20 FCAT. After each formative assessment the Ledership team and = 5th=20 grade teachers will review data, dissaggregate by benchmarks = and=20 revise plans to assure all benchamrks are being mastered by = our 5th=20 grade students.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
55% of 5th grade = students=20 achieved proficiency on the 2010 Science FCAT.	The percent of = 5th grade=20 students achieving proficiency on the 2011 Science FCAT will = increase by 5 - 7%
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 misinterpreting questions or unsure how to answer the = question being=20 asked	Academic=20 science bowl to be conducted weekly with all 5th graders to = answer=20 Science FCAT type questions.	Principal and=20 Assistant Principal	Observation=20 and feedback from teachers	Mid and End=20 of the year formative Assessments and 2011 Science FCAT=20 results
2	Weak = Science=20 Vocabulary Knowledge	Word of the=20 Week beign delivered by the Groovy Science Guru that focuses = on FCAT=20 Terms	Principal and=20 Assistant Principal	Observation=20 and feedback from teachers	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
3	Students=20 understanding of the scientific process	Continue to=20 utlize Science Mission Lab	Principal and=20 Assistant Principal	Teacher=20 feedback, Observations of students during lab time =	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
4	Applying real=20 world science to investigations	Integrate=20 technology by using Discovery Science	Principal,=20 Assistant Principal, Media Specialist	Classroom walk=20 throughs and lesson plans	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
5	Effectively=20 writing short or long answers based on information = provided=20	Continue to=20 integrate writing/ display student models in the = classroom=20	Principal and=20 Assistant Principal	Classroom walk=20 throughs and lesson plans	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
6	Students=20 understanding of the scientific process	Teachers will=20 conduct hands on, applicable, realworld and inquiry bassed = science=20 lessons using the textbook as a resource guide.	Principal and=20 Assistant Principal	Classroom walk=20 throughs and lesson plans	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Students = achieving=20 above proficiency (FCAT Levels 4 and 5) in science = Science Goal = #2:	New plans = will be=20 implemented in the beginning of the school year to assure = 5th grade=20 students will be able to meet the high standards on the = Science=20 FCAT. After each formative assessment the Ledership team and = 5th=20 grade teachers will review data, dissaggregate by benchmarks = and=20 revise plans to assure all benchamrks are being mastered by = our 5th=20 grade students.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
Only 13% of 5th = grade=20 students achieved above proficiency ont he Science = FCAT.	The percent of = 5th grade=20 students achieving above proficiency will increase by 5 -7 % = on the=20 2011 Science FCAT.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 misinterpreting questions or unsure how to answer the = question being=20 asked	Academic=20 science bowl to be conducted weekly with all 5th graders to = answer=20 Science FCAT type questions.	Principal and=20 Assistant Principal	Observation=20 and feedback from teachers	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
2	Weak = Science=20 Vocabulary Knowledge	Word of the=20 Week beign delivered by the Groovy Science Guru that focuses = on FCAT=20 Terms	Principal and=20 Assistant Principal	Observation=20 and feedback from teachers	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
3	Applying real=20 world science to investigations	Integrate=20 technology by using Discovery Science	Principal,=20 Assistant Principal, Media Specialist	Classroom walk=20 throughs and lesson plans	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
4	Effectively=20 writing short or long answers based on information provided=20	Continue to=20 integrate writing/ display student models in the classroom=20	Principal and=20 Assistant Principal	Classroom walk=20 throughs and lesson plans	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20
5	Students=20 understanding of the scientific process	Continue to=20 utlize Science Mission Lab	Principal and=20 Assistant Principal	Teacher=20 feedback, Observations of students during lab time =	Mid and End=20 of the year formative Assessments and 2011 Science FCAT=20 results
6	Students=20 understanding of the scientific process	Teachers will=20 conduct hands on, applicable, realworld and inquiry bassed = science=20 lessons using the textbook as a resource guide.	Principal and=20 Assistant Principal	Classroom walk=20 throughs and lesson plans	Mid and End=20 of the year formative Assessments and 2011 Science FCAT = results=20

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC, subject, grade = level, or=20 school-wide)	Target Dates and Schedules(e.g. , Early = Release) and=20 Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for = Monitoring
Monthly Data=20 chats	5th=20 grade science	Principal and=20 Assistant Principal	5th=20 grade teachers and Administration	Monthly=20 meetings and after formative assessments	teacher=20 observations and science tests	Principal and=20 assistant principal
Benchmark=20 Focus	5th=20 grade science	Principal,=20 Assistant Principal and/or math/science coach	5th=20 grade teachers and Administration	Monthly=20 meetings and after formative assessments	benchmark=20 assessments	Principal and=20 Assistant principal=20

Science Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount Mission Labs needed supplies for experiments District $400.00 Subtotal:=20 $400.00 Technology Strategy Description of Resources Funding Source Available Amount Use of Discovery Science Discovery Science access to use in the = classroom District $0.00 Sentios Handheld device for assessment and instant=20 results/feedback Reedy Creek Elementary $2,500.00 Subtotal:=20 $2,500.00 Professional = Development Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount Science enrichment class with a focus based = on=20 Science Olympiad Morning Enrichment - Mondays SAI Funds $1,000.00 Subtotal:=20 $1,000.00 Grand=20 Total: = $3,900.00
End of Science Goals

Writing Goals

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
1. Students = achieving=20 Adequate Yearly Progress (FCAT Level 3.0 and higher) in=20 writing Writing Goal = #1:	The percent = of=20 Standard Curriculum students scoring 4.0 or above on the = 2011=20 Florida Writes will increase by 5-7%, all subgroups will = meet=20 AYP.
2010 Current = Level of=20 Performance:*	2011 Expected = Level of=20 Performance:*
% of 4th grade = students=20 scored 3.0 or above on the 2010 Florida Writes.	% of t 4th grade = students=20 to score 4.0 or above on the 2011 Florida Writes. =
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 misinterperting the difference between an Expository Writing = piece=20 and a Narrative Writing piece.	Teachers will=20 utilize PDA curriculum materials in classroom lessons in = grades K-4.=20 Resource teachers will provide training for those teachers = to use=20 the PDA writing curriculum if needed.	Principal,=20 Asst. Principal, and Literacy Coach.	Evaluation of=20 student writing samples. Classroom walkthroughs. = Recommendations=20 and Commendations from District Fidelity check.	Results=20 from Osceola Writes and the 2011 Florida Writes=20

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in writing = Writing Goal = #2A:	The = percent of=20 Standard Curriculum students scoring 4.0 or above on the = 2010=20 Florida Writes will increase by 5-7%, all subgroups will = meet=20 AYP.
Writing Goal = #2A:=20 Ethnicity (White, = Black,=20 Hispanic, Asian, American Indian)
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
79% of 4th grade = students=20 scored 3.0 or above on the Florida Writes. White N/A, Black = N/A,=20 Hispanic 87%, Asian N/A, American Indian N/A, Economically=20 disadvantaged 90%, ELL 81%, Students with disabilities = N/A=20	79% of 4th grade = students=20 scored 4.0 or above on the Florida Writes.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 misinterperting the difference between an Expository Writing = piece=20 and Narrative piece.	Teachers=20 will utilize PDA curriculum materials in classroom lessons = in grades=20 K-4. Resource teachers will provide training for those = teachers to=20 use the PDA writing curriculum if needed	Principal,=20 Asst. Principal, and Literacy Coach.	Evaluation of=20 student writing samples. Classroom walkthroughs. = Recommendations=20 and Commendations from District Fidelity check.	Results=20 from Osceola Writes and the 2011 Florida Writes. =
2	Students of=20 all subgroups in the 4th grade are struggling to write the = elements=20 of an Expository Writing piece and a Narrative Writing = piece.=20	Begin a=20 Writing boot camp for all subgroups in 4th grade starting in = January.	Principal,=20 Asst. Principal,Literacy Coach, Reading Specialist, and a = 4th grade=20 teacher.	Evaluation of=20 student writing samples.	Teacher=20 made assessments. Results from the Osceola Writes and the = 2011=20 Florida Writes. =

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in writing = Writing Goal = #2B:	The = percent of=20 Standard Curriculum students scoring 4.0 or above on the = 2010=20 Florida Writes will increase by 5-7%, all subgroups will = meet=20 AYP.
Writing Goal = #2B:=20 English Language Learners (ELL)
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
79% of 4th grade = students=20 scored 3.0 or above on the Florida Writes. 81% of ELL = students were=20 proficient.	80% or above of = 4th grade=20 students(ELL)score 4.0 or above on the Florida = Writes.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 struggle with interpreting the difference between Expository = and=20 Narrative Writing piece.	All new 4th=20 - 5th grade teachers will be trained in PDA Writing. A PDA = refresher=20 trainer will be provided to all 4th grade and 5th grade = teachers.=20 Follow up training will be provided by on site visits = conducted by=20 the PDA Writing consultant. On site training will be = provided when=20 needed to primary teachers (K -2) and 3rd grade teachers by = the=20 Reading Specialist, Literacy Coach, and Assistant Principal. =	Principal,=20 Assistant Principal, Reading Specialist, and Literacy = Coach=20	Walkthroughs=20 in classrooms and monitoring students progress in writing = samples=20 provided by teachers.	Results=20 from the 2011 Florida Writes.
2	Students in=20 the ELL subgroup in the 4th grade may struggle to write the = elements=20 of an Expository Writing piece and a Narrative Writing = piece.=20	Begin a=20 Writing boot camp for all subgroups in 4th grade starting in = January	Principal,=20 Asst. Principal,Literacy Coach, Reading Specialist, and a = 4th grade=20 teacher	Evaluation of=20 student writing samples.	Teacher=20 made assessments. Results from the Osceola Writes and the = 2011=20 Florida Writes =

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in writing = Writing Goal = #2C:	The = percent of=20 Standard Curriculum students scoring 4.0 or above on the = 2010=20 Florida Writes will increase by 5-7%, all subgroups will = meet=20 AYP
Writing Goal = #2C:=20 Students with Disabilities (SWD)
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
79% of 4th grade = students=20 scored 3.0 or above on the Florida Writes; students with=20 disabilities N/A	79% of 80% of = the 4th=20 grade students(SWD) score 4.0 or above on the Florida = Writes.=20
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 misinterperting the difference between an Expository Writing = piece=20 and Narrative piece.	Teachers=20 will utilize PDA curriculum materials in classroom lessons = in grades=20 K-4. Resource teachers will provide training for those = teachers to=20 use the PDA writing curriculum if needed	Principal,=20 Asst. Principal, and Literacy Coach	Evaluation of=20 student writing samples. Classroom walkthroughs. = Recommendations=20 and Commendations from District Fidelity check.	Results=20 from Osceola Writes and the 2011 Florida Writes. =
2	Students of=20 the SWD subgroup in the 4th grade struggle to write the = elements of=20 an Expository Writing piece and a Narrative Writing piece.=20	Begin a=20 Writing boot camp for all subgroups in 4th grade starting in = January	Principal,=20 Asst. Principal,Literacy Coach, Reading Specialist, and a = 4th grade=20 teacher.	Evaluation of=20 student writing samples	Teacher=20 made assessments. Results from the Osceola Writes and the = 2011=20 Florida Writes. =

Based on=20 the analysis of student achievement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement for the=20 following group:
2. Student = subgroups=20 not making Adequate Yearly Progress (AYP) in writing = Writing Goal = #2D:	The = percent of=20 Standard Curriculum students scoring 4.0 or above on the = 2010=20 Florida Writes will increase by 5-7%, all subgroups will = meet=20 AYP
Writing Goal = #2D:=20 Economically Disadvantaged
2010 Current = Level of=20 Performance:*	2011 = Expected Level of=20 Performance:*
79% of 4th grade = students=20 scored 3.0 or above on the Florida Writes; economically=20 disadvantaged 90%	80% of 4th grade = students=20 scored 4.0 or above on the Florida Writes.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 misinterperting the difference between an Expository Writing = piece=20 and Narrative piece.	Teachers=20 will utilize PDA curriculum materials in classroom lessons = in grades=20 K-4. Resource teachers will provide training for those = teachers to=20 use the PDA writing curriculum if needed	Principal,=20 Asst. Principal, and Literacy Coach.	Evaluation of=20 student writing samples. Classroom walkthroughs. = Recommendations=20 and Commendations from District Fidelity check	Results=20 from Osceola Writes and the 2011 Florida Writes. =
2	Students of=20 the Economically disadvantage subgroup in the 4th grade = struggle to=20 write the elements of an Expository Writing piece and a = Narrative=20 Writing piece. Students may not have transportation to = participate=20 in after school tutoring.	Begin a=20 Writing boot camp for all subgroups in 4th grade starting in = January	Principal,=20 Asst. Principal,Literacy Coach, Reading Specialist, and a = 4th grade=20 teacher	Evaluation of=20 student writing samples	Teacher=20 made assessments. Results from the Osceola Writes and the = 2011=20 Florida Writes. =

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC, subject, grade = level, or=20 school-wide)	Target Dates and Schedules(e.g. , Early = Release) and=20 Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for = Monitoring
Expository=20 Writing piece	4th=20 grade students in Language Arts.	Literacy=20 Coach, Reading Specialist, and Assistant Principal =	All=20 teachers new to RCE or teachers, teachers who changed grade = levels,=20 and any primary teachers (K -2).	Target Dates=20 will be set as needed. Normally PLC meetings are biweekly = within the=20 month.	Walk=20 throughs,and recommendations for teachers.	Literacy=20 Coach, Assistant Principal, and Principal.
Narrative=20 Writing piece	4th=20 grade students in Language Arts.	Literacy=20 Coach, Reading Specialist, and Assistant Principal =	All=20 teachers new to RCE or teachers, teachers who changed grade = levels,=20 and any primary teachers (K -2).	Target Dates=20 will be set as needed. Normally PLC meetings are biweekly = within the=20 month.	Walk=20 throughs,and recommendations for teachers.	Literacy=20 Coach, Assistant Principal, and Principal.=20

Writing Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount Equip intermediate teachers with PDA = training in=20 order to become highly effective teachers that will impact=20 students. PDA training for 3rd- 5th grade = teachers. District $0.00 Writing Boot Camp for 4th grade students = starting in=20 January to prepare students for the Florida Writes. Literacy Coach, Reading Specialist,and a = highly=20 qualified effective 4th grade teacher. Title I $2,000.00 Subtotal:=20 $2,000.00 Technology Strategy Description of Resources Funding Source Available Amount Teachers use their Smartboard and Elmo image = to=20 display samples of Expository and Narrative Writing pieces, = and use=20 it as work space to produce an Expository and Narrative = Writing=20 piece with the entire class. In the classroom Reedy Creek Elementary $0.00 Subtotal:=20 $0.00 Professional = Development Strategy Description of Resources Funding Source Available Amount Train intermediate teachers (3rd - 5th) on = PDA=20 Writing. PDA trainers provided by District. District $0.00 Train primary teachers (K -2nd) on PDA = Writing. Literacy Coach, Reading Specialist, and = Assistant=20 principal Reedy Creek Elementary $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Grand=20 Total: = $2,000.00
End of Writing Goals

Attendance Goal(s)

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based=20 on the analysis of attendance data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement:=20
1. = Attendance=20 Attendance Goal=20 #1:	Monthly=20 attendance goal - 95% or above.
2010 = Current=20 Attendance Rate:*	2011 = Expected=20 Attendance Rate:*
The overall = average=20 attendance for the 2009-10 school year was above 95%. RCE = had above=20 95% average every month with the exception of one = month.	Monthly and = Yearly goal=20 - 95% or above.
2010 Current = Number of=20 Students with Excessive Absences (10 or more)	2011 = Expected Number=20 of Students with Excessive Absences (10 or more) =
34 = students in=20 grades Pre K - 5th grade had excessive absences. RCE = averaged 780=20 students last year. 34 students is 4.3% of the overall=20 population.	RCE = would like to=20 decrease the number and percent of students with excessive=20 absences.
2010 Current = Number of=20 Students with Excessive Tardies (10 or more)	2011 = Expected Number=20 of Students with Excessive Tardies (10 or more) =
74 = students in=20 grades Pre K - 5th grade had excessive tardies. RCE averaged = 780=20 students durin the 2009 - 10 school year. 74 students is = 9.5% of the=20 overall population.	RCE = will strive=20 to decrease the number and percent of students who have = excessive=20 tardies.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Lack of=20 parental support giving strong acknowledgement to the = importance of=20 coming to school and arriving to school on time. Small=20 percentage of student are on an out of zone contract whereby = these=20 parents must transport their child to school - we often time = see an=20 increase in the number of tardies with these students. =	Monitor=20 tardies and attendance for all students. Principal contacts = the=20 parents of those students who are on an Out of Zone contract = to=20 review the contract guidelines. Weekly, monthly, and = quarter=20 incentives will be developed and implemented by the school=20 administration and Guidance Counselor.	Attendance=20 Clerk, Administration and Guidance Counselor.	Analzye=20 data weekly, monthly, quarterly and yearly to see noticeable = decrease in the number of students with excessive absences = and=20 tardies. Strong emphasis placed on the importance of = arriving on=20 time. Intervention plan developed through Guidance and = school=20 personnel input. Continued concerns will result in State = Attorney's=20 office being notified.	Attendace=20 reports from Pinnacle.=20

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC = Focus	Grade Level/Subject	PD Facilitator and/or PLC = Leader	PD Participants (e.g. , = PLC,subject,=20 grade level, or school-wide)	Target Dates and Schedules(e.g. = , Early=20 Release) and Schedules (e.g., frequency of = meetings)	Strategy for = Follow-up/Monitoring	Person or Position Responsible = for=20 Monitoring

No = Data=20 = Submitted

Attendance Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount Weekly Popsicle Award Popsicles Reedy Creek Elementary $150.00 Bike Award Bike - one per grade level Reedy Creek Elementary $200.00 Subtotal:=20 $350.00 Technology Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Professional = Development Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Grand=20 Total: = $350.00
End of Attendance = Goal(s)

Suspension Goal(s)

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based=20 on the analysis of suspension data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement:=20
1. = Suspension=20 Suspension Goal=20 #1:	Decrease = the=20 number of Out of School Suspensions (OSS) and replace with = In School=20 Suspension (ISS) or other alternatives to a child missing = important=20 instructional time.
2010 Total = Number of=20 In =E2=80=93School Suspensions	2011 = Expected Number=20 of In- School Suspensions
RCE had 30 = (3.1%)=20 In-School Suspensions out of a total of 964 students = enrolled=20 throughtout the school year.	RCE will = decrease the=20 total number of In-School Suspensions by 5 - 9%. =
2010 Total = Number of=20 Students Suspended In School	2011 = Expected Number=20 of Students Suspended In School
RCE had = 30 (3.1%)=20 In-School Suspensions out of a total of 964 students = enrolled=20 throughtout the school year.	RCE = will decrease=20 the total number of Students Suspended In School by 5 - 9 = %.=20
2010 Number = of=20 Out-of-School Suspensions	2011 = Expected Number=20 of Out-of-School Suspensions
RCE had = 30=20 (3.1%)Out of School Suspensions out of a total of 964 = students=20 enrolled throughtout the school year.	RCE = will decrease=20 the total number of Out-of-School Suspensions by 50%. =
2010 Total = Number of=20 Students Suspended Out of School	2011 = Expected Number=20 of Students Suspended Out of School
RCE had = 30 (3.1%)=20 Out of School Suspensions out of a total of 964 students = enrolled=20 throughtout the school year.	RCE = will have no=20 more than 15 Out of School Suspensions.
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Students=20 who come from low income families whereby less resources = (money,=20 parent involvment) are evident.	Develop=20 behavior modification plan for students with behavior = concerns -=20 input given from student, teacher, Guidance Counselor, = parent, and=20 administration.	Principal=20 and Assistant Principal	Monthly=20 Reports	Terms,=20 ODMS

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC Focus	Grade Level/Subject	PD Facilitator and/or PLC Leader	PD Participants (e.g. , PLC, subject, grade = level, or=20 school-wide)	Target Dates and Schedules(e.g. , Early = Release) and=20 Schedules (e.g., frequency of meetings)	Strategy for Follow-up/Monitoring	Person or Position Responsible for = Monitoring
PLC focus=20 on Positive Behavior Management Systems	K-5=20	Guidance=20 Counselor, Administrators and Faculty	School-wide=20	On going=20 through out year.	Monitor=20 monthly Discipline Reports	Administratio= n=20

Suspension Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount Bhavior Management Plan Tough Kids Toolbox District $0.00 Subtotal:=20 $0.00 Technology Strategy Description of Resources Funding Source Available Amount Use of Computers Desktop Computer Reedy Creek Elementary/District $0.00 Subtotal:=20 $0.00 Professional = Development Strategy Description of Resources Funding Source Available Amount PLC - Positive Behavior Management = Systersm Tough Kids Toolbox Reedy Creek Elementary $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Grand=20 Total: $0.00
End of Suspension = Goal(s)

Dropout Prevention Goal(s)

Note: Required for High School - F.S., Sec.=20 1003.53

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based on=20 the analysis of parent involvement data, and reference to = =E2=80=9CGuiding=20 Questions=E2=80=9D, identify and define areas in need of = improvement:=20
1. Dropout=20 Prevention Dropout Prevention = Goal=20 #1: *Please refer to the = percentage of students who dropped out during the 2009-2010 = school=20 year.
2010 Current = Dropout=20 Rate:*	2011 Expected = Dropout=20 Rate:*

2010 Current = Graduation=20 Rate:*	2011 Expected = Graduation=20 Rate:*

Problem-Solving=20 Process to Increase Student = Achievement

Anticipated=20 Barrier Strategy Person=20 or Position Responsible for Monitoring Process=20 Used to Determine Effectiveness of Strategy Evaluation=20 Tool

No Data=20 = Submitted

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC = Focus	Grade Level/Subject	PD Facilitator and/or PLC = Leader	PD Participants (e.g. , = PLC,subject,=20 grade level, or school-wide)	Target Dates and Schedules(e.g. = , Early=20 Release) and Schedules (e.g., frequency of = meetings)	Strategy for = Follow-up/Monitoring	Person or Position Responsible = for=20 Monitoring

No = Data=20 = Submitted

Dropout Prevention Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Technology Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Professional = Development Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Grand=20 Total: $0.00
End of Dropout Prevention = Goal(s)

Parent Involvement Goal(s)

* When using = percentages,=20 include the number of students the percentage represents (e.g., = 70%=20 (35)).

Based=20 on the analysis of parent involvement data, and reference to = =E2=80=9CGuiding Questions=E2=80=9D, identify and define = areas in need of=20 improvement:
1. Parent = Involvement Parent = Involvement Goal=20 #1: *Please refer = to the=20 percentage of parents who participated in school activities, = duplicated or unduplicated.	Reedy = Creek=20 Elementary will continue to improve parental involvement=20 opportunities by offering a variety of family events and = activities=20 as well as utilizing effective communication through various = techniques which will enable parents to be a significant = factor in=20 their student=E2=80=99s education and academic = success.
2010 = Current Level=20 of Parent Involvement:*	2011 = Expected=20 Level of Parent Involvement:*
80% =	85% =
Problem-Solving=20 Process to Increase Student = Achievement

	Anticipated=20 Barrier	Strategy	Person = or=20 Position Responsible for Monitoring	Process Used to=20 Determine Effectiveness of Strategy	Evaluation=20 Tool
1	Activity/eve= nt=20 times conflict with parents=E2=80=99 ability to = attend.	Conduct=20 a variety of events, scheduled on different nights and times = throughout the year to allow for an increase in = parent/family=20 participation. Events include, but not limited to: = Building=20 Better Readers, Parent Conference/Fall Festival, F.O.C.U.S.=20 meetings, monthly SAC meetings, quarterly PTO meetings. = Possible=20 approaches may include providing a meal and/or child care.=20	Principal,=20 Asst. Principal, Leadership Team, Literacy Team =	Evaluation=20 of events by staff Evaluation of event surveys = Evaluation of=20 attendance sign-in sheets Evaluation of Parent Climate = Surveys,=20 include additional questions to determine amount of = participation in=20 school events/activities	Parent/Fa= mily=20 Event surveys, Sign-in sheets, Midyear SIP review, Parent=20
2	Ability=20 to communicate information about events/activities, provide=20 information to parents.	Utilization= =20 of a variety of resources available to communicate = information about=20 activities and events to include: marquee, a monthly = newsletter,=20 updated Website, and the IRIS call-out system.	Principal,=20 Asst. Principal, School Advisory Council	Evaluation=20 of Parent Climate Surveys, include additional questions to = determine=20 effectiveness of communication techniques.	Parent/Fa= mily=20 Event surveys, Sign-in sheets, Midyear SIP review, Parent = Climate=20 Surveys =

Professional Development (PD) = aligned with=20 Strategies through Professional Learning Community (PLC) or PD=20 Activity

Please note that each Strategy does = not require=20 a professional development or PLC activity.

PD Content /Topic and/or PLC = Focus	Grade Level/Subject	PD Facilitator and/or PLC = Leader	PD Participants (e.g. , = PLC,subject,=20 grade level, or school-wide)	Target Dates and Schedules(e.g. = , Early=20 Release) and Schedules (e.g., frequency of = meetings)	Strategy for = Follow-up/Monitoring	Person or Position Responsible = for=20 Monitoring

No = Data=20 = Submitted

Parent Involvement Budget: Evidence-based=20 Program(s)/Material(s) Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Technology Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Professional = Development Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Other Strategy Description of Resources Funding Source Available Amount No Data No Data No Data $0.00 Subtotal:=20 $0.00 Grand = Total: $0.00
End of Parent Involvement = Goal(s)

Additional Goal(s)

No Additional Goal was = submitted=20 for this school

FINAL BUDGET

Evidence-based = Program(s)/Material(s) Goal Strategy Description of Resources Funding Source Available Amount Mathematics ESE Supplements Do the Math (Marilyn = Burns) District $0.00 Mathematics Tutoring=20 Resources Voyager=20 Math District $0.00 Science Mission Labs needed supplies for = experiments District $400.00 Writing Equip=20 intermediate teachers with PDA training in order to become highly=20 effective teachers that will impact students. PDA = training=20 for 3rd- 5th grade teachers. District $0.00 Writing Writing Boot Camp for 4th = grade=20 students starting in January to prepare students for the Florida=20 Writes. Literacy Coach, Reading=20 Specialist,and a highly qualified effective 4th grade = teacher. Title I $2,000.00 Attendance Weekly=20 Popsicle Award Popsicles Reedy Creek=20 Elementary $150.00 Attendance Bike Award Bike - one per grade = level Reedy Creek = Elementary $200.00 Suspension Bhavior=20 Management Plan Tough Kids=20 Toolbox District $0.00 Sub= total:=20 $2,750.00 Technology Goal Strategy Description of Resources Funding Source Available Amount Mathematics Title 1 Math Lab 5 Dell Computers Title 1 $3,500.00 Mathematics SMART Response=20 Handheld=20 device use for instant feedback and student data Title 1 $1,500.00 Science Use of Discovery = Science Discovery Science access = to use in=20 the classroom District $0.00 Science Sentios Handheld=20 device for assessment and instant results/feedback Reedy Creek=20 Elementary $2,500.00 Writing Teachers use their = Smartboard and=20 Elmo image to display samples of Expository and Narrative Writing = pieces,=20 and use it as work space to produce an Expository and Narrative = Writing=20 piece with the entire class. In the classroom Reedy Creek = Elementary $0.00 Suspension Use = of=20 Computers Desktop=20 Computer Reedy Creek=20 Elementary/District $0.00 Sub= total:=20 $7,500.00 Professional Development Goal Strategy Description of Resources Funding Source Available Amount Mathematics Workshop Go Math $0.00 Mathematics Workshop Singapore=20 Math $0.00 Writing Train intermediate = teachers (3rd -=20 5th) on PDA Writing. PDA trainers provided by=20 District. District $0.00 Writing Train primary=20 teachers (K -2nd) on PDA Writing. Literacy=20 Coach, Reading Specialist, and Assistant principal Reedy Creek=20 Elementary $0.00 Suspension PLC - Positive Behavior = Management=20 Systersm Tough Kids Toolbox Reedy Creek = Elementary $0.00 Sub= total:=20 $0.00 Other Goal Strategy Description of Resources Funding Source Available Amount Mathematics Tutoring CALL Program (Mon.-Fri. = Morning=20 Remediation SAI Funds and Title = Funds $5,800.00 Mathematics Tutoring Afternoon=20 Remediation (Tues. and Thurs.) SAI = Funds and=20 Title Funds. $4,200.00 Mathematics Enrichment Math Olympiad District $0.00 Science Science=20 enrichment class with a focus based on Science Olympiad Morning=20 Enrichment - Mondays SAI = Funds $1,000.00 Sub= total:=20 $11,000.00 Grand = Total:=20 $21,250.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Intervene

Correct II

Prevent II

Correct I

Prevent I

=20 NA

No Attached School=E2=80=99s = Differentiated=20 Accountability Checklist of Compliance

School Advisory Council

School Advisory Council (SAC) Membership Compliance

The majority of the SAC members are not employed by the school = district. The=20 SAC is composed of the principal and an appropriately balanced number of = teachers, education support employees, students (for middle and high = school=20 only), parents, and other business and community citizens who are = representative=20 of the ethnic, racial, and economic community served by the school.

Yes. Agree with the above statement. =

Projected = use of SAC=20 Funds	Amount
AR Reading Incentives =	$1,500.00
Parental Involvement =	$500.00
Agendas for all students =	$1,500.00
Curriculum/Resources =	$1,000.00=20

Describe the activities of the School Advisory Council for the = upcoming=20 year

The School Advisory Council will meet once a month on = the last=20 Thursday of each month. The main focus of the SAC will be on student=20 achievement. SAC will work with Administration and Teachers to develop = and=20 monitor the School Improvement Plan. The SAC will decide how funds will = be used=20 to support student achievement. We will also assist in creating and = analyzing=20 school climate surveys. The SAC will work collaboratively with the = Parent=20 Teacher Organization to build relationships with parents and the = community. We=20 will continue to work throughout the year to recruit and retain parent,=20 business, and community members.

AYP DATA

No Data=20 Found
No Data=20 Found
No Data=20 Found

SCHOOL GRADE DATA

Osceola = School=20 District REEDY CREEK ELEMENTARY SCHOOL 2008-2009 =
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards = (FCAT Level=20 3 and Above)	81%	74%	94%	49%	298	Writing and = Science: Takes=20 into account the % scoring 3.5 and above on Writing and the % = scoring 3=20 and above on Science. Sometimes the District writing and/or = science=20 average is substituted for the writing and/or science component. =
% of Students Making = Learning=20 Gains	76%	65%			141	3 ways to make gains: Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2
Adequate Progress of Lowest = 25% in=20 the School?	68% (YES)	69% (YES)			137	Adequate Progress based on gains of = lowest=20 25% of students in reading and math. Yes, if 50% or more make = gains in=20 both reading and math.
Points Earned					576
Percent Tested =3D 100%						Percent of eligible students = tested
School = Grade					A	Grade based on total points, = adequate=20 progress, and % of students tested

Osceola = School=20 District REEDY CREEK ELEMENTARY SCHOOL 2007-2008 =
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards = (FCAT Level=20 3 and Above)	77%	73%	75%	40%	265	Writing and = Science: Takes=20 into account the % scoring 3.5 and above on Writing and the % = scoring 3=20 and above on Science. Sometimes the District writing and/or = science=20 average is substituted for the writing and/or science component. =
% of Students Making = Learning=20 Gains	69%	67%			136	3 ways to make gains: Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2
Adequate Progress of Lowest = 25% in=20 the School?	72% (YES)	84% (YES)			156	Adequate Progress based on gains of = lowest=20 25% of students in reading and math. Yes, if 50% or more make = gains in=20 both reading and math.
Points Earned					557
Percent Tested =3D 100%						Percent of eligible students = tested
School = Grade					A	Grade based on total points, = adequate=20 progress, and % of students tested

Osceola = School=20 District REEDY CREEK ELEMENTARY SCHOOL 2006-2007 =
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards = (FCAT Level=20 3 and Above)	82%	72%	82%	42%	278	Writing and = Science: Takes=20 into account the % scoring 3.5 and above on Writing and the % = scoring 3=20 and above on Science. Sometimes the District writing and/or = science=20 average is substituted for the writing and/or science component. =
% of Students Making = Learning=20 Gains	81%	64%			145	3 ways to make gains: Improve FCAT Levels Maintain Level 3, 4, or 5 Improve more than one year within Level 1 or 2
Adequate Progress of Lowest = 25% in=20 the School?	57% (YES)	61% (YES)			118	Adequate Progress based on gains of = lowest=20 25% of students in reading and math. Yes, if 50% or more make = gains in=20 both reading and math.
Points Earned					541
Percent Tested =3D 99%						Percent of eligible students = tested
School = Grade					A	Grade based on total points, = adequate=20 progress, and % of students tested

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!important } .header-bottom { WIDTH: 900px; BACKGROUND: url(../img/bg_head_breadcrumbs.jpg) = rgb(255,255,255) repeat-y; HEIGHT: 40px } .header-breadcrumbs { PADDING-BOTTOM: 1.5em; PADDING-LEFT: 0px; WIDTH: 900px; PADDING-RIGHT: = 0px; BACKGROUND: url(../img/bg_head_breadcrumbs.jpg) rgb(255,255,255) = repeat-y; CLEAR: both; PADDING-TOP: 1em } .sitelogo { Z-INDEX: 1; POSITION: absolute; MARGIN: 22px 0px 0px 20px; WIDTH: 60px; = BACKGROUND: url(../img/bg_head_top_logo.jpg); HEIGHT: 40px } .sitename { Z-INDEX: 1; POSITION: absolute; MARGIN: 15px 0px 0px 20px; WIDTH: = 300px; HEIGHT: 45px; OVERFLOW: visible !important } .sitename H1 { FONT-SIZE: 180% } .sitename H2 { MARGIN: -4px 0px 0px; COLOR: rgb(125,125,125); FONT-SIZE: 120% } .sitename A { COLOR: rgb(125,125,125); TEXT-DECORATION: none } .sitename A:hover { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .nav0 { Z-INDEX: 2; POSITION: absolute; MARGIN: 25px 0px 0px 550px; WIDTH: = 350px } .nav0 UL { PADDING-BOTTOM: 0px; PADDING-LEFT: 0px; PADDING-RIGHT: 20px; FLOAT: = right; PADDING-TOP: 0px } .nav0 LI { LIST-STYLE-TYPE: none; DISPLAY: inline; LIST-STYLE-IMAGE: none } .nav0 LI A { PADDING-BOTTOM: 0px; PADDING-LEFT: 3px; PADDING-RIGHT: 0px; = PADDING-TOP: 0px } .nav0 A:hover { TEXT-DECORATION: none } .nav0 A IMG { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; HEIGHT: 14px; = BORDER-TOP: medium none; BORDER-RIGHT: medium none } .nav1 { Z-INDEX: 3; POSITION: absolute; MARGIN: 15px 0px 0px 550px; WIDTH: = 350px } .nav1 UL { PADDING-BOTTOM: 0px; PADDING-LEFT: 0px; PADDING-RIGHT: 15px; FLOAT: = right; FONT-WEIGHT: bold; PADDING-TOP: 0px } .nav1 LI { LIST-STYLE-TYPE: none; DISPLAY: inline; LIST-STYLE-IMAGE: none } .nav1 LI A { PADDING-BOTTOM: 2px; PADDING-LEFT: 5px; PADDING-RIGHT: 5px; DISPLAY: = block; FLOAT: left; COLOR: rgb(125,125,125); FONT-SIZE: 120%; = TEXT-DECORATION: none; PADDING-TOP: 2px } .nav1 A:hover { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage { Z-INDEX: 1; POSITION: absolute; MARGIN: 20px 0px 0px 480px; WIDTH: = 400px; HEIGHT: 120px; COLOR: rgb(234,239,247); OVERFLOW: hidden } .sitemessage H1 { TEXT-ALIGN: right; WIDTH: 400px; FONT-SIZE: 230% } .sitemessage H1 A { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage H2 { TEXT-ALIGN: right; LINE-HEIGHT: 100%; MARGIN: 8px 0px 0px; WIDTH: = 320px; FLOAT: right; FONT-SIZE: 160% } .sitemessage H2 A { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage H3 { TEXT-ALIGN: right; MARGIN: 10px 0px 0px; WIDTH: 320px; FLOAT: right; = FONT-SIZE: 140% } .sitemessage H3 A { COLOR: rgb(234,239,247); TEXT-DECORATION: none } .sitemessage H3 A:hover { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage A:hover { COLOR: rgb(234,239,247); TEXT-DECORATION: none } .nav2 { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; WIDTH: 900px; = BACKGROUND: url(../img/bg_head_bottom_nav.jpg) rgb(220,220,220) = no-repeat; FLOAT: left; COLOR: rgb(75,75,75); FONT-SIZE: 130%; = BORDER-TOP: medium none; BORDER-RIGHT: medium none } .nav2 UL { LIST-STYLE-TYPE: none } .nav2 UL LI { Z-INDEX: auto !important; POSITION: relative; FLOAT: left; = BORDER-RIGHT: rgb(175,175,175) 1px solid } .nav2 UL LI A { PADDING-BOTTOM: 0px; LINE-HEIGHT: 3.1em; PADDING-LEFT: 16px; = PADDING-RIGHT: 16px; DISPLAY: block; FLOAT: none !important; HEIGHT: = 3.1em; COLOR: rgb(100,100,100); FONT-WEIGHT: bold; TEXT-DECORATION: = none; PADDING-TOP: 0px } .nav2 UL LI UL { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; DISPLAY: none; = BORDER-TOP: medium none; BORDER-RIGHT: medium none } .nav2 UL LI:hover A { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .nav2 UL LI:hover UL { Z-INDEX: 999; POSITION: absolute; MARGIN-TOP: 0.1em; WIDTH: 10em; = DISPLAY: block; TOP: 3em; LEFT: 0px } .nav2 UL LI:hover UL LI A { BORDER-BOTTOM: rgb(175,175,175) 1px solid; BORDER-LEFT: = rgb(175,175,175) 1px solid; PADDING-BOTTOM: 4px; LINE-HEIGHT: 1.3em; = BACKGROUND-COLOR: rgb(237,237,237); PADDING-LEFT: 16px; WIDTH: 10em; = PADDING-RIGHT: 16px; DISPLAY: block; HEIGHT: auto; COLOR: rgb(50,50,50); = MARGIN-LEFT: -1px; FONT-WEIGHT: normal; PADDING-TOP: 4px } .nav2 UL LI:hover UL LI A:hover { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .nav2 TABLE { POSITION: absolute; BORDER-COLLAPSE: collapse; TOP: 0px; LEFT: 0px } .nav2 UL LI A:hover { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .nav2 UL LI A:hover UL { Z-INDEX: 999; POSITION: absolute; MARGIN-TOP: 0.1em; WIDTH: 10em; = DISPLAY: block; TOP: 3em; LEFT: 0px } .nav2 UL LI A:hover UL LI A { BORDER-BOTTOM: rgb(175,175,175) 1px solid; BORDER-LEFT: = rgb(175,175,175) 1px solid; PADDING-BOTTOM: 4px; LINE-HEIGHT: 1.3em; = BACKGROUND-COLOR: rgb(237,237,237); PADDING-LEFT: 16px; WIDTH: 10em; = PADDING-RIGHT: 16px; DISPLAY: block; HEIGHT: 1px; COLOR: rgb(50,50,50); = FONT-WEIGHT: normal; PADDING-TOP: 4px } .nav2 UL LI A:hover UL LI A:hover { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .header-breadcrumbs UL { PADDING-BOTTOM: 0px; LIST-STYLE-TYPE: none; PADDING-LEFT: 15px; WIDTH: = 560px; PADDING-RIGHT: 0px; FONT-FAMILY: verdana, arial, sans-serif; = FLOAT: left; LIST-STYLE-IMAGE: none; PADDING-TOP: 0px } .header-breadcrumbs UL LI { PADDING-BOTTOM: 0px; PADDING-LEFT: 10px; PADDING-RIGHT: 0px; DISPLAY: = inline; BACKGROUND: url(../img/bg_bullet_arrow.gif) no-repeat 0px 50%; = COLOR: rgb(125,125,125); FONT-SIZE: 100%; FONT-WEIGHT: bold; = PADDING-TOP: 0px } .header-breadcrumbs UL A { COLOR: rgb(70,122,167); TEXT-DECORATION: none } .header-breadcrumbs UL A:hover { COLOR: rgb(42,90,138); TEXT-DECORATION: underline } .header-breadcrumbs .searchform { PADDING-BOTTOM: 0px !important; PADDING-LEFT: 0px !important; WIDTH: = 285px; PADDING-RIGHT: 17px !important; FLOAT: right; PADDING-TOP: 0px = !important } .header-breadcrumbs .searchform FORM FIELDSET { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; FLOAT: right; = BORDER-TOP: medium none; BORDER-RIGHT: medium none } .header-breadcrumbs .searchform INPUT.field { BORDER-BOTTOM: rgb(200,200,200) 1px solid; BORDER-LEFT: = rgb(200,200,200) 1px solid; PADDING-BOTTOM: 0.2em; PADDING-LEFT: 0px; = WIDTH: 10em; PADDING-RIGHT: 0px; FONT-FAMILY: verdana, arial, = sans-serif; FONT-SIZE: 120%; BORDER-TOP: rgb(200,200,200) 1px solid; = BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-TOP: 0.2em } .header-breadcrumbs .searchform INPUT.button { BORDER-BOTTOM: rgb(150,150,150) 1px solid; TEXT-ALIGN: center; = BORDER-LEFT: rgb(150,150,150) 1px solid; PADDING-BOTTOM: 1px !important; = PADDING-LEFT: 1px !important; WIDTH: 3em; PADDING-RIGHT: 1px !important; = FONT-FAMILY: verdana, arial, sans-serif; BACKGROUND: rgb(230,230,230); = COLOR: rgb(150,150,150); FONT-SIZE: 120%; BORDER-TOP: rgb(150,150,150) = 1px solid; BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-TOP: 1px = !important } .header-breadcrumbs .searchform INPUT.button:hover { BORDER-BOTTOM: rgb(80,80,80) 1px solid; BORDER-LEFT: rgb(80,80,80) 1px = solid; BACKGROUND: rgb(220,220,220); COLOR: rgb(80,80,80); BORDER-TOP: = rgb(80,80,80) 1px solid; CURSOR: pointer; BORDER-RIGHT: rgb(80,80,80) = 1px solid } .column1-unit { WIDTH: 840px; MARGIN-BOTTOM: 10px !important } .column2-unit-left { WIDTH: 400px; MARGIN-BOTTOM: 10px !important; FLOAT: left } .column2-unit-right { WIDTH: 400px; MARGIN-BOTTOM: 10px !important; FLOAT: right } .column3-unit-left { WIDTH: 253px; MARGIN-BOTTOM: 10px !important; FLOAT: left } .column3-unit-middle { WIDTH: 253px; MARGIN-BOTTOM: 10px !important; FLOAT: left; MARGIN-LEFT: = 40px } .column3-unit-right { WIDTH: 253px; MARGIN-BOTTOM: 10px !important; FLOAT: right } .footer P { TEXT-ALIGN: center; LINE-HEIGHT: 1.3em; COLOR: rgb(125,125,125); = FONT-SIZE: 110%; FONT-WEIGHT: bold } .footer P.credits { FONT-WEIGHT: normal } .footer A { COLOR: rgb(125,125,125); TEXT-DECORATION: underline } .footer A:hover { COLOR: rgb(0,0,0); TEXT-DECORATION: none } .footer A:visited { COLOR: rgb(0,0,0) } .page-container:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .header:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .header-breadcrumbs:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .main:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .main-content:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .column1-unit:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .column2-unit-left:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .column2-unit-right:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .column3-unit-left:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .column3-unit-middle:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .column3-unit-right:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .footer:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } P:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .clear-contentunit { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; WIDTH: 840px; = BACKGROUND: rgb(210,210,210); HEIGHT: 0.1em; COLOR: rgb(210,210,210); = CLEAR: both; BORDER-TOP: medium none; BORDER-RIGHT: medium none } @media Print =20 { .header-top { WIDTH: 900px; BACKGROUND: rgb(240,240,240); HEIGHT: 80px; OVERFLOW: = visible !important } .header-breadcrumbs { WIDTH: 900px; BACKGROUND: none transparent scroll repeat 0% 0% } .nav2 { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; WIDTH: 900px; = BACKGROUND: rgb(240,240,240); FLOAT: left; COLOR: rgb(75,75,75); = FONT-SIZE: 130%; BORDER-TOP: medium none; BORDER-RIGHT: medium none } .page-container { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; MARGIN: 10px = auto; WIDTH: 900px; FONT-SIZE: 1.1em; BORDER-TOP: medium none; = BORDER-RIGHT: medium none } .main { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: = 30px; WIDTH: 900px; BACKGROUND: none transparent scroll repeat 0% 0%; = HEIGHT: auto; CLEAR: both; FONT-SIZE: 1.1em; BORDER-TOP: medium none; = BORDER-RIGHT: medium none } .footer { PADDING-BOTTOM: 0px; PADDING-LEFT: 0px; WIDTH: 900px; PADDING-RIGHT: = 0px; BACKGROUND: rgb(240,240,240); HEIGHT: 3.7em; CLEAR: both; = FONT-SIZE: 1em; OVERFLOW: visible !important; PADDING-TOP: 1.1em } } ------=_NextPart_000_0000_01CB51D0.57A43DA0 Content-Type: text/css; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.flbsi.org/1011_SIP/css/layout1_text.css .main-content H1.pagetitle { PADDING-BOTTOM: 2px; MARGIN: 0px 0px 0.4em; PADDING-LEFT: 0px; = PADDING-RIGHT: 0px; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = COLOR: rgb(100,100,100); FONT-SIZE: 220%; FONT-WEIGHT: bold; = PADDING-TOP: 0px } .main-content H1.block { PADDING-BOTTOM: 2px; MARGIN: 1em 0px 0em; PADDING-LEFT: 2px; = PADDING-RIGHT: 0px; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = BACKGROUND: rgb(190,190,190); COLOR: rgb(255,255,255); CLEAR: both; = FONT-SIZE: 220%; FONT-WEIGHT: bold; PADDING-TOP: 2px } .main-content H1 { MARGIN: 1em 0px 0.5em; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = COLOR: rgb(80,80,80); CLEAR: both; FONT-SIZE: 210%; FONT-WEIGHT: normal } .main-content H2 { MARGIN: 1em 0px 0.5em; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = COLOR: rgb(80,80,80); CLEAR: both; FONT-SIZE: 170%; FONT-WEIGHT: normal } .main-content H3 { MARGIN: -1em 0px 0.5em; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = COLOR: rgb(125,125,125); CLEAR: both; FONT-SIZE: 130%; FONT-WEIGHT: = normal } .main-content H1.side { CLEAR: none } .main-content H2.side { CLEAR: none } .main-content H3.side { CLEAR: none } .main-content H4 { MARGIN: 1.5em 0px 1em; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = COLOR: rgb(80,80,80); FONT-SIZE: 170%; FONT-WEIGHT: normal } .main-content H5 { MARGIN: 1.5em 0px 1em; FONT-FAMILY: "trebuchet ms", arial, sans-serif; = COLOR: rgb(80,80,80); FONT-SIZE: 140% } .main-content H6 { MARGIN: 1.2em 0px 0.2em; COLOR: rgb(80,80,80); FONT-SIZE: 120%; = FONT-WEIGHT: bold } .main-content P { LINE-HEIGHT: 1.5em; MARGIN: 0px 0px 1em; FONT-SIZE: 120% } .main-content P.center { TEXT-ALIGN: center } .main-content P.right { TEXT-ALIGN: right } .main-content P.details { LINE-HEIGHT: 1em; MARGIN: -0.25em 0px 1em; CLEAR: both; FONT-SIZE: 110% } .main-content BLOCKQUOTE { MARGIN: 0px 30px 0.6em; CLEAR: both; FONT-SIZE: 90% } .main-content TABLE { BACKGROUND-COLOR: rgb(204,204,204); MARGIN: 0.5em 0px 0.2em 10px; = WIDTH: 100%; BORDER-COLLAPSE: collapse; EMPTY-CELLS: show; CLEAR: both } .main-content TABLE TH.top { TEXT-ALIGN: left; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: rgb(153,0,0); = PADDING-LEFT: 7px; PADDING-RIGHT: 7px; EMPTY-CELLS: show; HEIGHT: 3.5em; = COLOR: rgb(255,255,255); FONT-SIZE: 110%; FONT-WEIGHT: bold; = PADDING-TOP: 0px } .main-content TABLE TH.subtop { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: = rgb(225,225,153); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; EMPTY-CELLS: = show; HEIGHT: 3.5em; COLOR: rgb(153,0,0); FONT-SIZE: 110%; BORDER-TOP: = rgb(153,0,0) 1px solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) = 1px solid; PADDING-TOP: 0px } .main-content TABLE TH { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 2px; BACKGROUND-COLOR: = rgb(204,204,204); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; HEIGHT: 3em; = COLOR: rgb(80,80,80); FONT-SIZE: 110%; BORDER-TOP: rgb(153,0,0) 1px = solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) 1px solid; = PADDING-TOP: 2px } .main-content TABLE TD { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 2px; BACKGROUND-COLOR: = rgb(255,255,255); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; HEIGHT: 3em; = COLOR: rgb(80,80,80); FONT-SIZE: 110%; BORDER-TOP: rgb(153,0,0) 1px = solid; FONT-WEIGHT: normal; BORDER-RIGHT: rgb(153,0,0) 1px solid; = PADDING-TOP: 2px } P.caption { TEXT-ALIGN: left; MARGIN: 0.5em 0px 2em 20px; COLOR: rgb(80,80,80); = CLEAR: both; FONT-SIZE: 110% } .data-table TABLE { BACKGROUND-COLOR: rgb(204,204,204); MARGIN: 2em 0px 0.2em; WIDTH: 100%; = BORDER-COLLAPSE: collapse; EMPTY-CELLS: show; CLEAR: both } .data-table TABLE TH.top { TEXT-ALIGN: left; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: rgb(153,0,0); = PADDING-LEFT: 1px; PADDING-RIGHT: 1px; EMPTY-CELLS: show; HEIGHT: 1.5em; = COLOR: rgb(255,255,255); FONT-SIZE: 110%; FONT-WEIGHT: bold; = PADDING-TOP: 0px } .data-table TABLE TH.subtop { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: = rgb(225,225,153); PADDING-LEFT: 1px; PADDING-RIGHT: 1px; EMPTY-CELLS: = show; HEIGHT: 1.5em; COLOR: rgb(153,0,0); FONT-SIZE: 110%; BORDER-TOP: = rgb(153,0,0) 1px solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) = 1px solid; PADDING-TOP: 0px } .data-table TABLE TH { BORDER-BOTTOM: rgb(153,0,0) 2px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 1px; BACKGROUND-COLOR: = rgb(204,204,204); PADDING-LEFT: 1px; PADDING-RIGHT: 1px; HEIGHT: 1.2em; = COLOR: rgb(80,80,80); FONT-SIZE: 100%; BORDER-TOP: rgb(153,0,0) 2px = solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) 1px solid; = PADDING-TOP: 1px } .data-table TABLE TD { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 1px; BACKGROUND-COLOR: = rgb(255,255,255); PADDING-LEFT: 1px; PADDING-RIGHT: 1px; HEIGHT: 1.2em; = COLOR: rgb(0,0,0); FONT-SIZE: 100%; BORDER-TOP: rgb(153,0,0) 1px solid; = FONT-WEIGHT: normal; BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-TOP: = 1px } .main-content TABLE.invisible { BACKGROUND-COLOR: rgb(204,204,204); MARGIN: 2em 0px 0.2em 20px; WIDTH: = 100%; BORDER-COLLAPSE: collapse; EMPTY-CELLS: show; CLEAR: both } .main-content TABLE TH.invisible { BORDER-BOTTOM: medium none; TEXT-ALIGN: left; BORDER-LEFT: medium none; = PADDING-BOTTOM: 2px; BACKGROUND-COLOR: rgb(102,102,102); PADDING-LEFT: = 7px; PADDING-RIGHT: 20px; HEIGHT: 1.5em; COLOR: rgb(80,80,80); = FONT-SIZE: 120%; BORDER-TOP: medium none; FONT-WEIGHT: bold; = BORDER-RIGHT: medium none; PADDING-TOP: 2px } .main-content TABLE TD.invisible { BORDER-BOTTOM: medium none; TEXT-ALIGN: left; BORDER-LEFT: medium none; = PADDING-BOTTOM: 2px; BACKGROUND-COLOR: rgb(255,255,255); PADDING-LEFT: = 7px; PADDING-RIGHT: 7px; HEIGHT: 1.5em; COLOR: rgb(80,80,80); FONT-SIZE: = 120%; BORDER-TOP: medium none; FONT-WEIGHT: normal; BORDER-RIGHT: medium = none; PADDING-TOP: 2px } .main-content UL { LIST-STYLE-TYPE: none; MARGIN: 0.5em 0px 1em; LIST-STYLE-IMAGE: none } .main-content UL LI { PADDING-BOTTOM: 0px; LINE-HEIGHT: 1.4em; MARGIN: 0px 0px 0.2em 2px; = PADDING-LEFT: 12px; PADDING-RIGHT: 0px; BACKGROUND: = url(../img/bg_bullet_full_1.gif) no-repeat 0px 0.5em; FONT-SIZE: 120%; = PADDING-TOP: 0px } .main-content OL { MARGIN: 0.5em 0px 1em 20px } .main-content OL LI { LIST-STYLE-POSITION: outside; LINE-HEIGHT: 1.4em; MARGIN: 0px 0px = 0.2em; FONT-SIZE: 120% } .contactform { BORDER-BOTTOM: rgb(200,200,200) 1px solid; BORDER-LEFT: = rgb(200,200,200) 1px solid; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: = rgb(240,240,240); MARGIN: 2em 0px 0px; PADDING-LEFT: 10px; WIDTH: 418px; = PADDING-RIGHT: 10px; BORDER-TOP: rgb(200,200,200) 1px solid; = BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-TOP: 10px } .contactform FIELDSET { BORDER-BOTTOM: rgb(220,220,220) 1px solid; BORDER-LEFT: = rgb(220,220,220) 1px solid; PADDING-BOTTOM: 0px !important; MARGIN: 0px = 0px 20px; PADDING-LEFT: 0px !important; PADDING-RIGHT: 0px !important; = BORDER-TOP: rgb(220,220,220) 1px solid; BORDER-RIGHT: rgb(220,220,220) = 1px solid; PADDING-TOP: 20px !important } .contactform FIELDSET LEGEND { PADDING-BOTTOM: 0px; MARGIN: 0px 0px 0px 5px; PADDING-LEFT: 2px; = PADDING-RIGHT: 2px; COLOR: rgb(80,80,80); FONT-SIZE: 130%; FONT-WEIGHT: = bold; PADDING-TOP: 0px } .contactform LABEL.left { PADDING-BOTTOM: 2px; MARGIN: 0px 0px 0px 10px; PADDING-LEFT: 2px; = WIDTH: 100px; PADDING-RIGHT: 2px; FLOAT: left; FONT-SIZE: 110%; = PADDING-TOP: 2px } .contactform SELECT.combo { BORDER-BOTTOM: rgb(200,200,200) 1px solid; BORDER-LEFT: = rgb(200,200,200) 1px solid; PADDING-BOTTOM: 2px; PADDING-LEFT: 2px; = WIDTH: 175px; PADDING-RIGHT: 2px; FONT-FAMILY: verdana, arial, = sans-serif; FONT-SIZE: 110%; BORDER-TOP: rgb(200,200,200) 1px solid; = BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-TOP: 2px } .contactform INPUT.field { BORDER-BOTTOM: rgb(200,200,200) 1px solid; BORDER-LEFT: = rgb(200,200,200) 1px solid; PADDING-BOTTOM: 2px; PADDING-LEFT: 2px; = WIDTH: 275px; PADDING-RIGHT: 2px; FONT-FAMILY: verdana, arial, = sans-serif; FONT-SIZE: 110%; BORDER-TOP: rgb(200,200,200) 1px solid; = BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-TOP: 2px } .contactform TEXTAREA { BORDER-BOTTOM: rgb(200,200,200) 1px solid; BORDER-LEFT: = rgb(200,200,200) 1px solid; PADDING-BOTTOM: 2px; PADDING-LEFT: 2px; = WIDTH: 275px; PADDING-RIGHT: 2px; FONT-FAMILY: verdana, arial, = sans-serif; FONT-SIZE: 110%; BORDER-TOP: rgb(200,200,200) 1px solid; = BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-TOP: 2px } .contactform INPUT.button { BORDER-BOTTOM: rgb(150,150,150) 1px solid; TEXT-ALIGN: center; = BORDER-LEFT: rgb(150,150,150) 1px solid; PADDING-BOTTOM: 1px !important; = PADDING-LEFT: 1px !important; WIDTH: 9em; PADDING-RIGHT: 1px !important; = FONT-FAMILY: verdana, arial, sans-serif; BACKGROUND: rgb(230,230,230); = FLOAT: right; COLOR: rgb(150,150,150); FONT-SIZE: 110%; BORDER-TOP: = rgb(150,150,150) 1px solid; MARGIN-RIGHT: 20px; BORDER-RIGHT: = rgb(150,150,150) 1px solid; PADDING-TOP: 1px !important } .contactform INPUT.button:hover { BORDER-BOTTOM: rgb(80,80,80) 1px solid; BORDER-LEFT: rgb(80,80,80) 1px = solid; BACKGROUND: rgb(220,220,220); COLOR: rgb(80,80,80); BORDER-TOP: = rgb(80,80,80) 1px solid; CURSOR: pointer; BORDER-RIGHT: rgb(80,80,80) = 1px solid } .loginform { MARGIN: -10px 20px 0px; WIDTH: 160px } .loginform P { PADDING-BOTTOM: 0px; MARGIN: 0px; PADDING-LEFT: 0px; PADDING-RIGHT: = 0px; CLEAR: both; PADDING-TOP: 0px } .loginform FIELDSET { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; WIDTH: 160px; = BORDER-TOP: medium none; BORDER-RIGHT: medium none } .loginform LABEL.top { MARGIN: 0px 0px 2px; WIDTH: 125px; FLOAT: left; FONT-SIZE: 110% } .loginform LABEL.right { PADDING-BOTTOM: 0px; MARGIN: 5px 0px 0px; PADDING-LEFT: 3px; WIDTH: = 125px; PADDING-RIGHT: 0px; FLOAT: left; FONT-SIZE: 110%; PADDING-TOP: = 0px } .loginform INPUT.field { BORDER-BOTTOM: rgb(200,200,200) 1px solid; BORDER-LEFT: = rgb(200,200,200) 1px solid; PADDING-BOTTOM: 0.2em !important; MARGIN: = 0px 0px 5px; PADDING-LEFT: 0px !important; WIDTH: 158px; PADDING-RIGHT: = 0px !important; FONT-FAMILY: verdana, arial, sans-serif; FONT-SIZE: = 110%; BORDER-TOP: rgb(200,200,200) 1px solid; BORDER-RIGHT: = rgb(200,200,200) 1px solid; PADDING-TOP: 0.1em !important } .loginform INPUT.checkbox { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; MARGIN: 5px 0px = 0px; FLOAT: left; BORDER-TOP: medium none; BORDER-RIGHT: medium none } .loginform INPUT.button { BORDER-BOTTOM: rgb(150,150,150) 1px solid; TEXT-ALIGN: center; = BORDER-LEFT: rgb(150,150,150) 1px solid; PADDING-BOTTOM: 1px; MARGIN: = 10px 0px 5px; PADDING-LEFT: 1px; WIDTH: 5em; PADDING-RIGHT: 1px; = FONT-FAMILY: verdana, arial, sans-serif; BACKGROUND: rgb(230,230,230); = FLOAT: left; COLOR: rgb(150,150,150); FONT-SIZE: 110%; BORDER-TOP: = rgb(150,150,150) 1px solid; BORDER-RIGHT: rgb(150,150,150) 1px solid; = PADDING-TOP: 1px } .loginform INPUT.button:hover { BORDER-BOTTOM: rgb(80,80,80) 1px solid; BORDER-LEFT: rgb(80,80,80) 1px = solid; BACKGROUND: rgb(220,220,220); COLOR: rgb(80,80,80); BORDER-TOP: = rgb(80,80,80) 1px solid; CURSOR: pointer; BORDER-RIGHT: rgb(80,80,80) = 1px solid } .printlabel { BORDER-BOTTOM: silver 1px solid; BORDER-LEFT: silver 1px solid; = PADDING-BOTTOM: 5px; MARGIN: 0px 0px 0px 3px; PADDING-LEFT: 5px; WIDTH: = 95%; PADDING-RIGHT: 5px; DISPLAY: block !important; BORDER-TOP: silver = 1px solid; BORDER-RIGHT: silver 1px solid; PADDING-TOP: 5px } .main IMG { BORDER-BOTTOM: rgb(150,150,150) 1px solid; BORDER-LEFT: = rgb(150,150,150) 1px solid; PADDING-BOTTOM: 1px; MARGIN: 3px 10px 7px = 0px; PADDING-LEFT: 1px; PADDING-RIGHT: 1px; FLOAT: left; CLEAR: both; = BORDER-TOP: rgb(150,150,150) 1px solid; BORDER-RIGHT: rgb(150,150,150) = 1px solid; PADDING-TOP: 1px } .main IMG.center { BORDER-BOTTOM: rgb(150,150,150) 1px solid; BORDER-LEFT: = rgb(150,150,150) 1px solid; PADDING-BOTTOM: 1px; MARGIN: 0px auto; = PADDING-LEFT: 1px; PADDING-RIGHT: 1px; DISPLAY: block; FLOAT: none; = CLEAR: both; BORDER-TOP: rgb(150,150,150) 1px solid; BORDER-RIGHT: = rgb(150,150,150) 1px solid; PADDING-TOP: 1px } .main IMG.right { BORDER-BOTTOM: rgb(150,150,150) 1px solid; BORDER-LEFT: = rgb(150,150,150) 1px solid; PADDING-BOTTOM: 1px; MARGIN: 3px 0px 7px = 10px; PADDING-LEFT: 1px; PADDING-RIGHT: 1px; FLOAT: right; CLEAR: both; = BORDER-TOP: rgb(150,150,150) 1px solid; BORDER-RIGHT: rgb(150,150,150) = 1px solid; PADDING-TOP: 1px } .main A { COLOR: rgb(70,122,167); FONT-WEIGHT: bold; TEXT-DECORATION: none } .main-content H1 A { COLOR: rgb(70,122,167); FONT-WEIGHT: normal; TEXT-DECORATION: none } .main A:hover { COLOR: rgb(42,90,138); TEXT-DECORATION: underline } .main A:visited { COLOR: rgb(42,90,138) } .main A IMG { BORDER-BOTTOM: rgb(150,150,150) 1px solid; BORDER-LEFT: = rgb(150,150,150) 1px solid; BORDER-TOP: rgb(150,150,150) 1px solid; = BORDER-RIGHT: rgb(150,150,150) 1px solid } .main A:hover IMG { BORDER-BOTTOM: rgb(220,220,220) 1px solid; BORDER-LEFT: = rgb(220,220,220) 1px solid; BORDER-TOP: rgb(220,220,220) 1px solid; = BORDER-RIGHT: rgb(220,220,220) 1px solid } .control TABLE TD { BORDER-BOTTOM: #ffffff 1px solid; BORDER-LEFT: #ffffff 1px solid; = BORDER-TOP: #ffffff 1px solid; BORDER-RIGHT: #ffffff 1px solid } .TA UL { MARGIN: 0.5em 0px 1em } .TA UL LI { PADDING-BOTTOM: 0px; LINE-HEIGHT: 1.4em; MARGIN: 0px 0px 0.2em 4px; = PADDING-LEFT: 12px; PADDING-RIGHT: 0px; FONT-SIZE: 120%; PADDING-TOP: = 0px } .TA OL { MARGIN: 0.5em 0px 1em 20px } .TA OL LI { LIST-STYLE-POSITION: outside; LINE-HEIGHT: 1.4em; MARGIN: 0px 0px 0.2em = 20px; FONT-SIZE: 120% } .TAOuterTable { BORDER-BOTTOM: silver 1px solid; BORDER-LEFT: silver 1px solid; = PADDING-BOTTOM: 5px; MARGIN: 3px 10px 7px 0px; PADDING-LEFT: 5px; WIDTH: = 85%; PADDING-RIGHT: 10px; DISPLAY: block !important; BORDER-TOP: silver = 1px solid; BORDER-RIGHT: silver 1px solid; PADDING-TOP: 5px } .TAOuterTable TABLE { BACKGROUND-COLOR: rgb(204,204,204); MARGIN: 9px 2px 7px; WIDTH: 100%; = BORDER-COLLAPSE: collapse; EMPTY-CELLS: show; CLEAR: both } .TAOuterTable TABLE TH.top { TEXT-ALIGN: left; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: rgb(153,0,0); = PADDING-LEFT: 7px; PADDING-RIGHT: 7px; EMPTY-CELLS: show; HEIGHT: 3.5em; = COLOR: rgb(255,255,255); FONT-SIZE: 110%; FONT-WEIGHT: bold; = PADDING-TOP: 0px } .TAOuterTable TABLE TH.subtop { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: = rgb(225,225,153); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; EMPTY-CELLS: = show; HEIGHT: 3.5em; COLOR: rgb(153,0,0); FONT-SIZE: 110%; BORDER-TOP: = rgb(153,0,0) 1px solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) = 1px solid; PADDING-TOP: 0px } .TAOuterTable TABLE TH { BORDER-BOTTOM: rgb(153,0,0) 2px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 2px; BACKGROUND-COLOR: = rgb(204,204,204); PADDING-LEFT: 7px; PADDING-RIGHT: 20px; HEIGHT: 3.5em; = COLOR: rgb(80,80,80); FONT-SIZE: 110%; BORDER-TOP: rgb(153,0,0) 2px = solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) 1px solid; = PADDING-TOP: 2px } .TAOuterTable TABLE TD { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 2px; BACKGROUND-COLOR: = rgb(255,255,255); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; HEIGHT: 3.5em; = COLOR: rgb(80,80,80); FONT-SIZE: 110%; BORDER-TOP: rgb(153,0,0) 1px = solid; FONT-WEIGHT: normal; BORDER-RIGHT: rgb(153,0,0) 1px solid; = PADDING-TOP: 2px } .TA TABLE.invisible TD { BORDER-BOTTOM: medium none; TEXT-ALIGN: left; BORDER-LEFT: medium none; = PADDING-BOTTOM: 2px; BACKGROUND-COLOR: rgb(255,255,255); PADDING-LEFT: = 7px; PADDING-RIGHT: 7px; HEIGHT: 1.5em; COLOR: rgb(80,80,80); FONT-SIZE: = 120%; BORDER-TOP: medium none; FONT-WEIGHT: normal; BORDER-RIGHT: medium = none; PADDING-TOP: 2px } .BsaelineGridViewStyle { PADDING-BOTTOM: 0px; MARGIN: 0px; PADDING-LEFT: 0px; WIDTH: 100%; = PADDING-RIGHT: 0px; PADDING-TOP: 0px } .BsaelineGridViewStyle TABLE { BORDER-BOTTOM: #990000 1px solid; TEXT-ALIGN: center; BORDER-LEFT: = #990000 1px solid; PADDING-BOTTOM: 0px; MARGIN: 0px; PADDING-LEFT: 0px; = PADDING-RIGHT: 0px; BORDER-TOP: #990000 1px solid; BORDER-RIGHT: #990000 = 1px solid; PADDING-TOP: 0px } .invisible TABLE { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; BORDER-TOP: = medium none; BORDER-RIGHT: medium none } .BsaelineGridViewStyle TABLE TH { BORDER-BOTTOM: 1px; TEXT-ALIGN: center; BACKGROUND-COLOR: #ffffff; = PADDING-LEFT: 0px; PADDING-RIGHT: 0px; FONT-WEIGHT: normal } .BsaelineGridViewStyle TABLE TD { TEXT-ALIGN: center; PADDING-LEFT: 0px; PADDING-RIGHT: 0px; FONT-WEIGHT: = normal } .jointgv TABLE { BORDER-BOTTOM: 1px; BORDER-LEFT: 1px; PADDING-BOTTOM: 0px; MARGIN: 0px; = PADDING-LEFT: 0px; PADDING-RIGHT: 0px; BORDER-TOP: 1px; BORDER-RIGHT: = 1px; PADDING-TOP: 0px } .jointgv TABLE TD { MARGIN: 0px; PADDING-RIGHT: 0px; HEIGHT: 20px } .main-content .jointgv TABLE { BORDER-BOTTOM: 1px; BORDER-LEFT: 1px; PADDING-BOTTOM: 0px; MARGIN: 0px; = PADDING-LEFT: 0px; PADDING-RIGHT: 0px; BORDER-TOP: 1px; BORDER-RIGHT: = 1px; PADDING-TOP: 0px } .main-content .jointgv TABLE TD { TEXT-ALIGN: center; PADDING-BOTTOM: 2px; MARGIN: 0px; PADDING-LEFT: = 2px; PADDING-RIGHT: 0px; HEIGHT: 25px; PADDING-TOP: 2px } .PrintGridViewStyle { MARGIN: auto; WIDTH: 97% } .PrintGridViewStyle TABLE { BORDER-BOTTOM: #990000 1px solid; TEXT-ALIGN: center; BORDER-LEFT: = #990000 1px solid; PADDING-BOTTOM: 0px; MARGIN: 0px; PADDING-LEFT: 0px; = PADDING-RIGHT: 0px; BORDER-TOP: #990000 1px solid; BORDER-RIGHT: #990000 = 1px solid; PADDING-TOP: 0px } .invisible TABLE { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; BORDER-TOP: = medium none; BORDER-RIGHT: medium none } .PrintGridViewStyle TABLE TH { TEXT-ALIGN: center; BACKGROUND-COLOR: #ffffff; PADDING-LEFT: 2px; = PADDING-RIGHT: 0px; FONT-WEIGHT: bold } .PrintGridViewStyle TABLE TD { TEXT-ALIGN: left; PADDING-LEFT: 2px; PADDING-RIGHT: 0px; FONT-WEIGHT: = normal } .BaselinePrint TABLE { BORDER-BOTTOM: #990000 1px solid; BORDER-LEFT: #990000 1px solid; = PADDING-BOTTOM: 0px; MARGIN: 0px; PADDING-LEFT: 0px; PADDING-RIGHT: 0px; = BORDER-TOP: #990000 1px solid; BORDER-RIGHT: #990000 1px solid; = PADDING-TOP: 0px } .BaselinePrint TABLE TD { BORDER-BOTTOM: #990000 1px; BORDER-LEFT: #990000 1px; MARGIN: 0px; = PADDING-RIGHT: 2px; HEIGHT: 25px; BORDER-TOP: #990000 1px; BORDER-RIGHT: = #990000 1px } .main-content .BaselinePrint TABLE TD { PADDING-BOTTOM: 2px; MARGIN: 0px; PADDING-LEFT: 2px; PADDING-RIGHT: = 0px; HEIGHT: 25px; PADDING-TOP: 2px } .main-contentb TABLE { BACKGROUND-COLOR: rgb(204,204,204); MARGIN: 0.5em 0px 0.2em 20px; = WIDTH: 100%; BORDER-COLLAPSE: collapse; EMPTY-CELLS: show; CLEAR: both } .main-contentb TABLE TH.top { TEXT-ALIGN: left; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: rgb(153,0,0); = PADDING-LEFT: 7px; PADDING-RIGHT: 7px; EMPTY-CELLS: show; HEIGHT: 3.5em; = COLOR: rgb(255,255,255); FONT-SIZE: 110%; FONT-WEIGHT: bold; = PADDING-TOP: 0px } .main-contentb TABLE TH.subtop { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 0px; BACKGROUND-COLOR: = rgb(225,225,153); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; EMPTY-CELLS: = show; HEIGHT: 3.5em; COLOR: rgb(153,0,0); FONT-SIZE: 110%; BORDER-TOP: = rgb(153,0,0) 1px solid; FONT-WEIGHT: bold; BORDER-RIGHT: rgb(153,0,0) = 1px solid; PADDING-TOP: 0px } .main-contentb TABLE TH { BORDER-BOTTOM: rgb(153,0,0) 2px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 2px; BACKGROUND-COLOR: = rgb(204,204,204); PADDING-LEFT: 7px; PADDING-RIGHT: 20px; HEIGHT: 3em; = FONT-SIZE: 110%; BORDER-TOP: rgb(153,0,0) 2px solid; FONT-WEIGHT: bold; = BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-TOP: 2px } .main-contentb TABLE TD { BORDER-BOTTOM: rgb(153,0,0) 1px solid; TEXT-ALIGN: left; BORDER-LEFT: = rgb(153,0,0) 1px solid; PADDING-BOTTOM: 2px; BACKGROUND-COLOR: = rgb(255,255,255); PADDING-LEFT: 7px; PADDING-RIGHT: 7px; HEIGHT: 3em; = FONT-SIZE: 110%; BORDER-TOP: rgb(153,0,0) 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-TOP: 2px } .main-contentb .BaselinePrint TABLE TD { PADDING-BOTTOM: 2px; MARGIN: 0px; PADDING-LEFT: 2px; PADDING-RIGHT: = 0px; HEIGHT: 25px; PADDING-TOP: 2px } .main-contentb .jointgv TABLE { BORDER-BOTTOM: 1px; BORDER-LEFT: 1px; PADDING-BOTTOM: 0px; MARGIN: 0px; = PADDING-LEFT: 0px; PADDING-RIGHT: 0px; BORDER-TOP: 1px; BORDER-RIGHT: = 1px; PADDING-TOP: 0px } .main-contentb .jointgv TABLE TD { TEXT-ALIGN: center; PADDING-BOTTOM: 2px; MARGIN: 0px; PADDING-LEFT: = 2px; PADDING-RIGHT: 0px; HEIGHT: 25px; COLOR: black; PADDING-TOP: 2px } .main-contentb .BaselinePrint TABLE TD { PADDING-BOTTOM: 2px; MARGIN: 0px; PADDING-LEFT: 2px; PADDING-RIGHT: = 0px; HEIGHT: 25px; PADDING-TOP: 2px } .main-contentb TABLE .invisible { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: = 2px; LINE-HEIGHT: 30px; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; = FONT-SIZE: 110%; BORDER-TOP: medium none; BORDER-RIGHT: medium none; = PADDING-TOP: 2px } .main-contentb TABLE TD .invisible { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; PADDING-BOTTOM: = 2px; LINE-HEIGHT: 30px; PADDING-LEFT: 7px; PADDING-RIGHT: 7px; = FONT-SIZE: 110%; BORDER-TOP: medium none; BORDER-RIGHT: medium none; = PADDING-TOP: 2px } .main-contentb .invisible TABLE TD { BORDER-BOTTOM: medium none; BORDER-LEFT: medium none; LINE-HEIGHT: = 30px; FONT-SIZE: 110%; BORDER-TOP: medium none; BORDER-RIGHT: medium = none } .main-contentb P { LINE-HEIGHT: 1.5em; MARGIN: 0px 0px 1em; FONT-SIZE: 120% } ------=_NextPart_000_0000_01CB51D0.57A43DA0 Content-Type: text/css; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.flbsi.org/1011_SIP/jQuery/css/smoothness/jquery-ui-1.7.1.custom.css .ui-helper-hidden { DISPLAY: none } .ui-helper-hidden-accessible { POSITION: absolute; LEFT: -1342177.28px } .ui-helper-reset { BORDER-BOTTOM: 0px; BORDER-LEFT: 0px; PADDING-BOTTOM: 0px; LINE-HEIGHT: = 1.3; LIST-STYLE-TYPE: none; MARGIN: 0px; OUTLINE-STYLE: none; = OUTLINE-COLOR: invert; PADDING-LEFT: 0px; OUTLINE-WIDTH: 0px; = PADDING-RIGHT: 0px; FONT-SIZE: 100%; BORDER-TOP: 0px; LIST-STYLE-IMAGE: = none; BORDER-RIGHT: 0px; TEXT-DECORATION: none; PADDING-TOP: 0px } .ui-helper-clearfix:after { DISPLAY: block; HEIGHT: 0px; VISIBILITY: hidden; CLEAR: both; CONTENT: = "." } .ui-helper-clearfix { DISPLAY: inline-block } * HTML .ui-helper-clearfix { HEIGHT: 1% } .ui-helper-clearfix { DISPLAY: block } .ui-helper-zfix { POSITION: absolute; FILTER: Alpha(Opacity=3D0); WIDTH: 100%; HEIGHT: = 100%; TOP: 0px; LEFT: 0px; opacity: 0 } .ui-state-disabled { CURSOR: default !important } .ui-icon { TEXT-INDENT: -99999px; DISPLAY: block; BACKGROUND-REPEAT: no-repeat; = OVERFLOW: hidden } .ui-widget-overlay { POSITION: absolute; WIDTH: 100%; HEIGHT: 100%; TOP: 0px; LEFT: 0px } .ui-widget { FONT-FAMILY: Verdana, Arial, sans-serif; FONT-SIZE: 1.1em } .ui-widget INPUT { FONT-FAMILY: Verdana, Arial, sans-serif; FONT-SIZE: 1em } .ui-widget SELECT { FONT-FAMILY: Verdana, Arial, sans-serif; FONT-SIZE: 1em } .ui-widget TEXTAREA { FONT-FAMILY: Verdana, Arial, sans-serif; FONT-SIZE: 1em } .ui-widget BUTTON { FONT-FAMILY: Verdana, Arial, sans-serif; FONT-SIZE: 1em } .ui-widget-content { BORDER-BOTTOM: #aaaaaa 1px solid; BORDER-LEFT: #aaaaaa 1px solid; = BACKGROUND: url(images/ui-bg_flat_75_ffffff_40x100.png) #ffffff repeat-x = 50% 50%; COLOR: #222222; BORDER-TOP: #aaaaaa 1px solid; BORDER-RIGHT: = #aaaaaa 1px solid } .ui-widget-content A { COLOR: #222222 } .ui-widget-header { BORDER-BOTTOM: #aaaaaa 1px solid; BORDER-LEFT: #aaaaaa 1px solid; = BACKGROUND: url(images/ui-bg_highlight-soft_75_cccccc_1x100.png) #cccccc = repeat-x 50% 50%; COLOR: #222222; BORDER-TOP: #aaaaaa 1px solid; = FONT-WEIGHT: bold; BORDER-RIGHT: #aaaaaa 1px solid } .ui-widget-header A { COLOR: #222222 } .ui-state-default { BORDER-BOTTOM: #d3d3d3 1px solid; BORDER-LEFT: #d3d3d3 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_75_e6e6e6_1x400.png) #e6e6e6 repeat-x = 50% 50%; COLOR: #555555; BORDER-TOP: #d3d3d3 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #d3d3d3 1px solid } .ui-widget-content .ui-state-default { BORDER-BOTTOM: #d3d3d3 1px solid; BORDER-LEFT: #d3d3d3 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_75_e6e6e6_1x400.png) #e6e6e6 repeat-x = 50% 50%; COLOR: #555555; BORDER-TOP: #d3d3d3 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #d3d3d3 1px solid } .ui-state-default A { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #555555; TEXT-DECORATION: none } .ui-state-default A:link { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #555555; TEXT-DECORATION: none } .ui-state-default A:visited { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #555555; TEXT-DECORATION: none } .ui-state-hover { BORDER-BOTTOM: #999999 1px solid; BORDER-LEFT: #999999 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_75_dadada_1x400.png) #dadada repeat-x = 50% 50%; COLOR: #212121; BORDER-TOP: #999999 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #999999 1px solid } .ui-widget-content .ui-state-hover { BORDER-BOTTOM: #999999 1px solid; BORDER-LEFT: #999999 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_75_dadada_1x400.png) #dadada repeat-x = 50% 50%; COLOR: #212121; BORDER-TOP: #999999 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #999999 1px solid } .ui-state-focus { BORDER-BOTTOM: #999999 1px solid; BORDER-LEFT: #999999 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_75_dadada_1x400.png) #dadada repeat-x = 50% 50%; COLOR: #212121; BORDER-TOP: #999999 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #999999 1px solid } .ui-widget-content .ui-state-focus { BORDER-BOTTOM: #999999 1px solid; BORDER-LEFT: #999999 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_75_dadada_1x400.png) #dadada repeat-x = 50% 50%; COLOR: #212121; BORDER-TOP: #999999 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #999999 1px solid } .ui-state-hover A { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #212121; TEXT-DECORATION: none } .ui-state-hover A:hover { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #212121; TEXT-DECORATION: none } .ui-state-active { BORDER-BOTTOM: #aaaaaa 1px solid; BORDER-LEFT: #aaaaaa 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_65_ffffff_1x400.png) #ffffff repeat-x = 50% 50%; COLOR: #212121; BORDER-TOP: #aaaaaa 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #aaaaaa 1px solid } .ui-widget-content .ui-state-active { BORDER-BOTTOM: #aaaaaa 1px solid; BORDER-LEFT: #aaaaaa 1px solid; = OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = BACKGROUND: url(images/ui-bg_glass_65_ffffff_1x400.png) #ffffff repeat-x = 50% 50%; COLOR: #212121; BORDER-TOP: #aaaaaa 1px solid; FONT-WEIGHT: = normal; BORDER-RIGHT: #aaaaaa 1px solid } .ui-state-active A { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #212121; TEXT-DECORATION: none } .ui-state-active A:link { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #212121; TEXT-DECORATION: none } .ui-state-active A:visited { OUTLINE-STYLE: none; OUTLINE-COLOR: invert; OUTLINE-WIDTH: medium; = COLOR: #212121; TEXT-DECORATION: none } .ui-state-highlight { BORDER-BOTTOM: #edc542 1px solid; BORDER-LEFT: #edc542 1px solid; = COLOR: #363636; BORDER-TOP: #edc542 1px solid; BORDER-RIGHT: #edc542 1px = solid } .ui-widget-content .ui-state-highlight { BORDER-BOTTOM: #edc542 1px solid; BORDER-LEFT: #edc542 1px solid; = COLOR: #363636; BORDER-TOP: #edc542 1px solid; BORDER-RIGHT: #edc542 1px = solid } .ui-state-highlight A { COLOR: #363636 } .ui-widget-content .ui-state-highlight A { COLOR: #363636 } .ui-state-error { BORDER-BOTTOM: #cd0a0a 1px solid; BORDER-LEFT: #cd0a0a 1px solid; = BACKGROUND: url(images/ui-bg_glass_95_fef1ec_1x400.png) #fef1ec repeat-x = 50% 50%; COLOR: #cd0a0a; BORDER-TOP: #cd0a0a 1px solid; BORDER-RIGHT: = #cd0a0a 1px solid } .ui-widget-content .ui-state-error { BORDER-BOTTOM: #cd0a0a 1px solid; BORDER-LEFT: #cd0a0a 1px solid; = BACKGROUND: url(images/ui-bg_glass_95_fef1ec_1x400.png) #fef1ec repeat-x = 50% 50%; COLOR: #cd0a0a; BORDER-TOP: #cd0a0a 1px solid; BORDER-RIGHT: = #cd0a0a 1px solid } .ui-state-error A { COLOR: #cd0a0a } 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BACKGROUND-POSITION: -80px -48px } .ui-icon-arrowthick-1-w { BACKGROUND-POSITION: -96px -48px } .ui-icon-arrowthick-1-nw { BACKGROUND-POSITION: -112px -48px } .ui-icon-arrowthick-2-n-s { BACKGROUND-POSITION: -128px -48px } .ui-icon-arrowthick-2-ne-sw { BACKGROUND-POSITION: -144px -48px } .ui-icon-arrowthick-2-e-w { BACKGROUND-POSITION: -160px -48px } .ui-icon-arrowthick-2-se-nw { BACKGROUND-POSITION: -176px -48px } .ui-icon-arrowthickstop-1-n { BACKGROUND-POSITION: -192px -48px } .ui-icon-arrowthickstop-1-e { BACKGROUND-POSITION: -208px -48px } .ui-icon-arrowthickstop-1-s { BACKGROUND-POSITION: -224px -48px } .ui-icon-arrowthickstop-1-w { BACKGROUND-POSITION: -240px -48px } .ui-icon-arrowreturnthick-1-w { BACKGROUND-POSITION: 0px -64px } .ui-icon-arrowreturnthick-1-n { BACKGROUND-POSITION: -16px -64px } .ui-icon-arrowreturnthick-1-e { BACKGROUND-POSITION: -32px -64px } .ui-icon-arrowreturnthick-1-s { BACKGROUND-POSITION: -48px -64px } .ui-icon-arrowreturn-1-w { BACKGROUND-POSITION: -64px -64px } .ui-icon-arrowreturn-1-n { BACKGROUND-POSITION: -80px -64px } .ui-icon-arrowreturn-1-e { BACKGROUND-POSITION: -96px -64px } .ui-icon-arrowreturn-1-s { BACKGROUND-POSITION: -112px -64px } .ui-icon-arrowrefresh-1-w { BACKGROUND-POSITION: -128px -64px } .ui-icon-arrowrefresh-1-n { BACKGROUND-POSITION: -144px -64px } .ui-icon-arrowrefresh-1-e { BACKGROUND-POSITION: -160px -64px } .ui-icon-arrowrefresh-1-s { BACKGROUND-POSITION: -176px -64px } .ui-icon-arrow-4 { BACKGROUND-POSITION: 0px -80px } .ui-icon-arrow-4-diag { BACKGROUND-POSITION: -16px -80px } .ui-icon-extlink { BACKGROUND-POSITION: -32px -80px } .ui-icon-newwin { BACKGROUND-POSITION: -48px -80px } .ui-icon-refresh { BACKGROUND-POSITION: -64px -80px } .ui-icon-shuffle { BACKGROUND-POSITION: -80px -80px } .ui-icon-transfer-e-w { BACKGROUND-POSITION: -96px -80px } .ui-icon-transferthick-e-w { BACKGROUND-POSITION: -112px -80px } .ui-icon-folder-collapsed { BACKGROUND-POSITION: 0px -96px } .ui-icon-folder-open { BACKGROUND-POSITION: -16px -96px } .ui-icon-document { BACKGROUND-POSITION: -32px -96px } .ui-icon-document-b { BACKGROUND-POSITION: -48px -96px } .ui-icon-note { BACKGROUND-POSITION: -64px -96px } .ui-icon-mail-closed { BACKGROUND-POSITION: -80px -96px } .ui-icon-mail-open { BACKGROUND-POSITION: -96px -96px } .ui-icon-suitcase { BACKGROUND-POSITION: -112px -96px } .ui-icon-comment { BACKGROUND-POSITION: -128px -96px } .ui-icon-person { BACKGROUND-POSITION: -144px -96px } .ui-icon-print { BACKGROUND-POSITION: -160px -96px } .ui-icon-trash { BACKGROUND-POSITION: -176px -96px } .ui-icon-locked { BACKGROUND-POSITION: -192px -96px } .ui-icon-unlocked { BACKGROUND-POSITION: -208px -96px } .ui-icon-bookmark { BACKGROUND-POSITION: -224px -96px } .ui-icon-tag { BACKGROUND-POSITION: -240px -96px } .ui-icon-home { BACKGROUND-POSITION: 0px -112px } .ui-icon-flag { BACKGROUND-POSITION: -16px -112px } .ui-icon-calendar { BACKGROUND-POSITION: -32px -112px } .ui-icon-cart { BACKGROUND-POSITION: -48px -112px } .ui-icon-pencil { BACKGROUND-POSITION: -64px -112px } .ui-icon-clock { BACKGROUND-POSITION: -80px -112px } .ui-icon-disk { BACKGROUND-POSITION: -96px -112px } .ui-icon-calculator { BACKGROUND-POSITION: -112px -112px } .ui-icon-zoomin { BACKGROUND-POSITION: -128px -112px } .ui-icon-zoomout { BACKGROUND-POSITION: -144px -112px } .ui-icon-search { BACKGROUND-POSITION: -160px -112px } .ui-icon-wrench { BACKGROUND-POSITION: -176px -112px } .ui-icon-gear { BACKGROUND-POSITION: -192px -112px } .ui-icon-heart { BACKGROUND-POSITION: -208px -112px } .ui-icon-star { BACKGROUND-POSITION: -224px -112px } .ui-icon-link { BACKGROUND-POSITION: -240px -112px } .ui-icon-cancel { BACKGROUND-POSITION: 0px -128px } .ui-icon-plus { BACKGROUND-POSITION: -16px -128px } .ui-icon-plusthick { BACKGROUND-POSITION: -32px -128px } .ui-icon-minus { BACKGROUND-POSITION: -48px -128px } .ui-icon-minusthick { BACKGROUND-POSITION: -64px -128px } .ui-icon-close { BACKGROUND-POSITION: -80px -128px } .ui-icon-closethick { BACKGROUND-POSITION: -96px -128px } .ui-icon-key { BACKGROUND-POSITION: -112px -128px } .ui-icon-lightbulb { BACKGROUND-POSITION: -128px -128px } .ui-icon-scissors { BACKGROUND-POSITION: -144px -128px } .ui-icon-clipboard { BACKGROUND-POSITION: -160px -128px } .ui-icon-copy { BACKGROUND-POSITION: -176px -128px } .ui-icon-contact { BACKGROUND-POSITION: -192px -128px } .ui-icon-image { BACKGROUND-POSITION: -208px -128px } .ui-icon-video { BACKGROUND-POSITION: -224px -128px } .ui-icon-script { BACKGROUND-POSITION: -240px -128px } .ui-icon-alert { BACKGROUND-POSITION: 0px -144px } .ui-icon-info { BACKGROUND-POSITION: -16px -144px } .ui-icon-notice { BACKGROUND-POSITION: -32px -144px } .ui-icon-help { BACKGROUND-POSITION: -48px -144px } .ui-icon-check { BACKGROUND-POSITION: -64px -144px } .ui-icon-bullet { BACKGROUND-POSITION: -80px -144px } .ui-icon-radio-off { BACKGROUND-POSITION: -96px -144px } .ui-icon-radio-on { BACKGROUND-POSITION: -112px -144px } .ui-icon-pin-w { BACKGROUND-POSITION: -128px -144px } .ui-icon-pin-s { BACKGROUND-POSITION: -144px -144px } .ui-icon-play { BACKGROUND-POSITION: 0px -160px } .ui-icon-pause { BACKGROUND-POSITION: -16px -160px } .ui-icon-seek-next { BACKGROUND-POSITION: -32px -160px } .ui-icon-seek-prev { BACKGROUND-POSITION: -48px -160px } .ui-icon-seek-end { BACKGROUND-POSITION: -64px -160px } .ui-icon-seek-first { BACKGROUND-POSITION: -80px -160px } .ui-icon-stop { BACKGROUND-POSITION: -96px -160px } .ui-icon-eject { BACKGROUND-POSITION: -112px -160px } .ui-icon-volume-off { BACKGROUND-POSITION: -128px -160px } .ui-icon-volume-on { BACKGROUND-POSITION: -144px -160px } .ui-icon-power { BACKGROUND-POSITION: 0px -176px } .ui-icon-signal-diag { BACKGROUND-POSITION: -16px -176px } .ui-icon-signal { BACKGROUND-POSITION: -32px -176px } .ui-icon-battery-0 { BACKGROUND-POSITION: -48px -176px } .ui-icon-battery-1 { BACKGROUND-POSITION: -64px -176px } .ui-icon-battery-2 { BACKGROUND-POSITION: -80px -176px } .ui-icon-battery-3 { BACKGROUND-POSITION: -96px -176px } .ui-icon-circle-plus { BACKGROUND-POSITION: 0px -192px } .ui-icon-circle-minus { BACKGROUND-POSITION: -16px -192px } .ui-icon-circle-close { BACKGROUND-POSITION: -32px -192px } .ui-icon-circle-triangle-e { BACKGROUND-POSITION: -48px -192px } .ui-icon-circle-triangle-s { BACKGROUND-POSITION: -64px -192px } .ui-icon-circle-triangle-w { BACKGROUND-POSITION: -80px -192px } .ui-icon-circle-triangle-n { BACKGROUND-POSITION: -96px -192px } .ui-icon-circle-arrow-e { BACKGROUND-POSITION: -112px -192px } .ui-icon-circle-arrow-s { BACKGROUND-POSITION: -128px -192px } .ui-icon-circle-arrow-w { BACKGROUND-POSITION: -144px -192px } .ui-icon-circle-arrow-n { BACKGROUND-POSITION: -160px -192px } .ui-icon-circle-zoomin { BACKGROUND-POSITION: -176px -192px } .ui-icon-circle-zoomout { BACKGROUND-POSITION: -192px -192px } .ui-icon-circle-check { BACKGROUND-POSITION: -208px -192px } .ui-icon-circlesmall-plus { BACKGROUND-POSITION: 0px -208px } .ui-icon-circlesmall-minus { BACKGROUND-POSITION: -16px -208px } .ui-icon-circlesmall-close { BACKGROUND-POSITION: -32px -208px } .ui-icon-squaresmall-plus { BACKGROUND-POSITION: -48px -208px } .ui-icon-squaresmall-minus { BACKGROUND-POSITION: -64px -208px } .ui-icon-squaresmall-close { BACKGROUND-POSITION: -80px -208px } .ui-icon-grip-dotted-vertical { BACKGROUND-POSITION: 0px -224px } .ui-icon-grip-dotted-horizontal { BACKGROUND-POSITION: -16px -224px } .ui-icon-grip-solid-vertical { BACKGROUND-POSITION: -32px -224px } .ui-icon-grip-solid-horizontal { BACKGROUND-POSITION: -48px -224px } .ui-icon-gripsmall-diagonal-se { BACKGROUND-POSITION: -64px -224px } .ui-icon-grip-diagonal-se { BACKGROUND-POSITION: -80px -224px } .ui-corner-tl { -moz-border-radius-topleft: 4px; -webkit-border-top-left-radius: 4px } .ui-corner-tr { -moz-border-radius-topright: 4px; -webkit-border-top-right-radius: 4px } .ui-corner-bl { -moz-border-radius-bottomleft: 4px; -webkit-border-bottom-left-radius: = 4px } .ui-corner-br { -moz-border-radius-bottomright: 4px; = -webkit-border-bottom-right-radius: 4px } .ui-corner-top { -moz-border-radius-topleft: 4px; -webkit-border-top-left-radius: 4px; = -moz-border-radius-topright: 4px; -webkit-border-top-right-radius: 4px } .ui-corner-bottom { -moz-border-radius-bottomleft: 4px; -webkit-border-bottom-left-radius: = 4px; -moz-border-radius-bottomright: 4px; = -webkit-border-bottom-right-radius: 4px } .ui-corner-right { -moz-border-radius-topright: 4px; -webkit-border-top-right-radius: 4px; = -moz-border-radius-bottomright: 4px; -webkit-border-bottom-right-radius: = 4px } .ui-corner-left { -moz-border-radius-topleft: 4px; -webkit-border-top-left-radius: 4px; = -moz-border-radius-bottomleft: 4px; -webkit-border-bottom-left-radius: = 4px } .ui-corner-all { -moz-border-radius: 4px; -webkit-border-radius: 4px } .ui-widget-overlay { FILTER: Alpha(Opacity=3D30); BACKGROUND: = url(images/ui-bg_flat_0_aaaaaa_40x100.png) #aaaaaa repeat-x 50% 50%; = opacity: .30 } .ui-widget-shadow { FILTER: Alpha(Opacity=3D30); PADDING-BOTTOM: 8px; MARGIN: -8px 0px 0px = -8px; PADDING-LEFT: 8px; PADDING-RIGHT: 8px; BACKGROUND: = url(images/ui-bg_flat_0_aaaaaa_40x100.png) #aaaaaa repeat-x 50% 50%; = PADDING-TOP: 8px; opacity: .30; -moz-border-radius: 8px; = -webkit-border-radius: 8px } .ui-accordion .ui-accordion-header { POSITION: relative; MARGIN-TOP: 1px; ZOOM: 1; CURSOR: pointer } .ui-accordion .ui-accordion-li-fix { DISPLAY: inline } .ui-accordion .ui-accordion-header-active { BORDER-BOTTOM: 0px } .ui-accordion .ui-accordion-header A { PADDING-BOTTOM: 0.5em; PADDING-LEFT: 2.2em; PADDING-RIGHT: 0.5em; = DISPLAY: block; FONT-SIZE: 1em; PADDING-TOP: 0.5em } .ui-accordion .ui-accordion-header .ui-icon { POSITION: absolute; MARGIN-TOP: -8px; TOP: 50%; LEFT: 0.5em } .ui-accordion .ui-accordion-content { POSITION: relative; PADDING-BOTTOM: 1em; MARGIN-TOP: -2px; = PADDING-LEFT: 2.2em; PADDING-RIGHT: 2.2em; DISPLAY: none; MARGIN-BOTTOM: = 2px; OVERFLOW: auto; BORDER-TOP: 0px; TOP: 1px; PADDING-TOP: 1em } .ui-accordion .ui-accordion-content-active { DISPLAY: block } .ui-datepicker { PADDING-BOTTOM: 0px; PADDING-LEFT: 0.2em; WIDTH: 17em; PADDING-RIGHT: = 0.2em; PADDING-TOP: 0.2em } .ui-datepicker .ui-datepicker-header { POSITION: relative; PADDING-BOTTOM: 0.2em; PADDING-LEFT: 0px; = PADDING-RIGHT: 0px; PADDING-TOP: 0.2em } .ui-datepicker .ui-datepicker-prev { POSITION: absolute; WIDTH: 1.8em; HEIGHT: 1.8em; TOP: 2px } .ui-datepicker .ui-datepicker-next { POSITION: absolute; WIDTH: 1.8em; HEIGHT: 1.8em; TOP: 2px } .ui-datepicker .ui-datepicker-prev-hover { TOP: 1px } .ui-datepicker .ui-datepicker-next-hover { TOP: 1px } .ui-datepicker .ui-datepicker-prev { LEFT: 2px } .ui-datepicker .ui-datepicker-next { RIGHT: 2px } .ui-datepicker .ui-datepicker-prev-hover { LEFT: 1px } .ui-datepicker .ui-datepicker-next-hover { RIGHT: 1px } .ui-datepicker .ui-datepicker-prev SPAN { POSITION: absolute; MARGIN-TOP: -8px; DISPLAY: block; MARGIN-LEFT: = -8px; TOP: 50%; LEFT: 50% } .ui-datepicker .ui-datepicker-next SPAN { POSITION: absolute; MARGIN-TOP: -8px; DISPLAY: block; MARGIN-LEFT: = -8px; TOP: 50%; LEFT: 50% } .ui-datepicker .ui-datepicker-title { TEXT-ALIGN: center; LINE-HEIGHT: 1.8em; MARGIN: 0px 2.3em } .ui-datepicker .ui-datepicker-title SELECT { MARGIN: 1px 0px; FLOAT: left; FONT-SIZE: 1em } .ui-datepicker SELECT.ui-datepicker-month-year { WIDTH: 100% } .ui-datepicker SELECT.ui-datepicker-month { WIDTH: 49% } .ui-datepicker SELECT.ui-datepicker-year { WIDTH: 49% } .ui-datepicker .ui-datepicker-title SELECT.ui-datepicker-year { FLOAT: right } .ui-datepicker TABLE { MARGIN: 0px 0px 0.4em; WIDTH: 100%; BORDER-COLLAPSE: collapse; = FONT-SIZE: 0.9em } .ui-datepicker TH { BORDER-BOTTOM: 0px; TEXT-ALIGN: center; BORDER-LEFT: 0px; = PADDING-BOTTOM: 0.7em; PADDING-LEFT: 0.3em; PADDING-RIGHT: 0.3em; = BORDER-TOP: 0px; FONT-WEIGHT: bold; BORDER-RIGHT: 0px; PADDING-TOP: = 0.7em } .ui-datepicker TD { BORDER-BOTTOM: 0px; BORDER-LEFT: 0px; PADDING-BOTTOM: 1px; = PADDING-LEFT: 1px; PADDING-RIGHT: 1px; BORDER-TOP: 0px; BORDER-RIGHT: = 0px; PADDING-TOP: 1px } .ui-datepicker TD SPAN { TEXT-ALIGN: right; PADDING-BOTTOM: 0.2em; PADDING-LEFT: 0.2em; = PADDING-RIGHT: 0.2em; DISPLAY: block; TEXT-DECORATION: none; = PADDING-TOP: 0.2em } .ui-datepicker TD A { TEXT-ALIGN: right; PADDING-BOTTOM: 0.2em; PADDING-LEFT: 0.2em; = PADDING-RIGHT: 0.2em; DISPLAY: block; TEXT-DECORATION: none; = PADDING-TOP: 0.2em } .ui-datepicker .ui-datepicker-buttonpane { BACKGROUND-IMAGE: none; BORDER-BOTTOM: 0px; BORDER-LEFT: 0px; = PADDING-BOTTOM: 0px; MARGIN: 0.7em 0px 0px; PADDING-LEFT: 0.2em; = PADDING-RIGHT: 0.2em; BORDER-RIGHT: 0px; PADDING-TOP: 0px } .ui-datepicker .ui-datepicker-buttonpane BUTTON { PADDING-BOTTOM: 0.3em; MARGIN: 0.5em 0.2em 0.4em; PADDING-LEFT: 0.6em; = WIDTH: auto; PADDING-RIGHT: 0.6em; FLOAT: right; OVERFLOW: visible; = CURSOR: pointer; PADDING-TOP: 0.2em } .ui-datepicker .ui-datepicker-buttonpane BUTTON.ui-datepicker-current { FLOAT: left } .ui-datepicker-multi.ui-datepicker { WIDTH: auto } .ui-datepicker-multi .ui-datepicker-group { FLOAT: left } .ui-datepicker-multi .ui-datepicker-group TABLE { MARGIN: 0px auto 0.4em; WIDTH: 95% } .ui-datepicker-multi-2 .ui-datepicker-group { WIDTH: 50% } .ui-datepicker-multi-3 .ui-datepicker-group { WIDTH: 33.3% } .ui-datepicker-multi-4 .ui-datepicker-group { WIDTH: 25% } .ui-datepicker-multi .ui-datepicker-group-last .ui-datepicker-header { BORDER-LEFT-WIDTH: 0px } .ui-datepicker-multi .ui-datepicker-group-middle .ui-datepicker-header { BORDER-LEFT-WIDTH: 0px } .ui-datepicker-multi .ui-datepicker-buttonpane { CLEAR: left } .ui-datepicker-row-break { WIDTH: 100%; CLEAR: both } .ui-datepicker-rtl { DIRECTION: rtl } .ui-datepicker-rtl .ui-datepicker-prev { RIGHT: 2px; LEFT: auto } .ui-datepicker-rtl .ui-datepicker-next { RIGHT: auto; LEFT: 2px } .ui-datepicker-rtl .ui-datepicker-prev:hover { RIGHT: 1px; LEFT: auto } .ui-datepicker-rtl .ui-datepicker-next:hover { RIGHT: auto; LEFT: 1px } .ui-datepicker-rtl .ui-datepicker-buttonpane { CLEAR: right } .ui-datepicker-rtl .ui-datepicker-buttonpane BUTTON { FLOAT: left } .ui-datepicker-rtl .ui-datepicker-buttonpane = BUTTON.ui-datepicker-current { FLOAT: right } .ui-datepicker-rtl .ui-datepicker-group { FLOAT: right } .ui-datepicker-rtl .ui-datepicker-group-last .ui-datepicker-header { BORDER-RIGHT-WIDTH: 0px; BORDER-LEFT-WIDTH: 1px } .ui-datepicker-rtl .ui-datepicker-group-middle .ui-datepicker-header { BORDER-RIGHT-WIDTH: 0px; BORDER-LEFT-WIDTH: 1px } .ui-datepicker-cover { Z-INDEX: -1; POSITION: absolute; FILTER: mask(); WIDTH: 200px; DISPLAY: = block; HEIGHT: 200px; TOP: -4px; LEFT: -4px } .ui-dialog { POSITION: relative; PADDING-BOTTOM: 0.2em; PADDING-LEFT: 0.2em; WIDTH: = 300px; PADDING-RIGHT: 0.2em; PADDING-TOP: 0.2em } .ui-dialog .ui-dialog-titlebar { POSITION: relative; PADDING-BOTTOM: 0.3em; PADDING-LEFT: 1em; = PADDING-RIGHT: 0.3em; PADDING-TOP: 0.5em } .ui-dialog .ui-dialog-title { MARGIN: 0.1em 0px 0.2em; FLOAT: left } .ui-dialog .ui-dialog-titlebar-close { POSITION: absolute; PADDING-BOTTOM: 1px; MARGIN: -10px 0px 0px; = PADDING-LEFT: 1px; WIDTH: 19px; PADDING-RIGHT: 1px; HEIGHT: 18px; TOP: = 50%; RIGHT: 0.3em; PADDING-TOP: 1px } .ui-dialog .ui-dialog-titlebar-close SPAN { MARGIN: 1px; DISPLAY: block } .ui-dialog .ui-dialog-titlebar-close:hover { PADDING-BOTTOM: 0px; PADDING-LEFT: 0px; PADDING-RIGHT: 0px; = PADDING-TOP: 0px } .ui-dialog .ui-dialog-titlebar-close:focus { PADDING-BOTTOM: 0px; PADDING-LEFT: 0px; PADDING-RIGHT: 0px; = PADDING-TOP: 0px } .ui-dialog .ui-dialog-content { BORDER-BOTTOM: 0px; BORDER-LEFT: 0px; PADDING-BOTTOM: 0.5em; = PADDING-LEFT: 1em; PADDING-RIGHT: 1em; ZOOM: 1; BACKGROUND: none = transparent scroll repeat 0% 0%; OVERFLOW: auto; BORDER-TOP: 0px; = BORDER-RIGHT: 0px; PADDING-TOP: 0.5em } .ui-dialog .ui-dialog-buttonpane { BACKGROUND-IMAGE: none; TEXT-ALIGN: left; PADDING-BOTTOM: 0.5em; = BORDER-RIGHT-WIDTH: 0px; MARGIN: 0.5em 0px 0px; PADDING-LEFT: 0.4em; = PADDING-RIGHT: 1em; BORDER-TOP-WIDTH: 1px; BORDER-BOTTOM-WIDTH: 0px; = BORDER-LEFT-WIDTH: 0px; PADDING-TOP: 0.3em } .ui-dialog .ui-dialog-buttonpane BUTTON { PADDING-BOTTOM: 0.3em; LINE-HEIGHT: 1.4em; MARGIN: 0.5em 0.4em 0.5em = 0px; PADDING-LEFT: 0.6em; WIDTH: auto; PADDING-RIGHT: 0.6em; FLOAT: = right; OVERFLOW: visible; CURSOR: pointer; PADDING-TOP: 0.2em } .ui-dialog .ui-resizable-se { WIDTH: 14px; BOTTOM: 3px; HEIGHT: 14px; RIGHT: 3px } .ui-draggable .ui-dialog-titlebar { CURSOR: move } .ui-progressbar { TEXT-ALIGN: left; HEIGHT: 2em } .ui-progressbar .ui-progressbar-value { MARGIN: -1px; HEIGHT: 100% } .ui-resizable { POSITION: relative } .ui-resizable-handle { Z-INDEX: 99999; POSITION: absolute; DISPLAY: block; FONT-SIZE: 0.1px } .ui-resizable-disabled .ui-resizable-handle { DISPLAY: none } .ui-resizable-autohide .ui-resizable-handle { DISPLAY: none } .ui-resizable-n { WIDTH: 100%; HEIGHT: 7px; TOP: -5px; CURSOR: n-resize; LEFT: 0px } .ui-resizable-s { WIDTH: 100%; BOTTOM: -5px; HEIGHT: 7px; CURSOR: s-resize; LEFT: 0px } .ui-resizable-e { WIDTH: 7px; HEIGHT: 100%; TOP: 0px; CURSOR: e-resize; RIGHT: -5px } .ui-resizable-w { WIDTH: 7px; HEIGHT: 100%; TOP: 0px; CURSOR: w-resize; LEFT: -5px } .ui-resizable-se { WIDTH: 12px; BOTTOM: 1px; HEIGHT: 12px; CURSOR: se-resize; RIGHT: 1px } .ui-resizable-sw { WIDTH: 9px; BOTTOM: -5px; HEIGHT: 9px; CURSOR: sw-resize; LEFT: -5px } .ui-resizable-nw { WIDTH: 9px; HEIGHT: 9px; TOP: -5px; CURSOR: nw-resize; LEFT: -5px } .ui-resizable-ne { WIDTH: 9px; HEIGHT: 9px; TOP: -5px; CURSOR: ne-resize; RIGHT: -5px } .ui-slider { POSITION: relative; TEXT-ALIGN: left } .ui-slider .ui-slider-handle { Z-INDEX: 2; POSITION: absolute; WIDTH: 1.2em; HEIGHT: 1.2em; CURSOR: = default } .ui-slider .ui-slider-range { Z-INDEX: 1; BORDER-BOTTOM: 0px; POSITION: absolute; BORDER-LEFT: 0px; = DISPLAY: block; FONT-SIZE: 0.7em; BORDER-TOP: 0px; BORDER-RIGHT: 0px } .ui-slider-horizontal { HEIGHT: 0.8em } .ui-slider-horizontal .ui-slider-handle { MARGIN-LEFT: -0.6em; TOP: -0.3em } .ui-slider-horizontal .ui-slider-range { HEIGHT: 100%; TOP: 0px } .ui-slider-horizontal .ui-slider-range-min { LEFT: 0px } .ui-slider-horizontal .ui-slider-range-max { RIGHT: 0px } .ui-slider-vertical { WIDTH: 0.8em; HEIGHT: 100px } .ui-slider-vertical .ui-slider-handle { MARGIN-BOTTOM: -0.6em; MARGIN-LEFT: 0px; LEFT: -0.3em } .ui-slider-vertical .ui-slider-range { WIDTH: 100%; LEFT: 0px } .ui-slider-vertical .ui-slider-range-min { BOTTOM: 0px } .ui-slider-vertical .ui-slider-range-max { TOP: 0px } .ui-tabs { PADDING-BOTTOM: 0.2em; PADDING-LEFT: 0.2em; PADDING-RIGHT: 0.2em; ZOOM: = 1; PADDING-TOP: 0.2em } .ui-tabs .ui-tabs-nav { POSITION: relative; PADDING-BOTTOM: 0px; LIST-STYLE-TYPE: none; = PADDING-LEFT: 0.2em; PADDING-RIGHT: 0.2em; LIST-STYLE-IMAGE: none; = PADDING-TOP: 0.2em } .ui-tabs .ui-tabs-nav LI { POSITION: relative; PADDING-BOTTOM: 0px; MARGIN: 0px 0.2em -1px 0px; = PADDING-LEFT: 0px; PADDING-RIGHT: 0px; FLOAT: left; BORDER-BOTTOM-WIDTH: 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vity:20,scrollSpeed:20,scope:"default",tolerance:"intersect",zIndex:1000}= })})(jQuery);;/* * jQuery UI Accordion 1.7.1 * * Copyright (c) 2009 AUTHORS.txt (http://jqueryui.com/about) * Dual licensed under the MIT (MIT-LICENSE.txt) * and GPL (GPL-LICENSE.txt) licenses. * * http://docs.jquery.com/UI/Accordion * * Depends: * ui.core.js */=0D(function(a){a.widget("ui.accordion",{_init:function(){var = d=3Dthis.options,b=3Dthis;this.running=3D0;if(d.collapsible=3D=3Da.ui.acc= ordion.defaults.collapsible&&d.alwaysOpen!=3Da.ui.accordion.defaults.alwa= ysOpen){d.collapsible=3D!d.alwaysOpen}if(d.navigation){var = c=3Dthis.element.find("a").filter(d.navigationFilter);if(c.length){if(c.f= ilter(d.header).length){this.active=3Dc}else{this.active=3Dc.parent().par= ent().prev();c.addClass("ui-accordion-content-active")}}}this.element.add= Class("ui-accordion ui-widget = ui-helper-reset");if(this.element[0].nodeName=3D=3D"UL"){this.element.chi= ldren("li").addClass("ui-accordion-li-fix")}this.headers=3Dthis.element.f= ind(d.header).addClass("ui-accordion-header ui-helper-reset = ui-state-default = ui-corner-all").bind("mouseenter.accordion",function(){a(this).addClass("= ui-state-hover")}).bind("mouseleave.accordion",function(){a(this).removeC= lass("ui-state-hover")}).bind("focus.accordion",function(){a(this).addCla= ss("ui-state-focus")}).bind("blur.accordion",function(){a(this).removeCla= ss("ui-state-focus")});this.headers.next().addClass("ui-accordion-content= ui-helper-reset ui-widget-content = ui-corner-bottom");this.active=3Dthis._findActive(this.active||d.active).= toggleClass("ui-state-default").toggleClass("ui-state-active").toggleClas= s("ui-corner-all").toggleClass("ui-corner-top");this.active.next().addCla= ss("ui-accordion-content-active");a("").addClass("ui-icon = "+d.icons.header).prependTo(this.headers);this.active.find(".ui-icon").to= ggleClass(d.icons.header).toggleClass(d.icons.headerSelected);if(a.browse= r.msie){this.element.find("a").css("zoom","1")}this.resize();this.element= .attr("role","tablist");this.headers.attr("role","tab").bind("keydown",fu= nction(e){return = b._keydown(e)}).next().attr("role","tabpanel");this.headers.not(this.acti= ve||"").attr("aria-expanded","false").attr("tabIndex","-1").next().hide()= ;if(!this.active.length){this.headers.eq(0).attr("tabIndex","0")}else{thi= s.active.attr("aria-expanded","true").attr("tabIndex","0")}if(!a.browser.= safari){this.headers.find("a").attr("tabIndex","-1")}if(d.event){this.hea= ders.bind((d.event)+".accordion",function(e){return = b._clickHandler.call(b,e,this)})}},destroy:function(){var = c=3Dthis.options;this.element.removeClass("ui-accordion ui-widget = ui-helper-reset").removeAttr("role").unbind(".accordion").removeData("acc= ordion");this.headers.unbind(".accordion").removeClass("ui-accordion-head= er ui-helper-reset ui-state-default ui-corner-all ui-state-active = ui-corner-top").removeAttr("role").removeAttr("aria-expanded").removeAttr= ("tabindex");this.headers.find("a").removeAttr("tabindex");this.headers.c= hildren(".ui-icon").remove();var = b=3Dthis.headers.next().css("display","").removeAttr("role").removeClass(= "ui-helper-reset ui-widget-content ui-corner-bottom ui-accordion-content = ui-accordion-content-active");if(c.autoHeight||c.fillHeight){b.css("heigh= t","")}},_setData:function(b,c){if(b=3D=3D"alwaysOpen"){b=3D"collapsible"= ;c=3D!c}a.widget.prototype._setData.apply(this,arguments)},_keydown:funct= ion(e){var = g=3Dthis.options,f=3Da.ui.keyCode;if(g.disabled||e.altKey||e.ctrlKey){ret= urn}var d=3Dthis.headers.length;var b=3Dthis.headers.index(e.target);var = c=3Dfalse;switch(e.keyCode){case f.RIGHT:case = f.DOWN:c=3Dthis.headers[(b+1)%d];break;case f.LEFT:case = f.UP:c=3Dthis.headers[(b-1+d)%d];break;case f.SPACE:case f.ENTER:return = this._clickHandler({target:e.target},e.target)}if(c){a(e.target).attr("ta= bIndex","-1");a(c).attr("tabIndex","0");c.focus();return false}return = true},resize:function(){var = e=3Dthis.options,d;if(e.fillSpace){if(a.browser.msie){var = b=3Dthis.element.parent().css("overflow");this.element.parent().css("over= flow","hidden")}d=3Dthis.element.parent().height();if(a.browser.msie){thi= s.element.parent().css("overflow",b)}this.headers.each(function(){d-=3Da(= this).outerHeight()});var = c=3D0;this.headers.next().each(function(){c=3DMath.max(c,a(this).innerHei= ght()-a(this).height())}).height(Math.max(0,d-c)).css("overflow","auto")}= else{if(e.autoHeight){d=3D0;this.headers.next().each(function(){d=3DMath.= max(d,a(this).outerHeight())}).height(d)}}},activate:function(b){var = c=3Dthis._findActive(b)[0];this._clickHandler({target:c},c)},_findActive:= function(b){return b?typeof = b=3D=3D"number"?this.headers.filter(":eq("+b+")"):this.headers.not(this.h= eaders.not(b)):b=3D=3D=3Dfalse?a([]):this.headers.filter(":eq(0)")},_clic= kHandler:function(b,f){var d=3Dthis.options;if(d.disabled){return = false}if(!b.target&&d.collapsible){this.active.removeClass("ui-state-acti= ve ui-corner-top").addClass("ui-state-default = ui-corner-all").find(".ui-icon").removeClass(d.icons.headerSelected).addC= lass(d.icons.header);this.active.next().addClass("ui-accordion-content-ac= tive");var = h=3Dthis.active.next(),e=3D{options:d,newHeader:a([]),oldHeader:d.active,= newContent:a([]),oldContent:h},c=3D(this.active=3Da([]));this._toggle(c,h= ,e);return false}var g=3Da(b.currentTarget||f);var = i=3Dg[0]=3D=3Dthis.active[0];if(this.running||(!d.collapsible&&i)){return= false}this.active.removeClass("ui-state-active = ui-corner-top").addClass("ui-state-default = ui-corner-all").find(".ui-icon").removeClass(d.icons.headerSelected).addC= lass(d.icons.header);this.active.next().addClass("ui-accordion-content-ac= tive");if(!i){g.removeClass("ui-state-default = ui-corner-all").addClass("ui-state-active = ui-corner-top").find(".ui-icon").removeClass(d.icons.header).addClass(d.i= cons.headerSelected);g.next().addClass("ui-accordion-content-active")}var= = c=3Dg.next(),h=3Dthis.active.next(),e=3D{options:d,newHeader:i&&d.collaps= ible?a([]):g,oldHeader:this.active,newContent:i&&d.collapsible?a([]):c.fi= nd("> *"),oldContent:h.find("> = *")},j=3Dthis.headers.index(this.active[0])>this.headers.index(g[0]);this= .active=3Di?a([]):g;this._toggle(c,h,e,i,j);return = false},_toggle:function(b,i,g,j,k){var = d=3Dthis.options,m=3Dthis;this.toShow=3Db;this.toHide=3Di;this.data=3Dg;v= ar c=3Dfunction(){if(!m){return}return = m._completed.apply(m,arguments)};this._trigger("changestart",null,this.da= ta);this.running=3Di.size()=3D=3D=3D0?b.size():i.size();if(d.animated){va= r = f=3D{};if(d.collapsible&&j){f=3D{toShow:a([]),toHide:i,complete:c,down:k,= autoHeight:d.autoHeight||d.fillSpace}}else{f=3D{toShow:b,toHide:i,complet= e:c,down:k,autoHeight:d.autoHeight||d.fillSpace}}if(!d.proxied){d.proxied= =3Dd.animated}if(!d.proxiedDuration){d.proxiedDuration=3Dd.duration}d.ani= mated=3Da.isFunction(d.proxied)?d.proxied(f):d.proxied;d.duration=3Da.isF= unction(d.proxiedDuration)?d.proxiedDuration(f):d.proxiedDuration;var = l=3Da.ui.accordion.animations,e=3Dd.duration,h=3Dd.animated;if(!l[h]){l[h= ]=3Dfunction(n){this.slide(n,{easing:h,duration:e||700})}}l[h](f)}else{if= (d.collapsible&&j){b.toggle()}else{i.hide();b.show()}c(true)}i.prev().att= r("aria-expanded","false").attr("tabIndex","-1").blur();b.prev().attr("ar= ia-expanded","true").attr("tabIndex","0").focus()},_completed:function(b)= {var = c=3Dthis.options;this.running=3Db?0:--this.running;if(this.running){retur= n}if(c.clearStyle){this.toShow.add(this.toHide).css({height:"",overflow:"= "})}this._trigger("change",null,this.data)}});a.extend(a.ui.accordion,{ve= rsion:"1.7.1",defaults:{active:null,alwaysOpen:true,animated:"slide",auto= Height:true,clearStyle:false,collapsible:false,event:"click",fillSpace:fa= lse,header:"> li > :first-child,> = :not(li):even",icons:{header:"ui-icon-triangle-1-e",headerSelected:"ui-ic= on-triangle-1-s"},navigation:false,navigationFilter:function(){return = this.href.toLowerCase()=3D=3Dlocation.href.toLowerCase()}},animations:{sl= ide:function(j,h){j=3Da.extend({easing:"swing",duration:300},j,h);if(!j.t= oHide.size()){j.toShow.animate({height:"show"},j);return}if(!j.toShow.siz= e()){j.toHide.animate({height:"hide"},j);return}var = c=3Dj.toShow.css("overflow"),g,d=3D{},f=3D{},e=3D["height","paddingTop","= paddingBottom"],b;var = i=3Dj.toShow;b=3Di[0].style.width;i.width(parseInt(i.parent().width(),10)= -parseInt(i.css("paddingLeft"),10)-parseInt(i.css("paddingRight"),10)-(pa= rseInt(i.css("borderLeftWidth"),10)||0)-(parseInt(i.css("borderRightWidth= "),10)||0));a.each(e,function(k,m){f[m]=3D"hide";var = l=3D(""+a.css(j.toShow[0],m)).match(/^([\d+-.]+)(.*)$/);d[m]=3D{value:l[1= ],unit:l[2]||"px"}});j.toShow.css({height:0,overflow:"hidden"}).show();j.= toHide.filter(":hidden").each(j.complete).end().filter(":visible").animat= e(f,{step:function(k,l){if(l.prop=3D=3D"height"){g=3D(l.now-l.start)/(l.e= nd-l.start)}j.toShow[0].style[l.prop]=3D(g*d[l.prop].value)+d[l.prop].uni= t},duration:j.duration,easing:j.easing,complete:function(){if(!j.autoHeig= ht){j.toShow.css("height","")}j.toShow.css("width",b);j.toShow.css({overf= low:c});j.complete()}})},bounceslide:function(b){this.slide(b,{easing:b.d= own?"easeOutBounce":"swing",duration:b.down?1000:200})},easeslide:functio= n(b){this.slide(b,{easing:"easeinout",duration:700})}}})})(jQuery);;/* * jQuery UI Dialog 1.7.1 * * Copyright (c) 2009 AUTHORS.txt (http://jqueryui.com/about) * Dual licensed under the MIT (MIT-LICENSE.txt) * and GPL (GPL-LICENSE.txt) licenses. * * http://docs.jquery.com/UI/Dialog * * Depends: * ui.core.js * ui.draggable.js * ui.resizable.js */=0D(function(c){var = b=3D{dragStart:"start.draggable",drag:"drag.draggable",dragStop:"stop.dra= ggable",maxHeight:"maxHeight.resizable",minHeight:"minHeight.resizable",m= axWidth:"maxWidth.resizable",minWidth:"minWidth.resizable",resizeStart:"s= tart.resizable",resize:"drag.resizable",resizeStop:"stop.resizable"},a=3D= "ui-dialog ui-widget ui-widget-content ui-corner-all = ";c.widget("ui.dialog",{_init:function(){this.originalTitle=3Dthis.elemen= t.attr("title");var = l=3Dthis,m=3Dthis.options,j=3Dm.title||this.originalTitle||" ",e=3Dc= .ui.dialog.getTitleId(this.element),k=3D(this.uiDialog=3Dc("

")).app= endTo(document.body).hide().addClass(a+m.dialogClass).css({position:"abso= lute",overflow:"hidden",zIndex:m.zIndex}).attr("tabIndex",-1).css("outlin= e",0).keydown(function(n){(m.closeOnEscape&&n.keyCode&&n.keyCode=3D=3Dc.u= i.keyCode.ESCAPE&&l.close(n))}).attr({role:"dialog","aria-labelledby":e})= .mousedown(function(n){l.moveToTop(false,n)}),g=3Dthis.element.show().rem= oveAttr("title").addClass("ui-dialog-content = ui-widget-content").appendTo(k),f=3D(this.uiDialogTitlebar=3Dc("

")).addClass("ui-dialog-titlebar ui-widget-header ui-corner-all = ui-helper-clearfix").prependTo(k),i=3Dc('').addClass("ui-dialog-titlebar-close = ui-corner-all").attr("role","button").hover(function(){i.addClass("ui-sta= te-hover")},function(){i.removeClass("ui-state-hover")}).focus(function()= {i.addClass("ui-state-focus")}).blur(function(){i.removeClass("ui-state-f= ocus")}).mousedown(function(n){n.stopPropagation()}).click(function(n){l.= close(n);return = false}).appendTo(f),h=3D(this.uiDialogTitlebarCloseText=3Dc("")).a= ddClass("ui-icon = ui-icon-closethick").text(m.closeText).appendTo(i),d=3Dc("").addCl= ass("ui-dialog-title").attr("id",e).html(j).prependTo(f);f.find("*").add(= f).disableSelection();(m.draggable&&c.fn.draggable&&this._makeDraggable()= );(m.resizable&&c.fn.resizable&&this._makeResizable());this._createButton= s(m.buttons);this._isOpen=3Dfalse;(m.bgiframe&&c.fn.bgiframe&&k.bgiframe(= ));(m.autoOpen&&this.open())},destroy:function(){(this.overlay&&this.over= lay.destroy());this.uiDialog.hide();this.element.unbind(".dialog").remove= Data("dialog").removeClass("ui-dialog-content = ui-widget-content").hide().appendTo("body");this.uiDialog.remove();(this.= originalTitle&&this.element.attr("title",this.originalTitle))},close:func= tion(e){var = d=3Dthis;if(false=3D=3D=3Dd._trigger("beforeclose",e)){return}(d.overlay&= &d.overlay.destroy());d.uiDialog.unbind("keypress.ui-dialog");(d.options.= hide?d.uiDialog.hide(d.options.hide,function(){d._trigger("close",e)}):d.= uiDialog.hide()&&d._trigger("close",e));c.ui.dialog.overlay.resize();d._i= sOpen=3Dfalse},isOpen:function(){return = this._isOpen},moveToTop:function(f,e){if((this.options.modal&&!f)||(!this= .options.stack&&!this.options.modal)){return = this._trigger("focus",e)}if(this.options.zIndex>c.ui.dialog.maxZ){c.ui.di= alog.maxZ=3Dthis.options.zIndex}(this.overlay&&this.overlay.$el.css("z-in= dex",c.ui.dialog.overlay.maxZ=3D++c.ui.dialog.maxZ));var = d=3D{scrollTop:this.element.attr("scrollTop"),scrollLeft:this.element.att= r("scrollLeft")};this.uiDialog.css("z-index",++c.ui.dialog.maxZ);this.ele= ment.attr(d);this._trigger("focus",e)},open:function(){if(this._isOpen){r= eturn}var e=3Dthis.options,d=3Dthis.uiDialog;this.overlay=3De.modal?new = c.ui.dialog.overlay(this):null;(d.next().length&&d.appendTo("body"));this= ._size();this._position(e.position);d.show(e.show);this.moveToTop(true);(= e.modal&&d.bind("keypress.ui-dialog",function(h){if(h.keyCode!=3Dc.ui.key= Code.TAB){return}var = g=3Dc(":tabbable",this),i=3Dg.filter(":first")[0],f=3Dg.filter(":last")[0= ];if(h.target=3D=3Df&&!h.shiftKey){setTimeout(function(){i.focus()},1)}el= se{if(h.target=3D=3Di&&h.shiftKey){setTimeout(function(){f.focus()},1)}}}= ));c([]).add(d.find(".ui-dialog-content = :tabbable:first")).add(d.find(".ui-dialog-buttonpane = :tabbable:first")).add(d).filter(":first").focus();this._trigger("open");= this._isOpen=3Dtrue},_createButtons:function(g){var = f=3Dthis,d=3Dfalse,e=3Dc("

").addClass("ui-dialog-buttonpane = ui-widget-content = ui-helper-clearfix");this.uiDialog.find(".ui-dialog-buttonpane").remove()= ;(typeof g=3D=3D"object"&&g!=3D=3Dnull&&c.each(g,function(){return = !(d=3Dtrue)}));if(d){c.each(g,function(h,i){c('').addClass("ui-state-default = ui-corner-all").text(h).click(function(){i.apply(f.element[0],arguments)}= ).hover(function(){c(this).addClass("ui-state-hover")},function(){c(this)= .removeClass("ui-state-hover")}).focus(function(){c(this).addClass("ui-st= ate-focus")}).blur(function(){c(this).removeClass("ui-state-focus")}).app= endTo(e)});e.appendTo(this.uiDialog)}},_makeDraggable:function(){var = d=3Dthis,f=3Dthis.options,e;this.uiDialog.draggable({cancel:".ui-dialog-c= ontent",handle:".ui-dialog-titlebar",containment:"document",start:functio= n(){e=3Df.height;c(this).height(c(this).height()).addClass("ui-dialog-dra= gging");(f.dragStart&&f.dragStart.apply(d.element[0],arguments))},drag:fu= nction(){(f.drag&&f.drag.apply(d.element[0],arguments))},stop:function(){= c(this).removeClass("ui-dialog-dragging").height(e);(f.dragStop&&f.dragSt= op.apply(d.element[0],arguments));c.ui.dialog.overlay.resize()}})},_makeR= esizable:function(g){g=3D(g=3D=3D=3Dundefined?this.options.resizable:g);v= ar d=3Dthis,f=3Dthis.options,e=3Dtypeof = g=3D=3D"string"?g:"n,e,s,w,se,sw,ne,nw";this.uiDialog.resizable({cancel:"= .ui-dialog-content",alsoResize:this.element,maxWidth:f.maxWidth,maxHeight= :f.maxHeight,minWidth:f.minWidth,minHeight:f.minHeight,start:function(){c= (this).addClass("ui-dialog-resizing");(f.resizeStart&&f.resizeStart.apply= (d.element[0],arguments))},resize:function(){(f.resize&&f.resize.apply(d.= element[0],arguments))},handles:e,stop:function(){c(this).removeClass("ui= -dialog-resizing");f.height=3Dc(this).height();f.width=3Dc(this).width();= (f.resizeStop&&f.resizeStop.apply(d.element[0],arguments));c.ui.dialog.ov= erlay.resize()}}).find(".ui-resizable-se").addClass("ui-icon = ui-icon-grip-diagonal-se")},_position:function(i){var = e=3Dc(window),f=3Dc(document),g=3Df.scrollTop(),d=3Df.scrollLeft(),h=3Dg;= if(c.inArray(i,["center","top","right","bottom","left"])>=3D0){i=3D[i=3D=3D= "right"||i=3D=3D"left"?i:"center",i=3D=3D"top"||i=3D=3D"bottom"?i:"middle= "]}if(i.constructor!=3DArray){i=3D["center","middle"]}if(i[0].constructor= =3D=3DNumber){d+=3Di[0]}else{switch(i[0]){case"left":d+=3D0;break;case"ri= ght":d+=3De.width()-this.uiDialog.outerWidth();break;default:case"center"= :d+=3D(e.width()-this.uiDialog.outerWidth())/2}}if(i[1].constructor=3D=3D= Number){g+=3Di[1]}else{switch(i[1]){case"top":g+=3D0;break;case"bottom":g= +=3De.height()-this.uiDialog.outerHeight();break;default:case"middle":g+=3D= (e.height()-this.uiDialog.outerHeight())/2}}g=3DMath.max(g,h);this.uiDial= og.css({top:g,left:d})},_setData:function(e,f){(b[e]&&this.uiDialog.data(= b[e],f));switch(e){case"buttons":this._createButtons(f);break;case"closeT= ext":this.uiDialogTitlebarCloseText.text(f);break;case"dialogClass":this.= uiDialog.removeClass(this.options.dialogClass).addClass(a+f);break;case"d= raggable":(f?this._makeDraggable():this.uiDialog.draggable("destroy"));br= eak;case"height":this.uiDialog.height(f);break;case"position":this._posit= ion(f);break;case"resizable":var = d=3Dthis.uiDialog,g=3Dthis.uiDialog.is(":data(resizable)");(g&&!f&&d.resi= zable("destroy"));(g&&typeof = f=3D=3D"string"&&d.resizable("option","handles",f));(g||this._makeResizab= le(f));break;case"title":c(".ui-dialog-title",this.uiDialogTitlebar).html= (f||" ");break;case"width":this.uiDialog.width(f);break}c.widget.pro= totype._setData.apply(this,arguments)},_size:function(){var = e=3Dthis.options;this.element.css({height:0,minHeight:0,width:"auto"});va= r = d=3Dthis.uiDialog.css({height:"auto",width:e.width}).height();this.elemen= t.css({minHeight:Math.max(e.minHeight-d,0),height:e.height=3D=3D"auto"?"a= uto":Math.max(e.height-d,0)})}});c.extend(c.ui.dialog,{version:"1.7.1",de= faults:{autoOpen:true,bgiframe:false,buttons:{},closeOnEscape:true,closeT= ext:"close",dialogClass:"",draggable:true,hide:null,height:"auto",maxHeig= ht:false,maxWidth:false,minHeight:150,minWidth:150,modal:false,position:"= center",resizable:true,show:null,stack:true,title:"",width:300,zIndex:100= 0},getter:"isOpen",uuid:0,maxZ:0,getTitleId:function(d){return"ui-dialog-= title-"+(d.attr("id")||++this.uuid)},overlay:function(d){this.$el=3Dc.ui.= dialog.overlay.create(d)}});c.extend(c.ui.dialog.overlay,{instances:[],ma= xZ:0,events:c.map("focus,mousedown,mouseup,keydown,keypress,click".split(= ","),function(d){return d+".dialog-overlay"}).join(" = "),create:function(e){if(this.instances.length=3D=3D=3D0){setTimeout(func= tion(){c(document).bind(c.ui.dialog.overlay.events,function(f){var = g=3Dc(f.target).parents(".ui-dialog").css("zIndex")||0;return(g>c.ui.dial= og.overlay.maxZ)})},1);c(document).bind("keydown.dialog-overlay",function= (f){(e.options.closeOnEscape&&f.keyCode&&f.keyCode=3D=3Dc.ui.keyCode.ESCA= PE&&e.close(f))});c(window).bind("resize.dialog-overlay",c.ui.dialog.over= lay.resize)}var = d=3Dc("

").appendTo(document.body).addClass("ui-widget-overlay"= ).css({width:this.width(),height:this.height()});(e.options.bgiframe&&c.f= n.bgiframe&&d.bgiframe());this.instances.push(d);return = d},destroy:function(d){this.instances.splice(c.inArray(this.instances,d),= 1);if(this.instances.length=3D=3D=3D0){c([document,window]).unbind(".dial= og-overlay")}d.remove()},height:function(){if(c.browser.msie&&c.browser.v= ersion<7){var = e=3DMath.max(document.documentElement.scrollHeight,document.body.scrollHe= ight);var = d=3DMath.max(document.documentElement.offsetHeight,document.body.offsetHe= ight);if(e

");if(!c.values){c.values=3D[this._valueMin(),t= his._valueMin()]}if(c.values.length&&c.values.length!=3D2){c.values=3D[c.= values[0],c.values[0]]}}else{this.range=3Da("

")}this.range.app= endTo(this.element).addClass("ui-slider-range");if(c.range=3D=3D"min"||c.= range=3D=3D"max"){this.range.addClass("ui-slider-range-"+c.range)}this.ra= nge.addClass("ui-widget-header")}if(a(".ui-slider-handle",this.element).l= ength=3D=3D0){a('').appendTo(this.element).addClass("ui-slider-handle")}if(= c.values&&c.values.length){while(a(".ui-slider-handle",this.element).leng= th').appendTo(this.element).addClass("ui-slider-handle")}}th= is.handles=3Da(".ui-slider-handle",this.element).addClass("ui-state-defau= lt = ui-corner-all");this.handle=3Dthis.handles.eq(0);this.handles.add(this.ra= nge).filter("a").click(function(d){d.preventDefault()}).hover(function(){= a(this).addClass("ui-state-hover")},function(){a(this).removeClass("ui-st= ate-hover")}).focus(function(){a(".ui-slider = .ui-state-focus").removeClass("ui-state-focus");a(this).addClass("ui-stat= e-focus")}).blur(function(){a(this).removeClass("ui-state-focus")});this.= 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d=3Dthis.options,e=3Dthis.lis.eq(b).remove(),c=3Dthis.panels.eq(b).remove= ();if(e.hasClass("ui-tabs-selected")&&this.anchors.length>1){this.select(= b+(b+1=3Db?--g:g});this._tabify();this._trigger("remove",null,this._ui(e.find= ("a")[0],c[0]))},enable:function(b){var = c=3Dthis.options;if(a.inArray(b,c.disabled)=3D=3D-1){return}this.lis.eq(b= ).removeClass("ui-state-disabled");c.disabled=3Da.grep(c.disabled,functio= n(e,d){return = e!=3Db});this._trigger("enable",null,this._ui(this.anchors[b],this.panels= [b]))},disable:function(c){var = b=3Dthis,d=3Dthis.options;if(c!=3Dd.selected){this.lis.eq(c).addClass("ui= -state-disabled");d.disabled.push(c);d.disabled.sort();this._trigger("dis= able",null,this._ui(this.anchors[c],this.panels[c]))}},select:function(b)= {if(typeof = b=3D=3D"string"){b=3Dthis.anchors.index(this.anchors.filter("[href$=3D"+b= +"]"))}else{if(b=3D=3D=3Dnull){b=3D-1}}if(b=3D=3D-1&&this.options.collaps= ible){b=3Dthis.options.selected}this.anchors.eq(b).trigger(this.options.e= vent+".tabs")},load:function(e){var = c=3Dthis,g=3Dthis.options,b=3Dthis.anchors.eq(e)[0],d=3Da.data(b,"load.ta= bs");this.abort();if(!d||this.element.queue("tabs").length!=3D=3D0&&a.dat= a(b,"cache.tabs")){this.element.dequeue("tabs");return}this.lis.eq(e).add= Class("ui-state-processing");if(g.spinner){var = f=3Da("span",b);f.data("label.tabs",f.html()).html(g.spinner)}this.xhr=3D= a.ajax(a.extend({},g.ajaxOptions,{url:d,success:function(i,h){a(c._saniti= zeSelector(b.hash)).html(i);c._cleanup();if(g.cache){a.data(b,"cache.tabs= ",true)}c._trigger("load",null,c._ui(c.anchors[e],c.panels[e]));try{g.aja= xOptions.success(i,h)}catch(j){}c.element.dequeue("tabs")}}))},abort:func= tion(){this.element.queue([]);this.panels.stop(false,true);if(this.xhr){t= his.xhr.abort();delete = this.xhr}this._cleanup()},url:function(c,b){this.anchors.eq(c).removeData= ("cache.tabs").data("load.tabs",b)},length:function(){return = this.anchors.length}});a.extend(a.ui.tabs,{version:"1.7.1",getter:"length= ",defaults:{ajaxOptions:null,cache:false,cookie:null,collapsible:false,di= sabled:[],event:"click",fx:null,idPrefix:"ui-tabs-",panelTemplate:"

<= /div>",spinner:"Loading…",tabTemplate:'

#{label}

'}});a.extend(a.ui.tabs.pr= ototype,{rotation:null,rotate:function(d,f){var = b=3Dthis,g=3Dthis.options;var = c=3Db._rotate||(b._rotate=3Dfunction(h){clearTimeout(b.rotation);b.rotati= on=3DsetTimeout(function(){var = i=3Dg.selected;b.select(++i

')}$.extend(Datepicker.prototype,{mark= erClassName:"hasDatepicker",log:function(){if(this.debug){console.log.app= ly("",arguments)}},setDefaults:function(settings){extendRemove(this._defa= ults,settings||{});return = this},_attachDatepicker:function(target,settings){var = inlineSettings=3Dnull;for(var attrName in this._defaults){var = attrValue=3Dtarget.getAttribute("date:"+attrName);if(attrValue){inlineSet= tings=3DinlineSettings||{};try{inlineSettings[attrName]=3Deval(attrValue)= }catch(err){inlineSettings[attrName]=3DattrValue}}}var = nodeName=3Dtarget.nodeName.toLowerCase();var = inline=3D(nodeName=3D=3D"div"||nodeName=3D=3D"span");if(!target.id){targe= t.id=3D"dp"+(++this.uuid)}var = inst=3Dthis._newInst($(target),inline);inst.settings=3D$.extend({},settin= gs||{},inlineSettings||{});if(nodeName=3D=3D"input"){this._connectDatepic= ker(target,inst)}else{if(inline){this._inlineDatepicker(target,inst)}}},_= newInst:function(target,inline){var = id=3Dtarget[0].id.replace(/([:\[\]\.])/g,"\\\\$1");return{id:id,input:tar= get,selectedDay:0,selectedMonth:0,selectedYear:0,drawMonth:0,drawYear:0,i= nline:inline,dpDiv:(!inline?this.dpDiv:$('

'))}},_connectDatepicker:function(target,inst){var = input=3D$(target);inst.trigger=3D$([]);if(input.hasClass(this.markerClass= Name)){return}var appendText=3Dthis._get(inst,"appendText");var = isRTL=3Dthis._get(inst,"isRTL");if(appendText){input[isRTL?"before":"afte= r"](''+appendText+"")}var = showOn=3Dthis._get(inst,"showOn");if(showOn=3D=3D"focus"||showOn=3D=3D"bo= th"){input.focus(this._showDatepicker)}if(showOn=3D=3D"button"||showOn=3D= =3D"both"){var buttonText=3Dthis._get(inst,"buttonText");var = buttonImage=3Dthis._get(inst,"buttonImage");inst.trigger=3D$(this._get(in= st,"buttonImageOnly")?$("").addClass(this._triggerClass).attr({src:= buttonImage,alt:buttonText,title:buttonText}):$('').addClass(this._triggerClass).html(buttonImage= =3D=3D""?buttonText:$("").attr({src:buttonImage,alt:buttonText,titl= e:buttonText})));input[isRTL?"before":"after"](inst.trigger);inst.trigger= .click(function(){if($.datepicker._datepickerShowing&&$.datepicker._lastI= nput=3D=3Dtarget){$.datepicker._hideDatepicker()}else{$.datepicker._showD= atepicker(target)}return = false})}input.addClass(this.markerClassName).keydown(this._doKeyDown).key= press(this._doKeyPress).bind("setData.datepicker",function(event,key,valu= e){inst.settings[key]=3Dvalue}).bind("getData.datepicker",function(event,= key){return = this._get(inst,key)});$.data(target,PROP_NAME,inst)},_inlineDatepicker:fu= nction(target,inst){var = divSpan=3D$(target);if(divSpan.hasClass(this.markerClassName)){return}div= Span.addClass(this.markerClassName).append(inst.dpDiv).bind("setData.date= picker",function(event,key,value){inst.settings[key]=3Dvalue}).bind("getD= ata.datepicker",function(event,key){return = this._get(inst,key)});$.data(target,PROP_NAME,inst);this._setDate(inst,th= is._getDefaultDate(inst));this._updateDatepicker(inst);this._updateAltern= ate(inst)},_dialogDatepicker:function(input,dateText,onSelect,settings,po= s){var inst=3Dthis._dialogInst;if(!inst){var = id=3D"dp"+(++this.uuid);this._dialogInput=3D$('');this._dialogInput.keydown(this._doKeyDown);$("body").append(= this._dialogInput);inst=3Dthis._dialogInst=3Dthis._newInst(this._dialogIn= put,false);inst.settings=3D{};$.data(this._dialogInput[0],PROP_NAME,inst)= }extendRemove(inst.settings,settings||{});this._dialogInput.val(dateText)= ;this._pos=3D(pos?(pos.length?pos:[pos.pageX,pos.pageY]):null);if(!this._= pos){var = browserWidth=3Dwindow.innerWidth||document.documentElement.clientWidth||d= ocument.body.clientWidth;var = browserHeight=3Dwindow.innerHeight||document.documentElement.clientHeight= ||document.body.clientHeight;var = scrollX=3Ddocument.documentElement.scrollLeft||document.body.scrollLeft;v= ar = scrollY=3Ddocument.documentElement.scrollTop||document.body.scrollTop;thi= s._pos=3D[(browserWidth/2)-100+scrollX,(browserHeight/2)-150+scrollY]}thi= s._dialogInput.css("left",this._pos[0]+"px").css("top",this._pos[1]+"px")= ;inst.settings.onSelect=3DonSelect;this._inDialog=3Dtrue;this.dpDiv.addCl= ass(this._dialogClass);this._showDatepicker(this._dialogInput[0]);if($.bl= ockUI){$.blockUI(this.dpDiv)}$.data(this._dialogInput[0],PROP_NAME,inst);= return this},_destroyDatepicker:function(target){var = $target=3D$(target);var = inst=3D$.data(target,PROP_NAME);if(!$target.hasClass(this.markerClassName= )){return}var = nodeName=3Dtarget.nodeName.toLowerCase();$.removeData(target,PROP_NAME);i= f(nodeName=3D=3D"input"){inst.trigger.remove();$target.siblings("."+this.= _appendClass).remove().end().removeClass(this.markerClassName).unbind("fo= cus",this._showDatepicker).unbind("keydown",this._doKeyDown).unbind("keyp= ress",this._doKeyPress)}else{if(nodeName=3D=3D"div"||nodeName=3D=3D"span"= ){$target.removeClass(this.markerClassName).empty()}}},_enableDatepicker:= function(target){var $target=3D$(target);var = inst=3D$.data(target,PROP_NAME);if(!$target.hasClass(this.markerClassName= )){return}var = nodeName=3Dtarget.nodeName.toLowerCase();if(nodeName=3D=3D"input"){target= .disabled=3Dfalse;inst.trigger.filter("button").each(function(){this.disa= bled=3Dfalse}).end().filter("img").css({opacity:"1.0",cursor:""})}else{if= (nodeName=3D=3D"div"||nodeName=3D=3D"span"){var = inline=3D$target.children("."+this._inlineClass);inline.children().remove= Class("ui-state-disabled")}}this._disabledInputs=3D$.map(this._disabledIn= puts,function(value){return(value=3D=3Dtarget?null:value)})},_disableDate= picker:function(target){var $target=3D$(target);var = inst=3D$.data(target,PROP_NAME);if(!$target.hasClass(this.markerClassName= )){return}var = nodeName=3Dtarget.nodeName.toLowerCase();if(nodeName=3D=3D"input"){target= .disabled=3Dtrue;inst.trigger.filter("button").each(function(){this.disab= led=3Dtrue}).end().filter("img").css({opacity:"0.5",cursor:"default"})}el= se{if(nodeName=3D=3D"div"||nodeName=3D=3D"span"){var = inline=3D$target.children("."+this._inlineClass);inline.children().addCla= ss("ui-state-disabled")}}this._disabledInputs=3D$.map(this._disabledInput= s,function(value){return(value=3D=3Dtarget?null:value)});this._disabledIn= puts[this._disabledInputs.length]=3Dtarget},_isDisabledDatepicker:functio= n(target){if(!target){return false}for(var = i=3D0;i1){inst.dpDiv.addClass("ui-datepicker-multi-"+cols).cs= s("width",(width*cols)+"em")}else{inst.dpDiv.removeClass("ui-datepicker-m= ulti-2 ui-datepicker-multi-3 = ui-datepicker-multi-4").width("")}inst.dpDiv[(numMonths[0]!=3D1||numMonth= s[1]!=3D1?"add":"remove")+"Class"]("ui-datepicker-multi");inst.dpDiv[(thi= s._get(inst,"isRTL")?"add":"remove")+"Class"]("ui-datepicker-rtl");if(ins= t.input&&inst.input[0].type!=3D"hidden"&&inst=3D=3D$.datepicker._curInst)= {$(inst.input[0]).focus()}},_checkOffset:function(inst,offset,isFixed){va= r dpWidth=3Dinst.dpDiv.outerWidth();var = dpHeight=3Dinst.dpDiv.outerHeight();var = inputWidth=3Dinst.input?inst.input.outerWidth():0;var = inputHeight=3Dinst.input?inst.input.outerHeight():0;var = viewWidth=3D(window.innerWidth||document.documentElement.clientWidth||doc= ument.body.clientWidth)+$(document).scrollLeft();var = viewHeight=3D(window.innerHeight||document.documentElement.clientHeight||= document.body.clientHeight)+$(document).scrollTop();offset.left-=3D(this.= _get(inst,"isRTL")?(dpWidth-inputWidth):0);offset.left-=3D(isFixed&&offse= t.left=3D=3Dinst.input.offset().left)?$(document).scrollLeft():0;offset.t= op-=3D(isFixed&&offset.top=3D=3D(inst.input.offset().top+inputHeight))?$(= document).scrollTop():0;offset.left-=3D(offset.left+dpWidth>viewWidth&&vi= ewWidth>dpWidth)?Math.abs(offset.left+dpWidth-viewWidth):0;offset.top-=3D= (offset.top+dpHeight>viewHeight&&viewHeight>dpHeight)?Math.abs(offset.top= +dpHeight+inputHeight*2-viewHeight):0;return = offset},_findPos:function(obj){while(obj&&(obj.type=3D=3D"hidden"||obj.no= deType!=3D1)){obj=3Dobj.nextSibling}var = position=3D$(obj).offset();return[position.left,position.top]},_hideDatep= icker:function(input,duration){var = inst=3Dthis._curInst;if(!inst||(input&&inst!=3D$.data(input,PROP_NAME))){= return}if(inst.stayOpen){this._selectDate("#"+inst.id,this._formatDate(in= st,inst.currentDay,inst.currentMonth,inst.currentYear))}inst.stayOpen=3Df= alse;if(this._datepickerShowing){duration=3D(duration!=3Dnull?duration:th= is._get(inst,"duration"));var showAnim=3Dthis._get(inst,"showAnim");var = postProcess=3Dfunction(){$.datepicker._tidyDialog(inst)};if(duration!=3D"= "&&$.effects&&$.effects[showAnim]){inst.dpDiv.hide(showAnim,$.datepicker.= _get(inst,"showOptions"),duration,postProcess)}else{inst.dpDiv[(duration=3D= =3D""?"hide":(showAnim=3D=3D"slideDown"?"slideUp":(showAnim=3D=3D"fadeIn"= ?"fadeOut":"hide")))](duration,postProcess)}if(duration=3D=3D""){this._ti= dyDialog(inst)}var = onClose=3Dthis._get(inst,"onClose");if(onClose){onClose.apply((inst.input= ?inst.input[0]:null),[(inst.input?inst.input.val():""),inst])}this._datep= ickerShowing=3Dfalse;this._lastInput=3Dnull;if(this._inDialog){this._dial= ogInput.css({position:"absolute",left:"0",top:"-100px"});if($.blockUI){$.= unblockUI();$("body").append(this.dpDiv)}}this._inDialog=3Dfalse}this._cu= rInst=3Dnull},_tidyDialog:function(inst){inst.dpDiv.removeClass(this._dia= logClass).unbind(".ui-datepicker-calendar")},_checkExternalClick:function= (event){if(!$.datepicker._curInst){return}var = $target=3D$(event.target);if(($target.parents("#"+$.datepicker._mainDivId= ).length=3D=3D0)&&!$target.hasClass($.datepicker.markerClassName)&&!$targ= et.hasClass($.datepicker._triggerClass)&&$.datepicker._datepickerShowing&= &!($.datepicker._inDialog&&$.blockUI)){$.datepicker._hideDatepicker(null,= "")}},_adjustDate:function(id,offset,period){var target=3D$(id);var = inst=3Dthis._getInst(target[0]);if(this._isDisabledDatepicker(target[0]))= {return}this._adjustInstDate(inst,offset+(period=3D=3D"M"?this._get(inst,= "showCurrentAtPos"):0),period);this._updateDatepicker(inst)},_gotoToday:f= unction(id){var target=3D$(id);var = inst=3Dthis._getInst(target[0]);if(this._get(inst,"gotoCurrent")&&inst.cu= rrentDay){inst.selectedDay=3Dinst.currentDay;inst.drawMonth=3Dinst.select= edMonth=3Dinst.currentMonth;inst.drawYear=3Dinst.selectedYear=3Dinst.curr= entYear}else{var date=3Dnew = Date();inst.selectedDay=3Ddate.getDate();inst.drawMonth=3Dinst.selectedMo= nth=3Ddate.getMonth();inst.drawYear=3Dinst.selectedYear=3Ddate.getFullYea= r()}this._notifyChange(inst);this._adjustDate(target)},_selectMonthYear:f= unction(id,select,period){var target=3D$(id);var = inst=3Dthis._getInst(target[0]);inst._selectingMonthYear=3Dfalse;inst["se= lected"+(period=3D=3D"M"?"Month":"Year")]=3Dinst["draw"+(period=3D=3D"M"?= "Month":"Year")]=3DparseInt(select.options[select.selectedIndex].value,10= );this._notifyChange(inst);this._adjustDate(target)},_clickMonthYear:func= tion(id){var target=3D$(id);var = inst=3Dthis._getInst(target[0]);if(inst.input&&inst._selectingMonthYear&&= !$.browser.msie){inst.input[0].focus()}inst._selectingMonthYear=3D!inst._= selectingMonthYear},_selectDay:function(id,month,year,td){var = target=3D$(id);if($(td).hasClass(this._unselectableClass)||this._isDisabl= edDatepicker(target[0])){return}var = inst=3Dthis._getInst(target[0]);inst.selectedDay=3Dinst.currentDay=3D$("a= ",td).html();inst.selectedMonth=3Dinst.currentMonth=3Dmonth;inst.selected= Year=3Dinst.currentYear=3Dyear;if(inst.stayOpen){inst.endDay=3Dinst.endMo= nth=3Dinst.endYear=3Dnull}this._selectDate(id,this._formatDate(inst,inst.= currentDay,inst.currentMonth,inst.currentYear));if(inst.stayOpen){inst.ra= ngeStart=3Dthis._daylightSavingAdjust(new = Date(inst.currentYear,inst.currentMonth,inst.currentDay));this._updateDat= epicker(inst)}},_clearDate:function(id){var target=3D$(id);var = inst=3Dthis._getInst(target[0]);inst.stayOpen=3Dfalse;inst.endDay=3Dinst.= endMonth=3Dinst.endYear=3Dinst.rangeStart=3Dnull;this._selectDate(target,= "")},_selectDate:function(id,dateStr){var target=3D$(id);var = inst=3Dthis._getInst(target[0]);dateStr=3D(dateStr!=3Dnull?dateStr:this._= formatDate(inst));if(inst.input){inst.input.val(dateStr)}this._updateAlte= rnate(inst);var = onSelect=3Dthis._get(inst,"onSelect");if(onSelect){onSelect.apply((inst.i= nput?inst.input[0]:null),[dateStr,inst])}else{if(inst.input){inst.input.t= rigger("change")}}if(inst.inline){this._updateDatepicker(inst)}else{if(!i= nst.stayOpen){this._hideDatepicker(null,this._get(inst,"duration"));this.= _lastInput=3Dinst.input[0];if(typeof(inst.input[0])!=3D"object"){inst.inp= ut[0].focus()}this._lastInput=3Dnull}}},_updateAlternate:function(inst){v= ar altField=3Dthis._get(inst,"altField");if(altField){var = altFormat=3Dthis._get(inst,"altFormat")||this._get(inst,"dateFormat");var= = date=3Dthis._getDate(inst);dateStr=3Dthis.formatDate(altFormat,date,this.= _getFormatConfig(inst));$(altField).each(function(){$(this).val(dateStr)}= )}},noWeekends:function(date){var = day=3Ddate.getDay();return[(day>0&&day<6),""]},iso8601Week:function(date)= {var checkDate=3Dnew = Date(date.getFullYear(),date.getMonth(),date.getDate());var = firstMon=3Dnew Date(checkDate.getFullYear(),1-1,4);var = firstDay=3DfirstMon.getDay()||7;firstMon.setDate(firstMon.getDate()+1-fir= stDay);if(firstDay<4&&checkDatenew = Date(checkDate.getFullYear(),12-1,28)){firstDay=3Dnew = Date(checkDate.getFullYear()+1,1-1,4).getDay()||7;if(firstDay>4&&(checkDa= te.getDay()||7)0&&iValue=3D"0"&&v= alue.charAt(iValue)<=3D"9"){num=3Dnum*10+parseInt(value.charAt(iValue++),= 10);size--}if(size=3D=3DorigSize){throw"Missing number at position = "+iValue}return num};var = getName=3Dfunction(match,shortNames,longNames){var = names=3D(lookAhead(match)?longNames:shortNames);var size=3D0;for(var = j=3D0;j0&&iValue-1){mon= th=3D1;day=3Ddoy;do{var = dim=3Dthis._getDaysInMonth(year,month-1);if(day<=3Ddim){break}month++;day= -=3Ddim}while(true)}var date=3Dthis._daylightSavingAdjust(new = Date(year,month-1,day));if(date.getFullYear()!=3Dyear||date.getMonth()+1!= =3Dmonth||date.getDate()!=3Dday){throw"Invalid date"}return = date},ATOM:"yy-mm-dd",COOKIE:"D, dd M = yy",ISO_8601:"yy-mm-dd",RFC_822:"D, d M y",RFC_850:"DD, = dd-M-y",RFC_1036:"D, d M y",RFC_1123:"D, d M yy",RFC_2822:"D, d M = yy",RSS:"D, d M = y",TIMESTAMP:"@",W3C:"yy-mm-dd",formatDate:function(format,date,settings)= {if(!date){return""}var = dayNamesShort=3D(settings?settings.dayNamesShort:null)||this._defaults.da= yNamesShort;var = dayNames=3D(settings?settings.dayNames:null)||this._defaults.dayNames;var= = monthNamesShort=3D(settings?settings.monthNamesShort:null)||this._default= s.monthNamesShort;var = monthNames=3D(settings?settings.monthNames:null)||this._defaults.monthNam= es;var lookAhead=3Dfunction(match){var = matches=3D(iFormat+1=3D0;m--){doy+=3Dthis._getDaysInMonth(date.getFul= lYear(),m)}output+=3DformatNumber("o",doy,3);break;case"m":output+=3Dform= atNumber("m",date.getMonth()+1,2);break;case"M":output+=3DformatName("M",= date.getMonth(),monthNamesShort,monthNames);break;case"y":output+=3D(look= Ahead("y")?date.getFullYear():(date.getYear()%100<10?"0":"")+date.getYear= ()%100);break;case"@":output+=3Ddate.getTime();break;case"'":if(lookAhead= ("'")){output+=3D"'"}else{literal=3Dtrue}break;default:output+=3Dformat.c= harAt(iFormat)}}}}return output},_possibleChars:function(format){var = chars=3D"";var literal=3Dfalse;for(var = iFormat=3D0;iFormatmaxDate?maxDate:date);return = date},_determineDate:function(date,defaultDate){var = offsetNumeric=3Dfunction(offset){var date=3Dnew = Date();date.setDate(date.getDate()+offset);return date};var = offsetString=3Dfunction(offset,getDaysInMonth){var date=3Dnew Date();var = year=3Ddate.getFullYear();var month=3Ddate.getMonth();var = day=3Ddate.getDate();var = pattern=3D/([+-]?[0-9]+)\s*(d|D|w|W|m|M|y|Y)?/g;var = matches=3Dpattern.exec(offset);while(matches){switch(matches[2]||"d"){cas= e"d":case"D":day+=3DparseInt(matches[1],10);break;case"w":case"W":day+=3D= parseInt(matches[1],10)*7;break;case"m":case"M":month+=3DparseInt(matches= [1],10);day=3DMath.min(day,getDaysInMonth(year,month));break;case"y":case= "Y":year+=3DparseInt(matches[1],10);day=3DMath.min(day,getDaysInMonth(yea= r,month));break}matches=3Dpattern.exec(offset)}return new = Date(year,month,day)};date=3D(date=3D=3Dnull?defaultDate:(typeof = date=3D=3D"string"?offsetString(date,this._getDaysInMonth):(typeof = date=3D=3D"number"?(isNaN(date)?defaultDate:offsetNumeric(date)):date)));= date=3D(date&&date.toString()=3D=3D"Invalid = Date"?defaultDate:date);if(date){date.setHours(0);date.setMinutes(0);date= .setSeconds(0);date.setMilliseconds(0)}return = this._daylightSavingAdjust(date)},_daylightSavingAdjust:function(date){if= (!date){return = null}date.setHours(date.getHours()>12?date.getHours()+2:0);return = date},_setDate:function(inst,date,endDate){var clear=3D!(date);var = origMonth=3Dinst.selectedMonth;var = origYear=3Dinst.selectedYear;date=3Dthis._determineDate(date,new = Date());inst.selectedDay=3Dinst.currentDay=3Ddate.getDate();inst.drawMont= h=3Dinst.selectedMonth=3Dinst.currentMonth=3Ddate.getMonth();inst.drawYea= r=3Dinst.selectedYear=3Dinst.currentYear=3Ddate.getFullYear();if(origMont= h!=3Dinst.selectedMonth||origYear!=3Dinst.selectedYear){this._notifyChang= e(inst)}this._adjustInstDate(inst);if(inst.input){inst.input.val(clear?""= :this._formatDate(inst))}},_getDate:function(inst){var = startDate=3D(!inst.currentYear||(inst.input&&inst.input.val()=3D=3D"")?nu= ll:this._daylightSavingAdjust(new = Date(inst.currentYear,inst.currentMonth,inst.currentDay)));return = startDate},_generateHTML:function(inst){var today=3Dnew = Date();today=3Dthis._daylightSavingAdjust(new = Date(today.getFullYear(),today.getMonth(),today.getDate()));var = isRTL=3Dthis._get(inst,"isRTL");var = showButtonPanel=3Dthis._get(inst,"showButtonPanel");var = hideIfNoPrevNext=3Dthis._get(inst,"hideIfNoPrevNext");var = navigationAsDateFormat=3Dthis._get(inst,"navigationAsDateFormat");var = numMonths=3Dthis._getNumberOfMonths(inst);var = showCurrentAtPos=3Dthis._get(inst,"showCurrentAtPos");var = stepMonths=3Dthis._get(inst,"stepMonths");var = stepBigMonths=3Dthis._get(inst,"stepBigMonths");var = isMultiMonth=3D(numMonths[0]!=3D1||numMonths[1]!=3D1);var = currentDate=3Dthis._daylightSavingAdjust((!inst.currentDay?new = Date(9999,9,9):new = Date(inst.currentYear,inst.currentMonth,inst.currentDay)));var = minDate=3Dthis._getMinMaxDate(inst,"min",true);var = maxDate=3Dthis._getMinMaxDate(inst,"max");var = drawMonth=3Dinst.drawMonth-showCurrentAtPos;var = drawYear=3Dinst.drawYear;if(drawMonth<0){drawMonth+=3D12;drawYear--}if(ma= xDate){var maxDraw=3Dthis._daylightSavingAdjust(new = 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FLORIDA=20 DIFFERENTIATED ACCOUNTABILITY PROGRAM2010 =E2=80=93 2011 = SCHOOL IMPROVEMENT=20 PLAN

PART I: CURRENT SCHOOL STATUS

STUDENT ACHIEVEMENT DATA

HIGHLY QUALIFIED ADMINISTRATORS

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

HIGHLY QUALIFIED TEACHERS

Non-Highly Qualified Instructors

Staff Demographics

Teacher Mentoring Program

ADDITIONAL REQUIREMENTS

Coordination and Integration

Title I, Part A

Title I, Part C- Migrant

Title I, Part D

Title II

Title III

Title X- Homeless

Supplemental Academic Instruction (SAI)

Violence Prevention Programs

Nutrition Programs

Housing Programs

Head Start

Adult Education

Career and Technical Education

Job Training

Other

Response to Instruction/Intervention (RtI)

Literacy Leadership Team (LLT)

NCLB Public School Choice

*Elementary Title I Schools Only: Pre-School Transition

*Grades 6-12 Only

*High Schools Only

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goals

Mathematics Goals

Science Goals

Writing Goals

Attendance Goal(s)

Suspension Goal(s)

Dropout Prevention Goal(s)

Parent Involvement Goal(s)

Additional Goal(s)

FINAL BUDGET

Differentiated Accountability

School Advisory Council

School Advisory Council (SAC) Membership Compliance

Describe the activities of the School Advisory Council for the = upcoming=20 year

AYP DATA

SCHOOL GRADE DATA

FLORIDA=20 DIFFERENTIATED ACCOUNTABILITY PROGRAM
2010 =E2=80=93 2011 = SCHOOL IMPROVEMENT=20 PLAN