FLORIDA = DIFFERENTIATED=20 ACCOUNTABILITY PROGRAM
2009 =E2=80=93 2010 SCHOOL IMPROVEMENT = PLAN

School Name: RIVERDALE HIGH SCHOOL=20

District Name: Lee =

Principal: Gerald B. = Demming

SAC Chair: Barbara = Lukas

Superintendent: Dr. James=20 Browder

Date of School Board Approval: pending

Last Modified on: 09-11-2009

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

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

VISION and MISSION STATEMENTS

The Riverdale High School = mission:=20
Riverdale High School will adapt to the changing face of the = community while=20 preparing to meet the needs of a global society.

Vision: To be a = world=20 class school system.

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

05/06 06/07 07/08 08/09 =
Total=20 Enrollment: 1593 1814 1719 1612
Minority %: 30.7% 36.7% 35.4% 33.4%=20
Majority %: 69.3% 63.3% 64.5% 66.6%
ESE (not gifted) %: 15.6% = 14.2%=20 12.7% 10.9%
Gifted %: 7.3% 10.3% 12.1% 14.0%
ESOL %: 6.5% 8.8% = 7.0% 5.1%=20
Free and Reduced Price Lunch %: 38.0% 35.0% 44.0% =

Riverdale High=20 School was graded a C for the 2008-2009 school year, according to the = criteria=20 of Florida's A++ plan. Of the 93 teaching staff, less than 1% are Not = Highly=20 Qualified in specific courses that they teach, according to NCLB = guidelines,=20 and, one teacher is out-of-field in ESE Reading, planning on = re-instating this=20 certification area to the certificate.

With approximately 1600 = students,=20 trend data indicates improvement in AYP, and, even though we have yet to = attain=20 AYP in most subgroups, we have attained AYP in Writing. Our AYP gain in=20 subgroups ranged from 4 to 6 percent in reading and 3 to 9% in math. = Improvement=20 in reading continues to be a strong focus of all teachers at the school, = with an=20 additional emphasis on writing. The school's goal for 2008-2009 is to = become a B=20 school. This will necessitate an overall point gain of 22. The staff, = students=20 and parents of Riverdale are focused on attaining this goal and are = targeting=20 available, focusing on subgroups of students needing the most = improvement and=20 our lowest quartile of learners.

As staff reviews available = data, the=20 changes in our school demographics warrants additional focus in reading = and=20 writing instruction for all students. We will also focus on sustaining = our=20 highest performers while working to increase achievement of our lowest = quartile.=20 All staff will be participating in continuous development of teaching = strategies=20 to help support learning across all curricular areas.

Riverdale = has=20 approximately 300 students enrolled in the rigorous International = Baccalaureate=20 (IB) and pre-IB Diploma Programs.

Short term challenge: Become a = "B"=20 school by 2009-2010
Long term challenge: Become an "A" school by=20 2012

Unique School Strengths for Next Year

Riverdale High School has a = vigorous=20 International Baccalaureate Diploma Programme and a strong AP program = offering=20 rigorous coursework for all students who meet the academic criteria. = Riverdale=20 also has the District's longest running Agriculture courses, available = to those=20 students wanting to explore careers in farming, ecology and the = environment. The=20 percentage of Rivedale students requiring remediation has been declining = dramatically over the past 5 years and our graduation rate is = increasing, with=20 added support from on-line courses available during and after the school = day.=20

Riverdale High School also, for the first time, has the second = highest=20 SAT composite score average in the county, and the third highest ACT = composite=20 score average in the county, with a student scoring a perfect 36 on ACT = last=20 year and a student scoring a perfect 800 on the verbal portion of the=20 SAT.

Unique School Weaknesses for Next Year

Riverdale High School = continues to be=20 challenged by a lack of significant improvement in the Hispanic and = economically=20 disadvantaged student populations in Reading and Math. Other = opportunities for=20 improvement have arisen due to budget cuts which have affected the level = of=20 support staff available to assist teachers.

Student Demographics

Total enrollment school year = 08/09:=20 1612
Total Minority: 33.4%
ESE: 10.9%
Gifted: 14.0% =
Mobility=20 Rate: 24.0%
Stability Rate: 82.8%
Attendance: 93.0%
LEP: = 5.1%=20
Free/Reduced Lunch: 44.0%

Student Attendance Rates

For the 08-09 school year, = Riverdale=20 HS averaged 93% of students in attendance, an increase of .5% from the = previous=20 school year.

Student Mobility

Riverdale High School had an = 24.0%=20 mobility rate during the 08-09 school year, a decrease of 1.3% from the = previous=20 school year.

Student Suspension Rates

Riverdale High School has = experienced=20 a 17% decrease in In School (ISS)suspension rates and a 29% decrease in = Out Of=20 School (OSS)suspension rates. We have carefully and systematically = trained=20 teachers and informed Students and their parents regarding expectations = of=20 behaviors at school, and this, coupled with a consistent discipline = program and=20 application of consequences has lead to our seeing a decrease in the = need to=20 apply sanctions to students which include loss of instructional time.=20

Student Retention Rates

The School Board of Lee = County has=20 adopted a "zero progression" policy whereby students progress to the = next grade=20 level each academic year until their senior year. At that time, if they = have not=20 yet earned the required number of credits for a high school diploma, = options are=20 explored with them to either enroll in an adult GED program, reclaim = credits=20 through a credit recovery program, and/or enroll concurrently in Florida = Virtual=20 School.

Class Size

Riverdale High School's = average class=20 size in the 6 identified core areas was 23.19 students.

Academic Performance of Feeder Pattern

Riverdale High School has = three main=20 feeder middle schools, Lehigh Acres Middle, Oak Hammock Middle and Alva = Middle.=20 These schools send us over 2/3 of our incoming freshman class. A review = of the=20 most recent FCAT data shows that 8th grade reading performance, as = measured FCAT=20 Reading assessment, averages of 40% of students scoring level 3-5. In = math=20 achievement in 8th grade, the same shave an average of 52% students = achieving at=20 an FCAT level of 3-5. In 8th grade FCAT writing, 85% of from these = school score=20 at level 3 through 5.

Partnerships and Grants

Riverdale High School as a = partnership=20 with the First Bank, Verandah Branch, which supports student success = through a=20 'Student of the Month" award and teacher accomplishment through the = "Teacher of=20 the Month" award. The bank also supports a teacher and student of the = year=20 award.

STUDENT ACHIEVEMENT DATA

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

School Grades Trend Data

Adequate Yearly Progress (AYP) Trend Data

Florida Comprehensive Assessment Test (FCAT) Trend=20 Data

HIGHLY QUALIFIED ADMINISTRATORS

Position	Name	Degree(s)/ = Certification(s)	# of Years at Current = School	# of Years as an = Administrator	Prior Performance Record = *
Principal	Gerald=20 Demming	M.S. = Education	7=20	21=20	C=20 designation; rising Reading scores every year for the past 5 = years=20
Assis=20 Principal	Carl = Adams=20	M.S. = Education	29=20	17=20	C=20 designation; reading and math scores generally improving each year = for the=20 past 5 years
Assis=20 Principal	Jim=20 Loethen	M.S. = Admin	6=20	16=20	C=20 designation; reading and math scores generally improving each year = for the=20 past 5 years
Assis=20 Principal	Renee=20 Smith	M.S. = Admin	7=20	14=20	C=20 designation; reading and math scores generally improving each year = for the=20 past 5 years
Assis=20 Principal	Sue=20 Zellers	M.S. = Education	7=20	27=20	C=20 designation; reading and math scores generally improving each year = for the=20 past 5 years

* Note: Prior Performance Record (including prior School Grades = and AYP=20 information along with the associated school year)

HIGHLY QUALIFIED INSTRUCTIONAL COACHES

Subject Area	Name	Degree(s)/ = Certification(s)	# of Years at Current = School	# of Years as a Coach	Prior Performance Record = *
Reading	Sally=20 Roszell	Bachelors	6=20	6=20	Maintained a C = designation with=20 reading scores generally increasing each year for the past 5 = years=20

* Note: Prior Performance Record (including prior School Grades = and AYP=20 information along with the associated school year)

HIGHLY QUALIFIED TEACHERS

Description of Strategy	Person Responsible	Projected Completion = Date	Not Applicable (If not, = please explain=20 why)
Regular meetings of = new=20 teachers with Assist. Principal	Assistant=20 Principal	Ongoing=20
Mentoring of new = teachers with=20 veteran teacher and collegial coach	Assistant=20 principal and veteran teacher	Ongoing=20

Non-Highly Qualified Instructors

Name	Certification	Teaching Assignment	Professional = Development/Support to=20 Become Highly Qualified
Janice = Daniel-Baldie=20	Reading and=20 ESOL endorsement; Elem and Sec SLD certification	Reading=20 9-12; Intensive Reading	Will take=20 elem certification exam to complete HQ status in ESE=20

Staff Demographics

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	% Reading Endorsed Teachers	% National Board Certified Teachers	% ESOL Endorsed
80	3	37	31	28	28	99	9	1	15

Teacher Mentoring Program

Mentor Name	Mentee Assigned	Rationale for Pairing	Planned Mentoring = Activities
Ernest = Browning	Keith=20 Frederick	Veteran=20 teacher with expereince working with low performing = students.	The mentor=20 and mentee are meeting twice monthly to review and discuss = evidence based=20 strategies and results of implementation of specific suggestions, = in a PLC=20 format. The mentor is provided common planning time as well as = release=20 time to observe the mentee and provide feedback and = coaching.=20
Anne Hester =	Morgan=20 Marinell	Veteran=20 English teacher paird with newly hired English teacher =	The mentor=20 and mentee are meeting twice monthly to review and discuss = evidence based=20 strategies and results of implementation of specific suggestions, = in a PLC=20 format. The mentor is provided common planning time as well as = release=20 time to observe the mentee and provide feedback and coaching.=20
Trista = McMorrow	Justin=20 Ankney	Veteran Math=20 teacher paired with newly hired and inexpereinced math = teacher	The mentor=20 and mentee are meeting twice monthly to review and discuss = evidence based=20 strategies and results of implementation of specific suggestions, = in a PLC=20 format. The mentor is provided common planning time as well as = release=20 time to observe the mentee and provide feedback and coaching.=20

ADDITIONAL REQUIREMENTS

Coordination and Integration

Note: For Title I schools only

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)

School-based = RtI=20 Team

Identify the school-based RtI Leadership Team.

The Rti Leadership Team for = Riverdale=20 HS consists of the following members:
Gerald Demming, Principal =
Sue=20 Zellers, Assistant Principal, Curriculum
Sally Roszell, Reading = Coach=20
Cathy Weller, ESOL teacher
Misti Gonzalez, ESE teacher and Dept=20 Head

Describe how the school-based RtI Leadership Team functions (e.g. = meeting=20 processes and roles/functions).

The Rti Leadership team at = Riverdale=20 HS meets on an as needed basis to analyze school and student progress = data. This=20 provides the team with an opportunity to monitor the progress of = students=20 receiving interventions and to identify students in need of more = support. The=20 team uses the five step problem solving process as outlined in the = district's=20 Response to Intervention Manual. The roles of each member are as = follows:=20

Classroom Teacher:
Keep on-going progress monitoring notes = in an Rti=20 folder to be filed in the cumulative folder at the end of the school = year or=20 upon transfer/withdrawal.
Attend Rti meetings to collaborate on and = monitor=20 students who are struggling
Implement interventions designed by Rti = team for=20 students in Tier 2 and 3
Deliver interventions with fidelity =

Reading=20 Coach:
Attend Rti Team meetings
Train teachers in interventions, = progress monitoring, differentiated instruction
Implement Tier 2 and = 3=20 interventions
Keep progress notes
Collect school-wide data for = team to=20 use in determining at-risk students
Administer screenings=20

Principal/APC:
Facilitate implementation of Rti at Riverdale = HS=20
Attend Rti Team meetings
Coordinate professional development =
Monitor=20 fidelity through CWT's

ESE Teacher/Dept Head:
Consult with = Rti Team=20 concerning Tier 3 interventions
Incorporate Rti data when making = eligibility=20 decisions

ESOL Teacher
Attend Rti Team meetings
Advise = and=20 complete ant ELL paperwork
Conduct language screenings and = assessments=20
Provide ELL interventions at all Tiers

Describe the role of the school-based RtI Leadership Team in the = development=20 and implementation of the school improvement plan

The Rti Leadership Team = assists with=20 the analysis of school, classroom and student level data in order to = identify=20 areas for school improvement. Additionally, the team assists with the = evaluation=20 of the student response to current interventions, curricula and = school-based=20 support systems.

RtI=20 Implementation

Describe the data management system used to summarize tiered = data.

Riverdale High School = utilizes the=20 district adopted data management system, Pinnacle Analytics. This allows = the=20 school comprehensive access to all school and district databases, = thereby=20 assisting with the detailed analysis of district, school, classroom and = student=20 level data. These analyses assist with the tracking of student progress, = management of diagnostic, summative and formative assessment data, and = the=20 response of students to implemented interventions.

Describe the plan to train staff on RtI.

The Lee County School = District has=20 developed a comprehensive training and support plan for schools. = District teams=20 have been established to support schools in the implementation of the = Rti=20 process for all students. The teams provide training, coaching, = modeling, data=20 analysis, and guidance to assist schools with the implementation of = supplemental=20 and intensive strategies designed to improve the educational outcomes = for=20 students with academic and behavioral needs.

The teams are = comprised of=20 teachers with knowledge in effective instructional practices, data = anaylsis,=20 behavior management techniques and ESOL strategies. All team members are = provided on-going staff development training regarding the Rti process = and=20 research based best practices to support the academic and behavioral = needs of=20 stduents.

=20

School Wide Florida=E2=80=99s Continuous Improvement Model

Plan

Data Disaggregation = 2008-2009 FCAT=20 Data

What strengths and weaknesses were identified in the 2009 data by = grade=20 level, subject area, and clusters/strands?

The School District of Lee = County uses=20 the Florida Sterling Quality method of continuous improvement. Riverdale = High=20 School's most recent available data reflects the following strengths and = weaknesses:
73% of all students are making gains in math while 76% = are=20 meeting high standards in math.
The percentage of students scoring a = level 3=20 or higher in Science has improved by at least a percentage each year. =
The=20 number of students requiring reading remediation is decreasing each = year.=20
Writing performance, as measured by 10th grade FCAT indicates that = students=20 are not performing up to expectation, showing a decline in average = scores of=20 3%.

Instructional Calendar=20 Development

What is the process for developing, implementing, and monitoring an=20 Instructional Focus Calendar for reading, writing, mathematics, and = science?

The IFCs were created in = August, 2009.=20 The IFC will be updated in October, 2009 after the disaggregated data = results=20 from the September pre-tests are reviewed and analyzed. IFCs will again = be=20 updated in January 2010 as determined by the disaggregated data results = from the=20 December mid-term tests.

Data used will be available in Pinnacle = Analytics which details pre-test results by course and teacher. Teachers = in core=20 academic areas administering pre tests will be involved in the data=20 disaggregation and the development of the IFCs.

The Academic = Plan for=20 each core area was reviewed, benchmarks selected and pacing discussed to = determine the duration of instruction.

Which instructional Benchmarks will be given priority focus, based on = need,=20 for each content area (reading, writing, mathematics, and science)?

Mathematics: in 9th grade = number sense=20 is the least proficient strand and will be given priority focus. In 10th = grade,=20 geometry was the least proficient strand and will be given priority = focus.=20

Reading: In 9th and 10th grade reference and research is the = least=20 proficient strand and will be given priority focus.

Writing: = Support and=20 use of conventions in persuasive writing were the least proficient = strands and=20 will be given priority focus.

Science: Physical and chemical = sciences=20 were the least proficient strand and will be given priority=20 focus.

What is the process to ensure instruction is based on individual = students=E2=80=99=20 needs, as opposed to the master schedule?

FCAT scores in conjunction = with=20 teacher disaggregated data on pre-post testing were used by = administration to=20 identify teacher strengths based on a continuum from high to low. The = master=20 schedule and teaching assignments were adjusted with teacher performance = in each=20 curriculum in mind. Strong teachers are assigned to work in some of our = priority=20 focus areas with the least proficient students.

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

Teachers use "bell ringers" = to connect=20 daily events to the students lives and world events. They also work with = students to identify the objective of the day each day and answer the = question=20 "why do we have to learn this?" The day's objective is placed = prominently on the=20 whiteboard each day and is discussed prior to the start of class to set = the=20 stage for learning.

Students are encouraged to explore their = interests=20 and passions by taking electives that they can either parlay into a job = outside=20 the school day, use a entry level training for future employment, or = explore as=20 a topic that they might further want to study at a post secondary = learning=20 institution.

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?

Using the students' MAI, as = documented=20 in their ePEP, we encourage and suggest through counseling, various = electives=20 that would align with their choice. During the course of the required = Freshman=20 Success class, students have an opportunity to explore areas of interest = that=20 might be new to them, and, sign up for additional electives during the = second=20 semester that may not have been clearly understood prior to the=20 class.

Direct the Instructional = Focus

How are lesson plans and instructional delivery aligned across grade = levels=20 and subject areas?

Grade levels and departments = work=20 together to plan vertically and horizontally. Common core planning, = curriculum=20 and assessments support common instructionl delivery across the=20 school.

How are instructional focus lessons developed and delivered?

Core academic teachers have = developed=20 instructional focus lessons that will be delivered at the beginning of = the class=20 to focus the instruction for the day. Teachers have worked in common = course=20 teams to develop these lessons and determine the optimum methodolgy for=20 delivery.

How will instructional focus lessons be revised and monitored?

Anecdotal notes from = teachers and spot=20 surveys of student perceptions will provide teachers and the = administration with=20 data regarding the relevance and effectiveness of the=20 lessons.

CHECK

Assessment

Describe the types of ongoing formative assessments to be used during = the=20 school year to measure student progress in core, supplemental, and = intensive=20 instruction/intervention.

Assessments are teacher = developed=20 informal assessments and checklists that measure student understanding. = The=20 teachers will 'dipstick" twice/month to determine student=20 progress.

How are assessments used to identify students reaching mastery and = those not=20 reaching mastery?

Mastery is determined to be = 70% of=20 students attaining 80% of the lesson correct. This was arrived at by = reviewing=20 past student performance and discussing teacher perceptions of current = classes=20 of students and realistic goals. Students were also asked to add to this = discussion by setting goals for themselves individually and their class = as a=20 whole. Assessments will be used to identify topics and concepts that = should be=20 re taught, re discussed, revisited in order to ensure understanding. = Teachers=20 will be able to employ lessons iwith a differentiated methodology so = that all=20 students have a opportunity to be successful.

Maintenance

How is ongoing assessment and maintenance of Benchmark mastery for = each grade=20 level and content area built into the Instructional Focus Calendar?

Students who are performing = at mastery=20 levels will have an oportunity to extend and expand their conceptual = learning.=20 They will also be able to share their knowledge with others in the = classroom=20 through cooperative groupings.

Describe the process and schedule for teams to review progress = monitoring=20 data (summative and mini assessments) to identify the required = instructional=20 modifications that are needed to increase student achievement.

Teacher teams will meet to = review=20 common assessments and data during their after school planning time. = They will=20 document the meetings on the school calendar and share outcomes with the = administration.

Monitoring

Describe the Principal=E2=80=99s and Leadership Team=E2=80=99s roles = as instructional leaders=20 and how they will be continuously involved in the teaching and learning=20 process.

The administrative team, = lead by the=20 principal, conducts daily walk throughs, monitors lesson plans on-line = and=20 attends teacher team meetings when possible. The Leadership Team meets = monthly=20 to discuss general challenges and share data, ensuring that all staff in = leadership positions know the focus of the school, the lessons, the = progress=20 toward our goals and are able to communicate clearly common expectations = to=20 their teams.

ACT

Supplemental and Intensive=20 Instruction/Interventions

Identify the core, supplemental, and intensive instruction and=20 interventions.

Target areas that are not = mastered=20 will be identified and re-taught using a variety of instructional = strategies=20 that have been developed with all staff over the last two years during = twice=20 monthly training sessions. These include but are not limited to: Drawing = inferences and making conclusions, RAFT, Activating Prior Knowledge,=20 Organizational Patterns, Differentiated Instruction.

How are supplemental and intensive instruction/interventions and = tutorials=20 structured to re-teach non-mastered target areas?

The use of computer-based = learning,=20 with focused practice and teacher facilitation will help students master = targted=20 areas that are challenging. On-going spiraling review of focus concepts = will=20 also be an integral part of re-teaching.

How does the school identify staff=E2=80=99s professional development = needs to=20 improve their instructional strategies?

We use all available data, = teachers=20 are trained to access and review the relevant data for their classes.=20 Administration does daily walk throughs and drop ins to assess = opportunities for=20 improvement and identify those staff and strategies that are working = well. Staff=20 is encouraged to share, model and observe each other when possible to = "seed"=20 ideas and techniques from one teacher and discipline to = another.

Which students will be targeted for supplemental and intensive=20 instruction/interventions?

Students who are identified = by=20 teachers, administration, counselors, and/or instructional coaches as = struggling=20 will be targeted for intervention. Many times these students are = encouraged to=20 access the Instructional Skills Development Lab, where students can get=20 one-one-one assistance. Students also are scheduled into intensive = support=20 classes based on available test data.

How will the effectiveness of the interventions be measured = throughout the=20 year?

All staff providing support = service=20 meet together routinely or as evidenced by failure to perform by a = student, to=20 discuss effectiveness of the intervention. Counselors and teachers woirk = with=20 parents to monitor student success and discuss any factors that may be=20 interfering with the student's performance (discipline, attendance). = Strategies=20 are developed to assist the student who has performance issues that are = based on=20 attendance and discipline, with the assistance of administration, = counselors and=20 teachers.

Enrichment

Describe alternative instructional delivery methods to support = acceleration=20 and enrichment activities.

Students who exceed mastery = levels are=20 encouraged to take advantaged of additional coursework through Florida = Virtual=20 School, Dual Enrollment, IB and AP classes.

Describe how students are identified for enrichment strategies.

Students who demonstrate = consistent=20 mastery in an area or areas, as well as available assessment data and = teacher=20 recommendation are used to identify students who are likely to exceed in = enrichment environments. parents are also a part of the process to = determine=20 motivation, discipline, desire and willingness on the part of the = student to=20 attempt a higher level of instruction.

Professional Learning Communities

PLC Organization (grade = level, subject,=20 etc.)	PLC Leader	Frequency of PLC = Meetings	Schedule (when)	Primary Focus of PLC (include = Lesson=20 Study and Data Analysis)
Freshman Success = teachers,=20 reading coach, ESOL teacher	Michelle Weidinger, = Freshman Success=20 lead teacher	Weekly	During=20 common planning time	Create common=20 lesson plans, analyze data and assessments to focus instruction, = monitor=20 students for possible Rti support
Math Dept =	Beth=20 Vickery	Monthly	Common=20 planning time after school	Research and=20 implement best practices in creating student discussions; teaching = in the=20 block effectively; using data to analyze student progress and = monitor=20 success.
Teachers with less = then 3=20 years experience in core academic areas	Sue=20 Zellers	Monthly	Common=20 planning time after school	Research=20 responses to issues noting best practices; anaylze student = progress using=20 data available in SNAPSHOT; developing strategies for improving = student=20 performance

NCLB Public School Choice

Note: For Title I schools only

Notification of (School in Need of Improvement) SINI Status
No Attached Notification of (School = in Need of=20 Improvement) SINI Status
Public School Choice with Transportation (CWT) Notification
No Attached Public School Choice with = Transportation=20 (CWT) Notification
Notification of (School in Need of Improvement) SINI Status
No Attached Supplemental Educational = Services (SES)=20 Notification

Pre-School Transition

Postsecondary Transition

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

Riverdale High School's = number of=20 graduates earning a standard high school diploma or GED has = significantly=20 increased each year since 2005, and the percentage of students enrolled = in a=20 college prep curriculum has steadily improved, though still lags = slightly behind=20 the district and state average. The school's percentage of students = completing=20 at least one AP, IB and/or DE course has improved significantly and is = now equal=20 to the state average while surpassing the district average. The school = continues=20 to work on improving the percentages of students who score a 3 or better = on both=20 math and reading FCAT, by working with targeted groups of students,=20 differentiating instruction, focusing on skill development after = reviewing all=20 available sub-test data on student achievement.

PART II: EXPECTED IMPROVEMENTS

Action=20 Step Person=20 Responsible for Monitoring the Action Step Process=20 Used to Determine Effectiveness of Action Step Evaluation=20 Tool

Reading Goal
Needs=20 Assessment:	Based=20 on School Grade and Adequate Yearly Progress Data: Did the = total=20 percent proficient increase or decrease? What is the percent=20 change? What clusters/strands, by grade level, showed = decrease in=20 proficiency? Did all student subgroups meet AYP targets? If = not,=20 which subgroups did not meet the targets? Did 50% or more = of the=20 lowest 25% make learning gains? What is the percent of the lowest = 25% of=20 students making learning gains? Did 50% or more of the = total number=20 tested make learning gains? What is the percent of students making = learning gains?

Based = on the=20 Needs Assessment, Identify Area(s) for Improvement	Objective Linked=20 to Area of Improvement
1. In=20 2009 44% of students grades 9-10 in the white sub group = scored in=20 levels 3-5 on the FCAT Reading assessment as reported in the = 2008-2009 AYP Report. 2. In 2009 36% of students in = the=20 Hispanic subgroup scored in levels 3-5 on the FCAT Reading=20 assessment as reported in the 2008-2009 AYP Report. = 3. In=20 2009 36% of students in the Economically Disadvantaged = subgroup=20 scored in levels 3-5 on the FCAT Reading assessment as = reported in=20 the 2008-2009 AYP Report.	1. In=20 2009-2010, the percentage of white students grades 9-10 in = the white=20 subgoup scoring in levels 3-5 will increase from 44% to 50% = as=20 reported in the 2009-2010 AYP report. 2.In = 2009-2010, the=20 percentage of white students grades 9-10 in the Hispanic = subgoup=20 scoring in levels 3-5 will increase from 36% to 42% as = reported in=20 the 2009-2010 AYP report. 3. In 2009-2010, the = percentage of=20 students grades 9-10 in the Economically Disadvantaged = subgoup=20 scoring in levels 3-5 will increase from 36% to 42% as = reported in=20 the 2009-2010 AYP report.

1.=20 Implementation of FAIR assessment to monitor student = progress=20

2. Focused lessons on reading in the content area =

3.=20 Identification by each teacher through SNAPSHOT of students = in need=20 of improvement

1.=20
Principal, APC and Reading Coach

2.=20
Principal, APC and Reading Coach =

3.Principal,=20 APC and Reading Coach

1.=20 Review of FAIR data reports

2. Lesson plan = review=20 and observation during CWT

3. Progress = monitoring=20 through interim reports, available data, CWTs.

1.=20
FAIR Assessment

2. CWT's focused on = strategies=20 outlined in lesson plans

3.Review with each = teacher=20 their lists, data on progress of those students and = observations=20 during CWTs. =

Professional Development Aligned with = Objective:
=20

Objective = Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ = Monitoring	Person Responsible for=20 Monitoring
. In 2009 44% of = students=20 grades 9-10 in the white sub group scored in levels 3-5 on = the FCAT=20 Reading assessment as reported in the 2008-2009 AYP Report.=20 2. In 2009 36% of students in the Hispanic subgroup = scored=20 in levels 3-5 on the FCAT Reading assessment as reported in = the=20 2008-2009 AYP Report. 3. In 2009 36% of students in = the=20 Economically Disadvantaged subgroup scored in levels 3-5 on = the FCAT=20 Reading assessment as reported in the 2008-2009 AYP Report.=20	Instructional = Strategies for=20 Reading in the Content Area	Reading = Coach	Ongoing 2009-2010 = school=20 year	Classrooms visits, = lesson=20 plans	Principal, Asst.=20 Principals

For Schools with Grades 6-12, = Describe the=20 Plan to Ensure the Responsibility of Teaching Reading for Every=20 Teacher

Riverdale High School = has a=20 systematic approach to teaching reading across the curriculum. = Every=20 student has a Silent Sustained Reading time each day of 8 minutes. = Additionally, every teacher identifies a daily reading objective = that is=20 incorporated into their lesson, and students are aware of how = reading=20 integrates into each course. Every teacher is also aware of each = of the=20 student's reading level and differentiates accordingly to support=20 achievement.

Budget:

Evidence-based Program(s)/Material(s)
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Additional teacher = books for=20 PLC development in reading	Textbook	$3,000.00
Total:=20 $3,000.00
Technology
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Professional Development
Description=20 of Resources	Funding=20 Source	Available=20 Amount
In house = trainer	n/a	$0.00
Total:=20 $0.00
Other
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Final=20 Total: $3,000.00

End of Reading Goal

Action=20 Step Person=20 Responsible for Monitoring the Action Step Process=20 Used to Determine Effectiveness of Action Step Evaluation=20 Tool

Mathematics Goal
Needs=20 Assessment:	Based=20 on School Grade and Adequate Yearly Progress Data: Did the = total=20 percent proficient increase or decrease? What is the percent=20 change? What clusters/strands, by grade level, showed = decrease in=20 proficiency? Did all student subgroups meet AYP targets? If = not,=20 which subgroups did not meet the targets? Did 50% or more = of the=20 lowest 25% make learning gains? What is the percent of the lowest = 25% of=20 students making learning gains? Did 50% or more of the = total number=20 tested make learning gains? What is the percent of students making = learning gains?

Based = on the=20 Needs Assessment, Identify Area(s) for Improvement	Objective Linked=20 to Area of Improvement
In = 2009-10,=20 60% of students in grades 9-10 in the Hispanic subgroup = scored in=20 levels 3-5 on the FCAT Math asssessment as reported in the = 2008-2009=20 AYP report. In 2009-10, 61% of students in grades = 9-10 in=20 the Economically Disadvangtaged subgroup scored in levels = 3-5 on the=20 FCAT Math asssessment as reported in the 2008-2009 AYP=20 report.	In = 2009-10,=20 the percentage of students in grades 9-10 in the Hispanic = subgroup=20 scoring in levels 3-5 on the FCAT Math assessment will = increase from=20 60% to 64%, as reported by the AYP report. In = 2009-10, the=20 percentage of students in grades 9-10 in the Economically=20 Disadvantaged subgroup scoring in levels 3-5 on the FCAT = Math=20 assessment will increase from 61% to 64%, as resported by = the AYP=20 report.

1.=20 Implementation of the Johns Hopkins Univ study for all = freshman=20 scoring levels 1 and 2 in FCAT math.

2. Use of = available=20 data to target specific skill weakness and develop = remediation.=20

3. Focused lessons using availabl supplemental = technological=20 resources for additional practice and learning = support.

1.=20 Principal, Math Dept. Head, District math coach =

2.=20 Principal, Asst. principal, curriculum

3. = Principal,=20 Asst. principals

1.=20 Review of project assessment data

2. Review of = pre/post=20 assessment data, lesson plans

3. Classroom walk = thoughs,=20 lesson plan review

Project=20 assessment. classroom walk throughs, teacher pre post test=20 data

Professional Development Aligned with = Objective:
=20

Objective = Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ = Monitoring	Person Responsible for=20 Monitoring
In 2009-10, the=20 percentage of students in grades 9-10 in the Hispanic = subgroup=20 scoring in levels 3-5 on the FCAT Math assessment will = increase from=20 60% to 64%, as resported by the AYP report. In = 2009-10, the=20 percentage of students in grades 9-10 in the Economically=20 Disadvantaged subgroup scoring in levels 3-5 on the FCAT = Math=20 assessment will increase from 61% to 64%, as resported by = the AYP=20 report.	Data Analysis and = review;=20 effective use of data to inform instruction	In-House = staff=20	On-going =	Review of = assessment data;=20 student progress data; teacher input and observation =	Principal; Assistant = principals =

Budget:

Evidence-based Program(s)/Material(s)
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Staff developed = "How do I"=20 manuals and handouts	School materials = budget	$300.00
= Total:=20 $300.00
Technology
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Smartboards	District Tech = funds	$9,000.00
= Total:=20 $9,000.00
Professional Development
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
= Total:=20 $0.00
Other
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
= Total:=20 $0.00
Final Total:=20 $9,300.00

End of Mathematics Goal

Action=20 Step Person=20 Responsible for Monitoring the Action Step Process=20 Used to Determine Effectiveness of Action Step Evaluation=20 Tool

Science Goal
Needs=20 Assessment:	Based=20 on School Grade Data: Did the total percent proficient = increase or=20 was the percent proficient maintained? What = clusters/strands showed=20 decrease in proficiency?

Based = on the=20 Needs Assessment, Identify Area(s) for Improvement	Objective Linked=20 to Area of Improvement
In=20 2009, 36% of students in grade 11 achieved levels 3-5 on the = FCAT=20 science assessment as reported by the School Grade = Report.=20	In=20 2009-10, 36% of students in grade 11 scored in levels 3-5 on = the=20 FCAT science assessment. In 2009-10, 11 the grade students = scoring=20 betweem levels 3-5 will increase to 40% as reported by the = School=20 Grade Report to exceed the state average score of = 37%.

Pre=20 testing for all 11th grade students in general science = concepts=20

Practice using targeted instructional materials =

Science=20 Dept Head, Assistant
Principal

Review=20 of pre test data for all 11th grade students; review of = targeted=20 lesson plans; classroom visits

Post=20 test data and FCAT Science review tools=20

Professional Development Aligned with = Objective:
=20

Objective = Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ = Monitoring	Person Responsible for=20 Monitoring
In 2009, 36% of = students=20 in grade 11 achieved levels 3-5 on the FCAT science = assessment as=20 reported by the School Grade Report.	General Science =	Department = Head=20	May, 2010 =	Disaggregate and = review=20 data; use data to plan targeted lessons	Principl, Assistant=20 Principal =

Budget:

Evidence-based Program(s)/Material(s)
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Teacher guides for = general=20 science COACH workbooks	Textbook = account	$300.00
Total:=20 $300.00
Technology
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Professional Development
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Other
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Final=20 Total: $300.00

End of Science Goal

Action=20 Step Person=20 Responsible for Monitoring the Action Step Process=20 Used to Determine Effectiveness of Action Step Evaluation=20 Tool

Writing Goal
Needs=20 Assessment:	Based=20 on School Grade Data: Did the total percent proficient = increase or=20 was the percent proficient maintained? What = clusters/strands showed=20 decrease in proficiency?

Based = on the=20 Needs Assessment, Identify Area(s) for Improvement	Objective Linked=20 to Area of Improvement
In=20 2009, 77% of students in grade 10 in the Hispanic subgroup = scored in=20 levels 3-5 as measured by the FCAT Writing assessment and = reported=20 by the 2008-2009 AYP report.	In=20 2009-2010, the percentage of Hispanic students in Grade 10 = scoring=20 in levels 3-5 on the FCAT Writing assessment will increase = from 77%=20 to 80% as reported in the 2009-2010 AYP report. =

1.=20 Use of district writing pretest data to set baseline = achievement=20 levels for students, focus instruction.

2. Use of = mirror=20 writing tests to "dipstick" progress and monitor = improvement.=20

3. Identification by each teacher of student = strengths=20 and weaknesses using SNAPSHOT data for analysis. =

Principal,=20 Asst. Principal, English Dept. Head

English=20 Department Head

Principal, Assistant = Principal=20

Data=20 analysis through District systems; lesson plan review;=20

Review of aggregate data fro each class; review and = analysis=20 of indicidual results

Compilation by teachers of = data=20 indicators for each student in classroom; identification of = students=20 who need targeted instruction

Pre-post=20 test data review; lesson plan review; teacher observations.=20

Posttest data; review of writing samples; = student=20 grades; teacher observations.

Review of objectives = and=20 student performance during walk throughs=20

Professional Development Aligned with = Objective:
=20

Objective = Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ = Monitoring	Person Responsible for=20 Monitoring
In 2009-2010, the = percentage of Hispanic students in Grade 10 scoring in = levels 3-5 on=20 the FCAT Writing assessment will increase from 77% to 80% as = reported in the 2009-2010 AYP report.	Getting to a 5: = Improving the=20 process of writing	In-House = staff=20	On-going during=20 2009-10	Teacher analysis = of=20 available data; lesson plans; walk throughs	Principal; Assist = Principal;=20 Dept Head =

Budget:

Evidence-based Program(s)/Material(s)
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Teacher reference=20 materials	School budget	$500.00
Total:=20 $500.00
Technology
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Smartboards	District Technology = Funds	$7,000.00
Total:=20 $7,000.00
Professional Development
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Other
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Final=20 Total: $7,500.00

End of Science Goal

Action=20 Step Person=20 Responsible for Monitoring the Action Step Process=20 Used to Determine Effectiveness of Action Step Evaluation=20 Tool

Parent Involvement Goal
Needs=20 Assessment:	Based=20 on information from School Grade and Adequate Yearly Progress=20 Data: Were parent involvement activities and strategies = targeted to=20 areas of academic need? Based on information from surveys,=20 evaluations, agendas, or sign-ins: Was the percent of = parent=20 participation in school activities maintained or increased from = the prior=20 year? Generally, what strategies or activities can be = employed to=20 increase parent involvement?

Based = on the=20 Needs Assessment, Identify Area(s) for Improvement	Objective Linked=20 to Area of Improvement
Based=20 on a school staff survey, teachers communicated with 40% of = parents=20 quarterly.	Through=20 expanded use of teacher voicemail, newsletters and = Parentlink, every=20 teacher will make an attempt to communicate with 75% of all = parents=20 each semester.

Parentlink=20 training

Principal,=20 Technology Specialist

Review=20 of usage logs

Parent=20 Surveys, teacher logs, usage logs=20

Professional Development Aligned with = Objective:
=20

Objective = Addressed	Content/Topic	Facilitator	Target Date	Strategy for Follow-up/ = Monitoring	Person Responsible for=20 Monitoring
Based on a school = staff=20 survey, teachers communicated with 40% of parents quarterly. =	Home-School=20 communication	Principal, Tech = Specialist	May, 2010 =	Staff = Survey	Principal=20

Budget:

Evidence-based Program(s)/Material(s)
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Technology
Description=20 of Resources	Funding=20 Source	Available=20 Amount
Parentlink = Training	Title II	$2,000.00
Total:=20 $2,000.00
Professional Development
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Other
Description=20 of Resources	Funding=20 Source	Available=20 Amount
No=20 Data	No=20 Data	$0.00
Total:=20 $0.00
Fi= nal=20 Total: $2,000.00

End of Parent Involvement Goal

Other Goals

No Other Goals were = submitted for=20 this school

FINAL BUDGET

Evidence-based Program(s)/Material(s)
Goal	Description=20 of Resources	Funding=20 Source	Available=20 Amount
Reading	Additional teacher books = for PLC=20 development in reading	Textbook	$3,000.00
Mathematics	Staff=20 developed "How do I" manuals and handouts	School=20 materials budget	$300.00
Writing	Teacher reference = materials	School budget	$500.00
Science	Teacher guides=20 for general science COACH workbooks	Textbook=20 account	$300.00
Tot= al:=20 $4,100.00
Technology
Goal	Description=20 of Resources	Funding=20 Source	Available=20 Amount
Mathematics	Smartboards	District Tech funds	$9,000.00
Writing	Smartboards	District=20 Technology Funds	$7,000.00
Parental Involvement	Parentlink Training	Title II	$2,000.00
Tot= al:=20 $18,000.00
Professional Development
Goal	Description=20 of Resources	Funding=20 Source	Available=20 Amount
Reading	In house trainer	n/a	$0.00
Tot= al:=20 $0.00
Other
Goal	Description=20 of Resources	Funding=20 Source	Available=20 Amount
No = Data	No = Data	No = Data	$0.00
Tot= al:=20 $0.00
Final=20 Total: $22,100.00

Differentiated Accountability

School-level Differentiated Accountability Compliance

Intervene

Correct II

Prevent II

Correct = I

Prevent I

= 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=20 the above statement.

Projected = use of SAC=20 Funds	Amount
Schools were not awarded SIP = funds=20 for the 2009-10 school year	0=20

Describe the Activities of the School Advisory Council for the = Upcoming=20 Year

SAC will be approving the = final SIP on=20 October 12, 2009. The purpose of the School Advisory Council is to = perform the=20 functions that are prescribed by the regulations of the School Board. = The SAC=20 will assist in the preparation and evaluation of the School Improvement = Plan=20 (SIP), will give advice concerning the annual school budget, and will = approve=20 the use of the school improvement funds.

SAC meetings are = publicized on=20 the Riverdale HS website, they are listed on the school marquee in front = of the=20 building and they are listed in the school newsletter under upcoming = events. A=20 phone call is also made to all school parents at the beginning of the = school=20 year notifying them about the recurring SAC meeting and inviting=20 attendance.

SAC Members

Members1) =20 Gerald = Demming, =20 Principal = 2) =20 Barbara = Lukas, =20 SAC Chair = 3) =20 Christian=20 Pierre-Canul, Student 4) =20 Lauren = Lincheanat, =20 Student 5) =20 Louis = Lillard, =20 Teacher 6) =20 Nancy = Bell, Teacher 7) =20 Ginger = Ribinski, =20 Teacher 8) =20 Fred = Mornado, =20 Business Member = 9) =20 Ron = Lemke, Parent 10) =20 Lucy = Stratham, =20 Parent 11) =20 Brenda = Reynolds, =20 Community Member = 12) =20 Charles = Drayton, =20 School Support = Personnel=20

AYP DATA

2008-2009 = Adequate Yearly=20 Progress (AYP) Report - Page = 2	Lee RIVERDALE = HIGH SCHOOL=20 0591
Number of students enrolled in the = grades=20 tested: =20 =20 =20	Read: 813 Math: 813 =	2008-2009 School Grade¹:	C	Did the School make Adequate Yearly Progress?	NO
This section shows = the percent=20 tested and performance for each group used to determine AYP (Parts = a and=20 c²).	This section=20 shows the improvement for each group used to determine AYP via = safe harbor=20 (Part b²).	This section=20 shows the percent of students "on track" to be proficient used to=20 determine AYP via the growth model.
Group	Reading Tested 95% of = the students?=20	Math Tested 95% of the = students?	65% scoring at or above = grade level in=20 Reading?	68% scoring at or above = grade level in=20 Math?	Improved performance in = Writing by=20 1%?	Increased Graduation = Rate³by=20 1%?	Percent = of Students=20 below grade level in Reading	Safe Harbor Reading	Percent = of Students=20 below grade level in Math	Safe Harbor Math	% of students on = track to be=20 proficient in reading	Growth model = reading	% of students on = track to be=20 proficient in math	Growth model = math
	2009	Y/N	2009	Y/N	2009	Y/N	2009	Y/N	2008	2009	Y/N	2007	2008	Y/N	2008	2009	Y/N	2008	2009	Y/N	2009	Y/N	2009	Y/N
TOTAL⁴	99	Y	99	Y	44	N	72	Y	90	92	Y	66	77	Y	56	56	N	35	28	NA	45	N	73	NA
WHITE	99	Y	99	Y	47	N	76	Y	93	93	Y	78	83	Y	50	53	N	30	24	NA	48	N	78	NA
BLACK	99	Y	99	Y		NA		NA	86	77	N	30	65	Y			NA			NA
HISPANIC	100	Y	99	Y	36	N	60	N	83	91	Y	44	66	Y	69	64	N	44	40	N	37	N	63	N
ASIAN		NA		NA		NA		NA			NA			NA			NA			NA
AMERICAN INDIAN		NA		NA		NA		NA			NA			NA			NA			NA
ECONOMICALLY DISADVANTAGED	99	Y	99	Y	36	N	61	N	85	89	Y	47	63	Y	66	64	N	44	39	Y	37	N	64	NA
ENGLISH LANGUAGE LEARNERS	100	Y	100	Y		NA		NA			NA	33	48	Y			NA			NA
STUDENTS WITH DISABILITIES	97	Y	96	Y		NA		NA	62	64	Y	40	50	Y			NA			NA

2007-2008 = Adequate Yearly=20 Progress (AYP) Report - Page = 2	Lee RIVERDALE = HIGH SCHOOL=20 0591
Number of students enrolled in the = grades=20 tested: =20 =20 =20	Read: 1188 Math: 1188 =	2007-2008 School Grade¹:	C	Did the School make Adequate Yearly Progress?	NO
This section shows = the percent=20 tested and performance for each group used to determine AYP (Parts = a and=20 c²).	This section=20 shows the improvement for each group used to determine AYP via = safe harbor=20 (Part b²).	This section=20 shows the percent of students "on track" to be proficient used to=20 determine AYP via the growth model.
Group	Reading Tested 95% of = the students?=20	Math Tested 95% of the = students?	58% scoring at or above = grade level in=20 Reading?	62% scoring at or above = grade level in=20 Math?	Improved performance in = Writing by=20 1%?	Increased Graduation = Rate³by=20 1%?	Percent = of Students=20 below grade level in Reading	Safe Harbor Reading	Percent = of Students=20 below grade level in Math	Safe Harbor Math	% of students on = track to be=20 proficient in reading	Growth model = reading	% of students on = track to be=20 proficient in math	Growth model = math
	2008	Y/N	2008	Y/N	2008	Y/N	2008	Y/N	2007	2008	Y/N	2006	2007	Y/N	2007	2008	Y/N	2007	2008	Y/N	2008	Y/N	2008	Y/N
TOTAL⁴	99	Y	99	Y	44	N	65	Y	90	90	Y	58	66	Y	60	56	N	41	35	NA	44	N	73	NA
WHITE	99	Y	99	Y	50	N	70	Y	94	93	Y	68	78	Y	54	50	N	33	30	NA	50	N	76	NA
BLACK	100	Y	100	Y		NA		NA			NA	38	30	N			NA			NA
HISPANIC	99	Y	99	Y	31	N	56	N	83	83	N	35	44	Y	74	69	N	56	44	N	31	N	68	N
ASIAN		NA		NA		NA		NA			NA			NA			NA			NA
AMERICAN INDIAN		NA		NA		NA		NA			NA			NA			NA			NA
ECONOMICALLY DISADVANTAGED	98	Y	98	Y	34	N	56	N	85	85	N	42	47	Y	71	66	N	53	44	N	34	N	66	N
ENGLISH LANGUAGE LEARNERS	100	Y	99	Y		NA		NA	66	50	N	12	33	Y			NA			NA
STUDENTS WITH DISABILITIES	97	Y	97	Y	14	N	30	N	58	62	Y	40	40	N	92	86	N	79	70	N	15	N	42	N

2006-2007 = Adequate Yearly=20 Progress (AYP) Report - Page = 2	Lee RIVERDALE = HIGH SCHOOL=20 0591
Number of students enrolled in the = grades=20 tested: =20 =20 =20	Read: 1373 Math: 1369 =	2006-2007 School Grade¹:	C	Did the School make Adequate Yearly Progress?	NO
This section shows = the percent=20 tested and performance for each group used to determine AYP (Parts = a and=20 c²).	This section=20 shows the improvement for each group used to determine AYP via = safe harbor=20 (Part b²).	This section=20 shows the percent of students "on track" to be proficient used to=20 determine AYP via the growth model.
Group	Reading Tested 95% of = the students?=20	Math Tested 95% of the = students?	51% scoring at or above = grade level in=20 Reading?	56% scoring at or above = grade level in=20 Math?	Improved performance in = Writing by=20 1%?	Increased Graduation = Rate³by=20 1%?	Percent = of Students=20 below grade level in Reading	Safe Harbor Reading	Percent = of Students=20 below grade level in Math	Safe Harbor Math	% of students on = track to be=20 proficient in reading	Growth model = reading	% of students on = track to be=20 proficient in math	Growth model = math
	2007	Y/N	2007	Y/N	2007	Y/N	2007	Y/N	2006	2007	Y/N	2005	2006	Y/N	2006	2007	Y/N	2006	2007	Y/N	2007	Y/N	2007	Y/N
TOTAL⁴	99	Y	99	Y	40	N	59	Y	87	90	Y	57	58	Y	63	60	N	42	41	NA	41	N	69	NA
WHITE	99	Y	99	Y	46	N	67	Y	88	94	Y	68	68	N	57	54	N	35	33	NA	45	N	71	NA
BLACK	97	Y	96	Y		NA		NA	77		NA	31	38	Y			NA			NA
HISPANIC	99	Y	99	Y	26	N	44	N	83	83	N	38	35	N	76	74	N	59	56	N	28	N	63	N
ASIAN		NA		NA		NA		NA			NA		67	NA			NA			NA
AMERICAN INDIAN		NA		NA		NA		NA			NA			NA			NA			NA
ECONOMICALLY DISADVANTAGED	98	Y	98	Y	29	N	47	N	83	85	Y	35	42	Y	75	71	N	56	53	N	34	N	64	Y
ENGLISH LANGUAGE LEARNERS	100	Y	100	Y	7	N	24	N	62	66	Y	23	12	N	91	93	N	82	76	N		NA		NA
STUDENTS WITH DISABILITIES	97	Y	96	Y	8	N	21	N	57	58	Y	31	40	Y	92	92	N	81	79	N	22	N	53	N

SCHOOL GRADE DATA

School=20 District 2008-2009
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT = Level 3 and=20 Above)	0%	0%	%	%		Writing and Science: Takes = into=20 account the % scoring 3.5 and above on Writing and the % scoring 3 = and=20 above on Science. Sometimes the District writing and/or science = average is=20 substituted for the writing and/or science component.
% of Students Making Learning = Gains	0%	0%				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 the=20 School?	% (0)	% (0)			0	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.
% of 11th and 12th graders = meeting the=20 graduation requirement on the FCAT retake	%	%				If 50% of 11th and 12th graders = meet the=20 graduation requirement on the retake in both reading and math, ten = bonus=20 points are awarded
Points Earned					0
Percent Tested =3D 0%						Percent of eligible students = tested
School Grade						Grade based on total points, = adequate=20 progress, and % of students tested

School=20 District 2007-2008
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT = Level 3 and=20 Above)	0%	0%	%	%		Writing and Science: Takes = into=20 account the % scoring 3.5 and above on Writing and the % scoring 3 = and=20 above on Science. Sometimes the District writing and/or science = average is=20 substituted for the writing and/or science component.
% of Students Making Learning = Gains	0%	0%				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 the=20 School?	% (0)	% (0)			0	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.
% of 11th and 12th graders = meeting the=20 graduation requirement on the FCAT retake	%	%				If 50% of 11th and 12th graders = meet the=20 graduation requirement on the retake in both reading and math, ten = bonus=20 points are awarded
Points Earned					0
Percent Tested =3D 0%						Percent of eligible students = tested
School Grade						Grade based on total points, = adequate=20 progress, and % of students tested

School=20 District 2006-2007
	Reading	Math	Writing	Science	Grade Points Earned
% Meeting High Standards (FCAT = Level 3 and=20 Above)	0%	0%	%	%		Writing and Science: Takes = into=20 account the % scoring 3.5 and above on Writing and the % scoring 3 = and=20 above on Science. Sometimes the District writing and/or science = average is=20 substituted for the writing and/or science component.
% of Students Making Learning = Gains	0%	0%				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 the=20 School?	% (0)	% (0)			0	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.
% of 11th and 12th graders = meeting the=20 graduation requirement on the FCAT retake	%	%				If 50% of 11th and 12th graders = meet the=20 graduation requirement on the retake in both reading and math, ten = bonus=20 points are awarded
Points Earned					0
Percent Tested =3D 0%						Percent of eligible students = tested
School Grade						Grade based on total points, = adequate=20 progress, and % of students tested

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right; PADDING-BOTTOM: = 0px; PADDING-TOP: 0px } .nav0 LI { DISPLAY: inline; LIST-STYLE-TYPE: none } .nav0 LI A { PADDING-RIGHT: 0px; PADDING-LEFT: 3px; PADDING-BOTTOM: 0px; = PADDING-TOP: 0px } .nav0 A:hover { TEXT-DECORATION: none } .nav0 A IMG { BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: = none; HEIGHT: 14px; BORDER-BOTTOM-STYLE: none } .nav1 { Z-INDEX: 3; MARGIN: 15px 0px 0px 550px; WIDTH: 350px; POSITION: = absolute } .nav1 UL { PADDING-RIGHT: 15px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FLOAT: = right; PADDING-BOTTOM: 0px; PADDING-TOP: 0px } .nav1 LI { DISPLAY: inline; LIST-STYLE-TYPE: none } .nav1 LI A { PADDING-RIGHT: 5px; DISPLAY: block; PADDING-LEFT: 5px; FONT-SIZE: 120%; = FLOAT: left; PADDING-BOTTOM: 2px; COLOR: rgb(125,125,125); PADDING-TOP: = 2px; TEXT-DECORATION: none } .nav1 A:hover { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage { Z-INDEX: 1; MARGIN: 20px 0px 0px 480px; OVERFLOW: hidden; WIDTH: 400px; = COLOR: rgb(234,239,247); POSITION: absolute; HEIGHT: 120px } .sitemessage H1 { FONT-SIZE: 230%; WIDTH: 400px; TEXT-ALIGN: right } .sitemessage H1 A { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage H2 { FONT-SIZE: 160%; FLOAT: right; MARGIN: 8px 0px 0px; WIDTH: 320px; = LINE-HEIGHT: 100%; TEXT-ALIGN: right } .sitemessage H2 A { COLOR: rgb(50,50,50); TEXT-DECORATION: none } .sitemessage H3 { FONT-SIZE: 140%; FLOAT: right; MARGIN: 10px 0px 0px; WIDTH: 320px; = TEXT-ALIGN: right } .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 { FONT-SIZE: 130%; BACKGROUND: url(../img/bg_head_bottom_nav.jpg) = rgb(220,220,220) no-repeat; FLOAT: left; WIDTH: 900px; COLOR: = rgb(75,75,75); BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; = BORDER-LEFT-STYLE: none; BORDER-BOTTOM-STYLE: none } .nav2 UL { LIST-STYLE-TYPE: none } .nav2 UL LI { BORDER-RIGHT: rgb(175,175,175) 1px solid; Z-INDEX: 1000; FLOAT: left; = POSITION: relative } .nav2 UL LI A { PADDING-RIGHT: 16px; DISPLAY: block; PADDING-LEFT: 16px; FONT-WEIGHT: = bold; FLOAT: none! important; PADDING-BOTTOM: 0px; COLOR: = rgb(100,100,100); LINE-HEIGHT: 3.1em; PADDING-TOP: 0px; HEIGHT: 3.1em; = TEXT-DECORATION: none } .nav2 UL LI UL { DISPLAY: none; BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; = BORDER-LEFT-STYLE: none; BORDER-BOTTOM-STYLE: none } .nav2 UL LI:hover A { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .nav2 UL LI:hover UL { MARGIN-TOP: 0.1em; DISPLAY: block; Z-INDEX: 999; LEFT: 0px; WIDTH: = 10em; POSITION: absolute; TOP: 3em } .nav2 UL LI:hover UL LI A { PADDING-RIGHT: 16px; DISPLAY: block; PADDING-LEFT: 16px; FONT-WEIGHT: = normal; PADDING-BOTTOM: 4px; MARGIN-LEFT: -1px; BORDER-LEFT: = rgb(175,175,175) 1px solid; WIDTH: 10em; COLOR: rgb(50,50,50); = LINE-HEIGHT: 1.3em; PADDING-TOP: 4px; BORDER-BOTTOM: rgb(175,175,175) = 1px solid; HEIGHT: auto; BACKGROUND-COLOR: rgb(237,237,237) } .nav2 UL LI:hover UL LI A:hover { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .nav2 TABLE { LEFT: 0px; POSITION: absolute; TOP: 0px; BORDER-COLLAPSE: collapse } .nav2 UL LI A:hover { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .nav2 UL LI A:hover UL { MARGIN-TOP: 0.1em; DISPLAY: block; Z-INDEX: 999; LEFT: 0px; WIDTH: = 10em; POSITION: absolute; TOP: 3em } .nav2 UL LI A:hover UL LI A { PADDING-RIGHT: 16px; DISPLAY: block; PADDING-LEFT: 16px; FONT-WEIGHT: = normal; PADDING-BOTTOM: 4px; BORDER-LEFT: rgb(175,175,175) 1px solid; = WIDTH: 10em; COLOR: rgb(50,50,50); LINE-HEIGHT: 1.3em; PADDING-TOP: 4px; = BORDER-BOTTOM: rgb(175,175,175) 1px solid; HEIGHT: 1px; = BACKGROUND-COLOR: rgb(237,237,237) } .nav2 UL LI A:hover UL LI A:hover { BACKGROUND-COLOR: rgb(210,210,210); TEXT-DECORATION: none } .header-breadcrumbs UL { PADDING-RIGHT: 0px; PADDING-LEFT: 15px; FLOAT: left; PADDING-BOTTOM: = 0px; WIDTH: 560px; PADDING-TOP: 0px; FONT-FAMILY: = verdana,arial,sans-serif; LIST-STYLE-TYPE: none } .header-breadcrumbs UL LI { PADDING-RIGHT: 0px; DISPLAY: inline; PADDING-LEFT: 10px; FONT-WEIGHT: = bold; FONT-SIZE: 100%; BACKGROUND: url(../img/bg_bullet_arrow.gif) = no-repeat 0px 50%; PADDING-BOTTOM: 0px; COLOR: rgb(125,125,125); = 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-RIGHT: 17px! important; PADDING-LEFT: 0px! important; FLOAT: = right; PADDING-BOTTOM: 0px! important; WIDTH: 285px; PADDING-TOP: 0px! = important } .header-breadcrumbs .searchform FORM FIELDSET { FLOAT: right; BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; = BORDER-LEFT-STYLE: none; BORDER-BOTTOM-STYLE: none } .header-breadcrumbs .searchform INPUT.field { BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-RIGHT: 0px; = BORDER-TOP: rgb(200,200,200) 1px solid; PADDING-LEFT: 0px; FONT-SIZE: = 120%; PADDING-BOTTOM: 0.2em; BORDER-LEFT: rgb(200,200,200) 1px solid; = WIDTH: 10em; PADDING-TOP: 0.2em; BORDER-BOTTOM: rgb(200,200,200) 1px = solid; FONT-FAMILY: verdana,arial,sans-serif } .header-breadcrumbs .searchform INPUT.button { BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-RIGHT: 1px! = important; BORDER-TOP: rgb(150,150,150) 1px solid; PADDING-LEFT: 1px! = important; FONT-SIZE: 120%; BACKGROUND: rgb(230,230,230); = PADDING-BOTTOM: 1px! important; BORDER-LEFT: rgb(150,150,150) 1px solid; = WIDTH: 3em; COLOR: rgb(150,150,150); PADDING-TOP: 1px! important; = BORDER-BOTTOM: rgb(150,150,150) 1px solid; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-ALIGN: center } .header-breadcrumbs .searchform INPUT.button:hover { BORDER-RIGHT: rgb(80,80,80) 1px solid; BORDER-TOP: rgb(80,80,80) 1px = solid; BACKGROUND: rgb(220,220,220); BORDER-LEFT: rgb(80,80,80) 1px = solid; CURSOR: pointer; COLOR: rgb(80,80,80); BORDER-BOTTOM: = rgb(80,80,80) 1px solid } .column1-unit { MARGIN-BOTTOM: 10px! important; WIDTH: 840px } .column2-unit-left { FLOAT: left; MARGIN-BOTTOM: 10px! important; WIDTH: 400px } .column2-unit-right { FLOAT: right; MARGIN-BOTTOM: 10px! important; WIDTH: 400px } .column3-unit-left { FLOAT: left; MARGIN-BOTTOM: 10px! important; WIDTH: 253px } .column3-unit-middle { FLOAT: left; MARGIN-BOTTOM: 10px! important; MARGIN-LEFT: 40px; WIDTH: = 253px } .column3-unit-right { FLOAT: right; MARGIN-BOTTOM: 10px! important; WIDTH: 253px } .footer P { FONT-WEIGHT: bold; FONT-SIZE: 110%; COLOR: rgb(125,125,125); = LINE-HEIGHT: 1.3em; TEXT-ALIGN: center } .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:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .header:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .header-breadcrumbs:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .main:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .main-content:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .column1-unit:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .column2-unit-left:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .column2-unit-right:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .column3-unit-left:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .column3-unit-middle:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .column3-unit-right:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .footer:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } P:unknown { CLEAR: both; DISPLAY: block; VISIBILITY: hidden; HEIGHT: 0px; content: = "." } .clear-contentunit { CLEAR: both; BACKGROUND: rgb(210,210,210); WIDTH: 840px; COLOR: = rgb(210,210,210); BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; = BORDER-LEFT-STYLE: none; HEIGHT: 0.1em; BORDER-BOTTOM-STYLE: none } @media Print =20 { .header-top { BACKGROUND: rgb(240,240,240); OVERFLOW: visible! important; WIDTH: = 900px; HEIGHT: 80px } .header-breadcrumbs { BACKGROUND: none transparent scroll repeat 0% 0%; WIDTH: 900px } .nav2 { FONT-SIZE: 130%; BACKGROUND: rgb(240,240,240); FLOAT: left; WIDTH: = 900px; COLOR: rgb(75,75,75); BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: = none; BORDER-LEFT-STYLE: none; BORDER-BOTTOM-STYLE: none } .page-container { FONT-SIZE: 1.1em; MARGIN: 10px auto; WIDTH: 900px; BORDER-TOP-STYLE: = none; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: none; = BORDER-BOTTOM-STYLE: none } .main { CLEAR: both; FONT-SIZE: 1.1em; BACKGROUND: none transparent scroll = repeat 0% 0%; PADDING-BOTTOM: 30px; WIDTH: 900px; BORDER-TOP-STYLE: = none; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: none; HEIGHT: auto; = BORDER-BOTTOM-STYLE: none } .footer { CLEAR: both; PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-SIZE: 1em; = BACKGROUND: rgb(240,240,240); PADDING-BOTTOM: 0px; OVERFLOW: visible! = important; WIDTH: 900px; PADDING-TOP: 1.1em; HEIGHT: 3.7em } } ------=_NextPart_000_0000_01CA32ED.FD979C50 Content-Type: text/css; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable Content-Location: http://www.flbsi.org/0910_SIP/css/layout1_text.css .main-content H1.pagetitle { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: bold; FONT-SIZE: = 220%; PADDING-BOTTOM: 2px; MARGIN: 0px 0px 0.4em; COLOR: = rgb(100,100,100); PADDING-TOP: 0px; FONT-FAMILY: "trebuchet = ms",arial,sans-serif } .main-content H1.block { CLEAR: both; PADDING-RIGHT: 0px; PADDING-LEFT: 2px; FONT-WEIGHT: bold; = FONT-SIZE: 220%; BACKGROUND: rgb(190,190,190); PADDING-BOTTOM: 2px; = MARGIN: 1em 0px 0em; COLOR: rgb(255,255,255); PADDING-TOP: 2px; = FONT-FAMILY: "trebuchet ms",arial,sans-serif } .main-content H1 { CLEAR: both; FONT-WEIGHT: normal; FONT-SIZE: 210%; MARGIN: 1em 0px = 0.5em; COLOR: rgb(80,80,80); FONT-FAMILY: "trebuchet = ms",arial,sans-serif } .main-content H2 { CLEAR: both; FONT-WEIGHT: normal; FONT-SIZE: 170%; MARGIN: 1em 0px = 0.5em; COLOR: rgb(80,80,80); FONT-FAMILY: "trebuchet = ms",arial,sans-serif } .main-content H3 { CLEAR: both; FONT-WEIGHT: normal; FONT-SIZE: 130%; MARGIN: -1em 0px = 0.5em; COLOR: rgb(125,125,125); FONT-FAMILY: "trebuchet = ms",arial,sans-serif } .main-content H1.side { CLEAR: none } .main-content H2.side { CLEAR: none } .main-content H3.side { CLEAR: none } .main-content H4 { FONT-WEIGHT: normal; FONT-SIZE: 170%; MARGIN: 1.5em 0px 1em; COLOR: = rgb(80,80,80); FONT-FAMILY: "trebuchet ms",arial,sans-serif } .main-content H5 { FONT-SIZE: 140%; MARGIN: 1.5em 0px 1em; COLOR: rgb(80,80,80); = FONT-FAMILY: "trebuchet ms",arial,sans-serif } .main-content H6 { FONT-WEIGHT: bold; FONT-SIZE: 120%; MARGIN: 1.2em 0px 0.2em; COLOR: = rgb(80,80,80) } .main-content P { FONT-SIZE: 120%; MARGIN: 0px 0px 1em; LINE-HEIGHT: 1.5em } .main-content P.center { TEXT-ALIGN: center } .main-content P.right { TEXT-ALIGN: right } .main-content P.details { CLEAR: both; FONT-SIZE: 110%; MARGIN: -0.25em 0px 1em; LINE-HEIGHT: 1em } .main-content BLOCKQUOTE { CLEAR: both; FONT-SIZE: 90%; MARGIN: 0px 30px 0.6em } .main-content TABLE { CLEAR: both; MARGIN: 0.5em 0px 0.2em 20px; WIDTH: 100%; = BORDER-COLLAPSE: collapse; BACKGROUND-COLOR: rgb(204,204,204); = empty-cells: show } .main-content TABLE TH.top { PADDING-RIGHT: 7px; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 0px; COLOR: rgb(255,255,255); PADDING-TOP: 0px; = HEIGHT: 3.5em; BACKGROUND-COLOR: rgb(153,0,0); TEXT-ALIGN: left; = empty-cells: show } .main-content TABLE TH.subtop { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 7px; BORDER-TOP: = rgb(153,0,0) 1px solid; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 0px; BORDER-LEFT: rgb(153,0,0) 1px solid; COLOR: = rgb(153,0,0); PADDING-TOP: 0px; BORDER-BOTTOM: rgb(153,0,0) 1px solid; = HEIGHT: 3.5em; BACKGROUND-COLOR: rgb(225,225,153); TEXT-ALIGN: left; = empty-cells: show } .main-content TABLE TH { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 20px; BORDER-TOP: = rgb(153,0,0) 2px solid; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(153,0,0) 1px solid; COLOR: = rgb(80,80,80); PADDING-TOP: 2px; BORDER-BOTTOM: rgb(153,0,0) 2px solid; = HEIGHT: 3em; BACKGROUND-COLOR: rgb(204,204,204); TEXT-ALIGN: left } .main-content TABLE TD { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 7px; BORDER-TOP: = rgb(153,0,0) 1px solid; PADDING-LEFT: 7px; FONT-WEIGHT: normal; = FONT-SIZE: 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(153,0,0) 1px = solid; COLOR: rgb(80,80,80); PADDING-TOP: 2px; BORDER-BOTTOM: = rgb(153,0,0) 1px solid; HEIGHT: 3em; BACKGROUND-COLOR: rgb(255,255,255); = TEXT-ALIGN: left } P.caption { CLEAR: both; FONT-SIZE: 110%; MARGIN: 0.5em 0px 2em 20px; COLOR: = rgb(80,80,80); TEXT-ALIGN: left } .data-table TABLE { CLEAR: both; MARGIN: 2em 0px 0.2em; WIDTH: 100%; BORDER-COLLAPSE: = collapse; BACKGROUND-COLOR: rgb(204,204,204); empty-cells: show } .data-table TABLE TH.top { PADDING-RIGHT: 1px; PADDING-LEFT: 1px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 0px; COLOR: rgb(255,255,255); PADDING-TOP: 0px; = HEIGHT: 1.5em; BACKGROUND-COLOR: rgb(153,0,0); TEXT-ALIGN: left; = empty-cells: show } .data-table TABLE TH.subtop { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 1px; BORDER-TOP: = rgb(153,0,0) 1px solid; PADDING-LEFT: 1px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 0px; BORDER-LEFT: rgb(153,0,0) 1px solid; COLOR: = rgb(153,0,0); PADDING-TOP: 0px; BORDER-BOTTOM: rgb(153,0,0) 1px solid; = HEIGHT: 1.5em; BACKGROUND-COLOR: rgb(225,225,153); TEXT-ALIGN: left; = empty-cells: show } .data-table TABLE TH { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 1px; BORDER-TOP: = rgb(153,0,0) 2px solid; PADDING-LEFT: 1px; FONT-WEIGHT: bold; FONT-SIZE: = 100%; PADDING-BOTTOM: 1px; BORDER-LEFT: rgb(153,0,0) 1px solid; COLOR: = rgb(80,80,80); PADDING-TOP: 1px; BORDER-BOTTOM: rgb(153,0,0) 2px solid; = HEIGHT: 1.2em; BACKGROUND-COLOR: rgb(204,204,204); TEXT-ALIGN: left } .data-table TABLE TD { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 1px; BORDER-TOP: = rgb(153,0,0) 1px solid; PADDING-LEFT: 1px; FONT-WEIGHT: normal; = FONT-SIZE: 100%; PADDING-BOTTOM: 1px; BORDER-LEFT: rgb(153,0,0) 1px = solid; COLOR: rgb(0,0,0); PADDING-TOP: 1px; BORDER-BOTTOM: rgb(153,0,0) = 1px solid; HEIGHT: 1.2em; BACKGROUND-COLOR: rgb(255,255,255); = TEXT-ALIGN: left } .main-content TABLE.invisible { CLEAR: both; MARGIN: 2em 0px 0.2em 20px; WIDTH: 100%; BORDER-COLLAPSE: = collapse; BACKGROUND-COLOR: rgb(204,204,204); empty-cells: show } .main-content TABLE TH.invisible { PADDING-RIGHT: 20px; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 120%; PADDING-BOTTOM: 2px; COLOR: rgb(80,80,80); BORDER-TOP-STYLE: none; = PADDING-TOP: 2px; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: none; = HEIGHT: 1.5em; BACKGROUND-COLOR: rgb(102,102,102); TEXT-ALIGN: left; = BORDER-BOTTOM-STYLE: none } .main-content TABLE TD.invisible { PADDING-RIGHT: 7px; PADDING-LEFT: 7px; FONT-WEIGHT: normal; FONT-SIZE: = 120%; PADDING-BOTTOM: 2px; COLOR: rgb(80,80,80); BORDER-TOP-STYLE: none; = PADDING-TOP: 2px; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: none; = HEIGHT: 1.5em; BACKGROUND-COLOR: rgb(255,255,255); TEXT-ALIGN: left; = BORDER-BOTTOM-STYLE: none } .main-content UL { MARGIN: 0.5em 0px 1em; LIST-STYLE-TYPE: none } .main-content UL LI { PADDING-RIGHT: 0px; PADDING-LEFT: 12px; FONT-SIZE: 120%; BACKGROUND: = url(../img/bg_bullet_full_1.gif) no-repeat 0px 0.5em; PADDING-BOTTOM: = 0px; MARGIN: 0px 0px 0.2em 2px; LINE-HEIGHT: 1.4em; PADDING-TOP: 0px } .main-content OL { MARGIN: 0.5em 0px 1em 20px } .main-content OL LI { LIST-STYLE-POSITION: outside; FONT-SIZE: 120%; MARGIN: 0px 0px 0.2em; = LINE-HEIGHT: 1.4em } .contactform { BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-RIGHT: 10px; = BORDER-TOP: rgb(200,200,200) 1px solid; PADDING-LEFT: 10px; = PADDING-BOTTOM: 0px; MARGIN: 2em 0px 0px; BORDER-LEFT: rgb(200,200,200) = 1px solid; WIDTH: 418px; PADDING-TOP: 10px; BORDER-BOTTOM: = rgb(200,200,200) 1px solid; BACKGROUND-COLOR: rgb(240,240,240) } .contactform FIELDSET { BORDER-RIGHT: rgb(220,220,220) 1px solid; PADDING-RIGHT: 0px! = important; BORDER-TOP: rgb(220,220,220) 1px solid; PADDING-LEFT: 0px! = important; PADDING-BOTTOM: 0px! important; MARGIN: 0px 0px 20px; = BORDER-LEFT: rgb(220,220,220) 1px solid; PADDING-TOP: 20px! important; = BORDER-BOTTOM: rgb(220,220,220) 1px solid } .contactform FIELDSET LEGEND { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-WEIGHT: bold; FONT-SIZE: = 130%; PADDING-BOTTOM: 0px; MARGIN: 0px 0px 0px 5px; COLOR: = rgb(80,80,80); PADDING-TOP: 0px } .contactform LABEL.left { PADDING-RIGHT: 2px; PADDING-LEFT: 2px; FONT-SIZE: 110%; FLOAT: left; = PADDING-BOTTOM: 2px; MARGIN: 0px 0px 0px 10px; WIDTH: 100px; = PADDING-TOP: 2px } .contactform SELECT.combo { BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-RIGHT: 2px; = BORDER-TOP: rgb(200,200,200) 1px solid; PADDING-LEFT: 2px; FONT-SIZE: = 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(200,200,200) 1px solid; = WIDTH: 175px; PADDING-TOP: 2px; BORDER-BOTTOM: rgb(200,200,200) 1px = solid; FONT-FAMILY: verdana,arial,sans-serif } .contactform INPUT.field { BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-RIGHT: 2px; = BORDER-TOP: rgb(200,200,200) 1px solid; PADDING-LEFT: 2px; FONT-SIZE: = 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(200,200,200) 1px solid; = WIDTH: 275px; PADDING-TOP: 2px; BORDER-BOTTOM: rgb(200,200,200) 1px = solid; FONT-FAMILY: verdana,arial,sans-serif } .contactform TEXTAREA { BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-RIGHT: 2px; = BORDER-TOP: rgb(200,200,200) 1px solid; PADDING-LEFT: 2px; FONT-SIZE: = 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(200,200,200) 1px solid; = WIDTH: 275px; PADDING-TOP: 2px; BORDER-BOTTOM: rgb(200,200,200) 1px = solid; FONT-FAMILY: verdana,arial,sans-serif } .contactform INPUT.button { BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-RIGHT: 1px! = important; BORDER-TOP: rgb(150,150,150) 1px solid; PADDING-LEFT: 1px! = important; FONT-SIZE: 110%; BACKGROUND: rgb(230,230,230); FLOAT: right; = PADDING-BOTTOM: 1px! important; BORDER-LEFT: rgb(150,150,150) 1px solid; = WIDTH: 9em; COLOR: rgb(150,150,150); MARGIN-RIGHT: 20px; PADDING-TOP: = 1px! important; BORDER-BOTTOM: rgb(150,150,150) 1px solid; FONT-FAMILY: = verdana,arial,sans-serif; TEXT-ALIGN: center } .contactform INPUT.button:hover { BORDER-RIGHT: rgb(80,80,80) 1px solid; BORDER-TOP: rgb(80,80,80) 1px = solid; BACKGROUND: rgb(220,220,220); BORDER-LEFT: rgb(80,80,80) 1px = solid; CURSOR: pointer; COLOR: rgb(80,80,80); BORDER-BOTTOM: = rgb(80,80,80) 1px solid } .loginform { MARGIN: -10px 20px 0px; WIDTH: 160px } .loginform P { CLEAR: both; PADDING-RIGHT: 0px; PADDING-LEFT: 0px; PADDING-BOTTOM: = 0px; MARGIN: 0px; PADDING-TOP: 0px } .loginform FIELDSET { WIDTH: 160px; BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; = BORDER-LEFT-STYLE: none; BORDER-BOTTOM-STYLE: none } .loginform LABEL.top { FONT-SIZE: 110%; FLOAT: left; MARGIN: 0px 0px 2px; WIDTH: 125px } .loginform LABEL.right { PADDING-RIGHT: 0px; PADDING-LEFT: 3px; FONT-SIZE: 110%; FLOAT: left; = PADDING-BOTTOM: 0px; MARGIN: 5px 0px 0px; WIDTH: 125px; PADDING-TOP: 0px } .loginform INPUT.field { BORDER-RIGHT: rgb(200,200,200) 1px solid; PADDING-RIGHT: 0px! = important; BORDER-TOP: rgb(200,200,200) 1px solid; PADDING-LEFT: 0px! = important; FONT-SIZE: 110%; PADDING-BOTTOM: 0.2em! important; MARGIN: = 0px 0px 5px; BORDER-LEFT: rgb(200,200,200) 1px solid; WIDTH: 158px; = PADDING-TOP: 0.1em! important; BORDER-BOTTOM: rgb(200,200,200) 1px = solid; FONT-FAMILY: verdana,arial,sans-serif } .loginform INPUT.checkbox { FLOAT: left; MARGIN: 5px 0px 0px; BORDER-TOP-STYLE: none; = BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: none; BORDER-BOTTOM-STYLE: = none } .loginform INPUT.button { BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-RIGHT: 1px; = BORDER-TOP: rgb(150,150,150) 1px solid; PADDING-LEFT: 1px; FONT-SIZE: = 110%; BACKGROUND: rgb(230,230,230); FLOAT: left; PADDING-BOTTOM: 1px; = MARGIN: 10px 0px 5px; BORDER-LEFT: rgb(150,150,150) 1px solid; WIDTH: = 5em; COLOR: rgb(150,150,150); PADDING-TOP: 1px; BORDER-BOTTOM: = rgb(150,150,150) 1px solid; FONT-FAMILY: verdana,arial,sans-serif; = TEXT-ALIGN: center } .loginform INPUT.button:hover { BORDER-RIGHT: rgb(80,80,80) 1px solid; BORDER-TOP: rgb(80,80,80) 1px = solid; BACKGROUND: rgb(220,220,220); BORDER-LEFT: rgb(80,80,80) 1px = solid; CURSOR: pointer; COLOR: rgb(80,80,80); BORDER-BOTTOM: = rgb(80,80,80) 1px solid } .printlabel { BORDER-RIGHT: silver 1px solid; PADDING-RIGHT: 5px; BORDER-TOP: silver = 1px solid; DISPLAY: block! important; PADDING-LEFT: 5px; PADDING-BOTTOM: = 5px; MARGIN: 0px 0px 0px 3px; BORDER-LEFT: silver 1px solid; WIDTH: 95%; = PADDING-TOP: 5px; BORDER-BOTTOM: silver 1px solid } .main IMG { CLEAR: both; BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-RIGHT: = 1px; BORDER-TOP: rgb(150,150,150) 1px solid; PADDING-LEFT: 1px; FLOAT: = left; PADDING-BOTTOM: 1px; MARGIN: 3px 10px 7px 0px; BORDER-LEFT: = rgb(150,150,150) 1px solid; PADDING-TOP: 1px; BORDER-BOTTOM: = rgb(150,150,150) 1px solid } .main IMG.center { CLEAR: both; BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-RIGHT: = 1px; BORDER-TOP: rgb(150,150,150) 1px solid; DISPLAY: block; = PADDING-LEFT: 1px; FLOAT: none; PADDING-BOTTOM: 1px; MARGIN: 0px auto; = BORDER-LEFT: rgb(150,150,150) 1px solid; PADDING-TOP: 1px; = BORDER-BOTTOM: rgb(150,150,150) 1px solid } .main IMG.right { CLEAR: both; BORDER-RIGHT: rgb(150,150,150) 1px solid; PADDING-RIGHT: = 1px; BORDER-TOP: rgb(150,150,150) 1px solid; PADDING-LEFT: 1px; FLOAT: = right; PADDING-BOTTOM: 1px; MARGIN: 3px 0px 7px 10px; BORDER-LEFT: = rgb(150,150,150) 1px solid; PADDING-TOP: 1px; BORDER-BOTTOM: = rgb(150,150,150) 1px solid } .main A { FONT-WEIGHT: bold; COLOR: rgb(70,122,167); TEXT-DECORATION: none } .main-content H1 A { FONT-WEIGHT: normal; COLOR: rgb(70,122,167); 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-RIGHT: rgb(150,150,150) 1px solid; BORDER-TOP: rgb(150,150,150) = 1px solid; BORDER-LEFT: rgb(150,150,150) 1px solid; BORDER-BOTTOM: = rgb(150,150,150) 1px solid } .main A:hover IMG { BORDER-RIGHT: rgb(220,220,220) 1px solid; BORDER-TOP: rgb(220,220,220) = 1px solid; BORDER-LEFT: rgb(220,220,220) 1px solid; BORDER-BOTTOM: = rgb(220,220,220) 1px solid } .control TABLE TD { BORDER-RIGHT: #ffffff 1px solid; BORDER-TOP: #ffffff 1px solid; = BORDER-LEFT: #ffffff 1px solid; BORDER-BOTTOM: #ffffff 1px solid } .TA UL { MARGIN: 0.5em 0px 1em } .TA UL LI { PADDING-RIGHT: 0px; PADDING-LEFT: 12px; FONT-SIZE: 120%; = PADDING-BOTTOM: 0px; MARGIN: 0px 0px 0.2em 4px; LINE-HEIGHT: 1.4em; = PADDING-TOP: 0px } .TA OL { MARGIN: 0.5em 0px 1em 20px } .TA OL LI { LIST-STYLE-POSITION: outside; FONT-SIZE: 120%; MARGIN: 0px 0px 0.2em = 20px; LINE-HEIGHT: 1.4em } .TAOuterTable { BORDER-RIGHT: silver 1px solid; PADDING-RIGHT: 10px; BORDER-TOP: silver = 1px solid; DISPLAY: block! important; PADDING-LEFT: 5px; PADDING-BOTTOM: = 5px; MARGIN: 3px 10px 7px 0px; BORDER-LEFT: silver 1px solid; WIDTH: = 85%; PADDING-TOP: 5px; BORDER-BOTTOM: silver 1px solid } .TAOuterTable TABLE { CLEAR: both; MARGIN: 9px 2px 7px; WIDTH: 100%; BORDER-COLLAPSE: = collapse; BACKGROUND-COLOR: rgb(204,204,204); empty-cells: show } .TAOuterTable TABLE TH.top { PADDING-RIGHT: 7px; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 0px; COLOR: rgb(255,255,255); PADDING-TOP: 0px; = HEIGHT: 3.5em; BACKGROUND-COLOR: rgb(153,0,0); TEXT-ALIGN: left; = empty-cells: show } .TAOuterTable TABLE TH.subtop { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 7px; BORDER-TOP: = rgb(153,0,0) 1px solid; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 0px; BORDER-LEFT: rgb(153,0,0) 1px solid; COLOR: = rgb(153,0,0); PADDING-TOP: 0px; BORDER-BOTTOM: rgb(153,0,0) 1px solid; = HEIGHT: 3.5em; BACKGROUND-COLOR: rgb(225,225,153); TEXT-ALIGN: left; = empty-cells: show } .TAOuterTable TABLE TH { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 20px; BORDER-TOP: = rgb(153,0,0) 2px solid; PADDING-LEFT: 7px; FONT-WEIGHT: bold; FONT-SIZE: = 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(153,0,0) 1px solid; COLOR: = rgb(80,80,80); PADDING-TOP: 2px; BORDER-BOTTOM: rgb(153,0,0) 2px solid; = HEIGHT: 3.5em; BACKGROUND-COLOR: rgb(204,204,204); TEXT-ALIGN: left } .TAOuterTable TABLE TD { BORDER-RIGHT: rgb(153,0,0) 1px solid; PADDING-RIGHT: 7px; BORDER-TOP: = rgb(153,0,0) 1px solid; PADDING-LEFT: 7px; FONT-WEIGHT: normal; = FONT-SIZE: 110%; PADDING-BOTTOM: 2px; BORDER-LEFT: rgb(153,0,0) 1px = solid; COLOR: rgb(80,80,80); PADDING-TOP: 2px; BORDER-BOTTOM: = rgb(153,0,0) 1px solid; HEIGHT: 3.5em; BACKGROUND-COLOR: = rgb(255,255,255); TEXT-ALIGN: left } .TA TABLE.invisible TD { PADDING-RIGHT: 7px; PADDING-LEFT: 7px; FONT-WEIGHT: normal; FONT-SIZE: = 120%; PADDING-BOTTOM: 2px; COLOR: rgb(80,80,80); BORDER-TOP-STYLE: none; = PADDING-TOP: 2px; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: none; = HEIGHT: 1.5em; BACKGROUND-COLOR: rgb(255,255,255); TEXT-ALIGN: left; = BORDER-BOTTOM-STYLE: none } .BsaelineGridViewStyle { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; PADDING-BOTTOM: 0px; MARGIN: = 0px; WIDTH: 100%; PADDING-TOP: 0px } .BsaelineGridViewStyle TABLE { BORDER-RIGHT: #990000 1px solid; PADDING-RIGHT: 0px; BORDER-TOP: = #990000 1px solid; PADDING-LEFT: 0px; PADDING-BOTTOM: 0px; MARGIN: 0px; = BORDER-LEFT: #990000 1px solid; PADDING-TOP: 0px; BORDER-BOTTOM: #990000 = 1px solid; TEXT-ALIGN: center } .invisible TABLE { BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: = none; BORDER-BOTTOM-STYLE: none } .BsaelineGridViewStyle TABLE TH { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: normal; = BORDER-BOTTOM-WIDTH: 1px; BACKGROUND-COLOR: #ffffff; TEXT-ALIGN: center } .BsaelineGridViewStyle TABLE TD { PADDING-RIGHT: 0px; PADDING-LEFT: 0px; FONT-WEIGHT: normal; TEXT-ALIGN: = center } .jointgv TABLE { BORDER-TOP-WIDTH: 1px; PADDING-RIGHT: 0px; PADDING-LEFT: 0px; = BORDER-LEFT-WIDTH: 1px; BORDER-BOTTOM-WIDTH: 1px; PADDING-BOTTOM: 0px; = MARGIN: 0px; PADDING-TOP: 0px; BORDER-RIGHT-WIDTH: 1px } .jointgv TABLE TD { PADDING-RIGHT: 0px; MARGIN: 0px; HEIGHT: 20px } .main-content .jointgv TABLE { BORDER-TOP-WIDTH: 1px; PADDING-RIGHT: 0px; PADDING-LEFT: 0px; = BORDER-LEFT-WIDTH: 1px; BORDER-BOTTOM-WIDTH: 1px; PADDING-BOTTOM: 0px; = MARGIN: 0px; PADDING-TOP: 0px; BORDER-RIGHT-WIDTH: 1px } .main-content .jointgv TABLE TD { PADDING-RIGHT: 0px; PADDING-LEFT: 2px; PADDING-BOTTOM: 2px; MARGIN: = 0px; PADDING-TOP: 2px; HEIGHT: 25px; TEXT-ALIGN: center } .PrintGridViewStyle { MARGIN: auto; WIDTH: 95% } .PrintGridViewStyle TABLE { BORDER-RIGHT: #990000 1px solid; PADDING-RIGHT: 0px; BORDER-TOP: = #990000 1px solid; PADDING-LEFT: 0px; PADDING-BOTTOM: 0px; MARGIN: 0px; = BORDER-LEFT: #990000 1px solid; PADDING-TOP: 0px; BORDER-BOTTOM: #990000 = 1px solid; TEXT-ALIGN: center } .invisible TABLE { BORDER-TOP-STYLE: none; BORDER-RIGHT-STYLE: none; BORDER-LEFT-STYLE: = none; BORDER-BOTTOM-STYLE: none } .PrintGridViewStyle TABLE TH { BORDER-TOP-WIDTH: 1px; PADDING-RIGHT: 0px; PADDING-LEFT: 2px; = FONT-WEIGHT: bold; BORDER-BOTTOM-WIDTH: 1px; BACKGROUND-COLOR: #ffffff; = TEXT-ALIGN: center } .PrintGridViewStyle TABLE TD { PADDING-RIGHT: 0px; PADDING-LEFT: 2px; FONT-WEIGHT: normal; TEXT-ALIGN: = left } .BaselinePrint TABLE { BORDER-RIGHT: #990000 1px solid; PADDING-RIGHT: 0px; BORDER-TOP: = #990000 1px solid; PADDING-LEFT: 0px; PADDING-BOTTOM: 0px; MARGIN: 0px; = BORDER-LEFT: #990000 1px solid; PADDING-TOP: 0px; BORDER-BOTTOM: #990000 = 1px solid } .BaselinePrint TABLE TD { BORDER-TOP-WIDTH: 1px; PADDING-RIGHT: 2px; BORDER-LEFT-WIDTH: 1px; = BORDER-LEFT-COLOR: #990000; BORDER-BOTTOM-WIDTH: 1px; = BORDER-BOTTOM-COLOR: #990000; MARGIN: 0px; BORDER-TOP-COLOR: #990000; = HEIGHT: 25px; BORDER-RIGHT-WIDTH: 1px; BORDER-RIGHT-COLOR: #990000 } .main-content .BaselinePrint TABLE TD { PADDING-RIGHT: 0px; PADDING-LEFT: 2px; PADDING-BOTTOM: 2px; MARGIN: = 0px; PADDING-TOP: 2px; HEIGHT: 25px } ------=_NextPart_000_0000_01CA32ED.FD979C50--

FLORIDA = DIFFERENTIATED=20 ACCOUNTABILITY PROGRAM2009 =E2=80=93 2010 SCHOOL IMPROVEMENT = PLAN

VISION and MISSION STATEMENTS

PART I: CURRENT SCHOOL STATUS

SCHOOL PROFILE/DEMOGRAPHICS

Brief History and Background of the School

Unique School Strengths for Next Year

Unique School Weaknesses for Next Year

Student Demographics

Student Attendance Rates

Student Mobility

Student Suspension Rates

Student Retention Rates

Class Size

Academic Performance of Feeder Pattern

Partnerships and Grants

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)

School Wide Florida=E2=80=99s Continuous Improvement Model

Professional Learning Communities

NCLB Public School Choice

Pre-School Transition

Postsecondary Transition

PART II: EXPECTED IMPROVEMENTS

Reading Goal

Mathematics Goal

Science Goal

Writing Goal

Parent Involvement Goal

Other Goals

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

SAC Members

AYP DATA

SCHOOL GRADE DATA

FLORIDA = DIFFERENTIATED=20 ACCOUNTABILITY PROGRAM
2009 =E2=80=93 2010 SCHOOL IMPROVEMENT = PLAN