Joseph B. Morton, State Superintendent of Education icon

Joseph B. Morton, State Superintendent of Education




ALABAMA STATE DEPARTMENT OF EDUCATION

Joseph B. Morton, State Superintendent of Education

2008 - 2009

CONTINUOUS IMPROVEMENT PLAN

Non-Title I School Programs

Note: Blank copy is available on www.alsde.edu , Sections, Accountability Roundtable, Publications

Submit plans via e-mail to plans@alsde.edu


^ NAME OF SCHOOL:

Blount County Career Technical Center

STREET ADDRESS: P.O. Box 125

CITY: Cleveland

STATE: Alabama

ZIP CODE: 35049

^ CONTACT: Johnny Pullen

TELEPHONE: 205-625-3424

E-MAIL jpullen@blountboe.net


Identified for School Improvement? No X Yes  Delay Status  Year 1  Year 2  Year 3  Year 4 or more 


ALL PLANS: Submit to LEA for Board approval. Retain the original plan in the LEA. ^ Submit a copy of the plan electronically to your system’s E-GAP Document Library by November 7, 2008.


If using any Federal funding: Submit to LEA for Board approval. Mail two copies of PAGE ONE and two copies of PAGE TWO with original signatures to Federal Programs, Accountability and Compliance, P. O. Box 302101, Montgomery, AL 36130-2101. Submit the plan with budget electronically to your system’s E-GAP Document Library by November 7, 2008.

Made AYP?

YES  NO 

Made AMAOs (ELL)?

YES 

NO 

If NO, complete PART III of the Continuous Improvement Plan

N/A 

Career Tech Made AYP?

YES 

NO 

NO X


Are any federal resources like Title II, III, IV, V, and VI used to coordinate with and supplement existing services and are not used to provide services that, in the absence of federal funds, would be provided by another fund source?

YES  NO X

Describe how this plan will be made available to parents and other stakeholders (example: through parent meetings or on websites) :


The Continuous Improvement Plan for the Blount County Career Technical Center will be available to the stakeholders via the district and school websites. In addition, a copy will be placed in the school office area. This plan will be presented to the District Career Technical Advisory Council for review.



*Board Approval: Yes  No  Board approval received on _____________________________, 2007. Board Signature:


^ Superintendent Signature:




Date:

LEA Representative Signature:

(responsible for monitoring plan)




Date:

Principal Signature:




Date:



CONTINUOUS IMPROVEMENT PLAN DEVELOPMENT AND IMPLEMENTATION TEAM


^ This plan was developed/or revised during the following time period (e.g. April/May – September 2008_):


Provide a brief description of the planning process including how teachers will be involved in decisions regarding the use of state academic assessments and other data sources in order to provide information on and to improve the achievement of individual students and the overall instructional program and how parents were involved with faculty and staff in developing and implementing the CIP:

(Title I, Section 116 (b) (A) (viii): With the implementation of PERKINS IV, the seven core indicators, the standards to be met by career technical programs across the nation have become the benchmarks for maintaining quality CTE programs. In addition to the Program Improvement Plan submitted to the ALSDE/CTE each June, it was decided to dig deeper into the standards and construct a CIP. A leadership team was formed to assess and plan for improvement.



Instructional

Leadership Team Names

(The Leadership Team must include the principal, faculty [including ELL resource lead teacher if applicable], staff, parents, community stakeholders, and/or students.)

Positions

(Identify position held, e.g., Administration, Faculty, Staff, Grade Level and/or Subject Area, Parents and Community members.)



Signatures

(Indicates participation in the

development of the CIP)

^ Johnny Pullen

Donna Hicks

Brenda Tidwell

Jennifer Chambers

Willie Marsh

Director, CTE

Lead Teacher Career Focus

Assistant Director

CTE Teacher

Community Member






0


Part I – SUMMARY OF NEEDS BASED ON A COMPREHENSIVE REVIEW OF DATA



Directions: Insert a copy of your one-page School Status Report in this TEXT BOX. You may access this report on the web at www.alsde.edu:

  • Click on Accountability Reporting.

  • Choose 2007-2008.

  • Select Annual Accountability Results Report.

  • Select your system and school.

  • Press the Graphics Select Tool button located on the top of the page and select the chart beginning with the school name. (Note: Do not include the legend).

  • Then, right click and select COPY.

  • Return to this document and CLICK IN THIS BOX.

  • Then, right click to PASTE the chart.

  • Adjust the size of the text box to display your test results.



Part I - continued - Directions - Summary of Data: Indicate data sources used during planning by identifying strengths and weaknesses or program gaps. If your school did not review a particular data source, please write N/A. School improvement goals should address program gaps (weaknesses) as they relate to student achievement or AYP categories such as graduation rate or other academic indicators. Close attention should be given to the proficiency index. Please include all disaggregated subgroups including those with less that forty students.


  • ^ Briefly describe the process your faculty used to conduct the needs assessment (analysis of all data).







Highly Qualified Teachers (HQT): Describe how staffing decisions ensure that instruction is provided by highly qualified, well-trained teachers and how their assignments most effectively address identified academic needs.


NA

^ Number and percentage of Non-HQT:


0

Number and percentage of Classes Taught by Non-HQT:

0

Alabama High School Graduation Exam (AHSGE):

^ Strengths: Intense Remediation activities both during the school day and after school have made inroads

into the pass rate of career / technical students.



Weaknesses: The students who are remediated at the BCCTC have experience failure in one or

more sections of the AHSGE.

^ Alabama Reading and Mathematics Test (ARMT):

Strengths:

NA



Weaknesses:


^ Alabama Science Assessment:

Strengths:

NA



Weaknesses:


Stanford 10:

Strengths:


NA


Weaknesses:


^ Dynamic Indicators of Basic Early Literacy Skills (DIBELS):

Strengths:


NA



Weaknesses:



^ 4Part I - Continued:

Part I - Continued:

Alabama Direct Assessment of Writing (ADAW):

Strengths:


NA



Weaknesses:


^ ACCESS for English Language Learners (ELLs):

Strengths:


NA

Weaknesses:



^ Professional Education Personnel Evaluation (PEPE) School Profile Information:

Strengths:


NA


Weaknesses:


^ Additional Data Sources: (e.g., Alabama Alternate Assessment [AAA] School Technology Plan Data)

Strengths:


NA


Weaknesses:

^ Local Data (e.g., LEA, school, and grade-level assessments, surveys, program-specific assessments):

Strengths:


NA


Weaknesses:

^ Career and Technical Education Program Improvement Plan:

Strengths:

1S2 Attainment of Technical Skills

3S1 Total Positive Placements


Weaknesses:

1S1 Attainment of Academic Skills

2S1 Completion of Diploma/Credential

4S2 Non-Traditional Program Completers




^ Part I - Continued:

School Demographic Information related to student discipline (e.g. total office referrals, long- and short-term suspensions, expulsions, alternative school placements, School Incidence Report (SIR) data, student attendance).

Strengths:

NA


Weaknesses:

^ School Demographic Information related to drop-out information and graduation rate data.

Strengths:

NA

Weaknesses:



^ School Demographic Information related to teacher attendance, teacher turnover, or challenges associated with a high percent of new and/or inexperienced faculty.

Strengths:

NA


Weaknesses:

School Demographic Information related to student attendance, patterns of student tardiness, early checkouts, late enrollments, high number of transfers, and/or transiency including migratory moves (if

applicable).

Strengths:

NA


Weaknesses:


^ School Perception Information related to parent perceptions and parent needs including information about literacy and education levels.

Strengths:

NA

Weaknesses:

^ School Perception Information related to student PRIDE data.

Strengths:

NA

Weaknesses:

^ School Process Information related to an analysis of existing curricula focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs).

Strengths:

NA

Weaknesses:

^ School Process Information related to an analysis of existing personnel focused on helping English Language Learners (ELLs) work toward attaining proficiency in annual measurable achievement objectives (AMAOs).

Strengths:

NA

Weaknesses:

School Process Information uncovered by an analysis of curriculum alignment, instructional materials, instructional strategies, reform strategies, and/or extended learning opportunities.

Strengths:

NA

Weaknesses:



Part II - GOAL TO ADDRESS ACADEMIC NEEDS – All components to support improving academic achievement, INCLUDING SCHOOL CULTURE CONSIDERATIONS, should be related to the weaknesses identified in the data summary. ^ DUPLICATE PAGES AS NEEDED TO ADDRESS PRIORITIZED GOALS INCLUDING SACS DISTRICT GOALS, IF APPLICABLE. Use the SMART Goals format to address areas of need.

CONTINUOUS IMPROVEMENT GOAL SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS and be written in SMART Goal format:

The academic attainment core indicator will be improved from 85.52% of concentrators/completers to 91.49% (standard to meet ) in increments of at least .5 percent per year.

^ Data Results on which goal is based:

Directors Core Indicator Report



^ TARGET GRADE LEVEL(S):

12

TARGET CONTENT AREA(S): Circle One

Reading Math Science Other

AHSGE:

Reading Math Science Social Studies Language

Additional Academic Indicators:

TARGET STUDENT SUBGROUP(S):

Students earning a standard diploma



Standards

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

CONTINUOUS LEA Review IN Support OF THE pLAN


^ WHICH COURSE OF STUDY STANDARDS, AHSGE STANDARDS/OBJECTIVES, ELIGIBLE CONTENT, OR WIDA* STANDARDS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE STUDENT ACADEMIC PERFORMANCE?

(Give specific strategies, not just programs

or program names.)


WHAT DATA WILL BE GATHERED THROUGHOUT THE YEAR TO MEASURE PROGRESS AND

HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH

MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MASTERING PROFICIENT OR ADVANCED LEVELS AT THESE PLANNED CHECKPOINTS?

WHAT RESOURCES AND SPECIFIC EXPENDITURES WILL BE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

(Ex: 6 Classroom Libraries, $.....00)

DATE

(+, -, N/A)

Core Indicator 1S1

Grade 12 concentrators/completers who passed all parts of the AHSGE and/or took the AHSGE

STRATEGY: Using a web-based remediation package, each student will be given an individualized preparation module including pretest,. Activities and posttests. All results will be emailed to the appropriate program level teacher for further review.

ACTION STEP: AHSGE individual results will be collected and data entered in to the USA TEST PREP document file. Each student will receive a remediation plan based on these results.


Time-on-task will be measured weekly.


AHSGE results will be collected at each administration.


Data will be collected on the pass/fail rate for each section of the exam.

An increase in

Proficiency from

85.52% to at least 91.49% will be achieved by the end of the

student’s senior

year

The school will offer web-based,

Teacher-based and a combination

of the two,.

Mini computer labs at strategic locations.


Software packages for each location










STRATEGY: Career/Technical students will be given and opportunity to recover credit


ACTION STEP: At each of the six high schools and the BCCTC

after school and night schools will be provided to CTE students.

The Pass/Fail rate will be collected

At each location to assess the

Feasibility of offering the service

All students will

Have the

Opportunity to

Earn the required

24 Carnegie units.

The school will offer web-based,

Teacher-based and a combination

Of the two. The web ware will be

Correlated to the state Course of

Study and will be rigorous.

A+ Software and USATest Prep at

License purchased

Teacher-Facilitators

Professional Development $35.00

Per teacher.










STRATEGY:


ACTION STEP:






















*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.

Part III - GOAL TO ADDRESS ANNUAL MEASURABLE ACHIEVEMENT OBJECTIVES (AMAOs) AND ENGLISH Language PROFICIENCY NEEDS – Note: Refer to the ELL Data Compilation Form as part of the needs assessment in forming goals.


^ ENGLISH LANGUAGE PROFICIENCY GOAL SHOULD ADDRESS IDENTIFIED WEAKNESSES AND GAPS and be written in SMART Goal Format:

NA

Data Results on which goal is based:




^ TARGET GRADE LEVEL(S):

TARGET ELP LANGUAGE DOMAIN(S):

Circle all that apply. Reading Writing Listening Speaking Comprehension



^ WIDA ENGLISH LANGUAGE PROFICIENCY STANDARDS

REFORM STRATEGIES

BENCHMARKS

INTERVENTIONS


RESOURCES

CONTINUOUS LEA Review IN Support OF THE pLAN


^ WHICH WIDA* ENGLISH LANGUAGE PROFICIENCY STANDARDS OR DOMAINS ARE LINKED TO EACH STRATEGY?

what Research-based STRATEGIES/ACTIONS WILL BE USED

TO IMPROVE ENGLISH LANGUAGE PROFICIENCY? (List specific strategies, not programs or program names.)


^ WHAT DATA WILL BE USED THROUGHOUT THE YEAR TO MEASURE PROGRESS? HOW OFTEN WILL PROGRESS BE REVIEWED?

WHAT INCREASE (%) IN PROFICIENCY IS ANTICIPATED AT EACH

MO/QUARTER CHECKPOINT?

HOW WILL THE SCHOOL PROVIDE TIMELY ASSISTANCE TO STUDENTS NOT MAKING ADEQUATE PROGRESS IN LANGUAGE ACQUISITION (APLA) AND OR ATTAINING ENGLISH LANGUAGE PROFICIENCY?

^ WHAT RESOURCES ARE NEEDED FOR SUCCESSFUL IMPLEMENTATION?

DATE

+, -, N/A




STRATEGY:


ACTION STEP:























STRATEGY:


ACTION STEP:























STRATEGY:


ACTION STEP:






















*WIDA- World-Class Instructional Design and Assessment; the consortium to which Alabama and a number of other states belong.


Part IV - STRATEGIES TO ADDRESS SCHOOL SAFETY, CLASSROOM MANAGEMENT/DISCIPLINE, AND BUILDING SUPPORTIVE LEARNING ENVIRONMENTS Strategies developed to address improving school safety, classroom management /discipline, and building supportive learning environments should be related to the weaknesses or program gaps identified in the data summary (e.g., parental/community involvement, teacher collaboration, student/teacher motivation). The LEA and school must develop a timeline for multiple reviews of continuous improvement efforts.

WHAT CHALLENGES RELATED TO SCHOOL SAFETY, CLASSROOM/DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS HAVE BEEN IDENTIFIED THROUGH THE REVIEW OF SCHOOL DEMOGRAPHIC DATA?

what ADDITIONAL OR NEW REFORM STRATEGIES/ACTIONS

WILL BE USED TO ADDRESS THESE CHALLENGES?


WHAT ADDITIONAL RESOURCES (materials, personnel) WILL BE NEEDED TO SUCCESSFULLY IMPLEMENT THESE STRATEGIES?

CONTINUOUS LEA Review in Support

OF THE PLAN




PERCEPTION of the learning environment at the BCCT C is a challenge. The “Trade School” is perceived as a dumping ground for students who are discipline problems, who are failing or who are receiving special education services.. It is perceived as a place that “regular” students

do not attend




  1. 8th and 10th grade field trips to tour the BCCTC

  2. Provide a presence at the eighth grade parent meetings

  3. Expand the Student Ambassador program

  4. Hold professional development programs at the BCCTC for principals, teachers, etc.

  5. Establish the BCCTC as a tour stop for the Blount County//Oneonta Chamber of Commerce

Leadership Group




Highlight through the Media and brochures the students and the CTE programs located at the

BCCTC

Provide training for the student ambassadors



DATE

+, -, NA



The safety issue most obvious is the open campus at the BCCTC




  1. Visitor’s passes and sign-in sheet

  2. Remote monitoring of the campus

  3. An approved list of vendor delivery



























Part V - Additional Components, That When Addressed, Positively Impact Student Achievement:


^ 1. Highly Qualified Teachers: Describe the strategies the school, with the support of the LEA, uses to attract and retain highly qualified teachers.


Web-site posting

Career Fair Recruitment/College Career Day Recruitment


^ 2. Teacher Mentoring: Describe teacher mentoring activities. For example, are novice teachers given support from an assigned master teacher and what does that support look like?

All new career/ teachers are assigned a mentor by the ALSDE/CTE division. These mentors are asked to provide advise concerning BIC , on-line enrollment, follow-up, course sequencing, and other matters that may arise



3. Transition: Describe transition strategies to assist students in transitioning from previous school to the current school and/or from the current school to the next school, including, for example, how preschool children might be prepared for entry into kindergarten.


NA



4. ^ Special Populations: Describe the programs used for each group: English language learners, migrant students, and homeless students.


Special Population students are assessed prior to the IEP meeting. The IEP committee will examine data to include functional assessments as well as career data


^ 5. Extended Learning Opportunities: Describe how the school provides opportunities for students to receive support and reinforcement of academic skills beyond the regular school day.


Tutoring is available before and after school by appointment





^ Part VI continued - Additional Components, That When Addressed, Positively Impact Student Achievement:


A. Parental Involvement: Describe how the school will communicate information about the Parent Involvement Plan and, to the extent practicable in a language they can understand, how parents can have access to descriptions of the school’s curriculum, assessments, and student achievement expectations, and opportunities for regular meetings to review and assist in improving student progress.


NA


^ B. Parental Involvement: Describe how parents, the school staff, and students share responsibility for improved student academic achievement for students.

NA



^ C. Parental Involvement: Describe procedures to allow parents to submit comments of dissatisfaction with the School Parent Involvement Policy.

NA



^ D. Parental Involvement: Describe how the school will build capacity for parental involvement including how parents will be encouraged to become equal partners in the education of their children.



NA


E. Parental Involvement: Describe how the school will ensure the provision for participation of parents with limited English proficiency, parents with disabilities, and parents of migratory students; including providing information and school reports in a format and, to the extent practicable, in a language that parents can understand



NA




Part VII- PROFESSIONAL LEARNING NEEDS RELATED TO ACADEMIC CHALLENGES Including ENGLISH LANGUAGE PROFICIENCY, SCHOOL SAFETY, DISCIPLINE, AND SUPPORTIVE LEARNING ENVIRONMENTS:

  • Does the plan provide opportunities for professional development activities that are high-quality, effective, and research-based? YES  NO 

  • Does the plan include opportunities for teachers, principals, paraprofessionals, other staff, and parents? YES  NO 

  • Does the plan include required district-wide training for English language acquisition? [if LEA receives Title III funds] YES  NO 

(Note: Professional learning activities must be linked to Alabama’s Standards for Professional Development and Alabama’s Technology Professional Development Standards, www.alsde.edu, Sections, Technology Initiatives, Publications).



^ WHAT WEAKNESS OR NEED IDENTIFIED IN ACADEMIC, ELL AMAOs, OR SCHOOL CULTURE GOALS WILL THE PROFESSIONAL LEARNING ADDRESS?


WHAT TYPES OF PROFESSIONAL LEARNING WILL BE OFFERED?



WHEN WILL THE SESSION BE DELIVERED?

(Please list dates of future PD sessions.)


^ WHAT ARE THE EXPECTED OUTCOMES OF PROFESSIONAL LEARNING?



HOW WILL PARTICIPANTS BE HELD ACCOUNTABLE FOR SUCCESSFUL IMPLEMENTATION AND IN WHAT WAYS WILL EVIDENCE BE COLLECTED TO SHOW EFFECTIVE ASSIMILATION/INTEGRATION OF STRATEGIES?




^ WHAT ARE THE FUNDING SOURCES, ESTIMATED EXPENSES, AND PROPOSED NAMES OF CONSULTANTS OR ENTITIES?


Example: Title II, $....00

Dr. Verry Goode

DOCUMENT CONTINUOUS LEA REVIEW AND SUPPORT RESULTS




















DATE

+, -, NA

























DUPLICATE PAGES AS NEEDED


^ Part VIII - Coordination of Resources/Comprehensive Budget [OPTIONAL IF NOT USING ANY FEDERAL FUNDS]


List all federal, state, and local monies that the school uses to run its program:

Example:


I. State Foundation Funds:



^

State Foundation Funds TOTAL





Teacher Assigned Units: classroom teachers: TOTAL OF ALL SALARIES




^ Administrator Units:




Assistant Principal:




Counselor:




Librarian:




^ Instructional Supplies




Library Enhancement




Technology




^ Professional Development




State ELL Funds










II. Federal Funds:



^

Title I: Part A: Improving the Academic Achievement of the Disadvantaged TOTAL





Title I: (1. Schools identified for improvement must set-aside an equivalent of 10% of its Title I school-level allocation for professional development each year it is in the improvement process. 2. Also include the school’s portion of the 95% of the LEA set-aside for parental involvement. For additional guidance, check with the Federal Programs Coordinator in your school district.)


BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






Title II: Professional Development Activities TOTAL




BRIEF EXPLANATION and BREAKDOWN OF SPENDING:





Title III: For students who don’t speak English as their first language…. TOTAL





BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






^ Title IV: For safe and drug-free schools TOTAL




BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






^ Title V: For 26 different uses; Also called “Innovative Programs”; Includes school improvement, gifted education, nurses, etc. TOTAL




BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






^ Title VI: For rural and low-income schools TOTAL




BRIEF EXPLANATION and BREAKDOWN OF SPENDING:






Other: 21st Century, Learn and Serve, Even Start TOTAL




BRIEF EXPLANATION and BREAKDOWN OF SPENDING:












III. Local Funds ( if applicable)



^

Local Funds TOTAL







BRIEF EXPLANATION and BREAKDOWN OF SPENDING:








^ Part IX – REVIEW/SUPPORT DOCUMENTATION


INITIAL REVIEW /DEVELOPMENT Target Date: August Purpose: Review assessment data to develop plan or make plan adjustments to existing plan.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*


*Use additional pages, if needed

^ REVIEW 1 Target Date: September Purpose: AMENDMENT - Incorporate recommendations from school, LEA and/or SDE.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*


*Use additional pages, if needed

^ REVIEW 2 Target Date: October

Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.


Date ________________________________


Principal Initials__________


LEA initials ______________ Other ____________


COMMENTS*


*Use additional pages, if needed

^ REVIEW 3 Target Date: November Purpose: IMPLEMENTATION – Provide documentation/evidence of improvement.


Date ________________________________


Principal Initials____________


LEA initials ______________ Other: ________________


COMMENTS*


*Use additional pages, if needed

^ REVIEW 4 Target Date: January

Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*


*Use additional pages, if needed

^ REVIEW 5 Target Date: February Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*


*Use additional pages, if needed

^ REVIEW 6 Target Date: March Purpose: IMPLEMENTATION - Provide documentation/evidence of improvement.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*


*Use additional pages, if needed

REVIEW 7 Target Date: April - May

Purpose: REFLECTIONS/PROJECTIONS – Evaluate each goal, strategy, and action for continuation, revision, or removal.


Date ________________________________


Principal Initials______________


LEA initials ______________ Other ___________________


COMMENTS*


*Use additional pages, if needed

Use information from Reviews to Evaluate the plan and to update the plan for the coming year.



System: Submit plans to your system’s E-GAP Document Library by November 7, 2008

School:

July 2008






Download 154.45 Kb.
leave a comment
Date conversion09.12.2012
Size154.45 Kb.
TypeДокументы, Educational materials
Add document to your blog or website

Be the first user to rate this..
Your rate:
Place this button on your site:
docs.exdat.com

The database is protected by copyright ©exdat 2000-2017
При копировании материала укажите ссылку
send message
Documents

upload
Documents

Рейтинг@Mail.ru
наверх