School Type: Public	School Setting: Suburban
Level: K-12	School Design: Alternative
Content Presented By:
National Awards Program for Model Professional Development

Results

The special needs population at Hungerford includes students classified as medically fragile, severely and profoundly retarded, and emotionally disturbed. The nature of this student population requires a different approach to considerations of evidence of success. However, as the site visit confirmed, the school's professional development program is grounded in student success and guided by data that provides evidence of progress toward improved student performance. Although most of the students at Hungerford are exempt from district and state standardized tests, their success can be documented through a number of other measures, including for 1997:

• an 18% increase in the number of students participating in general education inclusion
• 80% of students achieving their IEP goals
• a 30% increase in the number of students placed at community-based work sites

Additionally, the school set goals and monitored their achievement.

School Goals:

• Expand the use of technology in instruction.
• Arrange teacher schedules for meetings with colleagues.
• Arrange schedules for classroom staff to plan collaboratively to meet classroom goals.

Success was demonstrated by comparing the 1996 with the 1997 school year data. The following increases were noted:

• Percentage of classrooms with computers increased by 80%.
• Number of students who use technology to communicate or augment communication increased by 45%.
• Number of students who utilize adaptations to access computer technology increased by 85%.
• Percentage of staff who meet with colleagues at least weekly for professional discussion/development increased by 80%.
• Percentage of staff who meet with colleagues at least monthly for professional discussion/development increased by 40%.
• Percentage of classroom teams (teachers, paraprofessionals, and related service providers) who meet at least weekly increased by 82%.
• Percentage of classroom teams (teachers, paraprofessionals, and related service providers) who meet at least monthly increased by 100%.
• Percentage of student portfolios reflecting technology integrated into the curriculum increased to 98%.

School Goals:

• Provide school-based student support systems to benefit student achievement.
• Develop community-based instructional activities that reflect post-school outcomes.
• Develop an effective school-to-work program.

Success was demonstrated by:

• 30% increase in the number of students participating in community-based vocational training.
• 25% increase in the number of community-based vocational training sites.
• 100% of graduating, transitioning students are linked to adult service agencies, supported employment, sheltered workshops, competitive employment, or day habilitation programs.
• Student portfolios and alternative methods of assessment were used by 100% of teachers to assess and plan instruction.
• Alternate performance indicators appropriate to students' abilities and needs were developed by 100% of our teachers to measure student achievement.
• Staff members, in conjunction with District 75, have been working with other agencies, systems, and organizations to share information regarding the issue of standards and students with severe disabilities.
• During the 1997-1998 school year, the number of our students to participate in general education inclusion increased by 18%.
• 80% of our students achieved their individual educational plan goals.

Site Visit Documentation

P.S. 721R, Hungerford School's success was recorded based on a site visit conducted by the National Awards Program for Model Professional Development in 1997:

Criteria	Evidence
Expected changes in teaching and student learning that will result from participation in professional development are stated.	PD has contributed to changing the entire mission, vision, and focus of the school and has led to completely revised expectations for the students.
There is a credible rationale for believing that given the attainment of the expected teacher outcomes, student outcomes will be achieved.	Evidence of staff commitment, of parent support and involvement, and of the ability to meet goals and then set new, higher expectations.
There is a continuous process for ensuring that the school community understands how the professional development components fit together and connect to the overall school or district improvement plan.	Parents are actively involved through PTA nights, parent workshops, and the site council. In addition, paraprofessionals attend workshops during parent conference time. Students, parents, professionals, and paraprofessionals all attend staff transition meetings. Finally, there is extensive involvement by students in community through school-based businesses that provide services to the community.
The data collected provide evidence that the professional development activities lead to improved teaching and student learning.	Multiple data sources indicate a continuous improvement in teaching and student outcomes including work-site placements, increased after-school use computers, student and teacher portfolios, teachers reporting changes in teaching practice, and constant revisions of IEP goals
The data collected provide evidence that the professional development activities lead to a narrowing of existing achievement gaps.	The increased use of adaptive technologies is moving more students to an inclusionary environment. Also, new assessment tools provide more accurate evaluations of student abilities.

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