In the past three years, Hancock County has invested over $100,000 in Assistive Technology, supplemental curriculum, software, training, and new initiatives.  We have been progressively working towards meeting the goals of No Child Left Behind and individual student needs.  Student achievement, parent satisfaction, and teacher involvement are on the rise.  To this end, we have done the following:

• Implemented the use of Kurzweil 2000 scanning software which enables text to be 'read' to the student.
  
  
• Trained 20 teachers on the use of the Wilson Reading Program - a phonemic approach to reading especially designed for those with reading difficulties.
  
  
• Purchased Edmark Reading Program, computer based sequential supplemental reading.  Trained 12 teachers and implemented in seven schools.
  
  
• Implemented web-based "IEP at Your Fingertips" program specifically designed for West Virginia and includes IEP forms and other student data.
  
  
• Four speech therapists trained on the Linda Mood Bell Reading method for students with dyslexia and other reading disorders.
  
  
• Purchased and trained staff on a wide variety of computer software programs including Boardmaker, Writing with Symbols, IntelliKeys, etc.
  
  
• Formation of Hancock County Assistive Technology Team.
  
  
• Accessing Title I Programming (when appropriate) for exceptional students.
  
  
• Offered a variety of trainings, including Picture Exchange Communications Program (PECS), TEACCH, Introduction to Autism & Asperger's Disorders, Social Skills, Behavior Management including 'How to Complete a Functional Behavior Assessment' and 'Behavior Intervention Plan', Inclusion, Collaborative and Co-Teaching, and Modification and Accommodation Strategies.
  
  
• Working cooperatively with Autism Training Center of Marshall University to support the Family Focus and Positive Behavior Support projects for our students with autism.
  
  
• West Virginia Parent Training Information (WVPTI) - working collaboratively with and sharing training opportunities, support for parents, and fostering positive relationships with the school system.
  
  
• Three years of implementation of co-teaching models to ensure that all students are learning according to their diverse needs. We embrace and adhere to the belief and culture that 'all means all'.
  
  
• Differentiated instruction - trained teachers to differentiate through content, process, and product; also through a student's readiness, learning style, and interest.
  
  
• Professional learning communities: working collaboratively with educators by sharing our vision and focusing on learning for all.
  
  
• Instituted monthly mini-trainings that encompass a variety of topics to reach the twenty-first century learner.