1. Logistics in Monitoring Accommodations in South Carolina Courtney Foster Office of Innovation and Grants

2. Key Factors In Planning What do we have now? –Not a ‘one office’ endeavor –Look at existing resources in your office –Look at existing resources in other offices What do we want and need? –Plan for a system that streamlines resources (multiple data points) –Accurate information

3. SC Monitoring System Desk audits –Gather data from multiple sources On-site visits –IEP review –Observe test administration –School test coordinator, teacher, and student interviews –Collect evidence of good practice to share with other districts

4. Policy and Procedures “…not providing accommodations specified in the IEP or providing more accommodations than are specified in the IEP…these actions are viewed as test security violations…” –Convene an IEP team meeting (including parents) to determine the validity of the test administration (score)

5. Desk Audit Components

6. The Precode Project SASI system –Demographics (e.g. student name, student id, grade level, EIA/EFA codes) Process –Data entered/corrected at the school level –Verification and transmission to district office –Validation and transmission to the state office Initial submission in January with an update in March –In 2006, added a customized material field

7. Working with LEAs and Vendors Vendor online ordering system for test materials –Verify and report out by district –Verify and report out by school LEA keeps file with student and/or teacher name of the specific test materials ordered –Assists test coordinator in ordering materials –Another data point for monitoring

8. Office of Exceptional Children Focused monitoring –District and school specific issues Regional coordinators In 2006, moved to an online IEP system Team effort for providing professional development Assessment Exceptional Children

9. Onsite Visit Reporting Primary Disability Grade Instructional Setting Present Levels Accommodations in Instruction Accommodation in Testing LD6ResourceReading (reading comprehension) Math (comprehension of word problems) Extended time Advance organizers Extended time LD/ ADHD 7ResourceReading (reading comprehension) Math (good math skills, sometimes careless errors) Sit near teacher Extended time Preferential seating Extended time Use a calculator

10. Monitoring Follow-up Internal report for assessment and exceptional children Letter to school principal (copied to district superintendent and district test coordinator) Professional development recommendation from exceptional children

11. Changes in the Monitoring System From unannounced visits to announced professional development visits (both school and district staff invited) From random selection of schools/students with ‘on-site reviews’ to a planned, streamlined multiple step process to focus professional development (includes both desk audits and on- site visits) From an office in isolation to a state team approach (assessment and exceptional children)

12. Professional Development Updates to Test Administration Manuals Workshop collaboration –the district test coordinator and the district special education coordinator –presentations at special education conferences and assessment workshops EAG grant objectives –Online version of the ASES SCASS manual

13. Contact Information Courtney Foster Office of Innovation and Grants 1429 Senate Street, Room 708E Rutledge Building Columbia, SC 29201 (803) 734-2721 cjfoster@ed.sc.gov