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

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Logistics in Monitoring Accommodationsin South
CarolinaCourtney FosterOffice of Innovation
and Grants
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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

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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

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Policy and Procedures

• not providing accommodations specified in the
  IEP or providing more accommodations than are
  specified in the IEPthese actions are viewed as
  test security violations
• Convene an IEP team meeting (including parents)
  to determine the validity of the test
  administration (score)

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Desk Audit Components
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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

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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

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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

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Onsite Visit Reporting
Primary Disability Grade Instructional Setting Present Levels Accommodations in Instruction Accommodation in Testing
LD 6 Resource Reading (reading comprehension) Math (comprehension of word problems) Extended time Advance organizers Extended time
LD/ ADHD 7 Resource Reading (reading comprehension) Math (good math skills, sometimes careless errors) Sit near teacher Extended time Preferential seating Extended time Use a calculator


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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

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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)

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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

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Contact Information

• Courtney Foster
• Office of Innovation and Grants
• 1429 Senate Street, Room 708E
• Rutledge Building
• Columbia, SC 29201
• [phone]
• cjfoster_at_ed.sc.gov