california high school exit examination (cahsee)
DESCRIPTION
California High School Exit Examination (CAHSEE). Test Administration Training 2009-10 for District Coordinators June 19, 2009-Sacramento June 26, 2009-Santa Clara June 30, 2009-WebCast July 22, 2009-Los Angeles August 5, 2009-Madera August 6, 2009-Monterey September 29, 2009-San Diego. - PowerPoint PPT PresentationTRANSCRIPT
California High School Exit Examination (CAHSEE)
Test Administration Training 2009-10 for District Coordinators
June 19, 2009-SacramentoJune 26, 2009-Santa Clara
June 30, 2009-WebCastJuly 22, 2009-Los Angeles
August 5, 2009-MaderaAugust 6, 2009-Monterey
September 29, 2009-San Diego
2
Presenters
•Mao Vang, CAHSEE Project Manager, Educational Testing Service (ETS)
•Rebecca Rabin-Reed, Product Administrator for Customer Services, ETS
•Bonnie Galloway, Consultant, California Department of Education
3
Presentation Objectives
•What’s New•Overview of CAHSEE •Maintaining Test Security•District Coordinator, Test Site Coordinator, Test Examiner, and Proctor Responsibilities
•Demographic Data Corrections•Resources•Questions and Answers
4
What’s New
•Answer document changes: Page 1
• Box 6 – grid “Yes” if Hispanic or Latino • Box 7 – grid all race/ethnicity that are applicable• “Decline to state” option is no longer available. • New Federal Standards for Collecting and Reporting
Race and Ethnicity Categories may be found at http://www.cde.ca.gov/ds/td/lo/refaq.asp#q14
Page 2 • Position of some boxes changed, but required data and
numbering remains the same. Page 12
• Box 24 – American Indian Education has been deleted.
5
What’s New (Continued)
•Box 13 Directions
revised
6
What’s New (Continued)
•One set of manuals for entire year (July 2009–May 2010) District and Test Site Coordinator’s
Manual Directions for Administration Directions for Administration —
Special Test Versions
7
Overview of CAHSEE
8
CAHSEE Purpose
•Improve student achievement in public high schools and ensure that students who graduate from public high schools can demonstrate competency in reading, writing, and mathematics
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CAHSEE Content
•The CAHSEE has two parts: English-language arts (ELA)
•State standards up to grade ten Mathematics
•State standards in grades six, seven, and Algebra I
10
CAHSEE Requirement
•All students must satisfy the CAHSEE requirement, as well as all other state and local requirements, to receive a California public high school diploma.
•The CAHSEE requirement can be satisfied by passing the examination or, for students with disabilities, receiving a local waiver according to California Education Code Section 60851(c).
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Options to Participate in CAHSEE Administrations 2009-10
July 28-29
October 6-7
November 3-4
December 5 & 12
February 2-3
March 16-17
May 11-12
Grade 10(Census)
Grade 10(Census
or Make up)
Grade 10(Make up)
Grade 11
Grade 11 Grade 11 Grade 11
Grade 11 Grade 11
Grade 12
Grade 12
Grade 12 Grade 12 Grade 12
Grade 12 Grade 12
Adult Adult Adult Adult Adult Adult Adult
For testing schedules, go to: http://www.cde.ca.gov/ta/tg/hs/admin.asp
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CAHSEE Testing Opportunities
•Grade ten: one time (February, March, or May)
•Grade eleven: *two times•Grade twelve: *at least three, but up to five times
•Adult students: *three times
* May participate in successive administrations.
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TestDay
TestSession
ApproximateWorking Time
Approximate TotalAdministration Time
Day 1ELA
1 2 hours2 hours 30
minutes
21 hour 30
minutes2 hours
Day 2Math
11 hour 30
minutes2 hours
21 hour 30
minutes2 hours
Approximate Testing Times
14
Maintaining Test Security
15
Maintaining Test Security
•To ensure test security, district coordinators must: Read, agree, sign, and return the Test
Security Agreement (TSA) to ETS Ensure all test site coordinators read
and sign the TSA and all who have access to secure test materials read, sign and agree to the Test Security Affidavit
16
Maintaining Test Security (Continued)
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Maintaining Test Security (Continued)
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Maintaining Test Security (Continued)
Keep materials in a secure, locked storage
Establish and maintain procedures that will prevent cheating
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Maintaining Test Security (Continued)
Handle potential testing irregularities. Call ETS and CDE to report security breaches or test administration incidents
Cooperate with Global Compliance Services when they conduct audits•Before-testing•During-testing •After-testing
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District Coordinator Responsibilities
DC
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Before Testing
•Attend training •Send signed Test Security Agreement to ETS
•Read the District and Test Site Coordinator’s Manual (DTSCM)
DC
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Before Testing (Continued)
•Go to http://www.ets.org/cahsee/ to obtain information and documents regarding the coordination of CAHSEE administrations
DC
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•Refer to CAHSEE Project Calendar
Before Testing (Continued)DC
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Before Testing (Continued)
• November 2009 CAHSEE Project Calendar Sample
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Before Testing (Continued)
•Manuals are posted for reference.
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Go to thesecure CAHSEE Web site by clicking on CAHSEE Online from the ETS CAHSEE Web page or https://cahsee.ets.org/
Before Testing (Continued) DC
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•To obtain a username and password for CAHSEE Online, Contact ETS CAHSEE Support at 800-241-5687.
Before Testing (Continued)DC
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Before Testing (Continued)
•Use CAHSEE Online at https://cahsee.ets.org to do the following: Update your district contact information Order test materials Order supplemental shipments Submit a Pre-ID file Review/update an order Make student demographic corrections Download student results, roster reports,
and summary reports
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Before Testing (Continued)
•Select the appropriate date option.Enter your Username and Password. Select the LOGIN button.
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CAHSEE Online main page
Before Testing (Continued)
Update District Information and Testing Schedule
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•Schedule and set up test administrations
•Notify parents of district’s testing schedule
Before Testing (Continued) DC
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Before Testing (Continued)
StandardOperationalTest Books
LargePrint
(Version 998)
AudioBooks
(Version 001)
AudioCD
Braille (Version
999)
LP-Braille (Version
999)
LP-BRCD
•Prepare to order materials
CAHSEE Test Books and Special Versions
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Before Testing (Continued)
•Prevent excessive materials ordering•“Excessive materials” is the difference between the sum of the number of tests scored and 80 percent of the tests ordered by the school district for the entire school year. The difference must be greater than 100 to be “excessive materials.”
DC
Excessive Orders Examples
Scenario #1
# Ordered (80%) 20,000 16,000
# Scored 12,000 12,000
Difference 4,000
Cost per test booklet (2009-10)
$0.76
Excessive materials charge
$3,040.00
Scenario #2
# Ordered (80%) 10,000 8,000
# Scored 7,950 7,950
Difference 50
No excessive materials charge (Difference is less than 100)
Before Testing (Continued) DC
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•Order materials and select option to pre-ID
Before Testing (Continued) DC
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•Materials order and option to pre-ID warnings
Before Testing (Continued) DC
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•Materials order confirmation
Before Testing (Continued) DC
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•Go to “Pre-ID services” tab to obtain file layout
Before Testing (Continued) DC
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Before Testing (Continued)
•Prepare data file according to pre-ID file layout
Upload pre-ID file
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Before Testing (Continued)
• If submitting Pre-ID file, fill out the List of Demographic Fields Required to be Hand-gridded for Schools Participating in the Pre-ID Service. Provide the list as a handout for test site
coordinators during training•A Late pre-ID label service is available for a fee. You must have submitted a pre-ID file by the
deadline to use this additional service.
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Before Testing (Continued) DC
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Before Testing (Continued)
•Designate and train test site coordinators•Emphasize the following in training:
Maintaining test security Reading Test Site Coordinator Responsibilities
Section of manual Hand-gridding fields not Pre-IDed Accommodations/Modifications/EL Variations
• Signature in Box 13 Checking in/out test materials Providing handout of important dates
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Before Testing (Continued)
• Identify and coordinate the testing of students placed in nonpublic schools
•Go to California School Directory http://www.cde.ca.gov/re/sd/ to obtain NPS school code. Enter onto Box 12c.
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Before Testing (Continued)
•Receive test materials (starting about 2 weeks before test administration) Shipment 1: nonsecure testing materials Shipment 2: secure testing materials Shipment 3A: (optional) Pre-ID answer
documents Shipment 3B: (optional) late Pre-ID labels
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Before Testing (Continued)
•Upon receipt of shipments, open boxes and conduct inventory
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Before Testing (Continued) DC
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• If more test materials are needed, contact the CAHSEE Support Center or go to CAHSEE Online to place supplemental orders
•Distribute test materials to sites
Before Testing (Continued) DC
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During Testing
•Be the liaison between test sites, CDE, and ETS
•Problem solve•Notify both CDE and ETS of potential testing irregularities
•Complete the Test Security Breach Report Form, if applicable
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During Testing (Continued) DC
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After Testing
•Receive and inventory test materials from sites
•Account for all test booklets and CDs•Complete District Packing List and Security Tracking
•Ensure all answer documents are batched by grade with School and Grade Identification (SGID) Sheet and packed in scorable boxes
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School and Grade Identification (SGID) Sheet
PURPLEGrade 10 only
ORANGEGrade 11 only
BLUEGrade 12 only
GREENAdult education students only
SAMPLE
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Enter district scorable totals
Enter district non-scorable totals
After Testing (Continued) DC
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•Arrange with courier (FedEx or land carrier) for pickup
After Testing (Continued)
For Scorable materials
For Non-scorable materials
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After Testing (Continued)
•Confirm that the designated CAHSEE color-coded label is in the lower right-hand corner on the top of each box being returned.
•Place the appropriate pre-addressed FedEx label to the immediate left of the designated color-coded label.
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After Testing (Continued)
•Late return of scorable materials may delay results and reports being delivered on time. “Late” = shipped from district after the
Wednesday following the test administration
•If scorable materials are received late, a late processing fee of $450 is charged to the district.
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Refer to CAHSEE Project Calendar for all pertinent deadlines
After Testing (Continued) DC
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DCAfter Testing (Continued)
•Interpreting CAHSEE Scores Interpretation Guides (Top 11 languages) Score Conversion Tables
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After Testing (Continued)
•Use CAHSEE Online to download student results
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After Testing (Continued)
•Student detail files, rosters, and summary report
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After Testing (Continued)
•Send student and parent reports home
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After Testing (Continued)
•Send summary reports to schools (ELA Sample)
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After Testing (Continued)
•Send summary reports to schools (Math sample)
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After Testing (Continued)
•Send roster reports to schools
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After Testing (Continued)
•Additional resources and special services form
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Test Site Coordinator Responsibilities
TSC
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Before Testing
•Attend training •Send signed Test Security Agreement and Affidavits to district coordinator
•Read the responsibilities and procedures in the “test site coordinator” section of the DTSCM
TSC
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Before Testing (Continued)
•Inform parents, students and teachers about testing schedule
•Inform teachers about their students’ attendance at the testing session
•Work with district coordinator to resolve problems
TSC
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Before Testing (Continued)
•Organize, implement, and supervise all activities necessary to conduct testing at school site
•Collect signed Test Security Affidavits from all who have access to test materials
•Control inventory. Use Test Site Security Tracking Form and
Inventory Form-Test Site
TSC
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Before Testing (Continued)TSC
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Before Testing (Continued)TSC
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Before Testing (Continued)
•Receive test materials
•Conduct an inventory of all materials within 24 hours of receipt
•Look at sequence numbers written on top of the boxes and make sure all boxes are accounted for Box 1 of 10, 2 of 10, etc.
TSC
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Before Testing (Continued)
•Follow the checklist for Inventorying Test Materials at the Test Site
•Save original boxes for return shipments
•Contact District Coordinator with additional material requests
TSC
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Before Testing (Continued)
•Keep test materials secure (Test booklets, Audio CDs, Answer Documents, etc.) in sealed boxes in a locked storage at all times when not in use for test administration
•Test booklets are shrink-wrapped in sets. Do not remove the shrink-wrap until absolutely necessary.
TSC
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Before Testing (Continued)
•Train test examiners and proctors•Include the following:
Responsibilities of test examiners and proctors
Security of test materials Testing schedules and locations Preparation of test locations for test
administration Arrangement for proctors, as required
TSC
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Before Testing (Continued)
•Train test examiners and proctors (continued) Information about students who have
accommodations/modifications in IEP or 504 plan•Directions for Administration-Special Test Versions manual
Verification of student’s identity Distribution of test materials Assistance with directions Administration of the test
TSC
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Before Testing (Continued)
•Train test examiners and proctors (continued) Procedures for completing demographic
information Completion of score codes Collection of and accounting for test
materials Scheduling and procedures for returning
test materials to test site coordinator
TSC
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Before Testing (Continued)
•If district submitted a Pre-ID file, provide the handout from the district coordinator for test examiners during training.
TSC
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Before Testing (Continued)•Prepare answer documents
One answer document must be submitted for each student testing
If using Pre-ID service, prepare blank answer documents for recently enrolled students who have not passed one or both sections
VOID documents for students who are no longer enrolled or who were incorrectly included in the Pre-ID file
TSC
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Before Testing (Continued)
•Prepare and distribute test materials using Inventory Form-Test Site
Materials for Each Test Examiner Number to Include
Directions for Administration manual 1 per examiner
Test booklets 1 per student + 1 for examiner
Answer documents 1 per student + 1 blank
No. 2 pencils 1 per student + a few extras
List of Demographic Fields Required to be Hand-Gridded for Schools Participating in the Pre-ID Service
1 copy, if applicable
TSC
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During Testing (Continued)
•Monitor test administration •Visit each testing room to make sure administration scripts are being read word-for-word
•Ensure students have sufficient time to test
•Ensure proper monitoring of breaks and extended breaks taken during testing, such as lunch
TSC
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During Testing (Continued)
•Be prepared for emergency situations, restroom passes, etc.
•Document testing incidents and potential test security breaches If applicable, complete Test Administration
Incident Report Form and/or Test Security Breach Report Form.
•Ensure compliance with all examination procedures
TSC
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During Testing (Continued)TSC
•Administration RemindersScratch paper is not allowed.Do not allow students to use extra paper to answer their ELA writing tasks.
All responses to math and ELA items, including writing task, must be recorded with No. 2 pencil on a single answer document.
Do not use a pre-ID answer document from one administration for another.
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During Testing (Continued)
•Administration Reminders (Continued) Do not use correction fluid on any
answer documents. Do not use paper clips, tape, staples,
or glue on the answer documents. Do not attach removable “self-stick”
notes to the answer documents.
TSC
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During Testing (Continued)
•Administration Reminders (Continued) Do not disassemble or pull pages out
of the multi-page answer document or insert additional pages.
If an answer document is damaged, the answers must be transcribed onto a new one and all student demographic fields must be hand-gridded.
TSC
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During Testing (Continued)
•Provide accommodations and/or modifications to eligible students if specified in their IEP or 504 plan
•Provide identified English learners additional test variations if regularly used in the classroom
TSC
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After Testing
•Collect all examination materials after each test session
•Verify that all test materials from test examiners are accounted for
•Put the scorable answer documents in a secure place between test sessions
TSC
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After Testing (Continued)
•Prepare answer documents for return•Inspect for stray marks•If a student has a Pre-ID answer document, check to make sure the fields that were not Pre-ID are filled in.
•If a student is new or does not have a Pre-ID answer document, all demographic data must be hand-gridded.
TSC
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After Testing (Continued)
•Check answer documents
•Check that Box 3 Score Code is completed on every scorable answer document.
TSC
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After Testing (Continued)
•Check Box 13 Accommodations and Modifications Test examiner must grid Box 13
Accommodations and Modifications codes if any were actually used.
Test site coordinator’s or designee’s signature is required to confirm that accommodations and/or modifications were offered whether used or not.
TSC
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• If used, correct code must be hand-gridded.
After Testing (Continued)TSC
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After Testing (Continued)
•Transcribe student answers as required: If any student marks answers anywhere other
than in the answer document as a condition of his or her IEP or 504 plan, an authorized person must transfer the answers to the answer document exactly as produced by the student.
If a student uses more than one answer document, answers must be transcribed into a single document. Pages from two documents may not be physically combined.
TSC
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After Testing (Continued)
•VOID an answer document if: The document has been damaged. It is a Pre-ID document for a student who
is no longer enrolled in the district. A student has used more than one answer
document and the answers have been transcribed onto another that has already been included in the scorable materials.
TSC
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After Testing (Continued)
•Prepare scorable answer documents for return Locate the large plastic bag labeled “Test
Site Coordinator Packet” that contains all your return instructions and labels.
Separate and count answer documents by grade.
Do not mix scorable and non-scorable materials.
TSC
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After Testing (Continued)
•Prepare scorable answer documents for return (Continued) Use appropriate SGID for each grade
• Hand-grid section B: Grade, Number of Answer Documents, Date of Exam
Place SGID on top of appropriate grade level documents
Wrap each bundle with paper bands provided in groups of 100
Place BLUE Shipping Labels on boxes with scorable answer documents
TSC
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School and Grade Identification (SGID) Sheet
PURPLEGrade 10 only
ORANGEGrade 11 only
BLUEGrade 12 only
GREENAdult education students only
SAMPLE
TSC
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After Testing (Continued)
•Prepare nonscorable materials for return Test Site Packing List and Security Tracking
Forms Unused SGIDs Test Booklets, including large type and Braille Audio CDs All original copies of transcribed essays
•Place PINK shipping labels on boxes with non-scorable materials
TSC
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Enter school scorable totals
Enter school non-scorable totals
After Testing (Continued)TSC
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After Testing (Continued)
•Return materials to district coordinator Follow specific information from district
coordinator and return materials accordingly and appropriately to the district office for consolidation of all test sites’ materials.
TSC
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Test Examiner Responsibilities
TE
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Before Testing
•Attend training•Read and sign CAHSEE Security Affidavit
•Read the Directions for Administration (DFA)
TE
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Before TestingTE
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Before Testing (Continued)
•Set up the testing room Students face the same direction and have
at least four feet from center of desk to center of desk
•Cover or erase any information that could clue answers for students
•Place a ‘Testing, Do Not Disturb’ sign outside the door
TE
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Before Testing (Continued)
•Check out test materials from test site coordinator
TE
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During Testing
•Verify identification of students (only students on the list that you received should be tested)
•Give pre-identified answer documents to the correct students
TE
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During Testing (Continued)
•Make sure the students use only No. 2 pencils, including for essay writing.
•Students should clear their desks. Students are not allowed to use scratch
paper or correction fluid. Only No. 2 pencils may be used on the
answer document. Students should not have books, papers,
cell phones, or any electronic devices on their desks.
TE
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During Testing (Continued)
•Hand out the test booklets in the order that you receive them.
•Follow and read the directions exactly as they are written in the DFA.
•Check that students are responding in the appropriate sections and are working independently.
TE
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During Testing (Continued)
•Make sure that each student: Signs name in Box 1
Enters the version number and the barcode number from the back of the test booklet onto the answer document in each portion of the test.
TE
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During Testing (Continued)
•If Pre-ID service is used, ensure students hand-grid additional fields required, if applicable.
TE
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During Testing (Continued)
Approximate Testing Times
TE
TestDay
TestSession
ApproximateWorking Time
Approximate TotalAdministration
Time
Day 1
ELA
1 2 hours2 hours 30
minutes
21 hour 30
minutes2 hours
Day 2
Math
11 hour 30
minutes2 hours
21 hour 30
minutes2 hours
During Testing (Continued)
•If some students need more time and have to go to another testing room, the test examiner should collect the test booklets and answer documents from the students. A proctor or other school staff should escort the students to the designated testing room.
•No students should leave a testing room with the test booklets and answer documents by themselves.
TE
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During Testing (Continued)•Document incidents on the Test Administration Incident Form, if applicable
TE
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After Testing
•Account for all test booklets and answer documents Separate the answer documents from the
test booklets and make sure that no answer documents are inside test booklets
Separate answer documents by grade•You must account for ALL testing materials.
TE
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After Testing (Continued)
•Code Box 13 & 18,
if applicable.
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After Testing (Continued)
•Code Box 3 (Score Code) for all students.
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After Testing (Continued)
•Return the test materials following the procedure your test site coordinator has set up.
TE
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Proctor Responsibilities
•Attend training with the test site coordinator
•Read, agree to, sign, and return CAHSEE Test Security Affidavit to TSC
•Assist test examiner with the following: Distribute materials Monitor students during testing Collect materials
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Demographic Data Corrections
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After Testing (Continued)
•Use CAHSEE Online https://cahsee.ets.org for: Making student demographic
corrections
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Go to the secure CAHSEE Online site at https://cahsee.ets.org and select the CONTINUE button.
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Select the database in which you are making Demographic Corrections for. Enter your Username and Password and then select the LOGIN button.
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Select the drop down menu under the header “Demographic Corrections”.
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Select the administration in which you need to make demographic corrections to and select the SUBMIT button.
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There are several options to review your demographic data on this page. Select RETRIEVE MY DISTRICT’S PROFILE.
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You can view your data in a summary format. Listed here are critical fields.
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Below the Critical Fields are Optional Fields. Select one of the Optional Fields and you will see a summary of that data on your screen.
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For example, choose Primary Ethnicity and select the SUBMIT button.
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View the breakdown for Primary Ethnicity here. Select the Back Button to get to the Demographic Corrections page.
Notice the numbers for African American and American Indian, we will be working with them later.
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Option 1: To edit an individual student record, use any of the fields listed on the right to search for that student record. Then, select the SEARCH button. For example, the last name is used.
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All students with that last name are presented. If you select the last name highlighted in blue on the left, you will be able to access this student’s demographic information.
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You can change any demographic information listed on this page. You are not able to change anything in gray.
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Example: change this student’s Primary Ethnicity (African American to American Indian) and see how that affects your data. Select the SUBMIT button and you will return to the page with the student’s names.
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Select the Back to Search Page button and you will end up on the demographic corrections page. Repeat steps to retrieve your district profile and here is the change.
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African American changed from 83 to 82 and American Indian changed from 10 to 11.
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Option 2: Mass Student Demographic UpdateThis requires a file in either text format or excel format. The layout is exactly the same as your Pre-ID file except there is an added field for Census/Make-up, field 601.
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This PDF on the CAHSEE home page at http://www.ets.org/cahsee/ shows all the fields for a text file as well as what fields can be updated. To create a mass demographic correction file, use your Pre-ID file and add filler fields from positions 501-600.
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Here is a sample of an excel demographic correction file. Notice only key matching fields are needed. When you are ready to upload your file, remove all the headers from the file. Your file will not upload with headers included.
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Select the BROWSE button and select your demographic correction file from where you have saved it. Select Open.
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Your file has now been selected and you can select the CONTINUE button to update your district’s demographic data.
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Your file is processing. The larger the file the longer the processing time will be. Sometimes the files are too large and will need to be submitted as smaller files.
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You are now able to see where the corrections have been made. You can either CONTINUE with the changes or CANCEL them and start over.
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If you select CONTINUE, you will receive a confirmation page of your edits. At the bottom of the page is a Table of Errors; you will need to select CONTINUE here for the system to accept your edits.
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Once the system accepts your edits, you are taken back to your home page and you are able to see the edits you have made by going back into your District Profile page.
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Now that you have corrected your demographic data, you can see how it affects your District Reporting. Under the District Reporting section, select the CONTINUE button.
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Let’s look at your data prior to making demographic corrections by selecting District Demographic Summary Report for ELA within grade 11. Select the SUBMIT button and you will see your results.
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You can see that there are 5 American Indian students who were tested and 47 African American students tested. Now let’s look at this after demographic corrections are completed.
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You have submitted your Mass Demographic Corrections file and you can now see that there are 6 American Indian and 46 African American students who have tested.
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Final CAHSEE Data Corrections Window
•Deadline for 2008-09 final data corrections is October 30, 2009
•View reports with corrections immediately•Make corrections immediately after receiving results – don’t wait
•Districts are not charged for this service
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Resources
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Opportunities to Participate
•Scoring Opportunities [email protected]
• Item Writers’ Workshop October 27-28, 2009
•Reviewers Bias & Sensitivity and Content reviews in
March and April 2010 Differential Item Functioning (DIF) reviews
after each census administration Contact Usha Altieri 916-403-2406 or
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Training Presentation Available
•Presentation materials posted at: http://www.ets.org/cahsee/ Look in the “About the Test” tab
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CAHSEE Regulations
•California Code of Regulations, Title 5, sections 1200 to 1225 govern the administration of the CAHSEE in concert with state law (California Education Code sections 60850 to 60859).
•The CAHSEE regulations can be found at http://www.cde.ca.gov/ta/tg/hs/documents/cahseeregs.doc
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Special Education and English Learner Resources
•Available at http://www.cde.ca.gov/ta/tg/hs/accmod.asp Q & A about Test Variations Request for Test Variations Scribe Guidelines Matrix 1. Matrix of Test Variations,
Accommodations, and Modifications for Administration of California Statewide Assessments
Matrix 2. Matrix of Test Variations for Administration of California Statewide Assessments for English Learners
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Student Testing General Guidance
•Available at Available at http://www.cde.ca.gov/ta/tg/sa/ CDE division updates and program notes Test administration dates Guidelines on Academic Preparation for
State Assessments Other guidance for California public
schools
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Contact Information
CAHSEE policy and general examination informationCDE CAHSEE Office
916-445-9449 http://www.cde.ca.gov/ta/tg/hs/
State and federal accountability informationCDE Academic Accountability Unit
916-319-0863 http://www.cde.ca.gov/ta/ac/
Test material ordering and logisticsETS CAHSEE Support
800-241-5687 http://www.ets.org/cahsee/
https://cahsee.ets.org/