california high school exit examination (cahsee) test administration training 2008–09 webcast...
TRANSCRIPT
California High School Exit Examination
(CAHSEE)
Test Administration Training 2008–09 Webcast
September 30, 2008
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Presenters
•Mao Vang, ETS CAHSEE Project Manager
•Rebecca Rabin-Reed, ETS Project Manager for Client Services
•Diane Hernandez, CDE CAHSEE Administrator
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Presentation Objectives•Overview of CAHSEE Regulations •Maintaining Test Security•District/Test Site Coordinator Responsibilities•Test Examiner Responsibilities •Proctor Responsibilities•Data Corrections Process •Resources•Questions and Answers
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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 (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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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 exam or, for students with disabilities, receiving a local waiver. Education Code Section 60851(c).
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Options to Participate in CAHSEE Administrations 2008-09
July 29-30
October 7-8
November 4-5
December 6 &
13
February
3-4
March 17-18
May 12-13
Grade 10
(Census)
Grade 10
(Census or
Make up)
Grade 10(Census
or 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
CAHSEE can be administered only on the scheduled test dates determined by the state. 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 (Feb., Mar., or May)
•Grade eleven*-two times•Grade twelve*-five times•Adult students*-three times* May participate in successive administrations.
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Opportunities to Participate
•Writing task field test (Grade 10 only)December 8-12, 2008
•Scoring Opportunities [email protected]
•Reviewers Bias & Sensitivity and Content reviews in
February and March 2009 DIF after each test administration
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Approximate Testing Times
Test Day Test SessionApproximate Working Time
Approximate Total
Administration Time
Day 1ELA-Session 1 2 hours
2 hours 30 minutes
ELA-Session 21 hour 30
minutes2 hours
Day 2
Mathematics-Session 1
1 hour 30 minutes
2 hours
Mathematics-Session 2
1 hour 30 minutes
2 hours
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Maintaining Test Security
•To ensure test security, district coordinators must: read, agree, sign, and return the Test Security Agreement to ETS
Ensure all test site coordinators sign and agree to the Test Security Agreement and all who have access to secure test materials read and sign the Test Security Affidavit.
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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 testing irregularities: call ETS and CDE to report security breaches
Cooperate with Global Compliance Services when they conduct auditsoBefore-testing auditsoDuring-testing auditsoAfter-testing audits
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District Coordinator Responsibilities
DC
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Before Testing
•Read, agree, sign, and return the Test Security Agreement to ETS
•Schedule and set up test administrations
•Notify parents of district’s testing schedule
DC
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Before Testing (Continued)
•Use CAHSEE Online: http://cahsee.ets.org Update your district contact information
Order test materialsOrder supplemental shipmentsSubmit a Pre-ID fileReview/update an orderCheck the status of your orderMake student demographic corrections
DC
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Before Testing (Continued)
•Designate and train site coordinatorsSee Test Site Coordinator Responsibilities Section
•Identify and coordinate testing students placed in NonPublic Schools by IEP
DC
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Before Testing (Continued)
•If submitted Pre-ID file, fill out: List of Demographic Fields Required to be Hand-gridded for Schools Participating in the Pre-ID Service (p. 45)oProvide the list as a handout to test site coordinators during training
DC
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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 3: (optional) Pre-ID answer
documents Shipment 4: (optional) late Pre-ID labels
•Upon receipt of shipments, open boxes and conduct inventory
•Distribute test materials to sites
DC
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During Testing
•Be the liaison between test sites, ETS, and CDE
•Problem solve•Complete the Test Security Breach Report Form and/or Test Administration Incident Report Form notifying both CDE and ETS of potential testing irregularities that involve examiners or test sites, if applicable
DC
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Test Site Coordinator Responsibilities
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Test Site Coordinators Responsibilities
•Read the responsibilities and procedures in the “test site coordinator” section of the District Test Site Coordinator Manual
•Organize, implement, and supervise all activities necessary to conduct testing at school site
•Ensure compliance with CAHSEE regulations•Train test examiners and proctors
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Test Site Coordinator Responsibilities (Continued)
•Inform parents, students and teachers about testing schedule
•Inform teachers about their students’ attendance at the testing session
•Organize testing room locations, assign test examiners and proctors, and establish seating procedures
•Work with District Coordinator to resolve problems
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Test Site Coordinator Responsibilities (Continued)
•Train all test examiners and proctors prior to testing dates
•Collect signed Test Security Affidavits from all who have access to test materials
•Control inventoryUse Test Site Security Tracking Form and Inventory Form-Test Site
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Before Testing-Receive Test Materials
•Follow the checklist for Inventorying Test Materials as the Test Site (p.24) Inventory all materials within 24 hours of receiptoLook at sequence numbers written on top of the boxes and make sure all boxes are accounted for
Save original boxes for return shipments
Contact District Coordinator with additional material requests
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Before Testing- Keep Test Materials Secure
•The following materials must be maintained in sealed boxes in secure, locked storage at all times when not in use for test administration Test booklets Audio CD’s Answer Documents
•Test booklets are shrink-wrapped in sets: Do not remove the shrink-wrap until absolutely necessary.
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Before Testing-Train Test Examiners and Proctors
•Training should 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 Information about students who need
accommodations/modifications in IEP/504 PlanoDirections for Administration-Special Test Versions manual)
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Before Testing-Train Test Examiners and Proctors
(Continued) Verification of student’s identity Distribution of test materials Assistance with directions Administration of the test Procedures for completing demographic info. Completion of score codes Collection of and accounting for test materials Scheduling and procedures for returning test
materials to test site coordinator
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Test Examiner Responsibilities
•Follow specific directions from test site coordinator, including reading and signing the Test Security Affidavit
•Employ systematic procedures for distributing and collecting materials
•Verify the identity of students•Ensure that students have the correct test materials
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Test Examiner Responsibilities (Continued)
•Read the directions verbatim and answer questions regarding directions
•Ensure gridding of required fields and test booklet version number by students
•Check that students are responding in the appropriate sections and are working independently
•Account for all test materials
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Proctor Responsibilities
•Distribute materials
•Monitor during testing
•Collect materials
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Before Testing-Prepare Answer Documents
•One answer document must be submitted for each student testing. (Do not submit multiple answer for the same student.)
•Prepare blank answer documents for recently enrolled students who have not passed one or both sections (students without Pre-ID answer documents)
•VOID documents for students who are no longer enrolled or who were incorrectly included in the Pre-ID file
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Before Testing-Prepare & Distribute Test Materials
•Use Inventory Form-Test Site (p. 52) Materials for Each Test
ExaminerNumber to Include
Directions for Administration manual
1 per examiner
Test booklets 1 per student + 1 for examiner
Answer documents 1 per student + a few blanks
No. 2 pencils 1 per student + a few extrasList of Demographic Fields Required to be Hand-Gridded for Schools Participating in the Pre-ID Service (p. 45)
1 copy, if applicable
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During Testing-Monitor Test Administration
•Check that the printed name on answer document matches the name of the student taking the test
•Ensure students hand-grid (if Pre-ID) additional fields required, if applicable
•Ensure compliance with ALL examination procedures
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During Testing-Monitor Test Administration (Continued)
•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
•Check that students are responding in the appropriate sections and are working independently
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During Testing-Documenting Incidents & Test Security
Breaches•Be prepared for emergency situations, restroom passes, etc.
•Document testing incidents and potential test security breachesComplete Test Administration Incident Report Form/Test Security Breach Report Form
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During Testing-Administration Reminders
Scratch paper are not allowed. oUse white space in the test booklet or pages on answer document, “This page is for scratch work. It will NOT be scored.”
Do not allow students to use extra paper to answer their ELA writing tasks.
All responses, including writing task, must be recorded with No. 2 pencil on answer document.
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During Testing-Administration Reminders (Continued)
Do not use correction fluid on any answer document.
Do not use paper clips, tape, staples, or glue on the answer documents
Do not attach removable “self-stick” notes to the answer documents
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During Testing-Administration Reminders (Continued)
Students record responses to both ELA and math tests on a single answer document.
Do not disassemble or pull pages out of the multi-page answer document
If an answer document is damaged, the answers must be transcribed onto a new one and all student demographic fields must be hand-gridded
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During Testing-Accommodations/
Modifications/EL Test Variations•Provide accommodations and/or modifications to eligible students if specified in their IEP or Section 504 Plan (pp. 68-70)
•Provide identified English learners additional test variations if regularly used in the classroom (p. 71)
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After Testing-Collect Test Materials
•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 for the next test session
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After Testing-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.
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After Testing-Check Answer Documents
•After testing, the Score Code field on every answer sheet document must be completed by the test examiner.
•Mark one for each content area: R – Satisfied Requirement S – Score A – Absent E – Medical Emergency (grade 10 census only) I – Invalidated Z – Present but refused to test or CAPA (grade 10
census only) T – Tested in another district (grade 10 census only) M – Not enrolled on day of testing (grade 10 census
only)
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After Testing-Accommodations and Modifications
•After testing, the test examiner must grid the Accommodations/Modifications field for any that were actually used.
•Test site coordinator or designee’s signature is required to confirm that Accommodations and/or Modifications were offered whether used or not.
•If used, correct code must be hand-gridded. See Table 7. Accommodations and Modification
Codes on p. 65
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After Testing-Transcribing
•Transcribing student answers as required: If any student marks answers in the booklet as a
condition of his/her accommodation, 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.
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After Testing- Voiding Answer Documents
•VOID answer documents 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.
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After Testing-Scorable Answer Documents Return
•Locate the large plastic bag labeled “Test Site Coordinator Packet”, which contains all your return instructions and labels
•Separate and count answer documents by grade•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 •DO NOT mix scorable and non-scorable materials.
BLUE Shipping Labels
BLUE Shipping Labels
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School and Grade Identification (SGID) Sheet
TANGERINE-Grade 10 only
DARK BLUE-Grade 11 only
PURPLE-Grade 12 only
SALMON-Adult students only
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After Testing-Nonscorable Materials Return
•Place nonscorable materials (PINK shipping labels) Test Site Packing List and Security Tracking
Forms Unused SGIDs Test Booklets, inc. large print and braille Audio CDs All original copies transcribed essays
PINK Shipping Labels
PINK Shipping Labels
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After Testing-Return Materials to
District Coordinator•Follow specific information from district coordinator and return materials accordingly and appropriately to the district.
•District coordinator can follow a “after testing” section in the district coordinator responsibilities
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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 docs are batched by grade with School and Grade Identification (SGID) Sheet; packed in scorable boxes
•Arrange with courier (FedEx or land carrier) for pickup
DC
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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 from districts late, a late processing fee of $450 is charged to district.
DC
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Pick-up Dates for Scorable and Nonscorable Materials-Fall 2008*
CAHSEE Administration
Scorable Pick-up Window
Nonscorable Pick-up Window
October 7-8 October 9-15 October 13-21
November 4-5 November 6-12 November 10-18
December 6 & 13 December 15-19 December 17-24
* Schedules for spring 2009 administrations will be available soon.
After Testing (Continued) DC
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After Testing Continued
•Use CAHSEE Online http://cahsee.ets.org for:Making student demographic corrections
Downloading student results
DC
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Special PresentationCAHSEE Data Corrections
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Go to the secure CAHSEE Online site at http://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”
58
Select the administration in which you need to make demographic corrections to and hit the SUBMIT button
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There are several options to review your demographic data on this page. Select RETRIVE 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. Hit the Back Button to get to the Demographic Correction 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, hit 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 their 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. Anything grayed out you are not able to change.
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Example: change this student’s Primary Ethnicity (African – American to American Indian or Alaskan) and see how that affects your data. Hit the SUBMIT button and you will be returned to the page with the students names.
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Select the Back to Search Page button and you will end up on the demographic correction page. Repeat steps to retrieve your district profile and here is the change.
69
African American changed from 83 to 82 and American Indian changed from 10 to 11.
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Option 2: Mass Student Demographic Update.This 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 www.ets.org/cahsee shows all the fields for a text file as well as what fields are updateable and what are not. To create a mass demographic correction file use your Pre-ID file and add filler fields from position 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 hit 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 broken down into 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 hit 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 hit 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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We have gone in and submitted our Mass Demographic Correction 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 20007-08 final data corrections is November 3, 2008
•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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Training Presentation Available
•Presentation materials posted at: http://www.ets.org/cahsee/ Look under “Resources” tab
•Webcasts archived at: http://wcportal.sdcoe.net/v_h.asp
Look under “CDE Test Prep”
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Special Education Resources
•Available at: http://www.cde.ca.gov/ta/tg/hs/accmod.asp Matrix of Test Variations,
Accommodations, and Modifications for Administration of California Statewide Assessments
Q & A about Test Variations Scribe Guidelines (for scribe and sign
language use)
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Test Preparation
• Available at: http://www.cde.ca.gov/ta/tg/sa/
•Guidelines on Academic Preparation for State Assessments (April 2004, CDE)
Standards-based instruction CDE resources Test-taking strategies
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For More Information
CAHSEE policy and general exam informationCDE High School Exit Exam 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/