Cahsee administration Training for July 2011 Department of Research and Evaluation Norms Make this time productive for you… Cell phones off or on vibrate Tend to your needs: drink, stand up, leave room as needed Ask questions

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  • Administration Training for
  • July 2011
  • Department of
  • Research and Evaluation


    • Make this time productive for you…
    • Cell phones off or on vibrate
    • Tend to your needs: drink, stand up, leave room as needed
    • Ask questions, provide feedback


  • Testing Opportunities
  • Coordinator
  • Responsibilities
  • CAHSEE Requirements

What’s New for 2010 - 2011?

  • Box 6 – A “No” bubble has been added to this field. Grid “Yes” or “No” for Hispanic or Latino (only for hand-bubbling).
  • Box 13b – Bubbles Y and Z have been added.
    • Y: Writing task prompt ONLY was read aloud to the student or presented in manually coded English or American Sign Language.
    • Z: Leave Blank – Cannot be gridded for CAHSEE.
  • Reminder - No seals separating sections.
  • Box 6
  • Box 13b
  • What’s New

CAHSEE Requirement

  • All California public school students except eligible students with disabilities must satisfy the CAHSEE requirement, as well as all other state and local requirements, in order to receive a high school diploma.
  • The CAHSEE requirement can be satisfied by passing the examination, or for eligible students with disabilities, meeting the exemption requirement pursuant to California Education Code (EC) Section 60852.3, or receiving a local waiver pursuant to EC Section 60821(c).

Testing Opportunities

  • Grade 10= One (1) opportunity during the Census administration in March. Grade ten students who were absent during the census administration in March will have a make-up opportunity in the May administration. No grade ten students are eligible to take the CAHSEE in the July, November, or February administrations.
  •  Grade 11= Two (2) opportunities, one in November and one in March. Grade eleven students may be administered the CAHSEE up to two times per school year for the part(s) of the examination not previously passed. Grade eleven students who were absent during the November and/or census administration in March will have a make-up opportunity in the May administration.
  •  Grade 12 (Including Yr. 13 & Yr. 14) = Five (5) opportunities. Grade twelve students shall have at least three opportunities per school year to take the CAHSEE not previously passed. Grade twelve students may take the section(s) of the CAHSEE not yet passed up to five times per school year.
  • Administration Dates for 2011-12
  • CF
  • Grade
  • July
  • 26-27
  • November
  • 1-2
  • February
  • 7-8
  • March Census
  • 13-14
  • May
  • Make-up
  • 8-9
  • Total
  • Opportunities
  • ELA
  • Math
  • ELA
  • Math
  • ELA
  • Math
  • ELA
  • Math
  • ELA
  • Math
  • Tues. 26th
  • Wed.27th
  • Tues. 1st
  • Wed. 2nd
  • Tues. 7th
  • Wed. 8th
  • Tues. 13th
  • Wed. 14th
  • Tues. 8th
  • Wed. 9th
  • 10
  • x
  • x
  • Make-up Only
  • 1
  • 11
  • x
  • x
  • x
  • Make-up Only
  • 2
  • 12
  • x
  • x
  • x
  • x
  • x
  • 5
  • 12 +
  • x
  • x
  • x
  • x
  • x
  • 5

Test Administration Reminders

  • There is an updated Manual and DFA.
  • Exams can only be administered on state-approved dates, including special education students.
    • A listing of Special Education students taking CAHSEE over multiple days must be emailed to Michele at by July 12th.
  • Students must be enrolled in order to take the exam
    • Enroll Independent Study Students into Aeries using code D.
    • Enroll Valenzuela Students into Aeries using code V.
  • Transcribe all essays onto a scannable answer document.
  • Use only one answer document per student.
  • Score Code (Box 3) must be gridded on all returned answer documents.


  • Education Code Section 37252 - Districts must provide remediation to students in grades seven through twelve who do not show sufficient progress toward passing the CAHSEE.
  • Education Code Section 37254 - Intensive Instruction and Services Grant

Following-Up on CAHSEE Requirements

  • You should be maintaining a list of all communication with non-passers, including:
    • Counseling sessions
    • Invitations to remediation Education Code Section 37252
    • Documentation of non-participation in remediation offerings
    • Attendance at remediation
  • Students entitled to CAHSEE waivers (passed with a modification).
  • Students entitled to CAHSEE exemption (refer to slide 6).
  • You should be maintaining a list of all remediation opportunities and who attends (per Valenzuela).

Prepare for Test Site Auditing

  • Before test audits
  • During test audits
  • After test audits
  • Security-including sealed and signed tape
  • Training attendance roster
  • Emergency/evacuation plan
  • Security room
  • Inventory Verification Form
  • What’s been your experience? What can the district proctors do to assist you?
  • Let’s Look at the Audit Handout in your folders.

Summary Of Responsibilities for Test Site Coordinator

  • The test site coordinator is responsible for the administration of the CAHSEE within the school or test site. The coordinator is also directly responsible for coordinating all activities pertaining to the security, distribution, and return of materials, as well as training all test examiners, test proctors, and scribes.

BEFORE Testing

  • Inventory
  • Timing & Schedule
  • Site Training


  • CF


  • Date
  • Approx.
  • Working Time
  • Approx. Total Admin. Time
  • ELA- Session1
  • TUES
  • 2 Hours
  • 2.5 Hours
  • ELA- Session 2
  • 1.5 Hours
  • 2 Hours
  • Math- Session 1
  • WED
  • 1.5 Hours
  • 2 Hours
  • Math- Session 2
  • 1.5 Hours
  • 2 Hours
  • Test sessions must start between 8:00am and 10:00am
  • Untimed But Not Unlimited Time

Inform parents and students about testing:

    • Inform parents and students about testing:
        • Parent Notification Letters (School Site)
        • Phone Calls to parents (School Site)
    • Breaks between sessions
    • Bathroom visits with monitoring
  • Proctors: 1 for every 25 students
    • Prepare space for Graduate Success Program (GSP) and Independent Study students - they are testing at your site.
    • Test examiners will need to provide a break for students between Sessions 1 & 2.
        • Short BreaksStudents should remain in the testing room unless they need to use the restroom. Students must be monitored at all times.
        • Extended Breaks – Examiners must collect and account for all test materials before dismissing students for the break. Materials are to be redistributed to students for the second session. (page 6 - Coordinator’s Manual)
  • Schedule
  • CF

Inventory of Testing Materials

  • Open Box 1 FIRST!
    • Locate the Packing List and review it
    • Inventory all materials
    • Separate special materials (Audio CD and Version 1 Test Booklets, Large Print, Braille)
    • Complete the Inventory Verification Form
    • Fax the form back within 48 hours (558-5773)
    • Boxes must be kept sealed. Be sure and reseal and sign tape after inventory check.
  • Materials will arrive 5 days before testing
  • CF

Special Materials

  • If Special Materials were ordered, the DFA for Special Test Versions is included with Shipment 1 (Coordinator Materials).
  • Large Print (packet includes the regular test booklet and answer document as well as the large print test booklet and large print answer document).
  • Braille (packet includes the regular test booklet and answer document as well as the Braille test booklet and Braille answer document).
  • Audio CD (includes two CDs-part 1 & 2 for each subject)
    • The test booklets labeled Version 001 are the only booklets that should be used in conjunction with the Audio CD.

Your Site Training

  • CAHSEE Training is for examiners and proctors, including those assisting with coordination and special education staff
  • Log attendance by using a sign-in sheet
  • Review the Security Affidavit and have everyone sign
    • Test Security Affidavits must be signed. Keep one copy on file at school and return one copy to R&E.
  • Watch the video
  • Review the DFA
    • Directions must be read VERBATIM
  • Review Summary of Responsibilities for Test Examiner/Proctors
    • Page 4 of the Coordinator’s Manual
    • Pages 3-4 of the DFA
  • CF

Your Site Training (cont)

  • Review accommodations/modifications in IEPs/504 Plans
  • Discuss Student Absence Form & importance of accurate reporting
  • Ensure Test Security
    • Verify students’ identity
    • Monitor students
    • Collect test booklets and answer docs BEFORE dismissing students
  • Emergency Evacuation Plan distributed and reviewed
  • Use the handouts you are provided
  • CF

DURING Testing

  • Test Environment
  • During Testing
  • Procedures
  • Test Irregularities

Test Environment

  • No instructional materials directly related to the content of the test should be visible to any students during testing.
  • Administrators will check to verify that classroom materials have been covered or removed prior to testing.
  • Examiners/Teachers must verify that their classroom has been cleared for testing.
  • CF

Inappropriate materials include, but are not limited to:

  • Vocabulary and Word Lists
  • GLAD strategy charts
  • How-to/Information Charts and Posters for all subjects
  • Writing Process Charts
  • Charts listing genres of books and writing domains
  • Charts of test-taking strategies
  • Charts with editing marks, lists of transitional words
  • Thinking Maps/Graphic Organizers, grammar charts
  • Tables of mathematical facts or formulas (including standards charts)
  • Number lines
  • Maps, timelines, GATE Icons, student work
  • Standards
  • Other

Room Arrangement

  • Desks are arranged in rows (unless testing in a science lab, etc.).
  • Students and desks are facing the same direction.
  • Students and desks are spaced as far apart as possible.

Students During Testing

  • Students desks MUST be cleared during testing
  • Please be sure that students have enough room on their desk for both the answer document and test booklet
  • All backpacks, purses, MP3 players, and cell phones must be on the floor
  • No books or magazines on desks during testing
  • Cell Phones must be silenced and put away (please look at memo from CDE)
    • How do you handle cell phones at your school site?
  • CF

During Testing

  • Supervise test administration and test security
    • Monitor all examination procedures. Administrators and additional staff should be organized to monitor.
    • Ensure that the appropriate number of proctors are available, planning for back-ups.
    • Each testing room must be visited during administration to monitor that directions are read VERBATIM AND all procedures are followed.
    • Materials are secure.
    • SCRATCH PAPER-Students are not permitted to use separate sheets of scratch paper for any portion of the examination. However, students can write in the test booklet or on the designated scratch pages in the answer document.

Maintaining Test Security During Testing

  • Check out and check in testing materials each day of testing including DFAs (verify count and sign).
  • All materials must be accounted for BEFORE dismissing students.
  • Report missing test booklets immediately.

During Testing Issues

  • Document Attendance each day
    • Be prepared to submit a list of the students who must take the make-up.
    • Complete the Student Absence Form.
    • Make sure the Student Absence Form is legible, understandable, and complete.
  • Emergency evacuation plan posted
  • Community Day students
    • ISP: enroll students at your site when list is given to you by ISP Coordinator.
  • SDC students
    • Rooms
    • Accommodations/Modifications

Students with Disabilities

  • Students with disabilities must be allowed to take the CAHSEE with any accommodations/modifications specified in their IEP or Section 504 Plan.
  • IEPs and Section 504 Plans must list the specific accommodations/modifications.

Accommodations/Modification Usage Form

  • All sites are required to use the new accommodation/modification usage form created by R&E.
  • This form must be completed and signed by both the test examiner and the CAHSEE Coordinator.
  • The form must include the student’s name, school site, grade level, and student ID number.
  • Staple the form to the accommodation page from the IEP.
  • Let’s discuss Accommodation/Modification Codes-O, P, and Y.
  • CF

Let’s Take a Look at the New Accommodation/Modification Usage Form

Responsibilities During Testing

  • Special Education Teacher is responsible for offering the accommodations/modifications and informing the Test Site Coordinator if they were used DURING TESTING.
    • Accommodations/Modifications Usage Form
  • Offering versus Using
  • Test Site Coordinator is responsible for marking the answer document (Box 13).
  • Test Site Coordinator must sign if the student was offered accommodations/modifications even if the student didn’t use them.
  • Section 13a: Test Site Coordinator signature is required for any student with CAHSEE accommodations/modifications specified in their IEP/Section 504 Plan whether they used accommodations/modifications are not.


  • Complete the Incident Report Form on page 53 (Coordinator’s Manual) and call R&E immediately
    • Cheating
    • Became Ill
    • Misconduct
    • Disruptions
  • Test Security Breach Form (call R&E immediately) page 46 (Coordinator’s Manual)
  • CF

After Testing

  • After Testing Procedures
  • Pack Materials Properly
  • Return Materials to R&E
  • Account for ALL Materials
  • Score Codes

Preparing Answer Documents

  • Void damaged answer documents and answer documents where answers are transcribed onto another document.
  • Do not use two answer documents for any student.
  • ALL demographic information must be hand-gridded by the test coordinator.
    • Demographic information will be provided on Data Director.
    • For students who are not on the demographic list from Data Director, you might be able to find information on Aeries.
      • Refer to the handouts in your folder.
  • Ensure that stray marks have been erased.
  • Let’s look at pages 29-31 (Coordinator’s Manual).
  • CF

Score Code

  • The Score Code (Box 3) must be gridded on all returned answer documents - for both ELA and Math (page 63 - Coordinator’s Manual).
    • R - Taken this portion of the test and satisfied the requirement to successfully pass the CAHSEE (scale score of 350 or higher).
    • S - Score
    • A - Absent (including illness during testing)
    • I - Invalidated (cheated or assisted others in cheating or to have comprised the security of the CAHSEE. This will invalidate the score for this portion of the CAHSEE.)
    • Z - Not Attempted (student regardless of grade is present for testing but refuses to attempt any part of the exam or is assessed with CAPA.)
    • E - Significant Medical Emergency
    • T - Participated in a CENSUS Administration (Grade 10 student was tested in a CENSUS Administration at your school or in another school or district).
    • M - Moved (Grade 10 student was not enrolled on one day of testing).
  • The Score Code (Box 3) must be gridded on all scorable answer documents - for both ELA and Math. (except VOIDS)
  • Score Codes E, T, M are only to be used for Grade 10 Students during the CENSUS Administration.

After Testing

  • You are responsible for correct score codes and special education coding
  • Separate answer documents for the following:
    • Students with Disabilities
    • Make sure that all answer documents for Students with Disabilities are placed in Box 1 of your Scorable Materials. These documents need to be separated with the divider provided by R&E.
    • R&E will check each answer document to verify complete and accurate information.
  • Complete the SGID - one for each grade level and place on top of SCORABLE answer docs (Coordinator’s Manual pages 35 - 36, 54 - 57 )
    • Separate answer documents by grade level:
      • Grade 10-Tangerine
      • Grade 11-Burgundy
      • Grade 12 & Adult Students-Green
  • Review “Materials to be Returned” checklist.
  • Materials MUST be returned the day after testing.
  • Let’s go over the return schedule.
  • Make sure to fill out Sections 2 (Number of Answer Documents-remember to include the answer documents for students with no Pre-ID and Students with Disabilities) and 3 (Date of Exam).

Packing & Labeling SCORABLE Materials

  • Enter school totals for SCORABLES (in pencil)
  • CF

Prepare NONSCORABLE Answer Documents

  • VOID answer documents and write reason why it was voided
  • VOID: spilled coffee-transcribed to new doc.
  • Enter school totals for NONSCORABLE (in pencil)
  • Test Site Packing List given to R&E
  • Packing & Labeling NONSCORABLE Materials
  • Secure Boxes for Transport
  • Box
  • 1 of 5
  • Box
  • 1 of 7
  • Box
  • 2 of 7
  • Box
  • 3 of 7
  • Box
  • 2 of 5
  • Box
  • 5 of 7
  • Box
  • 4 of 7
  • Box
  • 3 of 5
  • Box
  • 4 of 5
  • Box
  • 5 of 5
  • Box
  • 6 of 7
  • Box
  • 7 of 7
  • When numbering boxes on labels, count SCORABLE boxes separately from NONSCORABLE
  • Returning Materials

Results Requirements

  • Districts must maintain in each student’s permanent record the following information:
    • The date(s) the student took the CAHSEE.
    • Whether the student satisfied the CAHSEE requirement for each section of the CAHSEE.
  • Must be entered in the student’s permanent record within 60 days of receiving data files from test contractor.

Timesaving Tips

  • In order for you to have an efficient and speedy return (45 mins. or less), please do the following:
    • Accommodation/Modification Usage Forms are stacked in the same order as the answer documents.
    • Accommodation/Modification Usage Form is stapled to the accommodation page from the IEP.
    • Box numbers are written in pencil.
    • Place labels on boxes.
      • BLUE - Scorable
      • PINK - Non - Scorable
    • DO NOT write on the CAHSEE return boxes.
    • IMPERATIVE-Band Answer Documents in groups of 100 even if you have students that are testing over multiple days.

Data Corrections by R&E

  • Correctable Data
  • R&E can make corrections IF sites inform us. You cannot correct data through ETS.

Making Corrections To Data Continued

  • Complete a CAHSEE Request Form and submit to R&E will auditable evidence. Be sure to include an excel spreadsheet or listing of affected students.
  • R&E will review the data, contact CDE, complete a Request for CDE approval and present the information to Cabinet for review. The superintendent’s signature is required on the form.
  • R&E will submit the data in the format that is required. R&E will notify you and your site administrator, in writing, when the data has been submitted, as well as when a response is received from CDE.

Correcting CAHSEE Data

  • Combining responses on two answer documents into a single record $150
  • Change a score code (from Absent to Score) $100
  • Remove a modification flag $100
  • Delete a student record $50
  • Invalidate a student score $100
  • Change a score code from Invalid to Score $100
  • Scorable returned with non-scorable $450
  • Score a non-transcribed essay $150
  • Student score report duplicate $25
  • Parent/Guardian address printed on score report $.18

Questions or Issues

  • Call extension 75851 for Iduma Bermudez or 75117 for Michele Cunha
  • Or 75850 for Michelle Le Patner and all general testing questions

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