1. 2013-14 CAHSEE Test Administration Training for Test Site Coordinators September 12 - 13, 2013 Assessment, Research and Evaluation Melody Hartman, District Coordinator CAHSEESupport@sac-city.scusd.edu 643-9420

2. 2

3. Presentation Objectives What’s New Overview of CAHSEE Maintaining Test Security Test Site Coordinator Responsibilities – Before, During, and After Testing District Coordinator Contact Information Resources Questions and Answers 3

4. What’s New Answer document changes: Box 1 – changed from district to LEA Box 16 (CALPADS Fall 1) removed Question 14 added to the Questionnaires Boxes 17-26 renumbered to 16-25 4

5. # 16 CALPADS FALL 1 5

6. Overview of CAHSEE 6

7. 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 7

8. CAHSEE Content The CAHSEE has two parts: – English-language arts (ELA) State standards up to grade 10 – Mathematics State standards in grades six, seven, and Algebra I 8

9. CAHSEE Requirement All students except eligible students with disabilities 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 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 60851(c). 9

10. CAHSEE Waiver Students who take one or both parts of the CAHSEE using modifications and receive the equivalent of a passing score (350 or higher) are eligible for the CAHSEE waiver. Paperwork must be submitted to AR&E requesting a waiver of the requirement to pass the part(s) of the CAHSEE on which the modification was used. All Waiver requests must be approved by the School Board and marked in Zangle exit code 106 10

11. CAHSEE Exemption California Education Code Section 60852.3 provides an exemption from meeting the CAHSEE requirement as a condition of receiving a diploma of graduation for eligible students with disabilities who have an individualized education program (IEP) or a Section 504 plan. The IEP or Section 504 plans must state that the student is scheduled to receive a high school diploma, and has satisfied or will satisfy all other state and local requirements for high school graduation, on or after July 1, 2009. There is no paperwork to file but they need to be marked in Zangle as Graduated, CAHSEE Exempt. (Code 108) 11

12. Options to Participate in CAHSEE Administrations 12

13. CAHSEE Testing Opportunities Grade ten: one time (March) – Make Ups in May Grade eleven: two times (November and February) Grade twelve: *at least three, but up to five times * May participate in successive administrations. 13

14. Maintaining Test Security 14

15. Maintaining Test Security To ensure test security, test site coordinators must: – Read, agree, sign, and return the Test Security Agreement to District Coordinator – Ensure all test examiners and all others who have access to secure test materials read and sign the Test Security Affidavit and return to you 15

16. 16 Maintaining Test Security (Continued)

17. 17 Maintaining Test Security (Continued)

18. 18 Maintaining Test Security (Continued)  Keep materials in a secure, locked storage  Establish and maintain procedures that will prevent cheating  Handle potential testing irregularities. Call AR&E to report security breaches or test administration incidents

19. 19 Maintaining Test Security It is important to monitor the use of electronic devices during testing. This will assist to decrease the chance of secure information being transmitted through social networking sites and various forms of technology. DO NOT ALLOW STUDENTS TO USE PHONES WHEN FINISHED

20. Test Site Coordinator Responsibilities 20 TSC

21. Before Testing Attend training Send signed Test Security Agreement to district coordinator Read the responsibilities and procedures in the “test site coordinator” section of the LEA and Test Site Coordinator’s Manual 21 TSC

22. Test Site Coordinators Responsibilities Organize, implement, and supervise all activities necessary to conduct testing at school site Ensure compliance with CAHSEE regulations Train all test examiners and proctors prior to testing dates Collect signed Test Security Affidavits from all who have access to test materials Order special needs materials before testing 22 TSC

23. Test Site Coordinator Responsibilities (Continued) Inform parents, students and teachers about testing schedule Inform teachers about their students’ attendance at the testing session(s) Organize testing room locations, assign test examiners and proctors, and establish seating procedures Work with District Coordinator to resolve problems 23 TSC

24. 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 inventory – Use Test Site Security Tracking Form and Inventory Form-Test Site 24 TSC

25. Test Site Coordinator Responsibilities (Continued) 25 TSC

26. 26 Test Site Coordinator Responsibilities (Continued) TSC

27. Before Testing-Receiving Test Materials Follow the checklist for Inventorying Test Materials as the Test Site (page 24 of the LEATSCM) Inventory 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 Save original boxes for return shipments Contact CAHSEESupport with additional material requests 27 TSC

28. Before Testing-Special Need Test Materials Please let us know ASAP if you need for ELA and/or Math: – Large Print – Braille – Audio Book – Audio CD 28

29. 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. 29 TSC

30. 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 have accommodations/modifications in IEP/504 Plan Directions for Administration-Special Test Versions manual 30 TSC

31. 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 31 TSC

32. What to cover in your training Proctor for every 25 students Security – nothing out before, during or after Where to pick up materials Make sure have correct answer document Read ALL the Say boxes as written Read the DFA Room configuration No scratch paper Do not disturb sign 32

33. Before Testing (Continued) The district submits a pre-ID file to ETS. Students need to complete only Box Name and Parent Education Level. If the student does not have a pre-ID answer document, all information must be completed on the front and back. 33 TSC

34. Before Testing-Prepare Answer Documents One answer document must be submitted for each student testing If using Pre-ID documents, 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 34 TSC

35. Before Testing-Prepare & Distribute Test Materials Use Inventory Form-Test Site (page 44 in DTSCM) Materials for Each Test Examiner Number to Include Directions for Administration manual 1 per examiner Test booklets1 per student + 1 for examiner Answer documents1 per student + 1 blank No. 2 pencils1 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 35 TSC

36. Before Testing-Receiving Test Materials Let A R & E know 6 weeks in advance if students have IEP to take test over more than one day Must inform and get permission by CDE at least 4 weeks before testing. 36 TSC

37. Before Testing -CAHSEE Special Ed Additional Time in IEP Accommodations E-mail should come from the Local Educational Agency (LEA) CAHSEE Coordinator (CC). The e-mail should arrive at least a week before the test administration date. The CC should ensure the security of the test, the timely return of the testing materials for scoring, and the IEP/504 plan allows for these accommodations and/or modifications. The e-mail should not list students’ names, SSIDs, or SSNs. The e-mail should include the name of the school(s) in the district requesting testing over multiple days, number of students taking ELA and math, and the testing plan (i.e. test ELA on Tues/Weds and test math on Th/Fri). One section of the test would be administered on the first day, and the other section of the test would be administered on the second day. 37

38. During Testing- Monitor Test Administration Check that the printed name on answer document matches the name of the student taking the test If Pre-ID service is used, ensure students complete Box 1 38 TSC

39. 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 39 TSC

40. During Testing-Documenting Incidents & Test Security Breaches Be prepared for emergency situations, restroom passes, etc. Document testing incidents and potential test security breaches – If applicable, complete Test Administration Incident Report Form (DTSCM p. 54) /Test Security Breach Report Form (DTSCM p. 47) Ensure compliance with ALL examination procedures 40 TSC

41. During Testing-Documenting Incident & Test Security Breach Forms 41 TSC

42. During Testing- Administration Reminders – Scratch paper is not allowed Use white space in the test booklet or pages on answer document marked, “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 42 TSC

43. During Testing (Continued) 43

44. 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 44 TSC

45. 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 – Do not insert additional pages into the 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 45 TSC

46. During Testing-Accommodations/ Modifications/EL Test Variations Provide accommodations and/or modifications to eligible students if specified in their IEP or Section 504 plan (pages 65-72 in DTSCM) Provide identified English learners additional test variations if regularly used in the classroom (page 65 in LEATSCM) 46 TSC

47. 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 between test sessions 47 TSC

48. 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 between test sessions 48 TSC

49. After Testing-Prepare Answer Documents for Return Inspect for stray marks Complete Score Codes on each answer document Verify that each answer document has version #s and test booklet serial #s 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. 49 TSC

50. After Testing-Check Answer Documents Make sure Box 3 Score Code is completed on every scorable answer document. 50 TSC Page 63 of Coordinator’s Manual

51. After Testing-Accommodations and Modifications Test examiner must grid Box 25 Accommodations/Modifications field 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 51 TSC

52. 52 If used, correct code must be hand-gridded. After Testing-Accommodations and Modifications (Continued) See page 66 of LEATSCM

53. After Testing-Transcribing Transcribing student answers as required: – If any student marks answers anywhere other than in the answer document as a condition of his/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 53 TSC

54. After Testing- Voiding Answer Documents 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 54 TSC

55. Non Pre-Id Answer Documents Please put on top Put all Absent on top too 55

56. After Testing-Scorable Answer Documents 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 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. 56 BLUE Shipping Label TSC

57. School and Grade Identification (SGID) Sheet 57 PURPLE Grade 10 only ORANGE Grade 11 only BLUE Grade 12 only Rose Grade 10 only Pine Grade 11 only Harvest Grade 12 only

58. After Testing-Nonscorable Materials Return Place nonscorable materials (PINK shipping labels) – Test Site Packing List and Security Tracking Forms – Unused SGIDs – Test Booklets, including large print and braille – Audio CDs – All original copies of transcribed essays 58 PINK Shipping Label

59. After Testing (Continued) 59 Enter school scorable totals Enter school non-scorable totals

60. After Testing (Continued) 60 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. AR&E add FedEx label TSC place pink label here. AR&E add FedEx label TSC place blue label here.

61. After Testing-Return Materials to District Coordinator Materials will be picked up by the warehouse. You will be notified by CAHSEESupport of the delivery and pick-up dates. Notify your front office or Plant Manager that a delivery will be arriving and that you should be notified immediately, so materials can be stored in a locked location and inventoried. 61 TSC

62. 62 After Testing (Continued) Send student and parent reports home

63. API Rules: CAHSEE Grade ten students who take the CAHSEE (March Census) are included in the API: – 1000 points for a student who passes – 200 points for a student who does not pass Grades eleven and twelve students who take the CAHSEE are included in the API only if they receive a passing score. 63

64. API Rules: CAHSEE (Cont.) A grade ten make-up record must be matched to a census record using the Statewide Student Identifier (SSID) for the test score to be included in the API. “Non-matching” records will not be included in the API. 64

65. CAHSEE Census To report Census accurately for CALPADS, we need to turn in an answer document for each 10 th grader whether they tested in March or not. Mark absent. 65

66. Practice Test If a grade eleven student took the CAHSEE and passed the ELA portion, but did not pass the mathematics portion, would both results be included in the school’s API score? 66

67. Practice Test (Cont.) Only passing grade eleven and twelve CAHSEE results are included in the API. Therefore, the CAHSEE score for the ELA portion would be included but the score for the mathematics portion would not be included. 67 Answer: No

68. Practice Test (Cont.) A grade ten student took the following assessments: – CST: ELA, Life Science, and World History – CAHSEE: ELA Mathematics Based on the above information, which assessments would be included into the API calculator? 68

69. Practice Test (cont.) All CST and CAHSEE results would be included in the calculator as is (i.e., there would be no adjustments made to the performance levels). However, because this student did not take an EOC CST in mathematics, this student would be counted in the “Far Below Basic” cell within the API calculator for mathematics. 69 Answer

70. Post Grade 12 Students Past students can take the CAHSEE at their high school for up to two years after leaving Email name of students I can part time enroll them for the day Complete all demographic info on answer document Mark box 26 70

71. Non Public Schools Please request through CAHSEESupport@sac- city.k12.ca.us at least 6 weeks in advance what materials you will need for testing.CAHSEESupport@sac- city.k12.ca.us 71

72. 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 http://www.cde.ca.gov/ta/tg/hs/documents/cahseeregs.doc 72

73. Special Education and English Learner Resources Available at: http://www.cde.ca.gov/ta/tg/hs/accmod.asp http://www.cde.ca.gov/ta/tg/hs/accmod.asp – Request for Test Variations – Q & A about 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 73

74. Student Testing General Guidance Available at: http://www.cde.ca.gov/ta/tg/sa/ and includes the following topics: 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 CA public schools 74

75. Training Video on Atomic Learning http://www.atomiclearning.com/k12/CAHSEE _Site_Test_Coordinator_Training__4872 http://www.atomiclearning.com/k12/CAHSEE _Site_Test_Coordinator_Training__4872 Log in as you would in Outlook for access to train your staff. 75

76. For More Information E-mail CAHSEESupport@sac-city.K12.ca.us 76

77. Visit our Website & Calendar http://www.scusd.edu/cahsee 77