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School/University Partnerships, UC Davis

California High School Exit Examination Remediation Compendium.
Organization Name:

School/University Partnerships, University of California, Davis

Remediation Program Title:

CAHSEE on Target

Subject Matter:

English-Language Arts and Math

Abstract:

The goal of the program is to pinpoint each student’s area of weakness and to address those weaknesses through classroom and small-group instruction, concentrated review, computer tutorials, and challenging games. The program should be implemented over a six- to eight-week period directly prior to the administration of the exam, with a minimum of three days per week, two hours per session. (Students who received a score below 300 may need several months of tutoring before they are prepared for the exam.)

Target Audience:

All CAHSEE non-passers

Typical Instructional Setting:

Small-group instruction during the regular school day (as in a CAHSEE intervention class) works best, with a tutor-to-student ratio of one to four.

Diagnostic Assessment Used:
ELA:

Pre- and post-assessments consist of released CAHSEE passages and test questions organized by strand. Students are assessed on each strand for which they scored below 60 percent on the CAHSEE (as identified in the student reports sent to each school). Tutors then identify the individual concepts and skills within each strand that students fail to master. This is done through the use of a rubric that defines these skills and concepts more narrowly so that tutors have a starting point from which to work.

Math:

Pre-assessments consist of CAHSEE released test questions, organized by strand and standard. Students are assessed on each strand for which they scored below 60 percent on the CAHSEE (as identified on the student reports sent to each school). Tutors then identify the individual concepts and skills within each strand that students fail to master (as determined by a rubric). Many test questions have been rephrased into open-ended questions in order to rule out lucky guesses and provide tutors with more substantive information for each student. Post-assessments consist of three similar test questions for each standard. Students are post-assessed only on those strands for which they received tutoring.

Curriculum Used:
  1. Comprehensive curriculum has been developed for both the ELA and the math sections of the CAHSEE. The curriculum consists of five student workbooks for ELA and six individual student workbooks for math (one per strand). Each lesson follows a similar format:
  • Vocabulary review (focus on vocabulary used on the CAHSEE)
  • Descriptions and explanations of concepts and skills tested
  • Spiraling of concepts and skills within and across strands
  • Scaffolding approach to build concepts and skills
  • Examples of CAHSEE passages and items

ELA only:

  • Problem-solving strategies for CAHSEE items
  • Step-by-step outline
  • Practice passages and items
  • Multiple-choice strategies

Math only:

  • Unit quizzes with CAHSEE released test questions
  • Step-by-step solutions
  • Alternative strategies
  • Practice problems
  • Examples of typical CAHSEE problems and answer choices
  1. Use of Cooperative Learning Activities: Tutors receive a separate packet with challenging activities and games that promote team-building and reinforce CAHSEE concepts and skills.
  2. Subscription to Supplemental Resources: Teachers, tutors and students have access to an extensive array of Web-based lessons and interactive computer tutorials and games that reinforce classroom instruction and provide independent practice of skills. All sites have been thoroughly researched and evaluated for quality and alignment with the content standards and organized by strand and standard.
Contact Information:

Syma Solovitch
Academic Program Coordinator
School/University Partnerships
1 Shields Avenue
Davis, CA 95616
530-754-6832
ssolovitch@ucdavis.edu

Questions:   CAHSEE Office | CAHSEE@cde.ca.gov | 916-445-9449
Last Reviewed: Monday, September 21, 2015

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