ࡱ> : af bjbjޥ S)ǴǴ>W ;Z3Z3@@FFF4FFFh$GW"_v<" Y[[[[[[$tF ^'_|  @@}::: 8#@EY: Y::J !'`DlRF6a> ww5- /E</j.-.a>a>0.FTo  :     3       .         Z3 z?:  Reporting Data for the 201516 School Year  August 4, 2016 Version 11.34 The University of the State of New York THE STATE EDUCATION DEPARTMENT Information and Reporting Services Albany, New York 12234 Revision History VersionDateRevisionsChanges from 201415 to 201516 are highlighted in yellow. Changes since last version highlighted in blue.11.0October 1, 2015Initial Release. New eScholar template Staff Attendance. CONTACT and STUDENT CONTACT FACTS fields for local use only. See templates at  HYPERLINK "http://www.p12.nysed.gov/irs/vendors/2015-16/techInfo.html" http://www.p12.nysed.gov/irs/vendors/2015-16/techInfo.html. New Assessment Measure Standard, Career Path, Course, Staff Attendance, Tenure Area, and CIP Codes. New Reason for Ending Program Service code for students with disabilities: 672 Received CDOS at End of School Year. Reason for Beginning Enrollment Code 5544 guidance revised. Reason for Ending Enrollment Codes 085 and 629 clarified and 816 modified. Score ranges for Common Core Regents added in Standard Achieved Code section. NYSITELL has five performance levels and new standard achieved codes. Transgender student reporting guidance added. FRPL guidance revised. GED now referred to as High School Equivalency (HSE) diploma, language revised, but codes descriptions that contain GED have not changed. Limited English Proficient (LEP) students now referred to as English Language Learners (ELL), but code descriptions that contain Limited English Proficient or LEP have not changed.11.1October 8, 2015Preschool/PreK/UPK guidance updated.11.2October 9, 2015Tenure Area Code SMS added.11.3October 14, 2015Nonpublic graduates reported in SIRS.11.4October 15, 2015Gender Description definition revised.11.5October 16, 2015NYSITELL V Grade 4 test dates revised.11.6October 23, 2015Further clarification on reporting graduate and completer data for nonpublic school students. Regents Integrated Algebra Assessment Measure and Course Codes deleted. Last administration was June 2015. Reporting CTE assessment scores clarified in the Standard Achieved Codes and Descriptions section.11.7November 5, 2015Immigrant definition revised. Completer code 085 clarified. Descriptions for Tenure Area Codes SMS and TST revised. 11.8November 6, 2015New NYSAA administration dates.11.9November 19, 2015Credential Type Code 816 clarified. Code 01 revised and code 12 added to IEP and 504 Accommodation Codes and Descriptions.11.10November 27, 2015Guidance on reporting students whose 0231 record is closed clarified.11.11December 8, 2015Staff Attendance Code M changed to Maternity/Paternity Leave. Existing Evaluation Criteria Codes used for 3012-c, and new Evaluation Criteria Codes for 3012-d added.11.12December 11, 2015Transgender guidance revised.11..13December 22, 2015Regents Integrated Algebra Assessment Measure and Course Codes reintroduced for special administration in January and June. See  HYPERLINK "http://www.p12.nysed.gov/assessment/hsgen/2016/510-216.pdf" http://www.p12.nysed.gov/assessment/hsgen/2016/510-216.pdf.11.14December 29, 2015Students suspended full day should be reported as suspended; students suspended half day should not be reported as suspended.11.15January 5, 2016Evaluation Criteria Codes and Descriptions revised. Evaluation Group Code in Staff Evaluation template added.11.16January 6, 2016Do not report Years Enrolled in a Bilingual or ESL Program if 0231 (LEP Eligible) record ended.11.17January 13, 2016Clarification regarding reporting Years Enrolled in Bilingual or ESL Program for students with ended 0231 record. Clarification regarding use of Career Path Code for all completers (not just graduates).11.18February 2, 2016Evaluation Criteria Code Descriptions for 3012-d corrected in green.11.19February 2, 2016Clarification on reporting ESL students who exit LEP status.11.20February 23, 2016Update on reporting Career Pathway Codes. Student Attendance Code Descriptions changed to Excused for E and Unexcused for U. Evaluation Criteria Code rating point ranges modified.11.21March 10, 2016Assessment and reporting timeline updated in green. Validity rules for NYSESLAT revised. Assessment Item Response Value Multiple Choice and Assessment Item Response Value Points Earned definitions revised. Clarification of use of Credential Type Code 068. Clarification of reporting rules for students awarded local diplomas.11.22March 17, 2016Graduates guidance clarifiedmust report Career Path. Country of Origins revised due to change in immigrant definition. Immigrant definition revised.11.23March 17, 2016Immigrant definition revision deleted for further discussion11.24March 22, 2016Guidance regarding NYSAA-eligible recently arrived ELL students being eligible to take the NYSESLAT in lieu of the NYSAA in ELA.11.25April 19, 2016Appeal to graduate revised to a score of 60. Immigrant definition revised. New CTE Assessment Measure Standard Codes added. Career Path Codes clarified. Use of Youth Apprenticeship Program CIP code clarified. SIRS reporting deadline established. Indicator of whether code is a diploma or not added to Credential Type Codes and Description table. Updated guidance on summer school students.11.26April 20, 2016Daily Attendance guidance revised.11.27April 21, 2016Daily Attendance guidance clarified. Assignment Location Code definition clarified.11.28May 9, 2016Appeal to graduate guidance clarified. Timeline revised.11.29May 27, 2016Exit ELL Status Program Service Code 3022 revised for students who pass an August Regents English exam. Cohort exclusion clarified in Cohort Definitions appendix. Assessment Grade Level Codes 13 and 14 clarified.11.30June 9, 2016Exit ELL Status Program Service Code 3022 clarified for students with disabilities. Reason for Ending Enrollment Codes 085 (Earned commencement credential) and 816 (Earned a High School Equivalency Diploma (GED)) descriptions clarified. Cohort exclusion edits from May 27 removed from Cohort Definitions appendix. Students are excluded from the cohort even if they exit with an appropriate exclusion code after BEDS day. Migrant Education Tutorial and Support Services (METS) program link revised.11.31June 22, 2016P-Tech Program guidance provided. Immigrant guidance for home-schooled students provided. SIFE definition in program services revised per Part 154 of CR. Reporting nonpublic school students clarified. Guidance for reporting students who receive a CDOS and a GED revised to report GED exit code and GED credential code. Score ranges for June 2016 Common Core Algebra I examination revised. Contact information updated.11.32June 30, 2016Score ranges for Common Core Algebra II available.11.33July 1, 2016Typo fix in Alternate Standard Achieved Codes for Common Core Regents Exam table.11.34August 4, 2016School year for target deadline for Staff Eval in timeline fixed. 3-8 Safe Harbor for ELA and math explanation of calculation removed from Chapter 6, New York State Accountability Table of Contents  TOC \o "1-3" \h \z \u  HYPERLINK \l "_Toc457998365" Table of Contents  PAGEREF _Toc457998365 \h 5  HYPERLINK \l "_Toc457998366" Chapter 1: What Is SIRS?  PAGEREF _Toc457998366 \h 8  HYPERLINK \l "_Toc457998367" SIRS Levels  PAGEREF _Toc457998367 \h 8  HYPERLINK \l "_Toc457998368" SIRS Data Flow  PAGEREF _Toc457998368 \h 10  HYPERLINK \l "_Toc457998369" Chapter 2: Student Reporting Rules  PAGEREF _Toc457998369 \h 11  HYPERLINK \l "_Toc457998370" Guidance on the Role of District Data Coordinator  PAGEREF _Toc457998370 \h 11  HYPERLINK \l "_Toc457998371" Who Must Report Student Data Using the SIRS?  PAGEREF _Toc457998371 \h 12  HYPERLINK \l "_Toc457998372" Table of Reporting Responsibility for School-Age Students  PAGEREF _Toc457998372 \h 15  HYPERLINK \l "_Toc457998373" Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students  PAGEREF _Toc457998373 \h 29  HYPERLINK \l "_Toc457998374" Accelerated Students  PAGEREF _Toc457998374 \h 32  HYPERLINK \l "_Toc457998375" Accommodations  PAGEREF _Toc457998375 \h 33  HYPERLINK \l "_Toc457998376" Accountability Inclusion/Exclusion for Participation/Performance at the Elementary/Middle Level  PAGEREF _Toc457998376 \h 34  HYPERLINK \l "_Toc457998377" Appeal to Graduate with Lower Score on Regents Exam  PAGEREF _Toc457998377 \h 36  HYPERLINK \l "_Toc457998378" Backmapping for Feeder Schools  PAGEREF _Toc457998378 \h 37  HYPERLINK \l "_Toc457998379" Career and Technical Education (CTE) Students  PAGEREF _Toc457998379 \h 38  HYPERLINK \l "_Toc457998380" Career Pathways  PAGEREF _Toc457998380 \h 40  HYPERLINK \l "_Toc457998381" Charter School Students  PAGEREF _Toc457998381 \h 40  HYPERLINK \l "_Toc457998382" Court-placed Students  PAGEREF _Toc457998382 \h 41  HYPERLINK \l "_Toc457998383" Daily Attendance  PAGEREF _Toc457998383 \h 42  HYPERLINK \l "_Toc457998384" District of Residence Codes  PAGEREF _Toc457998384 \h 42  HYPERLINK \l "_Toc457998385" Dropouts/Noncompleters  PAGEREF _Toc457998385 \h 43  HYPERLINK \l "_Toc457998386" Elementary/Middle-Level Students  PAGEREF _Toc457998386 \h 45  HYPERLINK \l "_Toc457998387" English Language Learner (ELL) Students  PAGEREF _Toc457998387 \h 45  HYPERLINK \l "_Toc457998388" Foreign Exchange Students  PAGEREF _Toc457998388 \h 50  HYPERLINK \l "_Toc457998389" Free or Reduced-Price Lunch Students  PAGEREF _Toc457998389 \h 51  HYPERLINK \l "_Toc457998390" Graduates  PAGEREF _Toc457998390 \h 52  HYPERLINK \l "_Toc457998391" High School Equivalency (HSE) Students  PAGEREF _Toc457998391 \h 52  HYPERLINK \l "_Toc457998392" Home-schooled Students  PAGEREF _Toc457998392 \h 53  HYPERLINK \l "_Toc457998393" Homebound (Home-Tutored) Students  PAGEREF _Toc457998393 \h 54  HYPERLINK \l "_Toc457998394" Homeless Students  PAGEREF _Toc457998394 \h 54  HYPERLINK \l "_Toc457998395" Immigrant Students  PAGEREF _Toc457998395 \h 54  HYPERLINK \l "_Toc457998396" Job Corp Program Students  PAGEREF _Toc457998396 \h 54  HYPERLINK \l "_Toc457998397" Long-Term Absent Students  PAGEREF _Toc457998397 \h 54  HYPERLINK \l "_Toc457998398" Migrant Students  PAGEREF _Toc457998398 \h 55  HYPERLINK \l "_Toc457998399" Neglected/Delinquent Students  PAGEREF _Toc457998399 \h 55  HYPERLINK \l "_Toc457998400" New York State Alternate Assessment (NYSAA)  PAGEREF _Toc457998400 \h 55  HYPERLINK \l "_Toc457998401" Nonpublic School Students  PAGEREF _Toc457998401 \h 57  HYPERLINK \l "_Toc457998402" Online Schools  PAGEREF _Toc457998402 \h 57  HYPERLINK \l "_Toc457998403" Postsecondary Students  PAGEREF _Toc457998403 \h 57  HYPERLINK \l "_Toc457998404" Preschool/Prekindergarten/Universal Pre-K  PAGEREF _Toc457998404 \h 58  HYPERLINK \l "_Toc457998405" Racial/Ethnic Groups  PAGEREF _Toc457998405 \h 59  HYPERLINK \l "_Toc457998406" Repeaters  PAGEREF _Toc457998406 \h 59  HYPERLINK \l "_Toc457998407" Safety Net Options  PAGEREF _Toc457998407 \h 59  HYPERLINK \l "_Toc457998408" Secondary-Level Students  PAGEREF _Toc457998408 \h 60  HYPERLINK \l "_Toc457998409" Students Over 21 Years of Age  PAGEREF _Toc457998409 \h 61  HYPERLINK \l "_Toc457998410" Students with Disabilities  PAGEREF _Toc457998410 \h 61  HYPERLINK \l "_Toc457998411" Summer School Students  PAGEREF _Toc457998411 \h 63  HYPERLINK \l "_Toc457998412" Supplemental Educational Services under NCLB  PAGEREF _Toc457998412 \h 64  HYPERLINK \l "_Toc457998413" Suspended Students  PAGEREF _Toc457998413 \h 64  HYPERLINK \l "_Toc457998414" Transfer Students  PAGEREF _Toc457998414 \h 65  HYPERLINK \l "_Toc457998415" Transgender Students  PAGEREF _Toc457998415 \h 66  HYPERLINK \l "_Toc457998416" Ungraded Students  PAGEREF _Toc457998416 \h 67  HYPERLINK \l "_Toc457998417" Validity Rules: Reporting Students with Valid or Invalid Scores  PAGEREF _Toc457998417 \h 68  HYPERLINK \l "_Toc457998418" Walk-in "Enrollments  PAGEREF _Toc457998418 \h 72  HYPERLINK \l "_Toc457998419" Chapter 3: Staff Reporting Rules  PAGEREF _Toc457998419 \h 74  HYPERLINK \l "_Toc457998420" Chapter 4: Data Elements  PAGEREF _Toc457998420 \h 79  HYPERLINK \l "_Toc457998421" Chapter 5: Codes and Descriptions  PAGEREF _Toc457998421 \h 103  HYPERLINK \l "_Toc457998422" Accommodation Codes and Descriptions  PAGEREF _Toc457998422 \h 103  HYPERLINK \l "_Toc457998423" Assessment Language Codes and Descriptions  PAGEREF _Toc457998423 \h 104  HYPERLINK \l "_Toc457998424" Assessment Measure Standard Codes and Descriptions  PAGEREF _Toc457998424 \h 105  HYPERLINK \l "_Toc457998425" Assignment Codes and Descriptions  PAGEREF _Toc457998425 \h 122  HYPERLINK \l "_Toc457998426" Assignment Grade Level Codes and Descriptions  PAGEREF _Toc457998426 \h 128  HYPERLINK \l "_Toc457998427" BOCES District of Responsibility Codes  PAGEREF _Toc457998427 \h 129  HYPERLINK \l "_Toc457998428" Career and Technical Education Program Service Codes  PAGEREF _Toc457998428 \h 130  HYPERLINK \l "_Toc457998429" Career Path Codes and Descriptions  PAGEREF _Toc457998429 \h 141  HYPERLINK \l "_Toc457998430" Country of Origin Codes and Descriptions  PAGEREF _Toc457998430 \h 142  HYPERLINK \l "_Toc457998431" Course Codes and Descriptions  PAGEREF _Toc457998431 \h 148  HYPERLINK \l "_Toc457998432" Credential Type Codes and Descriptions  PAGEREF _Toc457998432 \h 149  HYPERLINK \l "_Toc457998433" Credit GPA Codes  PAGEREF _Toc457998433 \h 151  HYPERLINK \l "_Toc457998434" Day Type Codes  PAGEREF _Toc457998434 \h 152  HYPERLINK \l "_Toc457998435" District of Residence Codes  PAGEREF _Toc457998435 \h 153  HYPERLINK \l "_Toc457998436" Employment Separation Reason Codes and Descriptions  PAGEREF _Toc457998436 \h 168  HYPERLINK \l "_Toc457998437" Enrollment (Beginning and Ending) Codes and Descriptions  PAGEREF _Toc457998437 \h 169  HYPERLINK \l "_Toc457998438" Evaluation Criteria Codes and Descriptions (3012-c)  PAGEREF _Toc457998438 \h 182  HYPERLINK \l "_Toc457998439" Evaluation Criteria Codes and Descriptions (3012-d)  PAGEREF _Toc457998439 \h 183  HYPERLINK \l "_Toc457998440" Evaluation Group Code  PAGEREF _Toc457998440 \h 186  HYPERLINK \l "_Toc457998441" Grade Level Codes and Descriptions  PAGEREF _Toc457998441 \h 187  HYPERLINK \l "_Toc457998442" Grade Type Codes and Descriptions  PAGEREF _Toc457998442 \h 188  HYPERLINK \l "_Toc457998443" Language Codes and Descriptions  PAGEREF _Toc457998443 \h 189  HYPERLINK \l "_Toc457998444" ELL Status Exit Program Service Codes  PAGEREF _Toc457998444 \h 200  HYPERLINK \l "_Toc457998445" Marking Period Numbers and Descriptions  PAGEREF _Toc457998445 \h 202  HYPERLINK \l "_Toc457998446" Postgraduate Plan Codes and Descriptions  PAGEREF _Toc457998446 \h 203  HYPERLINK \l "_Toc457998447" Program Service Codes and Descriptions  PAGEREF _Toc457998447 \h 204  HYPERLINK \l "_Toc457998448" Race Codes and Descriptions  PAGEREF _Toc457998448 \h 223  HYPERLINK \l "_Toc457998449" Reason for Ending Program Service Codes and Descriptions  PAGEREF _Toc457998449 \h 224  HYPERLINK \l "_Toc457998450" Staff Attendance Codes and Descriptions  PAGEREF _Toc457998450 \h 225  HYPERLINK \l "_Toc457998451" Staff Education Level Codes and Descriptions  PAGEREF _Toc457998451 \h 226  HYPERLINK \l "_Toc457998452" Standard Achieved Codes and Descriptions  PAGEREF _Toc457998452 \h 227  HYPERLINK \l "_Toc457998453" Student Attendance Codes and Descriptions  PAGEREF _Toc457998453 \h 231  HYPERLINK \l "_Toc457998454" Tenure Area Codes and Descriptions  PAGEREF _Toc457998454 \h 232  HYPERLINK \l "_Toc457998455" Tenure Status Codes and Descriptions  PAGEREF _Toc457998455 \h 233  HYPERLINK \l "_Toc457998456" Term Codes and Descriptions  PAGEREF _Toc457998456 \h 234  HYPERLINK \l "_Toc457998457" Chapter 6: New York State Accountability  PAGEREF _Toc457998457 \h 235  HYPERLINK \l "_Toc457998458" Appendix I: Assessment and Reporting Timelines  PAGEREF _Toc457998458 \h 250  HYPERLINK \l "_Toc457998459" Appendix II: Sources for Data Reported in the Report Cards  PAGEREF _Toc457998459 \h 256  HYPERLINK \l "_Toc457998460" Appendix III: Contact Information  PAGEREF _Toc457998460 \h 257  HYPERLINK \l "_Toc457998461" Appendix IV: Select Federal and State Reporting Requirements  PAGEREF _Toc457998461 \h 259  HYPERLINK \l "_Toc457998462" Appendix V: Cohort Definitions  PAGEREF _Toc457998462 \h 264  HYPERLINK \l "_Toc457998463" Appendix VI: Terms and Acronyms  PAGEREF _Toc457998463 \h 270  Chapter 1: What Is SIRS? The New York State Student Information Repository System (SIRS) provides a single source of standardized individual student records for analysis at the local, regional, and State levels to improve student performance and to meet State and federal reporting and accountability requirements. Data in the repository are available only to users with a legitimate educational interest. Local Education Agencies (LEAs) must use this system to report certain data to the New York State Education Department (NYSED). LEAs are administrative bodies governing over a school setting and include public school districts, charter schools, nonpublic schools, BOCES, the New York State School for the Deaf, and New York State School for the Blind. Certain State agencies (e.g., Office of Children and Family Services, Department of Corrections, Office of People with Developmental Disabilities, Office of Mental Health) and approved private schools that provide educational services to court-placed students pursuant to Article 81 may also serve as an LEA and must report data using the SIRS. Nonpublic schools who participate in State assessments in elementary/middle-level English language arts (ELA), mathematics, science, or secondary-level Regents exams must report these data using the SIRS. Personally identifiable data in SIRS are available only to users with a legitimate educational interest. The New York State Student Identification System (NYSSIS) is a key element of the SIRS. NYSED developed this system to assign a stable, unique student identifier to every student reported to SIRS. These students include all preschool students referred to the CPSE for determination of eligibility for preschool special education, to every prekindergarten through grade 12 public school student, to every participant in an approved High School Equivalency (HSE) program in New York State, and to every nonpublic school student whose assessment data are reported through SIRS. Unique identifiers enhance student data reporting, improve data quality, and ensure that students can be tracked longitudinally as they transfer between LEAs. In the SIRS, each student record is uniquely identified with a 10-digit NYSSIS number assigned when the student first enters a State public school, public agency, child-care institution that operates a school, or participating nonpublic school. SIRS Levels There are multiple data collection points within SIRS. Most LEAs have local School Management Systems (SMSs) in which they collect student demographic, school enrollment, programs, assessment performance, and other data. Most LEAs also have finance or Human Resource (HR) systems that contain staff data. LEAs with local systems generate extracts in standardized template formats to load data into SIRS. These data extracts may be loaded into Level 0 or directly into Level 1 of SIRS. LEAs without local SMSs can manually enter data directly into Level 0. Level 0 is a Web-based application hosted by the Regional Information Centers (RICs): South Central (SCRIC), Central New York (CNYRIC), Eastern Suffolk (includes Syracuse), Lower Hudson (LHRIC), MidHudson (MHRIC), Mohawk/Madison-Oneida (MORIC), Nassau, Northeastern (NERIC), Greater Southern Tier (GST), Wayne Finger Lakes (Edutech), Monroe, Western New York (WNYRIC) (Buffalo and Rochester). It provides LEAs with the ability to enter (or load) and validate data against New York State (NYS) data collection formatting and business rules. Level 0 may also be used to collect additional data that may not be available in electronic form, such as teacher evaluation data. Validated data is exported from Level 0 in a format that can be loaded directly into the Level 1 repository. Level 0 Historical is an application available at  HYPERLINK "https://l0historical.nyseddata.org/" \t "_blank" https://l0historical.nyseddata.org/ that provides the sole process for updating individual studentand Staff Evaluationhistorical data that currently resides in the data warehouse. Historical records are defined as any data warehouse record submitted prior to the current school year. The data areas currently available for viewand/orupdate areStudent (Demographic, Enrollment, Programs Fact, and Assessment Fact) and Staff Evaluation. Once authenticated as a valid user, authorized users can access SIRS school district information using district name, school year, andeitherlocal student IDor state TEACH IDas identifiers. Historical information will be displayed for the identified student and may be updated according to the Level 0 business rules that exist for each school year. Help screens are available within the applicationor users can contact their local Level 1 data center for additional assistance. Level 1 is a series of regional repositories hosted by many of the local data centers: South Central RIC, Central New York RIC, Eastern Suffolk RIC (includes Syracuse), Lower Hudson RIC, MidHudson RIC, Mohawk/Madison-Oneida (MORIC), Nassau RIC, Northeastern RIC, New York City, Western New York RIC (includes Buffalo, Greater Southern Tier RIC, Monroe RIC, Rochester, and Wayne Finger Lakes RIC), and Yonkers. Level 1 repositories include, at a minimum, all the data elements defined in Chapter 4: Data Elements for State reporting requirements. Users of the Level 1 repositories may also include additional data elements to meet local or regional needs, including data collected for local data analysis and reporting or pre-printing scannable assessment answer sheets. The demographic data elements are also used to match to existing or create new NYSSIS IDs. Data are loaded into Level 1 repositories using data templates and load plans provided by eScholar, which define not only student demographic, enrollment, program, and assessment data that are stored in SIRS, but also course, attendance, staff, and teacher evaluation data as SIRS continues to expand. All entities that report data to SIRS (school districts, charter schools, State agencies that operate educational programs, nonpublic schools that administer State assessments, BOCES, and child-care institutions that operate a school) must participate in a Level 1 repository. Any LEA that is not a Level 1 data center must contract with a Level 1 data center to report data to SIRS. These repositories are used to prepare data for submission to the Level 2 repository. Data in the Level 1 Repository are available only to users with a legitimate educational interest. The Level 2 repository is a single statewide data warehouse, where all required student data from Level 1 are combined. Level 2 also uses the eScholar data warehouse system. This level holds records for all students, teachers, and non-teaching professionals. In the Level 2 Repository, each student record is uniquely identified with a 10-digit NYSSIS number. Currently, Level 2 provides data for many purposes including, but not limited to, developing The New York State School Report Card; determining the accountability status of public and charter schools and districts; reporting Institutional Master File (IMF) and Personnel Master File (PMF) data; determining teacher and principal accountability; linking student data with those of teachers and principals; meeting federal reporting requirements; informing policy decisions; and meeting other State needs for individual student data. SIRS data are available to authorized users in: 1) the Level 2 reporting (L2RPT) environment, a statewide Web-based data reporting service hosted regionally at Level 1 data centers,which provides LEAs and other personnel with reports using data in the Level 2 Repository; 2) the PD (Pupils with Disabilities) System, a NYSED-hosted series of online reports on special-education assessments and performance metrics, with timelines and details of services provided; and 3) the UIAS (Unique Identifier Audit System) reports, which focus on data quality by notifying LEAs about potential errors in select reporting rules, based on the current state of NYSSIS IDs in Level 2 enrollment records. SIRS Data Flow  SHAPE \* MERGEFORMAT  Chapter 2: Student Reporting Rules Guidance on the Role of District Data Coordinator Local Educational Agencies (LEAs) are responsible for maintaining and transmitting certain State-specified data elements in specified file formats to the State Student Information Repository System (SIRS). As such, LEAs should employ District Data Coordinators whose responsibility is maintaining and transmitting the States required data elements. In particular, these District Data Coordinators should be responsible for implementing accurate reporting of individual student and other data by completing the following activities: Assembling and leading a team of district personnel who have technical expertise in the districts management system(s) and infrastructure, working knowledge of current reporting requirements, including those of special populations of students (e.g. ESEA, special education, migrant students, ELL students, etc.), knowledge of the districts registration materials and processes, data analysis experience, and an instructional background. Defining and documenting data collection standards that include: department configurations and staff responsibilities, alignment with State codes for State and federal reporting requirements, and consistency across departments and functions. Reviewing electronic management systems for alignment to standards to ensure: flexibility of the system in terms of adding fields or screens, capabilities for staff to update/change validation tables, and documenting all processes and procedures for current and future staff. Communicating data governance standards across departments. Developing a data verification protocol to ensure that data are accurate when they are transferred to the SIRS. The District Data Coordinator should: coordinate and facilitate district data team meetings; obtain authorization for school and district personnel to view student records in, and obtain reports from, the SIRS; provide status reports regarding the districts compliance to the superintendent and respond to requests for data for analysis purposes; identify training needs for support staff; monitor compliance with regard to data standards and maintenance of records; ensure data extracts from source systems conform to the Data Warehouse file format and include all required fields as specified in the templates; act as the liaison between the district and the regional Level 1 data center; secure the certification of the data by the school superintendent or charter school leader in accordance with the certification schedule set forth by NYSED; direct or assist in the direction of the data analysis activities and instructional improvement initiatives; and attend informational sessions provided for District Data Coordinators by Level 1 data centers. Who Must Report Student Data Using the SIRS? Responsibility for the education of students falls into three categories: responsibility for providing general instruction, accountability for performance, and responsibility for determining eligibility for special education and providing appropriate special-education services. For the vast majority of students those who attend a public school in the district in which their parent or guardian resides all three responsibilities reside with the district of residence. In these cases, the school district must provide all required student records, including all applicable program service records regardless of enrollment type and the results of all New York State assessments, using the SIRS. The following entities must report data using the SIRS: all public schools and districts with instructional and/or accountability responsibility, including special act districts and charter schools; all schools operated by State agencies, such as the Office of Children and Family Services, Office of Mental Health, and the Department of Correctional Services; all child-care institutions with affiliated schools that provide educational services pursuant to Article 81 of the Education Law (see  HYPERLINK "http://www.p12.nysed.gov/sedcar/schoollsts/article81.htm" http://www.p12.nysed.gov/sedcar/schoollsts/article81.htm); BOCES institutions (see eScholar templates for data to be reported by BOCES); nonpublic schools (records for parentally placed students who participate in any state assessment and records for students who receive a Regents diploma, local diploma that conforms to Commissioners Regulations (see  HYPERLINK "http://www.p12.nysed.gov/part100/pages/1005.html" http://www.p12.nysed.gov/part100/pages/1005.html), or a New York State commencement credential); and the New York State School for the Blind in Batavia and the New York State School for the Deaf in Rome. When a student attends a school that is not a component of the public school district of residence, education and reporting responsibility may be divided among educational institutions. The institution responsible for reporting records for those students is determined by the following factors: whether the parent or guardian, the public school district, another agency, or the court placed the child, and in the case of students with disabilities, which institution has Committee on Special Education (CSE) or Committee on Preschool Special Education (CPSE) responsibility. The district of residence must report all records for students whom district officials or the district CSE or CPSE placed in educational programs outside the district (such as, BOCES, approved private schools for students with disabilities, or other educational programs). The district of residence is not responsible for reporting academic records for students placed by parents or legal guardians or by the court or a social service agency in educational programs outside the district of residence, unless it retains CSE responsibility for those students. Public school districts and charter schools are responsible for providing general instruction and appropriate special-education services for students in the categories listed below. Public school districts are also responsible for determining eligibility for special education for students in these categories. In addition, public school districts and charter schools are accountable for the performance of these students. Therefore, districts and charter schools must report all required records for students in these categories. All public school students in grades preK12 and ungraded students with disabilities of equivalent age enrolled at any time during the current school year, including students who left school for any reason or were suspended from school; Public school students with disabilities in preschool enrolled at any time during the current school year, including students who left school for any reason or were suspended from school; Resident students of compulsory age who were not in attendance in a public school, nonpublic school, or approved home schooling program in the current school year. These students must be reported until they exceed compulsory school age, they no longer reside in the district, or until the district has documentation that the student has entered another educational program leading to a high school diploma with a Reason for Beginning Enrollment Code 8294 School age children on the roster for census purposes only. Once the student exceeds compulsory school age, end the 8294 enrollment record using Reason for Ending Enrollment Code 357 Left school, previously reported as a dropout. If the 8294 student ends enrollment for any other reason, use the appropriate Reason for Ending Enrollment Code in Chapter 5: Codes and Descriptions. To use the 8294 code, districts must first conduct due diligence to ensure, to the best of their ability, that the students are in fact still in residence in the district. If the district determines the students are no longer in residence, the district should end enrollment with an appropriate Reason for Ending Enrollment Code. For students who drop out while they are still of compulsory school age, the 8294 Reason for Beginning Enrollment Code should be entered immediately after entering the appropriate Reason for Ending Enrollment Code that indicates that the students dropped out. Students who reside in the district and attend or transfer to an Alternative High School Equivalency Preparation Program (AHSEPP) approved under Section 100.7 of the Regulations of the Commissioner of Education. (See  HYPERLINK "http://www.p12.nysed.gov/sss/ssae/AltEd/" http://www.p12.nysed.gov/sss/ssae/AltEd/ for a list of approved high school equivalency preparation programs.) Such students must be reported with an AHSEPP enrollment record (Reason for Beginning Enrollment Code 5654 Enrollment in a AHSEP program) until they earn the high school equivalency diploma, transfer to a diploma-granting program, or leave the AHSEPP; Students placed out-of-district by the CSE or a district official, including students with disabilities attending approved private schools for students with disabilities, State-supported schools (Section 4201), a special act district, or a component school of another district; Resident students attending a BOCES on a full-time basis; Resident students in equivalent-attendance programs operated by the district or BOCES; Resident students receiving homebound instruction who were not reported as enrolled in a district school; Students placed by a court or a social service agency in a residence in the school district; Students placed in a county jail or a jail operated by the city of New York within district boundaries; and Foreign-exchange students from outside the United States who are enrolled in a New York State school. Public school districts have partial reporting responsibility for some students enrolled in nonpublic schools and for some home-schooled students. They are required to report education records specified below for these students. Enrollment, student demographic, and program participation for home-schooled and walk-in students; Enrollment, demographic, program services, and special-education records for parentally placed students in nonpublic schools who either were evaluated for special-education eligibility or were identified as having a disability, whether or not they received publicly funded special-education services; and Enrollment, demographic, program services, and special-education records for home-schooled students who either were evaluated for special-education eligibility or were identified as students with disabilities by the CSE and received special-education services. Districts should be prepared to document for auditors that all students that must be reported have been reported. The chief school officer is responsible for verifying the accuracy of district/school data submitted to the SIRS but is strongly advised to engage a team, including but not limited to coordinators of various federal title programs, special-education programs, bilingual and English as a second language programs, migrant programs, and homeless programs, to review data reports for accuracy. Table of Reporting Responsibility for School-Age Students Description of StudentsAccountability or Instructional ResponsibilityCSE/CPSE ResponsibilityWho Will Report Data to SIRS and Using What Code (i.e., District of Responsibility)Location/BEDS Code (i.e., Building of Enrollment)1) A student who attends a school within the school district of residence.District of residenceDistrict of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)Use the 12 digits of the BEDS code of the school the student attends2) A school-age student who resides in the district and is placed by a district administrator or the CSE of the school district in educational programs outside the district (such as, another school district, BOCES, approved private in-State or out-of-State school, and 4201 State-supported school).District of residenceDistrict of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)School building BEDS code, BOCES code (see BOCES Codes in Chapter 5: Codes and Descriptions), code of the approved private school for students with disabilities, or the code of a 4201 State-supported school Location Codes for students with disabilities placed by the CSE in approved private school are available at  HYPERLINK "http://www.p12.nysed.gov/sedcar/locationcodes.html" http://www.p12.nysed.gov/sedcar/locationcodes.html 3) A general-education student who resides in the district and attends a charter school.Charter schoolNot applicableCharter school (Reason for Beginning Enrollment Code 0011)Charter school BEDS code4) A student with a disability or a student who is referred to the CSE for determination of eligibility for special-education services who resides in the district and attends a charter school.Charter schoolDistrict of residenceCharter school (Reason for Beginning Enrollment Code 0011) District of residence (Reason for Beginning Enrollment Code 5905)Charter school BEDS code5) A general-education student who resides in the district, is home schooled by parent/guardian choice, and takes an assessment.Not applicable (but district of residence must report State assessment results)Not applicable District of residence (Reason for Beginning Enrollment Code 0011)First 8 digits of the district of residence BEDS code and 0888 as the last 4 digits6) A student with a disability or a student who is referred to the CSE for determination of eligibility for special-education services who resides in the district and is home schooled by parent/guardian choice.Not applicableDistrict of residenceDistrict of residence (Reason for Beginning Enrollment Code 5905)First 8 digits of the district of residence BEDS code and 0888 as the last 4 digits7) A student who resides in the district, is homebound (temporary, long-term absence), and is associated with a school in the district.District of residenceDistrict of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)Use the 12 digits of the BEDS code of the school the student would attend8) A student who resides in the district, is homebound, and is not associated with a school in the district (is not expected to attend a school in the district).District of residenceDistrict of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)First 8 digits of the district of residence BEDS code and 0777 as the last 4 digits9) A general-education student who resides in the district and is placed by a parent/guardian in another public school district.District of attendanceNot applicableDistrict of attendance (Reason for Beginning Enrollment Code 0011)Building of attendance BEDS code10) A student with a disability or a student who is referred to the CSE for determination of eligibility for special-education services who resides in the district and is placed by a parent/guardian in another public school district.District of attendanceDistrict of residenceDistrict of attendance (Reason for Beginning Enrollment Code 0011) District of residence (Reason for Beginning Enrollment Code 5905) Building of attendance BEDS code11) A student with a disability or a student who is referred to the CSE for determination of eligibility for special-education services who is placed in a nonpublic school by a parent/guardian.Nonpublic school (Instructional) Not applicable (Accountability)District in which the nonpublic school is locatedNonpublic school participating in SIRS (Reason for Beginning Enrollment Code 0011) District in which the nonpublic school is located (Reason for Beginning Enrollment Code 5905)Nonpublic school building BEDS code for schools that are registered. School district may apply for an institution code for a noncompliant nonpublic school by contacting  HYPERLINK "mailto:datasupport@nysed.gov" datasupport@nysed.gov 12) A general-education student who is placed in a nonpublic school by a parent/guardian. (Only applicable if the student participated in an assessment.) Nonpublic school (Instructional) Not applicable (Accountability)Not applicableNonpublic school participating in SIRS (Reason for Beginning Enrollment Code 0011)Nonpublic school building BEDS code for schools that are registered. School district may apply for an institution code for a noncompliant nonpublic school by contacting  HYPERLINK "mailto:datasupport@nysed.gov" datasupport@nysed.gov 13) A general-education student who resided in the district at the time the court or a county department of social services placed the student in an out-of-State residential facility. (Page 26 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)Not applicableNot applicableNot applicableNot applicable14) A student with a disability or a student who is referred to the CSE for determination of eligibility for special-education services who resided in the district at the time the court or a county department of social services placed the student in an out-of-State residential facility. (Page 26 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.) Not applicableDistrict in which the student resided at time of placementDistrict in which the student resided at time of placement (Reason for Beginning Enrollment Code 5905)BEDS code of approved out-of-state school. If not available, use 750000660000.15) A student with a disability who is placed by the court or a county department of social services in a child-care institution or in a residential treatment facility with an affiliated school and is provided educational services pursuant to Article 81 of the Education Law. (Pages 6 and 24 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)Article 81 SchoolSchool affiliated with the child-care institution or residential treatment facilitySchool affiliated with the child-care institution (Reason for Beginning Enrollment Code 0011)Article 81 school code16) A student with a disability who is placed by the court or a county department of social services in a child-care institution or in a residential treatment facility that does not have an affiliated school. (Pages 7 and 25 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District in which the child-care institution is locatedDistrict in which the child-care institution or residential treatment facility is locatedDistrict in which the child-care institution is located (Reason for Beginning Enrollment Code 0011)BEDS code of the building in which the student is enrolled17) A general-education student who is placed by the court in a child-care institution with an affiliated nonpublic school. (Only applicable if the student participated in an assessment.) Nonpublic school (Instructional) Not applicable (Accountability)Not applicableNonpublic school participating in SIRS (Reason for Beginning Enrollment Code 0011)Nonpublic school building BEDS code for schools that are registered. School district may apply for an institution code for a noncompliant nonpublic school by contacting  HYPERLINK "mailto:datasupport@nysed.gov" datasupport@nysed.gov 18) A student who is placed by the court in a child-care institution with an affiliated public school. (All Special Act School Districts.)Special Act School DistrictsSpecial Act School DistrictsSpecial Act School Districts (Reason for Beginning Enrollment Code 0011)BEDS code of the building in which the student is enrolled19) A student with a disability who attends the New York State School for the Blind (NYSSB) in Batavia or the New York State School for the Deaf (NYSSD) in Rome.NYSSB or NYSSDNYSSB or NYSSDNYSSB or NYSSD (Reason for Beginning Enrollment Code 0011)NYSSB or NYSSD code20) A student who is parentally placed in a nonpublic school and the school district has been ordered to pay tuition for this student by a court or an impartial hearing officer.Nonpublic school if the school participates in SIRS (Instructional) Not applicable (Accountability)District in which the student resides (if applicable)Nonpublic school participating in SIRS (Reason for Beginning Enrollment Code 0011) District in which the student resides (Reason for Beginning Enrollment Code 5905)Nonpublic school building BEDS code21) A student who resides in a State agency facility and attends an educational program operated by the State agency. State agencies include Office of Children and Family Services (OCFS), Office of Mental Health (OMH), Office for People with Developmental Disabilities (OPWDD), and the Department of Correctional Services (DOCS). (Pages 2, 12, 31, and 40 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)State agencyState agencyState agency (Reason for Beginning Enrollment Code 0011 or AHSEP 5654)Facility location operated by the State agency code or BEDS code of the approved AHSEP program22) A student with a disability who resides in OMH or OPWDD facility but is placed by the agency in an approved private school for students with disabilities. (Pages 4 and 14 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)State agencyState agencyState agency (Reason for Beginning Enrollment Code 0011)Approved private school for students with disabilities code23) A student with a disability who resides in OMH or OPWDD but attends a school district or BOCES program. (Pages 3 and 13 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District in which OMH or OPWDD facility is locatedDistrict in which OMH or OPWDD facility is locatedDistrict in which OMH or OPWDD facility is located (Reason for Beginning Enrollment Code 0011)District school building or BOCES code24) A student with a disability who attends an OMH or OPWDD day-treatment program.District of residenceDistrict of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)BEDS code of the State agency facility25) A New York State student with a disability who is placed in another State under contract between a NYS school district and the approved out-of-State private school.NYS school district of residenceNYS school district of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)BEDS code of the out-of-State school26) A New York State student who is placed in another State under contract between a NYS school district and a public school district of the other State.NYS school district of residenceNYS school district of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)BEDS code of approved out-of-state school. If not available, use 750000660000.27) A student in residential care (not placed by a school district) in one of the following programs: Private psychiatric hospitals or private psychiatric units within general hospitals; Short term crisis residence; Residential Respite Programs; Drug Free Residential, In Patient Rehabilitation, Alcoholism Detoxification, Residential Chemical Dependency for Youth Programs, Inpatient Rehabilitation, Acute Care Programs, Primary Care Alcohol Crisis Centers, or Community ResidencesRecovery Homes; and Pediatric Residential Health Care Facilities, Hospitals, Rehabilitation Centers, or Skilled Nursing Facilities. (Pages 5, 10, 22, 43, and 46 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District in which parents reside or, for students in department of social services care, the district in which student resided at the time the student was placed in these programsDistrict in which parents reside or, for students in department of social services care, the district in which student resided at the time the student was placed in these programsDistrict in which parents reside or, for students in department of social services care, the district in which student resided at the time the student was placed in these programs (Reason for Beginning Enrollment Code 0011)If the student attends a BOCES or school in a district, use the code of the BOCES or the district school building attended by the student. If not, use the first 8 digits of BEDS code of the district in which the parent resides and then 0777 for the last four digits.28) A student with a disability placed through the Childrens Residential Project in a residential program. (Page 21 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District in which parents resideDistrict in which parents resideDistrict in which parents reside (Reason for Beginning Enrollment Code 0011)BEDS code of the school building or BOCES the student is attending29) A student who resides in one of the following settings, which are licensed by OMH, OPWDD, OCFS, or Office of Alcohol and Substance Abuse Services (OASAS) and either attends school in a district or in BOCES or district arranges services to be provided at another location: Residential Treatment Facility (RTF) or Child Care Institution (CCI) that does not have an affiliated school; Community Residence (CR); Family Based Treatment Program (FBTP); Intermediate Care Facility (ICF); Individualized Residential Alternative (IRA); Family Care Homes; Foster Family Homes; Group Homes or Agency Boarding Homes; OCFS Secure Centers, Limited Secure Centers, Non-secure Centers; Community Residential Homes (group homes); Detention Family Boarding Homes; Halfway Houses, Supported Living Facilities; and Detention Facilities, Non-Secure Institutional, Secure Holdover Detention, Non-Secure Group Care, Non-Secure Agency-Operated Detention. (Pages 7, 8, 9, 15, 16, 18, 19, 20, 27, 28, 29, 32, 33, 37, 38, and 44 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)School district in which the facility is locatedSchool district in which the facility is locatedSchool district in which the facility is located (Reason for Beginning Enrollment Code 0011)BEDS code of the building in which the student is enrolled. If services are provided at another location, use the first 8 digits of BEDS code of the district in which facility is located and then 0777 for the last four digits.30) A foreign exchange student.District of attendance (Instructional) Not applicable (Accountability)District of attendance if student with a disabilityDistrict of attendance (Reason for Beginning Enrollment Code 0022)Building of attendance31) A kindergarten-age student whose parents do not want to enroll their child in kindergarten but the child is provided with special-education services at the childs home or in an early childhood setting or in another location.Not applicable (Accountability) District of residence (Instructional)District of residenceDistrict of residence (Reason for Beginning Enrollment Code 5905)First 8 digits of the district BEDS code and 0777 as the last 4 digits32) A foster-care student.District of residence of foster familyDistrict of residence of foster familyDistrict of residence of foster family (Reason for Beginning Enrollment Code 0011)Building of attendance33) A student in a county jail or a jail operated by the city of New York who is in a regular instruction program leading to a high school diploma. (Page 41 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District in which the jail is locatedDistrict in which the jail is located (if applicable)District in which the jail is located (Reason for Beginning Enrollment Code 0011)BEDS code of the jail34) A student in a county jail or a jail operated by the city of New York who is in approved AHSEP program. (Page 41 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District in which the jail is located or, for NYC, the NYCDOEDistrict in which the jail is located or, for NYC, the NYCDOE (if applicable)District in which the jail is located (Reason for Beginning Enrollment Code 5654)BEDS code of the approved AHSEP program operated by the district or BOCES35) Students residing in a non K-12 district attending a receiving district that serves all students from the non K-12 district for whom tuition is paid by the district of residence (Examples would include a K-8 district resident attending a Central High School District or a K-2 or K-6 district resident attending a K-12 district that is contracted by the K-2 or K-6 district to serve all their resident students including their resident students who are placed by CSE in out-of-district locations, such as a BOCES program or other placement.)Receiving districtReceiving districtReceiving district (Reason for Beginning Enrollment Code 0011)Building of attendance36) A student who resides in one of the following settings: Residential Programs for Runaway and Homeless Youth; Domestic Violence Shelters; Homeless Shelters; OR Homeless students not in residential programs for homeless youth or homeless shelters. (Pages 7, 8, 9, 15, 16, 18, 19, 20, 27, 28, 29, 32, 33, 37, 38, and 44 of Education Responsibilities for School-Age Children in Residential Care, available at  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf" http://www.p12.nysed.gov/specialed/publications/EducResponsSchoolAgeResidence.pdf.)District of attendance District of attendance District of attendance (Reason for Beginning Enrollment Code 0011)Building of attendance Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students Description of StudentsAccountability or Instructional ResponsibilityCSE/CPSE ResponsibilityWho Will Report Data to SIRS and Using What Code (i.e., District of Responsibility)Location/BEDS Code (i.e., Building of Enrollment)1) A preschool-age student referred to the CPSE XE "CPSE"  XE "Committee on Preschool Special Education"  or CSE for an initial evaluation to determine eligibility for special education. Only school districts that are required to report data on the timely evaluation of preschool and school-age children for special-education eligibility or on the timely transition of children from Early Intervention to preschool (SPP Indicators 11 and 12) are required to report this type of an enrollment record. See definition of initial evaluation for special education in the glossary.Not applicable (Accountability) District of residence (Instructional)District of residenceDistrict of residence (Reason for Beginning Enrollment Code 4034)Use the 12 digits of the district of residence BEDS code2) A preschool-age student with a disability who resides in the district and receives special-education services from: an employee of a school district in a district building, the students home, or in another location; an employee of a BOCES, in a BOCES building, the students home or in another location; an employee of an approved private school for students with disabilities in that schools building, the students home, or another location; an employee of a Section 4201 State-supported school in that schools building, the students home, or another location; an independent service provider employed by the county in the students home or in another location; an employee of New York State School for the Blind (NYSSB) or New York State School for the Deaf (NYSSD) in these schools building, the students home, or another location.Not applicable (Accountability) District of residence (Instructional)District of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)If the student attends a school building, use the school building BEDS code; if the services are provided at home or another location, use the first 8 digits of the district of residence BEDS code and 0777 as the last 4 digits BOCES BEDS code Approved Private School BEDS code 4201 School BEDS code County BEDS code NYSSB or NYSSD BEDS code For c and e, codes are available at  HYPERLINK "http://www.p12.nysed.gov/sedcar/locationcodes.html" http://www.p12.nysed.gov/sedcar/locationcodes.html.3) A preschool-age student who resides in the district and participates in a district-operated Pre-K or Universal Pre-K program; BOCES-operated Pre-K program under a Universal Pre-K contract with a school district with the BOCES acting as an Other Eligible Agency (i.e., Community-Based Organization CBO); BOCES-operated pre-K not under a Universal Pre-K contract. District of residence (Instructional) Not applicable (Accountability)District of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)District building BEDS code First 8 characters of the district code followed by 0666 signifying CBO-placed UPK BOCES code4) A preschool-age student with a disability or a preschool-age student who is referred to the CPSE for determination of eligibility for special-education services who resides in the district and attends a UPK or PreK program operated by another school district or charter school. District of residence or charter school (Instructional) Not applicable (Accountability)District of residenceDistrict of residence (Reason for Beginning Enrollment Code 5905) District or charter school in which student is attending PreK or UPK (Reason for Beginning Enrollment Code 0011)Use the 12 digits of the BEDS code of the school the student attends or, if a UPK program contracted by the district, the first 8 digits of the district BEDS code and 0666 as the last 4 digits5) A prekindergarten student who attends a school within the school district of residence or a UPK program contracted by the district.District of residence (Instructional) Not applicable (Accountability)District of residenceDistrict of residence (Reason for Beginning Enrollment Code 0011)Use the 12 digits of the BEDS code of the school the student attends or, if a UPK program contracted by the district, the first 8 digits of the district BEDS code and 0666 as the last 4 digits  Accelerated Students Intermediate-Level Science Students: The Grade 8 Intermediate-Level Science Test must be administered to students in the grade in which they will have received instruction in all of the material in the Intermediate-Level Science Core Curriculum (58). While this is typically Grade 8 (or, if ungraded, when Grade 8 age equivalent), the test may also be administered to students in Grade 7 (or, if ungraded, when Grade 7 age equivalent) who will have completed all the material in the Intermediate-Level Science Core Curriculum (58) and are being considered for placement in an accelerated high school-level science course when they are in Grade 8. Schools have four choices for testing accelerated students in science at the intermediate level: Administer the Grade 8 Intermediate-Level Science Test when the student is in Grade 7, but administer no science test when the student is in Grade 8. The score the student receives on the Grade 8 Intermediate-Level Science Test when taken in Grade 7 must be reported in the year in which the student took the assessment and will count in the accountability calculations for the district and school responsible for the student when the student is in Grade 8. The Assessment Measure Standard Description "Science: Early" will be populated for these students at Level 2 when the students are in Grade 8. Students who take the Grade 8 Intermediate-Level Science Test when they are in Grade 7 may not retake the test when they advance to Grade 8. Administer no science test when the student is in Grade 7, but administer a Regents examination in science when the student is in Grade 8. The score the student receives on the Regents examination in science when taken in Grade 8 must be reported in the year in which the student took the examination and will count in the accountability calculations for the district and school responsible for the student. Administer the Grade 8 Intermediate-Level Science Test when the student is in Grade 7 and administer a Regents examination in science when the student is in Grade 8. The score the student receives on the Regents examination in science when taken in Grade 8 must be reported in the year in which the student took the examination and will count in the accountability calculations for the district and school responsible for the student. The score the student receives on the Grade 8 Intermediate-Level Science Test when taken in Grade 7 must also be reported in the year in which the student took the examination but will not count in the accountability calculations for the district and school responsible for the student. Administer the Grade 8 Intermediate-Level Science Test when the student is in Grade 8 and administer a Regents examination in science when the student is in Grade 8. The score the student receives on the Grade 8 Intermediate-Level Science Test must be reported in the year in which the student took the test and will count in the accountability calculations for the district and school responsible for the student. The score the student receives on the Regents examination in science must also be reported in the year in which the student took the examination but will not count in the accountability calculations for the district and school responsible for the student. The school may not use the Grade 8 Intermediate-Level Science Test to retest any students in Grade 8 who participated in this assessment during the previous school year as Grade 7 students. Grades 7 and 8 Mathematics: Subject to U.S. Department of Education extending the double testing waiver for 201516, seventh and eighth grade students who take Regents examinations in mathematics are not required to take the NYSTP grade 7 or 8 mathematics assessment to fulfill the testing requirement in mathematics. Students who take both the NYSTP mathematics assessment and a Regents mathematics assessment in grade 7 or 8 will have their NYSTP score count in the accountability calculations for the district and school responsible for the student. For more information, see the ESEA Flexibility Waiver at  HYPERLINK "http://www.p12.nysed.gov/accountability/documents/nyrenewalreq2015.pdf" http://www.p12.nysed.gov/accountability/documents/nyrenewalreq2015.pdf and the April 2014 memorandum from Assistant Commissioner Ira Schwartz, Submission of Request to the United States Department of Education (USDE) for a Waiver of the Requirement in the Elementary and Secondary Education Act (ESEA) that Students in Grades 7 and 8 who take a Regents Examination in mathematics also take the New York State (NYS) Common Core Mathematics Test for Their Grade, at  HYPERLINK "http://www.p12.nysed.gov/accountability/memos.html" http://www.p12.nysed.gov/accountability/memos.html. Elementary-Level Science, Grades 38 ELA, and Grades 36 Mathematics: Accelerated students must be tested on the assessments appropriate to their actual grade level or, if ungraded, their age-equivalency grade level in these subjects at these grades. These students may take a Regents examination in addition to the NYSTP but not in lieu of the NYSTP assessment in these subjects at these grades. Accelerated students may not take the elementary-level science or grades 38 ELA or mathematics tests if they are not grade or age appropriate for the test. Students whose results on these assessments are reported when they are not grade or age appropriate will be considered to have no valid test score when participation rate accountability calculations are made. Reporting Course Codes for Accelerated Students: Students who take a Regents examination in mathematics in grades 3 through 6 must also take the NYSTP assessments in mathematics for their appropriate grade level or age, if ungraded. Students who take a Regents examination in science in grade 8 are not required to, but may also, take the Grade 8 Intermediate-Level Science Test. For these students, report the course code (field 29 in the Course template) that best reflects the courses curriculum, and the reporting date (field 11 in the Staff-Student-Course template) for the Regents examination and a separate record with the reporting date for the elementary/middle-level assessment. All Student Management Systems must be able to report the course code for the curriculum and the reporting date for both the Regents and NYSTP assessments. Accommodations Test accommodations for all students who are provided with such accommodations during the administration of an assessment must be reported in SIRS. The School Administrators Manual, Secondary Level Examinations and the administrators manuals for specific test titles for elementary/middle-level tests contain lists of accommodations available to students. See  HYPERLINK "http://www.p12.nysed.gov/assessment/manuals/home.html#ei" http://www.p12.nysed.gov/assessment/manuals/home.html#ei for copies of these manuals. Accountability Inclusion/Exclusion for Participation/Performance at the Elementary/Middle Level Students enrolled/tested during the period of continuous enrollment shown in the table below will be included in the document/calculations indicated. Key: Day 1 = BEDS Day (October 7, 2015) Day 2 = First day of test administration period Day 3 = Last day of make-up period Students Inclusion in Document/Calculations Period of Continuous Enrollment (includes)Students results will be included in:Participation RatePerformance IndexDay 1 and Day 3YesYesDay 1 and Day 2 with valid test scoreYesYesDay 1 and Day 2 without valid test scoreNoNoDay 2 and Day 3 but not Day 1YesNoDay 1 onlyNoNoDay 2 only with valid test scoreYesNoDay 2 only without valid test scoreNoNoDay 3 only with valid test scoreYesNoDay 3 only without valid test scoreNoNoOnly days between Day 2 and Day 3 with valid test scoreYesNoOnly days between Day 2 and Day 3 without valid test scoreNoNoSpecific Day 2 and Day 3 Dates by Assessment AssessmentDay 2Day 3Grades 38 ELAApril 5April 12Grades 38 MathematicsApril 13April 20NYSAA ELA and Math (if eligible)March 21June 3NYSAA Science and Social Studies (if eligible)December 7February 12Grade 4 ScienceMay 25June 3Grade 8 ScienceMay 25June 3NYSESLAT (if eligible)April 12May 13 Enrollment Exit Codes for Determining Continuous Enrollment for Grades 38 Students If a grade 38 student is enrolled on Day 1, has one of the following Reason for Ending Enrollment codes between Day 1 and Day 3, and is tested, the student is included in the Performance Index calculation in the school and/or district, as indicated. Reason for Ending Enrollment CodeDescriptionIncluded in Performance Index Calculation in:153Transferred to another school in this district or to an out-of-district placementDistrict238Transferred to homebound instruction provided by this districtDistrict782Entry into a different grade in the same school buildingSchool and District5927Leaving school under NCLB a victim of a serious violent incidentDistrictEOY*End of school yearSchool and District*This code is populated at Level 2 when no Reason for Ending Enrollment Code is provided. NOTE: For reporting NYC public schools, codes that refer to this district should be used for transfer within the same NYC district geographic region (e.g., within NYC Geographic District #14 Brooklyn). If a grade 38 student is enrolled on Day 1, has one of the following Reason for Ending Enrollment codes between Day 1 and Day 3, and is tested, the student is excluded from the Performance Index calculation in the school and district. Reason for Ending Enrollment CodeDescription085Earned commencement credential136Reached maximum legal age and has not earned a diploma or certificate140Preschool special education status determined170Transferred to another NYS public school outside this district with documentation204Transferred to a NYS non-public school with documentation221Transferred to a school outside NYS with documentation255Transferred to home-schooling by parent or guardian272Transferred to a postsecondary school prior to earning a diploma289Transferred to an AHSEP program306Transferred to other high school equivalency (GED) preparation program323Transferred outside district by court order340Left school: first-time dropout357Left school: previously counted as a dropout391Long-term absence (20 consecutive unexcused days)408Permanent expulsion (student must be over compulsory attendance age)425Left school, no documentation of transfer442Left the U.S.459Deceased629Previously earned commencement credential or IEP799Graduated (earned a Regents or local diploma)816Earned a High School Equivalency Diploma (GED)5938Leaving a NYC community district under NCLB a victim of a serious violent incident8228End Walk-in EnrollmentNOTE: For reporting in NYC public schools, codes that refer to outside this district should be used for transfer out of the NYC district geographic region (e.g., from NYC Geographic District #14 Brooklyn to NYC Geographic District #15 Brooklyn or from NYC Geographic District #14 Brooklyn to Brooklyn Charter School). Appeal to Graduate with Lower Score on Regents Exam All students who have taken and passed certain courses in preparation to take a Regents examination and have a 65 course average but whose highest score on the Regents examination is below but within five points of the 65 passing score may appeal to graduate with a local or Regents diploma using this lower score. Through this appeal, the student seeks a waiver of the graduation assessment requirement in this subject area. The appeal form is available at  HYPERLINK "http://www.p12.nysed.gov/ciai/gradreq/RevisedAppealForm2015.pdf" www.p12.nysed.gov/ciai/gradreq/RevisedAppealForm2015.pdf. Schools must send a copy of this form to the Office of State Assessment at 775 EBA, New York State Education Department, 89 Washington Avenue, Albany, NY 12234 and another copy to the Office of Information and Reporting Services at 865 EBA, New York State Education Department, 89 Washington Avenue, Albany, NY 12234. Students seeking to appeal with required Regents examination scores between 60 and 64, and students with disabilities seeking a local diploma using the low pass safety net with required Regents examination scores between 52 and 54, must meet the following criteria to demonstrate that they meet the State Learning Standards: Have taken the Regents examination under appeal at least two times; Have at least one score on the Regents examination under appeal within the score band stated above; Present evidence that the student has taken advantage of academic help provided by the school in the subject tested by the Regents examination under appeal; Have a course average in the subject under appeal (as evidenced in the official transcript that records grades achieved by the student that meets or exceeds the required passing grade by the school); and Be recommended for an exemption to the graduation requirement by the students teacher or Department chairperson in the subject of the Regents examination under appeal. English Language Learners who first entered school in the United States in grade 9 or above seeking to appeal with a score between 55 and 59 on the required Regents examination in English language arts must meet the following criteria to demonstrate that they meet the State Learning Standards: Have taken the required Regents examination in English language arts under appeal at least two times; Have been identified as an English Language Learner at the time the student took the Regents examination in English language arts the second time; Have at least one score on the required Regents examination in English language arts between 55 and 59; Present evidence that the student has taken advantage of academic help provided by the school in English language arts; Have a course average in English language arts (as evidenced in the official transcript that records grades achieved by the student) that meets or exceeds the required passing grade by the school; and Be recommended for an exemption to the graduation requirement by the students teacher or department chairperson in English language arts. There is no restriction as to when a student earns a qualifying score on the Regents examination under appeal.Any student who has met all of the graduation requirements by June 2016 (or thereafter), with the exception of the examination(s) under appeal, is eligible for an appeal if they meet each of the revised eligibility criteria. Approval of this appeal will not change the students score on the Regents examination under appeal. The district must report the actual scored earned on the Regents examination, not a 65, through SIRS. In the fall, the district will also need to report the information from this appeal on the districts BEDS form at  HYPERLINK "http://www.p12.nysed.gov/irs/beds" http://www.p12.nysed.gov/irs/beds. Additional information, including the appeal form, is available at:  HYPERLINK "http://www.p12.nysed.gov/ciai/gradreq/CurrentAppealForm.pdf" http://www.p12.nysed.gov/ciai/gradreq/CurrentAppealForm.pdf. Backmapping for Feeder Schools A feeder school is an elementary school that only serves students in grades below grade 3 (1, 2, 12, K1, K2) and, therefore, does not administer the NYSTP assessments. Accountability decisions for feeder schools are based on a procedure known as backmapping. Backmapping is a method by which the grade 3 assessment score of a student is attributed to the feeder school in which the student was enrolled before entering grade 3 as well as to the school in which the student took the grade 3 assessment. All schools with students who are in grade 3 (or are ungraded equivalent to grade 3) in the current school year and who attended a feeder school during one of the previous school years must report these students in SIRS with a Backmapping BEDS Code (field 27 in the Student_Lite Template) that identifies the feeder school from which the student came. A list of feeder schools required to do backmapping is available at:  HYPERLINK "http://www.p12.nysed.gov/irs/sirs" http://www.p12.nysed.gov/irs/sirs. Schools with prekindergarten, kindergarten, or prekindergarten to kindergarten only are not required to do backmapping. Schools serving grade 3 students who come from feeder schools within the district are required to identify the feeder schools on the students grade 3 SIRS records only when the students were continuously enrolled in the highest grade served by the feeder schools. For example, a school must identify the feeder school for a grade 3 student who was enrolled as a grade 2 student in a K2 school from BEDS day until the end of the school year in which they exited the building. The performance of this student on the grade 3 assessments in ELA and math will be part of the Performance Index and Adequate Yearly Progress determinations for the feeder school in these subjects. Career and Technical Education (CTE) Students CTE Programs: Located in high schools and BOCES, Career and Technical Education programming provides academic and technical instruction in the content areas of agriculture, business and marketing, family and consumer sciences, health sciences, trade and technical education, and/or technology education. CTE programs are comprised of at least three CTE courses (equivalent to three full years of study) that together form a cohesive concentration and incorporate the Career Development and Occupational Studies (CDOS) Learning Standards. CTE programs also include the content of the one unit state-developed Career and Financial Management course. (For a full list of CTE program service codes, see Career and Technical Education Program Service Codes in Chapter 5: Codes and Descriptions.) CTE Students: CTE students are those enrolled in any course that can be a part of a CTE content area (i.e., agriculture, business and marketing, family and consumer sciences, health sciences, trade and technical education, and/or technology education). This includes students who are substituting a five-unit CTE sequence to fulfill the foreign language requirement for an advanced designation diploma and are enrolled in: a local high school, a BOCES or technical/CTE high school, an alternative education and a CTE program, an approved High School Equivalency (HSE) program (AHSEPP) and a CTE program, or a CTE program in a nonpublic school that participates in data reporting via the SIRS. Who Must Report CTE Students: The school district accountable for the student is responsible for reporting CTE data in SIRS for the student, even if the districts students receive CTE at another program service provider (e.g., a BOCES). The agency that delivers the CTE course is the service provider. A school district offering CTE to its own students creates and maintains the CTE program service records and is the service provider. A school district that sends students to a BOCES for CTE creates and maintains the CTE program service records, which will document that the BOCES is the program service provider. Consequently, school districts report on all CTE students (i.e., those served in their own high schools as well as those sent to BOCES or other out-of-district providers, including another school district). Teacher-course linkage data must be reported by the service provider who employs the teacher or principal. The CTE data collected in SIRS are governed by federal mandates, as some CTE programming receives federal funding from the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins). CTE reporting requirements are the same for all schools, whether or not they use Perkins funding directly. Which Students Must Be Reported with CTE Records: Students who participate in any career and technical education who are also in a high school diploma-granting program or an approved High School Equivalency (HSE) program (i.e., AHSEPP) must be reported with a CTE program service record, which tracks CTE Program Type, CTE Program Intensity, Service Provider Location, courses taken by the student, and teacher linkage information: whether or not the CTE are federally funded, whether or not the CTE courses have been approved to allow the issuance of a Technical Endorsement, whether the CTE is offered by an LEA or BOCES. Program Service Records: All students taking CTE have a CTE program service record created in the school yearthey first start CTE. A student cannot have program service records without an active enrollment record. Students generally take their CTE from one or two providers (i.e., their high school and/or BOCES). A single program service record is created if the student is taking CTE in a single location. If more than one content area is taken, create one record and use the program service code that describes where the student spends the most time. CTE students enrolled in more than one location during the school year must be reported with a separate record for each program location. For example, two program service records are required for a student enrolled in business education in a high school and in computer information technology at a BOCES. CTE programs at local high schools often cross content areas and may not be predefined or linear in nature. In the local high schools, programs are made up of a group of courses that form a cohesive concentration. These courses may be from one of the six CTE content areas or from a combination of these content areas. Since CTE students at local high schools build cohesive concentrations based on individual interests, the selection of a specific program service code (see Career and Technical Education Program Service Codes in Chapter 5: Codes and Descriptions) may prove more difficult than the selection of a code for CTE programs at a BOCES or Technical or CTE high schools. In this case, the local high school can use one of the following more broad-based program service codes: Agriculture (010599); Business and Marketing (529999); Family and Consumer Sciences (199999); Health Sciences (519999); Technology Education (151599); or Trade and Technical (489999). These reflect the six major CTE content areas. If a student is in career and technical education in two of these content areas, the code to be reported should be the one in which the majority of the students time is spent. When a local agency is unable to determine the appropriate code, they should contact their Regional Information Center (RIC). A list of RIC contacts is available at  HYPERLINK "http://www.p12.nysed.gov/irs/sirs/home.html" http://www.p12.nysed.gov/irs/sirs/home.html. The RIC can contact the NYSED CTE Team at (518) 486-1547 or  HYPERLINK "mailto:emsccte@nysed.gov" emsccte@nysed.gov for assistance. CTE Beginning and Ending Program Service Records: If the student meets the districts requirements for completing the program, use Reason for Ending Program Service code 646. If the student ends the program service without completing the program the year the student leaves or completes high school, use Reason for Ending Program Service code 663. If the student has not completed the CTE program by the end of the reporting year and program completion is still pending, use Reason for Ending Program Service code 680. In the year the student leaves school, the entire enrollment record will show which Reason for Ending Program Service Code should be used in the final record. Districts determine how many and what combination of sequenced CTE courses are needed to achieve program completion. If the students concentration of CTE courses does not meet the districts requirements, the Reason for Ending Program Service Code is 663 (left without completing), and the Level of Program Intensity is the level reached by the day the student discontinued the program. CTE Program Type: All students who participate in a CTE must be reported in SIRS with CTE Program Type CTE, indicating the student is in career and technical education. See Chapter 4: Data Elements for CTE Program Type definition and location in the eScholar templates. CTE Program Intensity: All students who participate in CTE must be reported in SIRS with a CTE Program Intensity: Enrollee, Participant, or Concentrator. See Chapter 4: Data Elements for CTE Program Intensity definition and location in the eScholar templates. CTE Program Endorsement Indicator: A CTE Program Endorsement Indicator must also be reported in Programs Code Template, a Dimension Table populated by Level 1 operators, not by the reporting local educational agency. The endorsement indicator field tracks whether or not the specific program has been approved by NYSED to allow the issuance of a technical endorsement on the students high school diploma. Completion of the New York State Regents CTE Approval Process by individual CTE programs allows a school district to issue a Technical Endorsement on a students high school diploma when that student successfully completes all the requirements of the approved program. For more information about the approval process, see  HYPERLINK "http://www.emsc.nysed.gov/cte/ctepolicy/" www.p12.nysed.gov/cte/ctepolicy/. A list of programs that hold current NYSED approval to issue technical endorsements can be found at:  HYPERLINK "http://www.emsc.nysed.gov/cte/ctepolicy/approved.html" http://www.p12.nysed.gov/cte/ctepolicy/approved.html. For more information on CTE, see  HYPERLINK "http://www.p12.nysed.gov/cte/home.html" http://www.p12.nysed.gov/cte/home.html. Career Pathways Career Path Codes must be reported for all students reported with a diploma. This field cannot be left blank for students reported with a diploma. If a student used more than one pathway, report the pathway with which the student associates most closely. Charter School Students Charter schools must report all required records for their students, with the following exceptions. The district of residence of students with disabilities enrolled in charter schools has CSE responsibility for these students and must report Special Education Snapshot and Special Education Events records for them. School districts of residence must also submit enrollment, demographic, and disability program service records for students in charter schools who were evaluated for special-education eligibility and for students receiving special-education services, using Reason for Beginning Enrollment Code 5905. Court-placed Students Court-placed students should be reported with the appropriate Reason for Ending Enrollment Code from the tables below. Reason for Ending Enrollment Codes for Students Placed by Court Order OUTSIDE the District CodeSituation323 Transferred outside district by court orderStudents placed by court order outside the district in county jails, jails operated by the city of New York, prisons, or juvenile facilities or that have a school (as defined under State law) or programs offering courses that can result in the earning of credit toward a high school diploma and participate in those programs. Students placed by court order in non-incarcerated court placements (e.g., foster care homes; group homes; placement in residential facilities with affiliated schools thatprovideeducational services in accordance with Article 81 of the Education Law). Do not end enrollment for students placed temporarily in a facility (e.g., in secure or non-secure detention facilities) pending a decision by court order.1089 Transferred to an approved GED program outside this districtStudents who are placed by court order outside the district in a jail and participate in an approved AHSEP program.8338 Incarcerated student, no participation in a program culminating in a regular diplomaStudents who are reported as entering grade 9 in the 200607 school year or later and who are placed by court order outside the district in prisons or juvenile facilities and do not participate in approved AHSEP programs or programs that result in the earning of credit toward a high school diploma. Reason for Ending Enrollment Codes for Students Placed by Court Order INSIDE the District CodeSituation153 Transferred to another school in this district or to an out-of-district placementStudents placed by court order within the district of the students residence in county jails, jails operated by the city of New York, prisons, or juvenile facilities that have a school (as defined under State law) or programs offering courses that can result in the earning of credit toward a high school diploma and participate in those programs.289 Transferred to an approved AHSEP programStudents who transfer from a district school by a court order to an approved AHSEP program within the district.8338 Incarcerated student, no participation in a program culminating in a regular diplomaStudents who are reported as entering grade 9 in the 200607 school year or later and who are placed by court order inside the district in prisons or juvenile facilities and do not participate in approved AHSEP programs or programs that result in the earning of credit toward a high school diploma.General-education students and students with disabilities in county or New York City jails who are in regular instruction programs offering courses that can result in the earning of credit toward a high school diploma must be reported by the school district in which the jail is located, using Reason for Beginning Enrollment Code 0011 Enrollment in building or grade, and the BEDS code of the jail as the building of enrollment. General-education students and students with disabilities in county or New York City jails who are in approved AHSEP programs must be reported with a Reason for Beginning Enrollment Code 5654 Enrollment in a AHSEP program and the BEDS code of the approved program, and these students will not be counted as graduates. School districts must coordinate with court-placement agencies to ensure that students are enrolled appropriately and educational records are shared. Educational and reporting responsibility for these students is determined by Commissioners Regulations. For further information, contact the Office of Student Support Services at (518) 486-6090. Daily Attendance LEAs must report Daily Attendance codes. Although local data systems may collect suspension and attendance information in different places, SEDs data collection model requires both to be reported through the Student Daily Attendance template. Attendance must be reported by any reporting entity that is required to take attendance (i.e., District of Responsibility). District of Residence Codes All students must be reported with a District of Residence code. (See Chapter 5: Codes and Descriptions.) This code is collected to ensure that State aid for textbooks and transportation is appropriately allocated to a students home district (i.e., District of Residence). The initial District of Residence code that should be reported for a student is the one that indicates where the student resided on BEDS day 2015 (October 7, 2015). If a student moves to and enrolls in a new district subsequent to BEDS day 2015, the student should be reported by the new district with the District of Residence code for that new district. For State aid and BEDS enrollment purposes, the student will always be counted in the district in which the student resided on BEDS day of that reporting year. For example, if a student resides in District A on October 7, 2015, moves to District B on October 8, 2015, and remains in District B through the 201516 and 201617 school year, the student will be counted for State aid and BEDS enrollment purposes in District A in 201516 but in District B in 201617. The Department uses District of Residence data from SIRS to derive the number of students enrolled who are not residents of your district and for whom tuition is or could be charged. Special Cases: Article 81 students should be reported with a District of Residence code reflecting the public school district in which the child was living at the time a public agency considered the child for placement in a child care institution or at the time the child was placed with the Division for Youth. Central High School districts may not be used as a District of Residence. The District of Residence code for a student enrolled in a Central High School district is that of one of the Central High School districts designated feeder districts or other public school district, as appropriate. For example, students enrolled in the Valley Stream Central High School District should be reported as residents of Valley Stream #13 UFSD, Valley Stream #24 UFSD, Valley Stream #30 UFSD, or other district as appropriate. Charter school, nonpublic school, and BOCES students should be reported with a District of Residence code reflecting the public school district in which they live and that they are entitled to attend. Students in county jails should be reported by the district in which the county jail is located with a District of Residence that reflects the district in which the student was residing immediately before coming to the county jail. Foreign-exchange students should be reported with a District of Residence reflecting the district in which the students are enrolled. Foster children should be reported with a District of Residence that reflects the residence of the foster family. Students designated as homeless should be reported with a District of Residence reflecting the district of attendance (i.e., the district where the student is enrolled in school). The District of Residence code for New York City students is that of the Community School District in which they reside (e.g., Manhattan CSD 3, Brooklyn CSD 23, etc.). All non-residents of New York State, excluding Foreign Exchange students who are considered temporary residents, should show 80034366 for District of Residence. Special Act school districts may not be used as a District of Residence. The District of Residence code for a student enrolled in a Special Act school district is that of the sending district or, if the student is placed by the court, the district last attended by the student. State-operated schools and facilities should report a District of Residence that reflects the district in which the student was residing immediately before coming to the State-operated school or facility. Where there is insufficient knowledge to make this determination, the reported District of Residence should reflect the district in which the state-operated school or facility is located. Districts that have a terminal grade of less than twelve retain their District of Residence status when their resident students tuition out to a K12 district to finish their high school education. For example, the District of Residence code for a student who completed eighth grade in a K8 district and is now enrolled in grade 9 in a K12 district is that of the K8 district. A student who completed the eighth grade in the Greenwood Lake UFSD (a K-8 district), and is now attending the George F. Baker High School in the Tuxedo UFSD, should be reported as a resident of Greenwood Lake, unless the student has actually taken up residence elsewhere. Dropouts/Noncompleters Students Who Drop Out While Still of Compulsory School Age: Resident students who drop out while they are still of compulsory school age must be kept on the schools attendance register until they exceed compulsory school age or move out of the district. For example, if a student drops out at age 14, he or she must be kept on the attendance register in each subsequent school year until the end of the school year in which the student exceeds compulsory school age or returns to an education program. These students may be reported with a Reason for Ending Enrollment Code 391 Long-term absence 20 consecutive unexcused days, 425 Left school, no documentation of transfer, or Reason for Ending Enrollment Code 357 Left school: previously counted as a dropout followed by a Reason for Beginning Enrollment Code 8294 School-age children on the roster for census purposes only. If the student re-enrolls, the student should be reported with a Reason for Beginning Enrollment Code 0011 Enrollment in building or grade. Do not use Reason for Ending Enrollment Code 357 Left school: previously counted as a dropout for students who dropped out when they were in Grades K through 6, re-enrolled, and dropped out again. If a student drops out of one school in a district and enrolls in another school in the same district within the same school year, the first school must change the dropout Reason for Ending Enrollment Code to 153 Transferred to another school in this district or to an out-of-district placement. If the school does not change the Reason for Ending Enrollment Code to 153, the student will be counted as a dropout for that school, even though the student returned to the district. Students discharged during the current school year who are not of compulsory school age must be reported with an Enrollment Exit Date and Reason for Ending Enrollment Code. Students whose last enrollment record for the school year had an ending date of June 30 or earlier and one of the following Reason for Ending Enrollment Codes are counted as dropouts: 136 Reached maximum legal age and has not earned a diploma or certificate 289 Transferred to an approved AHSEP program 306 Transferred to other high school equivalency (GED) preparation program 340 Left school: first-time dropout 357 Left school: previously counted as a dropout 391 Long-term absence20 consecutive unexcused days 408 Permanent expulsion (student must be over compulsory attendance age) 425 Left school, no documentation of transfer Students with a Reason for Ending Enrollment Code 357 Left school: previously counted as a dropout are counted as dropouts in cohort dropout reports but are not counted as dropouts in annual dropout reports. Students whose grade level at the end of the school year is no higher than grade 6 and ungraded students no older than 13 on June 30 who are reported with Reason for Ending Enrollment Code 425 Left school, no documentation of transfer will not be counted as dropouts. Enrollment records with beginning dates after June 30 are ignored when identifying the last enrollment record. Students who withdraw from school without documentation of transferring to a diploma-granting program prior to entering the ninth grade (i.e., during Preschool through 8th grade) must be reported using Reason for Ending Enrollment Code 425 Left school, no documentation of transfer. Incarcerated Students: Students who are reported with a Reason for Ending Enrollment Code 8338 Incarcerated student, no participation in a program culminating in a regular diploma (see Court-placed Students section above) are considered dropouts for annual reporting purposes and are included in the graduation rate cohorts. Students Who Enroll and Then Drop Out: For students who were enrolled at the end of the 201415 academic year but dropped out before the beginning of the 201516 school year, report the enrollment records with a beginning date of July 1, 2015 and ending date when it was determined the student was not returning to school (must be after July 1, 2015). Elementary/Middle-Level Students All general-education students and students with disabilities in grades 38, and ungraded students of equivalent age, must take: the New York State Testing Program (NYSTP) in English language arts (ELA) and mathematics, and the elementary- and middle-level science assessments, in the appropriate years; or if eligible, the New York State Alternate Assessment (NYSAA) in ELA, mathematics, science, and social studies, in the appropriate years. All students in these grades or equivalent ages who are also limited English proficient must take the New York State English as a Second Language Achievement Test (NYSESLAT) until they achieve proficiency on all four modalities of the NYSESLAT: Listening, Speaking, Reading, and Writing. English Language Learner (ELL) Students All English Language Learner (ELL) (also known as Limited English Proficient (LEP)) students (also referred to as English Language Learners) must be reported with Program Service Code 0231 LEP Eligible, an ELL Program Service code that identifies the type of services received, and the data element Years Enrolled in a Bilingual or ESL Program populated. All students with an ELL-eligible record at any time during the school year will be included in the ELL group for accountability purposes. All ELL-eligible students must be provided ELL services. The ELL Program Service Codes for identifying the type of services received are 5709 (English as a Second Language), 5676 (Bilingual Program), 5687 (Two-way Bilingual Education Program), 5698 (LEP Other Program), or 8239 (LEP Eligible but not in a LEP Program.) Students can be in only one ELL program (i.e., Program Service Codes 5709, 5676, 5687, 5698, or 8239) at a time but may participate in more than one during the school year. One record must be provided for each ELL program in which a student participated. The record must indicate the dates of participation. The data element Years Enrolled in a Bilingual or ESL Program must be populated for all ELL students. This data element indicates the number of cumulative years the student has received services in a bilingual or English as a Second Language (ESL) program in New York State (NYS) schools. (The years in which a student is reported with a Program Service code 8239 are not counted.) Districts should report, to the best of their knowledge, whether the student is in the first, second, third, or later year of bilingual or ESL instruction in NYS schools. Some students may leave NYS schools for various periods of time after their first enrollment. If the student's enrollment has not been continuous, the district should provide its best estimate of the student's cumulative years of enrollment in bilingual or ESL programs in NYS. Report one year for students with up to one year of bilingual or ESL instruction; two years for students with up to two years; etc. Zero should only be used if the student has never received services. If a student received instruction for the majority of a school year (seven months or more), count that year as a full year of instruction. To determine years of cumulative enrollment for students with discontinuous enrollment, count the months of instruction received in past years. Each ten months of instruction should be considered equivalent to one year. For example, if the student received six months of bilingual or ESL instruction in 201314 and four months in 201415, those months should be counted as the first year of instruction. The 201516 school year would be year 2 of instruction. Only ELL-eligible students should have this data element completed. If an 0231 record is closed for a student with any ELL Status Exit Program Service Record code other than 3045, report Years Enrolled in a Bilingual or ESL Program in that year for the student. If an 0231 record is closed for a student with a 3045 ELL Status Exit Program Service Record code, do not report Years Enrolled in a Bilingual or ESL Program in that year for the student. All ELL students (including those from Puerto Rico) who on April 1, 2016, will have been attending school in the United States for less than one year must also be reported with a Program Service Code 0242 Eligible to take the NYSESLAT for grades 3-8 ELA Accountability. See NYSESLAT and Accountability below for more information. All students who participate in a program supported by Title III of NCLB must also have a Program Service Code associated with NCLB Title III: 5720 Title III: Services to Non-Immigrant LEP Students, 5731 Title III: Language Instruction Immigrant LEP Students, or 5742 Title III: Part B, subpart 4: Emergency Immigration Education Program. Students who exit ELL status may still be reported with 5742 Title III: Part B, subpart 4: Emergency Immigration Education Program, as long as they are receiving the appropriate services. Students whose ELL status has ended must be reported with one of the following Reason for Ending Program Service Codes for Program Service Code 0231 LEP Eligible: LEP Eligibility Exit Using NYSESLAT score only Code 3011, LEP Eligibility Exit Using NYSESLAT score and NYSTP or Regents score Code 3022, LEP Eligibility Exit due to determination by CSE Code 3033, or LEP Eligibility Exit based on review of identification determination Code 3045. See ELL Status Exit Program Service Codes in Chapter 5: Codes and Descriptions for more information. NYSESLAT and Accountability NCLB requires that the English proficiency of all ELL students (as defined in Education Law 3204[2-a][3]) be determined annually. New York State provides the New York State English as a Second Language Achievement Test (NYSESLAT) as the assessment of English language proficiency for ELL students. All grades kindergarten through 12 ELL students (including ungraded age-equivalent students with disabilities) must take the NYSESLAT. (There is no valid NYSESLAT assessment for a HSE student.) ELL students must take this assessment to evaluate English proficiency even if they take a grades 38 ELA assessment, an RCT in Reading or Writing, a Regents examination in English or, for certain ELL students with disabilities, an RCT in reading or writing or the NYSAA in ELA in the current academic year. English Language Arts: NCLB requires that the reading/language arts proficiency of ELL students be measured as part of the school accountability program. USED has approved a one-time use of the NYSESLAT in lieu of the States reading/language arts assessment (including the NYSAA in ELA) for some ELL students. ELL-eligible students (including those from Puerto Rico) who on April 1, 2016, will have been attending school in the United States for less than one year may use the NYSESLAT in lieu of the States reading/language arts assessment (including the NYSAA in ELA) to meet the NCLB participation requirement for AYP in elementary/middle-level ELA. For this purpose, the United States is defined as schools in the 50 States and the District of Columbia and does not include Puerto Rico, the outlying areas, or the freely associated States. Students may be exempt from only one administration of the States reading/language arts assessment. The one-year exemption window does not have to be 12 consecutive months. In addition, students enrolled anytime during a month, including July and August, are considered enrolled for that month. As such, eligible students may be exempt from taking the States reading/language arts assessment for the first year in which they are enrolled during the States reading/language arts assessment administration period. Such students may not be exempt in subsequent years, even if they have been enrolled in a United States school for less than 12 months. Months in which students are enrolled as PK8 or ungraded elementary are counted toward this 12-month exemption window. Example 1: An ELL student enrolls for the first time in a United States school in grade 3 in March 2015 and ends enrollment by leaving the United States in June 2015 (four-month enrollment). The student re-enrolls in a United States school in March 2016 as a grade 4 student and remains enrolled through the end of the school year. If the one-time exemption occurred in 201415, even though the student has been enrolled in a United States school for only six months as of the 201516 NYSTP ELA test administration window (test is given in April), the student may not be exempt again in 201516, as the one-time exemption already occurred in 201415. Example 2: An ELL student enrolls for the first time in a United States school in grade 3 in October 2013 and ends enrollment by leaving the United States in December 2013 (three-month enrollment). The student re-enrolls in a United States school in December 2014 as a grade 4 student and ends enrollment by leaving the United States in January 2015 (two-month enrollment). The student re-enrolls in a United States school in March 2016 as a grade 5 student and remains enrolled through the end of the 201516 NYSTP ELA test administration window (one-month enrollment, test is given in April and the month of April is not counted). The first year in which this student is enrolled during the NYSTP ELA test administration period and has been enrolled in a United States school for less than 12 months is 201516. As such, the student may be exempt from taking the grade 5 NYSTP in ELA in 201516. If the one-time exemption occurs in the 201516 school year, the student may not be exempt in future years from taking the NYSTP in ELA. Example 3: An ELL student enrolls for the first time in a United States school in grade 3 on May 1, 2015 and does not end enrollment. The student may be exempt from taking the NYSTP in ELA in 201516, as the student has only been enrolled in a school in the United States for 11 months, May 1, 2015 March 31, 2016. (Note that the month of April 2016 is not counted in determining if the student has been enrolled for 12 months in a school in the United States.) Example 4: An ELL student enrolls for the first time in a United States school in grade 3 on April 1, 2015 and does not end enrollment. The student may not be exempt from taking the NYSTP in ELA in 201516 (test is given in April), as the student has been enrolled in a school in the United States for 12 months, April 1, 2015 March 31, 2016. Example 5: An ELL student enrolls for the first time in a United States school in grade 1 in October 2013 and ends enrollment by leaving the United States in February 2014 (five-month enrollment). The student re-enrolls in a United States school in September 2015 as a grade 3 student and remains enrolled through the end of the 201516 NYSTP ELA test administration window (seven-month enrollment, test is given in April and the month of April is not counted). The student may not be exempt from taking the grade 3 NYSTP in ELA in 201516, as the student has been enrolled in a school in the United States for 12 months. Example 6: An ELL student who is also a student who is eligible to take the NYSAA enrolls for the first time in a United States school in grade 3 in October 2015. The student may be exempt from taking the grade 3 NYSTP in ELA and the grade 3 NYSAA ELA in 201516, as the student has been enrolled in a school in the United States for fewer than 12 months. The student must take the appropriate NYSESLAT to be considered tested for accountability purposes. Students who are eligible to take the NYSESLAT for grades 38 accountability must be recorded in the SIRS with a Program Service Record code of 0242 Eligible to Take the NYSESLAT for Grades 3-8 ELA Accountability. They will be counted in the participation calculation for accountability purposes as participating in an ELA assessment if they have valid scores on all four modalities of the NYSESLAT: Listening, Speaking, Reading, and Writing. Scores for students who are eligible to take the NYSESLAT for grades 38 accountability will not be counted in the performance calculation for accountability. However, if the district/school chooses to give the NYSTP ELA or the NYSAA ELA assessment to a student who is eligible for the ELA exemption, NYSED will count the students NYSTP or NYSAA ELA scores when computing the schools and districts accountability PI. For more information regarding testing and accountability for recently arrived ELL students, see  HYPERLINK "http://www2.ed.gov/policy/elsec/guid/lepguidance.doc" http://www2.ed.gov/policy/elsec/guid/lepguidance.doc. Other Subjects: All ELL students must take the required State assessments appropriate to their grade. Most of these tests are administered in the students native language. Schools are advised to obtain local translations for students for whom a State alternative-language edition is not available in their first language, particularly if the student is receiving instruction in the first language. To ensure valid and reliable test results, districts and charter schools are permitted to offer ELL students accommodations approved by NYSED. Approved accommodations are provided in the school administrators manuals at  HYPERLINK "http://www.p12.nysed.gov/assessment/manuals/home.html" http://www.p12.nysed.gov/assessment/manuals/home.html. NYSESLAT and NYSAA All ELL students in grades K12, including ungraded age-equivalent students, must take the NYSESLAT, even if the students CSEs identify the students as eligible to take the NYSAA. Most NYSAA-eligible students who are age appropriate for testing on the NYSAA must take the NYSAA. NYSAA-eligible students who are also eligible to take the NYSESLAT in lieu of the States reading/language arts assessment are not required to take the NYSAA in ELA. However, these students must take the NYSAA in all other subjects appropriate to their age equivalent grade level. NYSESLAT Braille All ELL students with a braille accommodation in grades K12, including ungraded age-equivalent students, must take the NYSESLAT assessment. Grades K-2 are scored via a Check List and will be reported in SIRS via the summer clean-up process at the end of the summer. Grades 3-12 will have the assessments aligned to the general NYSESLAT assessment. Grades 3-12 will have the data placed on answer sheets by school personnel so that the data can be scanned and loaded into SIRS. For 2015-16 there are new Measure Codes. For grades K-2, SIRS will collect the Total Score by Grade and Performance Level. For grades 3-12, using the Braille test forms, the tests will be in alignment with the general NYSESLAT assessment; therefore, students will receive the same types of scores and subscores as students using the non-braille editions. New York State Identification Test for English Language Learners (NYSITELL) The New York State Identification Test for English Language Learners (NYSITELL) was administered for the first time in 201314. This test is used to assess the English language proficiency of new entrants whose home language is other than English, as indicated on their Home Language Questionnaire. It is used to determine if the student is in need of bilingual education and/or English as a Second Language (ESL) services. The NYSITELL has eight levels. In K3, the levels are different between the fall and spring administrations for each grade to account for the significant developmental changes between semesters. Students entering in the middle of the school year are expected to perform different developmentally appropriate tasks with different language expectations. Therefore, the NYSITELL provides level tests to determine students language proficiency relative to the expectations at that point in the school year. In the later grades, the tasks are more aligned between fall and spring; therefore, the language expectations do not differ as significantly as in the earlier grades. As such, students are administered the same NYSITELL level regardless of the time of year. See  HYPERLINK "http://www.p12.nysed.gov/assessment/nysitell/home.html" http://www.p12.nysed.gov/assessment/nysitell/home.html for additional guidance regarding the NYSITELL assessments. The table below shows the eight NYSITELL levels and identifies which level is administered to each new entrant, depending upon the grade in which the student is enrolling and the date on which the test administration begins. LevelGrade in which student is enrollingDates on which test will be administeredIGrade KJune 1 January 31IIGrade K Grade 1February 1 June 30 July 15 January 31IIIGrade 1 Grade 2February 1 June 30 July 15 January 31IVGrade 2 Grade 3February 1 June 30 July 15 January 31VGrade 3 Grade 4February 1 June 30 July 15 June 30VIGrades 5 6July 15 June 30VIIGrades 7 8July 15 June 30VIIIGrades 9 12July 15 June 30 The Level I test may be administered during the month of June only to those new entrants who will not begin Kindergarten until September. Report assessment records in September for these students, and report the date of test administration as any day during the first week of enrollment in your school. For all other NYSITELL students, report the date the student first starts to take the assessment as the administration date. See  HYPERLINK "http://www.p12.nysed.gov/assessment/nysitell/nysitell-kindergartenrev.pdf" http://www.p12.nysed.gov/assessment/nysitell/nysitell-kindergartenrev.pdf for additional guidance. The Level II test must be administered to any new entrants who are enrolling in Kindergarten for the current school year at any time between February 1 and June 30. The testing of new entrants who are enrolling in New York State schools in Grade 1 and above for the fall semester may begin no earlier than July 15. Schools that are registering students prior to June 1 for enrollment in Kindergarten for the upcoming school year should not administer the NYSITELL to such students until that date. With the exception of Level I, NYSITELL should be administered during the month of June only to students entering school for the remainder of the current school year and/or students enrolling in a summer school program. Schools are not permitted to administer Levels IIVIII of NYSITELL from July 1July 14. For more information about NYSITELL, see  HYPERLINK "http://www.p12.nysed.gov/assessment/nysitell/nysitellguiderevw.pdf" http://www.p12.nysed.gov/assessment/nysitell/nysitellguiderevw.pdf. Foreign Exchange Students New York State students who participate in foreign exchange programs should have their enrollment continued in the SIRS. Do not end the enrollment record for these students when they leave the country to attend the foreign exchange program. Students from outside the United States who participate in foreign exchange programs in New York State and are reported in SIRS should be reported with Reason for Beginning Enrollment Code 0022: Foreign exchange student enrollment in building or grade and Reason for Ending Enrollment Code 442: Left the U.S. Free or Reduced-Price Lunch Students Students who have an approved lunch application or other documentation acceptable to the federal lunch program should be reported for free or reduced-price lunch (FRPL) purposes. Students may be reported as qualifying for a FREE lunch if they: are found during the federally mandated Direct Certification Matching Process (DCMP) using the electronic file of Supplemental Nutrition Assistance Program (SNAP, the former Food Stamps Program) and Medicaid-eligible students whose record exists in the Child Nutrition Management System; are named on an eligibility letter for free school meals/milk from the NYSED/NYS Office of Temporary and Disability Assistance (OTDA) as being eligible for SNAP, or Temporary Assistance for Needy Families (TANF). These letters are generated from the August DCMP file and are mailed in August of each new school year; reside in a household of a student who has been deemed free eligible based on the DCMP or the receipt of an eligibility letter for free school meals/milk; are documented as homeless, foster, or migrant; are documented as in a program for the Runaway and Homeless Youth act; are documentedto be in a federal Headstart program; have a National School Lunch Program (NSLP) application approved for free lunch; or are documented to be in a Food Distribution Program on Indian Reservations (FDPIR). Students may be reported as qualifying for a REDUCED-PRICE lunch only if they have a completed National School Lunch Program (NSLP) application and have a reported family income of 131 to 185 percent, inclusive, of the federal poverty level as determined using the federal income guidelines established for the current school year. Carryover of previous years eligibility is for up to 30 operating days (whether meals are served or not) into the current school year or until a new eligibility determination has been made, whichever is first. If a new eligibility determination for the current school year has not been made by BEDS day and a student is within the 30-day carryover period, the student should be reported as qualifying for either free or reduced-price lunch. Students who have met the eligibility requirements for the federal Free Lunch Program must be reported with Program Service Code 5817: Free Lunch Program. Students who have met the eligibility requirements for the federal Free Breakfast Program and/or the federal Free Milk Program must also be reported with Program Service Code 5817: Free Lunch Program. For districts participating in the Community Eligibility Provision (CEP), actual current eligibility determinations must be made for BEDS reporting purposes. This can be done by conducting the Direct Certification Matching Process (DCMP) with Child Nutrition Program SNAP and Medicaid data along with the collection of family income from an alternate eligibility form. NOTE: Districts may not report that all students in a CEP site are free (Program Service Code 5817: Free Lunch Program) solely because they are attending a CEP participating school. If you have previous year eligibility determinations for students in schools participating in CEP, you may use that eligibility during the 30-day carryover period for BEDS reporting. Students who have met the eligibility requirements for the federal Reduced-Price Lunch Program must be reported with Program Service Code 5806: Reduced-Price Lunch Program. Students who have met the eligibility requirements for the federal Reduced-Price Breakfast Program must also be reported with Program Service Code 5806: Reduced-Price Lunch Program. Include students whose participation is as a result of the 30-day carryover provision. Graduates All students who graduated in the current reporting year must be reported with a Postgraduate Plan Description, Credential Type Description, Career Pathway, and First Date of Entry into Grade 9 in the Student_Lite Table and a Reason for Ending Enrollment Code 799 Graduated (earned a Regents or local diploma) in the School_Entry/Exit Table. Beginning with the 2015-16 school year, all students who were awarded Regents diplomas, Career Development & Occupational Studies Commencement Credentials, and/or Skills & Achievement Commencement Credentials must be reported in SIRS; nonpublic schools will no longer report graduate counts on the Graduation Report for Nonpublic Schools form. High School Equivalency (HSE) Students Districts must report all resident students enrolled in an approved AHSEP program. Students who transfer from a district school other than by a court order to an approved AHSEP program within or outside the district must be reported by the school and district with a Reason for Ending Enrollment Code 289: Transferred to an approved AHSEP program and a Reason for Beginning Enrollment Code 5654 Enrollment in a AHSEP program with the BEDS code of the approved AHSEP program for the BEDS code of location. Students who are placed by court order in a jail and participate in an approved AHSEP program must be reported with a Reason for Ending Enrollment Code 1089 Transferred to an approved GED program outside this district. Students who end enrollment in a district school to attend a community-based program that is not an approved AHSEP program must be reported with a Reason for Ending Enrollment Code 306 Transferred to other high school equivalency (GED) preparation program. Recipients of Commencement Credentials (that are not awarded as a supplement to a Diploma) or High School Equivalency diplomas who return to pursue a local diploma should be reported at the grade level the district determines to be appropriate. Recipients of High School Equivalency diplomas who return to pursue a Career Development & Occupational Studies Commencement Credential should also be reported at the grade level the district determines to be appropriate. Such returning students should be given a new enrollment record and all other required data. Recipients of High School Equivalency diplomas with a reason for ending enrollment code of 816 who also receive the Career Development & Occupational Studies Commencement Credential while in enrolled in an ASHEP program should also be reported with the credential awarded (credential type 119 - Career Development & Occupational Studies Commencement Credential) Home-schooled Students Students enrolled in a district who leave the school/district because they will be instructed at home by a parent/guardian or tutor employed by the parent/guardian must be reported by the school/district with a Reason for Ending Enrollment Code 255 Transferred to home-schooling by parent or guardian. Resident students not enrolled in a school who are instructed at home by a parent/guardian or tutor employed by the parent/guardian must be reported if they take a State assessment or if they are referred to the CSE for determination of eligibility for special education or if they are identified as students with disabilities by the district CSE and the district is providing special-education services. At their discretion, districts may report other home-schooled students, but the districts will not have accountability responsibility for these other students. The district of residence must use Reason for Beginning Enrollment Code 0011 Enrollment in building or grade to report general-education home-schooled students who are taking a State assessment. The district of residence must use Reason for Beginning Enrollment Code 0055 Enrolled for instructional reporting only to report general-education home-schooled students who are taking a course that does not lead to a State assessment. The district of residence must use Reason for Beginning Enrollment Code 5905 CSE or CPSE responsibility only to report special-education records and assessment records for home-schooled students with disabilities or home-schooled students who are referred to the CSE for determination of eligibility for special-education services. To report assessment records for home-schooled students, the district of residence must open enrollment for the student in SIRS on the day the student takes the assessment, report the assessment record for the assessment taken, and then use the Reason for Ending Enrollment Code 255 Transferred to home-schooling by parent or guardian to end enrollment the day after the student completes this assessment. If the student takes multiple assessments in the school year, you may leave the record open until the day after the student completes the last assessment for the year or open and close the records as the student takes the assessments. For example, if a home-schooled student takes multiple Regents examinations during Regents week in June, his or her record can remain open until the student takes the last Regents examination for that period. If a student takes multiple assessments over time in a school year, the district of residence could repeat the process of beginning and ending enrollment for the student to report each assessment administered. For example, if a home-schooled grade 4 student takes the NYSTP Grade 4 ELA and mathematics assessments in April and then the Grade 4 Science Test in May, you may wish to end the enrollment record for the student after the ELA and math assessments have been taken and re-enroll the student when the science test is administered. The BEDS code used on these records is the first eight digits of the district code followed by 0888. The assessment scores of these students will not be included in the accountability calculations for the district of residence. Homebound (Home-Tutored) Students Homebound students (also known as home-tutored students) fall into two categories: a) students who remain enrolled in a school but are provided temporary instruction in the home, and b) students who are unable to attend school for the remainder of the school year because of a physical, mental, or emotional illness or injury substantiated by a licensed physician or, for students with disabilities, are placed in homebound instruction by the CSE and are instructed at home or in a hospital by a tutor provided by the district of responsibility. Students who remain enrolled in a school (a) must be reported with the BEDS code of the school in which the student is officially enrolled as their location code. Students who are unable to attend school for the remainder of the school year due to illness or injury or CSE placement (b) must be reported with the first eight digits of their district code followed by 0777 as their building of location code. (Location codes with the first eight digits of their district code followed by 0777 are also used in a limited number of other scenarios. See Table of Reporting Responsibility for School-Age Students.) Homebound status is exclusively related to illness, injury, and/or disability and cannot be used for students who are tutored at home as a result of a suspension. Homeless Students Homeless students must be reported with a Homeless Indicator and a Homeless Primary Nighttime Residence code in the Student_Lite table, Program Service Code 5566 Title X Part C: Homeless Education/McKinney-Vento in the Programs_Fact table (if the district received the McKinney-Vento subgrant), and Program Service Code 8272 Homeless Unaccompanied Youth Status (if applicable) in the Programs_Fact table. Immigrant Students Immigrant students must be reported with a Home Language Description, Students Place of Birth, Date of Entry into United States, Years in United States Schools, Immigrant Indicator, and Country of Origin in the Student_Lite table; and Program Service Codes 5731 Title III: Language Instruction Immigrant LEP Students (if applicable; that is, receiving these services) and 5742 Title III Part B, subpart 4: Emergency Immigration Education Program (if applicable; that is, receiving these services) in the Programs_Fact table. See definition of immigrant students in Appendix VI: Terms and Acronyms. Note that home schooling counts toward the years in U.S. schools. Job Corp Program Students Students in Job Corp Programs on the list of approved AHSEP programs (see  HYPERLINK "http://www.p12.nysed.gov/sss/ssae/AltEd/" http://www.p12.nysed.gov/sss/ssae/AltEd/) should be reported with Reason for Ending Enrollment Code 289 Transferred to an approved AHSEP program. Students in Job Corp Programs not on this list should be reported with Reason for Ending Enrollment Code 306 Transferred to other high school equivalency (GED) preparation program or an appropriate dropout code, whichever is applicable. Long-Term Absent Students Any student who has been absent without a valid excuse for twenty (20) or more consecutive days as of the last expected day of attendance for the school year should be coded as a long-term absence. The date of the 20th consecutive unexcused absence should be entered as the enrollment record ending date with a Reason for Ending Enrollment Code of 391 Long-term absence (20 consecutive unexcused days). If such a student is of compulsory school age and is a resident of the district, he or she must remain on the school register and the school may use Reason for Beginning Enrollment Code 8294 School-age children on the roster for census purposes only. Note: If the students last enrollment record for the school year ends with Reason for Ending Enrollment Code 391, the student will be counted in the annual dropout rate in the year reported. If the student, counted as a dropout, returns to this school and drops out from this school in a subsequent school year, a Reason for Ending Enrollment Code of 357 Left school: previously counted as a dropout should be entered on the students enrollment record, if appropriate. This code indicates that the student was counted as a dropout in a previous year and should not be counted in the current year. Migrant Students Migrant students must be reported with a migrant indicator in the Student Lite template and Program Fact Record Title I Part C: Education of Migratory Children 0330, if applicable (if receiving these services). Neglected/Delinquent Students Neglected/delinquent students must be reported with a neglected and delinquent indicator in the Student Lite template and Program Fact Record Title I Part D: Prevention & Intervention Programs for Children and Youth who are Neglected (8327) or Delinquent (0187), if applicable (if receiving these services). New York State Alternate Assessment (NYSAA) Testing Students on the NYSAA: Most students whom the district CSE has designated as eligible to take the New York State Alternate Assessment (NYSAA) to fulfill the testing requirement at the elementary/middle or secondary level must be administered this assessment when age appropriate. Most students whose birth dates fall between September 1, 2001 and August 31, 2007 must be administered the appropriate grades 3 through 8 NYSAAs in 201516. The only exception to this rule is NYSAA-eligible students who are also eligible to take the NYSESLAT in lieu of the States reading/language arts assessment. These students are not required to take the NYSAA in ELA. See the table in the Ungraded section for further information. All students with disabilities at the secondary level must take the required assessments for the credential designated in their IEP. Students designated as eligible for the NYSAA should take the secondary-level NYSAA no later than the year the student turns 18 years of age. All NYSAA-eligible students who will reach their eighteenth birthday before September 1, 2015 and have not previously taken the secondary-level NYSAA must be administered the test during the 201516 school year. NYSAA-eligible students who will be leaving school before they reach their eighteenth birthday must take the secondary-level NYSAA before they leave school (i.e., when they are 17-years-old). NYSAA-eligible students with a birth date prior to September 1, 1997 who have not been assessed must be assessed before they leave school. NYSAA and Accountability (1% Cap): The United States Department of Education (USED) has issued regulations that allow students with significant cognitive disabilities to be measured against alternate learning standards but limit the percentage of students who can be counted as proficient for accountability purposes using these standards to one percent of district enrollment at the tested grade levels. These regulations allow districts to apply for an exception to exceed the one-percent limit or cap if the district can document that the incidence of students with the most significant cognitive disabilities in the district exceeds one percent of grades 38 or secondary-level cohort enrollment and the district documents circumstances that explain the higher percentage. (The application for an exception to the 1.0 percent cap, when available, is posted on the Information and Reporting Services NYSAA web site at  HYPERLINK "http://www.p12.nysed.gov/irs/nysaa/" http://www.p12.nysed.gov/irs/nysaa/.) USEDs regulations do not limit the percentage of students who can participate in the NYSAA; they limit the percentage whose performance can be counted as Level 3 or 4 using the alternate standards for accountability purposes when calculating the PI. All students with disabilities eligible for the NYSAA under Section 101.1(t)(2)(iv) of Commissioners Regulations (with the exception of ELL students who may take the NYSESLAT in lieu of the NYSAA in ELA) should be administered that test, and their performance level on the NYSAA should be reported using the SIRS. These students will be included in the accountability PIs using their NYSAA performance level, provided that the percentage of students in grades 38 or the secondary-level accountability cohort who are tested with the NYSAA and earn a score of Level 3 or 4 does not exceed one percent. The performance levels that must be reported through the SIRS, that go on the students records, and that are reported to the students parents are the actual NYSAA performance levels that the students earn (NYSAA Levels 1, 2, 3, or 4). For accountability purposes only, districts that have more than 1.0 percent of their continuously enrolled tested students at the elementary/middle level or of the accountability cohort at the secondary level performing at Levels 3 and 4 on the NYSAA will have sufficient numbers of these students counted as performing at Level 2 when calculating PIs to reduce the percentage of proficient students to one. When possible, such students are chosen by NYSED so that the reduction will not impact accountability for the district and component schools in the district. Districts with small enrollments have been granted a waiver allowing them to exceed the 1.0 percent cap, provided that only one student per accountability measure is counted at Level 3 or 4 based on the NYSAA. For example, a district that has 80 continuously enrolled tested students at the elementary/middle level in mathematics and only one student scoring at Level 3 or 4 on the NYSAA has 1.25 percent of their students counted as proficient on the NYSAA. This district is allowed to have this one students Level 3 or 4 score counted in the PI calculation, even though the 1.25 percent exceeds the 1.0 percent cap. A district with 80 continuously enrolled tested students and two students scoring at Level 3 or 4 would have one of the students scores reduced to Level 2 when the PI is calculated. Secondary-level NYSAA scores in ELA and mathematics are used for accountability in the year that the student is included in the English and mathematics accountability cohort. Any secondary-level NYSAA score on the students record, regardless of the year of administration, will be considered a valid score and will be used to calculate the PIs in which the student is included. Reporting NYSAA Students: Students eligible to take the New York State Alternate Assessment (NYSAA) must be reported as ungraded (Grade Level K6 for ungraded elementary or 712 for ungraded secondary) in School_Entry/Exit Template based on their age on the first date of the NYSAA administration period or date enrollment began if enrolled after the first date of the administration period. In addition, the following data must be reported for NYSAA students: Assessment Status (Collegial Review) in Assessment_Fact Template; Program Fact Record 0220 Eligible for Alternate Assessment; and a Program Service Code that indicates the Type of Disability. Nonpublic School Students Nonpublic schools are encouraged, but are not required, to administer New York State assessments to students who are placed in the school by a parent or guardian. Nonpublic schools are required to report students who were awarded Regents diplomas, local diplomas that conform to Commissioners Regulations on local diplomas (see  HYPERLINK "http://www.p12.nysed.gov/part100/pages/1005.html" http://www.p12.nysed.gov/part100/pages/1005.html for more information), Career Development & Occupational Studies Commencement Credentials, and/or Skills & Achievement Commencement Credentials in SIRS. If a nonpublic school chooses to administer a state assessment to its students and/or awards diplomas or credentials for its students as noted above, enrollment, demographic, program service, and assessment records for these students must be reported in SIRS. Nonpublic schools that do not administer state assessments and confer only school diplomas (not Regents or local diplomas that conform to Commissioners Regulations on local diplomas) are not required to report student records in SIRS. Public school districts are responsible for ensuring that students with disabilities placed by the Committee on Special Education (CSE) in approved private schools for students with disabilities are administered New York State assessments according to their grade level or age and their Individualized Education Program (IEP); these schools are responsible for testing and reporting these students results through the public school district with CSE responsibility. Nonpublic schools with enrolled students taking state assessments must contract with a Level 1 data center to report assessment results in SIRS. Nonpublic schools must coordinate with a Level 1 data center to ensure that the school is using an approved answer document that enables the school to report data in the SIRS. Results reported in SIRS will be used for nonpublic reports and mandated services. Online Schools Online schools are schools that offer courses, credits, and diplomas via the Internet. As New York State does not currently register online schools, students who leave a New York State district or school to attend an online school should be exited using a dropout enrollment code. Postsecondary Students Students who leave a district to attend a postsecondary institution prior to earning a high school diploma and are awarded, by that postsecondary institution, the final high school credits needed for graduation, must be reported by the high school issuing the diploma, even if these students never returned to the high school. The high school should report these students in the SIRS using the Reason for Beginning Enrollment Code 0011 and date, the appropriate Reason for Ending Enrollment Code and date, and the credential earned. If students are enrolled both in a high school and in a postsecondary institution, they should be reported as enrolled in the high school. Preschool/Prekindergarten/Universal Pre-K The term preschool means children referred to the CPSE for special-education eligibility determination (i.e., those with a Reason for Beginning Enrollment Code 4034) and students receiving preschool special-education services (Reason for Beginning Enrollment Code 0011). Both groups use the Grade Ordinal PRES to report under the data element Grade Level. The term prekindergarten means students who are enrolled in a prekindergarten program which can be a Universal Pre-K (UPK) program or other Pre-K program. Students reported in any Pre-K program should be four years of age on or before December 1 or otherwise first eligible to attend kindergarten in the next school year. Note that a student should only be reported as Pre-K if he/she is in either a UPK or other Pre-K program which is operated by the school district or under contract with the districtor in a Targeted Pre-K program operated by any one of three approved BOCES. Regardless of the type of Pre-K program, students in Pre-K should be reported with Reason for Beginning Enrollment Code 0011. Building of location codes should be reported as follows: students attending Pre-K programs in a school within the district should be reported with the school BEDS code as the location; students attending Targeted Pre-K programs operated by Madison-Oneida, Questar III, or Herkimer BOCES should be reported with the BOCES BEDS code as the location; students attending Pre-K programs operated under contract with the district (other locations) should be reported with the first eight digits of the districts BEDS code followed by 0666 as the location. Universal Pre-K programs are Pre-K programs funded pursuant to Section 3602e of Education Law. These programs are operated by the school district or by other eligible agencies under a contractual agreement with the school district. Any child whose Pre-K placement is funded solely by the allocational UPK grant must be reported with a program service code 902 (UPK).Children whose half-day UPK placement has been converted to full-day using the Priority Prekindergarten grant, Statewide Universal Full-day Prekindergarten grant, Pre-K Expansion for 3 & 4 Year Olds grant, or federal Preschool Development Expansion grant should be reported with program service code 902 (UPK) and grade level PKF (full-day). Failure to code such children as UPK may result in a reduction in the amount that a district can be reimbursed for the prekindergarten services it provides during the school year. In addition, all UPK students must be reported with one of the following program service codes that identifies the UPK program setting: 1309 (District-operated), 1320 (Day care center), 1331 (Head Start), 1342 (Family or Group Day Care), 1353 (Nursery School), 1364 (BOCES), 1375 (Special Ed 4410 Preschool), 1386 (Nonpublic School), 1397 (Museum), 1408 (Library), or 1419 (Other). See the Program Services Codes and Descriptions section of this manual for additional information. Students in any other type of Pre-K program other than UPK should be reported with a program service code 990 (Other Pre-K). This includes students in: new half-day Pre-K placements funded by the Priority Prekindergarten grant or Pre-K Expansion for 3 & 4 Year Olds grant; new full-day Pre-K placements funded by the Priority Prekindergarten grant, Statewide Universal Full-day Prekindergarten grant; Pre-K Expansion for 3 & 4 Year Olds grant; or federal Preschool Development Expansion grant; and Targeted Pre-K programs operated by Madison-Oneida, Questar III, or Herkimer BOCES. Racial/Ethnic Groups All students must be reported as Hispanic/Latino or not Hispanic/Latino. In addition, all students must be reported with at least one race. Students who are reported as Hispanic/Latino, regardless of their race, will be counted as Hispanic or Latino for accountability and other reporting purposes. Students who are reported as not Hispanic/Latino will be counted in the race category in which they are reported for accountability. Non-Hispanic students who are reported with more than one race category will be reported as Multiracial for accountability. See Hispanic/Latino Ethnicity Indicator and Race Code 15 in Chapter 4: Data Elements. Repeaters Students in Grades 3 through 8, and ungraded students who are grade equivalent to Grades 3 through 8, who repeat a grade are required to take all State assessments appropriate to their grade, ELL eligibility, and NYSAA eligibility, even if they took State assessments at the same grade level in the previous year. Students who are repeating one or more subjects but not a grade may not retake tests in the subjects they are repeating. These students are required to take all State assessments appropriate to their current grade, ELL eligibility, and NYSAA eligibility. Safety Net Options RCT Safety Net: The option for a student with a disability to graduate with a local diploma based on passing one or more RCTs is available only to students with disabilities who first entered grade 9 prior to the September 201112 school year. The RCT safety net will remain available to those eligible students until they graduate with a regular diploma (Regents or local diploma) or until the end of the school year in which they turn 21, whichever shall occur first. Conversely, the option to take the RCTs will not be available for any student entering grade 9 beginning in September 2011 and thereafter. A students grade level is based on the grade the student was enrolled in during the school year prior to September 2011. Students with disabilities in grade 8 during the 201011 school year who entered grade 9 in September 2011, but who attended summer school or received extended school year/12-month special education services in July and August of 2011 are not eligible for the RCT safety net. Local Diploma Safety Net Option: Effective October 31, 2012, students with disabilities who score less than 55 on one or more of the required Regents examinations may graduate with a local diploma if they compensate with scores higher than 65 on other required Regents examinations. To take advantage of this option, students must score 55 or higher on the Regents English and mathematics examinations. Students may not use passing scores on RCTs to earn a local diploma when using this option. See  HYPERLINK "http://www.p12.nysed.gov/specialed/publications/safetynet-comp-attc.htm" http://www.p12.nysed.gov/specialed/publications/safetynet-comp-attc.htm for examples. Appeal of Regents Examination Score Option: School districts must provide unlimited opportunities for all students (students with and without disabilities) to retake required Regents examinations to improve their scores so that the student may graduate with a Regents diploma. A student with or without a disability who fails, after at least two attempts, to attain a score of 65 or above on a required Regents examination for graduation must be given an opportunity to appeal such score in accordance with the provisions of section 100.5(d)(7)(i) of the Regulations of the Commissioner of Education. No student may appeal his or her score on more than two of the five required Regents examinations. A student whose appeal is accepted for one required Regents examination and who has attained a passing score of 65 or above on each of the four remaining required Regents examinations earns a Regents diploma. A student whose appeal is accepted for two required Regents examinations and who has attained a passing score of 65 or above on each of the three remaining required Regents examinations earns a local diploma. For additional information regarding graduation requirements, including the local diploma option and the appeals process, please refer to section 100.5 of the Regulations of the Commissioner of Education, available at  HYPERLINK "http://www.p12.nysed.gov/part100/pages/1005.html" http://www.p12.nysed.gov/part100/pages/1005.html. For more information on safety net options for students with disabilities, see the memorandum from James DeLorenzo Local Diploma Safety Net Options for Students with Disabilities who Enter Grade 9 in September 2011 and Thereafter at  HYPERLINK "http://www.p12.nysed.gov/specialed/publications/localdiplomaoptions-may2011.htm" http://www.p12.nysed.gov/specialed/publications/localdiplomaoptions-may2011.htm. Secondary-Level Students All public and charter school general-education students and students with disabilities in grades 912, or ungraded students of equivalent age, must be reported in SIRS. High-School-Age ELL Students with Low Literacy Level on First Arrival in the United States When a school first enrolls a high-school-age student who is non-English speaking, who is newly arrived in the United States, and whose level of literacy in his or her native language is low, school administrators may have difficulty determining the students correct grade placement. Schools are allowed at least one year to determine the appropriate grade level of ELL students meeting these criteria. Upon enrollment, the school should assign the student to a grade level based on the administrators best judgment. This temporary grade level should be reported in the first year of enrollment if the student has not yet been enrolled a full academic year. Before the end of the second year of enrollment, the school must evaluate the student and determine the appropriate grade level based on the students scheduled course work for the next semester. The school should determine the year of first entering grade 9 from the grade level assigned to the student before the end of the second year of enrollment. For example, if a students instructional grade level before the end of the second year of enrollment is determined to be grade 10, the student will be considered to have first entered grade 9 in the previous school year. If a students instructional grade level before the end of the second year of enrollment is determined to be grade 9, the student will be judged to have first entered grade 9 in the current school year. The initial, temporary grade level should not be used to determine the year of first entering grade 9. The year of first entering grade 9 may be changed if the grade placement reported the previous year was determined to be incorrect. If, in the second year, a student is assigned to a grade below 9 and is enrolled in a school serving students below grade 9, the students will be recorded as first entering grade 9 when they are next enrolled in grade 9. Schools may change a students reported year of first entering grade 9 only once. Grade 9 Students Whose Grade Is Changed to Grade 8 or Lower If a student is initially reported as in Grade 9 but the grade is subsequently changed to Grade 8 or lower, all of the enrollment records for the student for the school year in which the grade level changed that indicated that the student was in Grade 9 must be revised to indicate the new grade identification. In addition, the Date of Entry into Grade 9 must be eliminated for the student. Students Over 21 Years of Age Students who turn 21 during a school year should be reported in SIRS. If students attend summer school immediately following the school year in which they turn 21, they should be reported in SIRS. Records for these students should not be reported in SIRS after they complete this school year or summer school term. Students with Disabilities Each public school district must report special-education records as well as demographic, enrollment, program service, special-education snapshot records for all students for whom they have CSE or CSPE responsibility. Each public school district has CSE responsibility for students with disabilities parentally placed in nonpublic schools located within their district and for providing special-education services to those students. Districts must submit all required special-education records for these students. Every institution with CSE or CPSE responsibility for preschool or school-age children must report special-education records for those children regardless of where they attend school or receive services. Reporting responsibility for students with disabilities in specific scenarios can be found in the Table of Reporting Responsibility for School-Age Students and the Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students sections above. Reporting requirements for students with disabilities are available at the PD Data System link at  HYPERLINK "http://www.p12.nysed.gov/sedcar/" http://www.p12.nysed.gov/sedcar/. All students classified as disabled in the current school year must have a disability type record, identifying the students particular disability. All students identified as disabled at any time during the school year will be included in the students with disability group for accountability purposes. See Type of Disability in Program Service Codes and Descriptions in Chapter 5: Codes and Descriptions. Enrollment Record for Student with Disabilities (Special Guidance) Public school districts that have CSE or CPSE only responsibility must use Reason for Beginning Enrollment Codes 5905 and 4034 and Reason for Ending Enrollment Codes 8305 and 140, respectively, exclusively for students with disabilities or students who are referred to the CSE or CPSE for determination of eligibility for special-education services. For more information, see Chapter 5: Codes and Descriptions. Preschool and school-age students with disabilities must be reported using the following BEDS codes as Location Codes (or Building Enrollment Codes): Report preschool children with disabilities who are enrolled in Pre-K or UPK programs with the BEDS code of the building in which the program is operated. Report preschool children enrolled in a UPK program operated by entities other than the school district or a BOCES with the first eight digits of the district BEDS followed by 0666 as the last four digits. Report preschool children with disabilities who are not enrolled in Pre-K or UPK programs with the BEDS code of the coordinating special-education provider (if more than one provider is involved) or the sole special-education service provider (if only one provider is involved). Only BEDS codes of approved special-education service providers may be used. If the student is not receiving special-education services from employees of an approved special-education service provider, use the code of the county that is providing the service by contracting with an independent service provider. Report school-age students with disabilities with the BEDS code of the building in which the students are enrolled for the majority of the school day. Report students with disabilities enrolled in BOCES-operated education programs with the BEDS code of the BOCES, not the BEDS code of the building in which the BOCES program is located. Report students with disabilities who are placed by the district in a public school outside their district of residence and students who are placed by the district in a BOCES program in or outside of their district of residence with the BEDS code of the district of residence for the District of Responsibility BEDS Code. Students who are placed in a public school outside their district of residence must be reported using the BEDS code of the school where the student is enrolled in the location field (i.e., under the data element Building of Enrollment BEDS Code). For more information about reporting students with disabilities, contact the Special Education Team of Information and Reporting Services by phone at (518) 486-4678 or by e-mail at  HYPERLINK "mailto:datasupport@nysed.gov" datasupport@nysed.gov. Summer School Students Since the school year begins on July 1 and ends on June 30, summer school records are reported with the records for the school year beginning in September following summer school. If the student will be continuing enrollment in the fall in the same district that provided the summer school program, the students enrollment record for the school year should begin on July 1. If the summer program is provided by the district in which the student was enrolled the previous year, but the student will enroll in a different district or charter school in the fall, the first district should provide an enrollment record with beginning date July 1 with the appropriate Reason for Ending Enrollment Code and the date that summer school ended. The school providing summer school services can differ from the school a student attends during the regular school year. Do not end a students enrollment record in the school the student attends during the regular school year if the student is attending only summer school in a different school. All students participating in summer school programs must be reported with a Program Service Code for summer school participation. This code is applicable to all programs including elementary, middle, and secondary without regard to how the program is funded. Use the following to determine the BEDS code to use when reporting these students: When the service provider is the district accountable for the student's performance and the building the service is provided in is known, use the BEDS code of the building where the student receives the service; When the service provider is the district accountable for the student's performance and the building the service is provided in not known, use the BEDS code of the district where the student receives the service; When the service provider is an out-of-district placement (other than a public school district) and is not the district accountable for the student's performance and the building the service is provided in is known, use the BEDS code of the building where the student receives the service; When the service provider is an out-of-district placement (other than a public school district) and is not the district accountable for the student's performance and the building the service is provided in is not known, use the BEDS code of the out-of-district placement where the student receives the service; When the service provider is a BOCES, use the BEDS code of the BOCES (without regard to the specific location at which the service is provided); and When the service provider is a public school district other than the district accountable for the students performance, use the BEDS code of the other district. When the service provider is a public school district and a charter school has accountability for the students performance, use the BEDS code of the district building where the studentreceives the service. All courses taken by students during the regular school year must be reported through the Student Class Grade Detail Record. For courses taken during summer school, aStudent Class Grade Detail Record must be reported only for those students who take a course to make upincomplete or failed course credit through CR Part 100.5(d)(8) and those who earn graduation credit or a final grade that needs to go on their transcript. For students who are making up incomplete or failed course credit at any time,a Student Class Grade Detail Record must be reported andtheCredit Recovery Code field on the record must beidentifiedas "yes". No Staff Student Course records need to be reported for summer school. Supplemental Educational Services under NCLB Each student who received supplemental educational services under this provision of NCLB in the current school year must be reported with Program Service Code 5533 Supplemental Educational Services for Schools in Improvement Status under Title I for the current school year in his or her repository record. Suspended Students Students of compulsory school age who are suspended from school for disciplinary reasons and are being provided instruction in the home by the district should have their enrollment continued in the SIRS. Do not end the enrollment record for the student when the student is suspended. Students suspended from school are to be reported as continuously enrolled during the suspension period by the school from which they were suspended. Even when a district supplies a tutor to a suspended student, the student remains enrolled in the building where the student was prior to the suspension. These students are not considered homebound. Students who are suspended for a full day should be reported as suspended for that day; students who are suspended for a half day should NOT be reported as suspended for that day. In-School Suspensions (ISS) are instances in which a child is temporarily removed from his or her regular classroom(s) for disciplinary purposes but remains under the direct supervisions of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervisions. ISS does not include behavioral intervention, such as time-out or disciplinary detentions that are administered before or after the school day. Out-of-School Suspensions (OSS) are instances in which a child is temporarily removed from his or her regular school for disciplinary purposes to another setting (e.g., home, behavior center). This includes both removals in which no IEP services are provided because the removal is 10 days or less and removals in which the child continues to receive services according to his or her IEP. Transfer Students Transfers During Test Administration Period Some elementary/middle-level students transfer from one school to another after completing one part (session) but before completing all parts (sessions) of an assessment and before the end of the test administration period. In these cases, when possible, the school the student transfers from should communicate with the school to which the student transfers to ensure that the student completes the assessment and to obtain the rest of the students test documents. The school the student transfers from should submit the students answer documents for scanning. The school to which the student transfers should determine what parts (sessions) the student has taken and administer the remaining parts (sessions) of the test. The answer document should be sent to the school the student transferred from, if possible. If this school cannot be identified, the answer document should be sent directly to the Regional Information Center (RIC) or Big 5 for scanning. If a school submits an incomplete test record, the RIC/Big 5 should attempt to find a complementary second record for the student. The assessment score should be sent to the SIRS using the BEDS code of the school from which the student transferred. If the RIC/Big 5 is unable to match the records, the student will not receive a valid score. If a student transfers from one school to another (or one district to another) in the middle of the test administration period and was administered the entire test in one or other school or district, the school or district in which the test was administered must report the assessment for that student. If a student transfers from one school to another (or one district to another) in the middle of the test administration period and was administered the entire test in both schools or districts, the school or district in which the test was administered first must report the assessment for that student. Transfers to Another School in This District or an Out-Of-District Placement Students who transfer to a school within the same school district or are placed in an out-of-district setting by the district CSE must be reported in SIRS with Reason for Ending Enrollment Code 153 Transferred to another school in this district or an out-of-district placement. The out-of-district setting could be a BOCES, an approved-private placement, a State-supported school (e.g., The Cleary School for the Deaf, Lavelle School for the Blind, etc.), or another public school district. This code may be used when students transfer or are placed at the end of the school year or at any point during the school year. When the student transfers or is placed during the school year, the student must also have a beginning enrollment record reported with the location code for the school/institution to which the student entered and a beginning date set as the day following the exit date from the previous institution. When the student transfers or is placed at the end of the school year, the student must have a beginning enrollment record on July 1 of the following year. This code is also used when a student is promoted out of the highest grade that this school offers and is expected to be registered in and attend another school in this district. Transfers under NCLB Students who applied to transfer to and, if applicable, were provided the option to transfer to another district school, using an NCLB-mandated public school choice option must be reported with the appropriate NCLB Transfer Option Program Service code. See Program Service Codes and Descriptions in Chapter 5: Codes and Descriptions. One of three Reason for Beginning Enrollment Codes should be used to record that students transferred into another school within the district under an NCLB transfer option: 5544 Transferred in under the NCLB Title I School in Improvement Status transfer option, 7000 Transferred in under the NCLB Persistently Dangerous School transfer option, and 7011 Transferred in under the NCLB Victim of Serious Violent Incident transfer option. See Enrollment (Beginning and Ending) Codes and Descriptions in Chapter 5: Codes and Descriptions. Districts must use Reason for Ending Enrollment Code 153 Transferred to another school in this district or to an out-of-district placement for students who transfer out of a school that is in need of improvement under Title I under the NCLB choice provision. Public school districts other than New York City must use Reason for Ending Enrollment Code 5927 Leaving a school under NCLB a victim of a serious violent incident for students who are leaving a school because they have been a victim of a serious violent incident. New York City Public Schools must use Reason for Ending Enrollment Code 5927 for such students who transfer to a school within the same Community School District and code 5938 Leaving a NYC community district under NCLB victim of a serious violent incident for students who transfer to a school in another New York City Community School District. See Enrollment (Beginning and Ending) Codes and Descriptions in Chapter 5: Codes and Descriptions. Transgender Students Transgender students are those whose gender identity does not correspond to their assigned sex at birth. Report transgender students with the gender with which the student chooses to identify. In the case of very young transgender students not yet able to advocate for themselves, the request to report the students gender may come from the students parent or guardian. Transgender students may be reported with changed gender and changed name but must continue to be reported with their originally assigned NYSSIS ID and local ID in order to track their progress longitudinally. School districts should immediately update student records, including transcripts, with the students chosen name and appropriate gender markers and not circulate records with the students birth name. Anyone provided a transcript or accessing a students record should only receive the chosen name. To protect the confidentiality of a students transgender status, the birth name should be treated as confidential personally identifiable information. For more information about transgender students, see Guidance to School Districts for Creating a Safe and Supportive School Environment for Transgender and Gender Nonconforming Students: JULY 2015 at  HYPERLINK "http://www.p12.nysed.gov/dignityact/documents/Transg_GNCGuidanceFINAL.pdf" http://www.p12.nysed.gov/dignityact/documents/Transg_GNCGuidanceFINAL.pdf. Ungraded Students All general-education students must be assigned to a grade. Students with disabilities may be determined by the CSE to be either graded or ungraded. Graded students must be reported with their grade; ungraded students must be reported as ungraded. All students designated as eligible for the NYSAA must be reported as ungraded. The assessment used for participation for elementary/middle-level accountability will be based on age, not grade, for ungraded students. Ungraded students must take the assessment at the same grade level as the majority of their chronological peers, as indicated in the table on the following page. Students reported as graded are counted as tested for accountability purposes if they have a valid score for an assessment appropriate to their grade level. Students reported as ungraded are counted as tested for accountability purposes if they have a valid score for an assessment appropriate to the grade level associated with their age. Guidelines for reporting grade and First Date of Entry into Grade 9 for students with disabilities are available at  HYPERLINK "http://www.p12.nysed.gov/specialed/publications/grade9-ungraded.htm" http://www.p12.nysed.gov/specialed/publications/grade9-ungraded.htm. Assessments by Birth Date/Age for Ungraded Students in 201516 AssessmentsBirth DatesReaches This Age Between September 1, 2015 and August 31, 2016Grade K: NYSESLATAny date after August 31, 20096Grade 1: NYSESLATSeptember 1, 2008August 31, 20097Grade 2: NYSESLATSeptember 1, 2007August 31, 20088Grade 3: NYSAA ELA, NYSAA mathematics, NYSTP ELA, NYSTP mathematics, and NYSESLATSeptember 1, 2006August 31, 20079Grade 4: NYSAA ELA, NYSAA mathematics, NYSAA science, NYSTP ELA, NYSTP mathematics, NYSTP science, and NYSESLAT September 1, 2005August 31, 200610Grade 5: NYSAA ELA, NYSAA mathematics, NYSTP ELA, NYSTP mathematics, and NYSESLATSeptember 1, 2004August 31, 200511Grade 6: NYSAA ELA, NYSAA mathematics, NYSTP ELA, NYSTP mathematics, and NYSESLATSeptember 1, 2003August 31, 200412Grade 7: NYSAA ELA, NYSAA mathematics, NYSTP ELA, NYSTP mathematics, and NYSESLATSeptember 1, 2002August 31, 200313Grade 8: NYSAA ELA, NYSAA mathematics, NYSAA science, NYSTP ELA, NYSTP mathematics, NYSTP science, and NYSESLATSeptember 1, 2001August 31, 200214Grade 9: NYSESLATSeptember 1, 2000August 31, 200115Grade 10: NYSESLAT September 1, 1999August 31, 200016 Grade 11: NYSESLAT September 1, 1998August 31, 1999 17Grade 12: NYSESLAT Born on or before August 31, 199818Secondary-Level NYSAA ELA, mathematics, science, social studiesSeptember 1, 1997August 31, 199818Validity Rules: Reporting Students with Valid or Invalid Scores New York State Testing Program (NYSTP) Assessments in ELA, Mathematics, and Science Present for Entire Test: Students who are present for all sessions/parts of a test during an administration period, including the make-up period, and who responded to at least one test item on the assessment will receive a valid score. These students will be counted as tested in verification reports and for accountability calculations. Note that the assessment reported for a graded student must be at the same grade level as the grade reported for the student for the score to be considered valid. The assessment reported for an ungraded student must be appropriate based on the students date of birth, as indicated in the Assessments by Birth Date/Age for Ungraded Students in 201516 table in the Ungraded Students section of this chapter. For example, a student reported as a third grader must be reported with a Grade 3 ELA assessment to have a valid score. A third grader who is reported with a Grade 5 ELA assessment will receive a final score of 999 and a standard achieved code of 97, indicating administrative error. An ungraded student whose date of birth indicates she/he should take the Grade 3 ELA assessment but who is reported with a Grade 5 ELA assessment will receive a final score of 999 and a standard achieved code of 97, indicating administrative error. Absent: Students who are absent for any session (for ELA or mathematics) or any parts (written or performance for science) or the entire test must be reported at the local level with a final score of "999" and a standard achieved code of 99, indicating no valid score, whether or not there are any response records. These students will be counted as not tested in verification reports and for accountability calculations. If a student leaves the test administration in the middle of a session and is not able to make up that part of the test, school officials must decide whether to consider the student absent (no valid test score) or to calculate a final test score and performance level by assigning 0 credits for the incomplete parts. Refusal: Students who refuse to take the entire test must be reported at the local level with a final score of "999" and a standard achieved code of 96, indicating refusal. These records do not move to Level 2 of the Student Information Repository System. These students will be considered to have "no valid test score" and will be counted as not tested. Students who indicate refusal to take the test but answer at least one question on the test will receive a scale score and performance level based on the questions answered. Administrative Error: Students for whom errors were made in the administration of the test (e.g., the student was present but the test was not administered to the student and the school/district was required to administer it, prompts were given to the student, materials that would assist students in taking the test were in view of the students during the administration, etc.) are considered to have no valid test score. These students must be reported with a final score of 999 and a standard met code of 97, indicating administrative error, and will be counted as not tested in verification reports and for accountability calculations. For additional guidance on administrative errors, see the School Administrators Manual at  HYPERLINK "http://www.p12.nysed.gov/assessment/ei/eigen.html" http://www.p12.nysed.gov/assessment/ei/eigen.html. Medically Excused: Students who are incapacitated by illness or injury during the test administration and make-up periods and have on file documentation from a medical practitioner that they were too incapacitated to complete the test at the school, at home, or in a medical setting are considered medically excused, are considered to have no valid test score, and must be reported with a final score of 999 and a standard met code of 93. These students are excluded from the numerator and the denominator of the participation and performance accountability calculations. New York State English as a Second Language Achievement Test (NYSESLAT) Present for All Subtests: Students who are present for all four sessions during an administration period, including the make-up period, and who received a score for at least one item in each Session will receive a valid score, including Overall Raw Score, Overall Scale Score, Overall Proficiency Level, Overall State Percentile Rank, Raw Score for each modality, Scale Score for each modality, Modality Threshold Scale Score by Grade and modality, and At or Above Threshold by modality. Determining a Valid Overall Scale Score for Students in Kindergarten: If a student is absent for any modality, the student does not receive an overall scale score or performance level but will receive scale scores for each modality in which the student received a score for at least one item. Listening: The student recorded an answer choice for one or more multiple-choice items; and Speaking: One or more constructed-response scores was recorded. Note: Scores of A and S are considered valid scores; and Reading: The student recorded an answer choice for one or more multiple-choice items; and Writing: One or more constructed-response score was recorded. Note: A score of A is considered a valid score. Determining Valid Scale Scores for Students in Grades 1-12: If a student is not marked absent for any of the four sessions, the student will receive scale scores for all four modalities and an overall scale score, provided that the student received a score for at least one question in each of the four sessions. Note that an A and S are considered valid scores. If a student is marked absent for the Speaking Session but is not marked absent for any of the Listening, Reading, or Writing Sessions, the student will receive valid scores for the Listening, Reading, and Writing modalities, provided that the student received a score for at least one question in each of the three Listening, Reading, and Writing Sessions. Note: A response of an A is considered a valid score. If a student is marked absent for any of the three Listening, Reading, and Writing Sessions, the student receives a valid scale score only for Speaking, provided that the student receives a score for at least one Speaking item. Note that an A and S are considered valid scores. If a student is marked as absent for both the Speaking Session and one or more of the Listening, Reading, and Writing Sessions, the student will not receive a valid score for any modality. New Scoring Rule for Constructed Response A No Response Code: When scoring Speaking and Writing items, the rater darkens the circle A to indicate that the student provided no response. When the contractor is scoring, the contractor will treat the A as a score of zero. Skipping Rule: Applies to Speaking questions 3, 4, 7, 8, 11, and 12. Applies to all grades (same questions for each grade). Skipped questions will have an S darkened-in. When the contractor is scoring, the contractor will treat the S as a zero when calculating a Speaking modality score. For any items that are skipped, pursuant to the Skipping Rules, the letter S should be written on the Speaking Score Sheet in the column titled Write Student Score. Note that the assessment reported for a graded student must be at the same grade level as the grade reported for the student for the score to be considered valid. The assessment reported for an ungraded student must be appropriate based on the students date of birth, as indicated in the Assessments by Birth Date/Age for Ungraded Students in 201516 table in the Ungraded Students section of this chapter. For example, a student reported as a first grader must be reported with an assessment within the 12 grade band to have a valid score. A first grader who is reported with an assessment in the 34 grade band will receive a final score of 999 and a standard achieved code of 97, indicating administrative error. Absent: If a student leaves the test administration in the middle of a session and is not able to make up that part of the session, school officials must decide whether to mark the student as absent for that session. If a student is absent for all four Sessions the student must receive an Overall Raw Score of 999, an Overall Scale Score of 999, an Overall Proficiency Level of 99, and must receive a Raw Score 99 for all subtests. Unless a student is marked absent for all four sessions, the record will be sent to the contractor for scoring. Administrative Error: Students for whom errors were made in the administration of the test (e.g., the student was present but the test was not administered to the student and the school/district was required to administer it, prompts were given to the student, materials that would assist students in taking the test were in view of the students during the administration, etc.) are considered to have no valid test score. These students must be reported with a final score of 999 and a standard met code of 97, indicating administrative error, and will be counted as not tested in verification reports and for accountability calculations. For additional guidance on administrative errors, see the School Administrators Manual at  HYPERLINK "http://www.p12.nysed.gov/assessment/nyseslat/home.html" http://www.p12.nysed.gov/assessment/nyseslat/home.html. Medically Excused: Students who are incapacitated by illness or injury during the test administration and make-up periods and have on file documentation from a medical practitioner that they were too incapacitated to complete the test at the school, at home, or in a medical setting are considered medically excused, are considered to have no valid test score, and must be reported with a final score of 999 and a standard met code of 93. These students are excluded from the numerator and the denominator of the participation and performance accountability calculations. Regents Exams Present for Entire Test: There is no make-up period for Regents examinations. With the single exception of Physical Setting/Earth Science, all Regents exams are a single session in duration. For a Regents exam score to be considered valid, the student must be present for the single exam session and do all of the following: sign the declaration on the answer sheet or answer booklet; be present prior to the Uniform Statewide Admission Deadline (USAD); and not leave the exam room before the USAD. Students are not required to answer any questions on the exam for the score to be considered valid. Students may receive a valid score on the Physical Setting/Earth Science Regents exam even if they did not take the performance portion of the test. However, students who complete the performance test but who do not take the written test are considered to have withdrawn from the exam and do not receive a final exam result. Score of Zero: Students receive an official score of zero if they do all of the following: Arrive at the test room before the USAD; Remain in the testing room until after the USAD; Have before them the exam booklet and an answer sheet for at least part of the time between 1 and 2 above; Put their name on the answer sheet or had before them an answer sheet on which their name is pre-slugged; Sign the declaration; Do not answer any questions at all; Do not in any way indicate in writing on the answer sheet or answer document that they are withdrawing from the exam or refusing to take it. Absent/Refusal/Illness: Students who are absent for a Regents exam will not receive a final exam score and may not be assigned a zero as their final exam result. Students who are present at the exam session should be considered as having refused the test only if they refuse to sign the declaration or write something to the effect of I withdraw or I refuse on the answer sheet or answer paper. Students who refuse to take the exam may not be assigned a zero as their final exam result. Students who meet both the USAD and declaration requirements but find it necessary to end their test session short of the 3-hour exam period and without completing the exam (such as due to illness) are usually given the choice whether or not the exam should be counted. The school may inform the students what their final exam result would be so they can make an informed choice about having the exam count or not. Cheating, Communications Device Use, Administrative Error, and Medically Excused: Principals are responsible for reviewing the facts, allowing for due process, and making the determination if a student has committed fraud on or used a communications device during a Regents exam. If the principal makes a determination that a student committed fraud or used a communications device during a Regents exam, the exam is nullified and the student is not allowed to receive a score. For all other administrative errors, the principal must notify the New York State Education Departments Office of Assessment Policy, Development and Administration in writing about the details of what occurred. See the School Administrators Manual, Secondary Level Examinations on the Web at  HYPERLINK "http://www.p12.nysed.gov/assessment/manuals/home.html" http://www.p12.nysed.gov/assessment/manuals/home.html for further details regarding reporting administrative errors to the Department. NYSED will then advise the school if the exam results must be nullified. Medically excused is not allowable on Regents exams. Students should be considered not tested. Walk-in "Enrollments Walk-ins are students who are not on the school attendance register but take a State assessment in the school. Reason for Beginning Enrollment Code 5555 Student enrolled for the purpose of recording a test score (walk-in) is used to provide an enrollment record for the student so that the test score may be reported. An example of a walk-in student is one who drops out of school, does not re-enroll, but wants to take a state assessment to complete a diploma requirement. The school that administered the assessment must be reported as the building of location on the enrollment record. The scores of these students are not used to determine accountability status. All walk-in enrollments must end with a Reason for Ending Enrollment Code 8228 End Walk-In enrollment. The Ending Enrollment Date must be at least one day after the Beginning Enrollment Date. Do not use Reason for Beginning Enrollment Code 5555 to report students in county jails or home-schooled students. Reason for Beginning Enrollment Code 5555 may not be used for students taking grades 38 NYSTP assessments. Chapter 3: Staff Reporting Rules Data on teachers and principals of public schools and BOCES, and teachers and leaders of charter schools, including all courses taught by teachers and the students enrolled in these courses, must be reported in the SIRS. In accordance with teacher/leader evaluation requirements outlined in Education Law 3012-c, d, these data will be used for Annual Professional Performance Review (APPR) (see  HYPERLINK "http://www.engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf" http://www.engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf), Teacher-Leader Effectiveness (TLE), and PMF (Personnel Master File) purposes. These data are also necessary to meet federal and State requirements, including State Longitudinal Data System (SLDS) requirements outlined in Section 6401(e)(2)(D) of the America COMPETES Act (20 U.S.C. 9871) and the American Recovery and Reinvestment Act of 2009 (ARRA); and other information necessary to support the policy development and reform agenda of the Board of Regents. In addition, teachers and principals are required by section 30-2.3 of the Rules of the Board of Regents to be involved in the review and verification of linkage information for evaluation purposes. Reporting Requirements All public school districts, BOCES, and charter schools are required to submit 201516 school year data that include information about the following: All building principals and charter school leaders employed by your education agency (See Question B4 at  HYPERLINK "http://www.engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf" http://www.engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf for the definition of building principal when reporting these data for evaluation purposes); All classroom teachers who are employed by your education agency (See Question B3 at  HYPERLINK "http://www.engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf" http://www.engageny.org/sites/default/files/resource/attachments/appr-field-guidance.pdf for the definition of classroom teacher when reporting these data for evaluation purposes); and All students who are taught by these teachers, even those students for whom your agency does not have Elementary and Secondary Education Act (ESEA) institutional accountability (e.g., students receiving educational services at a BOCES). Local course codes will need to be matched to the statewide standardized course codes. (For more information, see  HYPERLINK "http://www.p12.nysed.gov/irs/courseCatalog/home.html" http://www.p12.nysed.gov/irs/courseCatalog/home.html.) Course terms (e.g., full year, semester, etc.) will need to be identified. Final course grades may be reported as alpha or numeric grades. Reported secondary-level course information must indicate whether or not the Regents examination score was a factor in the final course grade. This indicator is necessary for validity studies that determine the statistical relationship between Regents examination scores and final course grades. Student Management System and Human Resource Management System vendors support schools and districts in reporting these data to the SIRS. If your management system vendor has not yet provided you with the functionality to report all required data, please contact them directly using the information found at  HYPERLINK "http://www.p12.nysed.gov/irs/vendors/vendorContact.html" http://www.p12.nysed.gov/irs/vendors/vendorContact.html, or contact your RIC or Big 5 City School District data center using the information found at  HYPERLINK "http://www.p12.nysed.gov/irs/" http://www.p12.nysed.gov/irs/. Procedures for teachers to verify roster data reported by their districts are available at  HYPERLINK "http://www.p12.nysed.gov/irs/teacher/" http://www.p12.nysed.gov/irs/teacher/. Additional information on Teacher-Student Data Linkage (TSDL) reporting can be found in the February 2013 memorandum from former Deputy Commissioner Ken Wagner entitled Updated Guidance on Reporting and Verifying Teacher-Student and Principal Linkage Information available at  HYPERLINK "http://www.p12.nysed.gov/irs/teacher/Reporting-and-VerifyingLinkageInformation-Final2-26-13.pdf" http://www.p12.nysed.gov/irs/teacher/Reporting-and-VerifyingLinkageInformation-Final2-26-13.pdf. For additional information concerning the data elements used to generate L2RPT staff reports, see the report guides at  HYPERLINK "http://www.p12.nysed.gov/irs/level2reports/reportguides.html" http://www.p12.nysed.gov/irs/level2reports/reportguides.html. For additional guidance concerning teacher/staff data, see  HYPERLINK "http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html" http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html. For templates used to report staff data, see Technical Information by year at  HYPERLINK "http://www.p12.nysed.gov/irs/vendors/home.html" http://www.p12.nysed.gov/irs/vendors/home.html. The following templates are used to report staff data or data linked to staff: Course Template: This template links course information to a location. Location Marking Period Template: This template links marking period to a students building of enrollment code location. Marking Period Code Template: This template defines the beginning and ending dates of the marking period when students marks are sent home and links marking period to a term. Staff Assignment Template: This template collects data for PMF and APPR purposes and includes information to link principals to students enrolled in programs they supervise, including assignment start and end dates. Report one record for each location, assignment, and grade-level combination related to the staff person. If a staff member is responsible for assignments within some buildings in the LEA, the staff member should report each of those specific buildings. If the staff member has district-wide responsibility, s/he may report the district code so that only one row is reported. During the 201516 school year, all non-teaching professional staff, including building principals, must be reported. To determine which staff are considered non-teaching professionals, see Assignment Codes in Chapter 5: Codes and Descriptions. If you do not see an exact assignment description for a staff person, choose the assignment from the PMF non-teaching codes that most closely matches the staff persons current assignment. All categories include an Other code. Do not report clerical staff, bus drivers, maintenance, or food service workers. Principal PMF assignment codes 11021110 will be used for APPR purposes to link the principal to the students enrolled in the program/location that they supervise. Assignment Codes in boldface in Chapter 5: Codes and Descriptions are principal assignment codes used for PMF and APPR. Principals and non-teaching staff who are responsible for all grade levels within a location should be reported with a grade level of ALL. If a principal or non-teaching staff member is not responsible for all grade levels within a location, report multiple Staff Assignment records, one for each grade level for which the staff member is responsible. LEAs should make use of the Assignment Date and Completion Date fields (fields 6 and 7) when reporting staff who took over an assignment after the school year started. Staff Attendance Template Data: In June 2015, the New York State Board of Regents approved the collection and reporting of individual teacher attendance data by school districts, Boards of Cooperative Educational Services (BOCES) and charter schools. (More information is available at  HYPERLINK "http://www.regents.nysed.gov/meetings/2015/2015-06/p-12-educationhigher-education-joint-meeting" http://www.regents.nysed.gov/meetings/2015/2015-06/p-12-educationhigher-education-joint-meeting.) These local educational agencies (LEAs) must submit individual staff attendance data to the Department via SIRS using the Staff Attendance template beginning in the 201516 school year. An end of school year count of days absent will be provided for each teacher. This collection does not pertain to teaching assistants, teacher aides, or other staff. A teacher is considered absent if he or she is not in attendance on a day in the regular school year when the teacher would otherwise be expected to be teaching students in an assigned class. This includes both days taken for sick leave and days taken for personal leave. Personal leave includes voluntary absences for reasons other than sick leave. Teacher absenteeism does not include administratively approved leave for professional development, field trips, or other off-campus activities with students. Staff Evaluation Rating Template: This template includes original and transition overall evaluation rating category (highly effective, effective, developing, or ineffective), the total composite effectiveness score, and subcomponent scores (state growth or other comparable measures subcomponent, locally selected measures subcomponent, other measures subcomponent) for each teacher and principal who is part of an APPR plan. Charter schools are not required to report subcomponent scores. Charter schools that are not required to implement the 3012-c, d evaluation rating categories (i.e., highly effective, effective, developing, ineffective) must map their local evaluation rating categories to the State rating categories for State reporting purposes. Charter schools are required to send staff evaluation ratings. Those entities submitting staff evaluation ratings must also submit staff tenure data. Staff Snapshot Template: This template collects data for teachers and non-teaching professionals for public school districts, charter schools, and BOCES. A Staff Snapshot record must be reported before any other staff record type for that person can be reported (i.e., Staff Assignment, Staff Evaluation Rating, Staff Tenure, and Staff Student Course). For the 2015-16 electronic Personnel Master File (ePMF) collection, data must be submitted using the Staff Snapshot template in order to link staff to their district and school location. Staff Snapshot records active during the current school year with field 8 populated with TEACHER will generate Personally Identifiable Numbers (PINs) for teachers who previously had not been provided a PIN for Teacher Access and Authorization (TAA) account creation. These PINs will provide access to the ePMF and Teacher Student Roster Verification (TSRV) data via the Teacher Access and Authorization (TAA) system at  HYPERLINK "https://eservices.nysed.gov/taa/" https://eservices.nysed.gov/taa/. Teachers with active TAA accounts do not need another PIN. They will log in using their username (usually their LEA email) and their password. There is one TAA account for each teacher, though those teaching in more than one LEA will have an ePMF form for each LEA that loaded that teachers TEACH ID into the Staff Snapshot template. Non-teachers will not be completing ePMF forms and do not need TAA accounts. Administrators with entitlements to TAA can review teacher-submitted data via the TAA application using their SEDDAS credentials. The school district, charter school, or BOCES CEO (as listed in the NY SEDREF database) is able to entitle users to TAA/TSRV/PMF through the NYSED Business Portal using the SED Delegated System (SEDDAS). For additional information concerning the ePMF and new staff data requirements, see  HYPERLINK "http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html" http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html. Any staff (including substitutes and non-teaching professionals) reported to the SIRS will need to have TEACH IDs. Information about TEACH accounts and TEACH IDs can be found at  HYPERLINK "http://www.highered.nysed.gov/tcert/" http://www.highered.nysed.gov/tcert/. All staff, as identified in the Staff Snapshot template, includes any staff person who must be reported to meet any reporting requirements: All teaching staff; and All non-teaching professional staff as defined by the PMF non-teaching assignment codes and descriptions. A local educational agency (district, BOCES, or charter school) can report only one Staff Snapshot record per staff member per year. A staff member associated with only one building should have a location code for that building. A staff member should be reported with the district code for a location code ONLY if the staff member is associated with more than one building in the LEA. Teaching Staff: Include all teaching staff who should be reported for APPR and PMF purposes. For additional guidance concerning the reporting of teaching staff, refer to the Guidance on New York States Annual Performance Review for Teachers and Principals To Implement Education Law 3012-c, d and The Commissioners Regulations at  HYPERLINK "https://www.engageny.org/resource/guidance-on-new-york-s-annual-professional-performance-review-law-and-regulations" https://www.engageny.org/resource/guidance-on-new-york-s-annual-professional-performance-review-law-and-regulations. Do not include individuals not employed on a regular basis, teachers working exclusively with non-public school students, teacher aides or assistants, or ROTC teachers. Substitute teachers, long-term or otherwise, are not covered by 3012-c or d unless they are also teachers in the classroom teaching service and are serving as the teacher of record. Districts/BOCES must collect data elements to support teacher of record determinations. See Sections B2, B3, D1, and M2 of the APPR Guidance at  HYPERLINK "https://www.engageny.org/resource/guidance-on-new-york-s-annual-professional-performance-review-law-and-regulations" https://www.engageny.org/resource/guidance-on-new-york-s-annual-professional-performance-review-law-and-regulations. Non-Teaching Professional Staff: To determine which staff are considered non-teaching professionals, see the non-teaching assignment codes in Assignment Codes and Descriptions in Chapter 5: Codes and Descriptions and the file posted at  HYPERLINK "http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html" http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html.. Do not include clerical staff, bus drivers, maintenance, or food service workers. Staff Tenure Template Data: This template includes each staff members current tenure status as teacher and/or principal, effective date of the tenure status, and when his or her probation ends. Records should be reported by all LEAs with approved APPR plans. Staff subject to APPR evaluations should be reported in this template (i.e., building principals/administrators and teachers). These staff should be reported as TEACHER or PRINCIPAL in Staff Snapshot field 8 or 105, respectively. Student Class Grade Detail Template: A Student Class Grade Detail record must be submitted for all students in K-12 courses who have a Staff Student Course record, unless all of the following are true: No grade or other outcome is awarded for the class; No credit is earned for the class; and The linkage is not reflected on the student's report card or transcript. All reported courses must include a course outcome: P for pass, F for fail, or N for not complete (for any reason). Final grades (alpha or numeric) and credits attempted/earned are required to be reported for all secondary-level courses (Grades 712 and ungraded secondary). See  HYPERLINK "http://www.p12.nysed.gov/irs/courseCatalog/home.html" http://www.p12.nysed.gov/irs/courseCatalog/home.html for course codes. Students who earned credit through a make-up credit program (i.e., by re-taking the course, attending summer school, taking the course online, etc.) must be reported as such in the Credit Recovery Code field. The record must indicate whether or not a Regents exam score was included in the final course grade calculation. Chapter 4: Data Elements Local Educational Agencies (LEAs) are responsible for submitting a complete set of data elements to the SIRS in a predetermined format. The data elements fall into six general categories: Student Demographic and Enrollment Programs Assessment Special Education Course Staff The following templates, which are available at  HYPERLINK "http://p1232.nysed.gov/irs/vendors/2015-16/techInfo.html" http://p1232.nysed.gov/irs/vendors/2015-16/techInfo.html, must be used to report these data elements: Attendance Data Attendance Codes Assessment Data Assessment Acc Mod Fact Assessment Fact Assessment Response Course Data Course Location Marking Period Marking Period Code* Staff Student Course Student Class Grade Detail Special Education Data Special Education Events Special Education Snapshot Staff Data Staff Assignment Staff Attendance Staff Evaluation Rating Staff Snapshot Staff Tenure Student Data Day Calendar School Entry Exit Student Daily Attendance Student Credit GPA Student Lite Student Program Participation Data Programs Fact Template *LEAs do not supply the Marking Period Code Template. In order to report student data (School Entry Exit, Program Fact, Assessment Fact, and Special Education), all relevant student demographic data must first be entered in the Student Lite template. In order to report any staff data (Staff Assignment, Staff Evaluation Rating, Staff Tenure Course, and Staff Student Course), all relevant staff data must first be entered in the Staff Snapshot template. Some data elements are required for all students/staff; others are only required for certain students/staff or specific circumstances, as indicated by the asterisks and plus signs in the templates. Data Element Definitions Data elements are listed alphabetically by the name as used by the New York State Education Department (NYSED), indicated in the Field Name column in the eScholar templates available at  HYPERLINK "http://www.p12.nysed.gov/irs/vendors/home.html" http://www.p12.nysed.gov/irs/vendors/home.html. Acc Mod Type Code: Code that indicates the group of accommodations to which a particular accommodation modification belongs. Assessment Acc Mod Fact Template, Field 9. Accommodation Modification Code: Code that indicates the test accommodation(s) used by the student on the reported State assessment. Assessment Acc Mod Fact, Field 8. Active/Inactive Indicator: Indication that a staff member is active (currently employed) or inactive (not currently employed). A = Active; I = Inactive. If a staff member is erroneously reported to L2, a delete can be done by reporting a "D" for Delete in this field. EPMF forms for teaching staff with a D in this field will not be visible. A Delete should be sent for staff that should never have been reported during the current school year. This is a soft delete; therefore, records flagged for deletion will remain in the table. Staff Snapshot, Field 41. Actual Student Instructional Time: Total number of minutes of potential student instructional time less the number of minutes the student is absent from the class between the relationship start and end dates. Staff Student Course Template, Field 15. Alpha Grade: Non-numeric class grade for the student. For secondary-level courses, either Alpha or Numeric grade is required. Student Class Grade Detail Template, Field 12. Alternate Staff ID: State unique staff ID (TEACH ID) from the NYSED TEACH system ( HYPERLINK "http://www.highered.nysed.gov/tcert/teach/" http://www.highered.nysed.gov/tcert/teach/). Use 9 numeric characters, left padded with zeros. For example, for 1234567, use 001234567. Staff Snapshot Template, Field 57; Staff Tenure Template, Field 3; Staff Evaluation Rating, Field 14. Alternate Standard Achieved Code: Standard achieved by the student on a specific assessment for use in accountability calculations. This element is required for all assessments that are reported to SIRS and scored by the school district. See Standard Achieved Codes in Chapter 5: Codes and Descriptions. Assessment Fact Template, Field 66. Annual Contract Work Months: Number of months per year the staff member is currently employed by the LEA. Even if the staff member receives a salary over a 12-month period, the Annual Contract Work Months are the number of months the staff member is expected to be on the job for the current school year. Starting in 2015-16, LEAs should provide a value from 112, allowing for the reporting of substitutes they deem to be the teacher of record. Staff Snapshot Template, Field 110. Annual Salary: Total amount paid for the staff member's primary assignment(s) on BEDS day or hire date if hired after BEDS day. If the staff member has more than one primary assignment (e.g., teacher and Director of Curriculum), report the combined salary for all primary assignments. Do not include any extra pay received for extra services outside the professional and instructional responsibilities. For example, do not include additional pay received for supervising extra-curricular activities beyond the normal assignment, for coaching sports beyond the normal assignment, or for similar activities. Also, do not include summer school pay or overtime pay. Round the annual salary amount to the nearest whole dollar. For teachers working in multiple LEAs, each district would report the amount paid to the teacher. A salary needs to be reported for each staff member. Staff Snapshot Template, Field 52. Assessment Date of Administration: First day of the test administration or first day of the window in which the test was offered. If taken on a make-up day, the date of the first day of the test administration window, not the make-up day. If the assessment was offered during a range of dates, the first date the assessment was permitted to be administered. For the Child Outcomes Summary Form for preschool children with disabilities, July 1 is used as the date of administration for reporting purposes. See Appendix I: Assessment and Reporting Timelines. Assessment Fact Template, Field 5; Assessment Response Template, Field 5; Assessment Acc Mod Fact Template, Field 5. Assessment Item Response Description: Number or code that uniquely identifies each item (question) in an assessment. The numbers/codes are provided in separate Item Maps for each assessment, which are provided separately by NYSED. Assessment Response Template, Field 7. Assessment Item Response Multiple Choice: For Grades 38 ELA and Math and Grades K-12 NYSESLAT multiple-choice questions, the number of the choice made by the student (e.g., 1, 2, 3, 4). Dash () indicates no response; asterisk (*) indicates multiple responses; Z indicates absent for Grade K modality or Grades 1-12 Session of the NYSESLAT. For Regents multiple-choice questions, the number of the choice made by the student: 1, 2, 3, or 4 if the question was answered incorrectly and A. B. C. D if the question is answered correctly. For NYSAA Science and Social Studies, indicators of accuracy and independence scores that are not numbers and Y/N answers to connections questions. Assessment Response Template, Field 8. Assessment Item Response Value Points Earned: For Grades 38 ELA and Math and Grades K-12 NYSESLAT constructed-response or essay questions, the point value given by the rater (e.g., 1, 2, 3, 4). A indicates no response; S indicates Speaking modality Skipping Rule for NYSESLAT; Z indicates absent for NYSESLAT Grade K modality or Grades 1012 Session. For NYSAA Science and Social Studies, the number for accuracy and independence scores that are not NS. For Regents multiple-choice questions, the point value earned for question (e.g., 1, 2, 3, 4); for constructed-response or essay questions or performance test, the point value given by the rater (e.g., 1, 2, 3, 4). Some exams are reported by .5 scores (0.0, 0.5, 1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, 4.5, 5.0, 5.5, 6.0). Assessment Response Template, Field 9. Assessment Language Code: Three-character code that identifies the language in which the student took the assessment. See Language Codes and Descriptions in Chapter 5: Codes and Descriptions. Assessment Fact Template, Field 16. Assessment Measure Standard Description: Description of the assessment being reported. See Assessment Measure Standard Descriptions and Codes in Chapter 5: Codes and Descriptions. Assessment Fact Template, Field 4; Assessment Response Template, Field 4; Assessment Acc Mod Fact Template, Field 4. Assessment School Year Date: June 30 of the reporting year. Assessment Acc Mod Fact Template, Field 3. Assessment Score: Pass (P) or Fail (F) score the student achieved on the assessment when the score is not numeric. The type of score to be reported is indicated in Assessment Measure Codes and Descriptions in Chapter 5: Codes and Descriptions. Assessment Fact Template, Field 9. Assessment Standard Met Code: Standard achieved by the student on a specific assessment for use in annual data reporting aggregations. This element is required for all assessments that are reported to SIRS. Administrative error (Standard Met Code 97) indicates an administrative error occurred that either invalidates the score achieved or prevents a score from being determined. Medically excused from testing (Standard Met Code 93) indicates that the student was medically excused from testing because the student was too incapacitated by illness or injury during the test administration and make-up periods and has on file documentation from a medical practitioner that he or she was too incapacitated to complete the test at school, at home, or in a medical setting. See Standard Achieved Codes in Chapter 5: Codes and Descriptions. Assessment Fact Template, Field 17. Assessment Status: Indication of whether a collegial review was performed on a NYSAA datafolio. Blank for all assessments other than NYSAA. Assessment Fact Template, Field 15. Assignment Code: Code that indicates staff assignment. Send one record for each assignment code/location code/grade level combination. See Assignment Codes and Descriptions in Chapter 5: Codes and Descriptions. Staff Assignment Template, Field 3. Assignment Date: First day of school year or first date of the school year that the staff member was assigned to the "location" in this assignment, whichever comes last. This cannot be a future date. Staff Assignment Template, Field 6. Assignment Grade Level: If the assignment is for all grades served in the entire building, use "ALL"; otherwise, send one record for each grade level. If the staff person works with or is responsible for only some grade levels within the building, report one record for each grade level. See Assignment Grade Level Codes and Descriptions in Chapter 5: Codes and Descriptions. Staff Assignment Template, Field 20. Assignment Location Code: Local building code used by the Data Warehouse, uniquely identifying the location associated with the course sections for which the staff person is responsible, typically assigned by the local student management system. For school districts and charter schools, use the building code that uniquely identifies the building to which the staff person is assigned. For BOCES, use a virtual location code assigned to the staff person responsible for the assignment. Report one record for each assignment, building, and grade level combination. Staff Assignment Template, Field 4. Attendance Code Long: Code that indicates the type of student absence. E indicates excused absence, U indicates unexcused absence, T indicates tardy, ISS indicates in-school suspension, and OSS indicates out-of-school suspension. Student Daily Attendance Template, Field 8; Attendance Codes, Field 5. Attendance Code Type: Indication that the attendance is being kept for students. Attendance Codes Template, Field 12. Attendance Date: Date of the reported Attendance Code (E, U, T, ISS, OSS). Student Daily Attendance Template, Field 4. Attendance Description: Use local attendance code description. If left blank, defaults to Attendance Long value. Attendance Codes Template, Field 3. Attendance Period End Date: June 30 of the reporting year or the date the staff member is no longer employed by the reporting entity. Staff Attendance Template, Field 6. Attendance Period Start Date: First date of the school year or staff hire date if the hire date is after the first date of the school year. Staff Attendance Template, Field 5. Backmapping BEDS Code: BEDS code of a school containing no grade 3 or above where the student was enrolled in during a previous school year. Student Lite Template, Field 27. Birth Date: Date of birth on the staff members birth certificate or, if a certificate does not exist, an official source as directed by district policy. The birth date cannot be greater than the current date. Staff Snapshot Template, Field 40. Building of Enrollment Code: Code that uniquely identifies the building in which a student is enrolled, typically assigned by the local student management system. For preschool children with disabilities who are not enrolled in PreK or UPK programs, this code identifies the primary special-education service provider, which is typically maintained in the special-education student management system. Student Lite Template, Field 2; School Entry/Exit Template, Field 2; Student Class Grade Detail Template, Field 2; Course Template, Field 2; Student Daily Attendance Template, Field 2; Day Calendar Template, Field 2. Career Path Code: Code used to identify pathway student used to graduate. Populate with code. See Chapter 5: Codes and Descriptions. For more information, see  HYPERLINK "http://www.p12.nysed.gov/ciai/multiple-pathways/docs/multiple-pathways-4+1-field-memo.pdf" http://www.p12.nysed.gov/ciai/multiple-pathways/docs/multiple-pathways-4+1-field-memo.pdf. Student Lite Template, Field 53. Certification Exemption Code: Section 2854(3)(a-1) of New York State Education Law allows charter schools an exemption from certification requirements, provided that such teachers shall not comprise more than the sum of 30 percent of the teaching staff, or five teachers, whichever is less, plus five teachers of mathematics, science, computer science, technology, or career and technical education plus five additional teachers. These teachers must meet all other requirements to be considered Highly Qualified as specified under federal No Child Left Behind (NCLB) legislation. A Certification Exemption Code indicates that a charter school teacher is exempt ("Y") or not exempt (N) based on the State statutory certification exemptions. Staff Snapshot Template, Field 112. Class Detail Outcome Code: Code used to indicate the status at the end of a course for a student who was enrolled in the course. Statuses are P (pass), F (fail), and N (student is in the course when it starts but does not complete the course for any reason). Student Class Grade Detail Template, Field 14. Completion Date: Last date in this assignment or building or grade level, whichever comes first. Do not report unless the assignment has ended. Staff Assignment Template, Field 7. Contract Work Days: The number of work days the staff person is expected to work in the LEA based on the staff contract or appointment. For example, a permanent instructional staff person might be expected to work 180 days. This should be reported as a whole number only. A long-term substitute might be hired for 90 days.This should only be reported if the staff person is identified in field 8 as TEACHER. Staff Snapshot, Field 53. Country of Origin: Description of the country from which the student emigrated. See Country of Origin Codes and Descriptions in Chapter 5: Codes and Descriptions. Student Lite Template, Field 40. Course Code: Local course code that uniquely identifies the course. The local course code must be mapped to a State course code. If the course culminates in a State assessment, please use the subset of State Course Codes for courses leading to a State exam. If the course is aligned to the common core for Algebra I, Geometry, or English/Language Arts III, use the common core course codes. For science courses that culminate in a Regents examination and where the lab is scheduled separately from the course or the teachers for the course and the lab are different, use both the science course codes and lab course codes. If the lab is scheduled separately, do not report a separate course grade for the lab. See State Codes and Descriptions at  HYPERLINK "http://www.p12.nysed.gov/irs/courseCatalog/home.html" http://www.p12.nysed.gov/irs/courseCatalog/home.html. Staff Student Course Template, Field 8. Course District Code: See Staff District Code. Staff Student Course Template, Field 6. Course Location Code: Code that uniquely identifies the location where the course is taught. This location must be associated with the principal or BOCES administrator responsible for the course instruction. Staff Student Course Template, Field 7. Credit Recovery Code: Code to identify if the course was taken for credit recovery. Student Class Grade Detail Template, Field 37. Credential Type Code: The code identifying the credential earned by the student. See the Office of State Assessment at  HYPERLINK "http://www.p12.nysed.gov/assessment/" http://www.p12.nysed.gov/assessment/ for details on these credentials. Also see Commissioner Regulations at  HYPERLINK "http://www.p12.nysed.gov/part100/home.html" http://www.p12.nysed.gov/part100/home.html. See Credential Type Codes and Descriptions in Chapter 5: Codes and Descriptions. Student Lite Template, Field 24. Credit GPA Code: Code that indicates subject for which Grade Point Average (GPA) being reported. See Credit GPA Codes in Chapter 5: Codes and Descriptions. Report TOTAL for students who have earned any graduation credits. Reporting credits and GPA by subject area is optional. Student Credit GPA Template, Field 4. Credits Attempted: Indicates the number of credits that may be earned upon completion of a course. This is generally associated with courses that are required for graduation. However, if schools award credits for other courses, those credits should also be reported. Student Class Grade Detail Template, Field 22. Credits Earned: Indicates the actual number of credits earned upon completion of a course. Student Class Grade Detail Template, Field 23. CTE Program Intensity: Program intensity is a measure of the students progression through his or her CTE program. While CTE programming in BOCES and Technical or CTE high schools (found in the larger districts in the State) is usually predefined or linear in nature, CTE programming in local high schools often crosses content areas and may not be predefined or linear. CTE students at local high schools build meaningful cohesive concentrations based on individual interests (e.g., a program might consist of business courses and technology education courses). Programs Fact Template, Field 9. The following table offers guidance on how to determine program intensity for CTE programs at local high schools and those at BOCES or technical high schools: Local High School CTE StudentBOCES or Technical High School CTE StudentEnrolleehas begun instruction in any CTE course.has begun instruction in any CTE course.Participanthas completed at least one CTE course (equivalent to one full school-year course).has successfully completed one-third of his or her program. (In the case of a BOCES two-year program, 27 weeks = 1/3)Concentratorhas completed at least two sequenced CTE courses (equivalent to two full school-year courses) out of a three course cohesive concentration.has successfully completed two-thirds of his or her program. (In the case of a BOCES two-year program, 54 weeks = 2/3)If the students program completion is pending,the Reason for Ending Program Service Code 680 is used and the Level of Program Intensity is the level reached at the end school year being reported. The program intensity should be updated at the end of each school year. In the year the student leaves school, the entire enrollment record will show which Reason for Ending Program Service Code should be used in the final record. Districts determine how many and what combination of sequenced CTE courses are needed to achieve program completion. If the students concentration of CTE courses does not meet the districts requirements, the Reason for Ending Program Service Code is 663 (left without completing), and the Level of Program Intensity is the level reached by the day the student discontinued the program. If the student completed the program, the Reason for Ending Program Service Code is 646, and the Level of Program Intensity is Concentrator, as all completers have, by definition, passed through all the intensity levels. CTE Program Type: Indicates that the student is in a career and technical education program. Programs Fact Template, Field 18. Cumulative Credits Attempted: Total graduation credits attempted to date. Report cumulative credits attempted for any student who has attempted to earn graduation credit. Student Credit GPA Template, Field 19. Cumulative Credits Earned: Total graduation credits earned by the student to date. Report cumulative credits earned for any student who has earned graduation credit. Student Credit GPA Template, Field 9. Cumulative GPA: Total cumulative Grade Point Average (GPA) earned by the student to date. Report cumulative GPA only on records with a Credit GPA Code of TOTAL. Report cumulative GPA for any student who has earned graduation credit. Student Credit GPA Template, Field 10. Date of Birth: Date of the students birth derived from a certificate of birth issued by an appropriate government authority or, if a birth certificate does not exist, an official source as directed by district policy. The source document must be the same as that used to document when the child is of school age. Student Lite Template, Field 10. Date of Entry into United States: Date the student immigrated to the United States for the first time. Student Lite Template, Field 38. Day Type: Type of day in the day calendar, designating whether or not the date is an instructional day or non-instructional day. See Day Type Codes and Descriptions in Chapter 5: Codes and Descriptions. Day Calendar Template, Field 7. District Code of Residence: District where the student resides on BEDS day of the reporting school year or, for students who enroll after BEDS day, the district where the student resides at the time of enrollment. Students who reside outside of New York State should be reported with 80034366 as their District of Residence code. See District of Residence Codes in Chapter 5: Codes and Descriptions. Student Lite Template, Field 41. District of Responsibility Code: Eight-digit code used to identify a public school district, charter school, or nonpublic school. Public school districts (including Special Act School Districts) use NYnnnnnn (NY followed by the first 6 digits of the BEDS code); and charter schools, State-operated schools, nonpublic schools, State agencies, and child care institutions with schools use 8nnnnnnn (8 followed by the last 7 digits of their Institution code). Student Lite Template, Field 1; School Entry/Exit Template, Field 1; Programs Fact Template, Field 1; Assessment Fact Template, Field 1; Assessment Response Template, Field 1; Spec Ed Snapshot Template, Field 1; Spec Ed Events Template, Field 1; Student Class Grade Detail Template, Field 1; Course Template, Field 1; Staff Snapshot Template, Field 1; Location Marking Period Template, Field 1; Assessment Acc Mod Fact Template, Field 1; Staff Assignment Template, Field 1; Student Daily Attendance Template, Field 1; Attendance Codes Template, Field 1; Day Calendar Template, Field 1; Student Credit GPA Template, Field 1; Staff Tenure Template, Field 1; Staff Attendance Template, Field 1. Employment Basis: For most staff, employment basis is 100 percent. However, some staff have their services shared by more than one LEA or are working only part-time, such as a teacher who teaches mornings only. Estimate the percent of the school year the staff member will actually work for this LEA. For example, for a staff member working approximately half-time, report 50 percent. Do not report more than 100 percent. Report as a percentage (e.g., 100 percent should be reported as 1.000; 75 percent should be reported 0.750). Staff Snapshot Template, Field 60. Employment Separation Reason Code: Code that indicates that a staff member (teacher or principal) is no longer employed by the LEA (RES = Resignation, RET = Retirement, PRT = Performance-related terminations, OTH = Other). Include reasons and dates that occur anytime during the year. If the staff member returns to the LEA during the school year, remove the reason code. Staff Snapshot Template, Field 54. Enrollment Entry Date: Date that a student enrolls in a building or a grade level. There must be at least one enrollment entry record for each student for each year, including students who re-enroll (or are continuously enrolled). Each Enrollment Entry Date must also have a Reason for Beginning Enrollment Code. If a student changes grade level within a school year in the same building or changes buildings, schools, or grade levels within a school year, enter an enrollment exit record and create a new enrollment entry record for the new grade level, building, or school. For the first year of enrollment in an LEA, use the actual enrollment date, not a default date such as September 1 or July 1. For a student who is continuously enrolled in the LEA for a second or subsequent year, the enrollment entry date for the second or subsequent year should be July 1. School Entry/Exit Template, Field 5. Enrollment Exit Date: Last date of enrollment for a student who changes grade level during the school year (i.e., July 1 June 30) or leaves a school building, or when the enrollment record for a student who was enrolled solely as a walk-in for assessment purposes is being ended. Each Enrollment Exit Date must also have a Reason for Ending Enrollment Code. School Entry/Exit Template, Field 11. Evaluation Criteria Code: Code associated with the description of a particular evaluation criterion. This code must be defined in the dimension table for the evaluation criteria rating template. Staff Evaluation Rating Template, Field 3. Evaluation Criteria Rating Code: Code from the dimension table defined in evaluation criteria rating template. This field must be populated with the value "NA". Staff Evaluation Rating Template, Field 7. Evaluation Criteria Rating Points: Score received by evaluated staff for a particular criteria. Must be a whole number. No decimals are allowed. Staff Evaluation Rating Template, Field 8. Evaluation Group Code: Indication of which plan (3012c or 3012d) is being used when Evaluation Criteria Code reported. Staff Evaluation Rating Template, Field 15. Event Date: Date that a student was referred, parent consent to evaluate was received, CPSE or CSE meeting to discuss evaluation results to determine special-education eligibility was held, or IEP was implemented as indicated in the Event Type Code field. One date must be entered for each Event Type Code. Event dates are actual dates when events occurred, not when they are anticipated to occur. Event dates may not be future dates and may not exceed August 31, 2016, since the status of students is to be reported as of August 31, 2016. See Event Type Codes for Series of Events in Special Education at  HYPERLINK "http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html" http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html for event type codes that require a date. Spec Ed Events Template, Field 6. Event Outcome Code: Code used to indicate whether the student with an Event Type Code was determined to be eligible for special education. This code is reported on the first record in the series of Event Type Codes. Spec Ed Events Template, Field 12. Event Type Code: Code that refers to a single event in a series of events for referring, evaluating, and implementing IEPs for students who may require special-education services. Each series of events begins with a referral for eligibility determination. New York State collects codes for four series of events: Referral from Early Intervention (EI) to CPSE; receipt of parent consent to evaluate student; CPSE meeting to determine eligibility; and full implementation of IEP. Referral of preschool student to CPSE; receipt of parent consent to evaluate; and CPSE meeting to discuss evaluation results. Referral of school-age student to the CSE; receipt of parent consent to evaluate; and CSE meeting to discuss evaluation results. Referral to CSE of school-age student parentally placed in an elementary or secondary nonpublic school; receipt of parent consent to evaluate; CSE meeting to discuss evaluation results; and implementation of IEP/IESP/SP. Also, events must be submitted in sequence (i.e., a later event cannot be submitted without earlier events). Codes from one series of events must not be combined with codes from another series. See Event Type Codes for Series of Events in Special Education at  HYPERLINK "http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html" http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html. Spec Ed Events Template, Field 5. Exclude From Evaluation Indicator. Flag used to indicate that the student should be excluded from the evaluation of this teacher for a particular course section. Staff Student Course Template, Field 17. Exit Date: Date staff member is no longer employed by reporting entity. If the staff member returns to the LEA during the school year, remove the exit date. Report the Employment Separation Reason Code (Field 54) in conjunction with the Exit Date. Staff Snapshot Template, Field 36. First Date of Entry into Grade 9: Month, day, and year on which the student first entered grade 9 anywhere. Do not enter this information until the student first enrolls in grade 9. Students with a disability who are coded as ungraded for enrollment purposes,must be assigned a grade 9 entry date no later than, whichever comes first, (1) the first school yearduring which the student enters a school where the earliest grade is grade 9; or (2) when the school of attendance has grades earlier than grade 9, the first school year during which the student participates in a grade 9 program, using criteria similar to those applied to non-disabled students when making such determinations; or (3) the school year in which the student turns 17, whichever comes first. Student Lite Template, Field 26. A memo from the Office of Special Education, available at  HYPERLINK "http://www.p12.nysed.gov/specialed/publications/ungradedswd-dec10.pdf" http://www.p12.nysed.gov/specialed/publications/ungradedswd-dec10.pdf, provides additional guidance on the interpretation and implementation of these rules for ungraded students with a disability. First Name Long: Staff members first name. Staff Snapshot Template, Field 65. Gender Code: Gender code (M = Male; F = Female) of staff member. Staff Snapshot Template, Field 20. Gender Description: Gender of the student being reported, as identified by the student. In the case of very young transgender students not yet able to advocate for themselves, gender may be identified by the parent or guardian.Student Lite Template, Field 11. Grade Detail Code: Code used to identify the type of grade that is being reported. This code must exist in the GRADE_DETAIL_CODE table for the reporting year. For State reporting, use the final course grade. The code used for State reporting is "FG". Student Class Grade Detail Template, Field 8. Grade Level: Grade level of the student at the time of the enrollment date, as determined by the school district. Grade level reporting has specific rules for NYSSIS and student status. These are: In the Student_Lite Template for NYSSIS: Use the current grade level for the student at the time that the student identification data set is compiled. This data reporting element is NOT used at Levels 2 of the Statewide Data Warehouse. In the School Entry/Exit Template for NYS Reporting: For students without disabilities, use the grade level assigned on the beginning date of the enrollment record. For students with disabilities, use the grade level assigned by the CSE or the CPSE on the beginning date of the enrollment record. Students with disabilities who are identified by the CSE as New York State Alternate Assessment (NYSAA) eligible must be reported as ungraded. For preschool children referred to the CPSE for special-education eligibility determination (i.e., those who have a beginning enrollment code of 4034 assigned for referral purposes), use PRES. For students receiving preschool special-education services, use PRES. For preschool students enrolled in a prekindergarten or universal prekindergarten program, use PREKH (for half-day kindergarten) and PREKF (for full-day kindergarten). For students in an Alternative High School Equivalency Preparation Program (AHSEPP), use a grade level of "GED." No other students should be reported with a grade level of "GED." The Grade Level used in State reporting is obtained from the enrollment record. The grade level on the Student Lite record is used only to obtain a NYSSIS ID. Note: Each time a student is assigned a new grade level in the same building during the school year, an ending enrollment record with an Ending Enrollment Code 782 must be entered, and a new enrollment entry record with the new grade level must be entered. See data elements "Enrollment Entry Date" and "Reason for Beginning Enrollment Code". Student Lite Template, Field 8; School Entry/Exit Template, Field 8. Hispanic/Latino Ethnicity Indicator: This code is optional when reporting staff data. Indication of whether the student or staff member is Hispanic/Latino (Y/N). Student Lite Template, Field 42; Staff Snapshot Template, Field 69. See Race 15 in Chapter 4: Data Elements and Racial/Ethnic Groups in Chapter 2: Student Reporting Rules. Home Language Description: Language routinely spoken in the student's home. This language or dialect may or may not be the student's native language. See Language Codes and Descriptions in Chapter 5: Codes and Descriptions. Student Lite Template, Field 13. Homeless Indicator: Code that indicates whether the student met the definition of homeless at some point during the academic year or was never homeless during the academic year, as determined by the LEA's homeless liaison. If at any time during the academic year the student is homeless, this "Homeless Indicator" must be "Y", the data element Homeless Primary Nighttime Residence must be populated, and the program service "Homeless Unaccompanied Youth Status" must be reviewed and populated, as applicable. Student Lite Template, Field 47. Homeless Primary Nighttime Residence: Code that indicates where students identified as homeless in the Homeless Indicator field have their primary nighttime residence (PNR). The LEA's homeless liaison determines the PNR at the time the student is identified as homeless. The USED realizes that a homeless family or youth may be mobile during their homelessness. If the PNR is not known at the time of enrollment but a PNR is subsequently identified, the LEA must indicate the PNR as soon as it becomes known. Student Lite Template, Field 51. Immigrant Indicator: Indication of whether the student is or is not an immigrant. Student Lite Template, Field 49. Immunization Date for First Polio Vaccination: Date the student was first immunized against poliomyelitis, regardless of whether the immunization was provided orally (OPV) or intravenously (IPV). See New York code of regulations 10 NYCRR 66 at  HYPERLINK "http://www.p12.nysed.gov/sss/documents/IMMUNIZATIONGUIDELINESFORSCHOOLS.pdf" http://www.p12.nysed.gov/sss/documents/IMMUNIZATIONGUIDELINESFORSCHOOLS.pdf. Student Lite Template, Field 28. Initial Event Date: Date of the first event in the required sequence of events. The Initial Event Codes are CPSE01, CSE01, EI01, and CSENP01. See Event Type Code above. The Initial Event Date is the date that corresponds to the Initial Event Type Code (see below). Include the same Initial Event Date on each record in the sequence of events. Special Ed Events Template, Field 32. Initial Event Type Code: Code used to report the first event in the required sequence of events for the following: For completing the timely evaluation of preschool and school-age students for special-education eligibility determination. The first event for this sequence is CPSE01 or CSE01 (SPP Indictor 11). For implementing a childs IEP by their third birthday for preschool children transitioning from Early Intervention to preschool special education. The first event for this sequence is EI01 (SPP Indicator 12). For completing the evaluation of parentally placed students in elementary, middle, or secondary nonpublic schools and the provision of special-education services to parentally placed students. The first event for this sequence is CSENP01. (This information is reported annually by all school districts.) Include the Initial Event Type Code on each record after the first event in the sequence of events. See  HYPERLINK "http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html" http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html. Special Ed Events Template, Field 31. Instructional Responsibility Weight: Percent allocation of responsibility a teacher has for a particular students learning in a subject or course with aligned performance measures. Staff Student Course Template, Field 16. Last Name Long: Staff members last name, including any hyphenated portion. Staff Snapshot Template, Field 66. Least Restrictive Environment Code: Code that indicates the least restrictive environment in which students with disabilities are enrolled. Use only one code for each student with a disability who is provided special-education services on October 1. This code must be provided for every student with a disability for whom the school district has CPSE or CSE responsibility and who is receiving special-education services, regardless of where the student is enrolled (in a public school district, parentally placed in a nonpublic school located in the district, in a charter school, in a BOCES, in a State-supported section 4201 school, in an in-State or out-of-State approved private school for students with disabilities, in an out-of-State facility as an emergency interim placement, home-schooled at parents choice, in home or hospital placement, or incarcerated in a county or city jail). This code must also be provided for parentally-placed students with disabilities in nonpublic elementary, middle, or secondary schools who are not receiving special-education services. Child-care institutions with affiliated schools must provide this code for students with disabilities who are placed by the courts or State agencies in their program. This includes Special Act School Districts. State agencies that operate educational programs must provide this code for every student with a disability who is provided educational services in the State agency operated program. The New York State School for the Blind in Batavia and the New York State School for the Deaf in Rome must provide this code for every student with a disability provided special-education services in these schools. See  HYPERLINK "http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html" http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html. Spec Ed Snapshot Template, Field 44. Local Course Code: Local course code used in the local course scheduling system that uniquely identifies the course. This code must map to a State course code. See State Codes and Descriptions at  HYPERLINK "http://www.p12.nysed.gov/irs/courseCatalog/home.html" http://www.p12.nysed.gov/irs/courseCatalog/home.html. Student Class Grade Detail Template, Field 3; Course Template, Field 27. Location Code: Typically the building code (assigned by local student management system and used by L1 Data Warehouse) that uniquely identifies the building in which a student is receiving a service. If staff member works in only one building, use building code. If the staff member works in more than one building within the LEA, use "0000". If a local building code is used, it must map to a valid State building code. For BOCES, use a virtual location code assigned to the staff person responsible for the instruction. Required by eScholar load plan. Assessment Response Template, Field 12; Staff Snapshot Template, Field 14; Location Code Template, Field 2; Staff Attendance Template, Field 2. Location Grade Level: Grade level of students to which the Day Type for a particular date in the day calendar pertains. Day Calendar Template, Field 5. Marking Period Code: Code from the Marking Period Number Table in Chapter 5: Codes and Descriptions that represents the marking period within the school year, semester, or summer school session for which a grade is being reported. For example, when reporting the final grade for a full year course for a school where the school year has four marking periods, use the marking period number 4. This is the number that corresponds to the last marking period for a full year course in a school where there are four marking periods per year. Location Marking Period Template, Field 3; Marking Period Code Template, Field 1; Student Credit GPA Template, Field 6. Middle Name: Staff members middle name. Staff Snapshot Template, Field 77. Migrant Indicator: Indication of whether the student met the definition of migrant at some point during the academic year or was never a migrant during the academic year. Student Lite Template, Field 48. Neglected or Delinquent Indicator: Indication of whether the student met the definition of neglected or delinquent at some point during the academic year or was never considered neglected or delinquent during the academic year. Student Lite Template, Field 50. Number of Days: Indicator 11 for preschool children: Number of Days is the number of calendar days from the date of receipt (in writing) of parent consent to evaluate to the date that the CPSE meeting occurs to discuss evaluation results. The date of receipt of parent consent to evaluate is counted as day 1. Indicator 11 for school-age students: The Number of Days is the number of calendar days from the date of receipt (in writing) of parent consent to evaluate and the date that the CSE meeting occurs to discuss evaluation results. The date of receipt of parent consent to evaluate is counted as day 1. Indicator 12 for preschool children referred from Early Intervention: For a child found eligible for preschool special education, the Number of Days is the number of calendar days past the childs third birthday when the IEP is implemented. The first day past the childs third birthday is day 1. If the IEP is not implemented by August 31, 2016, the Number of Days is the number of calendar days that August 31, 2016 is past the childs third birthday. For a child who is determined to be not eligible for preschool special education, the Number of Days is the number of calendar days past the childs third birthday when the CPSE meeting to determine eligibility was held. For a child whose eligibility is undetermined as of August 31, 2016, the Number of Days is the number of calendar days that August 31, 2016 is past the childs third birthday. If the childs third birthday is ON August 31, 2016, the Number of Days is 1 for the following scenarios: If the Event Outcome Code is Y (student is determined eligible for special-education services) and the IEP is not implemented by August 31, 2016; or If the Event Outcome Code is U (eligibility decision is undetermined or meeting is not held by August 31, 2016). Spec Ed Events Template, Field 33. Numeric Grade: Numeric grade on a scale of 0 to 100. For secondary-level courses, if the grade detail code is "FG," either a numeric or alpha grade must be reported. Both a numeric and alpha grade may be reported. The conversion from alpha to numeric used is at the discretion of the LEA. For secondary-level courses, leave blank if grade is not yet known and Class Detail Outcome Code = N. All other grade types, local use. Student Class Grade Detail Template, Field 13. Numeric Score: Numeric score for assessment administered to student. Assessment Fact Template, Field 10. Original Probationary Period End Date: Date probation in tenure area is scheduled to end. If a staff member has finished his/her probationary period before the decision has been made to grant or deny tenure, leave the current code until the status has officially changed. Staff Tenure Template, Field 8. Phone at Primary Residence: Telephone number at the students principal residence, the residence where the student typically resides. Student Lite Template, Field 34. Postgraduate Plan Description: Postgraduate activity planned by the student. See Post Graduate Plan Codes and Descriptions in Chapter 5: Codes and Descriptions. Student Lite Template, Field 18. Potential Student Instructional Time: Total instructional time in minutes that the course is scheduled to meet between the relationship start and end dates. Staff Student Course Template, Field 14. Primary Placement Type: Code used to indicate the primary placement type (residential placement (PLC02), or day placement by a district (PLC03), the court, social services, or a State agency placement (PLC01)) of students with disabilities. Spec Ed Snapshot Template, Field 32. Primary Service Code: Code that represents the primary service provided to preschool students with disabilities. This information will be reported by school districts and will include information on all preschool students with disabilities who received special-education programs and/or services on the October 7, 2015 snapshot date and also at any time during the school year in the end of year special-education snapshot. See Preschool Students with Disabilities Primary Service Codes at  HYPERLINK "http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html" http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html. Spec Ed Snapshot Template, Field 31. Primary Service Provider: BEDS code or Institution ID that represents the coordinating special-education service provider, as designated by the CPSE, for preschool students with disabilities who receive special-education services. Select the service provider by following this order of selection: Select BEDS code or Institution ID of the approved preschool special-education provider that provides the preschool special-education service directly or through a contract; If the preschool special-education service is not provided by an approved preschool special-education provider, select the BEDS code of the county in which the student resides. This element provides data as of the October 7 snapshot date and the end-of-year snapshot. Spec Ed Snapshot Template, Field 46. Principal Hire Date: If Field 105 of Staff Snapshot Template = PRINCIPAL, populate with the effective date of the first board appointment (or other official hire date if not currently board appointed) the staff person received as a principal in this LEA. Otherwise, leave blank. If a principal left the district and was rehired within the school year, the district may use the earlier hire date. If a teacher left service for more than a year and was rehired in a subsequent school year, the LEA should use the later hire date. Staff Snapshot Template, Field 106. Principal Tenure Date: Beginning in 201516, leave blank, as this will be collected in the Staff Tenure Template. Staff Snapshot Template, Field 107. Principal Title: Indication that the staff member is a principal or both a teacher and a principal. If the staff member is currently appointed by the school board, or hired in another official capacity if not currently board appointed as a principal in this LEA, populate with PRINCIPAL. Otherwise, leave blank. For staff in the current school year employed as both teachers and principals, also report TEACHER in Field 8 of the Staff Snapshot Template and report the corresponding hire and exit dates. Staff Snapshot Template, Field 105. Probationary Period End Date (Actual): Date probation in tenure area ends. If probation was extended, this date will be later than the date in field 8. If probation was not extended, this date will equal the date in field 8. If a staff member had his/her probationary period ended early, this date would be earlier than the date provided in field 8 and the Probationary Period Extended Indicator (field 10) would be N. Staff Tenure Template, Field 9. Probationary Period Extended Indicator: Yes (Y) / No (N) indicator that probation was continued beyond the original end date as reported in Field 8 of the Staff Tenure Template. Staff Tenure Template, Field 10. Professional Development Indicator: Indicator of whether or not a teacher received high quality professional development during the prior school year (July 1 June 30). Y = Yes, N = No, and NA = first-year teachers, teachers on leave, and teachers who had only non-teaching assignments. Populate only for teaching staff. For additional information concerning high quality professional development, see federal law TITLE IX at  HYPERLINK "http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html" http://www2.ed.gov/policy/elsec/leg/esea02/pg107.html. Staff Snapshot Template, Field 111. Program Service Code: Code that indicates the program service in which a student participates. See Program Service Codes and Descriptions in Chapter 5: Codes and Descriptions. Programs Fact Template, Field 5. Program Service Entry Date: Date a student begins a specific program service. There must be one Program Service Entry Date record for each program service a student begins. Each academic year, every Program Service Code applicable to a student must be recorded and must also have a Program Service Entry Date. Program Services that were not exited in the previous academic year must be recorded with a July 1 entry date. A student cannot have program service records without an active enrollment record. Programs Fact Template, Field 6. Program Service Exit Date: Date a student left a specific program service. A Program Service Exit Date is required only when a student either completes a program service or leaves the service without completing the program. Some program services that require an exit date also require a Reason for Ending Program Service Code. Program Services continuing into the following academic year should not have an ending date in the current year. A student cannot have program service records without an active enrollment record. Programs Fact Template, Field 7. Program Service Provider BEDS Code: BEDS Code of the organization or institution that provides the program service. School-level program services require an eligibility determination each time the student enrolls in a new building within the school district or in an out-of-district placement. If the service continues in the new building, a new program service record must be reported. For school-level services, the BEDS code to be provided is defined below: when the service provider is the district accountable for the student's performance, the BEDS code of the specific building in the district where the student receives the service; when the service provider is a BOCES, use the BEDS code in the BOCES District of Responsibility Codes list in Chapter 5: Codes and Descriptions as the service provider location; when the service provider is an approved private placement, the BEDS code of the out-of-district placement (i.e., where the student receives the service); when the service provider is a district other than the district accountable for the student's performance, the BEDS code for a specific building where the student receives the service in the other district. District-level program services require a new record only when a student's program status or participation in a service changes or the student leaves the district. Programs Fact Template, Field 8. Race Code (15): This code is optional when reporting staff data. Code that indicates the race or races with which the student primarily identifies as indicated by the student or the parent/guardian. For staff member, race of the of the staff member. Race designations do not denote scientific definitions of anthropological origins. For reporting purposes, a student/staff member should be reported using the race or races designation for the group to which he or she appears to belong, identifies with, or is regarded in the community as belonging. If the student, staff member, or parent/guardian will not designate race or races, a school administrator should select the race or races. LEAs may institute their own local practices and procedures for identifying the race or races. Race Code 1 must be populated, even if Hispanic/Latino Indicator is Yes. See Hispanic/Latino Indicator in Chapter 4: Data Elements and Racial/Ethnic Groups in Chapter 2: Student Reporting Rules. American Indian or Alaska Native A person having origins in any of the original peoples of North and South America (including Central America) and who maintains cultural identification through tribal affiliation or community recognition. Asian A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent, including Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. Black or African American A person having origins in any of the black racial groups of Africa. Native Hawaiian/Other Pacific Islander A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands. White A person having origins in any of the original peoples of Europe, North Africa, or the Middle East. Student Lite Template, Fields 12, 43, 44, 45, and 46; Staff Snapshot Template, Fields 21, 78, 79, 80, and 81. Reason Code: Code used to indicate the reason for delay in completing the evaluation, determining eligibility, or implementing the IEP by the childs third birthday for Indicators 11 and 12. A reason code is needed if the Number of Days to complete the evaluation is more than 60 calendar days for preschool children or more than 60 calendar days for school-age students or if the Number of Days that an IEP is implemented past the childs third birthday is one or more for children transitioning from the Early Intervention Program to preschool. See Special Education Event Reason Codes (for SPP Indicators 11 and 12) at  HYPERLINK "http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html" http://www.p12.nysed.gov/sedcar/sirs/sirs_toc.html. The C next to the reason indicates the reason is in compliance with State requirements, and an NC next to the reason indicates the reason is not in compliance with State requirements. See the schedule of the years for which school districts must report data on these two indicators at  HYPERLINK "http://www.emsc.nysed.gov/sedcar/sppschedule.html" http://www.p12.nysed.gov/sedcar/sppschedule.html. Spec Ed Events Template, Field 20. Reason for Beginning Enrollment Code: Code that indicates the reason the students enrollment began or the type of enrollment begun. Each Reason for Beginning Enrollment Code must also have an Enrollment Entry Date. Each student must have at least one enrollment record. Enrollment information is used to determine district and school accountability cohort membership and the school/district to which annual assessment results, dropouts, and credentials are attributed. See Reason for Beginning Enrollment Codes in Chapter 5: Codes and Descriptions. School Entry/Exit Template, Field 6. Reason for Ending Enrollment Code: Code that indicates the reason the students enrollment ended. Each Reason for Ending Enrollment Code must also have an Enrollment Exit Date. Each student must have at least one enrollment record. If a student leaves during the school year or finishes the school year but is not expected to return for the next school year, the students enrollment record must have an Enrollment Exit Date and an appropriate Reason for Ending Enrollment Code. See Reason for Ending Enrollment Codes in Chapter 5: Codes and Descriptions. School Entry/Exit Template, Field 12. Reason for Ending Program Service Code: Code that indicates the reason a student no longer participates or is enrolled in a specific program service. Not all program services require a Reason for Ending Program Service Code. Programs Fact Template, Field 13. Relationship End Date: Last day that the teacher is assigned to or student enrolled in the course section. For evaluation records, this value can be no later than the reporting date. Staff Student Course Template, Field 13. Relationship Start Date: First day that both the student was enrolled in and the teacher was assigned to the course section. Staff Student Course Template, Field 12. Reporting Date: In Student Class Grade Detail, Staff Evaluation Rating, and Student Credit GPA templates, June 30 of the reporting year (i.e., YYYY-06-30). In Staff Student Course template, the first day of the assessment period for the State assessment associated with the course or, if the record is for roster purposes, June 30 of the reporting year. Student Class Grade Detail Template, Field 9; Staff Student Course Template, Field 11; Staff Evaluation Rating Template, Field 5; Student Credit GPA Template, Field 5. School Date: Calendar date during school year. Day Calendar Template, Field 4. School District Student ID: Local unique identifier assigned to the student by the LEA in which the student is enrolled. The ID must be unique within an LEA. Student Lite Template, Field 4; School Entry/Exit, Field 4; Programs Fact Template, Field 4; Assessment Fact Template, Field 6; Assessment Response Template, Field 6; Spec Ed Snapshot Template, Field 5; Spec Ed Events Template, Field 4; Student Class Grade Detail Template, Field 7; Assessment Acc Mod Fact Template, Field 6; Staff Student Course Template, Field 4; Student Daily Attendance Template, Field 3, Student Credit GPA, Field 3. School Year Date: School year that encompasses the data being collected/reported. The school year is reported as June 30 of the academic school year (e.g., 2016-06-30 for academic school year 201516). Student Lite Template, Field 3; School Entry/Exit Template, Field 3; Programs Fact Template, Field 3; Spec Ed Snapshot Template, Field 3; Spec Ed Events Template, Field 3; Course Template, Field 3; Location Marking Period Template, Field 4; Marking Period Code Template, Field 2; Staff Student Course Template, Field 5; Student Class Grade Detail Template, Field 4; Staff Evaluation Rating Template, Field 4; Assessment Acc Mod Fact Template, Field 7; Staff Assignment Template, Field 5; Student Daily Attendance Template, Field 9; Attendance Codes Template, Field 11; Day Calendar Template, Field 3; Student Credit GPA Template, Field 2; Staff Tenure Template, Field 5. School-Age Indicator: Indication of whether a student with a disability is of school age. If on the October 1, the student is receiving preschool special-education services pursuant to Section 4410 or 4201, the school-age code must be N (if child is not school age). If the student is receiving special-education services as a school-age student with a disability, the school-age code must be Y (Yes, student is school age). Spec Ed Snapshot Template, Field 47. Scoring Modeling Key: Type of scoring model used to score an assessment. For NYSAA, this field is used for the Scoring Institute Code. Assessment Fact Template, Field 45. Section Code: Local section code that uniquely identifies the section of the course. Staff Student Course Template, Field 10; Student Class Grade Detail Template, Field 6. Snapshot Date: For Field 35 in Special Education Snapshot, the date on which a snapshot of certain special-education data elements are captured. This date is either October 1 of the reporting period (2015-10-01) or July 1 (End of Year) of the reporting year (2015-07-01). For Field 50 in Staff Snapshot Template, the last day of the school year for which the record is being reported (2016-06-30). Spec Ed Snapshot Template, Field 35; Staff Snapshot Template, Field 50. Staff Attendance Code Long: Code that identifies type of absence for staff. See Staff Attendance Codes and Descriptions in Chapter 5: Codes and Descriptions. Staff Attendance Template, Field 11. Staff District Code: District code for the entity that employs the staff member. Staff Student Course Template, Field 1; Staff Evaluation Rating Template, Field 1. Staff Education Level Code: Numeric code that indicates highest degree currently held by staff member. See Staff Education Level Codes in Chapter 5: Codes and Descriptions. Staff Snapshot Template, Field 108. Staff ID: Local education agency staff member identifier. This must be the TEACH ID from TEACH system. Staff ID must be the same across all templates that include that field. Use 9 numeric characters, left padded with zeros. For example, for 1234567, use 001234567. Staff Snapshot Template, Field 2; Staff Student Course Template, Field 2; Staff Evaluation Rating Template, Field 2; Staff Assignment Template, Field 2; Staff Tenure Template, Field 2; Staff Attendance Template, Field 3. State Assessment Included Indicator: Indicates whether or not the calculation to determine the final course grade includes a Regents assessment score. Student Class Grade Detail Template, Field 21. State Attendance Code: State attendance code used to indicate student is excused (E), unexcused (U), tardy (T), in-school suspension (ISS), or out-of-school suspension (OSS). Attendance Codes Template, Field 9. State Attendance Description: Description of the code that indicates state attendance (excused, unexcused, tardy, in-school suspension, and out-of-school suspension). Attendance Codes Template, Field 10. State Course Code: Code from the list of State course codes table that identifies the course in which a student is enrolled available at  HYPERLINK "http://www.p12.nysed.gov/irs/courseCatalog/home.html" http://www.p12.nysed.gov/irs/courseCatalog/home.html. Course Template, Field 29. Student Credit GPA Comment: Information the LEA would like to provide related to how the Grade Point Average (GPA) was calculated or what was included in the calculation. Student Credit GPA Template, Field 15. Student District Code: See Staff District Code. Staff Student Course Template, Field 3. Student GPA Range Maximum: Maximum possible Grade Point Average (GPA) value. Student Credit GPA Template, Field 17. Student GPA Range Minimum: Minimum possible Grade Point Average (GPA) value. Student Credit GPA Template, Field 16. Students Address City: City of the students principal residence. Student Lite Template, Field 31. Students Address Line 1: First line (number, street, and apartment number) of the address of the students principal residence. Student Lite Template, Field 29. Students Address Line 2: Second line of the address of the students principal residence. Student Lite Template, Field 30. Students Address State Code: Two-character United States Postal Service (USPS) code for the state of the students principal residence. Student Lite Template, Field 32. Students Address Zip Code: Official United States Postal Service (USPS) zip code of the students principal residence. The zip code can be either five digits with no dash or nine digits with a dash after the first five digits. Canadian zip codes do not require a dash. Student Lite Template, Field 33. Students First Name: First name given to an individual at birth, baptism, or during another naming ceremony or through legal change. Local districts may determine their own policies and procedures for obtaining the students first name. For students who have only one name, use either NoFirstName in this field or NoLastName in the last name field. Student Lite Template, Field 6. Students Guardian One Name: Full name of the parent, primary guardian, or legal guardian who enrolled the student. If the student has two primary guardians, enter the first guardian in Guardian One Name and enter the second guardian in Guardian Two Name. Student Lite Template, Field 35. Students Guardian Two Name: Full name of a second parent, primary guardian, or legal guardian who enrolled the student. Student Lite Template, Field 36. Students Last Name: Legal last name borne in common by members of a family and used by the student (i.e., the last name given to an individual at birth or through legal change). Local districts may determine their own policies and procedures for obtaining the students last name. For students who have only one name, use either NoFirstName in the first name field or NoLastName in this field. Student Lite Template, Field 5. Students Middle Initial: First letter of a middle name given to an individual at birth, baptism, or during another naming ceremony or through legal change. Local districts may determine their own policies and procedures for obtaining the students middle initial. Student Lite Template, Field 7. Students Place of Birth: City, State/Province/Region, and Country in which the student was born. If the student was born in the United States, country is optional. However, if included, use USA. If the student was born outside of the United States, record the city, province, state, or region, and the country of birth. If all of these data elements are not available, record as many elements as possible. Student Lite Template, Field 37. Supplementary Course Differentiator: Code used to indicate that the course code is offered in more than one session during the school year. The code used for state reporting is NA. Course Template, Field 26; Student Class Grade Detail Template, Field 5; Staff Student Course Template, Field 9. Teacher Hire Date: The effective date of the first board appointment (or other official hire date if not currently board appointed) the staff person received as a teacher in this LEA. This field must be populated if Teacher Title in Staff Snapshot Template = TEACHER. If Teacher Title is populated, Teacher Hire Date must also be populated. If a teacher left the district and was rehired within the school year, the district may use the earlier hire date. If a teacher left service for more than a year and was rehired in a subsequent school year, the LEA should use the later hire date. Staff Snapshot Template, Field 33. Teacher Title: Indicates that a staff person is currently appointed by the school board or hired in another official capacity as a teacher in the reporting LEA. If the staff member is a teacher only, populate this field with TEACHER. If the staff member is a teacher and a principal, populate this field with TEACHER and populate field 105 (Principal Title) with PRINCIPAL. If the staff member is not a teacher, leave this field blank. If Teacher Hire Date is populated, Teacher Title must also be populated. Note: In order to have ePMF forms visible in TAA, field 8 on the Staff Snapshot template must be populated with TEACHER. Teachers will have to select the building location through the ePMF system when they complete their ePMF forms. For additional information concerning the ePMF and new staff data requirements, see  HYPERLINK "http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html" http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html. Staff Snapshot Template, Field 8. Tenure Area Code: Code used to indicate the area in which the staff member has tenure or is pursuing tenure. See Tenure Area Codes and Descriptions in Chapter 5: Codes and Descriptions. Staff Tenure Template, Field 4. Tenure Status Code: Code that indicates the status for the Tenure Area Code reported in Field 4 of the Staff Tenure Template. See Tenure Status Codes and Descriptions in Chapter 5: Codes and Descriptions. Staff Tenure Template, Field 6. Tenure Status Effective Date: First date of the tenure status that coincides with the Tenure Status Code reported in Field 6 of the Staff Tenure Template. This date is updated whenever tenure status changes. Staff Tenure Template, Field 7. Term Code: Code used to identify the school calendar term for which a course grade is being reported. See Term Codes and Descriptions in Chapter 5: Codes and Descriptions. In the Student Credit GPA template, use NA. Location Marking Period Template, Field 8; Marking Period Code Template, Field 7; Student Class Grade Detail Template, Field 20; Staff Student Course Template, Field 19; Student Credit GPA, Field 11. Test Booklet ID: Identification of the form (A, B, C, or D) used by a student for the Grades 38 English Language Arts (ELA) and Mathematics New York State Testing Program (NYSTP) operational tests. Assessment Fact Template, Field 57. Test Group: Short description of the test type being reported for the student (e.g., ALTREG, CTE, NYS, NYSAA, Regents, etc.). (See Assessment Measure Codes and Descriptions in Chapter 5: Codes and Descriptions.) Assessment Fact Template, Field 2; Assessment Response Template, Field 2; Assessment Acc Mod Fact Template, Field 2. Time Used: Number of days the teacher is absent. Only report full days. If staff member is out for only part of a day, do not report this as an absence. Days working outside the classroom on official LEA business are not considered absences. Staff Attendance Template, Field 8. Total Planned Class Time: Total number of instructional minutes in the course from the beginning of the course to the Reporting Date. Staff Student Course Template, Field 18. Total Years of Professional Educational Experience: Combination of all years of professional educational experience, including at other public school districts, nonpublic schools, BOCES, and colleges or universities. Experience in non-teaching, professional PMF assignments as reported in Staff Assignment should be included. This year counts as one full year of experience. The total Years of Professional Educational Experience must be greater than or equal to the total Years Educational Experience in District Field 43 of the Staff Snapshot Template. Report as a whole number. Staff Snapshot Template, Field 102. Version: June 30 of the school year of test administration (e.g., 2016-06-30). Assessment Fact Template, Field 3; Assessment Response Template, Field 3. Years Enrolled in a Bilingual or English as a Second Language (ESL) Program: Cumulative number of years in which an ELL-eligible student (Program Service Code 0231 LEP Eligible) has been enrolled in a bilingual or ESL program in New York State, including the current academic year. Note: These data are used for research on the relationship between length of service and NYSESLAT performance and for federal reporting. This data element is not used to identify ELL students who are not required to take grades 38 English language arts (ELA) assessments. Students eligible to take the NYSESLAT in lieu of the ELA assessment to meet the participation requirement for accountability must be identified using the Program Service Code 0242 Eligible to take the NYSESLAT for grades 38 ELA Accountability. Student Lite Template, Field 17. Years in United States Schools: Number of full consecutive academic years an immigrant student has been enrolled in schools anywhere in the United States. This data element is based on the beginning date of the student's latest period of continuous enrollment in United States schools. A student may attend school in the United States, leave the country, and not attend school in the United States for a full academic year and, subsequently, re-enroll in a United States school. In such cases, the enrollment date for determining the number of consecutive academic years in United States schools is based on the re-enrollment date. A full academic year is the standard school year, usually September through June. The following table shows how to determine the number of years to be reported. Report whether the student is in the first, second, third, etc. year of enrollment in United States schools. This is based on the beginning date of the student's latest period of continuous enrollment in United States schools. For immigrant students in preschool or prekindergarten, report zero (0) years. Do not use zero for immigrant students in any other grade level. Student Lite Template, Field 39. Beginning Date of Latest Period of Continuous Enrollment in a United States School, K12 (Not including Puerto Rico)Years of EnrollmentJuly 1, 2015 June 30, 20161July 1, 2014 June 30, 20152July 1, 2013 June 30, 20143July 1, 2012 June 30, 20134July 1, 2011 June 30, 20125July 1, 2010 June 30, 20116July 1, 2009 June 30, 20107July 1, 2008 June 30, 20098July 1, 2007 June 30, 20089July 1, 2006 June 30, 200710July 1, 2005 June 30, 200611July 1, 2004 June 30, 200512July 1, 2003 June 30, 200413 Years Professional Educational Experience in District: Number of years of professional educational experience in this district. In addition to teaching, experience in a non-teaching, professional PMF assignment as reported in Staff Assignment is included. This year (current year) counts as one full year of experience in the district. If calculating this field based on the hiring date for a new staff person, use the Hire Date as year 1 in that reporting year and round up to a whole number. Paid leave may be included. Long-term substitute experience should be reported. Total Years Professional Educational Experience in District must be less than or equal to the total Years of Professional Educational Experience in Field 102 of the Staff Snapshot Template. Staff Snapshot Template, Field 43. Chapter 5: Codes and Descriptions Accommodation Codes and Descriptions Individualized Education Program (IEP) and 504 Accommodation Codes and Descriptions CodeDescription01Flexibility in scheduling/timing (Excluding Multiple day testing)02Flexibility in setting03Method of presentation (excluding Braille, Large type, and Tests read04Method of response05Other06Braille07Large type08Test read09Use of Calculator10Use of spell-check/grammar check11Deletion of spelling12Multiple day testing English Language Learner (ELL) Accommodation Codes and Descriptions CodeDescription21Time extension22Separate location23Third reading of listening selection24Bilingual dictionary/glossary25Translated edition26Oral translation27Responses written in native language (Leave blank for COSF) Assessment Language Codes and Descriptions CodeDescriptionALBAlbanianAMHAmharicARAArabicBURBurmeseCHIChineseENGEnglishFASFarsiFREFrenchGERGermanGREGreekHATHaitian CreoleHEBHebrewHINHindiITAItalianJPNJapaneseKHMKhmerKORKoreanLAOLaoMAYMalayPOLPolishPORPortugueseRUMRomanianRUSRussianSCRSerbo-CroatianSPASpanishTGLTagalogTHAThaiTURTurkishURDUrduVIEVietnameseOTHOther The acceptable language codes for grades 38 NYSTP mathematics assessments are ENG = English, CHI = Chinese, HAT = Haitian Creole, KOR = Korean, RUS = Russian, and SPA = Spanish. If a translation in a language other than these six was provided for the student, use ENG = English. Assessment Measure Standard Codes and Descriptions Districts and schools must provide records for all New York State assessments taken by students for whom they are responsible. Business rules unique to the identified assessment: Grades 38 Assessments: Only the science assessments scores are to be reported under this element. English language arts (ELA) and mathematics assessments will have their numeric scale score computed from item data. New York State Alternate Assessments: If a students datafolio for the NYSAA was unscorable because no evidence was submitted or the scorer was unable to determine a score based on the submitted evidence, a score of 0 must be reported. If the datafolio was scorable, NYSAA levels of accuracy 0 through 100 (i.e., the numeric standard) must be reported. Only students identified as eligible for the alternate assessment and reported as ungraded can have a NYSAA score reported. Alternate Assessments in Other States: All results from the alternate assessments of other states administered to New York State students who have been placed in schools out-of-state by a New York State CSE are to be reported as numeric standard 5. Regents Examinations: Failing scores must be reported, even if the student also took an RCT in that subject. Students who do not take an examination must not receive a score. Do not report "zero" for these students. Transfer students from outside New York State may be exempted from certain testing requirements for a local or Regents diploma. For more information, see Commissioners Regulations 100.5 (d) (5) or School Administrators Manual, Secondary Level Examinations on the Web at  HYPERLINK "http://www.p12.nysed.gov/assessment/manuals/home.html" http://www.p12.nysed.gov/assessment/manuals/home.html. Principals can exempt students first entering a New York State school from outside the State or country in twelfth grade from the requirement that they must pass a Regents examination in science to earn a local or Regents diploma. To report this exemption for a student correctly, include an assessment record with the assessment measure description "Science Exempt" (Assessment Measure Code 00402), the date of the decision, and a score of 65. This score of 65 is only for cohort reporting and must not be recorded on the students transcript or permanent record. Principals can exempt students first entering a New York State school from outside the State or country in eleventh grade from the requirement that they must pass a Regents examination in global history and geography to earn a local or Regents diploma. To report this exemption for a student correctly, include an assessment record with the assessment measure description "Global Hist Exempt" (Assessment Measure Code 00401), the date of the decision, and a score of 65. This score of 65 is only for cohort reporting and must not be recorded on the students transcript or permanent record. Career and Technical Education (CTE): Some career and technical education programs include a technical skill assessment. All career and technical education programs that have been approved under the 2001 Regents Policy on CTE (i.e., those that issue a Technical Endorsement on the high school diploma) offer a technical skills assessment.To qualify for the Technical Endorsement, a student must successfully complete his or her career and technical education program and pass the technical skill assessment that was approved under the 2001 Regents approval process. Report all technical skill assessment outcomes, whether the CTE program is offered in the local high school or in a BOCES or technical/CTE high school and whether it has been approved under the Regents CTE policy or not. When students have taken specific Pathways Assessments, use the measure code for that assessment. See  HYPERLINK "http://www.p12.nysed.gov/part100/pages/1002.html#f" http://www.p12.nysed.gov/part100/pages/1002.html#f for information on the use of Pathways Assessments to satisfy graduation requirements. Use the 00199 assessment measure code for all other technical skills assessment results. A "P" for passed and an "F" for failed are to be used. A student must pass each of the three components of the technical skills assessment (i.e., written, student demonstration, and student project) to receive a P. Child Outcomes Summary Form (COSF) for Preschool Students with Disabilities: Each year a representative sample of school districts are required to report preschool outcome data to the State for SPP indicator 7. For a description of all special-education State Performance Indicators (SPP), see  HYPERLINK "http://www.emsc.nysed.gov/specialed/spp/" http://www.p12.nysed.gov/specialed/spp/. These school districts will report on every preschool child that leaves preschool special education during the year. Children leave preschool special education if they are declassified, withdrawn by their parents, or became age eligible for school-age special-education services. School districts must report on the COSF under each of the three early childhood outcome areas (i.e., Social Emotional, Knowledge and Skills, and Behaviors): the score the child received at entry into preschool special education, the score the child received upon exit from preschool special education, whether the preschool child learned at least one new skill since entry into preschool special education. Scores are only reported if preschool students with disabilities received at least 6 months of services before leaving or exiting from preschool services. School districts must submit just the students COSF Entry or COSF Exit score if there are extenuating circumstances for why the missing scores are not available. See additional information on COSF at  HYPERLINK "http://www.emsc.nysed.gov/specialed/spp/indicators/7.htm" http://www.p12.nysed.gov/specialed/spp/indicators/7.htm. Tests in Other Languages: Results for the New York State Model Achievement Test in American Sign Language and the Sample Comprehensive Examinations in Chinese, Japanese, Polish, Russian, Ukrainian, and Greek should not be reported. Regents Alternatives: Report Standard Achieved Code for approved alternatives to the Regents examinations. College and Career Readiness: Report assessment and score but a Standard Achieved Code of N/A for College and Career Readiness assessments. Common Core Regents Exams: For information on the Common Core Regents exams, please see the memorandum from Deputy Commissioner Ken Wagner entitled Update on Common Core Regents Exams at  HYPERLINK "http://www.p12.nysed.gov/assessment/commoncore/updateccregentsexams-514.pdf" http://www.p12.nysed.gov/assessment/commoncore/updateccregentsexams-514.pdf. NameDescriptionSubject AreaCodeTypeTest Group: "COSF" for Child Outcomes Summary Form for Preschool Students with DisabilitiesEntry Level Positive Social Emotional SkillsCOSF: Entry Level Social Emotional Social Emotional 00931Numeric Scale *Entry Level Acquisition of Knowledge and SkillsCOSF: Entry Level Knowledge and Skills Knowledge and Skills00932Numeric Scale *Entry Level Use of Appropriate Behaviors to Meet Their NeedsCOSF: Entry Level Behaviors Behaviors00933Numeric Scale *Exit Level Positive Social Emotional SkillsCOSF: Exit Level Social EmotionalSocial Emotional00941Numeric Scale*Exit Level Acquisition of Knowledge and SkillsCOSF: Exit Level Knowledge and Skills Knowledge and Skills00942Numeric Scale*Exit Level Use of Appropriate Behaviors to Meet Their NeedsCOSF: Exit Level BehaviorsBehaviors00943Numeric Scale*Progress in Positive Social Emotional SkillsCOSF: Progress Social EmotionalSocial Emotional00951Alpha**Progress in Acquisition of Knowledge and SkillsCOSF: Progress Knowledge and SkillsKnowledge and Skills00952Alpha**Progress in Use of Appropriate Behaviors to Meet Their NeedsCOSF: Progress BehaviorsBehaviors00953Alpha*** For these assessments, the scale is 1-7 as determined by the CPSE or CSE based on evaluation results.** For these assessments, whether the student learned one new skill between entry and exit from the preschool program (i.e., Y or N as determined by the CPSE or CSE based on evaluation results) is to be entered.Test Group: "NYS" for Grade 38 AssessmentsGrade 3 English Language ArtsGrade 3 ELAELA00800Numeric Scale *Grade 3 MathematicsGrade 3 MathMath00801Numeric Scale *Grade 4 English Language ArtsGrade 4 ELAELA00006Numeric Scale *Grade 4 MathematicsGrade 4 MathMath00008Numeric Scale *Grade 4 Science (Final Test Score)Grade 4 Sci: Scale Science00029Numeric Scale *Grade 5 English Language ArtsGrade 5 ELAELA00802Numeric Scale *Grade 5 MathematicsGrade 5 MathMath00803Numeric Scale *Grade 6 English Language ArtsGrade 6 ELAELA00804Numeric Scale *Grade 6 MathematicsGrade 6 MathMath00805Numeric Scale *Grade 7 English Language ArtsGrade 7 ELAELA00806Numeric Scale *Grade 7 MathematicsGrade 7 MathMath00807Numeric Scale *Grade 8 English Language ArtsGrade 8 ELAELA00009Numeric Scale *Grade 8 MathematicsGrade 8 MathMath00010Numeric Scale *Grade 8 Science (Final Test Score)Grade 8 Sci: ScaleScience00034Numeric Scale*For these assessments the scale will be computed from item data.Test Group: "NYSAA" for New York State Alternate AssessmentsNYSAA: Grade 3 English Language Arts NYSAA: Grade 3 ELA ELA00613Numeric StandardNYSAA: Grade 3 Mathematics NYSAA: Grade 3 Math Math00614Numeric StandardNYSAA: Grade 4 English Language ArtsNYSAA: Grade 4 ELA ELA00600Numeric StandardNYSAA: Grade 4 Mathematics NYSAA: Grade 4 Math Math00601Numeric StandardNYSAA: Grade 4 ScienceNYSAA: Grade 4 Science Science00603Numeric StandardNYSAA: Grade 5 English Language Arts NYSAA: Grade 5 ELA ELA00615Numeric StandardNYSAA: Grade 5 Mathematics NYSAA: Grade 5 Math Math00616Numeric StandardNYSAA: Grade 6 English Language Arts NYSAA: Grade 6 ELA ELA00620Numeric StandardNYSAA: Grade 6 Mathematics NYSAA: Grade 6 Math Math00621Numeric StandardNYSAA: Grade 7 English Language Arts NYSAA: Grade 7 ELA ELA00625Numeric StandardNYSAA: Grade 7 Mathematics NYSAA: Grade 7 Math Math00626Numeric StandardNYSAA: Grade 8 English Language ArtsNYSAA: Grade 8 ELA ELA00604Numeric StandardNYSAA: Grade 8 Mathematics NYSAA: Grade 8 Math Math00605Numeric StandardNYSAA: Grade 8 ScienceNYSAA: Grade 8 Science Science00607Numeric StandardNYSAA: English Language Arts - Secondary LevelNYSAA: Secondary ELA ELA00608Numeric StandardNYSAA: Mathematics - Secondary LevelNYSAA: Secondary Math Math00609Numeric StandardNYSAA: Science - Secondary LevelNYSAA: Secondary Science Science00611Numeric StandardNYSAA: Social Studies - Secondary LevelNYSAA: Secondary Social Studies Social Studies00610Numeric StandardTest Group: NYSESLAT for New York State English as a Second Language Achievement TestsNYSESLAT: K Total ScoreNYSESLAT: K Total ScoreELA00569Numeric ScaleNYSESLAT: K ListeningNYSESLAT: K ListeningELAL0569Numeric ScaleNYSESLAT: K SpeakingNYSESLAT: K SpeakingELAS0569Numeric ScaleNYSESLAT: K ReadingNYSESLAT: K ReadingELAR0569Numeric ScaleNYSESLAT: K WritingNYSESLAT: K WritingELAW0569Numeric ScaleNYSESLAT: 1 Total ScoreNYSESLAT: 1 Total ScoreELA00578Numeric ScaleNYSESLAT: 2 Total ScoreNYSESLAT: 2 Total ScoreELA00579Numeric ScaleNYSESLAT: 1-2 Listening NYSESLAT: 1-2 Listening ELAL0578Numeric ScaleNYSESLAT: 1-2 SpeakingNYSESLAT: 1-2 SpeakingELAS0578Numeric ScaleNYSESLAT: 1-2 ReadingNYSESLAT: 1-2 ReadingELAR0578Numeric ScaleNYSESLAT: 1-2 WritingNYSESLAT: 1-2 WritingELAW0578Numeric ScaleNYSESLAT: 3 Total ScoreNYSESLAT: 3 Total ScoreELA00588Numeric ScaleNYSESLAT: 4 Total ScoreNYSESLAT: 4 Total ScoreELA00589Numeric ScaleNYSESLAT: 3-4 ListeningNYSESLAT: 3-4 ListeningELAL0588Numeric ScaleNYSESLAT: 3-4 SpeakingNYSESLAT: 3-4 SpeakingELAS0588Numeric ScaleNYSESLAT: 3-4 ReadingNYSESLAT: 3-4 ReadingELAR0588Numeric ScaleNYSESLAT: 3-4 WritingNYSESLAT: 3-4 WritingELAW0588Numeric ScaleNYSESLAT: 5 Total ScoreNYSESLAT: 5 Total ScoreELA00528Numeric ScaleNYSESLAT: 6 Total ScoreNYSESLAT: 6 Total ScoreELA00529Numeric ScaleNYSESLAT: 5-6 ListeningNYSESLAT: 5-6 ListeningELAL0528Numeric ScaleNYSESLAT: 5-6 SpeakingNYSESLAT: 5-6 SpeakingELAS0528Numeric ScaleNYSESLAT: 5-6 ReadingNYSESLAT: 5-6 ReadingELAR0528Numeric ScaleNYSESLAT: 5-6 WritingNYSESLAT: 5-6 WritingELAW0528Numeric ScaleNYSESLAT: 7 Total ScoreNYSESLAT: 7 Total ScoreELA00538Numeric ScaleNYSESLAT: 8 Total ScoreNYSESLAT: 8 Total ScoreELA00539Numeric ScaleNYSESLAT: 7-8 ListeningNYSESLAT: 7-8 ListeningELAL0538Numeric ScaleNYSESLAT: 7-8 SpeakingNYSESLAT: 7-8 SpeakingELAS0538Numeric ScaleNYSESLAT: 7-8 ReadingNYSESLAT: 7-8 ReadingELAR0538Numeric ScaleNYSESLAT: 7-8 WritingNYSESLAT: 7-8 WritingELAW0538Numeric ScaleNYSESLAT: 9 Total ScoreNYSESLAT: 9 Total ScoreELA00548Numeric ScaleNYSESLAT: 10 Total ScoreNYSESLAT: 10 Total ScoreELA00549Numeric ScaleNYSESLAT: 11 Total ScoreNYSESLAT: 11 Total ScoreELA00550Numeric ScaleNYSESLAT: 12 Total ScoreNYSESLAT: 12 Total ScoreELA00551Numeric ScaleNYSESLAT: 9-12 ListeningNYSESLAT: 9-12 ListeningELAL0548Numeric ScaleNYSESLAT: 9-12 SpeakingNYSESLAT: 9-12 SpeakingELAS0548Numeric ScaleNYSESLAT: 9-12 ReadingNYSESLAT: 9-12 ReadingELAR0548Numeric ScaleNYSESLAT: 9-12 WritingNYSESLAT: 9-12 WritingELAW0548Numeric ScaleNYSESLAT Braille: K Total ScoreNYSESLAT Braille: K Total ScoreELA00480Numeric ScaleNYSESLAT Braille: 1 Total ScoreNYSESLAT Braille: 1 Total ScoreELA00481Numeric ScaleNYSESLAT Braille: 2 Total ScoreNYSESLAT Braille: 2 Total ScoreELA00482Numeric ScaleNYSESLAT Braille: 3 Total ScoreNYSESLAT Braille: 3 Total ScoreELA00483Numeric ScaleNYSESLAT Braille: 4 Total ScoreNYSESLAT Braille: 4 Total ScoreELA00484Numeric ScaleNYSESLAT Braille: 5 Total ScoreNYSESLAT Braille: 5 Total ScoreELA00485Numeric ScaleNYSESLAT Braille: 6 Total ScoreNYSESLAT Braille: 6 Total ScoreELA00486Numeric ScaleNYSESLAT Braille: 7 Total ScoreNYSESLAT Braille: 7 Total ScoreELA00487Numeric ScaleNYSESLAT Braille: 8 Total ScoreNYSESLAT Braille: 8 Total ScoreELA00488Numeric ScaleNYSESLAT Braille: 9 Total ScoreNYSESLAT Braille: 9 Total ScoreELA00489Numeric ScaleNYSESLAT Braille: 10 Total ScoreNYSESLAT Braille: 10 Total ScoreELA00490Numeric ScaleNYSESLAT Braille: 11 Total ScoreNYSESLAT Braille: 11 Total ScoreELA00491Numeric ScaleNYSESLAT Braille: 12 Total ScoreNYSESLAT Braille: 12 Total ScoreELA00492Numeric ScaleTest Group: NYSITELL for New York State Identification Test for English Language LearnersNYSITELL: Level I K Total ScoreNYSITELL: Level I K Total ScoreELAT1501Numeric RawNYSITELL: Level I K ListeningNYSITELL: Level I K ListeningELAL1501Numeric RawNYSITELL: Level I K SpeakingNYSITELL: Level I K SpeakingELAS1501Numeric RawNYSITELL: Level II K Total ScoreNYSITELL: Level II K Total ScoreELAT1502Numeric RawNYSITELL: Level II K ListeningNYSITELL: Level II K ListeningELAL1502Numeric RawNYSITELL: Level II K SpeakingNYSITELL: Level II K SpeakingELAS1502Numeric RawNYSITELL: Level II K ReadingNYSITELL: Level II K ReadingELAR1502Numeric RawNYSITELL: Level II K WritingNYSITELL: Level II K WritingELAW1502Numeric RawNYSITELL: Level II 1 Total ScoreNYSITELL: Level II 1 Total ScoreELAT1503Numeric RawNYSITELL: Level II 1 ListeningNYSITELL: Level II 1 ListeningELAL1503Numeric RawNYSITELL: Level II 1 SpeakingNYSITELL: Level II 1 SpeakingELAS1503Numeric RawNYSITELL: Level II 1 ReadingNYSITELL: Level II 1 ReadingELAR1503Numeric RawNYSITELL: Level II 1 WritingNYSITELL: Level II 1 WritingELAW1503Numeric RawNYSITELL: Level III 1 Total ScoreNYSITELL: Level III 1 Total ScoreELAT1504Numeric RawNYSITELL: Level III 1 ListeningNYSITELL: Level III 1 ListeningELAL1504Numeric RawNYSITELL: Level III 1 SpeakingNYSITELL: Level III 1 SpeakingELAS1504Numeric RawNYSITELL: Level III 1 ReadingNYSITELL: Level III 1 ReadingELAR1504Numeric RawNYSITELL: Level III 1 WritingNYSITELL: Level III 1 WritingELAW1504Numeric RawNYSITELL: Level III 2 Total ScoreNYSITELL: Level III 2 Total ScoreELAT1505Numeric RawNYSITELL: Level III 2 ListeningNYSITELL: Level III 2 ListeningELAL1505Numeric RawNYSITELL: Level III 2 SpeakingNYSITELL: Level III 2 SpeakingELAS1505Numeric RawNYSITELL: Level III 2 ReadingNYSITELL: Level III 2 ReadingELAR1505Numeric RawNYSITELL: Level III 2 WritingNYSITELL: Level III 2 WritingELAW1505Numeric RawNYSITELL: Level IV 2 Total ScoreNYSITELL: Level IV 2 Total ScoreELAT1506Numeric RawNYSITELL: Level IV 2 ListeningNYSITELL: Level IV 2 ListeningELAL1506Numeric RawNYSITELL: Level IV 2 SpeakingNYSITELL: Level IV 2 SpeakingELAS1506Numeric RawNYSITELL: Level IV 2 ReadingNYSITELL: Level IV 2 ReadingELAR1506Numeric RawNYSITELL: Level IV 2 WritingNYSITELL: Level IV 2 WritingELAW1506Numeric RawNYSITELL: Level IV 3 Total ScoreNYSITELL: Level IV 3 Total ScoreELAT1507Numeric RawNYSITELL: Level IV 3 ListeningNYSITELL: Level IV 3 ListeningELAL1507Numeric RawNYSITELL: Level IV 3 SpeakingNYSITELL: Level IV 3 SpeakingELAS1507Numeric RawNYSITELL: Level IV 3 ReadingNYSITELL: Level IV 3 ReadingELAR1507Numeric RawNYSITELL: Level IV 3 WritingNYSITELL: Level IV 3 WritingELAW1507Numeric RawNYSITELL: Level V 3 Total ScoreNYSITELL: Level V 3 Total ScoreELAT1508Numeric RawNYSITELL: Level V 3 ListeningNYSITELL: Level V 3 ListeningELAL1508Numeric RawNYSITELL: Level V 3 SpeakingNYSITELL: Level V 3 SpeakingELAS1508Numeric RawNYSITELL: Level V 3 ReadingNYSITELL: Level V 3 ReadingELAR1508Numeric RawNYSITELL: Level V 3 WritingNYSITELL: Level V 3 WritingELAW1508Numeric RawNYSITELL: Level V 4 Total ScoreNYSITELL: Level V 4 Total ScoreELAT1509Numeric RawNYSITELL: Level V 4 ListeningNYSITELL: Level V 4 ListeningELAL1509Numeric RawNYSITELL: Level V 4 SpeakingNYSITELL: Level V 4 SpeakingELAS1509Numeric RawNYSITELL: Level V 4 ReadingNYSITELL: Level V 4 ReadingELAR1509Numeric RawNYSITELL: Level V 4 WritingNYSITELL: Level V 4 WritingELAW1509Numeric RawNYSITELL: Level VI 5 Total ScoreNYSITELL: Level VI 5 Total ScoreELAT1510Numeric RawNYSITELL: Level VI 6 Total ScoreNYSITELL: Level VI 6 Total ScoreELAT1513Numeric RawNYSITELL: Level VI 5-6 ListeningNYSITELL: Level VI 5-6 ListeningELAL1510Numeric RawNYSITELL: Level VI 5-6 SpeakingNYSITELL: Level VI 5-6 SpeakingELAS1510Numeric RawNYSITELL: Level VI 5-6 ReadingNYSITELL: Level VI 5-6 ReadingELAR1510Numeric RawNYSITELL: Level VI 5-6 WritingNYSITELL: Level VI 5-6 WritingELAW1510Numeric RawNYSITELL: Level VII 7 Total ScoreNYSITELL: Level VII 7 Total ScoreELAT1511Numeric RawNYSITELL: Level VII 8 Total ScoreNYSITELL: Level VII 8 Total ScoreELAT1514Numeric RawNYSITELL: Level VII 7-8 ListeningNYSITELL: Level VII 7-8 ListeningELAL1511Numeric RawNYSITELL: Level VII 7-8 SpeakingNYSITELL: Level VII 7-8 SpeakingELAS1511Numeric RawNYSITELL: Level VII 7-8 ReadingNYSITELL: Level VII 7-8 ReadingELAR1511Numeric RawNYSITELL: Level VII 7-8 WritingNYSITELL: Level VII 7-8 WritingELAW1511Numeric RawNYSITELL: Level VIII 9 Total ScoreNYSITELL: Level VIII 9 Total ScoreELAT1512Numeric RawNYSITELL: Level VIII 10 Total ScoreNYSITELL: Level VIII 10 Total ScoreELAT1515Numeric RawNYSITELL: Level VIII 11 Total ScoreNYSITELL: Level VIII 11 Total ScoreELAT1516Numeric RawNYSITELL: Level VIII 12 Total ScoreNYSITELL: Level VIII 12 Total ScoreELAT1517Numeric RawNYSITELL: Level VIII 9-12 ListeningNYSITELL: Level VIII 9-12 ListeningELAL1512Numeric RawNYSITELL: Level VIII 9-12 SpeakingNYSITELL: Level VIII 9-12 SpeakingELAS1512Numeric RawNYSITELL: Level VIII 9-12 ReadingNYSITELL: Level VIII 9-12 ReadingELAR1512Numeric RawNYSITELL: Level VIII 9-12 WritingNYSITELL: Level VIII 9-12 WritingELAW1512Numeric RawTest Group: Regents for Regents Examinations (see footnote below)Regents Comprehensive English JanuaryRegents ELA JanELA01040Numeric ScaleRegents Comprehensive English JuneRegents ELA JunELA06040Numeric ScaleRegents Comprehensive English AugustRegents ELA AugELA08040Numeric ScaleRegents Common Core Examination in English Language Arts JanuaryRegents Common Core ELA JanELA01340Numeric ScaleRegents Common Core Examination in English Language Arts JuneRegents Common Core ELA JunELA06340Numeric ScaleRegents Common Core Examination in English Language Arts AugustRegents Common Core ELA AugELA08340Numeric ScaleRegents Examination in Integrated Algebra JanuaryRegents Integrated Algebra JanMath01204Numeric ScaleRegents Examination in Integrated Algebra JuneRegents Integrated Algebra JunMath06204Numeric ScaleRegents Common Core Examination in Algebra I JanuaryRegents Common Core Algebra I JanMath01304Numeric ScaleRegents Common Core Examination in Algebra I JuneRegents Common Core Algebra I JunMath06304Numeric ScaleRegents Common Core Examination in Algebra I AugustRegents Common Core Algebra I AugMath08304Numeric ScaleRegents Examination in Geometry JanuaryRegents Geometry JanMath01205Numeric ScaleRegents Examination in Geometry JuneRegents Geometry JunMath06205Numeric ScaleRegents Examination in Geometry AugustRegents Geometry AugMath08205Numeric ScaleRegents Common Core Examination in Geometry - JanuaryRegents Common Core Geometry - JanMath01305Numeric ScaleRegents Common Core Examination in Geometry - JuneRegents Common Core Geometry - JunMath06305Numeric ScaleRegents Common Core Examination in Geometry - AugustRegents Common Core Geometry - AugMath08305Numeric ScaleRegents Examination in Algebra 2/Trigonometry - JanuaryRegents Algebra2/Trigonometry - JanMath01206Numeric ScaleRegents Examination in Algebra 2/Trigonometry - JuneRegents Algebra2/Trigonometry - JunMath06206Numeric ScaleRegents Examination in Algebra 2/Trigonometry - AugustRegents Algebra2/Trigonometry - AugMath08206Numeric ScaleRegents Common Core Examination in Algebra II - JuneRegents Common Core Algebra II - JunMath06306Numeric ScaleRegents Living Environment JanuaryRegents Living Environment JanScience01059Numeric ScaleRegents Living Environment JuneRegents Living Environment JunScience06059Numeric ScaleRegents Living Environment AugustRegents Living Environment AugScience08059Numeric ScaleRegents Physical Setting/Chemistry JanuaryRegents Phy Set/Chemistry JanScience01201Numeric ScaleRegents Physical Setting/Chemistry JuneRegents Phy Set/Chemistry - JunScience06201Numeric ScaleRegents Physical Setting/Chemistry AugustRegents Phy Set/Chemistry - AugScience08201Numeric ScaleRegents Physical Setting/ Earth Science JanuaryRegents Phy Set/Earth Sci JanScience01200Numeric ScaleRegents Physical Setting/ Earth Science JuneRegents Phy Set/Earth Sci JunScience06200Numeric ScaleRegents Physical Setting/ Earth Science AugustRegents Phy Set/Earth Sci AugScience08200Numeric ScaleRegents Physical Setting/Physics JanuaryRegents Phy Set/Physics JanScience01202Numeric ScaleRegents Physical Setting/Physics JuneRegents Phy Set/Physics JunScience06202Numeric ScaleStudent entered NYS school for first time in grade 12 and was exempted from Regents ScienceScience ExemptScience00402NumericRegents U.S. History and Government JanuaryRegents US History&Govt JanSocial Studies01052Numeric ScaleRegents U.S. History and Government JuneRegents US History&Govt JunSocial Studies06052Numeric ScaleRegents U.S. History and Government AugustRegents US History&Govt AugSocial Studies08052Numeric ScaleRegents Global History and Geography JanuaryRegents Global History JanSocial Studies01203Numeric ScaleRegents Global History and Geography JuneRegents Global History JunSocial Studies06203Numeric ScaleRegents Global History and Geography AugustRegents Global History AugSocial Studies08203Numeric ScaleStudent entered NYS school for first time in grade 11 and was exempted from Regents Global HistoryGlobal Hist ExemptSocial Studies00401NumericTest Group: "RCT" for Regents Competency TestsRCT Reading - JanuaryRCT Reading - JanELA01020Numeric RawRCT Reading - JuneRCT Reading - JunELA06020Numeric RawRCT Reading - AugustRCT Reading - AugELA08020Numeric RawRCT Writing - JanuaryRCT Writing - JanELA01021Numeric ScaleRCT Writing - JuneRCT Writing - JunELA06021Numeric ScaleRCT Writing - AugustRCT Writing - AugELA08021Numeric ScaleRCT Mathematics - JanuaryRCT Math - JanMath01022Numeric RawRCT Mathematics - JuneRCT Math - JunMath06022Numeric RawRCT Mathematics - AugustRCT Math - AugMath08022Numeric RawRCT Science - JanuaryRCT Science - JanScience01023Numeric RawRCT Science - JuneRCT Science - JunScience06023Numeric RawRCT Science - AugustRCT Science - AugScience08023Numeric RawRCT Global Studies - JanuaryRCT Global Studies - JanSocial Studies01024Numeric RawRCT Global Studies - JuneRCT Global Studies - JunSocial Studies06024Numeric RawRCT Global Studies - AugustRCT Global Studies - AugSocial Studies08024Numeric RawRCT U.S. History and Government - JanuaryRCT US Hist & Gov't - JanSocial Studies01025Numeric RawRCT U.S. History and Government - JuneRCT US Hist & Gov't - JunSocial Studies06025Numeric RawRCT U.S. History and Government - AugustRCT US Hist & Gov't - AugSocial Studies08025Numeric RawThe Type listed is preferred. RCTs in all subjects except RCT Writing may be reported as raw scores or pass/fail. Local data management systems that record percentages should convert those percentages to pass or fail or to raw scores using the following ranges: RCT Mathematics, 0-60, where a 39 (i.e., 39/60 = 65%) is the passing score; RCTs in the Social Studies and Science subject areas, 0-70, where 46 (i.e., 46/70 = 65%) is the passing score.Test Group: "CTE" for Career and Technical Education (see note above)CTE/Tech Prep Technical Skills AssessmentTechnical Skills AssessmentCareer Education00199AlphaASK Business FundamentalsASK Business FundamentalsCareer Education00C01AlphaASK Marketing FundamentalsASK Marketing FundamentalsCareer Education00C02AlphaASE Maintenance&Light Repair Student CertificationASE Maintenance and Light Repair Student CertificationCareer Education00C03AlphaNCCER Core Introductory Craft Skills V2NCCER Core Introductory Craft Skills V2Career Education00C04AlphaNIMS Credential ExamsNIMS Credential ExamsCareer Education00C05AlphaNOCTI Accounting/BasicNOCTI Accounting/BasicCareer Education00C06AlphaNOCTI Advertising and DesignNOCTI Advertising and DesignCareer Education00C07AlphaNOCTI Agricultural MechanicsNOCTI Agricultural MechanicsCareer Education00C08AlphaNOCTI Hospitality Management/Food and BeverageNOCTI Hospitality Management/Food and BeverageCareer Education00C09AlphaNOCTIStudent Electronics Technician CertificationNOCTI Student Electronics Technician CertificationCareer Education00C10AlphaNRAEFProStart National Certificate of AchievementNRAEF ProStart National Certificate of AchievementCareer Education00C11AlphaPrintED SkillsUSA Graphic CommunicationsPrintED SkillsUSA Graphic CommunicationsCareer Education00C12AlphaCompTIA A Plus CertificationCompTIA A Plus CertificationCareer Education00C13AlphaCompTIA Network Plus CertificationCompTIA Network Plus CertificationCareer Education00C14AlphaSkillsUSA - Advertising DesignSkillsUSA - Advertising DesignCareer Education00C15AlphaNOCTI - Collision RepairNOCTI - Collision RepairCareer Education00C16AlphaNOCTI - Commercial FoodsNOCTI - Commercial FoodsCareer Education00C17AlphaNOCTI - Computer Aided DrawingNOCTI - Computer Aided DrawingCareer Education00C18AlphaNOCTI - ConservationNOCTI - ConservationCareer Education00C19AlphaSkillsUSA - Criminal Justice CSISkillsUSA - Criminal Justice CSICareer Education00C20AlphaNOCTI - Criminal JusticeNOCTI - Criminal JusticeCareer Education00C21AlphaNOCTI - Early Childhood Ed&Care BasicNOCTI - Early Childhood Ed&Care BasicCareer Education00C22AlphaSkillsUSA - Electrical Construction WiringSkillsUSA - Electrical Construction WiringCareer Education00C23AlphaNOCTI - Medical AssistingNOCTI - Medical AssistingCareer Education00C24AlphaNOCTI - Precision MachiningNOCTI - Precision MachiningCareer Education00C25AlphaNOCTI - Pre-engineeringNOCTI - Pre-engineeringCareer Education00C26AlphaMSSC - Cert Production Tech SeqMSSC - Cert Production Tech SeqCareer Education00C27AlphaNOCTI - Small Engine TechNOCTI - Small Engine TechCareer Education00C28AlphaNOCTI - Television ProductionNOCTI - Television ProductionCareer Education00C29AlphaNOCTI - WeldingNOCTI - WeldingCareer Education00C30AlphaTest Group: ALTREG for Regents AlternativesAICE English ExaminationAICE EnglishELA00119AlphaAP Language and CompositionAP Language and CompELA00120Numeric StandardAP Literature and CompositionAP Literature and CompELA00121Numeric StandardIB English A1 Standard LevelIB English A1 Std LvlELA00122Numeric ScaleIB English A1 Higher LevelIB English A1 High LvlELA00123Numeric ScaleAICE Mathematics ExaminationAICE MathMath00127AlphaAP Calculus AB ExaminationAP Calculus ABMath00128Numeric StandardAP Calculus BC ExaminationAP Calculus BCMath00129Numeric StandardIB Mathematics Higher LevelIB Math High LvlMath00126Numeric ScaleIB Mathematics SLIB Math SLMath00125Numeric ScaleIB Mathematics Studies Standard LevelIB Math Studies Std LvlMath00124Numeric ScaleIGCSE (International General Certification of Secondary Education) MathematicsIGCSEMath00130AlphaSAT Subject Test Mathematics Level 1SAT Subject Test Math Level 1Math00131Numeric ScaleSAT Subject Test Mathematics Level 2SAT Subject Test Math Level 2Math00132Numeric ScaleAP BiologyAP BiologyScience00135Numeric StandardSAT Subject Test BiologySAT Subject Test BiologyScience00179Numeric ScaleSAT Subject Test ChemistrySAT Subject Test ChemistryScience00180Numeric ScaleSAT Subject Test PhysicsSAT Subject Test PhysicsScience00181Numeric ScaleAP U.S. HistoryAP US HistorySocial Studies00136Numeric StandardAP World HistoryAP World HistorySocial Studies00137Numeric StandardSAT Subject Test U.S. HistorySAT Subject Test US HistorySocial Studies00134Numeric ScaleTest Group: ALTRCT for RCT AlternativesACT Reading TestACT ReadingELA00101Numeric ScaleACT English TestACT EnglishELA00102Numeric ScaleACT Mathematics TestACT MathMath00103Numeric ScaleSAT I MathematicsSAT I MathMath00111Numeric ScaleACT Science ReasoningACT Science ReasoningScience00104Numeric ScaleSAT I Critical ReadingSAT I Critical ReadingELA00105Numeric ScaleTest Group: CCR for College and Career ReadinessAP Studio Art 2d DesignAP Studio Art 2d DesignFine and Performing Arts00A24Numeric ScaleAP Studio Art 3d DesignAP Studio Art 3d DesignFine and Performing Arts00A25Numeric ScaleAP Art HistoryAP Art HistoryFine and Performing Arts00A00Numeric ScaleAP Studio Art DrawingAP Studio Art DrawingFine and Performing Arts00A22Numeric ScaleAP Music TheoryAP Music TheoryFine and Performing Arts00A15Numeric ScaleIB Art Design High LvlIB Art Design High LvlFine and Performing Arts00I00Numeric ScaleIB Art Design Std LvlIB Art Design Std LvlFine and Performing Arts00I01Numeric ScaleIB Biology High LvlIB Biology High LvlScience00I02Numeric ScaleIB Biology Std LvlIB Biology Std LvlScience00I03Numeric ScaleIB Business and Management High LvlIB Business and Management High LvlBusiness and Marketing00I04Numeric ScaleIB Business and Management Std LvlIB Business and Management Std LvlBusiness and Marketing00I05Numeric ScaleIB Chemistry Std LvlIB Chemistry Std LvlScience00I06Numeric ScaleIB Chemistry, General Std LvlIB Chemistry, General Std LvlScience00I07Numeric ScaleIB Computer Science High LvlIB Computer Science High LvlComputer Sciences00I08Numeric ScaleIB Computer Science Std LvlIB Computer Science Std LvlComputer Sciences00I09Numeric ScaleIB Economics High LvlIB Economics High LvlSocial Studies00I10Numeric ScaleIB Economics Std LvlIB Economics Std LvlSocial Studies00I11Numeric ScaleIB Environmental Systems Std LvlIB Environmental Systems Std LvlScience00I12Numeric ScaleIB French B High LvlIB French B High LvlSecond Languages00I13Numeric ScaleIB Geography High LvlIB Geography High LvlSocial Studies00I14Numeric ScaleIB German B High LvlIB German B High LvlSecond Languages00I15Numeric ScaleIB History Std LvlIB History Std LvlSocial Studies00I16Numeric ScaleIB History of the Americas High LvlIB History of the Americas High LvlSocial Studies00I17Numeric ScaleIB Information technology in a Global Society HLIB Information Technology in a Global Society HLComputer Sciences00I18Numeric ScaleIB Information technology in a Global Society SL IB Information Technology in a Global Society SL Computer Sciences00I19Numeric ScaleIB Math Advanced Std LvlIB Math Advanced Std LvlMathematics00I20Numeric ScaleIB Music High LvlIB Music High LvlFine and Performing Arts00I21Numeric ScaleIB Music Std LvlIB Music Std LvlFine and Performing Arts00I22Numeric ScaleIB Physics High LvlIB Physics High LvlScience00I23Numeric ScaleIB Physics Std LvlIB Physics Std LvlScience00I24Numeric ScaleIB Psychology High LvlIB Psychology High LvlHealth Care Sciences00I25Numeric ScaleIB Psychology Std LvlIB Psychology Std LvlHealth Care Sciences00I26Numeric ScaleIB Social Anthropology High LvlIB Social Anthropology High LvlSocial Studies00I27Numeric ScaleIB Social Anthropology Std LvlIB Social Anthropology Std LvlSocial Studies00I28Numeric ScaleIB Spanish A High LvlIB Spanish A High LvlSecond Languages00I29Numeric ScaleIB Spanish B High LvlIB Spanish B High LvlSecond Languages00I30Numeric ScaleIB Theatre Arts Std LvlIB Theatre Arts Std LvlFine and Performing Arts00I31Numeric ScaleIB Dance High LvlIB Dance High LvlFine and Performing Arts00I32Numeric ScaleIB Dance Std LvlIB Dance Std LvlFine and Performing Arts00I33Numeric ScaleIB Theatre Arts High LvlIB Theatre Arts High LvlFine and Performing Arts00I34Numeric ScaleIB Visual Arts High LvlIB Visual Arts High LvlFine and Performing Arts00I35Numeric ScaleIB Visual Arts Std LvlIB Visual Arts Std LvlFine and Performing Arts00I36Numeric Scale Assignment Codes and Descriptions NOTE: Codes in boldface are also to be used for APPR. CodeDescription0101SUPERINTENDENT0102ASSISTANT SUPERINTENDENT0300EXECUTIV DEPUTY SUPERINTENDENT0301DEPUTY OR ASSOCIATE SUPT0302ASSOC SUPT ELEMENTARY EDUCATION0304ASSOC SUPT SECONDARY EDUCATION0308ASSOC SUPT ADMINISTRATION0310ASSOC SUPT MIDDLE-LEVEL EDUCATION0312ASSOC SUPT CURRICULUM0314ASSOC SUPT INSTRUCTION0316ASSOC SUPT PERSONNEL/RECRUITMT0318ASSOC SUPT RESEARCH0320ASSOC SUPT SPECIAL EDUCATION0322ASSOC SUPT BUSINESS0399ASSOC SUPT0402ASST SUPT ELEMENTARY EDUCATION0404ASST SUPT SECONDARY EDUCATION0406ASST SUPT OCCUPATIONAL EDUCUCATION0407ASST SUPT BILINGUAL EDUCATION0408ASST SUPT ADMINISTRATION0410ASST SUPT MIDDLE-LEVEL EDUCATION0412ASST SUPT CURRICULUM0414ASST SUPT INSTRUCTION0416ASST SUPT PERSONNEL/RECRUITMNT0418ASST SUPT RESEARCH0421ASST SUPT SPECIAL EDUCATION0422OTHER ASSISTANT SUPERINTENDENT0499ASST SUPT0600ADMINISTRATIVE ASSISTANT0702DIRECTOR ELEMENTARY EDUCATION0704DIRECTOR SECONDARY EDUCATION0706DIRECTOR OCCUPATIONAL EDUCATION0710DIRECTOR OF MIDDLE-LEVEL EDUCATION0712DIRECTOR CURRICULUM0714DIRECTOR INSTRUCTION0715DIRECTOR MATH-SCI-TECH (MST)0716DIRECTOR PERSONNEL/RECRUITMENT0718DIRECTOR RESEARCH0720AIS/RTI COORDINATOR0721DIR/COORD OF BUILDING/GROUNDS0726DIRECTOR INSERVICE TRAINING0727DIRECTOR GIFTED/TALENTED0729DIRECTOR STAFF DEVEL/TRAINING0730OTHER DIRECTOR OR COORDINATOR0799DIRECTOR0900ASST SUPT STATE-FED AIDED PGMS0902DIRECTOR STATE-FED AIDED PGMS0904DIST COORD STATE-FED AID PGMS0912OTHER STATE-FED AIDED PROG ADM0999STATE FEDERALLY AIDED PROGRAMS1000ASST SUPT FOR BUSINESS1004BUSINESS MANAGER I AND II1005SCHOOL BUSINESS EXEC I,II,III1006ADMIN ASST FOR BUSINESS1008BUSINESS OFFICIAL1009SCHOOL BUSINESS ADMINISTRATOR1010OTHER BUSINESS MANAGEMENT1011TREASURER1099SCHOOL BUSINESS MANAGEMENT1102PRINCIPAL ELEMENTARY SCHOOL1104PRINCIPAL MIDDLE SCHOOL1106PRINCIPAL JUNIOR HIGH SCHOOL1107PRINCIPAL K - 12 SCHOOL1108PRINCIPAL SENIOR HIGH SCHOOL1109PRINCIPAL JUNIOR/SENIOR H S1110PRINCIPAL SPECIAL SCHOOL1202ASST PRINCIPAL ELEMENTARY SCH1204ASST PRINCIPAL MIDDLE SCHOOL1206ASST PRINCIPAL JUNIOR HIGH SCH1207ASST PRINCIPAL K - 12 SCHOOL1208ASST PRINCIPAL SENIOR HIGH SCH1209ASST PRIN JUNIOR/SENIOR H S1210ASST PRINCIPAL SPECIAL SCHOOL1300OTHER SCHOOL OR BLDG ADMINISTR1401LABOR RELATIONS/NEGOTIATOR1409CHIEF INFORMATION OFFICER (CIO)1420MENTOR TEACHER1421RESOURCE TEACHER1422TEACHER TRAINER-COMMON BRANCH1424TEACHER TRAINER-LANG,SOC STUD1426TEACHER TRAINER-MATH,SCIENCE1427TEACHER TRAINER-COMPUTERS1428OTHER GENERAL STAFF1502DIRECTOR/COORDINATOR SPEC EDUC1504ASST DIR/COORD OF SPECIAL ED1505SPECIAL ED-INSERVICE TRAINER1506SPECIAL EDUCATION SUPERVISOR1507SPEC ED-CHAIR-COMM ON SPEC ED1508SPEC ED-DEPT HEAD/CHAIRPERSON1509SPEC ED-ASST PRINCIPAL-NYC1510CHAIR/COMM-PRESCHOOL SPEC EDUC1512SCHOOL BASED SUPPORT TEAM-NYC1514EDUCATION EVALUATOR1516OTHER-NOT SPECIAL ED TEACHER1520AUDIOLOGIST (IDEA)1522SPEECH LANG PATHOLOGIST (IDEA)1524INTERPRETER (IDEA)1526PSYCHOLOGIST (IDEA)1528SOCIAL WORKER (IDEA)1530OCCUPATIONAL THERAPIST (IDEA)1532PHYSICAL THERAPIST (IDEA)1534MEDICAL/NURSING SERVICES (IDEA)1536COUNSELING, INCL. REHAB (IDEA)1538ORIENTATION/MOBILITY SPEC (IDEA)1599SPECIAL EDUCATION ADMINISTRATOR1602DIRECTOR DATA PROCESSING SERVC1610OTHER DATA PROCESSING ADMIN.2000ASST SUPT FOR PUPIL SERVICES2002DIRECTOR PUPIL SERVICES2005DEAN OF STUDENTS2006DISTRICT SPRVSG ATTNDNC OFFICR2012ATTENDANCE TEACHER2013ATTENDANCE TEACHER-BILINGUAL2017SCHOOL PSYCHOLOGIST2018SCHOOL PSYCHOLOGIST-BILINGUAL2019DIRECTOR SCHOOL SOCIAL WORKERS2022SCHOOL SOCIAL WORKER2023SCHOOL SOCIAL WORKER-BILINGUAL2102DIR,COORD,SUPV OF GUIDANCE2107ELEMENTARY SCHOOL COUNSELOR2108ELEM SCH COUNSELOR-BILINGUAL2109MIDDLE SCHOOL COUNSELOR2110MIDDLE SCH COUNSELOR-BILINGUAL2111JUNIOR HIGH SCHOOL COUNSELOR2112JUNIOR H S COUNSELOR-BILINGUAL2113SENIOR HIGH SCHOOL COUNSELOR2114SENIOR H S COUNSELOR-BILINGUAL2115MIDDLE/JR.-SR. H S COUNSELOR2116MIDDLE/JR-SR H S COUNSELOR-BIL2199PUPIL PERSONNEL SVC-GUIDANCE2202DIRECTOR SCH HEALTH SERVICES2209NURSE PRACTITIONER2210SCHOOL NURSE-TEACHER2211SCHOOL NURSE (RN)2212LICENSED PRACTICAL NURSE (LPN)2213DENTAL HYGIENIST2298OTHER SCH HEALTH SERVICES2300OTHER PUPIL PERSONNEL SERVICES2410OTHER PREKINDERGARTEN ADMIN2510OTHER KINDERGARTEN ADMINIST2608RESOURCE TEACHER COMMON BRANCH2610OTHER COMMON BRANCH ADMINIST3002DIRECTOR OF READING3007READING CONSULTANT3008CHAIRPERSON OF READING3010OTHER READING ADMINISTRATOR3102DIRECTOR OF ENGLISH3108CHAIRPERSON OF ENGLISH3110OTHER ENGLISH ADMINISTRATOR3202OVERALL DIRECTOR FOREIGN LANG3208CHAIRPERSON ALL FOREIGN LANG3210OTHER ADMIN ALL FOREIGN LANG4102DIRECTOR OF MATHEMATICS4108CHAIRPERSON OF MATHEMATICS4110OTHER ADMIN - MATHEMATICS4201CURRICULUUM COORDINATOR - SCIENCE4202DIRECTOR OF SCIENCE4203ELEMENTARY LEVEL SCIENCE COORD4208CHAIRPERSON OF SCIENCE4210OTHER SCIENCE4302DIRECTOR OF SOCIAL STUDIES4308CHAIRPERSON OF SOCIAL STUDIES4310OTHER ADMIN- SOCIAL STUDIES4402DIRECTOR OF ART4408CHAIRPERSON OF ART4410OTHER (NOT ART TEACHER)4508CHAIRPERSON HEALTH EDUCATION4510OTHER ADMIN HEALTH EDUCATION4603DIRECTOR OF PHYSICAL EDUCATION4608CHAIRPERSON/PHYSICAL EDUCATION4610OTHER ADMIN IN PHYSICAL EDUC4702DIRECTOR OF MUSIC4708CHAIRPERSON OF MUSIC4710OTHER MUSIC ADMINISTRATOR4802DIRECTOR/COORD OF AGRICULTURE4808CHAIRPERSON OF AGRICULTURE4810AGRICULTURE OTHER4902DIRECTOR OF BUSINESS EDUCATION4908CHAIRPERSON BUSINESS EDUCATION4910OTHER ADMINISTRATOR-BUS ED5002DIRECTOR OF FAMILY CONSUMER SCI5008CHAIRPERSON OF FAMILY CONSUMER SCI5010OTHER FAMILY CONSUMER SCI ADMIN5102DIRECTOR OF TECHNOLOGY (I.A.)5108CHAIRPERSON-TECHNOLOGY5110OTHER TECHNOLOGY ADMIN5202DIRECTOR-TRADE/TECHNICAL EDUCA5208CHAIRPERSON-TRADE/TECHNICAL ED5210OTHER TRADE/TECH ED ADMIN5402DIRECTOR OF HUMANITIES5408CHAIRPERSON OF HUMANITIES5410OTHER HUMANITIES ADMINISTRATOR5602DIRECTOR/BILINGUAL EDUCATION5607RESOURCE TEACHER/BILINGUAL ED5610OTHER BILINGUAL ED ADMIN5701DIRECTOR-SAFETY EDUCATION5702DIRECTOR OF DRIVER EDUCATION5707CHAIRPERSON-SAFETY EDUCATION5708CHAIRPERSON-DRIVER EDUCATION5710OTHER ADMIN SAFETY EDUCATION5902DIRECTOR HEALTH OCCUPATIONS ED5908CHAIRPERSON HLTH OCCUPATION ED5910OTHER ADMIN HLTH OCCUPATION ED6402DIRECTOR/COORD OF THEATRE6408CHAIRPERSON OF THEATRE6410OTHER ADMIN - THEATRE6702DIRECTOR/COORD OF DANCE6708CHAIRPERSON OF DANCE6710OTHER DANCE7102DIRECTOR OTHER SUBJECT AREA7108CHAIRPERSON OTHER SUBJECT AREA7110OTHER ADMIN-OTHER SUBJECT AREA7402DIRECTOR/COORD/SUPV-LIBRARY7403DIR - SCH LIBR SYS(BOCES/BIG5)7408CHAIRPERSON- LIBRARY7410OTHER LIBRARY SERVICES7502DIRECTOR INSTRUCTIONAL TECH7510OTHER LEARNING TECHNOLOGY8202DIRECTOR COMPUTER STUDIES/INST8208CHAIRPERSON COMPUTER STUDIES8210OTHER ADMIN COMPUTER STUDIES8602DIRECTOR OF ESL8607RESOURCE TEACHER OF ESL8610OTHER ESL Assignment Grade Level Codes and Descriptions For use in the Staff Assignment Template. Code Description PS PRES PKF PREKF PKH PREKH KF KDGF KH KDGH 01 1st 02 2nd 03 3rd 04 4th 05 5th 06 6th 07 7th 08 8th 09 9th 10 10th 11 11th 12 12th 13 K-6 14 7-12 GD GED ALL All Grades  NOTE: Codes 13 and 14 are for reporting ungraded students with disabilities who are age equivalent to grades K-6 and 7-12, respectively. See Ungraded Students in Chapter 2: Student Reporting Rules for an age equivalent chart. BOCES District of Responsibility Codes BOCES CodeBOCES Name019000000000CAPITAL REGION BOCES039000000000BROOME-DELAWARE-TIOGA BOCES049000000000CATTAR-ALLEGANY-ERIE-WYOMING BOCES059000000000CAYUGA-ONONDAGA BOCES099000000000CLINTON-ESSEX-WARREN-WASHING BOCES129000000000DELAW-CHENANGO-MADISON-OTSEGO BOCES139000000000DUTCHESS BOCES149100000000ERIE 1 BOCES149200000000ERIE 2-CHAUTAUQUA-CATTARAUGUS BOCES169000000000FRANKLIN-ESSEX-HAMILTON BOCES199000000000OTSEGO-DELAW-SCHOHARIE-GREENE BOCES209000000000HAMILTON-FULTON-MONTGOMERY BOCES219000000000HERK-FULTON-HAMILTON-OTSEGO BOCES229000000000JEFFER-LEWIS-HAMIL-HERK-ONEIDA BOCES249000000000GENESEE VALLEY BOCES259000000000MADISON-ONEIDA BOCES269100000000MONROE 1 BOCES269200000000MONROE 2-ORLEANS BOCES289000000000NASSAU BOCES419000000000ONEIDA-HERKIMER-MADISON BOCES429000000000ONONDAGA-CORTLAND-MADISON BOCES439000000000WAYNE-FINGER LAKES BOCES449000000000ORANGE-ULSTER BOCES459000000000ORLEANS-NIAGARA BOCES469000000000OSWEGO BOCES489000000000PUTNAM-NORTHERN WESTCHESTER BOCES499000000000QUESTAR III (R-C-G) BOCES509000000000ROCKLAND BOCES519000000000ST LAWRENCE-LEWIS BOCES559000000000GREATER SOUTHERN TIER BOCES589100000000EASTERN SUFFOLK BOCES589300000000WESTERN SUFFOLK BOCES599000000000SULLIVAN BOCES619000000000TOMPKINS-SENECA-TIOGA BOCES629000000000ULSTER BOCES649000000000WASHING-SARA-WAR-HAMLTN-ESSEX BOCES669000000000WESTCHESTER BOCES Career and Technical Education Program Service Codes These codes are taken from the National Center for Educational Statistics Classification of Instructional Programs (CIP) manual. NYSED has selected a subset of these CIP codes that are appropriate for secondary-level career and technical education programs. Use the CIP code that most closely reflects the curricula of the students CTE program. CIP CodeContent Area010599Agriculture529999Business and Marketing199999Family and Consumer Sciences519999Health Sciences151599Technology Education489999Trade and Technical CodeProgram Name309999Youth Apprenticeship Program (YAP)**NOTE: This code should be used for students in the Cornell-developed Youth and Work Program. CodeProgram NameAgriculture, Food and Natural Resources Cluster010000Agriculture, General010101Agricultural Business and Management, General010102Agricultural Business/Agribusiness Operations010105Agricultural/Farm Supplies Retailing and Wholesaling010106Agriculture Business Technology010199Agricultural Business and Management, Other010201Agricultural Mechanization, General010204Agricultural Power Machinery Operator010205Agriculture Mechanics & Equipment/Machine Technology010301Agricultural Production Operations, General010302Animal/Livestock Husbandry and Production010303Aquaculture010304Crop Production010306Dairy Husbandry and Production010307Horse Husbandry/Equine Science & Management010308Agroecology and Sustainable Agriculture010401Agricultural and Food Products Processing010504Dog/Pet/Animal Grooming010505Animal Trainer010507Equestrian/Equine Studies010599Agricultural & Domestic Animals Services, Other010601Applied Horticulture/Horticultural Operations, General010603Ornamental Horticulture010604Greenhouse Operations and Management010605Landscaping & Groundskeeping010606Plant Nursery Operations and Management010607Turf & Turfgrass Management010608Floriculture/Floristry Operations and Management010699Applied Horticulture/Horticultural Business Services, Other019999Agriculture, Agriculture Operations and Related Sciences, Other030205Water, Wetlands and Marine Resources Management030206Land Use Planning and Management/Development030299Natural Resources Management and Policy, Other030301Fishing and Fisheries Sciences and Management030501Forestry, General030508Urban Forestry030509Wood Science and Wood Products/Pulp and Paper Technology030511Forestry Technology/Technician030599Forestry, Other030601Wildlife and Wildlands Science and Management039999Natural Resources and Conservation, Other150507Environmental Engineering Technology/Environmental Technology150599Environmental Control Technologies/Technicians, OtherArchitecture and Construction Cluster150101Architectural Engineering Technology/Technician150201Civil Engineering Technology/Technician151001Construction Engineering Technology/Technician151102Survey Technology/Surveying460101Mason/Masonry460201Carpentry/Carpenter460302Electrician460303Lineworker460401Building/Property Maintenance and Manager460403Building/Home/Construction Inspection/Inspector460412Building/Construction Site Management/Manager460499Building/Construction Finishing, Management and Inspection, Other460503Plumbing Technology/Plumber460599Plumbing and Related Water Supply Services, Other469999Construction Trades, Other470201Heating, Air Conditioning, Ventilation and Refrigeration Maintenance Technology/TechnicianManufacturing Production Cluster100302Printing Management100303Prepress/Desktop Publishing and Digital Imaging Design100304Animation, Interactive Technology, Video Graphics and Special Effects100305Graphic and Printing Equipment Operator, General Production100306Platemaker/Imager100307Printing Press Operator100308Computer Typography and Composition Equipment Operator100399Graphic Communications, Other150403Electromechanical Technology/Electromechanical Engineering Technology150405Robotics Technology/Technician150503Energy Management and Systems Technology/Technician150508Hazardous Materials Management and Waste Technology/Technician150607Plastics Engineering Technology/Technician150611Metallurgical Technology/Technician150612Industrial Technology/Technician150613Manufacturing Technology/Technician150699Industrial Production Technologies/Technicians, Other150701Occupations Safety and Health Technology/Technician150702Quality Control Technology/Technician150703Industrial Safety Technology/Technician150704Hazardous Materials Information Systems Technology/Technician150799Quality Control and Safety Technologies/Technicians, Other151301Drafting and Design Technology/Technician, General151302CAD/CADD Drafting and/or Design Technology/Technician151303Architectural Drafting and Architectural CAD/CADD151304Civil Drafting and Civil Engineering CAD/CADD151305Electrical/Electronics Drafting and Electrical/Electronics CAD/CADD151306Mechanical Drafting and Mechanical Drafting CAD/CADD151399Drafting/Design Engineering Technologies/Technicians, Other470105Industrial Electronics Technology/Technician470303Industrial Mechanics and Maintenance Technology470399Heavy/Industrial Equipment Maintenance Technologies, Other470409Parts and Warehousing Operations and Maintenance Technology/Technician470499Precision Systems Maintenance and Repair Technologies, Other480501Machine Tool Technology/Machinist480503Machine Shop Technology/Assistant480507Tool and Die Technology/Technician480508Welding Technology/Welder480599Precision Metal Working, Other480701Woodworking, General480702Furniture Designer and Manufacturing480703Cabinetmaking and Millwork/Millwright480799Woodworking, Other489999Precision Production, OtherTransportation, Distribution and Logistics Cluster150801Aeronautical/Aerospace Engineering Technology/Technician150803Automotive Engineering Technology/Technician151103Hydraulics and Fluid Power Technology/Technician470302Heavy Equipment Maintenance Technology/Technician470603Autobody/Collision and Repair Technology/Technician470604Automobile/Automotive Mechanics Technology/Technician470605Diesel Mechanics Technology/Technician470606Small Engine Mechanics and Repair Technology/Technician470607Airframe Mechanics and Aircraft Maintenance Technology/Technician470608Aircraft Powerplant Technology/Technician470609Avionics Maintenance Technology/Technician470611Motorcycle Maintenance and Repair Technology/Technician470612Vehicle Emissions Inspection and Maintenance Technology/Technician470613Medium/Heavy Vehicle and Truck Technology/Technician470614Alternative Fuel Vehicle Technology/Technician470615Engine Machinist470616Marine Maintenance/Fitter and Ship Repair Technology/Technician470699Vehicle Maintenance and Repair Technologies, Other479999Mechanic and Repair Technologies/Technicians, Other490101Aeronautics/Aviation/Aerospace Science and Technology, General490102Airline/Commercial/Professional Pilot and Flight Crew490104Aviation/Airway Management and Operations490199Air Transportation, Other490202Construction/Heavy Equipment/Earthmoving Equipment Operation490205Truck and Bus Driver/Commercial Vehicle Operation490206Mobil Crane Operation/Operator490299Ground Transportation, Other490309Marine Science/Merchant Marine Officer490399Marine Transportation, Other499999Transportation and Materials Moving, Other520203Logistics and Materials Management520209Transportation/Transportation Management520410Traffic, Customs and Transportation Clerk/TechnicianInformation Technology Cluster110101Computer and Information Sciences, General110103Information Technology110199Computer Science, Other110201Computer Programming/Programmer, General110202Computer Programming, Specific Applications110203Computer Programming, Vendor/Product Certification110299Computer Programming, Other110301Data Processing Technology/Technician110601Data Entry/Microcomputer Applications, General110699Data Entry/Microcomputer Applications, Other110801Web Page, Digital/Multimedia and Information Resources Design110802Data Modeling/Warehousing and Database Administration110803Computer Graphics110899Computer Software and Media Applications, Other110901Computer Systems Networking and Telecommunications111001System Administration/Administrator111002System, Networking and LAN/WAN Management/Manager111003Computer and Information Systems Security111004Web/Multimedia Management and Webmaster111099Computer/Information Technology Services Administration and Management, Other119999Computer and Information Sciences and Support Services, Other151201Computer Engineering Technology/Technician151202Computer Technology/Computer Systems Technology151203Computer Hardware Technology/Technician151204Computer Software Technology/Technician151299Computer Engineering Technologies/Technician, Other470101Electrical/Electronics Equipment Installation and Repair, General470102Business Machine Repairer470104Computer Installation and Repair Technology/Technician470199Electrical/Electronics Maintenance and Repair Technology, Other521201Management Information System, General521299Management Information Systems and Services, OtherMarketing Sales and Services Cluster120301Funeral Service and Mortuary Science, General120401Cosmetology/Cosmetologist, General120402Barbering/Barber120407Hair Styling/Stylist and Hair Design120409Aesthetician/Esthetician and Skin Care Specialist120410Nail Technician/Specialist and Manicurist120413Cosmetology, Barber/Styling and Nail Instructor120499Cosmetology and Related Personal Grooming Arts, Other190699Housing and Human Environments, Other190902Apparel and Textile Manufacture190905Apparel and Textile Marketing Management190906Fashion and Fabric Consultant190999Apparel and Textiles, Other470106Appliance Installation and Repair Technology/Technician521401Marketing/Marketing Management, General521801Sales, Distribution and Marketing Operations, General521802Merchandising and Buying Operations521803Retailing and Retail Operations521899General Sales, Merchandising and Related Marketing Operations, Other521902Fashion Merchandising521904Apparel and Accessories Marketing Operations521907Vehicle and Vehicle Parts and Accessories Marketing Operations521908Business and Personal/Financial Services Marketing Operations521909Special Products Marketing OperationsFinance Cluster520801Finance, General520803Banking and Financial Support Services520804Financial Planning and Services520807Investments and Securities520809Credit Management520899Finance and Financial Management Services, Other521701InsuranceHospitality and Tourism Cluster120500Cooking and Related Culinary Arts, General120501Baking and Pastry Arts/Baker/Pastry Chef120503Culinary Arts/Chef Training120504Restaurant, Culinary and Catering Management/Manager120505Food Preparation/Professional Cooking/Kitchen Assistant120507Food Service, Waiter/Waitress and Dining Room Management/Manager120508Institutional Food Workers120599Culinary Arts and Related Services, Other129999Personal and Culinary Services, Other190505Foodservice Systems Administration/Management190599Foods, Nutrition and Related Services, Other310301Parks, Recreation and Leisure Facilities Management520901Hospitality Administration/Management, General520903Tourism and Travel Services Management520904Hotel/Motel Administration/Management520905Restaurant/Food Services Management520906Resort Management520999Hospitality Administration/Management, Other521905Tourism and Travel Services Marketing Operations521906Tourism Promotion Operations521910Hospitality and Recreation Marketing OperationsBusiness Management and Administration Cluster220301Legal Administrative Assistant/Secretary510716Medical Administrative/Executive Assistant and Medical Secretary520101Business/Commerce, General520201Business Administration and Management, General520202Purchasing, Procurement/Acquisitions and Contracts Management520204Office Management and Supervision520205Operations Management and Supervision520207Customer Service Management520208E-Commerce/Electronic Commerce520299Business/Managerial Operations, Other520301Accounting520302Accounting Technology/Technician and Bookeeping520303Auditing520304Accounting and Finance520305Accounting and Business Management520399Accounting and Related Services, Other520401Administrative Assistant and Secretarial Science, General520402Executive Assistant/Executive Secretary520407Business/Office Automation/Technology/Data Entry520408General Office Occupations and Clerical Services520409Parts, Warehousing and Inventory Management Operations520411Customer Service Support/Call Center/Teleservice Operation520499Business Operations Support and Secretarial Services, Other520701Entrepreneurship/Entrepreneurial Studies520702Franchising and Franchise Operations520703Small Business Administration/Management520799Entrepreneurial and Small Business Operations, OtherHealth Science Cluster510601Dental Assisting/Assistant510602Dental Hygiene/Hygienist510603Dental Laboratory Technology/Technician510699Dental Services and Allied Professions, Other510703Health Unit Coordinator/Ward Clerk510705Medical Office Management/Administration510706Health Information/Medical Records Administration/Administrator510707Health Information/Medical Records Technology/Technician510708Medical Transcription/Transcriptionist510709Medical Office Computer Specialist/Assistant510710Medical Office Assistant/Specialist510711Medical/Health Management and Clinical Assistant/Specialist510712Medical Reception/Receptionist510713Medical Insurance Coding Specialist/Coder510714Medical Insurance Specialist/Medical Biller510715Health/Medical Claims Examiner510717Medical Staff Services Technology/Technician510799Health and Medical Administrative Services, Other510801Medical/Clinical Assistant510802Clinical/Medical Laboratory Assistant510803Occupational Therapy Assistant510805Pharmacy Technician/Assistant510806Physical Therapist Assistant510808Veterinary/Animal Health Technology/Technician and Veterinarian Assistant510809Anesthesiologist Assistant510810Emergency Care Attendant (EMT Ambulance)510811Pathology/Pathologist Assistant510812Respiratory Therapy Technician/Assistant510813Chiropractic Assistant/Technician510899Health/Medical Assisting Services, Other510901Cardiovascular Technology/Technician510902Electrocardiograph Technology/Technician510903Electroneurodiagnostic/Electroencephalographic Technology/Technician510904Emergency Medical Technology/Technician (EMT Paramedic)510905Nuclear Medical Technology/Technician510907Medical Radiologic Technology/Science - Radiation Therapist510908Respiratory Care Therapy/Therapist510909Surgical Technology/Technologist510910Diagnostic Medical Sonography/Sonographer and Ultrasound Technician510911Radiologic Technology/Science - Radiographer510912Physician Assistant510915Cardiopulmonary Technology/Technologist510916Radiation Protection/Health Physics Technician510999Allied Health Diagnostic, Intervention and Treatment Professions, Other511001Blood Bank Technology Specialist511002Cytotechnology/Cytotechnologist511003Hematology Technology/Technician511004Clinical/Medical Laboratory Technician511006Ophthalmic Laboratory Technology/Technician511007Histologic Technology/Histotechnologist511008Histologic Technician511009Phlebotomy/Phlebotomist511010Cytogenetics/Genetics/Clinical Genetics Technology/Technologist511011Renal/Dialysis Technologist/Technician511012Sterile Processing Technology/Technician511099Clinical/Medical Laboratory Science and Allied Professions, Other511502Psychiatric/Mental Health Services Technician511613Licensed Practical/Vocational Nurse Training511614Nurse/Nursing Assistant/Aide and Patient Care Assistant511699Nursing, Other511801Opticianry/Ophthalmic Dispensing Optician511802Optomeric Technician/Assistant511803Ophthalmic Technician/Technologist511804Orthoptics/Orthoptist511899Ophthalmic and Optometric Support Services and Allied Professions, Other512601Health Aide512602Home Health Aide/Home Attendant512603Medication Aide512699Health Aides/Attendants/Orderlies, Other519999Health Professions and Related Clinical Services, OtherHuman Services Cluster190702Adult Development and Aging190708Child Care and Support Services Management190709Child Care Provider/Assistant190799Human Development, Family Studies and Related Services, Other199999Family and Consumer Sciences/Human Sciences, Other440201Community Organization and AdvocacyArts, Audio/Video Technology and Communications Cluster090101Communications Studies/Speech Communication and Rhetoric090102Mass Communications/Media Studies090199Communications and Media Studies, Other090401Journalism090402Broadcast Journalism090404Photojournalism090499Journalism, Other090701Radio and Television090702Digital Communication and Media/Multimedia090799Radio, Television and Digital Communication, Other090901Organizational Communication, General090903Advertising090999Public Relations, Advertising and Applied Communication, Other091001Publishing099999Communications, Journalism and Related Programs, Other100105Communications Technology/Technician100201Photographic and Film/Video Technology/Technician and Assistant100202Radio and Television Broadcasting Technology/Technician100203Recording Arts Technology/Technician100299Audiovisual Communications Technologies/Technician, Other109999Communications Technologies and Support Services, Other161603Sign Language Interpretation and Translation470103Communication Systems Installer and Repair Technology500101Visual and Performing Arts, General500102Digital Arts500301Dance, General500401Design and Visual Communications, General500402Commercial and Advertising Art500404Industrial Design500406Commercial Photography500407Fashion/Apparel Design500408Interior Design500409Graphic Design500410Illustration500411Game and Interactive Media Design500499Design and Applied Arts, Other500501Drama and Dramatics/Theatre Arts, General500502Technical Theater/Theater Design and Technology500507Directing and Theatrical Production500508Theatre/Theatre Arts Management500599Dramatic/Theater Arts and Stagecraft, Other500602Cinematography and Film/Video Production500605Photography500699Film/Video and Photographic Arts, Other500704Arts Management500706Intermedia/Multimedia500710Printmaking500712Fiber, Textile and Weaving Arts500713Metal and Jewelry Arts500903Music Performance, General500909Music Management and Merchandising509999Visual and Performing Arts, Other520501Business/Corporate CommunicationsLaw and Public Safety Cluster220302Legal Assistant/Paralegal430103Criminal Justice/Law Enforcement Administration430104Criminal Justice, Safety Studies430106Forensic Science and Technology430107Criminal Justice/Police Science430109Security and Loss Prevention Services430112Securities Services Administration/Management430199Corrections and Criminal Justice, Other430201Fire Protection and Safety Technology/Technician430202Fire Services Administration430203Fire Science/Firefighting430299Fire Protection, Other439999Security and Protective Services, Other470110Security System Installation, Repair and Inspection Technology/TechnicianScientific Research and Engineering Cluster150000Engineering Technology, General150303Electrical, Electronic and Communications Engineering Technology/Technician150304Laser and Optical Technology/Technician150399Electrical and Electronic Engineering Technologies/Technicians, Other150401Biomedical Technology/Technician150404Instrumentation Technology/Technician150499Electromechanical and Instrumentation and Maintenance Tech/Technicians, Other150501Heating, Air Conditioning and Refrigeration Technology/Technician150503Energy Management and System Technology/Technician150505Solar Energy Technology/Technician150506Water Quality and Wastewater Treatment Management and Recycling Technology/Technician150805Mechanical Engineering/Mechanical Technology/Technician150899Mechanical Engineering Related Technology/Technician, Other151199Engineering Technology, Other151401Nuclear Engineering Technology/Technician151599Engineering-Related Fields, Other159999Engineering Technologies/Technicians, Other303301Sustainability Studies410101Biology Technician/Biotechnology Laboratory Technician410301Chemical Technology/Technician410399Physical Science Technology/Technician, Other419999Science Technologies/Technicians, OtherEducation and Training Cluster130501Educational/Instructional Media Design131202Elementary Education and Teaching131210Early Childhood Education131501Teacher Assistant/Aide131599Teacher Assistants/Aides, Other250301Library Assistant/Technician399031Fitness Trainers & Aerobics InstructorsGovernment and Public Administration Cluster440701Social Work440702Youth Services/Administration449999Public Administration and Social Service Professions, Other520206Non-Profit/Public/Organizational Management520808Public Finance Career Path Codes and Descriptions Code DescriptionDefinition: Student passes one Regents examor an examination from the list of Department-approved alternatives in each of the following: English, Math, Science, and Social Studies PLUS passes one:ARTSArtsDepartment-approved pathway assessment in the ArtsCTECareer and Technical EducationDepartment-approved Technical pathway assessmentHUMHumanitiesadditional Regents examination in Social Studies or an examination from the list of Department-approved alternative exams in English or Social StudiesLOTELanguages Other Than EnglishDepartment-approved pathway assessment in BiliteracySTEMScience, Technology, Engineering and Mathematicsadditional Regents exam or Department-approved alternative in Math or ScienceTRADTraditionalUse Traditional for graduates not using any of the other Career Path CodesNOTE: Department-approved alternatives to Regents examinations are available at:  HYPERLINK "http://www.p12.nysed.gov/assessment/hsgen/archive/list.pdf" http://www.p12.nysed.gov/assessment/hsgen/archive/list.pdf. For Department-approved pathway assessments, see Assessment Measure Standard Codes. Country of Origin Codes and Descriptions CodeCountry of Origin DescriptionAFAfghanistan AXAland Islands AL Albania DZAlgeria ASAmerican SamoaADAndorra AOAngola AIAnguilla AQAntarctica AGAntigua and Barbuda ARArgentina AMArmenia AWAruba AUAustralia ATAustria AZAzerbaijan BSBahamas BHBahrain BDBangladesh BBBarbados BYBelarus BEBelgium BZBelize BJBenin BMBermuda BTBhutan BOBolivia BQBonaire, Sint Eustatius and SabaBABosnia and Herzegovina BWBotswana BVBouvet Island BRBrazil IOBritish Indian Ocean Territory BNBrunei DarussalamBGBulgaria BFBurkina Faso BIBurundi KHCambodia CMCameroon CACanada CVCape Verde KYCayman Islands CFCentral African Republic TDChad CLChile CNChina CXChristmas Island CCCocos (Keeling) IslandsCOColombia KMComoros CGCongo CDCongo, The Democratic RepublicCKCook Islands CRCosta Rica CICote D IvoireHRCroatia CUCuba CWCuraaoCYCyprus CZCzech Republic DKDenmark DJDjibouti DMDominica DODominican Republic TPEast TimorECEcuador EGEgypt SVEl Salvador GQEquatorial Guinea EREritrea EEEstonia ETEthiopia FKFalkland Islands (Malvinas)FOFaroe Islands FJFiji FIFinland FRFrance GFFrench Guiana PFFrench Polynesia TFFrench Southern TerritoriesGAGabon GMGambia GEGeorgia DEGermany GHGhana GIGibraltar GRGreece GLGreenland GDGrenada GPGuadeloupe GUGuamGTGuatemala GGGuernseyGNGuinea GWGuinea-Bissau GYGuyana HTHaiti HMHeard Island and McDonald IslandsVAHoly See (Vatican City State)HNHonduras HKHong Kong HUHungary ISIceland INIndia IDIndonesia IRIran, Islamic Republic ofIQIraq IEIreland IMIsle of ManILIsrael ITItaly JMJamaica JPJapan JEJerseyJOJordan KZKazakhastanKEKenya KIKiribati KPKorea, Democratic People's Republic ofKRKorea, Republic ofKWKuwait KGKyrgyzstan LALao People's Democratic RepublicLV Latvia LBLebanon LSLesotho LRLiberia LYLibyan Arab JamahiriyaLILiechtenstein LTLithuania LULuxembourg MOMacao MKMacedonia MGMadagascar MWMalawi MYMalaysia MVMaldives MLMali MTMalta MHMarshall Islands MQMartinique MRMauritania MUMauritius YTMayotte MXMexico FMMicronesia, Federated States of MDMoldova, Republic ofMCMonaco MNMongolia MEMontenegroMSMontserrat MAMorocco MZMozambique MMMyanmar NANamibia NRNauru NPNepal NLNetherlands ANNetherlands Antilles NCNew Caledonia NZNew Zealand NINicaragua NENiger NGNigeria NUNiue NFNorfolk Island MPNorthern Mariana IslandsNONorway OM Oman PKPakistan PWPalau PSPalestinian Territory, OccupiedPAPanama PGPapua New Guinea PYParaguay PEPeru PHPhilippines PNPitcairnPLPoland PTPortugal PRPuerto Rico*QAQatar REReunion RORomania RURussian Federation RWRwanda BLSaint BarthlemySHSaint Helena KNSaint Kitts and Nevis LCSaint Lucia MFSaint Martin (French Part)PMSaint Pierre and Miquelon VCSaint Vincent and the Grenadines WSSamoa SMSan Marino STSao Tome and Principe SASaudi Arabia SNSenegal RSSerbiaCSSerbia and MontenegroSCSeychelles SLSierra Leone SGSingapore SXSint Maarten (Dutch Part)SKSlovakia SISlovenia SBSolomon Islands SOSomalia ZASouth Africa GSSouth Georgia and South Sandwich IslandsSSSouth SudanESSpain LKSri Lanka SDSudan SRSuriname SJSvalbard and Jan MayenSZSwaziland SESweden CHSwitzerland SYSyrian Arab Republic TWTaiwan, Province of ChinaTJTajikistan TZTanzania, United Republic ofTHThailand TLTimor-LesteTGTogo TKTokelauTOTonga TTTrinidad and Tobago TNTunisia TRTurkey TMTurkmenistan TCTurks and Caicos Islands TVTuvalu UGUganda UAUkraine AEUnited Arab Emirates GBUnited Kingdom USUnited States*UYUruguay UMUS Minor Outlying IslandsUZUzbekistan VUVanuatu VEVenezuela VNVietnam VGVirgin Islands, BritishVIVirgin Islands, U.S.WFWallis and FutunaEHWestern Sahara YEYemen ZMZambia ZWZimbabwe *Students from these places are not immigrants to the United States. If you enter Country of Origin for students from these places, do not include the asterisk as part of the description. Course Codes and Descriptions Use the following course codes to report courses that end in a standardized State assessment. For all other courses, see the NYS Comprehensive Course Catalog Workbook at  HYPERLINK "http://www.p12.nysed.gov/irs/courseCatalog/" http://www.p12.nysed.gov/irs/courseCatalog/. CodeDescription51031 Grade 3 English Language Arts52033 Grade 3 Mathematics51032 Grade 4 English Language Arts52034 Grade 4 Mathematics51033 Grade 5 English Language Arts52035 Grade 5 Mathematics51034 Grade 6 English Language Arts52036 Grade 6 Mathematics51035 Grade 7 English Language Arts52037 Grade 7 Mathematics51036 Grade 8 English Language Arts52038 Grade 8 Mathematics53234 Grade 4 Science53238 Grade 8 Science01003 English/Language Arts III 01003CCEnglish/Language Arts III (Common Core)02052 Algebra I 02052CCAlgebra I (Common Core)02072 Geometry 02072CCGeometry (Common Core)02106 Trigonometry/Algebra 02056CCAlgebra II (Common Core)03001 Earth Science 03001LRegents Earth Science Lab03051 Biology 03051LRegents Biology Lab03101 Chemistry 03101LRegents Chemistry Lab03151 Physics 03151LRegents Physics Lab04101 U.S. HistoryComprehensive 04052 World History and Geography  Credential Type Codes and Descriptions Credential TypeDescriptionCodeDiplomaRegents Diploma with Honors, for students entering grade 9 on or after July 1, 2001Regents with Honors post July 1 2001762Yes: RegentsRegents Diploma with Honors and with Career & Technical Education Endorsement, for students entering grade 9 on or after July 1, 2001Regents with Honors&CTE post July 1 2001813Yes: RegentsRegents Diploma without Honors, for students entering grade 9 on or after July 1, 2001Regents post July 1 2001779Yes: RegentsRegents Diploma without Honors but with Career & Technical Education Endorsement, for students entering grade 9 on or after July 1, 2001Regents with CTE post July 1 2001796Yes: RegentsLocal Diploma without Regents EndorsementLocal Diploma068*Yes: LocalLocal Diploma without Regents Endorsement but with Career & Technical Education EndorsementLocal Diploma with Career Ed612Yes: LocalRegents Diploma with Advanced DesignationRegents Diploma with Adv Designation680Yes: RegentsRegents Diploma with Advanced Designation with Career & Technical Education EndorsementRegents Diploma with Adv Des & Career Ed697Yes: RegentsRegents Diploma with Advanced Designation with Honors Regents Diploma with Adv Des & Honors714Yes: RegentsRegents Diploma with Advanced Designation with Honors and with Career & Technical Education EndorsementRegents Diploma with AD&Honors&Career Ed731Yes: RegentsHigh School Equivalency Diploma (GED)GED738NoIndividual Education Program (IEP) Diploma IEP Diploma085**NoRegents Diploma with Advanced Designation with Math EndorsementRegents Diploma with Adv Designation Math204Yes: RegentsRegents Diploma with Advanced Designation with Science EndorsementRegents Diploma with Adv Designation Science221Yes: RegentsRegents Diploma with Advanced Designation with Math and Science EndorsementRegents Diploma with Adv Designation Math and Science238Yes: RegentsRegents Diploma with Advanced Designation with Career & Technical Education Endorsement with Math EndorsementRegents Diploma with Adv Des & Career Ed Math255Yes: RegentsRegents Diploma with Advanced Designation with Career & Technical Education Endorsement with Science EndorsementRegents Diploma with Adv Des & Career Ed Science272Yes: RegentsRegents Diploma with Advanced Designation with Career & Technical Education Endorsement with Math and Science EndorsementRegents Diploma with Adv Des & Career Ed Math and Science289Yes: RegentsRegents Diploma with Advanced Designation with Honors with Math EndorsementRegents Diploma with Adv Des & Honors Math306Yes: RegentsRegents Diploma with Advanced Designation with Honors with Science EndorsementRegents Diploma with Adv Des & Honors Science323Yes: RegentsRegents Diploma with Advanced Designation with Honors with Math and Science EndorsementRegents Diploma with Adv Des & Honors Math and Science340Yes: RegentsRegents Diploma with Advanced Designation with Honors with Career & Technical Education Endorsement with Math EndorsementRegents Diploma with AD&Honors&Career Ed Math357Yes: RegentsRegents Diploma with Advanced Designation with Honors with Career & Technical Education Endorsement with Science EndorsementRegents Diploma with AD&Honors&Career Ed Science374Yes: RegentsRegents Diploma with Advanced Designation with Honors with Career & Technical Education Endorsement with Math and Science EndorsementRegents Diploma with AD&Honors&Career Ed Math and Science391Yes: RegentsCareer Development & Occupational Studies Commencement CredentialCareer Development & Occupational Studies Commencement Credential119NoSkills and Achievement Commencement CredentialSkills and Achievement Commencement Credential136No*068 can only be used for general-education students who entered high school prior to 2008 or certain students with disabilities, English language learners, or students working towards a diploma with CTE endorsement. For more information, see  HYPERLINK "http://www.p12.nysed.gov/ciai/gradreq/CurrentDiplomaCredentialSummary.pdf" http://www.p12.nysed.gov/ciai/gradreq/CurrentDiplomaCredentialSummary.pdf. **085 can only be used for students who earned an IEP diploma prior to July 1, 2013. For information about credential types, see Commissioners Regulations at:  HYPERLINK "http://www.p12.nysed.gov/part100/pages/1005.html#diplomatypes" http://www.p12.nysed.gov/part100/pages/1005.html#diplomatypes. Credit GPA Codes Code TOTAL MATHELASCIENCESOCIAL STUDIESLOTE*PHYSICAL EDUCATIONHEALTHARTSOTHER *Language Other Than English Day Type Codes CodeInstructional dayTeacher only dayHolidayMake-up dayWeather dayLate Arrv/Early DismEmergency dayStrikeOther**Non-instructional day District of Residence Codes CodeDistrict of Residence NameNY570101Addison NY410401Adirondack NY080101Afton NY142101Akron NY010100Albany NY450101Albion NY140101AldenNY180202AlexanderNY220202Alexandria CSDNY020101Alfred AlmondNY040302Allegany-LimestoneNY460102Altmar ParishNY580303AmagansettNY140201Amherst NY580106AmityvilleNY270100Amsterdam NY120102Andes NY020601Andover NY660405ArdsleyNY640101ArgyleNY571901ArkportNY131601Arlington NY670201Attica NY050100Auburn NY090201Ausable Valley NY491302Averill Park NY570201AvocaNY240101Avon NY580101Babylon NY080201Bainbridge GuilfrdNY280210Baldwin NY420901BaldwinsvilleNY521301Ballston SpaNY401301BarkerNY180300Batavia NY570302Bath NY580501Bay Shore NY580505Bayport Blue PointNY130200BeaconNY231301Beaver River NY660102Bedford NY090301BeekmantownNY020801Belfast NY220909Belleville HendersNY280207Bellmore NY061001Bemus PointNY490101Berlin NY010201Berne KnoxNY010306Bethlehem NY280521Bethpage NY030200Binghamton NY661905Blind Brook-RyeNY022902Bolivar-RichburgNY630101Bolton NY570401Bradford NY510101Brasher FallsNY580512Brentwood NY480601BrewsterNY661402Briarcliff ManorNY580909BridgehamptonNY260101Brighton NY171102Broadalbin-PerthNY261801BrockportNY062301BroctonNY660303BronxvilleNY250109Brookfield NY580203Brookhaven-Comsewogue UFSDNY490202Brunswick CentralNY161601Brushton MoiraNY140600Buffalo NY520101Burnt HillsNY661201Byram HillsNY180701Byron BergenNY190301Cairo-DurhamNY240201Caledonia MumfordNY641610Cambridge NY410601Camden NY570603Campbell-SavonaNY270301CanajoharieNY430300CanandaiguaNY021102CanaseragaNY250901CanastotaNY600301CandorNY571502Canisteo-Greenwood CSDNY510201Canton NY280411Carle Place NY480102Carmel NY222201Carthage NY060401Cassadaga Valley NY050401Cato MeridianNY190401CatskillNY042302CattaraugusNY250201CazenoviaNY580233Center MorichesNY580513Central Islip NY460801Central SquareNY212101Central ValleyNY661004ChappaquaNY120401Charlotte Valley NY160801ChateaugayNY101001Chatham NY060503Chautauqua Lake NY090601ChazyNY140701Cheektowaga NY030101Chenango ForksNY030701Chenango Valley NY472202Cherry Vly-SprgfldNY440201Chester NY251601ChittenangoNY261501Churchville ChiliNY110101CincinnatusNY140801ClarenceNY500101ClarkstownNY140703Cleveland HillNY510401Clifton FineNY411101Clinton NY650301Clyde-SavannahNY060701ClymerNY541102Coblskl-RchmdvlNY010500Cohoes NY580402Cold Spring Harbor NY510501Colton PierrepontNY580410Commack NY580507ConnetquotNY471701Cooperstown NY230201Copenhagen NY580105Copiague NY520401Corinth NY571000CorningNY440301Cornwall NY110200Cortland NY190501Coxsackie AthensNY660202Croton HarmonNY150203Crown Point NY022302Cuba-RushfordNY241101Dalton-NundaNY241001DansvilleNY580107Deer Park NY120501Delhi NY140707Depew NY031301DepositNY250301DeruyterNY660403Dobbs FerryNY211003DolgevilleNY130502Dover NY120301DownsvilleNY610301DrydenNY530101DuanesburgNY680801Dundee NY060800Dunkirk NY420401E Syracuse-MinoaNY140301East Aurora NY430501East Bloomfield NY490301East Greenbush NY580301East Hampton NY260801East Irondequoit NY580503East Islip NY280203East Meadow NY580234East Moriches NY580917East Quogue NY500402East Ramapo NY261313East Rochester NY280219East RockawayNY280402East Williston NY660301Eastchester NY141201Eden NY660406EdgemontNY520601Edinburg Common SDNY470501EdmestonNY513102Edwards-KnoxNY180901Elba NY590801EldredNY150301Elizabethtown NY622002EllenvilleNY040901EllicottvilleNY070600Elmira NY070902Elmira Heights NY280216Elmont NY660409ElmsfordNY580401ElwoodNY580912Estprt-S Manor CSDNY141401Evans-BrantNY420601Fabius-PompeyNY261301FairportNY061101FalconerNY590501FallsburghNY280522FarmingdaleNY421001Fayettvlle-ManliusNY022001FillmoreNY580514Fire Island NY581004Fishers Island NY280222Floral Park NY442115Florida NY270601Fonda FultonvilleNY061503Forestville NY640502Fort Ann NY640601Fort Edward NY270701Fort PlainNY210402Frankfort-SchuylerNY120701Franklin NY280217Franklin Square NY041101FranklinvilleNY062201FredoniaNY280209Freeport NY060301FrewsburgNY021601FriendshipNY141604FrontierNY460500Fulton NY520701Galway NY650902GanandaNY280218Garden CityNY480404GarrisonNY260401Gates ChiliNY220401General BrownNY020702Genesee Valley CSDNY240401GeneseoNY430700Geneva NY100902Germantown NY540801Gilboa ConesvilleNY470202Glbtsvlle-Mt UptonNY280100Glen Cove NY630300Glens Falls NY630918Glens Falls ComNY170500Gloversville NY430901Gorham-MiddlesexNY440601Goshen NY511101GouverneurNY042801GowandaNY141501Grand Island NY640701GranvilleNY280407Great NeckNY260501Greece NY010701Green Island NY660407GreenburghNY080601GreeneNY581010GreenportNY190701Greenville NY640801Greenwich NY442111Greenwood Lake NY081401Grgetwn-So OtselicNY610501Groton NY010802GuilderlandNY630801Hadley LuzerneNY480401HaldaneNY580405Half Hollow HillsNY141601Hamburg NY250701Hamilton NY511201Hammond NY572901HammondsportNY580905Hampton BaysNY120906HancockNY460701Hannibal NY580406HarborfieldsNY030501HarpursvilleNY660501Harrison NY230301HarrisvilleNY641001Hartford NY660404Hastings On HudsonNY580506HauppaugeNY500201Haverstraw-Stony PointNY280201Hempstead NY660203Hendrick HudsonNY210601HerkimerNY511301Hermon-DekalbNY280409HerricksNY512404HeuveltonNY280214Hewlett WoodmereNY280517Hicksville NY620803Highland NY440901Highland Falls NY261101HiltonNY041401Hinsdale NY141701Holland NY412201Holland PatentNY450704HolleyNY110701HomerNY431401HoneoyeNY260901Honeoye Falls-LimaNY491401Hoosic Valley NY490501Hoosick Falls NY571800HornellNY070901HorseheadsNY101300Hudson NY641301Hudson Falls NY190901Hunter TannersvlNY580403Huntington NY130801Hyde Park NY200401Indian Lake NY220301Indian River NY200501InletNY141301IroquoisNY660402Irvington NY280231Island Park NY280226Island TreesNY580502Islip NY610600Ithaca NY061700Jamestown NY420411Jamesville-DewittNY572702Jasper-TrpsbrgNY591502Jeff YoungsvilleNY540901Jefferson NY280515Jericho NY630601JohnsburgNY031502Johnson City NY170600Johnstown NY420501Jordan ElbridgeNY660101Katonah LewisboroNY150601Keene NY450607Kendall NY142601Kenmore NY101401KinderhookNY580805Kings Park NY620600Kingston NY441202Kiryas JoelNY221401La FargevilleNY141800Lackawanna NY420807Lafayette NY630701Lake George NY151102Lake Placid NY200601Lake PleasantNY662401Lakeland NY141901Lancaster NY610801Lansing NY490601LansingburghNY470801LaurensNY280215Lawrence NY181001Le RoyNY670401LetchworthNY280205Levittown NY400301Lewiston PorterNY590901Liberty NY580104Lindenhurst NY511602Lisbon NY210800Little FallsNY421501Liverpool NY591302Livingston ManorNY240801Livonia NY400400Lockport NY280503Locust Valley NY280300Long Beach NY200701Long Lake NY580212LongwoodNY230901LowvilleNY221301LymeNY280220Lynbrook NY421504LyncourtNY451001LyndonvilleNY650501Lyons NY251101Madison NY511901Madrid WaddingtonNY480101MahopacNY031101Maine EndwellNY161501MaloneNY280212MalverneNY660701Mamaroneck NY431101Manchstr-ShrtsvlleNY280406ManhassetNY110901Marathon NY421101MarcellusNY121401MargaretvilleNY650701Marion NY621001MarlboroNY140702MaryvaleNY280523Massapequa NY512001MassenaNY581012MattituckNY170801MayfieldNY110304McgrawNY521200MechanicvilleNY450801Medina NY010615MenandsNY280225Merrick NY460901Mexico NY580211Middle CountryNY541001MiddleburghNY441000Middletown NY471101Milford NY132201MillbrookNY580208Miller Place NY280410Mineola NY150801MinervaNY441101Minisink Valley NY530515MohonasenNY441201Monroe WoodburyNY580306MontaukNY591401Monticello NY051301Moravia NY150901MoriahNY471201MorrisNY512101Morristown NY250401Morrisville EatonNY212001Mount Markham NY240901Mount Morris NY580207Mount Sinai NY660900Mount Vernon NY660801Mt Pleasant CentNY500108NanuetNY431201Naples NY411501New HartfordNY280405New Hyde ParkNY101601New LebanonNY621101New PaltzNY661100New Rochelle NY581015New SuffolkNY411504New York MillsNY650101Newark NY600402Newark Valley NY441600Newburgh NY151001NewcombNY400601NewfaneNY610901NewfieldNY400800Niagara Falls NY400701Niagara WheatfieldNY530301Niskayuna NY490801No Greenbush ComNY580103North Babylon NY280204North Bellmore NY142201North CollinsNY010623North Colonie CSDNY280229North Merrick NY651501North Rose WolcottNY661301North Salem NY280501North Shore NY420303North Syracuse NY400900North Tonawanda NY630202North Warren NY131101NortheastNY090501Northeastrn ClntonNY580404NorthportNY090901Northrn AdirondackNY170901NorthvilleNY081200Norwich NY512201Norwood NorfolkNY500304NyackNY310100NYC Geog Dist # 1 - ManhattanNY310200NYC Geog Dist # 2 - ManhattanNY310300NYC Geog Dist # 3 - ManhattanNY310400NYC Geog Dist # 4 - ManhattanNY310500NYC Geog Dist # 5 - ManhattanNY310600NYC Geog Dist # 6 - ManhattanNY320700NYC Geog Dist # 7 - BronxNY320800NYC Geog Dist # 8 - BronxNY320900NYC Geog Dist # 9 - BronxNY321000NYC Geog Dist #10 - BronxNY321100NYC Geog Dist #11 - 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NY471601Otego-Unadilla80034366Out of StateNY600601Owego-ApalachinNY081501Oxford NY280506Oyster Bay NY581002OysterpondsNY650901Palmyra-MacedonNY061601Panama NY512501Parishvl HopkintonNY580224Patchogue-MedfordNY181201PavilionNY131201PawlingNY500308Pearl River NY661500Peekskill NY661601PelhamNY181302PembrokeNY261201PenfieldNY680601Penn YanNY671201PerryNY091101Peru NY431301Phelps-Clifton SprNY462001Phoenix NY440401Pine BushNY131301Pine PlainsNY060601Pine Valley NY200101PisecoNY261401PittsfordNY280518PlainedgeNY280504Plainview NY091200Plattsburgh NY660809PleasantvilleNY660802Pocantico HillsNY211103Poland NY051101Port ByronNY661904Port Chester-RyeNY580206Port JeffersonNY441800Port JervisNY280404Port Washington NY042901PortvilleNY512902Potsdam NY131500Poughkeepsie NY572301PrattsburghNY461801PulaskiNY641401PutnamNY480503Putnam Valley NY630902QueensburyNY580903QuogueNY500401RamapoNY043001Randolph NY043011Randolph Acad UfsdNY200702Raquette Lake NY010402Ravena CoeymansNY651503Red CreekNY131701Red HookNY411701RemsenNY580901RemsenburgNY491200Rensselaer NY131801RhinebeckNY472001Richfield SpringsNY062401RipleyNY580602RiverheadNY261600Rochester NY280221Rockville Centre NY580209Rocky PointNY411800Rome NY560603Romulus NY620901Rondout Valley NY280208Roosevelt NY591301RoscoeNY280403RoslynNY121502RoxburyNY401201Royalton HartlandNY261701Rush HenriettaNY661800Rye NY661901Rye NeckNY580205SachemNY221001Sackets Harbor NY580305Sag Harbor NY580910SagaponackNY043200Salamanca NY641501Salem NY161201Salmon River NY461901Sandy Creek NY091402SaranacNY161401Saranac Lake NY521800Saratoga Springs NY621601SaugertiesNY411603Sauquoit Valley NY580504Sayville NY662001Scarsdale NY530501SchalmontNY530600Schenectady NY470901SchenevusNY491501SchodackNY541201SchoharieNY151401Schroon Lake NY521701SchuylervilleNY022401ScioNY530202Scotia GlenvilleNY280206Seaford NY560701Seneca Falls NY541401Sharon Springs NY580701Shelter Island NY520302ShenendehowaNY082001Sherburne EarlvlNY062601Sherman 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NY611001TrumansburgNY660302TuckahoeNY580913Tuckahoe CommonNY421902TullyNY160101Tupper Lake NY441903TuxedoNY081003Unadilla Valley NY051901Union SpringsNY280202Uniondale NY031501Union-EndicottNY412300Utica NY660805Valhalla NY280213Valley Str Hemp 13NY280224Valley Str Hemp 24NY280230Valley Str Hemp 30NY441301Valley-MontgmryNY211701Van HornsvilleNY031601VestalNY431701VictorNY011003VoorheesvilleNY580302WainscottNY621801WallkillNY121901WaltonNY280223Wantagh NY132101Wappingers NY631201WarrensburgNY671501Warsaw NY442101Warwick Valley NY440102WashingtonvilleNY522101Waterford NY561006Waterloo NY222000Watertown NY411902Waterville NY011200WatervlietNY550301Watkins GlenNY600101WaverlyNY573002Wayland-CohoctonNY650801Wayne NY261901WebsterNY050301WeedsportNY200901WellsNY022601WellsvilleNY580102West Babylon NY210302West Canada Valley NY420101West Genesee NY280227West Hempstead NY260803West Irondequoit NY580509West Islip NY142801West Seneca NY040204West Valley NY280401WestburyNY062901Westfield NY580902Westhampton Beach NY420701WesthillNY412801WestmorelandNY151601Westport NY262001Wheatland ChiliNY170301WheelervilleNY662200White Plains NY641701Whitehall NY412902WhitesboroNY022101WhitesvilleNY031401Whitney Point NY580232William FloydNY651402WilliamsonNY140203WilliamsvilleNY151701WillsboroNY401501Wilson NY191401Windham AshlandNY031701Windsor NY472506Worcester NY580109WyandanchNY490804WynantskillNY671002Wyoming NY662300Yonkers NY241701York NY043501Yorkshire-PioneerNY662402Yorktown  Employment Separation Reason Codes and Descriptions CodeDescriptionRESResignationRETRetirementPRTPerformance-related terminationOTHOther Enrollment (Beginning and Ending) Codes and Descriptions Before a students records are submitted to the SIRS, the student must have an enrollment record for the reporting institution. An enrollment record identifies the reason and date each reported student enrolled in the school and/or district and, if applicable, the reason and date the student changed grades within the school or ended enrollment within the school and/or district. Each Enrollment Entry Date must also have a Reason for Beginning Enrollment Code. Each student must have at least one enrollment record. Enrollment information is used to determine district and school accountability cohort membership and the school/district to which annual assessment results, dropouts, and credentials are attributed. Each Enrollment Exit Date must also have a Reason for Ending Enrollment Code. Each student must have at least one enrollment record. If a student leaves during the school year or finishes the school year but is not expected to return for the next school year, the students enrollment record must have an ending date and an appropriate reason code that indicates the reason for leaving. Enrollment records are required even in cases where the student is not on the attendance register of the reporting institution. For example, enrollment records are required when a district is required to report special-education records for a student with a disability who is enrolled by a parent or guardian in a charter school or a nonpublic elementary, middle and secondary school, is home-schooled, or is placed out-of-State by the court or social service agencies. As another example, children who are preschool age who are not enrolled in a UPK or Pre-K program must have Reason for Beginning Enrollment Code 4034 Preschool-age students enrolled solely for determining eligibility for special education services when they are referred to the CSE or CPSE for determination of eligibility for special education. Whenever the CSE responsibility for students with disabilities or students referred to the CSE for determination of eligibility for special-education services is maintained by a school district that is not accountable under NCLB for a students State assessment results, two separate enrollment records must be submitted for the same student. The school district with CSE responsibility will submit a Reason for Beginning Enrollment Code 5905, and the school district with accountability responsibility under NCLB will submit a reason for beginning enrollment code 0011 or a school choice enrollment entry type. The district that submits a Reason for Beginning Enrollment Code 5905 is required to submit the special-education information (Special Education Snapshot, Special Education Events and Child Outcomes Summary Form Data) and the school district that submits a Reason for Beginning Enrollment Code 0011 is required to submit State assessment information. The district that submits a Reason for Beginning Enrollment Code 5905 may, but is not required to, report graduation, diploma, type of credential, and post graduate plans for these students. Both districts/schools must report program services and demographic data for the student. Determining Dates of Enrollment: All students (including students with disabilities) are enrolled year-round, unless there is a break in enrollment. Enrollment entry records for students continuing in a district or school must begin on July 1st. Enrollment exit records are reported only if the student's enrollment or grade level changes during the academic year. Determining Building or Grade Enrollment: Reason for Beginning Enrollment Code 0011 is used by LEAs; State agencies that operate educational programs; child-care institutions with affiliated schools that provide educational services pursuant to Article 81; the New York State School for the Blind; and the New York State School for the Deaf when a student enrolls in a building or changes grade (for any grade level except GED). Public school districts must use this code to report the enrollment of any student for whom the districts have full educational responsibility (therefore, this excludes home-schooled students), except students who transferred between schools under an NCLB Title I transfer option. Nonpublic schools participating in the repository system must use this code to report students enrolled by parental choice. Reason for Beginning Enrollment Code 5654 is used to report HSE students who end their 0011 enrollment and transfer to an approved AHSEP program. All resident students enrolled in an approved AHSEP program must be reported by the district of residence. For these data elements, the following codes must be used. The codes are used at Level 2 of SIRS. Reason for Beginning Enrollment CodeReason0011 Enrollment in building or grade0022 Foreign exchange student enrollment in building or grade 0033Part-time students pursuing a HS diploma0055Enrolled for instructional reporting only4034Preschool-age students enrolled solely for determining eligibility for special education services5544 Transferred in under the NCLB Title I "School in Improvement Status" transfer option5555 Student enrolled for the purpose of recording a test score (walk-in)5654 Enrollment in a AHSEP program*5905 CSE or CPSE responsibility only 7000 Transferred in under the NCLB "Persistently Dangerous School" transfer option7011 Transferred in under the NCLB "Victim of Serious Violent Incident" transfer option8294 School-age children on the roster for census purposes only*See  HYPERLINK "http://www.p12.nysed.gov/sss/ssae/AltEd/" http://www.p12.nysed.gov/sss/ssae/AltEd/ for a list of approved AHSEP programs. Code 0011 Enrollment in building or grade: This code is used by public schools, nonpublic schools, charter schools, child-care institutions with affiliated schools, State agencies with educational programs, the New York State School for the Blind, and the New York State School for the Deaf when a student enrolls in a building or grade (for any grade level except GED). Use this code to report enrollment of any student for whom the school/district has accountability responsibility under the State accountability system when the student did not transfer in under an NCLB Title I transfer option. Also use this code to report home-schooled students taking state assessments and students enrolled by parental choice in a nonpublic school that is participating in SIRS. Code 0022 Foreign exchange student enrollment in building or grade: This code is only used when a foreign exchange student enrolls in a building or grade. Code 0033 Part-time students pursuing a HS diploma: This code is used when a part-time student is enrolled in a school for the purpose of instruction in accordance with Education Laws 3204 and 3206 for not less than 4 hours per week and not more than 8 hours per week. Use this code only if the student is not on the day register of any school. Students who were enrolled with a 0011 and will be ending their enrollment to pursue a high school diploma on a part-time basis and will be reported with a 0033 must have their 0011 enrollment record ended with an appropriate dropout codes such as 340 Left school: first-time dropout. Code 0055 Enrolled for instructional reporting only: This code is used for reporting data for staff student course linkages when the reporting entity does not have school/district accountability or CSE responsibility for the student (i.e., BOCES). Code 4034 Preschool-age students enrolled solely for determining eligibility for special education services: This code is used for preschool-age students who are referred to the CPSE or CSE for an initial evaluation to determine eligibility for special-education services. Students with this Reason for Beginning Enrollment Code can only have a Reason for Ending Enrollment Code 140 Special education eligibility status determined or determination process stopped for any reason. This code is only required to be submitted by school districts that are scheduled to submit data to the State on the timely evaluation of preschool children for special-education eligibility determination or the timely transition of children from Early Intervention to preschool special education (SPP Indicators 11 and 12). See the schedule of the years for which school districts are required to report data for these indicators at  HYPERLINK "http://www.emsc.nysed.gov/sedcar/sppschedule.html" http://www.p12.nysed.gov/sedcar/sppschedule.html. If the district is required to report Special Education Events for a new referral on the same student, this code may be submitted again in the same or a subsequent year. Code 5544 Transferred in under the NCLB Title I "School in Improvement Status" transfer option: This code is used when a student transfers in to a school under the public school choice option for students in Title I schools in improvement status. If the student remains in this school because he or she continues to choose this option, use this enrollment code for the student. If the students residence changes such that this school becomes the students school of location, continue using Code 5544 for the remainder of the school year. For subsequent school years, discontinue using Code 5544 and use the most appropriate enrollment code for the student (i.e., 0011, etc.). Code 5555 Student enrolled for the purpose of recording a test score (walk-in): This code is only used when a student enrolls for the sole purpose of taking an assessment and recording a test score. This Reason for Beginning Enrollment Code requires an Enrollment Exit Date and a Reason for Ending Enrollment Code. This code must not be used for home-schooled students. Code 5654 Enrollment in a AHSEP program: This code is used when a student enrolls in an approved Alternative High School Equivalency Preparation (AHSEP) program as defined in Commissioners Regulations, Part 100.7(h), whether or not that program is provided in the school the student was attending before he or she transferred. Documentation must include a written statement, indicating the date of enrollment and the name and location of the program service provider. Code 5905 CSE or CPSE responsibility only: This code is used only by school districts to report students who have been classified as students with disabilities or have been referred to the Committee on Special Education (CSE) for determination of eligibility for special-education services. This includes students placed by parental choice in a nonpublic elementary, middle or secondary school, a charter school, or a public school district other than the district of residence, or enrolled by court order in an out-of-state facility. This code is also used for home-schooled students to report special-education records. It is also used for kindergarten-age students who are not enrolled in a district school but are receiving special-education services as school-age students either at home or in an early childhood or other setting. This code is used by the LEA with CSE responsibility only when the LEA does not provide general instruction and does not have accountability responsibility under the State accountability system. The only time this code is used for preschool children with disabilities is when parents place their child in a Pre-K or UPK program which is not operated by their district of residence. Code 7000 Transferred in under the NCLB "Persistently Dangerous School" transfer option: This code is used when a student transfers in to a school under the public school choice option from a school designated as persistently dangerous. If the student remains in this school because he or she continues to choose this option, use this enrollment code for the student. If the students residence changes such that this school becomes the students school of location, discontinue using Code 7000 and use the most appropriate enrollment code for the student (i.e., 0011, etc.). Code 7011 Transferred in under the NCLB "Victim of Serious Violent Incident" transfer option: This code is used when a student transfers in to a school under the public school choice option from a school in which the student was a victim of a serious violent incident. If the student remains in this school because he or she continues to choose this option, use this enrollment code for the student. If the students residence changes such that this school becomes the students school of location, discontinue using Code 7011 and use the most appropriate enrollment code for the student (i.e., 0011, etc.). Code 8294 School-age children on the roster for census purposes only: This code is used for children of compulsory attendance age who reside in the district, are not enrolled in any public or nonpublic school, are not registered for home schooling, and are carried on the public school district's roster for census purposes only. Reason for Ending Enrollment CodeReasonHigh School Graduates799Graduated (earned a Regents or local diploma)High School Completers085Earned commencement credential 629Previously earned commencement credential or IEP GED816Earned a High School Equivalency Diploma (GED)Transfers to Other Schools153Transferred to another school in this district or to an out-of-district placement170Transferred to another NYS public school outside this district with documentation. Note: documentation of transfer is not required for preschool students with disabilities.204Transferred to a NYS nonpublic school with documentation221Transferred to a school outside NYS with documentation. Note: documentation of transfer is not required for preschool students with disabilities.238Transferred to homebound instruction provided by this district255Transferred to home-schooling by parent or guardian272Transferred to a postsecondary school prior to earning a diploma5927Leaving a school under NCLB a victim of a serious violent incident5938Leaving a NYC community district under NCLB a victim of a serious violent incidentDropouts136Reached maximum legal age and has not earned a diploma or certificate340Left school: first-time dropout391Long-term absence (20 consecutive unexcused days)408Permanent expulsion (student must be over compulsory attendance age)425Left school, no documentation of transfer (Note: Includes students who are not yet of compulsory school age and who have been withdrawn from school by a parent/guardian and preschool children who are declassified by the CPSE.)306Transferred to other high school equivalency (GED) preparation program357Left school: previously counted as a dropout8338Incarcerated student, no participation in a program culminating in a regular diploma.Other Circumstance for Ending Enrollment140Special education eligibility status determined or determination process stopped for any reason289Transferred to an approved AHSEP program323Transferred outside district by court order442Left the U.S.459Deceased782Entry into a different grade in the same school building (Note: This code may be used for preschool students with disabilities who remain in the same building but transition from preschool to school-age status.)0066Ended enrollment for instructional purposes only1089Transferred to an approved GED program outside this district8228End "Walk-In" Enrollment8305End CSE Responsibility Only Enrollment8316Re-enroll in same school  Preschool Children with Disabilities The following Reason for Ending Enrollment Codes may be used to end the enrollment record of preschool children with disabilities, if appropriate: 153 Transferred to another school in this district or to an out-of-district placement 170 Transferred to another NYS public school outside this district with documentation. Note: documentation of transfer is not required for preschool students with disabilities. 204 Transferred to a NYS nonpublic school with documentation 221 Transferred to a school outside NYS with documentation. Note: documentation of transfer is not required for preschool students with disabilities. 238 Transferred to homebound instruction provided by this district 255 Transferred to home-schooling by parent or guardian 425 Left school, no documentation of transfer (Note: Includes students who are not yet of compulsory school age and who have been withdrawn from school by a parent/guardian and students who are declassified by the CPSE.) 140 Special education eligibility status determined or determination process stopped for any reason 323 Transferred outside district by court order 442 Left the U.S. 459 Deceased 782 Entry into a different grade in the same school building (Note: This code may be used for preschool students with disabilities who remain in the same building but transition from preschool to school-age status.) High School Graduates and Completers Report the Enrollment Exit Date and Reason for Ending Enrollment Code for each student awarded a credential in June or earlier. All students awarded credentials in August, January, or June of this academic year (i.e., 201516) must be included and must have an enrollment record. Code 799 Graduated (earned a Regents or local diploma): This code is used to indicate the student has earned a Regents or local diploma. This code must also be accompanied by the Credential Type Code data element to record the student's type of diploma. Code 085 Earned commencement credential: This code is used to report students who were awarded either a Career Development & Occupational Studies Commencement Credential or a Skills and Achievement Commencement Credential. Students awarded either credential may continue to be enrolled in a public school until they earn a high school diploma or reach the age of 21. If a student is awarded a commencement credential in August or January and continues enrollment in the school district, the credential should be recorded as awarded in June. If the student discontinued enrollment upon receiving the commencement credential in August or January, the credential should be recorded as awarded on that date. If a student received a commencement credential in August or January and a high school diploma in June, only the diploma (with or without endorsements) should be recorded. If a student receives a Career Development and Occupational Studies (CDOS) Commencement Credential in the current year and previously earned an IEP Diploma or Skills and Achievement Commencement credential, use Code 085 Earned commencement credential. Code 629 Previously earned commencement credential or IEP: This code is used for students who earned an IEP diploma or commencement credential in a previous school year, subsequently continued their enrollment, and then left school without earning a high school diploma. If a student receives a Career Development and Occupational Studies (CDOS) Commencement Credential in the current year and previously earned an IEP Diploma or Skills and Achievement Commencement credential, use Code 085 Earned commencement credential. High School Equivalency (HSE) Diploma Report the Enrollment Exit Date and Reason for Ending Enrollment Code for each student awarded a high school equivalency (HSE) diploma. Code 816 Earned a High School Equivalency Diploma (GED): This code is used to indicate students who have earned a high school equivalency (HSE) diploma from an approved AHSEP program. (Ends a 5654 record.) If a student receives a Career Development & Occupational Studies (CDOS) Commencement Credential and a High School Equivalency (HSE) diploma, report the student with Credential Type Code 738 (High School Equivalency Diploma (GED)) in the Student Lite template and Reason for Ending Enrollment Code 816 (Earned a High School Equivalency Diploma (GED)) in the School Entry Exit template. Transfers to Other Schools Report an Enrollment Exit Date and Reason for Ending Enrollment Code for each student who transferred out of your school/district during the school year or who was in attendance at your school on the last day of the year but is not expected to attend your school in the following school year. Code 153 Transferred to another school in this district or to an out-of-district placement: This code is used when a student transfers to a school within the same school district or is placed in an out-of-district setting by the CSE or school or district administrators or agents for any reason. The out-of-district setting could be a BOCES, an approved-private placement, a State-supported school, or another public school district. The student so placed could be either a general-education student or student with disabilities. This code may be used for transfers that take place at the end of the school year or at any point during the school year. When it is used for a student who transfers during the school year, the student must have an enrollment record for the educational setting to which he/she is transferring with a beginning date set at the day following the exit date. This code is used when a student is promoted out of the highest grade that this school offers and is expected to be registered in and attend another school in this district. This code is also used when a preschool child with a disability who was enrolled outside the school district becomes school age and is placed in a school district building or a different program outside the school district. This code is also used to end enrollment of a preschool-age student with a disability when the student becomes school age and will receive special education services. Code 170 Transferred to another NYS public school outside this district with documentation: This code is used when a student, parent(s), or guardian(s) initiates a transfer to another public school outside the district. Documentation must include a request for a transcript from a receiving school, a record of sending a transcript to the receiving school, or a written acknowledgement from the receiving school that the student has registered. Documentation is not required for preschool students with disabilities who relocate to another school district. Code 204 Transferred to a NYS nonpublic school with documentation: This code is used when a student, parent(s), or guardian(s) initiates a transfer to a nonpublic school. Documentation must include a request for a transcript from a receiving school, a record of sending a transcript to the receiving school, or a written acknowledgement from the receiving school that the student has registered. Code 221 Transferred to a school outside NYS with documentation: This code is used when a student, parent(s), or guardian(s) initiates a transfer to a school outside New York State. Documentation should include a request for a transcript from a receiving school, a record of sending a transcript to the receiving school, or a written acknowledgement from the receiving school that the student has registered. Documentation is not required for preschool students with disabilities who relocate to another school district. Code 238 Transferred to homebound instruction provided by the district: This code is used when a district transfers a student to long-term homebound instruction (the student is unable to attend school for the remainder of the school year) and the student is no longer included on the register of a district school. Such students continue to be the responsibility of the district for accountability purposes. Code 255 Transferred to home-schooling by parent or guardian: This code is used when the student is transferred to instruction being provided by parents or guardians or by instructors employed by parents or guardians. Documentation of transfer to home schooling should include a formal notice of intent to instruct at home. Code 272 Transferred to a postsecondary school prior to earning a diploma: This code is used when a student is completing his or her high school graduation requirement while attending a postsecondary institution. Documentation should include a copy of an admission notification as well as a schedule of courses taken. If this student is later granted a diploma from a high school in the district of residence, the student must be recorded as being re-enrolled in the high school for at least one day (beginning and ending dates must be at least one day apart). All required demographic, assessment, and program service data for that student must be reported. The Program Service Provider BEDS Code on program service records should be the BEDS code of the school awarding the diploma. The Enrollment Exit Date should be the date the diploma was awarded. The Reason for Beginning Enrollment code should be 0011 (Enrollment in building or grade), not 5555 (Student enrolled for the purpose of recording a test scorewalk-in). Code 5927 Leaving a school under NCLB a victim of a serious violent incident: This code indicates a student has transferred out of a school because the student was a victim of a serious violent incident under NCLB and into another public school in the same district under the school choice provision of NCLB. In NYC, this code applies to students transferring under this NCLB option to a school within the same community district. Code 5938 Leaving a NYC community district under NCLB a victim of a serious violent incident: This code can only be used by the NYCDOE. This code indicates a student has transferred out of a school because the student was a victim of a serious violent incident under NCLB and into another public school outside the student's original community district under the school choice provision of NCLB. Dropouts A dropout is any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented as having entered another school or program leading to a high school diploma or a program leading to a high school equivalency diploma. Report an Enrollment Exit Date and Reason for Ending Enrollment Code for each student who dropped out during the school year. For students who were enrolled at the end of the prior school year but dropped out before the beginning of the new school year, report the student as enrolled on or after July 1 but report an Enrollment Exit Date after the beginning enrollment date. Example 1: Student 1 finished grade 8 at District Middle School and was expected to enroll at District High School in the fall. Student 1 did not enroll at the high school in the fall and the district/school received no documentation that he transferred to another district, died, or left the country. Student 1 must be counted as a dropout from District High School in the fall. Example 2: Student 2 finished grade 10 at District High School in June but did not return to school in the fall. Unless Student 2 can be documented to have transferred to another school, died, or left the country, District High School must submit an enrollment record with the appropriate reason for leaving. These students should be reported using the actual start date of enrollment (taken from the student management system). The enrollment exit date may be the last date of attendance, the date the school was notified that the student had dropped out or, in the case of a long-term absence, the date of the 20th consecutive unexcused absence. Students are counted as dropouts if their last enrollment record during the school year had an ending date of June 30 or earlier and they had a Reason for Ending Enrollment Code of: Code 136 Reached maximum legal age and has not earned a diploma or certificate; Code 340 Left school: first-time dropout; Code 391 Long-term absence - 20 consecutive unexcused days; Code 408 Permanent expulsion (student must be over compulsory age); Code 425 Left school, no documentation of transfer; Code 306 Transferred to other high school equivalency preparation (GED) program; Code 357 Left school: previously counted as a dropout (only counted as a dropout in the cohort dropout aggregations, not in the annual dropout aggregations); or Code 8338 Incarcerated student, no participation in a program culminating in a regular diploma. Enrollment records with beginning dates after June 30 of the academic year being reported are ignored when identifying the last enrollment record. Note that the dropout rate reported by the NYSED is an annual rate. A student who leaves during the school year without documentation of a transfer to another educational program must be counted as a dropout unless the student resumes school attendance before the end of the school year. The students registration for the next school year does not exempt him or her from dropout status in the current school year. 2002 and later cohort members whose enrollment record ends after BEDS day of year 4 in high school and before August 31st of year 5 in high school will be counted as dropouts in the graduation cohort statistics if the reason on the last enrollment record in the school of record has a Reason for Ending Enrollment Code 136, 340, 391, 408, 425, 306, 357, or 8338. Code 136 Reached maximum legal age and has not earned a diploma or certificate: This code is used when a student is ending enrollment in your school solely because the student has reached 21 years of age during the school year and the student did not previously earn a diploma or certificate. Code 340 Left school: first-time dropout: This code is used when a student meets the criteria in the dropout definition and has not been counted as dropping out by this school in a previous year. If a student drops out during the school year but subsequently returns to school in the same year, open a new enrollment record for the student. This code also includes students who previously transferred to an Alternative High School Equivalency Preparation (AHSEP) program and meet the criteria in the dropout definition and have not been counted as dropping out by this school in a previous year. A school should code a student as "Left school: first-time dropout" in only one year during the students school career. In subsequent years, the student should be reported with a Reason for Ending Enrollment Code 357 Left school: previously counted as a dropout, if appropriate. Code 391 Long-term absence-20 consecutive unexcused days: This code is used when a student has been absent without excuse for twenty (20) or more consecutive school days as of the last expected day of attendance for the school year. If the student is of compulsory attendance age, then he or she should remain on the official school register, even though the Long-term Absence code has been placed on the student record. A school should code a student as "Long-term Absence" in only one year during the students school career. In subsequent years, the student should be reported with a Reason for Ending Enrollment Code 357 Left school: previously counted as a dropout, if appropriate. Code 408 Permanent expulsion (student must be over compulsory age): This code is used when a student is over the compulsory attendance age and has been permanently expelled. Administrative records must document the expulsion process. Code 425 Left school, no documentation of transfer: This code is used when a student is thought to have transferred to another school but the required transfer documentation has not been received. These students are counted as dropouts on the School/District Report Card. A school should code a student as "Left school, no documentation of transfer" in only one year during the students school career. In subsequent years, the student should be reported with a Reason for Ending Enrollment Code 357 Left school: previously counted as a dropout, if appropriate. This code may also be used to end enrollment of preschool children who are declassified by the CPSE or are withdrawn from school by a parent/guardian. Students below grade 7 (or age-equivalent ungraded students with disabilities) are not counted in dropout reports. Code 306 Transferred to other high school equivalency preparation (GED) program: This code is used when a student transfers to an HSE program other than Alternative High School Equivalency Preparation (AHSEP), whether or not that program is provided in the school the student was attending before he or she transferred. Documentation must include a written statement, indicating the date of enrollment and the name and location of the program provider. Students transferring under this code are included in the appropriate accountability and graduation cohorts. Code 357 Left school: previously counted as a dropout: This code is used when a student has been reported with a reason for ending enrollment codes that indicates the student is a first-time dropout, a long-term absence, transferred to other high school equivalency preparation program, incarcerated student, or left school (no documentation of transfer) in a previous school year unless the student was reported with one of these codes when in preschool through Grade 6 (or age equivalent). This code is used for a student who left a school and was previously counted as a dropout in that school. Code 8338 Incarcerated student, no participation in a program culminating in a regular diploma: Students who are reported as entering grade 9 in the 200607 school year or later and who are placed by court order in prisons or juvenile facilities and do not participate in an educational program that culminates in the award of a regular high school diploma or approved AHSEPP must be reported by the district of reporting responsibility (e.g., the district that is responsible for the student at the time the court order takes place) with a Reason for Ending Enrollment Code 8338 Incarcerated student, no participation in a program culminating in a regular diploma. Other Circumstance for Ending Enrollment Report an Enrollment Exit Date and Reason for Ending Enrollment Code for each student who left your school during the school year for reasons other than those listed above. Code 140 Special education eligibility status determined or determination process stopped for any reason: This code is used when a preschool-age child had been referred for a CPSE or CSE for determination of eligibility for special education and a decision has been made or the determination process has ended for any reason, including if the child leaves the school district or enrolls in a PreK or UPK program before a determination is made. This code should also be used in situations when the referral or consent to evaluate the student has been withdrawn prior to final determination. If the series of Special Education Events for a child referred to a CPSE or CSE for determination of eligibility for special education has not been completed by June 30 of the reporting year, a Reason for Ending Enrollment Code 140 may be used to end the enrollment record and no subsequent Reason for Beginning Enrollment Code should be reported unless the child enrolls in an institution to receive services or a new referral is initiated. This code always ends the 4034 enrollment record. If children are found to be eligible for special education, an enrollment record with code 0011 must be submitted when the child enrolls in school to begin receiving special-education services. Code 289 Transferred to an AHSEP program: This code is used when a student transfers to an approved AHSEP program as defined in Commissioners Regulations, Part 100.7(h), whether or not that program is provided in the school the student was attending before he or she transferred. Documentation must include a written statement, indicating the date of enrollment and the name and location of the program service provider. Students who are excluded from a district/school accountability cohort solely because they transferred to an AHSEP program are included in the appropriate graduation cohort. (See  HYPERLINK "http://www.p12.nysed.gov/sss/ssae/AltEd/" http://www.p12.nysed.gov/sss/ssae/AltEd/ for a list of approved high school equivalency preparation programs.) Code 323 Transferred outside the district by court order: This code is used when a student is placed outside the district by an authority not employed by the district and not in parental relation to the student. Examples include students placed outside the district (1) in county jails, jails operated by the city of New York, prisons, or juvenile facilities that have a school (as defined under State law) or provide an educational program that culminates in the award of a regular high school diploma or (2) in non-incarcerated court placements (e.g., foster care homes; group homes; placement in residential facilities with affiliated schools thatprovideeducational services in accordance with Article 81 of the Education Law). Documentation should include a copy of the order placing the student outside the district. Code 442 Left the U.S.: This code is used when a student moved out of the United States and its possessions. A school or district must have written confirmation that the student has emigrated to another country. Documentation must include a statement from a parent or guardian indicating a destination or written documentation from a school administrator of a conversation had with the students parent indicating that the family is leaving the country, which the administrator includes in the students file. Code 459 Deceased: This code is used when a student dies while enrolled. A letter from a parent or an obituary is sufficient documentation. Official written documentation, such as a death certificate, is not necessary. Code 782 Entry into a different grade in the same school building: This code is used when a student changes grades (including students who change from graded to ungraded or vice versa) in the same school year. This code may be used for preschool students with disabilities who transition from a preschool to a school-age program but remain in the same school building. Code 0066 Ended enrollment for instructional purposes only: This code is used to end enrollment records for students with a Reason for Beginning Enrollment Code 0055: Enrolled for instructional reporting only. Code 1089 Transferred to an approved GED program outside this district: This code is used to end enrollment for students who are placed by the court in a facility that offers an approved HSE program outside the district and who enroll in that HSE program. Code 8228 End "Walk-in" Enrollment: This code is used to end a Walk-in enrollment for students with a Reason for Beginning Enrollment Code 5555: Student enrolled for the purpose of recording a test score. Code 8305 End CSE Responsibility Only Enrollment: This code is used to end an enrollment record opened using Reason for Beginning Enrollment Code 5905 CSE responsibility only. For example, for students whose enrollment record was opened with a Reason for Beginning Enrollment Code 5905, use Reason for Ending Enrollment Code 8305 for students who were declassified during the school year or were referred for special-education evaluation but were found to be ineligible for services. (Districts are encouraged to use a more appropriate Reason for Ending Enrollment Code, if applicable.) Code 8316 Re-enroll in Same School: This code is used to end enrollment for students with Reason for Beginning Enrollment Code 8294 School age children on the roster for census purposes only and 0033 Part-time student pursuing a high school diploma who re-enroll in the same school. Evaluation Criteria Codes and Descriptions (3012-c) CodeDescriptionRating PointsSTATE20State subcomponent score (comparable measure)value from 0-20LOCAL20Local achievement subcomponent (comparable measure)value from 0-20OTHER01Other - Ineffectivevalue from 0-59OTHER02Other - Developingvalue from 0-60OTHER03Other - Effectivevalue from 0-60OTHER04Other - Highly Effectivevalue from 0-60OC01Overall composite - Ineffectivevalue from 0-64OC02Overall composite - Developingvalue from 65-74OC03Overall composite - Effectivevalue from 75-90OC04Overall composite - Highly Effectivevalue from 91-100TSTATE20State subcomponent score (comparable measure) - Transitionvalue from 0-40TLOCAL20Local achievement subcomponent (comparable measure) - Transitionvalue from 0-40TOTHER01Other - Ineffective - Transitionvalue from 0-99TOTHER02Other - Developing - Transitionvalue from 0-100TOTHER03Other - Effective - Transitionvalue from 0-100TOTHER04Other - Highly Effective - Transitionvalue from 0-100TOC01Overall composite - Ineffective - Transitionvalue from 0-64TOC02Overall composite - Developing - Transitionvalue from 65-74TOC03Overall composite - Effective - Transitionvalue from 75-90TOC04Overall composite - Highly Effective - Transitionvalue from 91-100 Evaluation Criteria Codes and Descriptions (3012-d) CodeDescriptionRating PointsREQSP01Required student performance subcomponent - Ineffectivevalue from 0-12REQSP02Required student performance subcomponent - Developingvalue from 13-14REQSP03Required student performance subcomponent - Effectivevalue from 15-17REQSP04Required student performance subcomponent - Highly effectivevalue from 18-20OPTSP00Optional student performance subcomponent - Not applicableleave blankOPTSP01Optional student performance subcomponent - Ineffectivevalue from 0-12OPTSP02Optional student performance subcomponent - Developingvalue from 13-14OPTSP03Optional student performance subcomponent - Effectivevalue from 15-17OPTSP04Optional student performance subcomponent - Highly effectivevalue from 18-20OSPC01Overall student performance category - Ineffectiveleave blankOSPC02Overall student performance category - Developingleave blankOSPC03Overall student performance category - Effectiveleave blankOSPC04Overall student performance category - Highly effectiveleave blankREQOB01Required teacher observation/principal school visit subcomponent - Ineffectivevalue of 0.00 or from 1.00-1.74REQOB02Required teacher observation/principal school visit subcomponent - Developingvalue from 1.50-2.74REQOB03Required teacher observation/principal school visit subcomponent - Effectivevalue from 2.50-3.74REQOB04Required teacher observation/principal school visit subcomponent - Highly Effectivevalue from 3.50-4.00OPTOB00Optional teacher observation/principal school visit subcomponent - Not applicableleave blankOPTOB01Optional teacher observation/principal school visit subcomponent - Ineffectivevalue from 1.00-1.74OPTOB02Optional teacher observation/principal school visit subcomponent - Developingvalue from 1.50-2.74OPTOB03Optional teacher observation/principal school visit subcomponent - Effectivevalue from 2.50-3.74OPTOB04Optional teacher observation/principal school visit subcomponent - Highly effectivevalue from 3.50-4.00OOBC01Overall teacher observation/principal school visit category - Ineffectiveleave blankOOBC02Overall teacher observation/principal school visit category - Developingleave blankOOBC03Overall teacher observation/principal school visit category - Effectiveleave blankOOBC04Overall teacher observation/principal school visit category - Highly effectiveleave blankOCR01Overall composite - Ineffectiveleave blankOCR02Overall composite - Developingleave blankOCR03Overall composite - Effectiveleave blankOCR04Overall composite - Highly Effectiveleave blankTREQSP01Required student performance subcomponent - Ineffective - Transitionvalue from 0-12TREQSP02Required student performance subcomponent - Developing - Transitionvalue from 13-14TREQSP03Required student performance subcomponent - Effective - Transitionvalue from 15-17TREQSP04Required student performance subcomponent - Highly Effective - Transitionvalue from 18-20TOPTSP00Optional student performance subcomponent - Not Applicable - Transitionleave blankTOPTSP01Optional student performance subcomponent - Ineffective - Transitionvalue from 0-12TOPTSP02Optional student performance subcomponent - Developing - Transitionvalue from 13-14TOPTSP03Optional student performance subcomponent - Effective - Transitionvalue from 15-17TOPTSP04Optional student performance subcomponent - Highly Effective - Transitionvalue from 18-20TOSPC01Overall student performance category - Ineffective - Transitionleave blankTOSPC02Overall student performance category - Developing - Transitionleave blankTOSPC03Overall student performance category - Effective - Transitionleave blankTOSPC04Overall student performance category - Highly Effective - Transitionleave blankTREQOB01Required teacher observation/principal school visit subcomponent - Ineffective - Transitionvalue of 0.00 or from 1.00-1.74TREQOB02Required teacher observation/principal school visit subcomponent - Developing - Transitionvalue from 1.50-2.74TREQOB03Required teacher observation/principal school visit subcomponent - Effective - Transitionvalue from 2.50-3.74TREQOB04Required teacher observation/principal school visit subcomponent - Highly Effective - Transitionvalue from 3.50-4.00TOPTOB00Optional teacher observation/principal school visit subcomponent - Not Applicable - Transitionleave blankTOPTOB01Optional teacher observation/principal school visit subcomponent - Ineffective - Transitionvalue from 1.00-1.74TOPTOB02Optional teacher observation/principal school visit subcomponent - Developing - Transitionvalue from 1.50-2.74TOPTOB03Optional teacher observation/principal school visit subcomponent - Effective - Transitionvalue from 2.50-3.74TOPTOB04Optional teacher observation/principal school visit subcomponent - Highly Effective - Transitionvalue from 3.50-4.00TOOBC01Overall teacher observation/principal school visit category - Ineffective - Transitionleave blankTOOBC02Overall teacher observation/principal school visit category - Developing - Transitionleave blankTOOBC03Overall teacher observation/principal school visit category - Effective - Transitionleave blankTOOBC04Overall teacher observation/principal school visit category - Highly Effective - Transitionleave blankTOCR01Overall composite - Ineffective - Transitionleave blankTOCR02Overall composite - Developing - Transitionleave blankTOCR03Overall composite - Effective - Transitionleave blankTOCR04Overall composite - Highly Effective - Transitionleave blank Evaluation Group Code Code3012c3012d Grade Level Codes and Descriptions (For use in School Entry Exit Template.) Grade Level CodeGrade GroupGrade OrdinalGrade DescriptionKHKHKDGHHalf Day KindergartenKFKFKDGFFull Day Kindergarten0111st1st grade0222nd2nd grade0333rd3rd grade0444th4th grade0555th5th grade0666th6th grade0777th7th grade0888th8th grade0999th9th grade101010th10th grade111111th11th grade121212th12th grade1313K-6K6 ungraded (students w/disabilities)14147-12712 ungraded (students w/disabilities)PSPSPRESPreschoolPKFPKFPREKFPre-kindergarten full dayPKHPKHPREKHPre-kindergarten half dayGDGDGEDGEDNOTE: If a school or district offers only half-day pre-kindergarten and/or kindergarten programs, but some students attend multiple sessions (e.g., an additional morning or afternoon session) to participate in supplemental special education services, these students should be considered half-day students and reported with a Grade Level Code of PKH or KH. Grade Type Codes and Descriptions CodeDescriptionMPMARKING PERIODMTMIDTERMFGFINAL GRADEQZQUIZEXEXAMFEFINAL EXAMHWHOMEWORKOAOTHER ASSIGNMENT Language Codes and Descriptions CodeLanguage DescriptionABK AbkhazianACE AchineseACH AcoliADA AdangmeADYAdyghe; AdygeiAAR AfarAFH AfrihiliAFR AfrikaansAFA Afro-AsiaticAINAinuAKA AkanAKK AkkadianALB AlbanianALE AleutALG AlgonquianTUT AltaicAMH AmharicANPAngikaAPA ApacheARA ArabicARGAragoneseARC AramaicARP ArapahoARN AraucanianARW ArawakARM ArmenianART ArtificialASM AssameseAST AsturianATH AthapascanAUS AustralianMAP AustronesianAVA AvaricAVE AvestanAWA AwadhiAYM AymaraAZE AzerbaijaniBAN BalineseBAT BalticBAL BaluchiBAM BambaraBAI BamilekeBAD BandaBNT BantuBAS BasaBAK BashkirBAQ BasqueBTK BatakBEJ BejaBEL BelarussianBEM BembaBEN BengaliBER BerberBHO BhojpuriBIH BihariBIK BikolBYN BilinBIN BiniBIS BislamaBOS BosnianBRA BrajBRE BretonBUG BugineseBUL BulgarianBUA BuriatBUR BurmeseCAD CaddoCAR CaribCAT CatalanCAU CaucasianCEB CebuanoCEL CelticCAI Central American IndianCHG ChagataiCMC ChamicCHA ChamorroCHE ChechenCHR CherokeeCHY Cheyenne CHB ChibchaCHI ChineseCHN Chinook jargonCHP ChipewyanCHO ChoctawCHU Church SlavicCHK ChuukeseCHV Chuvash NWC Classical NewariSYCClassical SyriacCOP CopticCOR CornishCOS CorsicanCRE CreeMUS CreekCRP Creoles and PidginsCPE Creoles and Pidgins, English-basedCPF Creoles and Pidgins, French-basedCPP Creoles and Pidgins, Portuguese-basedCRH CrimeanHRVCroatianCUS CushiticCZE CzechDAK DakotaDAN DanishDAR DargwaDAY DayakDEL Delaware DIN DinkaDIV DivehiDOI DogriDGR DogribDRA DravidianDUA Duala DUT DutchDYU DyulaDZO DzongkhaEFI EfikEKA EkajukELX ElamiteENG EnglishMYVErzyaEPO EsperantoEST EstonianEWE EweEWO EwondoFAN FangFAT FantiFAO FaroeseFAS FarsiFIJ FijianFIL FilipinoFIN FinnishFIU Finno-UgrianFON FonFRE FrenchFRY FrisianFUR FriulianFUL FulahGAA GaGAE GaelicGLG GalleganLUG GandaGAY GayoGBA GbayaGEZ GeezGWO GeorgianGER GermanGEM GermanicGIL GilberteseGON GondiGOR GorontaloGOT GothicGRB GreboGRE GreekGRN GuaraniGUJ GujaratiGWIGwichinHAI HaidaHAT Haitian CreoleHAU HausaHAW HawaiianHEB HebrewHER HereroHIL HiligaynonHIM HimachaliHIN HindiHMO Hiri MotuHIT HittiteHMN HmongHUN HungarianHUP HupaIBA IbanICE IcelandicIDO IdoIBO IgboIJO IjoILO IlokoSMN Inari SamiINC IndicINE Indo-EuropeanIND IndonesianINH IngushINA InterlinguaILE InterlingueIKU InuktitutIPK InupiaqIRA IranianGLE IrishIRO IroquoianITA ItalianJPN JapaneseJAV JavaneseJRB Judeo-ArabicJPR Judeo-PersianKBD KabardianKAB KabyleKAC KachinKAL KalaallisutXAL Kalmyk KAM KambaKAN KannadaKAU KanuriKRC Karachay-BalkarKAA Kara-KalpakKRLKarelianKAR KarenKAS KashmiriCSB KashubianKAW KawiKAZ KazakhKHA KhasiKHM KhmerKHI KhoisanKHO KhotaneseKIK KikuyuKMB KimbunduKIN KinyarwandaKIR Kirghiz KOM KomiKON KongoKOK KonkaniKOR KoreanKOS KosraeanKPE KpelleKRO KruKUA KuanyamaKUM KumykKUR KurdishKRU KurukhKUT KutenaiLAD LadinoLAH LahndaLAM LambaLAO LaoLAT LatinLAV LatvianLTZ LetzeburgeschLEZ LezghianLIM LimgurganLIN LingalaLIT LithuanianJBO LojbanLOZ LoziLUB Luba-KatangaLUA Luba-LuluaLUI LuisenoSMJ Lule SamiLUN LundaLUO LuoLUS LushaiMAC MacedonianMAD MadureseMAG MagahiMAI MaithiliMAK MakasarMLG MalagasyMAY MalayMAL MalayalamMLT MalteseMNC ManchuMDRMandarMAN MandingoMNI ManipuriMNO ManoboMAX ManxMAO MaoriMAR MarathiCHM MariMAH MarshalleseMWR MarwariMAS MasaiMYN MayanMEN MendeMIC MicmacMIN MinangkabauMWL MirandeseMIS MiscellaneousMOH MohawkMDF MokshaMOL MoldavianLOL MongoMON MongolianMKH Mon-KhmerMOS MossiMUL MultipleMUN MundaNAH NahuatlNAU Nauru NAV NavajoNDO NdongaNAP NeapolitianNEP NepaliNEW NewariNIA NiasNIC Niger-KordofanianSSA Nilo-SaharanNIU NiueanNQONKoNOG NogaiNON Norse, OldNAI North American IndianNDE North NdebeleSME Northern SamiNOR NorwegianNOB Norwegian BokmalNNO Norwegian NynorskNUB NubianNYM NyamweziNYA NyanjaNYN NyankoleNYO NyoroNZI NzimaOJI OjibwaORI OriyaORM OromoOSA OsageOSS OssetianOTH Other LanguageOTO OtomianPAL PahlaviPAU PalauanPLI PaliPAM PampangaPAG PangasinanPAP PapiamentoPAA PapuanPERPersianPHI PhilippinePHN PhoenicianPON PohnpeianPOL PolishPOR PortuguesePRA PrakritPAN PanjabiPUS PushtoQUE QuechuaROH Raeto-RomanceRAJ RajasthaniRAP RapanuiRAR RarotonganROA RomanceRUM RomanianROM RomanyRUN RundiRUS RussianSAL SalishanSAM Samaritan AramaicSMI SamiSMO SamoanSAD SandaweSAG SangoSAN SanskritSATSantaliSRD SardinianSAS SasakSCO ScotsSEL SelkupSEM SemiticSCC SerbianSCR Serbo CroatianSRR SererSHN ShanSNA ShonaIII Sichuan YiSCN SicilianSID SidamoSGN Sign LanguageBLA SiksikaSND SindhiSIN SinhaleseSIT Sino-TibetanSIO SiouanSMS Skolt SamiDENSlave (Athapascan)SLA SlavicSLO SlovakSLV SlovenianSOG SogdianSOM SomaliSON Songhai SNK SoninkeWEN SorbianNSO Sotho, NorthernSOT Sotho, SouthernSAI South American IndianNBL South NdebeleALT Southern Altai SMA Southern SamiSPA SpanishSRNSranan TongoSUK SukumaSUX SumerianSUN SundaneseSUS SusuSWA SwahiliSSW SwatiSWE SwedishSYR SyriacTGL TagalogTAH TahitianTAI TaiTGK TajikTMH TamashekTAM TamilTAT TatarTEL TeluguTER TerenoTET TetumTHA ThaiTIB TibetanTIG Tigre TIR TigrinyaTEM TimneTIV TivTLI TlingitTPI Tok PisinTKL TokelauTOG Tonga (Nyasa)TON Tonga (Tonga Islands)TSI TsimshianTSO TsongaTSN TswanaTUM TumbukaTUP TupiTUR TurkishTUK TurkmenTVL Tuvalu TYV TuvinianTWI TwiUDM UdmurtUGA UgariticUIG UighurUKR UkrainianUMB UmbunduUND UndeterminedHSB Upper SorbianURD UrduUZB UzbekVAI VaiVEN Venda VIE VietnameseVOL VolapkVOT VoticWAK WakashanWAL WalamoWLN WalloonWAR WarayWAS WashoWEL WelshWOL WolofXHO XhosaSAH YakutYAO Yao YAP YapeseYID YiddishYOR YorubaYPK YupikZND ZandeZAP ZapotecZZAZazakiZEN ZenagaZHA ZhuangZUL ZuluZUN Zuni ELL Status Exit Program Service Codes (in Programs Fact template) Note: ELL exit program service code Student Achieved English Proficiency Code 849 is no longer applicable. LEP Eligibility Exit Using NYSESLAT score only Code 3011 Description: Identifies a student whose ELL eligibility ended because the student scored at the Commanding level on the NYSESLAT. Purpose: Identifies students who were identified as ELL but tested out of ELL status using the NYSESLAT. These students will be considered ELL in the current school year, former ELL in the following two school years, and ever ELL in future years for reporting and research purposes. Date: June 30 of the reporting year. LEP Eligibility Exit Using NYSESLAT score and a NYSTP or Regents score Code 3022 Description: Identifies a student (general education or student with a disability) whose ELL eligibility ended because, in the same reporting year (or, in the case of students who score 65 or higher on an August Regents examination in English, in the spring preceding the August test administration), the student scored at the Expanding level on the NYSESLAT, AND either scored Proficient (Level 3 or 4) on the NYSTP grades 3-8 ELA assessment OR scored 65 or higher on a Regents examination in English OR passed an approved alternative to Regents English. For more information, see Commissioners Regulations Part 154-2.3(m)(1)(ii). Purpose: Identifies students who were identified as ELL but tested out of ELL status using the NYSESLAT and NYSTP or a Regents or alternative to Regents test. These students will be considered ELL in the current school year, former ELL in the following two school years, and ever ELL in future years for reporting and research purposes. Date: Any time during the school year. LEP Eligibility Exit due to determination by CSE Code 3033 Description: Identifies a student whose ELL eligibility ended because the student had been designated as ELL eligible but was subsequently identified by the CSE as not appropriate for ELL eligibility status, not appropriate to take the NYSESLAT, but eligible to take another assessment as decided by the Commissioner. Purpose: Identifies students who were identified as ELL but who were removed from ELL status based on CSE decision. These students will be considered ELL in the current school year, former ELL in the following two school years, and ever ELL in future years for reporting and research purposes. Date: Any time during the school year. LEP Eligibility Exit based on review of identification determination Code 3045 Description: Identifies a student whose ELL eligibility ended because the student was determined by the district to have been misidentified as ELL following the Review of Identification Determination pursuant to Commissioners Regulations Part 154-2.3(b). Students exited with a 3045 program service code will not be considered former ELLs and will not qualify for transition services. Purpose: Identifies students who were incorrectly identified as ELL and who were removed from ELL status based on re-evaluation of ELL appropriateness. These students will NOT be considered ELL in the current school year and will NOT be considered ever ELL or former ELL in future years for reporting and research purposes. Date: Within 45 school days, schools must initiate the process of determining if the student should be removed from ELL status. NOTE: If a students 0231 record is closed, the following program service codes must also be closed: 1232 Students with Interrupted Formal Education (SIFE), 5720 Title III: Services to Non-Immigrant LEP Students, 5731 Title III: Language Instruction Immigrant LEP Students, and 5709 English as a Second Language. (Program service code 5709 indicates a LEP student is in an ESL program. Non-LEP students may take an ESL class but may not be reported as being in an ESL program.) If a students 0231 record is closed, the following program service codes should be closed if the student is no longer in the program but left open if the student continues to be in the program: 5742 Title III - Part B, subpart 4: Emergency Immigration Education Program; 5687 Two-way Bilingual Education Program, and 5676 Bilingual Program. Marking Period Numbers and Descriptions NumberDescription1Marking Period 12Marking Period 23Marking Period 34Marking Period 45Marking Period 56Marking Period 67Marking Period 78Marking Period 8 Postgraduate Plan Codes and Descriptions CodeDescription14-year college in NYS22-year college in NYS3Other postsecondary school in NYS44-year college outside NYS52-year college outside NYS6Other postsecondary school outside NYS7Seek employment8Enlist in the military9Other plan10Adult Services (students with disabilities only)11Unknown Program Service Codes and Descriptions Each academic year, every Program Service Code applicable to a student must be recorded and must also have a Program Service Entry Date. Program Services that were not exited in the previous academic year should be recorded with a July 1 entry date. Program Services that end during the academic year also require a Program Service Exit Date. A student cannot have program service records without an active enrollment record. All Program Services designated as "school level" (e.g., Title I Targeted Assistance Programs) require an eligibility determination each time the student changes buildings either within the school district or to an out-of-district placement. Therefore, a new Program Fact record is required each time a student receiving this type of program service changes buildings, assuming the program service continues. All Program Services designated as "district level" (e.g., Poverty-from low-income family) require a new eligibility determination and a new record only when a student's status or participation in the program service changes or when the student transfers to a new district. For these elements, the codes must be used. These codes are used at Level 2 of SIRS. CodeDescriptionType: Limited English Proficient Eligibility0231 LEP EligibleType: Limited English Proficient Programs5709 English as a Second Language5676 Bilingual Program5687 Two-way Bilingual Education Program5698 LEP - Other Programs8239 LEP Eligible but not in a LEP ProgramType: No Child Left Behind Funded Program Services5533 Supplemental Educational Services for Schools in Improvement Status under Title I 5577Applied for Supplemental Educational Services for Schools in Improvement Status under Title I0286 Title I - Part A: Improving Basic Programs (other than 5533) 0411Title I Part A: Improving Basic Educational Services for School-wide Program (other than 5533)0330 Title I - Part C: Education of Migratory Children0187 Title I - Part D: Prevention and Intervention Programs for Children and Youth who are Delinquent8327Title I Part D: Prevention and Intervention Programs for Children and Youth who are Neglected5720 Title III: Services to Non-Immigrant LEP Students5731 Title III: Language Instruction Immigrant LEP Students5742 Title III - Part B, subpart 4: Emergency Immigration Education Program5566 Title X - Part C: Homeless Education/McKinney-VentoType: No Child Left Behind Transfer Options5872 Applied for Transfer Option - School Identified as in Need of Improvement5883 Applied for Transfer Option - Persistently Dangerous School7022 Transfer Option Offered - School Identified as in Need of Improvement7033 Transfer Option Offered - Persistently Dangerous SchoolType: Type of Disability5786 Preschool Student with a Disability0352 Autism0363 Emotional Disturbance0385 Learning Disability0396 Intellectual Disability0407 Deafness0418 Hearing Impairment0429 Speech or Language Impairment0440 Visual Impairment (includes Blindness)0451 Orthopedic Impairment0462 Other Health Impairment0473 Multiple Disabilities0484 Deaf-Blindness0495 Traumatic Brain InjuryType: Safety Net0550 Eligible for safety net in English under Section 5040572 Eligible for safety net in Mathematics under Section 5040583 Eligible for safety net in Global History & Geography under Section 5040594 Eligible for safety net in U.S. History & Government under Section 5040605 Eligible for safety net in Science under Section 5045775 Eligible for safety net in All Subjects under Section 504Type: Career and Technical Education Specific Career and Technical Education Program Code8261 Single Parent/Pregnant StatusType: PreK Program902 Universal PreK program990 Other PreK programType: Universal PreK Setting1309District-operated1320Day care center1331Head Start1342Family or Group Day Care1353Nursery School1364BOCES1375Special Ed 4410 Preschool1386Nonpublic School1397Museum1408Library1419OtherType: Title I Services in Targeted Assistance Programs0803Reading/Language Arts0814Mathematics0825Science0836Social Sciences0847Vocational/Career0858Other Instructional Services0869Health, Dental and Eye Care0880Supporting Guidance/Advocacy0891Other Support ServicesType: Higher Education4004Liberty Partnerships Program (LPP)4015Science and Technology Education Program (STEP)4026P-Tech Early College High School4037Smart ScholarsType: Other0198 Poverty - from low-income family0220 Eligible for Alternate Assessment 0242 Eligible to take the NYSESLAT for grades 3-8 ELA Accountability0264 Section 504 Plan 1232Students with Interrupted Formal Education (SIFE) Summer School Participation (see below for codes) 2618Voluntary inter-district urban-suburban transfer program5753 Early Intervening Services supported with IDEA funds5817 Free Lunch Program5806 Reduced-Price Lunch Program8272 Homeless Unaccompanied Youth Status Detailed definitions of Program Services are provided using the following design: Program Service NameName and code are shown. Level Designation: This specifies when a BEDS code is to be associated with the program service. In Program Service records BEDS codes are reported under the data element "Program Service Provider BEDS Code." All program services are designated either as "school-level" or "district-level". Program services designated as school-level require a BEDS code. Those designated as district-level do not. School-level program services require an eligibility determination each time the student changes buildings either within the school district or to an out-of-district placement. School- level services require a new program service record each time a student receiving the service changes buildings if the service continues. For school-level program services, use the following to determine the BEDS code to use when reporting these students: when service provider is the district accountable for the student's performance, use the BEDS code of the specific building in the district where the student receives the service; when the service provider is a BOCES, use the BEDS code in the BOCES District of Responsibility Codes list in Chapter 5: Codes and Descriptions as the service provider location; when the service provider is an approved private placement, use the BEDS code of the entity where the out-of-district placement was made (i.e., where the student receives the service); when the service provider is a district other than the district accountable for the students performance, use the BEDS code for a specific building where the student receives the service in the other district. District-level program services require a new record only when a student's status or participation in a service changes. A new program services record is not required if a student receiving such service changes buildings. Description: Brief description of the Program Service is given. Purpose: Provides reason this information is being collected. Entry Date: Date this Program Service becomes applicable to this student. It can be the date of initial eligibility or the date the Program Service actually begins. Exit Date: Date this Program Service is no longer applicable to this student. It can be the date eligibility ends or the date the Program Service actually ends. Only Program Services that end require an exit date. Program Services continuing into the following academic year should not have an ending date this year. Reason for Ending Code: Provides circumstances under which the student ended this Program Service. Not all Program Services require this code. Limited English Proficient EligibilityLEP Eligible Code 0231 Level Designation: District-level service. Description: Identifies the student as an English Language Learner (ELL) (also known as limited English proficient (LEP)) and, therefore, eligible for ELL services. Note that each student identified as ELL eligible must also have the data element Years Enrolled in a Bilingual or ESL Program entered in his or her student record. Students identified as ELL eligible should have a specific ELL program service identified, as described under English Language Learner Programs. Purpose: Identifies ELL students for accountability, reporting, and research purposes. An "Exit Date" and "Reason for Ending Code" is used to identify ELL students who have achieved English proficiency. Part 154 of Commissioners Regulations defines English Language Learners as students who, by reason of foreign birth or ancestry, speak or understand a language other than English and speak or understand little or no English, and require support in order to become proficient in English and are identified pursuant to Section 154.3. Districts should contact the nearest Regional Bilingual Education Resource Networks (RBE-RNs) to obtain assistance with ELL identification procedures. Entry Date: Date of eligibility decision. Exit Date: Required only if the student achieved proficiency on all modalities of the NYSESLAT (Reading, Writing, Listening, and Speaking) during the current academic year. The date recorded should be June 30 of the academic year in which the student reaches proficiency on the NYSESLAT. Students who test out of ELL by reaching proficiency on the NYSESLAT are still entitled to accommodations and some types of services for two years; however, once the students have tested out of ELL, they must NOT be recorded as ELL with an 0231 code. An "Exit Date" should not be used to end a LEP Eligible Code 0231 program service record when the student leaves the district or graduates. It must be used only when the student achieves English proficiency. Reason for Ending Code: Use 3011, 3022, 3033, or 3045, as applicable. See ELL Status Exit Program Service Codes in Chapter 5: Codes and Descriptions. English Language Learner ProgramsEnglish as a Second Language Code 5709, Bilingual Program Code 5676, Two-way Bilingual Education Program Code 5687, LEP Other Programs Code 5698, and LEP Eligible but not in a LEP Program Code 8239. Level Designation: School-level service. Description: Indicates which ELL program service the student is in (i.e., English as a Second Language, Bilingual Program, Two-way Bilingual Education, or LEP Other Program Service) or that the ELL-eligible student is not being served. Students identified as ELL eligible under program service code 0231 (see above) should have a specific ELL program service identified here. These program services are mutually exclusive but can be offered at different points throughout the academic year. Multiple ELL programs should be reported with appropriate Entry and Exit dates. If any of the first four are used, the LEP Eligible but not in a LEP Program code should not be used. All ELL-eligible students must receive ELL services. Purpose: These codes are used to identify which ELL program service the student participates in. Entry Date: Date ELL program service begins. Exit Date: Date that student tests above a State-designated level of proficiency or changes ELL programs. Reason for Ending Code: Not used. No Child Left Behind Funded Program ServicesSupplemental Educational Services for Schools in Improvement Status under Title I Code 5533 Level Designation: School-level service. Description: Indicates that the student attended a school designated as "in need of improvement" under Title I of NCLB and this student received supplemental educational services supported with Title I funds during the school year. Purpose: To identify such students for reporting these data to the United States Education Department (USED). Entry Date: Date services begin. Exit Date: Date services end. Reason for Ending Code: Not used. Applied for Supplemental Educational Services for Schools in Improvement Status under Title I Code 5577 Level Designation: School-level service. Description: Indicates that the student applied for (but did not yet receive) supplemental services. Purpose: To identify such students for reporting these data to the United States Education Department (USED). Entry Date: Date when student/parent applied for services. Exit Date: Leave blank until services are withdrawn. Then, date services end. Reason for Ending Code: Not used. Title I - Part A: Improving Basic Programs -Targeted Assistance Program (other than 5533) Code 0286 Level Designation: School-level service. Description: Indicates that the student is served in a "Targeted Assistance Program" supported with Title I program funds. For students in a school that operates a targeted Title I program, a programs fact record (code 0286) must be reported for each student who is served. Students reported with an 0286 Program Service Code must also be reported with at least one Title I Services in Targeted Assistance Programs code (see below). Purpose: To identify such students for reporting these data to the USED. Entry Date: Date service began. Exit Date: Date service ended. Reason for Ending Code: Not used. Type: Title I Services in Targeted Assistance Programs0803Reading/Language Arts0814Mathematics0825Science0836Social Sciences0847Vocational/Career0858Other Instructional Services0869Health, Dental and Eye Care0880Supporting Guidance/Advocacy0891Other Support Services Title I Part A: Improving Basic Educational Services for School-wide Program (other than 5533) Code 0411 Level Designation: School-level service. Description: Identifies students served by a school-wide (as opposed to a targeted assistance) supported with Title I program funds. Purpose: To identify such students for reporting these data to the USED. Entry Date: Date service began. Exit Date: Date service ended. Reason for Ending Code: Not used. Title I - Part C: Education of Migratory Children Code 0330 Level Designation: District-level service. Description: Indicates that the student is served by programs and services supported with Title I Part C funds. The statute gives States the authority under specific circumstances to continue to provide services to migratory children who have reached the end of their eligibility for Migrant Education Program (MEP). A student is a migrant child if the student is, or whose parent, guardian, or spouse is, a migratory agricultural worker, including a migratory dairy worker or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, guardian, or spouse, in order to obtain, temporary or seasonal employment in agricultural or fishing work has moved from one school district to another. Students in grades K-8 are eligible to be served by programs and services supported with Title I Part C funds for 36 consecutive months from their qualifying date or move, when they have a Certificate of Eligibility (COE) that is signed by a parent or guardian and filed with the superintendent of schools. This Certificate of Eligibility (COE) remains in effect for 36 consecutive months while a student is eligible in grades K-8. A student in grades K-8 whose eligibility, based on the signed and approved Certificate of Eligibility (COE), has expired may continue to receive services for one (1) additional school year (i.e., 4th Year Continuation) under the Continuation of Services provision and pending funding, but only if comparable services are not available through other programs, under the initial signed and filed Certificate of Eligibility (COE). These students in grades K-8 who are served under the Continuation of Services provision for one (1) additional school year should not be coded as Migrant students in SIRS, particularly for purposes of the assessment, but they should be coded as receiving migrant services under Title I Part C in Code 0330. Students in grades 9-12 are eligible to be served by programs and services supported with Title I Part C funds for 36 consecutive months from their qualifying date or move, when they have a Certificate of Eligibility (COE) that is signed by a parent or guardian and filed with the superintendent of schools. This Certificate of Eligibility (COE) remains in effect for 36 consecutive months while a student is eligible in grades 9-12 until high school graduation. A student in grades 9-12 whose eligibility, based on the signed and approved Certificate of Eligibility (COE), has expired may continue to receive credit accrual programs and services through Continuation of Services and pending funding, under the initial signed and filed Certificate of Eligibility (COE). These students in grades 9-12 who are served under the Continuation of Services provision for additional school years should not be coded as Migrant students in SIRS, particularly for purposes of the assessment, but they should be coded as receiving migrant services under Title I Part C in Code 0330. Purpose: Migrant data must be collected for each student, if applicable (i.e., the student is a migrant who is eligible for Migrant education programs and services and served in a program funded by Title I Part C funds), to fulfill the State reporting requirements under NCLB. In addition, such school and district data for migrant students may be included in the school and district report cards. Entry Date: Date of eligibility decision. Exit Date: Not used. Reason for Ending Code: Not used. If school district personnel have questions about a specific migratory child, they should contact the appropriate regional Migrant Education Tutorial and Support Services (METS) program at  HYPERLINK "http://www.p12.nysed.gov/accountability/T1/migrant/mets.html" http://www.p12.nysed.gov/accountability/T1/migrant/mets.html. Title I - Part D: Prevention and Intervention Programs for Children and Youth who are Delinquent Code 0187 Level Designation: District-level service. Description: Indicates that the student is served by programs supported by funding under NCLB Title I - Part D during the reporting year. For a student to be counted for this funding purpose, the student must be between the ages of 5 and 17, and reside in an institution for the delinquent. Delinquent children will have been adjudicated delinquent or persons in need of supervision. The term "delinquent children" also refers to students who are placed in an adult correctional institution in which children reside. Purpose: This data element must be collected for each student served by funding under NCLB Title I - Part D to fulfill the State reporting requirements under the NCLB legislation. Entry Date: First day designation applies. Exit Date: Date the designation is eliminated. Reason for Ending Code: Not used. Title I Part D: Prevention and Intervention Programs for Children and Youth who are Neglected Program Service Code 8327 Level Designation: District-level service. Description: Indicates that the student is served by programs supported by funding under NCLB Title I - Part D during the reporting year. For a student to be counted for this funding purpose, the student must be between the ages of 5 and 17, and reside in an institution for the neglected. Neglected children will have been committed to an institution or voluntarily placed in the institution under applicable State law because of the abandonment by or neglect by or death of parents. Purpose: This data element must be collected for each student served by funding under NCLB Title I - Part D to fulfill the State reporting requirements under the NCLB legislation. Entry Date: First day designation applies. Exit Date: Date the designation is eliminated. Reason for Ending Code: Not used. Title III: Services to Non-Immigrant LEP Students Code 5720 Level Designation: School-level service. Description: Identifies that the student is served in a program supported by Title III: Services to Non-Immigrant ELL Students program funds. Purpose: This data element must be collected for each student, if applicable, to fulfill the State reporting requirements under NCLB. Entry Date: Date service began. Exit Date: Not used. Reason for Ending Code: Not used. For more information about Title III, see  HYPERLINK "http://www.emsc.nysed.gov/biling/NEWTIII.html" http://www.p12.nysed.gov/biling/NEWTIII.html. Title III: Language Instruction for Students that are both LEP and Immigrants Code 5731 Level Designation: School-level service. Description: Indicates that the student is served in a program supported by Title III: Language Instruction for ELL and Immigrant Students program funds. Purpose: This data element must be collected for each student, if applicable, to fulfill the State reporting requirements under NCLB. Entry Date: Date service began. Exit Date: Not used. Reason for Ending Code: Not used. For more information about Title III, see  HYPERLINK "http://www.emsc.nysed.gov/biling/NEWTIII.html" http://www.p12.nysed.gov/biling/NEWTIII.html. Title III - Part B, subpart 4: Emergency Immigration Education Program Code 5742 Level Designation: School-level service. Description: Indicates that the student is served in a program supported by Title III - Part B, subpart 4 funds. Purpose: This data element must be collected for each student, if applicable, to fulfill the State reporting requirements under NCLB Entry Date: Date service began. Exit Date: Not used. Reason for Ending Code: Not used. For more information about Title III, see  HYPERLINK "http://www.emsc.nysed.gov/biling/NEWTIII.html" http://www.p12.nysed.gov/biling/NEWTIII.html. Title X - Part C: Homeless Education/McKinney-Vento Code 5566 Level Designation: District-level service. Description: Indicates that the student is served in a program supported by Title X - Part C program funds (e.g., McKinney-Vento subgrant award). A homeless student is one who lacks a fixed, regular, and adequate nighttime residence, including a student who is sharing the housing of other persons due to a loss of housing, economic hardship or similar reason; living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations; abandoned in hospitals; awaiting foster care placement; or a migratory child, as defined in subsection 2 of section 1309 of the Elementary and Secondary Education Act of 1965, as amended, who qualifies as homeless under any of the above provisions; or has a primary nighttime location that is a supervised publicly or privately operated shelter designed to provide temporary living accommodations including, but not limited to, shelters operated or approved by the State or local department of social services, and residential programs for runaway and homeless youth established pursuant to article 19H of the executive law or a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings, including a car, park, public space, abandoned building, substandard housing, bus, train stations, or similar setting. Homeless students do not include a child in a foster care placement or receiving educational services pursuant to subdivision four, five, six, six-a, or seven of Education Law section 3202 or pursuant to article 81, 85, 87, or 88 of Education Law. Purpose: This data element must be collected for each student, if applicable, to fulfill the State reporting requirements under NCLB. Entry Date: Date of first classification as homeless. This is determined by the LEA's homeless liaison and is the date the liaison determines that child or unaccompanied youth lacks a fixed regular and adequate nighttime residence. Exit Date: Date student is declassified as homeless. This is the date the homeless liaison determines that child or unaccompanied youth now has a fixed regular and adequate nighttime residence. Reason for Ending Code: Not used. No Child Left Behind Transfer OptionsUse the NCLB transfer option code each time an application is made or the transfer option is offered. If the student enrolls in a school using a school-choice option enrollment code and stays in the school the following year, do not use the NCLB transfer option program service code in that following year, as no new application is made or transfer option offered in that year. If a student applies for a transfer option, is turned down or refused to accept the offer, and re-applies the following year, the NCLB transfer option program service code should be reported in both years. Applied for Transfer Option - School Identified as in Need of Improvement Code 5872 Level Designation: School-level service. Description: Indicates that the student is enrolled in a school that is in improvement status under Title I and has applied to transfer to another school in the public school district. Purpose: To identify such students for reporting these data to the USED. Entry Date: Date the student's application for transfer is received by the public school district. This date may be the actual date the application is submitted or the due date for all such applications. Exit Date: Not used. Reason for Ending Code: Not applicable. Location/BEDS Code: School identified as in Need of Improvement. Applied for Transfer Option - Persistently Dangerous School Code 5883 Level Designation: School-level service. Description: Indicates that the student is enrolled in a school that has been designated as persistently dangerous under NCLB and has applied to transfer to another school in the public school district. Purpose: To identify such students for reporting these data to the USED. Entry Date: Date the student's application for transfer is received by the public school district. This date may be the actual date the application is submitted or the due date for all such applications. Exit Date: Not used. Reason for Ending Code: Not applicable. Location/BEDS Code: School identified as Persistently Dangerous. Transfer Option Offered - School Identified as in Need of Improvement Code 7022 Level Designation: School-level service. Description: Indicates that the student is enrolled in a school that is in improvement status under Title I and has been offered a transfer to another school in the public school district. Purpose: To identify such students for reporting these data to the USED. Entry Date: Date the student is given an offer to transfer by the public school district. Exit Date: Not used. Reason for Ending Code: Not applicable. Location/BEDS Code: School where transfer option is offered. Transfer Option Offered- Persistently Dangerous School Code 7033 Level Designation: School-level service. Description: Indicates that the student is enrolled in a school that has been designated as persistently dangerous under NCLB and has been offered a transfer to another school in the public school district. Purpose: To identify such students for reporting these data to the USED. Entry Date: Date the student is given an offer to transfer by the public school district. Exit Date: Not used. Reason for Ending Code: Not applicable. Location/BEDS Code: School where transfer option is offered. Type of Disability All Type of Disability Categories Codes 5786, 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484 and 0495 Level Designation: District-level service. Description: Indicates the disability category of students who have been classified as disabled by the district CSE or the district CPSE (i.e., students who have an IEP). Students with Section 504 plans should not be reported as disabled. Purpose: The type of disability record determines which members are included in the students with disabilities group for district and school accountability and for other reports. It also determines which students are eligible for the safety net, allowing students to use competency credit to meet graduation requirements. Do not enter a 504 Safety Net program service code for students with a disability service program code. Only one disability record should be entered for each student. A student is counted as disabled if the program service entry date is before the reporting date and the program service exit date is on or after the reporting date. A program service without a value in the Program Service Exit Date field is considered to end after the reporting date. Entry Date: Date of CSE or CPSE decision to classify with that disability, except that the entry date for children who transition from Early Intervention (EI) to preschool special education must be later if parents decide to continue EI services and transition to preschool special education later than the CPSEs decision to classify. Exit Date: Date the CSE or CPSE rescinds the classification or the students disability changes or the last date of the school year during which the student receives a Career Development & Occupational Studies Commencement Credential (including those students who receive the credential as a supplement to a diploma). In cases when the classification is rescinded or changed at the end of the school year to be effective at the start of the following school year, the exit date must be later than the date of CSE or CPSEs action. For example, if a preschool child is declassified in June 2016 (end of the school year), but the effective date of the declassification is September 2016 (start of the following school year), the students disability exit date must be the August 31, 2016, allowing the student to have an active disability record in July and August 2016 for summer preschool special-education services. Reason for Ending Code: Used to indicate whether the student was declassified, the student had his/her disability status changed by the CPSE/CSE, or the parents revoked consent for special-education services (in writing) or when the student receives a Career Development & Occupational Studies (CDOS) Commencement Credential. Use code 901 when the student is declassified or when parents revoke consent for special-education services. Use code 912 when the student's disability has changed. A change in type of disability will require a new program service record identifying the new type of disability. Note: A preschool student with a disability who continues as a student with a disability to a school level grade (including kindergarten) must have his or her preschool Type of Disability (code 5786) ended with a Reason for Ending Code 912 and a new Type of Disability assigned. Use code 672 when the student receives a Career Development & Occupational Studies (CDOS) Commencement Credential (as a stand-alone credential or as a supplement to a diploma). Use of the 672 exit code will not prevent the submission of a type of disability program record in a subsequent year. Safety NetUnder Section 504 - Each/All Subjects Codes 0550, 0572, 0583, 0594, 0605 and 5775 Level Designation: District-level service. Description: Indicates Section 504 students whose 504 plan specifically allows eligibility for the graduation assessment safety net. A 504 Safety Net record should be included for each subject area in which the student is eligible for the safety net. The student must also have a program service record indicating that the student has a Section 504 plan (i.e., program service code of 0264). Do not enter a Section 504 program service code for students with a disability program service code. In calculating the district and school high school accountability indices, Regents Competency Test (RCT) scores for Section 504 students will be counted only if they have both a Section 504 program service record and a 504 Safety Net record documenting eligibility in that subject. Purpose: To identify students eligible for the safety net and, therefore, eligible to use Regents competency tests to meet graduation requirements. Entry Date: Date 504 plan adopted. Exit Date: Date 504 plan revoked. Reason for Ending Code: Not used. Career and Technical EducationSpecific Career and Technical Education Program Code Level Designation: School-level service. Description: Indicates in which specific career and technical education program the student participates. A list of acceptable career and technical education programs can be found in Chapter 5: Codes and Descriptions. This list uses the National Center for Educational Statistics (NCES) Classification of Instructional Programs (CIP) structure. Purpose: To identify which specific career and technical education program students are enrolled in, have completed, or have left without completing. Entry Date: Date the student enrolls in the program. Exit Date: Date the student completes the program or date the student terminates the program without completing it. Reason for Ending Code: Indication of whether the student completed the program or left the program before completion. Use code 646 for completion of the program, code 663 for left without completing program, and 680 for students whose program completion is pending. Single Parent/Pregnant Status Code 8261. Level Designation: District-level service. Description: Only applicable to students who have a career and technical education program service and have reached the "Concentrator" level of intensity. This program service indicates the student is a single parent or is pregnant. Purpose: Used to identify these students for federal reporting purposes. This status (i.e., single parent or pregnant) is as of any time during the school year. This is to allow a student to be counted no matter when in a school year the student may become a career and technical education concentrator. Districts should determine this status at the same point in time that the district counts the student as a career and technical education concentrator. Entry Date: Date the student is identified as a single parent or as pregnant. Exit Date: Date that the student no longer meets these parameters. Reason for Ending Code: Not used. PreKProgramUniversal PreK program 902 Level Designation: District-level service. Description: Indicates participation in a Universal Prekindergarten Program. Students reported with a 902 Program Service Code must also be reported with a Universal PreK Provider code (see below). Students reported with program code 902 must also be reported as enrolled in a prekindergarten grade level. Entry Date: Date student enrolls in the program. Exit Date: Date the student completes the program or date the student terminates the program without completing it. Reason for Ending Code: Not used. Type: Universal PreK Provider1309District-operated1320Day care center1331Head Start1342Family or Group Day Care1353Nursery School1364BOCES1375Special Ed 4410 Preschool1386Nonpublic School1397Museum1408Library1419Other Other PreK program 990 Level Designation: District-level service. Description: Indicates participation in a prekindergarten program other than UPK. Students reported with program code 990 must also be reported as enrolled in a prekindergarten grade level. Entry Date: Date student enrolls in the program. Exit Date: Date the student completes the program or date the student terminates the program without completing it. Reason for Ending Code: Not used. Higher EducationLiberty Partnerships Program (LPP) Code 4004 Level Designation: District-level service. Description: Indicates participation in the Liberty Partnerships Program, which provides collaborative pre-collegiate/school dropout prevention programs that support at-risk youth in completing secondary school and prepare those students for successful transition into postsecondary education or onto a career path. Purpose: To identify students to determine program effectiveness. Entry Date: First day of program. Exit Date: Last day of program. Reason for Ending Code: Not used. Science and Technology Education Program (STEP) Code 4015 Level Designation: District-level service. Description: Indicates participation in the Science and Technology Entry Program, which prepares minority, historically underrepresented, or economically disadvantaged secondary school students for entry into postsecondary degree programs in scientific, technical, health-related fields, and the licensed professions. Purpose: To identify students to determine program effectiveness. Entry Date: First day of program. Exit Date: Last day of program. Reason for Ending Code: Not used. P-Tech Early College High School Code 4026 Level Designation: District-level service. Description: Indicates participation in the NYS P-TECH Program, which provides a six-year integrated secondary and post-secondary level education for students resulting in a Regents High School Diploma, an Associates-level college degree, and workplace learning in preparation for a career pathway. Students in NYS P-TECH programs remain on their high school registers for the full six years of the program. These students are not considered high school graduates until they have completed the requirements for both the Regents high school diploma and their AAS degree (or other two-year degree that is the industry standard for the targeted jobs in a high-tech field). The program is designed such that students complete all Regents diploma requirements by the end of their fourth year. However, if a student fails to do so because he or she fails a course or a required examination, the student may retake the course or examination in his or her fifth year. The home school is responsible for reporting the NYS P-TECH program service code for each applicable enrolled student for each year the student is enrolled in the program. All appropriate Teacher-Student-Linkage data must be submitted during the years the student is working toward a high school diploma. Students in this program are entitled to a free public education for the duration of the program. If a student chooses to exit the NYS P-TECH program before completion of the requirements for an AAS degree, the student is entitled to a free public education until such time as the student completes the requirements for high school graduation. A list of all NYS P-TECH projects in Cohort I (2013-2020) and Cohort II (2014-2021) are available at  HYPERLINK "http://www.highered.nysed.gov/kiap/scholarships/PTech.htm" http://www.highered.nysed.gov/kiap/scholarships/PTech.htm. Cohort III will be available at the same site once those seven projects begin implementation with students in Fall 2016. Purpose: To identify students to determine program effectiveness. Entry Date: First day of program. Exit Date: Last day of program. Reason for Ending Code: Not used. Smart Scholars Code 4037 Level Designation: District-level service. Description: This program provides students with significant academic and social supports to develop college readiness, and the opportunity to earn 24 to 60 college credits while in high school. The target population is students from groups that have traditionally been underrepresented in postsecondary education; for example, first generation college students, students from low-income families, and students performing in the low to mid-range academically. The program includes both stand-alone schools and programs within schools. Purpose: To identify students to determine program effectiveness and for purposes of future school/district accountability calculations. Entry Date: First day of participation in the program. Exit Date: Last day of program. Reason for Ending Code: Not used. OtherPoverty- from low-income family Code 0198 Level Designation: District-level service. Description: Indication of student economic status. Purpose: Poverty is used to determine which cohort members should be included in the economically disadvantaged group for district and school accountability. An economically disadvantaged student is a student who participates in, or whose family participates in, economic assistance programs such as: the Free- or Reduced-price Lunch Programs (Note that the United States Department of Agriculture has authorized the use of enrollment in free- and reduced-price lunch programs to identify students from low-income families for Title I reporting purposes.) For districts participating in the Community Eligibility Option (CEO), identify only those students who would qualify to participate in the federal Free Lunch Program independent of CEO. For example, do not identify students who participate in the federal Free Lunch Program solely because the LEA is CEO eligible. Please consult the NYSED's Office of Child Nutrition Program Administration for guidelines; Social Security Insurance (SSI); Food Stamps; Foster Care; Refugee Assistance (cash or medical assistance); Earned Income Tax Credit (EITC); Home Energy Assistance Program (HEAP); Safety Net Assistance (SNA); Bureau of Indian Affairs (BIA); or Family Assistance: Temporary Assistance for Needy Families (TANF). If one student in a family is identified as low income, all students from that household (economic unit) may be identified as low income. Entry Date: Date of eligibility decision (determined annually). Exit Date: Date that eligibility ends. Reason for Ending Code: Not used. Eligible for Alternate Assessment Code 0220 Level Designation: District-level service. Description: Indicates that the student is eligible for the NYSAA, as identified by the CSE. Purpose: Only students with an Alternate Assessment Program service record will be reported on the Verification of New York State Alternate Assessment Results report. A student must have a disability record to report an Alternate Assessment Program service record. A student must have an Alternate Assessment Program record to report an alternate assessment score. Entry Date: Date of CSE eligibility decision. The CSE eligibility decision should be made prior to the first date of the NYSAA administration period. Exit Date: Date that CSE rescinds eligibility. Reason for Ending Code: Not used. Eligible to take the NYSESLAT for grades 3-8 ELA Accountability Code 0242 Level Designation: District-level service. Description: Identifies ELL students who are not required to take a grades 38 NYSTP ELA assessment. Purpose: Identifies these students for accountability, reporting, and research purposes. Valid scores on all modalities of the NYSESLAT (Reading, Writing, Listening, and Speaking) will satisfy the Title I accountability requirement that the student be assessed in ELA. ELL-eligible students (including those from Puerto Rico) who on April 1, 2016, will have been attending school in the United States for less than one year may use the NYSESLAT only once in lieu of the 3-8 NYSTP in ELA to meet the ESEA participation requirement for AYP in elementary/middle-level ELA. NYSESLAT-eligible students will be counted in the participation calculation for accountability purposes as participating in an ELA assessment if they have valid scores on all modalities of the NYSESLAT (Listening, Speaking, Reading, and Writing). For more information, see NYSESLAT and Accountability in Chapter 2: Student Reporting Rules and ELL guidance at  HYPERLINK "http://www2.ed.gov/policy/elsec/guid/lepguidance.doc" http://www2.ed.gov/policy/elsec/guid/lepguidance.doc. Entry Date: July 1 of current year or date of enrollment (if later than July 1). Exit Date: Not used. Reason for Ending Code: Not used. Section 504 Plan Code 0264 Level Designation: District-level service. Description: Indicates that the student has a Section 504 plan. Purpose: The Section 504 record determines which cohort members are included in the general-education (Safety Net eligible) group for district and school accountability and for other reports. Safety Net eligible general-education students are allowed to use Regents competency test credit to meet graduation requirements. Do not enter a Section 504 program service code for students with a disability program service code. Entry Date: Date of plan approval. Exit Date: Date of plan termination. Reason for Ending Code: Not used. Students with Interrupted Formal Education (SIFE) Code 1232. Level Designation: District-level service. Description: English Language Learners who have attended schools in the United States (the 50 States and the District of Columbia) for less than twelve months and upon initial enrollment in such schools are two or more years below grade level in literacy in their home language; and/or are two or more years below grade level in math due to inconsistent or interrupted schooling prior to arrival in the United States (the 50 States and the District of Columbia). For more information on SIFE, see Part 154 of the Commissioners Regulations at  HYPERLINK "http://www.p12.nysed.gov/biling/docs/CRPart154.pdf" http://www.p12.nysed.gov/biling/docs/CRPart154.pdf or contact the Office of Bilingual Education and World Languages at  HYPERLINK "mailto:obefls@nysed.gov" obefls@nysed.gov. Purpose: To identify SIFE students in order to inform instruction. Entry Date: Date student first identified in current reporting year or July 1 of current reporting year if first identified in a previous year. Exit Date: Date the student no longer meets the definition. Reason for Ending Code: Not used. Summer School Participation Codes 2751, 2752, 2753, 2754, 2755, 2756, 2757, 2758, 2759, 2760, 2761 AND 2861, 2862, 2863, 2864, 2865, 2866, 2867, 2868, 2869, 2870, 2871. Level Designation: School-level service. As such, this program service requires a BEDS code. School-level services usually require a building level BEDS code. However, for this program service, use the following to determine the BEDS code to use when reporting these students: When the service provider is the district accountable for the student's performance and the building the service is provided in is known, use the BEDS code of the building where the student receives the service, or not known, use the BEDS code of the district where the student receives the service; When the service provider is an out-of-district placement (other than a public school district) and is not the district accountable for the student's performance and the building the service is provided in is known, use the BEDS code of the building where the student receives the service, or not known, use the BEDS code of the out-of-district placement where the student receives the service; When the service provider is a BOCES, use the BEDS code of the BOCES (without regard to the specific location at which the service is provided); When the service provider is a public school district other than the district accountable for the students' performance, use the BEDS code of the other district. Description: Indicates that the student participated in a specific summer school program for 20 hours or more. Purpose: To identify such students. Entry Date: First day of program. Exit Date: Last day of program. Reason for Ending Code: Not used. The program service codes are based on the reason the student is taking this program: Reason A This is the first time the student has taken this program or the student is taking this program for advanced enrichment. Reason B The student is taking this program as academic intervention, to improve his/her grades, or because the student is at risk of failing State tests. ProgramReasonABEnglish Language Arts27512861Mathematics27522862Science27532863Social Studies27542864Technology27552865The Arts27562866Languages Other Than English27572867Health27582868Physical education27592869Driver Education27602870Other27612871 Voluntary inter-district urban-suburban transfer program Code 2618 Level Designation: District-level service. Description: Indicates that a non-resident student is participating in the voluntary inter-district urban-suburban transfer program to be reported by suburban districts in the Rochester area. Purpose: This data element must be collected to identify students participating in the Urban-Suburban Interdistrict Transfer Program, a program that exists and operates under the authority of New York State Education Department Regulation Section 175.24 and under the auspices of Monroe 1 BOCES. Identification of participating students is necessary to determine State aid necessary to support the program. Entry Date: Date service began. Exit Date: Date service ended. Reason for Ending Code: Not used. Early Intervening Services supported with IDEA funds Code 5753 Level Designation: District-level service. Description: Indicates that the student is receiving Coordinated Early Intervening Services (CEIS) pursuant to Section 613(f) of the federal IDEA program. School districts may use up to 15 percent of their annual IDEA allocations to provide Early Intervening services. School districts whose data indicate significant disproportion based on race/ethnicity in special education, identification by a specific disability, placement in a particular setting, or in suspension rates are required to use 15 percent of IDEA funds to provide these services. Services purchased with these funds can be direct or indirect services for students. When a district uses these funds to purchase indirect services, report only those students who were the intended beneficiaries of the purchased indirect services. These funds are to be used to serve students who are not identified as needing special-education or related services (i.e., not students with disabilities) but who need additional academic and/or behavioral support to succeed in a general education environment. See guidance memorandum at:  HYPERLINK "http://www.emsc.nysed.gov/specialed/publications/policy/ceis908.htm" http://www.p12.nysed.gov/specialed/publications/policy/ceis908.htm. Purpose: This data element must be collected for each student, if applicable, to identify students to fulfill the State and federal reporting requirements under IDEA. Entry Date: Date service began. Exit Date: Date service ended. Reason for Ending Code: Not used. Free Lunch Program Code 5817 Level Designation: District-level service. Description: Indicates that the student has met eligibility requirements for the federal Free Lunch Program. This means the student has an approved application or other documentation acceptable to the federal Free Lunch Program. This program service also applies to students who have met the eligibility requirements for the federal Free Breakfast Program and/or the federal Free Milk Program. Do not include students in the reduced-price programs. For districts participating in the Community Eligibility Option (CEO), report only those students who would qualify to participate in the federal Free Lunch Program independent of CEO. For example, do not report students who participate solely because the LEA is CEO eligible. Include students whose participation is as a result of the 30-day carryover provision. Purpose: To identify such students for reporting and State Aid purposes. Entry Date: Date of eligibility decision. Exit Date: Date that eligibility ends. Reason for Ending Code: Not used. Reduced-Price Lunch Program Code 5806 Level Designation: District-level service. Description: Indicates that the student has met eligibility requirements for the federal Reduced-Price Lunch Program. This means the student has an approved application and has met the family income eligibility requirements for this program service. This program service also applies to students who have met the eligibility requirements for the federal Reduced-Price Breakfast Program. Include students whose participation is as a result of the 30-day carryover provision. Purpose: To identify such students for reporting and State Aid purposes. Entry Date: Date of eligibility decision. Exit Date: Date that eligibility ends. Reason for Ending Code: Not used. Homeless Unaccompanied Youth Status Code 8272. Level Designation: District-level service. Description: This program service is only applicable to students who have the Data Element "Homeless Indicator" populated with a "Y" (i.e., Homeless at Some Point.). This program service indicates the student is not in the physical custody of a parent or legal guardian. Purpose: Used to identify these students for federal reporting purposes. Entry Date: Date the student is identified as unaccompanied. Exit Date: Date the student no longer meets these parameters. Reason for Ending Code: Not used. Race Codes and Descriptions CodeDescriptionIAmerican Indian or Alaska NativeAAsianBBlack or African AmericanPNative Hawaiian/Other Pacific IslanderWWhite Reason for Ending Program Service Codes and Descriptions CodeDescriptionTo End Program Service Code:646Completion of Program ServiceCareer and Technical Education Codes. Use code 646 for the completion of the program.663Left without Completing Program ServiceCareer and Technical Education Codes. Use code 663 for left without completing the program.672Received CDOS at End of School YearDisability Codes 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484 and 0495. Use code 672 when the student with a disability receives a CDOS.680Leave CTE with the intention of continuing laterUse 680 for students whose program completion is pending. In the year the student leaves school, use code 646 or 663.901Student is declassified or parents revoke consent (in writing) for special education servicesDisability Codes 5786, 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484 and 0495. Use code 901 when the student is declassified or when parents revoke consent for special-education services.912Student Disability type changesDisability Codes 5786, 0352, 0363, 0385, 0396, 0407, 0418, 0429, 0440, 0451, 0462, 0473, 0484 and 0495. Use code 912 when the student's disability has changed.3011LEP Eligibility Exit Using NYSESLAT score only0231 LEP Eligible*3022LEP Eligibility Exit Using NYSESLAT score and NYSTP or Regents score0231 LEP Eligible*3033LEP Eligibility Exit due to determination by CSE0231 LEP Eligible*3045LEP Eligibility Exit based on review of identification determination0231 LEP Eligible**See ELL Status Exit Program Service Codes in this chapter for more information. Staff Attendance Codes and Descriptions CodeDescriptionBBereavement LeaveJJury DutyMMaternity/Paternity LeaveOOtherPPersonal LeaveSSick Leave Staff Education Level Codes and Descriptions CodeDescription0No higher education1Freshman year completed2Sophomore year completed3Associate degree4Junior year completed5Bachelors degree6Bachelors+30 or more hours7Masters degree8Masters+30 or more hours9Doctorate Standard Achieved Codes and Descriptions New York State Testing Program Assessments in English Language Art and Mathematics Grades 38 CodeDescription21NYS Level 1 (provided by test vendor)22NYS Level 2 (provided by test vendor)23NYS Level 3 (provided by test vendor)24NYS Level 4 (provided by test vendor)93Medically excused from testing97Administrative error New York State Alternate Assessment (NYSAA) for Students with Severe Disabilities CodeDescription21Level 1 22Level 223Level 324Level 493Medically excused from testing97Administrative error Alternate Assessments of Other States CodeDescriptionN/ANot applicable (applies only to participation, not performance in accountability 93Medically excused from testing97Administrative error New York State English as a Second Language Achievement Test (NYSESLAT) and NYSESLAT Braille Grades K12 CodeDescription31Entering32Emerging33Transitioning34Expanding35Commanding93Medically excused from testing97Administrative error New York State Identification Test for English Language Learners (NYSITELL) Grades K12 CodeDescription31Entering32Emerging33Transitioning34Expanding35Commanding New York State Science Test Grades 4 and 8 CodeDescription21Level 122Level 2 23Level 324Level 493Medically excused from testing97Administrative errorReport students with valid scores on Regents examinations, Regents Competency Tests (RCTs), and approved alternatives to the RCTs in English and mathematics with Standard Achieved Codes 0104 AND Alternate Standard Achieved Codes 4144, as indicated in the tables below. Report students with valid scores on Common Core Regents examinations with Standard Achieved Codes 3135 AND Alternate Standard Achieved Codes 4144, as indicated in the tables below. Standard Achieved Codes will be used for annual reporting purposes; alternate standard achieved codes will be used for accountability purposes (Performance Index calculations). Report students with valid scores on Regents examinations, Regents Competency Tests, and approved alternatives to the RCTs in all other subjects with Standard Achieved Codes 0104 only. Regents Examinations CodeDescription01Scored Below 5502Scored 556403Scored 658404Scored 85100 Common Core Regents Examinations CodeDescriptionAssessments & Scores31Does not demonstrate knowledge and skills for Level 2ELA, Algebra I, Geometry, & Algebra II 0-5432(Safety Net) - Partially meets Common Core expectationsELA, Algebra I, Geometry, & Algebra II 55-6433Partially meets Common Core expectationsELA 65-78 August & January Algebra I 65-73 June Algebra I 65-79 Geometry 65-79 Algebra II 65-7734Meets Common Core expectations ELA 79-84 August & January Algebra I 74-84 June Algebra I 80-84 Geometry 80-84 Algebra II 78-8435Exceeds Common Core expectationsELA, Algebra I, Geometry, & Algebra II 85-100 Regents Competency Tests CodeDescription01Fail02Pass Approved Alternatives to Regents Examinations CodeDescription01Fail03Pass Approved Alternatives to RCTs CodeDescription01Fail02Pass Alternate Standard Achieved Codes for Secondary-Level Accountability for Regents and RCT CodeLevelAssessments and Scores41Level 1Regents and English and Mathematics (064) RCT Reading, Writing, and Mathematics (Pass or Fail) RCT Alternatives (Pass or Fail)42Level 2Regents English (6574) Regents Mathematics (6579)43Level 3Regents English (7589) Regents Mathematics (8089)44Level 4Regents English and Mathematics (90100)NOTE: Regents exams and RCT scores will be converted to Alternate Standard Achieved Codes 4144 for accountability purposes at Level 2. Alternate Standard Achieved Codes for Secondary-Level Accountability for Common Core Regents CodeLevelAssessments and Scores41Level 1English, Algebra I, Geometry, & Algebra II (064)42Level 2English (6578) August 2015 & January 2016 Algebra I (6573) June 2016 Algebra I (65-79) Geometry (6579) Algebra II (65-77)43Level 3English (7984) August 2015 & January 2016 Algebra I (7484) June 2016 Algebra I (80-84) Geometry (8084) Algebra II (78-84)44Level 4English, Algebra I, Geometry, & Algebra II (85100)NOTE: Regents Common Core exam scores will be converted to Alternate Standard Achieved Codes 4144 for accountability purposes at Level 2. Note: Codes 96 "Refused to take the test" and 99 "Absent" are not accepted into the Level 1 Container for migration to Level 2. The exemptions from Regents examinations for Global History and for Science (i.e., assessment measure codes 00401-Global Hist Exempt and 00402-Science Exempt, respectively) use a Standard Achieved Code of 03 and a score of 65. Career and Technical Education assessments do not use a Standard Achieved Code (N/A is used). P (Pass) or F (Fail) on these assessments is reported in the Assessment Score field of the Assessment Fact table. Student Attendance Codes and Descriptions CodeDescriptionEExcused ISSIn-School SuspensionOSSOut-of-School SuspensionTTardyUUnexcused  Tenure Area Codes and Descriptions CodeDescriptionADTAdministrativeETAElementary tenure areaMGTMiddle grades tenure area (seventh and/or eighth grades)SETSecondary EnglishSSSSecondary Social StudiesSMTSecondary MathematicsSSTSecondary ScienceSFLSecondary Foreign LanguagesATAArtGBEGeneral business educationDETDriver educationSEBSpecial education-blindSEDSpecial education-deafSEHSpecial education-speech and hearingSEGSpecial education-generalHTAHealthHEGHome economics-generalIAGIndustrial arts-generalMTAMusicPETPhysical educationRRTRemedial readingSTASpeechESLEnglish as a second languageAGTAgricultureHOTHealth OccupationsHEOHome economics-occupationalOBEOccupational business education and distributive occupation subjectsTSTTechnical/Trade subjectsSMSSchool media specialist (including library or educational communications) Tenure Status Codes and Descriptions CodeDescriptionNOTTENELIGNot tenure eligiblePROBATIONProbationaryPROBEXTProbation extendedTENGRANTTenure grantedTENDENTenure deniedDDelete Term Codes and Descriptions CodeDescription0Term 01Term 12Term 23Term 34Term 45Term 56Term 67Term 7SSummer School Chapter 6: New York State Accountability NCLB and ESEA In 200506 New York State established an accountability system in accordance with the federal No Child Left Behind (NCLB) Act. This system requires the State to collect assessment and graduation-rate data and to determine progress of districts and schools in these areas towards predefined goals. In May 2012 the United States Department of Education (USDE) approved New Yorks Elementary and Secondary Education Act (ESEA) waiver. This waiver provides New York with increased flexibility within the accountability system to help close the achievement gap and assist students in becoming college and career ready. This chapter contains guidance on how Adequate Yearly Progress (AYP) and Performance Indices (PIs) are determined using data reported in the SIRS. PIs and UnweightedCombined PIs are used to determine if a district or school is Priority or Focus under the new ESEA rules. AYP for accountability groups (all students, racial/ethnic groups, students with disabilities, limited English proficient students, and economically disadvantaged students) and PIs for accountability groups and non-AYP groups (non-racial/ethnic groups, general-education students, English proficient students, not economically disadvantaged students, male and female students, and migrant and non-migrant students) are used to determine if a district or school is Reward or a school requires a Local Assistance Plan. For more information about the accountability system in New York State, see the Office of Accountability web site at  HYPERLINK "http://www.p12.nysed.gov/accountability/" http://www.p12.nysed.gov/accountability/. For more information about NCLB, see  HYPERLINK "http://www2.ed.gov/nclb/landing.jhtml" http://www2.ed.gov/nclb/landing.jhtml. For more information about ESEA, see  HYPERLINK "http://www.ed.gov/esea" http://www.ed.gov/esea . Adequate Yearly Progress (AYP) As part of NCLB and ESEA, New York State is required to hold districts and schools accountable for their students, in part, through a process of evaluating participation and performance of certain groups of students in specified measures and determining if Adequate Yearly Progress (AYP) is made in those measures. AYP indicates satisfactory progress by a district or school toward the goal of proficiency for all students. Districts and schools that meet predefined participation and performance criteria on New York States accountability measures are considered to be making AYP. Accountability Measures Districts and schools report data on measures of student proficiency in 1) English language arts (ELA), in 2) mathematics, and on 3) a third indicator. In New York State, the third indicator is science at the elementary/middle level and graduation rate at the secondary level. Accountability Groups For each accountability measure, New York State must collect and report data on the following accountability groups. AYP and PI are determined for these groups: All Students American Indian or Alaska Native Students Black or African American Students Hispanic or Latino Students Asian or Native Hawaiian/Other Pacific Islander Students White Students Multiracial Students Students with Disabilities Limited English Proficient (LEP) Students Economically Disadvantaged Students Students are included in the Students with Disabilities, LEP Students, or Economically Disadvantaged Students group if their SIRS records show them to be members of the group at any time during the reporting year. Students who are not identified as students with disabilities in the current school year but who were identified in at least one of the previous two school years (former students with disabilities) are included in the current years students with disabilities group for performance calculations if the group includes 30 or more current students with disabilities. Students who are not identified as LEP in the current school year but who were identified in at least one of the previous two school years (former LEP) are included in the current years LEP group for performance calculations if the group includes 30 or more current LEP students. Economically disadvantaged students are those reported with a Program Service Code that indicates that they are Poverty-from low-income family. Non-AYP Groups New York State must also collect and report data on the following non-AYP groups: Not American Indian or Alaska Native Students Not Black or African American Students Not Hispanic or Latino Students Not Asian or Native Hawaiian/Other Pacific Islander Students Not White Students Not Multiracial Students General-Education Students English Proficient Students Not Economically Disadvantaged Students Male Students Female Students Migrant Students Not Migrant Students Participation Criterion Participation Criterion for ELA and Mathematics: In English language arts (ELA) and mathematics, schools and districts must have valid scores for at least 95 percent of students in all accountability groups with 40 or more students enrolled during the test administration period (elementary/middle level) or 40 or more 12th graders (secondary level) to fulfill the participation criterion. Participation rates at the elementary/middle level are calculated for students in grades 3 through 8 combined based on the schools/districts configuration. (For instance, a middle school that has only grades 6 through 8 will have the participation rate calculated for their grades 6 through 8 combined.) Student included in the secondary-level participation rate calculation are those who were in 12th grade on June 30 of the reporting year (no exit reason) and students who were 12th graders during the reporting year but who earned a local or Regents diplomas prior to June 30. Participation Criterion for Science: For schools and districts to meet the participation criterion in science, they must have valid scores for at least 80 percent of students in all accountability groups with 40 or more students enrolled during the test administration period. Participation rates are calculated for students in grades 4 and 8 combined. Participation Rate Calculations: Participation rates at the elementary/middle level are determined using the following equation: Participation Rate = 100 ( (Count of Participation-Rate Students with Valid Test Scores ( Count of Participation-Rate Students) At the elementary/middle level, participation-rate students are those who were enrolled for the entire test administration period, even if they were not continuously enrolled in the school/district from Basic Educational Data System (BEDS) day (the first Wednesday in October of the reporting year) until the test administration period. Students who enter or leave a school/district during the test administration period are not considered as participation-rate students unless the school/district provides valid scores for the students. At the secondary level, participation-rate students are 12th graders. Twelfth graders are students reported in the SIRS as enrolled in grade 12 between July 1 and June 30 of the academic reporting year (e.g., between July 1, 2015 and June 30, 2016 for the 201516 academic reporting year), or as graduated with a high school diploma between July 1 and June 30 of the academic reporting year and with a last recorded grade of grade 12. Elementary/Middle-Level Assessments That Can Be Used To Fulfill the Participation Criterion AssessmentsEligible StudentsGrades 38 New York State Testing Program (NYSTP) Assessments in ELA and MathematicsAll students (general education & students with disabilities)New York State Grade 4 Elementary-Level Science and Grade 8 Middle-Level Science TestsAll students (general education & students with disabilities)Regents and Common Core Regents Math Tests in Lieu of Grades 7 and 8 NYSTP Tests in Math; and Regents Science Tests in Lieu of Grade 8 Middle-Level Science TestAll students (general education & students with disabilities)New York State Alternate Assessment in ELA (Grades 38 Equivalent), Mathematics (Grades 38 Equivalent), and Science (Grades 4 and 8 Equivalent)Students with severe cognitive disabilitiesNew York State English as a Second Language Achievement Test in lieu of NYSTP in ELA (Grades 38)Students whose first language is NOT English and who have been in the United States (not including Puerto Rico) for less than one year Secondary-Level Assessments That Can Be Used To Fulfill the Participation Criterion* AssessmentsEligible StudentsRegents and Common Core Regents Examinations in English and Mathematics, and Approved AlternativesAll students (general education & students with disabilities)Regents Competency Tests in Reading, Writing, and Mathematics, and Approved AlternativesStudents with disabilities and students with a 504 plan that allows an RCT accommodationNew York State Alternate Assessment in ELA and Mathematics (Secondary Level)Students with severe cognitive disabilities* In some circumstances, the Commissioner of Education permits selected students to use local course grades to meet graduation-testing requirements in place of an approved assessment. While the course grade will satisfy the graduation requirement, it will NOT satisfy the accountability testing requirement. These students must have an assessment score on an approved examination to be counted as participating in testing for that subject. NYSESLAT: At the elementary/middle level, if a district chooses to give the NYSTP ELA assessment to an ELL student who is eligible to take the NYSESLAT in lieu of the NYSTP, NYSED will count the students NYSTP ELA as the accountability assessment when participation rates are calculated. Medically Excused: At the elementary/middle-level, students who are incapacitated by illness or injury during the test administration and make-up periods (or, for NYSAA only, for more than 30 school days during the NYSAA administration period) and have on file documentation from a medical practitioner that they were too incapacitated to complete the test at the school, at home, or in a medical setting are considered medically excused from testing and are not included in the participation rate calculation. Students taking the New York State Alternate Assessment (NYSAA) for students with disabilities are not considered medically excused from testing because of their disability. Under normal circumstances, these students must take the NYSAA. However, they are eligible to be medically excused from testing on the NYSAA if they fit the definition above. Additional information regarding medically excused for NYSAA students is available in the memorandum Process to Medically Excuse a Student with a Severe Cognitive Disability from Participation in the New York State Alternate Assessment at  HYPERLINK "http://www.p12.nysed.gov/irs/nysaa/" http://www.p12.nysed.gov/irs/nysaa/. Secondary-level students may not be medically excused from the participation calculation, as they have multiple opportunities throughout their high school career to take and retake assessments used for accountability. Foreign Exchange Students: Foreign exchange students are not included in the participation-rate calculations or graduation-rate calculations. These students must be correctly coded as foreign exchange students to be excluded from these calculations. Home-Schooled Students: Home-schooled students are not included in the participation-rate calculations or graduation-rate calculations. These students must be correctly coded as home schooled to be excluded from these calculations. Small Accountability Groups: Small accountability groups, that is, groups with fewer than 40 students enrolled during the test administration period (elementary/middle level) or fewer than 40 12th graders (secondary level) are not subject to the participation criterion. Participation Criterion for Small Schools/Districts: If the participation rate of an accountability group falls below the required percentage, a weighted average of the groups participation rates over the current and the previous year is calculated. If the result meets the participation criterion for the measure, the group is considered to have met the participation criterion. Sample Weighted Average Calculation YearEnrollmentTestedRateCurrent605693%Previous757397%Calculation of Weighted Average13512996% Performance Criterion To meet the performance criterion, accountability groups must show evidence of acceptable performance on standardized assessments in the current school year or evidence of improvement in performance from the previous school year. ELA, Mathematics, and Science: In ELA, mathematics, and science, the Performance Index (PI) of an accountability group with 30 or more students (continuously enrolled tested students at the elementary/middle level; students in the accountability cohort at the secondary level) must be equal to or greater than the groups Effective Annual Measurable Objective (EAMO) or Safe Harbor Target (ELA/Math) or Progress Target (Science) for the group to meet the performance criterion. In elementary/middle- and secondary-level ELA and math, if all accountability groups except the All Students group for which the school/district is accountable meets the performance criterion, the All Students group is considered to have met the performance criterion. Graduation Rate: In graduation rate, the graduation rate of either the four- or five-year graduation-rate total cohort for an accountability group, as long as it has 30 or more students in the group, must equal or exceed the State Standard or the groups Progress Target for the group to make AYP. Continuously Enrolled: A continuously enrolled student is one who is enrolled in the school or district on BEDS day (the first Wednesday in October of the reporting year) until the last day of the test administration make-up period. Accountability Cohort: At the secondary level, the cohort used to determine if a school or district met its performance criterion in ELA and mathematics is referred to as an accountability cohort. The 2012 school accountability cohort consists of all students who first entered grade 9 anywhere in the 201213 school year, and all ungraded students with disabilities who reached their seventeenth birthday in the 201213 school year, who were enrolled on October 7, 2015 (BEDS day) and did not transfer XE "transfers"  to another districts or schools diploma granting program. Students who earned a high school equivalency diploma from or were enrolled in an approved high school equivalency preparation program on June 30, 2016, are not included in the 2012 school accountability cohort. (See  HYPERLINK "http://www.p12.nysed.gov/sss/ssae/AltEd/" http://www.p12.nysed.gov/sss/ssae/AltEd/ for a list of approved high school equivalency preparation programs.) The 2012 district accountability cohort consists of all students in each school accountability cohort plus students who transferred within the district after BEDS day plus students who were placed outside the district by the Committee on Special Education (CSE) or district administrators and who met the other requirements for cohort membership. Cohort is defined in Section 100.2 (p) (16) of the Commissioners Regulations at  HYPERLINK "http://www.p12.nysed.gov/part100/home.html" http://www.p12.nysed.gov/part100/home.html. Graduation-Rate Cohort: At the secondary level, two cohorts are used to determine if a school or district met the criterion in graduation rate. These are the four-year and five-year graduation-rate total cohorts. The 2011 four-year graduation-rate total cohort consists of all students who first entered grade 9 anywhere in the 201112 school year and who were enrolled in the school/district. The 2010 five-year graduation-rate total cohort consists of all students who first entered grade 9 anywhere in the 201011 school year and who were enrolled in the school/district. Data for these cohorts are captured as of August 31, 2015. Performance Index: A Performance Index (PI) is a value from 0 to 200 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative) in English language arts, mathematics, or science. Student scores on the tests are converted to performance levels. In elementary/middle- and secondary-level ELA and math, and elementary/middle-level science, the performance levels are: Level 1 = Basic Level 2 = Basic Proficient Level 3 = Proficient Level 4 = Advanced The PI for elementary/middle-level ELA, math, and science is calculated using the following equation: PI = [(number of continuously enrolled tested students scoring at Level 2 + Level 3 + Level 4 + Level 3 + Level 4) number of continuously enrolled tested students] ( 100 The PI for secondary-level ELA and math is calculated using the following equation: PI = [(number of accountability cohort members scoring at Level 2 + Level 3 + Level 4 + Level 3 + Level 4) number of accountability cohort members] ( 100 Standard Achieved Codes/Scores to Accountability Performance Levels for PI: The tables below show how Standard Achieved Codes or scores equate to accountability performance levels when Performance Indices are calculated. Elementary/Middle-Level English Language Arts Accountability Performance LevelsStandard Achieved CodesNYSTPNYSAALevel 42424Level 32323Level 22222Level 12121 Elementary/Middle-Level Mathematics Accountability Performance LevelsStandard Achieved CodesNYSTPNYSAARegents Exam in Integrated Algebra, Geometry, and Algebra 2/TrigonometryCommon Core Regents Algebra I, Geometry, and Algebra IILevel 42424Level 3232303, 0433, 34, 35Level 22222Level 1212101, 0231, 32 Elementary/Middle-Level Science Accountability Performance LevelsStandard Achieved CodesNYSTPNYSAARegents Exam in Living Environment or Physical Setting Earth Science, Chemistry, or PhysicsLevel 4242404Level 3232303Level 2222202Level 1212101 Secondary-Level English Language Arts Accountability Performance LevelsStandard Achieved Codes/ScoresRegents Exam in Comprehensive English and Common Core Regents ELA*Approved Alternatives to Regents ExamsRCT Reading and Writing & Alternatives*NYSAALevel 44424Level 3434323Level 24222Level 14141 4121*Scores on Regents and Common Core Regents exams, and RCTs are converted to Alternate Standard Achieved codes 41-44 for PI calculation purposes. See Standard Achieved Codes for cut points. Secondary-Level Mathematics Accountability Performance LevelStandard Achieved Codes/ScoresRegents Exam in Integrated Algebra, Geometry, Algebra 2/Trigonometry, Common Core Regents Algebra I, Common Core Geometry, and Common Core Regents Algebra II*Approved Alternatives to Regents ExamsRCT Mathematics & Alternatives*NYSAALevel 44424Level 3434323Level 24222Level 14141 4121*Scores on Regents and Common Core Regents exams, and RCTs are converted to Alternate Standard Achieved codes 41-44 for PI calculation purposes. See Standard Achieved Codes for cut points. Effective Annual Measurable Objective (EAMO) for ELA, Math, and Science: An Annual Measurable Objective (AMO) is the PI value that signifies that an accountability group is making satisfactory progress toward a predefined goal. An Effective Annual Measurable Objective (EAMO) is the lowest PI that an accountability group of a given size can achieve on a measure for the groups PI not to be considered significantly different from the AMO for that measure. EAMOs are determined using confidence intervals. A confidence interval is a range of points around an AMO for an accountability group of a given size that is considered to be not significantly different than the AMO. The more students tested, the smaller the confidence interval. Effective AMOs for 201516 are available at  HYPERLINK "http://www.p12.nysed.gov/irs/accountability/amos/" http://www.p12.nysed.gov/irs/accountability/amos/. Safe Harbor for ELA and Math: Safe harbor is an alternate means to demonstrate AYP for accountability groups whose PI is less than their Effective AMO. The Safe Harbor Target calculation for ELA and math = {Previous Years PI} + [(200 {Previous Years PI}) ( 0.10]. Safe Harbor for ELA and Math for Schools/Districts with Small Groups in the Previous Year: For groups with 30 or more continuously enrolled tested students (elementary/middle level) or accountability cohort members (secondary level) in the current year but fewer than 30 students in the previous year, Safe Harbor Targets are determined by combining the performance of students for the previous two years. If there are 30 or more students combined, a Safe Harbor Target is determined using the PI of the combined group. If there are fewer than 30 students combined, the Safe Harbor Target for the following year is 20. State Standard for Graduation Rate: A State Standard is the criterion value that represents minimally satisfactory performance for graduation rate. The State Standard for graduation rate is 80 percent. Progress Target for Science: For accountability groups whose PI is less than their EAMO, the Progress Target is an alternate method for meeting the performance criterion based on improvement over the previous years performance. The Progress Target is calculated by adding one point to the previous years PI. Progress Target for Graduation Rate: For accountability groups below the State Standard in graduation rate, the Progress Target is an alternate method for meeting the performance criterion based on improvement over the previous years performance. The Progress Target for the four-year graduation-rate total cohort is a 10% gap reduction over the previous years graduation rate: [(80 the graduation rate of the 2011 four-year graduation-rate total cohort) 0.1] + the graduation rate of the 2011 four-year graduation-rate total cohort. The Progress Target for the five-year graduation-rate total cohorts is a 20% gap reduction over the previous years graduation rate: [(80 the graduation rate of the 2010 five-year graduation-rate total cohort) 0.2] + the graduation rate of the 2010 five-year graduation-rate total cohort. Foreign Exchange Students: Foreign exchange students are not included in the PI calculations or graduation-rate calculations. These students must be correctly coded as foreign exchange students to be excluded from these calculations. Home-Schooled Students: Home-schooled students are not included in the PI calculations or graduation-rate calculations. These students must be correctly coded as home schooled to be excluded from these calculations. Performance Criterion for Small Schools/Districts: For schools or districts with fewer than 30 continuously enrolled tested students (at the elementary/middle level) or fewer than 30 cohort members (at the secondary level) in the All Students group, student counts and performance data for the previous year and the current year are combined. If the result is 30 or more students, these data are used to determine PIs and whether the school or district met the performance criterion. All Students Meet Performance Criterion: In elementary/middle- and secondary-level English language arts and mathematics and elementary/middle-level science, if the All Students group fails to meet the performance criterion but all other groups with 30 or more students meet the performance criterion, the All Students group is considered to have met the performance criterion. Two-Year Combination of Data for Performance if Group Fails for Participation: In Grades 38 English Language Arts and Mathematics and Grades 4 and 8 Science, if a group has 40 or more students enrolled during the test administration period (denominator used for determining the participation rate) and fails to meet the participation rate criterion (95% tested for ELA/math; 80% tested for science) in the current year and after combining participation data for two years (current and previous year), and the group has fewer than 30 continuously enrolled tested students (denominator used for Performance Index calculation), two years (current and previous year) of performance data are used to determine a Performance Index for the group. Elementary/Middle-Level Assessments That Can Be Used To Fulfill the Performance Criterion AssessmentEligible StudentsAccountability Level/ScoreGrades 38 New York State Testing Program (NYSTP) Assessments in ELA and MathematicsAll students (general education & students with disabilities)Acc Level 4 Acc Level 3 Acc Level 2 Acc Level 1New York State Grade 4 Elementary-Level Science TestAll students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (6584) Acc Level 2 (4564) Acc Level 1 (044)New York State Grade 8 Middle-Level Science TestAll students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (6584) Acc Level 2 (4464) Acc Level 1 (043)Regents and Common Core Regents Math Tests in Lieu of Grades 7 and 8 NYSTP Math TestsAll students (general education & students with disabilities)Acc Level 3 (65100) Acc Level 1 (064)Regents Science Tests in Lieu of Grade 8 Middle-Level Science TestAll students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (6584) Acc Level 2 (5564) Acc Level 1 (054)New York State Alternate Assessment in ELA (Grades 38 Equivalent), Mathematics (Grades 38 Equivalent), and Science (Grades 4 and 8 Equivalent)Students with severe cognitive disabilitiesAcc Level 4 (Level 4) Acc Level 3 (Level 3) Acc Level 2 (Level 2) Acc Level 1 (Level 1)Grades 38 English Language Arts and Mathematics Order of Precedence Rules: If a student has more than one applicable score, the order of precedence for selecting a performance level for use in the PI calculation is: 1) NYSTP, Regents examination (highest performance level if more than one taken; highest score if same performance level received on multiple Regents taken; Common Core if same performance level and score received on Regents and Common Core), and 2) NYSAA. Grade 8 Science Order of Precedence Rules: If an eighth-grader has more than one applicable science score, the order of precedence for selecting a performance level for use in the PI calculation is: 1) New York State Grade 8 Middle-Level Science Test for the current year, 2) NYSAA Grade 8 Equivalent in Science, 3) highest Regents science examination, and 4) New York State Grade 8 Middle-Level Science Test taken by the student in 7th grade in the previous year. NYSESLAT: At the elementary/middle level, if a district chooses to give the NYSTP ELA assessment to an ELL student who is eligible to take the NYSESLAT in lieu of the NYSTP, NYSED will count the students NYSTP ELA scores when computing the schools and districts accountability PI. NYSAA: Districts that have more than 1.0 percent of their continuously enrolled tested students at the elementary/middle level or of the accountability cohort at the secondary level performing at Levels 3 and 4 on the NYSAA will have sufficient numbers of these students counted as performing at Level 2 when calculating PIs to reduce the percentage of proficient students to one. Assessments That Can Be Used To Fulfill the Performance Criterion in Secondary-Level ELA AssessmentsEligible StudentsAccountability Level/ScoreRegents Examinations in Comprehensive EnglishAll students (general education & students with disabilities)Acc Level 4 (90100) Acc Level 3 (7589) Acc Level 2 (6574) Acc Level 1 (064)Regents Common Core Examinations in EnglishAll students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (7984) Acc Level 2 (6578) Acc Level 1 (064)Approved Alternatives to Regents Examinations in EnglishAll students (general education & students with disabilities)Acc Level 3 (Pass) Acc Level 1 (Fail)Regents Competency Tests in Reading and Writing (and Approved Alternatives)Students with disabilitiesAcc Level 1 (Pass/Fail)New York State Alternate Assessment in ELA (Secondary Level)Students with severe cognitive disabilitiesAcc Level 4 (Level 4) Acc Level 3 (Level 3) Acc Level 2 (Level 2) Acc Level 1 (Level 1) Assessments That Can Be Used To Fulfill the Performance Criterion in Secondary-Level Mathematics AssessmentsEligible StudentsAccountability Level/ScoreRegents Examinations in MathematicsAll students (general education & students with disabilities)Acc Level 4 (90100) Acc Level 3 (8089) Acc Level 2 (6579) Acc Level 1 (064)Regents Common Core Algebra I, August 2015 and January 2016All students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (7484) Acc Level 2 (6573) Acc Level 1 (064)Regents Common Core Algebra I, June 2016All students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (8084) Acc Level 2 (6579) Acc Level 1 (064)Regents Common Core GeometryAll students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (8084) Acc Level 2 (6579) Acc Level 1 (064)Regents Common Core Algebra IIAll students (general education & students with disabilities)Acc Level 4 (85100) Acc Level 3 (7884) Acc Level 2 (6577) Acc Level 1 (064)Approved Alternatives to Regents Examinations in MathematicsAll students (general education & students with disabilities)Acc Level 3 (Pass) Acc Level 1 (Fail)Regents Competency Tests in Mathematics (and Approved Alternatives)Students with disabilitiesAcc Level 1 (Pass/Fail)New York State Alternate Assessments in Mathematics (Secondary Level)Students with severe cognitive disabilitiesAcc Level 4 (Level 4) Acc Level 3 (Level 3) Acc Level 2 (Level 2) Acc Level 1 (Level 1)Each student's highest score on a qualifying secondary-level English or mathematics examination will be used in determining the districts and schools PIs in those subjects. The students highest score may have been achieved in any school year and may have been achieved in a school or district different than the one in which the student is currently enrolled. If no secondary-level assessment is reported for a student, the student will be counted as performing at Level 1 when PIs are calculated. Local course grades are not used in determining accountability status. Order of Precedence for Choosing Which Secondary-Level Examination Will Be Used for Accountability Purposes If a student takes more than one assessment in a subject, regardless of when the assessments were taken, the assessment used for determining the participation rate and Performance Index for secondary-level English language arts and mathematics will be chosen according to the precedence list below, with the top assessment on the list taking precedence over the next one. Accountability Level 3 or 4 on a Regents or Common Core Regents examination.* Passing score on an alternative to a Regents examination. Accountability Level 2 on a Regents or Common Core Regents examination.* New York State Alternate Assessment Level 2, 3, or 4. (NYSAA is used only if it is the only assessment taken.) Accountability Level 1 on any exam used for accountability. If the student takes any combination of Regents, Common Core, Alternative to Regents, RCT, Alternative to RCT, and NYSAA and receives a Level 1 on all assessments taken, the assessment used is the first in the list (Regents or Common Core--depending on higher score, Alternative to Regents, RCT, Alternative to RCT, NYSAA).* *If the student takes both a Regents exam and a Common Core Regents exam in the same subject, the exam for which the student receives the highest accountability performance level is used. If the student receives the same accountability performance level on both exams, the exam for which the student receives the highest numeric score is used. If the student receives the same accountability performance level and numeric score, the Common Core exam is used. Passing scores for approved alternatives to Regents examinations are available in the School Administrators Manual, Secondary Level Examinations on the Web at  HYPERLINK "http://www.p12.nysed.gov/assessment/manuals/home.html" http://www.p12.nysed.gov/assessment/manuals/home.html. Accountability Determinations for Small Districts and Schools Participation If a school/district has 30 continuously enrolled tested students in the current year but fewer than 40 students enrolled at the time of test administration, the school/district is subject to the performance criterion but is not subject to the participation criterion for accountability. If a school/district has 30 accountability cohort members in the current year but fewer than 40 12th graders in the current year, the school/district is subject to the performance criterion but is not subject to the participation criterion for accountability. Performance If a school/district at the elementary or middle level does not test 30 continuously enrolled students in ELA or mathematics in the current, the scores of continuously enrolled students tested in current year and the previous year are combined to determine the Performance Index (PI). If a school/district at the secondary level does not have 30 or more students in its accountability cohort in the current year the current and previous years accountability cohorts will be combined to determine the PI. If a school/district still does not have 30 or more students on which to base a decision and does not have to meet the participation criterion because of small student counts, the school is subject to special procedures for determining AYP. For more information, see Section 1: Self Assessment System for Schools at  HYPERLINK "http://www.p12.nysed.gov/accountability/APA/Forms/Forms_home.html#self" http://www.p12.nysed.gov/accountability/APA/Forms/Forms_home.html#self. If the All Students group includes at least 30 continuously enrolled tested students or accountability cohort members in 201516, results for 201415 and 201516 or the 2011 and 2012 accountability cohorts will NOT be combined for the other accountability groups. This is true even if there are fewer than 30 tested students/accountability cohort members in the other accountability groups. If a school/district has 40 or more students enrolled at the time of test administration in 201516 but fewer than 30 continuously enrolled tested students even after combining two years of data, the school/district is subject to the participation criterion but is not subject to the performance criterion for accountability. If a school/district has 40 or more 12th graders in 201516 but fewer than 30 2012 accountability cohort members or fewer than 30 combined 2011 and 2012 accountability cohort members, the school/district is subject to the participation criterion but is not subject to the performance criterion for accountability. Safe Harbor Targets For accountability groups that include 30 or more students in 201516 but did not include 30 students in 201415, the scores of continuously enrolled tested students in that group in 201314 and 201415 will be combined to determine the safe harbor and progress targets. For secondary-schools with accountability groups that include 30 or more 2012 accountability cohort members but did not include 30 or more members in the 2011 accountability cohort, the 2010 and 2011 accountability cohorts will be combined to determine the safe harbor and progress targets. If, after combining two years of data, the group still does not have 30 or more students on which to determine qualification for safe harbor based on science or graduation rate, the school/district or group is given credit for having made safe harbor if it made its ELA or mathematics safe harbor target. Backmapping for Schools with Grades Below Grade 3 Only NCLB requires that all public schools be included in the State accountability system. This requirement includes schools that do not serve students in the grades in which State assessments are administered. A feeder school is an elementary school that only serves students in grades below grade 3 and, therefore, does not administer the NYSTP assessments. Accountability decisions for feeder schools are based on a procedure known as backmapping. Backmapping is a method by which the grade 3 assessment score of a student is attributed to the feeder school in which the student was enrolled before entering grade 3 as well as to the school in which the student took the grade 3 assessment. Schools that do not have enrollments beyond grade 2 but do have enrollments in any of the following grade combinations are required to do backmapping: 1, 2, 12, K1, K2. Schools with prekindergarten, kindergarten, or prekindergarten to kindergarten only are not required to do backmapping. Schools serving grade 3 students who come from feeder schools within the district are required to identify the feeder schools on the students grade 3 SIRS records only when the students were continuously enrolled in the highest grade served by the feeder schools. For example, a school must identify the feeder school for a grade 3 student who was enrolled in a K2 school from BEDS day until the end of the school year in which they exited the building. The performance of this student on the grade 3 assessments in ELA and math will be part of the determination of whether the feeder school made AYP in these subjects. If all schools that have a grade 3 in a district that has feeder schools make AYP in the current academic year, all feeder schools in the district will be considered to have made AYP, unless the required backmapping data were not submitted. If backmapping data are not submitted, the feeder school will be judged to have not made AYP, even if every grade 3 school in the district makes AYP. If one or more district schools that have grade 3 fail to make AYP in ELA or mathematics, the Department will aggregate the third-grade results in that subject area by feeder school and determine whether each feeder school made AYP in that subject. The same rules used to determine whether public schools with grades 3 through 8 made AYP will be applied to the performance of feeder schools. The performance of each accountability group with 30 or more students will be considered in determining whether the school made AYP. The Department will not, however, hold feeder schools responsible for having 95 percent of their former students tested in grade 3. If a feeder school fails to make AYP in ELA or mathematics for two consecutive years, the school will be placed in school improvement status and will be subject to the same sanctions as other schools in that status. Since grade 3 students do not take a State science test, feeder schools are not held accountable for science performance. All districts with feeder schools must provide the required information, identifying the feeder school in which grade 3 students were previously enrolled. A list of schools required to do backmapping will be posted at:  HYPERLINK "http://www.p12.nysed.gov/irs/sirs" http://www.p12.nysed.gov/irs/sirs. Appendix I: Assessment and Reporting Timelines Assessment Timeline New York State Alternate Assessment for Students with Severe Disabilities All GradesFirst Date of Administration Period for Science and Social StudiesDecember 7, 2016Administration Period for Science and Social StudiesDecember 7 February 12, 2016Final Date To Submit Science and Social Studies Answer Sheets to Scanning CentersMarch 18, 2016First Date of Administration Period for ELA and MathMarch 21, 2016Administration Period for ELA and MathMarch 21 June 3, 2016 New York State English as a Second Language Achievement Test Grades K-12First Date of Administration PeriodApril 12, 2016Speaking administrationApril 12 May 13, 2016Listening, Reading, and Writing administrationMay 2 May 13, 2016Scoring of Listening, Reading, and WritingMay 16 May 26, 2016Final Date To Submit Answer Sheets to Scanning CentersMay 26, 2016 (close of business)Final Date To Submit File to Level 2June 17, 2016Final Date To Submit Straggler File to Level 2July 8, 2016 New York State Testing Program Test in English Language Arts Grades 38First Date of Administration PeriodApril 5, 2016AdministrationApril 5 April 7, 2016Make-up administrationApril 8 April 12, 2016Scoring of Constructed ResponsesApril 8 April 20, 2016Final Date To Submit Answer Sheets to Scanning CentersApril 20, 2016 (close of business)Final Date To Submit First File to Level 2May 13, 2016First Straggler File Due to Level 2June 3, 2016Final Straggler File Due to Level 2June 17, 2016 New York State Testing Program Test in Mathematics Grades 38First Date of Administration PeriodApril 13, 2016Administration April 13 April 15, 2016Make-up administrationApril 18 April 20, 2016Scoring of Constructed ResponsesApril 18 May 5, 2016Final Date To Submit Answer Sheets to Scanning CentersMay 5, 2016 (close of business)Final Date To Submit First File to Level 2May 27, 2016First Straggler File Due to Level 2June 3, 2016Final Straggler File Due to Level 2June 24, 2016 New York State Grade 4 Elementary-Level and Grade 8 Intermediate-Level Science TestsFirst Date of Administration PeriodMay 25, 2016Performance Test AdministrationMay 25 June 3, 2016Written Test AdministrationJune 6, 2016Written Test Make-up AdministrationJune 7 June 8, 2016Scoring of Constructed Responses and Performance TestFollowing administration, but no later than June 16, 2016Final Date To Submit Answer Sheets to Scanning CentersJune 16, 2016 (close of business)Final Date To Submit File to Level 2August 26, 2016 Regents Examinations and Regents Competency TestsFirst Date of Administration PeriodAugust 12, 2015 January 26, 2016 June 1, 2016AdministrationAugust 12 August 13, 2015 January 26 January 29, 2016 June 1 & June 14 June 22, 2016Scan sheets or test scores to scan centersDetermined by scan centers Timeline for Submitting Data to the Level 2 Repository (Level 1 Repositories may establish earlier deadlines for submitting data to them.) Certification, Deadline, or Target DateCategoryTarget Deadline: October 2015Staff Evaluation Rating data for applicable districts/charter schools for the 201415 school year must be reported.Target for inclusion of majority of data: November 2015Student demographic, enrollment, and program service data (including disability and English Language Learner (ELL) eligibility and services data) for students in preschool, preK12, and ungraded students enrolled on or before BEDS day of the current year must be reported. Each student must have a unique identifier (NYSSIS ID). Deadline for inclusion in press release on graduation rate: November 20, 2015August 2015 credentials awarded and August 2015 secondary-level examination results must be reported.Target Deadline: January 2016Counts of UPK students for the purpose of calculating eligibility for mid-year expansion funds must be reported.Target Deadline: January 2016October BEDS enrollment by grade, district of residence, district Pre-K, and supplemental counts for use in preliminary State aid calculations must be reported.Target Deadline: February 2016All ELL students must be reported with a program service code 0231 for the testing contractor to produce New York State English as a Second Language Achievement Test (NYSESLAT) field test materials for the students.Target Deadline: March 2016Poverty and free or reduced-price lunch eligibility for all preschool, preK12, ungraded students (with and without disabilities) must be reported.Target Deadline: March 2016October BEDS enrollment by grade, district of residence, district Pre-K, and supplemental counts for use in State aid calculations must be reported.Target Deadline: June 2016Teacher-Student Data Linkage (TSDL) and Staff Assignment data for teacher and principal State-provided growth score calculations must be reported.Deadline: August 26, 2016The following types of data must be provided for ALL students, including preschool, pre-K, and school-age students with disabilities for whom a school district or another educational program has CPSE or CSE responsibility: Remaining student demographic, enrollment, and program service data, including poverty status, migrant status, and program service records for all federally funded programs under which the student was served. Enrollment data with Reason for Ending Enrollment and end enrollment date for students discharged during the school year. All test scores not previously reported including, but not limited to, those for grades 4 and 8 science, NYSAA, secondary-level examinations, and approved alternative assessments. June 2016 credentials awarded and postgraduate plans. Reasons for ending disability Programs Fact records during the school year for all preschool and school-age students. All students receiving Coordinated Early Intervening Services must be reported. These students will be displayed in the VR16 report (Program Service Code 5753). Child Outcomes Summary Form (COSF) for preschool students with disabilities.Deadline: September 9, 2016Certification of 201516 SIRS data.Target Deadline: October 2016Staff Evaluation Rating data for applicable districts/charter schools for the 201516 school year must be reported. Special Education Certification and Due Dates for the 201516 School Year These forms are entered directly into the PD Data System[1]Due ByPD 6: Personnel FormFebruary 1, 2016PD 8: Suspension DataAugust 5, 2016CDOS: Count of Students receiving CDOS Commencement CredentialAugust 29, 2016These forms are sent directly to your Local Education Agency[1]Due BySEDCAR 1: Request for IDEA Sub AllocationNovember 23, 2015SEDCAR 2: Request for IDEA Sub Allocation for Students Receiving Services Pursuant to Article 81 Only (This form is also sent to SEDCAR in NYSED)November 23, 2015These data are populated from SIRS and are certified in the PD Data System[1]Date Data Must Be Certified ByVR 1: Preschool Child Count Report by Race/EthnicityJanuary 11, 2016VR 2: School Age Child Count by Age and DisabilityJanuary 11, 2016VR 3: School Age Students by Disability and Race/EthnicityJanuary 11, 2016VR 4: Preschool LRE Setting ReportJanuary 11, 2016VR 5: School Age LRE Setting ReportJanuary 11, 2016VR 6: District Report of Preschool Students by Primary Service ProviderJanuary 11, 2016VR 7: Provider Report of Preschool Students[2]VR 8: District Report of School Age Students by Building Where EnrolledJanuary 11, 2016VR 9: Provider Report of School Age Students[2]VR 11: Notification to School District of Compliance Rate on SPP #11[3]September 26, 2016[5]VR 12: Notification to School District of Compliance Rate on SPP #12[3]September 26, 2016[5]VR 13: Preschool Children Provided Programs and Services during 2014-15 School YearAugust 29, 2016[5]VR 14: District Report of Parentally Placed Students in Nonpublic School Who Were EvaluatedSeptember 26, 2016[5]VR 15: Preschool Outcomes Report[3]August 29, 2016[5]VR 16: Students Receiving Coordinated Early Intervening ServicesAugust 29, 2016[5]These data are entered directly into the PD Data System under Self Review Checklists[4]Date Checklist Must Be Completed BySR 4: Suspension Rate for Students with Disabilities (significant discrepancy)May 31, 2016SRS: Suspension Rate for Students with Disabilities (significant disproportionality)May 31, 2016SR9: Disproportionate Identification of Racial and Ethnic Groups for Special Education and Related ServicesOctober 14, 2016SR 10A: Disproportionate Representation of Students with Disabilities by ClassificationOctober 14, 2016SR 10B: Disproportionate Representation of Students with Disabilities by PlacementOctober 14, 2016SR 13: Secondary Transition IEP Review for Students with DisabilitiesAugust 31, 20161 For further information on any of the forms or data in the above table, please visit IRS Special Educations data collection requirements page located at: HYPERLINK "http://www.p12.nysed.gov/sedcar/data.htm"http://www.p12.nysed.gov/sedcar/data.htm. 2 Verification reports 7 and 9 are provider reports that do not require certification. 3 See the schedule of submission to find the school year in which your district is required to submit data for these indicators: HYPERLINK "http://www.p12.nysed.gov/sedcar/sppschedule2011-2017.html"http://www.p12.nysed.gov/sedcar/sppschedule2011-2017.html 4 For further information on SPP Indicators, please visit: HYPERLINK "http://www.p12.nysed.gov/specialed/spp/"http://www.p12.nysed.gov/specialed/spp/ 5 Please note for all due dates in red: Enrollment, demographic, assessment (including COSF), Special Education Snapshot (EOY) and disability program service records for those students who are potential submission records for the VR 11-16 reports must be migrated to Level 2 of SIRS no later than August 26, 2016. Data will be reviewable in the PD data system as the List of Potential Student Records to ascertain that all students eligible to be included in these reports are on the list with accurate information. Data in L2 will be frozen with regard to new or changes in the enrollment, demographic, assessment, special education snapshot and disability program service records after this date in order to do accountability calculations after the August 26, 2016 deadline. Appendix II: Sources for Data Reported in the Report Cards Superintendent and principal names are those reported in the New York State Education Department Reference File (SEDREF) as of June 30 of the reporting year. Data for the following are currently collected using the Basic Educational Data System (BEDS) Institutional Master File (IMF) Online System (see  HYPERLINK "http://www.p12.nysed.gov/irs/beds/home.html" http://www.p12.nysed.gov/irs/beds/home.html): Annual Attendance Rate Student Suspensions Staff Count Free- and Reduced-Price Lunch for charter schools Data for the following are currently collected using the Basic Educational Data System (BEDS) Personnel Master File (PMF) (see  HYPERLINK "http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html" http://www.p12.nysed.gov/irs/beds/2014/PMF/home.html): Average Class Size Teacher Qualifications Teacher Turnover Rate Data for the National Assessment of Educational Progress (NAEP) are provided by the National Center for Education Statistics (see  HYPERLINK "http://nces.ed.gov/nationsreportcard/naepdata/" http://nces.ed.gov/nationsreportcard/naepdata/). Data for the following are collected by the Fiscal Analysis and Research Unit (see  HYPERLINK "http://www.oms.nysed.gov/faru/" http://www.oms.nysed.gov/faru/): Expenditures per pupil for general-education students and students with disabilities The remaining data in the report cards (including enrollment, enrollment by racial/ethnic group, free and reduced-price lunch for public schools and districts, limited English proficient enrollment, annual assessment data, high school completer and noncompleter data, post-graduate plans, and data used to determine Adequate Yearly Progress for accountability) are collected using the Student Information Repository System (SIRS). Appendix III: Contact Information New York State Education Department E-mail Queries Questions about New York State Report Cards, and questions and comments regarding data reporting and business rules in the SIRS. HYPERLINK "mailto:datasupport@nysed.gov" datasupport@nysed.gov Questions specific to teacher evaluation HYPERLINK "mailto:educatoreval@nysed.gov" educatoreval@nysed.gov Questions related to assessments HYPERLINK "mailto:emscassessinfo@nysed.gov" emscassessinfo@nysed.gov Questions about accountability. HYPERLINK "mailto:accountinfo@nysed.gov" accountinfo@nysed.gov New York State Education Department Contacts Information and Reporting Services (IRS)Rose LeRoy(518) 474-7965Test AdministrationSteve Katz(518) 474-5902Students with DisabilitiesJoanne LaCrosse(518) 473-2878NYS Alternate AssessmentCynthia Wilson(518) 474-5902System of Accountability for Student SuccessLisa Long(718) 722-4553Local Assistance PlansIra Schwartz(718) 722-2796Migrant Education ProgramIvelisse Rivera(518) 473-0295Child Nutrition Program Paula Tyner-Doyle(518) 473-8781NYS Technical & Education Assistance Center for Homeless EducationMelanie Faby(518) 473-0295Career and Technical EducationDeb Reiter(518) 486-1547Computer-Based Testing AdministrationPeter Swerdzewski(518) 474-5902Computer-Based Testing Technical (First contact Questar Customer Service. See information below.)Shannon Logan(518) 474-5461P-TechAmy Cox(518) 473-3769RIC/Big 5 Contacts Local Educational Agencies with data reporting questions should contact their Regional Information Centers or Big 5 City Coordinators. For a list of Regional Information Center and Big 5 City School District contact names, phone numbers, and fax numbers, see  HYPERLINK "http://www.p12.nysed.gov/irs/sirs/home.html" http://www.p12.nysed.gov/irs/sirs/home.html. Other Contacts Technical questions about computer-based testing should be directed to Questar Customer Service at  HYPERLINK "mailto:NY.3-8.help@questarai.com" NY.3-8.help@questarai.com or 1-866-997-0695. Homeless liaison contact information is searchable by school district, BOCES, and county and can be found on the NYS-TEACHS web site at  HYPERLINK "http://nysteachs.org/liaisons/" http://nysteachs.org/liaisons/. For information on Annual Professional Performance Review (APPR) and State Provided Growth (SPG), contact  HYPERLINK "mailto:educatoreval@nysed.gov" educatoreval@nysed.gov. Web Sites New York State Education Department HYPERLINK "http://www.nysed.gov" www.nysed.govInformation and Reporting Services HYPERLINK "http://www.p12.nysed.gov/irs/" http://www.p12.nysed.gov/irs/ New York State Student Identification System (NYSSIS) HYPERLINK "http://www.p12.nysed.gov/irs/sirs/" www.p12.nysed.gov/irs/sirs/ Office of State Assessment HYPERLINK "http://www.p12.nysed.gov/assessment/" http://www.p12.nysed.gov/assessment/ System of Accountability for Student Success  HYPERLINK "http://www.p12.nysed.gov/accountability/" http://www.p12.nysed.gov/accountability/New York State Alternate Assessment  HYPERLINK "http://www.p12.nysed.gov/assessment/nysaa/" http://www.p12.nysed.gov/assessment/nysaa/ Vocational and Educational Services for Individuals with Disabilities (VESID) HYPERLINK "http://www.acces.nysed.gov/vr/" www.acces.nysed.gov/vr/ Special Education Data Collection, Analysis and Reporting (SEDCAR) HYPERLINK "http://www.p12.nysed.gov/sedcar/" http://www.p12.nysed.gov/sedcar/ Academic Intervention Services HYPERLINK "http://www.emsc.nysed.gov/part100/pages/topics.html" www.p12.nysed.gov/part100/pages/topics.htmlNYSED information on education requirements, exams, tests and assessments HYPERLINK "http://www.p12.nysed.gov/assessment/" http://www.p12.nysed.gov/assessment/ Backmapping Schools HYPERLINK "http://www.p12.nysed.gov/irs/sirs" www.p12.nysed.gov/irs/sirs Career and Technical Education HYPERLINK "http://www.emsc.nysed.gov/cte/Data/home.html" http://www.p12.nysed.gov/cte/Data/home.html  Appendix IV: Select Federal and State Reporting Requirements Protecting Privacy in Data Collection and Reporting Both federal and New York State laws govern privacy issues regarding student data. Education agencies and institutions that collect and maintain education records are subject to federal privacy laws if they receive funds from the United States Department of Education (USED). If information derives from an education record or is maintained in the record, federal, State, and local privacy rules apply. Individuals who work with education records in agencies or schools are responsible for knowing the privacy regulations that apply to their work. The Family Educational Rights and Privacy Act of 1974 and the Protection of Pupil Rights Amendment are the two major laws governing the protection of education records and student and family privacy. The other key laws with specific federal regulatory requirements pertaining to schools are the National School Lunch Act and the Individuals with Disabilities Education Act. In developing procedures and processes for collecting and reporting data, it is necessary to incorporate safeguards to protect the privacy of the individuals to whom the data pertains. Of special concern are data related to an individual student's economic status (the poverty indicator) or eligibility for free- or reduced-price lunch. This information must not be shared in combination with any other information about a student and must be made available only to the person responsible for verifying the accuracy of the data. The National Center for Education Statistics (NCES) has developed several resources to provide guidance on privacy issues related to the collection and reporting of student data. The following links provide specific information about related topics: The Forum Guide to Data Ethics  HYPERLINK "http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010801" http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010801 Protecting the Privacy of Student Records: Guidelines for Education Agencies  HYPERLINK "http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97527" http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97527  HYPERLINK "http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004330" http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2004330 Safeguarding Your Technology HYPERLINK "http://nces.ed.gov/pubs98/safetech/"http://nces.ed.gov/pubs98/safetech/  HYPERLINK http://nces.ed.gov/pubs98/98297.pdf http://nces.ed.gov/pubs98/98297.pdf Student Data Handbook  HYPERLINK "http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000343rev" http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000343rev NCES Web Site HYPERLINK "http://www.nces.ed.gov"http://www.nces.ed.gov Basic Concepts and Definitions for Privacy and Confidentiality in Student Education Records This Technical Brief discusses basic concepts and definitions that establish a common set of terms related to the protection of personally identifiable information, especially in education records in the Statewide Longitudinal Data Systems (SLDS). This Brief also outlines a privacy framework that is tied to Fair Information Practice Principles that have been promulgated in both the United States and international privacy work.  HYPERLINK "http://nces.ed.gov/pubs2011/2011601.pdf" http://nces.ed.gov/pubs2011/2011601.pdf Requirements of NCLB Related to Reporting Assessment Results to Parents Academic Assessment Requirements Sec. 1111(b)(3)(C)(xii) produce individual student interpretive, descriptive, and diagnostic reports, consistent with clause (iii) that allow parents, teachers, and principals to understand and address the specific academic needs of students, and include information regarding achievement on academic assessments aligned with State academic achievement standards, and that are provided to parents, teachers, and principals, as soon as is practicably possible after the assessment is given, in an understandable and uniform format, and to the extent practicable, in a language that parents can understand; Parents Right-To-Know Sec. 1111(h)(6)(B) ADDITIONAL INFORMATION In addition to the information that parents may request under subparagraph (A), a school that receives funds under this part shall provide to each individual parent (i) information on the level of achievement of the parent's child in each of the State academic assessments as required under this part; and (ii) timely notice that the parent's child has been assigned, or has been taught for four or more consecutive weeks by, a teacher who is not highly qualified. Sec. 1111(h)(6)(C) FORMAT The notice and information provided to parents under this paragraph shall be in an understandable and uniform format and, to the extent practicable, provided in a language that the parents can understand. State Public Reporting Requirements Commissioners Regulations Section 100.2 (m) Public reporting requirements. The New York State school report card for each public school and school district, except charter schools and the New York City school district, shall consist of the following reports prepared by the Education Department: overview of school performance and analysis of student subgroup performance; the comprehensive information report; the school accountability report; and for public school districts, the fiscal supplement. The chancellor of the New York City School District shall produce a New York City school report card, as approved by the commissioner. The superintendent of each public school district, except the New York City School District, shall present the New York State school report card to the board of education of such district at a public meeting within 30 calendar days of the commissioner's release of each report. In New York City, the chancellor shall present, in this same time period, the New York City school report card to the New York City Board of Education. Each board of education shall make its report card available by appending it to copies of the proposed budget made publicly available as required by law, making it available for distribution at the annual meeting, transmitting it to local newspapers of general circulation and making it available to parents. To satisfy the local report card requirements under section 1111(h)(2) of the No Child Left Behind Act, 20 U.S.C. section 6311(h)(2), each public school principal and each principal of a charter school receiving Federal funding under title I shall distribute, within 30 calendar days of the commissioner's release of such reports, copies of the overview of school performance and analysis of student subgroup performance and the school accountability report for the school and the district, or, in the New York City School District, the New York City report card to the parent of each student. A district or charter school may add any other appropriate information. Such additional information also must be distributed to the parent of each student and must be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies. To the extent practicable, the district or charter school shall provide the reports and additional information in a language that the parents can understand. The comprehensive assessment report for each nonpublic school will include the following information, for each school building, for the three school years immediately preceding the school year in which the report is issued: student test data on the elementary and middle level English language arts and mathematics assessments in the New York State Testing Program, the Regents competency tests, all Regents examinations, and the second language proficiency examinations as defined in this Part; student enrollment by grade; number of students transferred into the alternative high school and high school equivalency preparation programs as set forth in section 100.7 of this Part; data, as required by the commissioner, on diplomas and certificates awarded; any additional information prescribed by the commissioner on educational equity and other issues; and any additional information which the chief administrative officer of the nonpublic school believes will reflect the relative assessment of a school building or district. The chief administrative officer of each nonpublic school shall initiate measures designed to improve student results wherever it is warranted. The chief administrative officer of each nonpublic school shall be responsible for making the comprehensive assessment report accessible to parents. In accordance with the district's plan for school-based management and shared decision-making developed pursuant to section 100.11 of this Part, each board of education through the superintendent shall initiate measures designed to improve student achievement on the State learning standards. In any district in which a school performs below the benchmark established by the commissioner pursuant to subparagraph (p)(14)(vii) of this section, a local assistance plan shall be developed by the superintendent of the district (in New York City, the community school district superintendent in the case of any school under the jurisdiction of a community school board) that shall specify the actions that will be taken to raise student results above such benchmark. The local assistance plan shall identify: the process by which the local assistance plan was developed pursuant to section 100.11 of this Part; the resources that will be provided to each school to implement the plan; the professional development activities that will be taken to support implementation of the plan; the timeline for implementation of the plan; and such local assistance plan shall be formally approved by the Board of Education (or in New York City both the New York City Board of Education and the community school board for schools under the jurisdiction of a community school board) no later than October 15th of the school year in which such plan is required; and in lieu of a separate local assistance plan, a district may incorporate the elements of such plan into a comprehensive district education plan. A school improvement plan, corrective action plan or restructuring plan developed for a school pursuant to subdivision (p) of this section shall serve in lieu of a local assistance plan for such school The local assistance plan shall annually be made widely available through public means, such as posting on the Internet, distribution through the media, and distribution through public agencies, according to such timeline as may be established by the commissioner. Special Education Requirements for Public Reporting in the Individuals with Disabilities Education Act. Section 616 (b)(2)(C)(ii)(I) PUBLIC REPORT. The State shall report annually to the public on the performance of each local educational agency located in the State on the targets in the State's performance plan. The State shall make the State's performance plan available through public means, including by posting on the website of the State educational agency, distribution to the media, and distribution through public agencies. 34 CFR Section 300.602 (b)(1)(i)(A) Report annually to the public on the performance of each LEA located in the State on the targets in the States performance plan as soon as practicable but no later than 120 days following the States submission of its annual performance report to the Secretary under paragraph (b)(2) of this section; and (B) Make each of the following items available through public means: the States performance plan, under 300.601(a); annual performance reports, under paragraph (b)(2) of this section; and the States annual reports on the performance of each LEA located in the State, under paragraph (b)(1)(i)(A) of this section. In doing so, the State must, at a minimum, post the plan and reports on the SEAs Web site, and distribute the plan and reports to the media and through public agencies. Records Retention All school districts, BOCES, and other educational institutions should follow the guidance provided by the New York State Archives Government Records Services (NYSA GRS) division, using records retention schedule ED-1. Context for ED-1 is posted at  HYPERLINK "http://www.archives.nysed.gov/a/records/mr_retention.shtml" http://www.archives.nysed.gov/a/records/mr_retention.shtml, with a link to ED-1 at:  HYPERLINK "http://www.archives.nysed.gov/a/records/mr_pub_ed1.shtml" http://www.archives.nysed.gov/a/records/mr_pub_ed1.shtml. NYSA GRS will provide support and guidance to educational entities by e-mail at recmgmt@nysed.gov or phone at (518) 474-6926. Additional contacts may be found at  HYPERLINK "http://www.archives.nysed.gov/a/directories/dir_staff.shtml" http://www.archives.nysed.gov/a/directories/dir_staff.shtml. Additional information on records retention is available at  HYPERLINK "http://www.archives.nysed.gov/a/records/mr_retention.shtml" http://www.archives.nysed.gov/a/records/mr_retention.shtml. More Information on State and Federal Regulations Part 100 of New York State Commissioners Regulations can be found at  HYPERLINK "http://www.p12.nysed.gov/part100/home.html" http://www.p12.nysed.gov/part100/home.html. More information about federal regulations can be found at  HYPERLINK "http://www.ed.gov" www.ed.gov. Appendix V: Cohort Definitions Accountability decisions for secondary-level English language arts (ELA) and mathematics performance and for graduation rate are determined for a cohort of students; that is, students who first enter grade 9 in the same school year. Cohort data are used to make accountability decisions, for graduation rate and other public reporting, and to inform policy initiatives, like career and college readiness calculations. Cohort data may also be linked to other data collected from districts and charter schools or other sources to respond to data requests not specified here. Cohort year is determined using the First Date of Entry into Grade 9 as reported in the Student Lite Template. Data for cohorts are captured as of a reporting date. The table below shows the cohorts and reporting dates that will be used for data submitted at the end of the 201516 school year. CohortConsists ofReporting DateUsed for2012 ELA and Math Accountability CohortStudents who first entered grade 9 in the 201213 school yearJune 30, 2016ELA and math performance accountability2011 Graduation-Rate Total Cohort (4-Year) for AccountabilityStudents who first entered grade 9 in the 201112 school yearJune 30, 2015 count of students, includes diplomas awarded through August 31, 2015Graduation rate accountability2010 Graduation-Rate Total Cohort (5-Year) for AccountabilityStudents who first entered grade 9 in the 201011 school yearJune 30, 2015 count of students, includes diplomas awarded through August 31, 2015Graduation rate accountability2012 Total Cohort (4-Year June)Students who first entered grade 9 in the 201213 school yearJune 30, 2016Graduation-rate and Aspirational Performance Measure (APM) reporting and to inform policy decisions2012 Total Cohort (4-Year August)Students who first entered grade 9 in the 201213 school yearJune 30, 2016 count of students, includes diplomas awarded through August 31, 2016Graduation-rate reporting and to inform policy decisions2011 Total Cohort (5-Year June) Students who first entered grade 9 in the 201112 school yearJune 30, 2016Graduation-rate reporting and to inform policy decisions2011 Total Cohort (5-Year August)Students who first entered grade 9 in the 201112 school yearJune 30, 2016 count of students, includes diplomas awarded through August 31, 2016Graduation-rate reporting and to inform policy decisions2010 Total Cohort (6-Year June)Students who first entered grade 9 in the 201011 school yearJune 30, 2016Graduation-rate reporting and to inform policy decisions General Definitions 2012 ELA and Math Accountability Cohort For ELA and mathematics performance, the 2012 accountability cohort consists of all students, regardless of their current grade level, who were: 1) enrolled in your school or district on October 7, 2015 (BEDS day), and 2) first entered grade 9 (anywhere) during the 201213 school year (July 1, 2012 through June 30, 2013) or, in the case of ungraded students with disabilities, reached their seventeenth birthday during the 201213 school year. For Performance Accountability, the cohort year of students whose last enrollment record as of the reporting date has a grade of 14 (i.e., 712 ungraded) is identified using their birth date, even if they have a conflicting entry in the First Date of Entry into Grade 9 field. Ungraded students are included in the 2012 school accountability cohort if their birth date is between July 1, 1995 and June 30, 1996. 2011 Graduation-Rate Total Cohort (4-Year) for Accountability The 2011 total cohort for graduation-rate accountability (4 year as of August) consists of all students, based on last enrollment record as of June 30, 2015, with a First Date of Entry into Grade 9 during the 201112 school year (July 1, 2011 June 30, 2012), regardless of their current grade level. The enrollment count is based on enrollment records as of June 30, 2015. The graduate count includes diplomas awarded through August 31, 2015. The cohort year for students whose last enrollment record has a grade of 14 (i.e., 712 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17. 2010 Graduation-Rate Total Cohort (5-Year) for Accountability The 2010 total cohort for graduation-rate accountability (5 year as of August) consists of all students, based on last enrollment record as of June 30, 2015, with a First Date of Entry into Grade 9 during the 201011 school year (July 1, 2010 June 30, 2011), regardless of their current grade level. The enrollment count is based on enrollment records as of June 30, 2015. The graduate count includes diplomas awarded through August 31, 2015. The cohort year for students whose last enrollment record has a grade of 14 (i.e., 712 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17. 2012 Total Cohort as of June and August of the 4th Year of School The 2012 total cohort consists of all students, based on last enrollment record as of June 30, 2016, with a First Date of Entry into Grade 9 during the 201213 school year (July 1, 2012 June 30, 2013), regardless of their current grade level. The cohort year for students whose last enrollment record has a grade of 14 (i.e., 712 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17. 2011 Total Cohort as of June and August of the 5th Year of School The 2011 total cohort consists of all students, based on last enrollment record as of June 30, 2016, with a First Date of Entry into Grade 9 during the 201011 school year (July 1, 2011 June 30, 2012), regardless of their current grade level. The cohort year for students whose last enrollment record has a grade of 14 (i.e., 712 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17. 2010 Total Cohort as of June of the 6th Year of School The 2010 total cohort consists of all students, based on last enrollment record as of June 30, 2016, with a First Date of Entry into Grade 9 during the 201011 school year (July 1, 2010 June 30, 2011), regardless of their current grade level. The cohort year for students whose last enrollment record has a grade of 14 (i.e., 712 ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in circumstances when no date has been reported for an ungraded student, cohort year will be the school year the student turned 17. Additional Information Regardless of cohort, students are reported in the school and district where they were last enrolled as of the reporting date (4, 5, or 6 years after date of first entry in grade 9). The last enrollment record is defined as the regular enrollment record with the most recent beginning date as of the reporting date. Cohort year is determined using the date reported in the First Date of Entry into Grade 9 field in the school year when the last enrollment record occurred. Cohort enrollment counts are always as of June; graduate counts and other enrollment outcomes may be as of June or as of August based on the June count of students. For cohort calculations, a regular enrollment record is defined as one of the enrollment entry types listed below: 0011 - Enrollment in building or grade 5544 - Transferred in under the NCLB Title I "School in Improvement Status" transfer option 7000 - Transferred in under the NCLB "Persistently Dangerous School" transfer option 7011 - Transferred in under the NCLB "Victim of Serious Violent Incident" transfer option Note: Regardless of the enrollment entry reason reported on the record, enrollment records for students who are home schooled (reported with service provider BEDS code beginning with first 8 digits of a district BEDS code and ending in 0888) are excluded from the cohort. In addition, student records with the enrollment entry reasons listed below are not included in cohort calculations. 0022 - Foreign exchange student enrollment in building or grade 5555 - Student enrolled for the purpose of recording a test score (walk-in) 0055 - Enrolled for instructional reporting only 5905 - CSE or CPSE responsibility only 8294 - School-age children on the roster for census purposes only 0033 - Part-time students pursuing a HS diploma The table below shows the effect on cohort membership for each reason for ending enrollment code. The last enrollment record is defined as the regular enrollment record in SIRS with the most recent beginning date as of the reporting date. Exit Enrollment CodeReason2012 Accountability Cohort for ELA and Math Performance2011 Graduation-Rate Total Cohort (4-Year) for Accountability 2010 Graduation-Rate Total Cohort (5-Year) for Accountability 2012 Total Cohort after 4 Years 2011 Total Cohort after 5 Years 2010 Total Cohort after 6 Years85Earned an IEP diplomaincludedincluded136Reached maximum legal age and has not earned a diploma or certificateincludedincluded153Transferred to another school in this district or to an out-of-district placementincludedincluded170Transferred to another NYS public school outside this district with documentationexcludedexcluded204Transferred to a NYS nonpublic school with documentationexcludedexcluded221Transferred to a school outside NYS with documentationexcludedexcluded238Transferred to homebound instruction provided by this districtincludedincluded255Transferred to home-schooling by parent or guardianexcludedexcluded272Transferred to a postsecondary school prior to earning a diplomaexcludedexcluded289Transferred to an approved AHSEP programexcluded if earned High School Equivalency Diploma by June 30 of the reporting year or is enrolled in AHSEPP as of June 30 of the reporting year, otherwise includedincluded306Transferred to other high school equivalency (GED) preparation programincludedincluded323Transferred outside district by court orderexcludedexcluded340Left school: first-time dropoutincludedincluded357Left school: previously counted as a dropoutincludedincluded391Long-term absence (20 consecutive unexcused days)includedincluded408Permanent expulsion (student must be over compulsory attendance age)includedincluded425Left school, no documentation of transferincludedincluded442Left the U.S.excludedexcluded459Deceasedexcludedexcluded629Previously earned commencement credential or IEPincludedincluded799Graduated (earned a Regents or local diploma)includedincluded1089Transferred to an approved GED program outside this districtexcluded if earned High School Equivalency Diploma by June 30 of the reporting year or is enrolled in AHSEPP as of June 30 of the reporting year, otherwise includedincluded5927Leaving a school under NCLB a victim of a serious violent incidentincludedincluded5938Leaving a NYC community district under NCLB a victim of a serious violent incidentincludedincluded8338Incarcerated student, no participation in a program culminating in a regular diploma.includedincludedEOYEnd of Yearincludedincluded Appendix VI: Terms and Acronyms Adequate Yearly Progress: Adequate Yearly Progress (AYP) indicates satisfactory progress by a district or school toward the goal of proficiency for all students. Adult Services Program: Publicly funded service programs that will engage the student regularly in activities in the community outside the home or other residential care. Plans for these services should have a specific start date, not just be a referral. (Referrals for which results are not known would be listed under Other plans.) Adult Services might include programs that prepare individuals for employment such as vocational training, vocational rehabilitation or job placement services through the local Workforce Investment Board, Vocational Education Services for Individuals with Disabilities or the Commission for the Blind and Visually Handicapped. Adult Services may include Office for People with Developmental Disabilities (OPWDD) or Office of Mental Health (OMH) provided services such as Day Treatment, Day Habilitation, OPWDD Blended Day Habilitation, OPWDD Prevocational, OMH Intensive Psychiatric Rehabilitation Treatment (IPRT) and psychosocial rehabilitation clubhouse programs, for example. AHSEP: Alternative High School Equivalency Preparation. Annual Measurable Objective: The Annual Measurable Objective (AMO) is the Performance Index (PI) value that signifies that an accountability group is making satisfactory progress to being proficient in the States learning. (See Effective AMO for further information.) APR: Annual Performance Report for Special Education. Article 81 Schools: Residential schools that accept students from the courts or other State agencies and provide educational services to students pursuant to Article 81 of the educational law. These schools have CSE responsibility for students with disabilities who are placed by the court or a State agency. AYP: Adequate Yearly Progress. Backmapping: Backmapping is a process used to assign accountability status to feeder schools within a district. Backmapping attributes the grade 3 assessment score of a student to the feeder school in which the student was enrolled in earlier grades as well as to the school in which the student took the assessment. The data of continuously enrolled students from each feeder school are aggregated to determine the accountability of those schools. See  HYPERLINK "http://www.p12.nysed.gov/irs/sirs" http://www.p12.nysed.gov/irs/sirs for a list of backmapping schools. BEDS Code: A BEDS code is a 12-digit Basic Educational Data System (BEDS) code assigned by the New York State Education Department that uniquely identifies schools, districts, and other institutions. BEDS codes can be found at:  HYPERLINK "http://portal.nysed.gov/portal/pls/pref/SED.sed_inst_qry_vw$.startup" http://portal.nysed.gov/portal/pls/pref/SED.sed_inst_qry_vw$.startup. Big 5: Buffalo, New York City, Rochester, Syracuse, and Yonkers. CBVH: Commission for the Blind and Visually Handicapped. Child-Care Institutions: Any facility serving thirteen or more children licensed by the Department of Social Services (DSS) and operated by an authorized agency pursuant to Social Services Law (18NYCRR 441.2(f)). Childrens Residential Project: Programs specifically designed to meet the educational and residential needs of children with developmental disabilities currently placed, or at risk of out-of-state placement, by the education system. These programs provide education services as approved private schools under Education Law and residential services as Intermediate Care Facilities for the Developmentally Disabled certified by Office of People with Developmental Disabilities. Community Residence: An Office of Mental Health (OMH) program that provides a therapeutic environment for six to eight children and adolescents with serious emotional disturbances (14NYCRR 594.4(a)(3)). Community Residence: An Office for People with Developmental Disabilities (OPWDD) facility providing housing, supplies, and services for people who are developmentally disabled, including supervised community residences (facilities with staff on site or proximately available at all times when the persons are present) and supportive community residences (facilities providing practice in independent living under variable amounts of oversight delivered in accordance with the persons needs for such supervision) (14NYCRR 686.99(l)). Compulsory Age: For information about attendance rules, see Section 3205 Title IV, Article 65, Part I at  HYPERLINK "http://www.p12.nysed.gov/sss/lawsregs/3205.html" http://www.p12.nysed.gov/sss/lawsregs/3205.html. Continuously Enrolled Students: At the elementary/middle level, continuously enrolled students are those enrolled in the school or district on BEDS day (usually the first Wednesday in October) of the school year and during the testing period for the New York State Testing Program assessments. CPSE: Committee on Preschool Special Education. Crisis Residence: An Office of Mental Health (OMH) program that provides a short-term (1 to 21 days) crisis residential option for children and adolescents (14NYCRR 594.4(a)(4)). Crisis Respite: Brief and temporary care and a Department of Social Services (DSS) program that provides supervision of children for the purpose of relieving parents or foster parents of the care of children or foster children at a time of need for support (Social Services Law 435.3(d)). CSE: Committee on Special Education. CTE: Career and Technical Education. Developmental Center: A State-operated intermediate care facility operated by the Office for People with Developmental Disabilities that provides care for individuals with developmental disabilities (14NYCRR). DOC: Department of Corrections. Domestic Violence Shelter: A congregate residential facility operated by the Department of Social Services with a capacity of 10 or more persons, including adults and children, organized for the exclusive purpose of providing temporary shelter, emergency services, and care to victims of domestic violence and their minor children (18NYCRR 453.2(b)). Dropout: A dropout is any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented to have entered another program leading to a high school diploma or an approved program leading to a high school equivalency diploma. The NYSED reports an annual and cohort dropout rate. A student who leaves during the school year without documentation of a transfer to another program leading to a high school diploma or to an approved high school equivalency program or to a high school equivalency preparation program is counted as a dropout unless the student resumes school attendance before the end of the school year. The students registration for the next school year does not exempt him or her from dropout status in the current school year. Students who resume and continue enrollment until graduation are not counted as dropouts in the cohort dropout calculation. In computing annual dropout rates, students who are reported as having been counted by the same school as a dropout in a previous school year are not counted as a dropout in the current school year. DSS: Department of Social Services. Effective Annual Measurable Objective: The Effective Annual Measurable Objective (Effective AMO) is the Performance Index (PI) value that each accountability group within a school or district is expected to achieve to make Adequate Yearly Progress (AYP). The Effective AMO is the lowest PI that an accountability group of a given size can achieve in a subject for the groups PI not to be considered significantly different from the AMO for that subject. If an accountability groups PI equals or exceeds the Effective AMO, it is considered to have made AYP. EI: Early Intervention. ELL: English Language Learner, also known as Limited English Proficient (LEP). Embargoed Data: Embargoed data are data that cannot be discussed at public meetings or released to the public or the media until the NYSED public release date. This public release is often made by the Commissioner. Data that have been publicly released to the media or can be found on SED's website are not embargoed. For example, 3-8 ELA/math assessment scores are generally publicly released prior to the public release of The New York State Report Cards, which also contain data on these assessments. Therefore, data on these assessments are not embargoed after the initial public release. Annual Regents examination data, however, are not part of a separate public release prior to the release of The New York State Report Cards. As such, these data are embargoed until the public release of report cards. Even if data are embargoed, they may be used for internal district operations, including program and instructional planning for students and communication with individual parents about their child's academic needs. Emergency Foster Family Boarding Home: Care provided in a home certified by the Department of Social Services (DSS) and designated by an authorized agency exclusively for emergency use by children to provide temporary care and services to children who enter foster care in a crisis situation that is expected to be resolved within 60 days so that the children can be reunited with their family (18NYCRR 446.2). English Language Learner: See Limited English Proficient. ESEA: Elementary and Secondary Education Act. For more information see:  HYPERLINK "http://www.p12.nysed.gov/accountability/ESEAFlexibilityWaiver.html" http://www.p12.nysed.gov/accountability/ESEAFlexibilityWaiver.html or  HYPERLINK "http://www2.ed.gov/nclb/landing.jhtml" http://www2.ed.gov/nclb/landing.jhtml Ever ELL: Students who were ever identified as English Language Learners (ELL) (reported with a Program Service Code 0231) are considered Ever ELL. Ever ELL is determined by the Department using a combination of program service and other records reported in SIRS. Family-Based Treatment: An Office of Mental Health (OMH) family-care program that provides care and treatment to children and adolescents with serious emotional disturbances (14NYCRR 594.4(a)(7)). Family Homes at Board: For purposes of education, this term as used in 3202.4 of the Education Law includes community residences, agency-operated boarding homes, group homes, foster homes, family-based treatment programs, family care homes, therapeutic foster homes, and family homes. Feeder School: A feeder school is an early-grade elementary school that does not serve students in grade 3 or above (i.e., its enrollment is restricted to PK1, K1, PK2, K2, or 12) and, therefore, does not administer State assessments. Schools serving grade 3 students received from a feeder school within the district are required to identify the feeder school. Former ELL: Students who are not identified as ELL in the current school year but who were identified in at least one of the previous two school years are considered Former ELL. Former ELL is determined by the Department using a combination of program service and other records reported in SIRS. Former Student with a Disability: Students who are not identified as students with a disability in the current school year but who were identified in at least one of the previous two school years are considered Former Students with Disabilities. Former students with disabilities is determined by the Department using a combination of program service and other records reported in SIRS. FRPL: Free and Reduced-Price Lunch. GED: General Education Diploma. Now known as High School Equivalency (HSE) diploma. Graduate: Student awarded a local or Regents diploma. Group Home: A family-type home operated by the Department of Social Services (DSS) for the care and maintenance of no fewer than seven and no more than 12 children who are at least five year of age (18NYCRR 441.2(h)). High School Equivalency Preparation Programs: High school equivalency preparation programs fall into the following categories: Alternative High School Equivalency Preparation Program (AHSEPP) a program of preparation for the High School Equivalency Examination for students 16 to 19 years old as described in Section 100.7(h) of the Regulations of the Commissioner of Education. Other Equivalency Preparation Programs other programs leading to high school equivalency diplomas, including programs operated by community colleges, proprietary schools, or evening programs at high schools. (See  HYPERLINK "http://www.p12.nysed.gov/sss/ssae/AltEd/home.html" http://www.p12.nysed.gov/sss/ssae/AltEd/home.html for a list of approved high school equivalency preparation programs.) Homebound Student: Homebound students (also known as home-tutored students) fall into two categories: a) students who remain enrolled in a school but are provided temporary instruction in the home, and b) students who are unable to attend school for the remainder of the school year because of a physical, mental, or emotional illness or injury substantiated by a licensed physician or, for students with disabilities, are placed in homebound instruction by the CSE and are instructed at home or in a hospital by a tutor provided by the district of responsibility. Home-schooled Student: A home-schooled student is a student who is instructed at home by a parent, guardian, or tutor employed by the parent or guardian and by request of the parent or guardian and has a home-school plan approved and supervised by the district. Home-schooled students need to be reported in SIRS only if they take a State assessment. Homeless Student: A homeless student is one who; 1) lacks a fixed, regular, and adequate nighttime residence, including a student who is sharing the housing of other persons due to a loss of housing, economic hardship or similar reason; living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations; abandoned in hospitals; awaiting foster care placement; or a migratory child, as defined in subsection 2 of Section 1309 of the Elementary and Secondary Education Act of 1965, as amended, who qualifies as homeless under any of the above provisions; or 2) has a primary nighttime location that is a supervised publicly or privately operated shelter designed to provide temporary living accommodations including, but not limited to, shelters operated or approved by the State or local department of social services, and residential programs for runaway and homeless youth established pursuant to article 19H of the executive law or a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings, including a car, park, public space, abandoned building, substandard housing, bus, train stations, or similar setting. Homeless students do not include children in foster care placement or receiving educational services. IDEA: Individuals with Disabilities Education Act. IEP: Individualized Education Program. IESP: Individualized Education Services Program. IMF: Institutional Master File. Immigrant: Immigrant children and youth are defined as individuals who: are aged 3 through 21; were not born in any State; and have not been attending one or more schools in any one or more States for more than 3 full academic years. The months need not be consecutive. "State" means the 50 states, the District of Columbia, and the Commonwealth of Puerto Rico. Children born to U.S. citizens abroad (including those born on military bases), the U.S. Virgin Islands, Guam, or any other U.S. territory that is not D.C. or Puerto Rico are considered immigrants. Individualized Residential Alternative: A facility operated or certified by the Office for People with Developmental Disabilities (OPWDD) that provides room, board, and individualized protective oversight (14NYCRR 686.99(l)(2)(iii)). Initial Evaluation for Special Education Services: The evaluation that must be conducted whenever a preschool-age child or a school-age child is referred to the Committee on Preschool Special Education (CPSE) or Committee on Special Education (CSE) for an individual evaluation to determine if the child is first eligible for special-education services. An initial evaluation is also conducted for a previously eligible student who was declassified or for a student who was previously evaluated and determined ineligible who is later referred to the CPSE or CSE to determine special-education eligibility. A child who is identified as a preschool child with a disability and upon attaining school age is referred to the CSE to determine his or her eligibility for school-age special-education services receives a re-evaluation, not an initial evaluation. Intermediate-Care Facility: Office for People with Developmental Disabilities (OPWDD)- approved housing that provides each person receiving services with room and board, continuous 24-hour-a-day intensive support with medical and/or behavioral services, and training in daily living skills (Part 681 of Mental Hygiene Law). L2RPT: Level 2 Reporting environment. For more information, see  HYPERLINK "http://www.p12.nysed.gov/irs/level2reports/home.html" http://www.p12.nysed.gov/irs/level2reports/home.html. LEA: Local Education Agency. LEP: Limited English Proficient, also referred to as English Language Learner (ELL). See English Language Learners in Chapter 2: Student Reporting Rules. Long-term Absence: Any student who has been absent without a valid excuse for twenty (20) or more consecutive days as of the last expected day of attendance for the school year should be coded as a long-term absence. Medically Excused: Students who are incapacitated by illness or injury during the test administration and make-up periods at the elementary/middle level and have on file documentation from a medical practitioner that they were too incapacitated to complete the test at the school, at home, or in a medical setting are considered medically excused from testing. These students are not included in the accountability calculations for schools, districts, or the State. Students at the secondary level may not be medically excused from testing. Migrant: A student is a migrant child if the student is, or the student's parents, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work: has moved from one school district to another; or resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence to engage in temporary or seasonal employment in agriculture or fishing. All students eligible to be served by programs supported with Title I - Part C funds should have a Certificate of Eligibility signed by a parent or guardian and filed with the Superintendent of schools. NCLB: No Child Left Behind. For more information, see  HYPERLINK "http://www2.ed.gov/nclb/landing.jhtml" http://www2.ed.gov/nclb/landing.jhtml. Neglected/Delinquent: Neglected: Children who have been committed to an institution or voluntarily placed in the institution under applicable State law because of the abandonment by, or neglect by, or death of parents. (Note: this does not include foster children living on a household rather than a group home or institution.) Delinquent: Children who have been adjudicated delinquent or persons in need of supervision. The term "delinquent children" also refers to students who are placed in an adult correctional institution in which children reside. Noncompleter: Beginning with the 200102 school year, any student who dropped out or entered a high school equivalency preparation program will be counted as a high school noncompleter. Each high schools noncompletion rate (the sum of the dropout rate and the transfer-to-high-school-equivalency-preparation-program rate) will be reported on the New York State School Report Card along with the two component rates. Federal standards require that students leaving high school diploma programs to enter equivalency programs be counted as noncompleters. NYSAA: New York State Alternate Assessment. NYSED: New York State Education Department. NYSESLAT: New York State English as a Second Language Achievement Test. NYSITELL: New York State Identification Test for English Language Learners. NYSSIS: New York State Student Identifier System. NYSTP: New York State Testing Program. OASAS: Office of Alcohol and Substance Abuse Services. OCFS: Office of Children and Family Services. OMH: Office of Mental Health. OPWDD: Office for People with Developmental Disabilities. Performance Index: Performance Index is a value from 0 to 200 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative) in English language art, mathematics, or science. PMF: Personnel Master File. Progress Target: For accountability groups whose Performance Index (PI) (in science) or graduation rate (in graduation rate) is below the State Standard, the Progress Target is the PI the group must achieve as an alternate method for making Adequate Yearly Progress (AYP) or qualifying for Safe Harbor in English language arts and mathematics. The Progress Target is based on improvement over the previous years performance. RCT: Regents Competency Test. Residential Respite: The provision of short-term overnight stays in an OPWDD-operated, certified, or approved site that is not a private residence (14NYCRR 686.99(ag)). Residential Treatment Facility: A community-based psychiatric inpatient facility licensed by the NYS Office of Mental Health (OMH) that provides the level of supervision, medical oversight, and psychiatric treatment required by children and adolescents with severe emotional disabilities (13NYCRR Part 589). RIC: Regional Information Center. Safe Harbor Target: For accountability groups whose Performance Index (PI) in English language arts or mathematics is below the Effective Annual Measurable Objectives (AMOs), the Safe Harbor target is the PI the group must achieve as an alternate method for making Adequate Yearly Progress (AYP). The Safe Harbor Target is based on a ten percent improvement over the previous years performance. School Choice: Each school district with a Title I school in school improvement or corrective action status must authorize students in the school to transfer to another public school in the district that has not been identified for Title I improvement. In providing the transfer option, the district must give priority to the lowest-achieving students from low-income families. The district must pay the cost of transportation for students participating in this option. School Year: A school year is July 1 through June 30. SEA: State Education Agency. SMS: Student Management System. SP: Services Plan. SPP: State Performance Plan (for Special Education). SPP Indicator 7: The Preschool Outcomes section (Indicator 7) of the Annual Performance Report for IDEA Part B State Performance Plan (SPP), which identifies the percent of preschool children with Individualized Education Programs who demonstrate improved positive social-emotional skills (including social relationships); acquisition and use of knowledge and skills (including early language/communication and early literacy); and use of appropriate behaviors to meet their needs. SPP Indicator 11: The Child Find section (Indicator 11) of the Annual Performance Report for IDEA Part B State Performance Plan (SPP), developed as a result of requirements in the reauthorized Individuals with Disabilities Education Act (IDEA), section 616(b). This section deals with the percent of children with parental consent to evaluate, who were evaluated within 60 days (or State established timeline). SPP Indicator 12: The Early Childhood Transition section (Indicator 12) of the Annual Performance Report for IDEA Part B State Performance Plan (SPP), developed as a result of requirements in the reauthorized Individuals with Disabilities Education Act (IDEA), section 616(b). This section deals with the percent of children referred by Part C prior to age 3, who are found eligible for Part B, and who have an IEP developed and implemented by their third birthdays. Supplemental Services: Each school district with a Title I school in school improvement (year 2) or higher status must arrange for low-income students to receive supplemental educational services from a provider approved by the State. The parents must select from a list of approved providers who meet NYSEDs objective criteria and whose performance is monitored. Teacher of Record: An individual (or individuals, such as in co-teaching assignments) who has been assigned responsibility for a students learning in a subject/course with aligned performance measures. Temporary Use Beds: Beds designated on a facility operating certificate for temporary use for time-limited stays of developmentally disabled persons (OPWDD) (14NYCRR 686.15). Transgender Students: Students whose gender identity does not correspond to their assigned sex at birth. United States: The term "United States" means all fifty States of the United States and the Commonwealth of Puerto Rico, the District of Columbia, Guam, American Samoa, Northern Marianna Islands, US Minor Outlying Islands and US Virgin Islands. Universal Pre-K Programs: Universal Pre-K programs are Pre-K programs funded pursuant to Section 3602e of Education Law. These programs are operated by the school district or by other eligible agencies under a contractual agreement with the school district. UPK: Universal Pre-Kindergarten Program. USED: United States Department of Education. Valid Score: A valid score is a score received on an assessment. Administrative errors, medically excused, refusals, and absences are not considered valid scores. VESID: Vocational and Educational Services for Individuals with Disabilities.      PAGE  PAGE 180   30 New York State Student Information Repository System (SIRS) Manual LEA SMS (School Management System) EXTRACT Level 0 Application: L1-hosted Data Collection & Validation L1 RIC / Big 5 Education Data Stores Local Educational Agency (LEA) with School Management System Local Educational Agency (LEA) without School Management System Regional Information Center or Big Five City School District LEVEL.0 Level 2 STATEWIDE Education Data REPOSITORY NEW YORK STATE STUDENT IDENTIFICATION SYSTEM (NYSSIS) New York State Education Department STUDENT IDs (solid grey lines) EDUCATION DATA (solid black lines) LEVEL 1 LEVEL 2 NYS Student Information Repository System (SIRS) L1 RIC / Big 5 Jobs: NYSSIS ID Requests and Corrections LOCAL REGIONAL STATE Level 1 Container Level 0 Historical Application: Contains select Prior School Year data domains. L2-hosted, with L1-specific views. 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+g0`'64 laf4ytP}T $$Ifa$gdf 2=BHPV $$Ifa$gdf $IfgdfVW}I@@44 $$Ifa$gdf $IfgdfkdW$$IfTl4r !&\  +g0`'64 laf4ytP}TW} :^ds#0@FUot$*<Mms +/CDaeyz12`dxy& *hZhyDLCJOJQJ\^JaJ h))hyDLCJOJQJ^JaJ#h))hyDLCJOJQJ\^JaJO=44 $Ifgdfkd$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf ;=4 $Ifgdfkd$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf;Y^dlr $$Ifa$gdf $IfgdfrsI@@44 $$Ifa$gdf $Ifgdfkd$$IfTl4r !&\  +g0`'64 laf4ytP}T=44 $Ifgdfkdk$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf=kd0$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf8@FNT $$Ifa$gdf $IfgdfTUpI@@44 $$Ifa$gdf $Ifgdfkd$$IfTl4r !&\  +g0`'64 laf4ytP}T=44 $Ifgdfkd$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf=kd$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf$*2; $$Ifa$gdf $Ifgdf;<M^msI@@44 $$Ifa$gdf $IfgdfkdD $$IfTl4r !&\  +g0`'64 laf4ytP}Ts{=44 $Ifgdfkd !$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf =kd!$$IfTl4r !&\  +g0`'64 laf4ytP}T $$Ifa$gdf +/5=C||pppp $$Ifa$gdf $Ifgdfykd"$$IfTl4&`'  0`'64 laf4p ytfTCDUaekI@@44 $$Ifa$gdf $IfgdfkdM#$$IfTl4r !&\  +g0`'64 laf4ytP}Tksyz=44 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06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  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/ / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l06,5;5/ / / /  pytqT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ / / /  pytT$$If!vh#v;#v:V l 06,5;5/ 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