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.
If students are enrolled both in a high school and in a postsecondary institution, they should be reported as enrolled in the high school. Students reported in any Pre-K program should be four years of age on or before December 1 or otherwise eligible to attend kindergarten in the next school year.
These programs are operated by the school district or by other eligible agencies under a contractual agreement with the school district. In the disability Programs Fact record, provide the disability code preschool student with a disability. In addition, all students must be reported with at least one race. Non-Hispanic students who are reported with more than one race category will be reported as Multiracial for accountability.
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, LEP eligibility, and NYSAA eligibility, even if they took State assessments at the same grade level in the previous year.
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 —12 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 and thereafter.
Local Diploma Safety Net Option: Effective October 31, , 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. 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 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 Secondary-Level Students All public and charter school general-education students and students with disabilities in grades 9—12, or ungraded students of equivalent age, must be reported in SIRS.
Schools are allowed at least one year to determine the appropriate grade level of LEP students meeting these criteria. 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. 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.
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.
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 prior to the end of a school year or a summer school term are allowed to complete the year or term but cannot sign up for a new term. Records for these students should not be reported in SIRS after they complete the final year or 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.
All students identified as disabled at any time during the school year will be included in the students with 56 Student Information Repository System Manual Version 9.
For more information, see Chapter 5: Codes and Descriptions. Only BEDS codes of approved specialeducation service providers may be used. If the student is not receiving specialeducation 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.
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. For more information about reporting students with disabilities, contact the Special Education Team of Information and Reporting Services by phone at or by e-mail at [email protected] 57 Student Information Repository System Manual Version 9. 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. 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: 1. 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; 2.
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; 3. 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; 4.
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; 5. All courses taken by students during the regular school year must be reported through the Student Class Grade Detail Record.
For students who are making up incomplete or failed course credit at any time, a Student Class Grade Detail Record must be reported and the Credit Recovery Code field on the record must be identified as "yes".
No Staff Student Course records need to be reported for summer school. 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. 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.
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. 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. In these cases, when possible, the school the student transfers from should communicate with the school to 59 Student Information Repository System Manual Version 9.
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. Each student assessment record includes the BEDS code of the reporting school. For accountability and reporting purposes, the score will be attributed to the school identified on the assessment record.
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.
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 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.
Districts must use Reason for Ending Enrollment Code — 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 — 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.
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. 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. Reason for Beginning Enrollment Code — 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. Do not use Reason for Beginning Enrollment Code to report students in county jails or home-schooled students.
In addition, teachers and principals are required by section Charter schools are not required to report subcomponent scores. No grade or other outcome is awarded for the scheduled time; 2. No credit is earned for the scheduled time; and 3. Links marking period to a term. The procedures for reporting these data are similar to those already in place for reporting student demographic, enrollment, program service, assessment, and special education data to the SIRS. Local course codes will need to be matched to the statewide standardized course codes.
Course terms e. 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.
The data elements fall into seven general categories: 1. Programs, assessment, specialeducation, course, staff, and EngageNY data can then be entered. Some data elements are required for all students; others are only required for certain students or specific circumstances, as indicated by the asterisks and plus signs in the templates. Acc Mod Type Code: Code that indicates the group of accommodations to which a particular accommodation modification belongs.
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 Indicator: Indication that the contact is connected to the student for authorization purposes. Student Contact Fact Template, Field 9. 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 Staff Snapshot Template, Field 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. Assessment Fact Template, Field Assessment Date of Administration: First day of the testing period for a particular given assessment.
Assessment Item Response Description: Number or code that uniquely identifies each item question in an assessment. Assessment Response Template, Field 7. Assessment Response Template, Field 8. Assessment Item Response Value Points Earned: Number of points earned by a student on a multiple-choice, constructed-response, or essay question on an assessment.
Assessment Response Template, Field 9. Assessment Measure Standard Description: Description of the assessment being reported. Assessment School Year Date: June 30 of the reporting year. Assessment Score: Score the student achieved on the assessment.
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 incapacitated by illness or injury during the entire test administration and make-up periods and has on file documentation from a medical practitioner that he or she was too incapacitated to be tested at the school, at home, or in a medical setting.
Assignment Code: Code that indicates staff assignment. 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" as the principal, whichever comes last. Staff Assignment Template, Field 6. Otherwise send one record for each grade level. Staff Assignment Template, Field Assignment Location Code: For school districts and charter schools, building code used by the Data Warehouse, uniquely identifying the building to which a principal is assigned.
This code is typically assigned by the local student management system. 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 inschool suspension, and OSS indicates out-of-school suspension.
Attendance Code Type: Indication that the attendance is being kept for students. Attendance Codes Template, Field Attendance Date: Date of student absence or tardy attendance. 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. Student Lite Template, Field 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. 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.
Completion Date: Last date of assignment in the building or grade level for a staff member. Staff Assignment Template, Field 7. Student Contact Fact Template, Field 7.
Contact First Name: First name of contact. Contact Template, Field 9. Contact Template, Field Provide number, street, and apartment number but not P. Contact Home Phone Number: Home phone number of the contact, including area code.
Student Contact Fact Template, Field 4. Contact Last Name: Last name of contact. Provide number, street, and apartment number. Contact Middle Name: Middle name of contact.
Contact Mobile Phone Number: Mobile phone number of the contact, including area code. Contact Name Prefix: An appellation, if any, used to denote rank, placement, or status e.
Contact Template, Field 8. Contact Oral Language Code: Code that indicates the language or dialect that the contact uses to communicate orally. Contact Personal Email Address: Personal e-mail address of the contact.
Contact Relationship Code: Code that identifies the relationship of the contact to the student. Student Contact Fact Template, Field 6.
Contact Work Email Address: Work e-mail address of the contact. Contact Work Phone Number: Work phone number of the contact, including area code. Country of Origin: Description of the country from which the student emigrated.
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. 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 the science lab course codes.
If the lab is scheduled separately, do not report a separate course grade for the lab. Staff Student Course Template, Field 8. 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.
Credential Type Code: The code identifying the credential earned by the student. Reporting credits and GPA by subject area is optional. 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. Credits Earned: Indicates the actual number of credits earned upon completion of a course. CTE students at local high schools build meaningful cohesive concentrations based on individual interests e.
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. For science courses that culminate in a Regents. If the lab is scheduled separately, do not report a separate course grade for the lab. Staff Student Course Template, Field 8. 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. Credential Type Code: The code identifying the credential earned by the student.
Also see Commissioner Regulations at. Reporting credits and GPA by subject area is optional. 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. Credits Earned: Indicates the actual number of credits earned upon completion of a course. CTE students at local high schools build meaningful cohesive concentrations based on individual interests e. 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:.
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.
Programs Fact Template, Field Cumulative Credits Attempted: Total graduation credits attempted to date. Report cumulative credits attempted for any student who has attempted to earn graduation credit. Cumulative Credits Earned: Total graduation credits earned by the student to date. Report cumulative credits earned for any student who has earned graduation credit. The source document must be the same as that used to document when the child is of school age.
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 as their District of Residence code. Alternate Standard Achieved Code: Standard achieved by the student on a specific assessment for use in accountability calculations. If the staff member has more than one primary assignment e.
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. Indicate the Level of Program Intensity reached at the end of the school year being reported. The program intensity should be updated at the end of each school year.
For more information about the approval process see www. Two new course codes have been developed for the reporting of work-based learning and will be introduced over the summer see table below.
Use for courses that consist of sustained interactions with industry or community professionals in real workplace settings or simulated environments at an educational agency. Technical Skills Assessments All career and technical education programs that have been approved under the Regents Policy on CTE must offer a three-part technical skills assessment.
The program provider should report to the SIRS results for all students taking the assessment. BOCES and districts must establish procedures that ensure information about successful completers is reflected in the diploma type issued by the school district. The data elements fall into six general categories:.
This indicator is necessary for validity studies that determine the statistical relationship between Regents examination scores and final course grades. The following templates are used to report staff data or data linked to staff: Course Template: This template links course information to a location. 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.
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. No credit is earned for the class; and 3. The linkage is not reflected on the student's report card or transcript.
The data elements fall into six general categories: 1. Student Demographic and Enrollment 2. Programs 3. Assessment 4. Special Education 5.
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