SIRS - p-12 - New York State Education Department

New York State Student 

Information Repository System 

(SIRS) Manual 

Reporting Data for the 

2010–11 

School Year 

April 22, 2011 

Version 6.2 

The University of the State of New York 

THE STATE EDUCATION DEPARTMENT 

Information and Reporting Services 

Albany, New York 12234

Revision History 

ii 

Revision History 

Version Date Revisions 

6.0 

October 15, 

2010 

6.1 March 10, 2011 

6.2 April 22, 2011 

Initial Release. Please pay particular attention to revisions to guidance on: 

• New guidance on role of District Data Coordinator. 

• New race/ethnicity reporting rules. 

• New teacher/course reporting rules. 

• Implementation of new federal rules (one-day enrollment criterion, 

assignment of grade 9 entry date for ungraded students with a disability, 

and outcome status determinations for court placements of incarcerated 

students) for 2006 (non-accountability) and 2007 total cohort graduation 

rate reporting purposes. 

• New Reason for Ending Enrollment Code 8338 – Incarcerated student, 

no participation in a program culminating in a regular diploma. 

• New test accommodation codes. 

• Some CTE Codes deleted. 

• Student Grades, Staff Snapshot, Course, and Marking Period 

Templates added. 

• Component Retests, SLPs, Reading First, and Grades 5 & 8 NYSTP 

and NYSAA Social Studies no longer available. 

• Compulsory age in glossary provides link to Section 3205 — Title IV, 

Article 65, Part I, regarding attendance of minors 

http://www.p12.nysed.gov/sss/lawsregs/3205.html. 

• NYSTP ELA first day of administration May 3, 2011. NYSESLAT 

Listening, Reading, Writing last day of administration May 27, 2011. 

Other deadlines/dates in Appendix 1 revised/updated. 

• Assessment Accommodations Codes in Assessment_Fact template 

revised for #3 & 8. 

• Regents Examination in Algebra 2/Trigonometry – August Code 08206 

added to assessment codes appendix. 

• Data element definition “Primary Ethnic Code” changed to “Race Code” 

and Hispanic/Latino and Multiracial removed from definition. 

• Language for Reason for Ending Enrollment Code 153 modified. 

• NYSAA 1% Cap Exception Application at 

http://www.p12.nysed.gov/specialed/applications/onepercent-2011.htm. 

• Clarification of use of 8294 and 8316 codes. 

• Grade Type Codes and Marking Period Numbers added to Appendix 

14. 

• Revised Effective AMOs for 3–8 ELA and math. 

• Reason for Ending Enrollment code 8338 counted as dropout in annual 

reports and excluded from 2007 accountability and 2006 graduation 

rate cohorts. 

• Clarified primary and alternate guardian reporting in student lite 

template. 

• Clarified numeric grade reporting in student grades template. 

• Marking period number in marking period template revised. Also see 

marking period table in Appendix 14. 

• Rule that beginning with the 2011–12 school year, a student with a 

disability may be coded as ungraded only if he or she is also coded as 

eligible for the NYSAA removed from Appendix 21. 

• URLs updated. 

• Per March 2011 memorandum from James DeLorenzo, references to 

“Office of Mental Retardation and Developmental Disabilities” changed 

to “Office for People With Developmental Disabilities”. 

Student Information Repository System Manual for 2010–11 Version 6.2

Table of Contents 

iii 


INTRODUCTION...........................................................................................................................................1 

New York State Education Department E-mail Queries ..........................................................................3 

New York State Education Department Contacts....................................................................................3 

RIC/Big 5 Contacts......................................................................................................................................3 

Other Contacts ............................................................................................................................................3 

Web Sites .....................................................................................................................................................4 

Select Federal and State Reporting Requirements .................................................................................5 

CHAPTER 1: ACCOUNTABILITY IN NEW YORK STATE .......................................................................11 

Adequate Yearly Progress (AYP) ............................................................................................................11 

Accountability Measures..........................................................................................................................11 

Accountability Groups..............................................................................................................................11 

Participation Criterion ..............................................................................................................................12 

Performance Criterion ..............................................................................................................................14 

Effective Annual Measurable Objectives for 2011–12 Status Based on 2010–11 School Year 

Results .......................................................................................................................................................17 

Order of Precedence for Choosing Which Secondary-Level Examination Will Be Used for 

Accountability Purposes..........................................................................................................................21 

Accountability Determinations for Small Districts and Schools..........................................................22 

“Backmapping” for Schools with Grades Below Grade 3 Only ...........................................................23 

Determining School and District Accountability Status .......................................................................24 

School Accountability..............................................................................................................................24 

District Accountability..............................................................................................................................26 

CHAPTER 2: STUDENT INFORMATION REPOSITORY SYSTEM (SIRS) .............................................27 

SIRS Levels................................................................................................................................................27 

SIRS Data Flow..........................................................................................................................................29 

CHAPTER 3: NYSTART.............................................................................................................................30 

Access to nySTART................................................................................................................................30 

Account Types ........................................................................................................................................30 

Account User Assignment Flow..............................................................................................................32 

Invitation Letters .....................................................................................................................................32 

“Delete Account,” “Delete Assignment,” and “Suspend Account” ..........................................................33 

Usernames and Passwords....................................................................................................................34 

Security and Student Confidentiality.......................................................................................................35 



iv 

Web Browsers Supported by nySTART .................................................................................................36 

Viewing Special Education Verification Reports.....................................................................................36 

CHAPTER 4: TESTING RULES.................................................................................................................37 

Testing Students at the Elementary/Middle Level .................................................................................37 

Testing Nonpublic School Students .......................................................................................................37 

Identifying and Testing Graded and Ungraded Students .....................................................................37 

Assessments by Birth Date/Age for Ungraded Students in 2010–11.....................................................39 

NYSAA Testing and Accountability ........................................................................................................40 

Testing and Accountability for LEP Students (NYSESLAT) .................................................................41 

Testing Students Eligible for Both the NYSAA and the NYSESLAT....................................................43 

Testing Accelerated Intermediate-Level Science Students..................................................................43 

Testing Accelerated Elementary-Level Science, and Grades 3–8 ELA and Mathematics Students 44 

Testing Repeaters .....................................................................................................................................44 

Elementary/Middle-Level Students Who Transfer to a Different School During the Test 

Administration Period...............................................................................................................................44 

Students’ Inclusion in Document/Calculations......................................................................................46 

CHAPTER 5: REPORTING RULES...........................................................................................................47 

Educational Institutions That Must Report Data Using the SIRS.........................................................47 

Policy for Including Students in Report Cards and Accountability Decisions...................................47 

Responsibility for Reporting Student Records Through the SIRS ......................................................48 

Table of Reporting Responsibility for School-Age Students ...............................................................51 

Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students......................61 

Accelerated Elementary-Level Science Students and Grades 3–8 ELA and Mathematics Students 

....................................................................................................................................................................64 

Accelerated Intermediate-Level Science Students................................................................................64 

Career and Technical Education Program Students.............................................................................64 

Foreign Exchange Program Students.....................................................................................................66 

Free or Reduced-Price Lunch Students .................................................................................................66 

Grade 9 Students Whose Grade Is Changed to Grade 8 or Lower ......................................................67 

High-School-Age LEP Students with Low Literacy Level on First Arrival in the United States .......67 

Nonpublic School Students .....................................................................................................................67 



NYSAA- and NYSESLAT-Eligible Students ............................................................................................68 

“Online” Schools ......................................................................................................................................68 

Racial/Ethnic Group Reporting Rules.....................................................................................................68 

Students with Disabilities.........................................................................................................................68 

Suspended Students ................................................................................................................................69 

Teacher/Course Reporting Rules ............................................................................................................69 

Test Accommodations..............................................................................................................................70 

Validity Rules: Elementary/Middle-Level Assessment Valid/Invalid Score Reporting ......................70 

CHAPTER 6: DATA REPORTING IN THE SIRS.......................................................................................72 

Data Elements Reported by LEAs ...........................................................................................................72 

Data Sets....................................................................................................................................................76 

eScholar Fact Table Templates ...............................................................................................................80 

eScholar Fact Table Template Design ....................................................................................................81 

Student_Lite Template (Student Demographics) ...................................................................................82 

School_Entry/Exit Template ...................................................................................................................92 

Programs_Fact Template .......................................................................................................................94 

Assessment_Fact Template ...................................................................................................................99 

Assessment_Resp Template (Response) ............................................................................................107 

Special_Ed_Snap Template (Special Education Snapshot) ................................................................112 

SE_Events Template (Special Education Events)................................................................................119 

Student Grades Template.....................................................................................................................128 

Course Template ..................................................................................................................................131 

Staff Snapshot Template ......................................................................................................................134 

Marking Period Template......................................................................................................................139 

CHAPTER 7: DATA ELEMENT DEFINITIONS .......................................................................................141 

CHAPTER 8: REPORTING ENROLLMENT RECORDS.........................................................................156 

Determining Dates of Enrollment..........................................................................................................156 

Enrollment in Building or Grade............................................................................................................156 

Court-placed Students ..........................................................................................................................157 

Dropouts/Noncompleters ......................................................................................................................158 

GED Students.......................................................................................................................................159 

Home-schooled Students .....................................................................................................................160 

Homebound (Home-Tutored) Students ................................................................................................160 

Preschool/Prekindergarten/Universal Pre-K.........................................................................................161 

Preschool Students with Disabilities.....................................................................................................161 

Postsecondary Students.......................................................................................................................162 

Students with Disabilities ......................................................................................................................162 

Summer School Enrollment ..................................................................................................................164 

Suspended Students ............................................................................................................................165 

Transferred to Another School in This District or an Out-Of-District Placement ..................................165 

Transfers under NCLB..........................................................................................................................165 

Walk-in "Enrollments” ...........................................................................................................................166 

v 



CHAPTER 9: REPORTING PROGRAM SERVICE RECORDS ..............................................................167 

Eligibility Determination ........................................................................................................................167 

Career and Technical Education Programs (Required, if applicable to the student) ...........................167 

Free-and-Reduced-Price-Lunch Eligibility ............................................................................................169 

Limited English Proficient (LEP) Students............................................................................................169 

NCLB Transfer Options ........................................................................................................................170 

Students with Disabilities ......................................................................................................................170 

Summer School Participation (Required, if applicable to the student) .................................................171 

Supplemental Educational Services under NCLB ................................................................................171 

CHAPTER 10: REPORTING STUDENTS IN SPECIAL GROUPS..........................................................172 

All Students .............................................................................................................................................172 

Backmapping Students (Third Graders from Feeder Schools)..........................................................172 

Career and Technical Education Students...........................................................................................173 

Graduates.................................................................................................................................................173 

Homeless Students.................................................................................................................................174 

Immigrant Students ................................................................................................................................174 

Limited English Proficient (LEP) Students...........................................................................................174 

Migrant Students.....................................................................................................................................175 

Neglected/Delinquent Students.............................................................................................................175 

NYSAA-Eligible Students .......................................................................................................................175 

Section 504 Plan Students .....................................................................................................................175 

Students with Disabilities.......................................................................................................................176 

Aged-Out Students with Disabilities .....................................................................................................176 

Students with Disabilities Who Receive an IEP Diploma....................................................................177 

CHAPTER 11: VERIFYING DATA IN THE SIRS.....................................................................................178 

Data Verification......................................................................................................................................178 

Verification Reports ................................................................................................................................178 

BEDS Day Enrollment as of October 6, 2010 Verification Report........................................................179 

2010–11 New York State Testing Program (NYSTP) Grades 3–8 English Language Arts and 

Mathematics Tested/Not Tested Verification Reports ..........................................................................180 

2010–11 New York State Testing Program (NYSTP) Grades 4 and 8 Science Tests Verification 

Reports .................................................................................................................................................181 

2010–11 New York State Alternate Assessment (NYSAA) Verification Report ...................................182 

2010–11 High School Annual Assessment Verification Reports..........................................................184 

2010–11 Other Annual High School Verification Reports ....................................................................185 

2010–11 Total Cohort Verification Reports ..........................................................................................188 

2010–11 Elementary/Middle-Level Accountability Verification Reports ...............................................191 

2010–11 High School Accountability Verification Reports ...................................................................192 

Data Certification ....................................................................................................................................196 

vi 



Special Education Data Verification and Certification ........................................................................196 

APPENDICES...........................................................................................................................................199 

Appendix 1: 2010–11 Assessment and Reporting Timelines.............................................................200 

Assessment Timeline............................................................................................................................200 

Timeline for Submitting Data to the Level 2 Repository .......................................................................202 

Timeline for Submitting Data to the Level 2 Repository .......................................................................202 

Appendix 2: Grade Level Codes and Descriptions .............................................................................204 

Appendix 3: Language Codes and Descriptions .................................................................................205 

Appendix 4: Postgraduate Plan Codes and Descriptions ..................................................................215 

Appendix 5: Credential Type Codes and Descriptions .......................................................................216 

Appendix 6: Country of Origin Codes and Descriptions ....................................................................217 

Appendix 7: Reason for Beginning Enrollment Codes .......................................................................223 

Appendix 8: Reason for Ending Enrollment Codes ............................................................................226 

Appendix 9: Program Service Codes....................................................................................................235 

Appendix 10: Career and Technical Education Program Codes........................................................248 

Appendix 11: Assessment Measure Standard Descriptions and Codes ..........................................259 

Appendix 12: Assessment Language Codes .......................................................................................268 

Appendix 13: Standard Achieved Codes..............................................................................................269 

Appendix 14: Course Codes, Grade Type Codes, and Marking Period Numbers............................271 

Appendix 15: Preschool Students with Disabilities Primary Service Codes....................................273 

Appendix 16: Preschool and School-Age Students with Disabilities Least Restrictive Environment 

Codes .......................................................................................................................................................274 

Appendix 17: Event Type Codes for Series of Events in Special Education....................................278 

Appendix 18: Special Education Event Reason Codes (for SPP Indicators 11 and 12) ..................279 

Appendix 19: Use of SIRS Data for NYSED Reporting........................................................................283 

New York State Report Card Data Sources .........................................................................................283 

Data Elements Usage...........................................................................................................................284 

Program Services Usage......................................................................................................................288 

Appendix 20: High School Cohort Definitions.....................................................................................292 

2007 School Accountability Cohort.......................................................................................................292 

2007 District Accountability Cohort.......................................................................................................294 

2006 School Total Cohort for Graduation Rate Accountability.............................................................296 

2006 District Total Cohort for Graduation Rate Accountability.............................................................297 

2006 School Total Cohort for Graduation Rate Non-Accountability Purposes.....................................299 

2006 District Total Cohort for Graduation Rate Non-Accountability Purposes.....................................300 

2007 School Total Cohort for Graduation Rate ....................................................................................301 

2007 District Total Cohort for Graduation Rate ....................................................................................302 

vii 



Appendix 21: Anticipated Changes for 2011–12..................................................................................304 

Appendix 22: Glossary of Acronyms ....................................................................................................316 

Appendix 23: Glossary of Terms...........................................................................................................318 

INDEX .......................................................................................................................................................326 

viii 


Introduction 

Introduction 

The New York State Student Information Repository System (SIRS) Manual is 

designed for use by districts, schools, Regional Information Centers (RICs), and other 

individuals interested in understanding how the accountability system used by New York 

State to fulfill No Child Left Behind (NCLB) requirements works; how some specialeducation 

data required under the Individuals with Disabilities Education Act (IDEA) are 

collected; who is responsible for submitting data to the New York State Education 

Department (NYSED); and what, when, and how data must be submitted to NYSED. If 

you have questions or comments about SIRS or the SIRS Manual, contact NYSED at 

dataquest@mail.nysed.gov. 

Audience/Purpose 

Each chapter in this manual is designed for a particular audience, as some 

chapters focus on policy and reporting responsibilities while others deal with more 

technical details that might assist programmers in designing data collection and 

reporting programs. Superintendents, principals, and other school officials might be 

most interested in chapters that include information about how federal and State 

accountability requirements are implemented in New York State, who is responsible for 

testing and reporting data on students, which students must be tested and reported, and 

who is responsible for certifying that reported data are accurate. Other chapters that 

provide information on New York State’s data collection and reporting system, the data 

elements that must be reported in the system, the format in which the data elements 

must be reported, and the process of verifying the data might be of most interest to staff 

responsible for the technical side of data reporting. Regional Information Centers (RICs) 

and Big 5 City School District coordinators will most likely find all chapters useful, as 

these individuals are interested in most aspects of policy and data reporting. 

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 State’s 

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 

o technical expertise in the district’s management system(s) and 

infrastructure, 

1 Student Information Repository System Manual for 2010–11 Version 6.2

Introduction 

o working knowledge of current reporting requirements, including those of 

special populations of students (e.g. ESEA, special education, migrant 

students, LEP students, etc.), 

o knowledge of the district’s registration materials and processes, 

o data analysis experience, and 

o an instructional background. 

• Defining and documenting data collection standards that include: 

o department configurations and staff responsibilities, 

o alignment with State codes for State and federal reporting requirements, 

and 

o consistency across departments and functions. 

• Reviewing electronic management systems for alignment to standards to ensure: 

o flexibility of the system in terms of adding fields or screens, 

o capabilities for staff to update/change validation tables, and 

o 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 district’s 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; 

• submit requests for data extracts that conform to the Data Warehouse file 

formats; 

• act as the liaison between the district and the regional Level 1 data center; 

• secure the certification of the data by the school superintendent prior to data 

transmission by the Level 1 data center; 

• 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. 


Introduction 

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. 

Descriptions of difficulties encountered when trying to use 

nySTART, such as problems logging in or the system timing out. 

New York State Education Department Contacts 

dataquest@mail.nysed.gov 

nySTART@mail.nysed.gov 

Information and Reporting Services (IRS) Ken Wagner (518) 474-7965 

Test Administration Steve Katz (518) 474-5902 

Students with Disabilities Pat Geary (518) 473-2878 

NYS Alternate Assessment Candy Shyer (518) 474-5900 

Bilingual Education Pedro Ruiz (518) 474-8775 

System of Accountability for Student Success Lisa Long (718) 722-4553 

Local Assistance Plans Jean C. Stevens (518) 474-5915 

Migrant Education Program Ivelisse Rivera (518) 473-0295 

Compensatory Education 

Roberto Reyes 

Sandra Norfleet 

(518) 473-0295 

(718) 722-2636 

Child Nutrition Program Fran O’Donnell (518) 473-8781 

NYS Technical & Education Assistance Center for 

Homeless Education 

Melanie Faby (518) 473-0295 

Career and Technical Education Deb Reiter (518) 486-1547 

RIC/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 http://www.p12.nysed.gov/irs/nystart/tips.html#contax . 

Other Contacts 

Homeless liaison contact information is searchable by school district, BOCES, 

and county and can be found on the NYS-TEACHS web site at 

http://nysteachs.org/liaisons/. 


Introduction 

Web Sites 

New York State Education 

www.nysed.gov 

Department 

Information and Reporting Services www.p12.nysed.gov/irs 

New York State Testing and 

www.nystart.gov or www.p12.nysed.gov/irs/nystart 

Accountability Reporting Tool 

(nySTART) 

New York State Student Identification www.p12.nysed.gov/irs/sirs/ 

System (NYSSIS) 

Office of State Assessment www.p12.nysed.gov/osa/ 

System of Accountability for Student http://www.p12.nysed.gov/accountability/ 

Success 

New York State Alternate 

http://www.p12.nysed.gov/osa/nysaa/ 

Assessment 

Vocational and Educational Services www.acces.nysed.gov/vr/ 

for Individuals with Disabilities 

(VESID) 

Special Education Data Collection, http://www.p12.nysed.gov/sedcar/ 

Analysis and Reporting (SEDCAR) 

Academic Intervention Services www.p12.nysed.gov/part100/pages/topics.html 

NYSED information on education www.p12.nysed.gov/osa/ 

requirements, exams, tests and 

assessments 

Backmapping Schools www.p12.nysed.gov/irs/sirs 

Career and Technical Education http://www.p12.nysed.gov/cte/Data/home.html 


Introduction Select Federal and State Reporting Requirements 

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 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2010801 

Protecting the Privacy of Student Records: Guidelines for Education Agencies 



Safeguarding Your Technology 

http://nces.ed.gov/pubs98/safetech/ 

http://nces.ed.gov/pubs98/98297.pdf 

Student Data Handbook 

http://www.nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2000343rev 

NCES Web Site 

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. 

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. 

(1) 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: 

(i) overview of school performance and analysis of student subgroup 

performance; 

(ii) the comprehensive information report; 

(iii) the school accountability report; and 

(iv) 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. 

(2) 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. 



(3) 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. 

(4) 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 1 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. 

(5) 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: 

(i) 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, the program evaluation tests, 

all Regents examinations, the introduction to occupations 

examinations, and the second language proficiency examinations as 

defined in this Part; 

(ii) student enrollment by grade; 

(iii) 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; 

(iv) data as required by the commissioner, on diplomas and certificates 

awarded; 

(v) any additional information prescribed by the commissioner on 

educational equity and other issues; and 

(vi) 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. 

(6) In accordance with the district's plan for school-based management and 

shared decisionmaking 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: 

(i) the process by which the local assistance plan was developed pursuant 

to section 100.11 of this Part; 

(ii) the resources that will be provided to each school to implement the 

plan; 

(iii) the professional development activities that will be taken to support 

implementation of the plan; 

(iv) the timeline for implementation of the plan; and 

(v) 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 

(vi) 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. 

(7) 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 State’s performance 

plan as soon as practicable but no later that 120 days following the State’s 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 State’s 

performance plan, under 300.601(a); annual performance reports, under paragraph 

(b)(2) of this section; and the State’s 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 SEA’s Web site, and distribute the 

plan and reports to the media and through public agencies. 

More Information on State and Federal Regulations 

Part 100 of New York State Commissioner’s Regulations can be found at 

http://www.p12.nysed.gov/part100/home.html. 

More information about federal regulations can be found at www.ed.gov. 


Chapter 1: Accountability in New York State 


To enable New York State to fulfill federal and State accountability requirements, 

schools and districts must report certain data to the New York State Education 

Department. All school administrators must understand the requirements of New York 

State's accountability system so that they can use these reported data to improve 

student achievement continually and to meet the accountability standards. 

Adequate Yearly Progress (AYP) 

Districts and schools are held accountable for their students 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 State’s accountability measures are considered to be 

making AYP. 

Accountability Measures 

NCLB requires that states develop and report on measures of student proficiency 

in 1) English language arts (ELA), in 2) mathematics, and on 3) a third indicator. 

Currently 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 report data on the 

following accountability 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 Student Information Repository 

System (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 are 

included in the current year’s students with disabilities group for performance 

calculations if the group includes 30 or more current students with disabilities. Former 



LEP students who reached proficiency in English on the New York State English as a 

Second Language Achievement Test (NYSESLAT) in at least one of the previous two 

school years are included in the current year’s LEP group for performance calculations 

if the LEP 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.” 

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 12 th 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 per 

the school’s/district’s 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.) 

Participation Criterion for Science: For schools/districts to meet the 

participation criterion for making AYP in science, they must have valid scores for at 

least 80 percent of students in the All Students group, as long as it has 40 or more 

students enrolled during the test administration period. For each accountability group to 

meet the participation criterion for qualifying for safe harbor for the group, schools and 

districts must have valid scores for at least 80 percent of students in the group, as long 

as it has 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 BEDS day 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 12 th 

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, 2010 

and June 30, 2011 for the 2010–11 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. 

12 Student Information Repository System Manual for 2010–11 Version 6.2


Elementary/Middle-Level Assessments That 

Can Be Used To Fulfill the Participation Criterion 

Assessments Eligible Students 

Grades 3–8 New York State Testing Program (NYSTP) All students (general education & 

Assessments in ELA and Mathematics 

New York State Grade 4 Elementary-Level Science and 

Grade 8 Middle-Level Science Tests 

Regents Living Environment, Physical Setting/Earth 

Science, Physical Setting/Chemistry, and Physical 

Setting/Physics Tests in Lieu of Grade 8 Middle-Level 

Science Test 

New York State Alternate Assessments in ELA (Grades 

3–8 Equivalent), Mathematics (Grades 3–8 Equivalent), 

and Science (Grades 4 and 8 Equivalent) 

New York State English as a Second Language 

Achievement Tests in Lieu of NYSTP in ELA (Grades 

3–8) 

students with disabilities) 

All students (general education & 




Students with severe cognitive 

disabilities 

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* 


Regents Examinations in Comprehensive English and All students (general education & 

Mathematics, and Approved Alternatives 


Regents Competency Tests in Reading, Writing, and 

Mathematics, and Approved Alternatives 

Students with disabilities and students 

with a 504 plan that allows an RCT 

accommodation 

New York State Alternate Assessments in ELA and Students with severe cognitive 

Mathematics (Secondary Level) 

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 a LEP student who is eligible to take the NYSESLAT in lieu 

of the NYSTP (see rules in Chapter 4: Testing Rules), NYSED will count the student’s 

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 entire test administration and make-up 

periods and have on file documentation from a medical practitioner that they were too 

incapacitated to be tested 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. 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 12 th graders (secondary level) are not subject to the participation 

criterion. 

Weighted Average for Groups That Fail Participation Criterion: If the 

participation rate of an accountability group falls below the required percentage, a 

“weighted average” of the group’s 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. 

Performance Criterion 

Sample Weighted Average Calculation 

Year Enrollment Tested Rate 

Current 60 56 93% 

Previous 75 73 97% 

Calculation of Weighted Average 135 129 96% 

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 and Mathematics: In ELA and mathematics, the Performance Index (PI) of 

every 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 group’s Effective Annual 

Measurable Objective (EAMO) or the group must make Safe Harbor. 

Science: In elementary/middle-level science, the PI of the All Students group, as 

long as it has 30 or more continuously enrolled tested students, must equal the State 

Standard or the group’s Progress Target for the school/district to meet the performance 

criterion for making AYP in science. To meet the performance criterion for making AYP 

for an accountability group, the PI of the group, as long as it has 30 or more 

continuously enrolled tested students, must equal or exceed the State Standard or the 

group’s Progress Target. 



Graduation Rate: For a school/district to make AYP in graduation rate, the 

graduation rate of the All Students group (all students in the graduation-rate cohort), as 

long as it has 30 or more students in the group, must equal or exceed the State 

Standard or the group’s Progress Target. For an individual accountability group to make 

AYP, the graduation rate of the group, as long as it has 30 or more students, must equal 

or exceed the State Standard or the group’s Progress Target. 

Continuously Enrolled: A continuously enrolled student is one who is enrolled 

in the school or district on BEDS day (usually the first Wednesday in October) of the 

school 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 2007 school accountability cohort consists of all students 

who first entered Grade 9 anywhere in the 2007–08 school year, and all ungraded 

students with disabilities who reached their seventeenth birthday in the 2007–08 school 

year, who were enrolled on October 6, 2010 (BEDS day) and did not transfer to another 

district’s or school’s 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, 2011, are not included in the 2007 school 

accountability cohort. (See http://www.p12.nysed.gov/ssae/AltEd/ for a list of approved 

high school equivalency preparation programs.) The 2007 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 Commissioner’s Regulations at 

http://www.p12.nysed.gov/part100/home.html. See Appendix 20 for more detailed 

definitions of the accountability cohorts. 

Graduation-Rate Cohort: At the secondary level, the cohort used to determine if 

a school or district met the criterion in graduation rate is referred to as a graduation-rate 

or “total” cohort. The 2006 total cohort consists of all students who first entered Grade 9 

anywhere in the 2006–07 school year, and all ungraded students with disabilities who 

reached their seventeenth birthday in the 2006–07 school year, and who were enrolled 

in the school/district for five months or longer or who were enrolled in the school/district 

for less than five months but were previously enrolled in the same school/district for five 

months or longer between the date they first entered Grade 9 and the date they last 

ended enrollment. A more detailed definition of graduation-rate cohort can be found in 

Appendix 20. 

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 four performance levels, from Level 1 to 

Level 4. At the elementary/middle level, the PI is calculated using the following 

equation: 



Performance Index = 100 × [(Count of Continuously Enrolled Tested Students 

Performing at Levels 2, 3, and 4 + the Count at Levels 3 and 4) ÷ Count of All 

Continuously Enrolled Tested Students] 

At the secondary level, the PI is calculated using the following equation: 

Performance Index = 100 × [(Count of Accountability Cohort Members 

Performing at Levels 2, 3, and 4 + the Count at Levels 3 and 4) ÷ Count of All 

Accountability Cohort Members] 

Effective Annual Measurable Objective (EAMO) for ELA and Math: An 

Annual Measurable Objective (AMO) is the PI value that signifies that an accountability 

group is making satisfactory progress toward the goal that 100 percent of students will 

be proficient in the State’s learning standards for ELA and mathematics by 2013–14. 

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 group’s 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. 


Chapter 1: Accountability in New York State Effective Annual Measurable Objectives for 2011–12 Status 

Effective Annual Measurable Objectives for 2011–12 Status Based on 2010–11 School Year Results 

Measure/ 

Subject 

AMO 30- 

34 

35- 

39 

40- 

44 

45- 

49 

50- 

59 

60- 

69 

Number of Students Participating (Valid Scores) 

70- 

89 

90- 

119 

120- 

149 

17 Student Information Repository System Manual for 2010–11 Version 6.2 

150- 

219 

220- 

279 

280- 

399 

400- 

589 

590- 

979 

980- 

1899 

1900- 

5299 5300+ 

ELA 3-8 122 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 

Math 3-8 137 120 121 122 123 124 125 126 127 128 129 130 131 132 133 134 135 136 

HS ELA 183 166 167 168 169 170 171 172 173 174 175 176 177 178 179 180 181 182 

HS Math 180 163 164 165 166 167 168 169 170 171 172 173 174 175 176 177 178 179 

Effective AMOs


Safe Harbor for ELA and Math: Safe Harbor provides an alternate means to meet the 

Performance Criterion for accountability groups whose PIs are less than their EAMOs in ELA 

or mathematics. A Safe Harbor Target is a 10 percent improvement over the previous year’s 

performance. The Safe Harbor Target is calculated using the following equation: 

Safe Harbor Target = Previous Year’s PI + [(200 − Previous Year’s PI) × 0.10] 

To make safe harbor in ELA or mathematics, the group’s PI must be equal to or greater 

than the Safe Harbor Target and the group must qualify for safe harbor in the third indicator 

(science at the elementary/middle level; graduation rate at the secondary level). In science and 

graduation rate, if an accountability group has fewer than 30 students (continuously enrolled 

tested for science; graduation-rate cohort members for graduation rate) based on counts in the 

current and previous school years combined, no decision can be made in science or 

graduation rate using the general rules, so the accountability group is considered to have 

qualified for safe harbor for ELA and math safe harbor determinations. If no student in an 

accountability group in science is required by grade or age to take the grade 4 or 8 science 

test, the group is also considered to have made AYP for ELA and math safe harbor 

determinations. 

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 Science and Graduation Rate: A State Standard is the criterion 

value that represents minimally satisfactory performance in science or graduation rate. In 

2010–11, the State Standard in science is 100; in graduation rate, the State Standard is 80 

percent. 

Progress Target for Science: For accountability groups below the State Standard in 

science, the Progress Target is an alternate method for meeting the Performance Criterion or 

qualifying for Safe Harbor in elementary/middle-level ELA and mathematics based on 

improvement over the previous year’s performance. The Progress Target is calculated by 

adding one point to the previous year’s PI. 

Progress Target Graduation Rate: For accountability groups below the State 

Standard in graduation rate, the Progress Target is an alternate method for meeting the 

Performance Criterion or qualifying for Safe Harbor in secondary-level ELA and mathematics 

based on improvement over the previous year’s performance. For 2010–11 school year data, 

the Progress Targets are a 20% gap reduction over the previous year’s graduation rate. The 

2010–11 Progress Target is calculated by subtracting the percentage of the 2005 cohort 

earning a local or Regents diploma by August 31, 2009 from 80 (the State Standard), 

multiplying the result by 0.20, and then adding the result to the percentage of the 2005 cohort 

earning a local or Regents diploma by August 31, 2009. The method for determining 2011–12 

Progress Targets has not yet been established. 



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. If the result is still fewer than 30 students, special procedures are used 

to determine if the school or district made AYP. Schools/districts that must use special 

procedures to evaluate their participation and performance are notified by the NYSED to 

submit additional information for NYSED review. 

Elementary/Middle-Level Assessments That 

Can Be Used To Fulfill the Performance Criterion 

Assessment Eligible Students Scores 

Grades 3–8 New York State Testing Program (NYSTP) 

Assessments in ELA and Mathematics 

New York State Grade 4 Elementary-Level Science and Grade 

8 Middle-Level Science Tests 

Regents Living Environment, Physical Setting/Earth Science, 

Physical Setting/Chemistry, and Physical Setting/Physics 

Tests in Lieu of Grade 8 Middle-Level Science Test 

New York State Alternate Assessments in ELA (Grades 3–8 

Equivalent), Mathematics (Grades 3–8 Equivalent), and 

Science (Grades 4 and 8 Equivalent) 

All students 

(general education 

& students with 

disabilities) 

All students 



disabilities) 

All students 



disabilities) 

Students with 

severe cognitive 

disabilities 

Level 4 

Level 3 

Level 2 

Level 1 

Level 4 

Level 3 

Level 2 

Level 1 

Level 4 (85–100) 

Level 3 (65–84) 

Level 2 (55–64) 

Level 1 (0–54) 

Level 4 

Level 3 

Level 2 

Level 1 

Grades 3–8 English Language Arts and Mathematics Order of Precedence Rules: 

If a student has more than one applicable ELA score, the order of precedence for selecting a 

performance level for use in the PI calculation is: 1) NYSTP 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 a LEP student who is eligible to take the NYSESLAT in lieu of the NYSTP 

(see Chapter 4: Testing Rules), NYSED will count the student’s NYSTP ELA scores when 

computing the school’s and district’s 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. See Chapter 4: Testing Rules for more details. 

Secondary-Level Assessments That 

Can Be Used To Fulfill the Performance Criterion 


Regents Examinations in Comprehensive 

English and Mathematics 

Approved Alternatives to Regents 

Examinations in ELA and Mathematics 

Regents Competency Tests in Reading, 

Writing, and Mathematics (and Approved 

Alternatives) 

New York State Alternate Assessments in ELA 

and Mathematics (Secondary Level) 





Students with disabilities 

Students with severe cognitive 

disabilities 

Score/ 

Performance 

Level 

85–100 = Level 4 

65–84 = Level 3 

55–64 = Level 2 

0–54 = Level 1 

Pass = Level 3 

Fail = Level 1 

Pass = Level 2 

Fail = Level 1 

Level 4 

Level 3 

Level 2 

Level 1 

Each student's highest score on a qualifying secondary-level English or mathematics 

examination will be used in determining the district’s and school’s PIs in those subjects. The 

student’s 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 to fulfill the graduation requirement will be 

chosen according to the precedence list below, with number 1 on the list taking precedence 

over number 2, etc. For instance, if a student eligible for the safety net takes a Regents 

examination in mathematics (e.g., Integrated Algebra, etc.) and scores below 55 and takes a 

Regents Competency Test (RCT) in mathematics (if eligible) and receives a passing score, the 

RCT score will be used to fulfill the graduation requirement. 

1. Highest passing (65 and above) Regents examination score 

2. Regents credit for an approved alternative to the Regents examination (student 

earned minimum acceptable score) 

3. Regents score between 55 and 64 

4. Passing score on RCTs 

5. Competency credit for NYSED-approved alternative assessment 

6. Regents examination score between 0 and 54 

7. Failing score on RCTs 

8. New York State Alternate Assessment (NYSAA) – Any Level 

Note: Regents competency tests and approved alternatives to those tests can be used 

to fulfill graduation requirements only for students eligible for the RCT safety net. 

Passing scores for approved alternatives to Regents examinations and Regents 

competency tests are available in School Administrator’s Manual 2008: Regents Examinations, 

Regents Competency Tests, and Second Language Proficiency Examinations on the Web at 

http://www.p12.nysed.gov/osa/sam/secondary/home.html. 

Students Eligible for the RCT Safety Net. The safety net allows eligible students who 

fail a Regents examination required for graduation to meet the requirement for a local diploma 

by passing the RCT(s), or an approved RCT alternative, in that subject. The student may take 

the RCT before or after taking the Regents examination. The safety net is available to: 

• any student who is classified as disabled by the district CSE; and 

• students with disabilities who have been declassified at any time between grades 

8 and 12 (only applies to subjects recommended and documented by the CSE at 

time of declassification); and 

• general-education students identified under Section 504, for each subject 

specifically identified in their 504 Accommodation Plan by the Multidisciplinary 

Team. 

Under the current regulations, students entering Grade 9 in the 2011–12 school year 

and thereafter would not be eligible for the RCT safety net. 



Students with one of the following Program Service record configurations are counted 

as eligible for the safety net: 

• a “Type of Disability” Program Service record (program service codes 352, 363, 385, 

396, 407, 418, 429, 440, 451, 462, 473, 484, or 495) with beginning and ending 

dates showing that the student (1) is classified as disabled (no ending date, ending 

date on the last day of enrollment, or ending date after June 30, 2009); or (2) was 

classified as disabled at some time between grades 8 and 12. (Do not report any 

Section 504 safety net program service records for students with these disability 

program service codes and conditions.); or 

• a “Section 504 Plan” Program Service record (program service code 264) and a 

“Safety Net” Program Service record (program service codes 550, 572, 583, 594, 

605, or 5775) for each subject area of safety net eligibility specified in the student’s 

Section 504 plan. 

Accountability Determinations for Small Districts and Schools 

Participation 

If a school/district has 30 continuously enrolled tested students in 2010–11 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 2007 accountability cohort members but fewer than 40 12 th graders in 

2010–11, 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 2010–11, the scores of continuously enrolled 

students tested in 2009–10 and 2010–11 will be combined to determine the Performance 

Index (PI). If a school/district at the secondary level does not have 30 or more students in its 

2007 accountability cohort, the 2006 and 2007 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. 

If the “All Students” group includes at least 30 continuously enrolled tested students or 

accountability cohort members in 2010–11, results for 2009–10 and 2010–11 or the 2006 and 

2007 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 

2010–11 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 12 th graders in 

2010–11 but fewer than 30 2007 accountability cohort members or fewer than 30 combined 



2006 and 2007 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 2010–11 but did not 

include 30 students in 2009–10, the scores of continuously enrolled tested students in that 

group in 2008–09 and 2009–10 will be combined to determine the safe harbor and progress 

targets. For secondary-schools with accountability groups that include 30 or more 2007 

accountability cohort members but did not include 30 or more members in the 2006 

accountability cohort, the 2005 and 2006 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 English Language Arts (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, 1–2, K–1, K–2. 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 K–2 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 feeder schools are considered to have met the safe 

harbor science qualification. 

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: http://www.p12.nysed.gov/irs/sirs. 

Determining School and District Accountability Status 

School Accountability 

School Accountability Measures: 

• Elementary/Middle-Level ELA 

• Elementary/Middle-Level Mathematics 

• Elementary/Middle-Level Science 

• Secondary-Level ELA 

• Secondary-Level Mathematics 

• Graduation Rate 

School Phases: 

• Good Standing 

• Improvement (Year 1 and Year 2) 

• School in Corrective Action (Year 1 and Year 2) 

• School Restructuring (Year 1 and above) 

School Categories: 

• Basic 

• Focused 

• Comprehensive 

Schools that are determined to be farthest from State standards and most in need of 

improvement are considered Schools Under Registration Review (SURR). For more 

information, see http://www.p12.nysed.gov/accountability/. 

New York State has been approved by the United States Department of Education to 

participate in a differentiated accountability program. Under this program, each public school in 

the state is assigned an accountability status “phase” (good standing, improvement, corrective 

action, or restructuring) based on its history of making AYP and its AYP status in 2010–11. If 

the school is identified for improvement, corrective action, or restructuring under this program, 

the school is also assigned to an accountability “category” (basic, focused, or comprehensive) 

based on the student groups whose failure to make AYP caused the school to be identified or 

the “measures” for which it was identified. A school may be in a different accountability status 

phase for each measure. The school’s overall status is its most advanced New York State 

accountability phase and its highest category within that phase. 



For more information on this program, see 

http://www.p12.nysed.gov/accountability/APA/Differentiated_Accountability/DA_home.html. 

Consequences for Schools NOT in Good Standing 

School Choice and Supplemental Educational Services Under NCLB: New York’s 

Differentiated Accountability Plan requires that students in schools receiving Title I funds that 

are designated for improvement, corrective action, or restructuring be provided with options to 

ensure that they have the opportunity to access a quality education. The options offered 

include supplemental educational services and public school choice. 

Each school district with a Title I school that has been designated for any phase of 

improvement must offer low-income students the opportunity to receive supplemental 

educational services from a provider approved by the State. Parents select from a list of 

approved providers who meet NYSED’s objective criteria and whose performance is 

monitored. The district must pay the cost for supplemental educational services. Each student 

who received supplemental educational services under this provision of NCLB in the current 

academic year must have a SIRS record recording this program service. 

Each school district with a Title I school in improvement (year 2), corrective action, or 

restructuring status must provide students, prior to the start of the school year, the opportunity 

to transfer to another public school in the district that has not been designated for 

improvement, corrective action, or restructuring. 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. Public school districts 

must provide records identifying students who have applied for and/or been offered transfers 

under this option, as well as identifying students who have transferred. 



District Accountability 

District Accountability Measures: 

• ELA 

• Mathematics 

• Elementary/Middle-level Science 

• Graduation Rate 

District Federal Statuses: 


• District in Need of Improvement (Year 1) 

• District in Need of Improvement (Year 2 and above) 

District State Statuses: 


• District Requiring Academic Progress (Year 1) 

• District Requiring Academic Progress (Year 2 and above) 

Determinations regarding the AYP of districts are based on the performance of all 

students who were continuously enrolled in the district, including those who were placed by the 

district CSE, or a district official in out-of-district placements, such as a Board of Cooperative 

Educational Services (BOCES) program, an approved private school, or 4201 schools. 

Students who transfer between in-district and out-of-district placements are considered to be 

continuously enrolled in the district. All students who were continuously enrolled in a district 

school are also continuously enrolled in the district. 

A district that makes AYP in ELA or mathematics at either instructional level (i.e., 

elementary/middle or secondary) is considered to have made AYP in that subject for purposes 

of determining final accountability status. For example, if the district makes AYP in 

elementary/middle level-ELA but does not make AYP in secondary-level ELA, the district will 

be counted as having made AYP overall in ELA. Districts that receive federal Title I funds for 

three years have a federal status as well as a state status. Districts that do not receive Title I 

funds have a state status but no federal status. 

To be identified for improvement status in an accountability area, a district must fail to 

make AYP for two consecutive years in ELA or mathematics at both instructional levels 

(elementary/middle and secondary) or in science or in graduation rate. A district may be 

identified for improvement even if no school in the district is identified for improvement. In a 

district with only one school, the district and school can have a different accountability status, 

because the district accountability groups include students placed outside the district. If a 

previously identified district fails to make AYP at each applicable instructional level in the 

accountability area for which it was identified, it moves to the next highest status on the 

continuum (e.g., from DRAP (Year 2) to DRAP (Year 3)). To be removed from improvement 

status in an accountability area, the district must make AYP at one or both instructional levels 

in that accountability area for two consecutive years. The district may remain or be placed in 

improvement status on another measure for which it has not made AYP. 

Further information about accountability designations (statuses) can be found at 

http://www.p12.nysed.gov/accountability/APA/Differentiated_Accountability/DA_home.html. 


Chapter 2: Student Information Repository System (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. Local Education Agencies (LEAs) must use this system to report 

certain data to the New York State Education Department (NYSED). LEAs are districts, charter 

schools, the New York State School for the Deaf, and the New York State School for the Blind. 

Certain State agencies (e.g., OCFS, DOC, OPWDD, OMH) and approved private schools that 

provide educational services to court placed students pursuant to Article 81 must also report 

data using the SIRS. Nonpublic schools who participate in State assessments in 

elementary/middle-level ELA and mathematics must report these data using the SIRS. 

Nonpublic schools may also report certain other State assessment data (e.g., 

elementary/middle-level science) using SIRS. 

The New York State Student Identifier System (NYSSIS) is a key element of the 

SIRS. NYSED developed this system to assign a stable, unique student identifier to every 

preschool student who is referred to the CPSE for determination of eligibility for preschool 

special education, prekindergarten through grade 12 public school student, and participant in 

an approved GED program in New York State. Unique identifiers enhance student data 

reporting and 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 10digit 

number assigned when the student first enters a State public school, public agency, childcare 

institution that operates a school, or participating nonpublic school. 

SIRS Levels 

There are multiple data collection points within SIRS. The first point is the local student 

management system (SMS) used by the LEA. Student demographic, school enrollment, 

program, and performance data are typically collected in the local SMS. LEAs that have a 

local SMS can import their data into “Level 0” of SIRS. LEAs that do not have a local SMS can 

enter their data directly into “Level 0”. 

Level 0 is a Web-based application hosted by the Regional Information Centers (RICs) 

that provides LEAs with the ability to enter and verify data. Data can be imported or entered 

directly into this system. The system may also be used to collect additional data that may not 

be available in an SMS. Verified data is exported from Level 0 in a format that can be loaded 

directly into the Level 1 repository. 

Level 1 repositories are implemented and operated by most RICs and some Big 5 City 

School Districts, also referred to as the “Level 1 Operators”. (See diagram below.) Each Level 

1 repository includes, at a minimum, all the data elements defined in this document. Users of 

the Level 1 repositories may include additional data elements to meet local or regional needs. 

In addition to meeting State reporting requirements, the data collected at this level are used for 

local data analysis and reporting and may be used for pre-printing scannable assessment 

answer sheets. The demographic data elements are also used in the NYSSIS to create 

unique student IDs, which are stored and maintained at this level. Data are loaded into Level 1 

repositories using data templates and load procedures provided within the eScholar 



application. All school districts, charter schools, State agencies that operate educational 

programs, and child-care institutions that operate a school must participate in a Level 1 

Repository. 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. This level holds records for all students and provides 

educators and policymakers with a resource for data-driven decisions to improve curriculum 

and instruction. In the Level 2 Repository, each student record is uniquely identified with a 10digit 

NYSSIS number assigned when the Level 1 operator sends a file for the student to 

NYSSIS when he/she first enters a State public school, charter school, public agency, child 

care institution that operates a school, or participating nonpublic school. Data in the Level 2 

Repository are available only to users with a legitimate educational interest. Currently, Level 2 

provides data for the New York State School Report Card, for determining the accountability 

status of public schools and districts, to meet federal reporting requirements, to inform policy 

decisions, and to meet other State needs for individual student data. Standard aggregations of 

data from the Level 2 Repository are placed in the Annual Reporting Database to provide the 

general public with access to school performance data. 

One way in which data in the SIRS are accessed is through the New York State Testing 

and Accountability Reporting Tool, nySTART (see www.nySTART.gov), a statewide Webbased 

data reporting service that provides LEAs and other personnel with a group of reports 

and analyses of student demographics and performance as well as a series of reports that are 

used to verify and certify the completeness and accuracy of data in the Level 2 repository. 

Beginning in 2007–08, aggregated data and individual student data for special-education 

reports were provided through the "PD" data system to allow for verification and certification of 

data required under the Individuals with Disabilities Education Act (IDEA). 


Chapter 2: Student Information Repository System (SIRS) SIRS Data Flow 

LEAs without 

Student 

Management 

Systems 

Level 0 

Web-Based 

Student Data 

Collection 

System hosted 

by the RICs 

LEAs Enter 

and Verify 

Data 

LEAs with Student 

Management 

Systems 

Level 1 

Operated by 

RICs and Big 5* 

Local Reports 

Produced by 

RICs/Big 5 

SIRS Data Flow 

NYSSIS Database 

(for Unique Student ID 

Matching Process) 

Level 1 Verification Process: 

Superintendents must certify 

that data are accurate before 

the RIC/Big 5 will transfer the 

data to Level 2 

Final Test 

Scores for NYSTP 

ELA and Math and 

NYSESLAT 

Converted by 

Contractors 

Level 2 

Statewide Data 

with Unencrypted 

Student IDs 

NYSED Reports 

on nySTART 

Produced by 

GrowNet 

SEDREF 

(BEDS 

Code 

Verification) 

Level 2 Verification Process: 

Districts preview NYS Report Card 

data and review for accuracy, 

making changes in their SMS or at 

Level 0, as needed 

Verification Reports 

Produced by NYSED for 

Special Education 

*The “Level 1 Operators” are South Central RIC, Central New York RIC, Eastern Suffolk RIC (includes 

Syracuse), Lower Hudson RIC, MidHudson RIC, Madison-Oneida RIC, 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 


Chapter 3: nySTART 


The New York State Testing and Accountability Reporting Tool (nySTART) is a Webbased 

tool available at www.nySTART.gov that includes both publicly accessible data (such as 

New York State Report Cards and the report card database) and data accessible only to 

authorized users (such as student-level assessment data). Authorized individuals can use 

nySTART to: 

• verify the accuracy of data reported in the SIRS; 

• create standard reports and analyses, using reported data for the NYSTP ELA and 

mathematics assessments, NYSAA, NYSESLAT and, in the future, other State 

assessments, including elementary- and middle-level science assessments, and 

secondary-level examinations to enable school administrators, teachers, and parents to 

better meet the instructional needs of individual students; and 

• view New York State Report Cards for their own school/district before they are publicly 

available. 

Users can find the latest information on reports available in nySTART at 

www.p12.nysed.gov/irs/nystart. 

Access to nySTART 

Authorized individuals with a legitimate educational interest are granted access to data 

on nySTART that are not accessible to the public. These individuals may be provided with 

different types of accounts, depending on their authorization level. Authorization is provided 

only to the appropriate “entity” to which the user is associated. In this context, “entity” refers to 

a RIC, BOCES, state agency, district, or school. 

Account Types 

Executive Administrator: An Executive Administrator has access to all data—student-level, 

school-level (if the entity is a district or RIC), and entity-level—for that entity. The Executive 

Administrator may assign all accounts (e.g., Administrator, Regular Staff, and Limited Staff, 

and other account types, where applicable) or may delegate this responsibility by creating 

other Administrator accounts to authorized individuals within that entity. The Executive 

Administrator is always the primary “nySTART Administrator” for that entity. If the Executive 

Administrator creates additional Administrator accounts, these Administrators share the same 

functions and data access as the Executive Administrator. Examples of Executive 

Administrators are RIC Directors at the RIC level, district superintendents at the BOCES level, 

school superintendents at the district level, and principals at the school level. An Executive 

Administrator’s account cannot be deleted or changed by another Administrator in the 

Executive Administrator’s entity. It can only be changed by an Administrator in the entity above 

the Executive Administrator’s entity. For example, an Administrator at a district level cannot 

delete or change the account of the Executive Administrator of the district, but the district 

Administrator can delete or change the account of an Executive Administrator of the district’s 

component schools. 



Administrator: An Administrator has access to all data and has the same administrative 

capacities and responsibilities as an Executive Administrator. An Administrator cannot delete 

or change the account of his/her Executive Administrator but can cancel or change the account 

of another Administrator in the same entity. An Administrator can delete or change the account 

of an Executive Administrator in an entity below that Administrator’s level. See example under 

Executive Administrator. 

Regular (Non-Administrative) Staff: A Regular Staff account holder has access to all data 

but cannot access others’ accounts. 

Limited Staff: A Limited Staff account holder has access to Summary Reports, Individual 

Student Reports, and Assessment Reports, but not Verification Reports for the entity. A 

Limited Staff account holder cannot access others’ accounts. 

Teacher: A Teacher account is assigned at the school level only. Teacher account holders 

have access to individual student data for students in their grade and the grade below them. 

(For example, a Grade 4 teacher with Teacher account privileges will have access to studentlevel 

data for Grade 4 and Grade 3 students in the school.) A Teacher account holder has 

access to Individual Student Reports and Assessment Reports for the students in their grade 

and the grade below them for their school. A Teacher account holder cannot access others’ 

accounts. 

Note: BOCES-level users may see individual student data for those students enrolled in fulltime 

approved BOCES school programs, but not for students who are taking classes without 

being in an approved BOCES program (unless the students’ district of responsibility has 

selected the check-box option in the Executive Administrator account’s nySTART 

Administration module, which allows the BOCES access to these students). 

Individuals Who Provide nySTART Account Access 

Account Access Providers Account Access Recipients 

Executive Administrators when the 

Executive Administrator is a RIC 

director, district superintendent, school 

superintendent, charter school principal, 

NYSED Administrator 

nonpublic school principal, noncomponent 

or city district 

superintendent, NYCDOE chancellor, or 

NYS Agency director. Also Regular 

Users at NYSED. 

Other Administrator, Regular Staff, or 

Limited Staff (including Teacher, if a 

Executive Administrators and 

school) within the same entity or 

Administrators 

Executive Administrator in any entity 

below that of the Account Access 

Provider 



RIC Directors 

BOCES Executive 

Administrator (District 

Superintendent) 

District Executive 

Administrator (School 

Superintendent) 

Nonpublic School 

Executive 

Administrator 

Charter School Executive 

Administrator 

State Agency Directors 

(where applicable) 

RIC Administrators 

Invitation Letters 

Account User Assignment Flow 

NYSED Administrator Can Assign Executive Administrator Privileges To: 

BOCES District 

Superintendents 

Public School District 

Superintendents 

Charter School 

Principals 


Principals 

Who Can Assign Specified Account User Privileges To: 

BOCES Administrators 

BOCES Staff (Regular 

and Limited) 

Charter School 


Charter School Staff 

(Regular and 

Limited) 

District Administrators 

District Staff (Regular and Limited) 

Public School Executive Administrator 




Staff (Regular 

and Limited) 

State-Agency Directors 

State-Agency 


State-Agency Staff 

(Regular and 

Limited) 

Public School Executive Administrator 

Public School Administrator 

Public School Staff (Regular and Limited) 

Public School Teacher 

Access to accounts is initiated through receipt of an invitation letter created by an 

account access provider (i.e., issued by a nySTART Administrator account holder only). The 

Executive Administrator is the primary Account Access Provider, but all Administrators may 

issue invitation letters for accounts to users in their entities. The invitation letter provides the 

authorized user with an Invitation Code and an invitation URL (Web address) at which the 

invitee must create a Username and Password and enter personal account information. Once 

the user creates the account and agrees to the terms of use, access to the designated account 

will be granted as determined appropriate to the user’s school, district, region, and level of 

access (Administrator, Staff, Teacher, etc.). 

Creating Invitation Letters: To create an invitation letter, an Account Access Provider 

must log in to nySTART, select "Administration" from the top dropdown menu (in the banner at 

the top of any nySTART Lobby page) and click "Go." Once in the Administration module, an 

invitation letter may be created for any generic account type where the "Create Invitation 

Letters" button appears (next to that account type’s label), and for any Executive Administrator 

account not already assigned. After clicking the Create Invitation Letters button, the assigning 

Administrator will fill in the user’s first name and last name, then click the “Create Letter” 

button. A PDF copy of the letter should automatically populate in a new browser window. If this 

does not happen, there will be a statement “…if automatic download … failed, please Click 

Here to download…” at the top of the page with an embedded link, allowing an alternative 

means of downloading the PDF. The Administrator must now e-mail using a secure e-mail 



protocol (or mail) the letter to the recipient. Note: When entering the 16-digit invitation code at 

the special Activation URL address, the hyphens must be included. 

• When assigning a generic Administrator or Staff account, after clicking a "Create 

Invitation Letters" button, all account type choices will appear on the invitation creation 

page, not just the account type adjacent to the button clicked. The most restrictive (e.g., 

Limited Staff) will always appear at the top and the least restrictive (e.g., Administrator) 

at the bottom. Care should be taken to observe under which account type label header 

the information is being entered. However, if a Limited Staff account, for example, is 

inadvertently assigned to an intended Administrator, it is possible to delete the invitation 

before it is activated. It is also possible to delete the account once it has been activated, 

but it is preferable to have the assignee delete the assignment so that the chosen 

Username and password as well as the personal information entered when registering 

the account may be retained. 

• Executive Administrator accounts can only be assigned. As there is only one Executive 

Administrator account per entity, these accounts have a placeholder pre-populated next 

to each entity in the nySTART Administration module interface and may be found under 

the appropriate entity type subgroup listing links near the top of the Administration 

module landing page. For example, a RIC Administration module will have headings for 

its own RIC (Administrator and Staff) accounts, but also headings for its nonpublic 

schools, charters schools, and BOCES. Next to the name of each charter or nonpublic 

school is a placeholder for the Principal. Next to the name of each BOCES is a 

placeholder for the District Superintendent. Clicking on a BOCES name will take the 

user to the listing of public school districts within that BOCES, next to which each school 

superintendent placeholder is listed. Likewise, district Administrators who wish to create 

an invitation letter for a principal at one of the district’s component schools must first 

locate the school. The user assigned to any Executive Administrator account can be 

activated or, if already activated, suspended, deleted, or reassigned. 

“Delete Account,” “Delete Assignment,” and “Suspend Account” 

“Delete Account” should only be used when a user has left the New York State (NYS) 

education system (i.e., is not taking a position elsewhere in the State where nySTART access 

may be needed). "Delete Assignment" should be used when a user is being reassigned in a 

different capacity (i.e., different permissions level) within the same institution, or when the user 

is moving to a new institution within the NYS education system. In the case of a security issue 

or during temporary transfer between assignments, “Suspend Account” should be used. 

"Delete Assignment" allows a user to retain the Username and password but remove an 

association with the previous account (i.e., access level and/or association with that entity). To 

Delete an Assignment, the user must log in to the existing account. The user will go to the [My 

Account] module (in the top dropdown menu located near the top of most nySTART Lobby 

pages) and click “Go.” The “Delete Assignment” button is in the personal account information. 

Click the Delete Assignment button. The Username is no longer attached to the previous 

entity. Once the user is issued a new invitation letter, the user will not use the "invitation URL" 

in the body of the letter. Instead, the user will log on to nySTART as if logging in to the old— 

and now "unassigned"—account (i.e., using the old Username and password). Since the 

account is unassigned, it will give the user the option to enter a new invitation code. Once the 



new invitation code is entered, the user can now use the old Username and password again, 

but it will now reflect the permissions associated with the new authorization within the new 

entity. 

Administrators may prefer to do a “Suspend Account” before asking the former assignee 

to perform a Delete Assignment on the account. However, the account must be un-suspended 

before the user can go in and perform the Delete Assignment. In cases where the former 

assignee has moved to a new unknown location, the Administrator should do a Suspend 

Account until the former assignee has been contacted to determine whether the assignee 

wishes to Delete Assignment or create an entirely new account. A Delete Assignment may be 

performed by the former Administrator in emergency situations, but a NYSED Administrator 

should be contacted for these procedures. 

If an invitation letter has been created but not activated, the letter may be deleted. 

Invitation letters expire 30 days from issuance by default. This expiration may be made shorter 

by the assigning Administrator using that option during the letter creation process. Once the 

letter has been issued, the invitation may be canceled by an Administrator at any point prior to 

its activation by the intended user. 

The Administrator must send a copy of the invitation letter (by secure e-mail protocal or 

postal mail) to the intended recipient who must activate the account using the invitation code. 

Invitation letters cannot be automatically sent by the system. When the letter is created, there 

is not yet any personal information (e.g., e-mail address) known to the system other than the 

user's name (as entered by the assigning Administrator). 

Lost Invitation Letters: Users who lose their invitation letter must contact an 

Administrator for their entity. The Administrator may cancel the invitation code so that it cannot 

be used to create an unauthorized account. An unauthorized account, if created, may be 

Suspended or Deleted. This is especially urgent for administrator login letters. It is strongly 

suggested that Administrators consider an invitation letter expiration period of less than the 

default 30 days, especially for Executive and other Administrator accounts. The Administrator 

may always create a new invitation letter for any intended user. 

Usernames and Passwords 

Changing Usernames and Passwords: Usernames cannot be changed. If a new 

Username is necessary, an Administrator may delete an account and provide a new invitation 

code so that a new account can be created. To change a password, select "My Account" from 

the dropdown menu at the top of the page and click "Go." Click the "Change Password" button 

and follow the directions provided. To change a name or contact information, select "My 

Account" from the dropdown menu at the top of the page and click "Go." Click the "Edit User 

Info" button and follow the directions provided. Users who have included an active e-mail 

account in their “My Account” information may also retrieve lost Usernames or passwords by 

clicking the “Forgot username?” or “Forgot password?” links next to the login boxes on the 

main nySTART login page at https://www.nystart.gov/nystart/u/index.do. 

Username and Password Problem Troubleshooting: If a Username and/or password 

is not providing access to the system, make sure that they are typed correctly. Passwords are 

case sensitive, so lowercase and uppercase letters must be entered correctly. Usernames are 



not case sensitive. If too many unsuccessful login attempts are made, the account will be 

blocked temporarily. Wait approximately an hour before attempting to log in again or ask a 

nySTART Administrator to reset your password. A user must correctly answer the chosen 

security question to be granted a temporary password. 

If you receive an error message stating that your account has been suspended, contact 

an Administrator for your entity. 

If you have forgotten your password, you can get a temporary password e-mailed to you 

by answering the security question you provided when creating your account. To do this, you 

also need to have previously provided your e-mail address. From the login page, click on the 

"Forgot your password" link and follow the directions provided. If you are not able to get a 

temporary password using this process, contact an Administrator for your entity. 

To recover a lost password, Administrators must select "Administration" from the 

dropdown menu at the top of the page and click "Go." Locate the user in question, and click on 

his or her name to navigate to the Account Detail page. If the user has a valid e-mail address 

and you wish to provide the temporary password by e-mail, click the "E-mail Temporary 

Password" button. Otherwise, click the "Set Temporary Password" button. 

If you have forgotten your Username, your Username can be e-mailed to you if you 

enter your e-mail address. From the login page, click on the "Forgot your username" link and 

follow the directions provided. If you are not able to recover your Username using this process, 

contact an Administrator for your entity. 

To recover a lost Username, Administrators must select "Administration" from the 

dropdown menu at the top of the page and click "Go." Locate the user in question, and click on 

his or her name to navigate to the Account Detail page where the individual's Username will be 

displayed near the top of the page. 

Invitation Code Problem Troubleshooting: If an invitation code is not providing you 

with access to the system, it is possible that the code may have already been redeemed or 

that an Administrator cancelled the code. To obtain a new code, contact an Administrator for 

your entity. Also, if the invitation code includes hyphens, be sure to use the hyphens, not just 

the numbers. 

Security and Student Confidentiality 

After finishing a nySTART session online, log out by clicking on "Log Out" in the upperright 

corner of the screen. This ensures that individuals who may share your computer cannot 

see your account information or student data. For added security, exit your browser to ensure 

that any files that may have been cached while you were logged in will not be accessible to 

anyone else using the computer. 

The data displayed to authorized users are not suppressed, so demographic information 

and results for individual students and very small groups of students, from which it may be 

possible to infer the scores of specific individuals, are accessible to these users. These data 

may not be released without ensuring compliance with all relevant state and federal laws and 

regulations. 



Web Browsers Supported by nySTART 

The nySTART Web site uses technology standards such as CSS and Javascript, which 

require the use of a current browser, such as Microsoft Internet Explorer version 6.0 or later, or 

Mozilla Firefox version 1.0 or later. Other standards-compliant browsers should also work, 

although you may encounter occasional anomalies. For an optimal user experience, we 

recommend turning Javascript on and allowing cookies. 

Viewing Special Education Verification Reports 

Special Education Verification Reports are available at http://pd.nysed.gov. VESID 

assigns User IDs and passwords to one special-education contact person and one chief 

information officer (CIO) in each school district and other entities required to report data 

through the SIRS. These User IDs and passwords are used to view, verify, and certify data 

included in the Special Education Verification Reports. Only designated contacts or CIOs can 

verify/certify the data in these reports. New contacts who require a User ID and password must 

contact VESID at VESIDCAR@mail.nysed.gov or 518-486-4678. 


Chapter 4: Testing Rules 


Testing Students at the Elementary/Middle Level 

All general-education students and students with disabilities in grades 3–8, or 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 both the Listening and Speaking and the Reading and Writing 

portions of the NYSESLAT. 

Testing 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. If a nonpublic 

school chooses to administer an elementary- or middle-level ELA, mathematics, or science 

assessment to its students, it must administer the assessment to each enrolled student in the 

selected grade levels. Public school districts are responsible for ensuring that students with 

disabilities placed by the CSE in approved private schools for students with disabilities are 

administered New York State assessments according to their grade level or age and their IEP; 

these schools are responsible for testing and reporting these students’ results through the 

public school district with CSE responsibility. See the “Table of Reporting Responsibility for 

School-Age Students” and the “Table of Reporting Responsibility for Preschool-Age Students 

with Disabilities” in Chapter 5: Reporting Rules for more information on students placed in 

specific types of schools under unique circumstances. 

Identifying and Testing Graded and 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 for State assessment 

purposes. 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 below. 

More information about testing students with disabilities may be found in the August 2006 

memo, entitled “Revised Guidelines for Participation of Students with Disabilities in State 

Assessments for 2006-07,” at: 

http://www.p12.nysed.gov/specialed/publications/policy/ungraded.htm. CSEs must ensure that 

parents understand what instruction, curriculum, and assessment their child is receiving and 

the impact on graduation. 



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, 

2011 and have not previously taken the secondary-level NYSAA must be administered the test 

during the 2010–11 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, 1992 who have not been assessed must be assessed before they leave school. 



Grade K: NYSESLAT 

Grade 1: NYSESLAT 


Assessments by Birth Date/Age for Ungraded Students in 2010–11 

Assessments Birth Dates 

Grade 3: NYSAA ELA, NYSAA 

mathematics, NYSTP ELA, NYSTP 

mathematics, and NYSESLAT 


mathematics, NYSAA science, NYSTP 

ELA, NYSTP mathematics, NYSTP 

science, and NYSESLAT 











mathematics, NYSAA science, NYSTP 

ELA, NYSTP mathematics, NYSTP 

science, and NYSESLAT 




Grade 12: NYSESLAT 

Secondary-Level NYSAA ELA, 

mathematics, science, social studies 

Any date after August 

31, 2004 

September 1, 2003— 

August 31, 2004 


August 31, 2003 


August 31, 2002 


August 31, 2001 


August 31, 2000 


August 31, 1999 


August 31, 1998 


August 31, 1997 


August 31, 1996 


August 31, 1995 

September 1, 1993 

August 31, 1994 

Born on or before 

August 31, 1993 


August 31, 1993 

Reaches This Age Between 

September 1, 2010 and 

August 31, 2011 

No Valid Test Score for NYSTP and NYSAA for Graded Students: When these 

students are reported in SIRS, their grade level is used to determine if they took the 

assessment at the appropriate grade. Graded students whose assessment record shows that 

they were not administered the appropriate assessment for their grade are counted as though 

they had not been tested for accountability purposes. 


6 

7 

8 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

18


No Valid Test Score for NYSTP and NYSAA for Ungraded Students: When these 

students are coded as ungraded, their birth dates are used to determine if they took the 

assessment at the appropriate grade level for their age. Ungraded students who are ageequivalent 

to students in grades 3–8 whose assessment record indicates that they were not 

administered the appropriate assessment based on their age are counted as though they had 

not been tested for accountability purposes. 

NYSAA Testing and Accountability 

Testing Students on the NYSAA: Districts must assess all students whom the district 

CSE has designated as eligible for the New York State Alternate Assessment (NYSAA) whose 

birth dates fall between September 1, 1996 and August 31, 2002. They must also assess all 

students whose birth dates fall between September 1, 1992 and August 31, 1993, who have 

not previously been assessed at the secondary level. (See table above.) They must also 

assess all eligible students who have not previously taken the secondary-level NYSAA and 

who may earn their IEP diploma during the 2010–11 school year or who will reach the age of 

18 before September 1, 2011. 

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 3–8 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 will be available on the Office of Vocational and Educational Services for 

Individuals with Disabilities (VESID) Web site at: 

http://www.p12.nysed.gov/specialed/applications/onepercent-2011.htm.) USED’s 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 Commissioner’s Regulations 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 3–8 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 student’s 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 student’s 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. 

Testing and Accountability for LEP Students (NYSESLAT) 

NCLB requires that the English proficiency of all limited English proficient (LEP) 

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 LEP students. All grades 

kindergarten through 12 LEP students (including ungraded age-equivalent students with 

disabilities) must take the NYSESLAT. (There is no valid NYSESLAT assessment for a GED 

student.) LEP students must take this assessment to evaluate English proficiency even if they 

take a grades 3–8 ELA assessment, the Regents Comprehensive Examination in English or, 

for certain LEP students with disabilities, an RCT in reading or writing or the NYSAA in ELA in 

the 2009–10 academic year. 

English Language Arts: NCLB requires that the reading/language arts proficiency of 

LEP students be measured as part of the school accountability program. USED has approved 

the use of the NYSESLAT in lieu of the Grades 3–8 NYSTP for some LEP students. LEPeligible 

students (including those from Puerto Rico) who on April 1, 2011, will have been 

attending school in the United States for less than one year may use the NYSESLAT in lieu of 

the 3–8 NYSTP 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 

NYSTP in ELA. 

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 NYSTP in 

ELA for the first year in which they are enrolled during the NYSTP ELA test 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. 

Example 1: A LEP student enrolls for the first time in a United States school in grade 3 

in March 2011 and ends enrollment by leaving the United States in June 2011 (four-month 

enrollment). The student re-enrolls in a United States school in March 2012 as a grade 4 

student and remains enrolled through the end of the school year. If the one-time exemption 

occurs in 2010–11, even though the student has been enrolled in a United States school for 

only five months as of the 2011–12 NYSTP ELA test administration window (if test is given in 

May), the student may not be exempt again in 2011–12, as the one-time exemption already 

occurred in 2010–11. 


in October 2010 and ends enrollment by leaving the United States in December 2010 (threemonth 

enrollment). The student re-enrolls in a United States school in December 2011 as a 

grade 4 student and ends enrollment by leaving the United States in January 2012 (two-month 

enrollment). The student re-enrolls in a United States school in March 2013 as a grade 5 

student and remains enrolled through the end of the 2012–13 NYSTP ELA test administration 

window (three-month enrollment, if test is given in May). 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 2012–13. As such, the student may be exempt from 

taking the grade 5 NYSTP in ELA in 2012–13. If the one-time exemption occurs in the 2012– 

13 school year, the student may not be exempt in future years from taking the NYSTP in ELA. 


on May 1, 2010 and does not end enrollment. The student may be exempt from taking the 

grade 3 NYSTP in ELA in 2010-11, as the student has only been enrolled in a school in the 

United States for 11 months, May 1, 2010 – March 31, 2011. (Note that the month of April 

2011 is not counted in determining if the student has been enrolled for 12 months in a school 

in the United States.) 


on April 1, 2010 and does not end enrollment. The student may not be exempt from taking the 

grade 3 NYSTP in ELA in 2010-11, as the student has been enrolled in a school in the United 

States for 12 months, April 1, 2010 – March 31, 2011. 


in October 2008 and ends enrollment by leaving the United States in December 2008 (threemonth 

enrollment). The student re-enrolls in a United States school in September 2010 as a 

grade 3 student and remains enrolled through the end of the 2010–11 NYSTP ELA test 

administration window (ten-month enrollment, if test is given in May). The student may not be 

exempt from taking the grade 3 NYSTP in ELA in 2010–11, as the student has been enrolled 

in a school in the United States for 13 months. 

Students who are eligible to take the NYSESLAT for Grades 3–8 accountability will be 

counted in the participation calculation for accountability purposes as participating in an ELA 

assessment if they have valid scores on NYSESLAT Reading/Writing and NYSESLAT 



Speaking/Listening. These students 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. 

Scores for students who are eligible to take the NYSESLAT for Grades 3–8 

accountability will not be counted in the performance calculation for accountability. However, if 

the district/school chooses to give the NYSTP ELA assessment to a student who is eligible for 

the ELA exemption, NYSED will count the student’s NYSTP ELA scores when computing the 

school’s and district’s accountability PI. 

For more information regarding testing and accountability for recently arrived LEP 

students, see http://www2.ed.gov/policy/elsec/guid/lepguidance.doc. 

Other Subjects: All LEP students must take the required State assessments in grades 

3–8 mathematics and science. These tests may be administered in the student’s 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. Failure to test students on the mathematics or 

science assessment could result in the school failing to make AYP. To ensure valid and 

reliable test results, districts and charter schools are permitted to offer LEP students 

accommodations approved by NYSED. Approved accommodations are provided in the school 

administrator’s manuals at http://www.p12.nysed.gov/osa/sam/secondary/home.html. 

Testing Students Eligible for Both the NYSAA and the NYSESLAT 

All LEP students in grades K–12, including ungraded age-equivalent students, must 

take the NYSESLAT, even if the students’ CSEs identify the students as eligible to take the 

NYSAA. All NYSAA-eligible students who are age appropriate for testing on the NYSAA must 

take the NYSAA, even if they are also LEP students who must take the NYSESLAT as well. If 

both tests are taken, the NYSAA score will count in the accountability performance calculation. 

Testing Accelerated Intermediate-Level Science Students 

The Grade 8 Intermediate-Level Science Test should 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 (5–8). 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 (5–8) 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: 

1. 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 will 

count in the accountability calculations for the district and school responsible for the 

student when the student is in Grade 8. 



2. 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 will count in the 

accountability calculations for the district and school responsible for the student. 

3. 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 will count in the accountability calculations for the district and school responsible for 

the student. 

4. 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 will 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. 

Testing Accelerated Elementary-Level Science, and Grades 3–8 ELA and 

Mathematics Students 

Accelerated students must be tested on the assessments appropriate to their actual 

grade level or, if ungraded, their age-equivalency grade level. These students may take a 

Regents examination in addition to the NYSTP but not in lieu of the NYSTP assessment. See 

the “Assessments by Birth Date/Age for Ungraded Students in 2010–11” table in this chapter 

for more information. 

Testing 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. 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, LEP 

eligibility, and NYSAA eligibility. 

Elementary/Middle-Level Students Who Transfer to a Different School 

During the Test Administration Period 

Some 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 student’s test documents. The school 

the student transfers from should submit the student’s 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 record 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. 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. 



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 6, 2010) 

Day 2 = First day of test administration period 

Day 3 = Last day of make-up period 

Students’ Inclusion in Document/Calculations 

Period of 

Students results will be 

Continuous Enrollment 

included in: 

(includes) Participation Performance 

Rate 

Index 

Day 1 and Day 3 Yes Yes 

Day 1 and Day 2 – with valid test score Yes Yes 

Day 1 and Day 2 – without valid test score No No 

Day 2 and Day 3 – but not Day 1 Yes No 

Day 1 only No No 

Day 2 only – with valid test score Yes No 

Day 2 only – without valid test score No No 

Day 3 only – with valid test score Yes No 

Day 3 only – without valid test score No No 

Only days between Day 2 and Day 3 – with 

valid test score 

Only days between Day 2 and Day 3 – 

without valid test score 

Specific Day 2 and Day 3 Dates by Assessment 

Assessment Day 2 Day 3 

Grades 3–8 ELA 

May 3 May 11 

Grades 3–8 Mathematics May 11 May 18 

NYSAA October 4 February 11 

Grade 4 Science May 31 June 8 

Grade 8 Science May 31 June 8 

NYSESLAT (if eligible) April 13 May 27 

Yes No 

No No 


Chapter 5: Reporting Rules 


Educational Institutions That Must Report Data Using the SIRS 

The following districts and schools must provide student records through 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 

http://www.p12.nysed.gov/sedcar/schoollsts/article81.htm); 

• nonpublic schools (records for parentally placed students who participate in 

grades 3 through 8 ELA and mathematics assessments, grades 4 and 8 science 

assessments, the NYSAA, and/or the Regents examinations required for 

graduation — Comprehensive English, Integrated Algebra, U.S. History and 

Government, Global History and Geography, Living Environment, and Physical 

Setting/Earth Science); and 

• the New York State School for the Blind in Batavia and the New York State 

School for the Deaf in Rome. 

Policy for Including Students in Report Cards and Accountability Decisions 

Students who are reported as enrolled in a district school or placed by the district in a 

BOCES or other out-of-district placement will be included in the school and district report cards 

and, when appropriate, in accountability decisions for the school and district. Students with 

disabilities placed by a parent or guardian in another public school district or charter school or 

who are home schooled or placed by the court or social service agencies in out-of-State 

facilities must have special-education records reported by the district of residence because the 

district of residence maintains CSE responsibility. These students will not be included in the 

district of residence report card and will not be included in calculations for determining 

accountability status. See ”Table of Reporting Responsibility for School-Age Students” and 

“Table of Reporting Responsibility for Preschool-Age Students with Disabilities” in this chapter 

for more information. 

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. 

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 http://www.archives.nysed.gov/a/records/mr_retention.shtml, with a link to ED-1 at: 

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@mail.nysed.gov or phone at (518) 

474-6926. Additional contacts may be found at 

http://www.archives.nysed.gov/a/directories/dir_staff.shtml. Additional information on records 

retention is available at http://www.archives.nysed.gov/a/records/mr_retention.shtml. 

Responsibility for Reporting Student Records Through the SIRS 

Responsibility for the education of students falls in 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 to the SIRS. 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 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. 

Each public school district must report special-education records as well as 

demographic, enrollment, and program service 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. 

Public school districts are responsible for providing general instruction, determining 

eligibility for special education, and providing appropriate special-education services for 

students in the categories listed below. In addition, public school districts are accountable for 

the performance of these students. Therefore, districts must report all required records for 

resident students in these categories. 



• Public school students with disabilities in preschool and all public school students in 

grades preK–12 — and ungraded students with disabilities of equivalent age — 

enrolled at any time during the 2010–11 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 2010–11 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 136 – Reached 

maximum legal age and has not earned a diploma or certificate. If the 8294 student 

ends enrollment for any other reason, use the appropriate Reason for Ending 

Enrollment Code in Appendix 8. 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 before they reach 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) or High School Equivalency 

Preparation Program (HSEPP) approved under Section 100.7 of the Regulations of 

the Commissioner of Education. (See http://www.p12.nysed.gov/ssae/AltEd/ for a 

list of approved high school equivalency preparation programs.) Such students must 

be reported with an AHSEPP or HSEPP enrollment record (Reason for Beginning 

Enrollment Code 5654 – Enrollment in a AHSEP or HSEP program) until they earn 

the high school equivalency diploma, transfer to a diploma-granting program, or 

leave the AHSEPP or HSEPP; 

• Students placed out-of-district by the CSE or a district official, including students with 

disabilities attending approved private schools for students with disabilities, Statesupported 

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; and 



• Students placed in a county jail or a jail operated by the city of New York within 

district boundaries. 

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; 

• 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; 

• 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 specialeducation 

services; and 

• State assessment records for foreign exchange students, home-schooled students, 

and walk-in students. 

Charter schools must report all required records for their students (i.e., enrollment, 

demographic, program services, assessments), 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. 


Chapter 5: Reporting Rules Reporting Responsibilities Tables 

Description of Students 

1) A student who attends a school 

within the school district of residence. 

2) 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). 

3) A general-education student who 

resides in the district and attends a 

charter school. 

4) A student with a disability or a 

student who is referred to the CSE for 

determination of eligibility for specialeducation 

services who resides in the 

district and attends a charter school. 


resides in the district, is home schooled 

by parent/guardian choice, and takes 

an assessment. 





district and is home schooled by 

parent/guardian choice. 

Table of Reporting Responsibility for School-Age Students 

Accountability 

or Instructional 

Responsibility 

District of 

residence 

District of 

residence 

CSE/CPSE 


District of 

residence 

District of 

residence 

Who will Report Data to 

SIRS and Using What Code 

(i.e., the District of 

Responsibility) 

District of residence (Reason 

for Beginning Enrollment 

Code 0011) 



Code 0011) 

Charter school Not applicable Charter school (Reason for 

Beginning Enrollment Code 

Charter school District of 

residence 

Not applicable 

(but district of 

residence must 

report State 

assessment 

results) 


Not applicable District of 

residence 

Location/BEDS Code 

(i.e., the Building of 

Enrollment) 

Use the 12 digits of the 

BEDS code of the school 

the student attends 

School building BEDS 

code, BOCES code, code 

of the approved private 

school for students with 

disabilities, or the code of a 

4201 State-supported 

school 


0011) 

Charter school (Reason for 


0011) 



Code 5905) 



Code 0011) 



Code 5905) 

Charter school BEDS code 

Charter school BEDS code 

First 8 digits of the district 

of residence BEDS code 

and “0888” as the last 4 

digits 


of residence BEDS code 

and “0888” as the last 4 

digits



7) A student who resides in the district, 

is “homebound” (temporary, long-term 

absence), and therefore can be 

associated with a school in the district. 

8) A student who resides in the district, 

is homebound, and cannot be 

associated with a school in the district 

(is not expected to attend a school in 

the district). 


resides in the district and is placed by a 

parent/guardian in another public 

school district. 





district and is placed by a 

parent/guardian in another public 





services who is placed in a 

nonpublic school by a parent/guardian. 




District of 

residence 

District of 

residence 

District of 

attendance 

District of 

attendance 

Nonpublic school 

(Instructional) 


(Accountability) 

CSE/CPSE 


District of 

residence 

District of 

residence 







Code 0011) 



Code 0011) 

Not applicable District of attendance 

(Reason for Beginning 

Enrollment Code 0011) 

District of 

residence 

District in 

which the 

nonpublic 

school is 

located 

District of attendance 





Code 5905) 

District in which the nonpublic 

school is located (Reason for 


5905) 

Nonpublic school participating 

in SIRS (Reason for 


0011) 



Enrollment) 



the student would attend 


BEDS code and “0777” as 

the last 4 digits 

Building of attendance 

BEDS code 


BEDS code 

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 





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 and the 

school contracted with a RIC/Big 5 to 

report results in SIRS.) 


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. 




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 

http://www.p12.nysed.gov/specialed/pu 

blications/EducResponsSchoolAgeRes 

idence.pdf.) 








CSE/CPSE 






Not applicable Nonpublic school participating 



0011) 



Enrollment) 









Not applicable Not applicable Not applicable Not applicable 

Not applicable District in 

which the 

student resided 

at time of 

placement 

District in which the student 

resided at time of placement 



750000660000 




15) A student with a disability who is 

placed by the court or a county 

department of social services in a childcare 

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 



available at 



idence.pdf.) 

16) A student with a disability who is 

placed by the court or a county 

department of social services in a childcare 

institution or in a residential 

treatment facility that does not have an 

affiliated school. (Pages 7 and 25 of 



available at 



idence.pdf.) 

17) 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 and the 

school contracted with a RIC/Big 5 to 

report results in SIRS.) 




CSE/CPSE 


Article 81 School School 

affiliated with 

the child-care 

institution or 

residential 

treatment 

facility 

District in which 

the child-care 

institution is 

located 





District in 

which the 

child-care 

institution or 

residential 

treatment 

facility is 

located 





School affiliated with the 

child-care institution (Reason 


Code 0011) 

District in which the child-care 

institution is located (Reason 


Code 0011) 

Not applicable Nonpublic school participating 



0011) 



Enrollment) 

Article 81 school code 

BEDS code of the building 

in which the student is 

enrolled 












18) A student who is placed by the 

court in a child-care institution with an 

affiliated public school. (All Special Act 

School Districts.) 

19) 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. 

20) 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. 

21) 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 



idence.pdf.) 




Special Act 

School Districts 

NYSSB or 

NYSSD 


if the school 

participates in 

SIRS 




CSE/CPSE 


Special Act 

School 

Districts 

NYSSB or 

NYSSD 

District in 

which the 

student resides 

(if applicable) 





Special Act School Districts 



NYSSB or NYSSD (Reason 


Code 0011) 

Nonpublic school participating 



0011) 

District in which the student 

resides (Reason for 




Enrollment) 



enrolled 

NYSSB or NYSSD code 


5905) 

State agency State agency State agency (Reason for 


0011) 


BEDS code 

Facility location operated 

by the State agency code




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 



available at 



idence.pdf.) 


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 



idence.pdf.) 


attends an OMH or OPWDD day- 

treatment program. 

25) 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. 

26) A student who is placed in another 

State under contract between a NYS 

school district and a public school 

district of the other State. 




CSE/CPSE 






State agency State agency State agency (Reason for 


0011) 


OMH or OPWDD 

facility is located 

District of 

residence 

NYS school 

district of 

residence 

NYS school 

district of 

residence 

District in 

which OMH or 

OPWDD 

facility is 

located 

District of 

residence 

NYS school 

district of 

residence 

District in which OMH or 

OPWDD facility is located 





Code 0011) 



Code 0011) 

Not applicable District of residence (Reason 


Code 0011) 



Enrollment) 

Approved private school 

for students with 

disabilities code 

District school building or 

BOCES code 

BEDS code of the State 

agency facility 

BEDS code of the out-of- 

State school 

BEDS code of the out-of- 

State school 




27) A student in residential care (not 

placed by a school district) in one of 

the following programs: 

a) Private psychiatric hospitals or 

private psychiatric units within 

general hospitals; 

b) Short term crisis residence; 

c) Residential Respite Programs; 

d) 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 Residences– 

Recovery Homes; and 

e) Pediatric Residential Health 

Care Facilities, Hospitals, 

Rehabilitation Centers, or 

Skilled Nursing Facilities. 

(Pages 5, 10, 22, 43, and 46 of 



available at 



idence.pdf.) 





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 

CSE/CPSE 


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 

programs 





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 programs 





Enrollment) 

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 Children’s Residential 

Project. (Page 21 of Education 



at 



idence.pdf.) 

29) 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: 

a) Residential Treatment Facility 

(RTF) or Child Care Institution 

(CCI) that does not have an 

affiliated school; 

b) Community Residence (CR); 

c) Family Based Treatment Program 

(FBTP); 

d) Intermediate Care Facility (ICF); 

e) Individualized Residential 

Alternative (IRA); 

f) Family Care Homes; 

g) Foster Family Homes; 

h) Group Homes or Agency Boarding 

Homes; 

i) Residential Programs for Runaway 

and Homeless Youth; 

j) Domestic Violence Shelters; 

k) Homeless Shelters; 





parents reside 

School district in 

which the facility 

is located 

CSE/CPSE 


District in 

which parents 

reside 

School district 

in which the 

facility is 

located 





District in which parents 

reside 



School district in which the 

facility is located (Reason for 


0011) 



Enrollment) 


building or BOCES the 

student is attending 



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. 




l) OCFS Secure Centers, Limited 

Secure Centers, Non-secure 

Centers; 

m) Community Residential Homes 

(group homes); 

n) Detention Family Boarding Homes; 

o) Halfway Houses, Supported Living 

Facilities; and 

p) 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 



available at 

http://www.p12.nysed.gov/specialed/p 

ublications/EducResponsSchoolAgeR 

esidence.pdf.) 

30) A foreign exchange student. 

(Report only if student takes a NYS 

assessment.) 

31) 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 

child’s home or in an early childhood 

setting or in another location. 




District of 

attendance 






District of 

residence 


CSE/CPSE 


District of 

attendance if 

student with a 

disability 

District of 

residence 





District of attendance 





Code 5905) 



Enrollment) 



BEDS code and “0777” as 








32) A foster-care student. District of 

residence of 

33) 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 



idence.pdf.) 

34) A student in a county jail or a jail 

operated by the city of New York who 

is in approved AHSEP or HSEP 

program. (Page 41 of Education 



at 



idence.pdf.) 

foster family 


the jail is located 


the jail is located 

or, for NYC, the 

NYCDOE 

CSE/CPSE 


District of 

residence of 

foster family 

District in 

which the jail is 

located (if 

applicable) 

District in 

which the jail is 

located or, for 

NYC, the 

NYCDOE (if 

applicable) 







Code 0011) 

District in which the jail is 

located (Reason for 


0011) 

District in which the jail is 

located (Reason for 


5654) 



Enrollment) 


BEDS code of the jail 

BEDS code of the 

approved AHSEP or HSEP 

program 



Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students 


1) A preschool-age student referred 

to the CPSE 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. See the 

schedule of the school years for 

which school districts are assigned 

to report data on these indicators at 

http://www.p12.nysed.gov/sedcar/s 

ppschedule.html. 






District of 

residence 


CSE/CPSE 


District of 

residence 

Who will Report Data to SIRS 

and Using What Code 



District of residence (Reason for 

Beginning Enrollment Code 4034) 



Enrollment) 


district of residence 

BEDS code 




2) A preschool-age student with a 

disability who resides in the district 

and receives special-education 

services from: 

a) an employee of a school district 

in a district building, the 

student’s home, or in another 

location; 

b) an employee of a BOCES, in a 

BOCES building, the student’s 

home or in another location; 

c) an employee of an approved 

private school for students with 

disabilities in that school’s 

building, the student’s home, or 

another location; 

d) an employee of a Section 4201 

State-supported school in that 

school’s building, the student’s 

home, or another location; 

e) an independent service provider 

employed by the county in the 

student’s home or in another 

location; 

f) 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 student’s home, or 

another location. 






District of 

residence 


CSE/CPSE 


District of 

residence 









Enrollment) 

a) 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 


b) BOCES BEDS code 

c) Approved Private 

School BEDS code 

d) 4201 School BEDS 

code 

e) County BEDS code 

f) NYSSB or NYSSD 

BEDS code 





disability who resides in the district 

and receives special-education 

services and also participates in a 

a) district-operated Pre-K or 

Universal Pre-K program; 

b) BOCES-operated Pre-K or 

Universal Pre-K program; or 

c) Universal Pre-K program in a 

community-based organization 

under contract with the school 

district. 


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 Pre–K program operated by 

another school district. 

5) A prekindergarten student who 

attends a school within the school 

district of residence or a UPK 

program contracted by the district. 




District of 

residence 




District of 

residence 




District of 

residence 




CSE/CPSE 


District of 

residence 

District of 

residence 

District of 

residence 









District in which student is 

attending Pre–K or UPK (Reason 

for Beginning Enrollment Code 

0011) 





Enrollment) 

a) District building 

BEDS code 

b) BOCES code 

c) Generic Universal 

Pre–K BEDS code 

(0666) 



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 



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 Elementary-Level Science Students and Grades 3–8 ELA and 

Mathematics Students 

Accelerated students may not take the elementary-level science or grades 3–8 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. 

Accelerated Intermediate-Level Science Students 

Grade 8 Intermediate-Level Science Test results for accelerated science students who 

take the assessment in Grade 7 (or, if ungraded, when Grade 7 age equivalent) must be 

reported in the year in which they take the assessment. If the students also take a Regents 

examination in science in Grade 8 (or, if ungraded, when Grade 8 age equivalent), results for 

that assessment must be reported in the year in which they take the assessment. (The 

Regents examination in science taken in Grade 8 will be used for accountability calculations 

for these students.) If the students take the Grade 8 Intermediate-Level Science Test in Grade 

7 (or, if ungraded, when Grade 7 age equivalent) but do not take a Regents examination in 

science in Grade 8 (or, if ungraded, when Grade 8 age equivalent), the Assessment Measure 

Standard Description "Science: Early" will be populated for them at Level 2 when the students 

are in Grade 8. (The Grade 8 Intermediate-Level Science Test taken in Grade 7 will be used 

for accountability calculations for these students.) Students who take the Grade 8 

Intermediate-Level Science Test when they are in Grade 7 (or, if ungraded, when Grade 7 age 

equivalent) are not required to retake the test when they advance to Grade 8. 

Career and Technical Education Program Students 

Career and technical education (CTE) programs are those focused on career or 

occupational training. Located in high schools and BOCES, CTE programs provide academic 

and technical instruction in the content areas of agriculture, business and marketing, family 

and consumer sciences, health occupations, trade and technical education and/or technology 

education. CTE programs are comprised of at least three CTE courses or units of study that 

together form a cohesive concentration. 

Cohesive concentrations are groups of courses or units of study that when combined 

make up a program. These courses or units of study may be from one of the six CTE content 

areas or from a combination of these content areas. As CTE programs at local high schools 

often cross content areas and may not be predefined or linear in nature, and CTE students at 

local high schools build meaningful cohesive concentrations based on individual interests, the 

selection of a specific program service code (see the CIP codes in Appendix 10) may prove 

more difficult than the selection of such a code for CTE programs at BOCES and Technical or 

CTE high schools. In this case, the local high school can use one of the following more broadbased 

program service codes: Agriculture (010599); Business and Marketing (529999); Family 

and Consumer Sciences (199999); Health Occupations (519999); Technology Education 

(151599); or Trade and Technical (489999). These reflect the six major CTE content areas. If a 

student is in programs from two of these content areas, the code to be reported should be the 

one in which the majority of the student’s time is spent. 



When a local agency is unable to determine the appropriate code, they should contact 

their RIC. The RIC can contact the NYSED CTE Team at (518) 486-1547 or 

emsccte@mail.nysed.gov for assistance. 

All CTE programs are categorized for reporting purposes as General CTE and Title II 

CTE. These are defined as: 

General Career and Technical Education Program: A General CTE program (note 

that the term “General CTE” has replaced the term “conventional CTE”) is comprised of 

organized educational activities completed at the secondary level at a local high school or a 

BOCES or both. These activities include: 

that: 

A) a minimum of three connected courses at a local high school or a BOCES or both 

AND 

• incorporate the Career Development and Occupational Studies (CDOS) Learning 

Standards; 

• include the content of the one unit state-developed Career and Financial 

Management course; 

• provide students with coherent and rigorous content aligned with challenging 

academic standards and relevant technical knowledge and skills needed to 

prepare for further education and careers in current or emerging professions; and 

• provide technical skill proficiency, an industry-recognized credential, or a 

certificate; 

B) competency-based applied learning that contributes to a student’s academic 

knowledge, higher-order reasoning and problem-solving skills, work attitudes, general 

employability skills, technical skills, occupation-specific skills, and knowledge of all aspects of 

an industry, including entrepreneurship. 

Title II Program: A Title II program involves two years of secondary instruction followed 

by two years of specifically linked postsecondary instruction. The Title II programs in New York 

State are funded through Title II of Perkins IV on a competitive basis and are also known as 

2+2 programs, Tech Prep, or “Career Pathways.” These programs, which contain all of the 

components of General CTE programs, can be distinguished from General CTE programs by 

two features: 

1) These programs must contain an articulation agreement that is jointly established 

by secondary and postsecondary institutions. The agreements are usually brokered 

by “Title II Centers” established under Perkins IV and provide benefits to the student, 

such as college credit or waiver of certain college course requirements. 

2) A Title II program requires students to sign a declaration evidencing their intent to 

follow a graduation plan that includes two years of postsecondary instruction and that 



results in completion of a two-year associate degree, certificate, or apprenticeship in a 

field related to their program of study. 

The best way to determine if a student should be reported under Title II is to verify that 

he or she has signed a declaration (see above) with a Title II funded program. Regional 

contacts can confirm if a student is in a Title II program. If the regional contact or local high 

school district can verify that a declaration has been signed and the other criteria are met, then 

the student should be coded as a Title II student. If not, then he or she should be coded 

General CTE. 

For more information on CTE, see http://www.p12.nysed.gov/cte/home.html. 

Foreign Exchange Program 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. 

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 qualify for FRPL reporting as follows: 

Students may be reported as qualifying for a FREE lunch if they: 

1) have a National School Lunch Program (NSLP) application approved for free lunch; 

2) are named on a direct certification letter from the NYS Office of Temporary and 

Disability Assistance (OTDA) as being eligible either for the Supplemental Nutrition 

Assistance Program (SNAP, the former Food Stamps Program) or for Temporary 

Assistance for Needy Families (TANF) benefits. Direct certification letters from the 

NYS Office of Temporary and Disability Assistance concerning eligibility for SNAP 

or TANF benefits are generally mailed in August; 

3) are named on a direct certification letter from the local Department of Social 

Services (DSS) indicating that they qualify for either SNAP or TANF benefits. DSS 

will send letters if a student is approved for SNAP or TANF benefits after direct 

certification letters have been sent in August by the NYS Office of Temporary and 

Disability Assistance; 

4) are named on a direct certification letter from the New York State Education 

Department (NYSED) indicating that they qualify for either SNAP or TANF benefits; 

5) are documented as homeless; 

6) are documented as in a program for the Runaway and Homeless Youth act; or 

7) are documented to be in a federal Headstart program. 



Students may be reported as qualifying for a REDUCED-PRICE lunch 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. 

Direct Certification letters are good through the end of September; new letters are 

required each October 1st to be acceptable for the current school year. Note that direct 

certification applies only to free lunch. 

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 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. 

High-School-Age LEP 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 student’s correct 

grade placement. Schools are allowed at least one year to determine the appropriate grade 

level of LEP students meeting these criteria. Upon enrollment, the school should assign the 

student to a grade level based on the administrator’s 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 student’s 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 

student’s 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 student’s 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 student’s reported year of first entering grade 

9 only once. 

Nonpublic School Students 

Nonpublic schools with enrolled students taking the Grades 3–8 ELA and Mathematics 

Tests, the Grades 4 and 8 Science Tests, the New York State Alternate Assessments, and the 

Regents examinations required for graduation (Comprehensive English, Integrated Algebra, 

U.S. History and Government, Global History and Geography, Living Environment, and 



Physical Setting/Earth Science) must contract with a Level 1 data center to report assessment 

results in the SIRS. Nonpublic schools must coordinate with a Level 1 data center to ensure 

that the school is using an acceptable answer document that enables the school to report data 

in the SIRS. 

Public school districts are responsible for reporting assessment results for students with 

disabilities placed by the district CSE in approved private schools for students with disabilities. 

Schools with these students must contact the home school district to obtain the appropriate 

public school answer documents. Answer documents for these students must be returned to 

the home school district immediately after test administration and scoring. 

Though certain secondary-level examinations must be reported by nonpublic schools in 

the SIRS, all nonpublic schools must also submit aggregated results for secondary-level 

examinations using the paper Nonpublic Secondary Examination Report forms sent to 

nonpublic schools by the Department and available on the web at 

http://www.p12.nysed.gov/irs/nonpublic/. Results reported in the paper forms will be used for 

2010–11 nonpublic reports and mandated services. See the “Table of Reporting 

Responsibility for School-Age Students” and the “Table of Reporting Responsibility for 

Preschool-Age Students with Disabilities” in this chapter for more information on students 

placed in specific types of schools under unique circumstances. 

NYSAA- and NYSESLAT-Eligible Students 

Report both NYSAA and NYSESLAT results for students who are required to take both 

assessments. If both tests are reported, the NYSAA score will count in the accountability 

performance calculation. 

“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. 

Racial/Ethnic Group Reporting Rules 

Beginning in 2010–11, 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. 

Students with Disabilities 

Generally, school districts have CSE or CPSE responsibility and accountability 

responsibility for students with disabilities who reside in their school district and either attend 

school in their school district or in a charter school or are placed by the CSE or CPSE in 

educational programs outside the school district (e.g., in Boards of Cooperative Educational 



Services (BOCES), approved private schools for students with disabilities, or in State 

supported Section 4201 schools), with some exceptions. One exception is that parentally 

placed students with disabilities in nonpublic elementary, middle or secondary schools are the 

CSE responsibility of the school district in which the nonpublic school is located. Districts with 

CSE and CPSE responsibility are responsible for reporting data elements in the Special 

Education Snapshot and Special Education Events templates. In addition, these districts must 

report enrollment, demographic, and program service data for students for whom they have 

CSE or CPSE responsibility. In the year in which school districts are assigned to report data on 

Special Education State Performance Plan Indicator 7 (preschool outcomes) (see 

http://www.p12.nysed.gov/sedcar/sppschedule.html for a schedule), districts with CPSE 

responsibility for preschool students must also report preschool outcomes data from the Child 

Outcomes Summary Form (COSF) in the Assessment Fact template. 

Special Act Districts, educational institutions operated by State agencies, and child-care 

institutions with affiliated schools that provide educational service pursuant to Article 81 are 

responsible for providing instruction to enrolled students. They have CSE responsibility for 

enrolled students placed in the institution by a parent or guardian, the court, or a social service 

agency. They must report all records for enrolled students for whom they have CSE 

responsibility. School districts that place students in these institutions retain CSE responsibility 

and must report all records for students they place. Students are reported for accountability 

purposes in the building in which they are enrolled (spend the majority of the school day), 

regardless of whether the school of origin is another school building in the district. For 

example, if a student who would typically be attending School A instead attends School B for 

the majority of the school day because School B provides the necessary educational services, 

School B has accountability responsibility for the student. 

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. 

Teacher/Course Reporting Rules 

All public districts and charter schools must report the following teacher/course data in 

2010–11: 

• Unique statewide identifier for all district and charter school teachers; 

• Student enrollment in all secondary-level courses that prepare students to take a 

Regents exam upon completion of the course (e.g., Integrated Algebra) using 

statewide standardized course codes contained in Appendix 14; 

• Numeric final course grades for secondary-level courses that prepare students to 

take a Regents exam upon completion of the course (e.g., Integrated Algebra); 

• Whether the Regents examination score was averaged in as a component of the 

final course grades for secondary-level courses that prepare students to take a 

Regents exam upon completion of the course (e.g., Integrated Algebra). 

All public schools, with the exception of elementary schools with traditional commonbranch 

classes and/or whose student management systems currently do not assign students 



to teachers on a subject-by-subject basis, must report the following teacher/course data in 

2010–11: 

• Unique statewide identifier for all district and charter school teachers; 

• Student enrollment in all elementary/middle-level courses linked to a State 

assessment (e.g., Grades 3-8 English language arts and mathematics), using the 

statewide standardized course codes contained in Appendix 14. 

For more information, see the memorandum from Assistant Commissioner Alan Ray 

entitled “Guidance on the Collection and Reporting of Additional Data in the Student 

Information Repository System (SIRS) for Teachers and Courses” available at 

http://www.p12.nysed.gov/irs/ARay/Teacher-CourseDataCollection-finaldraft6-1-10.pdf. 

Test 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 

Administrator’s Manual for secondary-level tests and the administrator’s manuals for specific 

test titles for elementary/middle-level tests contain lists of accommodations available to 

students. See http://www.p12.nysed.gov/osa/sam/secondary/home.html for copies of these 

manuals. Chapter 6 of the SIRS Manual contains codes for reporting these accommodations. 

Validity Rules: Elementary/Middle-Level Assessment Valid/Invalid Score 

Reporting 

The following rules apply to elementary/middle-level ELA, mathematics, and science 

assessments: 

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 and be counted as tested when 

participation rates are calculated. 

Absent: Students who are absent for any session (for ELA or mathematics) or any 

parts (written or performance parts 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, whether or not there are 

any response records. These students will be considered to have "no valid test score" and 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 as absent (no valid test 

score) or to calculate a final test score and performance level by assigning 0 credits to 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, whether or not there are any 

response records. Assessment records for these students do not move to Level 2. These 

students will be considered to have "no valid test score" and will be counted as not tested in 

verification reports and for accountability calculations. Students who refused to take one or 

more but not all sessions or parts of the test will receive no credit for the session(s) or part(s) 



they refused to take, and a scale score and performance level will be calculated based on the 

questions answered. 

Administrative Error: Students for whom errors were made in the administration of the 

test (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 as 

“Administrative Error”; that is, with a standard met code of 97. 

Medically Excused: Students who are “Medically Excused” (see definition under 

Participation Criterion in Chapter 1: Accountability in New York State) are considered to have 

“no valid test score” and must be reported with a standard met code of 93. These students are 

excluded from the numerator and the denominator of the participation and performance 

calculations. 


Chapter 6: Data Reporting in the SIRS Data Elements 

Chapter 6: Data Reporting in the SIRS 

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 seven 

general categories: 

1. Student Demographic 

2. Enrollment 

3. Programs 

4. Assessment 

5. Special Education 

6. Course 

7. Staff 

Student demographic data must be entered first, followed by enrollment data. 

Programs, assessment, special-education, course, and staff data can then be entered. Some 

data elements are required for all students; others are only required for certain students or 

specific circumstances. 

Data Elements Reported by LEAs 

Data Element eScholar Template 

Field 

Number 

Data Set 

1 Alternate Staff Id Staff 57 I 

2 Assessment Accommodation Code(s) Assessment Fact 34 E, F 

3 Assessment Date of Administration 

Assessment Fact, Assessment 

Response 

5, 5 

E, F 

4 

Assessment Item Response 

Description 

Assessment Response 

7 

F 

5 

Assessment Item Response Value 

Multiple Choice 


8 

F 

6 

Assessment Item Response Value 

Points Earned 


9 

F 

7 Assessment Language Code Assessment Fact 16 E, F 

8 

Assessment Measure Standard 

Description 


Response 

4, 4 

E, F 

9 Assessment Score Assessment Fact 9 E 

10 Assessment Standard Met Code Assessment Fact 17 E, F 

11 Backmapping BEDS Code Student Lite 27 B 

12 Building of Enrollment Code 

Student Lite, School Entry/Exit, 

Student Grades, Course 

2, 2, 2, 2 

A, C, H 

13 Country of Origin Student Lite 40 B 

14 Credential Type Description Student Lite 24 B 

15 CTE/Tech Prep Program Intensity Programs Fact 9 D 

16 CTE/Tech Prep Program Type Programs Fact 18 D 

17 Date of Birth Student Lite 10 A, B 

18 Date of Entry into United States Student Lite 38 B 




19 District of Responsibility Code 

Student Lite, School Entry/Exit, 

Programs Fact, Assessment 

Fact , Assessment Response, 

Spec Ed Snapshot, Spec Ed 

Events, Student Grades, 

Course, Staff, Marking Period 

Field 

Number 

1, 1, 

1, 1, 

1, 1, 

1, 1, 1, 1, 1 

Data Set 

A, B, C, D, 

E, F, G1, 

G2, H, I 

20 Enrollment Entry Date School Entry/Exit 5 C 

21 Enrollment Exit Date School Entry/Exit 11 C 

22 Event Date Spec Ed Events 6 G2 

23 Event Outcome Code Spec Ed Events 12 G2 

24 Event Type Code Spec Ed Events 5 G2 

25 First Date of Entry into Grade 9 Student Lite 26 A, B 

26 Gender Description Student Lite 11 A, B 

27 Grade Level Student Lite, School Entry/Exit 8, 8 A, C 

28 Grade Type Code Student Grades 21 H 

29 Hispanic/Latino Ethnicity Indicator Student Lite 42 A, B 

30 Home Language Description Student Lite 13 A, B 

31 Homeless Indicator Student Lite 47 B 

32 

Homeless Primary Nighttime 

Residence 

Student Lite 

51 

B 

33 Immigrant Indicator Student Lite 49 B 

34 

Immunization Date for First Polio 

Vaccination 

Student Lite 

28 

A 

35 Initial Event Date Spec Ed Events 32 G2 

36 Initial Event Type Code Spec Ed Events 31 G2 

37 Least Restrictive Environment Code Spec Ed Snapshot 44 G1 

38 Local Course Code Student Grades, Course 26, 27 H 

39 Location Code 

Programs Fact, Special Ed 

Snapshot, Spec Ed Events, 


Response, Staff 

2, 2, 2, 7, 

12, 14 D, E, F, G1, 

G2, I 

40 Marking Period Student Grades 9 H 

41 Marking Period End Date Marking Period 3 H 

42 Marking Period Number Marking Period 9 H 

43 Marking Period Start Date Marking Period 2 H 

44 Migrant Indicator Student Lite 48 B 

45 Neglected or Delinquent Indicator Student Lite 50 B 

46 Number of Days Spec Ed Events 33 G2 

47 Numeric Grade Student Grades 10 H 

48 Phone at Primary Residence Student Lite 34 A 

49 Postgraduate Plan Description Student Lite 18 B 

50 Primary Placement Type Spec Ed Snapshot 32 G1 

51 Primary Service Code Spec Ed Snapshot 31 G1 

52 Primary Service Provider Spec Ed Snapshot 46 G1 

53 Program Service Code Programs Fact 5 D 

54 Program Service Entry Date Programs Fact 6 D 




Field 

Number 

Data Set 

55 Program Service Exit Date Programs Fact 7 D 

56 

Program Service Provider BEDS 

Code 

Programs Fact 

8 

D 

57 Race 1 Code Student Lite 12 A, B 

58 Race 2 Code Student Lite 43 A, B 




62 Reason Code Spec Ed Events 20 G2 

63 

Reason for Beginning Enrollment 

Code 

School Entry/Exit 6 C 

64 Reason for Ending Enrollment Code School Entry/Exit 12 C 

65 

Reason for Ending Program Service 

Code 

Programs Fact 

13 

D 

Student Lite, School Entry/Exit, 4, 4, 

Programs Fact, Assessment 4, 6, 

66 School District Student ID 

Fact, Assessment Response, 6, 5, A, H 

Spec Ed Snapshot, Spec Ed 

Events, Student Grades 

4, 8 

Student Lite, School Entry/Exit, 3, 3, 

67 School Year 

Programs Fact, Spec Ed 

Snapshot, Spec Ed Events, 

Student Grades, Course, 

Marking Period 

3, 3, 

3, 3, 3, 6 

A, B, C, D, 

H 

68 School-Age Indicator Spec Ed Snapshot 47 G1 

69 Scoring Model Key Assessment Fact 45 E 

70 Section Code Long Student Grades 27 H 

71 Semester Student Grades 22 H 

72 Snapshot Date Spec Ed Snapshot, Staff 35, 50 G1, I 

73 Staff ID Student Grades, Staff 7, 2 H, I 

74 State Course Code Course 29 H 

75 Student Grades Comment Student Grades 20 H 

76 Student’s Address City Student Lite 31 A 

77 Student’s Address Line 1 Student Lite 29 A 

78 Student’s Address Line 2 Student Lite 30 A 

79 Student’s Address State Code Student Lite 32 A 

80 Student’s Address Zip Code Student Lite 33 A 

81 Student’s First Name Student Lite 6 A 

82 Student’s Guardian One Name Student Lite 35 A 

83 Student’s Guardian Two Name Student Lite 36 A 

84 Student’s Last Name Student Lite 5 A 

85 Student’s Middle Initial Student Lite 7 A 

86 Student’s Place of Birth Student Lite 37 A 

87 Survey Completion Indicator Assessment Fact 46 E 

88 Test Group 


Response 

2, 2 

E 




Field 

Number 

Data Set 

89 Version 


Response 

3, 3 

E 

90 

Years Enrolled in a Bilingual or ESL 

Program 

Student Lite 17 B 

91 Years in United States Schools Student Lite 39 B 


Chapter 6: Data Reporting in the SIRS Data Sets 

Data Sets 

Data elements with the same “code” when combined serve a particular purpose. For 

instance, all data elements with an “A” code are used to create a unique student identifier. The 

table below explains the use or purpose of each data set. 

Code Data Set 

A 

B 

C 

D 

Student Identification (NYSSIS): This set of data elements contains biographic and 

demographic information that is used to establish the unique student identifier under 

NYSSIS. One set of these data elements is needed for each student to obtain a unique 

student identifier from NYSSIS. 

Student Demographic Data: This set contains data elements that pertain to every student 

and information that, once established, is not expected to change over time (e.g., name, date 

of birth, race, gender, date of first entry into 9th grade). A Student Demographic Data Set 

must be submitted annually prior to submitting the student’s enrollment, assessment, 

program service, or special-education data. If different education institutions are responsible 

for reporting academic records and special-education records, each institution must provide 

Student Demographic Data for the student. One set of these data elements is needed for 

each student reported for that academic year. 

Student Enrollment Data: This set identifies the responsible LEA and the school 

responsible for providing education services for each student; that is, the school the student 

attends for the majority of the day. These records identify the beginning and ending dates of 

enrollment and the student’s grade level. The LEA may be a public school district, a charter 

school, a child-care institution with an affiliated school that provides educational services 

pursuant to Article 81, a State agency that operates an educational program, the New York 

State School for the Blind, the New York State School for the Deaf, or a nonpublic school. In 

the case of charter schools and nonpublic schools, the responsible LEA and school are the 

same. If the student changes grades in the same building during the same school year, 

provide a second enrollment record. Provide a new enrollment record each time a student 

changes buildings. Each student should have as many enrollment records as necessary. 

This data set is also used to indicate the LEA that has CSE responsibility for a student. If a 

district has CSE or CPSE responsibility for a student for whom it does not provide all 

educational services, it must submit this data set with appropriate enrollment codes for this 

student before it submits the student’s special-education records. At least one enrollment 

record for each student for each year is needed. 

Program Service Data: This set contains information about the student that is durational in 

nature and has a discrete beginning and ending date. For each student, include as many 

program service records as necessary to provide all required information for the student. 

Information such as poverty status must be updated annually. Program Service records 

identify the program services that apply to a student. If a program service does not apply to 

a student, no program service record should be reported. For example, there are no 

program service records to identify students as English proficient or not economically 

disadvantaged. Students are assumed to be in these categories, unless a program service 

record identifies them as LEP or economically disadvantaged. If an education institution is 

only responsible for reporting special-education records for a student, it must provide 

program service records, if appropriate, indicating that the student is LEP and/or 

economically disadvantaged. Program service data for LEP Eligibility and LEP 

Programs, Type of Disability, and Poverty must be submitted with the special 

education snapshot information. (See G1 below.) A student cannot have program service 

records unless an active enrollment record exists for the student. All other program service 

data must be submitted by June 30 of each school year. 



Code Data Set 

Student Assessment Data: This set contains data elements that pertain to assessments 

and the scores on those assessments. Each student must have one record for every State 

assessment taken, including assessments that were repeated. For assessments with Staterequired 

scannable answer documents (NYSTP ELA, math, and science; NYSAA; and public 

E school NYSESLAT), the scan center will provide the required item data to the SIRS. The 

scale score and performance level will be calculated and added to the Level 2 Repository. 

Districts must provide assessment scores for the Regents examinations, the RCTs, and 

approved alternative assessments taken to fulfill graduation requirements. One record for 

each assessment for each student must be provided. 

Student Assessment Item Data: This set contains data elements that pertain to item data 

for selected assessments and the scores on those assessments. Each student must have 

one record for every assessment item taken, including items to which the student did not 

F respond. The scanning center will provide the required item data for the NYSTP 

assessments in ELA and math, NYSAA, and public school NYSESLAT. Item data are not 

required for the remaining assessments. One record for each student for every assessment 

item must be provided. 

Special Education Data Set: Data in this set are divided into two groups: G1) October 6, 

2010 snapshot data that must be certified on January 12, 2011 and G2) data elements that 

must be provided at the end of the 2010–11 school year, some that must be certified on 

G August 10, 2011 and the rest that must be certified on November 2, 2011. See the schedule 

of the school year(s) for which school districts must submit data on State Performance Plan 

Indicators 7, 11, and 12, which are available at 

http://www.p12.nysed.gov/sedcar/sppschedule.html. 

Special Education Data Set – Snapshot: 

Data as of October 6, 2010. This data set provides information on students with disabilities 

who are receiving special-education services according to State standards and the least 

restrictive environment setting in which they are enrolled on October 6, 2010. (The only 

students who may have Special Education Snapshot data elements in the SIRS but who do 

not receive special-education services as of October 6 are the parentally placed students 

G1 

with disabilities in elementary, middle or secondary nonpublic schools.) This data set also 

identifies students with disabilities as either day or residential placements and as court/State 

agency or school district placements. These data are reported by all districts (including 

Special Act school districts), child-care institutions with affiliated schools, the NYS School for 

the Blind, or the NYS School for the Deaf, and State agencies that operate educational 

programs for all students for whom they have CPSE or CSE responsibility. 

Special Education Data Set – Full School Year: 

Data for the full school year. 

G2 

To be certified on August 10, 2011: 

Data sets B, C and D. 

These sets will be used to collect exiting data on students with disabilities, which includes 

reasons for ending enrollment, type of credential, and post-graduate plans of students with 

disabilities who are enrolled during the 2010–11 school year and ended their enrollment 

sometime during the same school year. Declassification data will be taken from the reason 

for ending disability program service records. These data must be submitted by the school 

districts (including Special Act school districts), child-care institutions with affiliated schools, 

the NYS School for the Blind, the NYS School for the Deaf, State agencies that operate 

educational programs for all students for whom they have CPSE or CSE responsibility, and 

charter schools. 

These sets are also used to collect data on students receiving Coordinated Early Intervening 

Services (CEIS). See memorandum regarding CEIS at 



Code Data Set 

http://www.p12.nysed.gov/specialed/publications/policy/ceis908.htm. School districts must 

report each student with a Program Service Code 5753 if the student receives CEIS services 

funded with Part B of the Individuals with Disabilities Education Act (IDEA) or is the intended 

beneficiary of expenditures of IDEA funds for CEIS. CEIS are provided to students without 

disabilities; therefore, the beginning and ending dates of CEIS services must not overlap with 

the beginning and ending dates of disability program service records. 

To be certified on November 2, 2011: 

End of the Year Special Education Snapshot: This data set includes records for all students 

who received preschool special-education services anytime during the 2010–11 school year. 

The required data elements are the Primary Service Code, Primary Service Provider, and the 

Snapshot Date (July 1, 2010). These data elements must be submitted by all districts that 

have CPSE responsibility by using the Special Education Snapshot template. 

Special Education Services to Parentally Placed Students in Nonpublic Schools Located in 

the School District: This data set requires records for all parentally placed students in 

nonpublic elementary, middle, and secondary schools who are referred to the CSE for an 

initial evaluation for determination of eligibility for special-education services between July 1, 

2010 and June 30, 2011. These data must be submitted by all districts that have CSE 

responsibility by using the Special Education Events template. The required data elements 

include date of referral to the CSE, date written parent consent to evaluate the student was 

received, the date of the CSE meeting to discuss evaluation results, the outcome of the CSE 

meeting, and the date the IEP or IESP or SP was implemented. 

Preschool outcomes: School districts that are responsible for reporting data on State 

Performance Plan (SPP) Indicator 7 for the 2010–11 school year must report the rating the 

child receives on the Child Outcomes Summary Form (COSF) upon entry into preschool 

special education and at exit from preschool special education. School districts must report 

data on all preschool students with disabilities who were evaluated on or after March 1, 2006 

and who left preschool special education between July 1, 2010 and June 30, 2011 after 

receiving special-education services for at least 6 months. (Preschool children “leave” 

preschool special education by being declassified, being voluntarily withdrawn from 

preschool, or aging out of preschool.) The Assessment Fact template is used to submit these 

data. The COSF is defined as a Test Group. An Assessment Score (rating) is reported for 

each child in three early childhood outcome areas upon entry and at exit from preschool 

special education. Also, a “yes” or “no” response is submitted to the question “Did the child 

learn at least one new skill since entering preschool special education?” 

Timely Evaluation of Preschool and School-Age Students for Special Education Eligibility: 

This data set is submitted by only those school districts that are assigned to submit data on 

SPP Indicator 11 for the 2010–11 school year. The Special Education Events template is 

used to report these data. Report information on all preschool and school-age students for 

whom parent consent to evaluate was received between July 1, 2010 and June 30, 2011. 

This includes all preschool students who were referred to the CPSE for an initial evaluation, 

including children referred from the Early Intervention Program and all school-age students 

referred to the CSE for an initial evaluation, including parentally placed students in nonpublic 

schools. (See definition of “initial evaluation for special education services” in the glossary.) 

Report the status of the information requested as of August 31, 2011. Specific dates are 

required, such as the date of receipt of written referral to the CPSE or CSE, date of receipt of 

written parental consent to evaluate, date of CPSE or CSE meeting at which evaluation 

results are discussed, and the number of school days (for preschool students) and the 

number of calendar days (for school-age students) from the date of receipt of written parental 

consent to evaluate (day 1) and the date of the CPSE or CSE meeting at which evaluation 

results are discussed. This data set also includes whether the student is found eligible for 



Code Data Set 

special education and requires a reason for not completing the evaluations within the State 

established timelines. 

Timely Transition of Children from Early Intervention (EI) to Preschool Special Education: 

This data set is submitted by only those school districts that are assigned to submit or resubmit 

data on SPP Indicator 12 for the 2010–11 school year. The Special Education Events 

template is used to report these data. Report information on students who were participating 

in EI programs and who were referred to the CPSE between July 1, 2010 and June 30, 2011. 

Report the status of the information requested as of August 31, 2011. Specific dates are 

required, such as the date of receipt of written referral, date of receipt of written parental 

consent to evaluate, date of meeting at which eligibility determination is made, date of full 

implementation of IEP, and the number of calendar days past the child’s 3 rd birthday when 

the IEP was fully implemented. This data set also includes an indication of whether the child 

is found eligible for preschool special education and requires a reason for not determining 

eligibility of children by their third birthday or, for children found eligible for preschool special 

education, a reason for not implementing the child’s IEP by the third birthday. 

Evaluation of parentally-placed students in nonpublic elementary and secondary schools 

located in the school district and implementation of IEP, IESP, and SP of students found 

eligible for special-education services. All school districts are required to report these data 

using the Special Education Events template. Report on all parentally placed students 

enrolled in elementary and secondary nonpublic schools located in the school district who 

were referred to the CSE for an initial evaluation for determination of eligibility for specialeducation 

services between July 1, 2010 and June 30, 2011. Report the status of the 

information requested as of August 31, 2011. Specific dates, such as date of receipt of 

written referral, date of receipt of written parental consent to evaluate, date of meeting at 

which eligibility determination is made, and date of full implementation of IEP, IESP, or SP, 

are required. 

Course Data: This data set contains data elements that pertain to courses taken and 

H 

grades earned on those courses. 

I Staff Data: This data set contains data elements that pertain to the identification of staff. 


Chapter 6: Data Reporting in the SIRS eScholar Fact Table Templates 

eScholar Fact Table Templates 

The format in which the data elements must be reported by the LEAs is provided in 

templates for what are referred to as “Fact Tables.” The templates define the specific order, 

structure, and technical requirements necessary to format data from source systems and load 

the data into the SIRS. These templates are designed by eScholar and use eScholar 

software. The templates were not designed specifically for use by New York State. As such, 

some data fields in the templates may not be used in the SIRS. 

The Student Lite table must be populated first, followed by the School Entry/Exit table. 

The Assessment Fact table must be populated before the Assessment Response table. 

eScholar Fact Table Templates 

Student Lite Template 

School Entry/Exit Template 

Programs Fact Template 

Assessment Fact Template 

Assessment Response Template 

Special Education Snapshot Template 

Special Education Events Template 

Student Grades Template 

Course Template 

Staff Snapshot Template 

Marking Period Template 


Chapter 6: Data Reporting in the SIRS eScholar Fact Table Template Design 

eScholar Fact Table Template Design 

For each data element that must be included in the fact tables, the eScholar templates provide a start position, end 

position, maximum length of characters in the field, the eScholar (and NYSED, if applicable) name of the data element, the use 

or purpose of the element, instructions or rules related to the element, the format of the element (e.g., alphanumeric, date, etc.), 

and the codes (if applicable) that should be used or sources of the codes, if the code list is extensive. For more information, 

further instructions, and more detailed rules on the data elements, see Chapter 7: Data Element Definitions. Data elements in 

Chapter 7 are listed alphabetically by the name as used by the NYSED, as indicated in the Field Name field in the templates 

below. Code lists that are too extensive to include in the templates are provided in appendices to this document. The appropriate 

appendix is indicated in the Recommended Codes or Reference to Data Source field in the templates below. 

Field Number 

Sequential number of the field 

Start Position 

Starting character position in the field 

End Position 

Ending character position in the field 

Max Length 

Maximum length of characters 

that can be used in the field 

FIELD NAME 

from eScholar template 

(DATA ELEMENT NAME) 

as used by NYSED, if different 

from eScholar template name 

* = Required for all students 

+ = Required only for specified 

students 

All capitalized FIELD NAME 

is the name of the data 

element as it appears in the 

eScholar template. 

The all capitalized italicized 

name in parenthesis— 

(DATA ELEMENT NAME)— 

is the name of the data 

element as used by NYSED 

if different from the eScholar 

template name and as listed 

in the required data elements 

table in this chapter. 

Data elements with an 

asterisk (*) are required for 

all students. 

Data elements with a (+) are 

only required for students as 

indicated in the Instructions 

or Rules column. 

NYS or Local Purpose Instructions or Rules Format 

This field indicates who 

or for what purpose the 

data will be used. For 

example, some data 

may be used to 

establish a unique 

student ID (NYSSIS); 

others may be used for 

local, not State, 

reporting purposes only. 

Data fields whose 

purpose is local use 

only do not need to be 

populated. 

This field provides 

guidelines for populating 

the field. 

This field 

indicates 

whether the 

data element 

must be in 

alphanumeric, 

numeric, date, 

etc. format. 

Recommended Codes 

or Reference to Data Source 

This field provides specific codes to use or 

directions on how to locate codes or other 

information necessary to enter the correct 

data element. 


Chapter 6: Data Reporting in the SIRS Student_Lite Template (Student Demographics) 

Student_Lite Template (Student Demographics) 

Demographic data elements describe the individual student and are used in the NYSSIS system. The majority of 

demographic data are collected in the Student_Lite template, but additional demographic data are also collected in the 

Enrollment_Fact and Programs_Fact templates. 

For any given student within a given school district there will be one row stored in SIRS per school year. That row can be 

updated throughout the school year to reflect any changes in the attributes of the student. For example, the Student_Lite record 

for a student who graduates will be updated to show the type of diploma received. 

Field Number 


End Position 

Max Length 

1 1 8 8 

2 9 14 6 

3 15 24 10 

4 25 36 12 

FIELD NAME 



as used by NYSED, if different from 

eScholar template name 



students 

*DISTRICT CODE 

(DISTRICT OF RESPONSIBILITY 

CODE) 

*LOCATION CODE 

(BUILDING OF ENROLLMENT 

CODE) 

*SCHOOL YEAR DATE 

(SCHOOL YEAR) 

*STUDENT ID 

(SCHOOL DISTRICT STUDENT ID) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYSSIS 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

Instructions or Rules Format 

Public school districts: NYnnnnnn 

(NY followed by the first 6 digits of the 

BEDS code) 

Charter and nonpublic schools, State 

agencies, State-operated schools, AND 

child care institutions with schools: 

8nnnnnnn 

(8 followed by the last 7 digits of their 

Institution code) 

Building code used by the Data 

Warehouse, uniquely identifying the 

building in which a student is enrolled, 

typically assigned by the local student 

management system. 

Use June 30 of the reported school year. 

Ex: For 2010–11, use 2011-06-30 

Unique identifier assigned by the Local 

Education Agency (LEA) in which the 

student is enrolled. Use 9 numeric 

characters, left padded with zeros. 

Ex. For 51972, use 000051972 

alphanumeric 

alphanumeric 

date 

yyyy-06-30 

alphanumeric 

nnnnnnnnn 



For NYSED BEDS codes: 

www.nysed.gov/admin/bedsdata.html 

For NYSED BEDS and Institution codes: 

http://portal.nysed.gov 

Click on “SEDREF Query” 

For schools/agencies other than public 

districts and charters that are required to 

report these data: 

http://www.p12.nysed.gov/irs/sirs/ 

See location code information at 

http://www.p12.nysed.gov/irs/sirs/document 

ation/location-codes.html. 



Field Number 


End Position 

Max Length 

5 37 61 25 

6 62 76 15 

7 77 77 1 

8 78 79 2 

FIELD NAME 







students 

*LAST NAME SHORT 

(STUDENT’S LAST NAME) 

*FIRST NAME SHORT 

(STUDENT’S FIRST NAME) 

MIDDLE INITIAL 

(STUDENT’S MIDDLE INITIAL) 

*CURRENT GRADE LEVEL 

(GRADE LEVEL) 

9 80 85 6 HOME ROOM 

10 86 95 10 

11 96 101 6 

12 102 103 2 

13 104 119 16 

*BIRTH DATE 

(DATE OF BIRTH) 

*GENDER CODE 

(GENDER DESCRIPTION) 

*ETHNIC CODE SHORT 

(RACE 1 CODE) 

HOME LANGUAGE CODE 

(HOME LANGUAGE 

DESCRIPTION) 

NYS or 

Local 

Purpose 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

Local use 

only 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 


Student's last name, including any 

hyphenated portion. 

alphanumeric 

Student's first name. alphanumeric 

Student's middle initial. alphanumeric 

Grade level of the student for the reported 

school year. Populate with Grade Level 

Code. 

Homeroom as determined by each 

building. Used locally for data 

disaggregation purposes. 

Date of birth on the student’s 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. 

Gender identified by the parent/guardian. 

Populate with code. 

Race of the student as identified by the 

parent/guardian if a minor, by the student 

if not a minor, and by the district if the 

parent/guardian and student refuse to 

identify race. Populate with codes, not 

descriptions. If a student is identified as 

being a member of more than one race, 

populate field 12 with the first race code 

and populate fields 43 through 46 with 

remaining race codes. Each student must 

have at least one race. 

Language routinely spoken in the 

student's home. Populate with code. If left 

blank, language will default to English. 

alphanumeric 

alphanumeric 

date 

yyyy-mm-dd 

alphanumeric 

alphanumeric 

alphanumeric 



See Appendix 2: Grade Level Codes and 

Descriptions for suggested Grade Level 

Codes. 

M = Male 

F = Female 

I = American Indian or Alaska Native 

A = Asian 

B = Black or African American 

P = Native Hawaiian/Other Pacific 

Islander 

W = White 

See Appendix 3: Language Codes and 

Descriptions. 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

NYS or 

Local 

Purpose 

14 120 149 30 CHALLENGE TYPE Leave blank. 

15 150 164 15 LEVEL OF INTEGRATION Leave blank. 

16 165 167 3 LEP PARTICIPATION Leave blank. 

17 168 169 2 

18 170 199 30 

+DURATION OF LEP 

(YEARS ENROLLED IN A 

BILINGUAL OR ESL PROGRAM) 

+POST GRADUATE ACTIVITY 

(POSTGRADUATE PLAN 

DESCRIPTION) 

19 200 200 1 STUDENT STATUS 

20 201 210 10 +LAST STATUS DATE 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

Local use 

only 


Required for LEP student's history. The 

cumulative number of years a student has 

received LEP services. Must be between 

0 and 25 years. Vendor must allow a 2character 

length. 

If the student has a program service code 

of 0231, this field must be populated. 

Report 1 for students with up to one year 

of bilingual or ESL instruction; 2 for 

students with up to 2 years; etc. Zero 

should only be used if the student has 

never received services. 

For more information, see Chapter 7: Data 

Element Definitions. 

21 211 211 1 POVERTY CODE Leave blank 

22 212 212 1 POPULATION CODE Leave blank 

Required for graduated students, high 

school completers, and students with 

disabilities who reach maximum age for 

educational services only. 

Student's planned postgraduate activity. 





numeric 

nn 

alphanumeric 

Student is either active or inactive. alphanumeric 

For Active students, the date of data 

extraction or the last day of the school 

year. For Inactive students, it is the date 

they were inactivated. 

date 

yyyy-mm-dd 

See Appendix 4: Postgraduate Plan 

Codes and Descriptions. 

A = Active 

I = Inactive


Field Number 


End Position 

Max Length 

FIELD NAME 







students 

NYS or 

Local 

Purpose 

23 213 213 1 MOBILITY CODE Leave blank 

24 214 216 3 

+DIPLOMA TYPE CODE 

(CREDENTIAL TYPE 

DESCRIPTION) 

NYS 

Reporting 

25 217 217 1 PROGRAM SERVICES CODE Leave blank 

26 218 227 10 

+GRADE 09 ENTRY DATE 

(FIRST DATE OF ENTRY INTO 

GRADE 9) 

NYSSIS 

and NYS 

Reporting 


Required for graduated students and 

high school completers only. 

Credential earned by the student. 

For details, see the Office of State 

Assessment Web site at 

www.p12.nysed.gov/osa. 


Date student first entered grade 9, 

anywhere. 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 year during 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. 

Cannot be future date and must be after 

student’s date of birth. 

alphanumeric 

date 

yyyy-mm-dd 



See Appendix 5: Credential Type Codes 

and Descriptions. 



Field Number 


End Position 

Max Length 

27 228 247 20 

28 248 257 10 

29 258 287 30 

30 288 317 30 

FIELD NAME 







students 

+SERVICE PROVIDER 

(BACKMAPPING BEDS CODE) 

INOCULATION DATE 

(IMMUNIZATION DATE FOR FIRST 

POLIO VACCINATION) 

ADDRESS 1 

(STUDENT’S ADDRESS LINE 1) 

ADDRESS 2 

(STUDENT’S ADDRESS LINE 2) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYSSIS 

NYSSIS 

NYSSIS 


Populate with the 12-digit BEDS code of 

the feeder school (contains no grade 3 or 

above) only if both of the following are 

true: 

1. the student was in grade 3 in 2010–11 

and was in a different school in the same 

district (i.e., a feeder school) during grade 

2 (2009–10) or during grade 1 (2008–09) 

and 

2. the student was continuously enrolled in 

the highest grade served by the feeder 

school. (A grade 3 student that had been 

enrolled in a K–1 feeder school during 

grade 1 — the highest grade served by 

this feeder school — is considered to be 

continuously enrolled if the student was 

enrolled from BEDS day until the end of 

that school year). 

See Appendix 23: Glossary of Terms for 

definitions of feeder school and 

backmapping. 

Date of first poliomyelitis immunization, 

regardless of whether it was provided via 

OPV or IPV. If day is unknown, use 1st 

day of month. If month is unknown, use 

January 1 of the year of immunization. 

Cannot populate with future date. Date 

must be after the student’s date of birth. 

First line of the address of the student's 

principal residence. Provide the number, 

street, and apartment number. Do not 

include P.O. Box. 

Second line of the address of the student's 

principal residence, if applicable, after 

using the first line. Do not include P.O. 

Box. 

alphanumeric 

nnnnnnnnnnnn 

date 

yyyy-mm-dd 

alphanumeric 

alphanumeric 














Field Number 


End Position 

Max Length 

FIELD NAME 







students 

31 318 342 25 CITY 

(STUDENT’S ADDRESS CITY) 

32 343 344 2 

33 345 354 10 

34 355 368 14 

35 369 408 40 

36 409 448 40 

37 449 498 50 

STATE 

(STUDENT’S ADDRESS STATE 

CODE) 

NYS or 

Local 

Purpose 


NYSSIS City of the student's principal residence. alphanumeric 

NYSSIS 

ZIP CODE 

(STUDENT’S ADDRESS ZIP CODE) NYSSIS 

HOME PHONE 

(PHONE AT PRIMARY 

RESIDENCE) 

PRIMARY GUARDIAN NAME 

(STUDENT’S GUARDIAN ONE 

NAME) 

ALTERNATE GUARDIAN NAME 

(STUDENT’S GUARDIAN TWO 

NAME) 

PLACE OF BIRTH 

(STUDENT’S PLACE OF BIRTH) 

NYSSIS 

NYSSIS 

NYSSIS 

2-character U.S.P.S. state code for the 

student's principal residence. 

5-character U.S.P.S. zip code or 9character 

U.S.P.S. zip code with a dash 

after the first 5. 

Area code and phone number at the 

student's principal residence. If there is no 

phone at the principal residence, record 

the number most frequently used to 

contact the student's primary guardian. 

For unlisted numbers, use the area code 

and zeros. 

Name of the parent or legal guardian who 

enrolled the student. 

Format: Firstname Lastname 

Be sure to include ONLY the first and last 

name of one individual within this field. Do 

not combine both guardians within this 

cell. 

Name of the second parent or legal 

guardian who enrolled the student. 

Format: Firstname Lastname 

Be sure to include ONLY the first and last 

name of one individual within this field. Do 

not combine both guardians within this 

cell. 

NYSSIS Format: 

City State/Province/Region Country 

alphanumeric 

alphanumeric 

nnnnn or 

nnnnn-nnnn 

alphanumeric 

nnn-nnn-nnnn 

alphanumeric 

alphanumeric 

alphanumeric 



U.S. Postal Service state codes: 

http://www.usps.com/ncsc/lookups/usps_a 

bbreviations.html 

U.S. Postal Service zip codes: 

http://zip4.usps.com/zip4/welcome.jsp 



Field Number 


End Position 

Max Length 

38 499 508 10 

39 509 512 4 

40 513 516 4 

FIELD NAME 







students 

+INITIAL US ENTRY DATE 

(DATE OF ENTRY INTO UNITED 

STATES) 

+YEARS IN US SCHOOLS 

(YEARS IN UNITED STATES 

SCHOOLS) 

+COUNTRY OF ORIGIN CODE 

(COUNTRY OF ORIGIN) 

41 517 524 8 DISTRICT CODE OF RESIDENCE 

42 525 527 3 

*HISPANIC ETHNICITY INDICATOR 

(HISPANIC/LATINO ETHNICITY 

INDICATOR) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

NYSSIS 

and NYS 

Reporting 


Required for immigrants only. Date when 

the student entered the United States for 

the first time. Cannot be a future date, 

must be after the student’s date of birth, 

and cannot be less than the reported 

school year minus 25 years. If field 49 = 

Y, fields 38 through 40 are required. 

Required for immigrants only. Number of 

consecutive years the student has been in 

school anywhere in the United States. 

Must be between 0 and 25 years. The 

number must indicate whether the student 

is in the 1 st , 2 nd , 3 rd , etc., year of 

enrollment in United States schools. For 

example, if the student is in the first year 

of enrollment in United States schools 

(has been enrolled in United States 

schools for one year or less), enter 1. If 

the student is in the third year of 

enrollment in United States schools (has 

been enrolled in United States schools for 

more than two years but not more than 

three), enter 3. If field 49 = Y, fields 38 

through 40 are required. For more 

information, see “Years in United States 

Schools” in Chapter 7: Data Element 

Definitions. 

Required for immigrants; optional for 

non-immigrants. Country from which the 

student emigrated. Populate with the code. 

If field 49 = Y, fields 38 through 40 are 

required. 

Indicates whether the student is 

Hispanic/Latino. Populate with Y or N. 

date 

yyyy-mm-dd 

alphanumeric 

nn 

alphanumeric 

alphanumeric 

alphanumeric 



See Appendix 6: Country of Origin Codes 

and Descriptions. 

Y = Yes = the student is Hispanic/Latino 

N = No = the student is not 

Hispanic/Latino 



Field Number 


End Position 

Max Length 

43 528 531 4 +RACE 2 CODE 

44 532 535 4 +RACE 3 CODE 

45 536 539 4 +RACE 4 CODE 

46 540 543 4 +RACE 5 CODE 

FIELD NAME 







students 

47 544 546 3 *HOMELESS 

(HOMELESS INDICATOR) 

NYS or 

Local 

Purpose 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYSSIS 

and NYS 

Reporting 

NYS 

Reporting 


If a student is identified as being a 

member of more than one racial group, 

populate this field with the code of one of 

the individual racial groups to which the 

student belongs that was not captured in 

field 12. Field 43 cannot be populated 

unless field 12 is populated. Populate with 

the code, not the description. 





student belongs that was not captured in a 

previous field. Field 44 cannot be 

populated unless fields 12 and 43 are 

populated. Populate with the code, not the 

description. 







populated unless fields 12, 43, and 44 are 

populated. Populate with the code, not the 

description. 







populated unless fields 12, 43, 44, and 45 

are populated. Populate with the code, not 

the description. 

Indicates if the student is homeless. 

If left blank, defaults to N (Never 

Homeless in Current School Year). 


alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 




A = Asian 



Islander 

W = White 


A = Asian 



Islander 

W = White 


A = Asian 



Islander 

W = White 


A = Asian 



Islander 

W = White 

Y = Homeless at Some Point 

N = Never Homeless 



Field Number 


End Position 

Max Length 

48 547 554 8 

FIELD NAME 







students 

*MIGRANT STATUS 

(MIGRANT INDICATOR) 

49 555 557 3 *IMMIGRANT INDICATOR 

50 558 560 3 

51 561 563 3 

*NEGLECTED OR DELINQUENT 

(NEGLECTED OR DELINQUENT 

INDICATOR) 

+HOMELESS PRIMARY NIGHTTIME 

RESIDENCE 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 


Indicates if the student is migrant. 

If left blank, defaults to N (Never a Migrant 

in Current School Year). Populate with 

code. 

Indicates if the student is an immigrant. 

If Y, fields 38 through 40 are REQUIRED. 

If N, fields 38 through 40 can be blank. 

If left blank, defaults to N (Non-Immigrant). 


Indicates if the student is neglected or 

delinquent. 

If left blank, defaults to N (Never 

Neglected or Delinquent). 


Populate only if field 47 (Homeless) = Y. 

Indicates the nighttime residence of a 

student identified as homeless. 


alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

Y = Yes 

N = No 



Y = Immigrant 

N = Non-Immigrant 

Y = Neglected or Delinquent at Some 

Point 

N = Never Neglected or Delinquent 

S = Shelters 

T = Transitional Housing 

A = Awaiting Foster Care 

D = Doubled-up (with another family) 

U = Unsheltered (car, parks, 

campgrounds, temporary trailer, or 

abandoned buildings) 

H = Hotels/motels 



Student_Lite Template (Student Demographics) Sample Data 

District 

Code 

Location 

Code 

School 

Year 

Date 

Student 

ID 

Last 

Name 

Short 

First 

Name 

Short 

Middle 

Initial 

Current 

Grade 

Level 

Home 

Room 


Birth 

Date 

Gender 

Code 

Ethnic 

Code 

Short 

Home 

Language 

Code 

NY123456 0001 2011-06-30 900000001 SMITH JOHN M 12 222 1992-09-03 M A SPA 

LEP 

Participation 

Duration 

of 

LEP 

Post 

Graduate 

Activity 

Student 

Status 

Last 

Status 

Date 

Poverty 

Code 

Population 

Code 

Mobility 

Code 

Diploma 

Type 

Code 

Program 

Services 

Code 

Grade 09 

Entry Date 

Service 

Provider 

Challenge 

Type 

Level 

Of 

Integration 

Inoculation 

Date 

2 1 A 2010-12-01 762 2006-09-07 990001010001 1994-07-01 

Address 1 Address 2 City State 

Zip 

Code 

Home 

Phone 

Primary 

Guardian 

Name 

Alternate 

Guardian 

Name 

Place Of Birth 

123 ADAM STREET SMITHTOWN NY 12345 518-123-4567 KAREN SMITH ROBERT SMITH TORONTO ONTARIO CAN 

Initial US 

Entry 

Date 

Years in 

US 

Schools 

Country 

of 

Origin 

Code 

District Code of 

Residence 

Hispanic 

Ethnicity 

Indicator 

Race 

2 

Race 

3 

Race 

4 

Race 

5 

Homeless Migrant 

Status 

Immigrant 

Indicator 

1992-12-01 12 CA NY123456 Y N N Y N 

Neglected 

or 

Delinquent 

Homeless 

Primary 

Nighttime 

Residence

Chapter 6: Data Reporting in the SIRS School_Entry/Exit Template 

School_Entry/Exit Template 

Field Number 


End Position 

Max Length 

1 1 8 8 


3 21 30 10 


5 43 52 10 

6 53 58 6 

FIELD NAME 







students 



CODE) 


(BUILDING OF ENROLLMENT 

CODE) 


(SCHOOL YEAR) 

*STUDENT ID 


*SCHOOL ENTRY DATE 

(ENROLLMENT ENTRY DATE) 

*SCHOOL ENTRY TYPE CODE 

(REASON FOR BEGINNING 

ENROLLMENT CODE) 

7 59 98 40 SCHOOL ENTRY COMMENT 

8 99 100 2 

*ENROLLMENT GRADE LEVEL 

(GRADE LEVEL) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

and 

NYSSIS 

NYS 

Reporting 

and 

NYSSIS 

NYS 

Reporting 

and 

NYSSIS 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

NYS 

Reporting 




BEDS code) 




8nnnnnnn 



Building code used by the Data 

Warehouse, uniquely identifying the 

building in which a student is enrolled, 

typically assigned by the local student 

management system. 


Ex: For 2010–11, use 2011-06-30 





Ex. For 51972, use 000051972 

The date a student enrolls in a building or 

grade level. 

Code used on each enrollment record that 

indicates the reason the student’s 

enrollment began. Populate only with 

codes that map to State codes. 

Grade level at the time of the enrollment 

date. Populate with Grade Level Codes. 

alphanumeric 

alphanumeric 

date 

yyyy-06-30 

alphanumeric 

nnnnnnnnn 

date 

yyyy-mm-dd 

alphanumeric 

alphanumeric 

alphanumeric 













http://www.p12.nysed.gov/irs/sirs/document 

ation/location-codes.html 

See Appendix 7: Reason for Beginning 

Enrollment Codes. 

See Appendix 2: Grade Level Codes and 

Descriptions for suggested Grade Level 

Codes. 


Chapter 6: Data Reporting in the SIRS School_Entry/Exit Template 

9 101 112 12 RESIDENCE STATUS CODE Leave blank. alphanumeric 

10 113 124 12 ENROLL CHANGE CODE Leave blank. alphanumeric 

11 125 134 10 

12 135 140 6 

SCHOOL EXIT DATE 

(ENROLLMENT EXIT DATE) 

SCHOOL EXIT TYPE CODE 

(REASON FOR ENDING 

ENROLLMENT CODE) 

13 141 180 40 SCHOOL EXIT COMMENT 

NYS The last date of enrollment in a building or 

Reporting grade level. 

NYS 

Reporting 

Local use 

only 

Code used on each enrollment record that 

indicates the reason the student’s 

enrollment ended. Populate only with 

codes that map to State codes. 

date 

yyyy-mm-dd 

alphanumeric 

alphanumeric 

14 181 200 20 DISTRICT CODE OF RESIDENCE Leave blank. alphanumeric 

School_Entry/Exit Template Sample Data 

District Code 

Location 

Code 

School Year 

Date 

Student ID 

School 

Entry Date 

School 

Entry Type 

Code 

Enrollment 

Grade Level 

School Exit 

Date 

School Exit 

Type Code 

NY123456 0002 2011-06-30 900000001 2010-07-01 0011 12 2011-06-30 799 

NY123456 0002 2011-06-30 900000002 2010-10-15 0011 10 2011-01-31 391 

NY123456 0002 2011-06-30 900000003 2010-07-01 0011 11 2011-01-13 153 

NY123456 0002 2011-06-30 900000004 2010-12-15 5654 10 

NY123456 0002 2011-06-30 900000003 2011-01-14 0011 11 

See Appendix 8: Reason for Ending 

Enrollment Codes. 


Chapter 6: Data Reporting in the SIRS Programs_Fact Template 

Programs_Fact Template 

Programs _Fact data elements define students’ involvement in reportable program services. Programs_Fact also 

includes transactional data: where each program service must be reported for each student for each school year. Programs are 

defined as attributes of a student that can change over time and have specific starting and ending points. The extract should 

include all needed records; enter as many records as needed for each student. School districts that create an enrollment record 

for students with disabilities using one of the following Reason for Beginning Enrollment Codes are required to submit Programs 

Participation information: 

• 0011 — Enrollment in building or grade 

• 5544 — Transferred in under the NCLB Title I “School in Improvement Status” transfer option 

• 5654 — Enrollment in a AHSEP or HSEP program 

• 5905 — CSE responsibility only 

• 7000 — Transferred in under the NCLB Title I “Persistently Dangerous School” transfer option 

• 7011 — Transferred in under the NCLB Title I “Victim of Serious Violent Incident” transfer option 

Because program services data are typically tracked not only in the district’s Student Management System (SMS) but also 

in other district-based information repositories—e.g., the Special Education System (SES), the Cafeteria Information Systems 

(CIS)—it is recommended that separate data extracts be used. 

It is recommended that a separate file be used for each program type: 

LEP Eligibility 

LEP Programs 

No Child Left Behind (NCLB)-Funded Program Services 

NCLB Transfer Options 

Type of Disability 

Safety Net 

Career and Technical Education 

Coordinated Early Intervening Services 

Other 



Field Number 


End Position 

Max Length 

1 1 8 8 

2 9 14 6 

3 15 24 10 


5 37 44 8 

6 45 54 10 

7 55 64 10 

FIELD NAME 







students 



CODE) 



(SCHOOL YEAR) 

*STUDENT ID 


*PROGRAMS CODE 

(PROGRAM SERVICE CODE) 

*BEGINNING DATE 

(PROGRAM SERVICE ENTRY 

DATE) 

+ENDING DATE 

(PROGRAM SERVICE EXIT DATE) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 




BEDS code) 




8nnnnnnn 



Required by eScholar load plan. Typically 

the building code (assigned by local 

student management system and used by 

L1 Data Warehouse) which uniquely 

identifies building in which a student is 

receiving the service. Programs can 

optionally use ‘0000’. 


Ex: For 2010–11, use 2011-06-30 





Ex. For 51972, use 000051972 

Program service code applicable to a 

student. Populate with codes. 

The program start date must be between 

July 1 st and June 30 th of the reported 

school year. 

Ex: for 2010–11, use a date between 

2010-07-01 and 2011-06-30. 

Leave blank until the program service 

actually ends. 

Program end date must be between July 

1 st and June 30 th of reported school year. 

Ex: for 2010–11, use a date between 

2010-07-01 and 2011-06-30. 

alphanumeric 

alphanumeric 

date 

yyyy-06-30 

alphanumeric 

nnnnnnnnn 

alphanumeric 

date 

yyyy-mm-dd 

date 

yyyy-mm-dd 












See Appendix 9: Program Service Codes 

and Appendix 10: Career and Technical 

Education Program Codes. 



Field Number 


End Position 

Max Length 

8 65 84 20 

9 85 104 20 

FIELD NAME 







students 

+STATE LOCATION ID 

(PROGRAM SERVICE PROVIDER 

BEDS CODE) 

+PROGRAM INTENSITY 

(CTE/TECH PREP PROGRAM 

INTENSITY) 

10 105 114 10 ENTRY REASON CODE 1 

11 115 124 10 ENTRY REASON CODE 2 

12 125 134 10 ENTRY REASON CODE 3 

13 135 144 10 

+EXIT REASON CODE 1 

(REASON FOR ENDING 

PROGRAM SERVICE CODE) 

14 145 154 10 EXIT REASON CODE 2 

15 155 164 10 EXIT REASON CODE 3 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 

NYS 

Reporting 

Local use 

only 

Local use 

only 


Populate only for school level services. 

For district level services, leave blank. 

NYSED BEDS Code of the institution 

providing the program service. 

Populate if field 5 contains a CTE code. 

The student’s progression through the 

program service. As the student reaches 

each level of intensity, the description 

entered must be updated. 

Populate with descriptions. 

This field is required: 

1. when a student exits a CTE program 

(use code 646 or 663) 

2. for students no longer LEP eligible (use 

code 849) 

3. when a student’s disability status 

changes (use code 901 or 912) 

Populate with codes. 

alphanumeric 

nnnnnnnnnnnn 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 












Level of 

Description Intensity Reached 

Enrollee CTE or Title II Enrollee 

Participant CTE or Title II Participant 

Concentrator CTE or Title II 

Concentrator 

646 = Completion of Program Service 

663 = Left without Completing Program 

Service 

849 = Student Achieved English 

Proficiency 

901 = Student is declassified or parents 

revoke consent (in writing) for 

special education services 

912 = Student disability type changes 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

16 165 224 60 PROGRAM COMMENT 

17 225 234 10 ORIGINAL PGM START DATE 

18 235 240 6 

+PARTICIPATION INFO CODE 

(CTE/TECH PREP PROGRAM 

TYPE) 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

NYS 

Reporting 


This field is required if field 5 contains a 

CTE code. This field delineates between 

the two program types. Populate with 

codes. 

alphanumeric 

date 

yyyy-mm-dd 

alphanumeric 



TPREP = Title II Program 

CTE = General CTE Program 



Programs_Fact Template Sample Datamplate Sample Data 

Transaction 

Description 

of Transaction 

District 

Code 

Location 

Code 

School 

Year 

Date 


Student 

ID 

Programs 

Code 

Beginning 

Date 

#1 LEP Eligible for school year 2010–11. NY123456 0001 2011-06-30 900000001 0231 2010-09-05 

#2 

#3 

#4 

#5 

#6 

Transaction 

(cont.) 

#1 cont. 

#2 cont. 

#3 cont. 

#4 cont. 

#5 cont. 

LEP Eligible for school year 2010–11. 

This student was no longer LEP Eligible 

on the specified ending date. 

Speech or Language Impairment has 

been determined by the CSE or the 

CPSE for school year 2010–11. 

Speech or Language Impairment 

continues for school year 2010–11 and 

ends on 2011-01-25. 

Title I – Part A Improving Basic 

Programs for school year 2010–11. Title 

I is a school based program and requires 

a State Location ID. 

CTE/Tech Prep Program (Electrician - 

460302) for school year 2010–11 ending 

on 2011-06-24. This is a school based 

program and requires a State Location 

ID (i.e., Program Service Provider BEDS 

Code). 

This student reached the “Concentrator” 

level, completed the program and this 

program was CTE. It requires; Program 

Intensity, Exit Reason Code 1, and 

Participation Info Code. 

Program 

Intensity 

Entry 

Reason 

Code 1 

Entry 

Reason 

Code 2 

Entry 

Reason 

Code 3 

Ending 

Date 

NY123456 0001 2011-06-30 900000001 0231 2010-07-01 2011-06-30 

NY123456 0001 2011-06-30 900000001 0429 2010-10-01 

NY123456 0001 2011-06-30 900000001 0429 2010-07-01 2011-01-25 

State 

Location ID 

NY123456 0001 2011-06-30 900000001 0286 2010-09-05 900001010001 

NY123456 0001 2011-06-30 900000001 460302 2010-09-05 2011-06-24 900001010001 

Exit 

Reason 

Code 1 

849 

901 

Exit 

Reason 

Code 2 

Exit 

Reason 

Code 3 

Program 

Comment 

Original 

Pgm 

Start Date 

Participation 

Info 

Code 

#6 cont. Concentrator 646 CTE

Chapter 6: Data Reporting in the SIRS Assessment_Fact Template 

Assessment_Fact Template 

Assessment_Fact (scores) data elements indicate the name of the assessment taken by the student, the language in 

which the assessment was taken, and the score/performance level achieved. 

Field Number 


End Position 

Max Length 

1 1 8 8 

2 9 23 15 

3 24 33 10 

4 34 83 50 

FIELD NAME 







students 



CODE) 

*TEST DESCRIPTION 

(TEST GROUP) 

*ASSESSMENT SCHOOL YEAR 

DATE 

(VERSION) 

*ITEM DESCRIPTION 

(ASSESSMENT MEASURE 

STANDARD DESCRIPTION) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 




BEDS code) 


agencies, State-operated schools, 

AND child care institutions with 

schools: 8nnnnnnn 



Short version of the description of the 

type of assessment. 

June 30 th of the school year of test 

administration. 

Ex: 2011-06-30 

Long version description of the 

assessment being reported. Populate 

with descriptions. 

alphanumeric 

alphanumeric 

date 

yyyy-06-30 

alphanumeric 












Use Test Group Codes (e.g., ALTREG, 

CTE, NYS, NYSAA, Regents, etc.) from 

Appendix 11: Assessment Measure 

Standard Descriptions and Codes. 

Use text in the “Description” column of the 

table in Appendix 11: Assessment Measure 

Standard Descriptions and Codes (e.g., 

Grade 4 ELA, NYSAA: Grade 3 Math, etc.). 



Field Number 


End Position 

Max Length 

5 84 93 10 


FIELD NAME 







students 

*TEST DATE 

(ASSESSMENT DATE OF 

ADMINISTRATION) 

*STUDENT ID 


7 106 111 6 *LOCATION CODE 

8 112 117 6 SCORE DISPLAY 

9 118 123 6 

+ALPHA SCORE 

(ASSESSMEMNT SCORE) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

Local use 

only 

NYS 

Reporting 


First date of test administration or first 

day of window in which test was offered. 

If taken on a make-up day, use the date 

of original administration, not the makeup 

day. If the assessment was offered 

during a range of dates, indicate the first 

date the assessment was permitted to be 

administered. For the Child Outcomes 

Summary Form for preschool children 

with disabilities, use July 1, 2010 as the 

date of administration for reporting 

purposes. 





Ex. For 51972, use 000051972 

Required by eScholar load plan. 

Typically the building code (assigned by 

local student management system and 

used by L1 Data Warehouse) which 

uniquely identifies building in which a 

student is receiving the service. 

Programs can optionally use ‘0000’. 

Use when score for an assessment is 

not numeric. 

Ex: P = Pass and F = Fail 



First date of administration: 

ELA 3–8 = 2011-05-04 

Math 3–8 = 2011-05-11 

NYSESLAT = 2011-04-13 

NYSAA = 2010-10-04 

Science 4 & 8 = 2011-05-31 

January RCT & Regents = 2011-01-25 

date 

June RCT, Regents & SLPs = 2011-06-15 

yyyy-mm-dd 

August RCT & Regents = 2010-08-17 

TE Technical Skills Assessment = Any 

ay 

OSF = 2010-07-01 

ee Appendix 1: 2010–11 Assessment and 

eporting Timelines for a list of assessment 

dministration dates. 

alphanumeric 

nnnnnnnnn 

alphanumeric 

alphanumeric 

alphanumeric 

Use Appendix 11: Assessment Measure 

Standard Descriptions and Codes to 

determine the type of score to be 

reported. 



Field Number 


End Position 

Max Length 

10 124 131 8 

11 132 139 8 CREDITS 

FIELD NAME 







students 

+NUMERIC SCORE 

(ASSESSMENT SCORE) 

12 140 147 8 NATIONAL PERCENTILE 

13 148 155 8 LOCAL PERCENTILE 

14 156 158 3 MASTERY 

15 159 178 20 ASSESSMENT STATUS 

16 179 182 4 

17 183 186 4 

*ASSESSMENT LANGUAGE CODE 

(ASSESSMENT LANGUAGE CODE) 

*STANDARD ACHIEVED CODE 

(ASSESSMENT STANDARD MET 

CODE) 

18 187 193 7 NORM CURVE EQUIV 

19 194 201 8 RAW SCORE 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

NYS 

Reporting 

and Local 

Use 

NYS 

Reporting 

NYS 

Reporting 

and Local 

Use 

Local use 

only 

Local use 

only 


Use when score for an assessment is 

numeric. 

For NYS reporting, populate only for 

NYSAA assessment for collegial review 

question. Populate with codes, not 

descriptions. 

Code that indicates the language in 

which the assessment was 

administered. If the assessment 

language is unknown, enter the code for 

English (“ENG”). For foreign language 

assessments, enter the code for English 

(“ENG”). Populate with codes. 

Code used to indicate the level of 

performance on an assessment or the 

reason there is no score for the 

assessment. Populate with codes. 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

numeric 



Use Appendix 11: Assessment Measure 

Standard Descriptions and Codes to 

determine the type of score to be 

reported. 

For administrative error and medically 

excused, use “999”; otherwise, use the 

scale score achieved. 

Y = Yes, a collegial review was 

performed on this datafolio 

N = No, a collegial review was not 

performed on this datafolio 

See Appendix 12: Assessment Language 

Codes. COSF defaults to ENG. 

See Appendix 13: Standard Achieved 

Codes. Use N/A for COSF. 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

20 202 207 6 SCALE SCORE 

21 208 213 6 PERCENT SCORE 

22 214 219 6 LOCAL STANINE 

23 220 225 6 NATIONAL STANINE 

24 226 231 6 NATIONAL PERCENTILE BY AGE 

25 232 237 6 NUMBER OF ITEMS CORRECT 

26 238 243 6 OBJECTIVE MASTERY SCORE 

27 244 249 6 DEGREES OF READING POWER 

28 250 255 6 INTELLIGENCE QUOTIENT 

29 256 261 6 STANDARD PERFORMANCE INDEX 

30 262 267 6 STANDARD PERFORMANCE LEVEL 

31 268 273 6 GRADE EQUIVALENT 

32 274 279 6 SPECIAL NORM GROUP 

33 280 294 15 LEVEL OF AGGREGATION 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 


alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 





Field Number 


End Position 

Max Length 

34 295 304 10 

FIELD NAME 







students 

+TESTING MODIFICATION 

(ASSESSMENT 

ACCOMMODATION CODE(S)) 

35 305 314 10 TEST ASSIGNMENT DATE 

36 315 326 12 EVALUATOR ID 

37 327 366 40 EVALUATOR NAME 

38 367 376 10 

SCHOOL YEAR DATE 

(SCHOOL YEAR) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 


Required for all assessments. 

Populate only if one or more 

accommodations were used by the 

student. 

Concatenate into one field, entered in 

any order. 

Ex. If a student used test 

accommodations 1, 2, and F, data may 

be entered as: F21 

Use all codes applicable to the student. 

Codes, not descriptions, must be used. 

alphanumeric 

date 

yyyy-mm-dd 

alphanumeric 

alphanumeric 

Leave blank date 



Codes that apply only to students with 

disabilities and students with Section 504 

plans: 

1 = Flexibility in scheduling/timing 

2 = Flexibility in setting 

3 = Method of presentation (excluding 

Braille, Large Type, and Test read) 

4 = Method of response 

5 = Other 

6 = Braille 

7 = Large type 

8 = Test read 

9 = Use of calculator 

P = Use of spell-check/grammar check 

Q = Deletion of spelling 

Codes that apply only to LEP students: 

A = Time extension 

B = Separate location 

C = Third reading of listening section (ELA 

assessment only) 

D = Bilingual Dictionaries and Glossaries 

E = Translated edition (Mathematics 

assessments only) 

F = Oral Translation (Mathematics 

assessments only) 

G = Responses written in native language 

(Mathematics assessments only) 

Leave blank for COSF. 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

39 377 382 6 SUBTEST SCALE SCORE 

40 383 384 2 NUMBER OF TIMES TESTED 

41 385 392 8 CONVERTED SCORE 

42 393 395 3 

ASSESSMENT ACCOUNTABLE 

DISTRICT 

43 396 398 3 TESTING ACCOMMODATION 

44 399 406 8 

45 407 418 12 

46 419 421 3 

47 422 424 3 

STANDARD ERROR OF 

MEASUREMENT 

* SCORING MODEL CODE 

(SCORING MODEL KEY) 

+SURVEY COMPLETION 

INDICATOR 

ASSESSMENT ACCOUNTABLE 

SCHOOL 

48 425 430 6 LEXILE MINIMUM SCORE 

49 431 436 6 LEXILE MAXIMUM SCORE 

50 437 442 6 NUMBER OF ITEMS ATTEMPTED 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 


For Grades 3–8 ELA and mathematics, 

the type of scoring model used to score 

an assessment. 

For NYSAA, the code used to identify the 

Scoring Institute. 

Use with NYSAA ONLY. If assessment 

not NYSAA, leave blank. 


alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 

alphanumeric 



For Grades 3-8 ELA and mathematics, use 

codes 1 through 5. See the School 

Administrator’s Manuals (SAM) “Planning 

the Scoring Operations…” section, Scoring 

Models subheading. 

For NYSAA, use the 4-digit Scoring 

Institute Codes, which are the first four 

digits of the BOCES or Big 5 in which the 

scoring takes place. 

For all other assessments, use ‘N/A’. 


Y = Yes 

N = No


Field Number 


End Position 

Max Length 

FIELD NAME 







students 

51 443 448 6 NUMBER OF ITEMS OMITTED 

52 449 454 6 NUMBER OF ITEMS INCORRECT 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

Assessment_Fact Template Sample Data Sample Data 

Transaction Transaction 

Description 

#1 

#2 

Transaction 

(cont.) 

Entering 

Grade 4 

ELA Data 

Entering 

Regents 

Math A Data 

Local 

Percentile 

District 

Code 

Test 

Description 

Assessment 

School Year 

Date 


Item 

Description 

NY123456 NYS 2011-06-30 Grade 4 ELA 

NY123456 Regents 2011-06-30 

Mastery Assessment 

Status 

Assessment 

Language 

Code 

Regents Math A 

- Jun 

Standard 

Achieved 

Code 

#1 (cont.) ENG N/A 

Norm 

Curve 

Equiv 

alphanumeric 

alphanumeric 




Test 

Date 

2011- 

05-04 

2011- 

06-15 

Raw 

Score 

#2 (cont.) ENG 04 95 

Transaction 

(cont.) 

Degrees 

of 

Reading 

Power 

Intelligence 

Quotient 

Standard 

Performance 

Index 

Standard 

Performance 

Level 

Grade 

Equivalent 

Special 

Norm 

Group 

Scale 

Score 

Student 

ID 

Level of 

Aggregation 

Location 

Code 

900000001 0001 

Score 

Display 

Alpha 

Score 

Numeric 

Score 

900000001 0001 95 

Percent 

Score 

Local 

Stanine 

Testing 

Modification 

#1 (cont.) F21 

#2 (cont.) 5 

National 

Stanine 

Test 

Assignment 

Date 

National 

Percentile 

By Age 

Evaluator 

ID 

Number of 

Items 

Correct 

Evaluator 

Name 

Credits 

National 

Percentile 

Objective 

Mastery 

Score 

School 

Year 

Date 

Subtest 

Scale 

Score


Transaction 

(cont.) 

Number 

of 

Times 

Tested 

Converted 

Score 

Assessment 

Accountable 

District 

Testing 

Accommodation 

Standard 

Error of 

Measurement 

#1 (cont.) 1 


Scoring 

Model 

Code 

#2 (cont.) N/A 

Survey 

Completion 

Indicator 

Assessment 

Accountable 

School 

Lexile 

Minimum 

Score 

Lexile 

Maximum 

Score 

Number 

of Items 

Attempted 

Number 

of 

Items 

Omitted 

Number 

of Items 

Incorrect

Chapter 6: Data Reporting in the SIRS Assessment_Resp Template (Response) 

Assessment_Resp Template (Response) 

Assessment_Resp data elements indicate name and date of the assessment, the question number, the student’s 

response to a multiple-choice question, and the number of points earned for the multiple-choice, constructed response, or essay 

question. 

Field Number 


End Position 

Max Length 

1 1 8 8 

2 9 23 15 

3 24 33 10 

4 34 83 50 

FIELD NAME 







students 



CODE) 

*TEST DESCRIPTION 

(TEST GROUP) 

*ASSESSMENT SCHOOL YEAR 

DATE 

(VERSION) 

*ITEM DESCRIPTION 

(ASSESSMENT MEASURE 

STANDARD DESCRIPTION) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 




BEDS code) 







Short version of the description of the 

type of assessment. 

June 30 th of the school year of test 

administration. 

Ex: 2011-06-30 

Long version description of the 

assessment being reported. Populate 

with descriptions. 

alphanumeric 

alphanumeric 

date 

yyyy-06-30 

alphanumeric 












Use Test Group Codes (e.g., ALTREG, 

CTE, NYS, NYSAA, Regents, etc.) from 

Appendix 11: Assessment Measure 

Standard Descriptions and Codes. 

Use text in the “Description” column of the 

table in Appendix 11: Assessment Measure 

Standard Descriptions and Codes (e.g., 

Grade 4 ELA, NYSAA: Grade 3 Math, etc.). 



Field Number 


End Position 

Max Length 

5 84 93 10 


7 106 130 25 

FIELD NAME 







students 

*TEST DATE 

(ASSESSMENT DATE OF 

ADMINISTRATION) 

*STUDENT ID 


*ITEM RESPONSE DESCRIPTION 

(ASSESSMENT ITEM RESPONSE 

DESCRIPTION) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 


First date of test administration or first 

day of window in which test was offered. 

If taken on a make-up day, use the date 

of original administration, not the makeup 

day. If the assessment was offered 

during a range of dates, indicate the first 

date the assessment was permitted to be 

administered. For the Child Outcomes 

Summary Form for preschool children 

with disabilities, use June 30, 2011 as 

the date of administration for reporting 

purposes. 





Ex. For 51972, use 000051972 

This element is only applicable to the 

Grades 3–8 assessments in ELA and 

mathematics, the NYSESLAT, and the 

NYSAA. 

See the NYSED item maps (provided 

separately) for each assessment. 

Provided by the RIC or Big 5 district that 

is hosting the Data Warehouse. 



First date of administration: 

ELA 3–8 = 2011-05-04 

Math 3–8 = 2011-05-11 

NYSESLAT = 2011-04-13 

NYSAA = 2010-10-04 

Science 4 & 8 = 2011-05-31 

January RCT & Regents = 2011-01-25 

date 

June RCT, Regents & SLPs = 2011-06-15 

yyyy-mm-dd 

August RCT & Regents = 2010-08-17 

TE Technical Skills Assessment = Any 

ay 

OSF = 2010-07-01 

e Appendix 1: 2010–11 Assessment and 

porting Timelines for a list of assessment 

ministration dates. 

alphanumeric 

nnnnnnnnn 

alphanumeric 



Field Number 


End Position 

Max Length 

8 131 134 4 

9 135 140 6 

FIELD NAME 







students 

+ALPHA VALUE 


VALUE MULTIPLE CHOICE) 

+NUMERIC VALUE 


VALUE POINTS EARNED) 

10 141 155 15 LEVEL OF AGGREGATION 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 


Grades 3–8 ELA and Math: 

For multiple-choice questions: 

~Populate with the number of the choice 

made by the student (e.g., 1, 2, 3, 4). 

~If there is no response to the multiplechoice 

question, populate with a ‘-‘ 

(dash). 

~If there are multiple responses to the 

multiple-choice question, populate with 

an ‘*’ (asterisk). 

For constructed-response or essay 

questions: 

~If no response to a constructedresponse 

or essay question, populate 

with a capital letter ”A”. 

NYSAA: 

Populate with ‘NS’ for accuracy and 

independence scores that are not 

numbers. 

Populate with Y, N, YYY, NNN, YNY, 

NYN, YYN, or NYY for connections 

questions. 

Grades 3–8 ELA and Math: 

Number of points earned for constructedresponse 

or essay questions. 

If no response to a constructed-response 

or essay question, populate field 8 

(ALPHA VALUE) with a capital letter ”A”. 

NYSAA: 

Populate with a number for accuracy and 

independence scores that are not ‘NS’. 

alphanumeric 



For more information on reporting NYSAA 

scores, see 

http://www.p12.nysed.gov/irs/nysaa/. 


numeric 

alphanumeric 

11 156 165 10 SCHOOL YEAR DATE Leave blank. date 

For more information on reporting NYSAA 

scores, see 

http://www.p12.nysed.gov/irs/nysaa/.


Field Number 


End Position 

Max Length 

FIELD NAME 







students 

12 166 171 6 *LOCATION CODE 

13 172 175 4 ACHIEVEMENT LEVEL 

14 176 187 12 STAFF ID 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

Local use 

only 









alphanumeric 

alphanumeric 




Chapter 6: Data Reporting in the SIRS Assessment_Resp (Response) Template 

Assessment_Resp Template (Response) Sample Data Template Sample Data 

Transaction 

District 

Code 

Test 

Description 

Assessment 

School Year 

Date 

Item 

Description 

Test 

Date 

Student 

ID 

Item 

Response 

Descrip. 

#1 NY123456 NYS 2011-06-30 Grade 4 ELA 2011-05-04 900000001 01 - 

#2 NY123456 NYS 2011-06-30 Grade 4 ELA 2011-05-04 900000001 02 * 


Alpha 

Value 

#3 NY123456 NYS 2011-06-30 Grade 4 ELA 2011-05-04 900000001 03 1 1 

#4 NY123456 NYS 2011-06-30 Grade 4 ELA 2011-05-04 900000001 30 2 

#5 NY123456 NYS 2011-06-30 Grade 4 ELA 2011-05-04 900000001 31 4 

#6 NY123456 NYS 2011-06-30 Grade 8 ELA 2011-05-04 900000001 01 1 0 

#7 NY123456 NYS 2011-06-30 Grade 8 ELA 2011-05-04 900000001 02 B 1 

Numeric 

Value 

Level 

of 

Aggreg. 

Transaction #1: Example of no response to a multiple-choice question. The Alpha value field contains a dash (-), because no response to the question 

(01) was found. 

Transaction #2: Example of multiple responses to a multiple-choice question. The Alpha value field contains an asterisk (*), because a single student 

response to the question (02) could not be determined. 

Transaction #3: Example of a student’s correct response to a numeric-valued multiple-choice question. The Alpha value field contains the student’s 

response to the question (03) and the Numeric Value contains the number of points earned (1). 

Transaction #4: Example of a constructed-response question. The Numeric Value field contains the number of points earned (2). 

Transaction #5: Example of an essay question. The Numeric Value field contains the number of points earned (4). 

Transaction #6: Example of a student's incorrect response to an alpha-valued multiple-choice question. The Alpha Value field contains the numeric 

equivalent (1) to the student’s incorrect response (A) and the Numeric Value field contains the number of points earned (0). 

Transaction #7: Example of a student's correct response to an alpha-valued multiple-choice question. The Alpha Value field contains the student’s correct 

response (B) and the Numeric Value field contains the number of points earned (1). 

School 

Year 

Date 

Loc. 

Code 

Achiev. 

Level 

Staff 

ID

Chapter 6: Data Reporting in the SIRS Special_Ed_Snap Template (Special Education Snapshot) 

Special_Ed_Snap Template (Special Education Snapshot) 

The Special_Ed_Snap template was first used in the 2007–08 school year. In previous years, school districts reported 

data collected in this table in the PD-1/4 and PD-7 reports. The Spec_Ed_Snap template for October 6, 2010 will reflect data as 

of October 6, 2010; the Spec_Ed_Snap template for the end-of-year snapshot (July 1, 2010 snapshot) will reflect data for any 

time during the 2010–11 school year. The data collected with this template include the following: 

• Type of special-education service provided to preschool students with disabilities, the service provider code, or the 

coordinating service provider code if the student received services from two or more providers. This information will be 

collected two times: as of October 6 and at the end of the school year. These data are reported by all school districts each 

year. 

• Placement status of students with disabilities in approved private schools (residential or day), school district placement, or 

court placement as of October 6. These data are reported each year by all school districts (including Special Act school 

districts), State-operated schools, childcare institutions with affiliated schools, and State agencies. 

• The least restrictive environment setting in which preschool students with disabilities are enrolled as of October 6. These 

data are reported by all school districts each year. 

• The least restrictive environment setting in which school-age students with disabilities are provided special-education 

services as of October 6. These data are reported each year by all school districts (including Special Act school districts), 

State-operated schools, childcare institutions with affiliated schools, and State agencies. 

112 Student Information Repository System Manual for 2010–11 Version 6.2


Field Number 


End Position 

1 1 8 8 

Max Length 

FIELD NAME 







students 



CODE) 


3 15 24 10 


(SCHOOL YEAR) 

4 25 36 12 SOCIAL SECURITY NUMBER 


* STUDENT ID 


6 49 73 25 LAST NAME SHORT 

7 74 88 15 FIRST NAME SHORT 

8 89 89 1 MIDDLE INITIAL 

9 90 91 2 CURRENT GRADE LEVEL 

10 92 121 30 

SPECIAL EDUCATION TEACHER 

NAME 

11 122 151 30 PRIMARY DISABILITY 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

NYS 

Reporting 

Local use 

only 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 




BEDS code) 




8nnnnnnn 



Required by eScholar load plan. Typically 

the building code (assigned by local 

student management system and used by 

L1 Data Warehouse) which uniquely 

identifies building in which a student is 

receiving the service. Programs can 

optionally use ‘0000’. 


Ex: For 2010–11, use 2011-06-30 





Ex. For 51972, use 000051972 

alphanumeric 

alphanumeric 

date 

yyyy-06-30 

alphanumeric 

nnnnnnnnn 





For NYSED BEDS and Institution 

codes: http://portal.nysed.gov 


For schools/agencies other than 

public districts and charters that are 

required to report these data: 




Field Number 


End Position 

Max Length 

FIELD NAME 







students 

12 152 181 30 SECONDARY DISABILITY 

13 182 191 10 LAST IEP DATE 

14 192 201 10 LAST EVALUATION DATE 

15 202 231 30 SERVICE LEVEL 

16 232 261 30 RELATED SERVICES 

17 262 291 30 SERVICES PROVIDED (R/RR/S) 

18 292 303 12 SPECIAL EDUCATION TEACHER ID 

19 304 313 10 ANNUAL REVIEW DATE 

20 314 323 10 TRIENNIAL REVIEW DATE 

21 324 353 30 EXPECTED DIPLOMA TYPE 

22 354 356 3 2ND LANGUAGE EXEMPT 

23 357 359 3 ALTERNATE ASSESSMENT 

24 360 375 16 INSTRUCTION LANGUAGE 

25 376 395 20 COMMUNICATION MODE 

26 396 398 3 BRAILLE INSTRUCTION 

27 399 414 16 SPECIAL TRANSPORTATION 

28 415 417 3 EXTENDED SCHOOL YEAR 

29 418 420 3 HOME SCHOOLED 

30 421 428 8 PROGRAMS CODE 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 






Field Number 


End Position 

31 429 436 8 

Max Length 

FIELD NAME 







students 

+PRIMARY SERVICE CODE 

NYS or 

Local 

Purpose 

NYS 

Reporting 


Only one code is to be selected for each 

preschool student with a disability who 

was provided preschool special-education 

services. 

Required for preschool students with 

disabilities ONLY. 

October 6 Snapshot (Data as of October 

6): 

~ If the student received multiple services, 

use the code for the service received for 

the majority of the school day. 

~ If the student received multiple services 

for equal amounts of the school day, use 

the code for the service with the 

numerically lowest code value. 

End of Year Snapshot (Data reflecting 

any time during the 2010–11 school 

year): 

~ All preschool students with disabilities 

who received a special-education service 

any time during the school year (July 1 to 

June 30) must have a primary service 

code entered in this snapshot. 

~ If the student received different services 

during the school year, use the code for 

the last service as reflected on the IEP. 

~ If the student received multiple services 

for equal amounts of the school day, use 

the code for the service with the 

numerically lowest code value. 




See Appendix 15: Preschool Students 

with Disabilities Primary Service 

Codes. 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

32 437 452 16 +PRIMARY PLACEMENT TYPE 

33 453 462 10 SPECIAL ED ENTRY DATE 

34 463 472 10 SPECIAL ED EXIT DATE 

35 473 482 10 *SNAPSHOT DATE 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

Local use 

only 

NYS 

Reporting 

36 483 485 3 IEP COMPLIANCE 

Local use 

only 

FUNDING PRIMARY DISABILITY 

37 486 515 30 

CODE 

Local use 

only 

38 516 523 8 

Local use 

DISABILITY PRIMARY CAUSE CODE 

only 

39 524 531 8 LIVING SETTING CODE 

Local use 

only 

40 532 539 8 

HEARING IMPAIRMENT LEVEL 

CODE 

Local use 

only 


Required only for October 6 snapshot 

(data as of October 6). 

~ PLC01: Used by 1) State agencies and 

child-care institutions with affiliated school 

to designate students with disabilities for 

whom they have CSE responsibility; and 

2) school districts for students with 

disabilities who are placed in out-of-State 

facilities by the courts or social services 

agencies. 

~ PLC02 and PLC03: Used by public 

school districts or State agencies to 

designate students with disabilities placed 

in approved private schools on a 

residential basis (PLC02) or on a day 

basis (PLC03). 


Data in this table are collected twice a 

year. The first collection reflects data as of 

October 6 (2010-10-06); the second 

collection reflects data any time during the 

2010–11 school year (2010-07-01). 

Populate with the appropriate snapshot 

date. 

alphanumeric 

Date 

2010-10-06 

or 

yyyy-07-01 



PLC01 = Court or State agency 

placement (Article 81) 

PLC02 = Residential placement by 

school district (Article 89) 

PLC03 = Non-residential placement by 

school (Article 89) 

For more information, see “Primary 

Placement Type” in Chapter 7: Data 

Element Definitions. 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

41 540 547 8 VISION IMPAIRMENT LEVEL CODE 

42 548 577 30 TERTIARY DISABILITY CODE 

43 578 607 30 QUATERNARY DISABILITY CODE 

44 608 615 8 

*PRIMARY SETTING CODE 

(LEAST RESTRICTIVE 

ENVIRONMENT CODE) 

45 616 623 8 TRANSITION IEP STATUS CODE 

46 624 643 20 +PRIMARY SERVICE PROVIDER 

47 644 644 1 

*SCHOOL AGED INDICATOR 

(SCHOOL-AGE INDICATOR) 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

Local use 

only 

NYS 

Reporting 

Local use 

only 

NYS 

Reporting 

NYS 

Reporting 


Required only for October 6 snapshot. 

Preschool and school-age students with 

disabilities’ educational environment (least 

restrictive environment) as of 10/6. 

See “Least Restrictive Environment Code” 

in Chapter 7: Data Element Definitions for 

more information and rules for reporting. 

Required for October 6 snapshot and 

end-of-year snapshot. 

Report only for preschool students with 

disabilities. 

If preschoolers receive services from more 

than one provider, use the BEDS code of 

the coordinating service provider (CSP). 

CSP is designated by CPSE. Otherwise, 

use the BEDS code of the sole service 

provider. See Primary Service Provider in 

Chapter 7: Data Element Definitions for 

rules for selecting Primary Service 

Provider code. 

Required only for October 6 snapshot. 


alphanumeric 

alphanumeric 

alphanumeric 



See Appendix 16: Preschool and 

School-Age Students with Disabilities 

Least Restrictive Environment Codes. 







public districts and charters that are 

required to report these data: 


Y = Yes, student is school age. 

N = No, student is preschool age. 



Special_Ed_Snap Template (Special Education Snapshot) Sample Data 

Sample 

Student 

District 

Code 

Location 

Code 

School 

Year Date 

Social 

Security 

Number 

Student ID 

Primary 

Service 

Code 

Primary 

Placement 

Type 

Snapshot 

Date 

#1 NY12345 001 2011-06-30 900000001 2010-10-06 

#2 NY12345 002 2011-06-30 900000002 SVC01 2010-10-06 

#3 NY12345 003 2011-06-30 900000003 PLC03 2010-10-06 

#4 NY12345 004 2011-06-30 900000004 PLC02 2010-10-06 

#5 NY12345 0005 2011-06-30 900000005 SVC08 2010-07-01 

Sample 

Student 

Primary 

Setting 

Code 

Transition 

IEP Status 

Code 

Primary 

Service 

Provider 

School 

Aged 

Indicator 

#1 SA01 Y 

#2 PS03 90002000 N 

#3 SA04 Y 

#4 SA04 Y 

#5 

Note: Breaks (jagged lines) in sample data above are for display purposes only. The jagged lines indicate a space where a series of fields not 

relevant to the illustration of the use of the template have been deleted in the sample data for easier display. This does not mean that these fields should 

be removed or ignored in ETLs or other programming. 

Sample Student #1 is a school-age student with a disability who was enrolled in a school within the district and was in regular classes at least 80% of the 

day. 

Sample Student #2 is a preschool student with a disability who received related services from more than one provider in a regular, early childhood 

program for less than 40% of the day. 

Sample Student #3 is a school-age student with a disability in a secondary-level ungraded program who attends an approved private school for students 

with disabilities as a “day placement.” 

Sample Student #4 is school-age student with a disability in an elementary-level ungraded program who was placed in a residential school for students 

with disabilities. 

Sample Student # 5 is a preschool student with a disability who received full-day (3–4 hours) of a special class program in an integrated setting for several 

months during 2010–11 school year. 


Chapter 6: Data Reporting in the SIRS SE_Events Template (Special Education Events) 

SE_Events Template (Special Education Events) 

Special Education reporting requires the collection of dates for a number of events in a sequence. The SE_Events 

template is used to report each link in the chain of events. The data collected with this template that make up this series of 

events include the following: 

Not all districts are required to report on SPP Indicators 11 and 12. For the school year in which your district is scheduled 

to report the following data, see http://www.p12.nysed.gov/sedcar/sppschedule.html. 

• Dates for written referral, written parent consent to evaluate, CPSE meeting to discuss evaluation results for preschool 

children who receive an initial evaluation to determine special-education eligibility, outcome of the eligibility decision, 

number of school days evaluation took, and, if necessary, reason for exceeding State-established timelines. These data 

are reported by school districts for the year in which they are required to report data on SPP Indicator 11. 

• Dates for written referral, written parent consent to evaluate, CSE meeting to discuss evaluation results for school-age 

students who receive an initial evaluation to determine special-education eligibility and outcome of the eligibility decision, 

number of calendar days evaluation took, and, if necessary, reason for exceeding State established timelines. These data 

are reported by school districts for the year in which they are required to report data on SPP Indicator 11. 

• Dates for written referral, written parent consent to evaluate; CPSE meeting to determine eligibility; IEP implementation for 

preschool children who receive an initial evaluation for transitioning from IDEA, Part C (Early Intervention) to IDEA, Part B 

(preschool); and, if necessary, reason for not determining child’s eligibility or exceeding State-established timelines or for 

not implementing the child’s IEP by the child’s third birthday. These data are reported by school districts for the year in 

which they are required to report data on SPP Indicator 12. 

All districts are required to report the following data: 

• Dates of written referral, written parent consent to evaluate, CSE meeting to discuss evaluation results, IEP or IESP or SP 

implemented for school-age students who are parentally placed in nonpublic elementary, middle, and secondary schools. 

These data are reported by every school district, every year. 


Field Number 



End Position 

Max Length 

1 1 8 8 

FIELD NAME 







students 



CODE) 


3 15 24 10 



(SCHOOL YEAR) 

* STUDENT ID 


5 37 52 16 *EVENT TYPE CODE 

6 53 62 10 *EVENT DATE 

7 63 78 16 EVENT REASON CODE 1 



NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 




BEDS code) 









Ex: For 2010–11, use 2011-06-30 





Ex. For 51972, use 000051972 

Code that refers to a single event in a 

series of events for referral, consent, 

CPSE or CSE meeting, and IEP 

implemented for students with disabilities. 

Reported at the end of the school year. 

Populate with codes, not descriptions. 

For each Event Type Code entered, 

provide the appropriate date. Dates may 

not be anticipated future dates. Also, 

dates may not be after August 31, 2011. 

alphanumeric 

alphanumeric 

nnnnnnnnn 

date 

yyyy-06-30 

alphanumeric 

nnnnnnnnn 

alphanumeric 

nnnnnnnnn 

date 

yyyy-mm-dd 












See Appendix 17: Event Type Codes for 

Series of Events in Special Education. 

120 Student Information Repository System Manual for 2010–11 Version 6.2

Field Number 



End Position 

Max Length 

FIELD NAME 







students 

10 111 126 16 EVENT SOURCE CODE 

11 127 142 16 EVENT STATUS CODE 

12 143 158 16 +EVENT OUTCOME CODE 

13 159 168 10 MEETING DATE 

14 169 184 16 MEETING TYPE CODE 

15 185 194 10 EFFECTIVE DATE 

16 195 202 8 ORGANIZATION CODE 

17 203 232 30 ORGANIZATION NAME 

18 233 262 30 ORGANIZATION CLUSTER 

19 263 272 10 COMPLIANCE DATE 

NYS or 

Local 

Purpose 

Local use 

only 

Local use 

only 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 


Identify whether the student was 

determined eligible for special education 

for the following Event Type Codes: 

~ CPSE meeting at which eligibility 

determination is made for student 

transitioning from EI to preschool (EI03) 

~ CPSE meeting at which evaluation 

results are discussed for students 

referred to CPSE for evaluation 

(CPSE03) 

~ CSE meeting at which evaluation 


referred to CSE for evaluation (CSE03) 

~ CSE meeting at which evaluation 


parentally placed in nonpublic schools 

and referred to CSE for evaluation 

(CSENP03) 

Populate with codes, not descriptions. 

alphanumeric 

nnnnnnnnn 



Y = Yes, student determined eligible for 


N = No, student ineligible for special 

education services 

U = Eligibility decision is undetermined or 

meeting is not held 


Field Number 



End Position 

Max Length 

20 273 288 16 

FIELD NAME 







students 

+NON COMPLIANCE REASON 

(REASON CODE) 

21 289 318 30 CHALLENGE TYPE 

22 319 348 30 CHALLENGE TYPE DISORDER 1 



25 409 438 30 PREVIOUS CHALLENGE TYPE 

26 439 441 3 INTEGRATED PERCENTAGE 

27 442 444 3 SPECIAL ED PERCENTAGE 

28 445 447 3 STUDENT PRESENT 

29 448 450 3 PARENT PRESENT 

30 451 460 10 EVENT END DATE 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 

Local use 

only 


Required for the following situations: 

~Number of Days for the chain that 

begins with Event Code CPSE01 is more 

than 30. 

~Number of Days for the chain that 

begins with Event Code CSE01 is more 

than 60. 

~Number of days for the chain that begins 

with Event Code EI01 is 1 or more days. 

This code is reported on the record for the 

first event in the sequence of events (i.e., 

the initial referral record). Provide the 

predominant reason for the delay if there 

was more than one reason that actually 

caused the delay. 




See Appendix 18: Special Education 

Event Reason Codes (for SPP Indicators 

11 and 12). 


Field Number 



End Position 

Max Length 

31 461 476 16 

32 477 486 10 

FIELD NAME 







students 

*INITIAL EVENT TYPE CODE 

(INITIAL EVENT TYPE CODE) 

*INITIAL EVENT DATE 

(INITIAL EVENT DATE) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 


Code of first event in the series of 

events reported for the student. Initial 

Event Type Codes for initial referral to 

CPSE or CSE (EI01 or CPSE01; CSE01 

or CSENP01). NOT required when only 

one event type code is submitted for 

student. Submit with every record of each 

series after the initial referral event type 

code record. 

Date associated with Initial Event Type 

Code. 

alphanumeric 

nnnnnnnnn 

date 

yyyy-mm-dd 



Appendix 17: Event Type Codes for 

Series of Events in Special Education. 


Field Number 



End Position 

Max Length 

33 487 490 4 

FIELD NAME 







students 

*NUMBER OF DAYS 

(NUMBER OF DAYS) 

NYS or 

Local 

Purpose 

NYS 

Reporting 


Report the number of days with the initial 

referral Event Type record as follows: 

~ For children transitioning from EI to 

preschool, determined to be NOT eligible for 

preschool special education, number of 

calendar days past the child’s third birthday 

when the CPSE meeting (El03 Event Code 

date) was held 


preschool whose eligibility is undetermined, 

the number of calendar days August 31, 

2011 is past the child’s third birthday 


preschool who are determined to be eligible 

for preschool special education, number of 

calendar days past the child's third birthday, 

when IEP was implemented OR if IEP is not 

implemented, the number of calendar days 

that August 31, 2011 is past the child's third 

birthday. However, the number of days is "1" 

for the following scenarios when the child's 

third birthday is ON August 31, 2011: 

—If the Event Outcome Code is "Y" (student 

is determined eligible for special-education 

services) and the IEP is not implemented by 

August 31, 2011; 

—If the Event Outcome Code is "U" 

(eligibility decision is undetermined or 

meeting is not held); 

~ The number of school days from receipt of 

parent consent to evaluate preschool 

student (CPSE02 Event Code date) to date 

CPSE met to discuss evaluation results and 

provide an IEP recommendation to the 

Board of Education (CPSE03 Event Code 

date) or if CPSE meeting was not held, the 

number of school days from parent consent 

to evaluate to August 31, 2011. When 

counting days, the date of written parent 

consent to evaluate is counted as “day 1.” 

alphanumeric 

nnnnnnnnn 



The schedule of the years in which 

school districts must initially report or 

resubmit data on SPP Indicators 11 and 

12 is available a 

http://www.p12.nysed.gov/sedcar/sppsch 

edule.html. 


Field Number 

33 (cont.) 



487 (cont.) 

End Position 

490 (cont.) 

Max Length 

4 (cont.) 

FIELD NAME 







students 

*NUMBER OF DAYS 

(NUMBER OF DAYS) 

(cont.) 

NYS or 

Local 

Purpose 

NYS 

Reporting 

(cont.) 


(cont.) 

Report the number of days with the initial 

referral Event Type record as follows: 

~ The number of calendar days from receipt 

of parent consent to evaluate school age 

student (CSE02 Event Code date) to date of 

CSE meeting to discuss evaluation results 

(CSE03 Event Code date) or if CSE meeting 

was not held, the number of calendar days 

from parent consent to evaluate to August 

31, 2011. When counting days, the date of 

written parent consent to evaluate is 

counted as “day 1.” 

When computing the number of school 

days, count the number of school days the 

district was in session according to the 

published school calendar (September– 

June). School days during the months of 

July and August are “business days”. 

alphanumeric 

nnnnnnnnn 

(cont.) 



The schedule of the years in which 

school districts must initially report or 

resubmit data on SPP Indicators 11 and 

12 is available at 

http://www.p12.nysed.gov/sedcar/sppsch 

edule.html. 

(cont.) 



SE_Events Template (Special Education Events) Sample Data 

Sample of school district submitting data for Special Education SPP Indicator 11 (includes evaluation of children transitioning from EI to preschool and 

evaluation of students who are parentally placed in nonpublic schools): 

Row 

District 

Code 

Location 

Code 

School Year 

Date 

Student ID 

Event 

Type 

Code 

Event Date 

Event 

Outcome 

Code 

126 Student Information Repository System Manual for 2010–11 Version 6.2 

Non 

Comp. 

Reason 

Initial 

Event 

Type 

Code 

Initial 

Event Date 

Number of 

Days 

1 NY12345 0001 2011-06-30 900000001 CPSE01 2010-09-09 Y CPSER04 46 

2 NY12345 0001 2011-06-30 900000001 CPSE02 2010-10-06 CPSE01 2010-09-09 

3 NY12345 0001 2011-06-30 900000001 CPSE03 2010-12-17 CPSE01 2010-09-09 

4 NY12345 0000 2011-06-30 900000008 CPSE01 2010-11-17 Y CPSER05 57 



7 NY12345 0002 2011-06-30 900000002 CSE01 2010-10-01 N 39 

8 NY12345 0002 2011-06-30 900000002 CSE02 2010-10-12 CSE01 2010-10-01 

9 NY12345 0002 2011-06-30 900000002 CSE03 2010-11-19 CSE01 2010-10-01 

10 NY12345 0003 2011-06-30 900000003 CSE01 2010-07-15 Y 19 

11 NY12345 0003 2011-06-30 900000003 CSE02 2010-07-15 CSE01 2010-07-15 

12 NY12345 0003 2011-06-30 900000003 CSE03 2010-08-02 CSE01 2010-07-15 

13 NY12345 0003 2011-06-30 900000003 CSENP01 2010-07-15 Y 

14 NY12345 0003 2011-06-30 900000003 CSENP02 2010-07-15 CSENP01 2010-07-15 



Note: Breaks (jagged lines) in sample data above are for display purposes only. The jagged lines indicate a space where a series of fields not 

relevant to the illustration of the use of the template have been deleted in the sample data for easier display. This does not mean that these fields should 

be removed or ignored in ETLs or other programming. 

Student in Rows 1–3 is preschool student referred to CPSE on September 9, 2010. Parents provided consent to evaluate student on October 6, 2010 and 

CPSE met to discuss evaluation results on December 17, 2010; CPSE determined student has a disability. Since district exceeded 30 school days from 

parental consent to evaluate to CPSE meeting at which evaluation results were discussed, they provided reason for delay. 

Student in Rows 4–6 is a preschool student who is transitioning from Early Intervention to preschool. The Early Intervention program referred the child on 

November 17, 2010 and parents provided consent to evaluate student on November 26, 2010. The CPSE met to discuss evaluation results on January 28, 

2011 and child was found eligible for special education. Since district exceeded 30 school days between from parental consent to evaluate to CPSE 

meeting at which evaluation results were discussed, it provided a reason for the delay.


Student in Rows 7–9 is school age student referred to CSE on October 1, 2010. Parents provided consent to evaluate student on October 10, 2010 and 

CSE met to discuss evaluation results on November 19, 2010. Student was determined not eligible for special education. Since district did not exceed 60 

calendar days from parental consent to evaluate to CSE meeting to discuss evaluation results, district did not have to provide a reason code. 

Student in Rows 10–12 and in rows 13–16 is the same student. This is a parentally placed student in a nonpublic school in the district. Parents referred 

student for special-education eligibility determination on July 15, 2010 and provided consent to evaluate on same date. School district arranged for 

evaluation and CSE met to discuss evaluation results on August 2, 2010. Student was determined eligible for special-education services. Student started 

receiving special-education services on September 7, 2010 in accordance with an Individualized Education Services Program. Since district is scheduled 

to submit data on Indicator 11, student is reported in the CSE chain (rows 10–12) as well as in the CSENP chain (rows 13–16). It took district 19 calendar 

days to complete the evaluation and convene a CSE meeting to determine eligibility for special education. Since this is within 60 calendar days, a reason 

code is not needed for the CSE chain. The number of days is not needed for the CSENP chain because data in this chain are not used to measure 

compliance. 

Sample of district submitting data for SPP Indicator 12, Transition of students from IDEA Part C (Early Intervention) to IDEA Part B (preschool). 

Row 

District 

Code 

Location 

Code 

School 

Year Date 

Student ID 

Event 

Type 

Code 

Event Date 

Event 

Outcome 

Code 

Non 

Comp. 

Reason 

Initial 

Event Type 

Code 

Initial Event 

Date 

1 NY12345 0001 2011-06-30 900000009 EI01 2010-07-07 Y EIR13 2 

2 NY12345 0001 2011-06-30 900000009 EI02 2010-07-12 EI01 2010-07-07 

3 NY12345 0001 2011-06-30 900000009 EI03 2010-08-27 EI01 2010-07-07 

4 NY12345 0001 2011-06-30 900000009 EI04 2010-09-07 EI01 2010-07-07 

Student in Rows 1–4 is preschool child whose birthday is September 5, 2007. Parent provided consent to evaluate student on July 12, 2010, student was 

determined eligible for preschool special education. Student’s IEP is implemented on September 12, 2010, which is 2 days past the child’s third birthday, 

so district provides a reason for the delay in implementing the IEP. (Parents chose to continue child in EI and transition to preschool special education 

after child became three. 


Number 

of Days

Chapter 6: Data Reporting in the SIRS Student Grades Template 

Student Grades Template 

Field Number 


End Position 

Max Length 

1 1 8 8 

2 9 14 6 

3 15 24 10 

FIELD NAME 







students 

NYS or Local 

Purpose 


*DISTRICT CODE (DISTRICT OF 

RESPONSIBILITY CODE) NYS Reporting alphanumeric 

*LOCATION CODE (BUILDING 

OF ENROLLMENT CODE) NYS Reporting 

Use June 30 of the reported 

alphanumeric 


school year. Ex: For 2010–11, date 

(SCHOOL YEAR) NYS Reporting use 2011-06-30 

yyyy-06-30 

4 25 32 8 COURSE CODE Leave blank. 

5 33 36 4 SECTION CODE Leave blank. 

6 37 39 3 REQUEST SEQUENCE Local use only 

7 40 51 12 *STAFF ID NYS Reporting alphanumeric 


*STUDENT ID (SCHOOL 

DISTRICT STUDENT ID) NYS Reporting 

9 64 66 3 *MARKING PERIOD NUMBER NYS Reporting 

Unique identifier assigned by 

the Local Education Agency 

(LEA) in which the student is 

enrolled. Use 9 numeric 

characters, left padded with 

zeros. Ex: For 51972, use 

000051972 

alphanumeric 

nnnnnnnnn 

Use code from marking 

period table. numeric 




www.nysed.gov/admin/bedsdata 

.html 

For NYSED BEDS and 

Institution codes: 




public districts and charters that 

are required to report these 

data: 

http://www.p12.nysed.gov/irs/sir 


s/ 


http://www.p12.nysed.gov/irs/sir 

s/documentation/locationcodes.html 

Use field # 26 — local course 

code. 

Use field # 27 — section code 

long. 

Use local ID; must map to State 

ID. 

See marking period table in 

Appendix 14.


Field Number 


End Position 

Max Length 

FIELD NAME 







students 

NYS or Local 

Purpose 




Required for secondary-level 

Report numeric grade on a scale 

of 0 to 100. If grade type code is 

"FG" and local grade is alpha, 

convert alpha to numeric and 

courses associated with 

enter numeric value between 0 

Regents examinations. 

and 100. Leave blank if grade is 

Optional for all other courses. 

not yet known. All other grade 

10 67 72 6 +NUMERIC GRADE NYS Reporting 

numeric types, local use. 

11 73 75 3 ALPHA GRADE Local use only alphanumeric 

12 76 76 1 PASS/FAIL Local use only alphanumeric "P" = Pass or "F" = Fail 

13 77 79 3 ABSENCES Local use only alphanumeric 

14 80 82 3 EXCUSED ABSENCES Local use only alphanumeric 

15 83 85 3 UNEXCUSED ABSENCES Local use only alphanumeric 

16 86 88 3 TARDIES Local use only alphanumeric 

17 89 91 3 EXCUSED TARDIES Local use only alphanumeric 

18 92 94 4 UNEXCUSED TARDIES Local use only alphanumeric 

19 95 97 3 GPA INDICATOR Local use only YES/NO "Y" or "N" 

"R" if Regents exam grade is 

factored into the course grade; 

20 98 127 30 +STUDENT GRADES COMMENT NYS Reporting alphanumeric otherwise, leave blank. 

For State reporting, use FG. All 

other codes for local use. 

MP = Marking Period 

MT = Midterm 

FG = Final Grade 

QZ = Quiz 

EX = Exam 

FE = Final Exam 

Use code from reserved set in 

HW = Homework 

21 128 129 2 *GRADE TYPE CODE NYS Reporting Appendix 14. 

Use "NA" unless needed for 

alphanumeric OA = Other Assignment 

22 130 131 2 *SEMESTER NYS Reporting local use. alphanumeric 

23 132 138 7 CREDITS ATTEMPTED Local use only alphanumeric 

24 139 145 7 STUDENT CREDITS EARNED Local use only alphanumeric 

25 146 152 7 POINTS ADD-ON Local use only alphanumeric 



Field Number 


End Position 

Max Length 

26 153 164 12 

FIELD NAME 







students 

NYS or Local 

Purpose 


*COURSE CODE LONG 

(LOCAL COURSE CODE) NYS Reporting alphanumeric 

27 165 189 25 *SECTION CODE LONG NYS Reporting alphanumeric Local code 

28 190 195 6 CONDUCT GRADE 

COURSE INSTRUCTOR 

Local use only alphanumeric 

29 196 205 10 SNAPSHOT DATE Leave blank. 

Student Grades Template Sample Data 

District 

Code 

Location 

Code 

School 

Year 

Date 

Course 

Code 

Section 

Code 

Request 

Sequence 

Staff ID 



Local course code — must map 

to State course code in table in 

Appendix 14. 


Student 

ID 

Marking 

Period 

Number 

NY123456 0001 2011-06-30 123456789 900000001 008 95 

Tardies 

Excused 

Tardies 

Unexcused 

Tardies 

GPA 

Indicator 

Student 

Grades 

Comment 

Grade 

Type 

Code 

Semester 

Credits 

Attempted 

Student 

Credits 

Earned 

Numeric 

Grade 

Points 

Add-On 

Alpha 

Grade 

Local 

Course 

Code 

Pass/Fail 

Section 

Code 

Long 

Y R FG NA ENG301 8A 

Excused 

Absences 

Conduct 

Grade 

Course 

Instructor 

Snapshot 

Date

Chapter 6: Data Reporting in the SIRS Course Template 

Course Template 

Field Number 


End Position 

1 1 8 8 

2 9 14 6 

Max Length 

3 15 24 10 

FIELD NAME 







students 

NYS or Local 

Purpose 


RESPONSIBILITY CODE) NYS Reporting 



(NY followed by the first 6 digits of 

the BEDS code) 

Charter and nonpublic schools, 

State agencies, State-operated 

schools, AND child care 

institutions with schools: 

8nnnnnnn 

(8 followed by the last 7 digits of 

their Institution code) alphanumeric 

*LOCATION CODE (BUILDING 

OF ENROLLMENT CODE) NYS Reporting 

Use June 30 of the reported 

alphanumeric 

*SCHOOL YEAR DATE (SCHOOL 

school year. Ex: For 2009–10, 

date 

YEAR) NYS Reporting use 2010-06-30 

yyyy-06-30 

4 25 32 8 COURSE CODE Leave blank. 

5 33 62 30 COURSE NAME Local use only alphanumeric 

6 63 86 24 COURSE DEPARTMENT Local use only alphanumeric 

7 87 101 15 SUBJECT AREA CODE Local use only alphanumeric 

8 102 104 3,1 COURSE LENGTH 

9 105 111 7,4 NUMBER OF CREDITS 

10 112 114 3,0 NUMBER OF CLASS SESSIONS 

11 115 115 1 HONORS INDICATOR 

12 116 120 5,0 MINIMUM SEATS 

13 121 132 12 PRIMARY COURSE TYPE CODE 

14 133 152 20 OBSOLETE 

15 153 153 1 COURSE GRADE TYPE CODE 

16 154 165 12 OBSOLETE 




www.nysed.gov/admin/bedsdata. 

html 





public districts and charters that 

are required to report these data: 

http://www.p12.nysed.gov/irs/sirs 


/ 


http://www.p12.nysed.gov/irs/sirs 

/documentation/locationcodes.html. 

Use field # 27 — local course 

code.


Field Number 


End Position 

Max Length 

FIELD NAME 







students 

17 166 170 5,0 NUMBER OF GRADES 

18 171 175 5,3 COURSE WEIGHT 

19 176 190 15 ADDITIONAL DATA 

20 191 191 1 SPECIAL PROGRAM INDICATOR 

COURSE SPECIAL PROGRAM 

21 192 194 3 CODE 

22 195 214 20 OBSOLETE 

23 215 226 12 COURSE SHORT NAME 

24 227 227 1 ALLOWABLE COURSE GENDER 

25 228 230 3 GPA INDICATOR 

NYS or Local 

Purpose 

26 231 232 2 *SEMESTER Local use only 

27 233 244 12 

28 245 250 6 

29 251 262 12 

30 263 268 6 

31 269 368 100 COURSE DESCRIPTION 




Use "NA" unless needed for local 

use. alphanumeric If blank, defaults to a space. 

*COURSE CODE LONG 

(LOCAL COURSE CODE) 

COURSE DELIVERY MODEL 

CODE 

Local use only alphanumeric Use local course code. 

*ALTERNATE COURSE CODE 

(STATE COURSE CODE) NYS Reporting 

REQUIREMENTS INDICATOR 

CODE 

32 369 371 3 DUAL CREDIT 

ADVANCED PLACEMENT 

33 372 374 3 INDICATOR 

CAREER AND TECHNICAL 

34 375 377 3 INDICATOR 

35 378 380 3 GIFTED INDICATOR 

36 381 383 3 BILINGUAL INDICATOR 

37 384 386 3 REMEDIAL INDICATOR 

38 387 389 3 BASIC INDICATOR 

SPECIAL EDUCATION 

39 390 392 3 INDICATOR 

INTERNATIONAL 

40 393 395 3 BACCALAUREATE INDICATOR 

Use code from COURSE code 

table. alphanumeric 

Use course codes from table in 

Appendix 14. 



Field Number 


End Position 

Max Length 

FIELD NAME 







students 

41 396 398 3 CORE INDICATOR 

42 399 401 3 ELECTIVE INDICATOR 

NON TRADITIONAL GENDER 

43 402 407 6 CODE 

44 408 409 2 MINIMUM GRADE LEVEL 

45 410 411 2 MAXIMUM GRADE LEVEL 

46 412 911 500 COURSE DESCRIPTION LONG 

Course Template Sample Data 

Row 

District Code 

Location 

Code 

School Year 

Date 

Course 

Name 

NYS or Local 

Purpose 

Course 

Department 

Subject 

Area 

Code 


Semester 




Local 

Course 

Code 

1 NY123456 0001 2010-06-30 NA 1003 1003 


Course 

Code 

2 NY123457 0002 2010-06-30 NA 283 2400

Chapter 6: Data Reporting in the SIRS Staff Snapshot Template 

Staff Snapshot Template 

Field Number 


End Position 

1 1 8 8 

Max Length 

FIELD NAME 






+ = Required only for specified students 

NYS or Local 

Purpose 


RESPONSIBILITY CODE) NYS Reporting 


Public school districts: 

NYnnnnnn 

(NY followed by the first 6 

digits of the BEDS code) 

Charter and nonpublic 

schools, State agencies, 

State-operated schools, 

AND child care institutions 

with schools: 8nnnnnnn 

(8 followed by the last 7 

digits of their Institution 

code) alphanumeric 


or Reference to Data 

Source 


www.nysed.gov/admin/be 

dsdata.html 





For schools/agencies 

other than public districts 

and charters that are 

required to report these 

data: 

http://www.p12.nysed.gov/ 

irs/sirs/ 

2 9 20 12 *STAFF ID NYS Reporting 

Local staff ID must be 

unique within the district. 

For NYC, the local staff ID 

must be unique within 

NYC. alphanumeric Use local staff ID. 

3 21 31 11 SOCIAL SECURITY NUMBER 

4 32 56 25 LAST NAME SHORT Leave blank. Use field 66. 

5 57 71 15 FIRST NAME SHORT Leave blank. Use field 65. 

6 72 72 1 MIDDLE INITIAL 

7 73 76 4 JOB CLASS CODE 

8 77 116 40 JOB DESCRIPTION 

9 117 120 4 EXTRA JOB CLASS CODE 1 

10 121 124 4 EXTRA JOB CLASS CODE 2 

11 125 128 4 EXTRA JOB CLASS CODE 3 

12 129 132 4 EXTRA JOB CLASS CODE 4 

13 133 136 4 EXTRA JOB CLASS CODE 5 



Field Number 


End Position 

Max Length 

FIELD NAME 







NYS or Local 

Purpose 

14 137 142 6 *LOCATION CODE Local use only 

15 143 157 15 DIVISION 

16 158 164 7 DEPARTMENT 

17 165 168 4 STAFF TYPE 

18 169 174 6 UNION 

19 175 239 65 SUPERVISOR 

20 240 245 6 GENDER CODE 

21 246 247 2 ETHNIC CODE 

22 248 287 40 OBSOLETE 

23 288 301 14 HOME PHONE 

24 302 302 1 PHONE SECURITY 

25 303 332 30 ADDRESS 1 

26 333 362 30 ADDRESS 2 

27 363 387 25 CITY 

28 388 389 2 STATE 

29 390 399 10 FULL ZIP CODE 

30 400 400 1,0 RANK/PERFORMANCE TIER 

31 401 401 1 MEDICAL EXAM 

32 402 402 1 SUBSTANCE TEST 

33 403 412 10 ORIGINAL HIRE DATE 

34 413 422 10 TENURE DATE 

35 423 432 10 CURRENT SERVICE DATE 

36 433 442 10 EXIT DATE 

37 443 443 1 STAFF CITIZENSHIP CODE 

38 444 444 1 FELONY 

39 445 446 2,0 YEARS EXPERIENCE 

40 447 456 10 BIRTH DATE 


Use building code or 

"0000". alphanumeric 



Source 

See location code 

information at 

http://www.p12.nysed.gov/ 

irs/sirs/documentation/loc 

ation-codes.html. 



Field Number 


End Position 

Max Length 

FIELD NAME 







NYS or Local 

Purpose 

41 457 457 1 ACTIVE/INACTIVE INDICATOR Local use only 

42 458 467 10 LAST STATUS DATE 

43 468 469 2,0 YEARS EXPERIENCE IN DISTRICT 

44 470 477 8 JOB CLASS CODE LONG 

45 478 497 20 HIGHEST DEGREE EARNED 

46 498 501 4,0 YEARS OF HIGHER EDUCATION 

47 502 541 40 MILITARY DUTY STATUS 

STAFF QUALIFICATION STATUS 

48 542 561 20 CODE 

49 562 601 40 JOB CLASS DESCRIPTION 


Use June 30 of the 

reported school year. Ex: 

For 2009–10, use 2010- 

06-30 



Source 

date 

yyyy-06-30 Use school year date. 

50 602 611 10 *SNAPSHOT DATE NYS Reporting 

51 612 615 4,0 PAY STEP LEVEL 

52 616 625 10,2 ANNUAL SALARY 

53 626 629 4,2 CONTRACT WORK DAYS 

54 630 635 6 TERMINATION CODE 

55 636 677 42 FULL STAFF NAME 

56 678 680 3 ITINERANT TEACHER 

Source from TEACH ID 

file on IRS portal or from 

the TEACH system. Use 

9 numeric characters, left alphanumeric 

57 681 700 20 *ALTERNATE STAFF ID NYS Reporting padded with zeros. nnnnnnnnn Must be valid TEACH ID. 

58 701 710 10,2 ALTERNATE ANNUAL SALARY 

59 711 714 4,2 ALTERNATE CONTRACT WORK DAYS 

60 715 719 5,3 EMPLOYMENT BASIS 

61 720 724 5,3 ALTERNATE EMPLOYMENT BASIS 

62 725 734 10,2 BENEFITS VALUE 

63 735 737 3 LOCAL CONTRACT 

64 738 745 8 CONTRACTING ORGANIZATION 

65 746 805 60 *FIRST NAME LONG Local use only Teacher's first name. alphanumeric 



Field Number 


End Position 

Max Length 

FIELD NAME 







NYS or Local 

Purpose 

66 806 865 60 *LAST NAME LONG Local use only 

67 866 875 10 NAME SUFFIX 

68 876 879 4 PAY STEP LEVEL ALPHA 

69 880 882 3 HISPANIC ETHNICITY INDICATOR 

RACE OR ETHNICITY SUBGROUP 

70 883 884 2 CODE 

HIGHEST DEGREE INSTITUTION 

71 885 914 30 CODE 

BACCALAUREATE DEGREE 

72 915 944 30 INSTITUTION CODE 

73 945 974 30 ADDRESS 3 

74 975 979 5 BASE ZIP CODE 

75 980 983 4 ZIP CODE +4 

76 984 1063 80 EMAIL ADDRESS Local use only 

77 1064 1123 60 MIDDLE NAME 

78 1124 1127 4 RACE 2 CODE 

79 1128 1131 4 RACE 3 CODE 

80 1132 1135 4 RACE 4 CODE 

81 1136 1139 4 RACE 5 CODE 

82 1140 1154 15 POSTSECONDARY SUBJECT AREA 

EMPLOYMENT ELIGIBILITY 

83 1155 1162 8 VERIFICATION 

84 1163 1172 10 NAME PREFIX 

85 1173 1186 14 WORK PHONE 

86 1187 1200 14 CELL PHONE 

87 1201 1240 40 MAILING ADDRESS 1 

88 1241 1280 40 MAILING ADDRESS 2 

89 1281 1310 30 MAILING ADDRESS 3 

90 1311 1340 30 MAILING ADDRESS CITY 

91 1341 1342 2 MAILING ADDRESS STATE CODE 


Teacher's last name, 

including any hyphenated 

portion. alphanumeric 

Include only valid email 

addresses. alphanumeric 



Source 



Field Number 


End Position 

Max Length 

FIELD NAME 







92 1343 1347 5 MAILING ADDRESS BASE ZIP CODE 

93 1348 1351 4 MAILING ADDRESS ZIP CODE +4 

94 1352 1355 4 EMPLOYMENT STATUS 

AUTHORIZED TO CARRY WEAPON 

95 1356 1358 3 INDICATOR 

Staff Snapshot Template Sample Data 

Row 

District Code Staff ID 

Location 

Code 

Active/Inactive 

Indicator 

Snapshot 

Date 

NYS or Local 

Purpose 

Alternate 

Staff ID 

(TEACH 

ID) 

1 NY123456 123456789 0000 2011-06-30 999999999 

2 NY123456 123456790 0001 2011-06-30 888888888 




Source 


First 

Name 

Long 

Last 

Name 

Long 

e-mail 

Address

Chapter 6: Data Reporting in the SIRS Marking Period Template 

Marking Period Template 

Field Number 


End Position 

1 1 8 8 

Max Length 

FIELD NAME 







students 


RESPONSIBILITY CODE) 

2 9 18 10 *MARKING PERIOD START DATE 

3 19 28 10 *MARKING PERIOD END DATE 

4 29 38 10 *MARKING PERIOD LEVEL 

5 39 48 10 NOT USED 

6 49 58 10 

7 59 66 8 

*SCHOOL YEAR DATE (SCHOOL 

YEAR) 

MARKING PERIOD SHORT 

DESCRIPTION 

8 67 96 30 MARKING PERIOD DESCRIPTION 

NYS or 

Local 

Purpose 

NYS 

Reporting 

NYS 

Reporting 

NYS 

Reporting 



(NY followed by the first 6 digits of 

the BEDS code) 






Institution code) alphanumeric 

date 

yyyy-mm-dd 

date 

yyyy-mm-dd 

Local use 

only alphanumeric 

NYS 

Reporting 

Use June 30 of the reported school 

year. Ex: For 2009–10, use 2010-06- 

30 

date 

yyyy-06-30 



Source 


www.nysed.gov/admin/bed 

sdata.html 





For schools/agencies other 

than public districts and 

charters that are required 

to report these data: 

http://www.p12.nysed.gov/ir 

s/sirs/ 


Chapter 6: Data Reporting in the SIRS Marking Period Template 

Field Number 


End Position 

Max Length 

FIELD NAME 







students 

9 97 99 3,0 *MARKING PERIOD NUMBER 

10 100 102 3 NOT USED 

11 103 105 3 NOT USED 

12 106 108 3 NOT USED 

13 109 111 3 NOT USED 

14 112 121 10 NOT USED 

15 122 131 10 NOT USED 

16 132 143 12 REPORT SCHOOL YEAR 

MARKING PERIOD SORT 

17 144 147 4,0 SEQUENCE 

MARKING PERIOD LEVEL 

18 148 159 12 CATEGORY 

Marking Period Template Sample Data 

Row 

District 

Code 

Marking Period Start 

Date 

Marking 

Period End 

Date 

Marking 

Period 

Level 

NYS or 

Local 

Purpose 

NYS 

Reporting 

Not 

Used 


Use codes from marking period 

number table. Codes 1-8 are for full 

year courses. Codes 101-108 are 

for first semester courses. Codes 

201-208 are for second semester 

courses. Codes 301-308 are for 

third semester courses. Codes 401- 

408 are for fourth semester courses. 

Codes 901 and 902 are for summer 

school. Code 999 can be used to 

report the final grade, regardless of 

the school’s semester configuration. numeric 

School 

Year Date 


Short 

Description 


Description 

1 NY123456 2011-04-19 2011-06-30 2011-06-30 4 

2 NY123457 2010-07-02 2010-08-30 2011-06-30 901 



Source 

See marking period table in 

Appendix 14. 

Marking 

Period 

Number 


Chapter 7: Data Element Definitions 


Data elements in this chapter 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 in chapter 6. 

Alternate Staff ID: State unique staff ID from the NYSED TEACH system. Field 57 in Staff 

Snapshot Template. 

Assessment Accommodation Code(s): The code that identifies the test accommodation(s) 

used by the student on the reported State assessment. Field 34 in Assessment Fact Template. 

Assessment Date of Administration: The first day of the testing period for a particular 

assessment is given. Field 5 in Assessment Fact and Assessment Response Templates. See 

Appendix 1: 2010–11 Assessment and Reporting Timelines. 

Assessment Item Response Description: The number or code that uniquely identifies each 

item (question) in the assessment. The numbers/codes are provided in separate Item Maps for 

each assessment, which are provided separately by NYSED. Field 7 in Assessment Response 

Template. 

Assessment Item Response Value Multiple Choice: The student's response (e.g., A, B, C, 

D, etc.) to a multiple-choice question on the assessment. Field 8 in Assessment Response 

Template. 

Assessment Item Response Value Credits Earned: The credit(s) earned by the student on 

a multiple-choice, constructed-response, or essay question on the assessment. Field 9 in 

Assessment Response Template. 

Assessment Language Code: The three-character code that identifies the language in which 

the student took the assessment. Field 16 in Assessment Fact Template. See Appendix 3: 

Language Codes and Descriptions. 

Assessment Measure Standard Description: The description of the assessment being 

reported. Field 4 in Assessment Fact and Assessment Response Templates. See Appendix 

11: Assessment Measure Standard Descriptions and Codes. 

Assessment Score: The score the student achieved on the assessment. The type of score to 

be reported is indicated in Appendix 11: Assessment Measure Standard Descriptions and 

Codes. Field 9 in Assessment Fact Template. 

Assessment Standard Met Code: This element is the standard achieved by the student on 

specific assessments. This element is required for all assessments that are reported to SIRS 

and scored by the school district. This element is also required for assessments not scored by 

the school district on which an administrative error has occurred or the student was medically 

excused from the assessment under NCLB guidelines. 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. See Appendix 13: Standard 

Achieved Codes. Field 17 in Assessment Fact Template. 

Backmapping BEDS Code: A Backmapping BEDS Code is the BEDS code of a school 

containing no grade 3 or above that the student was enrolled in during a previous school year. 

Field 27 in Student Lite Template. 

Building of Enrollment Code: The building of enrollment code 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. Field 2 in Student Lite, School Entry/Exit, 

Student Grades, and Course Templates. 

Country of Origin: The description of the country from which the student emigrated. Students 

from American Samoa, Guam, Northern Marianna Islands, Puerto Rico, US Minor Outlying 

Islands, and US Virgin Islands are not considered immigrants. Field 40 in Student Lite 

Template. See Appendix 6: Country of Origin Codes and Descriptions. 

Credential Type Description: The description of the credential earned by the student. See 

the Office of State Assessment at http://www.p12.nysed.gov/osa for details on these 

credentials. Also see Commissioner Regulations at 

http://www.p12.nysed.gov/part100/home.html. Field 24 in Student Lite Template. See 

Appendix 5: Credential Type Codes and Descriptions. 

CTE/Tech Prep Program Intensity: This indicates the level of intensity the student has 

reached in the career and technical education program in which the student participates. 

Program intensity is a measure of the student’s 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. 

Field 9 in Programs Fact Template. See Chapter 5: Reporting Rules for more information. 

The following tables offer guidance on how to make this determination for CTE programs at 

local high schools and those at BOCES and Technical or CTE high schools: 



Enrollee 

Participant 

Concentrator 

General CTE 

A student who has . . . 

. . . begun instruction in the any 

CTE course or unit of study. 

. . . successfully completed, as 

determined by the program service 

provider, at least one course or unit of 

study in a CTE program as part of a 

cohesive concentration and who has 

enrolled or plans to enroll in a second 

course/unit of study. 


determined by the program service 

provider, two courses/units of study 

out of a three course/unit of study that 

together form a cohesive 

concentration; OR who has 

successfully completed, as determined 

by the program service provider, three 

courses/units of study out of a four or 

more course/unit of study CTE 

program. 

Local High Schools 

Title II 


. . . signed a Title II declaration 

form stating his/her intent to follow a 

Title II program, and who has begun 

instruction in at least one course or 

unit of study in the secondary 

education component (academic or 

CTE) of a Title II program. 

. . . successfully completed at 

least one course or unit of study in the 

CTE component of the Title II program. 

. . . successfully completed two 

courses or units of study in the 

secondary CTE component of a Title II 

program. 



Enrollee 

Participant 

Concentrator 

BOCES/Technical or CTE High Schools 

General CTE 


. . . begun any CTE course 

or unit of study. 

. . . completed one-third of 

his or her program. 

(In the case of a BOCES twoyear 

program, 27 weeks = 1/3) 

. . . completed two-thirds 

of his or her program. 

(In the case of a BOCES two-year 

program, 54 weeks = 2/3) 

Title II 


. . . signed a Title II declaration 

form stating his/her intent to follow a Title 

II program, and who has begun 

instruction in at least one course or unit of 

study in the secondary education 

component (academic or CTE) of a Title 

II program. 


determined by the BOCES or technical or 

CTE high school, at least 1/3 of the CTE 

component of a Title II program. 


determined by the BOCES or technical or 

CTE high school at least 2/3 of the CTE 

component of a Title II program. 

As the student reaches each level, the student’s record should be updated. As this 

may prove problematic, program intensity should be reported, at least, as of the day the 

student leaves the program, either because the student drops the program or completes the 

program, or as of the end of the school year, whichever comes first. 

If the student drops the CTE program, the Reason for Ending Program Service Code is 

663, and the Level of Program Intensity is the level reached by the day the student left 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. 

If the student is expected to continue in a multi-year program during the following school 

year, the Reason for Ending Program Service Code must be left blank and the Level of 

Program Intensity is the level reached by the last day of the school year. 



CTE/Tech Prep Program Type: Indication of whether the career and technical education 

program in which the student participates follows a general Career Technical Education (CTE) 

program approach or a Title II program approach. Field 18 in Programs Fact Template. 

Date of Birth: The date of the student’s 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. Field 10 in Student Lite Template. 

Date of Entry into United States: The date the student immigrated to the United States. 


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). Field 1 in 

Student Lite, School Entry/Exit, Programs Fact, Assessment Fact, Assessment Response, 

Special Education Snapshot, Special Education Events, Student Grades, Course, Staff 

Snapshot, and Marking Period Templates. 

Enrollment Entry Date: The 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. Field 5 on School Entry/Exit Template. 

Enrollment Exit Date: The 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. Field 11 on School Entry/Exit Template. 

Event Date: The 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, 2011, since the status of students is to be reported as of August 31, 2011. 

See Appendix 17: Event Type Codes for Series of Events in Special Education for event type 

codes that require a date. Field 6 on Special Education Events Template. 



Event Outcome Code: The 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. Field 12 on Special Education Events Template. 

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: 

1. Referral from Early Intervention (EI) to CPSE; receipt of parent consent to evaluate 

student; CPSE meeting to determine eligibility; and full implementation of IEP. 

2. Referral of preschool student to CPSE; receipt of parent consent to evaluate; and CPSE 

meeting to discuss evaluation results. 

3. Referral of school-age student to the CSE; receipt of parent consent to evaluate; and 

CSE meeting to discuss evaluation results. 

4. 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. Field 5 

on Special Education Events Template. 

First Date of Entry into Grade 9: The date of the student’s first entry into grade 9 or, for 

ungraded students with a disability, the date the student is coded as having entered grade 9 

for 2006 and 2007 total cohort graduation rate (non-accountability) reporting purposes (see 

Appendix 20). 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 year during 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. Field 26 in Student Lite 

Template. 

A field memo from the Office of Special Education will provide additional guidance on the 

interpretation and implementation of these new rules for ungraded students with a disability. 

Gender Description: The gender of the student being reported, as identified by the 

parent/guardian. Field 11 in Student Lite Template. 

Grade Level: The instructional level for the student, 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 and 3 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 “PREK”. 

• For students in an Alternative High School Equivalency Preparation Program (AHSEPP) 

or a High School Equivalency Preparation Program (HSEPP), 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". Field 8 in Student Lite 

and School Entry/Exit Templates. 

Grade Type Code: The grade type for the course grade being reported. Field 21 in Student 

Grades Template. See Appendix 14: Course Codes, Grade Codes, and Marking Period 

Numbers. 

Hispanic/Latino Ethnicity Indicator: Indication of whether the student is Hispanic/Latino. 


Home Language Description: The language or dialect routinely spoken in the student's 

home. This language or dialect may or may not be the student's native language. Field 13 in 

Student Lite Template. See Appendix 3: Language Codes and Descriptions. 

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 is applicable. Field 47 in Student Lite 

Template. 

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. Field 51 in Student Lite Template. 

Immigrant Indicator: Indication of whether the student is or is not an immigrant, as identified 

by the parent/guardian. Field 49 in Student Lite Template. 



Immunization Date for First Polio Vaccination: The date that the student was first 

immunized against poliomyelitis, regardless of whether the immunization was provided orally 

(OPV) or intravenously (IPV). See 10 NYCRR 66. Field 28 in Student Lite Template. 

Initial Event Date: The 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. Field 32 in 

Special Education Events Template. 

Initial Event Type Code: The 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 specialeducation 

eligibility determination. The first event for this sequence is CPSE01 or 

CSE01 (SPP Indictor 11). 

• For implementing a child’s 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. Field 31 in Special Education Events Template. 

Least Restrictive Environment Code: The 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 6. 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 parent’s 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. Field 44 in Special Education Snapshot Template. 

Local Course Code: Local course code used in the local course scheduling system. This 

code must map to a State course code. Field 26 in Student Grades Template and Field 27 in 



Course Template. See Appendix 14: Course Codes, Grade Codes, and Marking Period 

Numbers. 

Location Code: Required by eScholar load plan, 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 the service. Programs can optionally use ‘0000’. 

Field 2 in Programs_Fact, Special_Ed_Snap, SE_Events; Field 7 in Assessment_Fact; Field 

12 in Assessment_Resp ; and Field 14 in Staff Snapshot Template. 

Marking Period Number: The code from the Marking Period Number Table 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. Field 9 in Student Grades and Marking Period 

Templates. See Appendix 14: Course Codes, Grade Codes, and Marking Period Numbers. 

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. Field 48 in 

Student Lite Template. 

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. Field 50 in Student Lite Template. 

Number of Days: 

Indicator 11 for preschool children: The Number of Days is the number of school days from 

the date of receipt (in writing) of parent consent to evaluate to the date that the CPSE meets to 

discuss evaluation results and make an IEP recommendation to the Board of Education. The 

date of receipt of parent consent to evaluate is counted as “day 1.” School days are counted in 

accordance with section 200.1(n)(1): “School day means any day, including a partial day, that 

students are in attendance at school for instructional purposes. The term school day has the 

same meaning for all students in school including students with disabilities and students 

without disabilities, except that, during the months of July and August, school day means every 

day except Saturday, Sunday and legal holidays.” According to this definition, between 

September 1 and June 30, only days in which students are in attendance for instructional 

purposes, including partial days, are counted. During the months of July and August, every day 

but Saturday, Sunday, and legal holidays is counted. 

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 child’s third birthday when the IEP is implemented. The first day past the child’s third 

birthday is “day 1.” If the IEP is not implemented by August 31, 2011, the Number of Days is 

the number of calendar days that August 31, 2011 is past the child’s 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 child’s third birthday when the CPSE meeting to determine 



eligibility was held. For a child whose eligibility is undetermined as of August 31, 2011, the 

Number of Days is the number of calendar days that August 31, 2011 is past the child’s third 

birthday. If the child’s third birthday is ON August 31, 2011, 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, 2011; or 

• If the Event Outcome Code is “U” (eligibility decision is undetermined or meeting is not 

held by August 31, 2011). 

Field 33 in Special Education Events Template. 

Numeric Grade: A numeric grade within the range of 0 to 100. If a school assigns alpha 

scores, these must be converted to numeric grades within the range of 0 to 100. The 

conversion used is at the discretion of the school. Field 10 in Student Grades Template. 

Phone at Primary Residence: The telephone number at the student’s principal residence, 

the residence where the student typically resides. Field 34 in Student Lite Template. 

Postgraduate Plan Description: The postgraduate activity planned by the student. Field 18 in 


Primary Placement Type: The 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. Field 32 in Special Education 


Primary Service Code: The 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 October 6, 2010 snapshot date and also at any time during the school year 

in the end of year special-education snapshot. See Appendix 15: Preschool Students with 

Disabilities Primary Service Codes. Field 31 in Special Education Snapshot Template. 

Primary Service Provider: The 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 October 6 snapshot date and the end-of-year snapshot. Field 

46 in Special Education Snapshot Template. 

Program Service Code: The code that indicates the program service in which a student 

participates. Field 5 in Programs Fact Template. 



Program Service Entry Date: The 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. Field 6 in Programs Fact 

Template. 

Program Service Exit Date: The 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. Field 7 in 

Programs Fact Template. 

Program Service Provider BEDS Code: The 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, the BEDS code of the BOCES (without regard 

to the specific location at which the service is provided); 

• when the service provider is an approved private placement, the BEDS code of the outof-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. A new program fact record is not required when a student 

receiving a district-level service changes buildings. Field 8 in Programs Fact Template. 

Race Code: The code that indicates the race or races with which the student primarily 

identifies as indicated by the student or the parent/guardian. Race designations do not denote 

scientific definitions of anthropological origins. For reporting purposes, a student 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 or the 

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. 

• 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. 

Fields 12 and 43–46 in Student Lite Template. 

Reason Code: The code used to indicate the reason for delay in completing the evaluation, 

determining eligibility, or implementing the IEP by the child’s third birthday for Indicators 11 

and 12. A reason code is needed if the Number of Days to complete the evaluation is more 

than 30 school 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 child’s third birthday is 

one or more for children transitioning from the Early Intervention Program to preschool. See 

Appendix 18: Special Education Event Reason Codes (for SPP Indicators 11 and 12). 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. 

Field 20 in Special Education Events Template. See the schedule of the years for which school 

districts must report data on these two indicators at 

http://www.p12.nysed.gov/sedcar/sppschedule.html. 

Reason for Beginning Enrollment Code: The code that indicates the reason the student’s 

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. Field 6 in School Entry/Exit Template. See Appendix 

7: Reason for Beginning Enrollment Codes. 

Reason for Ending Enrollment Code: The code that indicates the reason the student’s 

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 student’s enrollment record must have an Enrollment Exit Date and an appropriate 

Reason for Ending Enrollment Code. Field 12 in School Entry/Exit Template. See Appendix 8: 

Reason for Ending Enrollment Codes. 

Reason for Ending Program Service Code: The 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. Field 13 in Programs Fact Template. 

School District Student ID: The local unique identifier assigned to the student by the LEA in 

which the student is enrolled. The ID must be unique within an LEA. Field 4 in Student Lite, 

School Entry/Exit, Programs Fact, and Special Education Events; Field 6 in Assessment Fact 

and Assessment Response; Field 5 in Special Education Snapshot; and Field 8 in Student 

Grades Templates. 

School Year: The school year that encompasses the data being collected/reported. The 

school year is reported as June 30 of the academic school year (e.g., 2011-06-30 for academic 



school year 2010–11). Field 3 in Student Lite, School Entry/Exit, Programs Fact, Special 

Education Snapshot, Special Education Events, Student Grades, and Course Templates; Field 

38 in Assessment_Fact Template; and Field 6 in Marking PeriodTemplate. 

School-Age Indicator: Indication of whether a student with a disability is of school age. 

If on October 6, 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). Field 47 in Special Education 


Scoring Model Key: Type of scoring model used to score an assessment. For NYSAA, this 

field is used for the Scoring Institute Code. Field 45 in Assessment Fact Template. 

Section Code Long: Code that represents the particular course section in which the student is 

enrolled. Field 27 in Student Grades Template. 

Snapshot Date: The date on which a “snapshot” of certain special-education data elements 

are captured. This date is either October 6 of the reporting period (2010-10-06) or July 1 (End 

of Year) of the reporting year (2010-07-01). Field 35 in Special Education Snapshot and Field 

50 in Staff Snapshot Templates. 

Staff ID: The local education agency staff member identifier. This must be a unique number 

within the district (or, for New York City staff, unique within New York City) and must also map 

to a State staff identifier. Field 2 in Staff Snapshot Template and Field 7 in Student Grades 

Template. 

State Course Code: Code from the list of State course codes that identifies the course in 

which a student is enrolled. Field 29 in Course Template. 

Student Grades Comment: Indicates whether or not the calculation of the final grade for the 

course includes the Regents examination score. Field 20 in Student Grades Template. 

Student’s Address City: The city of the student’s principal residence. Field 31 in Student Lite 

Template. 

Student’s Address Line 1: The first line (number, street, and apartment number) of the 

address of the student’s principal residence. Field 29 in Student Lite Template. 

Student’s Address Line 2: The second line of the address of the student’s principal 

residence. Field 30 in Student Lite Template. 

Student’s Address State Code: The two-character United States Postal Service (USPS) 

code for the state of the student’s principal residence. Field 32 in Student Lite Template. 

Student’s Address Zip Code: The official Unites States Postal Service (USPS) zip code of 

the student’s 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. Field 33 

in Student Lite Template. 



Student’s First Name: The 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 student’s first name. Field 6 in Student Lite Template. 

Student’s Guardian One Name: The 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. Field 

35 in Student Lite Template. 

Student’s Guardian Two Name: The full name of a second parent, primary guardian, or legal 

guardian who enrolled the student. Field 36 in Student Lite Template. 

Student’s Last Name: The 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 student’s last 

name. Field 5 in Student Lite Template. 

Student’s Middle Initial: The 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 student’s middle initial. Field 7 in 


Student’s Place of Birth: The 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. Field 37 in Student Lite Template. 

Survey Completion Indicator: Indication of whether the NYSAA survey was completed for 

the student. This data element is collected only on assessment fact records for NYSAA 

assessments. Field 46 in Assessment Fact Template. 

Test Group: Short description of the test type being reported for the student (e.g., ALTREG, 

CTE, NYS, NYSAA, Regents, etc.) Field 2 in Assessment Fact and Assessment Response 

Templates. See Appendix 11: Assessment Measure Standard Descriptions and Codes. 

Version: June 30 of the school year of test administration (e.g. 2011-06-30). Field 3 in 

Assessment Fact and Assessment Response Templates. 

Years Enrolled in a Bilingual or English as a Second Language (ESL) Program: The 

cumulative number of years in which a LEP-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. For more information, see the section on LEP students in Chapter 9: 

Reporting Program Service Records. 

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 

LEP students who are not required to take grades 3–8 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: 

Eligible to take the NYSESLAT for grades 3–8 ELA Accountability — Code 0242. 


Years in United States Schools: The 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. Field 39 in Student Lite Template. 

Beginning Date of Latest 

Period of Continuous Enrollment 

in a United States School, K–12 

(Not including Puerto Rico) 

Years of Enrollment 

July 1, 2010 – June 30, 2011 1 

July 1, 2009 – June 30, 2010 2 

July 1, 2008 – June 30, 2009 3 

July 1, 2007 – June 30, 2008 4 

July 1, 2006 – June 30, 2007 5 

July 1, 2005 – June 30, 2006 6 

July 1, 2004 – June 30, 2005 7 

July 1, 2003 – June 30, 2004 8 

July 1, 2002 – June 30, 2003 9 

July 1, 2001 – June 30, 2002 10 

July 1, 2000 – June 30, 2001 11 

July 1, 1999 – June 30, 2000 12 

July 1, 1998 – June 30, 1999 13 


Chapter 8: Reporting Enrollment Records 


Before a student’s records are submitted to the Student Information Repository System 

(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. 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 specialeducation 

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 student’s 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 1 st . Enrollment exit records are reported only if the student's enrollment or 

grade level changes during the academic year. 

Enrollment in Building or Grade 

Reason for Beginning Enrollment Code 0011 is used by public, nonpublic, and charter 

schools; school districts; 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 GED students 

who end their 0011 enrollment and transfer to an approved AHSEP or HSEP program. All 

resident students enrolled in an approved AHSEP or HSEP program must be reported by the 

district of residence. 

Court-placed Students 

Students placed by court order outside the district 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 

must be reported with a Reason for Ending Enrollment Code 323 — Transferred outside 

district by court order. Students placed by court order 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 

that are within the district of the student’s residence must be reported with a Reason for 

Ending Enrollment Code 153 — Transferred to another school in this district or to an out-ofdistrict 

placement. 

Students placed by court order in non-incarcerated court placements (e.g., foster care homes; 

group homes; placement in residential facilities with affiliated schools that provide educational 

services in accordance with Article 81 of the Education Law) must be reported with a Reason 

for Ending Enrollment Code 323 — Transferred outside district by court order. 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. 

Students who are reported as entering grade 9 in the 2006–07 school year or later and who 

are placed by court order outside the district in prisons or juvenile facilities that do not have a 

school (as defined under State law) or an educational program that culminates in the award of 

a regular high school diploma 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. Students reported with this code are considered dropouts for 

annual reporting purposes and are excluded from the 2007 accountability and 2006 graduation 

rate cohorts. 

General-education students and students with disabilities in county or New York City jails who 

are in regular instruction programs leading to 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 or HSEP programs must be reported with a Reason for Beginning 

Enrollment Code 5654 — Enrollment in a AHSEP or HSEP 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 Commissioner’s Regulations. For further 

information, contact the Office of Student Support Services at (518) 486-6090. 



A field memo from the Office of Student Support Services will provide additional guidance on 

the interpretation and implementation of these rules for reporting court-placed students. 

Dropouts/Noncompleters 

Resident students who drop out while they are still of compulsory school age must be 

kept on the school’s 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 or 425 — Left school: no documentation of transfer followed by a Reason for 

Beginning Enrollment Code 8294 — School-age children on the roster for census purposes. 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 reported 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 a Reason for Ending Enrollment Code 340 — Left school: first-time dropout, 391 — 

Long-term absence, 408 — Permanent expulsion, 425 — Left school: no documentation of 

transfer, 289 — Transferred to AHSEPP or HSEPP, 306 — Transferred to other high school 

equivalency (GED) preparation program, 136 — Reached maximum legal age, or 357 — Left 

school: previously counted as a dropout are counted as dropouts. [Note: 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 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 diplomagranting 

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. 

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 excluded from the 2007 accountability and 2006 graduation rate cohorts. 

For students who were enrolled at the end of the 2009–10 academic year but dropped 

out before the beginning of the 2010–11 school year, report the enrollment records with a 



beginning date of July 1, 2010 and ending date when it was determined the student was not 

returning to school (must be after July 1, 2010). 

Students who are expected to enroll in a school at the beginning of a school year must 

have an enrollment beginning record for that school with a beginning date of July 1 unless the 

school has been notified that the student has transferred to another school. The enrollment 

record is required even if the student does not attend on any day. If after the beginning of the 

school year these students are documented to have enrolled in another school, report an 

ending enrollment record with an ending date before the first day of school and the appropriate 

Reason for Ending Enrollment Code. If the student does not attend and no documentation of 

transfer is received, an ending enrollment record must be submitted, reporting the student as 

having 20 unexcused absences (Code 391) or as having left school with no documentation of 

transfer (Code 425). 

These students should be reported using the actual start date of enrollment (taken from 

the student management system). The enrollment ending date may be the last date of 

attendance; the date the school was notified that the student had dropped out or transferred to 

a GED program; in the case of a long-term absence, the date of the 20th consecutive 

unexcused absence; or, for students who do not return to school in the fall, the date it was 

determined the student was not returning to school. 

Example 1: Student A finished grade 8 at District Middle School and was expected to 

enroll at District High School in the fall. Student A 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 A will be counted as a dropout from District High School. 

Example 2: Student B finished grade 10 at District High School in June 2010 but did not 

return to school in the fall. District High School must submit a 2010–11 enrollment record with 

the appropriate Ending Date and Reason for Ending Enrollment Code. The Reason for Ending 

Enrollment must reflect the district’s documentation as to her reason for leaving. Unless 

Student B can be documented to have transferred to another school or to an approved high 

school equivalency preparation program, died, or left the country, Student B will be counted as 

having dropped out. If the district reports Student B as having left without documentation, it 

may change the reason for leaving if, within the school year after the student left without 

documentation, it obtains documentation that Student B is enrolled in another school or an 

approved high school equivalency preparation program, died, or left the country. 

GED Students 

Districts must report all resident students enrolled in an approved AHSEP or HSEP 

program. Students who transfer from a district school to an approved AHSEP or HSEP 

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 or HSEP program and a 

Reason for Beginning Enrollment Code 5654 — Enrollment in a AHSEP or HSEP program with 

the BEDS code of the approved AHSEP or HSEP program for the BEDS code of location. 

Students who are placed by court order in a jail and participate in an approved AHSEP 

or HSEP program must be reported with a Reason for Ending Enrollment Code 323 — 

Transferred outside district by court order. Students who are placed by court order in a jail and 

do not participate in an approved AHSEP or HSEP program or a program of study that would 



lead to a high school diploma must be reported with a Reason for Ending Enrollment Code 

8338 — Incarcerated student, no participation in a program culminating in a regular diploma. 

Students who end enrollment in a district school to attend a community-based program 

that is not an approved AHSEP or HSEP program must be reported with a Reason for Ending 

Enrollment Code 306 — Transferred to other high school equivalency (GED) preparation 

program. 

Recipients of IEPs 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. Such 

returning students should be given a new enrollment record and all other required data. 

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 5905 — Committee on Special Education (CSE) 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 to end enrollment the day after the 

student completes this assessment or, if the student takes multiple assessments in the school 

year, the day after the student completes the last assessment for the year. If the student takes 

multiple assessments in a school year, the district of residence must repeat this process to 

report each assessment 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) are 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, 

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. The district of residence is responsible for 

testing and reporting these students. The building of location code for these students is the first 

eight digits of the district code followed by 0777. The building of location code for students who 



remain enrolled in a school but are provided temporary instruction in the home is the BEDS 

code of the school in which the student is officially enrolled. 

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 or 

universal pre-K program. Both groups use the Grade Ordinal “PREK” to report under the data 

element “Grade Level”. Note that a student should only be reported as Pre-K if he/she is in a 

Pre-K program operated by the school district or in a Universal Pre-K program under contract 

with the district. 

Universal Pre-K programs are Pre-K programs funded pursuant to Section 3602-e of 

Education Law. These programs are operated by the school district or by other eligible 

agencies under a contractual agreement with the school district. Students in Universal Pre-K 

programs operated by entities other than the school district or a BOCES must be reported 

using the first eight digits of the district’s BEDS code followed by 0666 as the building of 

location code. 

If preschool students with disabilities are enrolled in Pre–K or Universal Pre–K 

programs, use grade level “PREK” and the building of location code of the Pre–K or Universal 

Pre–K program. In the Primary Service Provider column of the Special Education Snapshot 

template, provide the BEDS code of the special-education service provider or the coordinating 

service provider. In the disability Programs Fact record, provide the disability code 5786 

(preschool student with a disability). 

Preschool Students with Disabilities 

School districts that are required to submit data to the State on the timely evaluation of 

preschool-age students for special education eligibility determination (SPP Indicator 11) or the 

timely transition of children from Early Intervention to preschool-age special education (SPP 

Indicator 12) are required to submit enrollment records for preschool children as follows: 

• For Indicator 11, the beginning date of the enrollment record must be in the school year 

in which the parent provides consent to evaluate the child; 

• For Indicator 12, the beginning date of the enrollment record must be in the school year 

in which the referral to evaluate the child is received. 

See the schedule of the school years for which school districts are required to report 

data on these indicators at http://www.p12.nysed.gov/sedcar/sppschedule.html. An enrollment 

record with Reason for Beginning Enrollment Code 4034 is submitted to indicate that the 

parents have provided consent to evaluate (Indicator 11) or the child has been referred to the 

CPSE for determination of special education eligibility (Indicator 12). A Reason for Ending 

Enrollment Code 140 is submitted when the determination of eligibility decision has been made 



or is stopped for any reason. A subsequent second 4034 enrollment record may be submitted 

for preschool children if they are referred to the CPSE again for an initial evaluation to 

determine eligibility for special education. A new enrollment record with Reason for Beginning 

Enrollment Code 0011 must be submitted for preschool-age children who are found to be 

eligible for special-education services when they enroll in school to receive special-education 

services. The beginning day of this enrollment must be after the ending date of the Reason for 

Ending Enrollment Code 140 record. 

If a preschool student with a disability is declassified by the CPSE, or if a preschool 

student with a disability is determined not to be eligible for special education as a school-age 

student with a disability, or if the parents of a preschool student with a disability revoke consent 

for special-education services, the program fact record (i.e., Type of Disability) must be ended 

with an ending date and Reason for Ending Program Service Code 901. 

If preschool students with disabilities move out of the school district, submit an ending 

enrollment record with the Reason for Ending Enrollment Code 170, 221, or 425. 

Use Reason for Ending Enrollment Code 153 for a preschool child with a disability who, 

upon reaching school age, is placed by the CSE in a different building for a school-age specialeducation 

program. Use Reason for Ending Enrollment Code 782 for a preschool child with a 

disability who, upon reaching school age, is placed by the CSE in the same building for a 

school-age special-education program. In both cases, also submit a program fact record (i.e., 

Type of Disability) with an ending date and Reason for Ending Program Service Code 912 to 

end the “preschool student with a disability” record, and submit a new programs fact record 

with the school-age disability 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. 


The enrollment record of each student with a disability who is placed out of district by 

the CSE or CPSE must have an active BEDS code for the district of residence (i.e., under the 

data element District of Responsibility BEDS Code) and for the school where the child is 

receiving full-time educational services (i.e., under the data element Building of Enrollment 

BEDS Code). Guidance on acceptable BEDS codes is available at 

http://www.p12.nysed.gov/irs/sirs under Location Code Information and at 

http://www.p12.nysed.gov/sedcar/. If you cannot find a BEDS code for the location where the 

student has been placed, contact SEDCAR by phone at (518) 486-4678 or by e-mail at 

dataquest@mail.nysed.gov for assistance. 



If the CSE determines after the beginning of the 2010–11 academic year that a student 

with a disability who was previously reported as graded should now be reported as ungraded 

(or vice versa), that student's enrollment record in the SIRS should be ended using the Reason 

for Ending Enrollment Code 782 — Entry into a different grade in the same building. 

Students with disabilities determined by the CSE to be ungraded for State assessment 

purposes must be reported as ungraded on the student's enrollment record in the SIRS. All 

students taking the NYSAA must be coded as ungraded. Ungraded students must be coded 

as ungraded elementary or ungraded secondary. The determination between ungraded 

elementary or ungraded secondary should be based primarily on either the grade levels 

offered in the school the student attends or the student's age. 

Students who are placed by the school district in a public school outside their district of 

residence and students who are placed by the school district in a BOCES program in or 

outside of their district of residence must be reported using the district of residence BEDS code 

as the District of Responsibility BEDS Code. These students 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). Students who are placed in a BOCES program in 

or outside of their district of residence, regardless of where the BOCES program is located, 

must be reported using the generic BOCES BEDS code (not specific BOCES building code or 

school building code in which the program is operating) in the location field (i.e., under the data 

element Building of Enrollment BEDS Code). 

Public school districts that have CSE or CPSE responsibility must use Reason for 

Beginning Enrollment Codes 5905 and 4034 and Reason for Ending Enrollment Codes 140 

and 8305 exclusively for students with disabilities or students who are referred to the CSE or 

CPSE for determination of eligibility for special-education services in the following situations: 

• Reason for Beginning Enrollment Code 5905 — This code is used for 1) students who 

are enrolled 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; 2) homeschooled 

students; 3) students who are enrolled by court order in out-of-State private 

schools; and 4) 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. The public school district in which the student resided 

at the time of the court order (for out-of-State placements) maintains its status as the 

district with CSE responsibility. This enrollment code is reserved for use by public 

school districts to report students for whom they have CSE responsibility but for whom 

they do not provide general instruction and for whom they do not have accountability 

under the State accountability system. 

• Reason for Beginning Enrollment Code 4034 — This code is used only for children who 

have no regular enrollment record. This code is used to enroll a child who is referred to 

the CPSE or CSE for an initial evaluation to determine eligibility for special-education 

services. This code is required only from school districts that must report on the timely 

evaluation of preschool-age children and 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 http://www.p12.nysed.gov/sedcar/sppschedule.html. 



• Reason for Ending Enrollment Code 140 — This code is used to end the enrollment of 

preschool-age children when a determination of eligibility for special-education services 

is completed or if the eligibility determination process is stopped for any reason, such as 

if the child leaves the school district before a determination is made. 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. 

• Reason for Ending Enrollment Code 8305 — This code is used to end the enrollment of 

students with a Reason for Beginning Enrollment Code 5905 — CSE responsibility only. 

Preschool and school-age students with disabilities must be reported using the following 

BEDS codes as Location Codes (or Building Enrollment Codes). For more information, see 

Chapter 5: Reporting Rules. 

• 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 Pre-K or UPK program operated under a contract with the school 

district 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). 

Summer School Enrollment 

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 student’s 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 and a second 

enrollment record 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 student’s 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. See Appendix 9: Program Service Codes 

for more information about summer school participants. 

Suspended Students 

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. 

Transferred to Another School in This District or an Out-Of-District Placement 

Reason for Ending Enrollment Code 153 — Transferred to another school in this district 

or an out-of-district placement 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 district CSE. 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 

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. The 

codes are transferred in under the NCLB “School in Improvement Status” transfer option 

(5544), transferred in under the NCLB “Persistently Dangerous School” transfer option (7000), 

and transferred in under the NCLB “Victim of Serious Violent Incident” transfer option (7011). 

(See Appendix 7 for Reason for Beginning Enrollment Codes.) 

Districts must use Reason for Ending Enrollment Code 153 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 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 for students who transfer to a school in another New York City Community 

School District. (See Appendix 8 for Reason for Ending Enrollment Codes.) 



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. This code may not be used for grades 3–8 New York State Testing 

Program assessments. 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. See below for 

directions for reporting these students. 


Chapter 9: Reporting Program Service Records 

Eligibility Determination 


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. Program service codes are listed in Appendix 9: 

Program Service Codes. 

Career and Technical Education Programs (Required, if applicable to the student) 

All students who participated in career and technical education must have a CTE 

program service record. All students in any CTE program beginning with the first course or unit 

of study who are also in a high school diploma-granting program or an approved GED program 

(i.e., AHSEPP or HSEPP) must have a CTE program service record: 

• whether or not the courses comprising the CTE program are federally funded, 

• whether or not the courses comprising the CTE program have been approved to allow 

the issuance of a Technical Endorsement, 

• whether the courses comprising the CTE program are for a General or Title II program. 

CTE students are those enrolled in any course that can be a part of a CTE cluster (i.e., 

agriculture, business and marketing, family and consumer sciences, health occupations, 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 GED program (AHSEPP or HSEPP) and a CTE program, or 

• a CTE program in a nonpublic school that participates in data reporting via the SIRS. 

The school district accountable for the student is responsible for this reporting even if 

the district’s students receive their CTE at another program service provider (e.g., BOCES). 

The agency that operates the CTE program is the service provider. A school district 

offering CTE for its own students would be both the district responsible for reporting these 

program service records and the program service provider. A school district that sends its 



students to a BOCES for CTE would be the district responsible for reporting these program 

service records but the BOCES would be identified as the program service provider. Thus, the 

responsibilities for all school districts include reporting CTE students served in their own high 

schools as well as those sent to BOCES or other out-of-district providers. 

The CTE data fields 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. 

Students who transfer from one CTE program to another during the school year or 

enroll in more than one CTE program during the school year must be reported with a separate 

record for each program. For example, two service records would be required for a student 

enrolled in business education in his or her high school and in computer information 

technology at a BOCES. 

All students taking CTE have a CTE program service record created in the school 

year they first start CTE. As with all program service records, this is tied to the student’s 

enrollment record each year. A student cannot have program service records without an active 

enrollment record. The end date of any program service cannot be after the end date of the 

student’s enrollment record. If the student is taking CTE over multiple years and has not 

completed or left the CTE program by the end of the first year, the student’s first year CTE 

program service record is left without a Reason for Ending Enrollment code. As in every year, 

and at the start of the following school year, each student has a new enrollment record created 

and that record has all the student’s program service records for that year attached to it. If a 

student continues a CTE program that did not have a Reason for Ending Enrollment code at 

the end of the preceding year, a new CTE program service record is created for year 2 to 

reflect the student’s continuation in that CTE program. If a student that began and did not 

complete or leave a CTE program in year 1 opts not to take CTE in year 2, no new CTE 

program service record is created in year 2. If such a student then re-starts a CTE program in 

year 3—in effect “skipping” year 2—a new program service record must be created at the start 

of year 3. This “skipping” will impact the Level of Intensity that needs to be recorded in year 3. 

The entirety of the student’s CTE program should be considered when creating the new CTE 

program service record in year 3, using both year 1 and year 3 to determine intensity. 

The CTE program service record is created when the student first starts a CTE 

program. The CTE program service record should be ended at the point in time at which the 

school district becomes aware of this change in the student’s status. If that awareness occurs 

before the school year ends, the program service record should be ended then. If that 

awareness occurs after the school year ends and that school year's records are locked, a new 

program service record should be created at the start of the following year and then closed on 

the succeeding day to record the ending of that student's CTE program service. If the student 

then restarts the CTE program service—either later in the second year or in a later year—a 

new program service record would be needed. When the student restarts his/her CTE 

program, the "Program Intensity" level would be determined by examining the student’s 

entire CTE program. For example, if a student starts a CTE program in 2009–10 and is 

expected to continue it in 2010–11: 



• At the completion of the 2009–10 school year, the school district believed the student is 

planning to continue this program in the next school year, so the school district does not 

enter an exit date or exit reason in the 2009–10 program record. 

• July 31st has passed and all program data for the 2009–10 school year is locked. 

• In September 2010 the school district becomes aware that this student will need to 

"skip" the 2010–11 school year or the 1st semester of 2010–11 in his multi-year CTE 

program. 

• The school district should then, in the 2010–11 year, enter a program record for this 

student with an entry date at the start of the year and an exit date one day later, with a 

Reason for Ending Program Service code of 663. No historical record change is 

needed. 

• When the student resumes the CTE program—either later in 2010–11 or in 2011–12—a 

new program service record needs to be created. The "Program Intensity" level 

associated with this restarted CTE program should be based on this student’s overall 

participation from both years. 

When creating a CTE program service record, use Appendix 10 to determine the 

appropriate code. 

Free-and-Reduced-Price-Lunch Eligibility 

Free Lunch Program – Code 5817: Indicates that the student is an approved applicant 

for the federal Free Lunch Program. This means the student has applied for and has met the 

eligibility requirements for this program service. This Program Service Code should also be 

used for students who have met the eligibility requirements for the federal Free Breakfast 

Program and/or the federal Free Milk Program. 

Reduced-Price Lunch Program – Code 5806: Indicates that the student is an approved 

applicant for the federal Reduced-Price Lunch Program. This means the student has applied 

for and has met the eligibility requirements for this Program Service. This Program Service 

Code also applies to students who have met the eligibility requirements for the federal 

Reduced-Price Breakfast Program. 

Limited English Proficient (LEP) Students 

All LEP students must have the Program Service Code 0231 — LEP Eligible, a LEP 

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 a LEP-eligible record at 

any time during the school year will be included in the LEP group for accountability 

purposes. All LEP-eligible students must be provided LEP services. 

The LEP 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 LEP 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 LEP 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 LEP 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 2008–09 and four months in 

2009–10, those months should be counted as the first year of instruction. The 2010–11 school 

year would be year 2 of instruction. Only LEP eligible students should have this data element 

completed. 

NYSESLAT-eligible: All LEP-eligible students (including those from Puerto Rico) who 

on April 1, 2011, will have been attending school in the United States for less than one year 

must also have a Program Service code of 0242 (Eligible to take the NYSESLAT for grades 3- 

8 ELA Accountability). This code identifies the student as eligible to take the NYSESLAT in lieu 

of the NYSTP in grades 3–8 ELA for participation purposes only when determining 

accountability status. For more information on eligibility to take the NYSESLAT in lieu of the 

ELA assessment see the section in this manual on “Testing Limited English Proficient 

Students.” 

Each LEP student who participates in a program supported by Title III of NCLB must 

also have a Program Service Code associated with NCLB Title III. These are 5720 (Title III: 

Services to Non-Immigrant LEP Students), or 5731 (Title III: Language Instruction Immigrant 

LEP Students), or 5742 (Title III: Part B, subpart 4: Emergency Immigration Education 

Program). 

NCLB Transfer Options 

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. 


All students classified as disabled in the current school year must have a disability type 

record, identifying the student’s 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. 



For a preschool child with a disability who will enter kindergarten as a school-age 

student with a disability, submit a program fact record (i.e., Type of Disability) with an ending 

date and Reason for Ending Program Service Code 912 to end the “preschool student with a 

disability” record, and submit a new programs fact record with the school-age disability code. 

For a preschool child with a disability who will enter kindergarten as a school-age student 

without a disability, submit a Reason for Ending Program Service Code 901 (declassification). 

This code is also used to end the disability classification for school-age students. Also, if 

parents revoke consent (in writing) for special-education services, submit a Reason for Ending 

Program Service Code 901 (declassification). 

Summer School Participation (Required, if applicable to the student) 

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.) 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 

6.) 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. 

Supplemental Educational Services under NCLB 

Each student who received supplemental education services under this provision of 

NCLB in the current school year must have a Program Service Code 5533 — Supplemental 

Services for Schools in Improvement Status Under Title I for the current school year in his or 

her repository record. 


Chapter 10: Reporting Students in Special Groups 


All students require a minimum of the data listed under the “All Students” group. If a 

student belongs to one of the other groups (e.g., LEP, Migrant, Homeless, etc.), the additional 

data listed under the group heading must also be reported for the student. 

All Students 

All students require a minimum of the following data: 

Data Elements from Student_Lite (Student Demographics) Template 

• District of Responsibility Code 

• Building of Enrollment Code 

• School Year 

• School District Student ID 

• Student’s Last Name 

• Student’s First Name 

• Grade Level 

• Date of Birth 

• Gender Description 

• Race 1 Code 

• Hispanic/Latino Ethnicity Indicator 

• Home Language Description 

• Student Status (Recommended, but not required) 

• Homeless Indicator 

• Migrant Indicator 

• Immigrant Indicator 

• Neglected or Delinquent Indicator 

• Required Enrollment Record Elements 

Data Elements from School_Entry/Exit Template 


• Building of Enrollment Code 



• Activity Date 

• Enrollment Entry Date and Enrollment Exit Date 

• Reason for Beginning Enrollment Code and Reason for Ending Enrollment Code 

• Grade Level 

Backmapping Students (Third Graders from Feeder Schools) 

In addition to the data required for reporting all students, the following data must be 

reported for students who are in grade 3 (or are ungraded equivalent to grade 3) in 2010–11 

and who attended a feeder school during 2008–09 or 2009–10: 




• Backmapping BEDS Code 

Career and Technical Education Students 


reported for students who participate in career and technical education: 

Data Elements from Programs_Fact Template 




• Program Service Code (See Appendix 10: Career and Technical Education 

Program Codes) 

• Program Service Entry Date 

• Program Service Exit Date (if applicable) 

• Program Service Provider BEDS Code 

• CTE/Tech Prep Program Intensity 

• CTE/Tech Prep Program Type 

• Reason for Ending Program Service Code (if applicable) 

Programs Fact Records required only if applicable 

• Single Parent/Pregnant Status — 8261 

Data Elements from Assessment_Fact Template required only if applicable 

• Assessment Measure Standard Description (CTE/Tech Prep Technical Skills 

Assessment — Code 00199) 

• Assessment Score 

Note: A CTE/Tech Prep Program Endorsement Indicator is also required on Template 380 — 

Programs Code, which is a Dimension Table, populated by Level 1 operators. This term refers 

to whether or not the specific program has been approved to allow the issuance of a technical 

endorsement on the student’s 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 student’s high school diploma when that student successfully 

completes all the requirements of such a program (For more information about the approval 

process, see www.p12.nysed.gov/cte/ctepolicy/.) A list of programs that hold current NYSED 

approval to issue technical endorsements can be found at: 

http://www.p12.nysed.gov/cte/ctepolicy/approved.html. As noted above, these data are entered 

in SIRS by the Level 1 operators and not by the reporting local educational agency. 

Graduates 


reported for students who graduated in the 2010–11 reporting year: 


• Postgraduate Plan Description 

• Credential Type Description 

• First Date of Entry into Grade 9 



Required Enrollment Exit Records 

• Graduated (earned a Regents or local diploma) — 799 

Homeless Students 


reported for homeless students: 


• Homeless Primary Nighttime Residence 

Required Programs Fact Records (receiving these services) 

• Title X – Part C: Homeless Education/McKinney-Vento — 5566 


• Homeless Unaccompanied Youth Status — 8272 

Immigrant Students 


reported for immigrant students: 


• Home Language Description 

• Student’s Place of Birth 

• Date of Entry into United States 

• Years in United States Schools 

• Country of Origin 

Programs Fact Records required only if applicable (receiving these services) 

• Title III: Language Instruction Immigrant LEP Students — 5731 

• Title III – Part B, subpart 4: Emergency Immigration Education Program — 5742 

Limited English Proficient (LEP) Students 


reported for LEP students: 


• Years Enrolled in a Bilingual or ESL Program 

Required Types of Programs Fact Records 

• Limited English Proficient Eligibility record — 0231 

• a Limited English Proficient Programs record (see Appendix 9: Program Service 

Codes) 




• Eligible to take the NYSESLAT for grades 3–8 ELA Accountability — 0242 

• Title III: Language Instruction Immigrant LEP Students — 5731 

Programs Fact Record elements required only if applicable 

• Reason for Ending Program Service Code 849 — Student Achieved English 

Proficiency 

Migrant Students 


reported for migrant students: 


• Title I – Part C: Education of Migratory Children — 0330 

Neglected/Delinquent Students 


reported for neglected/delinquent students: 


• Title I – Part D: Prevention & Intervention Programs for Children and Youth who 

are Neglected or Delinquent — 0187 

NYSAA-Eligible Students 


reported for students eligible to take the New York State Alternate Assessment (NYSAA): 

Data Elements from School_Entry/Exit Template 

• Grade Level — “K–6” (for ungraded elementary) or “7–12” (for ungraded 

secondary) 

Data Elements from Assessment_Fact Template 

• Survey Completion Indicator 

• Assessment Status (Collegial Review) 

Required Programs Fact Records 

• Eligible for Alternate Assessment — 0220 

• a Type of Disability record (see Appendix 9: Program Service Codes) 

Section 504 Plan Students 


reported for students with a Section 504 Plan: 




• Section 504 Plan — 0264 

• a Safety Net record (see Appendix 9: Program Service Codes) 



reported for students with disabilities: 

Data Elements from Special_Ed_Snap (Special Education Snapshot) Template 


• Location Code 



• Snapshot Date 

• Least Restrictive Environment Code 

• School-Age Indicator 

Data Elements from Special_Ed_Snap (Special Education Snapshot) Template 

required only if applicable 

• Primary Service Code 

• Primary Placement Type 

• Primary Service Provider 

Data Elements from SE_Events (Special Education Events) Template 


• Location Code 



• Event Type Code 

• Event Date 

• Initial Event Type Code 

• Initial Event Date 

• Number of Days 

• Event Outcome Code 

Data Elements from SE_Events (Special Education Events) Template required 

only if applicable 

• Reason Code 


• a Type of Disability record (see Appendix 9: Program Service Codes) 

Aged-Out Students with Disabilities 


reported for students with disabilities who reach maximum age for educational services and 

have not achieved a high school credential in the 2010–11 reporting year: 






Students with Disabilities Who Receive an IEP Diploma 


reported for students with disabilities who received an IEP diploma in the 2010–11 reporting 

year: 



• Credential Type Description 


Required Enrollment Exit Records 

• Earned an IEP diploma — 085 


Chapter 11: Verifying Data in the SIRS 

Data Verification 


Once data have been uploaded to Level 2 of the SIRS, CTB-McGraw Hill, an NYSED 

contractor, produces reports that enable districts, charter schools, and Article 81 schools to 

verify that the data they submitted are accurate. These Verification Reports are available on 

the New York State Testing and Accountability Reporting Tool (nySTART) Web page: 

www.nySTART.gov. Districts, charter schools, and Article 81 schools with authorized user 

access must log in, using a User ID and password, to view these reports. 

In addition, you can review SIRS data in reports through the Level 2 reporting 

environment, using the web links provided by your regional Level 1 data center. 


Verification Reports are provided so that school/district staff can review and verify that 

the data in Level 2 are accurate before accountability decisions are made and data are 

released to the public. Staff is responsible for checking the data in these reports against the 

data in their local student management systems (SMS) to ensure that all students who are the 

reporting responsibility of the school/district are reported accurately by the reporting deadlines. 

Superintendents of public school districts and principals of charter schools are responsible for 

certifying the accuracy of the data in the Verification Reports. 

Incorrect data in Level 2 cannot be corrected after the reporting and certification 

deadline. Incorrect data can negatively impact accountability status determinations for 

schools/districts; incorrectly identify or fail to identify students regarding the need for 

academic intervention services; and, when released to the public (including the press 

and the Board of Education), cause significant concern to districts and schools. As 

such, it is imperative that Verification Reports are reviewed carefully and data in the 

repository as of the reporting deadline are accurate. 

Verification Reports consist of three parts: 1) a District Summary Report (Report A), 

which provides aggregated data for the district, out-of-district placement students, homebound 

students, and each school in the district; 2) a School Summary Report (Report B), which 

provides the same information for the school as in Report A but aggregated by subgroup 

(disability status, ethnicity, gender, English proficiency, economic status, migrant status, etc.); 

and 3) a Student Detail Report (Report C), which provides data for each student in the district, 

school, or subgroup selected, such as name, State and local ID, birth date, grade, 

demographic information, and other information specific to the verification report type. 

The following Verification Reports will be available in 2010–11: 

1. Enrollment and Demographic Verification Reports 

2. New York State Testing Program (NYSTP) Verification Reports 

• ELA Grades 3–8 

• Math Grades 3–8 

• Science Grades 4 and 8 

3. New York State Alternate Assessment (NYSAA) Verification Reports 



• NYSAA ELA 

• NYSAA Math 

• NYSAA Science 

• NYSAA Social Studies 

4. High School Annual Assessment Verification Reports 

• Regents Examinations 

• Regents Competency Tests 

5. Other Annual High School Verification Reports 

• Credentials Earned 

• Noncompleters 

• Post-Secondary Plans of Graduates 

6. Total Cohort Verification Reports 

• 2007 Total Cohort 



7. Elementary/Middle-Level Accountability Verification Reports (3–8 AVRs) 

• ELA Grades 3–8 

• Math Grades 3–8 

• Science Grades 4 and 8 

8. High School Accountability Verification Reports (HS AVRs) 

NYSED recommends that districts, charter schools, and Article 81 schools download 

the reports and print or save them in the event that the reports need to be referenced in 

the future, as these reports can only be accessed for a limited time using nySTART. 

For each Verification Report, a Report Guide is provided. This guide explains what is 

contained in the report and how to make corrections to the data if they are found to be 

erroneous. If data errors are found in the Verification Reports, districts, charter schools, and 

Article 81 schools must correct the data in their source systems and transfer the corrected data 

to the Level 1 Repository. Generally, data from Level 1 are uploaded to the Level 2 Repository 

once a week. Each time the data are uploaded to Level 2, a revised Verification Report is 

made available on nySTART. 

BEDS Day Enrollment as of October 6, 2010 Verification Report 

The BEDS Day Enrollment as of October 6, 2010 Verification Report lists students 

whose SIRS records show that they were enrolled in a public school in the district or placed by 

a district official in an out-of-district placement. Districts are expected to have repository 

records for all grades, pre-kindergarten to grade 12 and ungraded. Students are included in 

the report if their repository records showed that the district was their district of reporting 

responsibility on October 6, 2010. 

To verify the data, compare the counts of students by school, grade, race/ethnicity, and 

gender in the BEDS Day Enrollment as of October 6, 2010 Verification Report to the 

enrollment counts reported in fall 2010 through BEDS Online (see 

http://www.p12.nysed.gov/irs/beds/). Use the BEDS Online report submission as a point of 

reference, but investigate any discrepancies between those counts and repository counts by 

looking at the list of students in the applicable student-level report. Repository records should 

reflect accurate BEDS Day enrollment. If the BEDS Day Enrollment as of October 6, 2010 

Verification Report reveals errors in the BEDS Online submission, BEDS Online enrollment 



data must be addressed and corrected at the school level. These data are automatically rolled 

up to the proper district totals. There is no way to change the BEDS Online district enrollment 

without addressing the underlying school level data. 

Factors That May Cause BEDS Day Enrollment as of October 6, 2010 Verification Report 

Counts to Be Inaccurate: 

If a student is incorrectly listed as enrolled in the district or is listed in the wrong school 

in the district, check the student’s record to make sure that the dates of enrollment and/or 

discharge are correct and that the student’s grade level is recorded correctly. If a student 

enrolled in the district is not listed in the verification report, check that the enrollment and 

discharge dates on the repository records are correct. Students are not listed in a report 

unless their repository records show them as enrolled on October 6, 2010. 

2010–11 New York State Testing Program (NYSTP) Grades 3–8 English Language Arts 

and Mathematics Tested/Not Tested Verification Reports 

The 2010–11 New York State Testing Program (NYSTP) Grades 3–8 English Language 

Arts and Mathematics Tested/Not Tested Verification Report shows students reported in the 

Student Information Repository System (SIRS) who met one of the following criteria: 

For ELA: 

• graded students in grade 3, 4, 5, 6, 7, or 8 (or ungraded student with a birth date 

between September 1, 1996 and August 31, 2002, inclusive) AND enrolled in your 

district between May 3 and May 11, 2011. 

For mathematics: 

• graded students in grade 3, 4, 5, 6, 7, or 8 (or ungraded student with a birth date 

between September 1, 1996 and August 31, 2002, inclusive) AND enrolled in your 

district between May 11 and 18, 2011. 

This report also indicates whether or not these students were tested on the appropriate 

assessment for their grade/age and, if they were not tested, the reason why. This allows 

districts to verify that all students who met the above criteria were correctly reported in SIRS 

and that the students who were tested on the appropriate assessments have the correct 

relevant assessment record in SIRS. After districts, charter schools, and Article 81 schools 

have an opportunity to verify these data, assessment records will be transferred to 

CTB/McGraw-Hill so that scores and performance levels can be determined. (CTB may 

determine that some of these students have not completed sufficient parts of the assessment 

to receive a valid score.) Scores and levels will then be shown in the verification reports. 

Students are counted as tested in these reports if they have a NYSTP ELA or 

mathematics assessment record in the repository and the record does not show administrative 

error or medically excused in the standard met field. If the student does not have a test record, 

the reason for not testing will be recorded as “not tested.” All demographic data for these 

assessments are based on the status of students during the test administration period, as 

recorded on repository records. 



Students who are allowed to take a New York State Alternate Assessment (NYSAA) or 

the New York State English as a Second Language Achievement Test (NYSESLAT) in lieu of 

the NYSTP assessments will be listed as Not Tested on these reports. As such, these reports 

cannot be used to determine participation rates and performance indices for accountability. 

The Elementary/Middle-Level Accountability Verification Reports can be used to determine 

participation rates and performance indices. 

Factors That May Cause 2010–11 New York State Testing Program (NYSTP) Grades 3–8 

ELA and Mathematics Tested/Not Tested Verification Reports Counts to Be Inaccurate: 

• If a student is included in the wrong subgroup in Report B, check the demographic and 

program service codes that have been reported for the student to ensure that they are 

accurate. 

• If a student is incorrectly listed as enrolled in your district and required to participate in 

testing, check the student’s record to make sure that the dates of enrollment and/or 

discharge are correct and that the student’s grade level—or, if ungraded, birth date— 

are recorded correctly. 

• If a student whom your district tested is not listed in this report, check that the 

enrollment and discharge dates on their repository records are correct. Students are 

not listed in a district report unless their repository records show them as enrolled at 

some time during the official test administration and make-up period. 

• If a student is incorrectly listed as taking the assessment at an inappropriate grade 

level, check that the student’s grade level—or, if ungraded, birth date—is reported 

accurately. 

• If a student whom your district tested does not have a test record, check with your scan 

center to see if they received the student’s scannable answer documents. 

• Do not be concerned if a student who is taking the NYSAA to meet the English 

language arts testing requirement is listed as not tested. Data for these students can be 

verified in the NYSAA and accountability verification reports. 

• Do not be concerned if a student who is taking the NYSESLAT to meet the English 

language arts testing requirement is listed as not tested. To be eligible to take the 

NYSESLAT, the student must be recorded in the repository system as a LEP-eligible 

student who was enrolled in grades 3–8 (or ungraded age equivalent) who on April 1, 

2011 will have been attending school in the United States for the first time for less than 

one year and have a program service code of 0242. Data for these students can be 

verified in the accountability verification reports. 

2010–11 New York State Testing Program (NYSTP) Grades 4 and 8 Science Tests 


The 2010–11 New York State Testing Program (NYSTP) Grades 4 and 8 Science Tests 

Verification Reports shows students reported in the Student Information Repository System 

(SIRS) who met one of the following criteria: 



• graded students in grade 4 (or ungraded student with a birth date between September 

1, 2000 and August 31, 2001, inclusive) AND enrolled in your district between May 31 

and June 8, 2011. 

• graded students in grade 8 (or ungraded student with a birth date between September 

1, 1996 and August 31, 1997, inclusive) AND enrolled in your district between May 31 

and June 8, 2011. 

Factors That May Cause 2010–11 New York State Testing Program (NYSTP) Grades 4 

and 8 Science Tests Verification Reports Counts to Be Inaccurate: 



accurate. 

• If a student is incorrectly listed as enrolled in your district and required to participate in 

testing, check the student’s record to make sure that the dates of enrollment and/or 

discharge are correct and that the student’s grade level—or, if ungraded, birth date— 

are recorded correctly. 

• If a student that your district tested is not listed in this report, check that the enrollment 

and discharge dates on their repository records are correct. Students are not listed in a 

district report unless their repository records show them as enrolled at some time during 

the official test administration and make-up period. 

• If a student is incorrectly listed as taking the assessment at an inappropriate grade 

level, check that the student’s grade level—or, if ungraded, birth date—is reported 

accurately. 

• If a student that your district tested does not have a test record, check with your scan 

center to see if they received the student’s scannable answer documents. 

• Do not be concerned if a student who is taking the NYSAA to meet the science testing 

requirement is listed as not tested. Data for these students can be verified in the 

NYSAA and accountability verification reports. 

• Do not be concerned if a student who is taking a Regents science test to meet the 

science testing requirement is listed as not tested. Data for these students can be 

verified in the accountability verification reports. 

• Do not be concerned if a student who took the NYSTP Grade 8 Science Test as a 7 th 

grader in the previous year to fulfill the science testing requirement and did not take a 

Regents science examination in the current year is listed as not tested. Data for these 

students can be verified in the accountability verification reports. 

2010–11 New York State Alternate Assessment (NYSAA) Verification Report 

The 2010–11 New York State Alternate Assessment Verification Report shows students 

reported in the Student Information Repository System (SIRS) who met the following criteria: 



• Program Service Code 0220 (Eligible for Alternate Assessment), with or without a valid 

New York State Alternate Assessment (NYSAA) record; or 

• a valid assessment record for the October 2010 to February 2011 NYSAA at grades 3, 

4, 5, 6, 7, 8 or the secondary level. 

Students who took a NYSAA in 2010–11 appear in this report according to their date of 

birth, as indicated in the table below. Students who took the NYSAA at the wrong grade level 

based on their date of birth will show as not tested. 

NYSAA Assessments by Birth Date/Age in 2010–11 

Reaches This Age 

NYSAA Assessment by Grade Birth Dates 

Between September 1, 

2009 and August 31, 

2010 

Grade 3: ELA and mathematics 


August 31, 2002 

9 

Grade 4: ELA, mathematics, and 

science 


August 31, 2001 

10 

Grade 5: ELA, and mathematics 


August 31, 2000 

11 



August 31, 1999 

12 



August 31, 1998 

13 

Grade 8: ELA, mathematics, and 

science 


August 31, 1997 

14 

Secondary-Level: ELA, mathematics, 

science, and social studies 


August 31, 1993 

18* 

*Students with a date of birth between September 1, 1993 and August 31, 1994 (reaches age 17) and no 

valid NYSAA assessment will be listed as “Not Tested” in this report. For assessment and accountability 

purposes, these students do not need to take the NYSAA until they are 18 years old. If the student is to 

be assessed at the traditional age of 18, no further action is necessary. 

Factors That May Cause 2010–11 New York State Alternate Assessment Verification 

Report Counts to Be Inaccurate: 

• If a student is incorrectly listed as “Not Tested,” check the student’s record to make sure 

that the dates of enrollment and/or discharge are correct and that the student’s birth 

date is recorded correctly. If a student was discharged during the test administration or 

make-up period, the student will be counted in the school and district report card only if 

the student receives a valid score on the test based on an assessment record reported 

by the district. 


center to see if they received the student’s scannable answer documents or test score. 

• If students whom your district tested are not listed in these reports, check that the 



some time during the official test administration and make-up period. 



• Students who were reported with a Program Service Code 0220 — Eligible for Alternate 

Assessment and who were enrolled in the district/school at any time during the test 

administration and make-up period but were not administered the NYSAA will be listed 

as “Not Tested” in this report. 

• NYSAA-eligible students must be reported as ungraded. As such, even if the student 

was reported as graded, the student’s date of birth determines which grade-level 

NYSAA the student should have taken in 2010–11. If the student took the NYSAA at the 

wrong grade level according to the date of birth, the student will be listed as “Not 

Tested” in this report. If the student was reported as graded, correct the record by 

making the student ungraded. 

• If the student’s record includes a NYSAA Assessment Measure Code for one but not all 

content areas (English language arts, mathematics, social studies, or science), the 

student will appear in this report as “Tested” for the content areas for which there is a 

NYSAA Assessment Measure Code and “Not Tested” for the content areas for which 

there is no NYSAA Assessment Measure Code. If the student listed as “Not Tested” on 

this report took another assessment to fulfill the testing requirement in that content area, 

the student will appear in the verification report for the assessment taken. 

• NYSAA-eligible students must be reported using the Program Service Code 0220 

(Eligible for Alternate Assessment). If a student was reported without this code and no 

NYSAA Assessment Measure Code was reported, the student will not appear in this 

report. If a student was reported without this code but a NYSAA Assessment Measure 

Code was reported, the student will appear as “Tested” for the content areas for which 

there is a NYSAA Assessment Measure Code and “Not Tested” for the content areas 

for which there is no NYSAA Assessment Measure Code. If the student should have 

been reported using the Program Service Code 0220 (Eligible for Alternate 

Assessment), correct the record by giving the student this code. 

• NYSAA-eligible students must be reported as students with disabilities. If a student was 

reported as a general-education student, correct the record by coding the student as a 

student with disabilities. 


center to see if they received the student’s scannable answer documents or test score. 

2010–11 High School Annual Assessment Verification Reports 

The 2010–11 High School Annual Assessment Reports allow staff to verify the accuracy 

of student test records as they appear in the Repository for Regents exams, and Regents 

Competency Tests (RCT) taken in August 2010, January 2011, May 2011, or June 2011. The 

data in these reports include the number of students at each performance level for Regents 

exams and SLP tests, and the number of students that passed or failed RCTs. The student 

detail report for each of these assessments provides the students’ numeric score, alpha score 

(in the case of RCTs), and performance level. 

Factors That May Cause 2010–11 High School Annual Assessment Verification Reports 

Counts to Be Inaccurate: 





accurate. 

• If students whom the district tested are not listed in these reports, check that the 



some time during the official test administration periods. 

2010–11 Other Annual High School Verification Reports 

The 2010–11 Other Annual High School Verification Reports show district and school 

counts of students graduating and earning other credentials, the post-secondary plans of 

graduates (high school completers and students with disabilities who reached maximum age 

for educational services without earning a diploma) and the counts of students who dropped 

out of or left school for the reasons listed below during the 2010–11 school year as reported in 

the SIRS. The reports allow staff to verify that all students who are the reporting responsibility 

of the district have been reported in SIRS with the correct enrollment outcomes for the 2010– 

11 school year. 

Three annual verification reports are available: 

• Credential Earned 

• Noncompleters 

• Post-Secondary Plans of Graduates 

Student-level reports show date of first entry in grade 9, enrollment status and 

enrollment status dates, credential earned, and post-secondary plan. 

The Credentials Earned Verification Report includes records for students who were 

reported as earning a Regents, local, or IEP diploma between July 1, 2010 and June 30, 2011. 

The NonCompleters Verification Report includes records for students who dropped out of 

school, transferred to an approved or non-approved GED program, or died between July 1, 

2010 and June 30, 2011. The Post-Secondary Plans of Graduates Verification Report 

includes the post-graduation plan for students reported as earning a Regents or local diploma 

between July 1, 2010 and June 30, 2011. 

Credentials Earned Verification Report 

The Credentials Earned Verification Report includes students with a beginning 

enrollment code = 0011 (enrollment in building or grade), or 5544 (transferred in under the 

NCLB Title I “School in Improvement Status” transfer option), or 7000 (transferred in under the 

NCLB “Persistently Dangerous School” transfer option), or 7011 (transferred in under the 

NCLB “Victim of Serious Violent Incident” transfer option) and who had an ending enrollment 

record dated between July 1, 2010 and June 30, 2011 with a 799 reason for ending enrollment 

code (except for IEP diploma) or 085 reason for ending enrollment code for IEP diplomas, and 

a corresponding credential code listed below. 



Credential 

Code 

Credential Type 

068 Local Diploma 

085 IEP Diploma 

612 Local Diploma with Career and Technical Education Endorsement 

680 Regents Diploma with Advanced Designation 

697 Regents Diploma with Advanced Designation and Technical Education Endorsement 

714 Regents Diploma with Advanced Designation with Honors 

731 Regents Diploma with Advanced Designation with Honors and Technical Education Endorsement 

762 Regents Diploma with Honors (for students in the 2001 and later cohorts) 

779 Regents Diploma (for students in the 2001 and later cohorts) 

796 

Regents Diploma with Technical Education Endorsement (for students in the 2001 and later 

cohorts) 

813 

Regents Diploma with Honors and Technical Education Endorsement (for students in the 2001 

and later cohorts) 

The total number of completers for the 2010–11 school year may be computed by 

summing all columns displayed on this report. The total number of graduates for the 2010–11 

school year may be computed by summing all columns except IEP diploma. 

The student-level reports show the following data for each student who earned a 

credential between July 1, 2010 and June 30, 2011: program group selected, name, state and 

local student ID, grade, birth date, gender, date of first entry in grade 9, race/ethnicity, disability 

status, LEP status, NYSAA and safety net eligibility, enrollment status and enrollment status 

dates, credential earned, and post-secondary plan. 

Post-Secondary Plans of Graduates Verification Reports 

The Post-Secondary Plans of Graduates Verification Report shows the post-graduation 

plan for students who are reported as graduates on the Credentials Earned Verification Report. 

Post-graduation plan descriptions and codes are provided below. 

Post- 

Secondary 

Description 

Plan Code 

1 4-year college in NYS 

2 2-year college in NYS 

3 Other postsecondary school in NYS 

4 4-year college outside NYS 

5 2-year college outside NYS 

6 Other postsecondary school outside NYS 

7 Seek employment 

8 Enlist in the military 

9 Other plan 

10 Adult Services (disabled students only) 

11 Unknown 

Student-level reports show the following data for each student who graduated between 

July 1, 2010 and June 30, 2011: program group selected, name, state and local student ID, 

grade, birth date, gender, date of first entry in grade 9, race/ethnicity, disability status, LEP 



status, NYSAA and safety net eligibility, enrollment status and enrollment status dates, 

credential earned, and post-secondary plan. 

Noncompleters Verification Report 

The Noncompleters Verification Report shows the counts of grade 8–12 and ungraded 

secondary students with a Reason for Beginning Enrollment Code 0011 — Enrollment in 

building or grade, or 5544 — Transferred in under the NCLB Title I “School in Improvement 

Status” transfer option, or 7000 — Transferred in under the NCLB “Persistently Dangerous 

School” transfer option, or 7011 — Transferred in under the NCLB “Victim of Serious Violent 

Incident” transfer option and whose last reason for ending enrollment dated between July 1, 

2010 and June 30, 2011 with one of the Reason for Ending Enrollment Codes below. 

Reason for 

Ending 

Enrollment 

Code 

Description 

306 Transferred to other high school equivalency (GED) preparation program 

289 Transferred to an AHSEP or HSEP program 

136 Reached maximum legal age and has not earned a diploma or certificate 

340 Left school: first-time dropout 

391 Long-term absence (20 consecutive unexcused days) 

408 Permanent expulsion (student must be over compulsory attendance age) 

425 Left school, no documentation of transfer 

357 Left school: previously counted as a dropout 

442 Left the U.S. 

459 Deceased 

8338 

Incarcerated student, no participation in a program culminating in a 

regular diploma 

The annual count of dropouts for the 2010–11 school year may be computed by 

summing the counts of students reported in the following columns: Transferred to other high 

school equivalency (GED) preparation program + Reached maximum legal age and has not 

earned a diploma or certificate + Left school: first-time dropout + Long-term absence (20 

consecutive unexcused days) + Permanent expulsion (student must be over compulsory 

attendance age) + Left school, no documentation of transfer. 

The annual count of noncompleters for the 2010–11 school year may be computed by 

summing the counts of students reported in the following columns: Transferred to other high 

school equivalency (GED) preparation program + Transferred to an AHSEP or HSEP program 

+ Reached maximum legal age and has not earned a diploma or certificate + Left school: firsttime 

dropout + Long-term absence (20 consecutive unexcused days) + Permanent expulsion 

(student must be over compulsory attendance age) + Left school, no documentation of 

transfer. 

Student-level reports show the following data for each student included in the 

Noncompleter Verification Report: program group selected, name, state and local student ID, 

grade, birth date, gender, date of first entry in grade 9, race/ethnicity, disability status, LEP 

status, NYSAA and safety net eligibility, enrollment status and enrollment status dates, 

credential earned, and post-secondary plan. 



Factors That May Cause Other Annual High School Verification Reports Counts to Be 

Inaccurate: 



accurate. 

• Students with a Credential Type Code must also have a Reason for Ending Enrollment 

Code and a Date of Ending Enrollment. If a Credential Type Code but no Reason for 

Ending Enrollment Code is entered for a student (or a Reason for Ending Enrollment 

Code but no Credential Type Code is entered), the student will be counted as still 

enrolled on the verification reports. Enter the missing code and/or date for the student in 

the local student management system and resubmit the file to your RIC or Big 5. 

• If a student you believe graduated does not appear on the Graduate Report, then 

complete information was not reported for the student. 

2010–11 Total Cohort Verification Reports 

The 2010–11 Total Cohort Verification Reports show district and school Regents 

examination performance and outcomes for members of the 2005 total cohort after 4, 5, and 6 

years; the 2006 total cohort after 4 and 5 years; and the 2007 total cohort after 4 years as they 

appear in the SIRS. The reports allow districts to verify that all students who are the reporting 

responsibility of the district have been reported in SIRS with the correct assessment results 

and outcomes and are being included in the appropriate total cohort. 

For each cohort, two types of verification reports are available: 

1. Regents Exam Results, and 

2. Graduation and Other Outcomes 

In the Regents Exam Results reports, the following counts are provided for each cohort: 

the counts of cohort members, the counts not tested, and the counts scoring at each 

performance level on Regents assessments in English, mathematics, science, global history, 

and U.S. history. Results for Regents examinations only are included in this report. Certain 

students may be eligible to meet graduation requirements using other assessments not 

included in this report, such as the Regents Competency Tests or approved alternatives for 

Regents credit. Student-level reports show the date of first entry in grade 9, the cohort year, 

and the assessment dates and scores. 

In the Graduation and Other Outcomes reports, the following counts are provided for the 

2005 total cohort after 6 years, the 2006 total cohort after 5 years, and the 2007 total cohort 

after 4 years: total cohort members, total cohort members with local diplomas, total cohort 

members with Regents diplomas, total cohort members with Regents diplomas with advanced 

designation, total cohort members who dropped out, total cohort members who transferred to 

GED, total cohort members who earned an IEP diploma, and total cohort members who were 

still enrolled. 

The following counts are provided for the 2005 total cohort after 5 years, and the 2005 

and 2006 total cohorts after 4 years: total cohort members, total cohort members who are 



considered graduates (with local diplomas or Regents diplomas), total cohort members who 

earned an IEP diploma, and total cohort members not enrolled. 

For the 2005 total cohort after 5 years, and the 2005 and 2006 total cohorts after 4 

years, the difference between the count of total cohort members and the sum of the count of 

Graduates and Other Outcomes after 4 years may not equal the count of total cohort members 

still enrolled, as the total cohort count also includes dropouts and transfers to GED programs 

which are not shown. The count of students not enrolled is the count of students who 

transferred from one school district to another between years 4 and 6. Each student is 

reported in only one school district’s total cohort. If a student transfers from one school district 

to another, the student is reported in the total cohort of the last district in which the student was 

enrolled. 

Student-level reports show the date of first entry in grade 9, the cohort year, credential 

earned, and record of enrollment in a GED program. 

Reason for Beginning Enrollment Records 

Only students with one of the following Reason for Beginning Enrollment Codes are 

included in the school and district total cohorts: 

• 0011 — Enrollment in building or grade; or 

• 5544 — Transferred in under the NCLB Title I "School in Improvement Status" 

transfer option; or 

• 7000 — Transferred in under the NCLB "Persistently Dangerous School" transfer 

option; or 

• 7011 — Transferred in under the NCLB "Victim of Serious Violent Incident" transfer 

option. 

Reason for Ending Enrollment Records 

Students with one of the following Reason for Ending Enrollment Codes are removed 

from the school and district total cohorts: 

• 170 — Transferred to another NYS public school outside this district with 

documentation; or 

• 204 — Transferred to a NYS nonpublic school with documentation; or 

• 221 — Transferred to a school outside NYS with documentation; or 

• 255 — Transferred to home-schooling by parent or guardian; or 

• 272 — Transferred to a postsecondary school prior to earning a diploma; or 

• 323 — Transferred outside district by court order; or 

• 442 — Left the U.S.; or 

• 459 — Deceased. 

Graduates 

Students with a Reason for Ending Enrollment Code 799 AND one of the following valid 

Credential Type Codes are counted as graduates on the verification reports: 

• 762 — Regents Diploma with Honors, for students entering grade 9 on or after July 

1, 2001; or 



• 813 — Regents Diploma with Honors and with Career & Technical Education 

Endorsement, for students entering grade 9 on or after July 1, 2001; or 

• 779 — Regents Diploma without Honors, for students entering grade 9 on or after 

7/1/01; or 

• 796 — Regents Diploma without Honors but with Career & Technical Education 

Endorsement, for students entering grade 9 on or after July 1, 2001; or 

• 068 — Local Diploma without Regents Endorsement; or 

• 612 — Local Diploma without Regents Endorsement but with Career & Technical 

Education Endorsement; or 

• 680 — Regents Diploma with Advanced Designation; or 

• 697 — Regents Diploma with Advanced Designation with Career & Technical 

Education Endorsement; or 

• 714 — Regents Diploma with Advanced Designation with Honors; or 

• 731 — Regents Diploma with Advanced Designation with Honors and with Career & 

Technical Education Endorsement. 

The verification reports will not count the following Credential Type Codes, which may 

be awarded only to students in the 2000 and earlier cohorts, as graduates: 

• 017 — Regents Diploma with Honors, for students entering grade 9 prior to July 1, 

2001; or 

• 595 — Regents Diploma with Honors and with Career & Technical Education 

Endorsement, for students entering grade 9 prior to July 1, 2001; or 

• 034 — Regents Diploma without Honors, for students entering grade 9 prior to July 

1, 2001; or 

• 051 — Regents Diploma without Honors but with Career & Technical Education 

Endorsement, for students entering grade 9 prior to July 1, 2001. 

IEP Diplomas 

Students with a Reason for Ending Enrollment Code 085 AND one of the following valid 

Credential Types are counted as IEP diploma recipients on the verification reports: 

• 085 — Individualized Education Program (IEP) Diploma; or 

• 629 — Previously Earned Individualized Education Program (IEP) Diploma. 

Transfers to GED 

Students with a Reason for Ending Enrollment Code 289 — Transfer to AHSEP or 

HSEP and a subsequent Reason for Beginning Enrollment Code 5654 — Enrollment in a 

AHSEP or HSEP program are counted as a transfer to GED on the verification reports. 

If a student with a Reason for Ending Enrollment Code 289 — Transfer to AHSEP or 

HSEP has a subsequent Reason for Beginning Enrollment Code 5654 — Enrollment in a 

AHSEP or HSEP program and then a subsequent Reason for Ending Enrollment Code 816 — 

Earned a high school equivalency diploma, the student is counted as a transfer to GED on the 

verification reports. 



Dropouts 

Students with one of the following Reason for Ending Enrollment Codes are counted as 

dropouts on the verification reports: 

• 136 — Reached maximum legal age and has not earned a diploma or certificate; or 

• 340 — Left school: first-time dropout; or 

• 391 — Long-term absence (20 consecutive unexcused days); or 

• 408 — Permanent expulsion; or 

• 425 — Left school, no documentation of transfer; or 

• 306 — Transferred to other high school equivalency (GED) preparation program; or 

• 357 — Left school: previously counted as a dropout. 


HSEP has no subsequent Reason for Beginning Enrollment Code 5654 — Enrollment in a 

AHSEP or HSEP program, the student is counted as a dropout on the verification reports. 


HSEP has a subsequent Reason for Beginning Enrollment Code 5654 — Enrollment in a 

AHSEP or HSEP program that ended before June 30 with any of the Reason for Ending 

Enrollment Codes listed above for dropout, the student is counted as a dropout on the 

verification reports. 

Still Enrolled 

Students with no Reason for Ending Enrollment Code as of June 30 are counted as still 

enrolled on the verification reports. 

Factors That May Cause 2010–11 Total Cohort Verification Reports Counts to Be 

Inaccurate: 



accurate. 

• Students with a Credential Type Code must also have a Reason for Ending Enrollment 

Code and a Date of Ending Enrollment. If a Credential Type Code but no Reason for 

Ending Enrollment Code is entered for a student (or a Reason for Ending Enrollment 

Code but no Credential Type Code is entered), the student will be counted as still 

enrolled on the verification reports. Enter the missing code and/or date for the student in 

the local student management system and resubmit the file to your RIC or Big 5. 

• If the sum of graduates, IEP diplomas, transfers to GED, dropouts and students still 

enrolled does not equal the Total Cohort Members count, then complete information 

was not reported for a student earning a credential. 

2010–11 Elementary/Middle-Level Accountability Verification Reports 

The 2010–11 Elementary/Middle-Level Accountability Verification Report allows staff to 

verify the number of students included in each grade and accountability group for calculating 

participation rate and the accountability performance index at the elementary/middle level for 



determining each district’s and school’s accountability status for the 2011–2012 school year. A 

separate report is provided for each elementary/middle level accountability subjects: English 

language arts, mathematics, and science. Counts are given for all grades combined and for 

each grade, 3 through 8, separately. 

Participation-rate enrollment and the count of students who were continuously enrolled 

and have a valid test score (Continuous Enroll) for All Grades and for each grade are shown. 

“Participation Rate Enroll” for All Grades is the denominator for calculating the “All Students” 

Participation Rate for the selected district or school and subject. “Continuous Enroll” for All 

Grades is the denominator for calculating the “All Students” Performance Index for the 

selected district or school and subject. 

The student-level report provides the following information for each student: State and 

local student ID, grade level, birth date, the dates of enrollment in the school, subgroup 

membership, whether the student was continuously enrolled, whether the student was eligible 

to use the NYSESLAT to meet the test participation requirement, relevant test scores and the 

score used in calculating the participation rates or performance indices for subgroups of which 

the student is a member. Note that scores on NYSTP ELA and mathematics assessments 

may not be changed. Incorrect scores on the elementary- and middle-level science 

assessments and the New York State Alternate Assessment may be changed. 

2010–11 High School Accountability Verification Reports 

The 2010–11 High School Accountability Verification Report allows you to verify the 

accuracy of student records as they appear in the SIRS for determining school and district high 

school accountability based on 2010–11 data. The report lists students in your district whose 

repository records show that they belong to one of the three student groups used for high 

school accountability status for 2011–12. Students were selected for inclusion in these groups 

if their repository records showed that they met one of the following criteria: 

Participation enrolled in grade 12 on June 30, 2011 or enrolled during the 2010–11 

school year and graduated between July 1, 2010 and June 30, 2011. 

English and math belonged to the 2007 accountability cohort as defined Appendix 20. 

Graduation rate belonged to the 2006 graduation-rate total cohort as defined Appendix 20. 

The report allows you to verify that the appropriate students, with assessment results 

and outcomes, are being used to determine whether districts and schools have made 

adequate yearly progress in high school English and mathematics, and graduation rate. Data 

are provided for each district and school and for each accountability group within the district 

and school. In addition, for each student included in the grade 12 participation group, the 2007 

accountability cohort, and/or the 2006 graduation-rate total cohort, the following information is 

provided: name, state and local student ID, grade, birth date, gender, date of first entry in 

grade 9, race/ethnicity, disability status, LEP status, NYSAA and safety net eligibility, 

enrollment status and enrollment status dates, assessment dates and scores, credentials 

earned, and record of enrollment in a GED program. While this report provides the necessary 

information to calculate participation rates and performance indices for English and 

mathematics, that information does not appear on the report. 

The District Accountability Summary Report for each high school accountability area 

provides the counts of students used to determine the district’s English and mathematics 



participation rates, performance indices, and graduation rate. The report includes the counts 

for all 3 groups used for high school accountability; seniors in the 2010–11 school year, the 

2007 accountability cohort and the 2006 graduation-rate total cohort. As well as reporting 

district-level data, this report provides similar counts for each school within the district. The 

user may click on the district or school name to retrieve accountability subgroup counts for the 

district or school selected. A sample of this report is shown below. 

1. The data shown under the heading “2011 Grade 12 Participation” include the 

participation rate enrollment and the count of students tested and not tested for English 

and for mathematics. “Total Students Counted for Grade 12 Participation” is the 

denominator for calculating the “All Students” Participation Rate for the selected district 

or school. The count of students reported in the ELA and Math “Tested” columns are the 

numerators for calculating the “All Students” Participation Rates for the selected district 

or school. 

2. The data shown under the heading “2007 Accountability Cohort” includes the 2007 

accountability cohort count and the count of students scoring at each performance level 

for English and for mathematics. “Total Students Counted for Accountability Cohort” is 

the denominator for calculating the “All Students” performance indices for the selected 

district or school. 

3. The data shown under the heading “2006 Graduation Cohort (through August 2010)” 

includes the 2006 graduation rate total cohort count for accountability, the count of 

those students who earned a local or Regents diploma as of August 31, 2010, and the 

count of students who had not earned a local or Regents diploma as of August 31, 

2010. “Total Students Counted for Graduation Cohort” is the denominator for 

calculating the “All Students” graduation rate for the selected district or school. 

The District and High School Accountability Subgroup Reports for each high school 

accountability area provides the counts of students for each subgroup used to determine the 

English and mathematics participation rates, performance indices, and graduation rate within 

the school or district. The report includes the counts by subgroup for all 3 high school 

accountability areas; seniors in the 2010–11 school year, the 2007 accountability cohort and 

the 2006 graduation-rate total cohort. You may click on a subgroup count to see the list of 

students included for that subject, grade, subgroup, and count. 

1. The data shown under the heading “2011 Grade 12 Participation” for each subgroup 

include the participation rate enrollment and the count of students tested and not tested 

for English and for mathematics. “Total Students Counted for Grade 12 Participation” is 

the denominator for calculating the Participation Rate for that subgroup for the selected 

district or school. The count of students reported in the ELA and Math “Tested” columns 

are the numerators for calculating the Participation Rates for that subgroup for the 

selected district or school. 

2. The data shown under the heading “2007 Accountability Cohort” includes the 2007 

accountability cohort count for each subgroup and the count of students in that 

subgroup scoring at each performance level for English and for mathematics. “Total 

Students Counted for Accountability Cohort” is the denominator for calculating the 

performance indices for that subgroup for the selected district or school. 

3. The data shown under the heading “2006 Graduation Cohort (through August 2010)” 

includes for each subgroup, the 2006 graduation rate total cohort count for 

accountability, the count of those students who earned a local or Regents diploma as of 

August 31, 2010, and the count of students who had not earned a local or Regents 

diploma as of August 31, 2010. “Total Students Counted for Graduation Cohort” is the 



denominator for calculating the graduation rate for that subgroup for the selected district 

or school. 

The District and High School Student Detail Reports provide the following data for each 

student member of an accountability group: name, State and local ID, birth date, grade, 

gender, disability type, English proficiency status, LEP duration, high school assessments and 

scores, the score used in calculating the participation rates and/or performance indices, 

credentials earned, enrollment information in the district and/or school that is accountable for 

the students, etc. 

Factors that Cause Records to Be Inaccurate 



accurate. 

• If a student is incorrectly included in or excluded from the participation group, 

accountability cohort, or graduation rate cohort, check the student’s record to make sure 

that the dates of enrollment and/or discharge are correct and that the student’s grade 

level, date of birth, and date of entry in grade 9 are recorded correctly. 

• If the count of students in the graduation cohort earning diplomas is not accurate, check 

student records to be sure that each student who earned a Regents or local diploma 

has a Reason for Ending Enrollment code 799 and the appropriate credential type 

record that indicates the actual diploma awarded. Note that only valid credentials 

awarded to students with a Reason for Beginning Enrollment Code 0011, 5544, 7000, 

or 7011 will be included. 

• If the counts of students in the English and mathematics accountability cohort counted 

as scoring at levels 1–4 is not correct, check to be sure that the results for all English 

and math assessments appears in the warehouse for each student. In particular, be 

sure that the scores for assessments taken while attending other schools or districts are 

reported. 

• If the counts of students reported with no score for English and math participation rate 

appears to be incorrect, check to be sure that the results for all English and math 

assessments appears in the warehouse for each student. In particular, be sure that the 

scores for assessments taken while attending other schools or districts are reported. 

Districts, Charter schools, and Article 81 Schools Other than the New York City 

Department of Education (NYCDOE) 

When the chief school officer receives the e-mail notification indicating that the reports 

are ready to be reviewed, the following steps must be taken: 

1. The chief school officer must forward the e-mail notification to district data 

coordinator and school principals so that they know that the verification reports are 

ready to be viewed. 



NYCDOE 

2. The chief school officer must instruct the data coordinator to review the individual 

student data and summary counts on the reports with designated staff. All identified 

errors must be corrected in the district or school source data. The source may be 

the student management system or it may be the Level 0 system offered by the 

district’s RIC/Big 5. The data coordinator must notify the RIC/Big 5 when the 

changes are complete and follow its directions for submitting these corrected data. 

3. The chief school officer must submit the data corrections to the RIC/Big 5 to be 

loaded into the Level 1 repository. The RIC/Big 5 will move the data from Level 1 to 

Level 2. With the next data refresh, the corrected data will be reflected in a revised 

report on nySTART. Districts, charter schools, and Article 81 schools should contact 

the RIC/Big 5 to determine when the corrected data will be loaded. Reports should 

be carefully reviewed to ensure that all necessary changes have been made. 

4. The data coordinator should notify the chief school officer when he or she has 

verified that the data in the reports are correct. 

5. The chief school officer must authorize the transfer of data to the Level 2 Repository 

by signing the Statement of Certification and faxing it to the RIC/Big 5. 

When the NYCDOE receives the e-mail notification indicating that the reports are ready 

to be reviewed, the following steps are taken: 

1. The State and Federal Evaluation Team notify SSO leadership, Network Leaders, 

SAFs, Data Management staff, and school principals via the Principals’ Weekly 

newsletter, conference calls, and/ or e-mail that the verification reports are ready to 

be viewed. Verification reports are also available via ATS (REMS and/ or RHSV 

functions). 

2. A school’s designee (e.g., Data Specialist, Pupil Secretary, Assistant Principal) 

reviews the verification report. If the school’s data are accurate, the designee 

certifies the accuracy of data by completing an online form. If the designee identifies 

inaccuracies in data within source systems (i.e., ATS and CAP) or the verification 

reports, the school follows the procedures for requesting changes to the data. The 

procedures are provided in the Principals’ Weekly and are available on the 

Principals’ Portal and the Accountability DOE intranet page. Then, the designee 

completes the online form to certify that changes to data have been requested. 

3. Requests to change inaccurate data in the source systems are approved or rejected 

by Subject Matter Experts (SMEs) who evaluate supporting evidence for these 

requests. 

4. Staff from the Office of Accountability, Integrated Service Centers (ISCs), ATS, and 

CAP implement approved change requests in central data systems. Corrections for 

enrollment, demographics, and LEP indicators are made in the ATS system; 



corrections for Special Education status are made in CAP. Corrected data are then 

reflected in ATS/CAP. 

5. A list of data corrections in source systems is provided to NYCDOE’s eScholar 

Team who loads these data to Level 1 and the Level 1 container. 

6. The State and Federal Evaluation Team notify SSO leadership, Network Leaders, 

SAFs, and school principals via the Principals’ Weekly newsletter, conference calls, 

and/or e-mail of the schedule when revised Level 2 Repository data are scheduled 

to be available for review through nySTART. At that time, the school’s designee 

should carefully review the updated reports to ensure that all necessary changes 

have been made. If approved changes are not reflected in nySTART reports, the 

designee should contact its local Accountability Data and Support Specialist to 

report exceptions. 

Data Certification 

Once the districts, charter schools, and Article 81 schools have confirmed that the data 

as reflected in the Verification Reports to which they have access are accurate, 

superintendents, charter school principals, and Article 81 school chief school officers are 

responsible for signing and faxing to their RICs/Big 5 a Statement of Certification that indicates 

that they have reviewed the data in these reports and that the data are accurate. The deadline 

for submitting the Statement of Certification will be published at 

http://www.p12.nysed.gov/irs/accountability/timeline.html. Corrections to data in the Level 2 

Repository after this deadline will not be reflected in NYSED reports. 

The importance of the superintendent’s certification cannot be overemphasized. Any 

questions that the superintendent has about the accuracy of the data reported should be 

addressed before he or she signs the certification. Consistent with Commissioner’s 

regulations in section 100.2(b), if the data are not reported to the Department, the district will 

be assumed to have not made AYP for the current year. 

After all Statements of Certification are received, RICs/Big 5 must send hard copies to 

the Information and Reporting Services Office, New York State Education Department, Room 

863, 89 Washington Avenue, Albany, NY 12234 or fax copies to 518-474-4351. 

Special Education Data Verification and Certification 

The special education data verification and certification process for the 2010–11 school 

year is the same for New York City and all other school districts, agencies, and schools that 

are required to provide data through SIRS: 

• School districts, agencies, and other schools required to submit data through SIRS 

have a password assigned to the Pupils with Disabilities data system (PD) contact 

person. If you are a new contact person, please contact SEDCAR by calling (518) 

486-4678 or by sending an e-mail to dataquest@mail.nysed.gov to request a new 

password. 

• Log on to the PD Web site at http://pd.nysed.gov . 



• Click on 2010–11 school year on the menu bar. 

• Select “October Verification Reports” or “End of the Year Verification Reports”. 

• Review each report and read the heading above each report that describes the criteria 

for students to be included in the report. 

• Review the list of included students and the list of excluded students for the 

corresponding verification report to determine if all eligible students are included and 

the information submitted for included and excluded students is complete and 

accurate. 

• If changes are needed, revise your student management systems and work with a 

representative of your RIC or large city school district to make corrections in Level 1 

data warehouse within the verification time period (prior to certification due date). RICs 

and large city school districts may establish their own deadlines so that they can 

transmit the data to Level 2 by the verification deadline. 

• The Department will display the certification options below for school districts and 

other educational programs after the last migration of data from the RIC or Big 5 to 

Level 2 of the repository. The data in Level 2 as of the date of the last migration will be 

final, will be the Department’s official record of your special-education data, and may 

be used for all departmental reporting and decision-making purposes. In addition, after 

the electronic certification is completed for VR1-9 reports, a printed copy of the 

Certification and Assurance Form with the superintendent’s or chief administrative 

officer’s signature must be sent to the SEDCAR unit at the address printed on the 

certification form. This form is available at http://pd.nysed.gov. Use your User ID and 

password to enter and select 2010–11 and then October 7 Verification Reports. 

• I certify that my school district’s data are complete and accurate. 

• I cannot certify that my school district’s data are complete and accurate; 

however, I understand that the deadline for making corrections has passed and 

that these data may be used for all reports and decisions. 

School districts, agencies, and schools can begin reviewing the following reports on 

October 13, 2010. The final date for certifying the following reports is January 12, 2011: 

VR1 – Preschool Child Count Report by Race/Ethnicity 

VR2 – School Age Child Count by Age and Disability 

VR3 – School Age Students by Disability and Race/Ethnicity 

VR4 – Preschool LRE Setting Report 

VR5 – School Age LRE Setting Report 

VR6 – District Report of Preschool Students by Primary Service Provider 

VR7 – Provider Report of Preschool Students 

VR8 – District Report of School Age Students by Building Where Enrolled 

VR9 – Provider Report of School Age Students 



School districts, agencies, and schools can begin reviewing the following reports 

electronically and individually on June 1, 2011. The final date for certifying these reports is 

August 3, 2011: 

VR10 – District Report of School Age Students with Disabilities Exiting Special 

Education 

VR16 – Report of Students Receiving Coordinated Early Intervening Services 

School districts, agencies, and schools can begin reviewing the following reports 

electronically and individually on June 1, 2011. The final date for certifying these reports is 

November 2, 2011: 

VR11 – Notification to School District of Compliance Rate on SPP#11 (This is prepared 

only for school districts that are assigned to submit or resubmit data for SPP 

Indicator #11*) 

VR12 – Notification to School District of Compliance Rate on SPP#12 (This is prepared 

only for school districts that are assigned to submit or resubmit data for SPP 

Indicator #12*) 

VR13 – Report of Preschool Special Education Programs and Services 

VR14 – District Report of Parentally Placed Students in Nonpublic Schools Located in 

the School District 

VR15 – Preschool Outcomes Report (This reports is prepared only for school districts 

that are assigned to submit data for SPP Indicator #7*) 

*A schedule of the year(s) for which school districts are required to report data on SPP 

Indicators 7, 11, and 12 is available at http://www.p12.nysed.gov/sedcar/sppschedule. 

Reasonability Checks: VESID will include reasonability checks for some VR reports by 

comparing the 2009–10 data submissions with 2010–11 data submissions. Some 

discrepancies may require an explanation by the school district or educational program after 

the data have been certified. School districts and other educational programs will be notified if 

explanations are required. 


Appendices 

Appendices 


Appendix 1: 2010–11 Assessment and Reporting Timelines 


Assessment Timeline 

New York State Alternate Assessment for Students with Severe Disabilities — All Grades 

Administration October 4, 2010 – February 11, 2011 

Scoring March 14 – May 5, 2011 

Final Date To Submit Answer Sheets to Scanning Centers May 5, 2011 (close of business) 

New York State English as a Second Language Achievement Test – Grades K-12 

Speaking administration April 13 – May 24, 2011 

Listening, Reading, and Writing administration May 16 – May 27, 2011 

Scoring of Listening, Reading, and Writing May 25 – June 2, 2011 

Final Date To Submit Answer Sheets to Scanning Centers June 2, 2011 (close of business) 

Scanning Centers Must Submit File to Level 1 June 9, 2011 


Scanning Centers Must Submit Straggler File to Level 1 June 23, 2011 


New York State Testing Program Test in English Language Arts — Grades 3–8 

Administration May 3 – May 6, 2011 

Make-up administration May 5 – May 11, 2011 

Scoring of Constructed Responses May 9 – May 19, 2011 






New York State Testing Program Test in Mathematics — Grades 3–8 

Administration May 11 – 13, 2011 

Make-up administration May 12 – 18, 2011 

Scoring of Constructed Responses May 16 – 26, 2011 






New York State Grade 4 Elementary-Level and Grade 8 Intermediate-Level Science Tests 

Performance Test Administration May 31 – June 3, 2011 

Written Test Administration June 6, 2011 

Written Test Make-up Administration June 7 – 8, 2011 

Scoring of Constructed Responses and Performance Test Following administration, but no later 

than June 16, 2011 

Final Date To Submit Answer Sheets to Scanning Centers June 16, 2011 (close of business) 


Scanning Centers Must Submit File to Level 2 July 1, 2011 



Regents Examinations and Regents Competency Tests 

Administration August 17 – August 19, 2010 

January 25 – January 28, 2011 

June 15 – June 24, 2011 

Scan sheets or test scores to scan centers Determined 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 

Category 

Date 

Deadline for inclusion 

in press release on 

graduation rate: 

October 29, 2010 

Target for inclusion of 

majority of data: 

November 30, 2010 

Certification of VR1-6, 

8 special education 

reports by January 12, 

2011 



April 2, 2011 

Deadline: 

June 3, 2011 

Deadline: 

June 3, 2011 

Deadline: 

June 17, 2011 

Deadline: 

June 17, 2011 



June 4, 2011 

Deadline: 

June 10, 2011 

Deadline: 

June 24, 2011 



July 2, 2011 

August 2010 credentials awarded (Data Set B). 

Student demographic, enrollment, and program service data (Data Sets B, 

C, and D) for students in preschool, preK–12, and ungraded students 

enrolled on or before BEDS day of the current year. Each student must 

have a unique identifier (NYSSIS ID). 

Special Education snapshot data (Data Sets G and G1) for all school-age 

and preschool children classified as disabled by the CSE or CPSE and 

receiving special-education services on October 6, 2010. These data also 

include students with disabilities who are parentally placed in nonpublic 

schools, even if they are not receiving special-education services on 

October 6, 2010. Program service data for LEP Eligibility and LEP 

Programs, Type of Disability, Poverty, and Free and Reduced-Price Lunch 

eligibility must be submitted with the special education snapshot 

information. 

• Program service data are needed for disability, LEP eligibility and 

services, poverty, and free- or reduced-price lunch eligibility for all 

preschool, preK–12, ungraded students (with and without disabilities), 

and Coordinated Early Intervening Services. 

• August 2010 and January 2011 secondary-level examination results 

(Data Set E) and January 2011 credentials awarded (Data Set B). 

Scanned student records for grades 3–8 ELA initial file (Data Set F). 

Scanned student records for grades 3–8 mathematics initial file (Data Set 

F). 

Straggler file of scanned student records for grades 3–8 ELA (Data Set F). 

Straggler file of scanned student records for grades 3–8 mathematics (Data 

Set F). 

Scanned student records for the NYSAA (Data Set F). 

NYSESLAT student response records initial file (Data Set F). 

NYSESLAT student response records straggler file (Data Set F). 

Grades 4 and 8 science test scores (Data Set E). 



Certification, 

Deadline, or Target 

Date 

Deadline: 

August 5, 2011 

Certification of VR10 

and VR16 special 

education report by 

August 10, 2011 

All enrollment, 

demographic, and 

disability program 

service records 

required for the VR11- 

VR15 special 

education reports must 

be submitted by 

August 5, 2011 

Deadline: 

October 28, 2011 

Certification of VR11- 

VR15 special 

education reports by: 

November 2, 2011 

Category 

The 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 

(Data Sets B, C, and D). 

• Remaining grades 4 and 8 science, and NYSAA (Data Sets E and F). 

• Remaining secondary-examination results (Data Set E). 

• Enrollment data (Data Set B) with Reason for Ending Enrollment and 

end enrollment date for students discharged during the school year. 

• Approved alternative assessment scores used to meet graduation 

requirements (Data Set E) for the 2010–11 school year. 

• June 2011 credentials awarded and postgraduate plans (Data Set B). 

• All test scores not previously reported for students in the 2004 or later 

cohorts must be reported (Data Set E). 

• Reasons for ending disability Programs Fact records during the school 

year must be submitted 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). 

The following special-education data for students with disabilities (Data 

Sets G and G2) : 

• Preschool special-education services, primary service provider, and 

snapshot date for preschool students with disabilities who received 

special-education services anytime during the 2010–11 school year 

(Special Education Snapshot data template); 

• Special education services to parentally placed students in nonpublic 

schools (Special Education Events data template); 

• Preschool outcomes data for State Performance Plan Indicator 7 (Child 

Outcomes Summary Form data using Assessment Fact data template); 

• Evaluation of preschool and school-age students for special education 

eligibility (Special Education Events data template); and 

• Transition of children from Early Intervention to preschool special 

education (Special Education Events data template). 

NOTE: All preschool and school-age students with disabilities for whom 

these data must be provided must have their enrollment, demographic, and 

program services records in the L2 repository by July 29, 2011, as 

described in the row above. 


Appendix 2: Grade Level Codes and Descriptions 

Appendix 2: Grade Level Codes and Descriptions 

Grade 

Level Code 

Grade 

Group 

Grade 

Ordinal 

Grade Description 

KH KH KDGH Half Day Kindergarten 

KF KF KDGF Full Day Kindergarten 

01 1 1st 1 st grade 

02 2 2nd 2 nd grade 

03 3 3rd 3 rd grade 

04 4 4th 4 th grade 






10 10 10th 10 th grade 

11 11 11th 11 th grade 

12 12 12th 12 th grade 

13 13 K-6 K–6 ungraded (students w/disabilities) 

14 14 7-12 7–12 ungraded (students w/disabilities) 

PS PS PRES Preschool 

PK PK PREK Pre Kindergarten 

GD GD GED GED 


Appendix 3: Language Codes and Descriptions 


Code Description 

ABK Abkhazian 

ACE Achinese 

ACH Acoli 

ADA Adangme 

AAR Afar 

AFH Afrihili 

AFR Afrikaans 

AFA Afro-Asiatic 

AKA Akan 

AKK Akkadian 

ALB Albanian 

ALE Aleut 

ALG Algonquian 

TUT Altaic 

AMH Amharic 

APA Apache 

ARA Arabic 

ARC Aramaic 

ARP Arapaho 

ARN Araucanian 

ARW Arawak 

ARM Armenian 

ART Artificial 

ASM Assamese 

AST Asturian 

ATH Athapascan 

AUS Australian 

MAP Austronesian 

AVA Avaric 

AVE Avestan 

AWA Awadhi 

AYM Aymara 

AZE Azerbaijani 

BAN Balinese 

BAT Baltic 

BAL Baluchi 

BAM Bambara 

BAI Bamileke 

BAD Banda 

BNT Bantu 

BAS Basa 

BAK Bashkir 

BAQ Basque 

BTK Batak 

BEJ Beja 

BEL Belarussian 

BEM Bemba 




BEN Bengali 

BER Berber 

BHO Bhojpuri 

BIH Bihari 

BIK Bikol 

BYN Bilin 

BIN Bini 

BIS Bislama 

BOS Bosnian 

BRA Braj 

BRE Breton 

BUG Buginese 

BUL Bulgarian 

BUA Buriat 

BUR Burmese 

CAD Caddo 

CAR Carib 

CAT Catalan 

CAU Caucasian 

CEB Cebuano 

CEL Celtic 

CAI Central American Indian 

CHG Chagatai 

CMC Chamic 

CHA Chamorro 

CHE Chechen 

CHR Cherokee 

CHY Cheyenne 

CHB Chibcha 

CHI Chinese 

CHN Chinook jargon 

CHP Chipewyan 

CHO Choctaw 

CHU Church Slavic 

CHK Chuukese 

CHV Chuvash 

NWC Classical Newari 

COP Coptic 

COR Cornish 

COS Corsican 

CRE Cree 

MUS Creek 

CRP Creoles and Pidgins 

CPE Creoles and Pidgins, English-based 

CPF Creoles and Pidgins, French-based 

CPP Creoles and Pidgins, Portuguese-based 

CRH Crimean 

CUS Cushitic 

CZE Czech 




DAK Dakota 

DAN Danish 

DAR Dargwa 

DAY Dayak 

DEL Delaware 

DIN Dinka 

DIV Divehi 

DOI Dogri 

DGR Dogrib 

DRA Dravidian 

DUA Duala 

DUT Dutch 

DYU Dyula 

DZO Dzongkha 

EFI Efik 

EKA Ekajuk 

ELX Elamite 

ENG English 

EPO Esperanto 

EST Estonian 

EWE Ewe 

EWO Ewondo 

FAN Fang 

FAT Fanti 

FAO Faroese 

FAS Farsi 

FIJ Fijian 

FIL Filipino 

FIN Finnish 

FIU Finno-Ugrian 

FON Fon 

FRE French 

FRY Frisian 

FUR Friulian 

FUL Fulah 

GAA Ga 

GAE Gaelic 

GLG Gallegan 

LUG Ganda 

GAY Gayo 

GBA Gbaya 

GEZ Geez 

GWO Georgian 

GER German 

GEM Germanic 

GIL Gilbertese 

GON Gondi 

GOR Gorontalo 

GOT Gothic 




GRB Grebo 

GRE Greek 

GRN Guarani 

GUJ Gujarati 

HAI Haida 

HAT Haitian Creole 

HAU Hausa 

HAW Hawaiian 

HEB Hebrew 

HER Herero 

HIL Hiligaynon 

HIM Himachali 

HIN Hindi 

HMO Hiri Motu 

HIT Hittite 

HMN Hmong 

HUN Hungarian 

HUP Hupa 

IBA Iban 

ICE Icelandic 

IDO Ido 

IBO Igbo 

IJO Ijo 

ILO Iloko 

SMN Inari Sami 

INC Indic 

INE Indo-European 

IND Indonesian 

INH Ingush 

INA Interlingua 

ILE Interlingue 

IKU Inuktitut 

IPK Inupiaq 

IRA Iranian 

GLE Irish 

IRO Iroquoian 

ITA Italian 

JPN Japanese 

JAV Javanese 

JRB Judeo-Arabic 

JPR Judeo-Persian 

KBD Kabardian 

KAB Kabyle 

KAC Kachin 

KAL Kalaallisut 

XAL Kalmyk 

KAM Kamba 

KAN Kannada 

KAU Kanuri 




KRC Karachay-Balkar 

KAA Kara-Kalpak 

KAR Karen 

KAS Kashmiri 

CSB Kashubian 

KAW Kawi 

KAZ Kazakh 

KHA Khasi 

KHM Khmer 

KHI Khoisan 

KHO Khotanese 

KIK Kikuyu 

KMB Kimbundu 

KIN Kinyarwanda 

KIR Kirghiz 

KOM Komi 

KON Kongo 

KOK Konkani 

KOR Korean 

KOS Kosraean 

KPE Kpelle 

KRO Kru 

KUA Kuanyama 

KUM Kumyk 

KUR Kurdish 

KRU Kurukh 

KUT Kutenai 

LAD Ladino 

LAH Lahnda 

LAM Lamba 

LAO Lao 

LAT Latin 

LAV Latvian 

LTZ Letzeburgesch 

LEZ Lezghian 

LIM Limgurgan 

LIN Lingala 

LIT Lithuanian 

JBO Lojban 

LOZ Lozi 

LUB Luba-Katanga 

LUA Luba-Lulua 

LUI Luiseno 

SMJ Lule Sami 

LUN Lunda 

LUO Luo 

LUS Lushai 




MAC Macedonian 

MAD Madurese 

MAG Magahi 

MAI Maithili 

MAK Makasar 

MLG Malagasy 

MAY Malay 

MAL Malayalam 

MLT Maltese 

MNC Manchu 

MAN Mandingo 

MNI Manipuri 

MNO Manobo 

MAX Manx 

MAO Maori 

MAR Marathi 

CHM Mari 

MAH Marshallese 

MWR Marwari 

MAS Masai 

MYN Mayan 

MEN Mende 

MIC Micmac 

MIN Minangkabau 

MWL Mirandese 

MIS Miscellaneous 

MOH Mohawk 

MDF Moksha 

MOL Moldavian 

LOL Mongo 

MON Mongolian 

MKH Mon-Khmer 

MOS Mossi 

MUL Multiple 

MUN Munda 

NAH Nahuatl 

NAU Nauru 

NAV Navajo 

NDO Ndonga 

NAP Neapolitian 

NEP Nepali 

NEW Newari 

NIA Nias 




NIC Niger-Kordofanian 

SSA Nilo-Saharan 

NIU Niuean 

NOG Nogai 

NON Norse, Old 

NAI North American Indian 

NDE North Ndebele 

SME Northern Sami 

NOR Norwegian 

NOB Norwegian Bokmal 

NNO Norwegian Nynorsk 

NUB Nubian 

NYM Nyamwezi 

NYA Nyanja 

NYN Nyankole 

NYO Nyoro 

NZI Nzima 

OJI Ojibwa 

ORI Oriya 

ORM Oromo 

OSA Osage 

OSS Ossetian 

OTH Other Language 

OTO Otomian 

PAL Pahlavi 

PAU Palauan 

PLI Pali 

PAM Pampanga 

PAG Pangasinan 

PAP Papiamento 

PAA Papuan 

PHI Philippine 

PHN Phoenician 

PON Pohnpeian 

POL Polish 

POR Portuguese 

PRA Prakrit 

PAN Panjabi 

PUS Pushto 

QUE Quechua 

ROH Raeto-Romance 

RAJ Rajasthani 

RAP Rapanui 




RAR Rarotongan 

ROA Romance 

RUM Romanian 

ROM Romany 

RUN Rundi 

RUS Russian 

SAL Salishan 

SAM Samaritan Aramaic 

SMI Sami 

SMO Samoan 

SAD Sandawe 

SAG Sango 

SAN Sanskrit 

SRD Sardinian 

SAS Sasak 

SCO Scots 

SEL Selkup 

SEM Semitic 

SCC Serbian 

SCR Serbo Croatian 

SRR Serer 

SHN Shan 

SNA Shona 

III Sichuan Yi 

SCN Sicilian 

SID Sidamo 

SGN Sign Language 

BLA Siksika 

SND Sindhi 

SIN Sinhalese 

SIT Sino-Tibetan 

SIO Siouan 

SMS Skolt Sami 

SLA Slavic 

SLO Slovak 

SLV Slovenian 

SOG Sogdian 

SOM Somali 

SON Songhai 

SNK Soninke 

WEN Sorbian 

NSO Sotho, Northern 

SOT Sotho, Southern 




SAI South American Indian 

NBL South Ndebele 

ALT Southern Altai 

SMA Southern Sami 

SPA Spanish 

SUK Sukuma 

SUX Sumerian 

SUN Sundanese 

SUS Susu 

SWA Swahili 

SSW Swati 

SWE Swedish 

SYR Syriac 

TGL Tagalog 

TAH Tahitian 

TAI Tai 

TGK Tajik 

TMH Tamashek 

TAM Tamil 

TAT Tatar 

TEL Telugu 

TER Tereno 

TET Tetum 

THA Thai 

TIB Tibetan 

TIG Tigre 

TIR Tigrinya 

TEM Time 

TIV Tiv 

TLI Tlingit 

TPI Tok Pisin 

TKL Tokelau 

TOG Tonga (Nyasa) 

TON Tonga (Tonga Islands) 

TSI Tsimshian 

TSO Tsonga 

TSN Tswana 

TUM Tumbuka 

TUP Tupi 

TUR Turkish 

TUK Turkmen 

TVL Tuvalu 

TYV Tuvinian 




TWI Twi 

UDM Udmurt 

UGA Ugaritic 

UIG Uighur 

UKR Ukrainian 

UMB Umbundu 

UND Undetermined 

HSB Upper Sorbian 

URD Urdu 

UZB Uzbek 

VAI Vai 

VEN Venda 

VIE Vietnamese 

VOL Volapk 

VOT Votic 

WAK Wakashan 

WAL Walamo 

WLN Walloon 

WAR Waray 

WAS Washo 

WEL Welsh 

WOL Wolof 

XHO Xhosa 

SAH Yakut 

YAO Yao 

YAP Yapese 

YID Yiddish 

YOR Yoruba 

YPK Yupik 

ZND Zande 

ZAP Zapotec 

ZEN Zenaga 

ZHA Zhuang 

ZUL Zulu 

ZUN Zuni 


Appendix 4: Postgraduate Plan Codes and Descriptions 

Appendix 4: Postgraduate Plan Codes and Descriptions 

Description Code 

4-year college in NYS 1 

2-year college in NYS 2 

Other postsecondary school in NYS 3 

4-year college outside NYS 4 

2-year college outside NYS 5 

Other postsecondary school outside NYS 6 

Seek employment 7 

Enlist in the military 8 

Other plan 9 

Adult Services (students with disabilities only) 10 

Unknown 11 


Appendix 5: Credential Type Codes and Descriptions 

Appendix 5: Credential Type Codes and Descriptions 

Credential Type Description Code 

Regents Diploma with Honors, for students 

entering grade 9 on or after July 1, 2001 

Regents Diploma with Honors and with Career 

Regents with Honors post 

July 1 2001 

762 

& Technical Education Endorsement, for 

students entering grade 9 on or after 

July 1, 2001 

Regents with Honors&CTE post 

July 1 2001 

813 

Regents Diploma without Honors, for students 

entering grade 9 on or after 7/1/01 

Regents Diploma without Honors but with 

Regents post July 1 2001 779 

Career & Technical Education Endorsement, 

for students entering grade 9 on or after 

July 1, 2001 

Regents with CTE post July 1 2001 796 

Local Diploma without Regents Endorsement 

Local Diploma without Regents Endorsement 

Local Diploma 068 

but with Career & Technical Education 

Endorsement 

Local Diploma with Career Ed 612 

Regents Diploma with Advanced Designation 

Regents Diploma with Adv 

Designation 

680 


with Career & Technical Education 

Endorsement 

Regents Diploma with Adv Des & 

Career Ed 

697 


with Honors 

Regents Diploma with Adv Des & 

Honors 

714 


with Honors and with Career & Technical 

Education Endorsement 

Regents Diploma with 

AD&Honors&Career Ed 

731 

High School Equivalency Diploma (GED) GED 738 

Individual Education Program (IEP) Diploma IEP Diploma 085 


Appendix 6: Country of Origin Codes and Descriptions 



AF Afghanistan 

AX Aland Islands 

AL Albania 

DZ Algeria 

AS American Samoa* 

AD Andorra 

AO Angola 

AI Anguilla 

AQ Antarctica 

AG Antigua and Barbuda 

AR Argentina 

AM Armenia 

AW Aruba 

AU Australia 

AT Austria 

AZ Azerbaijan 

BS Bahamas 

BH Bahrain 

BD Bangladesh 

BB Barbados 

BY Belarus 

BE Belgium 

BZ Belize 

BJ Benin 

BM Bermuda 

BT Bhutan 

BO Bolivia 

BA Bosnia and Herzegovina 

BW Botswana 

BV Bouvet Island 

BR Brazil 

IO British Indian Ocean Territory 

BN Brunei Darussalam 

BG Bulgaria 

BF Burkina Faso 

BI Burundi 

KH Cambodia 

CM Cameroon 

CA Canada 

CV Cape Verde 

KY Cayman Islands 

CF Central African Republic 

TD Chad 

CL Chile 

CN China 

CX Christmas Island 

CC Cocos (Keeling) Islands 




CO Colombia 

KM Comoros 

CG Congo 

CD Congo, The Democratic Republic 

CK Cook Islands 

CR Costa Rica 

CI Cote D Ivoire 

HR Croatia 

CU Cuba 

CY Cyprus 

CZ Czech Republic 

DK Denmark 

DJ Djibouti 

DM Dominica 

DO Dominican Republic 

EC Ecuador 

EG Egypt 

SV El Salvador 

GQ Equatorial Guinea 

ER Eritrea 

EE Estonia 

ET Ethiopia 

FK Falkland Islands (Malvinas) 

FO Faroe Islands 

FJ Fiji 

FI Finland 

FR France 

GF French Guiana 

PF French Polynesia 

TF French Southern Territories 

GA Gabon 

GM Gambia 

GE Georgia 

DE Germany 

GH Ghana 

GI Gibraltar 

GR Greece 

GL Greenland 

GD Grenada 

GP Guadeloupe 

GU Guam* 

GT Guatemala 

GN Guinea 

GW Guinea-Bissau 

GY Guyana 

HT Haiti 

HM Heard Island and McDonald Islands 

VA Holy See (Vatican City State) 

HN Honduras 




HK Hong Kong 

HU Hungary 

IS Iceland 

IN India 

ID Indonesia 

IR Iran, Islamic Republic of 

IQ Iraq 

IE Ireland 

IL Israel 

IT Italy 

JM Jamaica 

JP Japan 

JO Jordan 

KZ Kazakhastan 

KE Kenya 

KI Kiribati 

KP Korea, Democratic People's Republic of 

KR Korea, Republic of 

KW Kuwait 

KG Kyrgyzstan 

LA Lao People's Democratic Republic 

LV Latvia 

LB Lebanon 

LS Lesotho 

LR Liberia 

LY Libyan Arab Jamahiriya 

LI Liechtenstein 

LT Lithuania 

LU Luxembourg 

MO Macao 

MK Macedonia 

MG Madagascar 

MW Malawi 

MY Malaysia 

MV Maldives 

ML Mali 

MT Malta 

MH Marshall Islands 

MQ Martinique 

MR Mauritania 

MU Mauritius 

YT Mayotte 

MX Mexico 

FM Micronesia, Federated States of 

MD Moldova, Republic of 

MC Monaco 

MN Mongolia 




MS Montserrat 

MA Morocco 

MZ Mozambique 

MM Myanmar 

NA Namibia 

NR Nauru 

NP Nepal 

NL Netherlands 

AN Netherlands Antilles 

NC New Caledonia 

NZ New Zealand 

NI Nicaragua 

NE Niger 

NG Nigeria 

NU Niue 

NF Norfolk Island 

MP Northern Mariana Islands* 

NO Norway 

OM Oman 

PK Pakistan 

PW Palau 

PS Palestinian Territory, Occupied 

PA Panama 

PG Papua New Guinea 

PY Paraguay 

PE Peru 

PH Philippines 

PN Pitcairn 

PL Poland 

PT Portugal 

PR Puerto Rico* 

QA Qatar 

RE Reunion 

RO Romania 

RU Russian Federation 

RW Rwanda 

SH Saint Helena 

KN Saint Kitts and Nevis 

LC Saint Lucia 

PM Saint Pierre and Miquelon 

VC Saint Vincent and the Grenadines 

WS Samoa 

SM San Marino 




ST Sao Tome and Principe 

SA Saudi Arabia 

SN Senegal 

CS Serbia and Montenegro 

SC Seychelles 

SL Sierra Leone 

SG Singapore 

SK Slovakia 

SI Slovenia 

SB Solomon Islands 

SO Somalia 

ZA South Africa 

GS South Georgia and South Sandwich Islands 

ES Spain 

LK Sri Lanka 

SD Sudan 

SR Suriname 

SJ Svalbard and Jan Mayen 

SZ Swaziland 

SE Sweden 

CH Switzerland 

SY Syrian Arab Republic 

TW Taiwan, Province of China 

TJ Tajikistan 

TZ Tanzania, United Republic of 

TH Thailand 

TL Timor-Leste 

TG Togo 

TK Tokelau 

TO Tonga 

TT Trinidad and Tobago 

TN Tunisia 

TR Turkey 

TM Turkmenistan 

TC Turks and Caicos Islands 

TV Tuvalu 

UG Uganda 

UA Ukraine 

AE United Arab Emirates 

GB United Kingdom 

US United States* 

UY Uruguay 




UM US Minor Outlying Islands* 

UZ Uzbekistan 

VU Vanuatu 

VE Venezuela 

VN Vietnam 

VG Virgin Islands, British 

VI Virgin Islands, U.S.* 

WF Wallis and Futuna 

EH Western Sahara 

YE Yemen 

ZM Zambia 

ZW Zimbabwe 

* 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. 


Appendix 7: Reason for Beginning Enrollment Codes 


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. 

SIRS. 

For these data elements, the codes must be used. The codes are used at Level 2 of 

Code Reason 

0011 Enrollment in building or grade 

0022 Foreign exchange student enrollment in building or grade 

4034 

Preschool-age students enrolled solely for determining eligibility for special education 

services 

5544 Transferred in under the NCLB Title I "School in Improvement Status" transfer option 

5555 Student enrolled for the purpose of recording a test score (walk-in) 

5654 Enrollment in a AHSEP or HSEP program* 

5905 CSE or CPSE responsibility only 

7000 Transferred in under the NCLB "Persistently Dangerous School" transfer option 

7011 Transferred in under the NCLB "Victim of Serious Violent Incident" transfer option 

8294 School-age children on the roster for census purposes only 

*See http://www.p12.nysed.gov/ssae/AltEd/ for a list of approved AHSEP and HSEP 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 4034 — Preschool-age students enrolled solely for determining eligibility 

for special education services: This code is used for preschool-age students enrolled 

solely for this purpose. 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 

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 student’s residence changes such 

that this school becomes the student’s school of location, 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 or HSEP program: This code is used when a 

student enrolls in an approved Alternative High School Equivalency Preparation 

(AHSEP) program or a High School Equivalency Preparation (HSEP) program as 

defined in Commissioner’s 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. 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 student’s residence changes such that this 

school becomes the student’s 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 student’s residence 

changes such that this school becomes the student’s 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. 


Appendix 8: Reason for Ending Enrollment Codes 


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 student’s 

enrollment record must have an ending date and an appropriate reason code that indicates the 

reason for leaving. 

For these data elements, the Codes must be used. These codes are used at Levels 2 

and 3 of SIRS. 

Code 

High School Graduates 

Reason 

799 Graduated (earned a Regents or local diploma) 

High School Completers 

085 Earned an IEP diploma 

629 

GED 

Previously earned an IEP diploma 

816 Earned a High School Equivalency Diploma (GED) 

Transfers to Other Schools 

153 Transferred to another school in this district or to an out-of-district placement 

Transferred to another NYS public school outside this district with documentation. 

170 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 

272 Transferred to a postsecondary school prior to earning a diploma 

5927 Leaving a school under NCLB – a victim of a serious violent incident 

5938 

Leaving a NYC community district under NCLB – a victim of a serious violent 

incident 

Dropouts 

136 Reached maximum legal age and has not earned a diploma or certificate 

340 Left school: first-time dropout 

391 Long-term absence (20 consecutive unexcused days) 

408 Permanent expulsion (student must be over compulsory attendance age) 

Left school, no documentation of transfer 

425 

(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.) 

306 Transferred to other high school equivalency (GED) preparation program 

357 Left school: previously counted as a dropout 

Other Circumstance for Ending Enrollment 

140 

Special education eligibility status determined or determination process stopped for 

any reason 



Code Reason 

289 Transferred to an approved AHSEP or HSEP program 

323 Transferred outside district by court order 

442 Left the U.S. 

459 Deceased 

Entry into a different grade in the same school building (Note: This code may be 

782 used for preschool students with disabilities who remain in the same building but 

transition from preschool to school-age status.) 

8228 End "Walk-In" Enrollment 

8305 End CSE Responsibility Only Enrollment 

8316 Re-enroll in same school 

8338 

Incarcerated student, no participation in a program culminating in a regular 

diploma. 

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., 2010–11) must be included and must have an 

enrollment record. Schools may award diplomas to students who were not enrolled at the time 

of graduation. These diplomas are granted based on the principal’s review of the student’s 



transcript. Students enrolled full time in BOCES programs or in a postsecondary program to 

complete their diploma requirements may fall in this group. 

• 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 Description data element to record the student's 

type of diploma. Students who graduate with a local diploma and return to take a 

Regents examination to receive a Regents diploma must be reported with a Reason for 

Ending Enrollment Code 799 when they receive their local diploma, and the Regents 

diploma must not be reported. 

Code 085 — Earned an IEP diploma: The code for an Individualized Education 

Program (IEP) diploma cannot be selected unless the student has a program service 

record indicating that he or she is disabled. A disability record with a Program Service 

Exit Date no earlier than the last date of enrollment must be reported for each student 

who is awarded an IEP diploma. Students awarded an IEP diploma may continue to be 

enrolled in a public school until they earn a local diploma or reach the age of 21. If a 

student is awarded an IEP diploma in August or January and continues enrollment in 

the school district, the diploma should be recorded as being received in June. If the 

student discontinued enrollment upon receiving the IEP diploma in August or January, 

the diploma should be recorded as awarded in January. If a student received an IEP 

diploma in August or January and a local diploma in June, only the local diploma (with 

or without endorsements) should be recorded. 

Code 629 — Previously earned an IEP diploma or local certificate: This code is 

used for students who earned an IEP diploma or local certificate in a previous school 

year, subsequently continued their enrollment, and then left school without earning a 

local or Regents diploma. 

High School Equivalency Diploma (GED) 

Report the Enrollment Exit Date and Reason for Ending Enrollment Code for each 

student awarded a high school equivalency diploma (GED). 

Code 816 — Earned a High School Equivalency Diploma (GED): This code is used 

to indicate students who have earned a high school equivalency diploma (GED). 

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 who will enroll in a district 

to receive special education services as a school-age student without enrolling in a 

kindergarten program. 

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 score—walk-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. 


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 after July 1 but report an Enrollment Exit Date after July 1. 

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 20 th 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; or 

• 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). 

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 

student’s 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 31 st 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 or 357. 

• 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. This code is also used when a 

student with a Reason for Beginning Enrollment Code 8294: School age children on the 

roster for census purposes only ends enrollment and is no longer of compulsory school 

age. 

• 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) or High School Equivalency Preparation 

(HSEP) 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 student’s 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 student’s 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 student’s 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 ageequivalent 

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 a GED program other than 

Alternative High School Equivalency Preparation (AHSEP) and High School 

Equivalency Preparation (HSEP), 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, 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. 

Other Circumstance for Ending Enrollment 


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. 

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. 



• Code 289 — Transferred to an AHSEP or HSEP program: This code is used when a 

student transfers to an approved AHSEP or a HSEP program as defined in 

Commissioner’s 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 or HSEP program 

are included in the appropriate graduation cohort. (See 

http://www.p12.nysed.gov/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 nonincarcerated 

court placements (e.g., foster care homes; group homes; placement in 

residential facilities with affiliated schools that provide educational 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 student’s parent indicating that the 

family is leaving the country, which the administrator includes in the student’s 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 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 8228 — End "Walk-in" Enrollment: This code is used to end a “Walk-in” 

enrollment. 

• 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. (Districts are encouraged to use a more appropriate Reason for 

Ending Enrollment Code, if applicable.) 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. 

• 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 who re-enroll in the same 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 2006–07 



school year or later and who are placed by court order outside the district in prisons or 

juvenile facilities that do not have a school (as defined under State law) or an 

educational program that culminates in the award of a regular high school diploma 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. 


Appendix 9: Program Service Codes 


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. Detailed definitions of the 

various program services are found below. For these elements, the Codes must be used. 

These codes are used at Levels 2 and 3 of SIRS. 


Type: Limited English Proficient Eligibility 

0231 LEP Eligible 

Type: Limited English Proficient Programs 

5709 English as a Second Language 

5676 Bilingual Program 

5687 Two-way Bilingual Education Program 

5698 LEP - Other Programs 

8239 LEP Eligible but not in a LEP Program 

Type: No Child Left Behind Funded Program Services 

5533 Supplemental Educational Services for Schools in Improvement Status under Title I 

Applied for Supplemental Educational Services for Schools in Improvement Status 

5577 

under Title I 

0286 Title I - Part A: Improving Basic Programs (other than 5533) 

Title I – Part A: Improving Basic Educational Services for School-wide Program 

0411 

(other than 5533) 

0330 Title I - Part C: Education of Migratory Children 

Title I - Part D: Prevention and Intervention Programs for Children and Youth who 

0187 

are Delinquent 

Title I – Part D: Prevention and Intervention Programs for Children and Youth who 

8327 

are Neglected 

5720 Title III: Services to Non-Immigrant LEP Students 

5731 Title III: Language Instruction Immigrant LEP Students 

5742 Title III - Part B, subpart 4: Emergency Immigration Education Program 

5566 Title X - Part C: Homeless Education/McKinney-Vento 

Type: No Child Left Behind Transfer Options 

5872 Applied for Transfer Option - School Identified as in Need of Improvement 

5883 Applied for Transfer Option - Persistently Dangerous School 

7022 Transfer Option Offered - School Identified as in Need of Improvement 

7033 Transfer Option Offered - Persistently Dangerous School 

Type: Type of Disability 

5786 Preschool Student with a Disability 

0352 Autism 

0363 Emotional Disturbance 

0385 Learning Disability 

0396 Mental Retardation 




0407 Deafness 

0418 Hearing Impairment 

0429 Speech or Language Impairment 

0440 Visual Impairment (includes Blindness) 

0451 Orthopedic Impairment 

0462 Other Health Impairment 

0473 Multiple Disabilities 

0484 Deaf-Blindness 

0495 Traumatic Brain Injury 

Type: Safety Net 

0550 Eligible for safety net in English under Section 504 

0572 Eligible for safety net in Mathematics under Section 504 

0583 Eligible for safety net in Global History & Geography under Section 504 

0594 Eligible for safety net in U.S. History & Government under Section 504 

0605 Eligible for safety net in Science under Section 504 

5775 Eligible for safety net in All Subjects under Section 504 

Type: Career and Technical Education 

— Specific Career and Technical Education Program Code (see Appendix 10) 

8261 Single Parent/Pregnant Status 

Type: Other 

0198 Poverty - from low-income family 

0220 Eligible for Alternate Assessment 

0242 Eligible to take the NYSESLAT for grades 3-8 ELA Accountability 

0264 Section 504 Plan 

— Summer School Participation (see below for codes) 

5753 Early Intervening Services supported with IDEA funds 

5817 Free Lunch Program 

5806 Reduced-Price Lunch Program 

8272 Homeless Unaccompanied Youth Status 

The Detailed Definitions of Program Services are presented in the following manner: 

Program Service Name 

Name 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 of the BOCES (without 

regard to the specific location at which the service is provided); 

• 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 

student’s 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 Eligibility 

LEP Eligible — Code 0231 

Level Designation: District-level service. 

Description: Identifies the student as limited English proficient (LEP) and, therefore, eligible for 

LEP services. Note that each student identified as LEP 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 LEP Eligible should have a specific LEP program service identified, as 

described below under Limited English Proficient Programs. 

Purpose: Identifies LEP students for accountability, reporting, and research purposes. An "Exit 

Date" and "Reason for Ending Code" is used to identify LEP students who have achieved 

English proficiency. Part 154 of Commissioner’s Regulations defines students with limited 

English proficiency as students who, by reason of foreign birth or ancestry, speak a language 

other than English and (1) either understand and speak little or no English or (2) score below a 

State-designated level of proficiency on the Language Assessment Battery-Revised (LAB-R) 

for initial identification or for subsequent years, score below a State-designated level of 

proficiency on the NYSESLAT. Districts should contact the nearest Bilingual Education 

Technical Assistance Center (BETAC) to obtain assistance with LEP identification procedures. 

Entry Date: Date of eligibility decision. 

Exit Date: Required only if the student achieved proficiency on the Reading/Writing and 

Listening/Speaking modules of the NYSESLAT 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 LEP 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 LEP, they must NOT be recorded as LEP 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 849 when the student achieves English proficiency. 

Limited English Proficient Programs 

English 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 LEP 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 LEP Eligible student is not being served. Students identified as LEP eligible under 

program service code 0231 (see above) should have a specific LEP program service identified 

here. These program services are mutually exclusive but can be offered at different points 

throughout the academic year. Multiple LEP 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 LEP-eligible students must receive LEP services. 

Purpose: These codes are used to identify which LEP program service the student participates 

in. 

Entry Date: Date LEP program service begins. 

Exit Date: Date that student tests above a State-designated level of proficiency or changes 

LEP programs. 

Reason for Ending Code: Not used. 

No Child Left Behind Funded Program Services 

Supplemental Educational Services for Schools in Improvement Status under Title I — Code 

5533 


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. 


Applied for Supplemental Educational Services for Schools in Improvement Status under Title I 

— Code 5577 


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 services begin. 

Exit Date: Date services end. 




Title I - Part A: Improving Basic Programs -Targeted Assistance Program (other than 5533) — 

Code 0286 


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. 

Purpose: To identify such students for reporting these data to the USED. 

Entry Date: Date service began. 

Exit Date: Date service ended. 


Title I – Part A: Improving Basic Educational Services for School-wide Program (other than 

5533) — Code 0411 


Description: Identifies students served by a school-wide (as opposed to a targeted assistance) 

supported with Title I program funds. 





Title I - Part C: Education of Migratory Children — Code 0330 


Description: Indicates that the student is served by programs supported with Title I - Part C 

funds. 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. 

Purpose: Migrant data must be collected for each student, if applicable (i.e., the student is a 

migrant and is served in a program funded by Title I - Part C), to fulfill the State reporting 

requirements under NCLB and because school and district data for certain migrant students is 

included in the school and district report cards. 


Exit Date: Date that eligibility ends. 


Title I - Part D: Prevention and Intervention Programs for Children and Youth who are 

Delinquent — Code 0187 


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. 


Title I – Part D: Prevention and Intervention Programs for Children and Youth who are 

Neglected — Program Service Code 8327 


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. 


Title III: Services to Non-Immigrant LEP Students — Code 5720 


Description: Identifies that the student is served in a program supported by Title III: Services to 

Non-Immigrant LEP Students program funds. 

Purpose: This data element must be collected for each student, if applicable, to fulfill the State 

reporting requirements under NCLB. 


Exit Date: Not used. 


For more information about Title III, see http://www.p12.nysed.gov/biling/NEWTIII.html. 

Title III: Language Instruction for Students that are both LEP and Immigrants — Code 5731 


Description: Indicates that the student is served in a program supported by Title III: Language 

Instruction for LEP and Immigrant Students program funds. 







Title III - Part B, subpart 4: Emergency Immigration Education Program — Code 5742 


Description: Indicates that the student is served in a program supported by Title III - Part B, 

subpart 4 funds. 




reporting requirements under NCLB 





Title X - Part C: Homeless Education/McKinney-Vento — Code 5566 


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 

children in foster care placement or receiving educational services. 



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. 


No Child Left Behind Transfer Options 

Use 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 


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. 




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. 



Applied for Transfer Option - Persistently Dangerous School — Code 5883 


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 



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. 



Transfer Option Offered - School Identified as in Need of Improvement — Code 7022 


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. 


Entry Date: Date the student is given an offer to transfer by the public school district. 



Transfer Option Offered- Persistently Dangerous School — Code 7033 


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. 


Entry Date: Date the student is given an offer to transfer by the public school district. 




All Type of Disability Categories — Codes 5786, 0352, 0363, 0385, 0396, 0407, 0418, 0429, 

0440, 0451, 0462, 0473, 0484 and 0495 


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. See definition of Safety Net in Appendix 23. 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 CPSE’s decision to classify. 

Exit Date: Date the CSE or CPSE rescinds the classification or the student’s disability 

changes. 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 CPSE’s action. For example, if a preschool child is declassified in June 2010 

(end of the school year), but the effective date of the declassification is September 2010 (start 

of the following school year), the student’s disability exit date must be the August 31, 2010, 

allowing the student to have an active disability record in July and August 2010 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). 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. 

Safety Net 

Under Section 504 - Each/All Subjects — Codes 0550, 0572, 0583, 0594, 0605 and 5775 


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. 



Specific Career and Technical Education Program Code — see Appendix 10 


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 



Appendix 10. 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 and code 663 for left 

without completing program. 

Single Parent/Pregnant Status — Code 8261. 


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. 


Other 

Poverty- from low-income family — Code 0198 


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.) 

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). 



Eligible for Alternate Assessment — Code 0220 


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. 

Exit Date: Date that CSE rescinds eligibility. 


Eligible to take the NYSESLAT for grades 3-8 ELA Accountability — Code 0242 


Description: Identifies LEP students who are not required to take a grades 3–8 NYSTP ELA 

assessment. 

Purpose: Identifies these students for accountability, reporting, and research purposes. Valid 

scores on the Reading/Writing and Listening/Speaking modules of the NYSESLAT will satisfy 

the Title I accountability requirement that the student be assessed in ELA. LEP-eligible 

students (including those from Puerto Rico) who on April 1, 2011, 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 NCLB 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 NYSESLAT Reading/Writing and NYSESLAT Speaking/Listening. For more 

information, see “Testing and Accountability for LEP Students (NYSESLAT)” in Chapter 4: 

Testing Rules and 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). 



Section 504 Plan — Code 0264 


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. 




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. 


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. 

Program 

Reason 

A B 

English Language Arts 2751 2861 

Mathematics 2752 2862 

Science 2753 2863 

Social Studies 2754 2864 

Technology 2755 2865 

The Arts 2756 2866 

Languages Other Than English 2757 2867 

Health 2758 2868 

Physical education 2759 2869 

Driver Education 2760 2870 

Other 2761 2871 

Early Intervening Services supported with IDEA funds — Code 5753 


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: 

http://www.p12.nysed.gov/specialed/publications/policy/ceis908.htm. 


and federal reporting requirements under IDEA. 




Free Lunch Program — Code 5817 


Description: Indicates that the student is an approved applicant for the federal Free Lunch 

Program. This means the student has applied for and has met the eligibility requirements for 

this program service. 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. 

Purpose: To identify such students for reporting and State Aid purposes. 




Reduced-Price Lunch Program — Code 5806 


Description: Indicates that the student is an approved applicant for the federal Reduced-Price 

Lunch Program. This means the student has applied for and has met the 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. 

Purpose: To identify such students for reporting and State Aid purposes. 




Homeless Unaccompanied Youth Status — Code 8272. 


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 unaccompanied by parents, legal guardians, or other adults. 

Do not use this program service if the homeless student is accompanied. 

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. 



Appendix 10: Career and Technical Education Program 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 student’s CTE program. 

As CTE programs at local high schools often cross content areas and may not be 

predefined or linear in nature and CTE students at local high schools build meaningful 

cohesive concentrations based on individual interests, the selection of a specific CIP code 

from Appendix 10 may prove more difficult than the selection of such a code for CTE programs 

at BOCES and Technical or CTE high schools. In this case, the local high school can use one 

of the more broad based CIP codes listed below. These reflect the six major CTE content 

areas. If a student is in programs from two of these content areas, the code to be reported 

should be the one in which the majority of the student’s time is spent. The table below shows 

the six content areas and their related CIP codes. 

CIP Code Content Area 

010599 Agriculture 

529999 Business and Marketing 

199999 Family and Consumer Sciences 

519999 Health Occupations 

151599 Technology Education 

489999 Trade and Technical 

When a local agency is unable to determine the appropriate code, they should contact 

their RIC. If need be, the RIC can contact the NYSED CTE Team at 518-486-1547 or 

emsccte@mail.nysed.gov for assistance. 

Code Program Name 

Agriculture, Food and Natural Resources Cluster 

010000 Agriculture, General 

010101 Agricultural Business and Management, General 

010102 Agricultural Business/Agribusiness Operations 

010105 Agricultural/Farm Supplies Retailing and Wholesaling 

010106 Agriculture Business Technology 

010199 Agricultural Business and Management, Other 

010201 Agricultural Mechanization, General 

010204 Agricultural Power Machinery Operator 

010205 Agriculture Mechanics & Equipment/Machine Technology 

010301 Agricultural Production Operations, General 

010302 Animal/Livestock Husbandry and Production 

010303 Aquaculture 

010304 Crop Production 

010306 Dairy Husbandry and Production 

010307 Horse Husbandry/Equine Science & Management 




010401 Agricultural and Food Products Processing 

010504 Dog/Pet/Animal Grooming 

010505 Animal Trainer 

010507 Equestrian/Equine Studies 

010599 Agricultural & Domestic Animals Services, Other 

010601 Applied Horticulture/Horticultural Operations, General 

010603 Ornamental Horticulture 

010604 Greenhouse Operations and Management 

010605 Landscaping & Groundskeeping 

010606 Plant Nursery Operations and Management 

010607 Turf & Turfgrass Management 

010608 Floriculture/Floristry Operations and Management 

010699 Applied Horticulture/Horticultural Business Services, Other 

019999 Agriculture, Agriculture Operations and Related Sciences, Other 

030205 Water, Wetlands and Marine Resources Management 

030206 Land Use Planning and Management/Development 

030299 Natural Resources Management and Policy, Other 

030301 Fishing and Fisheries Sciences and Management 

030501 Forestry, General 

030508 Urban Forestry 

030509 Wood Science and Wood Products/Pulp and Paper Technology 

030511 Forestry Technology/Technician 

030599 Forestry, Other 

030601 Wildlife and Wildlands Science and Management 

039999 Natural Resources and Conservation, Other 

150507 Environmental Engineering Technology/Environmental Technology 

150599 Environmental Control Technologies/Technicians, Other 

Architecture and Construction Cluster 

150101 Architectural Engineering Technology/Technician 

150201 Civil Engineering Technology/Technician 

151001 Construction Engineering Technology/Technician 

151102 Survey Technology/Surveying 

460101 Mason/Masonry 

460201 Carpentry/Carpenter 

460302 Electrician 

460303 Lineworker 

460401 Building/Property Maintenance and Manager 

460403 Building/Home/Construction Inspection/Inspector 

460412 Building/Construction Site Management/Manager 

460499 Building/Construction Finishing, Management and Inspection, Other 

460503 Plumbing Technology/Plumber 

460599 Plumbing and Related Water Supply Services, Other 

469999 Construction Trades, Other 

470201 

Heating, Air Conditioning, Ventilation and Refrigeration Maintenance 

Technology/Technician 




Manufacturing Production Cluster 

100302 Printing Management 

100303 Prepress/Desktop Publishing and Digital Imaging Design 

100304 Animation, Interactive Technology, Video Graphics and Special Effects 

100305 Graphic and Printing Equipment Operator, General Production 

100306 Platemaker/Imager 

100307 Printing Press Operator 

100308 Computer Typography and Composition Equipment Operator 

100399 Graphic Communications, Other 

150403 Electromechanical Technology/Electromechanical Engineering Technology 

150405 Robotics Technology/Technician 

150508 Hazardous Materials Management and Waste Technology/Technician 

150607 Plastics Engineering Technology/Technician 

150611 Metallurgical Technology/Technician 

150612 Industrial Technology/Technician 

150613 Manufacturing Technology/Technician 

150699 Industrial Production Technologies/Technicians, Other 

150701 Occupations Safety and Health Technology/Technician 

150702 Quality Control Technology/Technician 

150703 Industrial Safety Technology/Technician 

150704 Hazardous Materials Information Systems Technology/Technician 

150799 Quality Control and Safety Technologies/Technicians, Other 

151301 Drafting and Design Technology/Technician, General 

151302 CAD/CADD Drafting and/or Design Technology/Technician 

151303 Architectural Drafting and Architectural CAD/CADD 

151304 Civil Drafting and Civil Engineering CAD/CADD 

151305 Electrical/Electronics Drafting and Electrical/Electronics CAD/CADD 

151306 Mechanical Drafting and Mechanical Drafting CAD/CADD 

151399 Drafting/Design Engineering Technologies/Technicians, Other 

470105 Industrial Electronics Technology/Technician 

470303 Industrial Mechanics and Maintenance Technology 

470399 Heavy/Industrial Equipment Maintenance Technologies, Other 

470409 Parts and Warehousing Operations and Maintenance Technology/Technician 

470499 Precision Systems Maintenance and Repair Technologies, Other 

480501 Machine Tool Technology/Machinist 

480503 Machine Shop Technology/Assistant 

480507 Tool and Die Technology/Technician 

480508 Welding Technology/Welder 

480599 Precision Metal Working, Other 

480701 Woodworking, General 

480702 Furniture Designer and Manufacturing 

480703 Cabinetmaking and Millwork/Millwright 

480799 Woodworking, Other 

489999 Precision Production, Other 




Transportation, Distribution and Logistics Cluster 

150801 Aeronautical/Aerospace Engineering Technology/Technician 

150803 Automotive Engineering Technology/Technician 

151103 Hydraulics and Fluid Power Technology/Technician 

470302 Heavy Equipment Maintenance Technology/Technician 

470603 Autobody/Collision and Repair Technology/Technician 

470604 Automobile/Automotive Mechanics Technology/Technician 

470605 Diesel Mechanics Technology/Technician 

470606 Small Engine Mechanics and Repair Technology/Technician 

470607 Airframe Mechanics and Aircraft Maintenance Technology/Technician 

470608 Aircraft Powerplant Technology/Technician 

470609 Avionics Maintenance Technology/Technician 

470611 Motorcycle Maintenance and Repair Technology/Technician 

470612 Vehicle Emissions Inspection and Maintenance Technology/Technician 

470613 Medium/Heavy Vehicle and Truck Technology/Technician 

470614 Alternative Fuel Vehicle Technology/Technician 

470615 Engine Machinist 

470616 Marine Maintenance/Fitter and Ship Repair Technology/Technician 

470699 Vehicle Maintenance and Repair Technologies, Other 

479999 Mechanic and Repair Technologies/Technicians, Other 

490101 Aeronautics/Aviation/Aerospace Science and Technology, General 

490102 Airline/Commercial/Professional Pilot and Flight Crew 

490104 Aviation/Airway Management and Operations 

490199 Air Transportation, Other 

490202 Construction/Heavy Equipment/Earthmoving Equipment Operation 

490205 Truck and Bus Driver/Commercial Vehicle Operation 

490206 Mobil Crane Operation/Operator 

490299 Ground Transportation, Other 

490309 Marine Science/Merchant Marine Officer 

490399 Marine Transportation, Other 

499999 Transportation and Materials Moving, Other 

520203 Logistics and Materials Management 

520209 Transportation/Transportation Management 

520410 Traffic, Customs and Transportation Clerk/Technician 

Information Technology Cluster 

110101 Computer and Information Sciences, General 

110103 Information Technology 

110199 Computer Science, Other 

110201 Computer Programming/Programmer, General 

110202 Computer Programming, Specific Applications 

110203 Computer Programming, Vendor/Product Certification 

110299 Computer Programming, Other 

110301 Data Processing Technology/Technician 

110601 Data Entry/Microcomputer Applications, General 




110699 Data Entry/Microcomputer Applications, Other 

110801 Web Page, Digital/Multimedia and Information Resources Design 

110802 Data Modeling/Warehousing and Database Administration 

110803 Computer Graphics 

110899 Computer Software and Media Applications, Other 

110901 Computer Systems Networking and Telecommunications 

111001 System Administration/Administrator 

111002 System, Networking and LAN/WAN Management/Manager 

111003 Computer and Information Systems Security 

111004 Web/Multimedia Management and Webmaster 

111099 Computer/Information Technology Services Administration and Management, Other 

119999 Computer and Information Sciences and Support Services, Other 

151201 Computer Engineering Technology/Technician 

151202 Computer Technology/Computer Systems Technology 

151203 Computer Hardware Technology/Technician 

151204 Computer Software Technology/Technician 

151299 Computer Engineering Technologies/Technician, Other 

470101 Electrical/Electronics Equipment Installation and Repair, General 

470102 Business Machine Repairer 

470104 Computer Installation and Repair Technology/Technician 

470199 Electrical/Electronics Maintenance and Repair Technology, Other 

521201 Management Information System, General 

521299 Management Information Systems and Services, Other 

Marketing Sales and Services Cluster 

120301 Funeral Service and Mortuary Science, General 

120401 Cosmetology/Cosmetologist, General 

120402 Barbering/Barber 

120407 Hair Styling/Stylist and Hair Design 

120409 Aesthetician/Esthetician and Skin Care Specialist 

120410 Nail Technician/Specialist and Manicurist 

120413 Cosmetology, Barber/Styling and Nail Instructor 

120499 Cosmetology and Related Personal Grooming Arts, Other 

190699 Housing and Human Environments, Other 

190902 Apparel and Textile Manufacture 

190905 Apparel and Textile Marketing Management 

190906 Fashion and Fabric Consultant 

190999 Apparel and Textiles, Other 

470106 Appliance Installation and Repair Technology/Technician 

521401 Marketing/Marketing Management, General 

521801 Sales, Distribution and Marketing Operations, General 

521802 Merchandising and Buying Operations 

521803 Retailing and Retail Operations 

521899 General Sales, Merchandising and Related Marketing Operations, Other 

521902 Fashion Merchandising 




521904 Apparel and Accessories Marketing Operations 

521907 Vehicle and Vehicle Parts and Accessories Marketing Operations 

521908 Business and Personal/Financial Services Marketing Operations 

521909 Special Products Marketing Operations 

Finance Cluster 

520801 Finance, General 

520803 Banking and Financial Support Services 

520804 Financial Planning and Services 

520807 Investments and Securities 

520809 Credit Management 

520899 Finance and Financial Management Services, Other 

521701 Insurance 

Hospitality and Tourism Cluster 

120500 Cooking and Related Culinary Arts, General 

120501 Baking and Pastry Arts/Baker/Pastry Chef 

120503 Culinary Arts/Chef Training 

120504 Restaurant, Culinary and Catering Management/Manager 

120505 Food Preparation/Professional Cooking/Kitchen Assistant 

120507 Food Service, Waiter/Waitress and Dining Room Management/Manager 

120508 Institutional Food Workers 

120599 Culinary Arts and Related Services, Other 

129999 Personal and Culinary Services, Other 

190505 Foodservice Systems Administration/Management 

190599 Foods, Nutrition and Related Services, Other 

310301 Parks, Recreation and Leisure Facilities Management 

510913 Athletic Training/Trainer 

520901 Hospitality Administration/Management, General 

520903 Tourism and Travel Services Management 

520904 Hotel/Motel Administration/Management 

520905 Restaurant/Food Services Management 

520906 Resort Management 

520999 Hospitality Administration/Management, Other 

521905 Tourism and Travel Services Marketing Operations 

521906 Tourism Promotion Operations 

521910 Hospitality and Recreation Marketing Operations 

Business Management and Administration Cluster 

220301 Legal Administrative Assistant/Secretary 

510716 Medical Administrative/Executive Assistant and Medical Secretary 

520101 Business/Commerce, General 

520201 Business Administration and Management, General 

520202 Purchasing, Procurement/Acquisitions and Contracts Management 

520204 Office Management and Supervision 

520205 Operations Management and Supervision 

520207 Customer Service Management 




520208 E-Commerce/Electronic Commerce 

520299 Business/Managerial Operations, Other 

520301 Accounting 

520302 Accounting Technology/Technician and Bookeeping 

520303 Auditing 

520304 Accounting and Finance 

520305 Accounting and Business Management 

520399 Accounting and Related Services, Other 

520401 Administrative Assistant and Secretarial Science, General 

520402 Executive Assistant/Executive Secretary 

520407 Business/Office Automation/Technology/Data Entry 

520408 General Office Occupations and Clerical Services 

520409 Parts, Warehousing and Inventory Management Operations 

520411 Customer Service Support/Call Center/Teleservice Operation 

520499 Business Operations Support and Secretarial Services, Other 

520701 Entrepreneurship/Entrepreneurial Studies 

520702 Franchising and Franchise Operations 

520703 Small Business Administration/Management 

520799 Entrepreneurial and Small Business Operations, Other 

529999 Business, Management, Marketing and Related Support Services, Other 

Health Science Cluster 

510601 Dental Assisting/Assistant 

510602 Dental Hygiene/Hygienist 

510603 Dental Laboratory Technology/Technician 

510699 Dental Services and Allied Professions, Other 

510703 Health Unit Coordinator/Ward Clerk 

510705 Medical Office Management/Administration 

510706 Health Information/Medical Records Administration/Administrator 

510707 Health Information/Medical Records Technology/Technician 

510708 Medical Transcription/Transcriptionist 

510709 Medical Office Computer Specialist/Assistant 

510710 Medical Office Assistant/Specialist 

510711 Medical/Health Management and Clinical Assistant/Specialist 

510712 Medical Reception/Receptionist 

510713 Medical Insurance Coding Specialist/Coder 

510714 Medical Insurance Specialist/Medical Biller 

510715 Health/Medical Claims Examiner 

510717 Medical Staff Services Technology/Technician 

510799 Health and Medical Administrative Services, Other 

510801 Medical/Clinical Assistant 

510802 Clinical/Medical Laboratory Assistant 

510803 Occupational Therapy Assistant 

510805 Pharmacy Technician/Assistant 

510806 Physical Therapist Assistant 




510808 Veterinary/Animal Health Technology/Technician and Veterinarian Assistant 

510809 Anesthesiologist Assistant 

510810 Emergency Care Attendant (EMT Ambulance) 

510811 Pathology/Pathologist Assistant 

510812 Respiratory Therapy Technician/Assistant 

510813 Chiropractic Assistant/Technician 

510899 Health/Medical Assisting Services, Other 

510901 Cardiovascular Technology/Technician 

510902 Electrocardiograph Technology/Technician 

510903 Electroneurodiagnostic/Electroencephalographic Technology/Technician 

510904 Emergency Medical Technology/Technician (EMT Paramedic) 

510905 Nuclear Medical Technology/Technician 

510907 Medical Radiologic Technology/Science - Radiation Therapist 

510908 Respiratory Care Therapy/Therapist 

510909 Surgical Technology/Technologist 

510910 Diagnostic Medical Sonography/Sonographer and Ultrasound Technician 

510911 Radiologic Technology/Science - Radiographer 

510912 Physician Assistant 

510915 Cardiopulmonary Technology/Technologist 

510916 Radiation Protection/Health Physics Technician 

510999 Allied Health Diagnostic, Intervention and Treatment Professions, Other 

511001 Blood Bank Technology Specialist 

511002 Cytotechnology/Cytotechnologist 

511003 Hematology Technology/Technician 

511004 Clinical/Medical Laboratory Technician 

511006 Ophthalmic Laboratory Technology/Technician 

511007 Histologic Technology/Histotechnologist 

511008 Histologic Technician 

511009 Phlebotomy/Phlebotomist 

511010 Cytogenetics/Genetics/Clinical Genetics Technology/Technologist 

511011 Renal/Dialysis Technologist/Technician 

511099 Clinical/Medical Laboratory Science and Allied Professions, Other 

511502 Psychiatric/Mental Health Services Technician 

511613 Licensed Practical/Vocational Nurse Training 

511614 Nurse/Nursing Assistant/Aide and Patient Care Assistant 

511699 Nursing, Other 

511801 Opticianry/Ophthalmic Dispensing Optician 

511802 Optomeric Technician/Assistant 

511803 Ophthalmic Technician/Technologist 

511804 Orthoptics/Orthoptist 

511899 Ophthalmic and Optometric Support Services and Allied Professions, Other 

512601 Health Aide 

512602 Home Health Aide/Home Attendant 

512603 Medication Aide 




512699 Health Aides/Attendants/Orderlies, Other 

519999 Health Professions and Related Clinical Services, Other 

Human Services Cluster 

190702 Adult Development and Aging 

190708 Child Care and Support Services Management 

190709 Child Care Provider/Assistant 

190799 Human Development, Family Studies and Related Services, Other 

199999 Family and Consumer Sciences/Human Sciences, Other 

440201 Community Organization and Advocacy 

Arts, Audio/Video Technology and Communications Cluster 

090101 Communications Studies/Speech Communication and Rhetoric 

090102 Mass Communications/Media Studies 

090199 Communications and Media Studies, Other 

090401 Journalism 

090402 Broadcast Journalism 

090404 Photojournalism 

090499 Journalism, Other 

090701 Radio and Television 

090702 Digital Communication and Media/Multimedia 

090799 Radio, Television and Digital Communication, Other 

090901 Organizational Communication, General 

090903 Advertising 

090999 Public Relations, Advertising and Applied Communication, Other 

091001 Publishing 

099999 Communications, Journalism and Related Programs, Other 

100105 Communications Technology/Technician 

100201 Photographic and Film/Video Technology/Technician and Assistant 

100202 Radio and Television Broadcasting Technology/Technician 

100203 Recording Arts Technology/Technician 

100299 Audiovisual Communications Technologies/Technician, Other 

109999 Communications Technologies and Support Services, Other 

161603 Sign Language Interpretation and Translation 

470103 Communication Systems Installer and Repair Technology 

500101 Visual and Performing Arts, General 

500301 Dance, General 

500401 Design and Visual Communications, General 

500402 Commercial and Advertising Art 

500404 Industrial Design 

500406 Commercial Photography 

500407 Fashion/Apparel Design 

500408 Interior Design 

500409 Graphic Design 

500410 Illustration 

500499 Design and Applied Arts, Other 




500501 Drama and Dramatics/Theatre Arts, General 

500502 Technical Theater/Theater Design and Technology 

500507 Directing and Theatrical Production 

500508 Theatre/Theatre Arts Management 

500599 Dramatic/Theater Arts and Stagecraft, Other 

500602 Cinematography and Film/Video Production 

500605 Photography 

500699 Film/Video and Photographic Arts, Other 

500704 Arts Management 

500706 Intermedia/Multimedia 

500710 Printmaking 

500712 Fiber, Textile and Weaving Arts 

500713 Metal and Jewelry Arts 

500903 Music Performance, General 

500909 Music Management and Merchandising 

509999 Visual and Performing Arts, Other 

520501 Business/Corporate Communications 

Law and Public Safety Cluster 

220302 Legal Assistant/Paralegal 

430103 Criminal Justice/Law Enforcement Administration 

430104 Criminal Justice, Safety Studies 

430106 Forensic Science and Technology 

430107 Criminal Justice/Police Science 

430109 Security and Loss Prevention Services 

430112 Securities Services Administration/Management 

430199 Corrections and Criminal Justice, Other 

430201 Fire Protection and Safety Technology/Technician 

430202 Fire Services Administration 

430203 Fire Science/Firefighting 

430299 Fire Protection, Other 

439999 Security and Protective Services, Other 

470110 Security System Installation, Repair and Inspection Technology/Technician 

Scientific Research and Engineering Cluster 

150000 Engineering Technology, General 

150303 Electrical, Electronic and Communications Engineering Technology/Technician 

150304 Laser and Optical Technology/Technician 

150399 Electrical and Electronic Engineering Technologies/Technicians, Other 

150401 Biomedical Technology/Technician 

150404 Instrumentation Technology/Technician 

150499 Electromechanical and Instrumentation and Maintenance Tech/Technicians, Other 

150501 Heating, Air Conditioning and Refrigeration Technology/Technician 

150503 Energy Management and System Technology/Technician 

150505 Solar Energy Technology/Technician 

150506 

Water Quality and Wastewater Treatment Management and Recycling 

Technology/Technician 




150805 Mechanical Engineering/Mechanical Technology/Technician 

150899 Mechanical Engineering Related Technology/Technician, Other 

151199 Engineering Technology, Other 

151401 Nuclear Engineering Technology/Technician 

151599 Engineering-Related Fields, Other 

159999 Engineering Technologies/Technicians, Other 

410101 Biology Technician/Biotechnology Laboratory Technician 

410301 Chemical Technology/Technician 

410399 Physical Science Technology/Technician, Other 

419999 Science Technologies/Technicians, Other 

Education and Training Cluster 

130501 Educational/Instructional Media Design 

131202 Elementary Education and Teaching 

131210 Early Childhood Education 

131501 Teacher Assistant/Aide 

131599 Teacher Assistants/Aides, Other 

250301 Library Assistant/Technician 

Government and Public Administration Cluster 

440701 Social Work 

440702 Youth Services/Administration 

449999 Public Administration and Social Service Professions, Other 

520206 Non-Profit/Public/Organizational Management 

520808 Public Finance 


Appendix 11: Assessment Measure Standard Descriptions and Codes 


Business rules unique to the identified assessment: 

Grades 3–8 Assessments: Only the science assessments 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 student’s 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 1 through 4 (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 diploma. For more information, see 

Commissioner’s Regulations 100.5 (d) (5) or the School Administrator's Manual on the Web at: 

http://www.p12.nysed.gov/osa/sam/secondary/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 diploma. To report this exemption for a student correctly, include an 

assessment record with the assessment measure description "Science Exempt" (see Appendix 

11 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 student’s transcript or permanent record. 

Secondary Career and Technical Education: Report on all students taking a CTE technical skill 

assessment (e.g., NOCTI or industry-recognized exam). This assessment is to be reported as 

either P for pass or F for fail. 

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 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 

http://www.p12.nysed.gov/specialed/spp/indicators/7.htm. 

Name Description Subject Area Code Type 

Test Group: "COSF" for Child Outcomes Summary Form for Preschool Students with Disabilities 

Entry Level Positive Social 

Emotional Skills 

COSF: Entry Level 

Social Emotional 

Social Emotional 00931 

Numeric 

Scale * 

Entry Level Acquisition of 

Knowledge and Skills 



Knowledge and 

Skills 

00932 

Numeric 

Scale * 

Entry Level Use of Appropriate 

Behaviors to Meet Their 


Behaviors 

Numeric 

Scale * 

Behaviors 00933 

Needs 

Exit Level Positive Social 


COSF: Exit Level Social 

Emotional 

Social Emotional 00941 

Numeric 

Scale* 

Exit Level Acquisition of 


COSF: Exit Level 


Knowledge and 

Skills 

00942 

Numeric 

Scale* 

Exit Level Use of Appropriate 


Needs 

COSF: Exit Level 

Behaviors 

Behaviors 00943 

Numeric 

Scale* 

Progress in Positive Social 


COSF: Progress Social 

Emotional 

Social Emotional 00951 Alpha** 

Progress in Acquisition of 


COSF: Progress 


Knowledge and 

Skills 

00952 Alpha** 

Progress in Use of Appropriate 


Needs 

COSF: Progress 

Behaviors 

Behaviors 00953 Alpha** 

* 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 3–8 Assessments 

Grade 3 English Language 

Arts 

Grade 3 ELA ELA 00800 

Numeric 

Scale * 

Grade 3 Mathematics Grade 3 Math Math 00801 

Numeric 

Scale * 


Arts 


Numeric 

Scale * 


Numeric 

Scale * 

Grade 4 Science 

(Final Test Score) 

Grade 4 Sci: Scale Science 00029 

Numeric 

Scale * 


Arts 


Numeric 

Scale * 


Numeric 

Scale * 





Arts 


Numeric 

Scale * 


Numeric 

Scale * 


Arts 


Numeric 

Scale * 


Numeric 

Scale * 


Arts 


Numeric 

Scale * 


Numeric 

Scale * 

Grade 8 Science 

(Final Test Score) 

Grade 8 Sci: Scale Science 00034 

Numeric 

Scale 

*For these assessments the scale will be computed from item data. 

Test Group: "NYSAA" for New York State Alternate Assessments 

NYSAA: Grade 3 English 

Language Arts 

NYSAA: Grade 3 ELA ELA 00613 

Numeric 

Standard 

NYSAA: Grade 3 Mathematics NYSAA: Grade 3 Math Math 00614 

Numeric 

Standard 


Language Arts 


Numeric 

Standard 


Numeric 

Standard 

NYSAA: Grade 4 Science 

NYSAA: Grade 4 

Science 

Science 00603 

Numeric 

Standard 


Language Arts 


Numeric 

Standard 


Numeric 

Standard 


Language Arts 


Numeric 

Standard 


Numeric 

Standard 


Language Arts 


Numeric 

Standard 


Numeric 

Standard 


Language Arts 


Numeric 

Standard 


Numeric 

Standard 

NYSAA: Grade 8 Science 

NYSAA: Grade 8 

Science 

Science 00607 

Numeric 

Standard 

NYSAA: English Language 

Arts - Secondary Level 

NYSAA: Secondary ELA ELA 00608 

Numeric 

Standard 

NYSAA: Mathematics - 

Secondary Level 

NYSAA: Secondary 

Math 

Math 00609 

Numeric 

Standard 

NYSAA: Science - Secondary 

Level 


Science 

Science 00611 

Numeric 

Standard 




NYSAA: Social Studies - 

Secondary Level 


Social Studies 

Social Studies 00610 

Numeric 

Standard 

Test Group: “NYSESLAT” for New York State English as a Second Language Achievement Tests 

NYSESLAT: Grades K–1 

Speaking 

NYSESLAT: K-1 

Speaking 

ELA 00500 

Numeric 

Scale 


Writing 

NYSESLAT: K-1 Writing ELA 00501 

Numeric 

Scale 


Reading 

NYSESLAT: K-1 

Reading 

ELA 00502 

Numeric 

Scale 


Listening 

NYSESLAT: K-1 

Listening 

ELA 00503 

Numeric 

Scale 


Listening & Speaking 

NYSESLAT: K-1 

Listening and Speaking 

ELA 00505 

Numeric 

Scale 


Reading & Writing 

NYSESLAT: Grades 2–4 

Speaking 


Writing 


Reading 


Listening 

NYSESLAT: Grades 2-4 





Speaking Test 


Writing Test 


Reading Test 


Listening Test 






Speaking Test 


Writing Test 


Reading Test 





NYSESLAT: K-1 

Reading and Writing 

NYSESLAT: 2-4 

Speaking 

ELA 00506 

ELA 00510 

NYSESLAT: 2-4 Writing ELA 00511 

NYSESLAT: 2-4 

Reading 

NYSESLAT: 2-4 

Listening 

NYSESLAT: 2-4 


NYSESLAT: 2-4 


NYSESLAT: 5-6 

Speaking 

NYSESLAT: 5-6 

Writing 

NYSESLAT: 5-6 

Reading 

NYSESLAT: 5-6 

Listening 

NYSESLAT: 5-6 


NYSESLAT: 5-6 


NYSESLAT: 7-8 

Speaking 

ELA 00512 

ELA 00513 

ELA 00515 

ELA 00516 

ELA 00520 

ELA 00521 

ELA 00522 

ELA 00523 

ELA 00525 

ELA 00526 

ELA 00530 

NYSESLAT: 7-8 Writing ELA 00531 

NYSESLAT: 7-8 

Reading 

NYSESLAT: 7-8 

Listening 

NYSESLAT: 7-8 


ELA 00532 

ELA 00533 

ELA 00535 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 






NYSESLAT: 7-8 


ELA 00536 

Numeric 

Scale 

NYSESLAT: Grades 9-12 

Speaking Test 

NYSESLAT: 9-12 

Speaking 

ELA 00540 

Numeric 

Scale 


Writing Test 


Writing 

ELA 00541 

Numeric 

Scale 


Reading Test 


Reading 

ELA 00542 

Numeric 

Scale 




Listening 

ELA 00543 

Numeric 

Scale 





ELA 00545 

Numeric 

Scale 





ELA 00546 

Numeric 

Scale 

Language Assessment Battery 

– Revised 

LAB Revised ELA 00090 

Numeric 

Scale 

Test Group: “Regents” for Regents Examinations (see footnote below) 

Regents Comprehensive 

English – January 

Regents ELA – Jan ELA 01040 

Numeric 

Scale 


English – June 

Regents ELA – Jun ELA 06040 

Numeric 

Scale 


English – August 

Regents ELA – Aug ELA 08040 

Numeric 

Scale 


English – January/June 

Regents ELA – JanJun ELA 16040 

Numeric 

Scale 

Regents Examination in 

Integrated Algebra – January 

Regents Integrated 

Algebra – Jan 

Math 01204 

Numeric 

Scale 


Integrated Algebra – June 


Algebra – Jun 

Math 06204 

Numeric 

Scale 


Integrated Algebra – August 


Algebra – Aug 

Math 08204 

Numeric 

Scale 


Geometry – January 

Regents Geometry – 

Jan 

Math 01205 

Numeric 

Scale 


Geometry – June 


Jun 

Math 06205 

Numeric 

Scale 


Geometry – August 


Aug 

Math 08205 

Numeric 

Scale 


Algebra 2/Trigonometry - 

January 

Regents 

Algebra2/Trigonometry - 

Jan 

Math 01206 Numeric 

Scale 


Algebra 2/Trigonometry - June 

Regents 


Jun 

Math 06206 

Numeric 

Scale 


Algebra 2/Trigonometry - 

August 

Regents 


Aug 

Math 08206 

Numeric 

Scale 

Regents Living Environment – 

January 

Regents Living 

Environment – Jan 

Science 01059 

Numeric 

Scale 


June 


Environment – Jun 

Science 06059 

Numeric 

Scale 





August 


Environment – Aug 

Science 08059 

Numeric 

Scale 

Regents Physical 

Setting/Chemistry – January 

Regents Phy 

Set/Chemistry – Jan 

Science 01201 

Numeric 

Scale 


Setting/Chemistry – June 

Regents Phy 

Set/Chemistry - Jun 

Science 06201 

Numeric 

Scale 


Setting/Chemistry – August 

Regents Phy 

Set/Chemistry - Aug 

Science 08201 

Numeric 

Scale 

Regents Physical Setting/ 

Earth Science – January 

Regents Phy Set/Earth 

Sci – Jan 


Numeric 

Scale 


Earth Science – June 


Sci – Jun 

Science 06200 

Numeric 

Scale 


Earth Science – August 


Sci – Aug 

Science 08200 

Numeric 

Scale 


Setting/Physics – January 

Regents Phy 

Set/Physics – Jan 


Numeric 

Scale 


Setting/Physics – June 

Student entered NYS school 

Regents Phy 

Set/Physics – Jun 

Science 06202 

Numeric 

Scale 

for first time in grade 12 and 

was exempted from Regents 

Science 

Science Exempt Science 00402 Numeric 


French – January 

Regents French – Jan 

Second 

Languages 

01053 

Numeric 

Scale 


French – June 

Regents French – Jun 

Second 

Languages 

06053 

Numeric 

Scale 


Italian – June 

Regents Italian – Jun 

Second 

Languages 06056 

Numeric 

Scale 


Spanish – January 

Regents Spanish – Jan 

Second 

Languages 

01058 

Numeric 

Scale 


Spanish – June 

Regents Spanish – Jun 

Second 

Languages 

06058 

Numeric 

Scale 

Regents U.S. History and 

Government – January 

Regents US 

History&Gov’t – Jan 


Numeric 

Scale 


Government – June 

Regents US 

History&Gov’t – Jun 


Numeric 

Scale 


Government – August 

Regents US 

History&Gov’t – Aug 


Numeric 

Scale 

Regents Global History and 

Geography – January 

Regents Global History 

– Jan 

Social Studies 01203 

Numeric 

Scale 


Geography – June 


– Jun 


Numeric 

Scale 


Geography – August 

Student entered NYS school 


– Aug 


Numeric 

Scale 

for first time in grade 11 and 

was exempted from Regents 

Global History 

Global Hist Exempt Social Studies 00401 Numeric 

Test Group: "RCT" for Regents Competency Tests 

RCT Reading - January RCT Reading - Jan ELA 01020 

Numeric 

Raw 




RCT Reading - June RCT Reading - Jun ELA 06020 

Numeric 

Raw 

RCT Reading - August RCT Reading - Aug ELA 08020 

Numeric 

Raw 

RCT Writing - January RCT Writing - Jan ELA 01021 

Numeric 

Scale 

RCT Writing - June RCT Writing - Jun ELA 06021 

Numeric 

Scale 

RCT Writing - August RCT Writing - Aug ELA 08021 

Numeric 

Scale 

RCT Mathematics - January RCT Math - Jan Math 01022 

Numeric 

Raw 

RCT Mathematics - June RCT Math - Jun Math 06022 

Numeric 

Raw 

RCT Mathematics - August RCT Math - Aug Math 08022 

Numeric 

Raw 

RCT Science - January RCT Science - Jan Science 01023 

Numeric 

Raw 

RCT Science - June RCT Science - Jun Science 06023 

Numeric 

Raw 

RCT Science - August RCT Science - Aug Science 08023 

Numeric 

Raw 

RCT Global Studies - January 

RCT Global Studies - 

Jan 


Numeric 

Raw 

RCT Global Studies - June 


Jun 


Numeric 

Raw 

RCT Global Studies - August 


Aug 


Numeric 

Raw 

RCT U.S. History and 

Government - January 

RCT US Hist & Gov't - 

Jan 


Numeric 

Raw 


Government - June 


Jun 


Numeric 

Raw 


Government - August 


Aug 


Numeric 

Raw 

The Type listed is preferred. RCT’s 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; RCT’s 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 footnote below) 

CTE/Tech Prep Technical 

Skills Assessment 

Technical Skills 

Assessment 

Career 

Education 

00199 Alpha 

Test Group: Regents Alternatives 

AICE English Examination AICE English ELA 00119 Alpha 

AP Language and 

Composition 

AP Language and 

Comp 

ELA 00120 

Numeric 

Standard 

AP Literature and Composition AP Literature and Comp ELA 00121 

Numeric 

Standard 

IB English A1 Standard Level IB English A1 Std Lvl ELA 00122 

Numeric 

Scale 




IB English A1 Higher Level IB English A1 High Lvl ELA 00123 

AICE Mathematics 

Examination 

Numeric 

Scale 

AICE Math Math 00127 Alpha 

AP Calculus AB Examination AP Calculus AB Math 00128 

AP Calculus BC Examination AP Calculus BC Math 00129 

IB Mathematics Higher Level IB Math Studies High Lvl Math 00126 

IB Mathematics Methods 

Standard Level 

IB Mathematics Studies 

Standard Level 

IGCSE (International General 

Certification of Secondary 

Education) 

IB Math Methods Std Lvl Math 00125 

IB Math Studies Std Lvl Math 00124 

Numeric 

Standard 

Numeric 

Standard 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

IGCSE Math 00130 Alpha 

SAT II Mathematics Level IC SAT II Math Level IC Math 00131 

SAT II Mathematics Level IIC SAT II Math Level IIC Math 00132 

AP Biology AP Biology Science 00135 

SAT II Biology SAT II Biology Science 00179 

SAT II Chemistry SAT II Chemistry Science 00180 

SAT II Physics SAT II Physics Science 00181 

SAT II French Listening and 

Reading 

SAT II German Listening and 

Reading 

SAT II French Listen/Rd 

SAT II German 

Listen/Rd 

SAT II Italian SAT II Italian 

SAT II Latin SAT II Latin 

SAT II Modern Hebrew SAT II Modern Hebrew 

SAT II Spanish Listening and 

Reading 

SAT II Spanish 

Listen/Rd 

Second 

Languages 

Second 

Languages 

Second 

Languages 

Second 

Languages 

Second 

Languages 

Second 

Languages 

00184 

00185 

00187 

00188 

00186 

00189 

AP U.S. History AP US History Social Studies 00136 

AP World History AP World History Social Studies 00137 

SAT II U.S. History SAT II US History Social Studies 00134 

Test Group: RCT Alternatives 

ACT Reading Test ACT Reading ELA 00101 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Standard 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Scale 

Numeric 

Standard 

Numeric 

Standard 

Numeric 

Scale 

Numeric 

Scale 




ACT English Test ACT English ELA 00102 

Numeric 

Scale 

ACT Mathematics Test ACT Math Math 00103 

Numeric 

Scale 

SAT I Mathematics SAT I Math Math 00111 

Numeric 

Scale 

ACT Science Reasoning ACT Science Reasoning Science 00104 

Numeric 

Scale 

SAT I Critical Reading SAT I Critical Reading ELA 00105 

Numeric 

Scale 

Note: 

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. 

Career and Technical Education: 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. 

The 00199 assessment measure code is to be used for all such career and technical 

education assessments. A "P" for passed and an "F" for failed are to be used. 


Appendix 12: Assessment Language Codes 

Appendix 12: Assessment Language Codes 

Code Language 

ALB Albanian 

AMH Amharic 

ARA Arabic 

BUR Burmese 

CHI Chinese 

ENG English 

FAS Farsi 

FRE French 

GER German 

GRE Greek 

HAT Haitian Creole 

HEB Hebrew 

HIN Hindi 

ITA Italian 

JPN Japanese 

KHM Khmer 

KOR Korean 

LAO Lao 

MAY Malay 

POL Polish 

POR Portuguese 

RUM Romanian 

RUS Russian 

SCR Serbo-Croatian 

SPA Spanish 

TGL Tagalog 

THA Thai 

TUR Turkish 

URD Urdu 

VIE Vietnamese 

OTH Other 

The acceptable language codes for grades 3–8 NYSTP mathematics assessments are 00 = 

English, 05 = Chinese, 10 = Haitian Creole, 15 = Korean, 22 = Russian, and 24 = Spanish. If a 

translation in a language other than these six was provided for the student, use 00 = English. 

If a student used a translated edition or received an oral translation of the test (regardless of 

the language), also report the correct Assessment Accommodation Code in the Assessment 

Fact Template. 


Appendix 13: Standard Achieved Codes 


New York State Testing Program Assessments in 

English Language Art and Mathematics — Grades 3–8 


21 Level 1 (provided by test vendor) 




93 Medically excused from testing 

97 Administrative error 

New York State Alternate Assessment (NYSAA) 

for Students with Severe Disabilities 


21 Level 1 

22 Level 2 

23 Level 3 

24 Level 4 



Alternate Assessments of Other States 


N/A Not applicable (applies only to participation, not 

performance in accountability 



New York State English as a Second Language Achievement Test 

(NYSESLAT) — Grades K–1, 2–4, 5–6, 7–8, or 9–12 


21 Beginning 

22 Intermediate 

23 Advanced 

24 Proficient 



New York State Science Test — Grades 4 and 8 

Code 

Description 

21 Level 1 

22 Level 2 

23 Level 3 

24 Level 4 





Regents Examinations 


01 Scored Below 55 

02 Scored 55–64 

03 Scored 65–84 

04 Scored 85–100 

Regents Competency Tests 


01 Fail 

02 Pass 

Approved Alternatives to Regents Examinations 


01 Fail 

03 Pass 

Approved Alternatives to RCTs 


01 Fail 

02 Pass 

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. 

General Career and Technical Education/Title II assessments reported under Assessment Measure 

code 00199 do not use a Standard Achieved Code. 


Appendix 14: Course Codes, Grade Type Codes, and Marking Period Numbers 

Appendix 14: Course Codes, Grade Type Codes, and Marking Period 

Numbers 

Course Codes 

Code Course 

01300 Grade 3 English Language Arts 

02300 Grade 3 Mathematics 



03400 Grade 4 Science 









03800 Grade 8 Science 

01003 English/Language Arts III 

02052 Algebra I 

02072 Geometry 

02106 Trigonometry/Algebra 

03051 Biology 

03101 Chemistry 

03001 Earth Science 

03151 Physics 

06123 French III 

06203 German III 

06703 Hebrew III 

06143 Italian III 

06303 Latin III 

06103 Spanish III 

04101 U.S. History—Comprehensive 

04052 World History and Geography 

Grade Type Codes 


MP MARKING PERIOD 

MT MIDTERM 

FG FINAL GRADE 

QZ QUIZ 

EX EXAM 

FE FINAL EXAM 

HW HOMEWORK 

OA OTHER ASSIGNMENT 


Appendix 14: Course Codes, Grade Type Codes, and Marking Period Numbers 

Marking Period Numbers 

Number Description 

1 Full Year - Marking Period 1 








101 Semester 1 - Marking Period 1 
































901 Summer - Marking Period 1 

902 Summer - Marking Period 2 

999 Final Grade 


Appendix 15: Preschool Students with Disabilities Primary Service Codes 

Appendix 15: Preschool Students with Disabilities Primary Service Codes 

PRIMARY SERVICE CODE (Field #31 in Special Education Snapshot Template): 


SVC01 Related services only 

SVC02 Special Education Itinerant Teacher (SEIT) only 

SVC03 Related services and SEIT services 

SVC04 Half-day (2.5 hours or less) Special Class program in integrated setting 

SVC05 Half-day (2.5 hours or less) Special Class program in segregated setting 

SVC06 Full-day (more than 2.5 up to 3 hours) Special Class program in integrated setting 

SVC07 Full-day (more than 2.5 up to 3 hours) Special Class program in segregated setting 

SVC08 Full-day (more than 3 up to 4 hours) Special Class program in integrated setting 

SVC09 Full-day (more than 3 up to 4 hours) Special Class program in segregated setting 

SVC10 Full-day (more than 4 hours) Special Class program in integrated setting 

SVC11 Full-day (mote than 4 hours) Special Class program in segregated setting 

SVC12 Residential program 


Appendix 16: Preschool and School-Age Students with Disabilities Least Restrictive Environment Codes 

Appendix 16: Preschool and School-Age Students with Disabilities Least 

Restrictive Environment Codes 

PRIMARY SETTING CODES (Field #44 in Special Education Snapshot Template) 

(See definition of these settings under the data element Least Restrictive Environment Code.) 

Preschool Settings 


PS01 In regular Early Childhood program at least 80% of the time 

PS02 In regular Early Childhood program 40% to 79% of the time 

PS03 In regular Early Childhood program less than 40% of the time 

PS04 Separate Classroom 

PS05 Separate School 

PS06 Residential Facility 

PS07 Home 

PS08 Service Provider Location 

School-Age Settings 


SA01 Inside the regular classroom 80% or more of the day. 

SA02 Inside the regular classroom 40% to 79% of the day. 

SA03 Inside the regular classroom less than 40% of the day. 

SA04 Separate School 

SA05 Hospital In Patient 

SA06 Homebound – Placed on Home Instruction by the CSE 

SA07 Incarcerated 

Parentally placed in a nonpublic school and receiving special 

SA08 


Parentally placed in a nonpublic school and NOT receiving publicly 

SA09 

funded special education services 

SA10 Home Schooled at parent’s choice 

Directions for Reporting PRESCHOOL Students with Disabilities in the Least Restrictive 

Environment Setting 

An early childhood program is one that includes at least 50% non-disabled preschool 

children. Early childhood programs include, but are not limited to: 

• private preschools; 

• Head Start; 

• child care facilities (group child care, day care centers); 

• preschool classrooms open to an eligible prekindergarten population by the public 

school system (universal pre-k programs); and 

• special class in an integrated setting, if class contains at least 50% non-disabled 

children. 



A student who is participating for any portion of the day in an early childhood program, 

regardless of how the participation is funded (with public or private funds), is to have the least 

restrictive environment code selected based on the time spent in the early childhood program. 

These times are grouped into three categories: 

• In an Early Childhood Program for at least 80% of Time; 

• In an Early Childhood Program for 40 to 79% of Time; or 

• In an Early Childhood Program for less than 40% of Time. 

Use the following rules to determine the percentage for the above categories when 

determining how to report the preschool student: 

• The numerator is the amount of time per week the student spends in a regular early 

childhood program. 

• The denominator is the total number of hours the student spends in a regular early 

childhood program PLUS any time the student spent receiving special-education and 

related services outside of a regular early childhood program. 

• The result is multiplied by 100. 

Examples: 

1) If the student attends a regular early childhood program 6 hours a week and receives 1 

hour of special-education and related services at home and an additional half hour of specialeducation 

and related services at a service provider location, report the student under the “In 

an Early Childhood Program for at least 80% of Time” category (6 ÷ 7.5 = 0.8 × 100 = 80%). 

2) If the student attends a regular early childhood program 6 hours a week and receives 

special-education and related services in a special-education program for an additional 4 hours 

a week, report the student under the “In an Early Childhood Program for 40 to 79% of Time” 

category (6 ÷ 10 = 0.6 × 100 = 60%). Include in the denominator any time spent receiving 

special education in the special-education program. This is true even if the student receives 

little or no special education in the early childhood program. 

3) If a student is pulled out of the regular early childhood program to receive special 

education, this is considered time outside the regular early childhood program. Include this 

time in the denominator but not in the numerator of the calculation. Therefore, if a student 

attends a regular early childhood program for 6 hours a week and is pulled out of that 

environment for two hours each week to receive speech instruction, report the student under 

the “ In an Early Childhood Program for 40% of 79% of Time” category (4 ÷ 6 = 0.67 × 100 = 

67%). 

If the student does not attend a regular early childhood program, determine if the 

student attends any of the special-education programs listed below. If so, report the student in 

one of those programs. Report the student in one of these environments even if the student 

also receives special education at home or in a service provider location. 

Separate Classroom — a special-education classroom in: 

• Regular school buildings; 

• Trailers or portables outside regular buildings; 

• Child-care facilities; 

• Hospital facilities on an outpatient basis; or 

• Other community-based settings. 



Separate School — Schools designed specifically for students with disabilities. 

Residential Facility — Public or privately operated residential schools or residential 

medical facilities on an inpatient basis. 

Home — If the student does not attend a regular early childhood program or a specialeducation 

program, determine if the student receives some or all of his/her specialeducation 

services in the home. If the student receives any of his/her special-education 

services in the home, report the student in the Home setting. 

Service Provider Location — If the student does not attend a regular early childhood 

program or a special-education program or receive some or all his or her specialeducation 

services in the home, determine if the student receives special-education 

services in a Service Provider Location. If so, report the student in this environment. 

Service Provider locations include: 

• private clinicians’ offices; 

• clinicians’ offices located in school buildings; 

• hospital facilities on an outpatient basis; and 

• libraries and other public locations. 

Directions for Reporting SCHOOL-AGE Students with Disabilities in the Least 

Restrictive Environment Setting 

For students who are in regular school buildings for 50 percent or more of the school day 

(buildings which are attended by students with and without disabilities), select their least 

restrictive environment code based on the percent of time each student is in a regular class 

using the following categories: 

• Inside the regular classroom 80 percent or more of the day. These are students who 

receive special-education and related services outside the regular classrooms for less 

than 21 percent of the school day; 

• Inside the regular classroom between 40 and 79 percent of the day. These are 

students who receive special-education and related services outside regular classrooms 

between 21 and 60 percent of the day; or 

• Inside the regular classroom less than 40 percent of the day. These are children who 

received special-education and related services outside the regular classroom for more 

than 60 percent of the day. 

To calculate the percentage of time inside the regular classroom, subtract the amount of 

time a student is provided special-education services in classrooms for student with disabilities 

only from the entire length of the school day, divide the result by the length of the school day, 

and multiply this result by 100. Time spent outside the regular classroom receiving services 

unrelated to the youth’s disability (e.g., time receiving LEP services) should be considered time 

inside the regular classroom. Education time spent in age-appropriate community-based 

settings that include individuals with and without disabilities, such as college campuses or 

vocational sites, should be counted as time spent inside the regular classroom. 

For students who are not reported under the above categories (i.e., students who do not 

attend a regular school building for 50 percent or more of the school day), report the students 

in one of the following categories where the student attends for more than 50 percent of the 

school day: 

• Separate school — Student receives special-education and related services in a public 

or private day school for students with disabilities; 



• Residential facility — Student receives special-education and related services in a 

public or private residential facility for students with disabilities (Note: You must use the 

“Primary Placement Type” field, Code PLC02, to designate a student who is in a 

residential placement); 

• Hospital program — Student is placed in a hospital program as an in-patient and 

receives special-education and related services in the hospital; 

• Homebound — Student is placed at home by the CSE and receives special-education 

and related services at home; 

• Correctional facility — Student is in a short-term detention facility or in a county/city 

correctional facility (jail), or in a State correctional facility and is receiving specialeducation 

and related services in these settings; 

• Parentally placed in a nonpublic school — Student is parentally placed in a nonpublic 

school and is receiving publicly funded special-education and related services; 

• Parentally placed in a nonpublic school — Student is an identified student with a 

disability but is not receiving any publicly funded special-education services; or 

• Home Schooled — Student is home schooled at parents’ choice and receives specialeducation 

and related services from the district. 


Appendix 17: Event Type Codes for Series of Events in Special Education 

Appendix 17: Event Type Codes for Series of Events in Special Education 

See information on SPP Indicators #11 and 12 available at: 

http://www.p12.nysed.gov/specialed/spp/home.html 

See the schedule of the years in which school districts must report data on these two 

indicators at: 

http://www.p12.nysed.gov/sedcar/sppschedule.html 

EVENT TYPE CODES (Field #5 in the Special Education Events Template): 

Timely evaluation of preschool students for special education (SPP Indicator 11) 

Code Name Description for Use in Level 2 

CPSE01 Initial referral to CPSE Initial referral to CPSE 

CPSE02* Parental consent to evaluate Parental consent to evaluate 

CPSE03 

CPSE meeting at which evaluation 

results are discussed (all evaluations 

are completed) 

CPSE meeting 

Timely evaluation of school age students for special education (SPP Indicator 11) 


CSE01 Initial referral to CSE Initial referral to CSE 

CSE02* Parental consent to evaluate Parental consent to evaluate 

CSE03 

CSE meeting at which evaluation 

results are discussed (all evaluations 

are completed) 

CSE meeting 

Transition from IDEA Part C (Early Intervention) to IDEA Part B (preschool) (SPP Indicator 12) 


EI01* Initial referral to CPSE Initial referral to CPSE 

EI02 Parental consent to evaluate Parental consent to evaluate 

EI03 

CPSE meeting to discuss determine 

eligibility (all evaluations are 

completed) 

CPSE meeting 

EI04 Full IEP implementation Full IEP implementation 

Evaluation of parentally placed students in nonpublic schools for determination of eligibility 

for special education and provision of special education services 


CSENP01* Initial referral to CSE Initial referral to CSE 

CSENP02 Parental consent to evaluate Parental consent to evaluate 

CSENP03 CSE meeting to discuss evaluation 

results (all evaluations are completed) 

CSE meeting 

CSENP04 Full implementation of IEP or IESP or 

Full implementation of IEP 

SP 

*In the Special Education Events template (550), the Event Date for all Event Type Codes is the actual date the 

event occurred. The School Year is the year in which the asterisked event (CPSE02, CSE02, EI01, and 

CSENP01) occurred, even if the asterisked event occurred in a different school year than a prior or subsequent 

event in the sequence. For example, if the date of parent consent CPSE02 is July 2, 2011 and the date of referral 

CPSE01 is June 28, 2011, report 2012-06-30 as the School Year for all events in this sequence and 2011-06-28 

as the Event Date for the parental referral. 


Appendix 18: Special Education Event Reason Codes (for SPP Indicators 11 and 12) 

Appendix 18: Special Education Event Reason Codes (for SPP Indicators 

11 and 12) 

REASON CODES (Field # 20 in Special Education Event Template) 

Reasons for delay in evaluating preschool students (past 30 school days from the date of 

receipt of parental consent to evaluate to date of CPSE meeting at which evaluation results are 

discussed) for special education eligibility. (SPP Indicator 11) 


CPSER01 

Parents withdrew referral or consent 

to evaluate (C) 

Parents withdrew referral or consent to 

evaluate (C) 

CPSER02 Student moved out of the district (C) Student moved out of the district (C) 

CPSER03 Student died (C) Student died (C) 

CPSER04 

An approved evaluator was not 

available to provide a timely 

evaluation (NC) 

Delays in making contact with parents 

An approved evaluator was not available to 

provide a timely evaluation (NC) 

CPSER05 

to schedule the evaluation. (There is 

documentation of repeated attempts 

to make contact) (C) 

Documented delays in making contact with 

parents to schedule the evaluation (C) 

Parents cancelled the scheduled Parents cancelled the scheduled evaluation 

CPSER06 evaluation and/or selected another and/or selected another approved evaluator 

approved evaluator (C) 

(C) 

CPSER07 

Parents refused or repeatedly did not 

make the child available for evaluation 

(C) 

Parents refused or repeatedly did not make 

the child available for evaluation (C) 

CPSER08 

Evaluator delays in completing the 


Extended time line met for student 



who transferred to this school district Extended time line met for student who 

CPSER09 after the evaluation period. Parent transferred to this district after eval period 

and school district agreed in writing to 

the extended time period. (C) 

began (C) 

CPSER10 

Delays in scheduling CPSE meetings 

(NC) 

Delays in scheduling CPSE meetings (NC) 



Reasons for delay in evaluation of school-age students (past 60 calendar days from the date of 

receipt of parental consent to evaluate to date of CSE meeting at which evaluation results are 

discussed) for special education eligibility. (SPP Indicator 11) 


CSER01 


to evaluate (C) 

Parents withdrew referral or consent to 

evaluate (C) 

CSER02 Student moved out of the district (C) Student moved out of the district (C) 

CSER03 Student died (C) Student died (C) 

CSER04 

Evaluator was not available to provide 

a timely evaluation (NC) 

Delays in making contact with parents 

Evaluator was not available to provide a 

timely evaluation (NC) 

CSER05 

to schedule the evaluation. (There is 

documentation of repeated attempts 

to make contact) (C) 



CSER06 


make the child available for evaluation 

(C) 



CSER07 






who transferred to this school district Extended time line met for student who 

CSER08 after the evaluation period. Parent transferred to this district after eval period 

and school district agreed in writing to 

the extended time period. (C) 

began (C) 

CSER09 

Delays in scheduling CSE meetings 

(NC) 

The evaluation was completed and 

the CSE meeting to discuss 

evaluation results was scheduled to 

Delays in scheduling CSE meetings (NC) 

occur within 60 calendar days from Eval completed on time, postponed due to 

CSER10 the date of written parent consent to parents documented request or emergency 

evaluate the student, but postponed 

due to documented request by the 

parents or documented emergency 

school closing (C) 

school closing (C) 



Reasons for delays in determining eligibility for preschool special education for children 

transitioning from IDEA Part C (Early Intervention) to IDEA Part B (Preschool) or Reasons for 

Implementing IEPs of children found eligible for preschool special education past the child’s 

third birthday. (SPP Indicator #12) 


EIR01 


to evaluate or did not provide 

consent to evaluate (C) 

Parents withdrew or did not provide referral 

or consent to evaluate (C) 

EIR02 Student moved out of the district (C) Student moved out of the district (C) 

EIR03 Student died (C) Student died (C) 

Parents provided consent to evaluate Parents provided consent to evaluate less 

EIR04 less than 30 school days prior to than 30 school days prior to child’s third 

child’s third birthday (C) 

birthday (C) 

EIR05 

Evaluator was not available to 

provide a timely evaluation (NC) 

Delays in making contact with 

Evaluator was not available to provide a 

timely evaluation (NC) 

EIR06 

parents to schedule the evaluation. 

(There is documentation of repeated 

attempts to make contact) (C) 



Parents cancelled the scheduled Parents cancelled the scheduled evaluation 

EIR07 evaluation and/or selected another and/or selected another approved evaluator 

approved evaluator (C) 

(C) 

EIR08 


make the child available for 

evaluation (C) 



EIR09 

Additional evaluations were 

requested (NC ) 

Additional evaluations were requested (NC ) 

EIR10 






who transferred to this district after Extended time line met for student who 

EIR11 the evaluation period. Parent and transferred to this district after the eval 

school district agreed in writing to the 

extended time period. (C) 

period began. 

EIR12 

Delays in scheduling CPSE meetings 

(NC) 

Parents chose to continue their 

Delays in scheduling CPSE meetings (NC) 

student in Early Intervention Program Parents chose to continue their child in EI 

EIR13 (EIP) and transition to preschool and transition to preschool after the age of 3 

special education after the child 

became three years of age (C) 

(C) 

EIR14 

Parents did not provide consent for 

services (C) 

Parents did not provide consent for services 

(C) 

EIR15 

The recommended Part B 

program/services were not available 

when the child turned three years of 

age (NC) 

The recommended Part B program/services 

were not available when the child turned 

three years of age (NC) 



Reasons for delays in determining eligibility for preschool special education for children 

transitioning from IDEA Part C (Early Intervention) to IDEA Part B (Preschool) or Reasons for 

Implementing IEPs of children found eligible for preschool special education past the child’s 

third birthday. (SPP Indicator #12) 


EIR16 

EIR17 

The Board of Education of school 

district arranged for the full 

implementation of the child’s IEP, 

within 30 school days of the CPSE 

recommendation, however the 

program’s starting date and/or days 

of operation were after the child’s 3 rd 

birthday (C) 

The date of referral to Early 

Intervention was fewer than 90 days 

before the child’s third birthday (C) 

The program’s starting date and/or days of 

operation were after the child’s 3 rd birthday 

(C) 

Referral to EI less than 90 days before 3rd 

birthday (C) 

Note: 

The “C” next to the reason indicates the reason is in compliance with State requirements; 

the “NC” next to the reason indicates the reason is not in compliance with State 

requirements. 


Appendix 19: Use of SIRS Data for NYSED Reporting 


New York State Report Card Data Sources 

Superintendent and principal names are those reported in the 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: 

• Enrollment (by grade) (in Profile section of the Accountability and Overview Report) 

• Eligible for Free Lunch 

• Eligible for Reduced-Price Lunch 

• Student Stability 

• Enrollment (by racial/ethnic origin) 

• Annual Attendance Rate 

• Student Suspensions 

• Staff Counts 

• Estimated Percentage of Students from Families Receiving Public Assistance 

Data for the following are collected using the Basic Educational Data System (BEDS) 

Personnel Master File (IMF): 

• Average Class Size 

• Teacher Qualifications 

• Teacher Turnover Rate 

Data for the following are collected using the Career and Technical Education Data forms: 

• Post high school placement data for Career and Technical Education Programs 

Data for the following are collected using the Annual Financial Report (Form ST–3): 

• Expenditures per Pupil 

Data for the following are collected using the Title I Status Report (NCLB) on the NYSED 

Business Portal: 

• Receipt of Title I Funds 

Data for the following are collected by the Fiscal and Research Unit: 

• Expenditures per pupil for general-education students and student with disabilities 

The remaining data in the report cards (including limited English proficient enrollment, data 

used to determine accountability status, high school completer and noncompleter data, postgraduate 

plans, annual assessment data, CTE enrollment, CTE programs completion, and 

placement of students with disabilities) are collected using the Student Information Repository 

System. 



Data Elements Usage 

= data element is used for the indicated report, etc. 

— = data element is not used for the indicated report, etc. 

Data Element 

NYSSIS 

ID 

NCLB 


IDEA 


Federal 

Reporting 

New 

York 


Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 

State Aid 

Ad Hoc 

Reports 

Federal 

Funding 

Assessment Accommodation 

Code(s) 

— — — — — — — 

Assessment Date of 

Administration 

— — — — — 


Description 

— — — — — 


Value Multiple Choice 

— — — — 


Value Points Earned 

— — — — 

Assessment Language Code — — — — — — — — — 

Assessment Measure 

Standard Description 

— — — — — 

Assessment Score — — — — — — 

Assessment Standard Met 

Code 

— — — — 

Backmapping BEDS Code — — — — — — — — 

Building of Enrollment Code 

Country of Origin — — — — — — — — — 

Credential Type Description — — — — — — — 

CTE/Tech Prep Program 

Intensity 

— — — — — — — — — 

CTE/Tech Prep Program 

Type 

— — — — — — — — — 

Date of Birth — — — 

Date of Entry into United 

States 

— — — — — — — 

District of Responsibility Code — 

Enrollment Entry Date — 

Enrollment Exit Date — 

Event Date — — — — — — — — 



Data Element 

NYSSIS 

ID 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 


Ad Hoc 

Reports 

Event Outcome Code — — — — — — — — 

Event Type Code — — — — — — — — 

First Date of Entry into Grade 

9 

— — — — 

Gender Description — — — — — 

Grade Level 

Hispanic/Latino Ethnicity 

Indicator 

— — — — — — 

Home Language Description — — — — — — — 

Homeless Indicator — — — — — — — — — 

Homeless Primary Nighttime 

Residence 

— — — — — — — — — 

Immigrant Indicator — — — — — — — — — 

Immunization Date for First 

Polio Vaccination 

— — — — — — — — — 

Initial Event Date — — — — — — — — 

Initial Event Type Code — — — — — — — — 

Least Restrictive Environment 

Code 

— — — — — — — — 

Migrant Indicator — — — — — — — — — 

Neglected or Delinquent 

Indicator 

— — — — — — — — — 

Number of Days — — — — — — — — 

Phone at Primary Residence — — — — — — — — — 

Postgraduate Plan 

Description 

— — — — — — — 

Race 1 Code — — — 

Hispanic/Latino Ethnicity 

Indicator 

— — — 

Primary Placement Type — — — — — — — — — 

Primary Service Code — — — — — — — — — 

Primary Service Provider — — — — — — — — — 

Program Service Code — — 

Program Service Entry Date — — 

Federal 

Funding 



Data Element 

NYSSIS 

ID 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 


Ad Hoc 

Reports 

Federal 

Funding 

Program Service Exit Date — — 

Program Service Provider 

BEDS Code 

— — 

Race 2 Code — — — — 




Reason Code — — — — — — — 

Reason for Beginning 

Enrollment Code 

— — 

Reason for Ending Enrollment 

Code 

— — 

Reason for Ending Program 

Service Code 

— — — — — 

School District Student ID — — — — — — — — — 

School Year 

School—Age Indicator — — — — — — — — — 

Scoring Model Key — — — — — — — — — 

Snapshot Date — — — — — — — — 

Student’s Address City — — — — — — — — — 

Student’s Address Line 1 — — — — — — — — — 

Student’s Address Line 2 — — — — — — — — — 

Student’s Address State Code — — — — — — — — — 

Student’s Address Zip Code — — — — — — — — — 

Student’s First Name — — — — — — — — 

Student’s Guardian One 

Name 

— — — — — — — — — 

Student’s Guardian Two 

Name 

— — — — — — — — — 

Student’s Last Name — — — — — — — — 

Student’s Middle Initial — — — — — — — — 

Student’s Place of Birth — — — — — — — 

Survey Completion Indicator — — — — — — — — — 

Test Group — — — 



Data Element 

NYSSIS 

ID 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 


Ad Hoc 

Reports 

Version — — — — 

Years Enrolled in a Bilingual 

or ESL Program 

— — — — — — — — 

Years in United States 

Schools 

— — — — — — — — 

Federal 

Funding 



Program Services Usage 

= program service is used for the indicated report, etc. 

— = program service is not used for the indicated report, etc. 

Program 

Code 

Program 

Description 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 



Aid 

Ad Hoc 

Reports 

Limited English Proficient Eligibility 

0231 LEP Eligible — — — 

Limited English Proficient Programs 

5709 

English as a Second 

Language 

— — — — — — — 

5676 Bilingual Progm — — — — — — — 

5687 

Two—way Bilingual 

Education Program 

— — — — — — — 

5698 

Other LEP 

Programs 

— — — — — — — 

8239 

LEP Eligible but not 

in a LEP Program 

— — — — — — — 

No Child Left Behind Funded Program Services 

Supplemental 

Educational 

Services for Schools 

in Improvement 

— — — — — — 

5533 Status under Title I 

Title 1 Part A: 

Improving Basic 

Programs (other 

— — — — — 

0286 than 5533) 

Title 1 Part C: 

Education of 

— — — — — 

0330 Migratory Children 

Title 1 Part D: 

Prevention & 

Intervention 

Programs for 

Neglected or 

Delinquent Children 

— — — — — — 

0187 and Youth 

Federal 

Funding


Program 

Code 

Program 

Description 

Title 3: Services to 

Non Immigrant LEP 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 



Aid 

Ad Hoc 

Reports 

— — — — — — 

5720 Students 

Title 3: Language 

Instruction 

Immigrant LEP 

— — — — — — 

5731 Students 

Title II Part B, 

subpart 4: 

Emergency 

Immigration 

— — — — — — 

5742 Education Program 

Title X Part C: 

Homeless 

Education/McKinney 

— — — — — — 

5566 Vento 

No Child Left Behind Transfer Options 

Applied for Transfer 

Option School 

Identified as in Need 

— — — — — — — 

5872 of Improvement 

Applied for Transfer 

Option Persistently — — — — — — — 

5883 Dangerous School 

Transfer Option 

Offered School 

Identified as in Need 

— — — — — — — 

7022 of Improvement 

Transfer Option 

Offered Persistently — — — — — — — 

7033 Dangerous School 


5786 

Preschool Student 

with a Disability 

— — — 

0352 Autism — — — 

0363 

Emotional 

Disturbance 

— — — 

Federal 

Funding


Program 

Code 

Program 

Description 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Individual 

Student 

Reports/ 

Summary 

Test 

Vendor 

Scoring 



Aid 

Ad Hoc 

Reports 

Federal 

Funding 

Card Reports 

0385 Learning Disability — — — 

0396 Mental Retardation — — — 

0407 Deafness — — — 

0418 Hearing Impairment 

Speech or 

— — — 

Language 

— — — 

0429 Impairment 

0440 

Visual Impairment 

(includes Blindness) 

— — — 

0451 

Orthopedic 

Impairment 

— — — 

0462 

Other Health 

Impairment 

— — — 

0473 Multiple Disabilities — — — 

0484 Deaf Blindness — — — 

0495 

Safety Net 

Traumatic Brain 

Injury 

Eligible for safety 

— — — 

net in English under — — — — — — — 

5504 Section 504 


net in Mathematics — — — — — — — 

0572 under Section 504 


net in Global History 

& Geography under 

— — — — — — — 



net in U.S. History & 

Government under 

— — — — — — — 



net in Science under — — — — — — — 

0605 Section 504


Program 

Code 

Program 

Description 


net in All Subjects 

5775 under Section 504 


— Specific Career and Technical 

NCLB 


IDEA 


Federal 

Reporting 




Report 

Card 

Individual 

Student 

Reports/ 

Summary 

Reports 

Test 

Vendor 

Scoring 



Aid 

Ad Hoc 

Reports 

Federal 

Funding 

— — — — — — — 

Education Program Code 

Single 

— — — — — — 

Parent/Pregnant 

— — — — — — — 

8261 Status 

Other 

0198 

Poverty from low 

income family 

— — — — — 

0220 

Eligible for Alternate 

Assessment 

Eligible to take the 

— — — — — — 

NYSESLAT for 

grades 3—8 ELA 

— — — — — — 

0242 Accountability 

0264 Section 504 Plan 

Early Intervening 

— — — — — — — 

Services supported — — — — — — — 

5753 with IDEA funds 

5817 

Free Lunch 

Program 

— — — — — — 

5806 

Reduced Price 

Lunch Program 

Homeless 

— — — — — — 

Unaccompanied 

— — — — — — — 

8272 Youth Status 

— Summer School Participation — — — — — — —

Appendix 20: High School Cohort Definitions 


Performance at the secondary level is determined for a cohort of students, consisting of 

students who first entered grade 9 in the same school year. Accountability for English 

Language Arts (ELA) and mathematics in 2010–11 will be based on the 2007 Accountability 

Cohort. Graduation-rate accountability for the 2010–11 school year will be based on the 2006 

Total Cohort. Foreign exchange students are not included in the cohorts. 

2007 School Accountability Cohort 

General Definition 

The 2007 school accountability cohort consists of all students, regardless of their current grade 

level, who were enrolled in the school on October 6, 2010 (BEDS day) and meet one of the 

following conditions: 

first entered grade 9 (anywhere) during the 2007–08 school year (July 1, 2007 through June 

30, 2008); or 

in the case of ungraded students with disabilities, reached their seventeenth birthday during 

the 2007–08 school year. The cohort year of students whose last enrollment record has a 

grade of “14” (i.e., 7–12 ungraded) will be 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 2007 school accountability cohort if their birth date is between July 1, 1990 and June 30, 

1991 (inclusive). 

Students Included in the 2007 School Accountability Cohort 

The students below are included in the 2007 school accountability cohort if they also fit the 

general definition above: 

• Students with no Reason for Ending Enrollment Code or Reason for Ending Enrollment 

Date between BEDS day 2010 (October 6, 2010) and June 30, 2011. 

• Students who were enrolled in the school between BEDS day 2010 (October 6, 2010) and 

June 30, 2011 and changed grades after BEDS day 2010 (October 6, 2010); that is, 

students with a Reason for Ending Enrollment Code 782 — Entry into a different grade in 

the same school building. 

• Students who were enrolled in the school on BEDS day 2010 (October 6, 2010) and who 

dropped out after BEDS day 2010 (October 6, 2010) and on or before June 30, 2011; that 

is, students with one of the following Reason for Ending Enrollment Codes on their last 

enrollment record in the school after BEDS day 2010 and on or before June 30, 2011: 

136 — Reached maximum legal age and has not earned a diploma or certificate 

340 — Left school: first-time dropout 

391 — Long-term absence (20 consecutive unexcused days) 

408 — Permanent expulsion (student must be over compulsory attendance age) 

425 — Left school, no documentation of transfer 

357 — Left school: previously counted as a dropout 

306 — Transferred to other high school equivalency (GED) preparation program 



• Students who were enrolled in the school on BEDS day 2010 (October 6, 2010) and earned 

a credential between BEDS day 2010 and June 30, 2011; that is, students who were 

enrolled on BEDS day 2010 and had one of the following Reason for Ending Enrollment 

Codes between BEDS day 2010 and June 30, 2011: 

799 — Graduated (earned a Regents or local diploma) 

085 — Earned an IEP diploma 

629 — Previously earned an IEP diploma 

• Students who were enrolled in the school on BEDS day 2010 (October 6, 2010), 

transferred to an approved AHSEP or HSEP program (Reason for Ending Enrollment Code 

289 — Transferred to an AHSEP or HSEP program), and had no subsequent Reason for 

Beginning Enrollment Code 5654 — Enrollment in a AHSEP or HSEP program and no 

subsequent Reason for Beginning Enrollment Code 0011 — Enrollment in building or grade 

between BEDS day 2010 and June 30, 2011. 

• Students who were enrolled in the school on BEDS day 2010 (October 6, 2010), 

transferred to an approved AHSEP or HSEP program (Reason for Ending Enrollment Code 

289 — Transferred to an AHSEP or HSEP program), had a subsequent Reason for 

Beginning Enrollment Code 5654 — Enrollment in a AHSEP or HSEP program, and then 

dropped out (see drop out Reason for Ending Enrollment Codes above) between BEDS 

day 2010 and June 30, 2011. 

Note: Students who transfer to an approved AHSEP or HSEP program and then transfer back 

to the high school from which they transferred to the program without first entering another 

high school will remain in the cohort of the school from which they transferred. 

Students Excluded from the 2007 School Accountability Cohort 

The students below are excluded from the 2007 school accountability cohort: 

Students who enrolled in the school after BEDS day 2010 (October 6, 2010). 

Students who were enrolled in the school on BEDS day 2010 (October 6, 2010) and left the 

school prior to June 30, 2011 for one of the following reasons: 

— the students transferred to another high school, criminal justice facility, or to an approved 

program leading to a high school equivalency diploma on or after BEDS day 2010 (October 6, 

2010) and before June 30, 2011 with one of the following Reason for Ending Enrollment 

Codes: 

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 

204 — Transferred to a NYS nonpublic school with documentation 

221 — Transferred to a school outside NYS with documentation 

238 — Transferred to homebound instruction provided by this district 

255 — Transferred to home-schooling by parent or guardian 

272 — Transferred to a postsecondary school prior to earning a diploma 

323 — Transferred outside district by court order 

5927 — Leaving a school under NCLB — a victim of a serious violent incident 

5938 — Leaving a NYC community school district under NCLB — a victim of a serious 

violent incident 

8338 — Incarcerated student, no participation in a program culminating in a regular 

diploma 



— the students transferred to an approved AHSEP or HSEP program (Reason for Ending 

Enrollment Code 289 — Transferred to an AHSEP or HSEP program), had a subsequent 

Reason for Beginning Enrollment Code 5654 — Enrollment in a AHSEP or HSEP program, 

and then either earned a GED (Reason for Ending Enrollment Code 816 — Earned a High 

School Equivalency Diploma (GED)) or remained enrolled as of June 30, 2011. 

Students left the United States (U.S.) and its territories on or after BEDS day 2010 (October 6, 

2010) and before June 30, 2011 (Reason for Ending Enrollment Code 442 — Left the U.S.). 

Students who died on or after BEDS day 2010 (October 6, 2010) and before June 30, 2011 

(Reason for Ending Enrollment Code 459 — Deceased). 

2007 District Accountability Cohort 


The 2007 district accountability cohort consists of all students, regardless of their current grade 

level, who were enrolled in the school on October 6, 2010 (BEDS day) and meet one of the 

following conditions: 


30, 2008); or 



grade of “14” (i.e., 7–12 ungraded) will be 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 2007 district accountability cohort if their birth date is between July 1, 1990 and June 30, 

1991 (inclusive). 

Students Included in the 2007 District Accountability Cohort 

The students below are included in the 2007 district accountability cohort if they also fit the 

general definition above: 

• In-district or out-of-district placement students with no Reason for Ending Enrollment Code 

or Reason for Ending Enrollment Date between BEDS day 2010 (October 6, 2010) and 

June 30, 2011. 

• In-district or out-of-district placement students who were enrolled between BEDS day 2010 

(October 6, 2010) and June 30, 2011 and changed grades after BEDS day 2010 (October 

6, 2010); that is, in-district or out-of-district placement students with a Reason for Ending 

Enrollment Code 782 — Entry into a different grade in the same school building. 

• In-district or out-of-district placement students who were enrolled on BEDS day 2010 

(October 6, 2010) and had one of the following Reason for Ending Enrollment Codes on 

their last enrollment record in the district on or before June 30, 2011: 






(October 6, 2010) and who dropped out after BEDS day 2010 (October 6, 2010) and on or 

before June 30, 2011; that is, students with one of the following Reason for Ending 

Enrollment Codes on their last enrollment record in the district after BEDS day 2010 and on 

or before June 30, 2011: 

136 — Reached maximum legal age and has not earned a diploma or certificate 

340 — Left school: first-time dropout 

391 — Long-term absence (20 consecutive unexcused days) 

408 — Permanent expulsion (student must be over compulsory attendance age) 

425 — Left school, no documentation of transfer 

357 — Left school: previously counted as a dropout 

306 — Transferred to other high school equivalency (GED) preparation program 


(October 6, 2010) and earned a credential between BEDS day 2010 and June 30, 2011; 

that is, in-district or out-of-district placement students who were enrolled on BEDS day 

2010 and had one of the following Reason for Ending Enrollment Codes between BEDS 

day 2010 and June 30, 2011: 

799 — Graduated (earned a Regents or local diploma) 

085 — Earned an IEP diploma 

629 — Previously earned an IEP diploma 


(October 6, 2010), transferred to an approved AHSEP or HSEP program (Reason for 

Ending Enrollment Code 289 — Transferred to an AHSEP or HSEP program), and had no 

subsequent Reason for Beginning Enrollment Code 5654 — Enrollment in a AHSEP or 

HSEP program and no subsequent Reason for Beginning Enrollment Code 0011 — 

Enrollment in building or grade between BEDS day 2010 and June 30, 2011. 


(October 6, 2010), transferred to an approved AHSEP or HSEP program (Reason for 

Ending Enrollment Code 289 — Transferred to an AHSEP or HSEP program), had a 

subsequent Reason for Beginning Enrollment Code 5654 — Enrollment in a AHSEP or 

HSEP program, and then dropped out (see drop out Reason for Ending Enrollment Codes 

above) between BEDS day 2010 and June 30, 2011. 

Students Excluded from the 2007 District Accountability Cohort 

The students below are excluded from the 2007 district accountability cohort: 

Students who transferred into the district after BEDS day 2010 (October 6, 2010). 

In-district or out-of-district placement students who were enrolled on BEDS day 2010 (October 

6, 2010) and left the district prior to June 30, 2011 for one of the following reasons: 

— the students transferred to another high school in another district or another state, a 

nonpublic school, a criminal justice facility, or an approved program leading to a high school 

equivalency diploma on or after BEDS day 2010 (October 6, 2010) and before June 30, 2011 

with one of the following Reason for Ending Enrollment Codes: 









5938 — Leaving a NYC community school district under NCLB — a victim of a serious 

violent incident 


diploma 

— the students transferred to an approved AHSEP or HSEP program (Reason for Ending 

Enrollment Code 289 — Transferred to an AHSEP or HSEP program), had a subsequent 

Reason for Beginning Enrollment Code 5654 — Enrollment in a AHSEP or HSEP program, 

and then either earned a GED (Reason for Ending Enrollment Code 816 — Earned a High 

School Equivalency Diploma (GED)) or remained enrolled as of June 30, 2011. 

In-district or out-of-district placement students who left the United States (U.S.) and its 

territories on or after BEDS day 2010 (October 6, 2010) and before June 30, 2011 (Reason for 

Ending Enrollment Code 442 — Left the U.S.). 

In-district or out-of-district placement students who died on or after BEDS day 2010 (October 

6, 2010) and before June 30, 2011 (Reason for Ending Enrollment Code 459 — Deceased). 

2006 School Total Cohort for Graduation Rate Accountability 


The 2006 school total cohort for graduation rate accountability consists of all students, 

regardless of their current grade level, who met one of the following conditions: 


30, 2007); or 



grade of “14” (i.e., 7-12 ungraded) should be identified using their birth date even if they have a 

conflicting entry in the “First Date of Entry into Grade 9.” Ungraded students are included in 

the 2006 school total cohort if their birth date is between July 1, 1989 and June 30, 1990 

(inclusive). 

(Note: Five months is defined as 152 days: 365 days ÷ 12 months = 30.41 days per month; 

30.41 × 5 = 152.05 or 152 days. Regular enrollment is defined as having a Reason for 

Beginning Enrollment Code 0011, 5544, 7000, or 7011.) 

Students Included in the 2006 School Total Cohort for Graduation Rate Accountability 

Students who fit the general definition above and: 

• whose last regular enrollment record was in a district school and the time between the 

Reason for Beginning Enrollment Date and the Reason for Ending Enrollment Date (as of 

June 30, 2010) was 5 months or longer. 

whose last regular enrollment record was in a district school and the time between the Reason 

for Beginning Enrollment Date and the Reason for Ending Enrollment Date (as of June 30, 

2010) was less than 5 months, but the student was previously enrolled in the same school 



between the date the student first entered grade 9 and the last Reason for Ending Enrollment 

Date (as of June 30, 2010, if there is no Reason for Ending Enrollment Date) for 5 months or 

longer. This includes students who dropped out or transferred to an approved AHSEP or 

HSEP program; that is, students with one of the following Reason for Ending Enrollment 

Codes: 

136 — Reached maximum age and not earned a diploma 

289 — Transferred to an AHSEP or HSEP program 

340 — First-time dropout 

391 — Long-term Absence 

408 — Permanent Expulsion 

425 — Left school, no documentation 

357 — Left school, previously counted as a dropout 

306 — Transferred to other GED Program 

Students Excluded from the 2006 School Total Cohort for Graduation Rate 


Students with the following Reasons for Ending Enrollment Codes on their last regular 

enrollment record in the school: 









442 — Left the U.S. 

459 — Deceased 

5927 — Leaving a school under NCLB — a victim of a serious violent incident (treat 

same as 153) 

5938 — Leaving a NYC community district under NCLB — a victim of serious violent 

incident (treat same as 170) 


diploma 

NOTE: For 2006 accountability total cohort graduation rate reporting purposes, students 

reported with a Reason for Ending Enrollment Code 8338: Incarcerated student, no 

participation in a program culminating in a regular diploma will be removed from the cohort and 

will not be included in the accountability graduation rate calculation for the school and district in 

which the student last attended high school. 

2006 District Total Cohort for Graduation Rate Accountability 


The 2006 district total cohort for graduation rate accountability consists of all students, 

regardless of their current grade level, who met one of the following conditions: 




30, 2007); or 



grade of “14” (i.e., 7-12 ungraded) should be identified using their birth date even if they have a 

conflicting entry in the “First Date of Entry into Grade 9.” Ungraded students are included in 

the 2006 district total cohort if their birth date is between July 1, 1989 and June 30, 1990 

(inclusive). 

Students Included in the 2006 District Total Cohort for Graduation Rate Accountability 

Students who fit the general definition above and who were: 

• In-district and out-of-district placement students whose last regular enrollment record was 

in the district and the time between the Reason for Beginning Enrollment Date and the 

Reason for Ending Enrollment Date (as of June 30, 2010) was 5 months or longer. 

In-district and out-of-district placement students whose last regular enrollment record was in 

the district and the time between the Reason for Beginning Enrollment Date and the Reason 

for Ending Enrollment Date (as of June 30, 2010) was less than 5 months, but the student was 

previously enrolled in the same district between the date the student first entered grade 9 and 

the last Reason for Ending Enrollment Date (or June 30, 2010, if there is no Reason for Ending 

Enrollment Date) for 5 months or longer. This includes students who dropped out or 

transferred to an approved AHSEP or HSEP program; that is, students with one of the 

following Reason for Ending Enrollment Codes: 









Students Excluded from the 2006 District Total Cohort for Graduation Rate 


In-district and out-of-district placement students with the following Reasons for Ending 

Enrollment Codes as of June 30, 2010 on their last regular enrollment record in the district: 












diploma 



NOTE: For 2006 accountability total cohort graduation rate reporting purposes, students 


participation in a program culminating in a regular diploma will be removed from the cohort and 

will not be included in the accountability graduation rate calculation for the school and district in 

which the student last attended high school. 

2006 School Total Cohort for Graduation Rate Non-Accountability Purposes 


The 2006 school total cohort for graduation rate non-accountability consists of all students, 

regardless of their current grade level, whose date of first entry into grade 9 (anywhere) was 

during the 2006–07 school year (July 1, 2006 through June 30, 2007). For information on how 

to determine the date of first entry into grade 9 for ungraded students with disabilities, see the 

definition of data element “First Date of Entry into Grade 9” in Chapter 7: Data Elements 

Definitions. 

Students Included in the 2006 School Total Cohort for Graduation Rate Non- 

Accountability Purposes 

Students who fit the general definition above and whose last regular enrollment record was in 

a district school (enrollment of one day or longer). This includes students who dropped out or 












diploma 

Students Excluded from the 2006 School Total Cohort for Graduation Rate Non- 

















same as 153) 



NOTE: For 2006 non-accountability total cohort graduation rate reporting purposes, students 


participation in a program culminating in a regular diploma will not be removed from the cohort 

and will remain in the denominator of the graduation rate calculation for the school and district 

in which the student last attended high school. These students will be counted as dropouts. 

(See http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for additional federal guidance on 

graduation rate reporting for incarcerated students.) 

2006 District Total Cohort for Graduation Rate Non-Accountability Purposes 


The 2006 district total cohort for graduation rate non-accountability purposes consists of all 

students, regardless of their current grade level, whose date of first entry into grade 9 

(anywhere) was during the 2006–07 school year (July 1, 2006 through June 30, 2007). For 

information on how to determine the date of first entry into grade 9 for ungraded students with 

disabilities, see the definition of data element “First Date of Entry into Grade 9” in Chapter 7: 

Data Elements Definitions. 

Students Included in the 2006 District Total Cohort for Graduation Rate Non- 



the district (enrollment of one day or longer).This includes students who dropped out or 












diploma 

















NOTE: For 2006 non-accountability total cohort graduation rate reporting purposes, students 


participation in a program culminating in a regular diploma will not be removed from the cohort 

and will remain in the denominator of the graduation rate calculation for the school and district 

in which the student last attended high school. These students will be counted as dropouts. 

(See http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for additional federal guidance on 


2007 School Total Cohort for Graduation Rate 


The 2007 school total cohort for graduation rate consists of all students, regardless of their 

current grade level, whose date of first entry into grade 9 (anywhere) was during the 2007–08 

school year (July 1, 2007 through June 30, 2008). For information on how to determine the 

date of first entry into grade 9 for ungraded students with disabilities, see the definition of data 

element “First Date of Entry into Grade 9” in Chapter 7: Data Elements Definitions. 

Students Included in the 2007 School Total Cohort for Graduation Rate 


a district school (enrollment of one day or longer). This includes students who dropped out or 












diploma 



Students Excluded from the 2007 School Total Cohort for Graduation Rate 














same as 153) 



NOTE: For 2007 total cohort graduation rate reporting purposes, students reported with a 

Reason for Ending Enrollment Code 8338: Incarcerated student, no participation in a program 

culminating in a regular diploma will not be removed from the cohort and will remain in the 

denominator of the graduation rate calculation for the school and district in which the student 

last attended high school. These students will be counted as dropouts. (See 

http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for additional federal guidance on 


2007 District Total Cohort for Graduation Rate 


The 2007 district total cohort for graduation rate consists of all students, regardless of their 

current grade level, whose date of first entry into grade 9 (anywhere) was during the 2007–08 

school year (July 1, 2007 through June 30, 2008). For information on how to determine the 

date of first entry into grade 9 for ungraded students with disabilities, see the definition of data 

element “First Date of Entry into Grade 9” in Chapter 7: Data Elements Definitions. 

Students Included in the 2007 District Total Cohort for Graduation Rate 


the district (enrollment of one day or longer). This includes students who dropped out or 














diploma 














NOTE: For 2007 total cohort graduation rate reporting purposes, students reported with a 

Reason for Ending Enrollment Code 8338: Incarcerated student, no participation in a program 

culminating in a regular diploma will not be removed from the cohort and will remain in the 

denominator of the graduation rate calculation for the school and district in which the student 

last attended high school. These students will be counted as dropouts. (See 

http://www2.ed.gov/policy/elsec/guid/hsgrguidance.pdf for additional federal guidance on 



Appendix 21: Anticipated Changes for 2011–12 


Cohort Definitions for Accountability Purposes: Beginning with 2011–12 school year 

results, AYP determinations for graduation rate will be made based on the new federal cohort 

definition, which includes a one-day enrollment criterion, assignment of grade 9 entry date for 

ungraded students with a disability, and outcome status determinations for court placements of 

incarcerated students. 

Primary Setting Codes (Least Restrictive Environment): New York State will implement the 

new federal least restrictive environment (LRE) reporting categories for students with 

disabilities ages 3–5 in the 2011–12 school year. This age range of students includes all 

preschool children with disabilities as well as school-age students with disabilities who will be 

4–5 years of age on October 5, 2011. The Preschool and School-Age Students with 

Disabilities Least Restrictive Environment Codes Appendix for 2011–12 below includes all the 

codes, descriptions, and directions for selecting an LRE code for preschool and school-age 

students with disabilities. Please note that beginning in the 2011–12 school year, there is a 

separate set of codes for school-age students ages 4–5 and 6–21. The LRE codes for 

students ages 6–21 are the same as those in 2009–10. Questions regarding the new LRE 

categories for reporting students ages 3–5 (preschool and school age) may be submitted to 

dataquest@mail.nysed.gov. 

Teacher/Course Data: In 2011–12, elementary school students will need to be assigned to 

teachers on a subject-by-subject basis. Additional statewide standardized course codes will be 

developed to collect student enrollments in all elementary-, middle-, and secondary-level 

courses. Final course grades will be reported for all middle- and secondary-level courses. 

Students will be associated with their building principal in the SIRS. All public schools must 

report the following teacher/course data in 2011–12. 

• Unique statewide identifier for all teachers; 

• Student enrollment in all elementary/middle-level courses linked to a State 

assessment (e.g., Grades 3-8 English language arts and mathematics), using the 

statewide standardized course codes contained in Appendix 14. 

• Student enrollment in all secondary-level courses that prepare students to take a 

Regents exam upon completion of the course (e.g., Integrated Algebra) using 

statewide standardized course codes contained in Appendix 14; 

• Numeric final course grades for secondary-level courses that prepare students to 

take a Regents exam upon completion of the course (e.g., Integrated Algebra); 

• Whether the Regents examination score was averaged in as a component of the 

final course grades for secondary-level courses that prepare students to take a 

Regents exam upon completion of the course (e.g., Integrated Algebra). 

In addition, schools and districts will be required to report unique identifiers for principals, 

additional teacher attributes (e.g., teacher preparation program, teacher preparation pathway, 

teacher observation, evaluation, and tenure outcomes), and additional course attributes 

(course credits). 



Anticipated Updates in Preschool and School-Age Students with Disabilities Least 

Restrictive Environment Codes for 2011–12: 

PRIMARY SETTING CODES (Field #44 in Special Education Snapshot Template) 

(See definition of these settings under the data element Least Restrictive Environment Code.) 

Preschool Settings: 


Attending a regular early childhood program for 10 or more hours a week and 

PS09 receiving the majority of hours of special education and related services in the 

regular early childhood program 

Attending a regular early childhood program for 10 or more hours a week and 

PS10 receiving the majority of hours of special education and related services in 

some other location. 

Attending a regular early childhood program for less than 10 hours a week 

PS11 and receiving the majority of hours of special education and related services in 

the regular early childhood program 

Attending a regular early childhood program for less than 10 hours a week 

PS12 and receiving the majority of hours of special education and related services in 

some other location 

PS04 Separate Class 

PS05 Separate School 

PS06 Residential Facility 

PS07 Home 

PS08 Service Provider Location or some other location that is not in any other code 

Early School-Age (ESA) Settings for school-age students with disabilities ages 4-5): 

In addition to selecting an appropriate LRE code, please use the “Primary Placement Type” 

data element to indicate if the student is a court placement (PLC01), residential placement by 

the CSE (PLC02) or a day placement by the CSE (PLC03). This data element and codes are 

described in the Special Education Snapshot Template of this manual. 


Parentally placed in a nonpublic elementary school and receiving majority of 

ESA01 

hours of special education and related services in the regular classroom. 

Parentally placed in a nonpublic elementary school and receiving majority of 

ESA02 

hours of special education and related services in some other location. 

Parentally placed in a nonpublic elementary school and NOT receiving 

ESA03 

ESA09 

ESA10 

ESA11 

publicly funded special education and related services 

Attending a kindergarten, 1 st grade or other regular early childhood program 

for 10 or more hours a week and receiving the majority of hours of special 

education and related services in the regular early childhood program. 


for 10 or more hours a week and receiving the majority of hours of special 

education and related services in some other location. 


for less than 10 hours a week and receiving the majority of hours of special 

education and related in the regular early childhood program. 




Attending a kindergarten, 1 

ESA12 

st grade or other regular early childhood program 

for less than 10 hours a week and receiving the majority of hours of special 

education and related services in some other location 

ESA04 Separate Class 

ESA05 Separate School 

ESA06 Residential Facility 

ESA07 Home 

Service Provider Location or some other location that is not in any other 

ESA08 

code 

School-Age Settings (for students with disabilities ages 6-21): 

In addition to selecting an appropriate LRE code, please use the “Primary Placement Type” 

data element to indicate if the student is a court placement (PLC01), residential placement by 

the CSE (PLC02) or a day placement by the CSE (PLC03). This data element and codes are 

described in the Special Education Snapshot Template of this manual. 


SA01 Inside the regular classroom 80% or more of the day. 

SA02 Inside the regular classroom 40% to 79% of the day. 

SA03 Inside the regular classroom less than 40% of the day. 

SA04 Separate School 

SA05 Hospital In Patient 

SA06 Home Instruction – Placed on Home Instruction by the CSE 

SA07 Incarcerated 

Parentally placed 

SA08 


in a nonpublic school and receiving special 

Parentally placed in a nonpublic school and NOT receiving publicly funded 

SA09 


SA10 Home Schooled at parent’s choice 

Directions for Reporting PRESCHOOL Students with Disabilities in the Least Restrictive 

Environment (LRE) Setting (codes PS04 through PS12) 

The LRE codes for preschool students with disabilities distinguish between preschool students 

participating in regular early childhood programs (PS09 through PS12), in special education 

programs (PS04 through PS06), or in neither a regular early childhood program nor a special 

education program (PS07-home and PS08-service provider location or some other location 

that is not in any other category). In addition, the reporting codes describe the environment in 

which students who are in regular early childhood programs receive the majority of hours of 

their special education and related services during the week. Only one least restrictive 

environment code may be selected for each student. 

Definitions: 

“Majority of hours” means at least 50 percent of the hours a student spends receiving 

special education and related services during the week. 



“Regular early childhood program” means a program that includes at least 50 percent 

nondisabled preschool children. “Early childhood programs” include, but are not limited to: 

• Private preschools or nursery schools; 

• Head Start; 

• Group child development center or child care (includes day care centers); 

• Preschool classrooms open to an eligible prekindergarten population by the public 

school system (universal pre-k programs); and 

• Special class in an integrated setting, designed for children with and without disabilities. 

(Best practice is that these programs include at least 50 percent nondisabled children.) 

Process to select the preschool LRE code for students enrolled in a regular early childhood 

program: 

Step 1: For a student who is participating for any number of hours per week in a regular early 

childhood program, regardless of how the participation is funded (i.e., with public or private 

funds) and regardless of where special education and related services are provided, select the 

LRE code based on the amount of time the student spent in the regular early childhood 

program. 

These times are grouped into two categories: 

• In a regular early childhood program for at least 10 hours per week (PS09 or PS10) 

(see Step #3 to determine which of these two codes to select). 

• In a regular early childhood program for less than 10 hours per week (PS11 or PS12) 

(see Step #3 to determine which of these two codes to select). 

Step 2: For each student who is in a regular early childhood program, select the LRE code for 

the student that reflects whether the majority of hours of special education and related services 

during the week are provided to the student in the regular early childhood program or in some 

other location. The other locations are described in PS04 through PS08. 

Step 3: To calculate where the majority of hours of special education and related services are 

provided to preschool students: 

A. Add up all the time (in minutes or hours) that the student spends receiving special 

education and related services during the week. 

B. Add up all the time (in minutes or hours) that the student spends receiving special 

education and related services during the week in the regular early childhood program. 

• If B divided by A is .50 or more, select codes PS09 or PS11 (see Step #1 to determine 

which of these two codes to select. 

• If B divided by A is less than .50, select codes PS10 or PS12 (see Step #1 to determine 

which of these two codes to select). 

Process to select the preschool LRE code for students who are not enrolled in a regular early 

childhood program: 



Step 4: If the student is NOT AT ALL participating in a regular early childhood program, 

determine if the student is attending a special education program as described below and 

select the appropriate code (PS04 through PS06): 

• Separate Class (special education program in a class with less than 50 percent 

nondisabled students) (code PS04) in 

o Regular school buildings; 

o Trailers or portables outside regular school buildings; 

o Child care facilities; 

o Hospital facilities on an outpatient basis; 

o Other community-based settings 

• Separate schools- public or private day schools designed specifically for students with 

disabilities (code PS05); and 

• Residential facilities – publicly or privately operated residential schools or residential 

medical facilities on an inpatient basis (code PS06). 

Please note, since only one least restrictive environment code may be selected for each 

student, the PS04 through PS06 codes should be selected for students who may also receive 

some special education and related services at home or at a service provider or other location 

as described in Steps 5 and 6. 

Step 5: If the student receives some or all his/her special education and/or related services at 

home and does not attend a regular early childhood program or a special education program, 

select code PS07 (home). Select this code for the student even if the student also receives 

some of his/her special education and related services in a service provider location or some 

other location that is not described in any other code. 

Step 6: If the student does not attend either a regular early childhood program or a special 

education program and also does not receive special education and related services at home, 

select code PS08 (service provider location or some other location that is not in any other 

category). The PS08 code includes, for example, private clinicians’ offices, clinicians’ offices 

located in school buildings, and hospital facilities on an outpatient basis. 

Examples for preschool students attending a regular early childhood program (see Step 

#3 for definitions of “A” and “B”): 

1. A student attends a private nursery school program for 8 hours a week. She receives 2.5 

hours a week of special education itinerant services in the nursery school program and 2.5 

hours a week of services at home. 

Calculation: A = 5 hours; B = 2.5 hour. B/A = .5 

Select code PS11 (Attending a regular early childhood program for less than 10 hours a 

week and receiving the majority of hours of special education and related services in the 

regular early childhood program). 

2. A student attends a day care center for 30 hours a week. He receives 3 hours of special 

education and related services per week at the day care center. 

Calculation: A = 3 hours; B = 3 hours. B/A = 1.0 

Select code PS09 (Attending a regular early childhood program for 10 or more hours a 


regular early childhood program.) 



3. A student attends a day care center for 30 hours a week. She receives 3 hours of related 

services per week from a related service provider from the municipality’s related service 

provider list provided at the therapist’s office. 



week and receiving the majority of hours of special education and related services in some 

other location.) 

4. A student goes to a hospital to receive occupational therapy for 5 hours per week on an 

out-patient basis and this student attends a special class in an integrated setting for 15 

hours a week, but receives audiology related service at a hospital audiology clinic from the 

municipality’s related service provider list. 

Calculation: A = 20 hours; B = 15 hours. B/A = .75 




5. A student attends a UPK program for 20 hours a week and receives SEIT services and 

related services from a BOCES provider at the UPK program site for 5 hours a week. 





Examples for preschool students who DO NOT attend a regular early childhood 

program: 

6. A student attends special education classroom for preschool children with disabilities which 

is located in a public school building for 20 hours per week. 

Select code PS04 (Separate classroom). 

7. A student attends the XYZ private preschool for students with disabilities for 17.5 hours per 

week and receives all special education and related services in that school. 

Select code PS05 (Separate school). 

8. A student attends a BOCES-operated preschool program which operates in a building, 

which is only attended by students with disabilities. The student receives all special 

education and related services in that building. 

Select code PS05 (Separate school). 

9. A student with a disability has been placed in a residential school and receives a full day 

special class program daily (5.0 hours of special education and related services). 



Select code PS06 (Residential Facility). 

10. A student receives 10 hours a week of preschool special education itinerant services and 

occupational therapy services at home and also receives speech and language therapy at 

a hospital clinic from the municipality’s related services provider list. 

Select code PS07 (Home). 

11. A student attends the XYZ private preschool program for students with disabilities for 12.5 

hours a week and receives 5 hours a week of preschool special education services at 

home. 

Select code PS05 (Separate School). 

12. A student receives 10 hours a week of physical therapy from a physical therapist as a 

related service from the municipality’s related services provider list provided at the 

therapist’s office. 

Select code PS08 (Service Provider Location). 

Directions for Reporting Least Restrictive Environment (LRE) Setting Code for Students 

with Disabilities, Ages 4-5, who Receive SCHOOL-AGE Special Education and Related 

Services (codes ESA01 through ESA12) 

Step 1: When selecting the LRE code for school-age students with disabilities who are age 4 

or 5 on child count date, the first step is to identify if these students are parentally placed in a 

nonpublic elementary school (a school with one or more grades K-6). If yes, select codes 

ESA01 or ESA02 or ESA03 as described below: 

• Select ESA01 if the student receives the majority of hours of special education and 

related services during the week provided in a non-public school kindergarten or 1 st 

grade classroom; 

• Select ESA02 if the student receives the majority of hours of special education and 

related services during the week in some other location (other locations are described in 

ESA04 to ESA08); or 

• Select ESA03 if the student receives no publicly funded special education services. 

Process to select the LRE code for students with disabilities ages 4-5 who are NOT parentally 

placed in a nonpublic elementary school but who are attending a regular Kindergarten, 1 st 

grade or another regular early childhood program: 

Step 2: For a student with a disability (ages 4-5) who is participating for any number of hours 

per week in a Kindergarten or 1 st grade or in a regular early childhood program, regardless of 

how the participation in a regular early childhood program is funded (with public or private 

funds) and regardless of where special education and related services are provided, select the 

LRE code based on the amount of time spent in the Kindergarten, 1 st grade and/or in regular 



early childhood program. Please see definition of a “regular early childhood program” under 

the preschool section of LRE codes. 

These times are grouped into two categories: 

• In a Kindergarten, 1 st grade or regular early childhood program for at least 10 hours per 

week (select codes ESA09 or ESA10) (see Step #4 to determine which of these two 

codes to select).; or 

• In a Kindergarten, 1 st grade or regular early childhood program for less than 10 hours 

per week (select codes ESA11 or ESA12) (see Step #4 to determine which of these two 

codes to select). 

Step 3: For each student who is in a regular Kindergarten, 1 st grade and/or in a regular early 

childhood program for any length of time, select the LRE code that reflects the setting where 

the majority of weekly hours of special education and related services are provided to the 

student in the regular Kindergarten, 1 st grade and/or in a regular early childhood program or in 

some other location. The other locations are described in ESA04 through ESA08. 

Step 4: In order to determine where the majority of weekly hours of special education and 

related services are provided to school-age students, ages 4-5, use the following calculation: 

A. Add up all the time (in minutes or hours) that the student spends receiving special 

education and related services in one week. 

B. Add up all the time (in minutes or hours) that the student spends receiving special 

education and related services in one week in a regular Kindergarten, 1 st grade, and/or 

in a regular early childhood program. 

a. If B divided by A is .50 or more, select codes ESA09 or ESA11 (see Step # 2 to 

determine which of these two codes to select). 

b. If B divided by A is less than .50, select codes ESA10 or ESA12 (see Step # 2 to 

determine which of these two codes to select). 

Process to select the LRE code for students (ages 4-5) who are not enrolled in a regular 

Kindergarten, 1 st grade and/or in a regular early childhood program 

Step 5: If the student is NOT AT ALL participating in a regular Kindergarten, 1 st grade and/or in 

a regular early childhood program, determine if the student is attending a special education 

program as described below and select the appropriate code (ESA04 through ESA08): 

• Separate Class (special education program in a class with less than 50 percent 

nondisabled students) (code ESA04) in 

o Regular school buildings; 

o Trailers or portables outside regular school buildings; 

o Child care facilities; 

o Hospital facilities on an outpatient basis; 

o Other community-based settings 

• Separate schools – public or private day schools for students with disabilities only (code 

ESA05); and 

• Residential facilities - publicly or privately operated residential schools or residential 

medical facilities on an inpatient basis (code ESA06) 

Please note, since only one least restrictive environment code may be selected for each 

student, the ESA04 through ESA06 codes should be selected for students who may also 



receive some special education and related services at home or at a service provider or other 

location that is not described in any other code. 

Step 6: If the student receives some or all of his/her special education and related services at 

home and does not attend a regular Kindergarten, 1 st grade or a regular early childhood 

program nor a special education program, select code ESA07 (home). Select this code even if 

the student also receives special education and related services in a service provider location 

or some other location that is not described in any other code. 

Step 7: If the student does not receive special education and related services at home and 

does not attend a regular Kindergarten, 1 st grade or a regular early childhood program and 

does not attend an approved special education program, select code ESA08 (service provider 

location or some other location that is not described in any other code). 

Examples for school-age students with disabilities (ages 4-5) attending a Kindergarten, 

1 st grade and/or a regular early childhood program (see Step #4 for definitions of “A” and 

“B”): 

1. Parents have elected to not enroll their kindergarten age student in a regular Kindergarten 

classroom. Instead, they pay for their child to attend a private nursery school for 15 hours a 

week. This child receives 2 hours a week of special education and related services in the 

nursery school. 

Calculation: A = 2 hours; B = 2 hours; B/A = 1.0 

Select ESA09 code (Attending a kindergarten, 1 st grade or other regular early childhood 

program for 10 or more hours a week and receiving the majority of hours of special 

education and related services in the regular early childhood program.) 

2. A five-year old student with a disability is parentally placed in a K-2 nonpublic elementary 

school and receives 1 hour a week of special education and related services in the 1 st 

grade classroom. 

Calculation: A = 1 hour; B = 1 hour; B/A = 1.0 

Select ESA01 code (Parentally placed in a nonpublic elementary school and receiving 

majority of hours of special education and related services in the regular classroom). 

3. A Kindergarten age student is parentally placed in a nonpublic elementary school in a 

Kindergarten classroom for 12.5 hours a week. This student is provided all special 

education and related services at home. 

Select ESA02 code (Parentally placed in a nonpublic elementary school and receiving 

majority of hours of special education and related services in some other location). 

4. A Kindergarten age student is parentally placed in a K-6 nonpublic elementary school but 

does not receive any publicly funded special education program or related services. 

Select ESA03 code (Parentally placed in a nonpublic elementary school and NOT receiving 

publicly funded special education and related services). 



5. A student attends a regular Kindergarten classroom for 12.5 hours a week. She receives 1 

hour of special education and related services in the Kindergarten classroom and 2 hour of 

special education and related services at home. 

Calculation: A = 3 hours; B = 1 hour. B/A = .33 

Select ESA10 (Attending a kindergarten, 1 st grade or other regular early childhood program 

for 10 or more hours a week and receiving the majority of hours of special education and 

related services in some other location). 

6. A 4-year old student attends a regular Kindergarten classroom for 15 hours a week and 

receives 1 hour a week of related services and 3 hours of orientation and mobility services 

in another setting. 


Select ESA10 (Attending a kindergarten, 1 st grade or other regular early childhood program 

for 10 or more hours a week and receiving the majority of hours of special education and 

related services in some other location). 

7. A 5-year old student attends a regular Kindergarten classroom for a half-day morning 

session and receives 3 hours a week of speech and language services in the afternoon at 

the school. 


Select code ESA10 (Attending a kindergarten, 1 st grade, or other regular early childhood 

program for 10 or more hours a week and receiving the majority of hours of special 

education and related services in some other location.) 

Examples for school-age students (ages 4-5) who DO NOT attend a regular 

Kindergarten, 1 st grade or a regular early childhood program: 

8. A 5-year old student attends a special education classroom for Kindergarten and 1 st grade 

children with disabilities, which is located in a public school building for 20 hours per week. 

Select code ESA04 (Separate classroom). 

9. A 5-year old student is placed by the school district in an approved private school for 

students with disabilities for 30 hours per week and receives all special education and 

related services in that school. 

Select code ESA05 (Separate school). 

10. A 5-year old student with a disability has been placed in a residential school and receives a 

full day special class program daily (5.0 hours of special education and related services). 

Select code ESA06 (Residential Facility). 



Directions for Reporting SCHOOL-AGE Students with Disabilities (ages 6-21) in the 

Least Restrictive Environment (LRE) Setting 

For students who are in regular school buildings for 50 percent or more of the school 

day (buildings which are attended by students with and without disabilities), select their LRE 

code based on the percent of time each student is in a regular class using the following 

categories: 

• Inside the regular classroom 80 percent or more of the day. These are students who 

receive special education and related services outside the regular classrooms for less 

than 21 percent of the school day; 

• Inside the regular classroom between 40 and 79 percent of the day. These are 

students who receive special education and related services outside regular classrooms 

between 21 and 60 percent of the day; or 

• Inside the regular classroom less than 40 percent of the day. These are children who 

receive special education and related services outside the regular classroom for more 

than 60 percent of the day. 

To calculate the percentage of time inside the regular classroom: 

o Subtract the amount of time a student is provided special education and related 

services in classrooms or settings exclusively for student with disabilities 

(e.g., special class or resource room) from the entire length of the school day. 

o Divide the result by the length of the school day. 

o Multiply this result by 100. 

o Time spent outside the regular classroom receiving services unrelated to the 

youth’s disability (e.g., time participating in an English as a Second Language 

class) should be considered time inside the regular classroom. 

o Education time spent in age-appropriate supervised community-based work 

experience programs that include individuals with and without disabilities, 

such as at college campuses or vocational sites, should be counted as time 

spent inside the regular classroom. 

For students who are not reported under the above categories (i.e., students who do not 

attend a regular school building for 50 percent or more of the school day), report the students 

in one of the following categories where the student attends for more than 50 percent of the 

school day: 

• Separate school — Student receives special education and related services in a public 

or private day school for students with disabilities; 

• Residential facility — Student receives special education and related services in a 

public or private residential facility for students with disabilities (Note: You must use the 

“Primary Placement Type” field, Code PLC02, to designate a student who is in a 

residential placement); This field and the codes are described in the Special Education 

Snapshot template of this manual. 

• Hospital program — Student is in a hospital as an in-patient and receives special 

education and related services in the hospital (e.g., rehabilitation hospital, State 

psychiatric center hospital); 

• Home Instruction — Student is placed at home by the CSE and receives special 

education and related services at home; 



• Correctional facility — Student is in a short-term detention facility or in a county/city 

correctional facility (jail), or in a State correctional facility and is receiving special 

education and related services in these settings; 

• Parentally placed in a nonpublic school — Student is parentally placed in a nonpublic 

elementary, middle or secondary school and is receiving publicly funded special 

education and related services; 

• Parentally placed in a nonpublic elementary, middle or secondary school — Student is 

an identified student with a disability but is not receiving any publicly funded special 

education services; or 

• Home Schooled — Student is home schooled at parents’ choice pursuant to section 

100.10 of the Regulations of the Commissioner and receives special education and 

related services from the district. 


Appendix 22: Glossary of Acronyms 


AHSEP Alternative High School Equivalency Preparation 

BEDS Basic Education Data System 

CBVH Commission for the Blind and Visually Handicapped 

CPSE Committee on Preschool Special Education 

CSE Committee on Special Education 

CTE Career Technical Education 

DOC Department of Corrections 

EI Early Intervention 

GED General Education Diploma 

HSEP High School Equivalency Preparation 

IEP Individualized Education Program 

IESP Individualized Education Services Program 

SP Services Plan 

LEA Local Education Agency 

LEP Limited English Proficiency 

NCLB No Child Left Behind 

NYSAA New York State Alternate Assessment 

NYSED New York State Education Department 

NYSESLAT New York State English as a Second Language Achievement Test 

NYSSIS New York State Student Identifier System 

nySTART New York State Testing and Accountability Reporting Tool 

OCFS Office of Children and Family Services 

OMH Office of Mental Health 

OPWDD Office for People with Developmental Disabilities 

RCT Regents Competency Test 

RIC Regional Information Center 

SLP Second Language Proficiency 

SMS Student Management System 



SPP State Performance Plan (for Special Education) 

APR Annual Performance Report for Special Education 

VESID Vocational and Educational Services for Individuals with Disabilities 


Appendix 23: Glossary of Terms 


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. 

Annual Measurable Objective. The Annual Measurable Objective (AMO) is the 

Performance Index (PI) value that signifies that an accountability group is making 

satisfactory progress toward the goal that 100 percent of students will be proficient in the 

State’s learning standards for English language arts and mathematics by 2013–04. The 

AMOs for each grade level will be increased as specified in Commissioner’s Regulations 

100.2(p)(14) and will reach 200 in 2013–04. (See Effective AMO for further information.) 

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. 

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 http://www.p12.nysed.gov/irs/sirs for a list of backmapping schools in 2008– 

09. 

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: 

http://portal.nysed.gov/pls/pref/SED.sed_inst_qry_vw$.startup . 

Child-Care Institutions (DSS). Any facility serving thirteen or more children licensed by 

the Department of Social Services and operated by an authorized agency pursuant to 

Social Services Law (18NYCRR §441.2(f)). 

Children’s 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 the Office for 

People With Developmental Disabilities. 

Cohorts. See Appendix 20: High School Cohort Definitions. 

Community Residence (OMH). A program that provides a therapeutic environment for six 

to eight children and adolescents with serious emotional disturbances (14NYCRR 

594.4(a)(3)). 

Community Residence (OPWDD). A 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 person’s 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 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 until the test administration period. At the 

secondary level, all students who meet the criteria for inclusion in the accountability cohort 

are considered to be continuously enrolled. 

Crisis Residence (OMH). A program that provides a short-term (1 to 21 days) crisis 

residential option for children and adolescents (14NYCRR 594.4(a)(4)). 

Crisis Respite (DSS). The provision of brief and temporary care and 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)). 

Developmental Center (OPWDD). A large, State-operated intermediate care facility for the 

developmentally disables (14NYCRR). 

Domestic Violence Shelter (DSS). A congregate residential facility 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 student’s 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. 



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 group’s PI not to be considered significantly different from the AMO for that 

subject. If an accountability group’s PI equals or exceeds the Effective AMO, it is 

considered to have made AYP. 

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. 

Emergency Foster Family Boarding Home (DSS). Care provided in a home certified 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). 

Family-Based Treatment (OMH). A 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 PK–1, K–1, PK–2, K–2, or 

1–2) 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. 

Foster Family Free Home (DSS). Care provided to a child by an authorized agency by a 

family other than that of the child’s relatives for the purpose of adoption or for the purpose 

of providing care (18NYCRR 441.2(j)). 

Graduate. Student awarded a local or Regents diploma. 

Group Home (DSS). A family-type home operated by an authorized agency 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, commonly known as GED programs, fall into the following three 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. 

• High School Equivalency Preparation Program (HSEPP) or Employment Preparation 

Program (EPP) - a program of preparation for the High School Equivalency 

Examination for students 18 to 20 years old as described in Sections 100.7(i) and 

168 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 http://www.p12.nysed.gov/ssae/AltEd/ for a list of approved high school equivalency 

preparation programs.) 

Homebound Student. A homebound student is a student who is 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 and is instructed at home or in a hospital by a 

tutor provided by the school district in which the student resides. 

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. 

Immigrant. Students who are considered immigrants: 

• Students who were born outside the United States and were subsequently adopted by 

U.S. citizens, even though these students may never need Title III services; 

• Students who were born outside the United States to parents who now reside in the 

United States as resident aliens or are in the United States on work visas; 

• Students who were born outside the United States to parents who now reside in the 

United States as permanent resident aliens; or 

• Children adopted from overseas as United States citizens who require extensive new 

language and cultural skills. 

Students who were born on a United States military base, were born outside the United 

States to United States military personnel, were born as United States citizens outside the 

United States and do not require extensive new language and cultural skills, or are in the 

United States on a temporary basis to attend school (such as through a foreign exchange 

educational program) are not immigrants. Students from American Samoa, Guam, Northern 



Marianna Islands, Puerto Rico, US Minor Outlying Islands, and US Virgin Islands are not 

considered immigrants. 

Individualized Residential Alternative (OPWDD). A facility providing 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 specialeducation 

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 specialeducation 

services receives a “re-evaluation,” not an “initial evaluation.” 

Intermediate-Care Facility (OPWDD). Housing providing 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). 

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.” The date of the 20 th consecutive unexcused 

absence should be entered as the enrollment record ending date with a Reason for Ending 

Enrollment Code of 391. 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. Note: If the student’s 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 school and drops out in a subsequent school year, a Reason for Ending 

Enrollment Code of 357 should be entered on the student’s 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. 

Medically Excused. Students who are incapacitated by illness or injury during the entire 

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 be tested 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. 



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 2001–02 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 school’s 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. 

nySTART. nySTART (New York State Testing and Accountability Reporting Tool) is a 

Web-based tool (available at www.nySTART.gov ) that provides authorized users with 

access to assessment and verification reports and New York State Report Cards. 

NYSVLS. The New York State Virtual Learning System (NYSVLS) is a Web-based tool 

(available at http://eservices.nysed.gov/vls/welcome.do ) that provides a centralized 

location for resources and tools of instructional content for teachers to assist students in 

meeting the State’s learning standards. Online professional development opportunities are 

also available through NYSVLS. 

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. 

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 a point improvement over the previous year’s performance. 

Residential Respite (OPWDD). The provision of short-term overnight stays in an OPWDDoperated, 

certified, or approved site that is not a private residence (14NYCRR 686.99(ag)). 

Residential Treatment Facility (OMH). A community-based psychiatric inpatient facility 

designed to provide the level of supervision, medical oversight, and psychiatric treatment 

required by children and adolescents with severe emotional disabilities (13NYCRR Part 

589). 

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 a ten percent 

improvement over the previous year’s performance. 

Safety Net. The safety net allows eligible students who fail a Regents examination required 

for graduation to meet the requirement for a local diploma by passing the corresponding 



Regents Competency Test (RCT), or an approved RCT alternative, in that subject. The 

student may take the RCT before or after taking the Regents examination. The safety net 

is available to: 

1. any student who is classified as disabled by the district CSE at any time; and 

2. students with disabilities who have been declassified at any time between grades 8 

and 12, this only applies to subjects recommended and documented by the CSE at 

time of declassification; and 

3. general-education students identified under Section 504, for each subject specifically 

identified in their 504 Accommodation Plan by the Multidisciplinary Team. 

Students who first entered grade 9 on or after September 1996 are not eligible to take the 

Native Language Writing Test and must earn a passing score on the Regents 

Comprehensive Examination in English regardless of their year of first entry into a school 

where the predominant language is English. 

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 lowincome 

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. 

Science Standard. The State Science Standard is the criterion value that represents a 

minimally satisfactory performance in science. Currently, the State Science Standard at the 

elementary/middle level is a Performance Index (PI) of 100. The commissioner may raise 

the State Science Standard at his discretion in future years. 

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 NYSED’s objective criteria and whose performance 

is monitored. 

Temporary Use Beds (OPWDD). Beds designated on a facility operating certificate for 

temporary use for time-limited stays of developmentally disabled persons (14NYCRR 

686.15). 

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 3602-e of Education Law. These programs are operated by the school 

district or by other eligible agencies under a contractual agreement with the school district. 

Valid Score. A valid score is a score received on an assessment. Administrative errors, 

medically excused, refusals, and absences are not considered valid scores. 


Index 

1% cap, ii, 47 

absent, 90, 279, 325, 387 

accelerated students, iv, 51, 83 

accountability cohort, viii, 16, 17, 20, 23, 25, 26, 47, 

48, 191, 236, 237, 238, 270, 280, 354, 355, 356, 

357, 358, 384 

accountability groups, iii, 11, 12, 15, 16, 20, 25, 26, 

29, 389 

accountability measures, iii, 11, 27, 29 

Adequate Yearly Progress, iii, 11, 12, 16, 20, 21, 25, 

26, 27, 28, 29, 48, 50, 236, 241, 293, 368, 383, 

385, 389 

administrative error, 90, 134, 179, 223, 323, 324, 

391 

AHSEPP, 58, 185, 197, 207, 386 

Alternative High School Equivalency Preparation 

Program, 58, 185, 197, 207, 386 

AMO, 16, 17, 19, 383, 385 

Annual Measurable Objective, 16, 17, 19, 383, 385 

Article 81, 31, 56, 66, 88, 95, 151, 196, 220, 221, 

223, 239, 240, 281, 383 

AYP, iii, 11, 12, 16, 20, 21, 25, 26, 27, 28, 29, 48, 

50, 236, 241, 293, 368, 383, 385, 389 

backmapping, iii, vi, 4, 26, 27, 91, 111, 180, 213, 

214, 342, 383 

BEDS day, vii, 12, 16, 26, 54, 111, 222, 248, 279, 

354, 355, 356, 357, 358, 359, 384 

bilingual, 3, 57, 94, 109, 137, 193, 209, 210, 216, 

282, 284, 285, 347, 348 

Board of Cooperative Educational Services, 3, 29, 

34, 35, 38, 56, 57, 59, 61, 70, 72, 73, 79, 80, 83, 

84, 88, 138, 180, 182, 187, 190, 200, 203, 204, 

205, 207, 208, 212, 275, 276, 284, 294, 297, 321, 

373, 374 

BOCES, 3, 29, 34, 35, 38, 56, 57, 59, 61, 70, 72, 73, 

79, 80, 83, 84, 88, 138, 180, 182, 187, 190, 200, 

203, 204, 205, 207, 208, 212, 275, 276, 284, 294, 

297, 321, 373, 374 

Career Technical Education and Tech Prep 

Programs, 92, 130, 180, 183, 214, 320, 343 

charter schools, 7, 31, 32, 50, 56, 60, 89, 95, 97, 

183, 195, 220, 221, 223, 239, 240, 270 

cohort, viii, 16, 17, 21, 25, 26, 47, 197, 231, 232, 

237, 238, 278, 279, 280, 292, 293, 308, 354, 355, 

356, 359, 360, 361, 362, 363, 364, 365, 367, 368, 

384 

Committee on Preschool Special Education, 31, 57, 

58, 61, 77, 78, 81, 88, 95, 97, 130, 153, 156, 158, 

159, 161, 162, 164, 183, 184, 185, 187, 188, 189, 

195, 200, 201, 202, 203, 248, 249, 270, 271, 274, 

279, 280, 290, 291, 309, 335, 337, 339, 340, 381, 

387 

Committee on Special Education, 17, 24, 29, 42, 46, 

56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 77, 78, 87, 

88, 95, 97, 126, 130, 151, 156, 158, 159, 161, 

Index 

163, 165, 183, 184, 185, 187, 188, 195, 199, 200, 

201, 202, 203, 204, 205, 248, 249, 270, 271, 274, 

276, 280, 281, 290, 291, 293, 308, 309, 331, 334, 

335, 336, 338, 369, 370, 380, 381, 383, 387, 389 

completers, 109, 110, 182, 228, 229, 273, 275 

compulsory school age, 58, 89, 197, 230, 231, 272, 

273, 274, 279, 355, 357, 387 

confidence interval, 18 

continuous enrollment, 54, 194 

continuously enrolled, 12, 16, 17, 20, 21, 23, 25, 26, 

29, 47, 48, 111, 183, 205, 236, 383, 384 

court placed, vi, 31, 57, 151, 196, 197, 198 

CPSE, 31, 57, 58, 61, 77, 78, 81, 88, 95, 97, 130, 

153, 156, 158, 159, 161, 162, 164, 183, 184, 185, 

187, 188, 189, 195, 200, 201, 202, 203, 248, 249, 

270, 271, 274, 279, 280, 290, 291, 309, 335, 337, 

339, 340, 381, 387 

CSE, 17, 24, 29, 42, 46, 56, 57, 58, 59, 60, 61, 62, 

63, 64, 65, 77, 78, 87, 88, 95, 97, 126, 130, 151, 

156, 158, 159, 161, 163, 165, 183, 184, 185, 187, 

188, 195, 199, 200, 201, 202, 203, 204, 205, 248, 

249, 270, 271, 274, 276, 280, 281, 290, 291, 293, 

308, 309, 331, 334, 335, 336, 338, 369, 370, 380, 

381, 383, 387, 389 

CTE/Tech Prep, 92, 130, 180, 183, 214, 320, 343 

Department of Corrections, 31, 381 

DOC, 31, 381 

dropout, iii, 87, 197, 198, 230, 231, 234, 235, 273, 

274, 278, 279, 280, 354, 355, 357, 360, 361, 362, 

364, 365, 366, 384, 387, 388 

EAMO, iii, 16, 17, 19, 20, 385, 389 

economically disadvantaged, 11, 96, 292 

Effective Annual Measurable Objective, iii, 16, 17, 

19, 20, 385, 389 

ethnicity, 92, 122, 186, 213, 220, 242, 344, 345 

expelled, 279 

feeder school, vi, 26, 27, 111, 213, 383, 385 

foreign exchange program, v, 15, 21, 59, 75, 85, 

270, 354, 387 

foster care, 121, 196, 281, 288, 292, 385, 386 

GED, vi, 31, 48, 185, 196, 197, 198, 199, 207, 228, 

230, 231, 232, 234, 235, 237, 251, 263, 270, 273, 

274, 275, 276, 278, 280, 355, 356, 357, 358, 360, 

361, 362, 364, 365, 366, 381, 385 

graduate, 97, 122, 195, 231, 275, 341, 385 

graduation-rate cohort, 16, 17, 20 

High School Equivalency Preparation Program, 8, 

17, 59, 185, 197, 198, 207, 280, 384, 385, 386, 

388 

homebound, vi, 59, 62, 63, 200, 205, 220, 273, 274, 

277, 331, 334, 356, 357, 360, 363, 365, 386 

homeless, vi, 3, 57, 73, 86, 92, 120, 121, 122, 186, 

213, 215, 282, 283, 288, 289, 295, 296, 344, 350, 

353, 386 


Index 

HSEPP, 8, 17, 58, 185, 197, 198, 207, 280, 384, 

385, 386, 388 

IEP, vii, 42, 43, 47, 97, 148, 150, 151, 152, 154, 

156, 158, 162, 165, 184, 186, 188, 191, 218, 228, 

229, 232, 234, 235, 263, 273, 275, 290, 336, 340, 

355, 357, 381, 390 

immigrant, vi, 92, 120, 122, 186, 194, 210, 213, 215, 

216, 282, 287, 288, 344, 349, 386 

Individualized Education Program, vii, 42, 43, 47, 97, 

148, 150, 151, 152, 154, 156, 158, 162, 165, 184, 

186, 188, 191, 218, 228, 229, 232, 234, 235, 263, 

273, 275, 290, 336, 340, 355, 357, 381, 390 

kindergarten, 26, 48, 75, 203, 211, 251, 276, 291, 

369, 370, 375, 376, 377, 378 

LEA, 31, 104, 124, 127, 133, 142, 147, 157, 166, 

192, 381 

limited English proficient, iv, v, vi, 2, 11, 15, 23, 42, 

48, 49, 50, 52, 86, 96, 108, 109, 122, 126, 129, 

130, 137, 193, 194, 209, 210, 213, 215, 216, 224, 

229, 230, 231, 236, 238, 240, 248, 282, 284, 285, 

287, 288, 293, 333, 341, 348, 349, 379, 381 

Local Education Agency, 9, 10, 31, 95, 104, 124, 

127, 133, 142, 147, 157, 166, 183, 186, 191, 192, 

271, 289, 381 

marking period, ii, iii, v, viii, 92, 93, 94, 100, 167, 

168, 177, 178, 183, 186, 187, 191, 326, 327, 328 

medically excused, 15, 90, 134, 179, 223, 323, 324, 

388, 391 

migrant, vi, 2, 3, 57, 93, 120, 122, 188, 213, 216, 

220, 249, 286, 287, 344, 388 

multiracial, ii, 11, 88 

neglected/delinquent, vi, 216, 388 

New York State Alternate Assessment, ii, iii, iv, v, vi, 

vii, 4, 14, 15, 22, 23, 24, 34, 42, 43, 44, 45, 46, 

47, 48, 50, 52, 54, 56, 87, 96, 132, 133, 134, 138, 

141, 142, 143, 185, 192, 193, 202, 217, 221, 223, 

224, 225, 226, 227, 229, 230, 231, 236, 245, 248, 

249, 293, 308, 310, 311, 312, 323, 381 

New York State English as a Second Language 

Achievement Test, ii, iv, v, 12, 14, 23, 34, 42, 44, 

45, 46, 48, 50, 55, 87, 96, 133, 142, 193, 210, 

216, 223, 224, 236, 245, 249, 283, 285, 293, 312, 

313, 314, 315, 316, 317, 323, 353, 381 

New York State Student Identifier System, 4, 31, 32, 

95, 101, 102, 103, 104, 105, 106, 107, 108, 110, 

112, 113, 114, 115, 116, 118, 119, 120, 123, 124, 

185, 248, 342, 381 

New York State Testing and Accountability 

Reporting Tool, iii, iv, 3, 4, 32, 34, 35, 37, 38, 39, 

40, 41, 220, 221, 239, 240, 381, 388 

New York State Testing Program, ii, vii, 8, 14, 21, 

22, 23, 26, 34, 42, 44, 45, 46, 48, 49, 50, 52, 96, 

206, 210, 221, 222, 223, 224, 225, 236, 245, 293, 

322, 323 

noncompleter, 231, 341, 388 

nonpublic schools, 31, 38, 42, 56, 58, 59, 87, 95, 97, 

102, 123, 127, 132, 141, 147, 156, 159, 164, 169, 

172, 177, 183, 187, 196, 242, 248, 250, 270, 336 

NYSAA, ii, iii, iv, v, vi, vii, 4, 14, 15, 22, 23, 24, 34, 

42, 43, 44, 45, 46, 47, 48, 50, 52, 54, 56, 87, 96, 

132, 133, 134, 138, 141, 142, 143, 185, 192, 193, 

202, 217, 221, 223, 224, 225, 226, 227, 229, 230, 

231, 236, 245, 248, 249, 293, 308, 310, 311, 312, 

323, 381 

NYSESLAT, ii, iv, v, 12, 14, 23, 34, 42, 44, 45, 46, 

48, 50, 55, 87, 96, 133, 142, 193, 210, 216, 223, 

224, 236, 245, 249, 283, 285, 293, 312, 313, 314, 

315, 316, 317, 323, 353, 381 

NYSSIS, 4, 31, 32, 95, 101, 102, 103, 104, 105, 

106, 107, 108, 110, 112, 113, 114, 115, 116, 118, 

119, 120, 123, 124, 185, 248, 342, 381 

nySTART, iii, iv, 3, 4, 32, 34, 35, 37, 38, 40, 41, 220, 

221, 239, 240, 381, 388 

NYSTP, ii, vii, 8, 14, 21, 22, 23, 26, 34, 42, 44, 45, 

46, 48, 49, 50, 52, 96, 206, 210, 221, 222, 223, 

224, 225, 236, 245, 293, 322, 323 

OCFS, 31, 56, 69, 73, 381 

Office of Children and Family Services, 31, 56, 69, 

73, 381 

Office of Mental Health, 31, 56, 69, 70, 71, 73, 382, 

383, 384, 385, 389 

Office of Mental Retardation and Developmental 

Disabilities, iii 

OMH, 31, 56, 69, 70, 71, 73, 382, 383, 384, 385, 

389 

OMRDD, iii 

order of precedence, iii, 22, 24 

out of State, 56, 61, 65, 71, 151, 187, 195, 203 

out-of-district placement, 29, 56, 190, 196, 197, 205, 

207, 211, 220, 222, 273, 274, 276, 284, 294, 356, 

357, 358, 359, 360, 361, 363, 364, 365, 366 

parentally placed students, 56, 58, 59, 68, 88, 97, 

156, 159, 164, 165, 184, 187, 242, 248, 250, 331, 

334, 336, 369, 370, 375, 377, 380 

Performance Index, 16, 17, 20, 21, 22, 23, 25, 47, 

48, 50, 140, 235, 236, 383, 385, 389, 390 

PI, 16, 17, 20, 21, 22, 23, 25, 47, 48, 50, 140, 235, 

236, 383, 385, 389, 390 

postgraduate plans, 249 

poverty, 5, 12, 86, 96, 122, 207, 248, 249, 283, 292, 

352 

prekindergarten, iv, vi, 26, 31, 77, 81, 185, 194, 200, 

222, 332, 371 

Progress Target, 16, 20, 389 

race, ii, 93, 107, 122, 190, 213, 242, 345 

Race, ii, 88, 95, 107, 190, 222, 229, 230, 231, 236, 

295 

race/ethnicity, ii, 222, 229, 230, 231, 236, 295 

Reading First, ii 

refusal, 90 

Regional Information Centers, iii, 1, 3, 31, 32, 34, 

36, 38, 52, 64, 67, 84, 142, 231, 235, 239, 240, 

241, 297, 382 

repeaters, iv, 52 

RICs, iii, 1, 3, 31, 32, 34, 36, 38, 52, 64, 67, 84, 142, 

231, 235, 239, 240, 241, 297, 382 

safe harbor, 12, 16, 20, 21, 26, 27, 389 


Index 

Safe Harbor Target, 20, 26, 389 

safety net, 24, 25, 126, 217, 229, 230, 231, 236, 

283, 290, 291, 292, 293, 351, 352, 389 

School Choice, 28, 195, 211, 271, 272, 277, 389 

Section 504 Plan, vi, 24, 25, 137, 217, 283, 290, 

291, 293, 353, 389 

SIRS, i, iii, iv, v, vii, viii, 1, 2, 3, 11, 13, 26, 28, 31, 

32, 33, 34, 41, 46, 47, 50, 52, 56, 57, 61, 64, 67, 

68, 77, 85, 87, 89, 91, 96, 97, 100, 102, 179, 195, 

200, 202, 207, 208, 214, 220, 222, 223, 224, 225, 

228, 231, 236, 241, 270, 273, 282, 341, 368, 386 

special education, iv, v, vii, viii, 2, 4, 9, 31, 41, 57, 

58, 60, 78, 88, 91, 96, 97, 100, 126, 129, 146, 

154, 156, 158, 159, 160, 161, 162, 164, 165, 183, 

184, 185, 186, 187, 188, 189, 191, 192, 195, 199, 

201, 203, 217, 218, 240, 241, 242, 248, 249, 250, 

270, 271, 274, 275, 276, 280, 290, 295, 308, 309, 

330, 331, 332, 335, 336, 337, 338, 339, 369, 370, 

371, 372, 373, 374, 375, 376, 377, 378, 379, 380, 

381, 382, 387 

staff snapshot, ii, v, 100, 172, 176, 179, 183, 187, 

192 

State Standard, 16, 20, 28, 97, 389 

student grades, ii, iii, v, 91, 92, 93, 94, 100, 166, 

168, 180, 183, 186, 187, 188, 189, 191, 192 

Student Information Repository System, i, iii, iv, v, 

vii, viii, 1, 2, 3, 11, 13, 26, 28, 31, 32, 33, 34, 41, 

46, 47, 50, 52, 56, 57, 61, 64, 67, 68, 77, 85, 87, 

89, 91, 96, 97, 100, 102, 179, 195, 200, 202, 207, 

208, 214, 220, 222, 223, 224, 225, 228, 231, 236, 

241, 270, 273, 282, 341, 368, 386 

Student Management System (SMS), 31, 89, 103, 

123, 126, 127, 133, 144, 147, 157, 180, 187, 198, 

220, 231, 235, 239, 241, 278, 382 

students with disabilities, iii, v, vi, vii, viii, 3, 11, 14, 

15, 16, 17, 21, 23, 24, 42, 43, 47, 48, 56, 57, 58, 

59, 60, 61, 70, 79, 87, 88, 97, 109, 126, 137, 146, 

150, 151, 152, 153, 154, 155, 158, 185, 187, 188, 

189, 195, 196, 199, 200, 201, 202, 203, 204, 211, 

217, 218, 227, 228, 242, 248, 249, 250, 262, 271, 

273, 274, 275, 276, 277, 280, 281, 290, 295, 308, 

309, 330, 331, 333, 334, 341, 354, 356, 359, 361, 

362, 363, 364, 366, 368, 369, 370, 371, 372, 374, 

375, 376, 377, 378, 379, 383, 389 

summer school, vi, 178, 187, 204, 211, 283, 294, 

353 

Supplemental Education Services (SES), 126, 212 

suspended, v, vi, 38, 39, 40, 58, 89, 205 

teacher/course, ii, v, 89, 368 

Title I, ii, 28, 29, 84, 85, 126, 128, 129, 130, 181, 

182, 183, 196, 205, 207, 210, 212, 215, 216, 228, 

230, 233, 270, 271, 282, 285, 286, 287, 288, 289, 

290, 292, 293, 325, 341, 348, 349, 384, 387, 388, 

389, 390 

Title III, 210, 215, 216, 282, 287, 288, 387 

total cohort, ii, vii, viii, 17, 184, 221, 231, 232, 233, 

235, 236, 237, 238, 354, 359, 360, 361, 362, 363, 

364, 365, 366, 367 

transfers, iv, vi, 2, 8, 16, 28, 29, 31, 38, 52, 53, 58, 

126, 196, 197, 198, 199, 205, 207, 208, 211, 221, 

223, 228, 230, 231, 232, 233, 234, 235, 239, 270, 

271, 272, 273, 274, 275, 276, 277, 278, 279, 280, 

282, 283, 289, 290, 308, 337, 338, 339, 350, 355, 

356, 357, 358, 359, 360, 361, 362, 363, 364, 365, 

366, 384, 388, 390 

ungraded students, ii, iii, iv, 16, 17, 42, 44, 46, 48, 

50, 51, 52, 58, 83, 110, 154, 155, 184, 185, 197, 

202, 213, 217, 222, 223, 224, 225, 227, 230, 248, 

251, 280, 308, 354, 356, 359, 361, 362, 363, 364, 

366, 368 

Universal Prekindergarten Program, vi, 80, 81, 180, 

185, 195, 200, 204, 271, 373, 390 

UPK, vi, 80, 81, 180, 185, 195, 200, 204, 271, 373, 

390 

valid score, 12, 13, 48, 50, 52, 90, 223, 226, 293, 

391 

validity rules, v, 90 

verification reports, iv, vii, 35, 41, 90, 220, 221, 222, 

223, 224, 225, 227, 228, 229, 231, 232, 233, 234, 

235, 236, 239, 240, 241, 242, 388 

walk-in students, vi, 59, 183, 206, 270, 271, 277, 

281 

weighted average, 15

SIRS - p-12 - New York State Education Department

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