SIRS - p-12 - New York State Education Department

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Chapter 8: Reporting Enrollment Records 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. 166 Student Information Repository System Manual for 2010–11 Version 6.2
Chapter 9: Reporting Program Service Records Eligibility Determination Chapter 9: Reporting Program Service Records 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 167 Student Information Repository System Manual for 2010–11 Version 6.2
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New York State Student Information
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Table of Contents iii Table of Cont
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Table of Contents NYSAA- and NYSESL
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Table of Contents Special Education
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Introduction Introduction The New Y
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Introduction New York State Educati
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Introduction Select Federal and Sta
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Chapter 1: Accountability in New Yo
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Chapter 2: Student Information Repo
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Chapter 2: Student Information Repo
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Chapter 3: nySTART Administrator: A
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Chapter 3: nySTART protocol (or mai
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Chapter 3: nySTART not case sensiti
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Chapter 4: Testing Rules Chapter 4:
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Chapter 4: Testing Rules Grade K: N
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Chapter 4: Testing Rules students t
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Chapter 4: Testing Rules Speaking/L
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Chapter 4: Testing Rules The school
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Chapter 5: Reporting Rules Chapter
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Chapter 5: Reporting Rules • Publ
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Chapter 5: Reporting Rules Reportin
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Chapter 5: Reporting Rules When a l
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Chapter 5: Reporting Rules Students
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Chapter 5: Reporting Rules Services
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Chapter 5: Reporting Rules they ref
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Chapter 6: Data Reporting in the SI
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Page 129 and 130: Field Number Chapter 6: Data Report
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Page 149 and 150: Chapter 7: Data Element Definitions
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Page 207 and 208: Appendices Appendices 199 Student I
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Appendix 6: Country of Origin Codes
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Appendix 7: Reason for Beginning En
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Appendix 7: Reason for Beginning En
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Appendix 8: Reason for Ending Enrol
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Appendix 9: Program Service Codes A
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Appendix 9: Program Service Codes
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Appendix 10: Career and Technical E
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Appendix 11: Assessment Measure Sta
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Appendix 13: Standard Achieved Code
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Appendix 14: Course Codes, Grade Ty
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Appendix 15: Preschool Students wit
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Appendix 16: Preschool and School-A
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Appendix 16: Preschool and School-A
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Appendix 18: Special Education Even
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Appendix 18: Special Education Even
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Appendix 19: Use of SIRS Data for N
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Appendix 20: High School Cohort Def
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Appendix 21: Anticipated Changes fo
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Appendix 22: Glossary of Acronyms S
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Appendix 23: Glossary of Terms Inte
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Appendix 23: Glossary of Terms •
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Appendix 23: Glossary of Terms a li
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Index HSEPP, 8, 17, 58, 185, 197, 1
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