SIRS - p-12 - New York State Education Department

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Chapter 9: Reporting Program Service Records 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: 168 Student Information Repository System Manual for 2010–11 Version 6.2
Chapter 9: Reporting Program Service Records • 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 169 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 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 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 6: Data Reporting in the SI
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Appendix 6: Country of Origin Codes
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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 9: Program Service Codes T
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Appendix 9: Program Service Codes P
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Appendix 9: Program Service Codes e
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Appendix 9: Program Service Codes I
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Appendix 9: Program Service Codes d
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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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SIRS - p-12 - New York State Education Department

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