New York State

Student Information Repository

System (SIRS) Manual

Reporting Data for the

2022–23 School Year

August 8, 2022
Version 18.0

The University of the State of New York

THE STATE EDUCATION DEPARTMENT
Information and Reporting Services
Albany, New York 12234
 Student Information Repository System Manual Version 18.0

Revision History
Version Date Revisions
Changes since 2021-22 highlighted in yellow.
18.0 • Removed Grade 4 Science assessments throughout
• New enrollment code 8300 – Compulsory age student, not attending, no
documentation.
• Revised enrollment code 8294 – Census only.
• Addition of “compulsory age” stipulation throughout enrollment codes.
• Revised info re: Dropouts/Noncompleters; Chs. 2 & 5.
• Revised note re: Carryover, Free and Reduced Price Lunch, Ch. 2.
• New: Issuing Diplomas to Incarcerated Youth, Graduates section; Ch. 2.
• Updated Home Schooled Students section, Ch. 2.
• Revised Long-Term Absent Students, Ch. 2.
• Revised NYC P-TECH Program, Ch. 2.
• New templates: Partner Project Fact, Student Credit GPA.
• New: Grades and GPA Conversion chart, Ch. 3.
• New data elements: Annual Outcome Code (Program); Career Pathway
Program Code; County of Residence; Credit GPA Score; Crisis
(Disaster) Code; Crisis Name (Disaster Name); Cumulative Credits
Attempted; Cumulative Credits Earned; Cumulative GPA; Education
Level of Parent; Industry Partner Name (1-4); Industry Partner Type
(Codes 1-4); Internship or Apprenticeship Name; Internship or
Apprenticeship Type; Paid Internship Indicator; Post Project (College)
Job Title; Postgraduate Plan Description; Program Selection Criteria
(Codes 1-5); Project ID or Number; Student GPA Comment; Student
GPA Range Maximum; Student GPA Minimum. Ch. 4.
• Info added to LOTE (Languages Other than English), Assessment
Measure Standard Codes and Descriptions; Ch. 5.
• Updated Reporting Canceled Regents Assessments table, Ch. 5.
• Updated Course Code 04101F, Social Studies Course Code and
Assessment Mapping table, Ch. 5.
• New Program Service code 4047 – Smart Transfer Early College High
School, Program Service Codes and Descriptions, Ch. 5.
• New tables in Chapter 5: Career Pathways Program Codes for P-TECH
and Smart Scholars; County of Residence Codes; Credit GPA Codes;
Crisis/Disaster Student Displacement Codes; Education Level of Parent
Codes; Industry Partner Type Codes; Internship/Apprenticeship Type
Codes; Program Selection Criteria Codes for P-TECH; Postgraduate
Plan Codes; Program Annual Outcome Codes; Program Selection
Criteria Codes.
• New exit enrollment code 400 – Compulsory age student, stopped
attending, Appendix V.

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Table of Contents
Table of Contents ________________________________________________________________________3
Chapter 1: What is SIRS? _________________________________________________________________7
SIRS Data Reporting Levels _______________________________________________________________7
SIRS Data Flow __________________________________________________________________________9
Chapter 2: Student Reporting Rules ________________________________________________________10
Guidance on the Role of District Data Coordinator ___________________________________________10
Who Must Report Student Data Using the SIRS? _____________________________________________12
Table of Reporting Responsibility for School-Age Students _____________________________________15
Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students ________________25
Accelerated Students_____________________________________________________________________29
Accommodations ________________________________________________________________________30
Accountability Inclusion/Exclusion for Participation/Performance at the Elementary/Middle Level ___30
Appeal to Graduate with Lower Score on Regents Exam _______________________________________33
Career Development and Occupational Studies (CDOS) _______________________________________34
Career and Technical Education (CTE) Students _____________________________________________34
Career Pathways ________________________________________________________________________38
Charter School Students __________________________________________________________________40
Court-Placed Students ___________________________________________________________________41
Daily Attendance ________________________________________________________________________43
District of Residence Codes _______________________________________________________________45
Dropouts/Noncompleters _________________________________________________________________46
Elementary/Middle-Level Students _________________________________________________________48
English Language Learner (ELL) Students __________________________________________________48
Foreign Exchange Students _______________________________________________________________53
Free and Reduced-Price Lunch Students ____________________________________________________54
Graduates______________________________________________________________________________55
High School Equivalency (HSE) Students ___________________________________________________56
Home Schooled Students _________________________________________________________________56
Homebound (Home-Tutored) Students______________________________________________________58
Homeless Students_______________________________________________________________________58
Immigrant Students _____________________________________________________________________59
Job Corps Program Students ______________________________________________________________59
Long-Term Absent Students ______________________________________________________________59
Migrant Students________________________________________________________________________60

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Neglected/Delinquent Students ____________________________________________________________60

New York State Alternate Assessment (NYSAA)______________________________________________60
Online Schools __________________________________________________________________________61
Postsecondary Students __________________________________________________________________62
Preschool/Prekindergarten/Universal Pre-K _________________________________________________62
P-Tech Programs (NYS and NYC) _________________________________________________________63
Partner Project Fact – New in 2022-23 ______________________________________________________64
Public Health Law 2164 (Failure to Immunize) _______________________________________________66
Racial/Ethnic Groups ____________________________________________________________________67
Religious and Independent (Nonpublic) School Students _______________________________________67
Repeaters ______________________________________________________________________________68
Safety Net Options_______________________________________________________________________68
Seal of Biliteracy ________________________________________________________________________69
Seal of Civic Readiness ___________________________________________________________________69
Secondary-Level Students ________________________________________________________________70
Students Who Do Not Test in Spring 2022 Due to Covid-Related Situations _______________________70
Students Over 21 Years of Age ____________________________________________________________72
Student Digital Resources_________________________________________________________________72
Students with Disabilities _________________________________________________________________73
Summer School Students _________________________________________________________________74
Suspended Students _____________________________________________________________________75
Transfer Students _______________________________________________________________________76
Transgender Students ____________________________________________________________________79
Ungraded Students ______________________________________________________________________79
Validity Rules: Reporting Students with Valid or Invalid Scores ________________________________81
Walk-in "Enrollments” _________________________________________________________________100
Chapter 3: Staff Reporting Rules _________________________________________________________102
Reporting Requirements ________________________________________________________________102
Staff Snapshot Template Data (SIRS 320) __________________________________________________102
Staff Assignment Template (SIRS 318) _____________________________________________________109
Staff Tenure Template (SIRS 322) ________________________________________________________110
Staff Attendance Template _______________________________________________________________111
Course Instructor Assignment Template ___________________________________________________112
Student Class Entry Exit Template ________________________________________________________120
Staff Evaluation Rating Template (SIRS 331) _______________________________________________121
Student Class Grade Detail Template ______________________________________________________121

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Chapter 4: Data Elements _______________________________________________________________123

Chapter 5: Codes and Descriptions ________________________________________________________151
2022-23 State Course Codes for Courses Ending in State Exams _______________________________151
Accommodation Codes and Descriptions ___________________________________________________152
Assessment Measure Standard Codes and Descriptions _______________________________________153
Staff Assignment Codes and Descriptions __________________________________________________180
BOCES District of Responsibility Codes ___________________________________________________186
Career Path Codes and Descriptions_______________________________________________________188
Career Pathways Program Codes for 4026-P-TECH and 4037-Smart Scholars ECHS _____________189
Career and Technical Education Program Service Codes _____________________________________189
County of Residence Codes ______________________________________________________________190
Credential Type Codes and Descriptions ___________________________________________________191
Credit GPA Codes ______________________________________________________________________193
Crisis/Disaster Student Displacement Codes ________________________________________________194
Day Type Codes ________________________________________________________________________194
District of Residence Codes ______________________________________________________________196
Dual Credit Codes ______________________________________________________________________211
Education Level of Parent (4026-P-TECH, 4037- Smart Scholars ECHS) ________________________211
ELL Eligible Student Service Levels _______________________________________________________212
ELL Status Exit Program Service Codes ___________________________________________________212
Enrollment (Beginning and Ending) Codes and Descriptions __________________________________213
Evaluation Group Code _________________________________________________________________228
Grade Level Codes and Descriptions ______________________________________________________228
Language Codes and Descriptions _________________________________________________________229
Industry Partner Type Codes ____________________________________________________________239
Internship/Apprenticeship Type Codes ____________________________________________________240
Marking Period Numbers and Descriptions _________________________________________________240
Postgraduate Plan Codes (NYS P-Tech- 4026 & Smart Scholars ECHS - 4037) ___________________240
Primary Course Instruction Language Indicator (Primary Instruction Language Code) ___________241
Primary Instruction Delivery Method Codes ________________________________________________241
Program Service Codes and Descriptions ___________________________________________________241
Program Annual Outcome Codes _________________________________________________________263
Program Selection Criteria Codes for P-TECH ______________________________________________263
Race Codes and Descriptions _____________________________________________________________264
Reason for Ending Program Service Codes and Descriptions __________________________________264
Staff Attendance Codes and Descriptions ___________________________________________________265

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Staff Education Level Codes and Descriptions_______________________________________________265

Staff Evaluation Criteria Codes and Descriptions (3012-d) ____________________________________265
Standard Achieved Codes and Descriptions _________________________________________________266
Attendance Instructional Modality Codes and Descriptions ___________________________________269
Student Attendance Codes and Descriptions ________________________________________________269
Tenure Area Codes and Descriptions ______________________________________________________270
Tenure Status Codes and Descriptions _____________________________________________________271
Term Codes and Descriptions ____________________________________________________________271
Chapter 6: New York State Accountability _________________________________________________272
Appendix I: Assessment and Reporting Timelines ___________________________________________273
Appendix II: Sources for Data Reported in the Report Cards __________________________________275
Appendix III: Contact Information________________________________________________________276
Appendix IV: Select Federal and State Reporting Requirements _______________________________279
Appendix V: Cohort Definitions __________________________________________________________283
Appendix VI: Terms and Acronyms _______________________________________________________287

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Chapter 1: What is SIRS?

The New York State Student Information Repository System (SIRS) provides a single
source of standardized individual student records for analysis at the local, regional, and State
levels to improve student performance and to meet State and federal reporting and
accountability requirements. Data in the repository are available only to users with a legitimate
educational interest. Local Education Agencies (LEAs) must use this system to report certain
data to the New York State Education Department (NYSED). LEAs are administrative bodies
governing a school setting and include public school districts, charter schools, religious and
independent (nonpublic) schools, BOCES, the New York State School for the Deaf, and the
New York State School for the Blind, as well as certain State agencies (e.g., Office of Children
and Family Services, Department of Corrections and Community Supervision, Office of People
with Developmental Disabilities, Office of Mental Health). Approved private schools that
provide educational services to court-placed students pursuant to Article 81 may also serve as
an LEA and must report data using the SIRS. Religious and independent (nonpublic) schools
with students who participate in State assessments in elementary/middle-level English
language arts (ELA), mathematics, science, or secondary-level Regents exams and/or issue
Regents or local diplomas must report these data using the SIRS.

Personally identifiable information (PII) in SIRS are available only to users with a
legitimate educational interest.

The New York State Student Identification System (NYSSIS) is a key element of
SIRS. NYSED developed this program to assign a stable, unique student identifier to every
student reported in the SIRS. These students include all preschool students referred to the
Committee on Preschool Special Education (CPSE) for determination of eligibility for preschool
special education, prekindergarten through grade 12 public school students, participants in an
approved High School Equivalency (HSE) program in New York State, and religious and
independent (nonpublic) school students whose assessment data are reported through the
SIRS. Unique identifiers enhance student data reporting, improve data quality, and ensure that
students can be identified longitudinally as they transfer between LEAs. In the SIRS, each
student record is uniquely identified with a 10-digit NYSSIS number assigned when the student
first enters a State public school, public agency, child-care institution that operates a school, or
participating religious and independent (nonpublic) school.

SIRS Data Reporting Levels

There are multiple data collection points within the SIRS. Most LEAs have local School
Management Systems (SMSs) in which they collect student demographic, school enrollment,
programs, assessment performance, and other data. Most LEAs also have finance or Human
Resource (HR) systems that contain staff data. LEAs with local systems generate extracts in
standardized template formats to load data into the SIRS. These data extracts may be loaded
into “Level 0” or directly into “Level 1” of the SIRS. LEAs without local SMSs can manually
enter data directly into Level 0.

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

South Central (SCRIC), Central New York (CNYRIC), Eastern Suffolk (includes Syracuse),
Lower Hudson (LHRIC), Mid-Hudson (MHRIC), Mohawk/Madison-Oneida (MORIC), Nassau,

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Northeastern (NERIC), Greater Southern Tier (GST), Wayne Finger Lakes (Edutech), Monroe,
Western New York (WNYRIC) (Buffalo and Rochester). Level 0 provides LEAs with the ability
to enter (or load) and validate data against New York State (NYS) data collection formatting
and business rules. Level 0 may also be used to collect additional data that may not be
available in electronic form, such as teacher evaluation data. Validated data are exported from
Level 0 in a format that can be loaded directly into the Level 1 repository.

Level 0 Historical is an application that provides the sole process for updating
individual student and Staff Evaluation historical data that currently resides in the data
warehouse. Historical records are defined as any data warehouse record submitted prior to the
current school year. The data areas currently available for view and/or update are Student
(Demographic, Enrollment, Programs Fact, and Assessment Fact) and Staff Evaluation. Once
authenticated as a valid user, authorized users can access SIRS school district information
using district name, school year, and either local student ID or state TEACH ID as identifiers.
Historical information will be displayed for the identified student and may be updated according
to the Level 0 business rules that exist for each school year. Help screens are available within
the application or users can contact their local Level 1 data center for additional assistance.

Level 1 is a series of regional repositories hosted by many of the local data centers:
South Central RIC, Central New York RIC, Eastern Suffolk RIC (includes Syracuse), Lower
Hudson RIC, MidHudson RIC, Mohawk/Madison-Oneida (MORIC), Nassau RIC, Northeastern
RIC, New York City, Western New York RIC (includes Buffalo, Greater Southern Tier RIC,
Monroe RIC, Rochester, and Wayne Finger Lakes RIC), and Yonkers. Level 1 repositories
include, at a minimum, all the data elements defined in “Chapter 4: Data Elements” for State
reporting requirements. Users of the Level 1 repositories may also include additional data
elements to meet local or regional needs, including data collected for local data analysis and
reporting or pre-printing scannable assessment answer sheets. The demographic data
elements are also used to match existing or create new NYSSIS IDs. Data are loaded into
Level 1 repositories using data templates and load plans provided by eScholar®, which define
not only student demographic, enrollment, program, and assessment data that are stored in
the SIRS, but also course, attendance, staff, and teacher evaluation data as SIRS continues to
expand. All entities that report data to the SIRS must participate in a Level 1 repository. Any
LEA that is not a Level 1 data center must contract with a Level 1 data center to report data to
SIRS. These repositories are used to prepare data for submission to the Level 2 repository.
Data in the Level 1 repository are available only to users with a legitimate educational interest.

The Level 2 repository is a single statewide data warehouse where all required student
data from Level 1 data centers are combined. Level 2 also uses the eScholar® data
warehouse system. Level 2 holds records for all students, teachers, and non-teaching
professionals. In the Level 2 repository, each student record is uniquely identified with a 10-
digit NYSSIS number. Currently, Level 2 provides data for many purposes including, but not
limited to, developing The New York State School Report Card; determining the accountability
status of public and charter schools and districts; reporting Institutional Master File (IMF) and
Personnel Master File (PMF) data; determining teacher and principal accountability; linking
student data with those of teachers and principals; meeting federal reporting requirements;
informing policy decisions; and meeting other State needs for individual student data.

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SIRS data are available to authorized users in: 1) the Level 2 reporting (L2RPT)
environment, a statewide Web-based data reporting service hosted regionally at Level 1 data
centers, which provides LEAs and other personnel with reports using data in the Level 2
Repository; 2) the PD System, a NYSED-hosted series of online reports on special education
assessments and performance metrics, with timelines and details of services provided; and 3)
the UIAS (Unique Identifier Audit System) reports, which focus on data quality by notifying
LEAs about potential errors in select reporting rules, based on the current state of NYSSIS IDs
in Level 2 enrollment records.

SIRS Data Flow

NYS Student Information Repository System
Local Educational Agency (LEA) with (SIRS) Local Educational Agency
L School Management System (LEA) without School
E L
V LEA SMS
EDUCATION DATA Management System
O (solid black lines)
E (School
L
C
Management Manual input ALL LEAs
A EXTRA
. L System) CT Level 0
0 Application: Manual input
Other L1-hosted
L1-hosted Data
Data Collection & Collection &
Validation Apps Validation
R Level 0
L Historical
E E Regional Application:
V G Information
I Contains
E
O
Center or Big L1 RIC / Big 5 L1 RIC / Big 5 Jobs: select prior
L
N Five City Education Data NYSSIS ID Requests school year
1
A School District Stores STUDENT IDs and Corrections data domains.
L (solid grey lines) L2-hosted,
with L1-
Level 1 NEW YORK STATE specific views.
L Container STUDENT
E S New York IDENTIFICATION
V T State SYSTEM (NYSSIS)
E A Education HISTORIC
L Level 2 STUDENT ID CHANGES
T Department STATEWIDE (dashed grey lines)
SEDREF Final NYSTP ELA &
2 E BEDS code Math, & NYSESLAT
Education Data
verification test scores converted
REPOSITORY
by contractors

NYSED L2RPT (Level NYSED Verification

2 Reports) verification Reports for Special Level 2 verification process: Districts preview data used in NYS
reports for students, Education School Report Cards and for other reporting purposes and review for
teachers, enrollment,
accuracy, making changes in their SMS or Level 0, as necessary.
etc.

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Chapter 2: Student Reporting Rules

Guidance on the Role of District Data Coordinator

Superintendents and charter school leaders are responsible for maintaining and transmitting
State-required data elements in specified file formats to SIRS and other NYSED collection
applications.

The SIRS began collecting data utilizing 4 data templates over a decade ago. Today, school
districts, BOCES and charter schools are required to submit data using 25 different templates
with varied reporting timelines and business rules.

It is extremely important to ensure accurate and complete data are reported, as it may impact
State and federal funding streams (e.g., Title I, State Aid). Additionally, State and federal laws
require various datasets to be included and made publicly available in State School Report
Cards. This information is available on the NYSED public data site.

Given data reporting responsibilities, all school districts and charter schools should employ a
District Data Coordinator to oversee the coordination and transmission of data to the State
while ensuring data integrity and accuracy.

To implement accurate reporting practices for individual students, staff and other data, District
Data Coordinators should:

Assemble and lead a team of district personnel who have:

expertise in the district’s management information system(s) and infrastructure;
working knowledge of current NYSED reporting requirements, including those of
special populations of students (e.g., special education, migrant students, ELLs);
knowledge of the LEA’s registration materials and processes; and
data analysis experience.

Define internal best practices to ensure data integrity and accuracy and document data
collection standards that include:
department configurations and staff responsibilities;
alignment of the data with State codes for State and federal reporting
requirements; and
consistency across departments and functions.

Review the LEA’s software systems for alignment to standards to ensure:

flexibility of the system in terms of modifying fields or screens;
capabilities for staff to update/change validation tables; and
documenting processes and procedures for current and future staff.

Foster clear communication of data governance standards and NYSED data

collection and verification deadlines;

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Develop a data verification protocol for review of Level 0 error reports, L2RPTs,
PD reports and other reports made available by NYSED to ensure that data are accurate when
they are transferred to NYSED;

Coordinate and facilitate internal data team meetings;

Obtain authorization for appropriate school and district personnel to view student
and staff records contained in the various reporting systems;

Work with administration to develop plans and establish priorities for meeting
NYSED deadlines for required data;

Provide status reports regarding compliance with data collection and verification
deadlines to the LEA’s CEO and respond to requests for data for analysis purposes;

Identify data-related training needs for support staff;

Work with student and staff data vendors as needed;

Monitor compliance regarding data standards and maintenance of records;

Act as the liaison between the LEA and the regional Level 1 data center;

Secure certification(s) of the data by the LEA’s CEO in accordance with the
certification schedule set forth by NYSED;

Direct or assist in the direction of the data analysis activities and instructional
improvement initiatives; and

Maintain knowledge of data collections and verification requirements by attending

informational sessions provided for District Data Coordinators by Level 1 data centers.

Due to the complexity of the various data collections and the stakes associated with some
data, a District Data Coordinator should possess these preferred qualifications:

• In-depth understanding of the data flow among source systems and various levels of the
SIRS and other NYSED reporting systems;

• Understanding which data systems will serve as the source system for required data
elements;

• Technical understanding of relational data (e.g., how templates may relate to one
another);

• Knowledge of assessment administration and reporting timelines;

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• Ability to understand, follow and communicate data security regulations and best
practices to other staff;

• Flexibility to work with staff in multiple departments in resolving potential errors in all
levels of the SIRS (source system reports, L0, L1, L1C, NYSSIS Near Match Queue);
and

• Understanding of accountability designations (e.g., APPR, BEDS, PMF).

Who Must Report Student Data Using the SIRS?

Responsibility for the education of students falls into three categories: 1) responsibility
for providing general instruction; 2) accountability for performance; and 3) responsibility for
determining eligibility for special education and providing appropriate special education
services. For the vast majority of students — those who attend a public school in the district in
which their parent or guardian resides — all three responsibilities reside with the district of
residence. In these cases, the school district must provide all required student records,
including all applicable program service records regardless of enrollment type and the results
of all New York State assessments, using the SIRS. The following entities must report student
data using the SIRS:

all public schools and districts with instructional and/or accountability

responsibility, including special act districts and charter schools;

all schools operated by State agencies, such as the Office of Children and Family
Services, Office of Mental Health, and the Department of Corrections and Community
Supervision;

all child-care institutions with affiliated schools that provide educational services
pursuant to Article 81 of the Education Law (see Approved Article 81 Private Schools);

BOCES institutions (see eScholar templates) for data to be reported by BOCES);

religious and independent (nonpublic) schools (records for parentally placed

students who participate in any State assessment and records for students who receive a
Regents diploma, local diploma that conforms to Commissioner’s Regulations, or a New York
State commencement credential); and

the New York State School for the Blind in Batavia and the New York State
School for the Deaf in Rome.

When a student attends a school that is not a component of the public school district of
residence, education and reporting responsibility may be divided among educational
institutions. The institution responsible for reporting records for those students is determined
by the following factors:

whether the parent or guardian, the public school district, another agency, or the
court placed the child, and

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in the case of students with disabilities, which institution has Committee on

Special Education (CSE) or Committee on Preschool Special Education (CPSE) responsibility.

The district of residence must report all records for students whom district officials or the
district CSE or CPSE placed in educational programs outside the district (e.g., BOCES,
approved private schools for students with disabilities, or other educational programs). The
district of residence is not responsible for reporting academic records for students placed by
parents or legal guardians or by the court or a social service agency in educational programs
outside the district of residence unless it retains CSE responsibility for those students.

Public school districts and charter schools are responsible for providing general
instruction and appropriate special education services for students in the categories listed
below. Public school districts are also responsible for determining eligibility for special
education for students in these categories. In addition, public school districts and charter
schools are accountable for the performance of these students. Therefore, districts and charter
schools must report all required records for students in these categories:

All public school students in grades PreK–12 — and ungraded students with
disabilities of equivalent age — enrolled at any time during the current school year, including
students who left school for any reason or were suspended from school;

Public school students with disabilities in preschool enrolled at any time during
the current school year, including students who left school for any reason or were suspended
from school;

Resident students of compulsory age who were not in attendance in a public

school, religious and independent (nonpublic) school, or approved home schooling program in
the current school year. These students must be reported until the end of the school year in
which they exceed compulsory school age, they no longer reside in the district, or the district
has documentation that the student has entered another educational program leading to a high
school diploma;

Students who reside in the district and attend or transfer to an Alternative High
School Equivalency Preparation program (AHSEP) approved under Section 100.7 of the
Regulations of the Commissioner of Education. (See the Alternative and Incarcerated
Education page for a list of approved high school equivalency preparation programs.)

Students placed out-of-district by the CSE or a district official, including students

with disabilities attending approved private schools for students with disabilities, State-
supported schools (Section 4201), a Special Act district, or a component school of another
district;

Resident students attending a BOCES on a full-time basis;

Resident students in equivalent-attendance programs operated by the district or

BOCES;

Resident students receiving homebound instruction who were not reported as

enrolled in a district school;

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Students placed by a court or a social service agency in a residence in the

school district;

Students placed in a county jail, or a jail operated by the city of New York within
district boundaries; and

Foreign-exchange students from outside the United States who are enrolled in a
New York State school.

Public school districts have partial reporting responsibility for some students
enrolled in religious and independent (nonpublic) schools and for home schooled students.

Note: Districts should be prepared to document for auditors that all students required to
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 New Language programs, migrant programs,
and homeless programs, to review data reports for accuracy.

*See Walk-in “Enrollments” later in this chapter.

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Table of Reporting Responsibility for School-Age Students

Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
1) A student who attends a District of District of District of residence Use the 12 digits of the
school within the school district residence residence (Reason for Beginning BEDS code of the school
of residence Enrollment Code 0011) the student attends
2) A school-age student who District of District of District of residence School building BEDS
resides in the district and is residence residence (Reason for Beginning code, BOCES code (see
placed by a district administrator Enrollment Code 0011) BOCES Codes in Chapter
or the CSE of the school district 5: Codes and
in educational programs outside District of attendance Descriptions), code of the
the district (such as another (Reason for Beginning approved private school
school district, BOCES, approved Enrollment Code 0055) for students with
private in-State or out-of-State disabilities, or the code of
school, 4201 State-supported a 4201 State-supported
school, or Special Act school) school. See
Location Codes for
Approved Special
Education Services.
3) A general-education student Charter school Not applicable Charter school (Reason Charter school BEDS
who resides in the district and for Beginning code
attends a charter school Enrollment Code 0011)
4) A student with a disability or a Charter school District of Charter school (Reason Charter school BEDS
student who is referred to the residence for Beginning code
CSE for determination of Enrollment Code 0011)
eligibility for special education District of residence
services who resides in the (Reason for Beginning
district and attends a charter Enrollment Code 5905)
school
5) A general-education student Not applicable Not applicable District of residence First 8 digits of the
who resides in the district, is in (but district of (Reason for Beginning district of residence
approved home schooling residence must Enrollment Code 0011) BEDS code and “0888”
program report State as the last 4 digits

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Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
assessment
results)
6) A student with a disability who Not applicable District of District of residence First 8 digits of the
resides in the district and is residence (Reason for Beginning district of residence
home schooled by Enrollment Code 5905) BEDS code and “0888”
parent/guardian choice as the last 4 digits
7) A student who resides in the District of District of District of residence Use the 12 digits of the
district, is “homebound” residence residence (Reason for Beginning BEDS code of the school
(temporary, long-term absence), Enrollment Code 0011) the student would attend
and is associated with a school in
the district
8) A student who resides in the District of District of District of residence First 8 digits of the
district, is homebound, and is residence residence (Reason for Beginning district of residence
not associated with a school in Enrollment Code 0011) BEDS code and “0777”
the district (is not expected to as the last 4 digits
attend a school in the district)
9) A general-education student District of Not applicable District of attendance Building of attendance
who resides in the district and is attendance (Reason for Beginning BEDS code
placed by a parent/guardian in Enrollment Code 0011)
another public school district
10) A student with a disability or District of District of District of attendance Building of attendance
a student who is referred to the attendance residence (Reason for Beginning BEDS code
CSE for determination of Enrollment Code 0011)
eligibility for special education District of residence
services who resides in the (Reason for Beginning
district and is placed by a Enrollment Code 5905
parent/guardian in another
public school district
11) A student with a disability or Religious or District in which Religious or Religious or independent
a student who is referred to the independent the Religious or independent (nonpublic) school
CSE for determination of (nonpublic) independent (nonpublic) school building BEDS code for
eligibility for special education school (nonpublic) participating in SIRS schools that are
services who is placed in a (Instructional if school is located registered. School district
16
 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
religious or independent in-state; no (if in-state; no (Reason for Beginning may apply for an
(nonpublic) school by a NYS reporting if NYS reporting if Enrollment Code 0011) institution code for a
parent/guardian out-of-state) out-of-state – “noncompliant Religious
any reporting District in which the or independent
Not applicable would be by the religious or (nonpublic) school” by
(Accountability) out of state independent contacting Datasupport.
district of (nonpublic) school is
location to the located (Reason for No NYS reporting if out-of-
state of Beginning Enrollment state
location) Code 5905)

No NYS reporting if
out-of-state

12) A general-education student Religious or Not applicable Religious or Religious or independent

who is placed in a religious or independent independent (nonpublic) school
independent (nonpublic) school (nonpublic) (nonpublic) school building BEDS code for
by a parent/guardian and who school participating in SIRS schools that are
takes a State assessment (Instructional) (Reason for Beginning registered. School district
Enrollment Code 0011) may apply for an
Not applicable institution code for a
(Accountability) “noncompliant religious
and independent
(nonpublic) school” by
contacting Datasupport.
13) A general-education student Not applicable Not applicable Not applicable Not applicable
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

17
 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
School-Age Children in Residential
Care)
14) A student with a disability or Not applicable District in which District in which the BEDS code of approved
a student who is referred to the the student student resided at time out-of-state school. If not
CSE for determination of resided at time of placement (Reason available, use
eligibility for special education of placement for Beginning 750000660000.
services who resided in the Enrollment Code 5905)
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)
15) A student with a disability Article 81 School affiliated School affiliated with Article 81 school code
who is placed by the court or a School with the child- the child-care
county department of social care institution institution (Reason for
services in a child-care or residential Beginning Enrollment
institution or in a residential treatment Code 0011)
treatment facility with an facility
affiliated school and is provided
educational services pursuant to
Article 81 of the Education Law.
(Pages 6 and 24 of Education
Responsibilities for School-Age
Children in Residential Care)
16) A student with a disability District in District in which District in which the BEDS code of the
who is placed by the court or a which the the child-care child-care institution is building in which the
county department of social child-care institution or located (Reason for student is enrolled
services in a child-care institution is residential Beginning Enrollment
institution or in a residential located treatment Code 0011)
treatment facility that does not facility is located
have an affiliated school. (Pages 7
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
and 25 of Education
Responsibilities for School-Age
Children in Residential Care)
17) A general-education student Religious or Not applicable Religious or Religious or independent
who is placed by the court in a independent independent (nonpublic) school
child-care institution with an (nonpublic) (nonpublic) school building BEDS code for
affiliated religious or independent school participating in SIRS schools that are
(nonpublic) school. (Instructional) (Reason for Beginning registered. School district
(Only applicable if the student Enrollment Code 0011) may apply for an
participated in an assessment) Not applicable institution code for a
(Accountability) “noncompliant religious
or independent
(nonpublic) school” by
contacting Datasupport.
18) A student who is placed by Special Act Special Act Special Act School BEDS code of the
the court in a child-care School Districts School Districts Districts (Reason for building in which the
institution with an affiliated Beginning Enrollment student is enrolled
Special Act School District Code 0011)
19) A student with a disability NYSSB or NYSSB or NYSSB or NYSSD NYSSB or NYSSD code
who attends the New York State NYSSD NYSSD (Reason for Beginning
School for the Blind (NYSSB) in Enrollment Code 0011)
Batavia or the New York State
School for the Deaf (NYSSD) in
Rome
20) A student who is parentally Religious or District in which Religious or Religious or independent
placed in a religious or independent the student independent (nonpublic) school
independent (nonpublic) school (nonpublic) resides (if (nonpublic) school building BEDS code
and the school district has been school if the applicable) participating in SIRS
ordered to pay tuition for the school (Reason for Beginning
student by a court or an participates in Enrollment Code 0011)
impartial hearing officer SIRS
(Instructional) District in which the
student resides
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
Not applicable (Reason for Beginning
(Accountability) Enrollment Code 5905)
21) A student who resides in a State agency State agency State agency (Reason Facility location operated
State agency facility and attends for Beginning by the State agency code
an educational program operated Enrollment Code 0011 or BEDS code of the
by the State agency. State or AHSEP 5654) approved AHSEP
agencies include: Office of program
Children and Family Services
(OCFS), Office of Mental Health
(OMH), Office for People with
Developmental Disabilities
(OPWDD), and the Department of
Corrections and Community
Supervision (DOCCS). (Pages 2,
12, 31, and 40 of Education
Responsibilities for School-Age
Children in Residential Care)
22) A student with a disability State agency State agency State agency (Reason Approved private school
who resides in OMH or OPWDD for Beginning for students with
facility but is placed by the Enrollment Code 0011) disabilities BEDS code
agency in an approved private
school for students with
disabilities. (Pages 4 and 14 of
Education Responsibilities for
School-Age Children in Residential
Care)
23) A student with a disability District in District in which District in which OMH District school building
who resides in OMH or OPWDD which OMH or OMH or OPWDD or OPWDD facility is or BOCES BEDS code
but attends a school district or OPWDD facility facility is located located (Reason for
BOCES program. (Pages 3 and 13 is located Beginning Enrollment
of Education Responsibilities for Code 0011)
School-Age Children in Residential
Care)
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
24) A student with a disability District of District of District of residence BEDS code of the State
who attends an OMH or OPWDD residence residence (Reason for Beginning agency facility
day-treatment program Enrollment Code 0011)
25) A New York State student NYS school NYS school District of residence BEDS code of the out-of-
with a disability who is placed in district of district of (Reason for Beginning State school
another State under contract residence residence Enrollment Code 0011)
between a NYS school district
and the approved out-of-State
private school
26) A New York State student NYS school NYS school District of residence BEDS code of approved
who is placed in another State district of district of (Reason for Beginning out-of-state school. If not
under contract between a NYS residence residence Enrollment Code 0011) available, use
school district and a public 750000660000.
school district of the other State
27) A student in residential care District in District in which District in which If the student attends a
(not placed by a school district) in which parents parents reside parents reside or, for BOCES or school in a
one of the following programs: reside or, for or, for students students in district, use the BEDS
Private psychiatric hospitals or students in in department of department of social code of the BOCES or the
private psychiatric units within department of social services services care, the district school building
general hospitals; social services care, the district district in which attended by the student.
Short term crisis residence; care, the in which student resided at the If not, use the first 8
Residential Respite Programs; district in student resided time the student was digits of the BEDS code
Drug Free Residential, In Patient which student at the time the placed in a program of the district in which
Rehabilitation, Alcoholism resided at the student was (Reason for Beginning the parent resides and
Detoxification, Residential time the placed in a Enrollment Code 0011) then “0777” for the last
Chemical Dependency for Youth student was program four digits.
Programs, Inpatient placed in a
Rehabilitation, Acute Care program
Programs, Primary Care Alcohol
Crisis Centers, or Community
Residences–Recovery Homes; and
Pediatric Residential Health Care
Facilities, Hospitals,
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
Rehabilitation Centers, or Skilled
Nursing Facilities
(Pages 5, 10, 22, 43, and 46 of
Education Responsibilities for
School-Age Children in Residential
Care)
28) A student with a disability District in District in which District in which BEDS code of the school
placed through the Children’s which parents parents reside parents reside building or BOCES the
Residential Project in a reside (Reason for Beginning student is attending
residential program. (Page 21 of Enrollment Code 0011)
Education Responsibilities for
School-Age Children in Residential
Care)
29) A student who resides in one School district School district School district in BEDS code of the
of the following settings, which in which the in which the which the facility is building in which the
are licensed by OMH, OPWDD, facility is facility is located located (Reason for student is enrolled. If
OCFS, or Office of Alcohol and located Beginning Enrollment services are provided at
Substance Abuse Services Code 0011) another location, use the
(OASAS) and either attends first 8 digits of BEDS
school in a district or in BOCES code of the district in
or district arranges services to be which facility is located
provided at another location: and then “0777” for the
Residential Treatment Facility last four digits.
(RTF) or Child Care Institution
(CCI) that does not have an
affiliated school;
Community Residence (CR);
Family Based Treatment Program
(FBTP);
Intermediate Care Facility (ICF);
Individualized Residential
Alternative (IRA);
Family Care Homes;
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
Foster Family Homes;
Group Homes or Agency
Boarding Homes;
OCFS Secure Centers, Limited
Secure Centers, Non-secure
Centers;
Community Residential Homes
(group homes);
Detention Family Boarding
Homes;
Halfway Houses, Supported
Living Facilities; and
Detention Facilities, Non-Secure
Institutional, Secure Holdover
Detention, Non-Secure Group
Care, Non-Secure Agency-
Operated Detention.
(Pages 7, 8, 9, 15, 16, 18, 19, 20,
27, 28, 29, 32, 33, 37, 38, and
44 of Education Responsibilities
for School-Age Children in
Residential Care)
30) A foreign exchange student. District of District of District of attendance Building of attendance
attendance attendance if (Reason for Beginning BEDS code
(Instructional) student with a Enrollment Code 0022)
disability
Not applicable
(Accountability)
31) A Kindergarten-age student Not applicable District of District of residence First 8 digits of the
whose parents do not want to (Accountability) residence (Reason for Beginning district BEDS code and
enroll their child in Kindergarten Enrollment Code 5905) “0777” as the last 4 digits
but the child is provided with District of
special education services at the residence
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
child’s home or in an early (Instructional) Grade must be reported
childhood setting or in another as “PS”
location.
32) A child in foster care. See District of District of District of attendance Building of attendance
Students in Foster Care Toolkit attendance attendance of student (Reason for BEDS code
for additional guidance on Beginning Enrollment
children in foster care. Code 0011)
33) A student in a county jail or a District in District in which District in which the BEDS code of the jail
jail operated by the city of New which the jail is the jail is jail is located (Reason
York who is in a regular located located (if for Beginning
instruction program leading to a applicable) Enrollment Code 0011)
high school diploma.
(Page 41 of Education
Responsibilities for School-Age
Children in Residential Care.
34) A student in a county jail or a District in District in which District in which the BEDS code of the
jail operated by the city of New which the jail is the jail is jail is located (Reason approved AHSEP
York who is in approved AHSEP located or, for located or, for for Beginning program operated by the
program. (Page 41 of Education NYC, the NYC, the Enrollment Code 5654) district or BOCES
Responsibilities for School-Age NYCDOE NYCDOE (if
Children in Residential Care. applicable)
35) Students residing in a non K- Receiving Receiving Receiving district Building of attendance
12 district attending a receiving district district (Reason for Beginning BEDS code
district that serves all students Enrollment Code 0011)
from the non K-12 district for
whom tuition is paid by the
district of residence (Examples
would include a K-8 district
resident attending a Central High
School District or a K-2 or K-6
district resident attending a K-12
district that is contracted by the
K-2 or K-6 district to serve all
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data Location/BEDS Code
or Responsibility to SIRS and Using (i.e., Building of
Instructional What Code (i.e., Enrollment)
Responsibility District of
Responsibility) *
their resident students including
their resident students who are
placed by CSE in out-of-district
locations, such as a BOCES
program or other placement.)
36) A student who resides in one District of District of District of attendance Building of attendance
of the following settings: attendance attendance (Reason for Beginning BEDS code
Residential Programs for Enrollment Code 0011)
Runaway and Homeless Youth;
Domestic Violence Shelters;
Homeless Shelters;
OR
Homeless students not in
residential programs for
homeless youth or homeless
shelters.
(Pages 7, 8, 9, 15, 16, 18, 19, 20,
27, 28, 29, 32, 33, 37, 38, and 44
of Education Responsibilities for
School-Age Children in Residential
Care.

Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students

Description of Students Accountability CSE/CPSE Who Will Report Data to Location/BEDS Code
or Instructional Responsibility SIRS and Using What (i.e., Building of
Responsibility Code (i.e., District of Enrollment)
Responsibility)
1) A preschool-age student who Not applicable District of District of residence District of residence
does not participate in a Pre-K or (Accountability) residence (Reason for Beginning BEDS code
Universal Pre-K program referred Enrollment Code 4034)
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data to Location/BEDS Code
or Instructional Responsibility SIRS and Using What (i.e., Building of
Responsibility Code (i.e., District of Enrollment)
Responsibility)
to the CPSE or CSE for an initial District of
evaluation to determine eligibility residence
for special education. Only (Instructional)
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.
2) A preschool-age student with a Not applicable District of District of residence If the student attends
disability who resides in the (Accountability) residence (Reason for Beginning a school building, use
district, does not participate in a Enrollment Code 0011) the school building
Pre-K or Universal Pre-K program District of BEDS code; if the
and who will receive or does residence The 0011 must be services are provided
receive special education services (Instructional) reported for preschool-age at home or another
from: students when they are location, use the first
an employee of a school district in found eligible for special 8 digits of the district
a district building, the student’s education services, of residence BEDS
home, or in another location; regardless of when the code and “0777” as
an employee of a BOCES, in a services begin. the last 4 digits
BOCES building, the student’s BOCES BEDS code
home or in another location; Approved Private
an employee of an approved School BEDS code
private school for students with 4201 School BEDS
disabilities in that school’s code
building, the student’s home, or County BEDS code
another location; NYSSB or NYSSD
BEDS code
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data to Location/BEDS Code
or Instructional Responsibility SIRS and Using What (i.e., Building of
Responsibility Code (i.e., District of Enrollment)
Responsibility)
an employee of a Section 4201
State-supported school in that For c and e, see
school’s building, the student’s Location Codes for
home, or another location; Approved Special
an independent service provider Education Services.
employed by the county in the
student’s home or in another
location;
an employee of New York State
School for the Blind (NYSSB) or
New York State School for the
Deaf (NYSSD) in these schools’
building, the student’s home, or
another location.
3) A preschool-age student who District of District of District of residence District building BEDS
resides in the district and residence residence (Reason for Beginning code
participates in a (Instructional) Enrollment Code 0011) First 8 characters of
district-operated Pre-K or the district code
Universal Pre-K program; Not applicable followed by “0666”
BOCES-operated Pre-K program (Accountability) signifying CBO-placed
under a Universal Pre-K contract UPK
with a school district with the BOCES code
BOCES acting as an Other
Eligible Agency (i.e., Community-
Based Organization – CBO);
BOCES-operated pre-K not under
a Universal Pre-K contract.
4) A preschool-age student with a District of District of District of residence BEDS code of the
disability or a preschool-age residence or residence (Reason for Beginning school the student
student who is referred to the charter school Enrollment Code 5905) attends or, if a UPK
CPSE for determination of (Instructional) District or charter school program contracted by
eligibility for special education in which student is the district, the first 8
services who resides in the Not applicable attending Pre–K or UPK digits of the district
district and attends a UPK or Pre– (Accountability)
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 Student Information Repository System Manual Version 18.0
Description of Students Accountability CSE/CPSE Who Will Report Data to Location/BEDS Code
or Instructional Responsibility SIRS and Using What (i.e., Building of
Responsibility Code (i.e., District of Enrollment)
Responsibility)
K program operated by another (Reason for Beginning BEDS code and “0666”
school district or charter school. Enrollment Code 0011) as the last 4 digits
5) A prekindergarten student who District of District of District of residence BEDS code of the
attends a school within the residence residence (Reason for Beginning school the student
school district of residence or a (Instructional) Enrollment Code 0011) attends or, if a UPK
UPK program contracted by the program contracted by
district. Not applicable the district, the first 8
(Accountability) digits of the district
BEDS code and “0666”
as the last 4 digits

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 Student Information Repository System Manual Version 18.0

Accelerated Students
Intermediate-Level Science Students: The Grade 8 Intermediate-Level Science Test
must be administered to students in the grade in which they will have received instruction in all
of the material in the Intermediate-Level Science Core Curriculum (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 must
be reported in the year in which the student took the assessment and will count in the
accountability calculations for the district and school responsible for the student when
the student is in Grade 8. The Assessment Measure Standard Description "Science:
Early" will be populated for these students at Level 2 when the students are in Grade 8.
Students who take the Grade 8 Intermediate-Level Science Test when they are in
Grade 7 may not retake the test when they advance to Grade 8.

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 must be reported in the
year in which the student took the examination and will count in the accountability
calculations for the district and school responsible for the student.

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 must be reported in the year in which the student took the examination and will count
in the accountability calculations for the district and school responsible for the student.
The score the student receives on the Grade 8 Intermediate-Level Science Test when
taken in Grade 7 must also be reported in the year in which the student took the
examination but will not count in the accountability calculations for the district and
school responsible for the student.

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 must be
reported in the year in which the student took the test and will count in the accountability
calculations for the district and school responsible for the student. Their Regents
science score is “banked” for use in accountability calculations when the student enters
a secondary-level cohort.

5. 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.
 Student Information Repository System Manual Version 18.0

Grades 6, 7 and 8 Mathematics: Sixth, seventh, and eighth grade students who take
Regents examinations in mathematics are not required to take the NYSTP grade 6, 7 or 8
mathematics assessment to fulfill the testing requirement in mathematics for accountability.
Students who take both the NYSTP mathematics assessment and a Regents mathematics
assessment in grades 6, 7 or 8 will have their NYSTP score count in the accountability
calculations for the district and school responsible for the student. Their Regents mathematics
scores are “banked” for use in accountability calculations when the student enters a
secondary-level cohort.

Grades 3–8 ELA, and Grades 3–5 Mathematics: Accelerated students must be tested
on the assessments appropriate to their actual grade level or, if ungraded, their age-equivalent
grade level in these subjects at these grades. These students may take a Regents
examination in addition to the NYSTP but not in lieu of the NYSTP assessment in these
subjects at these grades.

Accelerated students may not take the 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 accountability determinations are made.

Reporting Course Codes for Accelerated Students: Students who take a Regents
examination in mathematics in grades 3 through 5 must also take the NYSTP assessments in
mathematics for their appropriate grade level or age, if ungraded. Students who take a
Regents examination in science in grade 8 are not required to, but may also, take the Grade 8
Intermediate-Level Science Test. For these students, report the course code that best reflects
the course’s curriculum, the reporting date (field 11 in the Staff-Student-Course template) for
the Regents examination, and a separate record with the reporting date for the
elementary/middle-level assessment. All School Management Systems must be able to report
the course code for the curriculum and the reporting date for both the Regents and NYSTP
assessments.

Accommodations
Test accommodations for all students who are provided with such accommodations
during the administration of an assessment must be reported in SIRS. The School
Administrator’s Manual, Secondary Level Examinations and the administrator’s manuals for
specific test titles for elementary/middle-level tests contain lists of accommodations available
to students.

Accountability Inclusion/Exclusion for Participation/Performance at the

Elementary/Middle Level

Note: Updated information regarding accountability is forthcoming.

Students enrolled during the periods of enrollment in the table below will be included in
the accountability calculations indicated. For first day of test administration period and last day
of make-up period, see Appendix I: Assessment and Reporting Timelines.

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 Student Information Repository System Manual Version 18.0

Key:
Day 1 = BEDS Day (October 5, 2022)
Day 2 = First day of test administration period
Day 3 = Last day of make-up period

Students’ Inclusion in Calculations

Scenario Period of enrollment Students will be Students will be included
includes included in in Performance
Participation (continuously enrolled &
tested)
1 Day 1 and Day 3 Yes Yes
2 Day 1 and Day 2 with
valid test score Yes Yes
3 Day 1 and Day 2 without
valid test score No No
4 Day 2 and Day 3 but not
Day 1 Yes No
5 Day 1 only No No
6 Day 2 only with valid test
score Yes No
7 Day 2 only without valid
test score No No
8 Day 3 only with valid test
score Yes No
9 Day 3 only without valid
test score No No
10 Only days between Day 2
and Day 3 with valid test Yes No
score
11 Only days between Day 2
and Day 3 without valid No No
test score

Enrollment Exit Codes for Determining

Continuous Enrollment for Grades 3–8 Students

If a grade 3–8 student is enrolled on Day 1, has one of the following Reason for Ending
Enrollment codes between Day 1 and Day 3, and is tested, the student is considered
continuously enrolled and tested in the school and/or district, as indicated.
Reason for Description Continuously
Ending Enrolled and
Enrollment Tested in:
Code
153 Transferred to another school in this district or to an District
out-of-district placement
238 Transferred to homebound instruction provided by District
this district

782 Entry into a different grade in the same school School and
building District
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 Student Information Repository System Manual Version 18.0

Reason for Description Continuously

Ending Enrolled and
Enrollment Tested in:
Code
5927 Leaving school under ESEA – a victim of a serious District
violent incident
EOY* End of school year School and
District
*This code is populated at Level 2 when no Reason for Ending Enrollment Code is provided.
Note: For reporting NYC public schools, codes that refer to “this district” should be used for transfer within the same NYC district
geographic region (e.g., within NYC Geographic District #14 – Brooklyn).

If a grade 3–8 student is enrolled on Day 1, has one of the following Reason for Ending
Enrollment codes between Day 1 and Day 3, and is tested, the student is not considered
continuously enrolled and tested in the school and district.
Reason for
Ending
Description
Enrollment
Code
085 Earned commencement credential
136 Reached maximum legal age and has not earned a diploma or certificate
140 Preschool special education status determined
170 Transferred to another NYS public school outside this district with
documentation
204 Transferred to a NYS non-public school with documentation
221 Transferred to a school outside NYS with documentation
255 Transferred to home schooling by parent or guardian
272 Transferred to a postsecondary school prior to earning a diploma
289 Transferred to an AHSEP program
306 Transferred to other high school equivalency (HSE) preparation program
323 Transferred outside district by court order
340 Left school: first-time dropout
357 Left school: previously counted as a 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
442 Left the U.S.
459 Deceased
629 Previously earned commencement credential or IEP
799 Graduated (earned a Regents or local diploma)
816 Earned a High School Equivalency (HSE) Diploma
5938 Leaving a NYC community district under ESEA a victim of a serious
violent incident
8228 End “Walk-in” Enrollment
Note: For reporting in NYC public schools, codes that refer to “outside this district” should be used for transfer out of the
NYC district geographic region (e.g., from NYC Geographic District #14 – Brooklyn to NYC Geographic District #15 –
Brooklyn or from NYC Geographic District #14 – Brooklyn to Brooklyn Charter School).

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Appeal to Graduate with Lower Score on Regents Exam

All students who have taken and passed certain courses in preparation to take a
Regents examination and have a 65 course average but whose highest score on the Regents
examination is within five points of the 65 passing score may appeal to graduate with a local or
Regents diploma using this lower score. Through this appeal, the student seeks a waiver of the
graduation assessment requirement in this subject area.

Students seeking to appeal with required Regents examination scores between 60 and
64, and students with disabilities seeking a local diploma using the low pass safety net with
required Regents examination scores between 52 and 54, must meet the following criteria to
demonstrate that they meet the State Learning Standards:

Have taken the Regents examination under appeal at least two times;
Have at least one score on the Regents examination under appeal within the score
band stated above;
Present evidence that the student has taken advantage of academic help provided by
the school in the subject tested by the Regents examination under appeal;
Have a course average in the subject under appeal (as evidenced in the official
transcript that records grades achieved by the student that meets or exceeds the
required passing grade by the school); and
Be recommended for an exemption to the graduation requirement by the student’s
teacher or Department chairperson in the subject of the Regents examination under
appeal.

English Language Learners who first entered school in the United States in grade 9 or
above seeking to appeal with a score between 55 and 59 on the required Regents examination
in English language arts must meet the following criteria to demonstrate that they meet the
State Learning Standards:

1) Have taken the required Regents examination in English language arts under appeal
at least two times;
2) Have been identified as an English Language Learner (ELL) at the time the student
took the Regents examination in English language arts the second time;
3) Have at least one score on the required Regents examination in English language
arts between 55 and 59;
4) Present evidence that the student has taken advantage of academic help provided
by the school in English language arts;
5) Have a course average in English language arts (as evidenced in the official
transcript that records grades achieved by the student) that meets or exceeds the
required passing grade by the school; and
6) Be recommended for an exemption to the graduation requirement by the student’s
teacher or department chairperson in English language arts.

There is no restriction as to when a student earns a qualifying score on the Regents

examination under appeal. Any student who has met all the graduation requirements by June
of the school year, with the exception of the examination(s) under appeal, is eligible for an
appeal if they meet each of the revised eligibility criteria. Districts should report the student as

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a graduate in the school year in which the appeal is granted. In situations where the exam
being appealed was taken in August and the appeal granted shortly thereafter, the student can
be reported as an August graduate of that school year.

Approval of this appeal will not change the student’s score on the Regents examination
under appeal. The district must report the actual scored earned on the Regents examination,
not a 65, through SIRS. In the fall, the district will need to report the information from this
appeal on the district’s BEDS form.

Career Development and Occupational Studies (CDOS)

Beginning in 2015-16, both general-education students and students with disabilities

may earn a Career Development and Occupational Studies (CDOS) credential. Since only one
credential code can be reported for a student, the only way to indicate that a student earned a
CDOS credential in addition to a diploma is to report the appropriate Regents or local diploma
type code and the Program Service Code 8271 – CDOS Credential Eligible Coursework with a
Reason for Ending code 700 – Received a CDOS Credential. The program service code is not
required for students earning a stand-alone CDOS Credential. See Program Service Codes
and Descriptions later in this guide for more information.

Students who fulfill the requirements for earning a CDOS credential in addition to
meeting graduation assessment (one Regents examination in English, science, mathematics,
and two social studies), course and credit requirements must be reported with Career Path
Code “HUM.” Students who fulfill the requirements for earning a CDOS and use that in lieu of a
second social studies Regents examination must be reported with a Career Path Code
“CDOS.”

Career and Technical Education (CTE) Students

CTE Programs: Located in high schools and BOCES, Career and Technical Education
programming provides academic and technical instruction in the content areas of agriculture,
business and marketing, family and consumer sciences, health sciences, trade and technical
education, and/or technology education. CTE programs are comprised of at least three CTE
courses (equivalent to three full units of study) and incorporate the Career Development and
Occupational Studies (CDOS) Learning Standards. A list of CTE program service codes is
found in Chapter 5: Codes and Descriptions. CTE programs that are sequences used to fulfill
diploma requirements also include the content of the one-half unit state-developed Career and
Financial Management curricular framework. Programs used to fulfill diploma requirements
must first be approved by the Office of Career and Technical Education. See the Program
Approval Process and Approved CTE Programs for additional information.

The CTE data collected in SIRS are governed by federal mandates, as some CTE
programming receives federal funding from the Strengthening Career and Technical Education
for the 21st Century Act (Perkins V). CTE reporting requirements are the same for all schools,
whether or not they use Perkins funding directly.

CTE Students: CTE students are those enrolled in any NYSED-approved CTE
program. These programs are comprised of CTE courses taught by teachers certified in a

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CTE subject area. New York’s 6 subject areas are agriculture, business, family and consumer
sciences, health sciences, technology education and trade and technical education. In
NYSED-approved programs, students acquire academic and technical skills through hands-on
learning.

Who Must Report CTE Students: Beginning in 2019-20, only CTE data for NYSED-
approved CTE programs should be reported to the NYSED SIRS. CTE data should be
reported by the program provider, which is the agency that operates the NYSED-approved
CTE program. For example, a NYSED-approved, BOCES-operated CTE program should
report Programs Fact, Student Class Grade Detail, CTE course data (SCED codes), and CTE
Technical Skills Assessment data to the SIRS. This change does not remove the need for
sharing CTE data between districts and BOCES for other purposes (e.g. the generation of
transcripts and awarding of credits). For specific template reporting information, refer to the
table below.

CTE Reporting Entities and Templates

NYSED-Approved,
BOCES-Operated
BOCES NYSED-Approved,
CTE Program:
SIRS Template Reports to District-Operated
District (of
SIRS CTE Program
Responsibility)
Reports to SIRS
CTE Programs Fact
X X
Data
Course Instructor
Assignment X X

Student Class Entry

X X
Exit
Student Class Grade
X X
Detail
Assessment Fact
(Technical Skills X X
Assessment)
Student Lite (Career
Pathway Codes,
Diploma/Credential X X
information)

Which Students Must Be Reported with CTE Records: Students who are
participants or concentrators in any NYSED-approved career and technical education program.

Program Service Records: When programs are approved, a Classification of

Instructional Programs (CIP) code is assigned. Often, this is the code proposed by the school
district, but in some cases, NYSED may assign a code for greater clarity. Approved programs
should be reported under the CIP code found on the NYSED-issued approval or reapproval
letter. A list of LEAs with current NYSED-approved CTE programs is maintained on the
NYSED CTE web page.

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CTE Program Service records, collected using the Programs Fact template, should only
be reported for students in NYSED-approved CTE programs. All students enrolled in these
programs should have a CTE program service record created in the school year once they
achieve participant program intensity status (Field 9, Programs Fact). Note: a student cannot
have program service records without an active enrollment record.

Students generally take their CTE from one or two providers (i.e., their high school
and/or BOCES). A single program service record is created if the student is taking CTE in a
single location. CTE students enrolled in more than one location during the school year must
be reported with a separate record for each program location. For example, two program
service records are required for a student enrolled in one NYSED-approved program in
business education in a high school and a second approved program in computer information
technology at a BOCES. In this case, both the school district and the BOCES would be
reporting program service data to SIRS.

CTE Beginning and Ending Program Service Records: In the year the student
leaves school, the entire enrollment record will show which Reason for Ending Program
Service Code should be used in the final record.

Districts determine how many and what combination of sequenced CTE courses are
needed to achieve program completion. If the student’s concentration of CTE courses does not
meet the district’s requirements, the Reason for Ending Program Service Code is 663 (left
without completing), and the Level of Program Intensity is the level reached by the day the
student discontinued the program.

The CTE Program Service Record begins on the date the student enrolls in the program
in the current school year. To end a CTE Program Service Record, use the following Reason
for Ending CTE Program Service Codes:
Reason for Ending CTE Program Service
Ending a CTE Program Service Record
Code
Student meets the program provider
646
requirements for program completion
Student ends the program service without 663
completing the program in the year the
student leaves or completes high school
Student has not completed the CTE
program by the end of the reporting year Leave Blank
and program completion is still pending

CTE Program Intensity: Program intensity is a measure of the student’s progression

through his or her CTE program. Indicate the Level of Program Intensity reached at the end of
the school year being reported. The program intensity should be updated at the end of each
school year. If, by the end of the first year of the CTE program, the student has met the criteria
of the Concentrator, the provider should update the student’s record to reflect this. The
Program Intensity should reflect their status as of reporting.

The following table offers guidance on how to determine program intensity for NYSED-
approved CTE programs at local high schools and those at BOCES or technical high schools:
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Program Local High School CTE Student BOCES or Technical High

Intensity School CTE Student
Student has completed one CTE course Student has completed the
(equivalent to one full school year equivalent to a one full school
course) in an approved program. year high school course in an
Participant
approved program while
enrolled in a BOCES two-year
program.
Student has completed at least two Student has completed the
sequenced CTE courses (equivalent to equivalent to a two full school
two full school year courses) in an year high school courses in an
Concentrator
approved program. approved program while
enrolled in a BOCES two-year
program.

CTE Course and Grades Data: School districts, charter schools and BOCES will
continue to report all course data to the SIRS using the course codes contained in the New
York State Course Catalog, which contains approximately 500 CTE courses. These course
titles and codes should be used when reporting CTE data in Course Instructor Assignment,
Student Class Entry Exit and Student Class Grade Detail.

When applying for CTE program approval, LEAs will be providing these NYSED
designated School Codes for the Exchange of Data (SCED) course titles and codes that
constitute the program’s sequence. The program approval process is detailed on the CTE
web page.

The work-based learning code 22202W should only be reported one time during the
student’s secondary enrollment. Hours are cumulative across years and courses. Providers
should keep track of the total hours of work-based learning for each student and report the
code when a student has acquired a total of at least 54 hours. A staff person responsible for
overseeing the student’s participation in the program should be reported here. Report hours for
any of the four New York State registered work-based learning programs (WECEP, CEIP,
GEWEP, and Co-op) as well as the following non-registered experiences: school-based
enterprise; supervised clinical experience (health sciences and appearance enhancement
programs only); community service; school-based projects; and job shadowing. Hours for field
trips, guest speakers, routine classwork, college visits, and non-school affiliated employment
should not be counted toward the total.

Course ID Course Name Course Description

22202W Approved CTE Use for courses that consist of sustained
Program Work- interactions with industry or community
Based Learning - 54 professionals in real workplace settings or
Hours Plus simulated environments at an educational
agency. This code is also used for registered
CTE WBL programs (WECEP, GEWEP, CEIP,
paid or unpaid CO-OP).

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Technical Skills Assessments: All career and technical education programs that have
been approved under the 2001 Regents Policy on CTE must offer a three-part technical skills
assessment. In August 2018, the separate application for and approval of CTE pathway
assessments process was combined with the existing CTE Program Approval Process. As a
result, when CTE programs receive NYSED approval, their culminating three-part technical
skills assessment are also approved to be used as a +1 Pathway CTE technical assessment
and may be used as the fifth required exam toward graduation.

Students in these programs must be reported with Assessment Measure Code 00199
(Approved CTE Program Technical Assessment). The program provider should report to the
SIRS results for all students taking the assessment.

Assessment Measure Code OOC41, (CTE Technical Assessment—Other) will no

longer be collected since CTE Programs Fact data will be limited to NYSED-approved
programs.

CTE Program Type: All students who participate in a NYSED-approved CTE program
must be reported in SIRS with CTE Program Type “CTE,” indicating the student is in career
and technical education.

CTE Program Intensity: All students who participate in CTE must be reported in SIRS
with a CTE Program Intensity: Participant or Concentrator. See Chapter 4: Data Elements for
CTE Program Intensity definition and location in the eScholar templates.

CTE Technical Endorsement (Diploma Type): Students who have successfully

completed all requirements of a program that has been approved by New York State Regents
CTE Approval Process by individual CTE earn the CTE technical endorsement on their
diplomas. BOCES and districts must establish procedures that ensure information about
successful completers is reflected in the diploma type issued by the school district. The CTE
technical endorsement is given the highest point value (2) in the calculation of the College,
Career, and Civic Readiness Index (CCCRI) score. Accurately reporting the number of
technical endorsements can raise a school’s CCCRI score. For more information regarding
diploma types, visit the Office of Curriculum and Instruction’s Diploma Types web page. For
more information on CTE, visit the CTE web page.
Career Pathways
Career Path Codes must be reported for all students reported with a credential or
diploma. This field cannot be left blank for students reported with a credential or diploma.
Students who received a credential but no diploma (i.e., CDOS as a stand-alone, Skills and
Achievement Credential, or a High School Equivalency diploma should be reported with
Career Path Code NONE. Students must always be reported with Career Path Code HUM if
they passed at least two Regents exams in social studies, one Regents exam or Department
Approved Alternative in English, math, and science, regardless of whether the student passed
additional Regents examinations, Department Approved Alternatives, or Department-approved
pathway assessments in the Arts, Career and Technical Education, and/or Biliteracy (LOTE),
and/or met the requirement of a CDOS commencement credential.

Students should only be reported with a Career Path Code other than HUM if the
student passed only one social studies Regents examination required for graduation and
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passed at least one additional Department-approved pathway assessment (e.g., Arts,

Biliteracy), met requirements for the CDOS pathway, or if the student received a credential but
no diploma (NONE).

If a student did meet the requirements for the Humanities (HUM) pathway (passed only
one social studies Regents exam) and met the requirements for multiple other pathways (i.e.,
STEM Math or Science), the student should be reported with the Career Path Code for the
career pathway with which the student most closely associates.

The Civic Readiness (CIVIC) pathway, piloted in the 2021-22 school year, allows
students who earn the Seal of Civic Readiness to apply that accomplishment toward a +1 Civic
Readiness pathway to a diploma. The pathway allows students to graduate with a Regents or
local diploma when they have demonstrated the State’s standards for academic achievement
in math, English, science, social studies and the State’s requirements for civic readiness
knowledge and skills necessary for college, career and citizenship after high school.

Please use the guidance below to assist you in choosing the correct Career Path Code:

If a student passed one Regents exam in English, math, and science and two Regents
exams in social studies, the student must be reported with Career Path Code HUM,
because the student passed two Regents exams in social studies.

If a student passed one Regents exam in English and math, two Regents exams in science,
and two Regents exams in social studies, the student must be reported with Career Path
Code HUM because they passed two Regents in social studies.
Though the student met the requirements for both the STEM Science and the
Humanities pathways, the student must be reported with the HUM code, as the student
did not use the extra Regents science exam in lieu of the second Regents social
studies exam to fulfill the graduation requirements.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science and an additional science Regents exam in a different course or a
Department Approved Alternative, the student must be reported with Career Path Code
STEMSCIENCE, because the student used the Regents science (or an approved alternative)
exam in lieu of the second Regents social studies exam to fulfill the graduation requirements.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science and an additional math Regents exam in a different course or a
Department Approved Alternative, the student must be reported with Career Pathway Code
STEMMATH because the student used the Regents math (or an approved alternative) exam
in lieu of the second Regents social studies exam to fulfill the graduation requirements.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science, and a Department-approved pathway assessment in the Arts, the
student must be reported with Career Path Code ARTS because the student used the
Department-approved pathway assessment in Arts in lieu of the second Regents social
studies exam to fulfill the graduation requirements.

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If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science, and a Department-approved pathway assessment in Biliteracy
(LOTE), the student must be reported with the Career Path Code LOTE because the student
used the Department-approved pathway assessment in Biliteracy in lieu of the second
Regents social studies exam to fulfill the graduation requirements.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science, and a Department-approved CTE pathway assessment following
successful completion of an approved CTE program, the student must be reported with
Career Path Code CTE because the student used the pathway assessment in CTE in lieu of
the second Regents social studies exam to fulfill the graduation requirements. As mentioned
above, all CTE technical assessments are approved by the Department during the program
approval process. All approved programs culminate in a NYSED-approved technical skills
assessment.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science, and a Department Approved Alternative in English or social
studies, the student must be reported with Career Path Code HUMALT because the student
used the Department-approved alternative assessment in English or social studies in lieu of
the second Regents social studies exam to fulfill the graduation requirements.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science, and completed all the requirements for the CDOS Commencement
Credential, the student must be reported with Career Path Code CDOS because the student
used completion of the CDOS requirements in lieu of the second Regents social studies exam
to fulfill the graduation requirements. If the student passed both social studies exams and
fulfilled the requirements for the CDOS Commencement Credential, the student should be
reported with a Career Path Code HUM.

If a student passed only one Regents exam in social studies and one Regents exam in
English, math, science, and earned the NYS Seal of Civic Readiness (as reported with
Program Service Code 8313), the student must be reported with the Career Path Code CIVIC
because the student used the NYS Seal of Civic Readiness in lieu of the second Regents
social studies exam to fulfill the graduation requirements.

When a superintendent makes a local determination that an eligible student with a

disability has satisfied the requirements for a Superintendent Determination of Graduation with
a Local Diploma, the student should be reported with a Career Path code that reflects the
tested areas where the student either attained a passing score on a Regents examination
required for graduation, or the Superintendent made a determination that the student has
otherwise met the standards for graduation. See Superintendent Determination of Graduation
with a Local Diploma for more information.

Charter School Students

Charter schools must report all required records for their students, with the following
exceptions. The district of residence of students with disabilities enrolled in charter schools
has CSE responsibility for these students and must report Special Education Snapshot and
Special Education Events records for them. School districts of residence must also submit
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enrollment, demographic, and disability program service records for students in charter
schools who were evaluated for special education eligibility and for students receiving special
education services, using Reason for Beginning Enrollment Code 5905.

Court-Placed Students
Court-placed students should be reported with the appropriate Reason for Ending
Enrollment Code from the tables below.

Reason for Ending Enrollment Codes for Students

Placed by Court Order OUTSIDE the District
Code Situation
323 – Transferred Students placed by court order outside the district in county
outside district by jails, jails operated by the city of New York, prisons, or
court order juvenile facilities or that have a school (as defined under
State law) or programs offering courses that can result in
the earning of credit toward a high school diploma and
participate in those programs.

Students placed by court order in non-incarcerated court

placements (e.g., foster care homes; group homes;
placement in residential facilities with affiliated schools
that provide educational services in accordance with Article
81 of the Education Law).
Do not end enrollment for students placed temporarily in a
facility (e.g., in secure or non-secure detention facilities) pending
a decision by court order.
1089 – Transferred to Students who are placed by court order outside the district in a
an approved HSE jail and participate in an approved AHSEP program.
program outside this
district
8338 – Incarcerated Students who are reported as entering grade 9 in the 2006–07
student, no school year or later and who are placed by court order outside
participation in a the district in prisons or juvenile facilities and do not participate
program culminating in approved AHSEP programs or programs that result in the
in a regular diploma earning of credit toward a high school diploma.

Reason for Ending Enrollment Codes for Students

Placed by Court Order INSIDE the District
Code Situation
153 – Transferred to Students placed by court order within the district of the
another school in this student’s residence in county jails, jails operated by the city of
district or to an out- New York, prisons, or juvenile facilities that have a school (as
of-district placement defined under State law) or programs offering courses that can
result in the earning of credit toward a high school diploma and
participate in those programs.
289 – Transferred to Students who transfer from a district school by a court order to
an approved AHSEP an approved AHSEP program within the district.
program

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8338 – Incarcerated Students who are reported as entering grade 9 in the 2006–07
student, no school year or later and who are placed by court order inside the
participation in a district in prisons or juvenile facilities and do not participate in
program culminating approved AHSEP programs or programs that result in the
in a regular diploma earning of credit toward a high school diploma.

General education students and students with disabilities in county or New York City
jails who are in regular instruction programs offering courses that can result in the earning of
credit toward a high school diploma must be reported by the school district in which the jail is
located, using Reason for Beginning Enrollment Code 0011 — Enrollment in building or grade,
and the BEDS code of the jail as the building of enrollment. General-education students and
students with disabilities in county or New York City jails who are in approved AHSEP
programs must be reported with a Reason for Beginning Enrollment Code 5654 — Enrollment
in an AHSEP program and the BEDS code of the approved program, and these students will
not be counted as graduates.

School districts must coordinate with court-placement agencies to ensure that students
are enrolled appropriately, and educational records are shared. Educational and reporting
responsibility for these students is determined by Commissioner’s Regulations. For further
information, contact the Office of Student Support Services at (518) 486-6090.

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Daily Attendance

LEAs must report Daily Attendance codes. Although local data systems may collect
suspension and attendance information in different places, SED’s data collection model
requires both to be reported through the Student Daily Attendance template. Attendance must
be reported by any reporting entity that is required to take attendance (i.e., District of
Responsibility). In the case of out-of-district placed students, attendance must be reported by
the entity where the student is attending (i.e., district, BOCES where the student is
placed). Report student attendance by BOCES program (e.g. CTE, Special Ed). Report each
program as a unique BOCES program location (BOVL). If BOCES program location (BOVL) is
not available, use general BOCES code. Currently, reporting of daily attendance for
Prekindergarten students is not required. Daily attendance should also be reported for
Homebound students using location codes with the first eight digits of the district code followed
by 0777.

LEAs must report both positive and negative attendance using the Student Daily
Attendance template. Students present for the instruction for the day, irrespective of
instructional modality, should be reported with the code PRSNT-IN or PRSNT-OUT. There must
be an attendance record for every student on all instructional days. Failure to report a record
(missing data) will default in an absence on that day.

On days when a student is suspended, both Level 0 and Level 2 require two attendance
records. One record has the suspension code (ISS or OSS). The second record has one of the
following attendance codes: PRSNT-IN, PRSNT-OUT, E (Excused), U (Unexcused), Tardy-IN,
Tardy-OUT. Reporting of codes ISS or OSS without accompanying PRSNT-IN, PRSNT-OUT,
E, U, or T-IN, T-OUT will be considered MISSING ATTENDANCE and will default to absent,
unexcused (U).

To determine the physical location of the student the PRSNT-IN, PRSNT-OUT, T-IN, T-
OUT codes are required.

Each day a Present or Tardy attendance code is reported for a student, an instructional
modality must also be reported. This identifies the mode for which the instruction was provided
to that student on that day. The codes are as follows: R (Remote); IN (In-Person); B (Both).
For example, a student may be in school on a particular day (PRSNT-IN, but the teacher may
be streaming the instruction to the student from outside the school. In this case, the modality
would be Remote.

Remote – The student received instruction remotely for the day. The student and teacher(s)
are not in the same physical location for in-person instruction for the day.
In-Person – The student and teacher(s) are in the same physical location for the day for where
a teacher is delivering in-person instruction.
Both – The student’s instruction was both remote and in-person for instruction on the same
day.

LEAs should continue to use their local attendance policies to determine whether a student is
considered present, tardy, absent, or suspended for the day. For students studying abroad, LEAs may
report as PRSNT-OUT, In-Person.

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Out of District Placed (OODP) Students and BOCES Reporting

In the case of students placed in another district or BOCES (OODP), attendance must
be reported by the entity where the student is attending (the receiving district). Positive and
negative attendance must be reported for each day the student is scheduled to receive
instruction in this receiving district or BOCES (e.g. students enrolled in a CTE program at a
BOCES). The sending district reports the student enrollment with the location BEDS code of
the school building or BOCES providing the instruction (i.e. the receiving district school
building or BOCES where the student is attending).

BOCES are only required to report positive and negative attendance on days the
student is scheduled to be instructed at the BOCES. The BOCES should continue to report
student attendance by BOCES program (e.g. CTE, Special Ed). Report each program as a
unique BOCES program location (BOVL). If the BOCES program location (BOVL) is not
available, use the main BOCES code.

Homebound Students

Daily attendance should also be reported for Homebound students using location codes
with the first eight digits of the district code followed by 0777. In such cases, the district may
need to create a homebound calendar for the school district encompassing all instructional
days and grade levels. On days when the student was unable to be present for instruction,
those would be marked as absence records for those days.

Enrollment Reason Report Student

Codes Daily Attendance
0011 Enrollment in building or grade YES
0021 Over 21 enrollment YES
0022 Foreign exchange student enrollment in building or YES
grade
0055 Enrolled for instructional reporting only YES
*(as per guidance stated above)
5544 Transferred in under the ESEA Title I School in YES
Improvement Status

7000 Transferred in under the ESEA Persistently Dangerous YES

School
7011 Transferred in under the ESEA Victim of Serious YES
Violent Incident
0033 Part-time students pursuing a HS diploma NO
4034 Preschool-age students enrolled solely for determining NO
eligibility for special
education services
5654 Enrollment in an AHSEP program NO
5555 Student enrolled for the purpose of recording a test NO
score (walk-in)
5905 CSE or CPSE responsibility only NO
8250 HSE Outcome Reporting Only NO
8294 Census only NO
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Enrollment Reason Report Student

Codes Daily Attendance
8300 Compulsory age student, not attending, no NO
documentation

Districts that choose to utilize the Snow Day Pilot Program to allow a switch to remote
instruction for days that would have otherwise led to school closure due to a snow emergency,
use Day Type Code Instructional Day for attendance reporting.

District of Residence Codes

All students must be reported with a District of Residence code. (See Chapter 5: Codes
and Descriptions.) This code is collected to ensure that State aid for textbooks and
transportation is appropriately allocated to a student’s home district (i.e., District of Residence).
The initial District of Residence code that should be reported for a student is the one that
indicates where the student resided on BEDS day (October 5, 2022). If a student moves to
and enrolls in a new district after BEDS day, the student should be reported by the new district
with the District of Residence code for that new district. For State Aid and BEDS enrollment
purposes, the student will always be counted in the district in which the student resided on
BEDS day of that reporting year. For example, if a student resides in District A on October 5,
2022, moves to District B on October 6, 2022, and remains in District B through the 2022–23
and 2023–24 school year, the student will be counted for State Aid and BEDS enrollment
purposes in District A in 2022–23 but in District B in 2023–24.

The Department uses District of Residence data from SIRS to derive the number of
students enrolled who are not residents of your district and for whom tuition is or could be
charged.

Special Cases:

Article 81 students should be reported with a District of Residence code reflecting the
public school district in which the child was living at the time a public agency considered the
child for placement in a child care institution or at the time the child was placed under the
jurisdiction of the NYS Office of Children and Family Services.

Central High School districts may not be used as a District of Residence. The District
of Residence code for a student enrolled in a Central High School district is that of one of the
Central High School district’s designated feeder districts or other public school district, as
appropriate. For example, students enrolled in the Valley Stream Central High School District
should be reported as residents of Valley Stream #13 UFSD, Valley Stream #24 UFSD, Valley
Stream #30 UFSD, or other district as appropriate.

Charter school, religious and independent (nonpublic) school, and BOCES

students should be reported with a District of Residence code reflecting the public school
district in which they live and that they are entitled to attend.

Students in county jails should be reported by the district in which the county jail is
located with a District of Residence that reflects the district in which the student was residing
immediately before coming to the county jail.

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Foreign exchange students should be reported with a District of Residence reflecting

the district in which the students are enrolled.

Children in Foster Care should be reported with a District of Residence that reflects
the district the student is attending. If the district of residence is not the district of attendance or
district of origin, the district of residence has no responsibilities for a child in foster care.
Please review Students in Foster Care Toolkit for additional guidance on children in foster
care.

Students designated as homeless should be reported with a District of Residence

reflecting the district of attendance (i.e., the district where the student is enrolled in school).

The District of Residence code for New York City students is that of the Community
School District in which they reside (e.g., Manhattan CSD 3, Brooklyn CSD 23, etc.).

All non-residents of New York State, excluding foreign exchange students who are
considered temporary residents, should show 80034366 for District of Residence.

Special Act school districts may not be used as a District of Residence. The District
of Residence code for a student enrolled in a Special Act school district is that of the sending
district or, if the student is placed by the court, the district last attended by the student.

State-operated schools and facilities should report a District of Residence that

reflects the district in which the student was residing immediately before coming to the State-
operated school or facility. Where there is insufficient knowledge to make this determination,
the reported District of Residence should reflect the district in which the state-operated school
or facility is located.

Districts that have a terminal grade of less than twelve retain their District of
Residence status when their resident students’ tuition out to a K–12 district to finish their high
school education. For example, the District of Residence code for a student who completed
eighth grade in a K–8 district and is now enrolled in grade 9 in a K–12 district is that of the K–8
district. A student who completed the eighth grade in the Greenwood Lake UFSD (a K-8
district) and is now attending the George F. Baker High School in the Tuxedo UFSD should be
reported as a resident of Greenwood Lake unless the student has taken up residence
elsewhere.

Dropouts/Noncompleters
In New York State, section 3205 of the Education Law requires a child’s attendance in
full-time day instruction from the age of six to the end of the school year in which the child
turns 16, or 17 for school districts that have selected this age. Resident students who are of
compulsory school age must be kept on the school’s attendance (enrollment) register until they
exceed compulsory school age or move out of the district. Likewise, students attending
charter schools who are still of compulsory school age must be kept on the charter school’s
attendance (enrollment) register until they exceed compulsory school age.

For example, if a student stops attending school at age 14, he or she must be kept on
the attendance (enrollment) register until the end of the school year in which the student
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exceeds compulsory school age or returns to an education program. These students must be
reported with a Reason for Ending Enrollment Code 400 — Compulsory age student, stopped
attending followed by a Reason for Beginning Enrollment Code 8300 — Compulsory age
student, not attending, no documentation. If the student re-enrolls, the student should be
reported with a Reason for Beginning Enrollment Code 0011 — Enrollment in building or
grade.

Once the student exceeds compulsory school age, end the 8300 enrollment record
using the appropriate Reason for Ending Enrollment. To use the 8300 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 stop attending school while they are still of compulsory school age, the 8300
Reason for Beginning Enrollment Code should be reported immediately after entering the
appropriate Reason for Ending Enrollment Code 400 - Compulsory age student, stopped
attending.

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 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.

For students enrolled but are no longer attending:

136 — Reached maximum legal age and has not earned a diploma or
certificate
289 — Transferred to an approved AHSEP program *
306 — Transferred to other high school equivalency (HSE) preparation
program
340 — Left school: first-time dropout
357 — Left school: previously counted as a 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
1089 – Transferred to an approved HSE program outside this district*

*Students with a Reason for Ending Enrollment Code 289 – Transferred to an approved
AHSEP program or a Reason for Ending Enrollment Code 1089 – Transferred to an approved
HSE program outside this district are counted as dropouts until a subsequent Reason for
Beginning Enrollment Code of 5654 – Enrolled in an AHSEP program is recorded. At that
point, whatever Exit Enrollment Code is used for the AHSEP record determines the student’s
discharge status.

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

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dropouts in annual dropout reports. Enrollment records with beginning dates after June 30 are
ignored when identifying the last enrollment record.

Incarcerated Students: Beginning in the 2017-18 school year, 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 no longer considered dropouts for annual and total cohort reporting purposes and
are excluded from the graduation rate cohorts.

Students Who Enroll and Then Drop Out: For students who were enrolled at the end
of the 2021-22 academic year but dropped out before the beginning of the 2022-23 school
year, report the enrollment records with a beginning date of July 1, 2022 and ending date when
it was determined the student was not returning to school (must be after July 1, 2022).

Students Who Are Auto Enrolled but Do Not Show: For students who are auto
enrolled for scheduling and other purposes but do not show, remove the enrollment record
when you receive official documentation that the student was enrolled in another school,
district, or state or left the country.

Elementary/Middle-Level Students
All general-education students and students with disabilities in grades 3–8, and
ungraded students of equivalent age, are required to take:

the New York State Testing Program (NYSTP) assessments 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, and science in the appropriate years.

All students in these grades or equivalent ages who are also English Language
Learners are required to take the New York State English as a Second Language Achievement
Test (NYSESLAT) until they are eligible to exit ELL status using one of the means indicated in
the ELL Status Exit Program Service Codes section of Chapter 5: Codes and Descriptions.

English Language Learner (ELL) Students

All English Language Learner (ELL) students must be reported with:

Program Service Code 0231— ELL Eligible
an ELL Program Service Code that identifies the type of services received, and

All students with an ELL eligible record at any time during the school year will be
included in the ELL group for accountability purposes. All ELL eligible students must be
provided ELL services.

The ELL Program Service Codes for identifying the type of services received are:
5709 (English as a New Language (ENL)
5676 (Transitional Bilingual Education (TBE) Program)
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5687 (One Way or Two Way Dual Language Program), or

8239 (ELL Eligible but not in an ELL Program).

Students can be in only one ELL program (i.e., Program Service Codes 5709, 5676,
5687, or 8239) at a time but may participate in more than one during the school year. One
record must be provided for each ELL program in which a student participated. The record
must indicate the dates of participation.

Students whose ELL status has ended must be reported with one of the following
Reason for Ending Program Service Codes for Program Service Code 0231 — ELL Eligible:
3011 – ELL Eligibility Exit Using NYSESLAT score only. Report ENL Program in that year for
the student.
3022 – ELL Eligibility Exit Using NYSESLAT score and NYSTP or Regents score. Report ENL
Program in that year for the student.
3045 – ELL Eligibility Exit based on review of identification determination.
3050 – ELL Eligibility Exit Using August/September 2021 NYSITELL Score Only.

See ELL Status Exit Program Service Codes in Chapter 5: Codes and Descriptions for
more information.

Beginning with the 2019-20 school year, ELL Duration is now called ELL Services
Duration and is calculated by NYSED. In prior years, this data element was provided by LEAs
on the Student_Lite template as LEP Duration and was also referred to as the data element
Years Enrolled in a Transitional Bilingual Education or English as a New Language Program.
ELL Services Duration indicates the number of cumulative days and corresponding years that
a student identified as ELL Eligible (Program Service Code 0231) has received ELL services in
New York State public schools, as evidenced by having been reported with Program Service
codes 5709 (English as a New Language), 5676 (Transitional Bilingual Education Program), or
5687 (One Way or Two Way Dual Language Program). The time during which a student is
reported with Program Service Code 8239 (ELL Eligible but not in an ELL Program) is not
counted. This data element will only be calculated for ELL eligible students.

All ELLs (including those from Puerto Rico) who, on April 1, 2023, will have been
attending school in the United States for less than one year must also be reported with
Program Service Code 0242 — Eligible to take the NYSESLAT for grades 3-8 ELA
Accountability. Note: Students for which the 0242 was applicable in the 2021-22 academic
year WILL NOT automatically have the eligibility extended to the 2022-23 academic year. The
ESEA, as amended by ESSA, is very specific that this provision applies only to students
attending a school in the United States for less than one year.

NYSESLAT and Accountability

The Every Student Succeeds Act (ESSA) requires that the English proficiency of all
ELLs (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 ELLs. All grades Kindergarten through

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12 ELLs (including ungraded age-equivalent students with disabilities) must take the
NYSESLAT. There is no valid NYSESLAT assessment for an ELL enrolled in a High School
Equivalency program. ELLs must take this assessment to evaluate English proficiency even if
they take a Grades 3–8 ELA assessment or, for certain ELLs with disabilities, the NYSAA in
ELA in the current academic year.

English Language Arts: ESSA requires that the reading/language arts proficiency of
ELLs be measured as part of the school accountability program. USED has approved a one-
time exemption from taking the State’s reading/language arts assessment (including the
NYSAA in ELA) for some ELLs. ELL eligible students (including those from Puerto Rico) who
on April 1, 2023, will have been attending school in the United States for less than one year
may use the NYSESLAT as a one-time exemption from the State’s reading/language arts
assessment (including the NYSAA in ELA) to meet the ESSA participation requirement for
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
State’s reading/language arts assessment.

The one-year exemption window does not have to be 12 consecutive months. Only
months in which school is in session should count toward the 12 months (e.g., not summer
vacation months). The exemption would apply in the first year in which eligible students are
expected to participate in the State’s reading/language arts assessment. Such students are not
exempt in subsequent years, even if they have been enrolled in a United States school for less
than 12 months. Months in which students are enrolled as PK–8 or ungraded elementary are
counted toward this 12-month exemption window.

Example 1: An ELL student enrolls for the first time in a United States school in grade 3
in April 2022 and ends enrollment by leaving the United States in June 2022 (three-month
enrollment). The student re-enrolls in a United States school in April 2023 as a grade 4 student
and remains enrolled through the end of the school year. If the one-time exemption occurred in
2021–22, even though the student has been enrolled in a United States school for only six
months as of the 2022–23 NYSTP ELA test administration window (test is given in April), the
student may not be exempt again in 2022–23, as the one-time exemption already occurred in
2021–22.

Example 2: An ELL student enrolls for the first time in a United States school in grade 3
in October 2020 and ends enrollment by leaving the United States in December 2020 (three-
month enrollment). The student re-enrolls in a United States school in December 2021 as a
grade 4 student and ends enrollment by leaving the United States in January 2022 (two-month
enrollment). The student re-enrolls in a United States school in February 2023 as a grade 5
student and remains enrolled through the end of the 2021–22 NYSTP ELA test administration
window (two-month enrollment, test is given in April and the month of April is not counted). The
first year in which this student is enrolled during the NYSTP ELA test administration period and
has been enrolled in a United States school for less than 12 months is 2022–23. The student
may be exempt from taking the grade 5 NYSTP in ELA in 2022–23 because on April 1, 2023,
the student has been enrolled in a school in the United States for fewer than 12 months. If the
one-time exemption occurs in the 2022–23 school year, the student may not be exempt in
future years from taking the NYSTP in ELA.

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Example 3: An ELL student enrolls for the first time in a United States school in grade 1
in October 2020 and ends enrollment by leaving the United States in March 2021 (six-month
enrollment). The student re-enrolls in a United States school in October 2022 as a grade 3
student and remains enrolled through the end of the 2022–23 NYSTP ELA test administration
window (six-month enrollment, test is given in April and the month of April is not counted). The
student may not be exempt from taking the grade 3 NYSTP in ELA in 2022–23 because on
April 1, 2023, the student has been enrolled in a school in the United States for 12 months
total.

Example 4: An ELL student who is also a student who is eligible to take the NYSAA
enrolls for the first time in a United States school in grade 3 in October 2022. The student may
be exempt from taking the grade 3 NYSTP in ELA and the grade 3 NYSAA ELA in 2022–23,
because on April 1, 2023, the student has been enrolled in a school in the United States for
fewer than 12 months. The student must take the appropriate NYSESLAT to be considered
tested for accountability purposes.

Students who are eligible to take the NYSESLAT for grades 3–8 accountability must be
recorded in the SIRS with Program Service Record Code 0242 — Eligible to Take the
NYSESLAT for Grades 3-8 ELA Accountability. They will be counted in the participation
calculation for accountability purposes as participating in an ELA assessment if they have valid
scores on all sessions/modalities of the NYSESLAT: Listening, Speaking, Reading, and
Writing. Note: Students for which the 0242 was applicable in the 2021-22 academic year WILL
NOT automatically have the eligibility extended to the 2022-23 academic year. The ESEA, as
amended by ESSA, is very specific that this provision applies only to students attending a
school in the United States for less than one year.

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 or the NYSAA ELA assessment to a
student who is eligible for the ELA exemption, NYSED will count the student’s NYSTP or
NYSAA ELA scores when computing the school’s and district’s accountability PI.

For more information regarding testing and accountability for recently arrived ELLs, see
Assessment and Accountability for Recently Arrived and Former Limited English Proficient
(LEP) Students guidance.

Other Subjects: All ELLs must take the required State assessments appropriate to
their grade. Most of these tests are 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. To ensure valid and reliable test results, districts and charter schools are
permitted to offer ELLs accommodations approved by NYSED. Approved accommodations are
provided in the Test Manuals for School Administrators and Teachers.

NYSESLAT and NYSAA

All ELLs 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.
Most NYSAA-eligible students who are age appropriate for testing on the NYSAA must take

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the NYSAA. NYSAA-eligible students who are also eligible for a one-time exemption from the
State’s reading/language arts assessment are not required to take the NYSAA in ELA.
However, these students must take the NYSAA in all other subjects appropriate to their age
equivalent grade level.

NYSESLAT Braille

All ELLs with a braille accommodation in grades K–12, including ungraded age-
equivalent students, must take the NYSESLAT assessment. Grades K-2 are scored via a
“Check List” and will be reported in SIRS via the summer clean-up process at the end of the
summer. Grades 3-12 will have the assessments aligned to the general NYSESLAT
assessment. Grades 3-12 will have the data placed on answer sheets by school personnel so
that the data can be scanned and loaded into SIRS. For grades K-2, SIRS will collect the Total
Score by Grade and Performance Level. For grades 3-12, using the Braille test forms, the tests
will be in alignment with the general NYSESLAT assessment; therefore, students will receive
the same types of scores and subscores as students using the non-braille editions.

New York State Identification Test for English Language Learners (NYSITELL)

The New York State Identification Test for English Language Learners (NYSITELL)
serves as the approved means of initially identifying English Language Learners (ELLs) in New
York State. It is used to assess the English language proficiency of new entrants whose home
language is other than English, as indicated on their Home Language Questionnaire. If the
results of the NYSITELL indicate that the student is at the Entering, Emerging, Transitioning, or
Expanding level of English proficiency, the student must be placed in a Bilingual Education or
English as a New Language (ENL) program.

The NYSITELL is composed of eight distinct levels: I–VIII. The NYSITELL test content is
aligned with the expectations for what the English language proficiency of an English Language
Learner would be, depending on the grade and when in the school year the new student arrives,
particularly for students in lower grades.

The table below shows the eight NYSITELL levels and identifies which level to administer
to each new entrant, depending on the grade in which the student is enrolling and the date on
which the test administration begins. Additional guidance regarding the NYSITELL assessments
can be found on the NYSITELL web page.
Districts/schools are responsible for submitting item response data to their Big 5/RIC
(Level 1 scanning centers). Level 1s must submit the item response data to Level 2 using the
appropriate ItemR tables. Item Response data must be submitted the same time the data are
submitted for scanning the K-12 NYSITELL assessments.

Level Grade in which Dates on which test

student is enrolling will be administered

I Grade K June 1–January 31

II Grade K February 1–June 30

Grade 1 July 15–January 31

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Level Grade in which Dates on which test

student is enrolling will be administered
Grade 1 February 1–June 30
III Grade 2 July 15–June 30
Grade 3 July 15–January 31

IV Grade 3 February 1–June 30

Grade 4 July 15–January 31
V Grade 4 February 1–June 30
Grade 5 July 15–January 31
Grade 5 February 1–June 30
VI Grade 6 July 15–June 30
Grade 7 July 15–January 31

Grade 7 February 1–June 30

VII Grade 8 July 15–June 30
Grade 9 July 15–January 31

VIII Grade 9 February 1–June 30

Grades 10–12 July 15–June 30

The Level I test may be administered starting June 1 only to those new entrants who will
not begin Kindergarten until September. Schools that are registering students prior to June 1 for
enrollment in Kindergarten for the upcoming school year should not administer the NYSITELL
to those students until June 1. Report assessment records in September for these students and
report the date of test administration as any day during the first week of enrollment in your school.
For all other NYSITELLs, report the date the student first starts to take the assessment as the
administration date.

With the exception of Level I, the NYSITELL should be administered during the month of
June only to students entering school for the remainder of the current school year and/or
students enrolling in a summer school program. Schools are not permitted to administer Levels
II-VIII of NYSITELL from July 1–July 14. The testing of new students who are enrolling in New
York State schools in Grade 1 and above for the fall may begin no earlier than July 15. Schools
are not permitted to administer Levels II–VIII of NYSITELL from July 1–July 14.

For more information about NYSITELL, see the NYSITELL web page.

Foreign Exchange Students

New York State students who participate in foreign exchange programs should have
their enrollment continued in the SIRS. Do not end the enrollment record for these students
when they leave the country to attend the foreign exchange program. Students from outside
the United States who participate in foreign exchange programs in New York State and are
reported in SIRS should be reported with Reason for Beginning Enrollment Code 0022:
Foreign exchange student enrollment in building or grade and Reason for Ending Enrollment
Code 442: Left the U.S.

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Free and Reduced-Price Lunch Students

Students who have an approved lunch application or other documentation acceptable to
the federal lunch program should be reported for free or reduced-price lunch (FRPL) purposes.

Students may be reported as qualifying for a FREE lunch if they:

1) are found during the federally mandated Direct Certification Matching Process
(DCMP) to be SNAP (Supplemental Nutrition Assistance Program) and/or Medicaid-
eligible;
2) reside in the same household as a child receiving SNAP, TANF, FDPIR or deemed
Medicaid eligible through the Direct Certification Matching Process (DCMP);
3) are documented as:
• homeless - identified by the Homeless Liaison
Note: Homeless students remain FRPL-eligible for the entire school year even if
the family secures permanent housing and the student’s homeless status ends
during the school year.
• foster-certified directly by State/local foster agency
• migrant-identified by Migrant Outreach Education Program Coordinator
4) are documented in a program as per the Runaway and Homeless Youth act;
5) are documented to be in a federal Head Start/Even Start program;
6) have a National School Lunch Program (NSLP) application approved for free lunch
or a CEP/P2 income inquiry form; or
7) are documented to be in a Food Distribution Program on an Indian Reservation
(FDPIR).
Students may be reported as qualifying for a REDUCED-PRICE lunch only if they:
• have a National School Lunch Program (NSLP) application for reduced-price
lunch or a CEP/P2 income inquiry form and
• have a reported family income of 131 to 185 percent, inclusive, of the federal
poverty level as determined using the federal income guidelines established for the current
school year.

Carryover of previous year’s eligibility is for up to 30 operating days into the current
school year or until a new eligibility determination has been made, whichever is first. If a new
eligibility determination for the current school year has not been made by BEDS day and a
student is within the 30-day carryover period, the student should be reported as qualifying for
either free- or reduced-price lunch. Carryover of previous year’s eligibility (30 days) also
applies to students who move from a Provision 2 or CEP school to a non-Provision 2 or non-
CEP school in another district.

Note: The United States Department of Agriculture (USDA) has approved a waiver to
allow School Food Authorities (SFAs) that operated the Seamless Summer Option (SSO)
during the 2021-2022 SY to carry over the most recent student eligibility information on file, as
far back as SY 2019-2020, for up to the first 30 operating days in the 2022-2023 SY or until a
new eligibility determination is made, whichever comes first. This waiver is effective for the
carryover period during SY 2022-2023.

SFAs that operated the standard NSLP and/or SBP in the 2021-2022 SY are not eligible
for the waiver and must use 2021-2022 SY eligibility for the first 30 operating days of the

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school year, or until a new eligibility determination is made in the 2022-2023 SY, whichever
comes first.

Students who have met the eligibility requirements for the federal Free Lunch Program
must be reported with Program Service Code 5817: Free Lunch Program. Students who have
met the eligibility requirements for the federal Free Breakfast Program and/or the federal Free
Milk Program must also be reported with Program Service Code 5817: Free Lunch Program.
Students reported with Program Service Code 5817: Free Lunch Program should also be
reported with Program Service Code 0198: Poverty-from low-income family.

For districts participating in the Community Eligibility Provision (CEP), actual current
eligibility determinations must be made for BEDS reporting purposes. This can be done by
conducting the Direct Certification Matching Process (DCMP) with Child Nutrition Program
SNAP and Medicaid data along with the collection of family income from an alternate eligibility
form. Note: Districts may not report that all students in a CEP site are free (Program Service
Code 5817: Free Lunch Program) solely because they are attending a CEP participating
school.

Students who have met the eligibility requirements for the federal Reduced-Price Lunch
Program must be reported with Program Service Code 5806: Reduced-Price Lunch Program.
Students who have met the eligibility requirements for the federal Reduced-Price Breakfast
Program must also be reported with Program Service Code 5806: Reduced-Price Lunch
Program. Students reported with Program Service Code 5806: Reduced-Price Lunch Program
should also be reported with Program Service Code 0198: Poverty-from low-income family.

Beginning with the 2021-22 School Year, NYSED will be discontinuing the collection of
FRPL eligibility type codes in SIRS (Program Fact fields 28-33). During the month of October,
Level 0 and Level 2 will remove the validations requiring an eligibility type code to report a
FRPL record. FRPL data reported prior to those changes will still require an eligibility type
code. Following those changes, no eligibility type codes would be required. If vendors are
unable to make the changes immediately, NYSED will purge data in these fields when
reported, allowing the FRPL records to move. This does not change the requirement to report
FRPL records, only the reason for eligibility (type) as outlined above.

Graduates

All students who graduated in the current reporting year must be reported with a
Credential Type Description, Career Pathway, and First Date of Entry into Grade 9 in the
Student_Lite table and a Reason for Ending Enrollment Code 799 — Graduated (earned a
Regents or local diploma) in the School_Entry/Exit Table. If the student is reported with an
EOY Exit Enrollment Code instead of 799, the student will not be counted as a graduate and
will display as Still Enrolled.

All students in public, religious or independent (nonpublic), and charter schools who
were awarded Regents Diplomas, Local Diplomas, Career Development & Occupational
Studies Commencement Credentials, and/or Skills & Achievement Commencement
Credentials must be reported in SIRS.

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Issuing diplomas to incarcerated youth: Section 100.2 of the Regulations of the

Commissioner of Education was amended by the Regents in June of 2022 related to the
requirements for school districts to issue diplomas to eligible students confined to a facility
operated by a state department or agency providing educational programming within the
district boundary. When a school district receives written notification and student records from
a residential facility located within the district boundary, it must review the documentation and
determine the student’s eligibility to receive a diploma. Once eligibility is determined, the
district must enroll the student and issue the diploma. The only exception to this is if the facility
contracts with another school district to provide educational programming. More information
can be found in the text of the amendment, as proposed, and the education law.

High School Equivalency (HSE) Students

Districts must report all resident students enrolled in an approved Alternative High
School Equivalency (AHSEP) program. Students who transfer from a district school other than
by a court order to an approved AHSEP program within or outside the district must be reported
by the school and district with a Reason for Ending Enrollment Code 289: Transferred to an
approved AHSEP program and a Reason for Beginning Enrollment Code 5654 — Enrollment
in an AHSEP program with the BEDS code of the approved AHSEP program for the BEDS
code of location. Students who are placed by court order in a jail and participate in an
approved AHSEP program must be reported with a Reason for Ending Enrollment Code 1089
— Transferred to an approved HSE program outside this district.

Students who end enrollment in a district school to attend a community-based program

that is not an approved AHSEP program must be reported with a Reason for Ending
Enrollment Code 306 — Transferred to other high school equivalency (HSE) preparation
program.

Recipients of Commencement Credentials (that are not awarded as a supplement to a

diploma) or High School Equivalency diplomas who return to pursue a local diploma should be
reported at the grade level the district determines to be appropriate. Recipients of High School
Equivalency diplomas who return to pursue a Career Development & Occupational Studies
Commencement Credential should also be reported at the grade level the district determines
to be appropriate. Such returning students should be given a new enrollment record and all
other required data.

Recipients of High School Equivalency diplomas with Reason for Ending Program
Service Code 700 who also receive the Career Development & Occupational Studies
Commencement Credential while enrolled in an AHSEP program should also be reported with
the credential awarded (Credential Type Code 738 — High School Equivalency (HSE)
Diploma).

Home Schooled Students

Students who will not be attending a public, charter, or nonpublic school because they
will be instructed at home by a parent/guardian or tutor employed by the parent/guardian and
have an approved individualized home instruction plan (IHIP) on record with their district of
residence are “Home Schooled Students.”

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Students enrolled in a district and attending a district school who leave the district to be
home schooled must meet the criteria of a home-schooled student and must be reported by
the district and/or school with a Reason for Ending Enrollment Code 255 — Transferred to
home schooling by parent or guardian. Reason for Ending Enrollment Code 255 must be
reported by July 1 of the school year or no later than 14 days after starting home schooling if
the student’s home school plan begins mid-year. Students cannot be exited to home schooling
without following the required procedures for submitting an Individualized Home Instruction
Plan (IHIP) to the district.

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 in SIRS:

• If they take a State assessment;

• 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 enrollment for other home-schooled students,
but the districts will not have accountability responsibility for these other students and data will
not be publicly reported for these students. Demographic data must be reported for home-
schooled students who are reported in SIRS for any reason.

General education home schooled students who are taking a State assessment must be
reported by the district of residence with a Reason for Beginning Enrollment Code 0011 —
Enrollment in building or grade, a BEDS code that is the first 8 digits of the district of residence
BEDS code and “0888” as the last 4 digits and an Assessment Measure Code and Standard
Achieved Code for the assessment taken. Districts that do not choose to maintain enrollment
records in SIRS throughout the year for home schooled students may open enrollment for the
student in SIRS on the day the student takes the assessment, report the Assessment Measure
Code and Standard Achieved Code for the assessment taken, and then use the Reason for
Ending Enrollment Code 255 — Transferred to home schooling by parent or guardian to end
enrollment the day after the student completes the assessment. If the student takes multiple
assessments in the school year, districts may leave the record open until the day after the
student completes the last assessment for the year or open and close the records as the
student takes the multiple assessments.

Home schooled students with disabilities or home schooled students who are referred to
the CSE for determination of eligibility for special education services must be reported by the
district of residence with a Reason for Beginning Enrollment Code 5905 — CSE or CPSE
responsibility only and a BEDS code that is the first 8 digits of the district of residence BEDS
code and “0888” as the last 4 digits.

General education home schooled students who are taking a course through the district
that does not lead to a State assessment may, but are not required to be, reported by the
district of residence. These students would be reported using Reason for Beginning Enrollment
Code 0055 — Enrolled for instructional reporting only and a BEDS code that is the first 8 digits
of the district of residence BEDS code and “0888” as the last 4 digits.

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Home schooled students reported for enrollment purposes only and who do not fall into
the scenarios above must be reported by the district of residence with a Reason for Beginning
Enrollment Code 0011 and a BEDS code that is the first 8 digits of the district of residence
BEDS code and “0888” as the last 4 digits.

Homebound (Home-Tutored) Students

Homebound students (also known as home-tutored students) fall into two categories:

• students who remain enrolled in a school but are provided temporary instruction
in the home, and

• students who are unable to attend school for the remainder of the school year
because of a physical, mental, or emotional illness or injury substantiated by a licensed
physician or, for students with disabilities, are placed in homebound instruction by the CSE
and are instructed at home or in a hospital by a tutor provided by the district of responsibility.

Students who remain enrolled in a school must be reported with the BEDS code of the
school in which the student is officially enrolled as their location code. Students who are
unable to attend school for the remainder of the school year due to illness or injury or CSE
placement b) must be reported with the first eight digits of their district code followed by 0777
as their building of location code. See Table of Reporting Responsibility for School-Age
Students in Chapter 2 for additional information. Homebound status is exclusively related to
illness, injury, and/or disability and cannot be used for students who are tutored at home as a
result of a suspension.

For attendance reporting, Day Calendar must be submitted using the homebound
location code. Since only a single calendar can be submitted per location, the calendar should
be flexible and capture instructional days for all homebound students. Per CR175.21,
homebound students at the elementary level should receive 5 hours of instruction for the week
and secondary homebound students should receive 10 hours of instruction for the
week. Homebound students that receive the required number of hours of instruction per week
should be reported using one of the “Present” student attendance codes for each instructional
day of the week. Students that receive less than the required hours of instruction per week
should have their attendance prorated by the proportion of required instruction received. For
example, an elementary student that receives 4 of the 5 required hours of instruction in a
week, should have their days of attendance prorated by 80% for the week. In this example,
any single instructional day for the week should be recorded using one of the “absent” student
attendance codes while the remainder of the instructional days should be recorded using one
of the ”present” student attendance codes. Instruction modality is also required for reporting
attendance for homebound students. Reporting attendance for homebound students is
required as part of district accountability.

Homeless Students
Homeless students must be reported with Program Service Code 8262 – Homeless
Student Status. In addition, a Homeless Primary Nighttime Residence code must be reported
in the Programs_Fact table. There are two other program service codes that may apply to
homeless students:
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Program Service Code 8272 — Homeless Unaccompanied Youth Status. This is

reported in the Programs_Fact table for homeless students who are unaccompanied
youth.

Program Service Code 0892 – Title I, Part A: Homeless Student Served with Set-Aside
Funds. This is reported in the Programs_Fact table for homeless students who are
served with Title I, Part A funds that the district is required to set aside for homeless
students.

Students must be identified as homeless with the 8262 and have a Primary Nighttime
Residence in order to report these two codes.
A Homeless record should only be ended when the student is no longer homeless and
not to report a change in the type of primary nighttime residence. If the student is no longer
considered homeless during the school year, the homeless record should end along with any
associated homeless program records. The Primary Nighttime Residence code only needs to
be updated when a new Homeless record is started.

Immigrant Students
Immigrant students must be reported with Program Service Code 8282 — Immigrant
Children and Youth Status in the Programs_Fact table. In addition, a Home Language
Description must be reported in the Student_Lite table. See definition of immigrant students in
Appendix VI: Terms and Acronyms. Months/years in Preschool, PreKindergarten,
Kindergarten, and home schooling instruction count as months/years in U.S. schools.
Preschool students enrolled for the purpose of receiving special education services will have
months/years count whether their attendance is in a public or non-public setting and whether
their attendance is full time or not. Foreign exchange students are not considered immigrants.

Job Corps Program Students

Students in Job Corps Programs on the list of approved AHSEP programs should be
reported with Reason for Ending Enrollment Code 289 — Transferred to an approved AHSEP
program. Students in Job Corp Programs not on this list should be reported with Reason for
Ending Enrollment Code 306 — Transferred to other high school equivalency (HSE)
preparation program or an appropriate dropout code, whichever is applicable.

Long-Term Absent Students

Any student beyond compulsory age who has been absent without a valid excuse for
twenty (20) or more consecutive days as of the last expected day of attendance for the school
year should be coded as a “long-term absence.” The date of the 20th consecutive unexcused
absence should be entered as the enrollment record ending date with a Reason for Ending
Enrollment Code of 391 — Long-term absence (20 consecutive unexcused days). 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 this school and drops out from this school in a
subsequent school year, a Reason for Ending Enrollment Code of 357 — Left school:
previously counted as a dropout should be entered on the student’s enrollment record, if
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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.

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. The school must exit the student with a Reason for Ending
Enrollment Code 400 — Compulsory age student, stopped attending and subsequently use
Reason for Beginning Enrollment Code 8300 — Compulsory age student, not attending. Once
the student is beyond compulsory age, the school should use the appropriate ending
enrollment code.

Migrant Students
Migrant students must be reported with a migrant indicator in the Student Lite template
and Programs Fact Record Title I – Part C: Education of Migratory Children — 0330, if
applicable (if receiving these services).

Neglected/Delinquent Students
Neglected/delinquent students must be reported with a neglected and delinquent
indicator in the Student Lite template and Programs Fact Record Title I – Part D: Prevention &
Intervention Programs for Children and Youth who are Neglected (8327) or Delinquent (0187),
if applicable (if receiving these services).

New York State Alternate Assessment (NYSAA)

Testing Students on the NYSAA: Students whom the district CSE has designated as
eligible to take the New York State Alternate Assessment (NYSAA) to fulfill the testing
requirement at the elementary/middle or secondary level must be administered this
assessment when age appropriate, with the exception of students who are also eligible for a
one-time exemption from the State’s reading/language arts assessment. These students are
not required to take the NYSAA in ELA. See the table in the “Ungraded” section for further
information.

Students whose birth dates fall between September 1, 2007 and August 31, 2013 must
be administered the appropriate grades 3 through 8 NYSAAs in 2021–22 unless they are
eligible for the one-time exemption from the State’s reading/language arts assessment. The
only exception to this rule is NYSAA-eligible students who are also eligible for a one-time
exemption from the State’s reading/language arts assessment. These students are not
required to take the NYSAA in ELA. See the table in the “Ungraded Students” section of this
chapter for further information. NYSAA grade 4 science will not be administered in the 2022-23
school year; NYSAA grade 5 science administration will begin in the 2022-23 school year.

Students whose birth dates fall between September 1, 2008 and August 31, 2014 must
be administered the appropriate grades 3 through 8 NYSAAs in 2022-23 unless they are
eligible for the one-time exemption from the State’s reading/language arts assessment. The
only exception to this rule is NYSAA-eligible students who are also eligible for a one-time
exemption from the State’s reading/language arts assessment. These students are not
required to take the NYSAA in ELA. See the table in the “Ungraded Students” section of this
chapter for further information.

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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,
2022 and have not previously taken the secondary-level NYSAA must be administered the test
during the 2022-23 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, 2004 who have not been assessed must be assessed before they leave school.

NYSAA and Accountability: The United States Department of Education (USED) has
issued regulations that allow students with significant cognitive disabilities to be measured
against alternate learning standards. All students with disabilities eligible for the NYSAA under
Section 101.1(t)(2)(iv) of Commissioner’s Regulations (except for ELLs who are eligible for a
one-time exemption from the NYSAA in ELA) should be administered that test. These students
will be included in the accountability PIs using their NYSAA performance level, provided that
the students are reported in SIRS as ungraded, with Program Service Code 0220 — Eligible
for Alternate Assessment, with a program service code that indicates they are students with a
disability.

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).

Secondary-level NYSAA scores in ELA, mathematics and science are used for
accountability in the year that the student is included in the English, mathematics and science
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.

Reporting NYSAA Students: Students eligible to take the New York State Alternate
Assessment (NYSAA) must be reported as ungraded (Grade Level “K–6” for ungraded
elementary or “7–12” for ungraded secondary) in the School_Entry/Exit Template based on
their age on the first date of the NYSAA administration period or date enrollment began if
enrolled after the first date of the administration period. In addition, the following data must be
reported for NYSAA students:
Programs Fact Record 0220 — Eligible for Alternate Assessment; and
a Program Service Code that indicates the Type of Disability.

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.
Students who are enrolled in a public school district or charter school and are receiving
virtual or remote instruction as a result of COVID-19 are not considered to be attending online
schools.

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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, the credential earned, and career pathway code
used. If students are enrolled both in a high school and in a postsecondary institution, they
should be reported as enrolled in the high school.

Preschool/Prekindergarten/Universal Pre-K
The term “preschool” means children referred to the CPSE for special education
eligibility determination (i.e., those with a Reason for Beginning Enrollment Code 4034) and
students receiving preschool special education services (Reason for Beginning Enrollment
Code 0011). Both groups use the Grade Ordinal “PRES” to report under the data element
“Grade Level.”

The term “prekindergarten” means students who are enrolled in a prekindergarten

program that can be a Universal Pre-K (UPK) program or other Pre-K program. Students
reported in any Pre-K program should be four years of age on or before December 1 or
otherwise first eligible to attend Kindergarten in the next school year except for students
enrolled in UPK in districts with an allocation to serve three-year old students. Note that a
student should only be reported as Pre-K if he/she is in either a UPK or other Pre-K program
that is operated by the school district or under contract with the district or in a Targeted Pre-K
program operated by any one of three approved BOCES.

Regardless of the type of Pre-K program, students in Pre-K should be reported with
Reason for Beginning Enrollment Code 0011. Building of location codes should be reported as
follows:

students attending Pre-K programs in a school within the district should be reported with
the school BEDS code as the location;

students attending Targeted Pre-K programs operated by Madison-Oneida, Questar III,

or Herkimer BOCES should be reported with the BOCES BEDS code as the location;

students attending Pre-K programs operated under contract with the district (other
locations) should be reported with the first eight digits of the district’s BEDS code
followed by 0666 as the location.

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. Any child whose Pre-K
placement is funded solely by the allocational UPK grant must be reported with Program
Service Code 902 (UPK). Children whose half-day UPK placement has been converted to full-
day using the Statewide Universal Full-day Prekindergarten (SUFDPK) grant should be
reported with Program Service Code 902 (UPK) and grade level PKF (full-day). Failure to code

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such children as UPK may result in a reduction in the amount that a district can be reimbursed
for the prekindergarten services it provides during the school year. Effective July 1, 2020, the
Expanded Prekindergarten for Three- and Four-Year Old Students (EPK4) grant was
consolidated with a district’s Universal Pre-K allocation. These funds are now considered
Universal Pre-K and students whose slots are supported by funds from this source should be
assigned Program Service Code 902 (UPK). In addition, all UPK students must be reported
with one of the following Program Service Codes that identifies the UPK program setting: 1309
(District-operated), 1320 (Day care center), 1331 (Head Start), 1342 (Family or Group Day
Care), 1353 (Nursery School), 1364 (BOCES), 1375 (Special Ed 4410 Preschool), 1386
(Religious and Independent (Nonpublic) School), 1397 (Museum), 1408 (Library), or 1419
(Other). See the Program Services Codes and Descriptions section of this manual for
additional information.

Students in any other type of Pre-K program other than UPK should be reported with
Program Service Code 990 (Other Pre-K). This includes students in Targeted Pre-K programs
operated by Madison-Oneida, Questar III, or Herkimer BOCES.

P-Tech Programs (NYS and NYC)

The NYS P-TECH program is designed for students to complete a six-year scope and
sequence which will allow them to earn a Regents or local diploma, gain workplace
experience, and receive an Associate Degree (or credits toward one if the student exits before
completing the program) while still enrolled in high school. Completion of the program may
vary in length from four to six years based on individual student performance. Students in this
program continue to qualify for ELL, disability, and FRPL services for the entirety of the
program.

Because students participating in NYS P-TECH programs may stay enrolled in high
school past their fourth year (when most students graduate), there are some special coding
considerations required to ensure students are correctly identified for NYS accountability and
graduation rate calculations.

NYS P-TECH students should continue to have daily attendance reported in SIRS only
if they are taking high school courses at the high school, a BOCES site, or on the college
campus. If they are taking college-level courses on a college campus that are NOT dual-credit
and have been exited with a 0065, attendance and suspension data do not need to be
reported in SIRS. Missing attendance will not be calculated for these students. Report all
required data up until graduation.

NYC P-Tech Program

The NYC P-Tech Program is similar in structure to the NYS Program, but these schools
are authorized through and overseen by the NYC Department of Education. Each of the seven
P-Tech schools is affiliated with a CUNY Community College.

Beginning in the 2022-23 school year, the Department will begin utilizing a new
template to collect program project partner data while phasing out the legacy NYSED program
office collection. The new Partner Project Fact template will now collect data for P-Tech and

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Smart Scholars programs and capture additional data points related to the specific program
partners. It is anticipated that in future years additional grant program data, particularly around
early college high school partnerships will be collected in this template. For additional
information, see Partner Project Fact below.

Partner Project Fact – New in 2022-23

This template will be phased in during the 2022-23 school year, piloting P-TECH and
Smart Scholars program data. NYC P-TECH program data will also be reported using this
template, requiring only fields 1-8 and 14. Data reported to this template requires that a project
number is included for each student record. The project number is assigned by the Department
during the program approval process. All grantees and their participating LEAs should have
processes in place for sharing project numbers and other data related to the reporting of
enrolled students by their accountable school districts. Data can only be reported by those
school districts with an approved NYSED Project Number. For more information, see
definitions later in the SIRS Manual.

Partner Project Fact Template

Field # Field Name Required for
1 District Code All reportable entities
2 School Year Date All reportable entities
3 Student ID All reportable entities
4 Project ID (Number) All reportable entities
5 Project Start (Entry) Date All reportable entities
6 Program End (Exit) Date All reportable entities
7 Student Project Location Code All reportable entities
8 Programs Code All reportable entities
9 Program Selection Criteria 1 P-TECH & Smart Scholars (one must
be reported)
10 Program Selection Criteria 2 P-TECH & Smart Scholars
11 Program Selection Criteria 3 P-TECH & Smart Scholars
12 Program Selection Criteria 4 P-TECH & Smart Scholars
13 Program Selection Criteria 5 P-TECH & Smart Scholars
14 Program Duration P-TECH
15 Annual Outcome (Program) P-TECH
16 Annual Credential Status (Program) Leave Blank
17 Industry Program Partner 1 Name P-TECH
18 Industry Program Partner 1 Type P-TECH
19 Industry Program Partner 2 Name P-TECH
20 Industry Program Partner 2 Type P-TECH
21 Industry Program Partner 3 Name P-TECH
22 Industry Program Partner 3 Type P-TECH
23 Industry Program Partner 4 Name P-TECH
24 Industry Program Partner 4 Type P-TECH
25 Career Pathway (Program) Code P-TECH & Smart Scholars
26 Internship or Apprenticeship Type P-TECH
Code
27 Internship or Apprenticeship Name P-TECH
28 Paid Internship Indicator P-TECH
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Field # Field Name Required for

29 Post Project (College) Employer Name P-TECH
30 Post Project (College) Job Title P-TECH
See definitions later in SIRS Manual. eScholar templates posted at the following location. See
codes in Chapter 5: Codes and descriptions.
*NYS P-TECH programs are designed to be completed within six years. The change in the
range of Program Duration from 1–6 to 1–8 was needed to accommodate the small number
of students who, due to instructional interruptions from COVID-19, were unable to
complete their coursework within six years. The program design has not changed.

Student Lite Template

Field Code Purpose Notes
Current Grade Valid values Identify the grade of Student should be reported
Level are 9, 10, enrollment for the in Grade 12 for their 4th, 5th
11, 12 student. and 6th years.

School Entry Exit Template

Field Code Purpose Notes
School Exit Type 0065 (799 Fulfilled HS Grad Exit the student with this
Code will also be Req for Extended code the year in which they
accepted) Integrated HS meet the requirements for
Program earning a Regents or local
diploma (along with the
Diploma Type Code and
Career Path Code in the
Student Lite template). These
students must be re-enrolled
the following school year with
a School Entry Type Code of
0011 if they are continuing in
the P-Tech program.
799 Graduated (earned Exit the student with the
a Regents or local standard code for Graduated
diploma) if the student fulfilled the
requirements for graduation
and plans to exit the P-Tech
program (not continue to year
5).
0067 Completed Exit the student with this
Extended Integrated code ONLY AFTER reporting
HS Program the 0065 (or 799) to indicate
the student has completed all
three parts of the P-Tech
program (diploma, workplace
experience and Associate
Degree/credits toward
Associate Degree).

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Field Code Purpose Notes

0068 Exited Extended Exit the student with this
Integrated HS code ONLY AFTER reporting
Program After the 0065 (or 799) to indicate
Fulfilling HS Grad the student has met the
Req diploma requirements,
enrolled in year 5 or 6 of the
P-Tech program, and exited
the program without
completing it.

Only a School Exit Type Code of 0065 (or 799) will identify a student as meeting the
criteria for graduation. Only students with a previous 0065 exit will be excluded from
Missing attendance calculations in subsequent years.
If a student fulfills the requirements for graduation AND completes the requirements for
the P-Tech program simultaneously, the student must be exited with a 0065 (or 799)
Ending Enrollment code or the student will not be counted as a graduate. Do not use a
0067 Ending Enrollment code unless the student has previously been exited with either a 799
or a 065.

If a student stops participating in the P-Tech program prior to their anticipated high
school graduation date and continues enrollment in the school, the Program Service Code
should be ended. However, if the student decides to discontinue the program at the start of the
school year and has not yet fulfilled the requirements for graduation, there is no need to add
the Program Service Code for the new reporting year for the sole purpose of ending it.

Public Health Law 2164 (Failure to Immunize)

Pursuant to Public Health Law 2164, students who have not received required
vaccinations are no longer allowed to attend school. The students may return to school when
they have complied with the immunization requirements. Parents also have the option to
complete the paperwork and enroll the students to an approved home schooling program. The
deadline for obtaining required vaccinations for children attending school in the fall is 14 days
from the first day of school which may be extended to 30 days for students transferring from
another state or country. Additionally, students who meet the requirements of being in the
process of obtaining missing doses in accordance with Department of Health Regulations may
attend school if they remain in compliance with obtaining the missing doses. Students who do
not meet the immunization requirements are to be excluded on the 15th day they fail to meet
them. These students should be exited with Reason for Ending Enrollment code 430 –
Excluded pursuant to PHL 2164.
Districts will not be accountable for students once they properly exit, with the exception
of graduation rate for accountability and total cohort graduation rate. The U.S. Department of
Education (ED) has provided guidance to affirm that the rules in the Elementary and
Secondary Education Act (ESEA) for excluding students from graduation cohorts are very
specific and do not include this condition. Specifically, under the ESEA sections 8101(23)(B)
and (25)(B), a school or Local Education Agency (LEA) may only remove a student from a
cohort if the student transfers to a school where he/she is expected to receive a regular high
school diploma or eligible State-defined alternate diploma, emigrates to another country,
transfers to a prison or juvenile facility, or is deceased. Therefore, exiting a student with the
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new Reason for Ending Enrollment code 430 will NOT remove the student from graduation
rate cohorts for accountability or the total cohort graduation rate release. For both the
graduation rate accountability and the total cohort graduation rate release, these students will
be counted as dropouts.

Students who have Reason for Ending Enrollment code 430 associated with their last
regular enrollment will:
be counted as dropouts for accountability graduation rate and total cohort graduation
rate;
be included in the annual dropout report (SIRS 307);
no longer be considered a dropout once they are re-enrolled with a regular enrollment
code;
not be included in Composite Performance; Growth; Progress; English Language
Proficiency; or College, Career, and Civic Readiness accountability calculations;
not be included in accountability participation rate calculations, unless the Reason for
Ending Enrollment code 430 is dated during or after the testing window; and
be included in the Chronic Absenteeism and Suspension accountability calculations
only for the time period the student was enrolled prior to the 430 exit. Students will not
be counted as absent after Reason for Ending Enrollment code 430 is reported.

Students who are exited with Reason for Ending Enrollment code 430, are not enrolled
in approved home schooling, and are still of compulsory school age must be kept on the
school’s attendance register until they exceed compulsory school age, return to school or
move out of the district. Reason for Beginning Enrollment code 8300 – Compulsory age
student, not attending, no documentation should be reported for these children.
If a student is exited with Reason for Ending Enrollment code 430 and the parent
subsequently becomes approved to home school the student, the district must re-enroll the
student with one of the regular enrollment entry codes and exit the student to home schooling
with a Reason for Ending Enrollment Code 255. Home schooled students are then not
included in any accountability measures. Students cannot be exited to home schooling without
following the required procedures for submitting an Individualized Home Instruction Plan (IHIP)
to the district.

Racial/Ethnic Groups
In accordance with federal regulation, there is a two-part requirement regarding racial
and ethnic designation. First, all students must be reported as Hispanic/Latino or not
Hispanic/Latino. Second, 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/Latino for
reporting purposes. Students who are reported as not Hispanic/Latino will be counted in the
race category in which they are reported. Non-Hispanic students who are reported with more
than one race category will be reported as Multiracial. See Chapter 3 for reporting staff Race
and Ethnicity data. See “Hispanic/Latino Ethnicity Indicator” and “Race Code 1–5” in Chapter
4: Data Elements.

Religious and Independent (Nonpublic) School Students

Religious and independent (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
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or guardian. Religious and independent (nonpublic) schools are required to report students
who were awarded Regents diplomas, local diplomas that conform to Commissioner's
Regulations on local diplomas, Career Development & Occupational Studies Commencement
Credentials, and/or Skills & Achievement Commencement Credentials in SIRS. If a religious or
independent (nonpublic) school chooses to administer a state assessment to its students
and/or awards diplomas or credentials for its students as noted above, enrollment,
demographic, program service, and assessment records for these students must be reported
in SIRS. This includes reporting Graduate data. Religious and independent (nonpublic) schools
that do not administer state assessments and confer only “school” diplomas (not Regents or
local diplomas that conform to Commissioner’s Regulations on local diplomas) are not required
to report student records in SIRS. Public school districts are responsible for ensuring that
students with disabilities placed by the Committee on Special Education (CSE) in approved
private schools for students with disabilities are administered New York State assessments
according to their grade level or age and their Individualized Education Program (IEP); these
schools are responsible for testing and reporting these students’ results through the public
school district with CSE responsibility.

Religious and independent (nonpublic) schools with enrolled students taking state
assessments must contract with a Level 1 data center to report assessment results in SIRS.
Religious and independent (nonpublic) schools must coordinate with a Level 1 data center to
ensure that the school is using an approved answer document that enables the school to
report data in the SIRS.

Parentally-placed students who are enrolled in a religious or independent (nonpublic)

school are the instructional responsibility of that religious or independent (nonpublic) school. If
a religious or independent (nonpublic) school chooses not to administer the State assessments
(and therefore does not contract with a RIC), the religious or independent (nonpublic) school
cannot send their students to another school (public, charter, religious or independent
(nonpublic)) for the purpose of taking the assessments. The assessment(s) must be reported
by the religious or independent (nonpublic) school where the student is officially enrolled.

Results reported in SIRS will be used for religious and independent (nonpublic) school
reports and mandated services.

Repeaters
Students in Grades 3 through 8, and ungraded students who are grade equivalent to
Grades 3 through 8, who repeat a grade are required to take all State assessments
appropriate to their grade, ELL eligibility, and NYSAA eligibility, even if they took State
assessments at the same grade level in the previous year. Students who are repeating one or
more subjects but not a grade may not “retake” tests in the subjects they are repeating. These
students are required to take all State assessments appropriate to their current grade, ELL
eligibility, and NYSAA eligibility.

Safety Net Options

Local Diploma Safety Net Option: Effective October 31, 2012, students with
disabilities or 504 plan who score less than 55 on one or more of the required Regents
examinations may graduate with a local diploma if they compensate with scores higher than 65
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on other required Regents examinations. To take advantage of this option, students must
score 55 or higher on the Regents English and mathematics examinations. There are
examples of Safety Net options available online.

Appeal of Regents Examination Score Option: School districts must provide

unlimited opportunities for all students (students with and without disabilities) to retake required
Regents examinations to improve their scores so that the student may graduate with a
Regents diploma. A student with or without a disability who fails, after at least two attempts, to
attain a score of 65 or above on a required Regents examination for graduation must be given
an opportunity to appeal such score in accordance with the provisions of section 100.5(d)(7)(i)
of the Regulations of the Commissioner of Education. No student may appeal his or her score
on more than two of the five required Regents examinations. A student whose appeal is
accepted for one required Regents examination and who has attained a passing score of 65 or
above on each of the four remaining required Regents examinations earns a Regents diploma.
A student whose appeal is accepted for two required Regents examinations and who has
attained a passing score of 65 or above on each of the three remaining required Regents
examinations earns a local diploma.

For additional information regarding graduation requirements, including the local

diploma option and the appeals process, please refer to section 100.5 of the Regulations of the
Commissioner of Education. For more information on safety net options for students with
disabilities, see Local Diploma Safety Net Options for Students with Disabilities who Enter
Grade 9 in September 2011 and Thereafter.

Seal of Biliteracy

The New York State Seal of Biliteracy (NYSSB) recognizes high school graduates who
have attained a high level of proficiency in listening, speaking, reading, and writing in one or
more languages, in addition to English. Students who receive a NYSSB must be reported with
Program Service Code 8312 — Received Seal of Biliteracy in the year in which they complete
all requirements for a Regents diploma, even if the criteria for receiving the NYSSB were met
in a prior year. Districts will include Program Service Code 8312 on the student’s transcripts to
indicate the earning of the NYSSB.

Seal of Civic Readiness

The New York State Seal of Civic Readiness (NYSSCR) recognizes high school
graduates who have attained a high level of proficiency in civic knowledge, civic skills, civic
mindset and civic experiences. Students who receive a NYSSCR must be reported with
Program Service Code 8313 — Received Seal of Civic Readiness in the year in which they
complete all requirements for a Regents or Local diploma, even if the criteria for receiving the
NYSSCR were met in a prior year. Districts will include Program Service Code 8313 on the
student’s transcripts to indicate the earning of the NYSSCR. This pilot program begins in
September 2021 and, pending the success of the pilot, the NYSSCR is projected to an option
for all interested districts in the 2022-23 school year.

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Secondary-Level Students
All public and charter school general-education students and students with disabilities in
grades 9–12, or ungraded students of equivalent age, must be reported in SIRS.

High-School-Age ELLs 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 ELLs 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. The initial, temporary
grade level should not be used to determine the year of first entering grade 9. 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.

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 the enrollment records for the student for the school year in which the
grade level changed that indicated that the student was in Grade 9 must be revised to indicate
the new grade identification. In addition, the Date of Entry into Grade 9 must be eliminated for
the student.

Students Who Do Not Test in Spring 2022 Due to Covid-Related Situations

Students may not be able to take NYSTP, NYSAA, NYSESLAT, or Grades 4 and 8 Science
tests in Spring 2022 due to COVID-related situations. The table below provides guidance on how
these students should be reported in SIRS.

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Situation Department Guidance on Coding

Student has medical documentation stating Because the student has medical
that they should not participate in in-person documentation that prevents them from
instruction. participating in in-person instruction, and the
tests are only available for in-person
administration, the student may be coded as
“Medically Excused.”

Medically excused students are not included

in the participation rate and academic
performance calculations for accountability.
Student has elected a remote option for the Students may be coded for testing as
2021-22 school year as offered by the school “Receiving Entirely Remote Instruction” as the
or district. tests are only available in person.

Entirely remote students are counted as not

tested for participation rate and Level 1 for
the “Weighted Average Achievement”
calculations for academic performance for
accountability.
School building must close during the test If the school has pivoted to providing entirely
administration due to COVID-19. remote instruction during the test
administration window (including make-up
periods), students may be coded for testing as
“Receiving Entirely Remote Instruction” as the
tests are only available in person.

Students marked as “Receiving Entirely

Remote Instruction” are counted as not
tested for participation rate and Level 1 for
the “Weighted Average Achievement”
calculations for academic performance for
accountability.
Student is quarantined or in isolation during In the event that a student is unable to test
the test administration, including make-up due to quarantine or isolation, the
windows. determination of coding is dependent on how
the school records their attendance.

If the student is being provided with remote

instruction (and coded as “present-remote” for
attendance), their answer sheets should be
marked as “Receiving Entirely Remote
Instruction” in the Reason Not Tested field.
If the student has been coded as “absent” for
attendance, their answer sheets should be
marked as “Absent” in the Reason Not Tested
field.

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Situation Department Guidance on Coding

As a note, this situation should be infrequent
given the availability of makeup dates in the
testing windows for most assessments and the
CDC’s and State Health Department’s
shortening of recommended quarantine
periods.

Students marked as “Receiving Entirely

Remote Instruction” are counted as not
tested for participation rate and Level 1 for
the “Weighted Average Achievement”
calculations for academic performance for
accountability.

Students Over 21 Years of Age

Students who turn 21 during a school year should be reported in the SIRS. If students
attend summer school immediately following the school year in which they turn 21, they should
be reported in SIRS.
Students who turned 21 in a prior school year and return to school for compensatory or
recovery services beyond summer school should be reported in SIRS. If currently enrolled,
these students should be exited with an Exit Enrollment code 136 (Reached maximum legal
age and has not earned a diploma or certificate) prior to September 1st and reenrolled with
0021 (Over 21 enrollment) Entry Enrollment code during the school year in which they turn 22.
Report program data for these students as applicable. If students are rostered for
courses, Student Class Entry Exit and Student Class Grade Detail data should be reported to
SIRS. Student Daily Attendance and Assessment Fact data should also be reported to SIRS.
Special Education vendors should also be exporting data as applicable.

Student Digital Resources

Beginning in the Fall of 2021, public schools and BOCES will report data on students’
access to devices and broadband in their places of residence to the New York State Education
Department’s Student Information and Repository System (SIRS). This information will replace
the Technology questions 8B and 8D currently collected as part of the Basic Education Data
System (BEDS) Institutional Master File (IMF).

This collection will help identify specific needs and target resources and funding
opportunities when they become available. It is for this reason that NYSED strongly recommends
that the student digital resources data elements are entered into SIRS as soon as possible during
the school year. It is expected that public school districts, BOCES, and charter schools will
conduct the survey in the fall of each year.

Utilizing the eScholar Student Digital Resources template, there would be at a

minimum, one record for each student grades K-12 (including ungraded elementary and
secondary students). If a student remains in one building, schools are encouraged to update

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information as is possibly feasible. For example, a student may not have had access to Wi-Fi
earlier in the year, but now does.

When a student is enrolled in a new location (a second school building), a new record
would be reported with that building information. The new school should review the
information and update as needed.

For students in full-time out-of-district placements, it is expected that the attending LEA
report the survey information. BOCES would only be required to report data for their full-time
students as it is expected that students enrolled in a BOCES part-time, such as a CTE
program, would have data reported by the accountable school district.

Beginning in May 2022, LEAs will be able to report partial survey results to SIRS. A
survey date and a minimum of one survey question will be required. All fields will continue to
be edited for valid data.

Students with Disabilities

Each public school district must report special education records as well as
demographic, enrollment, program service, and special education snapshot records for all
students for whom they have CSE or CSPE responsibility. Each public school district has CSE
responsibility for students with disabilities parentally placed in religious and independent
(nonpublic) schools located within their district and for providing special education services to
those students. Districts must submit all required special education records for these students.

Every institution with CSE or CPSE responsibility for preschool or school-age children
must report special education records for those children regardless of where they attend
school or receive services.

Reporting responsibility for students with disabilities in specific scenarios can be found
in the “Table of Reporting Responsibility for School-Age Students” and the “Table of Reporting
Responsibility for Preschool-Age and Prekindergarten Students” sections above. Reporting
requirements for students with disabilities are available on the PD Data System web page.

All students classified as disabled in the current school year must have a disability type
record, identifying the student’s disability. All students identified as disabled at any time during
the school year will be included in the students with disabilities group for reporting purposes.
See “Type of Disability” in “Program Service Codes and Descriptions” in Chapter 5: Codes and
Descriptions.

Enrollment Record for Students with Disabilities (Special Guidance)

Public school districts that have CSE or CPSE only responsibility must use Reason for
Beginning Enrollment Codes 5905 and 4034 and Reason for Ending Enrollment Codes 8305
and 140, respectively, exclusively for students with disabilities or students who are referred to
the CSE or CPSE for determination of eligibility for special education services. For more
information, see Chapter 5: Codes and Descriptions.

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Preschool and school-age students with disabilities must be reported using the following
BEDS codes as Location Codes (or Building Enrollment Codes):
• Report preschool children with disabilities who are enrolled in Pre-K or UPK
programs with the BEDS code of the building in which the program is operated. Report
preschool children enrolled in a UPK program operated by entities other than the school district
or a BOCES with the first eight digits of the district BEDS followed by “0666” as the last four
digits.
Report preschool children with disabilities who are not enrolled in Pre-K or UPK
programs with the BEDS code of the coordinating special education provider (if more than one
provider is involved) or the sole special education service provider (if only one provider is
involved). Only BEDS codes of approved special education service providers may be used. If
the student is not receiving special education services from employees of an approved special
education service provider, use the code of the county that is providing the service through a
contract with an independent service provider.
Report school-age students with disabilities with the BEDS code of the building in which
the students are enrolled for the majority of the school day.
• Report students with disabilities enrolled in BOCES-operated education programs with
the BEDS code of the BOCES, not the BEDS code of the building in which the BOCES
program is located.
• Report students with disabilities who are placed by the district in a public school
outside their district of residence and students who are placed by the district in a BOCES
program in or outside of their district of residence with the BEDS code of the district of
residence for the District of Responsibility BEDS Code.
• Students who are placed in a public school outside their district of residence must
be reported using the BEDS code of the school where the student is enrolled in the location
field (i.e., under the data element Building of Enrollment BEDS Code).

For more information about reporting students with disabilities, contact the Special
Education Team of Information and Reporting Services by visiting Datasupport.

Summer School Students

Since the school year begins on July 1 and ends on June 30, summer school records
are reported with the records for the school year beginning in September following summer
school. If the student will be continuing enrollment in the fall in the same district that provided
the summer school program, the 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 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.

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All students participating in summer school programs must be reported with a Program
Service Code for summer school participation. This code is applicable to all programs —
including elementary, middle, and secondary — without regard to how the program is funded.
Use the following to determine the BEDS code to use when reporting these students:

• When the service provider is the district accountable for the student's
performance and the building the service is provided in is known, use the BEDS code of the
building where the student receives the service;

• When the service provider is the district accountable for the student's
performance and the building the service is provided in is not known, use the BEDS code of
the district where the student receives the service;

• When the service provider is an out-of-district placement (other than a public

school district) and is not the district accountable for the student's performance, and the
building the service is provided in is known, use the BEDS code of the building where the
student receives the service;

• When the service provider is an out-of-district placement (other than a public

school district) and is not the district accountable for the student's performance, and the
building the service is provided in is not known, use the BEDS code of the out-of-district
placement where the student receives the service;

• When the service provider is a BOCES, use the BEDS code of the BOCES
(without regard to the specific location at which the service is provided); and

• When the service provider is a public school district other than the district
accountable for the student’s performance, use the BEDS code of the other district.

• When the service provider is a public school district and a charter school has
accountability for the student’s performance, use the BEDS code of the district building where
the student receives the service.

All courses taken by students during the regular school year must be reported through
Student Class Entry exit and Student Class Grade Detail Record. For courses taken during
summer school, a Student Class Grade Detail Record must be reported only for those students
who take a course to make up incomplete or failed course credit through CR Part 100.5(d)(8)
and those who earn graduation credit or a final grade that needs to go on their transcript. For
students who are making up incomplete or failed course credit at any time, a Student Class
Grade Detail Record must be reported and the Credit Recovery Code field on the record must
be identified as "yes."

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.

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Students suspended from school are to be reported as continuously enrolled during the
suspension period by the school from which they were suspended. Even when a district
supplies a tutor to a suspended student, the student remains enrolled in the building where the
student was prior to the suspension. These students are not considered homebound. Students
who are suspended for a full day should be reported as suspended for that day; students who
are suspended for a half day should NOT be reported as suspended for that day.

In-School Suspensions (ISS) are instances in which a child is temporarily removed from
his or her regular classroom(s) for disciplinary purposes but remains with their school of
enrollment under the direct supervision of school personnel. Direct supervision means school
personnel are physically in the same location as students under their supervision. ISS does not
include behavioral intervention, such as “time-out” or disciplinary detentions that are
administered before or after the school day.

Out-of-School Suspensions (OSS) are instances in which a child is temporarily removed

from his or her regular school for disciplinary purposes to another setting (e.g., home, behavior
center, alternative learning center). This includes both removals in which no IEP services are
provided because the removal is 10 days or less and removals in which the child continues to
receive services according to his or her IEP.

Transfer Students

NYSTP Grades 3-8 ELA and Math Testing Program:

Students who transferred during the test administration period and were inadvertently
administered the entire test twice; once in each school (both PBT):

If a student transfers from one school to another in the middle of the test administration
period and was inadvertently administered the entire test (both sessions) in each of two
schools, the school which administered the test the second time should code the student’s test
as an administrative error.

Students who transferred during the test administration and who completed both
sessions of the test within a single school:

If a student transfers from one school to another in the middle of the test administration
period and was administered the entire test in one school, the school in which the test was
administered must report the assessment for that student.

Students who transferred during the test administration period and who did not
complete both sessions of the test within a single school:

Some elementary/middle-level students transfer from one school to another after

completing one session but before completing all 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 records
where applicable. The school to which the student transfers should determine which session
the student has already taken and administer the remaining session of the test.
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PBT: Transfer students taking all sessions of the examination on Paper:

If the student takes both sessions on paper but at different schools, the school the
student transfers from should submit the student’s answer records for scanning. The answer
sheet from the school the student transferred to should be sent to the school the student
transferred from. If this school cannot be identified, the answer record should be sent directly
to the Regional Information Center (RIC) or Big 5 for scanning. If a school submits an
incomplete test record, the RIC/Big 5 should attempt to find a complementary second record
for the student. The assessment score should be sent to the SIRS using the BEDS code of
the school from which the student transferred. If the RIC/Big 5 is unable to match the records,
the student will receive a score based on the questions answered.

CBT: Transfer students taking all sessions of the examination on Computer:

If the student takes the entire test using CBT but the sessions are taken at different
schools, the CBT contractor will merge the sessions into one complete test.

CBT/PBT combination: Transfer students taking one session on paper in one

school and one session on computer in a different school:

If a transfer student takes one session on paper in a school and the other session on
computer in a different school, the school administering the PBT session of the test should
submit a complete set of answer sheet(s) to their RIC/Big 5 scanning center. The session not
completed at the PBT school will have a blank answer sheet and the “Reason Not Tested”
(RNT) box should not have a reason darkened since those RNT are applicable to the entire
test (not by Session).

CBT: For the session which does not have any responses, in Nextera Admin the
schools should enter the “CBT Not Testing Reason” as “Not Enrolled at Time of Test.”

PBT: If the student answered any questions on either Session, the school should not
enter a “Reason Not Tested” on the answer sheet for either Session. CR items which
were not answered should be populated with an “A” indicating no response. MC items
which were not answered should be populated with a dash.
Changes to ELA/Math transfer student data:
Any concerns with transfer student test records that do not appear to have followed the
rules above should be directed to the school’s RIC/Big 5 scanning center. Approved data
changes will not impact the preliminary ELA/math news release; however, they will be used for
the NYS Report Cards and any other data extracts using SIRS certified data.

Transfers during Test Administration Period for other State Assessment (NYSESLAT, 8
Science, and NYSAA)

Some elementary/middle-level students transfer from one school to another after

completing one part (session) but before completing all parts (sessions) of an assessment and
before the end of the test administration period. In these cases, when possible, the school the
student transfers from should communicate with the school to which the student transfers to
ensure that the student completes the assessment and to obtain the rest of the student’s test
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records. The school the student transfers from should submit the student’s answer records for
scanning, except for NYSAA which is administered via CBT only. For NYSAA, the results
would be associated with the school where the student took the test and when loaded into
Level 2, the results would follow the student where he/she is currently enrolled.

The school to which the student transfers should determine what part(s) (sessions) the
student has taken and administer the remaining parts of the test. The answer record should
be sent to the school the student transferred from, if possible. If this school cannot be
identified, the answer record 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 the
missing records for the student. The assessment score should be sent to the SIRS using the
BEDS code of the school from which the student transferred. If the RIC/Big 5 is unable to
match the records, the student will not receive a valid score.

If a student transfers from one school to another (or one district to another) in the middle
of the test administration period and was administered the entire test in one or other school or
district, the school or district in which the test was administered must report the assessment for
that student.

If a student transfers from one school to another (or one district to another) in the middle
of the test administration period and was inadvertently 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; the school which administered the test the second time
should code the student’s test as an administrative error.

Transfers to Another School in This District or an Out-Of-District Placement

Students who transfer to a school within the same school district or are placed in an out-
of-district setting by the district CSE must be reported in SIRS with Reason for Ending
Enrollment Code 153 — Transferred to another school in this district or an out-of-district
placement. The out-of-district setting could be a BOCES, an approved-private placement, a
State-supported school (e.g., The Cleary School for the Deaf, Lavelle School for the Blind,
etc.), or another public school district. This code may be used when students transfer or are
placed at the end of the school year or at any point during the school year. When the student
transfers or is placed during the school year, the student must also have a beginning
enrollment record reported with the location code for the school/institution to which the student
entered and a beginning date set as the day following the exit date from the previous
institution. When the student transfers or is placed at the end of the school year, the student
must have a beginning enrollment record on July 1 of the following year. This code is also
used when a student is promoted out of the highest grade that this school offers and is
expected to be registered in and attend another school in this district.

Transfers under ESEA

Students who applied to transfer to and, if applicable, were provided the option to
transfer to another district school, using an ESEA-mandated public school choice option must

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be reported with the appropriate ESEA Transfer Option program service code. See “Program
Service Codes and Descriptions” in Chapter 5: Codes and Descriptions.

One of three Reason for Beginning Enrollment Codes should be used to record that
students transferred into another school within the district under an ESEA transfer option: 5544
— Transferred in under the ESEA Title I School in Improvement Status, 7000 — Transferred in
under the ESEA Persistently Dangerous School, and 7011 — Transferred in under the ESEA
Victim of Serious Violent Incident. See “Enrollment (Beginning and Ending) Codes and
Descriptions” in Chapter 5: Codes and Descriptions.

Districts must use Reason for Ending Enrollment Code 153 — Transferred to another
school in this district or to an out-of-district placement for students who transfer out of a school
that is in need of improvement under Title I under the ESEA choice provision. Public school
districts other than New York City must use Reason for Ending Enrollment Code 5927 —
Leaving a school under ESEA – a victim of a serious violent incident for students who are
leaving a school because they have been a victim of a serious violent incident. New York City
public schools must use Reason for Ending Enrollment Code 5927 for such students who
transfer to a school within the same Community School District and code 5938 — Leaving a
NYC community district under ESEA a victim of a serious violent incident for students who
transfer to a school in another New York City Community School District. See “Enrollment
(Beginning and Ending) Codes and Descriptions” in Chapter 5: Codes and Descriptions.

Transgender Students

Transgender students are those whose gender identity does not correspond to their
assigned sex at birth. Report transgender students with the gender with which the student
chooses to identify. In the case of very young transgender students not yet able to advocate
for themselves, the request to report the student’s gender may come from the student’s parent
or guardian. Transgender students may be reported with changed gender and changed name
but must continue to be reported with their originally assigned NYSSIS ID and local ID in order
to track their progress longitudinally. School districts should immediately update student
records, including transcripts, with the student’s chosen name and appropriate gender markers
and not circulate records with the student’s birth name. Anyone provided a transcript or
accessing a student’s record should only receive the chosen name. To protect the
confidentiality of a student’s transgender status, the birth name should be treated as
confidential personally identifiable information. For more information about transgender
students, see Transgender and Gender Nonconforming Guidance.

Ungraded Students
All general education students must be assigned to a grade. Students with disabilities
may be determined by the CSE to be either graded or ungraded. Graded students must be
reported with their grade; ungraded students must be reported as ungraded. All students
designated as eligible for the NYSAA must be reported as ungraded. The assessment used
for participation for elementary/middle-level accountability will be based on age, not grade, for
ungraded students. Ungraded students must take the assessment at the same grade level as
the majority of their chronological peers, as indicated in the table on the following page.

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Students reported as graded are counted as tested for accountability purposes if they
have a valid score for an assessment appropriate to their grade level. Students reported as
ungraded are counted as tested for accountability purposes if they have a valid score for an
assessment appropriate to the grade level associated with their age.

See Guidelines for reporting grade and First Date of Entry into Grade 9 for students with
disabilities for further information.

Assessments by Birth Date/Age for Ungraded Students in 2022–23

Assessments Birth Dates Reaches This Age Between
September 1, 2022 and
August 31, 2023

Grade K: NYSESLAT Any date after 6

August 31, 2016
Grade 1: NYSESLAT September 1, 2015— 7
August 31, 2016
Grade 2: NYSESLAT September 1, 2014— 8
August 31, 2015
Grade 3: NYSAA ELA, NYSAA September 1, 2013— 9
mathematics, NYSTP ELA, NYSTP August 31, 2014
mathematics, and NYSESLAT
Grade 4: NYSAA ELA, NYSAA September 1, 2012— 10
mathematics, NYSAA science, August 31, 2013
NYSTP ELA, NYSTP mathematics,
and NYSESLAT
Grade 5: NYSAA ELA, NYSAA September 1, 2011— 11
mathematics, NYSTP ELA, NYSTP August 31, 2012
mathematics, and NYSESLAT
Grade 6: NYSAA ELA, NYSAA September 1, 2010— 12
mathematics, NYSTP ELA, NYSTP August 31, 2011
mathematics, and NYSESLAT
Grade 7: NYSAA ELA, NYSAA September 1, 2009— 13
mathematics, NYSTP ELA, NYSTP August 31, 2010
mathematics, and NYSESLAT
Grade 8: NYSAA ELA, NYSAA September 1, 2008— 14
mathematics, NYSAA science, August 31, 2009
NYSTP ELA, NYSTP mathematics,
NYSTP science, and NYSESLAT
Grade 9: NYSESLAT September 1, 2007— 15
August 31, 2008
Grade 10: NYSESLAT September 1, 2006— 16
August 31, 2007
September 1, 2005—
Grade 11: NYSESLAT August 31, 2006 17
Grade 12: NYSESLAT Born on or before 18
August 31, 2005
Secondary-Level NYSAA ELA, September 1, 2004— 18
mathematics, and science August 31, 2005

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Validity Rules: Reporting Students with Valid or Invalid Scores

New York State Testing Program (NYSTP) Assessments in ELA and Mathematics

All students are expected to participate in State assessments as part of the core
academic program. Absences from all or part of the required academic program should
be managed in accordance with the attendance policies of the district pursuant to Section
104.1(i) of Commissioner’s Regulations.
For L2RPT SIRS 301-Tested/Not Tested Confirmation Report, if a student was enrolled
during the testing window, that student will be included in that district’s and school’s report
(district of enrollment).

For information about inclusion of students in accountability calculations please see:

“Accountability Inclusion/Exclusion for Participation/Performance at the
Elementary/Middle Level” and Chapter 2 in the SIRS manual. For accountability and other
statewide reporting purposes students will be counted as “not tested” only if one or more of the
following occurs:
The student’s SIRS record shows him or her as enrolled during the test administration period
but includes no appropriate test record,
The student is absent from school for one or more of the test sessions and the missed session(s)
are not completed during the makeup period,
The student is present for one or more test sessions but did not respond to even one question
on the test,
The student refused both test sessions (Session 1 and Session 2) and did not answer a single
test question, or
The student’s results were invalidated due to an administrative error.
Not tested reason codes
PBT: Darken in the appropriate Reason Not Tested circle on the answer sheet
CBT: Identify in the Nextera Administration System the appropriate CBT Not Testing Reason

Present for Both Sessions

Students who are in attendance at their school of enrollment for all sessions of the test
(during the test administration period or make-up period) are considered in attendance for the
assessment and cannot be marked as absent unless the student becomes ill during the test
session or earlier that day. Students who are in attendance, respond to at least one item on
the test (including embedded non-operational field test items), and are not identified as absent,
medically excused, or administrative error will receive a valid score and a valid performance
level.

For ungraded students: According to the ungraded/DOB age chart, the student must
take the appropriate assessment to receive a valid score. If the DOB age range and grade
level do not match the grade in the “Item Description” field the student must receive a scale
score of “999” and a Standard Achieved code/performance level of “97” indicating an
administrative error receiving no valid score. For ungraded students taking the exam via CBT
method, the data will be initially scored by the contractor and the student’s DOB and the grade
of the assessment taken will need to be correct and consistent in SIRS for the student to be
counted as tested for accountability purposes.

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Students present for both sessions of the test who receive a valid score will be counted
as tested in verification reports. Note that the assessment a student is reported to have taken
must be at the same grade level as the grade reported for the student for the score to be
considered valid. The assessment reported for an ungraded student must be appropriate
based on the student’s date of birth, as indicated in the “Assessments by Birth Date/Age for
Ungraded Students” table in the “Ungraded Students” section of this chapter. For example, a
student reported as in the third grade must be reported with a Grade 3 ELA assessment to
have a valid score. A third grader who is reported with a Grade 5 ELA assessment will receive
a scale score of “999” and a Standard Achieved code/performance level of “97”, indicating
administrative error. An ungraded student whose date of birth indicates she/he should take the
Grade 3 ELA assessment but who is reported with a Grade 5 ELA assessment should receive
a final score of “999” and a Standard Achieved code/performance level of “97”, indicating
administrative error.

Note regarding scored data on return file from the vendor: If the “Item Description”
grade does NOT match the “Grade” field, the vendor will score the data according to the grade
in the Item Description field (the test taken). Typically, if the two fields do not match it is due to
a clerical error entered into SIRS. This demographic clerical error can be corrected in SIRS
after the data have been submitted for scoring. Therefore, it is more important that the student
receives a Scale Score and Performance Level at this point. If it is determined after the fact
that indeed the student was given the wrong grade-level test, then the scale score and
performance level will need to be changed to “999” and “97” indicating administrative error for
testing the wrong grade. All demographic data must be corrected in SIRS prior to test
administration or at the latest by the close of SIRS in August.
Session 1: Required
Session 2: Required
Session 2: ELA = CR; Math = MC & CR

CBT
Valid responses:
MC responses must be 1, 2, 3, 4, Blank
CR responses must be 0, 1, 2, 3, 4, A, Blank

PBT
Valid responses:
Level 1:
MC responses must be 1, 2, 3, 4, *, -, Blank
CR responses must be 0, 1, 2, 3, 4, A
Level 2:
MC responses must be 1, 2, 3, 4, *, -, Blank
CR responses must be 0, 1, 2, 3, 4, A, Blank

Level 1 - Level 2 (PBT):

Student was present for all test sessions but did not respond to at least one item:
Level 1: No record at all or the Assessment Fact with a scale score of “999” and a Standard
Achieved code of “99” with no response records.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “99.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
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Receiving Entirely Remote Instruction (Standard Achieved code 92)

Students who are unable to participate in the test due to receiving entirely remote
instruction during the test administration and make-up periods during the pandemic are
considered Receiving Entirely Remote Instruction. These students are considered to have no
valid test score and must be reported with an Overall Scale Score of “999” and a Proficiency
Level of “92.”, for further guidance see the School Administrator’s Manual.
Note: This code should not be entered on the answer sheet or in the CBT system
for any student who was able to come to school and complete all sessions of the test
during the testing/makeup window.
PBT: These students must be reported with a scale score of “999” and a Standard
Achieved code/performance level of “92,” indicating Receiving Entirely Remote
Instruction.
Level 1 - Level 2 (PBT):
Level 1: Assessment Fact with a score of “999” and a Standard Achieved
code of “92” (response record may be present)
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “92.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.
CBT: The school should select the CBT Not Testing Reason 14 “Receiving Entirely
Remote Instruction.”
Scoring students identified as Receiving Entirely Remote Instruction:
If receiving entirely remote instruction is indicated for a student, the student will
receive a scale score of “999” and Standard Achieved code/performance level of
“92” regardless of whether or not the student answered any questions on the test.
The “92” for receiving entirely remote instruction overrides any partial score that
could be calculated by the questions answered. The vendor will return the student
record with a Standard Achieved code of “92” and scale score of “999” indicating
not tested. Students identified as receiving entirely remote instruction will appear as
not tested in the L2RPT reports.

Medically Excused (Standard Achieved code 93)

Medically Excused students are those who are incapacitated by illness or injury during
the grades 3-8 ELA and math test administration and make-up periods and have
documentation from a medical practitioner on file that they were too incapacitated to complete
the test at the school, at home, or in a medical setting. A medically excused Standard
Achieved code is not connected to attendance reporting.
PBT: These students must be reported with a scale score of “999” and a Standard
Achieved code of “93” to indicate they were medically excused from taking the test.
Level 1 - Level 2 (PBT):
Level 1: Assessment Fact record with a score of “999” and a Standard Achieved code of “93”
and may have response records.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “93.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
CBT: The school should select the CBT Not Testing Reason “Medically Excused”.
Scoring students identified as Medically Excused: If a student is marked as
medically excused yet answered at least one question on the test, the PBT Standard

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Achieved code/performance level of “93” or CBT Reason Not Testing “Medically

excused” overrides any partial score that could be calculated by the questions
answered. The vendor will return the student with a Standard Achieved code of “93”
and scale score of “999” indicating not tested.
A medically excused Standard Achieved code is not connected to attendance
reporting. Districts determine reporting students as “absent” based on attendance
reporting guidance and not 3-8 Standard Achieved codes.

Refusal (Standard Achieved code 96)

PBT: Refusal Code (Standard Achieved code/performance level of “96”) should be used
for students who refused one or more sessions of the test and did not answer any
question on either Session 1 or Session 2 of the test: The “96” refusal code can only be
used for students who refused the entire test and is not to be used for students who
refused part of the test (partial refusals). Students who refused the entire test (both
sessions) must have a scale score of “999” and a Standard Achieved code/performance
level of “96” indicating no valid score. The “96” refusal code is moved to Level 2 of the
Student Information Repository System. These students will be considered to have "no
valid test score" and will be counted as not tested.
o Level 1 - Level 2 (PBT):
Student refused one or more sessions of the test and did not answer any question on either
Session 1 or Session 2 of the test:
Level 1: Assessment Fact record with a scale score of “999” and a Standard Achieved code of
“96” and may have response records.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “96.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
CBT: The school should select the CBT Not Testing Reason “Refused session” for
students who refused to answer any question in that test session.
Scoring students identified as Refused for a session: If a student answered at
least one question on the test but refused other questions/sessions of the test, the
student will receive a valid score based on the questions answered (unless the
student was otherwise identified as absent, medically excused, or administrative
error). A performance level and scale score will be calculated, and the student will
count as tested. The question answered can be an operational test question or an
embedded field test question. If a student did not answer any questions on the test
and “Refused session” was indicated, the vendor will return the student with a
Standard Achieved code of “96” and scale score of “999” indicating not tested.
Students identified as refused entire test will appear as not tested in the L2RPT
verification reports..
If the student answered at least one question on either session of the test, the
student will receive a valid Scale Score and performance level based on the
questions answered regardless of any refusal code entered.
If the session status for either session is Refused, and the session status for the
remaining session is Refused or blank, and no answers exist on the entire test for
either session (and no answers for field test questions), the student will be identified
as refused. However, even if either or both sessions have a refusal status, if any

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questions are answered, the answers will override the refusal status and the
student will not be coded as refused but will instead receive a score
Refusal Code (performance level/Standard Achieved code = “96” and Scale Score
of “999”) indicating no valid score. These students will be considered to have "no
valid test score" and will be counted as not tested.
o Session 1 Status is R1, Session 2 Status is blank, and the student did
NOT answer any questions on the test. The student will be identified as
refused.
o Session 2 Status is R2, Session 1 Status is blank, and the student did
NOT answer any questions on the test. The student will be identified as
refused.
o Session 1 Status is R1, Session 2 Status is R2, and the student did NOT
answer any questions on the test. The student will be identified as
refused.

Administrative Error (Standard Achieved code 97)

Students for whom errors were made in the administration of the test (e.g., the student
was present, but the test was not administered to the student and the school/district was
required to administer it, prompts were given to the student, materials that would assist
students in taking the test were in view of the students during the administration, etc.) are
considered to have “no valid test score.” For additional guidance on administrative errors, see
the School Administrator’s Manual.
PBT: These students must be reported with a scale score of “999” and a Standard
Achieved code/performance level of “97,” indicating administrative error.
Level 1 - Level 2 (PBT):
Level 1: No record at all or the Assessment Fact with a score of “999” and a
Standard Achieved code of “97” and may have response records.
Level 2: Load plan to the L1C will extract the Assessment Fact because of
the Standard Achieved code of “97.” If there are Assessment Response
records, those data will also flow to Level 2/SIRS.
CBT: The school should select the CBT Not Testing Reason “Administrative error,
no score” for a student impacted by an administrative error.
Scoring students identified as administrative error, no score: If a student is
marked as administrative error yet answered at least one question on the test, the
PBT Standard Achieved code/performance level of “97” or CBT not testing reason
“Administrative error, no score” overrides any partial score that could be calculated
by the questions answered. The vendor will return the student with a Standard
Achieved code of “97” and scale score of “999” indicating not tested. Students
identified as administrative error will appear as not tested in the L2RPT verification
reports.

Absent (Standard Achieved code 99)

Students who are marked absent for any session, or are absent for the entire test, will
receive from the vendor a scale score of “999” and a Standard Achieved code/performance
level of “99” indicating absent/no valid score, whether or not there are any response records.
Note: Students who are in attendance at their school of enrollment during the test
administration period are considered in attendance for the assessment and cannot be marked
as absent unless the student becomes ill during the test session or earlier that day.
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In the case where a student leaves the test administration in the middle of a test session
due to illness and is not able to make up that part of the test during the test administration or
make-up administration period, the school official must decide whether to mark the student as
absent. If the student is not marked as absent, the student will receive a score based on the
questions completed and a performance level and scale score will be calculated.
Note: Students who are in attendance at their school of enrollment for both
sessions of the test, during the test administration period or make-up period, are
considered in attendance for the assessment and cannot be marked as absent unless
the student becomes ill during the test session or earlier that day.

If a student is marked as absent for Session 1 or Session 2 yet answered at least one
question on the test, the scale score of “999” and performance level of “99” overrides any
partial score that could be calculated by the question(s) answered.

• PBT: Darken-in the appropriate Absent Session 1 and/or Absent Session 2 circle(s)
on the answer sheet.
o Level 1 - Level 2 (PBT):
Level 1: Assessment Fact record with a scale score of “999” and a Standard
Achieved code of “99” and there may be response records. If a student is
marked as absent yet answered at least one question on the test, the score of
“999” and the performance level/Standard Achieved code of “99” overrides any
partial score that could be calculated by the questions answered.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “99.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.
• CBT: The school should select the CBT Not Testing Reason “Absent for session”
• Scoring students identified as Absent for session: If the absent circle is
darkened-in for any session for a PBT student or “Absent for session” is chosen for
any session for a CBT student, the student will receive a scale score of “999” and
Standard Achieved code/performance level of “99” regardless of whether or not the
student answered any questions on the test. The “99” for absence overrides any
partial score that could be calculated by the questions answered. The vendor will
return the student record with a Standard Achieved code of “99” and scale score of
“999” indicating not tested. Students identified as absent will appear as not tested in
the L2RPT verification reports and count as not tested.

Absence Due to Executive Order

Students impacted by an executive order, a state, or county governmental executive
directive made by an elected official and identified as such by the New York State Education
Department when the administration of testing in some or all of the State occurs as scheduled.

PBT: These students must be reported with a Program Service Code of 8265
(Absence Due to Executive Order). In addition, when an executive order is declared
during a 3-8 administration period, an Assessment Standard Achieved code of “93”
(Medically Excused) must be indicated for the assessment they would have taken
during the time they were not allowed to attend school; these students should NOT
be reported as absent.

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CBT: The school should select the CBT Not Testing Reason “Medically excused”
for the assessment they would have taken during the time they were not allowed to
attend school; these students should NOT be reported as absent. In addition,
schools must work with their RIC/Big 5 scanning center to report these students in
SIRS with a Program Service code of 8265 (Absence Due to Executive Order).
Scoring students Absent Due to Executive Order: If a student is marked as
medically excused (due to Executive Order) yet answered at least one question on
the test, the PBT Standard Achieved code/performance level of “93” or CBT Not
Testing Reason “Medically Excused” overrides any partial score that could be
calculated by the questions answered. Students identified as Medically Excused will
be counted as not tested in verification reports.

Missing Responses
Level 1 - Level 2 (PBT):
Level 1: Any missing multiple-choice (MC) responses are filled with a dash '-' and any missing
constructed response (CR) will receive a condition code of “A” indicating no response and the
response will receive a score of zero. The final raw score will be the sum of the number of
multiple-choice items answered correctly and of the rating scores assigned to CR items.
Level 2: Any missing MC responses are filled with a dash '-' and any missing CR responses
are 'A.’ L2 will change “-“ to blanks prior to going to contractor for MC items.

Not Tested Reason Codes collected at Level 1 only: These PBT Not Tested codes are
collected and stored at Level 1 only and students identified with these codes are NOT
submitted to Level 2. These codes may be found on the ELA &/or math answer sheets. Any
students coded with these codes do not have Assessment Fact nor Assessment Response
records sent to L2. These students are not coded with a Standard Achieved code of “99.”
These students will appear on the L2RPT Tested/Not Tested Confirmation Report under the
“No Assessment” column.

50 Taking NYSAA
51 First-Year ELL
52 Took Science 8 in 7th grade
53 Taking Regents Math (Grades 6, 7 & 8 only)
54 Possibly related to old Social Studies test
58 Took CBT
91 NYSAA – took another assessment /Took another test
94 NYSESLAT – no valid score
95 Not Enrolled at Time of Test

Response record= “A” in alpha and zero in numeric.

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New York State Testing Program (NYSTP) Assessments in Grade 8 Science

Department Policy:

All students are expected to participate in State assessments as part of the core academic
program. Absences from all or part of the required academic program should be managed in
accordance with the attendance policies of the district pursuant to Section 104.1(i) of
Commissioner’s Regulations. For accountability and other statewide reporting purposes,
students will be counted as “not tested” only if one of the following occurs:

The student’s SIRS record shows him or her as enrolled for the entire test administration period
but includes no appropriate test record;
The student is absent from school for one or more of the test sessions and the missed session(s)
are not completed during the makeup period;
The student is present for both test sessions but did not respond to even one question in both
sessions;
The student refused all of the test sessions; or
The student’s results were invalidated due to an administrative error.

Present for All Sessions

Students who are in attendance at their school of enrollment for all sessions/parts of the
test, (during the test administration period or make-up period) are considered in attendance for
the assessment and cannot be marked as absent unless the student becomes ill during the
test session or earlier that day. Students who are in attendance and who respond to at least
one item on both the Written Test and the Performance Test will receive a valid score and a
valid performance level.

Receiving Entirely Remote Instruction (Standard Achieved code 92)

Students who are unable to participate in the test due to receiving entirely remote
instruction during the test administration and make-up periods during the pandemic are
considered Receiving Entirely Remote Instruction. These students are considered to have no
valid test score and must be reported with an Overall Scale Score of “999” and a Proficiency
Level of “92.”
Note: This code should not be entered on the answer sheet for any student who
was able to come to school and complete all sessions of the test during the
testing/makeup window.
The student must receive:
Overall Scale Score: “999”
Proficiency Level: “92”
Level 1 - Level 2
Student Receiving Entirely Remote Instruction:
Level 1 - Level 2:
Level 1: Assessment Fact with a score of “999” and a Standard Achieved
code of “92” and may have response records

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Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “92.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.
Scoring students identified as Receiving Entirely Remote Instruction:
If receiving entirely remote instruction is indicated for a student, the student will receive
a scale score of “999” and performance level of “92” regardless of whether or not the
student answered any questions on the test. The “92” for receiving entirely remote
instruction overrides any partial score that could be calculated by the questions
answered. Students identified as receiving entirely remote instruction will appear as not
tested in the L2RPT reports.

Medically Excused (Standard Achieved code 93)

Students who are incapacitated by illness or injury during the test administration and
make-up periods and have on file documentation from a medical practitioner that they were too
incapacitated to complete the test at the school, at home, or in a medical setting, are
considered medically excused. These students must be considered to have no valid test score
and must be reported with a scale score of “999” and a Standard Achieved code/performance
level of “93.”
Level 1 - Level 2:
Level 1: Assessment Fact record with a score of “999” and a Standard Achieved code of “93”
and may have response records
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “93.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
Scoring students identified as Medically Excused: If a student is marked as
medically excused yet answered at least one question on the test, the Standard
Achieved code of “93” indicating “Medically excused” overrides any partial score that
could be calculated by the questions answered. Students identified as medically
excused will appear as not tested in the L2RPT verification reports.
Refusal (Standard Achieved code 96)
Refusal for entire test is only used if a student refused both the Written Test and
Performance Test on the science assessment. The “96” refusal code is moved to Level 2 of
the Student Information Repository System. These students will be considered to have "no
valid test score" and will be counted as not tested. Students whose answer sheets indicate
“Refused entire test” but answered at least one question on both the Written Test and
Performance Test will receive a scale score and performance level based on the questions
answered.
Level 1 -_Level 2:
Student refused both sessions of the test (and did not answer at least one
question on both the Written and Performance parts of the test):
Level 1: Assessment Fact record with a scale score of “999” and a Standard
Achieved code of “96” and may have response records.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “96.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.

Administrative Error (Standard Achieved code 97)

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Students for whom errors were made in the administration of the test (e.g., the student
was present, but the test was not administered to the student and the school/district was
required to administer it, prompts were given to the student, materials that would assist
students in taking the test were in view of the students during the administration, etc.) are
considered to have “no valid test score.” These students must be reported with a scale score
of “999” and a Standard Achieved code of “97,” indicating administrative error, and will be
counted as not tested in verification reports. For additional guidance on administrative errors,
see the School Administrator’s Manual.
Level 1 -_Level 2:
Level 1: No record at all or the Assessment Fact with a score of “999” and a Standard
Achieved code of “97” and may have response records
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “97.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
Scoring students identified as Administrative Error: If a student is marked as
administrative error yet answered at least one question on the test, the Standard
Achieved code of “97” indicating “Administrative Error” overrides any partial score that
could be calculated by the questions answered. Students identified as administrative
error will appear as not tested in the L2RPT verification reports.

Absent (Standard Achieved code 99)

Students who are absent for any part (Written or Performance) or absent for the entire test or
do not answer at least one question on both the Written Test and Performance Test, will
receive a scale score of “999” and a Standard Achieved code/performance level of “99”
indicating no valid score. These students will be counted as not tested in verification reports.
In the case where a student leaves the test administration in the middle of a test session due
to illness and was not able to make up that part of the test during the test administration or
make-up administration period, the school official must decide whether to mark the student as
absent. If the student is not marked as absent, the student will receive a score based on the
questions completed and scale score and a performance level will be calculated. If the absent
circle is darkened in, then the student will receive a scale score of “999” and a Standard
Achieved code/performance level of “99” indicating no valid score.
Note: Students who are in attendance at their school of enrollment for all sessions of the test,
during the test administration period or make-up period, are considered in attendance for the
assessment and cannot be marked as absent unless the student becomes ill during the test
session or earlier that day.
Level 1 - Level 2:
Level 1: Assessment Fact record with a scale score of “999” and a Standard Achieved code of
“99” and may have response records.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “99.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
Scoring Students Identified as Absent: If a student is marked as absent yet
answered at least one question on the test, the score of “999” and the performance
level/Standard Achieved code of “99” overrides any partial score that could be
calculated by the questions answered.

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New York State English as a Second Language Achievement Test (NYSESLAT)

Districts/schools are responsible for submitting item response data to their Big 5/RIC (Level 1
scanning centers). Level 1s must submit five Assessment Fact records (L, S, R, W, and Total)
and four assessment response records (L, S, R, and W) for all students, tested and not tested
to Level 2. Item Response data, using Item R Tables, must be submitted the same time the
data are submitted for scanning the K-12 NYSESLAT assessments.
The grade listed on the Total Record must correspond to the Grade Band level. If the
grade on the Total record does not match any of the grade(s) in the grade band (K, 1-2, 3-4, 5-
6, 7-8. 9-12), all 5 records will be rejected and L1 scanning center will receive a load error for
these records and none of the student’s record will flow to Level 2 due to the error.
Modality vs Session
❖ Grade K is divided by the four Modalities: Listening, Speaking, Reading, and Writing.
The term “Session” is not used for Grade K.
❖ Grades 1-12 are divided into four Sessions:
Session 1: Listening Multiple Choice (MC) questions, Reading MC questions, and
Writing Constructed Response (CR) question
Session 2: Listening MC questions, Reading MC questions, and Writing CR question
Session 3: Listening MC questions, Reading MC questions, and Writing CR question
Session 4: Speaking CR questions. Speaking is considered one “Session.”

Valid responses
Level 1_Level 2:
Level 1:
MC responses must be 1, 2, 3, 4, Blank, *, U, Z
CR responses must be 0, 1, 2, 3, 4, A, S, Z, Blank
Clarification on submitting a blank:
Tested students must have an “A”, “S”, or “0” for a student that was tested but did not respond
to CR items;
Not tested students (only proficiency levels 92, 93, 96, 97, 99) can have a blank for CR items
L1s cannot auto populate an “A”, “S”, or “0” for missing responses
Level 2:
MC responses for grade K only must be 1, 2, 3, Blank, *, U, Z, - (Blank for not tested students)
MC responses for all grade levels except grade K must be 1, 2, 3, 4, Z, Blank, -, *
CR responses for Writing items must be A, Z, * or numeric 0, 1, 2, 3, 4, Blank (Blank for not
tested students)
CR responses for Speaking items only must be A, S, Z, * or numeric 0, 1, 2, Blank (blank for
not tested students)
Grade level is required. If enrollment record is missing, the student will not
have a grade level. These records will not be scored.

Present for All Modalities (Grade K) or Sessions (Grades 1-12)

• Grade K:
Students who are present for all four Modalities, not marked absent for any of the four
Modalities (“Z”), during an administration period, including the make-up period, and who
received a score for at least one item in each Modality, (regardless of whether or not student
refused entire test), will receive a Valid Score including Overall Scale Score, Proficiency Level,
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Raw Score for each Modality, Scale Score for each Modality, and State Mean Scale Score by
Grade for each Modality.
The one question answered can be either a multiple choice or constructed response item.
(Note: “A” (Writing only), “U” (Reading and Listening only), and “S” (Speaking only) are
considered valid responses.) If a student does not respond to at least one question for each
Modality, the student must not receive a valid Overall Scale Score or Proficiency Level.
Instead, student shall receive an Overall Scale Score of “999” and Proficiency Level of “99” or
“96” (if student refused entire test) indicating No Valid Score.
• Grades 1-12:
Students who are present for all Sessions (Sessions 1-3 which include Listening, Reading,
Writing and Session 4 which includes Speaking), not marked absent for any of the four
Sessions (“Z”), during an administration period, including the make-up period, and who
received a score for at least one item in each Session (regardless of whether or not student
refused entire test), will receive a Valid Score including Overall Scale Score, Proficiency Level,
Raw Score for each Modality, and Scale Score for each Modality.
The one question answered can be either a multiple choice or constructed
response item. (Note: “A” (Writing only) and “S” (Speaking only) are considered
valid responses.) If a student does not respond to at least one question, the
student must not receive a valid Overall Scale Score or Proficiency Level.
Instead student shall receive an Overall Scale Score of “999” and a Proficiency
Level of “99” or “96” (if student refused entire test), indicating No Valid Score.
If a student is present for each of three Listening, Reading, and Writing Sessions
(Sessions 1-3), and answered at least one question in each of the Sessions (if
student refused entire test), the student will receive a valid Raw Score and Scale
Score for the Listening, Reading, and Writing Modalities. (Note: “A” (Writing only)
and “S” (Speaking only) are considered valid responses.)
If a student is present for the Speaking Session (Session 4) and answered at
least one question (if student refused entire test) the student will receive a valid
Raw Score and Scale Score for the Speaking Modality. (Note: “S” is considered a
valid response.)
If a student is marked absent (“Z”) for one or more of the three Listening,
Reading, and Writing Sessions (Sessions 1-3), the student will not receive a valid
Raw Score or Scale Score for the Listening, Reading, or Writing Modalities.
If a student is marked absent (“Z”) for the Speaking Session (Session 4), the
student will not receive a valid Raw Score or Scale Score for the Speaking
Modality.
If a student is marked as absent for one or more of the Listening, Reading, and
Writing Sessions (Sessions 1-3), and the Speaking Session (Session 4), the
student will not receive a valid Raw Score or Scale Score for any Modality.
Students who are in attendance at their school of enrollment and present for all
Modalities (Grade K) or Sessions (Grades 1-12) of the test, (during the test
administration period or make-up period), are considered in attendance for the
assessment and cannot be marked as absent unless the student becomes ill
during the test (Grade K Modality/ Grades 1-12 Session), or earlier that day.

Determining a Valid Overall Scale Score for Students in Kindergarten

Students who are in attendance at their school of enrollment and present for all Modalities
(Grade K) of the test, (during the test administration period or make-up period), are considered

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in attendance for the assessment and cannot be marked as absent unless the student
becomes ill during the test (Grade K Modality), or earlier that day.
Students who are in attendance and who respond to at least one item on the test (Modality
Grade K), including embedded non-operational research items, will receive a valid Overall
Scale Score and Proficiency Level.

Determining a Valid Overall Scale Score for Students in Kindergarten

If a student is not marked absent for any of the four Modalities, the student will receive Raw
Scores and Scale Scores for all four Modalities and an Overall Scale Score, and Proficiency
Level provided that the student received a score for at least one question in each of the four
Modalities. Note: “U” (Reading and Listening only), “A” (Writing only) and “S” (Speaking only)
are considered valid scores.
Listening:
The student recorded an answer choice for one or more multiple-choice items.
Note: Score of “U” is considered a valid score; and
Speaking:
One or more constructed-response scores were recorded. Note: A score of “S” is
considered a valid score; and
Reading:
The student recorded an answer choice for one or more multiple-choice items.
Note: Score of “U” is considered a valid score; and
Writing:
One or more constructed-response scores were recorded. Note: A score of “A” is
considered valid score.

Determining Valid Scale Scores for Students in Grades 1-12

If a student is absent for any Session, the student does not receive an Overall Scale Score or
Proficiency Level but will receive Raw Scores and Scale Scores for each Modality in which the
student received a score for at least one item.
If a student is marked absent for the Speaking Session (Session 4) but is not marked absent
for any of the Listening, Reading, and Writing Sessions (Sessions 1-3), the student will receive
valid scores for the Listening, Reading, and Writing Modalities provided that the student
received a score for at least one question in each of the three Listening, Reading, and Writing
Sessions 1-3. Note: Responses of “S” (Speaking only) and “A” (Writing only) are considered
valid scores.
If a student is marked absent for any of the three Listening, Reading, and Writing Sessions, the
student receives a valid scale score only for Speaking provided that the student receives a
score for at least one Speaking item. Note: Responses of “S” (Speaking only) and “A” (Writing
only) are considered valid scores.
If a student is marked as absent for both the Speaking Session and one or more of the
Listening, Reading, and Writing Sessions, the student will not receive a valid score for any
Modality.

No Response
Scoring Rule for a Multiple-Choice code of “U” indicating “Unable to Respond”
When scoring Grade K Listening and Reading multiple-choice items, the teacher
darkens the circle “U” to indicate that the student provided no response to any items.
When the contractor is scoring, the contractor will treat the “U” as a score of zero.
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Scoring Rule for Constructed Response code of “A” indicating “No Response”
When scoring Writing items (Grades K-12), the rater darkens the circle “A” to indicate
that the student provided no response.
When the contractor is scoring, the contractor will treat the “A” as a score of zero.

Level 1 -_Level 2:
Level 1: No record at all or the Assessment Fact with an Overall Scale Score of “999” and a
Proficiency Level (Standard Achieved code) of “99”
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “99.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.

Skipping Rule
Applies to Speaking questions 3, 4, 7, 8, 11, and 12.
Applies to all grades (K-12) (same questions for each grade).
Skipped questions will have an “S” darkened-in. When the contractor is scoring, the
contractor will treat the “S” as a zero when calculating a Speaking Modality score.
For any items that are skipped, pursuant to the Skipping Rules, the letter ‘S’ should be
written on the Speaking Score Sheet in the column titled “Write Student Score.”

Missing Responses
Level 1 -_Level 2
Multiple-Choice:
▪ Level 1:
• Multiple-choice (MC): Any missing MC responses are filled with a dash
“-“ in the alpha field.
• Grade K Listening MC and/or Reading MC: Any missing MC responses
where the school indicated “unable to respond” are populated with the
“U”. Note that the response of “U” is considered a valid score and
when the contractor is scoring, the contractor will treat the “U” as a
score of zero.
▪ Level 2:
• Multiple-choice (MC): Any missing MC responses filled with a dash “-“
are changed to blanks prior to going to contractor.
• Grade K Listening and/or Reading populated with the “U” for unable to
respond are sent to the contractor for scoring.
Constructed Response:
Constructed Response (CR): Any missing CR responses are filled with “Z” for
absent, “A” (Writing only) for no response or “S” when skipping rule is applied
(Speaking only). There will be no blank data for CR items except for not
tested proficiency levels 92, 93, 96, 97, 99
▪ Level 1:
• Constructed Response (CR):
Missing Writing CR items will receive a condition code of “A” indicating no response. Note that
a score of “A” is considered a valid score and when the contractor is scoring, the contractor will
treat an “A” as a score of zero.
Report “A” in the alpha field.

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Report zero in the numeric field.

• Speaking CR items 3, 4, 7, 8, 11, 12 that are skipped will receive a
condition code of “S” indicating no response. Note that scores of “S”
are considered valid scores and when the contractor is scoring, the
contractor will treat an “S” as a score of zero.
Report “S” in the alpha field.
Report zero in the numeric field.
CR responses must be 0, 1, 2, 3, 4, A, S, Z, blank
Clarification on submitting a blank:
Tested students must have an A or 0 for a student that was tested but did not respond;
Not tested students (only proficiency levels 92, 93, 96, 97, 99) can have a blank for CR items
L1s cannot auto populate an “A”, “S”, or “0” for missing responses
▪ Level 2:
• CR responses for Writing items must be A, Z, * or numeric 0, 1, 2, 3, 4.
Blank (Blank for not tested students)
• CR responses for Speaking items only must be A, S, Z, * or numeric 0,
1, 2, Blank (Blank for not tested students)
• Missing CR responses are an “A” (Writing only) or “S” (Speaking only)
in the alpha field and a zero in the numeric field. Response records “A”
and “S” are sent to the contractor for scoring.

Receiving Entirely Remote Instruction (Standard Achieved code 92)

Students who are unable to participate in the test due to receiving entirely remote
instruction during the test administration and make-up periods during the pandemic are
considered Receiving Entirely Remote Instruction. These students are considered to have no
valid test score and must be reported with an Overall Scale Score of “999” and a Proficiency
Level of “92.”
Note: This code should not be entered on the answer sheet for any student who
was able to come to school and complete all sessions of the test during the
testing/makeup window.
Grade K-12:
The student must receive:
Overall Scale Score: “999”
Proficiency Level: “92”
Overall State Percentile Rank: blank
Student’s Percentile Rank Compared to District: blank

Level 1 -_Level 2
Student Receiving Entirely Remote Instruction (Grades K-12):
Level 1: Assessment Fact record with an Overall Scale Score of “999” and
Proficiency Level (Standard Achieved code) of “92” (response record may be
present)
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “92.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.
Scoring students identified as Receiving Entirely Remote Instruction:

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If receiving entirely remote instruction is indicated for a student, the student will receive
a scale score of “999” and performance level of “92” unless the student answered at
least one question in each modality on the test. Students identified as receiving entirely
remote instruction will appear as not tested in the L2RPT reports.

Medically Excused (Standard Achieved code 93)

Students who are incapacitated by illness or injury during the test
administration and make-up periods and have on file documentation from a medical
practitioner that they were too incapacitated to complete the test at the school, at home,
or in a medical setting, are considered medically excused. These students are
considered to have no valid test score and must be reported with an Overall Scale Score
of “999” and a Proficiency Level of “93,” indicating No Valid Score due to a medical
excuse. If a student is marked as medically excused yet answered at least one question
on the test, the Overall Scale Score of “999” and Proficiency of “93” overrides any partial
score that could be calculated by the questions answered.
Level 1 -_Level 2:
Level 1: Assessment Fact record with an Overall Scale Score of “999” and Proficiency Level
(Standard Achieved code) of “93” and response records may be present.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “93.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
Scoring students identified as Medically Excused: If a student is marked as
medically excused yet answered at least one question on the test, the Standard
Achieved code of “93” indicating “Medically excused” overrides any partial score that
could be calculated by the questions answered. The vendor will return the student with a
Standard Achieved code of “93” and scale score of “999” indicating not tested. Students
identified as medically excused will appear as not tested in the L2RPT verification
reports.
Refused Entire Test (Standard Achieved code 96)
Grade K-12:
The student must receive:
Overall Scale Score: “999”
Proficiency Level: “96”
Overall State Percentile Rank: blank
Student’s Percentile Rank Compared to District: blank
Level 1 -_Level 2
Student refused entire test (Grades K-12):
Level 1: Assessment Fact record with an Overall Scale Score of “999” and
Proficiency Level (Standard Achieved code) of “96” and response records may
be present.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “96.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.

Administrative Error (Standard Achieved code 97)

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Students for whom errors were made in the administration of the test (e.g., the student
was present, but the test was not administered to the student and the school/district was
required to administer it, prompts were given to the student, materials that would assist
students in taking the test were in view of the students during the administration, etc.) are
considered to have “no valid test score.” These students must be reported with an Overall
Scale Score of “999” and a Proficiency Level of “97,” indicating No Valid Score due to an
administrative error. If a student is marked as administrative error yet answered at least one
question on the test, the Overall Scale Score of “999” and Proficiency of “97” overrides any
partial score that could be calculated by the questions answered. These students will be
counted as not tested in verification reports. For additional guidance on administrative errors,
see the School Administrator's Manual.

The assessment reported for a graded student must be at the same grade level
reported for the student for the score to be considered valid. The assessment reported for an
ungraded student must be appropriate based on the student’s date of birth, as indicated in the
“Assessments by Birth Date/Age for Ungraded Students in 2021–22”. An administrative error
has occurred if the test level given (grade-band of the assessment K, 1-2, 3-4, 5-6, 7-8. 9-12)
does not match the grade level of the student (K-12 or age range of UGE, UGS). The student
must then be marked as administrative error.
For example, a student reported as a first grader must be reported with an assessment
within the 1–2 grade-band to have a Valid Score. A first grader who is reported with an
assessment in the 3–4 grade-band will receive an overall scale score of “999” and a Standard
Achieved code of “97,” indicating administrative error.
The grade listed on the Total Record must correspond to the Grade Band level. If the grade on
the Total record does not match any of the grade(s) in the grade band (K, 1-2, 3-4, 5-6, 7-8. 9-
12), all 5 records will be rejected and L1 scanning center will receive a load error for these
records and none of the student’s record will flow to Level 2 due to the error.
Level 1 -_Level 2:
Level 1: Assessment Fact record with an Overall Scale Score of “999” and Proficiency Level
(Standard Achieved code) of “97” and response records may be present.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the Standard
Achieved code of “97.” If there are Assessment Response records, those data will also flow to
Level 2/SIRS.
Schools cannot correct the enrollment record as that data collection process is closed.
However, school can correct grade-band level (score data) via the Department’s assessment
clean-up process.
Scoring students identified as Administrative Error: If a student is marked as
administrative error yet answered at least one question on the test, the Standard
Achieved code of “97” indicating “Administrative Error” overrides any partial score that
could be calculated by the questions answered. The vendor will return the student with
a Standard Achieved code of “97” and scale score of “999” indicating not tested.
Students identified as administrative error and will appear as not tested in the L2RPT
verification reports.
Level 2 will not send students that are not coded as administrative error and have a
mismatch between grade and item description (e.g. Grade 3 taking a grade 7 Total to
MetriTech. The grade listed on the Total Record must correspond to the Grade Band
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level. If the grade on the Total record does not match any of the grade(s) in the grade
band (K, 1-2, 3-4, 5-6, 7-8. 9-12).

Absent (Standard Achieved code 99)

In the case where a student leaves the test administration in the middle of a Modality
(Grade K) or Session (Grades 1-12) and is not able to make up that part of the
Modality/Session, school officials must decide whether to mark the student as absent for
the entirety of that Modality (Grade K) or Session (Grades 1-12).
If a student is marked as absent yet answered at least one question on the test, the
Overall Scale Score of “999” and Proficiency of “99” overrides any partial score that
could be calculated by the questions answered.

Note: Students who are in attendance at their school of enrollment for both sessions of
the test, during the test administration period or make-up period, are considered in
attendance for the assessment and cannot be marked as absent unless the student
becomes ill during the test session or earlier that day.

Grade K:
If a Grade K student is absent for one or more Modalities, the student must
receive:
Overall Scale Score: “999”
Proficiency Level: “99”
Overall State Percentile Rank: blank
Student’s Percentile Rank compared to District: blank
If a Grade K student is absent for a Modality (i.e. student does not respond to at
least one question for that Modality), the student will not receive a valid Raw
Score or Scale Score for that Modality.
Listening: The student did not record an answer choice for at least one
multiple-choice item (Note: A score of “U” is considered a valid score.). The
student must receive:
Listening Raw Score: blank
Listening Scale Score: “99”
Listening State Mean Scale Score by Grade: blank
Speaking: The student did not record an answer for at least one constructed
response item. (Note: A score of “S” is considered a valid score.) The student
must receive:
Speaking Raw Score: blank
Speaking Scale Score: “99”
Speaking State Mean Scale Score by Grade: blank
Reading: The student did not record an answer choice for at least one
multiple-choice item. (Note: A score of “U” is considered a valid score.) The
student must receive:
Reading Raw Score: blank
Reading Scale Score: “99”
Reading State Mean Scale Score by Grade: blank
Writing: The student did not record an answer for at least one constructed-
response item. (Note: A score of “A” is considered valid score.) The student
must receive:

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Writing Raw Score: blank

Writing Scale Score: “99”
Writing State Mean Scale Score by Grade: blank
Grades 1-12:
If a student is absent for all four Sessions:
Overall Scale Score: “999”
Proficiency Level: “99”
Overall State Percentile Rank: blank
Student’s Percentile Rank compared to District: blank
All Modalities:
Raw Scores: blank for all Modalities
Scale Scores: “99” for all Modalities
State Mean Scale Score by Grade: blank for all Modalities
If a student is absent for one or more of the four Sessions (including any make up Sessions):
The student must receive an Overall Scale Score: “999”
The student must receive a Proficiency Level: “99”
If a student is marked absent for one or more the three Listening, Reading, and Writing
Sessions (Sessions 1-3), the student will not receive a valid Raw Score or Scale Score for the
Listening, Reading, or Writing Modalities.
Listening Raw Score: blank
Listening Scale Score: “99”
Listening State Mean Scale Score by Grade: blank
Reading Raw Score: blank
Reading Scale Score: “99”
Reading State Mean Scale Score by Grade: blank
Writing Raw Score: blank
Writing Scale Score: “99”
Writing State Mean Scale Score by Grade: blank

If a student is marked absent for the Speaking Session (Session 4), the
student will not receive a valid Raw Score or Scale Score for the Speaking
Modality.
Speaking Raw Score: blank
Speaking Scale Score: “99”
Speaking State Mean Scale Score by Grade: blank

If a student is marked as absent for one or more of the Listening, Reading, and Writing
Sessions (Sessions 1-3), and the Speaking Session (Session 4), the student will not receive a
valid Raw Score or Scale Score for any Modality.
Listening Raw Score: blank
Listening Scale Score: “99”
Listening State Mean Scale Score by Grade: blank
Reading Raw Score: blank
Reading Scale Score: “99”
Reading State Mean Scale Score by Grade: blank
Writing Raw Score: blank
Writing Scale Score: “99”

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Writing State Mean Scale Score by Grade: blank

Speaking Raw Score: blank
Speaking Scale Score: “99”
Speaking State Mean Scale Score by Grade: blank
Level 1 - Level 2
Student was marked absent for ALL four Modalities (Grade K) or all four Sessions
(Grades 1-12):
Level 1: Assessment Fact record with an Overall Scale Score of “999” and
Proficiency Level (Standard Achieved code) of “99” and response records may
be present.
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “99.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.
Student was absent for a Modality (K) or a Session (1-12):
Level 1: Assessment Fact records and Assessment Response records should
be sent to Level 2. MC responses must be a “Z” the CR response value must be
a “Z.”
Level 2: Load plan to the L1C will extract the Assessment Fact because of the
Standard Achieved code of “99.” If there are Assessment Response records,
those data will also flow to Level 2/SIRS.

Scoring students identified as Absent: If a student is marked as absent yet answered at

least one question on the test, the Standard Achieved code of “99” indicating “Absent”
overrides any partial score that could be calculated by the questions answered. The vendor will
return the student with a Standard Achieved code of “99” and scale score of “999” indicating
not tested. Students identified as absent will appear as not tested in the L2RPT verification
reports.

Walk-in "Enrollments”
Walk-ins are students who are not on the school attendance register but take a State
assessment in the school. Reason for Beginning Enrollment Code 5555 — Student enrolled for
the purpose of recording a test score (walk-in) is used to provide an enrollment record for the
student so that the test score may be reported. An example of a walk-in student is one who
drops out of school, does not re-enroll, but wants to take a state assessment to complete a
diploma requirement. The school that administered the assessment must be reported as the
building of location on the enrollment record. The scores of these students are not used to
determine accountability status. All walk-in enrollments must end with a Reason for Ending
Enrollment Code 8228 – End “Walk-In” enrollment. The Ending Enrollment Date must be at
least one day after the Beginning Enrollment Date. Do not use Reason for Beginning
Enrollment Code 5555 to report students in county jails. Reason for Beginning Enrollment
Code 5555 may not be used for students taking grades 3–8 NYSTP assessments.

Parentally-placed students enrolled in a religious or independent (nonpublic) school are

the instructional responsibility of that religious or independent (nonpublic) school. If a religious
or independent (nonpublic) school chooses not to administer the State assessments (and
therefore does not contract with a RIC), the religious or independent (nonpublic) school cannot
send their students to another school (public, charter, religious or independent) for the purpose

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of taking the assessments and asking that school to use the Reason for Beginning Enrollment
Code 5555 for those students. The assessment(s) must be reported by the religious or
independent (nonpublic) school where the student is officially enrolled.

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Chapter 3: Staff Reporting Rules

Data on teachers and principals of public schools and BOCES and teachers and
leaders of charter schools, including all courses taught by teachers and the students enrolled
in these courses, must be reported in the SIRS.

These data are required by state and federal laws and regulations for numerous
purposes, including teacher/leader evaluation requirements outlined in Education Law §3012-
d; Annual Professional Performance Review (APPR) (https://www.engageny.org/tle-library;
Teacher-Leader Effectiveness (TLE); and PMF (Personnel Master File), which includes files
submitted to the U.S. Department of Education concerning course and student counts and
teacher certification data. Many of these data sets are also required to be made publicly
available and will be displayed in the NYS School Report Cards. Other information is
necessary to support the policy development and reform agenda of the Board of Regents.

Reporting Requirements

All public school districts, BOCES, and charter schools are required to submit school
year data using the templates below.

Student Management System and Human Resource Management System vendors

support schools and districts in reporting these data to the SIRS. If your management system
vendor has not yet provided you with the functionality to report all required data, please contact
them directly, or contact your RIC or Big 5 City School District data center.

See the Teacher/Staff Data web page for further information.

For templates used to report staff data, see technical information by year on the vendor
support web page.

The following templates are used to report staff data or data linked to staff:

Staff Snapshot Template Data (SIRS 320)

Staff Snapshot Template: A Staff Snapshot record must be reported to the State Data
Warehouse (Level 2) before any other staff record type for that person can be reported (i.e.,
Staff Assignment, Staff Evaluation Rating, Staff Tenure, Staff Attendance, Course Instructor
Assignment). This template must be used by school districts, charter schools and BOCES to
report data for teachers and non-teaching professionals. In cases where an employee is on
leave or suspended, but still employed, an active Staff Snapshot record may be reported using
the INACTIVE staff status. For staff that are out for the entire school year, a record is not
required.

LEAs must submit race and ethnicity data in Staff Snapshot. Edits will prevent a Staff
Snapshot record from moving in the absence of these fields. Please note that Districts are
required to report the Hispanic Indicator (Y/N) and associated Race code(s), using the State
Race codes in the SIRS manual. Leaving Race code 1 blank is only allowable if the Hispanic
Indicator is set to Y. A new Race code, DECLINE, was implemented in 2018-19, for both the

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code and the description. This code should not be defaulted for all staff reported in Staff
Snapshot and is only allowable on an individual basis if a staff person refuses to identify a race
with his or her district. Refer to the Staff Snapshot template for edits on the vendor support
web page.

All staff (including substitutes and non-teaching professionals) reported to the SIRS
must have TEACH IDs. Information about TEACH accounts and TEACH IDs can be found on
the Office of Teaching Initiatives web page.

Who Should Be Reported?

“All staff” in the Staff Snapshot template includes any staff person who must be reported
to meet any reporting requirements. All teaching staff, including long-term substitute teachers
serving as the teacher of record responsible for the course, should be included in this
template. In addition, all non-teaching professional staff as defined by the PMF non-teaching
assignment codes and descriptions should be included in Staff Snapshot. A local educational
agency (district, BOCES, or charter school) can report only one (1) Staff Snapshot
record per staff member per year. A staff member should be reported with the district code
for a location code if the staff member is associated with more than one building in the LEA.

Teaching Staff: Include all teaching staff that should be reported for APPR and PMF (course)
purposes. Do not include individuals not employed on a regular basis (e.g. short-term
substitutes), teachers working exclusively with non-public school students, teacher aides or
assistants, or ROTC teachers. Only teachers should be reported with TEACHER in the job
description field. Administrators not providing direct instruction to students should not be
reported as teachers.

Substitute or Interim Staff: Substitute staff, long-term or otherwise, are not covered by
§3012-d for evaluation purposes unless they are serving as the teacher of record.
Districts/BOCES must collect data elements to support teacher of record determinations
(Please see Sections B2, B3, D1, and M2 of Guidance on New York’s Annual Professional
Performance Review Law and Regulations). Any staff to be included in other staff templates
(e.g., Course Instructor Assignment, Staff Evaluation) must be included in Staff Snapshot.
Interim building principals subject to evaluation must be reported in Staff Snapshot and Staff
Assignment.

Non-Teaching Professional Staff: To determine which staff are considered “non-teaching

professionals,” refer to the non-teaching assignment codes found in the SIRS manual and the
file posted on the Teacher/Staff Data web page. Leave Teacher Title and Principal Title blank
(fields 8, 105) if they do not apply. Do not include clerical staff, bus drivers, maintenance,
teaching assistants, teacher aides, or food service workers. All non-teaching professional staff
employed in districts, BOCES and charter schools must be included in the Staff Assignment
template. Attention should be given to the reporting of school counselors, nurses, and social
workers. Some of this information will be reported publicly on data.nysed.gov. These staff
assigned specifically to a building should be reported using the building location code. Staff
reported with the district code as the location will only be displayed on the public site at the
district level.

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Reporting Salary Data

Report the total amount paid for the staff member's primary assignment(s). If the staff
member has more than one primary assignment (e.g. teacher and Director of Curriculum),
report the combined salary for all primary assignments. Do not include any extra pay received
for extra services outside the professional and instructional responsibilities. For example, do
not include additional pay received for supervising extra-curricular activities beyond the normal
assignments, such as for coaching or supervising clubs. Instructional and professional
stipends related to the staff person's primary assignments should be included, such as for
chairing a department or serving as both teacher and administrator. Staff members should also
include stipends for college credits, in-services, mentoring, longevity/steps, and compensation
activities that pertain to their pedagogical duties as long as it is part of the contracted annual
salary. Do not include summer school pay or overtime pay. Round the annual salary amount
to the nearest whole dollar. For staff working in multiple LEAs, each LEA that plans to load that
staff record into Staff Snapshot must report the amount paid to the staff person. If an LEA is
unable to provide an annual salary for staff they need to report (e.g. hourly, per diem
substitutes), a day rate may be substituted for the annual salary. LEAs should make an effort to
report hourly employees with the amount expected to be paid for the year (annualize the hourly
salary if possible). Do not include salaries paid for private school work.

Salary Scenarios
Contract Annual
Annual Employment
What to Work Contract
Salary (FTE) (field
Scenario Report Days Months (field
(field 52) 60)
(field 53) 110)
1) An employee Report the $100,000 1.0 # of days # of months staff
has an annual annual stated in member is
contract salary of contract the staff expected to
$100,000, is a salary member's work.
100% FTE, and amount. contract.
works for the
entire school year.
2) An employee The FTE $50,000 0.5 # of days # of months staff
has an annual annual stated in member is
contract salary of contract the staff expected to
$50,000 and salary member's work.
works for the amount contract.
entire school year. should be
This employee $50,000.
works in the Report this
district half-time. amount and
complete the
Employment
basis in Staff
Snapshot
(field 60) as
.5.

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3) An employee’s Report the $40,000 1.0 # of days # of months staff

annual contract annual stated in member is
salary amount contract the staff expected to
was $40,000, but salary member's work.
the person left the amount for contract.
district before the the staff
end of the year person; do
(e.g. left on leave, not reduce
resigned), and was the amount
only paid $20,000. based on
Report what the actual
district ended up expenditures
paying or the because the
contract amount person
at the beginning of departed
the school year? early.
4) An employee Report the $80,000 1.0 # of days # of months staff
entered the $80,000 stated in member is
district in annual the staff expected to
December with an contract member's work.
annual contract salary contract.
salary of $80,000 amount for
but will only be the staff
paid $50,000 by person,
the end of the regardless of
school year actual
because the expenditure.
person started the
position late in the
school year.

Hourly/Per Diem Scenarios

Contract
Annual Employment Annual Contract
What to Work
Scenario Salary (FTE) (field Months (field
Report Days
(field 52) 60) 110)
(field 53)
1) An employee is For hourly $19,500 1.0 200 10
an annualized employees,
hourly employee use the
with an FTE of actual
100%, work days number of
of 200, actual hours worked
hours per day of (expected to
6.5, and an hourly work) as the
rate of $15.00 (e.g. multiplier.
nurses, Work Days ×
substitutes). Hours Per
Day × Hourly
Rate.

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2) An employee is Same as $9,750 0.5 200 10

an annualized above.
hourly employee
with an FTE of
50%, work days of
200, actual hours
per day of 6.5 and
an hourly rate of
$15.00.
3) An employee is For per diem $20,000 1.0 200 10
an annualized employees,
daily employee Work Days ×
with an FTE of Daily Rate x
100%, actual work FTE.
days of 200, and a
daily rate of
$100.00 (e.g.,
interim
administrators).
4) An employee is Same as $10,000 0.5 200 10
an annualized above.
daily employee
with an FTE of
50%, actual work
days of 200, and a
daily rate of
$100.00.
5) An employee Equate to a $140 1.0 1 1
works on a day-to- daily rate
day basis (e.g. using the
substitute actual
teacher), has an number of
hourly rate of hours worked
$20.00, standard (expected to
hours per day of 7 work) as the
and actual hours multiplier.
per day of 7. Hours Per
Day × Hourly
Rate.
Definitions:
Annual contract salary - The total amount of compensation provided to the staff person for
services to the district for teaching and non-teaching professional responsibilities. This
amount should be based on the person's expected annual contract or agreement for the year.
Instructional and professional stipends related to the staff person's primary assignments
should be included, such as those for chairing a department, serving as both teacher and
administrator, or teaching an extra class(es). Stipends related to extracurricular activities
such as coaching and after school clubs should be excluded. Do not include summer school
pay or overtime pay.
Hourly employee - A staff person paid an hourly wage for their services.
Daily employee - A staff person paid a daily wage for their services.
Day-to-day employee - A staff person who may not have a regular contract and works in the
district as needed (e.g. substitute teachers).
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Reporting Itinerant Staff

The Itinerant flag allows an LEA to report a staff person responsible for students in this
LEA but employed by another LEA (district, BOCES, or charter school). The fields required to
report itinerant staff on the Staff Snapshot template are District Code, Location Code,
Status/Active Indicator, Itinerant Status, Staff ID, Birth Date, Staff First and Last Name,
Snapshot Date, Position Title, and email (Fields 1, 2, 8, 14, 40, 41, 50, 56, 57, 65, 66, 76). If
reporting an itinerant principal, Field 105 (Principal Title) is required. Typically, itinerant staff
are teachers employed by another LEA but responsible for a course in this LEA. The
instruction of these “traveling teachers” may take the form of traditional in-person classroom
instruction or distance learning. In cases of itinerant or shared teachers/staff across LEAs,
data sharing agreements may be needed. Report “N” if the staff person is employed by this
LEA. Report “Y” if the staff is employed by another LEA/BOCES but is the staff person of
record for a course. The receiving district where the course is being taught should report the
course information in Course Instructor Assignment and Student Class Entry where applicable.
The employer must report staff evaluation, attendance, and tenure data, as well as course data
taught at the employer location.

Examples of Itinerant Staff Reporting

BOCES District
Employs Staff Does not Employ Staff
Teacher does not teach BOCES courses BOCES Teacher does teach courses in this
district
Staff Snapshot (complete) X Itinerant, N Staff Snapshot (fewer fields) X Itinerant, Y
Staff Tenure X Staff Tenure
Staff Evaluation X Staff Evaluation
Staff Attendance X Staff Attendance
Course Instructor Course Instructor X
Assignment Assignment
Student Class Entry Exit Student Class Entry Exit X
District A or BOCES District B
Employs Staff Does not Employ Staff
Teacher does teach courses in this location District A or BOCES teacher does teach
courses in District B as well
Staff Snapshot (complete) X Itinerant, N Staff Snapshot (fewer X Itinerant, Y
fields)
Staff Tenure X Staff Tenure
Staff Evaluation X Staff Evaluation
Staff Attendance X Staff Attendance
Course Instructor X Course Instructor X
Assignment Assignment
Student Class Entry Exit X Student Class Entry Exit X
District A District B
Employs Staff (50%) Employs Same Staff from District A (50%)
Staff Snapshot (complete) X Itinerant, N Staff Snapshot (complete) X Itinerant, N
Staff Tenure X Staff Tenure X
Staff Evaluation X Staff Evaluation X
Staff Attendance X Staff Attendance X

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Course Instructor X Course Instructor

X
Assignment Assignment
Student Class Entry Exit X Student Class Entry Exit X
District A or BOCES District B
Employs Non-Teaching Staff Does not Employ Non-Teaching Staff
(Professional Counselor, Social Worker…) Professional Counselor, Social Worker, etc.
Not working in District A or BOCES in (in-person or via technical connection)
assignment role
Staff Snapshot (complete) X Itinerant, N Staff Snapshot (fewer X Itinerant, Y
fields)
Staff Tenure X Principal Only Staff Tenure
Staff Evaluation X Principal Only Staff Evaluation
Staff Assignment Staff Assignment X
District A or BOCES District B
Employs Non-Teaching Staff Does not Employ Non-Teaching Staff
(Professional Counselor, Social Worker…) Professional Counselor, Social Worker, etc.
Does work in District A or BOCES in assignment (in-person or via technical connection)
role
Staff Snapshot (complete) X Itinerant, N Staff Snapshot (fewer X Itinerant, Y
fields)
Staff Tenure X Principal Only Staff Tenure
Staff Evaluation X Principal Only Staff Evaluation
Staff Assignment X Staff Assignment X

While the itinerant field is designed to allow for the collection of complete course
instruction by teachers, LEAs should also report itinerant non-teaching professional staff such
as pupil personnel and school health services staff received from another district or BOCES.
These staff would include nurses, school counselors, social workers and psychologists.
Additionally, shared or itinerant superintendents should be reported. These staff would also
need to be reported in Staff Assignment. BOCES staff not assigned on a permanent or
consistent basis to a district should only be reported as BOCES staff. Those working in
multiple districts may be reported solely by the BOCES.

Years of Teaching Experience (Total Years of Professional Educational Experience):

Field 102 (Teaching and Non-Teaching Professionals)

Combine all years of professional educational experience, including other public school
districts, religious and independent (nonpublic) schools, BOCES, and college or university
experience within NYS. Experience in non-teaching, professional PMF assignments as
reported in Staff Assignment should be included. The non-teaching professional staff
experience should be in the educational setting. Long-term substitute experience should be
reported, this has generally been considered at least three (3) months or more in a school
year. Experience as a teacher aide or assistant would not be included. Experience as an
administrative intern, paid or unpaid would not be included. This year counts as one full year of
experience. The Total Years Educational Experience (field 43) must be greater than or equal
to the total years of educational experience in this district Report as a whole number.

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Staff Assignment Template (SIRS 318)

This template collects data for Personnel Master File (PMF BEDS) and Annual
Professional Performance Review (APPR) purposes. This template also includes information
to link principals to students enrolled in programs they supervise, including assignment start
and end dates. Report one (1) record for each location, assignment, and grade-level
combination related to the staff person. If a staff member is responsible for assignments within
more than one building in the LEA, they should report each of those specific buildings. This
includes pupil personnel (e.g. counselors, social workers) and health services staff (nurses). If
they have district-wide responsibility, they may report the district code so that only one row
would be reported.

A Staff Snapshot record must be loaded to SIRS (Level 2) prior to reporting any Staff
Assignment records for staff members. Staff Assignment is a delete and replace or purge and
reload template.

Who Should Be Reported?

All non-teaching professional staff, including building principals, must be reported in this
template. To determine which staff are considered “non-teaching professionals,” refer to the
non-teaching assignment codes found in the Assignment Codes and Descriptions in Chapter
5. If there is not an exact assignment description (i.e. title) for a staff person, choose the
assignment from the PMF non-teaching codes that most closely matches the staff person’s
current assignment (e.g., for a staff member with a title of Assistant Coordinator of Staff
Development, codes in “Other General Staff” or in specific content subject areas could be
appropriate). All categories also include an “Other” code. Do not report clerical staff, bus
drivers, maintenance, teaching assistants, teacher aides, or food service workers. All non-
teaching professional staff employed in districts, BOCES and charter schools must be included
in the Staff Assignment template.

Principal PMF assignment codes (1102 – 1110) will be used to link the principal to the
students enrolled in the program/location that they supervise for APPR purposes. Principals
responsible for all grade levels within a location should be reported with a grade level of “ALL.”
If a principal is not responsible for all grade levels within a location, report multiple Staff
Assignment records for the principal (one for each grade level the principal is responsible for).

Principal Assignment Codes Used for PMF and APPR

1102 PRINCIPAL ELEMENTARY SCHOOL
1104 PRINCIPAL MIDDLE SCHOOL
1106 PRINCIPAL JUNIOR HIGH SCHOOL
1107 PRINCIPAL K - 12 SCHOOL
1108 PRINCIPAL SENIOR HIGH SCHOOL
1109 PRINCIPAL JUNIOR/SENIOR H S
1110 PRINCIPAL SPECIAL SCHOOL

LEAs should make use of the Assignment Date and Completion Date fields (fields 6, 7)
when reporting staff who assumed the responsibility of an assignment after the school year
started.
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All school districts and charter schools should report complete data for social workers,
nurses and guidance counselors.

Staff Tenure Template (SIRS 322)

Education Law §3012-d requires information on tenure granting and denial based on the
final quality rating categories included in the public reporting of staff evaluation data. In
addition, tenure data is used to inform Department policy decision making in several areas
related to educator quality and professional development.
This template includes each staff member’s current tenure status as teacher and/or
principal, effective date of the tenure status, and when their probation ends. Although teachers
can be certified in multiple areas, teacher tenure is only granted once by an employer
(although there may be some exceptions for teachers who leave an employer for a significant
length of time and return).

Who Should Be Reported?

Records should be reported by all LEAs with approved Annual Professional

Performance Review (APPR) plans. Staff subject to APPR evaluations should be reported in
this template (i.e. building principals/administrators and teachers). These staff should be
reported as “TEACHER” or “PRINCIPAL” in Staff Snapshot fields 8 or 105 for the current year.

All tenure areas pertaining to a staff member and reported in the Staff Tenure template
should be visible, including tenure areas the staff member holds but may not be providing
instruction in during the current school year. All codes that apply must have been reported for
each staff member. Report all teacher tenure areas for current year teachers and report
principal tenure if they are a principal in the current year.

In 2014-15, the only valid codes were TCH (Teacher) and ADT for principals/building
administrators. In 2015-16, an expanded list of tenure area codes contained in the
Commissioner’s Regulations were made available. LEAs should determine which tenure area
the teacher was awarded or is pursuing. Prior year tenure records for existing staff are present
in the reports as the collection is not strictly school-year based. For example, a staff person
reported in 2018-19 with the Tenure Area Code of TCH and then reported in 2019-20 with the
Tenure Area Code of SEG (Special education-general) will have two records if the dates differ
(see below). If the records are identical except for the updated Tenure Area Code, the most
current code should be visible. In 2018-19, Staff Tenure Snapshot template replaced the
existing template to make the school year a key field and stop the carryover of prior year data.
In addition, the template was designed to offer “delete and replace” functionality like Staff
Assignment so LEAs can remove incorrect data.

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Example of Two Staff Tenure Record Dates:

PROBATION
TENURE
ORIG_PROBATION PERIOD TENURE
STATUS
PERIOD END DT END DATE STATUS CD
EFFECTIVE DT
ACTUAL
6/30/2005 6/30/2005 TENGRANT 7/1/2005

9/1/2016* 9/1/2016* PROBATION 9/1/2013

*If Probation Period End Date (Actual) has not yet occurred, Original and Actual Dates will be the same.

Staff Attendance Template

In June 2015, the New York State Board of Regents approved the collection and
reporting of individual teacher attendance data by school districts, Boards of Cooperative
Educational Services (BOCES), and charter schools to better assist Local Education Agencies
(LEAs) in working toward providing equitable access to effective educators for all students and
help to inform Department policy. For more information about the Board meeting, see P-12
Education/Higher Education Joint Meeting .

LEAs will provide individual staff attendance to NYSED utilizing the eScholar Staff
Attendance template for New York. An end of school year count of “days absent” will be
provided for each teacher. This collection does not pertain to teaching assistants, teacher
aides, or other staff.

A teacher absence will be defined in the same manner as currently defined on the Basic
Educational Data System (BEDS) Public School Data Form. A teacher is absent if he or she is
not in attendance on a day in the regular school year when the teacher would otherwise be
expected to be teaching students in an assigned class. LEAs decide which days should be
included as instructional days. Absence includes both days taken for sick leave and days taken
for personal leave. Personal leave includes voluntary absences for reasons other than sick
leave. Teacher absenteeism does not include administratively approved leave for professional
development, field trips, or other off-campus activities with students. Days in which schools are
closed (e.g. snow days) do not count as an absence for teachers. Teachers on leave for the
entire year do not need to be reported. If a teacher is on leave of absence for a portion of the
school year, this must be reported in the other staff and course templates with the assignments
they are responsible for teaching.

Reporting Course Data

NYSED utilizes several templates to collect course information as required by state and
federal law. These templates (Course Instructor Assignment and Student Class Entry Exit)
include information related to the Personnel Master File (PMF) For additional information,
please refer to the sections pertaining to the specific templates.

Requirements for reporting online or virtual courses:

NYSED regulations require the granting district to ensure that instruction in online/blended
learning courses in which students earn high school credits used toward graduation
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requirements be provided by or under the direction and/or supervision of a teacher certified

in the subject area of instruction. Such courses must provide regular and substantive
interaction between students taking the course and the certified teacher.1
The certified teacher must either be a certified teacher from the school district in which the
student is enrolled; or a certified teacher from a Board of Cooperative Educational Services
(BOCES) that contracts with the school district to provide instruction in the subject area
where authorized pursuant to Education Law §1950; or a certified teacher from a school
district who provides instruction in the subject area under a shared service agreement; or in
the case of a charter school, a teacher of the subject area from a charter school.2

School districts and BOCES involved in the collaboration of virtual instruction should
determine which entity will report the course data. The most common reporting
methodology would be where receiving districts report the course data and report the
outside teacher providing the instruction as an Itinerant teacher in Staff Snapshot.

A teacher providing instruction or directing/supervising instruction would be the teacher of

record. Districts, BOCES, and charter schools responsible for teachers serving in this role
should report them by linking them to the students they are assigned to instruct or
supervise.

For online/distance learning college courses: This situation may include the use of
itinerant instructors. If these courses are being taught by a teacher in another LEA, refer to
the Itinerant Staff description under the Staff Snapshot guidance in this document. This
includes instruction provided by or under the direction and/or supervision of a teacher
certified in the subject area of instruction who has regular and substantive interaction with
students taking the course. This teacher is a teacher of record.

For college courses taught by college instructors (and/or district teachers) used for
granting high school credit: Instruction must be provided by or under the direction and/or
supervision of a teacher certified in the subject area of instruction who has regular and
substantive interaction with students taking the course. This teacher is a teacher of record.
Note: Even if the college teacher is teaching the course, if students are receiving credit, a
district, charter school, or BOCES teacher should be reported as the teacher of record.

Course Instructor Assignment Template

Course Instructor Assignment collects staff data to comply with State and federal laws
including information presented in the NYS School Report Cards. This template replaced the
PMF BEDS assignment collection in TAA (discontinued in 2019-20) as the official source of
course data. Teachers must be reported in this template as assigned to at least one course to
be included in the teacher counts on data.nysed.gov.

1 Refer to §100.5(d) (10) of the Regulations of the Commissioner of Education to ensure any online courses you
report meet all other requirements.
2 Please see Regulations of the Commissioner of Education 153 for further detail regarding how the teacher

needs to be associated to the district.

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To avoid sending duplicative course/sections in Student Class Entry Exit with the same
students (in particular, grades 3-8 ELA) due to co-teaching situations, report one section with
both teachers reported on the section.

For a complete list of all active course codes during the school year, refer to the New
York State Comprehensive Course Catalog.

Who Should Be Reported?

A record for all classroom teachers (district, BOCES, and, charter school teachers) must
be reported here. All staff members reported in Staff Snapshot identified as “TEACHER” must
be reported in this template. Do not report administrators not providing direct instruction to
students as teachers in Staff Snapshot.

This template requires a start date identifying the date when the teacher became the
“Teacher of Record” for the course and exited the course permanently. It is not intended to
show each transaction regarding teacher absences or the inclusion of substitutes in the
classroom. Districts should identify a permanent teacher of record for the course.

Incidental Teaching Assignment Indicator: Districts and BOCES can select six sections that
each teacher can teach outside their certification area (Y). All courses must be identified with a
Y or N. Incidental teaching assignments should not exceed 10 hours of instruction per week
during the school year. Please note that teachers who do not hold special education
certification cannot have incidental teaching assignments where special education certification
is required. Teachers who hold a valid certificate in Students With Disabilities (Grades 1-6),
Students With Disabilities (Grades 5-9) generalist, or Students With Disabilities (Grades 5-9)
content specialist to teach students with disabilities in grades 7-12 during the 2021-2022
school year may use the Incidental indicator if teaching a special education course outside
their certification grade band. For additional information regarding certification requirements,
refer to the regulations of the Commissioner of Education 80-5.3.

The Commissioner of Education has delegated the approval of incidental teaching to

the Boards of Cooperative Education (BOCES). School Districts should contact their local
BOCES for information on requesting approval and should not report a Y without such
approval.

Reporting Primary, ENL and Special Education Instructors in Course Instructor

Assignment

It is important for school districts, BOCES and charter schools to appropriately apply the
special education and ENL indicators for staff serving in these roles. If special education or
ENL certified teachers are not identified as such in Course Instructor Assignment by using the
indicators, they will be matched for the reported course using the general education content
area certification requirements and may be flagged as out of certification.

Districts have the option of scheduling the Special Education and ENL teachers (push-
ins) into the content area course using the Course Instructor Assignment indicators. In
instances where an ENL teacher is pulling students from classes for ENL services and such

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services are rostered, districts should report the Course Instructor Assignment record using
one of the ENL codes (01008 or 51008).

In cases where a student is receiving special education services outside of his or her
regularly scheduled courses and such help is not regularly scheduled, course code 99008,
Special Education Teacher – Unassigned should be reported. A Student Class Entry Exit
record would not be required.

Frequently Asked Questions - Course Instructor Assignment Template

How do districts determine which assignment(s) to report?
Refer to the “New York State Comprehensive Course Catalog” for options and select
the course code that most closely reflects the assignment(s). Be sure to use course
code listings from the appropriate school year since the codes are sometimes revised
and updated from year to year. Local courses should be mapped to the State-approved
SIRS courses after consulting the course descriptions in the SCED course code catalog
on the NYSED web site and the Course to Certification Crosswalk posted to districts,
charter schools, and BOCES on the NYSED IRS Portal.
How are librarians reported?
New York State has created a course code specific to librarians. Use code:
99000- Library (Library Media Specialist)- All Grades.
Librarians should be reported in Course Instructor Assignment. NYSED would not
expect a Student Class Entry Exit record for that course and section.
An elementary school library manager without library or school media certification
should be reported using course code 99899 – Library Manager Elementary. This
assignment identifies a staff person assigned to a prior to secondary building where no
certified school media specialist exists. This staff person would be a person with
another type of certification. Support staff are not required to be reported in SIRS.

How are speech teachers reported?

If the speech teacher is not providing instruction in one of these areas (Public Speaking,
Communications, Forensic Speech- Inclusive, Forensic Speech- Debate, Forensic
Speech- Individual Event, Speech- Independent Study, Speech- Workplace Experience,
or Speech- Other) then they are considered a non-teaching professional- they should be
reported in Staff Assignment.
Speech Therapists, Speech Language Pathologists, etc. are non-teaching professionals
and are not reported in the course templates. Their information is reported in SIRS via
Staff Snapshot and Staff Assignment by the district. Special education speech teachers
should be reported in Course Instructor Assignment.

Can you give specific examples of how “specials” should be reported (e.g., Music, Art,
Physical Education, etc.)?
“Specials” should be reported by grade level and content area, using the appropriate
code. For example:

55181- Art (grade 1)

55182- Art (grade 2)

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58035- Phys Ed (grade 5)

How should Common Branch courses be reported?

If grades are departmentalized, courses should be reported by grade level and content
area. For example:
51032- Language Arts (grade 4)
52034- Mathematics (grade 4)

If grades are not departmentalized (i.e. the teacher provides instruction in all subject
areas), courses should be reported by grade level:
73030- Kindergarten
73033- Grade 3

What course code should our district use for HSE/TASC?

For Prior-to-Secondary, use 72005- Dropout Prevention Program
For Secondary, use 22004- Dropout Prevention Program

How are resource room courses to be reported?

New York State has created course codes specific for resource room classrooms. Use
codes:
99004- Resource Room K-6- Elementary
99005- Resource Room 7-12- Secondary

How should AP and IB courses be reported?

LEAS should only be reporting AP and IB courses approved by the College Board and
International Baccalaureate and have gone through the approval process. NYSED
receives new AP and IB courses each fall from the SCED workgroup and will add them
to the dimension tables made available to the school districts through their RICs. The
assessment results would be reported in Assessment Fact. AP and IB course
participation and assessment data reported to SIRS is made available on
data.nysed.gov.

How do I report courses for self-contained settings or mixed grade levels?

If districts are not reporting content-specific courses for students in self-contained
settings (i.e. breaking courses out), they have the option of utilizing generalized courses
codes. Code 99007 does not differentiate grade levels.

Districts may report self-contained and other specific special education scenarios by
utilizing the following codes:
99001- Special Class (Self-Contained)- Pre-school
99002- Special Class (Self-Contained) – K-6- Elementary
99003- Special Class (Self-Contained)- 7-12- Secondary
99007-Special Class (Self-Contained) All Alternate Assessments
99009 - Special Class (SelfContained) - PreK
99010 – Bilingual Special Education Elementary
99011 – Bilingual Special Education Secondary
99012 – Blind & Visually Impaired
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99013 – Deaf & Hard of Hearing

99014 – Speech & Language Disabilities
99015 - Bilingual Speech & Language Disabilities

For special education teachers that are not rostered to a general education course or
serving in a self-contained or resource room environment: Course code 99008 – Special
Education Teacher – Unassigned can be used in situations where a special education
teacher is providing instructional assistance to a student or students where such
assistance is not scheduled in a resource room, self-contained setting, or scheduled to
specific courses such as in a "push-in" situation.

For districts that want to report “specials” for self-contained classroom settings, they can
choose from the codes ending in 99 (e.g. Visual Arts – Other; Phys Ed—Other; Music -
Other).

Note: Please be sure to choose the course that is aligned to the course level at which
instruction is taking place. For example, primary instruction in art would be 55199-
Visual Arts- Other and a Prior-to-Secondary course. This course can be taught with the
various N-6 certifications as well as Art and Visual Arts certifications.

For students in secondary art instruction, use code 05199- Visual Arts- Other. Only
those certified in Art or Visual Arts would be certified to teach this course.

For courses that span across course levels including both prior-to and secondary grade
level students, use the course code associated with the teacher’s certification.

What if I cannot find a course code for a course?

If none of the listed course code titles correspond precisely with the title(s) of your
assignment(s), select the code number(s) that most accurately describes your
assignment(s). School districts, BOCES and charter schools should map their local
courses to the State adopted course codes. Consult the course to certification
crosswalk posted to the NYSED IRSP for allowable course to certification combinations.

What course codes should districts use to report Academic Intervention Services (AIS)
for Grades K-6?
Districts should use the following course code(s) based on the content area:
51996- Eng Lang & Lit- Supplemental
52996- Mathematics- Supplemental
53996- Life & Phys Sci- Supplemental
54996- Social Sci & Hist- Supplemental

Teacher certification for these courses is based on content area and grade level (Secondary or
Prior-to-Secondary). If the student assistance aligns with the definition for Tutorial (course
code 72005), districts may report that. Tutorial courses provide students with the assistance
they need to successfully complete their coursework. Students may receive help in one or
several subjects.

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What course codes should districts use to report Academic Intervention Services (AIS)
for Grades 7-12?
Districts should use the following course code(s) based on the content area:
01996- Eng Lang & Lit- Supplemental
02996- Mathematics- Supplemental
03996- Life & Phys Sci- Supplemental
04996- Social Sci & Hist- Supplemental

Teacher certification for these courses is based on content area and grade level (Secondary or
Prior-to-Secondary). If the student assistance aligns with the definition for Tutorial (course
code 22005), districts may report that. Tutorial courses provide students with the assistance
they need to successfully complete their coursework. Students may receive help in one or
several subjects.

How should Reading or Literacy certified teachers be reported?

They should be reported with one of the reading codes, strategic reading, corrective
reading, assisted reading).

Do the Physical Education certifications differ for Primary and Secondary PE classes?
No, there are only two certifications in New York State:
Physical Education (Certification Code 6160)
Physical Education and Hygiene (Certification Code 6170)

What course codes do districts use for students taking the NYSAA?
Districts may use the Special Class (Self Contained) codes if that best represents the
setting.

What certification is required for Braille- 24041?

This course is intended for students who are visually impaired. Teachers should hold a
certificate in that related area (Blind, Blind and Partially Sighted, Partially Seeing Children or
Youth Extension, Blind and Visually Impaired, Sight Saving Classes Physically Handicapped
Child, Blind Children or Youth Extension, or Blind and Visually Handicapped).

What certification is required for Gifted and Talented- 99006?

This course must be taught by teachers holding a “Gifted Education Extension” certificate.

What is required to teach a Prior-to-Secondary Foreign Language?

In order to teach a foreign language at the prior-to secondary level, a teacher must hold one of
the following:
K-6 certification in the foreign language; or
5-9/7-12 certification in the foreign language in addition to the Common Branch certification

How should two-year AP history courses be reported?

If students are enrolled in the course for two years, it should be reported as such.

What course code should be used for a Pre-K-8th grade foreign language?
• Please choose a Prior-to-Secondary foreign language code from one of the following
listed below. Foreign languages should be taught by teachers certified in a foreign

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language. Course code 56039, Foreign Lang (no grade diff) may be taught by any
teacher with a foreign language certification or extension.

56100- Spanish
56120- French
56140- Italian
56160- Portuguese
56200- German
56280- Greek
56300- Latin
56400- Chinese
56420- Japanese
56440- Korean
56500- Vietnamese
56520- Filipino
56600- Russian
56700- Hebrew
56720- Arabic
56760- Swahili
56800- American Sign Language
56820- American Indian Language

What course code should be used if a course has a variety of foreign languages at the
Prior-to-Secondary level?
• If there is a course that includes a variety of foreign languages at the Prior-to-Secondary
level, please use:

56999- Foreign Language and Literature- Other

Courses Reported in Course Instructor Assignment not Requiring a

Corresponding Student Class Entry Exit Record
Course Code Course Name Subject Area Course Level
51066 Strategic Reading ELA PRIOR TO
SECONDARY
51067 Assisted Reading ELA PRIOR TO
SECONDARY
51068 Corrective Reading ELA PRIOR TO
SECONDARY
51996 Eng Lang & Lit- ELA PRIOR TO
Supplemental SECONDARY

52996 Mathematics- Mathematics PRIOR TO

Supplemental SECONDARY
53996 Life & Phys Sci- Science PRIOR TO
Supplemental SECONDARY
54996 Social Sci & Hist- Social Studies PRIOR TO
Supplemental SECONDARY
01066 Strategic Reading ELA SECONDARY
01067 Assisted Reading ELA SECONDARY

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Courses Reported in Course Instructor Assignment not Requiring a

Corresponding Student Class Entry Exit Record
01068 Corrective Reading ELA SECONDARY
01996 English Language ELA SECONDARY
and Literature -
Supplemental
02996 Mathematics - Mathematics SECONDARY
Supplemental
03996 Life and Physical Science SECONDARY
Sciences -
Supplemental
04996 Social Sciences and Social Studies SECONDARY
History -
Supplemental
99000 Library (Library
Media Specialist) Miscellaneous ALL GRADES
99008 Special Education
Teacher -
Unassigned Special Education ALL GRADES
99012 Blind & Visually Special Education ALL GRADES
Impaired
99013 Deaf & Hard of Special Education ALL GRADES
Hearing
99014 Speech & Language Special Education ALL GRADES
Disabilities
99015 Bilingual Speech & Special Education ALL GRADES
Language
Disabilities
The course codes above would not require a corresponding Student Class Entry Exit
record when such service is provided in an ad hoc basis where scheduling of students
is not practical. LEAs may create a course and schedule such students once for the
entire year if that option is feasible.

Course Instructor Assignment Data and the Annual Certification Match Process

Beginning in 2020-21, the NYSED annual teacher certification match process

(previously done using data reported in the Teacher Access and Authorization application
(TAA)), will be performed using data supplied in Course Instructor Assignment and data held in
the NYSED teacher certification database. Districts, charter schools and BOCES should be
diligent in flagging special education and ENL (ESL) certified teachers with the appropriate CIA
indicators. Bilingual teachers should be reported using the Primary Instruction Language code
other than English.

The certification match process will be run weekly in SIRS and the data can be
reviewed using the SIRS 328 Cognos report until the final match is performed in the Spring.
Updated and corrected data in CIA will be reflected in the 328. Teachers who do not have the
appropriate certification for the reported course will be deemed to be teaching out of
certification. As part of the match process, NYSED will perform a match on the latest primary
teacher assigned to the course/section. If multiple primary teachers are assigned to a section
with the same start dates, match priority is given to a certified teacher over a non-certified
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teacher, excluding the latter from the SIRS report and subsequently, the out of certification
reports. The same logic will be imposed for SWD and ENL teachers.

Teachers are required to have their certifications in place at the start of the school year.
Due to a significant increase in certificate applications, including review of emergency
certificates related to COVID-19, the department is not identifying teachers as out of
certification for their courses if they have the appropriate certificate in place prior to the final
certification match during the school year.

Districts should review the course to certification crosswalk (Crosswalk) mapping

distributed via the NYSED IRSP. Certification data held by staff reported in Staff Snapshot can
be reviewed using the SIRS 329 report. Teachers with expiring certifications during the school
year, should ensure they make provisions several months in advance to provide the Office of
Teaching Initiatives (OTI) with the necessary documentation needed to issue certifications.

Student Class Entry Exit Template

Student Class Entry Exit collects student course data to comply with State and federal
laws, including information presented in the School Report Cards. Districts should report
unique sections within buildings as this information is used to report average class sizes.
Average class size is computed for the courses mapped to a State assessment. If districts are
splitting grades K-2 into subject area courses, they should use the PRE-K-2 course codes
(73029, 73030, 73031, 73032) and schedule a homeroom to allow for the calculation of an
average class size at these grade levels. Courses should be reported using the location ID of
the school. Districts should not report multiple sections of the same course with the same
students. For grade 3-8 Math and ELA courses, if districts have been extracting both the
Reading and Writing components of ELA with the same course code, they should suppress
one or map the writing portion of the course to a Prior-to-Secondary writing course.

Who Should Be Reported?

All students in every course must be reported in this template (district, BOCES, charter
teachers), including students where the reporting LEA has “Instructional Reporting” (0055
Enrollment) only responsibilities. (i.e. Non-district students that are mainstreamed into one or
more LEA classrooms from another district/program provider (i.e. BOCES)).

Dual/Concurrent Credit Indicator: This code indicates that the student has completed a
course that culminates in both postsecondary and high school credit, regardless of whether
they actually obtain the postsecondary credit. Y=Yes, N=No. Dual/concurrent credit is
indicated where a) all students within a course are being instructed in the school through an
approved institution of higher education or b) students attend a college course for dual credit at
an institution of higher education. The Dual/Concurrent Enrollment indicator should be set to
“Y” for students who successfully complete all the academic requirements to be eligible to
receive college credit. Report the course in the year that the credits are earned.

Note: If students receive college credit for the course, they should be reported as “yes.” If they
cannot receive college credit (because it requires payment or some other requirement that the

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student will not meet), yet they still completed all the academic requirements to be eligible to
receive college credit, they should be reported as “yes.”

Advanced Placement (AP) courses on their own are not considered dual/concurrent
enrollment. College instructors cannot be reported as the Teacher of Record. A district,
BOCES, or charter school must report a staff person as the Teacher of Record for the course.

A dual or concurrent credit course is defined as a course offered by a partnership

between at least one institution of higher education and at least one school district, BOCES or
charter school through which a secondary school student who has not graduated from high
school is able to enroll in one or more postsecondary courses and may be able to earn
postsecondary credit that is transferable to the institutions of higher education in the
partnership and applicable toward completion of a degree.

Staff Evaluation Rating Template (SIRS 331)

This template is used to collect staff evaluation data for each teacher and principal who
is subject to evaluation under Education Law §3012-d. It includes the Overall Evaluation rating
categories (Highly Effective, Effective, Developing, or Ineffective) and required and optional
subcomponent scores for the Student Performance and Teacher Observation/Principal School
Visit categories.

For 2020-21, educators whose evaluations are based on grades 3-8 ELA/math state
assessments or any state-provided growth scores must report only transition scores; those
whose evaluations are not based on 3-8 ELA/math state assessments or state-provided
growth scores must report only original scores. Those entities submitting staff evaluation data
must also submit staff tenure data.

For Staff Evaluation Data Template examples, please visit the Resources for Staff
Evaluation Data Collection and Submission page on EngageNY.

A Staff Evaluation record cannot be reported in Level 0 historical unless the LEA
reported that staff person in Staff Snapshot during that school year. Staff Snapshot is not
reported in L0 historical.

Student Class Grade Detail Template

Required fields for this template were streamlined in 2018-19; refer to the eScholar
templates for detail. A Student Class Grade Detail record must be submitted for all students in
K-12 courses who have a Student Class Entry Exit record, unless all the following are true:

No grade or other outcome is awarded for the class;

No credit is earned for the class; and
The linkage is not reflected on the student's report card or transcript.

It is of particular importance to report data for students receiving credit for dual credit
courses where the school districts would be using that as a metric for College, Career, and
Civic Readiness as part of New York’s ESSA plan. In cases, where the BOCES reports the
CTE SCGD records for dual credit courses, the CCCR credits will be attributed to the school
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district accountable for these students. All reported courses must include a course outcome:
“P” for “pass;” “F” for “fail;” or “N” for “not complete” (for any reason). Credits attempted/earned
are required to be reported for all secondary-level courses (Grades 7–12 and ungraded
secondary). See the New York State Comprehensive Course Catalog for course codes.

Students who earned credit through a make-up credit program (i.e., by re-taking the
course, attending summer school, taking the course online, etc.) must be reported as such in
the Credit Recovery Code field.

The following table should be used for reporting grades and GPAs.

Grades and GPA Conversion Chart

(Student Class Grade Detail and Student Credit GPA)
For 4026-P-TECH & 4037 Smart Scholars ECHS.
Letter Grade Numeric Grade GPA Scale
A+ 97-100 4
A 93-96 4
A- 90-92 3.7
B+ 87-89 3.3
B 83-86 3
B- 80-82 2.7
C+ 77-79 2.3
C 73-76 2
C- 70-72 1.7
D+ 67-69 1.3
D 65-66 1
F BELOW 65 0

Course Template: This template links course information to a location.

Location Marking Period Template: This template links marking periods to a student’s
building of enrollment code location.

Marking Period Code Template: This template defines the beginning and ending dates of the
marking period when students’ marks are sent home and links marking period to a term.

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Chapter 4: Data Elements

Local Educational Agencies (LEAs) are responsible for submitting a complete set of
data elements to the SIRS in a predetermined format. The data elements fall into the following
general categories:
Attendance
Assessment
Course
Special Education
Staff
Student
Student Program Participation

The following templates, which are available on the vendor support web page, must be
used to report these data elements:

Attendance Data Staff Data

Attendance Codes Staff Assignment
Staff Attendance
Assessment Data Staff Evaluation Rating
Assessment Acc Mod Fact Staff Snapshot
Assessment Fact Staff Tenure
Assessment Response
Assessment Session Fact Student Data
Day Calendar
Course Data School Entry Exit
Course Student Class Entry Exit
Course Instructor Assignment Student Credit GPA
Location Marking Period Student Daily Attendance
Marking Period Code* Student Lite
Student Class Grade Detail Student Digital Resources

Special Education Data Student Program Participation Data

Special Education Events Programs Fact
Special Education Snapshot Programs Partner Fact

*LEAs do not supply the Marking Period Code Template.

To report student data (School Entry Exit, Programs Fact, Assessment Fact,
Assessment Session Fact and Special Education), all relevant student demographic data must
first be entered in the Student Lite template. To report any staff data (Staff Assignment, Staff
Evaluation Rating, and Staff Tenure Course), all relevant staff data must first be entered in the
Staff Snapshot template. Some data elements are required for all students/staff; others are
only required for certain students/staff or specific circumstances, as indicated by the asterisks
and plus signs in the templates.

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Data Element Definitions

Data elements are listed alphabetically by the name as used by the New York State
Education Department (NYSED), indicated in the Field Name column in the eScholar
templates.

Acc Mod Type Code: Code that indicates the group of accommodations to which a particular
accommodation modification belongs. Assessment Acc Mod Fact Template, Field 9.

Accommodation Modification Code: Code that indicates the test accommodation(s) used by
the student on the reported State assessment. Assessment Acc Mod Fact, Field 8.

Active/Inactive Indicator: Indication that a staff member is active (currently employed) or

inactive (not currently employed). A = Active; I = Inactive. If a staff member is erroneously
reported to L2, a delete can be done by reporting a "D" for Delete in this field. EPMF forms for
teaching staff with a “D” in this field will not be visible. A Delete should be sent for staff that
should never have been reported during the current school year. This is a “soft” delete;
therefore, records flagged for deletion will remain in the table. Staff Snapshot, Field 41.

Alternate Staff ID: State unique staff ID (TEACH ID) from the NYSED TEACH system. Use 9
numeric characters, left padded with zeros. For example, for 1234567, use 001234567. Staff
Snapshot Template, Field 57; Staff Tenure Template, Field 3; Staff Evaluation Rating, Field 14.

Alternate Standard Achieved Code: Standard achieved by the student on a specific

assessment for use in accountability calculations. This element is required for all assessments
that are reported to SIRS and scored by the school district. See Standard Achieved codes in
Chapter 5: Codes and Descriptions. Assessment Fact Template, Field 66.

Annual Contract Work Months: Number of months per year the staff member is currently
employed by the LEA. Even if the staff member receives a salary over a 12-month period, the
Annual Contract Work Months are the number of months the staff member is expected to be
on the job for the current school year. LEAs should provide a value from 1–12, allowing for the
reporting of substitutes they deem to be the teacher of record. Staff Snapshot Template, Field
110.

Annual Outcome Code (Program): Report the student’s program outcome code as of the
end of the school year. For NYS P-TECH students. See Codes and Descriptions in Chapter 5:
Codes and Descriptions. Programs Partner Fact, Field 14. (Note: NYSED will be calculating
other outcomes for students related to graduation credentials and post-graduation plan data.)
Partner Project Fact, Field 15).

Annual Salary: Total amount paid for the staff member's primary assignment(s). Staff
Snapshot Template, Field 52.

Assessment Date of Administration: First day of the test administration or first day of the
window in which the test was offered. If taken on a make-up day, the date of the first day of
the test administration window, not the make-up day. If the assessment was offered during a
range of dates, the first date the assessment was permitted to be administered. For the Child

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Outcomes Summary Form for preschool children with disabilities, July 1 is used as the date of
administration for reporting purposes. See “Appendix I: Assessment and Reporting Timelines.”
Assessment Fact Template, Field 5; Assessment Response Template, Field 5; Assessment
Acc Mod Fact Template, Field 5.

Assessment Item Response Description: Number or code that uniquely identifies each item
(question) in an assessment. The numbers/codes are provided in separate Item Maps for each
assessment, which are provided separately by NYSED. Assessment Response Template,
Field 7.

Assessment Item Response Multiple-Choice: For Grades 3–8 ELA and Math and Grades
K-12 NYSESLAT multiple-choice questions, the number of the choice made by the student
(e.g., 1, 2, 3, 4). Dash (“–“) indicates no response; asterisk (“*”) indicates multiple responses;
“U” indicates unable to respond for Grade K Listening and Reading multiple-choice; “Z”
indicates absent for Grade K modality or Grades 1-12 Session of the NYSESLAT. For Regents
multiple-choice questions, the number of the choice made by the student: 1, 2, 3, or 4 if the
question was answered incorrectly and A. B. C. D if the question is answered correctly. For
NYSAA Science and Social Studies, indicators of accuracy and independence scores that are
not numbers and Y/N answers to connections questions. Assessment Response Template,
Field 8.

Assessment Item Response Value Points Earned: For Grades 3–8 ELA and Math and
Grades K-12 NYSESLAT constructed-response or essay questions, the point value given by
the rater (e.g., 1, 2, 3, 4). “A” indicates no response; “S” indicates Speaking modality Skipping
Rule for NYSESLAT; “Z” indicates absent for NYSESLAT Grade K modality or Grades 1-12
Session. For NYSAA Science and Social Studies, the number for accuracy and independence
scores that are not ‘NS’. For Regents multiple-choice questions, the point value earned for
question (e.g., 1, 2, 3, 4); for constructed-response or essay questions or performance test, the
point value given by the rater (e.g., 1, 2, 3, 4). Some exams are reported by .5 scores (0.0, 0.5,
1.0, 1.5, 2.0, 2.5, 3.0, 3.5, 4.0, 4.5, 5.0, 5.5, 6.0). Assessment Response Template, Field 9.

Assessment Language Code: Three-character code that identifies the language in which the
student took the assessment. See Language Codes and Descriptions in Chapter 5: Codes and
Descriptions. Assessment Fact Template, Field 16.

Assessment Measure Standard Description: Description of the assessment being reported.

See Assessment Measure Standard Descriptions and Codes in Chapter 5: Codes and
Descriptions. Assessment Fact Template, Field 4; Assessment Response Template, Field 4;
Assessment Acc Mod Fact Template, Field 4.

Assessment School Year Date: June 30 of the reporting year. Assessment Acc Mod Fact
Template, Field 3.

Assessment Score: Pass (P) or Fail (F) score the student achieved on the assessment when
the score is not numeric. The type of score to be reported is indicated in Assessment Measure
Codes and Descriptions in Chapter 5: Codes and Descriptions. Assessment Fact Template,
Field 9.

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Assessment Standard Achieved Code: Standard achieved by the student on a specific

assessment for use in annual data reporting aggregations. This element is required for all
assessments that are reported to SIRS. Received Entirely Remote Instruction (Standard
Achieved code “92”) indicates students who are unable to participate in the test due to
receiving entirely remote instruction during the test administration and make-up periods during
the pandemic. Medically excused from testing (Standard Achieved code “93”) indicates that
the student was medically excused from testing because the student was too incapacitated by
illness or injury during the test administration and make-up periods and has on file
documentation from a medical practitioner that he or she was too incapacitated to complete
the test at school, at home, or in a medical setting. Refused entire test (Standard Achieved
code “96”) indicates a student refused the entire test. Only students who refused the entire test
will not receive a valid score. If a student refused part of the ELA and/or math exam, the
student will receive a valid score based on the questions answered and the Standard
Achieved code “96” will not migrate to Level 2. Administrative error (Standard Achieved code
“97”) indicates an administrative error occurred that either invalidates the score achieved or
prevents a score from being determined. For ELA/math and NYSESLAT the Standard
Achieved code “99” indicates absent/no valid score. For science and NYSITELL, “99” will
indicate no valid score. See Standard Achieved codes in Chapter 5: Codes and Descriptions.
Assessment Fact Template, Field 17.

Assignment Code: Code that indicates staff assignment. Send one record for each
assignment code/location code/grade level combination. See Assignment Codes and
Descriptions in Chapter 5: Codes and Descriptions. Staff Assignment Template, Field 3.

Assignment Date: First day of school year or first date of the school year that the staff
member was assigned to the "location" in this assignment, whichever comes last. This cannot
be a future date. Staff Assignment Template, Field 6.

Assignment Grade Level: If the assignment is for all grades served in the entire building, use
"ALL"; otherwise, send one record for each grade level. If the staff person works with or is
responsible for only some grade levels within the building, report one record for each grade
level. See Assignment Grade Level Codes and Descriptions in Chapter 5: Codes and
Descriptions. Staff Assignment Template, Field 20.

Assignment Location Code: Report one record for each assignment, building and grade-
level combination. This is the local building code uniquely identifying the location for which the
staff person is responsible, typically assigned by the local student management system. For
school districts and charter schools, use the building code that uniquely identifies the building
to which the staff person is assigned. For BOCES, use a virtual location code assigned to the
staff person responsible for the assignment. It is important that each principal be assigned to a
building (or multiple buildings if applicable) for state provided growth purposes.
Staff Assignment Template, Field 4.

Attendance Code Long: Code that indicates the type of student absence. E indicates
excused absence, U indicates unexcused absence, T-IN, T-OUT codes indicate tardy, ISS
indicates in-school suspension, and OSS indicates out-of-school suspension. PRSNT-IN,
PRSNT-OUT codes indicate the student was present on that particular day. Student Daily
Attendance Template, Field 8; Attendance Codes, Field 5.

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Attendance Code Type: Indication that the attendance is being kept for students. Attendance
Codes Template, Field 12.

Attendance Date: Date of the reported Attendance Code (E, U, T-IN, T-OUT, ISS, OSS,
PRSNT-IN, PRSNT-OUT). Student Daily Attendance Template, Field 4.

Attendance Description: Use local attendance code description. If left blank, defaults to
Attendance Long value. Attendance Codes Template, Field 3.

Attendance Instructional Modality: The code associated with the student's daily instructional
modality IN (In-Person), R (Remote), B, (BOTH) Student Daily Attendance Template, Field 12.

Attendance Period End Date: June 30 of the reporting year or the date the staff member is
no longer employed by the reporting entity. Staff Attendance Template, Field 6.

Attendance Period Start Date: First date of the school year or staff hire date if the hire date is
after the first date of the school year. Staff Attendance Template, Field 5.

Birth Date: Date of birth on the staff member’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. Staff Snapshot Template, Field 40.

Building of Enrollment Code: Code that uniquely identifies the building in which a student is
enrolled, typically assigned by the local student management system. For preschool children
with disabilities who are not enrolled in PreK or UPK programs, this code identifies the primary
special education service provider, which is typically maintained in the special education
student management system. Student Lite Template, Field 2; School Entry/Exit Template,
Field 2; Student Class Grade Detail Template, Field 2; Course Template, Field 2; Student Daily
Attendance Template, Field 2; Day Calendar Template, Field 2. Beginning in 2017-18, a day
calendar must be submitted for each BOCES program type/location where attendance is being
reported. Day Calendar Template, Field 2.

Career Path Code: Code used to identify pathway student used to graduate. Populate with
code. See Chapter 5: Codes and Descriptions. For more information, see Multiple Pathways to
Graduation. Student Lite Template, Field 53.

Career Pathway Program Code: Code used to identify the major program of study for
students enrolled in early college programs. See Codes and Descriptions for additional
information. Partner Project Fact, Field 25.

Certification Exemption Code: Populate with "Y" for a teacher who is exempt or "N" for a
teacher who is not exempt based on the Certification law. Section 2854(3)(a-1) of New York
State Education Law allows charter schools an exemption from certification requirements,
provided that such teachers shall not comprise more than the sum of 30 percent of the
teaching staff, or five teachers, whichever is less, plus five teachers of mathematics, science,
computer science, technology, or career and technical education plus five additional teachers.
Note: While these provisions allow for the employment of uncertified teachers, state reporting

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will still indicate the actual counts and percentages of teachers that are uncertified. Staff
Snapshot Template, Field 112.

Class Detail Outcome Code: Code used to indicate the status at the end of a course for a
student who was enrolled in the course. Statuses are “P” (pass), “F” (fail), and “N” (student is
in the course when it starts but does not complete the course for any reason). Student Class
Grade Detail Template, Field 14.

Class Entry Date: The date on which the student entered (enrolled in) the class. This cannot
be a future date. Student Class Entry Exit, Field 8.

Class Exit Date: The date on which the student exited the class. This cannot be a future date.
Student Class Entry Exit, Field 11.

Completion Date: Last date in this assignment or building or grade level, whichever comes
first. Do not report unless the assignment has ended. Staff Assignment Template, Field 7.

Contract Work Days: The number of work days the staff person is expected to work in the
LEA based on the staff contract or appointment. For example, a permanent instructional staff
person might be expected to work 180 days. This should be reported as a whole number
only. A long-term substitute might be hired for 90 days. This should only be reported if the
staff person is identified in field 8 as “TEACHER.” Staff Snapshot, Field 53.

Coordinated Early Intervening Services (CEIS) supported with IDEA funds: Indicates that
the student is receiving Coordinated Early Intervening Services (CEIS) pursuant to Section
613(f) of the federal IDEA program and federal regulations in 34 CFR §300.226. See full
description in Chapter 5, Program Service Codes and Descriptions.
Comprehensive Coordinated Early Intervening Services (CCEIS) supported with IDEA
funds: Indicates that the student is receiving Comprehensive Coordinated Early Intervening
Services (CCEIS) pursuant to Section 613(f) of the federal IDEA program and federal
regulations in 34 CFR §300.646. See full description in Chapter 5, Program Service Codes and
Descriptions.
County of Residence: Indicates the county where the student resides. See codes in Chapter
5: Codes and descriptions. Required for NYS P-TECH students. Student Lite, Field 56.

Course Code: Local course code that uniquely identifies the course. The local course code
must be mapped to a State course code. Consult the course code document on the IRS web
site a complete listing of SCED codes. For science courses that culminate in a Regents
examination and where the lab is scheduled separately from the course or the teachers for the
course and the lab are different, use both the science course codes and lab course codes. See
State Codes and Descriptions in the New York State Comprehensive Course Catalog. Student
Class Entry Exit, Field 3; Course Instructor Assignment, Field 4.

Course District Code: See Staff District Code. Course Instructor Assignment Template, Field
1.

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Course Location Code: Code that uniquely identifies the location where the course is taught.
This location must be associated with the principal or BOCES administrator responsible for the
course instruction. Course Instructor Assignment, Field 2; Student Class Entry Exit, Field 2.

Credit Recovery Code: Code to identify if the course was taken for credit recovery. Student
Class Grade Detail Template, Field 37.

Credential Type Code: The code identifying the credential earned by the student. Visit the
Office of Curriculum and Instruction for details on these credentials. More information can be
found in the Commissioner's Regulations. See Credential Type Codes and Descriptions in
Chapter 5: Codes and Descriptions. Student Lite Template, Field 24.

Credit GPA Code: Code that indicates subject for which Grade Point Average (GPA) being
reported. See Credit GPA Codes in Chapter 5: Codes and Descriptions. Report “TOTAL” for
students who have earned any graduation credits. Reporting credits and GPA by subject area
is optional. Required for NYS P-TECH and Smart Scholars ECHS students. Student Credit
GPA Template, Field 4.

Credits Attempted: Indicates the number of credits that may be earned upon completion of a
course. This is generally associated with courses that are required for graduation. However, if
schools award credits for other courses, those credits should also be reported. Student Class
Grade Detail Template, Field 22.

Credits Earned: Indicates the actual number of credits earned upon completion of a course.
Student Class Grade Detail Template, Field 23.

Crisis (Disaster) Code: A youth presented at the school for registration that may or may not
have documentation due to a disaster or crisis. Disasters may include but are not limited to
natural, civil, or health crisis, conflict, or a disaster-induced event. This should include students
who may have appropriate documentation but are still displaced due to a natural or civil
disaster. Student Lite Template, Field 58.

Crisis Name (Disaster Name): Report the name of the crisis or disaster that led to the student
being displaced. If unknown, leave blank. Student Lite Template, Field 59.

CTE Program Intensity: Program intensity is a measure of the student’s progression through
his or her CTE program. Programs Fact Template, Field 9.

CTE Program Type: Indicates that the student is in a NYSED-approved career and technical
education program. Programs Fact Template, Field 18.

Cumulative Credits Attempted: Total graduation credits attempted to date. Report

cumulative credits attempted for any student who has attempted to earn graduation credit.
Required for NYS P-TECH and Smart Scholars ECHS students. Student Credit GPA
Template, Field 19.

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Cumulative Credits Earned: Total graduation credits earned by the student to date. Report
cumulative credits earned for any student who has earned graduation credit. Required for NYS
P-TECH and Smart Scholars ECHS students. Student Credit GPA Template, Field 9.

Cumulative GPA: Total cumulative Grade Point Average (GPA) earned by the student to date.
Report cumulative GPA only on records with a Credit GPA Code of “TOTAL.” Report
cumulative GPA for any student who has earned graduation credit. Required for NYS P-TECH
and Smart Scholars ECHS students. Student Credit GPA Template, Field 10.

Date of Birth: 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. Student Lite Template, Field 10.

Day Type: Type of day in the day calendar, designating whether the date is an instructional
day or non-instructional day. See Day Type Codes and Descriptions in Chapter 5: Codes and
Descriptions. Day Calendar Template, Field 7.

District Code of Residence: District where the student resides on BEDS day of the reporting
school year or, for students who enroll after BEDS day, the district where the student resides
at the time of enrollment. Students who reside outside of New York State should be reported
with 80034366 as their District of Residence code. See District of Residence Codes in Chapter
5: Codes and Descriptions. Student Lite Template, Field 41.

District of Responsibility Code: Eight-digit code used to identify a public school district,
charter school, or religious and independent (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, religious and independent
(nonpublic) schools, State agencies, and child care institutions with schools use 8nnnnnnn (8
followed by the last 7 digits of their Institution code). For out-of-district placed students, the
district or BOCES where student is placed. Student Lite Template, Field 1; School Entry/Exit
Template, Field 1; Programs Fact Template, Field 1; Assessment Fact Template, Field 1;
Assessment Response Template, Field 1; Spec Ed Snapshot Template, Field 1; Spec Ed
Events Template, Field 1; Student Class Grade Detail Template, Field 1; Course Template,
Field 1; Staff Snapshot Template, Field 1; Location Marking Period Template, Field 1;
Assessment Acc Mod Fact Template, Field 1; Staff Assignment Template, Field 1; Student
Daily Attendance Template, Field 1; Attendance Codes Template, Field 1; Day Calendar
Template, Field 1; Staff Tenure Template, Field 1; Staff Attendance Template, Field 1; Course
Instructor Assignment Template, Field 1, Student Credit GPA Template, Field 1.

Dual Credit Code: This code is used to identify the setting in which the student is earning dual
credits (e.g. BOCES, Other District). Leave blank for non-dual credit courses. This code is
important for the identification of a student in a dual credit course in a situation where the
district responsible for reporting the student class grade detail record is not reporting the
Course Instructor Assignment or Student Class Entry Exit data. Leave blank for non-dual credit
courses. Student Class Grade Detail Template, Field 25, leave blank for courses that are not
Dual Credit.

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Dual/Concurrent Credit Indicator: This code indicates that the student has completed a
course that culminates in both postsecondary and high school credit, regardless of whether
they obtain the postsecondary credit. Y=Yes, N=No. Dual/concurrent credit is indicated where
a) all students within a course are being instructed in the school through an approved
institution of higher education or b) students attend a college course for dual credit at an
institution of higher education. The Dual/Concurrent Enrollment indicator should be set to “Y”
for students who successfully complete all the academic requirements to be eligible to receive
college credit. Report the course in the year that the credits are earned.
Note: If students receive college credit for the course, they should be reported as “yes.” If they
cannot receive college credit (because it requires payment or some other requirement that the
student will not meet), yet they still completed all the academic requirements to be eligible to
receive college credit, they should be reported as “yes.”

Education Level of Parent: Report the highest education level of one parent. Required for
NYS P-TECH (4026) and Smart Scholars (4037) students. See Codes and Descriptions in
Chapter 5: Codes and Descriptions. Student Lite, Field 57).

ELL Eligible Student Service Levels: LEAs must identify the level of service an ELL eligible
student (Code 0231) is receiving. The Units of Study tables provided are guidelines for
mandated services for ELLs as per Commissioner’s Regulations Part 154-2 in both English as
a New Language and Bilingual Education programs. Programs Fact template, Program
Intensity, Field 9.

ELL Services Duration: ELL Services Duration will be calculated by NYSED beginning with
the 2019-20 school year. In prior years this data element was provided by LEAs on the
Student_Lite template as LEP Duration. This data element indicates the number of cumulative
days and corresponding years that a student identified as ELL Eligible (Program Service Code
0231) has received ELL services in New York State public schools, as evidenced by having
been reported with Program Service codes 5709 (English as a New Language), 5676
(Transitional Bilingual Education Program) or 5687 (One Way or Two Way Dual Language
Program). The time in which a student is reported with Program Service Code 8239 (ELL
Eligible but not in an ELL Program) are not counted. This data element will only be calculated
for ELL eligible students.

Email Address (All reported staff): Include only valid work email addresses. Staff Snapshot,
Field 76.

Employment Basis: For most staff, employment basis is 100 percent. However, some staff
have their services shared by more than one LEA or are working only part-time, such as a
teacher who teaches mornings only. Estimate the percent of the school year the staff member
will work for this LEA. For example, for a staff member working approximately half-time, report
50 percent. Do not report more than 100 percent. Report as a percentage (e.g., 100 percent
should be reported as 1.000; 75 percent should be reported 0.750).
Staff Snapshot Template, Field 60.

English as a New Language (ENL): ENL program students learn to speak, understand, read
and write English with a teacher who is specially trained in ENL theories and strategies. The
student’s primary or home language is used as a vehicle to help learn English.

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Transitional Bilingual Education (TBE) Program: TBE programs offer students of the same
primary or home language the opportunity to learn in English while continuing to learn content
in their home language. Students’ primary or home language is used to help them progress
academically in all content areas while they acquire English. Instruction begins with a minimum
of 60% instruction in the student’s primary or home language and 40% in English; over time,
instruction in English increases until the student has acquired the mandated level of English
proficiency.

Enrollment Entry Date: Date that a student enrolls in a building or a grade level. There must
be at least one enrollment entry record for each student for each year, including students who
re-enroll (or are continuously enrolled). Each Enrollment Entry Date must also have a Reason
for Beginning Enrollment Code. If a student changes grade level within a school year in the
same building or changes buildings, schools, or grade levels within a school year, enter an
enrollment exit record and create a new enrollment entry record for the new grade level,
building, or school. For the first year of enrollment in an LEA, use the actual enrollment date,
not a default date such as September 1 or July 1. For a student who is continuously enrolled in
the LEA for a second or subsequent year, the enrollment entry date for the second or
subsequent year should be July 1. School Entry/Exit Template, Field 5.

Enrollment Exit Date: Last date of enrollment for a student who changes grade level during
the school year (i.e., July 1 – June 30) or leaves a school building, or when the enrollment
record for a student who was enrolled solely as a walk-in for assessment purposes is being
ended. Each Enrollment Exit Date must also have a Reason for Ending Enrollment Code.
School Entry/Exit Template, Field 11.

Evaluation Criteria Code: Code associated with the description of a particular evaluation
criterion. This code must be defined in the dimension table for the evaluation criteria rating
template. Staff Evaluation Rating Template, Field 3.

Evaluation Criteria Rating Code: Code from the dimension table defined in evaluation criteria
rating template. This field must be populated with the value "NA". Staff Evaluation Rating
Template, Field 7.

Evaluation Criteria Rating Points: Score received by evaluated staff for a particular criterion.
Required and optional student performance subcomponent scores (original and transition)
must be a whole number. Required and optional teacher observation/principal school visit
scores (original and transition) may have up to two decimal places. Staff Evaluation Rating
Template, Field 8.

Evaluation Group Code: Indication of which plan (3012-d) is being used when Evaluation
Criteria Code reported. Beginning in 2016-17, all LEAs should indicate, “3012d.” Staff
Evaluation Rating Template, Field 15.

Event Date: Date that a student was referred, parent consent to evaluate was received, CPSE
or CSE meeting to discuss evaluation results to determine special education eligibility was
held, or IEP was implemented as indicated in the Event Type Code field. One date must be
entered for each Event Type Code. Event dates are actual dates when events occurred, not
when they are anticipated to occur. Event dates may not be “future dates” and may not exceed
August 31, 2023, since the status of students is to be reported as of August 31, 2023. See
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Event Type Codes for Series of Events in Special Education for event type codes that require
a date. Spec Ed Events Template, Field 6.

Event Outcome Code: Code used to indicate whether the student with an Event Type Code
was determined to be eligible for special education. This code is reported on the first record in
the series of Event Type Codes. Spec Ed Events Template, Field 12.

Event Type Code: Code that refers to a single event in a series of events for referring,
evaluating, and implementing IEPs for students who may require special education services.
Each series of events begins with a referral for eligibility determination. New York State
collects codes for four series of events:
Referral from Early Intervention (EI) to CPSE; receipt of parent consent to evaluate student;
CPSE meeting to determine eligibility; and full implementation of IEP.
Referral of preschool student to CPSE; receipt of parent consent to evaluate; and CPSE
meeting to discuss evaluation results.
Referral of school-age student to the CSE; receipt of parent consent to evaluate; and CSE
meeting to discuss evaluation results.
Referral to CSE of school-age student parentally placed in an elementary or secondary
religious or independent (nonpublic) school; receipt of parent consent to evaluate; CSE
meeting to discuss evaluation results; and implementation of IEP/IESP/SP. Also, events must
be submitted in sequence (i.e., a later event cannot be submitted without earlier events).
Codes from one series of events must not be combined with codes from another series. See
Event Type Codes for Series of Events in Special Education . Spec Ed Events Template, Field
5.

Exit Date: Date staff member is no longer employed by reporting entity. If the staff member
returns to the LEA during the school year, remove the exit date. Staff Snapshot Template,
Field 36.

First Date of Entry into Grade 9: Month, day, and year on which the student first entered
grade 9 anywhere. Do not enter this information until the student first enrolls in grade 9.
Students with a disability who are coded as ungraded for enrollment purposes, must be
assigned a grade 9 entry date no later than, whichever comes first, (1) the first school
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, whichever comes first. Student Lite Template, Field 26.

Guidelines for Grade 9 Entry Data for Ungraded Students with Disabilities in the 2006 and
Later Cohorts provides additional guidance on the interpretation and implementation of these
rules for ungraded students with a disability.

First Name Long: Staff member’s first name. Staff Snapshot Template, Field 65.

Gender Code: Gender code (M = Male; F = Female; X = Nonbinary) of staff member. Staff
Snapshot Template, Field 20.

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Gender Description: Gender of the student being reported, as identified by the student. In the
case of very young transgender students not yet able to advocate for themselves, gender may
be identified by the parent or guardian Valid codes are (M = Male; F = Female; X =
Nonbinary). Student Lite Template, Field 11.

Grade Detail Code: Code used to identify the type of grade that is being reported. This code
must exist in the GRADE_DETAIL_CODE table for the reporting year. For State reporting, use
the final course grade. The code used for State reporting is "FG". Student Class Grade Detail
Template, Field 8.

Grade Level: Grade level of the student at the time of the enrollment date, as determined by
the school district. Grade level reporting has specific rules for NYSSIS and student status.
These are:
In the Student_Lite Template for NYSSIS:
Use the current grade level for the student at the time that the student identification data set is
compiled.
This data reporting element is NOT used at Level 2 of the Statewide Data Warehouse.
In the School Entry/Exit Template for NYS Reporting:
For students without disabilities, use the grade level assigned on the beginning date of the
enrollment record.
For students with disabilities, use the grade level assigned by the CSE or the CPSE on the
beginning date of the enrollment record. Students with disabilities who are identified by the
CSE as New York State Alternate Assessment (NYSAA) eligible must be reported as
ungraded.
For preschool children referred to the CPSE for special education eligibility determination (i.e.,
those who have a beginning enrollment code of 4034 assigned for referral purposes), use
“PRES”.
For students receiving preschool special education services, use “PRES”.
For preschool students enrolled in a prekindergarten or universal prekindergarten program,
use “PREKH” (for half-day Prekindergarten) and “PREKF” (for full-day Prekindergarten).
For students in an Alternative High School Equivalency Preparation program (AHSEP), use a
grade level of "GD." No other students should be reported with a grade level of "GD."

The “Grade Level” used in State reporting is obtained from the enrollment record. The grade
level on the Student Lite record is used only to obtain a NYSSIS ID.
Note: Each time a student is assigned a new grade level in the same building during the
school year, an ending enrollment record with an Ending Enrollment Code 782 must be
entered, and a new enrollment entry record with the new grade level must be entered. See
data elements "Enrollment Entry Date" and "Reason for Beginning Enrollment Code". Student
Lite Template, Field 8; School Entry/Exit Template, Field 8.

Guidance Counselor District Code: The district code as reported in Field 1. NYC to submit
the Geographic District Code. Student Lite Template, Field 54.

Guidance Counselor ID: The counselor staff ID will be used for linking counselors to students
for use in the Graduation Exam Requirements reports in SIRS L2PRT. If used, this must be the
TEACH ID from TEACH system. The Counselor must be loaded in Staff Snapshot first.
Student Lite Template, Field 55.

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Hispanic/Latino Ethnicity Indicator: Indication of whether the student or staff member is

Hispanic/Latino (Y/N). Student Lite Template, Field 42; Staff Snapshot Template, Field 69. See
Race 1–5 in Chapter 4: Data Elements and Racial/Ethnic Groups in Chapter 2: Student
Reporting Rules.

Home Language Description: Language routinely spoken in the student's home. This
language or dialect may or may not be the student's native language. The home language
reported to SIRS should be based on the administration of the Home Language Questionnaire
(HLQ). The HLQ indicates a student’s home or primary language. See Language Codes and
Descriptions in Chapter 5: Codes and Descriptions. Student Lite Template, Field 13.
Homeless: Code that indicates where students identified as homeless with Program Service
Code 8262 have their primary nighttime residence (PNR). The LEA's homeless liaison must
determine the PNR at the time the student is identified as homeless. Programs_Fact, Field 23.
The primary nighttime residence codes include:
D = Doubled-up (with another family)
H = Hotels/motels
S = Shelters
T = Transitional Housing
U = Unsheltered (car, parks, campgrounds, temporary trailer, or abandoned buildings)

Incidental Teaching Assignment Indicator: Districts and BOCES can select six sections that
each teacher can teach outside their certification area (Y). Approval of incidental teaching from
BOCES district superintendent is required. The Big Five school districts should have their own
processes. All courses must be identified with a Y or N.

Industry Partner Name (1-4): Name of the industry partner the student was working with
during the current school year. For NYS P-TECH students. Partner Project Fact, Fields 17, 19,
21, 23.

Industry Partner Type (Codes, 1-4): Identifies the type of partnership for the corresponding
Industry Partner Name that the student was involved with during the current school year. For
NYS P-TECH students. See Codes and Descriptions in Chapter 5: Codes and Descriptions.
Partner Project Fact, Fields 18, 20, 22, 24.

Initial Event Date: Date of the first event in the required sequence of events. The Initial Event
Codes are CPSE01, CSE01, EI01, and CSENP01. See “Event Type Code” above. The Initial
Event Date is the date that corresponds to the Initial Event Type Code (see below). Include the
same Initial Event Date on each record in the sequence of events. Special Ed Events
Template, Field 32.

Initial Event Type Code: Code used to report the first event in the required sequence of
events for the following:
For completing the timely evaluation of preschool and school-age students for special
education eligibility determination. The first event for this sequence is CPSE01 or CSE01 (SPP
Indictor 11).
For implementing a 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).

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For completing the evaluation of parentally placed students in elementary, middle, or

secondary religious or independent (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. For more information, visit the SEDCAR web page. Special Ed Events Template,
Field 31.

Instructor District Code: Provide the District Code of the entity which has primary control of
the Primary Instructor’s class assignments. This will be the same as the District Code. NYC will
use the Chancellor's Office code. Course Instructor Assignment, Field 9.

Instructor End Date: Report the last date in this assignment for the staff person. Do not report
unless the staff person’s responsibility for the assignment has ended. This cannot be a future
date. If the LEA determines that a new staff person will serve as a replacement for the
position/assignments, they may report that person with the appropriate start date. Generally,
this would be a long-term or permanent replacement. Course Instructor Assignment, Field 12.

Instructor ID: Provide a TEACH ID from the TEACH system. Use 9 numeric characters, left
padded with zeros. For example, for 1234567, use 001234567. Staff ID for each staff member
must be consistent across all templates. Course Instructor Assignment, Field 10.

Instructor Start Date: First day of the school year, or first date of the school year that the staff
member was assigned to this "location" in this assignment, whichever comes last. This cannot
be a future date. In most cases, this would be the first day the class meets. Course Instructor
Assignment, Field 11.

Internet Access Barrier Code: An indication of the primary barrier to having internet access
in the student's primary place of residence. Student Digital Resources, Field 12.

Internet Access in Residence Indicator: The student is able to access the internet in their
primary place of residence to participate in school requirements. Student Digital Resources,
Field 11.

Internet Access Type Code: The primary type of internet service used in the student's
primary place of residence. Student Digital Resources, Field 13.

Internet Performance Code: Indicates whether the student can complete the full range of
learning activities, including video streaming and assignment upload, without interruptions
caused by poor internet performance in their primary place of residence. Student Digital
Resources, Field 14.

Internship or Apprenticeship Name: Report the name of the internship or apprenticeship the
student was involved with during the current school year. For NYS P-TECH students.
Programs Partner Fact, Field 27,

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Internship or Apprenticeship Type: Report the type of internship or apprenticeship the

student was involved with during the current school year. For NYS P-TECH students. See
Partner Type and Internship Type Codes and Descriptions in Chapter 5: Codes and
Descriptions. Programs Partner Fact, Field 26.

Itinerant Staff: The Itinerant flag allows an LEA to report a staff person responsible for
students in one LEA (district, BOCES, charter school) but employed by another LEA. Since the
receiving district is not the employer and may not have complete personnel data for the
itinerant teacher/staff person, a limited number of Staff Snapshot fields are required. These
fields found on the Staff Snapshot template include District Code, Location Code, Status/Active
Indicator, Itinerant Status, Staff ID, Birth Date, Staff First and Last Name, Snapshot Date,
Position Title, email (fields 1, 2, 8, 14, 40, 41, 50, 56, 57, 65, 66, 76). In cases of itinerant or
shared teachers/staff across LEAs, data sharing agreements may be needed. Generally, these
staff will be teachers employed by one LEA but responsible for a course in another LEA. The
instruction of these “traveling teachers” may take the form of traditional in-person classroom
instruction or distance learning. Report “N” if the staff person is employed by the reporting
LEA. Report “Y” if the staff person is not an employee of the reporting LEA but is the staff
person of record for a course in another LEA and will be reported in other staff/course
templates. The employer must report the staff evaluation data, attendance and tenure data.
The receiving district where the course is being taught should report the course information in
Course Instructor Assignment.

Last Name Long: Staff member’s last name, including any hyphenated portion. Staff
Snapshot Template, Field 66.

Least Restrictive Environment Code: Code that indicates the least restrictive environment
in which students with disabilities are enrolled. Use only one code for each student with a
disability who is provided special education services on October 1. This code must be provided
for every student with a disability for whom the school district has CPSE or CSE responsibility
and who is receiving special education services, regardless of where the student is enrolled (in
a public school district, parentally placed in a religious or independent (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 religious and independent
(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. For more information, visit the
SEDCAR web page. Spec Ed Snapshot Template, Field 44.

Local Course Code: Local course code used in the local course scheduling system that
uniquely identifies the course. This code must map to a State course code. See State Codes

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and Descriptions in the New York State Comprehensive Course Catalog. Student Class Grade
Detail Template, Field 3; Course Template, Field 27.

Location Code: Typically, the building code (assigned by local student management system
and used by L1 Data Warehouse) that uniquely identifies the building in which a student is
receiving a service. If staff member works in only one building, use building code. If the staff
member works in more than one building within the LEA, use "0000". If a local building code is
used, it must map to a valid State building code. For BOCES, use a virtual location code
assigned to the staff person responsible for the instruction. Required by eScholar load plan.
Assessment Response Template, Field 12; Staff Snapshot Template, Field 14; Location Code
Template, Field 2; Staff Attendance Template, Field 2; Student Class Entry Exit template, Field
2.

Location Grade Level: Grade level of students to which the “Day Type” for a date in the day
calendar pertains. Day Calendar Template, Field 5.

Marking Period Code: Code from the Marking Period Number Table in Chapter 5: Codes and
Descriptions that represents the marking period within the school year, semester, or summer
school session for which a grade is being reported. For example, when reporting the final
grade for a full year course for a school where the school year has four marking periods, use
the marking period number “4”. This is the number that corresponds to the last marking period
for a full year course in a school where there are four marking periods per year. Location
Marking Period Template, Field 3; Marking Period Code Template, Field 1; Course Instructor
Snapshot template, Field 8; Student Class Entry Exit Template Field 25; Student Credit GPA
Template, Field 1. For State reporting, use “NA.”

Middle Name: Staff member’s middle name. Staff Snapshot Template, Field 77.

Migrant Indicator: Indication of whether the student met the definition of migrant at some
point during the academic year or was never a migrant during the academic year. Student Lite
Template, Field 48.

Neglected or Delinquent Indicator: Indication of whether the student met the definition of
neglected or delinquent at some point during the academic year or was never considered
neglected or delinquent during the academic year. Student Lite Template, Field 50.

Non-Teaching Assignment Codes: Non-teaching PMF descriptions See Assignment Codes

and Descriptions section. Staff Assignment, Field 3.

Number of Days:
Indicator 11 for preschool children: Number of Days is the number of calendar days from
the date of receipt (in writing) of parent consent to evaluate to the date that the CPSE meeting
occurs to discuss evaluation results. The date of receipt of parent consent to evaluate is
counted as “day 1.”
Indicator 11 for school-age students: The Number of Days is the number of calendar days
from the date of receipt (in writing) of parent consent to evaluate and the date that the CSE
meeting occurs to discuss evaluation results. The date of receipt of parent consent to evaluate
is counted as “day 1.”

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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, 2022, the Number of Days is
the number of calendar days that August 31, 2022 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, 2022, the
Number of Days is the number of calendar days that August 31, 2022 is past the child’s third
birthday. If the child’s third birthday is ON August 31, 2022, 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, 2022; or
If the Event Outcome Code is “U” (eligibility decision is undetermined or meeting is not held by
August 31, 2022).
Spec Ed Events Template, Field 33.

Numeric Score: Numeric score for assessment administered to student. Assessment Fact
Template, Field 10.

Original Probationary Period End Date: Date probation in tenure area is scheduled to end. If
a staff member has finished his/her probationary period before the decision has been made to
grant or deny tenure, leave the current code until the status has officially changed. Staff
Tenure Template, Field 8.

Paid Internship Indicator: Report Yes if the student was paid for an internship during the
current school year. Otherwise leave blank. For NYS P-TECH students. Programs Partner
Fact, Field 28.

Phone at Primary Residence: Telephone number at the student’s principal residence, the
residence where the student typically resides. Student Lite Template, Field 34.

Post Project (College) Employer Name: Report the name of the student’s post college
employer if available. For NYS P-TECH students. Programs Partner Fact, Field 29.

Post Project (College) Job Title: Report the student’s post college job title if available. For
NYS P-TECH students. Programs Partner Fact, Field 30.

Postgraduate Plan Description: Postgraduate activity planned by the student. See

Postgraduate Plan Codes and Descriptions in Chapter 5: Codes and Descriptions. For NYS P-
TECH and Smart Scholars ECHS students. Student Lite Template, Field 18.

Postsecondary Credit Units: Report the credits for each course awarded to the student
during the school year by a higher education institution. The dual/concurrent credit indicator
must be used for the course in the Student Class Entry Exit template. Student Class Grade
Detail, Field 36. Reporting on postsecondary credit units is optional.

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Primary Course Instruction Language Indicator (Primary Instruction Language Code):

Report the Primary language used for providing instruction in the course. For Bilingual
courses, report the language other than English being used. For example, if native Spanish-
speaking students are being instructed by a Bilingual certified teacher, the SPANISH language
code would be used for this course. In cases where the teacher provides instruction partly in
Spanish and partly in English, the code would still be SPANISH. This indicator is not for foreign
language instruction courses designed for English speaking students. There are course codes
in the course catalog for foreign language learning. For ENL/ESL certified teachers “pushing-
in” to specific courses, use the ENL indicator on the course. Course Instructor Assignment,
Field 18.
Primary Instruction Delivery Method Code: Code that identifies the delivery method for
each student course:
Face-to-Face (FACE): Course is delivered in the traditional classroom setting.
Distance Learning (DISTANCE): Course is delivered via Distance Learning
(videoconferencing) technology, primarily or completely in a synchronous manner (i.e.
students at multiple locations are engaged in instruction at the same time).
Blended Learning (BLENDED): Course is delivered at least in part through online
learning, with some element of student control over time, place, path, and/or pace; at
least in part in a supervised brick-and-mortar location away from home; and the
modalities along each student’s learning path within a course or subject are connected
to provide an integrated learning experience.
Online Learning (ONLINE): Course (instruction and content) are delivered over the
Internet.
Course Instructor Assignment, Field 16.

Primary ENL Instructor Indicator: Identify English as a New Language instructors for the
course/section. Teaching aides and assistants are not to be reported. A "Y" in this field will
subject the staff to an ENL certification match as required by State and federal reporting. If the
ENL teacher is the only teacher in the class, he/she should be reported here and in Field 13.
Course Instructor Assignment, Field 17.

Primary Instructor Indicator: Identify a staff person that has primary responsibility for the
course. Teaching aides and assistants are not to be reported. A "Y" will subject the staff
person to a certification match as required by State and federal reporting. At least one Staff ID
record for each course/section must be reported with a "Y" in this field. If a special education
teacher is the only teacher in the class (primary), he/she should be reported here and in field
14. In co-teaching situations where both teachers have full responsibility for the course, both
may be identified as “primary.” In such cases, the staff person would be subject to a
certification match based on the content area of the course. Additionally, ENL (ESL) teachers
may be scheduled using the appropriate ENL course codes (01008 and/or 51008). Course
Instructor Assignment, Field 13.

Primary Learning Device Access Code: The primary learning device is shared or not shared
with another individual. Student Digital Resources, Field 9.

Primary Learning Device Provider Code: The provider of the primary learning device.
Student Digital Resources, Field 8.

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Primary Learning Device Sufficiency Indicator: The primary learning device is sufficient for
the student to fully participate in learning activities away from school. Student Digital
Resources, Field 10.

Primary Learning Device Type Code: The type of device the student uses most often to
complete learning activities away from school. Student Digital Resources, Field 6.

Primary Placement Type: Code used to indicate the primary placement type (residential
placement (PLC02), or day placement by a district (PLC03), the court, social services, or a
State agency placement (PLC01)) of students with disabilities. Spec Ed Snapshot Template,
Field 32.

Primary Service Code: Code that represents the primary service provided to preschool
students with disabilities. This information will be reported by school districts and will include
information on all preschool students with disabilities who received special education programs
and/or services on the October 5, 2022 snapshot date or at any time during the school year in
the end of year special education snapshot. See Preschool Students with Disabilities Primary
Service Codes on the SEDCAR web page. Spec Ed Snapshot Template, Field 31.

Primary Service Provider: BEDS code or Institution ID that represents the coordinating
special education service provider, as designated by the CPSE, for preschool students with
disabilities who receive special education services. Select the service provider by following this
order of selection:
Select BEDS code or Institution ID of the approved preschool special education provider that
provides the preschool special education service directly or through a contract;
If the preschool special education service is not provided by an approved preschool special
education provider, select the BEDS code of the county in which the student resides.
This element provides data as of the October 5 snapshot date and the end-of-year snapshot.
Spec Ed Snapshot Template, Field 46.

Primary Special Education Indicator: Identify special education instructors for the
course/section. Teaching aides and assistants are not to be reported. A "Y" in this field will
subject the staff to a special education certification match as required by State and federal
reporting. If the special education teacher is the only teacher in the class, he/she should be
reported here and in Field 13. Course Instructor Assignment, Field 14.

Principal Hire Date: If Field 105 of Staff Snapshot Template = PRINCIPAL, populate with the
effective date of the first board appointment (or other official hire date if not currently board
appointed) the staff person received as a principal in this LEA. Otherwise, leave blank. If a
principal left the district and was rehired within the school year, the district may use the earlier
hire date. If a teacher left service for more than a year and was rehired in a subsequent school
year, the LEA should use the later hire date. Staff Snapshot Template, Field 106.

Principal Title: Indication that the staff member is a principal or both a teacher and a principal.
If the staff member is currently appointed by the school board or hired in another official
capacity not currently board-appointed as a principal in this LEA, populate with “PRINCIPAL.”
Otherwise, leave blank. For staff in the current school year employed as both teachers and
principals, also report “TEACHER” in Field 8 of the Staff Snapshot Template and report the
corresponding hire and exit dates. Staff Snapshot Template, Field 105.
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Probationary Period End Date (Actual): Date probation in tenure area ends. If probation was
extended, this date will be later than the date in field 8. If probation was not extended, this date
will equal the date in field 8. If a staff member had his/her probationary period ended early, this
date would be earlier than the date provided in field 8 and the Probationary Period Extended
Indicator (field 10) would be N. Staff Tenure Template, Field 9.

Probationary Period Extended Indicator: Yes (Y) / No (N) indicator that probation was
continued beyond the original end date as reported in Field 8 of the Staff Tenure Template.
Staff Tenure Template, Field 10.

Professional Development Indicator: Populate for teaching staff only. Did teacher receive
“professional development” during the current school year? For each teacher, populate with
“Y,” “N,” or “NA.” This field may be updated during the school year (July 1 – June 30). Use the
ESSA definition of “professional development” found in Certification Reports for Professional
Development. Staff Snapshot Template, Field 111.

Program Duration: Year (value from 1-8) that indicates the current year a student is in a NYS
P-Tech program or NYC P-Tech program. This field is required to distinguish those students
as being in their 5th, 6th, 7th or 8th year of high school. Partner Project Fact, Field 14.

Program Selection Criteria (Codes 1-5): Report at least one code that identifies a
contributing factor concerning the student’s enrollment in the program. For example, the
program may be working to ensure student diversity and/or provide opportunities to
disadvantaged students. This code would remain in place during the student’s tenure in the
program. For NYS P-TECH & Smart Scholars ECHS students. See Codes and Descriptions in
Chapter 5: Codes and Descriptions. Partner Project Fact, Fields 9-13.

Program Service Code: Code that indicates the program service in which a student
participates. See Program Service Codes and Descriptions in Chapter 5: Codes and
Descriptions. Programs Fact Template, Field 5. Partner Project Fact, Field 8.

Program Service Entry (Start) Date: Date a student begins a specific program service. There
must be one Program Service Entry Date record for each program service a student begins.
Each academic year, every Program Service Code applicable to a student must be recorded
and must also have a Program Service Entry Date. Program Services that were not exited in
the previous academic year must be recorded with a July 1 entry date. A student cannot have
program service records without an active enrollment record. Programs Fact Template, Field 6;
Partner Project Fact, Field 5.

Program Service Exit (End) Date: Date a student left a specific program service. A Program
Service Exit Date is required only when a student either completes a program service or
leaves the service without completing the program. Some program services that require an exit
date also require a Reason for Ending Program Service Code. Program Services continuing
into the following academic year should not have an ending date in the current year. A student
cannot have program service records without an active enrollment record. Programs Fact
Template, Field 7; Partner Project Fact, Field 8.

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Program Service Provider BEDS Code: BEDS Code of the organization or institution that
provides the program service. School-level program services require an eligibility
determination each time the student enrolls in a new building within the school district or in an
out-of-district placement. If the service continues in the new building, a new program service
record must be reported. For school-level services, the BEDS code to be provided is defined
below:
when the service provider is the district accountable for the student's performance, the BEDS
code of the specific building in the district where the student receives the service;
when the service provider is a BOCES, use the BEDS code in the BOCES District of
Responsibility Codes list in Chapter 5: Codes and Descriptions as the service provider
location;
when the service provider is an approved private placement, the BEDS code of the out-of-
district placement (i.e., where the student receives the service);
when the service provider is a district other than the district accountable for the student's
performance, the BEDS code for a specific building where the student receives the service in
the other district.
District-level program services require a new record only when a student's program status or
participation in a service changes or the student leaves the district. Programs Fact Template,
Field 8.

Project ID or Number: The project number assigned to the lead grant agency by the NYSED
program office. All P-TECH and Smart Scholars participating school districts should have the
project number for students enrolled in the program. This number will be used to authorize the
reporting of data in this template. Districts not identified as partners in a project by the NYSED
program office, will not be able to report data in L0 or L2. Partnerships will be maintained by
the Office of Postsecondary Access, Support, and Success (OPASS). Partner Project Fact,
Field 4.

Race Code (1–5): This code is optional when reporting staff data if the Hispanic indicator is
equal to “Y”. The race code choice indicates the race or races with which the student primarily
identifies as indicated by the student or the parent/guardian. For staff member, it is the race of
the staff member. Race designations do not denote scientific definitions of anthropological
origins. For reporting purposes, a student/staff member should be reported using the race or
races designation for the group to which he or she appears to belong, identifies with, or is
regarded in the community as belonging. If the student, staff member, or parent/guardian will
not designate race or races, a school administrator should select the race or races. LEAs may
institute their own local practices and procedures for identifying the race or races. For
students, Race Code 1 must be populated, even if Hispanic/Latino Indicator is “Yes.” For
accountability purposes, the Asian and Native Hawaiian/Other Pacific Islander categories are
combined. See Hispanic/Latino Indicator in Chapter 4: Data Elements and Racial/Ethnic
Groups in Chapter 2: Student Reporting Rules.
American Indian or Alaska Native — A person having origins in any of the original peoples of
North and South America (including Central America) and who maintains cultural identification
through tribal affiliation or community recognition.
Asian — A person having origins in any of the original peoples of the Far East, Southeast Asia,
or the Indian subcontinent, including Cambodia, China, India, Japan, Korea, Malaysia,
Pakistan, the Philippine Islands, Thailand, and Vietnam.

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Black or African American — A person having origins in any of the black racial groups of
Africa.
Native Hawaiian/Other Pacific Islander — A person having origins in any of the original
peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White — A person having origins in any of the original peoples of Europe, North Africa, or the
Middle East.
Student Lite Template, Fields 12, 43, 44, 45, and 46; Staff Snapshot Template, Fields 21, 78,
79, 80, and 81.

Reason Code: Code used to indicate the reason for delay in completing the evaluation,
determining eligibility, or implementing the IEP by the 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 60 calendar days for preschool children or more than 60 calendar days for school-age
students or if the Number of Days that an IEP is implemented past the child’s third birthday is
one or more for children transitioning from the Early Intervention Program to preschool. See
Special Education Event Reason Codes (for SPP Indicators 11 and 12) on the SEDCAR web
page. The “C” next to the reason indicates the reason is “in compliance” with State
requirements, and an “NC” next to the reason indicates the reason is “not in compliance” with
State requirements. See the School District Schedule for Data Submission for Federal
Indicators for more information. Spec Ed Events Template, Field 20.

Reason for Beginning Enrollment Code: 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. See Reason for Beginning Enrollment Codes in
Chapter 5: Codes and Descriptions. School Entry/Exit Template, Field 6.

Reason for Ending Enrollment Code: Code that indicates the reason the 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. See Reason for Ending Enrollment Codes in Chapter 5:
Codes and Descriptions. School Entry/Exit Template, Field 12.

Reason for Ending Program Service Code: Code that indicates the reason a student no
longer participates or is enrolled in a specific program service. Not all program services require
a Reason for Ending Program Service Code. Programs Fact Template, Field 13.

Reporting Date: In Student Class Grade Detail and Staff Evaluation Rating templates, June
30 of the reporting year (i.e., YYYY-06-30). Student Class Grade Detail Template, Field 9;
Staff Evaluation Rating Template, Field 5.

School-Age Indicator: Indication of whether a student with a disability is of school age.

If on October 1, the student is receiving preschool special education services pursuant to
Section 4410 or 4201, the school-age code must be “N” (if child is not school age). If the

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student is receiving special education services as a school-age student with a disability, the
school-age code must be “Y” (Yes, student is school age). Spec Ed Snapshot Template, Field
47.

School Date: Calendar date during school year. Day Calendar Template, Field 4.

School District Student ID: Local unique identifier assigned to the student by the LEA in
which the student is enrolled. The ID must be unique within an LEA. Student Lite Template,
Field 4; School Entry/Exit, Field 4; Programs Fact Template, Field 4; Assessment Fact
Template, Field 6; Assessment Response Template, Field 6; Spec Ed Snapshot Template,
Field 5; Spec Ed Events Template, Field 4; Student Class Grade Detail Template, Field 7;
Assessment Acc Mod Fact Template, Field 6; Student Daily Attendance Template, Field 3.

School Provided Device Indicator: Indication of whether the school or district issued the
student a dedicated school- or district-owned device for the student’s use during the school
year. Student Digital Resources, Field 7.

School Year Date: School year that encompasses the data being collected/reported. The
school year is reported as June 30 of the academic school year (e.g., 2023-06-30 for academic
school year 2022–23). Student Lite Template, Field 3; School Entry/Exit Template, Field 3;
Programs Fact Template, Field 3; Spec Ed Snapshot Template, Field 3; Spec Ed Events
Template, Field 3; Course Template, Field 3; Location Marking Period Template, Field 4;
Marking Period Code Template, Field 2; Student Class Grade Detail Template, Field 4; Staff
Evaluation Rating Template, Field 4; Assessment Acc Mod Fact Template, Field 7; Staff
Assignment Template, Field 5; Student Daily Attendance Template, Field 9; Attendance Codes
Template, Field 11; Day Calendar Template, Field 3; Staff Tenure Template, Field 5; Course
Instructor Assignment, Field 3; Student Class Entry Exit, Field 4.

Scoring Modeling Key: Type of scoring model used to score an assessment. For NYSAA,
this field is used for the Scoring Institute Code. Assessment Fact Template, Field 45.

Section Code: Local section code that uniquely identifies the section of the course. Student
Class Grade Detail Template, Field 6; Course Instructor Assignment, Field 6; Student Class
Entry Exit, Field 6.

Session Date: This field is used in the Assessment Session Fact Template, Field 12.
Identification of the Session Date (yyyy-mm-dd) first date of the testing period used by a
student for the Grades 3-8 English Language Arts (ELA) and Mathematics New York State
Testing Program (NYSTP) operational tests. This field is used on the template to report data
from the Level 1 scanning centers to Level 1 and Level 2 DW.

Session Name: This field is used in the Assessment Session Fact Template, Field 7.
Identification of the Session (Session 1 or Session 2) used by a student for the Grades 3-8
English Language Arts (ELA) and Mathematics New York State Testing Program (NYSTP)
operational tests. This field is used on the template to report data from the Level 1 scanning
centers to Level1 and Level 2 DW.

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Session Platform Type: This field is used in the Assessment Session Fact Template, Field
13. Identification of the Session Platform (PBT) used by a student for the Grades 3-8 English
Language Arts (ELA) and Mathematics New York State Testing Program (NYSTP) operational
tests. This field is used on the template to report data from the Level 1 scanning centers to
Level1 and Level 2 DW.

Session Status Code: This field is used in the Assessment Session Fact Template, Field 11.
Identification of the Session Testing Status (ABSENT, REFUSED, TESTED, NOT_TESTED)
used by a student for the Grades 3-8 English Language Arts (ELA) and Mathematics New York
State Testing Program (NYSTP) operational tests. ABSENT=Student is absent during test
session. REFUSED= Student refused to take the test during the session. TESTED= Student is
present and taking the test during the session. NOT_TESTED= Student is medically excused
“93” or student was identified as having an administrative error “97”. This field is used on the
template to report data from the Level 1 scanning centers to Level1 and Level 2 DW.

Snapshot Date: For Field 35 in Special Education Snapshot, the date on which a “snapshot”
of certain special education data elements is captured. This date is either October 1 of the
reporting period (2022-10-01) or July 1 (End of Year) of the reporting year (2023-07-01). For
Field 50 in Staff Snapshot Template, the last day of the school year for which the record is
being reported (2023-06-30). Spec Ed Snapshot Template, Field 35; Staff Snapshot Template,
Field 50.

Staff Attendance Code Long: Code that identifies type of absence for staff. See Staff
Attendance Codes and Descriptions in Chapter 5: Codes and Descriptions. Staff Attendance
Template, Field 11.

Staff District Code: District code for the entity that employs the staff member. Staff Evaluation
Rating Template, Field 1.

Staff Education Level Code: Numeric code that indicates highest degree currently held by
staff member. See Staff Education Level Codes in Chapter 5: Codes and Descriptions. Staff
Snapshot Template, Field 108.

Staff ID: Local education agency staff member identifier. This must be the TEACH ID from
TEACH system. Staff ID must be the same across all templates that include that field. Use 9
numeric characters, left padded with zeros. For example, for 1234567, use 001234567. Staff
Snapshot Template, Field 2; Field 2; Staff Evaluation Rating Template, Field 2; Staff
Assignment Template, Field 2; Staff Tenure Template, Field 2; Staff Attendance Template,
Field 3.

State Assessment Included Indicator: Indicates whether the calculation to determine the
final course grade includes a Regents assessment score. Student Class Grade Detail
Template, Field 21.

State Attendance Code: State attendance code used to indicate student is present (PRSNT-
IN, PRSNT-OUT), excused (E), unexcused (U), tardy (T-IN, T-OUT), in-school suspension
(ISS), or out-of-school suspension (OSS). Attendance Codes Template, Field 9.

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State Attendance Description: Description of the code that indicates state attendance
(present, excused, unexcused, tardy, in-school suspension, and out-of-school suspension).
Attendance Codes Template, Field 10.

State Course Code: Code from the State course codes table that identifies the course in
which a student is enrolled in the New York State Comprehensive Course Catalog. Course
Template, Field 29.

Student Credit GPA Comment: Information related to how the Grade Point Average (GPA)
was calculated or what was included in the calculation. For NYS P-TECH & Smart Scholars
ECHS students. Student Credit GPA Template, Field 15.

Student District Code: Student Class Entry Exit, Field 27. Also See Staff District Code.

Student GPA Range Maximum: Maximum possible Grade Point Average (GPA) value. For
NYS P-TECH & Smart Scholars ECHS students. Student Credit GPA Template, Field 17.

Student GPA Range Minimum: Minimum possible Grade Point Average (GPA) value. For
NYS P-TECH & Smart Scholars ECHS students. Student Credit GPA Template, Field 16.

Student ID: Unique identifier assigned by the Local Education Agency in which the student is
enrolled. Use 9 numeric characters, left padded with zeros. Student Class Entry Exit, Field 7.

Student’s Address City: City of the student’s principal residence. Student Lite Template,
Field 31.

Student’s Address Line 1: First line (number, street, and apartment number) of the address
of the student’s principal residence. Student residence should not be reported with a PO Box.
Report “UNKNOWN” when address cannot be determined or cannot be released due to a
confidentiality agreement. Student Lite Template, Field 29.

Student’s Address Line 2: Second line of the address of the student’s principal residence.
Student Lite Template, Field 30.

Student’s Address State Code: Two-character United States Postal Service (USPS) code for
the state of the student’s principal residence. Student Lite Template, Field 32.

Student’s Address Zip Code: Official United 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. Student Lite
Template, Field 33.

Student’s First Name: First name given to an individual at birth, baptism, or during another
naming ceremony or through legal change or the student’s chosen name. Local districts may
determine their own policies and procedures for obtaining the student’s first name. For
students who have only one name, use either “NoFirstName” in this field or “NoLastName” in
the last name field. Student Lite Template, Field 6.

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Student’s Guardian One Name: Full name of the parent, primary guardian, or legal guardian
who enrolled the student. If the student has two primary guardians, enter the first guardian in
Guardian One Name and enter the second guardian in Guardian Two Name. If no guardian is
applicable (e.g. student is independent), populate the field with the student’s name. Student
Lite Template, Field 35.

Student’s Guardian Two Name: Full name of a second parent, primary guardian, or legal
guardian who enrolled the student. Student Lite Template, Field 36.
Student’s Last Name: Legal last name borne in common by members of a family and used by
the student (i.e., the last name given to an individual at birth or through legal change).
Local districts may determine their own policies and procedures for obtaining the student’s last
name. For students who have only one name, use either “NoFirstName” in the first name field
or “NoLastName” in this field. Student Lite Template, Field 5.

Student’s Middle Initial: First letter of a middle name given to an individual at birth, baptism,
or during another naming ceremony or through legal change. Local districts may determine
their own policies and procedures for obtaining the student’s middle initial. Student Lite
Template, Field 7.

Student’s Place of Birth: City, State/Province/Region, and Country in which the student was
born. If the student was born in the United States, country is optional. However, if included,
use USA. If the student was born outside of the United States, record the city, province, state,
or region, and the country of birth. If all of these data elements are not available, record as
many elements as possible. Student Lite Template, Field 37.

Supplementary Course Differentiator: Code used to indicate that the course code is offered
in more than one session during the school year. The code used for state reporting is “NA.”
Course Template, Field 26; Student Class Grade Detail Template, Field 5; Course Instructor
Assignment, Field 5; Student Class Entry Exit, Field 5.

Survey Date: Report the actual date the survey information was collected. If portions of the
survey were collected on different days, report the last day in which the survey was completed
or current date. Date must fall within current school year. Student Digital Resources, Field 15.

Teacher Hire Date: The effective date of the first board appointment (or other official hire date
if not currently board appointed) the staff person received as a teacher in this LEA. This field
must be populated if Teacher Title in Staff Snapshot Template = “TEACHER.” If Teacher Title
is populated, Teacher Hire Date must also be populated. If a teacher left the district and was
rehired within the school year, the district may use the earlier hire date. If a teacher left service
for more than a year and was rehired in a subsequent school year, the LEA should use the
later hire date. Staff Snapshot Template, Field 33.

Teacher Title: Indicates that a staff person is currently appointed by the school board or hired
in another official capacity as a teacher in the reporting LEA. If the staff member is a teacher
only, populate this field with “TEACHER.” If the staff member is a teacher and a principal,
populate this field with “TEACHER” and populate field 105 (Principal Title) with “PRINCIPAL.”
If the staff member is not a teacher, leave this field blank. If Teacher Hire Date is populated,
Teacher Title must also be populated. More information concerning the ePMF and new staff

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data requirements can be found on the Teacher and Staff Data web page. Staff Snapshot
Template, Field 8.
Tenure Area Code: Code used to indicate the area in which the staff member has tenure or is
pursuing tenure. See Tenure Area Codes and Descriptions in Chapter 5: Codes and
Descriptions. Staff Tenure Template, Field 4.

Tenure Status Code: Code that indicates the status for the Tenure Area Code reported in
Field 4 of the Staff Tenure Template. See Tenure Status Codes and Descriptions in Chapter 5:
Codes and Descriptions. Staff Tenure Template, Field 6.

Tenure Status Effective Date: First date of the tenure status that coincides with the Tenure
Status Code reported in Field 6 of the Staff Tenure Template. This date is updated whenever
tenure status changes. Staff Tenure Template, Field 7.

Term Code: Code used to identify the school calendar term for which a course grade is being
reported. See Term Codes and Descriptions in Chapter 5: Codes and Descriptions. Location
Marking Period Template, Field 8; Marking Period Code Template, Field 7; Student Class
Grade Detail Template, Field 20; Course Instructor Assignment, Field 7; Student Class Entry
Exit, Field 24.

Test Booklet ID: This field is used in the Assessment Fact Template, Field 57 and the
Assessment Session Fact Template, Field 9. Identification of the Test Form Letter (A-V, “”
(blank)) used by a student for the Grades 3–8 English Language Arts (ELA) and Mathematics
New York State Testing Program (NYSTP) operational tests. This field is used on the template
to report data from the Level 1 scanning centers to Level1 and Level 2 DW.

Test Booklet Number: This field is used in the Assessment Session Fact Template, Field 10.
Identification of the Test Form Number (03-24) used by a student for the Grades 3-8 English
Language Arts (ELA) and Mathematics New York State Testing Program (NYSTP) operational
tests. This field is used on the template to report data from the Level 1 scanning centers to
Level1 and Level 2 DW.

Test Group: Short description of the test type being reported for the student (e.g., ALTREG,
CTE, NYS, NYSAA, NYSITELL, Regents, etc.). (See Assessment Measure Codes and
Descriptions in Chapter 5: Codes and Descriptions.) Assessment Fact Template, Field 2;
Assessment Response Template, Field 2; Assessment Acc Mod Fact Template, Field 2.

Time Used: Number of days the teacher is absent. Only report full days. If staff member is out
for only part of a day, do not report this as an absence. Days working outside the classroom on
official LEA business are not considered absences. If more than one type of absence is
charged for an entire day (e.g. half day of sick, half day of vacation) the absence still must be
reported. The LEA must determine the appropriate type of absence to report. The “Other” (O)
code may be used. Staff Attendance Template, Field 8.

Total Years of Professional Educational Experience: Combination of all years of

professional educational experience, including at other public school districts, religious and
independent (nonpublic) schools, BOCES, and colleges or universities within NYS. Experience
in non-teaching, professional PMF assignments as reported in Staff Assignment should be

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included. This year counts as one full year of experience. The total Years of Professional
Educational Experience must be greater than or equal to the total Years Educational
Experience in District Field 43 of the Staff Snapshot Template. Report as a whole number.
Staff Snapshot Template, Field 102.

Version: June 30 of the school year of test administration (e.g., 2022-06-30). Assessment
Fact Template, Field 3; Assessment Response Template, Field 3.

Beginning Date of Latest Years of

Period of Continuous Enrollment Enrollment
in a United States School, K–12
(Including Puerto Rico)
July 1, 2022 – June 30, 2023 1
July 1, 2021 – June 30, 2022 2
July 1, 2020 – June 30, 2021 3
July 1, 2019 – June 30, 2020 4
July 1, 2018 – June 30, 2019 5
July 1, 2017 – June 30, 2018 6
July 1, 2016 – June 30, 2017 7
July 1, 2015 – June 30, 2016 8
July 1, 2014 – June 30, 2015 9
July 1, 2013 – June 30, 2014 10
July 1, 2012 – June 30, 2013 11
July 1, 2011 – June 30, 2012 12
July 1, 2010 – June 30, 2011 13

Years Professional Educational Experience in District: Number of years of professional

educational experience in this district. In addition to teaching, experience in a non-teaching,
professional PMF assignment as reported in Staff Assignment is included. This year (current
year) counts as one full year of experience in the district. If calculating this field based on the
hiring date for a new staff person, use the Hire Date as year 1 in that reporting year and round
up to a whole number. Paid leave may be included. Long-term substitute experience should be
reported. Total Years Professional Educational Experience in District must be less than or
equal to the total Years of Professional Educational Experience in Field 102 of the Staff
Snapshot Template. Staff Snapshot Template, Field 43.

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Chapter 5: Codes and Descriptions

2022-23 State Course Codes for Courses Ending in State Exams

Below are the course codes required for mapping courses ending with State exams for the 2022-23
school year.
Code Description
51031 Grade 3 English Language Arts
52033 Grade 3 Mathematics
51032 Grade 4 English Language Arts
52034 Grade 4 Mathematics
51033 Grade 5 English Language Arts
52035 Grade 5 Mathematics
51034 Grade 6 English Language Arts
52036 Grade 6 Mathematics
51035 Grade 7 English Language Arts
52037 Grade 7 Mathematics
51036 Grade 8 English Language Arts
52038 Grade 8 Mathematics
53238 Grade 8 Science
01003CC English/Language Arts III
02052CC Algebra I
02072CC Geometry
02056CC Algebra II
03001 Earth Science
03001L Regents Earth Science Lab
03051 Biology/Living Environment
03051L Regents Biology/Living Environment Lab
03101 Chemistry
03101L Regents Chemistry Lab
03151 Physics
03151L Regents Physics Lab
04101F U.S. History and Government (Framework)
04052NF World History and Geography

For the 2019-20 SY and beyond, all schools should provide grade 9 social studies course instruction that is aligned
with the Social Studies Framework and report course code 04051 (World History-Overview).

For the 2021-22 SY and beyond, all schools providing course instruction aligned with U.S. History and Government
(Framework) should report course code 04101F.

LEAs are required to report course and assessment data for all students taking AP and/or IB
courses and/or assessments. These data must be reported by the final reporting deadline in August
using Course and Assessment Measure Codes.

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Accommodation Codes and Descriptions

Individualized Education Program (IEP) and

504 Accommodation Codes and Descriptions
Code Description
01 Flexibility in scheduling/timing (Excluding Next day completion
testing)
02 Flexibility in setting
03 Method of presentation (excluding Braille, Large type, and Tests read)
04 Method of response
05 Other
06 Braille
07 Large type
08 Test read
09 Use of calculator
10 Use of spell-checking device/software
11 Deletion of spelling
12 Next day completion testing

English Language Learner (ELL) Accommodation Codes and Descriptions

Code Description
21 Time extension
22 Separate location
23 Third reading of listening selection
24 Bilingual dictionary/glossary
25 Translated edition
26 Oral translation
27 Responses written in native language (Leave blank for COSF)
28 Next day completion*
*Applicable to Regents exams only, beginning January 2019.

Assessment Language Codes and Descriptions

Code Description
ALB Albanian
AMH Amharic
ARA Arabic
BEN Bengali
BUR Burmese
CHI Chinese (traditional)
ZHO Chinese (simplified)
ENG English
FAS Farsi
FRE French
GER German
GRE Greek
HAT Haitian Creole
HEB Hebrew

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Code Description
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
Paper-based tests – 8 alternate languages: CHI= Chinese (traditional), ZHO = Chinese
(simplified), HAT = Haitian Creole, KOR = Korean, RUS = Russian, SPA = Spanish,
ARA = Arabic, and BEN = Bengali
Computer-based tests – 5 alternate languages: CHI = Chinese (simplified), HAT =
Haitian Creole, KOR = Korean, RUS = Russian, and SPA = Spanish
If a translation in a language other than these eight (PBT) or five (CBT) was provided for the
student, use ENG = English.

Assessment Measure Standard Codes and Descriptions

Districts and schools must provide records for all New York State assessments taken by
students for whom they are responsible.

Business rules unique to the identified assessment:

Grades 3–8 Assessments: Only the science assessments scores are to be reported under this
element. English language arts (ELA) and mathematics assessments will have their numeric
scale score computed from item data.

New York State Alternate Assessments: If a 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 of accuracy 0 through 100 (i.e., the numeric standard) must be reported. Only students
identified as eligible for the alternate assessment and reported as ungraded can have a
NYSAA score reported.

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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. Students who do not take an
examination must not receive a score. Do not report "zero" for these students. Transfer
students from outside New York State may be exempted from certain testing requirements for
a local or Regents diploma. For more information, see Commissioner’s Regulations 100.5 (d)
(5) or the School Administrator's Manual, Secondary Level Examinations.

Principals can exempt students first entering a New York State school from outside the
State or country in twelfth grade or re-entering a New York State school after having spent 3 or
fewer semesters in a New York State high school from the requirement that they must pass a
Regents examination in science to earn a local or Regents diploma. To report this exemption
for a student correctly, include an assessment record with the assessment measure
description "Science Exempt" (Assessment Measure Code 00402), the date of the decision,
and a score of “65.” This score of “65” is only for cohort reporting and must not be recorded on
the student’s transcript or permanent record.

Principals can exempt students first entering a New York State school from outside the
State or country in eleventh or twelfth grade or re-entering a New York State school after
having spent three or fewer semesters in a New York State high school from the requirement
that they must pass a Regents examination in global history and geography to earn a local or
Regents diploma. To report this exemption for a student correctly, include an assessment
record with the assessment measure description "Global Hist Exempt" (Assessment Measure
Code 00401), the date of the decision, and a score of “65.” This score of “65” is only for cohort
reporting and must not be recorded on the student’s transcript or permanent record.

If a student took a Regents exam while enrolled in another district, charter or

participating religious or independent (nonpublic) school and that LEA reported the exam in
SIRS, the new (receiving) LEA does not need to re-report that exam to Level 2. Each
assessment is linked to the student’s NYSSIS ID for the entirety of their education in New York
State.

Interstate Compact on Military Exemptions: Under the Interstate Compact on Educational

Opportunity for Military Children, certain children of active duty military families in transition are
permitted, under certain circumstances, to substitute assessments taken at a previous school
for required Regents Examinations toward a diploma. When enrolling and educating children of
active duty military personnel in transition, school districts and charters must adhere to
requirements outlined in the Compact. If students transferring from out of state are exempt
from any Regents examinations required to earn a local or Regents diploma, these
assessments records must be reported using the Military Compact Exempt assessment
measure descriptions, 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.
For more information, see the Interstate Compact web page.

Career and Technical Education (CTE): All career and technical education programs that have
been approved under the 2001 Regents Policy on CTE offer a technical skills assessment. To

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qualify for the Technical Endorsement and/or the CTE Pathway, a student must successfully
complete his or her career and technical education program and pass all parts of the three-part
technical skill assessment of the program that obtained approval under the 2001 Regents
approval process. These students must be reported with Assessment Measure Code 00199 for
Approved CTE Program Technical Assessment.

For the CTE technical assessment, report "P" for passed and "F" for failed. A student
must earn a passing grade on each of the three components of the technical skills assessment
(i.e., written, student demonstration, and student project) to receive a “P” for the NYSED-
approved CTE Program Technical Assessment. Averaging of the three component scores is
not permissible.

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. Sampled school districts will report data for every preschool child
who leaves preschool special education during the year and who received at least six months
of services prior to leaving or exiting. Children leave preschool special education if they are
declassified, withdrawn by their parents, or become eligible for school-age special education
services. School districts must report on the COSF under each of the three early childhood
outcome areas (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.

Data are reported only for preschool students with disabilities who received at least six
months of services before leaving or exiting from preschool services. “COSF Entry” or “COSF
Exit” scores must be reported separately; they are not dependent on each other. There may be
circumstances when one score exists but the other does not. See Indicator 7 preschool
outcomes for additional information on Indicator 7. For a description of all special education
State Performance Indicators, see the Information on IDEA SPP/APR and Indicators.

Tests in Other Languages: Results for the New York State Model Achievement Test in
American Sign Language and the Sample Comprehensive Examinations in Chinese,
Japanese, Polish, Russian, Ukrainian, and Greek should not be reported.

Regents Alternatives: Report Standard Achieved code for approved alternatives to the
Regents examinations.

College and Career Readiness: Report assessment and score but a Standard Achieved code
of N/A for College and Career Readiness assessments.

Only IB exams with numeric scores can be used to earn a student a weight of 2.0 for
the College, Career, and Civic Readiness (CCCR) accountability indicator. As such, only these
IB assessments need to be reported in SIRS.

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LOTE (Languages Other than English) Assessments, SEQ Assessments, and CDOS
Assessments: These codes are used to populate SIRS-340 and 341, Graduation Exam
Requirements Summary Report/Details Report and can also be found in the SIRS-303 Annual
Secondary Assessment Report. For students who took and passed an Approved Pathway
Assessment in Languages Other than English, use one of the Department-Approved Pathway
Assessment codes for Chinese, French, Italian, or Spanish. A general Assessment Measure
Code of LT001 – LOTE Pathway Exam – Other can be used when a student takes a newly
approved assessment in a language other than the four listed. Only report these codes when
a student has passed the exam or met the requirements.

LOTE Checkpoint B (LT006) should be used to identify when students have passed a
locally developed Checkpoint B LOTE examination to fulfill the requirements for a Regents with
Advanced Designation. When students are exempt from the LOTE requirement per IEP, use
the code LT000 – LOTE Exempt. If students instead used either the 5-unit sequence in CTE or
Arts used to fulfill the requirements for Advanced Designation, use either SQ001 (CTE) or
SQ002 (Arts).

All LOTE Pathway exams fulfill the LOTE Checkpoint B requirement used to determine
Advanced Designation; if the district reports that a student passed a LOTE Pathway exam
there is no need to also report the LOTE Checkpoint B code. The LOTE Checkpoint B exam
does not count as a LOTE Pathway exam.

To indicate satisfaction of requirements for CDOS pathway, use CD001 CDOS Pathway
Exam which indicates that a student has passed one of the Department Approved Pathway
Assessments in CDOS.

Passing one of these assessments is not the only way for a student to meet the
requirements for the CDOS Commencement Credential; a student may alternatively meet
program-based requirements.

For all these pathway and sequence codes, report the Assessment Measure Code and
either leave the assessment score field blank or record “P” (pass). Use a Standard Achieved
code of N/A for Local Assessments/Sequences.

Common Core Regents Exams: For information on the Common Core Regents exams, please
see the memorandum Update on Common Core Regents Exams.

Reporting August 2022 and January 2023 U.S. History & Government (Framework) Regents
that was cancelled: for more information, see table below for guidance. For more information,
see this May 2022 memo from Commissioner Rosa.

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Reporting Canceled Regents Assessments (August 2022 and January 2023)

Test Assessment Template Template Template Template Notes
Group (See SIRS Assessment Assessment Assessment Assessment
Manual for list Fact (Field Fact (Field Fact (Field Fact (Field
of 9, Alpha 10, 17, Std 5, Test
Assessments Score) Numeric Achieved Date)
by Test Group) Score) Code)

Regents US Report for

History&Gov’t students
(Framework) – who
Regents E Leave Blank 86 2022-08-16
Aug qualified for
an
exemption
Regents US Report for
History&Gov’t students
(Framework) – who
Regents E Leave Blank 86 2023-01-24
Jan qualified for
an
exemption

Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Test Group: "COSF" for Child Outcomes Summary Form for Preschool Students with
Disabilities
* 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.
Entry Level Positive Social COSF: Entry Level Social Social Numeric
00931
Emotional Skills Emotional Emotional Scale *
Entry Level Acquisition of COSF: Entry Level Knowledge Numeric
00932
Knowledge and Skills Knowledge and Skills and Skills Scale *
Entry Level Use of
COSF: Entry Level Numeric
Appropriate Behaviors to Behaviors 00933
Behaviors Scale *
Meet Their Needs
Exit Level Positive Social COSF: Exit Level Social Social Numeric
00941
Emotional Skills Emotional Emotional Scale*
Exit Level Acquisition of COSF: Exit Level Knowledge Numeric
00942
Knowledge and Skills Knowledge and Skills and Skills Scale*
Exit Level Use of Appropriate
COSF: Exit Level Numeric
Behaviors to Meet Their Behaviors 00943
Behaviors Scale*
Needs
Progress in Positive Social COSF: Progress Social Social
00951 Alpha**
Emotional Skills Emotional Emotional
Progress in Acquisition of COSF: Progress Knowledge
00952 Alpha**
Knowledge and Skills Knowledge and Skills and Skills
Progress in Use of
COSF: Progress
Appropriate Behaviors to Behaviors 00953 Alpha**
Behaviors
Meet Their Needs

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Test Group: "NYS" for Grade 3–8 Assessments
*For these assessments, the scale will be computed from item data.
Grade 3 English Language Numeric
Grade 3 ELA ELA 00800
Arts Scale *
Numeric
Grade 3 Mathematics Grade 3 Math Math 00801
Scale *
Grade 4 English Language Numeric
Grade 4 ELA ELA 00006
Arts Scale *
Numeric
Grade 4 Mathematics Grade 4 Math Math 00008
Scale *
Grade 5 English Language Numeric
Grade 5 ELA ELA 00802
Arts Scale *
Numeric
Grade 5 Mathematics Grade 5 Math Math 00803
Scale *
Grade 6 English Language Numeric
Grade 6 ELA ELA 00804
Arts Scale *
Numeric
Grade 6 Mathematics Grade 6 Math Math 00805
Scale *
Grade 7 English Language Numeric
Grade 7 ELA ELA 00806
Arts Scale *
Numeric
Grade 7 Mathematics Grade 7 Math Math 00807
Scale *
Grade 8 English Language Numeric
Grade 8 ELA ELA 00009
Arts Scale *
Numeric
Grade 8 Mathematics Grade 8 Math Math 00010
Scale *
Grade 8 Science Numeric
Grade 8 Sci: Scale Science 00034
(Final Test Score) Scale
Test Group: "NYSAA" for New York State Alternate Assessments
NYSAA: Grade 3 English Numeric
NYSAA: Grade 3 ELA ELA 00613
Language Arts Standard
Numeric
NYSAA: Grade 3 Mathematics NYSAA: Grade 3 Math Math 00614
Standard
NYSAA: Grade 4 English Numeric
NYSAA: Grade 4 ELA ELA 00600
Language Arts Standard
Numeric
NYSAA: Grade 4 Mathematics NYSAA: Grade 4 Math Math 00601
Standard
NYSAA: Grade 5 English Numeric
NYSAA: Grade 5 ELA ELA 00615
Language Arts Standard
Numeric
NYSAA: Grade 5 Mathematics NYSAA: Grade 5 Math Math 00616
Standard
NYSAA: Grade 6 English Numeric
NYSAA: Grade 6 ELA ELA 00620
Language Arts Standard
Numeric
NYSAA: Grade 6 Mathematics NYSAA: Grade 6 Math Math 00621
Standard
NYSAA: Grade 7 English Numeric
NYSAA: Grade 7 ELA ELA 00625
Language Arts Standard
Numeric
NYSAA: Grade 7 Mathematics NYSAA: Grade 7 Math Math 00626
Standard
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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
NYSAA: Grade 8 English Numeric
NYSAA: Grade 8 ELA ELA 00604
Language Arts Standard
Numeric
NYSAA: Grade 8 Mathematics NYSAA: Grade 8 Math Math 00605
Standard
Numeric
NYSAA: Grade 8 Science NYSAA: Grade 8 Science Science 00607
Standard
NYSAA: English Language Numeric
NYSAA: Secondary ELA ELA 00608
Arts - Secondary Level Standard
NYSAA: Mathematics - Numeric
NYSAA: Secondary Math Math 00609
Secondary Level Standard
NYSAA: Science - Secondary NYSAA: Secondary Numeric
Science 00611
Level Science Standard
Test Group: “NYSESLAT” for New York State English as a Second Language Achievement Tests
Numeric
NYSESLAT: K Total Score NYSESLAT: K Total Score ELA 00569
Scale
Numeric
NYSESLAT: K Listening NYSESLAT: K Listening ELA L0569
Scale
Numeric
NYSESLAT: K Speaking NYSESLAT: K Speaking ELA S0569
Scale
Numeric
NYSESLAT: K Reading NYSESLAT: K Reading ELA R0569
Scale
Numeric
NYSESLAT: K Writing NYSESLAT: K Writing ELA W0569
Scale
Numeric
NYSESLAT: 1 Total Score NYSESLAT: 1 Total Score ELA 00578
Scale
Numeric
NYSESLAT: 2 Total Score NYSESLAT: 2 Total Score ELA 00579
Scale
Numeric
NYSESLAT: 1-2 Listening NYSESLAT: 1-2 Listening ELA L0578
Scale
Numeric
NYSESLAT: 1-2 Speaking NYSESLAT: 1-2 Speaking ELA S0578
Scale
Numeric
NYSESLAT: 1-2 Reading NYSESLAT: 1-2 Reading ELA R0578
Scale
Numeric
NYSESLAT: 1-2 Writing NYSESLAT: 1-2 Writing ELA W0578
Scale
Numeric
NYSESLAT: 3 Total Score NYSESLAT: 3 Total Score ELA 00588
Scale
Numeric
NYSESLAT: 4 Total Score NYSESLAT: 4 Total Score ELA 00589
Scale
Numeric
NYSESLAT: 3-4 Listening NYSESLAT: 3-4 Listening ELA L0588
Scale
Numeric
NYSESLAT: 3-4 Speaking NYSESLAT: 3-4 Speaking ELA S0588
Scale
Numeric
NYSESLAT: 3-4 Reading NYSESLAT: 3-4 Reading ELA R0588
Scale
Numeric
NYSESLAT: 3-4 Writing NYSESLAT: 3-4 Writing ELA W0588
Scale
Numeric
NYSESLAT: 5 Total Score NYSESLAT: 5 Total Score ELA 00528
Scale
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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Numeric
NYSESLAT: 6 Total Score NYSESLAT: 6 Total Score ELA 00529
Scale
Numeric
NYSESLAT: 5-6 Listening NYSESLAT: 5-6 Listening ELA L0528
Scale
Numeric
NYSESLAT: 5-6 Speaking NYSESLAT: 5-6 Speaking ELA S0528
Scale
Numeric
NYSESLAT: 5-6 Reading NYSESLAT: 5-6 Reading ELA R0528
Scale
Numeric
NYSESLAT: 5-6 Writing NYSESLAT: 5-6 Writing ELA W0528
Scale
Numeric
NYSESLAT: 7 Total Score NYSESLAT: 7 Total Score ELA 00538
Scale
Numeric
NYSESLAT: 8 Total Score NYSESLAT: 8 Total Score ELA 00539
Scale
Numeric
NYSESLAT: 7-8 Listening NYSESLAT: 7-8 Listening ELA L0538
Scale
Numeric
NYSESLAT: 7-8 Speaking NYSESLAT: 7-8 Speaking ELA S0538
Scale
Numeric
NYSESLAT: 7-8 Reading NYSESLAT: 7-8 Reading ELA R0538
Scale
Numeric
NYSESLAT: 7-8 Writing NYSESLAT: 7-8 Writing ELA W0538
Scale
Numeric
NYSESLAT: 9 Total Score NYSESLAT: 9 Total Score ELA 00548
Scale
NYSESLAT: 10 Total Numeric
NYSESLAT: 10 Total Score ELA 00549
Score Scale
NYSESLAT: 11 Total Numeric
NYSESLAT: 11 Total Score ELA 00550
Score Scale
NYSESLAT: 12 Total Numeric
NYSESLAT: 12 Total Score ELA 00551
Score Scale
NYSESLAT: 9-12 Numeric
NYSESLAT: 9-12 Listening ELA L0548
Listening Scale
NYSESLAT: 9-12 Numeric
NYSESLAT: 9-12 Speaking ELA S0548
Speaking Scale
Numeric
NYSESLAT: 9-12 Reading NYSESLAT: 9-12 Reading ELA R0548
Scale
Numeric
NYSESLAT: 9-12 Writing NYSESLAT: 9-12 Writing ELA W0548
Scale
NYSESLAT Braille: K Total NYSESLAT Braille: K Numeric
ELA 00480
Score Total Score Scale
NYSESLAT Braille: 1 Total NYSESLAT Braille: 1 Numeric
ELA 00481
Score Total Score Scale
NYSESLAT Braille: 2 Total NYSESLAT Braille: 2 Numeric
ELA 00482
Score Total Score Scale
NYSESLAT Braille: 3 Total NYSESLAT Braille: 3 Numeric
ELA 00483
Score Total Score Scale
NYSESLAT Braille: 4 Total NYSESLAT Braille: 4 Numeric
ELA 00484
Score Total Score Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
NYSESLAT Braille: 5 Total NYSESLAT Braille: 5 Numeric
ELA 00485
Score Total Score Scale
NYSESLAT Braille: 6 Total NYSESLAT Braille: 6 Numeric
ELA 00486
Score Total Score Scale
NYSESLAT Braille: 7 Total NYSESLAT Braille: 7 Numeric
ELA 00487
Score Total Score Scale
NYSESLAT Braille: 8 Total NYSESLAT Braille: 8 Numeric
ELA 00488
Score Total Score Scale
NYSESLAT Braille: 9 Total NYSESLAT Braille: 9 Numeric
ELA 00489
Score Total Score Scale
NYSESLAT Braille: 10 Total NYSESLAT Braille: 10 Numeric
ELA 00490
Score Total Score Scale
NYSESLAT Braille: 11 Total NYSESLAT Braille: 11 Numeric
ELA 00491
Score Total Score Scale
NYSESLAT Braille: 12 Total NYSESLAT Braille: 12 Numeric
ELA 00492
Score Total Score Scale
Test Group: “NYSITELL” for New York State
Identification Test for English Language Learners
NYSITELL_V2 assessments are new as of February 1, 2018. The test group remains “NYSITELL”.
NYSITELL_V2: Level I K Total NYSITELL_V2: Level I K Numeric
ELA T1520
Score Total Score Raw
NYSITELL_V2 Braille: Level I NYSITELL_V2 Braille: ELA T1545 Numeric
K Total Score Level I K Total Score Raw

NYSITELL_V2: Level I K NYSITELL_V2: Level I K Numeric

ELA L1520
Listening Listening Raw
NYSITELL_V2: Level I K NYSITELL_V2: Level I K Numeric
ELA S1520
Speaking Speaking Raw
NYSITELL_V2: Level II K Total NYSITELL_V2: Level II K Numeric
ELA T1521
Score Total Score Raw
NYSITELL_V2 Braille: Level II NYSITELL_V2 Braille: ELA T1547 Numeric
K Total Score Level II K Total Score Raw
NYSITELL_V2: Level II K NYSITELL_V2: Level II K Numeric
ELA L1521
Listening Listening Raw
NYSITELL_V2: Level II K NYSITELL_V2: Level II K Numeric
ELA S1521
Speaking Speaking Raw
NYSITELL_V2: Level II K NYSITELL_V2: Level II K Numeric
ELA R1521
Reading Reading Raw
NYSITELL_V2: Level II K NYSITELL_V2: Level II K Numeric
ELA W1521
Writing Writing Raw
NYSITELL_V2: Level II 1 Total NYSITELL_V2: Level II 1 Numeric
ELA T1522
Score Total Score Raw
NYSITELL_V2 Braille: Level II NYSITELL_V2 Braille: ELA Numeric
T1546
1 Total Score Level II 1 Total Score Raw
NYSITELL_V2: Level II 1 NYSITELL_V2: Level II 1 Numeric
ELA L1522
Listening Listening Raw
NYSITELL_V2: Level II 1 NYSITELL_V2: Level II 1 Numeric
ELA S1522
Speaking Speaking Raw

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
NYSITELL_V2: Level II 1 NYSITELL_V2: Level II 1 Numeric
ELA R1522
Reading Reading Raw
NYSITELL_V2: Level II 1 NYSITELL_V2: Level II 1 Numeric
ELA W1522
Writing Writing Raw
NYSITELL_V2: Level III 1 NYSITELL_V2: Level III 1 Numeric
ELA T1523
Total Score Total Score Raw
NYSITELL_V2 Braille: Level III NYSITELL_V2 Braille: ELA T1548 Numeric
1 Total Score Level III 1 Total Score Raw
NYSITELL_V2: Level III 1 NYSITELL_V2: Level III 1 Numeric
ELA L1523
Listening Listening Raw
NYSITELL_V2: Level III 1 NYSITELL_V2: Level III 1 Numeric
ELA S1523
Speaking Speaking Raw
NYSITELL_V2: Level III 1 NYSITELL_V2: Level III 1 Numeric
ELA R1523
Reading Reading Raw
NYSITELL_V2: Level III 1 NYSITELL_V2: Level III 1 Numeric
ELA W1523
Writing Writing Raw
NYSITELL_V2: Level III 2 NYSITELL_V2: Level III 2 Numeric
ELA T1524
Total Score Total Score Raw
NYSITELL_V2 Braille: Level III NYSITELL_V2 Braille: ELA T1549 Numeric
2 Total Score Level III 2 Total Score Raw
NYSITELL_V2: Level III 2 NYSITELL_V2: Level III 2 Numeric
ELA L1524
Listening Listening Raw
NYSITELL_V2: Level III 2 NYSITELL_V2: Level III 2 Numeric
ELA S1524
Speaking Speaking Raw
NYSITELL_V2: Level III 2 NYSITELL_V2: Level III 2 Numeric
ELA R1524
Reading Reading Raw
NYSITELL_V2: Level III 2 NYSITELL_V2: Level III 2 Numeric
ELA W1524
Writing Writing Raw
NYSITELL_V2: Level III 3 NYSITELL_V2: Level III 3 Numeric
ELA T1525
Total Score Total Score Raw
NYSITELL_V2 Braille: Level III NYSITELL_V2 Braille: ELA T1550 Numeric
3 Total Score Level III 3 Total Score Raw
NYSITELL_V2: Level III 3 NYSITELL_V2: Level III 3 Numeric
ELA L1525
Listening Listening Raw
NYSITELL_V2: Level III 3 NYSITELL_V2: Level III 3 Numeric
ELA S1525
Speaking Speaking Raw
NYSITELL_V2: Level III 3 NYSITELL_V2: Level III 3 Numeric
ELA R1525
Reading Reading Raw
NYSITELL_V2: Level III 3 NYSITELL_V2: Level III 3 Numeric
ELA W1525
Writing Writing Raw
NYSITELL_V2: Level IV 3 NYSITELL_V2: Level IV 3 Numeric
ELA T1526
Total Score Total Score Raw
NYSITELL_V2: Level IV 3 NYSITELL_V2: Level IV 3 Numeric
ELA L1526
Listening Listening Raw
NYSITELL_V2: Level IV 3 NYSITELL_V2: Level IV 3 Numeric
ELA S1526
Speaking Speaking Raw
NYSITELL_V2: Level IV 3 NYSITELL_V2: Level IV 3 Numeric
ELA R1526
Reading Reading Raw

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
NYSITELL_V2: Level IV 3 NYSITELL_V2: Level IV 3 Numeric
ELA W1526
Writing Writing Raw
NYSITELL_V2: Level IV 4 NYSITELL_V2: Level IV 4 Numeric
ELA T1527
Total Score Total Score Raw
NYSITELL_V2: Level IV 4 NYSITELL_V2: Level IV 4 Numeric
ELA L1527
Listening Listening Raw
NYSITELL_V2: Level IV 4 NYSITELL_V2: Level IV 4 Numeric
ELA S1527
Speaking Speaking Raw
NYSITELL_V2: Level IV 4 NYSITELL_V2: Level IV 4 Numeric
ELA R1527
Reading Reading Raw
NYSITELL_V2: Level IV 4 NYSITELL_V2: Level IV 4 Numeric
ELA W1527
Writing Writing Raw
NYSITELL_V2: Level V 4 Total NYSITELL_V2: Level V 4 Numeric
ELA T1528
Score Total Score Raw
NYSITELL_V2: Level V 4 NYSITELL_V2: Level V 4 Numeric
ELA L1528
Listening Listening Raw
NYSITELL_V2: Level V 4 NYSITELL_V2: Level V 4 Numeric
ELA S1528
Speaking Speaking Raw
NYSITELL_V2: Level V 4 NYSITELL_V2: Level V 4 Numeric
ELA R1528
Reading Reading Raw
NYSITELL_V2: Level V 4 NYSITELL_V2: Level V 4 Numeric
ELA W1528
Writing Writing Raw
NYSITELL_V2: Level V 5 Total NYSITELL_V2: Level V 5 Numeric
ELA T1529
Score Total Score Raw
NYSITELL_V2: Level V 5 NYSITELL_V2: Level V 5 Numeric
ELA L1529
Listening Listening Raw
NYSITELL_V2: Level V 5 NYSITELL_V2: Level V 5 Numeric
ELA S1529
Speaking Speaking Raw
NYSITELL_V2: Level V 5 NYSITELL_V2: Level V 5 Numeric
ELA R1529
Reading Reading Raw
NYSITELL_V2: Level V 5 NYSITELL_V2: Level V 5 Numeric
ELA W1529
Writing Writing Raw
NYSITELL_V2: Level VI 5 NYSITELL_V2: Level VI 5 Numeric
ELA T1530
Total Score Total Score Raw
NYSITELL_V2: Level VI 5 NYSITELL_V2: Level VI 5 Numeric
ELA L1530
Listening Listening Raw
NYSITELL_V2: Level VI 5 NYSITELL_V2: Level VI 5 Numeric
ELA S1530
Speaking Speaking Raw
NYSITELL_V2: Level VI 5 NYSITELL_V2: Level VI 5 Numeric
ELA R1530
Reading Reading Raw
NYSITELL_V2: Level VI 5 NYSITELL_V2: Level VI 5 Numeric
ELA W1530
Writing Writing Raw
NYSITELL_V2: Level VI 6 NYSITELL_V2: Level VI 6 Numeric
ELA T1531
Total Score Total Score Raw
NYSITELL_V2: Level VI 6 NYSITELL_V2: Level VI 6 Numeric
ELA L1531
Listening Listening Raw
NYSITELL_V2: Level VI 6 NYSITELL_V2: Level VI 6 Numeric
ELA S1531
Speaking Speaking Raw

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
NYSITELL_V2: Level VI 6 NYSITELL_V2: Level VI 6 Numeric
ELA R1531
Reading Reading Raw
NYSITELL_V2: Level VI 6 NYSITELL_V2: Level VI 6 Numeric
ELA W1531
Writing Writing Raw
NYSITELL_V2: Level VI 7 NYSITELL_V2: Level VI 7 Numeric
ELA T1532
Total Score Total Score Raw
NYSITELL_V2: Level VI 7 NYSITELL_V2: Level VI 7 Numeric
ELA L1532
Listening Listening Raw
NYSITELL_V2: Level VI 7 NYSITELL_V2: Level VI 7 Numeric
ELA S1532
Speaking Speaking Raw
NYSITELL_V2: Level VI 7 NYSITELL_V2: Level VI 7 Numeric
ELA R1532
Reading Reading Raw
NYSITELL_V2: Level VI 7 NYSITELL_V2: Level VI 7 Numeric
ELA W1532
Writing Writing Raw
NYSITELL_V2: Level VII 7 NYSITELL_V2: Level VII 7 Numeric
ELA T1533
Total Score Total Score Raw
NYSITELL_V2: Level VII 7 NYSITELL_V2: Level VII 7 Numeric
ELA L1533
Listening Listening Raw
NYSITELL_V2: Level VII 7 NYSITELL_V2: Level VII 7 Numeric
ELA S1533
Speaking Speaking Raw
NYSITELL_V2: Level VII 7 NYSITELL_V2: Level VII 7 Numeric
ELA R1533
Reading Reading Raw
NYSITELL_V2: Level VII 7 NYSITELL_V2: Level VII 7 Numeric
ELA W1533
Writing Writing Raw
NYSITELL_V2: Level VII 8 NYSITELL_V2: Level VII 8 Numeric
ELA T1534
Total Score Total Score Raw
NYSITELL_V2: Level VII 8 NYSITELL_V2: Level VII 8 Numeric
ELA L1534
Listening Listening Raw
NYSITELL_V2: Level VII 8 NYSITELL_V2: Level VII 8 Numeric
ELA S1534
Speaking Speaking Raw
NYSITELL_V2: Level VII 8 NYSITELL_V2: Level VII 8 Numeric
ELA R1534
Reading Reading Raw
NYSITELL_V2: Level VII 8 NYSITELL_V2: Level VII 8 Numeric
ELA W1534
Writing Writing Raw
NYSITELL_V2: Level VII 9 NYSITELL_V2: Level VII 9 Numeric
ELA T1535
Total Score Total Score Raw
NYSITELL_V2: Level VII 9 NYSITELL_V2: Level VII 9 Numeric
ELA L1535
Listening Listening Raw
NYSITELL_V2: Level VII 9 NYSITELL_V2: Level VII 9 Numeric
ELA S1535
Speaking Speaking Raw
NYSITELL_V2: Level VII 9 NYSITELL_V2: Level VII 9 Numeric
ELA R1535
Reading Reading Raw
NYSITELL_V2: Level VII 9 NYSITELL_V2: Level VII 9 Numeric
ELA W1535
Writing Writing Raw
NYSITELL_V2: Level VIII 9 NYSITELL_V2: Level VIII Numeric
ELA T1536
Total Score 9 Total Score Raw
NYSITELL_V2: Level VIII 9 NYSITELL_V2: Level VIII Numeric
ELA L1536
Listening 9 Listening Raw

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
NYSITELL_V2: Level VIII 9 NYSITELL_V2: Level VIII Numeric
ELA S1536
Speaking 9 Speaking Raw
NYSITELL_V2: Level VIII 9 NYSITELL_V2: Level VIII Numeric
ELA R1536
Reading 9 Reading Raw
NYSITELL_V2: Level VIII 9 NYSITELL_V2: Level VIII Numeric
ELA W1536
Writing 9 Writing Raw
NYSITELL_V2: Level VIII 10 NYSITELL_V2: Level VIII Numeric
ELA T1537
Total Score 10 Total Score Raw
NYSITELL_V2: Level VIII 11 NYSITELL_V2: Level VIII Numeric
ELA T1538
Total Score 11 Total Score Raw
NYSITELL_V2: Level VIII 12 NYSITELL_V2: Level VIII Numeric
ELA T1539
Total Score 12 Total Score Raw
NYSITELL_V2: Level VIII 10- NYSITELL_V2: Level VIII Numeric
ELA L1540
12 Listening 10-12 Listening Raw
NYSITELL_V2: Level VIII 10- NYSITELL_V2: Level VIII Numeric
ELA S1540
12 Speaking 10-12 Speaking Raw
NYSITELL_V2: Level VIII 10- NYSITELL_V2: Level VIII Numeric
ELA R1540
12 Reading 10-12 Reading Raw
NYSITELL_V2: Level VIII 10- NYSITELL_V2: Level VIII Numeric
ELA W1540
12 Writing 10-12 Writing Raw
Test Group: “Regents” for Regents Examinations
Regents Common Core
Regents Common Core Numeric
Examination in English ELA 01340
ELA – Jan Scale
Language Arts – January
Regents Common Core
Regents Common Core Numeric
Examination in English ELA 06340
ELA – Jun Scale
Language Arts – June
Regents Common Core
Regents Common Core Numeric
Examination in English ELA 08340
ELA – Aug Scale
Language Arts – August
Regents Common Core
Regents Common Core Numeric
Examination in Algebra I – Math 01304
Algebra I – Jan Scale
January
Regents Common Core
Regents Common Core Numeric
Examination in Algebra I – Math 06304
Algebra I – Jun Scale
June
Regents Common Core
Regents Common Core Numeric
Examination in Algebra I – Math 08304
Algebra I – Aug Scale
August
Regents Common Core
Regents Common Core Numeric
Examination in Geometry - Math 01305
Geometry - Jan Scale
January
Regents Common Core
Regents Common Core Numeric
Examination in Geometry - Math 06305
Geometry - Jun Scale
June
Regents Common Core
Regents Common Core Numeric
Examination in Geometry - Math 08305
Geometry - Aug Scale
August

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Regents Common Core
Regents Common Core Numeric
Examination in Algebra II - Math 01306
Algebra II - Jan Scale
January
Regents Common Core
Regents Common Core Numeric
Examination in Algebra II - Math 06306
Algebra II - Jun Scale
June
Regents Common Core
Regents Common Core Numeric
Examination in Algebra II - Math 08306
Algebra II - Aug Scale
August
Regents Living Environment – Regents Living Numeric
Science 01059
January Environment – Jan Scale
Regents Living Environment – Regents Living Numeric
Science 06059
June Environment – Jun Scale
Regents Living Environment – Regents Living Numeric
Science 08059
August Environment – Aug Scale
Regents Physical Regents Phy Numeric
Science 01201
Setting/Chemistry – January Set/Chemistry – Jan Scale
Regents Physical Regents Phy Numeric
Science 06201
Setting/Chemistry – June Set/Chemistry – Jun Scale
Regents Physical Regents Phy Numeric
Science 08201
Setting/Chemistry – August Set/Chemistry – Aug Scale
Regents Physical Setting/ Regents Phy Set/Earth Numeric
Science 01200
Earth Science – January Sci – Jan Scale
Regents Physical Setting/ Regents Phy Set/Earth Numeric
Science 06200
Earth Science – June Sci – Jun Scale
Regents Physical Setting/ Regents Phy Set/Earth Numeric
Science 08200
Earth Science – August Sci – Aug Scale
Regents Physical Regents Phy Set/Physics Numeric
Science 01202
Setting/Physics – January – Jan Scale
Regents Physical Regents Phy Set/Physics Numeric
Science 06202
Setting/Physics – June – Jun Scale
Student entered NYS school
for first time in grade 12 and Numeric
Science Exempt Science 00402
was exempted from Regents Scale
Science
Regents US
Regents U.S. History &
History&Gov’t Social
Government (Framework) - 01072 **
(Framework) - Jan Studies
January
Regents US
Regents U.S. History &
History&Gov’t Social Numeric
Government (Framework) - 06072
(Framework) - Jun Studies Scale
June
Regents U.S. History & Regents US
Social
Government (Framework) - History&Gov’t 08072 **
Studies
August (Framework) - Aug
New Framework Regents Regents NF Global Global Numeric
01208
Examination in Global History – Jan Studies Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
History and Geography II –
Grade 10
New Framework Regents
Examination in Global Regents NF Global Global Numeric
06208
History and Geography II – History – Jun Studies Scale
Grade 10
New Framework Regents
Examination in Global Regents NF Global Global Numeric
08208
History and Geography II – History – Aug Studies Scale
Grade 10
Student entered NYS school
for first time in grade 11 and Global
Global Hist Exempt 00401 Numeric
was exempted from Regents Studies
Global History
Military Compact Exempt Military Compact Exempt Global
MC403 Numeric
Global History Global History Studies
Military Compact Exempt Military Compact Exempt Social
MC404 Numeric
U.S. History & Government U.S. History & Gov't Studies
Military Compact Exempt Military Compact Exempt
ELA MC405 Numeric
English Language Arts ELA
Military Compact Exempt Military Compact Exempt
Mathematics MC406 Numeric
Algebra I Algebra I
Military Compact Exempt Military Compact Exempt
Mathematics MC407 Numeric
Algebra II Algebra II
Military Compact Exempt Military Compact Exempt
Mathematics MC408 Numeric
Geometry Geometry
Military Compact Exempt Military Compact Exempt
Science MC409 Numeric
Living Environment Living Environment
Military Compact Exempt Science Numeric
Military Compact Exempt
Physical MC410
Physical Setting/Chemistry
Setting/Chemistry
Military Compact Exempt Military Compact Exempt Science Numeric
Physical Setting/Earth Physical Setting/Earth MC411
Science Science
Military Compact Exempt Military Compact Exempt Science Numeric
MC412
Physical Setting/Physics Physical Setting/Physics
Test Group: "CTE" for Career and Technical Education (see note above in Career and Technical
Education section)
Career and
Approved CTE Program Approved CTE Program
Technical 00199 Alpha
Technical Assessment Technical Assessment
Education
Test Group: “ALTREG” for Regents Alternatives
* The College Board stopped offering the SAT Subject Tests in January 2021. These codes remain available
for the 2022-23 SY for historical reporting only.
AICE English Examination AICE English ELA 00119 Alpha
AP Language and Numeric
AP Language and Comp ELA 00120
Composition Standard
AP Literature and Numeric
AP Literature and Comp ELA 00121
Composition Standard

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
AICE Mathematics
AICE Math Math 00127 Alpha
Examination
Numeric
AP Calculus AB Examination AP Calculus AB Math 00128
Standard
Numeric
AP Calculus BC Examination AP Calculus BC Math 00129
Standard
Numeric
IB Mathematics Higher Level IB Math High Lvl Math 00126
Scale
Numeric
IB Mathematics SL IB Math SL Math 00125
Scale
IB Mathematics Studies Numeric
IB Math Studies Std Lvl Math 00124
Standard Level Scale
IGCSE (International General
Certification of Secondary IGCSE Math 00130 Alpha
Education) Mathematics
SAT Subject Test SAT Subject Test Math Numeric
Math 00131
Mathematics Level 1** Level 1 Scale
SAT Subject Test SAT Subject Test Math Numeric
Math 00132
Mathematics Level 2** Level 2 Scale
Numeric
AP Biology AP Biology Science 00135
Standard
Numeric
SAT Subject Test Biology** SAT Subject Test Biology Science 00179
Scale
SAT Subject Test Numeric
SAT Subject Test Chemistry** Science 00180
Chemistry Scale
Numeric
SAT Subject Test Physics** SAT Subject Test Physics Science 00181
Scale
Social Numeric
AP U.S. History AP US History 00136
Studies Standard
Social Numeric
AP World History AP World History 00137
Studies Standard
SAT Subject Test U.S. SAT Subject Test US Social Numeric
00134
History** History Studies Scale
Test Group: “LOTE” for Languages Other Than English
Second
LOTE Exempt LOTE Exempt LT000 Alpha
Languages
LOTE Pathway Exam - Second
LOTE Pathway Exam - Other LT001 Alpha
Other Languages
LOTE Pathway Exam - Second
LOTE Pathway Exam - French LT002 Alpha
French Languages
LOTE Pathway Exam - LOTE Pathway Exam - Second
LT003 Alpha
Spanish Spanish Languages
LOTE Pathway Exam - Second
LOTE Pathway Exam - Italian LT004 Alpha
Italian Languages
LOTE Pathway Exam - LOTE Pathway Exam - Second
LT005 Alpha
Chinese Chinese Languages
Second
LOTE Checkpoint B LOTE Checkpoint B LT006 Alpha
Languages

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Test Group: “SEQ” for Sequence for Advanced Designation
CTE Sequence for Advanced CTE Sequence for Career
SQ001 Alpha
Designation Advanced Designation Education
Fine and
Arts Sequence for Advanced Arts Sequence for
Performing SQ002 Alpha
Designation Advanced Designation
Arts
Test Group: “CDOS” for Career Development and Occupational Studies
Career and
CDOS Pathway Exam CDOS Pathway Exam Technical CD001 Alpha
Education
Test Group: “CCR” for College and Career Readiness
Fine and
Numeric
AP Art History AP Art History Performing 00A00
Scale
Arts
Numeric
AP Chemistry AP Chemistry Science 00A01
Scale
AP Chinese Language and AP Chinese Language Second Numeric
00A02
Culture and Culture Languages Scale
AP Comparative Government AP Comparative Social Numeric
00A03
and Politics Government and Politics Studies Scale
Computer Numeric
AP Computer Science A AP Computer Science A 00A04
Sciences Scale
AP Environmental Numeric
AP Environmental Science Science 00A05
Science Scale
Social Numeric
AP European History AP European History 00A06
Studies Scale
AP French Language and AP French Language and Second Numeric
00A07
Culture Culture Languages Scale
AP German Language and AP German Language Second Numeric
00A08
Culture and Culture Languages Scale
Numeric
AP Human Geography AP Human Geography Science 00A09
Scale
AP Italian Language and AP Italian Language and Second Numeric
00A10
Culture Culture Languages Scale
AP Japanese Language and AP Japanese Language Second Numeric
00A11
Culture and Culture Languages Scale
AP Latin (Virgil, Catullus and AP Latin (Virgil, Catullus Second Numeric
00A12
Horace) and Horace) Languages Scale
Social Numeric
AP Macroeconomics AP Macroeconomics 00A13
Studies Scale
Social Numeric
AP Microeconomics AP Microeconomics 00A14
Studies Scale
Fine and Numeric
AP Music Theory AP Music Theory Performing 00A15 Scale
Arts
Numeric
AP Physics C: Mechanics AP Physics C: Mechanics Science 00A17
Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Social Numeric
AP Psychology AP Psychology 00A18
Studies Scale
AP Spanish Language and AP Spanish Language Second Numeric
00A19
Culture and Culture Languages Scale
AP Spanish Literature and AP Spanish Literature Second Numeric
00A20
Culture and Culture Languages Scale
Numeric
AP Statistics AP Statistics Mathematics 00A21
Scale
Fine and Numeric
AP Studio Art Drawing AP Studio Art Drawing Performing 00A22 Scale
Arts
AP U.S. Government and AP U.S. Government and Social Numeric
00A23
Politics Politics Studies Scale
Fine and Numeric
AP Studio Art 2d Design AP Studio Art 2d Design Performing 00A24 Scale
Arts
Fine and Numeric
AP Studio Art 3d Design AP Studio Art 3d Design Performing 00A25 Scale
Arts
AP Physics C: Electricity and AP Physics C: Electricity Numeric
Science 00A26
Magnetism and Magnetism Scale
Numeric
AP Physics 1 AP Physics 1 Science 00A38
Scale
Numeric
AP Physics 2 AP Physics 2 Science 00A39
Scale
AP Computer Science AP Computer Science Computer Numeric
00A40
Principles Principles Sciences Scale
Numeric
AP Seminar AP Seminar Other 00A41
Scale
Numeric
AP Research AP Research Other 00A42
Scale
Numeric
IB Biology - HL IB Biology - HL Science 00I02
Scale
Numeric
IB Biology - SL IB Biology - SL Science 00I03
Scale
Business Numeric
IB Business and Management IB Business and
and 00I04 Scale
- HL Management - HL
Marketing
Business Numeric
IB Business and Management IB Business and
and 00I05 Scale
- SL Management - SL
Marketing
Numeric
IB Chemistry - SL IB Chemistry - SL Science 00I06
Scale
IB Computer Science - Computer Numeric
IB Computer Science - HL 00I08
HL Sciences Scale
Computer Numeric
IB Computer Science - SL IB Computer Science - SL 00I09
Sciences Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Social Numeric
IB Economics - HL IB Economics - HL 00I10
Studies Scale
Social Numeric
IB Economics - SL IB Economics - SL 00I11
Studies Scale
IB Environmental Systems - IB Environmental Numeric
Science 00I12
SL Systems - SL Scale
Social Numeric
IB Geography - HL IB Geography - HL 00I14
Studies Scale
Social Numeric
IB History - SL IB History - SL 00I16
Studies Scale
IB Information Numeric
IB Information Technology in Computer
Technology in a Global 00I18 Scale
a Global Society -HL Sciences
Society -HL
IB Information Numeric
IB Information Technology in Computer
Technology in a Global 00I19 Scale
a Global Society -SL Sciences
Society - SL
Fine and Numeric
IB Music - HL IB Music - HL Performing 00I21 Scale
Arts
Fine and Numeric
IB Music - SL IB Music - SL Performing 00I22 Scale
Arts
Science Numeric
IB Physics - HL IB Physics - HL 00I23
Scale
Science Numeric
IB Physics - SL IB Physics - SL 00I24
Scale
Social Numeric
IB Psychology - HL IB Psychology - HL 00I25
Studies Scale
Social Numeric
IB Psychology - SL IB Psychology - SL 00I26
Studies Scale
IB Social Anthropology - Social Numeric
IB Social Anthropology - HL 00I27
HL Studies Scale
IB Social Anthropology - Social Numeric
IB Social Anthropology - SL 00I28
SL Studies Scale
Fine and Numeric
IB Theatre Arts - SL IB Theatre Arts - SL Performing 00I31 Scale
Arts
Fine and Numeric
IB Dance - HL IB Dance - HL Performing 00I32 Scale
Arts
Fine and Numeric
IB Dance - SL IB Dance - SL Performing 00I33 Scale
Arts
Fine and Numeric
IB Theatre Arts - HL IB Theatre Arts - HL Performing 00I34 Scale
Arts

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
Fine and Numeric
IB Visual Arts - HL IB Visual Arts - HL Performing 00I35 Scale
Arts
Fine and Numeric
IB Visual Arts - SL IB Visual Arts - SL Performing 00I36 Scale
Arts
IB Language A: Literature – IB Language A: Literature Second Numeric
00I37
Spanish - HL – Spanish - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I38
Spanish - SL – Spanish - SL Languages Scale
IB Language B: Spanish - Second Numeric
IB Language B: Spanish - HL 00I39
HL Languages Scale
IB Language B: Spanish - Second Numeric
IB Language B: Spanish - SL 00I40
SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Spanish Languages 00I41 Scale
Literature – Spanish - HL
- HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Spanish Languages 00I42 Scale
Literature – Spanish - SL
- SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
00I43
Spanish - SL Spanish - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I44
French - HL – French - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I45
French - SL – French - SL Languages Scale
IB Language B – French - Second Numeric
IB Language B – French - HL 00I46
HL Languages Scale
IB Language B – French - Second Numeric
IB Language B – French - SL 00I47
SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – French - Languages 00I48 Scale
Literature – French - HL
HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – French - Languages 00I49 Scale
Literature – French - SL
SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
00I50
French - SL French - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I51
Italian - HL – Italian - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I52
Italian - SL – Italian - SL Languages Scale
IB Language B – Italian - Second Numeric
IB Language B – Italian - HL 00I53
HL Languages Scale
IB Language B – Italian - Second Numeric
IB Language B – Italian - SL 00I54
SL Languages Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Italian - Languages 00I55 Scale
Literature – Italian - HL
HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Italian - Languages 00I56 Scale
Literature – Italian - SL
SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
00I57
Italian - SL Italian - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I58
Portuguese - HL – Portuguese - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I59
Portuguese - SL – Portuguese - SL Languages Scale
IB Language B – Portuguese - IB Language B – Second Numeric
00I60
HL Portuguese - HL Languages Scale
IB Language B – Portuguese - IB Language B – Second Numeric
00I61
SL Portuguese - SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages 00I62 Scale
Literature – Portuguese - HL
Portuguese - HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages 00I63 Scale
Literature – Portuguese - SL
Portuguese - SL
IB Language A: Literature – IB Language A: Literature Second Numeric
00I64
German - HL – German - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I65
German - SL – German - SL Languages Scale
IB Language B – German Second Numeric
IB Language B – German - HL 00I66
- HL Languages Scale
IB Language B – German Second Numeric
IB Language B – German - SL 00I67
- SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – German Languages 00I68 Scale
Literature – German - HL
- HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – German Languages 00I69 Scale
Literature – German - SL
- SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
00I70
German - SL German - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I71
Greek - HL – Greek - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I72
Greek - SL – Greek - SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Greek - Languages 00I73 Scale
Literature – Greek - HL
HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Greek - Languages 00I74 Scale
Literature – Greek - SL
SL

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Classical Languages – IB Classical Languages – Second Numeric
00I75
Latin - HL Latin - HL Languages Scale
IB Classical Languages – IB Classical Languages – Second Numeric
00I76
Latin - SL Latin - SL Languages Scale
IB Classical Languages – IB Classical Languages – Second Numeric
00I77
Greek - HL Greek - HL Languages Scale
IB Classical Languages – IB Classical Languages – Second Numeric
00I78
Greek - HL Greek - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I79
Chinese - HL – Chinese - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I80
Chinese - SL – Chinese - SL Languages Scale
IB Language B – Chinese Second Numeric
IB Language B – Chinese - HL 00I81
- HL Languages Scale
IB Language B – Chinese Second Numeric
IB Language B – Chinese - SL 00I82
- SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Chinese Languages 00I83 Scale
Literature – Chinese - HL
- HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Chinese Languages 00I84 Scale
Literature – Chinese - SL
- SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
00I85
Chinese - SL Chinese - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I86
Japanese - HL – Japanese - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
00I87
Japanese - SL – Japanese - SL Languages Scale
IB Language B – Japanese - IB Language B – Second Numeric
00I88
HL Japanese - HL Languages Scale
IB Language B – Japanese - IB Language B – Second Numeric
00I89
SL Japanese - SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages 00I90 Scale
Literature – Japanese - HL
Japanese - HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages 00I91 Scale
Literature – Japanese - SL
Japanese - SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
00I92
Japanese - SL Japanese - SL Languages Scale
IB Language A: Korean – IB Language A: Korean – Second Numeric
00I93
Literature - HL Literature - HL Languages Scale
IB Language A: Korean – IB Language A: Korean – Second Numeric
00I94
Literature - HL Literature - HL Languages Scale
IB Language B – Korean - Second Numeric
IB Language B – Korean - HL 00I95
HL Languages Scale
IB Language B – Korean - Second Numeric
IB Language B – Korean - SL 00I96
SL Languages Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Korean - Languages 00I97 Scale
Literature – Korean - HL
HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Korean - Languages 00I98 Scale
Literature – Korean - SL
SL
IB Language A: Literature – IB Language A: Literature Second Numeric
00I99
Vietnamese - HL – Vietnamese - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I200
Vietnamese - SL – Vietnamese - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I201
Filipino - HL – Filipino - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I202
Filipino - SL – Filipino - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I203
Russian - HL – Russian - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I204
Russian - SL – Russian - SL Languages Scale
IB Language B – Russian Second Numeric
IB Language B – Russian - HL 0I205
- HL Languages Scale
IB Language B – Russian Second Numeric
IB Language B – Russian - HL 0I206
- HL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Russian Languages 0I207 Scale
Literature – Russian - HL
- HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Russian Languages 0I208 Scale
Literature – Russian - SL
- SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
0I209
Russian - SL Russian - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I210
Hebrew - HL – Hebrew - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I211
Hebrew - SL – Hebrew - SL Languages Scale
IB Language B – Hebrew Second Numeric
IB Language B – Hebrew - SL 0I212
- SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I213
Arabic - HL – Arabic - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I214
Arabic - SL – Arabic - SL Languages Scale
IB Language B – Arabic - Second Numeric
IB Language B – Arabic - HL 0I215
HL Languages Scale
IB Language B – Arabic - Second Numeric
IB Language B – Arabic - SL 0I216
SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Arabic - Languages 0I217 Scale
Literature – Arabic - HL
HL

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Arabic - Languages 0I218 Scale
Literature – Arabic - SL
SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
0I219
Arabic - SL Arabic - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I220
Swahili - HL – Swahili - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I221
Swahili - SL – Swahili - SL Languages Scale
IB Language B – Swahili - Second Numeric
IB Language B – Swahili - HL 0I222
HL Languages Scale
IB Language B – Swahili - Second Numeric
IB Language B – Swahili - SL 0I223
SL Languages Scale
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
0I224
Swahili - SL Swahili - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Numeric
ELA 0I225
English - HL – English - HL Scale
IB Language A: Literature – IB Language A: Literature Numeric
ELA 0I226
English - SL – English - SL Scale
IB Language A: Language ELA Numeric
IB Language A: Language and
and Literature – English - 0I227 Scale
Literature – English - HL
HL
IB Language A: Language ELA Numeric
IB Language A: Language and
and Literature – English - 0I228 Scale
Literature – English - SL
SL
IB Literature and IB Literature and ELA Numeric
0I229
Performance - SL Performance - SL Scale
IB Further Mathematics - Numeric
IB Further Mathematics - HL Mathematics 0I230
HL Scale
IB Sports, Exercise, and IB Sports, Exercise, and Numeric
Science 0I231
Health Science - SL Health Science - SL Scale
Science Numeric
IB Chemistry - HL IB Chemistry - HL 0I232
Scale
IB Design Technology - Science Numeric
IB Design Technology - HL 0I233
HL Scale
IB Design Technology - Numeric
IB Design Technology - SL Science 0I234
SL Scale
Social Numeric
IB Geography - SL IB Geography - SL 0I235
Studies Scale
IB Global Politics - HL Social Numeric
IB Global Politics - HL 0I236
Studies Scale
IB Global Politics - SL Social Numeric
IB Global Politics - SL 0I237
Studies Scale
IB Philosophy - HL Social Numeric
IB Philosophy - HL 0I239
Studies Scale
IB Philosophy - SL Social Numeric
IB Philosophy - SL 0I240
Studies Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Film - HL Fine and Numeric
IB Film - HL Performing 0I241 Scale
Arts
IB Film - SL Fine and Numeric
IB Film - SL Performing 0I242 Scale
Arts
Religious Numeric
IB World Religions - SL IB World Religions - SL 0I243
Education Scale
IB Creativity, Action, Numeric
IB Creativity, Action, Service Other 0I244
Service Scale
IB Approaches to Other Numeric
IB Approaches to Learning 0I246
Learning Scale
Social Numeric
IB History - HL IB History - HL 0I247
Studies Scale
IB Language A: Literature – IB Language A: Literature Numeric
Second
Malayo-Polynesian Language – Malayo-Polynesian 0I248 Scale
Languages
- HL Language - HL
IB Language A: Literature – IB Language A: Literature Second Numeric
Malayo-Polynesian Language – Malayo-Polynesian Languages 0I249 Scale
- SL Language - SL
IB Language B – Malayo- IB Language B – Malayo- Second Numeric
0I250
Polynesian Language - SL Polynesian Language - SL Languages Scale
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Malayo- Languages Scale
Literature – Malayo- 0I251
Polynesian Language -
Polynesian Language - HL
HL
IB Language A: Language and IB Language A: Language Second Numeric
Literature – Malayo- and Literature – Malayo- Languages 0I252 Scale
Polynesian Language - SL Polynesian Language - SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
Malayo-Polynesian Language Malayo-Polynesian Languages 0I253 Scale
- SL Language - SL
IB Language A: Literature – IB Language A: Literature Second Numeric
0I254
Indic Language - HL – Indic Language - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I255
Indic Language - SL – Indic Language - SL Languages Scale
IB Language B – Indic IB Language B – Indic Second Numeric
0I256
Language - HL Language - HL Languages Scale
IB Language B – Indic IB Language B – Indic Second Numeric
0I257
Language - SL Language - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I258
Iranian/Persian - HL – Iranian/Persian - HL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
0I259
Iranian/Persian - SL – Iranian/Persian - SL Languages Scale
IB Language A: Literature – IB Language A: Literature Second Numeric
Turkic/Ural-Altaic Language - – Turkic/Ural-Altaic Languages 0I260 Scale
HL Language - HL

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Language A: Literature – IB Language A: Literature Second Numeric
Turkic/Ural-Altaic Language - – Turkic/Ural-Altaic Languages 0I261 Scale
SL Language - SL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages Scale
Literature – Turkic/Ural- 0I262
Turkic/Ural-Altaic
Altaic Language - HL
Language - HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages Scale
Literature – Turkic/Ural- 0I263
Turkic/Ural-Altaic
Altaic Language - SL
Language - SL
IB Language A: Literature Second Numeric
IB Language A: Literature –
– Balto-Slavic Language - Languages 0I264 Scale
Balto-Slavic Language - HL
HL
IB Language A: Literature Second Numeric
IB Language A: Literature –
– Balto-Slavic Language - Languages 0I265 Scale
Balto-Slavic Language - SL
SL
IB Language A: Literature – IB Language A: Literature Second Numeric
Southeast Asian Language - – Southeast Asian Languages 0I266 Scale
HL Language - HL
IB Language A: Literature – IB Language A: Literature Second Numeric
Southeast Asian Language - – Southeast Asian Languages 0I267 Scale
SL Language - SL
IB Language B – Second Numeric
IB Language B – Southeast
Southeast Asian Languages 0I268 Scale
Asian Language - HL
Language - HL
IB Language B – Second Numeric
IB Language B – Southeast
Southeast Asian Languages 0I269 Scale
Asian Language - SL
Language - SL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages Scale
Literature – Southeast Asian 0I270
Southeast Asian
Language - HL
Language - HL
IB Language A: Language Second Numeric
IB Language A: Language and
and Literature – Languages Scale
Literature – Southeast Asian 0I271
Southeast Asian
Language - SL
Language - SL
IB Language Ab Initio – IB Language Ab Initio – Second Numeric
Southeast Asian Language - Southeast Asian Languages 0I272 Scale
SL Language - SL
IB Language A: Literature Second Numeric
IB Language A: Literature –
– East Asian Language - Languages 0I273 Scale
East Asian Language - HL
HL
IB Language A: Literature Second Numeric
IB Language A: Literature –
– East Asian Language – Languages 0I274 Scale
East Asian Language - SL
SL
IB Language A: Literature – IB Language A: Literature Second Numeric
0I275
Celtic Language - HL – Celtic Language - HL Languages Scale

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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB Language A: Literature – IB Language A: Literature Second Numeric
0I276
Celtic Language - SL – Celtic Language - SL Languages Scale
IB Language A: Literature Second Numeric
IB Language A: Literature –
– Germanic Language - Languages 0I277 Scale
Germanic Language - HL
HL
IB Language A: Literature Second Numeric
IB Language A: Literature –
– Germanic Language - Languages 0I278 Scale
Germanic Language - SL
SL
IB Language B – Germanic IB Language B – Second Numeric
0I279
Language - HL Germanic Language - HL Languages Scale
IB Language B – Germanic IB Language B – Second Numeric
0I280
Language - SL Germanic Language - SL Languages Scale
IB Language A: Language and IB Language A: Language Second Numeric
Literature – Germanic and Literature – Languages 0I281 Scale
Language - HL Germanic Language - HL
IB Language A: Language and IB Language A: Language Second Numeric
Literature – Germanic and Literature – Languages 0I282 Scale
Language - SL Germanic Language - SL
IB Language A: Literature – IB Language A: Literature Second Numeric
Romance/Italic Language - – Romance/Italic Languages 0I283 Scale
HL Language - HL
IB Language A: Literature – IB Language A: Literature Second Numeric
Romance/Italic Language - – Romance/Italic Languages 0I284 Scale
SL Language - SL
IB Language A: Literature – IB Language A: Literature Second Numeric
Non-Semitic African Language – Non-Semitic African Languages 0I285 Scale
- HL Language - HL
IB Language A: Literature – IB Language A: Literature Second Numeric
Non-Semitic African Language – Non-Semitic African Languages 0I286 Scale
- SL Language - SL
IB Language B - English - Second Numeric
IB Language B - English - HL 0I287
HL Languages Scale
IB Language Ab Initio - IB Language Ab Initio - Second Numeric
0I288
English English Languages Scale
IB Language B - English - Second Numeric
IB Language B - English - SL 0I289
SL Languages Scale
IB Mathematics: Analysis and IB Mathematics: Analysis Mathematics 0I290 Numeric
approaches - HL and approaches - HL Scale
IB Mathematics: Analysis and IB Mathematics: Analysis Mathematics 0I291 Numeric
approaches – SL and approaches – SL Scale
IB Mathematics: Applications IB Mathematics: Mathematics 0I292 Numeric
and interpretation – HL Applications and Scale
interpretation – HL
IB Mathematics: Applications IB Mathematics: Mathematics 0I293 Numeric
and interpretation – SL Applications and Scale
interpretation – SL
IB History HL: History of IB History HL: History of Social 0I294 Numeric
Africa and the Middle East Africa and the Middle Studies Scale
East
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Assessment Name Description Subject Code Type

(Subtest Identifier) Area
IB History HL: History of the IB History HL: History of Social 0I295 Numeric
Americas the Americas Studies Scale
IB History HL: History of Asia IB History HL: History of Social 0I296 Numeric
and Oceania Asia and Oceania Studies Scale
IB History HL: History of IB History HL: History of Social 0I297 Numeric
Europe Europe Studies Scale
**The College Board stopped offering the SAT Subject Tests in January 2021. These codes remain available for
the 2022-23 SY for historical reporting only.

Social Studies Course Code and Assessment Mapping

Course Course Action Notes Assessment Assessment Assessment
Code Code Name
Districts
will use this
World
04051 course for None/Local
History— None N/A N/A
9th grade
Overview
Global
courses.
Regents NF
08208
Global
New History – Aug
Districts
Framework Regents NF
will use this
World History Exam 01208 Global
course for
and Geography Global History – Jan
04052NF None 10th grade
(New History and
Global
Framework) Geography Regents NF
courses.
II (Grade 10) 06208 Global
History – Jun

Regents US
08072 History&Gov’t
(Framework)
Districts Exam in – Aug
U.S. History will use this United Regents US
and code for all States History&Gov’t
04101F None 01072
Government students History and (Framework)
(Framework) taking the Government - Jan
exam. (Framework) Regents US
History&Gov’t
06072
(Framework)
– Jun

Staff Assignment Codes and Descriptions

Code Description
0101 SUPERINTENDENT
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Code Description
0102 ASSISTANT SUPERINTENDENT
0300 EXECUTIV DEPUTY SUPERINTENDENT
0301 DEPUTY OR ASSOCIATE SUPT
0302 ASSOC SUPT ELEMENTARY EDUCATION
0304 ASSOC SUPT SECONDARY EDUCATION
0308 ASSOC SUPT ADMINISTRATION
0310 ASSOC SUPT MIDDLE-LEVEL EDUCATION
0312 ASSOC SUPT CURRICULUM
0314 ASSOC SUPT INSTRUCTION
0316 ASSOC SUPT PERSONNEL/RECRUITMT
0318 ASSOC SUPT RESEARCH
0320 ASSOC SUPT SPECIAL EDUCATION
0322 ASSOC SUPT BUSINESS
0399 ASSOC SUPT
0402 ASST SUPT ELEMENTARY EDUCATION
0404 ASST SUPT SECONDARY EDUCATION
0406 ASST SUPT OCCUPATIONAL EDUCUCATION
0407 ASST SUPT BILINGUAL EDUCATION
0408 ASST SUPT ADMINISTRATION
0410 ASST SUPT MIDDLE-LEVEL EDUCATION
0412 ASST SUPT CURRICULUM
0414 ASST SUPT INSTRUCTION
0416 ASST SUPT PERSONNEL/RECRUITMNT
0418 ASST SUPT RESEARCH
0421 ASST SUPT SPECIAL EDUCATION
0422 OTHER ASSISTANT SUPERINTENDENT
0499 ASST SUPT
0702 DIRECTOR ELEMENTARY EDUCATION
0704 DIRECTOR SECONDARY EDUCATION
0706 DIRECTOR OCCUPATIONAL EDUCATION
0710 DIRECTOR OF MIDDLE-LEVEL EDUCATION
0712 DIRECTOR CURRICULUM
0714 DIRECTOR INSTRUCTION
0715 DIRECTOR MATH-SCI-TECH (MST)
0716 DIRECTOR PERSONNEL/RECRUITMENT
0718 DIRECTOR RESEARCH
0719 DIRECTOR OF OPERATIONS
0720 AIS/RTI COORDINATOR
0721 DIR/COORD OF BUILDING/GROUNDS
0726 DIRECTOR INSERVICE TRAINING
0727 DIRECTOR GIFTED/TALENTED
0729 DIRECTOR STAFF DEVEL/TRAINING
0730 OTHER DIRECTOR OR COORDINATOR
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Code Description
0900 ASST SUPT STATE-FED AIDED PGMS
0902 DIRECTOR STATE-FED AIDED PGMS
0904 DIST COORD STATE-FED AID PGMS
0912 OTHER STATE-FED AIDED PROG ADM
1000 ASST SUPT FOR BUSINESS
1004 BUSINESS MANAGER I AND II
1005 SCHOOL BUSINESS EXEC I, II, III
1008 BUSINESS OFFICIAL
1009 SCHOOL BUSINESS ADMINISTRATOR
1010 OTHER BUSINESS MANAGEMENT
1011 TREASURER
1099 SCHOOL BUSINESS MANAGEMENT
1102 PRINCIPAL ELEMENTARY SCHOOL
1104 PRINCIPAL MIDDLE SCHOOL
1106 PRINCIPAL JUNIOR HIGH SCHOOL
1107 PRINCIPAL K - 12 SCHOOL
1108 PRINCIPAL SENIOR HIGH SCHOOL
1109 PRINCIPAL JUNIOR/SENIOR H S
1110 PRINCIPAL SPECIAL SCHOOL
1202 ASST PRINCIPAL ELEMENTARY SCH
1204 ASST PRINCIPAL MIDDLE SCHOOL
1206 ASST PRINCIPAL JUNIOR HIGH SCH
1207 ASST PRINCIPAL K - 12 SCHOOL
1208 ASST PRINCIPAL SENIOR HIGH SCH
1209 ASST PRIN JUNIOR/SENIOR H S
1210 ASST PRINCIPAL SPECIAL SCHOOL
1300 OTHER SCHOOL OR BLDG ADMINISTR
1401 LABOR RELATIONS/NEGOTIATOR
1409 CHIEF INFORMATION OFFICER (CIO)
1411 DATA COORDINATOR
1420 MENTOR TEACHER
1421 RESOURCE TEACHER
1422 TEACHER TRAINER-COMMON BRANCH
1424 TEACHER TRAINER-LANG, SOC STUD
1426 TEACHER TRAINER-MATH, SCIENCE
1427 TEACHER TRAINER-COMPUTERS
1428 OTHER GENERAL STAFF
1429 TEACHER ON SPECIAL ASSIGNMENT
1502 DIRECTOR/COORDINATOR SPEC EDUC
1504 ASST DIR/COORD OF SPECIAL ED
1505 SPECIAL ED-INSERVICE TRAINER
1506 SPECIAL EDUCATION SUPERVISOR
1507 SPEC ED-CHAIR-COMM ON SPEC ED
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Code Description
1508 SPEC ED-DEPT HEAD/CHAIRPERSON
1509 SPEC ED-ASST PRINCIPAL-NYC
1510 CHAIR/COMM-PRESCHOOL SPEC EDUC
1512 SCHOOL BASED SUPPORT TEAM-NYC
1514 EDUCATION EVALUATOR
1516 OTHER-NOT SPECIAL ED TEACHER
1520 AUDIOLOGIST
1522 SPEECH LANG PATHOLOGIST
1524 INTERPRETER
1526 PSYCHOLOGIST
1528 SOCIAL WORKER
1530 OCCUPATIONAL THERAPIST
1532 PHYSICAL THERAPIST
1534 MEDICAL/NURSING SERVICES
1536 COUNSELING, INCL. REHAB
1538 ORIENTATION/MOBILITY SPEC
1599 SPECIAL EDUCATION ADMINISTRATOR
1602 DIRECTOR DATA PROCESSING SERVC
1610 OTHER DATA PROCESSING ADMIN.
2000 ASST SUPT FOR PUPIL SERVICES
2002 DIRECTOR PUPIL SERVICES
2005 DEAN OF STUDENTS
2006 DISTRICT SPRVSG ATTNDNC OFFICR
2012 ATTENDANCE TEACHER
2013 ATTENDANCE TEACHER-BILINGUAL
2017 SCHOOL PSYCHOLOGIST
2018 SCHOOL PSYCHOLOGIST-BILINGUAL
2019 DIRECTOR SCHOOL SOCIAL WORKERS
2022 SCHOOL SOCIAL WORKER
2023 SCHOOL SOCIAL WORKER-BILINGUAL
2102 DIR, COORD, SUPV OF GUIDANCE
2107 ELEMENTARY SCHOOL COUNSELOR
2108 ELEM SCH COUNSELOR-BILINGUAL
2109 MIDDLE SCHOOL COUNSELOR
2110 MIDDLE SCH COUNSELOR-BILINGUAL
2111 JUNIOR HIGH SCHOOL COUNSELOR
2112 JUNIOR H S COUNSELOR-BILINGUAL
2113 SENIOR HIGH SCHOOL COUNSELOR
2114 SENIOR H S COUNSELOR-BILINGUAL
2115 MIDDLE/JR.-SR. H S COUNSELOR
2116 MIDDLE/JR-SR H S COUNSELOR-BIL
2117 K-12 SCHOOL COUNSELOR
2118 K-12 SCHOOL COUNSELOR-BILINGUAL
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Code Description
2199 PUPIL PERSONNEL SVC-GUIDANCE
2202 DIRECTOR SCH HEALTH SERVICES
2209 NURSE PRACTITIONER
2210 SCHOOL NURSE-TEACHER
2211 SCHOOL NURSE (RN)
2212 LICENSED PRACTICAL NURSE (LPN)
2213 DENTAL HYGIENIST
2298 OTHER SCH HEALTH SERVICES
2300 OTHER PUPIL PERSONNEL SERVICES
2410 OTHER PREKINDERGARTEN ADMIN
2510 OTHER KINDERGARTEN ADMINIST
2608 RESOURCE TEACHER COMMON BRANCH
2610 OTHER COMMON BRANCH ADMINIST
3002 DIRECTOR OF READING
3007 READING CONSULTANT
3008 CHAIRPERSON OF READING
3010 OTHER READING ADMINISTRATOR
3102 DIRECTOR OF ENGLISH
3108 CHAIRPERSON OF ENGLISH
3110 OTHER ENGLISH ADMINISTRATOR
3202 OVERALL DIRECTOR FOREIGN LANG
3208 CHAIRPERSON ALL FOREIGN LANG
3210 OTHER ADMIN ALL FOREIGN LANG
4102 DIRECTOR OF MATHEMATICS
4108 CHAIRPERSON OF MATHEMATICS
4110 OTHER ADMIN - MATHEMATICS
4201 CURRICULUUM COORDINATOR - SCIENCE
4202 DIRECTOR OF SCIENCE
4203 ELEMENTARY LEVEL SCIENCE COORD
4208 CHAIRPERSON OF SCIENCE
4210 OTHER SCIENCE
4302 DIRECTOR OF SOCIAL STUDIES
4308 CHAIRPERSON OF SOCIAL STUDIES
4310 OTHER ADMIN- SOCIAL STUDIES
4402 DIRECTOR OF ART
4408 CHAIRPERSON OF ART
4410 OTHER (NOT ART TEACHER)
4507 HEALTH COORDINATOR
4508 CHAIRPERSON HEALTH EDUCATION
4510 OTHER ADMIN HEALTH EDUCATION
4603 DIRECTOR OF PHYSICAL EDUCATION
4608 CHAIRPERSON/PHYSICAL EDUCATION
4610 OTHER ADMIN IN PHYSICAL EDUC
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Code Description
4702 DIRECTOR OF MUSIC
4708 CHAIRPERSON OF MUSIC
4710 OTHER MUSIC ADMINISTRATOR
4802 DIRECTOR/COORD OF AGRICULTURE
4808 CHAIRPERSON OF AGRICULTURE
4810 AGRICULTURE OTHER
4902 DIRECTOR OF BUSINESS EDUCATION
4908 CHAIRPERSON BUSINESS EDUCATION
4910 OTHER ADMINISTRATOR-BUS ED
5002 DIRECTOR OF FAMILY CONSUMER SCI
5008 CHAIRPERSON OF FAMILY CONSUMER SCI
5010 OTHER FAMILY CONSUMER SCI ADMIN
5102 DIRECTOR OF TECHNOLOGY (I.A.)
5108 CHAIRPERSON-TECHNOLOGY
5110 OTHER TECHNOLOGY ADMIN
5202 DIRECTOR-TRADE/TECHNICAL EDUCA
5208 CHAIRPERSON-TRADE/TECHNICAL ED
5210 OTHER TRADE/TECH ED ADMIN
5402 DIRECTOR OF HUMANITIES
5408 CHAIRPERSON OF HUMANITIES
5410 OTHER HUMANITIES ADMINISTRATOR
5602 DIRECTOR/BILINGUAL EDUCATION
5607 RESOURCE TEACHER/BILINGUAL ED
5610 OTHER BILINGUAL ED ADMIN
5701 DIRECTOR-SAFETY EDUCATION
5702 DIRECTOR OF DRIVER EDUCATION
5707 CHAIRPERSON-SAFETY EDUCATION
5708 CHAIRPERSON-DRIVER EDUCATION
5710 OTHER ADMIN SAFETY EDUCATION
5902 DIRECTOR HEALTH OCCUPATIONS ED
5908 CHAIRPERSON HLTH OCCUPATION ED
5910 OTHER ADMIN HLTH OCCUPATION ED
6402 DIRECTOR/COORD OF THEATRE
6408 CHAIRPERSON OF THEATRE
6410 OTHER ADMIN - THEATRE
6702 DIRECTOR/COORD OF DANCE
6708 CHAIRPERSON OF DANCE
6710 OTHER DANCE
7102 DIRECTOR OTHER SUBJECT AREA
7108 CHAIRPERSON OTHER SUBJECT AREA
7110 OTHER ADMIN-OTHER SUBJECT AREA
7402 DIRECTOR/COORD/SUPV-LIBRARY
7403 DIR - SCH LIBR SYS(BOCES/BIG5)
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Code Description
7408 CHAIRPERSON- LIBRARY
7410 OTHER LIBRARY SERVICES
7502 DIRECTOR INSTRUCTIONAL TECH
7510 OTHER LEARNING TECHNOLOGY
8202 DIRECTOR COMPUTER STUDIES/INST
8208 CHAIRPERSON COMPUTER STUDIES
8210 OTHER ADMIN COMPUTER STUDIES
8602 DIRECTOR OF ENL
8607 RESOURCE TEACHER OF ENL
8610 OTHER ENL

Assignment Grade Level Codes and Descriptions

For use in the Staff Assignment Template.

Code Description
PS PRES
PKF PREKF
PKH PREKH
KF KDGF
KH KDGH
01 1st
02 2nd
03 3rd
04 4th
05 5th
06 6th
07 7th
08 8th
09 9th
10 10th
11 11th
12 12th
13 K-6
14 7-12
GD GED
ALL All Grades

Note: Codes 13 and 14 are for reporting ungraded students with disabilities who are age equivalent to
grades K-6 and 7-12, respectively. See “Ungraded Students” in Chapter 2: Student Reporting Rules for
an age equivalent chart.

BOCES District of Responsibility Codes

BOCES Code BOCES Name
019000000000 CAPITAL REGION BOCES
039000000000 BROOME-DELAWARE-TIOGA BOCES

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BOCES Code BOCES Name

049000000000 CATTAR-ALLEGANY-ERIE-WYOMING BOCES
059000000000 CAYUGA-ONONDAGA BOCES
099000000000 CLINTON-ESSEX-WARREN-WASHING BOCES
129000000000 DELAW-CHENANGO-MADISON-OTSEGO BOCES
139000000000 DUTCHESS BOCES
149100000000 ERIE 1 BOCES
149200000000 ERIE 2-CHAUTAUQUA-CATTARAUGUS BOCES
169000000000 FRANKLIN-ESSEX-HAMILTON BOCES
199000000000 OTSEGO-DELAW-SCHOHARIE-GREENE BOCES
209000000000 HAMILTON-FULTON-MONTGOMERY BOCES
219000000000 HERK-FULTON-HAMILTON-OTSEGO BOCES
229000000000 JEFFER-LEWIS-HAMIL-HERK-ONEIDA BOCES
249000000000 GENESEE VALLEY BOCES
259000000000 MADISON-ONEIDA BOCES
269100000000 MONROE 1 BOCES
269200000000 MONROE 2-ORLEANS BOCES
289000000000 NASSAU BOCES
419000000000 ONEIDA-HERKIMER-MADISON BOCES
429000000000 ONONDAGA-CORTLAND-MADISON BOCES
439000000000 WAYNE-FINGER LAKES BOCES
449000000000 ORANGE-ULSTER BOCES
459000000000 ORLEANS-NIAGARA BOCES
469000000000 OSWEGO BOCES
489000000000 PUTNAM-NORTHERN WESTCHESTER BOCES
499000000000 QUESTAR III (R-C-G) BOCES
509000000000 ROCKLAND BOCES
519000000000 ST LAWRENCE-LEWIS BOCES
559000000000 GREATER SOUTHERN TIER BOCES
589100000000 EASTERN SUFFOLK BOCES
589300000000 WESTERN SUFFOLK BOCES
599000000000 SULLIVAN BOCES
619000000000 TOMPKINS-SENECA-TIOGA BOCES
629000000000 ULSTER BOCES
649000000000 WASHING-SARA-WAR-HAMLTN-ESSEX BOCES
669000000000 WESTCHESTER BOCES

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Career Path Codes and Descriptions

Code Description Definition: Student passes one Regents
exam (or an examination from the list of
Department-approved alternatives) in each of
the following: English, math, science, and
social studies PLUS:
ARTS Arts passes one Department-approved pathway
assessment in the Arts
CIVIC Civic Readiness earns a New York State Seal of Civic
Readiness.
CTE Career and Technical passes the technical pathway assessment
Education approved with the program that received
Department approval through the Regents
CTE Program Policy *
HUM Humanities passes one additional Regents examination
in social studies
HUMALT Humanities passes one additional examination from
Alternative the list of Department-approved alternative
exams in English or social studies
LOTE Languages Other passes one Department-approved pathway
Than English assessment in Biliteracy
STEMMATH Mathematics passes one additional Regents exam or
Department-approved alternative in Math
STEMSCIENCE Science, Technology, passes one additional Regents exam or
and Engineering Department-approved alternative in
Science
CDOS Career Development meets the requirements of the CDOS
and Occupational Commencement Credential
Studies
NONE No Pathway Student ends enrollment but does not
fulfill the requirements of the other
pathways
NOTES:
Please refer to Department-approved alternatives to Regents exams.
For Department-approved pathway assessments, see Assessment Measure Standard Codes.
* Students may meet the fifth assessment required for graduation by passing the NYSED-approved program’s assessment
upon successful completion of a CTE program approved pursuant to §100.5(d)(6).

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Career Pathways Program Codes for 4026-P-TECH and 4037-Smart

Scholars ECHS
(Partner Project Fact, Field 25)
Career Program Career Pathway Description
Pathway
Program
Code
01 Accounting
02 Animal Science
03 Anthropology
04 Architecture
05 Astronomy
06 Biochemistry
07 Biological Sciences
08 Business
09 Chemistry
10 Cognitive Science
11 Computing
12 Criminal Justice
13 Economics
14 Engineering
15 Finance
16 Health Science
17 Law/Legal
18 Management Information Systems
19 Marketing
20 Mathematics
21 Nursing
22 Nutrition
23 Pharmacy
24 Physics
25 Physiology
26 Zoology
27 Other

Career and Technical Education Program Service Codes

Beginning with the 2020-21 school year, CTE Program Service Codes will be available
on the vendor web page.

These codes are taken from the National Center for Educational Statistics Classification
of Instructional Programs (CIP) manual. Starting with the 2019-20 school year, the subset of
these CIP codes previously used for general CTE courses/sequences will no longer be used.
Only NYSED-approved programs, which are given more content-specific CIP codes will be
reported to the SIRS. Report NYSED-approved programs by using the CIP code assigned
upon approval (found on program approval letter or CTE approved program webpage).

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County of Residence Codes

Code Description
01 ALBANY
02 ALLEGANY
32 BRONX
03 BROOME
04 CATTARAUGUS
05 CAYUGA
06 CHAUTAUQUA
07 CHEMUNG
08 CHENANGO
09 CLINTON
10 COLUMBIA
11 CORTLAND
12 DELAWARE
13 DUTCHESS
14 ERIE
15 ESSEX
16 FRANKLIN
17 FULTON
18 GENESEE
19 GREENE
20 HAMILTON
21 HERKIMER
22 JEFFERSON
33 KINGS
23 LEWIS
24 LIVINGSTON
25 MADISON
26 MONROE
27 MONTGOMERY
28 NASSAU
31 NEW YORK
40 NIAGARA
41 ONEIDA
42 ONONDAGA
43 ONTARIO
44 ORANGE
45 OLEANS
46 OSWEGO

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47 OTSEGO
48 PUTNAM
34 QUEENS
49 RENSSELAER
50 ROCKLAND
52 SARATOGA
53 SCHENECTADY
54 SCHOHARIE
55 SCHUYLER
56 SENECA
51 ST. LAWRENCE
57 STEUBEN
58 SUFFOLK
59 SULLIVAN
60 TIOGA
61 TOMPKINS
62 ULSTER
63 WARREN
64 WASHINGTON
65 WAYNE
66 WESTCHESTER
67 WYOMING
68 YATES

Credential Type Codes and Descriptions

Credential Type Description Code Diploma
Regents Diploma with Honors Regents with Honors 762 Yes:
Regents
Regents Diploma with Honors and with Regents with Honors & CTE 813 Yes:
Career & Technical Education Regents
Endorsement
Regents Diploma without Honors Regents 779 Yes:
Regents
Regents Diploma without Honors but Regents with CTE 796 Yes:
with Career & Technical Education Regents
Endorsement
Local Diploma without Regents Local Diploma 068 Yes:
Endorsement Local
Local Diploma with Superintendent Local Diploma with 069 Yes:
Determination Superintendent Determination Local
Local Diploma without Regents Local Diploma with Career Ed 070 Yes:
Endorsement but with Career & and Superintendent Local
Technical Education Endorsement Determination
through a Superintendent Determination

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Credential Type Description Code Diploma

Local Diploma without Regents Local Diploma with Career Ed 612 Yes:
Endorsement but with Career & Local
Technical Education Endorsement
Regents Diploma with Advanced Regents Diploma with Adv 680 Yes:
Designation Designation Regents
Regents Diploma with Advanced Regents Diploma with Adv Des 697 Yes:
Designation with Career & Technical & Career Ed Regents
Education Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 714 Yes:
Designation with Honors & Honors Regents
Regents Diploma with Advanced Regents Diploma with Adv Des 731 Yes:
Designation with Honors and with & Honors & Career Ed Regents
Career & Technical Education
Endorsement
High School Equivalency (HSE) Diploma HSE 738 No
Regents Diploma with Advanced Regents Diploma with Adv 204 Yes:
Designation with Math Endorsement Designation Math Regents
Regents Diploma with Advanced Regents Diploma with Adv 221 Yes:
Designation with Science Endorsement Designation Science Regents
Regents Diploma with Advanced Regents Diploma with Adv 238 Yes:
Designation with Math and Science Designation Math and Science Regents
Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 255 Yes:
Designation with Career & Technical & Career Ed Math Regents
Education Endorsement with Math
Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 272 Yes:
Designation with Career & Technical & Career Ed Science Regents
Education Endorsement with Science
Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 289 Yes:
Designation with Career & Technical & Career Ed Math and Science Regents
Education Endorsement with Math and
Science Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 306 Yes:
Designation with Honors with Math & Honors Math Regents
Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 323 Yes:
Designation with Honors with Science & Honors Science Regents
Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 340 Yes:
Designation with Honors with Math and & Honors Math and Science Regents
Science Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 357 Yes:
Designation with Honors with Career & & Honors & Career Ed Math Regents
Technical Education Endorsement with
Math Endorsement

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Credential Type Description Code Diploma

Regents Diploma with Advanced Regents Diploma with Adv Des 374 Yes:
Designation with Honors with Career & & Honors & Career Ed Ed Regents
Technical Education Endorsement with Science
Science Endorsement
Regents Diploma with Advanced Regents Diploma with Adv Des 391 Yes:
Designation with Honors with Career & & Honors & Career Ed Ed Regents
Technical Education Endorsement with Math and Science
Math and Science Endorsement
Career Development & Occupational Career Development & 119 No
Studies Commencement Credential Occupational Studies
Commencement Credential
Skills and Achievement Commencement Skills and Achievement 136 No
Credential Commencement Credential
For information about credential types, see the Commissioner’s Regulations.

Credit GPA Codes

(Student Credit GPA, Field 4)

Code
TOTAL
MATH
ELA
SCIENCE
SOCIAL STUDIES
LOTE*
PHYSICAL EDUCATION
HEALTH
ARTS
OTHER

*Language Other Than English

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Crisis/Disaster Student Displacement Codes

(Student Lite, Field 58)

A youth of compulsory school age presented at the school for registration that may or may not
have all required documentation due to a disaster must be reported with the appropriate
crisis/disaster code (category) and when known, the name of the crisis or disaster that led to
the student being displaced.

Code Description Definition

Natural Natural disaster-induced A natural disaster

includes but is not
limited to hurricanes,
tropical storms,
landslides, tornadoes,
tsunamis, wildfire,
sinkholes.
Civil Civil conflict-induced A civil disaster includes
but is not limited to
manmade intentional,
accidental disasters such
as war, fire accidents,
and industrial accidents.
Health Health crisis-induced A health disaster
includes but is not
limited to pandemics and
epidemics.
Other Other crisis-induced The crisis or disaster
leading to the student
being displaced is
unclear.

Day Type Codes

Day Type Code Level 2 Code Notes
Description
Instructional Day Instructional day Instructional
Make-up day Make-up day
Late Arrv/Early Dism Late Arrival/Early
Dismissal
Rgnts Attendance Regents-attendance All students are
taken expected to be in
attendance whether
participating in the
exam or not
Pub health/inst Public Health Event All students are
with continuity of expected to be
learning provided engaged in the

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Day Type Code Level 2 Code Notes

Description
continuity of learning
provided
Non-Instructional Teacher only day Teacher only day
Day Holiday Holiday
Weather day Weather day
Emergency day Emergency day
Strike Strike
Rgnts No Attendance Regents-attendance Only students who
not taken are taking the exam
are expected to be in
attendance
Super Conf Full Day Superintendent
Conference full-day
Other Other
Pub health/no inst Public Health Event No instruction was
with no continuity of provided
learning provided

INSTRUCTIONAL DAY: Report as instructional days only those days when school is in
session, all students are expected to be in attendance and attendance is taken. For example,
report NYS 3-8 assessment days as instructional days if attendance is taken. Report Regents
days as instructional days if all students are expected to attend and attendance is taken. The
following day type codes will be counted as instructional days for the purposes of the L2RPT
Attendance/Chronic Absence/Day Calendar reports:
Instructional
Make-up
Late Arrival/Early Dismissal
Regents-All students are expected to be in attendance whether participating in the
exam or not
Public health event with continuity of learning provided
NON-INSTRUCTIONAL DAY: Report as non-instructional days those days when students are
not expected to be in attendance. For example, a full-day Superintendent conference day
should be reported as a non-instructional day. Regents days when only students who are
taking the exam are expected to be in attendance should be reported as non-instructional. The
following day type codes will be counted as non-instructional days for the purposes of the
L2RPT Attendance/Chronic Absence/Day Calendar reports:
Teacher only
Holiday
Weather day
Emergency
Strike
Regents-Only students who are taking the exam are expected to be in attendance
Superintendent Conference Full Day
Other
Public health event with no continuity of learning provided

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A day calendar must be submitted for each BOCES program type/location where attendance is
being reported.

Year-round schools should report attendance and day calendar from September to June.

Please note, the count of instructional days for calculating chronic absenteeism may not
coincide with the 180 Day Session Requirement for calculating State Aid. The Office of State
Aid will continue to collect session days, school calendar and attendance data in SAMS for aid
purposes. Additional information regarding attendance and enrollment requirements for State
Aid is available online.

Public Health Event (PHE) Day Type Codes: Two Day Type codes (Pub health/inst and Pub
health/no inst) were introduced in the 2019-20 reporting year to identify days when LEAs were
closed due to local Department of Health directives or the Executive Order for school closure
due to the Public Health Emergency resulting from the Coronavirus (COVID-19). In
subsequent reporting years, Pub health/inst and Pub health/no inst are to be used only if there
is a local Department of Health directive or Executive Order for school closure. For all other
situations, use other existing Day Type codes.

For all public reporting purposes, Pub health/inst WILL be included in calculations (e.g.,
chronic absenteeism, suspensions, etc.) and negative attendance must be reported. Pub
health/no inst will NOT be included in calculations and negative attendance should NOT be
reported.

District of Residence Codes

(Student Class Grade Detail, Field 25)

Code District of Residence Name

NY570101 Addison
NY410401 Adirondack
NY080101 Afton
NY142101 Akron
NY010100 Albany
NY450101 Albion
NY140101 Alden
NY180202 Alexander
NY220202 Alexandria CSD
NY020101 Alfred Almond
NY040302 Allegany-Limestone
NY460102 Altmar Parish
NY580303 Amagansett
NY140201 Amherst
NY580106 Amityville
NY270100 Amsterdam
NY120102 Andes
NY020601 Andover
NY660405 Ardsley
NY640101 Argyle
NY571901 Arkport

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Code District of Residence Name

NY131601 Arlington
NY670201 Attica
NY050100 Auburn
NY090201 Ausable Valley
NY491302 Averill Park
NY570201 Avoca
NY240101 Avon
NY580101 Babylon
NY080201 Bainbridge Guilford
NY280210 Baldwin
NY420901 Baldwinsville
NY521301 Ballston Spa
NY401301 Barker
NY180300 Batavia
NY570302 Bath
NY580501 Bay Shore
NY580505 Bayport Blue Point
NY130200 Beacon
NY231301 Beaver River
NY660102 Bedford
NY090301 Beekmantown
NY020801 Belfast
NY220909 Belleville Henders
NY280207 Bellmore
NY061001 Bemus Point
NY490101 Berlin
NY010201 Berne Knox
NY010306 Bethlehem
NY280521 Bethpage
NY030200 Binghamton
NY661905 Blind Brook-Rye
NY022902 Bolivar-Richburg
NY630101 Bolton
NY151801 Boquet Valley
NY570401 Bradford
NY510101 Brasher Falls
NY580512 Brentwood
NY480601 Brewster
NY661402 Briarcliff Manor
NY580909 Bridgehampton
NY260101 Brighton
NY171102 Broadalbin-Perth
NY261801 Brockport
NY062301 Brocton
NY660303 Bronxville
NY250109 Brookfield
NY580203 Brookhaven-Comsewogue UFSD
NY490202 Brunswick Central

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Code District of Residence Name

NY161601 Brushton Moira
NY140600 Buffalo
NY520101 Burnt Hills
NY661201 Byram Hills
NY180701 Byron Bergen
NY190301 Cairo-Durham
NY240201 Caledonia Mumford
NY641610 Cambridge
NY410601 Camden
NY570603 Campbell-Savona
NY270301 Canajoharie
NY430300 Canandaigua
NY021102 Canaseraga
NY250901 Canastota
NY600301 Candor
NY571502 Canisteo-Greenwood CSD
NY510201 Canton
NY280411 Carle Place
NY480102 Carmel
NY222201 Carthage
NY060401 Cassadaga Valley
NY050401 Cato Meridian
NY190401 Catskill
NY042302 Cattaraugus
NY250201 Cazenovia
NY580233 Center Moriches
NY580513 Central Islip
NY460801 Central Square
NY212101 Central Valley
NY661004 Chappaqua
NY120401 Charlotte Valley
NY160801 Chateaugay
NY101001 Chatham
NY060503 Chautauqua Lake
NY090601 Chazy
NY140701 Cheektowaga
NY030101 Chenango Forks
NY030701 Chenango Valley
NY472202 Cherry Vly-Sprgfld
NY440201 Chester
NY251601 Chittenango
NY261501 Churchville Chili
NY110101 Cincinnatus
NY140801 Clarence
NY500101 Clarkstown
NY140703 Cleveland Hill
NY510401 Clifton Fine
NY411101 Clinton

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Code District of Residence Name

NY650301 Clyde-Savannah
NY060701 Clymer
NY541102 Coblskl-Rchmdvl
NY010500 Cohoes
NY580402 Cold Spring Harbor
NY510501 Colton Pierrepont
NY580410 Commack
NY580507 Connetquot
NY471701 Cooperstown
NY230201 Copenhagen
NY580105 Copiague
NY520401 Corinth
NY571000 Corning
NY440301 Cornwall
NY110200 Cortland
NY190501 Coxsackie Athens
NY660202 Croton Harmon
NY150203 Crown Point
NY022302 Cuba-Rushford
NY241101 Dalton-Nunda
NY241001 Dansville
NY580107 Deer Park
NY120501 Delhi
NY140707 Depew
NY031301 Deposit
NY250301 DeRuyter
NY660403 Dobbs Ferry
NY211003 Dolgeville
NY130502 Dover
NY120301 Downsville
NY610301 Dryden
NY530101 Duanesburg
NY680801 Dundee
NY060800 Dunkirk
NY420401 E Syracuse-Minoa
NY140301 East Aurora
NY430501 East Bloomfield
NY490301 East Greenbush
NY580301 East Hampton
NY260801 East Irondequoit
NY580503 East Islip
NY280203 East Meadow
NY580234 East Moriches
NY580917 East Quogue
NY500402 East Ramapo
NY261313 East Rochester
NY280219 East Rockaway
NY280402 East Williston

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Code District of Residence Name

NY660301 Eastchester
NY141201 Eden
NY660406 Edgemont
NY520601 Edinburg Common SD
NY470501 Edmeston
NY513102 Edwards-Knox
NY180901 Elba
NY590801 Eldred
NY622002 Ellenville
NY040901 Ellicottville
NY070600 Elmira
NY070902 Elmira Heights
NY280216 Elmont
NY660409 Elmsford
NY580401 Elwood
NY580912 Estprt-S Manor CSD
NY141401 Evans-Brant
NY420601 Fabius-Pompey
NY261301 Fairport
NY061101 Falconer
NY590501 Fallsburg
NY280522 Farmingdale
NY421001 Fayettvlle-Manlius
NY022001 Fillmore
NY580514 Fire Island
NY581004 Fishers Island
NY280222 Floral Park
NY442115 Florida
NY270601 Fonda Fultonville
NY061503 Forestville
NY640502 Fort Ann
NY640601 Fort Edward
NY270701 Fort Plain
NY210402 Frankfort-Schuyler
NY120701 Franklin
NY280217 Franklin Square
NY041101 Franklinville
NY062201 Fredonia
NY280209 Freeport
NY060301 Frewsburg
NY021601 Friendship
NY141604 Frontier
NY460500 Fulton
NY520701 Galway
NY650902 Gananda
NY280218 Garden City
NY480404 Garrison
NY260401 Gates Chili

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Code District of Residence Name

NY220401 General Brown
NY020702 Genesee Valley CSD
NY240401 Geneseo
NY430700 Geneva
NY100902 Germantown
NY540801 Gilboa Conesville
NY470202 Glbtsvlle-Mt Upton
NY280100 Glen Cove
NY630300 Glens Falls
NY630918 Glens Falls Com
NY170500 Gloversville
NY430901 Gorham-Middlesex
NY440601 Goshen
NY511101 Gouverneur
NY042801 Gowanda
NY141501 Grand Island
NY640701 Granville
NY280407 Great Neck
NY260501 Greece
NY010701 Green Island
NY660407 Greenburgh
NY080601 Greene
NY581010 Greenport
NY190701 Greenville
NY640801 Greenwich
NY442111 Greenwood Lake
NY081401 Grgetwn-So Otselic
NY610501 Groton
NY010802 Guilderland
NY630801 Hadley Luzerne
NY480401 Haldane
NY580405 Half Hollow Hills
NY141601 Hamburg
NY250701 Hamilton
NY511201 Hammond
NY572901 Hammondsport
NY580905 Hampton Bays
NY120906 Hancock
NY460701 Hannibal
NY580406 Harborfields
NY030501 Harpursville
NY660501 Harrison
NY230301 Harrisville
NY641001 Hartford
NY660404 Hastings On Hudson
NY580506 Hauppauge
NY500201 Haverstraw-Stony Point
NY280201 Hempstead

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Code District of Residence Name

NY660203 Hendrick Hudson
NY210601 Herkimer
NY511301 Hermon-DeKalb
NY280409 Herricks
NY512404 Heuvelton
NY280214 Hewlett Woodmere
NY280517 Hicksville
NY620803 Highland
NY440901 Highland Falls
NY261101 Hilton
NY041401 Hinsdale
NY141701 Holland
NY412201 Holland Patent
NY450704 Holley
NY110701 Homer
NY431401 Honeoye
NY260901 Honeoye Falls-Lima
NY491401 Hoosic Valley
NY490501 Hoosick Falls
NY571800 Hornell
NY070901 Horseheads
NY101300 Hudson
NY641301 Hudson Falls
NY190901 Hunter Tannersvl
NY580403 Huntington
NY130801 Hyde Park
NY200401 Indian Lake
NY220301 Indian River
NY200501 Inlet
NY141301 Iroquois
NY660402 Irvington
NY280231 Island Park
NY280226 Island Trees
NY580502 Islip
NY610600 Ithaca
NY061700 Jamestown
NY420411 Jamesville-Dewitt
NY572702 Jasper-Trpsbrg
NY591502 Jeff Youngsville
NY540901 Jefferson
NY280515 Jericho
NY630601 Johnsburg
NY031502 Johnson City
NY170600 Johnstown
NY420501 Jordan Elbridge
NY660101 Katonah Lewisboro
NY150601 Keene
NY450607 Kendall

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Code District of Residence Name

NY142601 Kenmore
NY101401 Kinderhook
NY580805 Kings Park
NY620600 Kingston
NY441202 Kiryas Joel
NY221401 La Fargeville
NY141800 Lackawanna
NY420807 LaFayette
NY630701 Lake George
NY151102 Lake Placid
NY200601 Lake Pleasant
NY662401 Lakeland
NY141901 Lancaster
NY610801 Lansing
NY490601 Lansingburgh
NY470801 Laurens
NY280215 Lawrence
NY181001 Le Roy
NY670401 Letchworth
NY280205 Levittown
NY400301 Lewiston Porter
NY590901 Liberty
NY580104 Lindenhurst
NY511602 Lisbon
NY210800 Little Falls
NY421501 Liverpool
NY591302 Livingston Manor
NY240801 Livonia
NY400400 Lockport
NY280503 Locust Valley
NY280300 Long Beach
NY200701 Long Lake
NY580212 Longwood
NY230901 Lowville
NY221301 Lyme
NY280220 Lynbrook
NY421504 Lyncourt
NY451001 Lyndonville
NY650501 Lyons
NY251101 Madison
NY511901 Madrid Waddington
NY480101 Mahopac
NY031101 Maine Endwell
NY161501 Malone
NY280212 Malverne
NY660701 Mamaroneck
NY431101 Manchester-Shortsville
NY280406 Manhasset

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Code District of Residence Name

NY110901 Marathon
NY421101 Marcellus
NY121401 Margaretville
NY650701 Marion
NY621001 Marlboro
NY140702 Maryvale
NY280523 Massapequa
NY512001 Massena
NY581012 Mattituck
NY170801 Mayfield
NY110304 McGraw
NY521200 Mechanicville
NY450801 Medina
NY010615 Menands
NY280225 Merrick
NY460901 Mexico
NY580211 Middle Country
NY541001 Middleburgh
NY441000 Middletown
NY471101 Milford
NY132201 Millbrook
NY580208 Miller Place
NY280410 Mineola
NY150801 Minerva
NY441101 Minisink Valley
NY530515 Mohonasen
NY441201 Monroe Woodbury
NY580306 Montauk
NY591401 Monticello
NY051301 Moravia
NY150901 Moriah
NY471201 Morris
NY512101 Morristown
NY250401 Morrisville Eaton
NY212001 Mount Markham
NY240901 Mount Morris
NY580207 Mount Sinai
NY660900 Mount Vernon
NY660801 Mt Pleasant Cent
NY500108 Nanuet
NY431201 Naples
NY411501 New Hartford
NY280405 New Hyde Park
NY101601 New Lebanon
NY621101 New Paltz
NY661100 New Rochelle
NY581015 New Suffolk
NY411504 New York Mills

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Code District of Residence Name

NY650101 Newark
NY600402 Newark Valley
NY441600 Newburgh
NY151001 Newcomb
NY400601 Newfane
NY610901 Newfield
NY400800 Niagara Falls
NY400701 Niagara Wheatfield
NY530301 Niskayuna
NY490801 No Greenbush Com
NY580103 North Babylon
NY280204 North Bellmore
NY142201 North Collins
NY010623 North Colonie CSD
NY280229 North Merrick
NY651501 North Rose Wolcott
NY661301 North Salem
NY280501 North Shore
NY420303 North Syracuse
NY400900 North Tonawanda
NY630202 North Warren
NY131101 Northeast
NY090501 Northeastern Clinton
NY580404 Northport
NY090901 Northern Adirondack
NY170901 Northville
NY081200 Norwich
NY512201 Norwood Norfolk
NY500304 Nyack
NY310100 NYC Geog Dist # 1 - Manhattan
NY310200 NYC Geog Dist # 2 - Manhattan
NY310300 NYC Geog Dist # 3 - Manhattan
NY310400 NYC Geog Dist # 4 - Manhattan
NY310500 NYC Geog Dist # 5 - Manhattan
NY310600 NYC Geog Dist # 6 - Manhattan
NY320700 NYC Geog Dist # 7 - Bronx
NY320800 NYC Geog Dist # 8 - Bronx
NY320900 NYC Geog Dist # 9 - Bronx
NY321000 NYC Geog Dist #10 - Bronx
NY321100 NYC Geog Dist #11 - Bronx
NY321200 NYC Geog Dist #12 - Bronx
NY331300 NYC Geog Dist #13 - Brooklyn
NY331400 NYC Geog Dist #14 - Brooklyn
NY331500 NYC Geog Dist #15 - Brooklyn
NY331600 NYC Geog Dist #16 - Brooklyn
NY331700 NYC Geog Dist #17 - Brooklyn
NY331800 NYC Geog Dist #18 - Brooklyn
NY331900 NYC Geog Dist #19 - Brooklyn

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Code District of Residence Name

NY332000 NYC Geog Dist #20 - Brooklyn
NY332100 NYC Geog Dist #21 - Brooklyn
NY332200 NYC Geog Dist #22 - Brooklyn
NY332300 NYC Geog Dist #23 - Brooklyn
NY342400 NYC Geog Dist #24 - Queens
NY342500 NYC Geog Dist #25 - Queens
NY342600 NYC Geog Dist #26 - Queens
NY342700 NYC Geog Dist #27 - Queen
NY342800 NYC Geog Dist #28 - Queen
NY342900 NYC Geog Dist #29 - Queen
NY343000 NYC Geog Dist #30 - Queens
NY353100 NYC Geog Dist #31 - Si
NY333200 NYC Geog Dist #32 - Brooklyn
NY181101 Oakfield Alabama
NY280211 Oceanside
NY550101 Odessa Montour
NY512300 Ogdensburg
NY042400 Olean
NY251400 Oneida
NY471400 Oneonta
NY421201 Onondaga
NY621201 Onteora
NY271201 Oppenheim-Ephratah-St
Johnsville
NY142301 Orchard Park
NY412901 Oriskany
NY661401 Ossining
NY461300 Oswego
NY471601 Otego-Unadilla
80034366 Out of State
NY600601 Owego-Apalachin
NY081501 Oxford
NY280506 Oyster Bay
NY581002 Oysterponds
NY650901 Palmyra-Macedon
NY061601 Panama
NY512501 Parishville Hopkinton
NY580224 Patchogue-Medford
NY181201 Pavilion
NY131201 Pawling
NY500308 Pearl River
NY661500 Peekskill
NY661601 Pelham
NY181302 Pembroke
NY261201 Penfield
NY680601 Penn Yan
NY671201 Perry
NY091101 Peru

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Code District of Residence Name

NY431301 Phelps-Clifton Springs
NY462001 Phoenix
NY440401 Pine Bush
NY131301 Pine Plains
NY060601 Pine Valley
NY200101 Piseco
NY261401 Pittsford
NY280518 Plainedge
NY280504 Plainview
NY091200 Plattsburgh
NY660809 Pleasantville
NY660802 Pocantico Hills
NY211103 Poland
NY051101 Port Byron
NY661904 Port Chester-Rye
NY580206 Port Jefferson
NY441800 Port Jervis
NY280404 Port Washington
NY042901 Portville
NY512902 Potsdam
NY131500 Poughkeepsie
NY572301 Prattsburgh
NY461801 Pulaski
NY641401 Putnam
NY480503 Putnam Valley
NY630902 Queensbury
NY580903 Quogue
NY500401 Ramapo
NY043001 Randolph
NY043011 Randolph Academy UFSD
NY200702 Raquette Lake
NY010402 Ravena Coeymans
NY651503 Red Creek
NY131701 Red Hook
NY411701 Remsen
NY580901 Remsenburg
NY491200 Rensselaer
NY131801 Rhinebeck
NY472001 Richfield Springs
NY062401 Ripley
NY580602 Riverhead
NY261600 Rochester
NY280221 Rockville Centre
NY580209 Rocky Point
NY411800 Rome
NY560603 Romulus
NY620901 Rondout Valley
NY280208 Roosevelt

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Code District of Residence Name

NY591301 Roscoe
NY280403 Roslyn
NY121502 Roxbury
NY401201 Royalton Hartland
NY261701 Rush Henrietta
NY661800 Rye
NY661901 Rye Neck
NY580205 Sachem
NY221001 Sackets Harbor
NY580305 Sag Harbor
NY580910 Sagaponack
NY043200 Salamanca
NY641501 Salem
NY161201 Salmon River
NY461901 Sandy Creek
NY091402 Saranac
NY161401 Saranac Lake
NY521800 Saratoga Springs
NY621601 Saugerties
NY411603 Sauquoit Valley
NY580504 Sayville
NY662001 Scarsdale
NY530501 Schalmont
NY530600 Schenectady
NY470901 Schenevus
NY491501 Schodack
NY541201 Schoharie
NY151401 Schroon Lake
NY521701 Schuylerville
NY022401 Scio
NY530202 Scotia Glenville
NY280206 Seaford
NY560701 Seneca Falls
NY541401 Sharon Springs
NY580701 Shelter Island
NY520302 Shenendehowa
NY082001 Sherburne Earlville
NY062601 Sherman
NY412000 Sherrill
NY580601 Shoreham-Wading River
NY121601 Sidney
NY061501 Silver Creek
NY421601 Skaneateles
NY140709 Sloan
NY580801 Smithtown
NY651201 Sodus
NY420702 Solvay
NY662101 Somers

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Code District of Residence Name

NY010601 South Colonie
NY580235 South Country
NY521401 South Glens Falls
NY580413 South Huntington
NY220101 South Jefferson
NY121702 South Kortright
NY231101 South Lewis
NY030201 South Mountain-Hickory
NY500301 South Orangetown
NY560501 South Seneca
NY580906 Southampton
NY050701 Southern Cayuga
NY581005 Southold
NY060201 Southwestern
NY131602 Spackenkill
NY600801 Spencer Van Etten
NY261001 Spencerport
NY580304 Springs
NY141101 Springville-Griff
NY161801 St Regis Falls
NY121701 Stamford
NY401001 Starpoint
NY522001 Stillwater
NY251501 Stockbridge Valley
NY030601 Susquehanna Valley
NY140207 Sweet Home
NY280502 Syosset
NY421800 Syracuse
NY100501 Taconic Hills
NY660401 Tarrytown
NY220701 Thousand Islands
NY580201 Three Village
NY151501 Ticonderoga
NY600903 Tioga
NY142500 Tonawanda
NY211901 Town of Webb
NY591201 Tri Valley
NY491700 Troy
NY611001 Trumansburg
NY660302 Tuckahoe
NY580913 Tuckahoe Common
NY421902 Tully
NY160101 Tupper Lake
NY441903 Tuxedo
NY081003 Unadilla Valley
NY051901 Union Springs
NY280202 Uniondale
NY031501 Union-Endicott

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Code District of Residence Name

NY412300 Utica
NY660805 Valhalla
NY280213 Valley Str Hemp 13
NY280224 Valley Str Hemp 24
NY280230 Valley Str Hemp 30
NY441301 Valley-Montgomery
NY211701 Van Hornesville
NY031601 Vestal
NY431701 Victor
NY011003 Voorheesville
NY580302 Wainscott
NY621801 Wallkill
NY121901 Walton
NY280223 Wantagh
NY132101 Wappingers
NY631201 Warrensburg
NY671501 Warsaw
NY442101 Warwick Valley
NY440102 Washingtonville
NY522101 Waterford
NY561006 Waterloo
NY222000 Watertown
NY411902 Waterville
NY011200 Watervliet
NY550301 Watkins Glen
NY600101 Waverly
NY573002 Wayland-Cohocton
NY650801 Wayne
NY261901 Webster
NY050301 Weedsport
NY200901 Wells
NY022601 Wellsville
NY580102 West Babylon
NY210302 West Canada Valley
NY420101 West Genesee
NY280227 West Hempstead
NY260803 West Irondequoit
NY580509 West Islip
NY142801 West Seneca
NY040204 West Valley
NY280401 Westbury
NY062901 Westfield
NY580902 Westhampton Beach
NY420701 Westhill
NY412801 Westmoreland
NY262001 Wheatland Chili
NY170301 Wheelerville
NY662200 White Plains

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Code District of Residence Name

NY641701 Whitehall
NY412902 Whitesboro
NY022101 Whitesville
NY031401 Whitney Point
NY580232 William Floyd
NY651402 Williamson
NY140203 Williamsville
NY151701 Willsboro
NY401501 Wilson
NY191401 Windham Ashland
NY031701 Windsor
NY472506 Worcester
NY580109 Wyandanch
NY490804 Wynantskill
NY671002 Wyoming
NY662300 Yonkers
NY241701 York
NY043501 Yorkshire-Pioneer
NY662402 Yorktown

Dual Credit Codes

Code Description
BOCES BOCES
COLLEGE College
OTHDST Other District
OTH Other
INDST In District

Education Level of Parent (4026-P-TECH, 4037- Smart Scholars ECHS)

(Student Lite, Field 57)
Look_Up Name Parent_Ed_Lvl_Code Parent_Ed_Lvl_Desc
Parent Education Level 01 Less than high school
Parent Education Level 02 High school diploma or
equivalent
Parent Education Level 03 Some college but no formal
award
Parent Education Level 04 Certificate, less than
Associate’s degree
Parent Education Level 05 Associate’s degree
Parent Education Level 06 Baccalaureate degree
Parent Education Level 07 Master's degree
Parent Education Level 08 Doctoral/Professional
degree
Parent Education Level 09 Foreign higher education
degree
Parent Education Level 10 Unknown

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ELL Eligible Student Service Levels

(Programs Fact Template, Program Intensity, Field 9)

LEAs must identify the level of service at which an ELL eligible student (Code 0231) is
receiving service. The Units of Study tables are guidelines for mandated services for ELLs in
both English as a New Language and Bilingual Education programs as per Commissioner's
Regulations Part 154-2.

Code Description
FULL ELL eligible students receiving the required units of study
PARTIAL ELL eligible students receiving less than the required units of study
NONE ELL eligible students not currently receiving service

ELL Status Exit Program Service Codes

(in Programs Fact Template)

ELL Eligibility Exit Using NYSESLAT score only — Code 3011

Description: Identifies a student whose ELL eligibility ended because the student scored at
the Commanding level on the NYSESLAT.
Purpose: Identifies students who were identified as ELL but tested out of ELL status using
the NYSESLAT. These students will be considered ELL in the current school year, former
ELL in the following four school years, and ever ELL in future years for reporting and
research purposes.
Date: June 30 of the reporting year.

ELL Eligibility Exit Using NYSESLAT score and a NYSTP or Regents score — Code 3022
Description: Identifies a student (general education or student with a disability) whose ELL
eligibility ended because, in the same reporting year (or, in the case of students who score
65 or higher on an August Regents examination in English, in the spring preceding the
August test administration), the student
1) scored at the Expanding level on the NYSESLAT,
AND
2) either scored Proficient (Level 3 or 4) on the NYSTP grades 3-8 ELA assessment
OR scored 65 or higher on a Regents examination in English OR passed an
approved alternative to Regents English.
For more information, see Commissioner’s Regulations Part 154-2.3(m)(1)(ii).
Purpose: Identifies students who were identified as ELL but tested out of ELL status using
the NYSESLAT and NYSTP or a Regents or alternative to Regents test. These students
will be considered ELL in the current school year, former ELL in the following four school
years, and ever ELL in future years for reporting and research purposes. Students taking
the August Regents who scored expanding on the NYSESLAT in the spring of the prior
school year must be exited from ELL status in the school year in which they took the ELA
Regents and scored proficient.
Date: Any time during the school year.

ELL Eligibility Exit based on review of identification determination — Code 3045

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Description: Identifies a student whose ELL eligibility ended because the student was
determined by the district to have been misidentified as ELL following the Review of
Identification Determination pursuant to Commissioner’s Regulations Part 154-
2.3(b). Students exited with Program Service Code 3045 will not be considered former
ELLs and will not qualify for transition services.
Purpose: Identifies students who were incorrectly identified as ELL and who were removed
from ELL status based on re-evaluation of ELL appropriateness. These students will NOT
be considered ELL in the current school year and will NOT be considered ever ELL or
former ELL in future years for reporting and research purposes.
Date: Within 45 school days, schools must initiate the process of determining if the student
should be removed from ELL status.

Note: If a student’s 0231 record is closed, the following Program Service Codes must also
be closed: 1232 – Students with Inconsistent/Interrupted Formal Education (SIFE) and
5709 – English as a New Language. (Program Service Code 5709 indicates an ELL
student is in an ENL program. Non- ELLs may take an ENL class but may not be reported
as being in an ENL program.) If a student’s 0231 record is closed, the following Program
Service Codes should be closed if the student is no longer in the program but left open if
the student continues to be in the program: 5687 – One Way or Two Way Dual Language
Program, and 5676 – Transitional Bilingual Education (TBE)Program.

ELL Eligibility Exit Using August-September 2021 NYSITELL Score Only – Code 3050
Description: Identifies a student whose ELL eligibility ended because the student scored at
the Commanding level on the August or September 2021 special administration of the
NYSITELL.
Purpose: Identifies students who:
1. at the time of the Spring 2021 NYSESLAT administration were identified as ELL
or provisionally identified as ELL; and
2. did not participate in the Spring 2021 NYSESLAT because they were receiving
entirely remote instruction during the entire testing period or because they had to
switch to receiving entirely remote instruction as a result of a COVID quarantine
during the testing period; and
3. participated in the August or September 2021 special administration of the
NYSITELL; and
4. scored Commanding on the August or September 2021 special administration of
the NYSITELL.
These students will be considered ELL in the current school year, former ELL in the
following four school years, and ever ELL in future years for reporting and research
purposes.
Date: November 1 of the reporting year.

Enrollment (Beginning and Ending) Codes and Descriptions

Before a student’s records are submitted to the SIRS, the student must have an
“enrollment record” for the reporting institution. An enrollment record identifies the reason and
date each reported student enrolled in the school and/or district and, if applicable, the reason
and date the student changed grades within the school or ended enrollment within the school
and/or district. Each student must have at least one enrollment record.
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Each Enrollment Entry Date must also have a Reason for Beginning Enrollment Code.
Enrollment information is used to determine district and school accountability cohort
membership and the school/district to which annual assessment results, dropouts, and
credentials are attributed.

Each Enrollment Exit Date must also have a Reason for Ending Enrollment Code. 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.

Enrollment records are required even in cases where the student is not on the
attendance register of the reporting institution. For example, enrollment records are required
when a district is required to report special education records for a student with a disability who
is enrolled by a parent or guardian in a charter school or religious and independent (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 ESSA 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 ESSA 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 career pathway 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. Enrollment exit records are reported
only if the student's enrollment or grade level changes during the academic year.

Determining Building or Grade Enrollment: Reason for Beginning Enrollment Code

0011 is used by LEAs; State agencies that operate educational programs; child-care
institutions with affiliated schools that provide educational services pursuant to Article 81; the
New York State School for the Blind; and the New York State School for the Deaf when a
student enrolls in a building or changes grade (for any grade level except GED). Public school
districts must use this code to report the enrollment of any student for whom the districts have
full educational responsibility except students who transferred between schools under an
ESEA Title I transfer option. Enrollment for home schooled students must be reported under
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certain scenarios; see Home Schooled Student section. Religious and independent
(nonpublic) schools participating in the repository system must use this code to report students
enrolled by parental choice. Reason for Beginning Enrollment Code 5654 is used to report
HSE students who end their 0011 enrollment and transfer to an approved AHSEP program. All
resident students enrolled in an approved AHSEP program must be reported by the district of
residence. For these data elements, the following codes must be used. The codes are used at
Level 2 of SIRS.

Reason for Beginning Enrollment

Code Reason
0011 Enrollment in building or grade
0021 Over 21 enrollment
0022 Foreign exchange student enrollment in building or grade
0033 Part-time students pursuing a HS diploma
0055 Enrolled for instructional reporting only
4034 Preschool-age students enrolled solely for determining eligibility for special
education services
5544 Transferred in under the ESEA Title I School in Improvement Status

5555 Student enrolled for the purpose of recording a test score (walk-in)
5654 Enrollment in an AHSEP program*
5905 CSE or CPSE responsibility only
7000 Transferred in under the ESEA Persistently Dangerous School
7011 Transferred in under the ESEA Victim of Serious Violent Incident
8250 HSE outcome reporting only
8294 Census only
8300 Compulsory age student, not attending, no documentation
*See list of approved AHSEP programs.

Code 0011 — Enrollment in building or grade: This code is used by public

schools, religious and independent (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 ESEA Title I transfer option. Also use this code to report students enrolled by
parental choice in a religious and independent (nonpublic) school that is participating in
SIRS.

Code 0021 — Over 21 enrollment: This code should be used to report any
student who turned 21 in the previous school year and who is returning to school for
either compensatory or recovery educational services. This code can be reported by
any LEA providing instruction to this population of students and should be the only entry
enrollment used for these students.

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.

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Code 0033 — Part-time students pursuing a HS diploma: This code is used

when a part-time student is enrolled in a school for instruction in accordance with
Education Laws 3204 and 3206 for not less than 4 hours per week and not more than 8
hours per week. Use this code only if the student is not on the day register of any
school. Students who were enrolled with a 0011 and will be ending their enrollment to
pursue a high school diploma on a part-time basis and will be reported with a 0033 must
have their 0011enrollment record ended with an appropriate dropout code such as 340
— Left school: first-time dropout.

Code 0055 — Enrolled for instructional reporting only: This code is used
when the reporting entity does not have school/district accountability or CSE
responsibility for the student (i.e., BOCES).

Code 4034 — Preschool-age students enrolled solely for determining

eligibility for special education services: This code is used for preschool-age
students who are referred to the CPSE or CSE for an initial evaluation to determine
eligibility for special education services. Students with this Reason for Beginning
Enrollment Code can only have a Reason for Ending Enrollment Code 140 — Special
education eligibility status determined, or determination process stopped for any reason.
This code is only required to be submitted by school districts that are scheduled to
submit data to the State on the timely evaluation of preschool children for special
education eligibility determination or the timely transition of children from Early
Intervention to preschool special education (SPP Indicators 11 and 12). See the
schedule of the years for which school districts are required to report data for these
indicators for further information. 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 ESEA Title I School in Improvement

Status: This code is used when a student transfers into 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, continue using Code 5544 for the remainder
of the school year. For subsequent school years, discontinue using Code 5544 and use
the most appropriate enrollment code for the student (i.e., 0011, etc.).

Code 5555 — Student enrolled for the purpose of recording a test score
(walk-in): This code is only used when a student enrolls for the sole purpose of taking
an assessment and recording a test score. This Reason for Beginning Enrollment Code
requires an Enrollment Exit Date and a Reason for Ending Enrollment Code. This code
must not be used for home schooling or parentally placed non-participating religious or
independent (nonpublic) school students.

Code 5654 — Enrollment in an AHSEP program: This code is used when a

student enrolls in an approved Alternative High School Equivalency Preparation
(AHSEP) 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

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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 religious or independent (nonpublic) elementary, middle, or secondary
school; a charter school; or a public school district other than the district of residence; or
enrolled by court order in an out-of-state facility. This code is also used for home
schooled students to report special education records. It is also used for Kindergarten-
age students who are not enrolled in a district school but are receiving special education
services as school-age students either at home or in an early childhood or other setting.
This code is used by the LEA with CSE responsibility only when the LEA does not
provide general instruction and does not have accountability responsibility under the
State accountability system. The only time this code is used for preschool children with
disabilities is when parents place their child in a Pre-K or UPK program that is not
operated by their district of residence.

Code 7000 — Transferred in under the ESEA Persistently Dangerous

School: This code is used when a student transfers into 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 ESEA Victim of Serious Violent

Incident: This code is used when a student transfers into 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 8250 – HSE Outcome Reporting Only: This code is used only for the purpose of
recording students without a current active enrollment who exited school within the prior
24 months and subsequently earned a high school equivalency diploma. This
enrollment code should only be reported by the high school the student last attended
and will only be used for calculating the school’s Career, College and Civic Readiness
index. The enrollment and demographic records must be reported, the student may only
be reported with a grade of “GD” and can only be exited with an exit enrollment of 816 –
Earned a High School Equivalency (HSE) Diploma, a Credential Code of 738 – High
School Equivalency (HSE) Diploma and a Career Path Code of “None.” The student
must be included in a cohort that is active during the school year in which the enrollment
is reported.

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Code 8294 – Census only: This code is used locally to track students prior to compulsory
age to assist districts with planning for incoming kindergarten class size. It may also be
used to identify students who reside in the district and attend a religious or independent
school.

Code 8300 — Compulsory age student, not attending, no documentation: This code is
used for children of compulsory attendance age who reside in the district, are not enrolled in
any public or religious or independent (nonpublic) school, are not registered for home
schooling. These students must remain on the district’s register until the student is beyond
compulsory age, enrolled in another LEA, or documentation has been received that the student
is being home instructed. This code is also used for children of compulsory attendance age
who last attended a charter school and are not enrolled in any public (including charter) or
religious and independent (nonpublic) school and are not registered for home schooling. These
students are carried on the charter school’s register until the student is beyond compulsory
age, enrolled in another LEA, or documentation is received that the student is being home
instructed.
Reason for Ending Enrollment
Code Reason
High School Graduates
799 Graduated (earned a Regents or local diploma)
High School Completers
085 Earned commencement credential
629 Previously earned commencement credential
HSE
816 Earned a High School Equivalency (HSE) Diploma
Transfers to Other Schools
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 religious and independent (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 ESEA - a victim of a serious violent incident
5938 Leaving a NYC community district under ESEA 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)
425 Left school, no documentation of transfer
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Code Reason
(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 (HSE) preparation program
357 Left school: previously counted as a dropout
Other Circumstances for Ending Enrollment
140 Special education eligibility status determined or determination process
stopped for any reason
289 Transferred to an approved AHSEP program*
323 Transferred outside district by court order*
400 Compulsory age student, stopped attending
430 Excluded pursuant to PHL 2164
442 Left the U.S.
459 Deceased
461 Prior graduate from outside U.S. enrolled without documentation
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.)
0065 Fulfilled HS Grad Req for Extended Integrated HS Program
0066 Ended enrollment for instructional purposes only
0067 Completed Extended Integrated HS Program
0068 Exited Extended Integrated HS Program After Fulfilling HS Grad Req
1089 Transferred to an approved HSE program outside this district*
8228 End "Walk-In" Enrollment
8305 End CSE/CPSE Responsibility Only Enrollment
8316 Re-enroll in same school
8338 Incarcerated student, no participation in a program culminating in a
regular diploma*
*For additional guidance, see “Court-placed Students” in Chapter 2.

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:

Code 153 — Transferred to another school in this district or to an out-of-district

placement
Code 170 — Transferred to another NYS public school outside this district with
documentation. Note: documentation of transfer is not required for preschool students with
disabilities.
Code 204 — Transferred to a NYS religious and independent (nonpublic) school
with documentation
Code 221 — Transferred to a school outside NYS with documentation. Note:
documentation of transfer is not required for preschool students with disabilities.
Code 238 — Transferred to homebound instruction provided by this district
Code 255 — Transferred to home schooling by parent or guardian

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Code 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.)
Code 140 — Special education eligibility status determined or determination
process stopped for any reason
Code 323 — Transferred outside district by court order
Code 442 — Left the U.S.
Code 459 — Deceased
Code 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., 2022–23) must be included and must have an
enrollment record.

▪ Code 085 — Earned commencement credential: This code is used to report students
who were awarded either a Career Development & Occupational Studies (CDOS)
Commencement Credential or a Skills and Achievement Commencement Credential.
Students awarded either credential may continue to be enrolled in a public school until
they earn a high school diploma or reach age 21. If a student is awarded a
commencement credential in August or January and continues enrollment in the school
district, the credential should be recorded as awarded in June. If the student
discontinued enrollment upon receiving the commencement credential in August or
January, the credential should be recorded as awarded on that date. If a student
received a commencement credential in August or January and a high school diploma
in June, only the diploma (with or without endorsements) should be recorded. If a
student receives a CDOS Commencement Credential in the current year and previously
earned a Skills and Achievement Commencement credential, use Code 085 — Earned
commencement credential. This code should not be used if the student earned a CDOS
in addition to a local or Regents diploma.

▪ Code 629 — Previously earned commencement credential: This code is used for
students who earned a or commencement credential in a previous school year,
subsequently continued their enrollment, and then left school without earning a high
school diploma. If a student receives a CDOS Commencement Credential in the current
year and previously earned a Skills and Achievement Commencement credential, use
Code 085 — Earned commencement credential.

▪ Code 799 — Graduated (earned a Regents or local diploma): This code is used to
indicate the student has earned a Regents or local diploma. This code must also be
accompanied by the Credential Type Code and Career Pathway Code data elements to
record the student's type of diploma and pathway used to earn the diploma.

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High School Equivalency (HSE) Diploma

Report the Enrollment Exit Date and Reason for Ending Enrollment Code for each
student awarded a high school equivalency (HSE) diploma.

Code 816 — Earned a High School Equivalency (HSE) Diploma: This code is
used to indicate students who have earned a high school equivalency (HSE) diploma from an
approved AHSEP program (ends a 5654 record) or those students reported with an enrollment
entry code 8250 – HSE Outcome Reporting Only. If a student receives a CDOS
Commencement Credential and an HSE diploma, report the student with Credential Type
Code 738 (High School Equivalency (HSE) Diploma) in the Student Lite template and Reason
for Ending Enrollment Code 816 (Earned a High School Equivalency (HSE) Diploma) in the
School Entry Exit template.

Transfers to Other Schools

Report an Enrollment Exit Date and Reason for Ending Enrollment Code for each
student who transferred out of your school/district during the school year or who was in
attendance at your school on the last day of the year but is not expected to attend your
school in the following school year.
Code 153 — Transferred to another school in this district or to an out-of-district
placement: This code is used when a student transfers to a school within the same school
district or is placed in an out-of-district setting by the CSE or school or district
administrators or agents for any reason. The out-of-district setting could be a BOCES, an
approved-private placement, a State-supported school, or another public school district.
The student so placed could be either a general-education student or student with
disabilities. This code may be used for transfers that take place at the end of the school
year or at any point during the school year. When it is used for a student who transfers
during the school year, the student must have an enrollment record for the educational
setting to which he/she is transferring with a beginning date set at the day following the exit
date. This code is used when a student is promoted out of the highest grade that this
school offers and is expected to be registered in and attend another school in this district.
This code is also used when a preschool child with a disability who was enrolled outside
the school district becomes school age and is placed in a school district building or a
different program outside the school district. This code is also used to end enrollment of a
preschool-age student with a disability when the student becomes school age and will
receive special education services.

Code 170 — Transferred to another NYS public school outside this district
with documentation: This code is used when a student, parent(s), or guardian(s) initiates a
transfer to another public school outside the district or to a charter 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. Documentation is not required for preschool students with disabilities
who relocate to another school district. Charter schools should use this code when students
transfer to another charter or public school.

Code 204 — Transferred to a NYS religious and independent (nonpublic)

school with documentation: This code is used when a student, parent(s), or guardian(s)
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initiates a transfer to a religious or independent (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, including to the District of Columbia or Puerto Rico. 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 ESEA – 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 ESEA and into another public school in the
same district under the school choice provision of ESEA. In NYC, this code applies to students
transferring under this ESEA option to a school within the same community district.

Code 5938 — Leaving a NYC community district under ESEA 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 ESEA and into another public school outside the student's original community
district under the school choice provision of ESEA.

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Dropouts

A dropout is any student over compulsory age who left school prior to graduation for any
reason except leaving the country, earning a commencement credential or death, 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. Any student of compulsory
age may never be reported as a dropout. Any student of compulsory age must remain on the
school/district’s attendance register until an official request for records is received and an
appropriate enrollment exit reason and date is reported.

Report an Enrollment Exit Date and Reason for Ending Enrollment Code for each
student who dropped out during the school year. For students who were enrolled at the end of
the prior school year but dropped out before the beginning of the new school year, report the
student as enrolled on or after July 1 but report an Enrollment Exit Date after the beginning
enrollment date.

Example: A student beyond compulsory age finished grade 11 at District High School in
June but did not return to school in the fall. Unless this student can be documented to have
transferred to another school, died, or left the country, the student must be counted as a
dropout from District High School in the fall. District High School must submit an enrollment
record with the appropriate reason for leaving.

Students should be reported using the actual start date of enrollment (taken from the
student management system). The enrollment exit date may be the last date of attendance,
the date the school was notified that the student had dropped out or, in the case of a long-term
absence, the date of the 20th consecutive unexcused absence only for student who have
exceeded compulsory age.

Students are counted as dropouts if they are beyond compulsory age and 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:

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 289 — Transferred to an approved AHSEP program *
Code 306 — Transferred to other high school equivalency preparation (HSE) program;
Code 340 — Left school: first-time dropout;
Code 357 — Left school: previously counted as a dropout (only counted as a dropout in the
cohort dropout aggregations, not in the annual dropout aggregations); or
Code 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 430 – Excluded pursuant to PHL 2164;

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Code 1089 – Transferred to an approved HSE program outside this district*

*Students with a Reason for Ending Enrollment Code 289 – Transferred to an approved AHSEP program
or a Reason for Ending Enrollment Code 1089 – Transferred to an approved HSE program outside this
district are counted as dropouts until a subsequent Reason for Beginning Enrollment Code of 5654 –
Enrolled in an AHSEP program is recorded. At that point, whatever Exit Enrollment Code is used for the
AHSEP record determines the student’s discharge status.

Enrollment records with beginning dates after June 30 of the academic year being
reported are ignored when identifying the last enrollment record. 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 31st of year 5 in high school will be counted as dropouts in
the graduation cohort statistics if the reason on the last enrollment record in the school of
record has a Reason for Ending Enrollment Code 136, 340, 391, 408, 425, 306, 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.

Code 306 — Transferred to other high school equivalency preparation (HSE) program:
This code is used when a student transfers to an HSE program other than Alternative High
School Equivalency Preparation (AHSEP), whether or not that program is provided in the
school the student was attending before he or she transferred. Documentation must include a
written statement, indicating the date of enrollment and the name and location of the program
provider. Students transferring under this code are included in the appropriate accountability
and graduation cohorts.

Code 340 — Left school: first-time dropout: This code is used when a student beyond
compulsory age meets the criteria in the dropout definition and has not been counted as
dropping out by this school in a previous year. If a student drops out during the school year
but subsequently returns to school in the same year, open a new enrollment record for the
student. This code also includes students who previously transferred to an Alternative High
School Equivalency Preparation (AHSEP) program and meet the criteria in the dropout
definition and have not been counted as dropping out by this school in a previous year. A
school should code a student as "Left school: first-time dropout" in only one year during the
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 357 — Left school: previously counted as a dropout: This code is used when a
student beyond compulsory age has been reported with a reason for ending enrollment codes
that previously identified the student as a dropout in that LEA.

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Code 391 — Long-term absence-20 consecutive unexcused days: This code is used when
a student beyond compulsory age 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. 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 beyond compulsory age and 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.

Other Circumstances for Ending Enrollment

Report an Enrollment Exit Date and Reason for Ending Enrollment Code for each
student who left your school during the school year for reasons other than those listed above.

Code 140 — Special education eligibility status determined or determination process

stopped for any reason: This code is used when a preschool-age child had been referred for
a CPSE or CSE for determination of eligibility for special education and a decision has been
made or the determination process has ended for any reason, including if the child leaves the
school district or enrolls in a PreK or UPK program before a determination is made. This code
should also be used in situations when the referral or consent to evaluate the student has been
withdrawn prior to final determination. If the series of Special Education Events for a child
referred to a CPSE or CSE for determination of eligibility for special education has not been
completed by June 30 of the reporting year, a Reason for Ending Enrollment Code 140 may be
used to end the enrollment record and no subsequent Reason for Beginning Enrollment Code
should be reported unless the child enrolls in an institution to receive services or a new referral
is initiated. This code always ends the “4034” enrollment record. If children are found to be
eligible for special education, an enrollment record with code 0011 must be submitted when
the child is found eligible for special education services.

Code 289 — Transferred to an AHSEP program: This code is used when a student transfers
to an approved AHSEP program as defined in 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. This code is also used when a student transfers from a charter school to an
approved AHSEP program. 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

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AHSEP program are included in the appropriate graduation cohort. (See the list of approved
high school equivalency preparation programs.)

Code 323 — Transferred outside the district by court order: This code is used when a
student is placed outside the district by an authority not employed by the district and not in
parental relation to the student. Examples include students placed outside the district (1) in
county jails, jails operated by the city of New York, prisons, or juvenile facilities that have a
school (as defined under State law) or provide an educational program that culminates in the
award of a regular high school diploma or (2) in non-incarcerated court placements (e.g., foster
care homes; group homes; placement in residential facilities with affiliated schools
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 400 – Compulsory age student, stopped attending: This code is used when a student
of compulsory age stops attending school and there is no documentation of a new enrollment
at an LEA, no documentation that the student no longer resides in the district, and no
documentation of transfer to home schooling. The district/school of the student’s last
enrollment must perform due diligence in locating the student. This student should
subsequently be reported with a beginning enrollment code of 8300 – Compulsory age
student, not attending, no documentation until the end of the school year in which the student
exceeds compulsory age or another exit codes becomes applicable. If there is no subsequent
entry enrollment reported after exiting the student with code 400, the student will count as a
dropout in the 4-year outcomes for Total Cohort Graduation Rate.

Code 430 – Excluded pursuant to PHL 2164: This code is used when a student has not
received the required vaccinations after 15 days of school enrollment and, pursuant to Public
Health Law 2164, are no longer allowed to attend school. Districts should report a student with
this code if after 15 days of enrollment the required documentation of vaccination has not been
provided and the student has not been transferred to approved home schooling (Exit
Enrollment Code 255). Once a student is exited with this code, the student will not be included
in the following accountability calculations: chronic absenteeism; suspensions; Career, College
and Civic Readiness; and performance. This exit code does not exclude the student from
either graduation cohort (accountability or total cohort). These students will be counted as
dropouts. If a student is exited with a Code 430 and the parent subsequently becomes
approved to home school the student, the district must re-enroll the student with one of the
regular entry enrollment codes and exit the student to home schooling (Code 255). See Public
Health Law 2164 (Failure to Immunize) section in Chapter 2. Note: A student who is of
compulsory school age excluded pursuant to PHL 2164 should be enrolled in either a
nonpublic school or homeschooled.

Code 442 — Left the U.S.: This code is used when a student moved out of the 50 United
States, District of Columbia, or Puerto Rico either voluntarily via emigration or involuntarily via
deportation. 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. Documentation
for deportation must include a written statement from a school administrator indicating that the

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student is being deported. All documentation must be included in the student’s file. This code
should not be used for students moving to the District of Columbia or Puerto Rico.

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 461 – Prior graduate from outside US enrolled without documentation: This code is
used when a new student from outside the U.S. is enrolled by the district without
documentation and the district later learns that the student previously graduated outside the
U.S. The student will be removed from all cohort reporting and therefore not counted as a
dropout. Districts must keep documentation of the student’s graduation credentials from
outside the U.S.

Code 782 — Entry into a different grade in the same school building: This code is used
when a student changes grades (including students who change from graded to ungraded or
vice versa) in the same school year. This code may be used for preschool students with
disabilities who transition from a preschool to a school-age program but remain in the same
school building.

Code 0065 — Fulfilled HS Grad Req for Extended Integrated HS Program: This code is
used when a student in a NYS P-Tech or NYC P-Tech program fulfills the requirements for a
Regents diploma and plans to continue in the program. These students must also be reported
with an appropriate Credential Type Code and Career Pathway Code. To continue in the
program, these students should be re-enrolled with Reason for Beginning Enrollment Code
0011 the following school year and reported with the appropriate program service code.

Code 0066 — Ended enrollment for instructional purposes only: This code is used to end
enrollment records for students with a Reason for Beginning Enrollment Code 0055: Enrolled
for instructional reporting only.

Code 0067 — Completed Extended Integrated HS Program: This code is used when a
student in a NYS P-Tech or NYC P-Tech program completes all three parts of the program
(Regents diploma, workplace experience, and associate degree). The student should have
already been exited with a 0065 and been counted as a graduate.

Code 0068 — Exited Extended Integrated HS Program After Fulfilling HS Grad Req: This
code is used when a student in a NYS P-Tech or NYC P-Tech program fulfills the
requirements for a Regents diploma, continues in the program, but subsequently decides to
leave the program and exit school.

Code 1089 — Transferred to an approved HSE program outside this district: This code is
used to end enrollment for students who are placed by the court in a facility that offers an
approved HSE program outside the district and who enroll in that HSE program. This code is
also used to end enrollment for charter students who are similarly placed.

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Code 8228 — End "Walk-in" Enrollment: This code is used to end a “Walk-in” enrollment for
students with a Reason for Beginning Enrollment Code 5555: Student enrolled for the purpose
of recording a test score.

Code 8305 — End CSE/CPSE Responsibility Only Enrollment: This code is used to end an
enrollment record opened using Reason for Beginning Enrollment Code 5905 — CSE
responsibility only. For example, for students whose enrollment record was opened with a
Reason for Beginning Enrollment Code 5905, use Reason for Ending Enrollment Code 8305
for students who were declassified during the school year or were referred for special
education evaluation but were found to be ineligible for services. (Districts are encouraged to
use a more appropriate Reason for Ending Enrollment Code, if applicable.)

Code 8316 — Re-enroll in Same School: This code is used to end enrollment for students
with Reason for Beginning Enrollment Code 0033 — Part-time student pursuing a high school
diploma 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 2007–08 school year or later
and who are placed by court order in prisons or juvenile facilities and do not participate in an
educational program that culminates in the award of a regular high school diploma or approved
AHSEP program 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.

Evaluation Group Code

Code
3012d

Grade Level Codes and Descriptions

(For use in School Entry Exit Template)
Grade Grade Grade Grade Description
Level Group Ordinal
Code
KH KH KDGH Half Day Kindergarten
KF KF KDGF Full Day Kindergarten
01 1 1st 1st grade
02 2 2nd 2nd grade
03 3 3rd 3rd grade
04 4 4th 4th grade
05 5 5th 5th grade
06 6 6th 6th grade
07 7 7th 7th grade
08 8 8th 8th grade
09 9 9th 9th grade
10 10 10th 10th grade

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Grade Grade Grade Grade Description

Level Group Ordinal
Code
11 11 11th 11th grade
12 12 12th 12th grade
13 13 K-6 K–6 ungraded (students w/disabilities).
Not to be used for P-Tech programs.
14 14 7-12 7–12 ungraded (students
w/disabilities). Not to be used for P-
Tech programs.
PS PS PRES Preschool
PKF PKF PREKF Pre-kindergarten full day
PKH PKH PREKH Pre-kindergarten half day
GD GD HSE HSE

Note: If a school or district offers only half-day pre-kindergarten and/or Kindergarten programs, but some students attend
multiple sessions (e.g., an additional morning or afternoon session) to participate in supplemental special education services,
these students should be considered half-day students and reported with a Grade Level Code of PKH or KH.

Language Codes and Descriptions

Code Language Description
ABK Abkhazian
ACE Achinese
ACH Acoli
ADA Adangme
ADY Adyghe; Adygei
AAR Afar
AFH Afrihili
AFR Afrikaans
AIN Ainu
AKA Akan
AKK Akkadian
ALB Albanian
ALE Aleut
ALG Algonquian
AMH Amharic
ANG English, Old (ca. 450-1100)
ANP Angika
APA Apache
ARA Arabic
ARC Official Aramaic (700-300 BCE)
ARG Aragonese
ARM Armenian
ARN Araucanian
ARP Arapaho
ART Artificial
ARW Arawak
ASM Assamese
AST Asturian

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Code Language Description

ATH Athapascan
AUS Australian
AVA Avaric
AVE Avestan
AWA Awadhi
AYM Aymara
AZE Azerbaijani
BAN Balinese
BAD Banda
BAI Bamileke
BAK Bashkir
BAL Baluchi
BAM Bambara
BAQ Basque
BAS Basa
BAT Baltic
BEJ Beja
BEL Belarussian
BEM Bemba
BEN Bengali
BER Berber
BHO Bhojpuri
BIH Bihari
BIK Bikol
BIN Bini
BIS Bislama
BNT Bantu
BOS Bosnian
BRA Braj
BRE Breton
BTK Batak
BUA Buriat
BUG Buginese
BUL Bulgarian
BUR Burmese
BYN Blin; Bilin
CAD Caddo
CAI Central American Indian
CAR Carib
CAT Catalan
CAU Caucasian
CEB Cebuano
CEL Celtic
CHG Chagatai
CMC Chamic
CHA Chamorro
CHE Chechen
CHR Cherokee
CHY Cheyenne
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Code Language Description

CHB Chibcha
CHG Chagatai
CHI Chinese (traditional)
ZHO Chinese (simplified)
CHN Chinook jargon
CHP Chipewyan
CHO Choctaw
CHU Church Slavic
CHK Chuukese
CHV Chuvash
N
NWC Classical Newari
SYC Classical Syriac
CNR Montenegrin
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
HRV Croatian
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
MYV Erzya
EPO Esperanto
EST Estonian
EWE Ewe
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Code Language Description

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
GWI Gwich’in
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
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Code Language Description

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
KRL Karelian
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
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Code Language Description

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
MDR Mandar
MAN Mandingo
MNI Manipuri
MNO Manobo
MAX Manx
MAO Maori
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Code Language Description

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
NQO N’Ko
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
NUS Nuer

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Code Language Description

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
PER Persian
PHI Philippine
PHN Phoenician
PON Pohnpeian
POL Polish
POR Portuguese
PRA Prakrit
PAN Panjabi; Punjabi
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

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Code Language Description

SAD Sandawe
SAG Sango
SAN Sanskrit
SAT Santali
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
DEN Slave (Athapascan)
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
SRN Sranan Tongo
SUK Sukuma

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Code Language Description

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 Timne
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

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Code Language Description

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
ZZA Zazaki
ZEN Zenaga
ZHA Zhuang
ZUL Zulu
ZUN Zuni

Industry Partner Type Codes

(Partner Project Fact, Fields 18, 20, 22, 24)

Partner Type Code Partner Type Description

01 Agriculture
02 Applied Science
03 Automotive
04 Construction
05 Engineering
06 Finance Business
07 Health Sciences

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08 Information Technology
09 Legal
10 Manufacturing
11 STEM
12 Other

Internship/Apprenticeship Type Codes

(Partner Project Fact, Field 26)
Internship/Apprenticeship Internship/Apprenticeship Description
Codes
01 Agriculture
02 Applied Science
03 Automotive
04 Construction
05 Engineering
06 Finance Business
07 Health Sciences
08 Information Technology
09 Legal
10 Manufacturing
11 STEM
12 Other

Marking Period Numbers and Descriptions

Number Description
1 Marking Period 1
2 Marking Period 2
3 Marking Period 3
4 Marking Period 4
5 Marking Period 5
6 Marking Period 6
7 Marking Period 7
8 Marking Period 8

Postgraduate Plan Codes (NYS P-Tech- 4026 & Smart Scholars ECHS -
4037)
(Student Lite, Field 18)

(Student Lite, Field POST_GRAD_PLAN_CODE POST_GRAD_PLAN_DESCRIPTION

18) LOOKUP_NAME
POST_GRAD_PLAN 01 4-year college in NYS

POST_GRAD_PLAN 02 2-year college in NYS

POST_GRAD_PLAN 03 Other postsecondary school in NYS
POST_GRAD_PLAN 04 4-year college outside NYS

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(Student Lite, Field POST_GRAD_PLAN_CODE POST_GRAD_PLAN_DESCRIPTION

18) LOOKUP_NAME
POST_GRAD_PLAN 05 2-year college outside NYS
POST_GRAD_PLAN 06 Other postsecondary school outside
NYS
POST_GRAD_PLAN 07 Seek employment
POST_GRAD_PLAN 08 Enlist in the military
POST_GRAD_PLAN 09 Other plan
POST_GRAD_PLAN 10 Adult Services (students with
disabilities only)
POST_GRAD_PLAN 11 Unknown

Primary Course Instruction Language Indicator (Primary Instruction

Language Code)
(See Language Codes in Ch. 5. Course Instructor Assignment, Field 18)

Primary Instruction Delivery Method Codes

(Course Instructor Assignment, Field 16)
Code Method Description
FACE Face-to-Face Course is delivered in the traditional classroom setting.

DISTANCE Distance Course is delivered via Distance Learning

Learning (videoconferencing) technology, primarily or completely in
a synchronous manner (i.e. students at multiple
locations are engaged in instruction at the same time).
BLENDED Blended Course is delivered at least in part through online
Learning learning, with some element of student control over time,
place, path, and/or pace; at least in part in a supervised
brick-and-mortar location away from home; and the
modalities along each student’s learning path within a
course or subject are connected to provide an integrated
learning experience.
ONLINE Online Course (instruction and content) are delivered over the
Learning Internet.
Note: If the initial course instruction delivery method has changed due to a public health event
or other unforeseen circumstance, it is not required that the reported delivery method be
changed. For example, if a course was developed to be delivered as a Face-to-Face course,
the district, BOCES, or charter school would not have to change the method to distance
learning because students would be receiving the instruction from home.

Program Service Codes and Descriptions

Each academic year, every Program Service Code applicable to a student must be
recorded and must also have a Program Service Entry Date. Program Services that were not
exited in the previous academic year should be recorded with a July 1 entry date. Program
Services that end during the academic year also require a Program Service Exit Date. A
student cannot have program service records without an active enrollment record.
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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 Programs Fact
record is required each time a student receiving this type of program service changes
buildings, assuming the program service continues. All Program Services designated as
"district level" (e.g., Poverty-from low-income family) require a new eligibility determination and
a new record only when a student's status or participation in the program service changes or
when the student transfers to a new district.

For these elements, the following codes must be used. These codes are used at Level 2
of SIRS.

Code Description
Type: English Language Learner Eligibility
0231 ELL Eligible
Type: English Language Learner Proficiency Programs
5709 English as a New Language (ENL)
5676 Transitional Bilingual Education (TBE) Program
5687 One Way or Two Way Dual Language Program
8239 ELL Eligible but not in an ELL Program
Type: Elementary and Secondary Education Act Funded Program Services
0286 Title I - Part A: Improving Basic Programs
0411 Title I – Part A: Improving Basic Educational Services for School-wide
Program
0892 Title I – Part A: Homeless Student Served with Set-Aside Funds
0330 Title I - Part C: Education of Migratory Children
0187 Title I - Part D: Prevention and Intervention Programs for Children and
Youth who are Delinquent
8327 Title I – Part D: Prevention and Intervention Programs for Children and
Youth who are Neglected
Type: Elementary and Secondary Education Act 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 Intellectual Disability
0407 Deafness
0418 Hearing Impairment
0429 Speech or Language Impairment
0440 Visual Impairment (includes Blindness)
0451 Orthopedic Impairment

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Code Description
0462 Other Health Impairment
0473 Multiple Disabilities
0484 Deaf-Blindness
0495 Traumatic Brain Injury
Type: Safety Net
5775 Eligible for safety net in All Subjects under Section 504
Type: Career and Technical Education
— Specific Career and Technical Education Program Code
8261 Single Parent/Pregnant Status
/Type: PreK Program
902 Universal PreK program
990 “Other” PreK program
Type: Universal PreK Setting
1309 District-operated
1320 Day care center
1331 Head Start
1342 Family or Group Day Care
1353 Nursery School
1364 BOCES
1375 Special Ed 4410 Preschool
1386 Religious and Independent (Nonpublic) School
1397 Museum
1408 Library
1419 Other
Type: Title I Services in Targeted Assistance Programs
0803 Reading/Language Arts
0814 Mathematics
0825 Science
0836 Social Sciences
0847 Vocational/Career
0858 Other Instructional Services
0869 Health, Dental and Eye Care
0880 Supporting Guidance/Advocacy
0891 Other Support Services
Type: Higher Education
4004 Liberty Partnerships Program (LPP)
4005 MBK Challenge
4006 MBK Family and Community Engagement (FCEP)
4007 MBK Exemplary School Models and Practices (ESMP)
4008 MBK Native American (NAP)
4009 MBK Fellows (FP)
4015 Science and Technology Education Program (STEP)
4026 NYS P-Tech Program
4027 NYC P-Tech Grades 9-14 Early College and Career High School
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Code Description
4037 Smart Scholars
4047 Smart Transfer
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
1232 Students with Inconsistent/Interrupted Formal Education (SIFE)
— Summer School Participation (see below for codes)
2618 Voluntary inter-district urban-suburban transfer program
5753 Coordinated Early Intervening Services (CEIS) supported with IDEA funds
5754 Comprehensive Coordinated Early Intervening Services (CCEIS) supported
with IDEA funds
5817 Free Lunch Program
5806 Reduced-Price Lunch Program
8262 Homeless Student Status
8271 CDOS Credential Eligible Coursework
8272 Homeless Unaccompanied Youth Status
8282 Immigrant Children and Youth Status
8292 Students with a Parent on Active Duty in the Armed Forces
8300 Child in Foster Care
8312 Received Seal of Biliteracy
8313 Received Seal of Civic Readiness
Type: Restricted
8265 Absence Due to Executive Order

Detailed definitions of Program Services are provided using the following design:

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 in the BOCES District of
Responsibility Codes list in Chapter 5: Codes and Descriptions as the service provider
location;

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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.

Career and Technical Education

Specific Career and Technical Education Program Code
Level Designation: School-level service.
Description: Indicates in which career and technical education program area the student
participates. A list of acceptable career and technical education program codes can be found
in Chapter 5: Codes and Descriptions. This list uses the National Center for Educational
Statistics (NCES) Classification of Instructional Programs (CIP) structure.
Purpose: To identify which career and technical education program area students are enrolled
in.
Entry Date: Date the student enrolls in the program in the current school year.
Exit Date: Date the student completes the program or date the student leaves the program
without completing it.
Reason for Ending Code: Indication of whether the student completed the program or left the
program before completion.
Single Parent/Pregnant Status — Code 8261.
Level Designation: District-level service.
Description: Only applicable to students who have a career and technical education program
service and have reached the "Concentrator" level of intensity. This program service indicates
the student is a single parent or is pregnant.
Purpose: Used to identify these students for federal reporting purposes. This status (i.e.,
single parent or pregnant) is as of any time during the school year. This is to allow a student to
be counted no matter when in a school year the student may become a career and technical
education concentrator. Districts should determine this status at the same point in time that the
district counts the student as a career and technical education concentrator.
Entry Date: Date the student is identified as a single parent or as pregnant.
Exit Date: Date that the student no longer meets these parameters.
Reason for Ending Code: Not used.

CDOS Credential Eligible Coursework — Code 8271.

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Level Designation: District-level service.

Description: Indicates a student who is taking Career and Technical Education coursework
and/or work-based learning that may be used to satisfy requirements for the Career
Development and Occupational Studies (CDOS) Credential. This code should not be reported
in lieu of the six-digit specific Career and Technical Education (CTE) Program Code used to
report the CTE program a student is in.
Purpose: Used to identify students taking coursework that may be used to satisfy
requirements for a CDOS credential as a stand-alone credential or in addition to a high school
diploma or high school equivalency (HSE) diploma.
Entry Date: Date the student begins Career and Technical Education coursework and/or work-
based learning that may be used to satisfy requirements for a CDOS.
Exit Date: Date the student receives the CDOS or is no longer participating in coursework
and/or work-based learning.
Reason for Ending Code: 700 — Received a CDOS credential or 701 — No longer
participating in coursework and/or work-based learning that satisfied the requirements for the
CDOS credential. This is the only way to indicate that a student satisfied the
requirements for the CDOS credential when it’s earned in addition to a local or Regents
diploma.

Elementary and Secondary Education Act Funded Program Services

Title I - Part A: Improving Basic Programs -Targeted Assistance Program — Code 0286
Level Designation: School-level service.
Description: Indicates that the student is served in a "Targeted Assistance Program"
supported with Title I program funds. For students in a school that operates a targeted Title I
program, a Programs Fact record (code 0286) must be reported for each student who is
served. Students reported with Program Service Code 0286 must also be reported with at least
one Title I Services in Targeted Assistance Programs code (see below).
Purpose: To identify such students for reporting these data to the USED.
Entry Date: Date service began.
Exit Date: Date service ended.
Reason for Ending Code: Not used.

Type: Title I Services in Targeted Assistance Programs

0803 Reading/Language Arts
0814 Mathematics
0825 Science
0836 Social Sciences
0847 Vocational/Career
0858 Other Instructional Services
0869 Health, Dental and Eye Care
0880 Supporting Guidance/Advocacy
0891 Other Support Services

Title I – Part A: Improving Basic Educational Services for School-wide Program — Code 0411
Level Designation: School-level service.
Description: Identifies students served by a school-wide (as opposed to a targeted
assistance) supported with Title I program funds.

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Purpose: To identify such students for reporting these data to the USED.
Entry Date: Date service began.
Exit Date: Date service ended.
Reason for Ending Code: Not used.
Title I - Part C: Education of Migratory Children — Code 0330
Level Designation: District-level service.
Description: Indicates that the student is served by programs and services supported with
Title I Part C funds. The statute gives States the authority under specific circumstances to
continue to provide services to migratory children who have reached the end of their eligibility
for Migrant Education Program (MEP).
A student is a migrant child if the student is, or whose parent, guardian, or spouse is, a
migratory agricultural worker, including a migratory dairy worker or a migratory fisher,
and who, in the preceding 36 months, in order to obtain, or accompany such parent,
guardian, or spouse, in order to obtain, temporary or seasonal employment in
agricultural or fishing work has moved from one school district to another.
Students in grades K-8 are eligible to be served by programs and services supported
with Title I Part C funds for 36 consecutive months from their qualifying date or move,
when they have a Certificate of Eligibility (COE) that is signed by a parent or guardian
and filed with the superintendent of schools. This Certificate of Eligibility (COE) remains
in effect for 36 consecutive months while a student is eligible in grades K-8. A student in
grades K-8 whose eligibility, based on the signed and approved Certificate of Eligibility
(COE), has expired may continue to receive services for one (1) additional school year
(i.e., 4th Year Continuation) under the Continuation of Services provision and pending
funding, but only if comparable services are not available through other programs,
under the initial signed and filed Certificate of Eligibility (COE). These students in
grades K-8 who are served under the Continuation of Services provision for one (1)
additional school year should not be coded as Migrant students in SIRS, particularly for
purposes of the assessment, but they should be coded as receiving migrant services
under Title I Part C in Code 0330.
Students in grades 9-12 are eligible to be served by programs and services supported
with Title I Part C funds for 36 consecutive months from their qualifying date or move,
when they have a Certificate of Eligibility (COE) that is signed by a parent or guardian
and filed with the superintendent of schools. This Certificate of Eligibility (COE) remains
in effect for 36 consecutive months while a student is eligible in grades 9-12 until high
school graduation. A student in grades 9-12 whose eligibility, based on the signed and
approved Certificate of Eligibility (COE), has expired may continue to receive credit
accrual programs and services through Continuation of Services and pending funding,
under the initial signed and filed Certificate of Eligibility (COE). These students in
grades 9-12 who are served under the Continuation of Services provision for additional
school years should not be coded as Migrant students in the SIRS, particularly for
purposes of the assessment, but they should be coded as receiving migrant services
under Title I Part C in Code 0330.
Purpose: Migrant data must be collected for each student, if applicable (i.e., the student is a
migrant who is eligible for Migrant education programs and services and served in a program
funded by Title I Part C funds), to fulfill the State reporting requirements under ESEA. In
addition, such school and district data for migrant students may be included in the school and
district report cards.
Entry Date: Date of eligibility decision.

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Exit Date: Date service ended.

Reason for Ending Code: Not used.

If school district personnel have questions about a specific migratory child, they should contact
the appropriate regional Migrant Education Tutorial and Support Services (METS) program.

Title I - Part D: Prevention and Intervention Programs for Children and Youth who are
Delinquent — Code 0187
Level Designation: District-level service.
Description: Indicates that the student is served by programs supported by funding under
ESEA 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
ESEA Title I - Part D to fulfill the State reporting requirements under the ESEA legislation.
Entry Date: First day designation applies.
Exit Date: Date the designation is eliminated.
Reason for Ending Code: Not used.

Title I – Part D: Prevention and Intervention Programs for Children and Youth who are
Neglected — Program Service Code 8327
Level Designation: District-level service.
Description: Indicates that the student is served by programs supported by funding under
ESEA 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
ESEA Title I - Part D to fulfill the State reporting requirements under the ESEA legislation.
Entry Date: First day designation applies.
Exit Date: Date the designation is eliminated.
Reason for Ending Code: Not used.

Elementary and Secondary Education Act Transfer Options

Use the ESEA 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 ESEA 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 ESEA transfer option program service code should be
reported in both years.

Applied for Transfer Option - School Identified as in Need of Improvement — Code 5872
Level Designation: School-level service.

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Description: Indicates that the student is enrolled in a school that is in improvement status
under Title I and has applied to transfer to another school in the public school district.
Purpose: To identify such students for reporting these data to the USED.
Entry Date: Date the student's application for transfer is received by the public school district.
This date may be the actual date the application is submitted or the due date for all such
applications.
Exit Date: Not used.
Reason for Ending Code: Not applicable.
Location/BEDS Code: School identified as in Need of Improvement.

Applied for Transfer Option - Persistently Dangerous School — Code 5883

Level Designation: School-level service.
Description: Indicates that the student is enrolled in a school that has been designated as
persistently dangerous under ESEA and has applied to transfer to another school in the public
school district.
Purpose: To identify such students for reporting these data to the USED.
Entry Date: Date the student's application for transfer is received by the public school district.
This date may be the actual date the application is submitted or the due date for all such
applications.
Exit Date: Not used.
Reason for Ending Code: Not applicable.
Location/BEDS Code: School identified as Persistently Dangerous.

Transfer Option Offered - School Identified as in Need of Improvement — Code 7022

Level Designation: School-level service.
Description: Indicates that the student is enrolled in a school that is in improvement status
under Title I and has been offered a transfer to another school in the public school district.
Purpose: To identify such students for reporting these data to the USED.
Entry Date: Date the student is given an offer to transfer by the public school district.
Exit Date: Not used.
Reason for Ending Code: Not applicable.
Location/BEDS Code: School where transfer option is offered.

Transfer Option Offered- Persistently Dangerous School — Code 7033

Level Designation: School-level service.
Description: Indicates that the student is enrolled in a school that has been designated as
persistently dangerous under ESEA and has been offered a transfer to another school in the
public school district.
Purpose: To identify such students for reporting these data to the USED.
Entry Date: Date the student is given an offer to transfer by the public school district.
Exit Date: Not used.
Reason for Ending Code: Not applicable.
Location/BEDS Code: School where transfer option is offered.

English Language Learner Eligibility

ELL Eligible — Code 0231
Level Designation: District-level service.

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Description: Identifies the student as an English Language Learner (ELL) and, therefore,
eligible for ELL services. Students identified as ELL eligible should have a specific ELL
program service identified, as described under English Language Learner Programs.
Purpose: Identifies ELLs for accountability, reporting, and research purposes. An "Exit Date"
and "Reason for Ending Code" is used to identify ELLs who have achieved English proficiency.
Part 154 of Commissioner’s Regulations defines English Language Learners as students who,
because of foreign birth or ancestry, speak or understand a language other than English and
speak or understand little or no English, and require support in order to become proficient in
English and are identified pursuant to Section 154.3. Districts should contact the nearest
Regional Bilingual Education – Resource Networks (RBE-RNs) to obtain assistance with ELL
identification procedures.
Entry Date: Date of eligibility decision.
Exit Date: Required if the student exited ELL status. The date recorded should be June 30 of
the academic year in which the student exited ELL status. Students who test out of ELL are
still entitled to accommodations and some types of services for two years; however, once the
students have tested out of ELL, they must NOT be recorded as ELL with an 0231 code. An
"Exit Date" should not be used to end an ELL Eligible — Code 0231 program service record
when the student leaves the district or graduates. It must be used only when the student exits
ELL status.
Reason for Ending Code: Use 3011, 3022, or 3045, as applicable. See ELL Status Exit
Program Service Codes in Chapter 5: Codes and Descriptions.

English Language Learner Programs

English as a New Language (ENL) — Code 5709, Transitional Bilingual Education (TBE)
Program — Code 5676, One Way or Two Way Dual Language Program — Code 5687, and
ELL Eligible but not in an ELL Program — Code 8239.
Level Designation: School-level service.
Description: Indicates which ELL program service the student is in (i.e., English as a New
Language, Transitional Bilingual Education (TBE) Program, or One Way or Two Way Dual
Language Program) or that the ELL eligible student is not being served. Students identified as
ELL eligible under Program Service Code 0231 (see above) should have a specific ELL
program service identified here. These program services are mutually exclusive but can be
offered at different points throughout the academic year. Multiple ELL programs should be
reported with appropriate Entry and Exit dates. If any of the first three are used, the ELL
Eligible but not in an ELL Program code should not be used. All ELL eligible students must
receive ELL services.
English as a New Language (ENL): ENL program students learn to speak, understand, read
and write English with a teacher who is specially trained in ENL theories and strategies. The
student’s primary or home language is used as a vehicle to help learn English.
Transitional Bilingual Education (TBE) Program: TBE programs offer students of the same
primary or home language the opportunity to learn in English while continuing to learn content
in their home language. Students’ primary or home language is used to help them progress
academically in all content areas while they acquire English. Instruction begins with a minimum
of 60% instruction in the student’s primary or home language and 40% in English; over time,
instruction in English increases until the student has acquired the mandated level of English
proficiency.
One Way or Two Way Dual Language Program: Dual language programs offer students the
opportunity to become bilingual and bicultural while improving their academic ability. In the

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One Way Dual Language program model, students who come from the same primary or home
language and/or background are provided instruction in both English and the home language
simultaneously. The Two Way Dual Language program includes both native and English
speakers; teachers provide instruction in both languages.
Purpose: These codes are used to identify which ELL program service the student
participates in.
Entry Date: Date ELL program service begins.
Exit Date: Date that student tests above a State-designated level of proficiency or changes
ELL programs.
Reason for Ending Code: Not used.

Higher Education
Liberty Partnerships Program (LPP) — Code 4004
Level Designation: District-level service.
Description: Indicates participation in the Liberty Partnerships Program, which provides
collaborative pre-collegiate/school dropout prevention programs that support at-risk youth in
completing secondary school and prepare those students for successful transition into
postsecondary education or onto a career path.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.
MBK Challenge Program – Code 4005
Level Designation: District-level service.
Description: Indicates participation in the My Brother’s Keeper (MBK) Challenge Program.
The purpose of this program is to implement coherent, outcomes-based, cradle-to-college
strategies aimed at improving the life outcomes for youth, particularly for boys and young men
of color.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

MBK Family and Community Engagement (FCEP) Program - Code 4006

Level Designation: District-level service.
Description: Indicates participation in the My Brother’s Keeper (MBK) Family and Community
Engagement Program. The purpose of this program is to increase academic achievement and
college and career readiness of boys and young men of color, by developing and sustaining
effective relationships with family, extended family, and the larger community.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

MBK Exemplary School Models and Practices (ESMP) Program – Code 4007
Level Designation: District-level service.
Description: Indicates participation in the My Brother’s Keeper (MBK) Exemplary School
Models and Practices Program. This purpose of this program is to close the achievement gap

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and increase college and career readiness, with an emphasis on boys and young men of color,
by replicating the exemplary school models, programs, and practices of higher-performing
schools.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

MBK Native American (NAP) Program – Code 4008

Level Designation: District-level service.
Description: Indicates participation in the My Brother’s Keeper (MBK) Native American
Program. The purpose of this program is to increase academic achievement and college and
career readiness of Native American students, with an emphasis on boys and young men.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

MBK Fellows (FP) Program – Code 4009

Level Designation: District-level service.
Description: Indicates participation in the My Brother’s Keeper (MBK) Fellows Program. The
purpose of this program is to provide rising 12th grade high school students, with an emphasis
on boys and young men of color, with opportunities to gain authentic leadership experience(s)
and develop service projects beneficial to the schools they attend and communities they live in.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

Science and Technology Education Program (STEP) — Code 4015

Level Designation: District-level service.
Description: Indicates participation in the Science and Technology Entry Program, which
prepares minority, historically underrepresented, or economically disadvantaged secondary
school students for entry into postsecondary degree programs in scientific, technical, health-
related fields, and the licensed professions.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

NYS P-Tech Program — Code 4026

Level Designation: District-level service.
Description: Indicates participation in the NYS P-Tech Program, which provides a six-year
integrated secondary and post-secondary level education for students resulting in a Regents
High School Diploma, an AAS degree (or other two-year degree that is the industry standard
for the targeted jobs), and workplace learning in preparation for a career pathway. Students in
NYS P-Tech programs remain on their high school registers for the full six years of the
program. These students are not considered high school graduates until they have completed

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the requirements for both the Regents high school diploma and their AAS degree (or other
two-year degree that is the industry standard for the targeted jobs). The program is designed
such that students complete all Regents diploma requirements by the end of their fourth year.
However, if a student fails to do so because he or she fails a course or a required examination,
the student may retake the course or examination in his or her fifth year. The home school is
responsible for reporting the NYS P-Tech program service code for each applicable enrolled
student for each year the student is enrolled in the program. All appropriate Teacher-Student-
Linkage data must be submitted during the years the student is working toward a high school
diploma. Students in this program are entitled to a free public education for the duration of the
program. If a student chooses to exit the NYS P-Tech program before completion of the
requirements for an AAS degree, the student is entitled to a free public education until the
student completes the requirements for high school graduation.
A list of all NYS P-Tech projects in Cohort I (2013-2020), Cohort II (2014-2021) and Cohort III
(2015-2022) are available on the New York State Pathways in Technology web page.
Purpose: To identify students to determine program effectiveness.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

NYC P-Tech Grades 9-14 Early College and Career High School — Code 4027
Level Designation: District-level service.
Description: Indicates participation in a school-wide program, which provides a six-year
integrated secondary and post-secondary level education for students resulting in a Regents
High School Diploma, college credits toward an Associate-level college degree, and workplace
learning in preparation for a career pathway. Students enrolled in this program may remain on
their high school registers for the full six years of the program to complete their college
coursework. The program is designed such that students complete all Regents diploma
requirements by the end of their fourth year. However, if a student fails to do so because he or
she fails a course or a required examination, the student may retake the course or examination
in the fifth year. Students in this program are entitled to a free public education for the duration
of the program. If a student chooses to exit this program before completion of the requirements
for an associate-level degree, the student is entitled to a free public education until the student
completes the requirements for high school graduation. A list of all New York City schools that
are part of the Grades 9-14 Early College and Career High Schools is available at NYC P-Tech
web page.
Purpose: To identify students to determine program effectiveness and for local reporting and
evaluation.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

Smart Scholars — Code 4037

Level Designation: District-level service.
Description: This program provides students with significant academic and social supports to
develop college readiness, and the opportunity to earn 24 to 60 college credits while in high
school. The target population is students from groups that have traditionally been
underrepresented in postsecondary education; for example, first generation college students,

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students from low-income families, and students performing in the low to mid-range
academically. The program includes both stand-alone schools and programs within schools.
Purpose: To identify students to determine program effectiveness and for purposes of future
school/district accountability calculations.
Entry Date: First day of participation in the program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.

Smart Transfer Early College High School (ST-ECHS) — Code 4047

Level Designation: District-level service.
Description: In the Smart Transfer Early College High School Program, institutions of higher
education (IHEs) partner with public school districts to create early college high schools that
provide students with the opportunity and preparation to accelerate the completion of their high
school studies while earning 60 transferable college credits or an Associate degree at the
same time. This program is targeted to students who are historically underrepresented in
postsecondary education and/or economically disadvantaged.
Purpose: To identify students to determine program effectiveness and for purposes of future
school/district accountability calculations.
Entry Date: First day of participation in the program.

PreK Program
Universal PreK program —902
Level Designation: District-level service.
Description: Indicates participation in a Universal Prekindergarten State Funded Grant
Program. Students reported with Program Service Code 902 must also be reported with a
Universal PreK Provider code (see below). Students reported with program code 902 must
also be reported as enrolled in a prekindergarten grade level.
Entry Date: Date student enrolls in the program.
Exit Date: Date the student completes the program or date the student terminates the program
without completing it.
Reason for Ending Code: Not used.

Type: Universal PreK Provider

1309 District-operated
1320 Day care center
1331 Head Start
1342 Family or Group Day
Care
1353 Nursery School
1364 BOCES
1375 Special Ed 4410
Preschool
1386 Religious and
Independent (Nonpublic)
School
1397 Museum
1408 Library
1419 Other

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“Other” PreK program — 990

Level Designation: District-level service.
Description: Indicates participation in a prekindergarten program other than UPK. Students
reported with program code 990 must also be reported as enrolled in a prekindergarten grade
level.
Entry Date: Date student enrolls in the program.
Exit Date: Date the student completes the program or date the student terminates the program
without completing it.
Reason for Ending Code: Not used.

Safety Net
Under Section 504 - All Subjects — Code 5775
Level Designation: District-level service.
Description: Indicates Section 504 students whose 504 plan specifically allows eligibility for
the graduation assessment safety net options available to Section 504 students. The student
must also have a program service record indicating that the student has a Section 504 plan
(i.e., Program Service Code 0264). Do not enter a Section 504 program service code for
students with a disability program service code.
Purpose: To identify students eligible for graduation safety net options available to Section
504 students.
Entry Date: Date 504 plan adopted.
Exit Date: Date 504 plan revoked.
Reason for Ending Code: Not used.

Type of Disability
All Type of Disability Categories — Codes 5786, 0352, 0363, 0385, 0396, 0407, 0418, 0429,
0440, 0451, 0462, 0473, 0484 and 0495
Level Designation: District-level service.
Description: Indicates the disability category of students who have been classified as disabled
by the district CSE or the district CPSE (i.e., students who have an IEP). Students with Section
504 plans should not be reported as disabled.
Purpose: The type of disability record determines which members are included in the students
with disabilities group for district and school accountability and for other reports. It also
determines which students are eligible for the safety net, allowing students to use competency
credit to meet graduation requirements. Do not enter a 504 Safety Net program service code
for students with a disability service program code. Only one disability record should be
entered for each student. A student is counted as disabled if the program service entry date is
before the reporting date and the program service exit date is on or after the reporting date. A
program service without a value in the Program Service Exit Date field is considered to end
after the reporting date.
Entry Date: Date of CSE or CPSE decision to classify with that disability, except that the entry
date for children who transition from Early Intervention (EI) to preschool special education
must be later if parents decide to continue EI services and transition to preschool special
education later than the CPSE’s decision to classify.
Exit Date: Date the CSE or CPSE rescinds the classification or the student’s disability
changes or the last date of the school year during which the student receives a Career
Development & Occupational Studies Commencement Credential (including those students
who receive the credential as a supplement to a diploma). In cases when the classification is

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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 2020 (end of the school year), but the effective date of
the declassification is September 2020 (start of the following school year), the student’s
disability exit date must be the August 31, 2020, allowing the student to have an active
disability record in July and August 2020 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 parent 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.

Other
Poverty - from low-income family — Code 0198
Level Designation: District-level service.
Description: Indication of student economic status.
Purpose: Poverty is used to determine which cohort members should be included in the
economically disadvantaged group for district and school accountability. An economically
disadvantaged student is a student who participates in, or whose family participates in,
economic assistance programs such as:
the Free- or Reduced-price Lunch Programs (Note that the United States Department of
Agriculture has authorized the use of eligibility in free- and reduced-price lunch programs to
identify students from low-income families for Title I reporting purposes.) For districts
participating in the Community Eligibility Option (CEO), identify only those students who would
qualify to participate in the federal Free Lunch Program independent of CEO. For example, do
not identify students who participate in the federal Free Lunch Program solely because the
LEA is CEO eligible. Please consult the NYSED's Office of Child Nutrition Program
Administration for guidelines;
Social Security Insurance (SSI);
Supplemental Nutrition Assistance Program (SNAP);
Foster Care;
Refugee Assistance (cash or medical assistance);
Earned Income Tax Credit (EITC);
Home Energy Assistance Program (HEAP);
Safety Net Assistance (SNA);
Bureau of Indian Affairs (BIA); or
Family Assistance: Temporary Assistance for Needy Families (TANF).
If one student in a family is identified as low income, all students from that household
(economic unit) may be identified as low income.
Entry Date: Date of eligibility decision (determined annually).
Exit Date: Date that eligibility ends.
Reason for Ending Code: Not used.

Eligible for Alternate Assessment — Code 0220

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Level Designation: District-level service.

Description: Indicates that the student is eligible for the NYSAA, as identified by the CSE.
Purpose: Only students with an Alternate Assessment Program service record will be reported
on the Verification of New York State Alternate Assessment Results report. A student must
have a disability record to report an Alternate Assessment Program service record. A student
must have an Alternate Assessment Program record to report an alternate assessment score.
Entry Date: Date of CSE eligibility decision. The CSE eligibility decision should be made prior
to the first date of the NYSAA administration period.
Exit Date: Date that CSE rescinds eligibility.
Reason for Ending Code: Not used.

Eligible to take the NYSESLAT for grades 3-8 ELA Accountability — Code 0242
Level Designation: District-level service.
Description: Identifies ELLs who are not required to take a grade 3–8 NYSTP ELA
assessment.
Purpose: Identifies these students for accountability, reporting, and research purposes. Valid
scores on all modalities of the NYSESLAT (Reading, Writing, Listening, and Speaking) will
satisfy the Title I accountability requirement under ESEA that the student be assessed in ELA.
ELL eligible students (including those from Puerto Rico) who on April 1, 2022 will have been
attending school in the United States for less than one year may use the NYSESLAT for a one-
time exemption from the 3-8 NYSTP in ELA to meet the ESEA participation requirement for
AYP in elementary/middle-level ELA. NYSESLAT-eligible students will be counted in the
participation calculation for accountability purposes as participating in an ELA assessment if
they have valid scores on all modalities of the NYSESLAT (Listening, Speaking, Reading, and
Writing). To use Program Service Code 0242, there must be an active 0231 code (ELL
Eligible).
Entry Date: July 1 of current year or date of enrollment (if later than July 1).
Exit Date: Not used.
Reason for Ending Code: Not used.

Section 504 Plan — Code 0264

Level Designation: District-level service.
Description: Identifies students who have a Section 504 plan under the Rehabilitation Act of
1973, as amended (Section 504) in the area of public elementary and secondary education.
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. Do not enter a Section 504 program service code for students identified as students
with disabilities under IDEA. Students with 504 plans are not considered students with
disabilities under IDEA and for data reporting purposes are considered general education
students.
Entry Date: Date of plan approval.
Exit Date: Date of plan termination.
Reason for Ending Code: Not used.

Students with Inconsistent/Interrupted Formal Education (SIFE) — Code 1232.

Level Designation: District-level service.
Description: English Language Learners who have attended schools in the United States (the
50 States and the District of Columbia) for less than twelve months and

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upon initial enrollment in such schools are two or more years below grade level in literacy in
their home language; and/or
are two or more years below grade level in math due to inconsistent or interrupted schooling
prior to arrival in the United States (the 50 States and the District of Columbia).
For more information on SIFE, see Commissioner's Regulations Part 154 or contact the Office
of Bilingual Education and World Languages.
Purpose: To identify SIFE students in order to inform instruction.
Entry Date: Date student first identified in current reporting year or July 1 of current reporting
year if first identified in a previous year.
Exit Date: Date the student scores at the Transitioning level on the NYSESLAT.
Reason for Ending Code: Not used.

Summer School Participation — Codes 2751, 2752, 2753, 2754, 2755, 2756, 2757, 2758,
2759, 2760, 2761 AND 2861, 2862, 2863, 2864, 2865, 2866, 2867, 2868, 2869, 2870, 2871.
Level Designation: School-level service. As such, this program service requires a BEDS
code. School-level services usually require a building level BEDS code. However, for this
program service, use the following to determine the BEDS code to use when reporting these
students:
When the service provider is the district accountable for the student's performance and the
building the service is provided in is:
known, use the BEDS code of the building where the student receives the service, or
not known, use the BEDS code of the district where the student receives the service;
When the service provider is an out-of-district placement (other than a public school district)
and is not the district accountable for the student's performance and the building the service is
provided in is:
known, use the BEDS code of the building where the student receives the service, or
not known, use the BEDS code of the out-of-district placement where the student receives the
service;
When the service provider is a BOCES, use the BEDS code of the BOCES (without regard to
the specific location at which the service is provided);
When the service provider is a public school district other than the district accountable for the
students' performance, use the BEDS code of the other district.
Description: Indicates that the student participated in a specific summer school program for
20 hours or more.
Purpose: To identify such students.
Entry Date: First day of program.
Exit Date: Last day of program.
Reason for Ending Code: Not used.
The Program Service codes are based on the reason the student is taking this program:
Reason A — This is the first time the student has taken this program or the student is
taking this program for advanced enrichment.
Reason B — The student is taking this program as academic intervention, to improve
his/her grades, or because the student is at risk of failing State tests.

Program Reason
A B
English Language Arts 2751 2861
Mathematics 2752 2862
Science 2753 2863
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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

Voluntary inter-district urban-suburban transfer program — Code 2618

Level Designation: District-level service.
Description: Indicates that a non-resident student is participating in the voluntary inter-district
urban-suburban transfer program to be reported by suburban districts in the Rochester area.
Purpose: This data element must be collected to identify students participating in the Urban-
Suburban Interdistrict Transfer Program, a program that exists and operates under the
authority of New York State Education Department Regulation Section 175.24 and under the
auspices of Monroe 1 BOCES. Identification of participating students is necessary to
determine State aid necessary to support the program.
Entry Date: Date service began.
Exit Date: Date service ended.
Reason for Ending Code: Not used.

Coordinated Early Intervening Services (CEIS) supported with IDEA funds — Code 5753
Level Designation: District-level service.
Description: Indicates that the student is receiving Coordinated Early Intervening Services
(CEIS) pursuant to Section 613(f) of the federal IDEA program and federal regulations in 34
CFR §300.226. School districts may use up to 15 percent of their annual IDEA allocations to
provide Coordinated Early Intervening 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 the comparison of CEIS and CCEIS for more information.
Purpose: This data element must be reported for each student served with CEIS funds in
order to fulfill the State and federal reporting requirements under IDEA.
Entry Date: Date service began.
Exit Date: Date service ended.
Reason for Ending Code: Not used.

Comprehensive Coordinated Early Intervening Services (CCEIS) supported with IDEA funds
— Code 5754
Level Designation: District-level service.
Description: Indicates that the student is receiving Comprehensive Coordinated Early
Intervening Services (CCEIS) pursuant to federal regulations in 34 CFR §300.646. School
districts whose data indicate significant disproportionality based on race and ethnicity in
special education, identification by a specific disability, placement in a particular setting, or in
suspension rates are required to use exactly 15 percent of IDEA funds to provide these
services. Services purchased with these funds can be direct or indirect services for students.
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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 currently identified as needing special education or related
services but who need additional academic and behavioral support to succeed in a general
education environment. These funds may also be used to serve students currently identified as
needing special education or related services, as long as the funds are not used exclusively for
students with disabilities. See the comparison of CEIS and CCEIS for more information.
Purpose: This data element must be reported for each student served with CCEIS funds in
order to fulfill the State and federal reporting requirements under IDEA.
Entry Date: Date service began.
Exit Date: Date service ended.
Reason for Ending Code: Not used.

Free Lunch Program — Code 5817

Level Designation: District-level service.
Description: Indicates that the student has met eligibility requirements for the federal Free
Lunch Program. This means the student has an approved application or other documentation
acceptable to the federal Free Lunch Program. This program service also applies to students
who have met the eligibility requirements for the federal Free Breakfast Program and/or the
federal Free Milk Program. Do not include students in the reduced-price programs. For districts
participating in Provision 2 or Community Eligibility Provision (CEP), report only those students
who would qualify to participate in the federal Free Lunch Program independent of Provision 2
or CEP. For example, do not report students who participate solely because the LEA is
Provision 2 or CEP eligible. Include students whose participation is because of the 30-day
carryover provision.
Purpose: To identify such students for reporting and State Aid purposes.
Entry Date: Date of eligibility decision.
Exit Date: Date that eligibility ends.
Reason for Ending Code: Not used.

For additional information, please visit our FRPL Reporting Guidance for Food Service
Vendors.

Reduced-Price Lunch Program — Code 5806

Level Designation: District-level service.
Description: Indicates that the student has met eligibility requirements for the federal
Reduced-Price Lunch Program. This means the student has an approved application and has
met the family income eligibility requirements for this program service. This program service
also applies to students who have met the eligibility requirements for the federal Reduced-
Price Breakfast Program. Include students whose participation is because of the 30-day
carryover provision.
Purpose: To identify such students for reporting and State Aid purposes.
Entry Date: Date of eligibility decision.
Exit Date: Date that eligibility ends.
Reason for Ending Code: Not used.

Homeless Student Status — Code 8262

Level Designation: District-level service.

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Description: Indicates that the student meets the definition of homeless under the McKinney
Vento Homeless Assistance Act (per Title IX, Part A of the Elementary and Secondary
Education Act, as amended by the Every Student Succeeds Act)
Purpose: This data element must be collected for each student, if applicable, to identify
students who experience homelessness at any point in the school year.
Entry Date: Date student became homeless. If the student became homeless before
enrollment in the district, enter the date the student enrolled in the district.
Exit Date: Date student became permanently housed and is no longer homeless.
Reason for Ending Code: Not used.

Absence Due to Executive Order — Code 8265

Level Designation: District-level service.
Description: Indicates that the student is not allowed to attend school due to a state or county
governmental executive directive made by an elected official and identified as such by the New
York State Education Department.
Purpose: This data element must be collected for each student, if applicable, to identify
students who cannot attend school due to an executive order. Students reported with the 8265
code will not be counted against the school for assessment performance and chronic
absenteeism for accountability purposes.
Entry Date: Date of executive order.
Exit Date: Date executive order lifted or expired.
Reason for Ending Code: Not used.

Homeless Unaccompanied Youth Status — Code 8272

Level Designation: District-level service.
Description: This program service is only applicable to students who are identified with
Program Service Code 8262: Homeless Student Status. This program service indicates the
student is not in the physical custody of a parent or legal guardian.
Purpose: Used to identify these students for State and federal reporting purposes.
Entry Date: Date the student is identified as unaccompanied.
Exit Date: Date the student no longer meets these parameters.
Reason for Ending Code: Not used.

Title I – Part A: Homeless Students Served with Set-Aside Funds – Code 0892
Level Designation: District-level service.
Description: Identifies homeless students (identified with program service code 8262) who
receive services or resources funded by Title I, Part A homeless set-aside. Use for students
who have received services fully or partially funded through the LEA’s Title I homeless set-
aside. Examples of such services include school supplies given to a specific student, school
clothes given to a specific student, per session tutoring provided to a specific student, per
session counseling provided to a specific student, etc. If the McKinney-Vento Liaison’s salary
is partially or fully funded using Title I set-aside funding, LEAs may only apply this program
service code if the student (or their family) has had at least one conversation with the liaison
and the liaison facilitated receipt of services by the student and/or their family (for example, the
liaison met with the family, assessed their needs and connected the family with a local shelter
provider).

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Purpose: This data element must be collected for each homeless student served by funding
under ESEA Title I - Part A to fulfill the State reporting requirements under the ESEA
legislation.
Entry Date: Date student first receives services or resources funded by Title I, Part A
homeless set-aside.
Exit Date: Not used.
Reason for Ending Code: Not used.

Immigrant Children and Youth Status — Code 8282

Level Designation: District-level service.
Description: Identifies children who fit the definition of Immigrant, as indicated in Appendix VI:
Terms and Acronyms.
Purpose: Used to identify students for federal reporting purposes.
Entry Date: Date student identified as immigrant.
Exit Date: June 30 of the year in which the student no longer fits the definition of immigrant.
Reason for Ending Code: Not used.

Student with a Parent or Guardian on Active Duty in the Armed Forces — Code 8292
Level Designation: District-level service.
Description: This program service is used to identify a student with one or more parent or
guardian who is a member of the Armed Forces and on Active Duty. The Armed Forces are
the Army, Navy, Air Force, Marine Corps, the Coast Guard, or full-time National Guard. Active
duty means full-time duty in the active military service of the United States. Such term includes
full-time training duty, annual training duty, and attendance, while in the active military service,
at a school designated as a service school by law or by the Secretary of the military
department concerned.
Purpose: Used to identify these students for federal reporting purposes.
Entry Date: Date parent or guardian first entered Active Duty in the Armed Forces, if known.
Exit Date: Date parent or guardian no longer on Active Duty in the Armed Forces.
Reason for Ending Code: 4000 — Parent or guardian no longer in Armed Forces.

Child in Foster Care — Code 8300

Level Designation: District-level service.
Description: This program service is used to identify a child who is in foster care. Foster care
means 24-hour substitute care for children placed away from their parents and for whom the
agency under title IV-E of the Social Security Act has placement and care responsibility. This
includes, but is not limited to, placements in foster family homes, foster homes of relatives,
group homes, emergency shelters, residential facilities, child care institutions, and pre-adoptive
homes. A child is in foster care in accordance with this definition regardless of whether the
foster care facility is licensed, and payments are made by the State, tribal, or local agency for
the care of the child, whether adoption subsidy payments are being made prior to the
finalization of an adoption, or whether there is federal matching of any payments that are
made. Foster care does not include children living in Certified Residential Opportunities
(CROs) as defined by the NYS Office of People with Developmental Disabilities (OPWDD).
Purpose: Used to identify these students for federal reporting purposes.
Entry Date: Date child placed in foster care.
Exit Date: Date child no longer in foster care.
Reason for Ending Code: Not used.

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Received Seal of Biliteracy — Code 8312

Level Designation: District-level service.
Description: This program service is used to identify students who have earned a Regents
diploma and received a New York State Seal of Biliteracy (NYSSB), which is an award given
by a school or district in recognition of students who have studied and attained proficiency in
foreign language courses.
Purpose: Not used.
Exit Date: Not used.
Reason for Ending Code: Not used.

Received Seal of Civic Readiness – Code 8313

Level Designation: District-level service.
Description: This program service is used to identify students who have earned a Regents
diploma and received a New York State Seal of Civic Readiness (NYSSCR), which is an
award given by a school or district in recognition of students who have studied and attained
high level of proficiency in civic knowledge, civic skills, civic mindset and civic experiences.
Purpose: Not used.
Exit Date: Not used.
Reason for Ending Code: Not used.

Program Annual Outcome Codes

(Partner Project Fact, Field 15)

Program Annual Outcome Definition

Outcome Description
Code
01 New school Student elected to attend Non-PTECH high school
02 Left pathway Graduated P-TECH high school component (Earned high
school credential), but left P-TECH college pathway
(program)
03 College standards Student asked to leave P-TECH program by college (Not
meeting standards)
04 High school Student asked to leave P-TECH program by high school
standards (Not meeting standards)
05 Met credentials Graduated from P-TECH program with a P-TECH high
industry partner school credential, P-TECH 2-year college degree, and
started working for industry partner
06 Met credentials Graduated from P-TECH program with a P-TECH high
non-industry school credential, P-TECH 2-year college degree, and
partner started working for non-industry partner.

Program Selection Criteria Codes for P-TECH

(Partner Project Fact, Field 9-13)
Criteria Code Criteria Description
Academic Academic Achievement Concerns
Attendance Attendance Concerns
Behavior Behavior
Disability Individual with Disability
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Economically Economically Disadvantaged

ELL English Language Learner
Ethnicity Underrepresented Ethnicity
FirstGen First Generation College
Foster Foster Care Youth
Homeless Homeless Youth
Social Social-Emotional
Other Other

Race Codes and Descriptions

Code Description
I American Indian or Alaska Native
A Asian
B Black or African American
P Native Hawaiian/Other Pacific Islander
W White

Reason for Ending Program Service Codes and Descriptions

Code Description To End Program Service Code:
646 Completion of Program Service Career and Technical Education Codes.
Use code 646 for the completion of the
program.
663 Left without Completing Program Career and Technical Education Codes.
Service Use code 663 for left without completing
the program. If the student has not
completed the CTE program by the end of
the reporting year and program
completion is still pending, leave Reason
for Ending Program Service field
blank. Provide reason for ending code in
the year the student leaves school.
700 Received a CDOS credential 8271 — CDOS Credential Eligible
Coursework
701 Left program without receiving 8271 — CDOS Credential Eligible
CDOS Coursework
901 Student is declassified or parents Disability Codes 5786, 0352, 0363, 0385,
revoke consent (in writing) for 0396, 0407, 0418, 0429, 0440, 0451,
special education services 0462, 0473, 0484 and 0495. Use code
901 when the student is declassified or
when parents revoke consent for special
education services.
912 Student Disability type changes Disability Codes 5786, 0352, 0363, 0385,
0396, 0407, 0418, 0429, 0440, 0451,
0462, 0473, 0484 and 0495. Use code
912 when the student's disability has
changed.
3011 ELL Eligibility Exit Using NYSESLAT 0231 — ELL Eligible*
score only

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Code Description To End Program Service Code:

3022 ELL Eligibility Exit Using NYSESLAT 0231 — ELL Eligible*
score and NYSTP or Regents score
3045 ELL Eligibility Exit based on review 0231 — ELL Eligible*
of identification determination
3050 ELL Eligibility Exit Using 0231 — ELL Eligible*
August/September 2021 NYSITELL
score only
4000 Parent no longer in Armed Forces 8292 – Student with a Parent on Active
Duty in the Armed Forces
*See ELL Status Exit Program Service Codes in this chapter for more information .

Staff Attendance Codes and Descriptions

Code Description
B Bereavement Leave
J Jury Duty
M Maternity/Paternity Leave
O Other
P Personal Leave
S Sick Leave

Staff Education Level Codes and Descriptions

Code Description
0 No higher education
1 Freshman year completed
2 Sophomore year completed
3 Associate degree
4 Junior year completed
5 Bachelor’s degree
6 Bachelor’s+30 or more hours
7 Master’s degree
8 Master’s+30 or more hours
9 Doctorate

Staff Evaluation Criteria Codes and Descriptions (3012-d)

For each educator, report subcomponent scores and the overall rating using the following codes:
Code Description Rating Points
REQSP Required student performance subcomponent score value from 0-20
OPTSP Optional student performance subcomponent score (as value from 0-20
applicable)
REQOB Required teacher observation/principal school visit value of 0.00 or
subcomponent score from 1.00-4.00
OPTOB Optional teacher observation/principal school visit value from 1.00-
subcomponent score (as applicable) 4.00
OCR01 Overall rating - Ineffective leave blank
OCR02 Overall rating - Developing leave blank
OCR03 Overall rating - Effective leave blank

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OCR04 Overall rating - Highly Effective leave blank

Standard Achieved Codes and Descriptions

*For 3-8 ELA and math, “99” Absent/No Valid Score is accepted into the Level 1 Container for migration to Level 2.

New York State Testing Program Assessments in

English Language Art and Mathematics — Grades 3–8
Code Description
21 NYS Level 1 (provided by test vendor)
22 NYS Level 2 (provided by test vendor)
23 NYS Level 3 (provided by test vendor)
24 NYS Level 4 (provided by test vendor)
92 Received entirely remote instruction
93 Medically excused from testing
96 Refused entire test
97 Administrative error

New York State Alternate Assessment (NYSAA)

for Students with Severe Disabilities
Code Description
21 Level 1
22 Level 2
23 Level 3
24 Level 4
92 Received entirely remote instruction
93 Medically excused from testing
97 Administrative error

Alternate Assessments of Other States

Code Description
N/A Not applicable (applies only to participation,
not performance in accountability
93 Medically excused from testing
97 Administrative error

New York State English as a Second Language Achievement Test

(NYSESLAT) and NYSESLAT Braille — Grades K–12
Code Description
31 Entering
32 Emerging
33 Transitioning
34 Expanding
35 Commanding
92 Received entirely remote instruction
93 Medically excused from testing
96 Refused entire test
97 Administrative error

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New York State Identification Test for English Language Learners (NYSITELL) — Grades K–12
Code Description
31 Entering
32 Emerging
33 Transitioning
34 Expanding
35 Commanding

New York State Science Test — Grade 8

Code Description
21 Level 1
22 Level 2
23 Level 3
24 Level 4
92 Received entirely remote instruction
93 Medically excused from testing
96 Refused entire test
97 Administrative error
* For SY 2022-23, grade 4 science will not be administered. In the 2023-24 SY, grade 5 and grade 8 science
operational tests will be administered.

Report students with valid scores on Regents examinations and with Standard Achieved
codes 01–04 AND Alternate Standard Achieved codes 41–44, as indicated in the tables below.
Report students with valid scores on Common Core Regents examinations with Standard
Achieved codes 31–35 and Alternate Standard Achieved codes 41–44, as indicated in the
tables below. Standard Achieved codes will be used for annual reporting purposes; alternate
Standard Achieved codes will be used for accountability purposes.

Four-Level Regents Examinations

(Living Environment, Earth Science, Physics, Chemistry, U.S. History & Government, etc.)
Code Description
01 Scored Below 55
02 Scored 55–64
03 Scored 65–84
04 Scored 85–100

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Five-Level Regents Examinations

Code Description Assessments & Scores
31 Does not demonstrate knowledge and skills for ELA, Algebra I, Geometry, &
Level 2 Algebra II & NF Global 0-54
32 (Safety Net) - Partially meets Common Core ELA, Algebra I, Geometry, &
expectations Algebra II & NF Global 55-64
33 Partially meets Common Core expectations ELA & NF Global 65-78
Algebra I 65-79
Geometry 65-79
Algebra II 65-77
34 Meets Common Core expectations ELA & NF Global 79-84
Algebra I 80-84
Geometry 80-84
Algebra II 78-84
35 Exceeds Common Core expectations ELA, Algebra I, Geometry, &
Algebra II & NF Global 85-100

Approved Alternatives to Regents Examinations

Code Description
01 Fail
03 Pass

Alternate Standard Achieved codes for Secondary-Level

Accountability for Common Core Regents
Code Level Assessments and Scores
41 Level 1 English, NF Global, Algebra I, Geometry, & Algebra II (0–64)
42 Level 2 English, NF Global (65–78)
Algebra I & Geometry (65–79)
Algebra II (65-77)
43 Level 3 English, NF Global (79–84)
Algebra I & Geometry (80–84)
Algebra II (78-84)
44 Level 4 English, NF Global, Algebra I, Geometry, & Algebra II (85–100)
Note: Regents Common Core exam scores will be converted to Alternate Standard Achieved codes 41–44 for
accountability purposes at 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.

Most Interstate Compact on Military Exemptions from Regents examinations (MC403, MC404, MC409
– MC412) use a Standard Achieved code of 03 and a score of 65. The exceptions are for ELA and
math exams (MC405 – MC408), which have a standard achieved of 33.

Career and Technical Education assessments do not use a Standard Achieved code (N/A is used). P
(Pass) or F (Fail) on these assessments is reported in the Assessment Score field of the Assessment
Fact table.

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Attendance Instructional Modality Codes and Descriptions

Code Description
R Remote
IN In-Person
B Both

Student Attendance Codes and Descriptions

Code Description
PRSNT-IN Present In School
PRSNT-OUT Present Out Of School
E Excused
ISS In-School Suspension
OSS Out-of-School Suspension
T-IN Tardy In School
T-OUT Tardy Out Of School
U Unexcused

Student Digital Resources Codes and Descriptions

Field Field Name Code Description
7 SCHOOL PROVIDED DEVICE
INDICATOR Y YES
7 SCHOOL PROVIDED DEVICE
INDICATOR N NO
6 PRIMARY LEARNING DEVICE TYPE
CODE DESKTOP DESKTOP
6 PRIMARY LEARNING DEVICE TYPE
CODE LAPTOP LAPTOP
6 PRIMARY LEARNING DEVICE TYPE
CODE TABLET TABLET
6 PRIMARY LEARNING DEVICE TYPE
CODE CHROMEBOOK CHROMEBOOK
6 PRIMARY LEARNING DEVICE TYPE
CODE SMARTPHONE SMARTPHONE
6 PRIMARY LEARNING DEVICE TYPE
CODE NO DEVICE NO DEVICE
8 PRIMARY LEARNING DEVICE
PROVIDER CODE PERSONAL PERSONAL
8 PRIMARY LEARNING DEVICE
PROVIDER CODE SCHOOL SCHOOL
8 PRIMARY LEARNING DEVICE
PROVIDER CODE NO DEVICE NO DEVICE
9 PRIMARY LEARNING DEVICE
ACCESS CODE NO DEVICE NO DEVICE
9 PRIMARY LEARNING DEVICE
ACCESS CODE SHARED SHARED
9 PRIMARY LEARNING DEVICE
ACCESS CODE NOT SHARED NOT SHARED

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Field Field Name Code Description

10 PRIMARY LEARNING DEVICE
SUFFICIENCY INDICATOR Y YES
10 PRIMARY LEARNING DEVICE
SUFFICIENCY INDICATOR N NO
11 INTERNET ACCESS IN RESIDENCE
INDICATOR Y YES
11 INTERNET ACCESS IN RESIDENCE
INDICATOR N NO
12 INTERNET ACCESS BARRIER CODE AVAILABILITY AVAILABILITY
12 INTERNET ACCESS BARRIER CODE COST COST
12 INTERNET ACCESS BARRIER CODE OTHER OTHER
12 INTERNET ACCESS BARRIER CODE NONE NONE
13 RESIDENTIAL
INTERNET ACCESS TYPE CODE RESBROADBAND BROADBAND
13 INTERNET ACCESS TYPE CODE CELLULAR CELLULAR
13 INTERNET ACCESS TYPE CODE MOBILEHOTSPOT MOBILEHOTSPOT
13 INTERNET ACCESS TYPE CODE COMMUNITYWIFI COMMUNITYWIFI
13 INTERNET ACCESS TYPE CODE SATELLITE SATELLITE
13 INTERNET ACCESS TYPE CODE DIALUP DIALUP
13 INTERNET ACCESS TYPE CODE NONE NONE
13 INTERNET ACCESS TYPE CODE DSL DSL
13 INTERNET ACCESS TYPE CODE OTHER OTHER
14 INTERNET PERFORMANCE CODE Y YES
14 INTERNET PERFORMANCE CODE N NO

Tenure Area Codes and Descriptions

Code Description
ADT Administrative
ETA Elementary tenure area
MGT Middle grades tenure area (seventh and/or eighth grades)
SET Secondary English
SSS Secondary Social Studies
SMT Secondary Mathematics
SST Secondary Science
SFL Secondary Foreign Languages
ATA Art
GBE General business education
DET Driver education
SEB Special education-blind
SED Special education-deaf
SEH Special education-speech and hearing
SEG Special education-general
HTA Health
HEG Home economics-general
IAG Industrial arts-general
MTA Music
OTH Other
PET Physical education
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Code Description
RRT Remedial reading
STA Speech
ESL English as a second language
AGT Agriculture
HOT Health Occupations
HEO Home economics-occupational
OBE Occupational business education and distributive occupation subjects
TST Technical/Trade subjects
SMS School media specialist (including library or educational
communications)

Tenure Status Codes and Descriptions

Code Description
NOTTENELIG Not tenure eligible
PROBATION Probationary
PROBEXT Probation extended
TENGRANT Tenure granted
TENDEN Tenure denied

Term Codes and Descriptions

Code Description
0 Term 0
1 Term 1
2 Term 2
3 Term 3
4 Term 4
5 Term 5
6 Term 6
7 Term 7
S Summer School

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Chapter 6: New York State Accountability

This section left intentionally blank.

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Appendix I: Assessment and Reporting Timelines

Assessment Timeline

New York State Alternate Assessment for Students with Severe Disabilities (NYSAA)
All Grades
First Date of Administration Period for ELA, March 13, 2023
Math, and Science (Computer-Based Testing)
Administration Period for ELA, Math, and March 13 – June 9, 2023
Science (Computer-Based Testing)
New York State English as a Second Language Achievement Test (NYSESLAT)
Grades K-12
First Date of Administration Period April 17, 2023
Speaking administration April 17 – May 26, 2023
Listening, Reading, and Writing administration May 15 – May 26, 2023
Scoring of Listening, Reading, and Writing TBD
Final Date to Submit Answer Sheets to Scanning TBD
Centers
Final Date to Submit First File to Level 2 TBD
Final Date to Submit Straggler File to Level 2 TBD
New York State Testing Program Test in English Language Arts (NYSTP)
Grades 3–8
First Date of Administration Period April 19, 2023
Administration (Computer-Based Testing (CBT)) April 19 – April 26, 2023
Administration (Paper-Based Testing (PBT)) April 19 – April 21, 2023*
Final Date to Submit PBT Answer Sheets to May 4, 2023 (close of business)
Scanning Centers
Final Date to Submit First File to Level 2 TBD
First Straggler File Due to Level 2 TBD
Final Straggler File Due to Level 2 TBD
*In spring 2023, some schools may be closed Friday, April 21st in recognition of Eid al-Fitr. Schools that are
closed on Friday, April 21st may use Monday, April 24th as an administration date for these exams.
New York State Testing Program Test in Mathematics (NYSTP)
Grades 3–8
First Date of Administration Period May 2, 2023
Administration (Computer-Based Testing (CBT)) May 2 – May 9, 2023
Administration (Paper-Based Testing (PBT)) May 2 – May 4, 2023
Final Date to Submit PBT Answer Sheets to May 17, 2023 (close of business)
Scanning Centers
Final Date to Submit First File to Level 2 TBD
First Straggler File Due to Level 2 TBD
Final Straggler File Due to Level 2 TBD
New York State Grade 8 Intermediate-Level Science Tests
First Date of Administration Period May 23, 2023
Performance Test Administration May 23 – June 2, 2023
Written Test Administration June 5, 2023
Scoring of Constructed Responses Following administration, but no later
than June 15, 2023
Final Date to Submit Answer Sheets to June 15, 2023 (close of business)
Scanning Centers

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New York State English as a Second Language Achievement Test (NYSESLAT)

Grades K-12
Final Date to Submit File to Level 2 TBD

Regents Examinations
First Date of Administration Period • August 16, 2022
• January 24, 2023
• June 1, 2023*
Administration August 16 – August 17, 2022
January 24 – January 27, 2023
June 1, 2023 (U.S. History and
Government) *
June 14 – June 22, 2023
Scan sheets or test scores to scan Determined by scan centers
centers No later than: TBD
Item response: within 3 months after test
administration

Field Test Administration Dates

Grades 3-8 English Language Arts and TBD
Mathematics (CBT)
Grades 3-8 English Language Arts and TBD
Mathematics (PBT)
NYSESLAT TBD
Grades 5 and 8 Science (CBT) TBD
Grades 5 and 8 Science (PBT) TBD

Deadlines for Verification and Certification of 2022-23 School Year Data in SIRS:

The 2022-23 SIRS Reporting Timeline is available on the IRS Web main landing page.
(See Quick Links, below Data Collection & Reporting column.)

Special Education Certification and Due Dates for the 2022-23 school year:

For further information on any of the PD forms or reporting special education data,
please visit IRS Special Education’s data collection requirements at SEDCAR.

Verification reports 7 and 9 are provider reports that do not require certification.

See the schedule of submission to find the school year in which your district is required
to submit data for certain indicators.

For further information on SPP Indicators, please visit the: SPP/APR web page.

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Appendix II: Sources for Data Reported in the Report Cards

Superintendent and principal names are those reported in the New York State
Education Department Reference File (SEDREF) as of June 30 of the reporting year.

Section 1003 School Improvement Funds data are submitted to SED’s Office of
Accountability by schools and districts.

Accountability, inexperienced teachers and principals, teachers teaching out of their

field of certification, assessment, and graduation rate data are collected using the Student
Information Repository System (SIRS).

Expenditures per Pupil data are reported in the Information and Reporting Services
(IRS) Data Exchange (IDEx).

Data for the National Assessment of Educational Progress (NAEP) are provided by the
National Center for Education Statistics.

Civil Rights Data Collection (CRDC) data are reported by districts directly to the
National Center for Educational Statistics (NCES).

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Appendix III: Contact Information

New York State Education Department Queries
Questions about New York State Report Cards, and
questions and comments regarding data reporting and https://datasupport.nysed.gov/
business rules in the SIRS
Questions specific to teacher evaluation [email protected]
Questions related to assessments [email protected]
Questions about accountability [email protected]

New York State Education Department Contacts

Information and Reporting 518-474- [email protected]
Rose LeRoy
Services (IRS) 7965
518-474- [email protected]
Test Administration Clara DeSorbo
5902
Joanne 518-473- [email protected]
Students with Disabilities
LaCrosse 2878
NYS Alternate Assessment Vanessa Lee 518-474- [email protected]
(NYSAA) Mercado 5902
New York State English as [email protected]
Vanessa Lee 518-474-
a Second Language Test
Mercado 5902
(NYSESLAT)
System of Accountability for 518-722- [email protected]
Lisa Long
Student Success 4553
518-722- [email protected]
Local Assistance Plans Shibu Joseph
8556
518-473- [email protected]
Migrant Education Program Kin Chee
0295
Kimberly 518-473- [email protected]
Child Nutrition Program
Vumbaco 8781
NYS Technical & Education [email protected]
518-473-
Assistance Center for Melanie Faby
0295
Homeless Education
Career and Technical 518-486- [email protected]
Deb Reiter
Education 1547
518-474- [email protected]
Computer-Based Testing Clara DeSorbo
8220 [email protected]
Administration Emily Bryans
Computer-Based Testing
Technical
(First contact Questar [3-8] Office of State 518-474-
or DLM [NYSAA] Customer Assessment 4902
Service. See information
below.)
Chris 518-474- [email protected]
P-Tech & Smart Scholars
Fernando 3719

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RIC/Big 5 Contacts
Local Educational Agencies with data reporting questions should contact their Regional
Information Centers or Big 5 City Coordinators.

Other Contacts
Technical questions about grades 3-8 computer-based testing should be directed to
Questar Customer Service or 1-866-997-0695.

Technical questions about NYSAA computer-based testing should be directed to DLM

or 1-855-277-9751.

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

county and can be found on NYS-TEACHS web site.

Questions related to teacher certification should be directed to the Office of Teaching

Initiatives.
For information on Annual Professional Performance Review (APPR) and State
Provided Growth (SPG), contact Educator Eval.

Web Sites
New York State Education www.nysed.gov
Department
Information and Reporting Services http://www.p12.nysed.gov/irs/
New York State Student www.p12.nysed.gov/irs/sirs/
Identification System (NYSSIS)
Datasupport https://datasupport.nysed.gov/
Computer-based testing support https://cbtsupport.nysed.gov/hc/en-us
(CBTsupport)
Office of State Assessment http://www.p12.nysed.gov/assessment/
System of Accountability for Student http://www.p12.nysed.gov/accountability/
Success
New York State Alternate http://www.p12.nysed.gov/assessment/nysaa/
Assessment (NYSAA)
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 http://www.nysed.gov/budget-
coordination/academic-intervention-services
NYSED information on education http://www.p12.nysed.gov/assessment/
requirements, exams, tests and
assessments
Backmapping Schools www.p12.nysed.gov/irs/sirs

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Career and Technical Education http://www.nysed.gov/career-technical-education

Teacher Certifications: Office of http://www.highered.nysed.gov/tcert/contact.ht
Teaching Initiatives ml
Teacher Discipline and http://www.nysed.gov/educator-
Fingerprinting integrity/contact-us

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Appendix IV: Select Federal and State Reporting Requirements

Protecting Privacy in Data Collection and Reporting

Both federal and New York State laws govern privacy issues regarding student data.
Education agencies and institutions that collect and maintain education records are subject to
federal privacy laws if they receive funds from the United States Department of Education
(USED). If information derives from an education record or is maintained in the record, federal,
State, and local privacy rules apply. Individuals who work with education records in agencies
or schools are responsible for knowing the privacy regulations that apply to their work.

The Family Educational Rights and Privacy Act of 1974 and the Protection of Pupil
Rights Amendment are the two major laws governing the protection of education records and
student and family privacy. The other key laws with specific federal regulatory requirements
pertaining to schools are the National School Lunch Act and the Individuals with Disabilities
Education Act.

In developing procedures and processes for collecting and reporting data, it is

necessary to incorporate safeguards to protect the privacy of the individuals to whom the data
pertains. Of special concern are data related to an individual student's economic status (the
poverty indicator) or eligibility for free- or reduced-price lunch. This information must not be
shared in combination with any other information about a student and must be made available
only to the person responsible for verifying the accuracy of the data.

The National Center for Education Statistics (NCES) has developed several resources
to provide guidance on privacy issues related to the collection and reporting of student data.
The following links provide specific information about related topics:

The Forum Guide to Data Ethics

Protecting the Privacy of Student Records: Guidelines for Education Agencies

Safeguarding Your Technology

Student Data Handbook

NCES Web Site

Basic Concepts and Definitions for Privacy and Confidentiality in Student Education
Records is a technical brief that 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.

Every Student Succeeds Act (ESSA)

On December 10, 2015, President Obama signed into law the Every Student Succeeds
Act (ESSA). ESSA reauthorizes the Elementary and Secondary Education Act (ESEA) and

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eliminates much of the prescriptiveness of the No Child Left Behind Act (NCLB) and the ESEA
Flexibility Waivers. On January 16, 2018, the U.S. Department of Education (USDOE)
approved New York State’s State Plan under ESSA. For more information on ESSA, New
York’s State Plan, and New York’s accountability system under ESSA, please visit the Office of
Accountability's ESSA website. For more information about ESSA and accountability, please
contact the Office of Accountability.

Every Student Succeeds Act

Approved New York State ESSA Plan

State Public Reporting Requirements

Commissioners Regulations Section 100.2 (m) — Public reporting requirements
(1) The New York State report card for each public school, charter school, and school district,
except the New York City school district, shall be prepared by the Education Department. The
chancellor of the New York City School District shall produce a New York City 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 report card to the board of education of such district at a
public meeting within 30 calendar days of the commissioner's release of the report. In New
York City, the chancellor shall present, in this same time period, the New York City report card
to the New York City Board of Education. In a charter school, the charter school leader shall
present, in this same time period, the charter school report card to the charter school board of
trustees.
(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 Elementary
and Secondary Education Act of 1965, as amended by the Every Student Succeeds Act of
2015, each report card for a local educational agency, as defined in section 100.21(b)(1) of this
Title shall be placed on the website of the local educational agency or, in any case in which a
local educational agency does not operate a website, provided to the public in another manner
determined by the local educational agency. Each public school principal and each school
leader of a charter school receiving Federal funding under title 1 shall also distribute, within 30
calendar days of the commissioner's release of such reports, copies of the New York State
report card 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, including but not limited to measures of school climate and
safety; access to specific learning opportunities, such as physical education; and teacher
turnover and absences. 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 report and additional information in a
language that the parents can understand (e.g., in the most frequently used languages in the
district).

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(5) The comprehensive information report for each religious or independent (nonpublic) school
will include the following information, for each school building:
(i) student test data on the New York State elementary and middle-level ELA, mathematics,
and science assessments, all Regents examinations, New York State English as a Second
Language Achievement test;
(ii) student enrollment by grade, racial/ethnic group and English language learner status;
(iii) data, as required by the commissioner, on diplomas and certificates awarded;
(iv) any additional information prescribed by the commissioner on educational equity and other
issues; and
(v) any additional information which the chief administrative officer of the religious or
independent (nonpublic) school believes will reflect the relative assessment of a school
building or district. The chief administrative officer of each religious or independent (nonpublic)
school shall initiate measures designed to improve student results wherever it is warranted.
The chief administrative officer of each religious or independent (nonpublic) school shall be
responsible for making the comprehensive information report accessible to parents.

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 than 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 website, and distribute the plan and reports to the
media and through public agencies.

Records Retention

All school districts, BOCES, and other educational institutions should follow the
guidance provided by the New York State Archives Government Records Services (NYSA
GRS) division, using records retention schedule ED-1. Context for ED-1 is posted on the New
York State Archives Retention and Disposition web page. NYSA GRS will provide support and
guidance to educational entities by e-mail at [email protected] or phone at (518) 474-6926.

More Information on State and Federal Regulations

Part 100 of New York State Commissioner’s Regulations

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U.S. Department of Education

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Appendix V: Cohort Definitions

Cohort year is determined using the First Date of Entry into Grade 9 as reported in the Student
Lite Template. Data for cohorts are captured as of a “reporting date.” The table below shows
the cohorts and reporting dates that will be used for data submitted at the end of the 2022–23
school year. * Information on accountability cohorts will be forthcoming.
Cohort Consists of Reporting Date Used for

Students who first Graduation rate to

2019 Total Cohort
entered grade 9 in the June 30, 2023 inform policy
(4-Year June)
2019-20 school year decisions

June 30, 2023 count of Graduation-rate

Students who first
2019 Total Cohort students, includes reporting and to
entered grade 9 in the
(4-Year August) diplomas awarded through inform policy
2019-20 school year
August 31, 2023 decisions

Graduation-rate
Students who first
2018 Total Cohort reporting and to
entered grade 9 in the June 30, 2023
(5-Year June) inform policy
2018-19 school year
decisions
June 30, 2022 count of Graduation-rate
Students who first
2018 Total Cohort students, includes reporting and to
entered grade 9 in the
(5-Year August) diplomas awarded through inform policy
2018-19 school year
August 31, 2023 decisions
Graduation-rate
Students who first
2017 Total Cohort reporting and to
entered grade 9 in the June 30, 2023
(6-Year June) inform policy
2017-18 school year
decisions
June 30, 2021 count of Graduation-rate
Students who first
2017 Total Cohort students, includes reporting and to
entered grade 9 in the
(6-Year August) diplomas awarded through inform policy
2016–17 school year
August 31, 2023 decisions

General Definitions
* Information on accountability cohorts will be forthcoming.

2019 Total Cohort as of June and August of the 4th Year of School
The 2019 total cohort consists of all students, based on last enrollment record as of June 30,
2023, with a First Date of Entry into Grade 9 during the 2019-20 school year (July 1, 2019 –
June 30, 2020), regardless of their current grade level.
The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12
ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in
circumstances when no date has been reported for an ungraded student, cohort year will be
the school year the student turned 17.

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2018 Total Cohort as of June and August of the 5th Year of School
The 2018 total cohort consists of all students, based on last enrollment record as of June 30,
2023, with a First Date of Entry into Grade 9 during the 2018-19 school year (July 1, 2018 –
June 30, 2019), regardless of their current grade level.
The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12
ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in
circumstances when no date has been reported for an ungraded student, cohort year will be
the school year the student turned 17.

2017 Total Cohort as of June and August of the 6th Year of School
The 2017 total cohort consists of all students, based on last enrollment record as of June 30,
2023, with a First Date of Entry into Grade 9 during the 2017-18 school year (July 1, 2017 –
June 30, 2018), regardless of their current grade level.
The cohort year for students whose last enrollment record has a grade of “14” (i.e., 7–12
ungraded) is identified using the date reported in the First Date of Entry into Grade 9 field; in
circumstances when no date has been reported for an ungraded student, cohort year will be
the school year the student turned 17.

Additional Information

Regardless of cohort, students are reported in the school and district where they were last
enrolled as of the reporting date (4, 5, or 6 years after date of first entry in grade 9). The last
enrollment record is defined as the regular enrollment record with the most recent beginning
date as of the reporting date. Cohort year is determined using the date reported in the First
Date of Entry into Grade 9 field in the school year when the last enrollment record occurred.

Cohort enrollment counts are always as of June; graduate counts and other enrollment
outcomes may be as of June or as of August based on the June count of students.

For cohort calculations, a regular enrollment record is defined as one of the enrollment entry
types listed below:

0011 - Enrollment in building or grade

5544 - Transferred in under the ESEA Title I School in Improvement Status
7000 - Transferred in under the ESEA Persistently Dangerous School
7011 - Transferred in under the ESEA Victim of Serious Violent Incident
8300 - Compulsory age student – not in attendance

Student records with the enrollment entry reasons listed below are not included in cohort
calculations:

0022 - Foreign exchange student enrollment in building or grade

5555 - Student enrolled for the purpose of recording a test score (walk-in)
0055 - Enrolled for instructional reporting only
5905 - CSE or CPSE responsibility only
8250 – HSE Outcome Reporting Only
8294 – Census only

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0033 - Part-time students pursuing a HS diploma

Note: Regardless of the enrollment entry reason reported on the record, enrollment records for
students who are home-schooled (reported with service provider BEDS code beginning with
first 8 digits of a district BEDS code and ending in “0888”) are excluded from the cohort.

The table below shows the effect on cohort membership for each reason for ending enrollment
code. The last enrollment record is defined as the regular enrollment record in SIRS with the
most recent beginning date as of the reporting date.

Exit 2019 Total Cohort after 4 Years

Enrollment Reason 2018 Total Cohort after 5 Years
Code 2017 Total Cohort after 6 Years
085 Earned commencement credential included

136 Reached maximum legal age and included

has not earned a diploma or
certificate
153 Transferred to another school in included
this district or to an out-of-district
placement
170 Transferred to another NYS public excluded
school outside this district with
documentation
204 Transferred to a NYS religious and excluded
independent (nonpublic) school
with documentation
221 Transferred to a school outside excluded
NYS with documentation
238 Transferred to homebound included
instruction provided by this
district
255 Transferred to home schooling by excluded
parent or guardian
272 Transferred to a postsecondary excluded
school prior to earning a diploma
289 Transferred to an approved included
AHSEP program

306 Transferred to other high school included

equivalency (HSE) preparation
program
323 Transferred outside district by excluded
court order
340 Left school: first-time dropout included

357 Left school: previously counted as included

a dropout
391 Long-term absence (20 included
consecutive unexcused days)

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Exit 2019 Total Cohort after 4 Years

Enrollment Reason 2018 Total Cohort after 5 Years
Code 2017 Total Cohort after 6 Years
400 Compulsory age student, stopped included
attending
408 Permanent expulsion (student included
must be over compulsory
attendance age)
425 Left school, no documentation of included
transfer
442 Left the U.S. excluded
459 Deceased excluded
461 Prior graduate from outside excluded
U.S. enrolled without
documentation
629 Previously earned commencement included
credential or IEP
799 Graduated (earned a Regents or included
local diploma)
0065 Fulfilled HS Grad Req for included
Extended Integrated HS Program
0067 Completed Extended Integrated included
HS Program
0068 Exited Extended Integrated HS included
Program After Fulfilling HS Grad
Req
1089 Transferred to an approved HSE included
program outside this district
5927 Leaving a school under ESEA – a included
victim of a serious violent incident
5938 Leaving a NYC community district included
under ESEA a victim of a serious
violent incident
8338 Incarcerated student, no excluded
participation in a program
culminating in a regular diploma.
EOY End of Year included

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Appendix VI: Terms and Acronyms

504 Plan: Section 504 of the Rehabilitation Act of 1973 (Section 504) is a federal law that
prohibits discrimination based on disability in programs and activities that receive Federal
financial assistance. A 504 plan describes the regular or special education and related aids
and services a qualified student with a disability under Section 504 needs and the appropriate
setting in which to receive those services. Students who have been classified as a student with
a disability under one of the thirteen disability categories specified in the Individuals with
Disabilities Education Act are protected by Section 504 but receive special education programs
and related services under an individualized education program. See the Frequently Asked
Questions About Section 504 and the Education of Children with Disabilities and the Parent
and Educator Resource Guide to Section 504 in Public Elementary and Secondary Schools
(December 2016) from the U.S. Department of Education for additional information on Section
504.
Adult Services Program: Publicly funded service programs that will engage the student
regularly in activities in the community outside the home or other residential care. Plans for
these services should have a specific start date, not just be a referral. (Referrals for which
results are not known would be listed under “Other” plans.) Adult Services might include
programs that prepare individuals for employment such as vocational training, vocational
rehabilitation or job placement services through the local Workforce Investment Board,
Vocational Education Services for Individuals with Disabilities or the Commission for the Blind
and Visually Handicapped. Adult Services may include Office for People with Developmental
Disabilities (OPWDD) or Office of Mental Health (OMH) provided services such as Day
Treatment, Day Habilitation, OPWDD Blended Day Habilitation, OPWDD Prevocational, OMH
Intensive Psychiatric Rehabilitation Treatment (IPRT) and psychosocial rehabilitation
clubhouse programs, for example.
AHSEP: Alternative High School Equivalency Preparation.
APR: Annual Performance Report for Special Education.
Article 81 Schools: Residential schools that accept students from the courts or other State
agencies and provide educational services to students pursuant to Article 81 of the educational
law. These schools have CSE responsibility for students with disabilities who are placed by the
court or a State agency.
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 in SEDREF.
Big 5: Buffalo, New York City, Rochester, Syracuse, and Yonkers.
CBVH: Commission for the Blind and Visually Handicapped.
CDOS (Career Development and Occupational Studies) Credential: All New York State
students may exit high school with the CDOS Commencement Credential if they’re unable to
meet the diploma requirements. Any student, who meets all the credential requirements
pursuant to section 100.6(b) of the Regulations of the Commissioner of Education, is eligible to
earn a CDOS Commencement Credential, except for those students with disabilities deemed
eligible for a Skills and Achievement Commencement Credential. Students exiting with only a
CDOS Credential are not counted as graduates; these students are completers.

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Child-Care Institutions: Any facility serving thirteen or more children licensed by the
Department of Social Services (DSS) and operated by an authorized agency pursuant to
Social Services Law (18NYCRR §441.2(f)).
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 Office of People with Developmental
Disabilities.
Commencement Credential: New York State offers two credentials for students who are
unable to meet the requirements for graduating with a local or Regents diploma: The Career
Development and Occupational Studies (CDOS) commencement credential and the Skills &
Achievement commencement credential. Students who exit their enrollment with a
commencement in lieu of a local or Regents diploma are not counted as graduates; these
students are completers.
Community Residence: An Office of Mental Health (OMH) program that provides a
therapeutic environment for six to eight children and adolescents with serious emotional
disturbances (14NYCRR 594.4(a)(3)).
Community Residence: An Office for People with Developmental Disabilities (OPWDD)
facility providing housing, supplies, and services for people who are developmentally disabled,
including supervised community residences (facilities with staff on site or proximately available
at all times when the persons are present) and supportive community residences (facilities
providing practice in independent living under variable amounts of oversight delivered in
accordance with the person’s needs for such supervision) (14NYCRR 686.99(l)).
Completer: A completer is any student, regardless of age, who graduated with a local or
Regents diploma or who earned a commencement credential. Students exiting with a
commencement credential and no local or Regents diploma remain in the cohort (denominator)
but are not included in the numerator for either graduation rate or dropout rate calculations.
Compulsory Age: For information about attendance rules, see Section 3205 - Title IV, Article
65, Part I.
CPSE: Committee on Preschool Special Education.
Crisis Residence: An Office of Mental Health (OMH) program that provides a short-term (1 to
21 days) crisis residential option for children and adolescents (14NYCRR 594.4(a)(4)).
Crisis Respite: Brief and temporary care and a Department of Social Services (DSS) program
that provides supervision of children for the purpose of relieving parents or foster parents of
the care of children or foster children at a time of need for support (Social Services Law
§435.3(d)).
CSE: Committee on Special Education.
CTE: Career and Technical Education.
Developmental Center: A State-operated intermediate care facility operated by the Office for
People with Developmental Disabilities that provides care for individuals with developmental
disabilities (14NYCRR).

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Diploma Type: All New York State students have access to the local diploma, the Regents
diploma, and the Regents diploma with advanced designation. Any diploma type requires the
successful completion of the appropriate 22 units of credits. The difference between diploma
types lies in the number of assessments the student passed and the required passing score(s).
Reference Diploma Types for more information.
DOCCS: Department of Corrections and Community Supervision.
Domestic Violence Shelter: A congregate residential facility operated by the Department of
Social Services with a capacity of 10 or more persons, including adults and children, organized
for the exclusive purpose of providing temporary shelter, emergency services, and care to
victims of domestic violence and their minor children (18NYCRR §453.2(b)).
Dropout: A dropout is any student, regardless of age, who left school prior to graduation for
any reason except leaving the country, earning a commencement credential or death 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.
DSS: Department of Social Services.
EI: Early Intervention.
ELL: English Language Learner. A student who, by foreign birth or ancestry, speaks or
understands a language other than English and who scores below a NYS designated level of
proficiency on the NYSITELL or the NYSESLAT. The federal Every Student Succeeds Act
(ESSA) refers to ELLs as “English Learners,” and ELLs are also sometimes referred to as
Emergent Bilinguals or Dual Language Learners.
Embargoed Data: Embargoed data are data that cannot be discussed at public meetings or
released to the public or the media until the NYSED public release date. This public release is
often made by the Commissioner. Data that have been publicly released to the media or can
be found on SED's website are not embargoed. For example, 3-8 ELA/math assessment
scores are generally publicly released prior to the public release of The New York State Report
Cards, which also contain data on these assessments. Therefore, data on these assessments
are not embargoed after the initial public release. Annual Regents examination data, however,
are not part of a separate public release prior to the release of The New York State Report
Cards. As such, these data are embargoed until the public release of report cards. Even if data
are embargoed, they may be used for internal district operations, including program and
instructional planning for students and communication with individual parents about their child's
academic needs.
Emergency Foster Family Boarding Home: Care provided in a home certified by an
authorized agency to provide temporary care and services to children who enter foster care in
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a crisis situation which is expected to be resolved within 60 days so that the children can be
reunited with their family (18NYCRR §446.2).
English Language Learner: See English Language Learners in Chapter 2: Student Reporting
Rules. ELLs are those from a home where a language other than English is spoken and score
below a State designated level of proficiency on NYSITELL or NYSESLAT.
ESEA: Elementary and Secondary Education Act. For more information see Flexibility under
ESEA for New York State or Every Student Succeeds Act (ESSA).
ESSA: Every Student Succeeds Act. For more information see Every Student Succeeds Act
(ESSA).
Ever ELL: Students who were identified as English Language Learners (ELLs) (reported with a
Program Service Code 0231) in any year prior to the current year and who do not have
Program Service Code 0231 in the current year are considered “Ever ELL.” Ever ELL is
determined by the Department using a combination of program service and other records
reported in SIRS. Note: Prior to the 2015-16 school year, Ever ELL also included those
students who were identified as current ELLs (had a Program Service Code of 0231) for that
school year.
Family-Based Treatment: An Office of Mental Health (OMH) family-care program that
provides care and treatment to children and adolescents with serious emotional disturbances
(14NYCRR 594.4(a)(7)).
Family Homes at Board: For purposes of education, this term as used in §3202.4 of the
Education Law includes community residences, agency-operated boarding homes, group
homes, foster homes, family-based treatment programs, family care homes, therapeutic foster
homes, and family homes.
Feeder School: A feeder school is an early-grade elementary school that does not serve
students in grade 3 or above (i.e., its enrollment is restricted to 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.
Former ELL: Students who are not identified as ELL in the current school year but who were
identified in at least one of the previous four school years are considered “Former ELL.”
Former ELL is determined by the Department using a combination of program service and
other records reported in SIRS.
Former Student with a Disability: Students who are not identified as students with a
disability in the current school year but who were identified in at least one of the previous two
school years are considered “Former Students with Disabilities.” Former students with
disabilities is determined by the Department using a combination of program service and other
records reported in SIRS.
FRPL: Free and Reduced-Price Lunch.
Graduate: Student awarded a local or Regents diploma.
Group Home: A family-type home operated by an authorized agency, in quarters or premises
owned, leased or otherwise under the control of such agency, for the care and maintenance of
no fewer than seven and no more than 12 children who are at least five years of age
(18NYCRR 441.2(h)).

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High School Equivalency Preparation Programs: High school equivalency preparation

programs fall into the following categories:
Alternative High School Equivalency Preparation Program (AHSEP) — a
program of preparation for the High School Equivalency Examination for students 16
to 19 years old as described in Section 100.7(h) of the Regulations of the
Commissioner of Education.
Other Equivalency Preparation Programs — other programs leading to high
school equivalency diplomas, including programs operated by community colleges,
proprietary schools, or evening programs at high schools.
(See the Alternative Education web page for a list of approved high school equivalency
preparation programs.)
Homebound Student: Homebound students (also known as home-tutored students) fall into
two categories: a) students who remain enrolled in a school but are provided temporary
instruction in the home, and b) students who are unable to attend school for the remainder of
the school year because of a physical, mental, or emotional illness or injury substantiated by a
licensed physician or, for students with disabilities, are placed in homebound instruction by the
CSE and are instructed at home or in a hospital by a tutor provided by the district of
responsibility.

Home schooled Student: A home schooled student is a student who is instructed at home by
a parent, guardian, or tutor employed by the parent or guardian and by request of the parent or
guardian and has a home school plan approved and supervised by the district. Home schooled
students need to be reported in SIRS if they take a State assessment, or if they are referred to
the CSE for determination of eligibility for special education or 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 homeschooled students, but the districts will not have
accountability responsibility for these other students.
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; 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
pursuant to subdivision four, five, six, six-a, or seven of Education Law section 3202 or
pursuant to article 81, 85, 87, or 88 of Education Law.
HSE: High School Equivalency diploma.
IDEA: Individuals with Disabilities Education Act.

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IEP: Individualized Education Program.

IESP: Individualized Education Services Program.
IMF: Institutional Master File.
Immigrant: Immigrant children and youth are defined as individuals who:
• are aged 3 through 21;
• were not born in any State; and
• have not been attending one or more schools in any one or more States for more than 3
full academic years. The months need not be consecutive.
"State" means the 50 states, the District of Columbia, and the Commonwealth of Puerto
Rico. Children born to U.S. citizens abroad (including those born on military bases), the
U.S. Virgin Islands, Guam, or any other U.S. territory that is not D.C. or Puerto Rico are
considered immigrants.
Individualized Residential Alternative: A facility operated or certified by the Office for People
with Developmental Disabilities (OPWDD) that provides room, board, and individualized
protective oversight (14NYCRR 686.99(l)(2)(iii)).
Initial Evaluation for Special Education Services: The evaluation that must be conducted
whenever a preschool-age child or a school-age child is referred to the Committee on
Preschool Special Education (CPSE) or Committee on Special Education (CSE) for an
individual evaluation to determine if the child is first eligible for special education services. An
initial evaluation is also conducted for a previously eligible student who was declassified or for
a student who was previously evaluated and determined ineligible who is later referred to the
CPSE or CSE to determine special education eligibility. A child who is identified as a
preschool child with a disability and upon attaining school age is referred to the CSE to
determine his or her eligibility for school-age special education services receives a “re-
evaluation,” not an “initial evaluation.”
Intermediate-Care Facility: Office for People with Developmental Disabilities (OPWDD)-
approved housing that provides each person receiving services with room and board,
continuous 24-hour-a-day intensive support with medical and/or behavioral services, and
training in daily living skills (Part 681 of Mental Hygiene Law).
L2RPT: Level 2 Reporting environment. For more information, see L2RPT Resources and
Information.
LEA: Local Education Agency.
Long-term Absence: Any student who has been absent without a valid excuse for twenty (20)
or more consecutive days as of the last expected day of attendance for the school year should
be coded as a “long-term absence.”
Medically Excused: Students who are incapacitated by illness or injury during the test
administration and make-up periods at the elementary/middle level and have on file
documentation from a medical practitioner that they were too incapacitated to complete the
test at the school, at home, or in a medical setting are considered medically excused from
testing. These students are not included in the accountability calculations for schools, districts,
or the State. Students at the secondary level may not be medically excused from testing.
Migrant: A student is a migrant child if the student is, or the student's parents, spouse, or
guardian is, a migratory agricultural worker, including a migratory dairy worker or a migratory
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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.
National Guard: Per 10 U.S. 10 U.S.C. 101(d)(5), full-time National Guard duty means
“training or other duty, other than inactive duty, performed by a member of the Army National
Guard of the United States or the Air National Guard of the United States in the member’s
status as a member of the National Guard of a State or territory, the Commonwealth of Puerto
Rico, or the District of Columbia … for which the member is entitled to pay from the United
States or for which the member has waived pay from the United States.”
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 in a household rather than a
group home or institution.)
Delinquent: Children who have been adjudicated delinquent or Persons in Need of
Supervision (PINS). 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.
NYSAA: New York State Alternate Assessment.
NYSED: New York State Education Department.
NYSESLAT: New York State English as a Second Language Achievement Test.
NYSITELL: New York State Identification Test for English Language Learners.
NYSSIS: New York State Student Identifier System.
NYSTP: New York State Testing Program.
OASAS: Office of Alcohol and Substance Abuse Services.
OCFS: Office of Children and Family Services.
OMH: Office of Mental Health.
OPWDD: Office for People with Developmental Disabilities.
PMF: Personnel Master File.

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Residential Respite: The provision of short-term overnight stays in an OPWDD-operated,

certified, or approved site that is not a private residence (14NYCRR 686.99(ag)).
Residential Treatment Facility: A community-based psychiatric inpatient facility licensed by
the NYS Office of Mental Health (OMH) that provides the level of supervision, medical
oversight, and psychiatric treatment required by children and adolescents with severe
emotional disabilities (13NYCRR Part 589).
RIC: Regional Information Center.
School Choice: Each school district with a Title I school in school improvement or corrective
action status must authorize students in the school to transfer to another public school in the
district that has not been identified for Title I improvement. In providing the transfer option, the
district must give priority to the lowest-achieving students from low-income families. The district
must pay the cost of transportation for students participating in this option.
School Year: A school year is July 1 through June 30.
SEA: State Education Agency.
SMS: Student Management System.
Skills & Achievement Commencement Credential: Students in New York State who are
assessed using the New York State Alternate Assessment (NYSAA) may exit high school with
the Skills & Achievement Commencement Credential.
SP: Services Plan.
SPP: State Performance Plan (for Special Education).
SPP Indicator 7: The “Preschool Outcomes” section (Indicator 7) of the Annual Performance
Report for IDEA Part B State Performance Plan (SPP), which identifies the percent of
preschool children with Individualized Education Programs who demonstrate improved positive
social-emotional skills (including social relationships); acquisition and use of knowledge and
skills (including early language/communication and early literacy); and use of appropriate
behaviors to meet their needs.
SPP Indicator 11: The “Child Find” section (Indicator 11) of the Annual Performance Report
for IDEA Part B State Performance Plan (SPP), developed as a result of requirements in the
reauthorized Individuals with Disabilities Education Act (IDEA), section 616(b). This section
deals with the percent of children with parental consent to evaluate, who were evaluated within
60 days (or State established timeline).
SPP Indicator 12: The “Early Childhood Transition” section (Indicator 12) of the Annual
Performance Report for IDEA Part B State Performance Plan (SPP), developed as a result of
requirements in the reauthorized Individuals with Disabilities Education Act (IDEA), section
616(b). This section deals with the percent of children referred by Part C prior to age 3, who
are found eligible for Part B, and who have an IEP developed and implemented by their third
birthdays.
Supplemental Services: Each school district with a Title I school in school improvement (year
2) or higher status must arrange for low-income students to receive supplemental educational
services from a provider approved by the State. The parents must select from a list of
approved providers who meet NYSED’s objective criteria and whose performance is
monitored.

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Teacher of Record: An individual (or individuals, such as in co-teaching assignments) who

has been assigned responsibility for a student’s learning in a subject/course with aligned
performance measures.
Temporary Use Beds: Beds designated on a facility operating certificate for temporary use for
time-limited stays of developmentally disabled persons (OPWDD) (14NYCRR 686.15).
Transgender Students: Students whose gender identity does not correspond to their
assigned sex at birth.
United States: The term "United States" means all fifty States of the United States and the
Commonwealth of Puerto Rico, the District of Columbia, Guam, American Samoa, Northern
Marianna Islands, US Minor Outlying Islands and US Virgin Islands.
Universal Pre-K Programs: Universal Pre-K programs are Pre-K programs funded pursuant
to Section 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.
UPK: Universal Pre-Kindergarten Program.
USED: United States Department of Education.
Valid Score: A valid score is a score received on an assessment. Received Entirely Remote
Instruction (Standard Achieved code “92”), Medically excused (Standard Achieved code “93”),
Refusals (Standard Achieved code “96”), Administrative errors (Standard Achieved code “97”),
and Absent/No Valid Score (Standard Achieved code “99) are not considered valid scores.
VESID: Vocational and Educational Services for Individuals with Disabilities.

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