New York State Student Information Repository System (SIRS) Manual Reporting Data for the 2010–11 School Year

New York State Student Information Repository System (SIRS) Manual Reporting Data for the 2010–11 School Year October 15, 2010 Version 6.0 The University of the State of New York New York State Student Information Repository System (SIRS) Manual 2007–08 Version 4.0 THE STATE EDUCATION DEPARTMENT Information and Reporting Services Albany, New York 12234 Student Information Repository System Manual for 2009–10 Version 5.1 Revision History Revision History Version 6.0 ii Date Revisions October 15, 2010 Initial Release Please pay particular attention to revisions to guidance on:  Role of District Data Coordinator  New race/ethnicity reporting rules  New teacher/course reporting rules  Implementation of new federal rules (one-day enrollment criterion, assignment of grade entry date for ungraded students with a disability, and outcome status determinations for court placements of incarcerated students) for 2006 (non-accountability) and 2007 total cohort graduation rate reporting purposes  New Reason for Ending Enrollment Code 8338 – Incarcerated student, no participation in a program culminating in a regular diploma  New test accommodation codes  Deleted CTE Codes  Student Grades, Staff Snapshot, Course, and Marking Period Templates  Component Retests, SLPs, Reading First, and Grades & NYSTP and NYSAA Social Studies no longer available Student Information Repository System Manual for 2010–11 Version 6.0 Table of Contents Table of Contents INTRODUCTION New York State Education Department E-mail Queries New York State Education Department Contacts RIC/Big Contacts Other Contacts Web Sites Select Federal and State Reporting Requirements .5 CHAPTER 1: ACCOUNTABILITY IN NEW YORK STATE 10 Adequate Yearly Progress (AYP) 10 Accountability Measures 10 Accountability Groups 10 Participation Criterion 11 Performance Criterion 13 Effective Annual Measurable Objectives for 2011–12 Status Based on 2010–11 School Year Results 16 Order of Precedence for Choosing Which Secondary-Level Examination Will Be Used for Accountability Purposes 20 Accountability Determinations for Small Districts and Schools .21 “Backmapping” for Schools with Grades Below Grade Only 22 Determining School and District Accountability Status .23 School Accountability .23 District Accountability .25 CHAPTER 2: STUDENT INFORMATION REPOSITORY SYSTEM (SIRS) 26 SIRS Levels 26 SIRS Data Flow 28 CHAPTER 3: NYSTART 29 Access to nySTART 29 Account Types 29 Account User Assignment Flow .31 Invitation Letters .31 “Delete Account,” “Delete Assignment,” and “Suspend Account” 32 Usernames and Passwords .33 Security and Student Confidentiality .34 iii Student Information Repository System Manual for 2010–11 Version 6.0 Table of Contents Web Browsers Supported by nySTART 35 Viewing Special Education Verification Reports .35 CHAPTER 4: TESTING RULES 36 Testing Students at the Elementary/Middle Level .36 Testing Nonpublic School Students 36 Identifying and Testing Graded and Ungraded Students 36 Assessments by Birth Date/Age for Ungraded Students in 2010–11 .38 NYSAA Testing and Accountability 39 Testing and Accountability for LEP Students (NYSESLAT) .40 Testing Students Eligible for Both the NYSAA and the NYSESLAT 42 Testing Accelerated Intermediate-Level Science Students 42 Testing Accelerated Elementary-Level Science, and Grades 3–8 ELA and Mathematics Students 43 Testing Repeaters 43 Elementary/Middle-Level Students Who Transfer to a Different School During the Test Administration Period 43 Students’ Inclusion in Document/Calculations 45 CHAPTER 5: REPORTING RULES 46 Educational Institutions That Must Report Data Using the SIRS 46 Policy for Including Students in Report Cards and Accountability Decisions 46 Responsibility for Reporting Student Records Through the SIRS 47 Table of Reporting Responsibility for School-Age Students .50 Table of Reporting Responsibility for Preschool-Age and Prekindergarten Students 60 Accelerated Elementary-Level Science Students and Grades 3–8 ELA and Mathematics Students 63 Accelerated Intermediate-Level Science Students .63 Career and Technical Education Program Students 63 Foreign Exchange Program Students 65 Free or Reduced-Price Lunch Students 65 Grade Students Whose Grade Is Changed to Grade or Lower 66 High-School-Age LEP Students with Low Literacy Level on First Arrival in the United States 66 Nonpublic School Students 66 iv Student Information Repository System Manual for 2010–11 Version 6.0 Table of Contents NYSAA- and NYSESLAT-Eligible Students 67 “Online” Schools 67 Racial/Ethnic Group Reporting Rules 67 Students with Disabilities 67 Suspended Students 68 Teacher/Course Reporting Rules 68 Test Accommodations 69 Validity Rules: Elementary/Middle-Level Assessment Valid/Invalid Score Reporting .69 CHAPTER 6: DATA REPORTING IN THE SIRS .71 Data Elements Reported by LEAs 71 Data Sets 74 eScholar Fact Table Templates 78 eScholar Fact Table Template Design 79 Student_Lite Template (Student Demographics) 80 School_Entry/Exit Template .90 Programs_Fact Template 92 Assessment_Fact Template .97 Assessment_Resp Template (Response) .105 Special_Ed_Snap Template (Special Education Snapshot) 110 SE_Events Template (Special Education Events) 117 Student Grades Template 126 Course Template 129 Staff Snapshot Template 132 Marking Period Template .137 CHAPTER 7: DATA ELEMENT DEFINITIONS .139 CHAPTER 8: REPORTING ENROLLMENT RECORDS 154 Determining Dates of Enrollment 154 Enrollment in Building or Grade .154 Court-placed Students 155 Dropouts/Noncompleters .156 GED Students 157 Home-schooled Students 158 Homebound (Home-Tutored) Students 158 Preschool/Prekindergarten/Universal Pre-K 158 Preschool Students with Disabilities 159 Postsecondary Students 160 Students with Disabilities .160 Summer School Enrollment 162 Suspended Students 162 Transferred to Another School in This District or an Out-Of-District Placement 163 Transfers under NCLB 163 Walk-in "Enrollments” .163 v Student Information Repository System Manual for 2010–11 Version 6.0 Table of Contents CHAPTER 9: REPORTING PROGRAM SERVICE RECORDS 164 Eligibility Determination 164 Career and Technical Education Programs (Required, if applicable to the student) 164 Free-and-Reduced-Price-Lunch Eligibility .166 Limited English Proficient (LEP) Students 166 NCLB Transfer Options 167 Students with Disabilities .167 Summer School Participation (Required, if applicable to the student) 168 Supplemental Educational Services under NCLB 168 CHAPTER 10: REPORTING STUDENTS IN SPECIAL GROUPS .169 All Students 169 Backmapping Students (Third Graders from Feeder Schools) .169 Career and Technical Education Students 170 Graduates 170 Homeless Students 171 Immigrant Students 171 Limited English Proficient (LEP) Students 171 Migrant Students 172 Neglected/Delinquent Students 172 NYSAA-Eligible Students 172 Section 504 Plan Students 172 Students with Disabilities 173 Aged-Out Students with Disabilities 174 Students with Disabilities Who Receive an IEP Diploma 174 CHAPTER 11: VERIFYING DATA IN THE SIRS 175 Data Verification 175 Verification Reports 175 BEDS Day Enrollment as of October 6, 2010 Verification Report 176 2010–11 New York State Testing Program (NYSTP) Grades 3–8 English Language Arts and Mathematics Tested/Not Tested Verification Reports 177 2010–11 New York State Testing Program (NYSTP) Grades and Science Tests Verification Reports 178 2010–11 New York State Alternate Assessment Verification Report 179 2010–11 High School Annual Assessment Verification Reports 181 2010–11 Other Annual High School Verification Reports .182 2010–11 Total Cohort Verification Reports 185 2010–11 Elementary/Middle-Level Accountability Verification Reports .188 2010–11 High School Accountability Verification Reports 189 Data Certification 193 vi Student Information Repository System Manual for 2010–11 Version 6.0 Table of Contents Special Education Data Verification and Certification 193 APPENDICES 196 Appendix 1: 2010–11 Assessment and Reporting Timelines 197 Assessment Timeline .197 Timeline for Submitting Data to the Level Repository .199 Timeline for Submitting Data to the Level Repository .199 Appendix 2: Grade Level Codes and Descriptions 201 Appendix 3: Language Codes and Descriptions 202 Appendix 4: Postgraduate Plan Codes and Descriptions 212 Appendix 5: Credential Type Codes and Descriptions .213 Appendix 6: Country of Origin Codes and Descriptions 214 Appendix 7: Reason for Beginning Enrollment Codes 220 Appendix 8: Reason for Ending Enrollment Codes 223 Appendix 9: Program Service Codes 232 Appendix 10: Career and Technical Education Program Codes .246 Appendix 11: Assessment Measure Standard Descriptions and Codes 257 Appendix 12: Assessment Language Codes 266 Appendix 13: Standard Achieved Codes 267 Appendix 14: Course Codes 269 Appendix 15: Preschool Students with Disabilities Primary Service Codes 270 Appendix 16: Preschool and School-Age Students with Disabilities Least Restrictive Environment Codes 271 Appendix 17: Event Type Codes for Series of Events in Special Education 275 Appendix 18: Special Education Event Reason Codes (for SPP Indicators 11 and 12) 276 Appendix 19: Use of SIRS Data for NYSED Reporting .280 New York State Report Card Data Sources 280 Data Elements Usage 281 Program Services Usage .285 Appendix 20: High School Cohort Definitions 289 2007 School Accountability Cohort 289 2007 District Accountability Cohort 291 2006 School Total Cohort for Graduation Rate Accountability .293 2006 District Total Cohort for Graduation Rate Accountability .294 2006 School Total Cohort for Graduation Rate Non-Accountability Purposes 296 2006 District Total Cohort for Graduation Rate Non-Accountability Purposes 297 2007 School Total Cohort for Graduation Rate .298 2007 District Total Cohort for Graduation Rate .299 vii Student Information Repository System Manual for 2010–11 Version 6.0 Table of Contents Appendix 21: Anticipated Changes for 2011–12 .301 Appendix 22: Glossary of Acronyms 313 Appendix 23: Glossary of Terms 315 INDEX 323 viii Student Information Repository System Manual for 2010–11 Version 6.0 Introduction Introduction The New York State Student Information Repository System (SIRS) Manual is designed for use by districts, schools, Regional Information Centers (RICs), and other individuals interested in understanding how the accountability system used by New York State to fulfill No Child Left Behind (NCLB) requirements works; how some specialeducation data required under the Individuals with Disabilities Education Act (IDEA) are collected; who is responsible for submitting data to the New York State Education Department (NYSED); and what, when, and how data must be submitted to NYSED If you have questions or comments about SIRS or the SIRS Manual, contact NYSED at dataquest@mail.nysed.gov Audience/Purpose Each chapter in this manual is designed for a particular audience, as some chapters focus on policy and reporting responsibilities while others deal with more technical details that might assist programmers in designing data collection and reporting programs Superintendents, principals, and other school officials might be most interested in chapters that include information about how federal and State accountability requirements are implemented in New York State, who is responsible for testing and reporting data on students, which students must be tested and reported, and who is responsible for certifying that reported data are accurate Other chapters that provide information on New York State’s data collection and reporting system, the data elements that must be reported in the system, the format in which the data elements must be reported, and the process of verifying the data might be of most interest to staff responsible for the technical side of data reporting Regional Information Centers (RICs) and Big City School District coordinators will most likely find all chapters useful, as these individuals are interested in most aspects of policy and data reporting Guidance on the Role of District Data Coordinator Local Educational Agencies (LEAs) are responsible for maintaining and transmitting certain State-specified data elements in specified file formats to the State Student Information Repository System (SIRS) As such, LEAs should employ District Data Coordinators whose responsibility is maintaining and transmitting the State’s required data elements In particular, these District Data Coordinators should be responsible for implementing accurate reporting of individual student and other data by completing the following activities:  Assembling and leading a team of district personnel who have o technical expertise in the district’s management system(s) and infrastructure, Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 21: Anticipated Changes for 2011–12 Directions for Reporting SCHOOL-AGE Students with Disabilities (ages 6-21) in the Least Restrictive Environment (LRE) Setting For students who are in regular school buildings for 50 percent or more of the school day (buildings which are attended by students with and without disabilities), select their LRE code based on the percent of time each student is in a regular class using the following categories:  Inside the regular classroom 80 percent or more of the day These are students who receive special education and related services outside the regular classrooms for less than 21 percent of the school day;  Inside the regular classroom between 40 and 79 percent of the day These are students who receive special education and related services outside regular classrooms between 21 and 60 percent of the day; or  Inside the regular classroom less than 40 percent of the day These are children who receive special education and related services outside the regular classroom for more than 60 percent of the day To calculate the percentage of time inside the regular classroom: o Subtract the amount of time a student is provided special education and related services in classrooms or settings exclusively for student with disabilities (e.g., special class or resource room) from the entire length of the school day o Divide the result by the length of the school day o Multiply this result by 100 o Time spent outside the regular classroom receiving services unrelated to the youth’s disability (e.g., time participating in an English as a Second Language class) should be considered time inside the regular classroom o Education time spent in age-appropriate supervised community-based work experience programs that include individuals with and without disabilities, such as at college campuses or vocational sites, should be counted as time spent inside the regular classroom For students who are not reported under the above categories (i.e., students who not attend a regular school building for 50 percent or more of the school day), report the students in one of the following categories where the student attends for more than 50 percent of the school day:  Separate school — Student receives special education and related services in a public or private day school for students with disabilities;  Residential facility — Student receives special education and related services in a public or private residential facility for students with disabilities (Note: You must use the “Primary Placement Type” field, Code PLC02, to designate a student who is in a residential placement); This field and the codes are described in the Special Education Snapshot template of this manual  Hospital program — Student is in a hospital as an in-patient and receives special education and related services in the hospital (e.g., rehabilitation hospital, State psychiatric center hospital); 314 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 21: Anticipated Changes for 2011–12      315 Home Instruction — Student is placed at home by the CSE and receives special education and related services at home; Correctional facility — Student is in a short-term detention facility or in a county/city correctional facility (jail), or in a State correctional facility and is receiving special education and related services in these settings; Parentally placed in a nonpublic school — Student is parentally placed in a nonpublic elementary, middle or secondary school and is receiving publicly funded special education and related services; Parentally placed in a nonpublic elementary, middle or secondary school — Student is an identified student with a disability but is not receiving any publicly funded special education services; or Home Schooled — Student is home schooled at parents’ choice pursuant to section 100.10 of the Regulations of the Commissioner and receives special education and related services from the district Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 22: Glossary of Acronyms Appendix 22: Glossary of Acronyms AHSEP Alternative High School Equivalency Preparation BEDS Basic Education Data System CBVH Commission for the Blind and Visually Handicapped CPSE Committee on Preschool Special Education CSE Committee on Special Education CTE Career Technical Education DOC Department of Corrections EI Early Intervention GED General Education Diploma HSEP High School Equivalency Preparation IEP Individualized Education Program IESP Individualized Education Services Program SP Services Plan LEA Local Education Agency LEP Limited English Proficiency NCLB No Child Left Behind NYSAA New York State Alternate Assessment NYSED New York State Education Department NYSESLAT New York State English as a Second Language Achievement Test NYSSIS New York State Student Identifier System nySTART New York State Testing and Accountability Reporting Tool OCFS Office of Children and Family Services OMH Office of Mental Health OPWDD Office for Persons with Developmental Disabilities RCT Regents Competency Test RIC Regional Information Center SLP Second Language Proficiency SMS Student Management System 316 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 22: Glossary of Acronyms SPP State Performance Plan (for Special Education) APR Annual Performance Report for Special Education VESID Vocational and Educational Services for Individuals with Disabilities 317 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms Appendix 23: Glossary of Terms  Adequate Yearly Progress Adequate Yearly Progress (AYP) indicates satisfactory progress by a district or school toward the goal of proficiency for all students  Adult Services Program Publicly funded service programs that will engage the student regularly in activities in the community outside the home or other residential care Plans for these services should have a specific start date, not just be a referral (Referrals for which results are not known would be listed under “Other” plans.) Adult Services might include programs that prepare individuals for employment such as vocational training, vocational rehabilitation or job placement services through the local Workforce Investment Board, Vocational Education Services for Individuals with Disabilities or the Commission for the Blind and Visually Handicapped Adult Services may include Office for Persons with Developmental Disabilities (OPWDD) or Office of Mental Health (OMH) provided services such as Day Treatment, Day Habilitation, OPWDD Blended Day Habilitation, OPWDD Prevocational, OMH Intensive Psychiatric Rehabilitation Treatment (IPRT) and psychosocial rehabilitation clubhouse programs, for example  Annual Measurable Objective The Annual Measurable Objective (AMO) is the Performance Index (PI) value that signifies that an accountability group is making satisfactory progress toward the goal that 100 percent of students will be proficient in the State’s learning standards for English language arts and mathematics by 2013–04 The AMOs for each grade level will be increased as specified in Commissioner’s Regulations 100.2(p)(14) and will reach 200 in 2013–04 (See Effective AMO for further information.)  Article 81 Schools Residential schools that accept students from the courts or other State agencies and provide educational services to students pursuant to Article 81 of the educational law These schools have CSE responsibility for students with disabilities who are placed by the court or a State agency  Backmapping Backmapping is a process used to assign accountability status to feeder schools within a district Backmapping attributes the grade assessment score of a student to the feeder school in which the student was enrolled in earlier grades as well as to the school in which the student took the assessment The data of continuously enrolled students from each feeder school are aggregated to determine the accountability of those schools See http://www.p12.nysed.gov/irts/sirs for a list of backmapping schools in 2008– 09  BEDS Code A BEDS code is a 12-digit Basic Educational Data System (BEDS) code assigned by the New York State Education Department that uniquely identifies schools, districts, and other institutions BEDS codes can be found at: http://portal.nysed.gov/pls/pref/SED.sed_inst_qry_vw$.startup  Child-Care Institutions (DSS) Any facility serving thirteen or more children licensed by the Department of Social Services and operated by an authorized agency pursuant to Social Services Law (18NYCRR §441.2(f))  Children’s Residential Project Programs specifically designed to meet the educational and residential needs of children with developmental disabilities currently placed, or at risk of out-of-state placement, by the education system These programs provide education services as approved private schools under Education Law and residential services as 318 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms Intermediate Care Facilities for the Developmentally Disabled certified by the Office Mental Retardation and Developmental Disabilities  Cohorts See Appendix 20: High School Cohort Definitions  Community Residence (OMH) A program that provides a therapeutic environment for six to eight children and adolescents with serious emotional disturbances (14NYCRR 594.4(a) (3))  Community Residence (OPWDD) A facility providing housing, supplies, and services for persons who are developmentally disables, 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))  Continuously Enrolled Students At the elementary/middle level, continuously enrolled students are those enrolled in the school or district on BEDS day (usually the first Wednesday in October) of the school year until the test administration period At the secondary level, all students who meet the criteria for inclusion in the accountability cohort are considered to be continuously enrolled  Crisis Residence (OMH) A program that provides a short-term (1 to 21 days) crisis residential option for children and adolescents (14NYCRR 594.4(a)(4))  Crisis Respite (DSS) The provision of brief and temporary care and supervision of children for the purpose of relieving parents or foster parents of the care of children or foster children at a time of need for support (Social Services Law §435.3(d))  Developmental Center (OPWDD) A large, State-operated intermediate care facility for the developmentally disables (14NYCRR)  Domestic Violence Shelter (DSS) A congregate residential facility with a capacity of 10 or more persons, including adults and children, organized for the exclusive purpose of providing temporary shelter, emergency services, and care to victims of domestic violence and their minor children (18NYCRR §453.2(b))  Dropout A dropout is any student, regardless of age, who left school prior to graduation for any reason except death or leaving the country and has not been documented to have entered another program leading to a high school diploma or an approved program leading to a high school equivalency diploma The NYSED reports an annual and cohort dropout rate A student who leaves during the school year without documentation of a transfer to another program leading to a high school diploma or to an approved high school equivalency program or to a high school equivalency preparation program is counted as a dropout unless the student resumes school attendance before the end of the school year The student’s registration for the next school year does not exempt him or her from dropout status in the current school year Students who resume and continue enrollment until graduation are not counted as dropouts in the cohort dropout calculation In computing annual dropout rates, students who are reported as having been counted by the same school as a dropout in a previous school year are not counted as a dropout in the current school year  Effective Annual Measurable Objective The Effective Annual Measurable Objective (Effective AMO) is the Performance Index (PI) value that each accountability group within a 319 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms school or district is expected to achieve to make Adequate Yearly Progress (AYP) The Effective AMO is the lowest PI that an accountability group of a given size can achieve in a subject for the group’s PI not to be considered significantly different from the AMO for that subject If an accountability group’s PI equals or exceeds the Effective AMO, it is considered to have made AYP  Embargoed Data Embargoed data are data that cannot be discussed at public meetings or released to the public or the media until the NYSED public release date This public release is often made by the Commissioner  Emergency Foster Family Boarding Home (DSS) Care provided in a home certified and designated by an authorized agency exclusively for emergency use by children to provide temporary care and services to children who enter foster care in a crisis situation that is expected to be resolved within 60 days so that the children can be reunited with their family (18NYCRR §446.2)  Family-Based Treatment (OMH) A family-care program that provides care and treatment to children and adolescents with serious emotional disturbances (14NYCRR 594.4(a)(7))  Family Homes at Board For purposes of education, this term as used in §3202.4 of the Education Law includes community residences, agency-operated boarding homes, group homes, foster homes, family-based treatment programs, family care homes, therapeutic foster homes, and family homes  Feeder School A feeder school is an early-grade elementary school that does not serve students in grade 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 students received from a feeder school within the district are required to identify the feeder school  Foster Family Free Home (DSS) Care provided to a child by an authorized agency by a family other than that of the child’s relatives for the purpose of adoption or for the purpose of providing care (18NYCRR 441.2(j))  Graduate Student awarded a local or Regents diploma  Group Home (DSS) A family-type home operated by an authorized agency for the care and maintenance of no fewer than seven and no more than 12 children who are at least five year of age (18NYCRR 441.2(h))  High School Equivalency Preparation Programs High school equivalency preparation programs, commonly known as GED programs, fall into the following three categories: 320  Alternative High School Equivalency Preparation Program (AHSEPP) - a program of preparation for the High School Equivalency Examination for students 16 to 19 years old as described in Section 100.7(h) of the Regulations of the Commissioner of Education  High School Equivalency Preparation Program (HSEPP) or Employment Preparation Program (EPP) - a program of preparation for the High School Equivalency Examination for students 18 to 20 years old as described in Sections 100.7(i) and 168 of the Regulations of the Commissioner of Education Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms  Other Equivalency Preparation Programs - other programs leading to high school equivalency diplomas, including programs operated by community colleges, proprietary schools, or evening programs at high schools (See http://www.p12.nysed.gov/ssae/AltEd/ for a list of approved high school equivalency preparation programs.)  Homebound Student A homebound student is a student who is unable to attend school for the remainder of the school year because of a physical, mental, or emotional illness or injury substantiated by a licensed physician and is instructed at home or in a hospital by a tutor provided by the school district in which the student resides  Home-schooled Student A home-schooled student is a student who is instructed at home by a parent, guardian, or tutor employed by the parent or guardian and by request of the parent or guardian and has a home-school plan approved and supervised by the district Home-schooled students need to be reported in SIRS only if they take a State assessment  Homeless Student A homeless student is one who; 1) lacks a fixed, regular, and adequate nighttime residence, including a student who is sharing the housing of other persons due to a loss of housing, economic hardship or similar reason; living in motels, hotels, trailer parks or camping grounds due to the lack of alternative adequate accommodations; abandoned in hospitals; awaiting foster care placement; or a migratory child, as defined in subsection 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 not include children in foster care placement or receiving educational services  Immigrant Students who are considered immigrants:  Students who were born outside the United States and were subsequently adopted by U.S citizens, even though these students may never need Title III services;  Students who were born outside the United States to parents who now reside in the United States as resident aliens or are in the United States on work visas;  Students who were born outside the United States to parents who now reside in the United States as permanent resident aliens; or  Children adopted from overseas as United States citizens who require extensive new language and cultural skills Students who were born on a United States military base, were born outside the United States to United States military personnel, were born as United States citizens outside the United States and not require extensive new language and cultural skills, or are in the United States on a temporary basis to attend school (such as through a foreign exchange educational program) are not immigrants Students from American Samoa, Guam, Northern 321 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms Marianna Islands, Puerto Rico, US Minor Outlying Islands, and US Virgin Islands are not considered immigrants  Individualized Residential Alternative (OPWDD) A facility providing room, board, and individualized protective oversight (14NYCRR 686.99(l)(2)(iii))  Initial Evaluation for Special Education Services The evaluation that must be conducted whenever a preschool-age child or a school-age child is referred to the Committee on Preschool Special Education (CPSE) or Committee on Special Education (CSE) for an individual evaluation to determine if the child is first eligible for specialeducation services An initial evaluation is also conducted for a previously eligible student who was declassified or for a student who was previously evaluated and determined ineligible who is later referred to the CPSE or CSE to determine special-education eligibility A child who is identified as a preschool child with a disability and upon attaining school age is referred to the CSE to determine his or her eligibility for school-age special-education services receives a “re-evaluation,” not an “initial evaluation.”  Intermediate-Care Facility (OPWDD) Housing providing each person receiving services with room and board, continuous 24-hour-a-day intensive support with medical and/or behavioral services, and training in daily living skills (Part 681 of Mental Hygiene Law)  Long-Term Absence Any student who has been absent without a valid excuse for twenty (20) or more consecutive days as of the last expected day of attendance for the school year should be coded as a “long-term absence.” The last day of actual attendance should be entered as the enrollment record ending date with a Reason for Ending Enrollment Code of 391 If such a student is of compulsory school age and is a resident of the district, he or she must remain on the school register and the school may use the optional Reason for Beginning Enrollment Code 8294 Note: If the student’s last enrollment record for the school year ends with Reason for Ending Enrollment Code 391, the student will be counted in the annual dropout rate in the year reported If the student, counted as a dropout, returns to school and drops out in a subsequent school year, a Reason for Ending Enrollment Code of 357 should be entered on the student’s enrollment record, if appropriate This code indicates that the student was counted as a dropout in a previous year and should not be counted in the current year  Medically Excused Students who are incapacitated by illness or injury during the entire test administration and make-up periods at the elementary/middle level and have on file documentation from a medical practitioner that they were too incapacitated to be tested at the school, at home, or in a medical setting are considered medically excused from testing These students are not included in the accountability calculations for schools, districts, or the State Students at the secondary level may not be medically excused from testing  Migrant A student is a migrant child if the student is, or the student's parents, spouse, or guardian is, a migratory agricultural worker, including a migratory dairy worker or a migratory fisher, and who, in the preceding 36 months, in order to obtain, or accompany such parent, spouse, or guardian in order to obtain, temporary or seasonal employment in agricultural or fishing work: has moved from one school district to another; or resides in a school district of more than 15,000 square miles and migrates a distance of 20 miles or more to a temporary residence to engage in temporary or seasonal employment in agriculture or fishing All students eligible to be served by programs supported with Title I Part C funds should have a Certificate of Eligibility signed by a parent or guardian and filed with the Superintendent of schools 322 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms  Neglected/Delinquent  Neglected: Children who have been committed to an institution or voluntarily placed in the institution under applicable State law because of the abandonment by, or neglect by, or death of parents (Note: this does not include foster children living on a household rather than a group home or institution.)  Delinquent: Children who have been adjudicated delinquent or persons in need of supervision The term "delinquent children" also refers to students who are placed in an adult correctional institution in which children reside  Noncompleter Beginning with the 2001–02 school year, any student who dropped out or entered a high school equivalency preparation program will be counted as a high school noncompleter Each high school’s noncompletion rate (the sum of the dropout rate and the transfer-to-high-school-equivalency-preparation-program rate) will be reported on the New York State School Report Card along with the two component rates Federal standards require that students leaving high school diploma programs to enter equivalency programs be counted as noncompleters  nySTART nySTART (New York State Testing and Accountability Reporting Tool) is a Webbased tool (available at www.nySTART.gov ) that provides authorized users with access to assessment and verification reports and New York State Report Cards  NYSVLS The New York State Virtual Learning System (NYSVLS) is a Web-based tool (available at http://eservices.nysed.gov/vls/welcome.do ) that provides a centralized location for resources and tools of instructional content for teachers to assist students in meeting the State’s learning standards Online professional development opportunities are also available through NYSVLS  Performance Index Performance Index is a value from to 200 that is assigned to an accountability group, indicating how that group performed on a required State test (or approved alternative) in English language art, mathematics, or science  Progress Target For accountability groups whose Performance Index (PI) (in science) or graduation rate (in graduation rate) is below the State Standard, the Progress Target is the PI the group must achieve as an alternate method for making Adequate Yearly Progress (AYP) or qualifying for Safe Harbor in English language arts and mathematics The Progress Target is based a point improvement over the previous year’s performance  Residential Respite (OPWDD) The provision of short-term overnight stays in an OPWDDoperated, certified, or approved site that is not a private residence (14NYCRR 686.99(ag))  Residential Treatment Facility (OMH) A community-based psychiatric inpatient facility designed to provide the level of supervision, medical oversight, and psychiatric treatment required by children and adolescents with severe emotional disabilities (13NYCRR Part 589)  Safe Harbor Target For accountability groups whose Performance Index (PI) in English language arts or mathematics is below the Effective Annual Measurable Objectives (AMOs), the Safe Harbor target is the PI the group must achieve as an alternate method for making Adequate Yearly Progress (AYP) The Safe Harbor Target is based a ten percent improvement over the previous year’s performance 323 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms  Safety Net The safety net allows eligible students who fail a Regents examination required for graduation to meet the requirement for a local diploma by passing the corresponding Regents Competency Test (RCT), or an approved RCT alternative, in that subject The student may take the RCT before or after taking the Regents examination The safety net is available to: any student who is classified as disabled by the district CSE at any time; and students with disabilities who have been declassified at any time between grades and 12, this only applies to subjects recommended and documented by the CSE at time of declassification; and general-education students identified under Section 504, for each subject specifically identified in their 504 Accommodation Plan by the Multidisciplinary Team Students who first entered grade on or after September 1996 are not eligible to take the Native Language Writing Test and must earn a passing score on the Regents Comprehensive Examination in English regardless of their year of first entry into a school where the predominant language is English  School Choice Each school district with a Title I school in school improvement or corrective action status must authorize students in the school to transfer to another public school in the district that has not been identified for Title I improvement In providing the transfer option, the district must give priority to the lowest-achieving students from lowincome families The district must pay the cost of transportation for students participating in this option  School Year A school year is July through June 30  Science Standard The State Science Standard is the criterion value that represents a minimally satisfactory performance in science Currently, the State Science Standard at the elementary/middle level is a Performance Index (PI) of 100 The commissioner may raise the State Science Standard at his discretion in future years  SPP Indicator 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 324 Student Information Repository System Manual for 2010–11 Version 6.0 Appendix 23: Glossary of Terms  Supplemental Services Each school district with a Title I school in school improvement (year 2) or higher status must arrange for low-income students to receive supplemental educational services from a provider approved by the State The parents must select from a list of approved providers who meet NYSED’s objective criteria and whose performance is monitored  Temporary Use Beds (OPWDD) Beds designated on a facility operating certificate for temporary use for time-limited stays of developmentally disabled persons (14NYCRR 686.15)  United States The term "United States" means all fifty States of the United States and the Commonwealth of Puerto Rico, the District of Columbia, Guam, American Samoa, Northern Marianna Islands, US Minor Outlying Islands and US Virgin Islands  Universal Pre-K Programs Universal Pre-K programs are Pre-K programs funded pursuant to Section 3602-e of Education Law These programs are operated by the school district or by other eligible agencies under a contractual agreement with the school district  Valid Score A valid score is a score received on an assessment Administrative errors, medically excused, refusals, and absences are not considered valid scores 325 Student Information Repository System Manual for 2010–11 Version 6.0 Index Index 1% cap, 39, 40 absent, 69, 228, 268, 319 accelerated students, iv, 42, 43, 63 accountability cohort, vii, 13, 14, 15, 17, 19, 21, 22, 39, 40, 150, 189, 190, 191, 220, 230, 289, 290, 291, 292, 316 accountability groups, iii, 10, 11, 13, 17, 21, 22, 25, 320 accountability measures, iii, 10, 23, 25 Adequate Yearly Progress, iii, 10, 11, 13, 14, 17, 18, 21, 22, 23, 25, 40, 42, 189, 193, 242, 301, 315, 316, 320 administrative error, 70, 99, 139, 177, 267, 322 AHSEPP, 48, 145, 156, 164, 317 Alternative High School Equivalency Preparation Program, 48, 145, 156, 164, 317 AMO, 13, 15, 16, 315, 316 Annual Measurable Objective, 13, 15, 16, 315, 316 Article 81, 26, 46, 53, 68, 74, 114, 154, 155, 175, 176, 177, 191, 192, 193, 230, 315 AYP, iii, 10, 11, 13, 14, 17, 18, 21, 22, 23, 25, 40, 42, 189, 193, 242, 301, 315, 316, 320 backmapping, iii, vi, 4, 22, 23, 71, 84, 140, 169, 281, 315 BEDS day, vi, 11, 14, 22, 45, 84, 176, 177, 199, 228, 289, 290, 291, 292, 293, 316 bilingual, 3, 46, 73, 82, 101, 153, 166, 167, 171, 232, 234, 235, 284, 285 Board of Cooperative Educational Services, 3, 25, 29, 30, 32, 46, 47, 48, 50, 55, 56, 57, 61, 62, 63, 64, 68, 102, 140, 142, 146, 149, 159, 160, 162, 163, 164, 165, 168, 225, 234, 243, 246, 265, 306 BOCES, 3, 25, 29, 30, 32, 46, 47, 48, 50, 55, 56, 57, 61, 62, 63, 64, 68, 102, 140, 142, 146, 149, 159, 160, 162, 163, 164, 165, 168, 225, 234, 243, 246, 265, 306 Career Technical Education and Tech Prep Programs, 71, 96, 140, 143, 170, 263, 281 charter schools, 6, 26, 27, 42, 46, 49, 68, 74, 75, 143, 154, 175, 176, 177, 191, 192, 193, 220 cohort, vii, 14, 15, 17, 18, 21, 22, 39, 156, 185, 186, 190, 191, 228, 230, 241, 242, 257, 289, 290, 291, 293, 294, 295, 296, 297, 298, 299, 300, 301, 316 Committee on Preschool Special Education, 26, 47, 50, 60, 62, 67, 74, 75, 96, 115, 117, 118, 119, 121, 122, 124, 143, 144, 145, 146, 147, 149, 154, 158, 159, 160, 161, 199, 200, 220, 221, 223, 224, 229, 240, 258, 275, 276, 278, 279, 313, 319 Committee on Special Education, 14, 20, 25, 36, 39, 46, 47, 48, 49, 50, 51, 52, 60, 67, 68, 74, 75, 92, 96, 114, 117, 118, 119, 121, 123, 125, 143, 144, 145, 146, 147, 154, 158, 160, 161, 163, 199, 200, 220, 221, 224, 225, 229, 230, 240, 242, 257, 258, 326 271, 274, 275, 277, 302, 303, 311, 313, 315, 319, 321 completers, 82, 83, 142, 182, 183, 223, 224 compulsory school age, 48, 68, 156, 184, 222, 223, 224, 228, 229, 230, 289, 292, 319 confidence interval, 15 continuous enrollment, 45, 153 continuously enrolled, 11, 13, 14, 15, 17, 18, 19, 21, 22, 25, 39, 40, 84, 143, 162, 189, 315, 316 court placed, v, 26, 47, 114, 155 CPSE, 26, 47, 50, 60, 62, 67, 74, 75, 96, 115, 117, 118, 119, 121, 122, 124, 143, 144, 145, 146, 147, 149, 154, 158, 159, 160, 161, 199, 200, 220, 221, 223, 224, 229, 240, 258, 275, 276, 278, 279, 313, 319 CSE, 14, 20, 25, 36, 39, 46, 47, 48, 49, 50, 51, 52, 60, 67, 68, 74, 75, 92, 96, 114, 117, 118, 119, 121, 123, 125, 143, 144, 145, 146, 147, 154, 158, 160, 161, 163, 199, 200, 220, 221, 224, 225, 229, 230, 240, 242, 257, 258, 271, 274, 275, 277, 302, 303, 311, 313, 315, 319, 321 CTE/Tech Prep, 71, 96, 140, 143, 170, 263, 281 Department of Corrections, 26, 313 DOC, 26, 313 dropout, 67, 156, 157, 184, 188, 223, 227, 228, 229, 289, 292, 294, 295, 296, 297, 298, 299, 300, 316, 319, 320 EAMO, iii, 13, 15, 16, 17, 316, 320 economically disadvantaged, 10, 74, 241 Effective Annual Measurable Objective, iii, 13, 15, 16, 17, 316, 320 ethnicity, 72, 89, 145, 148, 175, 194, 282 expelled, 229 feeder school, vi, 22, 23, 84, 169, 315, 317 foreign exchange program, iv, 13, 18, 49, 58, 65, 220, 289, 318 foster care, 88, 155, 230, 238, 241, 317, 318 GED, v, 26, 40, 145, 154, 156, 157, 164, 182, 184, 185, 186, 187, 188, 189, 201, 213, 220, 223, 225, 228, 229, 289, 291, 292, 293, 294, 295, 296, 297, 298, 300, 313, 317 graduate, 75, 89, 154, 185, 225, 280, 317 graduation-rate cohort, 14, 17 High School Equivalency Preparation Program, 7, 14, 48, 145, 156, 157, 164, 230, 316, 317, 318, 320 homebound, v, 48, 51, 158, 162, 175, 223, 224, 226, 271, 274, 290, 291, 294, 296, 299, 318 homeless, vi, 3, 46, 57, 65, 72, 87, 88, 89, 145, 169, 171, 232, 233, 238, 245, 282, 286, 288, 318 HSEPP, 7, 14, 48, 145, 156, 157, 164, 230, 316, 317, 318, 320 IEP, vi, 36, 37, 39, 75, 112, 113, 114, 115, 116, 117, 118, 122, 125, 143, 144, 146, 147, 150, 174, 182, Student Information Repository System Manual for 2010–11 Version 6.0 Index 183, 185, 186, 187, 188, 213, 223, 225, 240, 275, 279, 290, 292, 313, 321 immigrant, vi, 72, 88, 89, 145, 153, 167, 169, 171, 172, 232, 237, 282, 286, 318 Individualized Education Program, vi, 36, 37, 39, 75, 112, 113, 114, 115, 116, 117, 118, 122, 125, 143, 144, 146, 147, 150, 174, 182, 183, 185, 186, 187, 188, 213, 223, 225, 240, 275, 279, 290, 292, 313, 321 kindergarten, 22, 40, 58, 161, 168, 201, 240, 302, 303, 307, 308, 309, 310 LEA, 26, 80, 90, 93, 98, 106, 111, 118, 126, 151, 313 limited English proficient, iv, vi, 2, 10, 12, 19, 36, 40, 41, 42, 43, 66, 74, 82, 89, 92, 94, 96, 101, 153, 166, 167, 169, 171, 172, 178, 183, 184, 189, 191, 192, 199, 232, 234, 235, 237, 242, 273, 280, 285, 286, 311, 313 Local Education Agency, 8, 9, 26, 74, 80, 90, 93, 98, 106, 111, 118, 126, 143, 145, 151, 221, 238, 313 marking period, ii, v, 78, 126, 127, 128, 137, 138, 143, 147, 151 medically excused, 12, 70, 99, 140, 177, 267, 319, 322 migrant, vi, 2, 3, 46, 72, 87, 89, 147, 169, 172, 175, 200, 236, 282, 319 multiracial, 10, 67, 148 Multiracial, 150 neglected/delinquent, vi, 172, 319 New York State Alternate Assessment, ii, iv, v, vi, 4, 12, 18, 19, 20, 29, 36, 37, 38, 39, 40, 42, 43, 45, 46, 66, 67, 75, 97, 98, 99, 102, 105, 106, 107, 145, 151, 152, 160, 172, 175, 176, 178, 179, 180, 181, 183, 184, 189, 197, 199, 200, 242, 257, 259, 260, 267, 301, 313 New York State English as a Second Language Achievement Test, iv, v, 11, 12, 19, 29, 36, 38, 40, 41, 42, 45, 67, 75, 98, 106, 153, 167, 172, 178, 189, 197, 199, 233, 234, 242, 260, 261, 267, 288, 313 New York State Student Identifier System, 4, 26, 27, 74, 79, 80, 81, 83, 84, 85, 86, 87, 90, 144, 145, 199, 281, 313 New York State Testing and Accountability Reporting Tool, iii, iv, 3, 4, 27, 29, 30, 31, 32, 33, 34, 35, 175, 176, 192, 193, 313, 320 New York State Testing Program, ii, vi, 7, 12, 18, 19, 22, 29, 36, 38, 39, 40, 41, 42, 43, 75, 163, 167, 175, 177, 178, 179, 189, 197, 242, 266, 267 noncompleter, 184, 280, 320 nonpublic schools, 26, 32, 36, 46, 47, 49, 66, 67, 74, 75, 80, 90, 93, 97, 105, 111, 117, 119, 124, 129, 132, 137, 143, 146, 155, 195, 199, 200, 220, 275 NYSAA, ii, iv, v, vi, 4, 12, 18, 19, 20, 29, 36, 37, 38, 39, 40, 42, 43, 45, 46, 66, 67, 75, 97, 98, 99, 102, 105, 106, 107, 145, 151, 152, 160, 172, 175, 176, 178, 179, 180, 181, 183, 184, 189, 197, 199, 200, 242, 257, 259, 260, 267, 301, 313 327 NYSESLAT, iv, v, 11, 12, 19, 29, 36, 38, 40, 41, 42, 45, 67, 75, 98, 106, 153, 167, 172, 178, 189, 197, 199, 233, 234, 242, 260, 261, 267, 288, 313 NYSSIS, 4, 26, 27, 74, 79, 80, 81, 83, 84, 85, 86, 87, 90, 144, 145, 199, 281, 313 nySTART, iii, iv, 3, 4, 27, 29, 30, 31, 32, 33, 34, 35, 175, 176, 192, 193, 313, 320 NYSTP, ii, vi, 7, 12, 18, 19, 22, 29, 36, 38, 39, 40, 41, 42, 43, 75, 163, 167, 175, 177, 178, 179, 189, 197, 242, 266, 267 OCFS, 26, 46, 54, 57, 313 Office of Children and Family Services, 26, 46, 54, 57, 313 Office of Mental Health, 26, 46, 54, 55, 57, 313, 315, 316, 317, 320 OMH, 26, 46, 54, 55, 57, 313, 315, 316, 317, 320 order of precedence, iii, 18, 20 out of State, 46, 50, 52, 55, 114, 146, 154, 161 out-of-district placement, 25, 46, 149, 155, 156, 163, 164, 168, 175, 176, 223, 224, 225, 233, 234, 243, 290, 291, 292, 293, 294, 295, 296, 298, 299, 300 parentally placed students, 46, 47, 49, 54, 68, 75, 117, 119, 124, 125, 144, 146, 195, 199, 200, 271, 274, 275, 302, 303, 307, 309, 312 Performance Index, 13, 14, 15, 17, 18, 19, 21, 39, 40, 42, 103, 188, 189, 315, 316, 320, 321 PI, 13, 14, 15, 17, 18, 19, 21, 39, 40, 42, 103, 188, 189, 315, 316, 320, 321 postgraduate plans, 200 poverty, 5, 11, 66, 74, 89, 164, 199, 200, 233, 241, 288 prekindergarten, iv, v, 22, 26, 60, 62, 145, 153, 158, 176, 271, 304 Progress Target, 13, 14, 17, 320 race, 72, 81, 89, 148, 150, 194, 283 Race, ii, 67, 74, 81, 148, 176, 183, 184, 189, 244 race/ethnicity, ii, 148, 176, 183, 184, 189, 244 Reading First, ii refusal, 69 Regional Information Centers, iii, 1, 3, 26, 29, 30, 32, 44, 52, 53, 64, 106, 185, 188, 192, 193, 194, 246, 313 repeaters, iv, 43 RICs, iii, 1, 3, 26, 29, 30, 32, 44, 52, 53, 64, 106, 185, 188, 192, 193, 194, 246, 313 safe harbor, 11, 13, 17, 22, 23, 320 Safe Harbor Target, 17, 22, 320 safety net, 20, 21, 92, 173, 183, 184, 189, 233, 240, 242, 287, 288, 320 School Choice, 24, 154, 167, 221, 227, 321 Section 504 Plan, vi, 20, 21, 101, 172, 173, 233, 240, 242, 288, 321 SIRS, i, iii, iv, v, vi, vii, 1, 2, 3, 10, 11, 22, 24, 26, 27, 28, 29, 35, 38, 39, 41, 44, 46, 47, 50, 51, 52, 53, 54, 60, 65, 67, 68, 69, 71, 75, 78, 80, 139, 154, 158, 160, 164, 165, 170, 175, 176, 177, 178, 179, 182, 185, 189, 193, 220, 223, 232, 280, 301, 318 special education, iv, v, vii, 2, 4, 8, 26, 35, 47, 49, 60, 68, 71, 74, 75, 78, 92, 94, 110, 116, 117, 118, 119, Student Information Repository System Manual for 2010–11 Version 6.0 Index 120, 121, 122, 124, 125, 143, 144, 146, 147, 148, 149, 150, 151, 154, 158, 159, 161, 173, 193, 195, 199, 200, 220, 221, 223, 224, 229, 240, 244, 257, 258, 270, 271, 272, 275, 276, 277, 278, 302, 303, 304, 305, 306, 307, 308, 309, 310, 311, 312, 313, 314, 319 staff snapshot, ii, v, 78, 132, 136, 139, 143, 147, 151 State Standard, 13, 14, 17, 23, 75, 320 student grades, ii, v, 78, 126, 128, 140, 143, 145, 147, 148, 151 Student Information Repository System, i, iii, iv, v, vi, vii, 1, 2, 3, 10, 11, 22, 24, 26, 27, 28, 29, 35, 38, 39, 41, 44, 46, 47, 50, 51, 52, 53, 54, 60, 65, 67, 68, 69, 71, 75, 78, 80, 139, 154, 158, 160, 164, 165, 170, 175, 176, 177, 178, 179, 182, 185, 189, 193, 220, 223, 232, 280, 301, 318 Student Management System (SMS), 26, 68, 80, 90, 92, 93, 98, 108, 111, 118, 140, 146, 157, 175, 185, 188, 192, 194, 227, 313 students with disabilities, v, vi, vii, 3, 10, 12, 14, 18, 19, 20, 36, 37, 39, 40, 46, 47, 48, 49, 50, 55, 61, 67, 75, 82, 92, 101, 110, 113, 114, 115, 116, 118, 145, 146, 147, 148, 149, 154, 155, 158, 159, 160, 161, 162, 167, 173, 174, 181, 182, 195, 199, 200, 212, 221, 223, 224, 226, 229, 230, 240, 244, 257, 258, 270, 271, 273, 274, 280, 289, 291, 293, 295, 296, 297, 298, 299, 301, 302, 303, 305, 306, 307, 308, 309, 310, 311, 315, 321 summer school, v, vi, 138, 147, 162, 168, 233, 243, 288 Supplemental Education Services (SES), 92, 168 suspended, v, 32, 33, 34, 48, 68, 162 328 teacher/course, ii, v, 68, 69, 301 Title I, 24, 25, 64, 65, 92, 94, 95, 96, 141, 142, 143, 154, 163, 164, 167, 168, 171, 172, 182, 184, 186, 220, 221, 232, 235, 236, 237, 238, 239, 241, 242, 268, 280, 285, 286, 318, 319, 321 Title III, 167, 171, 172, 232, 237, 238, 318 total cohort, ii, vi, vii, 14, 144, 176, 185, 186, 188, 189, 190, 289, 293, 294, 295, 296, 297, 298, 299, 300 transfers, iv, v, vi, 2, 7, 14, 24, 25, 26, 32, 43, 44, 48, 92, 154, 155, 156, 157, 158, 163, 164, 165, 167, 176, 177, 182, 184, 185, 186, 187, 188, 192, 220, 221, 223, 224, 225, 226, 227, 228, 229, 230, 232, 238, 239, 257, 276, 277, 278, 286, 289, 290, 291, 292, 293, 294, 295, 296, 297, 298, 299, 300, 316, 320, 321 ungraded students, ii, iv, 14, 36, 38, 39, 40, 42, 43, 48, 63, 83, 116, 144, 145, 156, 160, 169, 172, 176, 177, 178, 179, 181, 184, 199, 201, 229, 257, 289, 291, 293, 295, 296, 297, 298, 299, 301 Universal Prekindergarten Program, v, 62, 140, 145, 154, 158, 159, 162, 221, 306, 322 UPK, v, 62, 140, 145, 154, 158, 159, 162, 221, 306, 322 valid score, 11, 40, 41, 44, 69, 177, 180, 242, 322 validity rules, v, 69 verification reports, iv, vi, 30, 35, 69, 175, 176, 177, 178, 179, 181, 182, 183, 185, 186, 187, 188, 189, 191, 192, 193, 194, 320 walk-in students, v, 49, 143, 163, 220, 221, 227, 230 weighted average, 13 Student Information Repository System Manual for 2010–11 Version 6.0 ... 25 Student Information Repository System Manual for 2010–11 Version 6.0 Chapter 2: Student Information Repository System (SIRS) Chapter 2: Student Information Repository System (SIRS) The New York. . .New York State Student Information Repository System (SIRS) Manual 2007–08 Version 4.0 THE STATE EDUCATION DEPARTMENT Information and Reporting Services Albany, New York 12234 Student Information. .. System Manual for 2010–11 Version 6.0 Introduction Introduction The New York State Student Information Repository System (SIRS) Manual is designed for use by districts, schools, Regional Information