The state education department
Appeal to Graduate with Lower Score on Regents Exam
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- Backmapping for Feeder Schools
- Career and Technical Education (CTE) Students
Appeal to Graduate with Lower Score on Regents ExamBeginning with students entering grade 9 in 2005, 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 below but within three 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. The appeal form is available at http://www.p12.nysed.gov/assessment/ac-general/archive/appeal05-06.pdf. Schools must send a copy of this form to the Office of State Assessment at 775 EBA, New York State Education Department, 89 Washington Avenue, Albany, NY 12234 and another copy to the Office of Information and Reporting Services at 865 EBA, New York State Education Department, 89 Washington Avenue, Albany, NY 12234. 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 also need to report the information from this appeal on the district’s BEDS form at http://www.p12.nysed.gov/irs/beds. Backmapping for Feeder SchoolsA “feeder” school is an elementary school that only serves students in grades below grade 3 (1, 2, 1–2, K–1, K–2) and, therefore, does not administer the NYSTP assessments. Accountability decisions for feeder schools are based on a procedure known as “backmapping”. Backmapping is a method by which the grade 3 assessment score of a student is attributed to the feeder school in which the student was enrolled before entering grade 3 as well as to the school in which the student took the grade 3 assessment. All schools with students who are in grade 3 (or are ungraded equivalent to grade 3) in the current school year and who attended a feeder school during one of the previous school years must report these students in SIRS with a Backmapping BEDS Code (field 27 in the Student_Lite Template) that identifies the feeder school from which the student came. A list of feeder schools required to do backmapping is available at: http://www.p12.nysed.gov/irs/sirs. Schools with prekindergarten, kindergarten, or prekindergarten to kindergarten only are not required to do backmapping. Schools serving grade 3 students who come from feeder schools within the district are required to identify the feeder schools on the students’ grade 3 SIRS records only when the students were continuously enrolled in the highest grade served by the feeder schools. For example, a school must identify the feeder school for a grade 3 student who was enrolled as a grade 2 student in a K–2 school from BEDS day until the end of the school year in which they exited the building. The performance of this student on the grade 3 assessments in ELA and math will be part of the Performance Index and Adequate Yearly Progress determinations for the feeder school in these subjects. Career and Technical Education (CTE) StudentsCTE 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 occupations, trade and technical education, and/or technology education. CTE programs are comprised of at least three CTE courses (equivalent to three full years of study) that together form a cohesive concentration and incorporate the Career Development and Occupational Studies (CDOS) Learning Standards. CTE programs also include the content of the one unit state-developed Career and Financial Management course. (For a full list of CTE program service codes, see Career and Technical Education Program Service Codes in Chapter 5: Codes and Descriptions.) CTE Students: CTE students are those enrolled in any course that can be a part of a CTE content area (i.e., agriculture, business and marketing, family and consumer sciences, health occupations, trade and technical education, and/or technology education). This includes students who are substituting a five-unit CTE sequence to fulfill the foreign language requirement for an advanced designation diploma and are enrolled in:
Who Must Report CTE Students: The school district accountable for the student is responsible for reporting CTE data in SIRS for the student, even if the district’s students receive CTE at another program service provider (e.g., a BOCES). The agency that delivers the CTE course is the service provider. A school district offering CTE to its own students creates and maintains the CTE program service records and is the service provider. A school district that sends students to a BOCES for CTE creates and maintains the CTE program service records, even though the BOCES is considered the program service provider. Consequently, school districts report on all CTE students (i.e., those served in their own high schools as well as those sent to BOCES or other out-of-district providers, including another school district). Teacher-course linkage data must be reported by the service provider who employs the teacher or principal. The CTE data collected in SIRS are governed by federal mandates, as some CTE programming receives federal funding from the Carl D. Perkins Career and Technical Education Improvement Act of 2006 (Perkins). CTE reporting requirements are the same for all schools, whether or not they use Perkins funding directly. Which Students Must Be Reported with CTE Records: Students who participate in any career and technical education who are also in a high school diploma-granting program or an approved GED program (i.e., AHSEPP) must be reported with a CTE program service record, a CTE Program Type, a CTE Program Intensity, courses taken by the student, and teacher linkage information:
Program Service Records: All students taking CTE have a CTE program service record created in the school year they first start CTE. 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. If more than one content area is taken, create one record and use the program service code that describes where the student spends the most time. 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 business education in a high school and in computer information technology at a BOCES. CTE programs at local high schools often cross content areas and may not be predefined or linear in nature. In the local high schools, programs are made up of a group of courses that form a cohesive concentration. These courses may be from one of the six CTE content areas or from a combination of these content areas. Since CTE students at local high schools build cohesive concentrations based on individual interests, the selection of a specific program service code (see Career and Technical Education Program Service Codes in Chapter 5: Codes and Descriptions) may prove more difficult than the selection of a code for CTE programs at a BOCES or Technical or CTE high schools. In this case, the local high school can use one of the following more broad-based program service codes: Agriculture (010599); Business and Marketing (529999); Family and Consumer Sciences (199999); Health Occupations (519999); Technology Education (151599); or Trade and Technical (489999). These reflect the six major CTE content areas. If a student is in career and technical education in two of these content areas, the code to be reported should be the one in which the majority of the student’s time is spent. When a local agency is unable to determine the appropriate code, they should contact their Regional Information Center (RIC). A list of RIC contacts is available at http://www.p12.nysed.gov/irs/sirs/home.html. The RIC can contact the NYSED CTE Team at (518) 486-1547 or emsccte@mail.nysed.gov for assistance. CTE Beginning and Ending Program Service Records: If the student meets the district’s requirements for completing the program, use Reason for Ending Program Service code 646. If the student ends the program service without completing the program the year the student leaves or completes high school, use Reason for Ending Program Service code 663. If the student has not completed the CTE program by the end of the school year and is not scheduled for CTE the following year, use Reason for Ending Program Service code 680. 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. CTE Program Type: All students who participate in a CTE must be reported in SIRS with CTE Program Type “CTE,” indicating the student is in career and technical education. See Chapter 4: Data Elements for CTE Program Type definition and location in the eScholar templates. CTE Program Intensity: All students who participate in CTE must be reported in SIRS with a CTE Program Intensity: Enrollee, Participant, or Concentrator. See Chapter 4: Data Elements for CTE Program Intensity definition and location in the eScholar templates. CTE Program Endorsement Indicator: A CTE Program Endorsement Indicator must also be reported in Programs Code Template, a Dimension Table populated by Level 1 operators, not by the reporting local educational agency. The endorsement indicator field tracks whether or not the specific program has been approved by NYSED to allow the issuance of a technical endorsement on the student’s high school diploma. Completion of the “New York State Regents CTE Approval Process” by individual CTE programs allows a school district to issue a Technical Endorsement on a student’s high school diploma when that student successfully completes all the requirements of the approved program. For more information about the approval process, see www.p12.nysed.gov/cte/ctepolicy/. A list of programs that hold current NYSED approval to issue technical endorsements can be found at: http://www.p12.nysed.gov/cte/ctepolicy/approved.html. For more information on CTE, see http://www.p12.nysed.gov/cte/home.html. Directory: irs -> sirs sirs -> The state education department irs -> Jam agents in a Nutshell Version 65 76i 1 irs -> An architecture for Access to a compute Intensive Image Mosaic Service in the nvo sirs -> The state education department Download 3.3 Mb. Share with your friends:
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