91�����ƽ��

Performance Indicators and Codes

The metrics used by the federal Perkins legislation to measure the success and strength of funded CTE programs.�� The indicators and codes used in 91�����ƽ�� are found below.

1S1: Four-year graduation cohort rate��

CTE concentrators in the most recent exiting graduation cohort who earned a Regents or local diploma, including August graduates.��

2S1: Academic proficiency in English language arts��

CTE concentrators in the most recent exiting graduation cohort who earned a Level 3 (proficient) or above on a Regents ELA assessment as of June 30 of their fourth year of high school.��

2S2: Academic proficiency in mathematics��

CTE concentrators in the most recent exiting graduation cohort who earned a Level 3 (proficient) or above on a Regents mathematics assessment as of June 30 of their fourth year of high school.����

2S3: Academic proficiency in science��

CTE concentrators in the most recent exiting graduation cohort who earned a Level 3 (proficient) or above on a Regents science assessment as of June 30 of their fourth year of high school.��

3S1: Post-program placement������

The number of CTE concentrators in the prior year’s four-year graduation cohort who, in the second quarter after exiting from secondary education, are in postsecondary education or advanced training, military service or a service program that receives assistance under title I of the National and Community Service Act of 1990 (42 U.S.C. 12511 et seq.), are volunteers as described in section 5(a) of the Peace Corps Act (22 U.S.C. 2504(a)), or are employed.��

4S1: Non-Traditional Program Concentration

CTE concentrators enrolled in CTE programs that are non-traditional for their gender in the reporting year.¹��

5S3Program Quality–Participated in Work-Based Learning��

CTE concentrators in the most recent exiting graduation cohort who have participated in 54 hours of work-based learning and have graduated high school. Reported through a new course code 22202W (more detail below)

Program intensity��

A measure of the student’s progression through his or her CTE program and required to be reported as part of a student’s Program Fact record.��

Program intensity: “enrollee”

This program intensity has been discontinued.�� Program Intensity will only be reported for “Participants” and “Concentrators” beginning in 2019-20.������

Program Intensity: Participant in Local High School CTE Programs��

Students having completed at least one CTE course (equivalent to one full school-year course) in an approved��program��

Program Intensity: Concentrator in Local High School CTE Programs

Students having completed at least two sequenced CTE courses (equivalent to two full school-year courses) in an approved program.��

Program Intensity: Participant in BOCES or Technical High School CTE Programs

Students having completed BOCES CTE course work in a state-approved program equivalent to one full year high school course.��

Program Intensity: Concentrator in BOCES or Technical High School CTE Programs

Students having completed BOCES CTE course work in a state-approved program equivalent to two full year high school courses.��

Program service code��

Code that indicates the program service in which a student participates. Approved CTE programs use Classification of Instructional Program (CIP) codes as the program service code in the CTE program service record.

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.��

Assessment Score��

Pass (P) or Fail (F) score the student achieved on the assessment when the score is not numeric. In the case of the technical skills assessment a pass indicates that a student passed each individual component of the three-part assessment (written, practical, and project)— the three scores are not averaged.

Career Development and Occupational Studies (CDOS) Credential��

All 91�����ƽ�� 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 274 Student Information Repository System Manual Version 16.7 Credential. Students exiting with only a CDOS Credential are not counted as graduates; these students are completers.��

Career Path Code��

Code used to identify pathway student used to graduate.��

Classification of Instructional Programs (CIP) Codes��

Developed by the National Center for Educational Statistics (NCES), the Classification of Instructional Programs (CIP) provides a taxonomic scheme that supports the accurate tracking and reporting of fields of study and program completions activity.����

Commencement Credential��

91�����ƽ�� 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.��

Course Location Code��

Code that uniquely identifies the location where the course is taught. This is usually the building BEDS code or a virtual location BEDS code.

CTE program��

Also known as “CTE program of��study”. For the purposes of Perkins funding, these terms��refer��only to those programs that have current state-approval under the Regents Policy on.��

Diploma Type��

All 91�����ƽ�� 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 the for more information.��

English Language Learner (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.��

ESSA��

Every Student Succeeds Act.

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.��

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.��

IEP��

Individualized Education Program.��

LEA��

Local Education Agency.��

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.��

Program Year��

July 1 through June 30.��

RIC��

Regional Information Center.��

School Codes for the Exchange of Data (SCED)��

To ensure comparability among schools and districts, a statewide comprehensive course catalog is required for the reporting of course information (previously accomplished through the BEDS teacher assignment reporting). Although schools do not need to adopt these statewide codes for local use, it will be necessary to map local codes to state codes when reporting data to the SIRS. Local course codes will need to be matched to the .��

Skills and Achievement Commencement Credential��

Students in 91�����ƽ�� who are assessed using the 91�����ƽ�� Alternate Assessment (NYSAA) may exit high school with the Skills and Achievement Commencement Credential.��

Teacher of record��

An appropriately certified 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.��

Work Based Learning Course Code��

The work-based learning code 22202W should only be reported one time during the student’s secondary enrollment. This reporting is needed to calculate the Perkins quality indicator 5S3. 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. Report hours for any of the four 91�����ƽ�� 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.��