INSTRUCTIONS –
a.
The grade-by-grade enrollment for all grades except
Pre-K that will display in shaded boxes
on the Online District Summary Form will be a sum of the school enrollments by
grade for all schools in the district.
These district totals by grade will be displayed automatically and will
be running totals based on enrollment data that have been entered for individual
schools. The Pre-K total in Item 1a will
populate automatically after the Pre-K distribution in Item 1c has been
completed. You will not be able to alter
the grade-by-grade totals in this section on the summary form itself.
The
district level grade-by-grade totals will not be accurate until all schools in
the district have entered their enrollments online and Item 1c on this District
Summary Form has been completed, after which the district totals should be
checked for reasonability and accuracy.
If errors are found with the district grade-by-grade totals, enrollment
data for the schools, or in Item 1c for Pre-K, must be corrected in order for
the district totals to appear correct.
b.
Report the number
of students in Item 1a who are being educated in this district but are not
residents of this district. Foreign
exchange students should be included in Item b2, not residents of
c. Distribute the total number of Pre-K students into the specified Pre-K programs. No student should be counted more than once. Students reported in any Pre-K program should be four years of age on or before December 1 or otherwise eligible to attend kindergarten next school year.
Students
should be reported in Universal Pre-K Programs (including prior TPK funded
programs) funded pursuant to Section 3602-e of Education Law. Those programs are operated by this district
or by other eligible agencies under a contractual agreement with this school
district. If this district has a
contractual agreement with a BOCES to provide Universal Pre-K educational
services, these students should also be included.
"Other Pre-K Programs" should include programs operated by the district under (but not limited to) the following funding sources: Even Start, Migrant Education, Native American Education, Federal and State Magnet Schools, local tax levy, special legislation funding, and Pre-K Special Education funding pursuant to Section 4410 of Education Law.
Four-year-old children who receive pre-school special education services for four hours or less per day pursuant to Section 4410 of Education Law should be counted in Other Pre-K Programs only if they are not enrolled in Universal Pre-K Programs.
d.
Enter the number
of Universal Pre-K students reported in Item 1c, who are not residents of this
district and for whom tuition is or could be charged. This count includes non-resident Pre-K
students reported in Item 1c who are enrolled in Universal Pre-K Programs
operated by this district or by other eligible agencies under a contractual
agreement with this school district through funding sources other than
UPK. UPK funds are intended to serve
only children who are residents of the district.
Report the total number of persons under 21 years of
age who have not received a high school diploma and are incarcerated in a
correctional facility maintained by a county or by the City of New York and for
whom this district is providing educational services on this date. Such students may include residents and
nonresidents of this district. These
students should not be included anywhere in Item 1 and should not be reported
as enrolled in any school in this district.
Report the total number of students, who are district
residents over the compulsory attendance age but under the age of 21, who are
not on a regular day school register and not reported as enrolled by any school
in this district, and who are on this date in programs leading to a high school
diploma or high school equivalency diploma.
Programs may be provided directly by this district or through a contract
with a Board of Cooperative Educational Services or other school district. Students reported may be part-time if working
towards a high school diploma. Such
students may be full- or part-time if working towards a high school equivalency
diploma.
a. Report the number of resident students with
disabilities who are attending other public school districts on a full-time
basis. This district must be paying or
could be charged tuition for the count to be reported in this item. Resident students attending Special Act
School Districts should be counted in Item 4e rather than this item.
b. Report the number of resident general education (not
special education) students enrolled full-time in other public school
districts. This district must be paying
or could be charged tuition for the student(s) to be reported in this item.
c.
Report the number
of resident students with disabilities enrolled full-time at BOCES. Part-time BOCES students should not be reported in this item.
d.
Report the number
of resident general education (not special education) students enrolled
full-time at BOCES. Part-time BOCES
students should not be reported in this item.
These students would be in alternative programs leading to a regular
high school diploma and not included on the regular day school register of any
school in the district.
e. Report the number of special education students for
whom the district contracts with an approved private school under section 4201,
4402 or 4407 of the Education Law.
Include resident students with disabilities attending the Children's
Unit for Treatment and Evaluation at the State University of Binghamton. Also include those students attending any of
the following Special Act School Districts:
Abbott House UFSD
George Jr. Republic UFSD
Greenburgh Eleven UFSD
Greenburgh Graham
Little Flower UFSD
Mount Pleasant-Blythdale UFSD
Mount Pleasant-Cottage UFSD
West Park UFSD
f. Report the number of students with disabilities
attending the
Report the number of students who are currently unable to be present in school and who are being instructed at home at district expense, and who have not been included as enrolled in Item 1a or by any school in this district. Enter zero if this district has no homebound students.
Report the number of students who during the 2006-07 were unable to be present in school and who were instructed at home at district expense during the regular school year (September through June). Reported students may or may not have been reported as enrolled in district schools last year. Enter the student counts according to the total number of full-days that they were instructed at home during the 2006-07 school year. Enter zero if this district has no homebound students last year.
Item 7 Children Instructed at Home
This is defined as a situation
in which children of compulsory school age are instructed at home by a parent,
or parents, or by a tutor employed by the parent(s). Such students receive their basic
instructional program in subjects required by State law and regulations and are
not attending any public or nonpublic school.
Do not report these students in Item 1. Do not include children receiving homebound
instruction by the district or BOCES.
In Item 7c, of the total number
of students reported in Item 7b, report the number of students known to have a
disability. Knowledge of disability may
have come via screening by the Committee on Special Education, by a review of
the student's Individualized Home Instruction Plan in conjunction with
discussion with the parent(s) or by verbal or written notice from another
school, district or agency. Part c of
this question should be answered with readily available data and without
extensive research on the student's testing, etc.
Item 8 Pre-K Teachers
Indicate the number of full-
and part-time teachers employed by this district and reported in Item 10,
Professional Staff in This District, who teach exclusively at the Pre-K level.
Item 9 Title 1 Paraprofessionals
To comply with the No
Child Left Behind Act of 2001 (NCLB), New York State must report to the US
Department of Education on the percentage of Title 1 paraprofessionals who meet
the NCLB definition of “qualified.” NCLB
requires all Title 1 paraprofessionals to be “qualified” by January 8,
2006. If your district is not receiving
Title 1 funds for the 2007-08 school year, or if your district does not employ
any Title 1 paraprofessionals, enter zero for both Items 9a and 9b.
Definitions needed to
complete these items are in NCLB Field Memo #03-2003 and its addendum, and are
in NCLB Field Memo #10-2003. These Field
Memos are available at: http://www.highered.nysed.gov/nclb03-2003
and http://www.highered.nysed.gov/nclb10-2003. Questions about these items should be sent to
NCLBNYS@mail.nysed.gov.
In this item, provide an unduplicated count of all professional staff in this district. The count is comprised of the total of building level professional staff reported in Item 5 of the School Data Form(s) plus central office professional staff, including professional staff members assigned to more than one school in this district that are not reported by any of the schools.
In this item, do not include BOCES staff working in this district, teaching assistants or teacher aides.
Full-time professional staff members are defined as those persons who spend their entire school day and school week working in this district, regardless of the number of buildings in which they have assignments. Part-time professional staff members are defined as those persons who work less than a full day or full week in this district.
The "Teachers" category should include all personnel who devote more than half of their time to teaching duties, including teaching in such subject areas as art, music, physical education and reading.
The category "Other Professional Staff" should include administrators (except principals and assistant principals), guidance counselors, school nurses, psychologists and other professionals who devote more than half of their time to nonteaching duties.
The total number of professional staff reported must equal the number
of personnel completing Basic Educational Data System (BEDS) Personnel
Forms. Persons who complete a teaching
form and a nonteaching form should be counted only once in the category that
accounts for the greater portion of their time.
The racial/ethnic designations
used in this item do not denote scientific definitions of anthropological
origins. For the purpose of this report,
an employee should be included in the group to which he or she appears to
belong, identifies with or is regarded in the community as belonging. However, no person should be counted in more
than one
racial/ethnic group.
American Indian or
Black or African American (not Hispanic origin) – a person having origins in any of the black racial
groups of
Asian or Pacific Islander – a
person having origins in any of the original peoples of East Asia, Southeast
Asia, the Indian Subcontinent or the Pacific Islands. This area includes, for example,
Hispanic or Latino – a person
of Mexican, Puerto Rican, Cuban, Central American, South American or other
Spanish culture or origin, regardless of race.
White (not Hispanic origin) – a person having origins in any of the original peoples
of Europe, North Africa or the
Multi-Racial (not Hispanic origin)
– A person having origins in two or more of the categories of people classified
as American Indian or Alaska Native, Black or African American (not Hispanic
origin), Asian or Pacific Islander, or White (not Hispanic origin). Note: Any person of Hispanic or Latino
origins, in whole or in part, should be reported as Hispanic or Latino.
Note: SED is in transition to the Census 2000 categories for race/ethnicity
and to the categories that will be required for federal reporting in the near
future. You may report in, but are not
required to report in, the “Multi-Racial” category for fall 2007 BEDS
reporting. The “Hispanic or Latino”
category is just a renaming of the old “Hispanic” category. The “Black or African American” category is
just a renaming of the former “Black” category.
In future years the “Asian or Pacific Islander” category will be split
into separate “Asian” and “Hawaiian or Other Pacific Islander” categories.
Item 11 Other Staff in This District
Report in the categories
listed, all paraprofessionals and support staff employed by this school
district. Report as teacher aides or
library support staff only persons engaged in activities which, in the absence
of such staff, would ordinarily be performed by teachers or librarians. Report as teaching assistants only persons
who actually hold licenses or certificates as teaching assistants.
“Part-time” employees
include (1) those whose assignments require less than the normal school (or
work) day for that assignment or normal school (or work) week for that
assignment and (2) those persons employed on a full-time basis who divide their
time between two or more duties.
In the third column,
indicate the full-time equivalence (FTE) of the amount of time worked by the part-time staff in each category. The FTE column should be completed only if
part-time staff have been reported. The
FTE should be shown to the nearest tenth (one decimal place).
FTE is the ratio between
the hours of work required in a part-time position and the hours of work
normally required in a full-time position in the same setting. For example, 4 teacher aides who work
half-time should be reported as 2.0 in the FTE column. Similarly, an individual who spends half-time
as a teaching assistant and half-time as a health aide would be reported as “1”
in the part-time column as teaching assistant with a 0.5 FTE and also “1” in
the part-time column as a health aide with a 0.5 FTE.
Item 12 Teachers Completing a HOUSSE
Enter the
unduplicated count of teachers of classes in core academic subjects who
completed the High Objective Uniform State Standard of Evaluation (HOUSSE)
between July 1, 2006 and June 30, 2007 to become “highly qualified.” Count a teacher only once even if the teacher
completed more than one HOUSSE to become “highly qualified” in more than one
core academic subject between July 1, 2006 and July 30, 2007. More information about the definition of
“highly qualified” and the HOUSSE can be found in the most recent Fact Sheet at
www.highered.nysed.gov/nclbhome.htm
Item 13 Homeless Children
These data are being collected for federal reporting
purposes pursuant to the McKinney‑Vento Homeless Assistance Act. It is very important that districts
accurately identify the number of students experiencing homelessness because it
enables
If there are any questions
about which students are covered as homeless or about the primary nighttime
residences of homeless students, contact the New York State Education
Department, Homeless Education Office, at 518-473-0295 or the NYS Technical and
In 13a, report by grade level the number of students
who were homeless at any point during the 2006-07 school year. Report both half- and full-day kindergarten
students in the Kindergarten category.
Report all homeless students regardless of whether they received
services funded by the federal McKinney-Vento Homeless Assistance Act. However, for purposes of this item the
McKinney-Vento definition of a homeless student should be used.
Under the McKinney-Vento Act,
a homeless student means a child who “lacks a fixed, regular, and adequate
nighttime residence.” This includes
children:
·
who are sharing
the housing of others because they have lost their housing, economic hardship,
or similar reason (sometimes referred to as “doubled-up”);
·
living in
shelters or transitional living programs;
·
living in motels,
hotels, trailer parks, or camping grounds;
·
abandoned in
hospitals;
·
awaiting foster
care placement;
·
living in cars,
parks, public spaces, abandoned buildings, substandard housing, bus or train
stations, or in similar settings.
In 13b, for the homeless
students reported in part “a”, enter the number who had the listed housing
arrangements as their primary nighttime residence. If a student fell into more than one housing
arrangement, choose the one that accounted for the greater share of their
homeless time. “Shelters” includes
emergency and transitional shelters licensed by local social service
departments and the Office of Children and Family Services and transitional
living programs. “Doubled-up” refers to
students who are sharing the housing of others because they have lost their
housing, economic hardship or similar reason. “Unsheltered (e.g., cars, parks,
campgrounds, etc.)” includes students who are not living in a building.
“Hotels/Motels” refers to students who are temporarily residing in a hotel or
motel because they have lost their permanent housing. This can include students who are placed in a
hotel or motel by a local social services department or to families who have
moved to a motel or hotel on their own due to loss of housing.
Examples of difficult to
classify “primary nighttime residences” and how they should be counted:
·
Children and
youth who live in abandoned buildings, trailer parks, bus and train stations,
and abandoned in the hospital may be categorized as “Unsheltered.”
·
Children and
youth, including runaway youth or unaccompanied youth, who live with relatives
or friends due to being homeless may be categorized as “Doubled-up.”
·
Substandard or
inadequate housing may be categorized as “Unsheltered.”
Report a student only once in
each of parts “a” and “b”. The sum of
students reported in both part “a” and part “b” should be equal.
Every district must have a
Local Educational Agency (LEA) Liaison responsible for identifying and
assisting students who are homeless.
Part of the identification process includes recording the type of
primary residence the student has at the time of identification. The LEA Liaison and building level attendance
and enrollment officers should be contacted to
help the district determine these figures. Schools receiving Title I funds are
required to have enrollment forms that would identify homeless students based
on living arrangements.
Item 14 Appeals to Graduate with a Lower Score on a
Regents Examination
Beginning 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 the lower score. A student must have taken the specific
Regents examination twice in order to appeal.
Students who are granted an appeal on two examinations and who fulfill
all other course and testing requirements will receive a local diploma. Students who are granted an appeal on one
examination and who fulfill all other course and testing requirements will be
determined to have met all graduation requirements and, thereby, earn a Regents
diploma.
In 14a, enter the number of appeals sought and the
number of appeals granted for each of the specified Regents examinations during
the 2006-07 school year. If an appeal was sought prior to July 1 but granted on
or after July 1, count the appeal only as sought; this appeal should be counted
as granted in the following school year.
In 14b, enter the number of students who were
granted appeals on two Regents examinations during the 2006-07 school year,
regardless of what year the appeals were sought
In 14c, enter the number of students who were
granted an appeal on one Regents examination during the 2006-07 school year and
on another appeal during the 2005-06 school year, regardless of what year the
appeals were sought.
Item 15 Chief Information Officer
In 15a, indicate whether or
not this district has someone designated as its Chief Information Officer
(CIO). Broadly speaking, this person
would be responsible for the district’s information technology, processing and dissemination. Part of the CIO’s duties would be to
coordinate state and federal reporting, including the coordination of student
data moving into the Student Information Repository System (SIRS). Though this person might delegate many tasks,
this person would be a primary point of contact in the district for data and
reporting issues.
If the response to 15a is YES, then enter the
first and last name of the CIO in 15b.
If there is a CIO position and that position is vacant, enter “VACANT” in the last name
field. If the CIO duties are shared by
more than one person, select the one that has the greater share on the CIO
duties.
If the response to 15a is YES, then in 15c
indicate the portion of a full-time position that the CIO duties consume. If there is more than one person sharing the
CIO duties and the total time consumed by their collective CIO duties consumes
more than one full-time position, select “full-time”.
If the CIO position is less than a full-time,
then in 15d indicate what the CIO’s other primary responsibility is. Select “Other duties” if the CIO is less than
full-time and he or she performs no other functions for the district.
Item 16 Computer and Technology Literacy
In
16a, indicate whether or not this district has effectively and fully integrated
technology into the learning environment.
The “NA” response is allowable only if this district does not receive
federal Title IID funds. Full technology integration into curriculum and
instruction presents a desirable learning environment in which technology tools
and resources can be effectively used to extend and expand learning. A high integrated technology learning
environment provides students and teachers with:
• Access to up-to-date, primary source material;
• Ways to collaborate with students, teachers, and experts around the world;
• Opportunities for expressing understanding via images, sound, and text.
In 16b,
enter the unduplicated counts of professional personnel achieving and not
achieving accepatable performance on standards-based profiles of technology
user skills during the 2006-07 school year.
Goal 2 of the NYS Draft Tehnology Plan – February 2003 is your guide for
this part. Goal 2 states: Every teacher and prospective teacher will meet
technology competency standards that ensure their ability to use learning
technologies effectively in supporting student achievement of the
In 16c, enter the number of eighth grade students
evaluated at the end of the eighth grade for school year 2006-07 who were
evaluated as being either technology literate or not technology literate, or
for whom evaluations were not performed.
A technology literate student can demonstrate that he or she has the
following:
• an understanding of the concepts behind computing equipment, network
connectivity, and application software;
• the skills to responsibly use appropriate technology to access,
synthesize, evaluate, communicate, and create information to solve problems and
improve learning in all subject areas; and
• the ability to acquire new knowledge for on-going and lifelong learning in the 21st century global workplace.
Technology literate
students should be able to:
•demonstrate understanding of
concepts underlying hardware, software,
networking connectivity and in use of computers and applications;
• demonstrate understanding of ethics and
safety issues in using electronic media and responsible use of technology; and,
•use technology for communication, research and collaboration and
problem-solving,. To locate, collect,
synthesize, and evaluate information from a variety of electronic sources, and
to use telecommunications
and other media to interact or
collaborate with peers, experts, and other audiences.
Item 17 Office of the Superintendent
Provide, if one exists,
an E-mail address for the Office of the Superintendent. The E-mail address may be generic to the
Office of the Superintendent or may be specific for the individual in that
position. If the E-mail address is specific
to the individual and that person becomes no longer employed by the district or
otherwise stops performing the superintendent's functions, then there should be
procedures in place to forward E-mail messages to the new or interim
superintendent.
Item 18 World Wide-Web Address
Provide, if one
exists, the address (URL) for the district’s World-Wide Web homepage.