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Each year, districts and BOCES are required to collect and report data to the �鶹��Ƶ through the

All CTE providers must report to the Course Instructor Assignment, Student Class Entry Exit, Student Class Grade Detail, and Student Lite templates. CTE data reported through the CTE Program Fact Data and Assessment Fact (Technical Skills Assessment) templates must be reported for �鶹��Ƶ-approved CTE programs. New York’s implementation of Perkins V defines a “CTE program” or “CTE program of study” only as those��programs that have current state approval��under the��Regents Policy on CTE Program Approval.

CTE data should be reported by the program provider—the agency that operates the �鶹��Ƶ-approved CTE program. This change does not remove the need for the BOCES and districts to share CTE data for other purposes (e.g. the generation of transcripts and awarding of credits). The table below clarifies the reporting responsibilities of the districts and BOCES.

CTE REPORTING ENTITIES AND TEMPLATES
SIRS Template	BOCES Reports to SIRS	District (of Responsibility) Reports to SIRS	District Reports to SIRS
CTE Program Fact Data	X	��	X
Assessment Fact (Technical Skills Assessment)	X	��	X
Course Instructor Assignment (formerly BEDS)	X	��	X
Student Class Entry Exit	X	��	X
Student Class Grade Detail	X	��	X
Student Lite (Career Pathway Codes, Diploma/Credential information)	��	X	X

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CTE Program Fact Data

Program Service Records

When programs are approved, a Classification of Instructional Programs (CIP) code is assigned. Often, this is the code proposed by the school district, but in some cases, �鶹��Ƶ may assign a code for greater clarity. Approved programs should be reported under the CIP code found on the �鶹��Ƶ-issued approval or re-approval letter.��A��list of LEAs with current �鶹��Ƶ-approved CTE programs��is maintained on the �鶹��Ƶ CTE web page. The SIRS Manual uses the term “program service code” to refer to on activities and services enrolling students. In CTE student program service records, the program service code is the CIP code of the approved program.

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

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

CTE Beginning and Ending Program Service Records

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

Developers of �鶹��Ƶ-approved programs determine how many and what combination of sequenced CTE courses are needed to achieve program completion.��If the student does not complete the sequence of CTE courses as approved by �鶹��Ƶ, the Reason for Ending Program Service Code is 663 (left without completing), and the Level of Program Intensity is the level reached by the day the student discontinued the program.

The CTE Program Service Record begins on the date the student enrolls in the program in the current school year.�� To end a CTE Program Service Record, use the following Reason for Ending CTE Program Service Codes:

Ending a CTE Program Service Record	Reason for Ending CTE Program Service Code
Student meets the program provider requirements for program completion	646
Student ends the program service without completing the program in the year the student leaves or completes high school	663 ��
Student has not completed the CTE program by the end of the reporting year and program completion is still pending	Leave Blank

CTE Program Intensity

Program intensity is a measure of the student’s progression through his or her CTE program. Indicate the Level of Program Intensity reached at the end of the school year being reported. The program intensity should be updated at the end of each school year.

The following table offers guidance on how to determine program intensity for �鶹��Ƶ-approved CTE programs at local high schools and those at BOCES or technical high schools:

Program Intensity	Local High School CTE Student��	BOCES or Technical High School CTE Student��
Participant��	…has completed at least one CTE course (equivalent to one full school-year course) in an approved��program.	��In the case of a BOCES two-year program,��equivalent to a full year high school course.
Concentrator��	…has completed at least two sequenced CTE courses (equivalent to two full school-year courses) in an approved program.��	In the case of a BOCES two-year program, equivalent to two full year high school courses��

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Assessment Fact (Technical Skills Assessments)

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

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

Assessment Measure Code OOC41, (CTE Technical Assessment—Other) will no longer be collected since CTE Programs Fact data will be limited to �鶹��Ƶ-approved programs.

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Course Instructor Assignment��

Beginning in the 2020-21 school year, all course data will be reported to Information and Reporting Services using the Student Information Repository System (SIRS).��The Office of Information Reporting is no longer using the Teacher Access and Authorization (TAA) application or collecting BEDS data from teachers.

School districts and BOCES report course data to the SIRS using the course codes contained in the��. �鶹��Ƶ has identified approximately 500 courses considered “CTE” courses. These course titles and codes should be used when reporting CTE data in Course Instructor Assignment, Student Class Entry Exit and Student Class Grade Detail.��When applying for CTE program approval, districts and BOCES will be identifying the �鶹��Ƶ approved School Codes for the Exchange of Data (SCED) course titles and codes that constitute the program’s sequence.��For more information about the approval process see��CTE Program Approval.

Reporting Work-Based Learning

The Office of CTE uses participation in work-based learning experiences as a performance indicator for program quality. Under Perkins V, states are required to annually report performance indicators to assess the effectiveness of the state in achieving statewide progress in CTE. �鶹��Ƶ-approved CTE program providers must ensure work-based learning is reported.��

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

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

Reporting Middle Level CTE

The following course codes are available to report courses that fulfill the New York State Middle Level CTE Requirement in student course data in SIRS.

CTE COURSE CODES USED TO REPORT COURSES THAT FULFILL THE STATE MIDDLE LEVEL REQUIREMENT
Code	Description
68004	CTE Middle Level Introduction to Agriculture 5-6
62002	CTE Middle Level Introduction to Business 5-6
71007	CTE Middle Level Introduction to Technology 5-6
64003	CTE Middle Level Introduction to Health Care 5-6
72204	CTE Middle Level Introduction to Family and Consumer Sciences 5-6
72200	CTE Middle Level Introduction to Trades 5-6
18006	CTE Middle Level Introduction to Agriculture 7-8
12000	CTE Middle Level Introduction to Business 7-8
21000	CTE Middle Level Introduction to Technology 7-8
14004	CTE Middle Level Introduction to Health Care 7-8
22212	CTE Middle Level Introduction to Family and Consumer Sciences 7-8
22200	CTE Middle Level Introduction to Trades 7-8
03012	Energy and the Environment

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Student Lite

Career Path Codes

Career Path Codes must be reported with a diploma or credential. Districts and LEAs should report students with a Career Path Code of CTE on the Student Lite template if the student successfully completed a �鶹��Ƶ-approved CTE program and passed the culminating three-part technical skills assessment��in lieu of a second Social Studies Regents exam.��The school district of responsibility issuing the diploma should report the Career Pathway information to SIRS.

CTE Technical Endorsement (Diploma Type)

Students who have successfully completed all requirements of a �鶹��Ƶ-approved program earn the CTE technical endorsement on their diplomas. BOCES and districts must establish procedures that ensure information about successful completers is reflected in the diploma type issued by the school district. The CTE technical endorsement is given the highest point value (2) in the calculation of the . Accurately reporting the number of technical endorsements can raise a school’s CCCRI score. For more information regarding diploma types, visit the Office of Curriculum and Instruction’s��Diploma Types��web page.