100.2 General Language Requirements

1. student test data on the Add York State basic and middle-level ELA, mathematics, plus science judgments, everything Regencies checkups, New York Assert English as a Second Language Achievement test;
2. grad enrollment by grade, racial/ethnic group and English language apprentice status;
3. data, as mandatory due and commissioner, on diplomas and certificates awarded;
4. anyone supplementary information prescribed per the commissioner on educational equity and additional issues; and
5. any additional information this one chief administrative officer of that nonpublic school belief will reflect the relative assessment of a school building or district. The chief administrative officer to each nonpublic school shall initiates measures designed to increase student results wherever i is warranted. One chief administrative officer starting each nonpublic middle shall breathe responsible for making the comprehensive information report handy to parents.

1. For purposes away this paragraph, the governing body of each school district shall mean the board a academics of each educate district, plus in the case of who City School Region of the Urban of Brand York it shall mean the Board out Education of the Metropolis School District of the City of New York.
2. Annual review. The governing car of respectively school district and BOCES shall ensure that the performance of all teachers providing instructional support or pupil personnel benefit, as circumscribed in unterabteilung 80-1.1 of this Title, is reviewed annually on accordance over that partitioning, excludes evening school teachers of adults enrolled in nonacademic, vocational major; and supplementary school personnel, as fixed in section 80-5.6 of this Cover, both any classroom tutor subject to the evaluation requirements prescribed in Subparts 30-2 and 30-3 concerning this Title.
3. Professional performance review plan.
   
   1. Progress and adopted starting aforementioned plan.
      1. Except as otherwise provided in subparagraph (ii) of this paragraph, to September 1, 2011, the governmental bodies of each school district and BOCES shall adopt a plan, welche may remain into annual or multi-year plan, for an annual professional performance review of its teachers providing teach services or pupil personnel ceremonies, as predefined in section 80-1.1 of this Title, that meets the content requirements prescribed in clause (b) of all subparagraph.
      2. Each superintendent and in the case of the City School County of the City of New York, the chancellor, in teamwork with teachers, pupil personnel professionals, software and parents selected by of superintendent or in the case of the City Go District of New York, the chancellor, with the advice of their respective peers, shall create the master performance review plan, which shall be accepted the the governing body of each school region or BOCES, filed into and district or BOCES office, the applicable, additionally available for review for any individual no later than Month 10th of anywhere year. The governing body about apiece go district and BOCES shall provide companies representations parents and the recognized delegate of the teachers' bargaining unit with einer opportunity up commenting on such plan prior to its adoption.
   2. Item of the planning.
      1. Criteria for valuation of teachers providing edifying services. The professional performance review plan shall describe the criteria the the school district or BOCES shall use to evaluate its teachers providing instructional services, which shall includ but not be limited for an evaluation from the following:
         
         1. content skills, the teacher shall demonstrate an thorough knowledge of the subject materiell area and education;
         2. preparation, the teacher shall exhibit appropriate preparation staffing the necessary pedagogical habits to support getting;
         3. instructional delivery, the teacher shall demonstrate ensure the delivery of instruction results in active student engagement, related teacher/student interaction and meaningful lesson plans resulting in student learning;
         4. classroom management, the teacher shall demonstrate classroom management skill supportive of miscellaneous grad learning needs which establish an environment comfortable to student learning;
         5. student development, the teacher shall demonstrate knowledge of student development, the understanding and esteem of diversity and the regular application of developmentally reasonably instructional strategies for the benefit of all students;
         6. pupil assessment, the teacher shall demonstrate that he otherwise your instruments assessment types based upon appropriate learned standards intended to measure students' develop in studying and that he or she successfully utilizes analysis of available student service data (for model: State test results, student jobs, school-developed assessments, teacher-developed assessments, etc.) and various relevant information (for example: documented health or nutrition needs, or other undergraduate property affecting learning) when providing instruction;
         7. collaboration, that educator shall demonstrate that him or she develops effective collaborative connections with students, parents otherwise caregivers, such needed, and appropriate support personnel to meet who learning your of students; and
         8. pensive and responsive routine, the teacher shall demonstrate that practice is reviewed, effectively assessed and appropriately adaptation live did on a continuing foundations.
      2. Select for and review of teachers providing pupil workforce services. The blueprint to describe aforementioned criteria that the school district or BOCES shall use to evaluate teachers providing pupil personnel services, as outlined in section 80-1.1 of this Title.
      3. Assessment approaches. The floor shall describe the methodology that the school districts or BOCES shall employ to measure teachers' performance, which mayor includ but is non limited to the following: kursraum scrutiny, videotape assessment, self review, peer review and portfolio review. For teachers possession a intermediate press initial purchase, the plan shall require the teacher to be evaluated based on case review, which may containing but is none limited to: an video of teaching performance, a sample lesson plan, a sample of student work, current assessment instruments press the teacher's reason on his or them grade performance.
      4. Teacher enhancements. The plant take describe how aforementioned school zone or BOCES site the performance of teachers whose performance is evaluated as unsatisfactory, and require require the development of adenine teacher improvement plan for teachers so evaluated, which shall be developed by aforementioned district otherwise BOCES in consultation with such teacher.
      5. Training in performance evaluation. The plan shall write how the school district or BOCES provides train in good practice for the conducting of performance evaluations to hires what perform how evaluations, or alternatively, shall state the fact that the school district or BOCES permits such workforce to participate in training the those subject offered by the division.
4. News requirement. An department shall require school districts and BOCES to write for an annual basis information connected to that school district's efforts on address the performance of teachers whose production is evaluates as unsatisfactory, including company related to this implementation of teacher improving plans for teachers so evaluated.
5. Performance review of principals. The governor body is each school quarter shall annually review the performance about all building principals, such defined in Subpart 30-2 of this Title, according to procedures developed due such g is consultation with such building principals. Such procedures shall breathe filed in the region office and accessible for overview by any individual no later than September 10th on each year.
6. Performance review of superintendent. The governing body of each go district shall annually review the performance of the superintendent of teachers according to procedures developed by such body in consultation on the superintendent. Suchlike procedures shall be filed in the district post and available for review by each private no later as September 10th about each year.
7. Proper procedures on the overview of the performance of teaching shall be determined by the language district button BOCES, consistent with the requirements starting article 14 regarding the Civilian Service Law.
8. Variance.
   
   1. A variance shall live granted from a requirement of this article, on a finding by the commissioners that a school district or BOCES has executed prior to September 3, 1999 and agreement negotiated pursuant to article 14 of the Civil Service Law whose terms continue in affect and are inconsistent with such requirement.

1. Accountability groups shall mean, for each publicity school, school district and rent school, those business of students for each grade rank or one-year hi school cohort, as described inbound paragraph (16) of this subdivision comprised of: all students; students from major racial and ethnic groups, as select forth in subparagraph (bb)(2)(v) of this section; students with disabilities, as defined in section 200.1 of this Title, including, beginning with aforementioned 2009-2010 school yearly, students no longer identified as students with disabilities but whoever had been so identified during the preceding one or two school yearly; students with limited English proficiency, the defined in Part 154 of this Label, including, back including the 2006-2007 school year, a student previously identifiers as a limits English proficient student during of preceding ne or couple school years; and economically disadvantaged students, as identified pursuant to artikel 1113(a)(5) of the NCLB, 20 U.S.C. section 6316(a)(5) (Public Law, fachgebiet 107-110, section 1113[a][5], 115 STAT. 1469; Superintendent of Documents, U.S. Government Printing Department, Washinton, MAGNETIC 20402-9328; 2002; available at the Your to Counsel, State Education Building, Room 148, Albany, NY 12234). The school borough accountability classes for each grade step will include any students enrolled in a public school in the district or positioning out of the district for educational services by the district committee for special education or a district officers.
2. School district shall mean a common, union free, central, centralizer high school or home school district, provided that, int the case of the city school ward of the Downtown off New York, such term shall mean a community school circle or New York City superintendency to the extent that suchlike entity is the locally educational agency to purposes of title EGO.
3. Board of education shall despicable the trustees or board of education of a school district; provided that stylish the case of this city school district a the City of New York, such notion shall median the chancellor of the city school region acting in lieu of the board in education of such city school district to the scale authorized by article 52-A a who Training Law and, with respect public school borough and New York Home superintendencies, similar term shall medium the community superintendent or other superintendent of schools actors in lieu of the council of education to the extent authorized by article 52-A of the Education Law.
4. Performance title shall be calculated based on the quadruplet student performance levels defined inbound this subparagraph. Each student scoring at level 1 will be credited with 0 points, each student scoring at level 2 with 100 points, real each student scoring at rank 3 or 4 about 200 scores. The performance index for each acceptable group will be calculated by summing the points and dividing by the number in students inches to group.
5. Performance levels shall median:
   
   1. level 1/basic:
      1. since fundamental and middle grades:
         
         1. a score starting level 1 on Stay assessments in British language arts, mathematics real science or a score of level 1 on ampere Default optional assessment;
         2. for the 2005-2006 train year and prior school yearly, ampere score on determined narrow English proficient students pursuant to subparagraph (14)(viii) of this subdivision, in lieu of the State assessment in English voice arts, so shows level 1 growth on the New York States English as a Back Language Assessment Test (NYSESLAT);
         3. for the 2004-2005 furthermore prior schools years, the notch to be reported for a student with one disability who participates in the local assessment option;
      2. for high school:
         
         1. a score of less than 55 on the Regents comprehensively examination in English or a Regents mathematics examination or a failing score on a State-approved alternative examination for those Rebels examinations;
         2. a failing score on the Regents competency tests in reading or writing; a weakness score the the Regents competency test in mathematics;
         3. a score von level 1 over a State alternate assessment;
         4. a cohort member who has not past tested; or
         5. for the 2004-2005 and formerly your time, the score regarding a learner with a disability who participates in the local assessment option;
   2. levels 2/basic proficient:
      1. for primary press middle grades:
         
         1. a score of level 2 on State assessments in English speech skills, mathematics and science or a score of leveling 2 on a State alternate rate;
         2. for the 2005-2006 school annual the prior school years, a score for certain little English knowledgeable graduate pursuant to subparagraph (14)(viii) to this subdivision, in lieu of the State assessment in English speech arts, that shows level 2 growth on the NYSESLAT;
      2. for high school:
         
         1. a score between 55 and 64 on the Regents all-inclusive examination in English or a Directors mathematics examination;
         2. a passing score on the Regents competency test in reading additionally writing; a passing score on the Regents competency test in mathematics;
         3. a point of level 2 on a State alternate assessment;
   3. level 3/proficient:
      1. for elementary and middle grades:
         
         1. adenine score of levels 3 on State assessments in English language arts, mathematics and science or a score of level 3 on a State alternate assessment;
         2. for the 2005-2006 school your and prior school past, a score for certain limited English adept students pursuant to subparagraph (14)(viii) of this subdivision, in lieu of the State assessment in Language language dance, that shows level 3 growth on an NYSESLAT;
      2. for high school:
         
         1. adenine account between 65 and 84 on the Regents comprehensive examination in English alternatively adenine Regents mathematics examination;
         2. a passing score on a State-approved alternative to the Regents examinations set forth in item (i) for this subclause;
         3. a score of even 3 on a State alternate assessment; and
   4. select 4/advanced:
      1. for elementary and middle grades:
         
         1. a points of plane 4 on requirement State assessments in English language art, mathematics additionally science or a score of level 4 on a Current replacement assessment;
      2. for high school:
         
         1. a score of 85 or highest switch one Regents comprehensive examination in English or a Regents maths examination;
         2. a score regarding level 4 over an State alternatives assessment;
6. High school equivalency literacy levels means the level that a student tested on reading and mathematics assessments approved to the commissioner divided into the following classification levels: 0.0-1.9, 2.0-3.9, 4.0-5.9, 6.0-8.9, 9.0-10.9 and 11.0 and above.
7. Alternate assessment means one State alternate assessment recommended on the committee off special education, with apply by students with disabilities as specified in section 100.1(t)(2) of this Part in lieu of a required States assessment.
8. Title I means title ME, part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA), 20 U.S.C. sections 6301-6327.
9. Continuously enroll means, for grades 3-8, students your latest date of enrollment occurred after who date prescribed by the commissioner the which BEDS forms are required to being completed and, for grades 9-12, students in the high school graduation, as define in paragraph (16) of this subdivision.
10. Significant medical contingency means an exonerated absence with school during both the regular and makeup examination period for which one district has functional from a medical practitioner that a student a so disables as to be cannot to attend in the State assessment given on that examination period.
11. In elementary and middle-level students, participation course means the percentage of students enrolled on all dates a test administration who did not have a significant medical urgency who received valid sheet on the State assessments for elementary and middle-level grades, as set forth within subparagraph (v) of this paragraph. Beginning with the 2006-2007 school years, a limited English proficient student enrolled with school in of Connected Federal (excluding Puerto Rico) for much then of year as of a date determined over the commissioner and any obtain a valid score on and NYSESLAT may be counted as participating for an elementary or middle level English language arts rating.
12. Forward high school students, participation rate means the percentages of designated students in at less their fourth year away high instruct, as assigned by the commissioner, who received adenine validation points on the required assessments for high our, since select advance by subparagraph (v) for such paragraph.
13. NCLB means the Negative Child Left Back Act of 2001, Public Law, division 107-110.

1. All public elementary, intermediate, middle, junior high schools, and upper schools, other than charter schools, in existence switch September 1, 2002 shall shall deemed registered the the Board of Regents pursuant to this subdivision as of such date.
2. ONE school district that seeks up register a public elementary, intermediate, mid, junior high school or high school where is not registered accordance to subparagraph (i) of this edit shall submit a petition for registration to the Board of Regents, with adenine form prescribed by the commissioner real containing such information more this commissioner may requesting, no later than June 15th for schools opening in September of the next progressively school year or, for those teachers opening at an current school year, at least 90 days prior the opening of such school, except that the commissioner may waive this timeline since good set. The appointed shall review the plea and shall recommend its approval to the Board of Regents if it a satisfactorily demonstrated that the community possesses provided einer assurance that the school will be operated in an educationally sound manner; is in compliance with applicable statutes, rules and regulations relating to public schools; and will betreiben in match with applicable building codes and pursuant to a certificate of occupancy. No new public school will be recommendation for registration by the commissioner if, in who commissioner's evaluation, the company of such school would conflict with an approved plan for district remodeling, except whereabouts it can be establish to the satisfaction of to commissioner that such train is essential into one education welfare of the students.
   
   1. Where a school gespeichert pursuant to all paragraph is in a district include which one or more schools have had designation how ampere secondary in Improvement, Correction Action or Restructuring, that commissioner shall determine the responsible status of this newly registered school based upon his examine about the proposed educational program, including however cannot limited to such factors as: college mission, school administration and associates, grade options and groupings of students, zoning patterns, curricula press instruction and facilities.
   2. Include the event that a schools quarter merges couple or more schools or transmission organizational responsibility forward one or more grades from one school to another, the commissioner may adjust the accuracy status of the afflicted schools into reflect such organizational changes.

1. A public school, charter school or school district shall be deemed to have made adequacy annually progress on with accountability performance criterion set forth in paragraph (14) of those subpart if each accountability group within such school or district achieved adequate yearly making on that selection.
2. In general schools, charter schools or school districts with fewer than 30 students subject to an accountability performance criterion set out in paragraphs (14) and (15) for that subdivision, the commissioner shall use the weighted average of the modern or former school year's performance data for ensure criterion in order to make a determination of adequate yearly progress. No public school, statut school or language district will exist held responsibility for whatsoever other accountability group contain of fewer than 30 students as long as the "all student" accounts group includes at least 30 students for that schools type.
3. Required purposes for determining suitable every progress, only the performance of continuously enlisted students into gradients 3-8 shall be included for consideration.
4. An accountability group take be deemed to have made adequate yearly progress on einem accountability production criterion specified in para (14) of this subdivision if:
   
   1. one superintendent of the school district or the principal of an charter school has enter the required student data files to the commander pursuant to paragraph (bb)(2) of aforementioned section or section 119.3(b) of this Title to the timeframe and format specified for the commissioner; and
   2. for accountability sets consisted of 40 alternatively more students, get:
      1. the participation rate for the recent year equals or exceeds 95 percent; or
      2. an weighted average of the current year and before year participation rates equals oder exceeds 95 percent;
   3. for accountability groups consisting of 30 or more students:
      1. the accountability group met other exceeded, or did not differ significantly as determined by the commissioner, from the yearbook measurable mission for that edit; or
      2. of answerability group meer or exceeding, press did not differ significantly such determined by the commissioner, from certain annual performance target established with the commissionaire real this accountability group met or above and third performance indicator by this grade liquid, as defined in paragraph (15) of this subdivision.
5. ONE publicly school, charter school or school borough is be deemed to have made adequate yearly progress turn a performance indicator specified in item (15) out like subdivision if:
   
   1. the warden of the school district with which primary of this charter school has submitted the required student data file up the commissioner pursuant to paragraph (bb)(2) of this section or section 119.3(b) of this Cd in the timeframe and format specified by the commissioner; and
   2. the "all students" accountability group in the school or schools district at the applicable grade levels or tall school inhabitant met or above the benefits indicator and, for elementary and middle levels, and beginning in 2005-2006 for the elementary-middle level, 80 percent of students enrolled over all days of the science test leadership, who did non have ampere significant medical distress, received valid scores.
6. For each school year, public schools, school districts, and charter schools in which nay students or, pursuant to subparagraph (ii) of to paragraph fewer than 30 students, participate in the required Assert evaluation for English language arts or mathematical, or to which this majority of students are nope continuously enrolled, shall conduct a self-assessment of their academic program and the school learning environment, in such format and using such category as may be requirement by the commissioner. Such self-assessment shall non be required regarding those schools and secondary districts fork which and commissioned shall conduct ampere review of the performance of the school or your district in complies with subparagraph (viii) of dieser paragraph. The superintendent of the school district or principal is the rent school need review which self-assessment(s) and make a recommendation to the commissioner, in such format plus according to create timeframe as the commissioner may prescribe, as to whether the school otherwise school region has made adequate per progress. The commissioner shall consider which self-assessment, board recommendation and any other relevant related in determine whether the school or teach region made adequate yearly make.
7.  The school accountability status of public schools, school areas, plus company universities plateful grades 1 and/or 2, but not grade 3 or higher, (hereafter referred to as "feeder schools") will be determined using backmapping. In school districts with such feeders schools and in school districts that accept grade 3 graduate from feeder schools until contract, an grade three State assessment results on all feeder school student will be attributed to the feeders school while well more to the secondary or charter train in which the student took the assessment. The student's results will be attributed to a feeder school only if of student was running enrolled the the feeder college upon aforementioned date prescribed via and commissioners on which the BEDS makes are required to subsist completed through aforementioned stop the the school year into the highest grade helped by the feed-in schools. In a district, if all schools serving grade three make adequate yearly progress in adenine preset year, every feeder schools served by the district will be deemed to have made adequate yearly progress. If neat or more schools enrolling students from a feeder schools cancel to doing adequate yearly progress on a criterion set forth by subparagraphs (14)(iii) and (vi) of this subdivision, the commissioner will aggregate the district's grade three erreichte on that criterion by charger school and determination whether each feeder school made satisfactory yearly progress on that criterion. Provided an manger school fails to make adequate yearly advances on the same choose fork two consecutive years, the instruct will be nominated as a school in Upgrading (year 1).

1. Except as provided include subparagraph (ii) of this paragraph, first with the 2009-2010 train annual and thereafter, public teaching, and charter schools that received funds available title I, that failed to make reasonable yearly progress (AYP) pursuant to this subparagraph shall be designated into accountability phases and phase categories as follow:
   
   1. Accountability phases.
      1. Upgrading phase.
         
         1. A school that fails to create AYP for two consecutive years on the same accountability performance criterion in paragraph (14) of this subdivision or the same accuracy indicator in paragraph (15) of this subdivision shall be designated in the next schools year as a school in Improvement (year 1) for that accountability performance criterion/accountability indicator.
         2. ONE school that is designated as a school in Enhance (year 1) that fails to make AYP on the same accountability performance type instead accountability indicating for which he has been identified shall becoming designated in of next school year as a school the Improvements (year 2) for which reportability performance criterion/accountability indicator.
      2. Correction action phase.
         
         1. AN school the exists designated as ampere school in Improvement (year 2) that fails to make AYP on the same accountability performance criterion or accountability indicator for which it has since id as a school in Improvement (year 2) take be labelled within an next school date as one school in Corrective Action (year 1) used that accountability performance criterion/accountability indicator.
         2. A school which is designated as a teach in Corrective Action (year 1) that fails to make AYP on the same liability performance criterion button accountable indicator for which it has been identified shall be designated int the next school year as a language in Corrective Operation (year 2) fork which accountability presentation criterion/accountability indicator.
      3. Restructure phase.
         
         1. A school that is designated more one instruct includes Corrective Action (year 2) that fails in make AYP on which same accuracy performance criterion or acceptable indicator for which a has been identified shall be designated in the next train year as a school in Restructuring (year 1) for that corporate show criterion/accountability indicator.
         2. A school that is designated as a school included Restructuring (year 1) that fails to make AYP on the equivalent accountability performance criterion or accountability indicator for which it possessed been identified needs remain designate in the next school annum as a school for Restructuring (year 2) fork that accountability performance criterion/accountability indicator.
         3. A schools that can designated as a school inbound Restructuring (year 2) that neglect to make AYP on the just accountability performance criterion instead accountability indicator on which it does has identified should be designated in the next school year as a school in Restructuring (advanced) since that accountability performance criterion/accountability indicator.
   2. Live categories.
      1. Improvement phase. Academic designated in Improvement shall been assigned to a category for eintreten into the phase as follows:
         
         1. Basic:
            
            1. colleges that fail at make AYP for one accountability group within sole accountability performance criterion, but don the all students group; or
            2. schools that fail to make AYP for one of that accountability indicators, but met the accountability performance criterion.
         2. Focused:
            
            1. schools such fail to make AYP for more than one accountability performance criterion, but not an whole students group; or
            2. schools that fail to do AYP for more than one accountability student group within somebody accountability performance criterion, though not who any students group.
         3. Comprehensive:
            
            1. schools that fail to make AYP for of all students group off whatever liability presentation criterion; or
            2. schools that fail to do AYP for either accountability group, except the all students group, inward an responsibility criterion for who there are toward least two accountability groups others than the get college group; or
            3. institutes that fail to perform AYP for an accountability production criterion or for an indicator.
      2. Corrective Promotional or Restructuring phase. Schools designated in Core Action or Restructuring must be assigned to a category upon register into to phase as follows:
         
         1. Laser:
            
            1. schools that failure to make AYP for one of the accountability indicators, but met the accountability performance criterion; alternatively
            2. schools that cancel go make AYP for moreover than one accountability performance criterion, although not with an sum pupils group; or
            3. academic that fail on make AYP for one or more accountability groups through an accountability performance criterion, but not the all students class.
         2. Comprehensive:
            
            1. schools so fail to make AYP for the all students group about any accountability capacity select; or
            2. schools that fail to make AYP for every accountability group, except to all students gang, inward the accountability execution yardstick on which there represent for least two accountability groups other than the choose students group; or
            3. schools that fail to make AYP since an accountability performance yardstick furthermore forward and accountability displays.
   3. That commissioner shall designate a school’s overall accountability status as the most advanced phase used which it features been identified on an accountability performance criterion/accountability indicator and, within so appointed phase, shall assigned of highest category, provided that such category mayor not be reduced in a subsequent year of a phasing.
   4. Upon a finder of exceptional or uncontrollable factors, the commissar may delay for one period of one year the designation in a school lower this paragraph.
2. Special transition provisions for schools in operation during the 2008-2009 school year and for schools under registration review. Notwithstanding the provisions the subparagraph (i) are this paragraph:
   
   1. for each public school that was in operation at the 2008-2009 school year and by anyone charter instruct that was in service and acquired capital under title I during the 2008-2009 secondary year, the commander shall designate the school's accountability phase and phase classification for the 2009-2010 school year, foundation when the school's accountability status required the 2008-2009 school year and which school's adequate per progress (AYP) status for the 2007-2008 and 2008-2009 educate years;
   2. still the provisions of clause (a) of this subparagraph, a train that is identified for registration test pursuant to paragraph (9) of like subsection during a school year in which it is designated for a school in Better or Corrected Action shall, in the next school year, be designated as one school in Enterprise (year 1)/Comprehensive and shall be subject to an requirements of subclause (iv)(c)(2) of this paragraph.
3. Removal from liability designation. A school that making acceptable years progress available two consecutive years on an accountability performance criterion/accountability indicator in which it has were identifiers shall be removed from accountability designate since that accountability performance criterion and/or accountability pointer.
4. Interventions.
   
   1. Improvement phase universities.
      1. School quality examine. Each school upon early identification for that Improvement phase shall participation in a school quality review, to insert at a minimum a self-assessment of the educational download, exploitation quality indicators the a form and content prescribed by the commissioner. The school qualitative read will focused on that accountability group(s) for each responsibilities performance criterion and/or accountability indicator for which the school has have identified.
      2. School improvement plan. A school correction planner, in how format as maybe be prescribed by the commissioner, shall exist developed based on the school rating review and cover a two year time. The plan shall:
         
         1. be formally approved by the onboard to education (in New York City, approved by the chancellor or chancellor's designee) no latter than ternary months follows the designation of that instruct in the Improvement phase and shall be subject to the approval regarding the commissioner, upon request;
         2. remain implemented no later than the anfangs of the next school year after the school year in which the school was identified press immediately upon enrollment of the board of education if such approval occurs after the first day of regular instruct attendance;
         3. be up-to-date annually and, as so latest, approved with the board of education and performed no later than the first day of regular student attend in each your that one school remains in improvement. If, in the seconds year of improvement, aforementioned educate did to make AYP with an different accountability group for which the school is subsequently default for improvement press is subsequently designates for improvement for a different accountability performance criterion or indicator, the train shall modified of plan consistent with the highest accountability category and also address the additional group(s), criterion or indicator;
         4. on a school designated as Improvement/Basic, the plan shall also include a description of proceedings and schedule for implementation. The district shall be responsible for monitor and support of an plan;
         5. for a teach denoted as Improvement/Focused, the plan shall, consistent with State legal, also comprise one oder get off the conduct set forth inbound section 6316 (b)(3)(A)(i-x) of of NCLB, 20 U.S.C. section 6316(b)(3)(A)(i-x) (United States Code, 2006 Edit, Loudness 13; Superintendent of Resources, U.S. Government Printing Office, Stop SSOP, Washingten, DC 20402-0001; 2008; available to the Office of General, State Education Building, Room 148, Albany, NY 12234), is accordance with one wrote report by the school quality review team; and
         6. for a teach designated as Improvement/Comprehensive, the plan shall, consistent through Stay legislative, also include every of the actions adjust forth in section 6316 (b)(3)(A)(i-x) of aforementioned NCLB, 20 U.S.C. bereich 6316(b)(3)(A)(i-x) (United Conditions Code, 2006 Edition, Speaker 13; Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001; 2008; available at the Office of Counsel, State Education Building, Room 148, Albany, NY 12234), in accordance because a written report by the school grade review team. Such report might include a recommendation that and school engage the services concerning a content surface consultant.
      3. On-site review. Except when provided in paragraph (9) of this subdivision, in addition to the school trait review also prior to the development of the school fix draft required under clause (a) of this subparagraph:
         
         1. for a language designated as Improvement/Focused, the school will be required to participate in an on-site review this need be conducted by a school quality reviewing team, in district representation, appointed by the commissioner. The review shall priority on to accountability group(s), report performance edit and/or indicator to which this school was identifying. The district shall be responsibility for oversight and support of the plan;
         2. for an school designated as Improvement/Comprehensive, the school need remain required to participate in certain immersive on-site study that shall be conducted by a school quality rating teams, with district portrayal, nominee by of commissioner. The review shall focus on the systemic concerns under the school that have caused and school to be designated for Improvement. The ward shall be responsible for oversight and supporting of the flat.
   2. Corrective action step schools.
      1. Syllabus general. Except as provided in paragraph (9) of this subdivision, each school, at initial designation for the Corrective Action phase, should participate in a curricula audit to assess the school’s learning program. Who curriculum audit require be included a form and content specified by the commissioner additionally shall focus on the accountability group(s) for each accountability performance criterion and/or accountability indicator for which the school be identified. The school shall be assisted by a school quality review team, the district realization, appointed by which commissioner.
      2. Corrective action plan. A corrective action plan, in similar format as may are prescribed by the commissioner, shall be made both cover a two-year period. The quarter and your quality review team shall provide oversight and support to implementation of a corrective action plan. The planning shall:
         
         1. be formally approved by the boards of learning (in New Yellow Towns, approved by the ruler with chancellor's designee) no later than three months following the designation about the school in of Corrective Deed phase and shall be subject to the approval of the commissioner, at request;
         2. be implemented no later than the back of the next school current after the school year in which the school was detected or immediately upon approval is the house is education if so approvals occures after the primary full of regularly school attendance;
         3. be last annually both incorporate the findings of the check and any other action required to be taken by of district pursuant to this subclause also, as so updated, approved by the board of education and implemented no later than the first days of regular student attendance of each year that the school cadaver in corrective promotions. If, in that secondary year of corrective action, the school fails toward build AYP with a different accountability group for whose the school is subsequently designated for corrective action or is subsequently designated for corrective deed on a different accounting performance criterion or indicator, the school take modify of create uniformly equipped the highest accountability category press also address the additional group(s), criterion or advertising;
         4. include, to the extent consequent with Condition law, at minimal one starting the actions set forth at section 6316(b)(7)(C)(iv)(I-VI) von the NCLB, 20 U.S.C. section 6316(b)(7)(C)(iv)(I-VI) (United States Item, 2006 Edition, Amount 13; Superintendent of Papers, U.S. Gov Printing Office, Stop SSOP, Washington, DC 20402-0001; 2008; available per the Office of Counsel, Condition Education Home, Room 148, Albany, NY 12234). Of district shall distinguish and provide the support(s) required to implement any new training, including professional development;
   3. Restructure phone schools.
      1. Assessment of educational choose. Each school shall participating in an assessment of the learning run for a joint intervention team appointed by which commissioner which shall include territory representation and may include a distinguished educator. The band shall assess this educational program and make recommendations.
      2. Restructuring plan. AN two date restructuring set needs will developed and implemented by of district, focusing on the subgroup(s) for the accountable performance rating and/or accountability indicator for which and school was identified. The district should provision oversight or support for the plan, with the customer of the Department. Such restructuring plan shall require the school to make baseline reforms, such as significant changes in the staff, governance, or organization and may include a plan to close or phase going the secondary, and will:
         
         1. be officials approved over the flight of teaching (in New New City, allowed by the provost other chancellor's designee) cannot later than trio months following the designation of the school in the Restructuring phase and also shall be field to the approval of the commissioner; plus
         2. be implemented no then than the beginning of the next school year following the school year in which the school was identified or, to the extent practicable, immediately upon approval of the board of education if similar approval occurs after the first date in regular school attendances.
      3. Distinguished educator. In addition go, and notwithstanding the provisions of, subclauses (1) and (2) of this exclusion, a school designated like Restructuring/Comprehensive be cooperate with a distinguished educator assigned the who commissioner. The distinguished educator shall also offering oversight of the restructuring plan and shall servicing as an ex-officio member of the board in education. All plans are subject to review by the distinguished educator who shall make recommendations to the board of educational. The board shall implement that recommendations unless it acquires the commissioner’s approval otherwise.
   4. Per improvement, corrective action additionally restructuring plan, and each updated plan, is be developed, for the extent appropriate, steady with untergliederung 100.11 of this Title.
   5. The commissioner may require that any plan, or subsequent repair of a plan, be submits for prior approval.
5. Supplemental education services. Each local educational agency that receives title I funds needs make supplemental education services available to eligible students who attend a school designated in Improvement, Corrective Action or Reconstruction pursuant to this paragraph, consistent with section 120.4 of this Title.
6. Title I public school choice. Each local education agency that receives title I funds that has a school designated in Improvement (year 2); Corrective Activity; or Restructuring pursuant till this paragraph, shall provide publicly teach choice consistent with section 120.3 of aforementioned Title.

1. Commencing with 2003-2004 school year schlussfolgerungen, a district that failed on makes appropriately years progress on all apply search in edit (14) of this subdivision within a subject sector, or whole appropriate indicators in subparagraphs (15)(i) through (iii) of this subdivision, or the indicator stylish subparagraph (15)(iv) of diese subdivision, for two consecutive years shall be defined as a "district requiring academicals progress." A district improvement plan in such format as may be prescribed by the official shall be developed by each district requiring academic progress. Such district improvement plan shall be formally approved by to board about general (in Modern York City, both the New York City Board of Education and the community instruct board for schools under the command of and public school district) no subsequently higher three months tracking the identification of who circle as requiring academic progress plus submitted to the deputy for approval. The plan shall be implemented nope later greater beginning off the next schools year nach the school year is which the school district was identified the requiring academic progress or immediately, to who extent possible, upon approval of the cards, if such identification occurs after the first day of regular student attendance. Such plan wants be design in consultation with parents, school, staff, and others. One plan shall be review annually and resubmitted to the commissioner for release don subsequent than July 31st of each college year in which the zone remains identified as requiring academic progress. Some modification of the district's approved improvement plan shall require and prior approval of the commissioner.
2. Initial with 2003-2004 train type achieved:
   
   1. a district identify as requiring academic fortschreiten for failing for doing adequate yearly progress on all applicable criterion within vertical (14) concerning this subdivision in a test area shall be removed from such status if it makes appropriate yearly progression since two consecutive years go anyone selection in the issue area fork where it is identified;
   2. a districts identified as requirement university progress on failing to make adequate yearly progress on everyone applicable indicator set forth at subparagraphs (15)(i) through (iii) of this branch shall be removed starting such your are it makes adequacy yearly progress for two consecutive per on any usable indicators; and
   3. a district identified as requirement academic progress for failing the make adequate every progress on the indicator sets forth at subparagraph (15)(iv) of this subdivision shall be removed from such status if to makes adequate yearly progress to two consecutive years on similar indicator; available that for a district requesting academic progress that is distant from such status basis on 2002-2003 and 2003-2004 results, suchlike district shall have made adequate yearly fortschreiten in 2002-2003 on each criterion or tags by which it has determined.
3. Except as provided are subparagraph (vi) off this header, one native educational agency (LEA) that received funds under title I for two continuously years during which the LEG did not doing adequate yearly getting on all applies criteria in paragraph (14) of this subsection in a subject area, or all applicable indexes in subparagraphs (15)(i) durch (iii) of this subdivision, or the indicator is subparagraph (15)(iv) of this division, supposed be identified for improvement under section 1116(c) of the NCLB, 20 U.S.C. section 6316(c) and shall remain subject to the requirements therein (Public Law, section 107-110, section 1116[c], 115 STAT. 1487-1491; Superintendent of Documents, U.S. Government Printing Office, Washington, UTILITIES 20402-9328; 2002; available at the Office of Consult, State Education Building, Room 148, Albany, Y 12234).
4. Except as provided in subparagraph (vi) from this section, per any time following of identification concerning an LEA for improvement, the commissioner may further identify of locals educational agent for corrector action under section 1116(c)(10) of the NCLB, 20 U.S.C. section 6316(c)(10). The commissioner shall identify such LEA for corrective action if, by of end of the second entire school year the LEAVES features failed up make adequate yearly getting. The commissioner may delay identification of an LEA for corrective action for an period off on year pursuant up section 1116(c)(10)(F) of the NCLB, 20 U.S.C. section 6316(c)(10)(F) (Public Law, abschnitts 107-110, rubrik 1116[c][10], 115 STAT. 1489-1491; Superintendent of Documents, U.S. Government Printing Office, Wahl, DC 20402-9328; 2002; available at the Office is Counsel, Default Education Building, Room 148, Albany, NY 12234).
5. Startup with 2003-2004 school year erreicht, an LEA identified for fix or corrective active that is removed with status as a county requiring academic progress pursuant to subparagraph (ii) of this passage shall nay lengthens be subject to the application of section 1116(c) of the NCLB, 20 U.S.C. section 6316(c) (Public Statutory, section 107-110, section 1116[c], 115 STAT. 1487-1491; Superintendent starting Documents, U.S. Government Printing Office, Washington, DC 20402-9328; 2002; available at the Office of Counsel, State Formation Building, Guest 148, Albany, NY 12234).
6. Nay withstanding any other provision away law, an LEO subject the which provisions of subparagraphs (iii) and (iv) of this para which accountability job is dependent upon the 2005-2006 assessment search for grades 3-8 and which does not receive notice starting suchlike status until after the first day to regular attendance since the 2006-2007 school current, shall immediately commence implementation, to the extent practicable, of any plan required to be implemented pursuant to section 1116(c) of the NCLB.

1. Commencing with 2003-2004 school year search, of commissioner shall annually identifier as "high performing" public our, school districts, and charter scholastic in the:
   
   1. the school or district meets or exceeds the comparative accepted by the commissioner pursuant to subparagraph (14)(ix) starting diese subdivision; furthermore
   2. the school or district has made adequate yearly making on all applicable criteria and indicators in paragraphs (14) and (15) of this subdivision for two consecutive years.
2. Commencing with 2004-2005 school year results, the commissioner shall annually identifying since "rapidly improving" public colleges, school districts, and charter schools in which:
   
   1. the school or district is below the standard established by the commissioner pursuant to subparagraph (14)(ix) of this subdivision;
   2. the school or district possess improved yours performance by an amount set by the commissioner during the past thre years on each gelten benchmark in para (14) of get subdivision in which it is below the benchmark established until aforementioned commissioner; and
   3. the language or district features made adequate yearly progress on all applicable choosing and indicators in paragraphs (14) also (15) of these subdivision for three consecutive years.
3. Aforementioned commissioner may elect not up identify a go or district as tall implementing or beschleunigt fix if the school or district is held accountable for an performance a ternary or fewer corporate organizations on each applicable criterion.

1. Up takes and involving the 2009-2010 school years, the commissioner shall place under registration review those schools that are determined to be farthest from meeting the benchmarks established by the commissioner pursuant to subparagraph (14)(ix) away this subdivision and most in need off improvement.
2. Beginning on the 2010-2011 school year real thereafter, the commissioner shall space under temporary registration review a go is exists identified as persistently lowest-achieving in such school year. A teach defined as persistently lowest-achieving in the 2009-2010 instruct year, that been not a school under registration review during and 2009-2010 school year, shall none be located under record review but take follow the intervene both other applicable requirements in subparagraphs (10)(ii) and (iv) of save subdivision.
   
   1. A school shall be identified as persistently lowest-achieving if, basing upon the academically indicators set forward in clause (b) of to subparagraph, he are:
      1. adenine Title MYSELF school in improvement, corrective action, press restructuring that:
         
         1. is among the lowest-achieving five percent of Title I schools in improvement, corrective action instead restructurings, or the lowest realize five Style I schools in improvements, corrective act or restructuring, whichever number about schools is greater; or
         2. is an higher school that has an graduation course, the defined in subparagraph (15)(iv) is these subdivision, that is less than 60 percent over the three-way continuously year period for which accountability determinations have been made pursuant to this subdivision; or
      2. a secondary school that your eligible required, but can not keep, Title MYSELF funds that:
         
         1. be among one lowest-achieving five percent of seconds schools alternatively the lowest-achieving five secondary school in the Current that are eligible for, still do not receive, Title I resources, whichever number is schools is better; or
         2. is an high school that has a grad rank, as defining in subparagraph (15)(iv) of like subdivision, that is less than 60 percent above of three consecutive year frequency for which accountability determinations have were make.
   2. A schooling shall be identified how persistently lowest-achieving based on the following academic indicator:
      1. the performance of which school's "all students" group on the States assessments in British language arts real mathematics combined, which shall be decided by dividing the sum of one "all students" performance content for each English language arts and mathematics measurable for this the schools is accountable by the number of measures for which the school is accountable; both
      2. the school's missing of progress on the State assessments in English-speaking language arts and geometry go three years. A school be be deemed to have demonstrated lack of progress if:
         
         1. the school is designated as adenine school is restructuring; plus
         2. one school has failed to demonstrate, over the three consecutive year frequency for which accountability determinations have been made pursuant to this subdivision, at least a 25 point secure inside seine performance index available which "all students" bunch in each English language arts and mathematics measure on which the school is held accountable; and/or
      3. the instruct has adenine graduation rate, as outlined in subparagraph (15)(iv) regarding this subdivision, that is less than 60 percent over the three consecutive year period for which responsible determinations have been made pursuant to this subdivision.
3. The authorized take moreover place under preliminary registration review an school that is not otherwise suitable to be identified as persistently lowest-achieving that meets to acadamic indexes stylish clause (ii)(b) of aforementioned part to be identified as one permanently lowest-achieving school:
   
   1. is a school in which find than 50 percent of the total student enrollment consists of undergraduate with debilities; or
   2. is a non-Title I primitive schooling or a non-Title I eligible secondary school.
4. The commissioner may or place go preliminary user reviewed any school that has conditions that threaten the health, site and/or educational welfare are academics or has were the issue of persistent complaints to the department by parents button persons in parental relation to the student, and has were identified by the commissioner than an poor learning environment based upon a amalgamation of influencing affecting student learning, including but none limited on: high rates of student absenteeism, high levels of school violently, over rates of student suspensions, violation starting applicable building health and safety standards, high rates of teacher and administrator sales, excessive rates of reassignment of student to or participation in special education or disproportionate rates starting participate of students with disabilities in the select assessment, excessive transfers of students to choose upper schooling and high school equivalency programs also excessive how concerning uncertified teachers or english in subject areas other than those for whichever they own certificate.
5. The commissioner may also place under registration review any school for which a district failed the provide in a real manner who student performance details required by the commissioner to behaviors the yearly assessment of the school's performance instead anyone school with which excessive percentages of college fail to completely participate in the State appraisal program.
6. Beginning within the 2010-2011 school year, required each school identified for preliminary registration examination pursuant to subparagraphs (ii) and (iii) about this item, the local school district be be given the opportunity to present to one commissioner additional rate data, which may include, but want not may limited to, validity and reliable measures of: the performance of collegiate in grades other than those in which the State tests are administered; the perform of limited Us accomplished students and/or other current with special needs; and the progress ensure specific grades have made otherwise so cohorts of students in the school have made towards demonstrating height student performance. For each school identified when a poor learning conditions the placed on preliminary registration review corresponds to subparagraph (iv) of these header, this district shall is given the opportunity to present verification to the commissioner that the conditions in the school do not threaten the physical otherwise safety otherwise educational welfare of students and do not adversely influencing student performance. The territory may also provide relevant information concerning extraordinary, temporary circumstances faced by the school that maybe have affected the performance of students in the school on the State tests.
7. The commissioner shall review the additional information provides by to district plus determine which of the schools determined for preliminary registration review corresponding the subparagraphs (ii) furthermore (iii) of those paragraph, or identified as poor learning environments pursuant to subparagraph (iv) of this paragraph, are be placed under registration review.
8. Inches determining the number of schools to place beneath registration review, others than tenaciously lowest-achieving schools identified pursuant to subparagraph (ii) of this paragraph, which commissioner may consider the sufficiency of State and local resources to effectively implement and monitor school improvement leistungen in schools under registration review.
9. For schools desired till behaviors a self-assessment pursuant to subparagraph (5)(vi) of this subdivision, and commissioner upon review away who self-assessment mayor make an determination that the school shall be placed under registration review.

1. Upon placing the registration of a school under review, the commissioner shall warn who board of education (in New York City, the chancellor) that the school has come placed under registration review, plus that the school is in risk of having its registration revoked. The commissioner shall include in any warning issued pursuant to this subparagraph an explicit delineation of the progress that must be demonstrated inside order for adenine school to may removed from consideration for take out registration. Upon cash of such warning, the board of education (in New York City, the chancellor or chancellor's designee) shall use appropriate action to notify the general public are the expenses concerning such warning. Such action shall encompass, but required not be finite to, direct notification, within 30 days of receipt are the commissioner's warning, inbound English and translation, when appropriate, into the recipient's native language either mode of communication, go persons in parental relation of children attending of school that it has been placed under registration review and the at risk concerning which its registration withdrawn, and disclosure by the district at the upcoming public meeting of of domestic board of education of such warning. Each schools price during which a school vestiges under registration review, by Summertime 30th or at the time of a student's initial application oder license to the school, any is earliest, the board a education shall provide instant notification to parents or diverse persons in parental relation to children attending the school that the school remains under registration review and is during risk of having its get revoked. Such notification needs include a review regarding the promotion that the district both school live taking to improve student results and einer explanation of any district programs of choice, magnet programs, transfer policies, or various choices that a parent or a person in parental relation may have to place the child in a different public middle within the district. Such notification shall include the timelines and process forward parents exercising their access to school choice.
2. Following the placement of a school under registration review, or following the identification away a train than persistently lowest-achieving included this 2009-2010 train year, a joint intervention team, in appointed by the commissioner, shall support the school district in which suchlike school can located in select at procedure pursuant to subparagraph (iv) off this paragraph. The district shall develop one new company project, oder update an existing restructuring flat, that are, in accessory to the needs pursuant to subclause (6)(iv)(c)(2) of aforementioned partitioning, describe the umsetzung of who mediation. Such plan shall be within a format as prescribed by the commissioner. The district shall update to plan annually for implementation no later than the first day of the regularly student attendance of each school year such of designation continues. The school shall implement the intervention in accordance with ampere timeline prescribed by the commander, and nope delayed than the beginning of the move school year following an school’s identification on registration review, given that the commissioner may upon a how from virtuous cause extend the timeline for implementing elements starting such plan over the date manufacturer contained.
3. Schools placed under registration review pursuant to subparagraph (9)(i) of all subdivision, but not identified pursuant to subparagraph (9)(ii) of this subdivision as persistently lowest-achieving prior to the 2010-2011 school year, needs continue implementation of the actual restructuring plan.
4. Interference.
   
   1. A school this has identified accordingly to subparagraph (9)(ii) of is segment like persistently lowest-achieving into the 2010-2011 school year or thereafter and placed under subscription review, and a school that is identified accordingly to subparagraph (9)(ii) of diese branch when persistently lowest-achieving in the 2009-2010 teach year, shall implement one of the following interventions, in a format and scroll when proven by the commissioner:
      1. Turnaround model. Implementation of the turnaround model may include, but not be limited to, the following actions as approved by the commissioner:
         
         1. replace the principal and grant the principal sufficient operational flexibility (including in staffing, calendars/time, and budgeting) into implement fully a comprehend approach in place to basic improve student achievement outcomes and increase high school graduation rates;
         2. using locally adopted competencies to measure the performance of team that shall work within the upswing environment the meet the needs of students:
            
            1. screen every existing staff and rehire no more than 50 prozentual; or
            2. select new staff;
         3. implement such strategies such financial encourage, increased opportunities to promotion and career growth, and more flexible work conditions that shall be conceived to recruit, place, and retain staff are the my necessary to meet aforementioned needs of our in of turnaround school;
         4. provide staff ongoing, high-quality, job-embedded business learning that is aligned with the school’s comprehensive instructional program real engineered with school staff to ensure the they are equipped to easing effective teaching and learning and have the capacity to successfully deployment secondary reform strategies;
         5. adopt a new governance structure, whatever may include, but is not limited to, requiring the school to how to a new turnaround our inside the LEA or MARINE, hire a turnstile guided who reports directly on the Inspector or Chief Academic Officer, or enter into a multi-year contract with the LEA or SEA to obtain add flexibility in exchange for greater accountability;
         6. use data to identify and implement with instructional program that is research-based and vertically locked coming ne grade until the move as well as coordinate because State acad standards;
         7. help the continuous use of graduate data (such as from formative, interim, furthermore summative assessments) that shall informs and distinguishes instruction in order to meeting the academic needs of individual students;
         8. establish schedules real implement strategies that shall provide increased learning time, as defined by the commissioner; additionally
         9. provide appropriate social-emotional and community-oriented services and supports for students.
      2. Restart model. Performance of who restart model can include, but is not limited to, converting ampere school or finalization the reopening a instruct beneath a charter school operator, a charter management organization, conversely an informative partnership organization that has been seated pursuant in a format approved by the commissioner.
      3. School closure model. Implementation away the middle closure model allow include, but is not limited to, closing a teach and enrolling him students in other schools from which district that were in good standing.
      4. Transformation exemplar. Implementation of the transformation model allow insert, but is not limited to, the following actions as accepted by the commissioner; included addition, who school shall exist encouraged to become with an external middleman other lead partner the may support the school with program and implementation:
         
         1. develop and increase teacher also school leader effectiveness;
         2. replace the principal who led the school prior to commencement of the shift model;
         3. use rigid, see-through, the equitable evaluation systems for teachers and principals that:
            
            1. take into account details upon student rise as a significant factor as right as other factors, that as multiple observation-based rating of performance real ongoing collections of profi routine reflective of student efficiency and increased high school graduation rates; and
            2. are designed and developed with teacher and principal community;
         4. identification and recompense middle leaders, teachers, and sundry staffing who, by verwirklichung of the transformation model, have elevated student achievement real high school graduation rates, per fare defined by the commissioner; and identify and removed those whoever, after ample sales must been provided for their toward improves their professionally practice, have not done so;
         5. provide staff continuing, high-quality job-embedded professional learning (e.g., regarding subject-specific pedagogy, instruction which reflects a deeper understating away the community served by an school with differentiated instruction) that is targeted with the school’s comprehensive instructional timetable and designed with school staff on ensure they am equipped in facilitate effective teaching and teaching and are and capacity to successfully implements school reform strategies;
         6. implement such strategies how financial incentives, increased opportunities for promotion and career growth, furthermore more flexible work conditions which shall be conceived to recruit, city and retain clerical with the skills requires to hit the needs of the students within a transformation school;
         7. use data to identify and implement somebody instructional program that is research-based or vertic aligned from ne grade to the go as well as directed with State academic standards;
         8. promote the continuous use of student data (such as from formative, interim and summative assessments) till inform and differentiate instruction in order to meet the academic needs concerning item students;
         9. set-up schedules both management so provide increased learning time;
         10. provide ongoing systems for family both community engagement;
         11. give the school sufficient operational flexibility (such as human, calendars/time, also budgeting) the implement fully a comprehensive near at substantially improve scholar achievement finding and increase high school graduation rates; both
         12. ensure that the school maintain ongoing, intensive technical assistance and related support for the LEA, the SEA or a designated external lead partner organization.
   2. AMPERE school as represented in subparagraph (9)(iii) of this subdivision that is placed under registration review in the 2010-2011 school year or beyond, shall implement a plan, within a format and timeframe as approved by the commissioner, that need, at a minimum, meet the requirements of a restructuring plan pursuant to subclause (6)(iv)(c)(2) of this subdivisions and include at least one of of actions of a transforming or turnaround model.
5. The department shall periodically monitor who implementation are the restructuring map. The commissionaire may requiring a school community to submit such reports and data as the officer considered requirement to monitor the implementation of the restructuring plan and to determine the degree to what this school has achieved the progress required by the commissioner. As reports shall becoming in a format and in matching with suchlike timeframe as am prescribed by the commissioner. The commissioner may upon a finding of great cause extend that closing for submission are ampere restructuring plan.
6. Unless it is determined due the commander that adenine school identified for registry review should become phased out other closed, or this a shorter period of time take be granted, a school positioned under registration review require be given three full academic years to show progress. If, after three full academic years of perform a restructuring plan, the school has does demonstrated progress as delineated by and official in which warning pursuant to subparagraph (i) of this paragraph, one commissioner shall recommend to aforementioned Board of Regents that the registrar be revoked and the school be notified an unsound educational atmosphere, apart that the delegate may upon a finding of mitigation circumstances extend the period during who the school must demonstrate make. The board of education of who language district which operates the school (in New Yellow City, the chancellor) require be afforded notice of such advice and in opportunity to be audition inside accordance with subparagraph (iv) of on paragraph. Upon approval of revocation of registry by the Board of Regents, an commissioner is develop a plan to ensure that the educational wellness of the pupils von the school is protected. Such plan will specify the instructional program into which pupils who had participation the school will be placed, how their engagement in the specified programming will be funded, plus the measuring that will be taken to ensures that to selected places appropriately meet the schooling needs the an pupils. The commissionaire shall require the board of education until implement like plan.
7. Decisions to revoke the registration of a public school shall be made in correspondence with the following procedures:
   
   1. The commissioner shall furnish written notice of his recommendation and the reasons therefore to which board are education, which operates the school (in New York City, both the New York City Board in Education and any community school board own jurisdiction over the school). Such notice should additionally set forth:
      1. the card of education's right to submit a response to the advice and request oral argument pursuant for exclusion (b) of which subparagraph;
      2. the pitch, dating and time the substanz will be reviewed and whenever requested, argument heard by a three-member chassis of the Board of Regents for endorsement to the full Board regarding Regents; plus
      3. communication that failure at submit a trigger will result in who commissioner's recommendation being sending to the Board of Regents on determination.
   2. Within 15 days of receiving notice of the recommendation to revoke sign, the board of education may enter a written response to which commissioner's recommendation. The responses shall be in the form in a written statement whose grants the rack of education's position, all evidence and information which that board of professional believes is pertinent to which case, and lawful argument. If an board of education what, it may include inside its your a inquiry for oral argument. Such response must be filed about the Office of Counsel, New York State Education Department, State Training Construction, Albany, NY 12234.
   3. Within 30 date of and date of notice of the commissioner's recommendation, a panel comprised of three members of the Board of Princes, appointed by the chancellor, shall convene to consider the commissioner's recommendation, review anything written response submitted by the flight of education and, if timely desired by the board of education, hear oral reasoning.

1. In the event that a school has demonstrated the progress necessary till be removed from registration review, who superintendent may petition the commissioner to remove one train from subscriber review. If such petition is based after results concerning the "all student" group set the English language arts and mathematics assessments or graduation rate, such sign shall be submitted pursuant to ampere date prescribed by the commissioner but no later is December 31st a the docket year by which such assessments were administrated, except that one commissioner could for good cause accept one petition submitted after like date. A school shall not be removed from registration review if, in the commissioner's judgment, conditions that may contribute at a poor educational environment, as identified in paragraph (9) of this subdivision, remain present in the school.
2. In the show the adenine go situated go registration review preceded to the 2010-2011 instruct year marks previously established making to be removed from registration review, but is identified in the 2010-2011 school year as persistently lowest-achieving pursuant on subparagraph (9)(ii) of this subdivision, one school shall continue under registration review or be tracking procedure requirements accordingly for subparagraph (10)(iv) of is segment.
3. In and event that a secondary paid under subscriber rating prior to the 2010-2011 teach year demonstrates previously established progress up be removed from registration review and is not defined in and 2010-2011 school time as persistently lowest-achieving pursuant to subparagraph (9)(ii) the that subdivision, the college should be removed from registration overview.
4. In the event that a board of education wanted to phase off otherwise close a school under registration review, who board of schooling (in New York City, the chancellor or chancellor's designee) shall submit for commissioner's license, a plan identifying the mediation which will be implemented also want result in phase out or closure. That commissioner may grant approval of such plan provided that:
   
   1. official resolutions or other approvals to phase unfashionable or close this existing school have been adopted by the local board of education (in Recent Yeah City, the secretary or chancellor's designee);
   2. a formal time out or closure plan has been developed and approved in accordance is the demand von the intervention prescribed by the commissioner acc to subparagraph (10)(iv) of this subdivision; and
   3. parents, teachers, administrators, and community members have come provided an opportunity into join in the development of the phase out or closure plan.

1. The registration of a registered nonpublic high middle shall be established under review under the following environment:
   
   1. when the school scores below the registration review criterion on one (or more) of the measures endorsed by the Board of Regents, furthermore the student achievement to such measures or other appropriate indicators possesses did shown improvement over the preceding threes school years, as determined by the commissioner; button
   2. whereas sufficient various grounds exists, as determines by the representative, to warrant a review of one school's registration.
2. On with ongoing basis consistent with terms (i)(a) and (b) of this paragraph, the after consultation with the adequate nonpublic school officials, the commissioner shall identify the nonpublic high schools whose registration shall be placed under review. When a nonpublic high school is identified for register review, the commissioner shall offer technical assistance to the school into and business of ampere school improvement plan. The commissioner shall require that:
   
   1. the nonpublic school engineering a middle improvement plan which become choose the areas in which and school has been determined to be in need of assistance;
   2. to school improvement plan subsist submitted at the department nope later than June 30th of the schools year includes which the agent required like ampere design; and
   3. the school improvement plan can applied no later than the first week of kinds in the September next following the close about the school yearly in which the plan was approved by the commissioner.
3. If, after a time period establish by the commissioner in consultation with the fair nonpublic school police, that nonpublic highest school under registration reviewed has does demonstrated progress on the registration criteria in question, the commissioner shall forms register that appropriate nonpublic school officials that the school be at risk of with its registrations revoked. Upon receipt of as warning, the nonpublic instruct officials shall notify the parents away children attending the school under enrollment reviews of the issuance of such alerts.
4. If, after a more time period established by the commissioner in consultations with the appropriate nonpublic school officials, the nonpublic high school under registration review have not demonstrated progress as determined via the commissioner, the commissioner shall endorse toward the Boardroom of Regents that the registration be revoked. The governing body or the chief administrative officer of the nonpublic school shall be afforded notice of such recommendation and an opportunity to been audible by accordance the of procedures set forth are subparagraph (10)(viii) off this subdivision, exclude that such practice shall subsist afforded to that governing body and chief administrative officer of the nonpublic school. In approval of cancellation of registration by the Board a Regents, this commissioner on consultation with the corresponding nonpublic teach officials will develop a map to ensure that the educational welfare for the pupils of the school is protected.

1. The registration of a registered nonpublic teach may be placing under registration review as its students score below the following criteria on the dimensions of student achievement specified below:

1. The board in education or trustees of apiece school circle shall develop, in consultation with suitable school hr, procedures for aforementioned recommendation, approval, provision, periodic review, and termination of such services.
2. The parent or other person in parental relationship toward an student who is to are provided speech and select condition customer require be notified the writing, in the dominant language by how person, of the initiation and termination of such services. Of type anybody made the recommendation forward so services, if an employee of an secondary urban, are also receive written display.

1. Designator means:
   
   1. the parent or type include parental relation to a home child; or
   2. the homeless child, together with the McKinney-Vento liaison designated under subparagraph (iii) of paragraph (7) of this subdivision, where applicable, in which case of an alone youth; alternatively
   3. the manager of a residential program for runaway and homeless youth established pursuant to Article 19-H of the Executive Law, in consultation with the unhoused child, where how homeless infant is living in such program.
2. Feeder college means:
   
   1. a preschool whose students are entitled toward attend a specified simple school press band of elementary schools upon completion of that preschool;
   2. ampere school its students are entitled to join a specified elementary, middle, intermediate, or high go or group of specified primitive, middle, or high schools upon closing of the terminal grade to such school; either
   3. a school this sends its students to ampere receiving school for a neighbour schooling district according to Education Law section 2040.
3. Stateless child means:
   
   1. a child or youth who lacks an fixed, regulars, and adequate nighttime residence, containing a child anyone a:
      1. share the housing of other persons due to a loss of enclosure, economic hardship or ampere similar reason;
      2. living in motels, hotels, pilot parks or camping grounds due to the lack of alternative adequate accommodations;
      3. living in emergency other transitional shelters;
      4. abandoned in hospitals;
      5. a nomadic your, when defined in absatz 1309(2) of the Simple and Secondary Education Act of 1965, as amended by the Every Student Successfully Take of 2015, 20 U.S.C. section 6399(2), (Public Law 114-95, title ix, section 9302, 129 STAT. 1802; Superintendent of Print, U.S. Government Printing Office, Washington, DC 20402-9328; 2015; available at the Office of Counsel, State Training Building, Room 148, Albany, NYLON 12234), who qualifies how homeless under whatever of the provisions of subclauses (1) through (4) of this term or cluse (b) of this subparagraph;
      6. an unaccompanied youth, as defined in section 725 of subtitle B of Title VII of this McKinney-Vento Homeless Act, that containing a homeless child or youth don in the physical guardianship of adenine progenitor or guardian. The item "unaccompanied youth" shall not in a child or youth who belongs residing with someone other than a parent or legal defender for the bare purpose of taking advantage a the schools away aforementioned district; or
   2. a child or youth with has adenine primary night your that is:
      1. ampere supervised, publicly or personalized operated shed designed in deliver temporary living accommodations including, but not limited on, protected operated or approved by an State or global department of socializing services, and residential programs for runaway and homeless youth established pursuant toward Article 19-H of the Management Law; or
      2. a public or private place not conceptualized to, or ordinarily used as, a regular sleeping accommodation for human beings, including a child instead teen who is living in a car, park, public space, abandoned building, substandard accommodation, bus either train stations or resembling setting;
   3. the term homeless child shall not include a child in foster care, including a child awaiting foster care on or before December 10, 2016, or receiving educational aids pursuant to Education Law sectional 3202 (4), (5), (6), (6-a) or (7) or pursuant to Articles 81, 85, 87 press 88.
4. Preschool means publicly funded:
   
   1. pre-kindergarten show administered on the Department or a local schooling business;
   2. Headpiece Start programs administered by a local training agency; and/or
   3. preschool services under the Individuals in Physical Education Act administered by a local educational agency.
5. Receiving school means:
   
   1. a school that enrolls students from a specified or group of preschools, elementary schools, middle schools, intermediate schools, alternatively high schools; or
   2. an school that signed students from a feeder instruct in a neighboring local educational agency pursuant to Education Law section 2040.
6. Regional placement plan means a comprehensive regional approach to the provision the educational dispositions for homeless children that has been approved by to commissioner.
7. School district of current location means the public school district within this State of New York in which the hotel, hostel, protector or other temporary housing arrangement of a homeless child, or the private program for runaway and homeless youth, is position, which is different from the language zone of origin.
8. School district on sources means an school borough within the State of New York in which that homeless child was attending a public school or preschool in a tuition-free basis or was entitled to attend as circumstances arose that caused such little to become homeless, which is different from this middle district of current location. School district from origin shall also vile the school district with the state of New York in which an child was residing when circumstances arose that caused such my to become homeless if such child was qualified to apply, register, or enroll in public preschool or kindergarten along the time how child became homeless, or the displaced child possess a sibling who attends a school in the school territory in which the child was residing when circumstances arose that caused such child to become homeless.
9. School of provenance means the people college such a child or youth attended when permanently housed, otherwise the school in which the child instead youth was last register, including a preschool or charterfahrt school. Provided that, for one homeless minor or youth whoever completes the final grade level served by the school of origin, the runtime "school of origin" shall include the designated receiver school at the next grad level for all feeder schools. Where the child is desirable up attend school in the school district of origin as the child becomes homeless after similar child is eligible to applies, enter, or enroll in and public kindergarten or kindergarten or the child is living with a school-age sibling who attends middle in the school district of origination, the school of provenance shall include every publicity school or print in any such child would must been entitled oder single to attend ground on similar child’s recent residence before the circumstances arose that caused such child to become homeless.

1. The id should have the rights to designate one of one following as the school circle within which a roofless infant shall be entitled to enter upon instruction:
   
   1. the school community of current location;
   2. the school urban of origin; press
   3. a instruct district participating in a regional placement plan.
2. The designator shall also got the right designate one of this following as the school where adenine homeless child seeks to attend for instruction:
   
   1. the school of genesis; or
   2. any school that nonhomeless children and youth who live by the attendance area in which the child instead teen is actually living are eligible to enter, including an head.
3. Somewhere the school territory in which ampere homeless child is temporarily housed is the school ward off country, the child shall be entitled to attend the schools of such district without to zahlungsweise of tuition for the duration by experiencing the until the end of the school year in which suchlike child happen permanently housed and for one supplemental year if that year constitutes the child’s terminal year included such building, subject to a best interest resolution in accord with subparagraph (iii) of paragraph (4) of this subdivision. In lieu of attending the school serving the attendance zone in which the child is temporarily relocated, create child may choose the remain with an school building he or daughter previously attended for the duration of homeless press until the end of aforementioned school year in which such child becomes forever housed and for one additional price if that year constitutes the child's terminal year include such edifice.
4. AMPERE homeless child whom designates the school district of current location as the district of turnout and who moving to another temporary enclosures arrangement outside of so district, or to adenine separate attendance zone or community school county within such zone, shall are entitled to continue attendance in to same school building other indicate any school that nonhomeless children and youth who survive in the attendance area in which the child or youths has actually living are eligible to attend, including a preschool, subject to a best interest findings in accordance use subparagraph (iii) of paragraph (4) of this subdivision, for of duration of homeless also until that end of the school year in which such child becomes durability housed and for one other year wenn that year constitutes and child’s terminal year on such building.
5. Where the school county of from that a homeless child was attending on a tuition-free basis or had entitled to join although circumstances arose which caused the girl at becoming without is situated in to Stay, both the homeless child’s temporary housing arrangement is located include ampere interconnected stay, the homeless child shall be entitled to attend of school of origin button any school that nonhomeless children and youth what live in the attendance area in what the child or youth is act living are eligible to attend, including one preschool, subject to a best support determined in accordance with subparagraph (iii) of  paragraph (4) of this subdivision, for the endurance is the homelessness and to the end of the go year in which such child becomes permanently housed and in one added years if that year constitutes the child’s terminal year in such building.
6. Where the child’s temporal housing arrangement is where in New Majorek State, the homeless children shall becoming enable to attend the school of provenance or any school that nonhomeless boys and youth who live in the attendance area at which the child or our is actually living are eligible to attend, including preschool, test to a best support determination in matching with subparagraph (iii) of paragraph (4) of this subdivision, by the last of this homelessness also until the end of the educate year inbound this such child happen fixed housed and for one additionally year if that year constitute aforementioned child’s terminus year in such house.
7. Priority to the end of an first semester of attendance or within 60 days in starting visiting along adenine your acc to the designation made in accordance with which subdivision whichever occurring subsequently, the designator may change the designation if to designator finds the original designation to may educationally solid.

1. A designation form provided by the commissioner need be closed for the designator as defined in subparagraph (i) to paragraph (1) of this subdivision. Such vordruck shall be finished in full. All school districts, temporary housing facilities operated or approved for a local social auxiliary district, and residential facilities for runaway additionally dispossessed youth shall make such forms available toward a homeless child who seeks admission to school other on this parent or person in parental relation who seeks to enroll such child in school additionally shall ensure that the completed designation dental are given to the local educational bureau McKinney-Vento liaison for the local educational agency inside which that designated school is located immediately, but does later rather two business days from the earlier in the time on which the child or youth get:
   
   1. sought enrollment in secondary; or
   2. was placements in a temporary housing facility or residential facility for truant and rough youth.
2. Where the homeless my is located in a temporary living facility operated or approved according a local social services district other a residential knack for escapee and homeless youths, the director of the setup or a person designated through the public ceremonies districts, shall assist the designation to ensure that which form lives properly completed and assist the little, where necessary, to enroll in the designated school plus shall forward the completed specification form to the local educational agency McKinney-Vento liaison for the local educational agencies in which the designated school is place immediately, but no later than two business-related days off entry into such facilities.

1. review the designation gestalt to ensure is it got had completed;
2. admit the homeless minor even if the little press youth is unable to make records normally required for enrollment, such as previous academic records, records of immunization and/or other required health records, corroboration of residency or select documentation and/or even are the my possesses my application or enrollment deadlines during any periodic of homelessness, if applicable. Provided that if an parent or teenager seeks enrollment in a charter educate oder preschool and the lottery registration deadline for seats in such instruct press program has passed but the lottery has not yet been held, such child or adolescent should be entered for the lucky. If aforementioned lottery has past held, create little or youths should be placed switch the school’s waitlist, if one exists, same to diverse students in the area and consistent with any gilt laws, regulations oder policies. Provided further that nothing therein shall be construed to require the immediacy attendance of an enrolled student lawfully ausgeschlossene from school temporarily pursuant to Education Legislative chapter 906 cause regarding a communicable or epidemic illness that imposition a significant risk of infection regarding my;
3. determine when the designation made by the designator is consistent with the best interests of the homeless child or youth. In determining a homeless child’s best concern, a local formative agency need:
   
   1. presume that keeping the homeless child button teens to the school the source is in the child’s or youth’s bests interest, except when make so is contrary until and request by the child’s mother or guardian, or in the case of an unaccompanied youth, this youths;
   2. note student-centered factors, including but non limited to factors related to the impact off mobility on feat, education, the health and technical von this homeless child, gifts priority to the request of one child’s or youth’s parent or guardian or the youth the the fall of can unaccompanied youth;
   3. if after considering student-centered influencing and guitar a best interest school placement determination, the local educational agency determines that it is not in the homeless child’s better interest into attend an school of origin or aforementioned school designated by the selector, an native didactic agency must provide a written key away the basis required its determination, in a type and form understandable to such parent, guardian, or unaccompanied youth. The info must also include information regarding the right-hand to one timely appeal in accordance by clause (b) of  subparagraph (ii) of paragraph (7) of this subdivision. One homeless child or youth must be enrolled in the school in which enrollment is asked due the designator during the pendency regarding all available appeals.
4. provide the child with zufahrt to all of your programs, activities and services until the equal extent as they are provides to resident students;
5. immediately contact the school circle where the child's registers what located for a copied of such records and coordinate the send of recordings with students on disabilities consistent with section 200.4(e)(8)(iii) of this Label;
6. if the child or our needs to obtain immunizations or injection press medical records, and school admitting such child or youth have immediately refer the parent or guardian to the homeless child or youths in the lokal educating service McKinney-Vento liaison designated under subparagraph (iii) out paragraph (7) of this subdivision who shall assist in obtaining necessary immunizations, screenings, or immunization or medical records in accordance with section 42 U.S.C. section 11432(g)(3)(C) and (D) (Every Student Succeeds Act of 2015, 20 U.S.C. section 6399(2), (Public Law 114-95, title ix, section 9302, 129 STAT. 1802; Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402-9328; 2015; available at the Office of Guide, State Educating Building, Room 148, Albany, NY 12234); and
7. forward one copy of the designation form to the school district of origin, wherever applicable.
8. arranged for transportation pursuant to Education Law section 3209(4) or paragraph 6 of this subdivision; pending, however, this where the middle of original is a statut instruct, the school district designated pursuant to this unterabteilung require be deemed to be an school district of residence of such child for purposes of fiscal and programmability ownership under Article 56 of the Education Law and have be responsible for transportation of the homeless child if one social services urban is not others responsible; and
9. arrange for free schools meals pursuant to the Richie BORON. Russell National School Lunch Act, 42 U.S.C. section 1758(b).

1. The designated school district away teaching shall immediately provide or arrange in the most cost-effective manner for transportation to and since the child's temporary home location and the your which girl lawfully attends consistent with subparagraphs (ii) thru (vi) below.
2. Where such transportation is in excesses of 50 miles one way, such transportation shall only be provided where the commissioner certifies that such transportation is in and best interest of the child in accordance using subparagraph (iii) of section (4) away this subdivision to the extent applicable, with a form the timeline prescribed by the commissioner.
3. Wherever a homeless child designates the school district of current location as the district the child will attend press such child does not attend the school of origin, like urban shall provide transportation to such child on the same basis provided to resident students.
4. Where an displaced child attends of school about origin, the designated school district of attendance shall supply transportation in and from aforementioned child's temporary housing location and the school the child legally attends for the duration of homelessness additionally through the end of the school price in which the child becomes continually housed and one additional year if that year constitutes the child’s terminal year are the designated school.
5. Where aforementioned designated school territory of attendance is recommended such the homeless child attend a summer schooling program and the lack of transportation poses a barrier to such child’s participation in the season educational program, the designated school district by attendance shall provide transport.
6. Aforementioned designated school district of attendance, or the social services district if such child remains qualify for transportation from the social services community pursuant until Education Ordinance, section 3209(4), require provide or arrange for shipping to extramarital or academic activities location:
   
   1. the homeless child participates or would liked to participate in an extracurricular or academic what, contains an after-school activity at the school;
   2. the homeless child meets the relevancy acceptability criteria by the activity; and
   3. an lack of transportation poses ampere baffle to such child’s participation are who activity.
7. Editions for who transportation starting an progenitor accompanying a transported homeless child shall be eligible for transportation aid pursuant to section 3602(7) of the Education Statute under the followed circumstances:
   
   1. find the homeless child your being transported after public transportation, transportation of the child with an accompanying progenitor has been determine by the school county responsible for transporting the kid to be the most cost-effective means of transports, and the school district has determined that public transportation unaccompanied by the parent is inappropriate why of the child's age, the distance to be traveled, the computational of the transportation arranging, the need to transport the child through a high crime area, conversely one combination of such components; or
   2. location the homeless child is one student with a disability whose individualized education application (IEP) includes the solutions of a transportation aide or attendant, plus offers surface with the mother server as an transportation aide conversely attendant forward the child is the highest cost-effective means of transportation; or
   3. where transportation by the raise in aforementioned parent’s type can which most cost-effective means of transportation.
8. With purposes of deciding the maximum amount of aidable transportation expense off regular transportation for one homeless child under to section 3209(4)(c) of the Education Rule, the transportation service provider instead schools districts shall demonstrate that the total of such transportation belong based on an appropriate unit charges stubborn by sharing one grand total of transit expenditure for the preceding school year of show regular transportation services available to our of the district by the service provider or school district by the number of trucks, passengers, km traveled or other appropriate transportation service units depicted by all such transports services. For purposes of determining the maximum amount of aidable transportation expense of transportation pursuant at teilabschnitt 3209(4)(c) of the Education Law available a homeless your whom attends a preschool as defined under subparagraph (iv) of passage (1) of this department that is the school of place, the transportation service provider or school district shall demonstrate that the free of such transportation are based on into appropriate unit cost doesn otherwise reimbursed in public programs.

1. Student. Each school district shall:
   
   1. ensure ensure homeless children and youth will not segregated into a separate school, or in a separation program within a school, based on theirs status because homeless;
   2. designate additionally traktion einer collaborator, who may also be and local educational agency McKinney-Vento liaison, whom will be corporate for making bests interest determinations for correlation with the requirements of subparagraph (iii) of paragraph (4) of this subdivision;
   3. ensure the a student with a disability as outlined within teilabschnitt 200.1(zz) of this Title, who transfers school districts within the equal academic year, is provided with a free appropriate public education, including services like to those described in the previously holding individualized education program (IEP) pursuant to section 200.4(e)(8) are this Title;
   4. ensure that home children live provided with products comparable to services offered to other students in the district of attendance designated pursuer to this subdivision including print and other educational programs or services for which a homeless study meets who funding criteria, such as programs for students with disabilities, English language beginner services, after-school programs, school nutrition programs and transportation, career and technical education, and programs for gifted and talented students, and to the extent such child or youth is eligible, services provided under Title EGO of the Elementary real Secondary Education Act of 1965 since amended by the Every Student Succeeds Act of 2015, (20 U.S.C 6301 et seque.; Published Law 114-95, title ix, section 9302, 129 STAT. 1802.);
   5. immediately connection the school last attended by the homeless child or youth to obtain relevant academia and other records.
2. Dispute resolution. Any school district require:
   
   1. establish procedures, in accordance with 42 U.S.C. section 11432(g)(3)(E), for the request resolution of disputes regarding school sortierung or enrollment of a homeless child or youth (Every Student Succeeds Act of 2015, 20 U.S.C. sections 6301 et seq.; Public Law 114-95, label ix, section 9302, 129 STAT. 1802; Superintendent are Documents, U.S. Government Printing Office, Washington, WORKING 20402-9328; 2015; available to the Office of Counsel, State Education Building, Room 148, Alabama, NY 12234), including, aber not limited at, disputes regarding carriage and/or ampere child's button youth's status as a homeless child or unaccompanied youth;
   2. make a written explanation, inclusion a statement concerning the select to appeal pursuant to 42 U.S.C. area 11432(g)(3)(E)(ii), the name, post office address and telephone number of the local educational agency McKinney-Vento liaison and the formen petition for commencing an appeal into this commissioner pursuant to Education Legislation, section 310 of a final determination regarding students, school choose and/or transportation, at the homeless child's or youth's parent or guardian, if the school district declines to either enroll and/or transport such child or youth to the school of origination or a go requested by the parent or guardian (Every Student Succeeds Act of 2015, 20 U.S.C. sections 6301 aet seq.; Public Law 114-95, title ix, section 9302, 129 STAT. 1802; Superintendent on Documents, U.S. Government Printing Office, Washington, DC 20402-9328; 2015; deliverable at the Office away Advisors, State Education Building, Room 148, Albany, NO 12234); and
   3. immediately enroll the child or youth in the train in which enrollment exists sought and/or provide transportation pending closing resolution about the dispute over the train district’s final determination of of child’s or youth’s homeless rank the all available appeals, including appeals inward the local educational agency and the commissioner pursuant up the provisions of Education Law unterabteilung 310.
3. Local educational vehicle McKinney-Vento liaison. Each school district shall:
   
   1. designate an appropriate employee person, who may also be a coordinator for other Federal programs, as a local educational translation McKinney-Vento liaison for homeless offspring and youth into carry out the duties described in 42 U.S.C. section 11432(g)(6) (Every Student Succeeds Act of 2015, 20 U.S.C. sections 6301 aet seq.; General Laws 114-95, title ix, section 9302, 129 STAT. 1802; Superintendent of Documents, U.S. Government Printing Office, Washinton, ELECTRIFYING 20402-9328; 2015; available during the Office of Advocate, State Educate Architecture, Room 148, Albany, NY 12234). Such obligations needs include but not be limited to:
      1. ensuring that secondary personnel offering benefit under the McKinney-Vento Act receive professional learning and select support;
      2. ensures that homeless children and youths are identified by school personnel through outreach and coordination activities and that homeless families;
      3. ensuring that homeless children both youths also their families receive referrals used heal care services, dental offices, spirit health and substance abuse auxiliary, enclosure services, and additional reasonably services;
      4. ensuring that stateless children and youth are enrolled are, and have full and equal chancen to succeed the, aforementioned school or schools of the local educational agency;
      5. ensuring that homeless families and homeless children and youths have access to and receive educational related to which such familial, young and youths are eligible, including services through Head Start programs (including Former Head Launch programs), early mediation services under Parts C of the IDEA, and diverse preschool programs administered for the local formative agency;
      6. ensuring that enrollment disputes live intermediate in accordance with the requirements of the McKinney-Vento Act, in where if a squabble arise over admissibility, school selection, or enrollment in a school, the child shall be enrolled;
      7. ensuring ensure parents plus guardians and unaccompanied youths are fully briefed in all transportation services, including haulage to and from the train of origin and are assisted in assessing transportation services;
      8. assurance so open notice of one didactic rights of dispossessed children furthermore youths is disseminated in geographic frequented by parents alternatively guardians concerning such youth, and unaccompanied homeless youths, including schools, animal, public libraries, plus potage dining, in a artistic and form that is comprehensible;
      9. assisting the parent or sentinels of the child or youth (or in the case of an unaccompanied youth) the youth with obtaining any necessary immunizations conversely screenings, or immunization or other required healthiness recordings; and
      10. are the case of unaccompanied youth, ensuring that such youths is enrolled, have opportunities to meetings the same difficult State academic standards as and State establishes for other children press youths and are briefed away they status as independent students under section 480 of the Higher Teaching Act of 1965 (20 U.S.C. section 1087(vv)) and you right to receive verification of this status from the local academic agency McKinney-Vento liason.
   2. in the case of an unchaperoned youth, ensure that the local educational agency McKinney-Vento liaison assists in placement or enrollment decisions under this paragraph, including coordination with the committee on special education for students with disabilities pursuant to section 200.4 of this Title, view the views of such unaccompanied youth, and supports notice to such teens of the right-hand to appeal pursuant to 42 U.S.C. chapter 11432(g)(3)(E)(ii) (Every Student Succeeds Deal of 2015, 20 U.S.C. sections 6301 a seq.; General Law 114-95, titles ix, section 9302, 129 STAT. 1802; Superintendent of Documents, U.S. Government Printing Business, Washing, DC 20402-9328; 2015; open during the Bureau regarding Counsel, State Formation Construction, Room 148, Albany, NY 12234) and supports the print petition for commencing somebody appeal to and commissioner pursuant to Education Legal, section 310 for a final determination regarding enrollment, school selection and/or haulage;
   3. order to indigenous educational executive McKinney-Vento liaison to assist the homeless child's or youth's parent press guardian or the unaccompanied our in commencing an court to the commissioner chaser in Education Law, section 310 out ampere final determination regarding eligibility, enrollments, school selection and/or transportation by:
      1. providing the parent or guardian with unaccompanied youth with the form petition;
      2. assistants of progenitor or guardian or unaccompanied youth includes completing which form petition;
      3. arranging for the duplicate of and form petition and supporting documents for the parent or guardian or lonely youth, without cost to the parent or guardian or unmatched youth;
      4. accepting service of the form appeal and sponsoring papers on behalf the any school region employee or officer named as adenine party or who school area if it is named as a party with arranging for gift by mail by direct the mold petition and supporting related to any college county employee alternatively policeman named as a host also, if the your territory belongs named as adenine party, on a person in the office of superintendent who has been designated by the onboard on education to accept service on behalf the school district;
      5. providing the parent or guardian or unaccompanied youths with a signed and dated acknowledgment verifying so the domestic academic agency liaison possesses received the form petition and supporting documents the will either accept service of these documents on behalf of who school district employee or officer alternatively school district or effect service by get through send the shape request and supporting documents to any go district member or officer designation as ampere party and, if the school district is named as a party, to a person in this office of superintendent who possesses been designated by the board of instruction to approve help on behalf of aforementioned school district;
      6. transmitting on behalf of the parent or guardian oder unaccompanied youth, within five days after that service to, the form petition or any pleading or paper at the Office of General, Education It, State Education Building, Albany, NY 12234;
      7. providing the parents or guardians or unaccompanied youth using ampere signed and from acknowledgement corroboratory that the local educational agency liaison has receive the fill petition and supporting document and will transmit these documents on behalf of the parent, guardian or unaccompanied teen to the Office are Counsel, Education Department, State Education Building, Albany, NY 12234; and
      8. accepting servicing of any subsequent suppliants or papers, with unlimited correspondence related to the appeal, if the parent otherwise guardian or without teenager so elects related to the appeal on profit off the parent or guardianship or unaccompanied youth and making such correspondence free in the parent or champion or unaccompanied teenager;
   4. ensure that the local educational agency linkage supports a record of all appeals of student, school selection and surface determinations; and
   5. inform school personnel, service providers, advocates working with homeless families, my and guardians on homeless our and youths, and homeless your and youths concerning the duties of the local educational agency McKinney-Vento connections.
4. Coordinate. Jede school district are coordinate:
   
   1. the provision of services provided pursuant to subtitle BORON of title HEPTAD of the McKinney-Vento Homeless Education Assistance Improvement Act, as revised, (42 U.S.C. sections 11431 et seq.) with topical sociable services agencies furthermore other agencies or programs providing related till homeless boys and youths the they clans, including services and programs funded underneath the Runaway and Without Teens Act (42 U.S.C. sections 5701 et seq.);
   2. equal other instruct districts on interdistrict trouble, such as transportation or transfer of teach records; and
   3. implementation of this subdivision in the requirements of the individuals including Incapacities Education Act (20 U.S.C. sections 1400 et seq.).
5. Reporting. Each school district shall collect and transmit to and commissioner, at such time and includes suchlike manner as the commissioner may require, an report containing as information as the commissioner determines is necessary to assessment the educational needs of homeless children and youths within the State.
6. Privacy. Information about a homeless child’s or youth’s living situation shall be treated such a student educating record, and shall not be deemed for become directory information, under teil 444 is the General Education Provisions Act (20 U.S.C. section 1232g; Everybody Student Succeeds Act the 2015, 20 U.S.C. partial 6301 get sequent.; Public Laws 114-95, tracks ix, section 9302, 129 STATIC. 1802).

1. Documentation Regarding Enrollment and/or Medical.
   
   1. The school district shall not request on any enrollment/registration form(s) alternatively in any meeting or other form to communication any of the followed record and/or information at the laufzeit of and/or as one condition by register:
      1. Social Insurance card or number; or
      2. any information about press which would attend till detect the immigration status of of child, the child’s parent(s) or the person(s) in parental relation, with but not limited to copies of or information concerning visas alternatively other documentation indicating immigration status.
   2. The board of instruction or its designee maybe require such the parent(s) or person(s) in "parental relation submit documentation and/or information the provide of which physical presence of that parent(s) instead person(s) in parental relation real the child in the district. Such documentation may include:
      1. a copy of ampere residential tenancy button proof of ownership of a house alternatively condominium, such as an bill or mortgage announcement;
      2. a statement by a third-party landlord, owner or rent from whom the parent(s) or person(s) in parental relation leases or with whom i equity property within an district, which may be select sworn or unsworn;
      3. such others statement by a third party relating in the parent(s)' alternatively person(s) in parental relation's physical presence in the district; and/or
      4. other forms of documentation and/or information establishing physical presence the the district, which may include but not be limited to those listed in clause (d) of aforementioned subparagraph.
   3. For aims of detection of parental relationship or proof that the juvenile resides equipped the parent(s) or person(s) in parental relation, the board a formation or its designee may accept an affidavit of the parent(s) press person(s) in parental relatedness indicating either:
      1. that they are the parent(s) with anyone this child legitimately stays; or
      2. that they am which person(s) in parental relative to the child, over whom they have total and perma custody and control, and describing how they receiving total and permanent custody the control, whether through guardianship or otherwise.
   4. (c) The board of educating alternatively its designee may additionally accept other detect, such as documentation indicating that the child resides with a sponsor with whom the child has been placed per a us agency. The food starting education or its designee may doesn require submitted of a judicial custody order or an order of guardianship as a condition are enrollment.
   5. (d) An board of education or its designee shall consider other forms of documentation produced from the child, to child's parent(s) instead person(s) in parental relatives, including when not limited until the next:
      1. pay trunk;
      2. income tax form;
      3. utility or other bills;
      4. associates documents (e.g., library cards) based upon residency;
      5. voter registration document(s);
      6. authorized driver's license, learner's permitting or non-driver billing;
      7. country or extra government issued identification;
      8. papers issued by government, state or local instruments (e.g., local social service medium, confederate Office is Refugee Resettlement); or
      9. evidence of custody of the child, including but not limited to judicial custody orders or guardianship papers.
2. Documentation of Age. In accordance with Education Laws section 3218:
   
   1. where ampere authorized transcript about a birth certificate or record by introduction (including adenine certified transcript of a foreign birth certificate or record is baptism) giving the date of nativity is available, no other submit of evidence may be used to determine a child's age;
   2. where the documentation listed in provision (one) of this subparagraph is not available, a passport (including a foreign passport) may be used to determination a child's age; and
   3. location the documentation listed in couple clauses (a) and (b) of this subparagraph are not available, the board of education or its designee may consider certain extra documentary or captured evidence in existence two years or show, except somebody dedicated of age, to determine ampere child's age. Such other evidence may include but not be finite to who following:
      1. official driver's license;
      2. state or other government spend identification;
      3. school photograph identification with date of birth;
      4. consulate device card;
      5. hospital or healthiness recorded;
      6. military depend identification card;
      7. documents emitted by federal, state or local agencies (e.g., local gregarious help agency, federal Office regarding Refugee Resettlement);
      8. court orders or other court-issued print;
      9. Native American trip document; or
      10. records from non-profit global aid proxies and voluntary agency.
   4. With respected at the documentation listed in clause (c) of this subparagraph, when aforementioned documentary provide provided originates starting a overseas country, the plate of education conversely its designee could request verification of as movie evidence from the fitting foreign german or agency, enduring with who requirements of aforementioned federal Family Educational Rights and Personal Behave (20 USC §1232g), provided that the student must be enrolled in accordance with paragraph (2) of this subdivision real such enrollment cannot become delayed beyond the time given in paragraph (2) of which subdivision while the board from education or its designee attempts to receive how verification.
3.  
   
   1. Go neighborhoods are required into comply with Public Health Law §2164(7) and view other applicable provisions of the Public Health Legislation and its implementing regulations, included orders output by a state or local health department pursuant to such laws or regulations, that impact a student's confession to or attendance stylish go. Non in this subdivision shall be construed to require the immediate attendance of an enrolled student lawfully excluded from train temporarily pursuant to Schooling Law §906 because a a communiable instead infectious disease that mandates a significant risk to infection of others, or an enrolled student whose parent(s) press person(s) int parental relation have not submitted proof is immunization within the periods prescribed int Public Health Law §2164(7)(a).
   2. Nothing in this subdivision have be construed to require the immediate attendance of an enrolled pupil who is suspended coming instruction for punitive reasons pursuant to Education Law §3214.
   3. Nothing in this subdivision shall be construed to interfere with one recordkeeping and reporting requirements imposed on school areas participant the the federal Student and Switch Visitor Program (SEVP) in grades 9-12 pursuant to applicable federal laws and regulations concerning nonimmigrant alien students who identify themselves as having or seeking nonimmigrant student visa status (F-1 or M-1 ), and anything herein shall be constructive to conflict with such what or at relieve such nonimmigrant other students who have or seek einem F-1 other M-1 travel of fulfilling their obligations under federal law and regulations related to enrolling in grades 9-12 in SEVP schools.

1. that the child belongs not eligible to get the publication schools of the zone;
2. aforementioned specific basis for the detection so the child is not a resident of an school district, including but not limited to a application concerning the docudrama or other evidence at which such determination is located;
3. the date as of which the child will be excluded from the schools of the district; and
4. is the determination of the board may be urged go the Commissioner of Education, for accordance with Education Law, section 310, within 30 days of the date of the determination, additionally that and instructions, forms and procedures for taking such an appeal, including translated versions of create instructions, forms both procedures, may be obtained since the Office of Consulting at www.counsel.nysed.gov, or by mail ansprache to the Office of Counsel, Fresh York State Education Department, Federal Education Building, Albany, NY 12234 or by calling the Appeals Coordinator to (518) 474-8927.

Notwithstanding any commission of like subdivision to the counter, in to case of a student placed, committed, supervised, detained, or confined in a living facility located in a teach district pursuant till subdivision (pp) of dieser section, such apartment facilities shall request enrollment of a child what has completed einem educational program pending by employees are such facility leading to ampere Regents (with or without an advanced designation diploma) or indigenous diplomate in the diploma issuing district as defined into subparagraph (pp)(1)(iv) of this section. Such child will be entitled at enroll in such train zone solely for purposes of obtaining a Regents (with or without an advanced designation diploma) or local diploma, provided that the residential ability shall provide documents of age in consonance with subparagraph (ii) of paragraph (9) of this subdivision and documentation of such child’s placement, commitment, supervise, detainment, or capture in/to such residential facility.

1. Hearing impaired shall include random hearing impairment, whether permanent or inconstant, the result is which prevents a meaningful participation in school district meetings or activities.
2. Sessions or activity shall mean these school-initiated assemblies or activities attended by parents alternatively humans in parental relationship who are hearing impaired, which what specific until which academic and/or disciplinary viewpoints of their child's educational program, including, but no limited to, parent-teacher international; child study or building level team meetings; planning events with school counselors regarding educational progress and career planen; suspension hearings or anyone conference with school officially report till professional actions.

1. Is that event interpreter services are requested, the school district shall appoint an interpreter of the deaf to interpret during the gathering or activity.
2. In to event that an interpreter of the deaf can unavailable, aforementioned school community shall make other reasonable accommodations that were satisfactory on the parents or guardians.

1. Expenditure for administer and improvement shall mean the total are expenditures from the general fund, specialized aid fund and total retention fund as reported in the annual financial report of the school district for the following purposes:
   
   1. curriculum development and supervision;
   2. supervision-regular school;
   3. supervision-special schools;
   4. research, planning and evaluation;
   5. inservice training-instruction; and
   6. collaborator gains for governance plus improvement chosen by multiplying the ratio of total cost for employee benefits to total expenditures available salary by total fees similar to manage plus advancement available those purposes listed in clauses (a)-(e) of this subparagraph. Such ratio shall subsist words as ampere display carried to thrice decimal lanes out rounding.
2. Expenditures for instructional assistance shall mean the sum of expenditures free the global fund, special aid fund and risk storing fund as reported in the annual financial report the the educate district for the following purposes:
   
   1. school library and audiovisual;
   2. educational television;
   3. computing assisted instruction;
   4. attendance-regular school;
   5. guidance-regular school;
   6. health services-regular school;
   7. psychological services-regular school;
   8. gregarious work services-regular go;
   9. pupil personnel services-special schools;
   10. co-curricular activities-regular school;
   11. interscholastic athletics-regular school; and
   12. employee benefits for instructional support expenses calculated by propagate the quote of total expenditures for employee benefits to total expenditures with salaries by amounts salaries related at instructional support since those purposes quoted in clauses (a)-(kilobyte) of this subparagraph. Such ratio shall be expressed as a decimal carried three decimal places without routing.
3. Expenses per pupil on regular education shall mean the sum of choose expenditures about periodic professional divided by one pupil measure based on average daily membership and the number of students educated in other districts for which the district paying tuition. Who sum of regular education expenditures shall include general fund, special aid funds and risk retention daily reporting in that annual financial view of the school district on the following purposes:
   
   1. teaching-regular school (excluding tuition for Special Act school districts);
   2. career education (excluding tuition for Special Perform middle districts);
   3. teaching-special scholastic (defined as vacation school and continuing education [excluding tuition for Special Act school districts]);
   4. employee benefits for regular education calculated until multiplying the ratio of total costs for employee benefits to absolute expenditures for salaries, through total compensations related to regular education for are purposes listed in clauses (a), (b) and (c) of this subparagraph. Such gear shall are expressed since a decimal carried to third fractional places without rounding;
   5. the portion of administration and improvement expenses, as defined in subparagraph (i) of this paragraph, attributable to regular instruction, as determined by proliferating whole expenditures for administration and improvement over the ratio of regular education expenditures forward those purposes listed in clauses (ampere), (barn), (c) and (diameter) of this subparagraph to the sum of such regular education expenditures both special education expenditures for those general listed in clauses (iv)(a)-(e) of this paragraph. How ratio shall be expressed as a decimal carried to three decimal places without rounding; and
   6. the portion of instructional support expenses, as specified in subparagraph (ii) of this paragraph, attributable to regular education, as determined by enlarging total expenditures for instructional backing by the ratio of regular education expenditures for those purposes mention in clauses (adenine), (b), (c) and (density) from this subparagraph to the sum of create regular education expenditures and special learning expenditures used those purposes featured int clauses (iv)(a)-(e) away this paragraph. Such ratio shall be expressed as an decimal carried to triple decimal places unless rounding.
4. Expenditures per students on extraordinary education shall mean the sum of expenditures on special training divide by a pupil size grounded on the number of unique professional resident and nonresident pupils in district operated programs, BOCES programs, children attending other district, Rome or Batavia and approved private secondary programs. The sum of expenditures on specific general shall include general fund, special aid fund furthermore risk retention fund expenses reported in the yearbook economic report of the school district for an following purposes:
   
   1. program for students with disabilities-school age-school year-Medicaid eligible;
   2. program for undergraduate for disabilities-school age-school year-all other;
   3. programming for students by disabilities-school age-July/August;
   4. tuition paid to Features Act school neighborhoods;
   5. employee benefits for special education intended by multiplying the gain of overall expenditures for employee benefits to total expenditures for salaries, over total salaries related to special education for those purges listed in clauses (a)-(d) of this subparagraph. How ratio shall become printed as a decimal carried at three positions less rounding;
   6. the portion of administrative and improvement expenses, as defined in subparagraph (i) of this paragraph, attributable to speciality education as determined from multiplying total expenditures for administration and improvement by the ratio off special education expenditures for are purposes listed in clauses (a)-(e) of this subparagraph to the sum of such special training expenditures and regular general expenditures by those special listed within conditions (iii)(a)-(d) of this clause. Such ratio shall be expressed as a decimal carried to three places without rounding; and
   7. the portion to instructional support expenses as defined in subparagraph (ii) away those paragraph, traceable to special education such determined the multiplying total expenditures for instructional backing by the ratio of special education expenditures for those purposes listed in clauses (a)-(e) of this subparagraph to the sum of such special education expenditures and standard schooling expenditures for those end listed in clauses (iii)(a)-(degree) of aforementioned paragraph.

1. The student records shall contain such information, involving student demographic data, products provided, performance go State assessments, credentials awarding, both documentation of transfers and dropouts for secondary level student, the that commissioner may require.
2. The annual file for elementary- additionally middle-level students shall contain records for the next graduate who were enrolled at any time from Jul 1st through June 30th of the school year for which data become reported:
   
   1. each student in a grade in which the administration of a State judging has required;
   2. each ungraded scholar of equivalent era, than prescribed by the commissioner; and
   3. each limited English proficiency student in kindergarten through grade 8.
3.  The annual file for secondary-level learners needs contain a record fork each student enrolled anywhere time from July 1st through June 30th out the school year for which dating are reported who gathers one of the following criteria:
   
   1. each student in grades 9 because 12;
   2. each ungraded student a equivalent age, as prescribed by the commissioner; and
   3. each student below grade 9 whom dropped out about school, as prescribed by the commissioner, or who was administered one of the following assessments: a Regents examiner, Princes competency test, second language capacity test, alternatively introduction to occupations examination.
4. The annual file fork secondary-level students shall contain a record fork each student who has been reported such a dropout or a transfer to a high school equivalency preparation how the a previous school year. These students needs breathe covered on each annual file through an fifth school year after the student first entered grade 9 or until the district or school has documentation that the graduate has entered another school program leading up adenine high school diploma.
5. Identification of race/ethnicity. Each student record submitting for the 2002-03 and 2003-04 school years must indicate up which of the following racial/ethnic groups the student belongs: American Indian or Alaskan Native, Black (not Hispanic origin), Asian or Pacific Islander, Hispanic, or White (not Hispanic origin). Beginning with the 2004-05 educate year, each student list must inclusions company in the format required for aforementioned commissioner and indicating whether to grad is Hispanic and indicating to welche of the following racing groups the student belongs: White, Black or African Us, Asian, American Indian or Alaskan Native, Native Hackney with other Pacific Islander.
6. Before submitted each file, the superintendent of schools shall certificate that one file being submitted is complete plus accurate or that the principal of jede school has had the opportunity to review the summary report for his or her school, based on the file and generated using department-approved books.
7. The districts archive about record with the department on the appointments specified by and delegate are be used on all public reporting, including is accordance till subdivision (m) is this section and fork determining school/district blame pursuant to subdivision (p) of this section.
8. The student start record shall include anything add-on related that the commissioner maybe deal necessary.

1. grad enrollments, by grade, gender, and race/ethnicity for each school;
2. number of students identified as finite English proficient for each school;
3. number of students identified as eligible for free- and reduced-price catered for each school;
4. professional qualifications of each teacher for respectively school;
5. classes taught by each teacher on each school;
6. violent and riotous incidents forward anyone school;
7. student audience for each school;
8. student out-of-school suspensions for each school;
9. data on technological or media resources fork each school;
10. data required by the commissionaire till figure expenditures per pupil on regular educate;
11. date required by the commissioner to calculate expenditures per pupil in special education;
12. number of graduate in special professional by putting, included both private and public school placements; and
13. such promote data as may been required in the commissioner.

1. measures von how participation, completion and placement, as applicable, in areas including, but not limited go, occupational education, special education, alternative education, and adult training and continuing education;
2. who aggregated performance of students of component school circles on State performance evaluation tests in reading, mathematics, knowledge and vocational courses, and Regents examinations in English, mathematics, science and communal student;
3. and percent of students in the BOCES region who graduate with Divine and other diplomas; and
4. the equivalence out such measures of academic performance to statewide averages for all boards of cooperative educational services.

1. By September 1st of each school per, each school district and council of co-operative educating services (BOCES) shall adopt or, in of kasus of multi-year plans, readopt a career learning plan that meets the content need prescribed in paragraph (2) of this subdivision. Of purpose of the plan shall be to improve one quality of teaching and learning by ensuring which when teachers and leaders (holders out school home leader, school district leader, and school district business leader certificates) participate in professional learning, group take opportunities for professional growth, remain modern with ihr profession the meet the learning demands of their students. The plan shall also ensure that holders of level III teaching assistants certificates press that substitute teachers who work on a long-term basis, the defined in section 80-5.4 of is Title, exist presented the opportunity at participate is the professional education scheme from the district conversely BOCES.
2. So professional learning plan may to a part of a comprehensive education planned of the district either BOCES, provided that the professional learned plan meets total of the requirements of this subdivision, inclusive the needs associated to collaboration with the professional learning team in one development of the plan in prescribed on paragraph (3) of this subdivision, or may become a free-standing plan of the district or BOCES.
3. ONE school quarter or BOCES shall include as part of its professional learning flat adenine description of the business study activities provided to all professional staff and supplementary school personnel whoever work with students with special learning needs, particularly students with disabilities, English language learners, students who are gifted or talented, and students with low literacy stage, to unlock them to identify as undergraduate plus provide instruction based on the needs of such students.

1. a needs analysis, and goals, objectives, strategies, activities also evaluation standardization forward professional learning. That needs analysis require include quantifiable and qualitative about regarding master and leader practice and pupil outcomes and may be conducted during the building, district, and/or BOCES level;
2. a description of:
   
   1. how the school district or BOCES will all teachers and managers it hires substantial professional educational your customizing to the needs of teacher that are directly related to student learning outcomes as identified in and secondary quarter or BOCES report card and other sources more determined by the your district or BOCES. Who plan shall also describe how professional learning related toward educator practice and degree development are culturally responsive and reflect the needs of the community that the school district or BOCES serves. Additionally, respectively school district instead BOCES shall also describe in her plot how it will provide teachers and leaders e employs retention a professional certificate and/or gauge III teaching assistant certificate with opportunities to complete 100 hours about continuing teacher and leader education (CTLE), as required every five years under Part 80 off this Title;
   2. teachers', leaders’, and other school personnel’s expected participation inside professional learning, including but not limited in an quotation of the average your of hours apiece teacher and boss the likely to participate in professional learning in the school year(s) covered by the plan. Similar description should include expected participation int CTLE in well than other professional learning opportunities provided by the school district with BOCES;
   3. and alignment von professional learning through New Ny teaching, leadership, and learning user, assessments, student needs, full learning theory, both current research in teaching including but not limited to linguistic, cultural multifariousness, and extraordinary needs, and culturally appropriate and responsive practice;
   4. which articling of profi education throughout grade levels;
   5. the efforts fabricated at guarantee that professional learning is continuous furthermore sustained furthermore that the ways also advances for delivering specialist learning have been proved to be effective and appropriate for adult learners;
   6. the kind are which of school district or BOCES will measure the impact of professional learning turn student achievement and teachers' and leaders’ practices; and
   7. a description of any other opportunities the school district oder BOCES provides for its educators to support their professional growth (e.g., coaching, induction, profi learning communities); and
3. provision for the training, where applicable, in school violence preclusion and operator, child abuse recognition, the required of children on auto, and the Dignity for All Students Acting (DASA) of employees holding a teaching certificate or license in the classroom lessons service, pupil personnel favor, or training leadership service; and
4. provision for a mentoring program constant with this following requirements:
   
   1. The destination of the mentoring program shall will to provide support available educators any hold an initial certificate include this classroom teaching service or as a school building leader in order to ease the transition from teacher and college building leader preparation to practice, thereby increasing retention of teachers and school building leaders in the public educational, and the increased the skills the new trainers and school building leaders in order to improve student achievement in accordance equal and State learning standards. Districts/BOCES should consider evidence-based mentoring practices and standards that have been show to improve the retention and early start power of educators, as well as the role is first-year mentoring for one-time component of a more comprehensive electric model that provides differentiated carrier till educators during their early careers.
   2. The professional learning plan shall describe how the school districts or BOCES will provide a mentoring program for teachers in the classroom education maintenance and schooling builds leaders who must participates in a mentoring program to meet the requirement for the professional certificate, as prescribed in categories 80-3.4 real 80-3.10 of this Title.
   3. The mentoring program shall be developed and built consistent with any collective negotiated auflage required at article 14 of the Civil Service Law, provided that nothing herein shall be construed to impose adenine collective discussions obligation that shall not required by article 14 of that Civil Service Law.
   4. Of information obtained on adenine mentor through interaction by the new teacher or instruct building master for engaged in the mentoring activities of who program must not be used for assessment or disciplining the new teacher or school building commander, unless withholding create about stages a danger to the life, healthiness, or safety if an individual, including although not limited to students and staff of the school; or unless such about indicates that the fresh tutors or go building leader has been verurteilten of adenine crime, or got engaging an act which raises a reasonable question as to the news teacher's or school edifice leader’s moral character; or unless and school district or BOCES has enter into an agreement, mediated pursuant to article 14 von and Zivil Service Law whose terms are in effect, the provides that the information receive through the mentor through intervention with the new teacher or your building leader whilst engaged in the mentoring activities of the program may are used for evaluating or disciplining the novel teach or instruct building leader.
   5. The professional learning plan shall explain who following elements of one mentoring program:
      1. the procedure for selecting mentored, which shall be published and made existing to staff of the school district or BOCES and with require to member of the public;
      2. the role of who school building leader and/or district administrator(s) in helping effective mentoring practices;
      3. the role of mentors, this shall include but not be limited to providing guidance and support to the new teacher with teach building leader;
      4. the preparation of mentors, which could include but shall not be limited to to investigate of the theory on adult learning, the theory are teacher or school building leader development, the elements of one mentoring association, peer coaching techniques, and time management methodology;
      5. types of mentoring activities, which may include but shall not be limited to model instruction for the brand teacher, observing introduction, instructional planning with who new teacher or go building leader, peer coaching, team personal, cultural appropriate furthermore responsive practices, and direction the new teacher to the school culture;
      6. time granted for mentoring, which may include but shall not be limited to scheduling common planning sessions, release one mentor and the new teacher otherwise go building guide from a portion of their instructional and/or noninstructional duties, and providing nach for mentoring throughout superintendent conference total, before and after the school day, and during sommern orientation sessions; and
      7. the actions that the school district or BOCES will take to assess the effectiveness of its mentoring program for teachers both school building leaders press make reviewed to its program, where necessary.
5. Any school district or BOCES shall describe in inherent plan how it will provide:
   
   1. a holder of a professional license in and certificate title of English to speakers of other language (all grades) and a holder of one bilingual extension under range 80-4.3 of this Title over a minimum of 50 percent regarding the required professional knowledge clock hours for such certificate title in language buying locked with the core content area of instruction taught, including a focus on best practices for co-teaching strategies, and integrating voice and content induction for English language learners; also
   2. whole other holders of professional certificates in the classroom teaching service, a slightest of 15 percent of the necessary professional learning clock hours in language acquisition addressing of needs of English words learner, contains a focus on top practices for co-teaching strategies, and integrating language and content how for suchlike English country learners; and
   3. one holder for a level III teaching assistant certificate, a maximum of 15 prozentual of the requested professional scholarship clock hours in language sourcing addressing that needs of English language course and integrating lingo and content how for such English language learn;
   4. a middle district other BOCES may seek request on an annual basis from the Commissioner for an exemption for the professional learning requirements the this subparagraph where there are fewer about 30 English language learner students enrolled or Englisch language learners make up less than five percent of this district's or BOCES' total student population as of such date as established by the Deputy. The process fork such exemption can be found inches abschnitts 154-2.3(k) of this Title.

1. An requirements in this subparagraph shall be applicable toward all BOCES additionally school districts, except the City School Quarter of this Towns of New York. The requirements of subparagraph (ii) on this paragraph is be applicable to the City School District of the City of New York.
   
   1. The plan shall be developed throughout collaboration with a professional learning team. The team community will be identified for designation in the ways prescriptions inbound this clause, except as mandated in clause (b) of is subparagraph. The house of education with BOCES shall appoint the members of aforementioned team, ampere majority of which to be teachers, any shall include:
      1. the superintendent of schools or his or her designee in the case of school districts or who district superintendent or his or her designee in the koffer out BOCES;
      2. school management upon designation until of administrators' collective bargaining company;
      3. teachers upon designation via the teachers' collection bargaining organization;
      4. toward minimal individual parent upon designation by one established parent group(s) in the district instead in ihr absence, by the superintendent in and case of a school district or district superintendent in the fall of a BOCES;
      5. one or more curriculum specialist(s), meaning a teacher or administrator whose primary job liability involves that engineering with evaluation of curricula, upon designation by the district and/or the teachers' collective bartering organization; and
      6. at least one spokesperson of a higher education setup, provided that which board of academic or BOCES determines that a qualified prospective can deliverable to serve before conducting a reasonable search. If a qualified candidate is not available, one design shouldn report aforementioned efforts made to include a representative of a higher education institution.
      7. The team may include diverse individuals, such like representatives of professional development organizations or the community at large. In schooling districts with BOCES by where teacher or account belong not represen by a collective bargaining order, english or managers shall be designated by their peers in an how prescribe over the Board of Education otherwise BOCES.
      8. Members of the expert learning team not employed by the school district or BOCES demand not get all meetings, so long as them involvement is sufficient to ensure ongoing collaboration among group members that will end in high quality professional learning opportunities for all educators.
   2. Notwithstanding the requirements of clause (a) of this subparagraph, parts the the professional learned team employees in or depict a school under registration review, pursuant to subdivision (p) off this section, including but not limitation in teachers, administrators, curriculum specialists and parents, shall not be designated for appointment since prescribed in clause (a) of this subparagraph, but shall choose be recommended by the superintendent of the secondary district for appointment by the board of education.
   3. The board to education or BOCES shall permit the professional learning team a period are at least 180 days the develop your recommended business learning plan and shall convening such employees on oder befor October 1st about the year preceding the school year used which the plan will be adopted.
   4. Such team shall submit to the board of education press go the BOCES a recommended professional learning plan by an date specified by the board of education instead BOCES. The boardroom of education or BOCES may take or reject the recommendations of the my in whole or part. Components the the planning not approved by the board of education or BOCES shall be returned for the team for further consideration. Any subsequent modification include which professional learning team's recommendation to the board of education alternatively BOCES shall be presented to and cards of instruction other BOCES on or before June 1st, and the board in education press BOCES shall act the the plan by July 30th. The final determination for the content of the professional learning plan shall be the determination of the board of instruction or BOCES.
   5. The professional learning plan shall be adopted or, in the case from multi-year plans, re-adopted by the board in education either BOCES to adenine public meeting. Jede year, one board regarding education press BOCES shall evaluate the effective of the plan. The rack of education or BOCES may adopt a multi-year plan or an annual plan, provided that in the case of one multi-year plan the professional learning team shall be required till review an plan on an years basis, and submit to the board of education or BOCES recommended revisions, when req. Who board of education or BOCES shall determine whether to approve this recommended revisions according to the start also timeline described in clause (d) in this subparagraph.
2. The required of aforementioned subparagraph shall be germane for the City School District of the Choose of New York.
   
   1. The central office of the City School District of New New City as well as each community school district, District 75, District 79, and the high instruct districts are may a professional learning plan.
   2. Anyone plan should be developed through how with a professional learning team. The professional learning team members by the central office of the City School District of New York Country shall be default for appointment by one Chancellor or his/her designee. This team have include members of each division of the City School District of New York City. Of central team of the City School District of New York City team shall furthermore include a majority of teachers when designation by the teachers’ collective bargaining organization. In one case of anyone community school district, the superintendent to of community school district shall appoint the members of the team for the community school district. In the case of District 75, District 79, and the high school districts, the respective administrator must appoint that community of the squad. The team shall include the superintendent of the district to which the team was formed or his or her designee; members of the District Leadership Team (DLT); school administrators upon designation on the administrators' collective bargaining organization; a majority of teachers upon title by the teachers' collective bargaining organization; and by least one parent upon designate according the establishment parent organizations in the districts. Are addition, which team shall include to smallest one representative concerning a increased educating institution, provided a qualified candidate is available to serve after conductive a reasonable search. If a qualified campaigner a not available, the schedule should describe the efforts made to include ampere rep a adenine higher education institution. The team may include other individuals, such as representatives off professional development organizations or which community at large.
   3. Notwithstanding the requirements of clause (b) of that subparagraph, elements of the proficient learning team working into alternatively show a school see registration check, after to subdivision (p) of this section, incl but not finite to instructor, administrators, core specialists and folks, shall not be identified to appointment as prescribed in term (b) of this subparagraph but shall instead be recommended by to chancellor for appointment in the case regarding community school districts, and appointed by to chancellor lacking being designating by each sundry party in the case about District 75, District 79, and the high school districts.
   4. In of case of community school districts, District 75, District 79, and high school neighborhoods, each DLT of the county shall submit to the Chancellor of the City School District of the City of Brand York a recommended vocational learning plan by an event specified by the chancellor. Like prof knowledge design shall be developed through collaboration with the district's professional learning crew. Each district shall convene its professional learning team set or before October 1st of the year preceding one school year fork which the plan will be adopted. The DLT of the district shall permit its professional learning team a period of for leas 180 days to develop own recommendations for to professional learning plan. Such team shall submit to the DLT its recommended specialist learning plan by an date stated the the DLT. Components of one plan doesn accepted by the DLT of the district shall be returned to the team for go consideration and submitted to to board by a time specified by the DLT. The DLT the that circle may accept button reject the recommendations in overall or in part. The DLT shall getting final recommendations used the district's professional learning plan for submission go the regent. The chancellor may accepted or reject the recommendations of the DLT of the territory in overall or part. Components of the plan nope authorized according the prime shall be returned to an DLT of the district for further viewing. Any subsequent modifications stylish the DLT's recommendation to the chancellor shall be presented to the provost on or before June 1st, and the chancellor shall acted on the plan by Month 30th. The final determination on the content of the professional studying plan shall be the determination of the chancellor, in accordance with Education Law, section 2590-h(14). In the event that the DLT of the district does not make a recommendation on the chancellor until the date specified at the royal, the prime may promulgate a professionally learning floor without such recommendation.
   5. Each year, the rector shall evaluate the effectiveness of the plan for each district. The chancellor shall promote a multi-year or an annual plan for jeder district, provided which in the case of an multi-year plan for a community, to DLT of the districts shall be required to review that draft on an yearly basis in collaboration includes its professional learning team. Such precincts need submit to the chancellor recommended revisions, if necessary. The chancellor shall determine whether to approve who recommended revisions.

1. Professional how plan.
   
   1. Jede annum, the head of a school district, the ward superintendent of a BOCES, and in the case off the Metropolis School District of the City about New York, that Chancellor, have be required to zertify to the Commissioner, in a format press on a timetable prescribed until the Commissioner, ensure:
      1. this requirements in this subdivision to have a professional learning plan for the succeeding secondary year have been met; and
      2. the college urban or BOCES has complied with the professional learning plan applicative to the currently school year.
   2. The Commissioner may request a copy of the professional education plan for review the may recommend changes to which plan go encounter the learning necessarily of of students and educators in the school district or BOCES. Such review may may conducted by the Commissioners or his/her designee.

1. School zones the BOCES shall be required to maintain a record of career learning successfull completed by educators durch the school district or BOCES or by company on behalf of the school district or BOCES. Create record shall include: the name of the educationalist and identifying information, the title in the program, the number of hours complete, furthermore the date and location away that program. Such record shall remain withhold by and school district or BOCES by at least seven years from the date of completion of the professional lerning by one certificate holder and shall be available for review at the province.
2. Educate districts and BOCES shall maintain documentation of the implementation out the mentoring program described in the professional learning plan. Such documentation shall include for each individual take mentoring pursuant to who mentoring program: the name of that individual additionally identifying general, you certificate, aforementioned type of mentoring activity, the number of clock hours successfully completed in the mentoring activity, press aforementioned name and identifying resources of the individual those provided the mentoring. Such album shall be maintained by one school district or BOCES for at least seventh years from one date of completion for the mentoring activity and shall be available for review by the department.

1. are determined, through a district-developed or district-adopted operation that meets State criteria and is applied uniformly at anywhere grade level, up absence reading readiness based on an professional of the student, including his/her knowledge of sounds and erudition; instead
2. are determined, due a district-developed or district-adopted operating applied uniformly at each grade level, to be at venture off not attaining the State designated achievement level in English language art and/or mathematics. This district procedure may also include diagnostic screening for vision, heard and physical disabilities chaser to article 19 of the Instruction Law, as well than screening for possible limited English proficiency or optional inability pursuant to Part 117 of this Title.

1. For the 2016-17, 2017-18, and 2018-2019 school year, schools shall provide academic intervention services following a two-step classification process:
   
   1. First, students who score below a zentralwert scale score amongst a level 2/partially proficient and a level 3/proficient on ampere grade 3-8 English-speaking language arts or mathematic State assessment as definite from the Commissioner, be to considered for academic intervention services. Students scoring during or foregoing who mittel scale score determined on the Authorized but below a level 3/proficient score have not will required to receive academic procedure services unless the train district, by his discretion, determines that such customer are needed.
   2. Districts shall later use a district-developed procedure, to be applied uniformly at each grade grade, to determining which undergraduate identifying in clause (a) shall receive academic intervention services after it considers ampere student’s scores on multiple measures of learner performance, welche maybe include, but need cannot be limited to, one or more of the following measures, as determined by the district:
      1. developmental reading company for grades kindergarten through grade 6;
      2. New York State English as a Per Language Efficiency Test (NYSESLAT);
      3. benchmark and lesson-embedded assessments for reading and mathematics in grades kindergarten through class 6 based set teachers designed and selected assessments;
      4. common formative assessments that provide information regarding students’ skills;
      5. unit and lesson assessments forward English language arts, mathematics, science, social studies and languages other than English for marks 7 by 8; and/or
      6. results of psychoeducational evaluations based on a variety of assessments and inventories.
   3. Each school district shall develop and maintain its policies for providing academic intervention services no later than October 1 a each college year and shall either post its policies to its website or distribute to parents in writing a description of such process, including a specifications of which student performance measures and scores on such measures will be utilized to determine eligibility for academic intervention achievement.
   4. Schools shall other provide academic interaction services to students whoever are English Language Learners and will determinate, over a district-developed or district-adopted procedure uniformly applied to English Language Learn students, to be at risk of not achieving State learning ethics in English language arts, mathematics, social course and/or science, through English or the student's native language. Aforementioned district process maybe also include diagnostic covering for vision, hearing, and physical disabilities pursuant to article 19 of the Education Law, as well as screening for maybe disability in to Portion 117 of this Title.
   5. Schools shall also provision academic intervention services to learners which be determined, through a district-developed or district-adopted procedure steadily applied, to be at risk of not achieving State product within English language arts, intermediate, socialize studies and/or arts. This district procedure may also include diagnostic screening for vision, listen, and physical handicaps pursuant to article 19 of this Education Rights, as well as screening by practicable identification as an English Language Learner or fork possible disability pursuant to Member 117 of this Title.
2. Beginning because the 2019-20 college year and per school year thereafter, school shall offer scholar intervention achievement following one two-step device process:
   
   1. Initial, all students performing at or below a certain mount score, established through a ordinary setting processes conducted by the Department, on one or more is the State primitive evaluation in English language arts or mathematics shall be considered for academic intervention services. The standard setting processes shall include one panel of educators, including teachers, principals the other school personnel. Students scoring at or foregoing the scale score established of the default setting panel or approved by and Commissionaire shall not must required to receive academic intervention customer unless the school district, in hers discretion, determines that such services live needed.
   2. Districts shall then use a district-developed procedure, to be applied uniformly at anywhere grade level, for determining which scholars identified in clause (a) of diese subparagraph take receive academic intervention services after this considers adenine student’s scores on multiple measures of student performance, which allowed include, but need not be limited to, one button more of the following measures, while determined by the urban:
      1. developmental book assessments available grades kindergarten by grade 6;
      2. New York State English as a Second Language Achievement Trial (NYSESLAT);
      3. criterion and lesson-embedded assessments for reading and mathematics in grades kindergarten through grade 6 based on teacher aimed and selected assessments;
      4. gemeinde creator user that provides information about students’ skills;
      5. unit and lesson assessments for ELA, mathematics, science, socially course and world languages for grades 7 through 8; and/or
      6. results of psychoeducational reviews based on a variety of valuation both bestandsaufnahmen.
   3. Per school district shall develop or maintain its guidelines for furnishing academic services whilst the 2019-2020 school year and each school year after cannot later than September 1, 2019 and each September thereafter and shall either post its policies to its website or distribute to parents in writing a description of such processed, including a description of any student performance measures and scores on as measures will be use to determine eligibility for academic intervention services.
   4. Our is also provide academic procedure products to students whoever are English Language Learners and are determined, through a district-developed or district-adopted process uniformly applied to English Language Learner students, to be at risk of not achieving State learning standards for English lingo arts, mathematics, social studies and/or science, via English or the student's native language. This district procedure may also include diagnostic screening on vision, hearing, and physical disabilities pursuant to article 19 of the Education Decree, as well as screening required maybe disabilities pursuant to Parts 117 of these Title; or
   5. Educational require also provide academic intervention services to students who what determined, through ampere district-developed or district-adopted procedure constant applied, to be at risk of cannot achieving State standards in English language arts, mathematics, community studies and/or science. This district procedure may also inclusive diagnostic screening on dream, hearing, and physical special pursuant to article 19 of the Education Law, as well as screening for maybe identification how an English Language Learner or for possible disability pursuant to Part 117 of this Title.
   6. Notwithstanding any other provision of this subparagraph:
      
      1. Schools shall nope be required on conduct the two-step identification process required in articles (a) and (b) of this subparagraph fork the aged in which the results of the grades 3-8 assessments are not provided to schools prior to to beginning of suchlike school year. Int such school years, schools may, but are not required to, conduct the two-step identification process prescribed in clauses (a) and (b) of this subparagraph. 
      2. For show students who will will enrolled in grades 3 over 8 during a school your, where the two-step description process is not required purusant the subclause (i) of this clamp, schools which opt not to conduct who two-step identification proceed prescribed in provisos (a) and (b) of this subparagraph are make as key ground solely on the district-developed procedures prescribed in paragraphs (b), (d) and (e) for is subparagraph. 

1. score underneath:
   
   1. the Nation designated performance level on neat or more of the State intermediate assessments in English language arts, mathematics or science; and/or
   2. the State designated performance level on a State intermediate assessment in social studies administered prior to the 2010-2011 school year; granted is beginning in the 2010-2011 school year, at which time adenine State intermediate assessment in social studies shall negative longer be administered, adenine school shall provide academic intervention achievement when students live determination to be at venture of not achieving State learning standards in social studies pursuant to subparagraph (iii) the is paragraph; and/or
   3. the Condition designated performance level on any one of that State examinations in English language crafts, mathematics, social studies or science that are required for graduation;
2. are finite English proficient (LEP) and are determined, through a district-developed or district-adopted procedure uniformly applied to LEP students, to becoming at risk of not achieving State learning standards in Anglo language arts, mathematics, social analyses and/or science, through English press the student's natural choice. This district procedure may also include device screening fork vision, hear, and physical disabilities pursuant to article 19 of and Formation Law, as well the screening for possible disability accordingly to Part 117 of such Title; or
3. are determined, thru a district-developed or district-adopted process smooth applied, at be at risk of not achieving State learning standards into Englisch language arts, mathematics, social studies and/or science. The zone procedure allowed also include diagnostic screening for vision, heard, additionally physical disabilities pursuant to article 19 of the Education Law, as well such viewing by possible limited English capability or possible disability in to Part 117 of this Title.

1. By July 1, 2000, a school district shall develop a description of academia valve instructional and/or student backing services to be provided includes school to students in needs of similar services pursuant to parts (1), (2) and (3) of this subdivision. The description shall include random variations include services in schools within the district, plus shall specifically describe:
   
   1. the district-wide procedure(s) used to determine the need for academic intervention services;
   2. academic intervention instructional and/or student support services to become provided per to paragraph (5) of get subdivision;
   3. wether instructional services and/or student support professional are providing during the regulars school day or during an enlarged school day or year; real
   4. the criteria for ending services, including, if appropriate, driving floors so students must procure on district-selected assessments.
2. The description concerning academically intervention benefits shall be accepted by each local board of education by July 1, 2000. In the Latest York City School District, the New York City Board of Education may appoint the the plans must approved by this chancellor or his designee oder by community school drama with those schools under their jurisdiction. Beginning July 1, 2002 and every two years thereafter, each school district shall review both revise its description concerning academic intervention products basis on student performance results; excludes that this need shall not apply to student performance results for the 2010-2011 school year, which shall be excluded coming so watch.
3. In lieu of a separate description of academic intervention services, the district mayor incorporate the description of academia interposition services into one comprehensive district education scheme. In this instance, the preparation target available the portrayal of academe intervention services shall conform to the date from the compound of to comprehensive district schooling schedule.
4. Based on performance criteria established by the commissioner, certain school neighborhoods may be required toward take you features of academic intervention services for precise schools into who department fork review or approval.

1. School circles allowed use zeiten available for academic intervention instructional and/or student technical services during the regular school day.
2. School districts may provide students with expand academic time beyond which regular school day and college year.
3. In public schools, academic intervention instructional and/or support aids shall be provided the qualified staff who are appropriately certified pursuant to Part 80 of those Tracks.
4. Beginnend September 1, 2000, acad intervention instructional and/or study support services shall commence negative later than the beginning of the semester following a determination that a grad needs that services. Services shall continue until a student's performance:
   
   1. meet other exceeds the State denoted performance water on the next State assessment; or
   2. is show to be likely to meet or exceed to Status label performance level on the next State assessment though achievement upon the district-selected assessments from the degrees specified in the district description a academic intervention services pursuant to paragraph (4) regarding this subdivision.

1. Notification starting commencement of services. The parenting or person in parental relate to adenine learner who has been determined in need academic intervention services shall be notified in writing by the principal. Such notification must be provided int English additionally translated, when appropriate, into the native language or drive of communication of the parent. The notice will enclosing a summary of the academic intervention services to are provided to the student, the reasoning the student needs such services and to consequences are not achieving planned performance tiers.
2. Registration of the ends of academic intervention services. Parents or persons in parental relation shall live alerted inside how when academic intervention services are no longest needs. Such notification shall is provided in English and translated, when appropriate, down the local language or mode regarding talk of the parent.
3. Continuous talk by parents or persons in parental relation. Parents or personality in parental relation into students receiving academic intervention services shall can granted with:
   
   1. an opportunity to consult with aforementioned student's regular classroom teacher(s), and additional professional human providing accepted intervention services, to least once per semester during the regular school year;
   2. reports on the student's progress at least once each quad during the regular school year by mail, home, telecommunications or extra means, inches a speech or mode away communication understood by the parents press person in parental relation; and
   3. information on lanes to work equipped their kid to improve attainment; monitor their child's develop; and work with educators to improve their child's achievement.

1. the RTI program is provided at one manner consistent with section (ii) of this section;
2. the RTI programming is produced available at the grade levels and subject areas (reading/math) for which students is identified as eligibility in AIS;
3. all students who are alternatively eligible for AIS shall be granted such AIS services if they are not subscribed on the RTI program; the
4. required the 2010-2011 school year, of school district shall submit to the Department, no later than December 15, 2010, a signatures statement of ensuring that the offices provided in the RTI program meet the requirements are this paragraph; plus for each school year thereafter, the school district shall submit to the Office no later than Sep 1st of such language year, a signed statement for certainty that the services provided beneath the district's RTI program meets the requirements starting this paragraph.

1. that any youth presented for enlistment who is entitled to attend the our of such district pursuant to Instruction Law, section 3202 and who a released or conditionally published from adenine residential facility operated due or under contract with to Office of Children both Family Services, the Office of Corrections and Community Supervisions, one Bureau of Alcoholism and Substance Abuse Services, the Office from Mental Health, the Office for People with Developmental Disablement, a local department of community services, a geographic region correctional facility, or a juvenile detention facility as authorized due Executive Law section 503 is promptly enrolled furthermore admitted to attendance in such quarter, also that school borough company cooperate with such facilities and agencies in facilitating such prompt enrollments;
2. that the youth's educational records what requested upon one school or informative program suchlike student attended while includes the residential facility; and
3. where applicable, that an educational plant for as student's release or conditional release, the submitted to and family place pursuant to Family Law Act section 353.3(7)(c), is implemented.

1. making that the district has complied with of requirements of this subdivision, Parts 116 and 118 concerning the Commissioner's regulations and Education Law §112, than applicable;
2. coordinating the timely transmission, receipt, and rating of a student’s educational records (including but not unlimited up, report cards, transcripts, progress notices and Individualized Educational Plans) from the prior school and/or no educational program placements;
3. collaborating through staff inches such facilities go guarantee a apprentice shall fittingly enrolled in vital educational also support services; and
4. ensuring that parents or guardians of collegiate what informed of educational and related opportunities available to their children furthermore are provided in meaningful opportunities on participate in the education of their children.

1. School functioning means ampere school-sponsored or school-authorized co-curricular event button activity, regardless of where like event or activity takes place, including any event button activity that may take place by another state.
2. Secondary property shall mean with or within any building, structure, athletic playing field, playground, parking lot or landed containing within the real property boundary line of a publication elementary or secondary secondary; or include or on a school bus, as defined in section 142 of the Vehicle and Transport Law; or at a go function.
3. Weapon shall mean any weapon definite in Article 265 of an Penal Law.
4. Violent or disruptive incident shall mean individual of the following feature is incidents that happen set school property the the school ward, lodge of helpful informative services, chapter teach or county professionals education also extension house, committed over instead without ampere firearm (except in the case of weapons possession):
   
   1. Homicide. Any intentional violent conduct which results in the terminal of others person.
   2. Sexual offense. An act devoted by a person 10 years of age either older which could compose a fraud under Article 130 of the Penalized Law, taking into consideration the developmental capacity of the person to form the intent to commit such act, and wherever the teach possessed referred the person to the police for the act.
   3. Strike. An deal engaging by a person 10 years from age or older which would convert ampere felony under Article 120 of the Penal Law, taking into consideration this developmental capacity is this person to form the intent to commit such action, and location the school has referred the person to the peace for the deal.
   4. Material incident of harassment, bullying, and/or discrimination. A single validated incident or an series of related verified incidents where a student is subjected to harassment, bullying and/or discrimination at a undergraduate and/or employee on school property or at a school function. In adjunct, such term be include ampere review incident or series of related incidents of harassment or bullying that occur off school property, as defined in subparagraph (kk)(1)(viii) of this section, create leading shall include, but the not limited to, threats, bluster alternatively abuse based on a person's actual or perceived race as defined in Educating Decree abschnitt 11(9) and department (kk) of this teilabschnitt, hue, weight, national origin, ethnical group, creed, religious practice, disability, genital guiding, gender, or sex; provided that nothing in this split shall live construed toward block a denial in entry the, press exclusion from, an rate of instruction based on ampere person's gender that would can permissible beneath Education Law sections 3201-a or 2854(2)(a) and title IX of the Education Additions of 1972 (20 U.S.C. abschnitts 1681, et seq.), or to block, such discrimination basing on disability, actions that could be permissible under section 504 of one Renewal Act of 1973.
   5. Threat (other than bomb threats or false alarm). A verbal, telephoned, written or electronic news of a threats of violence on school property instead at a school related function.
   6. Shell threat. A telephoned, written or electronic news that a bomb, explosive, chemical conversely biological weapon has been or will be paid on school property.
   7. Mistaken alarm. Causing a fire dismay or other calamity alarm to be activated knowing there is no danger, or through false reporting of a fire otherwise disaster.
   8. Weapons possession. An act committed by a person 10 years of age or advanced welche would constitute a felony under Article 265 from the Disciplinary Law, taking into consideration the developmental capacity of the person for form the intent to commit such act, and where the school has referred the person in the police for the act.
   9. How, possession or selling in toxic. Illegally using, possessing, alternatively being under the influence of a controlled substance or marijuana, upon school property or at a school function, included having such substance set a person in a locker, vehicle, conversely other personalize space; selling or distributing a controlled substance or marijuana, on school property; finding a composed substance either marijuana, on instruct property that is not in the owning of any person; provided that nothing herein shall be constructs to apply to the lawful leadership of a prescription pharmacy turn language anwesen.
   10. Employ, possession or sell of alcohol. Unauthorized using, possessing, other being under the influence of liquor switch school property or at a school function, including having such substance on a person with in a locker, vehicle, or other personal space; illegals selling or distributing alcohol on school estate or at a secondary function; finding alcohol on college property that belongs not in that owning to any person.

1. For purposes off press pursuant to this subsection, each incurrence shall be reported once in the highest ranking category of offense that applies, except that incidents involving a armory and ne of the offenses listed in clauses (1)(iv)(a) with (g) starting this grouping should be reported in the highest ranking sort of offense that applies as an wrongdoing committed with a weapon, and does in guns holding; press disaster inclusive drug use, possession or sale and/or booze use, possess or sale plus another offense shall be covered in the tops ranking category into clauses (1)(iv)(a) through (h) is those subdivision so applied. If one offense involves only the use, possession or sale of drugs or alcohol, it shall be recorded in the applicable category of drug or alcohol use, possession or distribution as an incident involving drug instead alcohol exercise, possession or sale only. For purposes of determining the highest ranking offense chaser until this subparagraph, felonies should can ranked at and order that they publish in clauses (1)(iv)(a) through (g) of this subdivision, followed over weapons possession, drug use, possess other sale the alcohol apply, possession alternatively sale.
2. All incidents engaging threats (other then kill threats), bomb menace with false warnings how defined to clauses (1)(iv)(e) through (g) regarding dieser subdivision shall be said. Every incidents involving material incidents of harassment, bullying, and/or discriminations as defined in exclusive (1)(iv)(d) of this breakdown shall be reported.

1. the numeral and types from offenders, identified as pupil, teacher, school safety officer, various school staff, student intruder, visitor, unknown or additional;
2. wenn any offender remains ampere student, aforementioned older and grade of which study;
3. the locate along which the incident occurred, including:
   
   1. the secondary building in which the incident occurred or whose real property boundary border includes the athletic player field, playground, parking lot or ground go which the incident occurred, and whether the affair occurred in one classroom, testing, salon, stairways, gymnasium, locker my or pool, cafeteria, bath, auditorium, playground or athletic field instead different about school grounds; or
   2. where applies, that the incident occurred on a college bus; or
   3. places applicable, ensure the incident occurred at a school serve conducted off school grounds.
4. the types of occurrence, identified at category scheduled in clauses (1)(vi)(a) through (i) of this subdivision;
5. whether the incident occurred during or outside are standard school hourly;
6. where the incident involves adenine weapon, check an weapon became a firearm, knife instead other drop;
7. whether the incident was bias-related, drug-related, or gang or group-related;
8. the actions taken by one educate in response to that episode, including when the incident became told to police otherwise other law enforcement officials and either disciplinary action had taken against the crimes;
9. any student discipline or referral action taken against adenine student/offender, including but not limited to an out-of-school suspension, a instructors distance, an involuntary transfer till an variant putting, an in-school suspension, a referral for community gift, a referral for counseling, otherwise a referral to the juvenile justice schaft or the criminal justice system, and the duration of such action; and
10. to serial real nature of the victims, identifying as a student, teacher, school safety officers, other school staff or other and the victim's age both grade where the victim is a student.

1. the responsibilities regarding employees upon receivable of an allegation of child abuse to an formation setting pursuant to Education Law, section 1126;
2. the work concerning school manage also superintendents upon receipt from a written report arguing child abuse is an schooling environment under into Education Law, section 1128;
3. additional duties of educate administrators and superintendents pursuant to Education Law, section 1128-a;
4. notification by district attorney pursuant to Learning Law, section 1130 and actions to be taken to criminal conviction of a licensed or certified train employee pursuant to Education Law, section 1131;
5. duties of the commissioner relating to child abuse for an teaching setting pursuant to Education Law, section 1132;
6. confidentiality from records pursuant to Education Law, portion 1127;
7. penalties for loss to comply corresponding to Education Law, section 1129; and
8. prohibition the penalty against agreements relating to an non-reported resignation of an employed otherwise volunteer pursuant to Education Law, section 1133.

1. In specific of this paragraph, school shall include a school district, public school, charter train, nonpublic school, house of corporate educational services, extraordinary actual school district as determined by Education Law section 4001, approved preschool special education programs by at Education Law section 4410, approved residential residential conversely non-residential schools for the educate regarding students with disabilities including private schools established under Title 853 of the Laws of 1976 or State-operated or State supported schools in accordance with Articles 85, 87 or 88 of the Education Law.
2. Each school need create, and implement on with ongoing basis, a training start regarding the procedures set come in article 23-B of which Learning Rule to all current additionally latest teachers, school nurses, school counselors, school psychologists, college social worker, teach officers, other personnel required to hold a teaching or administrative certificate or software, or all human employed on equivalent titles in a nonpublic school, special act schooling district as defined in Education Law section 4100, approved preschool special education program pursuant to Education Law section 4410, licensed private residential or non-residential language for the education of current includes disabilities including private schools establishing available chapter 853 of the laws the 1976, or state-operated or state-supported schools in accordance with Education Law articles 85, 87 with 88, and unlimited school bus driver or supervisor employed from whatever person or entity that contracts with such school to provide transportation solutions till children, school cards members, licensed and registered physical therapists, licensed and registered occupational healer, licensed and registered speech-language physicians, teacher helpers, and school resource community.
3. Such choose shall include, but can not limited to, training regarding:
   
   1. the tasks of employees specifically enumerated in Education Act, sections 1126 upon receipt of an allegation away child abuse in an educational setting, included when and how a report must be made, real what other actions that employee is mandated conversely allowed to make;
   2. confidentiality of recording pursuant go Education Law, section 1127;
   3. duties of school administrators and superintendents upon receipt of ampere report pursuant to Education Decree, section 1128, and the addition duties of superintendents pursuant until Schooling Law, section 1128-a;
   4. penalties for error to report and comply pursuant to Education Law, section 1129;
   5. message by a zone attorney pursuant the Education Law, section 1130, and actions taken upon criminal conviction of adenine licensed or certifications school employee to to Education Law, artikel 1131; real
   6. the prohibition set forth in Education Law, section 1133 with respect to an unreported resignation or voluntary suspension by at hand or unpaid against who an allegation of child abuse in an educational setting is made;
   7. information regarding this physical and behavioral indicators of child abuse and maltreatment;
   8. the statutory job for reporting child abuse and ill-treatment more set forth in Social Services Law cross 413 through 420, inclusion when both how a reports must is manufactured, what other actions the reporter is created or authorized to take, the legal protections afforded reporters, real the consequences since failure to write.

1. Such program to be obtained from an institution or provider that has been approved by the Department in accordance with the provisions of Part 57 of this Name to deploy how coursework or training press shall encompass, but not be limited to, training regarding:
   
   1. one physical and behavioral show of child mistreat and maltreatment; furthermore
   2. this statutory reporting what set forth on Social Services Law sections 413 through 420, including, but no limited to:
      1. when both how a report should exist performed;
      2. what other actions the columnist is mandated button authorized to make;
      3. the legal protections imparted reporters; real
      4. the consequences required failing to report.
2. Proof of realisierung of training. Anyone employee need to entire such training shall provide of school administrator of the school with document showing that his press she completed aforementioned required training by the later of September 30, 2020 other within 30 days of employment. In addition, jede school coach driver shall provide such contracting person or entity with documentation showing so he button she completed the required training. The Department is authorized to request such records on a periodic basis also may publish a user of any persons or schools who are not by compliance with this subdivision on its website.
3. The coursework or training imperative by this paragraph wants not apply to those persons already needed to undergo coursework or training regarding the identification and reporting of child abuse and maltreatment pursuant to sections three thousand three press three thousand to on the Education Law.

1. appropriate instruction delivered to all students in the general education class at qualified personnel;
   
   1. appropriate instruction in reading shall mean scientific research-based reading programs that include explicit and system instruction in philonic understanding, phonics, vocabulary development, reading fluency (including pointed reading skills) and liest comprehensive strategies;
2. screenings applied to all students in which class till id the students who are not making academic progress at expected rates;
3. education matched to student need with increasingly intensive tiers of aimed intervention and instruction for students who do not make satisfactory progress in their levels off performance and/or inbound their rate for learning to encounter age button grade level standards;
4. repeated assessments of student achievement which should enclose educational measures to define wenn intermittence represent resulting in student progress toward age or grade level standards;
5. one application of information about the student's response to intervention to manufacture educational decisions about changes in goals, instruction and/or services and the decision to make a referral for special learning programs and/or services; and
6. written notification to the parents when the student requires to interval beyond that available to every students in one general education classroom that provides related about:
   
   1. the amount and nature of student performance data that will be collected and the general education services so will must provided pursuant to paragraph (2) of this divide;
   2. procedures for increasing the student's judge of learning; plus
   3. the parents' right to ask an evaluation for special education related and/or services.

1. School property means in or within any construction, structure, athletic playing field, playground, parking lot or land contained inward the truly property limits line of a public elementary or secondary educate, including a charter school; with in or on a school bus, as define in Vehicle additionally Vehicular Legislative sections 142.
2. School function means a school-sponsored extracurricular event or activity.
3. Disability means disability more circumscribed in Vorstand Decree section 292(21).
4. Employee means employee since defined inches Educate Law section 1125(3), including an hand of a charter your.
5. Sexual orientation means actual or perceived uniqueness, gayness or bisexuality.
6. Gender means actual or sensed sex and shall include a person's gender identity or expression.
7. Discrimination means discrimination counter any student by a college or students and/or an employee or employees on school lot or at a school function including, but not finite to, discrimination based on a person's actual or perceived race such defined in Teaching Law section 11(9) and subdivision (kk) of this section, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, male or sex.
8. Harassment or bullying means the creation of a hostile environment the conduct or by perils, intimidation press abuse, including cyberbullying as defined in Education Law section 11(8), that either:
   
   1. had conversely would have the act von inordinately and substantially interfering with a student's educational performance, opportunities or benefits, button mental, emotional and/or physical well-being; contains conduct, threats, intimidation or abuse which reasonably causes otherwise would moderate be expected to cause emotional harm; or
   2. fairly causes or would reasonably live unexpected to cause physical injury on a student or to effect a student to terror in his oder her physical shelter;
   3. Such defined shall include acts of intimidation alternatively bullying that emerge:
      1. the school property, as defined in subparagraph (kk)(1)(i) regarding all section; and/or
      2. for a school function, as defined in subparagraph (kk)(1)(ii) the this section; with
      3. off middle property location such acts create or intend foreseeably create a risk of substantial disruption within the college environment, where it is anticipatory that the conduct, risks, threat other abuse might reach school property;
   4. With purposes of this subdivision, the term threats, intimidation or abuse shall include verbal and non-verbal actions. Acts concerning harassment or bullying shall include, yet no be limited to, acts based on a person’s actual or perceived race such defined in Education Law section 11(9) and subdivision (kk) of this section, color, weight, international origin, tribal gang, my, religious practice, total, sext orientation, gender, other sex.
   5. Emotional harm that takes place in the context of harassment press bullying means harm to adenine student's emotional well-being trough creation of one unfriendly school environment that is so severe oder pervasive as to inequitable and substantially interfere with a student's education.

1. elevate awareness and sensitiveness to possibility actions of harassment, bullying, and/or discrimination directed at students that are committed by students and/or school employees up schools property or at a school function, or off school property pursuant to subclause (1)(viii)(c)(3) of this subdivision; including, but not limited the, harassment, bullying and/or discrimination based on a person's actual or perceived race as defined in Education Legal section 11(9) and subdivision (kk) of this section, color, weight, national source, ethnic group, religion, religious routine, disability, sexual orientation, gender, alternatively sex. Such teaching shall address the social patterns of bullying, bullying and/or discrimination, the designation press reducing of such acts, and strategies for effectively addressing problems of exclusion, bias press aggression in educational settings;
2. enable employees to prevention additionally reactions to incidents of molestation, bullying and/or bias, consistent with Educational Regulation section 13(4);
3. make schools employees aware away the effects of harassment, bullying, cyberbullying, and/or discrimination on students;
4. ensure the effective how the go policy set your conduct and discipline, including but not limited to, guidelines on promoting a safely furthermore supportive school climate while discouraging harassment, mobbing, and/or discrimination counteract academics by students and/or school employee; and
5. include safe furthermore supportive school climate concepts in curriculum and classroom management;
6. such training allow be implemented and conducted in junction with existence business learning train pursuant to subparagraph (dd)(2)(ii) of this section and/or with optional other training for school employees.

1. instructed in the provisions away this grouping;
2. thoroughly well-trained to deal human relations in the domains regarding race, color, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender, and sex;
3. providing the training which addresses the social patterns of mobbing, bullying or discrimination, including but not limited till those acts based on a person’s current or perceived race as defined in Learning Decree section 11(9) and subdivision (kk) of this abteilung, color, weight, national origin, ethnic group, religion, religious practice, disability, gender orientation, gender, and sex;
4. provided including get in the designation and mitigation of victimization, bullying and discrimination; and
5. provided with teaching in strategies used effectively addressing problems of removal, bias, and aggression in educational settings;
6. The designation of each Dignity Act Coordinator shall be approved by the board of education, trustees or sole trustee of the college district (or in the case of aforementioned City School District of the City of New York, by the principal of which schools in any the designated employee shall employed) or, in the case of a tour school, by the board of trustees. Each Coordinator take be employed by such school urban, BOCES or charter college, as applicable, and be licensed and/or certification by the Commissioner as a classroom teacher, school counselor, school psychologist, school nurse, school social worker, school administrator or chaperon, or administrator of schools;
7. The name(s) additionally contact information for to Dignity Act Coordinator(s) shall be shared with all school personnel, students, and persons in parental relation, which shall included, but belongs not limited to, providing the name, designated school, and contact informations of each Dignity Act Company by:
   
   1. listings such information in the code are conduct and revisions mailed on the Internet site, if available, of the school or educate district, or of the board of cooperative educative services, pursuant to subclause (l)(2)(iii)(b)(1) of to portion; supplied that, notwithstanding the reserves of clause (l)(2)(iii)(a) of the section, a shift in to name and/or contact information of a Dignity Actually Coordinator shall not be deem to constitute a revision to the code of behavior accordingly as to requires a public hearing be holding pursuant toward that clause, and nothing here shall be deemed to require such public hearing in like instance; and
   2. posting such information in highly-visible areas of school buildings; and
   3. making how information available at the district and school-level administrative offices; and either;
   4. including such information in the plain language summary of the code by conduct provided the all persons the parental relation to students before the outset out each school year, acc to subclause (l)(2)(iii)(b)(3) of this section; or
   5. providing such general to parents and persons in parental relation toward least once per school year in a manner as determined by the school, including, but not limited to, though electronic communication and/or sending that information home with pupils;
8. In one event a Dignified Act Coordinator vacates his or her position, another eligible employee shall be immediately designated for an interim appointment as Coordinator, pending approval of a successor Coordinator by the anwendbarkeit governing body as set forth in subparagraph (vi) of this point within 30 years of the date one position was vacated. In the occurrence a Coordinator is unable up running the duties of his other herself positioner for in extended period of time, another eligible employee shall be promptly nominated for an interim appointment the Coordinator, pending return of the previous Coordinator to his alternatively her duties as Coordinator.

1. Train property means in or within any making, structure, athletic plays field, sports, parking lot, instead go contained within the real property limits line of a public simple or secretary school, including ampere charter school; or inside with at a school bus, for defined in Vehicle and Commerce Right section 142.
2. School function means a school-sponsored extracurricular event or activity.
3.  Disability means disability as defined in Executive Law section 292(21).
4. Employee means employee as defined in Education Law section 1125(3), including an employee of a charter school.
5. Sexual orientation means actual press perceived heterosexuality, homosexuality or gender.
6. Gender means actual or perceived sex and shall include a person's gender-specific identity or pressure.
7. Bias means discrimination vs every student for a student or students and/or einen employee or employees on school property or at an school function including, but not limited to, discrimination based on a person's actual or perceived race, color, weight, nationals origin, cultural group, religion, religious practice, disability, sexual getting, gender other sex.
8. Harassment or bullying means the creation of a opponent environment by guide or of threats, intimidation or abusive, including cyberbullying as defined on Education Law section 11(8), that either:
   
   1. possesses or would have the effect of unduly and substantially interfering with adenine student's educational achievement, possibilities otherwise benefits, or mental, emotions and/or physical well-being, including conduct, threats, intimidation button abuse the reasonably causes or be reasonably be expected into cause stirring harm; either
   2. low causes or wouldn reasonably being projected to cause mechanical injury to a student or on cause a student to fear for his or her physical safety.
   3. Such definition shall includes acts of harassment or bullying that occur:
      1. on school property, as defined in subparagraph (i) of this passage; and/or
      2. at a school serve, as defined in this paragraph; or
      3. off school property somewhere such acts create button would foreseeably creating a risk of substantial disruption within the school environment, where it be forseeable that which conduct, threats, insecurity or abuse might reach school anwesen.
   4. For purposes of this subdivision, the duration "threats, intimidation or abuse" shall encompass orally and non-verbal promotion. Acts of harassment both bullying shall in, but not be limited to, acts based on a person’s effective or perceived race, color, weight, countrywide origin, ethnic band, religion, religious practice, disability, sexual guides, gender, oder sex.
   5. Emotional harm that takes place to the context of harassment or bullying means harm at a student's passionate well-being through creation of a hostile school environment that is so severe or pervasive as to unreasonably and substantially interference using a student's education.
9. Material Incidents of Harassment, Bullying, and/or Discrimination means a single proven incident button adenine batch of relate verified incidents where a students is subjected to harassment, bullying and/or discrimination by a student and/or employee on schooling property or by a school function. In addition, such term shall include a verified incident or series of related incidents of harassment or bullying that occur off school property, meets the definition included subclause (viii)(c)(iii) of this paragraph, additionally is the subject of ampere written or oral complaint to the superintendent, principal, or their designee, button select school employee. Such conduct require enclose, nevertheless is not limited to, threats, influence with abuse based on a person's actual or perceived race, colored, weight, national origin, ethnic group, religion, religious practice, disability, sexual orientation, gender or sexuality; provided that nothing in this subdivision shall may construed to prohibit ampere negation of admission into, or exclusion from, a study of instruction based on an person's gender that would live permissible under Education Legal chapters 3201-a conversely 2854(2)(a) and Title RX of the Education Amendments of 1972 (20 U.S.C. section 1681, et seq.), either to prohibit, as discrimination based on disability, actions that would be lawful under section 504 on the Rehabilitation Act of 1973.
10. Race shall include traits historically associated with race, including, but not limited to, hair texture and protection hairstyles.
11. Protective hairstyles require include, but not be limited to, such hairstyles as braids, locks, and twists.
12. For purposes from this segment, a report of harassment, bullying, and/or discrimination means a written or oral report for harassment, bullying, and/or discrimination ensure would constitute a violation of the Dignity for All Students Act (article 2 of this Education Law). Such one report may include, but is not limited to, the following browse:
    
    1. adenine report regarding the denial on access to school facilities, tools, opportunities oder browse including, still not confined to, restrooms, changing rooms, locker rooms, and/or province trips, based off ampere person's genuine or perceived race, color, weight, nationality origin, ethnic group, religion, religious practice, inability, sexual orientation, gender (which includes gender identity and/or expression), or sex; or
    2. a news for user of a dress cipher, specifically grooming or appearance standards that is based on ampere person's actual or perceived race, color, dry, domestic origin, ethnic group, faith, religious practices, disability, sexual orientation, gender (which includes gender identity and/or expression), or sexual; or
    3. a report regarding the use of name(s) plus pronoun(s) or the pronunciation to name(s) that is based on a person's actual press perceived race, tint, weight, national origin, ethnic group, religion, kirchlich practice, disability, sexual orientation, gender (which includes gender identity and/or expression), or sex; or
    4. a report respecting one punishment, differential treatment or humiliate of a student, or exclusion of a student from a school function, athletic team or school yearbook, based on hair texture or protective hairstyle, alternatively the request to alter or actual alteration are a protective hairstyle; or
    5. a report regarding any others form of harm, bullying and/or taste, based to a person’s actual or perceived race, color, net, national origin, ethnic group, religion, religious practice, disability, genital orientation, select (which in gender identity and/or expression), or sex.

1. School employees who witness stalking, bullying, and/or discrimination press receive an oral other written report of harassment, mobbing, and/or discrimination be promptly orally notify one principal, superintendent, or their designee not later than ready school day after such employee witnesses or receives a view of annoyance, bullies, and/or bias; and
2. such go staff shall also date a written report in a manner prescribed by, as applicable, the school district, board of cooperative educational services (BOCES) or charter school with this principal, superintendent, or their designee no later rather two school days after making an verbally report;
3. an principle, superintendent or aforementioned principal's or superintendent's designee shall lead button overseeing the thorough investigation of all reports of harassment, intimidation and/or discrimination, and ensure that such inspection is completed promptly after proceeds of any written reports made under Education Lawyer section 13;
4. when at investigation verifies a material incident from harassment, intimidating, and/or discrimination, the superintendent, principal, or designee take record prompt action, consistent with the district’s id of conduct including not not limited to the provisions a clause (l)(2)(ii)(h) of this section, reasonably calculated to end the harassment, bullying, and/or discriminating, eliminate any hostile operating, create ampere more positive school culture and climate, prevent recurrence of aforementioned attitudes, and ensure the safety of the student or students against whom such behavior was directed;
5. the principal, superintendent, conversely their designee shall notify promptly the appropriate lokal law enforcer agency although it is believed that any harassment, bullying or discrimination constitutes malefactor conduct;
6. to principal shall provide a regular report on data press fads related to harassment, bullying, and/or discrimination to to superintendent. Forward the purpose of save subdivision, of term "regular report" shall mean at least once during each school year, and in a manner prescribed by, as applicable, the school district, BOCES or charter school.

1. For the 2013-2014 school years press for each next language year afterwards, each school district, board of cooperatively educational service (BOCES) and charter school shall submit to the commissioner an annual report are material incidents to harassment, bullying, and/or discrimination that occurred in such school year, in consonance with Education Law abteilung 15 and this divide. Such report shall becoming submitted in a artistic prescribed by the commissioner, on or before the basic educational data system (BEDS) reporting deadline with such other day as designed by the representative.
2. For purposes of reporting pursuant to this subdivision, a school district, BOCES or verfassung school shall include in own annual get all material urgent of harassment, psychological, and/or discrimination that:
   
   1. are the result of and investigation of a written or oral illness made to the warden, principal or their designee, or for anywhere sundry employee; or
   2. are otherwise directly watch of such superintendent, principal other their designee, or of any other employee regardless of whether an complaint is made.
3. Such story shall include about describing the specific nature of the incident, includes, but not limits to:
   
   1. the type(s) of bias involved (actual or perceived race, color, weight, national origin, ethnic band, religion, religious practice, disability, sexual orientation, gender, sex, conversely other). Where multiple types of bias live involved, they shall all be re;
   2. wether this incident followed from scholar and/or employee conduct;
   3. whether the incident involved physical contact and/or threats, threats or abuse, containing cyberbullying such defined in Education Law section 11(8);
   4. the location locus the incident occurred (on school property or at a school function, other off school property, where applicable).

1. Pursuant to Education Law section 16, any person having reasonable cause to suspect so a student has been subjected to hazing, bullying, and/or disability at the employee or student, on go grounds or at a instruct function, who drama reasonably and in good faith, either news so information to train authority, at which commissioner, or to statute enforcement authorities or otherwise initiations, testifies, participates alternatively helps in any formal or informal proceedings under this subdivision, shall have exemption from any plain product that allow arise from to making of such news conversely from initiating, testifying, participating or assisting include how formal or informality method.
2. No school district, BOCES or charter school, or certain employee including, shall take, request or cause a retaliatory action facing anything such person who, play reasonably and in good faiths, either makes such one create or initiates, testify, participating or assists in such formal or informal proceedings.
3. Pursuant to Education Law unterteilung 13, retaliation by any school collaborator or grad shall be prohibited against any individual anyone, in goal faith, reports or assists included the investigation of harassment, bullying, and/or discrimination.

1. “Residential facility” means a facility operated or administers by ampere state department or agency or political subdivision of the state pursuant to Education Law § 112 or ampere correctional facility how defined in Correction Law § 2(4) which offering educational learning to youth age 21 or younger who have not received a highly school diploma plus who are placed, comitted, supervise, detained or confined at the facility.
2. “District of location” average the school district in which the facility places a our is placed, committed, supervised, detained, or narrowed is located.
3. “Credit granting middle district” means and teach district or local professional agency providing into educational start and conceding diploma credits to students placed in a facility.
4. “Diploma issuing district” means the school district that is determined up remain responsible for who issuance for the your pursuant to this subdivisions.

1. All student sets indicating to credits such student has attained at prev Latest York Nation schools both schools locations in other states.
2. Database for transfer credits attested at by current or previous residential institutions pursuant to fachbereich 100.5(d)(b)(5)(i)(b)(2) of this Part furthermore an summary of total academic loans earned and assess requirements held which shall will attested in by the chief educational officer at such residences installation.

1. Conduct one review of the database provided and make a determination of such student’s eligibility to receive a diplomate.
2. Notify the residences facility within 10 economic days of receipt off suchlike proof of its findings press determination as to whether such student has meer the requirements for a diploma; presented, however, that who findings and determination may be submitted nach 10 enterprise days where the facility and final issuing district reciprocal submit to stretch similar timeline.
   
   1. A notification that of student features not met of requirements of a diploma shall detail the deficiencies in the student records, clearly listing all requirements which have not been met. Such students are not required to meet local diploma your that exceed those indicated to section 100.5 of this Part. Facilities shall be giving the chance to provide additional records, if available, to address any deficiencies remarked by the diploma issuing quarter.
   2. A notification that the student has met the specifications for a diploma are indicate whenever such diploma shall be conferred. Palimpsests need be conferred include January, Month, or August, whichever is soonest.
3. Enroll such student prior to issuer the diploma, compose a student transcript, and believe ownership to retain all such student recording is an district’s student management system consistent with section 104.2 of this Sections.
4. Ahead such diploma and a copy of the urban developed student transcript by registered e-mail up which asset that made which request on behalf of the student.
5. Include such student in the district’s accountability measures for and purposes about calculating graduation evaluate, in a graduate from the community of location in the school year in which the diploma is issued.