Cover Page of BOCES Report Card 2006-2007

Albany-Schoharie-Schenectady-Saratoga

Board of Cooperative Educational Services

2006-2007 Report Card

 

Table of Contents

Page

Component/Non-Component District List………………………………………….. ii

Indicators of BOCES Performance

Career & Technical Education……………………………………….………… 1-2

Alternative Education…………………………………………………….…….. 3

Adult Career & Technical Education…………………………………….……. 4

Adult Basic Education……………………………………….………………….. 4

Special Education

Special Education Enrollment and Tuition in BOCES Programs……...… 5

State Testing Program………………………………………………………. 6-7

Professional Development…………………………………………………….… 8

Technology Services……..……….…………..……………………………….…. 9

School Library System Services……………………………………………….. 10

2006-2007 Expenses……………………………………………………………… 11

 

 

 

 

 

 

 

 

 

 

Albany-Schoharie-Schenectady-Saratoga BOCES

019000000000

 

 

Component Districts

·1 Berne-Knox-Westerlo Central School District

·2 Bethlehem Central School District

·3 Burnt Hills-Ballston Lake Central School District

·4 Cobleskill-Richmondville Central School District

·5 Cohoes City School District

·6 Duanesburg Central School District

·7 Green Island Union Free School District

·8 Guilderland Central School District

·9 Maplewood School District

·10 Menands Union Free School District

·11 Middleburgh Central School District

·12 Mohonasen Central School District

·13 Niskayuna Central School District

·14 North Colonie Central School District

·15 Ravena-Coeymans-Selkirk Central School District

·16 Schalmont Central School District

·17 Schenectady City School District

·18 Schoharie Central School District

·19 Scotia-Glenville Central School District

·20 Sharon Springs Central School District

·21 Shenendehowa Central School District

·22 South Colonie Central School District

·23 Voorheesville Central School District

·24 Watervliet City School District

Non- Component Districts

Albany City School District

 

 

 

Career & Technical Education (CTE)

BOCES CTE classes, offered primarily on a half-day basis, prepare high school students from component districts for skilled work force careers. Most CTE programs require two years to complete. Data Source: BOCES Survey

General Education Students

Students with Disabilities

General Education Students

Students with Disabilities

Number of 11th/12th grade students enrolled in a CTE two-year sequence:

2005-06

2005-06

2006-07

2006-07

First-year students ……………………….

509

261

330

266

Second-year students …………………….

259

154

181

149

Second-year students completing ………..

235

139

169

130

Number of 11th/12th grade students enrolled in one-year programs:

"New Vision" ……………………………

50

0

56

0

Other one-year programs ………………..

50

10

101

55

Graph of Tuition Per Student for CTE Programs

Graph of Number Enrolled in CTE Programs as a Percent of all Juniors and Seniors in Component High Schools

 

* Data Include General Education and Students with Disabilities. Data Source: BOCES Survey and Basic Education Data System

** Data does not include Albany City School District 11th and 12th grade enrollment. Albany City School District is a non-component

***Total number of junior/senior students in components was extracted from the Data Warehouse on 3/7/2008.

Performance of Career & Technical Education (CTE) Students

Who Graduated in 2006

BOCES collects student performance data from component districts for students who participate in CTE BOCES programs. The data in the chart are based upon total program completers (general education and students with disabilities.) Data Source: CTEDS-2

Graph of Percentage Passing ELA, Math & Social Studies and Percent Receiving High School Diploma or Equivalent

Status of Career and Technical Education (CTE) Students

Who Graduated in 2006

BOCES Surveys CTE graduates within one year after program completion to determine if they are employed or continuing their education. Data Source: CTEDS-2 Report

Graph of All Graduates (General Education and Students with Disabilities)Graph of Students with Disabilities

 

 

 

 

Alternative Education

BOCES operates full-day and/or half-day programs for general-education students who have been identified as having special needs not being met in school district programs. Programs may include academics, vocational skills, work-study, specialized activities or a combination of these. The BOCES Report Card includes alternative education program enrollment and outcome data for students in grades 5 through 8, as well as students in programs leading to high school diplomas or high school equivalency diplomas. Data Source: BOCES Survey

 

Chart of Alternative Education Program Enrollment June 30, 2007Chart of 2006-2007 Alternative Education Per Student Tuition

 

Alternative Education Outcomes

The objective of the alternative education program is to retain students until they graduate or return to a regular school setting. Students counted as leaving programs may have done so for a variety of reasons including relocation, medical problems, childcare, incarceration or entering other education programs. Data Source: BOCES Survey

 

Grades 5-8

Grades 9-12 Programs Leading to HS Diploma

Grades 9-12 Programs Leading to HS Equivalency Diplomas

Number of students who:………………………

Full-day

Half- day

Full-day

Half- day

Full-day

Half- day

returned to a school district program ………...

0

0

14

0

0

0

remained in the BOCES program ………...….

0

0

36

0

0

2

left the program and did not enter another

district or BOCES program (dropouts) ……...

0

0

4

0

0

1

are waiting for GED exam results ……….….

0

0

received high school diplomas ……………...

26

0

received high school equivalency diplomas …

0

12

 

 

Adult Career and Technical Education (CTE)

Adult CTE programs enhance academic and workplace skills and enable participants to gain employment or career advancement. Data Source: Adult Allies

 

This BOCES

Statewide Average

2005-06 Adult CTE Program Results

Count

Percentage

Percentage

All CTE Programs

     

Number Enrolled

2

   

Number who Left Prior to Completion

0

0.0%

17.2%

Number who Completed

2

100%

73.6%

Completed and Status Known

2

100%

71.3%

Completed and were Successfully Placed*

2

100%

90.6%

Non-Traditional Programs

     

Under-Represented Gender Members Enrolled

0

0.0%

10.1%

Under-Represented Gender Members Who Completed

0

0.0%

9.4%

* Successfully Placed means placed in employment, the military or in additional education.

Adult Basic Education

Based on data reported for the National Reporting System (NRS) for adult education programs, enrollment in adult basic education programs for 2006-2007 was 977.

Educational Gain

Under the NRS, educational gain is the primary goal for students in adult beginning/intermediate programs, adult secondary (low) programs, and in English for speakers of other languages programs. Students are counted as achieving educational gain if they exceed established reference points in their standardized test scores between enrollment and re-testing.

Enrollment

Educational Gain

2004-05

2005-06

2006-07

2004-05

2005-06

2006-07

       

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

583

530

567

0

26%

0

27%

222

36.5%

Adult Secondary (Low)

91

66

36

0

25%

0

21%

13

36.1%

ESOL

295

178

204

0

27%

0

34%

110

57.1%

Other Outcomes (2003-04 through 2006-07)

The following outcome measures are consistent with the National Reporting System (NRS) for adult education. Students in adult secondary (high) programs are considered to have a primary goal of obtaining a secondary or high school equivalency diploma. For all other outcomes, the student achievements correlate to the students indicating those goals at intake.

Students with Goal

Students Achieving Goal

2004-05

2005-06

2006-07

2004-05

2005-06

2006-07

       

Percent

 

Percent

 

Percent

Entered employment

179

156

70

0

86%

0

40%

44

78.6%

Retained employment

125

325

70

0

90%

0

64%

42

53.0%

Obtained a secondary or high school equivalency diploma

159

47

68

0

82%

0

28%

59

86.7%

Entered post-secondary education or training

125

34

52

0

57%

0

25%

35

97.2%

Special Education Enrollment and Tuition

When placing students, districts select among classrooms with different student/staff ratios consistent with each student’s Individualized Education Program (IEP). The following are nine of the alternatives:

12 students per teacher plus two paraprofessionals (12:1:2) 8 students per teacher plus 2 paraprofessionals (8:1:2)

12 students per teacher plus one paraprofessional (12:1:1) 8 students per teacher plus 1 paraprofessional (8:1:1)

9 students per teacher plus 3 paraprofessionals (9:1:3) 6 students per teacher plus two paraprofessionals (6:1:2)

9 students per teacher plus 2 paraprofessionals (9:1:2) 4 students per teacher plus two paraprofessionals (4:1:2)

8 students per teacher plus 3 paraprofessionals (8:1:3)

An addendum of enrollment and tuition information will be attached to this report if this BOCES provides other options of student/staff ratios.

Tuition rates exclude the costs of related services, preschool and summer school programs. BOCES with multiple tuition rates for a program have calculated an average rate. Data source: 602 Report

Enrollment Trends

2004-05

2005-06

2006-07

4:1:2

27

32

35

6:1:2

133

144

139

8:1:1

21

22

24

8:1:2

44

41

37

8:1:3

13

14

11

9:1:2

109

123

128

9:1:3

104

116

120

12:1:1

134

134

127

12:1:2

200

190

156

Tuition Rates Per Student

2004-05 through 2006-07

Graph of Special Education Tuition Rates Per Student by Enrollment

State Testing Program

2006-2007 School Year

These data are results of State assessments for students enrolled in BOCES programs.

Data Source: NERIC

Counts of Students Tested

Percentage of Students Tested

Level 1

Level 2

Level 3

Level 4

Total

Level 2-4

Level 3-4

         

Percent

Percent

 

Grade 3

English Language Arts

16

3

2

0

21

23.8%

9.5%

0

Grade 4

English Language Arts

16

8

6

0

30

46.7%

20.0%

0

Grade 5

English Language Arts

13

13

4

0

30

56.7%

13.3%

0

Grade 6

English Language Arts

12

14

2

0

28

57.1%

7.1%

0

Grade 7

English Language Arts

30

29

5

2

66

54.5%

10.6%

0

Grade 8

English Language Arts

24

25

6

0

55

56.4%

10.9%

0

Grade 3

Mathematics

8

6

7

0

21

0.0%

0.0%

0

Grade 4

Mathematics

11

11

8

0

30

63.3%

26.7%

0

Grade 5

Mathematics

21

7

6

0

34

38.2%

17.6%

0

Grade 6

Mathematics

13

12

3

0

28

53.6%

10.7%

0

Grade 7

Mathematics

37

25

4

2

68

45.6%

8.8%

0

Grade 8

Mathematics

33

15

7

0

55

40.0%

12.7%

0

 

Level 4

These students exceed the standards and are moving toward high performance on the Regents examination.

Level 3

These students meet the standards and, with continued steady growth, should pass the Regents examination.

Level 2

These students need extra help to meet the standards and pass the Regents examination.

Level 1

These students have serious academic deficiencies.

 

 

 

 

 

 

Performance of Students with Severe Disabilities on the

New York State Alternate Assessment (NYSAA)

2006-2007 School Year

Data Source: NERIC

Counts of Students Tested

Percentage of Students Tested

Level 2-4

Level 3-4

Percent

Percent

Grade 3

English Language Arts

1

2

1

7

11

90.9%

72.7%

0

Grade 4

English Language Arts

0

1

1

7

9

100%

88.9%

1

Grade 5

English Language Arts

0

0

2

5

7

100%

100%

0

Grade 6

English Language Arts

1

1

1

4

7

85.7%

71.4%

3

Grade 7

English Language Arts

0

1

0

13

14

100%

92.9%

0

Grade 8

English Language Arts

0

0

1

9

10

100%

100%

0

High School

English Language Arts

0

2

6

12

20

100%

90%

0

Grade 3

Mathematics

0

0

3

0

8

100%

100%

0

Grade 4

Mathematics

1

2

2

4

9

88.9%

66.7%

1

Grade 5

Mathematics

1

0

1

5

7

85.7%

85.7%

0

Grade 6

Mathematics

0

1

2

5

8

100%

87.5%

1

Grade 7

Mathematics

0

2

2

10

14

100%

85.7%

0

Grade 8

Mathematics

0

0

2

8

10

100%

100%

0

High School

Mathematics

0

5

4

11

20

100%

75%

0

 

Level 4

These students exceed the standards and are moving toward high performance on the Regents examination.

Level 3

These students meet the standards and, with continued steady growth, should pass the Regents examination.

Level 2

These students need extra help to meet the standards and pass the Regents examination.

Level 1

These students have serious academic deficiencies.

Animated Picture of People at Table

Professional Development

2006-2007 School Year

Data Source: BOCES Survey

Number of Participants:

Districts

Teachers

Principals

Paraprofessionals

Other

Site Based Educational Planning

2

150

4

10

6

District Based Educational Planning

1

7

1

4

3

High School Graduation Requirements

0

0

0

0

0

Learning Standards (ELA, MST, etc.)

65

488

48

0

0

Data Management and Analysis

31

86

36

0

49

Integrating Technology into Curricula & Instruction

18

1,485

68

175

56

Interdisciplinary Teaching (including integration of career technology & academics)

13

27

0

0

0

Middle Level Education Academic and Youth Development

14

87

0

0

0

Career and Technical Education

0

94

13

25

0

Instructional Strategies

79

1225

44

96

3

Parent Training

4

150

17

22

398

Special Education Issues

49

646

26

343

7

Leadership Training

0

18

59

0

72

Special Education Training Resource Center (SETRC)

16

400

20

185

0

Bus Driver

10

0

0

0

101

Value Added

10

70

49

0

15

 

 

Technology Logo 

Technology Services

2006-2007 School Year

Data Source: BOCES Survey

BOCES provides technology services to district and BOCES staff and students.

Districts

Professionals

Teachers

Administrators

Students

Distance Learning

10

39

525

Instructional Computing

14

1,736

0

Computer/Audio Visual Repair

0

0

Library Automation/Software

11

2,049

25,461

LAN Installation/Support

8

123

0

Distributed Process Technicians

14

160

0

Guidance Information

25

80

0

Administrative Computer Services

25

1,337

Administrative Training

21

136

*Numbers reflect NERIC services provided to Capital Region BOCES schools only.

 

 

 

 

School Library System Logo

School Library Systems (SLS)

School Library Systems are state-aided programs set forth in Education Law and regulations of the Commissioner of Education. Each BOCES acts as the educational agency that sponsors the program to provide vital library and information resources to public and nonpublic schools. Each system operates under an approved long range plan of service. Some of the key functions of SLS are: to provide leadership and training through professional development activities; enrich the NYS Learning Standards by providing information literacy awareness and skills; facilitate resource-sharing among its member school libraries; promote advances in technology for information storage and retrieval; focus on cooperative collection development of member school library materials; address the information needs of special client groups; and participate in regional library issues with the public, academic, special and other school libraries. Students, teachers and administrators in each BOCES service area benefit from the programs and services of the school library system. Data Source: SLS Annual Report

 

Graph of Number of Library Media CentersGraph of Novel Ready Libraries

 

 

 

 

Graph of Number of Participants at Professional Development WorkshopsGraph of Consulting Reference and Technical Assistance Services by SLS Staff

 

 

2006-2007 Expenses

Data Source: SA111, schedule 2A

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) …………………………………………….$ 3,718,973

Supplemental Retirement & Other Post Retirement Benefits..…………… $ 2,235,073

Capital Expenses …………………………………………………………….$ 2,151,172

Total Program Expenses …………………………………………….…….$ 81,873,505.00

Graph of Program Expenses

Total Expenses……….……………………………………………………….$ 89,978,723

Graph of Total Expenses

*Excludes Supplemental & Other Post Retirement Benefits