Albany-Schoharie-Schenectady-Saratoga
Board of Cooperative Educational Services
2007-2008 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
2007-2008 Expenses ......., 11
|
Prior editions of the BOCES Report Card included other data representing information on component districts. The following data were not included in this report. - State Testing Program for All Component Districts - Graduation Results - Regents Examinations |
Albany-Schoharie-Schenectady-Saratoga BOCES
019000000000
Component Districts
|
Non-Component Districts
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.
|
|
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: |
2006-07 |
2006-07 |
2007-08 |
2007-08 |
|
First-year students . |
330 |
266 |
364 |
229 |
|
Second-year students . |
181 |
149 |
193 |
198 |
|
Second-year students completing .. |
169 |
130 |
180 |
177 |
|
Number of 11th/12th grade students enrolled in one-year programs: |
|
|
|
|
|
New Vision |
56 |
0 |
67 |
0 |
|
Other one-year programs .. |
101 |
55 |
145 |
55 |
|
|
|
|
|
|
* Data Include General Education and Students with Disabilities. Data Source: Basic Education Data System
Performance of Career & Technical Education (CTE) Students
Who Graduated in 2007
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
Status of Career and Technical Education (CTE) Students
Who Graduated in 2007
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
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.
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.
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
29
0
0
5
remained in the BOCES program ... .
0
0
29
0
0
2
left the program and did not enter another
district or BOCES program (dropouts) ...
0
0
13
0
0
5
are waiting for GED exam results . .
0
0
received high school diplomas ...
34
0
received high school equivalency diplomas
0
5
Adult Career and Technical Education (CTE)
|
|
This BOCES |
Statewide Average |
|
|
2006-07 Adult CTE Program Results |
Count |
Percentage |
Percentage |
|
All CTE Programs |
|
|
|
|
Number Enrolled |
12 |
|
|
|
Number who Left Prior to Completion |
2 |
17% |
17.4% |
|
Number who Completed |
10 |
83% |
69.8% |
|
Completed and Status Known |
N/A |
0.0% |
74.5% |
|
Completed and were Successfully Placed* |
N/A |
0.0% |
84.2% |
|
Non-Traditional Programs |
|
|
|
|
Under-Represented Gender Members Enrolled |
0 |
0.0% |
12.6% |
|
Under-Represented Gender Members Who Completed |
0 |
0.0% |
13.1% |
* Successfully Placed means placed in employment, the military or in additional education.
Adult Basic Education
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.
|
Educational Program |
Enrollment |
Educational Gain |
|||||||
|
2005-06 |
2006-07 |
2007-08 |
2005-06 |
2006-07 |
2007-08 |
||||
|
|
|
|
|
Percent |
|
Percent |
|
Percent |
|
|
Adult Beginning/ Intermediate |
530 |
567 |
529 |
0 |
27% |
222 |
36.5% |
179 |
35% |
|
Adult Secondary (Low) |
66 |
36 |
38 |
0 |
21% |
13 |
36.1% |
38 |
44% |
|
ESOL |
178 |
204 |
212 |
0 |
34% |
110 |
57.1% |
108 |
55% |
Other Outcomes (2005-06 through 2007-08)
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.
|
Other Outcomes |
Students with Goal |
Students Achieving Goal |
|||||||
|
2005-06 |
2006-07 |
2007-08 |
2005-06 |
2006-07 |
2007-08 |
||||
|
|
|
|
|
Percent |
|
Percent |
|
Percent |
|
|
Entered employment |
156 |
70 |
63 |
0 |
40% |
44 |
78.6% |
36 |
57% |
|
Retained employment |
325 |
70 |
20 |
0 |
64% |
42 |
53.0% |
10 |
50% |
|
Obtained a secondary or high school equivalency diploma |
47 |
68 |
47 |
0 |
28% |
59 |
86.7% |
44 |
93% |
|
Entered post-secondary education or training |
34 |
52 |
29 |
0 |
25% |
35 |
97.2% |
19 |
65% |
Special Education Enrollment and Tuition
When placing students, districts select among classrooms with different student/staff ratios consistent with each students Individualized Education Program (IEP). The following are four of the alternatives:
12 students per teacher plus one paraprofessional (12:1:1)
6 students per teacher plus one paraprofessional (6:1:1)
12 students per teacher plus four paraprofessionals (12:1+1:3)
8 students per teacher plus 1 paraprofessional (8:1:1)
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
2005-06
2006-07
2007-08
4:1:2
32
35
41
6:1:2
144
139
143
8:1:2
63
61
43
8:1:3
6
6
8
9:1:2
123
128
102
9:1:3
124
125
126
12:1:1
134
127
115
12:1:2
190
156
119
Tuition Rates Per Student
2005-06 through 2007-08
* 8:1:2/8:1:3 *12:1:2 *6:1:2 *12:1:1
*These calculations represent average tuition for staff ratios in different
strands
State Testing Program
2007-2008 School Year
These data are results of State assessments for students enrolled in BOCES programs.
Data Source: nySTART
|
State Assessment |
Counts of Students Tested |
Percentage of Students Tested |
No Valid Score |
|||||
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Total |
Level 2-4 |
Level 3-4 |
||
|
|
|
|
|
|
Percent |
Percent |
|
|
|
Grade 3 |
13 |
7 |
7 |
1 |
28 |
53% |
28% |
0 |
|
Grade 4 |
20 |
6 |
6 |
0 |
32 |
37% |
19% |
0 |
|
Grade 5 |
12 |
17 |
5 |
0 |
34 |
65% |
15% |
0 |
|
Grade 6 |
8 |
23 |
5 |
0 |
36 |
78% |
14% |
0 |
|
Grade 7 |
19 |
22 |
9 |
0 |
50 |
62% |
18% |
0 |
|
Grade 8 |
28 |
33 |
6 |
1 |
68 |
59% |
10% |
1 |
|
|
|
|
|
|
|
|
|
|
|
Grade 3 |
13 |
8 |
8 |
0 |
29 |
55% |
28% |
0 |
|
Grade 4 |
16 |
6 |
8 |
0 |
30 |
47% |
27% |
0 |
|
Grade 5 |
19 |
11 |
6 |
0 |
36 |
47% |
17% |
0 |
|
Grade 6 |
22 |
8 |
6 |
0 |
36 |
39% |
17% |
0 |
|
Grade 7 |
23 |
16 |
9 |
1 |
49 |
53% |
20% |
1 |
|
Grade 8 |
45 |
15 |
2 |
4 |
66 |
32% |
9% |
1 |
|
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)
Data Source: nySTART
|
State Assessment |
Counts of Students Tested |
Percentage of Students Tested |
No Valid Score |
|||||
|
Level 1 |
Level 2 |
Level 3 |
Level 4 |
Total |
Level 2-4 |
Level 3-4 |
||
|
Percent |
Percent |
|||||||
|
Grade 3 |
0 |
0 |
0 |
4 |
4 |
100% |
100% |
0 |
|
Grade 4 |
0 |
0 |
2 |
4 |
6 |
100% |
100% |
0 |
|
Grade 5 |
0 |
0 |
1 |
6 |
7 |
100% |
100% |
0 |
|
Grade 6 |
0 |
1 |
0 |
1 |
2 |
100% |
50% |
0 |
|
Grade 7 |
0 |
2 |
2 |
4 |
8 |
100% |
75% |
0 |
|
Grade 8 |
0 |
1 |
2 |
6 |
9 |
100% |
89% |
0 |
|
High School |
0 |
0 |
2 |
1 |
3 |
100% |
100% |
0 |
|
|
|
|
|
|
|
|
|
|
|
Grade 3 |
0 |
0 |
0 |
4 |
4 |
100% |
100% |
0 |
|
Grade 4 |
0 |
0 |
1 |
5 |
6 |
100% |
100% |
0 |
|
Grade 5 |
0 |
1 |
1 |
5 |
7 |
100% |
86% |
0 |
|
Grade 6 |
0 |
0 |
0 |
2 |
2 |
100% |
100% |
0 |
|
Grade 7 |
2 |
0 |
4 |
0 |
6 |
67% |
67% |
2 |
|
Grade 8 |
1 |
0 |
4 |
4 |
9 |
89% |
89% |
0 |
|
High School |
0 |
0 |
2 |
1 |
3 |
100% |
100% |
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. |
Professional Development
2007-2008 School Year
|
BOCES provided training for a minimum of one or more full instructional days in the following areas: |
Number of Participants: |
||||
|
Districts |
Teachers |
Principals |
Paraprofessionals |
Other |
|
|
Site Based Educational Planning |
8 |
23 |
4 |
0 |
0 |
|
District Based Educational Planning |
0 |
0 |
0 |
0 |
0 |
|
High School Graduation Requirements |
0 |
0 |
0 |
0 |
0 |
|
Learning Standards (ELA, MST, etc.) |
65 |
848 |
24 |
0 |
25 |
|
Data Management and Analysis |
24 |
287 |
59 |
0 |
25 |
|
Integrating Technology into Curricula & Instruction |
0 |
1141 |
50 |
79 |
45 |
|
Interdisciplinary Teaching (including integration of career technology & academics) |
0 |
0 |
0 |
0 |
0 |
|
Middle Level Education Academic and Youth Development |
48 |
113 |
0 |
0 |
0 |
|
Career and Technical Education |
0 |
0 |
0 |
0 |
0 |
|
Instructional Strategies |
75 |
669 |
41 |
0 |
4 |
|
Parent Training |
6 |
0 |
0 |
0 |
400 |
|
Special Education Issues |
65 |
429 |
1 |
225 |
30 |
|
Leadership Training |
39 |
577 |
90 |
53 |
290 |
|
Special Education Training Resource Center (SETRC) |
10 |
150 |
35 |
70 |
0 |
|
Other (Value Added) |
133 |
52 |
100 |
0 |
261 |
Technology Services
2007-2008 School Year
|
BOCES provides technology services to district and BOCES staff and students. |
Districts |
Professionals |
Students |
|
Distance Learning |
10 |
44 |
623 |
|
Instructional Computing |
22 |
1,315 |
0 |
|
Computer/Audio Visual Repair |
0 |
0 |
|
|
Library Automation/Software |
0 |
0 |
0 |
|
LAN Installation/Support |
0 |
0 |
0 |
|
Distributed Process Technicians |
0 |
0 |
0 |
|
Guidance Information |
12 |
45 |
0 |
|
Administrative Computer Services |
0 |
0 |
|
|
Administrative Training |
0 |
0 |
|
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
2007-2008 Expenses
Data Source: SA111, schedule 2A
Administrative Expenses (Excluding Supplemental Retirement
& Other Post Retirement Benefits)
.$ 2,244,844
Supplemental Retirement & Other Post Retirement Benefits .. .... .. $ 3,280,847
Capital Expenses .$ 2,427,159
Total Program Expenses
...
.$ 87,949,090
Total Expenses . .$ 95,901,940
