Cover Page of BOCES Report Card 2007-2008

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

  • Berne-Knox-Westerlo Central School District
  • Bethlehem Central School District
  • Burnt Hills-Ballston Lake Central School District
  • Cobleskill-Richmondville Central School District
  • Cohoes City School District
  • Duanesburg Central School District
  • Green Island Union Free School District
  • Guilderland Central School District
  • Menands Union Free School District
  • Mohonasen Central School District
  • Niskayuna Central School District
  • North Colonie Central School District
  • Ravena-Coeymans-Selkirk Central School District
  • Schalmont Central School District
  • Schenectady City School District
  • Schoharie Central School District
  • Scotia-Glenville Central School District
  • Sharon Springs Central School District
  • Shenendehowa Central School District
  • South Colonie Central School District
  • Voorheesville Central School District
  • 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.

 

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

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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 District High Schools

 

 

 

 

 

 

 * 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

Graph of Performance of Career & Technical Education (CTE) Students Who Graduated in 2007

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

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

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.

Graph of Alternative Education Program Enrollment June 30, 2008                                              Graph of 2007-2008 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.

 

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)
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

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
Based on data reported for the National Reporting System (NRS) for adult education programs, enrollment in adult basic education programs for 2007-2008 was 813.

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 student’s 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

    Graph of 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
     English Language Arts

    13

    7

    7

    1

    28

    53%

    28%

    0

    Grade 4
     English Language Arts

    20

    6

    6

    0

    32

    37%

    19%

    0

    Grade 5
     English Language Arts

    12

    17

    5

    0

    34

    65%

    15%

    0

    Grade 6
     English Language Arts

    8

    23

    5

    0

    36

    78%

    14%

    0

    Grade 7
     English Language Arts

    19

    22

    9

    0

    50

    62%

    18%

    0

    Grade 8
     English Language Arts

    28

    33

    6

    1

    68

    59%

    10%

    1

     

     

     

     

     

     

     

     

     

    Grade 3
    Mathematics

    13

    8

    8

    0

    29

    55%

    28%

    0

    Grade 4
    Mathematics

    16

    6

    8

    0

    30

    47%

    27%

    0

    Grade 5
    Mathematics

    19

    11

    6

    0

    36

    47%

    17%

    0

    Grade 6
    Mathematics

    22

    8

    6

    0

    36

    39%

    17%

    0

    Grade 7
    Mathematics

    23

    16

    9

    1

    49

    53%

    20%

    1

    Grade 8
    Mathematics

    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)
    2007-2008 School Year

    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
     English Language Arts

    0

    0

    0

    4

    4

    100%

    100%

    0

    Grade 4
     English Language Arts

    0

    0

    2

    4

    6

    100%

    100%

    0

    Grade 5
     English Language Arts

    0

    0

    1

    6

    7

    100%

    100%

    0

    Grade 6
     English Language Arts

    0

    1

    0

    1

    2

    100%

    50%

    0

    Grade 7
     English Language Arts

    0

    2

    2

    4

    8

    100%

    75%

    0

    Grade 8
     English Language Arts

    0

    1

    2

    6

    9

    100%

    89%

    0

    High School
    English Language Arts

    0

    0

    2

    1

    3

    100%

    100%

    0

     

     

     

     

     

     

     

     

     

    Grade 3
    Mathematics

    0

    0

    0

    4

    4

    100%

    100%

    0

    Grade 4
    Mathematics

    0

    0

    1

    5

    6

    100%

    100%

    0

    Grade 5
    Mathematics

    0

    1

    1

    5

    7

    100%

    86%

    0

    Grade 6
    Mathematics

    0

    0

    0

    2

    2

    100%

    100%

    0

    Grade 7
    Mathematics

    2

    0

    4

    0

    6

    67%

    67%

    2

    Grade 8
    Mathematics

    1

    0

    4

    4

    9

    89%

    89%

    0

    High School
    Mathematics

    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.

      

    Graphic of people at table              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 Logo 

    Technology Services
    2007-2008 School Year

     

     

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

    Districts

    Professionals
    Teachers
    Administrators

    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 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 Centers                            Graph of NOVEL Ready Libraries

       

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

     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
     

    Graph of Program Expenses

     

     

     

     

     

     

     

    Total Expenses…………….………………………………………………….$ 95,901,940

    Graph of Total Expenses

    *Excludes Supplemental & Other Post Retirement Benefits