Western Suffolk BOCES

 

 

 


Western Suffolk BOCES

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

   

 

 

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

 
 

 

 

 

 

 

 

 


 

 

 


Western Suffolk BOCES

2006-07

 

 

 

Component Districts

 

·        Amityville UFSD

·        Babylon UFSD

·        Cold Spring Harbor CSD

·        Commack UFSD

·        Copiague UFSD

·        Deer Park UFSD

·        Elwood UFSD

·        Half Hollow Hills CSD

·        Harborfields CSD

·        Huntington UFSD

·        Kings Park CSD

·        Lindenhurst UFSD

·        North Babylon UFSD

·        Northport-East Northport UFSD

·        Smithtown CSD

·        South Huntington UFSD

·        West Babylon UFSD

·        Wyandanch UFSD

 

 

 

 

 

 

 

 

 

 

 

 


 

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 ……………………….

811

270

795

280

          Second-year students …………………….

428

237

427

250

          Second-year students completing ………..

333

134

329

147

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

 

 

 

 

          “New Vision” ……………………………

0

0

0

0

          Other one-year programs ………………..

0

0

0

0

 

Percentages given in above graph for 2004-05 and 2005-06 are different from those reported last year. They were recalculated to reflect a consistent look at the combined total of CTE and GCTE students as a percentage of all 11th and 12th graders reported in the BEDS data of our 18 districts.

 

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

 

 

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

 

 

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

 

 

 

 

 

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

 

 
 


 

 

 

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

44

0

4

0

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

0

0

92

0

63

0

  left the program and did not enter another

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

0

0

22

0

48

0

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

 

 

 

 

8

0

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

 

 

67

0

 

 

  received high school equivalency diplomas …

 

 

 

 

27

0

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

2,301

 

 

     Number who Left Prior to Completion

167

7.2%

17.2%

     Number who Completed

1,774

77.0%

73.6%

          Completed and Status Known

1,725

97.0%

71.3%

          Completed and were Successfully Placed*

1,646

93.0%

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 3,513.

 

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

2004-05

2005-06

2006-07

2004-05

2005-06

2006-07

 

 

 

 

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

1,281

1,159

1,115

442

37.9%

420

38.5%

479

43.0%

Adult Secondary (Low)

104

78

117

34

33.0%

30

38.5%

50

43.04%

ESOL

1,991

2,077

2,281

766

50.6%

959

51.2%

1,170

51.3%

 

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.

Other Outcomes

Students with Goal

Students Achieving Goal

04-05

05-06

06-07

2004-05

2005-06

2006-07

 

 

 

 

Percent

 

Percent

 

Percent

Entered employment

0

161

225

0

0.0%

140

87.0%

181

80.44%

Retained employment

0

184

262

0

0.0%

99

53.8%

226

86.25%

Obtained a secondary or hs equivalency diploma

0

128

142

0

0.0%

100

78.1%

110

77.46%

Entered post-secondary education or training

0

74

66

0

0.0%

71

96.0%

62

93.94%

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:

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

o               6 students per teacher plus one paraprofessional (6:1:1)

o               12 students per teacher plus four paraprofessionals (12:1+1:3)

o               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

 

 

2004-05

2005-06

2006-07

8:1:1

935

941

944

12:1+1:3

NA

NA

NA

6:1:1

NA

NA

NA

12:1:1

104

99

87

 

 

Tuition Rates Per Student

2004-05 through 2006-07

 

 

 

 

State Testing Program

2006-2007 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

16

6

2

1

25

36.0

12.0

0

Grade 4

 English Language Arts

8

5

3

0

16

50.0

18.8

0

Grade 5

 English Language Arts

16

10

5

0

31

48.4

16.1

0

Grade 6

 English Language Arts

18

16

6

0

40

55.0

15.0

0

Grade 7

 English Language Arts

14

14

7

1

36

66.1

22.2

0

Grade 8

 English Language Arts

24

15

3

0

42

42.9

7.1

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

12

6

8

1

27

55.6

33.3

0

Grade 4

Mathematics

7

7

3

0

17

58.8

17.6

0

Grade 5

Mathematics

16

12

3

0

31

48.4

9.7

0

Grade 6

Mathematics

21

8

3

1

33

36.4

12.1

0

Grade 7

Mathematics

22

9

6

0

37

40.5

16.2

0

Grade 8

Mathematics

29

10

5

0

44

34.1

11.4

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: 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

2

14

5

21

100.0%

90.5%

0

Grade 4

 English Language Arts

0

8

8

13

29

100.0%

72.4%

0

Grade 5

 English Language Arts

0

0

11

12

23

100.0%

100.0%

0

Grade 6

 English Language Arts

0

3

8

13

24

100.0%

87.5%

0

Grade 7

 English Language Arts

0

11

7

17

35

100.0%

68.6%

0

Grade 8

 English Language Arts

0

3

12

23

38

100.0%

92.1%

0

High School

English Language Arts

0

3

25

37

65

100.0%

95.4%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

4

8

9

21

100.0%

80.9%

0

Grade 4

Mathematics

0

6

6

17

29

100.0%

79.3%

0

Grade 5

Mathematics

0

2

8

13

23

100.0%

91.3%

0

Grade 6

Mathematics

0

7

6

11

24

100.0%

70.8%

0

Grade 7

Mathematics

0

5

15

15

35

100.0%

85.7%

0

Grade 8

Mathematics

1

8

9

20

38

97.4%

76.3%

0

High School

Mathematics

0

29

14

22

65

100.0%

55.4%

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.

 

 

Text Box:

       Professional Development

          2006-2007 School Year

 

 

 

 

Data Source: BOCES Survey

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

1

43

22

32

7

District Based Educational Planning

95

155

37

18

175

High School Graduation Requirements

19

53

15

0

0

Learning Standards (ELA, MST, etc.)

49

2,185

67

0

0

Data Management and Analysis

60

226

78

0

41

Integrating Technology into Curricula & Instruction

51

3,703

109

18

0

Interdisciplinary Teaching (including integration of career technology & academics)

1

94

6

16

0

Middle Level Education Academic and Youth Development

20

60

37

0

17

Career and Technical Education

1

75

12

12

0

Instructional Strategies

99

4,415

76

18

0

Parent Training

1

60

22

15

105

Special Education Issues

37

157

20

322

0

Leadership Training

58

239

69

0

0

Special Education Training Resource Center (SETRC)

1

3

3

0

0

Other

1,14

314

172

0

250

 

 

 

 

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

4

73

1,055

Instructional Computing

28

10,488

116,758

Computer/Audio Visual Repair

0

0

 

Library Automation/Software

16

112

84,240

LAN Installation/Support

16

6,681

72,976

Distributed Process Technicians

0

0

0

Guidance Information

18

8,783

97,924

Administrative Computer Services

5

1,607

 

Administrative Training

1

26

 

 

 

 

 

 

 

 

 

 

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

 

 

                                                           

                                                                       

 

 

 

 
 

 

 


 

 

2006-2007 Expenses

 

Data Source: SA111, schedule 2A

 

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) ………………………………………………….$    3,443,966

 

Supplemental Retirement & Other Post Retirement Benefits…………..……………$    4,509,355

 

Capital Expenses………………………………………………………………….….$    2,939,202

 

Total Program Expenses……………………………………………………….…….$ 117,326,913

               

                  

                                    

 

Total Expenses…………….……………………………………………………….$     128,219,436

                                                         

                     

 

*Excludes Supplemental & Other Post Retirement Benefits