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 11^th/12^th grade students enrolled in a CTE two-year sequence:	2006-07	2006-07	2007-08	2007-08
First-year students ……………………….	795	280	779	318
Second-year students …………………….	427	250	471	229
Second-year students completing ………..	329	147	291	134
Number of 11^th/12^th grade students enrolled in one-year programs:
“New Vision” ……………………………	0	0	0	0
Other one-year programs ………………..	0	0	0	0

* 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.

$19,219

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	48	0	11	0
remained in the BOCES program ………...….	0	0	101	0	73	0
left the program and did not enter another district or BOCES program (dropouts) ……...	0	0	25	0	43	0
are waiting for GED exam results ……….….					0	0
received high school diplomas ……………...			74	0
received high school equivalency diplomas …					48	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
2006-07 Adult CTE Program Results	Count	Percentage	Percentage
All CTE Programs
Number Enrolled	2177
Number who Left Prior to Completion	126	5.7%	17.4%
Number who Completed	1774	81.4%	69.8%
Completed and Status Known	1725	97.2%	74.5%
Completed and were Successfully Placed*	1646	92.7%	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 1,804.**

**This is less than actual enrollment. Due to changes in the system for collecting data, total figures for this BOCES were not available.

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	1,159	1,115	693**	420	38.5%	479	43.0%	347**	50%**
Adult Secondary (Low)	78	117	70**	30	38.5%	50	43.04%	21**	30%**
ESOL	2,077	2,281	941**	959	51.2%	1,170	51.3%	558**	59**

**This is less than actual enrollment. Due to changes in the system for collecting data, total figures for this BOCES were not available.

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. **Due to changes in the system for collecting data, figures for other outcomes for this BOCES were not available.

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	161	225	0**	140	87.0%	181	80.44%	0**	0.0%**
Retained employment	184	262	0**	99	53.8%	226	86.25%	0**	0.0%**
Obtained a secondary or high school equivalency diploma	128	142	0**	100	78.1%	110	77.46%	0**	0.0%**
Entered post-secondary education or training	74	66	0**	71	96.0%	62	93.94%	0**	0.0%**

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

	2005-06	2006-07	2007-08
8:1:1	941	944	970
12:1+1:3	NA	NA	NA
6:1:1	NA	NA	NA
12:1:1	99	87	89

Tuition Rates Per Student

2005-06 through 2007-08

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	No Valid Score
						Percent	Percent
Grade 3 English Language Arts	8	2	3	0	13	38%	23%	0
Grade 4 English Language Arts	17	4	5	0	26	34%	19%	0
Grade 5 English Language Arts	4	9	13	0	26	85%	50%	0
Grade 6 English Language Arts	7	19	2	0	28	75%	7%	0
Grade 7 English Language Arts	8	21	12	0	41	80%	29%	0
Grade 8 English Language Arts	18	22	4	0	44	59%	9%	0

Grade 3 Mathematics	7	5	3	1	16	56%	25%	0
Grade 4 Mathematics	18	9	5	0	32	44%	16%	0
Grade 5 Mathematics	13	7	6	0	26	50%	23%	0
Grade 6 Mathematics	16	11	4	0	31	48%	13%	0
Grade 7 Mathematics	14	21	9	0	44	68%	20%	0
Grade 8 Mathematics	21	17	6	1	45	53%	15%	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)

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
	Level 1	Level 2	Level 3	Level 4	Total	Percent	Percent
Grade 3 English Language Arts	1	4	2	16	23	96%	79%	0
Grade 4 English Language Arts	1	10	2	12	25	96%	56%	0
Grade 5 English Language Arts	2	7	7	15	31	94%	71%	0
Grade 6 English Language Arts	0	9	4	11	24	100%	63%	0
Grade 7 English Language Arts	0	5	10	21	36	100%	86%	0
Grade 8 English Language Arts	0	2	15	24	41	100%	96%	0
High School English Language Arts	0	2	3	11	16	100%	88%	0

Grade 3 Mathematics	0	3	8	12	23	100%	87%	0
Grade 4 Mathematics	0	11	8	6	25	100%	56%	0
Grade 5 Mathematics	0	8	5	18	31	100%	74%	0
Grade 6 Mathematics	0	4	10	10	24	100%	84%	0
Grade 7 Mathematics	8	2	14	12	36	78%	72%	0
Grade 8 Mathematics	5	3	13	20	41	88%	81%	0
High School Mathematics	0	3	2	11	16	100%	82%	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

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	1	43	15	32	7
District Based Educational Planning	19	90	15	0	175
High School Graduation Requirements	19	52	18	0	0
Learning Standards (ELA, MST, etc.)	30	1462	66	0	0
Data Management and Analysis	19	88	15	0	0
Integrating Technology into Curricula & Instruction	36	4210	215	21	0
Interdisciplinary Teaching (including integration of career technology & academics)	3	89	2	0	0
Middle Level Education Academic and Youth Development	33	73	2	0	0
Career and Technical Education	1	18	7	0	0
Instructional Strategies	75	4905	116	0	0
Parent Training	1	15	4	0	105
Special Education Issues	22	437	30	371	0
Leadership Training	55	343	465	0	280
Special Education Training Resource Center (SETRC)	1	0	2	0	0
Other	100	1092	102	0	188

Technology Services

2007-2008 School Year

BOCES provides technology services to district and BOCES staff and students.	Districts	Professionals Teachers Administrators	Students
Distance Learning	5	88	4,852
Instructional Computing	27	10,497	115,308
Computer/Audio Visual Repair	0	0
Library Automation/Software	17	120	88,496
LAN Installation/Support	14	6,110	65,050
Distributed Process Technicians	0	0	0
Guidance Information	20	9,250	108,000
Administrative Computer Services	3	1,050
Administrative Training	1	25

School Library System

School Library Systems are a state-aided program set forth in Education Law and Regulations of the Commissioner of Education. Each BOCES and the Big 5 Cities (NYC, Yonkers, Buffalo, Rochester and Syracuse) sponsor the program, which provides vital library and information resources to public and non-public schools. Each system operates under an approved five-year 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 training; facilitate resource-sharing among its participating school libraries; interlibrary loan activity for 2007-2008 amounted to over a 1/2 million items statewide; facilitate access to electronic databases through NOVELNY (New York On-line Virtual Electronic Library) for over 3,500 schools statewide; promote advances in technology for information storage, retrieval and access to school library collections; focus on cooperative collection development of participating school libraries; address the information needs of special client groups and participate in regional library initiatives with the public, academic, special and other school libraries. Students, teachers and administrators in each SLS service area benefit from the programs and services of the School Library System.

2007-2008 Expenses

Data Source: SA111, schedule 2A

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) …………………………………………….$ 3,671,292

Supplemental Retirement & Other Post Retirement Benefits………..…………$ 4,409,119

Capital Expenses…………………………………………………………….….$ 3,140,122

Total Program Expenses……………………………………………………….$ 124,238,129

Total Expenses…………….……………………………………………………….$ 135,458,663

*Excludes Supplemental & Other Post Retirement Benefits

Western Suffolk BOCES

School Library System