2007-2008

 

2007-2008

 

Western Suffolk BOCES

 

 

 


Western Suffolk BOCES

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

 
 

 

 

 

 

 

 

 


 

 

 


Western Suffolk BOCES   

2007-08

 

 

 

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. 

 

 

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 ……………………….

795

280

779

318

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

427

250

471

229

          Second-year students completing ………..

329

147

291

134

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

 

 

 

 

* 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

 

 

 

 

 

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

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.

Chart: Number of Library Media Centers 

          Chart: Consulting and Technical Assistance plus Reference by SLS Staff 

Chart: Number of Professional Development Workshops 

          Chart: Number of Participants at Professional Development Workshops 

 

 


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