Oswego County BOCES
Oswego County BOCES
Oswego County BOCES
Board of Cooperative Educational Services
2005-2006 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
2005-2006
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
4690
Component
Districts
|
·
ALTMAR PARISH
WILLIAMSTOWN CSD |
|
·
CENTRAL SQUARE CSD |
|
·
FULTON CITY CSD |
|
·
HANNIBAL CSD |
|
·
MEXICO CSD |
|
·
OSWEGO CITY CSD |
|
·
PHOENIX CSD |
|
·
PULASKI CSD |
|
·
SANDY CREEK CSD |
|
|
|
|
|
|
|
|
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
*
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 2005
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 2005
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
... |
29 |
0 |
6 |
0 |
18 |
0 |
|
remained in the BOCES program
...
. |
0 |
0 |
0 |
0 |
11 |
0 |
|
left the program and did not enter
another district or BOCES program (dropouts)
... |
0 |
0 |
0 |
0 |
0 |
0 |
|
are waiting for GED exam results
.
. |
|
|
|
|
0 |
0 |
|
received high school diplomas
... |
|
|
0 |
0 |
|
|
|
received high school equivalency
diplomas
|
|
|
|
|
7 |
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 CTEDS
|
|
This BOCES |
Statewide Average |
|
|
2004-05
Adult CTE Program Results |
Count |
Percentage |
Percentage |
|
All
CTE Programs |
|
|
|
|
Number Enrolled |
395 |
|
|
|
Number who Left
Prior to Completion |
84 |
21.0% |
16.8% |
|
Number who
Completed |
289 |
73.0% |
72.4% |
|
Completed
and Status Known |
152 |
53.0% |
80.6% |
|
Completed
and were Successfully Placed* |
118 |
77.6% |
73.8% |
|
Non-Traditional
Programs |
|
|
|
|
Under-Represented
Gender Members Enrolled |
12 |
3.0% |
10.1% |
|
Under-Represented
Gender Members Who Completed |
9 |
3.1% |
9.3% |
* 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 2005-2006 was 1,482.
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. Data Source: Adult ALIES
|
Educational Program |
Enrollment |
Educational Gain |
|||||||
|
2003-04 |
2004-05 |
2005-06 |
2003-04 |
2004-05 |
2005-06 |
||||
|
|
|
|
|
Percent |
|
Percent |
|
Percent |
|
|
Adult Beginning/ Intermediate |
348 |
302 |
260 |
121 |
35.0% |
302 |
36.4% |
260 |
36.3% |
|
Adult Secondary (Low) |
21 |
19 |
24 |
6 |
29.0% |
19 |
42.1% |
24 |
33.3% |
|
ESOL |
138 |
0 |
0 |
14 |
10.0% |
0 |
0.0% |
0 |
0.0% |
Other Outcomes (2003-04 through 2005-06)
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 |
|||||||
|
2003-04 |
2004-05 |
2005-06 |
2003-04 |
2004-05 |
2005-06 |
||||
|
|
|
|
|
Percent |
|
Percent |
|
Percent |
|
|
Entered employment |
48 |
118 |
83 |
14 |
29.0% |
33 |
75.0% |
20 |
60.6% |
|
Retained employment |
11 |
118 |
83 |
0 |
0.0% |
6 |
66.7% |
0 |
0.0% |
|
Obtained a secondary or high school equivalency
diploma |
92 |
73 |
58 |
46 |
50.0% |
64 |
88.9% |
44 |
84.6% |
|
Entered post-secondary education or training |
73 |
44 |
36 |
26 |
36.0% |
13 |
50.0% |
16 |
53.3% |
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:
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
|
|
2003-04 |
2004-05 |
2005-06 |
|
8:1:1 |
0 |
7 |
7 |
|
12:1+1:3 |
43 |
38 |
38 |
|
6:1:1 |
119 |
107 |
103 |
|
12:1:1 |
278 |
296 |
290 |
Tuition Rates Per Student
2003-04 through 2005-06
State Testing Program
2005-2006 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 |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 4 English
Language Arts |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 5 English
Language Arts |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 6 English
Language Arts |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 7 English
Language Arts |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 8 English
Language Arts |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
|
|
|
|
|
|
|
|
|
|
Grade 3 Mathematics |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 4 Mathematics |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 5 Mathematics |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 6 Mathematics |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 7 Mathematics |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0 |
|
Grade 8 Mathematics |
0 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
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)
2005-2006 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 |
1 |
1 |
10 |
12 |
100.0% |
91.0% |
0 |
|
Grade 4 English
Language Arts |
0 |
1 |
4 |
7 |
12 |
100.0% |
91.0% |
0 |
|
Grade 5 English
Language Arts |
0 |
1 |
3 |
11 |
15 |
100.0% |
93.0% |
0 |
|
Grade 6 English
Language Arts |
0 |
1 |
3 |
15 |
19 |
100.0% |
95.0% |
0 |
|
Grade 7 English
Language Arts |
0 |
4 |
4 |
8 |
16 |
100.0% |
75.0% |
0 |
|
Grade 8 English
Language Arts |
0 |
0 |
3 |
10 |
13 |
100.0% |
89.0% |
0 |
|
High School English Language Arts |
0 |
1 |
1 |
7 |
9 |
100.0% |
100.0% |
0 |
|
|
|
|
|
|
|
|
|
|
|
Grade 3 Mathematics |
0 |
2 |
1 |
9 |
12 |
100.0% |
83.0% |
0 |
|
Grade 4 Mathematics |
0 |
1 |
0 |
10 |
11 |
100.0% |
91.0% |
0 |
|
Grade 5 Mathematics |
2 |
5 |
0 |
8 |
15 |
87.0% |
53.0% |
0 |
|
Grade 6 Mathematics |
0 |
3 |
2 |
14 |
19 |
100.0% |
85.0% |
0 |
|
Grade 7 Mathematics |
0 |
6 |
3 |
8 |
17 |
100.0% |
65.0% |
0 |
|
Grade 8 Mathematics |
0 |
1 |
1 |
11 |
13 |
100.0% |
93.0% |
0 |
|
High School Mathematics |
0 |
0 |
1 |
8 |
9 |
100.0% |
100.0% |
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
2005-2006 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 |
4 |
4 |
0 |
0 |
|
District Based Educational Planning |
1 |
12 |
6 |
0 |
9 |
|
High School Graduation Requirements |
0 |
0 |
0 |
0 |
0 |
|
Learning Standards (ELA, MST, etc.) |
10 |
82 |
22 |
0 |
14 |
|
Data Management and Analysis |
10 |
234 |
47 |
0 |
47 |
|
Integrating Technology into Curricula & Instruction |
10 |
102 |
41 |
0 |
33 |
|
Interdisciplinary Teaching (including integration of career technology & academics) |
0 |
0 |
0 |
0 |
0 |
|
Middle Level Education Academic and Youth Development |
1 |
35 |
1 |
0 |
0 |
|
Career and Technical Education |
0 |
0 |
0 |
0 |
0 |
|
Instructional Strategies |
10 |
986 |
111 |
0 |
23 |
|
Parent Training |
0 |
0 |
0 |
0 |
0 |
|
Special Education Issues |
0 |
0 |
0 |
0 |
0 |
|
Leadership Training |
6 |
54 |
47 |
0 |
10 |
|
Special Education Training Resource Center (SETRC) |
9 |
642 |
21 |
0 |
54 |
|
Other |
10 |
421 |
3 |
0 |
174 |
Technology Services
2005-2006 School Year
Data Source: BOCES Survey
|
BOCES
provides technology services to district and BOCES staff and students. |
Districts |
Professionals Teachers Administrators |
Students |
|
Distance
Learning |
7 |
118 |
1142 |
|
Instructional
Computing |
9 |
* |
* |
|
Computer/Audio
Visual Repair |
7 |
* |
|
|
Library
Automation/Software |
10 |
2572 |
28225 |
|
LAN
Installation/Support |
9 |
* |
* |
|
Distributed
Process Technicians |
3 |
* |
* |
|
Guidance
Information |
0 |
0 |
0 |
|
Administrative
Computer Services |
0 |
0 |
|
|
Administrative
Training |
0 |
0 |
|
*Unable to
measure specific impact of service.
Service addresses all professionals and students in all participating
districts.
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
2005-2006 Expenses
Data Source: SA111, schedule 2A
Administrative Expenses (Excluding Supplemental Retirement
& Other Post Retirement Benefits) .$ 1,585,558
Supplemental Retirement & Other Post Retirement Benefits .. $ 1,428,720
Capital Expenses .. . $ 263,717
Total Program Expenses . . .$34,097,483
Total Expenses . .$37,375,478
*Excludes Supplemental & Other Post Retirement Benefits