Carol Geer Normal Alex McCombie 2 1 2007-07-16T13:45:00Z 2007-09-21T18:28:00Z 2007-09-21T18:28:00Z 2 2065 11776 Madison Oneida BOCES 98 23 14461 11.256 96 800x600

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

 
 

 

 

 

 

 

 

 


 

 

 


Oswego County BOCES   

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

 

 

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:

2004-05

2004-05

2005-06

2005-06

          First-year students ……………………….

79

29

95

34

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

25

15

25

8

          Second-year students completing ………..

24

13

25

8

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

 

 

 

 

          “New Vision” ……………………………

68

1

50

0

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

321

131

291

116

 

* 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 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

 

 

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.

 

 

Text Box:

       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