Schuyler-Steuben-Chemung-Tioga-Allegany
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


Schuyler-Steuben-Chemung-Tioga- Allegany BOCES

559000000000

 

Component Districts

·        Addison Central School District

·        Alfred-Almond Central School District

·        Arkport Central School District

·        Avoca Central School District

·        Bath Central School District

·        Bradford Central School District

·        Campbell-Savona Central School District

·        Canaseraga Central School District

·    Canisteo-Greenwood Central School District

·    Corning-Painted Post Area School District

·    Elmira City School District

·    Elmira Heights Central School District

·    Hammondsport Central School District

·    Hornell City School District

·    Horseheads Central School District

·    Jasper-Troupsburg Central School District

·    Odessa-Montour Central School District

·    Prattsburgh Central School District

·    Spencer-Van Etten Central School District

·    Watkins Glen Central School District

·    Waverly Central School District

 

NOTE: The data included in this SSCTA BOCES Report Card is a combination and/or average of the data from the former Schuyler-Chemung-Tioga BOCES and the Steuben-Allegany BOCES as these two BOCES officially merged on July 1, 2006.


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 ……………………….

709

161

543

175

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

572

132

487

139

          Second-year students completing ………..

516

131

458

134

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

 

 

 

 

          “New Vision” ……………………………

68

1

63

1

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

0

0

0

0

Tuition Per Student for CTE Programs
Data Source: 602 Report


*Number Enrolled in CTE Programs as a Percent of all Juniors
and Seniors in Component District High Schools
Data Source: BOCES Survey and Basic Education Data System

 

* 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 ………...

0

0

0

6

0

0

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

0

0

5

81

0

22

  left the program and did not enter another

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

0

0

2

20

0

25

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

 

 

 

 

0

0

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

 

 

5

36

 

 

  received high school equivalency diplomas …

 

 

 

 

1

32


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

680

 

 

     Number who Left Prior to Completion

127

18.7%

16.8%

     Number who Completed

553

81.3%

72.4%

          Completed and Status Known

411

60.4%

80.6%

          Completed and were Successfully Placed*

374

55.0%

73.8%

Non-Traditional Programs

 

 

 

     Under-Represented Gender Members Enrolled

31

4.6%

10.1%

     Under-Represented Gender Members Who Completed

22

3.2%

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 944.

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

2003-04

2004-05

2005-06

2003-04

2004-05

2005-06

 

 

 

 

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

956

910

829

233

25.0%

288

31.5%

340

41.0%

Adult Secondary (Low)

180

126

100

42

23.5%

38

30%

42

42.0%

ESOL

31

26

15

9

26.0%

9

34.5%

4

26.5%

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

53

261

253

34

62.5%

82

31.5%

111

44.0%

Retained employment

1

10

23

0

0.0%

7

7.0%

12

52.0%

Obtained a secondary or high school equivalency diploma

329

268

284

235

67.5%

232

86.5%

187

66.0%

Entered post-secondary education or training

32

96

198

19

79.0%

85

88.5%

110

55.5%


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

62

86

96

12:1+1:3

10

8

8

6:1:1

301

305

290

12:1:1

70

47

41

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

11

5

1

1

19

37%

10%

1

Grade 4

 English Language Arts

4

1

1

0

6

33%

17%

0

Grade 5

 English Language Arts

3

4

1

0

8

63%

13%

0

Grade 6

 English Language Arts

7

1

0

0

8

13%

0.0%

0

Grade 7

 English Language Arts

10

4

1

0

15

33%

7%

0

Grade 8

 English Language Arts

15

5

0

0

21

24%

0.0%

1

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

5

6

3

1

15

67%

27%

0

Grade 4

Mathematics

4

2

1

0

7

43%

14%

1

Grade 5

Mathematics

6

2

0

0

9

22%

0.0%

1

Grade 6

Mathematics

8

2

0

0

10

20%

0.0%

0

Grade 7

Mathematics

17

1

0

0

18

6%

0.0%

0

Grade 8

Mathematics

22

0

0

0

23

0.0%

0.0%

1

 

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

0

2

14

16

100%

100%

0

Grade 4

 English Language Arts

0

0

1

10

11

100%

100%

0

Grade 5

 English Language Arts

0

0

1

10

11

100%

100%

0

Grade 6

 English Language Arts

1

4

0

30

35

97%

86%

0

Grade 7

 English Language Arts

0

1

2

19

22

100%

95%

0

Grade 8

 English Language Arts

0

0

4

23

27

100%

100%

0

High School

English Language Arts

0

1

4

28

33

100%

97%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

1

1

15

17

100%

94%

0

Grade 4

Mathematics

1

1

1

8

11

91%

82%

0

Grade 5

Mathematics

0

1

1

9

11

100%

91%

0

Grade 6

Mathematics

2

2

2

29

35

95%

89%

0

Grade 7

Mathematics

0

2

2

18

22

100%

91%

0

Grade 8

Mathematics

0

1

2

23

26

100%

96%

0

High School

Mathematics

0

0

2

29

31

100%

100%

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

21

37

17

0

7

District Based Educational Planning

0

0

0

0

0

High School Graduation Requirements

21

141

8

0

8

Learning Standards (ELA, MST, etc.)

21

2173

27

0

114

Data Management and Analysis

21

278

45

0

8

Integrating Technology into Curricula & Instruction

21

1448

1

44

62

Interdisciplinary Teaching (including integration of career technology & academics)

21

36

0

0

10

Middle Level Education Academic and Youth Development

21

61

6

31

41

Career and Technical Education

21

51

12

0

5

Instructional Strategies

21

2010

41

6

18

Parent Training

21

0

0

0

0

Special Education Issues

0

293

16

27

30

Leadership Training

21

56

94

0

8

Special Education Training Resource Center (SETRC)

21

100

77

58

0

Other

0

0

0

0

0


 

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

5

1,133

11,246

Instructional Computing

8

2,171

22,882

Computer/Audio Visual Repair

8

N/A

 

Library Automation/Software

21

1,733

34,640

LAN Installation/Support

8

2,126

23,116

Distributed Process Technicians

8

2,126

23,116

Guidance Information

5

1,126

12,468

Administrative Computer Services

8

2,126

 

Administrative Training

0

0

 


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) ………………………………………………….$4,110,918

 

Supplemental Retirement & Other Post Retirement Benefits…………..……………$1,835,057

 

Capital Expenses………………………………………………………………….….$2,013,588          

 

Total Program Expenses……………………………………………………….…….$56,488,423

                                    

Total Expenses…………….……………………………………………………….$64,447,986     

     

*Excludes Supplemental & Other Post Retirement Benefits


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