GST BOCES Report Card 2006-2007

Schuyler-Steuben-Chemung-Tioga-Allegany
Board of Cooperative Educational Services
2006-2007 Report Card

Table of Contents

Page

Component/Non-Component District List

Indicators of BOCES Performance

Career & Technical Education

1-2

Alternative Education

Adult Career & Technical Education

Adult Basic Education

Special Education

Special Education Enrollment and Tuition in BOCES Programs

State Testing Program

6-7

Professional Development

Technology Services

School Library System Services

2006-2007 Expenses

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: Any data from 2004-2005 and 2005-2006 included in this Schuyler-Steuben-Chemung-Tioga-Allegany BOCES Report Card is a combination and/or average of the data from the former Schuyler-Chemung-Tioga BOCES and the Steuben-Allegany BOCES. These two BOCES officially merged on July 1, 2006 to form the Schuyler-Steuben-Chemung-Tioga-Allegany BOCES.

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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:	2005-06	2005-06	2006-07	2006-07
First-year students ……………………….	543	175	519	204
Second-year students …………………….	487	139	412	89
Second-year students completing ………..	458	134	427	125
Number of 11th/12th grade students enrolled in one-year programs:
“New Vision” ……………………………	63	1	72	0
Other one-year programs ………………..	0	0	0	0

* Data Include General Education and Students with Disabilities. Data Source: BOCES Survey and Basic Education Data System

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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Performance of Career & Technical Education (CTE) Students Who Graduated in 2006
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 2006
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

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES
BOCES Report Card 2007 Page 2

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	5	0	0
remained in the BOCES program ………...….	0	0	0	80	0	70
left the program and did not enter another district or BOCES program (dropouts) ……...	0	0	1	28	0	35
are waiting for GED exam results ……….….					0	0
received high school diplomas ……………...			6	43
received high school equivalency diplomas …					0	34

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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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%	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 2006-2007 was 968.

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
	2004-05	2005-06	2006-07	2004-05		2005-06		2006-07
					Percent		Percent		Percent
Adult Beginning/ Intermediate	910	829	781	288	31.5%	340	41.0%	326	41.7%
Adult Secondary (Low)	126	100	108	38	30.0%	42	42.0%	58	53.7%
ESOL	26	15	30	9	34.5%	4	26.5%	20	66.6%

Other Outcomes (2003-04 through 2006-07)

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
	2004-05	2005-06	2006-07	2004-05		2005-06		2006-07
					Percent		Percent		Percent
Entered employment	261	253	195	82	31.5%	111	44%	92	47.1%
Retained employment	10	23	28	7	7.0%	12	52.0%	13	46.4%
Obtained a secondary or high school equivalency diploma	268	284	144	232	86.5%	187	66%	88	61.1%
Entered post-secondary education or training	96	198	184	85	88.5%	110	55.5%	139	75.5%

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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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:

12 students per teacher plus one paraprofessional (12:1:1)
6 students per teacher plus one paraprofessional (6:1:1)
12 students per teacher plus four paraprofessionals (12:1+1:3)
8 students per teacher plus 1 paraprofessional, or 8 students per teacher plus one social worker (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

	2004-05	2005-06	2006-07
8:1:1	86	96	188
12:1+1:3	8	8	5
6:1:1	305	290	219
12:1:1	47	41	44

Tuition Rates Per Student
2004-05 through 2006-07

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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State Testing Program
2006-2007 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	19	10	1	0	30	37%	3%
Grade 4 English Language Arts	18	4	2	0	24	25%	8%
Grade 5 English Language Arts	9	8	7	0	24	63%	29%
Grade 6 English Language Arts	2	33	1	0	36	94%	3%
Grade 7 English Language Arts	39	7	3	0	49	20%	6%
Grade 8 English Language Arts	71	44	1	0	116	38%	1%

Grade 3 Mathematics	18	15	1	0	34	47%	3%
Grade 4 Mathematics	37	1	1	0	39	5%	3%
Grade 5 Mathematics	32	1	5	0	38	16%	13%
Grade 6 Mathematics	41	1	0	0	42	2%	0.0%
Grade 7 Mathematics	37	20	1	0	58	36%	2%
Grade 8 Mathematics	68	2	0	0	70	22%	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.

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

BOCES Report Card 2007 Page 6

Performance of Students with Severe Disabilities on the
New York State Alternate Assessment (NYSAA)
2006-2007 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	0	0	0	3	3	100%	100%	0
Grade 4 English Language Arts	0	0	2	7	9	100%	100%	0
Grade 5 English Language Arts	0	0	2	6	8	100%	100%	0
Grade 6 English Language Arts	0	0	0	5	5	100%	100%	1
Grade 7 English Language Arts	0	0	0	5	5	100%	100%	0
Grade 8 English Language Arts	0	0	0	19	19	100%	100%	0
High School English Language Arts	0	1	4	33	38	100%	97%	0

Grade 3 Mathematics	0	0	0	3	3	100%	100%	0
Grade 4 Mathematics	0	0	0	9	9	100%	100%	0
Grade 5 Mathematics	0	2	0	7	9	100%	77.8%	0
Grade 6 Mathematics	0	0	0	5	5	100%	100%	0
Grade 7 Mathematics	0	0	0	5	5	100%	100%	0
Grade 8 Mathematics	0	0	0	19	19	100%	100%	0
High School Mathematics	0	3	2	33	38	100%	92.1%	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.

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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Professional Development
2006-2007 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	57	21	0	10
District Based Educational Planning	2	56	4	0	2
High School Graduation Requirements	21	32	10	0	10
Learning Standards (ELA, MST, etc.)	21	3,325	33	0	141
Data Management and Analysis	21	425	56	0	10
Integrating Technology into Curricula & Instruction	15	318	2	20	3
Interdisciplinary Teaching (including integration of career technology & academics)	21	55	0	0	12
Middle Level Education Academic and Youth Development	21	93	7	46	61
Career and Technical Education	21	19	7	0	191
Instructional Strategies	21	3,075	51	9	27
Parent Training	0	0	0	0	0
Special Education Issues	21	448	20	40	44
Leadership Training	21	86	117	0	12
Special Education Training Resource Center (SETRC)	21	153	95	72	0
Other	0	0	0	0	0

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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Technology Services
2006-2007 School Year

Data Source: BOCES Survey

BOCES provides technology services to district and BOCES staff and students.	Districts	Professionals Teachers Administrators	Students
Distance Learning	14	2,095	18,491
Instructional Computing	15	3,052	29,355
Computer/Audio Visual Repair	11	0
Library Automation/Software	21	1,837	36,471
LAN Installation/Support	15	3,502	27,390
Distributed Process Technicians	15	3,502	27,390
Guidance Information	5	1,407	12,384
Administrative Computer Services	16	3,100
Administrative Training	0	0

Schuyler-Steuben-Chemung-Tioga-Allegany BOCES

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	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


Schuyler-Steuben-Chemung-Tioga-Allegany BOCES
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2006-2007 Expenses

Data Source: SA111, schedule 2A

Administrative Expenses (Excluding Supplemental Retirement
& Other Post Retirement Benefits) ……………………………………………….$ 3,755,013

Supplemental Retirement & Other Post Retirement Benefits………..……………$ 2,095,840

Capital Expenses……………………………………………………………….….$ 2,076,134

Total Program Expenses…………………………………………………………..$58,415,076

Total Expenses…………….………………………………………………….$66,342,063

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