Eastern Suffolk BOCES

 

 

 


 

 

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Eastern Suffolk BOCES

Board of Cooperative Educational Services

2006-2007 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

 

2006-2007 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

 
 

 

 

 

 

 

 

 


 


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Eastern Suffolk BOCES

5891  

Component Districts

 


·   Amagansett Union Free School District

·   Bay Shore Union Free School District

·   Bayport-Blue Point Union Free School District

·   Brentwood Union Free School District

·   Bridgehampton Union Free School District

·   Brookhaven-Comsewogue Union Free School District

·   Center Moriches Union Free School District

·   Central Islip Union Free School District

·   Connetquot Central School District

·   East Hampton Union Free School District

·   East Islip Union Free School District

·   East Moriches Union Free School District

·   East Quogue Union Free School District

·   Eastport-South Manor Central School District

·   Fire Island Union Free School District

·   Fishers Island Union Free School District

·   Greenport Union Free School District

·   Hampton Bays Union Free School District

·   Hauppauge Union Free School District

·   Islip Union Free School District

·   Little Flower Union Free School District

·   Longwood Central School District

·   Mattituck-Cutchogue Union Free School District

·   Middle Country Central School District

·   Miller Place Union Free School District

·   Montauk Union Free School District

·   Mount Sinai Union Free School District

·   New Suffolk Common School District

·   Oysterponds Union Free School District

·   Patchogue-Medford Union Free School District

·   Port Jefferson Union Free School District

·   Quogue Union Free School District

·   Remsenburg-Speonk Union Free School District

·   Riverhead Central School District

·   Rocky Point Union Free School District

·   Sachem Central School District

·   Sag Harbor Union Free School District

·   Sagaponack common School District

·   Sayville Union Free School District

·   Shelter Island Union Free School District

·   Shoreham-Wading River Central School District

·   South Country Central School District

·   Southampton Union Free School District

·   Southold Union Free School District

·   Springs Union Free School District

·   Three Village Central School District

·   Tuckahoe Common School District

·   Wainscott Union Free School District

·   West Islip Union Free School District

·   Westhampton Beach Union Free School District

·   William Floyd Union Free School District

 


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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 ……………………….

401

158

397

146

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

417

210

395

189

          Second-year students completing ………..

378

184

372

167

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

 

 

 

 

          “New Vision” ……………………………

0

0

0

0

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

866

375

    882

    319

 

  

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

 

 


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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

 
                                

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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

0

0

0

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

0

0

0

0

0

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 …

 

 

 

 

0

0

 

 

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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.

 

 

This BOCES

Statewide Average

2005-06 Adult CTE Program Results

Count

Percentage

Percentage

All CTE Programs

 

 

 

     Number Enrolled

2,239

 

 

     Number who Left Prior to Completion

325

14.5%

16.8%

     Number who Completed

1,640

73.2%

72.4%

          Completed and Status Known

1,203

73.4%

80.6%

          Completed and were Successfully Placed*

1,077

65.7%

73.8%

Non-Traditional Programs

 

 

 

     Under-Represented Gender Members Enrolled

183

11.2%

10.1%

     Under-Represented Gender Members Who Completed

62

3.8%

9.3%

            * Successfully Placed means placed in employment, the military or in additional education.

Note: 274 students continued in the program.

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 4,547.

 

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

349

743

725

83

23.8%

146

19.7%

191

26.3%

Adult Secondary (Low)

31

40

45

4

12.9%

4

10.0%

9

20.0%

ESOL

1221

2340

3739

286

23.4%

924

39.5%

1188

31.8%

 

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

125

337

237

0

0.0%

54

16.0%

135

57.0%

Retained employment

32

139

134

0

0.0%

4

2.9%

73

54.5%

Obtained a secondary or high school equivalency diploma

153

670

58

0

0.0%

55

8.2%

44

75.9%

Entered post-secondary education or training

85

151

51

0

0.0%

4

2.6%

33

64.7%

 

 

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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:

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

 

 

2004-05

2005-06

2006-07

8:1:1

883

753

847

12:1+1:3

58

56

54

6:1:1

847

654

559

12:1:1

216

192

173

 

 

Tuition Rates Per Student

2004-05 through 2006-07

 

 

 

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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

 

 

 

 

 

Percent

Percent

 

Grade 3

 English Language Arts

30

9

7

0

46

35%

15%

0

Grade 4

 English Language Arts

26

9

7

0

42

38%

17%

0

Grade 5

 English Language Arts

25

12

5

0

42

41%

12%

0

Grade 6

 English Language Arts

28

38

8

0

74

62%

11%

0

Grade 7

 English Language Arts

37

33

7

0

77

52%

9%

0

Grade 8

 English Language Arts

42

39

6

0

87

52%

7%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

28

10

8

1

47

40%

19%

0

Grade 4

Mathematics

31

3

7

1

42

26%

19%

0

Grade 5

Mathematics

33

5

3

0

41

19%

7%

0

Grade 6

Mathematics

47

22

5

0

74

37%

7%

0

Grade 7

Mathematics

52

20

4

1

77

32%

6%

0

Grade 8

Mathematics

82

8

3

0

93

11%

3%

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.

 

 

 

 

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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

Percent

Percent

Grade 3

 English Language Arts

0

7

7

20

34

100%

91%

0

Grade 4

 English Language Arts

0

6

15

12

33

100%

99%

0

Grade 5

 English Language Arts

0

0

20

32

52

100%

100%

0

Grade 6

 English Language Arts

0

1

16

26

43

99%

97%

0

Grade 7

 English Language Arts

0

5

8

25

38

100%

87%

0

Grade 8

 English Language Arts

0

9

17

17

43

100%

80%

0

High School

English Language Arts

0

1

51

37

    89

100%

99%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

0

13

21

34

100%

100%

0

Grade 4

Mathematics

0

3

7

23

33

100%

91%

0

Grade 5

Mathematics

1

12

9

30

52

98%

75%

0

Grade 6

Mathematics

0

8

12

23

43

100%

81%

0

Grade 7

Mathematics

1

6

6

26

39

97%

82%

0

Grade 8

Mathematics

0

15

    13

15

43

95%

65%

0

High School

Mathematics

1

33

21

34

89

100%

62%

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.

 

 

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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

49

3,368

590

17

20

District Based Educational Planning

72

143

112

23

167

High School Graduation Requirements

85

275

22

8

116

Learning Standards (ELA, MST, etc.)

169

4,159

61

20

74

Data Management and Analysis

69

320

316

7

272

Integrating Technology into Curricula & Instruction

19

56

10

0

30

Interdisciplinary Teaching (including integration of career technology & academics)

53

266

56

17

48

Middle Level Education Academic and Youth Development

49

294

14

18

58

Career and Technical Education

0

0

0

0

0

Instructional Strategies

89

698

51

23

55

Parent Training

0

0

0

0

0

Special Education Issues

24

277

19

19

26

Leadership Training

57

226

93

17

47

Special Education Training Resource Center (SETRC)

21

824

49

0

214

Other- BETAC

51

965

229

78

172

Other –Student Supp. Svc.

 

 

 

 

1,752

 

 

 

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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

12

3,927

47,135

Instructional Computing

13

0

72,538

Computer/Audio Visual Repair

7

1,131

 

Library Automation/Software

37

90

128,801

LAN Installation/Support

28

1,527

117,711

Distributed Process Technicians

3

3

0

Guidance Information

17

132

0

Administrative Computer Services

66

38,000

 

Administrative Training

8

3,275

 

 

 

 

 

 

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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

 

 

                                                           

                                                                       

 

 

 

 
                               

 

29, 065

 
 


28,700

 
                             

 

 

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2006-2007 Expenses

 

Data Source: SA111, schedule 2A

 

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) ………………………………………………….$               10,692,367

 

Supplemental Retirement & Other Post Retirement Benefits…………..……………$                8,292,943

 

Capital Expenses………………………………………………………………….….$                5,783,812

 

Total Program Expenses……………………………………………………….…….$             243,402,379

               

                                    

 

Total Expenses…………….……………………………………………………….$          268,171,501   

                                                        

 

*Excludes Supplemental & Other Post Retirement Benefits