State Testing Programs for All Component Districts

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 11^th/12^th 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 11^th/12^th 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

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

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

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%

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

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	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.

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	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.

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

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

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

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

Eastern Suffolk BOCES

5891