Orange-Ulster BOCES

 

 

 

reportcard20062007nt

 

Orange-Ulster  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

 

 

 

 

Orange-Ulster BOCES   

4490

 

Component Districts

 

·        Chester UFSD

·        Cornwall CSD

·        Florida UFSD

·        Goshen CSD

·        Greenwood Lake UFSD

·        Highland Falls-Fort Montgomery CSD

·        Kiryas Joel Village School UFSD

·        Marlboro CSD

·        Middletown ECSD

·        Minisink Valley CSD

·        Monroe-Woodbury CSD

·        Pine Bush CSD

·        Port Jervis CSD

·        Tuxedo UFSD

·        Valley Central SD

·        Warwick Valley CSD

·        Washingtonville CSD

 

 

Non-Component Districts

 

·        Newburgh 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: Orange-Ulster BOCES CTEC and 602 Report

 

 

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 ……………………….

600

349

596

389

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

404

201

389

205

          Second-year students completing ………..

377

178

370

184

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

 

 

 

 

          “New Vision” ……………………………

70

1

84

2

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

43

27

47

22

 

 

 

 

* Data Include General Education and Students with Disabilities. 

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 Report

*

 

 

*CTEDS-2 Requests “Number that passed required Regents exams.”  As a  result, our data does not include RCTs.

 

 

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: Orange-Ulster BOCES

 

 

 


 

 

 

 

 

 

 

 

 

 

 

 

 

 

Note:  Orange-Ulster BOCES does not offer half-day alternative programs.

 

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: Orange-Ulster BOCES

 

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 ………...

15

0

24

0

0

0

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

7

0

76

0

2

0

  left the program and did not enter another

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

0

0

27

0

10

0

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

 

 

 

 

0

0

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

 

 

46

0

 

 

  received high school equivalency diplomas …

 

 

 

 

0

16

 

 

 

 

 

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

335

 

 

     Number who Left Prior to Completion

61

18.2%

17.2%

     Number who Completed

228

68.0%

73.6%

          Completed and Status Known

146

43.5%

71.3%

          Completed and were Successfully Placed*

111

33.1%

90.6%

Non-Traditional Programs

 

 

 

     Under-Represented Gender Members Enrolled

26

7.7%

10.1%

     Under-Represented Gender Members Who Completed

12

3.5%

9.4%

            * 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 2,076.

 

 

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

1190

1101

1104

280

23.0%

385

35.0%

415

37.0%

Adult Secondary (Low)

93

90

133

3

3.0%

25

27.8%

63

47.0%

ESOL

766

813

839

70

9.0%

240

30.0%

361

43.0%

 

 

 

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

35

182

178

80

100.0%

83

79.0%

78

100.0%

Retained employment

7

90

110

0

0.0%

24

53.0%

34

75.6%

Obtained a secondary or high school equivalency diploma

441

134

148

91

96.0%

88

89.0%

124

97.6%

Entered post-secondary education or training

92

181

132

43

56.0%

82

90.0%

35

97.2%

 

 

 

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

251

287

242

12:1+1:3

0

0

0

6:1:1

387

403

429

12:1:1

12

12

13

 

 

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: Mid-Hudson Regional Information Center

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

21

6

10

1

38

44.7%

29%

0

Grade 4

 English Language Arts

17

11

6

0

34

50%

17.6%

0

Grade 5

 English Language Arts

17

19

5

0

41

58.5%

12.2%

0

Grade 6

 English Language Arts

15

25

6

0

46

67.4%

13.0%

0

Grade 7

 English Language Arts

28

28

6

0

62

54.8%

9.7%

0

Grade 8

 English Language Arts

15

28

5

0

48

68.8%

10.4%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

14

12

12

1

39

64.1%

33.3%

0

Grade 4

Mathematics

20

8

13

0

41

51.2%

31.7%

0

Grade 5

Mathematics

26

15

2

0

43

39.5%

4.7%

0

Grade 6

Mathematics

28

14

4

1

47

40.4%

10.6%

0

Grade 7

Mathematics

40

20

3

0

63

36.5%

4.8%

0

Grade 8

Mathematics

49

7

0

0

56

12.5%

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)

          2006-2007 School Year

 

Data Source: Mid-Hudson Regional Information Center

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

2

7

14

23

100%

91%

0

Grade 4

 English Language Arts

0

2

8

5

15

100%

87%

0

Grade 5

 English Language Arts

0

2

6

9

17

100%

88%

0

Grade 6

 English Language Arts

1

5

7

11

24

96%

88%

0

Grade 7

 English Language Arts

0

1

11

11

23

100%

96%

0

Grade 8

 English Language Arts

0

1

7

19

27

100%

96%

0

High School

English Language Arts

0

8

13

19

40

100%

80%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

3

5

15

23

100%

87%

0

Grade 4

Mathematics

0

0

8

7

15

100%

100%

0

Grade 5

Mathematics

0

1

3

13

17

100%

94%

0

Grade 6

Mathematics

1

2

10

10

23

96%

87%

0

Grade 7

Mathematics

3

4

5

10

23

87%

65%

0

Grade 8

Mathematics

0

2

14

11

27

100%

93%

0

High School

Mathematics

4

6

12

17

39

90%

74%

2

 

 

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

          2006-2007 School Year

 

 

 

 

Data Source: Orange-Ulster BOCES, MyLearningPlan, for all divisions

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

13

0

0

0

District Based Educational Planning

0

0

0

0

0

High School Graduation Requirements

0

0

0

0

0

Learning Standards (ELA, MST, etc.)

19

417

35

0

5

Data Management and Analysis

2

197

0

0

0

Integrating Technology into Curricula & Instruction

18

892

27

10

12

Interdisciplinary Teaching (including integration of career technology & academics)

10

18

7

0

8

Middle Level Education Academic and Youth Development

0

0

0

0

0

Career and Technical Education

1

387

5

79

58

Instructional Strategies

18

202

31

25

1

Parent Training

0

0

0

0

0

Special Education Issues

18

1,273

41

507

468

Leadership Training

1

3

0

0

0

Special Education Training Resource Center (SETRC)

24

521

164

248

107

Other

25

155

66

0

55

 

 

 

j0229235 

Technology Services

2006-2007 School Year

 

Data Source:  nySTART 2005-06

 

BOCES provides technology services to district and BOCES staff and students.

Districts

Professionals

Teachers

Administrators

Students

Distance Learning

0

0

0

Instructional Computing

23

5,641

65,730

Computer/Audio Visual Repair

8

2,482

 

Library Automation/Software

16

5,513

65,461

LAN Installation/Support

23

5,641

65,730

Distributed Process Technicians

0

0

0

Guidance Information

0

0

0

Administrative Computer Services

0

0

 

Administrative Training

0

0

 

 

 

 

MCj03970580000[1]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

                                                                          

 2006-2007 Expenses

 

Data Source: SA111, schedule 2A

 

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) ………….$  2,568,245.00

 

Supplemental Retirement & Other Post Retirement Benefits………$   689,191.00                 

 

Capital Expenses.......$  1,742,264.00          

 

Total Program Expenses………$  94,932,667.00

               

                  

                                    

 

Total Expenses…………….$ 99,932,367.00    

                                                         

                     

 

*Excludes Supplemental & Other Post Retirement Benefits