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: Orange-Ulster BOCES, Career and Technical Education Center

	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:	2006-07	2006-07	2007-08	2007-08
First-year students ……………………….	596	389	602	328
Second-year students …………………….	389	205	389	238
Second-year students completing ………..	370	184	375	213
Number of 11^th/12^th grade students enrolled in one-year programs:
“New Vision” ……………………………	84	2	62	3
Other one-year programs ………………..	47	22	39	18

Graph of Number Enrolled in CTE Programs as a Percent of all Juniors and Seniors in Component District High Schools

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

Performance of Career & Technical Education (CTE) Students

Who Graduated in 2007

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 2007

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

Graph of Alternative Education Program Enrollment June 30, 2008

Graph of 2007-2008 Per Student Tuition

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. Source: OU BOCES. Includes Special Education (Co-Ser #424 IDT and #475 SPARC) Includes Career and Technical Education Center (CTEC)(Co-Ser #413 Alternative High School and #425 Alternative Middle School)

	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 ………...	30	0	83	0	0	0
remained in the BOCES program ………...….	6	0	90	0	4	0
left the program and did not enter another district or BOCES program (dropouts) ……...	0	0	18	0	8	0
are waiting for GED exam results ……….….					0	0
received high school diplomas ……………...			92	0
received high school equivalency diplomas …					9	0

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: CTEDS Report

	This BOCES		Statewide Average
2006-07 Adult CTE Program Results	Count	Percentage	Percentage
All CTE Programs
Number Enrolled	451
Number who Left Prior to Completion	91	20%	16.9%
Number who Completed	295	65%	71.0%
Completed and Status Known	159	35%	67.8%
Completed and were Successfully Placed*	99	21%	84.2%
Non-Traditional Programs
Under-Represented Gender Members Enrolled	22	5%	10.8%
Under-Represented Gender Members Who Completed	18	4%	10.1%

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

Includes adults from both CTEC and Adult Education Workforce Development 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 2007-2008 was 2121.

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. Note: These figures do not include GED students.

Educational Program	Enrollment			Educational Gain
	2005-06	2006-07	2007-08	2005-06		2006-07		2007-08
					Percent		Percent		Percent
Adult Beginning/ Intermediate	1101	1104	1083	385	35.0%	415	37.0%	369	34.0%
Adult Secondary (Low)	90	133	97	25	27.8%	63	47.0%	33	34.0%
ESOL	813	839	902	240	30.0%	361	43.0%	365	40.0%

Other Outcomes (2005-06 through 2007-08)

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. Data Source: NRS

Other Outcomes	Students with Goal			Students Achieving Goal
	2005-06	2006-07	2007-08	2005-06		2006-07		2007-08
					Percent		Percent		Percent
Entered employment	182	178	304	83	79.0%	78	100.0%	76	49.0%
Retained employment	90	1100	0	24	53.0%	34	75.6%	*	*
Obtained a secondary or high school equivalency diploma	134	148	93	88	89.0%	124	97.6%	80	86.0%
Entered post-secondary education or training	181	132	69	82	90.0%	35	97.2%	10	14.0%

*Data inconsistencies due to NY State database changes.

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: Orange-Ulster BOCES, Division of Special Education, January Billing

Enrollment Trends*

	2005-06	2006-07	2007-08
8:1:1	283	242	237
12:1+1:3	320	375	389
6:1:1	407	429	442
12:1:1	12	13	13

*Includes revised figures for 2005-06 and 2006-07

Tuition Rates Per Student

2005-06 through 2007-08

Data source: 602 Report

Graph of Tuition Rates Per Student 2005-06 through 2007-08

State Testing Program

2007-2008 School Year

These data are results of State assessments for students enrolled in BOCES programs.

Data Source: nySTART- Individually verified

State Assessment	Counts of Students Tested					Percentage of Students Tested		StudentsWith No Valid Score
	Level 1	Level 2	Level 3	Level 4	Total	Level 2-4	Level 3-4	StudentsWith No Valid Score
						Percent	Percent
Grade 3 English Language Arts	17	12	8	0	37	54%	22%	0
Grade 4 English Language Arts	27	14	5	0	46	41%	11%	0
Grade 5 English Language Arts	18	21	7	0	46	61%	15%	0
Grade 6 English Language Arts	14	31	0	0	45	69%	0%	0
Grade 7 English Language Arts	15	35	9	0	59	75%	15%	0
Grade 8 English Language Arts	31	25	6	0	62	50%	10%	0

Grade 3 Mathematics	11	14	13	0	38	71%	34%	0
Grade 4 Mathematics	29	9	9	0	47	38%	19%	0
Grade 5 Mathematics	22	16	6	0	44	55%	14%	0
Grade 6 Mathematics	35	10	2	0	47	26%	4%	0
Grade 7 Mathematics	28	21	9	0	58	52%	16%	0
Grade 8 Mathematics	50	8	3	0	61	18%	5%	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)

2007-2008 School Year

Data Source: nySTART – Individually verified

State Assessment	Counts of Students Tested					Percentage of Students Tested		StudentsWith 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	1	5	9	9	24	96%	75%	0
Grade 4 English Language Arts	1	5	11	5	22	95%	73%	0
Grade 5 English Language Arts	0	2	11	4	17	100%	88%	0
Grade 6 English Language Arts	1	9	6	6	22	95%	55%	0
Grade 7 English Language Arts	0	9	14	3	26	100%	65%	0
Grade 8 English Language Arts	0	3	7	12	22	100%	86%	0
High School English Language Arts	0	1	6	4	11	100%	91%	0

Grade 3 Mathematics	0	1	18	5	24	100%	96%	0
Grade 4 Mathematics	0	8	10	4	22	100%	64%	0
Grade 5 Mathematics	0	2	10	4	16	100%	88%	0
Grade 6 Mathematics	1	4	12	5	22	95%	77%	0
Grade 7 Mathematics	4	8	14	0	26	85%	54%	0
Grade 8 Mathematics	5	4	6	7	22	77%	59%	0
High School Mathematics	0	1	2	8	11	100%	91%	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.

Graph of people at table

Professional Development

2007-2008 School Year

Data Source: Orange-Ulster BOCES, My Learning Plan data 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	0	0	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.)	18	716	32	2	1
Data Management and Analysis	3	106	0	0	0
Integrating Technology into Curricula & Instruction	18	778	22	30	180
Interdisciplinary Teaching (including integration of career technology & academics)	0	0	0	0	0
Middle Level Education Academic and Youth Development	0	0	0	0	0
Career and Technical Education	1	267	3	44	24
Instructional Strategies	16	221	32	5	3
Parent Training	0	0	0	0	0
Special Education Issues	18	1,438	22	376	322
Leadership Training	7	51	0	0	0
Special Education Training Resource Center (SETRC)	24	216	48	33	11
Other	16	152	43	3	0

Technology Logo

Technology Services

2007-2008 School Year

Data Source: nySTART

BOCES provides technology services to district and BOCES staff and students.	Districts	Professionals Teachers Administrators	Students
Distance Learning	7	1992	26218
Instructional Computing	24	5491	65625
Computer/Audio Visual Repair	8	1740
Library Automation/Software	18	5683	70326
LAN Installation/Support	24	5491	65625
Distributed Process Technicians	0	0	0
Guidance Information	0	0	0
Administrative Computer Services	0	0
Administrative Training	0	0

School Library System Logo 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

Graph of NOVEL Ready Libraries

Graph of Number of Library Media Centers

Graph of Consulting/Technical Assistance Service plus Reference by SLS Staff

Graph of Number of Participants at Professional Development Workshops

2007-2008 Expenses

Data Source: SA111, schedule 2A

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) ……………………………………..….$ 2,579,765.00

Supplemental Retirement & Other Post Retirement Benefits……….……...$ 738,342.00

Capital and Rental Expenses……… ……………………………..………...$ 1,729,569.00

Total Program Expenses……………………………………….…….…...….$ 99,623,279.00

Total Expenses…………….…………………………..…………………..$ 104,670,955.00

*Excludes Supplemental & Other Post Retirement Benefits