Tompkins-Seneca-Tioga BOCES

 

 

 


Tompkins-Seneca-Tioga

Board of Cooperative Educational Services

2005-2006 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

 

2005-2006 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

 
 

 

 

 

 

 

 

 


 

 

 


Tompkins-Seneca-Tioga BOCES   

6190

 

 

 

Component Districts

 

·        Candor CSD

·        Dryden CSD

·        George Jr Republic UFSD

·        Groton CSD

·        Ithaca City SD

·        Lansing CSD

·        Newfield CSD

·        South Seneca CSD

·        Trumansburg 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: 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:

2004-05

2004-05

2005-06

2005-06

          First-year students ……………………….

131

84

157

55

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

64

37

84

35

          Second-year students completing ………..

58

29

80

28

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

 

 

 

 

          “New Vision” ……………………………

26

0

31

0

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

6

1

14

2

 

 

 

 

* 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 2005

 

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 2005

 

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

3

0

0

0

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

10

0

59

19

0

8

  left the program and did not enter another

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

0

0

1

1

0

0

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

 

 

 

 

0

0

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

 

 

0

11

 

 

  received high school equivalency diplomas …

 

 

 

 

0

30

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

2004-05 Adult CTE Program Results

Count

Percentage

Percentage

All CTE Programs

 

 

 

     Number Enrolled

4

 

 

     Number who Left Prior to Completion

0

0%

16.8%

     Number who Completed

4

100%

72.4%

          Completed and Status Known

0

0%

80.6%

          Completed and were Successfully Placed*

0

0%

73.8%

Non-Traditional Programs

 

 

 

     Under-Represented Gender Members Enrolled

0

0%

10.1%

     Under-Represented Gender Members Who Completed

0

0%

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 2005-2006 was 566.

 

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

2003-04

2004-05

2005-06

2003-04

2004-05

2005-06

 

 

 

 

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

135

154

143

26

19%

34

22%

93

30.1%

Adult Secondary (Low)

9

10

12

2

22%

3

30%

5

41.7%

ESOL

426

417

398

144

34%

171

41%

217

54.5%

 

Other Outcomes (2003-04 through 2005-06)

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

2003-04

2004-05

2005-06

2003-04

2004-05

2005-06

 

 

 

 

Percent

 

Percent

 

Percent

Entered employment

12

75

103

8

67%

44

59%

62

60.2%

Retained employment

2

52

39

0

0.0%

2

4%

18

46.2%

Obtained a secondary or high school equivalency diploma

39

97

48

8

16%

26

27%

28

58.8%

Entered post-secondary education or training

14

63

61

0

0.0%

13

21%

29

47.5%

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

 

 

2003-04

2004-05

2005-06

8:1:1

0

112

116

12:1+1:3

29

33

31

6:1:1

86

14

6

12:1:1

80

87

70

 

 

Tuition Rates Per Student

2003-04 through 2005-06

 

 

 

State Testing Program

2005-2006 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

1

1

1

0

3

66.7%

33.3%

0

Grade 4

 English Language Arts

4

0

1

0

 

20.0%

20.0%

0

Grade 5

 English Language Arts

2

2

0

0

4

50.0%

0.0%

0

Grade 6

 English Language Arts

4

1

0

0

5

20.0%

0.0%

0

Grade 7

 English Language Arts

6

8

2

0

16

62.5%

0.0%

0

Grade 8

 English Language Arts

5

3

0

0

8

37.5%

0.0%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

3

0

0

3

100.0%

0.0%

0

Grade 4

Mathematics

1

4

0

0

5

80.0%

0.0%

0

Grade 5

Mathematics

3

2

0

0

5

40.0%

0.0%

0

Grade 6

Mathematics

8

0

0

0

8

0.0%

0.0%

0

Grade 7

Mathematics

7

4

0

0

11

36.4%

0.0%

0

Grade 8

Mathematics

7

2

0

0

9

22.3%

0.0%

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)

          2005-2006 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

0

0

1

1

100.0%

100.0%

0

Grade 4

 English Language Arts

0

2

1

2

5

100.0%

60.0%

0

Grade 5

 English Language Arts

0

0

1

3

4

100.0%

100.0%

0

Grade 6

 English Language Arts

0

1

0

2

3

100.0%

66.7%

0

Grade 7

 English Language Arts

0

0

1

5

6

100.0%

100.0%

0

Grade 8

 English Language Arts

0

1

0

6

7

100.0%

85.8%

0

High School

English Language Arts

0

0

2

7

9

100.0%

100.0%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

0

0

1

1

100.0%

100.0%

0

Grade 4

Mathematics

0

1

2

2

5

100.0%

80.0%

0

Grade 5

Mathematics

0

0

2

2

4

100.0%

100.0%

0

Grade 6

Mathematics

0

1

2

0

3

100.0%

66.7%

0

Grade 7

Mathematics

0

1

1

4

6

100.0%

83.4%

0

Grade 8

Mathematics

0

1

0

6

7

100.0%

85.8%

0

High School

Mathematics

1

1

2

5

9

88.9%

77.8%

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.

 

 

Text Box:

       Professional Development

          2005-2006 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

1

4

1

2

3

District Based Educational Planning

4

192

12

16

3

High School Graduation Requirements

0

0

0

0

0

Learning Standards (ELA, MST, etc.)

9

301

34

0

0

Data Management and Analysis

9

421

42

0

0

Integrating Technology into Curricula & Instruction

9

6

0

18

0

Interdisciplinary Teaching (including integration of career technology & academics)

0

0

0

0

0

Middle Level Education Academic and Youth Development

9

41

2

0

0

Career and Technical Education

0

0

0

0

0

Instructional Strategies

9

965

51

240

203

Parent Training

0

0

0

0

0

Special Education Issues

0

0

0

0

0

Leadership Training

9

0

65

0

0

Special Education Training Resource Center (SETRC)

9

672

294

625

7

Other

0

0

0

0

0

 

 

 

 

Technology Services

2005-2006 School Year

 

Data Source: BOCES Survey

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

Districts

Professionals

Teachers

Administrators

Students

Distance Learning

0

0

0

Instructional Computing

9

957

14,420

Computer/Audio Visual Repair

3

293

 

Library Automation/Software

9

957

14,420

LAN Installation/Support

9

957

14,420

Distributed Process Technicians

3

285

4683

Guidance Information

0

0

0

Administrative Computer Services

0

0

 

Administrative Training

9

46

 

 

 

 

 

 

 

 

 

 

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

 

 

                                                           

                                                                       

 

 

 

 
 

 

 


 

 

2005-2006 Expenses

 

Data Source: SA111, schedule 2A

 

Administrative Expenses (Excluding Supplemental Retirement

& Other Post Retirement Benefits) ……………………………………………….…$1,447,243.80

 

Supplemental Retirement & Other Post Retirement Benefits…………..……………$458,390.73

 

Capital Expenses………………………………………………………………….….$186,729.00          

 

Total Program Expenses……………………………………………………….…….$19,664.564.58

               

                  

                                     

 

Total Expenses…………….……………………………………………………….$21,756,928.11     

                                                        

                     

 

*Excludes Supplemental & Other Post Retirement Benefits