Jefferson-Lewis-Hamilton-Herkimer-Oneida
BOCES
Jefferson-Lewis-Hamilton-Herkimer-Oneida
BOCES
Jefferson-Lewis-Hamilton-Herkimer-Oneida
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 . .. 3-4
Adult Career & Technical Education . . 5
Adult Basic Education . .. 5
Special Education
Special Education Enrollment and Tuition in BOCES Programs ... 6
State Testing Program . 7-8
Professional Development . 9
Technology Services .. . .. . . 10
School Library System Services .. 11
2005-2006 Expenses 12
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
229000
Component Districts
|
· Adirondack |
|
· Alexandria |
|
· Beaver River |
|
· Belleville Henderson |
|
· Carthage |
|
· Copenhagen |
|
· General Brown |
|
· Indian River |
|
· Inlet |
|
· LaFargeville |
|
· Lowville |
|
· Lyme |
|
· Sackets Harbor |
|
· South Jefferson |
|
· South Lewis |
|
· Thousand Islands |
|
· Town of Webb |
|
· Watertown City |
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
* 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 |
1 |
0 |
6 |
4 |
|
remained in the BOCES program ... . |
14 |
0 |
51 |
0 |
23 |
9 |
|
left the program and did not enter another district or BOCES program (dropouts) ... |
0 |
0 |
0 |
0 |
6 |
4 |
|
are waiting for GED exam results . . |
0 |
0 |
||||
|
received high school diplomas ... |
2 |
0 |
||||
|
received high school equivalency diplomas |
8 |
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: Adult Allies
|
This BOCES |
Statewide Average |
||
|
2004-05 Adult CTE Program Results |
Count |
Percentage |
Percentage |
|
All CTE Programs |
|||
|
Number Enrolled |
228 |
||
|
Number who Left Prior to Completion |
45 |
19.7 |
16.8% |
|
Number who Completed |
134 |
58.8 |
72.4% |
|
Completed and Status Known |
44 |
19.3 |
80.6% |
|
Completed and were Successfully Placed* |
37 |
16.2 |
73.8% |
|
Non-Traditional Programs |
|||
|
Under-Represented Gender Members Enrolled |
17 |
7.5 |
10.1% |
|
Under-Represented Gender Members Who Completed |
11 |
4.8 |
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 1,482.
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 |
174 |
0 |
274 |
31 |
18% |
0 |
0.0% |
36 |
0.0% |
|
Adult Secondary (Low) |
41 |
0 |
30 |
8 |
20% |
0 |
0.0% |
1 |
0.0% |
|
ESOL |
62 |
0 |
66 |
7 |
11% |
0 |
0.0% |
15 |
0.0% |
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 |
31 |
0 |
80 |
13 |
42% |
0 |
0.0% |
28 |
0.0% |
|
Retained employment |
3 |
0 |
10 |
0 |
0.0% |
0 |
0.0% |
0 |
0.0% |
|
Obtained a secondary or high school equivalency diploma |
33 |
0 |
56 |
10 |
30% |
0 |
0.0% |
37 |
0.0% |
|
Entered post-secondary education or training |
7 |
0 |
49 |
1 |
14% |
0 |
0.0% |
16 |
0.0% |
Special Education Enrollment and Tuition
When placing students, districts select among classrooms with different student/staff ratios consistent with each students 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 |
0 |
0 |
|
12:1+1:3 |
62 |
59 |
55 |
|
6:1:1 |
152 |
167 |
162 |
|
12:1:1 |
73 |
74 |
74 |
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 |
3 |
4 |
2 |
0 |
9 |
67% |
22% |
0 |
|
Grade 4 English Language Arts |
5 |
2 |
3 |
0 |
10 |
50% |
30% |
0 |
|
Grade 5 English Language Arts |
7 |
3 |
2 |
0 |
12 |
42% |
17% |
0 |
|
Grade 6 English Language Arts |
7 |
4 |
1 |
0 |
12 |
42% |
8% |
0 |
|
Grade 7 English Language Arts |
3 |
6 |
2 |
0 |
11 |
73% |
18% |
0 |
|
Grade 8 English Language Arts |
3 |
3 |
1 |
0 |
7 |
57% |
14% |
0 |
|
Grade 3 Mathematics |
4 |
0 |
4 |
1 |
9 |
56% |
56% |
0 |
|
Grade 4 Mathematics |
5 |
3 |
4 |
0 |
12 |
58% |
33% |
0 |
|
Grade 5 Mathematics |
8 |
1 |
3 |
0 |
12 |
33% |
25% |
0 |
|
Grade 6 Mathematics |
9 |
1 |
0 |
0 |
12 |
8% |
0% |
0 |
|
Grade 7 Mathematics |
5 |
1 |
1 |
0 |
7 |
29% |
14% |
0 |
|
Grade 8 Mathematics |
4 |
3 |
0 |
0 |
7 |
43% |
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 |
1 |
1 |
0 |
3 |
5 |
80% |
60% |
0 |
|
Grade 4 English Language Arts |
2 |
2 |
4 |
2 |
10 |
80% |
60% |
0 |
|
Grade 5 English Language Arts |
0 |
1 |
1 |
2 |
4 |
100% |
75% |
0 |
|
Grade 6 English Language Arts |
0 |
0 |
0 |
2 |
2 |
100% |
100% |
0 |
|
Grade 7 English Language Arts |
2 |
0 |
1 |
4 |
7 |
71% |
71% |
0 |
|
Grade 8 English Language Arts |
0 |
0 |
3 |
3 |
6 |
100% |
100% |
0 |
|
High School English Language Arts |
2 |
0 |
0 |
3 |
5 |
60% |
60% |
0 |
|
Grade 3 Mathematics |
4 |
0 |
0 |
1 |
5 |
20% |
20% |
0 |
|
Grade 4 Mathematics |
1 |
4 |
2 |
2 |
9 |
89% |
44% |
0 |
|
Grade 5 Mathematics |
0 |
1 |
0 |
3 |
4 |
100% |
75% |
0 |
|
Grade 6 Mathematics |
0 |
0 |
1 |
1 |
2 |
100% |
100% |
0 |
|
Grade 7 Mathematics |
3 |
0 |
1 |
3 |
7 |
57% |
57% |
0 |
|
Grade 8 Mathematics |
0 |
0 |
1 |
5 |
6 |
100% |
100% |
0 |
|
High School Mathematics |
2 |
0 |
0 |
3 |
5 |
60% |
60% |
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
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 |
5 |
137 |
4 |
0 |
0 |
|
District Based Educational Planning |
17 |
714 |
22 |
0 |
12 |
|
High School Graduation Requirements |
17 |
0 |
17 |
0 |
31 |
|
Learning Standards (ELA, MST, etc.) |
19 |
518 |
1 |
0 |
47 |
|
Data Management and Analysis |
14 |
26 |
13 |
2 |
8 |
|
Integrating Technology into Curricula & Instruction |
15 |
290 |
1 |
1 |
3 |
|
Interdisciplinary Teaching (including integration of career technology & academics) |
11 |
200 |
1 |
14 |
0 |
|
Middle Level Education Academic and Youth Development |
17 |
215 |
15 |
0 |
0 |
|
Career and Technical Education |
1 |
53 |
0 |
11 |
220 |
|
Instructional Strategies |
20 |
1062 |
0 |
11 |
2 |
|
Parent Training |
0 |
0 |
0 |
0 |
0 |
|
Special Education Issues |
18 |
98 |
0 | ||