OHM BOCES - 2005-2006 Report Card

Oneida-Herkimer-Madison BOCES
Board of Cooperative Educational Services
2005-2006 Report Card

Table of Contents

Page Number

Component/Non-Component District List

Indicators of BOCES Performance

Career & Technical Education

1-2

Alternative Education

Adult Career & Technical Education

Adult Basic Education

Special Education

Special Education Enrollment and Tuition in BOCES Programs

State Testing Program

6-7

Professional Development

Technology Services

School Library System Services

2005-2006 Expenses

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

(Page ii)

Oneida-Herkimer-Madison BOCES
4190

Component Districts

• BROOKFIELD CSD

• CLINTON CSD

• HOLLAND PATENT CSD

• NEW HARTFORD CSD

• NEW YORK MILLS UFSD

• ORISKANY CSD

• REMSEN CSD

• SAUQUOIT VALLEY CSD

• UTICA CITY SD

• WATERVILLE CSD

• WESTMORELAND CSD

• WHITESBORO CSD

Pages 1-2

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

2004-05

2005-06

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

238

117

201

103

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

128

171

Second-year students completing.....

107

154

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

"New Vision"

Other one-year programs

*	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

Page 3

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 Diploma
Number of students who:.....................................................................		Full-day	Half-day	Full-day	Half-day	Full-day	Half-day
	returned to a school district program..............................................	71	0	29	0	0	0
	remained in a BOCES program.....................................................	57	0	65	0	0	0
	left the program and did not enter another district or BOCES program (dropouts).........................................................................	0	0	2	0	0	0
	are waiting for GED exam results...................................................					0	0
	received high school diplomas.......................................................			21	0
	received high school equivalency diplomas..................................					0	0

Page 4

Adult Career & 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		1
	Number Who Left Prior to Completion		0	0.0%	16.28%
	Number Who Completed		1	100%	72.4%
		Completed and Status Known	1	100%	80.6%
		Completed and Were Successfully Placed*	1	100%	73.8%
Non Traditional Programs
	Under-represented Gender Members Enrolled		0	0.0%	10.1%
	Under-represented Gender Members Who Completed		0	0.0%	9.3%

* Successfully Placed means place 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	0	0	0	0	0.0%	0	0.0%	0	0.0%
Adult Secondary (Low)	0	0	0	0	0.0%	0	0.0%	0	0.0%
ESOL	0	0	0	0	0.0%	0	0.0%	0	0.0%

Other Outcomes (2003-04 through 2005-06)

he 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	0	0	0	0	0.0%	0	0.0%	0	0.0%
Retained Employment	0	0	0	0	0.0%	0	0.0%	0	0.0%
Obtained a Secondary or High School Equivalency Diploma	0	0	0	0	0.0%	0	0.0%	0	0.0%
Entered Post-secondary Education or Training	0	0	0	0	0.0%	0	0.0%	0	0.0%

Page 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	160	110	123
12:1+1:3	9	13	16
6:1:1	0	0	0
12:1:1	222	189	199

Tuition Rates Per Student

2003-04 through 2005-06

Page 6

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	No Valid Score
						Percent	Percent
Grade 3 English Language Arts	5	3	2	0	10	50.0%	20.0%	0
Grade 4 English Language Arts	3	3	1	0	7	57.0%	14.3%	0
Grade 5 English Language Arts	3	3	2	0	8	63.0%	25.0%	0
Grade 6 English Language Arts	5	3	1	0	9	44.0%	11.1%	1
Grade 7 English Language Arts	11	9	4	0	24	54.0%	16.7%	0
Grade 8 English Language Arts	6	3	3	0	12	50.0%	25.0%	0

Grade 3 Mathematics	2	4	3	0	9	78.0%	33.3%	0
Grade 4 Mathematics	2	5	4	0	11	82.0%	36.4%	0
Grade 5 Mathematics	5	2	1	0	8	38.0%	12.5%	0
Grade 6 Mathematics	9	3	0	0	12	25.0%	0.0%	0
Grade 7 Mathematics	11	10	4	0	25	56.0%	16.0%	0
Grade 8 Mathematics	9	1	2	0	12	25.0%	16.7%	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 4	These students have serious academic deficiencies.

Page 7

Performance of Students with Severe Disabilities on the
New York State Alternate Assessment (NYSAA)
2005-2006 School Year

Date 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	1	0	0	9	10	90.0%	90.0%	0
Grade 4 English Language Arts	0	2	2	6	10	100.0%	80.0%	0
Grade 5 English Language Arts	0	1	1	15	17	100.0%	94.0%	0
Grade 6 English Language Arts	0	1	0	12	13	100.0%	92.0%	0
Grade 7 English Language Arts	2	1	1	15	19	89.0%	84.0%	0
Grade 8 English Language Arts	1	4	4	11	20	95.0%	75.0%	0
High School English Language Arts	0	0	4	5	9	100.0%	100.0%	0

Grade 3 Mathematics	0	0	1	9	10	100.0%	100.0%	0
Grade 4 Mathematics	0	3	0	6	9	100.0%	67.0%	0
Grade 5 Mathematics	1	1	2	14	18	95.0%	89.0%	0
Grade 6 Mathematics	0	1	1	11	13	100.0%	93.0%	0
Grade 7 Mathematics	3	1	1	14	19	84.0%	68.0%