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Report Cover: Dutchess BOCES Report Card for 2007 - 2008


Dutchess BOCES 2007 - 2008 Report Card


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


Dutchess BOCES
1390
Component Districts

  • ARLINGTON CSD
  • BEACON CSD
  • DOVER UFSD
  • HYDE PARK CSD
  • MILLBROOK CSD
  • PAWLING CSD
  • PINE PLAINS CSD
  • POUGHKEEPSIE CSD
  • RED HOOK CSD
  • RHINEBECK CSD
  • SPACKENKILL UFSD
  • WAPPINGERS CSD
  • WEBUTUCK [NORTHEAST] 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

2006-07		 Students
with Disabilities

2006-07		 General Education Students

2007-08		 Students
with Disabilities

2007-08
Number of 11th/12th grade students enrolled in a CTE two-year sequence

First-year students
205
112
235
130
Second-year students
137
89
135
62
Second-year students completing
100
53
116
46
Number of 11th/12th grade students enrolled in one-year programs

“New Vision”
16
2
20
1
Other one-year programs
92
25
77
31


chart: Tuition per Student for CTE Programs

chart: Percent Enrolled in CTE Programs of all Juniors, Seniors in Component District High Schools

*Revised to conform with 602 Report
**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

chart: Performance of CTE Students who Graduated in 2005

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

chart: All Graduates - General Education and Students with Disabilities
chart: Students with Disbilities

 


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

 

chart: Alternative Education Program Enrollment June 30, 2008
chart: 2007 - 2008 per Student Tuition


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
8
0
2
0
0
0
  remained in the BOCES program
10
0
50
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
 
 
8
0
 
 
  received high school equivalency diplomas
 
 
 
 
5
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
2006-07 Adult CTE Program Results
 Count Percentage Percentage
All CTE Programs
 
  • Number Enrolled
444
  • Number who Left Prior to Completion
102
22.9%
16.8%
  • Number who Completed:
291
65.5%
72.4%
Completed and Status Known
222
76.2%
80.6%
Completed and were Successfully Placed
202
69.4%
73.8%
Non-Traditional Programs
 
  • Under-Represented Gender Members Enrolled
50
11.2%
18.1%
  •  Under-Represented Gender Members Who Completed
26
52.0%
11.9%

* 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 2007-2008 was 1312.

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
2005-06 2006-07 2007-08 2005-06 2006-07 2007-08
 
Percent  
 Percent
Percent
Adult Beginning/ Intermediate
882
917
919
251
28.5%
339
37.0%
282
30.7%
Adult Secondary (Low)
54
53
35
15
27.6%
14
26.4%
7
20.0%
ESOL
273
305
299
145
34.0%
145
34.0%
180
60.2%


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.

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
57
162
141
52
91.0%
84
53.0%
46
32.6%
Retained employment
N/A
N/A
N/A
N/A
0.0%
N/A
0.0%
N/A
0.0%
Obtained a secondary or high school equivalency diploma
95
139
107
51
91.0%
114
88.0%
95
88.7%
Entered post-secondary education or training
115
203
96
81
70.6%
107
64.0%
66
68.7%



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:

  • 12 students per teacher plus one paraprofessional (12:1:1)
  • 6 students per teacher plus one paraprofessional (6:1:1)
  • 12 students per teacher plus four paraprofessionals (12:1+1:3)
  • 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*

  2005-06 2006-07 2007-08
8:1:1
121
121
117
12:1+1:3
5
8
7
6:1:1
232
248
276
12:1:1
46
42
32


Tuition Rates Per Student: 2005-06 through 2007-08*

chart: Tuition Rates per Student 2005 - 2006 through 2007 - 2008
*Revised to conform with 602 Report


State Testing Program: 2007-2008 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
8
5
4
0
17
53.0%
24.0%
0
Grade 4
English Language Arts
7
6
0
0
11
36.0%
0.0%
0
Grade 5
English Language Arts
1
4
3
0
8
83.0%
38.0%
0
Grade 6
English Language Arts
6
12
2
0
20
70.0%
10.0%
0
Grade 7
English Language Arts
4
19
7
0
30
87.0%
23.0%
0
Grade 8
English Language Arts
10
21
3
0
34
71.0%
9.0%
0

Grade 3
Mathematics
7
6
3
1
17
59.0%
24.0%
0
Grade 4
Mathematics
9
2
1
0
12
25.0%
8.0%
0
Grade 5
Mathematics
4
3
1
0
8
50.0%
13.0%
0
Grade 6
Mathematics
14
3
1
0
18
22.0%
6.0%
0
Grade 7
Mathematics
12
14
2
1
29
59.0%
10.0%
0
Grade 8
Mathematics
19
9
4
0
32
41.0%
13.0%
0

Description of Performance Levels
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

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
5
4
3
13
92.0%
54.0%
0
Grade 4
English Language Arts
0
1
2
1
4
100.0%
75.0%
0
Grade 5
English Language Arts
2
0
2
1
5
60.0%
60.0%
0
Grade 6
English Language Arts
1
3
4
1
9
89.0%
56.0%
0
Grade 7
English Language Arts
0
0
0
1
1
100.0%
0.0%
0
Grade 8
English Language Arts
0
1
6
6
13
100.0%
92.0%
0
High School
English Language Arts
0
0
1
0
1
100.0%
100.0%
0

Grade 3
Mathematics
1
2
9
1
13
92.0%
77.0%
0
Grade 4
Mathematics
0
0
2
2
4
100.0%
100.0%
0
Grade 5
Mathematics
1
0
2
2
5
80.0%
90.0%
0
Grade 6
Mathematics
0
1
4
4
9
100.0%
89.0%
0
Grade 7
Mathematics
0
0
0
1
1
100.0%
100.0%
0
Grade 8
Mathematics
1
4
7
1
13
92.0%
62.0%
0
High School
Mathematics
0
1
0
0
1
100.0%
0.0%
0

Description of Performance Levels
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.




clipart: Professional Development


Professional Development
2007-2008 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
16
245
71
8
195
District Based Educational Planning
15
108
18
8
196
High School Graduation Requirements
22
295
5
0
79
Learning Standards (ELA, MST, etc.)
28
559
9
8
76
Data Management and Analysis
15
240
8
0
61
Integrating Technology into Curricula & Instruction
23
439
15
64
282
Interdisciplinary Teaching (including integration of career technology & academics)
12
61
1
3
0
Middle Level Education Academic and Youth Development
9
42
30
0
10
Career and Technical Education
0
0
0
0
0
Instructional Strategies
32
3,951
100
51
464
Parent Training
0
64
0
0
2
Special Education Issues
22
540
16
20
170
Leadership Training
20
265
103
1
213
Special Education Training Resource Center (SETRC)
24
326
16
12
157
Other
14
168
4
120
48



clipart: Technology Services


Technology Services
2007-2008 School Year

Data Source: BOCES Survey

BOCES provides technology services to district and BOCES staff and students.
 Districts Professionals
Teachers
Administrators		 Students
Distance Learning
8
1,531
22,534
Instructional Computing
11
3,026
39,120
Computer/Audio Visual Repair
8
2,397
Library Automation/Software
8
1,467
17,230
LAN Installation/Support
11
3,026
39,120
Distributed Process Technicians
4
604
7,803
Guidance Information
0
0
0
Administrative Computer Services
0
0
Administrative Training
0
0



clipart: School Library Systems

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

chart: Number of Library Media Centers
chart: NOVEL Ready Libraries
chart: Number of Participants at Professional Development Workshops
chart: Consulting Reference and Technical Assistance Services by SLS Staff



2007-2008 Expenses

Data Source: SA111, schedule 2A

2007 - 2008 Expenses
Administrative Expenses
(Excluding Supplemental Retirement & Other Post Retirement Benefits):
$ 1,639,667.00
Supplemental Retirement & Other Post Retirement Benefits:
$ 1,411,404.00
Capital Expenses:
$ 1,685,160.00
Total Program Expenses:
$ 50,780,806.00

chart: Total Progam Expenses
Total Expenses:
$ 55,517,037.00

chart: Total Expenses
*Excludes Supplemental & Other Post Retirement Benefits