Putnam|Northern Westchester BOCES

Board of Cooperative Educational Services

2016-2017 Report Card

 

 

Table of Contents

 

                                                                                                                  Page

 

Component/Non-Component District List……………………………………     ii

 

Indicators of BOCES Performance

 

     Career & Technical Education……………………………………….…..…   1-3

     Alternative Education……………………………………………………..…     4-6

     Adult Career & Technical Education……………………………………....   7

     Adult Basic Education……………………………………….……………....    7

     Special Education

                  Special Education Enrollment and Tuition in BOCES Programs…….    8

         State Testing Program…………………………………………………....   9-11

     Professional Development……………………………………………………  12

     Technology Services……..……….…………..………………………………     13

     School Library System Services…………………………………………..…           14

 

2016-2017 Expenses………………………………………………………………   15

   

 

 

Prior editions of the BOCES Report Card included other data representing
information on component districts.

The following data were not included in this report.

v State Testing Program for All Component Districts 

v Graduation Results



 
 

 

 

Putnam|Northern Westchester BOCES

489000000000

 

Component Districts

 

·      Bedford CSD

·      Brewster CSD

·      Briarcliff CSD

·      Carmel CSD

·      Chappaqua CSD

·      Croton-Harmon UFSD

·      Garrison UFSD

·      Haldane CSD

·      Hendrick Hudson CSD

·      Katonah-Lewisboro UFSD

·      Lakeland CSD

·      Mahopac CSD

·      North Salem CSD

·      Ossining UFSD

·      Peekskill City SD

·      Putnam Valley CSD

·      Somers CSD

·      Yorktown CSD

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Indicators of BOCES Performance


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. 

 

 

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:

2015-16

2015-16

2016-17

2016-17

          First-year students

385

225

538

170

          Second-year students

284

165

321

108

          Second-year students completing

284

160

248

115

          Completers with technical endorsement

37

0

158

39

Other Career-Related Programs

 

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

 

 

 

 

          “New Vision”

32

2

24

0

           Participated 1 yr of a CTE Program

76

14

116

30

          Other one-year programs

179

140

130

38

 

Tuition per student for CTE programs
Data Source: 602 Report
2010-11 This BOCES:  dollars
2011-12 This BOCES:  dollars
2011-12 State Average:  dollars

* Number Enrolled in CTE Programs as a Percent of all Juniors and Seniors in Component District High Schools
Data Source: Basic Education Data System

2009-10: %
2010-11: %
2011-12: %

 

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

 

 

CTE Student Performance on Perkins Indicators

Who Left School in 2016

  Data Source:  SIRS                                                       

 

 

Status of Career and Technical Education (CTE) Students

2016 Placement Outcomes

BOCES Surveys CTE concentrators six months after they last attended their CTE program to determine if they are employed or continuing their education.  Data Source:  CTE Placement Report http://www.p12.nysed.gov/cte/perkins4/docs/RptCardsFinal16-170412116.pdf

 

 

                Total Placement  

This BOCES

State Target

98.0%

91.5 %

 

 

 

General Education Development Leading to (GED)

For CTE Students Age 16-18

2016-2017

 

 

The GED Test Battery is a national examination that is available to adults who did not graduate from high school or whose diplomas may not be recognized by New York State.  In New York State, the GED Tests are offered in English, French and Spanish.

 

 

 

Grades 9-12 Programs Leading GED

 Number of students who:

Half- day

Full-day

Enrolled

0

164

Passing Rate of Students Tested

0

25%

Remained / Still Enrolled in the Program

0

116

Left the program and did not enter

another district or BOCES

program (dropouts)

0

11

Returned to School District:

0

0

 

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. 



 


 

 

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. 

 

 

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

Half- day

Full-day

 

 Returned to a school district

 program

2

0

1

0

0

0

 

 Remained in the BOCES

 program

0

0

3

0

0

0

 

 Left the program and did not enter another district or BOCES

 program (dropouts)

0

0

1

0

0

0

 

 Received high school diplomas

 

 

2

0

 

 

 

 

 

Alternative Education State Testing Program

2016-2017 School Year

 

State Assessment-Regents Exams

Counts of Students Tested

Percentage of Students Tested

Below 55

55-64

65 and    Above

Total

Below 55 -

Percent

55-64 -

Percent

65 and Above - Percent

Integrated Algebra

1

 

0

 

0

1

100.0%

0.0%

0.0%

Geometry

0

 

0

 

0

0

0.0%

0.0%

0.0%

Algebra 2/ Trigonometry

0

 

0

 

0

0

0.0%

0.0%

0.0%

Living Environment

0

 

1

 

0

1

0.0%

100.0%

0.0%

Physical Setting/ Earth Science

0

 

0

 

0

0

0.0%

0.0%

0.0%

Physical Setting/

Chemistry

0

 

0

 

0

0

0.0%

0.0%

0.0%

Physical Setting/

Physics

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive French

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive Italian

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive Spanish

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive Exam in English

1

 

0

 

3

4

25.0%

0.0%

75.0%

Global History and  Geography

3

 

1

 

1

5

60.0%

20.0%

20.0%

United States History and Government

1

 

1

 

1

3

33.3%

33.3%

33.3%



 

Alternative Education Performance of Students

            2016-2017 School Year

 

State Assessment- RCT Exams

Counts of Students Tested

Percentage of Students Tested

Below 55

55-64

65 and above

Total

Below 55 Percent

55-64 Percent

65 and Above Percent

RCT – Grade 10 Mathematics

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 11 Mathematics

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Mathematics

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 10 Science

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 11 Science

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Science

0

0

1

1

0.0%

0.0%

100.0%

RCT – Grade 10 Global Studies

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 11 Global Studies

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Global Studies

0

0

1

1

0.0%

0.0%

100.0%

RCT – Grade 11 Reading

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Reading

0

0

1

1

0.0%

0.0%

100.0%

RCT – Grade 11 Writing

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Writing

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 11 United States History & Gov’t.

0

0

0

0

0.0%

0.0%

0.0%

 RCT – Grade 12 United States History & Gov’t.

0

0

1

1

0.0%

0.0%

100.0%

 

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: ASISTS

 

 

 

This BOCES

Count        Percentage

BOCES Statewide Average

All CTE Programs

Enrolled during 2015-16

75

--

--

Continuing Enrollment after 2015-16

16

21.3%

16.1%

Completed or Left During 2015-16

59

78.6%

84.9%

Left Prior to Completion During 2015-16

11

14.6%

13.5%

Completed by the End of 2015-16

48

64.0%

87.3%

Completed or Left During 2015-16 and Status Known

52

69.0%

71.3%

Completed/Left/Status Known and Successfully Placed*

48

64.0%

77.1%

Completed but Not seeking Employment

3

4.0%

3.2%

Non-Traditional CTE Programs

Enrolled in Non-Traditional Programs During 2015-16

4

--

--

Under-Represented Gender Members Enrolled During 2015-16

4

--

--

Completed a Non-Traditional Program By the End of 2015-16

4

100.0%

78.0%

Under-Represented Gender Members Who Completed

4

100.0%

78.2%

            * 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 2016-2017 was 866.

 

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

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

 

 

 

 

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

77

133

136

60

65%

78

59%

73

54%

Adult Secondary (Low)

16

16

15

14

88%

14

88%

12

80%

ESOL

495

678

677

345

70%

408

60%

490

72%

 

Other Outcomes (2014-15 through 2016-17)

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

2014-15

2015-16

2016-17

2014-15

2015-16

2016-17

 

 

 

 

Percent

 

Percent

 

Percent

Entered employment

5

4

 

4

80%

4

100%

0

0%

Retained employment

14

16

 

14

100%

14

88%

0

0%

Obtained secondary or HS equivalency diploma

48

78

 

38

79%

48

61%

20

77%

Entered post-secondary education or training

45

59

26

37

82%

44

7%

16

73%

Special Education

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:

v   12 students per teacher plus one paraprofessional (12:1:1)

v   6 students per teacher plus one paraprofessional (6:1:1)

v   12 students per teacher plus four paraprofessionals (12:1+1:3)

v   8 students per teacher plus 1 paraprofessional (8:1:1)

v   15 students per teacher plus 1 paraprofessional (15:1:1)

v   6 students per teacher plus 2.5 paraprofessional (6:1:2.5)

 

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

 

 

2014-15

2015-16

2016-17

8:1:1

189

190

173

12:1+1:3

160

157

108

6:1:1

0

0

0

12:1:1

0

0

76

15:1:1

0

0

0

6:1:2.5

0

0

0



 

Tuition Rates Per Student

2014-15 through 2016-17

Special Education State Testing Program

2016-2017 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

6

1

0

0

7

14.3%

0.0%

0

Grade 4

 English Language Arts

2

0

0

0

2

0.0%

0.0%

0

Grade 5

 English Language Arts

3

2

0

0

5

40.0%

0.0%

0

Grade 6

 English Language Arts

2

1

0

0

3

33.3%

0.0%

0

Grade 7

 English Language Arts

6

2

0

0

8

25.0%

0.0%

0

Grade 8

 English Language Arts

3

1

1

0

5

20.0%

20.0%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

3

1

0

0

4

25.0%

0.0%

0

Grade 4

Mathematics

2

0

0

0

2

0.0%

0.0%

0

Grade 5

Mathematics

5

0

0

0

5

0.0%

0.0%

0

Grade 6

Mathematics

3

0

0

0

3

0.0%

0.0%

0

Grade 7

Mathematics

9

1

0

0

10

10.0%

0.0%

0

Grade 8

Mathematics

3

0

1

0

4

0.0%

25.0%

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.

 

 

Special Education State Testing Program (cont’d.)

2016-2017 School Year

 

State Assessment-Regents Exams

Counts of Students Tested

Percentage of Students Tested

Below 55

55-64

65 and    Above

Total

Below 55 -

Percent

55-64 -

Percent

65 and Above - Percent

Integrated Algebra

3

 

2

 

10

15

20.0%

13.3%

66.7%

Algebra 1

0

 

0

 

0

0

0.0%

0.0%

0.0%

Geometry

0

 

0

 

0

0

0.0%

0.0%

0.0%

Algebra 2

0

 

0

 

0

0

0.0%

0.0%

0.0%

Algebra 2/ Trigonometry

0

 

0

 

0

0

0.0%

0.0%

0.0%

Living Environment

2

 

5

 

4

11

18.2%

45.6%

36.2%

Physical Setting/ Earth Science

6

 

0

 

4

10

60.0%

0.0%

40.0%

Physical Setting/

Chemistry

0

 

0

 

0

0

0.0%

0.0%

0.0%

Physical Setting/

Physics

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive French

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive Italian

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive Spanish

0

 

0

 

0

0

0.0%

0.0%

0.0%

Comprehensive Exam in English

0

 

0

 

0

0

0.0%

0.0%

0.0%

Regents ELA

 

4

2

20

26

15.4%

7.7%

76.9%

Global History and  Geography

11

 

10

 

4

25

44.0%

40.0%

16.0%

United States History and Government

12

 

2

 

7

21

57.1%

9.6%

33.3%

 

 

Students with Severe Disabilities Performance on the

New York State Alternate Assessments

2016-2017 School Year

 

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

Percent

Level 3-4 Percent

Grade 3

 English Language Arts

0

4

2

0

6

100.0%

33.0%

0.0%

Grade 4

 English Language Arts

0

4

7

0

11

100.0%

63.6%

0.0%

Grade 5

 English Language Arts

4

0

6

1

11

63.4%

63.4%

0.0%

Grade 6

 English Language Arts

0

4

8

0

12

100.0%

66.7%

0.0%

Grade 7

 English Language Arts

5

7

5

1

18

72.2%

33.3%

0.0%

Grade 8

 English Language Arts

4

2

6

0

12

66.7%

50.0%

0.0%

High School

English Language Arts

4

3

1

0

8

50.0%

12.5%

0.0%

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

3

3

0

6

100.0%

50.0%

0.0%

Grade 4

Mathematics

2

3

6

0

11

81.8%

55.0%

0.0%

Grade 5

Mathematics

4

3

4

0

11

63.6%

36.4%

0.0%

Grade 6

Mathematics

1

5

6

0

12

91.6%

50.0%

0.0%

Grade 7

Mathematics

5

10

3

0

18

72.2%

16.7%

0.0%

Grade 8

Mathematics

2

6

3

1

12

83.3%

33.3%

0.0%

High School

Mathematics

3

4

1

0

8

62.5%

12.5%

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.

 
 

Professional Development 2016-2017 School Year

 

The data in this chart is from BOCES-sponsored professional development and offered by Instructional Support Divisions.

BOCES provided training in the following areas:

Number of Participants:

Districts

Teachers

Paraprofessionals

Principals

Other

Full Day

Half Day

Full Day

Half Day

Full Day

Half Day

Full Day

Half Day

Full Day

Half Day

Common Core Learning Standards

7

0

10

0

0

0

0

0

0

0

Data-Driven Instruction

17

0

78

0

4

0

2

0

2

0

Lead Evaluator Training

15

0

8

0

0

0

114

0

40

0

Principal Evaluator Training

12

0

0

0

0

0

0

0

44

0

Integrating Technology into Curricula & Instruction

54

18

411

85

2

8

24

2

58

6

Project Based Learning

8

0

23

0

0

0

0

0

2

0

College & Career Readiness

18

0

0

0

0

0

0

0

0

1500

Career and Technical Education

0

0

0

0

0

0

0

0

0

1500

Middle Level Education

0

0

0

0

0

0

0

0

0

0

Positive Youth Development

7

0

7

0

1

0

0

0

4

0

Instructional Strategies

55

37

3690

887

24

39

161

37

155

84

Parent Training

0

0

0

0

0

0

0

0

0

0

Special Education Issues

54

15

823

25

38

12

0

2

54

6

(RSE-TASC ) Regional Special Education Technical Assistance Support

112

0

668

0

171

0

191

0

1,599

0

(SE-SIS) Special Education School Improvement Specialist

10

10

175

296

25

120

6

81

10

74

RBE-RN

0

0

0

0

0

0

0

0

0

0

Leadership Training

150

118

192

97

1

2

271

100

310

322

ECE Training  (Early Childhood)

0

0

0

0

0

0

0

0

0

0

Professional Practice (APPR)

2

3

8

96

0

0

0

0

23

154

Culture/Climate

70

47

276

0

32

13

16

22

403

85

School & District Planning

27

37

246

41

2

4

27

20

83

37

Response to Intervention

0

0

0

0

0

0

0

0

0

0

Data Management and Analysis

0

29

0

0

0

0

0

6

0

61

Learning Standards (ELA, MST, etc.)

55

22

1252

17

11

3

34

19

18

21

Interdisciplinary Teaching (including integration of career technology & academics)

12

0

318

0

2

0

0

0

51

0

Other

86

45

331

68

169

117

19

4

97

37

 

 

Image result for School Technology Services

Technology Services

2016-2017 School Year

 

Please indicate if the service was provided by BOCES or Regional Information Center (RIC) by placing a X in the correct column.

 

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

Districts / Number of District Staff

Number of BOCES Staff

 

Students

Provided by the BOCES

Provided by the RIC

Distance Learning

20/7

2

 

123

 

 

x

 

Instructional Computing

0/0

134

 

1664

 

 

x

 

Computer/Audio Visual Repair

0/0

551

 

 

x

 

Library Automation/Software

18/4174

2

 

53,779

 

 

x

 

LAN Installation/Support

0/0

551

 

1664

 

x

 

Distributed Process Technicians

0/0

0

 

0

 

 

 

Guidance Information

0/0

0

 

0

 

 

 

Administrative Computer Services

0/0

551

 

 

x

 

Administrative Training

0/0

127

 

 

x

 

Instructional Media Resources

18/4174

2

 

53,779

 

 

x

 

Model Schools

0/0

0

0

 

 

Other Student Instructional Support

0/0

0

 

0

 

 

 

 

https://encrypted-tbn0.gstatic.com/images?q=tbn:ANd9GcSY7d35tA347-8dDL3K_Bs8RL2FpBMw3eGTezY0u1fWg4XJAUieoCpwTmDY 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

                                                           

                                                                       



 

 

 

2016-2017 Expenses

 

Data Source: SA111, schedule 2A

 

Administrative Expenses………… ………………………………………………….$        8,460,598.37

 

Capital Expenses………………………………………………………………….…. $          201,000.00

 

Total Program Expenses……………………………………………………….……. $      99,383,063.24

               

Total Expenses…………….………………………………………………………….$    108,044,661,61