2015-2016

Putnam|Northern Westchester BOCES

2015-2016

 

 

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 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:

2014-15

2014-15

2015-16

2015-16

          First-year students

419

288

385

225

          Second-year students

330

219

284

165

          Second-year students completing

330

216

284

160

          Completers with technical endorsement

59

0

37

0

Other Career-Related Programs

 

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

 

 

 

 

          “New Vision”

36

5

32

2

           Participated 1 yr of a CTE Program

48

12

76

14

          Other one-year programs

198

106

179

140

 

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 2015

  Data Source:  SIRS                                                   

 CTE Student Performance on Perkins Indicators 
Who Left School in 2011
Data Source: Perkins Report
State Performance Target  
     ELA Regents Success:     %
     Math Regents Success:   %
     Technical Assessment:   %
     HS Completion:              %

All CTE Students
     ELA Regents Success:     %
     Math Regents Success:   %
     Technical Assessment:   %
      HS Completion:             %

Students w/Disabilities
     ELA Regents Success:     %
     Math Regents Success:   %
     Technical Assessment:   %
     HS Completion:              %

 

 

Status of Career and Technical Education (CTE) Students

2015 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

94.0%

91.00 %

 

 

 

General Education Development Leading to (GED)

For CTE Students Age 16-18

2015-2016

 

 

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

99

Passing Rate of Students Tested

0

87%

Remained / Still Enrolled in the Program

0

50

Left the program and did not enter

another district or BOCES

program (dropouts)

0

19

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. 

 
 

2011-2012 Per Student Tuition

Grades 5-8 Full-Day:   dollars
Grades 5-8 Full-Day:   dollars

Grades 9-12 Full-Day:   dollars
Grades 9-12 Half-Day:   dollars

 
 

Alternative Education Program Enrollment
June 30, 2012
Grades 5-8:  Full-Day Students
Grades 5-8:  Half-Day Students

Grades 9-12 HS Diplomas:  Full-Day Students
Grades 9-12 HS Diplomas:  Half-Day Students

Grades 9-12 HS Equivalency:  Full-Day Students
Grades 9-12 HS Equivalency:  Full-Day Students

 

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

0

0

0

0

0

0

 

 Remained in the BOCES

 program

0

0

5

0

1

0

 

 Left the program and did not enter another district or BOCES

 program (dropouts)

0

0

0

0

1

0

 

 Received high school diplomas

 

 

0

0

 

 

 

 

 

Alternative Education State Testing Program

2015-2016 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

0

 

0

 

1

1

0.0%

0.0%

100.0%

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

 

0

 

0

0

0.0%

0.0%

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

 

2

 

0

2

0.0%

100.0%

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

 

1

1

0.0%

0.0%

100.0%

Global History and  Geography

1

 

1

 

0

2

50.0%

50.0%

0.0%

United States History and Government

0

 

1

 

1

2

0.0%

50.0%

50.0%

 

 

 

 

 

 

 

Alternative Education Performance of Students

            2015-2016 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

1

0

1

0.0%

100.0%

0.0%

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

0

0

0.0%

0.0%

0.0%

RCT – Grade 11 Reading

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Reading

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 11 Writing

0

0

0

0

0.0%

0.0%

0.0%

RCT – Grade 12 Writing

0

0

1

1

0.0%

0.0%

100.0%

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

0

0

0.0%

0.0%

0.0%

 

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 2014-15

68

--

--

Continuing Enrollment after 2014-15

12

17.65%

16.77%

Completed or Left During 2014-15

56

82.35%

78.30%

Left Prior to Completion During 2014-15

12

17.65%

16.40%

Completed by the End of 2014-15

44

64.70%

87.75%

Completed or Left During 2014-15 and Status Known

51

75.00%

66.73%

Completed/Left/Status Known and Successfully Placed*

46

67.65%

83.68%

Completed but Not seeking Employment

2

2.94%

4.48%

Non-Traditional CTE Programs

Enrolled in Non-Traditional Programs During 2014-15

3

--

--

Under-Represented Gender Members Enrolled During 2014-15

3

--

--

Completed a Non-Traditional Program By the End of 2014-15

3

100.0%

79.23%

Under-Represented Gender Members Who Completed

3

100.0%

80.79%

                * 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 2015-2016 was 873.

 

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

2013-14

2014-15

2015-16

2013-14

2014-15

2015-16

 

 

 

 

Percent

 

Percent

 

Percent

Adult Beginning/ Intermediate

178

77

133

130

73%

50

65%

78

59%

Adult Secondary (Low)

17

16

16

15

88%

14

88%

14

88%

ESOL

574

495

678

367

64%

345

70%

408

60%

 

Other Outcomes (2013-14 through 2015-16)

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

2013-14

2014-15

2015-16

2013-14

2014-15

2015-16

 

 

 

 

Percent

 

Percent

 

Percent

Entered employment

8

5

4

8

100%

4

80%

4

100%

Retained employment

27

14

16

24

89%

14

100%

14

88%

Obtained secondary or HS equivalency diploma

78

48

78

62

79%

38

79%

48

61%

Entered post-secondary education or training

94

45

59

64

68%

37

82%

44

74%

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:

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)

 

n 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

 

 

2013-14

2014-15

2015-16

8:1:1

193

189

190

12:1+1:3

121

160

157

6:1:1

0

0

0

12:1:1

0

0

0

 

 

Tuition Rates Per Student

2013-14 through 2015-16

 

Tuition Rates Per Student
2009-10 through 2011-12

2009-10- 8:1:1-  dollars
2009-10- 12:1 + 1:3-  dollars
2009-10- 6:1:1-  dollars
2009-10- 12:1:1-  dollars

2010-11- 8:1:1-  dollars
2010-11- 12:1 + 1:3-  dollars
2010-11- 6:1:1-  dollars
2010-11- 12:1:1-  dollars

2011-12- 8:1:1-  dollars
2011-12- 12:1 + 1:3-  dollars
2011-12- 6:1:1-  dollars
2011-12- 12:1:1-  dollars

2011-12 State Average- 8:1:1-  dollars
2011-12 State Average- 12:1 + 1:3-  dollars
2011-12 State Average- 6:1:1-  dollars
2011-12 State Average- 12:1:1-  dollars

Special Education State Testing Program

2015-2016 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

0

0

0

0

0

0.0%

0.0%

0

Grade 4

 English Language Arts

10

0

0

0

10

100.0%

0.0%

0

Grade 5

 English Language Arts

7

0

0

0

7

0.0%

0.0%

0

Grade 6

 English Language Arts

8

1

0

0

9

11.1%

0.0%

0

Grade 7

 English Language Arts

9

0

0

0

9

0.0%

0.0%

0

Grade 8

 English Language Arts

7

7

0

0

14

50.0%

0.0%

0

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

0

0

0

0

0.0%

0.0%

0

Grade 4

Mathematics

4

0

0

0

4

0.0%

0.0%

0

Grade 5

Mathematics

8

0

0

0

8

0.0%

0.0%

0

Grade 6

Mathematics

8

0

0

0

8

0.0%

0.0%

0

Grade 7

Mathematics

7

0

0

0

7

0.0%

0.0%

0

Grade 8

Mathematics

8

2

0

0

10

20.0%

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.

 

 

Special Education State Testing Program (cont’d.)

2015-2016 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

0

 

2

 

7

9

0.0%

22.2%

77.8%

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

1

 

2

 

4

7

14.0%

29.0%

57.0%

Physical Setting/ Earth Science

3

 

3

 

4

10

30.0%

30.0%

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

 

1

 

8

9

0.0%

11.0%

89.0%

Global History and  Geography

9

 

6

 

7

22

41.0%

27.0%

32.0%

United States History and Government

0

 

6

 

5

11

0.0%

55.0%

45.0%

 

 

 

Students with Severe Disabilities Performance on the

New York State Alternate Assessments

2015-2016 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

1

3

0

4

100.0%

75.0%

0.0%

Grade 4

 English Language Arts

3

6

5

0

14

78.6%

35.7%

0.0%

Grade 5

 English Language Arts

2

0

6

0

8

75.0%

75.0%

0.0%

Grade 6

 English Language Arts

3

8

6

1

18

83.3%

38.9%

0.0%

Grade 7

 English Language Arts

6

6

5

5

22

72.7%

45.5%

0.0%

Grade 8

 English Language Arts

4

2

5

3

14

71.4%

57.1%

0.0%

High School

English Language Arts

4

2

16

2

24

83.3%

75.0%

0.0%

 

 

 

 

 

 

 

 

 

Grade 3

Mathematics

0

1

3

0

4

100.0%

75.0%

0.0%

Grade 4

Mathematics

3

5

4

0

12

75.0%

33.3%

0.0%

Grade 5

Mathematics

2

2

4

0

8

75.0%

50.0%

0.0%

Grade 6

Mathematics

3

8

7

0

18

83.3%

0.0%

0.0%

Grade 7

Mathematics

7

5

7

3

22

68.2%

45.5%

0.0%

Grade 8

Mathematics

4

3

4

3

14

71.4%

50.0%

0.0%

High School

Mathematics

5

2

13

4

24

79.2%

70.8%

0.0%

Data Source: nySTART

 

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 2015-2016 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

33

0

177

0

3

0

0

0

10

0

Data-Driven Instruction

150

0

50

0

0

0

3

0

3

0

Lead Evaluator Training

52

0

98

0

0

0

163

0

55

48

Principal Evaluator Training

0

0

0

0

0

0

0

0

0

0

Integrating Technology into Curricula & Instruction

59

0

408

0

5

0

7

0

51

0

Project Based Learning

9

10

26

19

0

0

1

4

8

3

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

10

0

19

0

0

0

0

0

2

0

Positive Youth Development

2

0

8

0

0

0

0

0

222

0

Instructional Strategies

88

36

2504

206

5

4

52

3

80

17

Parent Training

0

0

0

0

0

0

0

0

0

0

Special Education Issues

17

0

70

0

1

0

1

0

74

0

(RSE-TASC ) Regional Special Education Technical Assistance Support

0

0

0

0

0

0

0

0

0

0

(SE-SIS) Special Education School Improvement Specialist

0

0

0

0

0

0

0

0

0

0

RBE-RN

0

0

0

0

0

0

0

0

0

0

Leadership Training

93

68

75

15

1

0

166

101

193

207

ECE Training  (Early Childhood)

0

0

0

0

0

0

0

0

0

0

Professional Practice (APPR)

3

0

82

0

0

0

14

0

37

0

Culture/Climate

45

44

100

4

1

0

22

21

37

70

School & District Planning

3

14

247

42

0

0

35

0

39

1

Response to Intervention

5

0

262

0

0

0

78

0

53

0

Data Management and Analysis

8

0

0

4

0

0

0

16

0

16

Learning Standards (ELA, MST, etc.)

52

38

652

44

0

0

13

21

21

16

Interdisciplinary Teaching (including integration of career technology & academics)

8

0

106

0

1

0

6

0

4

0

Other

92

45

420

197

252

201

33

7

168

152

                           

 

 

Technology Services

2015-2016 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

14/7

2

 

146

 

 

x

 

Instructional Computing

0/0

128

 

1527

 

 

x

 

Computer/Audio Visual Repair

0/0

529

 

 

x

 

Library Automation/Software

18/4174

2

 

53,397

 

 

x

 

LAN Installation/Support

0/0

529

 

1527

 

 

x

 

Distributed Process Technicians

0/0

0

 

0

 

 

 

Guidance Information

0/0

0

 

0

 

 

 

Administrative Computer Services

0/0

529

 

 

x

 

Administrative Training

0/0

401

 

 

x

 

Instructional Media Resources

18/4174

2

 

53,397

 

 

x

 

Model Schools

0/0

0

0

 

 

Other Student Instructional Support

0/0

0

 

0

 

 

 

 

 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

                                                           

                                                                       

 

Consulting and Technical Assistance 
Services plus Reference by SLS Staff

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

Number of Library Media Centers

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

 

 

 

 
 

Number of Participants at Professional
Development Workshops
  
2010-11: 
2011-12:

 

 

 

 

Number of Professional Workshops

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

 

 

2015-2016 Expenses

 

Data Source: SA111, schedule 2A

 

Administrative Expenses………… ………………………………………………….$        8,420,689.00

 

Capital Expenses………………………………………………………………….…. $            56,000.00          

 

Total Program Expenses……………………………………………………….……. $      92,901,892.00

               

Total Expenses…………….………………………………………………………….$    100,378,581.00     

                                                        

Supplemental Retirement & Other Post Retiree Benefits:  %
* Administration:  %
Capital:  %
Total Program:  %

 

Other Services:  %
Career & Technical Education:  %
Instruction of Students with Disabilities:  %
Itinerant Services:  %
General Instruction:  %
Instructional Support:  %