Report Card

Broome Tioga BOCES

Board of Cooperative Educational Services

2005-2006 Report Card

 

 

Table of Contents

 

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

 

Indicators of BOCES Performance

 

     Career & Technical Education……………………………………….…………   1-2

     Alternative Education…………………………………………………....……..       3

     Adult Career & Technical Education…………………………………….…….      4

     Adult Basic Education……………………………………….…......…………..      4

     Special Education

     Special Education Enrollment and Tuition in BOCES Programs……...........…  5

     State Testing Program………………………………………………….....…….   6-7

     Professional Development…………………………………………………….…     8

     Technology Services……..……….…………..……………………………….….     9

     School Library System Services………………………………………………..     10

 

2005-2006 Expenses………………………………………………………………        11

 

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

Broome-Tioga BOCES
2005-2006

 

Component Districts

·        Binghamton CSD

·        Chenango Forks CSD

·        Chenango Valley CSD

·        Deposit CSD

·        Harpursville CSD

·        Johnson City CSD

·        Maine Endwell CSD

·        Newark Valley CSD

·        Owego-Apalachin CSD

·        Susquehanna Valley CSD

·        Tioga CSD

·        Union Endicott CSD

·        Vestal CSD

·        Whitney Point CSD

·        Windsor 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

Students with Disabilities

General Education Students

Students with Disabilities

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

2004-05

2004-05

2005-06

 2005-06

      First-year students ……………………….

274

266

364

232

      Second-year students …………………….

157

107

157

115

      Second-year students completing ………..

155

123

143

85
         

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

 

 

 

 

“New Vision” ……………………………

26

0

22

0

Other one-year programs ………………..

0

0

0

0

           
student programs

 

cte 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

 

bar graph
           

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

 
pie chart1
pie chart 2
           

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


Alt ed1
alted2

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 ………...

58

2

115

32

1

48

  remained in the BOCES program ………...….

78

2

253

43

0

67

  left the program and did not enter another

  district or BOCES program (dropouts) ……...

0

0

7

0

0

2

  are waiting for GED exam results ……….….

 

 

 

 

0

0

  received high school diplomas ……………...

 

 

47

4

 

 

received high school equivalency diplomas …        
0
67
* 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 739.

 

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

589

464

564

112

19.0%

120

25.9%

112

19.9%

Adult Secondary (Low)

100

53

51

33

33.0%

12

22.6%

5

9.8%

ESOL

152

99

125

54

35.5%

7

7.0%

36

28.8%

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