Clinton-Essex-Warren-Washington
BOCES
Champlain
Valley
Educational Services
Board of
Cooperative Educational Services
2010-2011
Report Card
Table of Contents
Page
Component/Non-Component
District List
ii
Indicators of
BOCES Performance
Career & Technical
Education
.
..
1-2
Adult Career & Technical
Education
.... 3
Adult Basic Education
.
.... 3
Special Education
Special Education Enrollment and Tuition in BOCES Programs 4
State Testing
Program
.... 5-7
Professional Development
8
Technology Services
..
.
..
9
School Library System
Services
..
10
2010-2011
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
|
|
Clinton Essex Warren Washington BOCES |
Champlain
Valley Educational Services |
099000 |
17 Component Districts |
AuSable
Valley
Central
School
District |
Beekmantown
Central
School District |
Chazy Central Rural
School District |
Crown Point
Central
School District |
Elizabethtown-Lewis
Central
School District |
Keene
Central
School District |
Moriah
Central
School District |
Northeastern
Clinton
Central
School District |
Northern
Adirondack
Central
School District |
Peru
Central
School District |
Plattsburgh
City
School District |
Putnam
Central
School District |
Saranac
Central
School District |
Schroon
Lake
Central
School
District |
Ticonderoga
Central
School District |
Westport
Central
School District |
Willsboro
Central
School District |
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: |
2009-10 |
2009-10 |
2010-11 |
2010-11 |
First-year students |
211 |
114 |
203 |
117 |
Second-year students |
149 |
84 |
180 |
95 |
Second-year students
completing |
114 |
74 |
170 |
95 |
Completers with
technical endorsement |
n/a |
n/a |
36 |
1 |
Other Career-Related Programs
Number of 11th/12th grade students enrolled in
one-year programs: |
|
|
|
|
New Vision |
7 |
0 |
17 |
0 |
Participated 1 yr of
a CTE Program |
n/a |
n/a |
21 |
7 |
Other one-year programs |
0 |
0 |
0 |
0 |
* Data Include General Education and
Students with Disabilities. Data Source: SIRS
CTE Student Performance on Perkins Indicators
Who
Left
School
in 2010
Data Source: SIRS
Status of Career and Technical Education (CTE) Students
2009
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
Total Placement
This BOCES |
State Target |
92% |
96.22 % |
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 NOTE: Statewide averages are not yet available |
Enrolled during 2009-10 |
258 |
-- |
-- |
Continuing Enrollment
after 2009-10 |
27 |
10.47% |
n/a |
Completed or Left
During 2009-10 |
231 |
89.53% |
n/a |
Left Prior to
Completion During 2009-10 |
24 |
9.3% |
n/a |
Completed by the End
of 2009-10 |
207 |
80.23% |
n/a |
Completed or Left
During 2009-10 and Status Known |
231 |
89.53% |
n/a |
Completed/Left/Status
Known and Successfully Placed* |
207 |
80.23% |
n/a |
Completed but Not
seeking Employment |
1 |
0.39% |
n/a |
Non-Traditional CTE Programs |
Enrolled in
Non-Traditional Programs During 2009-10 |
13 |
-- |
-- |
Under-Represented
Gender Members Enrolled During 2009-10 |
13 |
-- |
-- |
Completed a
Non-Traditional Program By the End of 2009-10 |
11 |
84.6% |
n/a |
Under-Represented
Gender Members Who Completed |
11 |
84.6% |
n/a |
* 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 2010-2011 was 574.
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 |
2008-09 |
2009-10 |
2010-11 |
2008-09 |
2009-10 |
2010-11 |
|
|
|
|
Percent |
|
Percent |
|
Percent |
Adult Beginning/ Intermediate |
490 |
464 |
464 |
216 |
49% |
260 |
56% |
252 |
54% |
Adult Secondary (Low) |
57 |
82 |
70 |
31 |
55% |
62 |
75% |
38 |
54% |
ESOL |
0 |
0 |
0 |
0 |
0.0% |
0 |
0.0% |
0 |
0.0% |
Other Outcomes (2008-09 through 2010-11)
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 |
2008-09 |
2009-10 |
2010-11 |
2008-09 |
2009-10 |
2010-11 |
|
|
|
|
Percent |
|
Percent |
|
Percent |
Entered employment |
95 |
120 |
117 |
70 |
74% |
96 |
80% |
103 |
88% |
Retained employment |
n/a |
n/a |
96 |
n/a |
n/a |
n/a |
n/a |
59 |
61% |
Obtained secondary or HS equivalency diploma |
137 |
113 |
122 |
134 |
98% |
108 |
95% |
118 |
96% |
Entered post-secondary education or training |
158 |
189 |
138 |
138 |
87% |
171 |
90% |
115 |
83% |
Special Education
Special Education Enrollment and Tuition
When
placing students, districts select among classrooms with different student/staff
ratios consistent with each students 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
|
2008-09 |
2009-10 |
2010-11 |
8:1:1 |
194 |
172 |
185 |
12:1+1:3 |
16 |
16 |
17 |
6:1:1 |
0 |
24 |
22 |
12:1:1 |
88 |
81 |
73 |
Tuition
Rates Per Student
2008-09
through 2010-11
Special
Education
State
Testing Program
2010-2011
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 |
4 |
0 |
0 |
12 |
33% |
0.0% |
0 |
Grade 4
English Language Arts |
4 |
2 |
0 |
0 |
6 |
33% |
0.0% |
0 |
Grade 5
English Language Arts |
5 |
3 |
0 |
0 |
8 |
38% |
0.0% |
0 |
Grade 6
English Language Arts |
4 |
6 |
0 |
0 |
10 |
60% |
0.0% |
0 |
Grade 7
English Language Arts |
11 |
3 |
0 |
0 |
14 |
21% |
0.0% |
0 |
Grade 8
English Language Arts |
7 |
8 |
1 |
0 |
16 |
56% |
6% |
0 |
|
|
|
|
|
|
|
|
|
Grade 3
Mathematics |
10 |
3 |
0 |
0 |
13 |
23% |
0.0% |
0 |
Grade 4
Mathematics |
5 |
2 |
0 |
0 |
7 |
29% |
0.0% |
0 |
Grade 5
Mathematics |
3 |
4 |
0 |
0 |
7 |
57% |
0.0% |
0 |
Grade 6
Mathematics |
4 |
5 |
1 |
0 |
10 |
60% |
10.0% |
0 |
Grade 7
Mathematics |
9 |
4 |
0 |
0 |
13 |
31% |
0.0% |
0 |
Grade 8
Mathematics |
11 |
5 |
0 |
0 |
16 |
31% |
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 (contd.)
2010-2011
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 |
3
|
5 |
11 |
27.5% |
27.5% |
45% |
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 |
4 |
0
|
4 |
8 |
50% |
0.0% |
50% |
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% |
Global History and Geography |
0 |
3
|
0 |
3 |
0.0% |
100% |
0.0% |
United States
History and
Government |
0 |
0
|
0 |
0 |
0.0% |
0.0% |
0.0% |
Students with Severe Disabilities Performance on the
New York
State Alternate Assessments
2010-2011
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 |
0 |
1 |
2 |
100.0% |
50.0% |
0.0% |
Grade 4
English Language Arts |
0 |
1 |
0 |
4 |
5 |
100.0% |
80.0% |
0.0% |
Grade 5
English Language Arts |
0 |
0 |
1 |
4 |
5 |
100.0% |
100.0% |
0.0% |
Grade 6
English Language Arts |
0 |
4 |
1 |
2 |
7 |
100.0% |
43.0% |
0.0% |
Grade 7
English Language Arts |
0 |
0 |
0 |
6 |
6 |
100.0% |
100.0% |
0.0% |
Grade 8
English Language Arts |
0 |
0 |
0 |
4 |
4 |
100.0% |
100.0% |
0.0% |
High School
English Language Arts |
0 |
0 |
1 |
4 |
5 |
100.0% |
100.0% |
0.0% |
|
|
|
|
|
|
|
|
|
Grade 3
Mathematics |
0 |
0 |
1 |
1 |
2 |
100.0% |
100.0% |
0.0% |
Grade 4
Mathematics |
0 |
0 |
3 |
2 |
5 |
100.0% |
100.0% |
0.0% |
Grade 5
Mathematics |
0 |
0 |
0 |
5 |
5 |
100.0% |
100.0% |
0.0% |
Grade 6
Mathematics |
0 |
1 |
3 |
3 |
7 |
100.0% |
86.0% |
0.0% |
Grade 7
Mathematics |
0 |
0 |
1 |
5 |
6 |
100.0% |
100.0% |
0.0% |
Grade 8
Mathematics |
0 |
1 |
1 |
2 |
4 |
100.0% |
75.0% |
0.0% |
High School
Mathematics |
0 |
1 |
2 |
2 |
5 |
100.0% |
80.0% |
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. |
Professional Development 2010-2011
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 |
399 |
0 |
969 |
0 |
0 |
0 |
30 |
0 |
60 |
0 |
Data-Driven Instruction |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Lead Evaluator Training |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Principal Evaluator Training |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Integrating Technology into Curricula & Instruction |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Project Based Learning |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
College & Career Readiness |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Career and Technical Education |
16 |
0 |
31 |
0 |
0 |
0 |
25 |
0 |
1 |
0 |
Middle Level Education |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Positive Youth Development |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Instructional Strategies |
47 |
0 |
165 |
0 |
0 |
0 |
38 |
0 |
13 |
0 |
Parent Training |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Special Education Issues |
12 |
0 |
43 |
0 |
0 |
0 |
1 |
0 |
3 |
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 |
101 |
0 |
3 |
0 |
1 |
0 |
167 |
0 |
15 |
0 |
ECE Training (Early Childhood) |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Professional Practice (APPR) |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Culture/Climate |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
School & District Planning |
9 |
0 |
316 |
0 |
0 |
0 |
9 |
0 |
6 |
0 |
Response to Intervention |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Data Management and Analysis |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Learning Standards (ELA, MST, etc.) |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Interdisciplinary Teaching (including integration of career technology
& academics) |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
Other |
63 |
0 |
311 |
0 |
0 |
0 |
27 |
0 |
441 |
0 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Technology
Services
2010-2011
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 |
0/0 |
0 |
0
|
|
|
Instructional Computing |
0/0 |
0 |
0
|
|
|
Computer/Audio Visual Repair |
6/0 |
1 |
|
X |
|
Library Automation/Software |
10/18 |
1 |
7856
|
X |
|
LAN Installation/Support |
0/0 |
0 |
0
|
|
|
Distributed Process Technicians |
0/0 |
0 |
0
|
|
|
Guidance Information |
0/0 |
0 |
0
|
|
|
Administrative Computer Services |
0/0 |
0 |
|
|
|
Administrative Training |
0/0 |
0 |
|
|
|
Instructional Media Resources |
0/0 |
0 |
0
|
|
|
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
2010-2011 Expenses
Data Source:
SA111, schedule 2A
Administrative
Expenses
.$1,884,756.00
Capital
Expenses
.
. $775,743.00
Total Program Expenses
.
$32,137,404.00
Total
Expenses
.
$34,797,903.00
