Tompkins
Seneca Tioga BOCES
Tompkins
Seneca Tioga BOCES
Tompkins
Seneca Tioga BOCES
Board of
Cooperative Educational Services
2006-2007
Report Card
Table of
Contents
Page
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
2006-2007
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
6190
Component Districts
|
·
Candor CSD |
|
·
Dryden CSD |
|
·
George Jr. Republic
UFSD |
|
·
Groton CSD |
|
·
Ithaca City SD |
|
·
Lansing CSD |
|
·
Newfield CSD |
|
·
South Seneca CSD |
|
·
Trumansburg 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
* 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 2006
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
Status of
Career and Technical Education (CTE) Students
Who
Graduated in 2006
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
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
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
... |
4 |
0 |
7 |
0 |
0 |
0 |
|
remained in the BOCES program
...
. |
24 |
0 |
48 |
0 |
0 |
25 |
|
left the program and did not enter another district or BOCES program (dropouts)
... |
1 |
0 |
20 |
0 |
0 |
16 |
|
are waiting for GED exam results
.
. |
|
|
|
|
0 |
4 |
|
received high school diplomas
... |
|
|
0 |
0 |
|
|
|
received high school equivalency diplomas
|
|
|
|
|
0 |
51 |
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 |
|
|
2005-06 Adult CTE Program Results |
Count |
Percentage |
Percentage |
|
All
CTE Programs |
|
|
|
|
Number Enrolled |
87 |
|
|
|
Number who Left Prior to Completion |
0 |
0.0% |
16.8% |
|
Number who Completed |
87 |
100% |
72.4% |
|
Completed and Status Known |
76 |
87.4% |
80.6% |
|
Completed and were Successfully
Placed* |
76 |
87.4% |
73.8% |
|
Non-Traditional
Programs |
|
|
|
|
Under-Represented Gender Members
Enrolled |
6 |
6.9% |
10.1% |
|
Under-Represented Gender Members Who
Completed |
6 |
6.9% |
9.3% |
* 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 2006-2007 was 759.
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 |
|||||||
|
2004-05 |
2005-06 |
2006-07 |
2004-05 |
2005-06 |
2006-07 |
||||
|
|
|
|
|
Percent |
|
Percent |
|
Percent |
|
|
Adult Beginning/ Intermediate |
154 |
163 |
63 |
34 |
22% |
93 |
30.1% |
19 |
30.2% |
|
Adult Secondary (Low) |
10 |
12 |
21 |
3 |
30% |
5 |
41.7% |
6 |
28.6% |
|
ESOL |
417 |
398 |
330 |
171 |
41% |
217 |
54.5% |
185 |
56.1% |
Other Outcomes (2004-05 through 2006-07)
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 |
|||||||