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Putnam-Westchester Boces School in Yorktown Heights, NY
(KG-12 • Public • Special Education School)

Address
 200 BOCES DR
Yorktown Heights, NY 10598
Telephone
(914) 245-2700
(make sure to verify first before calling)
Website
http://www.pnwboces.org
Students
314
Classroom Teachers (FTE)
27.9
National School Lunch
Program (NSLP) Status
No
Free lunch eligible students
39
Reduced-price lunch
eligible students
3
School district
PUTNAM-WESTCHESTER BOCES
Charter school
No
Title I status
Not a Title I school
Magnet School Indicator
No
Shared Time Indicator
No
Adult education offered
No

Students & Teachers


Total enrollment:
Enrollment in 2016: 314
Enrollment in 2015: 314
Enrollment in 2014: 327
Enrollment in 2007: 446
Enrollment in 2006: 460
Enrollment in 2004: 375
Enrollment in 2003: 326
Enrollment in 2002: 388
Enrollment in 2001: 391
Enrollment in 2000: 403
Enrollment in 1999: 393

Putnam-Westchester Boces School - Historical enrollment


Enrollment by grade, gender and race:
(Note: Details may not add to totals. School year: 2015-2016)
GradeKGG01G02G03G04G05G06G07G08G09G10G11G12UGTotal
All students591312791531112202022156314
Female students - 241 - 111367545691
Male students579117814286131518100223
American Indian/Alaska Native students - - - - - - - - - - - - - 11
Asian students - - - - - - - - 1 - - - - 56
Hispanic students22772231 - 25613878
Black students17221241148442970
White students1 - 423481967101783155
Two or More Races students1 - - 111 - - - - - - - - 4

Enrollment by grade:
Kindergarten enrollment: 5
1st grade enrollment: 9
2nd grade enrollment: 13
3rd grade enrollment: 12
4th grade enrollment: 7
5th grade enrollment: 9
6th grade enrollment: 15
7th grade enrollment: 3
8th grade enrollment: 11
9th grade enrollment: 12
10th grade enrollment: 20
11th grade enrollment: 20
12th grade enrollment: 22
Ungraded enrollment: 156

Putnam-Westchester Boces School - Historical enrollment by grade


Enrollment by gender:
(State average from 6,131 schools)
Female enrollment: 91 (29.0%)
School:

29.0%
State:

51.1%
Male enrollment: 223 (71.0%)
Putnam-Westchester Boces School:

71.0%
New York:

47.5%

Putnam-Westchester Boces School - Historical enrollment by gender


Enrollment by race/ethnicity:
(State average from 1,352 schools)
American Indian/Alaska Native enrollment: 1 (0.3%)
Putnam-Westchester Boces School:

0.3%
State:

0.2%
Asian enrollment: 6 (1.9%)
Putnam-Westchester Boces School:

1.9%
State:

4.6%
Hispanic enrollment: 78 (24.8%)
School:

24.8%
New York:

9.2%
Black enrollment: 70 (22.3%)
Here:

22.3%
New York:

12.0%
White enrollment: 155 (49.4%)
School:

49.4%
State:

55.1%
Two or More Races enrollment: 4 (1.3%)
School:

1.3%
State:

2.9%

Putnam-Westchester Boces School - Historical enrollment by race/ethnicity


Lunch Program Eligibility:
(State average from 4,921 schools)
Free/reduced-price lunch eligible students: 42 (13.4%)
Here:

13.4%
State:

52.7%
Free lunch eligible students: 39 (12.4%)
Putnam-Westchester Boces School:

12.4%
New York:

45.4%
Reduced-price lunch eligible students: 3 (1.0%)
Here:

1.0%
New York:

4.8%

Putnam-Westchester Boces School - Lunch Program Eligibility


Teachers and support:
(State average from 6,103 schools)
Classroom Teachers (FTE): 27.9

Number of FTE teachers in their first year of teaching: 4
Number of FTE teachers in their second year of teaching: 6
Number of FTE school counselors: 6
Number of FTE teachers who were absent more than 10 school days during the school years: 60
Number of FTE security guards: 3
Number of FTE nurses: 6
Number of FTE psychologists: 5
Number of FTE social workers: 3

Student/Teacher Ratio
Putnam-Westchester Boces School:

11.2
State:

14.0

Putnam-Westchester Boces School - Teachers (FTE) and pupil/teacher ratio


School Expenditures:
Salary Expenditures for Total Personnel Funded with State and Local Funds: $20,799,624
  • Full-time Equivalency Count of Teachers: 129 (Salary Expenditures: $12,327,326)
  • Full-time Equivalency Count of Instructional Aides: 159.7 (Salary Expenditures: $5,720,532)
  • Full-time Equivalency Count of Support Services Staff: 20.1 (Salary Expenditures: $1,911,536)
  • Full-time Equivalency Count of School Administration Staff: 9.3 (Salary Expenditures: $1,266,826)
Salary Expenditures for Non-Personnel Funded with State and Local Funds: $2,295,411
Salary Expenditures for Total Personnel Funded with Federal, State, and Local Funds,: $10,083,351
  • Salary Expenditures for Teachers: $12,327,326
  • Full-time Equivalency Count of Instructional Aides: 159.7 (Salary Expenditures: $5,720,632)
  • Full-time Equivalency Count of Support Services Staff: 35.1 (Salary Expenditures: $2,791,381)
  • Full-time Equivalency Count of School Administration Staff: 11.7 (Salary Expenditures: $1,571,428)
Salary Expenditures for Non-Personnel Funded with Federal, State, and Local Funds: $1,094,114

Students with disabilities:
Show data for
Students with Disabilities (IDEA): Students with intellectual disabilities; hearing impairment, including deafness; speech or language impairment; visual impairment, including blindness; serious emotional disturbance; orthopedic impairment; autism; traumatic brain injury; developmental delay; other health impairment; specific learning disability; deaf-blindness; or multiple disabilities and who, by reason thereof, receive special education and related services under the Individuals with Disabilities Education Act (IDEA) according to an Individualized Education Program, Individual Family Service Plan, or service plan. The "Students with Disabilities (IDEA)" column in the survey items always refers to students with disabilities who receive special education and related services under IDEA.

Students with Disabilities (Section 504 only): Students with a disability, who receive related aids and services solely under Section 504 of the Rehabilitation Act of 1973, as amended, and not under the Individuals with Disabilities Education Act (IDEA). The "Section 504 only" column in the survey items always refers to students with disabilities who receive related aids and services under Section 504 of the Rehabilitation Act of 1973, as amended, and not under IDEA.

    Students with disabilities served under IDEA

  • Hispanic95
  • Asian7
  • Black89
  • White152
  • Multirace32
Students with disabilities served under IDEA: 375 (male: 245, female: 130)
  • Hispanic: 95 (male: 70, female: 25)
  • Asian: 7 (all male)
  • Black: 89 (male: 58, female: 31)
  • White: 152 (male: 88, female: 64)
  • Two or More Races: 32 (male: 22, female: 10)
Students with disabilities served under Section 504: 2 (all male)
  • White: 2

Health & Safety


Offenses:
(State average from 1,445 schools)
An incident refers to a specific criminal act involving one or more victims and offenders. For example, if two students are robbed without a weapon, at the same time and place, this is classified as two robbery victimizations but only one robbery without a weapon incident

A weapon is any instrument or object used with the intent to threaten, injure, or kill. This includes look-alikes if they are used to threaten others.

Robbery is taking or attempting to take anything of value that is owned by another person or organization, under confrontational circumstances by force or threat of force or violence and/or by putting the victim in fear. A key difference between robbery and theft/larceny is that robbery involves a threat or assault.

Physical attack or fight refers to an actual and intentional touching or striking of another person against his/her will, or the intentional causing of bodily harm to an individual. Physical attack or fight does not include rape.

A threat refers to an act where there was no physical contact between the offender and victim but the victim felt that physical harm could have occurred based on verbal or nonverbal communication by the offender. This includes nonverbal threats (e.g., brandishing a weapon), and verbal threats of physical harm which are made in person. Threats made over the telephone or threatening letters are excluded.
At least one incident at this school that involved a shooting: No
Any of this school's students, faculty, or staff died as a result of a homicide committed at this school: No

Incidents of robbery without a weapon: 4

Incidents of physical attack or fight without a weapon: 6

Incidents of threats of physical attack without a weapon: 11


Total incidents per 1,000 students
Putnam-Westchester Boces School:

66.9
State:

55.5

Referrals and Arrests:
Show data for

(State average from 410 schools)
Referral to law enforcement is an action by which a student is reported to any law enforcement agency or official, including a school police unit, for an incident that occurs on school grounds, during school-related events, or while taking school transportation, regardless of whether official action is taken. Citations, tickets, court referrals, and school-related arrests are considered referrals to law enforcement.

School-related arrest refers to an arrest of a student for any activity conducted on school grounds, during off-campus school activities (including while taking school transportation), or due to a referral by any school official. All school-related arrests are considered referrals to law enforcement.
Students with disabilities who were referred to a law enforcement agency or official: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)

Students with disabilities who were referred to a law enforcement agency or official per 1,000 students
Putnam-Westchester Boces School:

12.7
New York:

3.4
Students with disabilities who received a school-related arrest: 4 (male: 2, female: 2)
  • Hispanic: 2 (all female)
  • Black: 2 (all male)

Students with disabilities who received a school-related arrest per 1,000 students
Putnam-Westchester Boces School:

12.7
New York:

1.5

Harassment & Bullying:
Show data for

(State average from 1,117 schools)
An allegation is a claim or assertion that someone has done something wrong or illegal, typically made without proof.

Harassment or bullying on the basis of sex includes sexual harassment or bullying and gender-based harassment or bullying. Sexual harassment or bullying is unwelcome conduct of a sexual nature, such as unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Gender-based harassment or bullying is nonsexual intimidation or abusive behavior toward a student based on the student's actual or perceived sex, including harassment based on gender identity, gender expression, and nonconformity with gender stereotypes. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Both male and female students can be victims of harassment or bullying on the basis of sex, and the harasser or bully and the victim can be of the same sex. Bullying on the basis of sex constitutes sexual harassment.

Harassment or bullying on the basis of race, color, or national origin refers to intimidation or abusive behavior toward a student based on actual or perceived race, color or national origin. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of race, color, or national origin constitutes racial harassment.

Harassment or bullying on the basis of disability refers to intimidation or abusive behavior toward a student based on actual or perceived disability. Harassing conduct may take many forms, including verbal acts and name-calling, as well as non-verbal behavior, such as graphic and written statements, or conduct that is physically threatening, harmful or humiliating. The conduct can be carried out by school employees, other students, and non-employee third parties. Bullying on the basis of disability constitutes disability harassment.
Allegations of harassment or bullying on the basis of sex: 13
Allegations of harassment or bullying on the basis of sex per 1,000 students
Here:

41.4
New York:

3.8

    Students reported as harassed or bullied on the basis of sex

  • Hispanic2
  • Black2
  • White2
  • IDEA5
Students reported as harassed or bullied on the basis of sex: 6 (all female)
  • Hispanic: 2
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 5
Students disciplined for bullying or harassment on the basis of sex: 2 (all male)
  • Black: 2

Allegations of harassment or bullying on the basis of race, color, or national origin: 3
Allegations of harassment or bullying on the basis of race, color, or national origin per 1,000 students
School:

9.6
New York:

3.3
Students reported as harassed or bullied on the basis of race, color, or national origin: 4 (all male)
  • Black: 2
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of race, color, or national origin: 2 (all female)
  • White: 2

Allegations of harassment or bullying on the basis of disability: 1
Allegations of harassment or bullying on the basis of disability per 1,000 students
Putnam-Westchester Boces School:

3.2
New York:

1.4
Students reported as harassed or bullied on the basis of disability: 2 (all male)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2
Students disciplined for bullying or harassment on the basis of disability: 2 (all male)
  • White: 2


Chronic Student Absenteeismt:
Show data for

(State average from 3,050 schools)
A chronically absent student is a student who is absent 15 or more school days during the school year. A student is absent if he or she is not physically on school grounds and is not participating in instruction or instruction - related activities at an approved off-grounds location for at least half the school day. Each day that a student is absent for 50 percent or more of the school day should be counted. Any day that a student is absent for less than 50 percent of the school day should not be counted. The number of absences is based on the total number of school days absent. Chronically absent students include students who are absent for any reason(e.g., illness, suspension, the need to care for a family member), regardless of whether absences are excused or unexcused.

    Chronic Student Absenteeism

  • Hispanic13
  • Black7
  • White52
  • IDEA67
  • 5042
Chronic Student Absenteeism: 72 (male: 48, female: 24)
  • Hispanic: 13 (male: 8, female: 5)
  • Black: 7 (male: 5, female: 2)
  • White: 52 (male: 35, female: 17)
  • Individuals With Disabilities Education Act (IDEA): 67 (male: 44, female: 23)
  • Section 504: 2 (all male)
Chronic Student Absenteeism per 1,000 students
School:

229.3
New York:

179.4

Restraint and Seclusion:
Show data for

(State average from 355 schools)
Physical restraint refers to a personal restriction that immobilizes or reduces the ability of a student to move his or her torso, arms, legs, or head freely. The term physical restraint does not include a physical escort. Physical escort means a temporary touching or holding of the hand, wrist, arm, shoulder or back for the purpose of inducing a student who is acting out to walk to a safe location.

Seclusion refers to the involuntary confinement of a student alone in a room or area from which the student is physically prevented from leaving. It does not include a timeout, which is a behavior management technique that is part of an approved program, involves the monitored separation of the student in a non-locked setting, and is implemented for the purpose of calming.
Total Number of students with disabilities (IDEA) subjected to physical restraint: 37 (male: 33, female: 4)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 8 (all male)
  • White: 25 (male: 23, female: 2)

Students with disabilities (IDEA) subjected to physical restraint per 1,000 students
Here:

117.8
New York:

23.1
Total Number of students with disabilities (IDEA) subjected to seclusion: 24 (all male)
  • Hispanic: 2
  • Black: 5
  • White: 17

Students with disabilities (IDEA) subjected to seclusion per 1,000 students
Here:

76.4
New York:

3.5

Suspensions:
Show data for

(State average from 569 schools)
Out-of-school suspension
  • For students with disabilities served under IDEA : Out-of-school suspension is an instance in which a child is temporarily removed from his/her regular school for at least half a day for disciplinary purposes to another setting (e.g., home, behavior center).Out-of-school suspensions include both removals in which no individualized family service plan(IFSP) or individualized education plan(IEP) services are provided because the removal is 10 days or less as well as removals in which the child continues to receive services according to his/her IFSP or IEP.
  • For students without disabilities and students with disabilities served solely under Section 504 of the Rehabilitation Act : Out-of-school suspension is an instance in which a child is temporarily removed from his / her regular school for at least half a day(but less than the remainder of the school year) for disciplinary purposes to another setting(e.g., home, behavior center).Out-of-school suspensions include removals in which no educational services are provided, and removals in which educational services are provided(e.g., school-provided at home instruction or tutoring).
In-school suspension is an instance in which a child is temporarily removed from his or her regular classroom(s) for at least half a day for disciplinary purposes, but remains under the direct supervision of school personnel. Direct supervision means school personnel are physically in the same location as students under their supervision.

    School days missed due to out-of-school suspension

  • Hispanic81
  • Black115
  • White186
  • IDEA364
School days missed due to out-of-school suspension: 382 (male: 274, female: 108)
  • Hispanic: 81 (male: 42, female: 39)
  • Black: 115 (male: 81, female: 34)
  • White: 186 (male: 151, female: 35)
  • Individuals With Disabilities Education Act (IDEA): 364 (male: 269, female: 95)
Students with disabilities receiving one or more in-school suspension: 8 (male: 6, female: 2)
  • Hispanic: 2 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 2 (all male)
Students with disabilities receiving only one out-of-school suspension: 39 (male: 21, female: 18)
  • Hispanic: 7 (male: 5, female: 2)
  • Black: 13 (male: 8, female: 5)
  • White: 19 (male: 8, female: 11)
Students with disabilities receiving more than one out-of-school suspension: 36 (male: 30, female: 6)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 10 (male: 8, female: 2)
  • White: 22 (male: 20, female: 2)

Classes & Courses


Algebra I:
Show data for

(State average from 773 schools)
Algebra I is a (college-preparatory) course that includes the study of properties and operations of the real number system; evaluating rational algebraic expressions; solving and graphing first degree equations and inequalities; translating word problems into equations; operations with and factoring of polynomials; and solving simple quadratic equations. Algebra I is a foundation course leading to higher-level mathematics courses, including Geometry and Algebra II.
Number of Algebra I classes: 5
Number of Algebra I classes taught by certified teachers: 4

    9-10th grade student enrollment in Algebra I

  • Hispanic5
  • Black4
  • White22
  • IDEA31
9-10th grade student enrollment in Algebra I: 31 (male: 24, female: 7)
  • Hispanic: 5 (all male)
  • Black: 4 (male: 2, female: 2)
  • White: 22 (male: 17, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 31 (male: 23, female: 8)
Percent of 9-10th grade students who passed
Putnam-Westchester Boces School:

0.0%
New York:

76.8%

Algebra II:
Show data for
Algebra II (college-preparatory) course topics typically include field properties and theorems; set theory; operations with rational and irrational expressions; factoring of rational expressions; in - depth study of linear equations and inequalities; quadratic equations; solving systems of linear and quadratic equations; graphing of constant, linear, and quadratic equations; properties of higher degree equations; and operations with rational and irrational exponents.
Number of Algebra II classes: 5
Number of Algebra II classes taught by certified teachers: 5

    Student Enrollment in Algebra II

  • Hispanic4
  • Black7
  • White16
  • IDEA22
Student Enrollment in Algebra II: 27 (male: 18, female: 9)
  • Hispanic: 4 (male: 2, female: 2)
  • Black: 7 (male: 5, female: 2)
  • White: 16 (male: 11, female: 5)
  • Individuals With Disabilities Education Act (IDEA): 22 (male: 17, female: 5)

Geometry:
Show data for
Geometry is a (college-preparatory) course that typically includes topics such as properties of plane and solid figures; deductive methods of reasoning and use of logic; geometry as an axiomatic system including the study of postulates, theorems, and formal proofs; concepts of congruence, similarity, parallelism, perpendicularity, and proportion; and rules of angle measurement in triangles.Geometry is considered a prerequisite for Algebra II.
Number of Geometry classes: 1
Number of Geometry classes taught by certified teachers: 1

Student Enrollment in Geometry: 2 (all female)
  • White: 2
  • Individuals With Disabilities Education Act (IDEA): 2

Biology:
Show data for
Biology (college-preparatory) courses are designed to provide information regarding the fundamental concepts of life and life processes.These courses include(but are not restricted to) such topics as cell structure and function, general plant and animal physiology, genetics, and taxonomy.
Number of Biology classes: 2
Number of Biology classes taught by certified teachers: 2

Student Enrollment in Biology: 14 (male: 10, female: 4)
  • Black: 7 (male: 5, female: 2)
  • White: 7 (male: 5, female: 2)
  • Individuals With Disabilities Education Act (IDEA): 13 (male: 11, female: 2)

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