2010-2011 2010-2011 Putnam/Northern
Westchester BOCES
2010-2011 2010-2011 Putnam/Northern
Westchester BOCES
Putnam/Northern Westchester BOCES
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
.
..
1-3
Alternative Education
..
4-6
Adult Career & Technical
Education
.... 7
Adult Basic Education
.
.... 7
Special Education
Special Education Enrollment and Tuition in BOCES Programs
. 8
State Testing
Program
.... 9-11
Professional Development
12
Technology Services
..
.
..
13
School Library System
Services
..
14
2010-2011
Expenses
15
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
Putnam/Northern Westchester BOCES
4890
·
Bedford CSD
·
Brewster CSD
·
Briarcliff UFSD
·
Carmel CSD
·
Chappaqua UFSD
·
Croton-Harmon
UFSD
·
Garrison UFSD
·
Haldane CSD
·
Hendrick Hudson
CSD
·
Katonah Lewisboro
UFSD
·
Lakeland CSD
·
Mahopac CSD
·
North Salem CSD
·
Ossining UFSD
·
Peekskill City SD
·
Putnam Valley CSD
·
Somers CSD
·
Yorktown CSD
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 Include General Education and
Students with Disabilities. Data Source: SIRS
Who Left
School in 2010
Data Source: SIRS
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 |
|
99% |
96.22% |
General
Education Development Leading to (GED)
For CTE
Students Age 16-18
2010-2011
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
|
|
Grades 9-12 Programs Leading GED |
|
|
Number of students who: |
Half- day |
Full-day |
|
Enrolled |
49 |
|
|
Passing
Rate of Students Tested |
84.5% |
|
|
Remained
/ Still Enrolled in the Program |
34 |
|
|
Left the program and did not enter another district or BOCES program
(dropouts) |
5 |
|
|
Returned
to |
1 |
|
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.
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 |
0 |
0 |
0 |
0 |
|
|
Left the program
and did not enter another district or BOCES program
(dropouts) |
0 |
0 |
0 |
0 |
0 |
0 |
|
|
Received high
school diplomas |
|
|
0 |
0 |
|
|
|
2010-2011
|
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 |
0 |
0 |
0.0% |
0.0% |
0.0% |
|
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 |
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 |
0 |
0 |
0 |
0.0% |
0.0% |
0.0% |
|
|
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0.0% |
Alternative Education Performance of Students
2010-2011
|
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 |
0 |
0 |
0 |
0.0% |
0.0% |
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 |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0.0% |
|
RCT Grade 12 |
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 |
0 |
0 |
0.0% |
0.0% |
0.0% |
|
RCT Grade 11 United States History & Govt. |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0.0% |
|
RCT Grade 12
United States History & Govt. |
0 |
0 |
0 |
0 |
0.0% |
0.0% |
0.0% |
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 2009-10 |
145 |
-- |
-- |
|
Continuing
Enrollment after 2009-10 |
25 |
17% |
0.0% |
|
Completed
or Left During 2009-10 |
120 |
85% |
0.0% |
|
Left
Prior to Completion During 2009-10 |
15 |
10% |
0.0% |
|
Completed
by the End of 2009-10 |
105 |
72% |
0.0% |
|
Completed
or Left During 2009-10 and Status Known |
119 |
82% |
0.0% |
|
Completed/Left/Status
Known and Successfully Placed* |
110 |
76% |
0.0% |
|
Completed
but Not seeking Employment |
0 |
0.0% |
0.0% |
|
Non-Traditional CTE Programs |
|||
|
Enrolled
in Non-Traditional Programs During 2009-10 |
6 |
-- |
-- |
|
Under-Represented
Gender Members Enrolled During 2009-10 |
44 |
-- |
-- |
|
Completed
a Non-Traditional Program By the End of 2009-10 |
1 |
17% |
0.0% |
|
Under-Represented
Gender Members Who Completed |
35 |
80% |
0.0% |
* Successfully Placed means
placed in employment, the military or in additional 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 1069.
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 |
302 |
279 |
208 |
122 |
40.3% |
106 |
38% |
84 |
40% |
|
Adult Secondary (Low) |
67 |
38 |
22 |
13 |
19.4% |
140 |
37% |
3 |
14% |
|
ESOL |
1158 |
954 |
839 |
821 |
70.8% |
687 |
72% |
566 |
67% |
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 |
42 |
29 |
41 |
28 |
66.% |
17 |
59% |
32 |
78% |
|
Retained employment |
5 |
13 |
15 |
0 |
0.0% |
7 |
54% |
9 |
60% |
|
Obtained secondary or HS equivalency diploma |
76 |
60 |
60 |
71 |
93.4 |
56 |
93.3% |
59 |
98% |
|
Entered post-secondary education or training |
44 |
33 |
29 |
22 |
50% |
21 |
63.6% |
22 |
76% |
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 |
247 |
260 |
252 |
|
12:1+1:3 |
101 |
98 |
98 |
|
6:1:1 |
0 |
0 |
0 |
|
12:1:1 |
0 |
0 |
0 |
Tuition
Rates Per Student
2008-09 through 2010-11
2010-2011
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 |
9 |
3 |
0 |
0 |
12 |
25% |
0.0% |
0 |
|
Grade 4 English Language
Arts |
3 |
1 |
1 |
0 |
5 |
40% |
20% |
0 |
|
Grade 5 English Language
Arts |
7 |
4 |
1 |
0 |
12 |
41.7% |
8.3% |
0 |
|
Grade 6 English Language
Arts |
12 |
5 |
0 |
0 |
17 |
29.4% |
0.0% |
0 |
|
Grade 7 English Language
Arts |
9 |
4 |
2 |
0 |
15 |
40% |
13.3% |
0 |
|
Grade 8 English Language
Arts |
10 |
9 |
0 |
0 |
19 |
47.4% |
0.0% |
0 |
|
|
|
|
|
|
|
|
|
|
|
Grade 3 Mathematics |
9 |
3 |
0 |
0 |
12 |
25% |
0.0% |
0 |
|
Grade 4 Mathematics |
4 |
1 |
1 |
0 |
6 |
33.3% |
16.7% |
0 |
|
Grade 5 Mathematics |
7 |
4 |
1 |
0 |
12 |
41.7% |
8.3% |
0 |
|
Grade 6 Mathematics |
11 |
6 |
0 |
0 |
17 |
35.3% |
0.0% |
0 |
|
Grade 7 Mathematics |
11 |
4 |
1 |
1 |
17 |
35.3% |
11.8% |
0 |
|
Grade 8 Mathematics |
13 |
6 |
0 |
0 |
19 |
31.6% |
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. |
2010-2011
|
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 |
7 |
7 |
11 |
25 |
28% |
28% |
44% |
|
Geometry |
0 |
0 |
4 |
4 |
0.0% |
0.0% |
100% |
|
Algebra
2/ Trigonometry |
0 |
1 |
1 |
2 |
0.0% |
50% |
50% |
|
Living
Environment |
8 |
2 |
23 |
33 |
24.3% |
6% |
69.7% |
|
Physical
Setting/ Earth Science |
9 |
2 |
7 |
18 |
50% |
11.1% |
38.9% |
|
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 |
3 |
3 |
0.0% |
0.0% |
100.00% |
|
Comprehensive
Exam in English |
5 |
9 |
2 |
34 |
14.7% |
26.5% |
58.8% |
|
Global
History and Geography |
12 |
5 |
16 |
33 |
36.4% |
15.2% |
48.4% |
|
|
14 |
1 |
20 |
35 |
40% |
2.9% |
57.1% |
Students with Severe Disabilities Performance on the
2010-2011
|
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 |
2 |
2 |
2 |
1 |
7 |
71.4% |
42.9% |
0.0% |
|
Grade
4 English Language Arts |
1 |
5 |
3 |
3 |
12 |
91.7% |
50% |
0.0% |
|
Grade
5 English Language Arts |
0 |
2 |
5 |
2 |
9 |
100% |
77.8% |
0.0% |
|
Grade
6 English Language Arts |
1 |
2 |
4 |
2 |
9 |
88.9% |
66.7% |
0.0% |
|
Grade
7 English Language Arts |
3 |
2 |
6 |
8 |
19 |
84.2% |
73.7% |
0.0% |
|
Grade
8 English Language Arts |
0 |
2 |
3 |
6 |
11 |
100% |
81.8% |
0.0% |
|
High
School English
Language Arts |
0 |
5 |
2 |
30 |
10 |
100% |
50% |
0.0% |
|
|
|
|
|
|
|
|
|
|
|
Grade
3 Mathematics |
0 |
2 |
4 |
1 |
7 |
100% |
71.4% |
0.0% |
|
Grade
4 Mathematics |
0 |
8 |
4 |
0 |
12 |
100% |
33.3% |
0.0% |
|
Grade
5 Mathematics |
0 |
2 |
5 |
2 |
9 |
100% |
77.8% |
0.0% |
|
Grade
6 Mathematics |
1 |
4 |
4 |
0 |
9 |
88.9% |
44.4% |
0.0% |
|
Grade
7 Mathematics |
4 |
6 |
4 |
5 |
19 |
78.9% |
47.4% |
0.0% |
|
Grade
8 Mathematics |
1 |
1 |
4 |
5 |
11 |
90.9% |
81.8% |
0.0% |
|
High
School Mathematics |
0 |
4 |
5 |
1 |
10 |
100% |
60% |
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 |
52 |
0 |
642 |
0 |
0 |
0 |
172 |
0 |
26 |
0 |
|||
|
Data-Driven Instruction |
6 |
0 |
4 |
0 |
0 |
0 |
10 |
0 |
2 |
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 |
39 |
0 |
291 |
0 |
1 |
0 |
27 |
0 |
26 |
0 |
|||
|
Project Based Learning |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
|
College & Career Readiness |
27 |
28 |
86 |
100 |
0 |
0 |
0 |
0 |
0 |
2000 |
|||
|
Career and Technical Education |
6 |
0 |
33 |
0 |
7 |
0 |
0 |
0 |
4 |
0 |
|||
|
Middle Level Education |
7 |
0 |
23 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
|
Positive Youth Development |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
|
Instructional Strategies |
130 |
0 |
1242 |
0 |
9 |
0 |
13 |
0 |
29 |
0 |
|||
|
Parent Training |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
|
Special Education Issues |
61 |
0 |
404 |
0 |
24 |
0 |
7 |
0 |
118 |
0 |
|||
|
(RSE-TASC ) Regional Special Education Technical
Assistance Support |
63 |
90 |
239 |
156 |
12 |
39 |
19 |
8 |
877 |
1248 |
|||
|
(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 |
55 |
0 |
963 |
0 |
0 |
0 |
55 |
0 |
123 |
32 |
|||
|
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 |
35 |
161 |
|||
|
Culture/Climate |
18 |
0 |
5 |
0 |
13 |
0 |
0 |
0 |
15 |
0 |
|||
|
School & District Planning |
15 |
0 |
50 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
|
Response to Intervention |
28 |
0 |
447 |
0 |
0 |
0 |
39 |
0 |
63 |
0 |
|||
|
Data Management and Analysis |
10 |
0 |
20 |
0 |
0 |
0 |
0 |
0 |
0 |
0 |
|||
|
Learning Standards (ELA, MST, etc.) |
44 |
0 |
1342 |
0 |
1 |
0 |
26 |
0 |
20 |
0 |
|||
|
Interdisciplinary Teaching (including integration of
career technology & academics) |
52 |
0 |
389 |
0 |
3 |
0 |
21 |
0 |
12 |
0 |
|||
|
Other |
19 |
0 |
102 |
0 |
16 |
0 |
0 |
0 |
114 |
0 |
|||
Technology
Services2010-2011
Please
indicate if the service was provided by BOCES or
|
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 |
125 |
0 |
Y |
|
|
Computer/Audio Visual Repair |
10 |
700 |
|
|
|
|
Library Automation/Software |
0/0 |
0 |
0 |
|
|
|
LAN Installation/Support |
0/0 |
700 |
1400 |
Y |
|
|
Distributed Process Technicians |
0/0 |
0 |
0 |
|
|
|
Guidance Information |
0/0 |
0 |
0 |
|
|
|
Administrative Computer Services |
0/0 |
700 |
|
Y |
|
|
Administrative Training |
0/0 |
350 |
|
Y |
|
|
Instructional Media Resources |
19 |
100% |
0 |
Y |
|
|
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
Data Source:
SA111, schedule 2A
Administrative Expenses .$ 7,875,483.00
Capital Expenses . . $ 645,000.00
Total Program Expenses . . $ 86,229,974.00
Total Expenses . .$ 94,750,457.00
