august 17, 2017 - gordon cooper technology center · acte: association of career and technical...

Main Campus: 1 John C Bruton Blvd., Shawnee, OK 74804

Aviation Campus: 2600 Airport Dr., Shawnee, OK 74804

Seminole Campus: 800 N Harvey, Seminole, OK 74868

Self-assessment application

for

ODCTE Accreditation

August 17, 2017

Table of Contents

Glossary of Terms and Abbreviations .....................................................................1

Organizational Chart ................................................................................................4

Listing of Instruction, Training, and Service Offerings ...........................................7

Technology Center Overview ..................................................................................8

Leadership and Administration ..............................................................................13

Instruction and Training .........................................................................................22

Support Services ....................................................................................................30

Measurement and Analysis ....................................................................................42

Personnel ................................................................................................................49

Operations ..............................................................................................................56

System Impact ........................................................................................................69

1

Glossary of Terms and Abbreviations

ACD: Adult Career Development; classes which are generally open to any adult.

ACTE: Association of Career and Technical Education; professional association.

ACT WorkKeys®: WorkKeys is a system of assessments, curriculum, and skill profiles that build and

measure essential workplace skills that can affect job performance and increase opportunities for career

changes and advancement.

ADA: Americans with Disabilities Act

AMT: Aviation Maintenance Technology

AR: Administrative Regulation

BOE: Board of Education

BCS: Business and Career Services

BIS: Business and Industry Services

CEP: Continuing Education Placement

Client-Based programs: Programs for businesses and individuals based more on consulting services than

traditional classroom instruction.

Compliance Officer: Individual or individuals identified in DPARM to handle complaints related to

compliance of Civil Rights Act or other types of discrimination.

Company Day: Specific times when companies, organizations, or employers come to campus for tours and

to meet with students.

CMG: Crisis Management Guide

CNC: Computer Numeric Controlled

CTSO: Career Tech Student Organizations

Customized training for industry: Training developed for industries or businesses based on their specific

needs and learning objectives.

Directors of Instruction: Administrators serving as principals for their responsible areas.

District Targets: Annual targets that come from the school’s strategic plan

DP: District Policy

DPARM: District Policy and Administrative Regulations Manual; a printed and electronic document detail

rules and policies adopted by the Board of Education

EAGLE: Effort Attitude Growth Leading to Employment; An ODCTE work prep program for TANF

recipents

ECE: Early Child Care Education

EMS: Emergency Medical Services

Estimate of Needs: A budget prepared at the beginning cycle of a fiscal year.

EEC: Educational Enhancement Center

Executive Team: A team that includes administrative personnel and leadership team members which work

on daily productivity and monthly performance measures.

Gordon Cooper Technology Center

2

FAA: Federal Aviation Administration

FAC: Financial Aid Coordinator

FAFSA: Free Application of Federal Student Aid

FSA: Federal Student Aid

FT: Full Time

FTE: Full Time Equivalent

FWS: Federal Work Study

FY: Fiscal Year

Guiding Principles: Principles that represent the school’s core values and are stated at the beginning of the

strategic planning document.

G 5 account: USDE grants management system were federal dollars are deposited for the school to access.

GCTC: Gordon Cooper Technology Center

GCTC Foundation: A 501 (c) (3) charitable foundation to support student success.

HS: High School

HVAC: Heating, ventilation and air conditioning

IS: Information Services

IT: Information Technology – Managed by the I.S. Director

IEP: Individual Education Plan

ISIR: Institutional Student Information Record

Kuder®: Is a career interest assessment, named after its designer, Dr. Frederick Kuder.

Leadership Team: A small group of administrators and instructional leaders that work with the

superintendent to set strategic direction, monitor progress, and set goals for the institution.

LERN: Learning Resource Network

LPN: License Practical Nursing

MLT: Medical Lab Technician

Negotiated Agreement: An agreement between the district and the GCTC Federation of Teachers, which

negotiates for all full-time, high school programs.

New Program Approval Form: Part of the process in evaluating potential new programs, which allows

essential information to organized and compared to existing programs.

OBAN: Oklahoma Bid Assistance Network

OBCTE: Oklahoma Board of Career and Technology Education

OCAS: Oklahoma Cost Accounting System

ODCTE: Oklahoma Department of Career and Technology Education

OJT: On the Job Training

OkACTE: Oklahoma Association of Career and Technical Education


3

OSDE: Oklahoma State Department of Education

OSHA: Occupational Safety and Health Administration

PACE: Post-secondary and Adult Continuing Education; a professional organization primarily made up of

members of the BCS employee group. Formerly, Customized Business and Industry Training Services

(CBITS).

PDC: Professional Development Committee

PDP: Professional Development Program

PIO: Public Information Officer

PPA: Program Participation Agreement

PTA: Physical Therapy Assistant

Program Handbook: An additional handbook for students to complement the GCTC Student Handbook.

Right Stuff group: A leadership development group; the name is derived from the movie “The Right Stuff”

which made reference to the school’s namesake, Mercury astronaut, Gordon Cooper.

SAIG: Student Aid Internet Gateway

SAS: Student Accounting Software

SEES: Support Employee Evaluation System

Short-term courses: educational experience that are less than hours or have irregular meeting times

SSC: Seminole State College

STEM: Science, Technology, Engineering, Math

Student Handbook: A handbook that covers all GCTC students and is amended annually to align with

district needs, BOE policies, new laws, and/or regulations. Also see, Program Handbooks.

Student Services: A department that administers services to students enrolled in full-time programs in

excess of 500 hours that qualify for financial aid.

SPP: Strategic Planning Process

TABE: Tests of Adult Basic Education

TANF: Temporary Assistance for Needy Families

TCTW: Technology Centers That Work

TRP: Training Related Placement

TLE: Teacher and Leader Effectiveness evaluations.

USDE: United States Department of Education

4

Organizational Chart

BOARD OF EDUCATION ADMINISTRATION –Superintendent (Marty Lewis)

ADMINISTRATION-Administrative Assistant (Ronda Brady)

ADMINISTRATION –Receptionist (Cama Watts)

ADMINISTRATION -Assessment Specialist (Tina Seaborn)

ADMINISTRATION –Secretary (Becky Ponder)

ADMINISTRATION -Public Information Officer (Tracy Farley)

ADMINISTRATION -Special Programs Coordinator (Vacant)

ADMINISTRATION -STEM Data Specialist (Missy Dominy)

ADMINISTRATION –On-Line Consortium Coordinator (Vacant)

ADMINISTRATION – Human Resource Director (Vacant)

FINANCE-Director of Finance (April Dunsworth)

FINANCE -Finance Clerk Accounts Payable (Jennifer Carpenter)

FINANCE -Finance Clerk Accounts Receivable (Nicole Allen)

FINANCE -Finance Clerk Payroll Emphasis (Carrie Watts)

FINANCE –Finance Clerk Activity Fund (Debra McCoy)

FINANCE-Bookstore (Kimi Van Antwerp)

OPERATIONS-Director of Operations (Brett Byrum)

OPERATIONS Fleet Grounds Supervisor (Vacant)

OPERATIONS-Carpenter (Darren Unterkircher)

OPERATIONS -Maintenance Worker (Andrew Adams)

OPERATIONS -Fleet-Maintenance Worker (David Bade)

OPERATIONS -Maintenance Coordinator (Keith Roberts)

OPERATIONS -Electrician (Ryan Perry)

OPERATIONS –Maintenance Worker (Tim Breeding)

OPERATIONS –Shipping and Receiving Clerk (Tsanceria Hernandez)

OPERATIONS –Secretary (Amanda Smiley)

FOOD SERVICE -Hospitality Manager (Vicki Mason)

FOOD SERVICE -Kitchen Manager (Regina Anderson)

FOOD SERVICE-Worker (Kimberly Flowers)

FOOD SERVICE -Worker (Custodian) (Joanne Quantz)

FOOD SERVICE –Worker (Charlotte Ellis)

FOOD SERVICE-Worker/Vending (Elizabeth Stone)

Business and Career Services-Assistant Superintendent of BIS (Bob Perry)

BIS- Director of Adult Programs (Neisha Haskins)

EAGLE-Career Development Specialist (Gloria Wallace)

EAGLE-Instructor Data Manager (Renee Clemmons)

BIS-Safety Secretary (Melissa Watts)

BIS-Daytime Secretary (Trilbya Anderson)

BIS-Evening Secretary (Jerrye Nipper)

BIS-Adult Coordinator (Joni Stanley)

BIS-Adjunct Instructors Report to Adult Coordinator

BIS –Agriculture Business Coordinator (Sarah Weeks)

BIS -Bid Assistance Coordinator (David Hoffmeier)

BIS -Business and Entrepreneurial Coordinator (Staci Wright)

BIS -Certified Health Programs Coordinator (Rusty Gilpin)

BIS -Flex Track Health Instructor (Vacant)

http://www.gctech.edu/sites/gordoncooper/uploads/documents/Job_Desriptions/Food_Service_-_Hospitality_Manager.doc


5

BIS -EMS Instructor (Curtis Rhodes)

BIS -Industrial Coordinator (Bob Stephens)

BIS -Industrial Coordinator (Jeff Auchey)

BIS -Management Development Coordinator (Fran Topping)

BIS -Manufacturing Extension Agent (Clarence Prevost)

BIS -Safety Coordinator (Gary Tucker)

BIS -Safety Instructor (Robin Mikles)

AMT-Aviation Maintenance Lead Instructor (Aimee Harden)

AMT-Instructor (Austin Beard)

AMT-Instructor (Tim Fox)

AMT-Administrative Secretary (Jeana Shrum)

AMT-Secretary (Teresa Reich)

MLT-Program Director (Seminole State) (Malinda Browning)

MLT Instructor (Seminole State) (Kelly Hankal)

PTA Program Director (Seminole State) (Shakira Judeh)

PTA Academic Coordinator of Clinical Education (Laci DiLibero)

IS-Information Services Director (Matt Wiles)

IS-Information Services Technician (Zach Wehrli)

IS-Information Services Assistant (Josh Morgan)

STUDENT SERVICES-Assist Superintendent of Curriculum (Mike Matlock)

LPN-Director of Practical Nursing (Lisa Morlan)

LPN-Practical Nursing Instructor (Sharla Lee)

LPN-Practical Nursing Instructor (Traci Hunt)

LPN-Practical Nursing (Evening Instructor) (Mary Pierce)

LPN-Practical Nursing Office Technician (Cynthia Coomer)

STUDENT SERVICES -Secretary-Seminole Campus (Karla Beavers)

STUDENT SERVICES –Financial Aid Coordinator (Donna Barton)

INSTRUCTOR - Health Careers Certification Seminole (Lisa Johnson)

INSTRUCTOR -Automotive Service Technology Seminole (Rick McClure)

INSTRUCTOR–Digital Media Seminole (Betty Lowrance)

INSTRUCTOR -Automotive Service Technology (Toney Brackett)

INSTRUCTOR -Heating Air Conditioning (Jerry Pickering)

INSTRUCTOR -Diesel Technician Adult (Ed Jolly)

INSTRUCTOR -Electrical Trades (Darrell Frerichs)

INSTRUCTOR -Residential Commercial Carpentry (Jodie Eiland)

INSTRUCTOR –Cosmetology (Pamela Fry)

Bus Driver - (Debra Dingman)

Bus Driver - (Rickey Hale)

Bus Driver - (Jeanette Jackson)

Bus Driver - (Lindell Kay)

Bus Driver - (Jeff Meshew)

Bus Driver - (Allen Parish)

Bus Driver - (Monique Radford)

Bus Driver - (Robert Rayl)

Bus Driver - (Paul Sanders)

Bus Driver - (Cheryl Simpson)

Bus Driver - (Katherine Sparks)

Bus Driver - (Brock Tolleson)


6

STUDENT SERVICES -Director of Instruction (Roger Farris)

INSTRUCTOR -Pre Engineering Chemistry (Kristi Stricklin)

INSTRUCTOR -Pre Engineering Physics and Algebra II (Sue Ellen Frerichs)

INSTRUCTOR -Pre Engineering Algebra II Pre-Calculus (Jamie Crouch)

INSTRUCTOR -Pre Engineering (Paul Schmidlkofer)

INSTRUCTOR -Precision Machining (Elliott Shuler)

INSTRUCTOR -Precision Machining (Dempsey Taylor)

INSTRUCTOR -Applied Welding (Joe Curtis)

INSTRUCTOR -Collision Repair Technology (Marc Chapman)

INSTRUCTOR -Diesel Technician High School (Carlos De La Pena)

INSTRUCTOR-Office Management Technology (Terri Harp)

EEC-Applied Math Instructor (Courtney Howser)

EEC-Integrated Math Instructor (Becky Brinlee)

EEC-Math Instructor (Marie Moery)

STUDENT SERVICES -Director of Instruction (Rae Ann Shafer)

STUDENT SERVICES-Secretary/Registrar (Eric Davis)

STUDENT SERVICES-Secretary/Registrar (Julie Williams)

STUDENT SERVICES-Secretary (Beverly Hightower)

STUDENT SERVICES -High School Counselor (Jessica Gabeau)

STUDENT SERVICES -Adult Counselor (Jay Lowden)

EEC-Learning Consultant (Carolyn Daugherty)

INSTRUCTOR–Accounting (Kathy Lowry)

INSTRUCTOR-Computer Graphic Design (Gay Ketchum)

INSTRUCTOR-Early Child Care (Keri Laxton)

ECE-Assistant Director (Sydnie Stambaugh)

ECE-Instructor Pre-school (Taylor Sanders)

ECE-Infant Toddler Teacher (Ive Poe)

INSTRUCTOR-Network Systems Technology (Kevin Gober)

INSTRUCTOR -Health Careers Certification (Ashley Fichtner)

INSTRUCTOR-HS Instructor Aviation (Robert Henson)

STUDENT SERVICES – Permanent Substitute (Veronica Wallace)

STUDENT SERVICES – Copy Center Clerk (Vacant)

http://www.gctech.edu/sites/gordoncooper/uploads/documents/Job_Desriptions/SS_-_Director_of_Instruction_Trade_and_Industry_Pre-Engineering_and_other_Programs.docx

7

Listing of Instruction, Training, and Service Offerings

Student Services Programs Campus

Accounting & Financial Services Shawnee

Applied Welding Shawnee

Automotive Services Shawnee & Seminole

Aviation Maintenance (4 instructors) Aviation

Carpentry & Masonry Trades Shawnee

Collision Repair Shawnee

Cosmetology Seminole

Digital Media Production Seminole

Early Care & Education Shawnee

Electrical Careers Shawnee

Graphic Design Shawnee

Heating, Air, & Refrigeration Shawnee

Health Careers (2 instructors) Shawnee & Seminole

Licensed Practical Nursing (3 instructors) Shawnee

Network Systems Shawnee

Office Management Shawnee

Paramedic Shawnee

Precision Machining (2 instructors) Shawnee

Pre-Engineering Shawnee

Professional Diesel (2 instructors) Shawnee

Other full-time programs offered in partnership with Seminole State College (SSC) include:

Medical Lab Technician Shawnee

Physical Therapy Assistant (In development) Shawnee

Other ancillary services in place to enhance student preparation provided by the school:

Assessment Center and Testing All Campus

Disability Services All Campus

Guidance Information All Campus

Child Care Shawnee

EAGLE (TANF) Program Shawnee

Educational Enhancement Center Shawnee

Meeting Services All Campus

Financial Aid All Campus

Odysseyware® On-line consortium All Campus

STEM initiatives Shawnee

Augusoft® On-line Courses Online

ProTrain® On-line Courses Online

AMATROL® Online

Lynda.com® Online

Gordon Cooper Technology Center Overview

8

a.(1) Environment

Figure Overview.1

Gordon Cooper Technology Center (GCTC) offers

training programs and services through Student Services

and Business and Career Services (BCS). In addition, the

campus provides facility usage for a wide variety of

community and business organizations. Student Services

transitions students into a skilled workforce. Many

students go directly into training related jobs while others

continue their education. In Student Services, full-time

program instruction is delivered in scheduled classroom

and lab environments under direct supervision of an

instructor. Programs include:

Accounting & Financial Services

Applied Welding

Automotive Services

Aviation Maintenance

Carpentry & Masonry Trades

Collision Repair

Cosmetology

Digital Media Production

Early Care & Education

Electrical Careers

Graphic Design

Heating, Air, & Refrigeration

Health Careers

Licensed Practical Nursing

Network Systems

Office Management

Paramedic

Precision Machining

Pre-Engineering

Professional Diesel

Other full-time programs offered in partnership with

Seminole State College (SSC) include:

Medical Lab Technician

Physical Therapy Assistant (In development)

Other ancillary services in place to enhance student

preparation provided by the school through Student

Services include:

Assessment Center and Testing

Disability Services

Guidance Information

Child Care

EAGLE (TANF) Program

Educational Enhancement Center

Meeting Services

Financial Aid

Odysseyware® On-line consortium

STEM initiatives

BCS provides training, continuing education, and

consulting services that are generally less than 600 hours

and/or less than 5 days a week.

Adult and Career Development (ACD) are open

enrollment, short-term courses that offer a wide variety

of subjects to any student for skill enhancement, career

transition, or personal enrichment. ACD programs are

generally shorter in duration, more specific in their focus,

and do not qualify for financial aid. ACD courses start

and finish throughout the year. Brochures are published

three times a year to promote most ACD courses.

Customized training for industry helps make the existing

workforce in the district more productive. Within

customized training, the school provides two options:

industry specific training (training targeted toward a

general industry or career cluster where several

companies might benefit) and customized training

(training specifically designed for the needs of an

individual business entity.)

Client-Based programs provide very specific and

personalized instruction for individuals facing business

development challenges. Client-based programs combine

informational workshops, class work, on-line curriculum

and one-on-one consultations to meet the personal needs.

a.(2) Environment

GCTC is a learning institution focused on student

excellence. GCTC values the applied learning and the

extensive experience of our instructors—they are subject

matter experts that generally have more than 5 years of

experience in their respective career and technical fields.

Many GCTC students will work and live in the area in

which they attend school. GCTC has a strong

Educational & Support

Departments

Student Services

Business and Career Services

Administration

Finance

I.T. Services

Operations

Educational Products

Full-time Career Majors

Special Services

Adult Career Development

Customized Training

Client-Based Programs

Facility Usage

Customers

(Those we directly Serve)

High School Students

Postsecondary Students

Elementary Students

Skill Enhancement Students

Businesses

Stakeholders

(Those we directly impact)

Partner Schools

Employees

Regulatory Agencies

GCTC Board of Education

Parents

Communities

Primary Market Citizens of Gordon Cooper Technology Center’s District

Market Segments Communities, Students, and Businesses with in the GCTC Partner School Districts

Gordon Cooper Technology Center Profile


9

commitment to the local communities it serves and

to their economic success. We feel strongly that

preparing students to succeed in the workforce and

in life is a sure way to improve the economic

development of the communities we serve.

Motto

Excellence in All We Do!

Mission

Provide innovative and quality learning opportunities

preparing people for success in the workplace, in

education, and in life.

Vision Statement

To be the premier provider of training and services; leading

to empowered citizens, thriving families, vibrant

communities, and economic prosperity.

Our Guiding Principles and Values

Will Our Decisions:

Positively impact more customers across the entire

district and/or increase the organization’s capacity to

do so?

Contribute to the organization’s ability to provide high

demand and improved opportunities for the

customer?

Serve the customer more efficiently, flexibly, and/or

effectively?

Provide a long-term benefit to the customer?

Ensure that our stakeholders’ investments in the

organization are handled in a cost effective and

socially responsible manner?

Better prepare and/or equip the staff to provide the

best training, education, and services for the benefit of

the customer?

Core Competencies

Inputs drive decisions. Success is built on a foundation

of identifying needs of stakeholders in the district

through business & community contacts, staff surveys,

student & customer surveys, advisory committee

meetings, and the strategic planning process.

Improving student skills leads to more community

workforce capacity which contributes to strengthening

the Oklahoma economy.

Quality instruction at GCTC requires:

o up-to-date curriculum, equipment, and training

practices,

o an insightful relationship with learners to best meet

their needs,

o a close relationship with the business and industry

community. Figure Overview.2

a.(3) Environment

GCTC has 117 full-time staff positions and another 40 to

70 contract employees. Categories of employees include

certified administrators (6), non-certified administrators

(3), certified teachers (29), non-certified adult programs

personnel (36), and support employees (50). In addition

to full-time staff, the school also uses contracted

personnel working through third party vendors to provide

services, or through short-term contracts for specific

periods of time and instruction.

Besides salary, full-time GCTC employees receive health

insurance, contributions to the Oklahoma Teacher

Retirement System, a life insurance policy, and other

fringe benefits. Contracted personnel receive hourly

compensation according to their contract, but no

additional benefits.

Certified administrators are required to have a minimum

of a master’s degree, specialized training, and successful

completion of Oklahoma State Department of Education

(OSDE) and Oklahoma Department of Career and

Technology Education (ODCTE) coursework and exams.

Certified teachers include those with standard and

provisional teaching credentials. Non-certified

administrators work in supervisory or management

positions that do not require a certification form OSDE or

ODCTE. Non-certified adult program personnel

generally do not require certification through ODCTE or

OSDE, but often must meet requirements from other

entities within their field of instruction like the Federal

Aviation Administration (FAA), OK Board of Nursing,

OK Department of Health, National Registry of

Emergency Medical Technicians, etc. Support employees

generally require no certification and do the hourly work

of the campus.

Through annual strategic planning and periodic updates

to the plan, positions are considered for continuation,

revamping, or change. In the past five years, the school

has added a full-time paramedic instructor, a flex track

health instructor, a Physical Therapy Assistant program

director. Through attrition, the school has absorbed an

adult secretarial position, copy center aid, special

programs coordinator, a service careers instructor, and

the business manager.

Employees at GCTC are organized into six departments.

(Figure Overview.1) The four support departments (those

employees providing the support to instruction, training,

and services) include Administration, Finance,

Information Technology (IT) Services, and Operations.

Student Services provides direct instruction and training

to students attending full-time and the school’s secondary

student population. BCS provides training and services to


10

part-time students, business & industry, community

services, and client-based services.

All employees have district targets and workgroup goals

to help the school maintain its mission. Certified

administrators and non-certified administrators have

targets focused on the overall performance of the school.

Certified teachers and non-certified adult programs focus

more on their specific instructional assignment.

a.(4) Environment

Among GCTC staff, 22% hold Masters degrees, 23%

have Bachelor degrees, 14% have Associate degrees, and

37% have high school diplomas or GED. 83% identify

themselves as Caucasian, 10% identify themselves as

American Indian, 5% identify themselves as African

American, and 2% identify themselves as Hispanic.

According the latest United States Census, the median

age of the district is 39 years old. 7.18% of the population

is between 15 and 19 years old. 6.41% is 20 to 24 years

old. 11.68% are between 25 and 34 years old. 11.95% are

35 to 44 years old. 13.96% are between 45 and 54 years

old. In the school’s service area, 77.22% of residents

identify as white, 12.36% as Native American, 4.01%

Latino, 2.89% African American, and 0.42% Asian.

6.25% of the population identify with two or more races.

a.(5) Environment

GCTC has three campuses: the main campus located at

the corner of Highway 18 and Interstate 40 in Shawnee,

the John Bruton Aviation Campus located on the

northeast corner of the Shawnee Regional Airport, and a

Seminole County campus located on Harvey Road in

Seminole, Oklahoma. The main campus includes

approximately 250,000 square feet of instructional space,

the aviation campus has 42,000 square feet devoted to

training programs in the field of aviation, and the

Seminole County Campus has 30,000 square feet. To

help meet the state mission of preparing Oklahomans for

the workforce, GCTC uses approximately $9.8 million of

industry, technical, and other educational equipment to

provide students with realistic training environments.

There are nearly 600 networked computers for student

and staff use. The school also features specialized

equipment like computer numeric controlled (CNC)

lathes and mills, computer measuring instruments, paint

booths, automotive and diesel engine diagnostic

equipment, networking equipment, training mannequins

for practical nursing and emergency medical training,

three-dimensional printer, and other specialized industry

and training equipment.

a.(6) Environment

GCTC is part of the Oklahoma CareerTech system, which

includes 29 area technical schools in the state. The

Oklahoma Board of Career and Technology Education

(OBCTE) is the statewide governing body for the school.

The governor appoints and the Oklahoma Senate

confirms members of the OBCTE. The nine-member

board is comprised of the State Superintendent of Public

Instruction who serves as the chairperson of the board,

two members of the OSBE and a representative of each

congressional district plus one member. The state director

of ODCTE also serves as ex-officio, non-voting member

and executive officer of the board. The OBCTE

supervises the ODCTE and supervises technology center

schools, including GCTC. OBCTE also adopts and

approves curricula, courses of study, and other

instructional aids necessary for the adequate instruction

of students.

GCTC is governed locally by a Board of Education

(BOE) comprised of five members representing different

geographical locations of its district. School Board

members must reside in one of the five areas and are

elected by a district-wide vote. Members serve five-year

terms which are staggered so at least one seat is up for

election each year. The BOE is responsible for all aspects

of the school including the establishment of policy, hiring

of a superintendent, approval of estimate of needs,

approval of all expenditures, and other fiduciary duties.

Funding sources for Gordon Cooper Technology Center

are comprised of approximately 65% local ad valorum

funds and tuitions, 28% state funding, and 7% federal

funding.

Key regulatory bodies involved with GCTC programs

include:

Oklahoma Board of Education

Oklahoma Board of Career & Tech. Education

Oklahoma State Board of Nursing

National Registry of Emergency Medical Techs

Commission on Accreditation of Physical Therapy

Education

National Accrediting Agency for Clinical

Laboratory Sciences

Oklahoma State Department of Health

Federal Aviation Administration FAR 147

Automotive Services Excellence

Associated General Contractors of America

U.S. Department of Education

Occupational Safety & Health Administration

Section CFR 1910 & CFR 1926


11

b.(1) Relationships

The BOE governs GCTC by approving policy,

procedures, strategic direction, and administrative

regulations for the school. The BOE also hires a

superintendent, Marty Lewis, to administer the daily

operations of the school. The school has two educational

departments and utilizes four support departments to

deliver educational products. The Assistant

Superintendent of Instruction, Mike Matlock, directs the

Student Services Department, which delivers full-time

career majors and special services. The Assistant

Superintendent of Business and Industry Services, Bob

Perry, directs the BCS department, which delivers ACD,

Customized and Industry Specific Training, and Business

Development Programs. Other departments include

Administration, Finance, I.T. Services, and Operations.

(Figure Overview.1) State law and regulations, district

policy and administrative regulations approved by the

BOE, and a negotiated agreement with the certified

teaching staff dictate operations of the school.

b.(2) Relationships

Instructional delivery is divided between Student

Services programs and BCS programs. Student Services

programs generally involve a commitment by the student

for 600 hours or more of classroom and lab time in a

career major. Students come from the 22 partner high

schools and from post-secondary students living within

the school district. High school students within the

district attend tuition free, while post-secondary students

pay tuition to attend. High school students living outside

the district may be able to attend by reciprocal agreement

with another technology center or by paying tuition. Out-

of-district post-secondary students may attend, if space is

available, by paying an out-of-district tuition rate.

Business & Career Services programs include ACD

courses, customized training courses, and individualized

consultations. ACD courses are available to individuals

who are looking to improve job skills, make a career

change, or to improve themselves. The courses are

advertised in a brochure mailed out three times a year and

through the school’s web site. Customized training is

available to businesses and other employers who need to

train their existing workforce. Unlike ACD courses

which are designed to meet individual interests and

needs, customized training is primarily designed to help

organizations reach goals. In addition to open enrollment

courses and customized training, the school also provides

individualized instruction and consulting services for

those needing assistance in starting a new business or

growing an existing business.

Besides students, other customer and stakeholder groups

include employees, partner schools, business & industry,

community members, parents, BOE and ODCTE. (Figure

Overview.1)

b.(3) Relationships

GCTC relies on a variety of partners to prepare

Oklahomans for success in the workplace. The 22 high

schools and the 29 total school districts within the GCTC

district are referred to as partner schools. GCTC provides

comprehensive instruction using the most up-to-date

industry equipment that might otherwise be too

expensive for any one school to purchase. GCTC is an

extension of these partner school campuses and our staff

works closely with partner schools’ staff to ensure the

best learning environment to meet the educational,

occupational, and academic needs of the student.

GCTC also collaborates closely with business and

industry in the district through advisory committees.

GCTC Student Services programs are partly evaluated on

their ability to place students in well-paying jobs. The

school relies on these businesses to hire students;

conversely, the businesses also depend on GCTC to

provide them with a trained and ready workforce.

GCTC uses advisory committees to gather input about

types of programs to offer, design of programs,

equipment needs, and delivery methods. Advisory

committees use representatives from business and

industry, the community, and partner schools to help

better meet the workforce needs.

GCTC operates in an ever-changing economy and

environment to help meet the evolving challenges of the

modern workplace for our students and business clients.

The school constantly assesses its strengths,

opportunities, and challenges to improve performance

and better meet customer needs. Funding sources,

changing market needs, competitive environment, and

building our capacity to instruct in new technologies are

some of the challenges that are continually monitored.

c.(1) Competitive Environment

GCTC is a publicly funded institution with many partners

and collaborators. The school, however, also has

competitors for market share and must constantly

evaluate its competitive position, strengths, challenges,

and opportunities within this competitive environment.

Our competition in each market segment includes:

Secondary (High School Students)

Other elective courses

Early college placement courses

Dropouts


12

Post-Secondary (Adult Students)

Higher Education (2-year institutions)

Private Training Schools

On-the-Job Training (OJT)

BCS Clients

Higher education

Other Technology Centers

Private Training Organizations or Consultants

Non-traditional instruction (YouTube, etc.)

The total population of the school’s district is slightly

over 130,000. Pottawatomie County is the most

populated county and is projected to grow at a rate of

0.89%, which is slightly higher than neighboring

Oklahoma County. Lincoln County is projected grow at

0.95%, while Seminole County’s population is projected

to contract at a rate of 0.31%. Overall the GCTC district

expects to find steady and almost suburban growth in the

western half of the district and the challenge of a

declining rural population in the eastern half of the

district. Based on US Census Bureau, Bureau of

Economic Analysis, and Bureau of Labor Statistics.


GCTC maintains a competitive position in price,

flexibility, and location in technical training. The school

serves approximately 1,800 square miles. Potential

competitors include private vocational schools, private

trainers, colleges, and non-traditional on-line training

options. GCTC typically has better pricing and access to

curriculum than private vocational schools and trainers,

and has a pricing advantage and flexibility in delivering

programs compared to colleges.

GCTC is located close to major employers in the area.

The always-changing workforce demands and the

consistent need for more technically skilled workers is a

tremendous opportunity for growth for the school.

Shortfalls in state funding and the need to collaborate in

the high-demand, high-wage health occupations has

resulted in enhanced partnerships with Seminole State

College (SSC). The school is in the process of developing

a Physical Therapy Assistant program with SSC. The

college will provide academic programs, accreditation,

financial aid, while GCTC will provide the hands-on

technical training portion of the program. This past year,

GCTC also entered into a memorandum of understanding

with SSC to take over the technical training portion of the

Medical Lab Technician program. These two programs

will provide excellent employment opportunities for

students and important support to employers.


GCTC evaluates full-time programs on enrollment based

on capacity, placement, and retention of students.

Comparative data with other technology centers and state

averages is readily available. Comparing data with

private vocational schools is difficult since those schools

are privately owned and most of their data comes from

marketing materials, which cannot be validated.

Comparing performance with colleges presents different

challenges since those institutions generally do not track

job placement. Comparing total enrollments as a percent

of the market is the only common number both types of

schools use.

GCTC measures enrollment, retention, student

placement, number of businesses served, and number of

communities served. The school also regularly surveys

students, businesses, and communities about program

satisfaction, suggestions for improvement, and

consistency in meeting student-learning expectations.

Input is used to regularly update and improve the school’s

strategic priorities to meet local market demand.

d.(1) Strategic Context

With an increasing need for technically skilled workers,

GCTC is well positioned to serve both incumbent

workers and job-seeking individuals to help them achieve

career success. GCTC has a governance system that

allows flexibility in meeting shifting market demands.

Potential challenges would include the changing

academic standards for graduation from high school,

which could possibly exclude some students from taking

career tech courses as electives. GCTC has excellent

prospects for sustainability since it operates with an

elected Board and is funded primarily through local

property taxes. The economic growth of the district’s

private sector will have a positive impact on GCTC’s

growth and sustainability.

e.(1) Performance Improvement Systems

GCTC collects numerous performance measures, but the

key indicators of success include: enrollment, retention,

completion, training-related placements, wage rates,

reduction in expenses, and increase sales.

Our most concrete measures of success are our district

and work group targets. Each year, the BOE approves

specific and measurable targets taken from our strategic

plan. After district targets are established, each of the six

departments develop work group targets that support the

district targets. Targets are expected to be challenging yet

realistic, measurable annually, and approved by the BOE.

For the past ten years, the BOE has assigned incentive

pay for reaching a percentage of the targets, which ensure

each are carefully monitored and measured annually.


13

Category 1 – Leadership and Administration

1.1 Leadership and Administration

How do leaders and administrators lead the technology

center?

a. Mission, Vision, and Values

(1) How do leaders and administrators set the technology

center’s vision, and values?

Inputs drive decisions at Gordon Cooper Technology

Center (GCTC). Through the school’s strategic planning

process, the leadership team collects many inputs (Figure

1.3.a.1), prioritizes those inputs before setting the

school’s vision and values. The leadership team reviews

the school mission, vision, and values annually. The

Board of Education (BOE) and other stakeholders

periodically review and update the school’s mission,

vision, and plan. The BOE reviewed the strategic plan

during a special board meeting on September 28, 2013

and again on December 10, 2016. The comprehensive

strategic plan is viewable for all stakeholders on our

website at http://www.gctech.edu/about/strategic-plan.

The strategic plan, along with our motto, mission, and

vision are reviewed periodically by administration and

the BOE.

1.1.a.(2) How do leaders / administrators demonstrate

commitment to legal and ethical behavior?

District Policy DP 157 defines the Code of Ethics for all

GCTC staff and BOE members. Key elements include:

Focus on the success of students and clients as the

fundamental value upon which all decisions are made

Acknowledge we are accountable to the taxpayers and

patrons of the local district and the State of Oklahoma

Understand that the role of the BOE is to set policy and

direction for the school district, and the role of the

administration and staff is to implement the policies of the

board in a fair and consistent manner

Not use position or influence for any personal gain; and

will avoid actions that create a conflict of interest and

strive to avoid actions that might appear to create a

conflict of interest

Fulfill professional responsibilities with honesty and

integrity

Support the Constitutions of the State of Oklahoma and

the United States of America and obey all federal, state,

and local laws

Encourage effective communication between the Board,

the students, the staff, and all elements of the community

Improve professional effectiveness through continuing

professional development

The school has a goal in its strategic plan and district

targets that measures compliance with policy and

financial audits.

GCTC DP 110 also provides a formal and structured

process for addressing surplus equipment and supplies.

1.1.a.(3) How do leaders and administrators build an

educational institution that is successful now and in the

future?

As our mission states, “Provide innovative and quality

learning environments preparing people for success in the

workplace, in education, and in life,” GCTC is focused

on student success both in the short-term and long-term.

Staff members are challenged to make decisions and

focus on the Guiding Principles. In the 2015-2016 school

year, the administrative team started an in-house

leadership training program called “The Right Stuff,”

which starts a cohort of future leaders every other year.

The purpose of this program is to identify staff members

with leadership potential to ensure they understand the

history, mission, challenges, and future opportunities of

the organization.

In the fall of 2016, the school adopted a more systematic

process of orienting new employees to the mission and

core values of the school, which includes a tour and

explanation of key processes, a check list of orientation

activities to be completed in the first 90 days, and an

evaluation with new employees at the end of 90 days.

b. Communication and Organizational

Performance

(1) How do leaders and administrators communicate with

and engage all personnel, students, business and

industry, and other customer and/or stakeholders?

GCTC communicates with a wide variety of stakeholders

using many different methods:

A promotional brochure is sent to every address within the

GCTC district three times a year

School maintains and promotes a website

Many program areas have brochures targeted to specific

audiences

The school uses an autodial phone system to communicate

emergency info

GCTC maintains and promotes a texting platform and app

for students, staff, and visitors

GCTC staff make regular visits to businesses and

communities

Superintendent holds regular update meetings for staff

GCTC host meetings with counselors, principals, and

superintendents from partner schools

GCTC uses social media, Facebook, Twitter, and

Instagram


14

Legislators and other key community leaders are invited

for campus tours

GCTC produces print and video media releases

GCTC provides tours for all partner school eight graders

GCTC presents information to sophomores and ninth

graders at their respective partner schools

Personalized direct mail to prospective high school

students

GCTC places banners in gyms of partner schools

1.1.b.(2) How do leaders and administrators create a focus

on action that will achieve the technology center’s

mission?

Each year, the GCTC administrative and leadership team,

with input from the strategic planning channels, develop

District Targets for the upcoming year. District Targets

specify challenging, realistic, and measurable goals,

which are monitored throughout the year, carefully

evaluated at the end of the fiscal year, and communicated

to staff. For the past ten years, the GCTC BOE has also

provided incentive pay for the successful completion the

District Targets. The strategic planning process and the

school’s mission provides direction for the school, but the

District Targets become the lever to move the

organization toward results.

In addition to the District Targets, each of the six

departments create Work Group Targets to support the

school’s strategic plan. Work Group Targets are more

focused on the particular function of the department, but

provide a way for each department to focus its work on

the achievement of school goals and mission.

1.2 Governance and Societal Responsibilities

How is the technology center governed and how are

societal responsibilities fulfilled?

a. Organizational Governance

(1) How does the educational institution ensure responsible

governance?

GCTC’s BOE is empowered by Article X, Section 9B of

the Oklahoma Constitution to be the governing board of

the school. The primary function of the GCTC BOE is to

establish policy and hire a qualified superintendent to

serve as Chief Executive Officer for the district. In

addition to hiring a qualified superintendent, the BOE

annually reviews and evaluates the superintendent’s

performance. The superintendent provides guidance and

expertise to the BOE to ensure legal and ethical

governance.

1.2.a.(2) How is the performance of leaders and

administrators, including the superintendent and

governance board, evaluated?

The GCTC BOE conducts a formal evaluation of the

superintendent annually and ensures the superintendent

has fulfilled all certification requirements. The

superintendent conducts annual formal evaluations of all

administrators. Administrators conduct formal

evaluations on their department leaders. Each BOE

member’s continuing education points are monitored by

the superintendent’s office, and every BOE member is

subject to election by those registered to vote within the

GCTC boundaries.

b. Legal and Ethical Behavior

(1) How are public concerns, related to law, regulatory, and

accreditation compliance, with instruction and training,

support services, and operations anticipated and

addressed?

GCTC strives to maintain the highest standards and

transparency related to legal, ethical, and accreditation

requirements. DP 108, Communication with Board,

explicitly prescribes ways for parents, citizens, students,

and staff members to express their opinions and concerns

to the elected BOE. DP 157, Technology Center Code of

Ethics, further details the expectation of ethical behavior

for BOE members, administrators, and staff. GCTC is

formally evaluated every five years by ODCTE for

accreditation. In addition, the GCTC is periodically

evaluated by the OSDE, the Oklahoma Board of Nursing,

the Oklahoma State Department of Health, the Federal

Aviation Administration, Automotive Service

Excellence, Associated General contractors of America,

the United States Department of Education, the National

Registry of Emergency Medical Technicians, and other

state accrediting agencies.

1.2.b.(2) How is ethical behavior promoted and ensured in all

interactions?

The GCTC District Policy and Administrative

Regulations Manual (DPARM), addresses expectations

and promotes ethical behavior by carefully detailing

acceptable practices for all administrators and staff. The

DPARM is given to all staff members and reviewed by

their supervisors. A searchable DPARM is available on

the school website for review by staff, the public, or

students.

GCTC is also audited annually by an outside firm to

ensure financial and ethical practices are consistent with

stated policies, state law, and federal law. In addition,

GCTC has in its strategic plan and district targets a goal

of “no material audit expectations,” which means


15

auditors find no violations of policies, laws, regulations,

or accepted accounting practices.

c. Societal Behavior

(1) How does the technology center consider societal well-

being and benefit as part of strategy and daily

operations?

GCTC’s mission is to “Provide innovative and quality

learning environments preparing people for success in the

workplace, in education, and in life.” We believe our

success is based on the economic and quality of life

success of the communities we serve, and that preparing

individuals to be successful in life is the method to

improve these communities.

Students and staff are encouraged to be involved in the

communities the school serves. The school has a district

target of engaging with community groups each year, and

students are given the opportunity to work with many

community groups. Some of those groups include: The

United Way, the Muscular Dystrophy Association,

Family Promise shelter, Main Street beautification

project, American Cancer Society, Families from

Seminole affected by cancer, Leukemia and Lymphoma

Society, Oklahoma Blood Institute, Coats for Kids

Ministry, Shawnee Rescue Mission, the Salvation Army,

Shoes that Fit, Special Olympics, and Ronald McDonald

House.

Some staff members are intensely involved with many

community and charitable organizations. Their

involvement may include serving as a member on their

board, assisting with the organization for an extended

period. Examples of organizations where staff serves on

the board or in an intensive effort for an organization

include Salvation Army, Oklahoma Food Bank, Habitat

for Humanity, Central Oklahoma Community Action

Agency, Lincoln County Partnership for Child Well

Being, Oklahoma Concerns of Police Survivors, Sacred

Heart Mission Historical Society, Sacred Heart Altar

Society, Lincoln County Historical Society,

Pottawatomie County Historical Society, Visit Shawnee,

International Finals Youth Rodeo, Pottawatomie County

Farm Service Agency, Kiwanis Club, Chambers of

Commerce (Shawnee, Tecumseh, McLoud, Meeker,

Wellston, Chandler, Prague, Seminole, and Wewoka),

Crossroads Youth and Family Services, Pioneer Library

Board, Family Promise, and the Oklahoma Food Bank.

Internally, the school supports a 403(b) matching

retirement option to help employees better prepare

financially for retirement. The school also sponsors a

wellness committee and several events to encourage the

physical health of employees and students.

1.3 Strategy Development and Implementation

How does the technology center develop and implement

strategy?

a. Strategy Development Process

(1) How does the technology center district conduct strategic

planning?

Figure 2.3.a.1

Inputs drive decisions in GCTC’s strategic planning

process. Throughout each year, the school collects a

variety of inputs from many stakeholders to the district.

Common inputs to the strategic planning process include:

Business and community contacts collected by

coordinators and instructors (several hundred interactions

with a variety of organizations are made each year)

Staff surveys are conducted and reviewed annually

Student/customer surveys (almost 3,000 student/customer

surveys recorded annually)

Feedback from advisory committee meetings (each

program maintains an advisory group of experts in that

program’s industry)

Individual program evaluation and planning (each program

is evaluated annually which becomes an input for school

wide planning)

Requests for classes and services from citizens

State laws and regulations (new laws and regulation impact

planning)

Board policy (elected school BOE set policies, review

performance, and sets/approves organizational goals)

Peer inputs (GCTC staff members interact with peer

schools at conferences and site visits)

Results from performance data

Periodic group brainstorming and planning with staff, the

BOE, administrative team, and community groups

Demographic information about the district (census data is

periodically reviewed)


16

The many inputs collected throughout the year are

reviewed by administration and a document called the

Idea List is used to summarize the many inputs. The Idea

List is posted on GCTC’s strategic planning page and an

email address is available for any stakeholder to make a

suggestion about an idea, program or other service. The

administrative team uses the Idea List and a review of the

other inputs to create planning documents including: an

updated and comprehensive strategic plan, district

targets, action plans, and workgroup targets.

The strategic plan is a document setting goals for up to a

5-year period. The strategic plan is reviewed at least

annually by the leadership team, reviewed with inputs

from the BOE, and posted on the GCTC website for

accessibility to all stakeholders. During the annual review

of the strategic plan, the school also reviews the motto,

mission, vision, and guiding principles, which provide a

long-range direction for the school’s strategic planning

process.

District targets are more specific goals for a school year

that are derived from the strategic plan. GCTC has

developed district targets for the past ten years. District

targets are specific, measurable, attainable yet

challenging goals, which are reviewed each June. Since

2007-2008 school year, the GCTC BOE has incentivized

the district targets for staff members.

Each of the school’s six departments develop workgroup

targets based on the overall school district targets. This

allows each department to set realistic yet challenging

goals for themselves that support the school’s strategic

direction.

Specific initiatives, programs, and actions have more

specific action plans developed with input from the staff

members directly responsible for implementing the new

initiative, program, or action. Action plans specify

actions, tasks, and schedules to accomplish a new

initiative, program, or action.

1.3.a.(2) How does the strategy development process stimulate

and incorporate innovation?

One of GCTC’s Guiding Principles asks will our

decisions, “Positively impact more customers across the

entire district and/or increase our capacity to do so?”

Innovation and being market driven is a key component

in helping the technology center be flexible in meeting

the ever changing needs of the district. Innovation

requires an openness to ideas, finding the right people to

work in effective teams, defining the degree of failure

that will be tolerated, listening to inputs, and

communicating innovative concepts as simply as

possible. GCTC’s strategic planning process and

development looks at inputs from a broad array of

stakeholders, encourages staff to find innovative ways to

address needs, evaluates progress on the strategic plan

annually to make adaptations, and is transparent in how

the strategic planning process works. Any idea can be put

on the Idea List for further consideration and

development.

1.3.a.(3) How is relevant data collected and analyzed to

develop information for the strategic planning process?

GCTC collects inputs from a wide variety of sources

(Figure 1.3.a.1), that can be classified as:

1. Direct inputs from: surveys (full-time students, short-term students, staff,

partner schools, businesses, potential HS students, and

community)

advisory meetings

peer inputs (statewide career tech meetings, partner

school principals, counselors, and faculty, etc.)

business/community contacts

performance results (enrollment, program capacity,

retention, wage rates, program costs, program ROI,

business service rate, and percentage of districts

served)

budgets

2. Regulatory inputs gleaned from: new policies

regulations

laws

3. Indirect inputs coming from:

census data

economic trends

wage surveys

Inputs are collected by a variety of staff members

throughout the year, but reviewed by the leadership team

to update the Idea List, the comprehensive strategic plan,

and the district targets at least annually.

1.3.a.(4) What are the technology center’s key processes?

The figure below shows the six departments and the key

processes they are engaged in at the technology center.

Department Key Processes

Student Services

Recruitment, Enrollment, and Retention for FT programs

Maintaining student records

Curriculum design and implementation

Daily school operations

State department reporting

Testing and assessment


17

Program evaluations

Guidance and counseling

Financial Aid

Partner School relationships

Transportation scheduling

Business & Career Services

Needs Assessment and course delivery

Brochure design scheduling

Enrollment procedures

Student recordkeeping

State department reporting

Testing and assessment

Instructor recruitment

Evaluate instruction & training

Purchase of curriculum & supplies

Business & community relations

Administration Human Resource Management o Hiring and evaluation of staff o Maintaining employee files

Strategic planning

Organizing work groups and allocating resources

Communication with the BOE, the public, and staff

District Financial Management o Budgeting o Estimate of needs o Program budgeting o Collection of revenues o Monitor expenditures

Monitor school performance

Innovative & special programming

Finance Recordkeeping

Accounts Payable

Accounts Receivable

Payroll

Activity fund

Monitoring purchasing

Bookstore

Information Technology Services

Planning & implementation of the network infrastructure

Repair and maintenance of network infrastructure

Repair and maintenance of individual devices

Maintenance of a helpdesk system

Maintenance of a data backup and retrieval system

Maintenance of printers, projectors, audio/visual equipment, and other peripherals

Software licensing and compliance

Maintenance of major software

systems

Equipment purchasing

Telephone and communication systems

Access control and surveillance

Operations Maintenance of the physical plant o Electrical systems o Heating and Air Systems o Plumbing o Lighting (Interior and exterior) o Custodial services o Preventative maintenance o Lawn care & maintenance

Campus security o Traffic control o Emergency Services including

drills

Hospitality and food services

Construction management

Signage and communication

Shipping and receiving

Facility planning

Figure 1.3.a.2

b. Strategy Development Process

(1) What are the technology center’s key strategic objectives

and timetable for achieving these objectives?

GCTC’s strategic plan has four broad strategic

objectives:

EXTERNAL EXCELLENCE—Positively impacting

those we serve

GOOD STEWARDSHIP—Performing efficient,

ethical, and fiscally responsible resource management

INTERNAL EXCELLENCE—Enhance the expertise

and effectiveness of all employees

STRATEGIC EXCELLENCE—Organizational and

facility improvement goals

The GCTC strategic plan is updated periodically.

Specific goals are generally defined under each of these

four strategic objectives. Objectives include the staff

members responsible for implementation and a timetable

for completion. Additionally, GCTC identifies

approximately 20 district targets annually that are

measured each June.

1.3.b.(2) How do strategic objectives achieve appropriate

balance among varying and potentially competing

institutional needs?

Like all organizations, GCTC continually faces a myriad

of wants and needs with limited resources; meaning the

school must balance all of the competing needs. Our

Guiding Principles (Figure Overview.2) provide a litmus


18

test for making decisions about allocating resources to

strategic objectives. We ask ourselves, which decisions

will: positively impact the most customers, contribute to

our ability to provide high-demand and high wage

opportunities, allow us to serve customers efficiently and

effectively, provide a long-term benefit to the customer,

or better prepare us to improve training, education, or

services to the customer. We try to balance competing

needs by focusing on the resources that will add the most

to our customers’ ability to succeed in the workplace, in

education, and in life while maintaining fiscal

responsibility.

c. Action Plan Development and Deployment

(1) What are the technology center’s key short- and long-

term action plans?

The key action plans for GCTC are the district targets and

the work group targets. These action plans have specific

and measurable results, are assigned to specific

personnel, and reviewed annually. GCTC does have

additional action plans including: departmental planning,

program planning, plans of improvement for individuals,

construction planning, and other special projects.

1.3.c.(2) How are action plans deployed?

Action plans are developed and/or assigned to specific

staff members. There may be a specific time deadline

associated with it. If it is an ongoing project, the action

plan is reviewed to see how much progress is being made.

The success or failure is determined during the review

and if the action plan is still relevant within the broader

strategic plan.

1.3.c.(3) How does the technology center ensure that funding

and other resources are available to support the

achievement of action plans while meeting current

obligations?

Administration (Figure 1.3.a.2) is responsible for the

district financial management, organizing work groups,

and allocating resources. Financial resources are

allocated through the general fund or the building fund.

The general fund is used for most school expenditures

while the building fund is dedicated to the erecting,

remodeling, repairing, and maintenance of the school’s

buildings. Administration uses past collections, current

situation, and growth in the district to make projections

about the amount of funds available each fiscal year and

into the future. As long-range goals transform to action

plans resources (including: financial, personnel, time,

space, and expertise) are allocated to help ensure that

action plans can be completed.

1.3.c.(4) How does the technology center ensure that

professional development aligns to short- and long-term

strategic goals and objectives and action plans?

One of the important resources beyond financial,

personnel, time, and space is expertise. Each staff

member is evaluated by a supervisor at least annually to

identify employees’ strengths, weaknesses, and areas for

improvement. When a gap or deficiency in a staff

members’ abilities and the needs of the district is

identified, a specific plan of improvement. Employee

records are kept as described in DP 126. New employees

are given a 90 day orientation and evaluation to help them

develop the skills needed for their role in the

organization.

1.3.c.(5) What key performance measures or indicators are

used to track the achievement and effectiveness of action

plans?

Key performance measures of action plans generally fall

into one of the four categories identified in GCTC’s

strategic plan: External Excellence, Good Stewardship,

Internal Excellence, of Strategic Excellence. Important

external measures include enrollment activity, retention

of students, completion rates, partner school participation

rate, positive placement rate, graduation/completion rate,

certification pass rate, and community engagement. Good

stewardship measures include capacity usage, utility

usage, cost per student, and percentage of budget

allocated to direct instruction. Internal excellence

measures include, professional development of staff,

safety and avoiding injuries, compliance to laws and

policies as measured by audits, and staff satisfaction

measured by annual survey. Strategic excellence

measures include construction projects completed on-

time and within budget, facility improvements, process

improvements, and special projects with specified

measures of success.

District targets and work group targets are specific and

measurable with the fiscal year they are created. Other

action plans will have time frames and levels of

performance based on the needs of the specific project.

For example, a construction project may last a few days

or a few months based on the scope and complexity.

Completion based on preset criteria would be the criteria

for performance. Indicators of success in departmental

and program planning are reflected in district targets,

work group targets, and by review of the plan. Plans of

improvement for staff members generally dictate specific

behavioral, attitude, and performance criteria to an

employee, which is reviewed at a specific time.


19

1.3.c.(6) For these key performance measures or

indicators, what are performance projections for the

technology center’s short- and long-term planning

horizons?

District and work group targets are reviewed and

measured annually. Construction projects have a short

review process, but the planning for construction is

generally looked at in a five-year time frame. Plans of

improvement will have a shorter time period for review,

generally within 90 days.

d. Action Plan Modification

(1) How does the technology center establish and implement

modified action plans if circumstances require a shift in

plans and rapid execution of new plans?

District and workgroup targets are rigorously evaluated

annually, since they are directly tied to performance pay.

District and workgroup targets are reviewed quarterly

throughout the year so adjustments can be made to help

achieve the stated goals. The goals themselves are not

modified within the school year, but the action plans and

tasks are adjusted as needed. Based on the performance,

the strategic plan is reviewed, analyzed, and updated

annually to reflect the current and evolving needs of the

district. In meeting the needs of the communities GCTC

serves, flexible solutions to stakeholders are often

required, which happen between annual planning

reviews. When a request for services which meets the

school’s mission and guiding principles occurs, GCTC

will conduct a feasibility study, determine if the need and

resources are present, and adapt the strategic planning to

accommodate the need. An example occurred when

GCTC learned Seminole State College planned to close

their Medical Lab Technician program. The program had

good results in enrollment, wage rates, and placement.

GCTC, in alignment with its mission statement of:

“Provide innovative and quality learning opportunities

preparing people for success in the workplace, in

education, and in life,” had been looking for a high-wage,

high demand health program. The strategic plan was

modified to accommodate the placement of the program

at the GCTC campus within a year of discovering the

opportunity.

1.4 Leadership Results

What are the technology center’s performance results?

a. Leadership, Governance, and Societal

Responsibility Results

(1) What are the results for leaders’ and administrators’

communication and engagement with personnel,

students, business and industry, and other

customers/stakeholders?

GCTC collects more than 26,000 responses to survey

questions annually (number of questions times number of

respondents) from various stakeholders including:

Partner Schools, Full Time and Short Time Students,

Meeting Services, BCS Clients, and Internal Staff. Figure

1.4.a.1 shows the total number of surveys collected since

FY 10. Figure 1.4.a.2 shows overall survey responses on

a 5-point scale from various groups. The red line shows a

4 out of 5 rating, which GCTC considers “good.” Figure

1.4.a.3 shows a composite score on a 5-point scale from

all surveys. The red line shows a 4 out of 5 rating, which

GCTC considers “good.”

Taken from Year to Year Compilations Figure 1.4.a.1


39,014 33,310 33,942 35,775

32,803 30,840 26,902

40,032

-

10,000

20,000

30,000

40,000

50,000

FY 10 FY11 FY12 FY13 FY14 FY15 FY16 FY17

Total Survey Responses

3.00

3.50

4.00

4.50

5.00

FY 10 FY11 FY12 FY13 FY14 FY15 FY16 FY 17

All Surveys by Category

Partner School FT StudentMeeting Services ST StudentInternal Staff BCS Clients

Go

od

No survey conducted in

FY14 for BCS Clients


20


1.4.a.(2) What are the results for governance accountability?

GCTC BOE members must complete 12 hours of

approved instruction within 15 months of their election

or appointment to the board. One-hour of ethics, one-hour

of open meeting/records and one-hour of finance training

must be a part of this professional development plan.

Nine additional elective credits related to legal issues

impacting local school districts, school employment and

due process, new laws, special education laws, legal

issues involving school finance, and other pre-approved

topics are also required. The OSDE audits board member

points annually during their accreditation visits. Records

of BOE member continuing education is kept in the

Superintendent’s office and reviewed annually. All

GCTC BOE members are current on their training

requirements.

1.4.a.(3) What are the legal, regulatory, and accreditation

results?

Since the 2011-2012 school year, GCTC has included a

District Target stating, “There will be no material audit

exceptions on the district’s annual audit.” The school has

successfully met this target six consecutive years. GCTC

is also accredited by the OSDE annually. DPARM

contains four policies with procedures for grievances: DP

108 Communications with the Board, DP 116 Sexual

Harassment, DP 117 Civil Rights, and DP 132 Employee

Complaints. The Student Handbook also has provision

for student grievances. Most grievance procedures begin

with a complaint to instructor or affected employee. The

process then goes to the supervisor or director of

instruction. If the issue is not resolved at this level, it will

go to the superintendent or his/her designee. The last step

is the BOE. The BOE has the final say on issues unless

they are taken to the appropriate court of law. During the

past 5 years, no grievance related to civil rights,

harassment, employee issues, or student issues have gone

to the BOE. GCTC has had no audit exceptions,

accreditation deficiencies, or legal proceeding in any

district, state, or federal court.

1.4.a.(4) What are the results for ethical behavior?

DP 157 was adopted June 29, 2004. It was reviewed and

updated September 13, 2016. No employee or BOE

member has been in violation of the policy.

1.4.a.(5) What are the results for societal responsibilities and

support of its key communities?

The GCTC leadership and other staff members are

involved in a variety of community and societal activities

to better the district we serve. Examples include:

Shawnee Drop-out Prevention Council—Board of

Directors

Shawnee Economic Development Foundation—Board of

Directors

Shawnee Food Bank—Board of Directors

Salvation Army—Board of Directors

Shawnee Kiwanis Club—Board of Directors/officer

South Rock Creek Community Foundation

Tecumseh High School Tip-In Club—Senior Board

Pioneer Library System—Board Member

Pottawatomie County Historical Society—Board

Member

Chandler Chamber of Commerce—Board Member

Family Promise (Helping homeless families)

Shawnee Quarterback Club-(President)

Habitat for Humanity-Board Member (Vice President)

Pottawatomie County United Way-Board Member (Vice

President)

Leadership Seminole (Participants)

Leadership Shawnee (Participants and presenters)

Gordon Cooper Educational Foundation

Multiple church memberships, involvement, and

activities across the district

Business Referral network.

b. Strategy Implementation Results

(1) What are the results for the achievement of institutional

strategy and action plan?

From GCTC’s strategic plan, district targets are

established annually. Since FY 2008, the BOE has

provided incentive pay based on results for targets and

workgroup goals. Each year, the school sets around 20

targets and 10 workgroup goals. Over the years, some of

the targets change. Total student Full-Time Equivalent

(FTE) enrollment, student wage rates, positive placement,

percentage of general fund spent on direct classroom

activities, partner school with service rates greater than

10%, and service percentage of high school students are

tracked every year. District targets and workgroup goals

are incentivized by the BOE and measure annually.

3.00

3.50

4.00

4.50

5.00


Overall Customer Satisfaction

Go

od


21

Taken from District Target Results Figure 1.4.b.1

Figure 1.4.b.1 shows the total student FTE for Student

Service’s full-time and part-time enrollment, and BCS

enrollment. FTE are calculated taking total contact hours

for students and dividing by 525 to establish the FTE.


Figure 1.4.b.2 show the reported wage rates from the

follow-up report for full-time program completers

compared to the district target for each year.


Figure 1.4.b.3 shows positive placement (those students

in full-time programs that are either training related

placement, continuing education, or military) compared

to our goal of 90%. The red line shows GCTC’s target.

Taken from Tech Center Profile Figure 1.4.b.4

Figure 1.4.b.4 show the percentage of general fund spent

on direct classroom instruction compared to a state

average. The red line shows GCTC’s target of 63%.


Figure 1.4.b.5 shows the percentage of partner schools

that have a service rate above 10% of eligible students.

The red line shows GCTC’s target of 90%.

Taken from Tech Center Profile Figure 1.4.b.6

Figure 1.4.b.6 shows the service rate for all high school

students in GCTC’s district. The orange line is a

representation of the State average.

1,100

1,150

1,200

1,250

1,300

1,350

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15 FY 16 FY 17

Total Student FTE

Student Enrollment (FTE) District Target

$10.00

$11.00

$12.00

$13.00

$14.00

$15.00

$16.00


Student Wage Rate

Student Wage Rate District Target

Go

od

85%

90%

95%

100%


Positive Placement

Positive Placement Disrtict Target

Go

od

55.00%

60.00%

65.00%

70.00%

FY10 FY11 FY12 FY13 FY14 FY15

Percent of General Fund spent on Direct Classroom Instruction

% of Classroom Activity & Instructional Support

STATEWIDE % of Classroom Activity & Instructional Support

District Target

Go

od

80%

90%

100%

FY 11 FY 12 FY 13 FY 14 FY 15 FY 16 FY 17

Partner schools with student service rate greater than 10%

Partner schools District Target

Go

od

10.00%

15.00%

20.00%

25.00%


Secondary Service Rate

Percent of 11th & 12th Grade Served (GCTC)

Percent of 11th & 12th Grade Served (State Average)

Go

od


22

Category 2 – Instruction and Training

2.1 Instruction and Training

How does the technology center obtain information

related to student learning and achievement?

a. Instructional Planning and Organization

(1) How is a program/course plan of instruction developed to

support learning objectives?

How are program/course outcomes determined and

measured?

How does the instructional planning and organization

provide adequate opportunity for all students/clients to

develop necessary knowledge, skills and competencies

needed for postsecondary education and/or

employment?

Program development begins with a stimulus driving the

need for a decision such as a new opportunity, new

initiative, problems, or challenges. A needs assessment is

conducted and data is collected, using the outline on the

GCTC New Program Approval form, which includes

projected start-up cost, availability of facility, annual

operating cost, completer’s starting wage, labor market

demand, employment stability, instructor capability,

curriculum availability, number of students served, and

competitive programs in the region. Outcomes for new

and existing programs are determined based on input

from advisory committees, GCTC Administration and

BOE, ODCTE, outside agencies, and industry standards.

Full-time programs generally start in August and are

evaluated for performance in the spring based on the

previous years’ follow-up data.

Short-term and BCS programs have more flexible entry

dates occurring throughout the year and program

performance and outcomes, including student

satisfaction, is evaluated at the end of class. Program

content is based on industry-established expectations and

outcomes. Time is allotted for all students to complete

based on their aptitude and previous experience. Some

students will need more classroom and lab time, while

others will benefit by work-based learning experiences.

Programs are evaluated annually and improvements are

implemented over the summer break for full-time

programs and as needed in short-term courses.

The BOE and administration are responsible for the

content, delivery, and success of all programs. Instructors

are responsible for ensuring program objectives meet

ODCTE and industry standards for skill development and

employment within their area of instruction.

The development of student employability skills and

competencies is integrated into GCTC’s mission, guiding

principles, district targets, and budgetary process.

Program lesson plans, curriculum, completion

certificates, syllabus, and graduation requirements

reinforce student skill attainment. The workplace

readiness tools offered in the Educational Enhancement

Center (EEC) support student employability. In 2016-17

adult student exit interviews, 93.8% of the students

reported they found value in the workplace readiness

services provided by GCTC.

The evaluation process includes program reviews,

Teacher and Leader Effectiveness (TLE) instructor

evaluations, advisory committee input, placement rates,

graduation rates, testing scores and student wages. It is

documentable and repeatable. It can be followed in an

on-going manner and be evaluated for success using

outcome data.

2.1.a (2) How does the technology center ensure each

student/client has the opportunity to participate in

training-related work-based experiences?

How are student/client work-based objectives developed,

implemented, and evaluated to ensure student/client

progression and skill attainment?

Work-based learning experience is woven into full-time

programs at GCTC. Program syllabi include job

shadowing, OJT, clinical experiences EEC activities,

mentoring, career success events, mock interviews, and

Career Tech Student Organizations (CTSO) competitive

events. These components work together to replicate a

work environment in the classroom and to support

training-related work-based experiences for students.

Positive progression of students enrolled in a program is

monitored by instructors, who encourage students to meet

benchmarks and progress through the learning objectives

of the program while holding students accountable for

their success. OJT training may occur during the

student’s last quarter of school as they demonstrate an

ability to benefit from a work-based environment.

Student Services staff, instructors, administrators,

students, partner-school representatives, parents, and

sponsoring businesses work together to coordinate

opportunities for training-related work-based

experiences.

DP 142 defines student opportunities available including

OJT and job shadowing. Student Services maintains

forms and an approval process to ensure work-based

learning meets the needs of learners

The evaluation process for work-based learning includes

student grades, program reviews, TLE, advisory

committee input, placement rates, graduation rates,

testing scores and student wages. It is documentable and


23

repeatable. It can be followed in an on-going manner and

be evaluated for success using outcome data.

2.1.a (3) How does the technology center ensure

students/clients have the opportunity to attain industry-

recognized certifications/licenses, credentials, and other

outcomes that demonstrate the skills needed to meet

industry-accepted standards?

GCTC believes that achieving industry-recognized

licensure/certification increases a student’s opportunity

for success in a career. DP 204 and Administrative

Regulation (AR) 204 provides a way to reimburse high-

school student with costs associated with trade-specific

industry certification fees or licensing examinations for

students who meet specific criteria. Adult students who

qualify for Pell grants can generally use proceeds from

their grants for licensing and certifications. To further

support the attainment of industry certifications, the

technology center provides on-site testing and has a

dedicated testing center at the main campus and the

aviation campus. Instruction is provided by

certified/licensed instructors. Instructors are encouraged

to maintain knowledge of current industry trends through

advisory committees, continuing education, and industry

contacts. GCTC also provides additional math training to

full-time students who may not meet minimum academic

standards. Integrated math, pull out math and individual

tutoring are all provided for students.

GCTC has a district target that states, “Achieve a

graduate licensure and/or certification pass rate of 90%

on courses greater than 30 hours in length,” which serves

as a reminder to all staff of the importance of having

students leave the school with industry credentials related

to their careers.

The GCTC Student Handbook lists an approved amount

of time for career major completion. Students are allowed

up to 150% of the time listed for completion of their

career major. Financial aid, however, is only available

for 100% of the approved time.

The evaluation process for certification and licensure

includes: district targets, program reviews, comparative

data with other institutions, and feedback from industry

partners. The process is documentable and repeatable. It

can be followed in an on-going manner and be evaluated

for success using outcome data.

2.1.a (4) How does instruction encourage the elimination of

bias and stereotyping?

How is the instruction adapted for accommodations

and/or modifications?

GCTC is in compliance with Title VI of the Civil Rights

Act of 1964, Section 504 of the Rehabilitation Act of

1973, the Americans with Disabilities Act of 1990 and

Title IX of the Education Amendments of 1972, does not

discriminate on the basis of race, ethnicity, religion,

national origin, age, gender, disability or veteran status in

any of its policies, practices, or procedures. These equal

opportunity provisions include, but are not limited to

admission, employment, financial aid, and student

services. These standards and practices are enforced in

DP 102 and DP 117.

During the enrollment process, each instructor meets with

a Compliance Officer to review, develop, or amend

instructional plans to include accommodations and

modifications for students. Instructors implement the best

strategy for differentiated instruction based on student

needs to include but not limited to Individual Education

Plans (IEP), 504 accommodations, and appropriate

learning modalities. Instruction is evaluated using the

TLE rubrics which states, Indicator 4 “Develops

instructional plans with measurable competencies for

classroom and lab activities that are in alignment with

ODCTE / industry standards, including strategies that

address student diversity and learning styles.” Indicator

16 “Adheres to modifications for special needs student

populations in alignment with the IEP. Provides required

feedback to student, applicable staff and/or parent.

Assures that all students have access to appropriate /

approved curriculum. Accepts responsibility for the

success of all special needs students. Adheres to

accommodations in accordance with IEP/504 plans.”

Enrollment data for the 2016-17 school year documented

that there were 121 high school students and 4 adult

students with IEPs enrolled in full time programs. While

formal documentation on learning disabilities is not

available for all adult students, enrollment assessments

results provide instructors with reading and math skill

levels for students.

School-wide, GCTC reviews published instructional

training and promotional materials to ensure images

represent diverse populations and that the Civil Rights

Policy statement is included.

Additionally, staff attends professional development

training related to diversity, inclusion, bias elimination,

and inclusion of non-traditional students.

The process for eliminating bias and stereotyping is

documentable and repeatable. It can be followed in an

on-going manner and be evaluated for success using

outcome data.


24

2.1.a (5) How does the technology center ensure instruction

and training is monitored for quality?

How are enrollment and class sizes determined?

How is effectiveness monitored?

How are revision decisions made and implemented?

How are the continuous improvements implemented?

Outcomes for instructional programs focus on positive

placement, enrollment capacity, and retention of

students. Additionally, instructional programs are

expected to meet and exceed student expectations while

helping them achieve success. Program planning includes

feedback from industry partners, ensuring adequate

space/equipment, providing a safe learning environment

that closely replicates the work environment, and

monitoring program performance during the year.

Various outside accrediting agencies in many programs

provide an additional level of guidance on quality

program standards. Enrollment levels and class sizes are

established by benchmarking with other training

programs, safety requirements, the need for hands on

equipment usages, and time constraints for an instructor

to monitor guided practice of a skill.

Students are given feedback by the programs’ grading

rubric, which match the courses’ objectives. The TLE

evaluation system includes observations throughout the

year, dialogue between instructors and evaluators, and an

annual evaluation about instructional effectiveness.

Additionally, programs are evaluated annually regarding

enrollment, retention, positive placement, and budgeting.

Revisions and improvements to programs are made based

on the program review, student success, student feedback

through surveys, and current industry needs.

Program revisions begin with a review of the program’s

performance. Many revisions and continuous

improvements are implemented through the budgeting

process done annually. If a program is not meeting

performance targets, a more specific action plan is

developed and followed.

2.1.a.(6) How are client-specific instruction and onsite visits

conducted and monitored, as applicable?

Figure 2.1.a.1 shows the flow chart for meeting client and

company needs.

1. Identify and classify potential clients. BCS services

maintains a visitation program for existing area

businesses based on their size and past training

involvement. Small businesses and individuals

needing client-specific services get a free initial

consultation.

2. Make initial contacts/establish relationships. Clients

have varying and specific needs. After identifying

potential clients and their projects, coordinators will

spend time researching the nature of the business

through business directories and interviews with the

client.

3. The needs assessment step identifies a clients’ most

immediate needs and longer term needs. Possible

categories of service include: marketing, financial,

training of existing workforce, recruiting and training

a future workforce, process improvement,

efficiencies, or other specific needs.

4. Identify outcomes and set goals of the project

including the definition of the clients’ expectations

and how success will be measured.

5. Design and implement solutions by researching and

bringing together needed resources. Defining the

project in a memorandum of understanding will

identify needed materials, curriculum, equipment,

and instruction. This also includes defining GCTC’s

responsibilities, the clients’ expectations, setting

pricing, and defining measures of success.

6. Measure/document results. This is done during and

after project completion based on personal interviews

and end of year surveys. Beyond enrollment and

training hours that measure activity, GCTC’s BCS

department impacts a client’s ability to increase

market/sales or reduce expenses leading to an

economic impact.

7. The final step is recording and validating results or

modifying and re-implementing solutions.

Figure 2.1.a.1


25

b. Resources and Materials

(1) How are the instructional resources, technology, and

supplies provided to support learning objectives of the

program/course and meet the needs of students/clients

served.

Each program prepares a budget based on historical

expenditures and anticipated future needs. Program

advisory committees and administrative guidance are key

elements of this step. One of GCTC District Target states,

“Percentage of the total general fund budget spent on

direct classroom support meets or exceeds 63%.”

Figure 1.4.b.4 from GCTC’s Technology Center Profile

shows that the average portion of the budget spent on

classroom activities for the past 8 year is 64.73% and has

been above the statewide average for percent spent on

classroom activities for each of those 8 years.

After the program budgeting process, administration

looks at overall school needs and sets budget amounts for

the upcoming year. This process is done annually. Longer

term improvements to buildings and equipment are part

of the longer-range strategic planning process. Annually,

the BOE approves an Estimate of Needs, which defines

the total school budget for the year. The budgeting

process is described in DPARM in DP 120.

Instructors are responsible for operating within their

program budgets. Administration is responsible to make

sure the entire school is operating within a budget. The

BOE is ultimately responsible for the budgeting of

GCTC.

The process for budgeting is documentable, auditable,

and repeatable. It can be followed in an on-going manner

and be evaluated for success using outcome data.

2.1.b (2) How do instructional resources and supplies meet

the needs of students/clients with disabilities needing

additional accommodations and/or modifications?

GCTC regularly reviews the campus for Americans with

Disability Act (ADA) compliance to ensure the

accessibility of the campus. During the IEP and initial

student interviews, accommodations and/or

modifications are arranged. If a student disability is not

identified in the enrollment process, accommodations for

students’ learning are made based on the individual’s

need.

c. Leadership Development

(1) How do the career and technical student organizations

(CTSOs) align with the desired student outcome?

All students are invited and encouraged to participate in

CTSOs at GCTC. Dues are minimal and students who

participate receive opportunities to go to leadership

workshops, compete in leadership contests, join National

Technical Honor Society, join President’s Advisory

Council, compete in Skills Competitions, and run for

local, state, and national office in their respective

organizations. CTSOs introduce students to leadership

skills and vocational skills that reinforce classroom

instruction. CTSOs allow students to gain skills leading

to the formation of positive goals and aspirations.

Networking with other students, educators, business

people, and industry leaders forms common bonds, which

increase student options. Students who wish to join but

have a situation that would preclude payment of dues can

arrange for payments or a fee waiver. CTSOs are an

integral part of each training program’s curriculum. To

participate in CTSO contests beyond the local level, the

student must belong to the student organization, which

sponsors the contest. GCTC will provide funds for

transportation, registration, and lodging, when necessary,

for students who are approved to attend. Rates are

outlined in GCTC policy AR 123. The approval is based

on teacher recommendation and student behavior. (See

GCTC Student Handbook for more detail.) Programs are

expected to have a minimum of 80% student

participation, but most programs have 100% student

participation. CTSO participation is also a part of the

school’s Gold Star application.

CTSOs at GCTC are referenced in the DPARM to further

ensure activities align with student outcomes. AR 123

deals with travel related to CTSO events. AR 147 details

CTSO involvement as part of the program review

process. Figure 2.1.c.1 shows a national SkillsUSA®

framework, which GCTC uses to implement CTSOs into

programs.

Figure 2.1.c.1


26

2.1.c (2) How are CTSOs marketed to students?

Students are first introduced to CTSOs during 8th grade

tours. Opportunities for students through participation in

CTSOs are an integral part of the marketing message as

GCTC tries to put the right student in the right program.

The success of past students is highlighted and potential

students are exposed to the opportunities in CTSOs

through leadership and competition events. The

integration of CTSO activities into the programs is

reinforced during sophomore visits. Often, alumni

participate in recruitment of students in CTSO

organizations. Once students are enrolled, recruitment

and orientation events are conducted in the early part of

the school year, which include class activities, school-

wide assemblies, and conferences.

2.1.c (3) How are CTSOs integrated into the curriculum.

The CTSO framework at GCTC seeks to enhance

instruction by using the extra-curricular activities to

develop strong personal skills, workplace skills, and

technical skills. Instructors use CTSO activities as a way

to reinforce these important skills, but also use CTSOs as

a reward and incentive for students to achieve and be

recognized for excellence in their fields of study.

2.1.c (4) How does the technology center encourage and

support participation / leadership opportunities

throughout their districts?

GCTC students and staff are encouraged to participate in

community activities that build leadership throughout the

district. One of GCTC’s District Targets of FY 17 stated,

“Participate or assist in at least 275 community events

within the school district representing Gordon Cooper to

community groups.” Community service, clinical

assignment, OJT, and CTSO events help students and

staff develop personal responsibility to the communities

we serve. Local community service project begins with a

request for services or volunteers. Staff evaluates how the

activity will help the local community and benefit

students.

2.1.c (5) How does the technology center encourage and

support participation / leadership opportunities beyond

the local level?

All students in good standing are encouraged to

participate in contest and leadership activities at the

district level. GCTC provides funds for transportation,

registration, and lodging for students approved to attend

statewide contest or events. Students who win at the state

level are supported with transportation, registration, and

lodging for national events.

2.1.c (6) How does the technology center ensure student

organization and members employ ethical practices and

professional conduct while participating in the organized

activities and events?

Students sign a code of conduct related to their expected

behavior during CTSO events. Additionally, the GCTC

student handbook “Behavior Code” details specific

expectations.

2.1.c (7) How does the technology center ensure student

organizations develop and carry out their program of

work?

CTSOs are a voluntary activity for students, but critical

for a full vocational experience. A Gold Star school

criteria is to have 50% participation rate in CTSOs.

However, AR 147 dealing with program reviews at

GCTC requires each program to have 80% CTSO

membership. CTSO membership is reviewed annually

during GCTC’s Gold Star application. Instructors are

evaluated in the TLE under the “Leadership” domain on

“Exhibiting Positive Leadership through a Varied

Involvements.” One of the effective criteria statements

that each instructor is expected to meet or exceed states,

“Exhibits involvement, support, and supervision of

Career Tech student organizations.” Instructor

involvement with CTSO is evaluated annually. Results of

successful CTSO programs of work are seen in instructor

evaluations, GCTC’s Gold Star application, successful

completion of community projects, CTSO officer

involvement, and CTSO results at district, state, and

national contest.

2.2 Student Learning Results


a. Instruction and Training Results

(1) What are the results for learning and customer service

processes designed to meet the needs of students, business

and industry, and other customers?

Taken from Tech Center Profile Figure 2.2.a.1

85%

90%

95%

100%


Placement Rates

Total Positive Placement (High School)Total Positive Placement (Adult)Total Positive Placement (All Students)STATEWIDE Positive Placement (All Students)

Go

od


27

Figure 2.2.a.1 shows the positive placement rate (students

that are placed in training related jobs, continuing

education, or the military) for high school students, adult,

and the combined full-time campus as compared to the

state average. The state average for the past 8 years is

92.625% while GCTC’s average has been 94.875%.


Figure 2.2.a.2 shows the Training Related Placement

(TRP) of adult students compared to high school

students. TRP for GCTC adult students’ averages

71.375% compared to a statewide average of 64.375% for

the past 8 years. TRP for GCTC high school students’

averages 33.25% compared to the statewide average of

24.875%.


Figure 2.2.a.3 shows a Continuing Education Placement

(CEP) of adult students compared to high school

students. CEP for GCTC adult students’ averages 16.75%

compared to the statewide average of 15.75%. CEP for

GCTC high school students’ averages 55.5% compared

to the statewide average of 61.5%.


Figure 2.2.a.4 shows the retention rate in programs

compared to statewide averages. The statewide retention

average is 84.875%. GCTC retention averages are

87.75% for high school students, 91.375% for adult

students, and a combined average of 89.125%.

Taken from District Target Results Figure 2.2.a.5

Figures 2.2.a.5 shows the total number of GCTC students

receiving certifications or licensures from 3rd party

accrediting agencies for training lasting more than 30

hours of instruction including full-time programs and

BCS programs.

0%

20%

40%

60%

80%

100%


Training Related Placement Comparison

Employed Related (High School)

Statewide Employed Related (High School)

Employed Related (Adult)

Statewide Employed Related (Adult)

0%

20%

40%

60%

80%


Continuing Education Placement Comparison

Continuing Education (High School) SW Continuing Education (High School) Continuing Education (Adult) SW Continuing Education (Adult)

80%

85%

90%

95%

100%


Retention Rates

Retained in Program/Completers (High School)

Retained in Program/Completers (Adult)

Retained in Program/Completers (All Students)

Statewide Retained in Program/Completers (All Students)

Go

od

490372

516411 415

558

0

200

400

600

FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017

Number of Students Receiving Licensure/Certification for Training Programs

over 30 hours


28


Figure 2.2.a.6 shows the percentage of students (full-time

and BCS) that take a certification or licensure test and

have a passing score.

Taken from Work Key Results Figure 2.2.a.7

Figure 2.2.a.7 shows WorkKeys® assessments taken by

full-time students. This chart shows the number of

students taking the assessment and the number of student

receiving a credential from ACT WorkKeys®.

Figure 2.2.a.8 shows the composite results from full-time

student satisfaction survey sent out annually. An average

of 525 students respond to annual survey.


Figure 2.2.a.9 shows the composite results from BCS

Open enrollment surveys sent out at the conclusion of

each short-term class. An average of 1,790 students

respond to surveys annually.


Figure 2.2.a.10 shows the composite results of GCTC’s

annual BCS stakeholder survey. A survey was not

conducted in FY 14, but there has been an average of 70

responses annually. The survey asked questions related to

cost savings and overall satisfaction, which are higher

than the questions related to expanding markets.


Figure 2.2.a.11 represents a question GCTC now asks on

the BCS stakeholder survey for the past three years,

which states, “The training and services provided by

GCTC helped the company achieve expected results.”

GCTC plans to include this question in future surveys.


85%

90%

95%

100%

FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017

Pass Rate of Students Testing for Certification/Licensure

in Training requiring 30 hours or more

Achievement District Target

Go

od

16 32 33 36 53 45 45 42100 114 131 162

190 174 220 2423957 59

6551 69

90 11611

6

0

200

400

600


WorkKeys®Results Total Students and Achievement

Incomplete Bronze Silver Gold Platinum

Go

od

3.80

4.00

4.20

4.40


Full-time Student Satisfaction Survey Yearly Average

Student Satisfaction District Target

Go

od

3.00

4.00

5.00


BCS Open Enrollment Survey Yearly Average

ST Student District Target

Go

od

3.50

4.00

4.50

5.00


BCS Stakeholder Survey Yearly Average

BIS Stakeholder Survey District Target

Go

od

3.5

4

4.5

5

FY 15 FY 16 FY 17

The Training and Services Provided by GCTC Helped Company Achieve Expected Results

Achieved Results District Target

Go

od


29

2.2.a (2) What are the results for Career and Technical

Student Organizations (CTSO) student involvement?


Figure 2.2.a.12 shows the total number of students

involved each year in CTSOs.


Figure 2.2.a.13 shows the percentage of full-time

students involved in CTSOs each year. The red line of

80% is the Gold Star Standard.

75

0

70

7 80

4

85

3

82

0

0

200

400

600

800

1000

FY 12 FY 13 FY 14 FY 15 FY 16

Number of Students involved in CTSOs1

00

%

10

0%

10

0%

99

%

99

%

0%

20%

40%

60%

80%

100%

FY 12 FY 13 FY 14 FY 15 FY 16

Percentage of Students Involved in CTSOs


30

Category 3 – Support Services

3.1 Student Support

How does the technology center obtain information about

academic and career guidance and advisement?

a. Career Counseling and Advisement

(1) How does the technology center assess appropriate

placement within instruction and services offerings?

How is this information communicated?

GCTC placement into a program is based on a rubric that

includes, assessment scores in the areas of reading and

mathematics, work history, career interest and skill

inventory, and previous educational achievement.

Applicants schedule a session to complete the

application, skills and interest inventory, and academic

assessments. Once completed, the applicants are matched

with programs of instruction. Information about

assessment and placement can be obtained in multiple

modalities, in person (Student Services Office), our

GCTC website, course offering mail outs, by phone,

directly to our assessment center, or Students Services

office. Partner schools are provided materials throughout

Principal/Counselor meetings. Partner schools

disseminate materials by hand to prospective students.

Potential students meet with the high school or adult

counselor for career and academic advisement.

In BCS, courses are open-enrollment and generally filled

on a first come, first serve basis. For allied health and

EMS courses, students meet with a coordinator, submit

prerequisite documentation, and apply to the program.

The coordinator reviews and matches acceptance criteria

with students’ application. Once evaluated, the

coordinator will then communicate to the student if they

are accepted.

3.1.a (2) How does the technology center ensure all students

have an updated individual career plan and/or Perkins

program of study on file that is reviewed regularly?

What is included on a student’s individual plan?

Career counselors, both high school and adult meet, with

full-time students upon enrollment, to develop or amend

career plans. Student career plans are maintained both

electronically and paper. Adult career records are dated

upon each review or amendment by student and

counselor to verify accuracy and to provide transition

services needed upon career major completion. Career

plans must be reviewed once per semester. Career plans

include, but are not limited to: student name, career

pathway, program of study, continuing education plans,

workplace employment plans, military service plan,

educational transcripts, entry date, estimated completion

date, action plan notes, student and staff signatures.

3.1.a (3) How does the technology center ensure effective

transition to advanced credentialing or postsecondary

studies?

GCTC utilizes career plans to address transition to work

and/or continuing education. Materials and information

are provided about post-secondary opportunities related

to training. Our EEC assists students who may need

technology to support their application/interview process

and development of a student resume for continuing

education or work. AR 204 also provides a mechanism

for high school students to get trade-specific industry

certification fees or licensing examinations fees paid up

to $300. Exit interviews are completed 30 days prior to

completion to gather additional data to assist students in

determining what resources will be needed to promote

student success after completing GCTC coursework. In

the 2017-18 school year, counselors will develop

individual career plans in August; review them in

December and again at program exit interviews. The

individual career plans will identify specific transition

needs and educational opportunities. Career plans will be

given to each student, all program instructors, and when

applicable with partner schools.

The GCTC Foundation is another resource to aid students

in achieving advanced credentialing. Student can apply

for scholarships to pay for certification tests.

3.1.a (4) How does the technology center ensure equitable

access to support services and provide responsive

services?

Student support services are made available to all

students. Offices are located in a central area on main

campus. Students initiate contact with Student Services

to schedule an appointment either in person, website,

email or by phone with a counselor to inquire about

enrollment, financial aid or career guidance. Office hours

are maintained during the school day and year.

Opportunities are made available to students at the

Aviation and Seminole campuses for support services

and information.

3.1.a (5) How does the technology center collaborate with

partner schools regarding student information

(examples: IEPs, 504s, health plans,

credential/certificates, etc.)

Upon high school student acceptance, partner schools are

sent a complete list of students with a request to release

records that require special services (IEP/504). Partner

schools send needed paperwork to support

learning/physical needs to the GCTC counselor for

review, and then schedule meetings with instructional


31

leaders to develop plans for each student that meets

service qualification. Principal and counselors from

partner schools attend a meeting on our campus each fall

where professional development is hosted to facilitate a

streamlined process of communication. A representative

from GCTC attends scheduled IEP/504 meetings onsite

at partner schools to address student progress and IEP

compliance. Pertinent medical alerts and health plans are

noted in GCTC’s student records software to include

directors of instruction. This allows GCTC staff to be

proactive in the event of a medical crisis related to an

existing medical condition.

b. Academic Integration and Enhancement

(1) How does the technology center ensure academic credit

courses adhere to state/federal legislation/guidelines

annually?

Instructors who teach an academic course are certified by

OSDE and ODCTE. Technology center counselors

review all courses which are annually updated to mirror

approved OSDE high school academic courses. Job

descriptions are maintained defining the needed

certifications and licensures for each position. Personnel

files for all staff are kept in the superintendent’s office

and reviewed annually for compliance. OSDE conducts

an annual accreditation visit related to state guidelines.

DPARM is reviewed annually and as needed for state and

federal compliance.

3.1.b (2) How do career and technology education instructors

develop strategies for integrating academics and other

essential skills into program instruction.

Advisory committees and industry contacts help

instructors determine skill needs. Instructors then work

with math instructors, counselors, and instructional

leaders to embed corresponding academic skills.

Instructors document and deliver instruction using the

guidelines of the TLE rubric. Linkages between

occupational tasks and literacy are a component of this

measurement for effective teaching. Professional

development at the state and national level is provided

on-site to ensure current instructional practices are being

utilized. GCTC’s EEC, as well as mathematics pull-out

programs, including weekly tutorial assistance is

integrated into the instructional framework. Departments

are provided planning time to collaborate to

develop/improve strategies that align with industry

standards.

3.1.b (3) How do the instructors assist in determining goals

and selecting materials and instructional aids used for

integrated academic skills development?

Instructors meet with the math teachers, advisory

committees and directors of instruction to review data,

and determine program outcomes. The goal is to

determine best practices, and areas of improvement in

academic areas. Thus guiding the student to better higher

quality work and placement. Staff regularly attend state

and national educational conferences to learn about the

latest materials and methods. Full-time students have the

opportunity to take WorkKeys® assessments to help

guide instructional practices and recognize industry

credentials.

3.1.b (4) How do students understand the purpose for

integrating academic instruction into their career

preparation training?

Students receive instruction from the EEC instructor that

connects academic success with industry expectations.

Students are provided the opportunity to review

WorkKeys® scores, and given strategies to improve their

assessment scores. Technology Centers That Work

(TCTW) student surveys provide valuable information to

assist students in self -reflection of courses, and resources

need to bridge education in the workplace. In 2017, the

school implemented Career Tree Development

Worksheets for all of the fulltime programs. Career

Counseling is provided based on the career tree model.

Academic content in class is taught through imbedded

applicable instruction which is related to program. End

result academics are needed in combination with skills

training to successfully complete each program.

3.1.b (5) How do students receive academic instruction

through a variety of delivery methods/systems?

Instruction is provided to students through a variety of

methods to include: modeling, visuals, hands-on

activities, assignments, pull-out instruction, feedback,

and work-based learning. Technology is included in the

planning process to support instruction. Instructors are

measured on their proficiency by the TLE Rubric

Standard 10 Domain of Instructional Effectiveness.

Documentation includes evidence of lesson plans,

advisory committee recommendations, and program

observations conducted by directors of instruction. 2016-

17 exit interview data for adult students showed that

100% of students received book instruction, 65.6%

received worksheet instruction, 53.1% received online

instruction and 59.4% received lecture instruction. 96.6%

of these students reported spending at least half or more

of their time in the lab/shop.


32

3.1.b (6) How does the technology center assist students in

preparing for student organization academic skills

demonstration/competitive events, industry credential

exams, high school equivalency testing/end of

instruction exams, certification exams, college

admissions testing, and/or access to community

instructional resources?

The EEC and testing center provides a primary tool for

preparing students for CTSO academic skills events,

industry credential/licensing exams, end of instruction

exams, and college admissions testing. The EEC has on-

line, self-paced resources, pre-testing exercises,

instructions on interviewing, and sets-up mock

interviews for students. Placement in continuing

education is part of the program review and the school

maintains a district target for students achieving

certification pass rates. 2016-17 adult student exit

interview data showed that 73% of students indicated

they spent more than 50% of their classroom time in the

shop or lab watching the instructor demonstrate the skill

and then performing the skill.

c. Placement

(1) How does the technology center assist students in

learning about current trends in the labor market and in

developing job search skills?

Students have scheduled time in the EEC where they

receive instruction about how to search jobs, salaries, and

wages within specific industries in the surrounding area.

Workforce Oklahoma partners with our campus to

provide up-to-date trends and our staff and partner

schools attend professional development hosted by the

Shawnee Economic Development Foundation to stay

informed about local labor market trends in order to have

accurate information to convey to students. Each

program has an advisory committee that serves to support

student knowledge about labor market. GCTC hosts two

job fairs, one in the fall and a second in the spring. The

fall job fair allows employers to inform students about

various job opportunities, while the spring job fair is

more focused on immediate placement. Company day

visits to programs, as well as alumni panels and employer

visits are all used to educate students about the job market

and hiring processes of local companies.

3.1.c (2) How does the technology center ensure all students

have access to postsecondary education and training

options?

GCTC uses OKCareer Guide in the EEC to search,

review and obtain post-secondary education options.

Information about college opportunities are regularly

posted in public areas and colleges are invited to campus

to inform students about various opportunities. The

OKCareer Guide can also be used by high school

counselors upon partner school scheduling. Additional

training needs and resources are provided through the

Student Services office. Assistance to complete any

applications or registrations can be done through the EEC

or in the Student Services office with an Adult or high

school Counselor.

3.1.c (3) How is interaction with business and industry

(outside of on-the-job training-OJT), postsecondary, and

military representative incorporated into student training

experiences?

BCS staff works with program instructors to help connect

the needs of local industry and employers with student

preparation. BCS staff serve on many program advisory

committees. BCS coordinators also have a workgroup

goal of conducting follow-up visits with all employers

that serve on advisory committees. The fall and spring job

fairs feature booths for full-time students, short-term

students and the public from local employers, post-

secondary schools, and the military. Students scheduled

time in the EEC to learn interviewing skills and develop

a professional resume. Program instructors include

business and industry in their classrooms through special

competitions and awards, contest preparations, alumni

panels, and community projects.

Program advisory committee members, community

workforce partners, as well as, leaders in business and

industry volunteers conduct practice interviews for

students. Feedback and improvement suggestions are

reviewed in order to improve opportunity for post-

secondary employment. GCTC hosts company days for

area employers where they can visit programs and

connect with students to inform them of application

procedures, employment options, and post training

opportunities.

3.1.c (4) How does the technology center inform students of

placement opportunities, including job openings,

military, and scholarship information?

Is job search assistance, including referral services,

accessible to all students?

Job search assistance is accessible to all students through

the EEC. The Student Service office posts openings in the

break area for all students. Student Services also sends

push notifications to students who opt in to GCTC’s text

messaging system and app. Brochures and publications

are located in the Student Services office, and in high

traffic areas for after-hours assistance. Scholarship

information is made available to students through the

partner school counselors, financial aid coordinator

(FAC), adult and high school counselors. GCTC’s


33

website also posts all of the above information, and can

be viewed on our social media sites as well.

3.1.c (5) How are all students informed and provided

assistance following program completion to support job

placement, refine search strategies/skills, and develop

retention skills for continuing employment?

Students are given an exit interview to collect

information pertaining to application for employment

following training. Job searches can be done through the

EEC. Additional certification training related to specific

jobs can be completed through BCS. Student resumes can

be updated from our student server through OKCareer

Guide from our campus or any internet access point.

All full-time students meet with a counselor before

entering a program and after completion. While enrolled

in programs, work readiness is provided for students in

preparation for job placement. Bi-annual meetings with

advisory committees for each program allow programs to

facilitate communication and demand from industry for

hiring, training and OJT opportunities. Students

participate in job fairs in the fall and spring for

employment opportunities. Students are given the

opportunity to obtain additional certifications that might

make them a better candidate for a job. Examples include:

forklift operation, CPR/First Aid, and similar training

available through BCS.

3.2 Communication, Marketing, and

Engagement

How is information obtained from students, business and

industry, and other customers/stakeholders and used to

meet their needs and build relationships?

a. Communication Groups and Methods

(1) How are customer groups and market segments

determined?

GCTC analyzes community needs based on geographic

location, socio/economic county trends, workforce

capacity, workforce needs, educational levels, ethnicity,

age, and economic status. Third party demographic data

from agencies like the U.S. Census Bureau, ODCTE,

U.S. Bureau of Labor Statistics, Oklahoma Department

of Commerce, and the Oklahoma Employment Securities

Commission is examined during summer planning.

Primary observations about community needs is ongoing

as staff services the district. Administration and the BOE

have primary responsibility of identifying key groups and

markets. Program staff has responsibility to ensure their

services are being offered to all of those differing groups.

Customer groups are integrated into the GCTC’s strategic

plan, recruiting and retention plan, marketing plan, and

short-term course promotions. This process is

documentable and repeatable. Progress on serving

various customer groups is monitored in Student Services

by various dashboards that track customer usage and in

BCS through enrollment inputs. The process can be

followed in an ongoing manner and is evaluated for

success using outcome data.

3.2.a (2) How does the technology center determine and

implement methods and media appropriate for each

targeted audience, to include individuals with

disabilities, non-traditional students, English language

learners, and minorities?

Gordon Cooper Technology Center implements a variety

of methods and media to communicate with minority,

non-traditional, disabled, and limited English speaking

individuals. Face-to-face, electronic and print media are

among the information channels used in communication

with this target audience. Students in these groups

communicate with peers about GCTC’s use of the EEC

and intervention and accommodation available. The

public information officer distributes success stories

about students preparing for non-traditional careers and

strives to include minority, non-traditional, disabled

students in printed materials. The public information

officer annually recruits Native American students at

events hosted by tribes in the district. Partners school

students deemed at-risk of dropping out due to struggles

with learning disabilities or obstacles associated with

socio-economic status are identified and encouraged to

participate in the SkillsUSA Student2Student program.

The GCTC Adult Diesel Tech program has been active in

mentoring at-risk students from challenging socio-

economic backgrounds. In BCS, some instruction is

available for students whose primary language is

Spanish.

3.2.a (3) How do students, business and industry, and other

customers/stakeholders seek information and support?

GCTC customers and stakeholders seek information and

support through a variety of methods. Prospective high

school students visit the campus for tours and information

in 8th and 10th grades. GCTC sends a mailer to 8th grade

students before and after their tours with additional

information and school social media contact. GCTC

sends a total of four mailers to 10th grade students to

engage them in the recruitment process. GCTC hosts

regular informational meetings for partner school

superintendents and partner school counselors and

principals. GCTC mails a brochure three times a year to

all addresses within the school’s district to promote short-

term course offerings and all full-time program

opportunities. Questions from stakeholders and


34

customers are also fielded through the school website and

social media sites. GCTC staff attends numerous local job

fairs each year, provides informational booths at the

county fairs, back to school events for partner schools,

and other appropriate community events.

3.2.a (4) What is the technology center social media policy

and how is it implemented?

The GCTC DP 178 Social Media Policy was adopted by

the GCTC Board of Education Oct. 9, 2012. The policy

is reviewed regularly to attempt to manage an ever-

changing social media environment. GCTC social

network services focus on building online communities

of people who share an interest in career and technology

education. The public information officer and

administration are responsible for oversight and

management of school social media accounts. The public

information officer maintains a list of social media site

user names and passwords and co-administers the sites to

ensure consistent and appropriate messages are

communicated. Guidelines for use and security of school

social media sites are contained in the school social media

policy.

3.2.a (5) How are procedures established and appropriate

methods and measures used for communication with

personnel?

GCTC strives to be honest and transparent when

communicating with personnel. GCTC’s Strategic Plan,

Goals 3.4 through 3.12, address appropriate methods and

measure for communication with personnel including:

staff participation in internal customer survey,

implementation of consistent standards, periodic review

of survey information, promotion of good organizational

practices, periodic review of the organizational chart,

reinforcement of proper communication practices,

regular update of DPARM, review and update of

incentive programs, regular staff meetings, identifying

new professionals for leadership development, and a new

employee orientation process. Faculty meetings and

superintendent update meetings keep internal staff

informed on current events and activities involving the

technology center. Newsletters, social media posts, and

website news blog celebrate student and staff successes.

The GCTC Sunshine Committee recognizes important

events in the lives of employees such as receipt of awards,

birthdays, retirements, and illness or deaths of family

members.

3.2.a (6) What methods are used to educate faculty/staff

regarding their role in the practice of effective

communications and marketing?

The GCTC Public Information Officer provides training

related to effectively communicating and marketing key

messages about our school. These training opportunities

stress the importance of each staff member serving as a

positive ambassador for the organization. Professional

development related to recruitment and retention is

provided to full-time instructors annually. BCS staff

attend conferences and trainings through Learning

Resource Network (LERN) and through the school’s

enrollment software company Augusoft® about

marketing of short-term and business development

programs.

b. Relationships

(1) How are relationships built and managed with students,

business and industry, and other

customers/stakeholders?

Relationships with students begin with strong

interactions with partner schools. GCTC strives to be a

resource for partner schools to help maximize student

success. Student relationships often begin in their grade

school years through various summer camps held on

campus and staff volunteering. Formal recruitment of

students begins their 8th grade year when they receive a

tour of GCTC. Ninth graders are recruited for their

sophomore year into pre-engineering. All sophomores

are given thorough program tours. High school students

who do not choose to attend GCTC are sent mailings at

the end of their senior year for postsecondary

opportunities. Business and industry relationships are

built through full-time programs and BCS. Full-time

programs interact with industries related specifically to

their training area. BCS develops relationships with

businesses across the district to provide training and

business development services. BCS identifies three tiers

of client relationships. The 1st tier is compromised of the

largest employers and organizations with which GCTC

has had a past relationship and they are targeted to be

contacted monthly. Tier 2 organizations, which are

medium sized employers, are contacted twice a year by

staff. Tier 3, which represents many of the more than

2,600 business organizations in the district, are contacted

by promotional brochures and as needed. GCTC staff

members are encouraged to participate in area

community events to build better community

relationships. The past five years, GCTC has had a

district target related to community relationships. GCTC

is also a member of all community chambers of

commerce.

3.2.b (2) How are students’, business and industry, and other

customers’/stakeholders complaints records maintained.

GCTC customer service philosophy is to resolve

customer complaints at the lowest level possible within

the organization. Informal complaints received by staff


35

members about GCTC services are reported to their

supervisor. DPARM details processes for various

complaints. Complaints involving harassment (DP 116),

bullying (AR 167), civil rights (DP 117), or safety (DP

111) are logged in accordance with their respective

regulation. Complaints that involve the BOE or a

stakeholder making a public comment would also be

recorded.

c. Recruitment and Enrollment

(1) How does the technology center ensure enrollment and

class sizes are in compliance with ODCTE guidelines?

Program capacities are established with benchmarks from

ODCTE, which are reviewed every 5 years. Annual

program reviews monitor enrollment compared to

capacity.

3.2.c (2) How are new secondary and adult students, business

and industry, and/or clients actively pursued?

In addition to the relationships described in in 3.2.b.(1) of

this application, GCTC sends out promotional materials

by mail to all secondary students. An informational

brochure with all short-term, BCS programs, and full-

time programs is mailed to all addresses within the GCTC

district twice a year. The school places updated program

information on the school’s website, maintains and post

information to several social media sites, and maintains a

push notification system for texting. BCS coordinators

have specific assignments for communities and

organizations throughout the district.

3.2.c (3) How does the technology center ensure that it serves

a reasonable number and a representative cross-section

of businesses in their district

GCTC analyzes the demographic makeup of the district

regularly by county and by community. Coordinators in

BCS are assigned to involve themselves in various

communities. As training enrollments and short-term

enrollments are gathered, zip codes are recorded.

Companies served through training services are reported

to ODCTE by company served. Other companies across

the district are served with activities that are not reported

by training services.

Figure 3.2.c.1 shows the total number of businesses

reported to ODCTE through training services. The orange

bar and line represents the average number of businesses

served by all technology centers statewide in FY 15.

GCTC served 263 businesses in FY 15. GCTC served

251 organizations in FY 16.

Taken from Tech Center Profile Figure 3.2.c.1

Figure 3.2.c.2 shows the percentage of population in each

of GCTC’s communities served by short-term

enrollment. This graph excludes enrollments in safety or

industry classes with enrollments tracked by the

employer location.

d. Listening

(1) How does the technology center listen to, interact with,

and observe current students, business and industry, and

other customer/stakeholders to obtain actionable

information?

GCTC surveys full-program students, short-term evening

students, businesses, partner schools, and internal staff

annually to listen to and interact with stakeholders. Figure

1.4.a.1 shows that GCTC collected more than 26,000

survey responses annually with stakeholders. Full-time

programs are divided into learning communities were

instructors and administrators have an opportunity to

interact with students personally. BCS coordinators

follow up with clients about success and/or

improvements needed in training programs (See Figure

2.1.a.1). GCTC’s website has a link on the strategic

planning page for any staff, student, or citizen to post an

idea for a future program or campus improvement. The

GCTC website has a link on the strategic planning page

0

100

200

300

400

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15

Number of Businesses Served through Training Services

GCTC State Average

Go

od

Taken from ODCTE reports Figure 3.2.c.2


36

for any stakeholder to post an idea for improvement or

future programs

3.2.d (2) How does the technology center listen to potential

students, business and industry, and other

customers/stakeholders to obtain actionable

information?

Formal recruiting efforts in full-time programs begins in

the 8th grade year and potential students are surveyed

about their experiences with GCTC in the 8th grade year

and during their sophomore year. Promotional brochures

are sent out to all addresses twice a year with

comprehensive contact information for all three sites, key

phone contacts, website links, and key email addresses.

BCS maintain a system of contacting businesses that are

not currently involved in training projects. Client-based

coordinators network with economic development and

banking institutions to develop potential clients. Program

advisory committees help determine the needs and

identify potential students. GCTC publishes its strategic

plan and annual district targets on the school’s website.

On the “Strategic Planning” page, there is a link where

any stakeholder can submit an idea for improvement or

new programs.

e. Satisfaction and Engagement

(1) How does the technology center involve students,

business and industry, and other customer/stakeholders

to determine satisfaction, dissatisfaction, and

engagement with programs and services?

Students are surveyed at the end of the school year,

business and industry students are surveyed at the end of

each training class, business and industry along with

stakeholders are surveyed annually. Overall satisfaction

from stakeholders including: Partner Schools, Student

Satisfaction, Meeting Services, BCS, and Internal Staff is

shown in Figure 1.4.a.2. In addition to survey

information, GCTC staff spends time in communities and

with companies served to receive feedback about past and

current training, as well as future needs.

Figure 1.4.a.3 shows a composite score of all surveys on

a 5-point scale. The more than 26,000 survey responses

include ratings, comments, and suggestions. Surveys are

reviewed by staff. Key comments and suggestions are

forwarded to supervisors and the leadership team for

planning. Survey ratings are tabulated and shared

internally. Comments, feedback, suggestions, and

complaints discovered during community and business

visits by staff are forwarded to supervisors and the

leadership team.

3.3 Finance

How does the technology center ensure fiscal

accountability?

a. Fiscal Accountability

(1) How does the technology center ensure all of the

personnel and operational line items necessary to run a

department/program are budgeted and expended

according to what was initially approved or approved with

revisions?

A Summary Expenditure report is reviewed and

monitored monthly by the superintendent. Program

budgets are reviewed and monitored monthly by the

finance department and the superintendent's office.

Program budgets are also reviewed and monitored by

directors of instruction monthly. Expenditures are

analyzed monthly by the superintendent and the director

of finance to ensure each program budget and the overall

school budget balance. The process is documentable and

repeatable.

3.3.a (2) How does the technology center ensure personnel

have input into the development of the annual budget

and expenditures?

GCTC's personnel input into the development of the

annual budget begins in the spring of the preceding year.

Each program area complete standard forms asking staff

to review previous years’ expenditures and project

program needs based on advisory committee input,

economic outlooks in the field, and program planning.

Completed budget forms are reviewed later in the spring

by staff members and directors of instruction before

being forwarded to the superintendent's office for review

with the finance department. In July, the superintendent

collects federal allocation projections, state aid allocation

projections, and ad valorum valuation to send to the

school's auditor to prepare and Estimate of Needs (or the

budgeted amount for the school). Based on anticipation

of the Estimate of Needs, the superintendent and the

director of finance analyze program budget requests,

historic expenditure trends, and projected revenue to

allocate funds to programs and other expense codes.

3.3.a (3) How does the technology center control overall cost

of operations?

The BOE approves a temporary appropriation to begin

the school year before July 1 so the school can expend

funds up to that approved amount. Around September, an

official Estimate of Needs and a preliminary school

budget is presented to and approved by the BOE.

Expenditures recorded in each budget category are

reviewed and monitored monthly. Staff, directors, the

superintendent, and BOE are responsible to make sure no


37

funds in excess of the appropriated amount are

encumbered or spent. Any adjustment to the school's

annual budget must be approved by the BOE.

b. Financial Aid

(1) How does the technology center balance its Title IV

financial aid expenditures and draw totals each fiscal

year?

On a monthly basis, GCTC’s Financial Aid Coordinator

(FAC) prepares a roster of students eligible to receive

Federal Pell Grant funds and sends it to the finance office.

The Accounts Payable Officer cuts the checks and

distributes to the students. The FAC transmits the

origination and disbursement records to United States

Department of Education (USDE). The Accounts

Receivable Officer draws down the funds from the USDE

grants management system (G5) account.

The Pell Grant funds are reconciled on a monthly basis.

The FAC performs part of this reconciliation, while the

finance office accounts for the receipt and expenditure of

all Title IV funds in accordance with generally accepted

accounting principles, to be sure that all funds paid to the

correct accounts. The Statement of Account file, sent

through the Student Aid Internet Gateway (SAIG)

mailbox, is given to the Accounts Receivable Officer as

another check of the funds spent, and those drawn down

through the G5 account.

At the end of the year all funds should be spent and drawn

down from G5. Once everything is reconciled and all

accounts match, the G5 account will be zero and the year

can be closed out.

A similar process is in place for the Federal Work Study

(FWS) funds. After the students are hired and begin

working, payroll figures their earning and produces their

paychecks. The Accounts Receivable Officer draws

down the FWS funds from the G5 account, periodically

throughout the year, as students earn wages.

At the beginning of the year, the FAC determines the

amount available to spend, based on the allocation given

by the USDE and our 25% share. Throughout the year,

the Payroll Officer provides a list of students and their

earning to the FAC to keep up with the wages spent.

At the end of the year, the final expenditure is determined

and the school’s share of those earnings. If there are any

funds remaining, those are sent back to the USDE.

3.4 Consulting and Assistance

How does the technology center provide/receive

consulting assistance?

a. Consulting and Assistance

(1) How are client-specific support services provided in

consulting/assistance?

The client-coordinator relationships begin with an initial

contact. This contact is often made when the client calls

or emails requesting business assistance. Other contacts

are made through referrals of area businesses for services

that the BCS department provides, open enrollment

classes, as well as connections made by BCS coordinators

at community events and activities. Once the initial

contact is made, coordinators meet with the client and

gather information to determine their specific needs and

opportunities. Coordinators work with individual clients

to formulate a plan of action and provide training to

support the plan’s successful completion.

3.4.a (3) How are consulting/assistance provided to improve

clients’ ability to start/sustain a business or to bid for and

perform successfully on government contracts?

What other methods and resources are used to teach

clients to start/sustain a business or bid for and perform

successfully on government contracts?

This is an ongoing and open-ended process. Coordinators

typically meet with clients within three to four business

days of the initial contact. Some clients’ needs are met

with simple training and services, or a referral to other

service providers. More in-depth client needs can evolve

into months-long training and consultation. BCS staff

also maintain client lists and use the lists to create follow-

up visits once a project is complete. Some federal

government related services provided by BCS are lock-

step and carried out in the same manner each time.

Examples include OBAN assistance in registering for

System for Award Management (SAM) and the Farm

Service Agency borrower training.

While specific coordinators are primarily responsible for

making sure each client’s needs are met, project

information is also shared on closed social media

platform (Yammer) to keep other staff aware of progress

and other contacts. Support staff and other school

employees are responsible for passing along any

questions, referrals or requests for service. Clients also

have inherent responsibility to follow through with their

part of the action plan.

Each coordinator tracks the number of contacts, clients

and projects they are working on. OBAN and the

Manufacturing Alliance require specific tracking


38

methods and forms. Other coordinators maintain

calendars, a client list, training rosters, and a report of

consulting hours. This information is provided to the

BOE and to ODCTE in monthly reports. BCS evaluates

training sessions as they occur and company partnerships

annually.

3.4.a (3) How does the technology center ensure sufficient

time and financial support for client visitation?

BCS coordinators are given latitude to manage their

schedules and determine how much time to dedicate to

each client. Time requirements vary depending on the

type of training or project and by the individual

commitment and proficiency of each client. BCS does not

base training on time constraints. Each training and

consultation is developed with the customer’s schedule

and desired outcomes in mind. Fleet vehicles and mileage

reimbursement programs are provided to ensure that

coordinators can meet clients at their business when

necessary. GCTC provides flex-time consideration for

coordinators to meet outside normal business hours to

accommodate client needs. Coordinators are given

assignments for communities and existing businesses for

which they are encouraged to make regular contacts.

3.5 Support Services Results


a. Student Support

(1) What are the technology center’s response to

students’/clients’ needs?

GCTC uses advisory committee inputs, survey responses,

business contacts, course evaluations, and other

suggestions from communities, stakeholders, and

students to provide training programs and services to

meet the needs of the district. In the past fiscal year, FY

17, GCTC produced 1,246 FTE enrollments in the

school.

3.5.a (2) What are the technology center’s response to

appropriate services administered to students/clients?

Figure 1.4.a.2 shows overall satisfaction from

stakeholders including: Partner Schools, Student

Satisfaction, Meeting Services, BCS, and Internal Staff

based on a 5-point scale. Figure 1.4.a.3 shows a

composite score of all surveys on a 5-point scale since FY

10. These inputs are used in GCTC’s strategic planning

process, program evaluation and planning, and

operational decision-making. Issues related to

performance or customer dissatisfaction are referred to

the appropriate departments for corrective action.

3.5.a (3) What student/client participation and academic

attainment is measured and reported to appropriate

parties?





BCS programs. 558 students received

licensure/certification in FY 2017. Figure 2.2.a.6 shows

the percentage of students (full-time and BCS) that take

a certification or licensure test passing. In FY 2017 93.9%

of students passed licensure/certification tests. Figure

2.2.a.7 shows WorkKeys® assessments are offered to all

full-time students. This chart shows the number of

students taking the assessment and the number of student

receiving a credential from ACT WorkKeys®. In FY

2017, 42 students received a bronze credential, 242

received a silver credential, 116 received gold

credentials, and 6 received platinum credentials.

3.5.a (3) What is the technology center’s effectiveness of

placement activities?













24.875%.







b. Communications and Marketing

(2) What are the student, business and industry, and other

customer/stakeholder satisfaction and dissatisfaction

results?

Figure 2.2.a.9 shows the composite average of all

questions from all open enrollment class surveys. In FY

2017 the composite score for 8,883 total responses to

questions was 4.78 on a 5-point scale. Figure 3.5.b.1

shows the composite scores on a 5-point scale from

GCTC’s partner school surveys. For FY 2017, GCTC


39

scored 4.62 on a 5-points scales with partner schools.

Figure 2.2.a.8 shows a composite average for all

questions from the full-time student satisfaction survey.

In FY 2017, full-time students scored the school at 4.24

on a 5-point scale of satisfaction. Figure 3.5.b.2 shows

results from a specific question, “How would you rate

your overall experience at GCTC?” A score of 4 would

be good and GCTC averaged above that. In FY 2017, the

score on that question was 4.35. Figure 3.5.b.3 shows the

composite answers from all questions on the meeting

services surveys throughout the year.

Taken from Year to Year Compilations Figure 3.5.b.1

Taken from Summary of Student Satisfaction Figure 3.5.b.2


Figure 3.5.b.4 shows composite results from all internal

staff survey questions. Figure 2.2.a.10 shows composite

results of all questions returned by businesses related to

training services with results consistently over an average

of 4 on a 5-point scale. In FY 2017, the average score was

4.37. No survey results for BCS clients available for FY

14.


3.5.b (2) What are marketplace performance results?

Figure 1.4.b.6 shows the service rate percentage of

juniors and seniors in high school from the Technology

Center Profile compared to a statewide average. In FY

15, the secondary service rate was 18.73%. GCTC also

maintains charts of service rates for each partner school.

Figure 1.4.b.5 shows the percentage of GCTC partner

schools with a service rate greater than 10% of eligible

high school students. The red line indicates GCTC’s

district target. GCTC has met this target each year since

FY 2011.

Figure 3.2.c.1 shows the total number of businesses

served through training services within the district.



Figure 3.2.c.2 shows the percentage of population served

by BCS programs at GCTC. Shawnee, Tecumseh,

Prague, Meeker, Earlsboro, Wellston, Paden, Macomb,

Sparks, Asher, and St. Louis had 26% or more of the

community’s population involved in courses at GCTC

while Seminole, McLoud, Wewoka, Chandler, Maud,

and Cromwell were below the 26% service rate.

c. Customer/Stakeholder Engagement

(1) What are the student, business and industry, and other

customer/stakeholder engagement results?

Part of customer/stakeholder engagement includes

marketplace performance as covered in 3.5.b. (2).

3.50

4.00

4.50

5.00


Partner School Survey Yearly Average

Partner School Satisfaction District Target

Go

od

3.50

4.00

4.50

5.00

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15 FY 16

Rate Your Overall Experience at GCTC

Student Response District Target

Go

od

3.50

4.00

4.50

5.00


Meeting Services Survey Yearly Averages

Meeting Services Satisfaction District Target

Go

od

3.50

4.00

4.50

5.00


Internal Staff Survey Yearly Average

Internal Staff Satisfaction District Target

Go

od


40







GCTC collects more than 26,000 survey results annually

from various stakeholders including: Partner Schools,

Student Satisfaction, Meeting Services, BCS, and

Internal Staff. Figure 1.4.a.1 shows the total number of

surveys collected since FY 10.

Figure 3.5.c.2 shows the total enrollments for BCS

programs since FY 10.


Figure 3.5.c.3 shows the number of full-time enrollments

compared to program capacity since 10. The red line

indicates the maximum capacity of all programs.


Figure 3.5.c.4 shows the total number of individuals

served through meeting services and special events

Taken from District Target Results Figure 3.5.c.4

d. Finance

(1) What are the technology center’s financial performance

results?

Figure 3.5.d.1 from GCTC’s Technology Center Profile

shows revenues and expenditures at GCTC.


Figure 1.4.b.4 shows the percentage of general funds

expended for classroom activities exceed the state

average in each of the last 8 years. In FY 15, GCTC spent

65% on direct classroom instruction, compared to the

statewide average of 61.4%. GCTC’s target for that year

was 63%. GCTC has had no material audit exception in

the past five years during the annual audit.

e. Consulting and Assistance

(1) What are the performance results for provision of

consulting and assistance to clients?

Figure 3.5.e.1 shows the number of clients served

through Ag Business Management, Entrepreneurial

Services, and OBAN. Many resource services are

provided to district patrons in these programs, but a client

is defined as an individual or business that has enrolled in

a training program, been provide planning or consulting

services of over an hour, or set an appointment for an on-

site coordinator visit. GCTC has averaged 145 clients

annually since FY 10. The dotted green line show the

trend over the same period.

-

5,000

10,000

15,000

20,000


BIS Enrollment Trends

BCS Enrollments (ACD)

Business and Industry Enrollments (Industry Specfic)

Business and Industry Enrollment (TIP)

Business and Industry Enrollments (Total)

200

400

600

800

1000

1200

1400


Full-Time Enrollment Trends

Total Full-Time EnrollmentSecondary Full-Time EnrollmentAdult Full Time EnrollmentGCTC Program Capacity

Go

od

20,000

25,000

30,000

35,000

40,000


Number of Individuals served

Go

od

$12,000,000

$13,000,000

$14,000,000

$15,000,000

$16,000,000


Revenues & Expenditures

Total Revenues Total Expenditures


41

Taken from District Target Results Figure 3.5.e.1

Figure 3.5.e.2 shows the impact reported through OBAN

and the Manufacturing Extension Agent (MEA) through

the Oklahoma Alliance for Manufacturing sponsored by

the school. Impacts reported include governmental

contracts companies has secured, cost savings reported to

the MEA by companies, capital expansions as a result of

services, market growth, employees retained, and

employees added.

Taken from District Target Results Figure 3.5.e.2

100

120

140

160

180


Total Clients served thru Client-based Programs

Go

od

$3

,89

6,4

46

$3

,34

0,3

94

$9

,44

8,3

05

$3

,92

5,3

20

$3

,55

0,8

06

$4

,94

9,0

96

$3

,85

1,3

30

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15 FY 16

Total Impact Reported thru OBAN and MEA


42

Category 4 – Measurement & Analysis

4.1 Measurement, Analysis, and Improvement of

Organizational Performance

How does the technology center measure, analyze, and

then improve organizational performance?

a. Performance Measurement

(1) How is data and information used to track daily

operations and overall technology center performance?

Key performance measurements are established during

the strategic planning process and reviewed annually

when District Targets are set. Daily, student information,

including attendance and grades, is entered into a Student

Accounting Software (SAS) using Power School in

Student Services and AuguSoft® in BCS. Key data and

information is collected and tracked using Power School

and AuguSoft®, instructor follow-up reports, various

surveys, internal and external audits, and director reports.

Information and data are reviewed regularly to make

management decisions about the GCTC’s performance.

See Figure 4.1.a.1 for a listing of key performance

measures.

Key Measures Collection

method Frequency

Strategic

Plan

District

Targets

DPARM

Enrollment SAS Daily 1.1 & 2.6

Retention SAS Bi-annually 1.15

Program

capacity

SAS Annually 2.1

Placement Instructor

follow-up

Annually 1.5

Graduation

Rates

SAS Annually AR 147

DPARM

Secondary

service rate

SAS Annually 1.3

Wage Rates Instructor

follow-up

Annually 1.4

Student

Satisfaction

Surveys Class

completion

Professional

Development

Leave

Manager

Annually 3.1

Customer

Satisfaction

Surveys Event

completion

1.9

Internal

Satisfaction

Surveys Annually 3.4

Certifications SAS Annually 1.6

Program Cost OCAST &

reporting

Annually 2.7

Community

Involvement

Monthly

reports

Monthly 1.2

Companies

Served

SAS &

Monthly

reports

Monthly T C

Profile

Contacts made Monthly

reports

Monthly 3.6

Facility Usage Hospitality

Report

Annual 1.8

Utility Usage Utility Bills Annually 2.3 & 2.4

% of General

Fund

OCAST &

reporting

Annually 2.2

5 S compliance 5 S Audit Bi-annually 2.5 & 3.3

Safety Audit Safety

Audit

Bi-annually 3.3

Financial

Audit

Financial

Audit

Annually 3.2

Figure 4.1.a.1

4.1.a(2) How are customers and stakeholder feedback and

market data information used?

GCTC gets customer and stakeholder feedback through

various surveys, personal contacts, observations, and

resolving customer complaints. Feedback is sorted,

analyzed, and used for program improvement and

organizational efficiency. In Student Services, program

improvement happens annually after program reviews

and during the summer. In BCS, feedback is used to adapt

course offerings to market demands as needed.

Supervisors are responsible to implement program

improvements.

4.1.a (3) How does the technology center ensure the

performance measurement systems can respond to rapid

or unexpected educational institution or external

changes?

Progress toward District Targets is measured throughout

the year and alterations are made to processes to meet

unexpected changes. Enrollment data is analyzed in

October and again in March. The October feedback can

impact mid-year enrollments while March feedback is

used to adjust recruitment strategies for programs for the

upcoming year. BCS programs are continually adapting

to customer feedback and demands throughout the year.

In BCS, feedback from previous courses is used in

scheduling. The schedule for fall programs completes by

the previous mid-May, the spring schedule is finalized by

mid-October, and summer programs are scheduled by

mid-March.

b. Performance Analysis and Review

(1) How are the technology center’s performance and

capabilities reviewed?

GCTC reviews its performance annually using District

Target results and their incentives, the Technology

Center Profile that helps GCTC benchmark with past

performance and other technology centers, and program


43

reviews to measure how individual programs are

performing. Capabilities of individual programs are also

reviewed annually during the program review process.

c. Performance Improvement

(1) How are best practices shared in the technology center?

Two departments, Student Services and BCS deliver

educational services to students/clients. In Student

Services, internal best practices are shared formally

through small learning communities that are managed by

directors of instruction and facilitated by staff meetings

and professional development. Informally best practices

are shared among staff members that may have

similarities in content, student make-up, or CTSO

affiliation. Statewide and nationally, best practices are

shared through ACTE and OkACTE conferences and

professional development opportunities, ODCTE

meetings, and CTSO activities.

In BCS, best practices are shared through staff meeting

internally and during professional development

opportunities like August Conference, ACTE

conferences, and the PACE conference.

4.1.c (2) How is the technology center’s future performance

projected?

Future performance is projected by looking at past results

and combining that with analysis of current economic,

community development, workforce trends statewide and

in our region, and advisory committee inputs.

4.1.c (3) How are finding from performance reviews used to

develop priorities for continuous improvement and

opportunities for innovation?

GCTC conducts performance reviews for individual

employees and for specific programs. Individual

employee evaluations highlight an individual’s strengths,

weaknesses, and opportunities for improvement through

future professional development. The program review

process focuses more on results of educational programs.

During this process, staff are encouraged to reflect on

why results are what they are and how they can be

improved through adjustments in program offerings,

innovation, or elimination of outdated services.

4.2 Knowledge, Management, Information, and

Information Technology

How does the technology center manage institutional

knowledge assets, information, and information

technology infrastructure?

a. Organizational Knowledge

(1) How is organizational knowledge managed?

Organizational knowledge is managed using the

DPARM. The DPARM has been updated throughout the

years to deal with a variety of circumstances, situations,

and regulation. The Strategic Planning Process (SPP),

departmental processes, continuous updating of job

descriptions, the Right Stuff group, and through a new

employee orientation process are also tools GCTC uses

to distribute and manage organizational knowledge.

4.2.a (2) How are knowledge and resources used to embed

learning in the way the educational institution operates?

DPARM reflects how major processes and activities are

conducted at GCTC. Student and program handbooks,

the SPP, district targets, work group, and targets guide the

operation of GCTC.

4.2.a (3) How are individualized personnel and professional

development plans reviewed and monitored for

effectiveness?

SPP goal 3.1 defines minimum professional development

requirements for all levels of staff. Individualized

professional development needs are discussed during

employee evaluations. DP 137, defines the makeup and

operation of the school’s professional development

committee that looks at new needs and changing

regulations that need to be addressed through

professional development. Plans of improvement deal

with specific deficiencies in an employees’ performance

and/or capabilities. Plans of improvement often contain

specific professional development plans and are reviewed

regularly throughout the year.

Personnel development plans are reviewed and

monitored at a minimum annually during an employee’s

annual evaluation. For probationary instructors they

receive four observations, four conferences to discuss the

observations and one conference to review the

evaluation. Career instructors are observed twice a year,

receive two formal conferences to review the

observation, and one conference to review the summative

evaluation. Support staff and professional staff are

evaluated once a year and have a conference to review

their evaluation with their supervisor. Specific

deficiencies will be addressed with a plan of

improvement with specific actions that is reviewed


44

monthly. Other professional development needs are

discussed and addressed during the annual evaluation

process.

Each year in December, program instructors make

personal contact with students from the previous school

year to determine if they plan to return, are working, in

the military, continuing their education, or unemployed.

When previous year’s student indicate they are working,

instructors ask for the employer name, if it is training

related employment, and the hourly wage rate. Results

upload to ODCTE reporting database. Results are

reviewed by Student Services staff.

b. Data, Information, and Information

Technology

(1) How does the institution verify and ensure the quality of

organizational data and information?

GCTC’s process for quality data begins with accurate

source documents (grades, attendance records, purchase

requests, etc.), which are sorted through the SAS, and

reported to outside accrediting agencies like ODCTE.

Reports are analyzed. Reports can be verified by

following the audit trail to the source document.

Supervisors are responsible for the integrity of data

related to their area of responsibility and the

superintendent of GCTC is responsible for the quality,

verifiability, and integrity of all data and information.

4.2.b (2) How does the institution ensure the security of

sensitive or privileged data and information?

Two areas of sensitive and privileged information would

include staff files and student files. Staff files, which

might include information such as social security

numbers, dates of birth, performance evaluations, and

heath information are maintained in the superintendent’s

office in a locked file cabinet that can only be opened by

the superintendent and his/her administrative assistant.

These file cabinets are locked behind office doors that can

only be opened by the superintendent and his/her

administrative assistant. Records subject to open records

request are locked in a separate area.

Student files, which contain sensitive and privileged

information, include student personal information, IEPs,

some medical information, grades, transcripts, and

discipline records, are locked in cabinets and stored in a

vault. IEP information is locked away in file cabinets and

the locked office of the counselor.

4.2.b (3) How does the institution ensure the availability of

organizational data and information?

Critical process and procedural information is kept in

GCTC’s DPARM. Other information is kept on the

school’s website, www.gctech.edu, such as GCTC’s

strategic plan, forms, news, organizational chart, job

descriptions, educational program information, book and

materials list, gainful employment, civil rights disclosure,

BOE agendas, an electronic and searchable DPARM,

school calendars, accreditation information, staff

directory, job openings, school history, campus maps,

and professional development documents.

Other more specific and specialized information is

available through supervisors.

4.2.b (4) How does the institution ensure that hardware and

software are reliable, secure, and user-friendly?

GCTC’s strategic plan goal 3.13, 3.13.1, 3.13.2, 3.13.3,

and 3.13.4 addresses the network’s reliability and

efficiency goals. GCTC uses a cycle of replacement for

all hardware used in the network to ensure it is within

service expectations. Extended warranties are employed

on key network elements. GCTC uses a multi-tiered

software approval process, which includes testing for

compatibility and stability. To help secure hardware and

software, GCTC employs a firewall to block outside

interference, blocks unauthorized software installation,

and uses monitoring software to capture malicious

activity. The Information Services Director audits all

software annually for licensing compliance.

4.2.b (5) In the event of an emergency, how does the

institution ensure that hardware and software systems

and data and information continue to be secure and

available to effectively serve students, business and

industry, other customers /stakeholders, and

organizational needs?

GCTC maintains a battery back-up that allows IT staff

time to properly shutdown and save network data.

Additionally, GCTC has contracted with OneNet to place

a natural gas-powered electric generator to ensure

electrical power to all core network equipment.

GCTC backs up all information hourly to an off-site

location at our Seminole campus. The information is

duplicated in two locations at that site. In the event the

Shawnee campus was disabled by an event, all network

functions can be hosted from the Seminole data center.

GCTC uses a software application to monitor the

successful data backup. The backup system is routinely

tested for success and reliability.

http://www.gctech.edu/


45

c. Data Management

(1) How is the information management system used to

monitor and document student/client progress?

What type of information management system is used?

What information is collected, measured, monitored,

reported, and stored in this system?

How is it collected?

GCTC’s two educational delivery departments, Student

Services and BCS, use SAS. Student Services uses

PowerSchool and BCS uses Augusoft®.

In Student Services, the SAS is used to: track enrollment

(who’s enrolled, dropped, completed, or withdrawn),

record attendance, register grades, monitor student

progress on their plan of study, produce eligibility

reports, monitor grades every four weeks, produce and

record grade cards every nine weeks, record student

demographic information, and make quarterly reports to

ODCTE. Information can be collected and entered by

instructors or by Student Services staff.

Student Services Powerschool® Usage

INFORMATION ENTERED MONITORED

Attendance Daily Daily

Enrollment As needed Weekly

Grades Weekly Every 4 weeks

Eligibility Weekly Weekly

Reports Quarterly Annually Figure 4.2.c.1

BCS uses its SAS in a different way than Student

Services. Information is gathered from instructors in the

class packet and entered by BCS staff. The BCS SAS is

used to schedule classes (times, dates, instructor, and

place), track enrollments (students can be enrolled by

staff or enrollment themselves on-line), create student

rosters, record grades as needed (depending on the course

syllabi since some courses only record completion),

record attendance, record transcripts, and make quarterly

reports to ODCTE, which are reviewed annually.

4.2.c (2) How are client files, reports, and onsite visits

recorded and monitored annually?

BCS coordinators manage their own calendars and client

files according to DPARM and requirements from

ODCTE. Since many client meetings result in simple

solutions, not all clients will have a physical file at the

technology center. Emails and notes within each

coordinator’s Microsoft Outlook appointment calendar

provides additional client information. When clients do

have a physical file, it is stored in secured file cabinets

and organized according to the filing system that best fits

the individual program. In BCS, coordinators also share

client meeting information on the closed social media

platform Yammer. Coordinators provide information

monthly to the Assistant Superintendent of BIS for BOE

reports. This information is also submitted to ODCTE by

the data management support staff. The assistant

superintendent, superintendent, and BOE are responsible

for varying levels of supervision for each coordinator.

The data for client visits and reporting is included in

annual performance reviews.

OBAN client interactions are recorded electronically in a

client management database, “PTAssist” designed for the

Procurement Technical Assistance Centers by Comtech

Management Systems (CMS). This data is stored on a

dedicated server. Access to the data is only available

through the secured website via HTTPS/SSL. Each user

has a unique user ID and password. CMS constantly

monitors access to the website and servers. Any written

document is secured in a locked file cabinet and shredded

when no longer needed.

Allied Health and Emergency Medical Services maintain

student files for the duration required by their individual

accreditation organization.

The Oklahoma Manufacturing Alliance programs adhere

to specific reporting and records standards as required by

the Manufacturing Extension Partnership, and is

continuously reviewed by the National Institute of

Standards and Technology to ensure a high return on

investment.

4.2.c (3) How are applicable department / program-specific

records, plans of study, program plan, and/or work-based

agreements recorded and maintained?

Student records including: plans of study, work-based

and OJT agreements, grades, and IEP/504 forms are kept

secure in Student Services. Frontline staff in Student

Services and BCS keep forms and files for the programs

for which they are responsible. Student Services and BCS

also have shared folders on the network that are available

by network log-in for staff to access.

In BCS, program/training specific records are kept in files

with MOU’s, cost sheet, rosters, exams, program

evaluations, and any other supporting documents by the

coordinators. Client-based business information is kept

secure and locked in coordinator offices.

4.2.c (4) How is inventory managed?

When equipment is needed, a purchase request is made

for approval by the supervisor and superintendent.

Approved purchases are assigned a Purchase Order (PO).

Equipment is received in the Operations Department by

the shipping/receiving clerk who compares the PO with


46

the packing slip before sending the packing slip to the

Finance Department. The accounts payable clerk will

reconcile invoices with packing slips before sending a

copy of the invoice to the shipping/ receiving clerk for

entry into the Trends® inventory software. Any

equipment that becomes broken beyond repair, obsolete,

or unneeded in a program is declared as surplus or

transferred by filling out a surplus/transfer form that is

sent to the shipping/receiving clerk for inventory

adjustment. After the surplus/transfer form is completed

with the Supervisor’s approval, item/s go to the BOE for

approval. Once the BOE gives approves the items for

surplus, they are then transferred or disposed of properly.

Annually, programs and departments are sent a printed

version of the inventory to make a visual inspection and

confirm the inventory list for their program and/or

department is correct. Periodically, inventory is checked

by operations for accuracy.

GCTC DP 110 also provides a formal and structured

process for addressing surplus equipment and supplies.

4.3 Measurement and Analysis Results


a. Organizational Performance

(1) What are the results for performance measurement,

analysis, and/or improvement?

Taken from District Target Results Copy of Figure 1.4.b.1

Figure 1.4.b.1 shows the total student FTE for Student

Service’s full-time and part-time enrollment, and BCS

enrollment is at or above GCTC’s goal 7 out of the past 9

years. FTE are calculated taking total contact hours for

students and dividing by 525 to establish the FTE.


Figure 1.4.b.2 show the reported wage rates from the

follow-up report for full-time program completers and

shows wage rates are above GCTC’s goal 8 out of the

past 9 years.

Taken from Year to Year Compilations Copy of Figure 1.4.a.3

Figure 1.4.a.3 shows a composite score on a 5-point scale

from all of the more than 26,000 surveys responses

collected by GCTC each year. The average score has

been 4.46, which is above the “satisfactory” rating of 4.


1,100

1,150

1,200

1,250

1,300

1,350


Total Student FTE

Student Enrollment (FTE) District Target

$10.00

$11.00

$12.00

$13.00

$14.00

$15.00

$16.00


Student Wage Rate

Student Wage Rate District Target

Go

od

3.00

3.50

4.00

4.50

5.00


Overall Customer Satisfaction

Go

od

3.00

3.50

4.00

4.50

5.00


All Surveys by Category

Partner School FT StudentMeeting Services ST StudentInternal Staff BCS Clients

Go

od No survey conducted in

FY14 for BCS Clients


47

Figure 1.4.a.2 shows overall survey responses on a 5-

point scale from various groups.

Taken from District Target Results Copy of Figure 1.4.b.3 Figure 1.4.b.3 shows the positive placement (those

students in full-time programs that are either training

related placement, continuing education, or military)

compared to our goal of 90% from the district target

results. The district target has been achieved each year,

except FY 14. The positive placement rate for FY 17 was

95%.

Taken from Tech Center Profile Copy of Figure 1.4.b.4

Figure 1.4.b.4 from GCTC’s Technology Center Profile

shows the percentage of general fund spent on direct

classroom instruction compared to a state average and

district targets from FY 10 to FY 15. GCTC also met the

district target of 63% for FY 16 and FY 17. The average

portion of the budget spent on classroom activities for the

past 8 year is 64.73% and has been above the statewide

average for percent spent on classroom activities for each

of those 8 years.


Figure 1.4.b.5 shows the percentage of partner schools

that have a service rate above 10% (or 12%) of eligible

students. The district target was updated from 10% to

12% in FY 17.

Taken from Tech Center Profile Copy of Figure 1.4.b.6

Figure 1.4.b.6 shows the service rate for all high school

students in GCTC’s district.


Figure 4.3.a.1 shows GCTC’s cost per student compared

to a state average.

85%

90%

95%

100%


Positive Placement


Go

od

55.00%

60.00%

65.00%

70.00%


Percent of General Fund spent on Direct Classroom Instruction

% of Classroom Activity & Instructional Support

STATEWIDE % of Classroom Activity & Instructional Support

District Target

Go

od

80%

90%

100%

FY 11 FY 12 FY 13 FY 14 FY 15 FY 16 FY 17

Partner schools with student service rate greater than 10%

Partner schools District Target

Go

od

10.00%

15.00%

20.00%

25.00%


Secondary Service Rate

Percent of 11th & 12th Grade Served (GCTC)

Percent of 11th & 12th Grade Served (State Average)

Go

od

$5,000.00

$7,000.00

$9,000.00

$11,000.00


Cost per Student

Cost Per Student (Full-Time Programs) GCTC

Cost Per Student (Full-Time Programs) Statewide

Go

od


48


Figure 4.3.a.2 shows GCTC’s cost per BIS enrollment

compared to state averages.

4.3.a (2) What are the results for organizational knowledge?

Annual Organizational Knowledge results (FY17)

Figure 4.3.a.3

Figure 4.3.a.3 shows some key organizational knowledge

results from FY 17. Staff meetings and departmental staff

meetings are regularly scheduled. The table shows the

regularly scheduled meetings and not the totality of all

staff meetings. The professional development hours in

the table shows the minimum number of hours for each

category of staff that is required to meet District Targets.

GCTC has been at 100% on the professional development

target for the past three years. The total number of

professional development hours exceeds what is shown

on this table.

GCTC’s website host comprehensive information about

the school for external and internal stakeholders. During

the current year, www.gctech.edu, averaged more than

5,000 visits monthly with the average visitor opening

three pages. Internally, an average of 640 pages of

website information has been accessed by internal staff

during the latest fiscal year.

4.3.a (3) What are the results for data, information, and/or

information technology?

During the past three year, the IT department has logged

an average of 1,352 tickets per year with an average

response time of 5.8 days (including purchasing tickets).

During the past year, IT logged 1,259 tickets with an

average response time of 4.1 days.

4.3.a (4) What are the results for data management?

In the past five years, GCTC has had no loss of data and

have had no instances of data being submitted late to

ODCTE.

$50.00

$100.00

$150.00

$200.00


Average Cost per BIS Enrollment

Average Cost per BIS Enrollment (GCTC)

Average Cost per BIS Enrollment (Statewide Average)

Go

od


49

Category 5 – Personnel

5.1 Environment

How does the technology center build an effective and

supportive environment?

a. Capability and Capacity

(1) How are personnel capability and capacity needs

assessed? How does the technology center ensure that

staff are meeting their requirements?

GCTC maintains a comprehensive organizational chart,

which identifies staff needs within the six departments.

The GCTC organizational chart is published on the

school’s website. Each position on the GCTC

organizational chart on the website has a link to the job

description for that position, which includes: the job title,

the department, who supervises the position, the

personnel classification, a job summary, essential

processes of the job, other processes assigned to the job,

educational requirements, certification requirements (if

applicable), experience requirements (if applicable),

physical requirements, mental requirement, working

conditions, and equipment used. Needed certification,

transcripts, and other job information is maintained in

employee files. Job descriptions are reviewed annually

during employee evaluation and are thoroughly examined

when a position is vacated. DPARM addresses job

descriptions in DP 126 “General Personnel Policies.”

Staff has some responsibility for meeting the certification

and educational requirements of their job. DP 180 states,

“Each technology center employee is responsible for

obtaining and maintaining the proper and necessary

certification or licensure for the position to which he/she

is assigned. Employees must provide a current copy of all

credentials to the superintendent’s office at the time of

hire and promptly upon any renewal, retesting,

achievement, etc.” DP 179 defines certain industry

certification for which GCTC will reimburse an

employee. AR 149 details GCTC’s reimbursement plan

for advanced continuing education.

5.1.a (2) How does the technology center recruit, hire, place,

and retain new personnel?

GCTC recruits and hires employees when either a

position is vacated or a new position is created. A job

posting is reviewed or created describing the job and

requisite qualifications. All jobs are posted internally for

five days as required by the negotiated agreement with

teachers Article 11.1. Jobs are advertised in local

newspaper and in appropriate professional publications

as needed. Applications are received for a designated

period of time before being reviewed by a committee.

Applicants that best meet the criteria of the job posting

are invited to interview with a committee. The committee

will make recommendations to the superintendent or

his/her designee. The applicants may go through a

personal interview with the supervisor or superintendent.

When the best applicant has been determined, a job offer

is made. If the applicant accepts, the superintendent

makes a recommendation to the BOE who then decides

to approve or disapprove the recommendation. The

superintendent will establish a start date for the new

employee. (The BOE empowers the superintendent to

start an employee pending final BOE approval as defined

in DP 126.)

When a new employee starts, they receive an orientation

day. Their supervisor is then charged with implementing

a 90-day orientation plan to introduce the new employee

to all aspects of campus life. At the end of 90 days,

supervisor schedules an evaluation to check the new

employee’s progress, make sure the new employee has

received a thorough orientation to the campus, and to

answer questions the new employee might have.

When an employee leaves, an exit interview is conducted

by the supervisor and the superintendent or his/her

designee to glean information about how to improve

employee engagement.

5.1.a (3) How does the technology center organize and

manage its personnel?

Employees at GCTC are organized into six departments.

(See Overview Figure 1) The four support departments

(those employees providing the support to instruction,

training, and services) include: Administration, Finance,

Information Technology Services, and Operations.

Student Services provides direct instruction and training

to students attending full-time and the school’s secondary

student population. BCS provides training and services to

part-time students, business & industry, community

services, and client-based services.

All employees have district targets and workgroup goals

to help the school maintain its mission. Certified

administrators and non-certified administrators have

targets focused on the overall performance of the school.

Certified teachers and non-certified adult programs focus

more on their specific instructional assignment.

5.1.a (4) How does the technology center prepare personnel

for changing capability and capacity needs?

Job descriptions for each job at GCTC are posted on the

website with complete information about educational,

experience and/or certification requirements, which

allow employees to plan and prepare for their future

advancement.


50

DP 140, Employee, Advanced Education Classes, and

AR 149 set forth a reimbursement plan for employees

wishing to upgrade their capabilities.

Associate’s or Bachelor’s level coursework is reimbursed

at $125.00 per credit hour. Master’s Level Coursework is

reimbursed at $200.00 per credit hour. Doctorate Level

Coursework is reimbursed up to $275.00 per credit hour.

Instructors under GCTC negotiated agreement have their

own reimburse plan.

During employee evaluations and program reviews

discussion are held about current performance and future

needs.

b. Workforce Environment

(1) How does the institution ensure workplace health,

security, and accessibility for technology center

personnel?

GCTC’s DP 207 states, “Health and wellness are

essential parts of living and are vital to the work and the

mission of Gordon Cooper Technology Center. Gordon

Cooper seeks to promote positive change in the area of

physical and mental health and to establish a working

environment that increases health awareness, promotes

positive lifestyles, decreases the risk of disease, and

enhances the quality of life for district personnel.” This

policy sets health and wellness goals for staff and

students, establishes a committee to make health and

wellness recommendations, and allows for incentives to

employees for healthy choices.

GCTC maintains 24/7 security and has video surveillance

of the campus. A safety audit is conducted twice a year

as part of district targets and all hazardous situations that

might be discovered are corrected. The Operations

Department is responsible for corrective safety actions

and to ensure Americans with Disabilities Compliance.

5.1.b (2) How does the technology center support personnel

in regards to services, benefits, and policies?

GCTC provides health insurance, dental insurance, a life

insurance policy, matching 457b contributions, pays all

Oklahoma Teacher Retirement fees, reimburses

employees for college tuition, reimbursement for some

industry certifications, paid vacation days, personal

leave, sick leave, and bereavement leave to staff members

to assist in their heath, financial, and life future.

Figure 5.1.b.1 list DPARM policies related to workplace

health, security, accessibility, services, and benefits.

Policy # Title

102 Non-Discrimination Statement

111 Safety Programs

113 Security

114 District Services

117 Civil Rights Policy

123 Payroll Procedures

126 General Personnel Policies

132 Employee Complaints

133 Alcohol and Drug Free Workplace and

Drug Testing

134 Negotiations

135 Leave

136 Extra Duty Assignments

137 Professional Development Program

148 Safe School Committee

149 Employee Advanced Education Classes

151 Assault and Battery Involving School

District Employees

154 Classification of Employees and Rights

and Responsibilities

155 Multiple Employment Assignments

156 Compensatory Time for Overtime

170 Compensation for Lost Time

176 Sick Leave Bank Program

179 Employee Reimbursement for Required

Industry Licensure

207 Health and Wellness Policy

208 Distracted Driving Policy

209 Business and Career Development

Personnel and Tuition Policies Figure 5.1.b.1

c. Collaboration

(1) How do work areas inform and collaborate with other?

The instructional departments include Student Services

and BCS. Within Student Services, the campus is divided

informally into instructional clusters that include: health,

transportation, trade & industry, business, and pre-

engineering. Programs and instructors within these

clusters collaborate regularly regarding curriculum.

Formally, best practices are shared between Student

Services instructors concerning curriculum, teaching

methods, and classroom management during beginning

of the year and other professional development times.

Additionally, all Student Services instructors share the

same planning period, which also helps in collaboration

among instructional staff.

CTSO preparation provides another opportunity for

programs to communicate and collaborate in cross-


51

curricular projects to prepare for contest and community

service projects.

Student Service programs are held on three campuses, so

instructors at those sites collaborate on curriculum,

teaching methods, classroom management, and campus

logistics.

BCS programs collaborate with Student Services

programs by serving on advisory committees, assisting as

subject matter experts as needed, and following up with

advisory committee members with on-site client visits.

GCTC’s Negotiated Agreement article 29 addresses

assistance provided and some framework for

collaborations between BCS programs and Student

Services programs.

5.1.c (2) How does the technology center coordinate services

and activities with partners through regularly planned

informational meetings and correspondence?

GCTC’s sending schools are an important partner in

recruitment, retention, and workforce development.

Regular meetings are held throughout the year the include

counselors, principals, and superintendents. Sending

school instructors are engaged through various summer

camp opportunities. GCTC also provides professional

development opportunities to sending school teachers to

help facilitate information and needs.

The Oklahoma Department of Human Resources (DHS)

is another partner which generally coordinates services

through individual evaluation and development of a plan

of study for students. GCTC’s TANF program has

regular contact with DHS, but DHS services are accessed

by others in the campus community as needed.

Oklahoma Vocational Rehab coordinates assistance to

students and sets up individualized educational plans as

needed.

GCTC also coordinates educational activities with

various Native American tribes in the school’s service

area. Since each tribe has a unique governance,

reimbursement systems, and needs, GCTC

communicates directly with each tribal entity that

includes mail updates, email notifications, and personal

visits.

GCTC partners with several Economic Development

groups in the region by participating and attending board

meetings, responding to requests for services, and

making regular personal contacts with key economic

development professionals in the region.

5.2 Engagement

How does the technology center engage personnel to

achieve a high performance work environment?

a. Engagement and Performance

(1) How does the technology center foster an organizational

culture that is characterized by open communication,

high performance, and engaged personnel?

Open communication begins by understanding the

organizational structure, trust in the strategic planning

process, and a commitment to having constructive

conversations throughout the organizational structure.

The locally elected BOE is fiscally responsible for the

school and charged with hiring and evaluating the

superintendent. DPARM DP 108 prescribes appropriate

communications with the board and the responsibility of

the superintendent to manage communications with the

BOE. DP 127 further defines the superintendent’s role by

stating, “Areas (of the superintendent) to be evaluated

shall include, but not be limited to, the following:

The Superintendent’s relationship with the Board

The Superintendent’s personal qualities

The effectiveness of the District’s administration

The District’s quality of instruction

The Superintendent’s relationship with the District’s

employees

The Superintendent’s relationship with the community

The quality of the District’s financial and business

conditions.”

The superintendent, to facilitate relationships with the

BOE and relationships with district’s employees,

regularly schedules reports to the board from staff on the

monthly BOE meetings. DP 108 defines processes for

staff communication with the BOE. The negotiated

agreement and various grievance procedures allow a

formal process for staff communication with the BOE.

The superintendent maintains several strategies for

effective staff communication which includes, but are not

limited to:

Regular informational meetings with staff

Regular email updates

Scheduled lunch meetings with small groups of staff

Office time for staff to schedule one-on-one

meetings

Texting of information

Special all staff events such as beginning of school,

Thanksgiving lunch, Christmas lunch, end of school

year staff awards, and summer staff lunch


52

Supervisors and directors of instruction are directed to

develop open communications in their job descriptions

and administrative expectations. Strategies to develop

open communication within the organization includes,

but are not limited to:

Regular staff meetings

Observations

Evaluations

Campus-wide strategies to encourage open

communication includes, but are not limited to:

GCTC provides reimbursement to key employees

for phone and texting connectivity

GCTC’s website features news and key information

for staff

GCTC maintains a texting platform to share

information with staff and students

Instructional staff share planning periods and lunch

times to facilitate staff interactions

GCTC has a staff recognition and rewards program

which includes annual awards and recognition for

milestones in years of service.

5.2.a (2) How are key drivers of personnel engagement

determined?

Key drivers of personnel engagement are determined by

listening to staff in professional meetings and

interactions, analyzing feedback from internal staff

surveys, reading literature from various human resource

publications, and attending professional meetings on

organizational development. Key drivers are included on

the annual internal staff satisfaction survey.

5.2.a (3) How is personnel engagement assessed?

Personnel engagement is assessed primarily by feedback

from the internal staff survey that is collected and

analyzed annually. Other assessment methods include

organizational performance on District Targets, Work

Group Targets, and Gold Star Criteria.

5.2.a (4) What is the technology center’s personnel

performance evaluation system?

The BOE evaluates the superintendent using an

instrument with a 3 level scale of performance that

includes (3) commendable (2) meets expectations or (1)

needs improvement. Administrators are evaluated by the

superintendent using an evaluation instrument with an 8-

point scale from a high of consistently, significantly, and

exceptionally exceeds normal requirements to a low of

inadequate. (In previous years, administrators were

evaluated using the McREL Principal Leadership

Evaluation.) Professional staff is evaluated using a 5-

point scale that includes (5) superior, (4) highly effective,

(3) effective, (2) needs improvement, and (1) ineffective.

Instructors in full-time programs are evaluated using the

Barlow and Associates version of the Tulsa Model for

Teacher and Leader Effectiveness (TLE) that uses a 5-

point scale from (5) superior, (4) highly effective, (3)

effective, (2) needs improvement, and (1) ineffective.

Support employees are evaluated using Barlow and

Associate’s Support Employee Evaluation System

(SEES) with a 5-point scale from (5) superior, (4) highly

effective, (3) effective, (2) needs improvement, and (1)

ineffective.

5.2.a (5) How does the personnel performance evaluation

system support high performance and engagement?

The first step in personnel performance evaluation is to

make sure the job descriptions within the organizational

chart accurately reflect the tasks needed to accomplish

the school’s mission and goals. The evaluation systems

use the job description information to formulate the items

that are to be observed, recorded on the evaluation

instruments, and shared with the employee. The

evaluation instruments identify essential functions of

each employees’ job duties to ensure they get feedback

on what is needed for high performance. Each written

evaluation is accompanied with a one-on-one meeting

between the employee and the person supervising their

work to discuss strengths and needed improvements.

b. Personnel and Leader Development

(1) How does the professional development system support

the technology center’s needs and personal development

of its personnel and leaders?

The Professional Development Program (PDP) is a

collaboration between employees and administration to

best meet the needs of GCTC and its students. DPARM’s

DP 137 describes GCTC’s professional development

program including: the establishment of a Professional

Development Committee (PDC) that identifies needs

while adhering to state and federal laws. Part of the policy

states, “The PDC shall prepare and recommend a PDP as

required by law which complies with the regulations of

the OSDE. The PDC shall present such program to the

Board for review, modification, and adoption. The PDP

adopted by the Board shall be submitted to the OSDE as

required by law.”

GCTC’s negotiated agreement with certified teachers

stipulates that the PDC will be made up of nine members

consisting of classroom teachers, administrators and

parents, guardians or custodians of children in the local

school district. The PDC shall consult with a higher

education facility when appropriate. The nine members


53

shall consist of five classroom teachers selected from a

list of seven names submitted by the negotiating group.

The PDC responds to federal and state mandated training,

supports individual and organizational growth and

engagement, assist with organizational improvement,

helps with transfer of organizational knowledge,

contributes to strategic planning performance results, and

helps in succession planning.

5.2.b (2) How is the effectiveness and efficiency of the

professional development system evaluated?

An evaluation instrument and personal feedback is given

at the completion of professional development activities

for the PDC to review and use for future planning.

Overall staff performance and organizational

performance as it relates to achieving strategic goals,

district targets, work group goals, and personal

performance of staff are also used to evaluate the

effectiveness and efficiency of the PDP.

5.2.b (3) How is career progression and succession planning

managed for the technology center?

Each staff member has access to GCTC’s organizational

chart at www.gctech.edu. The organizational chart on the

website has links to all job descriptions, which define

certifications, educational attainments, and experience

needed for each job, which allow staff to prepare for their

career planning. Additionally, GCTC supports staff with

professional development opportunities and provides

college tuition reimbursement (DP 149) for advanced

education classes. Ultimately, the BOE makes hiring

decisions on the school’s leadership, but through

professional development, college tuition

reimbursement, and personal mentoring, staff are given

the opportunity to prepare themselves for leadership

opportunities.

5.3 Personnel Results


a. Personnel Results

(1) What are the environment results?

Figure 5.3.a.1 shows the number of adjunct faculty hired

for each year, the total number of full-time program

instructors, and the number of those full-time program

instructors that were National Board Certified instructors.


Figure 5.3.a.2 shows the student teacher ratio in full-time

programs. An average of 30 students per teacher would

be the ideal.


Figure 5.3.a.3 shows the percentage staff holding degrees

for support staff, instructors, and professional staff (adult

program personnel, administration, and other

professional staff not considered classroom instructors.)

The information comes from internal files for FY 17.

Taken from Staff Capacity Figure 5.3.a.3

0

50

100

150

200

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15

Instructor Employment

Full-time Instructors National Board Certified

Adjunct Instructors

10

20

30

40

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15

Student/Teacher RatioIn Full-time Programs

Student/Teacher Ratio Ideal Ratio

69%

12% 14%6%

18%

0%

57%

25%22%

2%

40%33%

0%

20%

40%

60%

80%

No Degree Associates Bachelors Masters +

Degree level of Staff

Support Staff Instructors Professional Staff


54


Figure 5.3.a.4 shows that 100% of instructional and

administrative staff that are required to have

certifications, have the proper certification. Additionally,

the chart shows that 29% percent of instructors are also

National Board Certified.


Figure 5.3.a.5 shows the number of years’ experience for

support staff, instructors, and professional/administrative

staff. The average tenure for all GCTC staff as May 1,

2017 was 9.02 years of service.

5.3.a (2) What are the engagement results?

Taken from Year to Year Compilations Copy of Figure 3.5.b.4

Figure 3.5.b.4 shows the composite score for all

questions on the internal staff survey for each survey

year.

Taken from Staff Survey Year to Year Figure 5.3.a.7

Figure 5.3.a.7 shows the staff survey responses to a

specific question, “How would you rate your overall

satisfaction?” The responses for most years are under the

target score of 4, but trending in a positive direction. The

red line would be “satisfactory.”


Figure 5.3.a.8 shows the staff survey response to a

specific question, “Select the answer that best reflects

your satisfaction with your job.” Since FY 09, the number

of staff indicating “completely satisfied” or “very

satisfied” has averaged 78%. Staff rating job satisfaction

as “very dissatisfied” or “somewhat dissatisfied” has

averaged 6.22%.

29%

100% 100%

0%

20%

40%

60%

80%

100%

Natioanl BoardCertified Teachers

Certified Teachers CertifiedAdministrators

Certification Percentages

7.0

0

10

.39

9.9

8

0.00

5.00

10.00

Support Staff Instructors Professional Staff

Average Years Service at GCTCas of May 1, 2017

3.50

4.00

4.50

5.00


Internal Staff Survey Yearly Average

Internal Staff Satisfaction District Target

Go

od

3.2

3.4

3.6

3.8

4

4.2

4.4


Overall Employee Satisfaction

Go

od

16

.70

%

17

%

14

.30

%

14

.70

%

21

.40

%

14

.20

%

11

.40

%

14

.70

%

9.2

%

14

.61

%

50

%

51

.90

%

51

.40

%

51

%

45

.90

%

43

.40

%

60

%

55

.90

%

61

.5%

52

.63

%

28

.90

%

24

.50

%

27

.60

%

29

.40

%

27

.60

%

32

.10

%

22

.90

%

23

.50

%

25

.7%

26

.66

%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Job Satisfaction FY10-FY17

Very Dissatisfied Somewhat Dissatisfied Somewhat Satisfied

Very Satisfied Completely Satisfied


55


Figure 5.3.a.9 shows the response to a specific survey

question, “I feel valued at GCTC.”


Figure 5.3.a.10 shows the response to a specific question,

“When I express a concern to my supervisor, it will be

heard.”



“I feel free to express my views to my immediate

supervisor.”



“I’m given the opportunities to advance my career or

skills for my job.”



“The organization provides opportunities for my input.”

The average of responses from all staff was 3.91 on a 5-

point scale in FY 17.

3.4

3.5

3.6

3.7

3.8

3.9

4

4.1


I Feel Valued at GCTC

Go

od

3.4

3.6

3.8

4

4.2

4.4


When I Express a Concern to My Supervisor, It Will Be Heard

Go

od

3.4

3.6

3.8

4

4.2

4.4


I Feel Free to Express My Views to My Immediate Supervisor

Go

od

3.6

3.8

4

4.2

4.4

4.6


I'm Given Opportunities to Advance My Career or Skills for My Job

Go

od

3.4

3.6

3.8

4

4.2

4.4


The Organization Provides Opportunites for My Imput

Go

od


56

Category 6 – Operations

6.1 Operational Effectiveness

How does the technology center design, manage, and

improve key instruction and training, support services,

and work area operations?

a. Program, Service, and Process Design

(1) How are instruction and training offerings determined?

In Student Services, instruction and training offerings are

determined by looking at the effectiveness of existing

programs using program reviews, advisory committee

feedback, and future market needs. An analysis of current

and future labor market demands is conducted to

determine gaps in training offerings. Potential future

programs are analyzed using a “New Program Approval

Form.” Potential new programs are evaluated by

considering:

Start-up cost

Size and Availability of Facility

Annual Operating Costs

Completer's Starting Wage/Salary

Labor Market Demand (Annual Job Openings)

Employment Stability Over Past 5-10 Years

Instructor/Curriculum Availability

Projected Additional FTE to Student Body

Student Demand Analysis

Competitive analysis (Who else is offering this

program?)

Other considerations for new programs would include:

economic development in the area, new technologies

added to existing employer facilities, community impact,

and expansion of existing partnerships. Programs that

produce training related placements tend to be more post-

secondary focused, while programs preparing students

for continuing education tend to be more focused on

secondary needs.

Existing programs are evaluated and analyzed annually.

New programs are considered based on GCTC’s strategic

plan, GCTC’s Idea List, which is a part of the SPP, and

community input.

BCS programs tend to be more flexible, reactive to

market demands, and have less start-up cost. Figure

2.1.a.1 shows the process of identifying training needs in

BCS.

6.1.a (2) How are offerings aligned to the technology center’s

mission/vision?

GCTC’s mission states, “Provide innovative and quality

learning opportunities preparing people for success in the

workplace, in education, and in life.” The vision states,

“To be the premier provider of education, training and

services; leading to empowered citizens, thriving

families, vibrant communities, and economic prosperity.”

The New Program Approval Form follows GCTC’s

Guiding Principles of will our decisions:

Positively impact more customers across the entire

district and/or increase the organization’s capacity

to do so?

Contribute to the organization’s ability to provide

high demand and improved opportunities for the

customer?

Allow the organization to serve the customer more

efficiently, flexibly, and/or effectively?

Provide a long-term benefit to the customer?

All existing programs and potential new programs are

measured as to how they will help GCTC achieve its

mission, vision, and guiding principles.

6.1.a (3) How does the technology center ensure its

programs/trainings are relevant to current labor market

needs?

The New Program Approval Form and the program

reviews look at labor market demand by analyzing the

latest published reports from United States Census Data,

the United States Department of Labor’s Bureau of Labor

Statistics, Oklahoma Employment Securities

Commission’s Wage Survey Report, and Oklahoma

Employment Outlook. Additional information about the

content of instruction compared to labor market needs

comes from advisory committee input, community

contacts, request for training through BCS, contact with

local and state economic development professionals, and

business visits by BCS coordinators and full-time

program instructors. Labor market needs are analyzed

annually during the SPP.

6.1.a (4) How are key instruction and training, support

services, and work area requirements determined?

Support services and work area requirements for

instruction and training begins with identifying student

needs and desired outcomes. These needs are determined

by advisory committee input, SPP inputs, instructor

expertise and delivery method, industry standards (an

attempt to replicate the work environment), OSHA

requirements, and training budgets. After needs have

been determined, GCTC looks at available facility space,

available or needed equipment, available or needed


57

curriculum, student services that will be required to meet

the training objective, and cost.

6.1.a (5) How are instruction and training, support services,

and work areas designed to meet their requirements?

The design of support services and work areas are a

compromise between all the needs and available

resources. Efforts are made, after needs are determined,

to replicate the work environment as much as possible. In

some areas of instruction, the shop area may be close to

the industry environment, while in other instances,

GCTC will use simulations to try to recreate the future

work area for students as closely as possible. Other

aspects of the training, like attendance and personal

responsibility, also attempt to replicate the future work

environment for students.

b. Process Management

(1) How do day-to-day operations ensure key instruction and

training, support services, and work area requirements

are met?

Day-to-day operations to support instruction look at

essential needs versus wants for the program. Essential

and urgent support services include: adequate utilities for

the area, network services, security, custodial services,

and shipping/receiving/inventory services. These

essential services are monitored daily and appropriate

departments are responsible for their efficient and

reliable function. Other services like counseling, job

placement, financial aid, recording of grades, and other

support services are equally as important, but not as

urgent to the day-to-day operation of instruction. These

services are monitored regularly to ensure they are

meeting the program needs. Other day-to-day support

services vary by programs.

6.1.b (2) How are key support work areas determined?

Most of the essential and critical support work impacting

the day-to-day operation of the physical plant of the

school are assigned to the Operations Department. (See

Figure Overview 1) The Director of Operations monitors

work assignments and makes recommendations as to the

needs of key support work in that department.

6.1.b (3) How are work areas improved to increase

student/client learning, improve performance, enhance

core competencies, and increased effectiveness and

consistency?

Improvements to work areas begin with inputs from the

SPP, program reviews, and advisory committee insights.

Work area improvements are based on student needs as

they relate to the school’s mission, vision, and guiding

principles. GCTC has a comprehensive 5S plan which

evaluates the organization of space, cleanliness,

standardization, and sustainability of the work area to

meet the needs of students. All areas are evaluated by

staff two times a year and by supervisors two times a year

against the industry recognized 5S standards.

c. Innovation Management

(1) How does the technology center engage in innovation?

How is innovation identified?

GCTC’s mission and SPP includes a charge for

innovative solutions. Innovation begins with changes in

technology, changes in regulations, new inventions, and

market/student needs. Once needs have been identified,

GCTC begins the process of researching and collecting

possible solutions. Innovation may include: changes to

content of the training programs, delivery methods,

facilities/space/and time, recognition, and certification

requirements. Examples of innovative projects that meet

this model include: Graduate of Distinction Award,

additive manufacturing, automated manufacturing

technology systems, recruitment and retention strategies,

company days, career fair, EMS program delivery, flex-

track health program, flex-track machining program,

flex-track maintenance program. Innovative programs

are evaluated as part of the SPP, but innovative programs

are examined with the idea that they may have a higher

failure rate than traditional processes or programs.

6.2 Community, Partnerships, and Involvement

How does the technology center ensure community

involvement?

a. Engagement

(1) How does the technology center actively support and

strengthen its partner school communities?

GCTC provides a host of services and interactions to

strengthen our partner school communities through:

Recruitment

Counselor and principal meetings with all partner schools

are held once each semester. Personal visits by Student

Services staff occurs at least 3 times a year to each partner

school. The superintendent host regular meetings for

partner school superintendent meeting.

Community projects

GCTC staff meets regularly with community leaders

from partner school communities and offers off-site

classes in those communities. GCTC also does live-work

projects for many partner school communities. GCTC

also host links to all partner school websites at

www.gctech.edu.


58

Professional Development

Through BCS, GCTC offers professional development to

all partner schools in topics like safety, bus inspections,

communication, conflict resolution, diversity, and CPR.

GCTC also host meetings for continuing education

credits for partner school board members. DP 209 also

allows partner school employees to enroll in open

enrollment courses under certain circumstances.

STEM activities

GCTC sponsors quarterly STEM standout awards to 3rd

thru 8th grade partner school students and STEM scholar

awards to high school student from partner schools.

Annually, GCTC host a STEM Leadership Conference to

all partner school high school student that have won a

scholar award in January. A STEM Day is hosted in the

fall for middle school students. GCTC host a summer

camp each summer available to all grade school partner

school students. GCTC also provides a STEM curriculum

cooperative through a grant with the Avedis Foundation

for 5th thru 8th grade teachers.

Student Services

GCTC provides services to partner school students that

do not attend the technology center in a traditional

program. In the past, GCTC provided free WorkKeys®

testing to help with End of Instruction testing

requirements. GCTC participates an on-line consortium

and provides office space and support to a coordinator.

Counselors provide career planning services for all

partner schools in the GCTC district.

6.2.a (2) How does the technology center engage in activities

and/or partnerships in its key communities to benefit the

school?

GCTC begins the process of community engagement by

identifying key partners, stakeholders, and others with

aligned goals to the GCTC mission, vision, and guiding

principles. After key partners and community

activities/projects are identified, strategies are developed

to engage all staff members in community partnerships.

Some staff are assigned to specific communities and

groups as a point-of-contact. Success is evaluated

annually and community engagement is a District Target.

The target stated in FY 2017, “Participate or assist in at

least 275 community events within the school district

representing Gordon Cooper to community groups.”

Work groups can also include community engagement in

their incentives for work group goals. Community

engagement is also addressed the SPP goal 1.2.

6.2.a (3) How does the technology center ensure every

program area utilizes advisory committee input in

program planning and continuous improvement?

GCTC’s DPARM AR 150 states, “Membership of the

advisory committee should rotate among business and

industry representatives to ensure maximum information

and support. Staff members of Gordon Cooper

Technology Center who serve on advisory committees

are encouraged to do so but they shall be considered as

ex-officio members only. Each program will have a

functioning Program Advisory Committee whose

primary functions will be: to forecast trends affecting

training and employment; to assist in planning facilities;

to review and suggest curriculum changes; to review

occupational competencies and tasks; to support student

placement; and to advise the school on needs relevant to

the program on which each member serves.” AR 150 also

states “Each program area will submit the names of

Program Advisory Committee members to their direct

supervisor on a yearly basis, by October 1st.” AR 150

gives specific instructions on membership,

responsibilities, and format for conducting meetings and

taking minutes.

Minutes are put on file for all advisory committee

meetings. BCS staff are involved in many program

advisory committees. In the FY 16 school year, BCS had

a work group target to have a representative on every

program advisory committee. For the FY 17 school year,

BCS had a work group goal to follow up with a personal

visit to all GCTC advisory committee members. Review

of advisory committee inputs is part of the program

review process. Advisory committee minutes are also

reviewed in the summer as part of the SPP.

6.2.a (4) How is technology center/instruction and training

enriched by utilizing community resources?

Interaction with the various communities in the GCTC

districts provides valuable insights into their needs,

demographic make-up, strength, weaknesses, and unique

challenges. Connection with communities helps connect

with area employers, identify subject matter experts, and

advisory committee members. GCTC staff invest time

traveling and participating with various community

groups across the district to receive input about future

needs and assess the effectiveness of school programs in

each community.

6.2.a (5) How does the technology center ensure advisory

committees represent a broad segment of business and

industry in the program or communities served?

Instructors provide a list of advisory committee members

to the Student Services office at the beginning of the year.

Follow up visits are made to all advisory committee


59

members by BCS staff. Administration analyzes the list

of all advisory committee members to ensure

representation by differing demographic groups,

geographic representation, and representation by

different size of employers. AR 150 also gives guidance

to staff regarding the representation expected on advisory

committees.

6.2.a (6) How do personnel maintain a working relationship

with their applicable field and their business and

industry advisory committee?

Instructors in full-time programs are hired because of

their experience and expertise in a field. To help keep

personnel up-to-date with their field, GCTC has

designated Business and Industry days where instructors

are given time away from classroom and shop

responsibilities to visit employers, help assess needs, and

recruit people from within their industry to serve on

advisory committees. BCS also serve as a resource to

help keep program instructors connected to the needs of

specific industries.

6.3 Facilities, Transportation, Equipment,

Resources and Materials

How does the technology center ensure appropriate

facilities and equipment are utilized?

a. Facilities

(1) How does the technology center ensure the size of the

facility is adequate to ensure safe and quality education

and training?

Appropriate space is determined by: outside accrediting

requirements of the program (examples Board of

Nursing, Federal Aviation Administration, etc.), ODCTE

recommendations, advisory committee feedback,

comparisons to similar programs, OSHA requirements,

and industry standards. Section II of the New Program

Approval Form addresses the size and availability of the

facility.

6.3.a (2) How does the instructional facility provide adequate

heat, light, ventilation, dust control, and noise control to

provide a safe environment conductive to learning?

OSHA requirements related to safety are the first step in

determining the need for ventilation, dust control, noise

control, and safety. See 6.3.a (1). After the size needs

based on the factors described in 6.2.a (1) are determined.

Licensed electricians, plumbers, contractors, and

architects are used to determine the need of the area.

6.3.a (3) How does the technology center ensure adequate

office, program, and storage space to meet industry

quality and stand for which the instruction and training

is preparing students/clients to enter?

Advisory committee inputs help keep programs aligned

with industry standards as they relate to training and

storage space. Each instructional staff member is

provided a space that might be different from an industry

workspace so they can have privacy to meet with

students, order supplies, and conduct advisory committee

functions. GCTC employs a 5s system to help control the

need for storage spaces beyond what is necessary to train

students.

6.3.a (4) How are the facilities properly maintained and

arranged in order to provide a safe and conductive work

and learning environment?

The Operations Department (See Overview Figure 1) is

responsible for the maintenance of the campus including

safe and conductive work and learning areas. A schedule

of preventative maintenance is maintained for key areas

such as HVAC, transportation, network assests, painting,

roofs, and wall surfaces. Some of the Operations staff

work slightly different hours than instructional staff in

order to do some maintenance work at a time that will be

least intrusive to instruction.

6.3.a (5) How are efforts made to provide barrier-free

facilities that accommodate individuals with disabilities?

All new construction and most remodeling project

employ an architect to help ensure construction and

remodeling meet ADA requirements. The Operations

Department conducts self-audits throughout the year and

responds to any complaints regarding accessibility.

ODCTE’s Federal Programs-Civil Rights/Federal

Programs Consultant is asked to do periodic reviews

about accessibility

6.3.a (6) How does the technology center ensure that

students/clients in instruction and training located away

from the technology center campus (examples—offsite

BIS training, distance education students) have access to

the same services?

Training services provided off-campus are the result of a

needs assessment and a response to a request for training.

Off-site facilities are inspected to make sure they are safe

environments and adequate for the planned training

program and the objectives of the training. Evaluations

after the delivery of services provides feedback as to the

appropriateness of the off-site facility.


60

b. Transportation

(1) How does the technology center provide for

transportation needs?

GCTC provides transportation to all full-time students

from all of the partner schools and runs 11 to 12 bus

routes. Until FY 17, GCTC contracted out for buses and

drivers. Starting in FY 17, GCTC employed its own

drivers, purchased two buses and leases another 12 buses.

The two purchased buses are used primarily for field

trips, for school bus driving training, and as back-ups.

Buses are inspected daily by drivers and annually by

GCTC. Future plans include a migration from leased bus

equipment to district owned vehicles.

GCTC also owns ten vehicles that are available for staff

to check out for partner school visits, client visits, small

student field trips, and statewide conferences.

Professional staff in Student Services and BCS are

supported and encouraged to travel to communities

within the district.

6.3.b (2) How are transportation vehicles properly

maintained and serviced?

The vehicles are maintained by the Operations

Department and have a form for staff to report any

problems with vehicles. Vehicles are inspected daily

while they are being fueled. A schedule for replacement

is maintained.

c. Equipment

(1) How is appropriate equipment chosen and maintained in

proper working condition?

Equipment is chosen with input from advisory

committees, instructor recommendation through the

budgeting process, and administrative input. Part of the

purchasing process is to develop a maintenance and

service plan that may include service agreements,

extended warranties, or planned obsolescence. A

determination is made as to what extent the instructor or

staff can maintain equipment versus contracting with an

outside vendor for maintenance.

6.3.c (2) How does the technology center ensure personnel

and students/clients have access to necessary equipment

and materials. To complete their daily work?

Part of the program review and classroom observations

concerns student access to necessary equipment and

materials. Feedback from student satisfaction surveys is

another method of ensuring students have access to

necessary supplies. Advisory committee input and

benchmarking with other career tech programs is also

used to establish proper inventories of equipment and

supplies.

6.3.c (3) How does equipment meet or exceed all appropriate

safety standards?

GCTC conducts two safety audits per year, which

evaluate a variety of OSHA standards regarding

equipment, space, and environment. Four 5S

observations are made and recorded that allows staff and

supervisors to examine equipment within instructional

areas. Any accident involving a student, staff, or visitor

is investigated to correct any hazards that may have been

overlooked by the safety audit or 5S evaluations.

d. Resources & Materials

(1) How are appropriate and up-to-date software, resources,

and materials chosen and maintained?

Advisory committee input, instructor recommendations,

and feedback from student satisfaction surveys is used to

evaluate the appropriateness of materials. GCTC

employs a software approval process that involves

instructor inputs, IT review, and administrative approval.

Other instructional materials are suggested by advisory

committee input, instructor recommendations, and

budget availability. Staff regularly attend state meetings

and periodically attend national meetings to help ensure

GCTC is using up-to-date materials, software, and other

resources.

6.4 Safety and Emergency Preparedness

How does the technology center ensure effective

management of technology center operations?

a. Safety

(1) How is a safe operating environment provided?

What appropriate safety features (fire extinguishers,

electrical outlets, eye wash stations, vehicle lifts, etc.) are

available in the facility(ies)?

What are appropriate measures that can be taken to

protect students and personnel if a safety issue arises in

classroom and laboratory settings?

DP 111 “Safety Programs” and DP 163 “Hazardous

Substance Control and Safety Programs” outline basic

procedures and precautious related to safety and

potentially hazardous situations. Twice a year, GCTC’s

campus is audited by a trained OSHA inspector to

identify any deficiencies in safety equipment and

practices. Fire extinguishers are inspected monthly by the

Operations Department and checked again during safety

audits. Emergency lighting, wiring, electrical outlets, trip

hazards eye wash stations, vehicle lifts, and machine

guarding are inspected regularly be staff in those areas

and also inspected at least twice a year during a safety


61

audit. Any identified hazards are tagged immediately and

corrected before the area is approved for use. All safety

processes are documented and repeatable.

6.4.a (2) How are safety deficiencies corrected?

Any deficiencies are reported immediately to the

Operations Department and the instructor for immediate

correction. The two annual safety audits and corrective

actions are part of GCTC’s district targets, which stated

in FY 17, “Conduct a safety audit once each semester

and correct all identified safety issues by December 20,

2016 and April 21, 2017 respectively.” The district target

will be repeated in FY 18.

6.4.a (3) How is program-specific safety planned, presented,

demonstrated, and practiced by personnel in classroom

and laboratory activities?

All students must have safety training and pass the

appropriate safety test before using any equipment. Safe

operation of equipment is part of the instructors’

classroom management duties. The Student Handbook

states, “Violations of safety rules, classroom rules, or any

of the rules and regulations from this handbook may

result in, but not be limited to: (1) verbal reprimand; (2)

loss of privileges; (3) probation; (4) suspension.”

General safety responsibilities for students is described in

Section V on pages 52-53 of the FY 2018 Student

Handbook. Staff are given safety training in various

subjects as part of professional development.

GCTC’s SPP 3.3 states:

“3.3 Reduce reportable accidents to zero each year

that result in time off work due to injury.

3.3.1 Ensure employees are trained and aware of

common hazards in the workplace.

3.3.2 Conduct annual safety audit to address

potential safety hazards as identified by OSHA.

3.3.3 Reduce safety hazards by implementing 5 S

standards throughout workplace.

3.3.4 Reduce moving traffic violations and any

vehicular accidents in school vehicles.”

6.4.a (4) How does the technology center ensure that all

personnel and students demonstrate acceptable

knowledge, attitudes, and behaviors related to health and

safety practices?

GCTC has a district target that prescribes a twice annual

safety audit and zero recordable accidents. The target

stated in FY 2017, “There will be no workplace accidents

recordable* to OSHA during the 2016-2017 school

year.” The district target is repeated in FY 2018

DP 207 defines goals for health and wellness for students

and staff. Part of DP 207 states,

“The district shall seek to present and provide:

Learning opportunities focusing on all aspects of

physical and mental health;

Availability of healthy food and beverages for

employees, students and the public during the

workday;

Opportunities for physical activity before or after

the workday;

Support and encouragement for a tobacco-free

lifestyle;

A healthy image to students and the public; and

A supportive work environment, organizational

practices and culture, and dedicated resources.”

DP 207 also defines and establishes a Health and

Wellness committee to address issues related to student

and staff wellness on campus.

b. Emergency Procedures

(1) How does the technology center prepare for disasters or

emergencies?

GCTC maintains a Safe School Committee (DP 148) that

is charged with evaluating, planning, and preparing for

the safe operation of the school. The committee is made

up a key staff members and other outside individuals with

specific emergency expertise. One of the committee’s

tasks is to prepare and maintain a Crises Management

Guide (CMG) that is posted to www.gctech.edu and

distributed to staff.

The CMG outlines steps of action for:

Student Runaway/Abduction

Fire/Evacuation

Domestic Threats

Accident/Serious Injury/Illness

Tornado/Severe Weather

Intruder/Lock-Down

Bomb Threat/Explosive event

The objective of the CMG is to provide standardized

emergency procedure guide for distribution to all

employees and to keep emergency plans current.

GCTC conducts drills each semester for fire, severe

weather, and intruder alerts. GCTC also provides

professional development about the most current

emergency procedures.


62

6.5 Compliance

How does the technology center obtain information

related to educational equity, nondiscrimination, and

adherence to policies and procedures?

a. Educational Equity/Nondiscrimination

(1) How has the district satisfied the minimum requirements

for notification of its nondiscrimination policy,

designation of a coordinator of compliance activities, and

publication of grievance procedures?

GCTC values diversity and strives to ensure our

workplace is free from discrimination and access to

educational opportunities are available to all persons

without regard to race, color, national origin, age, sex or

disability. The GCTC civil rights statement is published

on school-sponsored written materials. The civil rights

statement references applicable federal law and lists civil

rights compliance officer including their contact

information. The district publishes three civil rights

notices (listed below) in a newspaper of record at the

beginning of each fall term. The district Public

Information Office (PIO) periodically reviews civil rights

compliance with personnel at the ODCTE. The PIO also

reviews all materials published by the school for

compliance with the non-discrimination statement.

DP 117, “CIVIL RIGHTS POLICY” gives a step-by-step

process for grievances related to discrimination or civil

rights.

6.5.a (2) How does the district ensure its facilities, instruction

and training, and services are accessible and useable to

individuals with disabilities?

Students can identify a need for assistance, but after

enrollment, GCTC counselors request any IEP and/or 504

documentation for any high school student. Adult

students are provided assistance as identified and needed.

When counselors, administration, or instructors identify

a need for assistance, appropriate accommodation are

made within the school’s resources, or outside resources

are used like the Department of Rehabilitative Services,

or Vocational Rehab, or others.

6.5.a (3) How has the district taken steps to ensure that it does

not discriminate in its personnel policies and practices?

DP 102, “Non Discrimination Statement,” states GCTC’s

philosophy of equity based on race, ethnicity, national

origin, gender, disability, or age and is distributed,

signed, and accepted by all staff members. DP 117,

“CIVIL RIGHTS POLICY” gives a step-by-step process

for grievances related to discrimination in employment.

Any employee grievance is investigated. The hiring is a

multi-step process in which a job is posted listing

minimum qualifications and experience requirements, a

screening committee looks at how applicants meet

minimum qualifications for a posted job, and an interview

committee makes recommendations to administration

based on their evaluation of the interview. Administration

takes steps in ensure the hiring process is bias free as it

relates to race, ethnicity, national origin, gender,

disability, or age.

6.5.a (4) How does the district know recruiting, counseling,

admissions, and instructional and training practices are

effective in preventing discrimination?

GCTC’s non-discrimination statement, as found in DP

102, is clearly publicized on all recruiting, counseling,

and admissions documents to reinforce to potential

students and staff the district’s philosophy about

preventing discrimination. During the application

process, ethnicity, disability, or race is disclosed.

Annually, administration reviews Technology Center

Profile to see how the district is serving various

populations. Figure 6.5.a.1 shows the past six years’

demographic composition of the school from the

Technology Center Profile compared to statewide

averages. The results are also reviewed and compared to

the overall composition of the population within the

district.


Employers and clinical sites that accept students for

worksite learning and/or OJT, sign on the approval

form that they will abide by all GCTC regulations

during the clinical or workplace learning experience.

Worksites involved in clinical or OJT also sign a separate

form that states:

0%

20%

40%

60%

80%

100%


GCTC Racial Demographics Enrollment Compared to Statewide Averages

GCTC Caucasion enrollment Statewide Caucasion

GCTC African American enrollment Statewide African American

GCTC Asian enrollment Statewide Asian

GCTC Hispanic enrollment Statewide Hispanic

GCTC American Indian Enrollment Statewide American Indian


63

“Gordon Cooper Technology Center Assurance of Non-

Discrimination

As an entity that engages in job placement activities for

our students, we are required by federal guidelines to

request an “assurance of non-discrimination” from all

those to whom we refer students or others for possible

employment. In order that we be in compliance with

Executive Order 11246,41 CFR Chapters 60-4, 60-250,

and 60-741, we request the appropriate information be

filled in below, followed by the appropriate individual’s

signature. Thank you for helping us serve the needs of

our students and communities.

As a representative of _____NAME OF COMPANY____

I affirm that this company does not discriminate in

employment, work assignments, or promotion on the

basis of race, religion, color, ethnicity, national origin,

gender, age, or disability.”

Instructors monitor all worksite learning experiences and

administration reviews instructor performance in

providing quality worksite learning experiences during

the TLE.

6.5.a (5) What diversity awareness training does the

technology center provide for personnel and students as

well as sufficient additional support to meet the needs of

special populations, minorities/ethnic groups, and non-

traditional students to encourage participation and

completion in instruction and services?

DP 102 states, “GCTC, in compliance with Title VI of the

Civil Rights Act of 1964, Section 504 of the Rehabilitation

Act of 1973, the Americans with Disabilities Act of 1990

and Title IX of the Education Amendments of 1972, does

not discriminate on the basis of race, ethnicity, religion,

national origin, age, gender, disability or veteran status

in any of its policies, practices, or procedures. These

equal opportunity provisions include, but are not limited

to admission, employment, financial aid, and student

services.” Additional DPARM dealing with diversity and

non-discrimination include:

DP 112 Communicable Diseases

DP 116 Sexual Harassment Policy

DP 117 Civil Rights Policy

DP 132 Employee complaints

AR 110 Community and Business/Industrial Use of

GCTC facilities and/or Grounds

AR 118 Internet and Technology Systems Safety

and Appropriate Use.

Staff members are expected to know, follow, and enforce

these policies.

Additionally, GCTC has a “Dynamic of Diversity”

training that has been used for students, staff, partner

schools, and other BCS clients. The presentation has been

presented at multiple state-wide conferences and will be

presented at a national conference December 2017. The

presentation is also posted online.

(http://www.gctech.edu/sites/gordoncooper/uploads/Upd

ates_FY17/Diversity_for_Web_Page.pdf)

b. Policies and Procedures

(1) How does the technology center annually review and

update policies and procedures based upon laws and

regulations?

GCTC leadership, administrative, and professional staff

regularly attend professional development meeting,

which include updates on laws and regulations.

Periodically, GCTC’s legal advisors review policies for

compliance with laws and regulations. DPARM is review

during summer planning, but supervisors and

instructional leaders review the DPARM throughout the

year as issues arise to ensure all policies, procedures, and

practices are compliant with applicable laws and

regulations.

6.5.b (2) How do the financial aid personnel participate in

developing policies and procedures that may impact the

administration of financial assistance programs or the

technology center’s eligibility to participate in these

programs?

A financial aid policy and procedures manual is kept in

the financial aid office outlining the administration of

federal student aid. The manual is updated each year in

order to maintain that all operation of Title IV aid is

meeting compliance with regulations. The DPARM is

reviewed annually to make sure it is consistent with the

financial aid regulations and policy.

6.5.b (3) How does the technology center develop, disclose,

and disseminate appropriate consumer information for

current/potential students who may participate in federal

student aid (FSA) programs?

Consumer information is located in the student

handbook. The Annual Notice of Required Disclosures of

Student Consumer Information is made available to each

post-secondary student annually. Information is also

located on our school website.

6.5.b (4) How does the technology center satisfy the financial

and administrative capability requirements for

institutions participating in FSA programs as required in

its program participation agreement (PPA)?

GCTC employs a FAC to create, maintain, and monitor

the school’s financial aid policy and procedure handbook.

GCTC provides a delineation of duties by using the


64

Accounts Payable Clerk and the Accounts Receivable

Clerk to account for funds and distribute funds. The

FAC and Adult Coordinator assist students in completing

their Free Application of Federal Student Aid (FAFSA).

The FAC receives and records the Institutional Student

Information Record (ISIR), which is used to create

purchase orders for student financial aid. The accounts

payable clerk manages the purchase orders and the

accounts receivable clerk distributes funds to the

accounts. The FAC reconciles the disbursements to

students based on attendance, grades, and other

requisites. The process is documented in the financial aid

policy and procedure and is repeatable.

6.5.b (5) How does the technology center ensure that district

policies and procedures comply with the code of ethics

(professional conduct) guidelines approved by the state

board and there are policies and procedures in place for

reporting and resolving alleged violations?

DP 157 “GORDON COOPER TECHNOLOGY CENTER

CODE OF ETHICS” defines and set the foundation for

professional conduct and ethics expected by GCTC

employees. DPARM is reviewed continuously to ensure

it provides guidance to all employees about ethical and

effective behavior, complies with state and federal

educational laws, and is consistent with any rules or

guidelines established by ODCTE or OSDE. In instances

when an employee is reprimanded or disciplined,

DPARM guides the corrective action and plan of

improvement.

6.5.b (6) How does the technology center develop an

appropriate policy for filing and resolving personnel,

customer, and stakeholder complaints related to the

operation of the school and the quality of its programs

and complaints related to alleged violations of laws

established to protect the rights of specified groups of

individuals?

Policies related to complaints and grievance procedures

are listed below in Figure 6.5.b.1.

Policy Title

108 Communication with Board

116 Sexual Harassment Policy

117 Civil Rights Policy

126 General Personnel Policies

132 Employee Complaints

145 Student Behavior Code

153 Interference with the Peaceful Conduct of Technology Center Activities

Figure 6.5.b.1

Stakeholder and customer dissatisfaction is addressed at

the front-line level of the school with procedures to refer

unresolved complaints to supervisors, appropriate

administrators, the superintendent, and finally BOE. DP

108 specifies the procedure to bring a grievance to the

BOE. Issues related to stakeholder, employee, and

student rights are addressed in DP 116 and DP 117.

Employee complaints and the grievance process is found

in DP 132 while student grievance process is described in

DP 145. Visitor complaints are addressed in DP 153 and

referenced in the Student Handbook.

Student are provided guidelines for properly handling

certain complaints and grievances in the Student

Handbook. Each program instructor has class guidelines

for handling lower-level complaints and dissatisfaction.

6.5.b (7) How does the technology center develop a fair and

equitable institutional refund policy in addition to

adhering to FSA return requirements?

GCTC’s refund policy is defined in DP 125 “TUITION,

FINANCIAL AID, AND PAYMENT.”

All students may be entitled to receive a refund

depending on the time of withdrawal.

From entry date through the first week of

enrollment—100% refund

From the 2nd week through the 4th week of

enrollment—50% refund

After the 4th week of enrollment—no refunds

If at the point a student receiving Title IV funds ceases

attendance, a calculation is performed to determine how

much of the funds the student has earned. If the student

has been enrolled for at least 60.01% of the scheduled

hours, the financial aid is considered to have been earned. Refund policies are review periodically for fairness and

compliance with any updated regulations.

6.5.b (8) How does the technology center implement

appropriate procedures to account for campus-based

funds as well as any matching contributions?

For the Federal Work Study program, the FAC receives a

notice of appropriation that determines the amount of

funds available for the employment of work study

students. The FAC post jobs, receives student

applications, and assigns students to various supervisors

on campus. The FAC also creates purchase orders for

future payment. Timesheets from students are signed by

the supervisor and sent to the Payroll Clerk. The

Accounts Receivable Clerk assigns a unique OCAS code

to funds and makes payment up to 75% of the money

owed by drawing on the appropriated the dollars. The

remaining 25% matching funds are payed from a separate


65

OCAS code. The FAC and appropriate Finance

Department staff regularly reconcile payments with

purchase orders, appropriations, and timesheets.

6.5.b (9) How does the technology center implement

appropriate actions representing diligent enforcement of

a default management plan?

GCTC ceased participation in all Title IV federal student

loan programs in 1992, so the school does not have a

default management plan. GCTC does occasionally do

tuition agreements for self-pay students. Complete

payment is required before the completion of any

program. The Accounts Receivable Clerk in the Finance

Department monitors tuition agreements. If a student falls

behind in their payments, the Accounts Receivable Clerk

contacts the students and then refers the student to the

appropriate administrative staff to talk to the student.

Licensures and certificates are not granted until the

student has paid their tuition agreement.

6.5.b (10) How does the technology center accurately disclose

entity names that accredit, approve, or license the school

and/or its instruction and training offerings?

How does the technology center allow customers and

stakeholders to review this information?

Accrediting agencies are listed in the Student Handbook

on page 1. Accrediting agencies are also listed under the

“About” tab and the “Accreditation, Policy, and

Handbook page under that tab at the school’s website at

http://www.gctech.edu/about/about-gordon-cooper-

technology-center/

Copies of any accreditation agreements, licensing

agreements, and other contracts are approved by the BOE

and kept on file in the superintendent’s office. Programs

directly related to specific accrediting bodies keep

information about accrediting and/or licensing on their

program pages on the website or in the instructional area

for reference.

6.5.b (11) How does the technology center evaluate potential

students who have neither a high school diploma nor

equivalency for admission?

GCTC uses TABE assessments to determine reading and

math proficiencies. GCTC also uses the Kuder® as a

career skills and usage inventory. The adult counselor

also meets with all adult students to discuss their financial

aid situation, since GCTC has no provisions for students

without high school diploma or equivalency to access

federal financial aid.

6.5.b (12) How were students who were admitted as having

the ability to benefit properly documented for Title IV

financial aid purposes?

GCTC is not eligible to participate in “Eligible Career

Pathways” because this school does not offer adult

education or GED classes. Therefore, the only way a

student can attend under the old “Ability to Benefit”

provision is if the student attended an eligible program at

any Title IV institution prior to July 1, 2012.

Documentation could be obtained from National Student

Loan Data System or from the Title IV institution.

6.6 Operations Results


a. Operations Results

(1) What are the results for operational effectiveness?

Figure 1.4.a.2 shows the results from various stakeholder

groups to operational effectiveness.

Figure 4.3.a.1 shows the cost per student in full-time

programs compared to the statewide average and Figure

4.3.a.2 shows the cost per student in BIS programs

compared to the statewide average.

Figure 6.6.a.1 shows the results for the district target

related to utility conservation for GCTC.

Figure 6.6.a.2 shows the results of the district target

related to 5-S since FY 11. The 5 S district target has to

Figure 6.6.a.1

Figure 6.6.a.2


66

do with the organization, cleanliness, and safety of the

campus.

Figure 6.6.a.3 shows results of safety audits from District

Targets.

Figure 6.6.a.4 shows results from the District Targets on

safety/accidents.

Figure 6.6.a.5 shows results from internal staff surveys to

a specific question, “GCTC is good stewards of

resources.” The composite results are between the

rankings “Completely Agree” and “Strongly Agree.”


6.6.a (2) What are the results for community partnerships and

involvement?

Figure 1.4.b.6 shows the secondary services rate among

the partner schools within the GCTC district compared to

statewide averages.

Figure 3.2.c.1 shows the number of businesses served

within the district compared to statewide averages.



Figure 3.2.c.2 shows the percentage of the population in

17 communities within the GCTC district served with

short-term classes.

Figure 3.5.b.1 shows survey results from partner schools

within the GCTC district.

Figure 6.6.a.6 shows District Target results for

community involvement.

6.6.a (3) What are the results for facilities, transportation,

equipment, resources, and materials?

The following documents are kept on file relating to

results for facility, transportation, equipment, resources,

and materials.

Equipment Inventories

Service Records on vehicles

Destination Records (Mileage on vehicles)

Aging report on HVAC

Aging report on IT equipment

Utility Consumption

List of Strategic Planning Capital Improvements

YEAR Capital Facility Improvement

FY 2005

Re-roofing of the original diesel building

Re-roof F, D, E Wing

Curb and asphalt the south drive

Classroom, office, and shop addition for welding

Build forklift-training site north of Safety Center

Seal cracks on parking and roads

FY 2006

Paved South Drive into campus

Renovated Pre-Engineering classrooms

3.6

3.8

4

4.2

4.4

4.6


GCTC is good stewards of resources

Go

od

Figure 6.6.a.3

Figure 6.6.a.4

Figure 6.6.a.6


67

Constructed Hall of Fame wall

Constructed small building for bus drivers

Concrete repairs to sidewalks and driveways

Installation of wireless connection to aviation

Added rooftop HVAC to Graphic Design area

FY 2007

Constructed additional storage for Diesel

Upgrades and handicap accessibility improvements of seminar center

Upgraded HVAC systems on campus area

Created redundancy in network routers/switches

FY 2008

Construction of Aviation Campus expansion

Installed Geo-Thermal HVAC system for “D” wing

Upgrade HVAC systems on campus area.

Upgrades to GCTC’s network routers and switches

FY 2009

Completed misc. flooring improvements

Upgraded south entrances at main campus

Completed C-Wing roofing project

Remodel and upgrade EEC and Assessment Center

Completed substantial upgrades to network

Completed south parking lot renovation

FY 2010

Technology initiative equipping the school with more than 600 computers

Seminole Campus Expansion

Misc. flooring improvements on main campus

Upgrade Seminar Center restrooms

Various improvements to parking areas

Various roof repairs on campus

Misc. interior and exterior painting

FY 2011

East parking lot Improvements


Begin new Operations Facility



Interior and exterior painting on main campus

FY 2012

Completion of Operations building

Upgrade of network cabling in D Wing

Floor replacement in D Wing Classrooms

Continued roof repair and/or replacement

Continued HVAC repair and/or replacement

Installed new fiber cabling to outlying buildings

Improve and replace signage on the interior and exterior of all campuses

Upgraded wireless capacity at main campus

FY 2013

Complete repaving of central compound including water line maintenance.




Improve parking adjacent to J Building

Completed move to Operations Building

Misc. interior and exterior painting

Upgrade HVAC systems on campus area

Continual implementation of technology

Remodel existing space at Seminole Campus for Cosmetology Program

FY 2014

Main water line replacement

Center compound repaving and drainage

Roofing projects

Skylight repair in atriums

Flooring project in Seminar Center commons

Creation of south entrance canopies at main entrance and Adult Education

FY 2015

Handicap accessible ramps installed in D & E wings

Canopy entrances created in D & E wings

Seminole campus roofing project

Safety and Industry training facilities created

FY 2016

Wireless upgrade to all campuses

Early Care expansion

Safety & Industry area awning & front remodeled

Paramedic classroom remodeled

Roadwork and parking improvements on south and west side of campus

Electrical trades area remodeled

One Net loop created to connect Aviation Campus to main server room

Door locks and card access added to Main Campus and Aviation Campus

FY 2017

Medical Lab Technology lab created

Physical Therapy Assistant lab under construction

Networking upgrades

One Net backup generator installed

Intercom and emergency communication system upgraded

Emergency door lock down added Figure 6.6.a.7

6.6.a (4) What are the results for safety and emergency

preparedness?

Drill YEAR Date

Tornado FY 17 3/21/17

Lockdown FY 17 3/7/17



Intruder FY 17 1/24/17

Fire FY 17 1/10/17




68


Fire FY 17 8/23/16






Fire FY 16 1/12/16




Fire FY 16 8/25/15

Fire FY 15 4/14/15

Evacuation FY 15 3/24/15



Fire FY 15 1/20/15

Bus Evacuation FY 15 1/14/15


Fire FY 15 11/4/14

Evacuation FY 15 10/7/14


Fire FY 15 8/26/14

Bus Evacuation FY 15 8/20/14 Figure 6.6.a.8

6.6.a (5) What are the results for adherence to policies and

procedures?

GCTC’s DPARM is approved by the BOE, regularly

reviewed, distributed to all staff, updated on

www.gctech.edu, incorporated into professional

development, and referenced in any employee plan of

improvement and/or admonishment. Serious staff

violations of the DPARM that result in a plan of

improvement and/or admonishment are maintained in

secure personnel files.

Figure 6.6.a.9 shows results from the District Targets on

audit exceptions.

Figure 6.6.a.9


69

Category 7 – System Impact

7.1 Oklahoma Career Tech Statewide

Benchmarks

What are the technology center’s overall performance

results?

a. Educational/Business Partnerships

(1) K-12 Partnerships

Figure 7.1.a.1 shows the number of customized, safety,

or open enrollment classes conducted with a partner

school employee enrolled.

Figure 7.1.a.2 shows percentage of partner schools served

through a customized, safety, or open enrollment BCS

class.

DATE EVENT

9/6/2012 Principal’s/Counselor’s Meeting







1/12/2017 Principal’s/Counselor’s Meeting Figure 7.1.a.3

Figure 7.1.a.3 shows the schedule of Principle/Counselor

meeting held each year for partner schools.

YEAR EVENT # of Schools

FY 2011 Engineering Day

Technology Day

Career Safari

Youth Aviation Adventure

17

22

12

15

FY 2012 Engineering Day

Sophomore Showcase

Eighth Grad Expo

"Be Prepared" safety program

Art Show and Competition

Rocketry Workshop

16

23

28

2

5

2

FY 2013 Sophomore Showcase

Eighth Grad Expo

Engineering Day

First Lego League regionals

Mother-Daughter STEM day

23

28

23

9

10


Eighth Grad Expo

STEM Day


Mother-Daughter STEM day

23

28

20

10

9


Eighth Grad Expo

STEM Day

STEM Leadership conference

STEM Camp


24

28

19

19

21

8


Eighth Grad Expo

First Lego League scrimmage

STEM Day

FIRST Tech Challenge

STEM Leadership conference

Mother-Daughter STEM night


20

29

5

19

3

21

10

7

FY 2017 Figure 7.1.a.4

The above chart (Figure 7.1.a.4) shows events held to

promote GCTC programs to partner schools by year. The

center column identifies the event and the right-side

column indicates the number of partner schools

participating.

Figure 7.1.a.1

Figure 7.1.a.2


70

(2) Higher Education Partnerships

In the past, GCTC participated in the statewide Alliance

program, which allowed students to transfer certain

Career Tech work into college credit. Currently the

school is working on articulation agreements with

Oklahoma Regents for Higher Learning. GCTC does

have a Memorandum of Understanding with St.

Gregory’s University allowing students to apply

coursework for elective credit after taking 12 hours at the

university. GCTC also has a unique partnership

agreement with Seminole State College to provide the

technical training portions of a Medical Lab Technicians

program and a future Physical Therapy Assistant

program.

(3) Advisory Committees

YEAR # of Advisory Members

FY 17 184 individuals

FY 16 132 individuals Figure 7.1.a.5

(4) Executive Officer Network

GCTC does not maintain an executive officer network.

(5) Business Penetration

Taken from Tech Center Profile Copy of Figure 3.2.c.1

Figure 3.2.c.1 shows the number of businesses served in

each school year compared to a statewide average. From

ODCTE summary reports, GCTC has served 670

separate businesses with some type of training services

between 2010 and 2017, including customized training,

safety training, open enrollments, and client services.

258 of those businesses were located in Pottawatomie

County, 60 were located in Lincoln County, 73 were

located in Seminole County. GCTC also had enrollments

from employees from 271 businesses located outside of

the district and 6 from out of state. Most out of district

and out of state enrollments came from environmental

classes, safety classes, and specialized trainings

involving companies with a statewide presence.


Figure 2.2.a.10 shows the composite results of GCTC’s

annual BCS stakeholder survey. A survey was not

conducted in FY 14, but an average of 70 responses have

been collected annually in the other years. The survey

asks questions related to cost savings, expanding

markets, and overall satisfaction. Questions related to

overall satisfaction and cost savings score higher on the

survey than questions related to GCTC helping expand

markets.

(6) Business and Industry Satisfaction Rate

Taken from District Target Results Copy of Figure 2.2.a.11

Figure 2.2.a.11 represents a question GCTC now asks on

the BCS stakeholder survey for the past three years,

which states, “The training and services provided by

GCTC helped the company achieve expected results.”

GCTC plans to include this question in future surveys.

(7) Consulting Services

YEAR Coordinator # of Clients

FY 12 David Hoffimeier-OBAN 77

FY 12 Richard Huff-SET/SBM 56

FY 12 Sarah Weeks-ABM 30

FY 12 Fran Topping-MDG 17


0

100

200

300

400

FY 10 FY 11 FY 12 FY 13 FY 14 FY 15

Number of Businesses Served through Training Services

GCTC State Average

Go

od

3.50

4.00

4.50

5.00


BCS Stakeholder Survey Yearly Average

BIS Stakeholder Survey District Target

Go

od

3.5

4

4.5

5

FY 15 FY 16 FY 17

The Training and Services Provided by GCTC Helped Company Achieve Expected Results

Achieved Results District Target

Go

od


71
















OBAN-SET/SBM

ABM MDG

Oklahoma Bid Assistance Network Self-Employment Training /

Small Business Management Ag Business Management

Management Development Group

Figure 7.1.a.6

(8) Incubator Services

GCTC does not operate a certified incubator. GCTC does

offer services through client-based programs.

b. Career Awareness

(1) OK Career Guide Statistics

Every prospective adult student sets up a log-in for OK

Career Guide and completes a skills and interest

inventory.

(2) Programs of Study/ Individual Career Plans

All enrolled students have an Individual Career and

Academic Plan (ICAP), which GCTC uses as their

program of study.

(3) Elementary Level Career Development Activities

GCTC host a variety of activities including Lego League

sponsorship, classes for kids through BCS scheduling,

and numerous other Summer Youth Programs for

elementary aged children.

Summer Youth Programs thru BCS

Enrolled Number of Classes

FY 2012 138 14

FY 2013 200 16

FY 2014 179 20

FY 2015 243 29

FY 2016 231 26

FY 2017 341 34 Figure 7.1.b.1

Additionally, GCTC has hosted a STEM camp for grades

3-8 for partner school students as a way to introduce them

to STEM careers.

STEM CAMP Students Enrolled

Schools Served

FY 2015 247 22

FY 2016 354 29

FY 2017 368 34 Figure 7.1.a..8

GCTC also sponsors STEM Awards for elementary

students living within the district to recognize

achievement in the classroom at their partner schools

related to STEM.

Elementary Students Recognized (Grades 3-5)

FY 13 297

FY 14 298

FY 15 251

FY 16 292

FY17 318 Figure 7.1.b.2

(4) Secondary (MS, JH, and/or HS) Career

Development Activities.

GCTC sponsors a STEM Day for partner school students

featuring Career Exploration workshops for grades 6-8 to

introduce career opportunities and future educational

requirements for STEM related fields.

STEM Day Students Enrolled

Schools Served

FY 2012 451 22

FY 2013 427 20

FY 2014 413 23

FY 2015 395 19

FY 2016 415 21

Figure 7.1.b.3

GCTC sponsors a STEM Leadership Conference for

grades 9-12 to encourage high school students who have

shown an interest in STEM fields.

STEM CAMP Students Participating

Schools Served

FY 2015 211 22

FY 2016 204 22

FY 2017 280 20 Figure 7.1.b.4


72

GCTC also sponsors STEM Awards for middle school

and high school students living within the district to

recognize achievement in the classroom at their partner

schools related to STEM.

Middle School (Grades 6-8)

High School (Grades 9-12)

FY 13 298 356

FY 14 381 282

FY 15 275 132

FY 16 294 78

FY17 218 85 Figure 7.1.b.5

GCTC host a fall Job Fair to allow area employers to talk

with students about specific jobs and opportunities in

their facilities. A spring Job Fair is designed to help

students in the application process.

(5) Adult Career Development Activities

GCTC does work place readiness training, resume

writing, and mock interviews done with business and

industry in the area. GCTC also host two career fairs

annually. GCTC began using the Career Tree® product to

assist students in identifying technical training and

academic requirements for careers within occupations.

c. Educational Attainment

(1) Competencies/Knowledge and Skills

GCTC measures competencies, knowledge, and skills by

a students work in the classroom/shop based on instructor

feedback on tactile skills, class assignments, attitude, and

ability to complete projects.

(2) Capacity

Taken from Tech Center Profile Copy of Figure 3.5.c.3

(3) Retention

Taken from Tech Center Profile Copy of Figure 2.2.a.4

(4) Academic Credit

High school students receive academic credit for work at

their home school as an elective or a core subject credit.

Additionally, GCTC tracks academic credit in math for

partner schools using a Partner School Dashboard.

(5) CTSO


Figure 2.2.a.12 shows the total number of students

involved each year in CTSOs.


200

400

600

800

1000

1200

1400


Full-Time Enrollment Trends

Total Full-Time EnrollmentSecondary Full-Time EnrollmentAdult Full Time EnrollmentGCTC Program Capacity

Go

od

80%

85%

90%

95%

100%


Retention Rates

Retained in Program/Completers (High School)

Retained in Program/Completers (Adult)

Retained in Program/Completers (All Students)

Statewide Retained in Program/Completers (All Students)

Go

od

75

0

70

7 80

4

85

3

82

0

0

200

400

600

800

1000

FY 12 FY 13 FY 14 FY 15 FY 16

Number of Students involved in CTSOs

10

0%

10

0%

10

0%

99

%

99

%

0%

20%

40%

60%

80%

100%

FY 12 FY 13 FY 14 FY 15 FY 16

Percentage of Students Involved in CTSOs


73

Figure 2.2.a.13 shows the percentage of full-time students

involved in CTSOs each year.

(6) WorkKeys

Taken from Work Key Results Copy of Figure 2.2.a.7

(7) PLAs

GCTC does not give Prior Learning Assessments, but

uses prior learning in placing students into programs.

(8) Credentials

In FY 15, GCTC had 452 student pass ODCTE

competency test in their subject areas. In FY 16, 335

students passed competency test in their fields. In FY 17,

210 students passed ODCTE competency test.

(9) Certifications






BCS programs.


Figure 2.2.a.6 shows the percentage of students (full-time

and BCS) that take a certification or licensure test and

have a passing score.

(10) Placement


Figure 1.4.b.3 shows positive placement (those students

in full-time programs that are either training related

placement, continuing education, or military) compared

to our goal of 90%. The red line shows GCTC’s target.


16 32 33 36 53 45 45 42100 114 131 162

190 174 220 2423957 59

6551 69

90 11611

6

0

200

400

600


WorkKeys®Results Total Students and Achievement

Incomplete Bronze Silver Gold Platinum

Go

od

490372

516411 415

558

0

200

400

600

FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017

Number of Students Receiving Licensure/Certification for Training Programs

over 30 hours

85%

90%

95%

100%

FY 2012 FY 2013 FY 2014 FY 2015 FY 2016 FY 2017

Pass Rate of Students Testing for Certification/Licensure

in Training requiring 30 hours or more

Achievement District Target

Go

od

85%

90%

95%

100%


Positive Placement


Go

od

85%

90%

95%

100%


Placement Rates

Total Positive Placement (High School)

Total Positive Placement (Adult)

Total Positive Placement (All Students)

STATEWIDE Positive Placement (All Students)

Go

od


74














24.875%.








(11) Company Training by Geographic Area

Taken from ODCTE State Report Zip Codes Figure 7.1.c.1

Figure 7.1.c.1 shows businesses served between FY 10

and FY 17 by city. Businesses could have been served by

customized training, safety training, client consulting, or

by having employees enrolled in an open enrollment

class. Location of businesses was determined by sorting

the zip codes from the ODCTE state report. Figure 7.1.c.2

is a table showing the number of businesses served in

each community served between FY 10 and FY 17 sorted

by city .Cities within GCTC’s district are on the left side

of the table. Cities outside the GCTC district are on the

left side.

In District City

# of Businesses

Out of District City

# of Businesses

Shawnee 216 OKC 97

Seminole 51 Norman 12

Prague 22 Tulsa 9

Chandler 19 Edmond 8

Wewoka 18 Okemah 7

Tecumseh 16 Holdenville 6

McLoud 11 Stillwater 6

Meeker 10 Ada 5

Earlsboro 6 Enid 4

Paden 6 Harrah 4

Wellston 6 McAlester 4

Macomb 3 Muskogee 4

Asher 2 Konawa 3

Boley 2 Lawton 3

Bowlegs 2 Luther 3

Maud 2 Tahlequah 3

Sparks 2 Alva 2

Anadarko 2

Atoka 2

Bartlesville 2

Choctaw 2

Cromwell 2

0%

20%

40%

60%

80%

100%


Training Related Placement Comparison

Employed Related (High School)

Statewide Employed Related (High School)

Employed Related (Adult)

Statewide Employed Related (Adult)

0%

20%

40%

60%

80%


Continuing Education Placement Comparison

Continuing Education (High School) SW Continuing Education (High School) Continuing Education (Adult) SW Continuing Education (Adult)


75

Cushing 2

Henryette 2

Madill 2

Mustang 2

Okmulgee 2

Pauls Valley 2

Ponca City 2

Stroud 2

Wanette 2

Wetumka 2

Yukon 2

OTHER 52

Out of State 6

Figure 7.1.c.2

august 17, 2017 - gordon cooper technology center · acte: association of career and technical...

Documents