greatplainstechcenter.com€¦ · ii Table of Figures Figure 1 Soup's On Communications Activities...

4500 West Lee Boulevard Lawton, Oklahoma 73505

and 2001 East Gladstone

Frederick, Oklahoma 73542

Submitted to:

Oklahoma Department of Career and Technology Education 1500 West Seventh Street

Stillwater, Oklahoma 74074

For Review for Accreditation Visit: November 13-15, 2018

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Table of Contents Contents

Table of Figures ............................................................................................................................................ ii

Glossary of Terms ...................................................................................................................................... iv

Organizational Charts ................................................................................................................................ iii

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

Technology Center Overview .................................................................................................................... 1

Standard 1 – Leadership and Administration .......................................................................................... 6

Standard 2 – Instruction and Training .................................................................................................... 19

Standard 3 – Support Services................................................................................................................. 30

Standard 4 – Measurement and Analysis .............................................................................................. 52

Standard 5 - Personnel ............................................................................................................................. 59

Standard 6 – Operations .......................................................................................................................... 65

Standard 7 – System Impact .................................................................................................................... 77

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Table of Figures

Figure 1 Soup's On Communications Activities ............................................................................................ 7 Figure 2 Stakeholder Relationship with GPTC .............................................................................................. 7 Figure 3 Critical Actions for GPTC ................................................................................................................. 7 Figure 4 GPTC Funding Trends ...................................................................................................................... 8 Figure 5 Community Involvement GPTC Employees .................................................................................. 10 Figure 6 Strategic Planning Process ............................................................................................................ 11 Figure 7 Action Plan Deployment ............................................................................................................... 14 Figure 8 Professional Development ............................................................................................................ 15 Figure 9 Live Work Process ......................................................................................................................... 20 Figure 10 Certification Exam Pass Rates ..................................................................................................... 21 Figure 11 Gagne's Nine Steps of Instruction ............................................................................................... 21 Figure 12 Addie Model of Instructional Design .......................................................................................... 22 Figure 13 Completion/Retention 2012-2017 .............................................................................................. 22 Figure 14 Positive Placement 2012-2017.................................................................................................... 22 Figure 15 Gallup Student Engagement Results ........................................................................................... 23 Figure 16 Internal Student Feedback - Teacher Relationships ................................................................... 23 Figure 17 CMRC Process ............................................................................................................................. 23 Figure 18 BIS Hours 2012-2017 ................................................................................................................... 24 Figure 19 ACD Hours 2012-2017 ................................................................................................................. 24 Figure 20 BPA Membership 2012-2017 ...................................................................................................... 26 Figure 21 FCCLA Membership 2012-2017 ................................................................................................... 26 Figure 22 HOSA Membership 2012-2017 ................................................................................................... 26 Figure 23 SkillsUSA Membership 2012-2017 .............................................................................................. 26 Figure 24 State and National Competition Participation 2012-2017 ......................................................... 27 Figure 25 Student Retention Activities 2017 .............................................................................................. 30 Figure 26 Number of Students with ICP's ................................................................................................... 30 Figure 27 Job Fair Vendors and Attendance ............................................................................................... 31 Figure 28 Career Events Promoting Student Employment ......................................................................... 31 Figure 29 Foundation Expenditures in Dollars ............................................................................................ 31 Figure 30 Number of Foundation Awards .................................................................................................. 31 Figure 31 Student Certification Scholarship Data ....................................................................................... 32 Figure 32 ICLE Model Schools Attendance ................................................................................................. 32 Figure 33 ICLE-Based Professional Development Activities ........................................................................ 33 Figure 34 Key Train Use 2015-16 ................................................................................................................ 33 Figure 35 Key Train Use 2015-18 ................................................................................................................ 34 Figure 36 Work Keys 2014-2017 ................................................................................................................. 34 Figure 37 CTSO Contest Prep Activities Linked to Postsecondary Success ................................................. 34 Figure 38 Marketing Community Outreach Activities ................................................................................ 38 Figure 39 Web Traffic Metrics 1-2016 - 4-2017 .......................................................................................... 38 Figure 40 Mobile App Downloads ............................................................................................................... 38 Figure 41 Mobile App Sessions Per Month ................................................................................................. 38 Figure 42 Mobile App Section Visits ........................................................................................................... 39 Figure 43 Recruitment and Student Retention Process.............................................................................. 41 Figure 44 Financial Planning and Budgeting Process .................................................................................. 43 Figure 45 OBAN, Client-Based, and ABM Hours ......................................................................................... 45 Figure 46 Monitoring Activity – Daily Operations ....................................................................................... 52

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Figure 47 Community Input - GPTC Purpose .............................................................................................. 52 Figure 48 Input Collected from Community Stakeholders ......................................................................... 53 Figure 49 Performance Monitoring ............................................................................................................ 53 Figure 50 Employee Onboarding ................................................................................................................ 55 Figure 51 New Employee Onboarding Workshops ..................................................................................... 55 Figure 52 General Organizational Information in Sonis .............................................................................. 56 Figure 53 Sonis Data ................................................................................................................................... 57 Figure 54 Records Management ................................................................................................................. 57 Figure 55 GPTC Hiring Process .................................................................................................................... 59 Figure 56 Safety Practices ........................................................................................................................... 60 Figure 57 GPTC Health and Wellness Activities .......................................................................................... 60 Figure 58 Staff Tenure/Longevity................................................................................................................ 61 Figure 59 Staff Age Ranges ......................................................................................................................... 61 Figure 60 Employee Classification and Evaluation...................................................................................... 62 Figure 61 2017-18 PD Series Attendance ................................................................................................... 62 Figure 62 Satisfaction Rate 2017-18 PD Series ........................................................................................... 62 Figure 63 CMRC Actions Taken Since Implementation ............................................................................... 66 Figure 64 Credentials Held by GPTC Personnel .......................................................................................... 66 Figure 65 Facilities Interventions - Student, Staff, Public Safety ................................................................ 70 Figure 66 Safety and Security ..................................................................................................................... 71 Figure 67 GPTC Compliance Record ............................................................................................................ 74

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Glossary of Terms

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+1 Plus One Leadership Program

A

ABE Adult Basic Education AC Academic Center ACD Adult Career Development ACEN Accreditation Commission for

Education in Nursing ACM Advisory Committee Member ACP Accreditation and Planning

Coordinator ACTE Association for Career and

Technical Education AED Automated External

Defibrillator ARC-STSA Accreditation Review

Committee on Education in Surgical Technology and Surgical Assisting

ATSS Academic Center Team Self Study

B

BDC Business Development Center BIS Business and Industry Services BOE Board of Education BPA Business Professionals of

America BPTW Best Places to Work

C

CAAHEP Committee on Accreditation of Allied Health Education Programs

CBS Client Based Services CCR Combination Collision Repair CEO Chief Executive Officer CLEP Comprehensive Local Education

Plan CMD Communications and Marketing

Department CoAEMSP Commission on Accreditation of

Emergency Medical Service Professionals

COE Council on Occupational Education

CPP Certified Program Planner CPR Cardio Pulmonary Resuscitation

CT Customized Training CTSO Career Technical Student

Organization CTE Career and Technical Education

D

DCM Director of Communications and Marketing

DIS Director of Instructional Services

DIY Do-It-Yourself DS Deputy Superintendent

E

EA Employment Advisor EDC Economic Development Center EMG Emergency Management Guide EMS Emergency Medical Services FA Financial Aid FAO Financial Aid Officer FCCLA Family, Career and Community

Leaders of America EVF Employer Verification Form

F

FT Full Time

G

GED General Education Diploma GPF Great Plains Foundation GPTC Great Plains Technology Center

H

HOSA Health Occupations Students of America

HS High School

I

IC Industrial Coordinator ICLE-MS International Center for

Leadership in Education – Model Schools

ICP Individual Career Plan IEP Individual Education Plan IT Information Technology

K

KPI Key Performance Indicator

L

LATS Lawton Area Transit System LC Lawton Campus LERN Learning Resource Network

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LOI Letter of Intent LT Leadership Team LPS Lawton Public Schools

M

MG&C Meet, Greet and Complete MSF Motorcycle Safety Foundation

N

NATEF National Automotive Technicians Education Foundation

NIMS National Incident Management System

NSBA National School Board Association

O

OBAN Oklahoma Bid Assistance Network

OBCTE Oklahoma Board of Career and Technology Education

OBN Oklahoma Board of Nursing ODCTE Oklahoma Department of

Career and Technology Education

OkACTE Oklahoma Association of Career and Technology Education

OSBH Oklahoma State Board of Health

OSSBA Oklahoma State School Board Association

P

PD Professional Development PDC Professional Development

Committee PP Policies and Procedures PS Postsecondary

R

RAO Regional Accrediting Officer

S

SBM Small Business Management SCORE School for Career Opportunities

and Real Education SDE State Department of Education SH Student Handbook SP Strategic Plan SS Student Support SSSD Student Support Services

Director

T

TC Technology Center TK Tillman-Kiowa Campus TLE Teacher Leader Evaluation TSA Technology Students of

America

U

UWSWOK United Way of Southwest Oklahoma

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Organizational Charts See page iv

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Listing of Instruction, Training and Service Offerings Full Time – Lawton NOTE:

* HS Enrollment only ** PS Enrollment Only *** Enrollment by Special Permission

(Disabilities Coordinator)

Architecture and Construction Carpentry Level I Carpentry Level II Electrical Level I Residential HVAC Technician Arts, A/V Technology and Communications Digital Graphic Designer Business, Management and Administration Executive Administrative Assistant Medical Office Assistant Education and Training Teacher Prep* Health Science Nursing Assistant* Practical Nurse** Surgical Technology** Hospitality and Tourism Culinary Coordinator Culinary Hospitality Assistant Hospitality Service Assistant*** Information Technology 3D Animator Cyber Security Forensic Specialist Desktop Support Technician Network and Computer Systems Administrator** Video Producer Law, Public Safety, Corrections, and Security Advanced Firefighter** Criminal Justice Officer

Manufacturing Combination Welder Science, Technology, Engineering and Mathematics Biomedical Science and Medicine* Pre-Engineering* Transportation, Distribution and Logistics Automotive Service Technician Combination Collision Repair Technician Full Time Programs – TK Campus Agricultural and Machinery Repair Cosmetology Architecture and Construction Carpenter’s Helper Residential Carpentry Health Science Diagnostic Aide and Nurse Assistant Practical Nurse** Information Technology Multimedia Assistant

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Adult Career Development Courses Lawton Business and Office Accounting Level I Office Procedures I Quickbooks Child Care Childhood Education, Pathway to your Credential Units 1-10 Computer A+ Certification Prep Course App Development Fundamentals: Learn to Code Cisco Orientation Cisco Networking Academy Google Drive Hardware Level I Introduction to Computers Microsoft Excel Level I Microsoft Word Basics Network+ Certification Prep Course Security+ Certification Prep Course Windows 10 General Interest Conversational French Conversational Spanish Cooking: Healthy Breakfasts Cooking: Healthy Desserts Cooking: Hot Rolls Plus Cooking: Holiday Cakes Cooking: Holiday Cookies Cooking: Homemade Pies Cooking: Juicing Cooking: Plant-Based Main Meals Cooking: Sides and Sauces Cooking: Smoothies Dance: Couples Two Step and Shuffle Dance: Couples Waltz Dance: Line Dancing Level I Dance: Line Dance Level II Dance: Two-West Coast Swing Digital Cameras: Understanding it All Digital Photography Digital Photography – Advanced Fresh Floral Design – Beginning

Fresh Floral Design – Intermediate Refuse to Be a Victim Sign Language Level I Sign Language Level II Stained Glass for all Levels Health and Medical Anatomy and Physiology Certified Medication Aide Long Term Care Nurse Aide Math for Health Occupations Medical Coding Level I Medical Coding Level II Medical Office Professional Medical Terminology Pharmacy Technician Phlebotomy Phlebotomy Level II Motorcycle Rider Advanced Rider Course Basic Rider Course Rider Coach Course Professional Development Special Education and Paraprofessional Training Special Education and Paraprofessional Annual Update Public Safety CPR for Health Care Providers (BLS) CPR for Health Care Providers (BLS) Renewal Defensive Driving Driver Improvement Program Emergency Medical Responder EMS Instructor EMT-Basic EMT Advanced EMT Paramedic Level I EMT Paramedic Level II EMT Paramedic Level III EMT Paramedic Level IV Firefighter I Academy First Aid Hazardous Materials Awareness

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Hazardous Materials Operations Structural Firefighter Traffic Incident Management (TIM) Operations Security Guard Security Guard Phase I – Basic Security Guard Security Guard Phase II – Security Guard Security Guard Phase III – Private Investigator Trade and Industrial Autobody Repair Beginning to Advanced Auto Mechanics – Brakes Electrical Residential Wiring Level I Electrical Residential Wiring Level II Forklift Operator Training Heating Ventilation and Air Conditioning Level I Heating, Ventilation and Air Conditioning Level II Load Calculation and Duct Design Mechanical and Fuel Gas Code Provisions Welding Beginning to Advanced TK Campus Computer Internet for Seniors Introduction to Computers General Interest Blogging Basics Homemade Tamales Homemade Tortillas Refuse to Be a Victim Mexical Desserts Tex-Mex Home Cooking Health and Medical Long Term Care Nurse Aide Public Service CPR for Health Care Providers (BLS) First Aid Trade and Industrial Introduction to Manufacturing

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Industrial/Client Based Training Industrial Training Advanced Industrial Advanced Industrial Fluid Abrasive Blasting AC VFD Control Accident Investigation & Hazard Advanced AutoCAD Aerial & Scissor Lift Aerial Lift Aerial Lift & Fall Prevention Africanized Honey Bee Safety Adult CPR and First Aid Adult CPR & First Aid with AED Adult CPR Adult and Child CPR with AED Air Compressor Training Alcohol Awareness Safety Alcohol Server Safety Allen Bradley Tech Update Animal and Insect Hazards ARC Flash ARC Flash and Electrical Safety ARC Welding Asbestos Asbestos Awareness Asbestos Exposure Asbestos Exposure Prevention Asbestos Subcontractor Assertiveness and Self Confident Authorware AutoCAD Automotive Lift Safety Training Automotive Reclaim, Recycle Refrigerant Back Injury Prevention Backhoe & Excavator Backhoe and Skid Steer Safety Backhoe Awareness BAE – Leadership & Supervision Bar-S Foods Safety Orientation Basic Electrical Basic Electrical/Electronics Basic Hydraulics Basic Industrial Electrical Parts I & II Basic Life Support Basic Life Support for Health Care Providers Basic Machinery Vibration Basic Mechanical

Basic Pneumatics Basic Security Officer Training Basic Supervisory Skills Bloodborne Pathogens and Heartsaver CPR Bloodborne Pathogens and Fire Prevention Bloodborne Pathogens and Hazardous Communications Bloodborne Pathogens & Personal Protective Equipment Bloodborne Pathogens Blueprint Reading Building Rehab Skills Building Wealth Bullying & Workplace Violence Bullying in School Bumblebee Safety Development Bus Driver Safety Bus Emergency Preparedness Business Ethics Carbon Monoxide Investigation Certified Ethical Hacker Chain Saw Safety Coaching Skills for Mangers Coaching Skills for Supervisors Cold Weather/Winter Safety Combatting Negativity in the Workplace Common Emergency Procedures Comp TIA Security Plus Confined Space Confined Space Entry Confined Space Rescue Conflict In the Workplace Conflict Management Construction Hazard Prevention Construction Safety Constructive Criticism Control Logix Fundamentals Control Logix Troubleshooting Correctional Officer & Prison Corrective Employee Discipline Corrosive Protection and Prevention Crane Safety Crane and Hoist Safety Crowd management Safety Cultural Diversity Cultural Diversity and Ethics Custodial Training

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Customer Service Defensive Driving Developing a Positive Safety Culture Developing the Leaders Around You Discrimination Free Workplace Distracted Driving Diversity Drug and Alcohol Awareness Effective Communication Skills Effective Leadership Effective Supervisor Training Effective Team Work Effective Writing Electrical Electrical Circuits Electrical Drawings Electrical Hazard Prevention Electrical for Industrial Electrical Safety Electrical Safety & Lock Out/Tag Out Electrical Skills Electrical Systems and Motors Electrical Troubleshooting Electricity & Measurement Electromechanical Controls Electromechanical Controls Fluid Emergency Action Plan Emergency Management Emergency Preparedness Emergency Vehicle Operation Emergency Welding and Repair Emotional Intelligence Employment Law for Managers EPA 608 Certification Prep Ergonomics Ethics in the Workplace Ethnic Diversity Excavation, Trenching and Shoring Eye and Face Safety Fall Protection Family Medical Leave Act Family Medical Leave Act Update Field Pipe Welding Train the Trainer Fiber Optic Training Fire Extinguisher Training Fire Hose Operations Fire Prevention Fire Safety

First Line Supervisor Training Fish Philosophy Five Levels of Leadership Five X System Focus Four Construction Hazards Food and Kitchen Safety Awareness Fundamentals of Electronics Fundamentals of Industrial Fluid Power Fundamentals of Industrial Mechanical Gas Chromatograph Gator Utility Cart Safety General Industry Hazard Generation Gap Getting Along GML-PLC Interface Good to Great Goodyear – DC Drives Goodyear – Device Net/Gantry Goodyear – Hot Work Permits Goodyear – Job Specific Training Banbury Cur Tech II Forklift Trucker Mill Tender Tire Builder Finished Tire Goodyear – Machine Shop Goodyear – Pipe Welding Goodyear – RSLogix 5000 Goodyear - Safety Hand and Power Tool Safety Handling Difficult Customers Harassment Free Workplace Harassment and Violence Free Workplace Hard Hat Safety/Head Protection Hazard Assessment Hazard Communications HAZWOPER Hearing Conservation Hearing Safety Heartsaver CPR Heat Illness Prevention How to Deal with Difficult People Humor in the Workplace HVAC Hazard Awareness HVAC Safety Hydraulic Troubleshooting Hydrogen Sulfide

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Incident Command System Incident Reporting and Reduction Industrial Electrical Industrial Electrician Industrial Hydraulics Industrial Maintenance Technician Industrial Programmable Logic Controllers Industrial Solid State Industrial Welding Infrared Thermography Interpersonal Skills Interviewing and Hiring Techniques ISO 9001 – Internal Quality Auditor ISO 9001 0 2000 Internal Auditor ISO Gap Analysis Kinetic Applications Kinetics Building Blocks Kiowa Cultural Awareness Kitchen Safety Kitchen Sanitation Ladder and Stairway Safety Ladder Safety Laser Safety Lather Overview/Operations Lead and Asbestos Safety Toolbox Lead Exposure Prevention Lead Safety Leadership – Lean for Health Care Leadership – Legal Issues Leadership – One Minute Manger Leadership & Supervision Leak Investigation Lean Administration Healthcare Manufacturing Overview Principles Six Sigma Thinking Legal and Effective Job Descriptions Lift techniques Liquid Propane Safety Lockout/Tagout Machine Guarding Maintain a Harassment Free Workplace Maintaining the Applications Maintenance Fundamentals

Maintenance Fundamentals – HVAC Managing Across Generations Managing Conflict Managing Diverse Populations Managing the Generation Gap Marketing and Selling 101 Master Hoof Care Material Flow Meat Science/Sausage training MEDIC – Basic Plus MEDIC – Basic PLUS CPR & First Aid Mobile Crane Safety Mold Repair Welding Motivating and Rewarding Motor Vehicle Accident Preventions Myers-Briggs Type Indicator Natural Gas Safety National Electrical Code Update NFPA 70E & Electrical Safety Objective Based Training Office Safety Operation of Fabrication Operators/Drivers Training Organization for Improvement OSHA Construction Construction Outreach Electrical Safety Record Consulting Pediatric CPR and First Aid People Skills and Conflict Resolution Performance Appraisals Performance Management Personal Protective Equipment Personalities Personality Management Pope Coating Training Plastic Pipe Construction PLC 5 Communications Plumbing Apprenticeship Pole Climbing Power of Positive Employees Powered Industrial Truck Preventing Sexual Harassment Preventing Violence in the Workplace Principles of Modern Radar Principles of Supervision Principles of Industrial Technology

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Quality Customer Service Recognizing Substance Abuse Records Management Regulator, Relief & Control Republic Paper New Hire Safety and Forklift I and II Safety Orientation Respiratory Protection Rigging and Signal Person RS Logix 5000/Kinetix Fundamentals Interface IO Link Networking System Safety Culture and Hazcom Safety Program Development Safety Recordkeeping Safety Strategy Scaffolding Safety Schematic Reading School Safety Scissor Lift Seven Habits of Highly Effective People Situational Leadership Slips, Trips and Falls Stress Free Workplace Stress Management Targeted Selection Teamwork and Team Building Telephone Etiquette Time Management Tractor Safety Transmitter – RTU’s Trenching and Shoring Understanding MS Excel Understanding Personalities Utility Vehicle Welding Safety West Point Leadership Whale Done Who Moved My Cheese? Winter Safety YIELD Workskills

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Technology Center Overview

Great Plains Technology Center was established when Comanche County voters passed the tax

levy to support its construction and operation in 1968. Under the leadership of the first Board of

Education, consisting of Abe Dutcher, A. B. More, Julius Johnston, Jim Maddox, and J.P. White, the first

superintendent, Milton Worley was hired. The first offices were located in the Lawton Teacher’s Credit

Union and the board and superintendent scouted locations for the campus construction. The site at

4500 West Lee Boulevard was selected and ground was broken on April 28, 1970.

Great Plains offered seven vocational programs during its early years, including Secretarial

Training, Welding, Mechanics, Drafting, Food Service, and Air Conditioning beginning in the fall of 1971.

Over 1,000 students applied for the 635 seats available and Great Plains continued to expand. Over the

1970’s, the school continued to grow. Graphic Arts, Residential Carpentry, and Health Occupations

programs were added following a $2.35 bond issue to expand the facilities.

In 1977, Great Plains contracted with the Goodyear Tire and Rubber Company to train its new

employees. This partnership continues to the present day, as Great Plains trains industrial maintenance

technicians for Goodyear. In order to meet the demands of this partnership, the south wing of Building

100 was constructed and an additional welding and auto body class were instituted. Worley retired in

1978 and was replaced by Bruce Grey (1978-1981) and then followed by Mike Bailey (1981-1985).

Great Plains built building 200, at the time the Adult Education Building, to accommodate the

growing needs for adult short-term training in 1981. In 1982, the campus added the Johnston

Automotive Center, where Automotive Repair was located and remains to the present day.

Kenneth Bridges was hired in 1985 as superintendent and led a rapid expansion of Great Plains

Technology Center’s facilities, programs, and services. In 1985, Great Plains recognized the major role

computers would play in the future and began offering computer training on TRS-80’s. Under Mr.

Bridges’ leadership, the Worley Seminar Center, the Economic Development Center, and the satellite

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campus in Frederick were all built and offered services to high school and adult students as well as

business and industry. In addition, Great Plains initiated a drop-out recovery program, Jobs through

Education and Training (JET), in the mid 1980’s. The drop-out recovery efforts continue today through

the School of Career Opportunities and Real Education (SCORE) program.

The period of rapid growth and expansion continued after Bridge’s retirement in 1995, when he

was replaced by Jim Nisbett as superintendent. Additional computer programs were added and business

and industry continued to turn to Great Plains for quick, effective training. In 1993, Great Plains added

the Health Occupations Center (Building 700) to house the many health related programs, including the

very first – Licensed Practical Nurse. Other health care programs, including Radiologic Technology,

Advanced Respiratory Therapist, and Surgical Technologist were added over the years, continuing the

tradition of excellence in health care education. Students began to gain benefits through cooperative

agreements with community colleges and four-year universities to earn college credit for work done at

Great Plains Technology Center. Under Nisbett’s leadership, building 800, the Firefighter/EMT academy,

opened with the first complete training academy accepting high school and adult students in the state of

Oklahoma. The facility is also now home to the Lawton Fire Department’s Training Academy.

Additionally, Nisbett spearheaded the effort to build a Regional Public Safety Center, which currently

houses the Criminal Justice Officer career major and the E-911 operations for both the City of Lawton

and Comanche County. The facility also houses the Lawton Police Department Training Academy.

Over the years, Great Plains has cemented itself as a cutting edge educational institution. In

2010, Jim Nisbett retired and Dr. Tom Thomas III was named superintendent. Under Thomas’ leadership,

the institution developed plans to build a small business incubator focusing on light manufacturing,

commercial food production, commercial art and other business areas not currently served by any

incubator. The Business Development Center (BDC) opened in May 2017 with a total of six (6) tenants.

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Over the past 18 months, tenancy has expanded and two businesses have completed their start-up and

moved to their own facilities.

Dr. Thomas retired in 2016 and Clarence Fortney was named the new Superintendent/CEO, with

Karen Bailey serving as Deputy Superintendent. Also in 2016, Great Plains Technology Center was

accepted as an accredited school by the Council of Occupational Education (COE), becoming the first CTE

institution in the state to achieve such recognition.

Great Plains Technology Center has participated fully in professional development and growth

activities. The organization has been recognized as a Gold Star School by the Oklahoma Association for

Career and Technology Education (OkACTE) for the past thirteen (13) years. Numerous staff members

have been recognized at the state, regional, and national levels in the OkACTE and Association of Career

and Technical Education (ACTE) levels in the member awards process. Dr. Thomas was the recipient of

the distinguished Francis Tuttle Award for outstanding service to career and technical education and is

recognized in the Oklahoma Hall of Fame for the Oklahoma Department of Career and Technology

Education. Other staff members have held regional and national positions for the ACTE Board of

Directors and one staff member has completed the ACTE Fellows Program.

Great Plains continues to grow and expand in order to meet the needs of the over 1,000 full

time and high school students, 4000 short-term adult students, and the many members of the business

and industry community. From the original seven programs, Great Plains has expanded to over well over

50 career majors ranging from 3-D Animation to Welding. Numerous faculty members have been

recognized as leaders in their industries and students have won regional, state, and national

competitions. From one original building 47 years ago, the campus has expanded to ten buildings and

one satellite campus. Great Plains serves Comanche, Jefferson, Kiowa and Tillman Counties in southwest

Oklahoma and offers high caliber education for all students.

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Accreditation Committee Member for the 2018-19 School Year include:

Chairs Karen Bailey, Deputy Superintendent

Sandra Noel, Accreditation and Planning Coordinator

Standard 1 Bryan Cauthon, Co-Chair

Plus One Employee Development Class #1 Culinary Instructor

Sandra Noel, Accreditation and Planning Coordinator (Co-Chair)

Mike Archer, Testing Center Coordinator Amy Jenkins, Teacher Prep Instructor

Standard 2

Jennifer McGrail, Co-Chair Plus One Employee Development Class #1 Small Business Management Coordinator


Mike Archer, Testing Center Coordinator Kristy Barnett, Disabilities Coordinator Sherrie Bellamy, Activities Coordinator Kevin Henson, Industrial Coordinator

Linda Jamison, Adult Career Development Coordinator Bill Matthey, Director of Instructional Services

Nicole Wilson, Executive Administrative/Medical Office Assistant Instructor

Standard 3 Matt Lewis, Co-Chair

Plus One Employee Development Class #1 SCORE Science Instructor


Teresa Abram, Media Coordinator Heather Ballou, Counselor

Morgan Gould, Director of Economic Development Rhonda Hebert, Business Manager

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Standard 4 Chris Helton, Co-Chair

Plus One Employee Development Class #1 Instructions Services Support Specialist


Kevin Chambers, Director of Information Technology Lindsay Hunt, Multimedia Instructor (Tillman-Kiowa Campus)

Val Mullenix, Academic Center Coordinator Wesley Sloan, Cyber Security Forensic Specialist Instructor

Standard 5

Brandon Mayer, Co-Chair Plus One Employee Development Class #1

Nursing Assistant Instructor

Sandra Noel, Accreditation and Planning Coordinator (Co-Chair) Karen Bailey, Deputy Superintendent

Leah Fultz, Treasurer Joelle Jolly, Director of Student Support Services

Rhonda Hebert, Business Manager Carletta Morales, Long Term Care Nurse Assistant Coordinator

John Noel, Director of Adult Career Development

Standard 6 Jimmy Wiersema, Co-Chair

Plus One Employee Development Class #1 Instructional Services Support Specialist


Dustin Davidson, Financial Aid Officer Nadine Hanefield, Hospitality Service Assistant Instructor

Kirk Mullenix, Campus Director, Lawton Campus John Noel, Director of Adult Career Development

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Standard 1 – Leadership and Administration

1.1 How do leaders and administrators lead the technology center?

1.1 (a) Mission and Vision

1.1 (a)1 How do leaders and administrators set the technology center’s vision and values?

The leadership of GPTC set the TC’s vision and values by collecting data from stakeholders including students, advisory committee members, business representatives, and faculty. The last vision/mission data collection was conducted in May 2015, in which over 90% of respondents agreed with the vision and mission values. The revised statements were validated by advisory committees in October 2015. The mission, vision, and values are reexamined each year by the leadership team (LT) and focus groups.

GPTC also conducts an Institutional Advisory Committee (IAC) annually. This committee is made up of a wide variety of stakeholders and GPTC considers their input as critical to establishing and validating vision, mission, and values.

1.1(a)2 How do leaders and administrators demonstrate commitment to legal and ethical behavior?

The leadership team (LT) at GPTC assures commitment to these behaviors by the following measures:

Adherence to the Code of Ethics (PP 15-17)

Adherence to the Live Work Policy (PP p. 65, #8)

Using independent audit services annually to insure fiscal accountability

Insure Title IX compliance by designating appropriate coordinators (PP 11)

Participate in PD regarding ethics.

1.1(a)3 How do leaders and administrators build an educational institution that is successful now and in the future?

The LT focuses on employee and leader development including:

Plus One (+1) Leadership program o 6 Employees

Tuition Reimbursement (PP 141-142)

Support for Professional Development (PP 142)

Release Time to Attend College (PP 146)

1.1(b) Communication and Organizational Performance

1.1(b)1 How do leaders and administrators communicate with and engage all personnel, students, business and industry, and other customers/stakeholders?

GPTC employees receive a “Mini Messenger” each Monday of the academic year. This newsletter, delivered via e-mail and produced by the Communications and Marketing Department (CMD). During summer, the CMD emails “Quick Takes”. Both of these publications are summaries of LT meeting notes, happenings on campus, and general employee morale items such as birthdays, births, awards, and achievements. To inform GPTC employees on ongoing school efforts, GPTC holds periodic “Soup’s On” lunch talk sessions. GPTC employees are provided a complimentary lunch by the Great

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Plains Foundation and the superintendent/CEO has an informal meeting to pass on the efforts of the GPTC LT and answer questions.

Figure 1 Soup's On Communications Activities

GPTC also conducts data gathering from focus groups on an as-needed basis. In Tillman County, the LT explored the community’s needs and compiled them into a survey. 146 surveys were gathered and respondents included:

Current and past high school (HS) students

Parent/grandparent of student

Current/past postsecondary students (PS)

Current/past adult career development (ACD) students

Advisory Committee Member (ACM)

Employer/Tillman County

Other City Manager Community Resident School Administrator Teacher/Partner School

Similarly, when the Lawton Campus (LC) was evaluating the addition of a new program, the CMD sent out a survey to which 638 people responded. These people represented:

Students

Former Students

GPTC Employees

HS Parent (past/present)

ACM

Business Client

Local Business

GPTC Scholarship Recipient

General Public

Figure 2 Stakeholder Relationship with GPTC

The same respondent group rated the following items as “of critical importance”:

Succeed at a college or postsecondary institution

Enter the workplace

Achieve a high school diploma or GED through a reconnection program

Services for Business and Industry

Figure 3 Critical Actions for GPTC

Additionally, GPTC has participated in the Best Places to Work (BPTW) survey and was named in the top 24 in the state in 2017.

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Axis Title

Soup's On Attendees

0% 10% 20% 30% 40% 50% 60%

Student

Former Student

GPTC Employee

High School Parent

Member of GPTC Advisory…

Business Client

Employer of GPTC Graduates

Local or Area Business Person

GPTC Scholarship Recipient

Member of General Public -…

Which Describes Your Relationship with GPTC?

0% 20% 40% 60% 80%

College Prep

Enter Work

GED/ABE

BIS Services

Skill Upgrade

Start Business

Critical Actions for GPTC

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1.1(b)2 How do leaders and administrators focus on action that will achieve the technology center’s mission?

The administration works with the LT to establish mutually agreed upon goals that advance the mission of the TC. The LT establish goals at the beginning of the academic year. The DS reviews them twice in individual meetings with the LT. These goals should directly promote GPTC’s mission to promote success in work and life and serve as a driving force in the economic development of southwest Oklahoma. The goals process is self-created and has been in use for two full years. The LT and Instructional Leaders (IL) communicate the promotion of GPTC’s mission and values through their use of individual meetings, the Teacher Leader Evaluation (TLE) instrument, and other communications with individual instructors. GPTC monitors its funding and reports it to its stakeholders in advisory committee meetings, staff meetings, and other relevant forums. The aim of this is not only to maintain financial stability but to inform stakeholders of the financial status of the institution.

Figure 4 GPTC Funding Trends

GPTC has also adopted the principles of the International Center for Leadership in Education Model Schools (ICLE-MS). In a renewed commitment, GPTC has sponsored twenty staff members in the past two years to attend the national conference and teachers present PD workshops on related topics to the rest of the staff. GPTC sponsored nine more staff members in the summer of 2018 and the PD program will continue to expand with this information sharing process.

Senior leadership and administration provide direction to the overall organization.

MET

1.2 – How is the technology center governed and how are societal responsibilities fulfilled? 1.2(a) Organizational Governance

1.2(a)1 How does the educational institution ensure responsible governance?

GPTC is governed by an elected Board of Education (BOE). This five-member board meets monthly and in special, emergency sessions, to oversee the

$0

$5,000,000

$10,000,000

$15,000,000

$20,000,000

2013 2014 2015 2016 2017 2018

GPTC Funding History

Ad Valorem

State Allocations

Total Budget

Linear (Total Budget)

9

expenditures and actions of GPTC. They approve purchases, personnel decisions, and establish the guidelines under which larger projects will be managed. The BOE operates under the principles of the Oklahoma Open Meetings Act and agendas and minutes are available for review.

1.2(a)2 How is the performance of leaders and administrators, including the superintendent and governance board evaluated?

The BOE is an elected body and must run for re-election according to the laws of the State of Oklahoma. They are evaluated by the electorate and re-election indicates a positive evaluation by the constituency. The superintendent is evaluated by the Board in January each year during executive session of the board meeting. The results of this evaluation are aligned with the re-hiring process for the next academic year.

The LT is evaluated based on the goals they set and achieve and by their performance over the course of the academic year. The LT is rehired in February annually, if a contract is to be extended for the next academic year. The LT uses a self-developed goals-based evaluation that is reviewed twice during the academic year by the DS.

1.2(b) – Legal and Ethical Behavior

1.2(b)1 How are public concerns, related to law, regulatory and accreditation compliance with instruction and training, support services, and operations anticipated and addressed?

GPTC conducts two advisory committee meetings per year and collects ACM input on concerns, needs, services, and informs them of accreditation requirements and procedures. All full time (FT) programs, guidance, dropout out recovery (SCORE), Adult Basic Education (ABE), and selected ACD programs conduct the meetings, gather information, and collect surveys citing critical needs. These surveys have been collected for the past 15 years and data is used to make program modifications and address operational issues as necessary.

All GPTC BOE meetings are in compliance with the Oklahoma Open Meetings Act and are accessible to the general public. Community members may address the BOE on matters related to any of the listed items. Additionally, GPTC BOE members attend the Oklahoma State School Board Association (OSSBA) and National School Board Association (NSBA) training sessions, national best practices seminars, and related training when possible to insure they are informed on current school law, compliance, and operations information.

GPTC Accreditation List:

Council on Occupational Education

COE

Oklahoma Board of Career and Technology Education

OBCTE

National Automotive Technicians Education Foundation

NATEF

Accreditation Commission for Education in Nursing

ACEN

Committee on Accreditation of Allied Health Education Programs

CAAHEP

10

Committee on Accreditation of Emergency Medical Services Professions

CoAEMSP

Accreditation Review Committee on Education in Surgical Technology and Surgical Assisting

ARC-STSA

Oklahoma State Board of Health OSBH

Oklahoma Board of Nursing OBN

Motorcycle Safety Foundation MSF

GPTC regulatory results (2013 – Present)

Audit Exceptions 0

Grievances/Employees 1

Deficiencies on Accreditation 0

Ethical Complaints 0

Civil Rights Compliance Findings 0

Regional Accrediting Officer Findings

0

1.2(b)2 How is ethical behavior promoted and insured in all interactions?

Board members and superintendent are barred from using GPTC resources for live work or other benefit by policy (PP 65 #8). Board members adhere to the Code of Ethics and the regulations established by the election laws of Oklahoma.

1.2(c) Societal Behavior

1.2(c)1 How does the technology center consider societal well-being and benefit as part of strategy and daily operations?

GPTC encourages all employees to be active in promoting societal well-being through a number of initiatives. GPTC employees have opportunity to donate to the United Way of Southwest Oklahoma (UWSWOK), participate in their Day of Caring, and other executive functions of the organization. GPTC

employees also donate to the Great Plains Technology Center Foundation (GPF) and play in its annual golf tournament fundraiser.

GPTC employees are involved in a wide variety of community services, boards, activities, and churches. A recent employee community engagement survey revealed

Figure 5 Community Involvement GPTC Employees

Other community/public service includes:

Professional Organization Leadership o ACTE Board o OkACTE Division Officers

EMS Board Member

Volunteer Fire Fighter

Chamber of Commerce Member

Foster parent GPTC provides release time for community service activities, if they conflict with scheduled work hours.

The institution is operating within the Oklahoma Career Tech Rules.

MET Senior leadership and administration are operating in a legal and ethical manner.

MET

0% 20% 40% 60% 80%

Church Leadership

Non-Profit Vounteer

Non-Profit Board

Charitable Donor

Hold Public Office

Youth Sports Volunteer

Youth Sports Coach

Public School Volunteer

Community Involvement

11

The institution meets the regulatory requirements and public responsibilities.

MET

1.3 How does the technology center develop and implement strategy?

1.3(a) Strategy Development Process

1.3(a)1 How does the technology center district conduct strategic planning?

GPTC uses a wide variety of data and input sources to develop key strategies and initiatives that form the basis of strategic operations. These data and feedback elements include:

Student outcomes as reported to the ODCTE annually.

Industry based certifications earned by students.

Advisory Committee recommendations.

Public feedback on programs and services desired.

Focus group data.

Safety and security standards and recommendations.

Labor Market Information (LMI)

Student feedback collected each semester.

Legal requirements.

Funding projections. The information from these sources, plus other available information, is reviewed by the LT and form the basis for key initiatives and areas of focus. The LT hones its priorities in an annual planning meeting and develops the Comprehensive Local Education Plan (CLEP) and a set of strategic priorities.

Figure 6 Strategic Planning Process

The last revision of the vision, mission and core beliefs statements was in 2015, when a committee was formed to revise those statements. They were validated by staff in May 2015 and advisory committees in October 2016. 90% of survey respondents agreed with all statements presented (Survey Monkey 5/27/2015) and the statements were validated by 100% of advisory committees.

1.3(a)2 How does the strategy development process stimulate and incorporate innovation?

Strategy development incorporating innovation is in the planning processes. One emergent theme in innovation is the necessity for succession planning to fill projected gaps in the organization due to retirement and attrition. The Plus One (+1) program launched in the 2017-18 school year and six candidates participated in a wide variety of leadership activities. One of the leadership activities was chairing a committee to analyze, collect data, and complete the ODCTE Accreditation Application. Six +1’s worked to complete the standards.

GPTC has also conducted focus group

sessions with a wide variety of

Collect data

Data to AT

Analyze and

Prioritize

Develop Capital

Plan

Develop CLEP

Develop Strategic Priorities

Implement Strategic

Prioties

Evaluate effectiven

ess

12

stakeholders, facilitated by the DCM. At that time, stakeholders indicated they looked for innovations in the following areas:

Continue to provide a Manufacturing Career Prep Program (Cooperation with Goodyear Tire & Rubber Company)

Introduce entrepreneurship principles in all CTE programs

Construct a new Transportation Trades Center that is state of the art and can accommodate larger diesel trucks

Online enrollment and online course offerings.

Campus security innovations including badge swipe entrances

These focus groups and their suggestions will be incorporated into the strategic planning process.

1.3(a)3 How is relevant data collected and analyzed to develop information for the strategic planning process?

Relevant data is collected from the

following key stakeholder’s groups as identified by the DCM:

Employees

Students

Former Students

Parents

Business & Industry Community

Advisory Committee Members

Partner School Counselors

Partner School Administration

Partner Schools Teachers

Public at Large These groups have met in focus groups (2016-17 and 2017-18), completed surveys (2016-17), met as advisory committees (ongoing, 2 times annually), or participated in regularly scheduled

meetings. The data collected is directed to the LT, which then conducts research and establishes key performance indicators.

1.3(a)4 What are the technology center’s key processes (examples may include enrollment, instruction, training, marketing, human resources, finance, partner relationships, and organizational effectiveness.

Key processes include:

Strategic Planning processes (LT)

Program development and review (LT, IL’s, Instructors, Director of Instructional Services [DIS], Career Major Review Committee [CMRC])

Recruitment (DCM and SS)

Enrollment (SS)

Retention (SS)

Teacher and staff recruitment (DCM, LT)

Employee On-boarding processes (LT, designated employees)

Professional Development (DIS) 1.3 (b) Strategic Objectives

1.3(b)1 What are the technology center’s key strategic objectives and timetable for achieving those objectives?

` Strategic Objectives in Development:

Identify successful projects or activities and continue to improve those processes

Eliminate processes that are not effective in achieving to goals to be determined in the SP process.

Develop incremental employee recognition programs outside the traditional OkACTE awards process, in which GPTC has annual submissions in every category.

Build IT infrastructure to support current and future demands

13

Insure a financially stable institution through management of resources and dollars.

Use professional development processes to benefit all employees in both soft and technical skills necessary for success.

1.3(b)2 How do strategic objectives achieve appropriate balance among varying and potentially competing institutional needs?

In an ongoing process, GPTC uses a

“balanced scorecard approach” to knowledge and performance indicators (KPI’s). Factors include:

Traffic (Public Perception)

Student/Client Impact

Safety

Structural

Industry Need

Future Focus The Capital Plan for Expenditures is developed and each project is evaluated according to each of the criteria and assigned a priority. Each KPI is rated high (H), medium (M) or low (L) and assigned a priority rating. The Capital Plan ranges for 5 years and is systematically examined and updated annually.

1.3(c) Action Plan Development and Deployment

1.3(c)1 What are the technology center’s key short-and long-term action plans?

GPTC’s long term and short term action

plans are structured around the six pillars of Great Plains priorities:

Traffic (Public Perception)

Student/Client Impact

Safety

Structural

Industry Need

Future Focus The Action Plans take shape in the Capital Planning Document, the CLEP, and, ultimately, the strategic plan for the organization. All information and data is reported by responsible parties to the LT, which then evaluates, prioritizes and disseminates information to staff and stakeholders. Specific action plans for the 2018-19 school year include:

Traffic o Remodel and repair areas

identified as high priority o Identify and plan to display

trophies and awards in a more attractive and appropriate manner.

Student/Client Impact o Repair outdoor paint booth

(CCR) o Put a teaching kitchen in

Culinary program area o Replace Flashover Building

Safety o Make certain meeting

rooms and areas more secure

o Secure the receptionist area

Structural o Address structural issues as

identified across campus o Add additional storm

shelter areas including hardening existing structure.

Industry Need o Rooms for Programmable

Logic Controllers and training

o Upgrade electrical system in industrial training area to 480 Volts

14

o Install a pad for Forklift Training

Future Focus o Air lock inside of main

building doors o Foundation stabilization o Student lounge/display case

refresh

1.3(c)2 How are action plans deployed?

Figure 7 Action Plan Deployment

1.3(c)3 How does the technology center ensure that funding and other resources are available to support the achievement of actin plans while meeting current obligations?

GPTC develops a flexible budget the

accounts for key priorities as established by stakeholders while meeting the ongoing needs of instruction and facilities maintenance. In the 2017-2018 school year, GPTC conducted a successful bond campaign to add one mil to the building fund through ad valorem taxation. This successful campaign will allow GPTC to more effectively maintain facilities and devote general fund dollars to maximize strategic objectives and instructional success.

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?

Professional Development (PD) has

always been a vital component in both the CLEP, prior strategic documentation, and GPTC’s policies for professional growth. As the SP process takes shape, professional development will align with the strategic objectives in maximize success in long term implementation. The Professional Development Committee (PDC) works closely with the Director of IS to develop and deliver both technology related skills and Model Schools concepts related to Rigor, Relevance, and Relationships. The PDC has collected feedback data on PD activities and presentation over the past few years and it is presented in the following table:

Topic Attended Avg. Rating

2017-18

Respect and Relationships

18 4.7

Motivating and Engaging Students in Schoology

5 4.0

Instructional Strategies for Active Learning Using Technology

7 4.7

Relationship Building in T & I Classes

7 4.1

At-Risk Students

18 4.7

Rigor 6 4.67

Pathway from

11 4.3

1• LT collects data and feedback and develops strategic priorties

2• LT communicates strategic priroties to approriate personnel (IL's or others)

3• IL's or other personnel inform relevant stakeholders and initiate and monitor

action plan.

4• IL's report back to LT and the plan is evaluated and revised, if necessary.

5

• ACTION PLAN COMPLETE - DOCUMENTED AS FINISHED

• ACTION PLAN IN PROGRESS - FURTHER ACTION TASKS IDENTFIED AND IMPLEMENTED

15

Relationships to Relevance

2016-17

Student Engagement

54 3.6

Career Majors Simplified

20 5

CTSO Best Practices

6 4.67

Figure 8 Professional Development

1.3(c)5 What key performance measures or indicators are used to track the achievement and effectiveness of action plans?

Key Performance Indicators (KPI) data is

collected on the following measures

Program Outcomes Rates

Industry Certifications Earned

Advisory Committee Involvement

Student Satisfaction

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?

GPTC projects program outcome rates

and industry certifications will continue to increase as instructional personnel become aware of their outcomes through annual reviews. GPTC projects advisory committee participation will continue to increase due to increased awareness on the instructional level of expectations and requirements. GPTC expects student satisfaction to continue to increase due to the PD available for rigor, relevance and relationships.

1.3(d) Action Plan Modification

1.3(d)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?

Modifying actions plans is a necessary

and vital step to long term success. As data is collected in the 2018-19 school year and beyond, KPI’s will continue to be quantified and problem areas pinpointed. Action plans may be developed on the fly to produce the KPI’s desired by the organization. Any shift in KPI’s will be communicated to all relevant stakeholders in a clear and supportive manner, accompanied by specific strategies to implement the changes in action plans required to bring about desired results.

The institution has a strategic planning process that supports continuous improvement.

MET Goals and objectives are aligned to the technology center’s mission and vision and are regularly monitored.

MET There is alignment between the educational institution’s strategic plan and the Oklahoma CareerTech’s strategic plan and performance measures.

MET The institution systematically reviews its performance.

MET

16

1.4 Leadership Results What are the technology center’s

performance results? 1.4(a) Leadership governance and Societal

Responsibility Results

1.4(a)1 What are the results for leaders’ and administrator’s communication and engagement with personnel, students, business and industry, and other customers/stakeholders?

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

0% 20% 40% 60%

Student

GPTC Employee

Member of GPTC…

Employer of GPTC…

GPTC Scholarship…


0% 20% 40% 60% 80%

College Prep

Enter Work

GED/ABE

BIS Services

Skill Upgrade

Start Business


$0

$10,000,000

$20,000,000

2013 2014 2015 2016 2017 2018


Ad Valorem

State Allocations

Total Budget


0

20

40

60

10

/1/2

…

3/1

/20

…

8/1

/20

…

1/1

/20

…

6/1

/20

…

11

/1/2

…

4/1

/20

…

9/1

/20

…

2/1

/20

…

7/1

/20

…

12

/1/2

…Axi

s Ti

tle

Axis Title

Soup's On Attendees

0% 20% 40% 60% 80%

College Prep

Enter Work

GED/ABE

BIS Services

Skill Upgrade

Start Business


17

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

Organization Acronym

Council on Occupational Education

COE

Oklahoma Board of Career and Technology Education

OBCTE

National Automotive Technicians Education Foundation

NATEF

Accreditation Commission for Education in Nursing

ACEN

Committee on Accreditation of Allied Health Education Programs

CAAHEP

Committee on Accreditation of Emergency Medical Services Professions

CoAEMSP

Accreditation Review Committee on Education in Surgical Technology and Surgical Assisting

ARC-STSA

Oklahoma State Board of Health OSBH

Oklahoma Board of Nursing OBN

Motorcycle Safety Foundation MSF

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

Audit Exceptions 0

Grievances/Employees 1

Deficiencies on Accreditation 0

Ethical Complaints 0

Civil Rights Compliance Findings 0

Regional Accrediting Officer Findings

0

1.4(a)5 What are the results for societal

responsibilities and support of its key communities?

$0

$10,000,000

$20,000,000

2013 2014 2015 2016 2017 2018


Ad Valorem

State Allocations

Total Budget


0% 20% 40% 60%

Student

GPTC Employee

Member of GPTC…

Employer of GPTC…

GPTC Scholarship…


0% 20% 40% 60% 80%

Church Leadership

Non-Profit Vounteer

Non-Profit Board

Charitable Donor

Hold Public Office


Youth Sports Coach



18

1.4(b) Strategic Implementation Results

1.4(b)1 What are the results for the achievement of intuitional strategy and action plans?

Collect data

Data to AT

Analyze and

Prioritize

Develop Capital

Plan

Develop CLEP

Develop Strategic Priorities

Implement

Strategic Prioties

Evaluate effective

ness

1• LT collects data and feedback and develops strategic priorties

2• LT communicates strategic priroties to approriate personnel (IL's or others)

3• IL's or other personnel inform relevant stakeholders and initiate and monitor action plan.

4• IL's report back to LT and the plan is evaluated and revised, if necessary.

5• ACTION PLAN COMPLETE - DOCUMENTED AS FINISHED

• ACTION PLAN IN PROGRESS - FURTHER ACTION TASKS IDENTFIED AND IMPLEMENTED

19

Standard 2 – Instruction and Training

2.1 Instructional Planning and Organization

2.1(a) Instructional Planning and

Organization

2.1(a)1 How is a program/course plan of instruction developed to support learning objectives?

How are programs/course outcomes determined and measured?

How does the instructional planning and organization provide adequate opportunity for all students/clients to develop the necessary knowledge, skills, and competencies needed for postsecondary education and/or employment?

Each program has a plan of instruction to support the individual learning objectives. Each program has a course of study, which is approved by the Oklahoma Department of Career and Technology Education (ODCTE). Each program receives additional input on learning objectives derived from input of advisory committees. Advisory committees are composed of professionals and representatives from the particular fields of study. These committees provide input into the plan of instruction, activities, objectives, and needed outcomes. When applicable, programs implement the required plans of instruction provided by state/regional/national accrediting

bodies (ex: Practical Nursing, Emergency Medical, etc.) ACD, Business and Industry Services (BIS), and Client Based Services (CBS) also have an advisory committee, which meets twice a year. This advisory committee reviews programming and provides input and ideas for upcoming objectives. BIS along with CBS assessments to develop individual courses of study for specific clients. All students are positioned and supported for success. Some of the available supports include:

Disability Services (IEP/504)

Academic Center remediation

Mastery Learning Philosophy

2.1(a)2 How does the technology center ensure each student/client has the opportunity to participate in training-related work-based experience?

How are student/client work-based objectives developed, implemented, and evaluated to ensure student/client progression and skill attainment?

GPTC has a Live Project Policy (PP, p. 62) defining the live project criteria and approval process. Along with these criteria, the following measures are taken if a live project off campus is approved:

20

Figure 9 Live Work Process

Instructors ensure work-based objectives are included on the approved course of study. Many programs allow for and provide for required clinical and/or on the job training.

Additional opportunities for work-based learning include the Goodyear Internship Program, Desktop support deployment for Lawton Public Schools, and the Building Trades Project House.

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?

With input from accrediting bodies, state/regional/national licensing

bodies, and advisory boards, courses of study are created to ensure each student is prepared for industry recognized certifications. In many programs, as indicated with the approved course of study, Great Plains Technology Center pays for industry recognized certification exams for approved HS students. For BIS and Customized Training (CT) courses, the cost of the exam is built into the course fee to ensure students have the opportunity to sit for the exam. (ex: Business needs American Heart Association Heartsaver certification, the exam fee and licenses are built into the contract for the course and the exam is administered as part of the course) For ACD courses, the cost of the exam is published with enrollment materials. The testing center is licensed as a Pearson Vue test center to allow students with local access to testing facilities. The center offers access to a wide range of testing, to include teacher certification testing, and is open hours convenient to students and the public.

1• Project request made to IL

2• Project approved

3

•Documentation on File

•Non-discrimination affadavit

4

•Objectives developed

•Employer/Instructor/EA

5 • Student begins work

6• Work and objectives monitored by

instructor and EA

7• Completion of Live Work/Evaluation

21

Students Passing One Industry Recognized Test

Figure 10 Certification Exam Pass Rates

GPTC also has a support system for students taking industry-based examinations. The Student Certification and Licensing Fees Policy (PP, pp 53-34) outline the requirements and procedures for secondary students to sit for one attempt at an industry credential/license examination on a scholarship from GPTC. This policy eliminates barriers due to cost faced by secondary students in the licensure process.

2.1(a)4 How does instruction recognize and minimize bias and stereotyping?

GPTC examines all texts and materials used in the classrooms to insure they are inclusive and minimize bias and stereotyping. In addition, all GPTC internal publications are designed to incorporate non-traditional students and ethnic balance in all photos and illustrations.

GPTC staff attends diversity training annually. This training is focused on recognizing and dealing with diversity in a positive manner in the classroom and all other operations of the organization.

All students attend a Student Handbook

(SH)orientation. The 2018-19 Student Handbook Sections 2.3-2.6 (pp. 26-27) outline GPTC’s policy on Bullying, Cyberbullying, Sexual and Racial Harassment and outline the reporting and investigation procedures to be used.

CTSO activities are inclusive and

minimize bias and stereotyping at all levels.

GPTC applies Gange’s Nine Steps of

Instruction to minimize bias and stereotyping in learning as follows:

Figure 11 Gagne's Nine Steps of Instruction

Finally, GPTC prints its non-discrimination statement on all materials and publishes it in the local newspaper once annually.

0 20 40 60

ACR0901

AGM2000

BCC1002

CFD0902

CRP1002

CSF1002

GAR2001

LEA0901

MOA1001

NET1002

PN-D01

RCW0901

TRK0901

Total

Total

22

2.1(a)5 How does the technology center ensure instruction and training is monitored for quality?

How are enrollment and class sizes monitored?

How is effectiveness monitored?

How are revision decisions made and implemented?

How is continuous improvement implemented?

GPTC applies the Analysis, Design, Develop, Implement, and Evaluate (ADDIE) model of instructional systems design. This systems approach to program/course development is scalable and can accommodate program/course development that requires mastery of the knowledge, skills and/or attitudes associated with industry – recognized certifications/licenses, credentials, and other outcomes (e.g. employer specific standard) identified in the training needs analysis.

Figure 12 Addie Model of Instructional Design

The Student Support Services director and her staff continuously monitor enrollment and class sizes as students enter and leave programs. This information is relayed to the registrar who maintains the student management system to document class size, enrollment, attendance, retention and other student data.

GPTC monitors effectiveness using several key performance indicators:

Completion and Retention

Positive Placement

Overall student satisfaction o Gallup Poll o Internal Student

Feedback Survey

Completion and retention over the past five years are as follows:

Figure 13 Completion/Retention 2012-2017

Placement over the past five years is as follows:

Figure 14 Positive Placement 2012-2017

0%

20%

40%

60%

80%

5 Year Completion/Retention

Completion Retention

70% 75% 80% 85% 90% 95% 100%

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Positive Placement FY 13-17

Positive Placement TK Positive Placement Lawton

23

The student Gallup survey for 2017 measuring engagement is as follows:

Figure 15 Gallup Student Engagement Results

Finally, GPTC conducts a student feedback survey internally each semester. Results of those surveys are on file and key indicators including “The teacher develops positive relationships with students” are as follows:

Figure 16 Internal Student Feedback - Teacher Relationships

NOTE: F 2016-17 used a different methodology for data collection and did not collect data for this item.

GPTC uses all of these results as well as information regarding student certification/licensure to evaluate

the effectiveness of full time programs. Revision decisions are made in collaboration with the IL, instructor and the Career Major Review Committee (CMRC) process.

Figure 17 CMRC Process

Members of the CMRC include:

DS

SSSD

IL (designated supervisor of program requesting revision)

Financial Aid Officer (FAO)

Accreditation and Planning Coordinator (ACP)

Instructor of program being reviewed

The CMRC process allows each area impacted by change to evaluate the necessary steps to be taken to achieve the steps in the proper manner. BIS/ACD programs are evaluated based on annual output and client feedback collected through each department. This feedback is reviewed and analyzed by appropriate personnel and decisions on revisions to the course,

85% 90% 95% 100% 105%

S 2017-18

F2017-18

F 2016-17

F 2016-17

S 2015-16

F2015-16

S 2014-15

F 2014-15

S 2013-14

Teacher Relationships Strongly Agree/Agree

1• REVISION REQUEST SUBMITTED

2• CMRC MEETING SCHEDULED

3• CMRC MEMBERS REVIEW REQUEST

4 • CMRC MEETING CONDUCTED

5• RECOMMENDATION TO

SUPERINTENDENT

24

instructor, or rotation schedule are made in the appropriate team environment.

Figure 18 BIS Hours 2012-2017

Figure 19 ACD Hours 2012-2017

2.1(a)6 How are client-specific (BIS, BES, Dropout Recovery, TANF, and/or Adult Basic Education) instruction and onsite visits conducted and monitored, as applicable?

GPTC client specific programs are monitored by state and federal reporting requirements. BIS, SCORE, and ABE are conducted according to the guidelines of grants, the Oklahoma State Department of Education requirements, and on-going supervision by ILs and other administrative staff.

2.1(b) Resources and Materials

2.1(b)1 How are instructional resources, technology, and supplies provided to support the learning objectives of the program/course and meet the needs of students/clients served?

GPTC solicits advisory committee input

at every meeting regarding learning objectives, instructional resources, supplies, equipment, and materials necessary to achieve student success. Equipment purchases are made regularly and large pieces of equipment are prioritized on the five year capital plan and purchased through building fund or other monies rather than instructional budgets.

Great Plains also seeks grant funding for

equipment and resources through the Oklahoma Lottery Grant and any supplemental Perkins Grant funding available.

2.1(b)2 How do instructional resources and supplies meet the needs of students/clients with disabilities needing additional accommodations and/or modifications?

GPTC complies with all federal, state,

and local laws and regulations in providing accommodations for students requiring modifications. Modifications are developed based on IEP plans from partner high schools and self-disclosed accommodation requests from adult students. The Disability Services Coordinator works with students from all areas of the campus: FT, HS, EDC/Business Development Center (BDC), ABE, and ACD. Necessary accommodations are identified and resources are identified. Potential resources include:

7414

9879

9436

8319

7201

BIS Hours

2012-13 2013-14 2014-15 2015-16 2016-17

14580

1239011116

9799

8268

ACD Hours

2012-13 2013-14 2014-15 2015-16 2016-17

25

Oklahoma Vocational Rehabilitation Services

Partner School Services

Carl Perkins funding

GPTC local resources Accommodations for individual students include:

Disability-friendly lab station (Bio Med)

Rolling tool chest (auto service/physically challenged student)

Interpreter for hearing impaired students

Formalized testing plans for students requiring extra time or oral administration of examinations.

All GPTC facilities are barrier free and compliant with all applicable laws and regulations.

2.1(c) Leadership Development

2.1(c)1 How do the career and technical student organizations (CTSOs) align with the desired student outcome?

GPTC integrates CTSO participation into

all appropriate programs. The outcomes for CTSO participation include the opportunity to participate in skills and leadership competitions at the local, district, regional, state, and national levels. This alignment reflects the skill of the student in the occupation for which he or she is training and the employability/leadership skills necessary to obtain and retain employment.

CTSO activities also focus on community

service activities. GPTC CTSO’s have participated in:

Thanksgiving Community Food Drive:

o Cans for Corn (2013-2018)

Tipton Children’s Home Christmas Party (1971 – Present)

DHS Foster Child Christmas Sponsor (2006 – Present)

Various other community service projects are taken on annually, but these projects are a part of the fabric of GPTC and its student leadership culture.

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

GPTC has an Activities Coordinator who

oversees CTSO activities with both instructional personnel and students. The coordinator provides leadership to instructors as they plan their year’s activities and presents information regarding CTSO’s at student orientation. The coordinator also assists instructors in CTSO registration, contest sign up and preparation, and community service activities. All students are encouraged to join the CTSO’s on campus:

Business Professional of America (BPA)

Family Careers and Community Leaders of America (FCCLA)

Health Occupations Students of America (HOSA)

SkillsUSA

Technology Students of America (TSA)

o One Year Data: 2017 – 51 Members

26

Figure 20 BPA Membership 2012-2017

Figure 21 FCCLA Membership 2012-2017

Figure 22 HOSA Membership 2012-2017

Figure 23 SkillsUSA Membership 2012-2017

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

CTSO activities and concepts are

integrated into the curriculum through employability grades, skills practice later used in contest, use of the employment advisor for resume development, and coordinated use of targeted personnel to help prepare students to participate in service, leadership, and skill aspects of CTSO scope of work.

2.1(c)4 How does the technology center encourage and support participation/leadership opportunities throughout their district?

2.1(c)5 How does the technology center encourage and support participation/leadership opportunities beyond the local level?

2.1(c)6 How does the technology center ensure student organizations and members employ ethical practices and professional conduct while participating in organized activities or events?

GPTC encourages students to seek

district, state, and national offices. Students who choose to do so are supported by the institution and program according to the CTSO policy (PP, p. 78).

Leadership positions held by GPTC

students include: HOSA – State Officer – 1 Skills USA SW District – 4 Students participating in competitions

beyond the local/district level are as follows:

65 70 75 80 85

2012-13

2013-14

2014-15

2015-16

2016-17

BPA Members

0 10 20 30 40

2012-13

2013-14

2014-15

2015-16

2016-17

FCCLA Members

0 50 100 150 200 250

2012-13

2013-14

2014-15

2015-16

2016-17

HOSA Members

0 100 200 300

2012-13

2013-14

2014-15

2015-16

2016-17

SkillsUSA Members

27

Figure 24 State and National Competition Participation 2012-2017

2.1(c)7 How does the technology center ensure student organizations develop and carry out their programs of work?

GPTC programs with elected officers

and committees develop the plan of work annually. At times, program group areas develop joint plans of work to promote cross curricular CTSO efforts. The Activities Coordinator, the instructor, and CTSO members work together to develop and implement programs of work.

2.2 Student Learning Results

2.2(a) Instruction and Training Results

2.2(a)1 What are the results for learning and customer service processes designed to meet the needs of students, business and industry and other customers? (examples – full time programs, BIS, ACD, BES, Dropout Recovery, and Adult Basic Education)

0

200

2012-13 2013-14 2014-15 2015-16 2016-17

State and National Competitions

Competitions State Competitions National

0%

20%

40%

60%

80%

2012-2013

2013-2014

2014-2015

2015-2016



70% 75% 80% 85% 90% 95% 100%

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Positive Placement FY 13-17

Positive Placement TK Positive Placement Lawton

7414

9879

9436

8319

7201

BIS Hours

2012-13 2013-14 2014-15 2015-16 2016-17

28

2.2(a)2 What are the results for Career and Technical Student Organizations (CTSO) student involvement?

14580

1239011116

9799

8268

ACD Hours

2012-13 2013-14 2014-15 2015-16 2016-17

0 20 40 60

ACR0901

AGM2000

BCC1002

CFD0902

CRP1002

CSF1002

GAR2001

LEA0901

MOA1001

NET1002

PN-D01

RCW0901

TRK0901

Total

Total

85% 90% 95% 100% 105%

S 2017-18F 2016-17S 2014-15


65 70 75 80 85

2012-13

2013-14

2014-15

2015-16

2016-17

BPA Members

0 10 20 30 40

2012-13

2013-14

2014-15

2015-16

2016-17

FCCLA Members

0 50 100 150 200 250

2012-13

2013-14

2014-15

2015-16

2016-17

HOSA Members

0 100 200 300

2012-13

2013-14

2014-15

2015-16

2016-17

SkillsUSA Members

29

0

200

2012-13 2013-14 2014-15 2015-16 2016-17

State and National Competitions

Competitions State Competitions National

30

Standard 3 – Support Services

3.1 How does the technology center obtain information about academic and career guidance and advisement?

3.1(a) Career Counseling and Advisement

3.1(a)1 How does the technology Center assess appropriate placement within instruction and service offerings?

GPTC assesses appropriate program placement using a number of methods. The application process for secondary students includes a brief career interest inventory and each student completes an interview with GPTC representatives prior to placement. The interviews are program-specific and teachers work in conjunction with counselors to develop these questions. Students also participate in activities related to the program prior to entry including Signing Say and Meet, Greet and Complete (MG&C) activities. MG&C and Signing Day, during which students sign letters of intent (LOI) were implemented for the 2017-2018 school year.

Figure 25 Student Retention Activities 2017

Postsecondary students schedule individual

appointments with counselors and discuss their options for enrollment and financial aid. Each adult student completes an assessment using the KeyTrain system in order to determine

potential for academic success. Students requiring remediation can work with the Academic Center (AC)to improve their scores and likelihood to successfully complete their chosen program.

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?

GPTC employs an Employment Advisor (EA) to develop individual career plans (ICPs) with all secondary students. The EA visits all programs and works with students to develop an ICP. The process has shifted from paper and pencil copies to electronic development on the OkCareerGuide electronic software.

Figure 26 Number of Students with ICP's

3.1(a)3 How does the technology center ensure effective transition to advanced credentialing or postsecondary studies?

GPTC holds numerous job and college fairs throughout the year. The EA coordinates the Job Fairs and college career days. For the last two years, data on the Job Fair is as follows:

0 100 200 300 400

Signed LOI

Attended MG&C

Did not Attend/enrolled

Student Retention Activities2017-2018

0

500

1000

Jan-14 Jan-15 Jan-16 Jan-17

Number of Students with ICP's - Secondary

31

Figure 27 Job Fair Vendors and Attendance

Additionally, the GPTC EA has hosted the following events:

Year Event Participants

2016 Mock Interviews 42 students

Professional Dress Class

42 Students

Resume Class 301 Students

Getting Hired Class 21 Students

2017 Mock Interviews 20 students

Professional Dress/Job Seeking class

66 students

Portfolios 30 students

Resume Class 400 students Figure 28 Career Events Promoting Student Employment

GPTC also manages a number of scholarship opportunities for students to continue their education at the postsecondary level. These offerings include:

Dr. George Bridges Next Seep Scholarship $1,575 to be used at GPTC.

Jim Nisbett Cameron University Tuition Waiver – 5 awards, $1000 each.

Pre Engineering Cameron University Tuition Waiver – 1 award, $1000.

Teacher Prep Cameron University Tuition Waiver – 1 award, $1000.

Dr. Tom Thomas Cameron University Tuition Waiver, 1 award, $1000.

Ken Taylor Scholarship, Great Plains Technology Center Tuition Waiver, T & I Related Training, $1,575.

Additionally, GPTC is associated with the GPTC Foundation, a charitable foundation which

awards scholarships to postsecondary programs at GPTC. Foundation data is as follows:

Figure 29 Foundation Expenditures in Dollars

Figure 30 Number of Foundation Awards

The Next Step Scholarship is a scholarship that allows a high school senior to continue his/her full-time technical training at GPTC with a $1,575.00 tuition scholarship. The student must meets minimal academic criteria and demonstrate financial need. This covers most of the tuition for a majority of programs. The Foundation Scholarship can be used for FT or ACD training and can be awarded to any student wishing to enroll and demonstrating financial need.

GPTC supports advanced credentialing by offering a testing fee waiver/support process. Students who meet the requirements for support may apply for a testing waiver. This waiver allows students who have completed certain requirements to apply for a scholarship for certification testing. Data for numbers of students who have completed this process are as follows:

0

200

400

600

800

1 2

34 25

Participants, 640

Participants, 690

Par

tici

pan

ts

Year 1 = 2016; Year 2 = 2017

Job Fair Attendance

Vendors Participants

$0

$100,000

2014 2015 2016 2017

Foundation Expenditures on Scholarships for Postsecondary

Educaton

Scholarships Awarded Next Step

Scholarships Awarded GPTC Foundation

0

500

2014 2015 2016 2017

Number of Foundation Awards Given

Scholarships Awarded Number Total

Scholarships Awarded Number Next Step

Scholarships Awarded Number GPTC Foundation

32

Figure 31 Student Certification Scholarship Data

3.1(a)4 How does the technology center ensure equitable access to support services and provide responsive service?

Support services for counseling, disabilities services, and financial aid are located centrally in the main building of the campus. There are three full-time counselors, one full-time disabilities coordinator and a financial aid coordinator. The Academic Center is located in the same building, adjacent to a computer/individual instruction lab. All services are open at least one night per week to serve evening students and all facilities are accessible to those with disabilities.

3.1(a)5 How does the technology center collaborate with partner schools regarding student information (examples – IEPs, 504s, health plans, credentials/certificates, etc.)”

In accordance with the guidance plan, the staff and Disabilities Coordinator works with partner schools and other agencies to develop and implement IEP’s, 504’s, health plans and other necessary support to promote GPTC retention and completion of training.

3.1(b) Academic Integration and Enhancement

3.1(b)1 How does the technology center ensure academic credit courses adhered to state/federal legislation/guidelines annually?

Academic courses adhere to state/federal and legislative guidelines. The academic programs are reviewed annually by the Oklahoma State Department of Education (SDE) and evaluated by the Regional Accrediting Officer (RA0). GPTC receives a letter of approval for each course from the SDE and the ODCTE annually.

3.1(b)2 How do career and technology education instructors develop strategies for integrating academics and other essential skills into program instruction?

CTE instructors develop strategies for integrating academics and other essential skills in multiple ways. GPTC participates in the ICLE-MS project.

Figure 32 ICLE Model Schools Attendance

Additionally, GPTC has had a formalized professional development program which has incorporated workshops on integrating academics, classroom tips and tricks, and related ICLE-MS topics. Topics, number attended and average ratings (5=Excellent) are included in the following table:

Topic Attended Avg. Rating

2017-18


18 4.7

Motivating and Engaging Students in Schoology

5 4.0

Instructional Strategies for Active Learning Using Technology

7 4.7

Relationship Building in T & I Classes

7 4.1

At-Risk Students

18 4.7

Rigor 6 4.67

0 50 100 150

2012-13

2013-14

2014-15

2015-16

2016-17

Student Certification Scholarship

Passed Tested

0

10

20

30

2013 2014 2015 2016 2017 2018

ICLE Model School Attendance

33

Pathway from Relationships to Relevance

11 4.3

2016-17

Student Engagement

54 3.6

Career Majors Simplified

20 5

CTSO Best Practices

6 4.67

Figure 33 ICLE-Based Professional Development Activities

Further, GPTC collects feedback from advisory committee members and collects Employer Verification Forms (EVF’s) to validate both academic preparedness and technical proficiency that is in demand in the occupation in which the student is being trained.

3.1(b)3 How do instructors assist in determining goals and selecting materials and instructional aids used for integrated academic skills development?

3.1(b)4 How do students understand the purpose for integrating academic instruction into their career preparation program?

Instructors sit on the Academic Center Team Self-Study (ATSS) committee and review processes and procedures used in academic integration. GPTC instructional personnel also review standardized assessment results for prospective applicants and reinforce the importance of academics for success in technical programs. All GPTC students are granted access to Career Ready 101 academic software and those scoring below a three (3) in any area will be scheduled into the AC for academic remediation. Instructors also have significant input on interview questions for potential students and specific criteria for academic success are discussed prior to admission.

Finally, the Academic Center (AC) assists all instructors with integration of academic skills in the classroom. The AC Coordinator provides classroom based and individual assistance with

learning styles, academic remediation and assessment. The majority of academic remediation is done using the Key Train academic software.

3.1(b)5 How do students receive academic instruction through a variety of delivery methods/systems?

Student attainment of academic skills is promoted in a variety of ways:

Each student has a career plan

Each student must pass a certification or ODCTE-approved exam

Each student develops a resume and/or portfolio

Students participate in CTSO leadership activities

Classroom instruction (lecture/lab) focuses on the necessary academics for success

Project-based learning is incorporated when available

o Project House o Clinical Experiences o Film Festival Entries o Cross-Occupational Team Projects

24/7 access to Key Train academic software

One-on-one interpretation of Career Ready 101 testing

Regular meetings of the ATSS committee insure instructors are represented in the selection of academic tools and processes for classroom and AC use.

Data from the AC regarding use of the Key Train Software is included in the following figures:

Figure 34 Key Train Use 2015-16

01,0002,0003,0004,0005,0006,000

Students Using KeyTrain 2015-2016

34

Figure 35 Key Train Use 2015-18

During the period of 2014 – 2017, every effort was made to allow all secondary students to obtain a Work Keys Certificate for Academic Competency.

Figure 36 Work Keys 2014-2017

Routine Work Keys Assessment was not continued after the 2016-17 school year due to lack of funding support for the process.

3.1(b)6 How does the technology center assist students in preparing for student organization academic skills demonstrations/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 defined duties of classroom teachers (PP p. 41, #20) and Certification Testing Policy (PP p. 43) to do the following:

Incorporate CTSO activities into their program of instruction

Prepare students for certification testing/end of instruction testing/related

testing for college or postsecondary school success.

CTSO Prep Activities

Contest Activity

Job Interview Mock interviews with GPTC Staff

Extemporaneous Speaking

Panel Presentation – GPTC Staff

Prepared Speaking Panel Presentation – GPTC Staff

Skill Contests Instructor both in class and outside class hours

Knowledge Tests Instructor – Out of class resource assistance

Figure 37 CTSO Contest Prep Activities Linked to Postsecondary Success

College and postsecondary readiness assessment preparation include:

ACT Prep class offered by AP STEM teachers (2 times per year, math and science)

Armed Services Vocational Aptitude Battery Exam (ASVAB) annually

End of instruction testing and certification test preparation occurs in the classroom as prescribed by the Certification Testing Policy. High School Equivalency Exams are available through the Adult Basic Education (ABE) program located at GPTC. This program has been housed on campus for three years and has produced 113 graduates as of May 1, 2018.

02,0004,0006,0008,000

10,000


0

100

200

300

400

Platinum Gold Silver Bronze

Work Keys Certificate Attainment

2014-2015 2015-2016 2016-2017

35

3.1(c) Placement

3.1(c)1 How does the technology center assist students in learning about current trends in the labor market and in developing job search skills?

GPTC has a full-time employment advisor who is charged with the preparation of students for entry into the workplace and assisting them with identifying trends in the labor market. Her primary tool is the Oklahoma Career Guide, to which all students have access. Additionally, all instructors and administrative staff use follow-up outcomes for each program to determine the local labor market and postsecondary/continuing education opportunities for each program of study. In the 2017-2018 school year, the EA assisted in the preparation of 400 resumes and hosted a professional dress/job interview workshop with 66 attendees. The EA also provides these services on a one-on-one basis. In addition to these efforts, GPTC holds a Job Fair on campus (see Figure 27).

3.1(c)2 How does the technology center ensure all students have access to postsecondary education and training options?

GPTC offers scholarships to postsecondary education and training to support students completing training programs or beginning one after high school. The Great Plains Technology Center Foundation (GPTF) has two scholarships that are devoted to technical training:

Great Plains Foundation Scholarship See Figures 29 and 30 George Bridges Next Step Scholarship See Figures 29 and 30 The GPF also funds emergency grants to assist

students with unexpected obstacles to completing their technical education:

3.1(c)3 How is interaction with business and industry (outside of on-the-job training – OJT), postsecondary, and military representatives incorporated into student training experiences?

Interaction with business and industry professionals include participation in the job fairs (See Figure 27), classroom presentations by advisory members, and CTSO panel interviews (See Figure 37) Military representatives attend Job Fairs, have special dates arranged annually for dissemination of information and recruitment. Additionally, military representatives speak in individual classrooms according to individual arrangement with instructors. Postsecondary representatives participate in job/career fairs and many classes schedule field trips to relevant postsecondary universities.

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?

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?

GPTC employs an EA to work with all aspects of

job placement. See Table 28 for job search/assistance data. The EA works with all students who have completed a GPTC program, whether ACD or FT up to two years after program completion.

In addition, the EA emails available job openings

to instructors and all staff members weekly to distribute information about local job availability.

36

The institution provides the opportunity for career counseling and advisement services for all students.

MET The institution makes appropriate accommodations/modifications for all identified/self-disclosed students.

MET The institution ensures integration of math, reading, and communication skills instruction with all students’ occupational skills and training.

MET The Institution provides the opportunity for all students in developing employability skills and provides placement assistance for postsecondary, military, or employment.

MET

3.2 Communications, Marketing and Engagement

3.2(a) How is information obtained from students, business and industry and other customer/stakeholders and used to meet their needs and build relationships?

3.2(a)1 How are customer groups and marketing segments determined?

The communications and marketing

department are primarily responsible for determining marketing segments. The Marketing and Communications Director (DCM) identifies key market segments for targeted campaigns. Targeted market segments include:

Employees

Students

Former Students

Parents

Business & Industry Community

Advisory Committee Members

Partner School Counselors

Partner School Administration

Partner Schools Teachers

Public at Large These market segments have participated in the following activities: Focus groups

Targeted surveys 637 responses Fall 2017 Advisory Committee Surveys Student Feedback Surveys Professional Development Surveys

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, nontraditional students, English language learners, and minorities?

GPTC uses targeted marketing approaches

based on the RACE Model:

Research – Surveys, focus groups, existing data including census, United Way Community Needs Surveys, Lawton Chamber of Commerce and Industry, Lawton Economic Development Taskforce)

Analysis – Careful examination of the research and SWOT analysis in order to establish goals, strategies and tactics

Communication – Message development and selecting the most effective communications channel(s) to best inform or persuade a target audience based on demographics, behaviors, psychographics, location, and other relevant factors.

Evaluation – Ongoing to determine the effectiveness of the campaign and identify improvements to be implemented.

The following types of marketing were used to

reach specific audiences: KEY: HS = High School

HSP/G = HS Parent/Guardian HSC = HS Counselor PSA = Postsecondary Adult FT = FT PT = PT ACD = Adult Career Development HS/E = HS Enrolled HS/EP = HS/E Parents MSS = Middle School Students (5-9) EDC/C = EDC Clients PSS = Partner School Students PSS/I = PSS Instructors COMM = Community O = Ongoing

37

Project # Goal Target Market

Years

I Am GPTC HS (TV, Print, Banner, Facebook Added 2017)

2 Enrollment HS, HSP/G, HS/C

2013 2014 2015 2016 2017 2018

I AM GPTC Alumni (TV, Print, Banner, Facebook Added 2017)

2 Enrollment PSA/FT 2013, 2014 2015 2016 2017 2018

Tech Tab 3 Enrollment PSA/PT/FT, HS, HSP/G

2013 2014 2015 2016 2017 2018

Next Step Scholarship (Postcard)

1 Scholarship, Continuing

Ed

HS, HSP/G

2013 2014 2015 2016 2017 2018

Central Mall Directory Ad

O Enrollment HS, PSA, HSP/G, COMM

2013 2014 2015 2016

Pre Engineering Open House Postcards

1 Enrollment/Retention

HS, HSP/G

2013

BioMed Open House Postcards


HS, HSP/G

2013

Night of Welcome Postcards


HS, HSP/G

2013 2014 2015 2016 2017

LPS Football Program Ad

1 Enrollment HS, HSP/G, HSC, PSS

2013

Posters Recognizing Staff and Students

O Recognition &

Awareness

HS, PSA, Staff, COMM

2013 2014 2015 2016 2017

Billboards (3) O Enrollment HS, PSA, COMM

2013 2014 2015 2016 2017

ACD Class Listing Ad

3 Enrollment PSA, ACD, COMM

2013 2014 2015 2016 2017 2018

Career Connections Summer Camp Ad

1 Awareness Career

Exploration

MSS, MSS/P/G

2014 2015 2016 2017

I AM GPTC EDC/C (TV, Print, Banner)

1 Awareness EDC/C, COMM

2014

Small Business Trade Show (TV, Print, Radio)

1 Awareness EDC/C COMM

2014 2015 2016 2017

Lawton Business Women Fashion Show Ad

1 Career Prep PSA, FT, HS, COMM

2014 2015 2016 20172018

9th Grade Planning Guide

2 Awareness, Career Prep

MSS, HSS, HSP/G, PSS, HSC

2014201520162017

HS Brochure 1 Awareness, Recruitment

HS, HSP/G, PSS, HSC

2014201520162017

Business Development Hardcover Book

1 Awareness, BDC

EDC/C, COMM

2014

EDC Brochure 1 Recruitment Awareness

EDC/C, COMM

2015

Honors Assembly Posters/Banners/Pins/Invitations

1 Recognition, HS/PSA

HS, PSA, HSP/G, COMM

201520162017

Mission, Vision Banners

O Internal and Community Awareness

COM, GPTC Staff

2016

Lawton Chamber of Commerce Newspaper Tab

1 COMM Awareness,

Goodwill

COMM 2016

38

GPTC Foundation Banquet Invitations

1 COMM Awareness, Foundation

Building

COMM 20162017

BDC Brochure 1 Awareness, Recruitment

EDC/C, COMM

20172018

BDC Facebook Ads

1 Awareness, Recruitment

EDC/C, COMM

2018

Customer Service Comment Cards/Boxes

O Internal research,

community input

COMM HS, PTA, ACD

2017

Lawton Proud Tab (Facebook)

1 Community Goodwill

COMM 2017

Signing Day Branded Awards

O HS Enrollment/Retention

HS, HSP/G, COMM

20172018

Voter Registration Banners (3)

1 Voter Awareness, Registration

HS, PTA, ACD, COMM

2018

Figure 38 Marketing Community Outreach Activities

The GPTC website is currently being evaluated for compliance with Web Content Accessibility Guidelines (WCAG) 2.0 as published by W3C. GPTC employs a webmaster tasked with increasing accessibility through the website. Some translations are available on the website and student materials from English to Spanish.

GPTC has identified employees fluent in other

languages to assist customers with limited English proficiency, when necessary.

The facilities are barrier free and individuals

with disabilities can be accommodated in every office and classroom.

GPTC has developed a Web presence with the following metrics:

Figure 39 Web Traffic Metrics 1-2016 - 4-2017

GPTC launched a mobile app in January 2017. Metrics for the app are as follows:

Figure 40 Mobile App Downloads

Figure 41 Mobile App Sessions Per Month

0 100 200 300 400 500

Page Views

Sessions

Web Traffic http://www.greatplains.edu

(In thousands) 1/1/2016 - 4/30/2017

Downloads

iOS Android

0

100

200

300

400

500

600

Number of App Sessions/Month

39

Figure 42 Mobile App Section Visits

GPTC also maintains a Facebook and Twitter presence.

Facebook:

https://www.facebook.com/greatplainstechnologycenter/

3,745 “Likes”/3,704 “Follows” Twitter: @GreatPlains Tech 1,046 “Following”/1,132 “Followers”

3.2(a)3 How do students, business and industry, and other customers/stakeholders seek information and support?

GPTC has a website for information located at http://www.greatplains.edu. Information regarding available classes, applications for admission, financial aid opportunities, gainful employment, EDC activities and memberships, and student handbooks and other related documents are available at this site.

Additionally, GPTC has a one-stop counseling

and enrollment center centrally located in the Main Building (Bldg. 100). A staff of three counselors, an employment advisor, a financial aid officer, and a disabilities coordinator are available both by appointment and on a walk-in basis and can give information regarding courses, enrollment, and employment preparation. Staff in the guidance office are also familiar with military benefits and ACD classes and career plans in order to serve all students. One guidance staff member spends regular time at the Fort Sill Education Center in order to serve veterans, active duty military, and military spouses in seeking training to meet their educational goals.

The Marketing and Communications

department maintains a Facebook page and Twitter account and has recently launched a mobile app for information and publicity purposes. The mobile app, launched in 2017, has seen growth over the course of the year. See Chart 40-42 for Mobile App Data.

Other information can be obtained by one-on-

one consulting, walk-in visits at the EDC or BDC, private tours, direct contact with instructors and other personnel, and word of mouth.

3.2(a)4 What is the technology center social media policy and how is it implemented?

The social media policy was established by

committee and is located in the Policies and Procedures Manual (PP, p. 118). Each student and/or a parent or guardian in the case of a high school student, must sign an Internet Acceptable Use agreement, which remains on file until the student leaves GPTC.

Compliance with the internet and social media

policies are monitored by Instructional Leaders (IL), teachers, and the Information Technology Department (IT). The IT department tracks and records all internet usage on campus and works to insure all use is within both the GPTC PP and the Child Internet Protection Act (CIPA).

3.2(a)5 How are procedures established and appropriate methods and measures used for communication with personnel?

GPTC holds an administrative level staff meeting each Monday and an IL as needed. It is the responsibility of these individuals to disseminate information to their direct report employees and other parties necessary to implement the processes and policies discussed. Periodically, the DCM meets with staff and other administrative personnel to disseminate important or emerging information for immediate response.

Additionally, the DCM produces the “Mini

Messenger” each Monday during the regular school year. The Mini Messenger contains a summary of the administrative staff meetings, a

0 1,000 2,000 3,000 4,000

Course Catalog

Email

Messages

Jobs

About Us

Feature Visits



http://www.greatplains.edu/

40

schedule of events, employee recognition for birthdays and other personal events, and announcements of staff meetings. Outside of the traditional academic year, the DCM produces “Quick Takes” and “Shout Outs” that carry necessary information and staff accolades. to all related personnel. All of these forms of communications are delivered via e-mail to all staff members.

GPTC also holds periodic “Soup’s On” lunchtime

sessions with the Superintendent. Employees may eat lunch while the superintendent gives information and updates about the latest issues and initiatives of importance to GPTC. (See Figure 1)

3.2(a)6 What methods are used to educate faculty/staff regarding their role in the practice of effective communications and marketing?

GPTC has a standardized letterhead available on a public shared drive in order for all communications to be consistent and conform to the established GPTC style guide. Official logos are also available for use by personnel. GPTC has also implemented standardized email signatures to insure consistency in all email communications.

Periodic workshops have been conducted on the GPTC style guide. Additionally, periodic training on effective and consistent communications have been conducted. However, the bulk of communications and external publications are managed cooperatively between the staff and the Marketing and Communications office in order to insure consistency and compliance with legal requirements for school publications. Further, GPTC has done staff-wide training on crisis communications and has designated an emergency management team to handle public and private inquiries during crises caused by natural disasters and other serious events on campus. There is also a designated crisis care team. These teams are listed in the Emergency Management Guide (EMG) which is updated annually. (EMG, pp 1-2)

3.2(b) Relationships

3.2(b)1 How are relationships built and managed with students, business and industry and other customers/stakeholders?

GPTC is committed to the ICLE -MS concept of Rigor, Relevance, and Relationships. In order to promote effective relationships with students, staff members are trained in ICLE principles through attendance at the ICLE Model Schools national conference and they bring that information back and present workshops through the professional development program (PDP). Great Plains also collects feedback from students twice annually in a student feedback survey. In response to the question “My teacher builds positive relationships with students,” data over the past five years are included in Figure 16.

Other engagement and relationship building

tools include:

Advisory Committee Participation

Institutional Advisory Committee Participation

Data collected from EDC and BDC clients following services

Surveys to targeted market segments

3.2(b)2 How are students, business and industry, and other customers’/stakeholders’ complaints/concerns managed?

How are formal complaint records maintained?

GPTC takes the feedback of its students, business and industry, clients and stakeholders very seriously. If an issue become clear through a formal feedback process, such as advisory committee surveys, student feedback surveys, or business and industry feedback, the IL is charged with taking the lead to address and resolve the issue. As of the current time, no major issues have been identified through these methods. If a complaint is made by a parent/guardian or adult student that cannot be resolved by the instructor, there is a grievance policy in the Student Handbook that outlines the steps to be

41

followed. Formal grievances of this nature are maintained in the Superintendent’s office. Grievances filed in the past 5 years: One (1) GPTC also has appointed Title IX Compliance Officers. Any complaint regarding civil rights goes through the processes outlined in Title IX. However, there have been no Title IX complaints filed within the past five years. Records are maintained in the Title IX Compliance Officers’ records. Title IX Complaints for past 5 years: Zero (0)

3.2(c) Recruitment and Enrollment

3.2(c)1 How does the technology Center ensure enrollment and class sizes are in compliance with ODCTE guidelines?

Maximum enrollment for each class is maintained by the guidance personnel who are charged with recruiting and retaining secondary and postsecondary students. HS students participate in the “Tech Showcase” during which they visit at least two classes of interest. They submit applications in January and are interviewed by a wide variety of GPTC staff in February, after which they are slotted according to the discretion of the SSSD. The SSSD completes the slotting and determines the number of spaces available of adult applicants in each program. Students are notified by letter of their acceptance.

Following recruitment, Great Plains has held a

“signing day” for the past two years. HS students and their family and friends are invited to an evening event where students sign a letter of intent to attend GPTC. It also helps insure ODCTE guidelines class size compliance is assured.

Figure 43 Recruitment and Student Retention Process

3.2(c)2 How are new secondary and adult students, business and industry and/or clients pursued?

The GPTC DCM conducts a focused media campaign aimed at attracting new clients (See Figure 38)

All ACD staff are Certified Program Planners

(CPP) trained by Learning Resource Network (LERN). They analyze course offerings and enrollment on a regular basis and use that data to add or remove courses according to the needs of the community as expressed by enrollment or inquiry.

3.2(c)3 How does the technology center insure that it serves a reasonable number and representative cross-section of businesses in their district?

GPTC has two Small Business Management (SBM) coordinators who have been certified in Growth Wheel. The EDC uses Constant Contact as their primary communication tool and are satisfied they are reaching a wide range of businesses and industries. They actively interact with all business and industry who are interested in services in face-to-face consultations, referrals, and participation in the 1 Million Cups of Coffee program. The Industrial Coordinator (IC) actively works with larger industries on a regular basis, including providing ongoing training for Goodyear Tire and Rubber Company’s Maintenance Technician program. Other clients include Republic Paper Board Company, Silverline Plastics, and Bar-S. The ACD department interacts with governmental sectors including military training in Unit

Student Recruitment Activity - Tech Showcase

Application/Interview

Signing Day

Night of Welcome

Meet, Greet, and Complete

42

Armorer and computer skills. The ACD department has also been asked to develop an on-boarding program for Henniges Automotive Manufacturing in Frederick, Oklahoma at the Tillman-Kiowa Campus.

3.2(d) Listening

3.2(d)1 How does the technology center listen to, interact with, and observe current students, business and industry, and other customers/stakeholders to obtain actionable information?

3.2(d)2 How does the technology center listen to potential students, business and industry, and other customers/stakeholders to obtain actionable information?

GPTC routinely collects feedback from students

in FT, ACD, and BIS courses through ongoing evaluation. FT students participate in an online survey once each semester and reports are compiled and sent to the instructor and his/her IL for review. Actionable items are noted and plans for addressing issues may be developed.

ACD and BIS clients participate in an end of

course survey that is conducted on paper. The survey is reviewed by all ACD administrative staff and any items of concern are noted and addressed.

All programs have periodic observation by IL’s

or administrative staff. Students are also observed in office, break, and other settings around campus in order to gauge student engagement and satisfaction. Problem areas are noted and further observation may lead to action. An example of this observation was the addition of parking lot lights behind one building when it was observed students were reluctant to walk through a dark area after evening classes released.

All personnel maintain an open-door policy to

meet with students, members of the public, and business and industry.

Business and industry, members of the general

public and other stakeholders are represented throughout the advisory committee process and

through focus groups, online surveys, and other methodologies. These groups are routinely queried regarding GPTC’s purpose, programs, services, and the needs specific to their population.

3.2(e) Satisfaction and Engagement

3.2(e)1 How does the technology center involve students, business and industry, and other customers/stakeholders to determine satisfaction, dissatisfaction, and engagement with programs and services?

GPTC collects feedback through focus groups in which all stakeholders, including members of the general public, have the opportunity to provide input as to the direction of the organization and the needs of the students and potential students. Additionally, students are routinely surveyed for feedback and that feedback is analyzed by the ILs and AT to insure their needs are being met.

GPTC personnel observe students in multiple

ways. IL’s and +1 candidates greet students at the buses in the morning and afternoon, monitor breaks and lunches, and visit classrooms periodically. GPTC emphasizes customer service in all aspects of operation and both an online survey and comment cards are available for anonymous input as seen necessary by our customers.

Actionable information obtained from any of

these sources is analyzed and evaluated by the LT and the ILs in order to develop a coherent direction for the organization to take.

43

The institution maintains and evaluates annually written communications and marketing plan that aligns with the technology center strategic plan

MET The institution works with local business and industry to meet their needs.

MET The institution is working to increase and/or diversify its market.

MET The institution ensures appropriate personnel participate in local economic development meetings, chambers of commerce or other organizations and share information gained to assist in meeting workforce needs.

MET The institution monitors satisfaction and dissatisfaction of students, business and industry and other customers/stakeholders.

MET The institution uses student, business and industry or other customer/stakeholder feedback to improve its services and brand recognition.

MET The institution has methods and processes to engage and improve student, business and industry and other stakeholder relationships.

MET

3.3 Finance How does the technology center ensure fiscal accountability?

3.3(a) Fiscal Accountability

3.3(a)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 approve or approved with revisions?

GPTC is constantly working through the budget process over the course of each year.

Figure 44 Financial Planning and Budgeting Process

3.3(a)2 How does the technology center ensure personnel have input into the development of the annual budget and expenditures?

GPTC’s budgeting process allows instructors and ILs to work together to establish budget needs for each instructional year. ILs submit budgets to the LT and requests are evaluated based on critical needs and advisory committee recommendations. The LT advises the Superintendent, who approves the budget and presents it to the Board of Education (BOE).

3.3 (a)3 How does the technology center control the overall costs of operation?

GPTC has a purchasing policy (PP, pp. 65-70) that allows staff to request a purchase, which must be approved by the IL or designated supervisor and the staff accountant. Any amount over $5,000.00 must be approved by the board. GPTC controls the purchasing based on budgets allotted to each staff member or department and insures all requested expenses are reasonable and aligned with budget priorities. Building fund expenditures and capital planning are conducted by the LT and the Superintendent and approved by the BOE.

1•Estimation of income using a 3-5 year average of

ad valorem for projection of increse/decrease

2

•Local income: Actual collections for current yearwith consideration for future changes (added industry, enrollment, inerest rates, and other factors.

3•State and Federal income as determined by the

ODCTE.

4•Fund balance for current year is estimated

5

•Expenditures are calculated using the estimated fund balance and may be adjusted based on changes to the estimate that occur over the year.

44

3.3(b) Financial Aid

3.3(b)1 How does the technology center balance its

Title IV financial aid expenditures and draw totals at the end of each year? The financial aid/expenditure balancing process is spread over the financial aid officer, the GPTC treasurer, and the business office to insure the funds drawn down and expended balance each year. The expenditures and draw down are reconciled monthly to ensure they are correct. This process allows the end-of-year reconciliation to be straightforward and easily calculated.

The institution is operating within a balanced budget.

MET The institution follows its local purchasing policy.

MET

3.4 Consulting and Assistance

How does the technology center provide/receive consulting and assistance?

3.4(a) Consulting

3.4(a)1 How are client specific support services provided in consulting/assistance?

Consulting/assistance services are provided both on an individualized, confidential basis and in group training presentations. GPTC employs the following personnel for client-based programs:

Small Business Management Coordinators (SBMs) (2)

OBAN Coordinator (1)

Agribusiness Coordinator (1)

Business Development Coordinator (1) Each coordinator has appropriate business experience and training to provide customized assistance and deliver group presentations. Assistance is provided both on campus and at the business/farm location in order to insure appropriate services for individual clients and businesses. Consultation is also available by telephone, email, video conferencing, and Skype/Facetime.

1• Financial Aid Officer uses the G5 System (USDOE Grant

Management System) to determine Title IV awards

2

• The school treasurer draws down the appropriate amount each disbursement period as defined in the GPTC Student Handbook.

3

• The accounts payable clerk prepares the checks through the standard purchase order system (Trends) and disburses them according to the data provided by the Financial Aid Officer

4

• At the end of the Financial Aid year, the business manager, accounts payable clerk, the treasurer and the financial aid officer cooperatively balance the account in order to insure appropriate budgeting and expenditures.

7414

9879

9436

8319

7201

BIS Hours

2012-13 2013-14 2014-15 2015-16 2016-17

45

3.4(a)2 How are consulting/assistance provided to improve clients’ ability to start/sustain a business or to bid for and perform successfully on government contracts?

3.4(a)3 How does the technology center insure sufficient time and financial support for client visitation?

GPTC employs an OBAN coordinator to assist clients with governmental bidding and contracting. The SBM’s are nationally certified by Growth Wheel and are active in the 1 Million Cups program to help promote small business success and networking. The Business Development Coordinator is certified as a Business Incubator Coordinator by the Oklahoma Department of Commerce. Certified, experienced consultants facilitate positive change in the direction of business in the community. The focus is on educating the business owner or potential business owner regarding all aspects of business. EDC operations are membership based but clients may opt for individualized services, which are tracked through the Constant Contact system.

Figure 45 OBAN, Client-Based, and ABM Hours

GPTC provides each EDC/BDC Coordinator with an annual budget for travel, training, tools and other needs to ensure clients are receiving the services they need. The staff is also encouraged to become members and actively serve in local Chambers of Commerce, the Lawton Economic Trust Authority, and other community agencies.

Clients complete a survey annually to

determine their satisfaction level, best times and locations for training/consulting services,

critical future needs, and related topics. These results are relayed to the EDC advisory committee which consists of members, partners, clients, stakeholders, and community members.

All Consulting and Assistance Standards

MET

RESULTS

3.5 Support Service Results What are the technology center’s performance results?

3.5(a) Student Support

3.5(a)1 What are the technology center’s response to students’/clients’ needs?

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

appropriate services administered to student/clients?

3.5(a)3 What student/client participation and

academic attainment is measured and reported to appropriate parties?

3.5(a)4 What is the technology center’s effectiveness

of placement activities?

0 200 400 600 800

OBAN

Client Based

ABM

BIS Contact Hours

FY 18 FY 2017 FY 2016

0%

20%

40%

60%

80%



46


Years

I Am GPTC HS (TV, Print, Banner, Facebook Added 2017)


2013 2014 2015 2016 2017 2018


2 Enrollment PSA/FT 2013, 2014 2015 2016 2017 2018


2013 2014 2015 2016 2017 2018



Ed

HS, HSP/G

2013 2014 2015 2016 2017 2018

84% 85% 86% 87% 88%

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Positive Placement

0 100 200 300 400

Signed LOI

Attended MG&C

Did not Attend/enrolled

Student Retention Activities2017-2018

0

500

1000

Jan-14 Jan-15 Jan-16 Jan-17

Number of Students with ICP's - Secondary

0

100

200

300

400

Platinum Gold Silver Bronze

Work Keys Certificate Attainment

2014-2015 2015-2016 2016-2017

02,0004,0006,0008,000

10,000


0

200

400

600

800

Year 2016 2017

0 34 250

640 690

Par

tici

pan

tsYear

Job Fair Attendance

47



2013 2014 2015 2016



HS, HSP/G

2013



HS, HSP/G

2013



HS, HSP/G

2013 2014 2015 2016 2017



2013


O Recognition &

Awareness


2013 2014 2015 2016 2017


2013 2014 2015 2016 2017



2013 2014 2015 2016 2017 2018


1 Awareness Career

Exploration

MSS, MSS/P/G

2014 2015 2016 2017



2014



2014 2015 2016 2017



2014 2015 2016 20172018




2014201520162017


HS, HSP/G, PSS, HSC

2014201520162017


1 Awareness, BDC

EDC/C, COMM

2014


EDC/C, COMM

2015




201520162017



COM, GPTC Staff

2016


1 COMM Awareness,

Goodwill

COMM 2016



Building

COMM 20162017


EDC/C, COMM

20172018

BDC Facebook Ads


EDC/C, COMM

2018



community input

COMM HS, PTA, ACD

2017



COMM 2017



HS, HSP/G, COMM

20172018



HS, PTA, ACD, COMM

2018

48

3.5(b) Communications and Marketing

3.5(b)1 What are the student, business and industry, and other customer/stakeholder satisfaction and dissatisfaction results?

3.5(b)2 What are marketplace performance results?


Years

I Am GPTC HS (TV, Print, Banner,


2013 2014 2015 2016

Facebook Added 2017)

2017 2018


2 Enrollment PSA/FT 2013, 2014, 2015, 2016, 2017, 2018


2013, 2014, 2015, 2016, 2017 2018



Ed

HS, HSP/G

2013, 2014, 2015, 2016, 2017, 2018



2013, 2014, 2015, 2016



HS, HSP/G

2013



HS, HSP/G

2013



HS, HSP/G

2013, 2014, 2015, 2016, 2017



2013


O Recognition &

Awareness


2013, 2014, 2015, 2016, 2017


2013, 2014, 2015, 2016, 2017



2013, 2014, 2015,

$0

$100,000

2014 2015 2016 2017

Foundation Expenditures on Scholarships for Postsecondary

Educaton

Scholarships Awarded Next Step

Scholarships Awarded GPTC Foundation

0

500

2014 2015 2016 2017

Number of Foundation Awards Given

Scholarships Awarded Number Total

Scholarships Awarded Number Next Step

Scholarships Awarded Number GPTC Foundation

0 50 100 150

2012-13

2013-14

2014-15

2015-16

2016-17

Student Certification Scholarship

Passed Tested

49

2016, 2017, 2018


1 Awareness Career

Exploration

MSS, MSS/P/G

2014, 2015, 2016. 2017



2014



2014, 2015, 2016, 2017



2014, 2015, 2016, 2017, 2018




2014, 2015, 2016, 2017


HS, HSP/G, PSS, HSC

2014, 2015, 2016, 2017


1 Awareness, BDC

EDC/C, COMM

2014


EDC/C, COMM

2015




2015, 2016, 2017



COMM,GPTC Staff,

2016


1 COMM Awareness,

Goodwill

COMM 2016



Building

COMM 2016, 2017


EDC/C, COMM

2017, 2018

BDC Facebook Ads


EDC/C, COMM

2018



community input

COMM HS, PTA, ACD

2017



COMM 2017



HS, HSP/G, COMM

2017, 2018



HS, PTA, ACD, COMM

2018

392402

Mobile App Downloads

iOS Android

0

100

200

300

400

500

600

Number of App Sessions/Month

0 1,000 2,000 3,000 4,000

Course Catalog

Email

Messages

Jobs

About Us

Feature Visits

50

3.5(c) Customer/Stakeholder Engagement 3.5(c)1 What are the student, business and industry,

and other customer/holder engagement results?

3.5(d) Finance

3.5(d)1 What are the technology center’s financial performance results?

Budgeting and Planning

Financial Aid Process

Audit Exceptions (5 Years ) – Zero (0)

0 100 200 300 400 500

Page Views

Sessions

Web Traffic http://www.greatplains.edu

(In thousands) 1/1/2016 - 4/30/2017

85% 90% 95% 100% 105%

S 2017-18F 2016-17S 2014-15


0

20

40

60

10

/1/2

…

3/1

/20

…

8/1

/20

…

1/1

/20

…

6/1

/20

…

11

/1/2

…

4/1

/20

…

9/1

/20

…

2/1

/20

…

7/1

/20

…

12

/1/2

…Axi

s Ti

tle

Axis Title

Soup's On Attendees

1•Estimation of income using a 3-5 year average of

ad valorem for projection of increse/decrease

2

•Local income: Actual collections for current yearwith consideration for future changes (added industry, enrollment, inerest rates, and other factors.

3•State and Federal income as determined by the

ODCTE.

4•Fund balance for current year is estimated

5

•Expenditures are calculated using the estimated fund balance and may be adjusted based on changes to the estimate that occur over the year.

1• Financial Aid Officer uses the G5 System (USDOE Grant

Management System) to determine Title IV awards

2

• The school treasurer draws down the appropriate amount each disbursement period as defined in the GPTC Student Handbook.

3

• The accounts payable clerk prepares the checks through the standard purchase order system (Trends) and disburses them according to the data provided by the Financial Aid Officer

4

• At the end of the Financial Aid year, the business manager, accounts payable clerk, the treasurer and the financial aid officer cooperatively balance the account in order to insure appropriate budgeting and expenditures.

51

3.5(e) Consulting and Assistance

3.5(e)1 What are the performance results for provision of consulting and assistance to clients?

7414

9879

9436

8319

7201

BIS Hours

2012-13 2013-14 2014-15 2015-16 2016-17

0 200 400 600 800

OBAN

Client Based

ABM

BIS Contact Hours

FY 18 FY 2017 FY 2016

52

Standard 4 – Measurement and Analysis

Measurement, Analysis, and Improvement of Organizational Performance

4.1 How does the technology center measure, analyze, and then improve organizational performance?

4.1(a) Performance Measures

4.1(a)1 How is data and information used to track daily operations and overall technology center performance?

GPTC uses data on many processes on a daily

basis.

Indicator Monitored

Student Attendance

Daily

Student Grades Daily/Weekly

Activity Funds Daily

Student Certification Results

Ongoing

Completion, Retention, Placement

Annually

Hours Logged in Odyssey Ware

Daily/Weekly

Dollars Generated OBAN, BDC

Daily/Quarterly, Annually

Student/Potential Student Contact

Daily

Tuition Collected Daily

ACD Hours Daily/Quarterly/Annually Figure 46 Monitoring Activity – Daily Operations

Student attendance - students exceeding a specified threshold are counseled by the Director of Instruction.

Student grades - students with failing grades are reported as ineligible for activities to partner schools and adults are counseled and referred for assistance.

Activity funds - a current report is available for review at any time.

Student certification testing is monitored and the instructor and the AT review overall results annually.

Completion, retention, and placement data is monitored on an ongoing basis.

Number of hours logged in Odyssey Ware, the academic online portal for GPTC students is monitored by counseling and instructional staff in that area.

Dollars generated through OBAN and the BDC are monitored daily, monthly, and annually.

Guidance and AC employees log daily phone calls, appointments, and walk-ins to insure case load is being effectively addressed.

4.1(a)2 How are customer and stakeholder feedback

and market data used? GPTC uses customer and stakeholder feedback

to review, add, modify, or drop programs and services based on their value to the school community. Stakeholder feedback is also used to allow GPTC to better understand its role in the community as viewed by the community. For example, when asked with which of the following statements do you agree when considering a new FT program at the TK campus, the 145 respondents indicated students should be:

Figure 47 Community Input - GPTC Purpose

Student Outcomes for New Program

Prepared to work in Tillman and Kiowa Counties

Prepared to work anywhere in Oklahoma

Focus on preparing students for college

53

4.1(a)3 How does the technology center ensure the performance system(s) can respond to rapid or unexpected educational institution or external changes?

GPTC has instituted a Career Major Review

Committee (CMRC) which convenes to review proposed changes in programs based on internal or external factors. The proposed changes are presented by the IL and the instructor. The committee is comprised of:

Deputy Superintendent

Director of Student Support

Director of Curriculum

Director of Instruction

Financial Aid Coordinator

Accreditation and Planning Coordinator Proposed changes are discussed in light of need for the change and its impact on financial aid, veteran’s administration funding, and accreditation needs. Minutes and agendas are kept for each meeting. (See Figure 17) GPTC also conducts internal and external focus groups to try to ascertain the needs of the staff, stakeholders, and community prior to it becoming an immediate emergency. For example, when conducting focus groups on necessary or desired programs on the Lawton Campus, ideas discussed included:

Input from Stakeholders

Category Activity

Capital Planning Structural Improvements

Expansion for programs requiring more space

New ITV facilities

Safe Rooms

Sound Room – Multimedia – TK

Program Suggestions Drone Certification

Online Learning

General Manufacturing

Vet Tech

Wind Energy Technician

Cosmetology

Dental Hygiene

Casino Game Technicians

Innovations Swipe Cards for Entry

Electronic Gates for Entry

Secure Receptionist Area – Bldg 100

Figure 48 Input Collected from Community Stakeholders

4.1(b) Performance Analysis and Review

4.1(b)1 How are the technology center’s performance and capabilities reviewed?

Performance and capability are reviewed

annually using the following measures:

Performance Measure Monitored

Completion/Placement/ Licensure

Annually

Independent Professional Development Plans

Annually

TLE Evaluations (Instructional Staff)

As required (2-4 times annually)

Capital Plan Annually

Comprehensive Local Education Plan

Annually

Employee Surveys Ongoing

BPTW Bi-annually/as desired by LT

Figure 49 Performance Monitoring

See: Figure 10 - Certification Exam Pass Rates Figure 13 – Completion and Retention 2013-17 Figure 14 – Positive Placement 2013-17 The CEO, DS, LT, and IL’s review all data and make action plans for improvement as necessary.

54

4.1(c) Performance Improvement

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

Best practices are shared through the PD

process. GPTC is committed to the Model schools process and each instructor who attends commits to presenting a professional development workshop on a topic.

See

Figure 8 – Professional Development Figure 32 – ICLE-MS Attendance

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

4.1(c)3 How are findings from performance reviews

used to develop priorities for continuous improvement and opportunities for innovation?

Findings from performance reviews are used in

a variety of ways. Instructors who achieve a 4 out of 5 on TLE evaluations are accorded the benefit of being evaluated every 2 years instead of every year. Instructors who rate “Needs Improvement” are placed on a Plan of Improvement and their IL is charged with monitoring their progress over the next evaluation period. Instructors needing additional mentorship may be paired with an experienced mentor instructor for one or more additional years, as necessary. Administrative level staff participate in individual goals setting and these goals and their progress toward them is reviewed three times annually with the Deputy Superintendent. Classified and other staff are evaluated annually using a standard evaluation tool on which they are rated Satisfactory, Needs Improvement, or Unsatisfactory on a variety of measures. The instrument is completed by the employee and his/her supervisor annually and maintained on file in personnel records. If necessary, the employee will be directed to further training or placed on a plan of improvement to be monitored by his/her supervisor.

(See Personnel Policy, PP, p. 154)

The institution measures and analyzes organizational performance.

MET The institution has a process for continuous improvement.

MET

4.2 Knowledge Management, Information, and Information Technology

How does the technology center manage instructional knowledge assets, information, and information technology infrastructure?

4.2(a) Organizational Knowledge

4.2(a)1 How is organizational knowledge managed?

Organizational knowledge is managed through the new employee orientation, PDC activities, and the Do-It-Yourself (DIY) section on the GPTC intranet. Each new teacher to the career tech system is assigned a mentor teacher and mentors are being used for coordinator and director level positions strategically, when needed.

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

embed learning in the way the educational institution operates?

GPTC uses a structured on-boarding process for

all new employees. All new employees, regardless of classification, attend formal orientation sessions. Instructional personnel attend the New Teacher Orientation workshops throughout the year.

Employee Onboarding Activities

Classification Workshop

General Employees

GPTC Intranet (TechHub)

PP Manual

GPTC Vision, Mission and Goals

Board of Education

55

Organization Chart

ODCTE Website

OkACTE/ACTE Membership

School Calendars/Events

Leave Policies and Types/Using Leave Scheduler

Inclement Weather Days

Requesting Substitutes

Sign In/Time Card Procedures

Travel Procedures

Trends Purchasing System

Employee Evaluation Procedures

Communications – Email, Quick Takes, Mini Messenger, Soup’s On

Professional Development

IT Helpdesk

Telephone Tutorial

Copy and Fax Machine Use

Video Surveillance on Campus

Dress Codes – Student and Staff

Emergency Management Procedures (Drills, Accident Procedures, EMG)

Staff and Faculty Meetings

Special Student Activities (Free Fridays, Party on the Plains)

Local Inservice

Information Resources (TechHub, Tech Tab, DIY)

Tuition Waiver Policy

Release Time for Exercise

Tuition Reimbursement for Higher Education

Mail Distribution and Postage Machine

Office and Gate Keys

Inventory/Hand Receipts Policy

Maintenance Request

Facilities Use Requests

School Logo, Letter Head, Business Card, Name Plate

Instructors (Both Instructor and Mentor Attend)

Purchase Orders/Activity Accounts, Receipt Books

GPTC Survival 101

Attendance/Course Grades/Eligibility

Lesson Plans and Modifications

Advisory Committees

Parent/Teacher Conferences

TLE and PD

Recruitment/Tech Showcase/Placement

Program Marketing

Financial Aid/Academic Center/Counseling Services/Scholarships

Testing/Accountability/Skills and Standards/Certification Fees/Certification Scholarship Opportunities

Bookstore/Tuition/Shared Spaces/Cost Sheets

Mentor Tips and Tricks/PDC Forms/Wrap Up

Figure 50 Employee Onboarding

Figure 51 New Employee Onboarding Workshops

4.2(a)3 How are individualized personnel and professional development plans reviewed and monitored for effectiveness.

Individual personnel and professional

development plans are filed with the IL’s or supervisors and monitored for completion as part of the evaluation process. PD points for personnel are compiled and maintained in the Instructional Services Department and reports are available annually.

4.2(b) Data, Information, and Information Technology

4.2(b)1 How does the institution verify and ensure the quality of organizational data and information?

GPTC employs a Database and Applications

Specialist who is charged with data validation. This person monitors a variety of sources for consistency, including:

56

Internal Sonis Records

Follow up data reported to the ODCTE The specialist identifies inconsistencies and verifies hours for completion status.

4.2(b)2 How does the institution ensure the security of sensitive or privileged data and information?

GPTC is secured against Personally Identifiable

Information (PII) intrusion through network firewalls and safeguards. No PII is collected without a specific purpose and that data is encrypted using security software.

4.2(b)3 How does the institution ensure the availability of organizational data and information?

Organizational information is available through

reports in the Sonis management system. Customized reports are available.

Reports Available in Sonis Student Accounting System

Count of Students

Count of Student by HS

Course Listing

Course Section Listing

Course Section Roster

FT All Attendance Check

HS Count by Course

IPEDS Enrollment – Completion

IPEDS Enrollment – Age

Licenses and Certifications

Mail Merge – Students/Applicants/Advisors

Mailing Label Template

Schedule – Student

Student Information – Biographic/Demographic

Student Address/Email

School Messenger

Student Count by HS

Student Count by Instructor

Student Count by Class

Student Count by HS

Student Profile Figure 52 General Organizational Information in Sonis

Other reports can be developed and implemented as needed.

4.2(b)4 How does the institution ensure that hardware and software are reliable, secure, and user-friendly?

GPTC maintains a Technology Plan that

monitors both user-PC needs and infrastructure needs. Rotation schedules are maintained in classroom and office computers as funds are available. Infrastructure needs are addressed and managed through the technology plan. User-friendliness is promoted by not only individual assistance but also from the Do-It-Yourself (DIY) section on the Tech Hub. The DIY IT is located at https://greatplainstechcenter.com/diy-it/ on the GPTC internal website.

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?

In the event of an emergency, all computer

systems are backed up to a remote location. Computers at the Lawton Campus are backed up to the TK location and the TK computers are backed up to the Lawton Campus. Great Plains has also invested in generators for both campuses to maintain power in an emergency. The likelihood of both campuses being destroyed is minimal and, therefore, vital systems can be restored quickly and effectively with the off-site back ups.

4.2(c) Data Management

4.2(c)1 How is the information management system used to monitor and document student/client progress?

What type of information management system is used?

What type of information is collected, measured, monitored, reported, and stored in this system?

How is it collected?

https://greatplainstechcenter.com/diy-it/

57

GPTC uses Sonis as its student data management system. Information collected in Sonis includes:

Data Collected in Sonis

Student Records Biographic Data

Demographic Data

Enrollment Data

Certifications Earned

Partner School Affiliation

Counseling Records

Attendance Records

Completion Records

Grades

*Placement Records (in development)

Course Records Course Offerings (FT/ACD/BIS)

Grades

Instructor

Transcript Information

Personnel Faculty Assigned to Courses/Programs

Advisory Committee Membership Lists

Personnel Biographic Data

Figure 53 Sonis Data

Personnel responsible for entering data into Sonis include the registrar, teachers, counselors, clerical personnel, financial aid officer, and instructional leaders. Certain personnel may have rights granted to reports necessary for the performance of their duties.

4.2(c)2 How are client files, reports, and onsite visits recorded and monitored annually?

GPTC client files are maintained in the EDC/BDC

using Constant Contact. Industrial and Safety Classes use the Sonis student data management program for those purposes.

4.2(c)3 How are applicable department/program specific records, plans of study, program plans, and/or work-based agreements recorded and maintained?

Record Type

Maintained

Program Specific

Instructor/Registrar

Plans of Study

Instructor/Student

Program Plans

Instructional Services

Work Based Learning

Instructor/EA/Student/Employer

Figure 54 Records Management

All data is subject to data validation by the Database Administrator.

4.2(c)4 How is inventory managed?

Inventory is managed through the Trends Software system. All purchases are processed through the system. All items valued at over $250.00 are issued an inventory bar code. Each employee receives a copy of his/her inventory at the end of each year. The inventory is verified or an inventory transfer sheet is completed. Possible transfers can be to other departments and salvage.

The institution keeps applicable student/employee information confidential and secure.

MET The institution maintains required data accurately and reports to appropriate entities in a timely manner.

MET

4.3 Management and Analysis Results What are the technology center’s performance results?

4.3(a) Organizational performance

58

4.3(a)1 What are the results for performance measurement, analysis, and/or improvement?

Indicator Monitored

Student Attendance

Daily

Student Grades Daily/Weekly

Activity Funds Daily

Student Certification Results

Ongoing

Completion, Retention, Placement

Annually

Hours Logged in Odyssey Ware

Daily/Weekly

Dollars Generated OBAN, BDC

Daily/Quarterly, Annually

Student/Potential Student Contact

Daily

Tuition Collected Daily

ACD Hours Daily/Quarterly/Annually

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

Reports Available in Sonis

Count of Students

Count of Student by HS

Course Listing

Course Section Listing

Course Section Roster

FT All Attendance Check

HS Count by Course

IPEDS Enrollment – Completion/Age

Licenses and Certifications

Mail Merge – Students/Applicants/Advisors

Mailing Label Template

Schedule – Student

Student Information – Bio/Demographic

Student Address/Email

School Messenger

Student Count by HS

Student Count by Instructor

Student Count by Class

Student Count by HS

Student Profile

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

Data Collected in Sonis

Student Records Biographic Data

Demographic Data

Enrollment Data

Certifications Earned

Partner School Affiliation

Counseling Records

Attendance Records

Completion Records

Grades

*Placement Records (in development)

Course Records Course Offerings (FT/ACD/BIS)

Grades

Instructor

Transcript Information

Personnel Faculty Assigned to Courses/Programs

Advisory Committee Membership Lists

Personnel Biographic Data

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

Record Type

Maintained

Program Specific

Instructor/Registrar

Plans of Study

Instructor/Student

Program Plans

Instructional Services

Work Based Learning

Instructor/EA/Student/Employer

The Institution reports levels of performance.

MET The institution reports trends of performance.

MET

59

Standard 5 - Personnel

5.1 How does the technology center build and supportive environment?

5.1(a) Capability and Capacity

5.1(a)1 How are personnel capability and capacity needs assessed? How does the technology center ensure that staff are meeting their requirements?

GPTC assesses capability and capacity needs by

analyzing critical tasks and functions of a position and identifying qualified candidates. For instructional positions, capacity is determined by how many seats have been allotted to each program based on factors:

Teacher-student ratio

Availability of adequate training space

Availability of adequate training equipment

Teacher qualifications

Certification requirements GPTC monitors results through the TLE process and the certification review meetings held annually with the superintendent/CEO, DS, DIS, and the instructor and his/her IL.

5.1(a)2 How does the technology center recruit, hire, place, and retain personnel?

GPTC recruits, hires, places and retains

personnel using the following processes:

Figure 55 GPTC Hiring Process

5.1(a)3 How does the technology center organize and manage its personnel?

GPTC organizes and manages its employees

through the use of the LT and IL supervisory structure as outlined on the organization chart. Each employee has a direct report to either an IL or an LT member and is evaluated using the appropriate evaluation instrument for the position. (See Organization Chart, https://greatplainstechcenter.com/reference/ )

5.1(a)4 How does the technology center prepare personnel for changing capability and capacity needs?

GPTC uses staff meetings, internal

communications (Mini Messenger), Soup’s On sessions, and focus groups to prepare staff for changes in capability or capacity needs. The Capital Plan is discussed annually and addresses both capability and capacity with equipment and facilities needs as prioritized by the LT.

5.1(b) Workforce Environment

5.1(b)1 How does the institution ensure workplace health, security, and accessibility for technology center personnel?

GPTC is an accessible facility that is disability-

friendly in all aspects. Each building features accessible doors, ramps, restrooms, and class/lecture hall areas. Security is managed through video surveillance, on-campus security guards, required and optional safety drills for weather events, natural disasters, and armed intruders. Each employee has the Emergency Management Guide (EMG), reviewed annually. The EMG outlines NIMS-compliant incident teams, emergency procedures, and other health and safety information. Other safety measures include:

1• Identify job opening and establish qualifications

2

• Advertise internally and externally

• Newspaper, social media, ODCTE website

3

• Establish interview committee

• Review Applications

4• Develop interview questions and skills tests

5

• Interview candidates and recommend hiring to the Superintendent and, later, the BOE

6

• Hire candidates. Assign mentor, if necessary. Begin 180 day probation, if necessary

7• Begin onboarding process and mentorship

https://greatplainstechcenter.com/reference/

60

Category Measure

Safety Canine Searches

Lawton Police Off Duty Security Officers

Intruder Drills

Weather Safe Room – Bldg.400

Hardening other areas (capital plan)

Tornado, Fire and Earthquake Drills

Student/Staff Death Crisis Management Team

State of Emergency NIMS Emergency Management Team Structure

Go-Bags in key locations

Figure 56 Safety Practices

GPTC also offers a series of health and wellness benefits including:

Wellness Category Activity

Health - Vaccinations Flu, Hepatitis and other vaccinations on campus (fee paid by insurance)

Health-Exercise Release time for exercise – 1 hour per week on campus only. Activities include:

Zumba

Yoga

Work Out Room (weights and cardio)

Walking Track

Health-Nutrition Certified Healthy Campus – Oklahoma State Department of Health

Figure 57 GPTC Health and Wellness Activities

5.1(b)2 How does the technology center support personnel in regards to services, benefits, and policies?

GPTC supports personnel in services and

benefits using a cafeteria benefit plans which includes options for:

Additional insurance o Life o Dental o Vision o Cancer/Heart o Accident

403(b) Retirement Savings

Flex Medical Savings/Daycare Savings GPTC also allows employees and immediate family members to participate in training offered at GPTC using tuition waivers. In addition, GPTC offers tuition reimbursement for higher education, support for ongoing professional development including attendance at ICLE Model Schools Conferences and other professional activities.

5.1(c) Collaboration

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

Work areas inform and collaborate with other

work areas through constant communication. Staff meetings and PD are the primary ways staff communicate and build cross-curricular collaborations. GPTC conducts an all-staff inservice each August and new opportunities for collaboration are introduced as necessary. Other means of communication include:

Soup’s On

Mini Messenger

Direct Communication

IL Collaboration

Focus Groups

61

5.1(c)2 How does the technology center coordinate services and activities with partners through regularly planned informational meetings and correspondence?

GPTC meets regularly with partner school

superintendents and counselors. Additionally, GPTC has a private foundation, the GPF, and the board meets monthly. Advisory Committees for each program are convened twice annually. These stakeholders are regularly informed on the following topics:

Changes in offerings in the school

Changes/modifications is IL and leadership responsibilities

Requirements for assessment/success in programs

Employment and other outcome measures

National certification requirements

Facilities and equipment needs

Accrediting body standards and requirements

GPTC also interacts with students and parents, as appropriate in activities such as:

Meet, Greet, and Complete

Signing Day

GPTC Awards Presentations

Program Graduations

SCORE Graduation

The institution maintains adequate, qualified personnel to carry out its purpose.

MET The institution maintains a healthy, safe environment for all employees.

MET

5.2 How does the technology center engage personnel to achieve a high performance work environment?

5.2(a) Engagement and Performance

5.2(a)1 How does the technology center foster an organizational culture that is characterized by open communication, high performance and engaged personnel?

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

5.2(a)3 How is personnel engagement assessed?

GPTC has a strong PD program that engages

faculty from all areas of the organization. Employee engagement is high and attendance at staff meetings is consistently documented. Communication mechanisms include:

Staff meetings

Mini Messenger/Quick Takes (every Monday during regular school year)

Board agendas and actions (monthly)

Staff satisfaction surveys – PD and in-service activities

Staff longevity and attrition

Figure 58 Staff Tenure/Longevity

Figure 59 Staff Age Ranges

5.2(a)4 What is the technology center’s performance evaluation system?

5.2(a)5 How does the personnel evaluation system support high performance and engagement?

GPTC uses multiple evaluations for the various

classifications of employees.

0%

10%

20%

30%

40%

1-5 Years 5-10Years

10-15Years

15-20Years

20-25Years

25+Years

Staff Longevity Percentage

0%

10%

20%

30%

40%

50%

18-24 25-35 36-45 46-55 55+

Staff Age Percentage

62

Classification Instrument Evaluator

Certified TLE IL

Support GPTC Performance Review Standards

Supervisor

Administration Administrative Goals Review

LT

Figure 60 Employee Classification and Evaluation

In addition, each certified employee submits three professional development goals to his/her IL and progress toward those goals is reported annually.

GPTC takes a non-punitive approach to the

evaluation process. The evaluation system provides employees and IL’s, LT, and other relevant personnel to meet at least annually to discuss engagement, performance, and expectations. Emphasis and professional growth and PD opportunities is the focus of evaluation. Employees are encouraged to use these meetings to discuss opportunities such as Model Schools attendance, relevant industry opportunities, and leadership development activities.

5.2(b) Personnel and Leader Development

5.2(b)1 How does the professional development system support the technology center’s needs and the personal development of its personnel and leaders?

5.2(b)2 How is the effectiveness and efficiency of the professional development system evaluated?

PD is delivered during annual August in-service

and includes required training such as:

First Aid/CPR

Fire Extinguisher Safety

Working with Special Needs Students

Diversity/Title IX Additionally, PD is used in the goals planning process for all personnel. The Director of IS and the PDC cooperatively develop a catalog of PD for GPTC personnel. The topics range from operational fundamentals (purchasing, advisory committees, etc.) to Model Schools concepts.

Participants evaluate each PD activity and those results are used to plan the following year PD. Sample results from the 2017-18 School Year are as follows:

Figure 61 2017-18 PD Series Attendance

Figure 62 Satisfaction Rate 2017-18 PD Series

0 10 20 30 40 50 60 70

De-Escalation Training

Career and Technical Student…


Funds for Teachers Grants

Advisory Committee Minutes -…

Motivating and Engaging…

Instructional Strategies for…

Is Your Course of Study…

Relationship Building in T & I…

At Risk Students - Nicole Wilson

Using Sonis to Communicate…

Rigor

Pathway from Relationships to…

Engaging Students Through…

ID, LD, TBI & ADD/ADHDl…

Scratching the Surface

OKTLE Update

Professional Development Program 2017 - 2018 What training did you

attend?

1%4%

18%

28%

49%

PROFESSIONAL DEVELOPMENT PROGRAM 2017 2018 INDICATE YOUR OVERALL SATISFACTION

WITH THE TRAINING/WORKSHOP

Not Satisfied at all Below Average

Average Above Average

Extremely Satisfied

63

5.2(b)3 How is career progression and succession planning managed for the technology center?

GPTC has implemented a Plus 1 program to help

individuals prepare for long-term goals as IL’s or members of the LT. The Plus 1 program, instituted in 2017-18 allowed six applicants to participate in leadership duties and attend team building and leadership exercises. Each Plus 1 co-chaired a section of the accreditation process and conducted meetings, collected data and managed committee activities. Additional duties included daily student supervision, exposure to campus safety procedures, and other duties as they arose based on school operations.

Job duties and departmental operations are

reviewed annually and revised in order to insure the LT and ILs are aware of the needs and projected movement of the various departments across campuses. Departmental functions are modified to include new mandates or best practices identified. This transition is ongoing and managed through the ILs and LT.

The institution fosters an organizational culture that is characterized by open communication and engaged personnel.

MET The institution ensures that employees are evaluated on performance.

MET The institution complies with state/federally required professional development.

MET The institution supports development and professional growth for their employees.

MET

5.3 Personnel Results

Personnel Results What are the technology center’s performance results?

5.3(a)1 What are the environment results?

Category Measure

Safety Canine Searches

Lawton Police Off Duty Security Officers

Intruder Drills

Weather Safe Room – Bldg.400

Hardening other areas (capital plan)

Tornado, Fire and Earthquake Drills

Student/Staff Death Crisis Management Team

State of Emergency NIMS Emergency Management Team Structure

Go-Bags in key locations

Wellness Category Activity

Health - Vaccinations Flu, Hepatitis and other vaccinations on campus (fee paid by insurance)

Health-Exercise Release time for exercise – 1 hour per week on campus only. Activities include:

Zumba

Yoga

1• Identify job opening and establish qualifications

2

• Advertise internally and externally

• Newspaper, social media, ODCTE website

3

• Establish interview committee

• Review Applications

4• Develop interview questions and skills tests

5

• Interview candidates and recommend hiring to the Superintendent and, later, the BOE

6

• Hire candidates. Assign mentor, if necessary. Begin 180 day probation, if necessary

7• Begin onboarding process and mentorship

64

Work Out Room (weights and cardio)

Walking Track

Health-Nutrition Certified Healthy Campus – Oklahoma State Department of Health

5.3(a)2 What are the engagement results?

0%

10%

20%

30%

40%

1-5 Years 5-10Years

10-15Years

15-20Years

20-25Years

25+Years

Staff Longevity Percentage

0%

10%

20%

30%

40%

50%

18-24 25-35 36-45 46-55 55+

Staff Age Percentage

0 20 40 60 80

De-Escalation Training

Career and Technical…


Funds for Teachers Grants

Advisory Committee…

Motivating and Engaging…

Instructional Strategies for…

Is Your Course of Study…

Relationship Building in T & I…

At Risk Students - Nicole…

Using Sonis to Communicate…

Rigor

Pathway from Relationships…

Engaging Students Through…

ID, LD, TBI & ADD/ADHDl…

Scratching the Surface

OKTLE Update

Professional Development Program 2017 - 2018 What

training did you attend?

1%4%

18%

28%

49%

PROFESSIONAL DEVELOPMENT PROGRAM 2017 2018 INDICATE YOUR OVERALL SATISFACTION

WITH THE TRAINING/WORKSHOP

Not Satisfied at all Below Average

Average Above Average

Extremely Satisfied

65

Standard 6 – Operations

6.1 How does the technology center design, manage, and improve key instruction and training, support services, and work group operations?

6.1(a) Programs, Services, and Process Design

6.1(a)1 How are instructional and training offerings determined?

6.1(a)2 How are offerings aligned to the technology center’s mission/vision?

6.1(a)3 How does the technology center ensure its programs/trainings are relevant to current labor market needs?

GPTC determines instruction and training

offerings using a combination of methods including:

Advisory Committee Input

Student/Employer Request (ACD/EDC)

Labor Market Demands

Community Focus Groups and Input After evaluating data, GPTC uses a Career Major Review Committee (CMRC) process to evaluate adding, dropping, and changing programs and/or career majors. The committee consists of the following personnel:

Director of Instructional Services

Director of Student Support Services

Financial Aid Officer

Accreditation and Planning Coordinator

Relevant Instructional Leader(s)

Deputy Superintendent The CMRC process begins with an instructor or

an instructional leader submitting a Request for Review. This request details the type of change/add/drop, the CIP/SOC codes affected and the available labor market information necessary for decision making. The committee meets two times annually to consider the requests and make recommendations to the Superintendent. The recommendation is then submitted to the BOE for information purposes.

Each member of the committee discusses the impact of changes. If the change requires a substantive change for an accreditation body, financial aid eligibility, or recruitment, these considerations are discussed and each stakeholder votes. Records of the meetings, attendees, and minutes are available for review.

See Figure 17 – CMRC Process The process has been in place for the last two

years and the following actions have been taken:

CMRC Actions 2016-Present

Program Change

FY 16-17

Network Technician Associate

Drop and Redesign: Network and Computer Systems Administrator Program.

Carpentry Add Carpentry Level II to complete program redesign.

Carpentry Place Lead Carpenter on Teach Out status.

Industrial HVAC Technician

Drop Industrial HVAC Technician.

Automotive Service Technology

Realign curriculum to meet new NATEF guidelines.

Cosmetology Add program to TK campus.

Residential Electrician’s Assistant

Modify and change name to Electrical Level I.

Unlimited Electrician’s Assistant

Place in Teach Out Status with end date of 5/28/2018.

Combination Welding

Add hours and curriculum to achieve a 12-month curriculum.

Multimedia (LAW) Drop due to low enrollment.

Digital Graphics Designer

Change curriculum components – no change to outcomes.

66

Practical Nurse Change hours to 1463 to meet OBN guidelines.

FY 17-18

Criminal Justice Officer

Revise curriculum and course hours. No change in content or outcomes.

Advanced Firefighter Modify course hours by less than 25%. No other change.

Carpentry (TK) Explore course redesign options.

Cosmetology (TK) Approve HS Course of Study

Cosmetology (TK) Modify Course of Study to include Nail Technician and Aesthetician

Figure 63 CMRC Actions Taken Since Implementation

6.1(a)4 How are key instruction and training, support services, and work group requirements determined?

6.1(a)5 How are instruction and training, support services, and work groups designed to meet their requirements?

GPTC determines requirements for workgroups based on the requirements established in the job description. Personnel who are required to have specific certifications, such as instructors, counselors, and key support staff, must either have the certification or there must be a process in place to allow them to achieve certification. Currently, certified personnel hold the following credentials:

Credentials Held by GPTC Personnel

OSDE Teacher Certification (Provisional I, Provisional II, and Standard)

OSDE Secondary School Counselor

OSDE School Psychologist

OSDE Principal

OSDE Superintendent

ODCTE Technology Center Administrator Credential

ODCTE Business and Industry Certification Program (BISCP) – Industrial Coordinator, Adult Career Development Coordinator

ODCTE Tech Cents School Finance Program

Business Incubator Manager

Learning Resource Network (LERN) Certified Program Planner

A+, Net+, Cisco CCNP/IT certifications

Firefighter Instructor

EMT Instructor

EMT Paramedic Instructor

Registered Nurse

Licensed Practical Nurse

Certified Surgical Technologist

Certified Public Accountant

Society for Human Resources (SHRM)

Accreditation in Public Relations (APR) Figure 64 Credentials Held by GPTC Personnel

Other employees, who do not require specific certifications for employment are matched through education, experience, and knowledge detailed in the job description for the position. The job search process is open both internally and externally simultaneously and a panel of three administrators or appropriate personnel interview qualified candidates. Certain skill tests are administered, based on the key skills required for success in the position. Employees are matched based on consensus of the interview panel and the scores on assessments and recommended to the Superintendent and then to the BOE for employment at the next regularly scheduled board meeting. Work groups are organized by like skills and role in school functions. Work group functions are defined in the Policies and Procedures Manual and are reviewed annually to insure currency of purpose and alignment with the organizational mission. Each workgroup/instructional leader is present during this review and have significant input on any changes in workgroup focus, function, and staff.

The institution has identified its key work and support processes and their requirements.

MET

6.2 Community Partnerships and Involvement How does the technology center ensure community involvement?

67

6.2(a) Engagement

6.2(a)1 How does the technology center actively support and strengthen its partner school communities?

6.2(a)2 How does the technology center engage in activities and/or partnerships in its key communities to benefit the school?

All GPTC programs have active advisory

committees that meet two times annually and often include partner school representatives. Additionally, regular meetings with partner school superintendents and guidance personnel are scheduled and conducted. Communication between partner schools and GPTC is constant through e-mail, telephone conversations, and face-to-face meetings. GPTC also has maintained an institutional advisory committee comprised of community stakeholders for the last three years. This committee meets annually to provide input and feedback to GPTC. All data is shared with partner schools. Additional opportunities for shared professional development are offered when practical.

GPTC and its staff members regularly contribute

to the community by participating as community leaders and volunteers. Positions range from serving on school boards and in city offices to volunteering at the Wichita Wildlife Refuge (a federal animal habitat preserve).

See Figure 5 – Community Involvement GPTC Employees

6.2(a)3 How does the technology center ensure every program area utilizes advisory committee input in program planning and continuous improvement?

6.2(a)4 How is technology center/instruction and training enriched by utilizing community resources?

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 represented?

6.2(a)6 How do personnel maintain a working relationship with their applicable field and their business and industry advisory committee?

GPTC insures every program has a minimum of

two advisory committee meetings per year. The Director of Strategic Initiatives is charged with monitoring meeting dates, times, agendas, and minute submission. The Accreditation and Planning Coordinator is charged with insuring the meetings are appropriately constituted with a minimum of five members representing the local geographic area and that Employer Verification Forms are submitted in accordance with COE guidelines. Each committee meeting has an agenda which includes recommendations for facilities and equipment. At least every two years, all ACM’s complete a survey regarding outcomes for the program, instructor training recommendations, curriculum recommendations including trends for the future of the industry, and ability to hire/intern students at his/her business location. If any of these conditions is not met, the IL for the program instructor will be advised and the instructor will be required to hold a third meeting to complete all required business. ACM Lists and Minutes are available in individual program areas.

Instruction is enriched using guest

presentations, internships, industry tours, and other expertise available from advisory committee members. Personnel maintain a working relationship with their applicable field and advisory committee by frequent contact, summer internships, and program-specific professional development as necessary.

The institution ensures business and industry input through advisory committees.

MET

6.3 Facilities, Transportation, Equipment, Resources and Materials

How does the technology center ensure appropriate facilities and equipment are utilized?

68

6.3(a) Facilities

6.3(a)1 How does the technology center ensure the size of the facility is adequate to ensure safe and quality education and training?

6.3(a)2 How does the instructional facility provide adequate heat, light, ventilation, dust control, and noise control to provide a safe environment conducive to learning?

6.3(a)3 How does the technology center ensure adequate office, program, and storage space to meet industry quality and standard for which the instruction and training is preparing the students/clients to enter?

6.3(a)4 How are facilities properly maintained and arranged in order to provide a safe and conducive work and learning environment?

GPTC adheres to industry standards to planning,

equipping, and maintaining facilities. GPTC Advisory Committees evaluate shops, classrooms, labs, and facilities to insure the facility is safe, provides adequate heat, light, air and ventilation, has adequate office and storage space and is appropriately maintained. Facilities and equipment recommendations are included in advisory committee minutes. Environments are maintained by professional maintenance and custodial staff to provide facilities conducive to learning. A maintenance plan is on file. Custodians work under the direction of a head custodian and their work is guided by weekly task sheets. Maintenance crews have a maintenance request system and address urgent repairs as priorities.

Additionally, shop inspections are conducted

and the conditions in classrooms, shops, labs, and other spaces are documented and repairs are prioritized. Shop inspections are conducted by GPTC staff and GPTC AC committee members as well as external evaluators, as required by program accreditations.

6.3(a)5 How are efforts made to provide barrier-free facilities that accommodate individuals with disabilities?

GPTC is committed to barrier-free facilities. All facilities are in compliance with the Americans with Disabilities Act and the IDEA. Disability-friendly access points, ramps, restrooms and other facilities are available and in good condition. If a student, client, or staff member requires additional accommodations, those accommodations will be made.

6.3(a)6 How does the technology center ensure that students/clients have instruction and training located away from the technology center campus (examples – offsite BIS training, distance education students) have access to the same services?

GPTC conducts instruction in public schools and

businesses. These students/clients have access to the facilities, services, and environments provided by their current location. Facilities in the public school are equipped by GPTC personnel to meet the specifications required by the program of study. On-site business training/consulting facilities are the responsibility of the business. Training equipment and materials may be transported to the business but accessibility and quality of the facility is the responsibility of the individual business.

6.3(b) Transportation

6.3(b)1 How does the technology center provide for transportation needs?

6.3(b)2 How are transportation vehicles properly maintained and serviced?

GPTC contracts transportation services with

partner school systems. Partner schools provide bus transportation for the students attending GPTC. The partner school is responsible for maintaining and servicing the transportation vehicle, whether van or school bus.

GPTC also participates in the sales of student

passes to the Lawton Area Transit bus system (LATS). The LATS system can provide transportation from any point in the Lawton Community to GPTC. Student passes are available to all adult students and SCORE

69

students needing transportation at a discounted rate. LPS students may ride LATS buses free of charge through an arrangement between LPS and LATS. All students and clients have access to this public transportation. It is serviced and maintained by the City of Lawton and is available seven days per week.

GPTC also maintains a fleet of vehicles for

instructor and staff use. The vehicles are maintained on campus for preventive maintenance but all repairs for performance issues is performed according to vehicle warranty and make/model of the vehicle at the appropriate dealership. The fleet is under the supervision of the Director of Economic Development.

6.3(c) Equipment

6.3(c)1 How is appropriate equipment chosen and maintained in proper working condition?

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?

6.3(c)3 How does equipment meet or exceed all appropriate safety standards?

GPTC uses instructor input and advisory

committee recommendations to make decisions regarding purchasing of equipment. Advisory committee recommendations are given priority in the purchasing process in order to keep training on pace with practices in industry. Each instructor develops a preventative maintenance plan for the equipment in his/her shop/lab/classroom. The capital plan is developed and monitored annually for large equipment purchases and is based on recommendations from industry, advisory members and instructors.

GPTC insures personnel, students, and clients

have access to equipment, materials, and supplies necessary to complete training. GPTC has an IT staff with two members who are charged with installing, upgrading, and repairing computers when necessary. Additional equipment maintenance/repair may be budgeted out of instructional, general, or

building funds, as appropriate. Urgent equipment replacement/repair is contracted immediately according to our policy.

Equipment used meets or exceeds safety

standards. It is evaluated each year by advisory members and staff members to insure that all equipment is in working order and all guards, shields, and safety features are in place and are being used properly.

6.3 (d) Resources and Materials

6.3(d)1 How are appropriate and up-to-date software, resources and materials chosen and maintained?

GPTC maintains an IT department charged with

selecting and maintaining appropriate operating systems and standard computer programs. GPTC maintains site licenses for:

Windows 10

Microsoft Office/Office 365

Adobe Creative Suite

Odyssey Ware Specialized program software is identified by the instructor and advisory committee and purchased, installed and monitored by the IT department and the instructor.

The institution provides adequate facility size for all students/clients, programs, and services.

MET The institution acquires equipment, tools, and instructional resources to support all students/clients, programs, and services.

MET

70

6.4 Safety, Security, and Emergency Preparedness How does the technology center ensure effective management of technology center operations?

6.4(a) Safety

6.4(a)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/clients and personnel if a safety issue arises in the classroom and laboratory settings?

Fire extinguishers, AED equipment, and first aid kits are available in every building and maintained according to specified guidelines. Specialized shop equipment including eye-wash and contamination stations, fume hoods, ventilation systems, vehicle lifts, vehicle movers, and other necessary equipment is present in each shop as appropriate and inspected annually by the advisory committee. Any damaged or non-operational equipment is replaced immediately based on the need to maintain student safety. Emergency procedures are outlined in the EMG, which is reviewed annually and updated as necessary. If a safety issue exists in a classroom, evacuation procedures and immediate repair/replacement/removal of the hazard is implemented.

6.4(a)2 How are safety deficiencies corrected? 6.4(a)3 How is program-specific safety planned,

presented, demonstrated, and practiced by personnel in classroom and laboratory activities?

GPTC uses employees certified in safety evaluation and instruction to identify gaps and make recommendations. Safety deficiencies are corrected through equipment and facilities intervention and procedural corrections. Facilities interventions include:

Area Intervention

Automotive Service Technician

New ventilation system

Building 100 Student Lounge

Repair: Cracked floor (trip hazard)

Building 300 Roof Repair


Building 100 New air conditioners

Building 100 Moisture abatement/Northwest Wall

Building 400 Safe Room

Building 600 Structural Repair Figure 65 Facilities Interventions - Student, Staff, Public Safety

GPTC LT and other relevant personnel review all accident/incident reports in insure corrective measures are taken promptly. Classroom/shop/lab instruction includes a safety test that must be passed with a score of 100% in order for the student/client to move into the lab/shop area. Test results are maintained in the student file and electronic grades remain on the transcript. Safety practices including using proper PPE, hand and power tool safety, and all other safety practices appropriate to the industry are practiced daily by both instructor and student. Violation of safety protocol results in loss of employability points for the day, which ultimately affects the grade in the program.

6.4(a)4 How does the technology center ensure that all personnel and students/clients demonstrate acceptable knowledge, attitudes, and behaviors related to health and safety practices?

GPTC provides safety training for all employees

during annual inservice activities. Topics include fire safety, hazardous material safety, and de-escalation training. Students are all provided orientation to safety and evacuation procedures. All students pass a lab/shop safety test prior to engaging in activities and safety protocols are enforced by instructional personnel. Guests are provided general safety

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information and participate in safety drills when necessary.

6.4(b) Security

6.4(b)1 How does the technology center district ensure a secure operating environment.

GPTC operates with a series of security measures that enhance the safety of students, staff, clients, and members of the general public. These measures include:

Safety and Security

Identification badges for all students and staff

Off-duty police officers present on campus during all normal operating hours providing security services (MOU on file)

Marked GPTC Security Vehicles

Electronic Access (Pilot – Bldg.700 and BDC)

Storm Shelter and Facility Hardening

Key personnel in radio communication at all times

Controlled building access

Intruder, emergency, and weather drills Figure 66 Safety and Security

6.4(c) Emergency Preparedness

6.4(c)1 How does the technology center prepare for

disasters or emergencies? GPTC has the EMG to inform staff as to

methods of dealing with the following incidents:

Accidents and Injuries

AED/Bag Mask Locations

Assault/Rape

Bomb

CPR Mask/First Aid Kit Locations

Death of Student/Faculty Member

Earthquake

Electrical Outage

Fire

Gas Leak

Hazardous Materials Spill

Intruders

Reunification Points

Snow/Ice Storm

Stray Animal

Tornado, High Winds, Severe Thunderstorm

Wildfire/Grass Fire The EMG is reviewed annually and distributed to all employees. New procedures or other changes are noted in the all-staff orientation period each August.

GPTC conducts all required drills as set forth by the OSDE. These include tornado, fire, and intruder drills. Personnel with designated responsibilities account for campus security and student safety in an organized and prescribed manner.

The institution provides a safe environment.

MET The institution regularly monitors safety.

MET The institution complies with all federal/state mandates related to emergency preparedness.

MET

6.5 Compliance How does the technology center obtain information related to educational equity, nondiscrimination, and adherence to policies and procedures?

6.5(a) Educational Equity and Discrimination

6.5(a)1 How has the district satisfied the requirements for notification of its nondiscrimination policy, designation of a coordinator of compliance activities, and publication of grievance procedures?

GPTC publishes its non-discrimination statement in the Lawton Constitution annually. All documents, catalogs, handbooks, and manuals include non-discrimination statements in both English and Spanish.

GPTC has appointed Title IX officers for each

campus and publishes a staff grievance procedure in the Policies and Procedures Manual. Grievance officers and procedures are also published in all student handbooks. Student handbooks are available on the school’s website: http://www.greatplains.edu.


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6.5(a)2 How does the district ensure its facilities, instruction and training, and services are accessible and useable to individuals with disabilities?

GPTC insures it complies with all accessibility

requirements in all areas. The Director of Purchasing and Maintenance, the Disabilities Coordinator, and other staff members may identify a need and GPTC will make every effort to insure the need is met. All buildings have accessible doors, bathrooms, ramps, and lab stations. No classrooms are located other than on the ground floor in order to insure students with disabilities have equal access.

6.5(a)3 How has the district taken steps to ensure that it does not discriminated in its personnel policies and practices?

GPTC has employment practices and policies

listing in the PP, pages 133-141. GPTC leadership adheres to these policies in hiring practices.

Additionally, GPTC collects a voluntary

statement from each applicant regarding ethnicity. The GPTC employment process is all online and this information, if voluntarily disclosed, is only visible to the System Administrator, Superintendent, and Deputy Superintendent. Hiring committees reviewing applications receive only the application without information regarding ethnicity.

6.5(a)4 How does the district know recruiting, counseling, admissions, and instruction and training practices are effective in preventing discrimination?

GPTC collects voluntary ethnicity disclosures from its postsecondary applicants and that information is logged and kept separately from the application for admission. Secondary students do not disclose ethnicity on the application for admission. These practices effectively remove ethnicity from the recruitment and admissions processes. All staff members are provided Title IX Non-

Discrimination training annually to insure all staff maintain a diverse and open culture.

6.5(a)5 What diversity awareness training does the technology center provide for personnel and students/clients as well as sufficient additional support to meet the needs of special populations, minorities/ethnic groups, and non-traditional students/clients to encourage participation and completion in instruction/training and services?

GPTC has diversity training as part of its annual

staff orientation. In-person lecture is combined with online learning on diversity.

6.5(b) Policies and Procedures

6.5(b)1 How does the technology center annually review and update policies and procedures based upon 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?

GPTC reviews and updates policies, procedures and practices annually through an administrative review process conducted by the LT. All relevant personnel are asked to submit any proposed or necessary changes to policies to their LT representative and these changes are discussed, incorporated, and approved by the BOE every July. Supplemental changes may be accepted throughout the year, as dictated by changes in regulation or other policies.

The FAO is a key player in the development of

policies relating to student financial aid, consumer information, and other policies required by either the federal or state regulatory agencies.

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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 developed by the FAO

and disseminated to current and potential students through:

the GPTC website, http://www.greatplains.edu

Postsecondary applications for admission

Student Handbooks

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)?

The FAO and additional personnel attend all

appropriate workshops on FA procedures and practices, adheres to separation of duties procedures, and all other practices required by federal law. Additionally, the FA Officer has access to clerical and administrative support in order to perform the duties in a manner conforming to federal, state, and local guidelines.

6.5(b)5 How does the technology center ensure that district policies and procedures comply with the code of ethics (professional conduct) guidelines approve by the state board and there are policies and procedures in place for resolving alleged violations?

Each employee signs a Code of Ethics agreeing

to comply with GPTC Policies and Procedures. A grievance process is in place that outlines the steps for reporting and resolving violations.

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?

GPTC has both student and staff grievance

procedures published in the PP and Student Handbooks. GPTC has appointed Title IX officers at both campuses and the designated personnel are listed in the PP manual and Student Handbooks available to all students and staff.

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?

GPTC refund policies are developed in

accordance with federal guidelines. Additionally, the FAO stays current with comparable institutions granting FA and their refund policies. The GPTC refund policies align with both federal guidelines and comparable institution practices.

6.5(b)8 How does the technology center implement appropriate procedures to account for campus-based funds as well as any matching contributions?

Campus based funds are distributed based on

income and the financial needs of the student. Matching funds are distributed according to FSA guidelines in accordance with all federal regulations.

6.5(b)9 How does the technology center implement appropriate actions representing diligent enforcement of a default management plan?

Not applicable. GPTC does not participate in

Federal Student Loan programs.


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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?

GPTC publishes an accreditation statement which is updated annually. This accreditation statement is available to the public in the following places:

Student Handbooks

Postsecondary Applications for Admission Information regarding additional access is included in the course catalog, Tech Tab.

6.5(b)11 How does the technology center evaluate potential students who have neither a high school diploma nor equivalency for admission?

GPTC’s admissions policy for programs not

requiring a high school diploma or GED is as follows:

“All new students are required to participate in an assessment program. The purpose of the assessment is to determine placement recommendation and for point acquisition for selected programs. Suitability of program for the applicant is determined by the counselor’s evaluation of assessment results.”

GPTC students may submit any of the following

assessment scores:

Pre-ACT

High School Transcripts

ACT/SAT scores If no such scores are available, student complete the KeyTrain® assessment. Academic remediation is available to all students who are identified as potentially requiring it for success in their occupational program.

6.5(b)12 How were students who were admitted as having the ability to benefit properly documented for Title IV financial aid?

Not Applicable. GPTC does not admit students on an “ability to benefit” status using Title IV aid.

GPTC’s record on compliance is as follows:

Compliance Activity 2013-2019

Number

Grievance – Staff 1

Grievance – Student 0

Violation Title IX 0

Violation 504 0

Violation – FA 0

Audit Exception 0

Refund Violation 0

Admissions Policy Violations

0

Employment Policy Violations

0

Figure 67 GPTC Compliance Record

The institution has satisfied the minimum requirements of nondiscrimination.

MET The institution ensures educational equity in relation to all potential students/clients within its service area.

MET The institution’s facilities, instruction and training, and service offerings are accessible and useable to individuals with disabilities.

MET The institution annually updates policies and procedures.

MET The institution adheres to federal student aid (FSA) requirements.

MET The institution defines clock hours, equivalencies, or has a policy in place establishing minimum attendance for postsecondary students in accredited programs.

MET

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6.6 Operations Results What are the technology center’s performance results?

6.6(a) Operations Results

6.6(a)1 What are the results for operational effectiveness?

CMRC Actions 2016-Present

Program Change

FY 16-17

Network Technician Associate

Drop and Redesign: Network and Computer Systems Administrator Program.

Carpentry Add Carpentry Level II to complete program redesign.

Carpentry Place Lead Carpenter on Teach Out status.

Industrial HVAC Technician

Drop Industrial HVAC Technician.

Automotive Service Technology

Realign curriculum to meet new NATEF guidelines.

Cosmetology Add program to TK campus.

Residential Electrician’s Assistant

Modify and change name to Electrical Level I.

Unlimited Electrician’s Assistant

Place in Teach Out Status with end date of 5/28/2018.

Combination Welding

Add hours and curriculum to achieve

a 12-month curriculum.

Multimedia (LAW) Drop due to low enrollment.

Digital Graphics Designer

Change curriculum components – no change to outcomes.

Practical Nurse Change hours to 1463 to meet OBN guidelines.

FY 17-18

Criminal Justice Officer

Revise curriculum and course hours. No change in content or outcomes.

Advanced Firefighter Modify course hours by less than 25%. No other change.

Carpentry (TK) Explore course redesign options.

Cosmetology (TK) Approve HS Course of Study

Cosmetology (TK) Modify Course of Study to include Nail Technician and Aesthetician

Credentials Held by GPTC Personnel

OSDE Teacher Certification (Provisional I, Provisional II, and Standard)

OSDE Secondary School Counselor

OSDE School Psychologist

OSDE Principal

OSDE Superintendent

ODCTE Technology Center Administrator Credential

ODCTE Business and Industry Certification Program (BISCP) – Industrial Coordinator, Adult Career Development Coordinator

ODCTE Tech Cents School Finance Program

Business Incubator Manager

Learning Resource Network (LERN) Certified Program Planner

A+, Net+, Cisco CCNP/IT certifications

Firefighter Instructor

EMT Instructor

EMT Paramedic Instructor

Registered Nurse

Licensed Practical Nurse

Certified Surgical Technologist

1• REVISION REQUEST SUBMITTED

2• CMRC MEETING SCHEDULED

3• CMRC MEMBERS REVIEW REQUEST

4 • CMRC MEETING CONDUCTED

5• RECOMMENDATION TO

SUPERINTENDENT

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Certified Public Accountant

Society for Human Resources (SHRM)

Accreditation in Public Relations (APR)

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

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

transportation, equipment, resources, and materials?

Area Intervention

Automotive Service Technician

New ventilation system

Building 100 Student Lounge

Repair: Cracked floor (trip hazard)



Building 100 New air conditioners

Building 100 Moisture abatement/Northwest Wall

Building 400 Safe Room

Building 600 Structural Repair

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

Safety and Security

Identification badges for all students and staff

Off-duty police officers present on campus during all normal operating hours providing security services (MOU on file)

Marked GPTC Security Vehicles

Electronic Access (Pilot – Bldg.700)

Storm Shelter and Facility Hardening

Key personnel in radio communication at all times

Controlled building access

Intruder, emergency, and weather drills

6.6(a)5 What are the results of adherence to policies

and procedures?

Compliance Activity 2013-2019

Number

Grievance – Staff 1

Grievance – Student 0

Violation Title IX 0

Violation 504 0

Violation – FA 0

Audit Exception 0

Refund Violation 0

Admissions Policy Violations

0

Employment Policy Violations

0

The institution reports levels of performance.

MET The institution reports trends of performance.

MET

0% 20% 40% 60% 80%

Church Leadership

Non-Profit Vounteer

Non-Profit Board

Charitable Donor

Hold Public Office


Youth Sports Coach



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Standard 7 – System Impact 7.1 Oklahoma Career Tech Statewide Benchmarks

What are the technology Center’s overall performance results?

Operations and Results

Address 75% of the areas within each

section

Address at least 50% of

the areas within each

section

Address less than 50% of

the areas within each

section

This is not a

service offered by our district

a. Business/Educational Partnerships

Please provide performance results for each of the following:

X K-12 Partnerships

Exceeds Meets Develops

X Higher Education Partnerships

X Advisory Committees

Executive Officer Network NA

X Business Penetration

X Business and Industry Satisfaction Rates

X Consulting Services

X Incubator Services

Other* (please explain)

b. Career Awareness

Please provide performance results for each of the following:

X OK CareerGuide Statistics


Individual Career Plans/Individual Career and Academic Plans (ICAP)/Perkins Programs of Study

X Elementary Level Career Development Activities

X Secondary (MS, JH, and/or HS) Career Development Activities

X Adult Career Development Activities

X Exploratory programs (summer academies and camps, potential student tours, etc.)


c. Educational Attainment

Please provide the performance results for the following

X Competencies/Knowledge and Skills


X Capacity

X Retention/Completion

X Academic Credit

X Career & Technical Student Organizations

X Work Keys

Prior Learning Assessments

X Credentials

X Certification

X Placement

X Company Training by Geographic Area


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7.1(a) Business and Education Partnerships K-12 Partnerships GPTC has initiated partnerships with all LPS High Schools to offer Pre-Engineering classes on each individual site. This project was initiated in 2016 and has provided service for over 200 students annually since. Sending school percentage rates (for the past three years are as follows:

Higher Education Partnerships GPTC serves as an extended site for Cameron University for the Advanced Respiratory Therapy and Radiologic Technology degree programs. These programs were shifted to associate’s degree programs by their accrediting body and GPTC and CU cooperate to serve the students of southwest Oklahoma. Advisory Committees See advisory committee policy (PP, p. 80) See Section 1.1(a)1 and 1.2(b)1 Business Penetration See Section 3.2(c)3 See Section 3.2(c)4 Business Satisfaction

See Section 2.1(a)5 Client reviews (Facebook) https://www.facebook.com/pg/greatplainsedc/reviews/?ref=page_internal Consulting Services See Figure 18 – BIS Hours 2012-2017 See Figure 45 – OBAN, Client Based, and ABM Hours Incubator Services GPTC’s Business Development Center opened in May 5, 2017 with 6 confirmed tenants. As of August 2018, the BDC had 14 confirmed tenants, 2 graduates, and who left tenancy. 19 Tenants 2 graduates 3 Leavers Positive Outcomes: 84.2% Success Rate 7.1 (b) Career Awareness OK CareerGuide Statistics 100% of students have access to Oklahoma Career Guide. Individual Career Plains See Figure 26 – Number of Students with ICP’s Elementary Level Career Development Activities GPTC hosted Discovery Zone, a 5th grade career awareness outreach project from 2014 – 2017. http://greatplains.edu/news/fifth-graders-career-possibilities/ Secondary (MS, JH, and/or HS Career Development Activities.

Year Activity Target Grade(s)

2014 – Present Tech Know Zone Career Exploration

8th Grade

2014 – Present Campus Tours MS Target Groups: Gifted and Talented,

0%

50%

100%

Sending School Service Rates (3 Years)

2017-18 2016-17 2015-16

1082 10321331

1129

132 128 119 105

0

500

1000

1500

FY 2014 FY 2015 FY 2016 FY 2017

Enrollment 2014 - 2017

Enrollment in FT Programs 2014 - 2017 Lawton

Enrollment in FT Programs 2014 - 2017 Frederick

https://www.facebook.com/pg/greatplainsedc/reviews/?ref=page_internal

https://www.facebook.com/pg/greatplainsedc/reviews/?ref=page_internal

http://greatplains.edu/news/fifth-graders-career-possibilities/

http://greatplains.edu/news/fifth-graders-career-possibilities/

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Technology Education, etc.

2014 – Present STEM On-Site Presentations

8th Grade STEM related classes, all schools

2016 – Present Tech Showcase All 10th Grade Students in District

Adult Career Development Activities See List of Courses Offered See Figure 19 – ACD Hours 2012 – 2017 Exploratory Programs Great Plains Technology Center has hosted Career Connection Summer Camp Series from 2013-Present. Students entering the 6th grade through the 8th grade may participate in up to 4 exploratory programs over two weeks of training. Topics range from Pre-Engineering to Multimedia to Carpentry. Each camp session is ½ day and the camp takes place in June each year. http://greatplains.edu/career-connections/ 7.1(c) Educational Attainment Competencies/Knowledge and Skills Each program at GPTC has a Course of Study, including ACD programs. The courses of study list the skills and competencies gained through the program and list the certifications available. Courses of Study are on file in each program area and in the ACD Office area. They are reviewed at least annually and updated systematically. Additionally, FT courses are subject to the CMRC process. See Figure 17 – CMRC Process See Figure 63 – CMRC Actions Taken 2016 - 2018 Capacity

Retention/Completion See Figure 12 – Completion/Retention 2012-2017 See Figure 25 – Student Retention Activities Academic Credit GPTC has online learning opportunities for students at GPTC to gain academic credit in a wide variety of subjects to maintain the ability to attend technical training. GPTC also offers academic credit courses.. These course include: Pre-AP Chemistry AP Biology AP Calculus AP Physics Anatomy and Physiology Career and Technical Student Organizations Technology Students of America: 1 year – 51 students See Figure 20 – BPA Membership 2012-2017 See Figure 21 – FCCLA Membership 2012-2017 See Figure 22 – HOSA Membership 2012-2017 See Figure 23 – SkillsUSA Membership 2012-2017 See Figure 24 – State and National Competition

Participation 2012-2017 Work Keys See Figure 34 – Key Train Use 2015-16 See Figure 35 – Key Train Use 2016-17 See Figure 36 – Work Keys 2014-17 Credentials See Figure 64 – Credentials held by GPTC Staff Certifications See Figure 10 – Certification Exam Pass Rates See Figure 31 – Student Certification Scholarship Data Placement See Figure 14 – Positive Placement 2012-2017

1082 10321331

1129

132 128 119 105

0

500

1000

1500

FY 2014 FY 2015 FY 2016 FY 2017

Enrollment 2014 - 2017

Enrollment in FT Programs 2014 - 2017 Lawton

Enrollment in FT Programs 2014 - 2017 Frederick

http://greatplains.edu/career-connections/

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