Glossary ACD – Adult and Community Development ACEN – Accreditation Commission for Education in Nursing ACG – Associated General Contractors ACL – Adult Client Lists ACTE – Association of Career and Technical Education ADA – Americans with Disabilities Act AED – Automated External Defibrillator AR – Annual Report ASE – Automotive Service Exam AST – Adult Short-Term BBP – Blood Borne Pathogens BEC – Business and Education Councils BIS – Business and Industry Services BOE – Board of Education BOE Min. – Board of Education Minutes BPTW – Best Places to Work CBD – Center for Business Development CC – Course Catalog CFO – Chief Financial Officer CMS – Content Management System CMT – Core Management Team CPA – Certified Public Accountant CPC – Career Planning Center CPR – Cardiopulmonary Resuscitation CPT – Core Planning Team CRM – Customer Relationship Management CT – Construction Trades CTSO – CareerTech Student Organization DMS – Document Management Systems DOI – Director of Instruction EdAP – Education Assistance Plan EIF – Existing Industry Funding ERT – Emergency Response Team FY – Fiscal Year HA – High Availability HSTW – High Schools That Work IPS – Intrusion Prevention System ISM – Information Systems Manager ISP – Internet Service Provider JIT – Just in Time JRCERT -- Joint Review Committee on Education in Radiologic Technology KSO -- Key Strategic Opportunity MOU – Memorandum of Understanding MTC – Meridian Technology Center NATEF – National Automotive Technicians Education Foundation NCLA – National Council of Local Administrators NHO – New Hire Orientation NIMS – National Incident Management System NTHS – National Technical Honor Society OBN – Oklahoma Board of Nursing ODCTE – Oklahoma Department of Career and Technical Education

OLC – Online Learning Community OMA – Oklahoma Manufacturing Alliance OSBC – Oklahoma State Board of Cosmetology OSBCTE – Oklahoma State Board of Career and Technical Education OSDE – Oklahoma State Department of Education OSDH – Oklahoma State Department of Health OSHA – Occupational Health and Safety Administration OSSBA – Oklahoma State School Board Association OSU – Oklahoma State University OWA – Outlook Web Access PAHRA – Partnership for Air-Conditioning, Heating, Refrigeration Accreditation PDC – Professional Development Committee PLAN – ACT PLAN assessment PO – Purchase Orders PPD/SDS – Personal Protective Equipment/Safety Data Sheet PR – Press Releases SAMC – Stillwater Area Manufacturing Council SAN – Storage Area Network SCOC – Stillwater Chamber of Commerce SDS – Safety Data Sheets SIS – Student Information System SL – Senior Leaders SLC – Small Learning Community SP – Strategic Plan SPP – Strategic Planning Process SREB – Southern Region Education Board SS – Systems Staff SSP – Systems Support Portal STEM – Science, Technology, Engineering and Mathematics SUP – Superintendent SUP/CEO – Superintendent/CEO SWOT – Strengths, Weaknesses, Opportunities and Threats TBD – To Be Determined TC – Technology Centers TCTW – Technology Center That Work TFS – Tools for Schools TIF – Tax Incentive Funding TIP – Training for Industry Program TLE – Teacher and Leader Effectiveness TRENDS – MTC’s Accounting Software TWP – Top Work Places UI – User Interface UPS – Uninterruptable Power Supply USDE – U.S. Department of Education USDOE – United States Department of Education VA – Veteran’s Administration VDI – Virtual Desktop Infrastructure VPN – Virtual Private Network WBB – Welcome Back Breakfast

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Organizational Profile P. 1 Organization Description MTC is one of 29 technology centers in the ODCTE education system. The MTC district covers parts of Lincoln, Logan, Noble, Pawnee and Payne counties and includes residents in communities served by the following school districts: Agra, Carney, Glencoe, Guthrie, Morrison, Mulhall-Orlando, Pawnee, Perkins-Tryon, Perry and Stillwater. P. 1a (1) Organizational Environment, Educational Program and Service Offerings MTC’s main educational program and service offerings include full-time career training, short-term professional development and personal interest classes, business and industry training and entrepreneurial support. MTC offers career training to high school and adult students. The full-time career majors offered at MTC are aligned with career majors approved by ODCTE. MTC accepts high school juniors, seniors and adults to most career majors. The pre-engineering academy is a high school only program that is available to students beginning their sophomore year. Beginning in fall 2014, MTC sophomores could enroll in regular full-time programs in the afternoon. Adult students have the option to attend half day or all day. MTC’s short-term personal and professional development courses class offerings are determined by the needs of the district and are often held in the evening. Course length varies based on the subject matter. A combination of educational goals and involvement in industry and community service initiatives ensure that students who complete full-time career training at MTC are both career and citizenship ready. Delivery mechanisms for main educational programs and services are project-based learning that include research, problem-solving and teamwork. Students spend part of their time in a classroom and they also spend a significant amount of time in their program’s lab putting theory to work. Short-term personal development courses are generally hands-on and take place in a program’s lab area. Clients taking advantage of MTC’s business solutions are divided into two groups: existing businesses and entrepreneurs. Educational programs and services for clients are need based and relationship driven. MTC staff visit with clients, discuss their goals and expected training outcomes and work together to develop a customized plan based on each client’s needs.

P. 1a (2) Organizational Environment, Vision and Mission MTC’s purpose is to provide a quality-trained workforce for the district to stimulate the economic development of the region. This occurs through the school’s vision to “strive to be recognized and respected as an engaging environment that fosters relationships for success.” Values include excellence, innovation, integrity, empowerment, engagement and relationships. The mission at MTC is simple – We provide customized education and training services for individuals, industries and communities. Core competencies of MTC are the organization’s ability to provide customized training and education for individuals, industries and communities. Examples include full-time career training based on the district’s workforce dynamics, the development of evening short-term career training programs, delivering industry specific safety training, coaching and consulting entrepreneurs with a variety of businesses and making the school’s training rooms and conference facilities available to community groups and businesses. P. 1a (3) Organizational Environment, Workplace Profile The MTC workforce includes 139 full-time and part-time employees. Figure P.1-1 categorizes the school’s workforce by segments.

Work Segment Department Included Administration SUP

Assistant SUP CFO Directors

Instructional

Instructional Staff Adjunct Instructors BIS Coordinators and Specialists Adult and Community Education CBD Team

Instructional Support

Counselors EEC Job Placement Specialist Substitute Teachers

Support Marketing Finance Custodial Transportation Maintenance Personnel Grounds Financial Aid Information Systems Off-Duty Police Officers

Figure P.1-1 Workforce Segments

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Education requirements vary for different faculty/staff groups and work segments and are represented in Figure P.1-2. In addition to formal education, faculty/staff have industry specific experience that enables a greater delivery of services related to the school’s mission and vision. Workforce diversity at MTC includes job diversity shown in Figure P.1-1 as well as gender in Figure P.1-3; ethnicity, Figure P.1-4 and geographic origin, as shown in Figure P.1-5.

Educational Diversity Number of MTC Staff High School Diploma 27 Technical Degree 9 Some College 21 Bachelors 39 Masters 26 Doctorate 4 Unknown 7

Figure P.1-2 Educational Diversity of Staff

Figure P.1-3 Gender of Workforce

Figure P.1-4 Ethnicity of Workforce

MTC District Communities # Staff Who Live There Carney 1 Glencoe 5 Guthrie 3 Morrison 5 Mulhall 6 Orlando 3 Pawnee 2 Perkins 10 Perry 7 Stillwater 83 Tryon 2 Out of District 13

Figure P.1-5 Geographic Origin of Staff Health and safety requirements vary by position and are outlined in individual job announcements. There are no collective bargaining units at MTC. P. 1a (4) Organizational Environment, Assets While human capital is the most valuable resource, the major facilities, technology and equipment sets the school apart from other competing educational institutions. MTC’s campus consists of 297,670 sq. ft. and a variety of transportation vehicles. In FY14, the school was insured for $63,362,171. Classrooms at MTC are fitted with equipment that is similar to what is used in each of the workforce environments. Most programs have a 1:1 student computer ratio and several programs use digital tablets. Most staff members have individual computers and all staff have access to computers for email, Internet and Intranet access. There is a campus technology plan that assesses changing technology needs across campus. Figure P.1-6 reflects what was spent on equipment requests for classrooms and staff for the last three years.

Year Amount spent on Equipment Requests 2012 $673,431.47 2013 $1,027,317.63 2014 $1,041,138.43

Figure P.1-6 Equipment Requests P. 1a (5) Organizational Environment, Regulatory Requirements MTC’s educational program and services are locally governed by the MTC BOE and regulated by policies set by the BOE. The OSBCTE administers rules and regulations for technology centers. School administrators and instructors who teach high school students are required to hold specific certifications, pursuant to the OSDE and ODCTE. Educational program and service requirements are also regulated and governed by local, state and federal education laws. A variety of programs at MTC have additional educational program and service

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requirements. Administration, instructional staff and instructional support staff must meet the requirements outlined by accrediting bodies and regulatory agencies. These educational program and service requirements and certifications are outlined in the individual job descriptions. P.1b (1) Organizational Relationships, Organizational Structure A five member BOE is the governance system of MTC. As the governance board, the BOE hires, supervises and evaluates the SUP/CEO, who oversees the staffing plan. The BOE also hires the school auditor and supervises the BOE treasurer and minutes clerk. The SUP supervises the Assistant SUP, CFO, all Directors and the Personnel Assistant. P.1b (2) Organizational Relationships, Students, other Customers and Stakeholders MTC’s key market segments are students, clients and communities. MTC considers all district taxpayers stakeholders, potential students and customer groups. Figure P.1-7 outlines the expectations of key market segments in relation to educational programs and services and customer support services.

Key Market Segment

Expectations

Students Attend tuition free* Instruction from teachers who are experts in their field Use state-of-the-art equipment Participate in hands-on learning projects College or career ready upon completion Learning in a safe environment Connect with one or more caring adult Receive free transportation* Meet students from 10 different schools Earn college credit, in some programs Access to services to assist with tuition**

Clients Customized training programs Content delivered by industry expert Competitive pricing Training at MTC or their workplace Business coaching***

Communities Prepare students for jobs in the district Participation in economic development activities and business recruitment Fiscal responsibility in delivering services

* High school only ** Adult only ***CBD only Figure P.1-7 Market Expectations

P.1b (3) Organizational Relationships, Suppliers and Partners Suppliers, partners and collaborators of MTC are instrumental in assisting the school in meeting its mission. Work systems are in place to ensure the maximization of tax dollars through a competitive bidding process for supplies and equipment. Staff resources are also optimized. For example, when not working with industries, safety coordinators train full-time students and when not driving, bus drivers assist support staff. Key suppliers include vendors who provide products and services for programs and school administration. This ranges from equipment vendors, textbook companies and software providers to legal representation and accounting auditors. Key suppliers will vary by department and instructional area. The MTC district is comprised of residents of 10 school districts. Each district is considered a partner in education, with students attending MTC and their high school. In addition to visiting district high schools to meet with students and staff, MTC holds on-campus meetings with district counselors, principals and SUPs throughout the school year. Because training at MTC is industry driven, the school has MOUs with various partner agencies throughout the district that contribute to the academic enhancement and on-the-job training for students. Examples include various clinical sites, community colleges and workforce development offices throughout the district and metro areas. District businesses and communities are also considered partners, as are companies that hire graduates. Collaborators include local business and industry representatives. Instructors in full-time career majors solicit input from a BEC where representatives from the communities and industries that MTC serves have direct input and provide feedback into educational programs and services. Members of these councils provide valuable insight into the need and innovation trends in their communities and industries. These individuals provide input on innovations that include industry trends and equipment needs in programs and offer suggestions on ways to fill skills gaps. Council members may also assist with student recruitment events. Personal relationships are the key to successfully working with suppliers, partners and collaborators. In addition to face-to-face or telephone communication, MTC staff rely on email to get input and feedback from these groups. Instructors frequently have vendors and suppliers on campus for meetings and program guest speakers.

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Combined, these processes enable MTC to effectively and efficiently deliver customized education and training for individuals, industries and communities. MTC strives to use taxpayer dollars to purchase supplies and equipment at a fair market value, to partner with the right agencies to recruit and train students and to teach skills that will enable students to successfully contribute to the economic development of the district. P.2a (1) Organizational Situation, Competitive Environment MTC’s competitive position hinges on the ability to provide customized education and training services to individuals, industries and communities within the school’s district. Depending on industry or business needs, training programs can be added or modified as needed. MTC is centrally located in the district and is within a 35-minute commute to most residents. The school has one campus location and growth is determined by funding, available space for construction and the district’s workforce needs. Students and clients have a variety of education and training options available. Types of competitors are outlined in Figure P.2-1. MTC Key Market Segment

Competitor

Students District high schools Community colleges and universities Alternative delivery methods Perceptions of parents, teachers and counselors Community agencies Retail outlets Internal industry apprenticeships Proximity to other ODCTE centers

Businesses Third party business consulting firms Community colleges and universities Online education Proximity to other ODCTE Centers Books and professional publications OSU Riata Center Chambers of commerce Small Business Development Centers Internet Other entrepreneurs

Communities Surrounding communities Location Demographics

Figure P.2-1 Competitive Environment P.2a (2) Organizational Situation, Competitiveness Changes Key changes that impact MTC’s competitive situation include shifts in the district’s demographics, industry innovation, the availability of funding sources and the unemployment rate of the district. MTC leverages its resources and often forms partnerships and collaborates with agencies that provide similar services throughout the district to fulfill the school’s mission. Recent

examples include assisting district chambers of commerce with computer training seminars, partnering with a local library and correctional facility to offer Business 101 training and working with local colleges to participate in cooperative alliances. P.2a (3) Organizational Situation, Comparative Data Within the education sector MTC has access to key sources of comparative and competitive data collected by agencies such as ODCTE, Oklahoma Technology Center Profiles and TCTW. Additional key comparative and competitive data sources outside of the education sector include National Business Incubator Association, i2E and results from the BPTW and TWP. While data is available from a variety of outlets, terms and definitions used by agencies vary, frequently limiting the ability to fully benefit from the data source. P.2b Organizational Situation, Strategic Context Key strategic challenges and advantages in the area of educational programs and services, operations, societal responsibilities and the MTC workforce are outlined in Figure P.2-2. P.2c Organizational Situation, Performance Improvement System MTC receives input from BECs, client impact interviews, student surveys, surveys of students who didn’t attend MTC, BIS client surveys and a district-wide telephone survey. Performance improvement also comes through participation in system-wide new teacher programs, TCTW participation and NIMS accreditation. Area administrators review results from these performance improvement systems and identify changes that need to be implemented. However, MTC has identified that it needs to develop a formal system to evaluate key elements of a performance improvement system, including processes for evaluation and improvement of key organizational projects and processes.

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Type Strategic Challenge Strategic

Advantage Educational Programs and Services

Matching trained students with open jobs/placement rate Industry not at the same level with technology in classrooms Recruitment challenges

Market responses Advanced technology Affordability Small class size/student to teacher ratio Customized training Stakeholder input

Operations Space Revenue growth Funding sources Proximity Campus infrastructure

Localized funding source Facility Quality workforce Equipment Board governance Employee benefits

Societal Responsibilities

Commitment of entire workforce to give back to district

Charitable giving Volunteerism Staff dedicated to community development MTC Foundation

Workforce Adequate financial compensation for qualified full-time/adjunct instructors Taking advantage of older population Competing against open market for full-time/adjunct staff Instructor certification requirements State mandated teaching credentials State and federal mandates for instructors/administrators

Quality workforce Staff development resources Reputation Average tenure of employees

Figure P.2-2 Strategic Challenges and Advantages

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1 Leadership 1.1 Senior Leadership SL at MTC include the SUP, Assistant SUP, CFO and Directors. These individuals create an environment for student and customer engagement, for innovation and for high performance. SL are expected to communicate with the workforce and students and other key customers, expressing the school’s vision and values. SL are also expected to guide the organization in an effort to fulfill its mission and carry out legal, ethical and societal responsibilities to the communities served by MTC. Working as a group, SL are tasked with establishing a culture of student and stakeholder engagement as well as creating a sustainable organization. 1.1a Vision, Values and Mission SL are responsible for guiding and sustaining the organization’s relationship building with students, staff and stakeholders. They also model MTC’s values. SL were instrumental in leading the strategic planning process detailed in 2.1 where the vision and values expressed in P. 1a and 5.2 c (1) were determined.

SL deploy the vision and values through a leadership system when they meet with their staff to formally and informally share information from meetings with the SUP, BOE and ODCTE. These meetings are designed to provide an opportunity for two-way communication and the reinforcement of visions and values. SL are expected to demonstrate their commitment to the school’s values through their interaction with staff, key suppliers and partners, students and other customers including stakeholders. SL are tasked with demonstrating the school’s vision and values through modeling the values, mentoring staff and encouraging staff and students to participate in community service projects. SL also reflect a commitment to the school’s values through the adherence of policy set by the BOE. Figure 1.1-1 outlines deployment tactics of MTC’s vision, values and mission.

1.1a(2) Promoting Legal and Ethical Behavior SL’ actions foster an environment that promotes and empowers legal and ethical behavior by faculty, staff and students. As noted in 5.2 c (1), integrity was identified as a core value through the strategic planning process. SL are required to act in a legal and ethical manner in carrying out their duties. In turn, they expect the same ethical behavior of the staff, students and clients with whom they work. MTC district policies and procedures, approved by the BOE, are in place to ensure ethical practices and ethical behaviors. See Figure 1.2-1 for compliance processes and measures and Figure 7.4-1 for TWP Leadership Indicators.

1.1a (3) Creating a Sustainable Organization SL create an environment for the achievement of the school’s mission through the implementation of the strategic plan that outlines aims and goals to reach each key objective, as evident Figure 2.1-1. This plan identifies goals and aims to improve organizational performance. Performance leadership as well as organizational and personal learning is encouraged through ongoing continuing education opportunities, a sample of which are located in Figure 1.1-2. These opportunities create an environment for innovation and intelligent risk taking. While MTC does not have a formalized succession plan, participation in ongoing training allows staff members to obtain necessary skills and credentials to be considered as a future organizational leader. Audience Deployment Tactic Workforce Formal and informal

divisional meetings Strategic plan Intranet All staff meetings Annual SUP’s Welcome Back breakfast Facility kiosks Community involvement

Key suppliers and partners Website Strategic plan Annual report in fall Course Catalog BECs Meetings with partner high schools Community involvement

Students MTC handbook Annual report in fall Course Catalog Student Leadership Class course content Facility kiosks Community involvement

Other customers and other stakeholders

Website Annual report in fall Course Catalog Strategic plan Presentations in the district District survey Facility kiosks Community involvement

Figure 1.1-1 Deployment Tactics SL understand the importance of the improvement of performance in the creation of a sustainable organization. Examples include implementing best practices from TCTW and TFS through the full-time career training programs, developing evening professional development training programs for Welding

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and Precision Metal Fabrication, enhancing the BIS coordinator roles to reach more new clients and using coaching as a leadership tool for clients in the CBD.

Additionally, to help ensure the sustainability of MTC, SL work together to create a workforce culture that focuses on consistently providing a positive experience for students and other customers. Employees have an opportunity to make suggestions to SL during formal and informal staff meetings as well as using the Suggestion Box on the school’s Intranet site.

During the 2013-14 school year, the SUP used the book Eight Habits of the Heart for Educators as a school-wide theme. The focus of the book is to build strong school communities through values. SL were encouraged to incorporate the habits into SLCs and departmental meetings as well as general staff meetings. Additionally, a sample group of instructors and one senior leader took part in training for a program titled Capturing Kids’ Hearts. This program provided tools for leadership, staff and instructors to build positive, productive, trusting relationships with students. A pilot study is currently underway. Pending the results, a full implementationof the processes will be considered.

Staff Ongoing Training BOE members New board members complete 12 hours

while incumbent members complete six hours of training over the first 15 months after their election. Members are then required to complete 15 hours of additional continuing education over the course of their five-year term.

Non-certified staff

Able to enroll in any course offered at MTC tuition-free Conference participation is encouraged College classes supported by tuition reimbursement Membership in professional organizations Safety training

Instructors Training that is available to non-certified staff Industry training

Professional staff

Training that is available to non-certified staff Continuing education/professional development hours as required by Oklahoma statutes

Figure 1.1-2 Ongoing Training

1.1b Communication and Organizational Performance 1.1b (1) Communication SL encourage and engage in two-way communication with key stakeholders including the workforce, students and other key customers to drive organizational

performance. Figure 1.1-3 provides an overview of the method and frequency of communication. Social media engagement has helped to foster relationships and increase students’ and families’ sense of belonging to MTC. MTC actively engages in Facebook, Twitter, Instagram and YouTube for two-way communication among the workforce, students and key customers. Content include pictures and videos of workforce and student activities, helpful information about career and training opportunities and campus updates. The SUP and Director of Marketing and Communications work together to monitor external social media. If issues or topics emerge that need to be addressed, the Director of Marketing and Communication or designee will respond.

Tw

o-Way

Upw

ard

Dow

nward

Engagem

ent

Frank, 2-w

ay

Key D

ecision

Recognition

Students

Workforce

Com

munity

Other S

takeholders

Frequency

SP X X X X X X Y

AR X X X X X Y BOE Min.

X X X X M

CC X X X X X X

Y3

NHO X X X X

O

WBB X X X X Y

Evals X X X X X X Y

PR X X X X X X O

SLC X X X X X M

Notes X X X X X X X X X O

1:1 Mtg.

X X X X X X X O

Staff Mtg.

X X X X X Q

Web X X X X X X X X O Social Media

X X X X X X O

BEC X X X X X X

Y2

CMT Mtg.

X X X X X X X X W

SL Mtg.

X X X X X X X W

Y=Yearly, Q= Quarterly, M=Monthly, D=Daily and O=Ongoing Figure 1.1-3 Communication

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1.1b (2) Focus and Action SL focus on actions that will achieve the organization’s objectives, improve performance, enable innovation and intelligent risk taking and vision attainment by creating an environment which allows staff to take ownership of their role in order to meet organizational and individual roles. SL meet individually with the SUP and meet as a team to discuss improvement opportunities and strategic initiatives. A regularly scheduled “Friday Meeting” brings together SL and key staff to discuss opportunities to meet needed actions. In setting goals for organizational performance, as part of the performance review process individual staff members and SL work collaboratively to develop plans to meet established goals and monitor goal progress. Staff members are encouraged to attend conferences or other schools/technology centers to see new and innovative practices and programs to learn about industry innovations as well as best practices that will help MTC support its mission and vision.

TCTW is an example of this focus and action. Best practices from TCTW have been strategically implemented throughout the full-time career majors and faculty members receive on-going training to drive innovation, intelligent risk taking and continuous student performance improvement. Teachers work together through their SLCs and as a larger group to share best practices and teaching innovations on a regular basis. SL promote innovative classroom practices through the support of professional development, conference attendance and financial support of new technology and curriculum.

Creating and balancing value for students and other customers and other stakeholder is maintained through the long-term planning process and fiscal management of MTC. Input from other customers such as SUPs, principals and counselor from sending schools, parents, students and business and industry clients is gathered through focus groups, one-on-one meetings and surveys. This information is utilized in the school-wide planning process. Governance and Societal Responsibilities 1.2a Organizational Governance 1.2a (1) Governance System. A key component of MTC’s organizational governance is the five-person BOE. MTC’s governance structure has been developed and sustained in keeping with the requirements of federal and state laws, the Oklahoma State constitution and rules and regulations of ODCTE. The BOE’s focus is to ensure the legal and ethical behavior of the organization as a whole. The BOE is

elected to serve by a vote of the people throughout the MTC district and is designed to provide stakeholder representation of the district. The BOE serves as a means to hold SL accountable for management actions. To ensure that the district is in compliance with pertinent laws, rules and regulations, the BOE reviews and approves policies that meet the local needs of students, customers and stakeholders. SL with the assistance of the faculty and outside legal counsel, review and update district policies as needed or mandated by law. Staff members are also encouraged to make suggestions regarding policy changes or updates. These new or updated policies are presented to the BOE for final approval. Fiscal accountability and responsibility is met through a combination of fiscal policies and practices that comply with law and approval of the BOE. The previous year’s revenue and expenses are presented and open to public comment annually. The BOE approves the budget annually. Financial reports are reviewed monthly by the BOE. These various reports include encumbrances, purchases, collections and disbursements and fund balances. The CFO is available at the meetings to address any questions, comments or concerns from the BOE.

An outside auditing firm with expertise in school finance audits financial records and practices annually. The firm is chosen by the BOE from a list of auditing firms approved by ODCTE. The auditor attends a board meeting and reviews the audit in an open meeting. In addition to the external audit, other internal measures are used to audit the effectiveness of financial practices to ensure that policies and procedures are being followed and that MTC is protecting stakeholder interest through the management of funds. If a non-conformance is discovered and noted in the audit, a statement for the process and procedures for correction is prepared by the CFO and then presented to the BOE for approval. In each of the last three years, MTC has received an unqualified (clean) audit report. There have been no audit findings of significant deficiencies in internal control, no instances of noncompliance material to the financial statements and MTC was deemed to have complied, in all material respects, with requirements of the school’s major federal programs.

As a protection for stakeholders and pursuant to state law, all BOE meetings follow the open meetings act. BOE meeting agendas are physically posted in the building and on the MTC website at least 24 hours in advance. In accordance to MTC policies B-109-A and B-111-A individuals, organizations, or groups may request to speak to the BOE during a regularly scheduled meeting. All actions and meeting notes of the BOE are

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available upon request as per the open records act of Oklahoma.

Transparency of operations with stakeholders is cultivated through involvement with community focus groups and surveys, participation on business education councils for the full-time programs, the publication of the MTC annual report in the winter catalog and all board meetings being open to the public.

1.2a (2) Performance Evaluation All MTC employees are evaluated by the process described in section 5.2a (3). The process provides an opportunity for assessment of performance as well as an opportunity to communicate about professional development, performance improvement and career planning. The SUP is evaluated formally by the BOE on an annual basis. The BOE conducts a compressive performance discussion during an executive session of a regularly scheduled board meeting to review the written evaluation document. The SUP evaluates the performance of the Assistant SUP, CFO and other Directors in the organization. Individual performance is assessed in the areas of job knowledge, organizational awareness, personal credibility, teamwork, client/customer service, accountability/responsibility, communication and goals specific to the position. Performance discussions are used to enhance the effectiveness of the individual in their role for MTC. If needed, plans are implemented for performance improvement through professional development and coaching. Compensation for all staff is linked to performance evaluations.

The BOE is not formally evaluated; however, communication with stakeholders is ongoing regarding the operations of MTC. Based on a district rotation by zones, voters are given an opportunity every five years to evaluate and indicate their preference for a board member at the election polls.

1.2b Legal and Ethical Behavior. 1.2b (1) Legal Behavior, Regulatory Behavior and Accreditation. Adverse impacts of educational programs and services, such as market saturation, are addressed through a SWOT analysis as part of the strategic planning process and TFS recruitment and retention discussions. The use of BECs allow instructors and SL to anticipate changes in current and future educational programs and services as well as address risks associated with programs. When new programs are being considered a key process is for DOIs to work with the SUP and consult community and industry leaders through focus groups and BECs to discuss potential impacts of programs including student

retention, job placement and available resources. This measure and goal for addressing risks associated with the school’s educational programs and services provides the SUP and BOE with the necessary information to make a sound decision regarding any change to the school’s educational programs and services.

With regard to local business and industry needs including professional educational programs and services, SL have established relationships with local chambers of commerce and partner with them to meet the training needs of current and prospective industries within the district.

SL, faculty and staff continually monitor and assess opportunities and threats related to business trends, faculty and staff concerns, finance and capital needs, legislative issues, quality, safety and technology. Items to be addressed may originate from newspaper articles, emails, chamber newsletters, professional associations, industry sources and conversations with employees, business leaders or legislators.

The SUP visits with state legislators on a regular basis. Through various chamber programs and community events, SL frequently interact with local legislators of the district and participate in discussions and panel presentations pertaining to pertinent education and career training issues. Examples include working with Guthrie community leaders on the TIF district and communicating with leaders in Red Rock and Coyle regarding their school districts’ potential annexation into the MTC district.

MTC staff members are responsible for maintaining effective and supply-chain management processes when ordering supplies and requesting equipment for their area. The process detailed in 6.2a further ensures the use of effective supply-change management. Section P. 1a (4) details the amount spent during the last three years. Combined, these mechanisms allow MTC to proactively anticipate concerns regarding the school’s current and future educational programs, services and operations.

Key compliance processes, measures and goals for meeting and surpassing regulatory, legal and accreditation requirements include ensuring that MTC BOE members and SL are well versed in legal and regulatory behaviors through various professional development opportunities and through staying current on federal and state regulations, school policy and ODCTE guidelines. Figure 1.2-1 demonstrates these actions. Results are located in Figure 7.4-2. Additionally, in accordance with federal and state law, SL serve in compliance officer roles in areas such as federal reporting, bullying and school safety. MTC has

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established practices and conducts training annually to help address and prevent student harassment, intimidation and bullying. Instructors collaborate with SL to identify unsafe conditions and develop possible strategies to decrease school violence, intimidation and bullying on campus or in school transportation.

MTC also has a comprehensive school emergency response plan and team. This plan, along with a written procedures guide, address system components and major functions for responding a variety of safety incidents. The plans and procedures are reviewed annually to ensure the safety of students, staff and visitors to campus. The ERT meets bi-monthly and is comprised of SL, instructors, support staff and the school resource officer. The ERT conducts tabletop exercises to work through plausible emergency scenarios and the organization’s possible responses to those situations. The ERT conducts school-wide drills in compliance with state law. Local law enforcement and emergency personnel have been consulted in the establishment and improvement of safety procedures and practices.

Requirement Key Compliance Process

Key Compliance Measures

Accreditation ODCTE Evaluation

Evaluation

Program specific accreditation

Accreditations

Ethical, Legal and Equity

BOE Ethics training

% Of training hours

Loyalty Oaths Signed Oaths

Regulatory Training for Instructors

% Of Instructors in training

Fiscal Responsibility

External financial audit

Audit results

Transportation Safety

Transportation safety training

# Incidents

Program & Operations Risks

Compliance in city, county, and state regulations

# Of violations and grievances

Staff safety training

# Of safety training incidents

Figure 1.2-1 Compliance Processes and Measures

When building new construction or updating campus facilities, SL and BOE members work with the architects and construction management firm to implement environmental design to conserve natural resources. Figure 1.2-2 provides an overview of recent examples.

Item Environmental Factors

Trades Building

Geo-thermal system for energy efficiency Installed more efficient dust-collection and ventilation systems

Transportation Purchased 2 emission efficient buses Purchased a Hybrid vehicle

Facilities On-going process of changing to energy efficient lighting Installed refillable bottle water fountains

Equipment Inspections for proper operation and efficiency LMS Web-based curriculum and materials has

reduced use of paper Figure 1.2-2 Environmental Designs

MTC follows and meets accreditation criteria for several programs by various accrediting bodies. For the programs listed in Figure 1.2-3 comprehensive accreditation reviews are conducted including on-site visits by evaluators. ODCTE accreditation is completed every five years. For accreditation, evidence must be provided that address a wide-range of practices and procedures related to curriculum, instruction, assessment, safety, school policies, instructor credentials, student records, etc.

Accrediting Body Program(s) Frequency

OSBCTE Entire School Every 5 years

ODOE Full-time high school programs Annual

VA Full-time programs Annual

USDOE Full-time programs Annual

OBN Nursing Annual

OSBC Cosmetology Annual

OSDH EMT, Nursing Annual

ACEN (NLNAC) Nursing Every 8 years

JRCERT Radiologic Technology Every 8 years

NIMS Product Development 5 years

ASE/NATEF Automotive Technology & Collision Repair Technology Annual

AGC Building Trades Annual

PAHRA Air Conditioning & Refrigeration Every 5 years

Figure 1.2-3 Accreditation Frequency by Programs

1.2b (2) Ethical Behavior MTC is deliberate about creating an environment that instills ethical behavior as part of its core values. Ethical behavior is addressed in several of the school’s policies including General Ethics Policy, P-340-A and the Standards of Performance and Conduct for Teachers, P-343-C. These values and policies are deployed through the on-boarding process of new employees and monitored using the new hire orientation checklist. Section 5.1 a (2) outlines this process. Annual reminders

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are provided as a part of the all staff event conducted at the beginning of each school year. MTC conducts state and national background checks for all new employees. Annual criminal record questionnaires are completed by all staff members and reviewed by the Personnel administrator for compliance. MTC has established well-defined processes to ensure the ethical outcomes related to hiring, employee and student protection from discrimination and harassment, financial management and procurement. MTC addresses partners, suppliers and other stakeholder ethics through BOE policy. MTC complies with non-collusion affidavits, the appropriate bon affidavits that address satisfactory work and products and the competitive bidding process.

The BOE members, upon election, take and sign an oath of office. They also receive training on school board ethics via OSSBA events throughout the year.

1.2c Societal Responsibilities and Support of Key Communities 1.2c (1) Societal Well-Being SL consider societal well-being and benefit as part of the MTCs vision and mission. By providing customized education and training services to individuals, industries and communities, MTC is able to reinforce the mission of ODCTE and help create a job for every Oklahoman and a workforce for every company. MTC works closely with the sending school districts to provide strong quality education to assist individuals with career and college readiness thus improving societal well-being. SL and staff partner with businesses and industries as well as economic development entities to create workforce development programs to increase the economic systems within the district. Combined, MTC is able to contribute to the well-being of environmental, social and economic systems. 1.2c (2) Community Support Actively supporting and strengthening each of the key communities that MTC serves is a primary focus of SL along with all faculty, staff and students. Building and sustaining relationships as well as exceeding the value of each community’s investment are critical components to the strategic plan. In concert with workforce and students, SL are committed to improving communities through monetary contributions, participation in various community events and seeking partnerships with community organizations that leverage MTC’s core competencies. Examples are found in 7.4a (5). Figure 1.2-4 provides an overview of SL involvement that strengthens local community services and education and improves the practices of professional associations.

SL believe it is a privilege to share the talents, skills and work of the MTC staff. It is this belief that shaped the values and aims of MTC’s strategic plan to continue to build relationships with stakeholders and provide return on investment for the communities served.

2.0 Strategic Planning Leadership changes that ranged from a new SUP/CEO to multiple new SL led MTC to begin a SPP in fall 2011 that would serve as a guide for the school until 2015.

Throughout this process MTC established a strategy to address strategic challenges and leverage its strategic advantages and strategic opportunities to allow the school to better provide customized education and training services to individuals, industries and communities. This strategic planning process would also provide direction on how the organization would make key work system decisions, set goals associated with these systems and measure the school’s key strategic objectives. 2.1 Strategy Development 2.1a (1) Strategy Development Process Two outside facilitators from ODCTE led the SPP at MTC. The SPP included all the staff at one point or another, but a CPT that consisted of the SUP, Assistant SUP, CFO and Directors primarily led the initiative. The CPT organized itself into smaller working sub-groups that provided all staff members the opportunity to participate. The CPT met on a regular schedule every 3-4 weeks, with the sub-groups meeting between the CPT scheduled meetings.

Among the first key process steps for the CPT was determining the mission, vision and values of the organization, as outlined in 5.2 c (1). This was a critical component of this process to ensure that MTC’s strategic plan met the needs of individuals, industries and communities that the school serves.

A second key process step asked all staff members to identify the 10 key services, activities, accomplishments, etc. that make the members most proud. Everyone was also asked to identify the 10 key things that would most improve the quality of MTC instruction and services for individuals, industries and communities. Identifying these areas helped to frame MTC as an organization as well as begin to identify strategic challenges and opportunities. The SPP included both short-term goals from one to two years as well as longer-term goals ranging from 3 years to the end of the planning horizon of 2015.

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Support Purpose SL Involvement

Local Communities in District

Chambers of Commerce

Provide leadership, event support and programming

BOE and Directors serve on boards & committees; staff provide training

Stillwater Industrial Foundation

Provide support of economic development initiatives

Supt serves on board

Civic Organizations

Provide support & service

Directors, staff and students provide leadership, service, speak at meetings and support

United Way Provide leadership, event support and programming

Directors and staff serve on Board; all staff and students provide service and support

Stillwater Medical Center Board of Trustees

Provide leadership Director serves on Board

State

OkACTE Provide support and service

BOE, SUP & Directors, staff members and serve on committees; present at conferences

ODCTE Provide service Directors serve on committees & task forces

Trade Associations

Provide leadership, support and service

BOE & Directors members and serve on boards

Oklahoma Economic Development Council

Provide leadership and service

Director serves on Council

Oklahoma Council of Local Administrators

Provide leadership and service

Supt serves on Council

Oklahoma Association of School Business Officials

Provide leadership and service

Director serves on Board

Nation

ACTE Provide leadership, support and service

BOE, SUP & Directors members; Supt Executive Committee member

NCLA Provide leadership SUP serves on Executive Committee

Figure 1.2-4 SL Involvement in Programs In considering these strategic challenges and opportunities, the CPT identified what sources of data were integral for the SPP and categorized them by what data were available and what needed to be found or gathered. Through the CPT and sub-group meetings,

MTC staff identified five key aims and associated goals and performance measures of each goal. The major aims are campus-wide targets that all employees are charged with contributing to in order to ensure the school’s success.

A third key process was to assign a senior leader and a designated work group to each performance measure to ensure that the SPP stayed on target. Aims and goals identified through the SPP are located in Figure 2.1-1.

Aim Goal A1: To make a measurable difference in client and student success.

G1: Increase employer’s satisfaction with graduate performance. G2: Full-time students will be career and college ready. G3: Customized programs and services contribute to client profitability. G4: Short-term training contributes to the individual’s personal and professional growth. G5: Increase the number of businesses served.

A2: To exceed the value of each community’s investment.

G1: Increase MTC’s presence in partner communities.

A3: To endure a “best place” to work culture.

G1: Use the Best Place to work survey annually.

A4: To maximize resources for fiscal and operational effectiveness.

G1: Develop a long-range unified campus plan. G2: Develop a preventative maintenance plan by June 2012 and update the plan annually. G3: Create a school-wide culture of energy conversation. G4: Increase revenue through grant applications. G5: To embrace continuous improvement.

A5: To embrace continuous improvement.

G1: Annually review and revise the strategic plan. G2: Continue implementation of TCTW and Business Excellence. G3: Strengthen the BEC structure. G4: Proactively identify and implement innovative services to better meet the needs of individuals, industries and communities.

Figure 2.1-1 Aims and Goals

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2.1a (2) Innovation Innovation requires creativity and the BOE, the SUP and SL support both of these concepts. MTC has partnered with innovative programs and curriculum such as TCTW and PLTW that continually drive the school towards innovative practices and content. MTC also supports innovation through its purchasing practices by assuring that programs have the most up to date equipment. Figure 2.1-2 reflects examples of innovation found in each SLC.

SLC Example of Innovation Professional Services

VEX Robotics Systems PLTW Pre-Engineering Academy Member of the Cyber Security Education Consortium

Trade and Industry

3D Printers Virtual Welders Virtual Painters Advanced CNC Robotics Faro Laser Line Probe

Health Occupations

SimMan3G Manikins ScriptPro Automated Prescription Dispenser PLTW Biomedical Science beginning 2015

Adult and Community Education

Access to innovation in full-time programs SimMan3G Manikins

Figure 2.1-2 Innovation in SLCs MTC has also demonstrated innovation through the addition of its academic service offerings. As high school graduation requirements changed, MTC recognized that some students were unable to participate in career training courses because they needed additional high school credits. MTC alleviated this challenge for many students by working with district high schools to allow credits from MTC to count toward high school graduation requirements. Figure 2.1-3 outlines these opportunities. Additionally, MTC added Geometry, Algebra II and Math of Finance courses available to all students. Resources are provided to allow staff to participate in professional learning opportunities that may include industry specific training, visits to other institutions or businesses and attend conferences locally, nationally and internationally. Participation in these learning opportunities promotes a culture of innovation that benefits the workforce, students, clients, other customers and stakeholders.

Organizationally the school’s management structure promotes and values networking and cross-functional teams to encourage networking, sharing and an ease of communication between staff members. MTC’s SLCs promote innovation through the interaction and networking that takes place in a more intimate and professionally driven setting.

Program at MTC

High School Graduation Credits

Biotechnology Chemistry, Microbiology, Anatomy & Physiology

Business Technology

Computer Science

Clinical Lab Anatomy & Physiology Computer Aided Drafting

Computer Science

Health Careers Anatomy & Physiology Information Technology

Computer Science

Pre-Engineering Academy

Algebra II, Chemistry, Physics, AP Physics, Pre-Calculus, AP Calculus, AP Chemistry and Computer Science

Figure 2.1-3 High School Graduation Credits at MTC Strategic opportunities are identified through MTC’s regular BEC meetings where representatives from the communities and industries that MTC serves have direct input and provide feedback into educational programs and services. Members of these councils provide valuable insight into needed skills and innovation trends in their communities and industries. When determining which intelligent risks are worth pursuing, SL rely on their professional input. Strategic opportunities are also identified through continual contact with the partner school administrators, instructors, counselors and parents in the district. Through partnerships with these schools new opportunities are identified. An example of this is MTC funding and providing curriculum and funding for a Gateway to Technology Program at two partner schools. The use of outside entities that come into the district to provide consulting, accreditation and licensing provide input on ways to improve and expand services for students and clients. Examples of these are the TFS initiative and the accreditation process for many of health programs. Strategic opportunities are also identified through relationships with local and state government and agencies such as the ODCTE and the OSDE. A recent strategic opportunity that stemmed through these relationships resulted in the addition of an Adult Basic Education and literacy program and an English as a second language program that will help MTC expand its

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educational programs and services and reach a student segment that is well aligned to the mission. Relationships with other customers such as OSU, business and industries, health care facilities, etc. are also an important source of strategic opportunities. Strategic opportunities are analyzed by staff utilizing accepted financial, human resource and other resource processes such as ROI, manpower analysis, budget study, market need analysis and tax revenue projections. These are weighed against the current strategic plan, vision and mission of the organization to determine which strategic opportunities to pursue. An example of this is the creation of the Director of Extension Education & Community Development position. MTC’s KSOs are closely connected to enhancing the school’s three key market segments: students, clients and communities. As an example, one of the KSOs is related to student outcomes through a continued and ever increasing focus on maximizing student learning and instructor potential by utilizing best practice and continuous improvement processes such as TCTW and TFS. These initiatives help to assure that the right students are in the right programs and that the instructors have the right skills and tools for the most impactful student outcomes. A second is to develop more comprehensive and impactful short-term and adult student program offerings. This KSO impacts many areas of MTC such as directly serving a market niche that has not always been a focus of the school, utilizing MTC facilities more efficiently and engaging with communities more strategically. A third KSO is for MTC to react to and engage local economies changing needs in relation to workforce development. The pursuit of this strategic opportunity will guide future full-time, short-term, adult and BIS offerings and directly addresses the strategic aim and corresponding goals of making a measurable difference in client and student success. An example of this opportunity is the recent addition of training for the oil and gas industry that just a short time ago was essentially non-existent in the district, but is now quickly growing. 2.1a (3) Strategy Considerations MTC collects and analyzes data through close engagement with students, clients and communities as well as environmental scans of broader local, state and national economy. Key tools that are used in this data collection include surveys of employers and graduates, targeted focus groups and industry engagement initiatives such as BECs and the Stillwater Area Manufacturing Council. Other sources of data include

inspections of facilities and equipment, enrollment and retention records, ad valorem tax data, unemployment data and MTC’s yearly estimate of needs and budget. Once collected, the appropriate SL analyzes the data and makes a recommendation based upon the strategic plan. Analysis for MTC’s ability to execute the strategic plan includes workforce analysis to evaluate the staffing needs of meeting the goals of the strategic plan as well as financial analysis to determine MTC’s ability to fiscally meet the goals of the strategic plan. 2.1a (4) Work Systems and Core Competencies MTC’s key work systems are identified in Figure P.1-1. Work systems decisions are made with broad guidance from the strategic plan as well as an analysis of the current and future financial and work force realities in the district. Policies and procedures established by the BOE are instrumental in decision making. Staff members are responsible for the accomplishment of nearly all of MTC’s key processes. External suppliers and partners are utilized when the staff lacks the expertise in certain areas or when for reasons of cost and efficiency it is deemed more appropriate to utilize external suppliers and partners. For example MTC will contract with expert trainers and adjunct instructors who are subject matter experts to deliver instruction for many of the short-term courses and BIS trainings. In terms of physical operations, external suppliers and partners are utilized when a job is outside the scope of MTC’s expertise or outside the timeframe. For example, certain building projects within the CBD will be outsourced to partners in order to meet deadlines or when staff’s talent and time is already allocated to other projects. Future organizational core competencies are determined through the examination of pre-planned initiatives and programs. SL determining whether the competencies required to institute those initiatives and programs are in alignment with MTC’s values of excellence and innovation. 2.1b Strategic Objectives 2.1b (1) Key Strategic Objectives 2.1b (2) Strategic Objective Considerations MTC’s strategic objectives and goals were developed through the strategic planning process where SL identified challenges, core competencies, advantages and opportunities. Figure 2.1-1 outlines these strategic objectives and the corresponding goals and performance measures for each goal.

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The planning process included both short- and longer-term time frames, ranging from a few months to multiple years, as well as the needs of all the district’s key stakeholders. For example, strategic challenges such as campus infrastructure, student skill training, recruiting and keeping the best staff are all directly affected through implementation of the strategic plan. 2.2 Strategy Implementation 2.2a (1) Action Plan Development 2.2a (2) Action Plan Implementation Action plans were developed through the strategic planning process and are identified as the performance measures in the strategic plan. The action plans support each goal within the strategic objectives and are measurable. SL led the implementation of the action plan. They were tasked with creating a committee that included a cross section of MTC staff to discuss the goal, performance measure and possible action plans. SL were responsible for taking the committee’s recommendation and presenting it to the SUP and other SL for possible implementation. When action plans were approved implementation moved forward. When action plans were not approved, the brainstorming process would begin again. 2.2a (3) Resource Allocation MTC ensures that financial and other resources are available to support the achievement of action plans as well as the school’s current obligations by keeping with the requirements of federal and state laws, the Oklahoma State constitution and rules and regulations of the OSBCTE. MTC adheres to a well-managed annual budget process and maintains strict cost controls and follows clear financial policies and procedures in order to manage and plan for the financial needs of the district. Section 1.2a (1) outlines this process. Additionally, MTC utilizes a well-documented and accountable inventory process in order to manage the physical resources. MTC also utilizes a process of determining and prioritizing upcoming equipment needs throughout the school in order to assure staff have the most up-to-date equipment and supplies within budget constraints. The BOE, SL and finance division remain committed to fiscal responsibility. School is debt free. CEO and CFO make financial recommendations to the BOE, who make the final financial decisions. This system ensures that financial and other resources are available to support the achievement of the action plans while still meeting current obligations.

2.2a (4) Workforce Plans MTC’s workforce planning occurs based upon an assessment of workforce capability and capacity needs and as new programs and initiatives are planned and initiated. See Section 5.1.a.1 for specific information and examples of this process. 2.2a (5) Performance Measures Action plans were developed through the strategic planning process and are identified as the performance measures in the strategic plan found in Figure 2.1-1. The action plans support each goal within the strategic objectives and are measurable. Key performance measures and indicators of progress include results from job placement and student surveys, satisfaction surveys, client/student data collected by CPC and BIS, TCTW teacher data, enrollment and completion data. See sections 7.1 and 7.2 for these findings. Other key performance measures and indicators of progress are through recognition, such as when the school received the BPTW and TPTW recognition. Comparative performance measures with other technology centers in Oklahoma include industry certifications for students, related placement, average wage at placement, positive placement, continuing education, repeat customer rate and new companies served. While data is available from a variety of outlets, terms and definitions used by agencies vary, frequently limiting the ability to fully benefit from the data source. MTC does not currently utilize an overall action plan measurement system. 2.2a (6) Action Plan Modification Modified of identified action plans are made when unforeseen situations arise. MTC SL and staff operate with the flexibility to deal constructively with shifting circumstances. This is done through an assessment of the situation and discussion between the SUP, Assistant SUP and the affected parties. Each modification is taken under consideration and a new action plan is established after weighing available options. A recent example of this occurred when the Pre-Engineering program planned to move into the CT building. Building structure issues were identified and the plan needed to be modified, resulting in the reallocation of space across several classroom and lab areas. 2.2b Performance Projections Action plans were developed through the strategic planning process and are identified as the performance measures in the strategic plan. The action plans support each goal within the strategic objectives and are measurable and includes performance projections associated with each goal. Through divisional planning

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and school-wide initiatives such as TCTW, SL and divisional staff identify areas of focus for both the short- and long-term. While it is always important to know who competitors are and the services they offer, most of the action plans established at MTC are based on continuous improvement and not on comparative data with our competitors. SL and instructors frequently implement industry best practices into the classroom and divisions across campus to help meet identified performance projections. 3. Customer Focus 3.1 Voice of the Customer 3.1a Listening to Students and Other Customers MTC listens to students and other customers to gain information on their satisfaction, dissatisfaction and engagement. This information helps the school shape its program offerings, client services and community engagement. Information is collected through conducting focus groups and surveys, assessing employment and economic trends and looking at educational trends. Listening methods will vary based on the audience. For students, there are a variety of formal and informal communication opportunities. MTC has a student leadership team that is comprised of officers from student organizations. Instructors use student learning management systems to share resources and respond to inquiries from students. MTC also administers surveys to students and conducts focus groups to obtain quantitative and qualitative input from students. Questions have ranged from course satisfaction to how they connect with MTC through its marketing efforts and how it relates to their experience at Tech. MTC has also conducted focus groups with students who did not come to MTC to increase understanding of possible missed marketing efforts and recruitment opportunities. With entrepreneurs and business and industry clients, MTC SL and administrators routinely gather information with surveys through Survey Monkey, face-to-face conversations and emails. Information gained from these efforts help with program content, delivery methods and the development of individualized coaching plans. Gathering information in this area includes listening to students who take short-term courses to determine if the course met their training needs or engaging customers in informal conversation. Additionally when MTC develops customized training for business clients, staff follow up after the training to ensure needs were met.

Instructors and SL routinely seek input from members of business and industry within the district through the program BECs. Instructors have two formal meetings each school year but also maintain contact with council members throughout the year via industry visits, phone calls and emails. Formal and informal input from these individuals help shape program curriculum and provide valuable insight into the need and innovation trends in their industries. To better connect with the communities that comprise the MTC district, the school developed the Director of Extension Education and Community Development position and expanded the role of the Director of Adult and Community Education. These individuals are frequently in district communities meeting with stakeholders, members of the business community and members of various civic organizations. Being available to residents enable staff to listen to individuals who have taken advantage of the services that MTC provides. These positions also help MTC to connect with individuals and business owners who are unfamiliar with the school. MTC also uses social media to engage with students, clients, customers and the general public. MTC has a presence on Facebook, Twitter, YouTube and Instagram. Research shows that each of these mediums is targeted to a different age demographic. Knowing this, MTC has a Facebook page that primarily focuses on the student populations and another Facebook page that is for BIS clients. When the school receives comments on social media or questions from students or other customers, staff members reply to them in a timely matter, generally on the same day and within hours of posting. In addition, MTC’s website has a link for comments from the public, guests or students. Once comments or questions are submitted they are directed to the appropriate department for a reply. 3.1a (1) Listening to Current Students and Other Customers Figure 3.1-1 outlines the variety of communication methods used for each of MTC’s key market segments. 3.1a (2) Listening to Potential Students and Other Customers MTC staff members listen to former, potential and competitors’ students and customers to obtain actionable information in a number of ways. Methods vary based on the student and customer segment needs and are outlined in Figure 3.1-2.

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3.1b Determination of Student and Other Customer Satisfaction and Engagement 3.1b (1) Satisfaction and Engagement In 2011 MTC partnered with an outside company to administer a phone survey to 400 residents of MTC’s district. The survey showed that 79% of respondents agreed that taxes paid to operate MTC were a good investment. In addition, 88% would encourage a family member or close friend to utilize the services provided by MTC. MTC determines student and customer satisfaction and engagement in a variety of ways. Students: By tracking progress in the following areas MTC can gather data to gauge satisfaction and engagement; attendance, grades, student attitude, progression in curriculum or discipline issues and the number of students and parents who attend open house and other events. By tracking training-related job placement as well as program retention and enrollment trends, satisfaction can be assessed and SL can determine whether or not to continue offering a program. One example of this is the Power Sport Technology program. Because MTC trains a workforce pipeline for the district and because students were not being placed upon graduation, the program was discontinued. SL also look at the attendance of partner school representatives at quarterly meetings as well as students who re-enroll in additional training programs by applying for scholarships. Passing grades, number of certifications obtained and an increase in enrollment numbers are also indicators of student satisfaction and engagement. Reference sections 7.1 and 7.2 for these findings. BEC members are another customer group. They provide feedback on the hirability of students at focus group meetings twice a year as well as feedback on student success once a student is employed. DOIs recently established a formal liaison partnership with MTC’s sending schools. This allows the sending schools to have a main point of contact for addressing questions or concerns with students. Short-Term Courses: Student and customer satisfaction is determined by classes that meet enrollment numbers, increased enrollment, feedback about instructors, course cancellation rate, repeat customers and referrals from former students. In addition, students complete course surveys at the end of their training. Course surveys may vary by program because of the customized nature of training.

Clients: Satisfaction and engagement can be determined by program/class evaluations, repeat customer involvement, quality conversation and remapping of services through open-ended discussion and successful certification completion. BIS tracks the number of businesses reached, type of training requested and increased number of training hours. See section 7.2 for results. These things along with repeat customers demonstrate satisfaction. Quality conversations and coaching sessions with CBD incubator clients and visiting with the businesses that utilize their services can help assess customer engagement. Referrals and awareness among MTC’s businesses partners are an additional way to assess satisfaction of the economic role the CBD plays within the community. Attendance in networking events may also be an indicator of satisfaction of services offered by the CBD. Reference 7.2-15 for these findings.

Key Market Segment

Key Communication Methods Throughout the Student/Customer Relationship

Students Follow-up reports on graduates TCTW surveys End-of-Year student survey about experience at MTC Pre- and post class survey for short-term BECs provide input to shape curriculum Career Expo for 8th-graders and local businesses Parent engagement at Open House Survey high school counselors Focus groups Meetings with adult students Meeting with district principals

Clients Informal and formal conversations with BIS clients individually and at the monthly CBD Business for Breakfast with business leaders and entrepreneurs Talking with clients in the business incubator Surveys to gather feedback on course satisfaction and that expectations are being met

Communities SL attend chamber meetings and build relationships with key community members to identify needs

Figure 3.1-1 Key Communication Methods 3.1b (2) Satisfaction Relative to Competitors 3.1b (3) Dissatisfaction In one-on-one meetings with clients the BIS department works with organizations to determine what has been their satisfaction with other training providers. These discussions often lead to opportunities for MTC to provide a more cost-effective and customized training solution. An example of this is the partnership BIS has with AutoQuip in Guthrie. BIS staff learned they were

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using an outside, third-party trainer for respirator fit testing and audio-metric testing. MTC was able to conduct both testing programs along with related safety training at significant cost savings and with a higher quality training experience for the employees. With full-time programs SL look at the enrollment reports and follow-up reports of MTC’s programs relative to the enrollment of similar programs at other ODCTEs in the region. In addition, SL seek input from BECs, a customer group in itself, about whether or not they feel they are being heard when they provide input to program instructors on the industry and how students can best be prepared upon graduation to enter the workforce successfully.

Students, Clients and Communities Former Students

Follow-up surveys 6 months after graduation for full-time programs Feedback from employers who hire MTC grads Class evaluations BEC input WorkKeys and other state assessments Whether a student continues his education TCTW survey Social media Attend parent meetings Focus groups Informal feedback about the need for online offerings and evening courses Clients Evaluation after class to see if items in MOU were met Business for Breakfast survey about meeting content and time

Potential Students Social media Website comment form Calls requesting short-term classes High school counselor input (for potential full-time programs and to learn about the need for high level academics) Calls about short-term classes needed Focus groups Community-wide survey Clients: Calls from clients to train on equipment Salesforce CRM is used to look at business conversations that lead to new business Social media Attend chamber meetings to learn about economic development needs Visit with other Tech Centers to identify in-demand programs

Competitor Focus group feedback from students who did not attend MTC. Counselors who discourage MTC based on perceptions.

Figure 3.1-2 Key Market Segment Communication Strategies

3.2 Customer Engagement 3.2a Program and Service Offerings and Student and Other Customer Support 3.2a (1) Program and Service Offerings MTC determines student, other customer and market requirements for educational programs and service offerings in a number of ways. MTC has several positions that focus on community outreach to help determine what the community requirements are. MTC staff participate in area chambers of commerce, watch job growth projections for the area, observe new businesses, watch area job postings to see if potential clients are seeking services MTC offers and keep ongoing lists of calls received from the community for classes they are interested in taking. Client services through BIS and some short-term class offerings are often determined by industry standards, such as OSHA. Specific businesses in the area request specialized training and this helps MTC determine how much and what type of training an industry may need. Safety audits and a business needs assessment, done through one-on-one client meetings, help drive and determine offerings as well. MTC also works to align with the district’s economic ecosystem by looking at growing industries in the area including aerospace, energy and transportation. Changes in industry have driven MTC to pursue new industry training opportunities. An example is when Devon and ASCO became part of the district and MTC worked with industry representatives to incorporate elements of their industry into existing career training programs at MTC. MTC also worked with employers to establish customized training programs for current staff members from these two industries. The BIS division helps MTC exceed expectations by quickly developing and providing training, which in turn allows the customer to address their business needs immediately. MTC has worked to meet the requirements and exceed expectations of students by increasing graduation requirements, developing plans of study to help track students’ progress, working with industry partners to place students in jobs and by providing employability assistance such as help with resumes and interview practice. Listening to feedback from accrediting agencies and councils also helps MTC better serve current students and customers as well as helps in gaining new ones. BECs provide industry feedback and regulatory agencies and accrediting bodies help MTC identify and adapt offerings. Professional development opportunities also make staff aware of opportunities to continue to grow and serve.

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3.2a (2) Student and Other Customer Support Students and customers are able to seek support and information through the school’s website, calls, customer feedback form on the website, marketing materials, social media, open door communication and small student learning communities. Students and customers are also able to obtain services and provide feedback thanks to an open door policy with instructors, SL, administration and the BOE. MTC enables contacts to do this on a more formal level through surveys, program evaluations and class observation before and after participating. There are several key means of customer support for clients. First, MTC provides one-on-one coaching for CBD clients to help them succeed with their new business. This ongoing process is a core means of support built into the framework of the incubator. Second, MTC provides customized training through the BIS division. Computer training services and staff and management development training are a few examples. In meeting with the client, the coordinators are able to assess the skill level of the trainees, the desired timeframe for training and even to work within the company’s unique language as they train employees. Next, MTC provides support for adult short-term programs through a Coordinator who is available to interact informally with customers and obtain feedback on evening classes. With regard to student services, programs are divided into SLC. By their nature, this allows MTC’s DOIs to interact on a personal level with students in their SLC. Together with the instructor, the DOI can monitor the student’s plan of study. Additionally, MTC prides itself in small class sizes, which are a key means of support for students and customers. SL also encourage email communication and a learning management system that help with communication between students and teachers. Financial support is provided to the students through scholarships awarded through the Foundation and also by offering an economical alternative to other high cost offerings in programs and trainings. SL work to determine support requirements for students and customers more formally through feedback. MTC collects feedback in a variety of ways. Assessments such as WorkKeys and PLAN scores, partner school input and IEPs in some circumstances help us determine these requirements for students. For clients, this is often determined by discussing end outcomes and through staff consultation with customers.

Ensuring that all contacts get the support and information they need is done through MTC’s website, handbook and effective instructor communication. MTC verifies these needs are met through evaluations and observations at all levels by doing performance evaluations, class evaluations and personnel conferences to ensure everyone is supported in the most effective way. Retention numbers are also a good indicator of whether students’ and customers’ support needs are being met. 3.2a (3) Student and Other Customer Segmentation MTC uses information on students, other customers, markets and educational programs and services to identify current and anticipate future student and other customer groups and market segments. This information provides trends from year to year and is used to determine the current market share of the district population. It also provides insight into future class sizes and helps identify areas for potential growth. Career advisors visit each school to talk with potential students about program offerings and future industry needs. BECs have industry members that provide input to help identify future industry needs for potential students. MTC’s consideration for potential students, other customers and market segments is clearly defined geographically by the school’s district boundaries. Oklahoma state law and OSBCTE require that the school adhere to district boundaries. Career fairs provide opportunities for MTC to interact with potential students and clients in the district. BIS coordinators continually reach out to industry by calling employers to assess their need for training and to gain new clients. MTC sponsors a New Business Partner Table through the Stillwater Chamber of Commerce Business at Lunch meetings to network and reach out to future clients. The Extension Education and Community Development Director and the Director of Adult and Community Education ensure that the school has a presence in district communities and help to identify needs by serving on or attending various civic meetings and activities. As part of that effort MTC partners with the economic development arm in the communities, typically through the chambers of commerce. This creates a better understanding of the businesses communities are trying to attract as well as the questions they may receive from site selectors.

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The TFS partnership helps retain, recruit, identify and grow student and other customer groups and market segments. The cross-campus team has done an assessment on various marketing segments, most recently on young post-high school adults. The group is working to develop a strategy for reaching this demographic. 3.2b Building Relationships with Students and Other Customers 3.2b (1) Relationship Management MTC utilizes various methods of communication and interaction with students and other customers to build market share in the field. Based on the needs of district residents, professional and personal interest courses are offered on a year-round basis, resulting in a catalog that is published three times per year and mailed to a saturation list of the entire district. MTC also maintains a strong partnership with sending schools. A communication plan is in place where students regularly begin receiving communication from MTC starting as early as the 6th grade. A few of these communication pieces include Open House, Parent Night, a Career Expo and recruitment videos that are used to engage students. Regular meetings including quarterly counselor meetings and SUP meetings are held to maintain and enhance relationships with sending schools. MTC employs a Career Development Specialist who interacts with, provides assessment and coaches students on their future careers. This is a vital part of understanding the needs of district residents. As partners, the SAMC, the SCOC and the OMA, provide a venue of communication with new and existing business partners in the manufacturing industry, along with the opportunity for networking and referrals. MTC also attends various activities with other chambers of commerce within the district to stay knowledgeable and best understand the needs of customers. Social media such as Facebook, Twitter and YouTube are utilized to present MTC’s capabilities and class offerings to members of the district. By keeping these and the website updated and current, MTC can also create interest in various aspects of community activities and fundraisers including the United Way, Harvest II Food Drive, the MTC Foundation and community agency meetings and presentations. Using PLTW: Gateway curriculum, an initiative that specializes in bringing STEM education into schools, MTC has established a partnership to offer STEM classes to 6th- through 8th-graders. This program, along with summer camps and focus groups, helps to build relationships at an early age with potential students. The

retention of students begins at the first point of interaction because that is where impressions are made about what the school offers and how attending MTC can impact their career pathway. Staff members are able to help them make better choices and be better prepared for success. This is one example of how MTC works to connect the right student with the right program. MTC provides comprehensive services to assist businesses and organizations. From business education, E-Learning, consulting and training for new technologies, to strategic planning for new business ventures, to skills training for regulatory compliance, MTC serves as a strategic partner to assist the district’s businesses in maximizing their potential and achieving their goals. As a workforce resource, MTC provides customized training designed through needs assessment, curriculum design and a variety of training delivery methods. Training is conducted at times and places that meet a business’ needs and the needs of their staff. MTC operates on the philosophy that business opportunities are driven by partnerships instead of transactional relationships. Feedback from SLCs, visits to classrooms by local industry, tours of local businesses and on-the-job learning programs all contribute to exceeding customers’ expectations. The methods used to increase engagement with MTC vary by key market segment. See Figure 3.2-1. Staff members respond to Facebook and Twitter comments in a timely manner. Facebook Insights are assessed to determine when most of our audience is on Facebook and to post at a time when content will receive maximum exposure. MTC partners with sending schools to provide Tweets that they post to their audience to get additional exposure. In addition, the school Tweets various organizations when they are on campus to take advantage of reaching students and clients through their social media. Additionally, photos of events on campus and students in their programs are posted on Facebook, Twitter and Instagram. MTC is also in the process of producing videos for the school’s YouTube channel that are related to programs and events. Figures 7.2-10, 7.2-11 and 7.2-14 show the reach of MTC’s social media outlets.

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Key Marketing Segment

Engagement

Students Community service Industry-related program tours and class presentations from industry businesses Regular meetings with sending school representatives

Clients Regular meetings with business partners and building long-term relationships Cross-divisional training opportunities Business for Breakfast networking events

Communities Chamber partnerships Industry partnerships

Figure 3.2-1 Key Market Segment Engagement 3.2b (2) Complaint Management All complaints involving MTC are taken seriously and reviewed for the appropriate response. These reviews can be resolved at any level required, beginning with a student/client issue with another student, instructor or staff member and can be elevated accordingly if necessary. MTC’s SLC program, along with instructors and staff, strive to create an environment where students and clients are comfortable sharing a situation that needs resolution and/or intervention. In the event of a high school student being involved in a complaint, it may be necessary to review MTC’s policies with the sending school’s staff as well as the parents or guardian of the student. Class evaluations are also used to determine if class content is meeting expectations as well, which allows for course adjustments to be made. To ensure prompt and professional resolution, documented complaints require an action plan outlining the communication with all parties involved as well as a follow-up timeframe. In addition, the suggestion box on MTC’s Intranet provides an opportunity for staff to provide feedback or concerns, which are referred to the appropriate area. It is the intent of MTC staff to create an environment of trust and confidentiality, which promotes the opportunity for a staff member to listen with empathy to any issue and resolve it in a timely manner. 4 Measurement, Analysis and Knowledge Management 4.1 Measurements, Analysis and Improvement of Organizational Performance. 4.1a Performance Maintenance 4.1a (1) Performance Measures MTC utilizes a variety of data mechanisms to track organizational performance. As part of the strategic planning process the CPT identified 5 aims with related goals and performance measures discussed in Figure 2.1-1 to drive continuous improvement. Through continuous improvement efforts representatives from all facets of the institution use these goals and performance measures as guideposts.

Continuous improvement initiatives such as TCTW and TFS select relevant performance measures that align with key strategic plan objectives and goals listed in Figure 2.1-1 Data aligned with these measures includes enrollment, retention, completion and assessment scores. Similarly Directors and Coordinators from BIS and AST track key performance measures as dictated by the Strategic Plan and ODCTE. Key performance measures include enrollment, new businesses served, repeat businesses served, number of students served and contact hours. Budgetary performance measures are selected via a combination of strategic planning, fiscal policy and regulatory requirements. Financial reports are provided by the CFO for review by the BOE on a monthly basis.

4.1a (2) Comparative Data MTC receives performance data of all 29 TCs annually from the ODCTE regarding full-time programs. This data provides insight on related and positive placement, average wages, post-secondary continuation and levels of Work Keys performance. While data is available from a variety of outlets, terms and definitions used by agencies vary, frequently limiting the ability to fully benefit from the data source. The school has participated in TCTW since 2009. As part of the TCTW initiative, data is collected every 2 years for all participating schools. Scores in 16 different areas are compared nationally, regionally and locally. The CMT studies performance of award- winning schools and other high-performing organizations to help model best practices. MTC finds value in competitive data as a means to measure success against similar entities. However, it is not a driving force in operational and strategic decision-making unless it is reflective in assessing the needs of students, clients and communities.

4.1a (3) Student and Other Customer Data MTC elicits feedback from students, clients and communities using a variety of survey tools and traditional knowledge sharing methods discussed in 4.2a (1). BIS conducts participant satisfaction surveys at the conclusion of each class. On-going analysis of the results are conducted to determine any changes in curriculum, instruction type, instructor, classroom setup. In addition, face-to-face meetings with clients following customized training determine if objectives and expectations were met as well as the impact the training had on the organization. Training conducted with manufacturing clients that involve the OMA are evaluated by the OMA representative who is on staff at MTC. This representative does an impact analysis post

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training to determine impact on their organization. Additionally, for full or partial state-funded projects, MTC conducts an in-depth impact analysis report to determine the value that the training had on the clients business and organization. Participants in personal and professional development classes are surveyed at the conclusion of training to determine effectiveness of instruction and content. In addition, information is gathered about how participants learned about the class as well as how they prefer to learn about classes in the future. This information is shared with the marketing team to determine the most effective ways to reach more participants. Separate business Facebook pages are maintained for those enrolled in full-time programs and for clients attending BIS classes. Both pages are monitored for feedback received, messages and content interest to determine changes needed in the applicable areas. The MTC website enables viewers to provide feedback and request additional information. The website submissions are forwarded to the applicable areas for immediate response.

4.1a (4) Measurement Agility MTC largely relies on traditional methods of knowledge management discussed in 4.2a (1) to identify and react to organizational and external changes. These methods focus on strong relationships between workforce, students, clients and communities. A high frequency of structured face-to-face meetings with these key entities ensures organizational agility and the ability to respond to changing environments.

4.1b Performance Analysis and Review MTC reviews organizational performance and capabilities through a variety of methods based on the area of focus. Figure 4.1-1 outlines this process. Faculty and staff, facilitating ownership of performance improvement at all levels of the organization, do much of the day-to-day operational analysis.

Aim 1: To make a measurable difference in client and student success

Goal Collection Analysis Frequency 1 TCTW surveys Survey

summary A

2 Certification exams Pass rate comparison

A

Program completion data ODCTE follow up reports

A

3 Enrollment TYD M &A Contact hours TYD M &A EIF funding TYD M &A TIP funding TYD M &A

4 Short-term enrollments TYD M &A Trends TYD M &A Contact hours TYD M &A Cancellations TYD M &A

5 New businesses served TYD M &A Repeat businesses served TYD M &A

Aim 2: To exceed the value of each community’s investment 1 Increase services to

communities Enrollments BIS data

O

Aim 3: To endure a “best place” to work culture 1 Survey Survey

summary A

Aim 4: To maximize resources for fiscal operational success 1 Plan development Review and

update A

2 Facility needs assessment Review report A 3 TBD TBD A 4 End of year check out

meetings Trends and predictive analysis

A

5 Revenue reports Review report M Budget comparison Report to

BOE M

Review of issued POs Report to BOE

M

Audit financial statements Report to BOE

M

Projections of end of year cash balance

Internal spreadsheet

M in 4Q

Aim 5: To embrace continuous improvement 1 TCTW Surveys Survey

summary A

2 TCTW Surveys and BE implementation

Survey summaries

O

3 BEC meeting feedback Feedback summary

2xY

4 ODCTE TC profile Statewide comparison

A

TCTW teacher data Survey summary

A

Accreditation Results Varies Teacher evaluations Prior

evaluation comparison

Per policy

Trends in BIS training areas

Year to date comparison

M

Marketing effectiveness Enrollment Ongoing Technology plan Trend

analysis A

Equipment requests Prioritization A Figure 4.1-1 Strategic Plan Analysis

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4.1c Performance Improvement 4.1c (1) Best Practices MTC identifies organizational units and operations that are high performing based an evaluation of their results and impact on the organization. Best practices are shared collectively using system assets and traditional methods of knowledge sharing discussed in 4.2a(1). Staff members are encouraged to share findings and new educational opportunities at professional development meetings, department meetings and all-staff meetings. Examples of recently shared best practices include: Instructor-led professional development

opportunities Conference attendees reporting on skills gained Use of TFS strategies to increase student recruitment

and retention Use of TCTW strategies to increase students’

reading, mathematics and science test scores Awards for marketing materials and communication

efforts BIS client satisfaction surveys Sharing related news stories that are industry related When a best practice is shared at a staff-all meeting it can be made accessible via the CMS or other system asset for later review. Additionally, MTC shares and identities best practices at large through engagement with professional organizations associated with career and technical education and specific industries.

4.1c (2) Future Performance Staff at MTC frequently use performance findings to develop priorities for continuous improvement and innovation. All staff members are charged with staying current on trends in their industry. This may come from BEC input, industry changes, best practice adoption or comparative and competitive data. Examples of this include reviewing trends and anticipated industry needs to predict items such as future enrollment and classroom capacity planning. For example, when enrollment data showed that the Digital Media program was continually in high demand, MTC expanded course offerings for the career major. This expansion required additional educational faculty, facilities, equipment and software. Since expanding this career major predictions have sustained and it remains a popular offering. Similarly MTC uses economic development data to forecast the needs of the industries in the district. MTC expanded its Product Development and Machining program and its Welding program offerings to meet the needs of growing aerospace and energy industries in the district.

4.1c (3) Continuous Improvement MTC uses the performance review findings addressed in 4.1b to drive innovation in meeting the needs of workforce, students, clients and communities. Upon review of TCTW data, a PDC is created comprising of two members from each SLC at MTC, a parent representative and a higher education representative. The PDC coordinates training needed to incorporate an improvement plan throughout all the program areas. Directors and coordinators from AST and BIS are responsible for using performance results to develop priorities for continuous improvement and opportunities for innovation. Information is deployed through department-level meetings and other committee meetings, as applicable. Information gathered for AST courses help shape the schedule and details for the following semester. Ongoing adjustments are made to accommodate the need for additional classes within the semester, changes in instruction and/or curriculum, or modifications needed in marketing the classes. Ongoing analysis of information regarding clients served/non served, trends, changes in the economy, industry shifts and other external data are necessary in all areas of BIS. Targeted businesses or industries based on the new/repeat rate as well as available funding are adjusted. Opportunities for sharing information with new/existing clients regarding BIS training and services are distributed among BIS staff. In accord with the sharing of knowledge referenced in 4.1c (1) and 4.2a (1), routine meetings are held to celebrate successes, share best practices and transfer pertinent information. This methodology is used to share priorities and opportunities to the workforce and ensure organizational alignment. 4.2 Knowledge Management, Information and Information Technology 4.2a Organizational Knowledge 4.2a (1) Knowledge Management As an institution, MTC greatly values the knowledge of its workforce, students, clients and communities. MTC utilizes several methods to collect and share knowledge to and from these market segments. Integrated systems such as the SIS, CMS, OLC, DMS, SSP, network file shares, MTC website and email are used to facilitate the transfer of knowledge between the workforce. These integrated systems and third party systems such as Salesforce, iContact, Survey Monkey, Office 365, Google Apps for Education and social media are used to both collect and share knowledge among the workforce, students, clients and communities.

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Traditional methods of knowledge sharing play a large role in knowledge management at MTC. Each SLC holds monthly meetings with representation from educators, Marketing, CPC and BIS. The SUP meets weekly with SL and coordinators from all areas of campus. After board and all staff meetings are held regularly to communicate organizational knowledge and best practices. Full-time programs conduct in-service opportunities for educators prior to the beginning of each school year and during professional days. These meetings facilitate the sharing of knowledge, customer feedback and best practices among the workforce. In addition, MTC leverages new employee orientation, the MTC Buddy System and mentorships to facilitate the transfer of knowledge to new employees. MTC extends the use of traditional methods in collecting and sharing knowledge to its clients and communities. The Director of Extension Education and Community Development and members of the CPT maintain an active role in surrounding communities. BIS representation routinely facilitates meetings with existing and potential clients. These face-to-face interactions allow MTC to collect the needs of clients and communities and drives innovation in service offerings. Similarly the BEC meets annually with representatives from the public sector to confirm curriculum is aligned with industry needs and drive innovation in closing identified gaps. Collectively these system assets and traditional methods work in tandem to assemble, transfer and collect relevant knowledge among key entities. This knowledge is used to drive innovation in meeting the needs of workforce, students, clients and communities.

4.2a (2) Organizational Learning MTC embeds organizational learning through its SLC, in-service initiatives and the Career Tech Teacher Institute for educators. Similarly organizational knowledge is embedded into new employee orientation and the MTC Buddy system. Collectively the CMS, OLC, SSP and network shares are used within these initiatives to collect and transfer knowledge among applicable staff. The diverse needs of students, clients and communities the school serves are ever changing. As a result, continuous learning is instrumental to success. MTC fosters a culture of learning throughout the organization and recognizes the inherent value of a well-trained workforce. MTC was recently named a TWP by the Oklahoman and was honored with one of 15 special awards giving additional recognition in the category of Training.

4.2b Data, Information and Information Technology 4.2b (1) Data and Information Properties The SS at MTC uses multiple measures to ensure data accuracy, integrity, reliability and confidentiality. Data accuracy is ensured on institutional database systems using data validation. These systems will reject data entry that is not applicable to the specified field being input. Some applications, such as Laserfiche, also use data masks to hide or protect sensitive data. MTC uses Experian QAS address verification to ensure accuracy of data in mailing lists reducing returned mailings and costs. Data accuracy is further ensured through the use of ACLs, which only grants users access to data they are authorized to work with. Data integrity and reliability is ensured using a tiered backup approach, redundant information system infrastructure and performing routine system maintenance. Data on MTC storage servers utilizes shadow copies to facilitate immediate restoration of adversely edited or deleted files. A copy of all email sent and received from on-site mail servers is maintained in an archive for immediate access or restoration in the event of accidental deletion. The majority of enterprise servers are hosted using a virtualized infrastructure with redundant SAN and hosts. UPS devices power core infrastructure hardware and the data center is on a backup generator. Servers are backed up daily, weekly and monthly and backup sets are replicated off-site for use in disaster recovery. Applicable infrastructure system logs and reports are reviewed by the ISM daily, weekly and monthly to ensure optimal performance. The confidentiality and security of data is protected using a variety of best practices. One best practice is segmenting network systems for staff and student data access. For example, student networks cannot access staff data storage servers or financial servers. The confidentiality of data is further protected using ACLs that are tied to network login accounts. For example, a staff member that doesn’t require access to specific data will not have that data mapped to their account, nor will they have permission to that data if they seek access over the network. Sensitive data or integrated systems that authenticate over the network are encrypted. An email security appliance scans inbound and outbound email correspondence for spam and viruses. Additionally MTC maintains HA gateway security appliances that provide a suite of security services such as dynamic Content Filtering, Anti-Virus, Anti-Spyware, Botnet filter, Geo-IP filter, IPS, Firewall and Application Control rules. The gateway security appliance logs are emailed daily to the ISM and integrate with a reporting server to facilitate reporting on any of the aforementioned security services and device specific Internet usage.

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4.2b (2) Data and Information Availability Data and information is made available to workforce, students, clients and communities on a role basis using the aforementioned security best practices. Workforce is granted appropriate data and system access as defined by their role in the organization. Students are granted access to appropriate data and network-based curriculum as defined by their enrollment. Information is provided externally to clients and communities through the institutional website, email and social media. All information system services are available via high-speed wired, wireless and remote connectivity. Employees and full-time students are issued network user accounts and have access to email, personal storage and computers. Enterprise wireless is available throughout campus. Classrooms, meeting facilities and offices are outfitted with applicable technology to provide an effective, user-friendly environment. Email is remotely accessible by all major handheld devices or OWA. Remote connectivity is available on multiple platforms via VPN, Remote VDI and secured Remote Desktop to employees and students as needed. In addition, MTC SS supports a variety of distance learning equipment to facilitate remote training opportunities to and from campus with students, clients and communities. All of these services are made available through a high-speed enterprise HA security appliance gateway utilizing a redundant infrastructure.

4.2b (3) Hardware and Software Properties MTC ensures reliability of hardware by acquiring high-quality equipment from reputable vendors. The MTC SS uses a combination of best practices; forecasting and end-user feedback to ensure institutional hardware and software is reliable and user-friendly. All equipment purchased is specified to exceed the recommended system requirements of curriculum and/or institutional software. All equipment is also purchased with an extended warranty from the vendor or manufacturer. Hardware and software needs are assessed annually through an equipment request process, MTC Technology Plan, end-of-year checkout meetings between SS and educators and feedback acquired through BEC meetings. In addition, users are encouraged to report issues or suggestions at any time. Based on these findings hardware and software is acquired, replaced, updated, or re-purposed as applicable. User-friendliness is primarily a function of software systems. For this reason user-friendliness is a significant focus at the time of software acquisition. MTC SS also accommodates end-user accessibility needs in regards to hardware or software UI customization where appropriate.

4.2b (4) Emergency Availability MTC mitigates risks associated with emergencies by implementing redundant infrastructure as possible, maintaining tiered local backups, replicating backups off-site and performing routine system maintenance. The majority of the MTC enterprise server infrastructure has been virtualized. These virtual servers are configured using HA physical hosts and SANs with highly redundant disk arrays. For example, if a physical host goes offline others are configured to automatically begin hosting services associated with the offline host. In the 2014-15 academic year MTC has begun extending its virtual footprint by migrating from traditional desktops to VDI in select program areas. As with virtualized servers, VDI employs a redundant infrastructure in delivering virtual desktops to users. Core network infrastructure such as layer 3 switches and gateway security appliances also operate in a redundant HA configuration utilizing redundant appliances, power, ISPP and paths to the network. In addition, JIT inventory is maintained onsite to accommodate the replacement of workgroup level networked devices such as switches and traditional desktops. MTC employs tiered, disk based local backups for efficient data recovery. Data on MTC storage servers utilizes shadow copies to facilitate immediate restoration of adversely edited or deleted files. A copy of all email sent and received from on-site mail servers is maintained in an archive for immediate access or restoration in the event of accidental deletion. Enterprise servers are backed up on a daily, weekly and monthly basis. Backups sets are then replicated off-site to safeguard against data lose in the event of a true catastrophe. 5. Workforce Focus 5.1.a (1) Workforce Capability and Capacity MTC assesses workforce capability and capacity needs, including the skills, competencies, certifications and staffing levels based on the needs of the district and the workforce. As program and training needs change, so does the MTC workforce. This could mean the addition of an instructor when a new program is started, additional safety trainers when collaborative training partnerships are established or a reduction in force when programs are no longer relevant to the training needs of the district.

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5.1.a. (2) New Workforce Members MTC recruits, hires, places and retains new workers based the BOE’s policies for hiring new employees. This process begins with seeking authorization for hiring a new employee and ends with using a peer mentoring process to assist with employee onboarding and retention. The complete process includes the following steps: Posting authorization Posting internally and externally Obtaining applications Screening applications for meeting requirements Interviews conducted by committee Reference check and offer extension Background check and pre-employment screening BOE approval Position filled notification Onboarding and orientation When positions are opened, job descriptions are reviewed and any modifications based on industry feedback, budget, capacity, etc. are made before the position is listed as available for hire. Positions are posted on the MTC website as well as local newspapers and Internet job boards. MTC hires individuals based on their skills and competencies matching the needs of the workforce. MTC does not discriminate on the basis of race, color, national origin, sex/gender, age disability, religion or veteran status in its hiring practices, educational program or activities. MTC ensures that the workforce is comprised of individuals who are experts in their field and who meet the criteria outlined in the job description. 5.1.a (3) Work Accomplished MTC strategically organizes the workforce to align with instructional and operational needs to effectively and efficiently provide customized education and training to individuals, industries and communities. This begins with ensuring that all workforce members meet the requirements necessary to fulfill their job. This ranges from state education certifications to industry specific credentialing. Non-certified staff members must demonstrate skills mastery prior to employment. The skills and competencies of workforce members are assessed through their job performance and performance review. MTC supervisors have the option to use a 360-peer review performance evaluation where employees are asked to select two staff members to provide input to their supervisor regarding their performance. Prior to a review period, staff members work with their supervisor to select or create customized performance questions based on their job description as well as goals for them to meet during the performance period. Employees have

two evaluations per year for their first three years of employment. After that performance evaluations are done annually. MTC operates on a business model of performance-based pay. This is atypical of an educational institution, but encourages staff to take considerable pride in their performance. MTC also applies best practices found within educational and training industries to align with instructional and operational needs. Following the TCTW best practices framework, MTC has adopted the SLC approach to school leadership that incorporated a DOI for each SLC. This paradigm shift allowed DOIs to spend more time in the classrooms, get to know students on a personal basis, monitor attendance, career plans, progress in program and identify and provide extra help for students and set high expectations for faculty and students. Additionally, this framework enabled the school to better collect and share data on student success, collaborate with instructors on curriculum and professional development issues and collaborate with other DOIs on joint professional development needs.

5.1.a (4) Workforce Change Management MTC prepares the workforce for changing capability and capacity through communication among senior leaders and DOIs. Members of the CPC closely monitor enrollment patterns throughout the district to prepare for projected enrollment patterns through the years. Staffing levels can change based on potential district enrollment numbers, the addition of new programs, decline of established programs and the expansion of programs that remain in demand. Examples of staffing changes include the addition of PLTW, the elimination of an evening business program and the addition of a second Digital Media program to meet student demand. MTC also relies on adjunct instructors to meet the education and training needs of the district. To assist adult students MTC has added online courses, open entry courses and expanded the evening short-term career training programs. Additional instructors were added to the MTC workforce to provide these course offerings. With regard to services offered through the BIS division various subject matter experts are contracted to provide customized training for clients. Additionally, MTC can take advantage of the ODCTE network of professionals to provide customized training to clients within the district. For example, while MTC does not own a drive simulator, through the ODCTE network, the school is able to contract with a neighboring technology center to use their equipment and even their staff.

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5.1 b Workforce Climate 5.1.b (1) Workplace Environment MTC addresses workplace environmental factors to ensure and improve workforce health and safety accessibility by ensuring that health, accessibility and security are top of mind for all staff members. All staff members are issued a Workplace Safety Manual upon employment. Updates to this manual are made annually and as needed. While all employees are responsible for workplace safety, MTC has a 16-member ERT that is tasked with managing and overseeing the safety and security of the campus. Its members are drawn from across the school to ensure a diversity of views and divisions. ERT members are required to complete the mandatory NIMS training. The ERT meets six times a year, conducts fire, tornado and intruder drills, works through table top scenarios and discusses the results of drills and the workplace safety manual. In May 2014, an emergency response survey was sent to all employees. The results were used by the ERT to improve processes and identify scenarios to work through the following year. Several staff members across campus have certifications in CPR/AED or CPR/AED/First Aid. Employees have the opportunity to take part in a variety of workplace safety sessions during annual in-service training. Staff members are also encouraged to enroll in any health and safety training programs offered through MTC’s short-term personal and professional development courses. Workforce wellness is also recognized as an important component of working at MTC. Employees taking advantage of the school’s health insurance have the option to take part in Help Check preventative care visit where they are reimbursed $200 for their annual wellness check up. MTC provides an onsite fitness center for employees and several staff members have taken advantage of the school’s layout, creating a walking circle of the hallways. Staff members have previously formed weight loss support groups. The Terrace Cafe and The Skywalk Snack Bar serve healthy food options for students and staff. Staff have previously participated in intramural sports as a team.

5.1.b (2) Workforce Benefits and Policies MTC supports the workforce through a variety of services, benefits and policies set by the BOE, based on recommendations by the SUP and administration. MTC offers a comprehensive package of salary, vacation and health benefits for all full time employees. Short-term personal and professional development course instructors are paid based on industry standard. Administration periodically reviews regional and ODCTE school salary and benefits to ensure that MTC

is competitive with its package of benefits. See Policy and Procedures: Personnel, P-308-A and P-309-A; Leave 310-A. In order to encourage growth and self-development, MTC provides financial assistance to employees by reimbursement of approved educational courses taken at accredited institutions. Educational assistance is available to all full-time employees and permanent part-time employees on the payroll at the time of course enrollment. New employees are eligible as of the date of hire. MTC's EdAP will provide reimbursement of up to $750 per semester with a $1,500 per FY maximum. MTC also has a sick leave sharing program where employees may contribute personal sick leave towards another MTC employee based on need. This program is voluntary, but develops a strong relationship between employees. Staff members are also encouraged to take an active part in community life, such as local schools, civic organizations and area technology center school activities. Employees routinely participate in the United Way Day of Caring, Relay for Life and the Blue Streak Run. 5.2 Workforce Engagement 5.2a Workforce Performance 5.2.a (1) Elements of Engagement When MTC developed its strategic plan in fall 2011 one of the key elements identified was to ensure that the school had a “best places” work culture. A team was created to work on this goal. As a result of their work, in 2013 MTC participated in the Small/Medium Employer category (25-249 U.S. employees) of BPTW in Oklahoma, a statewide program managed by Best Companies Group. In 2014, the BPTW project altered their survey timetable and solicited feedback during the summer. In an effort to collect feedback from full-time instructors who are on 10-month contracts, MTC instead chose to utilize the Workplace Dynamics survey through TWP to measure concepts that align with overall workplace engagement. In this survey, employees were asked to assess the organization in the categories listed in Figure 5.2-1. The TWP survey provides overall quantitative and qualitative data, but also segments the data by workforce departments. Once assessment results are received, MTC leadership reviews the quantitative data and comments and considers changes. Response rates for both surveys are in 7.3-5.

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TWP Category Questions Direction I believe MTC is going in the right

direction. I have confidence in the leader of MTC. MTC operates by strong values and ethics.

Execution Senior managers understand what is really happening at MTC. I feel well-informed about important decisions concerning MTC. At MTC, we do things efficiently and well. New ideas are encouraged at MTC.

Connection I feel genuinely appreciated at MTC. My job makes me feel like I am part of something meaningful. I am confident about my future at MTC.

My Work This job has met or exceeded the expectations I had when I started. I get the formal training I want for my career. I have the flexibility I need to balance my work and personal life. There is not a lot of negativity at my workplace.

My Manager My manager cares about my concerns. My manager makes it easier to do my job well. My manager helps me learn and grow.

My Pay and Benefits My pay is fair for the work I do. My benefits package is good compared with others in this industry.

Figure 5.2-1 TWP Categories and Questions

5.2.a (2) Organizational Culture MTC’s organizational culture is characterized by open communication for all stakeholders. There is an open-door policy with all SL and administration to encourage all workforce groups to provide feedback in a variety of formats, including one-on-one meetings, monthly all staff meetings, consistent departmental meetings and SLC meetings. Open communication is encouraged beginning on an employee’s first day at MTC through the Buddy System, where a new employee is matched with a current staff member in a different department to provide a school tour, explain processes and procedures related to overall school operations and provide feedback and answer questions as needed. The pair meets weekly for the first two months of employment to ensure a smooth transition to MTC. Additionally, new instructional staff complete a rigorous new teacher orientation program during their

first year of employment that encourages mentorship and hands-on training opportunities. MTC’s SUP selects an annual in-service theme each year and introduces the concept during the Back to School In-Service Kick-Off event. MTC participates in TCTW school improvement initiative, in an effort to identify and implement the actions needed to produce high-demand, high-wage graduates who will be leaders in their selected careers. As a TCTW site, MTC participates in the biennial HSTW assessment and the TCTW teacher survey. Once both survey results are collected, the data is reviewed by the DOIs and areas of focus are determined for MTC. Specialized in-service trainings and other learning opportunities are then tailored around the focus areas identified. In 2014, MTC began offering internal support staff professional development opportunities. Four 90-minute training sessions were offered each semester and all staff were invited to attend, learn and network. MTC employees are also encouraged to seek out external development and training opportunities to enrich workplace knowledge. When appropriate educational opportunities are identified, staff attend the opportunity, soak up the new knowledge and then present it back to peers at MTC. The participation of workforce members from various departments and work teams on overall-school committees and initiatives ensures that the MTC organizational culture benefits from the diversity of its workforce.

5.2.a (3) Performance Management MTC’s performance management system reinforces a focus on students, clients and other stakeholders to support high performance work and workplace engagement. Every MTC employee completes at least one performance review with his or her supervisor annually. New employees complete two evaluations per year through their third year to ensure their success as well as organizational success. MTC utilizes two software programs to evaluate employees. Instructors utilize TalentEd and all other staff utilize Reviewsnap. Both software programs allow for review questions to be customized to each specific position or department. Instructors work collaboratively with the DOIs to set goals for their classrooms and personal development. All other department supervisors are encouraged to set goals together with employees. During performance review discussions, an employee’s

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areas of strength and opportunities for growth are discussed and applicable training is encouraged. Job descriptions are reviewed during this process as well. MTC’s SUP is reviewed by the BOE using the Review SNAP tool. When financial resources are available, MTC utilizes a performance-based pay format to reward employee success. Pay increases are calculated annually utilizing a formula that includes overall scores from each employee’s performance evaluation.

5.2.b (1) Assessment of Engagement In 2013, MTC was awarded a BPTW designation, based on survey results through the “Best Places to Work in Oklahoma” project. In 2014, MTC utilized the Workplace Dynamics survey to measure concepts that align with overall workplace engagement and was named a TWP based on the results. MTC intends to continue assessing engagement levels with the Workplace Dynamics survey in the future. Both surveys divided the anonymous feedback from staff by departments, so feedback could be reviewed school-wide as well as by smaller segments. Each year, feedback is reviewed by the administration staff. At this meeting, MTC’s SUP reviews the open door policy followed by all administrators and employees are encouraged to connect with the SUP and other administrators if they have questions or concerns. When employees come forward with concerns, they are reviewed on a case-by-case basis. The DOIs work closely with instructors to monitor instructor engagement levels. Each DOI does frequent walk-through visits within the classrooms and DOIs also perform weekly classroom visits to ensure successful instructor and student interactions. The BIS division tracks metrics like total enrollment, contact hours and clock hours on a quarterly basis during bi-monthly team meetings. These reports are monitored closely to assess patterns and fluctuations and this encourages all BIS staff members to maintain engagement and productivity levels. All staff members are invited to attend regular monthly all-staff meetings to learn about changes within the school and network with other staff members. Staff meetings are scheduled during times when the majority of staff members can attend and participate. Regarding workforce absenteeism, grievances, safety and productivity, MTC has policies that outline expected behavior for all workforce segments. Employees agree to

adhere to these policies when they are hired and when changes are made to those policies by the BOE, employees are notified and are asked to confirm with the compliance coordinator that they have reviewed the changes.

5.2.b (2) Correlation with Organizational Results MTC believes workplace engagement is critical in addressing the strategic challenges faced by stakeholders. Accordingly, MTC administrators assess data from an annual workplace engagement survey. This group is looking for school strengths as well as outliers and opportunities for growth. For instance, in the 2013 survey results, several survey respondents commented that they would like to see all-staff meetings scheduled earlier in the day to be more conducive to their schedules. In 2014, all staff meetings occurred during the school’s lunch break instead of the traditional 3:45 pm start time and staff participation increased. The 2013 survey results also mentioned an interest in additional development and training opportunities for support staff, so a series of internal classes was offered in 2014 and additional classes are scheduled for 2015.

5.2.c (1) Learning and Development System MTC does not currently have a Learning Development System. However, the personal development and continued learning of workforce members, managers and leaders is always at the forefront. The BOE and SL encourage the professional development and growth of all staff. Opportunities are made available and supported by the school for employees to attend classes, workshops, seminars and conferences related to the employee’s specific area of responsibility. MTC addresses the organization’s core values, goals, performance measures and actions in the strategic plan as outlined in Section 2.1a(1). MTC supervisors are encouraged to measure performance improvement and innovation through setting and tracking employee professional goals on the employee-supervisor level. Supervisors monitor goal completion and work with employees to determine future goals that align with the organization’s strategic plan. Plans for improvement are established when expectations are lacking or there are deficiencies that need remedied. All plans for improvement address the deficit area(s) and provide a timeline to improve performance. MTC encourages all staff members to be innovative and forward thinking. Opportunities for innovation are often discussed within workgroups and departments.

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MTC supports ethics and ethical practices through the core values that guide the organization and its training and business practices: Excellence: Striving to be the best in delivery of

services, personnel and facilities Integrity: Doing the right thing Innovation: Implementation of creative ideas Empowerment: Providing the framework and

resources to succeed Engagement: Connecting, supporting and

collaborating Relationships: Committed to acting in the best

interest of others

MTC makes sound business and ethical decisions as evidenced in the annual school audit conducted by a contracted CPA and auditing firm. These audits review financial statements, management’s discussion and analysis, schedule of expenditures of federal awards and budgetary information. MTC has a history of receiving a clean audit with no deficiencies. Another way that MTC is able to improve customer focus is through its customized programs and services. The emphasis is to contribute to client and customer profitability. All of the customized programs and services have pre-determined measurable outcomes and 80% of the initiatives meet or exceed desired outcomes. MTC strives to ensure that short-term training contributes to the individual’s personal and professional growth. Surveys are collected to obtain students’ pre- and post-class expectations. Short-term enrollments are tracked to measure and increase the amount of repeat and new enrollments. Customer focus is also monitored in the number of businesses served. The BIS division strives to increase the business and industry penetration rate by at least 5% each year. Fiscal and operational effectiveness is an aim that all employees work toward. There is an expectation to always be mindful of the funding received from taxpayer dollars and the duty to be good stewards with the resources afforded. MTC annually identifies and analyzes cost centers for fiscal effectiveness so that customer focus remains a top priority. MTC embraces a continuous improvement focus. This continuous improvement emphasis allows employees to strive to expand internal and external relations by identifying and implementing innovative services to better meet the needs of individuals, industries and communities. Part of this process includes ensuring the transfer of knowledge from departing or retiring

workforce members. This is accomplished through cross-training within departments, knowledge and skill sharing before the employee leaves employment and when time permits retiring or departing members work alongside newly-recruited employees to provide training prior to their departure. Additionally, the reinforcement of new knowledge and skills on the job are obtained through professional development opportunities. Supervisors encourage employees to seek out new trends within their industry and fine-tune the skills needed for optimal performance. MTC encourages employees to annually submit requests for new curriculum, tools, equipment, consumables and the latest technology needed to keep their program area or department up-to-date. Figure P.1-6 reflects the investment that MTC has made in these areas over the last three years.

5.2.c (2) Effectiveness of Learning and Development The effectiveness of learning and development in all workforce segments is monitored on an annual basis. The review occurs when evaluating individual performance review ratings in correlation with performance-based pay. Performance review scores are monitored organization-wide as well as by department. DOIs conduct classroom observations and evaluations for instructors. The instructors receive formative feedback from both processes. This allows both success and corrective action to be recognized. BIS tracks enrollment, contact hours and clock hours. These reports monitor business penetration rates, repeat business, collaborative projects, client impact and BIS staff performance. The BIS Director measures results on a quarterly basis in addition to more frequent tracking reports utilizing Salesforce. Likewise, short-term courses tracks trends in enrollment, courses offered, cancellation rate, average number of students per class, gross revenue, class hours and contact hours.

5.2.c (3) Career Progression Supervisors are encouraged to discuss career advancement opportunities and professional goals with their employees. In order to encourage growth and self-development, MTC provides financial assistance to employees by providing an EdAP. Employees may receive reimbursement of approved educational courses taken at accredited institutions. Educational assistance is available to all workforce segments if deemed necessary as related to the employee's current or future job duties at MTC. Figure 7.3-7 provides data on the number of staff who have taken advantage of this professional development opportunity.

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Position vacancies are always posted and advertised internally to allow all employees to apply for jobs of interest. Job vacancies when filled internally allow opportunities for career advancement and promotions from within. MTC does not have a formal succession planning process. Operations Focus 6.1 Work Processes: 6.1 (a) Program, Service and Process Design Educational programs are designed with purpose of meeting the skill and employment needs of district. The first step involves identifying the needs of students, clients and communities. For full-time training programs this is achieved by direct dialogue with stakeholders through BECs meetings, trade and professional organizations and local, state and national accreditation entities. Short-term training program needs are identified through client feedback on course surveys, class interest lists, waiting lists, job employment boards and direct communication with stakeholders. New and existing business and industry client needs are identified with a consultation meeting to determine objectives and desired outcomes specific to their company needs. MTC prides itself with incorporating new technology to offer quality educational experiences reflective of industry standards. Every staff member takes ownership in identifying, analyzing and recommending technology solutions to assist with their job responsibilities. This occurs by staff engaging in dialog with stakeholders, curriculum vendors, professional trade groups and other training networks. Annually, requests are made across the organization with a priority and justification. Appropriate funding sources are researched including grants, educational or government pricing options. Approval process occurs at the division and administration level; following purchasing procedures outlined in policy F-204-A and in accordance with School Laws of Oklahoma. Information technology and telecommunications infrastructure is evaluated annually and long-range plans are included in the districts Technology Plan. Virtual reality and simulation trainers are incorporated into several program areas to increase student learning experiences and to save on associated consumable costs. MTC encourages organization knowledge by placing an emphasis on employee professional development, training and promotes a learning organization culture. Organizational knowledge is aligned with employee goals, program requirements, state and federal law and the schools KSOs. For KSO to maximize student learning and instructor potential by utilizing best practices and continuous improvement processes such as TCTW, the school send representatives to the annual

TCTW conference. Two members from each SLC attend the conference, with one new member from each SLC rotating on/off to increase organizational knowledge among all faculty. Administrators and counselors also attend and are a part of the TCTW team. After the conference, the best practices gained are shared out to the entire faculty during the August in-service to faculty. This infusion of knowledge assists with setting high expectations for the upcoming school year. Employees are also encouraged to seek alternative funding sources whenever possible to assist with professional development training. 6.1a (2) Program, Service and Process Requirements Key educational program and service requirements are determined by a continuous review of program offerings. Data can be organized into two categories of environmental scan and strategic scan. Both categories support a model that can be replicated periodically for ongoing review of services. The environmental scan focuses on workforce and economic data. MTC utilizes the economic forecast reports developed for the district by ODCTE on a regular basis, these reports provide a summary of the workforce activity for each career cluster. Information on specific occupations are included in these reports; such as education requirements, current and projected occupational growth and wage data. Other resources which can be used in the environmental scan process include information from: Oklahoma Department of Commerce Oklahoma Employment Security Commission Center for Applied Economic Research - OSU Government Contracting-OBAN-Oklahoma Bid Assistance Network Oklahoma Workforce Portal U.S. Department of Commerce U.S. Department of Commerce - Bureau of Economic Analysis U.S. Department of Labor - Bureau of Labor Statistics O*Net Online (Occupational Information Network) Oklahoma Living Wage Calculator Data driven analysis guides decisions to close, down-size, develop or grow specific training areas. SL engage in dialogue with stakeholders and reference regulatory, statutory, ODCTE, SDE and USDE requirements in the planning and decision process. The strategic scan projects what jobs and skills will be needed to ensure Oklahoma not only remains an economically vibrant state with a high quality of life, but that the school positions itself to be leaders in local, state and national economy. Findings comes from supporting

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a learning organization culture across campus. Staff lead these activities through involvement with studies, think tanks, civic organizations, conversations focused on the future of the U.S. economy, partnerships with business and industry, chambers of commerce and interactions with local, state and national trade associations; such as OkACTE, SREB/TCTW and ACTE. Once training needs are identified, SL determine which KWS conduct the training. The following are steps for implementing Full-Time and Customized Training: Full-Time Process: Conduct needs analysis Verify student interest Research workforce and economic data Determine program outcomes (credentials) Research similar programs and support with ODCTE Research associated program costs and facility space Form and discuss concept with BEC Obtain program approval (local and/or state) Career

Major Renewal process and gainful employment process

Develop instructional framework Submit for Financial Aid and/or Gainful Employment

approval Develop marketing plan Work with Human Resources to announce instructor

job posting Secure budget, order curriculum, supplies and

equipment Launch Training Evaluate Outcomes and Future Needs

Customized Training Process for BIS, CBD and Short-term: Client contact Assessment Identify Needs Customize Training or Coaching Delivery Follow-up Record keeping of program data

6.1 (b) Process Management Our day-to-day operation of work processes are managed by individual key work systems to ensure efficiency and alignment towards strategic opportunities. Figure 6.1 outlines the work processes for each work system and the associated measurements. Day-to-day operation includes many teams and committees that comprise a cross-section of staff to carry out specific tasks. Each SLC has a member from BIS and the marketing work system attend the SLC meetings to share information. To control and improve work processes in the SLC example, monthly agendas detail the meeting topics to be discussed. Other staff members are invited to attend when agenda items relate to their area of responsibility. MTC’s key performance measures are listed in the process implementation column in Figure 6.1. MTC determines key support processes by work systems as listed in Figure 6.1. Each key support process aligns to support the mission to provide customized education and training services for individuals, industries and communities. Each of the key work systems is responsible for analyzing their key performance measures and work processes to improve educational programs. Data measures are used to determine if performance levels are being met or if adjustments need to be made to focus on the issues related to the school’s mission and KSOs. Members from the key work systems interact regularly to ensure communication to support the organizational management of the work systems and processes. The system of communication includes internal communication from the SUP’s CMT meetings, all-staff meetings, SLC meetings, divisional meetings. External communication includes community outreach and BIS outreach.

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Figure 6.1-1 Key Work Systems Analysis

Key Work Systems 6.1 (a) 1 Key Work Processes

6.1 (a) 2 Key Requirements

6.1 (b) 1 Process Implementation

6. 1 (b) 2 Support Processes

KSO: Maximizing student learning and instructor potential by utilizing best practices and continuous improvement processes such as TCTW and TFS Full-Time Programs Career Major Training

Partner school outreach Professional Development Small Learning

Communities TCTW TFS

Accreditations Business & Education

Councils Instructional Framework Plan of Study Safety TCTW key practices TLE – Quality Instructional

Indicators

Accident incidents Accreditation Results Business & Education

Council Satisfaction Survey Enrollment/Retention/

Capacity and Attendance Reports

Graduation Results ODCTE Follow-up Reports TCTW Student and Faculty

Reports TLE – Teacher Evaluations

Career Fair Career Major curriculum,

software and equipment Cooperative Alliance Credit accrual Credit recovery Educational Enhancement Center Financial Aid/Gainful

Employment Approval Instructor credentials Job Search, Placement and

Employment Profiles Monthly SLC Meetings New Teacher Institute PPE/SDS Small Learning Communities Student Information System Classroom walkthroughs,

observations and evaluations TechTrek Summer Program Work based learning

KSO: Develop more comprehensive and impactful short-term and adult student program offerings. Adult & Short Term Programs

Career Major Training Professional Development Small Learning

Communities Special Interest Training Technical Training TCTW

Combination of Full-Time and Business Client Program requirements; depending on the training program.

Short-term catalog classes for special interest and skill training

Pre/Post Class Evaluations Monthly reports Accreditations Business & Education

Councils End of Course Surveys Simulation lab utilization

Adjunct Instructors Sonisweb Financial tracking Training tracking

KSO: React and engage local economies ever changing needs in relation to workforce development. Business, Industry and Entrepreneurship Programs

Customized business, management, computer, technical and safety training

Entrepreneur Client support and assistance

Increase Entrepreneurship environment across sending district

Client contact Assessment Identify Needs Customize Training Delivery Follow-up Regular networking

activities Business community

participation

Quarterly student enrollment

Clock hours Contact hours Businesses served # Walk-in entrepreneur

meetings # clients/# graduates # jobs created

Client management Client Management System Financial tracking New Client Research Sonisweb State BIS fund management Technovation4Education Training contracts Training for Industry program

management Training tracking Weekly division meetings Coaching sessions

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Key Work Systems 6.1 (a) 1 Key Work Processes

6.1 (a) 2 Key Requirements

6.1 (b) 1 Process Implementation

6. 1 (b) 2 Support Processes

Administration/Finance Budget Approval of Programs Board of Ed Human Resources Foundation Campus Safety Grants Inventory Facility Requests Long range planning

Policies and Procedures Strategic Planning Fiscal Accountability Laws and Regulations Legislative Issues ERT Grant approval and budget

tracking

Annual Financial Audit Safety Drill Compliance ADA/Civil Rights

Compliance HR – employee evaluation,

retention, recognition and performance based pay

Best place to work results Accident incidents

BOE monthly meeting BOE monthly staff updates Daily events on CMS ERT Table Top Exercises Financial management Investments Legal Updates Legislative Updates Monthly ERT Meetings Policies and Procedures

Updates/Reviews as needed Safety Drills SDS/OSHA Sonisweb Toursheets/catering requests Trends –

Departmental/Project Coding

Utilities management Insurance Weekly CMT meeting Weekly meetings with

Directors Educational Support Services

TFS Student Handbook Program Inquires Recruitment Assessment Counseling Services Enrollment Financial Aid Retention Partner school enrollment CTSO NTHS Student Leadership Council

Program promotion Financial Aid Affordable Cost Attendance Grades Open House Sophomore Showcase

Attendance CTSO Activity/Results NTHS Activity Sophomore Showcase TFS Reports

Counselor Meetings CTSO Advisor Meetings NTHS Conference Student Leadership

Meetings Student Attendance

Meetings Financial Aid Recipient

Tracking, Eligibility and Fund Disbursements

Sonisweb Enrollment Grades Attendance

Information Technology Operations

Information Systems Planning

Information Systems Change Management

Information Systems Infrastructure Services

Information Systems Security Services

Information Systems Help Desk Support Services

Future ready Information Systems Infrastructure

Availability of current technology

High availability of Systems services

Secure infrastructure environment

Responsive support capabilities

Annual 5 year Technology Plan

Annual equipment requests and purchases

Systems logs & reports Security appliance reports Ticketing system reports &

user surveys

Attend trades shows & conferences

Professional development End-of-year check out Vendor relationship

management Purchase procedures Multiple vendor quotes and

solutions reviewed Redundant core services Server virtualization Desktop virtualization Enterprise wireless Equipment maintenance

contracts and warranty services

Dedicated security appliances

Client server antivirus Video surveillance system SSP documentation Systems wiki

documentation Help desk ticket system Work order request

procedures Figure 6.1-1 Key Work Systems Analysis Continued

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OPERATIONS FOCUS 6.2 Operational Effectiveness 6.2a Cost Control MTC monitors overall costs through collaborative decision-making utilizing a centralized budget process and consistent adherence to a balanced budget. All purchase requests must be submitted through specific process steps according to MTC policy F204 A. Staff are encouraged to self-monitor and assist with utility usage/expense and effectiveness of supplies expenditures. All new construction and facility renovation are planned with an eye toward energy efficient systems and outcomes. Large equipment purchases are collectively submitted in the spring of each year and programs/departments are encouraged to work together in the sharing of resources, equipment usage and expense. When feasible, equipment is rented instead of purchased and specific job descriptions are in place for each position to reduce/eliminate duplication of responsibilities. MTC implemented a web-based process with time sheets and leave requests and a fully automated CMS that allows employees direct access to policies and procedures, campus-wide forms, inventory, resources and safety manuals – all to eliminate paper costs. With general oversight from the BOE and the SUP/CEO, senior leadership is tasked with monitoring their division to ensure compliance. A computerized program that logs works orders is in place for MTC Systems and Operations departments. This program helps reduce duplication of effort and resources and allows monitoring of effective cycle time. Yearly Cost-Per-Program reports help monitor overall expenses and assist in identifying areas of concern. Smart purchases and implementation of computerized timing systems for exterior lighting, sprinklers, etc. help maintain appropriate usage levels. MTC maintains a philosophy of maintaining current investments before we build or buy new. The Systems and Operations computerized work order programs centralize and prioritize projects and eliminate duplication of effort. A yearly summer maintenance plan identifies large projects (painting, floor maintenance, roof, roads and parking lots, etc.) that can be carried out when least disruptive. MTC prides itself in “running a lean ship” and routinely seeks out solutions to help prevent errors and rework. The responsibility is shared by all staff and a suggestion box is available on the CMS for feedback. Continued monitoring and attention to detail ensures facility maintenance is a priority. Preventative maintenance insures overall costs of quarterly, yearly, 2-year and 3-year inspections are minimal. The

Operations Division routinely administers preventative maintenance on mechanical and compressor rooms, lighting, HVAC, boiler/chiller, roof and roof drains, water filters, paint and wall covering needs, windows, doors, etc. A balance between cost control and needs of students and customers is a campus-wide effort and awareness of all staff. Input from each BEC and other industry partners help MTC stay current with employer needs. Creative scheduling allows utilization of same program areas and equipment for full-time, short-term and customized training efforts. MTC policy I-402-A directs all pricing of short-term and customized training courses to be self-sustaining. MTC administration has always promoted a philosophy of identifying and supporting the greatest need of the organization, rather than a designed budget for each area. 6.2b Supply-Chain Management Large purchases of consumable supplies for training programs are facilitated at least once each year to ensure best pricing opportunities. Comparative purchasing is expected of all staff and a blanket requisition to various vendors eliminates duplication of requests while providing consistent monitoring of purchases. Time and cost projections are weighed to determine if projects and/or maintenance are best completed in-house or by outside vendors. MTC strongly supports the philosophy of allowing the building fund to accumulate appropriate dollars prior to undertaking construction projects rather than competing with partner schools for school bonds. A competitive bid process is in place and utilized when projects exceed $50,000. Staff are encouraged to compare quality and price when considering all purchases and quotes from two or more vendors must be submitted for purchases over $5,000. Finance personnel monitor vendor requirements and compliance. MTC also ensures all adjunct and substitute personnel are qualified for the tasks they are assigned. MTC believes product effectiveness and performance are paramount and rely on feedback from staff, students and customers to determine their overall value. Supplier timeliness is a major factor of consideration and often determines future business transactions. A supplier’s background performance in the industry is reviewed during the bid process prior to selection. If a supplier proves to perform poorly, they are given an opportunity to improve or they are replaced by another vendor. Suppliers consistently

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receive feedback in person, by email, or phone based on input received from staff, students and customers. 6.2c Safety and Emergency Preparedness 6.2c (1) Safety The safety of guests, students and staff is paramount at MTC. A culture of responsibility ensures quick reporting and response to identified areas of concern. The campus is ADA compliant and maintains a safe environment through continual inspection and maintenance. A Workplace Safety Manual has been developed and is available to all staff on the CMS. It addresses a number of possible scenarios and suggests appropriate actions for staff. MTC employs an off-duty police officer to be on campus daily and members of the ERT are certified in NIMS and CPR/AED/First Aid. There are a total of six AEDs located across campus and many staff certified in its use. SDS are updated annually and BBP training is conducted for staff at the beginning of each FY. Exit and inclement weather procedures are posted in each classroom and public areas of the campus. Staff receives additional safety training as needed for their position. All MTC full-time program areas require students to take and pass a safety exam during their first few days on campus. These exams address safety in the program area as well as knowledge of SDS, correct actions during fire, inclement weather, location of fire extinguishers, eye wash stations, etc. Drills are conducted as required by law each semester and all staff and students participate. The ERT has radio communication at all times and oversees all drills. Security cameras are strategically placed throughout campus and are monitored by a security guard. Fleet maintenance is continually monitored by the transportation manager and bus safety drills are conducted with students each semester. Appropriate documentation is completed and the ERT debriefs afterwards to address any areas of concern. MTC staff continually prepares themselves -- trade and industry instructors participate in mock OSHA audits to have an objective perspective of their program areas, Lock-out/Tag-out procedures are practiced, Civil Rights/ADA audits and various inspections help keep the campus aware and prepared. First Aid and BBP kits are available in each program area and all instructors receive BBP training. Proof of appropriate insurance and a copy of current driver’s license is required of all staff prior to operating a MTC vehicle.

Activity Frequency Feedback Responsible Accident Reports

As needed Form All Staff

Drills Per Policy Checklist ER Team Indoor/Outdoor Concerns

Weekly Work Order

All Staff

Preventative Maintenance

Monthly Work Order

Maintenance

SDS Updates As needed/yrly

Yearly Check

Instructors/ Custodial

Bus Safety Drills Per Policy Form Transportation Reporting Hazards

As needed Work Order

All Staff

Vehicle Maintenance

Monthly Form Transportation

Figure 6.2-1 Safety Preparedness 6.2c (2) Emergency Preparedness MTC’s ERT conducts regular meetings where intense, table-top discussions are conducted which help lead the continual review and updates of the Workplace Safety Manual. Each ERT member is equipped with a “go-bag” full of resources to help address emergency needs. The majority of team members have completed NIMS certification and several are CPR/AED/First Aid certified. Each Team member has a radio and recent modifications to the external tower make it possible for campus wide communication. Emergency Drills are routinely conducted and debriefings are held after each one to help identify any concerns. See Figure 7.1-10 for compliance. ERT members are encouraged to attend various safety seminars, classes, etc. as identified. A mass notification software system is in place to notify employees, students, partner schools and others when an event occurs and a crisis communication plan has been developed if needed – all are accessible off-site. Preventative maintenance and constant awareness is a top priority across the campus. Table 6.2c-2a outlines these measures. Off-site data storage is in place to ensure all necessary records are easily accessible and available for continuity of operations. Financial information on ADPC, Personnel and Student records on SonisWeb, Purchasing on TRENDS and Inventory, Building and Maintenance and Treasurer information is stored off-site. These steps have been taken to alleviate loss of data if a disaster occurs.

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6.2d Innovation Management MTC embraces innovation throughout the organization, which is described in Section 2.1a(2). With an eye toward innovation, staff is encouraged to constantly seek and research appropriate opportunities. Those opportunities in line with the strategic plan and supported by industry partners will be pursued. KSOs in place that will help manage innovation are 1) developing more comprehensive and impactful short-term and adult student program offerings, 2) continued and ever increasing focus on maximizing student learning and instructor potential by utilizing best practice and continuous improvement processes and 3) reacting to and engaging local economies ever changing needs in relation to workforce development. By responsibly monitoring overall costs through collaborative decision-making, a centralized budget process and adherence to a balanced budget, priority is given to those strategic opportunities that are identified as intelligent risks. Continual monitoring of projects and program areas allows for constant evaluation of risks. Weekly meetings with the CPT allows for immediate attention to areas that are considered strategic opportunities and areas that are identified as needing to be discontinued. 7.1 Student Learning and Process Results 7.1a Student Learning and Student-focused Process Results MTC’s mission is to provide customized education and training to individuals, industries and communities. To ensure that the school is meeting its mission with regard to student learning, MTC evaluates its efforts and related outcomes. MTC operates on a continuous improvement model where findings are evaluated and action plans are created and put in place to position the school to demonstrate improvement. While comparative data is available from a variety of outlets, terms and definitions used by agencies vary, frequently limiting the ability to fully benefit from the data source. MTC is a member of TCTW, a school improvement network formed by the SREB. The network includes 180 school sites in 18 states to focus on research-based initiatives to improve student learning. Annually, MTC updates the school’s site development plan, which outlines the goals for the year, associated tasks and professional development. SL measure the school’s effectiveness by participating in the TCTW student assessment that is administered on a biennial basis. A random sample of 60 to 70 students are selected from across all full-time training programs to

participate. The survey instrument measures reading, math, and science aptitude along with conditions that are known to improve academic achievement with ten broad aggregated indicators and ninety-five specific indicators. Figures 7.1-1, 7.1-2 and 7.1-3 indicate that MTC students consistently score above the state average in all three areas of assessment: reading, math and science.

7.1-1 TCTW Reading Assessment

7.1-2 TCTW Math Assessment

7.1-3 TCTW Science Assessment

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To further identify key measures or indicators of students learning outcomes, in 2014 MTC implemented a career-ready credentialing process that defined the expectations of a student who completes a training program. Students are expected to complete their program with a “C” or better. Students are also expected to attain a WorkKeys score that is at or above the level required for their career major in Reading for Information, Locating Information and Applied Math or earn equivalent ACT scores in each of these area. Students may substitute WorkKey scores on the Compass, Accuplacer or other approved assessments may be substituted for the ACT score requirement. Students now also have the opportunity to earn additional college-ready and community-ready credentials along with their program completion certificate. Systems are currently being developed that will allow DOIs and instructors to track the number of additional credentials students pursue. These findings will identify additional trends in key measures and indicators of student learning outcomes. By providing customized education and training services to individuals, industries and communities, MTC is able to reinforce the mission of ODCTE and help create a job for every Oklahoman and a workforce for every company. MTC measures its success in this area through communication and data gathering of recent program completers. Six months following a student’s completion of a full-time program instructors make contact with recent graduates and gather a series of information regarding their continued education enrollment and/ or employment status. Reports to ODCTE categorize students based on positive placement and related placement. Positive placement is defined as the student either, attending the military, continuing their education, employed related or unrelated to their program of study at MTC. Related Placement is defined students attend the military, continuing their education or employment related to their program of study at MTC. Figure 7.1-4 outlines the findings from interviews on who completed their career training from 2011–2013. MTC saw a slight dip in placement rates for the students that completed in 2012; however the percentages increased for the students that completed in 2013. Data from 2014 is not yet available.

7.1-4 Six-Month Follow up Placement Results Figures 7.1-5 and 7.1-6 compare MTC’s positive placement and related placement to other TCs across the state. While positive placement for MTC students is slightly less than other TCs, the related placement for MTC graduates has consistently increased. This suggests that the MTC is on target with providing the necessary career training for the jobs needed in our district.

7.1-5 Positive Placement Comparison Results

7.1-6 Related Placement Comparison Results

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Another element of student learning assessment are measured by the number of MTC students who pass industry certification test. MTC strives to match certification tests with each of the full-time program career majors since these certifications are a way a student can demonstrate a skill set to a potential employer. Figure 7.1-7 shows a decline in the percentage of students passing certification exams since the 2010-11 school year. MTC continues to identify tests that reflect student learning and skill mastery. MTC has committed to make certification testing a priority. Additionally, ODCTE has identified this learning outcome as a system-wide performance measure.

Figure 7.1-7 Industry Certification Testing Results ACT’s National Career Readiness Certificates is another assessment model that MTC uses to ensure that students are able to demonstrate learning and the application of workplace employability skills. This assessment measures real world skills that employers have indicated are critical to job success. The ACT National Certification Readiness Certificate is obtained by taking the Applied Mathematics, Locating Information and Reading for Information WorkKeys assessments. Certificates are based student’s lowest WorkKeys test score: Platinum – Level 6; Gold – Level 5; Silver – Level 4 and Bronze – Level 3. No certificate is issued for scores lower than level 3. Figure 7.1-8 shows the levels of certificates awarded.

Figure 7.1-8 National Career Readiness Certificates 7.1b Work Processes Effectiveness Results 7.1b (1) Process Effectiveness and Efficiency Figure 6.1-1 outlines the key measures and indicators of student learning outcomes and performance processes at MTC. When deficiencies are noted in either work processes SL and staff work to address issues. 7.1b (2) Emergency Preparedness MTC adheres to work systems and workplace preparedness in a proactive manner as indicated in 6.2c. Emergency preparedness at MTC encompasses staff in-service training as well as adhering to all state and federal requirements. Activities in place include having a workplace safety manual, a comprehensive communications plan, complying with drills, outfitting classrooms with emergency information, ensuring SDS’ are updated and compliant, having AEDs on campus and having security cameras in place. Table 7.1-10 reviews these measures for the past three years.

Activity 11-12 12-13 13-14 Comprehensive Communication Crisis Plan

In Place In Place In Place

Drill Compliance 100% 100% 100% Classrooms with Emergency Information

100% 100% 100%

Workplace Safety Manual

Reviewed Reviewed Reviewed

SDS Update Compliance

100% 100% 100%

Bus Safety Drill Compliance

100% 100% 100%

Employee CPR Compliance

Met Met Met

AED Placement on Campus

4 4 6

Number of Security Cameras

47 47 58

Figure 7.1-10 Emergency Preparedness Measurements

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7.1c Supply-chain Management Results MTC does not collect or analyze data for supply chain performance. When issues or deficiencies are noted, staff members directly address suppliers and seek appropriate solutions. If the issue is not resolved, MTC may choose to no longer work with the supplier. 7.2 Customer-Focused Results 7.2 a Student and Other Customer-Focused Results 7.2 a (1) Student and Other Customer Satisfaction 7.2 a (2) Student and Other Customer Engagement Customer satisfaction with the programs and services that the school provides is a key component in fulfilling the mission to provide customized education and training to individuals, industries and communities. Each of the key market segments have distinct attributes and therefore have unique measures of satisfaction. Figure 7.2-1 outlines the various ways that MTC measures satisfaction of students, clients and communities. Key Market Segment

Satisfaction and Engagement Measurement

Students Enrollment Retention Students returning for a second career major training program Service rate of high schools TCTW survey results Social media engagement Short-term enrollment

Clients Number of businesses served BIS enrollment numbers Social media engagement

Communities CBD Attendance Email list Community award recognition Guest for Culinary Arts annual Thanksgiving Luncheon Facility Room Usage

7.2-1 Forms of Key Market Segment Satisfaction and Engagement When measuring student satisfaction SL at MTC consider enrollment and retention as key measurement systems. Enrollment trends in the school’s full-time programs are shown in Figure 7.2-2 and reflect an increase in enrollment. MTC has partnered with TFS, an outside consulting firm that specializes in recruitment and retention of students in career training programs. Through this collaboration, MTC has put considerable focus on ensuring that the right student is enrolled in the right program for the right reason. This

has the potential to result in fewer students attending MTC; however, the processes are in place to enroll students who truly want to be in their program at MTC.

Figure 7.2-2 Full-Time Student Enrollments Retention is also a key component of the TFS framework. MTC has incorporated several elements of student engagement that are designed to increase student retention. Figure 7.2-3 shows how MTC’s retention rate compares higher than those of other TCs throughout the state. MTC experienced a 13% increase in student retention from 2010-11 to 2012-13.

Figure 7.2-3 MTC Retention Rate Comparisons In 2014, MTC had 22 students who completed a career training program at MTC enroll in a second program. MTC does not track reasons that students return for a second career major, but it is reasonable to assume that they are satisfied customers. Various departments across MTC conduct surveys to validate student and client satisfaction. As surveys are administered and results evaluated, SL address issues as they arise and modify practices and strategies. However, SL have realized that MTC does not have a series of common questions that evaluate the school. Because of this, MTC is not able to effectively evaluate and compare data from year to year. Ideas are being discussed on how to address this for the future.

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When it comes to student enrollment, MTC is aware that it has a variety of competitors. Figure P.2-1 outlines many of these outlets. Despite the increasing number of opportunities that high school students have, many student choose MTC. Figure 7.2-4 shows the service rate of high schools within the MTC district that attend MTC. This is calculated based on the number of juniors and seniors who attend MTC as related to the number enrolled at each of our district partner schools.

Figure 7.2-4 Service Rate of High School Students As part of the TCTW assessment, students are surveyed on a biennial basis to gain perspective on instructional quality and classroom experiences. Students are asked to assess their school’s emphasis on high expectations, the integration of academic content and skills into their program curriculum, the quality of career and technical studies and the quality of their work-based learning experiences. Figures 7.2-5, 7.2-6, 7.2-7 and 7.2-8 show comparisons of MTC’s student responses. Percentage rates displayed are based on the highest two ratings possible: intensive and moderate. To obtain an intensive rating a student must have reported on 9 to 10 of the indicators listed in the category. To obtain a moderate rating, a student must have reported on 5 to 8 of the indicators listed in the category. To obtain a low rating, a student must have reported on 0 to 4 indicators.

Figure 7.2-5 High Expectations

Figure 7.2-6 Academic Integration

Figure 7.2-7 Quality Career/Technical Studies

Figure 7.2-8 Quality Work-Based Learning Experiences

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The MTC district encompasses nearly 44,500 households in 10 communities. The school continually seeks ways to connect with and reach new and returning customers. Many residents take advantage of the short-term personal interest and professional development courses offered at MTC. Figure 7.2-9 shows the number of classes that district residents took during the last three years. Growth in the enrollment of these types of classes is one way to measure student and customer satisfaction.

Figure 7.2-9 Short-Term Enrollments By offering new courses and listening to feedback from customers, MTC has seen an increase in the number of classes offered, total enrollments and clock hours. These numbers reflect that residents in the district are interested in the types of courses MTC offers and that they are interested in continuing to engage with the school. In addition to monitoring student satisfaction, MTC also seeks to measure the engagement of students via the school’s social media outlets. Figures 7.2-10 and 7.2-11 reflect the fans and followers of MTC’s student-centered social media outlets.

Figure 7.2-10 MTC Student Facebook Page Likes

* July 2014 ** February 2015 Figure 7.2-11 MTC Twitter and Instagram Followers MTC is a workforce pipeline and tracks not only the number of students that it serves each year; it also monitors the services it provides to existing BIS clients. In FY15 a new system performance measure was introduced specifically measuring repeat customers and new customers. This new measure also takes into account all businesses and industries served through ACD and BIS training. Figures 7.2-12 reflects the number of businesses MTC serves. Figure 7.2-13 indicates the number of customized training classes and enrollments for BIS.

Figure 7.2-12 Number of Businesses Served

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Figure 7.2-13 BIS Enrollment The BIS division operates a separate Facebook page that has content that is targeted to the workforce. Figure 7.2-14 reflects the number of followers who engage with the BIS division via social media.

Figure 7.2-14 BIS Facebook Fans MTC seeks to meet the needs of the community through many of the previously mentioned outlets. There are several additional ways that MTC attempts to exceed the value of each community’s investment. One way this goal is accomplished is through the services offered through the CBD. In addition to providing a place for new business to grow, the CBD provides networking opportunities for business owners and entrepreneurs through its free Business for Breakfast networking events. Figure 7.2-15 shows the attendance for these events and assesses the engagement of community members.

Figure 7.2-15 CBD Business for Breakfast Attendance MTC maintains an active electronic mailing list that promotes upcoming courses and special events on campus. Community members are encouraged to join the list and receive communication from MTC. As of February 2015, 2,554 individuals are on this mailing list. More than 700 individuals receive electronic emails for Business for Breakfast networking events hosted by the CBD and 1,135 individuals receive electronic emails for BIS related programs. Community engagement can also be assessed by recognition throughout the district. In November 2014, the Perry Chamber of Commerce named MTC its Business of the Month. In January 2015, MTC received the Chamber Choice Award from the Stillwater Chamber of Commerce. MTC was pleased to receive both of these recognitions and took the awards as a measurement of customer satisfaction and engagement. The MTC Thanksgiving Luncheon is a unique method of customer engagement. Each year students from the Culinary Arts program prepare a Thanksgiving feast that the community is invited to attend. In 2013 1,332 people came to campus for the traditional feast. The following year 1,447 community members took part in the gathering. MTC has several meeting and training rooms that are available for district residents to use. Figure 7.16 shows how many outside groups took advantage of this community engagement opportunity.

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Figure 7.16 Room Usage as Community Engagement 7.3 Workforce-Focused Results 7.3 a Workforce Results Workforce Capability and Capacity: MTC’s workforce is committed to meeting the needs of its student and stakeholder community. Retaining skilled workforce employees assists us in providing consistent and appropriate responses to stakeholder needs. MTC’s employee retention rate has increased 3% over the past three years. Figure 7.3-1 documents MTC’s employee retention rate for the last three years.

Figure 7.3-1 Employee Retention Rate Findings from the 2014 TWP reflect that staff at MTC have higher than average response rates to questions regarding their workplace, their work and the average length of employment. Figure 7.3-7 provides a full account of workforce engagement. Workforce Climate: The safety of students, staff and guests is a priority at MTC. MTC has maintained NIMS compliance and regularly conducts drills. campus. Members of the ERT meet bi-monthly and work through table top scenarios. MTC also has an off-duty police officer on premises whenever full-time programs are in session.

To ensure that the school maintains a positive workforce climate that is healthy, safe and secure MTC also monitors levels and trends of workplace safety. When incidents occur, MTC attempts to take immediate action to ensure that the cause of the accident is corrected. MTC tracks the number of safety incidents that occur each year and also monitors any days that staff are off work due to safety incidents. Figure 7.3-2 represents the number of safety incidents during the last three years. Figure 7.3-3 identifies how many days of lost work resulted from workplace injuries and Figure 7.3-4 shows the number of claims that were filed as workers’ compensation.

Figure 7.3-2 Reported Safety Incidents

Figure 7.3-3 Lost Work Days From Workplace Injuries

Figure 7.3-4 Workers’ Compensation Claims

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In 2014 the ERT surveyed staff about a variety of scenarios addressed in the Workplace Safety Manual and their perception of preparedness. Figure 7.3-5 shows that a majority of staff report they either agree or strongly agree with the following survey question: I feel confident in my ability to take appropriate actions for the safety of my students/department and myself during the following scenarios.

Scenario %SD %D %N %A %SA Fire 0 2.17 0 21.74 76.09 Tornado 2.17 4.35 2.17 26.09 65.22 Hazardous Material Accident

2.17 13.04 23.91 47.83 13.04

Utilities Disruption

2.22 2.22 20 46.67 28.89

Assault/Rape Homicide

8.70 19.57 39.13 26.09 6.52

Threat of Suicide etc.

10.87 17.39 41.30 21.74 8.70

Person with Firearm

6.52 17.39 21.74 36.96 17.39

Intruder on Campus

2.22 13.33 17.78 44.44 22.22

External Threat 0 6.67 24.44 46.67 22.22 Off-campus Emergency

2.22 11.11 40 26.67 20

Accident etc. 2.17 13.04 13.04 56.52 15.22 Problem Patron 6.67 17.78 20 40 15.56 Bomb Threat 10.87 19.57 28.26 26.09 15.22 Terrorism Threat

11.11 26.67 31.11 20 11.5

Earthquake 8.70 21.74 26.09 34.78 8.70 Figure 7.3-5 2014 ERT Survey Confidence Response Workforce Engagement: MTC seeks to maintain a workforce that is engaged and satisfied. MTC is committed to monitoring workforce results in regard to capability and capacity, workforce climate, workforce engagement and workforce development. Starting in 2013, all employees were invited to participate in a workforce engagement survey. Two different surveys with different questions were used in 2013 and 2014. Workplace Dynamics, the company that coordinated the survey and tallied the TWP results in 2014, did not provide MTC the raw data on how employees answered the survey questions; however, MTC does have information regarding how employees responded in comparison to other educational entities. MTC’s results are benchmarked against 80 national peer organizations in the Education sector. Results from workforce engagement surveys are utilized to improve campus-wide processes and procedures at all levels of operation. Figure 7.3-5 shows the survey response rate and Figure 7.3-7 shows how MTC rated in relationship to the average score of statements in the 2014 TWP survey. This assessment will be utilized in future years to provide comparative data.

Figure 7.3-7 Workforce Engagement Response Rates

TWP Category

TWP Question Difference

Direction I have confidence in the leader of MTC +17% MTC operates by strong values and ethics

+9%

I believe MTC is going in the right direction

+7%

Workplace Pay and Benefits +32% Direction +11% My Work +6% Execution +1% Connection -1% My Manager -5%

My Work I get the formal training I want for my career

+14%

This job has met or exceeded the expectations I had when I started

+4%

I have the flexibility I need to balance my work and personal life

+2%

There is a lot of negativity at my workplace

+2%

My Manager My manager makes it easy to do my job well

+2%

My manager helps me learn and grow -5% My manager cares about my concerns -11%

My pay and Benefits

My pay is fair for the work I do +43% My benefits package is good compared to others in the industry

+21%

Connection I am confident about my future at MTC +11% I genuinely feel appreciated at MTC -3% My job makes me feel like I am a part of something meaningful

-11%

Execution At MTC, we do things efficiently and well

+16%

Senior managers understand what is really happening at MTC

-1%

New ideas are encouraged at MTC -5% I feel well informed about decisions at MTC

-6%

Workplace average scores of job grades

Manager -2% Team member 7%

Workplace average scores of tenure

More than 15 years 7% 10-15 years -3% 5-10 years 10% 3-5 years 9% 1-3 years 11% 6 to 12 months -12%

Workplace average score of salary bands

$50,000 to $100,000

7%

$30,000 to $50,000 17% Less than $30,000 -34%

Figure 7.3-7 TWP Survey Results

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Workforce Development: The workforce at MTC is encouraged to participate in meaningful professional development opportunities throughout the year, in an effort to reinforce and gain new skills needed to meet stakeholder expectations. MTC has not tracked the total number of hours all employees spend in employee training. Beginning FY16, data in this area will be collected. The BOE, SUP and SL at MTC encouraging employees to pursue continuing education opportunities outside of professional development. When staff members enroll in accredited college courses that will advance their career at MTC they are encouraged to participate in the EdAP to provide scholarship dollars for incurred costs. Figure 7.3-8 represents the number of employees who have taken advantage of this opportunity.

Figure 7.3-8 Staff Using EdAP As part of TCTW requirements, MTC surveys faculty on a biennial basis to gain their perspectives on the continuous improvement model and professional development. Figures 7.3-9, 7.3-10, 7.3-11 and 7.3-12 show how instructors at MTC responded to indicators relating to professional development. Results are shown in comparison with all TCTW sites throughout 18 states. Percentage rates displayed are based on the highest rating possible, teachers who responded “a great deal” to reported items.

Figure 7.3-9 National and Industry Standards for Field

Figure 7.3-10 Incentives to Participate in Staff Development

Figure 7.3-11 Sustainability of Staff Development Programs

Figure 7.3-12 Reflection and Application of Staff Development

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7.4 Leadership and Governance Results 7.4a Leadership, Governance and Societal Responsibility Results 7.4a (1) Leadership MTC established a goal to have a “best place” to work culture as part of the SPP in fall 2011. SL saw value in understanding and improving the work culture at MTC and searched for a way to measure SL communication and engagement with the workforce, students and other customers. In 2013, MTC used the BPTW workforce satisfaction assessment. BPTW asked employees to evaluate leadership effectiveness in a variety of situations. Based on survey responses, MTC was recognized as one of the BPTW in Oklahoma. Because of a timing element that would not permit instructors to participate in the BPTW survey, in 2014 MTC switched to the TWP model. The TWP survey asked employees to indicate their views about the direction of the organization, specifically the SUP. Many of the TWP questions related to the overall confidence in the leader, SL operating with values and ethics, SL’s engagement and communication. A full summary of categories and questions can be found in Figure 5.2-1. Workplace Dynamics, the company that coordinated the survey and tallied the TWP results in 2014, did not provide MTC the raw data on how employees answered the survey questions; however, MTC does have information regarding how employees responded in comparison to other educational entities. Questions related to how staff feel regarding the SL communication and engagement are outlined in 7.4-1.

Workplace Dynamics Category

Workplace Dynamics Question Average Score Difference

Direction I have confidence in the leader of MTC

+17%

MTC operates by strong values and ethics

+9%

Execution Senior managers understand what is really happening at MTC

-1%

I feel well informed about decisions at MTC

-6%

Figure 7.4-1 TWP Leadership Indicators

7.4a (2) Governance 7.4a (3) Law, Regulation and Accreditation 7.4a (4) Ethics Figure 7.4-2 outlines MTC’s governance, law, regulation, accreditation and ethics indicators.

Key Compliance Process

Key Compliance Targets FY12 FY13 FY14

ODCTE 5-year on-site evaluation

Full accreditations

Full Full Full Program specific accreditations

Full accreditations

Full Full Full BOE Ethics training

100% trained 100% 100% 100%

Loyalty Oaths signed

100% signed loyalty oaths 100% 100% 100%

Regulatory training for instructors

100% trained

100% 100% 100%

External financial audit

0 material weaknesses 0 0 0

Transportation safety training

0 incidents 0 0 1

Compliance in city, county, and state regulations

0 violations

0 0 0 Staff safety training

0 incidents/ accidents 1 2 5

Figure 7.4-2 Governance, Law, Regulation and Accreditation and Ethics Indicators

7.4a (5) Society MTC strives to make a positive impact on the communities within the district. During the SPP staff identified that it was important to exceed the value of each community’s investment. This concept includes awareness of services that MTC has available to stakeholders, but it also includes the service culture that MTC students and staff demonstrate in the community. Examples of this service attitude are demonstrated through: 95% participation of administration and staff in

contributing to Stillwater Area United Way which serves Stillwater and surrounding communities

Members of various boards i.e., chambers of commerce, Stillwater Medical Center, Kiwanis, Rotary, Lions Club, Payne County Emergency Response Planning Committee and Stillwater Public Education Foundation

Participation in Leadership Stillwater, Leadership Perkins, Payne County Leadership Connections,

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Leadership Noble County, Leadership Logan County and Leadership Oklahoma

Assisted in strategic planning for Stillwater Public Schools, Stillwater Area United Way, City of Guthrie, God’s Food Bank of Guthrie, Smart Start of North Central Oklahoma, WONDERtorium and Stillwater Community Food Resource task force

Provide safety and CPR training for employees of district schools at no cost

CTSOs organize and participate in philanthropic activities supporting agencies service to district communities through blood drives, Harvest II canned food drive, winter clothing drive and toy drives

Students and Trades instructors assisted with building a house for Habitat for Humanity

MTC does not have formal tracking system for community service of staff or students. Figure 7.4-3 reflects the United Way donations made by staff.

Figure 7.4-3 Staff United Way Donations 7.4b Strategy Implementation Results MTC’s strategic objectives are outlined in Figure 2.1 and described in detail in section 2.2. An example of how measures and indicators of the action plan are put into place is when SL explored ways to increase the percentage of new enrollments in short-term training programs. SL identified an increased need for welders in the industry. SL and the committee identified that the traditional format of the welding program was not ideal for this industry. Changes were discussed and the decision was made to alter the structure of the program to better meet industry needs. The program now has an open entry/open exit format and students receive a customized plan to help them further their welding career. Figure 7.4-4 shows the impact of this action plan through the increased number of students who have enrolled in the Evening Welding program. A similar need was identified in the field of Radiologic Technology. MTC has a full-time career training program in this field. SL identified a need in

the district for additional career training in the diagnostic sciences industry. In early 2015 MTC began offering advanced diagnostic training in mammography and magnetic resonance imaging. Additional courses are planned to provide IV therapy for Rad-Techs and a computed tomography review. These classes began in January 2015 and continue until April 2015. Enrollment data is not yet available.

Figure 7.4-4 Welding Enrollments 7.5 Budgetary, Financial and Market Results 7.5a (1) Budgetary and Financial Performance MTC continues to analyze and assess opportunities to increase local funding sources in anticipation of flat or continuing decline in state aid. Local funding sources have increased approximately 12% over the last three years. During this same time period, state and federal funding sources have decreased approximately 3%. Figure 7.5-1 provides a snapshot of sources of revenue for MTC.

Figure 7.5-1 Funding Sources

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7.5a (2) Market Performance MTC is funded through a combination of local, state and federal funding. Staff at MTC are tasked to budget conscious and efficiently use the funding that is provided. The school is debt-free, despite the ongoing decrease in the amount of funding and the current economic environment. Figure 7.5-2 compares the average cost per student in a full-time career training program at MTC to other TCs throughout the state. Figure 7.5-3 compares the average cost per enrollment in an MTC BIS program to other TCs throughout the state. FY MTC Statewide FY11 $8,588 $8,178 FY12 $8,523 $8,298 FY13 $8,285 $8,298

Figure 7.5-2 Cost per student comparison

FY MTC Statewide FY11 $170 $134 FY12 $99 $106 FY13 $96 $106

Figure 7.5-3 BIS cost per enrollment The MTC market and market share is highly dependent on the number and types of businesses within the MTC district. As a career training entity, programs at MTC are designed to create a workforce pipeline for the district. As the district needs grow and change, MTC’s training programs will likely follow suite. MTC does not initiate conversations with nearby communities that are not members of a TC district as a way to enter new markets or experience market growth. However, if a school district or community is interested in joining the MTC district, SL will work closely with community leaders to provide information about the costs and benefits of joining the MTC district.