The Technology Center

School Name:	The Technology Center
SIDN (BEDS code):	3881996
Plan Submission:	X	School utilizes AdvancEd
		School does not utilize AdvancEd
Grade Range From:	9 - 12
Address 1:	3720 Magnolia Street
Address 2:
City:	Orangeburg
Zip Code:	29118
School Renewal Plan Contact Person:	Steve Williams
Contact Phone:	803 - 536 - 4473
E-mail Address:	steve.williams@ocsd5.net

Required Printed Names
The school renewal plan, or annual update of the of the school renewal plan, includes components required by the Early Childhood Development and Academic Assistance Act of 1993 (Act 135) and the Education Accountability Act of 1998 (EAA) (S.C. Code Ann. §§59-18-1300 and 59-139-10 et seq. (Supp. 2004)). The signatures of the chairperson of the board of trustees, the superintendent, the principal, and the chairperson of the School Improvement Council are affirmation of active participation of key stakeholders and alignment with Act 135 and EAA requirements.

Position	Name	Signature
Chairperson, District Board of Trustees	Mary Ulmer
Superintendent	Dr. Jesse Washington, III
Director	Steve Williams

Stakeholder Involvement

List the name of persons who were involved in the development of the School Renewal Plan. A participant for each numbered position is required.

Position			Name
1.	Director		Steve Williams
2.	Asst. Director		Dr. Rona Ellis
3.	Asst. Director		Aldean Gilmore
4.	Parent/Guardian		Tosha Bradley-Washington
5.	Community Member		Latasha Hampton-Brown
6.	School Improvement Council		Joyce Edmonds
Others: (May include school board members, administrators, School Improvement Council members, students, PTO members, agency representatives, university partners, etc.)
7.		Behavior Modification Coordinator	Dennis Green
8.		School-To-Work Coordinator	Michael Butler
9		Orangeburg Technical College	Mike Hammond
10.		Teacher	Beverly Joye
11		Teacher	Shawnna Williams
12.		Teacher	Mercedes Walker
13.		Teacher	Teresa Brown
14		Teacher	Tracey Scoville
15.		Teacher	Gertrude Robinson
16.		Teacher	Phyllis Pelzer
17.		Teacher	Raymond Keeler
18.		Teacher	Frank Murph
19.		Teacher	Lavern Henderson
20.		Teacher	Artis Colter

Assurances for School Renewal Plan

Assurances, checked by the principal, attest that the district complies with all applicable Act 135 requirements.

Yes	N/A	Assurances
	X	Academic Assistance, PreK-3 The school makes special efforts to assist children in PreK-3 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
X		Academic Assistance, Grades 4-12 The school makes special efforts to assist children in grades 4-12 who demonstrate a need for extra or alternative instructional attention (e.g., after-school homework help centers, individual tutoring, and group remediation).
X		Parent Involvement The school encourages and assists parents in becoming more involved in their children's education. Some examples of parent involvement initiatives include making special efforts to meet with parents at times more convenient for them, providing parents with their child's individual test results and an interpretation of the results, providing parents with information on the district's curriculum and assessment program, providing frequent, two way communication between home and school, providing parents an opportunity to participate on decision making groups, designating space in schools for parents to access educational resource materials, including parent involvement expectations as part of the principal's and superintendent's evaluations, and providing parents with information pertaining to expectations held for them by the school system, such as ensuring attendance and punctuality of their children.
X		Staff Development The school provides staff development training for teachers and administrators in the teaching techniques and strategies needed to implement the district plan for the improvement of student academic performance. The staff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council's revised Standards for Staff Development.
X		Technology The school integrates technology into professional development, curriculum development, and classroom instruction to improve teaching and learning.
	X	Innovation The school uses innovation funds for innovative activities to improve student learning and accelerate the performance of all students. Provide a good example of the use of innovation funds.
X		Recruitment The district makes special and intensive efforts to recruit and give priority to serving those parents or guardians of children, ages birth through five years, who are considered at-risk of school failure. "At-risk" children are defined as those whose school readiness is jeopardized by any of, but not limited to, the following personal or family situation(s): Educational level of parent below high school graduation, poverty, limited English proficiency, significant developmental delays, instability or inadequate basic capacity within the home and/or family, poor health (physical, mental, emotional), and/or child abuse and neglect.
X		Collaboration The school (regardless of the grades served) collaborates with health and human services agencies (e.g., county health departments, social services departments, mental health departments, First Steps, and the family court system).
	X	Developmental Screening The school ensures that the young child receives all services necessary for growth and development. Instruments are used to assess physical, social, emotional, linguistic, and cognitive developmental levels. This program normally is appropriate at primary and elementary schools, although screening efforts could take place at any location.
	X	Half-Day Child Development The school provides half-day child development programs for four-year-olds (some districts fund full-day programs). The programs usually function at primary and elementary schools, although they may be housed at locations with other grade levels or completely separate from schools.
	X	Developmentally Appropriate Curriculum for Pre-K-3 The school ensures that the scope and sequence of the curriculum for Pre-K 3 are appropriate for the maturation levels of students. Instructional practices accommodate individual differences in maturation level and take into account the student's social and cultural context.
	X	Parenting and Family Literacy The school provides a four component program that integrates all of the following activities: interactive literacy activities between parents and their Children (Interactive Literacy Activities); training for parents regarding how to be the primary teachers for their children and full partners in the education of their children (parenting skills for adults, parent education); parent literacy training that leads to economic self-sufficiency (adult education); and an age-appropriated education to prepare children for success in school and life experiences (early childhood education). Family Literacy is not grade specific, but generally is most appropriate for parents of children at the primary and elementary school levels and below, and for secondary school students who are parents. Family Literacy program goals are to strengthen parent involvement in the learning process of preschool children ages birth through five years; promote school readiness of preschool children; offer parents special opportunities to improve their literacy skills and education, a chance to recover from dropping out of school; and identify potential developmental delays in preschool children by offering developmental screening.
X		Coordination of Act 135 Initiatives with Other Federal, State, and District Programs The district ensures as much program effectiveness as possible by developing a district wide/school wide coordinated effort among all programs and funding. Act 135 initiatives are coordinated with programs such as Head Start, First Steps, Title I, and programs for students with disabilities.

Needs Assessment

(Add Charts and Graphs as appropriate)

School Profile
Measure	2012-2013	2013-2014	2016-2017
Prime Instructional Time	75 minutes	75 Minutes	40 (Skinny) to 80 min
Professional Development	100%	100%	100%
Percentage of Teachers with Advanced Degrees	43.3%	46.2%	40%
Percentage of Teachers Returning	80.1%	82.3%	80%
Prime Instructional Time	75 Minutes	75 Minutes	75 Minutes
Percentage of Teachers on Continuing Contracts	66.7%	69.2%	75%
Percentage of Teachers Emergency/Provisional Contracts	NA	NA	N/A
Percentage of Classes not Taught by Highly Qualified Teachers	4%	4%	4%
Number of National Board Teachers	1	1	2
Number of Direct Teachers	3	4	2
Teacher Attendance Rate	96.2%	96%	94.4%
Student Attendance Rate	91.3%	92%
Suspension/Expulsion Rate	NA	NA	N/A
School Poverty Index	80.2%	80%	93.2
Percent of Teachers, Students, and Parents Satisfied with the Physical Environment	66.85%	72.8%	79%
Percentage of Teachers, Students, and Parents Satisfied with Home-school relations	59.2%	72.4%	76%
Percentage of Teachers, Students, and Parents Satisfied with the Learning Environment	58.9%	73.3%	81%

Elementary PASS Data (Percentage of Students Scoring Met and Exemplary)
Measure	2012-2013		2013-2014		2015-2016
Third Grade ELA	NA		NA		NA
Third Grade Math	NA		NA		NA
Third Grade Science	NA		NA		NA
Third Grade Social Studies	NA		NA		NA
Fourth Grade ELA	NA		NA		NA
Fourth Grade Math	NA		NA		NA
Fourth Grade Science	NA		NA		NA
Fourth Grade Social Studies	NA		NA		NA
Fifth Grade ELA	NA		NA		NA
Fifth Grade Math	NA		NA		NA
Fifth Grade Science	NA		NA		NA
Fifth Grade Social Studies	NA		NA		NA
Sixth Grade ELA	NA		NA		NA
Sixth Grade Math	NA		NA		NA
Sixth Grade Science	NA		NA		NA
Sixth Grade Social Studies	NA		NA		NA
Seventh Grade ELA	NA		NA		NA
Seventh Grade Math	NA		NA		NA
Seventh Grade Science	NA		NA		NA
Seventh Grade Social Studies	NA		NA		NA
Eighth Grade ELA	NA		NA		NA
Eighth Grade Math	NA		NA		NA
Eighth Grade Science	NA		NA		NA
Eighth Grade Social Studies	NA		NA		NA
Adequate Yearly Progress (Met or Not Met) (Please include performance data for the subgroups that are present at your school. Only the words "Met or Not Met" should be listed in the table below. )
Measure		2012-2013		2013-2014		2015-2016
ELA All Students		NA		NA		NA
ELA Subgroup 1		NA		NA		NA
ELA Subgroup 2		NA		NA		NA
ELA Subgroup 3		NA		NA		NA
ELA Subgroup 4		NA		NA		NA
Math All Students		NA		NA		NA
Math Subgroup 1		NA		NA		NA
Math Subgroup 2		NA		NA		NA
Math Subgroup 3		NA		NA		NA
Math Subgroup 4		NA		NA		NA
Graduation Rate/Attendance Rate		NA		NA		NA

Technology Center Data
Measure	2011-2012	2012-2013	2014-2015
Academic Attainment - Reading/Language Arts	56.65%	58.94%	N/A
Academic Attainment - Mathematics	50.29%	45.70%	N/A
Technical Skill Attainment	85.49%	97.62%	88.4%
Secondary School Completion	100%	100%	100%
Student Graduation Rates*	93.80%	96.34%	99.2%
Secondary Placement	96.90%	98.08%	99.2
Nontraditional Participation	15.67%	15.15%	19.27%
Nontraditional Completion	71%	73.33%	88.24%

ssion

Constructing the Future One Relationship at a Time.

Vision

Be a school of excellence provided through best instructional practices, relevance, relationships, ownership and results.

Beliefs

² Student learning in a safe environment is our primary focus
² Embracing change creates an environment for growth
² Proficient use of technology is essential to success in a global society
² Building positive character is essential
² Parents are our partners

Goals

Goal 1: Increase Student Learning

By the year 2016, OCSD5 will meet performance standards yearly on local, state and national tests while closing the achievement gap.

Goal 2: Improve Resource Management

The district will base all financial decisions on an annual zero based budget protocol to ensure they are matched with district goals and the strategic plan.

Goal 3: Improve Human Capital

The district will focus on retaining, training and developing the best personnel at all levels by utilizing a yearly evaluation system, as well as recruiting highly qualified personnel according to national, state, and district guidelines.

Goal 4: Increase Engagement

By the year 2016, the district will increase opportunities that promote stakeholder involvement and engagement each year.

Goal 5: Safety Above All Else

By the year 2017, all stakeholders will be satisfied with the safety and security of the school climate in OCSD5 as measured by national, state, and local data in the areas of learning environment, home-school relations, social, and physical environment.

Executive Summary of Needs Assessment

(Summary of Conclusions)

Use this section to summarize the needs of your school.

The Technology Center is the only career and technology center in Orangeburg Consolidated School District 5. We serve a diverse group of students and provide challenging academic and technical experiences to increase job skills that are required for success in a global society. Preparing students for the work force and/or post-secondary education is the focus of The Technology Center. The Technology Center provides efficient and effective instruction to prepare students for the work force, the military and or college. The Technology Center has been the recipient of numerous awards and accolades. During the 2014-2015 school year, The Technology Center received an excellent rating on the schools state report card and state recognition for the remarkable services that are provided to the students. We have made a tremendous impact in the district, community and state. The Technology Center is located in the city of Orangeburg and provides services to the students from the district's three high schools, the city's private schools and to the students from Calhoun County Public Schools. Transportation is provided to and from the center from Bethune-Bowman High School, North High School, Orangeburg-Wilkinson High School, Orangeburg Christian Academy and Calhoun County High School. The Technology Center currently serves approximately 700 students per semester from the four high schools and one private school. Approximately ninety percent of the students are African American, five percent are Caucasian, and five percent are Hispanic, Indian and/or Asian.

The faculty and staff consist of thirty-six individuals, including highly qualified teachers, an effective custodian staff and an excellent support staff. Ninety-six percent are African American. The remaining four percent come from various ethnic backgrounds. The leadership team that includes one director, two assistant directors, one behavior modification coach and one school-to-work coordinator. Three special education teachers, one secretary/attendance clerk, one bookkeeper, eighteen teachers, four custodians, four bus drivers/teacher assistants, one campus monitor, and three special education teacher assistant are on faulty/staff at TTC. Seven student organizations are also on campus, which includes Health Occupations Students of America (HOSA), National Society of Black Engineers (NSBE), Future Business Leaders of America (FBLA), Future Farmers of America (FFA), Skills USA, Family, Career and Community Leaders of America (FCCLA), and Robotics.

Additionally, within the last few years several personnel changes occurred at The Technology Center which includes the hiring of a new Project-Lead-the-Way teacher, two health science teachers, a bookkeeper, a teacher cadet/Nutrition teacher, and a new director who officially joined the team in September of 2015 and a new assistant director.

The Technology Center is unique because the students are able to learn a skill, become certified in specific career areas and get an opportunity to become interns and complete internships and obtain the Work Keys Certification. Students are also prepared to enter the workforce with state certifications, industry licensures, and business certifications, attend college and or join the military after completing any of the programs that are available at The Technology Center.

The primary challenges that The Technology Center faces include finding certified instructors for our programs and continue to meet the needs of industry. Also, another primary challenge we face is the scheduling conflicts with feeder schools and academic courses.

We believe that a comprehensive needs assessment is essential in order to provide our students the opportunity to succeed once they complete a course at The Technology Center. The needs assessment conducted by the Technology Center addressed the following areas: Student Achievement, Teacher/Administrator Quality, School Climate, and the Arts. We reviewed the school's report card, test results, and surveys from community members and parents. Programs presently implemented, and the success of each program, were also considered. The data collected then was used to determine performance goals and action plans.

The overall results from the teachers, parents, students, and community representatives indicated that all groups surveyed generally agreed that The Technology Center's activities are aligned with the school's mission and beliefs.

Teachers rated school expectations as the highest indicator of success, whereas parent/community involvement was ranked among the lowest. The students and parents agreed that the Technology Center has high expectations concerning behavior but indicated that improvement is needed in the area of interpersonal relationships and the value of school property. The community data also indicated a need for more communication and increase involvement by the parents and community. Based on the data, it is conclude that The Technology Center must continue to improve its efforts to involve the parents and the community in order to improve the school climate.

The NSSE Survey of Instructional and Organizational Effectiveness were completed by teachers. Part A: Indicators of Quality Instructional Systems indicated that all areas, Curriculum, Instructional Design, and Assessment are fully functioning and operational. Based on a composite score of 4.0, The Technology Center's average was 3.47. Based on the data, the lowest score in Curriculum involved evaluating and renewing curriculum. The lowest score in Instructional Design the purpose of assessments, select appropriate methods of assessments, collect a comprehensive and representative sample of student achievement, and develop fair assessments and avoid bias and distortion were considered areas of improvement.

Part B: Indicators of Quality Organizational Systems include the areas of Educational Agenda, Leadership for School Improvement, Community-Building, and Culture of Continuous Improvement and Learning. Based on a 4.0 scale, The Technology Center reached a composite score 3.56, indicating all areas are fully functioning and operational. The Educational Agenda section was the strongest area with a 3.78. This score correlates with data to support a mutual perception by parents and students alike. All other areas exceed the standard operational level. The survey of Goals for Student Learning indicated that, although our composite score of 2.83 is above average, skills in communication were noted as needing the most improvement. Based on the data, it has been determined that overall communication and involvement with parents and the community must be improved in order to meet the needs of the stakeholders.

The previous school renewal plan was reviewed for meeting goals. The school report card data was also considered in evaluating the overall instructional and organizational effectiveness of The Technology Center. While achieving excellent ratings and meeting the standards, The Technology Center's indicators of success as well as the plans for improvement are outline in the school renewal plan. We are encouraged as we finalize our performance goals and action plans, this tool will provide the road map necessary for increasing student achievement.

Action Plans

Performance Goal Area 1:
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 1: (desired result of student learning)		The percentage of students who complete a program at The Technology Center and who pass technical skill assessments that are aligned with industry-recognized standards, if available and appropriate, during the reporting year plus concentrators who achieve a final GPA of at least 2.0 or higher in CATE courses, as measured by Perkins Standards, will increase from 89.9% in 2010-2011 to 97.4% in 2016-2017.
INTERIM PERFORMANCE GOAL:		The percentage of students enrolled at The Technology Center who achieve a score of 2.0 or higher in CATE courses, as measured by Perkins Standards, will increase from 89.9% in 2010-2011 to 94.4% in 2013-2014.
DATA SOURCE(S):		School report card, nine weeks tests, data collection forms, semester exams, surveys, attendance and disciplinary referrals.
OVERALL MEASURES: * Projected Performance
School Average 2010-2011 Baseline		2011-2012*	2012-2013*	2013-2014*	2014-2015*	2015-2016*	2016-2017
Measure will be increased 1.5% per year	89.9%	91.4%	92.6%	94.4%	95.9%	97.4%	98.9%

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
1. Continue Classroom Walkthroughs.	Director's Walkthrough forms	To increase teacher effectiveness	Teacher consistency	Administration	Weekly	Classroom Data	NA	2016-17
2. Utilize business partners and advisory members to assist with CATE development to help facilitate classroom instruction.	Teacher information	To increase enrollment and relevant learning	Develop Partnerships	Teachers Guidance	Quarterly	Teacher Sign-in sheets	NA	2016-17
3. Continue to integrate Technology Centers That Work (TCTW) key practices and instructional strategies.	TCTW reports	To increase teacher effectiveness and student achievement	Student Improvement	Administrators	Quarterly	TCTW reports	NA	2016-17
4. Integrate project-based learning. Assessments Use of rubrics	Lesson Plans Exams Projects	To increase student achievement	Student Improvement Diverse learning Oppt	Teachers	Quarterly	Exams	Supplies for classes	2016-17
5. Increase the use of technology to enhance instruction.	Lesson Plans LRP PD	To increase student achievement	Student Improvement Diverse learning Oppt	Teachers Admin IT	Quarterly	Lessons in the classroom	Equipment	2016-17
6. Purchase instructional media for classroom use.	Classroom Bookkeeper	To increase student achievement	Student Improvement Diverse learning Oppt	Administrators	Yearly	Inventory	Materials	2016-17
7. Provide up-to-date technology.	District IT	To increase student achievement	Student Improvement Diverse learning Oppt	Administrators	Yearly	inventory	Equipment	2016-17
8. Enhance students' technological skills.	Exams Assessments Lesson Plans	To increase student achievement	Student Improvement Diverse learning Oppt	Teachers	Quarterly	Exams Assessments	Access to computer	2016-17
9. Inform parents when students are not performing well.	Guidance Attendance Teachers	To increase student achievement	Parent Partnerships	Administrators Teachers	Quarterly	SIS operator information	Mail-out information	2016-17
10. Allow potential students to visit TTC's programs to get a "realistic" view of the class.	Guidance	To increase student achievement	Student Improvement	Guidance	Yearly	Guidance Tour Log	NA	2016-17

Performance Goal Area 2:
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 1: (desired result of student learning)		Increase the percentage of students employability skills with special needs who participate in the School Base Enterprise programs at The Technology Center who completes high school, will increase from 5% in 2010-2011 to 7.5% in 2016-2017.
INTERIM PERFORMANCE GOAL:		The percentage of special education students enrolled at The Technology Center who completes high school, will increase from 5% in 2010-2011 to 15% in 2013-2014.
DATA SOURCE(S):		Data collection forms, Projects, nine weeks tests, semester exams, surveys, attendance and disciplinary referrals.
OVERALL MEASURES: * Projected Performance
School Average 2010-2011 Baseline		2011-2012	2012-2013	2013-2014	2014-2015*	2015-2016*	2016-2017
Measure will be increased 2.5% per year	7.5%	10%	19.4%	15%	17.5%	20%	22.5%

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
1. Teachers will provide hands on experience with students in a work based setting	Observations Informal Formal Assessments	To increase student achievement	Student Improvement	Teacher	Quarterly	Classroom Data	NA	2016-17
2. Assist students with career planning and job placement.	School-to-Work Placement forms	To increase student placement	Develop Partnerships	Teachers Guidance	Quarterly	Teacher Sign-in sheets	NA	2016-17
3. Arrange school-based and community based work experiences, job shadows, internships, summer employment, job readiness training and job placement assistance	School-to-work Coor. And sped consultant	To increase enrollment And Placement	Student Improvement	School-to-work	Quarterly	STW Documentation	NA	2016-17
4. Integrate project-based learning. Assessments Use of rubrics	Lesson Plans Exams	To increase enrollment	Student Improvement	Teachers	Quarterly	Exams	Supplies for classes	2016-17
5. Provide guidance regarding post-secondary training entrance, financial assistance, and support service	Records	To increase placement and Post-Secondary Activities	Student Improvement	Guidance	Quarterly	Number of placement forms	NA	2016-17

Performance Goal Area 3:
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 1: (desired result of student learning)		The percentage of students enrolled at The Technology Center who attends school daily, as identified by Power School data, will increase from 88% in 2010-2011 to 93% in 2015-2016.
INTERIM PERFORMANCE GOAL:		The percentage of students enrolled at The Technology Center who attend school daily, as identified by Power School data, will increase from 88% in 2010-2011 to 91% in 2013-2014.
DATA SOURCE(S):		Power School data and teachers' attendance records.
OVERALL MEASURES: * Projected Performance
School Average 2010-2011 Baseline		2011-2012	2012-2013	2013-2014	2014-2015*	2015-2016*	2016-2017
Measure will be increased 1% per year	88%	89%	90%	91%	92%	93%	94%

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
1. Continue to call parents after a specified number of absences.	Teacher Call logs	To increase parent involvement	Student Improvement	Teacher	Quarterly	Call logs	NA	2016-17
2. Continue to send letters to parents after a specified number of absences.	Call logs Teachers	To increase student achievement through parent involvement	Develop Partnerships with parents	Teachers Guidance	Quarterly	Teacher Call logs and letters sent home	Paper Ink Letter/Postage	2016-17
3. Improve communication with feeder schools.	Informal Formal Documentation	To increase enrollment Working relationships	enrollment Improvement and increase	Guidance School-to-work Administrators	Quarterly	STW forms Documentation Student enrollment	NA	2016-17
4. Use advanced technology to enhance instruction. (ie. LCD projectors, Classroom Performance System, electronic chalkboards, webquests, etc.)	Observations Lesson Plans	To increase enrollment and student achievement	Student Improvement	Teachers Administrators	Quarterly	Exams	Supplies for classes	2016-17
5. Provide open house, parental involvement day, etc.	Guidance Records Sign-in Sheets	To increase placement and student enrollment	Parental Partnerships	Guidance Administrators	Quarterly	Guidance documentation Administrators documentation	NA	2016-17
6. Provide Field Studies and ensure students participate in student competitions	Guidance Records School-to-work Sign-in Sheets	To increase student enrollment and achievement	Parental support Partnerships Student support	Guidance Administrators	Semester	Guidance documentation Administrators documentation	NA	2016-17

Performance Goal Area 4:
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 1: (desired result of student learning)		The percentage of teachers at The Technology Center returning each school year, as measured by the School Report Card, will increase from 78.9% in 2010-2011 to 94% in 2016-2017.
INTERIM PERFORMANCE GOAL:		The percentage of teachers The Technology Center returning each school year, as measured by the School Report Card, will increase from 84.3% in 2010-2011 to 87.9% in 2013-2015.
DATA SOURCE(S):		School Report Card
OVERALL MEASURES: * Projected Performance
School Average 2010-2011 Baseline			2011-2012	2012-2013	2013-2014	2014-2015*	2015-2016*	2016-2017
Measure will be increased 3% per year	78.9%		81.9%	82.3%	87.9%	90.9%	93.9%	96.7

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
1. Help new teachers develop lesson plans for the school year.	Lesson Plans	To increase Teacher Effectiveness	Student achievement and teacher improvement	Teacher	Quarterly	Lesson Plans	NA	2016-17
2. Improve use of email to communicate between administration and staff.	Emails Usage	To increase Teacher Computer skills	Improved communication and moral for staff	Teachers Guidance	Quarterly	Number of emails sent and received	NA	2016-17
3. Provide a mentor for new teachers and teachers who are new to the district.	Informal Formal Documentation	To increase Teacher effectiveness and moral	Improved teacher effectiveness	Administrators	Quarterly	Teacher documentation	NA	2016-17
4. Increase Verbal Positive Reinforcements.	Teacher Survey	To increase Moral	School Climate Improvement	Teachers Administrators	Quarterly	Climate Moral	NA	2016-17
5. Continue to host community day celebration	Communication Flyers District Ads	To increase Community partnership and moral	Parental Partnerships and Culture improvement	Guidance Administrators Teachers	yearly	Guidance documentation Administrators documentation	Funding 3,000.00	2016-17
6. Implement Employee of the Month Recognition.	Documentation	To increase moral	Culture and school moral improve	Teachers Administrators	monthly	Teacher Surveys	Supplies for incentives 500.00	2016-17
7. Continue Teacher of the Year Recognition.	Documentation	To increase moral	Culture and school moral improve	Teachers Administrators	yearly	Teacher Surveys	Supplies for incentives 500.00	2016-17

Performance Goal Area 5:
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 1: (desired result of student learning)		To ensure that faculty and staff are knowledgeable, competent and productive.
INTERIM PERFORMANCE GOAL:		To ensure that every staff members are evaluated annually.
DATA SOURCE(S):		The Technology Center Evaluation Data
OVERALL MEASURES: * Projected Performance
School Average 2010-2011 Baseline		2011-2012	2012-2013	2013-2014	2014-2015*	2015-2016*	2016-2017
	NA	100%	100%	100%	100%	100%	100%

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
1. Review evaluation requirements and expectations with all staff members	Evaluations	To increase Teacher Effectiveness	Teacher improvement	Administrators	Semester	Evaluation Results	NA	2016-17
2. Assign all staff members to an administrator	Admin Documentation	To increase Teacher Effectiveness	Teacher improvement	Administrators	Yearly	Evaluation Results	NA	2016-17
3. Meet with all staff members at least 3 times per year that are new to the district.	Informal Formal Documentation	To increase Teacher Effectiveness	Teacher improvement	Administrators	Quarterly	Evaluation Results	NA	2016-17
4. Discuss evaluation results every quarter and make necessary administrative decisions	Evaluations	To increase Teacher Effectiveness	Teacher improvement	Administrators	Semester	Evaluation Results	NA	2016-17

Performance Goal Area 6:
Student Achievement Teacher/Administrator Quality School Climate (Parent Involvement, Safe and Healthy Schools, etc.) District Priority
PERFORMANCE GOAL 1: (desired result of student learning)		The percentage of The Technology Center parents, students and teachers satisfied with the school learning environment, as reported by the school report card, will increase from 90% in 2010-2011 to 98% 2016-2017.
INTERIM PERFORMANCE GOAL:		The percentage of The Technology Center parents, students and teachers satisfied with the school learning environment, as reported by the school report card, will increase from 90% in 2010-2011 to 94.8% in 2016-2017.
DATA SOURCE(S):		School Report Card
OVERALL MEASURES: * Projected Performance
School Average 2010-2011 Baseline		2011-2012	2012-2013	2013-2014	2014-2015*	2015-2016*
	90%	91.6%	93.2%	94.8%	96.4%	98%

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
1. Conduct end-of-semester parent, student and teacher surveys to obtain feedback on learning environment.	Surveys	To increase School perception	School improvement	Administrators	Yearly	Evaluation Results	NA	2016-17
2. Implement maintenance slips to address repairs, cleaning, etc.	Maintenance Documentation	To increase Teacher Effectiveness	Teacher improvement	Administrators	Yearly	Evaluation Results	NA	2016-17
3. Consult with "School Crisis Team" to review school-wide emergency/crisis plan.	Informal Formal Documentation	To increase Teacher Effectiveness	Teacher improvement	Administrators	Quarterly	Evaluation Results	NA	2016-17

Strategy/Activity	Data Source	Purpose	Expected Outcome	Person(s) Responsible	Monitoring Process	Measuring Process	Resources Needed	Timeline
4. Conduct school wide training on safety procedures adopted created by the district office	Surveys	To increase School safety	School improvement	Administrators	Yearly	Evaluation Results	NA	2016-17
5. Implement school wide orientation on the school and district's code of conduct	Maintenance Documentation	To increase school safety	School improvement	Administrators	Yearly	Evaluation Results	NA	2016-17
6. Provide training for the school's safety team according to the district's red crisis manual.	Informal Formal Documentation	To increase school safety	School improvement	Administrators	Quarterly	Evaluation Results	NA	2016-17

Orangeburg Consolidated School District Five prohibits discrimination on the basis of age, race, creed, sex, color, national origin, religion, or handicap as required by Title lX of the Educational Amendments Act of 1972. Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, and such compliance should be directed to Director of Human Resources, 578 Ellis Avenue, Orangeburg, South Carolina 29115, and telephone number: (803) 534-5454.

School Average

School Average

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School Average