Career and Technology

Thunderbolt

Career And Technology

Center

School Renewal Plan

2011-2016

TCTC School Renewal Plan

Table Of Contents

Table Of Contents / 2
Cover Page / 3
Stakeholders / 4
Assurances / 5-6
Needs Assessment For Student Achievement / 7-12
Needs Assessment For Teacher/Administrator Quality / 13-14
Needs Assessment For School Climate / 15-16
Executive Summary Of Needs Assessment
(Summary Of Conclusions) / 17
Performance Goals And Action Plans / 18-23

TCTC School Renewal Plan Cover Page

(Mandated Component)

Renewal Plan For Years 2011/2012 To 2015/2016

Annual Update For Year 2012/2013

Annual Update For Year 2013/2014

School Name: / Thunderbolt Career And Technology Center
SIDN: / 1501995
Plan Submission: / School utilizes SACS
Grade Range From: / 9 To 12
District: / Colleton
Address : / 1069 Thunderbolt Drive
City: / Walterboro, SC
Zip Code: / 29488
School Renewal Plan Contact Person: / William H. Hayden
Contact Phone: / 843-782-4514 Ext. 42021
E-Mail Address: /

Assurances

The schoolrenewal plan,orannual update ofthe ofthe schoolrenewal plan,includes components requiredbythe EarlyChildhood DevelopmentandAcademicAssistance Act of1993(Act 135)andthe EducationAccountability Actof1998(EAA)(S.C.Code Ann. §§59-18-1300 and 59-139-10etseq.(Supp. 2004)).The signatures ofthe chairpersonofthe board oftrustees,the superintendent,the principal,andthe chairperson oftheSchoolImprovementCouncil are affirmation ofactive participationofkey stakeholders andalignmentwithAct 135andEAArequirements.

Required Printed Names And Signatures

Chairperson, District Board Of Trustees
Mr. Charles Murdaugh
Printed name / Signature / Date
Superintendent
Mrs. Leila Williams
Printed name / Signature / Date
Principal/Director
Mr. William Hayden
Printed name / Signature / Date
Chairperson, School Improvement Council
Mr. Ken McCaskill
Printed name / Signature / Date

Stakeholder Involvement For The TCTC School Renewal Plan

(Mandated Component)

List the name of the persons who were involved in the development of the School Renewal Plan.

A participant for each numbered position is required.

Position / Name
1 / Principal / Mr. William Hayden
2 / Teacher / Mrs. Lynn Stroble
3 / Parent/Guardian / Mrs. Sybil Williams
4 / Community Member / Mr. Dan Green
5 / School Improvement Council / Mrs. Elizabeth Lipscomb
OTHERS (May include school board members, administrators, improvement council members, students, PTO members, agency representatives, university partners, etc.)

Assurances For The TCTC School Renewal Plan

(Mandated Component)

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

N/A / Academic Assistance,PreK–3
Theschool makes special efforts to assist childrenin PreK–3 who demonstrate aneed for extraor alternativeinstructional attention (e.g.,after-school homework help centers,individual tutoring, and group remediation).
Yes / Academic Assistance, Grades 4–12
Theschool makes special efforts to assist childrenin grades 4–12 who demonstrate aneed for extraor alternativeinstructional attention (e.g., after-school homework helpcenters, individual tutoring, andgroupremediation).
Yes / Parent Involvement
Theschool encouragesand assistsparents in becomingmoreinvolved in their children’seducation. Some examples of parentinvolvement initiatives include makingspecialefforts to meet with parents at times moreconvenient forthem, providingparents with their child’s individual test results and an interpretation ofthe results, providingparents with information on the district’s curriculumandassessment program, providing frequent, two waycommunication between home and school, providingparents an opportunityto participate on decision making groups, designating spacein schools for parents to access educationalresourcematerials, includingparent involvement expectations as part of theprincipal’s and superintendent’s evaluations, andprovidingparents with information pertainingto expectations held forthem bythe school system,such as ensuring attendance and punctualityoftheir children.
Yes / StaffDevelopment
Theschool provides staffdevelopment trainingforteachers and administrators in theteaching techniques and strategiesneeded to implement thedistrict plan forthe improvement ofstudent academicperformance. Thestaff development program reflects requirements of Act 135, the EAA, and the National Staff Development Council’s revised Standardsfor Staff Development.
Yes / Technology
Theschool integrates technologyinto professionaldevelopment, curriculum development, and classroom instruction to improveteachingand learning.
N/A / Innovation
Theschool usesinnovationfundsforinnovativeactivitiestoimprovestudent learningand acceleratetheperformanceof allstudents.Provideagoodexampleoftheuseofinnovationfunds.
Yes / Recruitment
Thedistrict makes special and intensive efforts torecruit andgivepriorityto servingthoseparents orguardians ofchildren,ages birth through fiveyears, whoare consideredat-risk ofschoolfailure. “At-risk” children aredefined as thosewhose school readiness is jeopardized byanyof, but notlimited to,the followingpersonal or familysituation(s): Educational level of parent below high schoolgraduation, poverty, limited English proficiency, significant developmental delays, instabilityor inadequatebasic capacitywithin the home and/or family,poorhealth (physical, mental, emotional), and/or child abuse and neglect.

Assurances For The TCTC School Renewal Plan

(Mandated Component)

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

Yes / Collaboration
Theschool (regardless ofthe grades served) collaborates with health and human services agencies(e.g., countyhealth departments, social services departments, mental health departments, First Steps,and the familycourt system).
Yes / Developmental Screening
Theschool ensuresthat theyoungchildreceives allservicesnecessaryforgrowth and development.Instruments areusedtoassessphysical,social,emotional,linguistic, and cognitive developmentallevels.Thisprogram normallyis appropriate atprimaryand elementaryschools, although screeningefforts couldtakeplaceat anylocation.
Yes / Half-Day ChildDevelopment
Theschool provideshalf-daychilddevelopmentprogramsforfour-year-olds(somedistricts fund full-dayprograms).Theprograms usuallyfunctionat primaryand elementaryschools,although theymaybehousedatlocations withother gradelevels or completelyseparate fromschools.
Yes / Developmentally AppropriateCurriculumforPreK–3
Theschool ensures that thescope and sequenceofthe curriculumfor PreK3 areappropriatefor the maturation levels of students.Instructional practices accommodate individual differences in maturation level and takeinto account thestudent's social and cultural context.
Yes / Parenting andFamily Literacy
Theschool provides afour componentprogramthatintegrates allofthefollowingactivities: interactiveliteracyactivitiesbetweenparents and theirChildren (InteractiveLiteracyActivities); trainingforparents regardinghowtobetheprimaryteachers fortheir children and fullpartnersin theeducationoftheir children (parenting skillsforadults,parenteducation);parent literacytraining thatleadstoeconomicself-sufficiency(adult education); andan age-appropriated education to preparechildrenforsuccessinschoolandlifeexperiences (earlychildhoodeducation). Family Literacyis not gradespecific,but generallyis mostappropriate forparents of childrenat theprimaryand elementaryschoollevels andbelow, and forsecondaryschool studentswhoareparents. Family Literacyprogram goals areto strengthenparent involvement inthelearningprocess ofpreschool children ages birth through fiveyears; promoteschool readiness ofpreschool children; offerparents specialopportunitiesto improvetheir literacyskills and education, achanceto recover fromdroppingoutofschool;and identifypotential developmentaldelays inpreschoolchildrenby offeringdevelopmental screening.
Yes / CoordinationofAct 135Initiatives with OtherFederal, State, andDistrictPrograms
Thedistrict ensuresas muchprogrameffectiveness aspossiblebydevelopingadistrictwide/school widecoordinatedeffort amongall programs and funding. Act135initiativesarecoordinated with programssuchasHeadStart, FirstSteps,Title I, andprograms forstudentswithdisabilities.

Needs Assessment For Student Achievement By Grade Range

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
On-Time
Graduation
Rate / The2010 Report Card indicates a94.6%graduation rate. ThePerkins Report indicates agraduation rateof94.6% and indicatesa secondaryschool completion rate of100%.
The2012Report Card indicates a95.1%graduation rate. The2012 Perkins Report indicates agraduation rate of100%and secondaryschool completion rate of100%.
The 2013 Report Card indicates a 92.2% graduation rate. The 2013 Perkins Report indicates a graduation rate of 97.54% and secondary school completion rate of 99.26% / TCTCmissedachievingtherequired
ReportCard graduationrateof95.8%by1.2%.
Asindicatedby
2012schoolreportcard,TCTC hada.5%increasein graduation rateascomparedto the2010 reportcard.However,TCTCstill missedachievingtheStateCenter Averageof95.4%by.3% as indicatedby2012 schoolreport card.
As indicated by the 2013 school report card, TCTC had a 2.9% decrease in the graduation rate as compared to the 2012 report card. In addition, TCTC again missed achieving the State Center Average of 94.9% by 2.7% as indicated by the 2013 school report card.

Needs Assessment For Student Achievement By Grade Range

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
First Attempt
HSAP ELA
Passage Rate / WithCareerCenters,theCIP codedstudenthastopass witha3or4onthefirsttry inorder forit tocountforus inPerkins.TCTChad64.12% toachievethat in2010and theStatePerformanceGoal was57%.
Onthe2012
PerkinsPerformance
Report,TCTChadonly45.76%ofourstudentsmaking3or4onthefirstattemptof HSAPELAwithaState PerformanceGoalof
57.53%.
On the 2013 Perkins Performance Report, TCTC had only 52.27% of our students making 3 or 4 on the first attempt of HSAP ELA with a State Performance Goal of 65.95%. However, TCTC did meet 90% of its performance goal of 56.25%. Furthermore, the percentage of white students passing on the first attempt with a 3 or 4 increased from 52% to 68.97%. / This was a 18.36%decreasein the numberof first timeHSAPELA students with apassageof a3 or4. The2012 Perkins Performance Report shows only38.16%of AfricanAmerican students passed with a 3 or4 compared to 52%of Whitestudents passingon first attempt, whereby, Hispanic/Latino and NativeHawaiihadevening higher passage ratewith Hispanic/Latino at 66% and Native Hawaiiat 100%.
The 2013 Perkins Report shows that African American students passing with a 3 or 4 was 35.29%, a decrease of 2.87% from the 38.16% indicated in the 2012 Perkins Performance Report.

Needs Assessment For Student Achievement By Grade Range

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
First Attempt
HSAP
Passage Rate / In 2010, 51.15%of ourCIP coded students madea3or4 on the test, and thestategoal was 55.00%. This wasabig improvement over lastyear2009, when ourpercentagewas 34.5% and the stategoal was 50.2%.
In 2012, 40.68% ofour CIPcoded students madea3 or4 on theHSAP Math Test, and thestategoal was 60.00%. This was 9.47% drop as compared to the2010
51.15%passagerate. Ourwhitestudents outperformed both African Americanand Hispanic students by16.67% in 2012. / A larger percentage of our students need to master the necessary math skills.
In 2012, our Hispanic and African American student subgroups performed 16.67% below our white student subgroup.
According to the 2013 Perkins Performance Report, only 37.88% of our CIP coded students made a 3 or 4 on the HSAP Math Test which was not 90% of our performance goal of 54.90% and did not meet the state performance goal of 61%. The African American student subgroup performed 32.86% below the white student subgroup.

Needs Assessment For Student Achievement By Grade Range

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
Nontraditional
Participation / As compared to the2010Perkins Report, our Nontraditional participation was not met at 10.26%. In the
2012 Perkins Reports, our Nontraditional participation was met at 17.17% and exceeded the state performancegoal of 14.20%.
In the 2013 Perkins Performance Reports, nontraditional participation was met at 23.42% and exceeded the state performance goal of 14.40% / Nontraditional participation was not met forperformancegoal 6S1 ofthe Perkins Report. TCTCneeds to get moregirls involved in nontraditional areas suchas auto mechanics, welding, masonry,and carpentry. TCTC needed to have
15.40% and had only 10.26%.

Needs Assessment For Student Achievement By Grade Range

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
Technical Skill
Attainment / ThePerkins Report,whichcountsonlythe CIPcodedstudents, indicated atechnicalskillattainmentof
94.7%,whichexceededthe stategoalof87.0%.
In 2012, technical skill attainment for TCTC was 84.25% and the state performance was 85.37%. This was a 10.45% decrease as compared to our 94.7% performance percentage rate in 2010. However or African American student subgroup outperformed our white student subgroup by 6.79%, and our white student subgroup out performed our Hispanic student subgroup by 14.21%.
In 2013 according to the Perkins Performance Report, technical skill attainment at TCTC was 98.08% which exceeded the state performance goal of 88.50%. / The TCTC technical skill attainment on the state report card was 75.5%, which is down from the 2009 rate of 81.7%, did not meet the 2010 standard of 86%.
In 2012, the TCTC technical skill attainment on the state report card was 79.3%, up 3.7% from 2010. However, the State Center Average was 89.2%, which was 9.9% greater than that of TCTC.
In 2013 according to the state report card, technical skill attainment at TCTC was 80.6% which was 1.3% greater than the previous year but well below the State Center Average of 89.4%.

Needs Assessment For Student Achievement By Grade Range

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
Placement
Rate / TCTC exceeded thestategoalof
91.0%on the 2010 Perkins Performance Report which measures only the CIPcoded students with95.26%.
In 2012, TCTC
placement was 96.41% which exceeded the state performancegoal of 92.50% by3.91%.
In 2013 according to the Perkins Performance Report, TCTC placement was 97.98% which exceeded the state performance goal of 93% by 4.98%. On the state report card, the TCTC placement was 97.8% which was a 1.4% increase over the previous year and exceeded the state center average of 96.5% by 1.3% / The2010 TCTCReport Card placement rate is 95.2%.The2010 rate is down from the 2009 rate of
97.2% and did notmeet thisyear's standard of96.7%. TCTCwas1.5% below the state's technical center average.
In 2012, TCTCReport Card placement rate was96.4%up by1.2%from 2010, thus indicator
5S1 was met on the2012 report. / ThePerkins
Report onlycounts
the CIPcoded students who have alreadycompleted
3 of the4 classes neededto become completers ina program. The SchoolReport Cardcounts everyonewhowas enrolledinclasses atTCTCforthe
2009-2010 school year.

All Schools Summary Of Needs Assessment For

Teacher/Administrator Quality

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
Percentage of
Teachers with
Advanced Degrees / In 2012, 33.3%of TCTCteachers had advanced degrees,an increaseof13.3% from 2010.
In the 2013 state report card, 41.7% of TCTC teachers had advanced degrees, an increase of 8.4% from 2012. / Only20%of ourteachers had advanced degrees in 2010. / A fouryear degreeis not required toteach manyof the CATE courses.
Percentage of
Teachers on
Continuing Contracts / In 2010,TCTChad 86.7%of our teachers on continuingcontracts.
In 2013, TCTC had 91.7% of our teachers on continuing contracts.
|Percentageof Teachers Emergency/Provisional Contracts / In 2012, therewerezeroteachers on Emergency/Provisional Contracts.
In 2013, therewerezero teachers on Emergency/Provisional Contracts. / In 2010 TCTChadoneteacher with an Emergency/Provisional contract. / Anewteacherisgoing throughthe certification process.

All Schools Summary Of Needs Assessment For

Teacher/Administrator Quality

All Schools Summary Of Needs Assessment For

School Climate

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
Teacher
Attendance
Rate / 94.5% / In 2013 according to the state report card, the teacher attendance rate was 95.1%.
Percent of
Teachers,
Students,
and Parents
Satisfied
with the
Physical
Environment / Teachers=87.5%Students=81.2%Parents=72.6%
In2012, it wasTeachers=I/S
Students=81.1%
Parents=82.2%(upby9.6%)
In 2013 according to the state report card, it was
Teachers = N/A
Students = 80.3%
Parents = N/A / Teachers’ datawas insufficient onthe 2012 school report card. More teachers need tocomplete survey.
Teachers data and parents data was insufficient on the 2013 school report card. More teachers and parents need tocomplete survey. / In 2013, only four teachers and five parents completed the survey.
Percentageof Teachers,
Students,
and Parents
Satisfiedwith School-HomeRelations / Students= 83.9%Parents= 86.1%
In 2012, it was:
Teachers=I/S Students=83.2%(downby.7%)
Parents=75.6%(downby10.5%)
In 2013 according to the state report card, it was:
Teachers = N/A
Students = 73.5% (down by 9.7%)
Parents = N/A / Teachers = 50.0%Thereisaneed to improveteacher
satisfaction with thehome-school relations.
In 2012, teacher datawas insufficient, in addition,parents’satisfaction decreased by10.5%, thus, thereis aneed to improvehome-school relations.
In 2013, the need still exists to improve relations. / In 2013, only four teachers and five parents completed the survey.

All Schools Summary Of Needs Assessment For

School Climate

Recommended
Data Sources / Strength / Weakness/
Improvement Needed / Contributing
Factors
(optional)
Identify by Subgroup
Performance
(as appropriate) / Identify by Subgroup
Performance
(as appropriate)
High School (9-12)
Percentageof Teachers,
Students,
and Parents Satisfiedwith
the Learning Environment / Teachers=100.0%Students = 81.5%Parents= 85.1%
In2012, it was:
Teachers=I/S Students=80.5%(downby.7%)
Parents=88.6%(upby16.0%)
In 2013 according to the state report card, it was:
Teachers = N/A
Students = 74.7%
(down by 5.8%)
Parents = N/A / TCTC survey results for student behavior should be higher since students and parents are satisfied with the learning environment.
In 2012, teacher data was insufficient, however, parents data increased slightly by 3.5% showing parents feel better about the learning environment.
In 2013, student data showed a 5.8% decrease in satisfaction. / Only8 teachers, about halfof the staff did the surveyin 2010.
In 2013, only four teachers and five parents completed the survey.
2009-2010
Parent Survey
Responses / In 2012, 61.7% of parents felt that the teachers told them how they could help their students learn. This is an increase of 12.4% from the previously reported 49.3% / 49.3% of parents felt that the teachers told them how they could help their students learn. TCTC teachers need to9 expand communication to include how parents may help students be successful in school.
2009-2010
Parent Survey
Responses / In 2012, 44.5% of parents said they have been invited to visit their child’s classroom. / 52.8% of TCTC parents say they have been invited to visit their child’s class.
In 2012, there was an 8.3% decrease as compared to the 52.8% previously reported, thus TCTC has to improve on communicating to parents and invite parents into their child’s classroom.

Executive Summary Of Needs Assessment