Charter School Six Sigma Project

1. CHARTER SCHOOL ENROLLMENT DECLINE Black Belt Project Developed By: Robert J. Wiebel, CM, Black Belt

2. PROJECT FORWARD The use of Six Sigma tools and methodologies to improve public k-12 schools is very limited. This hypothetical project attempts to use the DMAIC Six Sigma process improvement methodology to improve the enrollment of a Florida Charter School. This project uses real Brevard County Public School statistics and data where available. The parent / guardian survey data used in this project is entirely fabricated. Yellow Bus Charter School (YBCS) is a fictitious entity created for the sole purpose of this project. YBCS is a Title I school. During the past three school years that YBCS has been in operation, it received the following Florida DOE FCAT grades. 2004/2005 – C / 2005/2006 – C / 2006/2007 – D Under the NCLB program, YBCS is an at risk school that, unless dramatic changes occur, will most likely lose its charter to operate beyond the 2008/2009 school year. Title 1 School - Schools where at least 40 percent of the children in the school attendance area are from low-income families or at least 40 percent of the student enrollment are from low-income families are eligible to receive federal Title I funds. The proportion of low-income families is most frequently measured by the percent of students receiving free and reduced-price lunch. Robert J. Wiebel, CM

3. PROBLEM STATEMENT At the end of the 2005/2006 school year Yellow Bus Charter School (YBCS), a Brevard County K to 8 charter school, had an enrollment of approximately 515 students. It forecast that the 2006/2007 school year would start with about the same number of students that it ended. By the time the 2006/2007 school year enrollment numbers were reported to Brevard County Public Schools (6-Day Report), the attendance had dropped over two-hundred (200) students. YBCS never reached its forecast enrollment for 2006/2007. The result of the 200 plus drop in student enrollment caused dramatic changes within the operation of the school because of the lost revenue. Teachers were laid off and classes were dropped or combined. Problem Statement: Being that YBCS is a school of choice, how can YBCS increase its enrollment for the 2007/2008 school year and beyond and achieve financial sustainability?

4. ENROLLMENT DELIMA YBCS enrollment has dropped about 30% from 2005 to 2006. The school cut classes and had to delay the construction of a new school. What happened? What could we have done?

6. HIRED A BLACK BELT YBCS hired a 6 Sigma Black Belt to assist the charter school get back on track and to improve their organization and increase enrollment.

7. PROJECT CHARTER We need to start by creating a project charter. Narration: The Black Belt and the Assistant Principal, the Project Sponsor and Champion, created the project charter.

8. PROJECT CHARTER Project Description: YBCS has lost 40% of its 2005/2006 enrollment at the start of the 2006/2007 school year. As a result of the decline in enrollment, classes were cut or combined, teachers laid off, and program funds restricted or cut. This project will identify the causes of enrollment decline and identify opportunities for school administration and instructional improvements to help increase enrollment for the 2007/2008 school year. The project will identify the number one reason for enrollment decline and develop methods to eliminate or mitigate the number one cause for enrollment decline. Resources Required: Appoint eight (8) team members four (4) each from administration and instructional departments. Team members must have at least one year of experience in a charter school environment. Allocate the use of the conference room for project meetings. Project team will meet three times a week for two hours at a time per meeting. Allocate the use of administration office equipment and supplies for the project. Task the accounting department to support the project by providing financial and accounting reports and statistics. Deliverables: List of school improvement projects; Recommendations for improving school enrollment and financial sustainability. Start Criteria: Select project team members and train them on the funding mechanism of charter schools. Start Date : August 6, 2007 Estimated End Date: December 21, 2007 August 21, 2007 Last Revision: School Business Manager Project Owner: School Assistant Principal Project Sponsor: Improve Enrollment & Financial Sustainability Project Name: YBCS-2007-001 Project ID: Process Improvement Charter

10. KICK OFF MEETING Narration: A meeting was held were the Black Belt and the school team met to start the project to improve school enrollment.

11. BRAINSTORMING MEETING At the 1 st brainstorming meeting a statement of purpose and quality vision was developed.

12. STATEMENT OF PURPOSE WAS DEVELOPED It is the purpose of YBCS to provide our students with the highest quality education and academic achievement while adhering to shared values and principles, providing positive character development and achieving economic sustainability, that enables YBCS to increase its profitability and market share by giving Yellow Bus Charter Schools an unprecedented competitive advantage in Brevard County. YBCS needs to change the way they do business. They need a new statement of purpose and quality vision.

13. NEW QUALITY VISION WAS DEVELOPED YBCS will utilize a business-driven quality framework based on a ISO 9000 Quality Model and conduct continuous process improvements in the administrative and instructional areas by implementing Six Sigma projects, concepts and tools and utilizing the The Malcolm Baldrige Education Criteria for Performance Excellence .

14. WHO ARE OUR CUSTOMERS Narration: The team discussed and made a list of their customers and stakeholders. Let’s start by defining who has a stake in the success of Yellow Bus.

16. MAPPING THE PROCESS Narration: After the stakeholders were identified, the Team discussed the development of a Balanced Scorecard and an enrollment process flow chart. At the beginning of this project, we will need a few tools to help us chart our way. One tool is a Balanced Scorecard and the other is a process flow chart of the enrollment process.

17. SAFETY PROJECT The Black Belt worked with the Team to create these two tools which they will use throughout the early stages of the enrollment project. Narration: balanced scorecard, a concept for measuring whether the activities of a company are meeting its objectives in terms of vision and strategy. By focusing not only on financial outcomes but also on the human issues, the balanced scorecard helps to provide a more comprehensive view of a business which in turn helps organizations to act in their best long-term interests (Wikipedia 2007).

18. BALANCED SCORECARD Narration: balanced scorecard, a concept for measuring whether the activities of a company are meeting its objectives in terms of vision and strategy. By focusing not only on financial outcomes but also on the human issues, the balanced scorecard helps to provide a more comprehensive view of a business which in turn helps organizations to act in their best long-term interests (Wikipedia 2007).

19. ENROLLMENT PROCESS FLOW Narration: Brevard County Public Schools requires all Charter schools to publish an enrollment report on the 6 th day of classes. The enrollment count establishes the baseline for schools operating budget for the upcoming school year.

20. WHAT IMPACT DOES ENROLLMENT HAVE ON OUR SCHOOL Narration: After the process map was completed, a team member asked that the following question be understood before the team continued the project. Question: What impact does enrollment have on the quality of education / services we are providing our students?

21. PROBLEM UNDERSTANDING I have been told that our enrollment has everything to do with staying in business? Is that true? Yes. Let’s look at a few histograms.

22. WHAT IS THE YBCS SCHOOL MARKET? Without getting too technical, one could say, from a very broad perspective, the Yellow Bus’ market is the areas served by Brevard County Palm Bay Elementary and other Elementary Charter Schools. SCHOOL LIST Columbia Discovery Jupiter Lockmar Christa McCauliffe Palm Bay Port Malabar Riviera John Turner Westside Yellow Bus Charter School Odyssey - Charter Palm Bay - Charter

23. HOW DO WE STACK UP?

24. 05/06 AREA 1 SCHOOL ENROLLMENT

25. 05/06/07 ENROLLMENT ANALYSIS Enrollment Data From Florida Today Newspaper Article

26. 06/07 DELTA FTE CHANGE IN ENROLLMENT PROJECTIONS

27. 06/ 07 PERCENT CHANGE IN ENROLLMENT PROJECTIONS

28. 05 / 06 ATTENDENCE LOSERS & GAINERS

29. CURRENT STATE OF ENROLLMENT The Team now understood the current state of enrollment. What they still were not sure of was how the school received money to operate.

30. PROBLEM UNDERSTANING This always confuses me. Let me explain how YBCS gets it funding and where it comes from.

31. CHARTER SCHOOL FUNDING How are charter school operations funded? Charter schools are funded by the state in the same way as all other public schools in the school district. The charter school receives operating funds from the Florida Education Finance Program (FEFP) based on the number of full-time (FTE) students enrolled. Charter school funding includes gross state and local funds, discretionary lottery funds, and funds from the school district’s current operating discretionary millage levy; divided by the total funded weighted full-time equivalent (FTE) students in the school district; multiplied by the weighted FTE students in the charter school. Charter schools are entitled to their proportionate share of categorical program funds, for eligible students and programs. Charter schools may also access federal funds through a competitive grant process.

32. YBCS FUNDING OPPORTUNITIES The primary operating funds for a charter school come from State, Local and District funds. All other operating monies come from Federal, Corporation and Foundation grants and individual donations. The money received from grants typically is project specific and cannot be used to fund activities identified outside of the grant proposal. Example: You cannot use grant money to pay for salaries to hire another cafeteria cook.

33. TYPICAL BUDGET BREAKOUT Using National school operating percentages and the 05 BCPS FTE funding amount, the above chart shows how the 06/07 revenue shortfall impacts all areas of school instruction and administration.

34. Quick Financial Budget BCPS 05/06 FTE = $6,174 YBCS 05/06 FUNDING Actual 510 FTE (Students) 510 X $6,174 = $3,148,740 Operating Budget YBCS 06/07 FUNDING YBCS 06/07 Planned Funding 06/07 Forecast 510 FTE 510 X $6,174 = $3,148,740 Planned Operating Budget 06/07 6-Day Attendance 314 FTE 314 X $6,174 = $1,938,636 Operating Budget Delta Difference = ($1,210,104)‏ Note: The actual funding of charter schools is in accordance with Federal and State Laws and Regulations.

35. PROBLEM UNDERSTANDING Now that we know where our funding comes from, what impact does enrollment have on that? For every student YBCS has enrolled, it receives about $6,000 a year in funding.

36. ENROLLMENT CIRCLE This diagram should help to explain the relationship between enrollment, parents and funding

37. THE NEXT STEP With help from the Black Belt, the Team created two detailed process flow charts showing the positive and negative implications of increasing or decreasing enrollment.

38. NEGATIVE FINANCIAL CIRCLE Narration: Because the enrollment equates to the amount of funding each charter school receives, lower enrollment equals lower budgets. Decreases in the yearly charter school budget drive all sorts of school problems. Once a charter school gets into this situation, it can fall into a death spiral. With too many years of declining enrollments and poor performance, the school may not be able to rejuvenate and recover, thus losing their charter to operate. THE NEGATIVE SIDE OF THE COIN

39. CHARTER SCHOOL FINANCIAL NEGATIVE CIRCLE THE NEGATIVE SIDE OF THE COIN Narration (cont.): At the start of the 2006/2007 school year the YBCS enrollment dropped 196 students. This drop in attendance also reduced the YBCS budget on average about $6,000 per student or $1,176,000 per year .

40. POSITIVE FINANCIAL CIRCLE Narration: Because Florida charter schools are schools of choice, enrollment is the number one factor that drives the success or failure of the school. An increase in enrollment from year to year correlates to all sorts of benefits for the students, faculty and support staff. If the enrollment had increased by 200 students, YBCS would realize an increase in school funding in excess $1,176,000 per year. THE POSITIVE SIDE OF THE COIN

41. DEFINITION Financial Sustainability – The assessment that a school will have sufficient funds to meet all its resource and financing obligations, whether these funds come from federal, state or local government jurisdictions, parents or other budget sources; will provide sufficient incentive to maintain the participation of school administrators, teachers, and school support staff, and will be able to respond to adverse changes in financial conditions. Narration - Long-term survival and sustainability is critical for YBCS in being able to reach its target students and cover administrative and other costs. Sustainability of YBCS has internal and external implications - internal, in terms of how well we run the organization and external, in terms of our ability to deliver a quality education that meets YBCS, USDOE, FDOE, and Brevard County Public Schools requirements. Let me give you an important definition, Financial Sustainability, and what it means to YBCS

42. THE NEXT STEP Now that the team understood the relationship between enrollment and school funding and YBCS budgets, the team got right down to business and started to work. Oh by the way, shown on the next slide, there is a very profound statement by Rosette Lipscomb-Brown, Principal McNair Magnet Middle School,.

43. THE ENROLLMENT FINANCIAL BOTTOM LINE The more students you have, the more course offerings you can provide and the more opportunities students can participate in. Rosette Lipscomb-Brown, Principal McNair Magnet Middle School Narration: The reason this is true is that the student is the funding mechanism for the school. The more students the school has the more funding it gets to provide more course offerings and more opportunities for students to participate in. More students more money…Less students less money.

44. A BUSINESS TRUISM 3. Yes you are right. 1. It is easier and cheaper to keep an existing customer than find a new one. 2. What you are really saying is that it is more cost effective to keep existing students than than enroll new ones. Define

45. ENROLLMENT FLOW THROUGH GRADES Narration: In any given school year there is a fluctuation in the student population. Small gains and losses can normally be absorbed without making any major changes is teaching assignments or the support staff. This chart shows the enrollment gains and loss cycle.

46. THE NEXT STEP So rather than working to bring in new students, the team focused their attention on keeping those that they already had.

47. WHICH DO WE FOCUS ON? If it is more cost effective to focus our attention on the students we have in order to prevent enrollment decline; how should we start?

48. VOICE OF THE CUSTOMER Because charter schools are schools of “Choice”, we need to understand how the parents of our students feel about Yellow Bus Charter School.

49. BUILDING THE SURVEY The team started the development of the Parent Survey by creating two fishbone diagrams that show the negative factors that affect enrollment. Let’s make a fishbone diagram of the negative factors that affect our enrollment. Can anyone give me one? How about our library? Does anyone think we have a good cafeteria?

50. FACTORS THAT DECREASE ENROLLMENT FISHBONE DIAGRAM

51. BUILDING THE SURVEY After the team completed the development of the negative fishbone diagram the Black Belt asked the team for positive factors Now that we have completed the negative fishbone diagram let’s flip the coin and make the positive diagram from the negative. I have lots of suggestions about the library. If we had the best lunches in Palm Bay we could really please our parents and students.

52. FACTORS THAT INCREASE ENROLLMENT FISHBONE DIAGRAM The flip side to causes of decreased enrollment are the following…

53. THE NEXT STEP Using the fishbone diagrams, the team created the Parent / Guardian survey.

54. SURVEY DEVELOPMENT Narration: Using the negative and positive fishbone diagrams, the team developed the following survey 7 categories and subcategories.

55. SURVEY DEVELOPMENT

56. SURVEY DEVELOPMENT

57. SURVEY DEVELOPMENT

58. THE NEXT STEP After the surveys were returned, the Team tabulated the results.

59. SURVEY TABULATION Narration: The team tabulated the results from the 225 returned surveys.

60. SURVEY TABULATION

61. SURVEY TABULATION

62. SURVEY TABULATION

63. THE NEXT STEP Charts were made for each survey category.

64. SURVEY TABULATION CHART

65. SURVEY TABULATION CHART Define

66. SURVEY TABULATION CHART Define

67. SURVEY TABULATION CHART Define

68. SURVEY TABULATION CHART Define

69. SURVEY TABULATION CHART

70. SURVEY TABULATION CHART

71. SURVEY TABULATION CHART

72. THE NEXT STEP The Team compiled the survey results on one chart.

73. SURVEY ANALYSIS Narration: The parents / guardians gave Yellow Bus Charter School a C (47.11%) and D (29.02% grade with 13.78 percent of the parents / guardians giving the school a failing grade. These grades fall in line with the Florida FCAT grades the school received the last three years of C,C and D.

74. THE NEXT STEP After the team had completed the analysis of the Parent Guardian Survey and charted the results and statistics, it started to become clear as to why enrollment was down. The team then started to focus on which functional area of the Charter School to improve first.

75. THE NEXT STEP Using the F Grade data from the survey, the team prioritized the list of school areas where projects will be implemented.

76. PROJECT ANALYSIS Narration: The team analyzed the top two categories with the most failing grades and determined that school safety was going to be the 1 st project. Without a safe campus and classroom environment no parent or guardian would send their child to this school no matter how the school performed in other areas.

77. SAFETY PROJECT After deciding to put school safety at the head of the project list, the Team created the Safety Project Charter. A decision was made, because of limited staffing, to use the original project team and not pick new members.

78. SAFETY PROJECT CHARTER Project Description: To review, improve and update the safety program at YBCS. Resources Required: Appoint eight (8) team members four (4) each from administration and instructional departments. Team members must have at least one year of experience in a charter school environment. Allocate the use of the conference room for project meetings. Project team will meet three times a week for two hours at a time per meeting. Allocate the use of administration office equipment and supplies for the project. Task the accounting department to support the project by providing financial and accounting reports and statistics. Deliverables: Publish new or updated safety plan and procedures. Conduct safety training for staff, students, parents and guardians. Conduct safety audits and inspections. Develop and publish safety reports. Start Criteria: Schedule and conduct brainstorming meeting with local law enforcement and emergency services agencies prior as soon as possible after project starts. Start Date : October 8, 2007 Estimated End Date: December 21, 2007 August 21, 2007 Last Revision: School HR / Risk Manager Project Owner: School Assistant Principal Project Sponsor: Improve the Safety Program @ YBCS Project Name: YBCS-2007-002 Project ID: Process Improvement Charter

79. SAFETY PROJECT At the beginning of the safety project, the Team created a Balanced Scorecard to measure the success of the project. Narration: balanced scorecard, a concept for measuring whether the activities of a company are meeting its objectives in terms of vision and strategy. By focusing not only on financial outcomes but also on the human issues, the balanced scorecard helps to provide a more comprehensive view of a business which in turn helps organizations to act in their best long-term interests (Wikipedia 2007).

80. BALANCED SCORECARD

81. SAFETY PROJECT - DEFINE Over a two week period, the project team met with parents and developed list of safety needs and a project fishbone diagram.

82. SCHOOL SAFETY PROJECT SCHOOL SAFETY FISHBONE DIARGAM

83. NEEDS OF THE PARENTS The Voice of the Parent(s), as it relates to school safety, needs to be broken down into needs areas. These areas will be used to identify areas of excellence and improvement.

84. CRITICAL TO QUALITY (CTQ) TREE Once we have developed our needs areas to be evaluated, we will identify those CTQ characteristics and features by which our customers (parents / students) evaluate the level of education / instruction we provide. These characteristics and / or features must be measurable. Example FCAT math and reading scores. Each Safety Needs Area will be broken down into Critical To Quality (CTQ) characteristics.

85. SAFETY CRITICAL TO QUALITY (CTQ) TREE

86. SAFETY PROJECT (MEASURE)‏ The team took each of the drivers shown on the CTQ Tree drivers and discussed and analyzed each one. The team ranked the importance of each driver. The drivers with the highest priority will have the greatest impact on improving school safety. Members of the school PTA were also given the opportunity to rank the drivers.

87. SAFETY DRIVER TEAM MEMBER RANKING Narration: The Team rankings were sorted by the Total Column.

88. PTA PARENT SAFETY DRIVER RANKINGS Narration: The PTA Parent rankings were sorted by the Total Column.

89. SAFETY DRIVE SIDE-BY-SIDE RANKINGS Narration: Team rankings and PTA Parent rankings were added and averaged. The side-by-side rankings were sorted by the average ranking.

90. SAFETY DRIVE SIDE-BY-SIDE RANKINGS Now that we have ranked the Safety Drivers, let’s compare these ranking to rankings that I created.

91. SAFETY DRIVER SIDE-BY-SIDE RANKINGS When comparing the Team’s ranking and the ranking by the Black Belt there are some similarities and some differences.

92. SAFETY DRIVER SIDE-BY-SIDE RANKINGS Do you remember the Quality Vision we created at the start of this process? The Vision stated that we would use an ISO 9000 Quality Model. Why are your rankings different than our rankings? When developing an organization that uses an ISO 9000 Quality Model, documenting all ones processes is very important to the success of the organization.

93. SAFETY DRIVER SIDE-BY-SIDE RANKINGS 1. How can we start this project without a road map? First we document and then we do what we said we would do in the documentation. 2. I see what you mean. 3. Let’s take each of the rankings and discuss the importance of each.

94. SAFETY DRIVER SIDE-BY-SIDE RANKINGS (ANALYZE)‏ The Team methodically reviewed and discussed each driver keeping in mind what the Black Belt said about documenting the process. The following pages summarize their work on the project.

95. SAFETY PROGRAM PROCESS FLOW CHART Let’s make a safety program road map, another name for a process flow chart. Narration: The team spent many hours discussing the safety drivers and the difference between the team’s ranking and the ranking done by the Black Belt. After a team consensus, the team developed the following safety program road map.

96. SAFETY PROGRAM PROCESS FLOW CHART

97. SAFETY PROGRAM PROCESS FLOW SUMMARY The Team spent many hours developing the following summaries of each of the process steps they implemented and were shown on the safety program process flow chart.

99. SAFETY ORGANIZATIONAL CHART Narration: A safety organization was established in conjunction with the development of the school safety plan. Some of the same individuals who were assigned to the Six Sigma Project Team were also appointed to positions shown on the Organizational Chart.

100. INTERACT WITH LOCAL LAW ENFORCEMENT & EMERGENCY SERVICES Process Summary: In order to develop a comprehensive school safety program and safety plan, local law enforcement and emergency services agencies must be part of the planning process. The team contacted Brevard County Sheriff’s Office and Fire Department and requested that they help integrate the use of their services into the school safety program and safety plan. Both County agencies appointed representatives who attended all safety program planning meetings. The agencies participated in the development of school safety procedures, emergency action plans and inspection / audit check lists. The agencies agreed to participate in semi-annual fire and emergency / crisis drills.

101. DEVELOP SAFETY PROCEDURES Process Summary: The Team split up into groups and were assigned different safety and emergency / crisis procedures, checklists, guidelines, audit and inspection forms to develop. The Team utilized the experience of sheriff and fire departments’ team representatives in the development of all documentation. Copies of the approved safety procedures will be distributed to all teachers and staff and be available for review by parents / guardians at the school office.

102. CONDUCT TEACHER / STAFF SAFETY TRAINING Process Summary: All teachers and support staff will receive safety training. The training will be conducted during new employee orientation, the first in-service training period of the new school year and the next in-service training period after the plan has been updated. Training will be conducted by the school’s Assistant Principal responsible for managing the safety program and supported by Sheriff and Fire Departments. Safety consultants may be used to present specialized areas of study. After completing safety training, school employees will be given a copy of the safety plan and be required to sign an affidavit stating that they have read the plan and understand their rolls and responsibilities as outlined in the safety plan and during training.

103. CONDUCT STUDENT SAFETY TRAINING Process Summary: All students will receive safety training appropriate to their grade level. Classroom teachers will conduct the training supported by the grade-level safety coordinator. The training will be conducted during the first week of the new school year and as soon as possible after the safety plan and / or procedures have been updated.

104. CONDUCT PARENT SAFETY TRAINING Process Summary: Safety training for parents and / or guardians will be conducted at every open house and during parent teacher conferences. Parents and / or guardians will receive a copy of the school safety plan and be given access to school safety procedures filed in the school office.

105. PERFORM ADMINISTRATION SAFETY INSPECTIONS / AUDITS Process Summary: As soon as possible after all training has been completed, school wide administration safety inspections will start. Departments will be responsible for performing daily safety inspections. Inspections will be recorded and maintained in the department. Department safety records will be reviewed on a monthly basis by the school safety team. The correction of deficiencies is the responsibility of the department manager. Monthly inspections, where the Sheriff and Fire Departments will be invited to participate, will be conducted by the school safety team. Safety inspection checklists will be used to collect the inspection data. At the end of the inspection, the data will be organized and analyzed. A preventative and corrective action list will be developed and prioritized. Departments will be assigned the authority and responsibility to correct all deficiencies. Follow up inspections will occur as soon as possible after the all deficiencies have been corrected.

106. PERFORM CLASSROOM SAFETY INSPECTIONS / AUDITS Process Summary: As soon as possible after all training has been completed, school wide classroom safety inspections will start. The classroom teacher will be responsible for performing daily safety inspections. Inspections will be recorded and maintained by the teacher in his or her classroom. Classroom safety records will be reviewed on a monthly basis by the school safety team. The correction of deficiencies is the responsibility of the teacher and school support staff. Monthly inspections, where the Sheriff and Fire Departments will be invited to participate, will be conducted by the school safety team. Safety inspection checklists will be used to collect the inspection data. At the end of the inspection, the data will be organized and analyzed. A preventative and corrective action list will be developed and prioritized. The teacher will be assigned the authority and responsibility to correct all deficiencies in his or her classroom. Follow up inspections will occur as soon as possible after the all deficiencies have been corrected.

107. PERFORM FACILITY SAFETY INSPECTIONS / AUDITS Process Summary: As soon as possible after all training has been completed, school wide infrastructure safety inspections will start. Daily inspections will be conducted by all departments. Inspections will be recorded and maintained in the department. Department safety records will be reviewed on a monthly basis by the school safety team. The correction of deficiencies is the responsibility of the department manager and the facilities department using the work order system. Monthly inspections, where the Sheriff and Fire Departments will be invited to participate, will be conducted by the school safety team and the facilities department. Safety inspection checklists will be used to collect the inspection data. At the end of the inspection, the data will be organized and analyzed. A preventative and corrective action list will be developed and prioritized. Departments will be assigned the authority and responsibility to correct all deficiencies. Follow up inspections will occur as soon as possible after the all deficiencies have been corrected.

108. PERFORM GROUNDS SAFETY INSPECTIONS / AUDITS Process Summary: As soon as possible after all training has been completed, school wide grounds safety inspections will start. Daily inspections will be conducted by the grounds maintenance staff. Inspections will be recorded and maintained in the maintenance department. Department safety records will be reviewed on a monthly basis by the school safety team. The correction of deficiencies is the responsibility of the maintenance manager. Monthly inspections, where the Sheriff and Fire Departments will be invited to participate, will be conducted by the school safety team. Safety inspection checklists will be used to collect the inspection data. At the end of the inspection, the data will be organized and analyzed. A preventative and corrective action list will be developed and prioritized. Departments will be assigned the authority and responsibility to correct all deficiencies. Follow up inspections will occur as soon as possible after the all deficiencies have been corrected.

110. CORRECT SAFETY DEFICIENCIES NOTED IN SAFETY REPORTS Process Summary: Administration Departments, Classroom Teachers, Facilities and Grounds Staff will be responsible for correcting deficiencies discovered in their area of responsibility. Corrective and preventative actions will be recorded and maintained in the department and classroom and the facilities and ground office. Summaries of the corrective and preventative actions will be published in the monthly and yearly safety reports.

111. SAFETY PLAN & PROCEDURES UPDATE Process Summary: The school safety plan and procedures will be maintained by the school Human Resources / Risk Manager who has sole responsibility and access for change control. The initial safety plan and procedures, as drafted by the safety project team, will be submitted to the affected departments for comment. All comments received will be evaluated and incorporated into the plan and procedures after a resolution is reached. The final draft will be submitted to project team for review, revisions, and final signature. The safety plan will be reviewed annually for updates or as regulations or conditions change. Safety plan and procedure revisions will be submitted to the affected departments for comment. All comments received will be evaluated and incorporated into the plan and procedures after a resolution is reached. The final draft will be submitted to project team for review, revisions, and final signature. A revision number will be added to the document along with the affectivity date.

112. SAFETY PROGRAM DEPLOYMENT Now that the Safety Project Team has completed the safety plan and procedures and the process flow chart and process summaries, they rolled up their sleeves and got right down to work to deploy the school wide safety program using the process flow as their roadmap. Three Months Later

113. SAFETY PROGRAM DEPLOYMENT It has been six months since the deployment of the safety program. The project team reconvened to assess the success of the safety program. The team reviewed the Balanced Scorecard and the past six month’s weekly and monthly safety reports and interviewed a select number of teachers and support staff. They sent the parents and / or guardians a second enrollment / safety program survey to complete and return. At the end of the assessment, the team agreed that the safety program was working as planned and that they would meet in six months to review the program. Six Months Later

114. BALANCED SCORECARD

115. 6 SIGMA PROJECTS TO DELIGHT THE PARENTS AND GUARDIANS The deployment of the safety program was just the start to the school’s plan to delight parents and to increased enrollment. A new project team was selected. The team went back to the Administration and Classroom survey results to select the next project.

116. SCHOOL SAFETY PROGRAM IS A TEAM EFFORT. Narrative: In the end, it took collaborative effort by many individuals to ensure that the school was safe for all students, teachers, and staff and that parents and guardians could feel comfortable sending their child to this charter school.

117. Personal Information Robert J. Wiebel, CM 4690 Decatur Circle Melbourne, Florida 32934 Home: 321-242-6652 Cell: 321-544-5183 Robert J. Wiebel, CM Disclaimer: The information and artwork contained in this 6 Sigma PowerPoint Project is protected under U.S. Copyright law and are the sole property of Robert J. Wiebel. Unauthorized use, copying, duplicating, reselling or distributing the content of this project information and artwork without expressed written permission by Robert J. Wiebel, is prohibited.