Lawrence County Schools final Report

Transcription

1 Lawrence County Schools final Report COMPILATION OF FOUR PROJECT CONTINUOUS IMPROVEMENT STORIES STRATEGIC PLANNING DEPLOYMENT EMPLOYEE ONBOARDING ENERGY EFFICIENCY TRANSPORTATION

2 Summary - Process Improvement Efforts Project Description of Change Projected $ Benefit Educational Benefit How Implemented Big Rocks District wide rubric for strategic plan implementation (CSIP/DSIP) Indirect savings show in other projects ~ 70% Distinguished performance Stakeholders engaged in regular dialogue and monitoring rubric and outcomes Energy Efficiency Install automatic energy controls in lowest efficiency building $6,970 Yr1, $34,853 over 5 years Better focus on learning not temps. Assess low efficiency building, address primary cause. Install. Employee Onboarding Remove wasted time from manual system $8,470 Yr1, $42,350 over 5 years Better hires in less time through automation. Analysis identified lost time, automation and training radically reduced time, improved morale. Transportation Two solutions ID d Replace buses with better mileage, Optimize routes. Replacement $4,643 Yr.1 $23,214 5Yrs Routes $15,500 Yr1 $77,500 5Yr. Avoid 1 Bus $109k 1time Funding more available for student achievement focused initiatives. Transportation Manager monitors progress, trains drivers and is always on the lookout for refinements. Also reports to the Big Rocks Implementation

3 LAWRENCE COUNTY SCHOOL STRATEGIC PLANNING

4 EXECUTIVE SUMMARY Project Start: April 1, 2016 Project End: September 1, 2016 Project Wins When we began the improvement planning (Big Rock) process, our building level administrators struggled with expectations and implementation. After the June data collection, all administrators have an proficient implementation process that includes collaboration, monitoring, strategies, as well as CSIP alignment. DMAIC Approach DMAIC is a data-driven, five-step approach to improving processes. Define the process that has opportunity for improvement with project goals. Measure the beginning status of the process. Analyze the data/process to determine root causes and current obstacles. Improve the process by eliminating root causes and current obstacles. Control the improved process for continued success. Context Improvement planning is a district initiative which was determined as a district priority. Higher student performance is the primary target of strategic planning. Data indicated non-compliance and lack of monitoring on the strategic planning process.

5 OPERATIONAL DEFINITIONS BIG ROCK PRIORITIES DETERMINED BY SCHOOL OR DISTRICT ON WHICH TO FOCUS IMPROVEMENT PLANNING BIG ROCK IMPROVEMENT PLAN 45 DAY OR QUARTERLY IMPROVEMENT PLAN BASED UPON ANNUAL GOALS BUT INCLUDES SHORT-TERM ACTION PLANNING MARK-UP LABELING SYSTEM IN WHICH ACTIVITY STATUS IS INDICATED USING RED NOT STARTED; YELLOW-IN-PROGRESS; AND GREEN COMPLETED.

6 OPERATIONAL DEFINITIONS THE RUBRIC FOR ANALYSIS HAD 5 COMPONENTS. PROCESS - IS THERE A CLEAR PROCESS FOR BIG ROCK PLANNING THAT INCLUDES STEPS FOR DEVELOPING ACTIVITIES, PROGRESS MONITORING, COLLABORATION, AND TIME- FRAMES. COLLABORATION - IS IT EVIDENT THAT MULTIPLE PEOPLE ARE SHARING RESPONSIBILITY IN IMPLEMENTING THE BIG ROCK PLANNING PROCESS. MONITORING - IS MONITORING OCCURRING AS EVIDENCED BY THE MARK-UP SYSTEM AT EACH SCHOOL. ACTIVITIES - DO THE ACTIVITIES SUPPORT CONTINUOUS IMPROVEMENT AS EVIDENCED BY STUDENT DATA? ALIGNMENT - DOES THE BIG ROCK PLAN ALIGN WITH THE SCHOOL S CONSOLIDATED SCHOOL IMPROVEMENT PLAN (CSIP)

7 DEFINE PROBLEM STATEMENT: Full implementation and monitoring of the District and School Strategic Plan is not occurring with 100% proficiency. 100% of all principals indicated Big Rock planning as a professional growth area. GOAL STATEMENT: Based on Planning rubric, school and district will have strategic plans implemented with 100% proficiency. WHY: STRATEGIC PLANNING WAS NOT OCCURRING AS A CONTINUOUS IMPROVEMENT PROCESS IN SCHOOLS WHAT: SCOPE OF THE PROJECT WAS COMPLETED, INCLUDING DETERMINING CUSTOMERS AND STAKEHOLDER SUPPORT. HOW: TEAM MEMBERS COMPLETED GENERATED A HIGH LEVEL SCOPE AND PROCESS CHARTER FOR THE PROJECT. TEAM MEMBERS THEN OUTLINED A PROCESS MAP FOR STRATEGIC PLANNING AS A STARTING POINT FOR THE WORK.

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9 SIPOC

10 PROCESS MAP

11 MEASURE MEASURE WAS DETERMINED FOR THE PROJECT: PROFICIENCY RATINGS ON PLANNING RUBRIC FOR SCHOOL STRATEGIC BIG ROCK PLANS WHY: QUANTITATIVE MEASUREMENT WAS NEEDED IN ORDER TO DETERMINE PROGRESS ON STRATEGIC PLANNING WORK. WHAT: RUBRIC WAS DEVELOPED AND COMMUNICATED TO STAKEHOLDERS INVOLVED IN BIG ROCK PLANNING TO PROVIDE BOTH MINIMUM REQUIREMENTS FOR PLANNING AND TO SERVE AS QUALITY INDICATORS FOR PLANNING. HOW: TEAM HAD DIFFICULTY DETERMINING HOW TO QUANTITATIVELY MEASURE PROGRESS ON BIG ROCK PLANNING, BUT THE IMPLEMENTATION OF A RUBRIC WITH 30 DESCRIPTORS AND 3 LEVELS OF RATING ALLOWED PROGRESS TO BE MEASURED.

12 BASELINE DATA - April 2016 ONLY 20% OF PLAN COMPONENTS SCORED AT THE PROFICIENT LEVEL ACCORDING TO THE PLANNING RUBRIC. NO SCHOOL PLANS SCORED PROFICIENT IN ALL AREAS. SIX SCHOOL BIG ROCK PLANS REVIEWED AND SCORED Proficient Developing Ineffective Number of indicators of plans scored at level:

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14 ANALYZE WHY: IF PLANNING IS NOT OCCURRING AS PART OF A CONTINUOUS IMPROVEMENT PROCESS, WHAT ARE THE REASONS? TEAM ATTEMPTED TO DISCOVER BARRIERS OR POSSIBLE OBSTACLES TO THE PLANNING WORK BEING CONDUCTED. WHAT: TEAM UTILIZED PLANNING RUBRIC CATEGORIES TO ORGANIZE WORK TO IDENTIFY ROOT CAUSES OF THE PROBLEM. TEAM GENERATED POSSIBLE ROOT CAUSES FOR EACH OF THE AREAS FOR BIG ROCK PLANNING. HOW: FISHBONE DIAGRAM WAS USED TO ORGANIZE THE WORK. FMEA TO IDENTIFY POTENTIAL FAILURE ISSUES WAS GENERATED BY THE TEAM. THIS PHASE OF THE ANALYZE PHASE PROVIDED THE TEAM STRUGGLE IN REVIEWING THE PROCESS AND DETERMINING POTENTIAL FAILURE POINTS AND ALSO INCLUDING STAKEHOLDER IN ROOT CAUSE ANALYSIS DURING MEETING WITH PRINCIPALS AND STAFF. IN RESPONSE TO THIS ROOT CAUSE ANALYSIS, ADDITIONAL TRAINING OPPORTUNITIES WERE PROVIDED OVER THE SUMMER THAT ADDRESS MULTIPLE RELATED ROOT CAUSES.

15 Problem Statement: Full implementation and monitoring of the District and School Strategic Plan is not occurring with 100% proficiency.

16 IMPROVE 4Training, Technical Assistance Visits, and Monitoring were conducted for all schools and stakeholders. Individual coaching was provided following monthly monitoring review. Monthly feedback was provided to all schools and stakeholders for review and process review/revision. Self-reflection on Big Rock processes was conducted by stakeholders during training.

17 BASELINE & IMPROVEMENT DATA COMPARISON Notice early wins moving from Ineffective To Developing and Proficient in May

18 Progress, moving from Ineffective To Developing and Proficient continued in June. AND no reported Ineffective in June!

19 Strong progress toward Proficient for FES. More work to do through implementation efforts.

20 June shows real progress toward Developing and Proficient

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22 ANALYSIS OF DATA - OVERALL MONTHLY RATINGS RATINGS BY MONTH (ALL SCHOOLS COMBINED) Ratings April May June Proficient Developing Ineffective TOTAL PERCENTAGE OF RATINGS BY MONTH (ALL SCHOOLS COMBINED) Ratings April May June Proficient 16.7% 50.0% 53.3% Developing 63.3% 43..3% 46.7% Ineffective 20.0% 6.7% 0% TOTAL 100% 100% 100%

23 ANALYSIS OF DATA - OVERALL MONTHLY RATINGS PROJECT WINS OVERALL PROFICIENCY BASED ON 30 INDICATORS IMPROVED FROM 16.7% TO 53.3%. OVERALL INEFFECTIVENESS BASED ON 30 INDICATORS DECREASED FROM 20% TO 0% OPPORTUNITIES FOR FURTHER IMPROVEMENT 46.7% OF THE OVERALL RATINGS ARE DEVELOPING

24 ANALYSIS OF DATA - BY CATEGORICAL RATINGS W/6 SCHOOLS APRIL RATINGS BY CATEGORY Rubric Category Proficient Developing Ineffective Process Collaboration Monitoring Activities Alignment JUNE RATINGS BY CATEGORY Rubric Category Proficient Developing Ineffective Process Collaboration Monitoring Activities Alignment 4 2 0

25 ANALYSIS OF DATA - CATEGORICAL RATINGS PROJECT WINS ALL SIX SCHOOLS HAVE A WRITTEN PROCESS THAT IS CLEAR AND INCLUDES STEPS FOR DEVELOPING ACTIVITIES, PROGRESS MONITORING, COLLABORATION, AND TIME-FRAMES. NONE OF THE SCHOOLS HAD THEIR BIG ROCK PLANNING ALIGNED WITH THEIR CSIP AT THE BEGINNING OF THE PROCESS. AT THE END OF JUNE, 4 OF THE 6 SCHOOLS HAVE COMPLETED ALIGNED THE BRP AND THE CSIP. THE REMAINING TWO SCHOOLS HAVE MINOR ALIGNMENT ISSUES. OPPORTUNITIES FOR FURTHER IMPROVEMENT 2 OF THE 6 SCHOOLS HAVE IMPLEMENTED THE MONITORING PROCESS TO PROFICIENCY. NONE OF THE SCHOOLS ARE PROFICIENT AS IT PERTAINS TO HAVING ACTIVITIES THAT CLEARLY CAUSE IMPROVEMENT. IN ORDER TO RATE SCHOOLS AS PROFICIENT, STUDENT DATA MUST REFLECT THE EFFECTIVENESS OF EACH ACTIVITY. THEREFORE, MORE TIME WILL BE NECESSARY TO PROVE THE EFFECTIVENESS OF THE ACTIVITIES.

26 District Achievement Data Points Aligned with Rating Results on Planning BLAINE ELEMENTARY SCHOOL AND LOUISA WEST ELEMENTARY SCHOOL MAINTAINED HIGHEST AVERAGE OF OVERALL PROFICIENCY RATINGS ON BIG ROCK PLANNING- 80%. BES HAD MOST EQUAL GAINS IN READING AND MATH STUDENT ACHIEVEMENT RESULTS THAN OTHER SCHOOLS. LOUISA EAST ELEMENTARY MAINTAINED 60% PROFICIENCY RATING AND HAD HIGHEST GAINS OVERALL LOWEST PROFICIENCY RATINGS ON SCHOOL PLANS FOR SCHOOLS WERE LMS, LCHS, AND FES LOWEST STUDENT ACHIEVEMENT GAINS FOR SCHOOLS WERE: LMS, LCHS, AND FES

27 CONTROL MONITORING STILL MAINTAINED AT DISTRICT LEVEL CONTROL OF MONITORING HAS BEEN PLACED WITH PRINCIPALS AT SCHOOL LEVEL TO SELF- MONITOR, REFLECT, AND ADJUST STAKEHOLDER COMMUNICATION STILL NOT OCCURRING AS PROCESS STATES AT SCHOOL LEVEL BEST PRACTICES FOR THIS CONTROL PHASE IS TO PROVIDE TRAINING AND SUPPORT AS NEEDED BUT TO BUILD IN A SELF-MONITORING PLAN INTO STRATEGIC PLANNING FOR RESULTS

28 NEXT STEPS PROJECT WILL CONTINUE UNTIL JUNE 30, 2017 MONTHLY DISTRICT MONITORING OF BIG ROCK STRATEGIC PLANNING WILL CONTINUE WITH FEEDBACK PROVIDED TO SCHOOLS. SCHOOL-LEVEL MONITORING BY SCHOOL INSTRUCTIONAL TEAMS WILL BE OBSERVED WITH NEXT STEPS GIVEN BY THE SUPERINTENDENT. MONITORING OF PLANS FEEDS INTO PRINCIPAL EVALUATION SYSTEM BIG ROCK PLANNING REMAINS PART OF PRINCIPAL GROWTH PLANNING STUDENT ACHIEVEMENT DATA WILL BE COMPARED QUARTERLY TO THE MONITORING RESULTS FROM BIG ROCK PLANNING TO DETERMINE IF CHANGE HAS OCCURRED. SCHOOL LEVEL DATA WILL BE MONITORED TO DETERMINE THE EFFECTIVENESS OF THE ACTIVITIES THAT ARE IMPLEMENTED BY EACH SCHOOL.

29 Next Steps by School FES: Process is very clear; very thorough.; Collaboration is evident; multiple people responsible for various activity steps; Monitoring/Activity Steps require some work - Recommend training to make the Big Rock Plan more useful; Partially aligned with CSIP that is on the website. LMS: Clear process for monitoring/adjusting the Big Rock, but the collaboration does not appear to be reflective of including the members of SILT/and other teachers. This would also be true for monitoring. Big Rock seems to be extra work as opposed to what we do. Several activities did not have activity steps. CSIP and Big Rock are aligned LEES: Process is very thorough and the process calls for involvement of various stakeholders. At this point, even though a good process is outlined, the monitoring is primarily completed by the administrator. While many activities are implemented, collaboration should include more stakeholders. After an activity step is completed, does it lead to the next activity step? Example: Common assessment was administered; results were analyzed. Question to consider: What will happen as a result of the analysis? Big Rock and CSIP are fully aligned.

30 Next Steps by School BES: FOCUS ACTIVITIES ARE BEING DEVELOPED BY THE LEADERSHIP TEAM LWES: FOCUS ON ENSURING ACTIVITY/ACTIVITY STEPS FLOW WELL; SHOULD BE NATURAL PROGRESSION ONCE ACTIVITY IS COMPLETE TO THE NEXT STEP LCHS: FOCUS ACTIVITIES ARE BEING DEVELOPED BY THE LEADERSHIP TEAM

31 Projected Impact on Student Performance

32 LESSONS LEARNED BIGGEST TAKEAWAYS FROM PROJECT CENTER ON MEASURE AND CONTROL PHASE MEASURE AND CONTROL PHASE ARE WEAKEST OF THE PROJECT CONTROL PHASE HAS NOT BEEN FULLY IMPLEMENTED AT ALL LEVELS DMAIC APPROACH HAS BEEN STRONGEST POINT OF LEARNING TEAM STILL NEEDS TO CONTINUE PROFESSIONAL LEARNING INTO HOW TO BUILD DMAIC APPROACH INTO DAY-TO-DAY OPERATIONS A RUBRIC FOR PRINCIPALS ALONG WITH TRAININGS MAKE THE EXPECTATIONS VERY CLEAR AND EASY TO UNDERSTAND.

33 LAWRENCE COUNTY SCHOOLS Employee Onboarding

34 EXECUTIVE SUMMARY Project Start: April 1, 2016 Project End: September 1, 2016 Project Wins Improvements relative to efficiency were anticipated within processes associated with the project; however, the actual and anticipated savings in terms of the labor hours and hourly wages expended along with the reduction of time required to process new hires serves as tangible measures of improvement. DMAIC Approach DMAIC is a data-driven, five-step approach to improving processes. Define the process that has opportunity for improvement with project goals. Measure the beginning status of the process. Analyze the data/process to determine root causes and current obstacles. Improve the process by eliminating root causes and current obstacles. Control the improved process for continued success. Context The school district had previously relied on an Employee Onboarding process that involved paper copies of all employment documents being passed among several district office employees who where then required to perform multiple tasks relevant to each new hire prior to passing it along to the next person.

35 OPERATIONAL DEFINITIONS ONBOARDING THE PROCESS BY WHICH AN INDIVIDUAL COMPLETES DOCUMENTS AND STEPS RELEVANT TO BEGINNING EMPLOYMENT NEW HIRE INDIVIDUAL RECOMMENDED FOR EMPLOYMENT AND REQUIRED TO COMPLETE THE EMPLOYEE ONBOARDING PROCESS OLD ONBOARDING PROCESS RELIED ON HARDCOPIES OF DOCUMENTS AND PASSING ALONG THE DOCUMENTS TO MULTIPLE DISTRICT OFFICE EMPLOYEES FOR ACTION PRIOR TO PASSING THEM ALONG TO THE NEXT EMPLOYEE NEW ONBOARDING PROCESS WEB-BASED SOLUTION THAT DIRECTS/FACILITATES THE ONBOARDING PROCESS

36 DEFINE PROBLEM STATEMENT: The current onboarding/hiring process is lacking in efficiency and effectiveness in terms of time and labor hours. GOAL STATEMENT: To increase efficiency by reducing time between onboarding processes and reducing the labor hours required. WHY: THE NUMEROUS STEPS REQUIRED TO COMPLETE THE ONBOARDING PROCESS INVOLVES MULTIPLE DISTRICT OFFICE EMPLOYEES AND THE PASSING ALONG OF HARDCOPIES OF DOCUMENTS FROM PERSON TO PERSON AND LACKS EFFICIENCY. WHAT: LACK OF OVERALL EFFICIENCY AND EFFECTIVENESS RELEVANT TO THE ONBOARDING PROCESS. HOW: BENCHMARKING AND BRAINSTORMING POINTED TO UTILIZATION OF A WEB-BASED PROCESS TO DIRECT/FACILITATE THE PROCESS.

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39 PROCESS MAP

40 MEASURE WHY: MEASURABLE DATA TO DETERMINE IMPROVEMENT TO EMPLOYEE ONBOARDING PROCESSES IN TERMS OF EFFICIENCY AND EFFECTIVENESS. MEASURE WAS DETERMINED FOR THE PROJECT: REDUCTION/SAVINGS IN TERMS OF: LABOR HOURS HOURLY WAGES EXPENDED PROCESSING TIME WHAT: REDUCTION/SAVINGS IN TERMS OF LABOR HOURS, HOURLY WAGES EXPENDED AND PROCESSING TIME RELEVANT TO THE ONBOARDING OF NEW HIRES. HOW: COLLECTION AND COMPARISON OF BASELINE AND NEW DATA REFLECTING ALL REQUIRED STEPS OF THE EMPLOYEE ONBOARDING PROCESS.

41 ANALYZE WHY: TO DETERMINE IF IMPLEMENTATION OF A WEB-BASED SOLUTION WOULD IMPROVE THE EMPLOYEE ONBOARDING PROCESS IN TERMS OF EFFICIENCY AND EFFECTIVENESS. WHAT: COMPARISON OF BASELINE DATA AND DATA GENERATED FROM IMPLEMENTATION OF NEW EMPLOYEE ONBOARDING PROCESSES. HOW: COLLECTION OF BASELINE DATA AND MEASURES UTILIZING THE OLD EMPLOYEE ONBOARDING PROCESS PRIOR TO THE IMPLEMENTATION OF THE NEW EMPLOYEE ONBOARDING PROCESS AND THEN SUBSEQUENTLY COLLECTING DATA DURING THE IMPLEMENTATION FOR ANALYSIS AND COMPARISON.

42 Problem Statement: Full implementation and monitoring of the District and School Strategic Plan is not occurring with 100% proficiency.

43 IMPROVE 4Incerease the efficiency and effectiveness of the Employee Onboarding Process. Reduce the number of Labor Hours required to process New Hires. Reduce the amount of Hourly Wages Expended to process New Hires. Reduce the amount of Time (number of days) required to process New Hires.

44 BASELINE & IMPROVEMENT DATA COMPARISON

45 Analysis of Data THE NEW EMPLOYEE ONBOARDING PROCESS PROVIDED SIGNIFICANT IMPROVEMENT IN TERMS OF REDUCTIONS/SAVINGS IN THE AREAS OF LABOR HOURS, HOURLY WAGES EXPENDED, AND PROCESSING TIME. SAVINGS FOR EACH ONBOARDING EVENT AT $ WILL BE REALIZED FOR EACH NEW HIRE. THIS YEAR WITH 35 NEW HIRES THAT TOTALS $8470. IF THE TREND CONTINUES, THAT EQUATES TO $42,350 OVER FIVE YEARS. CALENDAR TIME SAVINGS OF 4.5 DAYS PER HIRE HAS SOFT BENEFITS OF PREVENTING THE NEED FOR TEMPORARY HIRES, POTENTIALLY HIRING LOWER QUALITY CANDIDATES IN URGENT HIRING CASES, AND WASTE THAT ENSUES WHEN MULTIPLE INITIATIVES ARE IN PLAY CONCURRENTLY. THESE ARE DIFFICULT TO QUANTIFY BUT CLEARLY BENEFICIAL TO THE DISTRICT.

46 NEXT STEPS CONTINUED MONITORING AND IMPLEMENTATION OF NEW EMPLOYEE ONBOARDING PROCESSES. CONTINUE TO MAKE IMPROVEMENTS TO NEW EMPLOYEE ONBOARDING PROCESSES AS OPPORTUNITIES FOR IMPROVEMENT ARE IDENTIFIED. CONTINUE TO COLLECT DATA RELEVANT TO IMPLEMENTATION. MAKE ADDITIONAL MEASUREMENTS AND COMPARISONS TO BASELINE DATA, INITIAL IMPLEMENTATION DATA, AND NEW DATA GENERATED FOLLOWING ADJUSTMENTS/IMPROVEMENTS TO THE PROCESSES.

47 LAWRENCE COUNTY SCHOOLS ENERGY EFFICIENCY

48 EXECUTIVE SUMMARY Project Start: April 1, 2016 Project End: 2016 Project Wins Once the project got started we realized that our end goal could be accomplished in more than one way. Instead of purchasing a rather expensive building management system, we ended up purchasing programmable thermostats that could be used to run the district temperature policy. DMAIC Approach DMAIC is a data-driven, five-step approach to improving processes. Define the process that has opportunity for improvement with project goals. Measure the beginning status of the process. Analyze the data/process to determine root causes and current obstacles. Improve the process by eliminating root causes and current obstacles. Control the improved process for continued success. Context At LWES, we relied upon our custodial staff to manually control HVAC setpoints. This proved to be more and more challenging as new custodial staff were hired and they were expected to raise and lower each thermostat in each classroom/gymnasium on a twice daily basis (morning and evening).

49 OPERATIONAL DEFINITIONS HVAC HEATING VENTILATION AIR CONDITIONING BOARD TEMPERATURE POLICY OCCUPIED TIMES ARE FROM 7:00 AM TO 4:00 PM MONDAY - FRIDAY WITH A HEATING SETPOINT OF 68 DEGREES AND A COOLING SETPOINT OF 72 DEGREES - UNOCCUPIED TIMES ARE FROM 4:00 PM TO 7:00 AM MONDAY - FRIDAY AND ALL OF SATURDAY AND SUNDAY. HEATING SETPOINTS ARE 60 DEGREES AND COOLING SETPOINT OF 85 DEGREES LWES - LOUISA WEST ELEMENTARY SCHOOL

50 DEFINE PROBLEM STATEMENT: Outdated equipment and poorly designed buildings/facilities create energy wasting opportunities as evidenced by extremely high utility bills at LWES and aged HVAC, technology and kitchen equipment. GOAL STATEMENT: Update buildings and facilities with energy efficient technology and equipment which will decrease utility costs. WHY: ENERGY CONSUMPTION WAS ON A GRADUAL INCREASE. WHAT: KWH/USAGE OF EACH DISTRICT BUILDING HOW: THE TEAM ANALYZED BILLS TO DETERMINE WHAT BUILDINGS NEEDED TO BE LOOKED AT AND IN WHAT ORDER WE SHOULD APPROACH EACH.

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53 PROCESS MAP

54 MEASURE MEASURE WHAT WAS DETERMINED FOR THE PROJECT: WE LOOKED AT ELECTRIC BILLS TO DETERMINE THE MEASURE FOR THIS PROJECT. WHY: HIGHER THAN AVERAGE ELECTRIC BILLS AT MULTIPLE BUILDINGS. WHAT: ELECTRIC BILLS WERE LOOKED AT AND ANALYZED OVER THE LAST THREE (3) YEARS TO DETERMINE WHAT BUILDINGS WERE USING THE MOST ELECTRICITY IN KWH. HOW: ELECTRIC BILLS WERE ENTERED INTO SCHOOLDUDE AND WE WERE ABLE TO PULL THE ANALYTICS OF THE LAST THREE (3) BY BUILDING TO DETERMINE WHERE OUR FOCUS WOULD BE.

55 BASELINE DATA - April 2016 OVERALL BASELINE DATA: OF THE 10 BUILDINGS IN THE DISTRICT, 5 OF THE 6 SIX SCHOOLS HAD ALREADY HAD HVAC CONTROLS INSTALLED. LWES WAS THE ONLY SCHOOL TO NOT HAVE THIS. LWES WAS NOT THE BIGGEST ENERGY CONSUMER BUT MADE THE MOST IMPACT BASED ON SQUARE FOOTAGE.

56 BASELINE MEASURE CHART

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58 ANALYZE WHY: DISTRICT TEAM MONITORS UTILITY DATA TO MAKE SURE THAT THERE IS NOT A DRASTIC INCREASE/DECREASE IN USAGE OR AMOUNTS USED WHAT: UTILITY ARE ANALYZED ON A MONTHLY BASIS TO DETERMINE WHAT NEEDS ATTENTION. ALL BUILDINGS ARE ANALYZED AND IT WAS DETERMINED THAT SCHEDULES ON HVAC WOULD BE OUR BIGGEST ENERGY USER IN MOST BUILDINGS. HOW: FISHBONE DIAGRAM WAS USED TO ORGANIZE THE WORK. FMEA TO IDENTIFY POTENTIAL FAILURE ISSUES WAS GENERATED BY THE TEAM. THIS PHASE OF THE ANALYZE PHASE PROVIDED THE TEAM STRUGGLE IN REVIEWING THE PROCESS AND DETERMINING POTENTIAL FAILURE POINTS AND ALSO INCLUDING STAKEHOLDER IN ROOT CAUSE ANALYSIS DURING MEETING WITH PRINCIPALS AND STAFF.

59 Problem Statement: High KWH electric use is costing too much

60 IMPROVE WE ANTICIPATE AN IMPROVEMENT AT LWES BASED ON THE SAVINGS THAT WE HAD A SIMILAR SCHOOL (BES). BES HAD A SAVINGS OF APPROXIMATELY 18% IN ENERGY SAVINGS. IF LWES FOLLOWS THAT SAME PATTERN THEN ITS ENERGY USE WILL BE DOWN 18% WHICH EQUALS APPROXIMATELY $6970 SAVED. 5 YEAR BENEFIT = $34,853

61 CONTROL MONITOR MONTHLY UTILITY BILLS TO DETERMINE TOTAL AMOUNT OF ENERGY USED. IDENTIFY BUILDING TRENDS TO HELP IMPROVE ENERGY USAGE.

62 NEXT STEPS INSTALL PROGRAMMABLE THERMOSTATS IN ALL CLASSROOMS AT LWES. CONTINUE TO MONITOR UTILITY BILLS AND REPORT TO LOCAL BOARD OF EDUCATION ON A QUARTERLY BASIS.

63 LAWRENCE COUNTY SCHOOLS TRANSPORTATION

64 EXECUTIVE SUMMARY Project Start: April 1, 2016 Project End: September 1, 2016 Project Wins By doing this project and using the steps presented, it made us realize that we could make changes in routes to save valuable time and money by analyzing routes, buses, and student demographics. It made us more conscious about what was going on in transportation department. DMAIC Approach DMAIC is a data-driven, five-step approach to improving processes. Define the process that has opportunity for improvement with project goals. Measure the beginning status of the process. Analyze the data/process to determine root causes and current obstacles. Improve the process by eliminating root causes and current obstacles. Control the improved process for continued success. Context Transportation had got to a point where it was run a certain way and so everyone just automatically thought it had to be that way. Everyone just assumed that things couldn't be changed.

65 OPERATIONAL DEFINITIONS PASSENGER LOGS-RECORDS SHOWING NUMBER OF PUPILS RIDING EACH BUS, TIME STUDENTS ARE PICKED UP AND DROPPED OFF, ADDRESSES AND PHONE NUMBERS FOR EACH STUDENT. FUEL USAGE-RECORD SHOWING NUMBER OF GALLONS USED AND AVERAGE MPG FOR EACH BUS. DEMOGRAPHICS-HOW THE LAND LAYS AND STUDENT ADDRESSES AND PHONE NUMBERS.

66 DEFINE PROBLEM STATEMENT: Extended student travel time on buses, Increased maintenance/fuel cost on buses due to long bus routes. GOAL STATEMENT: Minimize student travel time and to minimize fuel and maintenance cost WHY: ROUTES NEEDED EVALUATED DUE TO THE CHANGES IN STUDENT AND DRIVER DEMOGRAPHICS. WHAT: EXTENDED MILES AND TIME SPENT ON BUS DUE TO ROUTES NEEDING ADJUSTED. HOW: TEAM MEMBERS EVALUATED THE ROUTES TO SEE WHAT CHANGES COULD BE MADE, TO DO AWAY WITH UNNECESSARY MILES TRAVELED.

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70 MEASURE MEASURE WHAT WAS DETERMINED FOR THE PROJECT: MEASURED MPG ON DIFFERENT STYLE BUSES. STUDIED ALL ROUTES AND TIME SPENT ON ROUTES. WHY: TO SEE IF CERTAIN BUSES AVERAGED BETTER FUEL MILEAGE AND TO SEE IF WE COULD SAVE MILES AND TIME TRAVELED ON BUSES. WHAT: LOOKED AT FUEL SHEETS TO DETERMINE WHICH BUSES HAD THE BEST MPG AND CHECKED FOR WASTED MILES AND TIME SPENT ON BUSES. HOW: KEEP RECORD OF FUEL USED AND MILES TRAVELED ON EACH BUS AND MADE SURE WE WERE PUTTING THE RIGHT BUS AND DRIVER TO EACH ROUTE.

71 BASELINE DATA - April 2016 OVERALL BASELINE DATA: THOMAS CONVENTIONAL BUSES HAD BETTER FUEL MILEAGE THAN FORWARD CONTROL AND REAR ENGINE BUSES. HAD ROUTES OVERLAPPING AND WAS ABLE TO MAKE CHANGES SO THEY DIDN T OVERLAP. conventional forward-control rear-engine Number of buses

72 BASELINE MEASURE CHART

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74 ANALYZE WHY: TEAM CONTINUES TO MONITOR DATA TO ASSURE WE GET BEST POSSIBLE RESULTS FROM DATA COLLECTED. WHAT: TEAM WAS ABLE TO FIND ROUTES WITH WASTED MILES AND TIME AND ALSO DISCOVERED CERTAIN STYLE BUSES WAS BETTER ON FUEL MILEAGE. HOW: DURING THIS PROCESS THE FISHBONE DIAGRAM WAS USED TO ORGANIZE THE WORK. THE FEMA WAS ALSO USED TO DETERMINE THE PROBLEM S POSSIBLE CAUSE, POSSIBLE EFFECT, AND THE CURRENT PROCESS TO CONTROL THE TIME SPENT ON BUSES, WASTED MILE S AND WASTED FUEL BY INEFFICIENT ROUTE DESIGN S.

75 Problem Statement: Extended student travel time on buses, Increased maintenance/fuel cost on buses due to long bus routes.

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77 IMPROVE Monitor fuel mileage of all buses for a year. Monitor route designs and student demographics of all routes and made necessary changes where possible for the past year.

78 IMPROVEMENT DATA OVERALL IMPROVEMENT DATA: BUS REPLACEMENT SCHEDULE OUR THOMAS CONVENTIONAL BUSES HAVE 1.5 MPG BETTER FUEL MILEAGE THAN FORWARD CONTROL AND REAR ENGINE BUSES SO THE DECISION WAS MADE TO PURCHASE THREE CONVENTIONAL BUSES TO REPLACE FORWARD CONTROL BUSES THAT ARE DUE FOR REPLACEMENT ANYWAY. WE TRAVEL APPROXIMATELY 50,000 MILES PER MONTH AND IF WE HAD ALL CONVENTIONAL BUSES WE WOULD THEN SAVE APPROXIMATELY $4600 PER MONTH WITH A FLEET OF 35 BUSES WITH CURRENT FUEL PRICES OF $1.95 PER GALLON. EACH BUS TRAVELS AN AVERAGE OF 14,286 MILES/YEAR. IF EACH NEW BUS GETS 6 MPG THE GALLONS PER BUS PER YEAR IS 2381 X $1.95 = $4643. IF THEY ONLY GET 4.5 MPG THE COST IS 3175 GALLONS X $1.95 = $6191. THE DIFFERENCE IS $1548 PER BUS X3 =$4643/YR. SAVINGS. 5 YEAR PROJECTED SAVINGS = $23,214

79 IMPROVEMENT DATA OVERALL IMPROVEMENT DATA: ROUTE OPTIMIZATION HAD ROUTES OVERLAPPING AND WAS ABLE TO MAKE CHANGES SO THEY DIDN T OVERLAP. HAD TWO BUSES RUNNING DONITHAN RD WAS ABLE TO TAKE #092 OFF SAVING AVERAGE OF 20 MILES A WEEK. WAS ABLE TO TAKE BUS #163 OFF OF TOP OF WORLD ROUTE AND PUT BUS #052 ON IT, SAVING AN AVERAGE OF 40 MILE A WEEK. THE KIDS THAT LIVED ON RT 3 WERE SWITCHED TO BUS #162 AND THE TOWN KIDS WERE SWITCHED TO BUS #063 ELIMINATING OVERCROWDING AND BUS #052 FROM GOING ON TOWN RT SAVING AVERAGE OF 10 MILE A WEEK. SWITCHED FOUR DRIVERS TO RT S THEY LIVE ON TO KEEP BUSES FROM CROSSING PATHS SAVING AN AVERAGE OF 420 MILES A WEEK PLUS WEAR AND TEAR ON BUSES. DUE TO STUDENT DEMOGRAPHICS WE WAS ABLE TO GO FROM 36 ROUTES TO 35 ROUTES SAVING AN AVERAGE OF 430 MILES A WEEK. BY CUTTING UNNECESSARY MILES AND WASTE IT SAVES AN AVERAGE OF 29,440 MILES A YEAR. SAVING APPROXIMATELY $11,480 IN FUEL, PLUS A DRIVER SALARY AT APPROXIMATELY $12,500 PER YEAR, ONE BUS AT APPROXIMATELY $109,000, AND APPROXIMATELY $3000 FOR MAINTENANCE AND SUPPLIES. COST AVOIDANCE = $109,000 (ENOUGH FOR ~2FTES?) HARD SAVINGS = $11,480 FUEL + $12,500 DRIVER + $3000 MAINT. =$15,500/YR 5 YEAR ESTIMATED SAVINGS = $77,500

80 CONTROL MONITOR MONTHLY FUEL SHEETS TO KEEP UPDATED ON FUEL MILEAGE. MONITOR STUDENT DEMOGRAPHICS TO ASSURE ROUTES ARE DESIGNED FOR THE SAFEST AND FOR THE MOST EFFICIENT ROUTES POSSIBLE. MONITOR SUPPLY COST AND MOST EFFICIENT SUPPLIER.

81 NEXT STEPS CONTINUE TO MONITOR AND REPORT FINDINGS TO BIG ROCK PLANNING EVERY MONTH.

82 LESSONS LEARNED BY IDENTIFYING YOUR PROBLEM YOU CAN USE THE CAUSE AND EFFECT FROM THE FISHBONE TO MAKE YOU THINK ABOUT WHAT MIGHT NEED WORKED ON. BY USING THE FMEA IT HELPED US IDENTIFY THE SEVERITY OF THE PROBLEM. BY USING THE FLOW CHART IT HELPED DECIDE THE ORDER TO PROCEED. BY SEEIN ALL THE DATA IN A CHART SHOWED US WHICH BUSES HAD THE BEST MILEAGE.