ISO in the Schools?

Why and How the

Erie County Technical School
Attained ISO 9001:2000 Registration

ASQ Presentation
Aldo Jackson, Director
Natalie Fatica, Coordinator
Human & Quality Resources

March 16, 2004

 Presentation Overview

l Background information on the school

l Why we made the decision to pursue ISO
certification
l Quality Policy, Key Processes & Quality
Objectives

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 Presentation Overview

l Challenges to implementing our QMS

l Policy alignment
l Results & benefits from registration
l Opportunities for growth

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 Background Information on ECTS

l Career & Technical Education (CTE)

department for 11 schools districts
l Established in 1969
l 19 CTE programs for high school students

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 Background Information on ECTS

l Career alternative education program for

middle school youth
l Regional Career & Technical Center
– (adult CTE classes)
l Annually serve 850 high school students
– (15% of 10th, 11th and 12th graders)

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 Background Information on ECTS

l Annually serve 800 adults in part-time

evening classes
l Annual budget: $4 million
l Campus composed of 2 buildings and 175
acres

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 Background Information on ECTS

l Facility & Equipment Value: $18 million

l Faculty and Staff: 60

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 Our Guiding Principles

l Ensure the safety and welfare of our students

l Provide opportunities for learning
l Protect the public trust
l Provide for the transition from school to work,
additional training or military service
l Embrace diversity

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 Why we made the decision to
pursue ISO certification

l Prove the “quality” in our school and

programs: seal of approval
l Manage quality in a language that Business
& Industry understood
l Management’s response to teachers’ quality
efforts—national skill standards

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 Why we made the decision to
pursue ISO certification

l Add structure to an unstructured

environment
l Establish a driver to improve the quality of
our systems—a “sustaining initiative”

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 Quality Policy

The Erie County Technical School is

committed to providing career and technical
education that exceeds the expectations of
our customers while continually measuring
our progress and improving our programs and
services.

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 Key Processes

A. Product Realization Processes

1. Program Design
– Inputs
l Student Requirements
– Career Interests & Needs
l Emerging Occupations
l Current and New Skill Sets

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 Key Processes

A. Product Realization Processes

1. Program Design
– Outputs
l New CTE Programs
l Revised Programs
l New or Revised Support Services

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 Key Processes

A. Product Realization Processes

2. Program Delivery
– Models: 1-yr. and 3-yr. programs
– Teaching Methods
– Instructional Media

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 Key Processes

A. Product Realization Processes

3. Student Services
– Guidance
– Recruitment
– Enrollment
– Retention
– Attendance
– Placement

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 Key Processes

B. Resource Management Processes

1. Fiscal Services
– Purchasing
– Receivables

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 Key Processes

B. Resource Management Processes

2. Human Resources and Development
– Hiring
– Performance Assessment
– Training

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 Key Processes

B. Resource Management Processes

3. Technology
4. Safety and Security
5. Infrastructure
– Maintenance
– Improvements & Additions
– Utilities

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 Key Processes

C. Quality Management System Processes

1. Improvement
– Continual Improvement
– Corrective Action
– Preventive Action

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 Key Processes

C. Quality Management System Processes

2. Customer Satisfaction
– Students—Surveys and Focus Groups
– Faculty & Staff
– Employers

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 Key Processes

C. Quality Management System Processes

3. Internal Auditing
4. Management Responsibility
– Quality Planning
– Quality Objectives
5. Document & Data Control

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 Quality Objectives

Criteria
Operational Objective Measurement Criteria Frequency Results
Met
Curriculum Design and Development
A. Curriculum (NOCTI) 80% of students perform at or Of 27 analysis points,
Annually No
Reliability above the national norm 16 were below criteria
B. Curriculum (Craft Advisory A majority of committee Semi- Minutes reviewed,
Validity Committees Minutes) members endorse curriculum annually curricula endorsed Yes
Instruction
C. Skills Attainment (NOCTI) 80% of students perform at or Of 27 analysis points,
Annually No
above the national norm 16 were below criteria
D. Attendance Rates (Periodic Attendance Average daily attendance is Averages consistently
Reports) greater than 90% Quarterly above 90% in quarters Yes
reviewed
E. Retention Rates (Periodic Enrollment 90% of the student remain Quarterly enrollments
Quarterly Yes
Reports) enrolled exceeded the criteria
F. Student Satisfaction 90% of areas achieve a grade of Semi- All programs
Yes
Results B or better annually evaluated met criteria.
Guidance Services
G. Enrollment Share (Enrollment Enrollment represents 15% of From 2000-2001 to
Semi-
Compared to the ADM or a 2 percentage 2001-2002 increase of No
annually
Population) point increase .8
H. Customer 90% of areas achieve a grade of Semi- All programs
Satisfaction Results B or better annually evaluated met criteria. Yes
Placement Services
I. Placement Rates (Placement Rates) 30% of the seniors participate in 2003 Co-op Rate =
co-op and 90% of all graduates Monthly 21%; 2002 Placement No; Yes
attain successful transition Rate = 93%.
J . Employer Contacts (Register of Employer Semi- Maintained
Contacts) annually Yes
K. Customer 90% of areas achieve a grade of All six areas assessed
Annually Yes
Satisfaction Results B or better received a B or better

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 Challenges to Implementing Our QMS

l Interpreting the ISO standard

– Three schools previously—1994 Standard
– Use of a manual template
l Staff Buy-in and Participation
– Creating Ownership
– Demonstrating Value “from” System

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 Challenges to Implementing Our QMS

l Adding bureaucracy to an already

bureaucratic organization
l Developing the internal auditing process
– Training auditors
– Establishing audit standards
– Interpreting audit results

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 Challenges to Implementing Our QMS

l Calibration
– Product—Training
– Student Performance Tools & Equipment
– Safety
l Making it “Our” System
– Cookie Cutter Template
– Reliance on External Auditor

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 Policy Alignment

ISO Policy School’s Interpretation

4.0 General ü Processes

Management ü QMS Documents—
System Quality Policy &
Objectives
ü Document Control

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 Policy Alignment

ISO Policy School’s Interpretation

5.0 Management ü Director’s

Responsibility commitment
ü Communication
ü Management
Representative
ü Management Review

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 Policy Alignment

ISO Policy School’s Interpretation

6.0 Resource ü Human

Management ü Infrastructure
ü Environment
ü Supporting Services

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 Policy Alignment

ISO Policy School’s Interpretation

7.1 Planning of Product ü Quality Objectives

Realization ü Verification
ü Validation
ü Inspection and
Monitoring of Training

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 Policy Alignment

ISO Policy School’s Interpretation

7.2 Customer Related ü Customer

Processes Requirements
ü Requirements Review
ü Communicating with
the Customer

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 Policy Alignment

ISO Policy School’s Interpretation

7.3 Design & ü Process for New and

Development Revised Programs
ü Design Inputs
ü Design Outputs
ü Review
ü Verify
ü Validate

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 Policy Alignment

ISO Policy School’s Interpretation

7.4 Purchasing ü Affect on Educational

Process
ü Supplier Selection
ü Inspection &
Verification

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 Policy Alignment

ISO Policy School’s Interpretation

7.5 Production & ü Traceability

Service Provision ü Customer Property

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 Policy Alignment

ISO Policy School’s Interpretation

7.6 Control of ü Student Progress

Measuring & ü Program Tools—
Monitoring Devices Calibration
ü Safety

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 Policy Alignment

ISO Policy School’s Interpretation

8.1 Measurement, ü Service Conformity

Analysis and ü QMS Conformity
Improvement ü Continuous
Improvement

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 Policy Alignment

ISO Policy School’s Interpretation

8.2 Monitoring & ü Customer

Measuring Satisfaction
ü Internal Audits
ü External Audit

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 Policy Alignment

ISO Policy School’s Interpretation

8.3 Control of Non- ü Non-conforming

conforming Product Training
ü Reworked
ü Concession
ü Rejected

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 Policy Alignment

ISO Policy School’s Interpretation

8.4 Analysis of Data ü Customer

Satisfaction
ü Student & Program
Performance
ü Suppliers

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 Policy Alignment

ISO Policy School’s Interpretation

8.5 Improvement ü Corrective,

ü Preventive &
ü Continual
Improvement Actions

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 Results & Benefits of Registration

l Document Control—Forms and Work

Instructions
– Electronic Forms
– Documenting Important Processes
l Customer Satisfaction
– High School Students
– Leadership & Management Survey

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 Results & Benefits of Registration

l Corrective & Preventive Action Processes

– Good feedback mechanism
– Complaints and suggestions cannot be
ignored
– Now they’re documented
l Good Impression on Business & Industry

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 Results & Benefits of Registration

l Internal Audits—
– Say what we do
– Do what we say
– Prove it
– Improve it

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 Results & Benefits of Registration

l Calibration—A new level of quality

– Controlling the tools we use to measure
student progress
l Commitment to Quality—Coordinator for
Human and Quality Resources

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 Results & Benefits of Registration

l Quality Objectives
– Process focused
– Written
– Criterion-based
– Measurable
– Measured

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 Results & Benefits of Registration

l Focus on Processes & Systems

l Decisions based on Data Analysis

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 Opportunities for Growth

l Customer Satisfaction
– Employers
– Parents
– Participating School Districts
l Focus on Processes & Systems—how the
parts work together

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 Opportunities for Growth

l Data Analysis and Decision Making

l Internal Auditing
l Supplier Relationships

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 Thank You!
It has been our pleasure to share our
Quality Management System
with you

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