Course registration at JPII is a complicated process. Over 700 students register for a possible 320 courses that must be scheduled in 8 periods. Figuring out how to balance the number of possibilities while ensuring students are placed appropriately was a daunting process – perfect for the team highlighted in this article who figured out that the number of possibilities in such a master schedule (1.9 x 10^37) was over 18 quintillion times larger than a billion – or over a million times larger than the estimated number of atoms in the observable universe. 
  
Adopting innovative methodologies traditionally associated with manufacturing and corporate environments, a team including Eduardo Nunes, Amanda Peper, Karen Brown, and Jennifer Dye began applying Lean Six Sigma principles to streamline the course registration process for students last year. This initiative is not just about improving a system; it’s about setting students up for success.

Lean Six Sigma originated in Japan, gaining traction with companies like Toyota and Motorola. Defined by a statistical measure that equates to a staggering 3 defects per million opportunities—essentially perfect quality—it focuses on continuous improvement and systematic problem-solving. For Nunes, Peper, Brown, and Dye, this methodology serves as a framework to tackle inefficiencies in the course registration process, a critical aspect of student experience. 

The team recognized the need for change when they observed a high volume of requests for schedule modifications in early fall. These late changes disrupt not only student-teacher ratio numbers but also the overall learning environment when students switch courses after the beginning of school. To tackle this, they started with a flowchart of the current registration process, identifying potential pitfalls through brainstorming sessions and root cause analysis.

“Our goal was to reduce the number of change requests by 50%,” explains Nunes. “We wanted to create a more standardized approach, moving to a student eligibility model based on grades and performance.” This change not only made the process more objective but also aimed to align students with courses that would best support their academic growth.

The new system retains teacher input but bases decisions on measurable criteria, allowing for a more equitable distribution of classes. “It’s about challenging students while also setting them up for success,” Peper adds. “Our new Appeals Process provides students a whole semester to work toward meeting the course prerequisites, allowing for a clear path to eligibility.”

One of the more impactful changes was the communication strategy. In the past, parents had little visibility into the process, often leading to confusion and frustration. The team addressed this by creating a registration website and tentative schedule that was posted on Veracross, ensuring parents could review and understand their children’s academic pathways.

To facilitate ongoing improvement, the educators are looking to cultivate a culture of mentorship within the school. “We’re hoping to recruit master black belts from our greater JPII community to guide future student projects,” Nunes explains. This initiative aims not just to improve current processes but to embed a continuous improvement mindset throughout the school.

Looking ahead, there are plans to weave Lean Six Sigma principles into the curriculum, particularly in an upcoming Intro to Business course. Students will have the opportunity to earn certifications—starting with a yellow belt, progressing to a green belt through project completion. “This gives students practical skills that are applicable and desirable in the workforce,” Peper highlights.

The ambition of this initiative extends beyond the classroom. By creating a common language for problem-solving, educators hope to instill a mindset that values data-driven decision-making. “On average, companies see one improvement per employee each year. With Lean Six Sigma, we aim for 10 to 15 improvements annually,” Nunes asserts.

After analysis of the registration process this past year, Nunes and Peper found that course change requests decreased by 40%, almost achieving their goal of 50%.
 
Regardless, they have submitted their work and have earned their green belts for their work on this project. As part of the continuous improvement process, they will continue to work on all aspects of the course registration for at least one more year. By harnessing the power of Lean Six Sigma, Pope Saint John Paul II Preparatory School not only improves internal processes but also cultivates an environment where students are empowered to excel.