Chapter 12 - Solving the dropout dilemma

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Solving the dropout dilemma	407

      As part of this initiation all students and all staff take part in a Ropes course - very similar to some Outward Bound courses and some Super-Camp activities. They describe it as a great confidence builder. Says TQM specialist Myron Tribus: "It does for all students what competitive athletic contests are supposed to do for a few. But it does it better. As I see it, the school is trying to develop autonomous team players."4
      Students decided it was inefficient to have seven short study periods a day, so the school switched to four 90-minute classes. This schedule allows time for lab work, hands-on projects, field trips, thorough discussions, varied teaching styles and in-depth study. The reorganized schedule also allows for an extra three hours of staff development and preparation time each week.
      Because students are viewed as customers, the school tries to provide what they want. Students have repeatedly requested more technology, so the school has added dozens of computers, and opened the computer lab, library and science facilities at night for all pupils. As one report puts it: "Quality implementation is heavy on resources because students do the work and learning, not the teachers. The average number of hours of homework has risen to 15 per week. Studying, working together, and achievement have become a habit."5
      CIP has prompted teachers to rethink their teaching styles. One science teacher says he has changed from being an 80 percent lecturer to a 95 percent facilitator.
      Discipline problems? "Improving the entire education system, with student/customer needs first, has virtually eliminated classroom discipline problems . . . students acquire a sense of belonging and see the value in each class. Students help control and prevent discipline problems through positive peer pressure."6
      All students set improvement goals, such as receiving all A's, avoiding conduct reports and reducing tardiness.
      All students receive 90 minutes per week of quality-improvement training and school-wide problem-solving.
      All staff members have been trained in flowcharting. Flow charts of long-range projects are posted so that everyone can see how their part fits into the whole of each project.
      Because one of the school's goals is to develop "Pacific rim entrepreneurs" the students have set up four pilot "companies": Sitka

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