(1) HOW do you determine KEY product* and WORK PROCESS requirements?

Using its Core Competency of Transforming Lives as a guide, CSSD establishes the
essential elements of its educational programs, services, and work processes. The CSSD
SL and LT members analyze relevant stakeholder and customer needs, federal and
state regulations, competition student accomplishment statistics, and customer
satisfaction data to achieve this. To go beyond these goals, SI (Strategic Initiatives),
Goal, and AP (Action Plan) were developed.

(2) What are your organization’s KEY WORK PROCESSES?

PPEP (PATHWAYS PERSONALIZED EDUCATIONAL PLAN). The PPEP is
CSSD's Key Work Process, created to include students in their learning and support their
academic progress through a unique and personal academic plan. It is divided into three
sections.
Personalized Pathways Intake: A Pathways Intake is planned within two to four
business days after a student and parent contact CSSD to start the enrolling process. A
Pathways Intake is planned to introduce new students and their families to CSSD's
friendly, student-centered, and customer service-focused culture. It starts with
providing highlights of the program and culture, collecting transcripts, discipline
history, immunization records, test scores, housing information, contact
information, and socioeconomic and demographic data. After gathering and analyzing
data, a support staff member personalizes the student's individual academic plan.
The MAP (Measure of Academic Progress) Intake assessment analyzes the student's
present academic proficiency in Math and English Language Arts, and parents complete
the SSC Customer Service survey to provide meaningful input on the Intake process.
Student Pathways Implementation and Progress:
The second stage of the PPEP involves parents and students meeting daily and once a
week at their local RC (Resource Center) to work one-on-one and in small groups
with their teacher. To increase student accomplishment and target student engagement,
teachers use a variety of instructional delivery methods. Data is included into the PPEP
Storybook to verify that the educational methods and engagement activities are delivering
a successful path for specific students. Teachers and staff visit homes, carry out and
 monitor relevant interventions, and direct students and families to community
partnerships and resources. CSSD's program has the power to go beyond conventional
approaches to alter the lives of the children.
Successful Pathways Transition: Depending on how well they complete their
objectives, students in phase three of the PPEP either graduate or are sent back to their
regular high school. Upon leaving, counselors update students' dashboards to reflect
best practices and areas for development. Measures relating to student intake,
personalized instruction, information curriculum development, and the student's
redirection or completion are among the PPEP requirements.

(3) HOW do you design your products and WORK PROCESSES to meet
requirements?
Through the PDI3S (Figure 6.1-2), CSSD develops its programs and services, taking
into account modern technology, organizational expertise, excellence in programs and
services, student value, risk assessment, and agility.

(4) HOW does your day-to-day operation of WORK PROCESSES ensure that they
meet KEY PROCESS requirements?
CSSD's day-to-day operation of work processes is based on customer and stakeholder
feedback, which drives the PPEP and all organizational work processes. Figure 6.1-3
outlines the key performance measures and indicators and in-process measures to control
and improve CSSD's work process. These measures relate to the quality of outcomes
and the performance of CSSD's educational programs and services by providing
data that aligns to the Core Competency of Transforming Lives. Progress is tracked
through the OPMR (Organizational Performance Measure Review). CSSD's Graduation
rate outperforms competitors and fulfills the requirements as established by key
customers and stakeholders, contributing to society by minimizing incarceration rates
and increasing the productivity of future generations.

(5) HOW do you determine your KEY support PROCESSES?

 SL and LT members determine CSSD's key support processes based on key customer
and stakeholder requirements. Regulatory requirements, Capability and Capacity
Assessment results and VOC (Voice of the Customer) data are additional responses into
the determination process. CSSD's ten Key Support Processes are presented in Figure
6.1-4. Each LT (Leadership Team) member who owns the Key Support Process
reports weekly at Huddle meetings quarterly on the day-to-day operation of their
respective processes. Support Process progress is monitored through the
OPMR(Organizational Performance Measure Review) process.
All support data as it relates to SI (Strategic Initiatives), Goals and AP (Action Plan) is
reviewed and analyzed to act as inputs into the SPP (Strategic Planning Process). SI
(Strategic Initiatives) and PPEP (Pathways Personalized Educational Plan) support
three of CSSD's Basic Values: Kids Come First, High Accountability, and Business
Principles.

(6) HOW do you improve your WORK PROCESSES and support PROCESSES to
improve products and PROCESS PERFORMANCE, enhance your CORE
COMPETENCIES, and reduce variability?
Through the PDI3S (Process Design Introduction, Improvement and Innovation System),
CSSD enhances its Core Competencies and enhances critical and supporting work
processes to improve educational programs, services, and performance as well as student
learning. By analyzing and sharing data to check for variability throughout the
L(Learn) phase (OPMR-Organizational Performance Measure Review) of the
PDLA (Plan/Do/Learn/ Act) process, variability is reduced. To reduce it, there is
communication and training through the CKMS (Collaboration Knowledge
Management System), and process changes are made when necessary.

(7) HOW do you manage your supply network?

The supply-network is managed through supplier processes review (CSSD). Through an
examination of supplier processes, the supply network is managed (CSSD). In order to
meet operational needs, improve performance, promote SI, and increase student
happiness, CSSD makes sure suppliers are competent and well-positioned. Additionally,
 it encourages coordination and cooperation within the supply network through the
selection and positioning of suppliers. SI and AP completion progress are evaluated
on an annual, quarterly, monthly, and as-needed basis to maintain supply-network
agility and resilience. Weekly Huddle sessions are used to report feedback, and the
OPMR (Organizational Performance Measure Review) process is used to assess the
acquired data and look for trends. At regularly planned monthly meetings, or as
required for continuous improvement, the supplier is informed of the results.
AP (Action Plan) progression is monitored by the LT (leadership Team) champion
and specific improvement targets are set to address concerns. If improvement is not
seen, a new RFP (Request for Proposal) will be released.

(8) HOW do you pursue your identified opportunities for INNOVATION?

CSSD pursues identified opportunities for innovation through placement with the VMV
(Vision, Mission & Values), SI (Strategic Initiatives), and the CC (Core Competency -
Transforming Lives) as combined in the LMS (Leadership Management System) and
through the Innovation column of the PDI3S (Process Design Introduction,
Improvement & Innovation System). Opportunities are identified through OPMR
(Organizational Performance Measure Review), CKMS ( Collaboratioin Knowledge
Management System) methods, NERT (Nationwide Educational Reform Tour), listening
methods, research and best practices. A champion is identified based on their capability
and capacity. Financial and other resources are made available to support innovation,
strategic opportunities and intelligent risk taking through effective financial management.
Three reserve funds are available and the one targeted to support innovation is the
Contingency/Strategic Fund. Decisions to discontinue pursuing an opportunity are made
based on the balance of resources as opposed to the contributing value of the opportunity.