Proactive Approaches for Improving Outcomes for At-Risk Students

The principles of continuous improvement are currently impacting all areas of society. Business, government, and educational organizations are all applying these principles to improve the delivery of services to their customers (Payne and Blackbourn,1992). Lynch and Kordis (1988) emphasize the need to search constantly for the next stage in an ongoing sequence of continuous improvement. These modifications often involve change that is revolutionary, innovative, and involves fundamental modifications (Blackbourn, Papasan, Vinson, & Blackbourn, 2000; Kuhn, 1962; 1976; 1990). In essence, improving service delivery is not a final goal or destination, but merely a step in a continuing journey.

Fundamental change in operational procedures is the key element in significant improvement (Blackbourn, Papasan, Vinson, & Blackbourn, 2000; Skirtic, 1991; Synge, 1990). Much of the reason for the lack of meaningful change has to do with the standards and framework upon which the improvements are based. Using experience which is not current as a guide for problem solving is analogous to driving a car while only looking in the rearview mirror (Deming, 1987). Knowing how problems were dealt with in the past may not be helpful in solving current problems, especially if one’s vision is not futuristic or forward reaching.