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Farrington High School, Honolulu
 

Farrington High School, Honolulu

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A project with MKThink 2008 - 2009

A project with MKThink 2008 - 2009

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    Farrington High School, Honolulu Farrington High School, Honolulu Presentation Transcript

    • Family and community involvement is integral toStudents who have strong relationships with their family and community student achievementdemonstrate… A 2001 study of 11,000 high school students conducted by the Center on • Decades of research show that School, Family, and Community Partnerships at Johns Hopkins University found students increase their performance that regardless of background and past performance, parental involvement has a through positive relationships with positive influence on student grades. their family and community …better SCHOOL PERFORMANCE • “It is never too late to initiate The Coordinated School Health Program in Rhode Island reports that students programs of family and community whose parents are involved in their education are more likely to have better involvement, as the benefits accrue social skills and higher self-esteem, show improved behavior, as well as through grade 12.” (Epstein, Joyce graduate and go on to college. L., 2005) …stronger LIFE SKILLS • Farrington High School has a unique Family Involvement in Childrens Education: Successful Approaches Idea Book, opportunity to strengthen its strategies sponsored by the US Department of Education, finds that students who are and programs with a clear, involved with their parents and community demonstrate more positive attitudes consistent plan that is designed to than students who are not involved. promote high student achievement. …POSITIVE ATTITUDES towards School and Community than students who do not have such support. Citations: Epstein, Joyce L., Ph.D. (2005). Developing and Sustaining Research-Based Programs of School, Family, and Community Partnerships: Summary of Five Years of NNPS Research. Baltimore: Johns Hopkins University.Discovery: What Role does Community Play in a School’s Success
    • The success of a school can be measured by the strength of its community FARRINGTON HIGH SCHOOL • Farrington is located in an urban, low-income community in Honolulu • A basic study of the community surrounding Farrington High School can lead to a basic understanding of who the Farrington community is and what they need • Discovering the community needs of the Farrington area can lead to a community-specific plan that addresses the concerns of the school and surrounding localeDiscovery: Community’s Role in a School’s Success
    • At first glance, the Farrington community has a number of uniqueThe Farrington area is The Farrington area is In the Farrington area characteristics47% 22% 59%Filipino in comparison to14% in Hawaii School-age children in comparison to 21% in of residents have • A majority of Farrington’s residents are Asian, and almost half of Farrington’s community is Filipino. sales & service jobs • 1 in 5 Farrington residents are Hawaii in comparison to 46% in school-aged children, from ages 5 to Hawaii 19. • More than half of Farrington’s residents work in a sales or serviceIn the Farrington area In the Farrington area In the Farrington area sector job. 54% 31% 17% • More than half of Farrington’s residents rent their homes. • Nearly a third of Farrington’s adults of families rent in of adults have not of families receive do not have their high school comparison to 43% in completed high school public assistance in diploma. Hawaii in comparison to 15% in comparison to 8% in Hawaii Hawaii • Nearly a fifth of the families here receive public assistance. Citation: “Farrington Area Community Profile.” Center on the Family. November, 2003.Discovery: Farrington Community Snapshot
    • The Farrington community can be defined as a COMPLEX • Oahu has 9 complex areas in total Farrington Complex • A district is a geographic area madeComplexes in Oahu up of a high school as well as Feeder Middle and Elementary Schools elementary and intermediate schools that send its students to the high school. • Hawaii DOE recognizes that complexes “allow each administratorFARRINGTON COMPLEX FACTS to better focus on supporting the needs of their schools, while Total Population 46,537 providing more meaningfulTotal School-Age supervision and accountability 10,238Population (5-19) expectations of the principals and Average schools”. 4 Household Size • The Farrington Complex is comprised Median Age 36 of 11 elementary and middle schoolsPer Capita Income $14,634 FARRINGTON in addition to Farrington High HIGH SCHOOL School.Median Household $44,822 Income • Farrington is approximately 6 square miles, and is located in southeast Honolulu. Citation: Dept. of City Planning; Hawaii DOE Discovery: Defining the Community by Complex
    • Farrington High School is also part of the Kalihi-Palama DISTRICT • Oahu has 19 districts in total Kalihi-Palama District • A district is a census-designatedDistricts in Oahu geographic area located in southern Oahu. • The district encompasses about 2.65 miles in perimeter. FARRINGTON HIGH SCHOOL • The Kalihi-Palama district is led by KALIHI-PALAMA DISTRICT FACTS Community Board No. 15 and is made up of working class families, Total Population 37,987 foreign-born residents, and elderly Average senior citizens. 4 Household Size Median Age 36 Per Capita Income $13,349 Median Household $31,627 Income Citation: Dept. of City Planning; Hawaii DOE Discovery: Defining the Community by District
    • Farrington directly influences the area surrounding it, defining a FARRINGTON community in its own HIGH SCHOOL • Farrington High School is located on North King Street, close to local restaurants and retail establishments. • Within walking distance of the school are a number of parks, health centers, local landmarks, a public library, and a community college. • To the north, Farrington is bounded by Highway 1, oftentimes creating an impasse for residents to easily access the north side of the complex.Discovery: Defining the Community by Sphere of Influence
    • Local businesses, organizations, schools, and community services, Community Center all serve the Farrington community • The community has a number of resources that are currently available for use • Through a coordinated effort, the Kalihi-Palama Library school can utilize all available FARRINGTON resources to benefit its students HIGH SCHOOL COMMUNITY RESOURCES MATRIX Places Agencies/Individuals Restaurants and Businesses School Spaces Students Community Centers Local Experts Health Clinics and Hospitals Teachers/School Officials Local businesses and shops Municipal agencies Lanakila Senior Center Library professional associations Workshops Cultural Associations Faith-based Institutions Local Media Honolulu Community College Gymnasiums Business Leaders Playing Field/Track Community Leaders Childcare centers Youth Agencies classroom space Ethnic AssociationsDiscovery: Defining the Community by its Stakeholders and Resources
    • In comparison to the state of Hawaii, Farrington’s Civilian Unemployment families have significantly higher levels of poverty HAWAII STATE • The four indicators in the diagram FARRINGTON can help determine the financial COMMUNITY health of families in the Farrington complex as compared to families 9% across Hawaii. • In comparison to Hawaii, twice asFamilies with Children 6% Families Receiving many families in the Farrington 23% living in Poverty Food Stamps community receive food stamps and 11% 13% have families with children who are 8% 27% living in poverty • The Center on the Family reports that the per capita income for Farrington, $14,634, is one of the lowest in the state of Hawaii. (2003) 17% • Poverty in the family means that parents and elder family members cannot be as involved in their children’s school performance. This Households Receiving Public can negatively impact student Assistance Income achievement. FARRINGTON HAWAII Citation: Center on the Family, 2003 Assessment: Key Issues facing the Farrington Community: Poverty
    • Adults in the Farrington area have overall lower Did not Complete High School levels of education than adults across Hawaii • Students in the Farrington area tend to have less exposure to highly- educated adults and may lack HAWAII STATE motivation to complete school or pursue higher education 31% FARRINGTON COMMUNITY • A lack of education is also an indication why adults in the Farrington area tend to have sales, 15% service, and labor jobs. 12% • Parents who have low-paying jobs may be forced to work longer hours, 26% 69% resulting in less time to spend with their children on school-related concerns.Completed Bachelor’s Completed High Degree or More 85% School or More FARRINGTON HAWAII Assessment: Key Issues facing the Farrington Community: Uneducated Workforce
    • Farrington Residents Who… Immigrated here Farrington has a bigger foreign and disabled population than the state of Hawaii, creating HAWAII STATE unique needs • Most Farrington residents have a primary language other than English FARRINGTON and the area also has one of the COMMUNITY largest immigrant populations in Hawaii 16% • Disability also plagues about a third 28% 6% to half of the populationAre disabled 55% y (21-64) 18% 27% Speak a Language • Unaddressed, these realities can Other than English at result in language or physical barriers Home 41% • The school and community planning efforts have to remain sensitive to the ethnicities and health-related concerns that exist here in order to 52% create successful programs and facilities Over 65 with a disability Assessment: Key Issues facing the Farrington Community: Diverse Needs
    • A majority of Farrington’s workforce is made up of sales, service, and transportation workers Service 33.6% Jobs Include: • Hotel workers • Restaurant workers • Adults in the Farrington area tend to • Cleaners have service and sales jobs, followed by professional and transportation jobs Management & • The global financial crisis has played Professional 16.3% a major role in Hawaii’s economy Jobs Include: Sales 25.2% Jobs Include: UNEMPLOYMENT RATE • Doctors • Wholesale and • Teachers retail traders Armed Forces • Store Clerks 9% 6% In Farrington In Hawaii 0.4% Agricultural 0.9% Jobs Include: • Farm workers Transportation 14.1% Construction 9.5% • Food processing Jobs Include: Jobs Include: • In 2009, visitors in Hawaii are occupations • Drivers • Painters expected to decline and visitors are • Public Transit Employees • Carpenters also expected to spend less, resulting • Industrial truck and tractor • Electricians in larger job losses in service and operators • Roofers sales jobs, and subsequently, • Construction Laborers transportation jobs (Bonham 2008). • Farrington has a lot to gain by training a new generation of flexible and resilient workforce that is also diversified across all of the job sectorsAssessment: Key Issues facing the Farrington Community: Job Needs
    • Adolescents Reporting… Unsafe Youths in the Farrington Neighborhoods HAWAII STATE community tend to be more disengaged from their FARRINGTON families and community COMMUNITY overall 64% • In a survey conducted by the Center for the Family in 2003, it was foundClose Family Ties Lack of Close that adolescents in the Farrington Neighborhood Ties area have a greater prevalence of 44% disengagement, delinquency, and 54% tend to lack close neighborhood ties 39% 46% 46% more so than the rest of the complexes in Hawaii 12% TEENS WHO ARE NOT IN 36% 15% SCHOOL AND NOT WORKING Poor Parental 46% 33% 12% 9% In Farrington In Hawaii 45% Exposure to Supervision Elicit Drug Use • Despite the low levels of family and community engagement, students in Farrington reported one of the lowest rates of lack of interest in school, highlighting a key opportunity for the WHY SCHOOL IS THE PLACE TO school to serve as a catalyst for ENGAGE STUDENTS: Despite a lack of close ties with Lack of Interest family and community development family and community, Farrington in School students have a greater interest in school than the Hawaii average. Citation: Center on the Family, 2003. Assessment: Key Issues facing the Farrington Community: Delinquent Youth
    • WHAT DOES THE WHAT DOES THE Farrington High School SCHOOL NEED? COMMUNITY NEED? can align its needs withFinancial Resources to Support Learning: Access to Low-Cost Local Facilities for: the community to realizeo Equipment o Programs mutual benefitso Technology o Meetingso Professional Expertise o Performanceso Materials o Other Religious and Social Gatherings • Through the concept of mutualStronger Parental Involvement Skilled workforce benefit, Farrington High School canStudent Jobs and Internships Volunteers lead an effort wherein the school canInformation Job Network Financial Resources garner necessary resources and theGovernment Grants Government Grants community can also benefit from the school WHAT CAN THE WHAT CAN THE SCHOOL PROVIDE? COMMUNITY PROVIDE?Low-Cost Facilities Business and Vocational ExpertiseEducators and other Professional Experts Public Health ProgramsEnrichment Programs for the Community Other Municipal Programs and SupportClasses that are open to the Community Healthcare Facilities and Expertise Job Training Programs Family Support Internships/Community Service Programs Opportunities for Public Funding Opportunities for Private Funding Economic Development Opportunities Assessment: Community and School Needs
    • Successful partnerships can be advantageous for 1. Key strategic partnerships between businesses and Farrington High School and community leaders and Farrington High School to link and bolster the surrounding community maximize all available local resources, such as financial resources, spatial resources, people, to answer needs. 2. Provide financial and human capital to drive improvements in facilities and programming. 3. Expanded array of programs, facilities, services, classes, and any enrichment opportunities available to students and local adults, particularly related to academia. 4. Strong informal and formal local communication network that shares information readily. Citation: Jackson, A., & Davis., P. G. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.Assessment: Potential Opportunities
    • A Community Integration Schools as Center for Community Model Plan is a financially viable strategy that can align community and school needs to achieve measurable results • Adopting the Schools as Center for Community1 model can help Farrington augment its own success by enables strategic partnerships between existing and emerging opportunities that lie at the nexus of school and community. • The Community Integration Plan is a set of localized and specific strategies that can be employed to realize the Schools as a Center for Community dynamic model for Farrington. • Interagency cooperation between Farrington and the surrounding community can open opportunities for financial and organizational support that the school currently needs. Citation: Bingler, Steven A. et. al. (2003). Schools as Centers of Community. Washington, DC: National Clearinghouse for Educational Facilities.Emerging Strategy: Adopting the Schools as Center for Community Model
    • • Establish key team (e.g. School Community Council) at Farrington High School The Community Organization • Align Farrington’s mission and goals with key principles of Integration Plan is the “Schools as Center for Community” model comprised of a flexible, • Identify necessary resources as well as the local stakeholders that the school can potentially partner with four-part process • The Community Integration Plan can • Establish an internal school-based governance committee be organized, initiated, and • Create an inventory of existing school resources and needs launched by Farrington’s School as well as use/access availabilities and needs Community Council Strategy • Establish committee goals and success measures • Organize a community-wide council comprised of key • In addition to the school-based Community council, comprised of community and school stakeholders students, teachers, school • Form strategic partnerships and enter mutual-benefit administrators, community members, agreements that meet necessary needs and parents, the committee should also represent local businesses, leaders, health organizations and community-based organizations Communications • Communicate effectively about newly-available programs • Conduct effective outreach to ensure that all families in the community are aware of available resources. • Document the application of the Community Integration Plan • Refine strategies and partnerships Assessment • Gather feedback from students, families, and the community • Renew agreements based on changing school and community needs and available resources Citation: Jackson, A., & Davis., P. G. (2000). Turning points 2000: Educating adolescents in the 21st century. New York: Teachers College Press.Emerging Strategy: Community Integration Plan
    • POTENTIAL PARTNERSHIPS The specific partnerships The school can rent its facilities to that result from aligning JOINT-USE OF SCHOOL FACILITIES AGREEMENT local groups who require space resources can provide Farrington with the financial support it needs The school and local businesses and JOINTLY-FUNDED PROGRAMS groups can partner in order to be • These partnerships are designed to FOR SCHOOL & COMMUNITY support Farrington High School eligible for public and private funding • In turn, Farrington seeks to support student learning SELECT SCHOOL CLASSES The school along with local adult • Strategic partnerships will provide OPEN TO ADULTS & SELECT enhanced opportunities for student schools and community colleges can ADULT SCHOOL/COMMUNITY learning both in and out of the school co-locate certain courses to increase COLLEGE CLASSES OPEN TO HIGH SCHOOL STUDENTS opportunities and generate • A community-based partnership inter-generational learning model will give Farrington High School, and the complex as a whole, the necessary support it needs to ensure stronger student achievement INTERNSHIPS AND JOBS FOR Local businesses and industries can hire levels STUDENTS AT LOCAL and provide training to school students BUSINESSES & INDUSTRIES The school can serve as a ON-GOING clearinghouse for job-related and other INFORMATION NETWORK community information that could be useful to its students and staff Emerging Strategy: Mutual-Benefit Partnerships Can Strengthen Farrington
    • A school’s overall health and wellness is impactedFactors of a school’s built environment that can impact students and staff: by its built environment The Washington State Department of Health finds that problems associated with indoor air quality may lead to discomfort or illness, INDOOR AIR QUALITY which in turn may lead to reduced productivity and academic • There is a strong link between the performance, and increased absenteeism. state of school facilities • “When school facilities are clean, in Lack of adequate ventilation leads to an increase in carbon dioxide good repair, and designed to levels. Without fresh air, students are not able to concentrate on VENTILATION academics. support high academic standards, there will be higher student achievement.” (from BEST Report) Schools predominantly attended by poor and minority students • Farrington can support student systematically suffer from the poorest school facilities, affecting learning by improving the school’s ENVIRONMENTAL JUSTICE educational outcomes of students. facilities and built environment • In addition to the ones listed here, A growing body of research indicates that small schools and small research indicates that there are other class sizes lead to higher educational outcomes in students. Large school facilities factors that can affect SCHOOL SIZE schools can be unwieldy and are may not be flexible enough to meet a school’s health: individual students’ needs. - Lighting - Thermal Comfort - Acoustics Research indicates that improving facilities leads to increased student performance, an overall goal for schools.OVERALL BUILDING QUALITYDiscovery: Why is Health and Wellness Important to a Campus Master Plan?
    • Intellectual wellness Spiritual wellness promotes promotes activities, students’ self-esteem and family Good health and wellness programs, and togetherness; engaging educational spaces that campus design, etc. depends upon the enhance academic balance of a number of achievement. Community wellness promotes collective factors identity and shared values between individuals • A successful Master Plan for Farrington High School that integrates and maximizes health and wellness will yield positive “places” intended for students, faculty, staff, and community alike made up of thoughtful campus design, spaces, organization, programs, and activities. • The Wellness Wheel is a dynamic interface that can allow one to visualize the integrated and multi- faceted factors that comprise health and wellness. Social wellness • The 7 factors of Health and includes designing Wellness: spaces for Physical wellness interaction;promotes activities -Spiritual developing and spaces that reciprocal support -Communityenhance physical systems -Social health. -Emotional -Psychological Emotional and Psychological wellness refers to creating -Physical positive experiences for individuals through health and wellness programming and safe spaces. -Intellectual Discovery: Health and Wellness Needs
    • Percentage of incoming freshman students who graduate four years later. Graduation rate serves as a basic measure of success for a school and Key outcome indicatorsON-TIME GRADUATION the district-wide school system. This is one of the four areas set by No Child Left Behind as academic performance targets. can assess the health and well-being of Farrington Percentage of total students attending school daily. Regular attendance students allows students to maintain continuity with their studies, develop stronger DAILY ATTENDANCE relationships with their peers and educators, and receive timely • The No Child Left Behind (NCLB) instruction. Report shows that Farrington High only met 1 out of 19 targets for the Reading proficiency is measured by standardized Hawaii State 2007-08 school year. Assessment tests. This is one of the four areas set by the No Child LeftREADING PROFICIENCY Behind as academic performance targets. • 2006-07 Farrington met 4 out of 19 targets. • This is a list of basic outcome Reading proficiency is measured by standardized Hawaii State indicators of student performance Assessment tests. This is one of the four areas set by the No Child Left and behaviors that have state and MATHEMATICS Behind as academic performance targets. national benchmarks. PROFICIENCY • Selected indicators have wider and more significant causes and effects. Average College Board SAT scores for Farrington High students. The SAT SCORES • An assessment of a few basic SAT is a key exam for college-bound students. indicators can gauge Farrington’s own progress and student Healthy weight is based on students’ Body Mass Index (BMI). Students performance in relation to other whose BMI is at the 85 percent or above are either considered schools across Hawaii and the US. HEALTHY WEIGHT overweight or obese, or at an unhealthy weight. Students who are overweight or obese have a greater chance of developing health risks. This is the percentage of students who are physically active at least 5 REGULAR PHYSICAL times a week. Regular physical activity is integral to health-related ACTIVITY benefits. Assessment: Outcome Indicators
    • PERFORMANCE OF FARRINGTON HIGH STUDENTS A GAP Analysis can 0 10 gauge the performance ofLow High Farrington students in relation to state and Healthy People 2010 Target national standardsOn-time Graduation 7 Students who graduate in four years. No Child Left Behind TargetDaily attendance 9 Students present on an average day. No Child Left Behind Target 5 Reading proficiency as measured byReading Proficiency the Hawaii State Assessment test. No Child Left Behind Target Reading proficiency as measured by 2 Mathematics Proficiency the Hawaii State Assessment test. National Standard TargetSAT Scores 6 Average College Board SAT scores NATIONAL STANDARD OR TARGET Healthy People 2010 TargetHealthy Weight 7 Healthy Body Mass Index (BMI) HAWAII STATE AVERAGE OR STANDARD National Standard Students who perform regular, daily 3 Regular Physical Activity physical activity MKTHINK Assessment: Health and Wellness: GAP Analysis