The document discusses how strong family and community involvement is integral to student achievement, with research showing that students perform better academically and develop better social skills when their families and communities are engaged with their education. It provides an overview of how the Farrington community surrounding Farrington High School has higher levels of poverty, less educated adults, and disengaged youth compared to statewide averages in Hawaii. Developing strategic partnerships between the school and community stakeholders could help address their shared needs through a community integration plan that utilizes the school as a center for the surrounding neighborhood.

1. Family and community
involvement is integral to
Students who have strong relationships with their family and community student achievement
demonstrate…
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 Children's 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

2. 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 locale
Discovery: Community’s Role in a School’s Success

3. At first glance, the
Farrington community has
a number of unique
The Farrington area is The Farrington area is In the Farrington area
characteristics
47% 22% 59%
Filipino in comparison to
14% 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 service
In 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

4. The Farrington community
can be defined as a
COMPLEX
• Oahu has 9 complex areas in total
Farrington Complex • A district is a geographic area made
Complexes 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 administrator
FARRINGTON COMPLEX FACTS to better focus on supporting the
needs of their schools, while
Total Population 46,537
providing more meaningful
Total School-Age supervision and accountability
10,238
Population (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 schools
Per 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

5. 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-designated
Districts 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

6. 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

7. 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 Associations
Discovery: Defining the Community by its Stakeholders and Resources

8. 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 as
Families 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

9. 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

10. 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 population
Are 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

11. 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
sectors
Assessment: Key Issues facing the Farrington Community: Job Needs

12. 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 found
Close 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

13. WHAT DOES THE WHAT DOES THE
Farrington High School
SCHOOL NEED? COMMUNITY NEED? can align its needs with
Financial Resources to Support Learning: Access to Low-Cost Local Facilities for:
the community to realize
o Equipment o Programs mutual benefits
o Technology o Meetings
o Professional Expertise o Performances
o Materials o Other Religious and Social Gatherings • Through the concept of mutual
Stronger Parental Involvement Skilled workforce benefit, Farrington High School can
Student Jobs and Internships Volunteers lead an effort wherein the school can
Information Job Network Financial Resources garner necessary resources and the
Government 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 Expertise
Educators and other Professional Experts Public Health Programs
Enrichment Programs for the Community Other Municipal Programs and Support
Classes 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

14. 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

15. 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

16. • 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

17. 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

18. A school’s overall health
and wellness is impacted
Factors 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 QUALITY
Discovery: Why is Health and Wellness Important to a Campus Master Plan?

19. 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
-Community
enhance 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

20. 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 indicators
ON-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 Left
READING 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

21. PERFORMANCE OF FARRINGTON HIGH STUDENTS
A GAP Analysis can
0 10 gauge the performance of
Low High Farrington students in
relation to state and
Healthy People 2010 Target
national standards
On-time Graduation 7 Students who graduate in four years.
No Child Left Behind Target
Daily attendance 9 Students present on an average day.
No Child Left Behind Target
5 Reading proficiency as measured by
Reading 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 Target
SAT Scores 6 Average College Board SAT scores
NATIONAL STANDARD
OR TARGET
Healthy People 2010 Target
Healthy 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