Complex Area Superintendent Report for Farrington-Kaiser-Kalani Complex Area Report: Farrington-Kaiser-Kalani Number of Schools
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General Business Meeting April 7, 2015 Superintendent’s Report: Complex Area Superintendent Report for Farrington-Kaiser-Kalani Complex Area Report: Farrington-Kaiser-Kalani Number of Schools . Farrington-Kaiser-Kalani Farrington Kaiser Kalani Elementary 17 9 4 4 Intermediate 4 2 1 1 High 4 1 1 2 Donna Kagawa Donna Kagawa served as the Administrator for the Department’s Professional Development and Educational Research Institute (PDERI) prior to being appointed Complex Area Superintendent for Farrington-Kaiser-Kalani. As an educator, she spent 14 years in the Los Angeles County and Pasadena Unified School District as a teacher, program specialist and dean of students. Upon returning to Hawaii, Kagawa taught at Kalani High and Ala Wai Elementary in special education, then served as a vice principal and principal of Hokulani Elementary, which was recognized as a distinguished Blue Ribbon School. As a result of her passion to serve in high-poverty areas, Kagawa became principal at Jarrett Middle School where she partnered to turnaround the school while in restructuring and raise student achievement, with the vision that all students can be ready for college, career, community and life. Kagawa holds a bacherlor's degree from the Farrington-Kaiser-Kalani University of Hawaii, and a master's in Special Education and an Other Schools educational administration certification from California State University, Los Angeles. .Total Enrollment Over Time Enrollment by Racial/Ethnic Group . Ten Most Common Categories 16,332 Filipino 29% Japanese 16% Native Hawaiian 11% White 11% Micronesian 8% Chinese 7% Samoan 6% Korean 3% 16,074 16,034 Indo-Chinese 2% 2013 2014 2015 Multiple 2% High-Needs Enrollment by Type High-Needs Enrollment by Type Over Time Complex 7,978 Area 50% Economically Disadvantaged State 54% 6,500 Complex 1,427 9% 1,373 Area Students With Disabilities State 10% 2,377 Complex 15% English Area Language Learners State 8% 2,195 *Data Current as of Early-September 2014 2013 2014 2015 Farrington-Kaiser-Kalani: School Year 2013-2014 Strive HI Complex Area Summary Report Score Dropped Score Improved 2-Year Gap WASC Index Admin Teacher Math Reading Science Math Reading Current Gap ChrCohnroicn icAbs 8th Grade 11th Grade Graduation College Reduction FTE FTE Proficiency Proficiency Proficiency Growth Growth Rate Aebnseteneteiesimsm ACT ACT Rate Going Rate Status Score Rate Continuous 58 56 83 76 4745 44 49 48-10 56 53 88 88 81 79 Kaiser High Accredited 225 5 74 37 32 39 -45 Improvement Continuous 53 64 84 81 39 37 54 52 58 50 48 86 9386 87 Kalani High Accredited 260 5 82 32 32 35 13 -69 Improvement Farrington Continuous 50 43 60 54 67 6142 45 -27 70 7555 56 Accredited 182 7 158 13 22 32 38-39 16 18 High Improvement Not HSDB Priority 83 2 17 Accredited Continuous 77 79 87 88 46 6055 58 55 53 77 74 Kaimuki Mid Accredited 269 4 61 24 2525 16 Improvement Continuous 56 55 64 62 61 54 57 56 Kalakaua Mid Accredited 214 4 73 21 34 34 32 21 6 39 39 Improvement Niu Valley Continuous 80 80 86 90 56 58 66 54 56 60 39 74 75 Accredited 295 4 55 32 14 14 Mid Improvement 37 35 50 47 37 36 40 41 44 47 Dole Mid Priority Accredited 75 3 62 10 10 -8 -6 32 26 Hahaione Not 87 87 91 90 81 83 64 54 59 60 38 51 Recognition 331 2 32 16 12 8 7 Elem Accredited Kalihi Uka Not 72 66 75 68 53 67 76 59 62 -11 Recognition 181 1 20 33 21 40 33 14 5 Complex Area Distribution Elem Accredited 400 400 Not 83 80 87 86 74 82 57 4173 46 Liholiho Elem Recognition 176 1 31 26 22 22 8 10 7 Accredited Aina Haina Continuous Not 80 8187 85 81 85 53 60 57 53 49 262 2 37 35 6 7 8 5 Elem Improvement Accredited 350 350 Continuous Not 88 93 88 90 84 89 61 60 50 56 Wilson Elem 307 1 39 35 29 20 25 6 6 Improvement Accredited Continuous Not 56 52 62 54 3655 49 49 38 37 -3 Fern Elem 142 2 39 24 32 20 12 300 300 Improvement Accredited * Kaewai Continuous Not 52 52 45 74 76 52 47 216 2 28 40 38 14 31 17 Elem Improvement Accredited Continuous Not 72 74 87 83 43 74 49 59 54 49 250 250 Kahala Elem 224 2 32 28 35 23 9 7 Improvement Accredited -9 Continuous Not 55 64 38 62 49 54 Kalihi Elem 95 1 24 35 5 24 34 27 15 Improvement Accredited 200 200 Kalihi-waena Continuous Not 66 57 63 57 47 53 77 67 63 62 42 337 2 38 36 27 21 21 14 Elem Improvement Accredited Kamiloiki Continuous Not 82 83 90 88 83 90 57 63 66 58 316 1 30 32 30 17 -7 10 8 Elem Improvement Accredited 150 150 Kapalama Continuous Not 71 7175 71 73 77 63 64 57 60 -25 365 2 41 29 22 10 9 5 Elem Improvement Accredited Koko Head Continuous Not 81 83 89 8485 87 46 55 57 -10 233 1 26 38 25 28 23 11 8 Elem Improvement Accredited 100 100 Puuhale Continuous Not 41 45 62 51 36 36 38 51 50 140 1 20 19 14 11 Elem Improvement Accredited * Waikiki Continuous Not 88 93 89 92 88 90 56 75 47 65 50 50 390 2 28 21 9 12 5 Elem Improvement Accredited -90 -9 Kalihi Kai Not 41 55 51 51 53 37 59 43 55 46 37-27 Priority 259 2 44 28 17 11 8 Elem Accredited 0 0 Linapuni Classification Not 60 1 19 36 20 Elem Not Determined Accredited 2013 2014 Run Date: Friday, August 22, 2014. Final results outstanding for schools with asterisks ( * ) due to appeals or other outstanding issues. Complex Area Report: Farrington-Kaiser-Kalani Complex Area FTE: Our complex area team is united under one organizational structure to deliver support to all schools. • Three (3) in Priority Status: Kalihi Kai Elementary, Dole Middle School and Hawaii School for the Deaf and Blind (HSDB) • Four (4) Recognition schools: Kalihi Uka Elementary, Liholiho Elementary, Waikiki Elementary and Hahaione Elementary • Eighteen (18) in Continuous Improvement Status • Encompasses two(2) charter schools: Waialae Elementary Public Charter School and SEEQS The team serving 15,919 students across 25 schools in the FKK complex consists of: • Complex Area Superintendent (CAS); • School Renewal Specialists (SRS), District Educational Specialists (DES), Educator Effectiveness System (EES) Educational Officer (EO); Complex Area Officer (CAO) • 24 Complex Area Resource Team (CART): Content and Program Resource Teachers (RTs), Complex Area Support Team (CAST), Science, Technology, Engineering and Math (STEM), Full Release Mentors "I am glad they used the feedback from teachers in the field to evaluate and adjust the implementation of the EES process." ~Non-Classroom Resource Support Teacher - Farrington Complex 6 Priority Strategies Comments Common Core Current Status: State Standards • Most schools in the Complex Area are implementing at least one of the state selected core programs for CCSS Mathematics or ELA and aligning curriculum maps or pacing guides. • Responses from the field indicating teacher concerns reflecting, in part, a lack of time and experience with the core programs. • CAST team supports schools through planning meetings, lesson development and professional development. Forward Press: • The FKK team supports teachers with implementation of CCSS and core programs through complex teacher leaders networks (Farrington Coaches Academy, Kalani Complex PLC, Kaiser Coordinators Meetings); school professional development sessions; and/or school learning community meetings. • ELA: On-line and in-person professional development supporting the implementation of core programs was established for first semester. Digital leadership professional development session will be provided to school teams in April 2015 around integration of technology into instructional practice. • Mathematics: Webinars and/or in-person professional development sessions led by core program representatives and Complex team to deepen capacity for implementation will continue in SY 15-16. 1 Comprehensive Current Status: Student Supports/ • SY 2014-15 focus was to revisit school’s Comprehensive Student Support System and assess the RTI strengths and gaps in order to address and enhance systems. Schools… Ø Reviewed their core instruction and curriculum and determined gaps Ø Identified at-risk students using multiple sources of data Ø Used the data team process to determine needs of students and instructional strategies/interventions needed. • Scheduled additional time (and personnel) to work with struggling students. Trainings were provided based on needs of schools: Establishing/Applying – Overview of CSSS-RtI and opportunity to assess school strengths, needs, common understandings and begin to set-up a system Integrating/Systematizing – refine current system of support Forward Press: • Complex team attended Positive Behavior Intervention and Supports trainer of trainers series put on by State (OCISS) team. Complex team will be proving complex area schools with trainings and support for PBIS. FKK Chronic Absenteeism Chronic Absenteeism – 19% 16% The FKK Complex has had a 4% decrease in chronic absenteeism. Schools are creating 14% monitoring systems to intervene early. 12% 9% 2013 2014 Formative Current Status: Instruction / § It can be reported that 14/25 (56%) of the FKK schools are implementing the data team process to Data Teams inform instructional and formative assessment practices. Support from the complex area team has Process been provided to build capacity and deepen the level of implementation along with school visits and follow up professional learning on Data Teams. § Teams from seven schools have received certification in the Leadership and Learning Center model for Data Teams & Decision Making for Results (Dole, Kalakaua, Kalihi-Kai, Linapuni, Kahala, Kalani, HSDB) Forward Press: § FKK FI-DT school leads will convene to ensure consistent understanding of the state expectation for schools’ implementation of instructional data teams.