The Kalihi Learning Centers project proposes that if schools within the complex work together they could maximize their after-school efforts by focusing the Farrington Complex community toward a common goal: improving literacy and numeracy in the community.
This project will focus its attention on providing an extended day program that will strengthen academic learning of those students who need it the most, utilizing the strengths of the community. The extended day program will offer high quality enrichment and remedial opportunities with emphasis on building English language literacy and numeracy skills. It is anticipated that because the extended day program does not carry with it the high risk of test taking and grades, students will feel that they can risk practicing their performance skills, particularly communicating in English. 
In addition, providing a venue for middle and high school students to practice their skills by being a mentor to younger students will make use of community strength (social networking). It is further anticipated that the consequence of this practice will be that students will feel more confident and gain success which will carry over into the regular day classroom.
Program Design
The Kalihi Learning Centers will be located in five of the participating elementary and all of the middle schools. The Centers will offer extended day programs for Title I students and target the English Language Learners in particular. All centers will focus attention on improving literacy and numeracy skills. Although adult education classes will be open to all the parents of participating students, only certain sites will be selected to consolidate enrollment.
The elementary extended day program will be collaborating with the middle and high schools to bring students from the upper grades to work with the lower grades students. This will provide a two-fold experience for the upper grades students. The first is based on the adage that you learn best when you have to teach what you know to someone else. The second is based on the hypothesis that upper grades students can become examples for the lower grades students to emulate which in turn will build the upper grades students' self-confidence as knowledge providers.
Great things are happening at our complex schools!
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