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Maunalani complex: a resource allocation study

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Content Running head: MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY 1

MAUNALANI COMPLEX:
A RESOURCE ALLOCATION STUDY

by

Carrie N. Sato

_________________________________________________________________________

A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION

August 2015

Copyright 2015 Carrie N. Sato

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

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DEDICATION
This dissertation is dedicated to my husband, Dr. Norman E. Sato, who shares my love of
learning and who is “the wind beneath my wings.”

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

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ACKNOWLEDGEMENTS
My sincere and humble appreciation goes to the selfless efforts of my USC teachers and
mentors — in particular my chair, Dr. Lawrence O. Picus; my writing coach, Dr. Linda Fischer;
and the members of my committee, Dr. Dominic Brewer and Dr. Monique Datta. I am deeply
appreciative of the community of USC professors who have shared insights and expanded my
vision of education. With your assistance, I have continued on my journey as a lifelong learner.
This dissertation would not have been possible without the help of the many HIDOE
colleagues: principals, OHR personnel, and teachers who have provided necessary information
to fill gaps of knowledge and understanding with the operations in the public schools. In
particular, I would like to acknowledge, former Assistant Superintendent Patricia Park, Dr. John
Brummel, Principal Jan Iwase, Principal Sally Omalza, Principal Troy Tamura, Principal Brenda
Vierra-Chun, Vice Principal Laurie Pe’a, School Renewal Specialist Yuuko Arikawa, District
Educational Specialist Koomarey Moss, JVEF Military Liaison Cherise Imai, Personnel
Specialist Wilfred Keola Jr., Budget Execution Section Kimberly Chee, Data Governance Office
Shelly Larson, Cherylanne Lee, Dana Shishido-Leonillo, John Walje, John Epstein, Melisa
Abregano, David Shimoda, Kammie Hayashibara, Danile Kop, and Jelisa Abregano.
To the members of the 2012 USC Cohort, my warmest regard and deepest appreciation
for your companionship and perspectives during these past three years that have flown by so
quickly.
I wish to send a special Aloha to the guiding light of the Hawaii Cohort program,
Dr. Melora Sundt, whose foresight, academic leadership, and friendship constantly inspire me.

Mahalo!
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TABLE OF CONTENTS
Dedication 2
Acknowledgements 3
List of Tables 6
List of Figures 9
Abstract 10
Chapter 1: Overview of the Study 12
Background of the Problem 13
Statement of the Problem 18
Purpose of the Study 19
Research Questions 19
Importance of the Study 20
Limitations 21
Delimitations 21
Assumptions 21
Definitions 21
Organization of Study 22
Chapter 2: Literature Review 24
Hawaii’s Achievement Crisis 24
Hawaii’s Educational Funding 32
Adequacy Models 37
Effective Instructional Practices 45
Gap Analysis 50
Literature Review Summary 53
Chapter 3: Methodology 55
Methodology 55
Research Questions 56
Sample and Population 56
Instrumentation and Data Collection 59
Data Analysis 61
Summary 62
Chapter 4: Results 63
Results for Research Question 1 64
Results for Research Question 2 85
Results for Research Question 3 103

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Chapter 5: Discussion of Findings 116
Summary of Findings 118
Implications for Practice 124
Recommendations for Future Research 126
Summary 128
References 130
Appendices 138
Appendix A: Overview of the Administrative Structure Of HIDOE 138
Appendix B: 2013 NAEP State Snapshots for Grade 4 and Grade 8 Math and 140
Reading: Percentage of Advanced, Proficient, Basic, and Below
Basic Scores
Appendix C: Hawaii’s Weighted Student Formula 144
Appendix D: Human Resource Allocation: Interview/Survey Questionnaire 145
Appendix E: Descriptions of Schools and 2014-2015 Human Resource 148
Allocations
Appendix F: Complex Area Description 158
Appendix G: Job Descriptions of Cast Members 163
Appendix H: Current Practices to Raise Student Outcomes: Odden’s 10 164
Strategies for Doubling Student Performance, HIDOE 6 Priority
Strategies, and Sheninger’s (2013) 7 Pillars of Digital Leadership
Appendix I: Description Of HIDOE Six Priorities and Staffing at School Level 168
Appendix J: Maunalani Complex Gap Analysis of Current and EBM Human 170
Resources by Categories and Allocations, 2014-2015
Appendix K: Maunalani Complex: Surplus and Deficits for Certified and 171
Classified Personnel, 2014-2015
Appendix L: WSF Expenditures Restrictions 172
Appendix M: Maunalani Complex Proficiency Levels by Student Groups, 173
2012-2013

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LIST OF TABLES
Table 2.1. State of Hawaii NCLB/AYP Reading and Math Statewide Report: 25
SY 2012-2012 and 2012-2013
Table 2.2. Strive HI Goals and Annual Targets for the State from 2012-2018 31
Table 2.3. Operating Budget Reductions for SY 2009-2010 and SY 2010-2011 34
Table 2.4. HIDOE: School Based Budget Allocation, Expenditure, and Carryover 35
of General Funds, 2006-2013
Table 2.5. EBM Recommendations of Adequate Resources for Prototypical 42
Elementary, Middle, and High Schools
Table 3.1. Maunalani Complex Schools: Grade Level, % Military, and Enrollment, 57
2014-2015
Table 4.1. JVEF Expenditures for Maunalani Complex and Schools from 2010-2014 69
Table 4.2. Fulltime (FTE) Certified Staff of Maunalani Complex Schools, 2013-2014 82
Table 4.3. Core Teacher Category: Schools Level Gap and Cost, 2014-2015 87
Table 4.4. Teacher to Student Ratio by Grade Levels and Schools, 2014-2015 88
Table 4.5. Specialist Category: Schools Level Gap and Cost, 2014-2015 90
Table 4.6. Librarian Category: Schools Level Gap and Cost, 2014-2015 91
Table 4.7. Percentage of Student Groups and Special Needs Students below 92
Proficiency in Reading and Math, 2012-2013
Table 4.8. SPED Category: Schools Level Gap and Cost, 2014-2015 93
Table 4.9. Extended Day and Summer School Categories: Schools Level Gap and 94
Cost, 2014-2015
Table 4.10. SPED Aide Category: Schools Level Gap and Cost, 2014-2015 95
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Table 4.11. NCT/ Non-Academic Pupil Support Staff Category: Schools Level 97
Gap and Cost, 2014-2015
Table 4.12. Instructional Coach Category: School Level Gap and Cost, 2014-2015 97
Table 4.13. Vice-Principal Category: Schools Level Gap and Cost, 2014-2015 99
Table 4.14. Secretary Category: Schools Level Gap and Cost, 2014-2015 99
Table 4.15. Non-Instructional Pupil Support Aide Category: Schools Level Gap and 100
Cost, 2014-2015
Table 4.16. Maunalani Complex: Allocation of Staff for Direct Instruction by Numbers 101
and Percentage, 2014-2015
Table 4.17. Maunalani Complex: Allocation of Staff for Management by Numbers and 102
Percentage, 2014-2015
Table 4.18. Maunalani Complex: Certificated and Classified Human Resource 107
Allocations and EBM Gap Analysis, 2014-2015
Table 4.19. Reconciling Position Deficits through Exchange, 2014-2015 108
Table 4.20. School and EBM Budget Summary, 2014-2015 110
Table 4.21. Cost of EBM Discretionary Categories by Schools, 2014-2015 111
Table C.1. Hawaii’s Weighted Student Formula 144
Table E.1. Nahele Elementary School: Human Resource Allocation 149
Table E.2. Kihapai Elementary School: Human Resource Allocation 151
Table E.3. Kamalii Elementary School: Human Resource Allocation 153
Table E.4. Mokulele Middle School: Human Resource Allocation 155
Table E.5. Maunalani High School: Human Resource Allocation 157

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Table F.1. Ethnic Populations in U.S., Hawaii, and Maunalani Complex Schools, 160
2012-2013
Table F.2. Percentage of Full Year Enrollment in Maunalani Complex: 2010-2011, 161
2011-2012, and 2012-2013
Table J.1. Maunalani Complex Gap Analysis of Current and EBM Human 170
Resources by Categories and Allocations, 2014-2015
Table K.1. Maunalani Complex: Surplus and Deficits for Certified and Classified 171
Personnel, 2014-2015
Table M.1. Reading and Math Scores by Student Group in the Maunalani Complex 174

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LIST OF FIGURES
Figure 2.1. Strive HI performance steps 30
Figure 2.2. Distribution of the HIDOE general fund budget, 2013 33
Figure 2.3. Evidence based model 40
Figure 3.1. Implementation process for Maunalani Complex resource allocation study 60
Figure 4.1. SBH behavioral report at elementary school: 2008 – 2011 66
Figure 4.2. SBH behavioral report at middle school: 2008 – 2011 67
Figure 4.3. Complex area organizational chart, 2013 80
Figure A.1. Organizational structure of HIDOE 138
Figure A.2. Hawaii grade 4: Public schools — 2013 mathematics – state snapshot report 140
Figure A.3. Hawaii grade 8: Public schools — 2013 mathematics — state snapshot report 141
Figure A.4. Hawaii grade 4: Public schools — 2013 reading — state snapshot report 142
Figure A.5. Hawaii grade 8: Public schools — 2013 reading — state snapshot report 143

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ABSTRACT
This mixed method study analyzed the human resource allocation of the five schools in the
Maunalani complex on the island of Oahu: three elementary schools, one middle school, and one
high school for the purpose of student improvement. The Evidence-based Model by Picus and
Odden and the Clark and Estes’ Gap Analysis provided the framework for this study. Current
school practices were compared to research-based practices of the Evidence-based Model for the
purpose of improving student outcomes through human resource allocations. This study
addressed three research questions: (a) What are the actual staff resource allocation patterns at
the schools in the Maunalani complex and in the Complex area administrative offices? (b) What
are the gaps between the current staff resource allocations and the research-based allocations of
the Evidence Based Model? and (c) How can staff resources be allocated to align with the
research-based strategies to improve student achievement? The findings to research question 1
indicated that schools received additional resources from the Complex Area and the community
to support education, but teacher positions were the predominant school expenditure. Research
question 2 identified deficits among certificated personnel who provide direct instruction to
students and a surplus of SPED aides. Reallocation of staff to comply with the Evidence-base
Model staff allocation was the recommendation. Research question 3 indicated that the
Evidence-based Model could be implemented with fidelity in the schools of the Maunalani
complex. There are two main motivators for considering the use of the Evidence-based model in
Hawaii’s schools. One motivator is the uncertain financial structure that supports education.
The Hawaii Department of Education is a state-run system based on tax revenue derived from
the tourism industry. The Evidence-based Model provided a financing scheme from which
educational leaders can estimate educational costs and the effects on student learning in Hawaii’s
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

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public school students. The second motivator is the impending challenge of the Common Core
State Standards. The pedagogical change will require an examination of human resource
allocation as other states have experienced with the Common Core assessment results.

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CHAPTER 1
OVERVIEW OF THE STUDY
Education in America is the bulwark of individual freedoms and democracy according to
Thomas Jefferson who said that citizens of the United States must insure high quality education
for all in order to reap the benefits of prosperity and success for every citizen and the nation
(Lipscomb & Bergh, 1903). In 1983, the decline of the American educational system became
apparent through the research of the National Commission on Excellence in Education. The
commission expressed its serious concerns in the publication, A Nation At Risk, that reported that
without attaining an education, individual citizens would be disenfranchised from the benefits of
American society and the nation will lose the benefits of civic participation of a pluralistic and
free people (National Commission on Excellence in Education [NCEE], 1983). In 2013, the
international consortium, the Organization for Economic Co-operation and Development
(OECD), reaffirmed low U.S. student achievement on the assessment, Program for International
Student Assessment (PISA), over successive years in English and Math compared to Industrial
nations. The National Assessment of Educational Progress (NAEP) also confirmed little
improvement of outcomes in nationwide tests of Reading and Math (National Center for
Education Statistics [NCES], 2014).
Thirty years since the report, A Nation At Risk, the situation remains essentially the same
today; educational outcomes need improvement. Data sources from international, national, and
local testing have confirmed the situation. The Great Recession of 2008 and economic
retrenchment have stalled responses to the educational crisis.
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Background of the Problem
Education in the United States is at a critical stage. Student test scores on international
(PISA) and national examinations (NAEP) provide a comparative assessment of the academic
standing in the world, nation, and state. The low academic achievement within the United States
and Hawaii is the impetus for reform. The student achievement crisis, financial constraints, and
educational reforms establish the need for this study.
Student Achievement
American youth perform poorly in comparison to international youth. According to the
Organization for Economic Co-operation and Development (OECD), student achievement is an
indicator of future economic progress for a nation. The OECD’s mission is the promotion of
policies that will improve the economic and social well being of all people in the world (OECD,
2013). The Program for International Student Assessment (PISA) sponsored by OECD, tests and
surveys fifteen year olds by random selection in 65 countries and other education systems in the
content area of math, reading, and science. The results of 2012 PISA (Organization for
Economic Cooperation and Development [OECD], 2014) reveal that American youths were
below average in math scores in comparison to other OCED nations. Examining proficiency, the
trend report confirms no significant changes toward improvement of math and reading.
According to the OECD, in math literacy, the U.S. youths at 9% proficiency were below the
OECD average of 13% proficiency. This compares poorly with Shanghai’s achievement of 55%
proficiency in math. The OECD reading average of 8% proficiency was matched by U.S. youths
but was far below Shanghai’s achievement of 55% proficiency in reading (OECD, 2014).
According to the OECD (2014), failure to raise proficiency levels among the majority of U.S. 15
year-olds will result in financial costs for society and the individual. OECD estimated that
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

14
attaining proficiency would boost economic output of a country to USD $200 trillion (OECD,
2014, p. 9).
Hawaii’s youths show slow progress, when compared nationally. On a national level, the
National Assessment of Educational Progress (NAEP) is the common assessment of 4
th
, 8
th
,and
12
th
graders in the content areas of mathematics, reading, science, writing, the arts, civics,
economics, geography, U.S. history, and Technology and Engineering literacy (NCES, 2014).
Commissioner Buckley (2013) reported national proficiency scores in the 2013 Math assessment
for 4th graders at 40.5% and 8
th
graders at 35%. Proficiency scores in the 2013 Reading
assessment for 4
th
graders at 31.25% and 8
th
graders at 34.25%. While gains ranged from 1-2
percentage points for Math and Reading, these proficiency scores for Hawaii’s youth reveal that
a majority of students are below the 50% proficiency level (NCES, 2014).
Educators conclude that without higher levels of achievement, the future of the American
worker and the nation appears precarious. If K-12 educators do not prepare students for the
future vocational programs or higher education, there will be a financial cost to individuals and
society. Demand for high skilled workers is growing and high paying jobs are moving to
countries with skilled workers (OCED, 2011). Educators must find a way to improve student
outcomes.
Fiscal Constraints
In the U.S., the belief in the benefits of education pervades the local, state, and federal
governments. Governments provide fiscal support to education based on the belief that an
educated citizenry leads to a better financial future for all. During the recession from 2007-2010
(referred to as the Great Recession of 2008), education like other social services suffered dire
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

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cutback to keep governments solvent. While funding decreased, the importance of education had
not lessened and federal and state governments attempted to bolster education.
During the Great Recession, the federal and state governments provided financial relief
through the Recovery and Reinvestment Act (ARRA) of 2009 to support education. The Obama
administration reportedly saved 255,000 education jobs through the ARRA (Lav, Johnson, &
McNichol, 2010). The reduction in tax revenue pressured every sector of government to be more
fiscally efficient with every dollar. The Race to the Top competitive grants offered State
Education Agencies (SEA) funds with stringent accountability guidelines. Hawaii was awarded
the Race to the Top grant in 2010, that provided the financial impetus for continuing reforms and
services meant to improve education, such as acquiring technology and data system to support
data driven analysis of student achievement, providing professional development to develop
teacher knowledge and skill, providing support service personnel (tutoring), and acquiring new
resources and curriculum.
Slow recovery from the Great Recession has hampered educational reforms. With the
end of the recession, there has been lag in available dollars to fund education with the loss of tax
and consumption tax revenues (Lav et al., 2010). In 2011, Hawaii used Hurricane Relief funds to
reinstate the 180-day public school year that was shortened by 17 days by employee furloughs
(Associated Press, 2011). According to Oliff, Mai, and Palacios (2012), revenue shortfalls will
continue through 2013. Economists predict that the restoration of services cannot be anticipated
for an estimated seven years until 2018, due to the slow recovery rate of the economy (Oliff et
al., 2012). For Hawaii’s centralized education system, the State tax revenue (general funds) is
the fiscal lifeblood. The Hawaii legislature provides 80-85% of school funding, and financial
support is dependent on economic trends. Presently, despite the rising numbers of students in all
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levels of education, educational funds are limited. Educational leadership must economize by
seeking strategies to maximize the educational dollars to the most efficient use for student
improvement.
Educational Reform
Educational reform became a priority for the federal government with the continuing low
Reading and Math proficiency rates of American students. Since the publication of A Nation at
Risk, the federal government has increased its influence over educational reform to focus on
improving education for all students. Goals 2000 in 1994, No Child Left Behind in 2001, and
the Blueprint for Reform in 2010 have played a significant role in changing the educational
landscape at the K-12 level by gradually moving to an accountability system for student
outcomes.
Three reform movements spearheaded by the federal government attempted to improve
student learning: Goals 2000, No Child Left Behind, and Blueprint for Reform. President
Clinton’s Goals 2000: Educate America Act, in 1994 identified the federal government as the
policy maker with mandates for the states to follow and implement. Educational reform included
standards-based education, curriculum, testing, and math and science achievement (Heise, 1994;
Hochschild & Scovronick, 2003). This act began the standards-based education movement in
America and the development of Hawaii’s Content and Performance Standards (HCPS I, II, III).
President George W. Bush’s No Child Left Behind (NCLB) 2001, the reauthorization of
the Elementary and Secondary Education Act of 1965 (ESEA) brought new regulations with
federal funding: Statewide testing in English Language Arts and Math state standards,
transparency of reporting, Annual Yearly progress (AYP), Highly Qualified Teacher (HQT)
certification, and schools of choice. Reforms were meant to keep the public informed and
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

17
educators focused on student achievement. The Annual Yearly Progress (AYP) derived from
statewide testing in Math and English informed the public of the achievement levels at each
school. The Highly Qualified teacher designation provided information about the teacher
qualifications. Information about the schools were posted online for the public to review at the
Accountability Resource Center of Hawaii (ARCH) website in 2004. The intent of No Child
Left Behind was transparency to provide information to parents and the community about their
school and enable parents to exercise the option to use vouchers for private schools or to move
their children from one public school to another.
President Obama’s The Blueprint for Reform (U.S. Department of Education [USDOE],
2011) changed funding for federal education grants to a competitive system that required schools
to identify reforms that the school systems would undertake. Funds would be distributed on a
yearly basis after benchmarked goals were achieved. The administration’s desirable reforms
included College and Career Readiness with the Common Core State Standards (CCSS) and
assessments, professional development, teacher evaluation, and data based decision-making.
Education Secretary Duncan sought replacements of the wide range of standards used by the
states with rigorous, common standards for Math and English that would provide a more
accurate assessment of student achievement across the 50 states. Professional development and
teacher evaluations were meant to increase teacher effectiveness. Data driven decisions infused
teaching with 21
st
century, computer-based analytic tools to identify individual student
performance weaknesses and strength.
The goal of the educational reform movements from the 1990s to the present was student
improvement through progressive levels of accountability. Beginning with standards-based
instruction, the content was defined. Testing identified student proficiency or lack of proficiency
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

18
based on content delivered by the teacher. Professional development and evaluation of teachers
increased the efficacy of instruction. According to Darling-Hammond (1996, 1999), because
teachers are the single most influential factor in student achievement, their professional
development is vital. Data systems that collect and analyze student data are prominent in the
diagnosis and prediction of student learning. Decisions based on individual student data and
longitudinal meta-data provide achievement expectations for students and schools.
Educational reform movements have progressively redefined the organizational structure
of the educational system in Hawaii. The HIDOE is a bicameral statewide systems of support
and instruction: State offices provide transportation, food, repair and maintenance services for
the entire system (see Appendix A) and Complex Area Superintendents (CAS) supervise and
monitor their schools for progress toward proficiency goals (see Appendix A for HIDOE
Administrative structure). With improving student outcomes as the onus of school level
leadership, schools must seek effective practices to insure rising student outcomes with the
resources they possess.
Statement of the Problem
The concerns voiced by the Nation at Risk are still applicable today and shared by the
international agency OECD (2014). Failing to achieve academic proficiency has future
economic consequences for the individual, the state government, and federal government
(Hawaii State Department of Education [HIDOE], 2012a; OECD, 2014; NCEE, 1983, 2013).
Presently, in the global marketplace, the competition for markets and resources from
international competitors has raised the debate about academic proficiency of American students
to a national imperative for action (OECD, 2014; NCEE, 1983, 2011).
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Although raising student achievement is complex, educational reform efforts in Hawaii
and the nation place the responsibility for student outcomes in the hands of school level
leadership. With the needs of a diverse population of learners and limited funding, educational
leadership must seek effective, research-based practices to raise student proficiency (USDOE,
2011). Limited funds for education create another concern. School leaders must craft a budget
that promotes student learning within fiscal parameters. Faced with this momentous task, school
leaders in Hawaii would benefit from research dealing with resource allocation associated with
student improvement.
Purpose of the Study
The purpose of this study is to compare the current human resource allocation from the
schools in the Maunalani high school complex with the Evidence-based Model to assess the
capability of improving student outcomes; then, to develop recommendations for school
leadership regarding resource allocations. The Evidence-based Model (EBM) is the analytic tool
that offers a research-based theory of action for the allocation of resources to bridge the gap
between desired outcomes and present outcomes. At the conclusion of this study, educational
leaders at the school level will have a guide to allocation, reallocation, or reduction of resources
in order to optimize student growth. The individual fiscal components of the EBM allow
educational leaders to tailor changes according to funding available. The research basis of EBM
connects student achievement with school finances making this model appropriate for
consideration in this period of educational accountability and austerity.
Research Questions
1. What are the actual staff resource allocation patterns at the schools in the Maunalani
Complex and in the Complex administrative offices?
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2. What are the gaps between the current resource allocation and the researched-based
allocations of the EBM?
3. How can staff resources be allocated to align with strategies to improve student
achievement?
Importance of the Study
This study is important and timely as a resource for principals and educational leaders
dealing with fiscal constraints and academic improvement mandates. Since the Great Recession
of 2008, Hawaii legislators and educational leadership have dealt with uncertain finances. With
education relying predominantly upon state funding, decreases in state general fund revenue
have reduced the education budget. Education is a priority for Hawaii’s citizens and is the
state’s second largest expenditure. The public outcry to the loss of school days resulted in the
use of $67 million from the Hurricane Relief fund to eliminate furlough days for Hawaii’s public
school children and return to a full school year in SY 2010-2011 (Osher, 2010).
For the educational leaders, a research-based strategy for resource allocation to improve
student learning is valuable in an era of uncertain educational budgets. A strategy that combines
key elements of improving student outcomes with resource allocation simplifies the decision-
making for educators. The Evidence-Based Model (Odden & Picus, 2014) and the Ten Strategies
for Doubling Student Performance (Odden, 2009) provide a framework for the analysis of
resource allocation in the Maunalani Complex areas schools. The results of the study may
provide other educational leaders with insights to achieve improved student outcomes at their
schools.
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Limitations
The study sample is limited to one complex area in Hawaii. Consequently, the study may
not be generalizable to other locations in Hawaii or to other states. This is partially due to the
range of socio-cultural and geographic characteristics that are exclusive to the Maunalani
complex. In addition this study is a snapshot in time and examines data for a one-year period.
Delimitations
There are two delimitations for this study. One, this is one complex of thirteen
complexes in the HIDOE. Each complex reflects the multi-racial diversity of Hawaii’s
population that may not be generalizable nationally or outside of this complex. Two, posting of
statistical information is usually delayed by nine months to a year as the data is reviewed by
state, district, and school officials.
Assumptions
It is assumed that all the data collected from this study are true and accurate and that the
researcher and the educational leaders share the same mission of maximizing the use of human
resources to achieve improved student outcomes as part of the mission of the HIDOE.
Definitions
Adequacy: the level of funding necessary to provide equal educational opportunity for all
students.
Adequate Yearly Progress (AYP) – an accountability system that reflects average of
student achievement reported on test scores in Math and English at the school level.
Annual Measurable Objectives (AMO) – this replaces AYP as the benchmark
measurement in Hawaii schools.
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22
Complex Area Support Team (CAST) – an assessment team that assists the schools within
a complex with implementation of HIDOE Initiatives and programs.
Effective Educator System (EES) – an evaluation system that includes the Charlotte
Danielson model for effective teachers, student and parent surveys, and teacher portfolios, to be
implemented in Hawaii in 2014-2015.
Data Coaches – teacher-teams that analyze data to increase student performance on the
school and student level.
Equity – the equal distribution of resources throughout the educational system.
GenED – general education population.
No Child Left Behind (NCLB) – also known, as the Elementary and Secondary Education
Act (ESEA) is a federal law that requires educational reform based on standards and
accountability.
Six Priority Strategies (6 Priorities) – HIDOE tools to raise student outcomes that
include Academic Review Teams (ART), Common Core State Standards (CCSS),
Comprehensive Student Support System (CSSS), Formative Instruction/Data Teams, Educator
Effectiveness System (EES), and Induction and Mentoring.
Strive HI Performance System or Strive HI – a new point-rating system of Hawaii schools
similar to the California’s Accountability Progress Reporting (AYP); introduced in 2013.
Weighted Student Formula (WSF) – a mechanism for school funding based on the special
needs of individual student.
Organization of Study
This was a mixed method study that involves five schools in the Maunalani Complex.
The data was collected from online sites, such as ARCH, HIDOE website, NCES, and was
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

23
placed in the Evidence-Based Model (EBM) for analysis. Interviews, e-mail, and/or telephone
calls were conducted with the principal or vice-principal or educational leaders in the school to
verify and elaborate on information regarding staff resource allocation and the vision and/or goal
of the school.
Following the input of information in the EBM database, a gap analysis resulted,
prompting an examination of specific practices to improve student learning. Data and research-
based, best practices shaped the discussion regarding allocation of resources. The results of the
study may prove advantageous to educational leaders as they move into a new era of Common
Core standards and assessments in 2014-2015.

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CHAPTER 2
LITERATURE REVIEW
Educational reform has occupied center stage among Hawaii’s educational leaders since
the report, A Nation at Risk, was published in 1983. Society’s awareness of the connection
between education and individual productivity causes disenchantment with current low levels of
educational achievement (Bloom, 2010; Carnevale, Smith, & Strohl, 2010; Hochschild &
Scovronick, 2003). With the economic recovery projected for 2018, nationally an estimated 46.8
million jobs will be available. Higher paying jobs (64%) require post high school education. The
lower wages (36%) require a high school diploma (Carnevale et al., 2010). This literature review
examines Hawaii’s achievement crisis, Hawaii’s financing, Adequacy models, effective
practices, and Gap Analysis.
Hawaii’s Achievement Crisis
Since the 1990s Hawaii’s educational leaders have recognized the need for reform to
improve educational outcomes. The HIDOE superintendents have sought to deliver a first-class
education to all of Hawaii’s students (HIDOE, 2012a). To accomplish this goal, Hawaii
undertook educational reform following the guidelines established by the U.S. Department of
Education: Goals 2000 in 1994, No Child Left Behind in 2001, and Race to the Top in 2010.
Federal legislation has shaped educational reform in the United States leading to an outcome-
based system that relies on standards-based education, testing, and accountability.
Hawaii’s Achievement on State Examination
Hawaii’s students have not performed well on statewide standardized testing. The
Hawaii State Assessment (HSA), based on Hawaii Content and Performance standards I, II, III,
tested students in grades 3-8 and grade 10. The baseline proficiency for HSA was 30% in
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25
reading and 10% in Math in 2001-2002 (HIDOE, 2014). The last posted complete record of
statewide testing scores (see Table 2.1) in 2012-2013 showed statewide scores of 72% in
Reading and scores of 59% in Math (HIDOE, 2014). Although Hawaii had made strides toward
proficiency in 2012-2013, disaggregated data revealed that student groups such as Special
education (SPED) students and English Language Learners (ELL) recorded the lowest
proficiency percentage in Reading at 19.2% and 17.6% respectively and in Math 14.1% and
18.2%. According to HIDOE, in 2011-2012, 51% of schools did not meet NCLB AYP and with
little possibility of meeting 100% proficiency in Reading and Math required by NCLB by 2013-
2014 (Kalani, 2013).

Table 2.1
State of Hawaii NCLB/AYP Reading and Math Statewide Report: SY 2012-2012 and 2012-2013
% Reading Proficiency % Math Proficiency
2011-2012 2012-2013 2011-2012 2012-2013
All Students 71% 72% 51% 59%
Disadvantaged/ Low SES 61% 40.2% 49% 40.5%
Disabled (SPED) 21% 19.2% 13% 14.1%
Limited English (ELL) 20% 17.6% 21% 18.2%
Source: http://arch.k12.hi.us/PDFs/nclb/2012/FinalAYPStateSummaryRptPub20120928.pdf
http://www.hawaiipublicschools.org/TeachingAndLearning/Testing/StateAssessment/Pages/hom
e.aspx
http://adc.hidoe.us/#/proficiency

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National Comparison of Hawaii’s Achievement
The National Assessment of Educational Progress (NAEP) is a continuing national
assessment of 4
th
, 8
th
, and 12
th
graders in the content areas of mathematics, reading, science,
writing, the arts, civics, economics, geography, U.S. history, and Technology and Engineering
literacy (NCES, 2013a). Although NAEP tests 12
th
graders, Hawaii does not participate in
testing 12
th
graders. The average student performance is reported according to four achievement
levels: below basic, basic, proficient, and advanced. Basic is partial mastery; proficient is solid
academic performance; advanced is superior performance. The proficient rating indicates
readiness for higher education (NCES, 2013a).
The NAEP 2013 test scores and achievement levels in Math and Reading appear in
Appendix B. The National Center for Education Statistics (NCES) reported Hawaii scores in the
Nation’s Report Card as improving (NCES, 2014). Appendix B provides detailed information of
Math and Reading scores for 2013 that may be summarized as:
• The 4
th
grade average Math score of 243 was above the national average of 241.
• The 8
th
grade average Math score of 281 was lower than the national average of 284.
• The 4
th
grade Reading score of 215 was lower than the national average of 221.
• The 8
th
grade Reading score 260 was lower than the national average of 266.
Although improving, Hawaii Math scores rank 23 and 35 among states, including Department of
Defense schools and the District of Columbia (NCES, 2014). Compared to other states, the 4
th

and 8
th
grade reading scores placed Hawaii in 42
nd
and 46
th
place. From 2002 through 2012,
Hawaii has shown improvement; but the concern lies in the percentage of Hawaii students who
did not achieve at proficiency. Hawaii Math proficiency scores were 54% of 4
th
graders and
68% of 8
th
graders and in Reading, 70% of 4
th
graders and 72% of 8th graders (NCES, 2014;
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27
USDOE, 2013). The scores indicate that the majority of Hawaii students are not prepared for
college success.
To address student learning, Superintendent Matayoshi outlined two new initiatives for
Hawaii’s public school with the adoption of a rigorous standards, Common Core State Standards
(CCSS) and a new school level performance system, Strive HI Performance System, as part of
the DOE/BOE Strategic Plan 2012-2018 (HIDOE, 2012b, 2013a). The Common Core State
Standards are rigorous standards created and adopted by a consortium of states and aligned to the
HIDOE goal of College and Career readiness for high school graduates. According to the non-
profit educational reform organization, Achieve (2013) college and career ready means high
school graduates who have gained knowledge and skills in literacy and mathematics for “entry
level, credit-bearing postsecondary coursework or postsecondary job training” at vocational/
technical colleges, community colleges and universities (Achieve, 2013, p. 6). The Strive HI
Performance system provides transparency to all educational stakeholders regarding the progress
each school makes toward improving student learning.
Common Core Standards
To improve student achievement, HIDOE adopted the Common Core State Standards
(CCSS) in June 18, 2010. The Common Core standards develop critical-thinking, problem-
solving, and analytical skills. Implementation began in 2011-2012 in grades K-2 and 11-12
(Common Core Initiative, 2014; HIDOE, 2012b). The National Governors Association (NGA)
and the Council of Chief State School Officers (CCSSO) worked cooperatively with teachers,
school leaders, researchers, and experts to develop the standards. The Common Core standards
establish a nation-wide set of rigorous educational standards for kindergarten through 12th grade
in mathematics and English Language Arts and literacy standards for social studies and science.
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Educators believe that a rigorous curriculum is essential for students to succeed in the post-high
school careers and education (Hochschild & Scovronick, 2003). Hawaii began Common Core
teacher training in 2012-2013 with grades K-2 and 11-12, and transitioned to full implementation
in all grade levels in SY 2013-2014 (HIDOE, 2012b). Statewide curriculum for Common Core
was selected in 2013 for reading. For the elementary grades, Harcourt Brace’s Wonders
Program and for secondary grades, College Board’s Springboard curricula were selected. In late
2014, a Math curriculum was selected for elementary schools, Stepping Stones and a state
developed curriculum for secondary schools.
To gauge progress, the adoption of the CCSS by Hawaii and 43 other states included
sharing the expense for test development. Hawaii joined the Smarter Balanced Assessment
Consortium and began testing in 2014-2015 (HIDOE, 2012b). The test requires more than
selecting the right answer. Three forms of testing are used requiring from seven to eight hours of
testing depending on the grade level. The first test is computer-based adaptive testing that
customizes questions to the student’s ability. The online format provides teachers with
achievement data for each student and supports individualized, appropriate interventions (Fink,
2014). The next is classroom activity, a collaborative group activity to prepare for the
performance task. The Performance task is the last of the three testing formats. In this segment,
students apply their knowledge to real world scenarios (HIDOE, 2015; Lu, 2014). The Common
Core assessments will probe the student’s ability to think critically, problem solve and work
collaboratively.
The Common Core Assessments provide a progress report of student learning in Hawaii.
Hawaii begins statewide testing in 2014-2015. Initial results from states competing their first
year of testing in 2013 (New York, Massachusetts, and Kentucky) indicated lower test scores
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29
that are attributed to the new testing expectations, the online environment, and the ongoing
process of curriculum change with the Common Core Standards (Fink, 2014; Wiggins & St.
George, 2014). The Common Core State Standards and assessments offer a holistic view of the
student’s abilities. The results of the CCSS assessment provide educators in Hawaii with a
measurement of educational achievement within the nation.
Strive HI Performance System
The Strive HI Performance system gauges progress and informs the public of each
schools’ progress of the school toward improvement (HIDOE, 2013a). Figure 2.1 describes the
five achievement levels for schools to attain, called Performance Steps, derived from multiple
sources of information. The highest level is Recognition requiring little or low intervention from
the State and possible reward funding. The Superintendent’s Zone is the lowest performing
level, requiring additional support and assistance to meet goals.
More information about the schools is included in the Strive HI Performance system that
replaced NCLB ratings. Beginning in 2014-2015, testing profiles of schools include the Common
Core assessments in Reading and Math and other tests, such as SAT testing, and End of Course
exams (EOC) in U.S. history Algebra I, Algebra II, Biology I, Expository Writing I and U.S.
History, and Advanced Placement (AP) exams (HIDOE, 2013a). The Common Core assessments
replaced HSA testing in 2014-2015 (HIDOE, 2012b).

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Figure 2.1. Strive HI performance steps
Source: http://www.hawaiipublicschools.org/VisionForSuccess/AdvancingEducation/
StriveHIPerformanceSystem/Pages/home.aspx

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31
Achievement measures have changed. Annual Measurable Objectives (AMOs) replace
arbitrary NCLB targets. AMOs establish statewide, complex, and school achievement goals
based on past performance and predicted performance. Table 2.2, Strive High Goals and Annual
Targets for the State from 2013-2018, indicates the statewide targets for 2017-2018 at 90% for
graduation rate, 86% for Reading proficiency, 80% for Math proficiency, and 67% for Science
proficiency.

Table 2.2
Strive HI Goals and Annual Targets for the State from 2012-2018
2013-2014 2014-2015 2015-2016 2016-2017 2017-2018
Reading 75% 77% 80% 83% 86%
Math 64% 68% 72% 76% 80%
Science 40% 47% 54% 60% 67%
Graduation 84% 85% 87% 88% 90%
Source: http:// www.hawaiipublicschools.org/VisionForSuccess/ADvancingEducation/
SrivHiPerformanceSystem/Pages/Strive-Hi-System-Targets

The CCSS and the Strive HI Performance system of the HIDOE provide a modus
operandi to actualize the goals of the DOE/BOE Strategic plan 2011-2018 and raise student
proficiency (HIDOE, 2012b). Superintendent Matayoshi’s message to Hawaii’s students is that
the HIDOE will prepare you for tomorrow’s world through rigorous standards (Common Core
standards) and assessment that gauge your progress toward College and Career readiness
(HIDOE, 2012a). Principals and teachers at the school level are the change agents in this
educational mission. With the overall mission and tools in place, the Common Core standards
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32
and assessment, the next challenge is securing financing for educational reform to increase
student performance.
Hawaii’s Educational Funding
The HIDOE represents all 289 public schools in the state. As a centralized, statewide
school district, the State Legislature is responsible for funding the educational budget for public
schools. Because of its dependence on state tax revenues, HIDOE’s budget is susceptible to
financial downturns, resulting in a reduction of fiscal allocations. This section, Hawaii’s
Educational Funding describes (a) sources of funding and HIDOE expenditures, (b) effects of the
Great Recession, and (c) the Weighted Student Formula that impact the availability of resources
in the school.
Sources of Funding and HIDOE Expenditures
The State legislature provides funds for the entire HIDOE system that includes the
administrative offices (State and Complex Areas) and the schools from state tax receipts, General
funds. Additional monies from the state for the HIDOE budget come from State trust funds and
special funds and from federal funds. The education budget is the second largest expenditure for
the State. Figure 2.2 is a graphic representation of the distribution of funds within the HIDOE.
Ninety-four percent of the HIDOE budget is allocated for school-based services comprised of
58% for SWF or School Based Budgeting; 23% for SPED; 3% for Instructional support; and
12% for support services. The remaining 6% covers state and complex administrative costs (see
Figure 2.2).

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33

Figure 2.2. Distribution of the HIDOE general fund budget, 2013
Source: Superintendent’s Budget Briefing to the Senate Committee on Ways and Means,
January 2013
http://www.hawaiipublicschools.org/ConnectWithUs/Organization/Budget/Pages/home.aspx

Federal funds augment state funding by approximately 15% annually through different
programs, such as Title I and the American Recovery and Reinvestment Account (ARRA), the
“Stimulus,” from 2009 to 2013 (HIDOE, 2012c) and grants. Race to the Top grant funds ($75
million) in August 2010 supported educational reform in Hawaii (HIDOE, 2012c).
2012-2013 HIDOE Budget:
$1.35 billion dollars
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34
With the reliance on state general funds for approximately 78% of the Education budget,
any changes in the state economy directly affect the education budget and subsequently
resources available to the public schools (Osher, 2010). In 2009, due to the Great Recession,
governors Lingle and Abercrombie significantly reduced the HIDOE budget. Table 2.3 shows
the HIDOE budget cuts amounting to approximately $469 million in 2009-2010 and 2010-2011
(HIDOE, 2013b). Table 2.4 reveals that the HIDOE usually spends 98% of its annual budget;
therefore, budget reductions involve immediate elimination of services and re-prioritizing
program funding.

Table 2.3
Operating Budget Reductions for SY 2009-2010 and SY 2010-2011
Reductions/Restrictions FY 2009-10 FY 2010-11 Biennium Total
BOE Approved Reductions $ (40.01) $ (40.00) $ (80.01)
Act 162/09 Reduction $ (43.00) $ (43.00) $ (86.00)
Governor’s 06/01/09 Restriction for FB0911 $ (127.70) $ (142.60) $ (270.30)
Act 162/09 Proviso for Restructuring
Schools
$ (1.14) $ (1.14) $ (2.28)
Support for Struggling Non-Title I Schools $ (5.00) $ (5.00) $ (10.00)
Reserve for Additional Restrictions and
Anticipated Cost Increases
$ (10.00) $ (10.00) $ (20.00)
Target: Total DOE Reduction/Restrictions $ (226.85) $ (241.74) $ (468.59)
Source: http://www.hawaiiboe.net/Documents/
DOE%20Budget%20Race%20to%20the%20Top.pptx

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Table 2.4
HIDOE: School Based Budget Allocation, Expenditure, and Carryover of General Funds, 2006-
2013
State General Funds ($)
Year Allocation Expenditure Carryover
2006-2007 2,028,636,985 1,985,017,462 43,619,523 (2%)
2007-2008 2,154,312,331 2,113,278,525 41,033,806 (1.9%)
2008-2009 2,247,636,726 2,231,249,572 16,387,154 (.7%)
2009-2010 1,329,643,931
note: reduction of $918 million
due to transfer of benefits
1,309,404,952 20,238,979 (1.5%)
2010-2011 1,269,441,680 1,236,906,913 32,534,767 (2.5%)
2011-2012 1,360,857,003 1,330,989,802 29,867,201 (2%)
2012-2013 1,366,926,689 1,337,632,794 29,295.895 (2%)
NOTE: *reduction of $917.9 million due to transfer of retirement and health benefits to Budget
and Finance department

Source: Hawaii State Department of Education (2014). Retrieved from ARCH website:
http://arch.k12.hi.us/PDFs/trends/2009/Act51_State.pdf
http://arch.k12.hi.us/PDFs/trends/2010/Act51_State.pdf
http://arch.k12.hi.us/PDFs/trends/2013/Act51_State.pdf

Effects of the Great Recession
From 2010-2012, the Great Recession required deeper budget cuts. Hawaii instituted
employee furloughs as a forced savings measure that retained state workers. The estimated
saving per day from HIDOE employee salary was approximately $4.6 million that amounted to
$78.2 million dollars in cuts (Hamamoto, 2009). Furlough days meant schools were closed. In
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

36
2010-2012, public school students lost 17 days of school and in 2010-2011, 6 days. Other
consequences of budget cuts were (Hamamoto, 2009):
• Reduction in force (RIF) due to hiring freezes reduced support staff for the classroom
and education offices
• Program eliminations or reductions, such as A+ became a fee program
• Reorganizations of HIDOE administrative structure reduced administrative staff and
support staff
• Delay in automation of data quality, fiscal system, human resources system, and
facilities asset management postponed structural infrastructure
• Consolidation of under utilized schools resulted in larger neighborhood elementary
schools
• Backlog of repair and maintenance work order meant work-around solutions at the
school level
• Postponement of building new schools/ facilities meant continued overcrowding in
schools on the west end of Oahu
The community expressed their concern for the loss of school days. Under pressure by
parents throughout the state, Governor Abercrombie restored the school year to 180 days by
releasing $67 million from the state’s Hurricane Relief fund for teacher salaries (Osher, 2010).
However, the residual affects of the reduction in services continue today, as the HIDOE budget
remains relatively static at $1.3 billion from general funds. The projected budget from general
funds for 2013-2014 was $1,399,913.038. If the anticipated increase in student population
occurs according to NCES (2013b), educational leaders must manage fiscal resources to support
continual academic achievement amid rising student population. According to NCES (2013b),
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37
the elementary student population will increase by 7% and the secondary population by 5% from
2012 through 2021, growth for their students.
Weighted Student Formula
By Act 51 of the Reinventing Education Act of 2004, the Hawaii legislature established
direct funding to the schools through the Weighted Student Formula (WSF) to assure equity and
adequacy for Hawaii’s students (for WSF funding formula, see Appendix C). In 2012-2013, the
Hawaii WSF base value of 1.0 was $3,392.25 with additional dollars for school and student
characteristics, such as class size reduction in K-2, English language learners, economically
disadvantaged students, transient students, homeless students (transiency), gifted and talented
students; rural schools, and small school allocations. The Committee on Weights determines the
criteria, reviews, monitors, and adjusts the weights on a regular basis (Levin et al., 2013).
According to U.S. Census bureau, Hawaii’s per student spending is between $14,000 – $15,999
(Dixon, 2014).
Act 51 not only transferred funding to the school level leadership but also transferred
accountability for achievement (Levin et al., 2013). Now, the school leadership must seek
strategies to increase student outcomes within the constraints of the budget. The next section
will discuss the four adequacy models that combine resource allocations with financing to
accomplish the goal of raising student proficiency.
Adequacy Models
As accountability and limited financial resources are intertwined with improving student
outcomes, school level leaders seek adequacy models to perform the dual task of fiscal and
academic accountability. Clune (1994) defined Adequacy models as a finance system that links
expenditures with improving student outcomes, described adequate level of education, and
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38
identified resources necessary to attain educational goals (long term and short term). Picus
(2010) described Adequacy models in terms of adequacy standards, a system to achieve
educational standards or goals, measurement of costs and expenditures in the context of
educational concerns and issues. While adequacy models have been challenged by educators and
the court system, the mission of the American educational system is to provide equal access for
all children to a quality education (Hochschild & Scovronick, 2003). There are four adequacy
models that attempt to provide adequate educational resources for individual students to achieve
proficiency: (a) successful district approach, (b) cost-function approach, (c) professional
judgment approach, and (d) evidence-based models.
Successful District Model
The Successful District Model approach links spending level to a specific level of student
performance. The successful districts approach identifies the desired level of student
performance on state tests; matches the districts with the performance level and student
characteristics; and calculates the average spending per pupil (Odden, 2003). When one district
adopts a finance model of another district, similarities between the districts are the key
determining factors. While this is a logical, direct solution, the underlying elements that enable
the successful district to perform at a certain level include many incalculables such as procedural
(inner-workings of the school) and socio-cultural traits that may not be replicable in another
setting (Rebell, 2007; Hanushek, 1979; Wenglinsky, 1998).
Cost Function Model
The Cost Function Approach uses regression analysis to identify the level of resources
required to produce a level of achievement (Hanushek & Lindseth, 2009). This approach is used
to calculate per pupil spending based on student and district characteristics. There is a degree of
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

39
flexibility in this approach by increasing or decreasing funding depending on the special needs of
students as well as rural/urban settings. At present, the level of complexity in calculating
average adequacy levels and defining adequate performance levels prevents the implementation
of this system in to implement this system (Odden & Picus, 2014).
Professional Judgment Model
The Professional Judgment model is a consensus approach to educational reform that
relies on a decision-making by a consortium of highly qualified, effective teachers; principals
and administrators; and educational experts. This professional group of educators identifies
strategy/strategies; then, configures the resources to implement the process and may also include
state/district resources (Odden, Goetz, & Picus, 2007). The advantage to this approach is the
involvement of various levels of stakeholders that combine experience and expertise. The
disadvantage lies with the multiplicity of representative views. According to Odden (2009), this
method results in a budget package of component parts (professional development, curriculum,
human resources) that are assigned costs and not a cohesive system that identifies input with
recommendations.
Evidence-Based Model
The fourth model is the Evidence-Based Model (EBM). This is a comprehensive
approach to school financing and school improvement. School level resource allocations are
based on meta-analysis of studies on the student learning. The EBM has been proven to raise
student outcomes in Arkansas, North Dakota, Ohio, and Wyoming, (Odden et al., 2007; Picus,
2010).

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Figure 2.3. Evidence based model

Source: Odden and Picus (2014)

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

41
The EBM considers all educational stakeholders (see Figure 2.3). The center of the
schema represents essential courses for students with recommended class sizes. The second ring
is elective course offerings. The third ring is the recommended numbers of human resources to
provide additional support for both the core and elective classes to monitor student achievement
and success. The fourth ring adds specialized course offerings for a limited number of students
in gifted and talented education, Career and Technical Education (CTE), and specialized fields.
The fifth ring is teacher development. Figure 2.3 illustrates the features of the EBM in full
implementation. The fully implemented model includes community support, differentiated
teacher compensation, leadership teams and technology integration. The EBM provides
estimated costs that can assist educational leadership in determining full implementation or
partial implement in phases. Picus estimates that full implementation of EBM will probably be
lower in states with high per pupil spending as Hawaii (Odden & Picus, 2014).
The EBM utilizes research-based practices to increase learning for all students and
structures the finances to accomplish the goal. See Table 2.5 for specific EBM’s resource
allocation strategies and recommendations for a prototypical elementary, middle, and high
school. Based on school characteristics, personnel resources are identified by instructional, non-
instructional or supportive, and administrative roles (Odden et al., 2007; Picus, 2010).

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

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Table 2.5
EBM Recommendations of Adequate Resources for Prototypical Elementary, Middle, and High
Schools
School Element Elementary Middle High School
School Characteristics
School configuration K-5 6-8 9-12
Prototypical school size 432 450 600
Class size K-3: 15, 4-5: 25 25 25
Full day kindergarten Yes NA NA
Number of teacher work
days
200 (including 10 days
for intensive training)
200 (including 10 days
for intensive training)
200 (including 10 days
for intensive training)
% disabled 12% 12% 12%
% poverty 50% 50% 50%`
% ELL 10% 10% 10%
% minority 30% 30% 30%
Personnel Resources
1. Core teachers 24 18 24
2. Specialist teachers 20% more: 4.8 20% more: 3.6 33% more: 8.0
3. Instructional
facilitators/ mentors
2.2 2.25 3.0
4. Tutors for struggling
students
1:100 poverty students:
2.16
1:100 poverty students:
2.25
1:100 poverty
students: 3.0
5. Teachers for ELL
students
Additional 1.0 teacher
for every 100 ELL
student: 0.43
Additional 1.0 teacher
for every 100 ELL
student: 0.45
Additional 1.0 teacher
for every 100 ELL
student: 0.60
6. Extended-day 1.8 1.875 2.5
7. Summer school 1.8 1.875 2.5
8a. Learning & mildly
disabled students
Additional 3 profession
teacher positions
Additional 3 profession
teacher positions
Additional 3
profession teacher
positions

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43
Table 2.5, continued
School Element Elementary Middle High School
8b. Severely disabled
students
100% state
reimbursement minus
federal funds
100% state
reimbursement minus
federal funds
100% state
reimbursement minus
federal funds
9. Teachers for the gifted
students
$25/ student $25/ student $25/ student
10. Vocational education NA NA No extra cost
11. Substitutes 5% of lines 1-11 5% of lines 1-11 5% of lines 1-11
12. Pupil support staff 1:100 poverty student:
2.16
1:100 poverty
student: 3.25
1:100 poverty
student: 5.4
13. Non-instructional aides 2.0 2.0 2.0
14. Librarians/ media
specialist
1.0 1.0 1.0
1.0 library technicians
15. Principal 1 1 1
16. School site secretary 2.0 2.0 3.0
17. Professional
development
Included above:
• Instructional
Facilitators
• Planning & Prep
time
• 10 summer days
Additional: $100/
pupil for other PD
expenses – trainers,
conferences, travel,
etc.
Included above:
• Instructional
Facilitators
• Planning & Prep
time
• 10 summer days
Additional: $100/
pupil for other PD
expenses – trainers,
conferences, travel,
etc.
Included above:
• Instructional
Facilitators
• Planning & Prep
time
• 10 summer days
Additional: $100/
pupil for other PD
expenses – trainers,
conferences, travel,
etc.
18. Technology $250/pupil $250/pupil $250/pupil
19. Instructional materials $140/pupil $140/pupil $175/pupil
20. Student activities $200/pupil $200/pupil $250/pupil
Source: Odden and Picus (2014)

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The advantages of the EBM are (a) the research-based practices that form the framework
of the model, (b) the ability to phase in the practices that lead to improving student performance,
(c) reallocation of resources to more effective practices, and (d) anticipating budgetary
requirements to achieve student improvement. The difficulty would be reducing non-essential
practices. Odden (2012) identifies the five non-essential practices that educational leaders face.
The five are:
1. Resistance to cost pressures that do little to improve performance. This refers to
practices within the school like small class size, more electives, and automatic pay
increases. The focus should be on the core classes- English, Math, Science, Social
studies, and World languages;
2. Establishment and support for clear goals about the level of achievement. Schools
need to assess their present achievement levels and establish benchmarks;
3. Design and execution of a plan of action: All stakeholders must be aware of their role
in the effort to improve achievement;
4. Identification and support for the core elements of the plan. School level personnel
must be knowledgeable and practice with the tools for academic achievement -
formative instruction, collaboration time, and professional development; and
5. Use of technology to assist with learning, teaching, data collection and monitoring.
School staff will be trained with the use of technology to provide current data on
student achievement.
The four adequacy models enable educational leaders to identify resource allocation to
meet adequacy. Both the Professional Judgment and Evidence-based Models offer suggestions
as to deployment of resources based on research. All adequacy models provide a finance base to
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45
implement strategies to improve student outcomes. While controversy over specific methods
exist and educational researchers have offered a range of complimentary strategies to improve
student achievement, the Odden’s 10 Strategies for Doubling Student Achievement serves as the
focal point from which to discuss student improvement strategies (Odden, 2009; Odden & Picus,
2014).
Effective Instructional Practices
Student achievement has been the focus of educational researchers since the 1983
publication of A Nation at Risk. In this section, the 10 Strategies for Doubling Student
Performance by Odden (2009) serves as the point of discussion of effective instructional
practices. The HIDOE’s education reforms and commentary from eminent educator and
researchers are included in the discussion. The 10 Strategies for Doubling Student Performance
(Odden, 2009) are (1) understanding the goal, (2) mapping curriculum, (3) setting high goals, (4)
implementing data-based decision-making, (5) providing on-going, intensive professional
development, (6) using time efficiently and effectively, (7) adding intervention for struggling
students, (8) creating collaborative cultures, (9) instituting a professional culture, and (10)
addressing the talent and human capital issue.
Odden’s first strategy, understanding the goal, is a self-assessment of the problem in
terms of the status, target goal, measurement (data), and resources requirements. The DOE/BOE
Strategic Plan 2011-2018 is the document that presents the vision and mission of the entire
system. Darling-Hammond (1999) said that reallocation of resources must be aligned with an
instructional vision and strategy. Almost unanimously, educational reformer advocate for
clarification of goals. Clear goals/ purpose leads to successful outcomes (Marzano, 2003;
Daggett, 2005; Darling-Hammond, 2001; Fullan, 2010). Fullan (2010) stated that goals should
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be limited. The importance of school leadership was inferred in this strategy. According to
Fullan (2010), leaders provided moral purpose, understood and fostered change, developed
relationships, and built knowledge. Moral purpose was defined as the justification for action and
inspiration for participation (Bolman & Deal, 1997; Marzano, Waters, & McNulty, 2005).
Odden’s second strategy, mapping curriculum, refers to a longitudinal, cohesive
development of curriculum. The HIDOE joined the consortium of states that developed the
Common Core State Standards in English and Math. The consortium has mapped the
progression of skill development for K-12 in English Language Arts and Mathematics. Prior to
full implementation of CCSS (2013-2014), some schools by grade levels and subject areas
developed lesson plans based on CCSS collaboratively. Marzano (2003) and Miles and Darling-
Hammond (1998) said that highly successful schools used collaborative lesson plans that
released teachers from daily, individual planning and created more time for teachers to focus on
the needs of the student. In 2013-2014, the State selected curricula that aligned to the Common
Core Standards in English Language Arts and Mathematics to insure that students received a
rigorous systematic approach to learning.
Odden’s third strategy, setting high goals for students, means surpassing “proficiency”
requirements of AMOs of the Strive HI Performance system. High expectations for all students
are maintained through instructional practices that emphasize clear instructional goals and
scoring rubrics. The HIDOE College and Career readiness goal establishes high standards for all
public school graduates that are supported by CCSS but also achieved through counseling and
academic support from K-12 (Bloom, 2010; Darling-Hammond, 2010). According to Darling-
Hammond (2010) and Marzano (2003), challenging and relevant instruction sustained the
motivation of students.
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Odden’s fourth strategy, implementing data-based decision-making, calls upon the
collaborative efforts of teams of grade level/ subject level teachers to develop and assess lesson
plans based data, such as student work or test scores. Data teams and formative assessment are
part of the Six Priorities actions of the HIDOE to evaluate student progress. The data from
ongoing formative assessments track student understanding and learning. Use of formative data
has a high effectiveness rating on student achievement according to Hattie (2008). In addition,
common assessments enable teachers to diagnose their practices (Fullan, 2010). Assessments
serve two purposes: to inform students about their learning and to inform teachers about their
teaching (Darling-Hammond, 2010; Davies, 2011; Odden, 2009). Data from assessments shape
the behavior of learners and teachers toward necessary steps to achieve the learning goal.
Odden’s fifth strategy, providing on-going, intensive professional development, is an
effective school-wide initiative to raise the capacity and ability of teachers (Fullan, 2010; Odden,
2009). In 2015, the HIDOE designated the Office of Curriculum and Instruction to produce
statewide professional development. Ongoing professional development enables teachers to be
aware of and implement effective practices. The teacher is pivotal for instruction by his/her
ability to “motivate and facilitate learning [that] affects each student’s educational attainment”
(Beteille & Loeb, 2009, p. 596). Odden (2009) suggests that intensive professional development
should be followed-up by coaches assisting teachers with actualizing new strategies into practice.
Hattie’s meta-analyses substantiates that professional development is a high yield (0.62) practice
for improving teacher performance (2008). Darling-Hammond, Marzano, Daggett and Fullan,
all emphasize the necessity for professional development grounded in research. School wide
professional development transforms individual teaching practices to the benefit of students
(Odden, 2009).
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Odden’s sixth strategy, using time effectively and efficiently, refers to the time available
in the school day. If increased collaborative planning and instructional work time are required,
then time should be allotted within the school schedule. In HIDOE, Wednesdays is designated
as meeting day for the entire faculty and/or department/grade level meetings. However, in some
schools throughout HIDOE additional, regular meetings for teacher-teams are scheduled for
decision-making and problem solving. Schools need to set the priority and allow teachers the
time to focus on core subjects and instructional, collaborative planning (Fullan, 2010; Odden,
2009). According to Miles and Darling-Hammond (1998), highly successful schools have
flexible schedules that provides extended exploration time for deeper levels of cognition.
Odden’s seventh strategy, adding interventions for struggling students, provides
additional resources to assist with learning. The HIDOE uses a multi-faceted approach to
identifying students’ academic and non-academic needs. One approach is the hiring of a
Comprehensive Student Support Services (CSSS) advisor who evaluates and recommends
intervention. Another is formative assessments to monitor student progress and to alert teachers
when interventions are required. Another is Response to Intervention (RTI) strategies that
provide early intervention through scaffolded, research based instruction and intensive
monitoring of student progress. Another is the three tiered approach to instruction that include:
teacher tutorial time within the class, pullout with a licensed teacher, additional teacher within
the classroom, and Individual Educational Plan (IEP) when necessary (Odden, 2009). According
to Hattie’s meta-analysis studies (2008), schools should utilize strategies that have the greatest
impact on learning as indicated by the effect size of 0.40 or greater to improve student
achievement. Tutoring or direct instruction with an effect size of .59, cooperative vs.
individualistic learning with 0.59, and small group learning at 0.49 are recommended.
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Odden’s eighth strategy, creating a collaborative culture, refers to the social support
within the school. The HIDOE does not mandate collaboration; but, State Offices, Complex
Areas, and school levels have established PLCs to increase collaboration through online venues.
PLCs foster sharing and reinforce professionalism (Darling-Hammond, 2010; Hattie, 2008;
Odden, 2009). Fullan (2001, 2010) considers collaboration as capacity building that enables
schools to improve student outcomes.
Odden’s ninth strategy, instituting a professional culture, refers to teacher collaboration.
Darling-Hammond (2001) referred to professional culture as teachers learning through their
peers. The HIDOE state and Complex Areas offices foster the growth of a professional culture
through professional development workshops. The Office of Curriculum and Instruction
introduces teachers to new effective teaching strategies. By interacting with other teachers,
teachers gain current information on current pedagogical practices that accomplish an academic
goal. The social networking, the resource information pool, and shared ideas contribute to
expanding teacher knowledge that produce student achievement (Odden, 2009). Peer influence
(0.53) has a positive impact learning outcomes (Hattie, 2008).
Odden’s tenth strategy, addressing the talent and human capital issue, concerns the
ability to hire the best teachers for the job. Strategy number ten involves the principal’s
prerogative to recruit, evaluate, and reward are key teachers for their knowledge and skills
(Darling-Hammond, 2001); however, the HIDOE is a closed union shop. Subsequently, the
HIDOE has a mentoring program for new and novice teachers administered by the Complex
Area and the schools to raise and sharpen the ability of teachers. With the adoption of the yearly
teacher evaluation system (EES) in 2013-2014, the HIDOE is able to identify effective teachers
and less than effective teachers. Through the EES rating system, teachers are differentiated and
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gain recognition (highly effective) and leadership within the school regarding effective teaching
practices.
In order to move from low performing to high performing school, educational leaders
require research-based justifications for change. Odden’s 10 Strategies offer the framework for
effective practices. Odden (2009) suggests that targeted goals, rigorous curricula, qualified
teachers, and professionalism increase the ability of schools to raise student outcomes. The next
section explains the use of the Gap Analysis, for identifying discrepancies between the EBM and
the school regarding current level of human resources in the quest for increasing student
outcomes.
Gap Analysis
The review of the Gap analysis concludes the literature review. Gap analysis is a
problem-solving model originally designed by Clark and Estes (2008) for business and revised
for educational application by Rueda (2011). After the qualitative and quantitative data are
uploaded to the EBM template, the results will produce discrepancies between the actual and
“ideal” human resource allocation. The gap analysis, a theoretical tool, examines the data for
areas of need that impede student achievement in the Maunalani complex. The Clark and Estes’
gap analysis consists of a six-step process:
1. Identify key goals;
2. Identify individual performance goals;
3. Determine Performance gaps;
4. Analyze gaps to determine causes;
5. Identify and implement appropriate solutions; and
6. Evaluate result, tune system, and revise goals.
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The description of the educational application of each step follows.
Step One is Identify key goals. In the HIDOE, all members of the administrative team
must subscribe to the vision and mission as enunciated in the DOE/ BOE Strategic Plan 2011-
2018. The three-fold mission of HIDOE is student success, staff success, and systems of support
that contribute to the realization of the vision of a College and Career ready public school
graduate. The 6 Priorities is tool that accomplishes the HIDOE’s objectives. In July, the
Assistant Superintendents, Complex Area Superintendents, Educational Officers, Complex Area
personnel, and principals convene at an annual meeting to clarify system goals for the new
school year. Although the goals are established by the Superintendent, the State Offices, the
Complex Area superintendents, and the principals are responsible for implementation.
Step Two is Identifying individual performance goals. The Strive HI Performance system
requires schools to determine their AMOs or yearly targets for proficiency in Reading and Math
are selected. The performance goals are quantitative and dependent upon student scores on state
assessments (Common Core Assessments).
Step Three is Determine performance gaps. For the individual schools, the performance
gap results from subtracting the school’s AMOs from the state or the Complex Area
benchmarked performance targets. But the identification of the performance challenge requires
an introspective view of all resources required to accomplish the goal. Resources include human
resources and material resources such as curriculum and instructional materials. In addition, the
aggregate school performance gap may not reflect individual student group needs. Data of
student group performance must be part of the school’s determination of the gap. Student groups
are Disadvantaged, ELL, SPED, and ethnic groups.
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Step Four is Analyze gaps to determine causes. Clark and Estes (2008) claim that unless
there is an understanding of root causes, an effective solution cannot be determined. According
to the Gap analysis, gaps between desired and actual performance are due to a lack or knowledge
or skills, and/or a lack of motivation, and/or organizational barriers. The lack the knowledge or
skills means that information is lacking to meet the challenge of the performance goals. Lack of
motivation may be difficult to diagnose, but implicit by the inability of capable school personnel
to achieve the performance task. Organizational barriers involve the educational bureaucratic
structure. Policy, procedures, communication, legal decrees, state and federal mandates fall into
this category that inhibits action.
Step Five is Identify and implement appropriate solutions. Each of the three causes for
the performance gap requires appropriate solutions. For lack of knowledge or skills, the possible
solutions are information, training, job aids, and education. For lack of motivation, the possible
solutions are building self-confidence, developing a support system, and building a team may
suffice in stimulating persistence and effort to accomplish the task (Clark & Estes, 2008). For
organizational barriers, the possible solutions are building relationships that overcome
organizational silos, restructuring the organization, or establishing new protocols to facilitate
actions to resolve challenges.
Step Six is Evaluate results to tune the system and revise goals as needed. Once the
solution has been implemented, an analysis of the results may determine additional resources to
support the solution or another solution to rectify the situation. For educators, student
proficiency is the zero sum game. THE HIDOE has determined that raising student outcomes is
the magnum opus of the educational system.
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The gap analysis is a tool for problem solving that combined with the EBM will lead to
recommendations for change to enhance the learning environment for students. The Gap analysis
will resonate with educators who practice standards-based teaching that begins with the goal,
identifies the resources to accomplish the goals and concludes with evaluation.
Literature Review Summary
The literature is an essential base from which to begin the study of human resource
allocation and student achievement in the schools. The literature review examined: Hawaii’s
achievement crisis established the need for action; Hawaii’s financing described aspects of
school funding; Adequacy Models suggested different finance-resource approaches for dealing
with student achievement; Effective Instructional Strategies provided an overview of research on
practices that result in student improvement; and the Gap analysis provided the methodology to
examine disparities between the school and EBM data.
Hawaii’s achievement crisis established the need for action. Numerous performance data
provided a context from which to view Hawaii’s achievement crisis. While Hawaii’s students
have progressed in the state assessment, the adoption of the new Common Core State Standards
and assessment will collect different data to assess the students’ readiness to pursue college or
careers after graduation. Educators from the Federal to the State are concerned about the poor
performance of American students for individual and national interests. America needs to keep
the high paying, high skilled jobs for its youth; however, without meeting proficiency in Math
and Reading, those opportunities will go elsewhere to the detriment of Hawaii’s students.
Hawaii’s financing described aspects of school funding. Hawaii’s financing of education
is unique among the fifty states as the only state funded unified school district. Throughout the
Great Recession, Hawaii’s people have maintained their focus on the importance of educational
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funding for students. Although the HIDOE is a centralized state agency, the legislature has
mandated that 94% of funding must be distributed to the school level through the Weighted
Student Formula (WSF). WSF funds create autonomy for local school leaders to use the funds to
address unique, community-based educational needs. By the WSF allocations, schools can rely
upon a level of financial support to project a budget.
The different adequacy models suggested different finance-resource approaches for
dealing with student achievement. Although many models exist for school improvement, the
EBM provides a comprehensive school reform formula of resource allocation to achieve student
improvement. The EBM combines budgetary concerns with the academic achievement.
Additional allocations for student groups provide an equitable and adequate educational
environment. The 10 Strategies for Doubling Student Performance serves as the base point of
discussion of effective practices for improving student outcomes that is the foundational piece of
EBM design.
The Gap analysis provided the methodology to examine disparities between the school
and EBM data. The Clarke and Estes’ gap analysis will provide deeper analysis of disparities
between current and EBM recommended distribution of human resources in the schools. The
Clark and Estes (2008) gap analysis examines causes based on knowledge and skills, motivation,
and organizational barriers. Understanding the causes enable the educational leaders to
overcome the problem.
Chapter 3 will build on the information gathered from the literature review to describe the
process used in this study.

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CHAPTER 3
METHODOLOGY
This chapter presents a description of the methodology of this study. The research
questions, design of the study, the sample and population, instrumentation, data collection and
processes for data analysis are described. The purpose of this study was to inform the
educational leadership of Maunalani complex and the Complex Area about effective human
resource practices that will fulfill the HIDOE mission of raising student proficiency to achieve
the vision of College and Career ready graduates of the public schools. The Evidence-based
Model (EBM) by Odden and Picus (2014) was the theoretical framework for analyzing data
supported by effective practices of Odden’s 10 strategies for doubling student performance
(2009). The EBM was research based and has been used effectively in Arkansas, Wyoming,
Washington, and Wisconsin to improve student outcomes.
The chapter proceeds in the following manner with the methodology, research questions,
sample and population, instrumentation, data collection and data analysis, and summary.
Methodology
The five schools within the Maunalani high school complex in the Oahu Complex Area
are the subject of this mixed-method study. Both quantitative and qualitative data were collected
for each of the schools to provide a more complete picture of the school-level operations and
staffing. Online databases, such as the School Status and Improvement Reports, Trend Reports,
Academic plan and Financial plan, ARCH, Hawaii Department of Education websites, school
websites, and NCES, provided quantitative data to identify and compare the resource allocation
strategies of the EBM. Interviews of school level leadership provided qualitative data about the
goals, operations and strategies selected for improving student outcomes. The interviews served
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to verify current human resource allocations at the school and provided added insights into other
operational aspects.
Research Questions
This study examined the allocation of human resources in the schools for improving
student performance that aligned with the desired student outcomes of the College and Career
ready, public school graduates. The research questions for this study were:
1. What are the actual staff resource allocation patterns at the schools in the Maunalani
Complex and in the Complex administrative offices?
2. What are the gaps between the current staff resource allocations and the research-
based allocations of the Evidence Based Model?
3. How can staff resources be allocated to align with strategies to improve student
achievement?
Sample and Population
This study utilized a purposeful sample, defined by Creswell (2009) and Patton (2002) as
a sample population that met specific criteria. The three elementary schools (Pre-K-5), one
middle school and one high school are all public schools under the jurisdiction of the Hawaii
State Department of Education (HIDOE). All schools were referenced by pseudonyms. In this
study, the Maunalani complex has been selected based on the following criteria: (a) rural school,
(b) military population, (c) proficiency goals in reading and math, and (d) leadership.
Rural School
The Maunalani complex is located in a rural area of Oahu and is one of three high school
complexes in a geographic region known as the Complex Area. The Pre-K-8 schools that make
up this study are part of two large military bases in the central corridor on the island of Oahu.
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Four schools are located directly on military bases and the high school is located off base in the
Maunalani mountains. The Maunalani complex is located in an agricultural basin of Oahu, in a
region of former pineapple and sugar plantation.
Military Population
The population consists of present and former military families and former agricultural
workers. Based on trend reports from individual schools of the Maunalani complex, the average
military-dependent student population is 82%. At the elementary and middle school, the military
populations of these on-base schools are between 97% to 99%. Two schools qualify for Title I
funds (55%), Kihapai elementary and Maunalani high school based on its enlisted personnel
population and low socio-economic status of local residents who have lost jobs with the closure
of plantations.

Table 3.1
Maunalani Complex Schools: Grade Level, % Military, and Enrollment, 2014-2015
School Name Grade Level % of Military Enrollment
Nahele Elementary Pre-K to 5 99.1% 853
Kihapai Elementary Pre-K-5 99.7% 1004
Kamalii Elementary Pre-K-5 86.7% 645
Mokulele Middle 6-8 90.3% 842
Maunalani High School 9-12 35.5% 1,789

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Proficiency Goals
According the HIDOE websites, the average Maunalani complex scores in Reading and
Math fell short of the statewide targets in 2013-2014. The average complex Reading score
among five schools was 72.4% to the state target of 74%. The average complex Math score was
62% to the state target of 64%. There were two schools, Kamalii elementary school and
Mokulele middle school that routinely surpassed the state proficiency targets. The 2017-2018
goals and annual targets of the Maunalani high school complex are 86% proficiency in reading,
82% proficiency in math. According to principals in the Maunalani complex, they wish to
surpass state targets for the benefit of their students (Mokulele teacher-leader, personal
communication, March 3, 2015).
Leadership
The leadership in this complex is consistent and stable. Many principals are members of
the community. The former Complex Area Superintendent’s vision for student improvement
remains the impetus for reform and improvement in the Complex Area and the schools. Since
2005, the Complex Area used a combination of research-based practices (use of data) and
teaching experience (collaboration and mentoring) and a student-centered approach to raise
student outcomes (P. Park, personal communication, May 22, 2014). The present CAS continues
the Complex Area tradition by seeking additional supplemental funding to provide students with
tutorial supports for AP courses students and after-school, remedial tutoring programs. He has
embraced the use of technology to enhance learning and communications for his principals,
teachers, students, and community (CAS, personal communication, November 5, 2014).
The Maunalani Complex offers a study of a select population on Oahu. The rural
location, demographics, academic challenges, and the leadership of this Complex Area provide
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unique challenges in the effort to achieve academic proficiency among its student population.
As a group, these schools are advocates for their students and are willing to participate in a study
that provides research-based practices that may advance their goal of student improvement
(CASH, personal communication, January 26, 2015).
Instrumentation and Data Collection
This study was conducted within a thematic dissertation group of 14 Hawaii students
from the University of Southern California’s Rossier’s School of Education. Preparation for this
study began in December 2013. Training consisted of (a) forming a sub-group of student with
similar interests, (b) developing research questions, (c) reviewing dissertations, and (d)
discussing theoretical frameworks. This was a mixed method study founded on two theoretical
frameworks: the Odden and Picus EBM (2014), and the Clark and Estes’ gap analysis (2008).
The EBM template generated the quantitative analysis for this study by examining the current
human resource allocation in comparison with the ideal, evidence-based allocation. Online
resources such as the HIDOE website, NCES website, School Status and Improvement Report
(SSIR), the Trend Report, Academic and Financial (ACFIN) Plans and school websites provided
the quantitative data. Qualitative data from interviews of Complex Area Superintendent and
Complex Area Support Hui (complex area personnel), principals and teacher leaders provided
additional information to confirm or elaborate the findings. The Clark and Estes (2008) gap
analysis was the instrument of inquiry that allowed analysis of the discrepancy identified by the
EBM. The gap analysis probed the causes of the problem from three perspectives: (a)
knowledge and skills, (b) motivation, or (c) organizational barriers. Although this high school
complex has undertaken educational reform, the goal of proficiency for all students has not been
met. The study may provide additional strategies to improve student proficiency levels.
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In the fall of 2014, the researcher sought Internal Review Board (IRB) approval from
both USC and HIDOE to conduct research. This mixed method study included quantitative data
from online database available for public use and interviews of educational leaders in the
Complex Area and the schools. The data for each school was placed in the EBM framework.
Originally, the research group had determined that the 2012-2013 data would be used for this
study, but, as of October 2014, 2013-2014 statistical data had been posted to online websites and
was used for this study.

Figure 3.1. Implementation process for Maunalani Complex resource allocation study

During the data collection phase (see Figure 3.1), the researcher collected quantitative
data from online websites. Quantitative and descriptive data from Academic plan, Financial
plan, and School Improvement Plan reports augmented the data collection for this study. During
Online Data Collection
Quantitative data
gathered from
Online Web sites
Descriptive data
including Academic
and Financial Plan,
School
Improvement Plan
(SIP)
Evidence-Based Model Framework
School data
compared with
EBM recommended
allocation
Data placed in EBM
framework
Validation of Data
Interview with
Complex
Superintendent and/
or school leadership
Gap Analysis
Identify differences
between resource
allocation
Recommendations
Provide alternative
approaches for
resource allocation
to improve student
outcomes
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the analysis phase, data was placed in the Evidence-based Model (EBM) template for
comparison. During the validation phase, interviews or communications with school leadership
clarified the roles and functions of human resource at the school and verify and elaborated upon
the quantitative data. The open-ended question-design was used for the interview. This style of
questioning allowed for deeper insights into the situation and expression of opinions (Fink,
2014). The topics of the interview or survey questions followed the categories established by
Odden, Archibald, Fermanich, and Gross (2003). The interviews included questions about the
student population of the school, the academic focus of each school, the school schedule, class
size, number of core and non-core teachers and staff, and fiscal data (see Appendix D for the
survey).
Data Analysis
Quantitative data was based on reports from each school and the high school complex
area through the ARCH database. The official documents: School Status and Improvement
report (SSIR), Trend Report, Academic plan, and financial plan, provided information on
finances, academic proficiency, academic plans, and staffing. The data was triangulated with the
DOE/BOE Strive HI Performance system and interviews with school leaders to assure accuracy.
The following are the desired outcomes of the information gathering:
• Current human resource allocation
• Human resource allocation compared to the EBM
• Gap analysis of actual and desired allocation
• Researcher’s recommendation compared to the EBM
The collection of the data was placed in the Evidence-based Model framework. The EBM
strategies (see Table 2.5) provided an extensive list of recommendations for class size, staffing,
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professional development, and instructional resources, specialist teacher, planning and
preparation, support staff, professional development resources, supervisory aides, instructional
materials and formative assessments, and tutoring for elementary, middle, and high schools.
Summary
This chapter has been an overview of the human resource allocation study of the
Maunalani high school complex on the island of Oahu. The theory of practice was grounded on
the Evidence-Based Model by Odden and Picus (2014), Odden’s 10 Strategies for Doubling
Student Performance (2009) and the Clark and Estes gap analysis (2008) to improve student
outcomes. The three research questions (a) examine the current status of resource allocation in
the Maunalani school complex; (b) compares the resource allocation to the EBM optimum
resource allocation for discrepancies and causes for the gaps; and (c) recommends practices that
enable the complex to achieve higher student outcomes. The purposeful sample method
described the selection of the sample – a rural complex with a mixture of military and local
students. The instrumentation and data collection section described the procedures to be
followed to address the research questions and the purpose of this study which was to inform
educational leaders in the school and the complex of effective patterns of resource allocations
that support improving student outcomes. The findings of this study are described in the Chapter
4.

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CHAPTER 4
RESULTS
The Maunalani Complex was the focus for this study that used Odden and Picus’ EBM to
allocate human resources to improve student outcomes. The study used the mixed method
approach. The combination of interviews with Complex Area and school leaders and the
quantitative data from online public websites created a profile and data to populate the template
of the Evidence-based model (EBM). Descriptions of the schools and the human resource
allocations are available in Appendix D. The Evidence Based Model (Odden & Picus, 2014)
provided the framework for examining optimum resource allocation in K-12 schools to advance
student learning. The gap analysis methodology of Clark and Estes (2008) identified possible
causes for the discrepancies between the actual resources allocation in the schools with the EBM
model allocation. The differences between actual practices and the research-based practices
provide school leadership with research-based options to allocate human resources to achieve
increased student proficiency.
This chapter is divided into three sections. Each section addresses one of the three
research questions. The three research questions that guided this study are as follows:
1. What are the actual staff resource allocation patterns at the schools in the Maunalani
complex area and in the Complex administrative offices?
2. What is the gap between the staff resource allocation and the desired outcome?
3. How can staff resources be allocated to align with research-based strategies that
improve student achievement?
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Results for Research Question 1
Research Question 1 asked: What are the actual staff resource allocation patterns at the
schools in the Maunalani complex and in the Complex area administrative offices? The aim of
research question 1 is to locate human resources that impact student outcomes in the Maunalani
complex and the Complex Area (see Appendix F). Interviews of leadership in the schools and
the Complex Area as well as the HIDOE websites provide the data for this section.
In response to the question 1, three characteristics emerged regarding the Complex Area
and the Maunalani complex school administration. The first was a well-defined vision that
unifies the school with the community. The second was leadership that plays an important role in
acquiring the human and financial resources that drive the vision to reality. The third was
practices that lead to successful implementation of raising student outcomes. These three are
examined.
Vision
The first component is vision. Although the HIDOE has provided the statewide vision of
the public school graduate being College and Career ready, the Complex Area and Maunalani
complex have enriched the state vision with the addition of the community component.
According to the CAS, the schools provide appropriate education for the individual child and the
community provides a place for the child to exercise his/her knowledge and skills after
graduation (Senator Dela Cruz, personal communication, March 4, 2015). Successful outcomes
result from the child being nurtured and supported by school and the community (P. Park,
personal communication, March 4, 2014). Darling-Hammond (1996) emphasized, that before
any change can occur, there must be a vision. Vision drives the utilization of resources toward
the development of the child. According to the Kamalii’s principal, “we work as a team to
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educate the kids the best we can…it’s whatever we need to do, we have to remember we are
doing it for the kids” (personal communication, November 17, 2014). Actions of the schools and
the community validate the importance of this vision.
In the Maunalani complex, all schools under the leadership of principals reinforce the
vision programmatically. The child is educated with his/her peers using the inclusion strategy.
All students participate as members of the school community and are mainstreamed with
appropriate levels of academic support from specialist teachers or teacher’s aides that assist with
particular learning challenges (CAS, personal communication, November 5, 2014). In
elementary and middle schools, a universal screener for English and Math identifies the
academic standing of each student and alerts the teachers to the academic needs of the student.
At the middle school, a grade level curriculum specialist and counselor follow the middle school
career of students and provide a trusted teacher/adult confidante for the child in time of need (J.
Walje, personal communication, March 3, 2015). At the high school, a transition center
coordinator reaches out to the newly arrived military students and families to assist with
adjustment to the new environment. The Transition coordinator ensures appropriate placement
in classes, assists with credit for graduation and petitions in behalf of the student for other needs
(CAS personnel, personal communication, January 26, 2015). These actions reflected research
that suggests clear goals lead to successful outcomes (Fullan, 2010; Marzano, 2003; Odden,
2009).
At the Complex Area, the CAS reinforces the vision through supportive action. The CAS
and his staff seek community partners for programs that compliment academic practices at the
school and grants “to supply additional resources” (CAS, personal communication, March 3,
2015). Among the many concerns of principals in the Maunalani Complex is the psychological
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well-being of their students. For military children, the effect of deployment of a parent to a
warzone results in stress. The School Behavioral Health program (SBHP) began in 2001 with
elementary students of military families is a response to this concern. Mental health
professionals from both the U.S. Army’s Tripler Medical Center and the Queens Medical Center
now provide in-school treatment for military and local students and/or parents within the safe
environment of the school. The SBHP has successfully reduced behavioral problems in the
elementary and middle school from 2008-2009 to 2010-2011 to the benefit of the school
environment (see Figure 4.1 and Figure 4.2).

Figure 4.1. SBH behavioral report at elementary school: 2008 – 2011
Source: Presentation to Listening Group, January 27, 2015

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Figure 4.2. SBH behavioral report at middle school: 2008 – 2011
Source: Presentation to Listening Group, January 27, 2015

SBHP is program that supports the vision. In 2015, an extension of the School Behavior
Health program (SBHP) will include more students for the 2015-2016 school year. This
program, ‘Ike Pilialoha, brings mental health providers to the more schools to treat children and
families. The US Army’s Tripler Army Medical Center and the Queen’s Medical Center provide
the practitioners, the HIDOE provide the space within the schools to treat both military and local
students, and the Hawaii Medical Services (HMSA) provide the grant monies. A presentation to
the Listening Group held in January 2015 using data from 2008 – 2011, heard testimony
regarding the effect of the declining behavioral problems in schools. Schools became safe
havens and results in lower absenteeism.
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Community partners support the vision by providing additional resources for the child.
The U.S. military formed a partnership with the HIDOE. Through the HIDOE military liaison to
the Joint Venture Education Forum (JVEP) additional resources are secured. Although the
primary concern of the JVEF, that includes representatives from all armed services branches,
community organizations, and HIDOE, is providing for the educational needs of military
children in the public school of Hawaii all members of the Maunalani complex benefit. The
Defense Appropriation Act, Fiscal Years 2008, 2009, 2010 provided grant funds. JVEF grants
have included a range of services (C. Imai, personal communication, December 11, 2014):
• Facilities, repair and maintenance (renovation of Nahele Elementary school)
• Behavioral support/ mental health (School Behavioral Health Program)
• Technology (computers, SMART boards)
• Instructional programs and materials (Soar: Student Online Achievement Resources,
Online eSchool courses, AP courses)
• Transition assistance for military families and students to new location (Transition &
Citizenship programs)
• Teacher Professional development (Thinking Maps, AVID, SMART board training)
Table 4.1 presents the extensive funding support of the Department of Defense that ranges from
technology professional development ($840.00) to renovation of the physical plant at Nahele
elementary ($26 million). Since there are no Department of Defense (DOD) schools in Hawaii,
the DOD is able to augment facilities, curriculum, and technology for the HIDOE schools in
order to educate the military children (C. Imai, personal communication, December 11, 2014).

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Table 4.1
JVEF Expenditures for Maunalani Complex and Schools from 2010-2014
Complex
Schools Initiative 2010 2011 2012 2014
Maunalani
Complex
Science $2,000,000
Nahele EL Blended
Learning
$482,000
Maunalani High AP courses $450,000
Maunalani
Complex
SOAR Program $2,400,000
Nahele El Facilities
Upgrade
$26,560,000
Complex Area SPED Science $500,000
Kamalii El AVID program –
curriculum
materials

Maunalani High Transition
center/ Program
$60,600
Nihapai El Transition
center/ Program
$16,204.07
Kamalii El Air conditioning
classroom
$10,000
Kamalii El Smart Board
Training
$840
Source: DOD Affiliated Grants Awarded to the Hawaii State Department of Education:
Summary by State and Complex Areas, December 2014

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The vision drives actions for the benefit of the child. The Maunalani complex is part of a
highly coordinated effort to provide services that focuses on the development of the child. The
Maunalani complex schools, the CAS, the Community partners work toward the common vision
to educate the child. Maunalani complex was described by an alumnus as being a country school
with country values of taking care of their own (Alumnus, personal communication, March 9,
2015). Each stakeholder reaps the benefit of participating and actualizing the vision. For the
military community stakeholder, student proficiency benefits the family of Armed Services
personnel and fulfills the government’s obligation to care for the military family (C. Imai,
personal communication, December 11, 2014). For the local community stakeholder, student
proficiency creates new opportunities that rebuild the community with talented graduates and
leadership (A. Kanamu, personal communication, March 3, 2015; C. Hayashi, personal
communication, March 3, 2015). For the school community, the vision drives actions to nurture
the talents of the individual that leads to realization of college and career goals. This vision of the
child creates the urgency for Maunalani complex to pursue and achieve proficiency (CAS,
personal communication, November 5, 2014).
Leadership
The second component that contributes to student success is leadership. Sustained
progress toward a goal is a result of leadership according to Fullan (2010) and Marzano et al.
(2005). As mentioned earlier, the Maunalani complex has maintained a focus on educational
excellence through consistent leadership of both the CAS and the principals. Marzano et al.
(2005) claim that there is a positive correlation between leadership and student outcomes.
Positive leadership behavior increases student overall achievement increases. To assess the
quality of leadership within the Maunalani complex and the Complex Area, Fullan’s (2010) five
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qualities: (a) understanding the change process, (b) developing strong relationships, (c) building
knowledge, (d) creating coherence among multiple priorities, and (e) establishing moral purpose
will provide the gauge. Each of the five traits describes effective leadership that results in
successful outcomes. In education, the leadership role of the principal is a vital element of
successful student outcomes. The first trait, understanding the change process, requires that the
necessary foundational resources (manpower, time, knowledge) are available or accessible. The
second trait, developing strong relationships, involves building capacity and trust within the
organization. The third trait, building knowledge, refers to the dissemination of information and
awareness among all stakeholders. The fourth trait, creating coherence, means linking each step
toward the goal of student achievement. The fifth trait, establishing a moral purpose, supports
the vision. Each trait will be discussed.
Understanding the change process. Leadership is responsible for the smooth transition
from one system to another and resources must be devoted for that purpose. The change process
prescribed by the HIDOE is called the Six Priorities Strategies (6 Priorities) and is similar to
Odden’s (2009) Ten Strategies for Doubling Student Performance. Both deal with
understanding the problem, new curriculum (CCSS) and pedagogy, setting goals, using data,
mentoring and professional development.
The CAS and the principals have staff called CASH at the Complex Area and the Non-
Classroom teachers (NCT) at schools to assist with the transition. Each is assigned specific
personnel to oversee the implementation of the HIDOE’s 6 Priorities (see Appendix G) into
actionable behavior among the staff. These actionable behaviors include an array of service to
assist the schools with understanding, adopting or implementing the HIDOE 6 Priorities. In the
Complex Area, the CASH have developed an innovative practice, Instructional Leadership Team
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(ILT) consisting of teacher-leaders from the Complex Area schools. They visit and observe
effective practices of teachers within the Complex Area and share these practices with the
teachers in their schools (CASH, personal communication, November 5, 2014). The CASH
and/or school’s NCTs may assist with interpretation of data for analysis in formative and
summative assessment, applying rigorous curriculum and standards (Common Core Curriculum),
creating suitable professional development, and coaching for teachers contribute to positive
student outcomes. NCTs transform reform-theory into actual practices. With the Educator
Effectiveness System (EES), the NCTs simulate the evaluation process with mock, pre-
evaluation “Walk through” (teacher observation) and feedback sessions. For data teams,
collection and use of student data may require convening of Complex Area or State experts
(CSSS coordinator or RTi coordinator) to interpret and clarify the process (CASH, personal
communication, January 23, 2015).
Strong relationships. Leadership develops and fosters strong relationships that include
different stakeholders in the decision-making process. The Complex Area leadership team, the
school staff, and the community leaders, all have a vested interest in the improvement of student
outcomes and different outlooks to achieve outcomes.
At the Complex Area monthly leadership meetings of principals, the CAS establishes
relationships by honoring different perspectives. According to the CASH member, everyone is
involved in the conversation (personal communication, November 5, 2014). Innovative
approaches are welcomed regardless of the outcomes, but every attempt is viewed as part of the
learning process (CASH, personal communication, January 23, 2015). The CAS comments that
seeing the different approaches schools use, especially effective schools is exciting (personal
communication, November 7, 2014). The Blended Learning model was a successful, innovative
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solution to the problem of student absenteeism during deployment of troops to the Middle East.
Blended Learning enabled students to spend time at home with their departing or arriving
military parent and continue learning online. This initiative began with the problem of student
absenteeism and teachers’ solution of using technology to overcome the absence from the
physical classroom; then formalized into a plan by the principal; presented to the CAS who then
secured funding; and implemented by school with situational modification as the first Blended
Learning model for elementary schools (Nahele, personal communication, November 12, 2014).
At the school level, strong relationships are built among teachers by grade levels or
subject matter. By providing regular, scheduled meetings, teachers are able to discuss concerns
and cooperate professionally (J. Walje, personal communication, March 3, 2015). In some
schools, union representatives provide the leadership that unites teachers (Kihapai, personal
communication, November 7, 2014). Principals build a sense of community through their
openness with their staff. They routinely recognize and reward staff members with opportunities
to demonstrate their skills or their expertise with different assignments or leadership positions,
such as technology instructor, science resource teacher, Math resource teacher, CSSS coordinator
(Kihapai, personal communication, November 7, 2014; Nahele teacher, personal communication,
March 3, 2015).
At the community level, the School Community Council serves as the catalyst for
establishing supportive relationships with the community. The School Community Council
consists of parents, teachers, and community members who review and approve of the school’s
Academic/ Financial plans and problem solve at council meetings. Stakeholders are kept abreast
of actions through online communications, school websites, flyers, brochures augment the one-
to-one teacher contacts to reach all parents. By inviting parents to participate in school activities,
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schools strengthen their relationships with parents (Kihapai, personal communication, November
7, 2014). The elementary schools foster parental participation by offering orientation sessions
that prepares parents for class activities.
The HIDOE builds good relationship with the military through the appointment of the
JVEF military liaison. The HIDOE military liaison works closely with the military to identify
opportunities that benefit programs in the schools. Strong relationships with the military have
resulted in active support of the schools and a reciprocal support of the military by the
Community. In November 2014, amid Congress’ sequestration discussions to downsize the
Army of 20,000 troops, this complex and community rallied behind the campaign, Keep
Hawaii’s Heroes, and testified before the military command investigating reduction of forces in
Hawaii (CASH, personal communication, January 26, 2015).
By building relationships, schools expand their services for the benefit of students.
Hawaii’s educational leaders are aware that they must not rely upon the state exclusively for
educational funding, but that they must seek necessary adjunct funds from other sources.
According to the CAS, “money is not available anymore” so he has employed a parttime grant
writer to seek additional funding (personal communication, November 5, 2014).
Knowledge building. With the constant evolution of educational reforms, keeping
abreast and sharing information are key elements for all leadership. The CAS has augmented the
6 Strategies with the technology strategies of the 7 Pillars of Digital Leadership by Eric
Sheninger (see Appendix H). According to the CAS, web-based communications creates a
fluidity of information within the Complex Area schools to break through the silos and isolation
(personal communication, November 5, 2014). Google docs, Twitter, and Facebook are the new
means of information creation and sharing between and among educators and the community
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(CASH, personal communication, November 5, 2014). The ability to share knowledge and
expertise brings cohesiveness and transparency to the task of educating students (J. Walje,
personal communication, March 3, 2015).
Google Docs builds Professional-learning communities (PLCs) for teachers in the
Maunalani complex. According to both the CASH and NCT at Mokulele, online shared sites
provide the ability to exchange ideas instantaneously or over time. Google docs create a fluid,
collaborative arena for professionals who wish to critique programs, discuss successful and
unsuccessful approaches, and contribute expertise within the complex and school. According to
the CAS, “everyone is involved in the conversation” as a result (personal communication,
November 5, 2014). The adoptions of programs, like AVID, universal screeners, and math
curriculum for elementary schools resulted from knowledge sharing in the PLC. Through PLCs,
grade level and subject level teachers discussed and developed practices related to the Common
Core Curriculum across the Maunalani complex. Google docs also archived information and
created a repository of knowledge.
Online PLCs confirmed that knowledge building in the 21st century is participatory.
Twitter and Facebook allowed involvement in contemporary educational/ school-based issues by
different people who represented different perspectives. Teachers used their websites to gather
information about programs (J. Walje, personal communication, March 3, 2015). Parents
expressed their opinions through school website blogs and tweets. Knowledge building was no
longer static or top-down, but multi-faceted with different starting points and paths (Nahele,
personal communication, November 12, 2014). Involvement in knowledge building created a
cadre of supporters (as well as detractors) that helped leadership consider alternative outcomes
(CASH, personal communication, January 26, 2015).
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The Maunalani complex built and shared knowledge using contemporary and traditional
methods of communication. Communications strengthened the link between the school and
community to the betterment of schools. By welcoming diversity, communications fostered
knowledge sharing and building within the community to bridge the gap between school and real
life career dilemmas (A. Kanamu, personal communication, March 3, 2015).
Coherence making among multiple priorities. The Maunalani complex has developed
a culture of excellence and commitment to student success according to comments from
principals and teacher-leaders within the complex. There are no multiple priorities but only one
to achieve the end game of student success (Kamalii, personal communication, November 17,
2014). A culture of excellence means that educational reform priorities are implemented only
after professional development developed an understanding of the objectives and the process
(CAS, personal communication, November 5, 2014). Leadership promotes coherence by
dedicating resources that include staff at both the Complex Area and the schools to proliferate
knowledge and understanding of programs and initiatives that involve the education stakeholders
(CASH, personal communication, January 23, 2015). According to the CAS, his “fantastic
team” works closely with schools to foster understanding through sharing resources with the
school level NCTs (personal communication, November 5, 2014).
Building coherence occurred with the adoption of the Common Core State Standards and
assessments. In preparation for the Common Core Assessments, the Complex Area personnel
held workshops and distributed informational flyers to parents and community groups (CASH,
personal communication, January 23, 2015). According to principals, their teachers participated
in extensive professional development and grade level/ subject level discussion involving CCSS
expectations and Common Core lesson development and planning. Participation in PLC
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highlighted grey areas of teacher knowledge with a forum for sharing successful teaching
practices developed (CASH, personal communication, January 26, 2015).
Coherence requires understanding and time to make adjustments. By relating the HIDOE
priorities to the Complex vision, the relationship between multiple priorities is simplified.
Further the decision to dedicate time and resource to understanding reinforces the importance of
knowledge creation and results in fidelity of implementation (CAS, personal communication,
November 5, 2014)
Moral purpose. The moral purpose relates to the vision. Moral purpose creates a higher
order goal or rationale for human activity (Bolman & Deal, 1997; Marzano et al., 2005).
Maunalani’s vision of educating the child as a valuable individual and community member is the
moral purpose of this complex that unifies school and community.
To support the moral purpose, Maunalani school serves the vision by educating the child
within a community by campaigns like anti-Bullying and Citizenship that help the child deal
with diversity in his/ her school community. Children are taught within a community of learners
and their social environment. The practice of inclusion validates the contribution of the
individual to her/his community. Affirmation as an individual promotes self-confidence in a
child to include other people in her/his community (P. Park, personal communication, March 4,
2014). According to principals, Anti-bullying Citizenship, and “Big-brother and Big sister”
programs at all levels of school prepared children for participation in an “inclusive” world.
Moral vision unifies the local community with the school community. Community
members were able to relate to the moral vision of the child as a member of the community and
sponsored programs that featured the pride and strengths of the community. A program in its
infancy, Project Hometown, sponsored by a local legislator and graduate of Maunalani high
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school, seeks to rebuild the agricultural base of this community by creating new opportunities for
students to use their technology skills on new farming methods and building entrepreneurship
with local products (A. Kanamu, personal communication, March 3, 2015). Former graduates
return as teachers to educate the next generation and imbue the next generation with a sense
history and continuity. A Maunalani alumnus and teacher guided his art students to awards in the
2014-2015 Scholastic Art Competition by featuring the faces and traditions of the community (C.
Hayashi, personal communication, March 3, 2015).
The moral purpose behind education in the Maunalani complex lies in the belief that the
child is a valued community member (C. Hayashi, personal communication, March 3, 2015).
This fosters a sense of custodianship for the well being of each child. The moral purpose
supports the efforts of schools in preparing the next generation for the future and in seeking
solutions to raise the proficiency with low achieving students.
In conclusion, leadership is invaluable for creating opportunities for all education
stakeholders, students, school faculty and staff, and the local community. The leaders in the
Maunalani complex exert leadership traits that promote the attainment of goals. The degree to
which these leadership traits: (a) understand the change process, (b) build strong relationships,
(c) build knowledge, (d) establish coherence, and (e) uphold a moral purpose are exercised and
are embodied contribute to the success of each child.
Practices
Along with a clear vision and capable leaders, the third element, effective practices lead
to student success. School principals are responsible for academic proficiency. Table 4.6
provides a detailed description of Reading and Math proficiency targets in the Maunalani
complex in 2012-2013. Although this complex has progressed satisfactorily toward proficiency
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targets and has earned the Strive HI status of Continuous Improvement. All principals strive for
higher levels of proficiency for their students and the impending Common Core Assessment in
2015-2016 provide a challenge for all educators in Hawaii.
Current Practices
An examination of current practices regarding human resources at the complex area and
schools indicated the level of preparedness and a willingness to try new, effective strategies that
promote learning (Kamalii, personal communication, November 17, 2014). This section focuses
on current human resource allocation practices at the Complex Area and at the schools.
At the Complex Area level, the CASH team facilitates the enactment of the HIDOE’s 6
Priorities at the school level with a specific staff member assigned to respond to the school’s
request for assistance and information (CAS, personal communication, November 5, 2014).
School level leaders value the services provided by the CASH as peer teachers and program
managers. The Title I Linker teacher, the ELL Complex Area Teacher, and the Bilingual/
Bicultural Assistants were additional positions that aligned with the school and community’s
vision of inclusion and educating every child as a member of the community. Figure 4.3
provides an organizational chart and the human resources within the complex area. With the
team approach, the Maunalani complex has the benefit of ten CASH members who share
responsibilities and tasks of supporting all twenty schools in the Complex Area. The flexibility
and cooperation of Complex Area personnel in servicing all three high school complexes provide
a cost effective way to distribute expertise across the Complex Area (CASH, personal
communication, January 26, 2015).

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Figure 4.3. Complex area organizational chart, 2013
Note: Additional positions for the Maunalani complex are Title I Linker Teacher, ELL Complex
Area Teacher, and Bilingual/Bicultural Assistants.

Source: Information from Complex Area DES (personal communication, January 26, 2015)

COMPLEX AREA
SUPERINTENDENT (CAS)
Maunalani Complex
Complex School
Renewal Specialist (SRS)
Comprehensive Student
Support (CSSS) RT
Title I Linker RT
Bilingual/Bicultural S/H
assistant
Makailani /Maukalani
Complex
District Office Teacher
CSSS RT
CSSS RT
Common core RT
Formative Assessment
ART Team members
Effective Educator
System - EO
Induction & Mentoring
RT
District Educational Office
(DES)
Complex Academic Office
Business Management Office Office Assistant
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At the school level, teacher resources are essential for student success. A teacher is able
to motivate and create an environment that enhances the child’s learning (Beteille & Loeb,
2009). In Hawaii’s schools, according to school principals, the conventional role of teacher has
expanded. There are three general types and functions of teachers: the classroom teacher, the
non-classroom teacher (NCT), and student support teachers.
The first category of teachers is classroom teachers represented in Table 4.2. Classroom
teachers instruct students in core subjects and electives. Based on student population and all full
times, certified teachers, the elementary schools have an average teacher-student ratio of 1:14
and the middle school and high school with the teacher-student ratio of 1:16. All teachers are
familiar with instruction using Common Core standards. At Nahele elementary and Mokulele
middle schools, grade level teacher have developed school-based Common Core lessons in
Reading and Math. Kihapai and Kamalii elementary schools have adopted the state’s
recommended online Common Core curriculum in Reading (Wonders) and Math (Stepping
stones) and have attended professional development to use these programs. The Kamalii
principal has included grade level collaboration time during the school day to provide his
teachers with the time to delve deeper into the online curriculum and share strategies (Kamalii,
personal communication, November 17, 2015).

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Table 4.2
Fulltime (FTE) Certified Staff of Maunalani Complex Schools, 2013-2014
School
Regular
Instructors
Special
Instructors
Supplemental
Instructors
Total
Certified
Staff
Student
Population
Teacher-
Student
ration
Nahale 42 19 7.5 68.5/69 892 1:13
Kihapai 52.5 12 10 75 1,053 1:14
Kamalii 36.5 12 0 48.5/49 627 1:13
Mokulele 40 11 0 51 797 1:16
Maunalani 79 27 15 121 1,803 1:15
Source: School Status and Improvement Reports SY 2013-2014, compiled

The second category of teachers in the Maunalani complex is non-classroom teachers
(NCT) who do not teach students directly. NCTs are tasked with directing and overseeing the
multiple HIDOE objectives, known as the 6 Priorities (see Appendix H) that support classroom
instruction. These NCTs work with members of the school staff, form leadership teams, and
liaison with CASH members to improve student success by operationalizing the 6 Priorities. The
principals indicated the different types of the NCT are listed below:
• Registrar
• School Community Counsel (SCC) representative – parent-teacher organization
• Counselors
• Academic Coaches: data coach, literacy coach, STEM coach
• Curriculum coordinators
• Student Activities Coordinator (SAC)
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• Comprehensive Student Support coordinator (CSSC)
• Tech coordinator
• Librarian
• Transition Liaison
The NCTs serve a variety of functions at the school level. They monitor the schools’
implementation of the 6 Priorities. By their liaison relationship between the administration and
the teachers in the classroom, they are able to suggest appropriate interventions for professional
development topics, such as Student Learning Objectives (SLOs), lesson planning for Common
Core Standards, and technology workshops with the use of iPADs and SMART boards. NCTs
are teacher leaders. The Kihapai principal selected a lead Math curriculum coordinator based on
the teacher’s ability to deconstruct the standards and achieve successful testing outcomes with
her students (personal communication, November 7, 2014). NCTs facilitate and lead PLCs that
involve teachers in professional problem solving. At Mokulele middle school, they discuss,
develop, organize, and share grade level curriculum through the school-based online site for their
teachers (J. Walje, personal communication, March 3, 2015). NCTs are academic coaches, data
coaches, and mentors who assist the teachers with effective practices.
The third category of teachers is Student Support teachers include counselors, student
activities coordinator, registrar, comprehensive student support (CSS) coordinator, and the
Transition coordinator who address the academic, social, and emotional needs of the students
(CAS, personal communication, November 5, 2014). Some teachers may or may not have a
classroom role but they deal directly with student needs. The CSS coordinator administers and
interprets results from universal screeners used to identify student achievement. The registrar
and the Transition coordinator review the academic records of students and makes
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recommendation for student placement and courses. The level of effectiveness of this
distribution of human resources will be examined in the next section.
Summary
The Maunalani complex is part of a network of resources between the Complex area
and the Maunalani complex schools. With the Complex Area Superintendent (CAS) and
principals sharing a common vision, concerns are addressed collaboratively leading to
increased access to Complex Area assistance and supplemental services. The Complex Area
secures grant funding for programs identified as need areas and works with community
partners to expand services for students. The “actual staff resources” must be seen in light of
this unified effort. Schools have three types of teachers, classroom teachers, instructional
support teachers, and non-instructional teachers (NCT). Each serves different functions within
the school to progress learning either for students or faculty and staff. Additional,
supplementary services provided by the Complex Area or the community partners eliminate the
need for the schools to expend their resources to overcome a common obstacle. Through a
singular vision, consistent leadership familiarity with the community, and shared practices, the
Maunalani complex moves toward higher levels of proficiency for its students.
In 2014-2015, the results of Common Core Assessment may precipitate a search for
successful, researched-based strategies to improve student outcomes. The results of this study
may provide an opportunity for the complex to use the EBM as a tool to optimize resources to
raise student outcomes. The next section addresses the research question that compares the
current resources distribution with the EBM model and identifies the discrepancies.
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Results for Research Question 2
Research Question 2 asks: What are the gaps between the current staff resource
allocations and the research-based allocations of the Evidence Based Model? This section will
identify differences between the current and recommended human resource allocations using the
criteria of the Evidence-based model (Odden et al., 2007). Using the methodology of Clark and
Estes (2008), the causes for the gap will be explained according to knowledge or skills,
motivation, or organizational barriers. The discrepancy between actual allocations and the EBM
recommended allocations would be discussed by the function each resources plays within the
school. Appendix J is the gap analysis for this study followed by Appendix K that provide
information about resource allocations in each school by certificated and classified staff and
identifies positions by titles. This study identifies the use of human resources to improve student
proficiency.
Before beginning the gap analysis, a brief explanation of two external factors that
influence the allocation of resources in Hawaii’s schools: Weighted Student Formula (WSF) and
Low levels of Proficiency in Reading and Math. The WSF system requires schools to comply
with criteria based on recommended class size, mandated tasks, and excluded programs (see
Appendix L for SWF Expenditure Restrictions). Low levels of proficiency scored by students in
Reading and Math on the 2012-2013 state test required that school leadership focus resources to
raise the achievement of low performing students. Appendix M provides the data of student
groups that require additional academic support. In the Maunalani complex schools, they are the
Disadvantaged/ Low SES, SPED, Asian/Pacific Islander, Black, and Hispanic populations across
the Maunalani complex. Based on testing data, schools determine their academic focus and
expenditures in their Academic and Financial plans (ACFIN) for the following year.
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After accommodating for the WSF restrictions and proficiency scores, principals
determined current human resource expenditures at their school. By placing the 2014-2015
human resource allocation data for each school data in the EBM template, the discrepancies
between the optimum and the current allocation resulted. The description of the Gap analysis
follows.
Gap Analysis
The school level human resource data placed in the EBM template resulted in an
overview of the distribution of human resources. The EBM template offered a school finance
plan to allocate resources in ways that research suggested improved student outcomes. The
comparison between the actual school level resource allocations and EBM allocation was
analyzed in terms of Clark and Estes’ (2008) gap analysis framework. The data was presented in
tables that described the current allocation, the EBM recommended allocation, and the deficit or
surplus cost for the position(s). Categories have been aggregated by three functions: (a)
Instruction, Student Support, (b) Non-Instructional Support Staff, and (c) Administration.
Instruction included core teachers, specialist teachers and librarians. Student Support was SPED
teachers, ELL teachers, Extended Day, and Summer School Staff, SPED aides, instructional
aides. Non-Instructional Support Staff were coaches that supported teachers and monitored
student progress toward the 6 Priorities and proficiency targets. Administration consisted of
Coaches, non-instructional aides, principal, vice-principal, and secretaries.
Instruction
Teachers that perform the function of instructing students in the school are the largest
expenditure for a school administrator. The average cost per teacher at $55,104. Unfortunately,
the data showed a deficit of teacher positions in Maunalani complex among Core Teachers and
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Specialist teachers. Core Teachers taught English language arts, Math, Science, Social Studies
and World Languages (see Table 4.3). The EBM recommended an optimal class size of 1:15
(one teacher to 15 students) in Pre-K-grade 3 and 1:25 for all other grades. From school reports
of class size, the distribution of classroom teachers at the elementary schools indicated that more
teacher resources were placed at the PreK-3 levels (see Table 4.4). In Pre-K at Nahele
elementary, there were six teachers for 20 students; at Kihapai elementary, four teachers for 25
students; and at Kamalii elementary, three teachers for 21 students. The deficit of core teacher
positions produced larger class sizes only at Mokulele middle school in grade 8 with 39 students
per teacher.

Table 4.3
Core Teacher Category: Schools Level Gap and Cost, 2014-2015
Core Teacher Addl Position Cost
School, SY 2014-2015 Current EBM +/- $55,104.00
Nahele 38 40.7 -2.7 (6%) (-$148,780.80)
Kihapai 53 54.1 -1.1 (2%) (-$60,614.40)
Kamalii 40 41.4 -4.6 (11%) (-$253,128.40)
Mokulele 26 30.6 -5.6 (18.3%) (-$308,582.24)
Maunalani 61 45.6 15.4 $848,601.60
Maunalani Complex 220 212.4 +7.6 $418,790.40

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Table 4.4
Teacher to Student Ratio by Grade Levels and Schools, 2014-2015
Elementary Schools
Schools Pre-K Kindergarten Grade 1 Grade 2 Grade 3
# Ratio # Ratio # Ratio # Ratio # Ratio
EBM ratio 1:15 1:15 1:15 1:15 1:15
Kahele 6/20 1:3.3 7/110 1:15.7 7/143 1:20.4 6/126 1:21 5/116 1:23.2
Kihapai 4/25 1:5.3 10/167 1:16.7 11/208 1:18.9 9/160 1:17.7 7/129 1:18
Kamalii 3/21 1:3 6/79 1:13 9/149 1:16.5 7/125 1:18 5/110 1:22
Grade 4 Grade 5
# Ratio # Ratio
EBM ratio 1:25 1:25
Kahele 5/87 1:17 5/72 1:14
Kihapai 6/108 1:18 6/96 1:16
Kamalii 5/111 1:22 5/117 1:23
Middle School
Grade 6 Grade 7 Grade 8
# Ratio # Ratio # Ratio
EBM ratio 1:25 1:25 1:25
Mokulele 10/275 1:27.5 10/258 1:26 6/232 1:39
High School
Grade 9 Grade 10 Grade 11 Grade 12
# Ratio # Ratio # Ratio # Ratio
EBM ratio 1:25 1:25 1:25 1:25
Maunalani* 16/437 1:27 15/365 1:24 15/353 1:23.5 15/339 1:23
Note: # represents number of teachers/ number of grade level students
* no accurate student population per grade was available from Maunalani high school.

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The Specialist teachers were elective teachers, who teach Art, Music, Drama, P.E.,
Culture, Hawaiian culture, Video production, computer technology, Science Lab, Avid class,
Career-Technical Education, Robotics, publications, and student government within the
Maunalani Complex schools. In the Maunalani complex, there were fewer specialist teachers
than recommended by the EBM at the K-8 level and high school level (see Table 4.5). EBM
recommended specialist teachers at 20% in the elementary and middle school; but among K-8
schools, they represent on 12%. At the high school the percentage narrows at 31% to the
recommended 33%. In the elementary and middle schools as reported by principals, specialist
teachers provided student with instruction during grade level meetings on a rotational basis.
Drama, music, science lab, and computer literacy specialists taught all grade levels; therefore,
fewer specialist teachers were needed. At the high school level, there were ample numbers of
both specialist teachers as well as core teachers. The surplus of teachers and low achievement in
reading and math indicated a need to examine causes. This situation indicated an opportunity for
professional development dealing with knowledge and skill or a need for coordination and
collaboration with specialist teachers to develop CCSS curricular goals (K. Moss, personal
communication, January 26, 2015).

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Table 4.5
Specialist Category: Schools Level Gap and Cost, 2014-2015
Specialist Addl position cost
School, SY 2014-2015 Current EBM +/- $55,104.00@
Nahele 4 8.1 -4.1 (50.6%) (-$225,926.40)
Kihapai 2 10.8 -8.8 (81.4%) (-$484,915.20)
Kamalii 4 8.3 -4.3 (51.8%) (-$236,947.20)
Mokulele Middle 11 6.1 4.9 $270,009.60
Maunalani High 28 15.1 12.9 $710,841.60
Maunalani Complex 49 48.4 +1.1 (60,614.40)

Librarians in the schools today have expanded roles. They provide instruction for
developing research topics and the use of online research engines and tools. In schools without a
technology specialist, the librarians also provided instruction with various computer-based
presentation tools. Nahele elementary with the assistance of the librarian and technology
instructor developed the first Blended Learning classroom for grades 4-5. Teachers developed
online instruction and classrooms and students developed and uploaded technology based
assignments to their virtual classroom. All but one school, Mokulele middle school has a
certified librarian (see Table 4.6). The Mokulele librarian aide does not instruct students, but
assists students with access to online library resources and book borrowing. Technology
instruction has become the responsibility of computer literate classroom teachers (Mokulele,
personal communication, November 26, 2014).
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While the movement throughout the state has been toward releasing librarians and hiring
librarian aides, Maunalani complex has maintained their librarians to assist with information
gathering and information processing through technology. The assignment of librarians by the
EBM revealed the importance of this teacher position in contributing to the raising student
outcomes. As the school libraries become technology-based centers with online books and
computer banks, the techno-librarian is highly prized.

Table 4.6
Librarian Category: Schools Level Gap and Cost, 2014-2015
Librarian Surplus Position Cost
School Current EBM +/- $55,104.00
Nahele Elementary 1 1 0
Kihapai Elementary 1 1 0
Kamalii Elementary 1 1 0
Mokulele Middle 0 1 -1
Maunalani High 2 1 +1 $55,104.00
Complex 5 5 0
Positive

Core teacher, specialist teachers, and librarians provided all students with instruction.
The failure to meet the EBM recommendation of these types of teachers impacts future growth
toward proficiency. While proficiency is the objective in the HIDOE, successful systems in the
Maunalani complex may be a barrier to implementing the EBM. Decisions regarding human
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resource allocation were determined at the school level based upon many factors and needs. To
increase the teacher population at the elementary and middle school involved additional funds if
all expenditures remain static. Nahele elementary required S374,707.20; Kihapai elementary,
$545,529.60; Kamalii elementary, 490,075.60; and Mokulele middle school, $363,686.24.
Instructional Support Staff
Student support staff are certified and classified members of the faculty who support
students with special needs (SPED, ELL, Disadvantaged) and GenED students who require
additional learning assistance. Examining the achievement data of student groups and special
needs students revealed a percentage of student within each school that require additional
support by certificated staff (SPED, ELL, Extended Day, and Summer School teachers) and
classified staff (SPED aides and Instructional aides). Table 4.7 provides a synopsis of Appendix
J. Each school requires additional tutorial assistance for students.

Table 4.7
Percentage of Student Groups and Special Needs Students below Proficiency in Reading and
Math, 2012-2013
By Student Groups By Special Needs
School Reading Math Reading Math
Nahele Elementary 19.9% 21% 8% 46%
Kihapai Elementary 23% 21% -- 51%
Kamalii Elementary -- 54.5% -- 45%
Mokulele Middle -- 86% 12% 56%
Maunalani High 42% 69% 14% 66%
Source: SSIR reports
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Although the student groups and special needs students require certificated personnel (as
shown in Table 4.8), teachers providing additional academic support were not fully staffed in the
Maunalani complex. The SPED Teacher category addressed the needs of the SPED population
of the Maunalani complex (10.2%) through a variety of learning situations, such as: fully self-
contained classroom (FSC), collaboratively with the general education teacher (inclusion),
individual tutoring (pullout), and/or small group tutorial (pullout) sessions. A shortage of SPED
certificated teachers existed in 3 out of the 5 schools (see Table 4.8); but the critical shortage of
certificated teachers existed for Extended Learning and Summer School (see Table 4.9). These
teachers were responsible for providing after-school tutoring for GenED students and there were
none assigned.

Table 4.8
SPED Category: Schools Level Gap and Cost, 2014-2015
SPED Addl position cost
School, SY 2014-2015 Current EBM +/ - $66,125.00/ 12mos@
Nahele Elementary (below) 13 4.8 8.2 $542,225
Kihapai Elementary 6 6.3 -0.3 (4.7%) (- $19,837.50)
Kamalii Elementary 13 7.9 7.9 ($522,387.50)
Mokulele Middle (below) 3 5.6 -2.6 (46.4%) (- $171,925.00)
Maunalani High (below) 9 11.6 -2.6 (22.4%) (- $171,925.00)
Maunalani Complex 44 36.2 7.8 $515,775

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Table 4.9
Extended Day and Summer School Categories: Schools Level Gap and Cost, 2014-2015
Extended Day Summer School Additional Cost
Current EBM +/- Current EBM +/- # Positions $55,104
Nahele Elementary 0 .3 -.3 0 .2 - .2 -1.5 (-$26,552)
Kihapai Elementary 0 .2 -.2 0 .2 - .2 -.4 (-$22,041.60)
Kamalii Elementary 0 .4 -.4 0 .4 -0.4 -.8 (-$44,083.20)
Mokulele Middle 0 .4 -.4 0 .4 -0.4 -.8 (-$44,083.20)
Maunalani High 0 1 -1 0 .9 -0.9 -1.9 (-104,697.60)
Complex 0 2.2 -2.2 0 2.0 -2.0 -4.2 (-231,436.80)

For certificated personnel, the EBM recommended tutors for students performing poorly.
The ratio of teacher to students for Disadvantaged students is 1:100 and tutoring after-school
tutoring at a ratio of 1:30 including summer school. Presently, there was a shortage of 12
teachers. The need for these SPED and regular teachers was warranted by the below proficiency
performance of specific student populations in the Maunalani complex for the cost of
$716,353.10. At this time, the need for proficiently provided the motivation for hiring the
necessary certificated teachers who exercise knowledge and skills to assist students in reading
and math.
The classified staff that supports instruction provided a different picture of human
resource allocation in Maunalani complex. Unlike their certificated counterparts, the SPED
AIDES surpassed the EBM model at every school with increases that range from 50% to 400%.
The large numbers of SPED aides (see Table 4.10) were suspect compared to low achievement.
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The overabundance required scrutiny regarding the knowledge and skill of these SPED aides
since the proficiency level of this student group does not match the numbers of aides.

Table 4.10
SPED Aide Category: Schools Level Gap and Cost, 2014-2015
SPED Aides Surplus Position Cost
School Current EBM +/- $29,115/10 mos.
Nahele Elementary 12.5 2.4 10.1 $294,061.50
Kihapai Elementary 14 3.2 10.8 $314,442.00
Kamalii Elementary 13 2.6 10.4 $302,796.00
Mokulele Middle 10 2.8 7.2 $209,628.00
Maunalani High 9 5.8 3.2 $93,168
Complex 58 16.8 41.7 $1,214,095.50

Maunalani Complex appeared to have arbitrated the lack of certified teachers with the
abundance of teachers’ aides. Even though the SPED teacher provided the instruction and was
assisted by the aide, the EBM recommendations for improving the outcomes for SPED students
was not being met (1 teacher per 150 students). SPED joined the other special needs students
with inadequate staffing of certificated instructors.
Non-Instructional Support Staff
The Maunalani complex has a large number of support staff that address the needs of
both the student and the teacher. The two EBM categories were the non-academic pupil support
staff and the instructional coaches. The Non-Instructional Pupil support certificated personnel
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addresses the emotional, social well being of the student while the Instructional coaches attend to
the pedagogical needs of the teacher. The EBM recommends one guidance counselors for 250
students. Nurses, social workers, and family liaison personnel are based on one position per 100
at risk/ Disadvantaged student. The instructional coaches provide mentorship and guidance for
the classroom teacher. The human resource trend in Maunalani complex for this category of
services tended to provide positions that meet the needs of students not teachers. Tables 4.11
and 4.12 show these surplus and deficit situations. Only Nahele elementary fell short of
satisfying the EBM requirement of 4.2 positions with a 2.2 deficit of Non-Academic Pupil
Support staff. All other schools exceed the staffing requirements. Instructional coaches were
inadequately staffed, except for Kihapai elementary. The reason for this imbalance of resources
may be attributed to the lack of motivation on the part of the schools to divert resources away
from students. Examining the allocation of personnel revealed that the focus is on students. In
the past, the Maunalani complex has relied on Complex Area resources and the community to
provide funds to support professional development for the teachers.

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Table 4.11
NCT/ Non-Academic Pupil Support Staff Category: Schools Level Gap and Cost, 2014-2015
NCT-Non-Academic Pupil Support Staff Surplus Position Cost
School Current EBM +/- $55,104.00
Nahele Elementary 2 4.2 -2.2 (- $121,228.00)
Kihapai Elementary 17 3.8 13.2 $727,372.80
Kamalii Elementary 9 5.6 .43 $23,694.72
Mokulele Middle 28 16.2 11.8 $99,187.20
Maunalani High 10.5 7.2 3.3 $181,843.20
Complex 66.5 37 29.5 $1,625,568.00

Table 4.12
Instructional Coach Category: School Level Gap and Cost, 2014-2015
Instructional Coaches Addl Position Cost
School, SY 2014-2015 Current EBM +/- $55,104 @
Nahele 2 3.6 -1.6 (44%) (-$88,166.40)
Kihapai 5 4.7 .3 $1,651.20
Kamalii 0 3.9 -3.9 (100%) (-$213,755.10)
Mokulele 2 4.2 -2.2 (52.3%) (-$121,228.80)
Maunalani 4 8.7 -4.7 (54.0%) (-$258,988.80)
Maunalani Complex 13 25.1 -12.1 (-$666,758.40)

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Administration
Administration is the last function involving school personnel. The Principal, Vice-
Principals, secretaries, and Non-Instructional Pupil aides insure the smooth operation of the
physical plant, operationalize HIDOE policies, and produce the reports that satisfy accountability
to the students, parents, educational bureaucracy and community. These categories registered a
surplus of staffing.
Although each school has one designated principal, required by WSF funding, the
additional personnel begins with the Vice-principal position (see Table 4.13). Both Nahele and
Kamalii elementary schools have one vice-principal, but the other elementary, middle school,
and high school have increased the numbers of Vice-Principals. Although the EBM recommends
one fulltime Vice-Principal is one the high school, in the HIDOE, the teacher evaluation system
(EES) is partially responsible for the increase of Vice-Principals. Only administrators can
evaluate teachers, conduct interview, discuss performance, and debrief each teacher twice a year.
This increase in administrative workload has yielded an increase in Vice-Principal positions.
The staffing of secretarial positions has also increased. The EBM provides for a
secretarial staff, two for K-8 and three for high school. A common configuration for secretarial
staff is three positions headed by an administrative secretary (SASA), an account clerk, and a
clerk. One position to perform the functions of a secretary is mandated by WSF. With the data
recording, reporting, and dissemination of information requirements, the schools have surpassed
the EBM recommendation by at least 50%. (see Table 4.14).

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Table 4.13
Vice-Principal Category: Schools Level Gap and Cost, 2014-2015
Vice-Principal Surplus Position Cost
School Current EBM +/- $ 78,039/ 10 mos.
Nahele Elementary 1 .6 .4 $31,215.60
Kihapai Elementary 3 1.1 1.9 $148,274.10
Kamalii Elementary 1 .7 .3 $23,411.70
Mokulele Middle 3 2.1 2.1 $163,881.90
Maunalani High 4 2.9 1.1 $85,842.90
Complex 12.0 6.2 5.8 $452,626.20

Table 4.14
Secretary Category: Schools Level Gap and Cost, 2014-2015
Secretaries Surplus Position Cost
School Current EBM +/-
$42,507 SASA
$29,150 (office assistant)
$33,279 (account clerk)
$104,936 for combo of 3
Nahele Elementary 5 3.2 1.8 $52,470.00
Kihapai Elementary 1/5 4.2 1.8 $52,470.00
Kamalii Elementary 1/5 3.4 2.6 $75,790.00
Mokulele Middle ¼ 3.7 .3 $8,745.00
Maunalani High 1/9 8.7 .3 $8,745.00
Complex 28 23.2 6.7 $198,220.00

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The Non-Instructional Pupil aides are classified personnel who provide non-classroom
functions regarding supervision and security outside the classroom. They are security personnel,
adult supervisors, and cafeteria workers (WSF funding does not fund cafeteria staff). The
Maunalani complex has an excess of 45 positions in this category with the Middle school having
3.6 times the positions required by EBM (see Table 4.15). Although security and adult
supervisor positions are mandated by WSF and are identified as part of the EBM resource
allocation, all schools have surplus personnel in this category. These positions insure the safety
and security of students and staff and are probably unlikely to be reduced.

Table 4.15
Non-Instructional Pupil Support Aide Category: Schools Level Gap and Cost, 2014-2015
Non-Instructional Pupil Support Aides Surplus Position Cost
School, Security/ Adult
supervisor Current EBM +/- $31,212
Nahele Elementary 8 3.2 4.8 $149,817.60
Kihapai Elementary 8 4.2 3.8 $118.605.60
Kamalii Elementary 8.5 3.4 5.1 $159,181.20
Mokulele Middle 17 3.7 13.3 $415,119.60
Maunalani High 18 8.7 9.3 $290,271.60
Complex 59.5 14.5 36.3 $1,132,995.60
Positive

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Summary
By examining the present allocation of personnel in the Maunalani complex, a clearer
picture of the priorities within the schools emerges. At this time, the schools are managing their
staffing to accommodate two goals: the Strive HI Performance targets in Reading and Math and
the HIDOE 6 Priorities.
If the schools want to raise their proficiency in Reading and Math to achieve their Strive
HI Performance targets, direct instruction provided by certificated and classified personnel is
required according to the research-based design of the EBM. Presently the number of direct
instructional personnel (certificated) in the Maunalani complex was lower at 69% to the EBM
recommendation of 74.4% (see Table 4.16). Instructional personnel, Core, Specialist, SPED,
ELL, Extended hours, and Summer School teachers were insufficient.

Table 4.16
Maunalani Complex: Allocation of Staff for Direct Instruction by Numbers and Percentage,
2014-2015
Certificated and Classified Human Resources for Direct Instruction
Current EBM
School n % n %
Nahele Elementary 74.5 80% 59.3 80%
Kihapai Elementary 77 68% 77.7 81%
Kamalii Elementary 65 72% 61 78%
Mokulele Middle 54 60% 47.3 71%
Maunalani High 116 91.2 64% 62%

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The remaining human resources at the school level involve staff supporting the 6
Priorities and administrative tasks (see Table 4.21). On average the Complex expends 31% of its
school personnel on management tasks that range from compliance and data reporting to
supervising students and maintaining the physical plant. According to EBM this expenditure
should be 22%. With the increasing HIDOE accountability measures at the school level, schools
needed to balance student performance goals with the administrative requirements of the
HIDOE.

Table 4.17
Maunalani Complex: Allocation of Staff for Management by Numbers and Percentage, 2014-
2015
Human Resources for Management
Current EBM
School n % n %
Nahele Elementary 19 20% 15.8 21%
Kihapai Elementary 36 32% 18.5 19%
Kamalii Elementary 25.5 28% 18 23%
Mokulele Middle 35.5 40% 16.5 25%
Maunalani High 63 35% 29.3 20%

When budgeting and reallocating resources are required to achieve proficiency goals, the
EBM is a tool that offers a framework for resource reallocation. The gap analysis of the EBM
suggested that the results of student performance and staff allocation may depend not just on
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quantity but also on the quality of the human resources in terms of motivation, knowledge and
skills. The schools in this study showed uneven distribution of human resources among
certificated personnel and classified personnel assignments. The need to raise the proficiency of
specific student groups indicated more tutoring services and more certificated staff for direct
instruction were required. While the EBM goals are compatible with school proficiency goals,
this central goal of educating students was not the sole basis for allocation of human resources.
HIDOE education reform measures contained in the 6 Priorities also coopted human resources
for teacher education.
In the next section, research question 3 reconciles differences between the current
allocation and the EBM allocation. If a school is focused on improving student learning, the
EBM’s recommendations offers research-based practices to address low student proficiency.
Results for Research Question 3
Research Question 3 asked: How can staff resources be allocated to align with research-
based strategies to improve student achievement? After examining the results from the school
data, this section suggests strategies to align resources to the research-based practices of the
EBM. Although the Maunalani complex has successful achieved its “Continuous
Improvement” Status under the Strive HI Performance system, every year, each school must
meet higher proficiency goals that require revisiting strategies to improve student learning.
EBM offers effective, research based strategies based on human resource allocation that should
be considered. First, the distribution of human resources based on low proficiency student
groups and the allocation of certificated personnel were compared to the EBM’s template.
Then, recommendations to reconcile surplus and deficit position were suggested. Second, the
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104
Maunalani budget was examined in light of the EBM’s suggested discretionary budget
allowance.
Distribution of Human Resources
Identification of low performing student groups in Reading and Math in the Maunalani
complex and human resources allocation began the analysis. Improving performance within
these student groups will not only raise the proficiency the group, but also raise the proficiency
rate for the entire school and satisfy rising proficiency expectations for the school and the
Complex. The 2012-2013 HSA and the 2013-2014 Bridge assessment identified the student
groups with low proficiency. The following student groups fell below the state proficiency
levels in Reading and/or Math:
• Disadvantaged/Low Socio-economic
• SPED
• Asian/Pacific Islander
• Hispanic
• Native Hawaiian
For the SPED students, SPED teachers and SPED aides provided additional academic support.
For the other student groups — Disadvantaged, Asian/Pacific Islander, Hispanic, and Native
Hawaiian Academic, tutoring was available through the EBM categories of Extra help, Extended
day, Summer school, Instructional aides. Maintenance of the EBM allocations for tutoring
assures the improvement of student learning. Within the schools, three tactics to deal with the
deficit and the surplus of human resources were suggested: (a) exchange teacher positions by
reducing aide positions, (b) transfer teacher position from one surplus category to the deficit
category, and (c) purchase teacher positions.
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SPED group. The EBM recommendation for Staff is one SPED teacher per 150 students
(1:150) and one SPED aide to 300 students (1:300). Table 4.8 indicated that Kihapai, Mokulele,
and Maunalani need to acquire more teacher resources to fill the gap with SPED teachers. In the
category of SPED aides, there were more than sufficient positions to exchange these aide
positions to teacher positions. The recommendation was that SPED aide positions be reduced and
teachers hired to meet the EBM recommendations. There was a shortage of SPED teachers at
Kihapai elementary (-0.3), Mokulele middle (-2.6), and Maunalani high (-2.6). The imbalance of
SPED teacher positions can be adjusted by exchanging aide positions at the rate of 2.27 aide
positions to one teacher position (note: SPED teachers are 12 month teachers @ $66,125).
Exchange did not jeopardize the school budgets, only impacted the number and type of
personnel. The feasibility of this action depended on the type of SPED disabilities and IEPs for
each student.
Other low achieving student groups. The EBM categories that provided academic
extra help for low achieving student groups are Extended Day, Summer School and Instructional
aides. The student groups — Disadvantaged/Low Socio-economic, Asian/Pacific Islander,
Hispanic, and Native Hawaiian — required additional tutorial help to raise their proficiency.
Exchange and/or transfer positions can be used to compensate for the shortfall of teacher
positions within the same school at the rate of one certified position to 1.9 classified position
(1:1.9 for 10 month teachers).
The exchange of certified and classified personnel can also provide necessary teacher
positions for these student groups. Table 4.18 indicates the entire current allocations for each
school of teachers (certificated) and aides (classified) along with the EBM recommendations that
appears as surplus or deficit. Across the Maunalani complex there was a shortage of teachers for
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Extended Day and Summer School positions and instructional aides. For teachers, Nahele
elementary had a 0.5 deficit; Kihapai elementary, 0.4 deficit; Kamalii elementary, 0.8 deficit,
Mokulele middle, 0.8 deficit, and Maunalani high, a 1.9 deficit of certificated personnel. For
instructional aides, Nahele had a surplus of 3.7 aides; Kihapai elementary, a 1.7 deficit; and
Kamalii elementary, a 0.9 deficit. There were no instructional aides available for the middle or
high schools. EBM estimates that student outcomes can be raised by filling these positions.
Using available surplus resources, the exchange process between certificated and
classified staff resulted in only one school unable to fill one certificated position with classified
positions (see Table 4.19). Kamalii elementary did not have a sufficient surplus of aides to make
a direct exchange, but must purchase one certificated position at the cost of $55,104 to satisfy
EBM human resource recommendations. Another process to be considered when faced with a
deficit required the facilitation between schools by the CAS. Maunalani high had a surplus of
teacher positions. Kamalii needed to acquire one additional certificated position. Through inter-
school cooperation within the Complex Area and facilitated by the CAS, the transfer of funds for
teacher position(s) from Maunalani high school to Kamalii elementary school could occur as a
no cost option.

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Table 4.18
Maunalani Complex: Certificated and Classified Human Resource Allocations and EBM Gap
Analysis, 2014-2015
Nahele Elementary Kihapai Elementary Kamalii Elementary Mokulele Middle Maunalani High
EBM Category Current EBM* Current EBM* Current EBM* Current EBM* Current EBM*
Core teachers 38 40.7
(-2.7)
53 54.1
(-1.1)
36 41.4
(-5.4)
26 30.6
(-4.6)
61 59.8
1.2
Specialist teachers 4 8.1
(-4.1)
2 10.8
(-8.8)
4 8.3
(-4.3)
13 6.1
6.9
30 19.7
10.3
SPED teachers 13 4.8
8.2
6 6.3
(-0.3)
10 5.1
4.9
3 5.6
(-2.6)
9 11.6
(-2.6)
ELL teachers 1 0.5
0.5
1 0.2
0.8
0.5 0.4
0.1
0 0.4
(-0.4)
5 1.4
3.6
Coaches 2 3.6
(-1.6)
1 4.7
(-3.7)
0 3.9
(-.3.9)
0 4.2
(-4.2)
4 8.7
(-4.7)
Extended day 0 0.3
(-0.3)
0 0.2
(-0.2)
0 0.4
(-0.4)
0 0.4
(-0.4)
0 1.0
(-1.0)
Summer school 0 0.2
(-0.2)
0 0.2
(-0.2)
0 0.4
(-0.4)
0 0.4
(-0.4)
0 0.9
(-0.9)
Librarian 1 1.0
0
1 1.0
0
1 1.0
0
2 1.0
1.0
2 1.0
1.0
Non-academic pupil
support
2 4.2
(-2.2)
17 3.8
13.2
9 5.6
3.4
10.5 7.2
3.3
28 16.2
11.8
Certificated total 61
(-2.4)
63.4 81
(-0.3)
81.3 60.5
(-6.0)
66.5 54.5
(-1.4)
55.9 139
+28.7
110.3
SPED Aides 12.5 2.4
10.1
14 3.2
10.8
13 2.6
10.4
10 2.8
7.2
9 5.8
3.2
Instructional aides 5 1.3
3.7
0 1.7
(-1.7)
0.5 1.4
(-0.9)
0 0
0
0 0
0
Classified total 17.5 3.7 14 4.9 12.6 5.0 10 2.8 9 5.8
Note: Deficit human resources shown in parentheses
EBM* indicates the recommended allocation over the resultant surplus or deficit

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Table 4.19
Reconciling Position Deficits through Exchange, 2014-2015
School
Total Surplus/
Deficit
Certificated
Total Surplus/
Deficit
Classified*
Exchange @
1.9 (10 month
teacher)
Exchange @
2.27 (12
month teacher) Results
Nahele
Elementary
-2.4 13.7 2.4 x 1.9 =
cost: 4.56
-0- Certificated positions
comply with EBM
Classified positions: surplus
12.44
Kihapai
Elementary
-0.3 (SPED
position)
9.1 0.3 x 2.27 =
cost: 0.681
aides
Certificated SPED positions
comply with EBM
Classified positions: surplus
8.4
Kamalii
Elementary
-6.0 9.5 6.0 x 1.9 =
cost: 11.4
Certificated positions:
deficit 1
Classified positions: 0
available.
Purchase one certificate
position @ $55,104
Mokulele
Middle
-1.4 (2.6
SPED position
required)
7.2 2.6 x 2.27** =
cost: 5.9 aides
Certificated SPED positions
comply with EBM
Certificated positions:
surplus 1.2
Classified positions: surplus
1.3
Maunalani
High
+28.7 3.2 Certificated positions:
surplus 28.7
Classified positions: surplus
3.2
Notes: * Refers to SPED aides and instructional aides only
** SPED teacher replacements are at a higher “cost” than 10 month teacher

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Deficits of certificated staff. A closer examination of deficits among certificated
personnel reveal that classroom teachers (Core Teachers, Specialist Teachers, SPED, and ELL
teachers) were in deficit while Non-Classroom teachers (Coaches and Non-Academic Pupil
Support Staff) were in a surplus. For classroom teachers, Nahele had a deficit of 4.1; Kihapai
elementary, 9.1; Kamalii elementary, 8.8; Mokulele, 1.1. Maunalani high had a surplus of 31.9
positions. For NCT, Nahele elementary had a surplus of 5.2; Kihapai elementary, 11.5; Kamalii
elementary, 0.5; Mokulele middle, 4.1; and Maunalani high, 12.6. The transfer of positions from
one category to another could reconcile the deficits with surpluses. However, while the transfer
process satisfied EBM recommendations, position qualification, or job preferences, or
operational requirements at the school or mandated positions by HIDOE must also be a part of
the consideration.
Discretionary Budget
Finally, to complete the EBM assessment, the second part of the analysis involved
adopting or adapting the proposals of the EBM’s discretionary budget. A discussion of the
discretionary budget involves an examination of the school budget for 2014-2015 and outlays of
each of the programs in the discretionary budget.
School budgets. Thus far, there had been little need to check on the affordability of the
EBM with the school budgets using the exchange or transfer methodology to balance the budget.
However, the EBM has a “Discretionary” budget section that contributes to school improvement
with funding for categories such as professional development, technology, instructional
materials, student activities, and Gifted and Talented. Table 4.20 provides a synopsis of school
budgets for 2014-2015 and the EBM budget requirements for each school. There was sufficient
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funding in the individual budget of each school to purchase additional teachers to meet EBM
categories or to adopt the discretionary budge proposals.

Table 4.20
School and EBM Budget Summary, 2014-2015
Maunalani Complex Budget by School
School Nahele Kihapai Kamalii Mokulele Maunalani
WSF Budget 3,626,240.00 4,317,672.00 3,743,961.00 3,604,896.00 7,081,061.00
Categorical 1,050,807.00 1,251,267.00 1,201,929.00 1,172,814.00 3,618,011.00
Federal -0- 302,818.00 -0- 113,202.00
Total Budget 4,677,047.00 5,871,727.00 4,945,890.00 4,777,710.00 10,812,274.00
EBM Budget 3,936,701.50 5,054,827.44 2,207,823.90 3,529,337.90 6,084,361.90
Budget
Summary
+1,050,807.00 +816,899.56 +2,738,066.10 +2,738,066.10 +4,727,912.10
Source: Budget figures derived from individual schools’ financial plans for 2014-2015

The cost of each program in the discretionary fund results from the aggregate Complex
cost figure, divided by the number of students in the complex (5027) and multiplied by the
number of students in a school. The total cost for discretionary programs per school appear in
Table 4.21. The Maunalani complex schools have the funds available to afford the expenditures
in all EBM discretionary categories. After the deducting the cost of the EBM human resource
allocation and the cost of the Discretionary funds, Nahele elementary had a balance of
$471,654,70; Kihapai elementary, a balance: $56,471.36; Kamalii elementary, a balance of
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$2,120,410.60; Mokulele middle, a balance of $2,062,655.80; and Maunalani high, a balance of
$3,328,160.35.

Table 4.21
Cost of EBM Discretionary Categories by Schools, 2014-2015
Cost of EBM Discretionary Categories by School
Nahele Kihapai Kamalii Mokulele Maunalani
Discretionary Categories 722 948 770 842 1745
Professional development
($100)
72,200 94,800 77,000 84,200 174,500
Technology ($250) 180,500 237,00 192,500 210,500 436,250
Instructional materials /
assessments ($177.15)
127,902.30 167,938.20 136,405.50 149,160.30 309,126.75
Student activities ($250) 180,500 237,000 192,500 210,500 436,250
Gifted and talented ($25) 18,050 23,700 19,250 21,050 43,625
Total cost per school
($802.15@)
579,152.30 760,438.20 617,655,50 675,410.30 1,399,751.75

Discretionary programs. The discretionary funds are for Professional Development,
Technology, Instructional Materials, Student Activities, and Gifted and Talented. All the
discretionary categories, such as professional development, technology, instructional
materials/assessments, student activities, and gifted and talented, impact student learning by
providing knowledge/skills and instructional materials for the teachers and aides who work with
students. Some programs are specifically targeted for students such as student activities
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allowance and gifted and talented funds. The applicability of each aspect of the discretionary
fund to Maunalani complex is discussed next.
Professional development was the first aspect of the discretionary fund. Professional
development, an important feature in the EBM, increases knowledge and skills of faculty and
staff and builds capacity. From the review of the financial plans of individual schools, funds for
professional development did not appear in most school budgets. Conversations with leadership
teams at the Complex Area and the schools said that professional development occurs but
expenses are not identified K. Moss, personal conversation, January 26, 2015). The ACFIN of
each school identified professional development topics. AVID, Common Core Standards,
Technology Integration, Data analysis, EES, and Mind Mapping were desirable complex-wide
topics. The CAS reported that the CASH and the NCTs have produced professional development
sessions for schools at no additional expense to the schools (personal communication, November
5, 2014). However, a fund for professional development would enable faculty to attend off
campus workshops or sponsor a guest speaker.
Technology was the second aspect of the discretionary fund. Technology has been a
focus of the CAS who desired “to use technology to reach parent, community, and kids” to the
advantage of the schools (personal communication, November 5, 2014). However, there are
costs associated with technology that must be planned. Technology requires periodic updating of
hardware and software. A dedicated allocation of funds assures the upkeep, update, and
replacement of technological hardware and software. Technology also requires training. In the
Maunalani complex, technology was used for communication of information and collaboration
among stakeholders. An allowance for technology enables this complex to meet its technology
objectives.
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Instructional materials and assessment was the third aspect of the discretionary fund. The
HIDOE’s adoption of the CCSS and a recommended curriculum drive expenditure for
instructional materials and assessments. According to Daggett (2005) and Superintendent
Matayoshi (HIDOE, 2012a), a rigorous curriculum was the basis of student achievement. In
order for schools to adjust to the new standards and the CCSS curriculum, principals have opted
to purchase the online curriculum and supplementary audio-visual and manipulative materials.
The per student allocation of $177.15 was probably insufficient to provide new instructional
materials for the entire school at one time. However, this instructional materials and assessment
fund enables phasing in the new curriculum by grade levels or subject (English Language Arts
and Math).
Student activities, the fourth aspect of the discretionary fund, was supported by the
HIDOE/BOE Strategic plan. Student activities provide relevant educational experiences to
prepare students for the future in college and careers. The fund would provide a variety of on-
campus and off-campus experiences that enable students to participate in student government
activities, academic and non-academic competitions, and/or civic responsibility-projects that
reinforce experience with authentic, real world problems.
The Gifted and Talented was the fourth aspect of the discretionary fund. The EBM
acknowledged the need to provide enrichment opportunities for this select group of students.
Although WSF funds have an allowance for Gifted and Talented (GATE), either funds were
insufficient or not expended for this purpose (Kamalii, personal communication, November 17,
2014). Assigning monies to GATE insures that schools increase exposure and participation of
GATE students to diverse and challenging learning environments.
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The discretionary fund was a vital component of the EBM. Categories of the
discretionary funds not only provided expanded learning opportunities but also provided a
reserve for building future programs. Like the research and development of any industry, these
funds allow for investment in the human resource of teachers and students.
Summary
The schools have sufficient monies to implement the EBM recommendations with
fidelity. The extent of community support has been a surprising factor revealed by this study.
The community assisted the schools by providing cost-free, additional services for students.
Human resource allocations in the schools were only part of the research-based practice of the
EBM that assures student learning. The EBM also included a discretionary budget that was a
source of enrichment for both the teachers and students. Professional development and
curricular tools (instructional materials) broadened the capabilities of the staff. Funding of
Student Activities and Gifted and Talented programs provided a wide range of learning
experiences for students, such as competitions like Problem Based assessment (PBA) for high
school in April and Solar Car Sprint for middle school in May.
The extensive contributions of community partners added to the resources available at
the school and augmented the educational experience for the students in the Maunalani
complex. In partnership with the Tripler Army Medical Center (TAMC) and the Queen’s
Medical Center (QMC), the School-Based Mental Health (SBMH) provided mental health
services at the school for all students and families. The local business initiatives revitalized the
community and offered employment opportunity for Maunalani graduates. The school and the
community reinforced the spirit of caring for each other, the “old country” values of this former
agricultural community (D. Dela Cruz, personal communication, March 9, 2015).
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The next chapter offers conclusions and implications as a result of this study. School
finance studies equating human resource allocation with improved student outcomes are vital in
a fluid environment of world finance upon which Hawaii’s tourist economy relies. These
factors are explored in Chapter 5.

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CHAPTER 5
DISCUSSION OF FINDINGS
The 2008 Great Recession left its imprint on American education across the nation. As a
result, the State of Hawaii was forced to cut the education budget by furloughing teachers and
shortening school days for students (HIDOE, 2014; Osher, 2010). As tax revenues dwindled,
educators were forced to prioritize with inadequate budgets. In 2015, the lessons of the Great
Recession 2008, affected the outlook of educational leaders as they searched for maximum utility
with their education dollars (CAS, personal communication, November 5, 2014). The challenge,
the best use of scarce education dollars to raise student outcomes, remains. The aim of this study
was to identify and recommend resource allocations based on proven, research-based strategies
of the EBM in the five Maunalani complex schools.
The EBM was a guide to assess the current distribution of human resources within the
five schools of the Maunalani complex. The school finance approach aligned human resources
to the desirable goal of raising student achievement (Odden & Picus, 2014). The EBM was
selected as an analysis tool because of its applicability to the stated goal of HIDOE schools,
raising student outcomes. The EBM provided an assessment of human resource allocation as a
method for improving student achievement. The results stated that schools need to invest in
more teachers. The statewide scores in Reading and Math on the Bridge Assessment (2013-
2014) showed insufficient progress by particular student groups in achieving the statewide
proficiency goals of 74% in Reading and 64% in Math. According to interviews and the
Academic plan for 2014-2015, the focus of this Complex Area was developing Math proficiency.
A mixed method approach of interviews and online sources provided the data that drove
this investigation (Creswell, 2009). The CAS, principals, CASH team, and school leaders
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provided a qualitative view of school operations and goals. The HIDOE websites provided
quantitative and descriptive information of policies and statistics for the state, complex area, and
schools. School websites, School Improvement and Status reports, Trend Reports, and
Academic and Financial (ACFIN) plans also contributed to the quantitative data that were
uploaded to the EBM template.
The purpose of this study was to identify the current practices of human resources in the
Maunalani complex of five schools, to compare human allocations with the EBM
recommendations, and to align resources to achieve higher student proficiency through the
research based practices of the Evidence-based Model by Odden and Picus (2014). The research
addressed three research questions: (a) What are the actual staff resource allocation patterns at
the schools in the Maunalani complex and in the Complex area administrative offices? (b) What
are the gaps between the current staff resource allocations and the research-based allocations of
the Evidence Based Model? (c) How can staff resources be allocated to align with the research-
based strategies to improve student achievement?
The subject of this study was five schools in the Maunalani high school complex, located
in rural, central Oahu under the jurisdiction of the Hawaii State Department of Education. The
populations of these five K-12 public schools reflected their communities. The on-base schools
(preK-8) had a higher percentage of white, black, and Hispanic population in comparison to the
high school with the addition of local populations of native Hawaiian, Asian, and Pacific Islander
groups. Students of the preK-8 on-base schools participated in the military lifestyle of a 3-year
cycle of transiency and periodic deployment of parents for military defense assignments. All
schools have achieved the Strive HI Performance ranking of “continual improvement” with a
stable faculty and staff and principals who were community members. The strong ties between
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the community and the Maunalani complex were evident by the additional resources provided by
the community.
The data was collected and placed on the EBM template for analysis of current school
practice as compared with the EBM research-based practices. Discrepancies in school practices
were identified and evaluated by Clark and Estes’ gap analysis (2008). This analytic tool probed
the underlying causes for the gaps in the realm of motivation, knowledge and skills, and
organizational barriers.
This chapter provides a summary of the findings, implications for practice, and future
research topics.
Summary of Findings
The study sought and uncovered answers to the three research questions. The study
established the need to improve proficiency Reading and Math scores by examining the results of
the 2012-2013 HSA. Online databases and interviews provided the 2014-2015 human resource
allocation in the schools. The comparison between the schools’ human resource allocation
practices and the EBM offered research-based recommendations that would improve student
outcomes.
Research Question 1 Findings
The study explored the current resource allocation in the Maunalani complex. There are
three findings. All three findings reveal that resource allocation in the complex area and the
school was finely attuned to the vision, promoted by leadership, and sustained by practices.
The vision provided the moral justification and the impetus for change (Fullan, 2001,
2010; Odden, 2009). The vision of the Maunalani complex was child-focused. The individual
child is a valuable asset and member of the community whose talents must be developed by the
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schools and nurtured within the community. The entire school system from the Complex Area
Superintendent and his staff to the faculty and staff of the schools understood the mission and
focused on providing opportunities for the child to develop and achieve academic proficiency.
Leadership was collaborative. Although the CAS was a recognized, effective educational
leader, the Complex Area leadership team (Complex Area personnel and principals) problem-
solved together. Collaborative leadership was the foundation of effective school leadership
according to Bolman and Deal (1997) and Fullan (2010). All solutions were open for discussion
and implementation. Each attempt at a solution was viewed as a learning experience; even if, the
solution was not successful (Y.A., personal communication, January 26, 2015). To enhance
collaboration, the CAS led the Complex Area in using online technology for transparency, for
continuing discussions, and for efficiency following Sheninger’s 7 Pillars of Digital Leadership
(2013). On-going collaborative discussion about practices had begun to produce positive testing
results in the high school.
Practices employed by the schools reflect the vision. All school levels employed
inclusion. Inclusion became a tool of the vision because students are educated within the context
of their social environment and community with appropriate instructional support. All
elementary and middle schools employ instructional techniques that includes small group
instruction, individualized tutoring, or pullout from the classroom are employed to support the
learner. Collaboration was another inclusion practice. Professional Learning Communities
(PLC) enhanced collaboration. Online PLCs provided a forum for educators within the Complex
Area to share ideas and discuss problems and solutions (CASH, personal communication,
November 5, 2014). Complex-wide decisions and practices that are the results of these PLCs
that serve as both a repository of information, supported ongoing or past decisions with archived
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discussions, and provided instructional materials from past topics or PD, like Guide to Writing
SLO’s (CASH, personal communication, January 26, 2015).
The findings of research question one revealed a highly integrated system of services
between the Complex Area and the schools that is vision-bound and inclusive. Practices in use
within the Maunalani complex reflected the recommendations identified in Odden’s 10
Strategies for Doubling Student Performance (2009) regarding goals, providing multiple levels
of intervention, collaboration and professional communities, empowering leadership, and using
external expertise (community).
Research Question 2 Findings
There were two findings to the second research question that compared the current school
allocation of human resources with the EBM model. There was a shortage of classroom teachers
in the Maunalani complex. In most schools, the EBM recommendations exceeded the actual
classroom teacher allocation. According to the EBM, teachers are allocated according to Core
and Specialty instruction. The average EBM allocation of classroom teachers was 74%; the
average allocation in the Maunalani schools was 69%. The schools compensated for the
insufficient numbers of teachers with a large number of aides. This discrepancy did not adhere
to the recommendation of Darling-Hammond (1999) who claimed that sufficient teachers for
instruction were vital for learning.
The lack of classroom teachers was a result of schools removing teachers from the
classroom to serve in a variety of administrative capacities and address the HIDE 6 Priorities,
such monitoring HIDOE directives, providing non-instructional support for students
(counseling), and mentoring new and novice teachers. They occupied supportive roles in the
school to clarify and assisted with administrative tasks of classroom teachers. To their
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administrative numbers, Vice-Principals had been added to school personnel to conduct the
yearly teacher evaluation system. The task of monitoring, reporting, and assessing HIDOE 6
Priorities resulted in removal of teacher resources in the classroom. While the 6 Priorities
function as the “how tos” of HIDOE educational reform, the administrative functions of the
school utilized approximately 16% to 20% of school resources. Many of the functions of the
non-classroom teachers were supported by Odden’s 10 Strategies (2009), such as establishing
and collaborating on PLCs, discussing and assessing data to improve instruction and learning,
and mentoring. However, PLCs replaced comprehensive complex-wide professional
development.
Research Question 3 Findings
There were two findings that addressed question 3. School budgets were central to
human resources allocation and to additional discretionary categories of expenditures. At this
time, the school budgets were sufficient. The budget did not warrant drastic change in personnel
and offered the additional benefit of purchasing the number of positions to comply with the EBM
recommendations.
Regarding human resource allocation, school leadership of the Maunalani complex have
options. If leadership sought to maximize its resource allocation and to raise student outcomes,
the EBM identified areas of surplus and deficit positions. If allocations were insufficient, three
different methods, (a) exchange, (b) transfer, and (c) purchase were employed to achieve the
EBM human resource allocation. Exchanging surplus positions for deficit positions was an
effective way to reallocate resources without additional cost. In the case of insufficient, certified
teachers, the surplus of aide positions were used to exchange and create the necessary teacher
staffing. Transferring similar resources to other categories resolved the imbalance of resources.
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Exchange and transfer were no cost techniques to satisfy EBM human resource requirements.
Purchasing positions was an option only available to schools with budget surpluses. In some
cases, with the intervention of the CAS, funding for a teacher positions was transferred to a
school. When the student population fell below the estimated numbers and resulted in an
unexpected decrease in teacher positions in 2014-2015, the CAS retained the teacher in the
school (Nahele, personal communication, November 12, 2014).
Regarding the discretionary categories of expenditure, the EBM provides school
leadership with a comprehensive budgetary plan that supports a long-range plan for student
improvement. At the school level, the EBM’s discretionary budget provides asset building by
earmarking funds for professional development, technology, instructional materials, student
activities, and Gifted and Talented.
Funds for professional development allows faculty and staff to attend workshops off
campus. Darling-Hammond (1996, 1999) stated that professional development increases
teaching quality. As mentioned earlier, while professional development expenditures have not
been recorded in financial plans, professional development has occurred at the schools, but
financed through the efforts of the Complex Area.
Funds for technology is a priority in the Maunalani complex. Technology is in high
demand for all HIDOE schools. One form of the CCSS recommended Reading curriculum is
computer-based and parts of the CCSS assessments are computer-based. But even more
pertinent to the Maunalani complex is that technology is the vehicle of the communication and
collaboration of educational resources (Sheninger, 2013).
Funds for instructional materials and assessments are essential with the introduction of
the CCSS by the HIDOE. Teaching and learning using CCSS required new approaches and
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purchases of curriculum or supplemental instructional materials. A reservoir of funds within the
school could facilitate a more rapid adoption of CCSS.
Funds for both the Student Activities and Gifted and Talented programs expand
opportunities for students. These categories of funding align with the HIDOE/ BOE Strategic
Plan, 2011-2018, regarding relevant experiences for public school students to reinforce College
and Career readiness (HIDOE, 2012a).
The results of data input into the EBM template revealed that the Maunalani complex
schools have sufficient school budgets to implement the EBM recommendations in toto. In
addition, the Discretionary Budget enables schools to expand services and experiences for
students and faculty and staff. The structured allocations of the EBM provide a flexible system
of budgeting for school leadership. Using the EBM, school leaders are able to identify areas for
increasing or decreasing allocations to achieve the purpose of student achievement.
In conclusion, there were limitations to extrapolating the results of this study to other
similar schools and complexes: sample size and study duration. The small sample size of five
schools and the characteristics of the five schools of the Maunalani complex with its socio-
cultural and geographic features limit the generalizability of this study. Further the short
duration of the study of one year produces only a snapshot in time of the dynamics of the school.
These factors contribute to the exclusivity of this study and leads to a limited application
to other situations and circumstances. However, the value of this study lies in the examination of
current practices in the schools, the results in terms of student performance, and the
recommendations based on research. The results of the three research questions inform the
reader about the relationship of human resource allocations to possible student achievement.
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Implications for Practice
With the changing attitude toward educational funding based on academic output
(outcome-based approach), the EBM’s research-based practices offered a solution to the
compelling questions among educators about best practices to raise student proficiency and
learning in schools today with a limited budget. There are implications for instruction and for
educational leadership. Implications for instruction involved teaching and learning in the
schools. Implications for educational leadership dealt with effective use of school finances to
improve student outcomes.
Implications for Instruction
The information gathered from the Maunalani complex provides a typical representation
of the EBM application. The EBM produces a model of human resource allocation aligned by
research to achieve positive student outcomes. The study of the Maunalani complex informs
school leaders of their current human resources practices versus research- practices to improve
student outcomes. For the schools, the EBM produced a profile of current staffing that identified
positions in deficit and surplus. The results revealed that teachers involved with instruction of
students were in deficit; while classified aides were in surplus. In addition, administratively,
Maunalani schools needed to examine the possible duplication of functions of non-classroom
teachers and vice-principals.
This EBM study of the Maunalani complex schools has furnished a sample that other
schools and complexes may use for comparison. Schools are able to discern the relationship of
current human resource allocations and the subsequent level of student achievement. By
following the EBM guidelines, the schools are able to develop both short range and long range
goals for not only staff but also for building a reserve for programs mentioned in the
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discretionary budget: professional development, technology, curriculum and instructional
materials, student activities, and gifted and talented. The EBM develops a robust budget that
support and develops teaching and learning within the schools.
Implications for Educational Leadership
Both the legislature and policy branches of the HIDOE have striven to develop a model
of student achievement and fiscal accountability. The EBM offers one solution to this two-fold
educational dilemma.
For student achievement, EBM provided a guideline to attain the goal of improved
student outcomes through allocation of personnel based on research-supported practices. The
allocations of human resources in the proto-typical schools provided the key practices of the
EBM to raise student outcomes (see Table 2.5).
For fiscal accountability, the EBM also provided a basic funding formula. Each category
of expenditure was itemized and costed to create a school level budget that was focused on
student achievement. The EBM system of assigned costs based on student population was similar
to the Weighted Student Formula; but the EBM attributed student achievement to the effective
use of human resources.
Further, EBM accommodated future growth through its discretionary budget. The
research and development nature of the discretionary budget provided flexibility for educators in
meeting unexpected challenges of new initiatives. Based on student population, the discretionary
budget was responsive to the current needs of the school. The EBM included aspects of
educational planning that keep schools abreast of new pedagogical approaches and curriculum,
technology acquisition and implementation, and expanded experiences for students.
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The EBM described a spectrum of educational resources with a focus on student
achievement. By the statistical outlay of resource and cost, the design of the EBM allowed
school leadership to base their budgetary decisions on areas of need within their schools. For
educational leadership, the EBM was a simple model around which to build a budgetary plan for
effective use of resources within the HIDOE system.
Recommendations for Future Research
Although the school finances appears to have reached a level of stability, the possibility
for reduction in school budget due to economic downturns in Hawaii’s tourist-based and
military-based economy exists. The EBM recommendations offers the opportunity for school
leaders to prioritize the distribution of human resources based on research and the desire to raise
student achievement. Arising from this study are two topics for future research that are related to
EBM and/or educational policy in Hawaii. The first involves a study and implementation of
EBM recommendations and the second involves the surplus of SPED teachers and aides.
EBM for Low Achieving Schools
Among the many problems facing low achieving school is the constantly changing
personnel. A two-year study is proposed to first assess human resource allocations and then
apply the EBM model in low achieving schools. Because the EBM is a school finance model
that identifies the human resources necessary for student learning, a study using the EBM for
assessment may provide one approach for improving student achievement.
The EBM provides the foundation for improvement of student outcomes through the
placement teachers. Recommendations for human resources allocation and functions are
identified based on school demographics and size. The number of staff required for instruction,
for support, for administration, and for maintaining the physical plant are prescribed. Although
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the HIDOE has a school financing structure called the Weighted Student Formula (WSF), the
EBM provides the budget framework for distributing resources that emphasizes increasing and
sustaining learning.
Implementation of an EBM study would provide educational leaders with the tools to
increase student learning through the deployment of instructional and non-instructional support
and develop excellence in teaching through professional development and mentoring.
SPED Resource Allocation
The study of the Maunalani complex indicated that each school should reassess resources
assigned to SPED students. According to the EBM, each school expends an enormous amount
of resources on the SPED population. Even though there were fewer SPED teachers (certificated
personnel) than SPED aides (classified personnel), SPED students receive the instructional
attention of 14% of the certificated personnel (teachers) and 91% of the classified personnel
(aides) for a 10% SPED population.
Although there are no Reading or Math benchmarks from all five schools because of the
paucity of SPED students within the Maunalani complex, there is a need to examine the
effectiveness of the SPED resources based on poor performance complex wide. The complex
averages for Reading proficiency is 32% to the State average of 74% and Math proficiency is
21% to the State average of 64% for those SPED students tested in 2013-2014.
Low achievement and large resource allocation requires investigation in the Maunalani
complex schools, in the Complex Area, and in the state. The EBM can provide data on human
resource allocation within this population. A gap analysis to probe the reasons for this large
discrepancy should follow(Clark & Estes, 2008). The study should continue to include not only
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the Maunalani schools but also encompass the Complex Area and the State for effective
practices.
Examining human resources in the schools focused on SPED students is pertinent to both
the state and federal governments who provide additional funding. The projected rise of SPED
population identified as autistic make the SPED study consequential.
Summary
The impact of the Great recession of 2008 and the movement toward measures of
accountability have effectively ended the days of unrestricted educational funding and reliance
upon government funding. During the economic downturn, Hawaii’s statewide school system
lacked funds and closed schools. For the contemporary educational leader, those harsh economic
lessons dictate a new management of school funds that seeks to provide services for students
regardless of economic fluctuation. The results of this study provide educational leaders with
resource allocation options in line with student achievement goals.
The research-based practices, included in the EBM template design, connect school
resources to student improvement. The EBM template furnished detailed descriptions of the
current outlay of human resources in the Maunalani complex. Comparison with the EBM
resulted in recommendations for reallocation of resources. As teacher salary is the largest
expenditure in schools, locating and appropriating this asset is vital for school budgeting. This
study identified surplus and deficit situations regarding certificated personnel in the school and
suggested a method of rectifying imbalance of resources. The elementary and middle schools
were the most susceptible to shortage of certificated teachers in the classroom by EBM
calculations. School population and financial resources assigned by WSF may also be the cause
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of the shortage of teachers; but the HIDOE policies and initiatives have required manpower
shifts to administer, monitor, and produce reports.
While the primary concern of educational leaders today is student achievement,
managing the education budget must also include compliance with HIDOE administrative policy
requirements. The EBM offers a clear strategy that simplifies school finance by offering a
research-based plan of action that provides for student achievement. The EBM provides an
optimal learning environment for all students through its assignment of positions and its cost
projections. With the EBM recommendations, the educational leader has a template to follow
and can plan to phase in the necessary personnel and/or identify resource areas that should be
increased or decreased.

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APPENDIX A
OVERVIEW OF THE ADMINISTRATIVE STRUCTURE OF HIDOE
HIDOE is a unitary system that coordinates services to all 286 public schools in the
island state. A policy-making, appointed nine-member BOE appoints the Superintendent of
Education, who is responsible for the administration of the entire system, with the assistance of
the Deputy Superintendent. The BOE under the advisement of the Superintendent and the
Deputy Superintendent and their lieutenants (Assistant Superintendents) establish policy. The
HIDOE consists of State Administrative Services Offices and Instructional Services.

Figure A.1. Organizational structure of HIDOE

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Administrative Services
Reporting to the Superintendent, the Assistant superintendents of state offices in the
HIDOE are responsible for overseeing common assets and services within the school system.
They recommend courses of action for the superintendent to consider and are the spokesperson
for HIDOE at BOE and public meetings. The 2015 reorganization of the HIDOE has expanded
and separated functions of the Assistant superintendents, there are now ten Assistant
Superintendents (see Figure 4.1). The 2013 Race to the Top grants positions have become part of
the HIDOE administrative branch. They are Office of Communications and Community, Office
of Strategy, Innovation, and Performance, and the Office of Standards of Practice.
Instructional Services
Reporting the Deputy Superintendent are all instructional operations of the HIDOE, such
as Complex Area Superintendents, Office of Curriculum and Instruction and Student Support,
Military Liaison, and Special projects. Schools are under the purview of CAS who advises the
Deputy Superintendent. The Complex Area Superintendents (CAS) provides leadership for
regional schools in geographic location known as Complex Area. The CAS monitors the
progress of the schools toward the three educational reforms outlined by the DOE/BOE Strategic
Plan 2011-2018: Student Success, Staff Success, and Successful Systems of Support as well as
StriveHI proficiency targets. The Military liaison provides a link to military decision-makers
about funding and programs for schools with large military-related students. Special projects are
focused on particular student groups or skills. Hiko NO, statewide student video newspaper is
one such project.

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APPENDIX B
2013 NAEP STATE SNAPSHOTS FOR GRADE 4 AND GRADE 8 MATH AND READING:
PERCENTAGE OF ADVANCED, PROFICIENT, BASIC, AND BELOW BASIC SCORES

Figure A.2. Hawaii grade 4: Public schools — 2013 mathematics – state snapshot report
Source: http://nces.ed.gov/nationsreportcard/subject/publications/stt2013/pdf/2014465HI4.pdf

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Figure A.3. Hawaii grade 8: Public schools — 2013 mathematics — state snapshot report
Source: http://nces.ed.gov/nationsreportcard/subject/publications/stt2013/pdf/2014465HI8.pdf

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Figure A.4. Hawaii grade 4: Public schools — 2013 reading — state snapshot report
Source: http://nces.ed.gov/nationsreportcard/subject/publications/stt2013/pdf/2014464HI4.pdf

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Figure A.5. Hawaii grade 8: Public schools — 2013 reading — state snapshot report
Source http://nces.ed.gov/nationsreportcard/subject/publications/stt2013/pdf/2014464HI8.pdf

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APPENDIX C
HAWAII’S WEIGHTED STUDENT FORMULA
Table C.1
Hawaii’s Weighted Student Formula
Weighting Factors 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013
Student Characteristics
K-2 0.0150 0.0150 0.0150 0.0150 0.0150
English language Learner --- --- --- --- ---
FEP 0.590 .0582 .0535 .0560 .0546
LEP 0.1780 0.1745 0.1604 0.1670 0.1639
NEP 0.3560 0.3491 0.3209 0.3340 0.3277
Economically Disadvantaged 0.1000 0.1000 0.1000 0.1000 0.1000
Transiency 0.0500 0.0500 0.0500 0.0500 0.0500
Gifted and Talented --- --- --- 0.2650 0.2650
School Characteristics
Grade level: Elementary 0.0350 0.0347 0.0347 0.0350 ---
Middle 0.1000 0.1004 0.1004 0.1000 0.0435
High --- 0.0240 0.0240 0.0240 ---
Multi-track 0.0050 0.0050 0.0050 --- ---
Geographically Isolated 0.0050 0.0050 0.0050 --- ---
Neighbor Island 0.0050 0.0050 0.0050 0.0040 0.0040
Neighbor Island (Secondary) 0.0010 0.0010 --- ---
Non-weighted School characteristics
Multi-track Year (lump sum per
school)
$111,050 $137,570 $97,804 --- Elementary:$80,000
Middle: $80,000
School Size $400 per
pupil
Sliding
scale
Sliding
scale
Sliding
scale
Base Funding:
Elementary: $200K
Middle: $347K
High: $354 K
K-12: $465,500
K-8: $403,00
6-12: $410,000
Geographically Isolated (lump
sum per school)
--- --- --- $50,000 ---

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APPENDIX D
HUMAN RESOURCE ALLOCATION: INTERVIEW/SURVEY QUESTIONNAIRE
The intent of the following questionnaire is to identify strategies employed to increase student
outcomes. The responses from these questions will be used to augment the information derived
from online, public websites (ARCH, school websites, NCES) for the research study, Maunalani
Complex, A Study of Human Resource Allocation.

Thank you for your participation.

What is your position in the Hawaii Department of Education:

a) Administration: position __________________
b) Teacher-leader: position __________________
c) Community volunteer: position_____________

1. What are the academic goals and priorities of the complex/ school?

2. What type of assistance or resources are available from the Complex area or State level to
meet student improvement goals? Personnel, Professional development? Other?

3. Do you have any non-classroom teacher-positions that support increasing student
improvement?

Position title # of Teacher(s) # of Teacher’s Aide(s)
Registrar
Librarian
Counselor(s)
Curriculum Coordinator
Technology Coordinator
Data coaches
Mentors

4. What programs are available for the following population:
Special population Program: Teacher + Teacher Aides
Special Education
English Language Learner
Transient population
Other

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5. What is the percentage of military-related population in the complex/school? (# of students?)

6. How are human resources (teachers, teachers’ aids, adult supervisors) assigned to programs
for special populations?

7. What percentage of your school population is comprised of military-dependents?

8. Please provide the # of teachers and # of students per class for the following:

Elementary School Middle School High School
Pre-K: 6
th
grade: 9
th
grade:
Kindergarten: 7
th
grade: 10
th
grade:
1
st
grade: 8
th
grade: 11
th
grade
2
nd
grade: 12
th
grade:
3
rd
grade:
4
th
grade:
5
th
grade:
6
th
grade:
Total # of teachers: Total # of teachers: Total # of teachers:

9. Please provide the # of courses available:
Disciplines Year (Y)/ Semester (S)
# of sections/
Course Title(s):
Art
Music
World Languages
Health
Physical Education
Business/ CTE
Advanced Placement
Other

10. Are there additional programs provided to the students that are not a part of the regular
school day? (Extra curricular activities, tutoring, sports)

Activity
Sponsored by: School
(S) Community (C)
Other (O)
Fee –
Yes(Y)
No (N)
Supervision (teacher,
adult, community
member)

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11. Is there a special activity/ program that distinguishes your school from any other school in
your complex?

Thank you for your participation. If there are any further questions, I will contact you by
telephone or email.

Mahalo

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APPENDIX E
DESCRIPTIONS OF SCHOOLS AND 2014-2015 HUMAN RESOURCE ALLOCATIONS
Nahele Elementary School
Nahale is one of the oldest of the on-base schools and is presently undergoing renovation
with new buildings for administrative offices, library, cafeteria, and classrooms scheduled for
completion in 2015. Nahele is located on an Army military reservation, serving grades Pre-K to
5. Ninety-nine percent of the school population is military-dependents. A brief description of the
elementary school staff and the current human resource allocation chart are presented.
Description of Nahale
Nahele elementary school enjoys the consistent leadership of its 14-year veteran principal
who supports innovative practices through grant funding. Nahele is known for its integration of
technology with learning. There are sixty-five teachers including local and military-affiliated
teachers with a 92% licensure rate. The faculty averages 12-years of experience and 30%
advanced degrees. In 2011, teachers developed a Blended Learning curriculum for fourth and
fifth graders to address the student absenteeism due to the deployment and/or return from
deployment of a parent (Nahele staff, personal communication, November 12, 2014). As the
first Blended Learning model in the state, students worked at home using computers to
communicate with teachers; to explore online resources, to learn through teacher-developed
curriculum; and to showcase their learning through their project-based lessons. Nahele has
benefited from the technological prowess of its military community.

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Table E.1
Nahele Elementary School: Human Resource Allocation
Nahele Elementary, 2014-2015
Type: # Description
Certificated (#73)
Core Teachers 38
Specialist Teachers 4 Drama (1)
PE. (2)
Hawaiian Studies (PTT/provided by state)
AVID (1)
Instructional Coaches 2 Technology (2)
Academic Extra Help 3.5 RTI
ELL Staff 0.5
SPED Staff 13
Librarian 1
Non-Academic pupil support 11 SSC (1)
Counselors (4)
Induction & Mentoring (0.5)
Para Professional (#22)
SPED Aides 13.5 10 SPED EAs/ 2.5 SLP; 1 Communications Aide
Instructional Aides 0
Non-Instructional Aides 8.5 PCNC (.5/PTT)
Custodians (5.5)
Transition coordinator (.5/PTT)
Health aide (1)
PSAP child associate (.5/PTT)
Library Technician 0
Library Paraprofessionals 1
Administration (#5)
Principal 1
Vice Principal 1
Secretary (SASA) 5 SASA + 3 clerks + 1 SCC clerk

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Kihapai Elementary School
In 1969, Kihapai moved to its present location on an Army military base. This school has
historically educated students from the enlisted ranks and is located within the housing area on
base. The military-dependent student population is 99% with one percent of the student body
from the community or children of the faculty and staff. The student population of Kihapai
represents the young Army families with large student numbers in kindergarteners and first
graders. A brief description of the school and current human resource allocation are presented
Description of Kihapai
In 2012-2013, the principal selected by the school and community was a former student
and later a community member and vice-principal of the high school in this complex (Kihapai,
personal communication, November 7, 2014). The majority of faculty is fully licensed (98.%)
and highly qualified teachers (HQT) conduct classes at Kihapai, according to NCLB
requirements. Twenty-four of the sixty-six faculty members have advanced degrees (36%) and
the average years of experience is 11 years. Kihapai is known for achievement in science. A
new curriculum coordinator, chosen from among the faculty in 2014-2015, will lead the school
to improve Math achievement.

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Table E.2
Kihapai Elementary School: Human Resource Allocation
Kihapai Elementary, 2014-2015
Type: # Description
Certificated (#83)
Core Teachers 53 Pre-k: 4/ 4
K: 12/ 10 (teachers total from 2
nd
#)
1
st
: 10/ 11
2
nd
: 8/9
3
rd
: 6/7
4
th
(5)/6
5
th
(5)/6
Specialist Teachers 2 Multimedia teacher (1)
PE (1)
Hawaiian Studies (PTT/provided by state)
Instructional Coaches 1 Induction & Mentoring (1)
Academic Extra Help 4 RTI (2)
Instructional Specialist (1)
Math Instr. Specialist (1)
ELL Staff 1
SPED Staff 6
Librarian 1
Non-Academic pupil support 15 Registrar (4)-?
SSC (1)
CCSS (2)
Counselors (4)
Coaches (2): Math & ELA coaches
Curriculum Coordinator (1)
Tech coordinator (1)
Para Professional (#22)
SPED Aides 14 4- Pre K Program
3- Sped
2- Inclusion Class
3- One on One w/Student
1- FSC
1- Kindergarten Classroom
Instructional Aides 0
Non-Instructional Aides 8 PCNC (.5/PTT)
Custodians (5.5)
Transition coordinator (.5/PTT)
Health aide (1)
PSAP child associate (.5/PTT)
Library Technician 0
Library Paraprofessionals 0
Administration (#5)
Principal 1
Vice Principal 3
Secretary (SASA) 5 SASA + 4 clerks

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Kamalii Elementary School
Kamalii is an elementary school on an Army Airbase serving grades pre-K-5. The 668-
student population is predominantly military-dependent (97%). An anticipated increase in
student population is expected with the recent completion of larger, military family homes in
2012-2013. A brief description of the elementary school staff and the current human resource
allocation are presented.
Description of Kamalii Elementary School
Kamalii has a “new” principal who served as vice-principal for many years before
accepting the principal-ship in 2013-2014. After the poor student results from the 2013-2014
Bridge Assessment (state-wide testing that combined items from the former state assessment
with the Common Core assessment), the principal is determined to provide all necessary supports
to raise student achievement (Kamalii, personal communication, November 17, 2014). This year
the principal has instituted regularly, scheduled grade level meetings for teachers within the
school day. He believes that teachers need to “work as a team to educate kids” (Kamalii,
personal communication, November 17, 2014). The teaching staff of fifty teachers is fully
licensed (100%) with the average experience of 12 years and teachers (46%) holding advanced
degrees.

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Table E.3
Kamalii Elementary School: Human Resource Allocation
Kamalii Elementary, 2014-21015
Type: # Description
Certificated (#65)
Core Teachers 36
Specialist Teachers 4.5 PE (1)
STEM RT/ Science Lab (1)
Art (.5)
Computer lab (1)
Culture (1)
Not: Hawaiian Studies (not part of SWF)
Instructional Coaches 0
Academic Extra Help 3 Resource teacher
ELL Staff .5
SPED Staff 10 3 preschool, 6 inclusion, 1 FSC
Librarian 1
Non-Academic pupil support 10 Registrar (1)
SSC (1)
Counselors (3)
Tech coordinator (1)
CSSS (1)
Curriculum coordinators
Para Professional (#23.5)
SPED aides 13 6 inclusion
3 resource
1 FSC
3 pre-K
Instructional Aides .5 ELL
Non-Instructional Aides 9.5 Transition coordinator (.5/PTT)
Health aide (1)
Account clerk (1)
Custodians (4)
Adult supervisor (3)
Library Technician .5 PTT
Library Paraprofessionals 0
Administration (#7)
Principal 1
Vice Principal 1
Secretary (SASA) 5 1 SASA + Clerks (4)

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Mokulele Middle School
Mokulele is a middle school located on the Army Airbase in the Maunalani complex.
The student population of Mokulele draws from all three elementary schools: Nahele, Kihapai,
and Kamalii. This is a grade 6-8 school with a military dependent population of 97%. A brief
description of the school staff and the current human resource allocation chart are presented.
Description of Mokulele Middle School
The principal has served for eight years, demonstrating consistent, innovative leadership
(Mokulele, personal communication, November 24, 2014). Under the auspice of this principal,
Mokulele has thrived with successful rates of student proficiency that exceeds all other middle
schools in the state. The key academic structure is the combination of a curriculum specialist—
counselor—Vice Principal who guides the students through their years at the school.
Technology is used to coordinate lessons and to create cohesion and collaboration among the
teachers in each grade level.
The faculty has integrated successfully veteran and new teachers, from the Teach for
America (TFA) organization through the successful mentorship program that involves a Cohort
academic structure (J. Watje, personal communication, March 3, 2015). With knowledgeable
and experienced teachers, students have distinguished themselves with high level of proficiency
and Mokulele is a hallmark middle school in the state (Mokulele, personal communication,
November 24, 2014). In March 2010, Mokulele received a 6-year accreditation from WASC and
successfully completed its mid-term evaluation in 2013.

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Table E.4
Mokulele Middle School: Human Resource Allocation
Mokulele Middle School, 2014-2015
Type: # Description
Certificated (52.5)
Core Teachers 26 Mad Science, Robotics (considered electives)
Specialist Teachers 13 Art, AVID, Band, Computer Skills, Home E,
Industrial Arts, Leadership/SAC, Mulitmedia,
Newswriting/Yearbook, PE,
Technology coordinator(1)
AVID (1)
Instructional Coaches 0
Academic Extra Help .5 Speech Pathologist (.5)
ELL Staff 0
SPED Staff 3 Inclusion classes
Librarian 0
Non-Academic pupil support 10 Registrar (1)
SSC (1)
Counselors (3 grade level)
Outreach, Substance Abuse counselors (2)
Curriculum Coaches (3)
Para Professional (#27)
SPED aides 0
Instructional Aides 10
Non-Instructional Aides 16 PCNC (.5/PTT)
Custodians (5)
Security (1)
Transition coordinator ( .5/PTT)
Health aide (1)
Adult Supervisor (3)
Library Technician 0 IRC (1)
Library Paraprofessional 1
Administration (#8)
Principal 1
Vice Principal 3
Secretary (SASA) 4 1 SASA + 3 clerks

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Maunalani High School
Since 1924, Maunalani high school has served both the local and military community.
The combination of the local population and the military population (30%) reflect the ethnic
diversity of the area that is dominated by an agricultural industry and the military. A brief
description of the high school and the current human resource allocation chart are presented.
Description of Maunalani High School
Appointed in 2013-2014, Maunalani’s principal has led the school for two years.
Although new to the position, the principal had served as a vice-principal at the school and
enjoys the support of the faculty. With the assistance of the Complex Area personnel, this
principal has been building a faculty and employing strategies to raise proficiency levels at the
high school (CASH team, personal communication, January 26, 2015). He has supported an
increase in rigorous, Advanced Placement courses for all students. His reform measures have
already yielded higher Reading and Math test scores in the last two years. Among the full time
teachers, 93.8% are fully licensed, 40% of teachers have advanced degrees, and the average
years of experience is 13.2 years.

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Table E.5
Maunalani High School: Human Resource Allocation
Maunalani High School, 2014-2015
Type: # Description
Certificated (#143)
Core Teachers 73
Specialist Teachers 30 PE (9)
Fine arts (7)
CTE (11)
ROTC (1)
Technology (2)
Instructional Coaches 1 Mentoring?
Academic Extra Help 2 RTI (2)
ELL Staff 0
SPED Staff 9
Librarian 2
Non-Academic pupil support 26 Registrar (1)
Counselors (14)
Tech coordinator (3)
Curriculum Coaches (2)
Student Activities (1)
Athletic Dir. (1)
SSA (1)
SSC (2)
DCI (1)
Testing Coordinator (1)
Para Professional (#40.5)
SPED aides 28 Skills trainer
Instructional Aides 0
Non-Instructional Aides 12.5 PCNC (.5/PTT)
Custodians (5.5)
Transition coordinator (3/PTT= 1.5)
Health aide (1)
PSAP child associate (.5/PTT)
Head Custodians (1)
Security (6)
ATC (2)
Library Technician 0
Library Paraprofessional 0
Administration (#16)
Principal 1
Vice Principal 4 1 TA VP
Athletic Director 1
Secretary (SASA) 10 1 SASA + Clerks (8) + Account clerk (1)

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APPENDIX F
COMPLEX AREA DESCRIPTION
The Complex Area is a geographic, administrative region under the tutelage of the CAS
who manages several high school complexes that consist of pre-K to grade 8 feeder schools. The
Maunalani Complex is one of three high school complexes in this central Oahu Complex Area.
The leadership under the CAS, the general characteristics of the Maunalani complex, the military
component, and community involvement reveal the complexity of educating young people.
Leadership
The Complex Area Superintendent (CAS) is an experienced administrator who is familiar
with the complex. As a former principal in this Complex Area, his leadership developed one of
the highest, academic performing high schools in the state. The CAS exercises collaborative
leadership with his district leadership team of principals that encourages schools to experiment
with new learning situations and share their results (CASH, personal communication, November
5, 2014).
General Characteristics of Complex Area
At Complex Area meetings, principals collectively examine and devise action plans to
meet targeted school goals. Complex personnel known as Complex Area Support Hui (CASH)
team are instructed to support the activities of the schools through research, development, and
implementation phases as stated in the school’s action plans (as noted in the yearly Academic
and Financial plans). The earmark projects of this Complex Area include:
• The advancement of 21
st
century skills as the vehicle to facilitate organizational
efficiency and promote learning through shared practices (CAS, personal
communication, November 5, 2014).
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• Sponsorship of workshops such as Digital Leadership by Eric Sheninger in the
summer of 2014.
• Grant writing for identified complex area needs, such as the SOAR program, an after-
school, and online Math tutorials for students with coaching by teachers.
• Promoting successful pedagogical practices within the Complex Ares through the
Instructional Leadership Teams (ILT) that visit classrooms with effective practices.
Military Component
Although the five schools of the Maunalani complex have a large military-dependent
student population, they are part the Hawaii Department of Education (HIDOE) and are not
Department of Defense schools. Like other Complex Area with a military component, these
school share similar but distinctive traits: ethnic composition of on-base schools (that differs
from that of the rest of the state) and military lifestyle.
Ethnic Composition
The ethnic composition of the Maunalani complex reflects the influence of a military
population. Located on two Army bases, the predominant ethnic groups of the elementary and
middle schools are Whites, Blacks, and Hispanics (see Table F.1). While these groups typify the
general American population, these groups do not reflect the local Hawaiian population and may
require different educational interventions. (Kihapai, personal communication, November 7,
2014). Upon entering high school, with the influx of students from other feeder schools, the
ethnic diversity of Hawaii is represented by higher numbers of Asians, Native Hawaiian and
Pacific Island students (see Table 4.1) and integration may require strategies to deal with cultural
diversity (C. Imai, personal communication, December 11, 2015).

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Table F.1
Ethnic Populations in U.S., Hawaii, and Maunalani Complex Schools, 2012-2013
Maunalani Complex Schools
% of Ethnic
population 2013 U.S. Hawaii
Nahele
El
Kihapai
El
Kamalii
El
Mokulele
Middle
Maunalani
High
White 77.7 26.6 55 45 54.5 45.9 20
Black 13.2 2.3 17.4 22.8 13 22.5 9.5
Native American 1.2 0.4 1.6 1.9 1.2 1.5 0.9
Asian 5.3 37.7 3.3 4.9 7.6 6.8 33.8
Native Hawaiian/
Pacific Islander
0.2 10.0 7.5 7.8 9.3 6.4 26.6
Two or more races 2.4 23.1 1.9 0.9 2.5 1.3 0.9
Hispanic 17.1 9.8 11.3 16.5 11.6 15.7 8.1
Source: For individual schools: http://arch.k12.hi.us/school/ssir/ssir.html
For US population and state demographics: http://quickfacts.census.gov/qfd/states/15000.html

Military Lifestyle
The military lifestyle creates unique concerns within the Maunalani complex. Transiency
and deployment are major factors that affect student learning. Students, like their parents, are on
a three-year rotation cycle that can begin or end at any time regardless of the school year. Table
F.2 provides a 3-year summary of percentage of students who attended school for a full year. In
2012-2013, the K-8 population of on-base students, who are enrolled for the full year, averaged
70%. At the high school, with a mixture of military dependent (30%) and local population, the
full year enrollment was 74%. Transiency affects the school community. As a result of
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transiency, student achievement is difficult to assess. Dropping enrollments means elimination
of classes. Parents may feel disengaged from the community due to frequent relocations.

Table F.2
Percentage of Full Year Enrollment in Maunalani Complex: 2010-2011, 2011-2012, and 2012-
2013
Maunalani Complex 2010-2011 2011-2012 2012-2013
Nahele Elementary* 69.3% 72.4% 70.2%
Kihapai Elementary* 71.6% 72.7% 68.1%
Kamalii Elementary* 80.8% 72.7% 70.5%
Mokulele Middle school* 76.3% 75.3% 72.8%
Maunalani High School 90.1% 89.1% 88.3%
Average for 5 schools 78% 76% 74%
Average for 4 on-base schools* 74.5% 73% 70%
Note: (*) asterisk identifies on-base schools
Deployment for Iraq war from March 2003 – December 2011; Afghanistan war from October
2011 – 2014
Source: http://arch.k12.hi.us/school/ssir/ssir.html

Deployment affects the school community. When one or more parent is deployed to a
conflict zone, students may be uprooted from their schools to other locales for adult supervision.
Deployment also necessitates support services to insure the emotional and psychological well-
being of children who become concerned about their parent’s safety.
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Community Involvement
The Complex Area welcomes the active participation of the Community. Members of the
School Community Councils (SCC), parents and community members, provide feedback to the
schools regarding their academic and financial plans through the School Community Councils.
The community responds to the needs of the school with supplemental services. In 2001, the
experimental school-based mental health program (SBMH) begun by Tripler Army Hospital
(later included the private Queen’s Medical Center) addressed the emotional needs of military
families (C. Imai, personal communication, December 11, 2015). Local graduates who are
community leaders have developed plans for economic re-vitalization of the community that will
provide job opportunities for graduates of Maunalani high school (A. Kanamu, personal
communication, March 3, 2015).

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APPENDIX G
JOB DESCRIPTIONS OF CAST MEMBERS
Position Job description
Academic Review
Teams
Responsible for the planning, execution and monitoring of the action
plan that allows schools to achieve goals aligned to the Strategic plan
that involves student success, staff success, and systems of success.
The plan of action involves achieving measurable success.
Common Core Responsible for the learning standards in mathematics and English
Language Arts that prepare students for college, career and community
success. Hawaii Common Core develops critically and thinking and
application of knowledge to real-world scenarios.
Comprehensive
Student Support
System
Responsible for the implementation of a proactive behavioral support
system that enables students to reach their full potential. Activities
include personalized classroom climate and instruction,
family/community networks, crisis assistance and a formalized
Response to Intervention — screening, progress monitoring, data-
driven decision-making and deployment of supports.
Formative
Instruction/Data
Teams
Responsible for the development of teachers’ collaboration regarding
increasing student achievement through improved instruction. Schools
are to provide supports and tools to enable this environment.
Educator
Effectiveness
Responsible for feedback, support, and evaluation of teachers based on
four components: student growth, student learning objectives, a student
survey, and classroom observations conducted by trained evaluators
Induction &
Mentoring
Responsible for establishing a formal system of identifying and
cultivating mentors who can assist new teachers, providing
professional development and training for each, and establishing a
framework of support for teachers in their first three years of practice.
Source: http://www.hawaiipublicschools.org/VisionForSuccess/AdvancingEducation/
StrategicPlan/Pages/home.aspx

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APPENDIX H
CURRENT PRACTICES TO RAISE STUDENT OUTCOMES: ODDEN’S 10 STRATEGIES
FOR DOUBLING STUDENT PERFORMANCE, HIDOE 6 PRIORITY STRATEGIES, AND
SHENINGER’S (2013) 7 PILLARS OF DIGITAL LEADERSHIP
10 Strategies (Odden, 2009)
DOE/BOE 6 Priority
Strategies
7 Pillars of Digital Leadership
(Complex Area
Superintendent)
1. Understanding the
performance problem and
challenges.
1. Academic Review
Teams
Charged with planning,
doing, checking
(monitoring), and taking
action (next steps) for
strategic projects and
initiatives, with regular
routines in place that
facilitate dialogue and
action around student
outcomes aligned with the
Strategic Plan. These
routines are focused on
achieving measurable
success.
1. Communication
Improve communication with
the school community that is
part of the reaching out to the
school community with social
media tools that are simple to
use and available to
stakeholders.
2. Setting ambitious goals 2. Common Core
A set of clear and relevant
learning standards in
mathematics and English
Language Arts to prepare
students for college, career
and community success.
Hawaii Common Core
empowers students to think
critically and apply their
knowledge to real-world
scenarios.
2. Public Relations
Create the means by which we
share all of the positives
associated with our schools and
create a much needed level of
transparency in an age of
negative rhetoric toward
education.

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3. Changing curriculum
program and creating a new
instructional vision
3. Comprehensive Student
Support System
Implementing a proactive
student behavior support
system that enables
students to reach their full
potential, with a focus on
personalized classroom
climate and instruction,
family/community
networks, crisis assistance
and a formalized Response
to Intervention —
screening, progress
monitoring, data-driven
decision making and
deployment of supports.
3. Branding
Leverage social media tools to
create a positive brand
presence that emphasizes the
positive aspects of school
culture, increases community
pride, and helps to attract/retain
families when looking for a
place to send their children to
school.
4. Committing to formative
assessments and data-driven
decisions
4. Formative Assessment/
Data teams
Teachers collaborate to
share ideas regarding
student performance to
improve instruction and
increase achievement.
Schools provide supports
and tools to enable this
environment.
4. Student
Engagement/learning
Make learning reflect real life
and allow students to apply
what they have learned through
the use of the tools they are
using outside of school.
5. Investing in ongoing,
embedded, intensive
professional development
5. Educator Effectiveness
(EES)
Teachers will receive
feedback, support, and
evaluation on four
components: student
growth, student learning
objectives, a student
survey, and classroom
observations conducted by
trained evaluators.
5. Professional
growth/development
Form your own Personal
Learning Network (PLN) to
meet our diverse learning
needs, acquire resources,
access knowledge, receive
feedback, connect with both
experts in the field of education
as well as practitioners, and
discuss proven strategies to
improve teaching, learning, and
leadership.

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6. Focusing class time more
efficiently and effectively
6. Induction and mentoring
Establishing a formal
system of identifying and
cultivating mentors who
can assist new teachers,
providing professional
development and training
for each, and establishing a
framework of support for
teachers in their first three
years of practice.
6. Re-envisioning learning
spaces and environments
Transform learning spaces and
environments that support
essential skill sets and are
aligned with the real world.
Leaders must begin to establish
a vision and strategic plan to
create an entire school building
dedicated to learning in an ever
so more digital world. In order
to do so, leaders must be
knowledgeable of the
characteristics and dynamics
that embody innovative
learning spaces and
environments.
7. Providing multiple
interventions for struggling
students
7. Opportunity
Seek out ways to improve
existing programs, resources,
and professional development.
Digital leaders leverage
connections made through
technology and increase
opportunities to make
improvements across multiple
areas of school culture.
8. Creating a collaborative,
professional culture
“Digital leaders understand that
we must put real-world tools in
the hands of students and allow
them to create artifacts of
learning that demonstrate
conceptual mastery. This is an
important pedagogical shift as
it focuses on enhancing
essential skill sets—
communication, collaboration,
creativity, media literacy,
global connectedness, critical
thinking, and problem solving –
that society demands.”
9. Empowering leaders to
support instructional
improvement through
widespread distributive
instructional leadership

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10. Taking advantage of
eternal expertise in
professional and best practices

Source: 10 Strategies for
Doubling Student Performance
(Odden, 2009)
Source: HIDOE website
http://www.hawaiipublicsc
hools.org/VisionForSucces
s/AdvancingEducation/Stra
tegicPlan/Pages/home.aspx
Source: Eric Sheninger
http://www.teachthought.com/t
echnology/7-pillars-digital-
leadership-
education/12/03/2013
Research based strategies that
improve student outcomes and
are the rationale for the
Evidence-based model.
A plan of action to realize
the goals of the HIDOE,
Student success, staff
success, and successful
systems of support.
Digital leadership is not about
flashy tools, but a strategic
mindset that leverages
available resources to improve
what we do while anticipating
the changes needed to cultivate
a school culture focused on
engagement and achievement.
Leaders need to be the catalysts
for change and the pillars
identified above provide a
framework.

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APPENDIX I
DESCRIPTION OF HIDOE SIX PRIORITIES AND STAFFING AT SCHOOL LEVEL

HIDOE Goals
Priority
Programs Function
Student
Success
Staff
Success
Systems
Support Staffing
Academic
Review Team
Plan, monitor, and
initiate action (next
steps) on specific
school goals that
facilitate dialogue
and action around
achieving successful
student outcomes
X X X Administration
(Principal. Vice
Principal)
Data Coach
School community
Council liaison
Registrars
SPED instructors
ELL instructors
Registrar
Common Core Implement rigorous
learning standards in
mathematics and
English Language
Arts to prepare
students for college
& career
X X Grade Level/ Subject
Area Chairs (ILT)
Curriculum
coordinators, subject or
grade level
Academic coaches:
Literacy, STEM
Technology
coordinator/ specialist
SPED instructors
ELL instructors
Student Activities
Coordinator (SAC)
Comprehensive
Student Support
(CSSS)
Develop a plan based
on data, monitor, &
deeply supports to
insure student
success. Use
Response to
Intervention (RTI)
protocol, screening,
community & family
resources
X X CSSS coordinator
Grade level/ Subject
area Chairs (ILT)
SPED instructors
ELL instructors
SCC representative
Athletic director
Counselors
Registrar

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HIDOE Goals
Priority
Programs Function
Student
Success
Staff
Success
Systems
Support Staffing
Formative
Instruction/ Data
Teams
Collaborate & share
with fellow teachers
information
regarding student
performance to
improve instruction
and increase
achievement.
Schools provide
supports and tools to
enable this
environment.
X X Grade Level or Subject
level teachers (ILT)
Tech coordinator for
online resources
SPED instructors
ELL instructors
Educator
Effectiveness
System
Evaluate teacher
performance and
provide feedback and
support. Inform
teachers about the 4
components of
evaluation: student
growth student
learning objectives, a
student survey, and
classroom
observations
X X Administration
(Principal, Vice-
Principals)
All certified staff
Complex Area resource
personnel
Induction &
Mentoring
Provide new teachers
with professional
development and
training. Establish a
framework of
support for new &
novice teachers.
X Induction and
Mentoring
coordinator(s)
Academic coaches:
Literacy, STEM
Counselors
Grade Level or Subject
level teachers (ILT)
Data Coach

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

170
APPENDIX J
MAUNALANI COMPLEX GAP ANALYSIS OF CURRENT AND EBM HUMAN
RESOURCES BY CATEGORIES AND ALLOCATIONS, 2014-2015
Table J.1
Maunalani Complex Gap Analysis of Current and EBM Human Resources by Categories and
Allocations, 2014-2015
Core Teacher Specialist SPED ELL Coaches
School Current EBM +/- Current EBM +/- Current EBM +/- Current EBM +/- Current EBM +/-
Nahele 38 40.7 -2.7 4 8.1 -4.1 13 4.8 8.2 1 0.5 0.5 2 3.6 -1.6
Kihapai 53 54.1 -1.1 2 10.8 -8.8 6 6.3 -0.3 1 0.2 0.8 5 4.7 0.3
Kamalii 40 41.4 -1.4 4 8.3 -4.3 13 7.9 5.1 0.5 0.4 0.1 0 3.9 -3.9
Mokulele 26 30.6 -4.6 11 6.1 4.9 3 5.6 -2.6 0 0.4 -0.4 2 4.2 -2.2
Maunalani 61 45.6 15.4 28 15.1 12.9 9 11.6 -2.6 5 1.4 3.6 4 8.7 -4.7
District 218 212.4 5.6 49 48.4 0.6 44 36.2 7.8 7.5 2.9 4.6 13 25.1 -12.1
Negative Positive Mixed/negative: 3:2 Positive: 5:1 Negative

Extended Day
Summer School /
SPED Staff SPED Aides Librarian
NCT-Non-Academic
Pupil Support Staff
School Current EBM +/- Current EBM +/- Current EBM +/- Current EBM +/- Current EBM +/-
Nahele 0 0.3 -0.3 0 0.2 -0.2 12.5 2.4 10.1 1 1 0 2 4.2 -2.2
Kihapai 0 0.2 -0.2 0 0.2 -0.2 14 3.2 10.8 1 1 0 17 3.8 13.2
Kamalii 0 0.4 -0.4 0 0.4 -0.4 13 2.6 10.4 1 1 0 9 5.6 3.4
Mokulele 0 0.4 -0.4 0 0.4 -0.4 10 2.8 7.2 0 1 -1 28 16.2 11.8
Maunalani 0 1 -1 0 0.9 -0.9 9 5.8 3.2 2 1 1 10.5 7.2 3.3
District 0 2.3 -2.3 0 2.1 -2.1 58.5 16.8 41.7 5 5 0 66.5 37 29.5
Negative Mixed/Positive Positive Zero/Positive: 4:1 Positive: 4:1

Non-Instructional Pupil
Support Instructional Aides Principal Vice-Principal Secretary
School Current EBM +/- Current EBM +/- Current EBM +/- Current EBM +/- Current EBM +/-
Nahele 8 3.2 4.8 5 1.3 3.7 1 1 0 1 0.6 0.4 1/5* 3.2 2.8
Kihapai 8 4.2 3.8 0 1.7 -1.7 1 1 0 3 1.1 1.9 1/5* 4.2 1.8
Kamalii 8.5 3.4 5.1 0.5 1.4 -0.9 1 1 0 1 0.7 0.3 1/5* 3.4 2.6
Mokulele 18 3 15 0 0 0 1 1 0 3 2.1 0.9 1/4* 3.7 1.3
Maunalani 17 0.7 16.3 0 0 0 1 1 0 4 2.9 1.1 1/9* 8.7 1.3
District 59.5 14.5 45 5.5 4.4 1.1 5 5 0 12 7.4 4.6 33 23.2 9.8
Positive Mixed: 2:1:2/zero Zero Positive Positive
*secretaries & clerks
MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

171
APPENDIX K
MAUNALANI COMPLEX: SURPLUS AND DEFICITS FOR CERTIFIED AND
CLASSIFIED PERSONNEL, 2014-2015
Table K.1
Maunalani Complex: Surplus and Deficits for Certified and Classified Personnel, 2014-2015
Nahele Kihapai Kamalii Mokulele Maunalani
Certificated Personnel
SPED Teachers 8.2 (-.3) 7.9 (-2.6) (-2.6)
Academic Extra Help .9 1.9 (-.9) (-3.3) (-7.3)
Extended Day (-.3) (-.2) (-.4) (-.4) (-1)
Summer School (-.2) (-.2) (-.4) (-.4) (-.9)
Summary: Certified
position
.4 1.5 (-1.7) (-4.1) (-9.2)
Classified Personnel
SPED Aides 11.1 10.8 10.4 7.2 22.2
Instructional Aides (-1.3) (-1.7) (-.9) 0 0
Summary: Classified
position
9.8 9.1 9.5 7.2 22.2
Deficit (-3.23) (-7.79) (-17.48)
Exchange x x
Transfer
Purchase x (-.59)
Reminder: Classified
position
9.8 9.1 6.27 0 4.72

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

172
APPENDIX L
WSF EXPENDITURES RESTRICTIONS
The Hawaii legislature selected the WSF in 2006-2007 to distribute funding directly to
the schools to satisfy issues of equity and adequacy for all students and to provide local
autonomy over school finances. The allocations to the schools are adjusted based on student
enrollment three times a year. Although the WSF promotes school level autonomy, there are
guidelines for expenditures dealing with class size, mandated functions, and excluded positions
related to programs:
1. Class Size (BOE policy 2237):
• Optimum class size of 20:1 for grades K-3
• Optimum class size of 26:1 for grades 4-12
• Maximum class size for K-2: 25 students
• Statewide contractual obligation of a teacher-student ratio of one teacher per
26 students

2. Mandated functions:
• Management and supervision function (principal)
• Administrative functions (SASA, or clerk)
• Instructional support (registrar)
• Instructional support & student support functions (student services
coordinator, counselor)
• Safety and well being functions (security & custodial)

3. Excluded Positions by Programs:
• Article VI/ Homeless students
• Vocational Education
• Athletics/sports program
• At-Risk programs
• Hawaiian Studies and Hawaiian Language Immersion Program
• School Health Aides
• Diagnostic Services
• Utilities (other than Telephone)
• Student Transportation
• Food Service
• Major Repairs & Maintenance, and
• After-school program/A+.

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

173
APPENDIX M
MAUNALANI COMPLEX PROFICIENCY LEVELS BY STUDENT GROUPS, 2012-2013
HSA Reading and Math Proficiency Percentage by Student Groups in Maunalani
Complex, 2012-2103, provides the latest disaggregated performance data by student groups on
the HSA statewide testing. Table M.1 describes the scores by student groups for Reading and
Math in the Maunalani Complex. The student groups that require additional academic support
are the Disadvantaged/ Low SES, SPED, Asian/Pacific Islander, Black, and Hispanic
populations across the Maunalani complex.
Summary of Reading and Math Scores
In HSA Reading, the range of student group proficiency in schools juxtaposed to state
proficiency target (72%) is from a low of 33% to a high of 71%; meanwhile, the collective score
of each school shows meeting the state proficiency target. In HSA Math, the range of
proficiency of student groups compared to state proficiency target (64%) is from a low of 9% to
the high of 59%. Again collectively the schools, except for Maunalani high school performed to
minimum state proficiency. This disaggregated data of 2012-2013 indicates where human
resources should be targeted for improvement.

MAUNALANI COMPLEX: A RESOURCE ALLOCATION STUDY

174
Table M.1
Reading and Math Scores by Student Group in the Maunalani Complex
Nahele Kihapai Kamalii Mokulele Maunalani
Schools, 2012-
2013 % R M % R M % R M % R M % R M
Special Needs
Disadvantaged 38.2 81 59 51.2 77 64 44.8 75 52 43.1 75 52 51.8 64 36
SPED 7.8 37 33 5.7 * * 10.5 * * 12.4 37 21 13.9 33 9
ELL 4.4 * * 3.6 * * 3.4 * * 1.5 * * 5.1 * *
Ethnicity
Asian/ Pacific
Islander
2.5 71 63 3.4 76 60 4.1 84 70 4.6 82 71 16.7 69 39
* Filipino 1.9 2.8 3.7 3.1 26.1
* Indo-Chinese 0.3 0.4 0.3 0.3 0.4
* Other Asians 0.3 0.2 0.1 1.2 0.2
Black 17.4 73 46 22.8 65 52 13.0 * * 22.5 76 48 9.5 * *
Hispanic 11.3 75 54 16.5 86 64 11.6 * * 15.7 80 60 8.1 69 39
Native
American
1.4 * * 1.9 * * 1.2 * * 1.5 * * 0.9 * *
White 55.5 83 72 45.0 81 71 54.5 83 64 45.9 84 64 20.2 82 40
* White 55.2 44.9 54.2 45.4 19.0
* Portuguese 0.3 0.1 0.3 0.5 1.2
Asian 1.1 * * 1.5 * * 3.5 * * 2.2 84 64 7.1 74 47
* Chinese 0.3 0.1 0.6 0.3 0.9
* Japanese 0.2 0.8 2.2 0.5 5.3
* Korean 0.6 0.6 0.7 1.4 0.9
Pacific Islander 7.1 * * 6.2 * * 5.7 * * 4.2 * * 9.5 * *
* Samoan 2.7 1.7 1.6 1.3 4.6
* Micronesian 2.0 2.1 1.9 1.3 3.0
* Tongan 0 0 0 0 0.5
* Guamanian/
Chamorro
1.3 1.5 1.8 1.5 0.7
* Other 1.1 0.9 0.4 0.1 0.7
Native
Hawaiian
1.5 * * 1.6 * * 3.7 * * 2.2 * * 17.1 65 33
Multiples 1.9 * * 0.9 * * 2.5 * * 1.3 * * 0.9 * *
Note: % is the percentage of school population for student group
R indicates Reading Proficiency based on HSA2012-2013; M indicates Math Proficiency based on HSA2012-2013
2012-2013 State Target for Reading proficiency = 74%; State Target for Math proficiency = 68%

Abstract (if available)

Abstract This mixed method study analyzed the human resource allocation of the five schools in the Maunalani complex on the island of Oahu: three elementary schools, one middle school, and one high school for the purpose of student improvement. The Evidence-based Model by Picus and Odden and the Clark and Estes’ Gap Analysis provided the framework for this study. Current school practices were compared to research-based practices of the Evidence-based Model for the purpose of improving student outcomes through human resource allocations. This study addressed three research questions: (a) What are the actual staff resource allocation patterns at the schools in the Maunalani complex and in the Complex area administrative offices? (b) What are the gaps between the current staff resource allocations and the research-based allocations of the Evidence Based Model? and (c) How can staff resources be allocated to align with the research-based strategies to improve student achievement? The findings to research question 1 indicated that schools received additional resources from the Complex Area and the community to support education, but teacher positions were the predominant school expenditure. Research question 2 identified deficits among certificated personnel who provide direct instruction to students and a surplus of SPED aides. Reallocation of staff to comply with the Evidence-base Model staff allocation was the recommendation. Research question 3 indicated that the Evidence-based Model could be implemented with fidelity in the schools of the Maunalani complex. There are two main motivators for considering the use of the Evidence-based model in Hawaii’s schools. One motivator is the uncertain financial structure that supports education. The Hawaii Department of Education is a state-run system based on tax revenue derived from the tourism industry. The Evidence-based Model provided a financing scheme from which educational leaders can estimate educational costs and the effects on student learning in Hawaii’s public school students. The second motivator is the impending challenge of the Common Core State Standards. The pedagogical change will require an examination of human resource allocation as other states have experienced with the Common Core assessment results.

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Asset Metadata

Creator Sato, Carrie N. (author)

Core Title Maunalani complex: a resource allocation study

School Rossier School of Education

Degree Doctor of Education

Degree Program Education

Publication Date 06/05/2015

Defense Date 04/18/2015

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag K-12 education study,OAI-PMH Harvest,Picus and Odden's evidence-based model,resource allocation for student achievement

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Picus, Lawrence O. (committee chair), Brewer, Dominic J. (committee member), Datta, Monique C. (committee member)

Creator Email csato@usc.edu,scarriec203@yahoo.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-569875

Unique identifier UC11299063

Identifier etd-SatoCarrie-3459.pdf (filename),usctheses-c3-569875 (legacy record id)

Legacy Identifier etd-SatoCarrie-3459.pdf

Dmrecord 569875

Document Type Dissertation

Format application/pdf (imt)

Rights Sato, Carrie N.

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the a...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA