Montessori School of MauiT H E A N N U A L : 2 0 1 0 - 2 0 1 1

Robert V. Pellettieripresident

Tulasi Dennisvice president

Dennys Eymardsecretary

Sarah Bredhofftreasurer

Jeremy Baldwin

Susan Bendon

Heather Haynes Drood

Sheila Haynes

DeBorah Hoopingarner

William Jenkins

Wendy Peterson

Frederick Rawe

Bart Santiago

Klaus Simmer

Christopher Smith

David Spee

Catherine Stephens

Clay Sutherland

Paul Turner

honorary board members

Annie Nelson

Cynthia Quisenberry

Cherry Anne Sutherland

head of school

Cynthia Winans-Burns

board of directors2010-2011

Cynthia Winans-Burns, Head of School

administration

Cheryl Kaupalolo, Business ManagerDeborah Peterson, School Advancement OfficerMaya Ross, Events & Marketing CoordinatorSue Schmidt, Admissions OfficerKasey Amuro, Business Office AssistantAlysha Asue-Kusunoki, Administrative Assistant

toddLEr CLassroom

René Anderson-Vorfeld, Toddler Teacher Meshay Dempsey, Toddler Assistant

Primary CLassrooms

Nara: Judy Sterling, Teacher Cheryl Tabaco, AssistantPlumeria: Janie Kunin, Teacher Shana Driscoll, AssistantMonkeypod: Christine Lamore, Teacher Valerie Gobel, AssistantKukui: Jeffrey Friedman, Teacher Emma Stoller-Whitney, Assistant

LowEr ELEmEntary CLassrooms

Jacaranda: Gloria Del Rivo, Teacher Wiliwili: Jolyne Rego, Teacher Kamani: Emily Severson, Teacher Hidemi Hiraga, Department Assistant

UPPEr ELEmEntary CLassrooms

‘Iliahi: Alastair Hebard, TeacherBanyan: Shirah Minagawa, Teacher Nancy LaJoy, Department Assistant

middLE sChooL CLassroom

Koa: Melinda Lyle-Javier, Teacher Kelani Feliciano, Assistant

rEsoUrCE tEaChErs

Art: Sandra GuerardMusic: Ryan DuffyOrganic Gardener: Craig EckertSpanish: Elianne Santin & Silvia MilletJapanese: Hidemi HiragaPhysical Education: Nancy LaJoy & Hidemi Hiraga

LIBRARIAN & FIELD TRIP COORDINATOR

Dheya Kealoha

STuDENT SuPPORT SPECIALIST

Judy Evans

ExTENDED CARE

Primary: Alejandra CartaElementary: Amanda Asue

MAINTENANCE

Tony Akina: Head of MaintenanceJoe Planesi: Maintenance AssistantJoseph Santos Bras: CustodianMaria De la Luz Boudreau: Custodian

faculty & staff 2010-2011

Montessori School of MauiAloha Families and Friends,

We are grateful to all of you for your ongoing support through

gifts to the annual fund, fundraiser participation, contributions

to tuition assistance, and funding for special projects. Whether

motivated by your love for your child, your own past experience as

a MOMI student, or your appreciation of an excellent Montessori

education, we thank you sincerely for your generosity. Your gifts

make it possible to help students develop traditional academic

skills, sustainable practices, and philanthropic engagement. In

other words, you promote the education of the whole child.

This annual report is an opportunity to review the past year as

we engage in the unfolding of the new. I believe that looking back

has value—especially when it connects with the gift of the present

and the promise of the future. Our students’ ongoing focus on

philanthropic and sustainable projects is an example of this value.

Through such activities, they make a difference in the community

while applying academic skills to real-life situations. MOMI’s

annual events such as the Fire & Ice Gala, the PTO Holiday Fair,

and Kupuna Day all raise awareness and funds to support the

school’s continuing commitment to providing an outstanding

Montessori educational experience for Maui’s children across

the socioeconomic spectrum.

A notable highlight of the 2010-2011 school year was MOMI’s award

of a six-year accreditation term. The process included a self-study

and a site visit by an evaluation team from the Western Association

of Independent Schools (WASC) and the Hawaii Association of

Independent Schools (HAIS). Accreditation requires meeting

the highest standards for independent schools. WASC and HAIS

accredited schools are highly regarded by educators and parents.

MOMI’s accreditation is a perfect complement to our long-held

commitment to the Montessori approach, which we believe adheres

to the most exacting criteria in the world of education.

Though our attention is always drawn to the new and unique, it

is the children’s and faculty’s daily work in the classrooms that is

the most impressive. Even after a hundred years, the Montessori

approach is still relevant; an example of both the cutting-edge and

enduring practices that define meaningful education.

As you reflect on this past year and move through the present into

the future, I invite you to look at our children’s experience at MOMI

with a fresh perspective. While the timeless principles of Montessori

remain constant every year, that sameness, when revealed through

the unique development of each child, is found to be to be

individually extraordinary.

Cynthia Winans-BurnsHead of School

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The Montessori School

of Maui a is non-profit

organization. We are a

non-denominational,

co-educational school

enrolling and providing

education to children

without regard to race,

nationality, gender, ethnic

origins or religious beliefs.

The Montessori School of Maui proudly engages in

Growing Global Citizens

The Montessori School of Maui provides a comprehensive curriculum from early childhood

into adolescence that employs a collaborative learning environment to stimulate a student’s

critical thinking skills, to cultivate an inquisitive mind, and to empower children to actively

participate in the rapidly changing environment of the twenty-first century.

The Montessori School of Maui promotes• Academic excellence• A love of learning• Mutual respect

• Environmental awareness and responsibility• Individual accountability within

a social framework

E x p Lori N g AN d UN dE r S TAN d i N gAcademic Literacy

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Academic literacy refers to the ability to read and write in many varied forms. Through research-based projects and an interdisciplinary, integrated, and relevant curriculum, students build their vocabulary, make meaning of and summarize content, express their ideas both orally and in writing, and create links across texts. Academic literacy also includes a mathematical perspective that grows beyond basic calculations into true statistical analysis.

Montessori materials attract children to

engage in learning activities of their own

choice. These materials help students

grasp solid academic concepts, building

a foundation for more complex learning

and application as they grow.

using mathematics, language, and problem-

solving skills, students in a primary class worked

with parent volunteer Alika Romanchak to build

a small stage. The multi-step process of design

and construction entailed measurement, reading,

teamwork, concentration, and patience. These

aspects of academic literacy and applied learning

led to tangible results.

Meaningful Materials

Setting the Stage for growth

Once the students determined how many people would fit in a certain amount of space, Alika helped them create a working drawing.

The completed stage is compact and portable, an ideal platform for developing confidence and performing in front of peers.

ExpLoriNg ANd UNdErSTANdiNgAcademic Literacy

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The lower elementary

students developed a new

vocabulary as they learned

how to cultivate the ipu

plant organically and

measure and record

its growth, integrating

academic skills with the

earth curriculum.

MOMI parent and Kaho‘olawe

Island Reserve Commission natural

resource specialist Paul Higashino

led the upper elementary sixth-

year students and middle school

students on their restoration learn-

ing excursions to the island. Paul

was recognized by Maui No Ka Oi

magazine as a 2011 Environmental

Hero. The adolescents of the middle

school program also planted and

grew a‘ali‘i seedlings that they took

to plant on Kaho‘olawe.

Mathematics is the driving curriculum in operating the student-

run Koa Store and Friday Hot Lunch Program. From managing

inventory, pricing, transactions, and customer consumption,

students learn to project sales, create estimates, and analyze

profit and loss.

Mentoring opportunities allow adolescents

to work with younger students in the kitchen,

teaching their peers measurement and ratios

through food preparation for the school

community.

Life Cycle of the ipu plant

Kaho‘olawe

Student Store and Hot Lunch program

During MOMI’s 4th Odyssey Trip to Washington, D.C. in November,

24 students gained new insights into America’s history, lawmaking,

and civil rights.

Members of the class, some of whom had never been outside of Hawaii,

said the group developed a team-like camaraderie through sharing travel

logistics and discussing the colorful tapestry of our nation’s history.

Middle school teacher Melinda Lyle-Javier says, “My reward is seeing

the students in awe of every site we visit. They can read about America

online, but to see it full size and up close is to actually feel the pulse of

our nation’s past, and how leaders define its future.”

The Odyssey Trip, which began in 2004, is a key component of the

Montessori adolescent program. It provides both an educational and

social experience for students, who build a sense of shared community

by traveling far from home without parents, dining in the city’s restaurants,

and managing relationships within the group.

Appreciating and understand-ing the commonalities and differences in the customs, values, and beliefs of various cultures forms the basis of cultural literacy.

Montessori values the impor-tance of sharing information as a way to empower students. gaining knowledge about one another’s cultures, the local culture, and cultures of the greater world is imperative to the growth of global citizens. Learning beyond functional literacy creates a society where growth and innovation can flourish.

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“This trip was a great learning experience. it’s a stepping-stone that taught us there’s a greater social and

intellectual level. our class bond is strong because of this trip.”

– Alexander Muto, middle school student

L E s s o n s i n Sustainability

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wHAT EvEry MoNTESSoriAN KNowSCultural Literacy

odyssey Trip to washington, d.C.

researching our rootsLower elementary students researched their individual family histories, made

small maps with geographical identifiers for particular regions, and used fractions

to create graphs with visual and mathematical representations of their cultural

backgrounds. Sharing these studies with peers helps build an understanding of

diversity within a small community of learners.

When students in a lower elementary class expressed a great interest

in learning Greek myths, what started as a few lessons turned into a

full exploration of Greek, Native American, and Hawaiian mythology.

In this clear example of “following the child,” students began

by drawing pictures of the characters in the stories. The challenge

of interpreting and understanding Greek mythology quickly led to

language-specific activities such as vocabulary enrichment, etymology,

writing descriptive and declarative sentences, creating poems and

stories, and understanding the difference between fact and opinion.

By integrating history, geography, language, and art, the children

experienced the greater cultural relevance of the tales.

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wHAT EvEry MoNTESSoriAN KNowSCultural Literacy

greek, Native American and Hawaiian Cultural Studies

oUr LiviNg CAMpUS NUrTUrES Earth Literacy

By studying diverse animal life from different

regions, students gain empathy and respect for

the animal kingdom. Following the interests of

the children along with seasonal changes leads

to fascinating studies of migration patterns.

Integrating relevant topics such as geography,

weather, time, biology, and zoology enhances

the understanding of and compassion for the

needs of animals that share our planet.

The care of our environment is a fundamental

aspect of Montessori education. It’s not

something that we do every now and then;

it’s part of daily life. From gardening to

composting, from recycling to reusing and

repurposing, from exploring nature to quietly

admiring our surroundings, the children

continually enhance their love of the earth.

The two main objectives of earth literacy are earth aware-ness and earth care. our goal is to positively alter the way we view the world, in a manner that ensures our interactions are those of admirers rather than exploiters. Expanding the students’ sense of environment through an integrated curricu-lum of environmental ethics, sustainability, and hands-on gardening builds earth literacy. Montessori students develop the skills to think and problem-solve in order to build their capacity to treat the environment—and each other—in responsible and reverent ways.

Exploring Animal diversity

Earth Awareness and Care

“A favorite outcome of the study was to gain insight into the similarities and differences of the migration patterns of the Humpback whale

and the pacific golden plover.” – Janie Kunin, Plumeria primary teacher

Continent habitat study

Medusa

Medusa’s near,Medusa’s here,She’s going to whisper something in your ear,Turn your head, now you’re dead.As the silvery scales slither away,Medusa’s turning to the end of the day.You should have just turned your head away.

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oUr LiviNg CAMpUS NUrTUrES Earth Literacy

A turtle study in one primary classroom was part of a

larger project involving the examination of marine life

in Hawaiian waters. The oldest children in the class

participated in an excursion to the Hawaiian Islands

Humpback Whale National Marine Sanctuary in Kihei.

Later in the year, Marine Biologist Cheryl King came

to campus to share her knowledge about the green sea

turtle and the hawksbill turtle. Students learned parts of

the turtle, wrote stories about turtles, and expressed their

lesson through watercolor paintings and stencil work.

Turtle Teachings

wetlands, watersheds, and Forest wisdom

Bag Ban Study

The upper elementary students conducted an experiment to observe how

forests protect watershed by preventing soil erosion and maintain the

quality of surface water by reducing sediment and other pollutants. They

learned how forests absorb water and slowly release it to plants, streams,

and groundwater supplies. Students then visited Waikomoi Forest Preserve

in Haleakala National Park to examine, firsthand, a native forest within one

of Maui’s watersheds.

“There was historical relevance in the cultural literacy, Hawaiian model of an ahupua’a, and plant and species introduction that altered our native forests. Earth literacy was evident with respect to our sustainability guidelines. The students’ collected work demonstrates academic literacy through gathering and recording data, comparing and contrasting native plants, and communicating what was learned through written narrative observations.” – Shirah Minagawa, Banyan upper elementary teacher

Sparked by curiosity about the

plastic bag ban on the island

of Maui, a small group of lower

and upper elementary students

embarked on a full research

project. They designed a survey

and coordinated visits to stores

that were affected by the change.

After polling store customers,

the children found an overall

positive attitude regarding the

ban. Once the research was

complete, students presented

their findings to each classroom

through oral reports.

Salt water investigation

Invasive species study

A field trip to the Humpback Whale National Marine Mammal Sanctuary in Kihei

A Campus Full of Life

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given the opportunity, a student will construct the foundation for making good choices throughout life. in Montessori school, the child gains a sense of community, merging an expanding sense of self with an awareness of surroundings, and developing into a citizen of service. Through an evolving spiral of rich and diverse experiences, a student’s feelings of confidence and skill can naturally flourish.

philanthropy CommitteeTracy Kealoha, Program Director for Camp Imua and children’s

services of Imua Family Services, and Victor Corpuz, Branch Manager

of First Hawaiian Bank in Kihei and Board President of Friends of the

Children’s Justice Center, were each presented with a $1,000 check

from the student-run Philanthropy Committee. This year marks the

largest sum the committee has ever raised.

Flatbread Pizza Night, plant sales, and donations are a few of the

ways the students raise money. Each year, a mentor is chosen to help

the student committee members understand the role of a philanthro-

pist more fully. Honey Bun Haynes, Susan Graham, and Dr. Heather

Haynes Drood have all served as mentors.

Food drivesMOMI lower elementary students

spearheaded two annual food

drives during the year. In the fall,

they worked with the toddlers to

gather food for Women Helping

Women. The Maui Food Bank was

the designated recipient of the

spring food drive.

Throughout the

year, children

could choose

from myriad

after-school

studios. Yoga,

ceramics, hula,

and baking were

just a few of

the enrichment

classes offered.

Sustainability CommitteeThis year’s focus was to develop the committee’s mission

statement and purpose. From there, the student-run committee

led the school in the County of Maui’s recycling contest, a

phone book recycling contest, and a spirit assembly hosted by

guest speakers from the Jungle to Jungle Project—an interactive

science and technology program that brings international

exploration and biology, as well as a deeper understanding of

digital tools, into classrooms.

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School playsWith the help of Mary Lynn Goode, the lower elementary

students presented three productions on biodiversity

to the school community. upper elementary students

worked with Tom Althouse of Hawaii Educational Art

Tours to present three scenes from Alice in Wonderland.

Tom also worked with adolescents in the middle school

to produce a memorable version of Shakespeare’s A

Midsummer Night’s Dream.

SportsGo, Malolos, Go!

Whether it’s our

basketball Malolos

or our cross-country

Malolos, MOMI’s

young athletes work

hard for victory. A

special mahalo to

our volunteer parent

coaches for making

this year a success.

After School Studios

Allowance money donated to Women Helping Women

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Fire & ice galaHosted on campus for the second year, our annual fundraising gala raised one of

the largest amounts to date. Featuring both live and silent auctions, a school video

debut produced by three middle school students, delicious food, and beautiful

cocktails, the evening was a huge success in benefitting the children of MOMI.

Kupuna dayThe children are most

excited to share their

work, teachers, and class-

rooms with their kupuna.

A favorite on campus,

grandparents come from

far and wide to spend the

day with their beloved

grandchildren.

our MoMi Family Support

The energy and strength that comes from our families, Board of directors, parent Teacher organization, employees, and friends of Montessori fills our school community with love and celebration. The efforts of all are recognized and valued—most visibly through the growth and accomplishments of the children.

Spelling BeeAshley Tanga was the MOMI 2011

Spelling Bee Champion and Milo

Turner was the runner-up. Both

Ashley and Milo represented

MOMI at the Maui District

Spelling Bee.

A CAMpUS FULL oF LiFE, cont inued

poetry Contest and SlamWinners of the annual Peace Poetry Contest, in

honor of the late Martin Luther King Jr., were

recognized at a community awards ceremony.

This year, students were able to work with

a local poet to create their own on-campus

Poetry Slam. The performances were hilarious,

honest, and expressive of the voices of our

Montessori children.

gallery NightArtist in Residence Sandra Guerard curated MOMI students’ work for the second annual Gallery Night. Open to the entire community, the event showcased a yearlong culmination of artistic practice and theory. The wide range of work included two-dimen-sional pieces, self portraits, radial design, and a light and fashion show.

Study of Radial Design

Renaissance Self Portrait

Study of Movement

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our Alumni write to Us

samantha Calo After graduating from King Kekaulike in May 2011, Samantha attended a summer program at Chaminade university and began her first fall semester there in late August. She was a student at Montessori School of Maui for 10 years.

Kai Lenny “I’ve been traveling around the globe competing in two world tours since I finished Montessori School. I travel for about seven months a year, following my dream as a professional athlete. Last year I won my first World Title in Stand up Paddling, and I am currently leading the SuP world tour. When I’m not busy com-peting, doing travel stories, or promo-tions, I’m at home training for upcoming events and for the Big Wave season at Peahi (Jaws).”

Laura mayron A senior at Seabury Hall, Laura writes, “This summer I was lucky enough to go to Costa Rica for three weeks. I stayed with a host family and was a teacher’s assistant in a small school outside of

Staff development

Alysha Asue-KusunokiOur beloved administrative

assistant Alysha completed her

Associates Degree in Liberal Arts

and Early Childhood Development.

An advocate of the Montessori

method of education, Alysha

shared aspects of our philosophy

with her fellow students, enhancing

the curricular conversations of the program. Congratulations,

Alysha, on your continued pursuit of excellence in learning.

david wager, an internationally known speaker and author, gave the keynote address at this year’s annual Maui independent Schools organization (MiSo) conference. He opened the conference with the idea of being a “day maker.” Montessori’s prepared environment ensures the best learning day, every day, for every child. To take the most active role in being that positive day maker for the students, MoMi staff members continue their studies both inside and outside the classroom.

Shana driscollShana has worked at MOMI for longer than some of us might

remember. Starting as the toddler assistant in 1994, she was the

primary teacher assistant for both the

Monkeypod and Plumeria classrooms

for several years. Recently, Shana

completed her Montessori Teacher

Certification and will be head teacher

in the Monkeypod room. “I’m excited

to apply what I’ve learned in all my

years as an assistant in the toddler,

primary, and upper elementary levels,

and to bring my experience and

energy to the Monkeypod children. I’m ready for this part of my

MOMI adventure.”

First Full Cycle CompleteOur two newest classrooms, Kukui (primary), and Kamani

(lower elementary) have completed their first three-year cycle.

Both of these classes began with small numbers and built their

communities with the addition of new children each year. It is

with great fondness that each class bids farewell to its “pioneer”

group of children as they move to new levels.

montessori school of maui middle school 2011 Graduating Class

Journey anddiscoveryFor parents unfamiliar with

Montessori teachings—and

parents who simply love

to participate in the les-

sons—Journey and Discovery

enables adults to spend an

evening exploring the Mon-

tessori curriculum from tod-

dler through middle school.

pTo pot Luck and Holiday Fair

Lovely wreaths, clever crafts, and artful gifts provide the

backdrop for the annual Holiday Fair. This event is a marvel-

ous opportunity for families to shop together for loved ones

and feel the spirit of the holiday season.

The Parent Teacher Organization potluck is a great way for

new families to build relationships with returning families in

a relaxed and joyful community setting.

SUpporT oF FAMiLy, cont inuted

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Atenas. I worked with the English teacher using flashcards, games, and songs to teach basic English words and phrases. My students ranged from first to sixth grade. They were eager to hear about life in Hawaii, so I gave a presentation and taught them words like “aloha” and “mahalo.” When I left, they all cried “Aloha!” and told me they want to come to Hawaii someday. I’d recommend an experience like this to anybody: it’s so rewarding, and I’d do it again in a heartbeat.”

Lukas nelsonCurrently touring with his band, Promise of the Real, Lukas took time from his busy schedule to visit the MOMI campus and perform for the staff and students, and also played with current student and bud-ding musician, Jaxon Chester.

Eunice yamadaA college senior attending the Tokyo campus of Temple university, Eunice visited our school to work with students on making “Peace for Japan” necklaces. The sale of each necklace helped raise relief funds that were donated to Japan to help those in need after the earthquake and tsunami.

it’s always a pleasure to receive news from our alumni. Here’s a glimpse of some of our former students’ pursuits, including travels, work, education, and contributions to society. it isn’t what we want our alumni to become, but who we want them to become. we’re proud of their diverse paths and social mindedness.

2933 Baldwin Avenue • Makawao, Hawaii 96768

808.573.0374 • fax 808.573.0389 • www.momi.org

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