Monthly Archives: April 2026

AHONUI AND SACRIFICE

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“Hoʻomau in its purest form means perseverance means that even when we have something that happens that isn’t really helping us, that there’s a reason for that and that we have to still hoʻomau. We still have to persevere because maybe it wasn’t the time. Maybe we weren’t makaukau. We weren’t just ready to do that next step.” Hiʻilani Shibata of Ka Mahina Project

Click on the image to listen to the moʻolelo of “Why Hina Had to Lose Everything to Reach the Moon” presented by Here in Hawaiʻi

ALOHA FOCUS FOR THE WEEK: AHONUI

Uncle Pono encapsulated Ahonui as “waiting for the moment;” a precept that could be misinterpreted as simply allowing time to pass. Yet, he clarified that to be Ahonui, we needed to be more than patient “for the moment.” Instead, we needed to be vigilant like a hawk scanning the forest for its prey. Beyond this, I think to be Ahonui, we need to prepare ourselves for the moment and sometimes that means making sacrifices.

Well before I became principal of Kāneʻohe Elementary, KES held a reputation for attaining good test scores. Families expected their children to thrive academically at KES, motivating many to eschew their home schools. Staff felt the pressure to perform as they did what they could to maintain the school’s prestige. For the majority of students, these efforts seemed to obtain the desired results. But for a fixed minority, these efforts at best had no effect. At the time, KES like many other schools utilized a system called tracking. The prevailing belief was that students did better when grouped with others who performed at an equivalent level. Hence, students who performed below grade level were segregated to receive language arts and math in separate classes from their homerooms.

What many did not acknowledge was that a growing consensus of research evinced tracking did not change the achievement level of students trapped in that system. Those deemed high achieving continued to do well while those that struggled in school remained in the lower ranks. When I arrived at Kāneʻohe, I began to hear students assigned to the “low” reading and math classes make comments that they were stupid. Parents expressed disappointment when they learned their child had the teacher who normally taught these classes. There is very little more powerful than a self-fulfilling prophecy. As Henry Ford famously said, “Whether you think you can or you think you can’t – youʻre right.”

As a teacher who initiated stopping the system of tracking students in science at Kailua High School, I vowed to do the same at Kāneʻohe. But as a new principal, I was hesitant to hurt the feelings of teachers I respected for the results they attained and with whom I had yet to develop trusting relationships. Changing a system that appeared to work came with great risks. Was I willing to sacrifice the results upon which the school’s reputation rested on? Was I willing to sacrifice the resources needed to train teachers on differentiating for a broad spectrum of learners? Was I willing to sacrifice the regard people afforded me as principal?

It’s easy to dismiss that it takes a lot of work to stay the same. To keep from being pulled with the currents, one must strenuously swim against the tide. To keep from drowning, one must vigorously tread water. To hold up an ineffective system, tell parents that this is for the best and ignore the fact that students who struggle are not improving, we had to actively deceive ourselves and swallow our guilt. That to me was worth the sacrifice.

When I stopped tracking at Kāneʻohe, it did indeed come with sacrifices. A few teachers resisted the change and continued to swim against the tide. I lost their trust and needed to work on rebuilding trust. We had to divert resources to learn about practices that made our classrooms more inclusive of diverse learners. 

However, what we gained was more students realizing their potential. We became a model school for inclusive practices. And we developed a more cohesive, efficacious team of educators. Yes, it took time, but it also required sacrifice. 

5 PURSUITS of AHONUI:

Inspired by Gholdy Muhammad

Please watch Ready to Fly: How Sylvia Townsend Became the Bookmobile Ballerina written by Lea Lyon and Alexandria LaFaye and illustrated by Jessica Gibson. Then with you child, answer the following:

  • IDENTITY: Talk to your kūpuna or makua about things for which they and you have a passion.
  • SKILLS: Bookmobile Ballerina is an example of alliteration as both words share the same beginning sound. Create your own alliteration phrases by writing them down or sharing them aloud
  • INTELLECT: What is a bookmobile and what important role do they play for people whose community does not have a library?
  • CRITICALITY: What obstacles blocked Syliva from learning to dance? How did Sylvia show perseverance in overcoming these obstacles? How did others help her along the way?
  • JOY: With your kūpuna or makua, visit the library and find a book about something you’re passionate about.

CONVERSATIONS, INTERACTIONS FUEL LANGUAGE DEVELOPMENT

Young children who spend more time on screen-based activities and less time talking with adults tend to have weaker language skills, according to a recent study from the University of Tartu. The findings highlight that daily interaction—rather than screen limits alone—plays a key role in early language development. Read more here.

STRENGTHEN KID’S PROBLEM-SOLVING AT HOME

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

  • A limited edition READ poster autographed by Kristi Yamaguchi
  • A special edition Kristi Yamaguchi Barbie Doll
  • A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At piko we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Apr 294:30 – 5:30 PM KES SCC Mtg – Attend via Zoom
May 12:05 – 4 PM ʻĀina Fest! @Tent
May 6CHANGE IN DISMISSAL – Students Dismissed at 2:05 PM (switch with May 8)
May 8May Day CHANGE IN DISMISSAL – Students Dismissed at 1:15 PM (switch with May 6)
May 205:30 – 6:30 PM KES Ohana Mtg – Attend via Zoom
May 27CHANGE IN DISMISSAL – Students Dismissed at 2:05 PM (switch with May 28) 5 PM 6th Gr Promotion Ceremony
May 28Last Day of School Awards Assembly CHANGE IN DISMISSAL – Students Dismissed at 1:15 PM (switch with May 27)

HAʻAHAʻA AND BEING CURIOUS

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Be curious, not judgmental – Ted Lasso

ALOHA FOCUS FOR THE WEEK: HAʻAHAʻA

Have you ever eaten quinoa? At the height of its popularity, a little while after the United Nations named 2013 the International Year of the Quinoa, I probably first tried it in a salad. People were pushing as a rice substitute and I was not having it. I could never see myself enjoying it with a scoop of poke or spam and eggs. 

At 4:30 AM this morning, as I am apt to doing when trying to fall back asleep, I put on the Gastropod podcast and listened to an episode entitled, “The Rise and Fall of Quinoa: From Incan ʻSuperfoodʻ to Buddha Bowl Basic” As I weeded my mind of the sprouting list of things to do at work, stalks of quinoa sprouted out of the folds and grooves of my brain. My things to do list morphed into a list of things I never knew about quinoa:

  1. Quinoa originated on the Altiplano, an expansive high-altitude plateau atop the Andes in Peru.
  2. Quinoa was a treasured food source of the Incan people.
  3. Contemporary Peruvians looked down on the mainly indigenous people who ate quinoa, associating it with the poor and uneducated.
  4. Quinoa is a seed, not a grain.
  5. The quinoa plant can reach heights of 6 feet.
  6. Quinoa is related to spinach and beets.
  7. From purple to yellow to orange, quinoa comes in a range of colors far greater than what we see in the grocery store.
  8. Quinoa is environmentally sustainable and may help resolve food security issues.
  9. Traditionally quinoa is served in soups and porridges.
  10. Modern gastronomy reimagines quinoa as a furikake and risotto.

Right now, you might be thinking, “interesting but how is this related to haʻahaʻa?” Well, when I finally woke up for the day, I realized I had been judging quinoa and should’ve been more curious. I thought of it only as a rice substitute thus allowing my judgement to limit my imagination. But it’s not a sorry substitute for rice. It’s quinoa. it’s its own thing; sustainable, healthy, nutty and unappreciated. Given its adaptable nature to absorb flavor and bind ingredients together, I could’ve used it in a corned beef hash patty or a sweet, creamy cinnamon-y porridge. 

Too often, we do the same with people. We see them in one context, judge them on a snippet of an interaction, and then over generalize that they must always be like that in every way and in every situation. Like quinoa, people are deep with a history unknown to most casual acquaintances. They are surprising, complex, and emotionally rich. To discover this, we need only be curious.

5 PURSUITS of HAʻAHAʻA:

Inspired by Gholdy Muhammad

Please watch The Heart and The Bottle written and illustrated by Oliver Jeffers. Then with you child, answer the following:

  • IDENTITY: Talk to your kūpuna or makua about what makes you curious.
  • SKILLS: What different types of punctuation has the author used? Are there any types of punctuation that he did not use? Why?
  • INTELLECT: Can someone literally place their heart in a bottle? How does the heart work? What does a heart do?
  • CRITICALITY: Why do you think the girl put her heart in a bottle? How might we support someone who similarly “put their heart in a bottle?”
  • JOY: With your kūpuna or makua, visit somewhere in which you would be able to find out new things about a topic of your choice.

MAHALO PIHA FUN RUN COMMITTEE & DONORS 

Please join me in wishing a huge mahalo to our Fun Run Committee led by Cherisse Yamada and Kalei Tim Sing. The unstable weather tested the committee’s flexibility.. Fortunately, the rescheduled date turned out perfect and all involved thoroughly enjoyed themselves.

Mahalo nui loa also to everyone that generously donated to this effort. This year marked the first year we surpassed our goal by nearly $10,000 – amazing. Monies raised will be used to fund needed improvements cooling the cafeteria and renewing our Chromebooks.

UH INSTITUTE FOR ASTRONOMY OPEN HOUSE

Join the Institute for Astronomy on Sunday April 26th, 11AM – 4PM for a day of family-friendly science fun! All ages are welcome. Participate in many hands-on activities and see displays and demonstrations. More information here.

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

  • A limited edition READ poster autographed by Kristi Yamaguchi
  • A special edition Kristi Yamaguchi Barbie Doll
  • A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At piko we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Apr 258 – 12 PM Campus Beautification 1 – 4 PM Ulana Lau Hala Class 4 @Tent
Apr 294:30 – 5:30 PM KES SCC Mtg – Attend via Zoom
May 12:05 – 4 PMʻĀina Fest! @Tent
May 8May Day

ʻOLUʻOLU & HOLDING YOURSELF TO A HIGHER STANDARD

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ALOHA FOCUS FOR THE WEEK: ʻOLUʻOLU

Yesterday, I delivered the following speech to the teachers who earned National Board Certification in 2026. They voluntarily undertook a demanding credentialing process that required them to spend up to 400 hours of work beyond the school day documenting and reflecting upon their teaching. They then submitted their portfolios to be judged by a jury of their peers. Those that passed, joined the 539 other teachers across Hawaiʻi who attained this honor.

Aloha mai kākou honored guests, Hawaii Teachers Standards Board and Tracey Idica – mahalo nui loa for allowing me to share some manaʻo today.

To all our new National Board Certified Teachers (NBCT), please accept my heartfelt congratulations on this achievement. Bar none, there is no other honor bestowed to teachers that is as rigorously earned – no other professional development experience as meaningful that prods you to pierce deep into who you are as a teacher. You put in hours of work, writing, recording and reflecting and are now part of the 3% of teachers across the nation that possess this esteemed distinction.

But, if you are anything like me, this might resonate. When I found out I passed, a part of me, felt like the NBCT process did less to prove my prowess as a teacher but instead revealed the areas I needed to improve. I was committed to my students but I knew I could do much more to address all their learning needs. I knew my subject and could anticipate misconceptions, but I realized how much richer I could make the learning experience. In some ways, I felt luck played a huge role in earning certification but now needed to up my game to show I deserved it.

 Becoming a NBCT represented a pivotal shift in my evolution as a teacher. Prior to 1999, I hakuʻed my lessons from a variety of books, professional magazines, and tips from experienced physics teachers. To the extent I could, I incorporated as many hands-on experiences as possible. From Karate chopping boards, to lying on a bed of nails and allowing a student to smash a hollow tile on my chest, to walking on fire, to swinging a 15lb bowling ball pendulum from my classroom ceiling, I eschewed long

boring lectures for exciting physics tricks that would not just enthrall my students but leave them with a sense of awe and more importantly let them see the physics in the world around them. In retrospect, if my principal knew what I was doing, I’m not sure I would be here today talking to you.

Sure these demonstrations were great and my students loved them, but these tricks were also disconnected from their immediate world. My lessons represented a very traditional, Western approach to teaching. My students remembered the tricks but did they internalize the science?

After going though the certification process, the National Board Professional Teaching standards helped me see that I could make learning more relevant – more real world and give students greater agency.  In some ways, I felt exposed… as if my teaching was primarily all flash but lacked depth. Motivated to be the accomplished teacher the certification recognized, I vowed to do better.

For example, instead of using wooden cars you buy from Fisher Science to experiment with dynamics and Newton’s Laws of Motion – and accelerate them with a falling mass – a simulated experience described in many standard text books, I asked my students, “What do you think is the most dangerous intersection in Kailua?”  The students had a variety of opinions based on their own experiences. 

They expounded on the number of accidents they witnessed.  Those that had their licenses shared stories of near misses or tickets they got for running the red at fast changing lights. We then took a vote and identified our top three most dangerous intersections. And then I asked, “How can we determine the winner? What do you think makes these intersections so dangerous?” We talked about many factors that possibly contributed to this from the amount of speeders, to the posted speed limit, the line of sight to the traffic signal, and the timing of the lights. We settled on a plan to take measurements and held class at these intersections over the next couple of weeks. Students worked in teams to gather the data and analyze the results. At the end of the month, students were able to make a strong claim as to which was indeed the most dangerous intersection and had the receipts to support it.

Later we studied wave dynamics at Kailua Beach and its impact on sand erosion. We conducted class at the beach extending beyond the school day. Students measured wave speed and height, took observations and engaged in extensive research. They even heard different perspectives from people who were at odds over the issue, an environmental engineer from UH who shared his formal research and the Lanikai Neighborhood Board Chairperson who had a plethora of anecdotal evidence having grown up in the area. At the end my students  submitted their conclusions to both parties. 

Physics still inspired awe in my students, but now they had a greater sense of how – how they could use it and more importantly, how they could actually become a Physicist or Engineer – something I don’t know if I had ever inspired before board certification motivated me  to vastly improve how I teach.

On September 19, 2019, ten years after I left the classroom to become a school administrator, I received a call from my office. The office ladies said there was some guy looking for me and he seemed very serious. I was doing classroom walkthroughs and wasn’t expecting any visitors.  Not knowing whether this was a disgruntled parent or one wanting a school tour for their incoming  kindergartener,  I told the office Iʻd be right there. 

As I hurried down our main walkway, I saw the gentleman in the distance. Something about him seemed familiar. As I neared, he said, “Mr. Minakami – I have been looking for you for the past 10 years.” As he spoke, I recognized his face and voice.  It was Jefferson. Jefferson that sat in the back of class, looking serious, but issuing self-deprecating one-liners to break the monotony. Jefferson who sometimes spent hours after school as we worked through a problem he could not untangle.

 We embraced. It was so good to see him after nearly 20 years. Jefferson explained that following graduation, he became a Geophysicist and was now at the Hawaiian Volcano Observatory. He exclaimed that my physics class inspired him to purse a degree in physics and ever since moving back to Hawaiʻi, he wanted to thank me for inspiring him to become a real life  physicist.

 As his words warmed my heart, it was I who wanted to thank him. As teachers, we rarely see the long term impact on the students we taught. His words, his example was testament to what I aspired to achieve.

Today I stand here, having spent 27 years as a National Board Certified Teacher, I hope to continue to grow towards being an accomplished teacher and to continue to inspire my students. And, I bestow upon you the same wish: May you continue to grow as accomplished teachers and continue to inspire the students you teach.

5 PURSUITS of ʻOLUʻOLU:

Inspired by Gholdy Muhammad

Please watch Donʻt Think of Tigers written and illustrated by Alex Latimer. Then with you child, answer the following:

  • IDENTITY: Talk to your kūpuna or makua about a skill they’ve worked hard to improve. What was it? How did they get better?
  • SKILLS: Tiger begins with t-. List other words that also begin with t-.
  • INTELLECT: The artist improved his drawing of tigers by persevering. What does the word perseverance mean?
  • CRITICALITY: Why is it important to keep trying hard things? How can we encourage others to persevere in getting better?
  • JOY: Draw a bunch of tigers. Keep all your iterations. Don’t throw them away so you can see how you improve. Keep drawing until you create one you really like. Share this with a loved one.

KĀNEʻOHE ELEMENTARY IS A NATIONAL GOLD STAR SCHOOL

In the wake of the USDOE’s elimination of the Blue Ribbon School program, the National Association of Elementary School Principals launched the National Gold Star School program with a goal of recognizing and honoring exceptional elementary and middle schools. 

Schools were asked to submit applications to show how they are an outstanding learning community organized around three main pillars: an established culture,  empowered people, and optimal systems. Schools also needed to show how they prioritize Diversity, Equity, and Inclusion; Trusting Positive Relationships; High Expectations for Student and Teacher Growth; and Social and Emotional Development and Well-Being. 

I am proud to announce that Kāneʻohe Elementary has been selected to be a 2026 National Gold Star School. This honor recognizes the hard work our team has committed towards providing the best for our students, the many positive contributions of our students’ ʻohana, and our amazing community partners. This is definitely a distinction that was earned through laulima.

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

  • A limited edition READ poster autographed by Kristi Yamaguchi
  • A special edition Kristi Yamaguchi Barbie Doll
  • A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At piko we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Apr 155:30 – 6:30 PM KES Ohana Mtg – Attend via Zoom
Apr 17KES Fun Run
Apr 181 – 4 PM Ulana Lau Hala Class 3 @Tent
Apr 258 – 12 PM Campus Beautification 1 – 4 PM Ulana Lau Hala Class 4 @Tent
Apr 294:30 – 5:30 PM KES SCC Mtg – Attend via Zoom

LŌKAHI AND THRIVING TOGETHER

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ALOHA FOCUS FOR THE WEEK: LŌKAHI

I rubbed my fingers across the weathered grains of wood covering the picnic table as I listened to Kihei welcome guests to the narrow yard bordering Heʻeia Loko Iʻa. The setting sun darkened the pond while glistening against the ripples reflecting off of the kuapā. All of us gathered to celebrate how momona this pond once was and promises to be.

Fellow educators gathered with caretakers of the fishpond and farms of Ahupuaʻa Heʻeia that comprised Huliamahi. Kihei recounted how each organization once operated independently and at times in competition with each other for visitors, volunteers, and funding. Resources seemed scarce and survival meant the demise of others. Yet, 600 years ago when the ahupuaʻa system was thriving, farms and fishponds were interdependent. The loʻi, diverting the streams to submerge the maturing kalo, enriched the water with nutrients. These nutrients flowed to the sea and attracted fish to the estuary. Observing the abundance of marine life in this habitat, the kūpuna walled off the area and created a productive aquatic nursery. Modeling themselves after the ahupuaʻa system of interdependence, the organizations (Papahana Kuaola, Paepae o Heʻeia, and Kākoʻo ʻŌiwi) just as they share the same wai, decided to collaborate on writing grants, allocating resources, and bringing schools to all three sites to deepen students’ understanding of ʻike kūpuna. By working together, each organization found they could do so much more and reach many other people. Through site visits and volunteer opportunities, educators and their students developed a greater sense of kuleana to remaking their community be as self-sufficiently sustainable as it once was. 

The paina winding down and mahina rising above Kawaʻewaʻe, I thanked Kihei for inviting me to the celebration. After embracing, I shared with him what he helped me realize. Our students, like the wai truly is our lōkahi. They nourish each of our organizations and sustain our future. In this way, we are indelibly connected.

5 PURSUITS of LŌKAHI:

Inspired by Gholdy Muhammad

Please watch A Symphony of Whales written by Steve Schuch and illustrated by Peter Sylvada. Then with you child, answer the following:

  • IDENTITY: How do you feel when you help someone? Talk to your kūpuna or makua about how your family works together to help others out.
  • SKILLS: Whale ends with -ALE. List other words that end with -ALE.
  • INTELLECT: The Chukchi people are amongst 30 distinct indigenous peoples from Siberia and live on the Chukchi Peninsula which is about 60 miles away from Alaska. What is a peninsula? Explore images of the peninsula here.
  • CRITICALITY: The people of Glashka’s village rely on the Narna (Beluga Whale) for food, clothing, and oil. They could have gotten more than enough skin, meat, and blubber from the trapped whales once the water froze over. Yet, they chose to save them. Why do you think it was important to them to save the trapped pod of whales?
  • JOY: Listen to the author’s Whale Trilogy piece for solo violin and was inspired by the  true story of the whale rescue. Why do you think the whales responded to the classical music?

KES WELLNESS PRESENTS: Book Talk with author Stephanie Malia Krauss

Overwhelmed and overworked—and caring for kids who feel the same? We weren’t made to live like this. It’s time to start “rehumaning” our lives.

Right now, kids and adults are trying to thrive amid the daily grind, addictive technology, crowded calendars, and rising uncertainty. It’s an impossible task—and it’s taking a toll. Bestselling author Stephanie Malia Krauss offers a lifeline.With her signature blend of relatable storytelling and deeply researched insights, How We Thrive explores 14 timeless human essentials that safeguard health and humanity—things like movement, creativity, belonging, and belief that have sustained humans for millennia.

Join us for a special in-person event with best-selling author Stephanie Malia Krauss to learn about her book, How We Thrive.

RSVP here: https://tinyurl.com/HWTbooktalk

  • Kāneʻohe Elementary School Library
  • Thursday, April 9 5:30 – 7 PM
  • Dinner & Childcare (for students K – 6) Provided
  • Each ʻohana attending will receive a copy of the book, How We Thrive

SPECIAL VISIT BY AUTHOR AND ILLUSTRATOR OF ALOHA EVERYTHING

Last week, after connecting through former Kāneʻohe Elementary teacher Jenelle Henderson, we were visited by Kaylin George and Mae Waite, the author and illustrator of Aloha Everything. Next year, we plan on forging a deeper partnership with the pair to inspire students to share their stories through writing and art.

READ FOR THE GOLD – 2026 WINTER READING CHALLENGE

Hawaiʻi’s public libraries are teaming up with Olympic Gold medalist Kristi Yamaguchi’s Always Dream to celebrate the 2026 Winter Olympics with a special Read for the Gold | Winter Reading Challenge. Every 50 minutes you read earns you a chance to win:

  • A limited edition READ poster autographed by Kristi Yamaguchi
  • A special edition Kristi Yamaguchi Barbie Doll
  • A special virtual meet and greet with Olympic Gold medalist Kristi Yamaguchi

To get started, sign up or login to the Beanstack website or via the Beanstack app, join the challenge and log your reading! 

CONTINUED PRACTICES:

NOʻAHUNA OF ALOHA

See Uncle Pono Shim explain the Noʻahuna, the esoteric meaning, of Aloha as taught to him by Aunty Pilahi, the Keeper of Secrets.

WEAR KĀNEʻOHE SHIRT WEDNESDAYS

Help us build unity and show our lōkahi by wearing a shirt that celebrates Kāneʻohe on Wednesdays. Wear any previous Fun Run or grade level shirt.

WEEKLY VIRTUAL PIKO

Our Weekly Piko, has changed to twice-a-week. In-person on the first day of the week and virtual on the last day. At piko we share thoughts on the Aloha value for the week which helps us become centered and ready to learn. We begin at 8 AM everyday except Wednesdays when we meet in-person. If you would like to share your reflections on the week’s Aloha value, please contact me.

If you’d like to celebrate the accomplishments of our students outside of the school day. Please use this link to share a brief shout-out for your child that we can share at piko.

UPCOMING EVENTS

Apr 6Smarter Balance testing begins
Apr 95:30 – 7 PM How We Thrive – Book Talk with author Stephanie Malia Krauss – register at https://tinyurl.com/HWTbooktalk.
Apr 111 – 4 PM Ulana Lau Hala Class 2 @Tent
Apr 181 – 4 PM Ulana Lau Hala Class 3 @Tent
Apr 258 – 12 PM Campus Beautification
1 – 4 PM Ulana Lau Hala Class 4 @Tent