Montessori School of MauiT H E A N N U A L : 2 0 0 9 - 2 0 1 0

David Speepresident

Robert V. Pellettierivice president

Dennys Eymardsecretary

Sarah Bredhofftreasurer

Jeremy Baldwin

Susan Bendon

Keith Christie

Tulasi Dennis

Heather Drood

DeBorah Hoopingarner

William Jenkins

Martin Lenny

Wendy Peterson

Bart Santiago

Klaus Simmer

Christopher Smith

Catherine Stephens

Clay Sutherland

Paul Turner

honorary board members

Annie Nelson

Cynthia Quisenberry

Cherry Anne Sutherland

head of school

Cynthia Winans-Burns

board of directors2009-2010

Cynthia Winans-Burns, Head of School

administration

Cheryl Kaupalolo, Business ManagerLee Nakasone, Coordinator of Pr/MarketingSue Schmidt, Development Director/Admissions OfficerKasey Amuro, Business Office AssistantAlysha Asue-Kusunoki, Administrative Assistant

toddLEr CLassroom

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

Primary CLassrooms

Nara: Judy Sterling, Teacher Jason Ward, AssistantPlumeria: Janie Kunin, Teacher Shana Driscoll, AssistantMonkeypod: Roopa Akkineni, Teacher Christine Lamore, AssistantKukui: Jeffrey Friedman, Teacher Emma Stroller, Assistant

LowEr ELEmEntary CLassrooms

Jacaranda: Gloria Del Rivo, Teacher Jasmine Santos Bras, AssistantWiliwili: Jolyne Rego, Teacher Hidemi Hiraga, AssistantKamani: Emily Severson, Teacher Valerie Gobel, Assistant

UPPEr ELEmEntary CLassrooms

‘Iliahi: Nicolle Franchott, Teacher Nancy LaJoy, AssistantBanyan: Shirah Minagawa, Teacher Chelsea Bilka, Assistant

middLE sChooL CLassroom

Koa: Melinda Lyle-Javier, TeacherKanoe Javier, Math AssistantKate Mullen, Language Assistant

rEsoUrCE tEaChErs

Art: Sandra GuerardMusic: Steve BurgessOrganic Gardner: Craig EckertSpanish: Elianne SantinPhysical Education: Nancy LaJoy and Chelsea Bilka

LIBRARIAN & FIELD TRIP COORDINATOR

Dheya Kealoha

STuDENT SuPPORT SPECIALIST

Judy Evans

ExTENDED CARE

Primary: Kate MulehElementary: Amanda Asue

MAINTENANCE

Tony Akina, Head of MaintenanceE Jesse Planes, Maintenance Laborer

CuSTODIANS

Jesse Planesi and John Planesi

faculty & staff 2009-2010

Montessori School of Maui Aloha Families and Friends,

This report gives me the opportunity to share some of the wonderful achievements made possible last year through your generous support.

We are proud that the Montessori School of Maui was awarded the prestigious LEED silver certification for our campus expansion project. This establishes MOMI as a sustainability leader in both campus design and integration of the concepts and values in the curriculum. As the first school on Maui to earn this distinction, we serve as a model for others. Our global and local sustainability studies fostered a variety of interdisci-plinary and integrated projects, including the benefits of recycling, plant-ing native plants, and sustainable practices used by native Hawaiians.

The Middle School once again participated in the National Association of Independent Schools (NAIS) 2020 Global Initiative. Together, school teams from the united States and other countries tackled real global prob-lems to find solutions for their local communities. This program epitomizes the Montessori way, and we are proud of our students’ participation.

The visual and performing arts were extended to Maui Aacademy of Performing Arts’ Voices Program again this year, and included in our elementary dramatic arts program. Director Tom Althouse worked with middle school students on their first Shakespearean production, while Art-ist in Residence Sandra Guerard helped students share their talents in our Student Art Show.

The Annual Lei Day Celebration was a culmination of several interac-tive projects that drew connections between Hawaiian cultural storytelling and images; Hawaii’s cultural migration and its foods; and the Hawaiian culture and its use of plants.

Thanks to our outstanding volunteer coaches, MOMI students once again participated in both the basketball and cross-country interscholastic seasons. The expanded offering of after school studios also proved very popular.

Our students exemplified leadership in philanthropy again this year, supporting local and global nonprofit organizations through two Flatbread Pizza nights, the Coins for Compassion Campaign, and two food drives.

I want to acknowledge our Parent Teacher Organization and extend a special thanks to those who supported the school all year long. The PTO has generously donated funds to help purchase audio/visual equipment for our new Multipurpose Building.

The school was honored to co-host two well known international speakers this year: Dr. Michael Thompson, who spoke about “The Pressured Child,” and Harvard university scholar and author Dr. Tony Wagner, who discussed the global achievement gap. (This event was hosted in collaboration with Academy 21: Leadership for the 21st Century Education.) In addition to hearing from a MOMI alumni panel at a parent information evening, families and friends also enjoyed learning about the night sky with guest Harriet Witt on a balmy spring evening.

The board worked diligently on behalf of the school, and one of their priorities resulted in a revised school mission statement. MOMI is continuing its process of self-study for re-accreditation with HAIS/WASC, and a review team will be on campus in spring 2011.

These are a few of MOMI’s many highlights. I am certain you will share our pride in the school and its community as you discover more in this report.

Warmest aloha,

Cynthia Winans-BurnsHead of School

1

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

discovery through connectionintegrated curriculum

2 3

Montessori curriculum includes integrated and complementary studies of literature, the arts, history, social issues, political science, economics, science, and technology. Rather than compartmentalizing separate subjects and considering a given topic only once at a specific grade level, lessons are introduced simply and concretely in the early years, then reintroduced with increasing abstraction and complexity in subsequent years.

At the Micro Level . . .Through the lens of the youngest level of society, children explore the social roles we take on within a community, as well as how to respond to and understand society. The micro level study focuses on our school campus.

Older students led toddler and primary children on “ranger walks,” informing them about native plants and trees on campus.

This outdoor learning experience formed an enthusiastic bond that carried forward into group work in the classroom, building a springboard for academic learning. Students used comparing, classifying, collaborating, and critical thinking to gain mastery of reading and writing skills.

Mapping, drawing, book marking, and collecting bark and leaf samples aided in developing their sense of time, place, and culture.

In conjunction with Lei Day, students presented artwork that visually translated the meanings of Hawaiian cultural storytelling into images. They also presented “Connecting Hawaii’s Cultural Migration to Host Culture Foods,” including a migration timeline and a sampling of host culture foods. Through Extensions on Pacific Ethno-botany, students also examined the relationship between Hawaiian culture and its use of plants.

At the Meso Level . . .

The meso level is the middle ground. Here, our students explore Maui and its neighboring islands. Analyzing the divisions within a larger context prepares the students for “connecting the dots” and thinking globally while acting locally.

“These projects inspire students to create a quest to become agents for change. This is my continuing pride and joy—an emergent and integrated curriculum. It follows the child’s interest and the availability of ‘Montessori moments’ that enable the children to see,

hear and feel with each project.”– Jolyne Rego, Lower Elementary Teacher

discovery through connectionintegrated curriculum

4 5

Students in lower elementary participate in a full-scope study of Hawaii’s geography and history. The focus of the project is a year-end presentation that students research, write, and prepare for their parents. Writing, supplemental illustrative work, and a map that includes geographical facts of the islands are at the core of the presentation.

More at the Meso Level

This year, sixth graders and middle school students traveled, once again, to Kaho‘olawe to participate in the island’s restoration program. Paul Higashino, a MOMI parent and Natural Resources Specialist for the Kaho‘olawe Island Reserve Commission, prepared students for the trip by informing them about the island’s history and landscape. Jennifer Higashino, a MOMI parent and ecologist with the united States Fish and Wildlife Service, also introduced students to native plants that are found throughout our campus.

At the Macro Level . . .

As students begin to study society as a whole, topics such as the economy, government, and globalization prompt questions of interrelatedness. This exploration of the larger world and analysis of society within a larger contextual framework gives students a lifelong love for questioning the status quo and seeking innovative solutions.

The middle school participated in the National Association of Independent Schools (NAIS) Global 2020 Project. An Internet-based program that pairs classes from schools in the united States with schools in other countries, this year’s 2020 Challenge topic was deforestation. Students began their integrated learning experience within our campus, extended it to Kaho‘olawe, then communicated with other students around the world. Together, students tackled real global deforestation issues to find solutions that could be implemented at the local level. This fully integrated curriculum from micro, meso, and macro studies enabled them to better see the whole picture.

In studying the needs of human beings, the lower elementary worked on a comparative analysis of food and sustainability practices across cultures. Through activities such as writing a researched written report, public speaking, drawing, mapping, creating a flag, and cooking, the chil-dren learned the fundamental need human beings have for food, and how it is expressed in other cultures.

When students cross traditional boundaries to connect several fields of study, they gain insights that would otherwise be missed. By applying multiple areas of study and working collaboratively, they also learn how to conduct qualitative research and present their findings, preparing them for a life-long love of interdisciplinary learning.

Today, graduate studies programs in major universi- ties have begun to recognize the importance of inter- disciplinary curriculum. They are following in the footsteps of Maria Montessori—and the ways that children approach learning here at MOMI.

56

• Interpersonal – Collaborating research

groups, working in teams to achieve mutual goals

• Intrapersonal –Working at individual paces and levels of ability

• Bodily-Kinesthetic – Preparing their own ipu,

performing songs and plays, making lei, sculpture, and food

• Linguistic – using current research and Dr. Art Medieros’ metaphors of a tree to create

English and Hawaiian versions of a song, preparing written

reports to share with the class

• Logical-Mathematical – using a timeline to note

significant events, illustrating migration links with maps

• Musical – Performing songs and hula

• Naturalist – using the living classroom on campus, gaining

hands-on experience

• Spatial – Illustrating concepts for every project.

The Multiple Intelligences used to study

the coming of people, animals and plants to Hawaii included:

The traditional notion of intelligence used in schools and culture focuses mainly on linguistic and logical-mathematical skills. Our school promotes an interdisciplinary or multiple-intelligence curriculum. When students use their other intelligences, we can all share in the gifts offered by artists, architects, musicians, naturalists, designers, dancers, therapists, entrepreneurs, and others who enrich our world.

7

The child at the lower elementary age has the ability to imagine that which cannot be seen or does not exist. Students have the

power to reason through to a conclusion; the desire to work with others; and the ability to do great work until satisfaction

is attained. I strive to have these components alive and well in my classroom to assist the children in their development.

– Emily Severson, Lower Elementary Teacher

L E s s o n s i n SustainabilityBuilding love for interdisciplinary learning

Each of us must help the young understand humanity’s interdependence. The exploration of cultures unlocks both overlapping similarities and diametric differences. Primary students examined five of the many cultures represented by our children’s lineage. Through sensorial and experiential activities, the children focused on binding threads.

9

• AcAdeMIc LIterAcyLanguage Arts –

Listening to information, enriching vocabulary, writing,

reading, experiencing books, poetry, and dramatic expression

Mathematics – Counting by memory from 1-100,

matching sets with numbers 1-100

• eArth LIterAcy: Knowing the five senses

and how they help us

• cuLturAL LIterAcy: Studying culture, art, physical education,

music, health, and well being

Curriculum used in the primary class

exploration of cultures included:

8

Building love for interdisciplinary learning

“This exploration put the keiki in touch with an elementary appreciation of commonality through diversity. Repetition and organization of activities within and between cultures represented a horizontal and

vertical alignment conforming to Montessori pedagogy. Lastly, it’s

fun to eat, sing, dance, count, and talk in other languages!”

– Jeffrey Friedman, Primary Teacher

Meaningful RelevanceToddler Primary

Lower Elementary

UpperElementary Middle SchoolFrom toddler to middle

school, our students apply a “think global, act local” perspective to running their own business. Younger students are part of an ongoing place-based landscaping and growing experience in the school garden. The harvest from the garden is used for the weekly student-run hot lunch program, and surplus is sometimes sold to local markets. Middle school students are responsible for running the Koa Student Store and Café and hot lunch program, serving the school community and raising money for off-island trips.

10 11

AcAdeMIc:

• Increases vocabulary and practical knowledge of plant care in various stages of development

• Enables toddlers to learn sequence and growing cycle of vegetable

• Introduces reading materials surrounding “seed to harvest” theme

reLevANce:

• Provides snacks for classroom throughout the year

• Builds self-confidence as children and peers try something outside of comfort zone

• Begins developing lifelong understanding of and love for real foods vs. processed

AcAdeMIc:

• Further develops vocabulary and knowledge of plant care in various stages of development

• Teaches garden environment growing cycles, introduces outdoor dynamics such as a caterpillar feeding and preparing for metamorphosis

• Acts as springboard for primary level reading materials and project reports

reLevANce:

• Provides vegetables for older students’ weekly hot lunch program, serving the school body

• Develops social awareness in helping to feed the school, and awareness of sustainability

• Continues appreciation for slow, local, and self-harvested foods

AcAdeMIc:

• Builds research and presentation skills as children study books on native plants and produces a presentation for parents at year end

• Utilizes the living classroom on our campus as children identify native plants for their research writings

• Expands learning spectrum as students personally invite geological specialists to the classroom to better understand their research of native and invasive species

reLevANce:

• Develops a sense of time and place in conjunction with studying the coming of people, animals, and plants to Hawaii

• Builds a foundation of sensitivity in observations and experiences outside the classroom.

• Strengthens a love of learning as students are rewarded with a full cycle of learning and “connecting the dots”

AcAdeMIc:

• Students create a menu and order form for the month based on garden harvest and family-donated produce

• Students calculate the money received, assess the quality of food and customer satisfaction

• Money earned through the program is allocated for off-island trips

reLevANce:

• Builds confident social skills while serving the school community

• Strengthens academic skills and comfort with complex processes associated with running a successful business

AcAdeMIc:

• Develops accounting skills through managing inventory, pricing, transactions, and customer consumption

• Provides experience of operating a real busi-ness (profit from the student-run store goes directly into paying for the Washington D.C. Odyssey Trip)

reLevANce:

• Builds student confidence in the idea of being a business owner and seeing their dreams realized (as exemplified by many of our alumni)

• Develops the ability to identify the success and failures of a business operation, empowering students to question and change the status quo

Growing Snap Peas for Snacks Growing in the Garden Learning about Native Plants Running a Hot Lunch Programwith the Middle School

Running the Koa Store

“Food that a young child has had a hand in growing and preparing is

more likely to be eaten by that child.” – Rene Anderson-Vorfeld,

Ohia Toddler Teacher

Going Beyond the Class Curriculum . . .

12 13

Peace PoetryIn honor of the late civil rights leader Martin Luther King, Jr., students participated in the 9th Annual Peace Poetry Contest. Sponsored by the International Peace Poem Project, our students contributed to a global project that promotes peace worldwide.

Art CornerOur students participated in the first MOMI Art Show this year, guided by Artist in Residence Sandra Guerard. Working with Sandra, students also submitted their artwork to the Maui County Fair.

Spelling BeeWinners of the school’s annual Spelling Bee go on to represent the school in the Maui District Bee.

Learning opportunities for children reach far beyond the classroom walls. MOMI’s after school studios and committees run throughout the year, including winter, spring, and summer breaks. This year’s highlight is the Philanthropy Committee. (Be sure to look for the Sustainability Committee’s highlight next year, as its members are working on remarkable projects.)

Philanthropy CommitteePhilanthropy is an integral part of the school’s initia-tives, and this committee exemplifies our student’s leadership in both local and global giving. Through two Flatbread Pizza nights, students raised more than $1,000 for the local Humane Society and Ka Hale a Ke Ola Homeless Shelter, while the student body’s Coins for Compassion Campaign raised $1,965 for those affected by the Haitian earthquake.

Food DrivesEvery year, the school rallies together to sponsor two food drives. One in the fall, supporting Women Helping Women, and one in the spring to help the Maui Food Bank.

SportsWith the help of volunteer coaches, MOMI athletes participated in basketball and cross-country interscholastic seasons.

After SchoolStudiosAfter school studios continue to be a popular choice among students, with new hula, martial arts, baking, and hip hop options added to ongoing yoga and ceramics studios.

YearbookStudents take the lead in designing and producing their school yearbook. With two parent volunteers and their guidance, this is the second year students published their memories of the school year.

14 15

Rainforest RhapsodyFor the first time, our new Multi- purpose Building was the site of the school’s annual fundraising gala. This year’s Rainforest Rhapsody featured live and silent auctions, food provided by local caterers, and themed entertainment. Auction items included generous donations from our community and priceless pieces made by our students.

Kupuna DayThe school welcomed our students’ kupuna for a day on campus. As part of this annual tradition, children were able to share their work, teachers, and classrooms with their grandparents.

Our Parent Community

“The Montessori

School looks

so impressive,

and we know our

grandson is very

happy there.”

“Thank you for

inviting us to Kupuna

Day to celebrate the

education of our

grandson. We are

honored and have

enjoyed visiting his

classroom very much.”

“We are so proud of

our granddaughter

and the education she

has obtained at MOMI.

The training she has

received there will

always be a part

of her life!”

Staff DevelopmentRene Anderson-VorfeldHAIS and the Educational Foundations Department of the College of Education of the university of Hawaii-Manoa jointly offer a Master’s Degree focusing on leadership in

the private school. Our O‘hia toddler teacher, Rene Anderson-Vorfeld, joined a cohort of 27 other educators in this program, preparing her for a school leadership role. Rene gradu-ated in July of 2009 with a M.Ed. in Private School Leadership. She has gone on to lead our school as the Accreditation Coordinator, working

with a steering committee and developing an 18-month self-study report of our school. Mahalo to Rene in leading our school in its celebration of our success, and building a school improvement plan that keeps Montessori School of Maui accredited with HAIS/WASC.

“This leadership course helped me develop effective classroom strategies and techniques for positive discipline – all designed with Montessori concepts. I am more confident in maintaining the prepared environment.”

– Meshay Dempsey, Toddler Assistant

A love of learning is not limited to students. This year several MOMI staff members took the online Leadership Training Class offered by the Montessori Foundation, for a foundation in Montessori pedagogy and classroom practices. All staff attended the annual Maui Independent Schools Conference; many attended VITEC workshops and MACC arts education classes as well.

Parent Teacher OrganizationWe want to send a special mahalo to our PTO, and applaud the enthusiasm and support it continues to give to our school and its programs. Through projects and events such as the Annual PTO Holiday Fair, Family Potluck, and Rainforest Rhapsody, our PTO brings the school community together. The PTO has generously donated funds to outfit the main room of our new Multipurpose Building with an audio/visual and lighting system that will enhance the facility’s uses for the school and our community.

The strength of our school community stems from our parents’ involvement, time, and energy. MOMI celebrates the diversity of our families and recognizes that in the classroom, at our events, and in the community, Growing Global Citizens begins with our parents.

12

Check in with MOMI alumni

During the past year, our alumni have sent us updates as they continue to travel, work at interesting jobs, and attend a variety of colleges and universities.

Alex Andrews “I’m about to enter my sec-ond year at New Mexico State university, where I’m studying philosophy. I also play rugby for the school, and I am in a fraternity, Alpha Tau Omega. I belong to a few honors programs at the school, and nationally. This summer I’ve been volunteering as a sports tutor at a local private boys school in New Zealand.”

chloe Lei Andrews “I just graduated Salutatorian from Raton High School in Raton, New Mexico. I plan to attend the university of New Mexico and get a B.A. in psychology. I also plan on enrolling in the university Honors Program there, to further challenge myself and

expand my horizons.”

rachel Berman Currently attending the university of Southern California, Rachel is majoring in communication with a minor in musical theater. “I am completing two internships in New York City: One is working with Charlie Walk, former president of Epic Records, on his brand management company, and the other is

with Alison Brod PR.”

Korena Burgio “I’m spending my summer doing collaborate research with a professor in the biology department on algae, and will be traveling to Copenhagen to present my research in July. I will graduate as an environ-mental science major next year from Skidmore College, where I am captain of the

rowing team.”

tiffany chou A fashion and jewelry designer in New York City, Tiffany’s jewelry has been sought by celebrities, fashionistas, and eco-conscious people alike. All of her jewelry is made with the least possible environmental impact. She gives five percent of all her profits to the Hawaii nonprofits Dancing Palette

and the Coral Reef Alliance.

dean christener “I am currently pursuing my dream of windsurfing at a professional level, while also studying at uH-Manoa. Windsurfing has taken me all over the world, as well as taught me the skills of self-promotion, management, and

marketing with big companies. I am pursuing marketing and multimedia graphics design at school when I’m not on the wa-

ter training and having fun.”

Lauren clarke A student at MIT, Lauren credits her educational success to her time at Montessori School of Maui. She says her entire inter-view for MIT was a conversation about how Montessori prepared her for that moment. “You don’t realize what Montessori School of Maui has done for you, until

you’ve left.”

ross cushnie Ross is a member of fellow alum Lukas Nelson’s band, Lukas Nelson and the Promise of the Real. As these two talented musicians begin their new tour, they recently performed on the

Jay Leno Show.

tulasi dennis Tulasi serves on MOMI’s Board of Directors and is a mother of two MOMI students. Her dedi-

cation to philanthropy and the Maui community has helped raise thousands of dollars for

Maui County nonprofit agencies.

Sierra dew “I always look back on my Mon-tessori days with so much love. I feel like it prepared me for the future in many ways, and taught me that cultivating life-long friendship bonds is one of the most important things in my life. I still hang out with most of the people I attended Montessori school with. I think it also began my passion for creativity and en-couraged me to be outgoing and spontaneous.” Sierra designs clothes for her company, Sierra

Dew Designs, and lives on Oahu.

tiamo hudspeth “I am currently in Laconner, Washington, managing about 55 polo horses. I work for George Dill, who is the governor of the western circuit for the united States Polo Association. We travel all over the northwest to different polo clubs, playing polo. He has an 18-horse trailer and a big semi that I have driven around the ranch. I was invited to play in the A-Flight of a huge

women’s tournament in Calgary, Canada in July. I will be playing with some of the top woman players in the world. Super

excited!”

Jordan everett “Next semester I am going to be studying in Copenhagen, Den-mark, working in schools with children with special needs. I am going to be a junior at Scripps

College.”

Kimberlyn Goodfellow “I just finished my second year at Western Washington university. I have applied to the School of Education up here, and will be working in a fifth grade class-room and also kindergarten and

third grade in the fall.”

Makala Kaupalolo “I’ll be going to Bali for six weeks with Volunteers in Asia (VIA) for a service-learning project. I’ll be living there teaching Eng-lish, working with an NGO, and learning about the culture and language. I’ll also be studying

abroad in Beijing in the fall.”

Andrew Kloppel “I am going to be graduating from the university of Puget Sound in Washington with a de-gree in Spanish and international affairs with a minor in math. I am also currently in a summer study program in Madrid, Spain, at the

universidad Complotense.”

Meredith Narrowe Meredith’s name recently appeared in the credits of her third Dreamworks animated movie, Megamind. This time it came up twice, as production supervisor of both character effects (which includes all the fancy capes) and crowds. She lives in San Francisco and is now working on Madagascar 3, due to

release in 3D in May, 2012.

rebecca Narrowe Currently living and working in Madrid, Spain, Rebecca is teaching English to children and adults. Her goal is to become fluent in Spanish. This spring and summer she plans to travel to northern and southern Spain with a help

exchange program.

Lukas Nelson A fulltime musician, Lukas tours with his band, Lukas Nelson and the Promise of the Real. He is beginning a new tour with fellow

alum, Ross Cushnie.

Micah Nelson “I’m currently living in Venice, CA, being a working artist/ musician/gallery and music venue owner. I am about to leave for Austin to plant some trees and other bio-warriors on my folks’ ranch, do some paintings for which I’ve been commissioned, some live-paintings at a couple of gigs in town, and play a couple of shows with one of my bands, The Reflectacles, including the 4th of July Picnic at The

Backyard.”

Brendan O’colmain I attended MOMI from age three to eleven and graduated from elementary school with many of the same students with whom I attended preschool. Six of us moved on to Seabury Hall School. We were all very different, but we loved working in groups, taking the extra critical thinking steps, and probing our teachers for more. Montessori taught us to be academic treasure hunters—and lifelong students. All of us graduated high school together and moved on to university. I keep in close contact with these kids to this day.

Molly rasmussen Working with her mother, Molly is currently building edu-cational games for the iTunes Apps Store. They’ve just finished their second app game, Math Girl Addition House. “It’s fun to work as a mother-daughter team, to be able to work long distance, and make a difference in people’s lives.” Rated number four in education for iTunes apps, this mom-daughter duo is making a change,

one math problem at a time.

chris Smith A MOMI Board member and new dad, Chris is a partner and owner of Smith Builders, a family business.

Brad Stephens Brad is completing his degree in radio/TV/digital media production at the university of Idaho. He also recently recorded and released an album with his band, Swimmers Of West Oz,

in Moscow, Idaho.

Aaron Ward A graduate of Southern Oregon university with a degree in en-vironmental studies, Aaron is currently working on a bokashi product that helps with intensive composting.

16PRINTED ON RECYCLED PAPER

If you’d like your name and update listed here, please send us a message at momi.org, or find us on Facebook. We always love to hear from our Global Citizens.

2933 Baldwin Avenue • Makawao, Hawaii 96768

808.573.0374 • fax 808.573.0389 • www.momi.org

G R O W I N G G L O B A L C I T I Z E N S S I N C E 1 9 7 8