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The Honolulu Advertiser
Posted on: Thursday, April 12, 2007

Ma'ili Elementary: The cooler, the better

By Will Hoover
Advertiser Leeward O'ahu Writer

Ma'ili Elementary fourth-grade teacher Juli Patten supervises students during a test. The school climate is much improved with air-conditioning.

DEBORAH BOOKER | The Honolulu Advertiser

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AT A GLANCE

WHERE: 87-360 Kula'apuni St., Ma'ili

PHONE: 697-7150

PRINCIPAL: Disa Hauge, since 2004.

SCHOOL COLORS: Green and yellow

SCHOOL MASCOT: Menehune

HISTORY: Opened in 1963 with 585 students

ENROLLMENT: 780 students

COMPUTERS: All classrooms have computers and Internet capability.

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Ma'ili Elementary School — the feisty country school on the Wai'anae Coast that once made news for being too hot and dirty for good learning — reached a watershed moment five years ago when air-conditioning was finally installed in classrooms.

The event was hailed as a new beginning for the school — although administrators knew they had their hands full. Teacher turnover was high, scholastic achievement was low, and student discipline had become a problem.

And while it still has its headaches, as do all schools, Ma'ili Elementary today seems to be a testimony to the notion that much can be accomplished by simply offering a more comfortable study environment.

Learning has improved in some impressive ways — many kindergartners are reading at first-grade level, for instance. Discipline problems have been replaced by classrooms filled with smiling, attentive faces. And the annual teacher turnover rate, which once was 25 percent, now stands at about 4 percent.

Principal Disa Hauge — a lifelong Wai'anae Coast resident who is unable to conceal her obvious pleasure at watching students and teachers work together in harmony — believes that while air-conditioning provided the impetus and hope, the actual turnaround has been accomplished more through small measure than grandiose designs.

"When I started here, the incidences of fighting in the morning were constant," Hauge said as she greeted a parade of second- and third-graders who just completed their morning chants and pledge of allegiance and were filing off to class. "And now the level of violence is at an absolute minimum, normal level for any public school."

Hauge said while she and her staff were addressing the behavioral issues, they realized the students were having "a significant and serious problem" with reading. After researching that problem and instituting a more effective reading program, she said they were amazed to notice the fights decreased dramatically.

They concluded that because the students became more successful in the classroom, their desire to fight outside dissipated. Because the learning atmosphere at the school improved, teachers were more motivated and more inclined to stay there.

So it's the little steps that lead to big changes, she said. It takes awhile, but the results can be remarkable.

  • What are you most proud of? Staff stability. "I think the staff has stabilized here because teachers feel successful," said Hauge. "They are proud of their students, they are proud of the progress they see being made, and they know they are making a difference in these kids. And that's why they stay."

    Together, the staff and the students have turned the school around, she said.

  • Best-kept secret: "That we don't deserve our old reputation," said Hauge, referring to school's "hot and dirty" image as a school where sweltering heat, along with farm dust, odors and swarms of flies, made both learning and teaching an impossibility. These days the classroom atmosphere borders on idyllic. Yet, the unfair and unfavorable stigma remains.

  • Everybody at our school knows: "Mr. Keoki Moises, our behavioral health specialist. And he has made a huge difference for our kids with severe emotional and behavioral disturbances. And the kids just love him. He is so effective with them. And they know he cares about them, and they care about him. When he's out with an illness, they'll come and ask, 'Where is he? How's he doing?' That's unusual for little kids."

  • Our biggest challenge: "It is providing our children with enough opportunities to develop their language skills. Pidgin is not the problem. It's not proper English that the kids need. It's multiple opportunities for kids to interact with adults and other peers. It's communication skills. We make a strong effort to grow vocabulary through experiences. Because when they don't have the vocabulary and a lot of experiences, then they have a much more difficult time comprehending the things they read — because the background knowledge isn't there.

    "The state HSA test is problematical for our students precisely because of the language issue. They can read it, but they have some difficulty with comprehension. We are addressing that issue."

  • What we need: "We need a stable student population. We have many, many families who move around from one family member to the next. And it's difficult for those kids because they're in an overcrowded situation, there's usually high stress associated with it. You have adults that don't get along, and the kids are the ones who end up moving."

    Hauge believes the state's plan to build a low-income housing component into its planned transitional homeless shelter adjacent to St. John's Road will ease some of that pressure — provided it's built in such a way as to establish a sense of community among residents. While affordable rentals are important, she says establishing roots in one location is vital to educational well being of the area's students.

  • Projects: Developing a K-6 Hawaiian language program. Enlarging the parking lot so that teachers won't have to park on the street.

  • Special events: Annual La Pa'ani, or Game Day, similar to a Makahiki Festival, in which students play games for one day near the end of the school year.

    Reach Will Hoover at whoover@honoluluadvertiser.com.