Campus News

KUMU HIWA AND HULA FIND A HOME AT ST. ANDREW’S SCHOOLS

By Camille Michel

After a two-year break from participating in Merrie Monarch, Kumu Hula Ka‘ilihiwa Vaughan-Darval got the call to bring Hālau Hula Ka Lehua Tuahine back to the annual, invitation-only hula competition. She had not even begun holding regular classes since the COVID-19 pandemic had shut things down, so it was a mad scramble to prepare her dancers.

At the end of April 2022, Kumu Hiwa arrived in Hilo with 20 young women – 17 of whom were performing on the Merrie Monarch stage for the fi rst time – and left with an impressive 5th place fi nish in the wahine 'auana category.

Among the hālau’s returning dancers was Lower School teacher aide and Prep PE teacher Nohea Vaughan-Darval. What made her beautiful performance at Merrie Monarch even more special is that Nohea co-composed “Ka ‘Ōnohi O Nā Kai,” the song chosen by her mother, Kumu Hiwa, for the ‘auana competition. Nohea is a member of the Tuahine Troupe, a group of selected aspiring mele students specializing in the perpetuation of Hawaiian cultural knowledge through mele performance.

“My daughters Nohea and Moana, and another girl – they were the only veterans on the line, the only ones who had actually danced in Merrie Monarch before,” said Kumu Hiwa. “Th ey were always the youngest, in the third row following the aunties, feeling really safe. And this year was like, now you’re in the front row. Now you’re the leaders.”

Returning to Merrie Monarch with her hālau, Kumu Hiwa felt an important connection between her hula world and her role as a member of the performing arts faculty for Th e Priory and Th e Prep.

“Merrie Monarch is a stage to showcase the hula lineage and traditions. Th ere were so many songs that other hālau were presenting that were in honor of Queen Emma,” Kumu Hiwa said. “I felt like we [her hālau] were representing Queen Emma, too, even though we were dancing about Lili‘u [Queen Lili‘uokalani], who’s also right in our backyard. We’re a part of that whole heart of Honolulu. I feel like all of those dancers, regardless of what school they attend, represented St Andrew’s, too.

“I look forward to the following years as we have students who are students at St. Andrew’s, who are also members of the hālau. I look forward to training them and raising them up so they can step on the stage and be the fl owers that we chant about in our school chant, to step onto that bigger stage and really be recognized as Queen Emma’s fl owers.”

Kumu Hiwa acknowledges the interesting differences between working with members of her hālau who have made a commitment to studying the hula, and teaching her St. Andrew’s students, for whom hula is a part of the curriculum.

“This is part of their day – they have to show up,” Kumu Hiwa laughed. “But my job is to give them a why. I love doing that because as soon as that light bulb goes on, it’s not work anymore. They recognize that everything about the hula is just...them.”

“Hula is life,” she explained, quoting the signature saying of her kumu’s kumu, Ma‘iki Aiu Lake. “It’s just living and telling stories about life. And even if they’re not Hawaiian or if they have no connection whatsoever, they’re the same stories told across the world of life, of love, of growing, of heartache, of pain. So sometimes it’s challenging [teaching students] when there’s a big gap between understanding. But we don’t even have to speak English. This is a language of the heart. So it’s really rewarding when the light bulb does turn on.”

Kumu Hiwa said that besides giving students the why, she and her colleagues in the Performing Arts department are “growing many other attributes of the child. The ability to stand in front of people and perform. That takes time and effort and confidence. The hula and their classes give them confidence in themselves and a bit of pride that they need. They can take that forward into the next steps of their life.”

A meaningful change that took place midway through the 2021-2022 school year was the renovation of the Activity Room to become the physical hālau – the space where Kumu Hiwa teaches hula during the day for the St. Andrew’s students but also holds her classes for Hālau Hula Ka Lehua Tuahine.

When asked what this physical space has brought to the St. Andrew’s program, Kumu Hiwa paused for a moment to reflect, then said, “Finding a place to root. I think you need to root so that you can ho‘olu and grow. ... The best part is that even though we’re in a space, the doors open really wide. We are mirrors of our environment. Hula is a mirror of the environment. The people and the spirit of the Hawaiian people are just mirrors of our land and our ‘aina, which is where the spirit and the mana comes from.

“So that space right there to me is everything because we can feel the air, you can smell everything. It’s all the things that make us come alive. And it’s perfect just there. We can see the birds, the manao-ku (white fairy tern) who live on our property.

“I love all of those wonderful things, and we get a sense of Ke Akua because the Cathedral is right across the way. All of that is built into that one particular space. I didn’t plan that, it just happened. “The location is everything,” Kumu Hiwa continued with the gratitude evident in her voice, “and just having a place for the students to call home. You can feel that they are so much more comfortable, especially in that space with the sunshine coming in and the lau-ki (ti leaves) right outside the door. Everything that’s a safe space, which is what a hālau really is. “It’s still evolving. We still need to set up shop and settle in and make it ours. But the best part is that it’s this in-between space – between hālau and school – and it’s open both ways. It’s a wonderful open space for everyone.”

As the students learn hula in a beautiful space dedicated to this integral component of a St. Andrew’s experience, Kumu Hiwa hopes that confidence is something they take with them when their time together as students and teacher comes to an end. More important, though, is the knowledge.

“You can’t get everything in a short time. But you can plant seeds about base and place so they take that piece of aloha and a piece of Queen Emma with them into the future so that wherever they go, they remember her.

“Maybe later on in their lives if they go away and come back, and they have keiki, they will say, ‘I went to this school.’ They’re going to remember that this was Queen Emma’s school. And they’re going to remember the tiny things because it touched them here.”

Priory Upper School students perform a hula for May Day 2022.

Nicole Query ’21, Photography “1000 Different Personalities”

Scholastic Arts Awards

The arts are flourishing at St. Andrew’s Schools and our talented faculty offer the students many opportunities to showcase their work.

Each year, students studying Visual Arts at The Priory participate in the regional Scholastic Art & Writing Awards – the country’s longest-running and most prestigious scholarship and recognition program for creative students in grades 7-12. Locally the awards are presented by the Alliance for Young Artists & Writers in partnership with the Hawai‘i State Foundation on Culture and the Arts.

Jurors look for works that exemplify the Awards’ core values: originality, technical skill, and the emergence of a personal voice or vision. Exemplary work is recognized with Gold Key and Silver Key Awards. The highest regional recognition is to be named one of five American Visions Nominees, which are selected from among the Gold Key Awards. The pieces from these five nominees are considered the “best in show” from the region. Artwork receiving Gold and Silver Key Awards are displayed in the Hawai‘i Regional Scholastic Art Awards Exhibit at the Hawai‘i State Art Museum.

We are proud of all our students whose creativity and artistic skills have earned statewide recognition through this competition in the last two years. Of special note for the 2020-2021 awards is Alohilani Marcariola ’22 who was named one of the five statewide American Visions Nominees for her photograph titled “Stairs,” created under the guidance of her teacher, Larry Prado.

Top: Alohilani Macariola ’22, Photography “Wandering Alone”; Bottom: Cherisse Wong ’22, Photography “Flower Bee”

Top left: Lesley Bray-Toguchi ’22, Photography “Bright Future” Top right: Girl in circle – Nichole Query ’21, Photography “A Look into Life” Bottom: Alohilani Macariola ’22, Photography “Stairs”

Top: Mikayla Maeshiro ’22, Photography “Playground Memories”; Bottom: Alisa Senaga ’25, Photography “Sandy Beach”

2020-2021 American Visions Nominee

Alohilani Macariola ’22

Photography “Stairs” Educator: Larry Prado

2020-2021 Gold Key Awards

Maia Amano ’21

Drawing & Illustration (2 Gold Key Awards) “The Spaces Between” “Precision” Educator: Larry Prado

Alohilani Macariola ’22

Photography “Stairs” Educator: Larry Prado

Nicole Query ’21

Photography “1000 Different Personalities” Educator: Larry Prado

2020-2021 Silver Key Awards

Maia Amano ’21

Art Portfolio “Finding Yourself in the Negative Space” Educator: Larry Prado

Lesley Bray-Toguchi ’22

Photography “Bright Future” Educator: Larry Prado

Natalie Kang, ’22

Photography “Glassy Eyes” Educator: Larry Prado

Nicole Query ’21

Photography (3 Silver Key Awards) “Growing Up Too Fast” “A Look Into Life” “A Look Back Into Childhood” Educator: Larry Prado

Cherisse Wong ’22

Category: Photography Title: “Fire Lion” Educator: Alethia Donathan

2020-2021 Honorable Mention

Maia Amano ’21

Drawing & Illustration “Streets of Machida” Educator: Larry Prado

Kara Ho ’21

Photography “E ‘Ike I Ka Lani” Educator: Alethia Donathan

Eliana Johnson ’25

Mixed Media “Magazine E” Educator: Alethia Donathan

Natalie Kang ’22

Photography “Kitchen Museum” Educator: Larry Prado

Aika Kimura ’25

Drawing & Illustration “Tree Person” Educator: Alethia Donathan

Nicole Query ’21

Photography (2 Honorable Mentions) “Fitting Into Societal Standards” “A Duality Away” Educator: Larry Prado

Eryn Sakamoto ’25

Photography “Cars 2” Educator: Alethia Donathan

Cherisse Wong ’22

Photography “Nature’s Green” Educator: Alethia Donathan

Daelia Wong ’21

Digital Art “Kitchen” Educator: Alethia Donathan

2021-2022 Silver Key Awards

Alohilani Macariola ’22

Photography “Wandering Alone” Educator: Larry Prado

Mikayla Maeshiro ’22

Photography “Playground Memories” Educator: Larry Prado

Alisa Senaga ’25

Photography “Sandy Beach” Educator: Larry Prado

2021-2022 Honorable Mention

Cherisse Wong ’22

Photography “Flower Bee” Educator: Larry Prado

Top left: Maia Amano ’21, Drawing & Illustration “Precision”; Top right: Natalie Kang ’22, Photography “Glassy Eyes” Bottom left: Cherisse Wong ’22, Photography “Fire Lion”; Bottom right: Maia Amano ’21, Drawing & Illustration “The Spaces Between”

Hungry for More: School Lunches Get a Reboot

Chef Jeremy Shigekane and Dr. Ruth R. Fletcher In the summer of 2021, we unveiled our new school lunch program for our downtown campus. Our re-imagined school lunch is offered by FoodStart by Chef Jeremy Shigekane of M by Chef Jeremy Shigekane. Fresh, sustainable, healthy meals are prepared daily by Chef and his team featuring local ingredients including vegetables and fruits from FoodStart’s exclusive farmer, Kanekoa Farms, and other local small farms such as Ahiki Acres and Bear Claw Farm.

Incorporating this food program fuels not only healthy bodies but our school’s mission, too. Dr. Ruth Fletcher, President and Head of School at St. Andrew’s Schools, selected FoodStart because providing “healthy and delicious lunches to fuel our students’ learning aligned perfectly with our aims to educate them in mind, body, and spirit. We are excited that St. Andrew’s Schools’ commitment to sustainability is reflected in Chef Jeremy’s approach to the food he serves and his choice to work exclusively with local farms.”

FoodStart’s Chef Shigekane has culinary experience that includes working at fine dining restaurants in New York City, San Francisco, and his home here in Hawai‘i. Chef’s career includes cooking at Bouley and Cafe Gray in NYC, The Ritz Carlton Half Moon Bay, John’s Island Club in Florida, and Hawthorne Lane in San Francisco. He also opened the Bar at the Museum of Modern Art (MOMA). At home, Chef Shigekane has worked for Hoku’s at The Kahala Hotel & Resort, Chef Chai, Chef

Chef Jeremy Shigekane and his FoodStart team.

Ben Kim ’34 is about to enjoy his school lunch by FoodStart.

Mavro, and the Royal Hawaiian Resort Waikiki. His greatest joy is to share his passion for food and drink with our islands.

“I started the food program at St. Andrew’s Schools to feed our future leaders sustainable and good (nutritional and tasty) foods that are produced from local farms and purveyors. It’s super important to me to provide Hawai‘i’s children with healthy foods to help them grow well in mind and body and to educate students on sustainability, proper nutrition, and eating good food,” Chef Jeremy said.

Delicious meals like focaccia pizza and char siu pork with basmati rice and garden Swiss chard are a few examples of menu items. But don’t just take our word for it. Meenakshi Kutty ’22 said, “I really appreciate how there is care for the health of the students through the food being locally grown. As nutritional health in schools is becoming more of an issue, it’s important to shift the scene of not only what food is provided, but also how.”

To put it simply, Lower School student Ruixi Zhao said, “It’s goooood!”

I started the food program at St. Andrew’s Schools to feed our future leaders sustainable and good (nutritional and tasty) foods that are produced from local farms and purveyors. It’s super important to me to provide Hawai‘i’s children with healthy foods to help them grow well in mind and body.”

Jemma Stollberg National Merit Finalist

Jemma Stollberg ’22 tackled Th e Priory Upper School’s rigorous curriculum with gusto and we are proud that one of her many achievements was being named a fi nalist in the 2022 National Merit Scholarship Program.

Th e National Merit Scholarship Corporation was founded to recognize and honor extraordinary academically talented students across the US and provide those students access to scholarships to help them realize their dreams. High school juniors enter the National Merit program by taking the PSAT/NMSQT, a test that serves as an initial screen of program entrants.

Stollberg was named a semifi nalist for being among the highest-scoring entrants in the state of Hawai‘i. She continued in the competition, and became a fi nalist to earn one of the 7,500 National Merit scholarships. Her application showcased her outstanding academic record, participation in school and community activities, demonstrating leadership abilities along with a list of awards and other recognitions she has received.

Jemma has received numerous academic excellence awards as a Priory student in math, history, science, and English, as well the Rensselaer Medal from Rensselaer Polytechnic Institute for strength and success in the fi elds of math and science. Jemma was also named an AP Scholar by the College Board for scoring a 5 (the highest score) on all three of the Advanced

Placement exams she took in the spring of 2021.

One of Jemma’s favorite extracurricular activities is the Th espian Society Troupe 1993, for which she has served in a leadership position as the troupe’s secretary since November 2019. Since entering the Upper School, Jemma has participated in seven plays and several

Th espian Society conferences, and in 2019 won the “Best Supporting Actor” award from the International Th espian Society for her performance as “Lurch” in the Priory’s production of the musical, Th e Addams Family.

We are proud of Jemma for earning this honor and for continuing to exemplify our school motto, Kūlia i ka nu‘u (“strive for the highest”). Congratulations, Jemma!

Students Learn to Take the Lead at The Prep

Future leaders are in Th e Prep classrooms today. One of the best ways to foster leadership and academic skills is through the student council. Student council is an opportunity to experience leadership and be role models for the younger Prep students. It teaches our students in the upper elementary school (4th, 5th, and 6th) that they truly can lead and make a diff erence in their school, at home, in the local community, and beyond.

Elections for President, Vice President, Secretary, Treasurer, and Historian are held in May with speeches and vigorous campaigning on Th e Prep School campus. Once the elections are over, the newly elected offi cers begin their leadership training over the summer in the Leadership Workshop with their advisor. As offi cers, they plan and conduct special

Prep students work together on their next venture.

school events while learning leadership skills. Th eir roles and responsibilities are reviewed and checked for understanding. Th e offi cers learn council rules, how to conduct meetings, and set goals. Th ey also begin to plan a schedule of events for the new school year. Most importantly, they learn to collaborate and work as a team, and to lead with their hearts and minds for service. Th e Prep Student Council offi cers also serve as school ambassadors. Th e offi cers represent the school on campus as safety patrol offi cers, helping with the Admissions Offi ce as requested, whether it’s sharing their experience as a Lower School Prep student or welcoming a new student and family to the school.

THE PREP EXPANDS EXCITING EXTRACURRICULARS

The Media Club that we started 2020-2021 has grown into a bigger club and we’re not just learning how to create media content such as videos, this year we’re learning coding languages and even incorporating esports in our weekly activities. The club meeting is usually led by The Prep students with help from the Tech team to support their technological needs. The Prep students have used this opportunity to explore many diff erent facets of technologies in a fun and safe environment.

Peng Ratchaworapong, Technology Director at St. Andrew’s Schools

Lower School Student Leaders Keep the Community Connected

It’s often said when facing a challenge: “Turn a lemon into lemonade.” When the COVID-19 pandemic led to restrictions against large gatherings, in-person student assemblies could no longer be held on campus. The Lower School student councils for both The Priory and The Prep decided it was time to make lemonade. Their solution: Produce news programs to keep their fellow students informed and engaged.

Thus was born Priory News Now and Pulse of The Prep. The original iteration during the 2020-2021 school year was a set of Google slides that the student council officers created for Lower School teachers to share each week. This past summer, however, the team of student leaders decided to challenge themselves by pivoting to a monthly video production.

The student council officers met to collaborate on the content for each month and decide who was assigned to each of the program segments. With equipment and support provided by the school’s Technology Department, the students filmed their individual segments and then edited the footage into the month’s news program. Each video was filled with Lower School highlights, birthday recognitions, announcements, and other news of interest. Also included were the school oli, Pledge of Allegiance, ‘olelo word of the day, and a prayer. Like the in-person assemblies, the program always ended with proclaiming the school motto, “Kulia i ka nu'u – Strive for the highest!”

A tremendous benefit of Priory News Now and Pulse of The Prep was the opportunity for students to improve their technology and media skills, as well as increasing their leadership abilities and sense of teamwork.

“I have seen the monthly news programs as a great opportunity for our officers to learn skills such as collaboration, planning (developing the outlines and writing the scripts), filming techniques, public speaking, editing, and communication,” said Ka‘ipo Bailey-Walsh, the Lower School Principal who is also the advisor for The Priory’s Lower School Student Council. “I am very proud of these officers for taking their production skills to the next level and taking ownership of this program.”

Samantha Delgado, who teaches The Prep Grades 5/6 and serves as the advisor for The Prep Student Council, witnessed the valuable real-world lessons the boys were learning from this project.

“Students learned about time management and preparing material ahead of a meeting. When the newscast was a weekly release, it caused the boys to feel a time crunch and understand why procrastination is not a good idea,” said Ms. Delgado. “In addition, the boys learned about taking pride in their work. They ultimately realized that the quality of the final product was a reflection on them. When they made that connection, they were much more committed to increasing the quality of the videos.” Most importantly, the Priory News Now and Pulse of The Prep proved to be excellent ways to continue building community despite the limitations of the pandemic. Ms. Delgado recalls that the weekly assemblies prior to COVID-19 really helped The Prep feel like “one big brotherhood,” yet the connection began to slip with the restrictions against large inperson gatherings.

When the news program was launched, she said, “it felt like our community was reconnecting! I know that teachers and students alike looked forward to the times when they could expect a new Pulse of The Prep.”

At the beginning of Spring 2022, Priory News Now continued its monthly production schedule. The Prep was able to return to holding student assemblies but the boys took with them the valuable skills and insights developed from their Pulse of The Prep experience.

Congratulations to The Priory and The Prep Lower School Student Council officers for using their learning and leadership to keep the St. Andrew’s Schools community strong, both virtually and in person!

A Year in Review Priory in the City College and Career Readiness

By Marcie Herring

Kira Stoetzer ’22

If you are working on something exciting that you really care about, you don’t have to be pushed. The vision pulls you.”

Steve Jobs

“By advocating for affordable housing,” said Upper School Principal Nichole Field, “Kira was able to engage in important community issues.”

Kira applied early decision to Boston College and received happy news that she was accepted. “Boston College is a great fit for Kira,” said Head of School Dr. Ruth R. Fletcher, “because the university challenges students to use their education to address society’s most pressing needs.”

International student Luphia Landry also focused on community and economy by interning at the YWCA O‘ahu’s Dress for Success Program, which helps women with economic advancement.

Luphia is from Saga Prefecture in Japan and grew up with the concept of sustainable fashion. Her kimono has been passed down in her family from generation to generation. One of the goals in sustainable fashion is to use things longer. Luphia worked with her mentor Stephanie Hamano, Economic Advancement Director, to write a piece for the YWCA website.

How might fashion have an extended life of purpose? Fashion “has a much, much higher chance of finding a second life,” said Elizabeth Cline, author of The Conscious Closet: A Revolutionary Guide to Looking Good While Doing Good, “[by] finding another person who’s excited to wear it.”

At Dress for Success, women donate gently used clothes to the Benefit Sale in hopes that their outfits will find another happy life. Looking to freshen up your closet? Buy second-hand and find something “new.”

As a Priory in the City senior, Kira Stoetzer ’22 envisioned a sustainable future and was not afraid to tackle big questions such as: How might we create affordable housing in Hawai‘i? She interned virtually with Keiki-Pua Dancil and Olivia Simpson at Pūlama Lānai.

“Kira read 500-page documents and watched hours of county council testimony,” said her college and career coach Marcie Uehara Herring, “because Kira cares deeply about global issues and local solutions.” In August, Pūlama Lānai’s project was approved by the Maui County Affordable Housing Committee.

Kira created a diagram to teach students about the affordable housing project process. Her presentation was especially meaningful because Priory in the City students previously learned about Hawai‘i Community Foundation’s CHANGE framework that identifies six essential areas that affect the overall well-being of the islands and its people. CHANGE is an acronym for Community and economy, Health and wellness, Arts and culture, Natural environment, Government and civics, and Education. The National Low-Income Housing Coalition reported that Hawai‘i was the most expensive state for housing in 2015. Continued on p. 20

Play-Based Learning is Full STEAM Ahead at Queen Emma Preschool

As a part of the core curriculum at Queen Emma Preschool (QEP), students work on STEAM (science, technology, engineering, arts, and math) projects throughout the school year and summer. Our classrooms are often transformed into curated museums, showcasing an array of art projects, science experiments, and hand-made engineering creations. STEAM, in the early childhood education years, focuses on self-directed play and exploration rather than direct teaching of concepts – a foundational philosophy of QEP’s teaching approach.

For our youngest learners, STEAM falls under the umbrella of inquiry instruction, where children pose questions and discover answers through hands-on learning and play. Inquiry instruction encourages active experiences which support problem-solving, vocabulary building, critical thinking, communication, and observation.

Child-centered learning at QEP is purposeful, playful, and exploratory. STEAM in a preschool setting focuses on a child’s natural wonder and curiosity, and teachers help students seek their own answers. STEAM, just like play, focuses on experimentation and exploration. Students contribute their own ideas, use their own problemsolving strategies, and often pursue their own interests.

“Play is an active form of learning that unites the mind, body, and spirit. Children learn best not by being told what to do but by actively engaging their whole selves,” says Susan Okoga, Director, Queen Emma Preschool.

Teachers weave academic goals like STEAM into daily activities and play, challenging students to try new things. Our QEP keiki work on foundational skills while they are creating STEAM projects through a variety of sensory play and experimentation. Students often create art projects with natural, found materials from the preschool yard, conduct science experiments using materials like baking soda and vinegar to discover what happens, or construct towering buildings using only recyclables.

Through STEAM-based play, the preschool children interact with and explore science, technology, engineering, art, and math, making connections across the subjects and building a strong foundation for learning.

Queen Emma Preschool (QEP), located in the Nu’uanu Valley, is a preschooler’s dream, with talented, loving teachers and ample indoor and outdoor spaces to explore and learn each day. In an environment of play-based learning, we nurture the development of the whole child through ageappropriate activities.

Ho‘omaika‘i to Our Youngest Learners at Queen Emma Preschool!

Students in Aloha Kamali‘i, Hokulele, and Lei‘aloha 2021-22 classes graduated from Queen Emma Preschool (QEP) this past May. In lieu of an in-person ceremony due to the ongoing pandemic, a fun and creative drive-through celebration was held on the Nu‘uanu campus.

QEP staff encouraged graduate families to decorate their vehicles in preparation for the event. Parents and staff made celebratory signs and other decorations that were used to adorn the parking lot and driveway at The Preschool. Graduation day saw cars lining up on Pali Highway, ready to parade through the QEP parking lot, where teachers and St. Andrew’s Schools leadership were waiting with their congratulatory messages and banners, proudly cheering on their students.

Preschool is a critical start to each child’s education. Preschool graduation ceremonies aren’t just for the families of graduates; they are an important experience for the kids involved as well.

“Kids are only preschoolers once; it’s a big deal!” Preschool teacher, Michelle Kong, said after the event. “Our end-of-the-year celebrations were full of joy, love, and laughter! The teachers worked hard with plenty of heart to make this a special milestone and core memory for the students and their families. The parents loved being involved and were so gracious and thrilled that they could safely celebrate with their kids.”

Prior to the drive-through celebration, teachers had many discussions with the young graduates about kindergarten and moving on. Their focus was on growing up, making new friends, and having new learning experiences. They even read many storybooks centered around these themes to help with their departure from preschool. Students were also given graduation certificates during an inclass ceremony and had a portrait taken, complete with graduation cap and, of course, lei. The graduating class teachers also created goodie bags for each of their students. When students arrived at school for class, giftbags were nearly overflowing with gifts and notes of congratulations and love, and students were so excited to open them and participate in the diploma ceremony.

For most, preschool marks the beginning of formal schooling. It is a time filled with excitement and mastering developmental skills that students will use for the rest of their academic journey. Each year, our QEP graduation marks a special time in our preschoolers’ lives. It is also an opportunity for both parents and teachers to come together as one ‘ohana and honor their commitment to education and recognize all the hard work done to build important skills for the future of our keiki. Celebrating the end of preschool with a formal graduation ceremony helps our keiki build confidence, mark their achievements, and encourages them to keep learning and Kūlia i ka Nu‘u – Strive for the Highest.

In addition, proceeds from the Benefit Sale support economic advancement for women. Join us at the Dress for Success Benefit Sale!

Through her internship, Luphia learned Dress for Success is more Luphia Landry ’22 interning at the than just giving YWCA O'ahus Dress for Success. women a new outfit. In addition to professional attire, Dress for Success provides success strategies and a support system to help women thrive in work and life.

Similarly, Priory in the City gives students opportunities to align their college, career, and life goals. What is the signature Priory difference that leads to success? Supportive coaches, professional mentors, and curated experiences in downtown Honolulu. Every high school student has multiple coaches, industry mentors, and opportunities for real-world learning.

As Priory students work with industry professionals on highly personalized and thoughtfully designed projects, their vision for college, career, and life unfolds into meaningful choices and contributions.

Marcie Uehara Herring

Marcie’s ears smile when she hears people’s dreams. As the Director of College and Career Counseling, Marcie supports students in developing their strengths, designing a career pathway, and delivering their professional brand to contribute in meaningful ways. Marcie graduated from the Shidler College of Business at UH and earned her Master of Education at Harvard University. One of her favorite spaces is the design studio at St. Andrew’s Schools where students receive college, career, and life coaching.

The Priory and The Prep Students Excel in Science

Originally called the Hawaiian Science Fair in 1958, the Hawaii Academy of Science continues to sponsor this event, now named the Hawaii State Science & Engineering Fair (HSSEF). In 2020, for the first time since its inception, the Academy decided that the Riley Ka'ai ’25 state Science Fairs would be conducted virtually and this format was the same in 2021. HSSEF is an opportunity for students to “conduct scientific research, prepare a display board explaining the research, and present their findings to individual scientists, community groups, and related organizations at the annual fair. Each year, there are approximately 6,000 participants across more than 100 public and private school fairs, with about 30% advancing to compete at one of nine district fairs (Central, Hawai‘i East, Hawai‘i West, HAIS, Honolulu, Kauai, Leeward, Maui, Windward),” according to the HSSEF website.

Several students from St. Andrew’s Schools participated in the school’s Science Fair as a part of the school-wide Academic Fair. Students presented their projects before a panel of professional judges. Of those projects, only a handful were selected to represent St. Andrew’s Schools at the HAIS District Science Fair. Those students were:

• Grade 6: Mia Bonner, Nicolette Eto, Jirlynne Pekelo-

Agpaoa, Anelani Suapaia, Kuhio Ho‘ohuli, Robert “Chip”

Watts, Neal Seghal • Grade 8: Brooke Jones, Lehua Harris, Riley Ka‘ai, Alisa

Senaga, Sophia Ching • Grade 10: Ariana Kaneda, Janice Cheng

“The judges at our School Fair were impressed with our students’ scientific creativity and their confidence when presenting their projects,” said Jay Hamura, Priory science teacher and SAS Science Fair coordinator.

Olivia Reed ’21 (center) received 1st place honors in the ILH Track Championships during the 2021-22 season.

Athletic Highlights

With COVID-19 restrictions in place during the 2020-2021 school year, the opportunity to play an ILH sport for the school did not open up until the Spring of 2021. During that season, our student-athletes participated in volleyball, track and fi eld, sailing, rifl ery, swimming, and tennis with abbreviated seasons. By following masking and distancing guidelines, St. Andrew’s Schools was also able to off er “school sports” for intermediate and junior varsity tennis and basketball, which gave our students the chance to grow their skills in those sports even though they were unable to compete.

Sporter Rifl ery participants: Lesley Bray-Toguchi, Nanea Kraft, Kelis Johnson

AWARDS FOR 2020-21

Pac 5 Precision Rifl ery

ILH CHAMPIONS Members were: Amelie Katz, Kira-Ann Abe, Hannah Okuda, and Nicole Query

Varsity Volleyball Awards

Most Valuable Player: Ayla Ruiz Most Inspirational Player: Hevani Malohi

Varsity Track Awards

Co-Most Valuable Players: Olivia Reed and Ariana Kaneda

Varsity Sailing

Most Valuable Player: Kayleigh Andres

2021-22 John Jubinsky Recipients

9th Grade: Gabriela Bowles Varsity Basketball and Volleyball Player

10th Grade: Ariana Kaneda Varsity Track and Cross Country Runner

11th Grade: Olivia Reed Varsity Basketball and Track Runner

AWARDS FOR 2021-22

ILH Track Championships

Olivia Reed ’21 received 1st place honors in the ILH Track Championships in the long jump, 100m sprint and 200m. Olivia went to the HHSAA State track Championships where she placed 1st in the 100m, 2nd place in the 200m and 3rd place in the long jump putting St. Andrew’s Schools as fi nishing 7th in the girl’s state track championships.

Varsity Volleyball Awards

2021 Varsity Volleyball Team were Division III ILH Champions.

Graduating seniors were Pilialoha Jones, Kayin Bohnet, Cherisse Wong and Meenakshi Kutty.

Voyaging Virtually

By Alden Watts

The COVID-19 pandemic has been challenging in many ways for Priory students, but one of the hardest adjustments for many was not being able to see the world through our typical robust offering of school travel. Programs to Japan, Fiji, and Peru in 2020 and 2021 had to be cancelled due to the coronavirus outbreak. For many students, these trips would have been their first opportunities to go abroad, see a different way of life, discover the world with their friends, and bring back the priceless new perspectives travel can bring.

So instead of taking The Priory out in the world, the Global Leadership Center, which oversees school travel, brought the world to The Priory with virtual offerings that connected our students with distant places while remaining safely on the school campus.

Through an exciting partnership with student travel companies WorldStrides

By exchanging cultures and ideas about sustainability near and far, high school students at The Priory are developing the global awareness they will need to navigate a complex and connected world.”

Alden Watts, Global Leadership Center Manager and Upper School Faculty and Camps International, high school students have had opportunities to connect with several different countries around the world, and talk to people there about their lives and work. The format has allowed for meaningful cultural exchange, and a window into the world of sustainable development work.

Camps International is a “social enterprise” that works with communities around the world to attain UN Sustainable Development Goals while bringing in students from Englishspeaking countries to learn about sustainable development and to experience the rich cultures of the host countries. Through the magic of Zoom, Priory high school students spoke with Camps International staff in five different countries: Cambodia, Borneo, Ecuador, Costa Rica, and Peru. The Design Thinking class students spoke with the first four of those countries, applying what they have learned about the design thinking process to understand how Camps International tackles their projects of wildlife conservation, education, and public health.

Over the 2021 spring break, a group of adventurous juniors and seniors did a deep dive into the culture and development of Peru. The Camps staff there graciously gave their time over four days to share Peruvian culture and go into detail about their food security and sanitation projects in rural villages, including how those projects have been affected by the pandemic. Students connected these ideas to our local version of those goals in Hawai‘i – the Aloha+ goals for sustainable growth – and tapped into local knowledge, too. Priory

alumna Stephanie Albaña ’20 Zoomed in to talk about her experience interning at the Aloha+ initiative and studying sustainability in college, and Cherisse Wong ’22 shared her junior year project to grow local food in our school gardens and reduce plastic consumption on campus.

By exchanging cultures and ideas about sustainability near and far, high school students at Th e Priory are developing the global awareness they will need to navigate a complex and connected world. No matter the challenges, the GLC wants to ensure that students get the invaluable benefi ts of interacting with other cultures and perspectives. Th anks to the generosity of the Stevens World Peace Foundation, the school can off er purposeful educational experiences like these exchanges, while planning for a future in which the students can pack their bags, pack on to planes, and pack in the global experiences in person.

The Priory Earns Nationwide Computer Science Female Diversity Award

By Camille Michel

A startling report released in September 2020 by Accenture and Girls Who Code revealed that the number of women in tech has been decreasing over the years, despite what people may think about their presence in the industry. However, the young women at St. Andrew’s Schools, Th e Priory, have something to say – and do – about that.

Women have almost caught up to men in the fi elds of technology, engineering and mathematics, right? You might assume so—but they have actually fallen further behind at the very moment when tech roles are surging and vital to the U.S. economy and its continued leadership around the globe. Unbelievably, the proportion of women to men in tech roles has declined over the past 35 years. And half of young women who go into tech drop out by the age of 35 (Executive summary, “Resetting Tech Culture” – report by Accenture and Girls Who Code).

Fortunately, the other side of this grim data about diversity in STEM fi elds was the news from the College Board: Nearly 37% more high schools were recognized for their work toward equal gender representation in AP (Advanced Placement) Computer Science courses in 2020-2021 than were recognized the previous school year.

For the past four years, The Priory has been named by the College Board as one of the forward-thinking schools deserving of the AP Computer Science Female Diversity Award. The award recognizes female representation among high school test takers of the college-level courses, AP Computer Science Principles and AP Computer Science A courses.

In 2021, The Priory was the only independent school in the State of Hawai‘i to earn this honor. Three Hawai‘i public schools also received an award.

In 2020, The Priory was the only high school in Hawai‘i to administer both AP Computer Science exams. St. Andrew’s was also the only independent school in Hawai‘i to receive awards for AP Computer Science Principles (831 schools awarded nationwide) and AP Computer Science A (232 schools awarded nationwide).

As an all-girls high school with a strong educational program featuring STEM (science, technology, engineering, and math) courses, St. Andrew’s is wellpositioned to prepare young women for success in these fields beyond high school. More than 50% of The Priory graduates choose STEM fields as their college majors.

Although women currently constitute a mere 27% of the STEM workforce, Head of School Dr. Ruth Fletcher (who herself holds multiple postsecondary degrees in the sciences) is confident that any downward trends can soon be reversed, saying, “Our graduates and their readiness to tackle careers in STEM will certainly play an important role in achieving gender equality in these industries. We are committed to a tradition of excellence and innovation and we could not be prouder of our students as they become the next generation of STEM professionals. We know their talents and interests were nurtured here at The Priory and will lead to lifelong success.”

On AP Computer Science and More: Q&A with Peng Ratchaworapong Technology Director and AP Computer Science Faculty

Q: What valuable skills, knowledge, etc. do students learn from taking AP Computer Science Principles?

A: They develop a better understanding of how computers work, how logic and programming can help solve problems, and how to be a good digital citizen in this ever-changing computer field. We have lots of hands-on activities we do in the classroom. Whether they’ve noticed it or not, through these learning activities, they have become better problem solvers, critical thinkers, excellent communicators, and leaders. They also work on team projects which help them learn to be a good team player.

Q: How do you think taking AP courses (not just CSP but any AP course) prepares our students for the future?

A: Students get a head start on what college courses would look like and feel like. AP courses are challenging but very doable if they set their mind to it. We prepare them to be life-long learners. All knowledge they learn today could potentially be outdated tomorrow, especially in the IT industry. That’s just how fast technology is evolving nowadays: new programming languages, new software, new apps, new gadgets, new social media, new VR, AI, new Metaverse, etc. Everything is new every day. How do we prepare them? The answer is by instilling in them a sense of desire to learn new things and stay relevant. Whatever the future may hold for them, they’ll be ready to take on the challenge.

As much as we want to be here forever to give them answers, we know it doesn’t work that way. They must learn to teach themselves what they need to know and develop their passion. The learning should be fun and informative. AP courses are an excellent place to start because there are many fun subjects to choose from Computer Science, Biology, Calculus, etc. Students have the opportunity to be selfdirected learners while we coach them and give them guidance along the way. Earning credits for college is the icing on the cake.

Q: How do you think it benefits the fields of computer science and technology to have more females in the industry?

A: We need more females in the industry, and they need to be treated fairly to have a fair shot at becoming successful. It shouldn’t be about gender, race, religion, or age. Diversity and equal opportunity are good things, and we need to promote and foster this environment. I’ve been fortunate to have worked with so many talented and incredible women. They’ve contributed to the fields immensely. Women in various fields made many life-changing inventions. They often offer unique perspectives and skills that are hard to find in men. According to data from the National Center for Women & Information Technology (NCWIT),

women held only 25% of all the jobs in the tech industry. We need more of this. We try our best to encourage more female students to explore the fields, and it will benefit all of us.

Q: What advice do you have for young women who think they might enjoy a career in computer science?

A: Try it, and you might like it! Please don’t feel intimidated by the subject. It’s fun to learn and there are many computer science opportunities for your career. Look around you and you see computers everywhere. It could be in your hand right now. You could be reading this on a smartphone, tablet, or laptop. We need more people who are proficient in computers. It’s almost magic to have a computer do things automatically.

You bring your creativity to life and make people smile and happy. Stay curious and do not stop learning. Remember, learning doesn’t always have to be in the classroom. Use technology, play with it, take it apart, put it back. Play games with your friends; learn how they make them.

Stay hungry for knowledge. Be creative, and do not be afraid to make mistakes now. You’re young and can afford to make mistakes, so you learn not to make them again when it matters. Talk to your parents and teachers so they can support and guide you. Computer science jobs are some of the highest-paying jobs in the market, and you surely don’t want to miss them. Our future is in your hands. Nina Pandya, a 2019 graduate of The Priory, credits her alma mater for setting her on her career path in STEM.

“Going into my senior year at The Priory,” Nina says, “I was not planning on pursuing a career in computer science. However, I took an Introduction to Computer Programming course and instantly found computer science to be something that I enjoyed. Enrolling in The Priory’s AP Computer Science Principles class later that year helped me to solidify my interest in computer science. It also gave me a glimpse into a future in computer science and prepared me for college computer science courses.

“Through computer science courses and encouragement from my teacher, I began to realize that a degree in computer science was the right path for me. Being in an all-girls environment with a female computer science teacher made me feel more comfortable and encouraged to pursue a career in computer science.”

Nina is currently studying computer science at the University of Hawai‘i at Mānoa and also working part-time in the Technology Department at St. Andrew’s.

She says, “It is so important for companies in STEM fields to encourage diversity and provide supportive environments. I believe that females can do just about anything and The Priory is an excellent example of that. Females should feel empowered in a STEM field and know that their skills and talent are valued.”

Nina added, “Companies can make a STEM environment more supportive by being open to allow more diversity. Furthermore, having a diverse environment means more knowledge, ultimately leading to better performance and innovations.”

Global Girls-Global Action Project Series: “Infl uence & Contributions of Hula and Hawaiian Culture to the World”

By Murielle Sipola

When taking the course, “Global GirlsGlobal Action,” students are invited to develop expertise on a global issue of their choice. Sometimes students come to this class with a topic that intrigues them or that they are already passionate about.

If this is not the case, our go-to resource is the United Nations 17 Sustainable Development Goals or SDGs. Th e Global Girls-Global Action course and the SDGs share the same goal of developing a deep and open-minded understanding of ongoing global challenges, as well as promoting action for positive changes.

In this yearlong course, students produce a research project that can fulfi ll their Independent Inquiry requirement for graduation, especially if they are seeking to graduate with our Global Leadership Distinction. Th is is often their fi rst encounter with in-depth academic research. However, a critical part of this course is also its action component: students are tasked to fi nd creative ways to make positive changes regarding their chosen issue. With Covid-19, many of the action projects favored by our students in past years – such as creating a community event, reaching out to the community for interviews, connecting with other schools, volunteering for local organizations, etc. – have not been possible to implement. In Spring 2021, students refocused on raising awareness through social media.

Gift of Hula

“Gift of Hula to the World” by Kara Ho ’21 is one example of a student action project. Kara is a dedicated hula dancer who was also our May Day Queen last year. Hula’s legacy has spread all over the world and for good reasons. For many who are practicing hula while geographically and historically remote from its Hawaiian roots, this is honoring a vibrant indigenous culture, cultivating a unique way of communicating and expressing oneself, and transmitting values of connectedness to nature, to each other, and to the world.

Kara Ho ’21 performs hula as the 2022 May Day Queen.

Making School a Safer Place for LGBTQ+ Youth

For her Global Girls-Global Action project, Elena Hollenbeak ’23 chose to research the experience of LGBTQ+ youth in school, specifi cally in Hawai‘i. More than 30% of all reported teen suicides each year are committed by gay and lesbian youths, according to the U.S. Department of Health and Human Services. School environments can either be infl uential support systems or a polarizing detriment to a youth’s mental health. In Elena’s own words, “the school environment is not necessarily discriminatory, but passivity does not equal inclusivity.” Elena’s Action Project aims to foster an actively inclusive and supportive school environment for LGBTQ+ students. After analyzing the feedback she received in a student body survey, Elena built a list of possible changes that can be implemented in our school and curriculum.

“I want to be a catalyst for this change along with my advisors and peers to create equity for LGBTQ+ youth starting with my school community,” she said.

A Young Kanaka

Amelia Levy’s ’23 artwork

Racism & Discrimination in Hawai‘i

Olivia Reed ’22 proudly wears the sustainable fashion top created by classmate Luphia Landry ’22.

Amelia Levy ’23 chose “Racism & Discrimination in Hawai‘i” as the theme of her research and action project.

Amelia created an art piece as her perspective on racism in Hawai‘i. “While researching this topic, I learned that racism and discrimination in Hawai‘i are not targeting any specifi c part of the population, as it may be in other parts of the country or the world,” she stated. “It aff ects a variety of ethnicities and it is, therefore, everyone’s problem.”

Th at was how she got the idea of a collage representing a combination of genders, ages, and ethnicities. Her family members and friends contributed to the work. “Th is collage says that we will have to all come together to end discrimination of all sorts,” said Amelia. Sustainable Fashion

Th roughout her senior year, Luphia Landry ’22 put a lot of eff ort into this Sustainable Fashion project and the related research, both done in the context of the course. Her passion for this topic developed after her internship at YWCA O'ahu for her Priory in the City class. Luphia realized that sustainable fashion is not only about recycling or upcycling unwanted clothes. She learned that reusing them to help people has great social value and should also be part of how we think about fashion. For her Action Project, Luphia chose to create a top out of soda can pull tabs and to share it on social media to inspire others. To her, it symbolizes the great potential of sustainable fashion. Since she is planning to major in fashion design, she hopes to fi nd many more ways to contribute to sustainable fashion in the future.

Kelis Johnson ’23

Kelis Johnson ’23 created a photographic portrait of a young Kanaka (herself) wrapped in the Hawaiian fl ag. Her research this year was on Mauna Kea and the controversy around the telescope.

In her research, Kelis has worked on understanding the issues surrounding the TMT on Mauna Kea and has explored both sides of the controversy. She has also learned about indigenous communities around the world who are facing similar challenges. “Today, we realize how indigenous cultures are still carrying this forgotten truth of oneness with nature. Listening to what they have to say is a chance to create a better future for all,” she stated.

Child Mistreatment in the Asia-Pacifi c Region

Emali Malohi ’23 chose to research the causes of child abuse’s with a focus on the Pacifi c Islands. Child abuse is not often discussed in Hawaii, and yet it is a very real thing that happens behind closed doors. Th e consequences are immediate as well as long-term and the causes are multiple (fi nancial stress, lack of education and skills, mental illness, substance abuse, a family history of violence, etc.). Specifi c to Pacifi c Island communities, there is also a child-rearing tradition that sees “tough love” as a necessity for the development of strong and responsible adults. For her Action Project, Emali made masks with her church and gave them to the Children’s Justice Center of East Hawai‘i whose mission is to help and support families and children victims of neglect and violence.