Lauri Sagle, English Professor at UH Hilo, invited Ishigo to speak to her class, which had chosen Tūtū and Me as the lens through which students would explore literacy in young children and community advocacy. The class had also organized a book drive for the program, collecting more than 50 books to donate to our keiki. A tangible act of care that set the tone for everything that followed.

“I was so impressed that you chose Tūtū and Me as a focus for studying literacy in young children and community advocacy. It was wonderful to meet a former Tūtū and Me participant in your class. What a great reminder of our program’s vision!”
– Amanda Ishigo, Tūtū and Me Traveling Preschool Program Director

Among the students in the class was a former Tūtū and Me participant, a testament to the program’s reach throughout the years in East Hawaiʻi. Seeing a young adult who once sat in the traveling preschool now studying its impact at the university level was, for Ishigo, a great reminder of the program’s vision.

Taking the initiative entirely on their own, students handwrote more than 50 postcards addressed to Hawaiʻi’s Mayor in support of funding for Tūtū and Me. Through this experience, the students practiced their right to civic engagement, using their voices to express their concerns to our elected officials. Advocacy from our youth carries a weight that cannot be manufactured.

The generosity didn’t end there. The class donated more than 50 books for the keiki served by Tūtū and Me. Our families are currently building an “At-Home” library for summertime reading, and these books will be matched with keikiwho will treasure them.

This visit is a beautiful example of what happens when education and community care meet in the same room. Mahalo nui to Professor Lauri Sagle and her students for their passion, their postcards, their books, and their belief that our keiki deserve every opportunity to thrive.

To learn more about Tūtū and Me Traveling Preschool and ways to support our mission, visit pidf.org/tutuandme.

Our guests joined keiki and ʻohana and observed a Family-Child Interaction Learning (FCIL) program in action. They watched our teaching team integrate early literacy, math, art, and science with Hawaiian values through playful, hands-on experiences that keep parents and caregivers deeply engaged in their keiki’s learning.

“We had a wonderful visit from the delegation yesterday. The hui visited our Panaʻewa site and then returned to our Home Visiting office for further discussion,” shared Amanda Ishigo, Project Director of Tūtū and Me Traveling Preschool. “It was an honor to share our work and be inspired by the progressive ways they are supporting families in their own community.

Visits like this deepen understanding of Hawaiʻi’s families and the importance of community-based early learning opportunities. By observing how keiki and caregivers learn together, the Pueblo of Jemez Delegation gained valuable insight into how programs like Tūtū and Me help build a strong foundation for school success, while honoring culture and ʻohana.

Mahalo nui loa to our guests of the Pueblo of Jemez Delegation for spending time with our keiki, ʻohana, and staff on Hawaiʻi Island. We are grateful for partners (and now friends) who share our commitment to inspiring and equipping families through culturally grounded, relationship-based learning.

To learn more about Tūtū and Me Traveling Preschool and ways to support our mission, visit pidf.org/tutuandme.

Kohala High School has an average student population of 252 students, with the two largest represented ethnic groups being Native Hawaiian (37%) and Filipino (29%). Through Piha Me Ka Pono, Liza works closely with the school to increase family engagement and reduce absenteeism. 

As a proud alumnus of Kohala High School who moved to Hawaiʻi at 16 years old, she understands the challenges of navigating a new school environment and overcoming language barriers. “A lot of the parents come to school, and they feel intimidated to speak to anyone or interact with each other,” she shares. “Engaging with the parents help them feel comfortable to approach staff members and get involved with their children’s journey through high school.” 

Liza’s approach to increased family engagement is hands-on. She works with the school staff to hand out event flyers on and off campus, and shares information about events with Kohala Mountain News. She is also the creator and moderator of a Kohala High School group on the Team Reach app, sharing announcements and resources to the school community. The community and students have grown accustomed to her friendly and welcoming presence around campus and at school events. 

One of her most impactful initiatives was an attendance incentive program. In the 2024-2025 school year, students who were on track each quarter to be below the chronic absenteeism rate at the end of the year had their name submitted into a drawing to win a PlayStation 5, provided by PIDF and thanks to Liza’s efforts. She also met with families of students with continued absences to problem-solve barriers to attendance. Kohala High School’s daily attendance rate went from 87% to 90%. 

Her efforts have not gone unnoticed. The Kohala High School graduating class of 2025 honored Liza and Piha Me Ka Pono in their graduation ceremony. In a statement from Kohala High School they shared, 

“The Partners in Development Foundation (PIDF) has been an invaluable and integral part of Kohala High School and the broader Kohala community. Their efforts have consistently strengthened the relationship between the school and the community, fostering meaningful connections that have made many events and initiatives possible. Their dedication does not go unnoticed and is deeply appreciated by all. 

Through Liza’s efforts, our school has received impactful donations from PID, including iPads for teachers to enhance instructional support and bleachers for our football games. She has also provided vital classroom and art supplies, helping to ensure students have the tools they need to succeed and feel a sense of pride. 

Beyond these contributions, Liza has built strong relationships with families, attending school community council meetings, visiting homes, and coordinating EL family nights, making her a trusted and integral part of our community. She also worked directly with the vice principal to help students in the attendance boot camp reflect on their own attendance barriers and write clear goals for success. Her work has been a driving force in creating an environment where students feel supported, valued, and excited to come to school. 

We are truly grateful for the continued support of Partners in Development and hope they are able to carry on their invaluable work in the years to come.” 

Through trust and genuine care, Liza isn’t just connecting families to Kohala High School, she’s building a stronger community for generations to come. 

In addition to growing produce using agroforestry and Indigenous methods, Kupa ʻAina also offers two programs to youth, Hoʻokahua Workforce Development Program and Hoʻokanaka Cultural Diversion Program. Through these programs, youth are given the opportunity to improve their vocational skills and strengthen their identity and values using ʻāina-based practices. The Indigenous Tomorrows Fund will support Kupa ʻAina as it continues to foster island resiliency, sustainability, and positive development in our youth. 

“During my time at Kupa ‘Aina, I learned to look at things from a different perspective, learned how to wait for the right place, the right time,” shares Colt, who experienced the transformative programs at Kupa ‘Aina. “Being at Kupa ‘Aina helped me change the way I think, the way I do things.” 

The Indigenous Tomorrows Fund is supporting organizations across the nation that are implementing community-led strategies to advance health and wellbeing, secure food justice for children, and strengthen intergenerational connections between culture and healing. The Indigenous Tomorrows Fund distributed $720,000 to communities across the United States. PIDF is honored to be 1 of 24 recipients, and 1 of only 3 in Hawaiʻi. 

This grant will help Kupa ʻAina continue connecting program participants, volunteers, and community members with ʻāina and sustainable natural farming methods. Through ʻāina, food security is one step closer, values are defined, and personal growth is achieved. 

Her concerns reflect a broader challenge across Hawaiʻi: while 86% of the class of 2024 graduated on time, many students lack consistent career guidance. This gap is critical, as 70% of Hawaiʻi’s job openings by 2031 are projected to require education or training beyond high school.

Our Solution

Through one-on-one mentorship with Niki, a Kīʻapu Workforce Development Specialist, Rayjia built essential skills—crafting her resume and practicing mock interviews. This professional support prepared her for the 2025 Career Expo at the Neal Blaisdell Center.

Kīʻapu provides wraparound support for youth (ages 14-24) in the Leeward/Windward Oʻahu and Molokaʻi communities by establishing a network of collaborative partners to provide career and technical education, workforce development, and positive mentorship.

Witnessing Transformation

At the bustling Career Expo, surrounded by dozens of employers, Rayjia discovered her voice.

“This is not something that I would typically go to, but Niki gave me the opportunity to come here and I’m glad she did. Now I found a really good school that I’m thinking of going to.”

The shy teenager who once avoided conversations was now confidently networking and exploring career paths. Her mother, witnessing this transformation, beamed with pride: “In the beginning she was shy and didn’t want to talk to anyone. But seeing her go out there on her own and talk to people is super big. I am confident that she will strive in anything she wants to do.”

Measurable Impact

Since the beginning of the program, Kīʻapu has served over 340 teens and young adults. Through program initiatives and support from the Kīʻapu staff, 243 youth have submitted job applications. What makes this program unique is the individualized support that each youth has the opportunity to receive by completing Interest/Needs/Career Path assessments and co-developing personalized plans and goals. In total, 572 Interest/Needs/Career Path assessments and 352 personalized plans/goals have been collected. By empowering youth with skills and support while strengthening their sense of belonging, we are cultivating the future economic prosperity for Hawaiʻi’s communities.

Kīʻapu provides a safe space for students to explore career pathways, reconnect with culture, and engage in community service learning. With mentors like Niki, questions transform into possibilities—and possibilities become plans.

If you are a youth (ages 14-24) looking for workforce readiness skills or a community member looking to connect with motivated young individuals who are ready for employment opportunities, contact Kīʻapu today!

“Poi represents the values and mission of our work, symbolizing ʻohana (family), kūpuna (ancestors), and ʻāina (land),” shares Amanda Ishigo, Tūtū and Me Project Director. “These connections form the broader purpose of our curriculum and learning environment. While we want keiki to progress in areas such as language, math and science, we are also very conscious of integrating concepts that emphasize cultural preservation and caring for Hawaiʻi.” 

The multi-island coordination required months of planning with several local farms like Hua ‘Āina Kalo (Molokaʻi), Kākoʻo ʻŌiwi (Oʻahu), Aloha Poi (Maui), Aloha ʻĀina Poi Company (Kauaʻi), and Hawaiʻi Fresh Specialties (Hawaiʻi) to source poi local to the participating families. This partnership approach ensured that families received poi made from kalo grown on their home islands, representing a significant investment in both cultural education and local agriculture. When the poi distribution day came around, families and keiki were smiling from ear to ear with excitement.  

Kawehi Carpio, Tūtū and Me Site Manager of Waimea and Honokaʻa sites, was there for the distribution of poi to their participating families. “What an amazing opportunity and privilege it was to be a part of feeding the hearts, minds, and bodies of our keiki and their families,” Carpio shares, “The poi distribution was a great success, with heartfelt gratitude evident on the faces of keiki and caregivers alike.” 

Tūtū and Me Traveling Preschool integrates Hawaiian Culture Based Education into their curriculum in over 24 locations throughout Kauaʻi, Oʻahu, Maui, Molokaʻi, and Hawaiʻi. Through a Family-Child Interaction Learning (FCIL) model, their approach ensures that keiki, from birth to five years old, build a strong foundation for a lifetime of learning and success. Providing poi, a staple in Hawaiian culture, was just one of the ways that Tūtū and Me provides families with experiences for extended learning at home. 

“Aunty Malia used to always say, ‘It doesn’t matter if you are Hawaiian or not. If you live in Hawaiʻi, you have the kuleana (responsibility) to be educated about Hawaiʻi and to take care of it’” Ishigo noted. The poi distribution aligns with the mission of Partners in Development Foundation, to inspire and equip families and communities with success and service using timeless Native Hawaiian values and traditions, which has served over 170,000 people across more than 75 communities since 1997. 

This story can also be found on KITV Island News – written by Kayli Pascal-Martinez

There are 743 keiki (ages birth to 5) in Waimānalo, 76% of whom are Native Hawaiian. 75% of these families in this community are economically disadvantaged, with annual incomes of $66,378 or less to support a family of four. By increasing school readiness and supporting the families within the community, the Waimānalo ʻUpena project aims to strengthen a streamlined continuum of care and support for keiki and their families, improving early childhood development, kindergarten readiness, and academic achievement.  

The Waimānalo ʻUpena includes more than 30 partners ranging from health care providers and family support organizations to public and public charter school leaders, early childhood educators, families, and community members. The ʻUpena builds a collective response to community identified priorities. Over the last two years, these partners have been meeting regularly to ensure that all young keiki (ages 0-8 years old) have access to the support and services they need to develop a healthy, safe, and thriving life by the time they reach kindergarten.  

Formerly led by Early Childhood Action Strategy and Pewa Project, the Waimānalo Early Education ʻUpena now transitions leadership to an organization rooted in the community, Partners in Development Foundation’s program- Na Pono No Nā ʻOhana, a program serving Waimānalo for over 20 years.  

The Nā Pono No Nā ʻOhana program provides Early Childhood Education/Family Education services through a unique blend of the National Center for Families Learning (NCFL) Family Education model with Nā Honua Maoli Ola (Hawaiian cultural guidelines). This innovative curriculum approach aims to increase family self-sufficiency by providing culture-based comprehensive educational support, including home visiting services and connections to community resources. 

“We are grateful for the opportunity to keep this project going,” shared Nā Pono No Nā ʻOhana Project Director, Brittney Pescaia. “The keiki of Waimānalo deserve a close-knit, culturally driven community that uplifts and supports them from a young age. Through this collaboration, we’ve built pilina (relationships) with dozens of professionals who lead with aloha inside and out! Waimānalo has the most heart-driven, ʻakamai (intelligent), hard-working group of leaders that I’ve ever met. I am deeply humbled to serve Waimānalo alongside of them.” 

The ʻUpena program responds to the needs of the Waimānalo community through aligned strategies to promote culturally centered early learning opportunities and foster stronger connections between families, schools, and service providers. Harold K.L. Castle Foundation, in addition to its grant award, has provided valuable insight and an action-focused partnership to champion the success of the Waimānalo Early Education ‘Upena for years to come.   

To learn more about the program, visit pidf.org/napono and waimanalo.healthysafethriving.org/. 

Her carefully crafted module exploring kalo (taro) offers educators a profound window into Hawaiian culture, guided by the Hawaiian principle “He aliʻi ka ʻāina, he kauwā ke kanaka” – Land is chief and man is its servant. This foundational concept shapes how Pua teaches about kalo, which represents far more than just sustenance—it embodies the deep connection between land, people, and tradition. 

As both an educator and the author of the children’s book “My Kalo Has Lau, Big and Green,” Pua weaves together the parts of a kalo with the symbolism within our ʻike Hawaiʻi (cultural wisdom). Her lesson plan reveals how the very structure of the Hawaiian word ʻohana (family) comes from ʻohā, the kalo’s offspring buds bundled with the mature hā (stalks), illustrating how deeply this plant is intertwined with Hawaiian cultural concepts of family and community. 

The module provides educators with rich, hands-on activities that help students explore these connections while learning about sustainable agricultural practices that have sustained Hawaiian communities for generations. Through Pua’s guidance, students discover how traditional Hawaiian farming systems maximized efficiency and minimized waste, offering valuable lessons for contemporary environmental stewardship. 

Pua’s kalo module is part of a broader educational resource titled “Celebrating Cultural Inclusion in the School Garden” available through Kids Gardening. This module is great for K-5 educators who are looking to effectively center cultural learning in their school garden program. Educators and parents can access this comprehensive teaching resource, along with other valuable garden-based learning materials, by visiting KidsGardening.org. As a nonprofit educational organization, KidsGardening.org relies on sponsors and donors to provide these free garden-based resources to parents and educators, ensuring that cultural knowledge and garden education remain accessible to all who wish to learn and teach. 

Throughout the day, board members and leaders were guided by the dedicated program teams who serve these communities every day. Mahalo to the project directors and staff who led the visits and offered firsthand insight into each program’s impact!

From participating in Parent And Children Together (PACT) time, to sitting in on Parent Education classes, to walking through a puʻuhonua created for youth at Ke Kama Pono, the day was filled with powerful moments of pilina (relationship-building) and ʻike (understanding). Each site visit offered a closer look at how PIDF’s programs support families through culturally grounded approaches, and how staff and participants continue to shape these spaces with care, resilience, and aloha.

At the close of the visit, the Board and Leadership Team left with a renewed understanding of why this work matters—and the collective commitment that makes it possible. As the ʻŌlelo Noʻeau reminds us, “ʻAʻohe hana nui ke alu ʻia”—no task is too big when done together. That spirit was felt throughout the day in the way PIDF comes together to uplift one another and strengthen Hawaiʻi’s communities.

We extend a sincere mahalo to the staff and participants who welcomed the Board and Leadership Team with such warmth and aloha. Your stories are the heartbeat of this organization, and a meaningful reminder of the purpose that guides this work.

A Milestone Achievement 

The Accreditation+ designation represents the highest level of quality recognition in early childhood education, awarded only to programs that demonstrate exceptional standards in teaching practices, curriculum, family engagement, and administrative policies. Ka Paʻalana’s Hope Preschool Site, which serves as a model for all their preschool sites, joins an elite group of early childhood education programs nationwide to receive this honor. 

“This achievement reflects our unwavering commitment to providing high-quality educational experiences for children and families experiencing homelessness and other challenging circumstances,” said Kasey Popken, Project Director of Ka Paʻalana. “We are honored to be recognized by NAEYC for our dedication to excellence in early childhood education.” 

About NAEYC Accreditation+ 

The NAEYC Accreditation+ system sets professional standards for early learning programs and helps families identify high-quality programs for their children. The re-envisioned NAEYC accreditation process is based on the commitment to continuous quality improvement, lessons learned from the COVID-19 pandemic, and feedback from the field. 

To earn NAEYC Accreditation+, Ka Paʻalana went through an extensive self-study and quality-improvement process, followed by on-site visits by NAEYC assessors to verify program quality. The program was evaluated on ten program standards and dozens of corresponding individual criteria to determine its level of excellence. 

Impact on Families and Communities 

Ka Paʻalana’s focus on serving homeless, at-risk, and ALICE (Asset-Limited, Income Constrained, Employed) families makes this continued achievement particularly significant. The program provides comprehensive services including preschool education, parent education, and family support services through its innovative mobile preschool and Family-Child Interaction Learning (FCIL) model. 

“Achieving Accreditation+ status validates our approach to serving Hawaiʻi’s most vulnerable keiki and their families,” said Terry Nakamura, Vice President of Operations of Partners in Development Foundation. “It demonstrates that high-quality early education can and should be accessible to all children, regardless of their living situation or economic circumstances.” 

Moving Forward 

With this recognition, Ka Paʻalana reaffirms its commitment to providing high-quality education and family support to communities in Leeward Oʻahu, West Hawaiʻi Island, and Maui. Project Director, Kasey Popken shared that, “All sites will continue to incorporate culturally responsive practices and innovative approaches to address the unique needs of homeless and at-risk families in Hawaiʻi.”

For more information about Ka Paʻalana, please visit pidf.org/kapaalana/

“Kids often walk to school from their homes, but 8 out of 10 times, they don’t make it because they stop at a friend’s house, and their parents aren’t aware,” explains Shonna Ontiveros, Piha Me Ka Pono’s Lead Community School Coordinator at Kealakehe Intermediate. While the surrounding school area is within a 1-mile radius, there is no public or school transportation available, and safety concerns about motorists persist. “One volunteer, on her own time, goes out every morning by the elementary school to man the crosswalk.” 

Inspired by a visit to a community school in New Mexico, Ontiveros brought the concept of a walking school bus program back to Kealakehe. Before launching, she collaborated with Hawaii County Safe Routes to School, Hawaii Police Department, and the Hawaii Department of Health to establish safety measures, and extended participation to Kealakehe Elementary School. 

A walking school bus is like a traditional school bus – but on foot! Adult volunteers lead groups of students along safe, predetermined routes to school, making scheduled “stops” to pick up more children along the way. Like a regular bus route, the group follows established paths with marked crosswalks and good visibility to ensure everyone’s safety.

The program launched on December 16th at 7:00am. Volunteers knocked on doors of registered students, gathering children ready for school. Approximately fifty students, primarily from Kealakehe Elementary School, joined volunteers on a safe route to campus. Participants were greeted by a festive inflatable heart mascot and received “walking tokens” redeemable for snacks or small prizes at week’s end.

Partners in Development Foundation continues to support these community-driven efforts through the Piha Me Ka Pono program, which partners with seven schools across Hawaii implementing the 7 Pillars of the Community School Model. If you are interested in volunteering to help with the Walking School Bus, contact the Piha Me Ka Pono team via contact form here.

Reading Rocks, a division of Lakeside Industries based in Issaquah, Washington, initiated this transformative project with a generous $10,000 book donation in May 2024. The impact doubled through PaperPie’s Literacy for a Lifetime matching grant program, which added 50% more books to the initial donation.

The distribution began on August 12th in Lahaina, where families received their first sets of books. The program will continue to reach families across Central Maui, Upcountry, and Kihei. Each participating child receives more than 15 books to start their home library, creating a foundation for lifelong learning.

This initiative holds special significance for families affected by the 2023 Lahaina Wildfires, offering a bright spot of hope and opportunity through education. “The smiles on the faces of our keiki as they received their books were priceless,” says Mele Hooper, Site Manager of Maui’s Tūtū and Me Traveling Preschool sites. “This generous donation will have a lasting impact on our community, cultivating a love for reading and learning among our young ones.”

This collaboration between Reading Rocks and PaperPie exemplifies the power of community partnerships in supporting multi-generational education. Through their combined efforts, these organizations are helping Tūtū and Me Traveling Preschool fulfill its mission of nurturing early childhood education in Maui’s communities.

To learn more about PaperPie or the Literacy for a Lifetime matching grant program, you can contact Hawai’i Island-based PaperPie Director, Kim Pickard, at kimpickard.paperpie@gmail.com or c6882.paperpielearning.com.

For more information about Tūtū and Me Traveling Preschool programs or to learn how you can support our mission, please contact us.