The model program, started in 1998, recognizes that children entering kindergarten have widely varying social and intellectual skills. Pupils who may need an extra year of development, particularly those who are late-born or who use English as a second language, are assigned to a Pre-K class. There also is a high-performing class, as well as regular kindergarten classes.

"Some know virtually everything and some know virtually nothing. We don't put them in the same classroom," said Vern Dahl, counselor for kindgergarten through Grade 2. "That would only highlight what they don't know."

Quarterly assessments monitor progress. Some of the Pre-K pupils will move on to kindergarten and others may even be ready to make the jump to first grade, Dahl said. Pre-K and regular kindergarten pupils who aren't ready are assigned to a transition first-grade class, which may be followed by a year of regular first grade. A transition second-grade class also may be necessary.

In the program's first five years, 80 out of the 800 pupils assessed have had the "gift" of an extra year in the early primary grades, Dahl said, and virtually all are now performing at an average or above-average level.

He said the percentage of special-education pupils at Kamali'i has dropped from 14 percent in 1999-2000 to 6 percent last year; median Stanford Achievement Test reading and math scores have shot up 20 points since 1997.

Principal Sandra Shawhan noted that the program is operating without extra money or staff.

Kamali'i Elementary also has been participating in a pilot Heartwood Institute character education program since 1999 under a federal grant.

• What are you most proud of? Our educational programs, said Shawhan. "We don't pass children along who are not ready for the next grade. We give children time to develop," she said.

• Our biggest challenge: Finding time, money and personnel for professional development.

• What we need: More money.

• Special events: Poetry Festival, Science/Technology Fair, Ho'olaule'a.