Public School System Annual Report 2015-16 - pss.edu.mh · The Public School System (PSS) of the Marshall Islands educated 12,793 students in K-12 during Fiscal Year 2016 which approximates

PUBLIC SCHOOL SYSTEM

ANNUAL REPORT

SCHOOL YEAR 2015 – ‘16

MINISTRY OF EDUCATION REPUBLIC OF THE MARSHALL ISLANDS

AUGUST 2016

Marshall Islands Public School System Annual Report 2015-2016

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TABLE OF CONTENTS

Map of the Marshall Islands with Official Government Orthography 2

I. Executive Summary 3

II. Division of Administration & Human Resources 7

III. Division Budget & Finance 10

IV. Division of Policy & Planning 16

V. Division of Elementary Education 28

VI. Division of Secondary & Career Education 40

VII. Division of Facilities & Maintenance 57


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Map of the Marshall Islands


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I. EXECUTIVE SUMMARY

The Public School System (PSS) of the Marshall Islands educated 12,793 students in K-12 during Fiscal Year 2016 which approximates the 2015-2016 School year. Those students were taught by 840 teachers . There are eighty-one elementary schools, two middle schools and five high schools, two of which are boarding schools. The PSS budget for FY 2016 was $28,857,803 as allocated by the Cabinet consisted of funds from the sources listed below. Table 1. Sources of Funding

Sources of Funding FY 2016 Percent

General Fund 6,702,632 23

U.S. Compact 11,176,743 39

Ebeye Special Needs Grant 2,697,699 9

Supplementary Education Grant 5,298,590 18

Special Appropriations 800,000 6

IDEA Part B Grant 1,682,139 3

ROC fund 500,000 2

TOTAL 28,857,803 100

The significant funding changes compared to FY 2015 were:

16% increased in the General Fund due to the reallocations of previously budgeted Special Appropriations to the recurrent General Fund, including an increased budgetary support for scholarship grants;

New funding stream of $500,000 from ROC Funds towards educational programs; Approximately $15.9 Million or 55% of the total appropriation is to defray personnel-related expenses, 24% for

operating expenses, and the remaining 21% is transfer outs. In FY2016, the PSS implemented the third phase of the

Teachers’ Salary Reclassification that resulted in a 4% growth in personnel expenditures.

FY 2016 is the first full year of PSS operation under the direction and oversight of the national Board of Education. The

2016 Portfolio Budget Statement for the Public School System was organized around nine Focus Areas following the

direction of the joint US-RMI JEMFAC committee that approves use of Compact funding. The Portfolio Budget

Statements provide detailed information and complementary justification to enable the Nitijela to distinguish and

understand the purpose of each item and budget requests for the Ministry of Education Public School System (PSS).

The FY 2016 Portfolio Budget Statement with its Focus Areas was produced in view of fiscal constraint as a result of the

decrement in Compact funding. The PSS has made efforts to identify Implementing actions that could carry out within

the limitations of available resources. Predictably, however, certain actions required additional resources in the form of

staff, additional funds, or in-kind contributions (e.g., technical assistance) from external donors and agencies. Additional

budget specifics are provided in the Appendix Section of the Portfolio as required in Article V b of the Fiscal Procedure

Agreement (FPA).


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Major changes and accomplishments in 2015 – 16 School Year:

The MISAT Results in both Elementary & Secondary showed some learning improvement .

CMI Placement test showed improvement compare to previous years – more seniors enrolled in credit levels

A major initiative in early childhood education. We started to mobilize teachers and parents to get much better student performance. 43 % of the PSS budget was allocated to Early Childhood and Primary Education.

The PSS functional divisions have been augmented this year by establishing separate leadership for elementary and secondary education to better carry out responsibilities to meet the objectives of the focus areas for the K-12 System.

More specific training events were provided to teachers and principals such as multi – grade instruction, English phonics, math training on a new math program called Singapore Math, teaching approaches and training for the Special Education teachers as well. Science training for _Climate Change in these focused areas: Water for Life (38 teachers from Elementary & high school) Developmental Approach in Science & Health (DASH) (19 teachers from elementary schools) and Placed Based Units (new Climate Science Resources) (39 teachers from both elementary and high school ) and Physics Curriculum Development & Review (6 high school teachers)

Achieve3000 Literacy online program installed at RES, Majuro Middle School (MMS), Life Skill Academy (LSA), and Marshall Islands High School Pre-9.

Khan Academy (Math online program) installed at MIHS. This online math program targets both advanced and at-risk students.

More teachers attended CMI to complete their AS degree in Elementary Education program

More teachers attended the CMI/USP 3+1 program

More concrete performance indicators set including graduation rates, MISAT score improvements and college credit-level acceptance.

Working with the Board of Education that was formally constituted in FY 2015

Establishment of Local Boards of Education is in process and will help the school do better

Besides the US, a stronger Partnership with Donors: Australia, ROC Taiwan, Japan, Asian Development Bank, Global Partnership for Education, etc.

Assistance from PREL & Pacific REL in terms of technical and research projects

School Database installed in RES and (following MIHS example since 2012) to track student academic performance and attendance, installation in MMS and all schools in Majuro and Ebeye continues in process.

MIHS and Delap Elementary (DES) successfully renewed their accreditations by WASC for six-year terms.

LHS has been granted probationary accreditation status

The new math program called Singapore Math was purchased and arrived at schools.

The Special Education program has assigned teachers to provide services based on needs of students.

The lunch program fed 5,967 students in Majuro schools.

Initiatives for Fiscal/School Year 2017:

Mobilize teachers and resources to work with K- 8 students so that that they achieve placement into true 9th grade (not Pre-9) in high school. This supports the UN and Cabinet Goal 4, quality education for all.

Mobilize quality high school teaching to increase the percentage of graduates directly entering credit level at CMI.

Assigning one qualified teacher and one teacher aide to each classroom in the urban schools. Urban schools’ classroom enrollment is 30+.

Curriculum specialists will work from schools rather than the PSS office so that they can directly assist teachers and see the effects of changes to curriculum and teaching methods.

Hiring a financial management consultant with grant funds to transition financial management and purchasing approval from the Ministry of Finance to the PSS pursuant to the PSS Act, 2013.

Continue upgrading teacher qualifications.

RES and MMS will be endeavoring for WASC accreditation.


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Critical Challenges:

In order to better focus the efforts of the PSS, the leadership has adopted seven action-oriented critical challenges. The critical challenges are constant reminders of our goals for improvement and provide specific, realistic objectives – indicators -- against which we can be judged. These complement the nine important focus areas used for budgeting

purposes.

PSS continues to encounter the critical challenges listed below. Analysis of current education indicators and sector-wide

progress shows that the education sector continues to face critical challenges to high performance. Critical challenges are high-impact, persistent problem areas that deserve our most vigorous counter-efforts. Our new strategic plan outlines the ways in which the Public School System proposes to meet and overcome the critical challenges. The plan builds upon the work conducted under the 2013-2016 Strategic Plan, Invest in Children: An Agenda for Change. It

addresses key questions about how the system is working, what its vision is and how it plans to achieve that vision.

Highlights of Critical Challenges and Indicators: 1. Improving student achievement

to increase the percentage of eighth graders who qualify for and enroll in true grade 9 by at least10% per year.

to increase the percentage of grade 12 graduates going directly into CMI credit level courses by at least10% per year.

Increase MISAT proficiency or better by at least10% per year in each school and grade level.

2. Improving student persistence, especially at Secondary level

to increase the percentage of high school students who stay in school and graduate

3. Improving principal and teacher qualifications and performance

teachers will teach more effectively so more students will be proficient or better in each subject area

Hold principals responsible for – and reward when earned -- the performance of their schools

Provide more teacher training in specific tools such as formative evaluation.

4. Improving school characteristics

Consolidate small schools to make them more effective

Adjust staffing level to move teachers from over-staffed schools to under-staffed schools.

Adoption of high-performing school characteristics

5. Improving accreditation rates and school improvement planning

each school will develop a school improvement plan

Adoption of the characteristics of high-performing schools model

6. Developing community-based governance of schools and parental involvement

the community, parents and school will work together to improve student learning.

Local school boards will increase parents’ and community sense of ownership of the school

7. Promoting the effective use of technology in education

MIEMIS

PowerSchool

Acheive300

Khan Academy


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Focus Areas for Budgeting:

The budget focus areas are highly interrelated with the critical challenges. For example, Focus Area 6, Curriculum, Instruction and Assessment support is necessary to meet the Critical Challenge 1, of improving student achievement. Progress in education is often difficult because all the parts must work together.

Focus Area 1. Leadership and Management

Focus Area 2. Personnel, Budget, and Administration

Focus Area 3. Policy, Planning, and Standards

Focus Area 4. Strong Early Childhood and Elementary Education

Focus Area 5. Secondary and Career Education

Focus Area 6. Curriculum, Instruction and Assessment

Focus Area 7. Kwajalein Schools

Focus Area 8. Special Education

Focus Area 9. Property and Maintenance

Conclusion:

We will continue to work hard on our critical challenges by remembering every day our specific objectives and by

adjusting the budgets in each focus area.


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II. DIVISION OF ADMINISTRATION & HUMAN RESOURCES MANAGEMENT

The Division of Administration and Human Resources Management is comprised of four areas: the Administration Office, the Human Resources Management Office, the Staff Development Office, and the Public Relations Office. Under the supervision the Associate Commissioner, the overall responsibilities of such Offices are to provide administrative and logistical support, recruitment and retention of employees, training and development, and circulating information to the general public in relations to the Public School System (PSS).

ADMINISTRATION OFFICE

The key responsibilities of the Administration Office includes, but are not limited to, assisting the Commissioner of Education in implementing any and all instructions in relations to the general activities of the PSS, attending meetings, workshops, trainings or conferences internally or externally on behalf of the Commissioner of Education, preparing and conducting Executive Committee (EC) meetings, preparing and conducting meetings of the National Board of Education (NBOE), coordinating with other relevant Ministries, Agencies, and Offices on issues relating to PSS, and implementing and enforcing established policies.

The Administration Office covers a broad range of activities. In relations to staffing: there are two secretaries each assigned to the Commissioner of Education and the Minister of Education whose responsibilities includes disseminating memos and information internally and externally respectively; two special workers whose main duties are to clean the interior and exterior of the PSS compound; one security guard to ensure that the compound is secured and protected at night from the general public; one receptionist to handle all incoming calls and assisting visitors; and one radio operator intercepting and relaying messages to and from PSS and the outer islands schools.

During this reporting period, the PSS participated in numerous events both internally and externally. Internal events included meetings with Primary and Secondary schools throughout Majuro, Office of the Chief Secretary (OCS), Ministry of Finance (MOF), United States Department of Interior (US DOI), Public Service Commission (PSC), Ministry of Public Works (MOPW), Asian Development Bank (ADB), World Bank, Red Cross, International Organization for Migration (IOM) and many more. External events included meetings, workshops, trainings or conferences around the world with United Nations Educational Scientific and Cultural Organization (UNESCO), Secretariat of the Pacific Community (SPC), Fiji Ministry of Labor, the Joint Economic Management and Financial Accountability Committee (JEMFAC), United States Federal Government, and University of South Pacific just to name a few.

The EC is the decision making body that meets on a systematic basis, normally twice a week on overall operations affecting the PSS. The EC is comprised of six Associate Commissioners and the Commissioner of Education. Tuesdays are dedicated to Personnel related matters while Fridays are devoted to all other matters. The regular meetings are conducted to execute a smooth and swift work flow on a wide range of issues and activities. Implementing such a system enables the EC to meet approximately twenty six (26) times during a Fiscal Year.

The NBOE is the another decision making body whose sole responsibilities are to ensure there is a Commissioner of Education and establishing sound and relevant policies for the PSS. The NBOE is composed of nine members representing a certain group and region. The members of the NBOE are:

1. Mr. Terry Hazzard (Chairperson), representing Parents, Students or Guardians; 2. Ms. Marie Maddison (Vice Chairperson), representing the Eastern District; 3. Minister Wilbur Heine; 4. Mr. Bernard Adiniwin, representing the Central District; 5. Mr. Helmer Lang, representing Non-Public Schools; 6. Mr. Baldwin Robert, representing Teachers; 7. Ms. Kitlang Kabua, representing the Western District; 8. Ms. Molly Helkena, representing the Northern District; and 9. Ms. Ione deBrum, representing the Southern District.


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The NBOE has been in existence for one and a half years now and have been very active in reviewing and approving existing and revised policies of the PSS. The NBOE meets regularly once a quarter and may conduct two or more special meetings.

HUMAN RESOURCES MANAGEMENT OFFICE

The key responsibilities of the Human Resources Management Office includes, but are not limited to, recruitment, placements, and retaining of qualified employees, as well as other personnel related functions. These include coordinating annual staff evaluation and making recommendations for promotion or demotions based on results of evaluations. Coordinating staff housing and staff benefits are important functions of the personnel office as well.

The Human Resources Management Office is one of the busiest offices as it deals with personnel matters. Since the adoption of Public Law 2013-23, Marshall Islands Public School System Act, PSS has been managing its own recruitment of employees. A Memorandum of Understanding (MOU) between the PSS and PSC was signed into effect in November of 2014 essentially transferring all education employees from PSC to PSS. Since all education employees were still under a PSC contract, it was necessary for these employees to sign off on an addendum contract under PSS. During this period of transition, the PSS adopted PSC’s Personnel Regulation without changes. Within the next year, the PSC Personnel Regulation was revised and became the PSS Human Resource Regulation of 2015 with minor changes. With these minor changes it was approved and adopted by NBOE for implementation during the following school year. The revisions affected two existing sections, one dealing with the Annual Leave and the other dealing with the Sick Leave. The last revision included an additional section dealing with Employee Grievance.

In regard to staffing, there is one recruitment officer who receives applications, prepares and conducts Selection Committee meetings, sends out selection letters to applicants, prepares Personnel Actions and/or Contracts and circulates for the required signatures. There is one evaluation specialist who is responsible for ensuring that performance evaluations are carried out on an annual basis for all PSS employees. The evaluation specialist also assists with the recruitment process as it requires so much work. Aside from that, the evaluation specialist updates and maintains a spreadsheet that contains all applicants and their information which is used by the Selection Committee and the Executive Committee to made recommendations and selections respectively. There is one payroll officer who is in charge of ensuring that all timesheets are submitted by all schools both from the urban and outer islands. The payroll officer also has to ensure that the timesheets provided by MOF is filled and submitted in a timely fashion. There is one compensation and benefits officer whose main duty is to ensure that employees are giving the chance to apply for life insurance on an optional basis and to ensure that employees who are eligible for housing get housing accommodation. Such duties include preparing housing contracts for employees who are eligible for housing. Finally, there is one filing officer whose main duty is to update, maintain and store employees’ files and records. Other duties that applies to the staff of the Human Resource Management Office includes but not limited to, preparing employment verifications, pick-up and delivery of Personnel Actions and Contracts to and from relevant Ministries and Offices, conducting and implementing the Induction Program as well as updating and maintaining employee information on the HR system on a daily basis.

STAFF DEVELOPMENT OFFICE

The key responsibilities of the Staff Development Office (SD) are to provide training and development for employees, including teachers for the purpose of maintaining a qualified workforce. The SD Office continues to place its employees in both on and off-island trainings through its in-service programs. The purpose is to upgrade teaching skills and comply with the Teacher Certification Regulations.

The SD Office is also one of the busiest offices as well. There is only a Director whose main duty is to continuously upgrade approximately 850 teachers per the Teacher Certification Law. The main focus of the Director is upgrading approximately 150 teachers who either hold a high school diploma or a certificate in early childhood education. In order


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to accomplish this major task, PSS has collaborated with several colleges internally and externally. Such in-service programs include College of the Marshall Islands (CMI); University of the South Pacific (USP); BrighamYoung University of Hawaii (BYUH); and University of Maine at Fort Kent (UMFK). Unfortunately, during this reporting period, in-service program at UMFK was discontinued due to limited funding under the Staff Development Office. Aside from upgrading teachers, the Director is also involved in preparing and conducting workshops, conferences, and training.

PUBLIC RELATIONS OFFICE

The Public Relations Office provides information to the general public on any and all past, current, future and relevant PSS activities through various, existing and new modes of communications. There is only one media officer whose main duties are to do such tasks. The various methods used to disseminate information regarding the PSS activities are through the national radio station (V7AB) – PSS Radio Program, the PSS Website (www.pss.edu.mh), Facebook (Republic of the Marshall Islands, Public School System), PSC Facebook, the Marshall Islands Journal (MIJ) – Bok Melele Column and certainly the Office of the President website.

During this reporting period, the Public Relations Office has been very active in sharing to the general public what PSS has done in the past, present, and in the future. There are wealth of information on both the PSS Website and Facebook Page which are constantly updated and maintained by the media officer. Other duties of the media officer include but are not limited to attending trainings, workshops, conferences and meetings.

http://www.pss.edu.mh/


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III. DIVISION OF BUDGET & FINANCE This area focuses on the development of the annual budget, budget management, tracking, and accounting including assets management, reporting, and controlling day-to-day spending of the Public School System. Two Objectives that relates to budgeting are identified in the 3-year (2013-2016) Strategic Plan under Focus Area 2 (Personnel, Budget and Administration) that guides implementing actions toward meeting the overall Goals of the PSS. This section focuses on achieved activities under each of the objectives in the management of Focus Area 2 for the period August 2015 to August 2016. Objective 2 Increase the Efficiency of the Procurement and Supply Functions. Achievements:

Staffs from budget, procurement, and accounting units underwent 10 full-day training on the use and application of the MIP fund accounting software. Workflows and procedures in the MICROX were previously developed during the initial consultations and training on the system.

Another week-log “follow up” capacity building was carried in early October to finalize the system setup to ensure required mechanisms of the procurement and supply unit is in place.

Enforced the policy on request processing, ensuring each and every request (PRs) are submitted in their entirety.

With the MICROIX system in place, tracked and monitored incoming requests and their statuses throughout the whole ordering process. Transactions in the General Fund processed via MICROIX while Compact, SEG, and federal grant planned activities continue to flow through the Ministry of Finance.

The asset management module of the Abila System has been set up will be an item to address in the next capacity building.

The office provided support services for ordering, tracking, receiving, and distributing of supplies, materials and other requests for the schools and functional divisions within the Public School System.

Objective 3 Coordinate Preparation and Administration of the Annual MOE Budget. Achievements:

Application and use of the Performance-Based Budgeting (PBB) concept continued in the 2016 budget (Oct 2015 to Sept 2016). For 13 years since 2003, the MOE/PSS have used this concept to allocate its resources to meeting its goals and objectives.

Participated in high-level meetings and consultations to ensure compliance and fulfillment of budget instructions.

Continued coordination of efforts in the development of the annual Portfolio Budget Statements with Ministry of Finance, Office of the Chief Secretary, PSC, EPPSO, BCC, and the Appropriation Committee.

Initial review of the current PBB framework carried out at the beginning of the year to enhance the usefulness of the budgeting, monitoring and evaluation for policy and decision-making process.

Requested and obtained approval for technical assistance from the Government of Australia through its PACTAM volunteer program for a replacement financial management adviser to support the RMI Ministry of Education in the following areas:

1. Provide capacity development and Technical Assistance to the RMI Ministry of Education on a wide range of education management issues. 2. Provide capacity development and Technical Assistance in performance-based budgeting and accounting leading to;

Improved development of key performance indicators,


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Strengthened relationship between program funding and program results,

Improved and expanded internal financial accounting and control mechanisms

Improved efficiency and compliance with audit requirements. 3. Provide capacity development and Technical Assistance in the procurement of education supplies and services leading to;

Streamlined procurement practices,

Improvements in effectiveness and efficiency of contract services,

Improvements in effectiveness and efficiency of asset management and inventory. 4. Provide capacity development and Technical Assistance in education program design and implementation including;

Development and implementation of a pilot program on school-based financial management,

Development and implementation of a pilot program on School Improvement Planning. 5. Provide capacity development and Technical Assistance in education strategic planning, including

Program design, performance-based budgeting and Monitoring and Evaluation,

Development and implementation of strategic planning activities funded by the Global Partnership for Education.

6. Provide capacity development and Technical Assistance in support of ADB RETA programs in RMI. 7. Provide capacity development and Technical Assistance in support of the MOE’s strategic objectives.

Requested and granted funding assistance from Global Partnership for Education (GPE) for improved and coordinated strategic planning.

Ensured budgetary support to carry out all general program delivery, services and government-supported initiatives including teachers’ salary reclassification, aid to private schools, school lunch program, local accreditation, transportation services, parents-as-teachers program, etc.

Administered the Aid to Non-Public Schools. $496,101 was budgeted in FY16. Following are schools with their shared allocations based on the distribution formula:

Table 2: Aid to Non-Public Schools:

Majuro and Outer Islands Schools

1. Rita Christian Elementary and High School $ 20,639.42

2. Majuro Baptist Christian Academy $ 53,848.72

3. Assumption Elementary School $ 61,856.55

4. Delap SDA Elementary and High School $ 70,391.65

5. Majuro Coop Elementary and High School $ 59,994.35

6. Ajeltake Christian Academy $ 8,845.47

7. St. Joseph Elementary School $ 12,880.24

8. Marshall Christian High School $ 7,644.60

Total $296,101.00

Ebeye Schools:

1. Ebeye Christian Elementary School $ 10,117.99

2. Ebeye Calvary Elementary and High School $ 38.459.18

3. Ebeye SDA Elementary and High School $ 40,030.02

4. GEM Elementary and High School $ 44,795.29

5. Queen of Peace Elementary School $ 22,300.88

6. Father Hacker High School $ 3,820.06

7. Jebro Elementary and High School $ 40,476.58

Total $200,000.00

Information and Analysis of Fiscal Year 2016 Budget

The Ministry of Education Public School System uses the concept of Performance-Based Budgeting to manage its finances and report on budgeted activities. The 2016 budget for PSS continues to be aligned to its strategic plan, linking


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focus areas or outcomes with outputs and implementing actions. 9 Focus Areas are identified to address the 12 critical challenges of the RMI education system. The following table illustrates allocation of the budget by focus area.

Table 3: Budget Allocation by Focus Areas

1 Leadership and Management $189,341

2 Personnel, Budget and Administration $2,323,625

3 Policy, Planning and Standards $365,090

4 Early Childhood and Primary Education $9,906,745

5 Secondary Education $3,820,880

6 Curriculum, Instruction and Assessment $241,297

7 Kwajalein Schools Management $3,317,059

8 Special Education $2,048,034

9 Property and Maintenance $579,763

Total Allocation for K-12 System $22,791,834

Table 4: Budget Allocation by Fund Source

1 General Fund $6,702,632

2 Compact Sector Grant $11,176,743

3 Ebeye Special Needs Grant $2,697,699

4 Supplementary Education Grant $5,298,590

5 IDEA Part B Grant $1,682,139

6 Special Appropriation $800,000

7 ROC Taiwan Fund $500,000

Total Funds $28,857,803

Table 5: Budget Allocation by Key Items

1 Personnel-related expenses 15,970,931

2 Operating expenses 6,820,903

3 Transfer outs 6,065,969

Total Budget 28,857,803

Figure 1: Budget Allocation by Focus Areas:

1%

10% 2%

43% 17%

1%

15%

9%

2%

Budget Allocation by Focus Areas

1 2 3 4 5 6 7 8 9


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Figure 2: Budget Allocation by Fund Sources:

Figure 3: Budget Allocation by Key Items:

Table 6: Consolidate Line-Item Budget:

Line Item

Description

General

Fund GF Special Appro Compact Grant ESN Grant Supp. Ed. Grant IDEA Part B Grant ROC Grant Total

PERSONNEL-

RELATED EXP

3,323,695 - 7,743,724 1,189,650 2,195,309 1,518,553 - 15,970,931

Salaries Expat 63,025 - 1,555,995 149,000 261,925 18,000 - 2,047,945

Salaries Marsh

2,930,571 - 5,336,500 816,660 1,714,090 1,334,770 - 12,132,591

Night

Differential 793 - 14,933 1,953 2,200 - - 19,879

Ebeye Diff - - 93,534 133,532 - 13,242 - 240,308

Fringe Expat 6,617 - 155,809 15,645 27,502 1,890 - 207,463

Fringe Marsh 291,947 - 535,015 70,104 176,990 140,151 - 1,214,207

Emp Ins Exp 27,742 - 51,938 2,756 12,602 10,500 - 105,538

23%

39%

9%

18%

6% 3% 2%

Budget Allocation by Fund Sources

General Fund Compact Sector Grant

Ebeye Special Needs Grant Supplementary Education Grant

IDEA Part B Grant Special Appropriation

ROC Taiwan Fund

55% 24%

21%

Budget Allocation by Key Items

Personnel-related expenses

Operating expenses

Transfer outs


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Overtime 3,000 - - - - - - 3,000

ALL OTHER

EXP 159,248 800,000 1,853,814 1,183,049 2,411,206 163,586 250,000 6,820,903

Audit Fee 24,894 6,400 - - - - 1,901 33,195

Repatriation - - 25,000 - - - - 25,000

Leased

Housing - - 387,000 - - - - 387,000

Allowances 14,400 - - - 5,000 - - 19,400

Advertisement - - 9,000 500 - - - 9,500

Freight - - 18,843 14,000 24,000 2,586 - 59,429

Rentals - - 49,236 2,000 14,500 2,000 - 67,736

Comm 3,000 - 25,280 65,880 7,500 12,000 400 114,060

Printing - - 650 4,500 - - - 5,150

Computer

Supplies 3,000 - 19,322 - - - 6,500 28,822

Other Supplies 2,278 - 130,901 77,912 552,450 2,000 15,000 780,541

Office

Computers - - 15,699 20,000 203,441 - 36,000 275,140

Food Stuff 7,502 793,600 214,045 58,000 2,000 - - 1,075,147

Water - - - - 500 - - 500

Contractual

Services 65,000 - - 172,750 668,900 78,000 74,000 1,058,650

Local Travel 10,200 - 39,357 30,000 43,500 4,000 5,000 132,057

Int. Travel 7,500 - 2,000 25,000 26,250 5,000 - 65,750

Training - - - 100,000 469,000 5,000 1,000 575,000

Representation 4,000 - - - - - - 4,000

Utilities - - 396,000 170,000 62,000 - - 628,000

Equipment

and Tools - - 41,842 16,140 14,000 1,000 12,000 84,982

Other Charges

and Exp. 15,074 - 3,600 50,000 14,700 2,000 14,000 99,374

Books - - - 100,000 285,865 1,000 - 386,865

Insurance - - 21,000 1,341 - - - 22,341

POL 2,400 - 75,596 60,026 15,600 10,000 800 164,422

Repairs - - 58,342 15,000 2,000 - - 75,342


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Vehicle - - 25,000 - - - 83,399 108,399

Subsidies - - 296,101 200,000 - - - 496,101

Furniture - - - - - 1,000 - 1,000

Grants - - - - - 38,000 - 38,000

TRANSFER

OUT

3,219,689 - 1,579,205 325,000 692,075 - 250,000 6,065,969

CMI & CLLC

2,019,190 - 987,003 125,000 288,325 - 250,000 3,669,518

NTC 59,597 - - - 403,750 - - 463,347

MISGLB 764,663 - 592,202 200,000 - - - 1,556,865

USP 376,239 - - - - - - 376,239

TOTALS

6,702,632 800,000 11,176,743 2,697,699 5,298,590 1,682,139 500,000 28,857,803


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IV. DIVISION OF POLICY, PLANNING & STANDARDS

The Division of Policy, Planning & Standards is made up of the Information Technology Office and Data Management

office, Testing and Evaluation, and Policy and Research. The main function of the Division is to contribute to the

improvement of education results in the Republic by providing information technology services and up to date data on

schools and students; use of standardized assessment of student learning; policy formulation and school accreditation;.

The division collaborates closely with the other divisions within the Ministry to implement activities that support the

main goal of the Ministry to deliver quality education, resulting in improved learning for all students.

TESTING & EVALUATION OFFICE Objective 2: Expand and strengthen the student testing and assessment system. Accomplishments: In addition to routine office works mainly in providing assessment data to the other divisions within the Public School System as well as various outside stakeholders, the Testing Office continued to expand and strengthen the Public School System's student testing and assessment system. The following were accomplished during the 2014-15 school year:

Successfully administered the Marshall Islands Standards Assessment Test series (MISAT I, II, III, IV & V) to grades 3, 6, 8, 10, and 12 to all public and non-public elementary and secondary schools in the Republic..

Successfully administered the Pacific Islands Literacy & Numeracy Assessment (PILNA) to selected public and nonpublic schools in Majuro, Ebeye, Arno, & Jaluit.

Challenges: The major challenges faced by the Testing Office during the 2015-16 school year were as follows:

The yearly challenge to reach all schools within a limited time period of 3 months (March to May) with poor and unreliable air and sea transportation services as evidenced by three schools not taking tests as stated above. Test proctors to the southern atolls also were stranded for 3 to 4 weeks in Ebon, Namdik, and Kili due to Air Marshall Islands' on-off service and had to wait for any ships visiting these locations in order to return to Majuro.

The scoring and analysis of the 2016 MISAT tests is still ongoing and involves the four tests in English, Marshallese, Math and Science at grades 3 and 6; the high school entrance test for grade 8, and the English and Math tests at grades 10 and 12. The results for these tests must be completed before the end of summer in order for schools to utilize the scores in planning their strategies for the upcoming school year. This is less than three months for the office to provide these results after the completion of test administration at the end of May.

Way Forward: The following are goals set by the testing office in order to provide better service to schools:

Improve the reporting of the MISAT test results so that school principals and head teachers receive detailed individual student test results in addition to their schools summary results.

Set a manageable and well-organized schedule so that administration and all other related preparations prior to and after testing goes on efficiently.

Continue to collaborate with the curriculum specialists so that test results are utilized to the max to improve student learning and performance.

To assess and improve strategies on student learning and performance based on EGLA results, EGLA consultants provided workshops during end of February to early March to teachers, principals and assigned administration staff.

To speed up scoring and analysis of MISAT results, two additional OMR Remark licenses have been requested.


17

Table 7: MISAT Summary Results of Percent Proficient and above: 2012-2016 Marshall Islands Standards Assessment Test Summary Results: 2012-2016

Percent Proficient and Advanced

3rd Grade 6th Grade

3rd Grade 2012 2013 2014 2015 2016 6th Grade 2012 2013 2014 2015 2016

English Reading 21% 21% 19% 19% 25% English Reading 19% 19% 18% 19% 19%

Marshallese Reading 20% 34% 33% 28% 33% Marshallese Reading 36% 33% 34% 33% 40%

Math 15% 30% 29% 33% 37% Math 20% 19% 21% 21% 20%

Science 23% 28% 28% 34% 29% Science 11% 14% 15% 15% 13%

8th Grade

High School Entrance Test 2012 2013 2014 2015 2016

All Subjects Combined 33% 36% 38% 37% 41%

10th Grade 12th Grade

2013 2014 2015 2016 2013 2014 2015 2016

English All 22% 23% 24% 25% English All 32% 29% 30% 31%

Math All 10% 11% 12% 13% Math All 12% 12% 11% 11%

Figure 4: Third Grade Percent of student scores at proficiency level and above on MISAT I for 2012 - 2016 in English Reading, Marshallese Reading, Math, and Science.

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2012 2013 2014 2015 2016

MISAT I: 3rd Grade Percent Proficient & Above - 2012 - 2016

English Reading Marshallese Reading Math Science


18

Figure 5: Sixth Grade Percent of student scores at proficiency level and above on MISAT II for 2012-2016 in English Reading, Marshallese Reading, Math, and Science.

Figure 6: Eight Grade Percent of student scores at proficiency level and above on the MISAT III High School Entrance Test for 2012-2016.

0

0.1

0.2

0.3

0.4

0.5

0.6

2012 2013 2014 2015 2016

MISAT II: 6th Grade Percent Proficient & Above: 2009 - 2016

6th Grade English Reading Marshallese Reading Math Science

33% 36%

39% 37%

41%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

2012 2013 2014 2015 2016

MISAT I Grade 8: All Subjects Combined 2012-2016 % Proficient & Above

English, Marshallese, Math, Science & Social Studies


19

Figure 7: 2016 Eight Grade High School Entrance Test Percent Proficiency and Percent Pass by Regions.

Western: Lib, Ujae, Lae, Wotto, Mejatto, Enewetak; Eastern: Mile & Arno; Central: Aelonlaplap, Jabat, Namo; Southern: Ebon, Namdik, Kili; Northern: Aur, Maloelap, Wojje, Likiep, Aelok, Utrok, Merit

Figure 8: 10th Grade Percent of student scores at proficiency level and above on the MISAT IV English and Math tests for 2013-2016.

47.9% 45.6%

40.6% 41.7% 41.0%

33.7%

25.2%

21.0%

50.3%

45.4% 44.6%

34.7%

27.2%

13.6% 10.7%

5.9%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

Majuro Private Central Northern Southern Eastern Kwajalein Western

2016 MISAT III: 8th Grade High School Entrance Test Percent Proficient & Percent Pass by Regions

% proficient %pass

22% 23%

24% 25%

10% 11%

12% 13%

0%

5%

10%

15%

20%

25%

30%

2013 2014 2015 2016

MISAT IV: Grade 10 Percent Proficient and Above: 2013-2016

English Math


20

Figure 9: 12th Grade: Percent of student scores at proficiency level and above on the MISAT V English and Math tests for 2013-2016.

Figure 10: PILNA Test Results2015 – Percent Proficiency in Literacy and Numeracy at Years 4 & 6, RMI compared to Pacific Region.

32%

29% 30%

31%

12% 12% 11% 11%

0%

5%

10%

15%

20%

25%

30%

35%

2013 2014 2015 2016

MISAT V: Grade 12 Percent Proficient and Above: 2013-2016

31%

59%

46% 46%

0%

10%

20%

30%

40%

50%

60%

70%

Yr 4 Yr 6

PILNA 2015: Literacy % Proficiency RMI vs Region

RMI Region


21

Figure 10: PILNA Test Results2015 – Percent Proficiency in Literacy and Numeracy at Years 4 & 6, RMI 2012 Results compared to 2015 Results.

31%

59%

46% 46%

0%

10%

20%

30%

40%

50%

60%

70%

Yr 4 Yr 6

PILNA 2015: Literacy % Proficiency RMI vs Region

RMI Region

29%

55%

31%

59%

0%

10%

20%

30%

40%

50%

60%

70%

Yr 4 Yr 6

PILNA 2015: Literacy % Proficiency 2012 vs 2015

2012 2015


22

DATA MANAGEMENT & INFORMATION TECHNOLOGY Objective 3: Develop an Education Management Information System (EMIS) and strengthen capabilities to ensure accuracy and timely collection of data. Accomplishments:

Initial implementation of the Marshall Islands Education Management Information System has began and has expanded the Ministry of Education’s data system in terms of monitoring and tracking of personnel action, travel authorization, purchase requisition, school facilities/equipment inventory, textbook inventory, textbook distribution, scholarships, staff/teacher professional development and certification, school/student/teacher reports, and quarterly student attendance reports..

Staff and student information is being inputted into the database system.

Data reporting from schools has improved over the past years.

Provided data support for school report cards, DOI indicators, budget planning and other requests as needed.

Data management policy is complete and is still under review from the national board of education.

Transition from PEDMS to MIEMIS is underway. MIEMIS launch SY2016-2017.

Challenges and Constraints:

Schools generally do not comply with data submission timelines.

The integrity of data collected is an issue.

Delinquent and uncollected data restrains reports from being completed in a timely manner.

Poor transportation and communication restrains the effective collection of data.

Lack of as well as poor internet connectivity and trained staff also constrain the effective collection of data.

Way Forward:

Implementation of the Marshall Islands Education Management Information System (MIEMIS) and phasing out of the current Pacific Education Data Management System (PEDMS).

Improvement of data collection infrastructure so that data can be effective collected.

68% 64%

78%

61%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Yr 4 Yr 6

PILNA 2015: Numeracy % Proficiency 2012 vs 2015

2012 2015


23

Better involvement from schools to input their data into the new system Table 9: Gross Enrollment Ratio - The Gross Enrollment Ratio indicates the number of students enrolled in school, regardless of age, expressed as a percentage of the population of the population in the official school age group for Early Childhood, Elementary, and Secondary. The GPI is the gender parity index is the ratio of girls to boys in school

ECE GER

Elementary GER

Secondary GER

2014 2015

2014 2015

2014 2015

Male 38% 50%

Male 92% 93%

Male 49% 48%

Female 39% 47%

Female 92% 94%

Female 57% 55%

Total 38% 48%

Total 92% 93%

Total 53% 51%

GPI 1.05 0.93

GPI 1.01 1.02

GPI 1.15 1.15

Table 10: Net Enrollment Ratio – The Net Enrollment Ratio is the number of children enrolled in school who belong to the official school-age group divided by the total population of the same age group.

ECE NER

Elementary NER

Secondary NER

2014 2015

2014 2015

2014 2015

Male 33% 41%

Male 77% 79%

Male 44% 43%

Female 36% 41%

Female 80% 83%

Female 52% 50%

Total 34% 41%

Total 78% 81%

Total 48% 47%

Table 11: Enrollment Trends 2009-2016: K-12 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 2013-2014 2014-2015 2015-2016

Male 51.40% 51.60% 51.10% 51.20% 51.20% 50.90% 50.60% 51.00%

Female 48.60% 48.40% 48.90% 48.80% 48.80% 49.10% 49.40% 49.00%

Total 14,990 15,057 15,396 15,238 15,127 14,885 15,942 14,693

Figure 10: Enrollment Trends 2009-2015: K-12

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

2008-09 2009-10 2010-11 2011-12 2012-13 2013-14 2014-15 2015-16

7,705 7,739 7,914 7,832 7,775 7,651 8,194 7,552

7,285 7,318 7,482 7,406 7,352 7,234 7,748 7,141

14,990 15,057 15,396 15,238 15,127 14,885 15,942

14,693

Enrollment Trends 2009-2015 All Schools: K-12

Boys Girls Total


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Table 12: Enrollment Distribution by Grade Levels

Objective 4: Provide Technology Support for Schools and MOE Central

Achievements: Continued routine computer maintenance and system upgrades to schools and central office. Continued implementation and support of projects and activities that were carried over from previous years. Purchased and installed thin-clients in all secondary schools and expanded n-computing to middle and primary

schools in the RMI Continued implementation of the One Laptop Per Child (OLPC) project Received, delivered and installed Solar Laptop Learning System (SLLS) for 30 more outer island schools; brining a total

of 50 schools with SLLS; a desirable support for improved education from the Republic of China, Taiwan. Supported the Public School System website (www.pss.edu.mh). Supported the Google Apps for Education implemented by the Education Management Information System (EMIS)

project. Constraints and challenges in the Marshall Islands Education System: Implementation and support of projects and activities depend on other variables beyond our control. Internet

connection, transportation, and such. Way Forward:

Implementation of the Marshall Islands Education Management Information System (MIEMIS) and phasing out of the current Pacific Education Data Management System (PEDMS).

Improvement of data collection infrastructure so that data can be effective collected.

Better involvement from schools to input their data into the new system

840 1,051 1,066 1,080 1,133 1,110 987 905 891 407 580 604 544 364

0 294 264 277 232 212 177 217 179

0 260 220 179

181

840

1,345 1,330 1,357 1,365 1,322 1,164 1,122 1,070

407

840 824 723

545

0

500

1000

1500

2000

2500

3000

Enrollment Distribution by Grade Levels Public & Private Schools - K-12

Public Private TOTAL

Total PK K 1 2 3 4 5 6 7 8 P9 9 10 11 12

Public 11,562 0 840 1,051 1,066 1,080 1,133 1,110 987 905 891 407 580 604 544 364

Private 3,131 179 260 294 264 277 232 212 177 217 179 0 260 220 179 181

TOTAL 14,693 179 1,100 1,345 1,330 1,357 1,365 1,322 1,164 1,122 1,070 407 840 824 723 545

http://www.pss.edu.mh/


25

POLICY & ACCREDITATION OFFICE

Objective 5: Implement, evaluate and strengthen the School Accreditation Program. Accomplishments: In accordance to PL 2013-23, The Public School System requires all public and private elementary and secondary schools

in the RMI to meet the compulsory standards and engage in the process of accreditation. Accreditation is the affirmation

that schools provide a quality education and continue to demonstrate self-improvement. Accreditation systems provide

accountability and raise public confidence in the school system. The RMI Accreditation system is intended to help

schools improve all educational services provided to students and also help in the evaluation and improvement of

teachers and staff. The procedures manual will be revisited yearly for changes and improvements if needed.

For the purpose of effective implementation of the Accreditation Regulations, outlined in the RMI Accreditation Manual

are the regulations, evaluation processes, curriculum standards and benchmarks and other important administrative

information and requirements.

All 112 schools in the RMI, excluding Enewetak, have been visited by the PSS MSETs (Marshall Islands School Evaluation

Team). The total of 112 schools includes public and chartered schools, Kindergarten, Primary and Secondary. Currently

there are 23 Accredited with Special Measure schools, meaning they have not met the accreditation requirements, 50

Level 2 schools, 30 Level 3 schools, 2 Level 2 schools, 7 WASC accredited schools and 1 Enewetak, not determined.

Enewetak will be visited in September of this school year.

Table 13: Accreditation Levels

Level 1: Does not meet the accreditation standard

Level 2: Substantially complies

Level 3: Complies with the accreditation standards

Level 4: Exceeds the accreditation standards

Summer 2016, Principals and Head teachers from all school were invited to participate in a School Improvement Plan

(SIP) workshop. All schools are required to submit a yearly SIP to the Accreditation Office and their respective school

district supervisor. SIP is a strategy being applied to all schools to address low and declining standards in the schools (SIP

handbook)

Western Association of Schools and Colleges (WASC) visited Delap Elementary, Assumption School, Coop School and

Laura High School. All these schools, including Marshall Islands High School, are all currently WASC accredited. Rita

Elementary and Majuro Middle School will go through the WASC initial process visit this coming spring of 2017.


26

Figure 13: Graph showing the decrease of Level 1 special measure schools in SY 2015-16 by almost 30% from previous school year.

Figure 14: Graph indicates the increase in level 3 schools. SDA schools were visited this year, which SDA Ebeye was awarded with a Level 4 status.


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Figure 15: Graphs indicates the high number of Level 1, Special measure schools.


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IV. DIVISION OF ELEMENTARY SCHOOLS The Division of Primary Education closely followed the Ministry of Education Strategic Plan for FY 2013-2016 in implementing the Performance Based Budget that provide the financial support to achieve four major outcomes (outcomes 4,6,7 & 8) proposed under the Early Childhood and Primary Education targeting the 13 critical issues that must be addressed in order for education to move forward. During the first two years of the Strategic Plan implementation, FY 2013-2015, the Division of Schools operated both primary and secondary education and was managed by an Assistant Secretary. And in FY 2016, with the establishment of the Public School System (PSS), the Division was restructured into two separate divisions, the Division of Primary Education-serving children in kindergarten to grade eight and the Division of Secondary and Career Education- serving children in grade nine to twelve. Under the new set up each division is managed by an Associate Commissioner with support from program staffs within each division. Organization of the Primary Education During FY 2016, the Division of Primary Education provided education and related services to children ages 5 to 13 (Gr. K to Gr 8), focusing on providing access and improving student performance and learning outcomes as well as addressing the needs of special education students. The Division managed and provided support to the 81 primary schools in the public school system. Besides overseeing the primary schools, the Division also manages three supplemental programs: Special Education, Media and Instructional Services, and School Enrichment. Schools: Number, Size and Enrollment The overall primary school enrollment has slightly been decreasing from 9,700 in SY 2011-2012 to 9,000 in SY 2015-2016. The reduction in enrollment is more severe in the outer island school where the numbers have been decreased by 500s in SY 2015-2016 as compared to SY 2011-2012 as shown in table 2 below. The enrollment decreases in the outer island schools over the years have affected the student/teacher ratio and have cause overstaffing in the schools. As a result, the Division began shifting teachers from the outer islands to the bigger schools in Majuro and Ebeye that have also seen an increase in student enrollment. The new PSS Strategic Plan emphasizes the need to strengthen early childhood care and education and the early foundation for better learning in the later years. To begin addressing this initiative, PSS will start placing two teachers in every K-4 classroom with an enrollment of 30 students. Over the years, primary school enrollment has also been decreasing drastically from 9,738 in SY 2011-2012 to 9,065 in SY 2015-2016. Enrollment peaked to 10,125 in SY 2014-2015 then dropped off again in SY 2015-2016. Table 14& 15 below presents figures on the number of and enrollment in primary public schools in the RMI.

Table 14 Number of Schools, Enrollment by Gender

Level/Type No. of School

No. of Students

No. of Boys

No. of Girls

Public Primary 81

Outer Islands 3,830 2,021 2,615

Majuro Schools 3,811 1,880 1,931

Kwajalein Schools 1,424 740 684

Total Primary 9,065 4,641 4,424

Table 15 Enrollment for School Years 2011-2016

SY 2011- 12 SY 2012- 13 SY 2013-14 SY 2014 –15 SY 2015 - 16

Outer Islands 4,344 4,322 4,161 4,175 3,830


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Majuro Schools 4,059 3,928 4,155 4,338 3,811

Kwajalein Schools 1,335 1,450 1,433 1,612 1,424

Grant Total 9,738 9,700 9,749 10,125 9,065

During FY 2016, the Division continued to provide serves to the outer island schools through the school district set up that got started in FY2015. The idea of dividing the outer island schools into school zones or school districts was developed to allow for better management and support to Principals and Head Teachers and especially to boost instructional assistance to students. In this regard, the schools were sectioned into five School Districts based on the unique Marshall Islands’ geographical setting. The five school districts are managed by the Assistant Commissioners under the supervision of the Associate Commissioner. The five school districts are: Western School District, consisting of schools on Lib Island, Mejatto (Rongelap), Ujae Atoll, Lae Atoll, and Wotto Atoll; Central School District: Jabat Island, Ailinglaplap Atoll and Namu Atoll; Southern School District: Kili Island, Ebon Atoll, Namdrik Island, and Jaluit Atolls; Eastern School District and Enewetak: Mili Atoll, Arno Atoll, Enewetak Atoll and Northern School District: Aur Atoll, Maloelap Atoll, Wotje Atoll, Likiep Atoll, Ailuk Atoll, Utrik Atolls and Mejit Island. Kwajalein Atoll and Majuro Atoll are considered separate school regions each holding some of the largest schools in the RMI. Staffing at the Primary Level In FY 2016, a total of 595 teachers staffed the primary schools. The bigger schools in Kwajalein and Majuro had a total of 307 teachers (Majuro 231 & Kwajalein 76) and Outer island schools 288 teachers. With a total primary school enrollment in Majuro of 3,811 students and 231 teachers and 1,424 students in Kwajalein and 76 teachers, average student/teacher ratios range from 16 to 1 in Majuro to 18 to 1 in Kwajalein. For the outer islands the numbers are slightly lower with 3,830 students and 288 teachers for an average student/teacher ratio of 13 to 1. During FY 2016, the Division was tasked to implement four outcomes under the Performance-Based Budget allocation. Following is a summary of the implementation of the four outcomes: Outcome 4: Early Childhood and Elementary Education Output 4.1.1 Implement new programs and services to improve the language skills of K-3 students. The implementation of the new Language Policy resulted in augmenting the resources currently available for K-3 reading with more Marshallese reading materials being developed with assistance from the Island Research & Education Initiative (IREI) and Pacific Resources and Education Learning (PREL). The 90 minutes reading block in Marshallese Language Arts was added to the timetable expanding reading time for MLA. Smarty Ants, the literacy component for lower grades under the Achieve 3000 was added to the existing programs in the Majuro schools and was piloted at Rita Elementary School and will be expanded to the other primary schools in Majuro. Continued using Moving Into English reading program, strengthening the use of the Phonic program in the lower grades. Piloting of the Early Grades Language Assessment (EGLA) at Laura, Ajelatke and Rita elementary schools as part of the Quality Primary Education in the North Pacific (QPENP) funded with support from the Asian Development Bank through partnership with the Government of Japan was completed. The QPENP showed successful results and plans for scaling up EGLA are on-going with additional funding set aside from ADB for implementation in FY 2017. Output 4.1.2 Support the development of the effective primary principals and teachers PSS adopted a new Teacher/Principal Evaluation System and training on the system took place this summer with PSS staff and Principal/Head Teachers. The system will be replacing the PSC Staff Evaluation scheme and will be used to monitor and teacher effectiveness for improve student performance. Continue working with the World Teach Volunteer (WT) coordinating their placement of in the schools to assist improve English instructional in the classrooms.


30

Output 4.1.5 Expand and enhance the role of community stakeholders in primary schools Coordinate with the Division of Policy and Planning and the National Board of Education to begin establishing Local Boards of Education in Majuro and in the outer islands Support the Assistant Commissioners/School District Supervisors in continuing working closely with school principals and PSS to carry out general support and administrative and logistical services to communities in their school districts. Output 4.1.6 Administer the universal Kindergarten Program Support the Kindergarten teachers to acquire their ECE certificates and diplomas by coordinating with the Staff Development Office to ensure ECE teachers continue taking and completing their ECE certification program at the University of the South Pacific. Coordinate summer training for other kindergarten teachers participate in the summer training workshops especially for the new Singapore math Math In Focus, Phonic, and 90 minutes reading block. Coordinate the feeding program for the Kindergarten program in the Majuro schools. Continue to seek ways to expand the school feeding program to include Kindergarten students in the outer island schools. Curriculum Instruction & Assessment Output 6.1.1 – Continue to Refine the Existing National Curriculum Core Subjects Begin developing curriculum frameworks for K-8 ELA, MLA, Math, and Science including guidance for teachers on assessment strategies, classroom activities, and resources. Enhance students’ understanding of climate change and its impacts by implementing the PCEP’s Climate Education Framework and introducing new climate change units in middle school science courses. Increase teachers’ knowledge of the Next Generation Science Standards (NGSS), with special emphasis on middle school science and high school environmental education classes. Inventory and align K-12 science standards, curricula, and resources. Output 6.1.2 Provide curriculum support in non-core areas Implementing Actions: Provide technical assistance in the review of secondary-level TVET curriculum materials Prepare a briefing paper and presentation for HS principals and MOE leadership on the status of the TVET curriculum covering all high schools and all courses or course sequences. Assist in developing TVET standards and benchmarks Design a K-8 life schools syllabus appropriate to the Marshallese context and with due regard for distinctions between urban and rural schools as well as the differing requirements of the formal and informal economies. Develop preliminary standards and benchmarks for the K-8 life skills curriculum Output 6.1.3. Provide increased support to teacher in implementing the national curriculum Implementing Actions: Collaborate with CMI to ensure that all pre-service teachers are knowledgeable about the standards and benchmarks of the National Curriculum. Design and provide a mandatory orientation program for all new teachers. Provide training to all public primary teachers on the Master Teachers project and lesson plans. Output 6.1.4. Promote the use of technology for improve teaching and learning Implementing Actions: Review the MOE National Curriculum to make a preliminary identification of areas most suitable for E-learning enhancement. Identify Open Educational Resources (OER) sites and collections to identify those that are most relevant to K-12 education and the Marshallese context.


31

Advise MOE leadership on the optimal deployment of a Learning Management System or Course Management System to further the Ministry’s E-learning goals. Began developing technology standards and benchmarks for K-12 students that are differentiated based on the technology available at individual schools. Began developing performance-based tools to measure attainment of the technology standards. Administered a teachers survey to determine their current level of E-learning knowledge and skills. Using the Master Teachers lesson plans, prepare at least one demonstration for each core content area on the integration of E-learning into the National Curriculum. Output 6.1.5 Identify non-traditional learning strategies and educational models for primary schools Implementing Actions: Examine exemplary alternative primary school and learning program models (e.g., BRAC, Escuela Nueva, Pratham, etc.) used in rural areas of developing countries for possible applicability in the RMI, particularly the Outer Islands. Participate in an established Citizen Science project to show students how scientific research is organized and implemented. Plan the establishment of 2-3 Self-Organized Learning Environments (SOLEs) in schools or after-school programs with access to computers; document results and provide feedback to TED. Establish strategies and procedures for scaling up successful pilot projects. SPECIAL EDUCATION PROGRAM 2015-2016 The Special Education Program continued to provide free, appropriate public education (FAPE) for all children with disabilities, ages 3 through 21, consistent with RMI PL 2013-23, Chapter 26 of PSS Rules and Regulations, PSS Special Education Policies and Procedures, and US PL 108-446, the Individuals With Disabilities Education Act (IDEA). IDEA provides funds to Freely Associates States (FAS) for special education and related services, including teacher salaries, staff development, materials and supplies, and other related assistance. Accomplishments during the 2015-16 school year: Implementation of program consistent with requirements, including 812 students with intellectual disabilities, specific learning disabilities, developmental disabilities, hearing or visual impairments, emotional disabilities, or physical disabilities were served by 111 special education teachers in 72 schools and 8 special education support staff. Special education and related services were provided to students consistent with their individualized education program contained in their IEPs to ensure free, appropriate education for those students. 95% of the special education teachers and staff in were funded by the U.S. federal grant, IDEA Part B. Implementation of MOE Strategic Plan Focus Area 8, Special Education, and Outcome 9, Address the needs of special education students, including collaboration with the College of the Marshall Islands and intensive training in the IEP process and writing IEPs to increase the effectiveness of special education teachers; reduce K-8 dropout rate and increase continuation to grade 9 to monitor the academic performance of special education students; reassign special education teachers to high schools and additional training to high school teachers to improve secondary outcomes for special education students; replace the existing Special Education Information Management System (SEIMS) with an online system that accommodates U.S. Federal reporting requirements and facilitates other analyses to improve data collection capabilities; and increase services for deaf, hard-of-hearing, and deaf-blind children. Completion of State Performance Plan (SPP), Annual Performance Report (APR), Annual IDEA Part B Application and Assurances, Section 618 data reports, and State Systemic Improvement Plan (SSIP) for continued eligibility and funding under IDEA Part B. From the reports submitted, the Office of Special Education (OSEP) of the U.S. Department of Education (USDOE) determined that RMI “meets the requirements” of IDEA. In April 2016, RMI submitted Phase II of its SSIP with improvement plans to Increase the number of students with disabilities entering high school; to Improve IEP and IEP transition plans; to Improve attendance rates for students with disabilities; to Improve quality of teaching for students with disabilities; and to Improve parent involvement in order to achieve its state improvement measurable


32

result (SiMR): Increased percentage of students with disabilities who graduate with a high school diploma in Majuro and Ebeye public schools. General supervision of program consistent with requirements, included supervision of programs and services; technical assistance to all schools and related programs in RMI; data collection through the Special Education Information Management System (SEIMS) on processes and results; fiscal management; program assessment through and improvement planning involving the Special Education Advisory Council (SEAC); annual review and compliance determination; triennial (every 3 years) on-site monitoring; management of special education complaints, mediation, and due process hearings, including dissemination of rights and procedures; resolution of issues through customary practices, including disinterested parties; and parent and stakeholder involvement. Challenges/Constraints: Administrating program and services to students in the remote outer island schools Better delivery of quality services to children, Better acquisition and dissemination of supplies and materials for teachers to implement students IEP, Better acquisition and dissemination of equipment for teachers to implement services. Improving number of students with disabilities entering high school; Improving IEP and IEP transition plans; Improving attendance rates for students with disabilities; Improving quality of teaching for students with disabilities; Improving parent involvement; and Increasing percentage of students with disabilities who graduate with a high school diploma. Way Forward: The program implemented Output 9 to address the challenges and constrains and to continue to improve services to children, teachers and parents. Output – 9.1.1 – To strengthen the management and administration of Special Education Program to improve delivery of quality services to address its primary objectives. And to provide required teaching and learning tools and equipment and ensure free and friendly learning environment for all children with special needs. The program assigned specialists to focus program areas and geographical locations to work closely with schools principals and special education teachers. The following chart lists the current staff assignments. Special Education Staff assignments:

Special Ed. Specialist

Program Area Geographical Location SSIP /Related

Director

Program Management Intra & Inter Agency Coordination IDEA & Federal Grant Administration, Monitoring, and Evaluation

Majuro schools

SSIP plan implementation and evaluation special education policies and procedures

SpEd Specialist

Kwajalein Special Education Program & services

Kwajalein Enewetak, Lae Lib, Ujae, Wotto Mejatto, Ronglap

Assistance to KHS and Ebeye Middle School

SpEd Specialist

Elementary (K-8) education, evaluation, procedural safeguards, dispute resolution, elementary parent involvement

Aur Maloelap Wotje Enejit, Mili Kindergarden Program Delap School Ajeltake School

Transition from grade 8-9 elementary school parent involvement

SpEd Specialist

Student Evaluation Hearing Screening

Ailinglaplap Ailuk Mejit

Improve data system, parent involvement agencies


33

Special Education Learning Centers Data Management & Reporting

Utrik Nallo, Tokewa, Lukonwod –Mili Laura School Woja School (Majuro) Ejit School

SpEd Specialist

Related Services Teacher Training Advisory Panel Physically Impaired Students

Arno, Mili Likiep Aerok, Maloelap Rita School Rairok School

Quality of IEP and teaching, preschool and sped center parent involvement

SpEd Specialist

Secondary Transition Planning and services Work Study Program Annual School Review

Ebon Namdrik Kili Jaluit Ailuk Kapen, Maloelap Marshall Is High School Laura High School Northern Is High School Majuro Middle School

Transition planning and service SSIP school action plans, middle and high school parent involvement

SpEd Specialist

Fiscal, property and personnel management, accessible materials, private schools, time and effort certification

Rairok Elem and Ejit Elem

Personnel certification

Teacher Training The Special Education program collaborated with the National Center for Systemic Improvement (NCSI) to conduct training on the RMI SSIP and Individualized Educational Program (IEP) for 114 PSS staff, including eighty-six (86) special education teachers during the annual Special Education Summer Institute in July 2015. Participants also included regular education teachers, principals and head teachers from the outer island schools. The IEP training was based on the revised RMI IEP Handbook and IEP rubric that includes requirements and suggestions for developing IEPs and also an IEP manual to assist teachers in writing meaningful plans consistent with RMI Special Education Policies and Procedures. The manual has been translated into Marshallese. A handbook for parents to use during an IEP meeting has also been developed with the assistance of the Western Regional Resource Center at the University of Oregon. In January 2016, with the assistance of NCSI and the National Technical Assistance Center on Transition (NTACT), training was conducted on transition planning and services for the RMI Expanded SSIP Core Team and the SSIP Phase III school improvement teams. An updated RMI Transition Plan Manual, revised by NTACT, was used in the training. The teams from Marshall Islands High School, Majuro Middle School, Laura High School, Kwajalein High School, and Majuro Middle School also developed school action plans consistent with the RMI SSIP. There were also off and on-site trainings also revolving on SSIP and Improving Data Quality. 2015-16 July 9-17 Local Special Education Summer Institute included IEP training, post-school community stakeholder involvement meetings, expanded SSIP core team meetings, and SEAC meetings, all on our State Systematic Improvement Plan to improve graduation rates for Students with Disabilities in the RMI. July 24-Aug 4 Off-Island OSEP Leadership Conference in Washington, DC: On Achieving Results together and enhancing leadership roles through opportunities to hear from experts in the field and to learn about evidence-based practices that will support participants’ ability to improve results for infants, toddlers, children and youth with disabilities and their families.


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Aug-May Local Individualized Education Plan (IEP) trainings: Annually, training and support on IEPs are provided for schools and their special education teachers. Oct 16-24 Off-Island Graduation and Post-School Outcome Learning Collaborative Nov On-site NCSI and NTACT Assistance on transition planning and services workshop Dec 7-11 Off-Island NCSI Language and Literacy Focus Area Cross-State Learning Collaborative in Guam on improving language and literacy results for students with disabilities Jan 12-13 Off-Island Deaf-Blind Liaison Workshop in Honolulu, HI Mar Expanded SSIP Core Team Meetings on SSIP planning May 6-14 Interactive Institute for High Quality Part B Data in Kansas City, Mo July 25- 29 Special Education Institute on Transition Planning and Improving Parent Involvement and Improving Data Quality Meetings with NCSI and MIEMIS consultation 7 special education teachers attended the College of the Marshall Islands; 19 attended the University of the South Pacific Majuro Campus; and 1 enrolled at the BYUH Hawaii Campus. Teaching supplies and materials were purchased and distributed to the schools and equipment like computer and printers and hearing screening tools (audiometer) to outer island secondary schools. Output 9.1.2. –Improved Special Education services and relationship with key stakeholders. The Ministry of Internal Affairs and the Special Education Program conducted activities during the RMI Disability Awareness week in December 2015. Some of the activities during the disabilities awareness week was inclusion of the special education students in the Jambo Art program, social event with the Kora In Okrane (KIO) Club and Christmas program with the Women United Together Marshall Islands (WUTMI) club. The Special Education Hearing and Screening program continued to provide training for 5 special education specialists and 14 special education teachers. As a result of the hearing and screening program hearing screenings were conducted for 1,688 students on Majuro, Ebeye and Jaluit schools during this report period. The hearing screenings were with students who were in grades 1, 3, 5, 7 and 9, or those who were referred by teachers, parents and families. The following table shows the schools and number students receiving hearing screenings. Student screenings for hearing status:

School # of Students Screened

Rita Elementary 378

Uliga Elementary 40

Laura Elementary 144

Majuro Middle 232

Majuro Cooperative 96

Woja Elementary 81

Ajeltake Elementary 125

Jabor Elementary 60

Jaluit High School 98

Ebeye 434

Total 1,688

Monitoring of Schools The Special Education Program monitored all schools in 7 Atoll. Monitoring of schools in was done during the MISAT testing trips in March. One of the new initiatives of the Special Education Program was the establishment a new Deaf Learning Center for all the deaf students. The newly established deaf center is at Marshall Islands High School Campus. There are three (3) deaf World Teach volunteers teaching at the center and five (5) deaf teacher aides, and (1) Marshallese interpreter. Special Education Information Management System (SEIMS) continues to collect special education data for reporting purpose for the USDOE, the Ministry of Education, and also to share the information with the Special Education Advisory Council (SEAC) The program continued to monitor seven (7) of the special education students who had graduated from high school last two years ago by using a school survey. The result showed that all of the students are not currently working and are not


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in the higher institution. This is one of the activities that the RMI Ministry of Education reported in the Annual Performance Report to the USDOE. Output 9.1.3 – To retain, recruit and train classroom teachers to help sustain the Special Education Program objectives of inclusiveness and equality of services to all students with special needs. Special Education Program supported two (2) interns from Gallaudet University in Washington D.C. who conducted training to teachers and parents on American Sign Language (ASL). Thirty-five (35) deaf students attended the program including eighteen (18) special education teachers, and twenty-two (22) parents of deaf students. Ministry of Education Special Education Program continued to work with the Public Service Commission (PSC) to recruit highly qualified special education teachers by recruiting applicants with Associate of Science degrees in education. Six (6) CMI graduates with AS degrees were hired as special education teacher during school year 2012-2013. These teachers were assigned to schools on Majuro and outer islands. Two (2) of the Special Education specialists attended a training on Early Childhood outcome/data for the purpose of reporting to the Office of Special Education Program USDOE by conducted by the Western Regional Resource Center (WRRC). This is one of the indicators that the RMI Ministry of Education Special Education Program reported in the RMI Annual Performance Report each year. Media and Instructional Services During FY2016 the Media and Instructional Services program implemented output 4.3. Following is a summary of the program implementation: Output 4.3.3 Administration of the Instructional Service Center Implementing Actions: Provide program delivery service to the schools Deliver materials as identified by MOE and schools – MLA textbook, dictionary – oral language program and other materials as identified by MOE, schools and teachers Provide media services (PA System Training, workshops, graduations) Produce MOE Radio Program for the purposes of dissemination of educational information The RMI relies on external sources for its instructional materials. In many cases the materials are contextually inappropriate. Context unique to the Marshall Islands such as language, culture, and environment, are disregarded. This adds an additional challenge in the education of Marshallese students and teachers. In order to resolve this challenge, the Instructional Service Center incorporates the creation of materials as well as the production of materials. Products of the center include bilingual reading materials (Marshallese and English), consumable workbooks (all subject areas), and curriculum specific texts (all subject areas). In order to run the ISC designated staff and equipment/supplies are necessary. The staff includes an ELA writer/editor/equipment operator (SEG funding), an MLA writer (General Fund), and an illustrator. During the reporting period, center completed the following: 1. Teacher Resource Books for Bok in Jino Waak Jeje Waak Bwe Kwon Bwe Kwon Jela Jilu Ajri Aindein Mour Jan Ijin Nan Ijen Ta Je Kein Bok ilo Monono Reeaar Nan Kapilon An Pilinlin Koba Pelaakid


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2. Master and print-ready copies of these books are assigned to school for reproduction when printed copies ran out. Schools were assigned printer/copier machines capable of reproducing limited number of copies for school-base use. ISC Media Component 1. The media center recorded multi-grade class demonstrations in Laura. 2. Weekly radio programs were recorded and aired over V7AB. 3. Monthly educational bulletins were published and distributed during the school year. School Enrichment Program During the Fiscal Year, the School Enrichment Program (SEP) implemented Output 4.3.2 Implementation Actions: Provide program delivery service to the schools Ensure SEP is fully staff in accordance with program proposal Expand the after-school sports to Outer Island Schools Make a list of outer islands sport equipment needs and estimate additional budget (basketball, volleyball and net, baseball, bats, gloves) Implement tutoring program at Elementary level for schools on Majuro – in progress, staff are being used in classroom Develop a tutoring schedule and principals are responsible for identifying students Involve parents and the community in the afterschool programs The School Enrichment Program was established to coordinate formal enrichment activities for the Majuro schools. Such enrichment activities include sporting event, musical programs, arts and crafts and computer assist instructions. The Program has a Director and an Assistant Director and 8 school-based Activity Coordinators that carried out enrichment programs in the schools. The Activity Coordinators organize and oversee extracurricular activities throughout the school year, as well as during summer when schools are out and students participate in sports and educational and cultural events at the SEP center at Delap Park. During FY 2016, the SEP Activity Coordinators carried out major events in their respective schools/communities: 3-on-3 Volleyball League were held at Delap Park for the Elementary Schools 3-on-3 Basketball Tournament were held at CMI Court for the Elementary Schools 5K Run/Walk were hosted by Marshall Islands Athletics in collaboration with SEP SEP organized activities and games in celebration of the Disability Week with the students & staff of the Deaf Center School A Table Tennis Tournament was held in Rairok Elementary School for Rairok students SEP conducted a clinic for teacher s on Physical Education and Kids Athletics, and to further improve sports programs in the schools. Activity Coordinators also work as substitute teachers and participate in the school tutorial programs. During this year’s summer program, parents were encouraged to participate and learn alongside their kids during the summer get-together. Student Exchange Program Output 4.3.4 During the Fiscal year, the Division implemented the Student Exchange Program which took place toward the end of the school year. Implementation Actions: Coordinate exchange with the schools


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Oversee the Marshallese-Japanese Student Exchange Program Narrative Support the 2-week middle school exchange program between RMI Middle School students and students from Japan. Funds are used to support the local costs associated with hosting the exchange program All activities for the student exchange program were carried out in Qtr3 with 19 Marshallese students (15 from Majuro and 4 from Ebeye and 4 chaperons, 3 from Majuro and 1 from Ebeye) visiting Japan during the week of June 18-29 and participated with other Micronesian students in educational and cultural events at various schools in Japan. This was an exciting and important trip for Marshallese grade six students who participated in educational and cultural activities with students in Japan. This year, 20 slots were available for Marshallese for 15 students from Majuro and 5 from Ebeye, an increase from the original two students in previous years. Unfortunately, Ebeye could only complete the paperwork for 4 students leaving one slot not used up by RMI. During the week of July 27 to August 2, 16 Japanese students and 3 chaperons/leaders visited Majuro and participated with Marshallese students and families in educational and cultural activities as Marshall Islands Government and the Public School System host the visiting students. While in the Marshall Islands, the Japanese students attended lectures on history and culture of the Marshall Islands, attended a camp out at Kalalen Island and visited various landmarks in Majuro including the Peace Park, Laura Beach, Tobolar Processing Plant, Wan Ailing in Majol and etc. The exchange program proved to be an excellent avenue for Marshallese and Japanese children to work, study, learn and socialize together. The experience that students from both countries gain from this exchange program will help support their educational advancement and will stay with them throughout their lives. PREL RMI Service Center During FY 2016, the PREL RMI Service Center collaborated with PSS and implemented the following events: PREL RMI Project Description 1.Pacific Comprehensive Center Program (PRCC) – US DOE Project Project Design Description: TA to MOE/PSS on the RMI PSS Language Policy PRCC TA 2013 – 2016…. Still on-going based on PSS Established Priorities. MOE/PSS Establishment of working groups for the revision process. Leto-Letak Melele sessions were facilitated to get community input on the role of Marshallese Language and Culture in the Public Education System. Awareness activities for new LP with school administrators, teachers and community members was disseminated in most school events SY: 2014-2015. Revised and signed NEW RMI PSS Language Education Policy 2015 PRCC TA 2016* Provided capacity building (PD) to PSS/MOE Language Policy Lead Team Members (PSS, CMI, USP and CLLC) Monthly Webinars on LP implementation planning Assist in identifying Partners for the Implementation process 2016-2018 Help develop protocols for capacity building (PD) support TA to development of Bi-lingual Teaching Pedagogy (strategies) Provide workshop in Bi-lingual teaching strategies for ECE Teachers (K-3) Full PSS scale implementation is set for SY 2017-18 s per LP Implementation Plan. Majuro Schools are pilot sites for the 90” Block this year SY: 2016-17. 2. Water for Life (PREL - NSF Project) Project Design Description: School Drinking Water Quality Project: Ensuring Schools are providing safe/clean drinking water to students & staff 12 Majuro Schools are participating in the WFL “safe & clean drinking water” at school initiative. Activities include;


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12 school-based Water Quality Management Teams (WQMT) are monitoring Water Quality including Ejit Elementary. WQMT teams are required to test school water sources that used for drinking on a monthly basis. Data is submitted to EPA for analysis and feedback for improvement. Schools are encouraged to engage PTA in cleaning/maintenance of roof and cutters to ensure rainwater harvest into TANKS are CLEAN! Routine Refresher Training for WQMT takes place August – September as part of new school implementation preparations. A tentative proposed Training plan with EPA is set for Aug. 27th (Urban WQMT) and September 16 th (Rural WQMT) WFL Core Team Partners: PSS, CMI, MWSC, EPA, OEPPC and MAWC. Other network partners avenues include; IOM, RED Cross, USP and WUTMI. The Annual Regional WFL Core Team meeting for 2016 was delayed due to the DRAUGHT and is now slated to take place next month in Palau. RMI WFL Core Team Members will be attending. A New “Water for Life” Handbook for teachers was published 2015 and training and dissemination is now on-going. 36 Teachers participated in a WFL Handbook workshop (July 14-15) representative of 14 PSS schools. 42 WFL Handbooks were disseminated to teachers and school administrators. Water for Life “Dan - Unjen Mour” has taken a new shift (from Water Quantity to Water Quality– high priority on awareness of “Quality Drinking Water” 9 Outer island primary schools will be piloting the MADIDrop Treatment Technology this year. Children of these schools will be provided with disinfected and treated clean drinking water and student attendance will be a factor in the data collection. (Woja, Ailinglaplap; Tokewa, Mili; Narmij, Jaluit: Imiej, Jaluit; Toka, Ebon; Ebon, Ebon, Jepal, Likiep; Namdrik and Jabat. (7 Atolls and 9 schools) 3. Pacific Climate Ed. Partnership (NSF Project) Project Design Description: Network Collaboration / Partnership with Pacific Ministries of Education/Departments; in curriculum development and designs; capacity building (Professional Development PD) for teachers; and appropriate Place-based Climate resource development. Partnership in Climate Science and Climate Change Education Initiatives with MOE RMI and other agencies of government. Climate Science/Education Certificate for teachers at CMI. Climate Science/Education resource material production publications partnership with IREI. SY: 2016-17 will be a good year as purchases of new and localized climate education materials were made available to grades K-9th. 6 Placed-based sets of Science Units (Pacific High Island Environments; Our High Island Home; Pacific Low Island Environments, Our Low Island Home; Adaptations; and Mangroves Majel In – Aelon Kein Ad (supplemental text for grade 6-9 was disseminated to participating schools as well. A Dissemination Plan to all schools within SY: 2016-17 is a priority. 56 Teachers participated in 2 Climate education workshops this summer. DASH for teachers of 3-6 and Placed-based Climate Science for grade 6-9th. 4. School Learning Gardens / FEW LOTs LSA Project Design Description: PREL PSS support Contract – 2018. Develop SLG Protocols for Training w/PSS LG Coordinator. School-based start-up Protocols Identify garden plot – prepare w/support of staff & PTA First Training – Making compost (enrichment for the soil) What will be grown (planted) Each school should designate a LG assistant to help Principal monitor and plan integrated LG activities with teaching and learning in the classroom. (integrating SCIENCE, Social Studies, Health, and etc.,) Principals are encouraged to develop a LG Maintenance Plan to receive tools from the program. Aside from PSS funded materials, network partners such as CMI Land grand the Diabetes Wellness Center have been very supportive. In-kind


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help is also available to the program upon requests; such a copra cake from Tobolar and compost soil from MAWC. There is no excuse for schools not to have Thriving School Gardens. Dako Nating, a Life Science teacher at MIHS & Evelyn Joseph attended a weeklong Learning Garden Curriculum Training in Hilo Hawaii in early June 2016. A Learning Garden Curriculum Map is the take-away from this training and plans are in progress to share w/PSS CIA and Adaptations – modifications to suit our own local conditions in RMI. Extended support for this School Learning Garden Curriculum Development has been built into the existing PREL SLG TA and is awaiting approval. FEW-LOTS at LSA did well this school year. LSA Level 1 students took on the challenge with PREL and we divided them into 6 practical Skill learning groups; Cooking (Mary Lenja), Woodworking (Kenni) Gardening (Joni); Sewing (Magareta); Water (Winako & Marline) and Energy (Regan and Marsten). USP Goffer a 2 weeks training for the Energy group building Solar Stills. The training was very successful. 5. Scope Global /PACTAM 2 Project Design Description: Managing Scope Global In-Country Advisor PACTAM 2: PREL Main Office is the coordinating agency for PACAM 2 Scope Global Advisors in the Freely Associated States (Palau, RMI and FSM) PREL Regional Office – Officials serves as the “in-country managers’ or ICM’s. Currently there is only one PACTAM 2 Scope Global Advisor working for RMI MOE and he is Mr. Kevin Wash. His role is two-fold. He also serves the National Department of Education - FSM and is based in Pohnpei. Scope Global is still searching via interviews for replacement of Mark Eastwood who left RMI MOE early 2015. A total of 4 PACTAM Advisors started in 2014. 3 fulltime and 1 shared. Mark Eastwood and Kevin Walsh – RMI MOE. Allen Gale - MWSC. Allison Birchall who also left RMI early due to family emergency before her contract term, but is still working w/WUTMI via distance. PREL Organization is willing to assist your requests for PACTAM 2 Advisors to SCOPE GLOBAL, just let us know. 6. MCREL – RMI REL Alliance Project Design Description: Locally Based Consultant (LBC) Assist REL Pacific in coordinating local RMI REL Alliance meetings and project monitoring PREL RMI Office staff serves as the Local-based Consultant helping REL Pacific staff coordinate RMI REL Alliance Group activities. Training/on site meeting with the REL Alliance Group is on calendar to take place September 21-22, 2016.

Coordination and logistics for this event is on-going via email conversations


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VI. DIVISION OF SECONDARY & CAREER EDUCATION

The Division of Secondary and Career Education was previously managed by the Associate Commissioner of Instruction

and Schools Management. The division collaborates with the Public School System and the National Government to

focus on better quality education and delivery of instruction for all secondary in the Republic.

In November 30, 2015, the Public School System hired a new Associate Commissioner for Secondary and Career

Education. The primary position of the Associate Commissioner is to be responsible for planning, overseeing high schools

issues, administering, and directing all the division’s secondary, to include middle schools, high schools, and alternative

schools. The position formulates and interprets policies and procedures, ensures compliance with PSS and RMI

regulations, administers a budget, and supervises departmental personnel.

The office of the Secondary and Career Education attempts to ensure that children who have completed primary schools

and have reached the age of 14, who are qualified for admission to high school, and who continue to meet the Public

School System standards are enrolled in each of the five public high schools in the RMI including LSA. The primary

purpose of the division is to provide support to all high schools.

The Secondary and Career Education is working in conjunction with the following high schools and academy school:

1) Jaluit High School (JHS)

2) Kwajalein High School (KAHS)

3) Laura High School (LHS)

4) Life Skills Academy (LSA)

5) Marshall Islands High School (MIHS)

6) Northern Islands High School (NIHS)

Also, the division focuses on the Output of the Performance Based Budget Output and Focus Area Five, which is

Secondary Schools and Career Education and has six (6) objectives of its own.

Focus Area 5: Secondary and Career Education

First the Secondary and Career Education was organized und the Division of School Instruction and Management in

order to provide services and support to all public high schools in the RMI.

During SY 2016, Output 5 was implemented to support these improvements. Following is a summary of implementation

on this output.

Output 5.1.1 – Fully Comply with Compulsory Education Law by Providing Secondary Level Education Opportunities to

100% of Grade 8 Completers by 2020.

Implementation Actions: In June 2013, MOE key staff and a consultant developed a strategic plan that was used to

guide secondary schools 2013 through 2016 to ensure that continuation of education options for grade 8 graduates are

in school. (E.g., Cohort 1 those who scored 40-49 enter the Pre 9 program for one year and they pass the grade point

average of 2.0, they are promoted to grade 9, Cohort 2 those who score the MISAT 50+ enter regular grade 9 and

continue on to grade 12 and Cohort 3 those who scored 0-39 enter Life Skill Academy to attend alternative program for

3 years, then to transfer to GED program.


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During SY16, 64 students mastered the MISAT for JHS, 28 for KAHS, 36 for LHS, 228 for MIHS and 26 for NIHS. Most of

the incoming eight graders to high schools dropped from the cut off score of 60% this year.

During SY 2016, Output 51.4 was implemented to support these improvements. Following is a summary of

implementation on this output.

Output 5.1.4 – Determine the Role of TVET in the Secondary Curriculum Implementation Actions: There is a plan to prepare a briefing paper to PSS recommending and justifying the courses

being offer to all high schools. Most of the TVET courses are offered and implemented at MIHS, some are implemented

at the following schools – JHS, KAHS, LHS, LSA and NIHS. These schools only implemented the woodworking, food

preparation and gardening.

Below is a table show the number of males and females taking vocational courses at MIHS.

Table 16: Summary of Vocational Courses and Gender Composition at MIHS

Grade Level Boys Girls TOTAL Comments/Remarks Term

11 92 122 214 Take 1 vocational subject Yearly

12 89 91 180 Take 1 vocational subject Yearly

TOTAL 394

11th Grade 12th Grade

Subject Female Male Female Male

1 Accounting 16 6 14 13

2 Auto Mechanics 0 24 2 20

3 Clothing & Textiles 16 0 0 12

4 Food Preparations 2 4 9 2

5 Health Academy 18 4 13 8

6 Information Technology 26 21 11 9

7 Japanese 0 10 2 4

8 Secretarial Studies 19 6 13 10

9 Teacher Academy 15 2 15 1

10 Wood Working 0 25 0 22

TOTAL 112 102 79 101

Life Skill Academy

The Life Skill Academy is designed to provide additional support to students who did not meet high school entrance

MISAT score 50 who scored below 40. The three years program will prepare these students and give them necessary

skills to successfully meet demands of vocational skill requirements. The LSA program is available in Majuro, the capital

city of the Marshall Islands.

During SY2015- 2016, LSA implemented Output 5.1.6. Following is the summary report of the implementation on this

outcome.


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Output 5.1.5 - Support and Evaluate the Life Skills Academy. Implementation Actions:

1. Evaluate the effectiveness of the ESD English course for grades 9-11 students.

The continuous application of CBA system has been effective in measuring student outcomes in various subject areas. Students and teachers are using and experiencing a very slow internet speed for Research and ACHIEVE 3000 under limited times.

2. Convert to a daytime class schedule as soon as possible and provide instructional time of at least 6 hours per day, in keeping with MOE Rules.

LSA has shifted from daytime classes to evening classes again. It’s not possible to have evening classes. However, the introduction of the Green Academy Pilot project and Solar will increase learning hours for Industrial Arts subjects.

3. Maintain a teacher-student ratio of no more than 30:1 by hiring additional teachers as enrollment increases.

Student-teacher ratio has been achieved.

Pre 9 Program:

The pre-nine Program is designed to provide additional support to students who did not meet high school entrance

MISAT score of 50. The year-long program will prepare these students and give them necessary skills to successfully

meet demands of high school academic requirements. The pre-nine program is available in all public high schools in the

Marshall Islands.

During SY2015-2016, Pre 9 implemented Output 5.1.6. Following is the summary report of the implementation on this

outcome.

Output 5.1.6 – To provide relevant and responsive Secondary programs. Implementation Actions:

1. Continue implementation of the Pre-Ninth program at the Secondary Level.

Water filtering system is fully operational and was tested by EPA and passed with flying colors. Pre 9 students continue to enjoy the luxury of free, clean, cold and hot water in their home room classrooms.

Of the remaining 80 students still enrolled, 77 were promoted to grade 9 with 3 moved to LSA due to low GPA.

The Pre 9 Program has posted a 91.84% percent attendance rate from Aug 17, 2016 to May 27, 2016 of SY 2015 – 2016

The ceiling at the back of the Pre9 building was completely repaired and restored utilizing MIHS Carpentry Class of Mr. Nevado. Repainting will immediately commence as soon as SY 2016 – 2017 commence.

Ordered books for English Reading and Composition has arrived and was immediately put to use. Both subject now have now 1 book per every students.

Pre9 students still continue to enjoy free, clean, hot and cold water since Oct of 2015. A bigger filtering system at the rate of 6GPM has been ordered to expand the free water services to the entire MIHS community.

Transportation was a big problem due to the in-availability of the MIHS truck that was brought in to the garage for its much needed repairs and is still in the garage at this time. Proposing to acquire a separate


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used vehicle for the program that may also serve as back up vehicle for MIHS. Or a fuel fund may also be set aside from the Pre 9 fund (other supplies and materials) for the coordinator, if such case happened again, so as not to hamper the Pre9 operations.

Students and Teachers were accorded certificates of recognition for an exemplary performances for this SY. Audio head set has been acquired to further improve the utilization and outcome of the Achieve 3000 Program.

A total of 5 former Pre9 students ran for the Student Body Government Presidency, Vice Presidency, Secretary and Boys Athletic position for SY 2016 – 2017. Fortunately Mr. Preacher Akira was elected as Boy’s Athletic Officer.

2. Implement supplemental computer-based literacy programs (i.e. Achieve 3000) to boost students reading and comprehension level. Pre 9 teachers has attended various online and onsite training with Achieve 3000 presenter as follows:

October 27, 2015 - ON LINE TRAINING w/ Ms. Amy Knebel (Achieving Success for College & Career).

November 9, 2015 – ON SITE TRAINING w/ Ms. Margaret Pearson, conducted actual Achieve 3000 class with Pre9 students and teachers.

December 11, 2015 – ON LINE TRAINING w/ Ms. Margaret Pearson (Ensuring Greater Rigor for Every Student).

The online classes using Achieve 3000 is still being used to elevate Reading and Comprehension skills of the students.

Another training is scheduled for January 20, 2016

Of the 87 students that have enrolled in the program, 84 are still with the program. Of the 3 dismissed

students, 1 moved to US, 1 dropped out due to health reason and another 1 was dismissed because of

excessive absences.

Water filtering system is fully operational and was tested by EPA and passed with flying colors. Pre 9

students continue to enjoy the luxury of free, clean, cold and hot water in their home room classrooms.

Of the remaining 85 students, 91.76% has posted a passing grade of 2.0 or better.

The Pre 9 Program students has posted a 94.86% attendance rate for the 1st semester of this 2015-2016

school year.

Marshall Islands High School

Marshall Islands High School is still the biggest institution in the Republic. The institution is another boarding school that

brings students from Mili, Arno, Majuro, Mejjatto, and Enewetak. MIHS become the first public high school to be

accredited for six (6) years. The school continue to grow with student enrollment increasing over the years. During SY

2015-2016, MIHS enrolled 1,069 students with a teaching staff of 77 for a student/teacher ratio of 14/1. The school

enrollment started with 1069 and decrease to 986 due to transferred out to other schools, migrated to US states and

few dismissed students.

During SY 2016 MIHS implemented Output 5.1.7. Following is the summary report of the implementation on this output.

Output 5.1.7 - To address and improve delivery of education at Marshall Islands High School (MIHS). Implementation Actions:

1. Continue to work with MOE Personnel Office and PSS to place qualified teachers at MIHS.


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On August 17th, 2015, luckily MIHS received adequate number of teachers that were reported to work at MIHS to replace the few vacant posts from the last school year 2014-15, twelve teachers were hired to fill up the vacant posts at Marshall Islands High School. The first day of instruction was adequate with teachers and no student was left out when day one officially commenced on August 17. Two World-Teach Volunteers were assigned to teach at MIHS. A new teacher from Solomon Islands was hired to teach science at the Pre 9 program. The substitution initiative still very active at MIHS.

Continue to identify and provide training opportunities for MIHS teaching and non-teaching work force such as Security

personnel School Registrar and Counselors, Also need IT and computers training for teachers and counselors.

During summer of 2015, 90% of the staff and faculty of MIHS attended the Pacific Educational Conference at CMI. It’s

with regret that still no training was conducted for school registrar, counselors, and security personnel.

The science teachers had a workshop on October 21st, 2015 at ICC.

Professional Learning Community

Few workshops from the Department of Education of the College of the Marshall Islands (CMI) were conducted at MIHS

to support teachers’ PLC and to improve teaching strategies. The following topics were covered are:

1) Classroom Management by Ms. Vasemeca Savu, CMI Dept. Head & Instructor Designed to give students the basic knowledge and practice needed to plan, develop and implement classroom management tasks that encourages learning. Addresses decisions effective teachers must make including building a positive classroom learning environment, establishing classroom guidelines and classroom/school procedures and routines, and establishing effective communication with parents regarding student behaviors and academic progress.

2) Presentation on USP Bachelor and Master Program by Ms. Yolanda McKay, USP Presentation was focus on BA and M. Ed program at USP Center for teachers and administrators.

3) Constructivist Teaching Strategies by Ms. Vasemeca Savu, CMI Depart. Head and Instructor The workshop promoted an active learning or learning by doing and team work. The teaching strategy provided teachers some knowledge about how student perceive, think, remember, and solve problems

4) Reading and Graphing by Ms. Any Ishiguro, CMI Instructor The workshop promoted the use of integrated learning across subject areas. The reading and content graphing will help students to organize their understanding and make connection to their learning

5) Learning Disabilities by Dr. Gabriel Soje, CMI Sp. Education Instructor The workshop was attended by VP- AC, Sp. Ed teachers and some regular teachers. It explore issues on learning disabilities which is a condition that is based, most often, in language-related


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difficulties and results in problem learning to read, write, and calculate.

2. Continue to carry out extracurricular activities and tutorial activities of the school. At the beginning of the new school year, there were fourteen clubs were established and introduced to the school. The established clubs of MIHS are Close Up, Debate, Gardening, Health, Homework, Japanese, Music, Resource Development, Science, Speech, Sport, Year Book, and Youth Fellowship Club. A new school club was introduced on October 26th, 2015. It is called the “Resource Development Club” coordinated by Mrs. Jieni Ravai. The Gardening club became a huge success and visited last month by the three ambassadors. They handed MIHS a certificate as the "Ambassador of School Garden” along with few bags of fertilizers and a gift check of $75. After numerous attempts and hard work, the Year Book club has successfully put together a Year Book 2016. Science club continue to test the water dispensers around the campus and submitted the result to WFL- PREL office. Debate club/team claimed numerous awards during education week a n d M a y D a y . MIHS - School Publication (Newspaper) A school publication was proposed and approved recently by the principal. This publication will be run by students with the help of their teacher advisors. The aim is to keep students informed of the latest news and happening around the campus and the community. This also gives students a feel on how journalism and media function in society by providing them a hands-on experience on a smaller scale. According to the proposal, the school newspaper will release its issues monthly and containing around 8 to 12 pages. Before the end of 4th quarter, teacher-in-charge advertised the post, such as editor -in-chief, news writers, cartoonist, and photojournalist. The student applicants undergo a n interview and submitted a sample writing work, and the selected students will be announced at the beginning of SY2016-2017. Sport News

Pre-Season Basketball fixtures began on October 26th, 2015. Girls fixture & results:

Monday (10/26/15) – Girls Lost to Baptist 14 - 20

Tuesday (10/27/15) – Boys Lost to Baptist 36-42

Wednesday (10/28/15) – Girls Won against Coop

Thursday (10/29/15) – Boys won against Coop

Field day on Thursday (10/29/15)

Senior Class BINGO fundraising was held on Saturday (01/19/2016) at RRE compound.

Basketball teams for boys & girls. Unfortunately both teams lost in the semi-final league competition to SDA.

Sports – Basketball teams for boys. Unfortunately the boys team lost in the championship game in the “MAY DAY” competition.

On Saturday, October 31, 2015 the school VP conducted Leadership Training Workshop for SBG’s and class officers and

other students.

Tutorial Program for Students at MIHS


46

The following activities were implemented during the SY15-16.

Math classes from 10th – 12th grade continue to utilize the Khan Academy Lite Academy Tutorial program for Math

Math Class for 12th grade was conducted after school and during weekend for the aim of preparing for the CMI Placement Test and the MISAT V.

Continued K-Lite tutorial program for Math will operational for 10th graders to 12th graders.

With the implementation of the tutoring program at MIHS, there were significant improvement on the following tests.

ASVAB Results

The ASVAB score for 2016 shows an increase in all section, with the exception of Arithmetic reasoning and Auto

& Shop information. In addition, the ASV AB test result is this year has 28 students who passed the test compare

from last year which has only 14 students.

Seniors = 166 students were tested (16 of them passed) = 9.638% passed the ASVAB. Juniors = 142 students were tested

(12 of them passed) = 8.45% passed the ASVAB. Altogether = (28/308) X 100 = 9.09% of MIHS students who took the

ASVAB Test passed it.

CMI Placement Test Another significant achievement of MIHS senior students was the good result of CMI test. MIHS exceeded its

target for SY 2015-2016. The table below shows more details.

Table 17: Number of MIHS students passing CMI Placement Test

English English% Math Math %

Credit Level 21 12 22 13

3. Continue improving school system and administration per recommendations of accreditation programs and other WASC recommendations; expansion of Power School database.

Training on Power School Teacher Grade book setup conducted by Mr. Ulaiasi Cagi on August 17th, 2015.

PowerSchool was upgraded from 7.11 to 9.0 version and migrated to US PowerSchool Base for hosted.

2 employees from MIHS and 1 from PSS went to Ebeye, Kwajalein to conduct training on PowerSchool for administrators, teachers and parents.

Power School University (PSU) proposal approved and received confirmation from PSU on June 9th, 2016. This training will include the Principal of MIHS & Principal of RES.

A follow up visit from one of WASC Consultants/Trainers, Mr. Patrick Lickiss visited MIHS to meet with the school principal and other staff to review MIHS School-wide Action Plan.

The school administrators and teachers worked together to put a first annual report that was submitted on June 20, 2016.

A private contractor started continued work on installation of new water tanks to cater for the use of the bathrooms and the classrooms.

Free lunch program began in the second week of quarter 4.

4. Carry out SIP and all other program deliveries including parental involvement.


47

Parents Teachers Association (PTA)

Began the year with the whole parents and teachers body together but around the end of September Senior

parents had to hold their meetings separately in preparation for the graduation of their own children.

Meetings are held on a monthly basis unless for both groups but there have been unscheduled meetings due to emergencies like change to graduation date or fund raising venues.

In quarter one Ms. Evelyn Joseph (PRELL representative) was guest speaker at the PTA meeting to talk about Clustering as an organizational tool for schools.

PTA this year has been instrumental in negotiating for funding with the Japanese Embassy for the provision for one or two buses that will directly service the school. Presently the school is handicapped due to the unavailability of buses when their services are called for.

Towards the end of the school year parents band together to clean the campus in readiness for the graduation

PTA's assistance was sought when the school embarked on an ambitious fund raising effort to help with the Grassroot funding of $100,000 where the school had to raise $20,000 and the $80,000 will be met through this funding. To date we have been able to raise $15, 7 47 .16

Collaborative work from the PTA in organizing our Carnival Day which was held on Saturday (11/14/2015).

MIHS has its calendar of PTA meeting every month of the school year.

On Thursday (06/02/2016) the senior parents organized in the preparation of the 51st commencement exercise which was held within MIHS campus.

From Wednesday (01/06/2016) to Wednesday (01/13/2016), US military personnel assisted the senior students in preparation to the ASVAB test later on this semester.

On Friday (January 29th, 2016) we had our honor assembly in which the PTA provided cash prizes for the 1st honor students & PSS awards for perfect attendance students. 24 - 1st Honor, 118 - 2nd Honor and 4 - perfect attendance students

5. Carry out purchase of school needs. We have received the following supplies but some PR’s are still pending with Finance/Procurement.

Microwave, Large Size Bowl, Plastic 8 pieces, Sterilite Container Storage, 66QT Uniform, Fabric - Dark Green, Fabric

Dark Green, Nylon Lace W/Metallic, Bag Trash 42gal, 20ct Bag Trash 13gal 180ct, Toilet Paper Scott 1000 sheets,

Gloves Vinyl 100ct, Multi-Purpose Air Fresh Beads, Lavender Cleaner, Pine Sol Lemon 28oz, Soap Hand Myst Peach

15oz, Baker's Flour Australia, CSR Sugar/2kg BB Shortening 12cs 42oz Baking Powder 24cs 8oz SS Vegetable Oil 12cs

24oz SS Light Brown Sugar 12/2LB, SS Baking, Cups Pastel 24/90, SS Paper Towels 30cs, 2 PLY UFO Scrub, Sponges 3

packs, Blue Bonnet 30cs 4ct, 1 LBS SS Aluminum Foil 12 cases, 200SQ Eggs Medium, UCC Coffee 114 12cs, 90G

Creamer 16oz/12cs, WF Joy Lemon 10cs, 30oz Morton Iodized Salt 26oz, Nesquik Choco. 12cs 10.9oz, Nestle Milo

300g, Lipton Tea 12cs, 100ct KORD, Foam Bowl 18cs 25 ct,12 Imitation Vanilla 24cs, 6oz Carnation Milk 24cs, 12oz,

Cable VIVO Cat5E 100FT, Tie Cable 8” 200pk, Switch – TP Link 16 Port Gigabit, Refrigerator 4.5 cubic ft., 16“

Oscillating fans, Apple 13.3” MacBook Air Notebook Computer & WD Elements 2TB USB Portable Hard Drive.

Additional items were received in third quarter but some PR’s are still pending with Ministry of Finance and

Procurement Office.

Refrigerator 4.5 cubic ft. white, Fan Oscil 16” Black, Apple 13.3” MacBook Air Notebook computer, WD Elements 2TB

USB3.0 portable Hard Drive, Push Mower 21”, Gas Trimmer 128LD 28CC Straight - Husqvarna (Orange), Knife

Shogun-82 PK/120, Garden Hose 5/8" x 50' HP, Garden Hose 5/8" x 100' HP, Oil 2 cycle 2.6 oz ace, Padlock 1" Pin


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Brass Ace , Padlock 1-3/4" SCHLAGE SB, Padlock 1.75" Steel, Poly Leaf Rake 24", Safety Cone Poly 18" ORNG, Nylon

Rope 1/4" x 100' WHT, Nylon Rope 1/4" x 50' WHT, Fingertec TA300 desktop time clock, WD 3TB Black my Passport

External Hard Drive, Dust-off Compressed Gas, Metro Vacuum ED500 dataVac 500 W 0.75-HP, Syba 50 piece

Computer Network Installation Tool Kit, Makita CT200RW 18V Lithium-Ion Cordless kit, 4 Inch Nylon Cable Ties 200

pieces, Cyber Acoustics 30 Watt Powered Speakers with SW, Coolmax I-500 500W ATX 12V V2.0 Power Supply,

Inspiron 13 7000 series 2-in-1 Special Edition, Pen, Ballpoint, RED/UNV, Pen, Ballpoint, BLACK/UNV, Pen, Ballpoint,

BLUE/UNV, Glue stick Deli, Liquid Glue, Note pad stick, Notebook, Push pins, Paper Clips, Crayola Crayons, Crayola

Colored pencils, Staples Standard, Packing tape Clear & masking tape. Untangle u150 Appliance, Untangle NG

Firewall subscription, Cisco SG100-16 16-Port Gigabit switch, Cisco SG300-20 20-Port Gigabit Managed Switch, Cisco

Compact 24-Port Gigabit with Combo Ports & NetGear Prosafe GS 748T 48 Port Gigabit Switch.

Northern Islands High School

Northern Islands High School is one of the government public schools that is located in Wotje Atoll and is boarding

school, enrolling students from the feed schools in the Northern region for the atoll of Aur, Maloelap, Wotje, Utrok,

Likiep, Ailuk and Mejit. During SY15-16, the school enrolled 315 students with a teaching staff of 23 comprising a

student/teacher ratio of 14:1.

During SY 2016 NIHS implemented Output 5.1.8. Following is the summary report of the implementation on this output.

Output 5.1.8 - To address and improve delivery of education at Northern Islands High School (NIHS). Implementation Actions:

1. To work with MOE Personnel Office and PSS to recruit and place qualified teachers at NIHS in a timely manner.

With the establishment of the Public School System, the recruiting process for NIHS improved a bit compare to SY13-14.

But still the school needed to fill in three posts for English and mathematics. Few staff were hired to fill in the following

post below.

An accounting teacher MOE recruited from the Philippines joined teaching at Q1 of SY 2015-16.

IT teacher has started teaching since two weeks after Q2 started.

A new School’s nurse began work since 2nd week of October 2015.

2. Identify and provide training needs for NIHS teaching and non-teaching force

Since October 15, 2015, NIHS has included school-based professional development activities as regular elements of its weekly debriefing session.

Professional Development has been included also in the School’s improvement plan in which chairpersons of each Department will identify professional development topics in their Department improvement plans.

During summer 2016, most of NIHS staff attended training for learning garden, STEM, counseling, first aid, and the principal institute.

3. Manage the school Feeding program.


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Food supply for quarter 1, 2 and 3 were delivered on board governmental ship and arrived on time.

4. Carry out purchase of school needs.

PR for computers as advised by MOE/PSS was not approved.

PRs for food stuff were approved.

PR for school medical supplies was approved.

Some of the items needed for the school were received (1 set of dell desktop computer, sport equipment and school supplies

5. Carry out tutorial program at the school.

Students with special needs have been given special classes after school for 2 hours. Some tutorials are daily and others

are for 2 or 3 days depending on the extent of remedial work needed for the different groups of students. Night study

for math and English were conduct just to support our students to meet exam standards and benchmarks (e.g., CMI

Placement Test, 2012-2016). Below is a sample of improvement for NIHS when they implemented the tutorial program.

Figure 16: NIHS Credit Level Rates

Laura High School

Laura High School is one of the government public schools in the capital city of Majuro that stationed in Laura and it is another boarding school for the students from the Ajeltake, Woja, Arrak and Laura. During SY 2015-2016, the school enrolled 316 students with a teaching staff of 18 comprising a student/teacher ratio of 16:1. Since then the school has seen major improvement with addition of new classrooms, computer and science lab and library space under the Capital Improvement Funds. Over the years, LHS, MOE and PSS have worked together to fully equip and staff the school and to ensure services to students are adequately provided. In 2010 LHS began its school improvement efforts by applying for and became a candidate for accreditation from WASC. LHS produced its first self-study report one year later and got its first visit in 2013. In April 2016, LHS was visited again by the WASC Visiting Team to review and evaluate its Full Self Study Report. In June 2016, LHS received its communication from the Accreditation Commissioner of WASC stated that LHS is placed on

2012-2013 2013-2014 2014-2015 2015-2016

MATH 4% 0% 7% 26%

ENGLISH 0% 0% 0% 3%

4%

0%

7%

26%

0% 0% 0% 3%

0%

5%

10%

15%

20%

25%

30%

NIHS CREDIT LEVEL RATES

MATH ENGLISH


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accreditation probation for two years. In 2018, the WASC Visiting Committee will visit LHS again for another Full Self Study Report. During SY15-16 LHS implemented the Output 5.1.9. Following is the summary report of the implementation on this

outcome.

Output 5.1.9 - To address and improve delivery of education at Laura High School (LHS). Implementation Actions:

1. To address and improve delivery of education at Laura High School (LHS).

During SY15-16, LHS worked collaboratively with PSS to hire 18 teaching staff, but still need more teachers. During semester 2, LHS send a request to PSS to hire more teaching staff. LHS still need four full-time teachers, a male Counselor, a custodian, school nurse and school registrar.

Two WorldTeach volunteers were assigned to LHS. 2. Continue to use High Speed internet to improve learning/ working environment.

The internet is still working. Sometimes it’s slow. LHS need more bandwidth and corresponding support from PSS.

3. Continue all school-based and extracurricular activities including parental involvement.

PTA meeting was conducted on a quarter basis. 4. Implement WASC recommendations.

LHS was visited in April 2016 by WASC Visiting Committee.

Jaluit High School

Jaluit High School is one of the government public schools in the outer islands that is boarding the students from Ebon,

Namdrik, Kili, Jaluit, Aelonglaplap, Jabat Island and Namo. During the SY 2015 – 2016 JHS enrolled 490 students from the

Central and Southern school districts and employed 28 teachers for a student/teacher ratio of 18/1.

During SY2015-2016, JHS implemented Output 5.2.0. Following is the summary report of the implementation on this

outcome.

Output 5.2.0 - To address and improve delivery of education at Jaluit High School (JHS). Implementation Actions:

1. To work cooperatively with the MOE staff in order to recruit more qualified teachers and office administrators

In SY 2015-2016, JHS managed to have the adequate number of teachers to place in the classroom. But due to the late schedule of government ships to transport students and teachers to JHS, first day of instruction took place in September 2015.

Two WorldTeach Volunteers were assigned to teach English for JHS.

A new security guard was hired to replace the once transferred to other school.

2. Purchase school materials and supplies

Materials were purchased for the vocational classes to use for their hand on training programs. (Construction Classes). The construction classes constructed thirty table-chairs for the new vocational building.


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Other school supplies/equipment were purchased for administration office and the computer labs.

Tools and other agriculture supplies were purchased and agriculture students are currently use.

3. Conduct workshops and training for both parents and teachers.

A teachers’ workshop and training was conducted by the school administration.

Departmental meetings were held by each department to develop new teaching strategies.

4. Increase students’ participation.

With students’ participation- Debates were conducted by the English classes and the Close-Up Club. Debates were held only for the junior and senior students.

Field trips and Public awareness programs were conducted by the Science students and the Close Up Club.

5. Carry out after school tutoring programs.

Tutoring program was held to improve those students who returned back to JHS on probation status. JHS conducted a

tutoring schedule in relation to support our students. During SY 14-15, 1% improved for JHS both English and math. In

2015-2016, JHS increased it percentage 1% and 6%. Below is a sample of improvement for NIHS when they implemented

the tutorial program.

Figure 17: JHS Credit Level Rates

6. Continue to fund the feeding program at JHS.

Quarterly food supply for JHS delivered on board the government ships on time for quarter 1, 2 and 3 and were well-managed by the school.

High Schools’ Close-Up Program The Pacific RIM/Cross Road Program is a component of the local and US based Close-Up Program. The program provides

opportunities for Marshallese students to travel to Honolulu, New York, and Washington DC to study social,

environmental, and economic issues relevant to the Pacific. The program also includes a Majuro Local Close-Up

initiative. The objective is to increase the number of students involved in the Close-Up experiential learning process.

2012-2013 2013-2014 2014-2015 2015-2016

ENGLISH 1% 1% 2% 3%

MATH 0% 0% 2% 8%

0% 0%

2%

8%

1% 1%

2%

3%

JHS CREDIT LEVEL RATES


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During FY16, the RMI Close-Up group joint the rest from the Pacific entities to the National Close-Up conference held in

Washington D.C. from May 9th to 20th. Following is a brief report of the RMI Close-Up students’ participation at the

conference:

Output 5.2.1– Close-Up Program

Implementing Actions: Implement Close-Up Program at all Secondary Schools Fourteen students and a chaperone participated in annual local close up that was held in April 28th – 29th at MIR Conference Room. Sixteen (16) students and two (2) chaperons representing various secondary schools in Majuro (AHS, COOP, LHS, MIHS, & SDA), Ebeye, Kwajalein (KAHS & SDA), and outer islands (JHS & NIHS) traveled to Washington, D.C. to take part in the 2016 Pacific Insular Areas Program sponsored by Close-Up Foundation, Washington D.C. The number of participant for this year was decreased due to limit funding from the program.

RMI Close-Up participants group photo in RMI Embassy and United Nation. Throughout the program, Pacific Islands’ students and teachers interact with other students from all across the United States. The students and teachers had the opportunity to: • Explore the birthplace of America’s democratic dreams;

Discover the stories behind the American Revolution;

Explore DC’s famous monuments and memorials close up;

Discuss current issues facing their community and country;

Visit the world-renowned Smithsonian Museums;

Meet with their Congressional delegation and/or their staffs;

Debate hot topics during dynamic mock congress activity;

Experience Embassy Row

Talk with members of Congress, Washington insiders & journalists;


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Learned about government issues and climate change

The group travelled to Washington, DC, Williamsburg, Philadelphia and New York during the two weeks program. They

were joining with Pacific islands and mainland students in Washington, DC to participate on a number of educational

and cultural programs before returning home on May 21st, 2016. While in D.C. the Marshallese group was able to visit

the Marshall Islands Embassy and had an educational session with the ambassador and staff and were also able to

exchange stories about our islands and sharing their dreams with the Marshallese group working for the embassy.

High Schools’ Senior Practicum Program The Senior Practicum program is a learning program that allows students to experience work with an employer. This

program supports student-learning outcomes in targeted career areas. This program supplements tradition academic

and technical training courses by providing students the opportunity to gain real world-of-work experiences by

attending regular classes in the morning and working alongside mentors in government offices and in the business

sector.

Secondary schools in Majuro implemented this program easily as the government and business sector is always ready to

welcome these students in and provide rich learning experiences. Schools in the outer islands made an effort to

implement this program but due to fewer placement and partner agencies to do this implementation action.

Senior Practicum was held on March 14th through to May 12th, 2016. 163 out 180 senior students went for practicum

spread over 62 worksites. Practicum students received stipends after the practicum program with reference to their

home address and/or weto.

Output 5.2.2 High School Senior Practicum Program, Further review, plan implement the Senior Practicum at appropriate high schools Implementing Actions:

1. Plan and coordinate practicum with participating business, ministries, and agencies The following table summarizes the placement of practicum students in the government and business sectors from the

two secondary schools in Majuro:

Table 18: Placement of practicum students School Field of Study No. of Student Work site/Partner

Marshall Islands High School (176 students)

Accounting 26 BOMI,MOH,MISSA

Auto Mechanic 19 NTA, PSS Warehouse

Food Preparation 11 DAR, Wellness Centre

Health Academy 19 Majuro Hospital

Information Technology 20 NTA,BOMI,PSS-IT, PSC

Japanese Studies 5 EPA,MJCC

Secretarial Studies 21 Courthouse, PSC,MEC

Teacher Academy 9 RES,MMS,DES,UES

Woodworking 12 PWD,PSS Warehouse

Laura High School(30 students) Health Academy 30 Majuro Hospital


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Output 5.2.2 Implement Debate at all High School Schools Implementing Actions: During SY2015-2016, the Division of Primary and Secondary Schools collaborated with WorldTeach Director and

Language Art Department to implement the Debate Program for all public and private high schools.

During Education Week in February 2016, the first part of the debate session took place at ICC where we invited AHS,

COOP-HS, Delap SDA-HS, LHS, MBCS, MIHS and RCHS to participate in the debate program. It was agreed that the

resolution' that will be debated for this year is:

"It is the RMI national government's responsibility to ensure that all RMI citizens have access to potable water in a

drought."

Based on feedback, it was a very successful debate competition. The feedback we've received has been extremely

positive. The WorldTeach volunteer Director spoken to people who heard the debate on the radio as well, and they

found the debate to be very insightful. MIHS won the first place while LHS won the second place.

In May 2016, the second part of the debate program took place at ICC with the engagement of JHS, KAHS and NIHS

along with LHS and MIHS. This time, no private school was involved in the debate program due to lack of Marshallese

Language speaking skills. This year's debates took place on May 3rd at the ICC from 10 AM - 4 PM. Below is the theme

for the Constitution Day.

"Kien eo ad ilo RMI en kōmman kakien ñan kabōjrak an deloñtok im kōjerbal kab wūj, pileej wūj, im pūļajtiik pāāk in

kaikujkuj ñan aelōñ in Majōl."


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The winners of the debate program was LHS who won 1st place and KAHS won 2nd place of the 2016 Constitution Day

Debate.

Sakura Science Plan

In addition to all the above activities, a newly and first time program to be implemented in all public high schools is called the Sakura Science Exchange Program that is fully funded by the Government of Japan.

The Japan-Asia Youth Exchange Programming Science (Sakura Science Plan: SSP) is short-term invitational program

launched in 2014 by JST (Japan Science and Technology Agency), targeted at aspiring young people in Asia.

The program aims to promote innovation in Asia by deepening participants ‘knowledge of science and technology and encouraging the active exchange of ideas and opinions in a multi-lateral environment.

The program goal is to nurture aspiring young scientists in Asia. SSP has two major programs: the first; calls for proposal type program, the second, SSHP (Sakura Science High School Program) specifically targets excellent Asian/Pacific high school students.

This year, this the PSS selected 5 students from each of the following school, JHS - 1, KAHS - 1, LHS – 1, MIHS – 2, and a teacher/chaperone from LHS.


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Challenges

Based on all outer islands and urban centers public high schools PBB report stated that shortage of teaching staff

needed to be improved for SY16-17. JHS and NIHS still facing slow connection of internet which give them hard time to

communicate with PSS Headquarter and family members. The attendance is still an issue at all high schools especially

KAHS, LHS and MIHS. LSA need to have suitable schedule to do instruction from 8 am – 3:30 pm, rather than having

night classes which concern safety issues. All classroom materials and supplies need to be on campus before full

instruction begins each school year.

The vocational program has an existing curriculum, but there are no textbooks and teaching materials for secondary

high schools. Graduation rates is our aim but seems like it’s going down. Dropout out rate also a major challenge for all

high schools. Finally, student achievement for secondary schools. Based on data, MISAT for grade 10 and 12 needed to

be improved every year. CMI Placement Test is another issue that is faced by our high school graduates. There are many

students enroll at developmental level rather than credit level. We need to have more support from the parents and the

community. Is there a way of improving all of the above?


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VII. DIVISION OF FACILITIES & MAINTENANCE

The Public School Systems established the

division of property and Maintenance

(PM) with the goal of better monitoring

and prolonging the life of the Education’s

assets. The division carried out various

projects during the reported period. The

projects included classroom and building

repairs, vehicle maintenance, and

classroom furniture repairs.

The Performance Base-Budgeting System was an essential monitoring tool providing effective and efficient methods of monitoring and tracking division activities. Each outcome (objective) has a specific set of outputs (activities) and performance indicators that are to be completed and monitored each quarter to ensure sufficient progress in meeting the required objectives. Performance output describes the work done during the year reported in greater details.

Outcome 9: Provide property maintenance services to all schools and administration building and coordinate

expanded community role for school maintenance and up keep

Output Group 9.1.1 – Continue to provide regular maintenance for schools and other Education Buildings

Output 9.1.2 – To ensure all PSS vehicles are regularly maintained and monitored to meet the needs for both student and

general public.

Output 9.1.3 – Ensure efficient energy in PSS schools and buildings and land availability for use for new school

constructions.

PSS Property and Maintenance Division have created work timetable to updating annually/quarterly maintenance and

new necessary priority progress for all PSS schools and department to meet community and student needs. Such as,

water storage unit, toilet facilities and transportation. The Division is continued to coordinate and work with RMI- PMU

to construct additional classroom building for Majuro, Kwajalein and Outer Island schools.

It is also continued to coordinate and work with Japan Embassy, ROC/Taiwan Embassy, NGO and other donor by building additional classroom, installing Solar Systems for Outer Islands and also purchase new school bus with donors funding. The Division has keep record and data of building and shipping out student furniture as well as building repair material for all Outer Island public schools. It has also created monitoring schedule to conducted electrical, plumbing and air conditioning repair for Majuro schools, Jaluit High School and Northern Island High School.

The Division also coordinates and work with Ministry of Internal Affairs/Land and Survey office to conduct

survey for Majuro, Kwajalein and Outer Island public school land survey and school building assessment plans.

Mejit Elementary School (New Kindergarten Classroom)


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The Division of Property and Maintenance has created a quarterly monitoring schedule to do regular engine tune-up as well as keeping record for all reparation/replacement of worn-out parts and tires for all PSS vehicles (i.e. school buses and vehicles owned by school and administration office).

Property and Maintenance has a small mechanic team that is very much busy of daily routine maintenance

services for all PSS vehicles, the Division has allocate several Auto shops to be assisted and coordinated with PSS mechanic team to improve the effort made. As a result, all PSS vehicles (i.e. school buses and vehicles owned by schools and PSS department) will be maintained for the safety of students and end-users and prolong their useful-life.

Output 9.1.1 - To provide regular maintenance to all classrooms and other PSS buildings to ensure the safety for students

and the general public to reduce the risk of property loss and personal injury.

The Property and Maintenance Division has completed several projects for the schools. These ranged from major

renovation and repair, to new construction and making of schools classroom furniture. The following is a table of

completed projects.

Table 19: Completed Requests for Classroom Furniture. School Name Furniture Requested Quantity

Ujae Elementary School Students Desk Students wooden Chairs Teacher Desk Teacher Chair Office Chair Paper tray Four trowel wood filling cabinet TV Cabinet

90 165 8 5 1 1 1 1

Lae Elementary School Students Desk Students wooden Chairs Teacher Desk Teacher Chair Office Chair Paper tray Four trowel wood filling cabinet TV Cabinet

60 105 5 4 1 1 1 1

Wotto Elementary School Students Desk Students wooden Chairs Teacher Desk Teacher Chair Office Chair Paper tray Four trowel wood filling cabinet TV Cabinet

60 120 5 5 1 1 1 1

Jebwan Elementary School Students Desk Students wooden Chairs Teacher Desk Teacher Chair Office Chair Paper tray Four trowel wood filling cabinet TV Cabinet

60 120 5 5 1 1 1 1


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(ii) School Repair and Minor Renovation and Construction To date, repairs and minor renovation and construction were completed at the following schools and facilities: Table 20: School Repair and Minor Renovation and Construction

School Name Description of Work

Rita Elementary School Remodeling one classroom into a computer lab.

Replaced four water pumps at the new classroom building block.

Replaced eight toilet bowl sets

Repair all broken piping from the water catchment connect to classrooms.

Replaced all broken doors and locksets.

Repair AC unit at the teacher lounge

Delap Elementary School Repair classroom doors

Repair two air-conditioning units

Replace one toilet bowl sets with new sets

Replace and installed one new water pump

Fix all light and outlet at the principal office

Fix all broken pipe from water catchment

Rairok Elementary School Installed two new classroom doors

Painting all classroom block

Repair two air conditioning unit at the new site

Repair chain link fence

Laura Elementary School Replacing ten new classroom door locksets

Cleaning and repair all classroom and office a/c unit

Constructing wooden bracket for eight new a/c unit

Repair toilet plumbing for the kindergarten classroom

Woja Elementary School Painting all classroom building block

Install new rain gutter for the school water catchment

Repair classroom windows and doors

Repair water pump

Majuro Middle School Replace and installed two new water pump for salt water and fresh water

Repair salt water pump for the student and staff toilet

Repair plumbing at the boys and girls toilet

Repair classrooms door locksets

Replacing classrooms lights tube.

Jaluit Elementary School Students Desk Students wooden Chairs Teacher Desk Teacher Chair Office Chair Paper tray Four trowel wood filling cabinet TV Cabinet

120 210 9 9 1 1 1 1

Majuro Middle School Computer Desk 15

Kili Elementary School Students Chair 85

Malang Elementary School Students Desk Students Chair

16 85

Santo Elementary School Students Desk Students Chair

15 85

Arno Elementary School Students Desk Students Chair

15 30

Rita Elementary School Students Desk Students Chair

15 30

Rairok Elementary School Students Desk 15

Ajeltake Elementary School Students Desk 16

Woja Elementary School Students Desk 15


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Uliga Elementary School

(former Uliga Christian

School)

Renovate toilet facilities

Laying vinyl floor tiling in the classrooms

Repair doors and windows

Installing new wiring for addition light and outlet

Delap Kindergarten Center Repair door and locksets

Fix and repair all classroom a/c unit

Repair all classroom toilet facilities plumbing

Repair water pump

Repair two classroom ceiling

Replacing all burn light tubing

Ajeltake Elementary School Fix broken pipe connected to the septic tank

Replace and constructing new partition wall inside classroom

Painting works

Repair doors and locksets

Aerok Elementary School Construction material was send to the community to repair the classroom doors, windows and bookshelf

Japo Elementary School Construction material were send to the community to construct one toilet facility

Wojje Elementary School Construction material were send to the community to repair the classroom and building school garden fence

Jaluit Elementary school Construction material was send to the community to repair the classroom doors

Mejit Elementary School Construction of one new classroom for kindergarten

LSA-Life Skill Academy Installed one new water pump

Repair of Students and Staff toilet

Electrical wiring repair

MOE Repair and cleaning of all air-conditioning units

Replacing vinyl tile with ceramic tile at Policy and Planning Office and CIA office

Fix light and outlet

Repair fresh water pump and ladies toilet at wing B

Repair of toilet facilities

Painting Repair Building A and B

MIHS Cleaning all air conditioning unit

Repair toilet facilities

Removed lose concrete from underneath floor slap

Installed water catchment and connect to the cooking classroom

Replaced all burn light tube in each classroom

Replacing toilet at the administration building for the staff

Painting repair Media building and building G- eight classroom building block

LHS Water pump plumbing repair

Electrical wiring repair

Ministry of Education - Staff

Housing unit(dormitory-MIHS)

Replacing light wiring

Installed one new water pump

Replacing and installed room and toilet doors and locksets

Repair all nine room unit toilet and bathroom plumbing(shower, sink and toilet)

Installed new cooking range and one refrigerator

Pressure washing mold from floor, wall and ceiling area

Painting all interior(rooms, walkway, living room, kitchen and corridor)

Replacing all burn light tubing and light bulb

Pre-Nine Classrooms Building Repair water pump.

Electrical wiring for additional outlet for every classroom

Repair soffit ceiling


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Table 21: Ministry of Education Grassroots Project

Jaluit High School Grassroots Project

Table 22: Distribution list of Outer Islands Solar with three Laptop Learning system donated by ROC/Taiwan. Atoll/Islands School Status of installation

Aelonlaplap (7) Aerok Elementary School(88) Jah Elementary school(38) Jeh Elementary school(85) Buoj Elementary school(73) Enewa Elementary School(45) Jebwan Elementary School(44) Woja Elementary School(142)

All completed

Aelok (1)

Aelok Elementary School(90) Completed

Arno (9) Arno Elementary School(75) Matolen Elementary School(45) Bikarej Elementary School(61) Japo Elementary School(34) Kilange Elementary School(58) Tinak Elementary School(54) Longar Elementary School(63) Ulien Elementary School(74) Lukoj Elementary School(36)

All completed

Aur (2) Aur Elementary School (78) Tobal Elementary School(60)

All completed

Enewetak (1) Enewetak Elementary School(193)

Material and equipment on site

Jabot (1) Jabot Elementary School(25) Completed

Jaluit (6) Imiej Elementary School(53) Imroj Elementary School(45)

On site waiting for technician Completed

School Name Project Description

Woja Elementary School One 30 seater school bus (Mitsi. Rosa Bus))

Jaluit High School One Building Block – Construction of Three classrooms for Vocational Program(on-going project)


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Jaluit Elementary School(95) Mejurirok Elementary School(47) Narmej Elementary School(42) Jabnoden Elementary School(45)

Completed On site waiting for technician On site waiting for technician On site waiting for technician

Kili (1) Kili Elementary School(150) Completed

Kwajalein (1) Ebadon Elementary School(36) On site waiting for technician

Lae (1) Lae Elementary School(109) Completed

Lib (1) Lib Elementary School(47) Completed

Likiep (2 )

Melang Elementary School(23) Likiep Elementary School(

Waiting for technician Completed

Maloelap (5) Airok Elementary School(44) Ollet Elementary School(54) Jang Elementary School(19) Tarawa Elementary School(56) Kaven Elementary School(38)

All completed

Mile (4) Enejet Elementary School(57) Nallo Elementary School(57) Mile Elementary School(80) Tokewa Elementary School(25)

Completed Waiting for technician Completed Waiting for technician

Namo(3) Mae Elementary School(27) Loen Elementary School(54) Namo Elementary School(44)

All completed

Rongelap (1) Mejatto Elementary School( Completed

Ujae (1) Ujae Elementary School (89) Completed

Utrok (1) Utrok Elementary School(107) Completed

Wotto (1) Wotto Elementary School(23) On site waiting for technician

Wojje (1) Wodmeej Elementary School Waiting for technician

PSS Energy Audit In Spring of 2012, the Ministry embarked on an initiative to conduct an Energy Audit at the Ministry and Schools. The primary purpose of the audit was to best determine the energy consumption by the Ministry as whole and ways to further reduce consumption. The annual decrement in compact sector grant and increasing budgetary needs at the school level, has ultimately forced the Ministry to determine other options to reduce its monthly/annual energy consumption. As such, the Energy Audit initiative was established. After the in-house energy audit was conducted, a preliminary report was submitted to a private contractor to further evaluate it and provide feedbacks and recommendation on how to implement. As the end of the fiscal year 2012, the final recommendation was still with the contractor. On June 7, 2013, The Final Draft of MOE Energy Audit Report was submitted to Ministry of Education for recommendation and how to implement. Currently, the Ministry of Education has started on purchasing only the energy efficient air conditioning unit to replacing any air conditioning in schools and offices. Table 23: Number of energy efficient air conditioning units installed.

Replacement of Standard Air-conditioning Units with Inverter Type Air conditioning Units

Division/School Name Number of A/C split type Installed

MOE Main office 25

Delap Elementary School 6


63

Dud Kinder 4

Rita Elementary school 6

Majuro Middle school 5

Ajeltake Elementary school 1

Woja elementary school 2

Laura elementary school 8

Marshall Islands High School 20

Laura High school 5

Rairok elementary School 10

Uliga elementary school 2

MIHS Pre-Nine 4

LSA-Life skill Academy 8

Education Main Office 3

Education Warehouse 1

Ejit Elementary School 2

Total installed 112

Table 24: Number of energy efficient LED light installed. Replacement of Fluorescent light tubes with LEDS

Division/School Name Number of LED Light Tubing Installed

Education Main Office 250

Majuro Middle School 196

Marshall Islands High School 799

Delap Elementary School 192

Rita Elementary School 69

Rairok Elementary School (old site) 72

Total number installed 1,578

Table 25: List of Outer Islands Schools requiring maintenance to meet the schools’ facilities standards. To meet the standards school should have the following: classrooms, library/LRC, office, toilet facilities, water catchment and playground.

Atoll School Enrollment

Aelonlaplap Airok Elementary School Jah Elementary School Jeh Elementary School Mejel Elementary School Kattiej Elementary School

88 38 85 27 25

Aelok Enejelaar Elementary School 20

Arno Arno Elementary School Tutu Elementary School Tinak Elementary School Kilange Elementary School

75 15 54 58

Ebon Enekoion Elementary School 24

Jabot Jabot Elementary School 25

Jaluit Imiej Elementary School Imroj Elementary School Jabnoden Elementary School Mejurirok Elementary School Narmej Elementary School

58 45 45 47 42

Kwajalein Ebadon Elementary School 36


64

Lib Lib Elementary School 59

Likiep Melang Elementary School Jepal Elementary School

23 16

Maloelap Aerok Elementary School 44

Mejit Mejit Elementary School 104

Mile Enejet Elementary School Lukonwod Elementary School Tokewa Elementary School

57 36 25

Namo Mae Elementary School Majken Elementary School Namo Elementary School

27 71 44

Rongelap Mejatto Elementary School 112

Wojje Wodmeej Elementary School

36

TOTAL 31 school 1,461

Infrastructure Development and Maintenance Plan

The Project Management Unit of the Ministry of Public Works (In-house) was formally organized last 20, March 2008. The

new PMU has taken over all the works turn over by the former consultant (BECA) as regard Design, Construction

Management and Project Supervision of on-going projects in Majuro, Kwajalein and the Outer Islands.

Table 26: Proposed fy13 & 14 Infrastructure new Construction and Maintenance Fy13 New Construction

Atoll Schools Status to Date

Majuro Jaluit Kwajalein

Laura Elementary School (Phase IV) 8 classrooms (2 storey ) including toilet.

Bid Documents Preparation on-going

Delap Elementary School (1 classroom including toilet)

Completed

DUD Kindergarten (8 classrooms admin/LRC and toilet)


Jaluit High School Boys Dormitory 150 boys-including toilet/shower


KAHS Girls Dormitory 150 girls-including toilet/shower

For Assessment

Ebeye Public Elementary School 6 classrooms admin/2 toilet block


Fy13 Repair and Renovation


Arno Ebon Aur Majuro Likiep

Tinak Elementary School. Assessment Complete and bid preparation on-going

Matolen Elementary School Assessment Complete and bid preparation on-going

Kilange Elementary School Assessment Complete and bid preparation on-going

Toka Elementary School Assessment Complete and bid preparation on-going

Ebon Elementary School Assessment Complete and bid preparation on-going

Tobal Elementary School Assessment Complete and bid preparation on-going

Delap kindergarten (DUD)- Completed


65

Kwajalein Rongelap

Temporarily move to former FNTC school

Likiep Elementary School Assessment Complete and bid preparation on-going

Jepal Elementary School Assessment Complete and bid preparation on-going

Malang Elementary School Assessment Complete and bid preparation on-going

Ebeye Kindergarten For Assessment

Mejatto Elementary School For Assessment

Fy13 Preventive Maintenance


Majuro

Rita Elementary School 50% completed

Marshall Islands High School Completed

Rairok Elementary School (Grocery) On-going project

Delap Elementary School On-going project

Fy14 New Construction


Jaluit Mile Kwajalein

Jaluit High School Cafeteria (342 students)

Assessment Complete and bid preparation on-going

Imiej Elementary School (6 classrooms plus Admin/LRC and toilet)


Nallo Elementary School (5 classrooms plus Admin/LRC and toilet)


Ebeye Public Elementary School (Phase II) (9 classrooms plus toilet)


Gugeegue Boys Dormitory (150 students –including toilet/shower)

For Assessment

Fy14 Repair and Renovation


Aelok Arno Namo Jaluit Lib Mejit

Aelok Elementary School Assessment Complete and bid preparation on-going

Enejelaar Elementary School Assessment Complete and bid preparation on-going

Arno Elementary School Assessment Complete and bid preparation on-going

Bikarej Elementary School Assessment Complete and bid preparation on-going

Ine Elementary School Assessment Complete and bid preparation on-going

Mae Elementary school For Assessment

Jabnoden Elementary School For Assessment

Narmej Elementary School For Assessment

Lib Elementary School For Assessment

Mejit Elementary School For Assessment


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Fy14 Preventive Maintenance


Aur Mile Majuro Namdik

Aur Elementary School Assessment Complete and bid preparation on-going

Tobal Elementary School Assessment Complete and bid preparation on-going

Mile Elementary School Assessment Complete and bid preparation on-going

Ajeltake Elementary School( Kinder Classroom) Assessment Complete and bid preparation on-going

Namdik Elementary School Assessment Complete and bid preparation on-going

Table 27: New constructed school under Infrastructure Development and Maintenance Plan (IDMP)

Atoll/schools Number of Existing Classrooms

Added Number of Classrooms 2011-2012

Total of Classrooms

Aelonlaplap

Buoj 4 4 8

Enewa 3 2 5

Jebwan 5 3 8

Aelok

Aelok 8 and demolish (4) 4 8

Kili

Ejit 8 2 11

Jaluit

Jaluit 4 7 11

Lae

Lae 6 3 9

Likiep

Likiep 10 and demolish (5) 6 11

Majuro

Rairok 18 4 22

Maloelap

Kaven 4 4 8

Tarawa 5 demolish (4) 4 6

Namo

Loen 5 and demolish (4) 4 5

Ujae

Ujae 8 and demolish (4) 7 11

Wojje

Wojje 7 and demolish (1) 7 13

Wotto

Wotto 4 and Demolish (3) 4 5

Total # of new classrooms 136