The Portfolio Budget Statements

THE PORTFOLIO BUDGET STATEMENTS

2007-2008

MINISTRY OF EDUCATION PORTFOLIO

BUDGET INITIATIVES AND EXPLANATIONS OF APPROPRIATIONS SPECIFIED BY OUTCOMES AND OUTPUTS BY AGENCY

President Kessai H Note President of the Republic RMI

The Hon Litokwa Tomeing Speaker of the Nitijela RMI

Dear Mr. President Dear Mr. Speaker

I hereby submit Portfolio Budget Statements in support of the FY08 Budget for the Ministry of Education Portfolio.

These statements have been developed, and are submitted to the Nitijela, as a statement on the outcomes for the portfolio. They also cover the purpose of portfolio budget measures.

I present these statements by virtue of my Ministerial responsibility for accountability to the Nitijela and, through it, the public.

Yours sincerely

Wilfred I. Kendall Minister of Education

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Table of Contents – Ministry of Education Portfolio

A. INTRODUCTION ...... 1

B. PORTFOLIO OVERVIEW...... 2

I. The Role of the Ministry of Education...... 2

II. Current Situation...... 2

III. Strategic Plan ...... 2

IV. Policy Focus...... 3

V. Reporting...... 3

VI. Structure of the Education Portfolio and Breakdown of Appropriations...... 3

C. AGENCY BUDGET STATEMENTS ...... 9

I. Performance Information by Objective Area, Outcomes and Output Groups...... 9

II. Annual Performance Measures for MOE Outcomes ...... 9 A. Indicator Tables ...... 10

III. MOE Outcome Matrix...... 18

III. Objective Area: Curriculum Development ...... 19 A. Outcome 1: To Continue to Improve the Curriculum at all Levels of Education in the RMI...... 19

IV. Objective Area: Staff Development ...... 29 A. Outcome 2: Improve Effectiveness of RMI Education Staff and Teachers for all Areas of Education...... 29

V. Objective Area: Program Delivery and Student Services...... 34 A. Outcome 3: To Improve Student performance and Learning Outcomes through Effective Program Delivery and Community Involvement ...... 34

VI. Objective Area: Maintenance & Infrastructure ...... 43 A. Outcome 4: Continue to Implement the Infrastructure Development and Maintenance Plan and Targeted Supplies are Available as Needed...... 43

VIII. Line Item Budget by Funding Type MOE FY07...... 44

D. SUPPLEMENTAL EDUCATION GRANT FY07 ...... 46

I. Overview...... 46

II. Objective Area: Supplemental Programs...... 46 A. SEG (MOE Outcome 5): To Supplement Education Funding: ...... 46

III. Adjustments to FY07 Performance Information...... 53

IV. Line Item Budget by Funding Type SEG FY07 (FY08 Budget Cycle) ...... 53

E. EBEYE SPECIAL NEEDS...... 54

I. Overview...... 54

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II. Objective Area: Ebeye Special Needs Programs ...... 54 A. ESN (MOE Outcome 6): To Supplement Ebeye Special Education Needs ...... 54

III. Adjustments to FY08 Performance Information...... 57

IV. Line Item Budget by Funding Type ESN FY08 ...... 57

F. NATIONAL SCHOLARSHIP BOARD (MISGLB) ...... 58

I. Overview...... 58

II. Performance Information for NSB ...... 58

III. Primary Measures for NSB...... 59 A. Indicator Tables ...... 59

IV. Objective Area: Scholarships ...... 60 A. NSB (MOE Outcome 7): To Provide Financial Assistance to Qualified Students to Pursue Educational Opportunities ...... 60

V. Adjustments to FY08 Performance Information...... 62

VI. Line Item Budget by Funding Type NSB FY08 ...... 62

G. NATIONAL TRAINING COUNCIL...... 64 l. Overview...... 64

II. Performance Information for NTC ...... 64

III. Primary Measures for NTC...... 65 A. Indicator Tables ...... 65

IV. Objective Area: Training Programs...... 66 A. NTC (MOE Outcome 8): Coordination and Improved Performance of Schools & Training Providers...... 66

V. Adjustments to FY08 Performance Information...... 68

VI. Line Item Budget by Source NTC FY08...... 68

H. 4 ATOLL FEEDING PROGRAM ...... 69 l. Overview...... 69

II. Performance Information for Feeding Program ...... 69

III. Primary Measures for Feeding Program...... 70 A. Indicator Tables ...... 70

IV. Objective Area: Outer Island Supplies...... 70 A. Feeding Program (MOE Outcome 9): Provision of Foodstuffs and Supplies to Designated Areas of the Special Feeding...... 70

V. Adjustments to FY07 Performance Information...... 71

VI. Line Item Budget by Source Feeding Program FY08...... 71

I. COLLEGE OF THE MARSHALL ISLANDS...... 72

07/12/07 MOE FY08 Portfolio Budget Document Page iii l. Overview...... 72

II. Performance Information for CMI ...... 72

III. Primary Measures for CMI...... 73 A. Indicator Tables ...... 74

IV. Objective Area: Curriculum...... 75 A. Improve Academic Performance based on the college’s Learning Outcomes...... 75

V. Objective Area: Campus Environment...... 78 A. Improve fiscal, personnel, physical plant, student services, governance and planning operations...... 78

VI. Objective Area: Sustainable Development ...... 81 A. Increase the quality of life for the people of the Republic of the Marshall Islands by providing research, extension and education programs ...... 81

VII. Adjustments to FY07 Performance Information...... 82

VI. Line Item Budget by Source CMI FY07 ...... 82

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A. Introduction

The purpose of the Portfolio Budget Statements (PBS) is to inform the Nitijela of the reasons for inclusion of proposed provisions in the Appropriation Bill(s). The role of the PBS is to explain requests for funds through the Budget Appropriation Bill(s). The PBS provides sufficient information, explanation and justification to enable the Nitijela to understand the purpose of each item in the Bill(s) and the accrual budgets of the Portfolio.

Document Structure

The PBS is presented in three sections:

Section A- User Guide The User guide provides information regarding using the PBS

Section B - Portfolio Overview The Portfolio Overview explains the role, mission and the goals of the organisations within the portfolio. It provides an overview of: The role/mission of the portfolio, including the structure of the portfolio, Structure of Ministry of Education Objective Areas and Outcomes Breakdown of Funding by Source, Objective Area and Outcomes

Section C - Agency Budget Statements This section provides the following information: MOE Budget Statements Agency Overview, Appropriations and Budget Measures Summary – Details regarding the link between the resources appropriated and application to Objective Areas and achievement of outcomes/outputs. Objective Areas, Planned Outcomes and Outputs Information – Performance information on the planned outcomes and the contributing administered items and agency outputs.

Enquiries

The contact officer regarding enquiries to this Portfolio is: Biram Stege Secretary, Ministry of Education P.O. Box 3 Majuro, MH 96960 625-5261

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B. Portfolio Overview

This section provides information on the Role of the Ministry of Education, the current situation and policy focus.

I. The Role of the Ministry of Education

The principal matters dealt with by the Ministry of Education Portfolio in the Education Act of 1991 are: To develop policies on education in the Republic To ensure that appropriate courses and tuition are available to students To ensure appropriate standards of teaching in all educational institutions To encourage the teaching of the Marshallese language and culture To seek and coordinate scholarships abroad for Marshallese citizens

II. Current Situation

The Ministry of Education plays a key role in assisting the Government in achieving its policy objectives concerning education of its peoples. Since its formation MOE has committed to becoming a High Performance Organization, characterized by:

A focus on the students Continuous improvement: a performance driven organization, seeking to produce better outcomes People and systems that are flexible and creative Top quality products or outcomes

To carry out these responsibilities the Ministry is organized into the following Functional Divisions: Early childhood and Elementary Education Administration, Policy and Property Vocational and Secondary education

III. Strategic Plan

A MOE Strategic Plan 2007-2001 was drafted in November 2006. This plan is currently being finalized by MOE staff and consultants. The plan will be submitted to the Cabinet for final approval. The plan proposes to reorganize the structure of MOE so that a greater emphasis on performance and program delivery is embraced. The following is the summary introduction included in the Strategic Plan 2007-2011:

Summary Introduction to this Strategic Plan

This Strategic Plan (2007- 2011) is a continuance of the last Five Year Strategic which ended in 2005. In the process of completing this plan, certain critical stages of important activities were undertaken. The first stage was to review the last five-year plan in order to ascertain the level of achievement to date. This review was carried out in two parts which involved a review of all necessary documentation as well as interviewing key personnel within and outside the Ministry. These interviews and the review of documentation formed the basis for the final analytical review of the last five-year plan document. The next stage was conducting extensive stakeholder consultations in Majuro, Ebeye and Jaluit, which included members of the private sector, local teachers and students, parent groups, Principals and NGO’s. The main objective for these varied consultations was to ensure all Ministry and non Ministry stakeholders would be able to express their views, which were subsequently incorporated into the next five year Strategic Plan. A draft document of this plan was reviewed by the Strategic Plan Steering Committee with the eventual final approval coming after presentation and discussion at the Re-Thinking Education Forum scheduled for January, 2007.

The Strategic Plan development took into account a few important factors. Those unaccomplished activities of the previous five-year plan deemed appropriate for continuation were carried over into the

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new Plan. Also the recent adoption of the Performance Budgeting by the MOE made it critical that the new plan complement and remain consistent with the Annual Performance Budget Portfolio. While the FY07 Portfolio was substantially completed prior to the Strategic Plan, it was incorporated into the new plan and future Portfolios will be guided by the content of the new Plan. The PRIDE Strategic Planning benchmarks form an important background to the design of this plan. While the Policy statements outlined in this plan are directly derived from the consultations with the various stakeholders they are complimentary with the policy frameworks of the Education Rules and Regulations and the Education Act of 1991. Further, once the draft of this plan was completed, it was compared with the recommendations of recent significant reports regarding education. Because of significant community/stakeholder involvement the recommendations of the ADB Juumemmej complete report (see p. 121), and the objectives of the MOE Strategic plan are very much in alignment. Additionally, the majority of the Education sector recommendations of the young professionals meeting in July 2006, Antoone 2020, were also incidentally incorporated.

The plan is set out covering the following areas; Policy statements are general statements based on stakeholders’ common observations. The Objectives are derived from the recurring, specific themes of stakeholders’ consultations. The Outcomes are measurable results of implementing actions Implementing Actions are strategies for addressing objectives and reaching the stated outcome.

IV. Policy Focus

The Ministry of Education is responsible for giving policy advice on educational standards and providing public education programs at the primary, secondary and vocational levels. MOE is responsible for liaising with other concerned agencies, supporting the expansion of higher education programs within and outside the Republic, promoting programs in youth and sports, and culture, in a cost effective manner.

V. Reporting

An annual report by the Ministry to the Nitijela by August 15th of each year, which shall include the following:

Description of the condition of education in the Republic Description of the steps that are necessary and those that are being taken to correct deficiencies in school performance An assessment of the effectiveness of this Act and regulations promulgated pursuant to this Act in producing a thorough and efficient system of education Recommendations to the Nitijela for any legislative action, if appropriate

VI. Structure of the Education Portfolio and Breakdown of Appropriations

The Education Ministry oversees related education agencies in addition to the administrative units of MOE. Chart 1 below illustrates the organizational relationship of MOE with agencies that the Ministry is responsible for administering. Chart 1 also shows the relevant outcomes of each of the administered agencies.

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(MISGLB)

To provide financial assistance to qualified Continued co-ordination and

roviders p

g National Training Council (NTC) National Training improved performance of schools and schools of performance improved trainin (Funding Transfer Out) Director: Marie Maddison Outcome 1: Scholarship Board Grant and Loan Out) Transfer (Funding Director: Juliet Anitok Outcome 1: students to pursue educational opportunities

tructure development and maintenance development and maintenance tructure

ess of all education staff and teachers in the RMI Wilfred I. Kendall Wilfred I. Kendall supplies are available as needed Ministry of Education Secretary: Biram Stege Secretary: Minister for Education To improve the effectiven To improve student performance and learning outcomes through the infras to implement To continue : To continue to improve the curriculum at all levels of education in the RMI Chart 1: Organizational Structure of the MOE Portfolio Structure of the MOE Chart 1: Organizational plan (IDMP) and ensure targeted for all areas of education Outcome 3: improved/increased program delivery, and community involvement Outcome 4: Outcome 2: Outcome 1

Campus Environment Development Sustainable : Improve academic performance on Provision of foodstuffs & learning outcomes Outcome 2: Outcome 3: College of the Marshall Islands (CMI) Out) Transfer (Funding President: Wilson Hess Outcome 1 4 Atoll Feeding Program Outcome 1: supplies to the designated areas

MOE FY08 Portfolio Budget Document 4 Page Document Budget Portfolio FY08 MOE

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$54,173 Total $716,990 4,079,438 $8,191,838 $8,191,838 $1,635,116 $1,635,116 $1,658,647 $1,658,647 $10,391,027 $10,391,027 $26,727,229 $26,727,229

ncies; the 0 0 0 0 0 0 0 0 $ 0 Non- Appro Auxiliary Enterprise Enterprise

0 0 0 0 0 0 0 0 hall Islands (CMI). (CMI). hall Islands $ 0 Non-Appro Non-Appro Pell Grants Tuition/Fees

0 0 0 0 0 0 0 0 $0 Capital

0 0 $100,000 $720,710 $486,004 $876,286 $669,000 SEG $3,148,000 $6,000,000 $6,000,000

0 0 0 $0 $54,173 $979,438 $279,000 $1,951,139 $3,263,750 $3,263,750 Federal and other Grants

0 0 0 0 it will be applied to the 4 MOE applied to the Outcomes, it will be and the MOE related Age $136,333 $158,256 $100,000 Ebeye Needs Special $1,380,835 $1,775,424 $1,775,424

0 0 0 0 0 0 0 $174,631 $174,631 e and direct costs as funded by each funding source. as funded direct costs e and Special Revenue

0 0 $56,355 $521,989 $234,615 $173,221 Fund $1,237,765 $2,000,000 General 4,223,945

0 0 0 $86,959 $716,426 $2,434,377 $7,051,717 $1,000,000 Compact Base Grant $11,289,479 $11,289,479

Total

To improve To improve To continue To improve To continue To providefinancial Campus Sustainable Improved co- Provision of Curriculum below provides a breakdown of MOE FY08 below funding by source, as

MOE FY08 Portfolio Budget Document 5 Page Document Budget Portfolio FY08 MOE Table 1: MOE Appropriations by Outcome and Source to improve the curriculum at all levels of education in the RMI the effectiveness of all education staff and teachers in the RMI for all areas of education student performance & learning outcomes through improved/ and delivery, program increased involvement community to implement the infrastructure and plan development maintenance plan and targeted supplies are available as needed Outcome 1: Outcome 1: of and performance ordination schools and training providers Table 1: MOE Funding (total $) by Outcome, Agency and Source and Agency Outcome, $) by (total Funding MOE 1: Table MOE Outcomes & Related Agencies MOE Outcome 1: MOE Outcome 2: MOE Outcome 3: MOE Outcome 4: National Scholarship Board assistance to qualified students to pursue educational opportunities NationalCouncil Training 4-Atoll Feeding Program College of Marshall Islands Outcome 1: Environment Outcome 3: Development Outcome 1: foodstuffs & supplies to the areas designated Outcome 2: Table 1 National Scholarship Board (NSB), the National Training Council (NTC), the 4 Atoll Feeding Program, and the College of the Mars Feeding Program, and the College Training Council (NTC), the 4 Atoll (NSB), the National Scholarship Board total of administrativ Amounts provided in Table 1 are the

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Chart 2 below illustrates the breakdown of MOE funding, showing that percentage of total MOE funding for each of the 4 MOE outcomes and the MOE related agencies. Chart 2 includes all funding (direct and administrative) from all funding sources as detailed in Table 1 above (general fund, compact, special revenues, US Grants, SEG etc). The information provided in this section allows MOE to monitor performance with regard to funding for each Outcome and Agency in the in the MOE portfolio.

Chart 2: Administered Appropriations (%) by MOE Outcome & Agency FY08

Outcome 4 Outcome 3 0% NSB 39% 6% Outcome 1 NTC Outcome 2 3% Outcome 3 Outcome 4 4 Atolls 0% NSB NTC 4 Atolls Outcome 2 CMI 6% CMI 15%

Outcome 1 31%

Chart 3 below provides the actual dollar breakdown of administered appropriations for the FY08 MOE portfolio.

Chart 3: Administered appropriation ($) by MOE and Agency FY08

CMI, $4,079,438

4 Atoll, $54,173 MOE NSB NTC, $716,990 NTC 4 Atoll CMI

NSB, $1,658,647 MOE, $20,217,981

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Chart 4 below provides a breakdown of MOE funding by source, providing the percentage total supplied to MOE from each source. The funding sources and the percentages correspond to sources and the total dollar amounts listed in Table 1 above.

Chart 4: MOE and Agency Funding (%) by Source FY08

Tuition/Fees Captial SEG Auxillary 0% 0% Compact 22% 0% General Fund Special Revenue ESN Grants Compact Grants 12% 42% SEG ESN 7% Captial Tuition/Fees Auxillary Special Revenue General Fund 1% 16%

Chart 5 on the following page provides an organizational view of the MOE Objective Areas and the 4 MOE Outcomes. The Objective Areas identify with the MOE Priority Areas as identified in the MOE long-range plan. The priority areas have been clarified annually with MOE administration, principals and teachers during the preparation of the portfolio budget. In FY04 all outputs were cross-referenced to the Long Range Plan, and the process was repeated in FY05. The Outcomes identified in Chart 5 correspond to current MOE priority areas and to continuing programs and policies. MOE has used the FY04 annual report, FY05 quarterly reports and FY06 progress for the development of the FY07 sector portfolio budget. This promotes continuity and emphasizes follow through regarding achievement of outputs.

MOE has restructured the FY07 sector portfolio budget so that it better associates outputs, with related tasks and activities so as to improve day to day management through the use of the portfolio budget. In FY04 and FY05 MOE structured the sector portfolio budget along administrative lines, however this structure resulted in duplication of outputs, and budgeting. Beginning in FY06 the MOE sector portfolio budget has been developed using the objective areas of curriculum development, staff development, program delivery/student services and infrastructure and maintenance in order to more directly budget outputs in priority areas,.

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: To

Outcome 4 Outcome the infrastructure Infrastructure Infrastructure available as needed available as needed Objective Area Objective Area targeted supplies are Maintenance and Maintenance maintenance plan and and maintenance plan development plan and development plan and continue to implement to continue To improve

through through Services and Student learning outcomes learning outcomes improved/increased Objective Area Objective Area Program Delivery Program Delivery program delivery, and community involvement Outcome 3: 3: Outcome student performance and student performance

Secretary: Biram Stege Ministry of Education

To improve

Staff and HR Staff and Development Objective Area Objective Area education staff and education staff all areas of education all areas of education the effectiveness of all the effectiveness teachers in the RMI for teachers in the Outcome 2: Outcome Chart 5: Objective Areas and Outcomes Ministry of Education – FY08 Ministry of Education Outcomes Chart 5: Objective Areas and : To

Curriculum Assessment Objective Area Objective Area Outcome 1 Outcome Development and education in the RMI continue to improve the improve to continue curriculum at all levels of

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C. Agency Budget Statements

The agency budget statements provide information necessary to map MOE FY08 expenditure to performance. The information provided in this section allows MOE to monitor performance with regard to funding for each Outcome and each Objective Area.

I. Performance Information by Objective Area, Outcomes and Output Groups In this section information regarding MOE performance is presented. Matrixes 1-4 provide performance details for the 4 MOE Outcomes. Matrix 5 provides performance details for Supplemental Education Grant, Matrix 6 provides details for Ebeye Special Needs (ESN), Matrix 7 provides details for National Scholarship Board (NSB), Matrix 8 provides details for the National Training Council (NTC) and Matrix 9 for the 4 Atoll Feeding Program. CMI is the last section of the MOE portfolio. The CMI performance details are identified in that section of the Portfolio. The Outcomes in each matrix are broken down into Output Groups. The Output Groups directly relate to the MOE priority areas as identified by MOE staff, principals and teachers, or the relevant agency heads. Each Output Group consists of a series of Outputs. The outputs are the core elements of the Output Group, and as an “Output Group”, support the Outcome and link to the Objective Area. Priority activities, staff responsible for implementation and impacts and measurements/targets are identified for each Output. Chart 6 illustrates the hierarchical relationship among Outputs, Output Groups, Outcomes and Objective Areas.

Chart 6 : Hierarchy of Outputs, Output Groups, Outcomes and Objective Area

Objective Area Outcome Output Group Output

II. Annual Performance Measures for MOE Outcomes

Measuring performance is a critical function of performance budgeting. During FY04 MOE performance focused on output measurements. In FY05 measurement in MOE continued to focus on outputs, but also the impacts. The reorganization of the MOE sector portfolio budget in FY05 helped to shift the performance focus away from outputs and towards impacts. This reorganization was also intended to integrate the infrastructure portfolio more closely with the MOE Outcome portfolio. Beginning in FY06 and continuing in FY07 the MOE sector portfolio budget also included the Supplemental Education Grant (SEG) and the Ebeye Special Needs Grant (ESN). The outputs and funding for both of the grants continues to be cross-walked with the MOE outputs funded through Compact, General Funds and other funding sources.

During FY07 MOE performance measurements continued to focus on impacts, with a lesser focus on output measurements. This will continue through FY08. Efficiency and effectiveness measures are applied where applicable. In some cases baseline data was verified so that impacts, efficiency and effectiveness measures were accurate. MOE has established FY04 as a baseline year.

In addition to the annual performance measures found in this section, each performance matrix includes impacts directly associated with each output. Efficiency and effectiveness measures are included where relevant. The measures are designed to assist MOE managers develop work plans for day-to-day management. The measurements provide a focal point for managers as they activities and tasks that support

07/12/07 MOE FY08 Portfolio Budget Document Page 10 the Output. The principal intent is for managers and staff to increase their knowledge as to the impacts (benefits or lack of benefit) associated with their work (performance). The subsequent intent is for these measures to be associated, or ‘rolled up” into the annual performance measures, linking the Outputs to the MOE Outcomes.

The “roll up” of measures leads to the use of “two tiers” of indicators. The first tier is used for day-to-day workplace management. This first tier is then “rolled up” for reporting purposes to measure performance and overall impacts of implementing activities and completing Outputs.

A. Indicator Tables

Data for annual performance measurement for MOE Outcomes 1-3 is presented in Tables 2-24 (below). These indicator areas were selected for monitoring by JEMFAC in August 2004. The data is focused in several important areas including student populations, enrollment, student/teacher ratio, school/teacher ratio student performance, dropout rates and attendance. Data is collected from schools on a quarterly basis (9 week reports and school PBB reports). Reporting against the measures in Tables 2-24 allows MOE to demonstrate performance with regard to the implementation of outputs and obtaining results (Outcomes).

Table 2: Number of schools by Grade Level & Total Students (disaggregated by sex) (DOI 1, 9) 2004-2005 School Year 2005-2006 School Year Level Type Number # Students Boys Girls Number # Students Boys* Girls* Elementary Public 75 8140 4326 4313 3827 76 9233 4903 Private 24 2561 1187 1248 1313 25 2650 1298 Secondary Public 5 1786 841 904 882 6 2083 1048 Private 13 1232 703 619 613 13 1153 580 Table 2

Table 3: Number of Primary and Secondary Schools by Area in RMI (DOI 1,10) 2004-2005 School Year 2005-2006School Year Area Primary % Secondary % Primary % Secondary % Schools Schools Schools Schools Majuro 20 20% 9 50% 21 22% 9 40% Ebeye 6 6% 6 30% 9 9% 10 43% All others 74 74% 3 20% 68 69% 4 17% Total 100 100% 18 100% 98 100% 23 100% Table 3

Table 4: Gross Enrollment Ratios for Primary and Secondary Schools (DOI 9) (% School Age population attending School) School Type 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 Primary 98.2 98.8 101.6 91.8 92.6 103.5% Secondary 50.3 48.3 51.9 43.8 45.5 48.7%

Total Primary and Secondary 84.7 81.2 84.0 73.2 74.3 83.4% Table 4: Based on EPPSO 2001 RMI Statistical Abstract (2004 projection)

Table 5: Dropout Rate by Grade Level and Gender (DOI 10, 12,14) (Dropout Rate by Grade Level & Gender/Completion/Graduation Rate for 8th&12th Graders) Grades 2003-04 Males 2003-04 2004-05 Males 2004-05 2005-06 Males 2005-06 Females Females Females 1-8* 23% 16% 23% 23% 6.6% 3.1% 9-12** 39.7% 40.6% 37.5% 37.1% 11.1% 12.5% Table 5 * Over 20 % children leave the elementary schools before reaching the 8th grade. **If we take into consideration the problem of dropouts and refusal for admission due to inadequate classroom space, less than 25% of the students enrolled in grade 1 were in a position to complete high school level education.

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Table 6: Primary Grades Dropout Rate 1990, 1995-2006 (DOI 12) Year Started Year To Number Students Number (%) Dropout Rate (%) Grade 1 Reach Grade 8 Reached Grade 8 Both Sexes 1989-1990 1996-1997 1,863 1,326 (71.2%) 28.8 1994-1995 2001-2002 1,993 1,556 (78%) 21.9 1995-1996 2002-2003 1,657 1,317 (79%) 20.5 1996-1997 2003-2004 1,657 1,339 (80.8%) 19.2 1997-1998 2004-2005 1,599 1,210 (75.6%) 24.3 1998-1999 2005-2006 1321 1046 (79%) 20.9 Males 1989-1990 1996-1997 972 633 (65%) 34.9 1994-1995 2001-2002 1,034 774 (74%) 25.1 1995-1996 2002-2003 851 656 (77%) 22.9 1996-1997 2003-2004 851 653 (68.7%) 23.3 1997-1998 2004-2005 851 639 (75.1%) 24.9 1998-1999 2005-2006 697 541 (77.4%) 22.6 Females 1989-1990 1996-1997 891 693 (77.8%) 22.2 1994-1995 2001-2002 959 782 (81.5%) 18.5 1995-1996 2002-2003 806 661 (82%) 18.0 1996-1997 2003-2004 806 678 (84%) 15.9 1997-1998 2004-2005 748 573 (76.6%) 23.3 1998-1999 2005-2006 624 505 (80.1%) 19.9 Table 6

Table 7: Secondary Grades Dropout Rate 1990, 1998-2005 1997 (DOI 12) Year Started Year To Number Students Number (%) Dropout Rate (%) Grade 9 Reach Grade 12 Reached Grade 12 Both Sexes 1989-1990 1992-1993 711 390 (54.8%) 45.1 1997-1998 2000-2001 901 473 (52.4%) 47.5 1998-1999 2001-2002 963 511 (53%) 46.9 1999-2000 2002-2003 930 536 (57.6%) 38.8 2000-2001 2003-2004 968 579 (59.8%) 40.0 2001-2002 2004-2005 1015 636 (62.6%) 37.3 2002-2003 2005-2006 1032 571(55.3%) 44.7 Males 1989-1990 1992-1993 346 199 (57.5%) 42.5 1997-1998 2000-2001 462 238 (51.5%) 48.5 1998-1999 2001-2002 483 265 (54.8%) 45.1 1999-2000 2002-2003 434 266 (61.2%) 38.7 2000-2001 2003-2004 453 273 (60.3%) 39.7 2001-2002 2004-2005 506 316 (62.4%) 37.5 2002-2003 2005-2006 517 279(53.9%) 46.1 Females 1989-1990 1992-1993 365 191 (52.3%) 47.7 1997-1998 2000-2001 439 235 (53.5%) 46.5 1998-1999 2001-2002 480 246 (51.2%) 48.8 1999-2000 2002-2003 474 270 (57%) 43.0 2000-2001 2003-2004 515 306 (59.4%) 40.6 2001-2002 2004-2005 509 320 (62.8%) 37.1 2002-2003 2005-2006 515 292(56.6%) 43.4 Table 7

Table 8: Student/Teacher and Teacher/School Ratio by School Management Type (DOI 7, 6) (Teachers by Grade Level DOI 5) Type Grade Level 2004-2005 2005-2006 School Number Teacher/ Student/ Number Teacher/ Student/ Schools School Teacher Schools School Teacher Public Primary 75 7.76 14.1 76 9.3 13 Secondary 5 18.2 19.61 6 17.2 20.2

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Private Primary 25 7.56 14.72 24 5.8 18.9 Secondary 13 9.53 13.94 14 8.9 9.3 Table 8

Table 9: Student/Teacher Ratio by Geographic Area/All Schools (DOI 7) Area Grade Level Student/Teacher Ratio 2003- Student/Teacher Student/Teacher 04 (All Schools) Ratio 2004-05* Ratio 2005-06 Majuro Primary 17.8 18.3 16.3 Secondary 13.8 18.7 12.9 Ebeye Primary 18.4 21.1 18.1 Secondary 16.9 26.6 13.5 All others Primary 12.3 11.14 11.1 Secondary 19.4 10.5 20.9 Table 9 *Because of isolated and thinly populated islands/islets all schools have multi-grade classes (8 grades in Elementary Schools), the number of students in a majority of schools varies from 5-50. and the number of teachers varies from 1-5. To teach one grade only at one time is not possible. In such schools, students of 3-4 grades are combined in one class and a teacher resorts to multi-grade teaching. SY 04-05 ratios are not inclusive of private schools. SY 2005-2006 information now includes private schools.

Table 10: Teacher/School Ratio by Geographic Area/All Schools (DOI 6) Area Grade Level Teacher/School Teacher/School Teacher/School Ratio 2003-04 Ratio 2004-05 Ratio 2005-06 Majuro Primary 13.2 19.8 14.3 Secondary 16.3 26.0 14.4 Ebeye Primary 15.2 20.0 13.8 Secondary 8.4 5 8.2 All others Primary 6.1 5.5 6.9 Secondary 13 16.5 8.5 Table 10: SY 04-05 ratios are not inclusive of private schools. SY 2005-2006 information now includes private schools.

Table 11: Number of Teachers by Grade Level & School Management Type (DOI 6) Area Grade Level Number Teachers 2003-04 Number Teacher 2004-05 Number Teacher 2005-06 All Areas Primary 695 705 850 Outer Islands Primary 333 448 435 All Areas Secondary 87 102 103 All Areas Secondary 124 124 124 Table 11:

Table 12: Number of staff by education level (DOI 4) Degree 2004-2005 2005-2006 Female Male Total Female Male Total Associates 83 187 270 100 160 260 Bachelors 32 22 54 34 21 55 HS Diploma 176 198 374 141 146 287 Masters 2 4 6 2 5 7 None 6 5 11 84 57 141 Total 299 416 715 361 381 750 Table 12: * MOE Personnel is still working on the update for the school year 2005-2006

Table 13: Per Pupil Expenditure (DOI 17) Type Grade Level 2004-2005 2005-2006 School Total Total Per Pupil Total Total Per Pupil Students Expenditure Expenditure Students Expenditure Expenditure Public Primary 8677 $5,211,911 $600.66 9083 $15,294,401 $1,684.00 Secondary 1452 $1,683,777 $1,159.63 1938 $4,981,709 $2,341.00

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Private Primary 2783 2597 0 0 Secondary 1729 1079 0 0 Total 10129 $6,895,768 $680.78 11021 $20,276,110 $1839.77 Public Total 24770 25718 Table 13

Table 14: Public and Private Primary Schools, Teachers and Students by location: 2005-06 (DOI 2) Public Private* Atoll Students Students Schools Teachers Schools Teachers Boys Girls Total Boys Girls Total Ailinglaplap 8 51 296 262 558 1 1 4 2 6 Ailuk 2 12 40 40 80 1 3 26 16 42 Arno 10 49 310 281 591 2 7 51 44 95 Aur 2 13 68 58 126 0 0 N/A N/A N/A Ebon 3 20 104 82 186 0 0 N/A N/A N/A Enewetak 1 11 95 122 217 0 0 N/A N/A N/A Jabat 1 6 10 14 24 0 0 N/A N/A N/A Jaluit 7 39 233 159 392 2 7 47 53 100 Kili 2 10 118 107 225 0 0 N/A N/A N/A Kwajalein 4 83 677 589 1266 5 41 469 514 983 Lae 1 9 67 50 117 0 0 N/A N/A N/A Lib 1 6 23 32 55 0 0 N/A N/A N/A Likiep 3 23 91 68 159 0 0 N/A N/A N/A Majuro 9 224 1903 1663 3566 12 77 665 685 1350 Maloelap 5 29 129 118 247 0 0 N/A N/A N/A Mejit 1 11 48 52 100 0 0 N/A N/A N/A Mili 5 31 139 137 276 0 0 N/A N/A N/A Namdrik 1 10 109 77 186 0 0 N/A N/A N/A Namu 4 24 121 119 240 0 0 N/A N/A N/A Ronglap 1 8 67 59 126 0 0 N/A N/A N/A Ujae 1 11 74 60 134 0 0 N/A N/A N/A Utrik 1 7 62 75 137 0 0 N/A N/A N/A Wotje 2 17 102 91 193 1 4 36 38 74 Wotho 1 6 17 15 32 0 0 N/A N/A N/A Total 76 710 4,903 4,330 9,233 24 140 1,298 1,352 2,650 Table 14

Table 15: Public and Private Secondary Schools, Teachers and Students by location: 2005-06 (DOI 2) Area School Schools Public Teacher Boys Girls Total Private Teacher Boys Girls Total Ailinglaplap 0 0 0 1 4 17 7 24 Jaluit 1 17 177 143 320 0 0 0 0 0 Kwajalein 1 7 72 107 179 5 42 231 252 483 Majuro 0 0 0 0 0 1 17 7 24 Wotje 3 66 620 621 1,242 7 78 315 307 622 Maloelap 1 13 179 164 342 0 0 0 0 0 Total 6 103 1048 1035 2,083 14 124 580 573 1,153 Table 15

Table 16: Proficiency Level Pacific Islands Literacy Test (4th Grade): % Students “At Risk” (DOI 11) (Number of students achieving proficiency for selected tests DOI 11) 2002 (All 2002 Public 2002 Private 2004 (All 2006 Public 2006 Private Subject Schools) Schools Schools Schools) Schools Schools English 57% 64% 34% 67% 68% 33% Boys 61.2% Boys 53% Girls 53% Girls 60% Marshallese 49% 50% 44% 62% 57% 37%

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Boys 51.8% Boys 44% Girls 45.1% Girls 53% Numeracy 73% 80% 50% 70% 75% 43% Boys 73.8% Boys 67% Girls 72.6% Girls 68%) Table 16

Table 17: Number students Qualifying for High School (Passed High School Entrance Exam) (DOI 11) Year Number Test Takers Number Total passed Number Girls Passed Number Boys Passed 2003-04 1328 733 392 341 2004-05 1,138 629 315 314 2005-06 1,237 875 406 469

Table 17 *All students from Likiep, Woja(A), Coop, St. Thomas, Mejatto, Enejellar, St. Paul, Woja SDA and Jabnoden Elementary schools qualified whereas not a single student from 23 elementary schools qualified. Performance of private schools was relatively better. **In 2004-2005, a cut-off score of 70 was instituted for entry into regular 9th grade classes. The numbers reported reflect only those who met the cut off score. Other students who did not make the cut off score were also admitted but into a Pre9 Program also established in the same school year. ***The numbers above indicate the number of students who will be admitted to the public high schools in 2006-2007

Table 18: Number enrolled/graduated in Various AA Degree Courses at CMI (Student Enrollment in local IHE/DOI 17 & IHE Graduates/DOI 18)) Course Year Number Enrolled Number Graduated Percentage Pass Male Female Total Male Female Total Male Female Total Accounting 95/96-2001/02 111 81 192 7 8 15 6.3 9.9 7.8 Business Admin. 2001/02-02/03 238 254 492 18 15 33 7.6 5.9 6.7 Computer Sc. 95/96-2001/02 263 222 485 30 10 40 11.4 4.5 8.2 Engineering/Arch 96/97-2002/03 128 0 128 19 0 19 14.8 0 14.8 Education 95/96-2002/03 445 371 816 89 42 131 20 11.3 16.1 Liberal Arts 95/96-2002/03 572 471 1043 49 46 95 8.6 14.6 9.1 Management 95/96-2001/02 70 40 110 11 3 14 15.7 7.5 12.7 Nursing 95/96-2002/03 321 454 775 25 46 71 7.8 10.1 9.2 Office Admin. 96/97-2001-02 0 33 33 0 8 8 0 24.2 24.2 All Nine Courses Up to 2002-03 2148 1926 4074 248 178 426 11.5 9.2 10.5 Table 18: * To be updated by CMI during this coming school year

Table 19: Number enrolled/graduated at RMI-USP Joint Program (Preliminary & Foundation Courses) Year Students Enrolled Student Passed Pass Percentage Male Female Total Male Female Total Male Female Total 1996 39 32 71 23 13 36 59 41 51 1997 47 31 78 29 19 48 62 61 62 1998 48 44 92 28 13 41 58 30 45 1999 28 26 54 15 14 29 54 54 54 2000 28 37 65 16 20 36 57 54 55 2001 19 30 49 15 22 37 79 73 76 2002 37 33 70 30 28 58 81 85 83 2003 34 38 72 30 28 58 88 74 81 Table 19: * To be updated by USP this coming school year

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Table 20: Total Enrollment in Primary and Secondary Schools by Grade and Sex in RMI: 1989-90 to 2005-06 Year Primary Schools Secondary Schools Grand 1st 2nd 3rd 4th 5th 6th 7th 8th Total 9th 10th 11th 12th Total Total Both Sexes 1990\91 1,782 1,493 1,525 1,430 1,358 1,183 1,132 1,078 10,981 673 652 459 359 2,143 13,124 1991\92 2,515 1,436 1,623 1,469 1,461 1,356 1,175 1,213 12,248 813 584 443 375 2,215 14,463 1992\93 1,996 1,766 1,452 1,624 1,513 1,400 1,306 1,180 12,237 854 622 511 390 2,377 14,614 1993\94 2,129 1,725 1,665 1,463 1,585 1,376 1,351 1,272 12,566 865 646 548 423 2,482 15,048 1994\95 1,993 1,894 1,683 1,679 1,446 1,521 1,339 1,332 12,887 893 614 464 429 2,400 15,287 1995\96 1,657 1,580 1,661 1,716 1,522 1,520 1,233 1,328 12,217 879 709 507 415 2,510 14,727 1996\97 1,657 1,578 1,658 1,715 1,519 1,516 1,292 1,326 12,261 879 713 507 415 2,514 14,775 1997\98 1,599 1,349 1,474 1,625 1,657 1,534 1,444 1,380 12,062 901 645 580 436 2,562 14,624 1998\99 1,435 1,389 1,536 1,499 1,614 1,576 1,436 1,582 12,067 963 702 504 498 2,667 14,734 1999\00 1,394 1,339 1,396 1,420 1,477 1,530 1,474 1,353 11,383 908 699 572 407 2,586 13,969 2000-01 1,433 1,241 1,273 1,389 1,420 1,478 1,439 1,430 11,103 968 787 625 473 2,853 13,956 2001-02 1,591 1,390 1,361 1,371 1,517 1,527 1,488 1,556 11,801 1,015 832 626 511 2,984 14,785 2002-03 1,504 1,287 1,286 1,242 1,039 1,244 1,322 1,317 10,241 1,032 850 704 556 3,242 13,388 2003-04 1,696 1,439 1,279 1,345 1,226 1,292 1,326 1,339 10,942 1,003 869 732 579 3,181 14,123 2004-05 1,734 1,361 1,342 1,215 1,277 1,126 1,072 1,157 10,284 1,025 831 626 549 3,031 13,315 2005-06 1,596 1,619 1,381 1,277 1,234 1,163 1,088 1,112 10,470 981 846 806 603 3,236 13,706

Males 1990\91 893 765 800 709 690 605 610 513 5,585 326 315 228 175 1,044 6,629 1991\92 1,324 744 874 789 748 693 590 632 6,394 399 268 222 191 1,080 7,474 1992\93 1,026 937 730 842 741 698 654 592 6,220 445 305 248 199 1,197 7,417 1993\94 1,106 875 860 751 794 700 708 620 6,414 443 314 259 208 1,224 7,638 1994\95 1,034 970 850 864 761 757 696 686 6,618 437 304 221 217 1,179 7,797 1995\96 851 846 836 869 769 778 610 633 6,192 452 338 242 227 1,259 7,451 1996\97 851 845 836 868 766 776 610 633 6,185 452 338 242 227 1,259 7,444 1997\98 851 606 782 822 861 799 759 689 6,169 462 309 280 200 1,251 7,420 1998\99 697 741 773 808 831 796 710 794 6,150 483 350 269 240 1,342 7,492 1999\00 732 697 757 730 778 779 742 663 5,878 434 339 294 214 1,281 7,159 2000-01 712 629 655 782 693 787 736 700 5,694 453 399 301 238 1,391 7,085 2001-02 835 727 720 721 873 762 792 774 6,204 506 413 303 265 1,487 7,691 2002-03 801 648 626 667 675 670 662 656 5,405 517 431 328 266 1,542 6,947 2003-04 900 767 634 701 665 668 713 653 5,701 502 440 354 273 1,569 7,270 2004-05 906 722 730 617 634 603 562 598 5,372 492 429 320 289 1,530 6,902 2005-06 794 839 748 684 620 586 564 604 5,439 491 423 414 300 1,628 7,067

Females 1990\91 889 728 725 721 668 578 522 565 5,396 347 337 231 184 1,099 6,495 1991\92 1,191 692 749 680 713 663 585 581 5,854 414 316 221 184 1,135 6,989 1992\93 970 829 722 782 772 702 652 588 6,017 409 317 263 191 1,180 7,197 1993\94 1,023 850 805 712 791 676 643 652 6,152 422 332 289 215 1,258 7,410 1994\95 959 924 833 815 685 764 643 646 6,269 456 310 243 212 1,221 7,490 1995\96 806 734 825 847 753 742 623 695 6,025 427 371 265 188 1,251 7,276 1996\97 806 733 822 847 753 740 682 693 6,076 427 375 265 188 1,255 7,331 1997\98 748 743 692 803 796 735 685 691 5,893 439 336 300 236 1,311 7,204 1998\99 738 648 763 691 783 780 726 788 5,917 480 352 235 258 1,325 7,242 1999\00 662 642 639 690 699 751 732 690 5,505 474 360 278 193 1,305 6,810 2000-01 721 612 655 782 698 787 736 700 5,691 515 388 324 235 1,462 7,153 2001-02 756 663 641 650 644 765 696 782 5,597 509 419 322 246 1,496 7,093 2002-03 703 639 660 575 591 574 660 661 5,063 515 419 376 290 1,600 6,663 2003-04 796 672 645 644 561 624 613 686 5,241 499 429 378 306 1,612 6,853 2004-05 828 639 612 598 643 523 510 559 4,912 533 402 306 260 1,501 6,413 2005-06 802 780 633 593 614 577 524 508 5,031 490 423 392 303 1,608 6,639 Table 20:

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Table 21: School operating half-day sessions Year Number of schools 2002 – 2003 1 2003 – 2004 1 2004 - 2005 1 2005-2006 1 Table 21

Table 22: Base Population of School Age Groups* Year Age 4 Age 5 Age 6-13 Age 14-18 2004 1,039 1,039 11,886 7,501 2005 1,039 1,039 11,886 7,501 2006 1,275 1,275 10,203 6,640 Table 22: *Numbers are approximately the same based on the EPPSO projection from the 1999 Census.

Table 23: Number/percent of 8th grade completers going to high school (DOI 13) Year 8th Grade Completers/Gender To high school Not to high school Male Female Total # to HS % to HS # not to HS % not to HS 2004-2005 600 557 1157 905 78.20% 252 21.80% 2005-2006 540 505 1045 992 95% 53 5% Table 23

Table 24: Number parent involvement activities per year by school (DOI 16) (Confirm with PREL)

School Cluster Cluster Cluster Total largest largest largest largest Total % of 1 2 3 Parents #meeting #meeting #meeting #meeting individual parents parents Parents Parents attend C1 attend C2 attend C3 School Parents attending Wide attended meetings Aerok ES 42 44 30 116 Ajeltake ES 276 158 100 534 146 29 42 217 41% Aur ES 62 34 24 120 0% Bikarej ES 48 48 Ebeye ES 978 634 540 2152 48 NA 41 89 4% Ejit ES 74 52 6 132 21 21 16% Enekoien 22 12 12 46 0 0% ES Enewa ES 54 16 2 72 23 23 32% Imroj ES 56 54 28 138 32 32 23% Jabwan ES 34 26 32 92 Jah ES 6 6 Kapen ES 58 4 62 62 62 100% Kilinge ES 90 56 28 174 Kili ES 312 17 21 76 114 37% Lae ES 120 72 48 240 19 17 30 23 89 37% Laura ES 424 274 162 860 57 66 132 255 30% Laura HS 92 92 Majkin ES 72 46 42 160 48 48 30% Majuro 546 568 1114 59 63 166 288 26% MMS Matolen ES 76 20 20 26% Mejel ES 60 15 15 25% Mejrirok ES 60 24 24 40% Nallo ES 112 22 22 20% Namdrik ES 190 118 70 378 31 38 69 18%

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Table 24: Number parent involvement activities per year by school (DOI 16) (Confirm with PREL)

Textbook Inventory for schools in Majuro is available through the MIS section of MOE.

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III. MOE Outcome Matrix

Description of the Outcome Matrixes

The Outcome matrixes have been redesigned for FY08. The matrixes include the three MOE Outcomes, the Supplemental Education Grant, ESN Grant, National Scholarship Board, National Training Council and the 4 Atoll Feeding Program.

The Output is stated at the top of the left column. Priority Activities for the Output are listed directly below the Output. Effort focused on stating concise and measurable Priority Activities as opposed to broad longer term statements. This will improve reporting. Reporting should be more consistent using progress of the priority activities and comparing and contrasting progress across quarters and across annual reports with regard to the MOE annual indicators. The goal is to “filter” the reporting – reporting only on progress and how this progress relates to implementation of the Outputs and Outcomes as measured by the MOE annual indicators.

In the right column the listing of measures is replaced with a listing of staff responsibility for activities coordination and a “mini” line item budget.

A staff member is assigned for each activity. The assignment is listed by Priority Activity. If there is need for coordination with other departments within MOE (or outside of MOE including schools) this is also identified. This promotes accountability and provides a source for ownership of MOE Outputs and Priority Activities.

The mini-line item budget is included for each Output. It is initially based on best estimates of what it will cost to conduct the priority activities AND all other supporting activities for the output. This is finalized after the Budget Circular is received from Ministry of Finance (MOF) and final budget allocations are made by MOE.

The development of mini line item budget for each output leads to the development of the MOE line item budget (adding all mini line item budgets together). By estimating costs for each output PRIOR to receiving the budget envelope MOE is better able to allocate actual funding for Outputs, as opposed to plugging figures.

Finally the “impacts” of implementing the Priority Activities and the Output are stated. The goal is to link the Output through the measures (inside the matrix) to the MOE annual indicators.

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III. Objective Area: Curriculum Development

A. Outcome 1: To Continue to Improve the Curriculum at all Levels of Education in the RMI

1. MOE Outcome 1 Performance Matrix

Matrix 1 provides details for MOE Outcome 1 in FY08.

Curriculum development cuts across all levels of education. Due to the crosscutting nature of curriculum development funding for some outputs in Matrix 1 are linked to outputs funded by the Supplemental Education Grant (SEG) and the Ebeye Special Needs Grant (ESN). This information is cross-referenced as necessary.

Matrix 1: Performance Information for MOE Outcome 1 Outcome 1: To Continue to Improve the Curriculum at all Levels of Education in the RMI Output Group 1.1 – Textbook and Supplies ($1,331,432) Output 1.1.1 (Elementary Textbook Committee) Responsibility for Activities/Coordination within MOE and schools Identification and purchase of textbooks and curriculum materials for Activity 1 – Textbook Committee and School Principals elementary education ($722,751) Activity 2 -- Textbook Committee and School Principals Activity 3 -- Textbook Committee and School Principals Priority Activities 1. Individual elementary schools will be given a budget for replacement Mini Line Item Budget books and additional enrollment, this includes purchase of 1.1.1 G Fund SEG 07 ESN Totals consumables (English & Math workbooks) for lower elementary, Salary M 10,501 10,501 schools would provide need assessment Fringe M 1,102 1,102 2. Development and production of MLA materials, develop books, edit Textbooks 0 500,000 27,033 527,033 and print books (what is cost effective) using SEG print shop Curriculum 3. Professional development materials/resources that come with the Materials 0 108,485 27,233 135,718 textbooks to be budgeted for (with textbooks), separate from Instructional professional development budget Service Center 60,000 60,000 Status Secondary Textbooks/Materials as at July 1, 2007 Totals 11,603 668,485 54,266 734,354 SEG funds have been used to purchase ELA textbook (Harcourt Moving Into English) for Grade K-5 for all primary schools and Harcourt Elements of Impact Literature for Majuro Middle School and Mifflin Math textbooks for grade K 9 Improve availability of teaching materials (textbooks), student enrollment to 3 and 6 to 8. Compact Funds under this Outcome are used to purchase ratio and students results. Math textbooks for grade 4 and 5 to complete math series for all primary schools. Both the ELA and Math textbooks have arrived and will be distributed for school use beginning in June 2007. Cross Reference SEG Outputs 5.1.1, 5.1.2 and 5.1.5 ESN Output 6.1.1 Output 1.1.2 (Secondary Textbook Committee) Responsibility for Activities/Coordination within MOE and schools Identification and purchase of textbooks and curriculum materials for Activity 1 – Textbook Committee and School Principals secondary education ($593,320) Activity 2 -- Textbook Committee and School Principals Activity 3 -- Textbook Committee and School Principals Priority Activities Activity 4 -- Textbook Committee and School Principals 1. Individual high schools will be given a budget for replacement books and additional enrollment Mini Line Item Budget 2. For core subject textbooks purchased in 3 previous years purchase 1.1.2 G Fund SEG 07 ESN PRIDE Totals supplemental materials related to core textbooks Salary M 3,401 3,401 3. Prioritize and purchase textbooks and materials for elective subjects in Fringe M 357 357 the 5 high schools (depending on $$) Textbooks 0 200,000 27,033 155,000 382,033 4. Professional development materials/resources that come with the Curriculum 0 textbooks should be budgeted for (with textbooks, keep separate from Materials 164,253 27,034 0 191,287 Professional Development) Instructional

Service Status Secondary Textbooks/Materials as at July 1, 2007 Center 0 20,000 0 0 20,000 The initial priority has been given to the core subjects of Math, English, Science and Social Studies. Additional funding supports the elective courses Totals 3,758 384,253 54,067 155,000 597,078 and other developmental resources that are incorporated in the secondary curriculum (i.e. music, career education, aquaculture and traditional skills). Impact Detailed plans are being developed with the principals based on each 9 Improve the textbooks/student enrollment ratio school’s unique offerings and priorities as per their curriculum. Cross Reference SEG Outputs 5.1.3, 5.1.4 and 5.1.5 ESN Output 6.1.1

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Output Group 1.2 – Curriculum Alignment and Implementation ($4,863,503) Output 1.2.1(Secondary/Vocational Education) Responsible for Activities/Coordination with MOE Curriculum alignment for Northern Islands High School for the following Activity 1: Allison, Voc. Dept. Chairman, Proc/Supply and textbook curriculum: ($377,479) committee, Principal & V-Principal. Activity 2: Chairpersons for English, Math, Science and Social Studies, Allison, 9th grade: Marshallese Studies (1) Math (2) English (2) Science (1) S Textbook Committee, Proc. & Supplies, Principal Vice Principal Studies (1) Agriculture (1) Activity 3: Sue Mori, Allison, Secretary of MOE, PSC, Principal/ V-Principal 10th grade: Marshallese Studies (1) Math (2) English (2) Science (1) S. Activity 4: same as activity 3 Studies (1), Computer (1) Agriculture (1) Activity5: Allison, Voc. Ed. Chairman, Principal/V-Principal 11th grade: Marshallese Studies (1) Math (2) English (2) Science (1) S. Activity 6: MOE IT Dept., Allison,Larul Heine, Principal and V-Principal Studies (1), Computer (1) Traditional/Cultural Skills (1) Activity 7: Allison, Sci. Dept. Chairperson, Principal/ V-Principal, 12th grade: Marshallese Studies (1) Math (2) English (2) Science (1) S. Activity 8 : Allison and Principal Studies (1), Computer (1) Construction/(Voc ED) (1) Mini Line item budget Priority Activities 1.2.1 Compact Totals 1. Identify and purchase books for computers identify and select books Salary E 77,000 77,000 for construction and agriculture. Salary M 206,161 206,161 2. If possible purchase (budget constraints) additional books for English Fringe E 8,085 8,085 Math and Science and new books for S. Studies Fringe M 21,647 21,647 3. Identify and hire one male teacher for traditional cultural skills class Night Differential 1586 1586 4. Identify and hire one MLA teacher Travel D 2000 2000 5. Identify and purchase hands on training materials Equipment 10,000 10,000 6. Expand internet access for students (establish student use policy) Computer/Office 7. Implement teacher academy Supplies 2000 2000 8. Implement Health academy Supplies &

Materials (other) 18,000 18,000 Communication 4000 4000 POL 2000 2000 Freight 6000 6000 Repairs 6000 6000 Rental 3000 3000 Printing 3000 3000 Other Charges 7,000 7,000 Totals 377,479 377,479

Impact 9 Improve student performance 9 Improve student readiness for additional education or workforce Output 1.2.2 (Secondary/Vocational Education) Responsible for Activities Curriculum alignment for Jaluit High School for the following curriculum: Activity 1 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. ($432,633) Activity 2 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. Activity 3 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. 9th grade: Marshallese Studies (1) Math (1) English (1) Science (1) Social Activity 4 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. Studies (1) Life skills (1) Activity 5 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. 10th grade: Math (1) English (1) Science/health (1) S. Studies (1), Activity 6 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. Computer (1) Life Skills (1) PE (1) Activity 7 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. 11th grade: Math (1) English (1) Science/health (1) S. Studies (1), Activity 8 -- Principals, Dept. Chairpersons, Sr. Dorothy, Asst. Sec. Woodworking (E), Construction (E), Cooking (E) Sewing (E) Agriculture (E) Aquaculture (E) --Select 2 electives Mini Line item budget 12th grade: English (1) Math (1) Science (1) S. Studies (1), Computer (1) 1.2.2 Compact Total Woodworking (E), Construction (E), Cooking (E) Sewing (E) Agriculture (E) Salary M 288,683 288,683 Aquaculture (E) --Select 1 elective Fringe M 30,312 30,312 Salary E 73,000 73,000 Priority Activities Fringe E 7,665 7665 1. Purchase books for Social Studies and vocational courses Night Differential 3,223 3,223 (construction, agriculture, cooking, sewing) Travel D 5,000 5,000 2. Develop/Purchase Marshallese studies materials Equipment 5,000 5,000 3. Identify and purchase health instructional materials Supplies & 4. Identify and hire teachers for Marshallese studies, aquaculture, Materials 12,000 12,000 agriculture, woodworking, sewing, Communications 750 750 5. Identify and purchase equipment including sewing machines and Freight 5,000 5,000 materials/tools for sewing (no new materials for over 10 years) 6. Identify and purchase hands on training materials and PE equipment POL 2,000 2,000 and facilities Totals 432,633 432,633 7. Expand internet access for students (establish student use policy) 8. Purchase computers for teachers (CD Roms and other instructional Impact materials can be viewed) 9 Improve student performance 9. Implement teacher academy 9 Improve student readiness for additional education or workforce 10. Implement Health academy

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Output 1.2.3 (Secondary/Vocational Education) Responsible for Activities/Coordination with MOE Curriculum alignment for Marshall Islands High School for the following Activity 1- Principal, NVTI Director, Voc.Ed. Chair/Career counselor curriculum: ($1,011,302) Activity 2- Principal, Career counselor/Health Academy teacher Activity 3- Principal, Career counselor/Teacher Academy teacher 9th grade: Marshallese Studies (1) Pre-Algebra (1) English/Reading (1) Activity 4- MOE Personnel/Public Service Commission English/Composition (1) Health/PE (1) Automotive (E), Woodworking (E) Activity 5- Principal/NVTI Director, MOE/MOF Hospitaltiy (E) Sewing (E) Business (E) Electives are attended on a rotating Activity 6- Principal/NVTI Director, MOE/MOF quarterly basis by all students in grade 9 Activity 7- Principal/MOE/MOF Activity 8- Principal/Career counselor/Assistant Secretary Vocational Ed. 10th grade: Algebra-1 (1) English/Reading (1) English/Composition (1) Life Science/Biology (1) World Geography (1) Music (E) First Aid (E) PE (E) Mini Line item budget Computer (E) attend on quarterly basis 1.2.3 Compact SEG 07 Totals Vocational Electives Automotive (E), Woodworking (E) Hospitality (E) Salary M 322,976 322,976 Sewing (E) Business (E) Accounting (E), Woodworking (E), Automotive (E), Fringe M Computer repair (E), Refrigeration and air conditioning (E). Student pick 33,912 33,912 one vocational elective and attend 2 hours/day for lecture and practical Salary E 503,001 503,001 th 11 grade: Geometry (1) English/Reading (1) English/Composition Fringe E (1)Chemistry (1) World History (1) 52,815 52,815 Vocational Electives Automotive (E), Woodworking (E) Hospitality (E) Night Differential 4,650 4,650 Sewing (E) Business (E) Accounting (E), Woodworking (E), Automotive (E), Communication 10,000 10,000 Computer repair (E), Refrigeration and air conditioning (E). Student pick Materials & one vocational elective and attend 2 hours/day for lecture and practical Supplies (Other) 29,948 29,948

Supplies/Office & 12th grade: Algebra 2 (1) English/Reading (1) English/Composition Computer 3,000 3,000 (1)Physics (1) Comparative Government (1) POL 4,000 4,000 Vocational Electives Automotive (E), Woodworking (E) Hospitality (E) Allowances 0 0 Sewing (E) Business (E) Accounting (E), Woodworking (E), Automotive (E), Computer repair (E), Refrigeration and air conditioning (E). Student pick Repairs 0 0 one vocational elective and attend 2 hours/day for lecture and practical Printing 3,000 3,000 Sr. Practicum (all of 4th quarter 40 hours/week at worksite) Sr. Practicum 0 30,000 30,000 Office Equip & 14,000 14,000 Priority Activities Computer 1. Continue vocational tracks at MIHS for MIHS students and allow NVYI Totals 981,302 30,000 1,011,302 students to attend these courses/ 4 vocational tracks (career exploration, choose career path, continue career path and Sr. Impact Practicum as described above 9 Improve student performance 2. Continue Health Academy 9 Improve student readiness for additional education or workforce 3. Continue Teacher Academy 4. Hire music teacher Cross Reference 5. Purchase tools for vocational program SEG Output 5.3.5 6. Purchase textbooks for vocational course 7. Purchase PE equipment 8. Arrange for stipend for practicum 9. Arrange for stipend for summer internship Output 1.2.4 (Secondary/Vocational Education) Responsible for Activities Curriculum alignment for Laura High School regarding the following Activity 1: Principal; Department Chairperson; MOE Supply Officer curriculum: ($277,020) Activity 2: Principal, Department Chairperson, MOE Supply Officer Activity 3: Principal, Information Tech Instructor 9th grade: Marshallese Studies (1) English (2) Reading (1) Pre-Algebra (1) Activity 4: Principal, MOE Personnel Officer Geography (1) Integrated Science (1) P.E. and Health 1 (1) Vocational (E): Activity 5: Principal, MOE Personnel Officer Agriculture (E) and Homemaking Skills (E) (this is in rotation basis which Activity 6: Principal, Faculty, Staff and Students means 2 quarters each) Activity 7: Principal, Faculty and Staff 10th grade: English (2) Reading (1) Algebra 1 (1) Pacific Studies (1) Activity 8: Principal, Faculty and Staff Biology (1) Information Technology 1 (1) P. E. and Health 2 (1) Vocational Activity 9: Principal, Faculty and Staff (E) : Agriculture (E) and Homemaking Skills (E) (this is in rotation basis Activity 10: Principal/Vice-Principal, Department Chairperson which means 2 quarters each) th 11 grade: English –Reading (1) Geometry (1) World History (1) Mini Line item budget Chemistry (1) Study Skills (1) Health Care 1 (1) Information Technology 2 1.2.4 Compact Totals (1) Vocational (E): Aquaculture (E) and Practical Electricity (E) (this is in Salary M 56,190 56,190 rotation basis which means 2 quarters each) th Fringe M 5,900 5,900 12 grade: English-Speech (1) Algebra 2 (1) U. S. History (1) Information Salary E 166,000 166,000 Technology (1) Business Mathematics (1) Physics (61 Health Care 2 (1) Fringe E 17,430 17,430 Vocational (e): Aquaculture 2 (E) and Woodworking/Carpentry (E) Travel D 0 0

Equipment 6000 6000 Priority Activities 1. Procure Books/Reference Materials for Homemaking, Agriculture, Office/Computer 8000 8000 health Care, Aquaculture, Electricity and Carpentry/Woodworking, Equipment 2. Procure Basic Equipment/Tools for Homemaking, Agriculture, Materials & Aquaculture, Electricity and Woodworking, Supplies (Other) 8000 8000 3. Install internet connection for students’ and teachers’ use, Communication 2000 2000 4. Hire full time librarian, Freight 500 500 Printing 3000 3000 07/12/07 MOE FY08 Portfolio Budget Document Page 22

5. Hire Marshalese, Health Care, Industrial Education and Aquaculture Repairs 0 0 teachers POL 4,000 4,000 6. Create projects and information drives for proper disposal of Totals 277,020 277,020 garbage/trashes, 7. Implement Teacher Academy Impact 8. Implement Health Academy 9 Improve student performance 9. Implement technical programs 9 Improve student readiness for additional education or workforce 10. 10. Arrange practicum sites for agriculture, aquaculture, and technical programs Output 1.2.5 (Secondary/Vocational Education) Responsible for Activities Curriculum alignment for Kwajallen High School regarding the following Activity 1: Hiram, School Principal, Vice Principal curriculum: ($293,643) Mini Line item budget 9th grade: English Pre-9, English 9 Composition, English 9 Reading, Health, 1.2.5 Compact SEG 07 Totals Basic Math ESL, Basic Math, Micronesian History Salary M 72,600 72,600 th 10 grade: English, World Geography, Biology, Pre-Algebra, Algebra Fringe M 7,623 7,623 th 11 grade: English, World History, Physics, Algebra, Geometry Salary E 180,000 180,000 Electives: Introduction to Computers, Yearbook, Music, Art Fringe E 18,900 18,900 Night/Ebeye 14,520 14,520 Priority Activities Differential th 1. Introduce 12 grade to the school Travel D 0 0 Travel Il 0 0

Utilities 0 0

Equipment Office 0 0

Materials & 0 0

Supplies (Other)

Supplies/Office & 0 0 Computer POL 0 0 Communication 0 0 Freight 0 0 Insurance 0 0 Totals 293,643 293,643

Impact 9 Improve student performance 9 Improve student readiness for additional education or workforce Output 1.2.6 (Secondary/Vocational Education) Responsibility for Activities/Coordination within MOE and schools Implement revised NVTI curriculum and testing which includes integration Activity 1 – Clarence and Allison and Sue of vocational courses for NVTI students with MIHS during SY 2007-08 Activity 2 &3 – Clarence Allison Sue ($423,651) Activity 4 – Clarence, NVTI and MOE staff Activity 5 – Clarence, and NVTI staff Tier 1 Year 1 English (2) , Math (1), Computer (1) MLA (1) and vocational Activity 6 – Clarence and Gary courses (career exploration stage) Activity 7 – Clarence and Gary Tier 1 Year 2, English (2) Math (1), Computer (1) and Career Ed (1) and Activity 8 – Clarence and staff vocational courses (choose career path) Activity 9 – Clarence and Allison Tier 2 Year 1, English (2) Math (1), Computer (1) and Career Ed (1) Science (1) Social Studies ( and vocational courses (continue on career Mini Line Item Budget path) 1.2.6 Compact SEG 07 Totals Tier 2 Year 2, English (2) Math (1), Computer (1) and Career Ed (1) Salary M 150,000 150,000 Science (1) Social Studies (1) and vocational courses (continue on career Fringe M 15,750 15,750 path and take part in Sr. Practicum) Salary E 70,000 70,000 Fringe E 7,350 7,350 Priority Activities Contractual 5,000 5,000 1. Identify and purchase career guidance software (SCANS). Explore Travel I 10,000 10,000 using Career Skills/SCANS curriculum materials Freight 4,000 4,000 2. Hire counselors that can help students gauge their interests. Communications 10,000 10,000 3. Hiring additional staff & faculty to accommodate the Success Food Stuff 1,500 1,500 Academy, now moved to NVTI management for the coming school Printing 5,000 5,000 year (increasing student enrollment). 4. Implement the agreed to “Success Academy” curriculum. Supplies and 5. Identify & purchase additional and new textbooks & instructional Materials Other 20,000 20,000 materials to meet the increasing student enrollment & additional Training 10,000 10,000 subjects Maintenance 6. NVTI students will attend vocational courses at MIHS as described in Supplies 2,500 2,500 the curriculum above Supplies Office 7. Use SLEP and NVTI internal assessment at the beginning, middle and and Computer 8,000 8,000 end of school year Books and 8. Continue to use criterion reference report card Instructional 9. Explore using student portfolio for career planning (this would be Materials 84,051 84,051 purchased) POL 2,500 2,500

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Office Furniture 5,000 5,000 Equipment Office 8,000 8,000 Other Charges 5,000 5,000 Totals 423,651 423,651

Impact 9 Increased student listening, speaking, reading and writing skills in English. (measure with test scores) 9 Increase computation and problem solving skills in mathematics (tests) 9 Increase number of career awareness programs 9 Increased student vocational & trade skills 9 Create opportunity for Tier I, yr 1 students to attend MIHS or other high schools. 9 Create opportunities for Tier II, yr. 2 students completing the program to enter postsecondary institutions 9 Provide skills for students wishing to seek employment after graduation

Cross reference SEG Output 5.4.2, Output 1.2.7 (Elementary Education) Responsibility for Activities/Coordination within MOE and schools Align/implement elementary curriculum and conduct training as necessary Activity 1 –Kanchi Hosia on the elementary curriculum (Cross reference 1.3.1 & 1.3.2) Activity 2 to 4 –Kanchi Hosia w/Subject Area Specialists ($119,300) Mini Line Item Budget Priority Activities 1.2.7 Gen Fund Compact Totals 1. Review the second revision of the Curriculum Standards documents Salary M 70,860 0 70,860 with school leaders during the Annual Principal Institute (August 1-8) Fringe M 7,440 0 7,440 2. Provide training on revised curriculum standards and benchmarks to Travel Domestic 0 20,000 20,000 teachers and school leaders Equipment Office 0 3,000 3,000 3. During the school year Area Specialists to provide one (1) on-site Supplies & training for teachers and principals on curriculum standards Materials (Other) 0 5,000 5,000 implementation to each school POL 0 2,000 2,000 4. During the school year monitor how teachers are using the standards Rental 0 3,000 3,000 for lesson planning and instruction delivery in the classroom Totals 78,300 33,000 111,300 Training should include

9 Train teachers to build curriculum based lesson plans using the SIOP Impact Model 9 Improve the textbooks/student enrollment ratio 9 Train teachers to use curriculum with different ability levels 9 Improve coordination of textbooks and curriculum

9 Improve student performance in all areas and improvement in Grade 3, 6, 8 standardized test scores/revised curriculum benchmarks Output 1.2.8 (Elementary Education & Special Education) Responsibility for Activities/Coordination within MOE and schools Increase the number of Special Education teachers in the Elementary Activity 1 --Ruthiran schools (focus on Deaf/Hard of Hearing, Blind, and Related Services Activity 2 –Ruthiran w/Frank Assistance [RSA] programs). ($114,000) Mini Line Item Budget Priority Activities 1.2.8 G Fund Federal Grant Totals 1. Place 3 teachers for Deaf/Hard of Hearing teachers, 3 teachers for the Salary M 63,500 56,000 119,500 Blind and 2 teachers for RSA in the Special ED Classrooms in Majuro Fringe M 6,668 6,668 and Ebeye where children have been identified Travel D 0 25,000 25,000 2. Schools in Majuro and Ebeye to submit to MOE the number of Equipment Office 0 3,000 3,000 Deaf/Hard of Hearing and Blind children needing special Ed services Supplies & 0 3. Purchase 3 Braile readers Materials including books 30,000 30,000 Totals 70,168 114,000 184,168

Impact 9 Improved student performance 9 Special Ed issues addressed

Cross reference 611 IDEA Part B Grant Output 1.2.9 (Special Education & Elementary Education) Responsibility for Activities/Coordination within MOE and schools To provide Special Education and related services to ensure free, Activity 1 to 7 – Ruthiran appropriate public education to all eligible children and youth ages 3-21 ($1,682,139) Mini Line Item Budget 1.2.9 G Fund Federal Grant Totals Priority Activities Salary M 63,500 1,237,824 1,301,324 1. Implement major SEPPIE tasks including Fringe M 6,668 6,668 2. In-service training and support for degree completion in Special Ed Staff 88,500 88,500 3. Support transition centers at all public high schools Development 0 4. Implement ECE Special Education Plan (17 ECE teachers) 07/12/07 MOE FY08 Portfolio Budget Document Page 24

5. Conduct parent training Travel D 0 139,269 139,269 6. Conduct Hearing/Screening trainings Equipment 0 46,000 46,000 7. Improve accountability and program compliance Supplies & 122,000 122,000 Materials 0 Others 0 48,546 48,546 Totals 70,168 1,682,139 1,752,307

Impact 9 Measures to be coordinated with SEPPIE grant performance measures and tied into overall annual MOE measures

Cross reference 611 IDEA Part B Grant Output Group 1.3 – Curriculum Standards and Training ($285,735) Output 1.3.1 (Elementary Education + Secondary Education) Responsibility for Activities/Coordination within MOE and schools Develop and disseminate elementary and secondary curriculum and NVTI Activity 1 –Kanchi and curriculum specialists curriculum (Cross reference 1.2.7) ($65,499) Activity 2 – Kanchi Activity 3 – Kanchi and Allison

Activity 4 – Kanchi and Allison Priority Activities

1. First draft of the Secondary Curriculum Standard document and the Mini Line Item Budget Second Draft of the Primary Curriculum Standard document to be 1.3.1 printed and distributed Gen Fund Compact Totals 2. Both documents to be printed at the SEG ISC print shop, if necessary Salary M 54,750 0 54,750 reprint and rebind every summer Fringe M 5,749 0 5,749 3. Develop a training schedule for entire year for outer island primary and Freight 0 3,000 3,000 secondary schools with what issues to address when training Printing 0 2,000 2,000 4. Currently there is no secondary school curriculum specialist, therefore Totals 60,499 5,000 65,499 identify trainers and funding for training the secondary school curriculum Impact 9 Increased student performance (Baseline MISAT 2004) 9 Increased teacher understanding/usage of curriculum (teacher testing on curriculum to be developed) Output 1.3.2 (Elementary Education) Responsibility for Activities/Coordination within MOE and schools Standards based elementary curricula integrated with teacher pre-service Activity 1 – Kanchi and in-service training arrangements including SIOP training for classroom Activity 2 -- Kanchi teachers (Cross reference 1.2.7) (48,440) Mini Line Item Budget Priority Activities 1.3.2 Gen Fund Compact Totals 1. Continue PREL’s SIOP and classroom assessment training (outer Salary M 37,050 0 37,050 islands) for grades 1-8. Training should focus on using assessment to Fringe M 3,890 0 3,890 check students’ progress/performance and evaluate lesson delivery Travel D 0 5,500 5,500 2. Develop testing procedure so that teachers can describe the standards Supplies & in general terms and explain how they are being used Materials (Other) 0 2,000 2,000 Totals 40,940 7,500 48,440

Impact 9 Improve teachers ability to determine how to teach to curriculum 9 Pre-service, in-service training for curriculum addresses teachers who are having most difficulties. Classroom teacher knowledge of curriculum increases (based on testing to be developed) 9 Student comprehension increase (test scores improve) Output 1.3.3 (Secondary Curriculum) Responsibility for Activities/Coordination within MOE and schools Coordinate effort to review recently re-formatted secondary core Activity 1: ISC, CIA & Allison curriculums as well as the Computer Technology curriculum, and training of Activity 2: CIA, Teachers & Allison teachers to align curriculums with new textbooks. Develop “course Activity 3: Teachers, CIA, Allison descriptions” for all courses offered in the secondary schools and Activity 4: CIA coordinate efforts to expand music and arts programs. ($50,440) Mini Line Item Budget Priority Activities 1.3.3 Gen Fund Compact SEG Totals 1. Print and disseminate copies of the curriculums to all secondary Salary M 16,914 0 16,914 schools Fringe M 1,776 0 1,776 2. Review the curriculums Travel D 0 1,200 1,200 3. Trial the curriculum and make new revisions as necessary Supplies & 4. Conduct training to align curriculums with new textbooks Materials (other) 0 300 300 5. Coordinate with principals development of music and art programs at Freight 0 100 100 the secondary schools Printing 0 150 150 Music/Arts Materials 30,000 30,000 Totals 18,690 1,750 30,000 50,440

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Cross Reference SEG Output 5.3.1 Output 1.3.4 (Secondary Education Responsibility for Activities/Coordination within MOE and schools Support and coordinate the ongoing efforts to develop, pilot and implement Activity 1: Instructional Service Center staff, Allison, grades 10th & 12th national examinations. (Cross reference 3.3.2) Activity 2: Trevor, Testing Unit & Allison ($19,065) Activity 3: Trevor, Testing Unit & Allison Activity 4: Trevor, Testing Unit & Allison Priority Activities Activity 5: Trevor, Testing Unit & Allison 1. Print (already developed) grades 10th & 12th English, Math and General Subjects test papers Mini Line Item Budget 2. Trial the test papers in the schools 1.3.4 Gen Fund Compact Totals 3. Make revisions to papers as necessary Salary M 16,914 0 16,914 th th 4. Administer first grades 10 & 12 RMI national examinations Fringe M 1,776 0 1,776 5. Correct, analyze and report scores Travel D* 0 0 0 Freight 0 75 75 Printing 0 300 300 Totals 18,690 375 19,065 * Funds for travel identified in contractual Output 1.3.4

Impact 9 Increased performance in all core subject areas (test scores) 9 Increased retention and graduation rates (see baseline table) 9 Standardized secondary education allows students to move from school to school Output 1.3.5 (Secondary Education) Responsibility for Activities/Coordination within MOE and schools Support and assist MIHS in its ongoing effort to gain WASC accreditation Activity 1: Sr. Dorothy, Allison & Gary (Cross reference ($35,777) Activity 2: Sr. Dorothy & Allison Activity 3: Sr. Dorothy, Gary & Allison Priority Activities Activity 4: Sr. Dorothy, Gary & Allison 1. Organize and conduct meetings with MIHS teaches and staff on the Activity 5: Sr. Dorothy, Allison & Gary accreditation process 2. Process and issue payment for accreditation annual fees Mini Line Item Budget 3. Organize and assign school committees to work on the school Self- 1.3.5 Gen Fund Compac SEG Totals Study Report t 4. Schedule and conduct monthly committee meetings to discuss Self- Salary M 16,914 0 0 16,914 Study Report progress Fringe M 1,776 0 0 1,776 5. Prepare and submit MIHS Self-Study Report to WASC Supplies & Materials (other) 0 600 0 600 POL 0 250 0 250 WASC Fee 0 0 16,236 16,236 Totals 18,690 850 16,236 35,776

Cross Reference SEG Output 5.6.5 Output 1.3.6 (Secondary Education) Responsibility for Activities/Coordination within MOE and schools Conduct school site visits (at least 2 to JHS & NIHS, 1 to KAHS, and 4 to Activity 1 - Allison, CIA & principals Majuro schools and provide support and assistance to secondary schools Activity 2- Principals & Allison and promote planning, discussion and development of TVET (framework) in Activity 3 - Allison, principals & Secretary of Education the schools ($66,515) Activity 4 -Sue, Richard & Allison Activity 5 - Alison Priority Activities Activity 6- Allison 1. Schedule and coordinate school visits with CIA unit and principals Activity 7 –Allison and principals 2. Receive and prepare school quarterly reports and submit reports to MOE Mini Line Item Budget 3. Coordinate TVET planning with RMI TVET Steering Committee and 1.3.6 Gen Fund Compact SEG Totals NTC Salary M 16,914 0 16,914 4. Recruit and select/recommend administrative assistant candidates Fringe M 1,776 0 1,776 07/12/07 MOE FY08 Portfolio Budget Document Page 26

5. Prepare and submit school quarterly PBB reports Travel D 0 2,800 2,800 6. Hire an administrative assistant Equipment Office 0 3,500 3,500 7. Coordinate with Schools the Close-up Program Supplies & Materials (other) 0 3,870 3,870 POL 0 1,500 1,500 Freight 0 155 155 Repairs 0 0 0 Communication 0 0 0 Close-Up 36,000 36,000 Totals 18,690 11,825 36,000 66,515

Cross Reference SEG Output 5.3.2 Output Group 1.4 – ECE Program/Curriculum Development ($1,675,649) Output 1.4.1 (Early Childhood Education) Responsibility for Activities/Coordination within MOE and schools Expand Kindergarten Program to include those schools that do not have Activity 1 -- Kanchi kindergarten program (1,587,375) Activity 2 -- Kanchi Activity 3 – Kanchi Priority Activities 1. Determine if five kindergarten classes can be added based on current Mini Line Item Budget budget and teacher realities 1.4.1 G Fund SEG 07 ESN Totals 2. Adopt Moving Into English and adjust other teaching materials as Personnel necessary (including 88,274 1,298,613 0 1,386,887 3. Develop schedule for building the additional classrooms benefits) 4. Determine how many teachers are needed and hire teachers Program Delivery 5. Provide curriculum training for new/current kindergarten teachers Expense 224,762 0 224,762 Travel D 10,000 3,000 13,000 Status of Kindergarten expansion and staffing as of July 1 2007 Office furniture Seven Kinder classes opened (Mejel, Wodmej, Lukonwod, Jah, Jabnoden & and fixtures 6,000 0 6,000 Tokewa, Enejelar) in 2007 leaving five more (Enekoien, Carlos, Ebadon, Supplies & Mejrirok, Tutu) to be open in 2008. (SEG funding) Materials (Other) 10,000 25,000 35,000 POL 2,000 0 2,000 Freight 8,000 0 8,000 Totals 88,274 1,559,375 28,000 1,675,649

Impact 9 Curriculum revisions increase focus on necessary skills (standards) 9 Student better prepared for 1st grade (English comprehension skills to be used over time) 9 Increased teacher effectiveness (English comprehension)

Cross Reference SEG Output 5.2.1 ESN Output 6.5.1 Output Group 1.5 - Statistics and Baseline Data ($35,521) Output 1.5.1 (Policy/Planning/Brenda) Responsibility for Activities/Coordination within MOE and schools Expand and improve information management, data collection and Activities 1-4 – Director of MIS and MIS Staff management information systems for curriculum development and needs at Activity 6-9 – Director IT and IT staff all levels of education $35,521 Mini Line Item Budget Priority Activities 1.5.1 Gen Fund Compact Totals 1. Develop a menu of what data and statistics is available (and in what Salary M 21,286 0 21,286 form) and distribute this to interested stakeholders like EPPSO and Fringe M 2,235 0 2,235 MOF bi-annually Supplies & 2. Collect information about textbooks, use current forms of what books Materials (other) 0 12,000 12,000 schools have recently ordered to develop base inventory. MIS has the Totals 23,521 12,000 35,521 data on High School textbook and still waiting on the textbook committee to submit the elementary textbook inventory lists. All the Impact information on textbook will be in the system by end of first quarter of 9 Use data in quarterly reports to measure impact/efficiency next school year. 9 Improve data (realistic/timely) on status of curriculum & 3. Develop individual school and overall information database on types of implementation of curriculum and inventory of textbooks, supplies supplies ordered, received and used by Majuro schools and outer 9 Improved planning/ordering due to more accurate information on needs island schools (coordinate with procurement) and usage of textbooks and supplies 4. Continue to work with Procurement and Supply on the information 9 Schools will have improved records of textbook and materials needs and database on types of equipment and supplies received and used by 07/12/07 MOE FY08 Portfolio Budget Document Page 27

Majuro Schools and outer island schools. Procurement and supply staff therefore improve ordering responsible to input all data types of equipment and supplies received 9 Increased reporting capacity regarding curriculum, textbooks/supplies and used by all public school system. 9 Increase information management systems regarding curriculum, 5. Database team to meet and work on developing procedures to improve textbooks and materials (number of textbooks, number of students, and maintain system integrity, needs for upcoming year) 6. Database team and MIS to develop procedures and forms to redesign data collection and data input as per Blackbaud system. 7. Coordinate IT needs of MOE and entire RMI public school system. (Travel to Majuro and OI to provide training and equipment repair and update) 8. Information Technology Policies and Procedures Handbook approved and workshop on procedures are held (currently under review) 9. Action memo for the purchase of Financial Edge (to work with Education Edge). Purchase when memo is completed

Table 1: Performance Information for Outcome 1

Evaluations Matrix 1 includes priority activities and impacts that MOE uses to assess and report quarterly progress. As MOE information collection improves the performance information will become more reliable. This information will assist MOE better understand how achieving the Outputs regarding curriculum development affect the quality of education in the RMI. This information will also provide more reliable and accessible data for planning and reporting.

Measures Affecting Outcome 1 in FY08 Crosswalks with the SEG and the Ebeye Special Needs Grants have been identified. Coordination regarding the use of Compact funds, SEG funds and ESN funds is a high priority. Achieving Output 1.5.1 is dependant on developing procedures for information collection and maintaining the integrity of the Blackbaud System. This Output is coordinated with Outputs 2.5.1 and 3.9.1. All three outputs focus on the collection and analysis of data in the MIS. The success of achieving these three outputs will improve MOE reporting and planning capacity and result in the development of baseline data in areas where none currently exists.

The purchase of the needed remaining core subject textbooks, and the identification and purchase of non-core subject textbooks and materials is also important to the successful achievement of this Outcome.

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Outcome 1 Resources Statement 1 (below) details how the FY08 appropriation translates to allocated resources for Outcome 1. The totals include all revenue sources for the Outcome. The statement shows the breakdown of allocations by Output Group. Included in Matrix 1 (above) is the allocation for each output (listed after the output) and where relevant the cross-referenced funding Output is cited. FY07 information is included for spending comparison.

Statement 1: Total Resources for MOE Outcome 1 Budgeted FY07 Budgeted Estimated FY08 Administered Appropriations General Funds $39,347 $521,989 Compact Funds $452,853 $2,434,377 SEG $1,275,000 $3,148,000 Ebeye Special Needs (ESN) $527,435 $136,333 Federal and other Grants 1,310,681 $1,951,139 Total administered expenses $3,605,316 $8,191,840 Ministry Appropriations Output Group 1.1 – Textbook and Supplies $909,626 $1,331,432 Output Group 1.2 – Curriculum Alignment and Implementation $2,091,131 $4,863,503 Output Group 1.3- Curriculum Standards and Training $128,350 $285,735 Output Group 1.4 - ECE Program/Curriculum Development $441,862 $1,675,649 Output Group 1.5 - Statistics and Baseline Data $34,347 $35,521 Total price from Ministry outputs $3,605,316 $8,191,840 Total revenues from appropriations $3,605,316 $8,191,840

Statement 1: MOE Outcome 1 Resources

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IV. Objective Area: Staff Development

A. Outcome 2: Improve Effectiveness of RMI Education Staff and Teachers for all Areas of Education

1. MOE Outcome 2 Performance Matrix

Matrix 2 provides details for FY08 MOE Outcome 2,

Teacher and staff development cuts across education at all levels in the RMI. Due to the crosscutting nature of teacher and staff development, funding for some outputs in Matrix 2 are linked to outputs funded by the Supplemental Education Grant (SEG) and the Ebeye Special Needs Grant (ESN). This information is cross- referenced as necessary.

Matrix 2: Performance Information for MOE Outcome 2 Outcome 2: To Improve the effectiveness of RMI education staff and teachers for all areas of education Output Group 2.1 - Staff Development and Qualifications ($1,473,321) Output 2.1.1 (Administration) Responsibility for Activities/Coordination within MOE and schools Implement strategic plan 2007-2011to increase the effectiveness of MOE Activity 1 – Richard and MOE staff ($11,699) Activity 2 -- Sue Activity 3 – Admin Office Priority Activities FY08/(How are we going to implement the SP) Activity 4 – Admin Office 1. Complete the review of the Strategic Plan, finalize the Strategic Plan Activity 5 – Admin and send to Cabinet and Nitijela for approval Activity 6 – Sue/Personnel 2. Complete the review, revision and development of position descriptions for all MOE staff (including school personnel) Mini Line Item Budget 3. Continue to conduct personnel audits/performance reviews at the 2.1.1 Gen Fund Compact Totals Ministry and selected schools through the ADB TA Salary M 8,000 0 8,000 4. Strategic plan is integrated into the annual MOE Portfolio and a rolling Fringe M 840 0 840 three year budget plan is developed Travel D 0 1659 1659 5. Expand HR Development to include training on customer service, Supplies & media, maintenance (how do we do the jobs here at MOE) (Blackbaud Materials (other) 0 1000 1000 implementation and training), personnel, budget, and at schools POL 0 200 200 librarians, counselors Totals 8,840 2,859 11,699 6. As part of the implementation of the Strategic Plan transfer responsibility of tracking status of certification of teachers from staff development to personnel (database of teacher certification) to ensure Impact teacher certification and teacher management systems are 9 Improved MOE management implemented and in place 9 Increase employee productivity’ 9 Work aligned with strategic planning process Output 2.1.2 (Administration/HR Development) Responsibility for Activities/Coordination within MOE and schools To provide training and developmental opportunities for all non teaching Activity 1 – Richard and Sue MOE staff/headquarters ($29,191) Activity 2 – Richard and Sue and Gee Activity 3 – Richard and Sue Priority Activities Activity 4 – Richard, Sue, Gee, Catalino 1. Develop a training need and schedule MOE staff training. Determine Activity 5 – Richard Sue, Gee Catalino what types of training (computer skills/access database, leadership, Activity 6 - Sue management) are needed Activity 7 – Jenny 2. Develop a schedule and costing program for off island trainings which are related to management Mini Line Item Budget 3. Provide grant writing training 4. Identify office management training for MOE office staff 2.1.2 Gen Fund Compact Totals 5. Develop training plan for headquarters staff – budgetary and Salary M 11,350 0 11,350 personnel training, media and IT (including how to collect data in the Fringe M 1,192 0 1,192 format necessary to input into Blackbaud), clerical training Travel I 0 9,649 9,649 6. Identify and implement training for job safety Equipment Office 0 0 0 7. Training for test proctors establish guidelines for selection and training Supplies & 0 2,000 2,000 for proctors, Materials (other) Training 0 5,000 5,000 Totals 12,542 16,649 29,191

Impact 9 Increased effectiveness and efficiency (develop standards, benchmarks for specific training courses/what should staff know 9 Improved office skills Output 2.1.3 (Administration/Staff Development) Responsibility for Activities/Coordination within MOE and schools To provide training and developmental opportunities for school principals Activity 1 – Sue, Kanchi and principals and office staff ($36,795) Activity 2 – Kanchi and Ruthiran Activity 3 – Kanchi and Allison

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Priority Activities Activity 4 – Kanchi and Allison 1. Develop a training needs and schedule for principals. Determine what Activity 5 – Sue types of training (computer skills/access database, leadership, Activity 6 -- Sue management) are needed by both groups and what type of training is needed primarily for principals Mini Line Item Budget 2. Identify specific federal regulations that principals must aware of such 2.1.3 Gen Fund Compact SEG Totals as Special Education Program Salary M 16,600 0 16,600 3. Identify higher ed courses for principals in educational administration Fringe M 1,744 0 1,744 4. Provide grant writing/administration training Travel I 0 5,351 5,351 5. Identify office management training for school office staff Supplies & 6. Identify training for job safety (MOE & Principals) Materials (other) 0 0 0 Training 0 8,100 8,100 Safety Training 0 0 5,000 5,000 Totals 18,344 13,451 5,000 36,795

Impact 9 Improve school management 9 Training needs identified and addressed through training program 9 Increased job safety (school safety) 9 Grants funding identified

Cross Reference • SEG Output 2.1.3 Output 2.1.4 (Testing) Responsibility for Activities/Coordination within MOE and schools Continue testing teachers in English and Math during summer teacher Activity 1 – Jenny, Stanley and Proctors sessions in Majuro ($25,664) Activity 2 – Jenny and Stanley Activity 3 – Bedinin and Chizuko Priority Activities 1. Conduct annual teacher test in English and Math Mini Line Item Budget 2. Analyze and report results 2.1.4 Gen Fund Compact Totals 3. Identify teachers to attend summer English/Math institutes Salary M 18,700 0 18,700 Fringe M 1,964 0 1,964 Supplies & Materials (other) 0 5,000 5,000 Totals 20,664 5,000 25,664

Impact 9 Improved accuracy of testing and scoring 9 Improved system for reviewing teacher scores Output 2.1.5 Administration/Personnel/Staff Development Responsibility for Activities/Coordination within MOE and schools Continue to develop and implement training programs for Marshallese Activity 1 – Sue/staff and PSC elementary teachers and Secondary teachers specifically for teachers Activity 2 – Tiko, IT, MIS to obtain AS/BS/MA degree and improve teaching skills. ($1,047,770) Activity 3 – Richard and ADB Consultant Activity 4 – IT, MIS Priority Activities Activity 5 – Tiko, IT, MIS 1. Develop agreements so that in the future new hires without AS include Activity 6 -- Sue contractual obligation for completion of AS (work with PSC). Activity 7 -- Aliksa 2. Finalize list/database of teachers (Majuro and outer islands) who do not have an AS degree or are completing their AS degree, Mini Line Item Budget 3. Conduct training needs assessment survey for both skill upgrading (on 2.1.5 Gen Fund SEG ESN Total the job) and credentials (AS/BS) Salary M 38,092 0 18,896 56,988 4. Create accurate database of regarding skills, qualifications – conduct Fringe M 4,000 0 0 4,000 training needs survey to learn who needs what skills. Develop plan of Travel D 0 0 10,000 10,000 action and needs for each type of training needed at each school by Equipment 0 0 0 0 skill needs (Majuro & Outer Islands) Office 5. Continue to prioritize credential training for teachers closest to Supplies & completion, plan developed for assigning replacements. Establish Materials 0 0 5,000 5,000 groups/schedules of teachers who will complete AS (other) 6. MOE will bring a minimum of 60 teachers to attend in-service program Training 0 253,286 120,000 373,286 full time each year POL 0 0 400 400 7. Continue to work with Park University and others to explore feasibility Foodstuff 0 0 200 200 of distance learning in outer islands Rental 0 0 3,760 3,760 Contract WT/D 0 410,000 0 410,000 Substitute Teachers 0 120,000 0 120,000 Professional and Other Developm’t 88,000 0 88,000 Totals 42,092 871,286 158,256 1,071,634

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Impact 9 Increase number of teachers completing AS credential 9 Increase skill profiles of all teachers

Cross Reference SEG Output 5.6.1, 5.6.3 ,5.6.4 ESN Output 6.2.1 Output 2.1.6 (Curriculum Instruction and Assessment) Responsibility for Activities/Coordination within MOE and schools Continue to build skill profiles of all teachers through on-going summer Activity 1 – Richard school and establish “effective teaching skills programs” with a focus on Activity 2 – Richard improving teaching skills and instruction content (Cross reference 2.1.5) Activity 3 – Sr. Dorothy, Kanchi, Allison, Richard ($297,449) Mini Line Item Budget Priority Activities 2.1.6 Gen Fund Grant Funds Total 1. Develop and tailor a teacher evaluation form that meets the Salary M 17,500 0 17,500 requirements of the ministry (ADB TA) Fringe M 1,838 0 1,838 2. Develop criteria for effective teaching (ADB TA) Training 0 279,000 279,000 3. Continue summer programs (update as needed) Totals 19,338 279,000 298,338 Principal’s institute English Language Institute Impact Teacher orientation 9 Student performance increases (measured by test scores) “Train the trainer” workshops 9 Increased teacher effectiveness (increase in student performance, Kindergarten training survey, observations by lead teachers, pre-determined proxy such as Subject specific workshops (core subjects & teaching skills student attendance) including assessment, classroom management, lesson planning 9 80% of all teachers enrolled in Summer School Safety training Sign language (RES) Cross reference Discipline skills/training (classroom management) PRIDE Grant PEC Conference Output Group 2.2 - Remuneration and licensing of teachers and staff ($12,708) Output 2.2.1 (Staff Development/All Divisions) Responsibility for Activities/Coordination within MOE and schools Implement Plan for Integrated Teacher Certification, Teacher Salary and Activity 1 – Aliksa Teacher Management System ($12,708) Mini Line Item Budget Priority Activities 2.2.1 Gen Fund Compact Totals 1. Implement plan after Cabinet approval Salary M 11,500 0 11,500 Fringe M 1,208 0 1,208 For FY09 (after first year implementation consider how best to address the Totals 12,708 0 12,708 following issues regarding salary scale) 9 Review salary adjustment by courses, credits toward degree, and student achievement, experience 9 Review of basis for teacher pay, to reward progress towards Associate Impact and Bachelor degrees in proportion to credits obtained 9 Increased teacher performance 9 Review staff pay/reward progress for credits obtained to Master’s level 9 Qualified Teacher supply is brought into line with demand 9 Teachers and principals are aware of the teacher/principal standards 9 Improved performance pay system connected to teacher and staff 9 Ensure that certificates under the certification are established. productivity with recognition of professional development credits 9 Create a data base to monitor teacher progress 9 MOE to put $$ aside for performance based incentive scheme 9 Review teacher licensing arrangements to ensure record of training credits 9 Ensure all schools/principals are aware of teaching licensing requirements and remuneration alignment Output Group 2.3 – Mentoring ($77,252) Output 2.3.1 (Elementary Education) Responsibility for Activities/Coordination within MOE and schools Subject area specialists/teacher trainers to train teachers in outer islands Activity 1 -- Kanchi with regard to specific subject matter improvements ($77,252) Activity 2 -- Kanchi

Priority Activities Mini Line Item Budget 1. Schedule for trips to outer island schools and visits to Majuro schools 2.3.1 Gen Fund Compact Totals (elementary). Specialists/trainers schedule trainings with schools in Salary M 38,690 0 38,690 Majuro, Fringe M 4,062 0 4,062 2. Classroom training by specialists/trainers conducted as per schedule Travel D 0 34,500 34,500 Totals 42,752 34,500 77,252

Impact 9 More effective training schedule for OI teachers 9 Improved coordination between school principals and teacher training specialist 9 Increase in teacher effectiveness in outer islands and Majuro

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Output Group 2.4 – Teacher Absenteeism ($36,318) Output 2.4.1 (Teacher Absenteeism Team) Responsibility for Activities/Coordination within MOE and schools Managing/enforcing teacher absenteeism and teacher performance Activity 1 – Principals/MIS/IT ($38,855) Activity 2 – MIS/IT Activity 3 – Brenda Priority Activities Activity 4 – Brenda 1. Continue to submit 9 week report to MOE Secretary for review and Activity 5 – Sue ensure that data is entered into Blackbaud 2. Time card information needs to be put into the Blackbaud format so Mini Line Item Budget that attendance can be tracked 2.4.1 Gen Fund Compact Totals 3. Continue to distribute PSC & MOE regulations/rules on teacher Salary M 30,600 0 30,600 absences Fringe M 3,218 0 3,218 4. Complete revisions on incentives/discipline policies tied to teacher Equipment Office 0 0 0 attendance Printing 0 2,500 2,500 5. Continue installation of time clocks in schools (Majuro/Ebeye) Totals 33,818 2,500 36,318

Impact 9 Improved Policy coordination ongoing with PSC 9 Improved information on overall teacher performance (MIHS template) 9 Reduced teacher absence 9 Increased student performance 9 Increased teacher performance 9 Attain minimum instructional hours as dictated by MOE Rules and Regulations (what is the minimum) 9 Reduce the days lost per annum per teacher due to non-medical reasons to below an average of 3 per teacher Output Group 2.5 - Statistics and Baseline Data ($35,521) Output 2.5.1 (Policy/Planning) Responsibility for Activities/Coordination within MOE and schools Improve information management, data collection and management Activity 1 – Director MIS and staff information systems for teacher and education staff performance at all Activity 2 – Director MIS and staff levels of education ($35,521) Activity 3 – MIS staff and Catalino Activity 4 – Director MIS and staff Priority Activities Activity 5 - Director IT and staff 1. A menu of data and statistics has been developed and will be Activity 6 IT staff and Catalino distributed to stakeholders, bi-annually. Activity 7 - Director IT and staff 2. Due to confidentiality of information on staff and teachers, training has Activity 8 - Director IT and Director Administration been conducted for personnel staff to input all information regarding teachers and staff. Staff Development Office will be providing data for Mini Line Item Budget Personnel Office to input into the system teacher certification, 2.5.1 Gen Fund Compact Totals attendance, teacher training and qualifications for teachers and staff at Salary M 21,286 0 21,286 all levels of education into Blackbaud. Fringe M 2,235 0 2,235 3. Input data on teacher certification, attendance, teacher training and Supplies & qualifications for teachers and staff at all levels of education Materials (other) 0 12,000 12,000 4. Continue to input student data for the school year 06-07 into the Totals 23,521 12,000 35,521 Student information System 5. Database team to develop procedures to redesign data collection to Impact reflect input procedures of Blackbaud system 9 Increase use of data in portfolio budget reports to measure impact and 6. Certification information to be put on the Blackbaud system – teacher efficiency certification can be prioritized after entered into the system 9 Improved data (realistic and timely) on staff and teacher development 7. Coordinate all staff development, staff certification databases into one needs place (Blackbaud) instead of having several small systems 9 Improved planning due to more centralized data records 8. Analysis of all data and testing results to assist ministry in future 9 Increased reporting and data accessibility regarding teacher and staff planning including implementation of strategic plan and annual PBB development and performance Matrix 2: Performance Information for Outcome 2

Evaluations Matrix 2 includes priority activities and impacts that MOE uses to assess and report quarterly progress. As MOE information collection improves the performance information will become more reliable. This information will assist MOE better understand how achieving the Outputs regarding staff development affect the quality of education in the RMI. This information will also provide more reliable and accessible data for planning and reporting.

Measures Affecting Outcome 2 in FY08 Crosswalks with the SEG and the Ebeye Special Needs Grants have been identified. Coordination regarding the use of Compact funds, SEG funds and ESN funds is a high priority. Achieving Output 1.5.1 is dependant on developing procedures for information collection and maintaining the integrity of the Blackbaud System. This Output is coordinated with Outputs 2.5.1 and 3.9.1. All three outputs focus on the collection and analysis

07/12/07 MOE FY08 Portfolio Budget Document Page 33 of data in the MIS. The success of achieving these three outputs will improve MOE reporting and planning capacity and result in the development of baseline data in areas where none currently exists.

Additionally, the identification of teachers for “year long in service” is important to the success of Outcome 2. An increase in the number of teachers with advanced degrees will have a significant impact on RMI education.

Outcome 2 Resources Statement 2 (below) details how the FY08 appropriation translates to allocated resources for Outcome 2. The totals include all revenue sources for the Outcome. The statement shows the breakdown of allocations by Output Group. Included in Matrix 2 (above) is the allocation for each output (listed after the output) and where relevant the cross-referenced funding breakdown is included. FY07 information is included for spending comparison.

Statement 2: Total Resources for MOE Outcome 2 Budgeted FY07 Budgeted Estimated FY08 Administered Appropriations General Funds $206,643 $234,615 Compact Funds $138,567 $86,959 SEG $300,000 $876,286 Ebeye Special Needs $125,000 $158,256 Federal Grants 1,605,730 $279,000 Total administered expenses $2,375,940 $1,635,120 Ministry Appropriations Output Group 2.1 – Staff Development and Qualifications $2,179,026 1,473,321 Output Group 2.2 – Remuneration and licensing of teachers and staff $13,000 $12,708 Output Group 2.3- Mentoring $143,567 $77,252 Output Group 2.4 – Teacher Absenteeism $6,000 $36,318 Output Group 2.5 - Statistics and Baseline Data $34,347 $35,521 Total price from Ministry outputs $2,375,940 $1,635,120 Total revenues from appropriations $2,375,940 $1,635,120

Statement 2: Outcome 2 Resources

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V. Objective Area: Program Delivery and Student Services

A. Outcome 3: To Improve Student performance and Learning Outcomes through Effective Program Delivery and Community Involvement

1. MOE Outcome 3 Performance Matrix

Matrix 3 provides details for MOE Outcome 3 in FY08.

Improving student performance is an issue that cuts across education at all levels in the RMI. Due to the crosscutting nature of improving student performance, funding for some outputs in Matrix 3 are linked to outputs funded by the Supplemental Education Grant (SEG) and the Ebeye Special Needs Grant (ESN). This information is cross-referenced as necessary.

Matrix 3: Performance Information for MOE Outcome 3 Outcome 3: To improve student performance and learning outcomes through effective program delivery and community involvement Output Group: 3.1 – Community Involvement and Media/Public Relations ($88,450) Output 3.1.1 (Community Involvement Team + PREL) Responsibility for Activities/Coordination within MOE and schools Expansion of “Cluster PTA” which encourages parent/family involvement Activity 1 -10 Evelyn Joseph, Admin office, Schools, Parents in Majuro and strengthening PTAs in other school locations. Assistance from RMI PREL Service Center Offices in overseeing program. Mini Line Item Budget (Subsidized by PREL) (Cross reference with 3.1.4, 3.1.6) The funding for this output is subsidized by PREL. MOE contribution is identified in Priority Activities output 3.1.3 1. Determine if all schools should implement cluster program. Some schools have only PTA not cluster PTA Need funding to expand Impact 2. Train during the summers and do follow-up during the year. Step 9 Quarterly Cluster PTA reports should indicate increase in parent attendance to by Step training meetings and activities. 3. Process, each school submits implementation plan, timelines are 9 Increase levels of parental involvement & participation in school improvement prepared and progress reports are submitted, each quarter parent understanding of their role in education through the radio PREL keeps in touch and gets reports from 9 Improve teacher and student attendance mentors (outer islands) 9 Enhance student academic achievement by moving toward standard based 4. Continue to use the cluster model to make way for standard based teaching and instruction teaching and instruction. Teachers learn this process and learn to 9 Raise community awareness and knowledge of RMI Education Goals and convey to parents what kind of assistance is needed, what learning student learning standards. expectations are, so both home and school can address student learning needs. Currently RMI testing things that children are not Cross reference learning in the classroom PREL 5. Work toward the long range goal of systemizing the PTA. Parents learn their roles what is needed and expected from them. Standards should be the same throughout the school system. 6. Increase the number of elementary schools using Cluster PTA from xx to xx 7. Increase technical assistance to Majuro Cluster-PTA schools through professional development on RMI national assessment measures 8. Assist local school Cluster-PTA implementation plans with RFP’s for local initiatives in parental involvement activities including co- sponsor parenting sessions at Cluster-PTA meeting as needed 9. Annual Cluster PTA reports (May 30th due date) 10. Establishment of instructional improvement teams at 10 or more new Cluster PTA schools. Trip reports on 10 or more outer island TA trips to support new schools implementing Cluster PTA Output 3.1.2 (Community Involvement Team + PREL) Responsibility for Activities/Coordination within MOE and schools Provide school-based training to school-community improvement Activity 1 -7 Evelyn Joseph, Admin office, Schools, Parents partnership teams including the development of an elementary school handbook in Majuro (Subsidized by PREL) Mini Line Item Budget The funding for this output is subsidized by PREL. MOE contribution is identified in Priority Activities output 3.1.3 1. Continue working with principals on Majuro (elementary) to develop a school handbook, currently in the draft stage (this came Impact out from the cluster PTA). 9 Standardized policies in all the schools in Majuro and standardize policies with 2. Continue to conduct training on standard based instruction and outer islands lesson planning, school teams (2-4 trainers) or (7 -8 trainers spend 9 Increase Number of parents served (participants list) 2 weeks in the outer islands. First 3 days bring in the teachers for 9 Increase Number of communities (schools) served focused training, then the team breaks down and 1 trainer goes to 9 Increased parental involvement regarding school functions and upkeep each school – during the training they develop lessons and lesson (details provided by schools)

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planning and then the remaining time the team observes them 9 Improved classroom management in the outer islands implementing what they have learned 3. Training for Parenting (Role of Parents/Community / School) Cross reference 4. Use school profiles to establish further training needs PREL 5. Continue to ask schools (principals during summer training) to request help so that training needs can be documented. A memo should be produced stating that requesting training is positive (not a negative reflection on the school) 6. Continue the Parents Teachers Program directly at homes 7. Continue to record of all the trainings conducted Output 3.1.3 (Administration) Responsibility for Activities/Coordination within MOE and schools Support community relations activities to strengthen MOE Activity 1 – Administration communication and relationships with schools and communities (Cross reference with 3.1.1, 3.1.2 ) ($20,160) Mini Line Item Budget 3.1.3 Gen Fund Compact Totals Priority Activities Contractual 0 5,000 5,000 1. Support the work of PREL and cluster PTA programs to establish Equipment Office 2,150 2,150 stronger links/communication between MOE and the community Supplies & through the activities described in outputs 3.1.1 and 3.1.2 Materials (Other) 0 1,810 1,810 Training 0 7,700 7,700 Foodstuff 0 3,500 3,500 Totals 0 20,160 20,160

Impact 9 Improved information sharing among MOE, schools and communities Output 3.1.4 (Administration and Logistics) Responsibility for Activities/Coordination within MOE and schools Continue the work of Media office ($68,290) Activity 1 – Chris Person and Valentino Activity 2 – Valentino Priority Activities Activity 3 – Laingpo 1. Manage and improve MOE web site Activity 4 -- Valentino 2. Coordinate with other RMI Government web sites to improve Activity 5 – Valentino and Sue information sharing and recruitment Activity 6 – Hanty and Laingpo 3. Set information gathering schedule for information for the radio Activity 7 – Hanty and Laingpo spots and continue to disseminate weekly radio spots on specific Activity 8 -- Valentino Education issues 4. Continue to produce Bok Melele for the Newspaper Mini Line Item Budget 5. Use the RMI Journal as a vehicle for staff recruitment 3.1.4 Gen Fund Compact Totals 6. Continue to procure needed media equipment Salary M 38,290 0 38,290 7. Document MOE events through video and create an video archive Fringe M 4,020 0 4,020 8. Create user-friendly information (for example videos from USP/Fiji Overtime 571 0 571 cannot be played on equipment in RMI) (eg. PAL conversion) Travel D 0 1,659 1,659 Equipment Office 0 7,850 7,850 Supplies & Materials (other) 0 0 0 POL 0 1,500 1,500 Advertising 0 14,400 14,400 Totals 42,881 25,409 68,290

Impact 9 Increase outreach of MOE and MOE programs 9 Increase community awareness of MOE programs and activities 9 Increase community participation in MOE programs and events Output Group 3.2 – Research and Program Funding Prioritization ($237,730) Output 3.2.1 (MOE Finance) Responsibility for Activities/Coordination within MOE and schools Ensure SEG funding supports priority education needs including the Activity 1 – Gee and Willa ECE/ Kindergarten program in Majuro and Ebeye ($34,119) Activity 2 – Gee and Willa Activity 3 -- Willa Priority Activities 1. Develop detailed rolling three year budget for use of SEG funding Mini Line Item Budget 2. Work to DOI to improve coordination of SEG spending with fiscal 3.2.1 Gen Fund Compact Totals year spending Salary M 30,334 0 30,334 3. Continue monthly meeting schedule to review SEG budget among Fringe M 3,185 0 3,185 MOE, MOF and DOI for draw down Travel I 0 0 0 Foodstuff 0 600 600 Totals 33,519 600 34,119

Impact 9 Improved budget accountability for SEG spending 9 Improve planning and budgeting for SEG outputs

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Output 3.2.2 (MOE Finance + MOE Grants) Responsibility for Activities/Coordination within MOE and schools Coordinate and Communicate budget (and grant opportunities) with Activity 1 –8 -- Administration individual schools ($57,128) Mini Line Item Budget Priority Activities 3.2.2 Gen Fund Compact Totals 1. Integrating Grants office under Administration through SP 2007-11 Salary M 51,700 0 51,700 2. Work with MOF to better coordinate budget with individual schools Fringe M 5,428 0 5,428 (cost centers for individual schools). Coordinate spending with Training 0 0 0 schools so that principals are more aware of how budget is spent Supplies & 3. Distribute school-level budget to all schools and follow-up with Materials (Other) 0 0 0 schools concerning any under spent monies. Totals 57,128 0 57,128 4. Schedule training on budget management (update budget and spending) for principals Impact 5. Identify and hire a grant writer/grant seeker 9 100% of schools receive budgets, and are responsible for performance 6. Continue to develop priorities/targets for funding requests to budgeting donors 9 Schools complete school improvement plan 7. Identify funding for prospective MOE initiatives: additional 9 Increased responsibilities for supplies purchasing remedial English and math programs, traditional skills, music/arts 9 Improve individual school access to grant funding programs, summer learning programs, educational 9 Amount of funding and educational opportunities increased for the Ministry of materials/technology Education 8. Improve coordination and communication of external funding 9 Improved grant management, funds are disbursed to schools and more sources effectively applied to specific issues UNESCO cycles every 2 years, just submitted 06-07 – usually between 5-7 projects approved Grassroots (Japan) – local governments submitted directly PRIDE –USP Fiji EU – funding to work in outer island schools – solar panels School health grant (Federal Grant) Special Ed (US Federal Grant)/SEPPIE Output 3.2.3 (MOE Finance + MOE Procurement + IT) Responsibility for Activities/Coordination within MOE and schools Implement a comprehensive tracking process to monitor/follow-up on Activity 1 – Gee and Shem the procurement process ($121,178) Activity 2 -- Gee Activity 3 – Gee and Chris Person Priority Activities 1. Continue to implement the system to provide the capacity to locate Mini Line Item Budget any processed requisition. The focus is for MOE/schools to know 3.2.3 Gen Fund Compact Totals how much supplies are being used by what schools and what Salary M 100,559 0 100,559 supplies are not being used. This includes tracking/inventory for Fringe M 10,559 0 10,559 who has what equipment and how much/many and for tracking TA Contractual 0 5,000 5,000 2. Purchase Blackbaud modules for asset management & conduct Supplies & training Materials (Other) 0 0 0 3. Purchase module (Financial Edge) and conduct training POL 0 2,560 2,560 Training 0 2,500 2,500 Totals 111,118 10,060 121,178

Impact 9 Database of supplies order/used and equipment in place 9 More reliable schedule of availability of supplies and materials 9 Increased reliability of procurement process 9 Communicate with stakeholders concerning incomplete/delayed requisitions Output 3.2.4 Policy/Planning Responsibility for Activities/Coordination within MOE and schools Conduct research in policy and planning issues affecting education in Activity 1 – Brenda/PSC the RMI ($23,205) Activity 2 –New hire

Priority Activities Mini Line Item Budget 1. Identify and hire researcher 3.2.4 Gen Fund Compact Totals 2. Develop research agenda for priority issues Salary M 22,900 0 22,900 Fringe M 2,405 0 2,405 Totals 25,305 0 25,305

Impact 9 Improve MOE capacity regarding issues in education

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Output Group 3.3 – Testing Performance ($241,363) Output 3.3.1 (Policy/Planning) Responsibility for Activities/Coordination within MOE and schools Implementation of testing schemes at grades 3, 6 and 8 to measure Activity 1 – Jenny, Stanley, proctors student achievement (MISAT) and PILL (Cross reference 3.3.2) Activity 2 – Jenny, Stanley, proctors ($103,380) Activity 3 – Jenny, Stanley, proctors Activity 4 – MIS & PP staff Priority Activities Activity 5 – Jenny and Stanley 1. MISAT I and II test administered to all targeted students (FY08 Activity 6 – Jenny and Stanley current 3rd and 6th grade students will be tested in October 2007 Activity 7 -- Stanley (they will be in 4th and 7th grade) 2. PILL test for 4th grade students (administered every 2 years, last Mini Line Item Budget time was 2005 – next time 3.3.1 Gen Fund Compact Totals 3. March 2008 administer MISAT to 8th grade students Salary M 34,700 0 34,700 4. Database of MISAT and PILL test scores continues to be updated Fringe M 3,644 0 3,644 (MIS) Travel D 0 42,138 42,138 5. Produce report on individual student achievement focusing on Freight 0 2,900 2,900 areas for improvement. Scores are reported against benchmarks Rentals 0 19,998 19,998 6. Continue to produce report on how each individual school results Totals 38,344 65,036 103,380 compare over the years and track students progress from elementary to middle school, individual students, individual Impact schools, atolls and nationally 9 Improved database of student achievement Analysis of test results 7. 9 Improved tracking of students progress from elementary to secondary school 9 Increased awareness of areas of insufficient student achievement 9 Improve teacher skills for writing/designing classroom tests Output 3.3.2 (Policy/Planning) – Responsibility for Activities/Coordination within MOE and schools Determine what will be the national assessment at the secondary level, Activity 1 – Curriculum consultant/ Trevor Reese with schools responsible for implementing assessment and tracking Activity 2 – Curriculum consultant and MIS staff (based on finalized secondary curriculum) (Cross-reference 1.3.4 Activity 3 – Principals and Policy Director and 3.3.1) ($137,983) Mini Line Item Budget Priority Activities 3.3.2 Gen Fund SEG Totals 1. Test Development and pilot (10th and 12th grades) and analysis Salary M 2,700 0 2,700 2. Update database Fringe M 283 0 283 3. Principals meet to determine usefulness of all tests Contractual MIHS is using CAT and SLEP Services 0 135,000 135,000 LHS and JHS are using SLEP Totals 2,983 135,000 137,983 NIHS is thinking of using SLEP Impact Issues to consider for this Output 9 Improved national secondary assessment criteria 9 If this leads to a secondary school national test then MOE and CMI 9 Improved ability of students to move within the system should coordinate in the future Cross reference SEG Output 5.6.2 Output 3.4 – Counseling and Enrichment ($131,385) Output 3.4.1 (Curriculum Instruction and Assessment) Responsibility for Activities/Coordination within MOE and schools Continue to build teacher capacity (K-12) in the area of counseling to Activity 1 – Patricia Smith (Contractor) promote student development in all areas ($14,000) Mini Line Item Budget Priority Activities 3.4.1 Gen Fund Compact Totals 1. Contractor working with teachers to build teacher sensitivity to Contractor 14,000 0 14,000 student problems and issues Totals 14,000 0 14,000

Impact 9 Improved student awareness of education and career options 9 Increased student retention/graduation rate 9 Improved student performance 9 Improve student health and quality of life (suicide rate) Output 3.4.2 (Curriculum Instruction and Assessment) Responsibility for Activities/Coordination within MOE and schools Expand school enrichment program for after school activities Activity 1 – Rais Aho ($117,385) Mini Line Item Budget Priority Activities 3.4.2 Gen Fund SEG Totals 1. Contractor working with teachers to build teacher sensitivity to Personnel 0 94,605 94,605 student problems and issues Supplies/Materials 0 22,780 22,780 Totals 0 117,385 117,385

Impact 9 Improved student retention and awareness of education opportunities

Cross reference SEG 5.3.3 07/12/07 MOE FY08 Portfolio Budget Document Page 38

Output Group 3.5 – Student Retention and Truancy ($28,964) Output 3.5.1 (Policy/Statistics) Responsibility for Activities/Coordination within MOE and schools Continue to collect data at elementary/ secondary level to determine Activity 1 -- Brenda the exact number of students who drop out of school (by semester) Activity 2 – MIS and Brenda and the reasoning ($25,981) Activity 3 & 4– Kanchi, Allison, Brenda

Priority Activities Mini Line Item Budget 1. MOE (Policy/Planning) to complete the form to distribute to 3.5.1 Gen Fund Compact Totals schools on dropouts and truancy, input into Blackbaud Salary M 23,512 0 23,512 2. Continue to develop Baseline & trend data on dropout/retention Fringe M 2,469 0 2,469 3. Creation and utilization of an official withdrawal form (as part of Totals 25,981 0 25,981 the handbook) 4. Each school reviewing MOE rules and regulations as part of Impact updating the school handbooks so that all schools have common 9 Improved database system in place with data inputted regularly core regulations regarding attendance, behavior and other issues 9 Increased understanding of factors, both academic and non-academic that lead to chronic absenteeism and withdrawal from school (early warning system: interviews, surveys) 9 Increased retention of students in elementary school and secondary school Output 3.5.2 (Truancy Team/Elementary/ Secondary & Policy ) Responsibility for Activities/Coordination within MOE and schools Revise and enforce truancy policy at both elementary and secondary Activity 1 --Kanchi, Allison, Brenda and principals levels ($2,983) Activity 2 -- Kanchi, Allison, Brenda and principals Activity 3 -- Kanchi, Allison, Brenda and principals Priority Activities Activity 4 – Brenda and Media office 1. Principals and MOE to develop a more uniform policy on enforcing Activity 5 – Kanchi, Allison and Brenda truancy. Standard policy to be disseminated to private as well public schools. Mini Line Item Budget 2. Each school reviewing MOE rules and regulations as part of 3.5.2 Gen Fund Compact Totals updating the school handbooks so that all schools have common Salary M 2,700 0 2,700 core regulations regarding attendance, truancy, behavior and other Fringe M 283 0 283 issues Totals 2,983 0 2,983 3. Get PTA input on this truancy policy. Coordinate with cluster PTA program participants to enforce truancy Impact 4. Publicize consequences of truancy through radio announcements 9 Truancy enforcement increase (by schools and age groups) programs, newspaper, and technology 9 Reduction in truancy (baseline SY04) 5. Hold MOE led seminars on increasing reducing truancy 9 Increase in community/parental awareness Output Group 3.6 - School Feeding Program ($1,185,939) Output 3.6.1 (Administration) Responsibility for Activities/Coordination within MOE and schools To continue ongoing school feeding programs, at all Majuro and Ebeye Activity 1 – Administration and School Principals elementary schools and all secondary schools in the RMI including NVTI and Middle school ($1,172,955) Mini Line Item Budget 3.6.1 ESN Compact SEG Total Priority Activities Contractual 523,184 230,430 332,325 1,085,939 1. Contract out of school feeding program Administration 0 100,000 0 100,000 Totals 523,184 330,430 332,325 1,185,939

Impact 9 Improve health status students (coordinate with MOH) 9 Improved student attendance (baseline SY04) 9 Improved student attendance 9 Improve student performance 9 Improved parental/community involvement

Cross reference SEG 5.3.4 ESN 6.3.1 Output Group 3.7 - Administration and Personnel ($69,657) Output 3.7.1 (Administration) Responsibility for Activities/Coordination within MOE and schools Coordinate and Manage Personnel and Organizational polices and Activity 1 – Richard and Sue programs ($43,869) Activity 2 – Richard, Gee, Catalino

Priority Activities Mini Line Item Budget 1. Recruit and retain both MOE staff and teachers as per the new 3.7.1 Gen Fund Compact Totals strategic plan Salary M 39,700 0 39,700 2. Create MOE high performance organizational culture by: Fringe M 4,169 0 4,169 Implement revised organizational plan as per the Strategic Travel Int 0 0 0 Plan 2007-2011 Equipment Office 0 0 0 Develop performance benchmarks for MOE positions and Totals 43,869 0 43,869 performance awards for good performance through the ADB TA Impact 9 Increased staff awareness of roles and responsibilities 9 Increased staff performance with regard to established benchmarks 07/12/07 MOE FY08 Portfolio Budget Document Page 39

Output 3.7.2 (Administration) Responsibility for Activities/Coordination within MOE and schools Coordinate and Manage MOE polices and programs ($25,788) Activity 1 & 2-- Richard

Priority Activities Mini Line Item Budget 1. Cntinue to review and revise the MOE rules and regulations (last 3.7.2 Gen Fund Compact Totals updated in 1991) Salary M 23,338 0 23,338 2. Continue to develop Administration Division Procedure Manual and Fringe M 2,450 0 2,450 this should incorporate the accounting, procurement, and Supplies & 0 0 0 personnel procedures – the manual ties in with revised MOE rules Materials (Other) and regulations Totals 25,788 0 25,788

Impact 9 Improve operations of MOE 9 Improved tracking of accounts and procurement Output Group 3.8 - School facilities and Transportation ($905,264) Output 3.8.1 (Property/ Maintenance) Responsibility for Activities/Coordination within MOE and schools Purchase and maintain school buses to assure that each student is Activity 1 – Cassiano and Schools/Divisions provided transportation to school ($381,377) Activity 2 – Cassiano and Supply Office Activity 3 – Cassiano All bus drivers Priority Activities 1. Develop a plan to investigate how increase in taxi fares affect Mini Line Item Budget attendance 3.8.1 Gen Compact SEG ESN Totals 2. Buses purchased and maintained (Tune-ups, others sent to Fund garage) Salary M 42,875 0 42,875 3. Record/establish number of students using transportation system. Fringe M 4,502 0 4,502 Record mileage of buses, repair and maintenance costs/(change Equipment 5,000 5,000 oil, clean filters et al (NC) Supplies & Materials 4,000 4,000 Vehicles 0 136,000 136,000 POL 85,000 0 75,000 160,000 Insurance 0 9,000 9,000 Repair 20,000 0 0 20,000 Totals 47,377 114,000 136,000 84,000 381,377

Impact 9 Decrease school delays due to insufficient transportation 9 Increase in number of students attending school at all levels 9 Students access for attending ECE, elementary and secondary classes improved (how many students being transported)

Cross reference ESN 6.4.1 SEG 5.6.6 Output 3.8.2 (Property /Maintenance + Elementary Education) Responsibility for Activities/Coordination within MOE and schools Assure all elementary, high schools and vocational schools are Activity 1 – Cassiano and Brenda maintained on a regular basis and have basic facility requirements Activity 2 – Ronny and Supply Office (Sham) ($299,266) Activity 3 – Ronny Activity 4 – Ronny & Carpenters Priority Activities 1. Develop internal policy and procedure for the division Mini Line Item Budget 2. Inventory of every school for table/chairs/ 3.8.2 Gen Compact ESN Totals bookshelves/chalkboards –this will provide a database which Fund shows an annual total of what is sent to each school Salary M 79,035 79,035 (COORDINATE WITH SUPPLY OFFICE) Fringe M 8,299 8,299 3. Develop a record of all Schools/head teachers requests and record Travel D 11,400 500 11,900 what is sent or work completed Equipment (NC) 11,500 50,000 61,500 4. Build and construct furniture and supply schools Supplies & Materials 92,132 35,000 127,132 Freight 10,500 0 10,500 Rentals 900 0 900 Totals 87,334 126,432 85,500 299,266

Impact 9 Increase positive learning environment for students (equipment available) 9 Improve record keeping and accountability 9 Improve timeliness of responding to maintenance requests 9 Increase teacher effectiveness through improved testing

Cross reference ESN Output 6.6.2 07/12/07 MOE FY08 Portfolio Budget Document Page 40

Output 3.8.3 (Property/ Maintenance) Responsibility for Activities/Coordination within MOE and schools Ongoing maintenance, MOE administration office, and MOE vehicles Activity 1 – Ronny Jacob and Supply Office ($181,363) Activity 2 --Cassiano Activity 3 –Ronny Jacob Priority Activities Activity 4 – Ronny & Carpenters 1. Inventory of MOE vehicles on Majuro and outer islands (Jaluit, Wotje, Ebeye) AND COORDINATE WITH SUPPLY OFFICE Mini Line Item 2. Create a logbook to keep of record MOE repairs, windows, doors, 3.8.3 Gen Fund Compact ESN Totals walls, ceiling, flooring, plumbing, air conditioning, how much time Salary M 48,292 48,292 is spent. A log book, should record what is being repaired and Fringe M 5,071 5,071 when (CONTINUE) Travel D 5,000 5,000 3. Establish a schedule for maintenance of all MOE vehicles, school Equipment (NC) 8,000 0 8,000 buildings, offices and respond to maintenance requests on Supplies & emergency basis only. Materials 35,000 80,000 115,000 4. Build and construct furniture and supply schools Totals 53,363 43,000 85,000 181,363

Impact 9 Increased effectiveness and efficiency of maintenance group 9 Increased awareness of what repairs are made and costs of repairs

Cross reference ESN Output 6.6.1 Output 3.8.4 (Property/ Maintenance) Responsibility for Activities/Coordination within MOE and schools Upgrading of schools through construction of new facilities in the Activity 1 – Secretary and BECA and Cassiano schools or expanding equipment availability $43,258 Activity 1 -- Cassiano Activity 2 – Cassiano and Ronny, BECA Priority Activities Activity 3 – Cassiano and Supply 1. List priority construction for Majuro, Ebeye and OI 2. Establish a clear coordination with BECA in identifying schools Mini Line Item Budget needing construction and/or maintenance. 3.8.4 Gen Fund Compact Totals 3. Conduct survey and other follow up work on the AIMS project Salary M 15,256 15,256 expectations/objectives. Fringe M 1,602 1,602 4. Coordinate with supply office to do an inventory of equipment in Travel D 0 11,400 11,400 the schools and develop plan for acquiring needed equipment Rental 15,000 15,000 5. Identify and secure additional classrooms and office space Totals 31,858 11,400 43,258

Impact 9 Increased effectiveness and efficiency of maintenance group 9 Increased awareness of what repairs are made and costs of repairs Output Group 3.9 - Statistics and Baseline Data ($35,521) Output 3.9.1 (Policy/Planning) Responsibility for Activities/Coordination within MOE and schools Improve information management, data collection and management Activity 1 – Director MIS and staff information systems for student and teacher performance and Activity 2 – Director MIS and staff maintenance records at all levels of education ($61,502) Activity 3 – MIS staff and Catalino Activity 4 – Director MIS and staff Priority Activities Activity 5 - Director IT and staff 1. Develop a menu of what data and statistics is available and Activity 6 IT staff and Catalino distribute this to interested stakeholders like EPPSO and MOF Activity 7 - Director IT and staff 2. Continue to input MISAT test results into the system) Activity 8 - Director IT and Director Administration 3. Collect quarterly form regarding student performance (not yet but Activity 9 – Frederick and Testing Contractor we should be able to do this in the future) MIS has already purchased a Citrix Server so schools on with Internet access, Mini Line Item Budget including Ejit Elementary School, can access and input their 3.9.1 Gen Fund Compact Totals students grades and other information into the database. Ejit Salary M 21,286 0 21,286 Elementry School has been chosen to be MIS’ Pilot School. Fringe M 2,235 0 2,235 4. MIS work with Budget Office for funding of a higher speed Internet Supplies & line, current speed is too slow during regular working hours. Once Materials (other) 0 12,000 12,000 higher speed line is available, getting electronic data from the Totals 23,521 12,000 35,521 schools will make data collection more timely 5. Data on student attendance/retention for all students 6. Data on student retention for elementary and secondary students Impact is in the system. Currently MIS is using the nine-week report to 9 Increase use of data in portfolio budget reports to measure impact and collect student attendance at the end of each quarter. efficiency 7. Develop protocols so that current data collection effort is 9 Improved data (realistic and timely) on attendance, retention and redesigned to reflect data input needs of Blackbaud system performance 8. information to be put on the Blackbaud system – Student 9 Improved reliability and accessibility of data records information can be prioritized after entered into the system (CAT) 9 Improved MOE planning regarding Increased reporting capacity on attendance, Coordinate all databases into one place (Blackbaud) instead of retention and performance having several small systems 9. Analysis of all data and testing results to assist ministry in future planning including implementation of strategic plan and PBB Matrix 3: Performance Information for Outcome 3 07/12/07 MOE FY08 Portfolio Budget Document Page 41

Evaluations Matrix 3 includes priority activities and impacts that MOE uses to assess and report quarterly progress. As MOE information collection improves the performance information will become more reliable. This information will assist MOE better understand how achieving the Outputs regarding service delivery affect the quality of education in the RMI. This will provide more reliable and accessible data for planning and reporting.

Measures Affecting Outcome 3 in FY08 Crosswalks with the SEG and the Ebeye Special Needs Grants have been identified. Coordination inside MOE regarding the use of compact funds, SEG funds and ESN funds is a high priority. Achieving Output 2.5.1 is dependant on developing protocols for information collection and maintaining the integrity of the Blackbaud System. This Output is coordinated with Outputs 1.5.1 and 2.6.1. All three outputs focus on the collection and analysis of data in the IMS. The success of achieving these three outputs will improve MOE reporting and planning capacity and result in the development of baseline data in areas where none currently exists.

Additionally, the identification of budget for individual schools is beginning to improve the overall understanding of program delivery. How services are delivered to students and the related costs will only help to improve planning and service delivery throughout the RMI.

Outcome 3 Resources Statement 3 (below) details how the FY08 appropriation translates to allocated resources for Outcome 3. The totals include all revenue sources for the Outcome. The statement shows the breakdown of allocations by Output Group. Included in Matrix 3 (above) is the allocation for each output (listed after the output) and the relevant cross-referenced funding Output. FY07 information is included for spending comparison.

Statement 3 includes a line for “Program Delivery”. Program Delivery is the cost of salaries (teachers and administration), benefits, supplies and other costs associated with the “delivery of education”. Statement 3A provides the breakdown of the program delivery costs.

Statement 3: Total Resources for MOE Outcome 3 Budgeted Budgeted Estimated FY07 Estimated FY08 Administered Appropriations General Funds $1,976,929 $1,237,765 Compact Funds $9,603,430 $7,051,717 SEG $3,296,000 $720,710 Ebeye Special Needs $979,550 $1,380,835 Federal Grants $1,677,186 0 Total administered expenses $17,533,095 10,391,033 Ministry Appropriations Output Group 3.1 – Community Involvement & Media/Public Relations $151,776 $88,450 Output Group 3.2 – Program Funding Prioritization $138,052 $237,730 Output Group 3.3- Testing Performance $145,240 $241,363 Output Group 3.4 – Counseling $209,000 $131,385 Output Group 3.5- Student Retention and Truancy $7,500 $28,964 Output Group 3.6 – School Feeding Program $688,270 $1,185,939 Output Group 3.7 – Administration and Personnel $653,532 $69,657 Output Group 3.8 – School Facilities & Transportation $1,231,709 $905,264 Output Group 3.9 - Statistics and Baseline Data $34,346 $35,521 Program Delivery All Grades (ESN) $603,151 Program Delivery All Grades (Statement 3A Compact) $14,273,670 $6,293,190 Program Delivery All Grades (Statement 3B General Fund) $570,419 Total price from Ministry outputs $17,533,095 10,391,033 Total revenues from appropriations $17,553.095 $10,649,208 Statement 3: Outcome 3 Resources *Rounding error of $6.00

07/12/07 MOE FY08 Portfolio Budget Document Page 42

Statement 3A: Program Delivery Breakdown (Compact) Expense FY07 FY07 FY08 FY08 Amount ($) Percentage of Amount ($) Percentage total (%) of total (%) Salary/Benefits - Teachers $8,849,675 62% $4,587,241 Salary/Benefits - Principals $258,473 2 $192,075 Salary/Benefits - Admin $713,684 5 0 Total Payroll $9,848,832 69 $4,779,316 Housing/Repatriation/Other $286,473 2 $465,000 Operating Expenses (communication, utilities, fuel, etc.) $860,420 6 $369,850 Office Supplies/Materials $852,420 6 0 Contractual Services $284,473 2 0 Travel/Training $428,210 3 0 Other Charges $713,684 5 0 Furniture/Equipment/Vehicles $570,947 4 0 Aid-to-private schools $428,211 3 $347,109 Training $331,915 Total All Other $4,424,838 31 $1,513,874 Total Program Delivery * $14,273,670 100% $6,293,190 Statement 3A: Breakdown of Program Delivery Outcome 3 Resources

Statement 3B: Program Delivery Breakdown (General Fund) Expense FY07 FY07 FY08 FY08 Amount ($) Percentage of Amount ($) Percentage total (%) of total (%) Salary/Benefits - Teachers 0 Salary/Benefits - Principals 0 Salary/Benefits - Admin $291,317 Total Payroll 291,317 Housing/Repatriation/Other 0 Operating Expenses (communication, utilities, fuel, etc.) $123,486 Office Supplies/Materials 0 Contractual Services $74,797 Travel/Training $6,000 Other Charges/Audit $56,819 Furniture/Equipment/Vehicles 0 Aid-to-private schools 0 Other Expenses (Minister) $18,000 Total All Other $279,102 Total Program Delivery * $570,419

* Program Delivery is exclusive of transfer out items (NTC, NSB, CMI)

07/12/07 MOE FY08 Portfolio Budget Document Page 43

VI. Objective Area: Maintenance & Infrastructure

A. Outcome 4: Continue to Implement the Infrastructure Development and Maintenance Plan and Targeted Supplies are Available as Needed

1. Performance Matrix MOE Outcome 4

Education is a priority sector targeted for use of Compact funds. In addition to funding for development and operations, MOE also receives the largest portion of infrastructure development and maintenance funding. Detailed information is provided in the IMDP portfolio prepared by a Capital Expenditure committee including individuals from the Office of the Chief Secretary, EPPSO, Ministry of Finance and MOE. The preparation of the funding details and matrix is currently being completed by EPPSO.

The RMI Budget circular stated the total Infrastructure Development allocation at $12,027,677 and the Infrastructure Maintenance allocation at $633,036 for a total allocation of $12,660,713. The allocation split of this amount for MOE and MOH is still being considered at this time. More information is expected to be available in mid-July.

Matrix 4 is included as a template for the MOE infrastructure portfolio.

Matrix 4: Performance Information for MOE Outcome 4 Outcome 4: Continue to Implement the Infrastructure Development and Maintenance Plan and Targeted Supplies are Available as Needed Output Group 4.1 – Construction and Maintenance of schools Output 4.1.1 Responsibility for Activities/Coordination within MOE and schools