Quarterly Performance Monitoring Report First Quarter, FY12 Ministry of Education l. Progress on Outcomes

A. Status of Outcomes Progress through the end of the 1st Quarter

MOE identified 11 Outcomes (Outcome 1 consists of 2 Output Groups, Outcome 2 consists of 6 Output Groups, and Outcome 3 consists of 1 Output Group, Outcome 4 consists of 5 Output Groups, Outcome 5 consists of 3 Output Groups, Outcome 6 consists of 1 Output Group, Outcome 7 consists of 4 Output Groups, Outcome 8 consists of 3 Output Groups, Outcome 9 consists of 1 Output Group, Outcome 10 (MISGLB) consists of 2 Output Groups, Outcome 11(NTC) consists of 3 Output Groups), and Outcome 12 (CMI). This section provides an overview of the impacts and progress to date in FY12 with regard to Outputs/Output Groups in each Outcome.

Outcome 1: To improve the efficiency and effectiveness of MOE staff through the provision of budget, finance and HR development

Output Group 1.1 – Improve the quality of MOE personnel and efficiency of services provided

Output 1.1.1 – To strengthen management and administration of personnel office to improve delivery of educational services . Updating Job descriptions as of Dec. 30th 2011is in progress. Results of such will be reported in the next qtr report. The entering of update employee records and new teachers’ data has yet to be done pending upgrading of the PEDMS system by the MIS staff. Data entry will be resumed after the needed fields by the personnel office are adjusted in the PEDMS system. . Personnel Office has not yet commenced working on the important initiative. It is hopeful that by next quarter, a draft policy will be drawn up and reviewed by appropriate MOE Officials. . The Internal personnel audit is in progress. . MOE’s Formal Screening Committee is up and running. Folks involved in the In-House screening process include school principals, program directors, division heads and Personnel officers. Once the In-House screening and review process is completed, MOE jointly meets with PSC representatives to make a final recommendation for hiring by the Public Service Commission. . The Teachers Standard & Licensing Board, in close collaboration with MoE, strongly recommended that the Ministry recruits and recommend for hiring from among the retired teachers as substitute teachers or those returning on Special Contract as teachers. Reason was because these retirees have the teaching experience and are considered as qualified teachers. This is already in place and continues. . The personnel office continues to work closely with staff development office in ensuring that MOE’s Teachers’ Assignment is in consistent with the in-service program list and it’s an ongoing activity. . Already in place and it’s an ongoing activity. . This is an on-going activity.

Output 1.1.2 – To strengthen management and administration of the Professional Development program for MOE’s workforce, excluding trainings related to the MOE’s curriculum . The Teacher Standards and Licensing Board met to discuss matters relating to the Teacher Certificate and Licensing, especially for those teachers who have not earned their AS degree in Elem Education, whose contracts will be expired in 2013. A memo signed by both MOE and the PSC was sent to all the schools principals on Majuro to urge their teachers to take courses after school time in order to expedite this process.

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. The TCL office has yet to enter into the database system the names of the newly hired teachers. This office continues working with the Personnel office to get the names of these said teachers after they are hired and enter into the system. . The SD/TCL Office continues working closely with the existing institutions such as CMI, BYUH, and USP by identifying which teachers are qualified to go into the full-time in-service programs at these institutions to get their certificates, AA/diploma, BA and MA degree in the Early Childhood program, as well as to completing their AS, BA, and MA in the Elem Education program as is required under the TSL policy and procedures. At this period, 12 Kindergarten teachers received their certificates in Early Childhood, 5 teachers received their AS degree in Elem Education, and another five teachers received their BA degree in Elem Education. . The planning for the third-year program thru both CMI and UOG is still undergoing. The establishment of a 3rd and hopefully a BA level program in Elementary Education at CMI, would surely be a plus for the RMI teaching force. . Although no instrument has yet to be created to gauge training needs for non-teaching staff members, the SD/TCL office is planning, for the near future, basic trainings for the MOE staff as well . The SD Office continues to coordinate closely with the Personnel Office and the two Volunteer Programs (World Teach and Dartmouth) to identify and place suitable volunteers in schools where regular teachers are being selected to attend the In-Service Program. This is an on-going annual activity.

Output Group 1.2 - Improve Fiscal Management, Procurement and Budgeting Processes

Output 1.2.1 – To improve the process of developing, executing and reporting of the Performance-Based Budget . Expand budget framework to include guidelines has been implemented. . MOE’s objectives are reported and monitored under the strategic plan through the PBB. . Continue to implement guidelines for the development of the annual Portfolio Budget statements. . Budget office along with OCI, EPPSO, & BGSI will continue to train all staff on the development, execution, and reporting of the PBB. . Late submission of the PBB reports continues to be a problem. MOE budget office will ensure that reports must be submitted on time. . Budget office continues to provide budget reports from Ministry of Finance to division, heads, program directors, and school administrators. Budget has a logging system to track and monitor its budget and expenditures.

Output 1.2.2 - To improve efficiency and effectiveness in the procurement and the general delivery process . No report submitted under this output this period

Outcome 2: Improve education results in the RMI through research, testing, data management, and IT services

Output Group 2.1 – Improve policy and planning in the Ministry.

Output 2.1.1 – To expand and improve research and planning in the Ministry and in the Division. . No report submitted under this output this quarter

Output Group 2.2 – Strengthen Information Technology (IT) Capacity

Output 2.2.1- To strengthen and improve management of all IT related needs and services. . In addition to providing routine services/assistance to various schools (on and off island), we participated in evaluating system software and hardware that would greatly improve and enhance

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school administration. We began looking again into revising an IT Usage Policy. This time we would like to get users’ input for easy buy-in. Our needs analysis is being out-sourced to our Consultants the results of which should be available soon for review.

Output Group 2.3 – Strengthen MIS to provide quality data and information to guide MoE policy development and program implementation

Output 2.3.1- MIS Office is providing quality data and information. . MIS data system has been completed and has expand the Ministry of Education’s data system in terms of monitoring and tracking personnel action, travel authorization, purchase requisition, school facilities/equipment inventory textbook inventory, textbook distribution, scholarships, staff/teacher professional development and certification, school/student/ teacher reports, etc. . Staff and student information is being inputted into the system. . Statistical yearbook has been completed. . Data reporting from schools has improved.

Constraints . To date, MIS continues to struggle with this situation due to internet connections at schools. . Some divisions within the Ministry have not taken the initiative to input their requested data into the system. . MIS is still having difficulties in collecting data from some schools.

Output Group 2.4 – Improve National Testing Program to provide accurate assessment of student learning and teacher knowledge

Output 2.4.1- To manage and administer the Testing Office to address the MOE’s primary objectives to use MISAT results to make sound decisions and policies. (SEG 12.6.2)

Outcome 3: Provide property maintenance services to all schools and administration building and coordinate expanded community role for school maintenance and upkeep

Output Group 3.1 – Improve Facilities and support services

Output 3.1.1 – Ensure that all schools and transportation vehicles are regularly maintained to meet community and students needs . MOE Property and Management Division has created regularly engine tune-up (quarterly) such as change motor oil and change oil filter. This Division has also provided and/or keeps record for all repair services such as change worn-out tires and worn-out parts for all MOE Public School and department vehicles (i.e. school buses and vehicles own by school/department).

The following is a table of completed regularly engine tune-up as of this quarter. School/Division Name Quantity/Vehicle Type 1-school bus Laura Elem. School (LES) 2-mini school bus 1-single cap truck Laura High School (LHS) 1-school bus 1-school bus 1-mini school bus Woja Elem. School 1-mini short flat-bed truck 1-school bus 1-mini school bus Ajeltake Elem. School (AES) 1-mini short flat-bed truck 1-school bus Rairok Elem. School (RRES) 1-single cap truck MOE, Minister’s Office 1-4x4 Jeep MOE, Secretary’s Office 1-double cap truck DUD Kindergarten 1-school bus Uliga Elem. School (UES) 1-school bus

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1-single cap truck 1-Mitz. Long flat-bed truck MOE, Maintenance Div. 1-Ford Ranger Truck 1-single cap truck Rita Elem. School Div. (RES) 1-mini school bus Marshall Islands High School 1-single cap truck Majuro Middle School (MMS) 1-double cap truck National Vocational Training Institutional (NVTI) 1-double cap truck MOE, Enrichment Program 1-double cap truck

The following is a table of completed repair services as of this quarter. School/Division Name Vehicle Type/Work Description 1. School bus; replace worn-out brake master cylinder w/new cylinder. Ajeltake Elem. School (AES) 2. Mini flat-bed truck; repair worn-out water pump w/new pump. 1. School bus; trouble shoot electrical board, remove worn-out door motor and install used motor, replace worn-out A/C bearing DUD Kindergarten and install new bearing. 1-Mitz. Flat-bed truck; replace current busted clutch cable w/new MOE, Maintenance Div. cable and also repair and reinstall AC compressor 1. Mini school bus; replace worn-out engine belt and also adjust Rita Elem. School Div. (RES) the distributor timing. National Vocational Training Institution (NVTI) 1. Double cap truck; replace 4-worn out tire w/new 4-new tires. 1. School bus; repair fuel pump, replace worn-out brake cylinder Woja Elm. School (WES) w/new cylinder. 1. Single cap truck; remove starter off site and replace worn-out Delap Elem. School (DES) starter coil w/new coil and install it back. 1. School bus; remove broken windshield off site and install used Laura Elem. School (LES) windshield. Admin. Budget office 1. Double cap truck; repair and install new starter’s carbon brush. Secretary office 1.Double cap truck; remove all worn out

Output 3.1.2-- Build capacity of property and maintenance staff (with Personnel Development) . The Property and Management Division has created a monitoring timetable to do construction of classroom furniture, minor repair and construction of additional kinder classroom. This Division has also created a monitoring schedule to be conducted land & survey task for all MOE outer islands public school and also Ebeye and Majuro school.

Completed requests student/teacher furniture as of this quarter School Name Unit Description Unit Quantity Rita Elem. School (RES) Student desk 15 ea Kinder paper tray (24 cubes) 1 ea Rairok Elem. School (RRES) Student chair-desk 10 ea Teacher mail box (30 cubes) 1 ea Admin. Budget Director’s office Office desk 1 ea Admin. Secretary’s office Office desk 1 ea Woja (Maj) Elem. School (WES) Student desk 15 ea Kinder paper tray 1 ea Marshall Island High School (MIHS), GED Student desk 30 ea Classroom

Completed requests school minor renovation projects as of this quarter. School Name Work Description Laura Elementary School (LES) Repair and installation of ceiling light fixtures. Repair and installation of load center w/200 amp. Ajeltake Elementary School (AES), former kindergarten school Demolish and installation of new roofing system, demolish and building installation of new ceiling joists and siding (interior & exterior), remove and installation of new 4x4 sliding window w/security screen (7 ea), repair and re-plaster cement walling (interior & exterior), repair and installation of new solid core door with new framing (5 ea), Woja (Majuro) Elementary School (WES) Repair and trouble-shoot kitchen stove and refrigerator/repair and installation of fluorescent light fixtures.

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Rairok Elementary School (RRES), new building Repair and re-patch all roofing nail and also all current leaking holes w/roofing cement. Repair and re-charge 24000 BTU split type air conditioning unit (1 ea) MoE, Minister’s Office Repair and installation of door deadbolt and also remove and installation of ceramic tile, 12x12 glazed. MoE, Secretary’s office Repair and installation of window security screen w/framing. Cut and fabricate window blinder’s holder. Repair and installation of 1x4 wall base board. Clean and re-paint walling. Repair and installation of door knob. Repair and installation of ceiling light fixtures. MoE, Personnel office & budget staff office Remove and installation of new door deadbolt (3 ea.). Repair and installation of 12000 BTU split type air conditioning unit. Delap Elementary School Repair and installation of water pump/repair and installation of door and window frame with fixtures. Repair and re-fill existing school water catchment concrete basement’s crack w/cement and 6x6 wire mesh. MoE, Certificate & Licensing Office Repair and installation of 12000 BTU split type air conditioning unit. Repair and installation of 12x12 ceramic tile. clean and re-paint wall. Remove and installation of 1x4 wall base board. Repair and installation of door deadbolt w/door puller. Cut/fabricate and installation of 12’x24” computer unit desk. Repair and installation of light/outlet fixtures. MoE, Enrichment Program Office Remove and installation of 18000 BTU split type air conditioning unit. DUD Kindergarten Center Repair and installation of toilet fixture (2 ea.). . Repair and installation of 6x4 window insect screen w/framing (4 ea.). repair and installation of wooden main gate. Repair and installation of kitchen sink p-trap. National Vocational Training Institution (NVTI) Repair and installation of 24000 BTU split type air conditioning unit (2 ea.). Repair and installation of foyer roofing. Repair and installation of 36” solid core door w/fixture. Repair and installation of electrical and plumbing fixtures. World Teach Dormitory Repair and installation of air conditioning units, split type and repair and installation of electrical and plumbing fixtures.

Output 3.1.3: Provide MOE new school locations with proper land use (with Admin & Budget) . No report submitted under this output this period.

Outcome 4: To provide access and improve student performance and learning outcomes at early childhood and primary levels

Output Group 4.1 – Address curriculum, administration and community outreach issues for Early Childhood and Primary Education

Output 4.1.1- To strengthen management and administration of Early Childhood and Primary Education to address its primary objectives 12.1.1 Textbook Acquisition . The textbooks for Social Studies, Pacific Neighbors, for grade 6 & 7 were order in Q1. This completes the order for SS since grade 8 orders were places two years ago while grades k-5 are being developed locally. . Health Education textbooks for grades 6, 7, & 8 were also ordered in Q1. This completes the order for the Health Education series as textbooks for k-5 were purchased in FY2011. 12.1.2 Instructional Materials . The first order of basic classroom supplies and instructional materials to complement classrooms instruction is currently being process after the Division met with CIA and school mentors to identify the most pressing needs from the schools. 12.1.3 Training Opportunity . Collaborated with CIA to visit schools in Majuro and outer islands to assist and train teachers to implement the curriculum. Visited all schools in Majuro and two schools in Kwajalein, and two in Ailinglaplap in quarter one. 12.1.4 Develop school monitoring plan.

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. The school monitoring plan closely follows the school curriculum training plan as the division is depending on the curriculum specialists to also conduct monitor of while on site. The school monitoring visits began in quarter one with visits to Majuro schools and MISAT low performing schools in the outer islands. 12.1.5 Improve parental community involvement . Parental community involvement activities are also part of the school site visits as the visiting team not only monitor schools and conduct curriculum training but also meet with parents and community members to encage their involvement in school plans. In quarter one community and parental meetings were also conducted in the schools visited in Kwajalein and Ailinglaplap. A more detail parent training plan is being prepared in collaboration with the PREL office. 12.1.6 Create teacher PD profile portfolio . The division continues to work with staff development office to coordinate teachers’ enrollment in formal course-work at USP, CMI and BYUH. At the end of quarter one, five teachers completed ECE certification from USP, five completed AS degree from CMI and five completed BS degree from BYUH. 12.1.7 Oversee Student Exchange Program . No student exchanged activities were conducted in quarter one but coordination of student exchange activities will begin in quarter two. 12.1.8 Coordinate transportation of students as needed . The division continues to work with Property and Maintenance to coordinate student transportation especially in Majuro schools. A review of the school bussing schedule and pick up/drop off point is being reanalyzed to improve the bussing services for students. Transportation needs for outer island students will also be reanalyzed in quarter two in preparation for end of school student transportation needs.

Impacts . The availability of textbooks for teachers and students to use will greatly help in implementing the social studies and health education curriculum standards.

Financial . Elementary Textbooks were budgeted at $279,349 for this Fiscal Year. $100,000 was used for SS and $240,146 is for Health Education. The whole amount is being obligated during Q1.

Output 4.1.2- To strengthen management and administration of RMI Kindergarten Program so as to continue to provide quality educational services (SEG Output 12.2.1) . In Q1, Kindergarten admin staffs were able to visit schools in Majuro and Kwajalein alongside CIA Education Specialists to monitor and evaluate program activities/needs and to provide assistance to teachers as they continue assessing students learning outputs for better instructional intervention. All schools in Majuro were visited and three schools in Kwajalein including Ebeye, Carlos, and Santo elementary schools. . Purchasing of classroom supplies to help complement classroom instruction continues. Supplies have been distributed to schools at the beginning of Q1 to schools and distribution continues as fieldtrip ships become available to visit outer island schools. . Administration of the kindergarten lunch program continues with direct distribution of foods to schools in Majuro and Ebeye and parent reimbursement in the outer islands. . The Division continues to struggle with improving parental involvement in the outer island schools as to schools are very limited due to transportation issues. In Majuro, Kwajalein and neighboring atolls (Arno, Mili, Jaluit) parental involvement and training in collaboration with PREL PIRC has been improving with more frequent visits to schools.

Output 4.1.3- To strengthen management and administration of School Enrichment Program (SEP) to enhance educational opportunities (SEG 12.3.3) . To fully staff the SEP program, two activity coordinators, one at RES and one at UES must be hired to replace the former activity coordinators who left these posts. . Continue purchasing new supplies/materials to help implement the SEP program. A challenge that the program faces in acquiring supplies/materials is that specialize materials (soccer goals, track hurtles, balls etc.) are not available in the local stores or the ones available in the stores are

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of poor quality that they broke easily. The program is exploring the option of ordering these specialized materials off-islands. . Expanding the after-school sports program to the outer island schools is a challenge for shortage of staff and transportation problems. The program is organizing a training program for outer islands school leaders and teachers to learn sporting skills and implement them in their schools. . Continue tutoring program at all Majuro schools. RES and UES tutoring programs will begin once replacement staffs are hired. . The program is working to improve parental community involvement in the after-school programs but parents often participate in combine school events like track meets, basketball, volleyball and soccer competition as kids cannot participate without their parents’ consents. . The program is also planning more parental activities including learning gardening skills (composting, nursery, planting, etc), healthy cooking skills and waste management skills together with their children.

Output Group 4.2 – To address all educational needs for schools on Majuro

Output 4.2.1- Rairok Elementary . Purchase school supplies for teachers and students’ use to complement the curriculum. . Rairok staff participated in the math open classes at Woja, Ejit and Ajeltake elem. Schools. School staff encaged students in Marshallese skills during Manit Week. Provide school-based sport activities for students. . Work on the schools SIP for SY2011-2012 to include gardening skills for students.

Output 4.2.3- Ajeltake Elementary . School supplies have been purchase to help implement the curriculum. . Provide Marshallese skills to students during Manit day week; grade 8 students provided the activities to lower grade students, including Marshallese cooking methods (konjin, jinre). . Begin SIP majolizing component utilizing gardening skills. . Output 4.2.2- Woja Elementary . School supplies have been purchase to help implement the curriculum. . Provide Marshallese skills to students during Manet day week; grade 8 students provided the activities to lower grade students, including Marshallese cooking methods (konjin, jinre). . Begin SIP majolizing component utilizing gardening skills.

Output 4.2.3- Ajeltake Elementary . School supplies are being order for students and teachers. . Host one open class for all Majuro schools and participate in two other math open classes at Woja and Ejit. . Continue providing sport activities for the students and participate in the community sponsored sport competition. . Continue working with the SIP4. Continue working with the SIP

Output 4.2.4- Delap Elementary . Purchase school supplies for the students and teacher to complement the curriculum. . Participate in the open math classes at Woja and Ajeltake elem. schools. Provide school-based activities for students on Majolizing skills during Manit day week. . Continue working on the school’s SIP especially on gardening skills.

Output 4.2.5- Rita Elementary . Purchase school supplies for teachers and students’ use to complement the curriculum. . Rita staff participated in the math open classes at Woja, Ejit and Ajeltake elem. Schools. School staff encaged students in Marshallese skills during Manit Week. Provide school-based sport activities for students. . Work on the schools SIP for SY2011-2012 to include gardening skills for students.

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Output 4.2.6- Uliga Elementary . Purchase school supplies for teachers and students’ use to complement the curriculum. . Uliga staff participated in the math open classes at Woja, Ejit and Ajeltake elem. Schools. School staff encaged students in Marshallese skills during Manit Week including participating alongside CMI’s Manit Day activities. . Work on the schools SIP for SY2011-2012 to include canoe building skill in collaboration with the WAM Canoe Project.

Output 4.2.7- Majuro Middle School Elementary . Purchase school supplies, for teachers to help implement the curriculum. . MMS staffs participated in the math open classes at Woja, Ejit and Ajeltake elem. Schools. School staff encaged students in Marshallese skills during Manit Week including participating in gardening skills. Conduct school base sport activities for students. School staff and students regularly participate in a 15 minutes exercise routine every morning following student assembly. . Continue working on the school’s SIP focusing on gardening skills for students.

Output 4.2.8- Ejit Elementary Schools . Host one open math at the school and participate in two open math at Woja and Ajeltake elementary schools. Involve patents in help teach students majolizing skills during Manit Day week. . School field trips for students to the Pan Pacific food plan, MIMRA fish plant, WAM to learn various skills. . Students participate in girls basketball tournament with other Majuro schools. . SIP majolizing component is being revised to change the content from making rope to weaving as the project person pass away during the first phase of the implementation.

Output 4.2.9 - Laura Elementary Schools . Purchase school supplies, for teachers to help implement the curriculum. . Laura staff participated in the math open classes at Woja, Ejit and Ajeltake elem. schools. School staff encaged students in Marshallese skills during Manit Week. Field trips for student learning to Tobolar and CMI Land Grant programs. . Continue working on the school improvement plan.

Output Group 4.3- To address all educational needs for the schools in the Outer Islands

Output 4.3.1- To provide Financial and administrative Supports for Elementary schools in the Outer Islands . Continue purchasing school supplies for the outer island schools to help supplement the curriculum . Coordinate with school leaders and teachers to organize extra curriculum activities for students including teaching Marshallese skills during Manit Day week and community sporting events during specific atoll liberation celebrations. . Continue to work with schools on their SIPs. SIPs have been revised and implementation begins.

Output Group 4.4 – To administer Office of Instructional Service and Media Office

Output 4.4.1 - To manage the Office of Instructional Services including the Media Office (SEG 12.1.5) . No report submitted under this output this quarter

Output Group 4.5 – Raise Health Awareness & Reduce Youth Risk Behaviors

Output 4.5.1: Continue to implement Elementary Health Education Center and Federal Health Program . Continued to educate parents on healthy lifestyle. During visits to schools, mini presentations and informal discussion are done with parents on changes in their children lifestyle. Lifestyle is addressed across the Health Education Curriculum.

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. 2. Healthy eating habits is one of the topics being addressed in the Health Education Curriculum. Teachers are encouraged to develop lessons and activities that will enhance students understanding on healthy eating. . 3. HIV and STD prevention continue to be monitored through the implementation of Health Education Curriculum and Peer education prevention activities in the schools. . 4. Youth Risk Behavior Survey (YRBS) is administered every other year. Last year the survey was administered to all public high schools while middle school. This year, we planned to administer the middle school YRBS for the first time.

Outcome 5: To provide access and improve student performance and learning outcomes at the secondary level

Output Group 5.1 – To Improve student performance and learning outcomes at Secondary level

Output 5.1.1- To strengthen management and administration of Educational services at Secondary and Vocational level to address its priority objectives. . Additional Math textbooks recently were received and inventory taken. Distribution of these additional Math textbooks as well as the newly arrived Computer textbooks is expected to take place within the next two weeks for the Majuro schools, and as soon as transportation is available for outer islands and the Ebeye schools. Additional English as well as new Physics textbooks are in the process of being reviewed and later ordered. . Male (1) and female (1) teachers respectively from KAHS and MIHS left their schools in January 2012 to begin their studies at BYUH. They are expected to complete in July 2012. Female (1) vocational teacher from JHS continues her enrollment this quarter in the bachelor in Voc. Ed. degree program offered thru the USP Majuro campus. Six (6) teachers (LHS-1; NVTI-1; MIHS 4, 3 of which are expatriates) are enrolled in a Master’s degree program offered thru the USP Majuro campus. . Purchased and delivered copying papers for NIHS and NVTI. Purchased a internet server for NVTI to connect and network the admin., counselors, teachers lounge and student compute laboratories. The PR for the SAT 10 has been processed. . Conducted school site visits already to MIHS, LHS and NVTI. Site visits to JHS and NIHS have been scheduled and are expected to take place in 2Q but depend on the AMI operations. Discussed the TVET Strategic Plan, Tutoring, Dual Enrollment, WASC (MIHS), Teacher and Nurse Academies, others with the schools. All schools expressed need to have tutoring program (and were encouraged to submit their proposals to MOE), the MIHS and CMI are on track to begin implementing/trialing the Dual Enrollment program. LHS and CMI are engaged in planning the Nurse Academy for LHS. . This office continues to participate in PTA and Report Card day activities in the schools. This office is engaged with MIHS in an ongoing discussion with 3 different companies to possibly establish a school data base program that if approved and materialized will greatly improve monitoring of student attendance and academic progress to ensure essential programs are being developed to address at-risk students as well as exceptional students’ needs, etc. . CMI, high schools, and MOE continue the discussion to address the areas and the needs for expansion of these programs in the schools. . All the high schools expressed the urgent need to conduct tutoring program on their campuses. Some schools have prepared and submitted tutoring proposals, however, due to insufficient funds (stipends for teaches do conduct tutors during after hours or on the weekends) no formal tutoring has been taking place in the schools. . The funds allocated in MOE FY 2012 Budget for “Band Director” has been reallocated to pay the annual salary for the Music Teacher at MIHS. The MIHS Music Choir has continued this current school year, and MIHS now has a regular Music Teacher and thus a Music Class.

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. Thru the hard work of its different Accreditation Committees MIHS has been working on its Progress Report and recently submitted this report to WASC. MIHS has received back the report with comments from WASC and the committees are addressing the WASC comments. In March 2012 the school will be visited by WASC to be evaluated and assessed on the WASC’s improvement recommendations. . The dormitory (JHS and NIHS) feeding program began in October and has continued. The food shipment for 2Q has been transported already to the two schools. Food supply for 3Q is now in the progress of being prepared and readied for ordering. . The hot lunch program for the high schools and elementary schools on Majuro and Ebeye is under the coordination of a different MOE division (refer to the Admin’s Report on the School Hot Lunch Program).

Output Group 5.2- Vocationalize Secondary Education

Output 5.2.1- To manage and administer NVTI to address delivery of quality educational services. (SEG 12.4.2) . Purchase of English text book for 9-12 is completed. . Hiring of the 3 teachers, Custodian, Male counselor, and a Librarian is still in process. . The 45% of the classroom supplies and materials purchase is done. . Students Enrollment at the Beginning of the SY 2011-2012 was 327. There are approximately 163 males and 164. Out of the 327 students, there are 95 Freshmen, 98 Sophomores, 76 Juniors, and 58 Seniors. . Number of senior at the beginning of the SY was 58. There are approximately 32 males and 26 females. . 11 senior students are expected to participate in the Senior Practicum this SY 2011-2012. Selection was based on students’ attention, English performances, GPA, and computer skills. . Six weeks after school Math Tutorial program was in session during the period. It begins October 25 and ending December 9, 2011. Class starts at 3:00 p.m. and ends at 4:30 each day. . A one day counseling workshop for NVTI Faculty and staff was conducted by Glorina Harris on December 5, 2011. . On board this SY, 2011-2012, we have 2 World Teach volunteers. . 1 JOCV volunteer o 5 expats teachers, 11 local teachers, 1 Director, 1 counselor, 1 secretary, and 1 Security . In the Mid of November, the 2 World Teach volunteers who were assigned to teach at NVTI left Majuro due to the Dengue Fever outbreak, leaving the 12 grade students to not have teachers to teach their English classes. . The 2 new vocational classes that was supposed to take place during the beginning of the school year, 2011-2012 was not able to start due to lateness in the renovation of the classrooms. The classes will begin as soon as the renovation is completed. . A presentation on Alcohol and Drug prevention was conducted by Youth to Youth in November. . A designated staff from Youth to Youth in Health is currently working with 12 senior students who are believed to be alcohol addiction. Selection of students is based on a survey conducted by her. The survey was given to all the seniors. . Wellness program at MOH is also providing outreach Wellness program to NVTI students. Daily exercises are provided to students for the purpose of Diabetes prevention.

Output Group 5.3 – Secondary and Vocational Program Delivery

Output 5.3.1- To address and improve delivery of education at Marshall Islands High School (MIHS).

TEACHERS & STAFF: . The school was working with MOE Personnel Office and PSC to identify the teaching areas needed and hire qualified teachers to teach at MIHS SY2011-2012. In the process 13 new teachers (12 have Bachelors’ Degrees and one has a Masters Degree in Education) were hired in

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the beginning of the school year. Two Math teachers resigned and have not been replaced yet. One Social Studies teacher transferred to MOE CIA Division and was replaced.

Volunteers . Two English Teachers (Dartmouth), one College Counselor (World Teach) and one local math teacher volunteer.

Administration Staff . 1 Clerical Assist. . 1 Counselor . No Teacher Training in Quarter 1 . School did not purchase new computers

Classroom Instructions: . Textbooks, Clocks, electric fans, chalk/white boards, markers, chalk, copy paper, ink and master rolls for photocopier, grade record books, pens, Health Academy Supplies(e.i needles, syringes, weighing scale, gloves, alcohol, etc) Science experiment supplies (e.i. candles, cotton, vinegar, etc) Food Preparation Class - Cooking supplies (e.i. oil, flour, sugar, salt, baking powder, etc) . Quarter 1 Report Card Conference on November 25, 2012 and 89% attendance. Three (3) PTA meetings approximately 25% attendance.

TARGETS NOT ACHIEVED: . Not all teaching vacancies were filled prior to first day of instruction so Grade 12 started on the first week and grades 11, 10 & 9 came during week 2 as new teachers were hired. . 86.5% total # of teachers have been hired and teachers were given extra classes to teach while waiting for these positions to be filled. . The school has started to send MID-QUARTER REPORTS this year to parents for “At-Risk Students” to inform them so they can work with their children to improve their grades. Only 50% of parents were able to come to talk with the Counselors & teachers about students reports. Problems faced in communication/report distribution are - no phone numbers, no parental support & involves . Students’ Attendance: . Admit Slips Policy & Attendance Forms Policy have been used for quarter 1 this year to track student attendance.

MIHS Financial Report: For the First Quarter Ended November 4, 2011

A. MIHS *Personnel Related Expenditures . (salaries, benefits etc. See Finance’s report) *Operating Related Expenditures . Training & Staff Development . Communication . Printing & Reproduction . Office/Computer Supplies

Original Budget Used Balance 1.) 5,000.00 0.00 5,000.00 2.) 11,000.00 677.05 10,322.95 3.) 1,000.00 879.00 121.00 4.) 3,000.00 0.00 3,000.00

B. SEG-Other Supplies/Materials Original Budget Used Balance

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12,525.00 0.00 12, 524.00

C. SEG-Accreditation Original Budget Used Balance 9,000.00 3,596.70 5403.30

Output 5.3.2- To address and improve delivery of education at Northern Island High Schools (NIHS) Students . A system of monitoring students’ movement in and out of campus from Monday to Sunday has helped reduced number of students being fired during the Quarter. Up to this reporting time, the number of students on the school roll has dropped from 262 to 261. The 9th week report that was submitted earlier provides specific details of students by class and gender. Staff . Faculty In Quarter 1 report, NIHS expressed needs for full time teachers each for Accounting and Physical Education subjects. The Counselor for girls has not been able to fully concentrate on her counseling roles because of on top of her counseling duties she continues to teach Accounting classes. The counselor for boys is now able to devote his time to counseling roles. The science teacher is also teaching Physical Education on top of his science classes. Thus enables the counselor for boys to concentrate on counseling needs for boys. Until these teachers are hired, Accounting and Physical Education classes will continue to be double-handed. In addition, counseling duties for girls will continue to be ineffectively addressed. . Support Staff: Recent recruitment of another cook has brought the number of support staff for this school year to 10 (3 security officers, 2 cooks, 2 housemothers, 1 housefather, 1 librarian and I school nurse). . Administrative Staff: The current school Administration comprises of the principal, vice principal, registrar and two counselors. Instructional Materials . Physic’s Textbook: Number of students with a textbook is zero and therefore 50 Physics Textbooks and 2 teacher’s books are needed. . World History Textbooks: Expected number of required World History Textbooks is 50. Actual number remaining is 14. There are 14 students with textbooks and 51 students still need textbooks. . World Geography Textbooks: Number of students with World Geography textbooks is zero. There are 77 students who still need textbooks. . Marshallese Studies Textbooks: NIHS has not received Marshallese study textbooks. There are 86 students without a Marshallese study textbook. . Cost of Lost Textbooks: Several times, NIHS has asked MOE for a standard charge that high school students should pay for lost or damage to textbooks. This has not been responded to as requested by NIHS and it is hoped that MOE can act quickly on this matter so that students learn to look after textbooks. . SEG: If charging of students for damaged and lost textbooks is something not encouraged by the MOE then NIHS would continue to depend on SEG for replacement and purchase of new textbooks. However, unless schools are aware of the level of SEG funds allocated for purchase of their instructional materials, they may lose the opportunity of utilizing such resource (SEG). Facilities . Replacement and Maintenance of the following facilities is badly needed at NIHS for instructions to be effective. . Old Classroom Building: The old classroom building has come to the point where overall maintenance becomes necessary. Window steel frames have corroded and window blades fallen off that very quick replacement is needed to prevent rain showering into the classrooms during classes. The doors also need to be replaced as well as the toilets. Electrical wiring and fittings have rusted with salt and overall maintenance becomes an issue of utmost urgency for not only to avoid possible danger that may happen to students any time from now but also for enhancing instruction. Maintenance work and replacement has reached a point where NIHS cannot address such using its normal budget. Thus calls for need for Special funding to be sought in order to complete the required replacement and maintenance on the said building.

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. Internet Service: Internet service at NIHS has been out of service from the start of Quarter 1 of this school year. Communications via this means will remain a problem until MOE could attend to this immediately. Hope that, in the future, MOE will consider changing the service to wireless so that access to the service increases. . Computers: Purchase of new Computers for the Library and computer Labs has not been successful. One Computer Lab has not been furnished with computers. There are no computer in the school Library until this time of reporting. . Summer Program 2012: Delay in processing materials has resulted in NIHS’s summer programs for 2011 not implemented. It is requested therefore that Summer Programs Phase 2 be carried forward to 2012. The initial proposal that was approved in 2010 includes Phase 2 and Phase 3. Since the summer programs phase 2 could not be implemented in 2011, it would be appreciated if MOE approves that phase 2 and 3 be carried forward to 2012 and 2013 respectively. If the changes concur with MOE plans, let purchase of required materials proceed and shipped to NIHS before graduation or on the boat that MOE may charter for bringing seniors’ parents to graduation and returning students for their summer holidays in June 2012. . PR/PO: If above problems have happened because in several cases the items cut on the PRs did not come, came late or in a different form as it has happened to NIHS orders for air conditions, power backup, anti-virus program, toilet rolls, etc.

Recommendations: . That MOE considers hiring 1 Accounting teacher and 1 Physical Education teacher for the next school year. . That MOE provides the required number of urgently required textbooks (Physics, World History, Geography, and Marshallese Study) as soon as possible. . That MOE seeks special funds to carry out urgent replacement and maintenance of the facilities at the Old Classroom building at NIHS. . That MOE sends materials for summer programs not later after graduation date (June 8, 2012). . That MOE attends to NIHS Internet problems as immediately as necessary. . That MOE comes up with standard charge for lost or damaged textbooks. . That MOE regularly updates NIHS on the status of its SEG allocation for effective utilization of it allocation. . That MOE regularly updates NIHS on its Financial status to assure compliance with Quarterly

Output 5.3.3- To address and improve delivery of education at Laura High School (LHS) . As of this quarter, all requested regular teaching posts have been filled. However, due to the recent dengue fever outbreak, 2 of our World Teach volunteers decided to leave the islands. That created a problem with our scheduling and coverage of our classes. So LHS will improvise to accommodate this sudden shortfall starting January 2012 by integrating some of the Reading and Writing classes, at least until new teachers are hired to replace the departed WT volunteers. In addition, one JOCV math volunteer teacher will depart LHS by mid March (contract ends). So basically there will be 3 vacancies, all of which were filled by volunteers. . New textbooks for the computer classes have arrived and are being sorted out, inventoried, and reviewed. Inventory and review results will be reflected next quarter report. After the initial inventory and review of the new computer science textbooks, Laura High School IT Department and school office will decide whether training for the books is necessary or not. . All other textbooks for other subjects are accounted for, except writing/grammar for grades 11 and 12. There are still no writing/grammar textbooks for 11th and 12th. . As for the computers targeted by the end of 1st quarter, there was already a PR for 10 desktop Dell computers at Copy Masters approved by MOE and the RMI Procurement & Supply. Unfortunately, someone at Finance denied the PR and sent it back to MOE Budget & Procurement only because TSL complained and asked Finance to ignore the PR because TSL provided the cheaper price. . For high speed internet, LHS is currently networked and hooked up to the internet. However, the current communication budget for LHS is not sufficient to cover the monthly internet expenses in one year. It’s really sad because adjustments were made within the LHS communication line item, but the adjustments were not carried through as reviewed and concluded.

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. As for supplies, materials, and supplementary needs, LHS is currently working with various vendors to provide quotes for the following: o Drinking fountains o Library software for cataloguing, searching, and circulating of library resources. o Air-conditioners to replace burned out ones in one enclosed classroom. o Duplicating machine (Duplo) to replace the old and worn out machine. o School supplies such as papers, Duplo roll masters, Duplo ink, printer toners, 4-handset telephone system, etc….. o Reading and reference books for the new library. o Agriculture materials and equipments such as fertilizers, insecticides, manures, top soil, garden soil, chainsaw with extra chains, etc… . To accommodate the current transportation problem, LHS has already received a donation from the government of Japan thru the GrassRoot Grant to purchase a 34-seater school bus from ELM. This bus is expected to arrive next month, February 2012. . For the Teacher Academy and the Health Academy, students will need stipends beginning March, 2012. . LHS will begin working with MOE to purchase textbooks for the Health Academy.

Output 5.3.4- To address and improve delivery of education at Jaluit High School (JHS) . English Dept. was short on teachers at this period especially with 2 volunteer posts not arriving at the beginning. Other Dept. teachers had to cover for the shortfall. It is proposed that 2 new English posts be included in FY 2013 budget. Also, 1 IT and 1 Math teachers will be a welcome addition. A security and maintenance posts were budgeted for this FY but are yet to be filled. . 3 set (30 per set) of English textbooks (Shinning Star-Level C) are needed including 120 English dictionaries to be placed in all English classrooms. 10 desk computers are needed to replace computer that are either burnt or out of services. Ideally, NTA’s computer set which was presented to MOE last summer (several workstations are connected to one CPU) is recommended. Other supplementary supplies are being compiled by various Depts. to be submitted. . To date, all 10th, 11th, & 12th grade sections are allocated 1 period (55 min.) in various vocational areas as home making, sewing, keyboarding, physical education, agriculture, woodwork/construction, and business math or accounting. No senior practicum at this period but proposed to commence in 2nd semester. . Shortage of food supplies in 2nd quarter due to late in food shipment. School fund was utilized to supplement that shortfall.

Outcome 6: To vocationalize the RMI curriculum . Outcome 6 is integrated into outcome 5 & 8

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Outcome 7: To continue to improve the effectiveness of classroom instruction through improved, curriculum, testing and teacher program delivery

Output Group 7.1 – To provide relevant and responsive primary (K-8) curriculum

Output 7.1.1- To review and complete the elementary curriculum for K-8 and to provide necessary trainings for Curriculum specialists, teachers, and administrators. . Team monitored and observed all Majuro school teachers including Ejit in the implementation of the curriculum. . Team also monitored and observed the implementation of the curriculum in outer islands school Lib, Santo, Ebeye, Eniburr, Carlos, Ailinglaplap, Jeh, Jah, Katiej, Majel, Ebeye Middle School and Kawajalien Atoll High School. . Mathematics second quarter examination were conducted to all Majuro schools in assessing the implementation of Math curriculum. . Workshops were conducted in Ebeye Elementary and Middle school to support the full implementation of the curriculum. . Health training for Communicative Skills was conducted at NVTI and Laura Elem. School. . Curriculum Specialists were given training by UNICEF for Life Skills.

Output 7.1.2- To identify and disseminate necessary classroom resources as needed to supplement full implementation of the elementary curriculum. . Completed the printing and distributed the Civic Achievement Award Program for 5th grades in all Majuro Schools and Wotje Elem. School. . Health awareness posters were distributed to Majuro and Arno schools. . Ordered materials and supplies for all MOE elementary schools. . Xeroxes were ordered for 26 outer island schools.

Output Group 7.2- To provide relevant and responsive secondary (9-12) curriculum

Output 7.4.1- To provide summer workshops on instructional technique for teachers (K-12) . JOCV organized and met with high school mathematic teachers several times for Math competition to all high school students.

Output 7.2.2- To identify and disseminate necessary classroom resources as needed to supplement full implementation of the secondary curriculum. . Textbooks for computer classes in all high schools were distributed. . Ordered additional Mathematics textbook for MIHS, JHS and NIHS.

Output Group 7.3- To improve classroom instructions (K-12)

Output 7.3.1- To develop and implement curriculum, textbook and benchmark training for all MOE teaching staff. . A monthly regular meeting is conducted with CIA and Majuro principals to discuss problems and how to improve the implementation of the curriculum. . Observed teachers in Majuro schools recognize effective teaching strategies and give feedback and suggestions to teachers that need help.

Output Group 7.4- Local Instructional Workshops

Output 7.2.1 - To review secondary (9-12) curriculum and to provide necessary training and training opportunities for curriculum specialists, teachers, and administrators . Teachers were trained on Follow-up and monitor in the classroom during the summer.

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Outcome 8: To improve service delivery and learning outcomes by addressing the special needs of the students on Kwajalein atoll

Output Group 8.1 – To improve delivery of education to Kwajalein students:

Output 8.1.1 – To strengthen management and administration of Kwajalein Public School System to improve delivery of educational services, to improve management of early childhood, primary, middle, and high schools and continue providing general education delivery. . KAHS: Our high school continues to implement the SIP in order to improve the delivery of general education. Evidence of weakness fall under poor transportation system, shortage of teachers, and not enough classrooms. .Due to the heavy load on the buses and the rough and rugged road on the causeway between Ebeye and Gugeegue, our school buses often run into problems on their leap springs which often break down. When the problem occurs we have no choice but to fall back on one bus schedule, thus changing the going home time for 1st trip from 2:45pm to 3:45pm. The last bus usually reaches Ebeye around six o’clock in the evening. . KAHS: We had arrived at our limit in accepting more students into KAHS for SY2011-2012. The total enrollment was 423 students. Again, shortage of teachers and unavailability of classrooms as well as limited transportation were the three main reasons which prevented us from accepting more students. Two buses are not enough to accommodate all of the students to be able to meet their regular schedules. . KAHS: Some of the teachers are registering students into the Debate Club, the Health Club, Dance Club, etc. The Health Club was very active during the last quarter as they went around Ebeye and picked up rubbish and trashes. They also conducted health sessions in other schools after school hours. . KAHS: PTA Meetings were conducted during the last quarter. The problem of absenteeism was always brought up for discussion. Students were always warned of their excessive absences, and Warning letters were issued out to those affected.

Output Group 8.2 Program delivery for Elementary Schools

Output 8.2.1 – Ebeye Elementary School . EPES: In term of salary is concerned, frequent advised is encouraged for teachers to report to duty as required. That way, we may have less money overlap in salary. The handling of the MOE identified indicators are controlled by the school fical officer in a good manner since took over. . Elementary services Ebeye with 25 classrooms, 30 teachers (including Special Education), and 742 enrollment (or about 30 students to a section). . The closing of Building E for renovation caused 4th @ 5th grade to have split schedule like Middle School.. Although having the split schedule, we still can teach the 6 required subject areas for 45 min. each day. . A visiting team from MOE, consisting of 4 mentors- meet with school administrator s to discussed issues regarding the management of the school. . Classrooms observation, checking lesson plans, and met with individual teacher were among the important events took place during the visit. A curriculum workshop for teachers was also conducted by this team. . In making reference to Marcella’s comments on distant learning, it is also same for EPES, as our teachers await such a reality. Meantime, Shella Luke,one of our teachers, is now in Majuro taking up courses to complete her B ED Degree from USP. Fortunately, we are very proud to mention in this report that a young lady, Ms. Kerain Dribo, has successfully completed a year at BYU and received her BA degree in education. She has returned to Ebeye and reassigned to teach 3rd graders, replacing Ms. Libio Balos who resigned and recently moved to live in the U.S.A. . In addition, as of Fall 2011, Mr. Lumis Isai (4th Grade teacher) received his bachelor’s degree in Early Childhood Education from the University of the South Pacific/Majuro. . As mentioned in recent reports, counseling service is a great demand in our school. The counselings with parents, teachers and students are still being handled by the Principal until a counselor is hired to handle such a program. . Our currently enrollment rate is still the same as previous years (25 -30 for 1) and we intend to keep this rate until more classroom spaces are available. FY12 MOE 1st Quarter Report Page 16

. Discussion and plan ing were held between MOH Kumit Wellness Representative and school principal to roll out diabetes education program to school on Ebeye, starting with K-3 grades. The program will no doubt help and support what the teachers are teaching in Health class in their classrooms. . Monitoring of PTA regular meeting is usually done as we always keep record of attendance. And the election of parents to fill Cluster offices is one way to promote parental involvement in school. Parents attended Evelynn Joseph of PREL workshop to learn more on parental role. Parents have also been involved in PTA meetings, Disability Week, and Christmas activities. . MOE-Ebeye on December received two brand new vehicles- a pick-up truck for all Ebeye schools to use and a 16 seater Mini Bus for Kinder to pick up students from homes and back to their homes. We still have transportion problem for students and teachers residing on Gugeegue. . School Health Clinic as EMS reported is true. Its been closed also for our students since the beginning of the school year. But during the period, a team of doctors from Taiwan offered treatment to only the identified students in grade 1-5 with hearing problem, skin problem and throat problem. The Principal recommends the service to be resumed to offer daily service to our students. . In term of salary is concerned, frequent advised is encouraged for teachers to report to duty as required. That way, we may have less money overlap in salary. The handling of the MOE identified indicators are controlled by the school fical officer in a good manner since took over. . Elementary services Ebeye with 25 classrooms, 30 teachers (including Special Education), and 742 enrollment (or about 30 students to a section). . Kinder: Has 7 sections with 24 maximum students to a classroom, 14 teachers (or two to a section), and 3 volunteer teachers (covers for the 3 full-time teachers who are attending USP courses in Majuro). . SPED: All those who have disabilities and need to continue on to high school should have an IEP regardless of passing or not. But must an IEP before entering high school. They are also access to take the MISAT before continue.

Output 8.2.2 - Ebeye Middle School . The School Health Clinic has been closed since the beginning of the School Year so, no more checking done at the campus so this service is no longer available. . Middle School continues to borrow and share vehicles with Elementary & Special Education Program to transport 10 students to and from Gugeegue, but it is still not enough for there are 50 students from Gugeegue (Kinder, Elem & Middle). . 30 of our parents participated in a One-Day workshop done by Mrs. Evelyn Joseph, Majuro PREL . 20-30 minutes tutoring after school continues in different grade level and to students who need the extra assistance. Secondly, the Ministry of Health a few of our 8th graders participated in the Cancer Walk-a-thon on Oct 24. Also on Dec 29, 2 specialists from MOH gave a lecture on HIV?AIDS to our 7th & 8th graders. And on Dec 1, our students participated in the Island-wide parade for HIV/AIDS with their posters. On Dec 19, our 7th graders did an island-wide picking up trash to promote what they learn about keeping their environment clean & healthy. On Dec 15, WUTMI reps did a I-BRAVE workshop to our 8th graders. . Students’ & teachers’ daily attendance are still monitored, and it still is a challenge to accommodate more than 30 students per classroom. The demand for more classrooms and students desks is still great demand. We need more classrooms badly & fast!!! . With an increasing enrollment of 400 plus, this service is needed badly yet it is still not available to the students, teachers and parents as well. Counseling students is done by teachers and administrators in the mean time . Unfortunately, the CMI online Programs/Courses didn’t start as was predicted, so presently, this service is still not available to our teachers. On Dec 28, Mr. Bojen Jorju (8th grade teacher) left to BYUH for his BA . In regard to staffing, we hired a new 6th grade English teacher. However, Middle School is on a half-day schedule (45 minutes each subject) due to the closing of Building E.

Output Group 8.3 Program delivery for Secondary Schools

Output 8.3.1–Ebeye Secondary School

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. KAHS: Academic learning depends largely on attendance. About 55 students were dismissed from KAHS because of poor attendance. Most of the students have incurred more than 20 absences which is the limit allowed under the rules and regulations of Ministry of Education. It is clear that those students who receive poor grades are the ones who incurred more absences. Therefore, to combat this huge problem, teachers and staff are attempting to make more communications with both the parents and their children. We believe that more communications and interactions among stakeholders is necessary. . One problem that is affecting the delivery of education at KAHS is the way in which we take too long a time to compensate our new hired teachers. This is the problem that seems to happen for our school every time there is a new hire. One example is Angela Ordonez. She has not been paid since the beginning of school year! This is a problem that can really discourage people from coming to work in our school. Can we find ways to expedite the process so these new teachers don’t have to wait too long to get paid? . KAHS: One of the greatest needs of KAHS is better transportation. Of the three buses belonging to KAHS, only one is running! The other two are out of order due to damage on the leap springs. Unavailability of parts on island slows down the repair and maintenance of these vehicles. Yet, we would like to express our appreciation to the Japanese Government for awarding the school $71,000.00 for a new 35 seats school bus. It is due to arrive at the end of January 2012. This will help to a great extend. Therefore, as the chief administrator of KAHS, I would like for the leadership of MOE to start planning for two new school buses (84 seats each). If we want to continue to conduct classes on KAHS campus, then it is imperative to allocate fund for two new buses. We should not wait anymore, but we have to start planning. I believe this saying holds truth and relevant meaning, “If it is not us, then who? If it not now, then when?”

Outcome 9: To address the needs of special education students

Output Group 9.1 – To provide inclusive education for all Marshallese students with special needs

Output 9.1.1 - To strengthen the management and administration of Special Education Program to improve delivery of quality services to address its primary objectives. And to provide required teaching and learning tools and equipments and ensure free and friendly learning environment for all children with special needs. . A leader submit was sponsored and coordinated by Don Johnston, Inc., in Chicago, and Guam CEDDERS under a grant from the Office of Special Education Program (OSEP USDOE) that implemented and supported the six Pacific entities with enhancing their systems for providing timely accessible instructional materials for children with print disabilities. In October 14, 2011, the Pacific Special Education Directors as learners engaged in this leader submit. Director of Professional Services of Don Johnston, Inc., facilitated a session during the leader summit on Assistive Technology. A plan to continue this service for our blind children is in the process. Both Guam CEDDERS, Don Johnston, Inc., and the six entities are looking forward to support the six Pacific entities in 2012. . During this reporting period, the Guam CEDDERS made the second site visit to the Ministry of Education Special Education Program. The purpose of this site visit was to provide additional training for special education teachers who are providing the services for children with signification cognitive disabilities at Rita Elem. School, MIHS, MMS, and Ajeltake Elem. School. The RMI Ministry of Education Leadership Assessment Team (LAT) was also involved in this site visit. . The Special Education Program continued to involve parents in their children’s education by involving them in the 2010 RMI Disabilities Awareness week. Many parents of the children with disabilities were involved in the 2010 school’s based activities. . Two of the Private Schools namely Majuro Cooperative School, and Ajeltake Christian Academy School continued to receive the fund under the IDEA Part B grant to support the children with disabilities placed by their parents in private school.

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Output 9.1.2- Improved Special Edu. services and relationship with key stakeholders. . The Special Education Program continued to support special education teachers at CMI, BYUH, and USP. . Beginning of fall semester 2010, the program continued to enroll three (3) teachers at CMI, and two (2) at the BYUH. This is to improve the Special Education services deliver by highly qualified teachers. . This reporting period, the special education program also continued to provide onsite monitoring to provide assistance and support to the following schools: Marshall Islands High School, Rairok Elem. School, Ajeltake Elem. School, Laura Elem. School, and Lib Elem. School. . The Special Education Advisory council (SEAC) met during the month of December 2010. The council is composed of five (5) parents representing their children enroll in the program. This is one of the activities that the parents are part of the program. . The week of December 19-22, 2011, The Federated States of Micronesia data system was conducting a presentation and training for 15 of the MOE staff including Special Education staff. Special Education program is making recommendation to the Ministry of Education that the FSM data system will be suitable for Special Education program in providing needed information for Office of Special Education Program and USDOE).

Output 9.1.3 - To retain, recruit and train classroom teachers to help sustain the Special Education program objectives of inclusiveness and equality of services to all students with special needs. . Ministry of Education and specialists and Special Education specialists are continued to help and support two (2) of the students with signification cognitive disabilities enrolled at Marshall Islands High School, and Rita Elem. School. These students are taking alternate assessment based on the alternate assessment standard. (AA-AAS). . This school year 2011-2012, the RMI Ministry of Education will continue to administer the Marshall Islands Standard Achievement Test (MISAT) for grades 3, 6, and 8. The Ministry of Education specialists and the Special Education specialist will continue to administer the alternate assessment based on the alternate achievement standard (AA-AAS) for two (2) students with signification cognitive disability enrolled at the Majuro Middle school, and Ebeye Public School. This is a new technique and new tool use for most signification cognitive disability children. . Special Education Program continued to include children with disabilities in the regular setting or the regular classroom.

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Outcome 10 (MIGLB): To Provide Financial Assistance to Qualified Students to Pursue Educational Opportunities

Output Group 10.1 - To effectively administer the board staff

Output 10.1.1 - To develop staff skills through on-island and off island training relevant to positions . No training took place during the reporting period due to short of staff.

Output Group 10.2 - To effectively administer the functions of the Board

Output 10.2.1 - To provide financial assistance to qualified RMI Citizens attending post secondary school and ensure administration of overall office activities (SEG 12.5.1). . Priority Activity 1. Researching on the schools’ websites, contacting schools personally to verify information provided by applicants. Calling and emailing applicants on application status, incompletion, request of verification documents needed to support gaps or uncertainties of their application. . Priority Activity 2 Double checking that applicants have correctly filled out application and making sure all required supporting documents as listed in handbook are present along with the application at the time of submission. If not, then applicants are contacted via email or phone provided on applications. . As a result, MISGLB funded 68 students during the reporting period; spent $360,914 on. • Freshmen - 13 • Soph.-21 • Junior-12 • Senior-20 • Post grads-2 . Priority Activity 3 Request official transcripts/grades at the end of every semesters and class schedule for the following semester. Using online communication applications to communicate with recipients such as email, facebook, skype. Also, we write letters and make phone calls informing recipients of check disbursements. . Priority Activity 4 Keep records of gradates and contact them in advance on what they plan to do after graduation & remind them of their obligation to return to RMI. . Priority Activity 5 MISGLB recipients are bonded and must sign a Student Loan Agreement and a Guarantor form before any scholarship check is issued. During the reporting period, MISGLB converted 5 former students’ loan worth $134,067 to grant; and will continue to work on loan conversion during the next quarters. . Priority Activity 6 MISGLB staff continues to purchase office supplies as needed.

Impacts . MISGLB sees a decreased in number of incomplete/inaccurate applications received and an 2009 2010 2011 Applicants 326 291 265 Accurate Applications 209 215 195 Fresh. 58 82 65 Soph. 65 62 55 Juniors 22 22 24 Seniors 21 33 45 Post Grads 8 16 5 Others 25 0 3 Graduates 24 36 45 Intakes 79 80 69 increased in number of complete/approved applications.

. Number of students who received scholarship/financial assistance from MISGLB during 1Q2012 went down by 20% compared to 1Q2011. However, number of those graduated and returned to RMI went up by 50%.

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2011 1st Quarter 2012 1st Quarter Recipients 88 68 Graduates: Diploma/Associate 1 2 Bachelor 7 13 Masters 0 1 Others 0 0 Total Graduate 8 16 # Returned to RMI 6 (75%) 13 (81%)

1Q recipient by field of study

Environme Liberal ntal Arts science 3% Science, e 4% ngineering and technology Education 9% & related Law & fields alied fields 28% 9% Tourism & hospitality 1% Health 12%

ICT Business 2% & related flieds 32%

Output 10.2.2 - To provide consultation to students before, during and after graduation . Priority Activity 1 Visiting high schools giving power point presentation on scholarship policies/procedures. At times we get students from HS seeking advice on how to get into a college or what would be a good option and we advise them accordingly. . Priority Activity 2 Emails, phone calls, facebook, skype, regular mail and during school visits or they come to the office directly. . Priority Activity 3 Every year before a new school year starts we hold a new/current recipient orientation usually lower classmen and this is time where we remind them of the MISGLB policies and we give them advice as they leave to their schools. We invite reps from different departments to come have a talk on how to travel, what they must do and what not as they travel outside of RMI. Pointers that will help them along the way. . Priority Activity 4 Writing to various universities asking for information regarding applications, handbooks, brochures, international student packets and other relevant info on admission or the school itself. Attending scholarship seminars along w/ Taiwan Embassy. Communication with CMI’s Career Center director. . Priority Activity 5 Communication through email and phone. Have come in contact when dealing with collection list. Some we’ve contacted them at their workplace. Those off-island communicated through networking applications like facebook, messenger, mainly email.

Output 10.2.3 - Review priority list of professions

Output 10.2.4 - To be accountable of all scholarship funds received. . Everything continues, hope to finalize 3 year rolling strategic plan & 2011 annual report during 2Q 2012. . 2011 audit will also take place in the next quarter.

Output 10.2.5 - Improve services provided to students. . A database has been developed to improve record keeping and tracking of scholarship recipients. Currently, the 3 MISGLB staff are inputting data, but because there are files which date back as FY12 MOE 1st Quarter Report Page 21

old as 1979 and the staff is pre-occupied with their daily routine and responsibilities, there is an extreme need for an intern to help inputting data. . The creation of the Program’s internet webpage will take place in the next quarter. MISGLB continues to contract Christopher Lakien’s Technical Support Team to help with the creation and designing of the new webpage. In addition, the Technical support Team has networked the computers in the office.

Output 10.2.6 - To develop strategies in bringing graduates back permanently . Post job openings on MISGLB facebook account. Circulate graduates resume and cover letter to PSC and other Government ministries and agencies & public sector as well (i.e. MIDB, WUTMI, etc)

Impacts . 13 of the 16 students who graduated in December 2011 had returned and are currently working in the RMI.

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Outcome 11 (National Training Council): Coordination and Improved Performance of Schools & Training Providers

Output Group 11.1 – Vocational, Skills and Adult Education Programs

Output 11.1.1 Basic Education, Life Skills, & Sustainable Livelihoods - Increased literacy, improved life skills of school drop-outs, and increased skills needed for entrepreneurialism and micro-enterprise development in the Outer Islands and implementation of national inter-agency non-formal training plan Completed Training: . Majuro Youth Artist Basic Training II by YTYIH, 14 (2 female) youth trainees from 9/26/11- 12/16/11, did an art exhibit on 11/25/11. 4 (3F) dropped out. $10,165 (SEG) Ongoing Training: . Advanced Sewing Training by Juren Ae, 15F from 10/31/11-3/16/12. Project is behind schedule. $29,388 (SEG) . Advanced Handicrafts (Fine Weaving Training) by USP, 10F, from 10/17/11-4/6/12. Five of Juren Ae Basic Handicrafts Training graduates were enrolled in the program. 4 (F) dropped out. $19,348 (NRWF) Approved Training: . Kwajalein Youth Artist Basic Training by YTYIH, 15 youth (no female) youth from 1/31/12- 3/28/12), for $15,391 (SEG) . Kwajalein Basic Education & Life Skills Training 14K of Kwajalein, 30, from 9/5/11-12/2/11. Project was delayed due to need to increase number of trainees and approval of Teacher Donna. $72,550 (SEG) . Ailinglaplap Apprenticeship Weaving Training by USP, 10F, 1/10/12-5/10/12. A first outer island advanced handicrafts training in the outer islands. Program commencement is delayed due to requirement for delayed Local Government endorsement. $10,873 (SEG) . Kwajalein Basic Sewing Training by Rukjenleen, 20F, from 9/26/11-12/12/11. The project is being delayed pending confirmation on use of 3 SPC/NTC Advanced Sewing Training graduates. $28,266 (SEG) . Basic Handicrafts Training by Juren Ae, 50F, 10/3/11-10/9/12. Training is being delayed to await the completion of training and submission of final reports. Two-cycle training request for $65,000. (SEG)

Output Group 11.2 – Coordination & Improvement of Training Programs

Output 11.2.1 Technical & Vocational Skills, Employment & Ethics - Increased level, range of technical skills, ability to forecast labor market demand, knowledge of career options, & ability to match employer and employee needs Completed Training: . Jitok Kapeel Cycle III by ROC/ICDF/NTC/MPW/ CMI, 48M, from 8/5/11-1/10/12. This is the last of 3 ICDF sponsored training cycles offered and delivered directly by ROC through the ROC-RMI management partnership in the areas of electricity/ plumbing and automotive mechanics. Initial enrolled was 55 (30 automotive, 25 electrical/plumbing) 7 dropped out. $60,000 (NRWF) . NTC Internships, 24, from 10/1/10-9/30/11, at $2.50 an hour for 3 to 6 month internships per interns. 1 intern was paid $9.00 hourly. Ongoing Training: . Traditional Vocational Training by WAM, 24 (7F), from 7/10/11-3/11/12. There are two components to this program – a training-of-training phase and a training of trainees. Four trainers were recruited from Kwajalein and Lae. 1F dropped out. $78,071 (SEG) . CISCO Training II USP, 1M, from 11/24/11-6/9/12. $3000 (NRWF) Approved Training: . Basic Carpentry Training by CMI, 30, from 10/1/11-10/1/12. This training has been delayed and will commence in January 17, 2012. $36,540 (SEG) . Plumbing Apprenticeships by L&D Plumbing, 6, for 6 months. The training still awaits the processing of training papers at the Ministry of Finance. $36,540 (NRWF)

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. Housing Construction Basic Skills Training by MIDB, 60, for 6 months. The training has not taken place since MIDB was not ready to proceed with the training. $109,200 (SEG) . Community Development Workers Training by SPC/CETC, 3F, from 3/8/12-10/8/12. NTC pays the travel costs for these 3 trainees. 3 applications came from Ebeye with 1 alternative from Majuro. $9,954 (NRWF) . NTC Internships, 3, from 10/1/11-9/30/12, at $2.50 an hour for 3 to 6 month internships per intern. 2 of the 3 interns being reported on are continuous from last funding cycle.

Output Group 11.3 – Capacity Building

Output 11.3.1 Policy, Partnership & Organizational Development Creation of an enabling environment, constructive strategic partnerships & NTC is appropriately structured, governed, managed & resourced to carry out its strategic plan . Job Corps Training by the US DOL/Hawaii Job Corps Training. Efforts are still ongoing to fast-track Marshallese entering and undergoing training at the following training sites: Maui & Waimanalo, Reno, Salt Lake, and Sacramento. Ongoing number of trainees: 77. New enrollees in 1st Quarter: 6 4M 2F. . TVET Steering Committee. The committee was convened during the quarter to discuss the finalization of the TVET Plan Draft with contracted TVET Consultant, Dr. Robert Allen and do a follow up review after receipt of the Draft. The TVET Coordination Committee, a sub-committee of the TVET SC consisting of MOE/CMI/NTC representatives had a Skype Conference with Dr. Allen to suggest additions that would address important national policies of the Government. . The ROC-Jitok Kapeel Management Team consisting of representatives from ROC/IDCF, Ministry of Public Works, CMI, MOFA and NTC met several times to discuss internships for the Cycle III and to discuss the ending/continuing of the training partnership –a Cycle IV. . The NTC Board met in November 2011 to review and approve various training proposals and discussed a variety of issues and business for the NTC. 9 training proposals were submitted for the consideration of the NTC Board. 4 of 9 proposals were approved for funding. 5 were either disapproved or deferred.

Financial Status:

Cumulative Obligations by Quarters: 11.1.1 General Compact Special Accumulated Totals Fund (SEG) Fund Fund Salary & Fringe 4,512 9,163 4,165 0 17,840 Contractual 0 0 19,348 0 19,348 Training 0 0 0 0 0 Communication 0 0 0 0 0 Printing 0 0 0 0 0 POL 0 0 0 0 0 Other Supplies 0 0 0 0 0 Other Charges 0 0 0 0 0 Total 4,512 9,163 23,513 0 37,188

In the 1st quarter of FY 12, NTC obligated $37,188 for salaries and wages with fringe benefits, and a single contractual service obligation in the NRWF account for the USP Fine Weaving training contract. Amount available to spend in this output by the end of the fiscal year: $367,018.00

Cumulative Obligations by Quarters: 11.2.1 General Compact) Fund (SEG) Special Fund Accumulated Funds Totals Salary & Fringe 4,512 5,196 0 0 9,708 Contractual 0 0 0 0 0 Training 0 0 4,200 0 4,200 Communication 0 0 0 0 0 Printing 0 0 0 0 0 Repair 0 0 96 0 96 Other Supplies 0 0 1,044 0 1,044

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Other Charges 0 0 0 0 0 Totals 4,512 5,196 4,140 0 15,048

During the reporting quarter, NTC obligated a mere $15,048 for salaries and wages with fringe benefits, and a couple of operational line items for this output activity. Although there were real expenditures made by account of the NTC, they are NOT being reported in this quarter as official documents have not been executed. For example, the contract addendum for the catering service of the MIR to the Jitok Kapeel cycle III lunch. This will be reported in quarter 2. Amount available to spend in this output by the end of the fiscal year: $566,003.00

Cumulative Obligations by Quarters: 11.3.1 Gen Fund Compact Special Fund Accumulated Fund Totals (SEG) Salary & Fringe 6,743 989 0 0 7,732 Travel D 0 0 1,042 0 1,042 Travel I 0 1,759 0 0 1,759 Contractual 0 0 0 0 0 Training 0 0 0 0 0 Rentals 0 0 0 0 0 Communication 0 5,514 285 0 5,799 Advertising 0 0 525 0 525 Printing 0 0 273 0 273 Subsidies & Contributions 0 0 0 0 0 POL 0 0 0 0 0 Other Supplies 0 0 656 0 656 Insurance 0 0 0 0 0 Vehicle 0 0 0 0 0 Other Charges 0 0 317 317 Total 6,743 8,262 3,098 18,103 18,103

In the 1st quarter of FY 12, NTC obligated $18,103 for salaries and wages with fringe benefits, and other operational line items for this output activity. Please NOTE the “under spent” in salaries and wages in the SEG. This is due to the late hiring of the Administrative Assistant and the still vacated post of the Deputy Director. Amount available to spend in this output by the end of the fiscal year: $407,208.00

Outcome 11: College of the Marshall Islands (CMI) . See CMI’s first quarter report

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