Republic of the Marshall Islands Ministry of Education
ANNUAL REPORT FISCAL YEAR 2009
“Katakin Ro Nejid, Vcgaj Jelsvxkjen”
MINISTRY OF EDUCATION SHARED MISSION STATEMENT
Our students are the key to a peaceful and productive Marshall Islands.
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MESSAGE FROM THE MINISTER OF EDUCATION
The Ministry of Education has evolved from its modest and unassuming beginnings into an influential and positive entity of Marshallese society. It endeavors to educate our children by offering instruction in a wide variety of subjects. Having entered the age of information technology, it is vital that the Ministry keep abreast of these fast-paced developments. Indeed, the technology is now in place on the outer islands to afford computer labs and internet access. This has been made possible by utilizing solar power. A major accomplishment during the year was the accreditation of Marshall Islands High School. This process was a very long, rewarding effort on the part of the school as a whole and the Ministry. MIHS became the first public school in the Republic to achieve this feat and is encouraged to maintain the example they have demonstrated. The school has now set the standard for other schools to follow. As a part of the whole educational process our children will have been exposed to rapid social changes. They will have developed a keen sense of their own Marshallese culture. They will recognize what is valuable to retain and what needs to be modified and they will have developed a respectful attitude towards people from other societies and cultures. Additionally our children will have been exposed to the dynamics of life in coral reefs and for the need to protect this highly fragile environment. Here, then on these pages, you will find details of the Ministry’s efforts and activities for Fiscal Year 2009. While there is always a need for improvement, the Ministry has made great progress and looks forward to a future where high quality education is accessible to all Marshallese. With this, I present to you the Ministry of Education’s Report for Fiscal Year 2009.
Hon. Nidel Lorak Minister of Education
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EXECUTIVE SUMMARY BY THE SECRETARY OF EDUCATION
Clear, well-executed quality education remains the most significant objective and challenge of the Ministry of Education. Of primary concern to educators of the Ministry is literacy, both in Marshallese and English. Once literacy has been achieved, quality education becomes highly feasible. We are then able to ask these questions: Are our students learning? and How do we know? The main elements to learning successfully are good instruction and strong leadership. As a result, the MOE is building its human resources to meet the demands of the student population. A foundation needs to be established by placing our best teachers in the lower grades. It has become apparent that many of the problems we face in our educational system originate from our students’ lack of basic skills. Through professional development, good principals, and parental involvement the foundation for educational success has been set and aggressively pursued. The MOE has written its objectives, goals, outcomes, and outputs through Performance-Based Budgeting allowing for more accurate measurement of educational activities. In addition, the Ministry continuously reviews its curriculum in an effort to align textbooks and materials with grade level instruction. Training has been multifaceted including formal degree programs, on-line courses, textbook company orientation/presentations and curriculum specialists offering courses and workshops. In conclusion, we see that education is a partnership. This partnership includes, students, teachers, parents and staff. It extends to all students in public schools, private schools, institutions of higher education, on and off island donors, consultants, local communities, and stakeholders. Thank you, especially to the landowners and traditional leaders for your support in helping to educate the children of the RMI.
M. Biram Stege Secretary of Education
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TABLE OF CONTENTS
Ministry of Education’s Shared Mission Statement ...... i Message from the Minister of Education ...... iii Executive Summary by the Secretary of Education ...... v Table of Contents ...... vi List of Tables ...... ix List of Figures ...... ix List of Photographs ...... x Abbreviations and Acronyms ...... xii DIVISIONS/DEPARTMENTS/AGENCIES Division of Administration, Finance, and Human Resources ...... 1 Overview ...... 1 Organizational Chart ...... 1 Personnel Office ...... 2 Budget Office/Procurement and Supply Office ...... 4 Information and Analysis ...... 7 General Funds ...... 10 Compact Sector Grant and Ebeye Special Needs ...... 10-11 Supplemental Educational Grant ...... 11 Federal Funds ...... 12 Professional Development Office ...... 13 Division of Policy and Planning ...... 17 Overview ...... 17 Policy Development ...... 17 MOE Teacher Certification Act 2007 ...... 17 Data Driven Plans to Implement Effective School Monitoring Procedures ...... 18 MOE Rules and Regulations ...... 18 Parents as Teachers ...... 20 ICT Symposium 2009 ...... 21 Micronesian Development Goals ...... 22 Novice Weaving ...... 22 Management Information System Office ...... 23 Testing Office ...... 25 MISAT ...... 26 Information Technology Office ...... 33 PRIDE Program ...... 35 Division of Early Childhood and Elementary Education ...... 39 Overview ...... 39 vii
TABLE OF CONTENTS (CONTINUED)
Programs and Development Efforts ...... 39 Special Education Program ...... 42 Development and Production of Instructional Materials ...... 45 Health Education ...... 47 Division of Secondary and Vocational Education ...... 53 Overview ...... 53 Programs and Developments Efforts ...... 53 Progress Made by Secondary School ...... 58 Marshall Islands High School ...... 58 Jaluit High School ...... 59 Northern Island High School ...... 60 Laura High School ...... 61 National Vocational Training Institute ...... 61 Other Support Services ...... 62 Division of Curriculum, Instruction, and Assessment ...... 65 Overview ...... 65 Development and Implementation of Curriculum ...... 65 Other Training Programs ...... 70 Division of Property Management ...... 71 Overview ...... 71 Classroom Renovations and Construction ...... 72 Project Management Unit ...... 73 Kwajalein Atoll School System ...... 75 Overview ...... 75 Programs and Development Efforts ...... 76 Highlights and Accomplishments ...... 77 Student Achievement ...... 77 Pacific Resources for Education and Learning ...... 81 WorldTeach Volunteer Program ...... 87 Dartmouth Volunteer Program ...... 91 Appendix ...... 94 Annual Performance Measurement Indicators (DOI) ...... 94
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LIST OF TABLES
Table 1.1: MOE Performance-Based Budgeting Outcomes ...... 8 Table 1.2: MOE Funding Sources ...... 9 Table 1.3: MOE Funding Sources (breakdown between NTC and CMI) ...... 9 Table 1.4: General Funds ...... 10 Table 1.5: Compact Grant and Ebeye Special Needs ...... 10 Table 1.6: Supplemental Education Grant ...... 11 Table 1.7: Federal Grants ...... 12 Table 1.8: In-service Training Graduates ...... 15 Table 2.1: MISAT Percent of Student Scores at Levels Proficient and Above ...... 29 Table 3.1: 2009 Youth Risk Behavior Survey Results ...... 50 Table 6.1: Maintenance expenditures by school ...... 71 Table 6.2: Repair and minor renovations by school ...... 72 Table 7.1: Textbook Distribution ...... 76 Table 8.1: Cluster PTA ...... 84 Table 8.2: PREL Project Participants ...... 85 Table 8.3: PIRC Project ...... 86
LIST OF FIGURES
Figure 1.1: MOE Organizational Chart ...... 1 Figure 2.1: MISAT 1 Grade 3 ...... 30 Figure 2.2: MISAT 2 Grade 6 ...... 30 Figure 2.3: MISAT 3 Grade 8 ...... 31 Figure 2.4: MISAT Grade 10 English ...... 31 Figure 2.5: MISAT Grade 12 English ...... 32 Figure 2.6: MISAT Grade 10 Math ...... 32 Figure 2.7: MISAT Grade 12 Math ...... 33 Figure 5.1: Math Quarter Test Averages for K, 3, 6, and 8 ...... 68
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LIST OF PHOTOGRAPHS
Photo 1.1: MOE staff preparing for school visits in December ...... 1 Photo 2.1: Write-Shop Project ...... 17 Photo 2.2: Equity Team from Pacific Islands ...... 19 Photo 2.3: 120 PAT/TIPS Bamle ...... 20 Photo 2.4: Recommendation for National ICT Plan ...... 21 Photo 2.5: Micronesian Development Goal ...... 22 Photo 2.6: Novice Weavers ...... 22 Photo 2.7: MIS Director and Data Specialist ...... 23 Photo 2.8: PRIDE NPC Brenda Alik Maddison and Assistant NPC Lori Debrum ...... 35 Photo 2.9: PRIDE Representatives with WUTMI Director ...... 36 Photo 2.10: NPC Brenda Alik Maddison with Special Education/Secretary Biram Stege with Pacific Permanent Secretaries in Tonga ...... 37 Photo 3.1: Kindergarten students in Delap Kinder Center ...... 39 Photo 3.2: Lower grade students in Delap Elementary School ...... 40 Photo 3.3: Participants of Student Support Group Conference 2009 ...... 47 Photo 3.4: SSG Facilitators/SDA student presentation of Youth Risk Behavior ...... 49 Photo 4.1: MIHS Choir ...... 53 Photo 4.2: MIHS production of Hamlet ...... 58 Photo 4.3: Jaluit High School Computer Laboratory ...... 59 Photo 4.4: Northern Islands High School at local Close-Up...... 60 Photo 4.5: Laura High School at local Close-Up ...... 61 Photo 4.6: National Vocational Training Institute students in Constitution Day Parade ...... 61 Photo 5.1: Curriculum Training at Woja Elementary School ...... 65 Photo 5.2: Arno teachers demonstrating the process of unpacking benchmarks ...... 65 Photo 5.3: Sharing MISAT results ...... 67 Photo 5.4: Imiej Elementary School ...... 70 Photo 5.5: Imroj Elementary School ...... 70 Photo 6.1: On-going construction ...... 71 Photo 7.1: Kwajalein Atoll students ...... 75 Photo 8.1: PREL project activity ...... 81
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LIST OF PHOTOGRAPHS
Photo 8.2: Parenting for School Success Participants ...... 82 Photo 8.3: WUTMI Parenting activities ...... 83 Photo 8.4: Parent Resources Booklet ...... 84 Photo 9.1: WorldTeach volunteer in action ...... 87 Photo 9.2: Student learning activity ...... 89 Photo 10.1: Dartmouth volunteer in action ...... 91 Photo 10.2: Outside learning activity ...... 92 Photo 10.3: SY2008-2009 Debate ...... 93
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ABBREVIATIONS AND ACRONYMS
AA Associate of Arts Degree AC Activity Coordinator ADB Asian Development Bank AFHR Administration, Finance and Human Resources AMI Air Marshall Islands BA Bachelor of Arts Degree BYUH Brigham Young University/ Hawaii CDC Center for Disease Control CIA Curriculum Instruction and Assessment CMI College of the Marshall Islands CPR Cardiopulmonary Resuscitation DES Delap Elementary School DOI Department of Interior DUD Delap Uliga Darrit ECE Early Childhood Education ECEE Early Childhood and Elementary Education ECPE Early Childhood Parenting Education ELL English Language Learners EPA Environmental Protection Agency EPPSO Economic Policy Planning and Statistics Office ESN Ebeye Special Needs EU European Union FAPE Free Appropriate Public Education FBEA Forum Basic Education Plan FPA Fiscal Procedures Agreement FY Fiscal Year HIVAIDS Human Immunodeficiency Virus/Acquired Immuno Deficiency Syndrome IDEA Individuals with Disabilities Education Act IEP Individual Education Plan INESCO United Nations Educational Science and Cultural Organization ISC Instructional Services Center IT Information and Technology JHS Jaluit High School JOCV Japan Overseas Culture Volunteer KAHD Kwajalein Atoll High School xii
ABBREVIATIONS AND ACRONYMS
LES Laura Elementary School LHS Laura High School MIHS Marshall Islands High School MIS Management Information System MISAT Marshall Islands Standardized Achievement Test MISGLB Marshall Islands Scholarship Grants and Loan Board MLA Marshallese Language Arts MMS Majuro Middle School MOE Ministry of Education MOF Ministry of Finance MOU Memorandum of Understanding NGO Non-government Organization NIHS Northern Islands High School NPC National Pride Coordinator NTC National Training Counsel NVTI National Vocational Training Institute PAT Parents as Teachers PBB Performance Based Budgeting PEC Pacific Educators Conference PILL Pacific Island Language Literacy PIRC Parent Information and Resource Center PM Property and Maintenance PMU Project Management Unit PO Purchase Order PP Participation Program PPR Policy Planning and Research PR Purchase Request PREL Pacific Resource for Education and Learning PRIDE Pacific Regional Initiative for the Delivery of Basic Education PSC Public Service Commission PSO Procurement and Supply Office PTA Parents, Teachers, Association Q Quarter REIPP Rethinking Education Initiatives for Pacific People RES Rita Elementary School xiii
ABBREVIATIONS AND ACRONYMS
RMI Republic of the Marshall Islands RRES Rairok Rainbow Elementary School RSA Related Service Assistance SEG Supplementary Education Grant SEP School Enrichment Program SIOP Sheltered Instruction Observation Protocol SIT School Improvement Team SpEd Special Education SS Social Studies STD Sexually Transmitted Disease SVED Secondary and Vocational Education Division SY School Year TA Travel Authorization TIPS Training Information on Parenting Skills TQE Teacher Quality Education Grant TVET Technical and Vocation Education Training US United States USP University of South Pacific WAM Waan Aevcg in Hajev WASC Western Association of School and Colleges WUTMI Women United Together in the Marshall Islands YRBS Youth Risk Behavior Survey
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Division of Administration, Finance, and Human Resources
The Division of Administration, Finance, and Human Resources (AFHR), formerly named Administration and Logistics, consists of the offices of Personnel, Budget (including the Office of Procurement and Supply) and Staff Development. During the year, the Division absorbed the Office of Staff Development focusing on formal education toward degree programs for teachers and staff which includes both in-service and distance education training programs. The Division was also given oversight responsibility to assist and to administratively support the newly created Teacher Certification Photo 1.1: MOE staff preparing for school visits in December. and Licensing Board.
Figure 1.1: MOE Organizational Chart
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 1
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
The Division of AFHR oversees the overall administrative support services as required under the Ministry of Education. These include the development and execution of the Ministry’s annual budget portfolio, including the management of the Performance Based-Budget scheme, procurement, acquisition and distribution of goods and services to the Ministry’s stakeholders, training of support staff members, assisting the Teachers’ Certification Board with the licensing and certification of teachers, administering personnel in collaboration with the office of the Public Service Commission (PSC) and other government Ministries, as well as, performing other administrative support services as deemed necessary.
Personnel Office
The Personnel Office, in collaboration with PSC, MOF, Attorney General’s Office and the Office of Chief Secretary, is responsible for the recruitment, hiring and placement of employees within the Ministry of Education.
Output 1.1.1 To strengthen management administration in order to improve delivery of educational services
Recruitment of teachers for the upcoming school year (2009-2010) began 15 March 2009. This was done early for two main reasons: 1) to allow MOE to meet/ interview more applicants in order to be sure it brought only the best qualified teachers on board; and 2) to have all teachers at duty stations prior to the opening of school this year.
The initiative, however, did not materialized as anticipated as off island qualified teachers recruited and hired for the secondary schools did not arrive on site as expected. In fact, off island recruitment of expatriate teachers continued to be a major hurdle for both the Ministry and especially the schools as teachers were recruited and properly placed prior to the beginning of school year in SY2009- 2010.
All in all the recruitment, placement and retaining of employees at the Ministry continues to be a huge challenge. With a very limited pool of qualified indigenous people to recruit from, the Ministry has to look outside the country to recruit qualified expatriate teachers. This practice of course, has its drawbacks, particularly on the very limited financial resources allocated to the Ministry of Education.
During the fiscal year over sixty percent (60%) of the Ministry’s budget was allocated to personnel costs. Over three hundred thousand dollars ($300,000) was
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
allocated to housing accommodations for expatriate teachers on Majuro, Kwajalein and the Outer Islands. With the annual decrements in Compact Sector Grant and other US appropriations, which constitute over sixty percent of the Ministry’s total budget, MOE (RMI Government) has to be very vigilant and creative in addressing its ever increasing operational costs, particularly in its wage bill.
One of the initiatives developed was to conduct recruitment outside the country. The Personnel Officers went off island and personally did on-site recruitments in the State of Hawaii. There meetings were with RMI students attending colleges and Universities in Hawaii.
Two of the major issues unanimously shared during the meetings by the potential applicants (mostly RMI Scholarship recipients) and the Personnel Officer were (1) the fact that salaries and wages offered here in the RMI are uncompetitive and (2) the availability of accommodations for themselves and their families upon arriving in the RMI.
During the period several key staff members were hired to better manage and implement some of the key tasks. These include a Director for the Professional Development Office, Teachers’ Coordinator and a new Personnel Officer (Recruiting Officer). A key responsibility for the new personnel officer was to assist with the tracking and monitoring of teachers’ academic progress while attending the Ministry’s in-service program. During the early part of the academic year, the Recruiting Officer participated in meetings with pre-service and in-service teachers who are taking educational courses at CMI and continued to monitor/track teachers’ academic process while at CMI, BYUH, UH,USP, and Park University.
One of the other important initiatives carried out was a two-day Retreat for staff members within the Division of Administration, Finance and Human Resource. The Retreat was conducted internally by the Assistant Secretary for AFHR and staff members. The primary purposes of the Retreat were aimed at strengthening working relationships within departments for which he is responsible, to strengthen communication among staff, to address problems encountered everyday and to implement solutions for such problems.
It should also be noted that there continues to be a sizeable number of pre-service students, which the Ministry draws upon to fill potential vacancies, particularly in the teaching area. Most of the pre-service students, however, are still either in the developmental level (pre-college course work) or in the early stages of completing their respective degree programs.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 3
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Budget Office and Procurement and Supply Office
The primary function of the Budget Office is to spearhead the general effort in the development and execution of the Ministry’s annual budget. The budget subdivision also maintains the leading role in controlling day to day spending, tracking and reporting of expenditures through the concept of Performance-Based Budgeting (PBB).
The office is also responsible for establishing budget procedures and guidelines in order to effectively carry out planned activities. In addition, it provides general budgetary support to other divisions within the Ministry, programs, projects, and schools.
The Budget Office works in collaboration with the Ministry of Finance and other ministries and agencies for regular monitoring and tracking of financial activities regarding expenditures and record activities to ensure transparency and accountability.
The Procurement and Supply unit is a sub-component of the Budget Office, and is commissioned primarily to track and monitor clerical matters concerning Purchase and Travel Requests. Additionally, the Procurement and Supply Unit is responsible for recordkeeping and management of the Ministry's assets.
The core aim of the Budget Office and the Procurement and Supply Unit in 2009 was to advance the overall Fiscal Management, Procurement and Budgeting Processes. Five activity outputs were identified to support the core outcome with reported progress as follows:
Output 1.2.1 To improve the process of developing, executing and reporting of the Performance-Based Budget
The Ministry of Education continued to use one-year cycle Portfolio Budget Statements in managing of its financial resources to maintain support to appropriate educational projects and programs as stipulated in the Compact and Fiscal Procedures Agreement (FPA).
A one-day workshop on Performance-Based Budgeting was carried out to discuss new measures on the reporting templates and output codes for Fiscal Year 2009, as well as looking into how budget outcomes are linked to the 20 DOI/MOE indicators, Education for All (EFA) and Millennium Development Goals (MDGs). Forty-two MOE staff participated in the workshop.
A week long workshop was given October 27 – 31 on Monitoring and Evaluation (M&E) in Naindi, Fiji Islands. The main objectives of the workshop included: 1.) the importance of establishing a M&E framework, 2.) how tools can be created and used to measure outputs, outcomes, and impacts of educational goals. The Performance Based Budgeting Coordinator participated in this workshop.
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Consultations among DOI, MOE, MOF, EPPSO, and MOFA (OCI) continued to ensure better coordination of how funds are managed and to discuss strategies for improvement in the development, execution, and reporting of budgets.
A Performance-Based Budget framework was identified to assist divisions and departments in developing their quarterly reports, and to monitor and evaluate the effectiveness of MOE’s programs. The framework clarified the annual Portfolio Budget Statements and simplified the quarterly report process in order to effectively monitor and assess funds in relation to progress of output activities.
The Budget Office continued to report updates on remaining balances and spending to schools and programs on a regular basis. As part of the Ministry’s effort to decentralize management of school budgets, administrators and directors continued to be trained in executing and reporting their respective school budgets. This ensured proper tracking of expenditures by different schools and programs.
The Budget Office continues to make every possible effort to ensure funds are allotted to the set priorities and targets as identified in the 3-year rolling strategic plan.
The Budget Office continues to implement and expand applicable features to its in-house tracking system for processing purchase requisitions and travel authorizations in order to maintain the capacity to follow-up and reconcile budget expenditures and trends against the records of the Ministry of Finance.
In April 2009, a meeting was held between officials from MOE and DOI to discuss and present analysis of how the Performance-Based Budget is utilized and how quarterly reports are used to better monitor outcome progress and results, identify constraints, and how resources are distributed.
A further consideration was the alignment of the Supplemental Education Grant (SEG) with the Compact Sector Grant for better planning. In so doing, both sides agreed that SEG08 must be revised in order to accelerate spending and targeted September 30 as the “cut-off” date. Also discussed during the meeting were ways and means of improving the current procurement process. A draft procurement flowchart has been developed and is still being evaluated. The flowchart was developed as a mean to streamline the procurement process.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 5
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Output 1.2.2 To coordinate the development of the Annual Budget Statement
The Executive Committee continued to perform as the overseeing body for the development of the annual budget.
In early May 2009, a call for the development of Fiscal Year 2010 budget was issued. The Budget Office worked with individual divisions and schools to update goals, objectives, and implement actions in the 3-year rolling strategic plan and assisted in establishing line item budgets for each division and school.
A consultation with the BCC was held in early June to discuss and review the Ministry’s line item budget.
Hearings were held for the FY2010 budget request with the Nitijela and the appropriations committee
Output 1.2.3 To improve efficiency and effectiveness in the procurement and delivery process
An improved and enhanced tracking system is being used to facilitate the procurement and delivery process of goods and services to remote schools in the outer islands. This service is especially valuable in providing students and staff with much needed learning and teaching materials.
The Budget Office has produced a procurement flowchart that illustrates the procurement process. Discussions are to be held with the Ministry of Finance to minimize and clarify the steps within the flowchart to improve its efficiency and affectivity. Once finalized, the procurement flowchart will help ensure the speedy processing of orders and service request.
Output 1.2.4 Implement MOE programs not funded through budget allocations
The Japanese funded grassroots project at Woja Elementary School to construct a 2-classroom building was completed during this fiscal year.
The UNESCO Participant Program continued during the year with over 20 grant proposals submitted and reviewed by the national UNESCO commission. Five projects were approved for the year.
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
The European Union (EU) funded solar project formed a coalition with the REP-5 project under the 9th European Development Fund to provide electrical power to the outer islands using Remote Area Power System (RAPS). This coalition powered six outer island schools namely Ebon, Toka-Ebon, Mejit, Namdrik, Ine-Arno, and Majkin-Namo. A meeting among the Ministry of Education, Ministry of Resources and Development and representatives of REP-5 to generate a draft Memorandum of Understanding between MOE and MEC for the initiation of the solar project is now in review. Under the draft agreement, the MOE will be responsible for transportation cost of the solar units to the designated sites.
Information and Analysis for Fiscal Year 2009 Budget
The Ministry of Education has been utilizing the model of Performance-Based Budgeting to manage its finances and report on budgeted activities. The Fiscal Year 2009 sector portfolio budget was restructured so as to coordinate with the 3-year rolling Strategic Plan and to better link Outcomes, Outputs and related activities with the budget to im- prove day to day management through the use of budget matrices in the portfolio.
Since 2006, the MOE sector portfolio budgets were developed using the objective areas of curriculum development and assessment, staff and human resource development, program delivery/student services, and infrastructure maintenance in order to directly budget outputs in priority areas.
MOE FY2009 budget table (found on page 8) illustrates MOE funding by outcome and agency for FY2009. These budget figures include special revenue, capital funds, and other non appropriated grants for MOE related agencies.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 7
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES $0 $785,990 $395,992 $425,094 $7,056,546 $1,782,185 $1,552,223 $1,292,635 $3,976,736 $3,273,086 $2,509,189 $12,461,534 $35,691,210 Totals Totals needs of the students on mes at early childhood and pri- by addressing the special e and learning outcomes at the secondary level E staff through the provisionE staff of budget, finance and oom instruction through improved curriculum testing research, testing, data management and IT services schools and administration building and coordinate ex- Outcomes udent performance and learning outco
National TrainingNational Council National Scholarship National Board To provide To access and improve st provide To access and improve student performanc vocationalize To the RMI curriculum continue to improve To the effectiveness of classr improve service To delivery and learning outcomes address To needs of special education students To provide To property maintenance services to all To improve the efficiency and To effectiveness of MO improve education To results in the RMI through Outcome 4: mary levels Outcome 5: Outcome 6: Outcome 7: and teacher program delivery Outcome 8: Kwajalein atoll Outcome 9: Outcome 10: Outcome 11: College of the Marshall Islands
panded community role for maintenance and upkeep Outcome 3:
human resource development Outcome 1: Outcome 2: Totals Totals Table 1.1: MOE Performance-Based Budgeting Outcomes
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Budget Breakdown
MOE’s budget for the fiscal year 2009 consisted of the following sources: Compact Base Grant, Ebeye Special Needs, Supplemental Education Grant, Federal Grants (IDEA Part B, 4-Atoll Feeding & CDC’s School Health Grant) and General Fund. The accrued total budget for 2009 was $25,501,220. Table 1.2 provides a breakdown of FY2009 funding sources.
Table 1.2: MOE Funding Sources
Sources of Funding FY2007 FY2008 FY2009
Compact Sector Grant $11,408,682 $11,336,979 $13,521,402 Ebeye Special Needs $1,731,985 $1,775,424
General Fund $4,357,612 $4,223,946 $4,148,459
Supplemental Education Grant $6,000,000 $5,990,490 $6,100,00
Federal Grants (SpEd, School Health) $5,598,681 $3,385,132 $1,731,359
Total Budget $29,096,960 $26,711,971 $25,501,220
Transferred Out ($5,088,421) ($4,200,820) Actual MOE Budget $24,008,539 $22,511,151
The budget total provided on table 1.2 does not reflect other sources of funding as indicated in the table provided below. The budget accumulated from other funding sources is $10,004,042 and is divided between the National Training Council and the College of the Marshall Islands. Table 1.3 provides a breakdown.
Table 1.3: MOE Funding Sources (breakdown between NTC and CMI)
Sources of Funding Benefactor FY2009
Special Revenue Fund National Training Council $174,361
Auxiliary Fees National Training Council $642,000
Federal Grant (US DOE) College of the Marshall Islands $770,771
Capital Improvement Project College of the Marshall Islands $5,000,000
Tuition Fees & Non-appropriated Grants College of the Marshall Islands $3,416,910 Total $10,004,042
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 9
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
General Funds
The General Fund accounts for 16% of the total MOE budget. The funding is derived from local government revenues to support educational initiatives. $2,173,223 is transferred out to MOE affiliated agencies. The remaining 1.9 million is directed to shore up costs relating to personnel.
Table 1.4: General Funds
Description Amount College of Marshall Islands $2,000,000 Marshall Islands Scholarship, Grants, and Loan Board $173,223 MOE Administration $630,895 MOE Curriculum, Instructions, and Assessment $484,343 MOE Policy, Planning, and Research $238,492 Early Childhood & Elementary Support Services $109,373 Secondary Support Services $84,538 National Band $96,927 MOE Property and Maintenance $330,668 Total General Fund $4,148,459
Compact Sector Grant and Ebeye Special Needs
The Compact Sector Grant, including the Ebeye Special Needs accounts for over half or 53% of the overall MOE budget for the Fiscal Year 2009. Approximately $1.8 million was transferred out to MOE affiliated agencies (CMI and MISGLB). Funds under the Ebeye Special Needs (ESN) are allocated to and strictly for the needs of schools on Kwajalein as affirmed in Article I, Section 211, b (1) of the Compact of Free Association (as amended). The total ESN allocation is $1,792,845, of which $100,000 is a transfer out expense to the Marshall Islands National Scholarships, Grants and Loan Board (MISGLB).
Table 1.5: Compact Grant and Ebeye Special Needs
Description Amount College of the Marshall Islands $1,125,000 National Scholarships Office $600,000 National Scholarships Office – KWAJ $100,000 MOE Administration $1,343,936 MOE Policy & Planning $97,500
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Elementary Instructional $20,000 MOE Curriculum & Assessment $45,750 MOE Middle School $437,857 Elementary Education – Majuro $1,605,123 Elementary Education – Ebeye $487,745 Ebeye Special Needs $1,692,845 Elementary Education - Outer Islands $2,376,720 Secondary Ed. & Support Services $13,600
Secondary Education – MIHS $1,048,740 Secondary Education – LHS $268,467 Secondary Education – JHS $482,966 Secondary Education – NIHS $414,232 Secondary Education – KAHS $328,599 MOE Property & Maintenance $332,322 Aid to Private Schools $400,000 MOE Leased Housing $300,000 Total Compact Grant and Ebeye Special Needs $13,521,402
Supplemental Education Grant
The Supplemental Education Grant or SEG accounts for 24% of the total budget for Fiscal Year 2009. The SEG allocations are a means to further support supplemental initiatives that are designed to result in considerable advancement towards the 4 MOE objective areas of Curriculum Development & Assessment, Staff & Human Resource Development, Program Delivery, and Infrastructure & Maintenance. Since the commencement of the amended COFA, funding from the SEG has lagged a full year with regard to the Compact Sector funding. In other words, SEG budget allocations being reported here are for the 2008 funding cycle.
Table 1.6: Supplemental Education Grant
Description Amount National Scholarships Office $679,000 National Vocational Training Institute $423,651 WorldTeach & Dartmouth $410,000 Kindergarten Program $1,784,375
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 11
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Transportation $184,607 Substitute Teacher Program $99,367 High School Art/Music Project $40,000 Textbooks - Elem. $335,000 Elem. Supplies & Materials $56,831 Textbooks – Secondary $150,000 Secondary Supplies & Materials $121,084 Contractual Services $60,000 Instructional Services Center $80,000 Food Program - MIHS/LHS $368,325 School Enrichment Program $121,018 National Training Council $476,004 Close-up Program $40,000 Professional Development $391,286 High School Senior Practicum $30,000 Program Development $142,726 School Accreditation Program $6,726 CMI Adult Education $100,000 Total Supplemental Education Grant $6,100,000
Federal Grants
The Ministry of Education continued to receive funding in the form of federal grants. The Federal Grants accounts for 7% of the MOE’s budget for FY 2009. The Ministry received $1,731,359 which was budgeted for the Ministry’s Federal Programs (i.e. Special Education Program, 4-Atoll Feeding Program, and Health Education Program).
Table 1.7: Federal Grants
Description Amount IDEA Part B Grant Special Education $1,586,358 CDC School Health $90,828 4 Atoll Feeding Program $54,173 Total Federal Grants $1,731,359
12 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Challenges and Constraints
Though the year 2009 was marked with a variety of undertakings with some advancement pertaining to Fiscal Management, Budgeting and Procurement processes, the budget office and its sub-components continued to face with challenges and limitations in meeting its goals. The following are some of the key challenges impacting the function of the office:
Budget data and other information on revenue estimations that are needed to commence budget development are not provided to line ministries in a timely manner
Impact on the budget as a result of the annual decrement in the Compact Base Grant (ministry-wide)
Funding sustainability, valuable programs/projects end when funding runs out.
Carrying out the Performance-Based Budgeting concept is hindered by inconsistencies with the Ministry of Finance’s system.
Quarterly Performance-based budget reports are not being submitted in a timely manner. No clear indications of cause to this problem have been identified.
No formal internal budgeting procedure in place and the internal budget committee is yet to be established
Procurement procedures (flowchart) are not strictly enforced
An inefficient ordering process and delivery system of school supplies to outer island schools causes an overall decline in learning
Professional Development Office
The Professional Development Office (PD) is responsible for the formal training and skills upgrading of MOE teachers, administrators and support staff members. Part of its responsibility is to work in close collaboration with the Teachers’ Standard and Licensing Board (TSL).
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
It should be noted, however, that other informal training such as the Principal Institute, the Math Institute, Textbook, curriculum and others are not under the supervision of the PD’s Office. These are planned and coordinated by the Curriculum, Instruction and Assessment Division.
Output 1.1.2 To improve the quality of MOE school teachers and administrators
The MOE continued to prioritize capacity building. One of the numerous ways to enhance the quality of MOE’s teaching force and administrators is to provide educational advancement and training.
The Ministry had fifty eight (58) teachers that sought higher education at various colleges and universities such as USP, BYUH, CMI, and the University of Hawaii.
Out of the this total over 40 teachers were selected to attend the College of the Marshall Islands. In December 2008, 10 teachers graduated with AS Degrees in Education and returned to their duty stations.
Aside from the In-Service Program at CMI, the MOE sent seven personnel (two principals and five teachers) to attend BYU-Hawaii. Three of the participants (one principal and two teachers) successfully completed their Bachelor of Science degrees in Elementary Education.
Ten Kindergarten personnel were also enrolled at University of South Pacific Majuro campus majoring in Early Childhood Education and who were nearing the completion their respective programs.
During the same period all course work involving the Ministry and Park University were put on hold pending several administrative issues. As a direct result of the pending administrative issues, the program was ultimately cancelled.
Output 1.1.3 To strengthen capacity of MOE staff in non-teaching skills (This particular output was not carried out as intended.)
Output 1.1.4 Strengthen the pre– and in-service teacher training program
The Ministry continues to dialogue with the two local colleges in Majuro (CMI and USP) as well as with other institutions offering educational services to the Ministry’s
14 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
teaching force in order to improve quality of services offered. Several meetings were held in November and December with BYU-Hawaii and CMI officials to review and discuss issues between the two institutions and the Ministry. Such meetings were productive as administrative issues were identified and discussed with viable solutions reached.
The PD office along with the Personnel Office conducted informal meetings with the in-service teachers at the College of the Marshall Islands in order to gain better understanding of teachers attending CMI, particularly issues related to their course work and other educational related issues.
One of the initiatives was taken to address shortage of teachers in the classroom and to ensure that teachers were not away from the classrooms too long. Those selected to come for the in-service program were those closest to graduation.
Outer island teachers were required to take developmental courses during the summer semesters while Majuro teachers attended after hours.
Table1.8: In-Service Training Graduates
Number of Type of Degree / Institution Date Graduates Certificate CMI 32 Dec 2008 AS in Elem Ed CMI 35 May 2009 AS in Elem Ed CMI 1 July 2009 AS in Elem Ed BYU-H 5 Dec 2008 BA in Elem Ed BYU-H 4 July 2009 BA in Elem Ed USP-Majuro 3 July 2009 Cert in Early CH USP-Majuro 2 July 2009 AA/diploma ECH
During the year a total of 68 teachers graduated from CMI with an AS Degree in Elementary Education, while a total of 9 graduated from BYU-Hawaii with BA degrees in Elementary Education. A total of 5 graduated from USP-Majuro Campus with Certification and Diploma in Early Childhood.
Output 1.1.5 Monitor the quality of teachers through a reliable teacher testing system
Out of the 207 teachers who took the English Literacy test during the summer 2009, less than 50% passed. The results were rather disturbing, which further indicated that much training was warranted to improve teachers’ English Skills.
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DIVISION OF ADMINISTRATION, FINANCE, AND HUMAN RESOURCES
Output 1.1.6 Improve coordination and communication among MOE Staff
Media Service Department was transferred from the Division of AFHR to the Instructional Services Center under the Division of ECEE to assist in coordinating communication between schools in Majuro and the outer islands. Another component was to assist the Instructional Services Center in developing, gathering and disseminating educational materials and information to the Ministry’s constituents.
Through the government radio station (V7AB), Bok Melele column in the local newspaper, and outer island radio channel, the Ministry continued gathering and disseminating information to its school personnel, PTA members, students and the public.
A permanent staff member was hired to handle all radio communications between the Ministry and the outer islands schools.
Research into available technology and methods of communication to the outer islands are an ongoing process.
Challenges and Constraints
Slowly yet gradually, the Ministry continued and strived vigorously to ensure that its teaching force obtains the minimum qualification (Associate of Science Degree in Elementary Education) from CMI or other institutions of higher education.
There is a limited number of qualified teachers on island. Often times, when teachers are called in to attend the in-service programs on Majuro, the Ministry resorts to hiring unqualified substitute teachers to fill the posts vacated by the regular teachers.
Although the World Teach and Dartmouth Volunteer Programs exist and assist with the Ministry’s substitution program, as a direct result of administrative issues, volunteers are often restricted from going to islands and atolls that have infrequent access to transportation. Such predicament prevents regular teachers attending in-service programs on Majuro.
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Division of Policy Planning and Research
The division maintains the responsibility for policies in place for the Ministry in order to have a system that is effective and efficient and meets its main goal to deliver basic education to children of RMI. Through the Management Information System, Testing, and IT office, this division is able to use the results of the data gathered from the students and teachers, and to recommend policy development within the Ministry to meet the needs of the schools. This division includes the offices of Management Photo 2.1: Write-Shop Project (pictured from left to right: Dr. Marilyn Salas, Information System, Testing, and Information Minister Nidel Lorak, Brenda Alik Maddison, and Technology. The Assistant Secretary, Brenda Alik Sister Dorothy Nook) Maddison, for this division also oversees the office of Pacific Initiative for the Delivery of Basic Education (PRIDE ) in RMI.
Policy Development
This division is mandated to provide DOI indicators on a yearly basis by following and im- plementing the Performance Based Budgeting System. Through the Management Infor- mation System Office and Testing Office, this division has aggressively tried to meet Minis- try needs by providing accurate data and reports.
Ministry of Education Teacher Certification ACT 2007
Output 2.1.1 To strengthen administration of the Division of Policy and Planning
As reported in last year’s (2008) MOE annual report, teacher certification became legislation under the “The Ministry of Education Teacher Certification Act 2007” which requires the Ministry to work within this system to ensure that professional development
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 17 DIVISION OF POLICY PLANNING AND RESEARCH and in-service programs are available for the teachers. The system also mandates a board to oversee this system and to work with the Ministry of Education to ensure that teachers continue to receive professional development and in-service programs as required.
With the Act in place, the Ministry of Education needs government support to provide the salary and professional development as required under this act. The Ministry has taken steps to discuss these requirements with the Cabinet. The challenge of this Act would be for the Ministry to continue to provide the salary as required, and the professional development that will qualify each teacher.
Data Driven Plans to implement effective school monitoring procedures
Output 2.1.6 To design and implement effective school monitoring procedures
The Ministry, with technical assistance from PREL, first established the School Improvement Plans whereby statistical data are the main vehicle to drive this plan. For the first time, plans were driven by data. These plans actually incorporate the basic needs of each school for the Ministry to be able to provide assistance through training and monitoring support.
The School Improvement Plan was established on these categories; testing scores, enrollment, teacher qualifications, infrastructure, and community involvement as the main focuses of this plan. By looking at the schools data within each school plan, the schools, with the Ministry, will identify benchmarks and target goals for realistic achievement each year. This division focuses on developing this plan, however, it will be driven by the Elementary and Secondary divisions and Curriculum, Instruction and Assessment.
The Adequate Yearly Progress plan was also created this year. The division received assistance from PREL through the PREL Service Center at the Ministry to create a plan where the main focus is on data, such as testing and enrollment. The focus of this plan to look at testing scores to see how each school can improve each year. The Ministry now realizes the importance of this plan and how it can assist the Ministry by focusing on the importance of annual test scores. The plan is created in such a way that each school principal is required to understand their school scores, and then able to work with the Ministry to ensure that testing scores will increase every year.
The Improvement School Plan and Adequate Yearly Progress Reports are established with the technical assistances of PREL Service Center in Majuro, in collaboration with other divisions within the Ministry. The implementation of these plans will be carried out by Curriculum, Instruction and Assessment Division in concert with the Elementary and Secondary divisions.
18 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
Ministry of Education Rules and Regulations
Output 2.1.4 To monitor the effectiveness of the new rules and regulations
This division continues to provide support of policy advisories for the established MOE Rules and Regulations. The Ministry visits schools from time to time to provide advise through school parental involvement meetings, school workshops and annual visits to those schools. In addition, the process allows the Ministry to address new programs, new challenges and align new processes and guidelines to ensure that Ministry of Education functions and responds more effectively to the schools and the Ministry system as a whole. Photo 2.2: The Assistant Secretary of Policy, This year, the Ministry through this Division of Planning and Research (Brenda Alik Maddison) with Equity team from the Pacific Islands. Policy Planning and Research collaborated with Pacific Northwest Education Agency in Portland, Oregon, to ensure that equity access is implemented in the school systems. This is the beginning of addressing educational equity where the main definition of its initiatives are to ensure that each student receives what is needed in order to achieve success. There are seven components of Equity Access, which a school system needs to provide students. The seven equity components are ACCESS, INSTRUCTION, MATERIALS, ATTITUDES, INTERACTIONS, LANGUAGE, and ASSESSMENT. During the year, the Ministry received coordination and collaboration from Education Northwest Equity program to develop an equity team to provide training for key Ministry staff, teachers and school principals. The Pacific Equity Teams met in Honolulu to receive training on these initiatives. This initiative ensures that there is no discrimination in the schools and reinforced by MOE Rules and Regulations and other school policies.
Output 2.1.7 To coordinate the planning and monitoring functions of the Ministry.
Through Executive Committee (EC) meetings each week, this division reports to the Secretary and the Minister on the progress of the division’s work and how this division can be more pro active in assisting and coordinating other activities within the Ministry. The division also coordinates with other divisions within the Ministry to assist in overall initiatives and decision making.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 19 DIVISION OF POLICY PLANNING AND RESEARCH
120 PAT/TIPS Bamle
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Output 2.1.8 To increase MOE collaboration with other education providers, NGOs
Parents as Teachers
The Ministry also collaborates through this division with Women United Together Marshall Islands (WUTMI) to fund programs such as Parents As Teachers. Through the PRIDE Project, which is overseen by this division, funding is provided to WUTMI to implement the Parents As Teachers Program. The goal of this program is to provide parenting skills to young mothers. The program implements the following activities: training of parents as educators, family visits, and quarterly social events.
20 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
Information Communication Technology Symposium 2009
The Ministry through the participation of the Policy, Planning and Research team engaged with other Ministries and government agencies to map a ICT Policy Framework for the Government. The purpose of this symposium was to revisit the Government ICT Framework developed by the Ministry of Transportation and Communication. The symposium was in collaboration with the National Training Council (NTC), Pacific Resources for Education and Learning( PREL), College of the Marshall Islands (CMI), University of South Pacific (USP), National Telecommunication Authority (NTA), Ministry of Transportation and Communication, and Ministry of Education to develop and propose ICT policies. The Symposium’s outcomes and recommendations were needed by the Ministry of Transportation and Communication in order to receive the Cabinet’s endorsement. The Ministry took the opportunity from the Symposium to finally realize that an ICT plan for the Ministry needs to be developed in order to utilize the new capacity of the internet usage in the country.
Through the Ministry’s participation, the following recommendations were recommended during this ICT Symposium. The Ministry of Education recognizes that with other agencies and Ministries as major contributors, it will be possible to make the MOE ICT plan affordable and accessible for students and teachers.
RECOMMENDATION FOR THE NATIONAL ICT PLAN
For the Government through Ministry of National Telecommunications and NTA as the local telecommunication service providers to develop reasonable cost effective plan to assist MOE to provide ICT service to schools (students, teachers, staff) to meets it goals to develop ICT literate citizens for the country. CMI & USP to partner with MOE to ensure that ICT for student/ teacher learning is targeted. For the local communities (agencies & companies) in partnerships with MOE/NTC and others to integrate ICT and IT skills in the vocational initiatives ICT should be affordable ICT should be for human resource development ICT should be for all (outer islands)
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Micronesian Challenge Meeting 2009
Through participation of this division in the Micronesian Challenge Meeting in 2009, the Ministry gained an understanding of how it could collaborate with other Ministries, including the Ministry of Resources and Development to integrate the focus of climate change. It is a regional wide effort to ensure that the Ministry of Education with other appropriate Ministries come together to sustain the livelihood of the islands through measures identified by the Climate Change Taskforce in the region.
Why the commitment was made
• Sustain our island biodiversity, cultures, and the livelihoods of our island communities
• Expand our commitment to preserve our marine and terrestrial environments as the foundations of our future development
Contribute to global targets (e.g. Millennium Development Goals, Mauritius Strategy for Small Island Developing States, Programmes of Work of the Convention on Biological Diversity, etc.)
• Ensure a healthy future for our island people
BUILDING OUR RESILIENCY TO COMBAT CLIMATE CHANGE!!!
USP/MOE Novice Weaving
Through the PRIDE Project, the Ministry has awarded USP funding to develop a Novice Weaving program at the National Vocational Training Institute (NVTI) where traditional weaving is taught. The Ministry has taken this initiative as another vehicle to start the instruction of majolizing the curriculum in the schools.
Photo 2.6: Novice Weavers (NVTI)
22 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
Management Information System Office
Output 1.5.1 Expand and improve information management, data collection and management information systems for curriculum development and needs at all levels of education Output 2.5.1 Improve information management, data collection and management systems for teachers and education staff performance at all levels of education Output 3.5.1 Continue to collect data at elementary/secondary levels to determine the exact number of students who drop out of school (by semester) and the reasoning
Output 3.9.1 Improve information management, data collection and management information systems for student and teacher performance and maintenance of records at all levels of education
The Management Information System Office was established to carry out the responsibility of collecting and tracking information critical for decision making. Its primary purpose is to collect and manage all data pertaining to students, faculty, staff, and schools in order to better assist the Ministry in its overall planning.
The data collected includes the number of students (primary and secondary) per school, teachers per school, selected inventory in each school, and students test scores. MIS has been able to develop a data index of statistics for Photo 2.7: MIS Director Molly Helkena and Data distribution to interested stakeholders like EPPSO Specialist Joe Lomae and MOF bi-annually.
To ensure that accurate data and reports are modified, processed, and stored
To maintain and administer an information system based on the reporting needs of RMI MOE
To ensure that a data management system is centralized and expanded to MOE Administration and schools
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 23 DIVISION OF POLICY PLANNING AND RESEARCH
Accomplishments
To ensure that accurate data and reports are modified, processed, stored, centralized and expanded the Ministry of Education has inputted 11,618 student and 930 staff information based on demographics, qualifications, and certification. Statistical information on student and staff demographics (enrollment size, gender, ethnicity, date of birth, highest education, grade level, and nationality) can be viewed online.
Second phase of MIS data system will begin this coming school year and will expand the Ministry of Education’s data system in terms of textbooks, purchase requisitions, travel authorizations, scholarship, and early childhood education demographics, personal actions, and finance monitoring. Statistical information is available online for Ministries, agencies, and all stakeholders.
Certification requirements in term of monitoring courses, credits, grades and other professional training has been added into the system and ready for data entry and tracking.
MIS Office has focused its training to all MOE and Majuro school site data entry personnel to ensure that data information is collected in a timely manner. All training was focused on how to collect/retrieve data from PEDMS, how to enter data via internet and how to use excel spreadsheet for schools with no internet connection.
MIS continues to work with all divisions on ways to improve a centralized system that would assist the MOE to effectively collect, analyze, and interpret data relevant to their decision making. MIS has extended its training to school sites in Majuro and Ebeye.
MIS has been working with a radio operator to expedite data from outer island schools.
Training
PEDMS Training (Majuro): 11 participants, October; Provided training to MOE Administration (Personnel, Staff Development, Budget, and Procurement and Supply staff), focusing on how to enter and retrieve data from PEDMS, mainly Staff Information, Professional development training and procurement.
PEDMS Training (Ebeye): 8 participants, October; Provided training to public and private schools (Assumption Schools, Ebeye Public schools, Jabro Schools, GEM School, Ebeye Christian, and Calvary school). Training focused on how to enter and retrieve data from PEDMS via internet.
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Excel Training (Majuro): 11 participants, November; Provided training to all Majuro public schools. Training focused on Microsoft Excel spreadsheet – data collection and management.
PREL/PEDMS training: 1 participant, Honolulu; This training aimed on Overview of Web-based PEDMS, Using SEQ comments, managing the database and server, year-end rollover of regular and special education. While there, participant was able to meet with Dr. Soe to work in integrating and analyzing RMI data.
Accomplishments
Ensuring that MIS receives school data on a timely manner: While school data for this school year had been completed, MIS continued to struggle to receive data from schools before the end of the school year.
One of the goals of a web-based data system was to help alleviate paper congestion submitted to the MIS Office for data entry. This situation continues to date.
Rather than entering data online from schools Majuro and Ebeye schools continue to submit to MIS office hard copies of data due to no internet or computer skills.
More computer training is needed at all levels.
7 Majuro schools are not able to enter data from their schools site due to no internet connection.
Testing Office
Output 2.3.5 To provide data support as needed to support policy development Output 2.4.7 To improve reporting of student examination results
The Testing Office develops and administers the national testing standards at both elementary and secondary schools. The Testing Office is the main vehicle that drives and provides Ministry plans and initiatives to address the monitoring of student learning and achievement in the country. It should also be noted that under Compact funding, one of the very first requirements is to provide data on student learning and achievement in the nation’s schools. The US DOI indicators require the Ministry to provide student test scores
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 25 DIVISION OF POLICY PLANNING AND RESEARCH on a yearly basis and at JEMFAC meetings. Test results are the only means that tell us where we are and where we are heading with our education system.
Marshall Islands Standard Achievement Tests
The Marshall Islands Standardize Achievement Test (MISAT) is the main test battery that the ministry uses to assess and analyze student achievement based on the school curriculum taught in the schools. The purpose of this standards-based test is to assess student achievement on standards and benchmarks stipulated by school curriculum to be taught, and thus ensure that classroom instruction is aligned with curriculum standards across all grades in the schools system. Students’ scores on the MISAT tests inform the Ministry on how well students are achieving the curriculum standards and how effective the classroom instruction provided by the nation’s teaching force. For the second year in a row, the Ministry administered secondary level tests for grades 10 & 12 in English and Mathematics. Although these secondary level tests are not standards-based, they do provide information similar to those provided by the MISAT tests.
Accomplishments
Testing System in Place
The MISAT battery of tests is a fairly comprehensive assessment system which provides student scores on individual grade level standards and benchmarks as well as summaries of individual schools’ results on the curriculum standards and benchmarks. The system was implemented in 2005 testing English and Marshallese Reading in grades 3, 6 & 8, and in 2009 Math and Science in grades 3, 6 & 8 and Social Studies in grade 8 were added to the content areas being assessed. Thus, test results can be compared to early as 2005. With the baseline in place, the Ministry is able to track and monitor progress based on test scores.
Expansion & integration of the testing system
The Ministry has expanded the usage of the testing system to provide for the assessment of students with learning disabilities in the Special Education program. The testing director actively participates in the IDEA Special Education annual meeting to ensure that data and standards required under IDEA grants are in compliance. The ministry therefore is in position to monitor and provide data on the achievement of students with learning disabilities participating in the Special Education program.
Output 2.4.5 To develop the MISATs for Mathematics and sciences
26 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
Testing of Social and Sciences in the MISATs
The development of the Math and Science tests in the MISATs were completed in 2008, and 2009 marks the first time that Math and Science content areas were assessed against the curriculum being taught at school.
Output 2.4.10 Implement secondary examinations
The Ministry continues to see the need to expand the MISAT tests to the secondary level as it is the best means for the Ministry to monitor student progress and achievement at this level. With results provided by a standards-based assessment, the Ministry will be able to address teacher training needs as well as other instructional needs that are necessary to improve student achievement at the elementary and secondary levels.
The testing office is planning to engage an assessment consultant to develop standards- based assessment for grades 10 and 12 in English and Mathematics so that the secondary level curriculum can be more accurately assessed.
To ensure that items tested are aligned to curriculum standards and benchmarks.
To ensure that test results are completed and disseminated for MOE overall planning
To ensure that tests results disseminated for teachers and principals and stakeholders on a yearly basis
To ensure that information provided from the test results are reliable and accurate information
Output 2.4.6 To ensure all sections of the MISATs are standardized for administration, analysis and reporting
Challenges
Since the Ministry developed its baseline in 2005, the test results of the students have been a key element in providing teacher training in the summers. The Ministry realizes that in addition to teacher training needs, there are various other contributing factors that need to be addressed and taken into account for the low test results shown by many of
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 27 DIVISION OF POLICY PLANNING AND RESEARCH from the schools in the country. Possible contributing factors to consider are: inadequate training for teachers on the implementation of the curriculum, isolation of schools, infrequent school visits to outer islands due to limited transportation, the lack of AS degree qualification for a majority of the teachers, inadequate texts books and other school supplies in outer islands, etc.
Output 2.4.2 Ensure appropriate staffing levels of testing department Output 2.4.3 Improve the administration system of the MISAT, PILL and Teacher’s Tests
This office currently has 3 staff consisting of the director and two specialists. While the number of staff is very low, the work load and requirements under the testing division increases every year. The inadequacy of staffing makes it very difficult for the office to be able to complete the testing results in a timely manner for dissemination to school teachers and principals. Because of this, the staff is rushed to complete testing results on time and therefore there is little time to provide the details of these results to the Ministry. The inadequacy of staffing prevents the office from making school visits to provide more detailed information the test results to principals, teachers, and parents. Ideally, the division should make visits to all schools on a yearly basis to inform teachers, students, and the communities on the performance of their students. Information from the test results need to be better articulated at the school levels to ensure that teachers and staff in the school fully understand their weakness and the strengths of their students. The division collaborates with Curriculum and Instruction Division to share results at the school levels.
2009 Projected Goals
With more testing staff, the testing office hopes to utilize the test data from the test results to share with all schools in Majuro, Ebeye, and outer islands. This information will show the weaknesses and the strengths of student learning. The information will also be able to show the connection between what the students are learning in the classroom compare to it to test content.
To provide test data on reports to stakeholders, schools, government.
To develop standardize test for grade 10th & 12, and align to the elementary tests
To provide more trainings for the testing staff to attend.
More proactive in sharing test results for planning and training purposes.
28 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
Test Results
The following tables shows the percentage of student scores at levels proficient and above in 2005, 2007, 2009, and 2010 in grades 3, 6, and 8.
Table 2.1: MISAT Percent of Student Scores at Levels Proficient and Above
MARSHALL ISLANDS STANDARDS ASSESSMENT TEST
% of Students' Benchmarks at Proficient and Above
3rd Grade 2005 2007 2009 2010
English Reading 0.18 0.23 0.21 0.22
Marshallese Reading 0.15 0.19 0.25 0.34
Math 0.15 0.23
Science 0.23 0.28
6th Grade 2005 2007 2009 2010
English Reading 0.16 0.15 0.21 0.29
Marshallese Reading 0.34 0.23 0.35 0.40
Math 0.08 0.19
Science 0.09 0.12
8th Grade 2005 2007 2009 2010
English Reading 0.29 0.31 0.48 0.50
Marshallese Reading 0.47 0.60 0.65 0.66
Math 0.08 0.04
Science 0.09 0.13
Social Studies 0.05 0.05
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At the third grade level, the following graph shows proficiency levels for the years in the table above.
Figure 2.1: MISAT I Grade 3
For the sixth grade level, the grade below displays student achievement levels.
Figure 2.2: MISAT II Grade 6
30 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
For the eight grade, the following graph displays the results.
Figure 2.3: MISAT III Grade 8
At the secondary levels, test results for grades 10 and 12 for the years 2009 and 2010 are provided. The graphs below shows the average percent correct scores for all highs schools in the country in English and Math.
Figure 2.4: MISAT Grade 10 English
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Figure 2.5: MISAT Grade 12 English
Figure 2.6: MISAT Grade 10 Math
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Figure 2.7: MISAT Grade 12 Math
Information Technology Office
The Information Technology Office is to maintain support in the area of technology to the Ministry and the schools. Currently the office provides technical support to the Ministry and the schools for technical support and computer assistance. The Ministry continues to see the importance of technology as a critical part of the day to day operation. The office of IT primary purpose is to guide the ongoing development of technology in support of the Ministry’s strategic plan and mission, however, with the current challenges (as mentioned below) the office is not able to do so.
Wireless Network and Connections
With the IT office in place, there is continuous technical support to Majuro, Ebeye and Outer islands schools in regard to the provision of technical assistance to ensure schools have access to computer and internet access.
This year, the IT office visited the following schools:
Ebeye Public Elementary School, and the Ebeye office to provide maintenance and technical work to ensure internet and networking system is in place.
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Majuro schools; NVTI, MIHS, LES, RES, RRES to provide technical support for computer maintenance and internet connection
Jaluit , Wotje, Likiep schools were also visited to provide technical support and computer maintenance.
Internal Data Base Training
The IT office continues to carry out the staff training in different departments within the Ministry in Majuro, Ebeye, and outer islands. The purpose of the training is to teach staff how to use the Data Management System in place, and provide training on basic computer skills.
Internet Connection/Speed
The Ministry is working with an internet connection speed of 2mbps from 128Kbps in the previous year, allowing 24 hours access to staff at the Ministry. The speed has already been used due for additional workstations connected to the main domain. With the fiber optic cable in the country, fast speed of connection is available at the Ministry.
Challenges
The IT Office operated by 1 staff this year while the IT Director was attending training at PREL for one full year.
Lack of appropriated budget for internet connection in some schools
Lack of a Comprehensive Technology Plan in place for the Ministry and the schools. The current technology plan is only to provide maintenance and support to the Ministry and schools. The comprehensive plan will also incorporate a research base in the schools and the Ministry.
Lack of Staff: Currently there are only two staff budgeted for this office.
Lack of sufficient funds: There are really not enough adequate funds to provide for the needs and goals of the IT department.
34 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
Information Communication Technology Plan
From the ICT Symposium 2009, the Ministry requested full assistance from the US DOI to use remaining funds from previous years under the Supplemental Educational Grant to develop the Ministry’s ICT Comprehensive Plan. Fortunately, the US DOI granted the Ministry’s request and granted some remaining funds from prior years to use for the development of the ICT Comprehensive Plan. The plan was bid-out in February of this year. The scope of work was awarded to PREL to carry out technical assistance for the plan.
PRIDE Project
RMI is an initiative by the Minister of Education in the Forum Secretariat to develop pro- jects within the Pacific Islands to supplement delivery of education for student learning. The PRIDE office has one staff to ensure that logistics and requirements such as reports and activities are carried out effectively by the Ministry.
Photo 2.8: PRIDE NPC Brenda Alik Maddison & Lori Debrum (Assistant NPC)
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 35 DIVISION OF POLICY PLANNING AND RESEARCH
Pacific Regional Initiative for the Delivery of Basic Education in RMI
The PRIDE office is overseen by the Secretary of Education, and Assistant Secretary of this division as the National PRIDE Coordinator to ensure the sub projects are effectively carried out by the Ministry. The PRIDE projects across the Pacific are fully funded programs by European Union (EU) and New Zealand Aid (NZAID) through the University of South Pacific in Suva as the venue of all projects in the Pacific. The PRIDE Project has designated a National PRIDE Coordinator (NPC) from each entity to oversee and implement PRIDE projects in the country. In addition to the NPC an assistant to the NPC is staffed at the Photo 2.9: Minister of Education, Hon. Nidel Lorak, Sec. Biram Stege, Assist. Sec. Brenda office at the Ministry. Alik Maddison, PRIDE Project Rep. WUTMI Director Daisy Alik Momotaro, Assist. Sec. The assistant to the NPC is a fully funded salary Kanchi Hosia. by the PRIDE Project. The PRIDE Project is guided by the Forum Basic Education Action Plan (FBEAP) and includes the following:
Improving quality basic education.
Developing partnerships in non formal education.
Gender and Equity issues.
Teaching of Governance and Civics.
Technical and Vocational (Life-skills).
Information, Communication and Technology.
During 2009 the Minister of Education led a delegation to Kingdom of Tonga to attend the Ministers Forum Education Meeting. The meeting was sponsored by the PRIDE Project and the Pacific Forum. The meeting was to review the ending of the PRIDE projects in the Pacific countries and also to review the Ministers of Education Forum initiatives for the coming years.
During the 5 year implementation of PRIDE in RMI, Ministry of Education had 9 sub projects which were implemented from the previous year and continued to this year. The total amount that was awarded to the sub-projects was approximately $450,000, along with a funding of a staff for one year contract.
36 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF POLICY PLANNING AND RESEARCH
The Ministry of Education awarded the following sub-projects during 2007-2008:
1. Rules and Regulations (MOE)- $47,000
2. Principal Institute (MOE)-$54,879
3. English Institute (MOE)-$76,450
4. Math Institute (MOE)-$108,380
5. School Enrichment Program (MOE)-$$59,590
6. Novice Weaving (USP)-439,303
7. Parents As Teachers (WUTMI) -$45,700
Every year, the NPC from each country attends an annual meeting in Fiji to review and update the PRIDE project, During these meetings, the NPC discusses the challenges and the progress of the each country’s sub-projects. In addition, workshops centering on technical assistance and implementation of the sub-projects are provided. For example, the system of monitoring and evaluation was a major technical assistance provided by PRIDE during the workshops. This assistance helped to facilitate the NPC s ability to monitor their sub-projects effectively. During the 2009 meeting, the NPCs visited various schools in Fiji and Tonga. These visits allowed the NPCs the chance to see various sub- projects in action.
Photo 2.10: NPC RMI Brenda Alik Maddison with Inclusive Ed. Program. Sec. Biram Stege with Pacific Permanent Secretaries (Tonga)
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 37 DIVISION OF POLICY PLANNING AND RESEARCH
Sustainability of PRIDE Projects in RMI:
With the ending of PRIDE this year, the Ministry has trained the NPC assistant to become a testing specialist at the testing office.
The School Enrichment Program is continued to operate on MOE funds.
The writing of the short stories under the Write Shop are now being printed and will be used in schools.
The training of the MIS staff on the PEDMS by PREL has provided the capacity for the MIS staff to be able to use PEDMS
The Monitoring & Evaluation established by PRIDE in now being incorporated through the MIS system for workshops and other staff development programs.
38 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
Division of Early Childhood and Elementary Education
The Division of Early Childhood and Elementary Education (ECEE) continues to collaborate with other divisions within MOE to support the government in achieving its policy objectives concerning the education of its people, especially children ages 5-14 or from K-8.
ECEE closely followed the MOE Budget Portfolio and the Performance Based Budget (PBB) plan to implement services, not only to children but also to parents and community partners as it strives to achieve its main goal - “to improve Photo 3.1: Kindergarten students, Delap Kinder student performance.” Although numerous Center challenges continue to hinder desirable outcomes, improvements are noted and embraced and challenges welcomed with a stronger conviction to do better for the sake of the RMI children.
During the reporting period, the division implemented two major outputs and executed two supplemental programs. Following is the detail status of the implementation of these outputs with accomplishments and challenges as well as result of executing these programs.
Program and Development Efforts
Output 4.1 To provide access and improve student performance and learning outcomes at early childhood and primary levels
Output 4.1.1 To strengthen management administration in order to improve delivery of educational services
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 39 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
To improve delivery of instructional services at the Kindergarten level, ECE Education Specialists were reassigned and positioned at school sites in the central schools on Majuro and Ebeye. This reassignment was carried out to ensure support to teachers in the classrooms is continued as these specialists are available to work alongside teachers on the Kindergarten assessment batteries as well as on instructional strategies and plans. They were also given ample time to visit outer island schools as part of the MOE training team to provide assistance to ECE teachers, Photo 3.2: Lower grade students, Delap parents and community members. Elementary School
With continued collaboration from the Division of Property and Maintenance, two more Kindergarten centers were built, one in Majkon Elementary School and one at Jeh Elementary School.
Funding from the Compact and the SEG has been utilized to meet instructional needs of ECE and Primary programs throughout the Republic. But with the decrease in funding for both programs this year, it was necessary to prioritize purchasing of basic instructional needs and nutritional supplements for students.
Output 4.1.2 To establish support services for all early childhood and elementary teachers
ECE and Primary teachers continue to upgrade their teaching skills by taking both formal coursework and short term training. Teachers continue to enroll in the in-service programs at CMI (for AS degree completion), USP (for both Early Childhood certification and Bachelors equivalency), and BYUH (for Bachelors degree).
Teachers from Majuro and Ebeye received write shop training to begin developing reading materials that are more focused on cultural and traditional skills as a way of addressing the need to Majolize the curriculum.
There is an urgency to map out needs to address essential training priorities for both teachers and school administrators.
40 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Output 4.1.3 Oversight and monitoring of school management system
The division continues to collaborate with Curriculum Instruction and Assessment (CIA) to provide school oversight and monitoring. During the school year, 25 outer island schools were visited to begin discussing the concept of support to schools and to assist with school improvement planning (SIPs) and also to introduce the new monitoring and observation tools that will be used during the upcoming school year.
Output 4.1.4 To enhance community involvement in education
The division continues to work alongside PREL’s PIRC project in implementing parental community involvement activities in the schools. In Q4, 25 schools in the outer islands, especially the hard to reach schools in Kabinmeto, western atolls, were visited to continue working on the Cluster PTA Model. Through the Cluster PTA Model, School Improvement Teams (SIT) were established to help school administrators and teachers develop and implement School Improvement Plans (SIP). The development and implementation of SIP continues under the SSOS concept which will be the backbone of school improvement efforts during the new school year.
A more detailed summary of these activities can be found in the Pacific Resources for Education and Learning (PREL) report in the Affiliated Program section.
Output 5.3.3 To implement School Enrichment Program (SEP)
MOE hired a director to supervise SEP in January of 2008 but the program did not get into full swing until 8 Activity Coordinators (AC) were finally hired in February of the same year. ACs were stationed at each of the schools on Majuro to administer the after school activities to approximately 5,000 children at the schools and communities. Following are some of the activities that the Project implemented during the reporting period:
An Activity Coordinator Supervisor was hired in June 2008;
Five part-time coaches were hired during the summer months to provide soccer clinics for 100 children at the Weather Station.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 41 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Workshops on administering the program provisions were given to the 7 ACs in May of 2008.
An inter-school basketball and volleyball tournament was held to allow students to compete with other schools to enhance important values like teamwork, camaraderie and creativity, the summer soccer & rugby clinic is intended to teach values like creativity, teamwork, discipline and self-esteem.
Organized basketball tournaments for boys and volleyball tournaments for girls. These tournaments had two categories (5-6 graders and 7-8 graders). There were approximately 400 participants for the for these week long competition.
Sports equipments and supplies were provided to the schools before the new school year began in August.
A Basketball Coaching and refereeing workshop was also conducted for the 7 Activity Coordinators to enhance their skills and knowledge of sports.
Homework clubs, tutoring and physical education were immediately established to serve not only the students but the children who were not currently enrolled.
Since its establishment in 2008, the SEP has provided a very much need service to children during and after schools hours especially where there is a lack of physical education program and instructional assistance to children.
Special Education Program
In FY2008-2009, the Special Education Program continued to provide Free Appropriate Public Education (FAPE) to eligible children ages 3 through 21 that because of a disability could benefit from specialized instruction beyond that provided to children in the regular education setting. The program continued to be funded from the RMI Government (the base support) and from the Individuals with Disabilities Education Act (IDEA) Part B to provide instruction and related services to 722 children with Individualized Education Program (IEP). The number of children served increased slightly between SY2006-2007 and SY2007-2008. In FY 2008-2009, the Special Education program continued to provide Free Appropriate Public Education (IDEA) and related services to 735 children with Individualized Education Program (IEP).
42 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Output 1.2.8 Increase the number of special education teachers, provide staff development and support of special education teachers
Special Education Program continued to increase the number of Special Education teachers in elementary schools. Three (3) additional teachers have been added to the teaching staff. The program will continue to replace special education teachers who had resigned and left the program.
Special Education Program continued to enroll special teachers at the College of the Marshall Islands (CMI), the University of the South Pacific (USP), and the Brigham Young University of Hawaii (BYU-H). There were 8 special education teachers enrolled at the College of the Marshall Islands, 1 at the University of South Pacific, and 5 at Brigham Young University at Hawaii. Two graduated from the College of the Marshall Islands with Associates of Science, and five also graduated with Bachelor of Science from the Brigham Young University at Hawaii. Yet another is attending the University of South Pacific.
In SY2006-2007, there were 128 special education teachers providing Free Appropriate Public Education (FAPE) and related services to 686 students as compared to 138 special education teachers providing services to 722 students in SY2007-2008. However, in SY2008-2009, there were 139 special education teachers working with 735 special needs students throughout the Republic of the Marshall Islands (RMI).
The Ministry of Education and Special Education continued to implement the MOE’s Continuous Improvement Focused Monitoring System (CIFMS). Monitoring activities were focused on improving educational results for the children with disabilities.
During the SY2008-2009 Special Education program monitored 21 schools and provided staff development during the visit. These were the schools monitored during this period: 8 elementary schools in Ailinglaplap Atoll (Aerok Elem, Buoj Elem, Jebwan Elem, Mejel Elem, Jeh Elem, Jah Elem, Woja Elem, & Enewa Elem.), 6 elementary schools in Kwajalein Atoll (Ebeye Public Elem, Enebur Elem, Ebadon Elem, Carlos Elem, Mejatto Elem and Kwajalein High School), 8 schools in Jaluit Atoll (Jabwod Elem, Imiej Elem, Imroj Elem, Jabnodren Elem, Narmej Elem, Majurirok Elem, Jaluit, Jaluit Elem, and Jaluit High School). Monitoring reports were submitted to the principals or the head teachers of these schools for reference and follow up for service improvement.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 43 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Output 1.2.9 To provide Special Education and Related Services to ensure Free Appropriate Public Education (FAPE), and to enhance the overall enrollment, inclusiveness and equality to all eligible children and youth ages 3 through 21
Special Education program conducted 2009 summer training for 120 MOE staff including school principals, special education teachers, and also regular teachers who provides services to children with disabilities. The training focused on the Free Appropriate Public Education (FAPE) concept, special education procedures, and inclusive strategies.
A total of 51 special education teachers, regular teachers, principals, and MOE specialists participated in development of the RMI teacher’s guide for Alternate Assessment based on Alternate Achievement standards (AA-AAS), and Four Steps Process. This is mainly to help and support the significant cognitive disabilities children. This training was conducted in March 2009 by the Guam Center for Excellence in Developmental Disabilities Education, Research and Services (Guam EDDERS).
Special Education program continued to implement the Hearing/Screening Program which provides assistance to our teachers and specialists on ways to use the audiometers to screen for hearing impairment in school-age children. The purpose of the Hearing Screening program is to establish simple, fast, inexpensive and sufficiently reliable procedures that avoid under-referrals and excessive over- referral for future diagnostics, and to establish procedures that will yield a sufficient number of referrals of students with hearing difficulties to justify the time and effort placed in the program. Eight participants completed the trainings for a total of 6 MOE and 2 MOH staffs. The Ministry of Health is working with the MOE Special Education team on the implementation of the hearing screening program. Now this service is available at the Ministry of Health and the Ministry of Education for children suspected of hearing difficulties.
In December of 2009, the Ministry of Education and the Special Education program participated in a regional Low Vision training in Guam sponsored by the University of Guam and Guam CEDDERS. Five special education teachers participated in the training.
During this reporting period 21 students with visual impairment were registered for bookshare.com in order to receive visual printed materials from National Instruction Materials Assessment Services (NIMAS).
44 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Three specialists provided technical assistance to 22 regular teachers and special education teachers including their head teachers in Mili elementary schools.
Fourteen staff including the Assistant Secretary for Elementary Education attended the Pacific Assessment Consortium (PAC6). The Secretary of Education has also attended the Pacific Assessment Consortium (PAC6) workshops sponsored by Guam CEDDERS. The purpose of Pacific Assessment Consortium is to provide the technical support for all the entities to improve capacity for accurately reporting on the performance and participation of students with disabilities in the Republic of the Marshall Islands state-wide assessment system. This is to develop and implement appropriate accommodation guideline and appropriate training materials. As a result of the project our children with significant cognitive disabilities are participated in the RMI MISAT.
Development and Production of Instructional Materials Output 4.1.7 To implement the Instructional Services Center Program
The Instructional Services Center is staffed by a director, a Marshallese Language Arts Author/Materials Production Editor, English Language Specialist (voluntary basis), a Marshallese Curriculum Writer, an Information Technology Consultant and an IT Specialist. The MOE Media Center is also a part of ISC and is staffed by a director, an Audio/visional Technician and a Media Specialist.
The center set as its main goal, the completion and production of reading materials for each grade levels K-8. By the end of 2009 readers had been completed and as a result the goal accomplished.
Significant achievements over the reporting period are:
Over 133,100 books and materials were printed and distributed to the schools during the reporting period.
Total revision of “Jolct ko Ad”. This is a series of language development lessons centering on Marshallese folklore forms.
English Materials include the readers “Whalers and Whaling in the Pacific” and “Folktales From Around the World as well as Say It Book 1 and Say It/Write It Book 2. Accompanying the Say It 1 and 2 books is a simple music book which was designed to reinforce English the students have learned.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 45 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Establishment of a campus-wide IT network serving MMS, NVTI, MIHS and ISC. This service also provides wireless connection for those teachers and students with laptop computers. The service is limited to the campus area.
Production of Self-study Report for WASC Accreditation of MIHS.
Other supplementary materials include Marshallese and English Wall Alphabets, Big Books for the Marshallese Legends reading series, and a Teacher’s Manual for Beginning Reading (Waake Bwe Kwcn Jevs.
Publication of a monthly information bulletin centering on activities for teachers.
The development of Marshallese Language Art materials is as follows:
Tykjinede gan Ajri in Hajev (Marshallese Children’s Dictionary, 650 copies)
Bok In Jino Waak Jeje (Marshallese Reading Readiness Workbook, 6050 copies)
Little alphabet books 22 titles X 6050 copies each title
Waake Bwe Kwcn Jevs (Reader for grades K-1, 2100 copies)
Jilu Ajri (Reader for grade 2, 1300 copies)
Sindein Mour (Reader for grade 3,1200 copies)
Jsn Ijin Gan Ijef (Reader for grade 4, 1200 copies)
Bok Ilo Hcfcfc (Reader for grade 5, 1150 copies)
Reeaar Gan Kapilcg (Reader for grade 6, 550 copies)
An Piliglig Koba (Reader for grade 7, 1150 copies)
Pevck Ekauwctata (Reader for grades 8-9, 1000 copies)
46 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Health Education Program
Youth Risk Behaviors Survey
Like previous years, the goal of the Youth Risk Behaviors Survey (YRBS) in FY2009 was to monitor and reduce youth risk behaviors through administration and evaluation of the survey.
The survey is about health behavior. It was designed to focus the nation on behaviors among youth and to assess how these risk behaviors change over Photo 3.3: Participants of Student Support Group Conference time. In doing the survey, the data 2009 collected or results will give us a better understanding of programs needed to address at each of the six public high schools.
The following activities were carried out to address the goal:
In January 2009, the MOE Health Team met to plan the administration of the 2009 YRBS.
During the 4th Annual Student Support Group Conference on February 17-20, 2009, the 2007 YRBS results were shared and disseminated to 105 high school student participants. Participants were representations of both public and private high schools.
In March 2009, the MOE Health Team along with the student helpers administered the 2009 YRBS to 1,847 students in 5 public high schools.
During the 2009 Principal Institute on August 3-7, 2009, the MOE Health Team presented and disseminated the 2007 YRBS Results to all public elementary and high school principals.
In August 2009, MOE Health Team visited all six public high schools to disseminate the 2007 YRBS results to all school staff.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 47 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
HIV Prevention
The goal of the HIV Prevention was to prevent and reduce sexual risk behaviors among youth that may result in HIV infections by providing professional developments to Ministry of Education HIV staff, teachers, peer educators and partner agencies.
The objectives and activities that support the goal were as follows:
Objective I: By the end of year 2009, the Ministry of Education HIV staff will be professionally trained on HIV prevention from internal and external partners. After successfully completing the trainings, staff will be able to train the school health teachers, peer educators and the school counselor. 90% of these educators will be well informed on the HIV activities and on how to implement the programs.
Activities:
1. Participated in the HIV Training with the Ministry of Health.
2. Attended a HIV Prevention workshop during the Pacific Educational Conference at Guam, July 2009.
3. Attended a two days training on HIV planning and data collection methods, September 2–3, 2009.
4. In February 2009, 150 students from both public and private high schools participated in the 2009 Annual Student Support Group Conference.
Objective II: By the end of 2009, 90% of the middle school and high schools health teacher will be able to successful trained on the existing HIV policy and train on how to implement the HIV curricula. Reliable resources and materials will be available at all times to support the programs’ activities.
Activities:
1. Conducted a HIV administrative policy training to 50 school teachers, June 2009.
2. Conducted a HIV administrative policy training to 80 to 90 school principals and head teachers.
3. Disseminated HIV policy to more than 100 school principals/head teachers and classroom teachers.
48 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Objective III: By the end of 2009, the internal and external partner agencies will be able to plan, organize and implement the HIV prevention programs. The partner agencies will be able to monitor and evaluate the program performance to provide assistance to areas where need improvement.
Activities:
1. Partner with the Ministry of Health (MOH) in planning, organizing and conducting a Reproductive Health workshop.
2. Partner with Youth to Youth in Health in planning, organizing and conducting World No Tobacco Day activities.
3. Collaborate with the Ministry of Health and other government agencies in developing a National HIV/AIDS Prevention Plan.
4. Collaborate with the Marshall Islands Epidemiology Work Group (MI-Epi) in sharing YRBS data for national report.
5. Coordinate with MOH and Youth-to-Youth in Health to provide posters on HIV/AIDS to schools.
Major Successes
Increased number of middle and high schools students participated in the Annual Student Support Group Conference. The conference aim is to educate students on how to address and deal with social issues that will lead to risk behaviors in schools.
Continue to expand collaboration and coordination of programs with other government and non-government agencies.
Ongoing trainings for health education Photo 1.1: Student Support Group Facilitators staff, principals/head teachers, teachers (top); SDA students giving presentation on and peer educators on HIV/AIDS and Health Risk Behaviors policy.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 49 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Continue to have weighted YRBS results. The results have been used by various government and non-government agencies for public awareness and program planning.
Table 3.1: 2009 Youth Risk Behavior Survey Results Categories Percentage Injury and Violence Students who: drove a car when they have been drinking alcohol 7.6 carried a weapon such as knives and clubs 14.0 felt they were unsafe at school or traveling to and from school 28.7 threatened or injured with a weapon (knife or club) 17.2 were in a physical fight 43.6 thought seriously about killing themselves 22.3 Tobacco Use smoked cigarettes even one or two puffs 65.9 smoked a whole cigarette before the age of 13 9.3 smoked cigarettes on one or more of the past 30 days 31.9 smoked more than 10 cigarettes per day during the past 30 days 9.5 under 18 who bought their own cigarettes in a store 22.3 smoked daily at least one per day for 30 days 18.7 3) Alcohol and Other Drug Use had at least one drink on one or more days 57.9 had their first drink before 13 years of age 10.5 one drink or more during their past 30 days 41.4 5 or more drinks in a row during past 30 days 28.9 used marijuana one or more times 14.0 4) Sexual Behavior have had sexual intercourse 61.4 had sexual intercourse before age 13 9.7 had intercourse with four or more people 23.6 had intercourse after alcohol or drugs 38.0 had intercourse during past 3 months using condoms 55.0 had intercourse but used birth control pills 7.9
50 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
Table 3.1: 2009 Youth Risk Behavior Survey Results (continued) 5) Weight Management and Dietary Behaviors described themselves slightly or very overweight 11.1 trying to lose weight 32.1 exercised to lose weight 59.3 ate less 56.1 didn’t eat for 24 hours to lose weight 36.4 took diet remedies 21.6 vomited or took laxatives during 30 days 26.9 6) Physical Activity watched TV 3 or more hours/day 21.1 attended a PE class 1 or more days/week 56.0 attended PE class daily in school 23.7 played sports during past 12 months 70.2
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 51 DIVISION OF EARLY CHILDHOOD AND ELEMENTARY EDUCATION
52 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
Division of Secondary and Vocational Education
The Secondary and Vocational Education Division (SVED) is one of seven divisions established within the Ministry of Education portfolio. The Division is charged with the responsibility to oversee the management and operation of the 5 public secondary schools in the Marshall Islands, namely, Marshall Islands High School, Jaluit High School, Northern Islands High School, Laura High School, and National Vocational Training Institute. (Note: Kwajalein Atoll High School comes under the responsibility and management of the division which oversees Photo 4.1: Marshall Islands High School Choir Kwajalein Atoll Public School System).
Close collaboration with other divisions and affiliated programs within the Ministry as well as partnerships with agencies and communities outside the Ministry form the core for successful management and achievement of the goals and objectives established for SVED by MOE and the National Government.
Programs and Development Efforts
Outcome 5.1 To provide access and improve student performance and learning outcomes at the secondary level
Output 5.1.1 To create a more efficient and effective school management system
Course Descriptions Handbook for secondary school: A handbook outlining pre- requisites as well as a brief description for each course offered at the secondary schools was targeted for development during the year. During site visits to the schools the SVED visitor proposed and discussed with the schools their involvement in the process to develop the handbook which they concurred.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 53 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
School Improvement Plan: SIP was introduced by the local PREL office consultant and the MOE during the annual Principals Institute held on Majuro. The principals supported and accepted the SIP concept as they viewed it to be the tool that would help their schools, with support from MOE and their stakeholders. The principals returned to their schools and began developing their respective SIP with their staff, students, PTA officers, and their local community representatives.
Communications: 2-way radio, including email and telecommunication, are regular methods of communication with the schools, except when power or internet connections are interrupted at JHS, MIHS, NIHS and NVTI.
School Administrators: Vice-principals for JHS and LHS were hired to assist in school administrative task; NVTI remained without a Deputy Director.
The post for administrative assistant for SVED was filled.
Performance Based Budgets reports are submitted on a quarterly basis to help in evaluating areas of need.
Output 5.1.2 To create a more efficient and effective oversight and monitoring system
Regular School Site Visits: Due to irregular transportation services to the outer islands, JHS and NIHS received 1 visit each from SVE office staff. LHS, MIHS, and NVTI received more regular visits. KAHS received 1 visit. Note: School visits are necessary to monitor and evaluate progress made in the schools and to participate in staff meetings and visit school facilities.
Output 5.1.3 To improve capacity of teachers, principals and other staff of secondary schools
3 teachers and 1 counselor from MIHS, 1 teacher each from JHS, NIHS, LHS and NVTI represented their schools by attending the Pacific Education Conference (PEC) in Guam in July.
Principals and vice principals from each of the 6 secondary schools participated in the annual Principal Institute sessions conducted by MOE and PREL.
2 workshops respectively called, Academic Literacy in Secondary School and Improving Instruction in Secondary Schools, were conducted by PREL consultants.
54 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
Principals, teachers and counselors from all 6 secondary schools participated in the workshops.
Output 5.1.4 To provide resources and support to improve teaching and learning
Attempts were made to sponsor a joint meeting/review session between MOE, CMI, the secondary schools and MOH to go over the existing Health Academy for necessary revisions and improvement. Sessions did not occur, however, plans remained to convene those entities.
JHS & NIHS purchased more instructional supplies and equipment. Both schools purchased AC units for their Computer laboratories. JHS purchased 1 AC unit for its newly built library. Both schools also purchased training materials for their Carpentry/Woodwork (JHS) and Construction classes (NIHS).
NIHS purchased additional new computers sets for its Computer lab.
LHS purchased new tools for its newly offered Agriculture program.
MIHS purchased 15 additional computers for its newly upgraded computer laboratory.
JHS’s post for a female counselor was filled.
NIHS & LHS’s respective posts for male counselors remained vacant.
MIHS’ post for a female counselor was filled while at the same time the male counselor resigned.
Pacific Nations and Territories textbooks have been received and distributed to the schools.
Decision was approved to use Shinning Star – Level C with 9th grade students, while Elements of Literature textbooks would be ordered for use with grades 10 -12.
Focus on Grammar textbooks for grades 9 & 10 have been received and distributed to schools.
Additional Computers are needed by the schools.
Funding needs to be allocated for chemicals for Science laboratories currently being redesigned to accommodate essential student learning and training.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 55 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
Marshallese studies textbooks (Grd 9) and other teaching materials are in very limited supplies in the schools
Output 5.1.7 To improve enrollment and retention rates of secondary students
Articulation of classroom instruction with study tours for students to various training programs and institutions, as well as to the employers throughout the community was encouraged. This articulation effort is expected to improve next school year.
Expansion and improvement of extra curricular programs for students and staff was also encouraged.
A student leadership workshop entitled Healthy Leaders Healthy Future was attended by 78 students representing Health Clubs in their respective schools. All 6 secondary schools were represented in the workshop along with the private schools.
MIHS and LHS conducted summer school sessions in English and Math for students identified as at-risk of dropping out from school due to low academic performance in the two subject areas.
LHS conducted an orientation session for in-coming grade 9 to the school.
JHS conducted summer training projects for qualified students in the areas of carpentry and agriculture. Participants received training in housing repair and renovation and in gardening.
Output 5.2 To vocationalize and Majolize Secondary Education
Output 5.2.1 To develop and nurture the talent and potential of each student
The ASVAB test administered annually to secondary school students by US Military personnel has been recommended for schools to encourage their students to take. ASVAB assesses and measures the students’ areas of career interest and ability levels.
TOEFL is another test recommended to the schools. The TOEFL test measures the student’s language skills and ability. Students with good TOEFL scores are eligible to receive RMI Scholarships.
56 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
The Marshallese Values and Life Skills Research Project continued in its efforts to research, collect, analyze and document Marshallese values, knowledge of skills including tools in following life skill areas: a) Food Preparation and Preservation, b) Weaving, c) Fishing and d) Navigation. As a result a collection of Marshallese values, knowledge, skills, tool names and vocabulary associated with these skill areas have been produced for later use in the classrooms. (Note: The Project has since been merged with the newly funded and developed project called Pilot Project to Majolize/Contextualize the K-12 Curriculum. This new Pilot Project requires MOE to convene a national conference and to invite members from various sectors of the urban and rural communities to advise MOE on the Project. Upon completion the Project is mandated to produce Teachers’ Modules for use by all grade levels to teach Manit, Jelalokjen, im Kapel in Majel in the classrooms.
MIHS students interested in science enrolled in an after school science tutoring program offered by the RMI-USP Joint Education Program.
A Pilot College Prep program was established and conducted at MIHS by a World Teach volunteer. The program is expected to continue and expand.
A Pilot HS Tutoring program was initiated at MIHS and NVTI. Only the NVTI program continued successfully through financial support received from MOE.
A Career Fair was sponsored by MOE and spearheaded by the Division. Many students representing both the public and private secondary schools attended the Fair. A panel consisting of representatives from public and private sectors spoke to the students and answered their questions.
The annual High School Senior Practicum Program was implemented again at MIHS. NVTI also implemented the program this year and became the second public secondary school to do so.
CMI Entrance Test was administered to all the seniors. The test results identified which students from each public and private secondary school was admitted to CMI’s credit level courses or the developmental/non credit courses levels I, II, or III.
Output 5.2.2 To clarify vision and mission for NVTI and pre-nine programs
336 students enrolled at the beginning of the year, an increase of 4%; 100 students are enrolled in the Pre-9 program. 295 students completed the school year.
Teacher shortages and lack of adequate textbooks for the required courses were the toughest challenges the school faced during the year.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 57 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
The school needs the services of a librarian and a custodian. A librarian to supervise students during study hall sessions is needed urgently, and so is a custodian to clean and maintain the school facility which includes the student bathrooms.
The school has a library but it doesn’t serve its students and staffs their needs due to the lack of a librarian, and outdated library books and resources.
Progress Made by Secondary Schools
Marshall Islands High School (MIHS)
MIHS opened for enrollment in 1963 and is currently the largest high school in the Marshall Islands.
MIHS became the first public high school to be accredited by WASC in the RMI late in 2009. Its main purpose for becoming an accredited high school is to achieve and maintain the highest level of educational standards possible. Additionally, a graduate of an accredited school would have easier admission to colleges Photo 4.2: MIHS production of Hamlet and universities outside of the RMI and have increased access to financial opportunities. Through accreditation, MIHS would boost pride and confidence in the student population and focus on student motivation to continue to pursue their education.
The school completed its self-study in November 2009. The Ministry of Education views the accreditation of MIHS as a pilot project with the intention that other high schools will follow this example and seek their own accreditation. The achievements of the school are as follows:
933 students enrolled at the start of the school year, an increase of 7% over last year’s. This enrollment was later increased to 949 students.
58 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
156 seniors graduated at the end of the school year; 126 students passed the CMI English and Math placement tests.
103 students were retained in the same grade level.
Hiring and placing new teachers in the classrooms in a timely fashion to fill vacancies created by teachers whose employment was not renewed, or had resigned continued to disrupt instruction for several months. This resulted in principals and counselors teaching classes.
156 seniors took the ASVAB with 16 students passing.
15 new computers were purchased and installed in 1 of 4 newly remodeled computer labs at the school.
School closely monitored both students and teachers attendance as required by MOE through the Annual Year Progress (AYP).
The school’s Self-Study Report to WASC required 2 years to compete. In October 2009 the report will be sent to WASC.
New officers were elected by the PTA members to lead and conduct regular Cluster (grades 9 & 10; 11 & 12) PTA meetings.
International Chinese Development Fund (ICDF) program worded in the school in teaching and instruction.
Jaluit High School (JHS)
JHS is located on Jabor Island in Jaluit Atoll, approximately 130 miles southwest of Majuro. Students attending the boarding school come primarily from southern (Ebon, Namdrik, and Kili) and central (Ailinglaplap, Namo, and Jabat) atolls of the RMI. The achievements of the school are as follows:
377 students enrolled at the start of the school year, an increase of 16% from the previous year.
Photo 4.3: Jaluit High School Computer Laboratory
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 59 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
A computer peer tutoring program was established and conducted after school by the seniors and their instructor. Teachers and community members interested in the peer tutoring program participated in the program. This promoted the school- community involvement necessary to strengthen their partnership.
Northern Island High School (NIHS)
NIHS is located on Wotje Island in Wotje Atoll, about 150 miles northwest of Majuro. It is a boarding school, receiving students from seven islands and atolls (Mejit, Ailuk, Likiep, Aur, Maloelap, Wotje, and Utrik) in the northern Marshall Islands. The majority of students live in dormitories on campus. The school year began with the opening of a brand-new girl’s dormitory. This allowed for the old facility to be utilized by the boys. The remaining students live off-campus with families in the Wotje community. Photo 4.4: Northern Island High School at local Close-Up Program The achievements of the school are as follows:
A week-long orientation workshop (August 17-21) was conducted on the school campus prior to start of the new school year. Teachers as well as the principals shared their experiences from workshops they attended during the summer on Majuro. Also discussed were the action steps to take to develop and complete NIHS School Improvement Plan (SIP). Additionally, the following were established as priorities for the school to be incorporated into the SIP. They are: a) Increased student success, b) Quality teachers and staff, c) Quality resources, d) Increased parental and community involvement, and e) Efficient support systems.
A new initiative implemented during the year was the daily debriefing session held after each school day. Teachers and staff convened to discuss and share programs and progress each one experienced during the day. Feedback, suggestions, and recommendations were offered as needed.
Lesson Plan development, implementation and observations and feedback is the cycle regularly practiced at the school. This practice has resulted in improved outcomes in teacher instruction and student learning.
Physics (Grd. 12), Chemistry (Grd. 11) and Physical Ed. (Grades 9 &10) classes were added to the school’s curriculum offering. Additionally, library and a landscaping class were introduced in the school.
60 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
268 students enrolled at the start of the school year; 199 lived on campus while 69 live off-campus.
29 seniors graduated.
Laura High School (LHS)
LHS opened its doors in 2003. Over the course of this school year, classes were moved to newly constructed classroom buildings, which are adjacent to the Laura Elementary School. The school accommodates the rural districts of Laura, Arrak, Woja, and Ajeltake on Majuro with a combined population of about 4,500 people. The achievements of the school are as follows:
231 students enrolled at the start of school Photo 4.5: Laura High School at local Close-Up year, an increase of 7% from the previous Program year. A request for 2 new posts, 1 each for an agriculture teacher and a librarian was submitted to MOE.
National Vocational Training Institute (NVTI)
Under the direction of MOE, NVTI continues to provide secondary education to students who would not otherwise be able to continue after grade 8. The establishment of NVTI in 2003 was one of the major contributing factors in reducing the number of students who do not enter high school after finishing grade 8. NVTI has provided opportunities to a number of students who, without NVTI, would not be attending school. NVTI now has all four grades of high school represented. The enrollment for SY2007-2008 was a 312, a dramatic 41% increase from the Photo 4.6: National Vocational Training Institute students in Constitution Day Parade previous year of 127 students.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 61 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
Other Support Services
Output 1.3.4 Support for ongoing efforts to develop, pilot and implement grades 10 and 12 national examinations
SAT 10 had been recommended for further study and review by MOE for possible implementation at the secondary school level to measure & evaluate student per- formance.
Grades 10th & 12th National Examinations in English and Math were administered by MOE Testing Office staff at all public secondary schools. The scores have been examined and stored in the same office.
Output 5.3.3 School Enrichment Program
SEP provided opportunities for interested students and teachers at MIHS to participate in extra curricular sporting and other essential training activities on campus. Intramural sports such as basketball & volleyball games between teams of students, including games rules, etc, as well as training in starting a school garden, cultivating and enriching the soil, planting seeds and nurturing the plants, and harvesting, were some of SEP spon- sored activities made available to the students.
Output 5.6.5 School Accreditation Program
MIHS, with support from MOE, continued in its pursuit to attain WASC accreditation. The WASC team visited the school on November 8-11, 2009 to review and monitor the MIHS Self-Study Report, conduct reviews with school administrators, teachers and staff, stu- dents, parents and school officers, and MOE officials, conduct further evaluations, and to report its recommendations back to the WASC Governing Board.
Challenges and Constraints
Lack of locally available qualified applicants poses the greatest challenge for schools: This results in: a) schools have to wait extended times for recruitment of qualified applicants from off island often taking between 3-4 months, or b) unqualified applicants are hired. Without teachers, the school administrators and
62 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
the counselors are forced to leave their responsibilities to become substitute teachers. JHS and NIHS have been largely affected by the issue.
Constant staff turnover: Expatriate teachers assigned to outer islands schools have been transferred and relocated to Majuro or Ebeye. Staff turnover has become a constant problem and a challenge for the schools.
Internet access: While computer laboratory facilities have been expanded and improved in the schools, internet access is still limited in most schools. At JHS and NIHS, the computer labs are still without internet connection. At the same time, the administrators are forced to establish internet schedules to ensure the staff has equal opportunity to access the one computer with internet accessibility available in the schools.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 63 DIVISION OF SECONDARY AND VOCATIONAL EDUCATION
64 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
Division of Curriculum, Instruction, and Assessment
The Division of Instruction and Assessment (CIA) is on its second year of operating in collaboration and partnership with the other six divisions and the programs within the portfolio of the Ministry of Education. Primary plan during this reporting period includes reviewing of the curricular to align their contents with the MOE established standards and benchmarks to ensure consistency in the structural system of Kindergarten to twelve grades. During SY2008- 2009, the division worked closely with the MOE’s Performance-Based Budget Plan to provide Photo 5.1: Curriculum training at Wotja training and support to the primary and Elementary School secondary teachers in all public schools.
Development and Implementation of the Curriculum
As stated in the division’s last year report, the Ministry has created benchmarks and other monitoring mechanisms to better understand the full implementations and outcomes of the curriculum. The Performance-Based Budget is used as a tool to monitor and evaluate the effectiveness and efficiency of the development and implementation of the curriculum in the RMI public school system.
The following is a summary of the accomplishments and constraints during FY 2009- Photo 5.2: Arno teachers demonstrating the 2010. process of unpacking benchmarks to specific learning outcomes and to design a lesson plan.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 65 DIVISION OF CURRICULUM, INSTRUCTION, AND ASSESSMENT
Output 7.1.1 To complete national curriculum standards development for Arts.
Reviewed the Arts Curriculum that was developed by CLT Specialists. The division is considering the adaptation of the existing Arts Curriculum.
Copies of the Art Curriculum were distributed to Majuro school principals during a meeting at the Textbook Committee to try out in their schools.
Output 7.1.2 To complete reviews of all developed primary curriculum areas and to purchase text books and necessary materials to be used in the classrooms.
Review of the revised Social Studies curriculum for grades K-5 is complete. Textbooks are being ordered for grades 6-8.
Moving Into English textbooks for English (K-5) for English Language Arts classes have been distributed to all public schools. Additional Teacher’s Edition for MIE are being ordered.
Focus on Grammar (grades 6-10) have been distributed to all schools in Majuro, including Laura and Marshall Islands High School.
Science textbooks (A Closer Look) for 2-8 have been distributed to all schools. K & 1 textbooks have arrived and will distribute to all schools this summer.
Marshallese Language Arts K-8 have been printed by MOE Instructional Service Center (ISC) and distributed to all schools.
Output 7.1.3 To implement curriculum and procedures for student assessment
Training for the implementation of the curriculum continues to be the primary activity as the year progresses. CIA staff continues to provide services and support to all public schools throughout the region. Services and support such as:
Professional Development (PD) that covers the following:
How to the use the Moving Into English textbooks (K-5 grades) for English Language Learners (ELL)
Designing Lesson Plan (The SIOP Model)
66 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF CURRICULUM, INSTRUCTION, AND ASSESSMENT
Reading and Writing Strategies
Teaching of vocabulary across the curriculum
Formative assessments
Math Open Class for Majuro schools. Once a month, each school hosts a math open class in which teachers from all schools gather to observe each other demonstrating a math lesson. Feedback from other teachers is given after each lesson. Teachers share ideas and discuss ways to improve the lesson delivery.
The Implementation of the 4-Step Process for Special Education to access the general Curriculum
Classroom observations
Schools in Majuro were visited twice by the CIA staff to observe how teachers are using the curriculum as a follow-up of the summer trainings. After each observation, there was a post conference with the teachers that were observed to give them feedback. A meeting with the principal to plan for additional PD was part of the conversation.
MISAT
CIA staff visited 44 schools, including Majuro and outer islands during the reporting period to share the MISAT test results with teachers and parents to discuss students’ performance level in each school. The team went over the MISAT results with teachers and parents to identify the benchmarks that students are not meeting. Professional Development was conducted to address the student needs based on the MISAT results. The Photo 5.3: Sharing the MISAT results with the results were also used in setting goals and teachers and parents in one of the outer island schools. objectives in the school improvement plan which teachers parents, and community members worked collaboratively on it.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 67 DIVISION OF CURRICULUM, INSTRUCTION, AND ASSESSMENT
Math Quarter Exam
In addition to the MISAT, the Math Department started a new initiative. During the school year, Kinder, 3rd, 6th, and 8th grade students were given quarter exams on the math scheme that teachers are the follow. Toward the end of every quarter, the math depart- ment assessed the students on the annual math scheme that teachers are to follow. In every quarter, the math department assessed students on the benchmarks that they had to cover in each quarter. The purpose of these quarter exam was to assess teaching and learning of students. The Mathematics department was not focusing only on student per- formance but also on teachers’ content knowledge in teaching these standards and benchmarks. The results of these tests were shared with each school and plan for im- provements were discussed. The Math Department also used the test results to help them plan for their summer institute to meet the teachers’ needs. Following are the total aver- age score for all Majuro schools.
Figure 5.1: Math Quarter Test Averages for K, 3, 6, and 8
GK Average Score Total % of score G3 Average Score Total % of score Average 100% Average 90% 100% 55.6 % 80% 30.9 % 90% 70% 80% 60% 70% 50% 60% 40% 50% 30% 40% 20% 10% 30% 0% Chapter 20% 1,2345678Koba9 10,1112Koba 10% Chapter Table Table 0% 35.5% 55.3% 1234567891112
Cha st Cha nd Cha rd 1 Quarter 2 Quarter 3 Quarter Cha 1st Quarter Cha 2nd Quarter Cha 3rd Quarter pter pter pter pter pter pter 1 Positions and Patterns 4 Comparing Sets, Data, and 8 Using Numbers0-12 Place Value and Money Subtract Whole Numbers Multiplication facts and patterns graphing 1 5 9 Sorting Plane Shapes and Fractions Time 2 Compare, Order, and Round 6 Graph and Analyze Data 10 Division Concepts 2 5 9 Whole Numbers 3 Represent and Read Numbers 0- 6 Solid Shapes 11 Length 3 Money 7 Probability 11 Division Facts and Patterns 5 Add whole Numbers Multiplication Concepts Time and Temperature 7 Represent and Read Numbers 6- 12 Weight and capacity 4 8 12 12
68 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF CURRICULUM, INSTRUCTION, AND ASSESSMENT
G6 Average Score Total G8 Average Score Total % of score Average % of score Average 100% 90% 19.3 % 100% 21.8% 80% 90% 80% 70% 70% 60% 60% 50% 50% 40% 40% 30% 30% 20% 20% 10% Chapter 10% 0% 0% Chapter 1 2 3 5 6 7 10 M- 11 12 13 14 15 M- 12345M-678M- 51.8% 63.7% table table Cha st Cha nd Cha rd 21.4% 40.9% pter 1 Quarter pter 2 Quarter pter 3 Quarter 1 Place Value/Addition and 5 Add and Subtract Fractions 11 Integers Subtraction Multiply and Divide Whole Multiply and Divide Fractions Algebra:Expressions and Cha st Cha nd Cha rd 2 6 12 pter 1 Quarter pter 2 Quarter pter 3 Quarter Numbers Equations Variables and Equations Factors, Fractions, and Exponents Multi-Step Equations and 3 Number Theory 7 Multiply and Divide Fractions 13 Algebra:Graph Points in the 1 4 6 Coordinate plane Inequalities 4 Fraction and Decimal Concepts 10 Graph Data 14 Plane Figures 2 Integer Operations 5 Rational Number Operations 7 Ratio, Proportion, and Percent 15 Congruence and Construction 3 Solving Equations and Inequalities 8 Polygons and Transformation
Output 7.1.5 Capacity building for principals to oversee curriculum implementation, school improvement, management, and leadership.
Principal Institute is conducted every summer to enhance quality performance at the school level. During last summer’s institute, one of the outcomes of the institute was for each school principal to go back and work with the school staff and the community on a School Improvement Plan (SIP). As a follow up of the institute, CIA staff visited schools in the outer islands to assist them with their SIP and to do more training on the Curriculum standards and benchmarks.
The SIP covers the following areas: Academic (Teaching and Learning), School Environ- ment (How to make the school or classroom environment conducive for student learn- ing), and Parental Involvement (How are parents involved in the teaching and learning of their children).
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 69
Photo 5.4: Imiej Elementary School Photo 5.5: Imroj Elementary School
“It takes the whole community to educate a child.” Parents, community members and teachers working on the vision and mission of the school as part of the SIP.
Other Training Programs
As part of capacity building, Majuro school principals and the CIA staff participated in a week long training of trainers on teaching of reading strategies to improve student com- prehension. The training was conducted by the PREL Office. After the week long training, CIA staff and principals conducted a series of training on the same strategies in all Majuro public schools.
During summer 2009, three staff from the CIA division attended a week long training in Guam with the Special Education staff on the use of a classroom observational tool. The purpose of using this tool is to improve instruction for students with significant cognitive disabilities.
Around the same time another CIA staff attended a week long training in Nadi, Fiji on Education for Sustainable Development. In this meeting RMI report on ESD activities and recommendations were submitted to the UNESCO whose been funding ESD initiatives in the RMI and through out the Pacific nations.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 70
Division of Property Management
The Ministry of Education established the Division of Property and Maintenance (PM) with the goal of better monitoring and prolonging the life of the Ministry’s assets. The division carried out various projects during the reported period. The projects included classroom and building repairs, vehicle maintenance, and classroom furniture repairs.
The Performance Based-Budgeting System was an essential monitoring tool providing effective Photo 6.1: Ongoing construction of school and efficient methods of monitoring and building tracking division activities. Each outcome (objective) has a specific set of outputs (activities) and performance indicators that are to be completed and monitored each quarter to ensure sufficient progress in meeting the required objectives. Performance output describes the work done during the year reported in greater details.
Table 6.1: Maintenance Expenditures by school
School Name Amount Expended Rita Elementary School $ 2,500.00 Uliga Elementary School $ 2,500.00 Delap Elementary School $ 2,500.00 Rairok Elementary School $ 2,500.00 Ajeletake Elementary School $ 2,500.00 Woja Elementary School $ 2,500.00 Laura Elementary School $ 3,500.00 Majuro Middle School $1,500.00 Tobal Elementary School $1,000.00 Ulien Elementary School $1,000.00 Matelen Elementary School $1,000.00 Tinak Elementary School $1,000.00 Bikarej Elementary School $1,500.00
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 71 DIVISION OF PROPERTY MANAGEMENT
Mili Elementary School $1,500.00 Tokewa Elementary School $1,500.00 Majkin Elementary School $2,500.00 Loen Elementary School $1,500.00 Delap Kindergarten $5,000.00 Tobal Elementary School $ 500.00 Aur Elementary School $ 500.00 Airok Elementary School $ 500.00 Kaben Elementary School $ 500.00 Wotje Elementary School $ 500.00 Wodmej Elementary School $ 500.00 Mijit Elementary School $ 500.00 Ailuk Elementary School $1,500.00 Malang Elementary School $ 500.00 Jabol Elementary School $2,500.00 Likiep Elementary School $1,500.00 Jaluit Elementary School $1,500.00 Imroj Elementary School $ 500.00 Imeij Elementary School $1,500.00 Enekoien Elementary School $1,500.00 Lae Elementary School $5,000.00 TOTAL $53,000.00
School Repair and Minor Renovation and Construction
To date, repairs and minor renovation and construction were completed at the following schools and facilities:
Table 6.2: Repair and Minor Renovations by school
School Name Description of Work Repair of classroom light fixtures. Replacing broken doors and windows at the Rita Elementary School new classroom building and the old Enewetak classroom. Installing two new a/c unit and replacing broken toilet and other plumbing works. Repair of classroom light fixtures and air-conditioning units / installation of two Delap Elementary School new air-conditioning units. Installing three new toilet sets. Repairs of classroom light fixtures, salt water pump, and installing five new air Rairok Elementary School conditioning units at the new classroom building (former RRE Grocery) Repair of classroom fixtures, a/c unit, electrical wiring/ and install new door/ Re- Laura Elementary School pair classroom roof leaking. Repair of air conditioning units and installing new air-conditioning units / Repair Majuro Middle School salt and fresh water pump for the student and staff toilet/ Repair second floor rail- ing/ Presser washing the exterior wall painting from salt spray and water stain.
72 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 DIVISION OF PROPERTY MANAGEMENT
Uliga Elementary School Repair of classroom fixtures, water pump and install new air-conditioning units.
Woja Elementary School Repair classroom doors and windows/ Installing new a/c unit. Majkin Elementary School Construction of additional new classroom. Imroj Elementary School Construction of additional new classroom for Kindergarten. Japo Elementary School Construction of two classroom building. Bikarej Elementary School Construction of additional new classroom for Kindergarten. Namo Elementary School Construction of additional new classroom for Kindergarten. Renovation project- Walkway post/ Windows security screen/ Walls Erecting/ Namdrik Elementary School Painting. Renovation project-Repair of air-conditioning units / Repair of room fixtures / MOE Installation of new air-conditioning units / Repair of toilet facilities / Floor tiling re-placing from vinyl to ceramic. Repair of roof damage at the gym/ Repair of toilet facilities / Cleaning of school grounds / Repair and install of air-conditioning units / Erecting walls and doors at MIHS the administration building and new classroom block building / Installation of water catchment and water pump / Installation of security lighting.
LHS Repair of air-conditioning units and replacing four worn out a/c unit.
Repair of air conditioning units and light fixtures in all nine room for MoE Vol- MoE- Staff housing unteers dormitory / Installation of new water pump / Repair cooking range/ Instal- (MIHS- campus) lation of security lighting / Cleaning of MoE Staff housing area. Installing and Repair works for the nine units (Trailer) staff housing.
Repair of classroom fixtures, A/C units, and installation of new air-conditioning National Vocational Training units replacing all worn out units. Institute (NVTI) Replacing damage roofing sheet on the other half of the building.
Project Management Unit (PMU, MPW)
The Project Management Unit of the Ministry of Public Works (In-house) was formally or- ganized last 20th March 2008. The new PMU has taken over all the works turn over by the former consultant (Beca) as regard Design, Construction Management and Project Super- vision of on-going projects in Majuro and the Outer Islands.
For FY 09, a Compact Grant of $8,777,127 for Outer Island Schools and IMF Funds of $602,368 (with RMI Matching Fund) were provided. With a bigger share of funds, PMU was able to program construction of nine (9) new outer island schools and one (1) new school in Majuro; Three (3) Education Maintenance Projects.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 73 DIVISION OF PROPERTY MANAGEMENT
74 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
Kwajalein Atoll School System
The Ebeye Special Needs (ESN) is a special funding allocated from the Compact Funds to tackle the unique challenges of the Kwajalein Atoll School System (KASS). The administration team of KASS, consisting of Assistant Secretary of Education/KASS and principals and head teachers of each school, oversees the management and organizational operations of the school system. This team reports directly to the Ministry of Education. The separation of Kwajalein Atoll School System was mainly intended for better implementation and Photo 7.1: Kwajalein Atoll students enforcement of the schools as a whole in regards to the MOE’s overall strategic plan in terms of formally educating the children of the Marshall Islands.
Kwajalein Atoll School System is comprised of six primary and one secondary schools: (1) Ebeye Public Elementary School, (3) Ebeye Kindergarten, (4) Carlos Elementary, (5) Enniburr (Santo) elementary, (6) Ebadon Elementary, and (1) Kwajalein Atoll High School, respectively. Ebeye Middle School is the newest school of KASS, which commenced its operation as of the beginning of SY2009-2010 in mid-August 2009. Day-to-day operations of the Kindergarten program are managed by the “coordinator” of the entity; major decision makings of the Kindergarten, however, rest on the administration of Ebeye Public Elementary.
Ebeye is unique, and thus, has “special needs.” With an estimated population of 15,000 and about a mile long, Ebeye is the second largest urban center in the Marshall Islands. Kwajalein Atoll hosts the US Army Kwajalein Atoll (USAKA) Reagan Missile Test Site (RMTS), a key installation in the US missile defense network, and one of the US Army’s most important strategic spots on the globe. Landowners of the islands in Atoll have been relocated to Ebeye since the early 1950s, in order to make way for the RMTS. Moreover, citizens from all over the RMI migrated to Ebeye mainly to seek (1) better education, and (2) employment on the military RMTS facilities throughout the Atoll.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 75 KWAJALEIN ATOLL SCHOOL SYSTEM
Programs Development Efforts
The MOE has identified the following priority areas for Ebeye schools (and updates on each area):
1. SCHOOL IMPROVEMENT PROGRAMS (SIP). At the Principals Institute 2009 Summer, the Administration team initiated a written SIP with a goal for Ebeye Public Elementary and Ebeye Middle Schools to improve at least 5% on the three MISAT 2009-2010 scores. This goal was subsequently shared with the Teaching Staff and PTA of both school at first PTA and staff & faculty meeting of the new School Year 2009-2010. By the early weeks of the new School Year, all schools of KAPSS, with the exception of Ebadon (mainly due to difficulty in communication for lack of transportation to far distant island of the atoll), have established their own draft SIP. The SIP for EPES and EMS have become the corner-stone of both In-Service programs (Wednesday afternoons for EMS, while Friday afternoons for EPES) of the respective schools .
2. PROFESSIONAL DEVELOPMENT. KAPSS designed and executed its own summer 2009 Staff Development Program, aligning all subjects to those offered in Majuro for the summer. A second major purpose for the establishment of the In-Service programs for EMS and EPES is to provide an on-going professional development program for our Teaching Staff (e.g., in MOE curriculum requirements and targets in each academic subject, especially in mathematics and MLA and ELA).
3. SCHOOL ENVIRONMENT. With the help of our maintenance crew and many of our male teachers, we stated the school year with brand new repaired classrooms in Building E (Grades 5 & 6) and two classrooms in Building 3 in the Kinder Program. Though classes continue to take place at our schools, there are still major repairs or renovations that need to be done for most of the classrooms. The demand for more classrooms to be built has increased with the growing of Ebeye population.
4. SCHOOL SUPPLIES & MATERIALS. The following textbooks were distributed to the following classrooms or grade levels in August 2009.
Table 7.1: Textbook Distribution
Moving Into MLA Math Focus on Grammar Shining Stars Social Studies English K - 8 K K - 5 7 - 8 K - 6 6 - 8
76 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 KWAJALEIN ATOLL SCHOOL SYSTEM
5. FOOD PROGRAM. The Lunch Program continued until the end of September and stopped for four months and started again in February 2010. There is no doubt that this program has improved the health of majority of the students at KASS.
6. TRANSPORTATION. Transportation has continued to be provided to Kindergarten, Special Education, and Kwajalein Atoll High School (KAHS) students. As we continue to serve the Ebeye children, one of the three buses at KAHS was given to Father Hacker High School to assist transporting students to and from Gugeegue campus.
7. EQUIPMENT. The priority areas are measured by each output under the Performance-Based Budgeting system.
Highlights and Accomplishments
The highlights and accomplishments for Kwajalein Atoll School System are to be aligned with the overall performance-based budgeting reporting scheme. The administration of Ebeye schools continues to use Performance-Based Budgeting system as a tool to monitor and track all existing activities. The reporting scheme uses the following elements (outcomes and outputs) to track and monitor its activities for reporting purposes. Each outcome (objective) has a specific set of outputs (activities) and performance indicators that are to be completed and monitored each quarter to ensure progress in meeting the required objectives.
Student Achievement
Top Priority
Student achievement continues to be the top priority at all the schools of KAPSS, as mentioned in previous Annual Report. The academic focus has been on mathematics and language arts (both Marshallese and English) for the past few years. The staff has discussed and concluded during In-Service discussions that, while Marshallese is important to master in the lower grades, English is particularly important to master in upper grade levels. This focus in upper level is important since almost all learning materials are in English, not only in Elementary level but also and especially in high school stage. Once students master English, all other academic subjects will be less difficulty to
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 77 KWAJALEIN ATOLL SCHOOL SYSTEM learn. An ultimate outcome EPES seeks to achieve is such that by the time our students enter high school, they will be successful in gaining admission at any high school of their choice.
As it is well known all over the World, KAPSS has also come to acknowledged that it cannot improve student achievement alone. For the pass years, the elementary school has adopted and implemented the School Cluster Model, which requires the parents’ and the community’s involvement. With this model, the SIT (School Improvement Team) has parent, community, and traditional leaders represented to assist and educate parents and community at large to participate in improving student learning or achievement. In educating the parents and community, KAPSS has partnered up with other department or agencies to form the Ebeye Interagency Council; which consists of representatives from the Ministry of Health, Kwajalein Atoll Local Government, and Local & Nation Safety (Police). A One-Day Workshop for parents and community members is held once a year by the Ebeye Interagency Council.
Along the same line, Kwajalein Educators’ Association (KEA) was established primarily to improve and monitor student progress across Ebeye. This association consists of both Ebeye Public and Private Schools principals and administrators as well as the Assistance Secretary of Education.
Enrollment
Registration for the School Year 2008-2009 reached beyond capacity, a total of 1,209. Previous School Year forced the school (as EPES incorporates MOE’s so-called “No Child Left Behind: efforts) to add an additional section to Grade 1 to Grade 5. Thus, EMS found itself needing to create an additional section to Grade 7 during 2008-2009 – whereof a total of five sections for each grade levels in 1st, 2nd, 3rd, 4th, 5th, 6th, and 7th Grades were in operation. EMS anticipates a need to add a fifth section to its 8th Grade. All sections throughout both EPES and EMS have an average of 32 students assigned to a teacher in each classroom.
Conclusion
Despite these challenges, we feel that as a school system, we have made considerable progress during recent years. It is indeed a privilege to have such an opportunity to serve as Assistant Secretary of Education for Kwajalein Atoll Public School System with the right people (Principals) as a team. We strongly believe that student achievement scores; quality and scope of our educational programs; service offered; success with
78 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 KWAJALEIN ATOLL SCHOOL SYSTEM extracurricular activities; and quality of school facilities, to name just a few-we can see that the Kwajalein Atoll Public School System (KAPSS) is on its way a better place or rate in education in general. Our capacity to meet the challenges of educating the Ebeye children is there. The proof of that capacity is very much an evidence to us as we walked around the campus and held monthly meetings as a team.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 79 KWAJALEIN ATOLL SCHOOL SYSTEM
80 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
Pacific Resources for Education and Learning
Pacific Resources for Education and Learning (PREL) received the grant award to operate the Republic of the Marshall Islands Parent Information and Resource Center (RMI PIRC) between October 1, 2006, and September 30, 2011. The focus in year three (2009) is to strengthen and help sustain the relationships between parents and schools to better engage teachers and parents in the educational developmental needs of children. To further the developmental progress of schools assisted under the program, collaborations with other Photo 8.1: PREL project activity agencies of government through the Ministry of Education and the Inter-agency Council contributed tremendously. National events such as Education, Disability week and other civic events were able to incorporate activities that disseminate information to parents regarding the value of school and health care and early childhood education on a large scale. Families participated in educational events that promote family/parent involvement in school as well as education at home.
The RMI PIRC’s goals are still consistent with these two focus areas:
Goal One: Develop and strengthen partnerships between parents and schools to improve educational outcomes for students at risk of educational failure.
The Cluster Model for School Reform is used to achieve goal one. Replicating the Cluster Model in the 2008- 2009 school year has led to the following outcomes in each of the 38 project schools (refer to table A) : (a) setting up a School Improvement Team (SIT), (b) setting up cluster Instructional Improvement Teams (IIT), (c) Appointing cluster leaders, (d) Establishing cluster parent-teacher association (PTA) for the three clusters, and (e) facilitating support training for parents, teachers, and school leaders in school improvement strategies.
Parents, teachers, and school leaders are now working on changes and shifting their practices to be more collective, collegial and group oriented (e.g., in school policy
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 81 AFFILIATED PROGRAMS decision making and review, school improvement planning, coordination of school events).
Schools have also received “Parenting for School Success” training and technical assistance about the roles and responsibilities for IIT and SIT members. Ten new elementary schools completed the Cluster Model Administrative training in August 2009 along other schools that took the follow up of their 2008 training. Eight out of ten schools successfully established the Cluster Model and have started implementation in this reporting period, bringing the total of cluster schools to 38 for SY2008-2009.
The RMI PIRC is also focused on establishing school-linked projects and activities to help the RMI MOE to: Photo 8.2: Parenting for School Success 1. Develop and implement effective participants parental involvement policies and programs,
2. Strengthen relationships between parents and schools to better meet the educational needs of children, and
3. Further the developmental progress of K-12 children assisted under the program by building capacity of classroom teachers including parent educators servicing mothers of birth to age five children.
4. Coordinate and collaborate with other RMI government service agencies and programs, such as WUTMI, Ministry of Health, and Ministry of Internal Affairs to improve general services to children and families in RMI.
Dissemination of information is provided through the following strategies:
1. Public radio broadcasts (educational programs, announcements, etc.)
2. SSB radio networks (TA support to schools: one-on-one contact)
3. Community and school Cluster PTA meetings
82 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 AFFILIATED PROGRAM
4. Educational trainings, conferences, institutes, and workshops
5. Network partnerships (both formal & informal connections and relationships with government agencies, NGOs, faith-based groups, and other groups and organizations)
6. Inter-agency council activities and meetings (very in-active)
7. Faith-based activities (such as Church Youth Rally presentations on child development and parenting strategies for healthy learning grow and development)
8. Utilization of WUTMI Women chapters in remote outer-island communities as Advocates for Healthy Families – Healthy Children (Ajri in Ibbinini)
9. Utilization of MOE personnel in school communities of RMI.
Goal Two: Ensure that the children of families assisted are ready for school
To achieve this goal, a subcontract with Women United Together Marshall Islands (WUTMI) was awarded, and the Born to Learn Parents as Teachers (PAT) curriculum was adopted. To expand and meet the large demand for early childhood parent education (ECPE) services, WUTMI has designed a local early childhood parent education program called Training Information for Parenting Skills (TIPS) to supplement the “Born to Learn” US-based Early Childhood Parent Education Program. TIPS utilized the certified PAT trainers as supervisors and the work is a replica of the PAT services but incorporating Marshallese values of parenting and child-care beginning at conception to 5 year of age.
Nine students transitioned into Kinder beginning of SY: 08-09. Seven out of nine tested into private schools such as Co-Op, Baptist, SDA and Photo 8.3: WUTMI Parenting activities Assumption. All passed their tests with standings,
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 83 AFFILIATED PROGRAMS demonstrating the outcome of the program: “Children served by PIRC will be ready for School”.
A modified school parental involvement policy was drafted and is pending review as part of the Ministry of Education rules and regulations. Other important areas of close coordination and collaboration are the data collection and school improvement reporting protocols. Many of our schools are isolated, and when transportation and communications are having issues such as Air Marshalls not flying, receiving school reports on time is a federal program challenge.
Table 8.1: Cluster PTA
Parents served by 38 Cluster Schools 4,679 (Cluster PTAs) Parents Served by WUTMI PAT/TIPS 3,151 (Early Childhood Parents) Parents served directly by PIRC staff 1,024 (Parent Trainings & others) Teachers assisted by the program 504 (Teacher Trainings) Total Clients Served 9,358 Mass Information dissemination (V-7AV) 22,000
Mass dissemination of PIRC educational services through WUTMI Ajri Ibbini V-7AV Program and PREL/PIRC program support through MOE Radio Programs (two airings 2009) is estimated to be 22, 000 thousand. (Source: Estimated calculations based on 1999 Census. Households with radios – average of listeners on Saturdays & Mondays x 30.)
The following parent resources were developed in Marshallese for PIRC/MOE training purposes. Parent Involvement Standards (6 Jonakko Nan Bok Konam) & a parenting tip sheet developed for dissemination on Sunday bulletins called; Jabot Jonoul (10 Sundays).
Photo 8.4: Parent Resources Booklet
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Table 8.2: PREL Project Participants
School Name / Atoll Implementation Year Year(s) in Project 1. Ailuk, Ailuk 2006 3 2. Ajeltake, Majuro 2003 7 3. Aur, Aur 2006 3 4. Bikarej, Arno 2008 New 5. Delap, Majuro 2006 3 6. Ebeye, Kwajalein 2003 7 7. Ebon, Ebon 2007 2 8. Ejit, Kili (Majuro) 2007 Not Reporting 9. Enebur, Kwajalein 2007 Not Reporting 10. Enejet, Mili 2007 Not Reporting 11. Enekoion, Ebon 2007 2 12. Imiej, Jaluit 2006 3 13. Imroj, Jaluit 2006 3 14. Ine, Arno 2008 New 15. Jaluit, Jaluit 2008 New 16. Jabwan, Ailinglaplap 2008 New 17. Japo, Arno 2006 3 18. Kilange, Arno 2006 3 19. Lae, Lae 2006 3 20. Laura, Elementary Majuro 2003 7 21. Laura High School, Majuro 2008 New 22. Likiep, Likiep 2005 4 23. Lukoj, Arno 2008 New 24. Majuro Middle School 2005 4 25. Melan, Likiep 2008 New 26. Matolen, Arno 2008 New 27. Mejatto, Ronglap 2006 3 28. Mejel, Ailinglaplap 2005 4 29. Marshall Islands High, Majuro 2005 4 30. Nallo, Mili 2005 4
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1. Namdrik, Namdrik 2005 4 1. Narmij, Jaluit 2008 New 1. Rairok, Majuro 2003 7 1. Tokewa, Mili 2008 New 1. Tarawa, Maloelap 2006 New 1. Ujae, Ujae 2005 4 1. Uliga, Majuro 2007 2 1. Woja, Ailinglaplap 2007 2 1. Woja, Majuro 2005 4 1. Wotje, Wotje 2007 2 1. NVTI 2006 Not reporting 1. Rita Elementary 2006 Not reporting
The project has trained all schools but only 38 schools are reporting developmentally to the requirements of the PIRC project this SY2008-09 and thus are reported on this table.
Table 8.3: PIRC Project
Activity Description Purpose / Output TA to MOE Principal Institute 80 total Public Schools attended a Education Accountability three days training on accountability School Improvement measures to improve quality of Academic Learning administering schools in RMI to School Profile improve student academic School Improvement Planning performance Teacher Certification TA to MOE Organize MOE data on Teachers to & Licensing Member on Teacher Certification implement Certificates based on Board qualifications Social Studies Curriculum Revise K-12 Social Studies Content Upgrade / revise language of K-12 Social Revision Standards Studies content standards
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WorldTeach Volunteer Program
WorldTeach is a non-profit organization affiliated with Harvard University that sends volunteer teachers to countries throughout the world. Operating under its third 3-year Memorandum of Understanding with the RMI government, the organization recruits, screens and trains volunteer teachers to work in schools throughout the RMI. WorldTeach oversees the management of the volunteers throughout the year, working closely with the MOE to ensure that teachers provide quality instruction to Marshallese students. For the first two years of the program, WorldTeach was Photo 9.1: WorldTeach volunteer in action funded in part by a grant from the Republic of China (Taiwan). The program currently comes under the Supplemental Education Grant (SEG).
The WorldTeach Program completed its 7th year of operation in the RMI in June. For the 2008-09 academic year, the program placed 37 volunteer teachers in 34 schools on Majuro and the outer islands. The program began its 8th year by welcoming 39 volunteers to the RMI in July 2009, sending volunteers for the first time to Narmij Elementary School on Narmij, Jaluit and Mili Elementary School on Mili, Mili as well as returning to all sites serviced in 2008, except for Wodmej, Wotje, where the WorldTeach volunteer stayed on as a contract teacher.
School Year 2008-2009
Following the school year, 2 volunteers remained in the Marshall Islands to work for the MOE’s English Language Institute in the summer of 2009, which offered English language instruction to teachers. Additionally, three volunteers from the 2008-2009 group returned to the RMI to continue their work as teachers under the MOE. One teaches at NIHS, one at Wodmej Elementary School, and one is at Laura High School. Furthermore, 2 volunteers remained in the RMI a second year as volunteers on Ine, Arno and Longar, Arno.
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The outer island volunteers tend to provide the greatest impact, as they become so invested in their schools and communities. For example, all students in Airok, Ailinglaplap learned how to draw, chart, and map their island and atoll in great detail. The volunteer on Enejet, Mili took over the responsibilities of head teacher for much the year, and acted as a role model to the other teachers as well as her students. The students at Wotje Elementary School were given the opportunity to simultaneously beautify their school and show their creativity when the volunteer created a classroom doors art project. The students came up with a design for each door and used paint donated by the yacht club to create colorful, artistic doors. This project gave the students a sense of ownership in their education, and also instilled a sense of pride in their hard work for the whole community to see. On Namdrik, the volunteer created the school’s first library and allowed the students to check books out and take them home for the night. They were required to return the book within a week, as well as write about what they read. The students were given a sense of responsibility, while also learning to discuss the books they had read, using the vocabulary of main ideas, characters, setting and plot.
Volunteer Contributions Outside the School
WorldTeach volunteers have worked to make impacts in their communities that go far beyond service in the classroom. Many WorldTeach volunteers started adult education classes both on Majuro and the outer islands. On Tobal, Aur, the volunteer started a group called “Island Guard.” It was made up of all of his male students with the aim of taking on service projects to keep the boys out of trouble. The group has become extremely popular and is still gaining momentum in the community. The volunteer on Arno, Arno has worked tirelessly to build a new basketball court. The court will be well utilized by the students and adults alike once it is finished and the entire community has helped in this creation.
In addition, volunteers have worked with other organizations, such as the WAM, the Environmental Protection Agency and Youth to Youth, to help them reach students with their respective education programs. Volunteers have also helped bolster after-school and tutoring programs and started new extra-curricular classes in art, creative writing, debate, marine biology, music and other subjects that have fostered excitement about learning and education. Volunteers found time to help coach school sports teams, encouraging the students to participate in these activities. Volunteers also participated in Church events and fundraisers, raised money for school supplies and helped fellow teachers improve their teaching skills.
88 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 AFFILIATED PROGRAM
School Year 2009-2010
This new group of volunteers has hit the ground running since their arrival in late July. Upon arriving at their sites, many volunteers have continued to build on the efforts of past volunteers in and out of the classroom. Adult Education classes continue on Lukoj, Arno and Mae, Namu. At Kwajalein Atoll High School, the volunteer has continued to serve as the leader for the highly popular debate club. Most volunteers tutor students after school, whether to provide extra assistance to the lower performing students, such as on Buoj, Ailinglaplap, or to help the eighth graders get extra practice for their up- coming high school entrance exams, as at Laura Middle School.
The volunteers have also taken initiative in starting their own projects. On Kaben, Maleolap, the volunteer began Photo 9.2: Student learning activity an afterschool Math Club, helping to make math fun and accessible for the students. On Narmij, Jaluit, the volunteer has been teaching extra “hands-on” science classes to bring the material to life for all grade levels. At Ebeye Middle School, the seventh and eighth grade students are learning how to clean up their environment through the “Green Club” the volunteer started. All of the WorldTeach volunteers have also benefited from the many materials provided through the fundraising efforts of Sterling Church in Sterling, Virginia and the MIECO Yacht Club. Both of these organizations have contributed countless number of supplies to schools who have WorldTeach volunteers. Outside of school, the volunteers have also remained very active. The Jabwon, Ailinglaplap volunteer plays in the village basketball league and one of the two Santo volunteers began a weekly art club. The college counselor at MIHS has created a highly regarded mentorship program with 27 of the most promising students at the high school, matching them with prominent members of the community. This same volunteer has also spent countless hours preparing her students for the TOEFL exam, both by helping them study and finding the funding to cover the test fees.
Assessing the WorldTeach Program
The efforts of WorldTeach volunteers are nearly impossible to assess quantitatively. It is difficult to accurately numerically assess the benefits of the WorldTeach program, as currently there are no such tests utilized by MOE to provide a picture of improvement in
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 89 AFFILIATED PROGRAMS
English skills among all of the students of the RMI. The MISAT is given in the 3rd, 6th, and 8th grade classes. While we can use these results to measure the school against itself, we cannot use these tests to track individual students.
The results of the 2008-2009 MISAT tests show that schools with WorldTeach volunteers consistently score higher than equivalent schools without WorldTeach. Similarly, surveys and interviews with principals and head teachers of schools with volunteers suggest that volunteers are viewed as being indispensable additions to the teaching staffs at their schools. The principals and head teachers (who get to view the students and volunteer teachers on a daily basis) believe that the volunteers have had a huge impact on student learning. Not only do they help students learn English, but they also instill critical thinking skills and act as role models for students.
The WorldTeach program has had a great impact on RMI students and schools in the first eight years of its operation, but like most investments in education, most of these benefits will be seen in the future, after these students have finished their elementary schooling.
90 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009
Dartmouth Volunteer Teaching Program
The Dartmouth Volunteer Teaching Program (DVTP) at the Ministry of Education continues to be an essential element to the overall improvement of student and teacher performance throughout the Republic of the Marshall Islands. The Dartmouth Volunteer Teaching Program is a non-profit organization affiliated with Dartmouth College in Hanover, New Hampshire. The program started in 2000 under the leadership of Professor Andrew Garrod and has continued to expand since. The program local office is at the Ministry of Photo 10.1: Dartmouth volunteer in action Education’s main office building on Majuro, the capital city. The program director and field director engineer the overall management of DVTP in the RMI. The directors are also charged to work closely with the Ministry of Education to ensure that volunteers provide quality services to the students and the community as whole. The program is currently funded under the Supplemental Education Grant (SEG).
In June 2009, the DVTP completed its eighth year of providing graduates with education training and experience to public schools in the RMI. Eight graduates participated in the program during the 2008-2009 school year. The new volunteers arrived in July, ready to devote their time and energy to giving their students the best possible education in the upcoming school year.
School Year 2008-2009
DVTP recruited 8 Dartmouth graduates to work in the RMI for SY2008-2009. One volunteer from 2007-2008 returned to the RMI to teach on contract through Bikini. As in the last few years, all the Dartmouth teachers completed the entire school year at their sites. This was the eighth year DVTP provided volunteers on Ejit and Kili and the sixth year at NIHS and MIHS.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 91 AFFILIATED PROGRAMS
Despite the small size of the program this year, the Dartmouth teachers accomplished a wide variety of great things at each of their schools. At NIHS, the senior class, taught by one Dartmouth volunteer, had a 100% acceptance rate into CMI and showed the second highest scores of all high schools in the RMI after Assumption High School. At Kili Elementary school, one volunteer who is a trained teacher with experience in Special Ed, started a Special Ed class in conjunction with one other local teacher to reach students with special needs who were falling behind without additional help. At Kili Elementary, 9 out of 10 students passed the 8th grade test, thus gaining admittance to high school, and student’s scores on the grade 3 and grade 6 tests have improved; Ejit Elementary School students’ scores on the third and sixth grade tests have also continued to rise consistently over the seven years Dartmouth volunteers have been teaching there.
The field directors of Dartmouth and WorldTeach worked with MOE to organize two national debates for the RMI high schools. One debate was during Education Week in February, and the second debate was for Constitution Day in May. Dartmouth volunteers at MIHS and NIHS helped coach the schools’ respective teams. The MIHS debate team was victorious in both debates, beating private schools twice.
Volunteer Contributions Outside the School
The DVTP emphasizes not only high expectations for volunteers in the classroom; we also encourage a high level of involvement in the communities. Volunteers are given a sponsor family in the community, with whom they meet at least once a week to practice Marshallese, study together, learn about customs, and have a sense of place and family in the local community. As in past years, the volunteers loved getting to know their families and integrating into the communities on their islands as much as possible. Volunteers on Wotje participated in Photo 10.2: Outside learning activities local basketball leagues. On Ejit, volunteers founded an after school book club that met twice a week at their house. One MIHS volunteer tutored at WAM; the other participated in dances with Youth 2 Youth in Health programs.
92 MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 AFFILIATED PROGRAM
School Year 2009-2010
Fifteen graduates came to Majuro in July to start the 2009-2010 school year. This year’s group joined two Dartmouth volunteers from 2008-2009 returning on contract, one through Bikini and one through MOE. The seventeen Dartmouth teachers form one of the largest groups of graduates since 2003. Because of the increase in the size of the program, DVTP was able to send teachers to two new sites, NVTI and JHS, and send volunteers back to LHS after a hiatus of one year. These teachers have already begun to continue the strong legacy DVTP has of teaching Photo 10.3: SY2008-2009 Debate and working with the schools and communities in the RMI.
The volunteers have gotten off to an amazing start in the 2009-2010 school year. The teacher at NVTI has already organized several teams to compete in national Track & Field games out at Laura. The gospel choir at MIHS, which got off to a running start last year, is still going strong. They will be featured at the 2009 Copenhagen Climate Change conference, accompanied by one volunteer on the violin. In the classroom, volunteers have been making solid progress with test preparation, both for CMI and MISAT implementing inquiry-based, creative teaching methods.
In January 2010, the Dartmouth program will bring 9 undergraduate interns to work with schools around Majuro for two and a half months. Professor Andrew Garrod will also come to Majuro from January to March. He will work with students and the undergraduates to produce and direct either a Shakespeare play or a Broadway musical at MIHS. The last time Dartmouth undergraduates came to Majuro was in 2007, and the last Shakespeare play was in 2008, so hopefully 2010 will see both these programs reinstituted.
As with any true investment, the real payoff can only be seen over the course of time, and in the seven years that the Dartmouth Volunteer Program has been providing teachers to the MOE, improvements have been seen at the schools where the volunteers teach each year. There is still room for improvement in the classrooms of our schools, and in this regard continued involvement of the DVTP would remain beneficial to the students of the RMI.
MINISTRY OF EDUCATION ANNUAL REPORT FOR FISCAL YEAR 2009 93 APPENDIX
ANNUAL PERFORMANCE MEASUREMENT INDICATORS (DOI)
Table 1: Number of schools by Grade Level
2008-2009 School Year 2009-2010 School Year
Level Type # School # Students Boys* Girls* Number # Students Boys* Girls*
Public 76 9688 5072 4616 79 9738 5115 4623 Primary Private 25 2419 1211 1208 22 2294 1172 1122
Public 6 2368 1187 1181 6 2373 1157 1216 Secondary Private 12 676 318 358 14 652 323 329
Table 2: Number of schools by Enrollment size (Primary & Secondary) Public Private* Atoll Students Students Schools Teachers Schools Teachers Boys Girls Total Boys Girls Total 3-(ES),3- Ailinglaplap 8 53 244 274 518 4 51 28 79 (HS) Ailuk 2 12 58 43 101 1 4 4 2 6 Arno 11 59 387 335 722 Aur 2 14 90 58 148 Ebon 3 11 99 95 194 Enewetak 1 12 94 87 181 Jabat 1 6 13 18 31 Jaluit**( ES/HS) 8 60 421 367 785 1-(ES) 8 43 37 80 Kili 2 21 112 101 213 Kwajalein** (ES/ 6-(ES),4 6 91 872 807 1,689 112 636 567 1203 HS) (HS) Lae 1 9 66 49 115 Lib 1 5 23 15 38 Likiep 3 21 71 63 134 11- Majuro** (ES/HS) 12 311 2,757 2,647 5,404 (ES),7 120 761 817 1578 (HS) Maloelap 5 31 113 106 219 Mejit 1 10 58 51 109 Mili 5 27 118 110 228 Namdrik 1 13 99 85 184 Namu 4 26 117 87 204 Ronglap 1 8 60 51 111 Ujae 1 8 64 45 109 Utrik 1 8 46 61 107 Wotje** (ES/HS) 4 35 267 271 538 Wotho 1 4 132 123 26 Total 85 855 6272 5,839 12,111 36 244 1491 1449 2946 Table 3: School operating half-day sessions Year Number of schools 2003 – 2004 1 2004 – 2005 1 2005-2006 1 2006-2007 2 2007-2008 1 2008-2009 1 2009-2010 1
Table 4: Number of staff full time: 2007-2008 1052 2008-2009 796 (ES & HS public school teachers only) 2009-2010 855 (ES and HS public teachers only)
Table 5: Number and Percent of Teachers by Education Level
Degree 2007-2008 2008-2009 ** 2009-10 % By degrees 09-10
HS Diploma 493 329 328 38%
Associates 396 328 368 43%
Bachelors 124 81 124 15%
Masters 29 3 14 2% 8 Certificate 6 21 2%
Doctorate 1 0 0 0% None/ Other (Liberal Arts); 9 (LA) 40 1 0 0% (Unknown) (Unknown) Total 1052 796 855 100%
Number of Teacher/Staff by Grade Level
Area Grade Level # of teacher 2008-09 # of teacher 2009-2010
All Areas Primary 292 313
Outer Islands Primary 388 415
All Areas Secondary 80 89
Outer Islands Secondary 36 38
Total 796 855
Table 7: Student/Teacher Ratio by Geographic Area/All Schools (DOI 7)
Student/Teacher Student/Teacher Student/Teacher Area Grade Level Student/Teacher Ratio 2006-07 Ratio 2007-08 2008-2009 2009-2010 Primary 13.39 13.2 17.7 17.3 Majuro Secondary 14.64 14 18 17.4
Primary 15.40 10 16.7 16.8 Ebeye Secondary 20.27 12.7 26.5 29.5
All Primary 10.18 9.1 11 10.4 others Secondary 15.62 9.7 16.2 17.7
Table 8: Base Population of School Age Groups* Year Age 4 Age 5 Age 6-13 Age 14-18 2005 1,039 1,039 11,886 7,501 2006 1,275 1,275 10,203 6,640 2007 1,287 1,287 10,295 6,700 2008 1,482 1,375 11,297 6,560 2009 1,487 1,375 11,297 6,560 2010 1534 1491 11,758 6,214
Table 9: Total Enrollment By Grade and Gender : 1991-992 to 2007-08
Year Primary Schools Secondary Schools Grand
K-5 1st 2nd 3rd 4th 5th 6th 7th 8th Total 9th 10th 11th 12th Total Total
Both Sexes
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 1,045 10,403 981 846 806 603 3,236 13,639
2006-07 1,592 1,459 1,488 1,253 1,202 1,194 1,080 1,022 10,290 991 725 765 587 3,068 13,358
2007-08 1551 1,529 1,485 1,464 1,402 1,257 1,205 1,127 1,033 12,053 1039 807 659 693 3,198 15,252
2008-09 1524 1,489 1,463 1,462 1,374 1,402 1,208 1,095 1,090 12,107 962 865 659 558 3,044 15,151
2009-10 1,444 1,483 1,429 1,423 1,458 1,342 1,333 1,139 981 12,032 931 838 681 575 3,025 15,057
Table 9: Total Enrollment By Grade and Gender : 1991-992 to 2007-08 (continued)
Males
2001-02 835 727 720 721 873 762 792 774 6,204 506 413 303 265 1,487 7,691
2002-03 810 648 626 667 675 670 662 656 5,414 517 431 328 266 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
2005-06 794 839 748 684 620 586 564 540 5,375 491 423 414 300 1,628 7,003
2006-07 859 735 772 668 627 599 530 535 5,325 518 374 387 289 1,568 6,893
2007-08 824 799 780 721 721 653 630 556 515 6,199 498 390 345 330 1,563 7,762
2008-09 819 764 770 780 686 734 621 580 529 6,283 451 436 334 284 1,505 7,788
2009-10 734 824 744 746 776 685 686 592 500 6287 451 390 355 284 1,480 7,767
Females
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
2005-06 802 780 633 593 614 577 524 505 5,028 490 423 392 303 1,608 6,636
2006-07 733 724 716 585 575 595 550 487 4,965 473 351 378 298 1,500 6,465
2007-08 727 730 706 744 680 604 575 571 518 5,855 541 417 314 363 1,635 7,490
2008-09 705 725 693 682 688 668 587 515 561 5,824 511 429 325 274 1,539 7,363
2009-10 710 659 685 677 682 657 647 547 481 5,745 480 448 326 291 1,545 7,290
Table 10: Average Daily Attendance 2009-2010 Majuro Primary Daily Attendance Secondary Daily Attendance School Year Primary Secondary Avg. Daily Attendance % Numbers Percentage 2009 3,864 1,494 3,584 93% n/a n/a 2010 4059 1345 3,849 89% n/a n/a Ebeye Kwaj Primary Daily Attendance Secondary Daily Attendance School Year Primary Secondary Numbers Percentage Numbers Percentage 2009 1157 291 893.73 77.2% n/a n/a 2010 1135 354 n/a n/a Outer Island Schools Primary Daily Attendance Secondary Daily Attendance School Year Primary Secondary Avg. Daily Percentage Numbers Percentage 2009 4667 583 3840.02 82.3% n/a n/a 2010 4344 674 3,698 86% n/a n/a
Table 11:Completion/Graduation rate for 8th and 12th grade
8th Grade 12th Grade % of Male Female Total % of Graduates Male Female Total Graduates 2007-2008 515 518 1033 73% 330 363 693 68%
2008-2009 518 540 1090 93% 284 274 558 57%
2009-2010 500 481 981 76% 424 151 575 58%
Table 12: Number/percent of 8th grade completers going to high school.
Year 8th Grade Completers/Gender To high school
Male Female Total # to HS % to HS
2005-2006 540 505 1045 991 95%
2006-2007 535 487 1022 793 76%
2007-2008 515 518 1033 757 73%
2008-2009 518 540 1090 962 93%
2009-10 499 481 980 743 76%
Table 13a: Student Enrollment in local Institution of Higher Education (Preliminary USP)
Preliminary Level
Year Student enrolled Student Passed Pass Percentage
Male Female Total Male Female Total Male Female Total
1996-97 30 22 52 18 8 26 60% 36% 50%
1997-98 27 20 47 18 11 29 66% 55% 62%
1998-99 25 28 53 16 8 24 64% 28% 45%
1999-00 11 13 24 7 8 15 63% 62% 63%
2000-01 14 26 40 7 13 20 50% 50% 50%
2001-02 13 16 29 10 12 22 76% 75% 76%
2002-03 27 19 46 23 16 39 85% 84% 85%
2003-04 31 39 70 28 35 63 90% 88% 90%
2004-05 30 33 63 28 19 47 93% 57% 75%
2005-06 27 29 56 17 15 32 62% 51% 57%
2006-07 29 32 61 26 25 51 89% 78% 84%
2007-08 27 31 58 19 14 33 70% 45% 57%
2008-09 36 38 74 20 23 43 56% 61% 58%
2009-10 23 28 51 13 14 27 57% 50% 53%
Table 13b: Student Enrollment in local Institution of Higher Education RMI-USP Joint Program (Foundation Courses) Foundation Level Year Student Enrolled Student Passed Pass Percentage Male Female Total Male Female Total Male Female Total 1996-97 9 10 19 5 5 10 55% 50% 53% 1997-98 17 9 26 11 8 19 64% 88% 76% 1998-99 21 16 37 12 5 17 57% 31% 52% 1999-00 17 6 23 8 6 14 47% 100% 61% 2000-01 14 11 25 9 7 16 64% 63% 64% 2001-02 6 14 20 5 10 15 83% 71% 75% 2002-03 10 14 24 7 12 19 70% 85% 79% 2003-04 13 12 25 11 10 21 84% 83% 84% 2004-05 10 10 20 9 8 17 90% 80% 85% 2005-06 17 7 24 14 7 21 82% 100% 88% 2006-07 16 12 28 9 11 20 56% 91% 71% 2007-08 15 11 26 12 9 21 80% 81% 81% 2008-09 19 22 41 13 16 29 68% 73% 71% 2009-10 17 10 27 7 8 15 41% 80% 56%
Table 14: Marshall Islands Standards Assessment Test (3rd & 6th & 8th Grades): % Students score at proficient and above” (Number of students achieving proficiency for selected tests)
Subject 2008-09 2009-9010
3rd Grade Result % Proficient & above Marshallese Reading 20% 34% English Reading 21% 22% Math 15% 23% Science 23% 28% 6th Grade Result: % Proficient & above English Reading 13% 20% Marshallese Reading 35% 40% Math 8% 19% Science 9% 12% 8th Grade Result: % Proficient & above English Reading 48% 50% Marshallese Reading 65% 66% Math 8% 4% Science 9% 13% Social Studies 5% 5%