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P REL 2016 ANNUAL REPORT


TABLE OF CONTENTS

Message from Board of Directors Chair 3 Board of Directors 4 Program Governance Council 5 Our Work 6-7 PREL Strategic Priorities 2017-2022 8-9 Where We Work 10 - 11 Multiple Languages and Literacy Practices Chuuk 12 - 13 Guam 14 - 15 Kosrae 16 Ecoliteracy American Sāmoa Hawai‘i Marshall Islands

17 18 - 19 20 - 21

Health Literacy Palau Yap

22 23

Conditions for Learning Northern Mariana Islands Pohnpei

24 25

OCEP Award Dinner Geo-Literacy Education in Micronesia Financials

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26 - 27 28 - 29 30


MESSAGE FROM THE

BOARD OF DIRECTORS CHAIR Dear Friends, Colleagues, and Supporters, It’s with great pleasure that I present to you Pacific Resources for Education and Learning’s 2016 Annual Report. In the pages that follow, you’ll discover the exciting and pioneering work that we’ve accomplished this past year by harnessing the ideas, talents, and resources of hundreds of people and organizations. While many of our initiatives, and the technologies we use to deliver them, are new, the deep, ancestral wisdom that lives within Pacific Island communities is not. By bringing together excellence in both Western and Indigenous knowledge systems, PREL is proud to play a role in enabling hundreds of thousands of Pacific students to be grounded in their languages and cultures, while preparing to be successful global citizens. This approach is unique to PREL and is a key reason why we’ve been a leader in our field for the past 26 years. This year, we’ve organized our annual report by each of the 10 geographic areas in which we operate—, giving you a snapshot of the incredible range of services we provide, from one-day workshops encouraging youth to use their voice, to community-wide infrastructure projects that include science education. We are deeply grateful for the opportunity to engage in this important and meaningful work, and extend our warmest thanks to all who supportv Pacific children. With thanks, Vic Angoco Board of Directors Chair, PREL Senior Vice President, Pacific Division, Matson Navigation Company

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BOARD OF DIRECTORS PREL’s all-volunteer Board of Directors guides the organization’s policies, financial investments, and management. Members represent constituent groups within the U.S.-Affiliated Pacific Islands and are leaders in education, government, and the private sector. Mr. Vic Angoco Board Chair Senior Vice President, Pacific Division, Matson Navigation Company, Inc. Dr. Mary Okada Board Vice Chair President/Chief Executive Officer, Guam Community College Mr. Paul Hadik Board Secretary Consultant, Chuuk State School System Mr. Stephen Brock Board Treasurer First Hawaiian Bank, Vice President, Private Banking Division Dr. Stevenson J. Kuartei Owner, Pacific Family Medical Supply, Eye & Medical Clinics Mr. Nathan T. Okubo Partner, Cades Schutte LLP Dr. Judith T. Won Pat Speaker, Legislature of Guam

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PROGRAM GOVERNANCE COUNCIL The Program Governance Council supports the research and education mission of PREL, providing the crucial link between the organization, schools and local communities, as well as ongoing input on local needs and the strategic direction of PREL’s work in education. Ms. Cynthia Deleon Guerrero Commissioner of Education, Commonwealth of the Northern Mariana Islands Public School System Mr. Churchill Edward Director of Education, Pohnpei State Department of Education, FSM Ms. Teresa Filepin Director of Education, Yap State Department of Education, FSM Mr. Wilbur Heine Minister of Education, Republic of the Marshall Islands Mr. Kalwin Kephas Secretary of Education, Federated States of Micronesia National Department of Education   Ms. Evelyn Konou Commissioner of Education, Republic of the Marshall Islands Ms. Kathryn Matayoshi Superintendent of Education, Hawaiʻi State Department of Education Mr. Joseph Sanchez Acting Superintendent of Education, Guam Department of Education Mr. Sinton Soalablai Minister of Education, Republic of Palau Dr. Ruth Matagi-Tofiga Director of Education, American Sāmoa Department of Education   Dr. Tulensru Waguk Director of Education, Kosrae State Department of Education, FSM Mr. Alvios William Acting Director of Education, Chuuk State Department of Education, FSM

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OUR WORK Founded in 1990, PREL is a 501(c)(3) non-profit organization headquartered in Honolulu, Hawaiʻi. Our full-time staff of nearly 30 professionals is dedicated to working collectively in support of children who live in the U.S.-Affiliated Pacific Islands. We envision strong schools, healthy communities, and thriving cultures with Pacific hearts and global minds. PREL’s work lies at the intersection of place-based research, theory, and practice. Our endeavors include college and career readiness, early learning, education policy, health literacy, standards and curriculum development, evaluation and assessment, and teacher professional development, as well as informal, community-based learning opportunities. We work with an extensive network of partners including community groups, corporate and private foundations, non-profit organizations, state education departments, teachers and students, and U.S. government and state agencies.

College of Micronesia-FSM students pose for a picture at Nan Madol, recognized in 2016 as a UNESCO World Heritage site. In collaboration with UNESCO, students were invited to share stories, reflections, and photos of their trip to the historic location on the Pacific Storytellers Cooperative website. You can read their work by clicking here or visiting http://storytellers.prel.org/special-projects/nan-madol-stories/ Photo courtesy of Dan Lin.

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Artwork by FreeVector.com

On a 2015 budget of less than

$4 million

4,300

Public school students in Majuro and surrounding communities who now have access to potable water at schools.

we:

130 hours

Of dedicated professional learning support for each of the 15 educators learning how to teach Chamoru language and culture in the classroom.

50

Attendees from across the globe who attended PREL’s presentation “Place-Based Approaches to Education about Our Environment and Climate Change” at the International Union for the Conservation of Nature (IUCN) Congress.

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PREL STRATEGIC PRIORITIES 2017-2022 PREL’s strategic priorities are determined by the Pacific Island communities we serve, alongside our Board of Directors and staff. Our priorities fall into four major areas: Multiple Languages and Literacy Practices, Ecoliteracy, Health Literacy, and Conditions for Learning.

Members of the Palau High School Tech Club met in April to participate in a “Climate Change Game Jam” on fresh water.

Participants pose for a photo in front of a compost pile at the “Next Generation Science Standards (NGSS) in School Learning Gardens” workshop at the Mala‘ai Culinary Garden on Hawai‘i Island in November 2016. Attendees learned how to incorporate gardenbased science lessons and activities to explain NGSS science and engineering practices while earning two professional development education credits.

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PREL Strategic Priorities 2017-2022

Building on a foundation of languages and literacies, PREL will promote sustainable communities and cultural resiliency Enhancing community well-being through partnerships in education Multiple Languages and Literacy Practices

Establish strong language and literacy foundations for learning

Strengthen practices to support early learner languages and literacies

Support bi- and multilingual policies and practices to reflect community values

Increase professional learning opportunities and resources that support policy implementation and multiple literacy practices

Literacy

Heritage

Ecoliteracy

Health Literacy

Transform understandings of the natural world into sustainable climate adaptation and environmental stewardship

Improve ecosystem resiliency through the study of place to promote environmental health, stewardship, and STEM knowledge systems

Build climate change adaptation capacities to enable effective responses to impacts of climate unpredictability

Support community ecoliteracy education to improve sustainability through school-community partnership projects

Sustainability

Conditions for Learning

Strengthen lifelong learning and skills to promote good health

Enhance access to safe drinking water and healthy local foods through STEM community learning

Collaborate with local communities to ensure that health information is culturally and linguistically contextualized

Support the integration of health education into preK–college curricula

Supporting Pacific Communities To Thrive

Resiliency

Co-create spaces of learning that foster citizenship, interdisciplinary systems thinking, and sustainable economic practices

Strengthen education systems and practices that start with the learner and build on cultural contexts

Expand teaching and learning practices that promote responsible citizenship, sustainable economics, and systems thinking

Co-create contextualized and relevant curricula and assessment opportunities to demonstrate learning that contributes to strong cultures and sustainable futures

Social Responsibility

Collective Impact

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WHERE WE WORK PREL’s area of service include Pacific Islands that are part of, or affiliated with, the United States. This includes American Samoa, Federated States of Micronesia, Guam, Hawaii, Northern Mariana Islands, Marshall Islands, and Palau. This vast geographic service area covers 4.9 million square miles, over 2,000 islands and atolls, and is the home of nearly two million people.

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Top: Ulu Kalihi teachers hold signs with Hawaiian and English names of local plants and their uses. Middle: PREL staff members gathered in Guam for the 2016 annual staff retreat. Above:Elementary school students in Kosrae.

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CHUUK

MULTIPLE LANGUAGES AND LITERACY PRACTICES

E

very year, PREL publishes teaching and learning materials in Pacific Island languages to enrich students’ learning experiences. These unique resources are developed specifically for each place—ensuring that young learners see people, plants, animals, and landscapes that mirror the world around them. In November, teachers from the Northern Namoneas Region in Chuuk participated in a workshop to learn about resources created by the Pacific islands Climate Partnership for the 10,000+ students enrolled in the Chuuk State School System. The books and teaching materials are aligned to the Chuuk Department of Education curriculum, enabling teachers to use these innovative resources while adhering to learning standards established by the state. Two teachers from each elementary school on Chuuk and Weno attended the workshop, as well as members from the Chuuk Local Professional Learning Community and a representative from the International Organization for Migration (IOM)’s Climate Adaptation, Disaster Risk Reduction, and Education Program. IOM generously provided attendees with tote bags containing climate change and disaster preparedness materials. Participants began the workshop by sharing knowledge about their clans, which led to a discussion on placebased approaches to education. PREL staff then guided the participants in exploration activities using the Low and High Island Posters (see an example below) and the Pacific Islands Schools book series—all published by PREL. Chuuk teachers are now using these materials in the classroom and a follow-up workshop has been scheduled for January 2017.  Electronic versions of PCEP teaching and learning materials are available at no cost at pcep.prel.org/resources

This poster, written in Chuukese, explains the concept of a “high island” and provides an overview of different terrestrial and aquatic environments.

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GUAM

MULTIPLE LANGUAGES AND LITERACY PRACTICES

A

lthough Chamoru is the indigenous language of the Chamorro people of Guam and the Northern Mariana Islands, it’s estimated that fewer than 20 percent of Guam residents  speak it as their primary language at home.* To ensure that the next generation has the opportunity to learn the language of their ancestors, PREL has provided professional learning to a group of 13 Guam Department of Education (GDOE) Chamoru teachers, known as the “Fåyi cadre members.” The Fåyi project deepens knowledge and skills in teaching the Chamoru language and culture for the group, and build their capacity as teacher leaders to support their colleagues in good Chamoru language and culture teaching practices. The cadre

Introduction of Fåyi cadre members on the first day

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members participated in three intensive weeks of professional learning with PREL, along with monthly meetings as follow-up and classroom observations. Over the summer, with support from PREL and the GDOE Chamoru Studies Division, the cadre members planned and delivered a week-long professional learning event for 110-130 colleagues. The event focused on increasing knowledge on language concepts and skills addressed by the Chamoru Language & Culture content standards, increasing knowledge on instructional practices to teach the Chamoru language, and applying knowledge and practices to plan for learning. * Source – 2010 U.S. Census


PREL staff member Emily Lam (front row, center) posing with the cadre members and Administrator Rufina Mendiola at the end of a successful day. The group is sporting a Fåyi-cadre designed t-shirt!

“Magof yu’ na hu disidi sumaonao gi proyek ‘Fåyi Cadre’ sa’ guaha meggai prubecho-ku ginen este na dinanña’ para u mås fitme i fina’nå’guen lengguåhi; para guåhu, puet i fina’nå’guen Lengguåhen Chamoru! Gof empottånte na guaha tiningo’ put i linakngos midida para u fitme i plinanehan tiningo’. Nisisåriu i ma’estra na u cho’gue i ‘HASSO I DIES’ todu i tiempo para u månnge’ i fina’nå’gue kosa ki fitme i tiningo’.” “I am happy that I joined the ‘Fåyi Cadre’ project because there was an abundance of beneficial knowledge sharing to enhance the teaching of a language; in my case, the Chamorro Language! It is very important to have knowledge of unpacking the standards to strengthen one’s planning for learning. The teacher should always execute the ten teaching tips for an enjoyable lesson and enhanced learning to occur.” -Antonia L.G. Manibusan, GDOE Chamoru Teacher/Fåyi Cadre Member

“Este na training ni’ ginen i PREL annai pumatisipa yu’, muna’ mås menhalom yan muna’ meggai ganåsia-ku gi maneran yan mudelu ni’ hu huhungok-ha’ lao ti hu gof komprende. I åputunidåt yan pattisipasion hu guini na kådre ni’ giniha PREL munå’i yu’ metgot na konfiensia yan preba na ginen i finana’guegue-ku lengguåhi yan kotturan Chamoru siña pumusible mana’ “full immersion” guini gi Isla. Dångkulu na Si Yu’os Ma’åse mento PREL na in hasso muna’ saonao Guam espesiat i Kottura yan Lengguahen Chamoru para man ma empåtta mås tiningo’ mudelon fina’nå’gue.  Hami på’go ni’ mañaonao gi este na kådre manman tretreneng enteru ma’estra/tro desde grådu K-12.” “The PREL Cadre Training I participated in broadened my knowledge in methods and approaches that I’ve heard about but never fully understood. My participation and opportunity to be a part of this small Cadre group facilitated by PREL gave me a lot of confidence and validity that teaching the Chamoru Language and Culture will prevail to full immersion on our island. I thank and encourage PREL Facilitators for including Guam in programs to train our teachers in the Chamoru Language and Culture. The 2016 Cadre Teachers are now facilitating and training Island-wide K-12 CLCP teachers’ skills for success in their classrooms.” - Sara S.M. Uncangco, GDOE Chamoru Teacher/Fåyi Cadre Member

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KOSRAE

MULTIPLE LANGUAGES AND LITERACY PRACTICES

T

he traditions, values, and customs of the people of Kosrae are unique in both Micronesia and the entire Pacific region. Vital to the preservation—and expansion—of this island culture is its official language, Kosraean. PREL’s Pacific Regional Comprehensive Center has been building capacity in the Kosrae Department of Education (KDOE) to develop a state-level language policy for K-12 learners. The aim is for the more than 2,000 public school students to become fluent in Kosraean and other Micronesian languages, ensuring

there is a vibrant community of Indigenous language speakers for generations to come. Additionally, students will graduate with the English-language skills necessary to succeed in a global economy. In 2016, PREL supported and enabled the Kosrae Department of Education in its local outreach efforts: holding meetings with community stakeholders, gathering and analyzing data, deploying a language policy survey, and sharing the results of these findings with community leaders. A follow-up survey will be launched in 2017.

Community leaders and stakeholders share ideas at a pre-conference session of the Micronesia Teacher Education Conference on Language Policy Development in July 2016.

“Facsin, Kahs, ac Oiyac lasr fahkwack Lah Kuht Mwet Fuhkah Mihsenge, Lutu, ac Pacl Fahsruh Uh!” Our culture, language, tradition and value identify who we are today, tomorrow, and in the next generation!

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Participants chat in small groups at a pre-conference session of Micronesia Teacher Education Conference on Language Policy Development.


AMERICAN SĀMOA ECOLITERACY

Teachers work in teams at a Climate Science Teacher Institute Workshop. PHOTOS COURTESY DAN LIN

T

he historic, three-year global journey of the Polynesian voyaging canoe Hōkūle‘a provided an exciting opportunity for PREL to work alongside the American Sāmoa Department of Education and other community partners to bring science, technology, engineering, and math concepts to life for young learners. Over the past two years, the “STEM Education and Voyaging” initiative has provided teachers with a series of workshops and tools to plan, create, deliver, and assess project-based lessons and units utilizing the “Mālama Honua” worldwide voyage as a rich, culturally relevant example. These lessons and units are also tied to Math and ELA Common Core State Standards, as well as Next Generation Science Standards—ensuring that students are on track with established guidelines. To increase local ownership and ensure the long-term sustainability of these efforts, PREL is transitioning to a supportive, capacitybuilding role—clearing the way for the Department of Education, non-profit organizations, and community members to take the lead. Most recently, PREL’s Pacific islands Climate Education Partnership funded COSEE Island Earth to host a Climate Science Teacher Institute in Pago Pago. Over five days in August, approximately 25 high school teachers participated in an intensive hands-on training on climate science, coral ecosystems, scientific practice, and climate impacts in American Sāmoa. The workshop built on previous Voyaging for STEM initiatives, ensuring that teachers have regular training on science, technology, engineering, and mathematics. A follow-up STEM Summit is scheduled for 2017.

A crew member of the Hōkūle‘a Worldwide Voyage speaks to students in American Sāmoa.

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HAWAI‘I ECOLITERACY

O

ur efforts to promote environmental health and sustainability center on helping children understand the natural world around them. In Hawai‘i, our Ulu Kalihi initiative promotes environmental stewardship among students in grades 3-5, teachers, and community organizations by building educators’ capacity to teach about the environment through place-based and experiential learning in Kalihi Valley, one Kalihi Waena Elementary School students visit Hoʻoulu ʻĀina, a of Honolulu’s major urban watersheds. nature reserve in Kalihi Valley. Ulu Kalihi helps harness the community’s assets to enhance the Valley’s environmental sustainability. Teachers at Kalihi Waena Elementary School designed and implemented place-based lessons and activities for their students, including building on-campus garden beds and an aquaponics system. With funding from PREL, fourth and fifth grade students also visited Hoʻoulu ʻĀina, a 100-acre nature and culture reserve in Kalihi Valley, for service-learning projects. In 2017, Ulu Kalihi will continue with a 5-part professional development workshop series for teachers to build knowledge about the science and cultural importance of the Kalihi area, enhance skills to teach about local ahupuaʻa/watersheds, and develop tailored, handson lessons for their classes through place-based teaching and learning resources. Service field trips and standards-aligned science and culture programming will also enrich teachers’ learning and help them prepare for student field trips.

Students show off their dirty hands after completing their service-learning field trip.

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Ke kai nehe o Puʻuhale

The murmuring sea of Puʻuhale “The sea at Puʻuhale in Kalihi, Oʻahu, was said to murmur softly as it washed ashore. There were once many fishponds there.”* Although the fishponds are nearly gone today, the Kalihi Stream -- one of the three main tributaries in the Kalihi ahupuaʻa -- still physically connects our Ulu Kalihi schools and partners, from mauka (mountain) to makai (ocean). Ulu Kalihi engages with and celebrates the teachers, students, and community partners living in and working to sustain the history and resources of the Kalihi ahupuaʻa. *ʻŌlelo Noʻeau #1732 from “‘Olelo No’eau : Hawaiian Proverbs & Poetical Sayings” Pg. 186, Pukui 1983

“Ulu Kalihi has opened my eyes and my heart to the Kalihi district. I had a wide range of hands-on experiences that have inspired my teachings. I noticed that because I became more involved in our sense of place, my students began to collect data they observed on their walks home, trips on the weekends, etc. to add to our data collection of the Kalihi ahupuaʻa. They are out exploring on their own time to bring back new information to share with the class. The community that we have built around understanding our place has created increased student engagement and an excitement to learn just as I felt when we went to Hoʻoulu ʻĀina.” —Alyssa Miyamoto, grade 4 teacher at KaliHhi Waena Elementary School, O‘ahu, Hawai‘i

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MARSHALL ISLANDS ECOLITERACY

E

mpowering island communities to improve the security and self-sustainability of their food, energy, and water resources is a key component of PREL’s ecoliteracy efforts. In the Marshall Islands, PREL’s Food, Energy, & Water – Leveraging and Organizing Toward Self-sustainability (FEW-LOTS) program is co-producing and sustaining the knowledge to nurture a deep, intergenerational, community-based understanding of the interconnections and interdependencies of food, energy, and water systems. FEWLOTS is part of PREL’s Pacific islands Climate Education Partnership (PCEP) and Water for Life efforts. In April, the University of the South Pacific partnered with PREL and the Marshall Islands Public School System to train FEW-LOTS students from the Life Skills Academy as well as carpentry students from the Marshall Islands High School. The group learned about a simple solar distillation technology to generate fresh water to better prepare for extended droughts resulting from anthropogenic climate change. The 20 students and two teachers formed groups to design modifications to the current hoop system still design, while practicing their measuring, calculating, and communication skills. After only five lessons, the participants completed their first solar hoop system still. Each solar still can desalinize 3 to 5 gallons of freshwater from 12 to 15 gallons of seawater. Over two weeks, this dream team built and installed five hoop system solar stills on the Marshall Islands High Schools campus. There are plans to create more solar stills for use in the Marshall Islands and a similar project, REINFEWS – Refuse, Repurpose, Regenerate: Education for Innovations at the Nexus of Food, Energy and Water, is in development.

“Kem ar katak waween kommon dan. Ne ebar iien Mora in diklok ak ejelok dan, I maron katakin baamle eo ao kab ro palaaki, kilen kommon dan. Waween in enaaj juon jipan elap non kabijuknen eo im bar non ro motta” “We learned how to convert water. In the event of a drought, when it’s dry and there’s no water, I can teach my family members and my neighbors how to convert water. This might help our village or our neighborhood.” – Student from the Life Skills Academy

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FEW-LOTS held an Educational Exchange between students and educators from the Marshall Islands and Hawai’i Island for four days in November. Together, the group worked on Appropriate Technology (AT) experiments including adapting solar still designs for permanence, upcycling of found materials, and using readily available materials.

USP RMI’s Dustin Langidrik (Sustainability Coordinator), Gregory Paul (PREL’s AT expert consultant), Bill Wentworth (Kua o ka La STEM teacher) and Kua o ka La students working on solar water distiller, solar concentrator (satellite) and solar salt-maker.

Glass from old windows provides a substrate for condensation. Old glass doors or windows, along with concrete, is readily available at most PREL locations.

Black-dyed concrete holds and heats the seawater.

A student scrapes salt from the salt-maker.

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PALAU HEALTH LITERACY

T

hrough our Water for Life initiative, PREL is undertaking ambitious, Pacific-wide efforts to improve access to high-quality drinking water while building community water literacy. These large-scale projects harness the knowledge, resources, and wisdom of community groups, island elders, students, and government agencies to tackle major freshwater-related challenges. As part of multiple informal science education activities across Palau, PREL shared information at a February community meeting in Echang on the impending drought, one month prior to the official declaration of a national state of emergency. To prepare for the anticipated water shortages, Water for Life worked with community leaders to assess the Echang Dam,

Community members prepare for an impending drought.

the primary source of water for over 15 households and 120 residents. Water for Life designed water conservation plans for households and cost-shared projects to repair dam leaks, resulting in increased water pressure and improved water quality for local residents. Water for Life also fixed leaky pipes to increase the distribution of water from the dam to households and conducted house-to-house water conservation assessments and

upgrades, such as installing drop blocks in toilet tanks to reduce wastewater needs. When the drought arrived, municipal water was rationed to three hours per day for over 80% of the population. Water for Life’s educational and practical efforts directly helped to prepare families for the extended drought. “Water for Life’s technical support in helping us prepare for drought by providing information about drought projections and helping us prepare for it as a community was critical. When the drought hit our community was dependent on the surface water dam that Water for Life assisted us to repair.” Charlie Patris, Community Organizer.

A watershed manager introduces youths to a local watershed to learn about drought impacts.

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YAP

HEALTH LITERACY

A

s with other Water for Life project sites, PREL is blending informal science education with powerful professional and community service learning opportunities in Yap. To engage and excite students to learn more about the extreme dry conditions created by El Niño, Water for Life co-sponsored World Water Day activities in March for Yap. Students participated in poster and brochure contests to find creative, visually appealing ways to inform the community about the reduction in local Water for Life distributed “bob bags,” on Ulithi Atoll and trained community members on how to use them to water supplies. The Water for Life Team handled strengthen rainwater storage capacity. logistics, organization, scoring, and prizes for the contests, with winning entries duplicated and posted throughout the community. Later in the year, PREL staff conducted a training for public and private school teachers, as well as curriculum staff and local trainers, on how to use the “Water For Life Handbook” as a classroom and community education resource tool in science and health classrooms. This practical, highly informative hardcover was created especially to increase water literacy in Pacific Island communities and has been successfully used throughout the region. To increase the quantity and quality of water available to Yap residents, the Yap Core Team installed first-flush diverters to enhance the quality of water harvested by rainwater catchment systems at Dalipebinaw Elementary School, Early Childhood Education Main Office in Dinay, Gilman Elementary School, and the Gtumoon Water Catchment. First-flush diverter projects are also expanding to Teachers and community leaders attend a training on how to Yap’s neighbor islands. use the “Water for Life Handbook” in Yap classrooms.

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NORTHERN MARIANA ISLANDS CONDITIONS FOR LEARNING

T

he Pacific Islands enjoy a rich tradition of storytelling—passing oral knowledge from one generation to the next. As a result of the intensifying effects of climate change, the wisdom and experience of the current generation of storytellers form an especially crucial part of the legacy of island communities. Believing that student learning and the application of new knowledge happens in many different ways, our Pacific islands Climate Education Partnership partnered with the

Northern Marianas Humanities Council on a “Youth Storytelling Through Poetry” workshop in June. Facilitated by renowned Marshallese poet and climate activist Kathy Jetnil-Kijiner, the workshop empowered 70 high school and college students from Rota, Saipan, and Tinian to use digital media and storytelling to promote local, regional, and global awareness about important issues in the Northern Mariana Islands. Educators and cultural elders were also in attendance. Another workshop is planned for 2017.

Top left: Students speak with Kathy Jetnil-Kijiner Left: Workshop organizers pose with renowned Carolinian storyteller Lino Olopai (in yellow) Above: Kathy Jetnil-Kijiner leads students in an exercise

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POHNPEI

CONDITIONS FOR LEARNING

B

ehind the scenes, PREL works alongside state education agencies to develop public school curricula that contribute to strong cultures and sustainable futures. The Pacific Regional Comprehensive Center (PRCC) has partnered with the Pohnpei Department of Education (PDOE) to jointly fund and facilitate the development of curriculum standards for over 10,000 K-12 students. The implementation of the new standards began in 2016 by training PDOE specialists to become a Professional Development team that would, in turn train all Pohnpei teachers. These efforts focused on three core areas: capacity building to increase the PDOE team’s knowledge of quality pedagogy practices, quality learning opportunities for teachers to increase PDOE’s capacity to design and deliver professional learning opportunities, and language

Curriculum implementation training in Seinwar

education policy development to provide a framework for stronger bilingual and learning outcomes. After intensive instruction, the Professional Development team began training teachers in all schools across the island to deploy the curriculum for standards implementation. PREL

has been providing support to the team throughout this process, which will conclude in 2017. PDOE has been recognized as the first state in the Federated States of Micronesia to establish standards in all learning content areas, including Pohnpei Indigenous studies.

“Indin kiliet ohkihda ei pein kilangki mesei kat dahme pweidahr!” “I get goosebumps beholding what has been successfully completed!” Nelsin Iriarte, PNI Studies Specialist “We have done standards training at all the public schools … I can confidently say that more than 90% of the public school teachers received the training.  My personal comment regarding the training is very positive. Teachers and administrators are more informed. I feel that we are finally moving toward the right lane where we train teachers on a tool and give them the tool to use and then we go back and maintain the use of the tool. Dahme wiewiawi rahn pwukat... me inenen mwahu (What we are doing these days is very good).” Delihda Waltu, Teacher Training Coordinator:

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OCEP AWARD DINNER

The inaugural Outstanding Contribution to Education in the Pacific (OCEP) Award Dinner brought together 100 people from across the Pacific to honor an exceptional educator, while raising funds for teacher scholarships. On May 18, Father Francis X. Hezel, SJ, was presented with the 2016 OCEP Award for his extraordinary dedication to and support of Pacific education, particularly in Micronesia. “Father Fran,” as he is affectionately known, has served the Micronesian community as a teacher and school administrator at Xavier High School, been a 30-year director of the non-profit Micronesia Seminar, and has held roles as a pastor and regional superior to the Jesuits of Micronesia. He is a self-taught historian who has focused on social change and its impact on island societies, is the author of several books on Micronesian history, and the producer of over 70 video documentaries. Beloved by the community and highly respected for his selfless service, Father Fran was unanimously selected by the PREL Board of Directors to be the award’s first honoree. The dinner raised approximately $20,000 for the Pacific Teacher Scholarship Endowment, a PRELmanaged fund to help finance the education of promising Pacific Island educators.

Father Francis X. Hezel, SJ, celebrates at the Outstanding Contribution to Education Award Dinner in the Pacific.

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Father Fran enjoys a threecourse dinner at the OCEP Award Dinner while seated next to PREL Board Member Dr. Judith T. Won Pat.

We extend our warmest thanks to our OCEP Award Dinner sponsors, whose generosity will directly benefit Pacific Island teachers who need financial assistance completing their graduate education.

www.matson.com

Bank of Guam

www.bankofguam.com

First Hawaiian Bank www.fhb.com

Guam Education Financing Foundation ironbridgecapital.com/geff.html

GTA

www.gta.net

Micronesian Brokers

http://www.servingtheislands.com/micronesian-brokers/

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GEO-LITERACY EDUCATION IN MICRONESIA PREL’s newest major initiative, Geo-literacy Education in Micronesia (GEM), is utilizing tools from both local Indigenous knowledge and Western Science, Technology, Engineering, and Math disciplines, to answer the question: How do we read the skies, the land, and the waters—and how do we learn from those “texts” to make decisions that positively affect ourselves and our communities? GEM is being implemented across 12 communities in Palau, the Federated States of Micronesia, and the Marshall Islands. This 5-year effort is funded by a $3 million grant from the National Science Foundation and will be delivered in partnership with Island Research & Education Initiative. The project is composed of six informal learning modules that blend local Indigenous and Western knowledge to increase the geo-literacy of Pacific island communities. They are: Island Modules • Island Observer – Observing the land, water, and sky through local and STEM perspectives • Island Explorer – Documenting our islands through space and time • Island Innovator – Creating physical and digital models of Pacific Islands Geoscience Modules • Geoscience in Conservation – Mapping protected areas • Geoscience in Education - Utilizing outdoors as a science and engineering workshop • Geoscience in Planning – Using remote sensing and field surveys to map infrastructure

“Kol faluwash tangi mosuwe. Ila pwaal tepangiash ralei me laiyu. Sipwe hapiungu me ruepeig.” “Our way of living passed on from our ancestors can complement our lives today. Let’s learn both.” ~ H. Larry Raigetal, for Waa’gey

28 • PREL 2016 ANNUAL REPORT


PREL’s Honolulu team poses in front of two quilts made from portraits staff members drew of each other. In May, PREL staff member Sonja Evensen visited close friends on the island of Fais in Yap State in the Federated States of Micronesia. After securing permission from the Council of Chiefs for her trip, Sonja boarded a 9-seat airplane with fresh water, food, gifts, and practical items that she was asked to bring. The complete story of her visit, including her observations on the island’s fresh water supply and water use practices, is available on the Pacific Storytellers Cooperative website or by clicking here.

Above: Ulu Kalihi students in Hawai‘i examine a raised garden bed at Hoʻoulu ʻĀina. Left: Youths on Palau toured a local reservoir with a water treatment operator to learn about how droughts impacts the water supply.

PREL 2016 ANNUAL REPORT • 29


FINANCIALS

Pacific Resources for Education and Learning (PREL) is a 501(c)(3) non-profit organization. We are primarily funded by U.S. government grants and contracts, however the portion of our funding from philanthropic gifts from corporations, foundations, and individuals is steadily growing. The audited numbers below are for the Fiscal Year October 1, 2014 – September 30, 2015. A complete statement of our financial position is available on our website at PREL.org.

$4,502,361

Total unrestricted support and revenues

$4,222,679

Total unrestricted expenses

$1,716,456

Net assets at beginning of year

$2,030,858 Net assets at end of year

Artwork by FreeVector.com

30 • PREL 2016 ANNUAL REPORT


Cross The Finish Line By Joshua

I’m a navy blue Race Car Go through things, Deal with tough love Blow through things, Half way there Strive for things, Plans to make it home Fly like the wind, I will cross the finish line!

“Bloom Where Planted” was a series of workshops led by Dr. Lori Phillips for at-risk youth in Kalihi on the island of O’ahu during Fall 2016. The series used photography, observational drawing, and writing to tell stories that focused on the theme of “Home.” The poem and painting above are from one of the workshop’s participants. You can click here to view the Pacific Storytellers Cooperative website and see

PREL 2016 ANNUAL REPORT • 31


Pacific Resources for Education and Learning 1136 Union Mall, PH1A Honolulu, HI 96813, USA 1-808-441-1300 www.prel.org

PREL 2016 Annual Report  

Pacific Resources for Education and Learning, a Honolulu-based nonprofit, proudly presents its 2016 Annual Report.

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