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PREL 2015 Annual Report


Pacific Resources for Education and Learning 2015 Annual Report


Table of Contents

Message from the Chairman of the Board Board of Directors

01

02

Message from the President and CEO 03 Program Governance Council

04

About Us

Who We Are ......................................................... 05 About Us ............................................................... 06 What We Do .......................................................... 07 Strategic Priorities ................................................. 08 Our Journey ......................................................... 09

Programs 10

Pacific Islands Climate Education Partnership..... 11 MACIMISE............................................................... 13 Water for Life ......................................................... 15 Project SEED .......................................................... 17 Pacific Educational Conference ........................... 19 Pacific Territories Grant ........................................ 20 Pacific Regional Comprehensive Center ............. 21 Other Programs .................................................... 22

Supporters 23 Financials

2015 Financials ..................................................... 24 Statement of Activities ......................................... 25

PREL thanks all who contributed photos to this report including Evelyn Joseph, Pam Legdesog, Dan Lin, Kosrae State Historic Preservation Office, Lipton Tilfas, and Emerson Odango.


Message from the Chairman of the Board Dear Friends, Colleagues, and Supporters, On behalf of the Pacific Resources for Education and Learning Board of Directors, I am pleased to present you with our Annual Report for 2015. For 25 years, PREL has served the culturally, linguistically, and geographically diverse communities of the U.S.-Affiliated Pacific Islands (USAPI) with distinction and pride. Old friends of PREL will agree that we have faced a changing climate in recent years. Both an increasingly competitive U.S. government funding environment and leadership turnover, have, at times made it challenging to navigate the way forward. One of the Board’s key roles during rough sailing is to ensure that the right people are at the helm of the organization. We greatly acknowledge the interim leadership of Dr. Melly Wilson and Dr. Marylin Low throughout 2014, as well as the continued guidance from the Chief State School Officers. Their engagement in our Program Governance Council was essential to aligning our mission and work with stakeholder needs. In 2015, we planned how to continue this legacy into the future through a renewed commitment to Pacific students by focusing on placed-based education strategies to build their community’s well-being — both inside and outside the classroom. The Board feels good about the organization’s progress in 2015. We invested in new leadership with the appointment of Nicole M. Forrester as President and CEO in November, 2014. Through Nicole’s hands-on management style and deep commitment to asset-driven community engagement, we have launched the next leg of PREL’s journey with clarity and a strong sense of purpose. After several years of doldrums, we have under Nicole’s leadership now returned to a positive financial position. This year we began to chart a new course for the next 25 years of PREL, moving beyond our history as a technical assistance service provider toward a development partner that uses holistic educational strategies to build resilient and sustainable communities. Although our course has altered, the destination remains clear and compelling: strong schools, healthy communities, and thriving cultures with Pacific hearts and global minds. Thank you for your support.

Mr. Vic Angoco Board Chair Senior Vice President, Pacific Division, Matson Navigation Company, Inc.

01


Board of Directors

PREL is guided and supported by a seven-member Board of Directors. These leaders in education, government, and the private sector volunteer their time and expertise to set strategic goals, review the organization’s programs and projects, and oversee PREL’s finances. Directors are appointed for three-year terms.

LEADERSHIP Mr. Vic Angoco Board Chair Senior Vice President, Pacific Division, Matson Navigation Company, Inc. Dr. Mary Okada Board Vice Chair President, Guam Community College Mr. Paul Hadik Board Secretary Consultant, Chuuk State School System Mr. Stephen Brock Board Treasurer Vice President, Private Banking Division First Hawaiian Bank

DIRECTORS 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, 33rd Guam Legislature

02


Message from the President and CEO Alii, Aloha, Håfa adai, Iọkwe, Kaselehlie, Lenwo, Mogethin, Ráán ánnim, Talofa, Tirow, and Hello! This year, PREL celebrated 25 remarkable years of supporting Pacific children to be successful in any place they may find themselves. It is a privilege to share our accomplishments with you on our silver anniversary. The mission that drives our team and partners is simple: to enhance community well-being through partnerships in education. Our efforts to ground Pacific girls and boys in their cultures, however, has a much broader, transformative impact on their communities — building self-sustainability and cultural resiliency during this dynamic time in the region. PREL’s success could not have been achieved without our talented, dedicated team and our incredible partners. Our collective action approach brings together students, teachers, technical experts, community elders and leaders, school and government officials, and many other stakeholders. We leverage shared and diverse knowledges to develop outstanding place-based resources and experiences to improve student learning. In 2015, we began laying the groundwork to widen our circle of partners to include new sources of funding. U.S. federal budget constraints have created a challenging environment for government-funded nonprofits, and PREL is no exception. As we embark on our own journey toward funding sustainability and resilience for the years ahead, we hope to count many new individuals, corporations, and foundations as supporters and partners of PREL. In the pages that follow, I hope you’ll be inspired by the creativity and innovation with which PREL is currently delivering nearly 30 culturally significant educational programs across the USAPI. We hope that you’ll continue to join us on this exciting journey to support strong schools and healthy, thriving communities with Pacific hearts and global minds. With gratitude and thanks, Ms. Nicole M. Forrester President and Chief Executive Officer

03


Program Governance Council The Program Governance Council is composed of the Chief State School Officers from Hawai‘i and each USAPI. The Council supports PREL’s research and education mission, linking the organization with schools and local communities. The Council also provides ongoing input on community needs, and advises on the strategic direction of PREL’s work in education.

LEADERSHIP Ms. Bersita Elimo First Lady and Acting Director of Education, Chuuk State School System Mr. Jon J. P. Fernandez Superintendent of Education, Guam Department of Education Ms. Teresa Filepin Director of Education, Yap State Department of Education Dr. Hilda Heine Minister of Education, Republic of the Marshall Islands Mr. Kalwin Kephas Secretary of Education, Federated States of Micronesia National Department of Education Dr. Salu Hunkin-Finau Director of Education, American Sāmoa Department of Education Ms. Kathryn Matayoshi Superintendent of Education, Hawai‘i State Department of Education Dr. Rita Sablan Commissioner of Education, Commonwealth of the Northern Mariana Islands Public School System Mr. Sinton Soalablai Minister of Education, Republic of Palau Mr. Joseph Villazon Director of Education, Pohnpei State Department of Education Dr. Tulensru Waguk Director of Education, Kosrae State Department of Education

04


Who We Are

Pacific Resources for Education and Learning (PREL) is an independent, 501(c)(3) nonprofit organization headquartered in Honolulu, Hawai‘i. Our vision for our work in the Pacific is clear and compelling: to support strong schools, healthy communities, and thriving cultures with Pacific hearts and global minds. For the past 25 years, we have been working to achieve this vision by enhancing the well-being of Pacific island communities through partnerships in education. At the heart of PREL is our world-class team: 30 dedicated and experienced professionals who are intimately connected with the communities we serve. Our staff members live and work throughout the Pacific, and are actively engaged in all aspects of island life — from parent-teacher associations and neighborhood task forces to recreational sports teams. This on-the-ground experience and involvement ensures that we understand current and emerging needs, helping us to identify opportunities where our work can make a difference. We consider this local knowledge and integration one of our strongest assets, allowing us to be a powerful and effective agent of change and partner for the Pacific.

05


About Us Where We Serve

PREL focuses on Pacific islands that are part of, or affiliated with, the United States (USAPI). This includes: • American Sāmoa • Federated States of Micronesia: Chuuk, Kosrae, Pohnpei, and Yap (FSM) • Guam • Hawai‘i • Northern Mariana Islands • Marshall Islands • Palau This vast geographic service area covers 4.9 million square miles of ocean and includes over 2,000 islands and atolls. As the home of nearly two million people, as well as dozens of languages and cultures, it is a living repository of place-based knowledge and unique ways of being. It is with deep appreciation and respect that PREL incorporates local wisdom alongside research-based educational practices — helping to sustain Pacific cultures today and into the future.

Who We Serve PREL is dedicated to working collectively in support of all Pacific children living strong and healthy lives in their own language and culture, while also being successful global citizens. We draw on community strengths to serve local educators and students, from early childhood through junior college, with comprehensive, culturally sensitive formal and informal educational supports.

Why We Do It We believe that comprehensive and integrated place-based education provides learners with greater choice. It builds strong, healthy, resilient children who know who they are and where they are from. This allows them to contribute and thrive both at home and in the globally connected world.

Why PREL? PREL has earned its reputation as the leading nonprofit partner for education in the Pacific. We facilitate community, technical, financial, and administrative resources that transform research into great opportunities for learning.

06


What We Do

With local and international partners large and small, we co-create education strategies that are contextualized for each community. We sustainably build each community’s capacity for teaching and learning. These strategies include educational policy, standards, curricula, lessons and units, evaluation and assessment, and teacher professional development, as well as informal, community-based learning opportunities. PREL’s work lies at the intersection of place-based research, theory, and practice. Every project is collaboratively designed for maximum impact, ensuring that the needs of student learners and their communities are at the center of everything we do. Our current scope of work includes almost 30 programs and projects that cover a wide spectrum of activities — from professional teacher development utilizing animated stories of classic Hawaiian mo’olelo to helping communities access clean water and science learning in Palau. By using methods and strategies that are relevant to the lives and experiences of Pacific students and their communities, we enhance their knowledge and understanding of the world around them, better preparing them to be global citizens and meet future challenges at home and abroad.

How We Determine the Scope of Our Work We invest in regular, ongoing, comprehensive needs assessments across our stakeholder groups, including the following: • • • • • • • • • • • • •

Students Parents Elders Cultural practitioners Teachers School administrators Local leaders State and federal agencies International governments Technical experts Higher-education institutions Business and community groups Other non-governmental organizations

Additionally, PREL facilitates interdisciplinary and intersectoral local professional learning communities to assist with identifying and meeting needs in each locale. This is augmented by strategic guidance from our Program Governance Council, composed of the Chief State School Officers from each island community. Since 1990, PREL has worked to earn the trust of our stakeholder groups by demonstrating a continued commitment to excellence in all we do. We believe that our relationships with individuals and organizations are vital to our success.

07


Strategic Priorities

To ensure that the findings of community needs assessments are placed within a larger strategic framework, PREL sets priorities every five years. With our stakeholders, we evaluate the educational, social, economic, and political landscape to identify key priority areas of need and opportunity. We focus our efforts where we can have the greatest impact through collective action with our many partners.

08


Our Journey PREL is a dynamic organization that has evolved significantly over the past 25 years. From even before our official founding in 1990, we’ve been regularly  evaluating both our services and and our delivery methods to ensure that we are appropriately sized and structured. We believe our evolution reflects our commitment to Pacific students and the communities in which they live. At PREL, we’re not afraid to chart bold courses in new directions and apply this same philosophy to our organization. Below, you’ll see key milestones from our journey, as well as how our funding mix has changed. We’ve also included our plan for the future. PREL PRELopens opensits itsfirst firsttwo two regional regional offices: in CNMI andand in in Yap. offices: in CNMI Yap.

2015 2015

1995 1995

1983 1983

PacificRegion RegionEducaPacific Education Program tion Program (PREP) begins Honolulu (PREP)inbegins in as an extension Honolulu as of anthe Oregon-based Northextension of the west Regional EducaOregon-based tional Northwest Regional Laboratory Educational(NWREL). Laboratory (NWREL).

Center for the theAdvancement Advancementof Center for is is awarded ofPacific PacificEducation Education awarded five-year Regional five-year RegionalEducational Educational Laboratory and becomes Laboratorycontract contract and becomes fully independent independentorganization organization knownasasthe thePacific PacificRegion Region known Educational EducationalLaboratory Laboratory(PREL). (PREL).

1990

PREL “Pacific PREL becomes becomes “Pacific Resources forEducation Education Resources for and Learning” Learning” to toreflect reflect its growing growingscope scopeof ofwork. work.

1997 1997

PRELmoves movesinto into new offices in PREL new offices inChuuk, Chuuk,Guam, Guam,Honolulu, Honolulu and and Palau to improve Palau to improve stakeholder stakeholder engagement engagement and sustainability and sustainability practices. practices.

0.1% 10%

20.6%

1990

2015 79.3%

100% US Federal Grants

09

10% 10% Corporate Contracts

2025

40%

10%

US Federal Grants

20%

Public Donations/Other

Private Foundations

Contracts

Philanthropists

US Federal Grants

International Governments


Programs

PREL is driven by assets — focusing on what Pacific communities have and how we can improve what already exists. The areas we serve are rich in diversity and culture. There is extensive local knowledge of the environment, which can only be learned and transferred through generations of living in connection with the land. These tremendous resources, however, are often overlooked by traditional Western education curricula. At PREL, we view them as the starting point for any program we undertake. In 2015, PREL’s 29 current programs and projects resulted in countless hours of technical assistance, research, analysis, discussion, and fine-tuning. In the pages that follow, you’ll see a small sample of the work we do and what it means to create educational frameworks that are responsive to cultural, economic, and environmental needs.

10


Pacific Islan Education Pa

Areas served: American Sāmoa, FSM, Guam, Hawa More informati The Pacific Islands Climate Education Partnership (PCEP) is currently one of PREL’s largest and most ambitious programs. PCEP’s goal is to empower students and citizens in the USAPI through education that draws on the best of local environmental knowledge and modern climate science. The National Science Foundation supports this five-year grant. In collaboration with an extensive network of over 100 partners, PCEP is taking the large concept of “global climate change” and scaling it to the local, relatable concept that “familiar places are changing.” A range of place-based resources, such as high island and low island posters, have been developed to help students value and learn about where they live. This year, PCEP’s work received national recognition. The U.S. Office of Science and Technology Policy expressed interest in our work in Hawai‘i and CNMI on the NextGeneration Science Standards (NGSS). The Federated States of Micronesia also specifically recognized PCEP’s role in the National Department of Education’s adoption of new climate science standards and included this work in its country report to the United Nations. Through this project, PREL is supporting Pacific communities in their desire for more resilient and self-sustaining lives and livelihoods in the face of a changing climate.

11

Students study the habitats on the high island poster before going outside to locate those habitats near their school.

By the Numbers

Over 6,000 new island published in 2015.


nds Climate Partnership

ai‘i, Northern Mariana Islands, Marshall Islands, Palau ion: pcep.prel.org

One of our most exciting projects is school learning gardens in Hawai‘i, the Republic of the Marshall Islands, and the Republic of Palau. In each location, PCEP facilitates a collective effort among educators, government, and non-government agencies to support schools and their communities to address food security and nutrition. PCEP collaborates with partners and educators to develop learning garden curricula aligned with local and national standards and benchmarks.

Dako Nating, Marshall Islands High School life science teacher and master garden teacher, leads a workshop during a 2015 summer training. His garden was awarded the U.S. Ambassador’s Garden Prize 2015 for Best Designed Garden.

This project builds on the assets of local community members to co-deliver workshops that address impacts of a changing climate on local agroforestry and access to nutritious foods. In RMI, a learning garden coordinator successfully leads workshops on Majuro and the outer islands.

environments books

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Mathematics and

Areas served: American SÄ moa, FSM, Guam, Ha More informa

Driven by research that elementary school students improve their understanding of math when Indigenous ways of knowing are included, PREL and the University of Hawai‘i jointly developed Mathematics and Culture in Micronesia: Integrating Societal Experiences (MACIMISE). This six-year collaboration, funded by the National Science Foundation, brought together a team of mathematicians, teachers, graduate students, curriculum experts, evaluators, and quantitative and qualitative methodologists to develop and implement curriculum units for approximately 2,300 first-, fourth-, and seventh-grade students.

Students lift the watertight thatch, which will be attached to the house with coconut sennit.

By the Numbers

23 culturally based math units were created by MACIMISE team members.

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Culture in Micronesia

awai‘i, Northern Mariana Islands, Marshall Islands, Palau ation: macimise.prel.org

Students measure out the width and length of the house using arm spans, or ruengaaf.

MACIMISE team members created and tested culturally and linguistically sensitive curriculum units based on existing Micronesian mathematics — concepts and ideas that would typically be overlooked in a traditional Western classroom. At Berea Christian School in Chuuk, five schoolchildren, their teachers, and a souiimw, or Chuukese house-building expert, built a small but structurally sound thatched shelter using local materials and traditional measurements such as ngaff, or one arm span. This project also resulted in the publication of an illustrated 24-page storybook that was distributed throughout the region. PREL developed nine math lessons and nine resource files to supplement this work. For a 17-minute video showcasing this project, visit youtube.com and search “Building a Chuukese House.” At Rairok Elementary School in the Marshall Islands, a group of fourth-grade girls learned the traditional measuring units jetan, makoj, nene, and ba, as well as patterns and symmetry, by weaving jaki, a local type of mat.

14


Water

Areas served: Chuuk and More informat

Access to safe, fresh water is critical to the health and well-being of every community in the world. In most Pacific islands, rainfall is the most important source of fresh water. As climate change affects historical weather patterns, the availability and supply of water is changing, and prolonged droughts are becoming more common. As a result, the need for building water-secure and resilient societies is an urgent priority. PREL’s integrated, whole-system approach is working to ensure that residents have clean water while educating students, teachers, and other community members on critical issues of water quality and quantity. With support from the National Science Foundation, PREL launched Water for Life in 2012. Results from this project include resources such as the newly published Water for Life Handbook, educating fourthand seventh-grade students on Anguar Island in Palau through educational units on local geology and hydrology, and working on multiple site-based projects that are directly enhancing access to higher-quality drinking water. The project includes efforts such as: • Improving rainwater catchment systems in Majuro, bettering the quality of drinking water for over 4,000 K-12 students. To date, 85 students, teachers, and parents have been trained, and are now involved in ongoing school-based water quality monitoring teams. • Distributing and installing 75 “bob bags” that provide greater water security for thousands of people. • Building and installing first flush diverters on multiple community and school rainwater catchment systems in all four sites, reducing contamination of stored water and improving public health

15


for Life

Yap, FSM, Marshall Islands, Palau tion: http://w4l.prel.org

The Water for Life team helped residents of Tol Island in Chuuk State ensure an uncontaminated drinking water supply. A retaining wall, security screening, and roof now protect an improved spring (background), leaving the unimproved spring (foreground) for secondary water uses. The potable water is now being piped to a tap on a nearby dock, so as to be available to residents of nearby islands too. A team of volunteers installs a new downspout, revitalizing a community’s rainwater catchment system in Ulithi, Yap.

By the Numbers

Over 3,000 copies of the Water for Life Handbook: A Pacific Island Handbook for Education, Health, and Community Resilience were published in 2015.

16


Proje

Areas served: Kosrae, FS More informati In Majuro and Kosrae, 90 third-grade students are taking their learning out of the classroom and into their school gardens. Successful Early Eco-literacy Development (SEED), supported by a grant from the Institute of Museum and Library Services, is bringing together teachers, PREL staff, and local museums and libraries to offer students year-round, garden-based learning experiences. This exciting, hands-on project offers students the chance to explore and engage with educational material on food, the environment, and sustainability. Topics include: • What are the common food crops growing in our community? • How do our fruits and vegetables grow? • Where does our food come from? This project also supports the larger objective of closing the reading and achievement gap that separates many Pacific island students with their peers on the U.S. continent.

By the Numbers

90 students participated in this highly customized initiative.

Students in Kosrae explore the soil composition of their school garden.

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ect SEED

SM and Majuro, Marshall Islands ion: http://prel.org/seed

Students in Kosrae explore the soil composition of their school garden.

Project SEED Impact SEED students are growing and learning to love the food they grow. In all of our gardens, teachers and community partners offer cooking demonstrations to show students how to integrate fresh foods into their diets. Everyone is encouraged to take their harvests home to share. But some of the vegetables never make it out of the garden gate. Kids are sneaking bites of their produce fresh from the vines! In both Majuro and Kosrae, SEED is supporting local efforts to improve science education, encourage healthy eating, and connect with our local environments. For example, Utwe and Sansrik Elementary Schools (Kosrae) are integrating SEED garden activities with mathematics and social studies by using the wrappers on their favorite packaged foods to investigate where foods come from and their food miles, or how far those foods travel to reach them. Delap Elementary School is becoming a model school garden in Majuro. At the end of their Summer Camp 2015, Delap students produced a bilingual recipe book that modifies everyday recipes to include fresh fruits and vegetables. And with the enthusiasm of teachers and their principal, along with the support of Alele Library and Museum, Delap Elementary School will expand its SEED garden to include second graders, as well as fourth through sixth graders.

18


Pacific Educational Conference

Every two years, PREL organizes the Pacific Educational Conference. This landmark gathering brings together educators, government leaders, NGO officials, and representatives from the private sector to discuss challenges facing Pacific education and to chart a sustainable course forward. In 2015, a total of 1,017 participants, presenters, and exhibitors from across the USAPI, South Pacific, the continental U.S., Australia, Canada, China, Japan, New Zealand, the Philippines, and the U.K. met in Majuro, Marshall Islands. The conference was the largest international event ever held in the Republic of the Marshall Islands.

Participants met to consider the role of education in improving sustainability and resiliency of island communities under the theme “Our Ocean, Our Islands, Our Children.” At every PEC, participants look forward to celebrating the “Pacific Teachers of the Year” awards, honoring 10 outstanding educators from across the Pacific: • Melanie Mesa Blas • Catherine Caine • Kathy Digno • Pelsihner Elias • Monica Lynn Lui • Cassiano Talogulgar By the Numbers • Marvin Tamangided Seven plenary sessions and 110 workshops • Lorraine Tellei were held. • Daisy Tipeno • Penina Tulensru

19


Pacific Territories Grant Areas served: American Sāmoa, Guam, Northern Mariana Islands More information: pacter.prel.org

By the Numbers

27 countries have signed on to participate in the 12th Festival of Pacific Arts to be held in Guam in 2016.

To strengthen arts and culture in the Pacific, PREL’s Pacific Territories Grant supports three arts councils: • American Sāmoa Council on Culture, Arts, and Humanities • Commonwealth Council for Arts and Culture • Guam Council on the Arts and Humanities Funded with ongoing support from the National Endowment for the Arts, PREL is working to increase organizational capacity, technical assistance, and collaboration among these councils. PREL also designs opportunities for the three councils to work together on an annual arts education project. The Pacific Network (PACNET) is the website that assists in reporting current contacts and information about each Pacific Council. PREL is proud to support the Guam community and the Guam Council on the Arts and Humanities. Through building clear visions and goals, and building capacity within the Pacific Councils, both Guam (2016) and American Sāmoa (2012) were chosen to host the Festival of Pacific Arts, a globally celebrated arts event held every four years.

20


Pacific Regional Comprehensive Center Areas served: American Sāmoa, FSM, Guam, Hawai‘i, Northern Mariana Islands, Marshall Islands, Palau More information: http://prel.org/programs/prcc/ The Pacific Regional Comprehensive Center (PRCC) is part of a nationwide network of technical assistance centers established and funded by the U.S. Department of Education in 1996. Based in Honolulu, the PRCC operates as a partnership between PREL and the College of Education at the University of Hawai‘i at Mānoa. The PRCC enhances the capacity of state education agencies to help schools meet student learning goals across eight priority areas.

Examples of projects completed over the past year: American Sāmoa Implementing college- and career-ready standards and assessments CNMI Strengthening early childhood capacity Federated States of Micronesia Enhancing learning in multi-grade classrooms Guam Implementing college- and career-ready science standards Hawai‘i Strengthening instruction for English language learners

By the Numbers

86% of our beneficiaries stated that PRCC “helped guide decisions about policies, programs, or practices.”

Palau Enhancing data-driven decision making Republic of the Marshall Islands Enhancing educator effectiveness “With PRCC’s support, Hawai‘i has created a document (SLDS Data Use Standards) that helps to define data use competencies for educators in K-12. … This project has been an excellent example of combining state, federal, and other resources to work collaboratively to develop a useful product.” —Justin Katahira, Hawai‘i P-20 Partnerships for Education

21


Other Programs

In addition to our featured programs, PREL provides technical assistance to State Educational Agencies (SEAs) to review and revise their language education policies, as well as consultation services to support implementation of their policies. That has included revision of vernacular and English language arts content standards (Yap), development of instructional resources to support bilingual and biliterate learning (Chuuk), revision of Indigenous language content standards (Guam), and delivery of professional learning for teachers to support English language learners (Hawai‘i). As a result of these services, our partners increased their understanding of how language plays a role in learning, and built their capacity to strengthen different curricular components to support policy implementation. This year, PREL continued to provide services for our school and SEA partners to address educational equity issues, through our School Improvement Services program and support under the Region X Equity Assistance Center (EAC). These services focused on the following: enhancing school climate in RMI, engaging parents and community in Kosrae and Yap, preventing bullying and harassment in Pohnpei, and supporting Micronesian students and their teachers in Hawai‘i.

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Supporters PREL extends its warmest thanks to the corporations, foundations, governments, individuals, and non-profits whose support makes our work possible, including:

Congratulations to this year’s recipients of the Pacific Teacher of the Year Awards

Serving Hawaii, Micronesia and the Greater Pacific for over 130 years

First Insurance Company of Hawaii www.ficoh.com

We are also grateful to the U.S. Department of Education for its support.

h complete hands-on print

mmon Core, with fresh teaching ology

23


2015 Financials Support & Revenues Grant & Contract Revenue 99.9% Other Income: Interest & Donations 0.1% Other Expenses, including Overhead 14.4% Grant & Contract Expenses 85.6%

Expenses After several consecutive years of decreases in net assets, PREL has once again returned to a positive and stable financial position in 2015 with a bright outlook forecasted for 2016 and the years ahead. We continue to minimize overhead expenses and increase our revenue through new projects and diversified funding sources.

Icons made by Freepik, Icomoon, and OHCA from www.flaticon.com

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Statement of Activities For the year ended Sept. 30, 2014

2014 Change in unrestricted net assets Support and revenue: Grant and contract revenue Federal Nonfederal Interest and other income Total support revenue Net assets released from restrictions Satisfaction of program restrictions Total net assets released from restriction Total unrestricted support, revenues and other support Expenses Grant and contract costs Research and development Technical assistance and other Indirect costs Total grant and contract costs Other expenses Scholarships awarded Total unrestricted expenses Change in unrestricted net assets

Change in temporarily restricted net assets Contributions Net assets released from restrictions Change in temporarily restricted assets Change in net assets

2,805,937 1,422,591 4,228,528 3,425 4,231,953 9,000 9,000 4,240,953

1,722,762 1,828,196 3,550,958 588,008 4,138,966 141,250 9,000 4,289,216 (48,263)

2,107 (9,000) (6,893) (55,156)

Net assets at beginning of year

1,771,612

Net assets at end of year

1,716,456

25

These numbers have been audited.


NO TASK IS TOO BIG WHEN DONE TOGETHER BY ALL


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

PREL 2015 Annual Report  

Pacific Resources for Education and Learning, a Honolulu-based nonprofit, proudly presents its 2015 Annual Report.

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