2015 Annual ReportPREL

Pacific Resources for Education and Learning

2015 Annual Report

Table of ContentsMessage from the Chairman of the Board 01

Board of Directors 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.

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 Boards 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 communitys well-being both inside and outside the classroom.

The Board feels good about the organizations progress in 2015. We invested in new leadership with the appointment of Nicole M. Forrester as President and CEO in November, 2014.

Through Nicoles hands-on management style and deep commitment to asset-driven community engagement, we have launched the next leg of PRELs journey with clarity and a strong sense of purpose. After several years of doldrums, we have under Nicoles 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 AngocoBoard ChairSenior Vice President, Pacific Division, Matson Navigation Company, Inc.

Message from the Chairman of the Board

01

Board of DirectorsPREL 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 organizations programs and projects, and oversee PRELs finances. Directors are appointed for three-year terms.

LEADERSHIPMr. Vic AngocoBoard ChairSenior Vice President, Pacific Division, Matson Navigation Company, Inc.

Dr. Mary OkadaBoard Vice ChairPresident, Guam Community College

Mr. Paul HadikBoard SecretaryConsultant, Chuuk State School System

Mr. Stephen BrockBoard TreasurerVice President, Private Banking DivisionFirst Hawaiian Bank

DIRECTORSDr. Stevenson J. KuarteiOwner, Pacific Family Medical Supply, Eye & Medical Clinics

Mr. Nathan T. OkuboPartner, Cades Schutte LLP

Dr. Judith T. Won PatSpeaker, 33rd Guam Legislature

02

Alii, Aloha, Hfa adai, Ikwe, Kaselehlie, Lenwo, Mogethin, Rn nnim, 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.

PRELs 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 youll be inspired by the creativity and innovation with which PREL is currently delivering nearly30 culturally significant educational programs across the USAPI.

We hope that youll 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. ForresterPresident and Chief Executive Officer

Message from the President and CEO

03

Program Governance CouncilThe Program Governance Council is composed of the Chief State School Officers from Hawaii and each USAPI. The Council supports PRELs 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 PRELs work in education.

LEADERSHIPMs. Bersita ElimoFirst Lady and Acting Director of Education, Chuuk State School System

Mr. Jon J. P. FernandezSuperintendent of Education, Guam Department of Education

Ms. Teresa FilepinDirector of Education, Yap State Department of Education

Dr. Hilda HeineMinister of Education, Republic of the Marshall Islands

Mr. Kalwin KephasSecretary of Education, Federated States of Micronesia National Department of Education

Dr. Salu Hunkin-FinauDirector of Education, American Smoa Department of Education

Ms. Kathryn MatayoshiSuperintendent of Education, Hawaii State Department of Education

Dr. Rita SablanCommissioner of Education, Commonwealth of the Northern Mariana Islands Public School System

Mr. Sinton SoalablaiMinister of Education, Republic of Palau

Mr. Joseph VillazonDirector of Education, Pohnpei State Department of Education

Dr. Tulensru WagukDirector of Education, Kosrae State Department of Education

04

Pacific Resources for Education and Learning (PREL) is an independent, 501(c)(3) nonprofit organization headquartered in Honolulu, Hawaii. 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.

Who We Are

05

About Us

06

Where We ServePREL focuses on Pacific islands that are part of, or affiliated with, the United States (USAPI). This includes:

American Smoa Federated States of Micronesia: Chuuk, Kosrae, Pohnpei, and Yap (FSM) Guam Hawaii 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 ServePREL 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.

With local and international partners large and small, we co-create education strategies that are contextualized for each community. We sustainably build each communitys 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.

PRELs 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 moolelo 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 WorkWe 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.

What We Do

07

Strategic Priorities

08

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.

Our Journey

09

PREL is a dynamic organization that has evolved significantly over the past 25 years. From even before our official founding in 1990, weve been regularlyevaluating 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, were not afraid to chart bold courses in new directions and apply this same philosophy to our organization. Below, youll see key milestones from our journey, as well as how our funding mix has changed. Weve also included our plan for the future.

Public Donations/Other

Contracts

US Federal Grants

Private Foundations

Philanthropists

International Governments

Corporate

Contracts

US Federal GrantsUS Federal Grants

1983

19901997

2015

Pacific Region Educa-tion Program (PREP) begins in Honolulu as an extension of the Oregon-based North-west Regional Educa-tional Laboratory (NWREL).

Center for the Advancement of Pacific Education is awarded

five-year Regional Educational Laboratory contract and becomes

fully independent organization known as the Pacific Region

Educational Laboratory (PREL).

1995PREL opens its first two regional

oices: in CNMI and in Yap.

PREL becomes Pacific Resources for Education and Learning to reflect its growing scope of work.

PREL moves into new oices in Chuuk, Guam, Honolulu and Palau to improve stakeholder engagement and sustainability practices.

1990 2015 2025 40%

20%

10%10%

10%

10%79.3%

20.6%

0.1%

100%

Pacific Region Education Program (PREP) begins in Honolulu as an extension of the Oregon-based Northwest Regional Educational Laboratory (NWREL).

Center for the Advancement of Pacific Education is awarded five-year Regional Educational Laboratory contract and becomes fully independent organization known as the Pacific Region Educational Laboratory (PREL).

PREL opens its first two regional offices: in CNMI and in Yap.

PREL becomes Pacific Resources for Education and Learning to reflect its growing scope of work.

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

19831990

1995

1997

2015

Programs

10

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, PRELs 29 current programs and projects resulted in countless hours of technical assistance, research, analysis, discussion, and fine-tuning. In the pages that follow, youll 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.

The Pacific Islands Climate Education Partnership (PCEP) is currently one of PRELs largest and most ambitious programs. PCEPs 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, PCEPs work received national recognition. The U.S. Office of Science and Technology Policy expressed interest in our work in Hawaii and CNMI on the Next-Generation Science Standards (NGSS). The Federated States of Micronesia also specifically recognized PCEPs role in the National Department of Educations 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.

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

Pacific Islands Climate Education Partnership

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Areas served: American Smoa, FSM, Guam, Hawaii, Northern Mariana Islands, Marshall Islands, PalauMore information: pcep.prel.org

By the NumbersOver 6,000 new island environments books published in 2015.

12

Pacific Islands Climate Education Partnership

Areas served: American Smoa, FSM, Guam, Hawaii, Northern Mariana Islands, Marshall Islands, PalauMore information: pcep.prel.org

One of our most exciting projects is school learning gardens in Hawaii, 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.

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.

By the NumbersOver 6,000 new island environments books published in 2015.

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. Ambassadors Garden Prize 2015 for Best Designed Garden.

Mathematics and Culture in MicronesiaDriven by research that elementary school students improve their understanding of math when Indigenous ways of knowing are included, PREL and the University of Hawaii 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.

Areas served: American Smoa, FSM, Guam, Hawaii, Northern Mariana Islands, Marshall Islands, Palau

13

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

By the Numbers23 culturally based math units were created by MACIMISE team members.

More information: macimise.prel.org

Mathematics and Culture in Micronesia

14

Areas served: American Smoa, FSM, Guam, Hawaii, Northern Mariana Islands, Marshall Islands, Palau

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.

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

More information: macimise.prel.org

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. PRELs 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 fourth- and 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

Areas served: Chuuk and Yap, FSM, Marshall Islands, PalauMore information: http://w4l.prel.org

Water for Life

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Areas served: Chuuk and Yap, FSM, Marshall Islands, PalauMore information: http://w4l.prel.org

Water for Life

16

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 communitys rainwater catchment system in Ulithi, Yap.

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

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.

Areas served: Kosrae, FSM and Majuro, Marshall IslandsMore information: http://prel.org/seed

Project SEED

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

17

By the Numbers90 students participated in this highly customized initiative.

Areas served: Kosrae, FSM and Majuro, Marshall IslandsMore information: http://prel.org/seed

Project SEED

18

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.

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

Project SEED Impact

Pacific Educational Conference

19

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 Marvin Tamangided Lorraine Tellei Daisy Tipeno Penina Tulensru

By the NumbersSeven plenary sessions and 110 workshops were held.

Pacific Territories Grant

20

To strengthen arts and culture in the Pacific, PRELs Pacific Territories Grant supports three arts councils:

American Smoa 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 Smoa (2012) were chosen to host the Festival of Pacific Arts, a globally celebrated arts event held every four years.

Areas served: American Smoa, Guam, Northern Mariana IslandsMore information: pacter.prel.org

By the Numbers27 countries have signed on to participate in the 12th Festival of Pacific Arts to be held in Guam in 2016.

Pacific Regional Comprehensive Center

21

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 Hawaii at Mnoa.

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 SmoaImplementing college- and career-ready standards and assessments

CNMI Strengthening early childhood capacity

Federated States of MicronesiaEnhancing learning in multi-grade classrooms

Guam Implementing college- and career-ready science standards

Hawaii Strengthening instruction for English language learners

Palau Enhancing data-driven decision making

Republic of the Marshall Islands Enhancing educator effectiveness

With PRCCs support, Hawaii 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, Hawaii P-20 Partnerships for Education

Areas served: American Smoa, FSM, Guam, Hawaii, Northern Mariana Islands, Marshall Islands, Palau

More information: http://prel.org/programs/prcc/

By the Numbers86% of our beneficiaries stated that PRCC helped guide decisions about policies, programs, or practices.

Other Programs

22

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 (Hawaii).

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, throughourSchool Improvement Services program andsupport 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 studentsand their teachersin Hawaii.

Supporters

23

HMH Fuse is a trademark of Houghton Mifflin Harcourt Publishing Company. Android is a trademark of Google, Inc.

Houghton Mifflin Harcourt Publishing Company. All rights reserved. Printed in the U.S.A. 10/13 MS79638b

hmhco.comVisit our new website:

ScienceFusion

A next-gen K8 science program with complete hands-on print

and interactive digital curricula

GO Math!

A K6 math program built for the Common Core, with fresh teaching

approaches and best-in-class technology

Journeys

A K6 reading program energizes 21st-century students with leading-edge

digital tools and results-driven instruction

HMH Fuse

An all-in-one mobile curriculum for Algebra and Geometry with

point-of-use support, assessment, and intervention

Inspiring Curiosity

Congratulations to this years recipientsof the Pacific Teacher of the Year Awards

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

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

First Insurance Company of Hawaiiwww.ficoh.com

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

2015 Financials

24

Support & Revenues

ExpensesAfter 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

Other Expenses,includingOverhead14.4%

Other Income:Interest &Donations0.1%

Grant & Contract Expenses 85.6%

Grant & Contract Revenue 99.9%

25

Statement of ActivitiesFor the year ended Sept. 30, 2014

2014Change in unrestricted net assetsSupport and revenue:Grant and contract revenue Federal 2,805,937 Nonfederal 1,422,591

4,228,528Interest and other income 3,425 Total support revenue 4,231,953Net assets released from restrictions Satisfaction of program restrictions 9,000 Total net assets released from restriction 9,000 Total unrestricted support, revenues and other support

4,240,953

Expenses Grant and contract costs Research and development 1,722,762 Technical assistance and other 1,828,196

3,550,958 Indirect costs 588,008 Total grant and contract costs 4,138,966Other expenses 141,250Scholarships awarded 9,000 Total unrestricted expenses 4,289,216 Change in unrestricted net assets (48,263)

Change in temporarily restricted net assetsContributions 2,107Net assets released from restrictions (9,000) Change in temporarily restricted assets (6,893) Change in net assets (55,156)

Net assets at beginning of year 1,771,612

Net assets at end of year 1,716,456

These numbers have been audited.

NO TASK IS TOO BIG WHEN DONE TOGETHER BY ALL

Pacific Resources for Education and Learning1136 Union Mall, PH 1A

Honolulu, HI 96813808-441-1300www.prel.org