DOCUMENT RESUME

ED 085 837 EA 005 718

TITLE An Analysis of Educational Concerns for Guam.INSTITUTION World-Wide Education and Research Inst., Salt Lake

City, Utah.SPONS AGENCY Guam Dept. of Education, Agana.PUB DATE Feb 73NOTE 120p.; Related documents are EA 005 719-722

EDRS PRICE MF-$0.65 HC-$6.58DESCRIPTORS Curriculum Development; *Educational Assessment;

Educational Development; *Educational Needs;*Educational Objectives; *Educational Planning;Elementary Education; *Evaluation Criteria; Relevance(Education); Secondary Education; Surveys; Values

IDENTIFIERS: *Guam

ABSTRACTThis booklet is the first in a series of five

published in connection with the Guam Assessment of EducationalNeeds. Collectively, the series represents an effort to identify andvalidate the most critical education needs for the Guam schools sothat improved educational opportunities can be developed for Guamstudents. This document contains the working papers resulting fromthe deliberations of six committees that met to determine thoseeducational concerns that were (1) extremely critical, (2) critical,or (3) important. Subsequent to chapter 1, which describes theconcerns analysis process, each perceived educational need ispresented. Under each need is listed the facts and values on whichthe need is based, the target population involved, the criteria fordetermining when the need is met, and the relative importance andtime frame for satisfying the need. A bibliography is included.(Author/DN)

FILMED FROM BEST AVAILABLE COPY

U.S. DEPARTMENT OF HEALTH.EDUCATION &WELFARENATIONAL INSTITUTE OF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATE° DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSI,,ION OR POL4CV

AN ANALYSIS OF EDUCATIONAL CONCERNS

for

GUAM

Submitted to the

GUAM DEPARTMENT OF EDUCATION

by

Worldwide Education and Research Institute2315 Stringharn Avenue, Salt Lake City, Utah

February, 1973

FOREWORD

This booklet is one of a series of five booklets published on connection

with the Guam Assessment of Educational Needs. Collectively this series repre-

sented an effort to identify and validate the most critical education needs for the

Guam schools.

This booklet contains the working papers resulting from the deliberations

of six committees that met for two full days (.::n December 8th and 9th, 1972 at

the John F. Kennedy Senior High School in Guam . A roster of members of each of

the committees is presented on a subsequent page.

During the conference, participants were asked to indicate which concerns

were (1) extremely critical, (2) critical, or (3) important. They were also asked

to suggest a time limitation for the resolution of each validated need.

Following Chapter 1, which describes the concerns analysis process, the

fruits of the committee members' work is presented in the pages which follow.

(See Table of Contents.)

The results of the Concerns Analysis Conference are presented in this

and four subsequent booklets which are a part of the total series of needs

assessment. The underlying purpose of all of these booklets, of course,

to bring about improved educational opportunities for the students in Guam.

Grateful acknowledgment is extended to LeRoy Hurst, as well as the

steering and quality assurance committee and board of education for their

efforts in the compilation of this seric.:. f needs assessment publications.

Jefferson N. Eastmond\VERI President

Name

.Roster of \lembersGuam Needs Assessment CommitteesJohn F. Kennedy Senior High School

December 8-9, 1972

Position School or Area

Pre-School Committee:

Maria P. Roberto Principal Truman School

Sister Elizabeth Guzman Kindergarten Specialist District Office of Education

Sister Cecilia M.M.B. Teacher Maria Artero Nursery

Norberto C. Longaza Parent Dedecio

Thelma S. Britos Teacher Wettengel

Julita B. Robles Clerk Agat Elementary

Dt.lfiu, Salas Asst. Principal Old Piti

ry -School Committee:

ne Linder Counsel or P. C. Lujan Elementary

ite De Backer Teacher. P. C. Lujan Elementary

Frank Lizaina Asst. Principal Andersen

Phillip Dallis Librarian Agana Heights Elementary

Bob Dunn Principal Price Elementary

Charles Taber Teacher Agana Heights Elementary

Joseph Atkins Teacher Agana Heights Elementary

Eileen Gilin Teacher Santa Barbara School

iii

Name Position School or Area

Junior-High School Committee:

Arthur Teacherrthur Meilicke George Washington Jr. High

David P. De Backer Teacher Inarajan Jr. High

Caroline Gerhold Teacher George Washingtbn Jr. High

Jo Eldredge Parent B. J. H. S.

Webb Marcantel Counselor D. J. H.

Manuel Cruz Assoc. Superintendent Central Office

Sister Marita Bos Teacher Bishop Baumgartner andDuenas Prep.

Juan T. Cruz Vice Principal B.J. H. S.

Senior-High School Committee:

Ouidio Calvo Student George Washington High

Sister Barbara Droski Teacher Notre Dame High

Marilyn Bun Parentyan Talofofo

Lai la E. Mack Counselor George Washington High

Z. N. Smith Asst. Principal George Washington High

Sister Esther Atoique Counselor Father Duenas MemorialSchool

Don 0, Hill Teacher John F. Kennedy High

Monte Jones Teacher G. W. S. H.

Sister Mary Valentia Principal Notre Dame High

Post-High School Committee:

Elliot R. Dreger Teacher John F. Kennedy High

iv

Name

Lonetta L. Riley

Phi 11 Mendel

Louise Carlson

Joseph Plomaritis

Bilingual Education Committee:

Manuel Guerrero

Leon Guerrero

Joe Aguon

Robert Underwood

Robbie Farrar

Sister Ellen Jean Klein

JuaquinaM. Roberto

Facilitators:

LeRoy Hirst

Ray T. Wilcox

::ion Sch,Jol or Arca

Teacher John F. Kennedy High

Public Relations Officer D. 0. E,

Counselor John F. Kennedy High

Voc. -Tech. Specialist Vocational-TechnicalHigh School

Teacher Dededo Jr. High

Teacher Dededo Jr. High

Asst. Principal John F. Kennedy High

Teacher George Washington High

Teacher john F. Kennedy High

Bilingual Specialist

Principal Agat Elementary

Guam Department of Education

Worldwide Education and Research Institute

METHODS AND PROCEDURES

While it is futile to try to eliminate risk and ques-tionable to try to minimize it, it is essential that therisks taken be the right risks.

--Peter F. Drucker

The Guam Department of Education Needs Assessment Study was an attempt

to identify systematically the most critical needs of education for Guam. The

procedures that were followed involved many educators and a large number of lay

citizens and pupils.

I. PROCEDURES USED IN THE IDENTIFICATION OF CONCERNS

The Guam Needs Assessment study was undertaken in May, 1972 to

identify the island's most critical needs. Critical needs were to be

identified in conformance with criteria established by the U. S. Office of

Education as applicable to ESEI. Title I and Title III as amended. Data

gathered was broadly representative of the opinions of citizens, teachers, pupils,

and parents of the jurisdiction.

The Quality Assurance Committee

To provide the leadet-ship and coordination, during the various phases of the

needs assessment, a Quality Assurance Committee was appointed. Members of

this committee are listed atthe front of this publication.

The prime responsibility of this group was that of planning and reviewing

the work conducted by Worldwide staff members and others. This group was chosen

to be representative of various interests involved in education and included repre-

-1-

sentation from the following areas:

Community -- to provide additional means of contact with community

elements.

Superintendency -- to provide leadership and to function as the focal

point of the total staff (superintendent or representative).

Classified staff -- to provide liaison with classified staff and its

organization(s).

Federal programs -- to provide input from existing Title I and Title III

programs. In addition to the four regular members of the Quality Assurance

Committee, two apprentice planners were invited to participate.

The size of the group was purposely kept small to allow for full participa-

ti on and to facilitate meeting together.

Polling of Opinion (Public., Student, Teacher and Administration)

The use of scientific polling methods provided a valuable means of ascer-

taining public opinion and of measuring the level of public understanding of com-

munities as well as that of school personnel and pupils.

Prior to the actual polling, principals at both elementary and secondary

levels received a briefing as to procedures to be used. Questionnaires were sent

in anonymous, individual envelopes to a systematic random sample of four hundred

teachers and administrators. Depending upon their 9th and 12th student populations,

secondary school.s received a number of questionnaires for students. A total of

four hundred questionnaires were went out for ninth and twelfth grades.

In addition, general public opinion was sampled by sixth graders throughout

-2-

the island. Various sixth grade teache were given a set of eight questionnaires.

Each teacher was to select four student messengers, two boys and two girls, to

each take two questionnaires to be filled out. Boys were to obtain opinions from

their mother and one male neighbor without children in school. Girls were to poll

their fathers and one female neighbor without children in school. In this way, a

cross section of opinion throughout the island could be obtained.

Response to these questionnaires was best for the ninth and twelfth graders,

over seventy-five percent return. For teachers and general public it was over

fifth percent.

Interviews ofKey Leaders

As one important area of public opinion to be sampled, key leaders were

chosen to be interviewed. The two essential steps of selecting the persons to be

interviewed and conducting the actual interviews were accomplished during

May and early June 1972.

A list of over two hundred key persons was made up with representation

from the following areas: (1) government of Guam; (2) political parties; (3) educa-

tion, public and private; (4) churches; (5) military; (6) University of Guam; (7)

student leaders; (8) professionals; (9) commerce and industry; (10) public

representatives; and (11) other organizations. From this list one hundred persons

were selected to be interviewed. A number of alternates were chosen in case a

particular person selected could not be interviewed. A total of fifty actual inter-

views with key leaders were conducted.

Interviewers were chosen and trained in the techniques of interviewing.

-3-

Roughly half of the interviewers were C:,!..olic sisters involved in education; the

other half were students at the University of Guam. Each person had seven or

eight interviews to complete, although some completed more.

II. PROCEDURES USED IN THE ANALYSIS OF CONCERNS

After the harvested concerns had been satisfactorily classified and docu-

mented, it was necessary to analyze them. This process of analyzing concerns

provided a large repository of useful facts and values which were essential for the

screening or winnowing process performed by the Needs Assessment Committee.

A. IDENTIFYING RELEVANT FACTS

In conducting the concerns analysis, the first step was to

identify all of the relevant facts associated with the expressed concern

under consideration. Some facts had previously been identified from

publications and research studies completed in Guam. Other facts

were identified as the committee members examined each concern

and volunteered what they considered to be relevant facts. The other

group members either concurred or disagreed. In this manner, a list

of appropriate facts was compiled for the concern under discussion.

As a check on the adequacy of its work, the committee asked

itself the following questions:

What is (present time)?

What could be (present time)?

What can be (future time with technological trends)?

What are the facts surrounding the present conditions?

-4-

Have the facts been c.:. Fully separated from assumptions?,

Are the data free from any unintended bias?

Is the evidence objective?

As a result of the concerns analysis, the committee sometimes

identified a number of relevant district policies as well as relevant

factual information and trends. All of these kinds of data were included

under facts, what is and what will be.

B. SPECIFYING RELEVANT VALUES AND DETERMINING VALIDITY

The second step in conducting the. concerns analysis was to

formulate value statements in answer to the'question, what should be?

Trial statements were proposed by individual members of the Needs

Assessment Committee and refined as the group came to full agreement

regarding the proposed value statements.

The third step was to compare the relevant facts and the value

statements prepared by the group. This step was crucial since a validated

need is defined as the difference between what is (facts) and what ought- 1 -

to be (values).

Thus, the relevant value expressions, which had been identified,

were contrasted with the germane policies and factual information and

weighted as to their relative importance. (This same process of

extracting value implications, making explicit all value judgments, and

systematically compiling and ordering these judgments may be used to

formulate a successful operating and practical philosophy of education for

-5-

the district as outlined in any :,r booklet in this series.) The end

product of this phase of the concerns analysis, then, was a match-

mismatch to identify discrepancies between the facts and the values and

to validate each perceived educational need.

C. APPLYING THE SPECIFIC TESTS TO EACH CONCERN

Essentially, the procedures involved in the concerns analysis

required the systematic application of the evaluative criteria to each

of the harvested concerns. Subjecting each concern to such evaluation

was basically a winnowing process. As a concern was found to be

inadequate, it was either discarded or modified until it was adequate.

Some of the specific tests that each concern was subjected to are

as follows:

1. Checking for Accuracy--Making sure the concern was an

accurate expression of prevailing conditions. Was it con-

sistent with the facts identified previously from other sources

or identified in the Needs Analysis Conference by the partici-

pants themselves?

Was the concern:

a. In harmony with existing facts and information?

b. Consistent with present trends and forecasts of future

developments?

c. Clearly stated so that no contradictions or ambiguity

clouded its meaning?

-6-

d. Based upon "s.,- .! is," that is, did it reflect reality in

terms of overall relationships and total configurations

as well as agreement with basic data?

2. Testing for Validity--Seeing that the accurately expressed

concern was in fact a genuine need. Did it represent a valid

discrepancy or deficiency? This test should have also revealed

whether or not this concern was a central need and not just a

symptom, a peripheral expression, or a solution to the fulfill-

ment of a more basic need that has yet to be identified.

Did the concern:

a. Show a difference between "what is" and "what ought to be?"

b. Describe a solution rather than express an unmet need or

unresolved problem?

c. Reveal the real need rather than some symptom or some

eccentric portion?

3. Determining the Extent - - Discovering or measuring how much

of a deficiency or discrepancy existed in the concern.

Reference to the compiled data bank should have satisfied

part of this requirement and the value bank should have. then

helped to place a given concern in its proper perspective.

Thus the task basically was to estimate the extent of the

difference between "what is" and "what is required."

4. Appraising Feasibility--Determining whether the concern

could possibly be satisfied in a suitable manner under existing

-7-

conditions and he resources available. This pro-

cedure usually provided some guidelines for the committee

in estimating which concerns should be considered in what

particular sequence so they might use the time available

most productively.

5. Establishing Criticality -- Determining whether a particular

concern fitted into a priority of all other concerns requiring

attention. That is, a weighting procedure was worked out hi

order to determine which concerns should be satisfied first.

In terms of all the evaluative criteria it was determined

which concern was most crucial or which concern should be

resolved first for logical or strategic reasons. The end

result of the test for criticality was a roster of all the

concerns which had been winnowed into critical needs.

THE CONCERNS SELECTED

FOR

VALIDATION AS

EDUCATIONAL NEEDS

GUAM NEEDS ASSESSMENT CONFERENCE

JOHN F. KENNEDY SEMOR HIGH SCHOOL

December 8-9, 1972

CONTENTS

Gifted or Very Talented Youngsters Have Special Needs WhichMust be Met 1

The Central Office Administration of Our Schools Needs to doa Good Job 4

Schools Need to Update Adequate Funds With WhiCh to Operate... . 9

Young People Need to Learn About Environment and its Wise Use . 12

Students Need SMooth Movement From Grade to Grade and FromSubject to Subject 15

Students Need to be Informed About Drugs and Drug Abuse 19

Students Need to Learn Basic Communication Skills in a Language0I-her Than English 22

Young People Need to Learn About Various Native Culturesand About the History of Guam 27

Students Need Appropriate Career lnforamtion, VocationalGuidance, and Occupational (Job) Skills 32

Students Must Learn Basic English Communication SkillsIn the Elementary School 40

There is a Need For Continuity Among Faculty, Staff, andAdmisistration 48

Young People Need to Have Driver Education in School 50

Physically Handicapped, and Emotionally Disturbed StudentsHave Special Needs 52

PreFirst Grade Children Have SpeCial Needs to be Met 56

Teachers Need Adequate Training While on the Job to KeepThem Up To Date 59

Students Need to Learn Consummer Information ( Personnel Budgeting, Purchasing, etc.), and Also Legal Information 63

Slow learners Have Special Needs to be Met 66

Students Must Learn Basic English Communication Skills 69

Teachers Need Access to Adequate AudioVisual Aides, andto Suitable Facilities for Showing Some Types of Audio Visual

Aides 74

Adult Education Needs to be Prcy.Hed 76

Young People Need to Learn About Family Life an' HumanSexuality 80

Young People Need to Learn to Get Along Wilt Others 82

Young People Need Disipline and Selfi-Control, and AlsoNeed to be Motivated to Remain in School 84

Students Need to Learn Mathematic Concepts and ComputationalSkills 89

Students Need Activities Outside of the School ( ExtraCurricular, Drama, Sports, etc.} 92

T:,acers Need to Receive Professional Help and SupervisionWhen Nedded 95

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ople

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catio

n fo

r gi

fted

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l as

phys

ical

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ts s

houl

d be

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iche

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tend

ed.

(1:2

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nee

d fo

r ad

ditio

nal o

r im

prov

ed m

eans

of

iden

tifyi

ng a

nd te

achi

ng th

e gi

fted

stud

ent i

n G

uam

was

cite

d by

126

of

502

teac

hers

pol

led.

(25:

61)

1970

Com

mitt

ee m

embe

rs r

epor

t tha

t:-

-A f

ew o

f th

e el

emen

tary

sch

ools

hav

e ab

ility

gro

upin

g w

here

the

fast

stu

dent

sin

lang

uage

art

s an

d m

athe

mat

ics

are

give

n ad

vanc

ed in

stru

ctio

n ap

prop

riat

eto

thei

r le

vels

of

read

ines

s.--

At t

he e

lem

enta

ry le

vel,

the

fast

stu

dent

s ar

e us

ually

kep

t to

the

sam

e pa

ceas

the

aver

age

stud

ents

unl

ess

the

indi

vidu

al te

ache

rs m

ake

allo

wan

ces

for

the

brig

htne

ss o

f th

ese

child

ren

and

allo

w th

em to

go

fast

er o

r pe

rmit

them

toex

plor

e m

ore

deep

ly in

to th

e su

bjec

ts th

ey a

re p

ursu

ing.

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ichm

ent o

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nitie

s ar

e no

t com

mon

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nate

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r so

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oung

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re s

ome-

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with

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v'e:

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the

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enta

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spec

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a to

tally

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aded

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hool

sys

tem

will

per

mit

the

gift

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lent

ed s

tude

nts

to p

roce

ed m

ore

quic

kly

thro

ugh

the

subj

ect-

mat

ter

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icul

um o

f th

esc

hool

and

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o go

into

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h su

bjec

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reat

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than

wou

ld th

e av

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e an

d sl

ower

stu

dent

s,pr

ovid

ing

them

with

mor

e of

a c

halle

nge.

--If

non

-gra

ding

is n

ot p

ossi

ble

at th

e pr

esen

ttim

e, a

spe

cifi

c pr

ogra

m w

ith s

peci

al m

ater

ials

suita

ble

for

the

gift

ed s

tude

nts

shou

ld b

e pr

ovid

edtc

ass

ist t

he te

ache

rs in

pro

vidi

ng e

nric

hmen

top

po r

tuni

ties

and

indi

vidu

aliz

ed, p

erso

naliz

edin

stru

ctio

n fo

r th

e gi

fted

.-T

he e

lem

enta

ry a

nd e

ven

the

seco

ndar

y-sc

hool

teac

hers

sho

uld

have

spe

cial

in-s

ervi

ce a

ndsu

mm

er s

choo

l tra

inin

g in

met

hods

and

pro

cedu

res

of te

achi

ng th

e ex

tra

brig

ht s

tude

nts.

-In

som

e in

stan

ces,

cur

rent

sch

ool p

olic

ies

shou

ld b

e m

odif

ied

to p

erm

it so

me

gift

ed s

tude

nts

to m

ove

mor

e qu

ickl

y in

to th

e hi

gh s

choo

l.O

ther

wis

e, a

pro

gram

sho

uld

be d

evel

oped

so

thes

e st

uden

ts m

ay p

ursu

e hi

gh-

scho

ol le

vel

stud

ies

whi

le s

till i

n el

emen

tary

sch

ool.

--T

here

are

sev

e'-a

l are

as th

at a

re v

ery

impo

rtan

t for

the

gift

ed s

tude

nts.

One

are

a is

crea

tivity

.lin

agin

atio

n an

d or

igin

ality

sho

uld

be s

ough

t and

enc

oura

ged.

Ano

ther

are

a, a

mon

got

hers

, is

the

lang

uage

art

s. T

he g

ifte

d st

uden

tssh

ould

be

give

n op

port

uniti

es to

par

ticip

ate

indr

amat

ic p

rodu

ctio

ns, t

o gi

ve s

peec

hes,

to tr

yth

eir

skill

in d

ebat

ing.

etc

.

Nee

ds o

f G

ifte

d St

uden

ts (

p. 2

).

hand

icap

ped

stud

ents

, pre

sum

ably

bec

ause

they

are

exc

eptio

nal c

hild

ren

also

.-G

ifte

d st

uden

ts a

re s

eldo

m r

ecog

nize

d fo

r th

eir

achi

evem

ents

, esp

ecia

llyat

the

elem

enta

ry s

choo

l lev

el.

-Som

e te

ache

rs d

o no

t see

m to

rel

ate

very

wel

l to

the

gift

ed s

tude

nts

but

find

them

thre

aten

ing

to th

eir

stat

us o

f "k

now

ledg

e di

spen

sers

."--

John

F. K

enne

dy H

igh

Scho

ol h

as a

n ar

rang

emen

t whe

re s

ome

stud

ents

can

purs

ue "

guid

ed s

tudi

es"

unde

r th

e sp

onso

rshi

p of

sel

ecte

d te

ache

rs, u

sing

the

libra

ry a

nd o

ther

res

ourc

e m

ater

ials

.-G

I L

ed s

tude

nts

at th

e hi

gh-s

L::o

ol le

vel m

ay ta

ke u

p to

4 u

nits

of

corr

es-

pond

ence

stu

dy f

rom

an

accr

edite

d co

llege

or

univ

ersi

ty.

-A v

ery

few

of

the

gift

ed s

tude

nts

are

excu

sed

from

hig

h sc

hool

cla

sses

for

part

of

the

scho

ol d

ay to

enr

oll i

n cl

asse

s of

fere

d by

Gua

m U

nive

rsity

.--

At t

he h

igh-

scho

ol le

vel,

the

mat

hem

atic

s de

part

men

ts h

ave

a tr

acki

ngpr

ogra

m w

here

the

adva

nced

stu

dent

s m

ay ta

ke a

dvan

ced

mat

h co

urse

s,re

T-a

rdle

ss o

f th

eir

grad

e le

vel.

--A

t the

pre

sent

tim

e, G

uam

doe

s no

t hav

e an

"ho

nors

pro

gram

" or

an

"adv

ance

d pl

acem

ent p

rogr

am"

for

the

gift

ed s

tude

nts.

-The

larg

e m

ajor

ity o

f gi

fted

stu

dent

s at

tend

ing

the

scho

ols

of G

uam

are

not c

urre

ntly

ach

ievi

ng u

p to

the

limits

of

thei

r po

tent

ial.

-Whe

n a

teac

her,

for

eas

e of

less

on p

repa

ratio

n, k

eeps

all

the

stud

ents

at

the

sam

e ra

ce, s

uch

a pr

oced

ure

not o

nly

hold

s th

e gi

fted

stu

dent

s ba

ck b

utea

ches

them

to b

e la

zy a

nd u

npro

duct

ive

and

also

fre

quen

tly b

ores

them

terr

iLly

.-T

he G

uam

Sch

ool S

yste

m is

ver

y w

eak

in th

e ar

ea o

f he

lpin

g th

e ac

adem

i-ca

lly g

ifte

d st

uden

ts.

-Too

man

y gi

fted

stu

dent

s le

ave

Gua

m f

or o

ther

pla

ces

afte

r th

ey h

ave

fini

shed

thei

r co

llege

or

univ

ersi

ty tr

aini

ng.

--T

he p

rosc

nt a

rran

gem

ents

for

the

gift

ed s

tu-

dent

s to

take

cou

rses

at t

he U

nive

rsity

of

Gua

m,

purs

ue "

guid

ed s

tudi

es,"

take

cor

resp

onde

nce

cour

ses,

etc

. sho

uld

be c

ontin

ued

and

even

expa

nded

.--

The

sch

ool l

ibra

ries

sho

uld

be u

pdat

ed a

ndim

prov

ed s

o th

e gi

fted

stu

dent

s w

ill h

ave

suf-

fici

ent m

ater

ials

to u

se in

thei

r in

depe

nden

tst

udy

and

rese

arch

.--

The

gif

ted

stud

ents

sho

uld

have

som

e ap

pro-

pria

te r

ecog

nitio

n fo

r th

eir

acad

emic

ach

ieve

-m

ents

. At t

he e

lem

enta

ry-s

choo

l lev

el, p

os-

sibl

y th

e cr

eatio

n of

an

"hon

or's

clu

b" m

ight

be

suff

icie

nt.

At t

he s

econ

dary

-sch

ool l

evel

, the

"hon

or-r

oll"

and

sim

ilar

devi

ces

may

pro

vide

adeq

uate

rec

ogni

tion.

--E

valu

atio

n of

the

achi

evem

ent o

f th

e gi

fted

:,:..t

icit.

-2nt

s sh

ould

str

ess

expl

orat

ion

in d

epth

as

wel

l as

crea

tivity

. Sta

ndar

ds f

or e

xcel

lenc

esh

ould

be

kept

hig

h to

pro

vide

the

gift

ed w

itha

real

cha

lleng

e.--

The

pre

sent

pra

ctic

e of

pla

cing

som

e gi

fted

stud

ents

in "

spec

ial e

duca

tion"

cla

sses

sho

uld

he s

topp

ed im

med

iate

ly.

--A

t the

sec

onda

ry le

vel,

such

pro

gram

s as

"hon

ors"

with

its

diff

eren

t gra

duat

ion

requ

ire-

men

ts a

nd "

adva

nced

pla

cem

ent"

whi

ch a

llow

shi

gh-s

choo

l stu

dent

s th

e ch

ance

to e

arn

colle

gecr

edit

whi

le in

hig

h sc

hool

by

taki

ng s

peci

alcl

asse

s sh

ould

be

expl

ored

.If

pos

sibl

e, th

eysh

ould

be

atte

mpt

ed in

Gua

m.

The

Dep

artm

ent o

f E

duca

tion

shou

ld k

eep

our

tale

nted

stu

dent

s on

the

isla

nd to

ser

ve th

eir

own

peop

le, r

athe

r th

an le

t the

m g

o aw

ay to

serv

e ot

her

coun

trie

s.If

thes

e st

uden

ts a

rebr

ight

eno

ugh

to b

e sc

hola

rs, t

hen

let t

he

Nee

ds o

f G

ifte

d St

uden

ts (

p. 3

).

Dep

artm

ent o

f E

duca

tion

spen

d th

e ne

eded

amou

nt f

or th

eir

educ

atio

n pr

ovid

ing

they

agre

e to

rem

ain

and

wor

k on

Gua

m.

VA

LID

AT

ED

NE

ED

:

Lea

rner

Nee

d: G

ifte

d st

uden

ts n

eed

to le

arn

at th

eir

optim

um r

ate

to th

e m

axim

um li

mits

of

thei

r un

ique

pot

entia

l.

Tar

get p

opul

atio

n: A

ll st

uden

ts w

ho a

re g

ifte

d, K

-12.

(A

n es

timat

ed 3

-59

, of

the

stud

ent p

opul

atio

n.)

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) ei

ther

a to

tally

non

-gra

ded

scho

ol s

yste

m o

r a

spec

ial p

rogr

am e

mph

asiz

ing

both

enr

ichm

ent a

nd a

ccel

erat

ion

for

the

gift

ed s

tude

nts

has

been

est

ablis

hed

for

all o

f th

e sc

hool

s of

Gua

m; (

b) th

is p

rogr

am h

as f

reed

the

gift

ed s

tude

nts

from

trad

ition

al g

radu

atio

n re

quir

emen

ts a

nd h

aspe

rmitt

ed th

em to

stu

dy in

depe

nden

tly o

f ot

her

stud

ents

and

in g

reat

er d

epth

than

oth

er s

tude

nts

for

atle

ast p

art o

f th

e sc

hool

day

; (c)

all

teac

hers

on

Gua

m h

ave

rece

ived

spe

cial

trai

ning

in w

ays

of w

orki

ngw

ith a

nd o

f ch

alle

ngin

g th

e gi

fted

stu

dent

s; a

nd (

d) a

com

mitt

ee o

f gi

fted

stu

dent

s, p

aren

ts o

f -g

ifte

dst

uden

ts, t

each

ers,

and

sch

ool a

dmin

istr

ator

s ha

s ev

alua

ted

the

spec

ial a

rran

gem

ents

for

the

gift

edst

uden

ts a

nd h

ave

foun

d th

em to

be

adeq

uate

.

Cri

tical

ity: T

his

need

is ju

dged

to b

e E

XT

RE

ME

LY

CR

ITIC

AL

(1)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

3.

3

0

CO

NC

ER

N: T

he c

entr

al o

ffic

e ad

min

istr

atio

n of

our

sch

ools

nee

ds to

do

a go

od jo

b.

F.A

CT

S(W

hat i

s an

d w

hat w

ill b

e)

Gua

m O

pini

onna

ire

Res

ults

#90

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

g

VA

LU

ES

(Wha

t oug

ht to

be)

Non

-A

dmin

is-

We

belie

ve:

- -A

dm

inis

t rat

',A

re s

uppo

rt f

orte

ache

rs in

the

9th

12th

Key

clas

sroo

m s

houl

d be

who

lehe

arte

d an

d ad

e-Pa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

78N

=22

1N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul31

%27

%13

%26

%25

%:3

8%19

%

Usu

ally

Suc

cess

ful

3333

3647

_09 r,

3338

Seld

om S

ucce

ssfu

l21

1326

2115

1520

Uns

ucce

ssfu

l8

920

915

910

Don

't K

now

718

a5

176

20-

--Fr

om th

e op

inio

nnai

re r

esul

ts, i

t can

be

seen

that

the

teac

hers

wer

e th

e m

ost

criti

cal o

f_ th

e ce

ntra

l off

ice

adm

inis

trat

ion

whe

re 4

6% b

elie

ved

the

adm

inis

trat

ion

to b

e un

succ

essf

ul. K

ey le

ader

s w

ere

also

qui

te c

ritic

al w

ith :3

0% in

dica

ting

nega

tive

resp

onse

s. A

fai

rly

larg

e nu

mbe

r of

key

lead

ers

and

non-

pare

nts

indi

cate

d th

at th

ey d

id n

ot k

now

whe

ther

or

not t

he c

entr

al o

ffic

e w

as d

oing

ago

od jo

b.--

The

re is

an

urge

nt n

eed

in M

icro

nesi

a fo

r an

exe

mpl

ary

mod

el o

f an

are

a

quat

e as

evi

denc

ed b

y (I

) ad

equa

cy o

f su

pplie

':an

d eq

uipm

ent,

(2)

fair

ness

in a

ppor

tionm

ent-

of a

vaila

ble

supp

lies,

(3)

ava

ilabi

lity

and

ade-

quac

y of

in-s

ervi

ce tr

aini

ng-

and

oppo

rtun

ities

for

prof

essi

onal

dev

elop

men

t for

all

staf

fm

embe

rs, (

4) r

ecog

nitio

n of

loca

l nee

ds, (

5);a

war

enes

s of

loca

l con

ditio

ns a

nd p

robl

ems,

(6)

qual

ity o

f le

ader

ship

in c

urri

culu

m d

evel

op-

men

t and

new

and

inno

vativ

e ed

ucat

iona

l pro

-gr

ams,

(7)

ear

ly a

ssig

nmen

t of

staf

fm

embe

rs(m

ost c

erta

inly

bef

ore

the

mid

dle

of A

ugus

t),

and

(8)

and

so o

n.(T

his

list i

s no

t all

in-

clus

ive

but m

erel

y ill

ustr

ativ

e of

the

kind

of a

dmin

istr

ativ

e su

ppor

t tha

t is

need

ed o

nG

uam

.)--

The

pri

ncip

le o

f ac

coun

tibili

ty s

houl

d be

gin

deve

lopi

ng r

apid

ly a

nd y

et w

ith s

ome

futu

re g

row

th p

oten

tial.

Gua

m c

ould

bec

ome

at th

e C

entr

al O

ffic

e. T

here

shou

ld b

e co

rnsu

ch a

mod

el p

rovi

ded

the

who

le e

duca

tiona

l sys

tem

can

be

grea

tly im

prov

edpl

ete

and

regu

lar

repo

rtin

g an

d ev

alua

tion

fow

hile

tim

e ye

t rem

ains

for

this

wor

k to

be

done

.(1

:30:

9)19

67ev

ery

offi

ce a

nd f

or e

very

adm

inis

trat

or.

--T

here

see

ms

to b

e a

laC

k of

dyn

amic

, pos

itive

and

con

sist

ent a

dmin

istr

ativ

e--

Com

mun

icat

ion

betw

een

the

Cen

tral

Off

ice

lead

ersh

ip. T

his

lack

is p

artic

ular

ly e

vide

nt in

the

area

s of

cur

ricu

lum

dev

elop

- an

d te

ache

rs a

nd b

uild

ing

adm

inis

trat

ors

men

t, in

serv

ice

trai

ning

, and

teac

her

eval

uatio

n.(1

:49:

5)19

68.sh

ould

be

grea

tly im

prov

ed to

pro

vide

bet

ter

--T

he n

umer

ous

prof

essi

onal

dev

elop

men

t and

inse

rvic

e tr

aini

ng p

rogr

ams

cur-

rent

ly in

pro

gres

s la

ck c

oord

inat

ion.

(1:4

6:10

)19

68--

The

re s

houl

d be

a c

lear

del

inea

tion

of r

espo

nsib

ilitie

s an

d au

thor

ity f

rom

the

clas

sroo

m te

ache

r to

the

supe

rint

ende

nt.

(1:4

9:2)

1968

--T

he c

omm

ittee

sen

ses

a fl

ound

erin

g an

d la

ck o

f ce

rtai

nty

-- w

ho d

oes

wha

t,w

hen,

with

who

m, h

ow, e

tc,

In th

is v

acuu

m o

f in

activ

ity it

is c

lear

ly th

e

4

unde

rsta

ndin

g of

pro

blem

s an

d po

licie

sen

acte

d to

sol

ve th

ese

prob

lem

s.It

isim

port

ant t

hat t

each

ers

unde

rsta

nd w

hyce

rtai

n ac

tions

hav

e be

en ta

ken

by th

e C

en-

tral

Off

ice.

The

re s

houl

d be

an

"ope

ncl

imat

e" in

the

scho

ol s

yste

m.

The

Cen

tral

Off

ice

Adm

inis

trat

ion-

Nee

ds to

Do

a G

ood

Job

(p. 2

).

resp

onsi

bilit

y of

the

cent

ral a

dmin

isti-

atio

n to

cla

rify

rol

es a

nd f

unct

ions

.(1

:49:

2)19

68--

A s

tudy

sho

uld

be m

ade

of th

e di

stri

ct o

ffic

e pe

rson

nel t

o de

term

ine

such

item

s as

rol

e, jo

b de

fini

tion,

job

qual

ific

atio

ns, r

elat

ions

hip

auth

ority

, and

acco

unta

bilit

y of

eac

h po

sitio

n.(1

:113

:5)

1970

--T

here

is a

n im

pera

tive

need

to e

stab

lish

a sy

stem

of

prio

ritie

s, a

nor

gani

zatio

nal p

lan,

and

an

impl

emen

tatio

n sc

hedu

le.

(1:4

9:11

)19

68-T

here

is a

nee

d to

dev

elop

and

dis

trib

ute

copi

es o

f a

deta

iled

long

-ran

gepl

an.

(1:8

0:43

)19

69-T

here

is a

nee

d to

enc

oura

ge c

oope

rativ

e ef

fort

with

the

Uni

vers

ity o

f G

uam

Dep

artm

ent o

f E

duca

tion

and

with

the

com

mun

ity to

ach

ieve

com

preh

ensi

veed

ucat

iona

l pla

nnin

g.(1

:115

:9)

1970

--T

here

is a

nee

d fo

r a

syst

em to

be

devi

sed

and

impl

emen

ted

by w

hich

the

orig

inat

or o

f a

requ

isiti

on f

or o

ff-c

ampu

s su

pplie

s, e

quip

men

t and

ser

vice

sbe

info

rmed

as

to th

e pr

ogre

ss a

nd d

ispo

sitio

n of

the

reci

uest

s.(1

:113

:3)

1970

-The

cen

tral

off

ice

is th

e ne

rve

cent

er'o

f th

e sc

hool

sys

tem

. Thr

ough

this

offi

ce m

ust f

low

com

plet

e an

d ac

cura

te in

form

atio

n co

ncer

ning

the

man

y pa

rts

of th

e sc

hool

pro

gram

in o

pera

tion,

the

degr

ee o

f su

cces

s or

fai

lure

of

each

activ

ity, p

robl

ems

enco

unte

red,

new

pro

blem

s ar

isin

g, s

olut

ions

to o

ld a

ndne

w p

robl

ems

and

all o

ther

type

s of

info

rmat

ion

nece

ssar

y to

the

effi

cien

tad

min

istr

atio

n of

the

scho

ol p

rogr

am.

(1:8

0:31

)19

69--

The

re is

a la

ck o

f co

ntin

uing

, com

pete

nt, a

dmin

istr

ativ

e le

ader

ship

on

Gua

m a

t all

leve

ls.

(1:1

3:5)

1970

--T

each

ing

and

othe

r st

aff

assi

imm

ents

are

fre

quen

tly m

ade

just

pri

or to

the

open

ing

of s

choo

l whe

n th

ey s

houl

d be

mad

e ea

rlie

r.(1

:13:

5)19

70-

-Bet

wee

n 19

60-6

1 an

d 19

70-7

1 th

ere

was

a 7

1.5%

incr

ease

in p

ublic

ele

-m

enta

ry a

nd s

econ

dary

-sch

ool e

nrol

lmen

t.(9

:71)

1971

-The

est

imat

ed a

vera

ge-d

aily

-atte

ndan

ce in

. Gua

m p

ublic

sch

ools

, 197

0-71

,w

as 2

1,69

0 pu

pils

. The

ave

rage

-dai

ly-a

ttend

ance

as

a pe

rcen

t of

aver

age-

daily

-mem

bers

hip

for

that

yea

r w

as 9

3.8%

.(9

:71)

1971

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Supp

lies

and

equi

pmen

t for

use

by

teac

hers

in th

e sc

hool

s of

Gua

m a

rege

nera

lly (

and

noto

riou

sly)

in s

hort

sup

ply.

--Sp

ecia

l sup

plie

s or

dere

d by

spe

cifi

c te

ache

rs a

re s

omet

imes

nev

er r

ecei

ved

and

freq

uent

ly r

ecei

ved

very

tard

y. T

here

is o

bvio

us in

effi

cien

cy a

t the

--In

nova

tive

prog

ram

s, e

spec

ially

thos

e fu

nded

with

Fed

eral

sup

port

, sho

uld

not b

e di

scon

-tin

ued

whe

n Fe

dera

l fun

ds r

un o

ut.

Plan

s an

dm

onie

s sh

ould

be

prov

ided

to a

ssur

e th

eir

cont

irua

nee

assu

min

g th

e pr

ogra

m is

suc

cess

-fu

l.If

the

prog

ram

is u

nsuc

cess

ful,

the

Cen

-tr

al O

ffic

e T

houl

d pu

blis

h th

e ev

alua

tion

\vhi

chre

sulte

d in

the

prog

ram

's d

isco

ntin

uanc

e.--

Peri

odic

che

cks

shou

ld b

e m

ade

to s

ee th

atm

oney

bud

gete

d fo

r su

pplie

s w

as a

ctua

llysp

ent o

n su

pplie

s, a

nd th

at th

ese

supp

lies

wer

e de

liver

ed to

the

scho

ol w

hich

ord

ered

the

supp

lies

in th

e fi

rst p

lace

.-T

he s

choo

l boa

rd s

houl

d be

ele

cted

rat

her

than

app

oint

ed.

-Pol

icy

of a

dir

ectio

nal n

atur

e sh

ould

be

fort

h-co

min

g fr

om th

e C

entr

al O

ffic

e.A

ll ad

min

is-

trat

ors

shou

ld b

e w

ell q

ualif

ied

and

com

pete

nt.

Polit

ics

and

race

sho

uld

not b

e fa

ctor

s in

job

sele

ctio

n. A

lso,

app

oint

men

ts s

houl

d no

t be

mad

e be

caus

e of

fam

ily c

onne

ctio

ns.

-New

pro

gram

s sh

ould

hav

e ad

equa

te p

re-

para

tion

and

supp

ort f

rom

the

Cen

tral

Off

ice.

--"R

ed ta

pe"

on th

e pa

rt o

f th

e D

.O.E

: mus

tbe

cut

to th

e m

inim

um. P

aper

wor

k re

quir

e-m

ents

sho

uld

be s

tram

lined

and

elim

inat

edw

hene

ver

poss

ible

.--

Rep

airs

to p

rese

nt s

choo

l fac

ilitie

s ,h

ould

be m

ade

prom

ptly

and

eff

icie

ntly

.--

The

top

adm

inis

trat

ors

shou

ld v

isit

mor

efr

eque

ntly

in th

e. v

ario

us s

choo

ls a

nd o

bser

vein

the

teac

hers

' cla

ssro

oms.

--M

ore

teac

hers

and

sch

ool a

dmin

istr

ator

ssh

ould

con

ic to

fee

l tha

t the

y ha

ve th

e co

m-

plet

e an

d un

faili

ng s

uppo

rt o

f th

e C

entr

alO

ffic

e.Su

spic

ion

and

disu

nity

mus

t be

The

Cen

tral

Off

ice

.Adm

inis

trat

ion

Nee

ds to

Do

a G

ood

Job

(p. 3

).

cent

ral w

areh

ouse

and

-pos

sibl

y so

me

thef

t.--

Staf

f as

sign

men

ts a

re m

ade

at a

late

dat

e an

d re

sult

in u

nnec

essa

ry te

ache

rdi

ssat

isfa

ctio

n. S

ome

favo

ritis

m is

obv

ious

whe

n th

e as

sign

men

ts a

re f

inal

lypo

sted

.-S

ome

prog

ram

s ha

ve b

een

initi

ated

with

out a

dequ

ate

prep

arat

ion

and

supp

ort.

Unf

ortu

nate

ly, f

eder

ally

-fun

ded

proj

ects

are

usu

ally

dro

pped

whe

n th

efe

dera

l fun

ds a

re n

o lo

nger

ava

ilabl

e re

gard

less

of

the

desi

rabi

lity

of th

e pr

o-je

ct -The

re a

re p

oorl

y-qu

alif

ied

pers

ons

occu

pyin

g m

any

adm

inis

trat

ive

posi

tions

of le

ader

ship

and

res

pons

ibili

ty.

-The

re a

re a

lso

man

y w

ell-

qual

ifie

d pe

rson

s oc

cupy

ing

adm

inis

trat

ive

posi

-tio

ns. H

owev

er, t

hey

are

hand

icap

ped

with

insu

ffic

ient

fun

ds, e

xpan

ding

enr

oll-

men

ts, a

nd th

e ne

ed to

shi

p su

pplie

s an

d eq

uipm

ent f

or lo

ng d

ista

nces

.-T

he g

over

nor

and

an a

ppoi

nted

Ter

rito

rial

Boa

rd s

elec

t the

Dir

ecto

r of

Edi

t-:-

;:the

r th

an a

n el

ecte

d sc

hool

boa

rd.

- -P

oliti

cs a

nd r

ace

too

freq

uent

ly d

eter

min

e th

e ap

poin

tmen

t of

scho

ol a

dmin

-is

trat

ors.

- -T

he p

rinc

iple

of

acco

unta

bilit

y se

ems

to h

old

for

teac

hers

and

for

sch

ools

but n

ot f

or p

erso

ns in

the

Cen

tral

Off

ice.

--T

each

ers

and

even

loca

l sch

ool a

dmin

istr

ator

s do

not

hav

e th

e co

mpl

ete

and

unfa

iling

sup

port

of

the

Cen

tral

Off

ice.

-The

re is

far

too

muc

h "r

ed ta

pe"

on th

e pa

rt o

f th

e D

.O.E

. The

pap

er w

ork

requ

irem

ents

, etc

., ar

e te

diou

s an

d un

nece

ssar

y.-I

t tak

es to

o lo

ng to

obt

ain

repa

irs

to p

rese

nt s

choo

l fac

ilitie

s.-T

he a

dmin

istr

ator

s fr

om th

e D

.O.E

. sel

dom

vis

it th

e sc

hool

s an

d ob

serv

ein

var

ious

cla

ssro

oms.

--T

he c

limat

e be

twee

n th

e C

entr

al A

dmin

istr

atio

n an

d th

e te

ache

rs a

ndbu

ildin

g ad

min

istr

ator

s is

gen

eral

ly p

oor.

The

re is

sus

pici

on a

nd d

isun

ityas

a r

esul

t.--

The

re a

re to

o fe

w p

eopl

e in

the

Cen

tral

Adm

inis

trat

ion

who

are

inte

rest

edin

the

deve

lopm

ent o

f th

e lo

cal c

omm

uniti

es. M

ost a

dmin

istr

ator

s gi

ve th

eim

pres

sion

of

bein

g di

sint

eres

ted

outs

ider

s ho

ldin

g do

wn

a jo

b an

d no

t rea

llypu

shin

g fo

r th

e th

ings

nee

ded

in G

uam

.-

-In-

dept

h pl

anni

ng in

Gua

m's

edu

catio

nal s

yste

m is

sad

ly la

ckin

g.

elim

inat

ed f

rom

the

Gua

m S

choo

l Sys

tem

.--

The

adm

inis

trat

ors

shou

ld e

vide

nce

thei

rin

tere

st in

the

deve

lopm

ent o

f th

e lo

cal c

om-

mun

ity b

y ta

king

an

activ

e pa

rt in

com

mun

ityaf

fair

s an

d he

lpin

g to

pus

h fo

r th

ings

nee

ded

in G

uam

.-T

here

mus

t be

impr

oved

in-d

epth

pla

nnin

gin

Gua

m E

duca

tion.

Thi

s ne

eds

asse

ssm

ent

is o

nly

a st

art s

ince

mos

t edu

cato

rs a

real

read

y aw

are

of th

e ne

eds.

Wha

t rem

ains

to b

e do

ne is

to d

o so

me

long

-ran

e, c

ompr

e-he

nsiv

e pl

anni

ng to

res

olve

thes

e ne

eds.

-Bef

ore

loca

l peo

ple

are

hire

d as

sch

ool

adm

inis

trat

ors,

evi

denc

e sh

ould

be

avai

labl

eth

at th

ey r

eally

are

equ

ally

qua

lifie

d in

eve

ryw

ay w

ith s

tate

side

per

sonn

el. N

o or

gani

zatio

nca

n be

bet

ter

than

its

adm

inis

trat

ors

of a

llle

vels

. Wea

k pe

rson

aliti

es a

nd in

effe

ctiv

epe

rson

s in

lead

ersh

ip p

ositi

ons

mus

t be

repl

aced

-,-;

:An

effi

cien

cy e

xper

t sho

uld

he c

alle

d in

tom

ake

reco

mm

enda

tions

for

bet

ter

scho

olad

min

istr

atio

n.-T

he C

entr

al O

ffic

e sh

ould

str

ixe

for

con-

tinui

ty a

nd c

onsi

sten

cy in

dev

elop

ing

scho

olat

tend

ance

pol

icie

s an

d un

ifor

mity

in e

nfor

c-in

g at

tend

ance

to th

e sc

hool

ass

igne

d.-E

very

one

in th

e ce

ntra

l adm

inis

trat

ion

shou

ld b

e ho

used

und

er th

e sa

me

roof

tofa

cilit

ate

plan

ning

and

coo

rdin

atio

n.

The

Cen

tral

Off

ice

Adm

inis

trat

ion

Nee

ds to

Do

a G

ood

Job

(p. 4

).

- -W

ith p

resu

mab

ly e

qual

qua

lific

atio

ns, p

refe

renc

e is

giv

en to

loca

l peo

ple

in f

illin

g ad

min

istr

ativ

e jo

bs.

--A

man

agem

ent s

tudy

clo

ne b

y a

prof

esso

r fr

om th

e U

nive

rsity

of

Gua

mcr

itici

zed

the

form

er c

hain

of

com

man

d. M

odif

icat

ions

des

igne

d to

cor

rect

wea

knes

ses

in th

e ol

d pa

ttern

hav

e ev

eryo

ne c

onfu

sed

and

cont

ribu

tes

toth

e ad

min

istr

ativ

e ef

fici

ency

pro

blem

..-

-Nev

job

desc

ript

ions

for

the

top-

leve

l sch

ool a

dmin

istr

ator

s ar

e cu

rren

tlyin

pro

cess

.-T

here

is r

eal i

ncon

sist

ency

in th

e at

tend

ance

pol

icie

s an

d m

eans

of

enfo

rcin

gth

ose

polic

ies

from

sch

ool t

o sc

hool

acr

oss

the

isla

nd.

-A n

ew b

uild

ing

is b

eing

pla

nned

to p

ut a

ll of

fice

s in

volv

ed in

adm

iuts

trat

ive-

supp

ort s

ervi

ces

unde

r th

e sa

me

roof

.H

opef

ully

, an

arch

itect

will

be

hire

dso

on.

VA

"....

11-1

%. T

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

in a

n op

timum

lear

ning

env

iron

men

t (pa

rt 1

) ch

arac

teri

zed

by m

utua

l tru

st, c

oope

ratio

n,an

d su

ppor

t bet

wee

n qu

alif

ied

and

effi

cien

t tea

cher

s an

d ad

min

istr

ator

s.

Tar

get p

opul

atio

n:A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

(pa

rt I

) w

ill b

e re

solv

ed w

hen

(a)

the

adm

inis

trat

ive-

supp

ort s

ervi

ces

have

bee

n im

prov

ed a

s ev

iden

ced

by (

1) a

dequ

acy

of s

uppl

ies

and

equi

pmen

t, (2

) fa

irne

ss in

app

ortio

nmen

t of

avai

labl

e su

pplie

s, (

3) a

vail-

,

abili

ty a

nd a

dequ

acy

of in

-ser

vice

trai

ning

and

opp

ortu

nitie

s fo

r pr

ofes

sion

al d

evel

opm

ent f

or a

ll st

aff

mem

bers

, (4)

rec

ogni

tion

of lo

cal n

eeds

, (5)

aw

aren

ess

of lo

cal c

ondi

tions

and

pro

blem

s, (

6) q

ualit

y of

lead

ersh

ip in

cur

ricu

lum

dev

elop

men

t and

in n

ew a

nd in

nova

tive

educ

atio

n pr

ogra

ms,

and

(7)

ear

lyas

sign

men

t of

staf

f m

embe

rs. (

The

ade

quac

y of

the

impr

ovem

ent s

houl

d be

judg

ed b

y a

com

mitt

ee o

fte

ache

rs, p

aren

ts, c

omm

unity

lead

ers,

and

adm

inis

trat

ors)

; (b)

com

mun

icat

ion

betw

een

the

Cen

tral

Off

ice

and

the

teac

hers

and

bui

ldin

g ad

min

istr

ator

s ha

s be

en im

prov

ed a

s ev

iden

ced

by a

ran

dom

pol

lw

here

in a

t lea

st S

O%

of

all e

duca

tors

giv

e ev

iden

ce o

f un

ders

tand

ing

the

ratio

nale

of

acco

unta

bilit

y ha

sbe

en a

ccep

ted

by th

e C

entr

al O

ffic

e ad

min

istr

atio

n fo

r th

e C

entr

al O

ffic

e its

elf

whe

rein

ther

e ha

s be

enco

mpl

ete

and

regu

lar

repo

rtin

g an

d ev

alua

tion

for

ever

y of

fice

and

for

eve

ry a

dmin

istr

ator

; and

(d)

ara

ndom

sur

vey

of e

duca

tors

ask

ing

for

a re

spon

se to

th,:.

que

siio

n, "

The

cen

tral

ach

nini

Stra

tion

of o

ursc

hool

s, in

doi

ng it

s jo

b, is

..

.(v

ery

succ

essf

ul, u

sual

ly s

ucce

ssfu

l, se

ldom

suc

cess

ful,

unsu

cces

sful

,do

n't k

now

), h

as f

ound

at l

east

a 1

0% in

crea

se in

the

num

ber

resp

ondi

ng to

the

com

bine

d ca

tego

ries

of

7

The

Cen

tral

Off

ice

Adm

inis

trat

ion

Nee

ds to

Do

a G

ood

Job

(p. 5

).

"ver

y su

cces

sful

" an

d "u

sual

ly s

ucce

ssfu

l."

Cri

tical

ity: T

his

need

(pa

rt 1

) is

con

side

red

to b

e E

XT

RE

ME

LY

CR

ITIC

AL

(1)

.

Tim

e fr

ame:

Thi

s ne

ed (

part

1)

shou

ld b

e re

solv

ed p

rior

to S

epte

mbe

r 1,

197

3. 8

CO

NC

ER

N: S

choo

ls n

eed

to o

btai

n ad

equa

te f

unds

with

whi

ch to

ope

rate

.

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

#86

: Our

sch

ools

are

:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

9th

12th

Key

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=44

N=

78N

=22

1N

=19

N=

342

N=

323

N =

50

Ver

y Su

cces

sful

18%

18%

'7%

D70

13%

2 9%

19%

Usu

ally

Suc

cess

ful

3532

3374

3036

3S

Seld

om S

ucce

ssfu

l17

2229

1620

2018

Uns

ucce

ssfu

l12

921

517

1120

Don

't K

now

1719

90

2012

12

--E

xact

ly l'

alf

of th

e te

ache

rs a

nd s

light

ly le

ss o

f th

e ot

her

grou

ps p

olle

d fe

lt th

atth

e sc

hool

s w

ere

rela

tivel

y un

succ

essf

ul in

obt

aini

ng a

dequ

ate

fund

s w

ith w

hich

to o

pera

te.

--T

here

is a

gre

at n

eed

to h

ave

fund

s an

d re

sour

ces

avai

labl

e to

per

mit

educ

a-tio

n to

kee

p pa

ce w

ith th

e ra

te o

f hu

man

pop

ulat

ion

grow

th o

n G

uam

. (1:

30:1

) 19

67--

Gre

at c

once

rn h

as b

een

expr

esse

d by

all

sour

ces

of in

form

atio

n re

gard

ing

the

qual

ity a

nd e

ffic

ienc

y ex

istin

g in

the

Dep

artm

ent o

f E

duca

tion

whi

ch h

asre

spon

sibi

litie

s fo

r th

e fi

scal

man

agem

ent a

nd c

ontr

ol o

f th

e sc

hool

s.(1

:27:

4)19

67--

Bec

ause

of

the

pres

eiic

gen

eral

inef

fici

ency

of

the

busi

ness

div

isio

n w

ithin

the

Dep

artm

ent o

f E

duca

tion,

ther

e is

ext

rem

e ur

genc

y th

at a

wel

l-pr

epar

edpe

rson

be

plac

ed in

this

impo

rtan

t pos

ition

of

educ

atio

nal l

eade

rshi

p. (

1:27

:32)

1967

--T

here

is a

nee

d w

ithin

the

busi

ness

div

isio

n of

sch

ool a

dmin

istr

atio

n to

insu

reco

ordi

nate

d ac

tivity

and

con

trol

of

fisc

al m

atte

rs.

(1:2

7:43

) 19

67--

The

dev

elop

men

t of

the

budg

et m

ust b

e ba

sed

on a

car

eful

ly f

orm

ulat

ed e

duca

-tio

nal p

rogr

am w

hich

, in

turn

, has

gro

wn

from

a s

tudy

of

need

s. (

1:80

:31)

196

9--

The

cri

tical

nee

d ex

ists

for

mor

e an

d be

tter

educ

atio

nal s

ervi

ces

at a

tim

ew

hen

the

nece

ssar

y ec

onom

ic a

nd f

inan

cial

sup

port

is s

ever

ely

limite

d; th

ere

9

We

belie

ve:

-All

scho

ols

ehou

ld b

e eq

ually

fun

ded

on a

pre-

pupi

l bas

is w

ithou

t reg

ard

to lo

catio

n or

to th

e ra

cial

cha

ract

eris

tics

of th

e st

uden

tsat

tend

ing.

-Gua

m f

unds

sho

uld

be u

sed

to b

ring

sch

ools

who

hav

e no

t qua

lifie

d th

emse

lves

as

"tar

get

scho

ols"

usi

n-b-

Fed

eral

fun

ds u

p to

the

sam

ele

vel a

s th

e ta

rget

sch

ools

.-E

ach

scho

ol s

houl

d al

loca

te s

uppl

y an

deq

uipm

ent m

onie

s to

ele

men

tary

-sch

ool

teac

hers

and

to s

econ

dary

-sch

ool d

epar

tmen

tson

a p

er-p

upil

basi

s. A

ny e

xcep

tions

sho

uld

be ju

stif

ied

exte

nsiv

ely

so a

ll m

ay u

nder

stan

dth

e re

ason

s fo

r th

e im

bala

nce.

--W

ith m

ore

adeq

uate

fun

ding

, sta

ffin

g pa

t-te

rns

mor

e co

nduc

ive

to s

tude

nt le

arni

ngan

d ne

eded

pro

gram

s m

ay b

e im

plem

ente

d.-

-The

re is

a n

eed

for

a m

ore

real

istic

mai

n-te

nanc

e an

d re

plac

emen

t pol

icy

on s

choo

lfa

cilit

ies

and

larg

e pi

eces

of

equi

pmen

t.-S

uffi

cien

t fun

ds a

re n

eede

d to

enc

oura

gequ

alif

ied

educ

ator

s to

rem

ain

in G

uam

and

mak

e it

thei

r ho

me.

-The

re is

a n

eed

for

spec

ial p

roje

ct f

unds

of m

any

kind

s.Fo

r ex

ampl

e,. c

leri

cal h

elp

need

s to

be

prov

ided

for

sch

ool c

ouns

elor

sse

they

will

hav

e m

ore

time

for

coun

selin

g.T

here

are

man

y of

thes

e ki

nds

of e

xam

ples

.-

-Gua

m m

ust n

ot f

all f

urth

er b

ehin

d in

the

qual

ity o

f its

edu

catio

nal o

ffer

ings

. The

Scho

ols

Nee

d to

Obt

ain

Ade

quat

e Fu

nds

(p. 2

).

are

incr

easi

ng d

eman

ds f

or g

over

nmen

tal s

ervi

ces

and

incr

easi

ng ta

xpay

erop

posi

tion

to le

ss th

an m

axim

um u

se o

f ta

x do

llars

.(1

:Int

rcld

uctio

n) 1

970

- -B

udge

t pro

visi

ons

shou

ld b

e m

a'le

for

pilo

t pro

gram

s an

d ot

her

spec

ial

circ

umst

ance

s.(1

:114

:5)

1970

- -B

udge

t dis

trib

utio

n sh

ould

be

mad

e on

the

basi

s of

ful

l-tim

e en

rolle

dpu

pils

.(1

:114

:5)

1970

--C

ontin

ued

capi

tal o

utla

y an

d m

aint

enan

ce s

uppo

rt s

houl

d be

con

side

red

inlig

ht o

f th

e ag

e of

the

scho

ol. T

his

is e

spec

ially

true

in th

e in

dust

rial

art

san

d sc

ienc

e ar

eas.

(1:1

13:5

)19

70--

Mon

ey b

udge

ted

for

scho

ols

incr

ease

d al

ong

with

enr

ollm

ent d

urin

g th

eye

ars

1968

-69

to 1

970-

71, a

s sh

own

jelo

w:

--M

oney

spe

ntsa

me

time

has

also

incr

ease

d ye

arly

, as

show

n be

low

:Sc

hool

Yea

r

Scho

ol Y

ear

Bud

get

Enr

ollm

ent

1968

-69

$11,

931,

960

20,2

7219

69-7

014

,831

,534

21,7

8119

70-7

116

,692

,499

24,7

57(2

1:11

)19

71on

cap

itol i

mpr

ovem

ents

and

new

con

stru

ctio

n du

ring

this

Impr

ovem

ents

New

Con

stru

ctio

nT

otal

s19

68-6

9$7

3, 0

00$2

, 893

, 856

$2, 9

66, 8

5719

69-7

021

3,00

03,

811,

3.53

4,02

4,35

319

70-7

130

8,00

08,

039,

710

8,34

7,71

0(2

1:12

) 19

71--

Ove

r th

e ab

ove

thre

e ye

ar p

erio

d, 8

6.7%

of

fund

s ca

me

from

the

fede

ral

gove

rnm

ent;

the

rem

aini

ng 1

3.3%

was

fun

ded

loca

lly.

(21:

13)

1971

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

The

re ',

las

been

som

e di

scri

min

atio

n sh

own

in f

undi

ng s

choo

ls in

the

bette

rne

ighb

orho

ods

atte

nded

mos

tly b

y w

hite

chi

ldre

n in

am

ore

subs

tant

ial f

ashi

onth

an s

choo

ls-i

n po

orer

nei

ghbo

rhoo

ds a

ttend

ed m

ostly

by

Cha

mor

ro c

hild

ren.

--T

here

is a

lso

unfa

irne

ss in

fun

ding

som

e "t

arge

t sch

ools

" at

a le

vel h

ighe

rth

an th

e no

n-ta

rget

sch

ools

eve

n th

ough

fed

eral

fun

dsar

e in

volv

ed in

the

high

er le

vels

of

fund

ing.

--Pr

esen

t fun

ding

arr

ange

men

ts f

orce

adm

inis

trat

ors

to c

ut b

ack

prog

ram

san

d to

elim

inat

e ne

eded

sta

ff p

ositi

ons.

10

budg

et m

ust k

eep

pace

with

enr

ollm

ent i

n-cr

ease

s an

d sh

ould

be

acce

lera

ted

if p

ossi

ble

to m

ake

up f

or p

ast l

osse

s.--

Infl

atio

n m

ust a

lso

be ta

ken

into

acc

ount

in f

igur

ing

the

budg

et. T

here

mus

t be

nofu

rthe

r lo

sses

in te

rms

of q

ualit

y of

the

edu-

catio

nal p

rogr

am.

--T

here

sho

uld

be a

pol

icy

of r

entin

g te

xtbo

oks

to th

e st

uden

ts to

enc

oura

ge th

eir

wis

e us

ean

d he

lp p

ay f

or th

eir

repl

acem

ent.

--M

ore

mon

ey s

houl

d co

me

from

loca

l sou

rces

rath

er th

an th

e Fe

dera

l Gov

ernm

ent t

o pr

ovid

efo

r m

ore

cont

inui

ty o

f va

riou

s pr

ogra

ms.

--T

here

sho

uld

be b

ette

r ac

coun

ting

and

a m

ore

equi

tabl

e di

stri

butio

n of

fun

ds. F

ewer

mol

lies

shou

ld h

e pl

aced

in a

"ge

nera

l" f

und.

--T

he C

omm

ittee

rec

ogni

zes

that

this

con

cern

is n

ot a

true

lear

ner

need

.H

owev

er, s

ince

othe

r ne

eds

asse

ssm

ent s

tudi

es h

ave

faile

d to

reso

lve

the

need

s be

caus

e of

the

lack

of

plan

ning

and

fund

ing,

we

insi

sted

that

this

con

cern

be

incl

uded

. The

re m

ust b

e ad

equa

te p

lann

ing

and

fund

ing

to r

esol

ve th

e ne

eds

iden

tifie

d by

this

nee

ds a

sses

smen

t con

fere

nce.

Scho

ols

Nee

d to

Obt

ain

Ade

quat

e Fu

nds

(p. 3

).

--T

he p

rese

nt m

aint

enac

e an

d re

plac

emen

t pol

icy

is q

uite

unr

ealis

tic. M

any

scho

ol f

acili

ties

and

larg

e pi

eces

of

equi

pmen

t are

in n

eed

of r

epai

r or

repl

acem

ent.

--T

he p

rese

nt f

inan

cial

arr

ange

men

ts a

re n

ot r

eally

con

duci

ve f

or e

ncou

rag-

ing

qual

ifie

d ed

ucat

ors

to r

emai

n in

Gua

m a

nd m

ake

it th

eir

hom

e.--

The

re a

re m

any

spec

ial p

roje

cts

whi

ch a

re n

ot b

eing

don

e be

caus

e of

ala

ck o

f fu

nds.

--G

uam

has

act

ually

fal

len

behi

nd in

the

qual

ity o

f its

edu

catio

nal o

ffer

ings

sinc

e th

e bu

dget

has

not

kep

t up

with

rap

idly

exp

andi

ng e

nrol

lmen

ts.

--In

flat

ion

has

also

take

n its

toll

from

the

qual

ity o

f G

uam

's e

duca

tion

offe

ring

s.--

The

pre

sent

pol

icy

on te

xtbo

oks

is w

aste

ful a

nd e

ncou

rage

s st

uden

t mis

use.

--T

here

are

too

man

y fu

nds

in a

"re

nera

l" f

und.

The

acc

ount

ing

proc

edur

esar

e no

t rel

iabl

e an

d th

e di

stri

butio

n of

fun

ds is

not

alw

ays

fair

.7-

here

hav

e be

en o

ther

nee

ds a

sses

smen

t stu

dies

on

Gua

m b

ut th

e ne

eds

have

not

bee

n re

solv

ed b

ecau

se o

f la

ck o

f pl

anni

ng a

nd la

ck o

f pr

oper

fun

ding

.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

in a

n op

timum

lear

ning

env

iron

men

t (pa

rt 2

) ch

arac

teri

zed

by a

dequ

ate

plan

ning

and

adeq

uate

fun

ding

.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

(pa

rt 2

) w

ill b

e re

solv

ed w

hen

(a)

all s

choo

ls o

n G

uam

hav

e be

en e

qual

ly f

unde

d on

a p

er-p

upil

basi

sw

ithou

t reg

ard

to lo

catio

n or

to th

e ra

cial

cha

ract

eris

tics

of th

e st

uden

ts a

ttend

ing;

(b)

non

-tar

get s

choo

lsha

ve r

ecei

ved

supp

lem

enta

l fun

ds to

bri

ng th

em to

the

sam

e le

vel o

f fi

nanc

ial s

uppo

rt a

s th

e ta

rget

sch

ools

rece

ivin

g Fe

dera

l fun

ds; (

c) th

e an

nual

bud

get n

o lo

nger

fal

ls b

ehin

d pr

evio

us b

udge

ts w

hen

adju

sted

for

infl

atio

n an

d fo

r in

crea

ses

in s

tude

nt e

nrol

lmen

t; an

d (d

) ad

equa

te p

lann

ing

and

adeq

uate

fun

ding

has

bee

npr

ovid

ed to

ena

ble

reso

lutio

n (t

o th

e sa

tisfa

ctio

n of

the

com

mitt

ee m

embe

rs)

of a

t lea

st 6

0% o

f th

e ne

eds

iden

tifie

d by

this

nee

ds a

sses

smen

t con

fere

nce.

Cri

tical

ity: T

his

need

(pa

rt 2

) is

judg

ed to

be

EX

TR

EM

EL

Y C

RIT

ICA

L (

1).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d as

qui

ckly

as

poss

ible

.(A

t lea

st a

goo

d st

art s

houl

d ha

ve b

een

mad

e by

Sep

tem

ber

1, 1

973.

)

CO

NC

ER

N: Y

oung

peo

ple

need

to le

arn

abou

t the

env

iron

men

t and

its

wis

e us

e.

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

he)

Gua

m O

pini

onna

ire

Res

ults

#42

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=99

1N

=19

N=

342

N =

.323

N=

50V

ery

Succ

essf

ul28

%26

%15

%26

%16

%99

%12

%U

sual

ly S

ucce

ssfu

l38

3747

5835

3540

Seld

om S

ucce

ssfu

l18

1922

1121

1826

Uns

ucce

ssfu

l5

68

015

710

Don

't K

now

1012

85

1311

-- R

ough

ly 3

0% o

f th

e te

ache

rs a

nd k

ey le

ader

s be

lieve

d th

at th

e sc

hool

s w

ere

rela

tivel

y un

succ

essf

ul in

teac

hing

stu

dent

s ab

out t

he e

nvir

onm

ent a

nd to

pro

tect

it an

d us

e it

wis

ely.

--T

he f

act t

hat G

uam

has

a p

opul

atio

n de

nsity

of

416

pers

ons

per

squa

re m

ile(1

970)

poi

nts

to th

e ne

ed f

or w

isc-

use

of th

e en

viro

nmen

t.(9

:71)

197

1--

Tot

al w

ater

con

sum

ptio

n on

Gua

mre

side

ntia

l, co

mm

erci

al a

nd g

over

n-m

ent u

ses

-- in

crea

sed

from

1,1

66 m

illio

n ga

llons

in 1

961

to 1

,986

mill

ion

gallo

ns in

196

9, a

n in

crea

se o

f 70

%,

Ele

ctri

c po

wer

con

sum

ptio

n in

crea

sed

by 2

00%

in th

e sa

me

peri

od.

(9:7

2)19

71--

With

the

star

fish

, with

the

use

of d

ynam

ite a

nd b

leac

h to

kill

fis

h fo

r fo

od,

with

ove

r-en

thus

iast

ic s

pelle

rs, w

ith u

ntre

ated

sew

age,

and

with

incr

ease

dto

uris

m, t

he r

eefs

and

lago

ons

of G

uam

hav

e ta

ken

a be

atin

g in

rec

ent y

ears

(Edi

tori

al, P

acif

ic D

aily

New

s, D

ecem

ber

13, 1

972)

--"W

e be

lieve

that

with

the

prop

er s

ewag

e tr

eatm

ent p

lant

s, w

ater

pur

ific

a-tio

n sy

stem

s, a

nd to

ugh

anti-

pollu

tion

law

s, w

e m

ay b

e ab

le to

cle

an u

p ou

rla

kes

and

our

rive

rs."

(Edi

tori

al, P

acif

ic D

aily

New

s; D

ecem

ber

13, 1

972)

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Fres

h w

ater

sup

plie

s ar

e ba

rely

kee

ping

up

with

the

incr

ease

d de

man

d.

12

We

belie

ve:

--In

form

atio

n m

ust b

e pr

ovid

ed to

the

stud

ents

and

the

gene

ral p

ublic

to h

alt a

nd e

ven

reve

rse

the

tren

d to

war

ds c

arel

essn

ess

and

envi

ron-

men

tal d

eter

iora

tion.

Gua

m's

env

iron

men

t is

frag

ile s

o al

l mus

t lea

rn h

ow to

pro

tect

it.

--O

ur s

choo

ls h

ave

a re

spon

sibi

lity

to c

oope

r-at

e w

ith g

over

nmen

tal a

genc

ies

and

auth

oriti

esto

teac

h ab

out e

nvir

onm

enta

l pol

lutio

n an

d ho

wto

con

trol

it.

--E

ach

child

mus

t lea

rn a

bout

dif

fere

nt f

orm

sof

pol

lutio

n (l

and,

wat

er, a

ir, n

oise

, etc

.) a

ndth

e da

mL

ge th

at p

ollu

tion

caus

es to

the

"qua

lity

of li

fe."

Eac

h ch

ild m

ust a

lso

lear

n ap

pro-

pria

te s

teps

whi

ch c

an b

e ta

ken

to c

orre

ctth

ese

prob

lem

s th

roug

h hi

s ow

n ef

fort

s an

dth

roug

h th

e ef

fort

s of

oth

ers.

--A

n ad

equa

te-

curr

icul

um g

uide

and

rel

ated

teac

hing

mat

eria

ls s

houl

d be

pre

pare

d to

acqu

aint

the

stud

ents

with

the

envi

ronm

enta

lpr

oble

ms

exis

ting

on G

uam

and

how

to c

orre

ctth

em. T

he f

ull s

cope

of

the

guid

e sh

ould

be

dete

rmin

ed b

y ex

pert

s, b

uy-

it sh

ould

trea

t,am

ong

othe

r th

ings

, the

fol

low

ing

prob

lem

area

s:(1

) N

eed

for

mor

e fr

esh

wat

er, (

2)ne

ed to

cle

an u

p th

e ri

vers

, lag

oons

, and

beac

hes,

(3)

nee

d to

pro

tect

the

reef

s, (

4)ne

ed to

pro

tect

wild

life

and

pla

nts,

(5)

nee

dto

con

trol

litte

ring

, (6)

nee

d fo

r be

tter

garb

age

colle

ctio

n, (

7) n

eed

to s

et s

tand

ards

for

the

cont

rol o

f ai

r po

lluta

nts

and

exce

ssiv

e no

ise,

(8)

and

so o

n.

Env

iron

men

t and

Its

Wis

e U

se (

p. 2

).

- -B

each

es a

relit

tere

d w

ith b

ottle

s, c

ans,

and

oth

er g

arba

ge,

cont

amin

ated

with

raw

sew

age,

etc

., an

d th

e re

efs

have

bee

nse

riou

sly

dam

aged

.--

Acr

oss

the

isla

nd, g

arba

ge is

dum

ped

indi

scri

tn'n

atel

y.re

cept

icle

s in

pub

lic p

lace

s ar

e no

t em

ptie

d as

oft

en a

sne

eded

.--

Stud

ents

are

ver

y ca

rele

ss a

nd th

row

gum

wra

pper

s, p

op c

ans,

etc.

,on

the

scho

ol g

roun

ds.

--A

utom

obile

s ar

e no

t car

ed f

or p

rope

rly

by m

any

inha

bita

nts.

The

re a

reto

o m

any

cars

on

the

road

sw

hich

em

it ex

cess

ive

air

pollu

tant

s an

d m

ake

loud

noi

ses.

--T

here

are

no

adeq

uate

cur

ricu

lum

gui

des

for

teac

hing

abou

t env

iron

men

tal

dete

rior

atio

n an

d st

eps

whi

ch c

an b

e ta

ken

to c

orre

ct th

epr

oble

ms,

alth

ough

ther

e is

a c

urre

nt c

urri

culu

m p

roje

ct a

imed

at d

evel

opin

g a

usab

le g

uide

.-

-A S

cien

ce C

urri

culu

mIm

prov

emen

t Stu

dy is

und

erw

ay in

thre

e di

ffer

ent

elem

enta

ry s

choo

ls a

nd c

once

ntra

tes

on th

e L

ife

Scie

nces

.Pa

rt o

f th

is p

ro-

gram

dea

ls w

ith th

e en

viro

nmen

t. T

hefi

rst y

ear

invo

lves

teac

her

trai

ning

,th

ean

d th

ird

year

s ar

e to

test

the

prog

ram

.If

suc

cess

ful,

the

mat

eria

ls w

ill b

e in

trod

uced

into

the

scie

nce

curr

icul

um o

fal

l ele

men

tary

scho

ols.

--So

me

of th

e sc

ienc

e te

ache

rs a

t the

sec

onda

ry le

vel a

lso

emph

asiz

een

viro

nmen

tal p

rote

ctio

n.H

owev

er, t

here

is n

o or

gani

zed,

on-

goin

g pr

ogra

mre

quir

ed o

f al

l stu

dent

s.--

The

re is

a c

urre

nt e

ffor

t to

prod

uce

an il

lust

rate

d gu

ideb

ook

toth

e pl

ants

and

anim

als

foun

d on

Gua

m. T

o ob

tain

pic

ture

sfo

r th

e gu

ideb

ook,

ent

ries

in a

nat

ure

cont

est a

re b

eing

sol

icite

d.-

-The

re is

a n

eed

for

anin

tens

ive

isla

nd b

eaut

ific

atio

n pr

ogra

m s

uch

as is

foun

d in

Sin

gapo

re a

nd in

oth

er p

lace

s.--

The

re is

a n

eed

for

isla

nd -

wir

]e c

lean

-up

proj

ects

, esp

ecia

lly th

ose

desi

gned

to p

ick

up ju

nk, a

band

oned

car

s, li

tter,

etc

.--

The

stu

dent

s ar

e no

t suf

fici

ently

aw

are

of th

e cl

ose

asso

ciat

ion

betw

een

wis

e us

e of

the

envi

ronm

ent a

nd p

rote

ctio

n ag

ains

t pol

luta

nts

and

som

efo

rms

of d

isea

se, t

he g

row

th o

f to

uris

m, t

he e

stab

lishm

ent o

fec

onom

icac

tiviti

es r

elat

ed to

the.

use

of

the

land

and

the

sea,

etc

.

13

7-E

nvir

onm

enta

lly-o

rien

ted

prog

ram

s sh

ould

be

esta

blis

hed,

pos

sibl

y as

par

t of

scie

nce

and

soci

al s

tudi

es, i

n al

l sch

ools

, ele

men

tary

and

seco

ndar

y--

The

re s

houl

d be

com

mun

ity a

nd/o

r sc

hool

spon

sore

d cl

ean-

up c

ampa

igns

in w

hich

adu

ltsan

d st

uden

ts jo

in f

orce

s to

pic

k up

the

tras

han

d lit

ter

and

haul

it to

deS

igna

ted

loca

tions

tobe

cov

ered

with

fill

mat

eria

l to

help

mak

em

ore

land

.--

Thu

nee

d fo

r en

viro

nmen

tal p

rote

ctio

n an

dth

e de

velo

pmen

t of

isla

nd-w

ide

com

mun

itypr

ide

shou

ld b

e fo

ster

ed th

roug

h th

e us

e of

radi

o, n

ewsp

aper

s, lo

cal g

roup

s, e

tc.

--L

aws

shou

ld b

e en

acte

d w

hene

ver

nece

ssar

yto

pro

tect

and

cle

an u

p th

e en

viro

nmen

t.--

The

gov

ernm

ent s

houl

d pr

ovid

e ad

equa

tega

rbag

e pi

ck-u

p an

d di

spos

al s

ervi

ces.

--T

he g

over

nmen

t sho

uld

take

pro

mpt

act

ion

to d

evel

op w

ater

col

lect

ion

and

puri

fica

tion

syst

ems,

sew

age

trea

tmen

t pla

nts,

etc

.--

The

gov

ernm

ent s

houl

d al

so ta

ke s

teps

toke

ep im

prop

erly

car

ed f

or v

ehic

les

off

the

road

s.--

Stud

ents

sho

uld

be ta

ught

to s

et th

e pr

oper

exam

ple

fort

he a

dults

by

not l

iteri

ng th

esc

hool

gro

unds

.--

The

re s

houl

d be

ext

ensi

ve e

ffor

ts to

bea

utif

yth

e is

land

. The

sch

ools

sho

uld

assi

st b

ypr

ovid

ing

clas

ses

in la

ndsc

apin

g an

d in

hom

ean

d co

mm

unity

bea

utif

icat

ion.

--B

efor

e th

e ne

w c

urri

culu

m g

uide

and

rel

ated

mat

eria

ls f

or te

achi

ng e

nvir

onm

enta

l pro

tec-

tion

are

used

in th

e sc

hool

s at

the

elem

enta

ry-

scho

ol le

vel,

the

teac

hers

sho

uld

be g

iven

Env

iron

men

t and

Its

Wis

e U

se (

p. 3

).

in-s

ervi

ce tr

aini

ng in

env

iron

men

tal e

duca

-tio

n.If

this

is n

ot p

ract

ical

, the

n sp

ecia

l,tr

avel

ing,

con

sulta

nt-t

ype

teac

hers

sho

uld

be e

mpl

oyed

to g

o fr

om s

choo

l to

scho

ol a

ndte

ach

this

one

sub

ject

to th

e st

uden

ts.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

(and

adu

lts)

need

to le

arn

abou

t the

env

iron

men

t and

abo

ut w

ays

of p

rote

ctin

g it

and

usin

g it

wis

ely.

Tar

get p

opul

atio

n:A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) en

viro

nmen

tally

-ori

ente

d pr

ogra

ms

have

bee

n es

tabl

ishe

d in

all

scho

ols,

ele

-m

enta

ry a

nd s

econ

dary

, pos

sibl

y as

par

t of

exis

ting

scie

nce

and

soci

al s

tudi

es c

urri

cula

; (b)

an

adeq

uate

curr

icul

um g

uide

and

rel

ated

teac

hing

mat

eria

ls h

ave

been

pre

pare

d to

acq

uain

t the

stu

dent

s w

ith th

een

viro

nmen

tal p

robl

ems

exis

ting

on G

uam

and

how

to c

orre

ct th

em; (

c) in

the

elem

enta

ry s

choo

ls, a

tle

ast,

the

teac

hers

hav

e be

en g

iven

ade

quat

e in

-ser

vice

trai

ning

in e

nvir

onm

enta

l edu

catio

n or

spe

cial

,tr

avel

ing,

con

sulta

nt-t

ype

teac

hers

hav

e be

en e

mpl

oyed

to g

o fr

om s

choo

l to

scho

ol to

teac

h m

is o

nesu

bjec

t to

the

stud

ents

; (d)

ran

dom

sur

veys

of

scho

ol g

roun

ds h

ave

show

n a

decr

ease

of

at le

ast 7

5% in

the

num

ber

of it

ems

foun

d lit

teri

ng th

e gr

ound

for

a s

peci

fied

squ

are

area

; and

(e)

at l

east

907

6 of

the

stud

ents

and

teac

hers

hav

e pa

rtic

ipat

ed in

at l

east

one

com

mun

ity c

lean

-up

activ

ity in

a g

iven

sch

ool

year

.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

EX

TR

EM

EL

Y C

RIT

ICA

L (

1).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

4.

CO

NC

ER

N: S

tude

nts

need

sm

ooth

mov

emen

t fro

m g

rade

togr

ade

and

from

sub

ject

to s

ubje

ct.

FAC

TS

(Wha

t is

and

wha

t will

be)

Gua

m O

pini

onna

ire

Res

ults

471

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=19

N=

342

N=

323

N-=

50

Ver

y Su

cces

sful

21%

29%

14%

11%

28%

30%

0%

Usu

ally

Suc

cess

ful

3446

4768

3143

42

Seld

om S

ucce

ssfu

l19

517

1120

1512

Uns

ucce

ssfu

l5

613

09

56

11)(

--"i

irt

low

1.1

139

1112

720

-Tea

cher

s w

ere

the

mos

t cri

tical

of

all t

he g

roup

s su

rvey

ed in

res

pons

e to

the

scho

ols

mee

ting

this

nee

d. T

hirt

y pe

rcen

t fel

t tha

t the

sch

ools

wer

ere

lativ

ely

unsu

cces

sful

in p

rovi

ding

stu

dent

s w

ith s

moo

th m

ovem

ent f

rom

gra

de to

gra

dez:

nd f

rom

sub

ject

to s

ubje

ct'.

--M

ore

atte

ntio

n ne

eds

to b

e gi

ven

to a

rtic

ulat

ion

betw

een

the

vari

ous

grad

ele

vels

--pa

rtic

ular

ly b

etw

een

the

elem

enta

ry a

nd s

econ

dary

sch

ools

.(1

:25:

20)

1967 -It i

s im

poss

ible

to o

vere

mph

asiz

e th

e ne

ed f

or th

e de

velo

pmen

t of

aco

here

nt,

syst

emat

ical

ly-a

rtic

ulat

ed c

urri

culu

m th

roug

h al

l gra

des

in G

uam

'ssc

hool

s.It

is c

lear

that

this

is th

e m

ajor

cri

tical

lack

in G

uam

's s

choo

ls a

t thi

s tim

e.(1

:46:

19)

1968

--C

onsi

der

the

urge

nt n

eed

-for

impr

oved

art

icul

atio

n be

twee

n hi

gh s

choo

ls a

ndth

e U

nive

rsity

of

Gua

m.

(1:8

0:41

)19

69--

The

re s

houl

d be

a c

lari

fica

tion

of p

olic

y on

the

tran

sfer

of

cred

it fo

r ni

nth

grad

e co

urse

s an

d al

l aff

ecte

d sh

ould

be

notif

ied.

(1:1

14:2

)19

70-T

he u

ngra

ded

prim

ary

shou

ld b

e in

vest

igat

ed, r

evam

ped

and

mad

e st

anda

rdth

roug

hout

the

scho

ol s

yste

m.-

(1:2

6:8)

1967

.15

VA

LU

ES

(Wha

t oug

ht to

be)

We

belie

ve:

-Ins

truc

tion

desi

gned

to m

eet t

he n

eeds

of

all

of th

e ch

ildre

n w

ill ju

dge

each

chi

ld b

y th

e be

stth

at h

e ca

n do

and

allo

w h

im to

pro

ceed

at h

isow

n ra

te, n

ot b

y pr

ogre

ss th

roug

h a

grad

edsc

hool

bas

ed o

n su

bjec

t-m

atte

r m

aste

ry.

--C

hild

ren

shou

ld n

ot b

e gr

oupe

d si

mpl

y on

the

basi

s th

at e

very

chi

ld o

f th

e sa

me

chro

no-

logi

cal a

ge n

eeds

the

sam

e su

bjec

t-m

atte

rco

nten

t for

the

sam

e id

entic

al le

ngth

of ti

me.

-The

pre

sent

non

-gra

ded

prim

ary

units

sho

uld

he e

valu

ated

as

quic

kly

as p

ossi

ble,

the

goal

san

d pr

oced

ures

agr

eed

upon

, and

the

who

lepr

ogra

m m

ade

stan

dard

thro

ugho

utal

l of

the

elem

enta

ry s

choo

ls in

the

syst

em.

--E

xten

sion

s of

the

non-

grad

ed p

rim

ary

con-

cept

sho

uld

be in

clud

ed in

the

uppe

r gr

ades

and

in th

e se

cond

ary

scho

ols

as r

apid

ly a

spo

ssib

le.

Alth

ough

the

spec

ific

for

mat

may

be d

iffe

rent

, som

e ac

com

mod

atio

ns m

ust b

em

ade

for

stud

ent d

iffe

renc

es in

rat

e of

lear

n-in

g, g

ener

al a

bilit

y, a

nd r

eadi

ness

at a

ll--

At t

he e

lem

enta

ry le

vel,

child

ren

shou

ld b

een

cour

aged

to p

rogr

ess

thro

ugh

the

eigh

t lev

els

as r

apid

ly a

s po

ssib

le. S

ome

extr

ahe

lp m

ayne

ed to

be

give

n to

stu

dent

s w

ho r

equi

re m

ore

than

fou

r ye

ars

to a

chie

ve th

e de

sire

d ob

jec-

tives

.

Smoo

th M

ovem

ent f

rom

Gra

de to

Gi-

;le a

nd f

rom

Sub

ject

to S

ubje

ct (

p. 2

).

--A

Bud

dy s

yste

m w

as u

sed

to o

rien

t inc

omin

g el

emen

tary

stu

dent

s to

juni

orH

igh

scho

ol. S

even

th g

rade

stu

dent

s to

ok s

ixth

gra

ders

for

a w

hole

day

tosc

hool

to h

elp

them

dur

ing

orie

ntat

ion.

(39:

Mar

ch 2

9, 1

972)

-The

Uni

vers

ity o

f G

uam

exp

endi

ture

on

scho

lars

hips

and

stu

dent

loan

s ha

ssh

own

trem

endo

us in

crea

se s

ince

196

1.In

the

peri

od F

Y 1

961

to F

Y 1

969,

spen

ding

for

sch

olar

ship

s in

crea

sed

from

$6,

439

to $

144,

205,

an

incr

ease

of

mor

e th

an tw

enty

-fol

d.E

xpen

ditu

re o

n st

uden

t loa

ns w

as m

ore

than

eig

httim

es th

e 19

61 f

igur

e, f

rom

$5,

995

to $

49, 5

93.

(10:

12)

1970

Com

mitt

ee m

embe

rs r

epor

t tha

t:-T

here

are

wid

e di

ffer

ence

s in

eve

ry g

roup

of

child

ren

in r

egar

ds to

abi

lity,

mot

ivat

ion,

and

inte

rest

.--

Mos

t tea

cher

s on

Gua

m b

elie

ve th

at th

e re

tent

ion

of a

slo

w le

arne

r in

agr

ade

leve

l or

part

icul

ar s

ubje

ct s

erve

s no

use

ful p

urpo

se.

Yet

teac

hers

:icqu

atel

y pr

epar

ed f

or n

on-g

rade

dnes

s.--

At t

he p

rese

nt ti

me

grad

es 1

-3 a

re d

ivid

ed in

to S

leve

ls.

--C

hild

ren

are

to m

ove

to th

e ne

xt le

vel a

s so

on a

s th

ey a

re r

eady

, but

this

is n

ot w

idel

y do

ne.

--B

oard

pol

icy

stip

ulat

es th

at a

chi

ld s

pend

no

mor

e th

an f

our

year

s in

the

ungr

aded

pri

mar

y.-M

any

stud

ents

take

as

long

as

thre

e ye

ars

to c

ompl

ete

leve

ls 1

-4 (

trad

i-tio

nally

con

side

red

grad

e 1)

.--

Man

y st

uden

ts f

ail t

o co

mpl

ete

leve

ls 1

-S

befo

re a

ssig

nmen

t to

grad

e 4.

-Rea

ding

is th

e on

ly c

rite

rion

for

ass

ignm

ent t

o an

y of

the

eigh

t lev

els.

-Tea

cher

s do

not

und

erst

and

nor

agre

e up

on th

e ob

ject

ives

for

eac

h le

vel.

-Pri

ncip

als

also

do

not a

gree

upo

n th

e ob

ject

ives

for

the

diff

eren

t lev

els.

--W

hen

mov

emen

t fro

m le

vel t

o le

vel i

s re

com

men

ded

by te

ache

rs, p

rinc

ipal

sof

ten

do n

ot im

plem

ent s

uch

mov

emen

t.--

Tra

inin

g to

hel

p te

ache

rs u

nder

stan

d th

e ph

iloso

phy

of th

e un

grad

ed p

rim

ary

scho

ol a

nd th

e ob

ject

ives

for

eac

h of

the

diff

eren

t lev

els

is n

ot p

rovi

ded.

--O

utsi

de o

f po

ssib

ly th

e pr

imar

y gr

ades

in e

ach

scho

ol, a

rtic

ulat

ion

betw

een

the

prog

ram

s of

dif

fere

nt s

choo

ls a

nd d

iffe

rent

leve

ls is

alm

ost n

on-e

xist

ent,

caus

ing

lear

ning

- pr

oble

ms

for

the

stud

ents

who

tran

sfer

to a

noth

er s

choo

l.

16

--A

ll te

ache

rs o

f th

e sa

me

leve

l(s)

thro

ugho

utth

e sy

stem

sho

uld

agre

e on

die

goa

ls a

nd o

b-je

ctiv

es f

or th

at le

vel(

s). T

he p

rinc

ipal

ssh

ould

als

o co

ncur

.--

Oth

er a

cade

mic

, soc

ial,

and

emot

iona

lfa

ctor

s be

side

s re

adin

g ac

hiev

emen

t sho

uld

be u

sed

as a

ssig

nmen

t cri

teri

a to

the

diff

eren

t--

Gra

de f

our

teac

hers

mus

t tac

kle

the

prob

lem

of p

erm

ittin

g st

uden

ts to

con

ic f

rom

the

non-

grad

ed p

rim

ary

unit

whe

neve

r th

ey a

re r

eady

with

a m

inim

urn

of

diff

icul

ty a

nd a

djus

tmen

t.T

his

prob

lem

cou

ld b

e la

rgel

y so

lved

ifal

mos

t all

of th

e fo

urth

gra

des

used

indi

-vi

dual

ized

, per

sona

lized

inst

ruct

iona

l pro

-ce

dure

s.--

The

re s

houl

d be

agr

eem

ent o

n th

e le

ngth

of ti

me

devo

ted

to r

eadi

ng a

nd la

ngua

gein

stru

ctio

n in

the

elem

enta

ry s

choo

l gra

des.

Thi

s ag

reem

ent s

houl

d be

ref

lect

ed in

per

-ce

ntag

es o

f tim

e w

hich

sho

uld

be u

sed

at e

ach

leve

l and

in e

ach

grad

e.-R

eadi

ness

bui

ldin

g fo

r le

vel

one

shou

ld b

eth

e m

ajor

obj

ectiv

e of

the

kind

erga

rten

pro

-gr

am. I

nclu

ded

in th

is r

eadi

ness

in b

ette

run

ders

tand

ing

on th

e pa

rt o

f C

ham

orro

stu

dent

sof

ora

l Eng

lish.

-The

var

ious

per

cept

ual a

nd c

oord

inat

ion

skill

sar

e no

t suf

fici

ently

iden

tifie

d fo

r th

e pr

imar

yan

d in

term

edia

te g

rade

s. W

ork

shou

ld b

e do

neon

spe

lling

them

out

and

incl

udin

g th

em in

the

scho

ol c

urri

culu

m.

-In

mos

t cas

es, c

hild

ren

shou

ld b

e ke

pt in

som

e ki

nd o

f so

cial

gro

upin

g w

hich

wou

ld a

llow

the

youn

gste

rs to

iden

tify

with

thei

r ag

e-m

ates

,

Smoo

th M

ovem

ent f

rom

Gra

deto

Gra

de a

nd f

rom

Sub

ject

to S

ubje

ct(p

. 3).

--O

utsi

de o

f th

e pr

imar

y gr

ades

,ad

just

men

ts in

the

scho

ol's

prog

ram

topr

ciid

e fo

r st

uden

t dif

fere

nces

inra

te o

f le

arni

ng, g

ener

al a

bilit

y, a

ndre

adin

ess

are

not o

bser

vabl

e in

the

Maj

ority

of

scho

ols.

17

rega

rdle

ss o

f th

e ad

just

men

tsm

ade

to te

ach

them

at t

heir

indi

vidu

alle

vels

of

read

ines

s.-I

n-se

rvic

e tr

aini

ng f

or th

ete

ache

rs a

ndpr

inci

pals

sho

uld

be p

rovi

ded,

espe

cial

lyth

ose

wor

king

with

the

non-

grad

ed p

rim

ary

units

, to

deve

lop

guid

elin

es,

agre

e of

obj

ec-

tives

, and

atte

mpt

bet

ter

coor

dina

tion

and

artic

ulat

ion

amon

g di

ffer

ent

leve

ls a

ndsc

hool

s.-A

tota

lly n

on-g

rade

del

emen

tary

sch

ool a

nda

part

ially

or

tota

lly n

on-g

rade

dse

cond

ary

scho

ol s

houl

d be

est

ablis

hed

on a

n ex

peri

-m

enta

l or

pilo

t bas

isto

dev

elop

cur

ricu

lar

stra

tegi

es a

nd s

uita

ble

appr

oach

es.

The

resh

ould

be

rigi

d co

ntro

lsso

the

follo

win

gas

sum

ptio

ns m

ay b

e ad

equa

tely

test

ed:

(1)

a no

n-gr

aded

sch

ool p

rovi

des

an a

tmos

pher

ein

whi

ch in

divi

dual

diff

eren

ces

can

be m

ore

read

ily d

etec

ted

and

acco

mm

odat

ed, (

2) a

non-

grad

ed s

choo

l allo

ws

stud

ents

to b

e bc

"-te

rad

just

ed, s

ocia

lly a

ccep

ted,

with

an

impr

oved

self

-im

age;

(3)

a n

on-g

rade

dsc

hool

will

per

-m

it st

uden

ts to

lear

nm

ore

than

und

er th

e co

n-ve

ntio

nal s

yste

m, (

4)a

non-

grad

ed s

choo

l will

low

er th

e dr

op-o

utra

te, (

5) a

non

-gra

ded

scho

ol w

ill s

olve

pro

blem

sas

soci

ated

with

the

slow

lear

ner

and

the

gift

edle

arne

r, (

6) a

non

-gr

aded

sch

ool w

ill p

rodu

cele

ss s

tude

nt f

rUs-

trat

ion,

res

entm

ent,

and

disl

ikin

g fo

r sc

hool

.--

The

re s

houl

d be

coo

rdin

atio

nan

d ar

ticul

atio

nbe

twee

n le

vels

, gra

des,

and

diff

eren

t sch

ools

.A

stu

dent

mus

t be

able

to tr

ansf

er f

rom

sch

ool

A to

sch

ool 1

3 w

ithou

tse

riou

s in

terr

uptio

n of

his

lear

ning

.

Smoo

th M

ovem

ent f

rom

Gra

de to

Gra

de a

nd f

rom

Sub

ject

to S

ubje

ct (

p. 4

).

--T

here

sho

uld

be b

ette

r ar

ticul

atio

nbe

twee

n th

e el

emen

tary

and

sec

onda

ryle

vels

and

the

Uni

vers

ity o

f G

uam

.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

sm

ooth

mov

emen

t fro

m le

vel t

o le

vel,

grad

e to

gra

de, a

nd s

ubje

ct to

sub

ject

.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) th

e pr

esen

t non

-gra

ded

prim

ary

units

hav

e be

en e

valu

ated

, the

-goa

ls a

nd p

ro-

cedu

res

agre

ed u

pon,

and

the

who

le p

rogr

am m

ade

stan

dard

thm

ugho

ut a

ll of

the

elem

enta

ry s

choo

ls in

the

Gua

m s

choo

l sys

tem

; (b)

som

e ex

tens

ions

of

the

non-

grad

ed p

rim

ary

conc

ept h

ave

been

intr

oduc

ed in

toth

e in

term

edia

te g

rade

s an

d in

to th

e se

cond

ary

scho

ols;

(c)

in-s

ervi

ce tr

aini

ng h

as b

een

prov

ided

for

the

teac

hers

and

pri

ncip

als

wor

king

in th

e no

n-gr

aded

pri

mar

y un

its; (

d) a

dis

tric

t-w

ide

effo

rt h

as b

een

mad

eto

coo

rdin

ate

and

artic

ulat

e th

e su

bjec

t-m

atte

r fr

om le

vel t

o le

vel,

from

gra

de to

gra

de, a

nd f

rom

sub

ject

to s

ubje

ct; (

e) a

n in

-dep

th s

tudy

of

ten

stud

ents

who

tran

sfer

red

to a

new

sch

ool,

sele

cted

at r

ando

m, h

asfo

und

no s

erio

us in

terr

uptio

n of

lear

ning

as

a re

sult

of th

ese

tran

sfer

s; a

nd (

f) a

t lea

st 8

0Z o

f al

l stu

dent

s,pa

rent

s, n

on-p

aren

ts, t

each

ers,

and

sch

ool a

dmin

istr

ator

s, s

elec

ted

at r

ando

m, h

ave

expr

esse

d th

e be

lief

that

the

scho

ols

are

rela

tivel

y su

cces

sful

in p

rovi

ding

stu

dent

s w

ith s

moo

th m

ovem

ent f

rom

leve

l to

leve

l,gr

ade

to g

rade

, and

sub

ject

to s

ubje

ct.

Cri

tical

ity: T

his

need

is ju

dged

to b

e E

XT

RE

ME

LY

CR

ITIC

AL

(1)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d he

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

5.

CO

NC

ER

N: S

tude

nts

need

to b

e in

form

ed a

bout

dru

gs a

nd d

rug

abus

e.

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

438

:

Ver

y Su

cces

sful

Usu

ally

Suc

cess

ful

Seld

om S

ucce

ssfu

lU

nsuc

cess

ful

Don

't K

now

Our

sch

ools

are

:

Perc

ent R

espo

ndin

g

Pare

nts

N=

I44

18%

35 12 12 23

Non

-A

dmin

is-

9th

12th

Key

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=78

N =

221

N=

19N

=34

2N

=32

3N

=50

27%

11%

21%

96%

32%

10%

2934

2627

2724

1019

2618

1822

228

518

1416

1227

2112

1028

-App

roxi

mat

ely

25-3

5% o

f th

e op

inio

nnai

re r

espo

nden

ts f

elt t

hat t

he s

choo

lsw

ere

rela

tivel

y un

succ

essf

ul in

teac

hing

the

stud

ents

abo

ut d

rugs

and

the

dang

ers

of d

rug

abus

e.--

Atte

ntio

n sh

ould

be

give

n to

a m

ore

stru

ctur

ed a

ppro

ach

in p

rovi

ding

hea

lthin

stru

ctio

n in

suc

h ar

eas

as d

rug

abus

e, d

ange

rs o

f al

coho

l and

toba

cco.

(1:1

13:2

)19

70--

Gro

ss b

usin

ess

rece

ipts

in th

e w

hole

sale

sec

tor

from

the

sale

of

alco

holic

beve

rage

s w

ere

$4,1

53,0

00 a

nd $

2,27

7,00

0 fo

r 19

68 a

nd 1

969

fisc

al y

ears

resp

ectiv

ely.

The

fig

ures

in th

e re

tail

sect

or a

re n

ot g

iven

.(1

0:19

) 19

70-A

uni

t on

drug

abu

ses

and

uses

was

ann

ounc

ed b

y M

r. F

rank

lin J

. Qui

tugu

aas

a p

art o

f se

cond

ary

curr

icul

um a

s of

Sep

tem

ber,

197

0.(3

9:Fe

b. 2

8, 1

970)

-The

fed

eral

gov

ernm

ent a

war

ded

a $2

0, 0

00 g

rant

to G

uaM

to s

end

a 5-

mem

ber

team

to w

orks

hops

on

drug

edu

catio

n. T

hat 5

-mem

ber

team

then

trai

ned

87 o

ther

teac

hers

, adm

inis

trat

ors

and

coun

cilo

rs. T

he g

oal w

as to

prov

ide

one

reso

urce

per

son

at e

ach

scho

ol.

(39:

Oct

. 22,

197

0)

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Add

ition

al f

eder

al f

unds

hav

e be

en r

ecei

ved

in r

ecen

t yea

rs to

hel

p co

mba

tdr

ug a

buse

.It

is q

uest

iona

ble

if th

ese

fund

s ha

ve b

een

spen

t wis

ely.

We

belie

ve:

-Acc

urat

e an

d fa

ctua

l dru

g in

form

s tio

n sh

ould

be r

eadi

ly a

vaila

ble

to a

ll st

uden

ts.

Such

info

rmat

ion

shou

ld b

e di

ssem

inat

ed a

s pa

rt o

fan

ove

r-al

l dru

g ed

ucat

ion

prog

ram

in th

esc

hool

s an

d su

pple

men

ted

by p

ublic

info

rma-

tion

diss

emin

ated

ove

r th

e ra

dio

and

in th

elo

cal n

ewsp

aper

.-T

here

sho

uld

he a

cra

sh p

rogr

am to

edu

cate

pare

nts

abou

t the

pro

blem

s of

dru

g ab

use

invo

lvin

g ch

ildre

n an

d ab

out p

ositi

ve s

teps

whi

ch c

an b

e ta

ken

to p

rote

ct th

eir

child

ren

from

thes

e 'P

robl

ems.

--C

lass

es in

psy

chol

ogy

may

ass

ist t

he y

oung

peop

le to

und

erst

and

them

selv

es b

ette

r an

dho

w to

legi

timat

ely

mee

t the

ir n

eeds

and

solv

e th

eir

pers

onal

pro

blem

s w

ithou

t the

nece

ssity

of

tryi

ng to

fin

d sh

ort c

uts

thro

ugh

drug

s.-O

pen

rap

sess

ions

may

als

o he

lp th

e yo

ung

peop

le to

com

pare

not

es w

ith o

ther

pee

rs,

to c

ompa

re s

tres

ses

and

tens

ions

, and

toga

in in

sigh

t fro

m th

e re

actio

ns a

nd f

eedb

ack

obta

ined

fro

m th

e gr

oup

inte

ract

ion.

-Dru

g pr

oble

ms

amon

g yo

ung

peop

le h

igh-

light

the

pres

sing

nee

d fo

r m

ore

and

bette

rtr

aine

d co

unse

lors

with

who

m y

oung

peo

ple

arid

thei

r pa

rent

s ca

n di

scus

s th

eir

hope

s, f

ears

,fr

ustr

atio

ns, a

nd p

robl

ems,

incl

udin

g dr

ugpr

oble

ms.

1.9

Dru

gs a

nd D

rug

Abu

se (

p.2)

.

- -T

here

is a

Nav

y C

AR

E p

rogr

am a

vaila

ble

for

depe

nden

ts o

f m

ilita

ry p

er-

sonn

el o

n G

uam

. How

ever

, civ

ilian

and

Cha

mor

ro d

epen

dent

s ha

ve n

ore

adily

ava

ilabl

e he

lp if

cau

ght u

pin

dru

g pr

oble

ms.

-The

re is

an

expe

rim

enta

l dru

g ed

ucat

ion

prog

ram

in th

e pr

oces

sof

dev

elop

-m

ent a

t the

ele

men

tary

-sch

ool l

evel

usi

ng s

eed

Mon

eyfr

om F

eder

al f

unds

.--

Rec

ently

, a w

orks

hop

in d

rug

educ

atio

n w

as o

ffer

ed to

all

5th

and

6th

grad

ete

ache

rs o

n G

uam

. How

ever

, onl

y ab

out 3

3-40

teac

hers

act

ually

atte

nded

the

wor

ksho

p w

hich

was

hel

d af

ter

regu

lar

scho

ol h

ours

.--

The

re h

as b

een

a w

eekl

y te

levi

sion

sho

w a

imed

at e

lem

enta

ry-s

choo

l stu

-de

nts

and

mak

e th

em m

ore

awar

e of

the

dang

ers

of d

rug

abus

e. H

owev

er,

ther

e w

ere

not e

noug

h T

V r

ecei

vers

in a

ll of

the

scho

ols

to b

ring

the

prog

ram

sto

the

atte

ntio

n of

all

stud

ents

. Tho

se w

ho d

id v

iew

the

prog

ram

s co

mpl

aine

dth

at th

e pr

oduc

tion

leve

l was

ver

y po

or a

nd th

at th

e pr

ogra

ms

wer

e no

t liv

ely

and

inte

rest

ing

to th

e yo

ungs

ters

.-P

aren

are

not a

war

e of

the

need

s of

thei

r ch

ildre

n an

d ar

e no

tsu

ffic

ient

lyaw

are

of th

e th

ings

thei

r ch

ildre

n ar

e do

ing

duri

ng th

e tim

esth

ey a

re n

ot in

scho

ol.

-Not

ver

y m

uch

is b

eing

don

e in

the

seco

ndar

y sc

hool

s to

pro

vide

acc

urat

ean

d fa

ctua

l dru

g in

form

atio

n to

the

stud

ents

, to

prov

ide

clas

ses

in p

sych

olog

y,or

ope

n ra

p se

ssio

ns.f

or th

e st

uden

ts.

-The

cou

nsel

ing

offe

red

by th

e sc

hool

s is

inad

equa

te. V

ery

few

of

the

coun

-se

lors

kno

w m

uch

abou

t dru

gs a

nd h

ow to

hel

p yo

ung

peop

le w

ho a

re in

volv

edin

dru

g pr

oble

ms.

Als

o, th

ere

are

not e

noug

h co

unse

lors

to s

pend

the

time

need

ed to

hel

p st

uden

ts w

ith d

rug

prob

lem

s.--

Med

ical

and

men

tal h

ealth

trea

tmen

t fac

ilitie

s ar

e in

adeq

uate

and

are

lack

ing

at th

e vi

llage

leve

l.-T

he c

omm

unity

doe

s no

t hav

e a

drug

ana

lysi

s ce

nter

ope

rate

d by

trai

ned

pers

onne

l and

sta

ffed

by

sym

path

etic

cou

nsel

ors

at th

e pr

esen

t tim

e ev

en th

ough

ther

e is

an

obvi

ous

need

for

suc

h a

cent

er.

-In

som

e re

spec

ts, a

lcoh

ol a

buse

is e

ven

mor

e of

a p

robl

em a

mon

g th

e ol

der

stud

ents

than

is d

rug

abus

e.

20

--T

here

sho

uld

be f

ree

med

ical

and

men

tal

heal

th tr

eatm

ents

for

all

stud

ents

caug

ht u

pin

dru

g pr

oble

ms.

Faci

litie

s to

pro

vide

such

trea

tmen

t are

nee

ded

at th

evi

llage

leve

l.--

A c

omm

unity

dru

g an

alys

is c

ente

rsh

ould

he e

stab

lishe

d w

ith tr

aine

d pe

rson

nel

(inc

ludi

ng p

sych

olog

ists

) an

d w

ith th

e op

por-

tuni

ty to

inte

ract

with

sym

path

etic

coun

selo

rsfo

r th

e re

habi

litat

ion

of s

tude

nts

who

pers

ist

in u

sing

dru

gs.

--M

ore

effe

ctiv

e la

w e

nfor

cem

ent i

s ne

eded

to s

top

traf

fic

in d

rugs

and

toel

imin

ate

the

illeg

al s

ourc

es o

f dr

ugs

for

youn

g pe

ople

.--

Eff

orts

sho

uld

be m

ade

to a

cqua

int

the

stud

ents

with

the

prob

lem

com

mon

ly a

ssoc

i-at

ed w

ith th

e ex

cess

ive

use

of a

lcoh

ol.

Dru

gs a

nd D

rug

Abu

se (

p. 3

).

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to b

e in

form

ed a

bout

dru

gs a

nd a

bout

the

dang

ers

of d

rug

abus

e.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12,

and

als

o ad

ults

.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) ac

cura

te a

nd f

actu

al d

rug

info

rmat

ion

has

been

dis

sem

inat

ed a

s pa

rt o

f an

on-g

oing

, dru

g-ed

ucat

ion

prog

ram

in a

ll sc

hool

s; (

b) a

"cr

ash"

pro

gram

has

bee

n co

nduc

ted

to e

duca

te.

pare

nts

abou

t pro

blem

s of

dru

g ab

use

and

abou

t pos

itive

ste

ps w

hich

can

he

take

n to

pro

tect

thei

r ch

ildre

nfr

om th

ese.

pro

blem

s; (

c) m

ore

and

bette

r tr

aine

d co

unse

lors

(as

judg

ed b

y a

com

mitt

ee o

f co

unse

lors

,te

ache

rs, s

tude

nt le

ader

s, p

aren

ts, a

nd s

choo

l adm

inis

trat

ors)

, hav

e be

en m

ade

avai

labl

e to

ass

ist i

nhe

lpin

g st

uden

ts to

mee

t the

ir n

eeds

in le

gitim

ate

way

s an

d as

sist

in h

elpi

ng s

tude

nts

invo

lved

in u

sing

drug

s to

sol

ve th

ese

prob

lem

s; (

d) f

acili

ties

for

prov

idin

g fr

ee d

iagn

osis

, tre

atm

ent,

and

follo

w-u

p gu

idan

ce,

such

as

rovi

ng m

edic

al u

nits

, a d

rug

anal

ysis

cen

ter,

etc

., ha

ve b

een

prov

ided

in a

n ad

equa

te m

anne

r (a

sju

dged

by

the

sam

e co

mm

ittee

men

tione

d in

(c)

abo

ve; a

nd (

e) th

ere

has

been

at l

east

a 5

0% r

educ

tion

in th

enu

mbe

r of

stu

dent

s kn

own

to u

se a

lcoh

ol to

the

poin

t of

into

xica

tion.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

EX

TR

EM

EL

Y C

RIT

ICA

L (

1).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

5.

CO

NC

ER

N: S

tude

hts

need

to le

arn

basi

c co

mm

unic

atio

n sk

ills

in a

lang

uage

oth

er th

an E

nglis

h.

CT

S(W

hat i

s an

d \v

hat w

ill b

e)

Gua

m O

pini

onna

ire

Res

ults

#20

, #21

, and

#99

:O

ur s

choo

ls a

re:

20. S

TU

DE

NT

S N

EE

D T

O L

EA

RN

SPE

AK

ING

SK

ILL

SIN

A L

AN

GU

AG

E O

TH

ER

TH

AN

EN

GL

ISH

Perc

ent R

espo

ndin

gN

on -

Acn

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

dcrs

N=

144

N=

78N

=22

1N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul.1

4%18

%6;

7016

%28

%32

%U

sual

ly S

ucce

ssfu

l28

2725

2633

1516

Seld

om S

ucce

ssfu

l17

2319

2117

2679

Uns

ucce

::,fu

l16

1518

119

1128

Don

't K

now

2417

3226

13

726

21. S

TU

DE

NT

S N

EE

D T

O L

EA

RN

RE

AD

ING

SK

ILL

SIN

A L

AN

GU

AG

E O

TH

ER

TH

AN

EN

GL

ISH

Perc

ent R

espo

nclin

e-N

on-

Adr

nini

s-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

er-,

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul10

%10

%3%

11%

17%

22%

4%U

sual

ly S

ucce

ssfu

l26

2820

21.3

937

16Se

ldom

Suc

cess

ful

1721

165

1817

22U

nsuc

cess

ful

2014

2216

310

22D

on't

Kno

w26

2739

4718

1436

22

VA

LU

ES

(Wha

t oug

ht to

be)

We

belie

ve:

--E

thni

c pr

ide

is ti

bas

ic h

uman

rig

ht.

-ft i

s de

sira

ble

and

wor

thw

hile

to r

etai

n th

eC

ham

orro

lang

uage

and

cul

tura

l val

ues.

-Cha

mor

ro s

houl

d be

giv

en o

ffic

ial :

--ta

tus

and

reco

gniti

on b

y ha

ving

it ta

ught

in th

esc

hool

s to

all

stud

ents

fro

m z

i Cha

mor

roba

ckgr

ound

.--

Bei

ng a

ble

to in

tera

ct w

ith te

ache

rs o

rte

ache

r ai

des

in C

ham

orro

will

giv

e st

uden

tsfr

om C

ham

orro

bac

kgro

unds

the

oppo

rtun

ityto

par

ticip

ate

fully

in th

e le

arni

ng p

roce

ss,

utili

zing

all

of th

e kn

owle

dge

and

back

grou

ndpi

cked

up

from

dai

ly li

ving

with

thei

r fa

mili

es.

-By

taki

ng a

dvan

tage

of

all f

acet

s of

a n

ativ

ech

ild's

kno

wle

dge,

the

scho

ols

will

be

able

tote

ach

him

oth

er s

ubje

cts

incl

udin

g E

nglis

h,m

ore

easi

ly a

nd m

ore

fully

.--

The

TE

SL p

rogr

am s

houl

d be

rep

'ace

d by

the

bilin

gual

pro

gram

as

quic

kly

as p

ossi

ble

for

all s

tude

nts

from

a C

ham

orro

bac

kgro

und.

--E

very

body

who

com

es to

Gua

m s

houl

d le

arn

to s

peak

a li

ttle

Cha

mor

ro-.

Stu

dent

s of

sta

te-

side

par

ents

sho

uld

be p

rovi

ded

the

oppo

rtun

ityto

stu

dy C

ham

orro

in s

choo

l if

they

cho

ose.

--T

here

sho

uld

be o

ther

for

eign

lang

uage

stu

dyav

aila

ble

for

the

stat

esid

e yo

ungs

ters

, pre

-fe

rabl

y on

e of

thei

r ow

n ch

oosi

ng.

--A

n im

prov

ed C

ham

orro

lang

uage

pro

gram

shou

ld b

e de

sign

ed a

s qu

ickl

y as

pos

sibl

e fo

r

Bas

ic C

omm

unic

atio

n Sk

ills

in a

Lan

guag

e O

ther

Tha

n E

nglis

h (p

. 2).

22. S

TU

DE

NT

S N

EE

D T

O L

EA

RN

WR

ITIN

G S

KIL

LS

IN A

LA

NG

UA

GE

OT

HE

R T

i-IA

N E

NG

LIS

H

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

---9

91N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul7%

19%

9c7

11;:i

;13

%13

%6%

Usu

ally

Suc

cess

ful

2423

145

3534

12

Seld

om S

ucce

ssfu

l18

2220

1193

9220

Uns

ucce

ssfu

l25

1926

919

26D

on't

Kno

w26

2447

2118

36

-App

roxi

mat

ely

30-5

0% o

f th

e op

inio

nnai

re r

espo

nden

ts b

elie

ved

the

scho

ols

...:li

vely

uns

ucce

ssfu

l in

teac

hing

Cha

mor

ro la

ngua

ge s

kills

to th

eG

uam

ania

m s

tude

nts.

-The

re is

a n

ee::

to u

pdat

e an

d re

rita

lize

the

fore

ign

lang

uage

s.(1

119:

5) 1

96f-

)--

The

re is

a n

eed

to c

orre

late

the

text

and

sup

plem

enta

ry o

ffer

ings

with

in o

nela

ngua

ge in

for

eign

lang

uage

inst

ruct

ion.

(1:1

9:5)

196

6--

The

re is

a n

eed

to c

oord

inat

e an

d up

date

the

inst

ruct

iona

l met

hods

and

mat

eria

ls in

for

eign

lang

uage

s.(1

:19:

5) 1

966

-Equ

ipm

ent n

eeds

incl

ude

adju

ncts

to e

quip

men

t alr

eady

in th

e sc

hool

s'po

sses

sion

and

als

o ne

w e

quip

men

t, pa

rtic

ular

ly la

ngua

ge-l

abor

ator

y eq

uip-

men

t and

app

ropr

iate

tool

s fo

r pr

oduc

ing

clas

sroo

m m

ater

ials

.(1

:19:

3) 1

966

-Lan

guag

e la

bora

tori

es a

re n

eede

d to

bri

ng g

ood

qual

ity n

ativ

e vo

ices

into

clas

sroo

m.

(1:5

0:2)

196

8--

As

part

of

an is

land

cul

tura

l pro

gram

, an

atte

mpt

sho

uld

be m

ade

to p

re-

serv

e th

e C

ham

orro

lang

uage

and

the

Cha

mor

ro c

ultu

re a

s su

ch.

(1:4

6:18

) 19

68--

As

part

of

an is

land

cul

tura

l pro

gram

, con

vers

atio

nal s

houl

d be

taug

ht in

both

the

colle

ge a

nd th

e G

uam

ania

n sc

hool

s.(1

:46:

18)

1968

-Dur

ing

the

scho

ol y

ear

1970

-197

1, a

bili

ngua

l-bi

cultu

ral p

rogr

am f

unde

d by

the

fede

ral g

over

nmen

t und

er E

SEA

Titl

e V

II in

clud

ed tw

o ex

peri

men

tal s

choo

ls

23

use

in th

e bi

lingu

al p

rogr

ams

and

:or

use

inel

ectiv

e C

ham

orro

lang

uage

cla

sses

in th

ehi

gh s

choo

ls.

--A

cor

ps o

f lo

cal t

each

ers

need

s to

be

trai

ned

to te

ach

in th

e bi

lingu

al p

rogr

ams

and

in th

e hi

gh s

choo

l Cha

mor

ro la

ngua

ge p

ro-

gram

s. T

his

corp

s of

teac

hers

sho

uld

have

regu

lar

oppo

rtun

ities

for

in-s

ervi

ce tr

aini

ng.

--T

he te

ache

rs m

ust b

e su

ffic

ient

ly tr

aine

dto

enc

oura

ge c

reat

ivity

in u

sing

the

Cha

mor

rola

ngua

ge a

nd a

lso

to te

ach

abou

t the

his

tory

of G

uam

and

abo

ut th

e C

ham

orro

cul

ture

.--

Enc

oura

gem

ent s

houl

d he

giv

en to

ihe

loca

lra

dio

and

tele

visi

on s

tatio

ns to

pro

vide

reg

ular

publ

ic-s

ervi

ce p

rogr

ams

in th

e C

ham

orro

lang

uage

.--

Car

eful

stu

dy a

nd e

valu

atio

n sh

ould

be

mad

eof

the

vari

ous

bilin

gual

pro

gram

s so

that

itca

n be

dem

onst

rate

d to

ske

ptic

al te

ache

rsan

d pa

rent

s th

at n

ativ

e st

uden

ts d

o le

arn

Eng

lish

fast

er a

nd b

tter

than

in a

rgu

izir

prog

ram

whe

re th

ey w

ere

not e

ncou

rage

:I to

use

thei

r o\

yri l

angu

age

in th

e le

arni

ng s

.that

ion.

--C

onsi

dera

tion

shou

ld b

e gi

ven

to th

e de

sir-

abili

ty o

f te

achi

ng s

ome

japa

ne,4

e in

the

Gua

man

ian

scho

ols.

Bas

ic C

omm

unic

atio

n Sk

ills

in a

Lan

guag

e O

ther

Tha

n E

nglis

h (p

. 3).

and

two

kind

erga

rten

cla

sses

per

sch

ool,

reac

hing

app

roxi

mat

ely

95 s

tude

nts.

Inst

ruct

ion

was

in E

nglis

h an

d C

ham

orro

with

the

aim

of

deve

lopi

ng p

ro-

fici

ency

in b

oth

lang

uage

s in

spe

akin

g an

d lis

teni

ng, r

eadi

ng a

nd w

ritin

g.(2

2:1-

8)19

71--

Pare

nts

of c

hild

ren

in th

e bi

lingu

al p

rogr

am w

ere

appr

ehen

sive

that

lear

ning

Cha

mor

ro w

ould

hin

der

a ch

ild's

lear

ning

Eng

lish.

But

gra

dual

ly,

acco

rdin

g to

one

teac

her

at T

orre

s E

lem

enta

ry, "

Pare

nts

note

d th

at th

eir

child

ren

wer

e re

spon

ding

wel

l.Fi

rst t

hey

get a

cle

ar id

ea in

Cha

mor

roan

d th

en tr

ansl

ate

to E

nglis

h."

(39:

Dec

embe

r 30

, 197

0)--

Res

ults

of

the

bilin

gual

pro

gram

for

mid

-yea

r 19

70-7

1 sh

owed

that

slo

wle

arne

rs in

the

expe

rim

enta

l gro

ups

exce

eded

per

form

ance

of

slow

lear

ners

in c

ontr

ol g

roup

s at

a le

vel t

hat w

us c

onsi

dere

d st

atis

tical

ly s

igni

fica

nt,"

In M

ay o

f 19

71, t

ests

of

gene

ral m

enta

l abi

lity

in th

e E

nglis

h la

ngua

ge a

nd th

eC

ham

orro

lang

uage

wer

e gi

ven.

Res

ults

sho

wed

no

vari

ance

s be

twee

n th

etw

oth

at w

ere

cons

ider

ed s

tatis

: .'ll

y si

gnif

ican

t.(3

)19

70-O

ne c

ontr

ibut

ion

of th

e G

uam

bili

ngua

l pro

ject

has

bee

n th

e de

velo

pmen

tan

d va

lidat

ion

of te

sts

of la

ngua

ge a

bilit

y in

Cha

mor

ro. T

he C

ham

orro

vers

ion

of th

e A

udito

ry T

est f

or L

angu

age

Com

preh

ensi

on w

as d

evel

oped

and

adm

inis

tere

d to

chi

ldre

n in

the

proj

ect.

(22:

5)19

71-T

hree

new

boo

klet

s ha

ve b

een

prin

ted

whi

ch a

re in

Cha

mor

ro f

or u

se in

the

Dep

artm

ent o

f E

duca

tion'

s B

iling

ual E

duca

tion

prog

ram

. (39

:Mar

ch 2

,19

72)

-Jap

anes

e la

ngua

ge is

taug

ht a

t JFK

Sen

ior

Hig

h in

the

Adu

lt E

veni

ng E

duca

-tio

n Pr

ogra

m a

nd a

t the

Uni

vers

ity o

f G

uam

. (39

: Oct

. 7, 1

970)

-The

re is

no

fore

ign

lang

uage

labo

rato

ry a

t the

Joh

n F.

Ken

nedy

Hig

hSc

hool

.(1

:S2:

2)19

69

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Ove

r 50

% o

f th

e sc

hool

pop

ular

ion

of G

uam

is f

rom

a C

ham

orro

bac

kgro

und.

The

fig

ure

is m

uch

high

er w

hen

only

the

perm

anen

t pop

ulat

ion

is c

onsi

dere

d.-G

uam

is th

e tr

aditi

onal

cen

ter

of th

e C

ham

orro

lang

uage

and

cul

ture

and

not a

tran

spla

nted

"st

ates

ide"

com

mun

ity.

24

Bas

ic C

omm

unic

atio

n Sk

ills

in a

Lan

guag

e O

ther

than

Eng

lish

(p.

--O

ther

eth

nic

grou

ps o

n G

uam

are

str

onge

r cu

ltura

lly th

an th

e C

ham

orro

s si

nce

they

com

e fr

om m

uch

larg

er c

ultu

re g

rog)

s (

such

as

Am

eric

an, F

ilipi

no a

ndJa

pane

se).

--Sc

hool

s in

the

past

hav

e ad

voca

ted

cultu

ral e

xtin

ctio

n.O

ffic

ial e

rrad

icat

ion

ofth

e la

ngua

ge h

as b

een

atte

mpt

ed in

the

past

thro

ugh

the

use

of f

ines

and

pun

ish-

men

t in

the

scho

ols.

-The

sch

ools

hav

e ne

glec

ted

to r

ecog

nize

the

hom

e la

ngua

ge a

nd :i

nglis

h is

the

offi

cial

lang

uage

of

the

isla

nd.

--L

angu

age

and

cultu

re a

re s

ynon

ymou

s. W

hen

the

lang

uage

is lo

st, t

he c

ultu

reis

lost

with

it.

--Po

litic

al r

e-in

tegr

atio

n c,

f th

e M

aria

nas

Isla

nds

is je

opar

dize

d be

caus

e of

the

loss

of

cultu

ral t

ies

betw

een

Gua

m a

nd th

e ot

her

Mar

iana

s Is

land

s.--

The

re is

a s

mal

l, fe

dera

lly-f

unde

d ex

peri

men

tal p

t3je

ctdi

tcat

ion

in tw

oE

valu

atio

n ha

s be

en f

avor

able

.--

Bot

:1 h

e yo

unge

r an

d ol

der

gene

ratio

ns h

ave

begu

n to

exp

ress

thei

r co

ncer

nab

out t

he lo

ss o

f th

eir

lang

uage

.-M

any

Cha

mor

ro b

ackg

roun

d st

udei

i:s f

eel l

ost o

r ev

en a

liena

ted

in th

,,2 s

ch,)

:_;is

beca

use

of th

e la

ck o

f pr

estig

e ac

cord

ed th

eir

nativ

e to

ngue

.-A

lthou

gh C

ham

orro

is s

till t

he p

redo

min

ant l

angu

age

in C

ham

orro

hom

es,

som

e ch

ildre

n co

me

to s

choo

l with

littl

e fl

uenc

y in

Cha

mor

ro.

-Cha

mor

ro w

as f

irst

use

d as

a w

ritte

n la

ngua

ge in

the

17th

cen

tury

by

Jesu

itm

issi

onar

ies.

It h

as b

een

taug

ht a

s a

wri

tten

lang

uage

in th

e E

scue

lan

Pale

(Pri

est's

Sch

ool)

.-T

he lo

cal r

adio

and

tele

visi

on s

tatio

ns a

ppea

r to

be

relu

ctan

t to

prov

ide

suff

icie

nt r

egul

ar p

ublic

-ser

vice

pro

gram

s in

the

Cha

mor

ro la

ngua

ge.

-Som

e te

ache

rs a

nd e

ven

pare

nts

ques

tion

the

desi

rabi

lity

of s

pend

ing

valu

able

sch

ool t

ime

on te

achi

ng C

ham

orro

you

ngst

ers

to s

peak

, rea

d, a

ndw

rite

in a

tam

orro

whe

n th

ey o

bvio

usly

nee

d to

pra

ctic

e E

nglis

h.--

No

Japa

nese

is ta

ught

in th

e sc

hool

s ev

en th

ough

mor

e an

d m

ore

Japa

nese

are

com

ing

to G

uam

for

bus

ines

s an

d fo

r pl

easu

re.

)-5

Bas

ic C

omm

unic

atio

n Sk

ills

in a

1_,

..r!g

tinge

Oth

er T

han

Eng

lish

(i5.

3).

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

basi

c co

mm

unic

atio

n sk

ills

in a

lang

uage

oth

er th

an E

nglis

h.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12,

fro

m C

ham

orro

bac

kgro

unds

.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) an

impr

o'. d

Cha

mor

ro la

ngua

ge p

rogr

am h

as-b

een

desi

gned

and

impl

emen

ted

inth

e G

uam

Sch

ool S

yste

m, p

refe

rabl

y th

roug

h an

exp

ansi

on o

f th

e pr

esen

t bili

ngua

l pro

gram

: (h)

all

stud

ents

curr

ently

in th

e T

ESL

pro

gram

hav

e be

en tr

ansf

erre

d to

the

bilin

gual

pro

gram

: (c)

a s

uflic

ietlt

num

ber

ofC

ham

orro

-spe

akin

g te

ache

rs h

ave

been

rec

rint

ed a

nd tr

aine

d to

mee

t the

nee

ds o

f th

e gr

eatly

exp

ande

dbi

lingu

al P

rogr

am; (

d) e

lect

ive

clas

ses

in C

ham

orro

hav

e be

en e

stab

lishe

d at

the

high

-sch

ool l

evel

; (c)

the

loca

l rad

io a

nd te

levi

sion

sta

tions

car

ry r

egul

ar p

ublic

-ser

vice

pro

gram

s in

the

Cha

mor

ro la

ngua

ge;

and

(f)

care

ful e

valu

atio

ns o

f th

e va

riou

s bi

lingu

al p

rogr

ams

have

cle

arly

dem

onst

rate

d th

at n

ativ

e st

uden

tsle

arn

Eng

lish

fast

er a

nd b

ette

r th

an u

nder

con

vent

inna

l pro

gram

s.

Cri

tical

ity: T

his

need

is ju

dged

to b

e E

XT

RE

ME

LY

CR

ITIC

AL

(1)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r I,

197

5.

CO

NC

ER

N: Y

oung

peo

ple

need

to !

earn

abo

ut v

ario

us n

ativ

e cu

lture

s an

d ab

out t

he h

isto

ry o

f G

uam

.

FAC

TS

(Wha

t is

and

\vha

t will

be)

Gua

m O

pini

onna

ire

Res

ults

#43

and

#44

:O

ur s

choo

ls a

re:

44. L

EA

RN

AB

OU

T V

AR

IOU

S N

..,T

IVE

CU

LT

UR

ES

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-Pa

rent

s Pa

rent

s T

each

ers

trat

ors

9th

12th

Key

rti L

eade

rsN

=14

4N

=78

N=

99.1

N=

.19

N=

342

N=

50

Ver

y Su

cces

sful

19X

)31%

I 9

1 ]

-.0

24'X

,O

V0

Usu

ally

Suc

cess

ful

135

3808

3236

9

Seld

om S

ucce

ssfu

l15

12-D9

519

15

28U

n,lie

,ess

ful

98

95

911

24

Don

't is

now

1515

1611

lb11

43. L

EA

RN

AB

OU

T T

HE

HIS

TO

RY

OF

GU

AM

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

ren

ts T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=144

N=78

N=22I

N=19

N=342

N=323

N=50

Ver

y Su

cces

sful

29%

47%

21%

26`;

,:,41

%3o

7,

14%

Usu

ally

Suc

cess

ful

4024

4553

272'

)28

Seld

om S

ucce

ssfu

l15

1016

513

1832

Uns

ucce

ssfu

l6

1S

117

S16

Don

't K

now

1017

115

1210

10

--A

ppro

xim

atel

y ha

lf o

f th

e ke

y le

ader

s an

d le

sser

per

cent

ages

of

the

othe

rre

spon

dent

s be

lieve

d th

e sc

hool

s w

ere

rela

tivel

y un

succ

essf

ul in

teac

hing

VA

LU

ES

(Wha

t oug

ht to

be)

We

belie

ve:

--Si

nce

scho

ols

are

very

muc

h cu

lture

-cr

eatin

g in

stitu

tions

, stu

dent

s ha

ve th

eir

cultu

ral k

now

ledg

e ex

pand

ed a

nd k

ept a

live

at :c

hool

.--

No

stud

ent s

houl

d fe

el u

ncom

fort

able

at

scho

ol b

ecau

se h

e is

fro

m a

dif

fere

nt c

ultu

ral

back

grou

nd th

an th

e st

uden

ts a

nd te

ache

rs w

hoco

me

from

the

Uni

ted

Stat

es.

--E

very

stu

dent

who

atte

nds

scho

ol in

Gua

m,

even

thos

e w

ho a

rc te

mpo

rary

, sho

uld

heco

niac

quai

nted

with

the

indi

geno

us c

ultu

re o

f th

eis

land

and

the

vari

ous

cultu

res

of M

icro

nesi

aw

hich

are

nea

r-by

. The

se c

ultu

res

shou

ld h

est

udie

d in

sch

ool t

o as

sist

stu

dent

s in

bei

ngm

ore

awar

e of

cul

tura

l dif

fere

nces

and

:non

.:aw

are

of c

ultu

ral d

iffe

renc

es a

nd()

tole

rant

of

them

.--

The

san

e to

:che

rs in

the

elem

enta

ry s

choo

lsw

ho a

re a

ssig

ned

to te

ach

the

Cha

mor

ro la

n-gu

age

shou

lcl a

lso

be a

ssig

ned

to te

ach

abou

tth

e' C

ham

orro

cul

ture

and

the

hist

ory

of G

uam

in o

rder

to b

uild

mor

e ad

equa

te c

ultu

ral p

rid

and

self

-est

eem

in th

e na

tive

stud

ents

.--

An

elec

tive

cour

se s

houl

d he

pro

vide

d in

the

high

sch

ool c

urri

culu

m to

per

mit

an in

-dep

thst

udy

of lo

cal a

nd P

acif

ic c

ultu

res.

27

Var

ious

Nat

ive

Cul

ture

s an

d th

eI

y of

Gun

n (p

. 2).

stud

ents

abo

ut v

ario

us n

ativ

e cu

lture

s an

d ab

out t

he h

isto

ry o

f G

uam

.--

The

Gua

m D

epar

tmen

t of

Edu

catio

n lis

ts th

e fo

llow

in:.:

fig

ures

for

the

-Eth

nic

Ori

gin

of S

tude

nts"

at t

he e

lem

enta

ry a

nd ,-

:tcoi

dary

sch

ool l

evel

:,as

of

Sept

embe

r 30

, 197

1:G

roup

Ele

men

tary

Seco

ndar

yT

otal

_

Gua

man

ian

8, 7

7314

, 037

Filip

ino

2, 4

97i,

350

3,84

7M

icro

nesi

an26

51s

()4.

15

Ori

enta

l22

432

1

Cau

casi

an4,

360

2,10

46,

324

Neg

ro24

410

3

Oth

ers

330

110

4-10

Tot

al E

nrol

lmen

t16

,698

:)91

,

(21:

1)--

Dur

ir,:,

; thi

s ,s

ame

year

, it w

as c

ompu

ted

that

037

, of

the

stud

ents

wer

ere

side

nts

of G

uam

whi

le 3

7% w

ere

non-

re;-

,iden

t--:

!;v

ing

(10:

8) 1

971

-The

re is

nee

d fo

r de

velo

pmen

t, im

prov

emen

t, ev

alua

tion

and

the

curr

ent c

urri

culu

m w

ith s

peci

al c

once

rn f

or it

s re

leva

ncy

to G

ua:1

1.(1

:109

:13)

1969

-Enc

oura

gem

ent s

houl

d be

giv

en to

the

perp

etua

l.iun

of

the

vari

ous,

eth

nic

back

grou

nds,

her

itage

s in

-c c

ultu

res

of th

e re

gion

thro

ugh

activ

ities

th.n

feat

ure

the

vari

ous

cost

umes

, dan

ces,

art

, mus

ic, f

ood,

lang

uag-

e, a

ndcu

stom

s.(1

:114

:4)

1970

--T

here

is a

nee

d to

ado

pt c

urri

culu

m to

loca

l mat

eria

ls, L

,e0g

raph

y,hi

stor

y an

d cu

lture

.(2

5 :5

8)19

70--

An

appr

opri

ate

and

wel

l-ba

lanc

ed e

duca

tiona

l pro

gram

mus

t he

desi

.e:n

cd--

one

that

\in,

take

into

acc

ount

the

uniq

ue n

eed.

-; o

f G

uam

's c

hild

ren.

(1:2

.5:2

0)19

67--

The

re is

a n

eed

for

a su

cces

sful

mes

hing

of

the

rat i

on.,d

istic

, tra

ditio

nal

"now

" or

ient

ed c

ultu

re o

f th

e na

tive

born

pop

ulat

ion.

The

pro

blem

invo

lves

desi

gnin

g ed

ucat

ion

prog

ram

s th

at ,v

iii p

rese

rve

that

whi

ch is

uni

que,

be,

.:111

rui.

1971

28

in-s

ervi

ce o

r pr

e-se

rvic

e tr

aini

ngpr

ogra

m s

houl

d be

pro

vide

d fo

r al

l tea

cher

s-,

.11,

) w

ill s

peci

aliz

e in

teac

hing

the

Cha

mor

rOiZ

TI:

guag

e an

d ab

out t

he C

ham

orro

cul

ture

.--

Cer

tific

atio

n re

quir

emen

ts f

or te

achi

ng o

ilG

uam

sho

uld

incl

ude

at le

ast a

vile

- se

mes

ter

cour

se w

hich

teac

hes

ahem

Pac

ific

- cu

lture

snn

d a

one-

!-ei

nest

er h

our

cour

se in

01:

1111

0r1-

;:J

r G

uam

ania

n hi

stor

y.w

orks

hops

are

pro

vide

d in

lear

ning

mor

e ab

out P

acif

ic c

ultu

res

and

Gua

tnni

an h

isto

ry.

--C

ham

,,)rr

o la

nuag

e an

d cu

lture

prt

,gra

ms

shou

ld b

e pr

oduc

ed f

or p

rese

ntat

ion

over

loca

l i-a

dic;

and

te1c

.vi:4

ion

stat

ions

,rn

;!te

rial

s an

d au

dio-

. J.-

LA

a:d

s --

houl

d be

prc

pa F

ull o

r pu

rcha

sed

for

use

in te

achi

ng th

e C

hin-

I:n-

1-o

1aii,

u;q2

ecu

lture

cur

ricu

la.

-el

is s

houl

d he

des

igm

cdt:)

-,4u

dent

,.., f

eel t

hat t

he -

ehoo

l sys

teir

: is

1,!I

sc.

:hei

ran

d no

) tr

ansp

lant

edff

il;A

IL.

Lde

s."

r-i..

)uld

als

o be

des

te.n

ed to

focu

s ni

,re

on '.

vhat

had

bee

n he

re o

n l ;

Uar

ri,

Wha

t is

Iire

and

wha

t is

;0 h

ehe

re in

the

futu

re.

-A .,

:rea

ter

know

ledg

e of

isla

nd h

isto

ry o

ti,H

rto

b..°

had

by

all s

tude

nts

and

byad

ults

wel

l in

orde

r to

und

erst

and

how

the

(:,la

ndha

s ar

rive

d at

its

pres

ent M

ate

and

to u

nder

-st

and

its p

robl

ems

and

atte

mpt

ed s

olut

ions

.

Var

ious

Nat

ive

Cul

ture

s an

ci li

eof

(I;

Uat

na (

p. 3

).

and

viab

le w

ithin

he

sub-

cultu

res

whi

le a

t the

-4.

nre

tune

intr

oduc

ing

attit

udes

and

skill

s th

at a

re n

eces

sary

for

suc

cess

ful c

oriii

x.tir

ion

in th

e m

ains

trea

mof

Am

eric

an li

fe.

(1 :1

12:3

3)19

70-T

here

is a

nee

d fo

r G

uam

to p

ush

its C

harm

orro

/Spa

nish

her

itage

as

ase

lling

- po

int.

It b

adly

nee

ds s

onic

"fl

avor

" if

it is

to b

ecom

e a

tour

ist

attr

actio

n.(1

:30:

2)19

67-T

here

is a

fle

et!

for

cour

ses

:n C

ham

orro

cul

ture

t,.)

be

tat.t

.2:in

- in

the

Gua

man

ian

scho

ols

to h

elp

deep

en s

tate

side

rs' u

ndc-

,rst

.rnd

ing

of th

eai

nes,

trad

ition

, and

ori

enta

tions

of

the

Gua

man

ian

peop

le.

(1:4

(:18

)19

68--

The

isol

atio

n of

Am

eric

a's

wes

tern

mos

t out

post

fro

m th

eof

Am

:yri

cacr

eate

s a

stro

ng n

eed

for

bette

r co

1111

111.

11lic

atio

n be

twee

n th

e tn

aiL

:tnd

a id

Gua

m, a

s w

ell a

s a

need

to s

hare

in th

e sa

me

cultu

ral a

nd e

duca

tiom

ilex

peri

ence

s as

thos

e en

joye

d on

the

mai

nlan

d.(1

:2:)

:13)

1c)(

17

book

s an

d m

ater

ials

and

aud

iavi

snal

aid

s ar

cth

eto

sup

port

and

enr

ich

the

hist

ory

prog

ram

. (1:

51:2

)19

68-T

hc id

entit

y of

the

vari

ous

ethn

ic g

roup

s m

ust b

e pe

rpet

uate

dac

tiviti

es th

at p

rovi

de o

ppor

tuni

ties

for

the

stud

ents

to c

ontin

ue c

u,,to

ms,

,w

ear

the

cost

umes

, per

form

the

danc

es, a

nd p

repa

re, a

long

with

ser

vice

,th

e fo

od, a

nd in

oth

er w

ays

feat

ure

the

mus

ic a

nd a

rt, h

erita

ge, t

radi

tion,

and

cultu

re a

s re

pres

ente

d by

the

stud

ents

.(1

:113

:4)

1970

-The

re is

a n

eed

for

the

peop

le to

lear

n ab

out.

and

deve

lop

a re

ason

able

resp

ect f

or th

eir

hist

ory

and

'cul

ture

and

to e

valu

ate

thes

e rc

..lat

iv,.

to !

!),-

cultu

res

of o

ther

peo

ple.

0:30

: 8)

1967

Com

mitt

ee m

emir

_srs

rep

ort t

hat:

--O

ver

of th

e to

tal e

nrol

lmen

t fig

ure.

; :ir

e st

uden

ts f

rom

a C

lhtin

ni-r

,:_t

back

grou

nd. T

he f

igur

es p

roba

bly

reac

h 71

).:,

whe

n th

e te

rnN

rary

pop

nlat

iis

not

con

side

red.

-The

re is

an

appa

lling

lack

of

know

ledg

e ab

out t

he is

land

's h

isto

ry a

mon

gal

l seg

men

ts o

f th

e is

land

pop

ulat

ion.

NIu

ch o

f th

e kn

owle

dge

is h

ear-

say.

--T

here

are

few

mat

ecia

ls o

n G

uam

's h

isto

ry a

nd th

ose

whi

ch a

le n

ow in

use

are

inad

equa

te, p

artic

ular

ly a

t the

hig

h-sc

hool

leve

l.

shou

ld u

nder

stan

d th

e pr

oces

ses

invo

lced

in c

ultu

ral k

..-ln

inge

so

they

may

sel

ec-

tivel

y se

ek to

pre

serv

e ce

rtai

n va

lues

and

con

-di

lions

whi

le p

erm

itt in

: lei

he

is to

be

mod

ifie

din

sel

ecte

dw

ays.

10'2

term

'cul

tura

lly d

iffe

rent

" sh

ould

be

Hi:b

stitu

ted

for

the

tora

l -cu

ltura

lly d

isad

-va

nt:tg

ed"

in s

peak

ing

wri

ting

abou

tr.

.!]

from

nat

ive

flac

kLL

T;n

nik.

conc

ern

and

appr

ecia

tion

for

the

cultu

re s

hnul

d be

evi

denc

ed b

y al

l tea

cher

san

d ad

ntin

itrat

ors

empl

oyed

to w

ork

in d

ieG

uam

Sch

ool S

yste

m,

Var

ious

Nat

ive

Cul

ture

s an

d th

e I

fist

ry o

f G

uam

(p.

4).

-Stu

dent

s w

ho c

ome

from

a s

tron

g C

ham

orro

bac

kgro

und

(or

uthe

r no

n-L

nglis

hba

ckgr

ound

) of

ten

feel

ill-

at-e

ase

at s

choo

l bec

ause

thei

r ba

ckgr

ound

s ar

e ei

ther

dow

n-gr

aded

or

igno

red.

'Sta

tesi

de''

stud

ents

fro

m th

e m

ilita

ry b

ases

usu

ally

leav

e th

e is

land

with

out

lear

ning

. abo

ut th

e is

land

, its

peo

ple

and

its w

ay o

f lif

e.--

The

re is

lack

of

prid

e an

d co

nfus

ion

amon

g m

any

conc

erni

;g-

thei

ret

hnic

and

cul

tura

l bac

kgro

und

beca

use

it is

gen

eral

ly ig

noro

d at

sch

ool.

Thi

s co

nfus

ion

ofte

n le

ads

to r

esen

tmen

t of

the

scho

ol s

yste

m a

nd th

e fe

elin

(:;

that

the

syst

em is

som

ebod

y el

se's

.--

Gua

m is

loca

ted

in th

e m

idst

of

othe

r re

late

d ve

t dif

fere

nt is

land

cul

ture

s,m

any

of w

hom

are

rep

rese

nted

on

Gua

m.

-Eth

nic

prej

udic

e ex

ists

am

ong

som

e of

peo

ple

beca

use

of th

e di

ffer

ent g

roup

sliv

incr

on

the

isla

nd.

st o

f th

e ed

ucat

iona

l his

tory

of

Gua

m, t

he s

tucl

ents

hav

e bc

,_:;;

taug

htho

v.. t

o ad

apt t

o an

out

side

cul

ture

.-M

uch

of th

e em

phas

is in

Gua

m h

isto

ry is

tow

ards

an

expl

anat

ion

of h

oww

ere

done

to th

e na

tive

peop

le b

y ou

tsid

ers

rath

er th

an w

hat t

he n

ativ

e pc

plc

them

selv

es w

ere

doin

g.-S

tude

nts

from

str

ong

Cha

mor

ro b

ackg

roun

ds s

hrin

k fr

om e

xpre

ssin

g th

en:-

selv

es f

ully

and

are

at t

imes

em

barr

asse

d at

thei

r ow

n ra

cial

cha

ract

eris

tics

beca

use

thei

r cu

lture

see

ms

to c

ompa

re s

o po

orly

with

the

Eng

lish-

spea

king

cultu

re w

hich

is h

eld

up a

s th

e m

odel

.-P

rese

nt te

xtbo

oks

are

"sta

tesi

de"

orie

nted

.It

is d

iffi

cult

for

loca

l stu

dent

s(e

xcep

t for

the

tem

pora

ry r

esid

ents

) to

rel

ate

to th

e-e

teac

hing

mat

eria

ls.

-The

pre

sent

edu

catio

nal s

yste

m is

tear

ing

fam

ilies

apa

rt in

reg

ards

todu

ties,

val

ues,

and

goa

ls.

-To

the

Cha

mor

ro s

tude

nts,

bei

ng A

mer

ican

mea

ns b

eing

whi

te, E

nglis

h-sp

eaki

ng, s

ucce

ssfu

l, an

d ri

ch, n

ot b

eing

bla

ck, b

row

n, u

nsuc

cess

ful,

orpo

or.

--T

each

ers,

bei

ng m

ostly

of

a di

ffer

ent c

ultu

ral b

ackg

roun

d th

emse

lves

,ha

ve b

een

infl

uenc

ing

nativ

e. c

hild

ren-

-pro

babl

y no

t del

iber

atel

y bu

t sub

-co

nsci

ousl

yto

wan

t to

be "

stat

esid

ers"

and

not

Cum

-no:

dans

.

30

Var

ious

Nat

ive

Cul

ture

s an

d th

e H

isto

ry o

f G

uam

(p.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

abou

t va

ious

Pac

ific

Isl

and

cultu

res

incl

udin

g C

ham

orro

and

abo

ut th

e hi

stor

y of

Gua

m.

Tar

get p

opul

atio

n:A

11 s

tude

nts,

K-1

2.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) a

spec

ial p

rogr

am to

teac

h ab

out C

ham

orro

and

Mic

rone

sian

cul

ture

s ha

sbe

en d

esig

ned

and

impl

emen

ted

in tl

ie G

uam

pr,,f

erab

lv in

con

nect

ion

With

the

rela

ted

prog

ram

to r

each

the

Cha

mor

ro la

ngua

ge; (

b) th

e te

:,che

rs a

ssig

ned

to te

ach

in th

e bi

lingu

al p

rogr

ampl

us a

ll ot

her

teac

hers

in th

e el

emen

tary

sch

uo!s

have

rec

eive

d pr

e-se

rvic

e or

in-s

ervi

ce tr

aini

ng in

Cha

mor

ro a

nd M

icro

nesi

an c

ultu

res

and

inhi

:-lo

ry o

f G

uam

; (c)

ele

ctiv

e cl

asse

s in

Cha

mor

ro a

ndPa

cifi

cIsl

and

cultu

res

and

in th

e hi

stor

y of

Gua

m h

ave

been

est

ablis

hed

at th

e hi

gh-:

cho

ol le

vel;

(d)

Cha

mo

ro c

ultu

re p

rogr

ams

have

bee

n pr

oduc

ed t:

,r p

rese

ntat

ion

over

loca

l rad

io a

nd te

levi

sion

stat

ions

; (e)

ade

quat

e te

achi

ng m

ater

ials

and

aud

io-.

.isua

l aid

!, h

ave

been

pro

vide

d fo

r te

achi

ng a

bout

loca

lis

land

cul

ture

s; a

nd (

f) a

cci

mm

ittee

of

hilin

o,na

lel

emen

tary

-sch

ool t

ea. h

ers,

par

ents

, citi

zens

,sc

hool

adm

inis

trat

ors,

and

stu

dent

lead

ers

has

cx,u

nine

..1 th

e ne

v: p

rogr

am to

teac

h ab

out t

he lo

cal

hist

ory

and

cultu

re a

nd h

as f

ound

it to

be

rela

tivel

y su

cces

sful

.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

HX

TR

EM

EL

Y C

RIT

ICA

L (

1).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

5.

CO

NC

ER

N: S

tude

nts

need

app

ropr

i.:; r

car

eer

info

rmat

ion,

voc

atio

nal :

:2;t1

:cla

nce,

and

occ

:Jb:

Hio

nal (

job)

ski

lls.

FAC

TS

(Wha

t is

and

wha

t will

be)

Gua

m O

pini

onna

ire

Rcs

ults

#27

, 4'4

1, a

nd ±

6-1:

Our

sch

ools

aye

:

41. L

EA

RN

AB

OU

T C

AR

EE

RS,

VO

CA

TIO

NS

AN

DO

CC

UPA

TIO

NA

L O

PPO

RT

UN

ITIE

S

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thPa

ret,t

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

,..1

./Lic

isK

eyL

eade

rsN

=14

4N

=78

N=

221

N=

19N

---3

42N

=32

3N

=50

Ver

y Su

cces

sful

21%

36%

10%

21%

21%

39',T

,1

9 ,.'

-()

Usu

ally

Suc

cess

ful

3029

3037

2937

30Se

ldrI

rb15

1919

o_.

-, 9

1613

26U

nsuc

cess

ful

64

80

106

18D

on't

Kno

w28

1933

1123

614

64. A

DE

QU

AT

E V

OC

AT

ION

AL

GU

IDA

NC

E

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h19

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=7)

1N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul19

%23

%8%

13%

6%U

sual

ly S

ucce

ssfu

l31

3527

4228

.33

32

Seld

om S

ucce

ssfu

l16

1919

2118

1430

Uns

ucce

ssfu

l8

512

1113

1112

Don

't K

now

2618

3516

2811

VA

LU

ES

(Wha

t oug

ht to

be)

)

We

belie

ve:

--Su

rvey

s an

d st

udie

s sh

ould

be

cond

ucte

d on

Gua

m to

ass

ess

loca

l car

eer

and

voca

tiona

lop

port

,.:1!

it le

s.--

Ade

quat

e fu

nds

shou

ld b

e m

ade

avai

labl

e to

colle

ct a

wea

lth o

f ca

reer

info

rmat

ion

mat

eria

lson

jobs

ava

ilabl

e bo

th in

Gua

m a

nd in

the

l-ni

ted

Stat

es. T

hese

mat

eria

ls s

houl

d be

gea

red

toth

e re

adin

g le

vels

of

both

ele

men

tary

and

se:7

ondo

ry-s

choo

l you

ngst

ers.

--A

roo

m o

r ar

ea s

houl

d be

mad

e av

aila

ble

inea

ch s

choo

l for

stu

dent

s to

com

e an

d br

owse

Thr

ough

thes

e ca

reer

info

rmat

iona

l mat

eria

ls,

prof

erab

lv n

ear

area

in th

e sc

hool

s w

hic

have

coun

selo

rs.

--A

U o

f th

e ju

nior

hig

h sc

hool

s an

d th

e se

nior

hi0h

sch

ools

, at l

east

, sho

uld

have

car

eer

I nf

Ori

lLi

con

rscs

to m

ake

full

use

of th

eav

aila

ble

mat

eria

ls a

nd to

exp

ose

the

stud

ent:,

to a

vaik

ible

res

ourc

e pe

ople

fro

m th

e co

rn-

;nul

lity

as q

uick

ly a

s po

ssib

le, a

"w

orld

of

wor

k" p

rogr

am, o

r so

met

hing

sim

ilar

to it

,sh

ould

be

esta

blis

hed

in a

ll of

the

elem

enta

rysc

hool

s.--

The

Dep

artm

ent o

f E

duca

tion

shou

ld h

ave

apl

anne

d pr

ogra

m to

util

ize

the

publ

ic c

omm

uni-

catio

ns m

edia

to c

onvi

nce

the

publ

ic, i

n m

ean-

ingf

ul w

ays,

the

reas

ons

why

mor

e st

uden

tsm

ust b

e tr

aine

d in

voc

atio

nal a

nd te

chni

cal

Car

eer

Info

rmat

ion,

Voc

atio

nal C

iutd

anco

, and

Occ

upat

iona

l Gob

) Sk

ills

(p. 2

).

27. L

EA

RN

OC

CU

PAT

IO::A

L (

JOB

) SK

ILL

S

Perc

ent R

espo

ndin

gN

on-

Aci

min

is-

9th

12th

Key

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=14

4N

=78

N =

221

N=

19N

=34

2N

=32

:3N

=50

Ver

y Su

cces

sful

9'70

Usu

ally

Suc

cess

ful

3()

3')

21

23:3

6

Seld

om S

ucce

ssfu

l17

1516

1617

16.1

7

Uns

ucce

ssfu

l13

911

1117

92.

1

Don

't K

now

3119

3632

2813

16

clin

g to

the

opin

ionn

aire

res

ults

, alm

ost h

alf

of th

e ke

y le

ader

-le

sse:

per

cent

ages

of

the

othe

r re

spon

dent

s be

lieve

d th

e sc

hool

s w

ere

rela

tivel

y un

succ

essf

ul in

pro

vidi

ng s

tude

nts

with

app

ropr

iate

car

eer

info

rma-

tion,

voc

atio

nal g

uida

nce,

and

occ

upat

iona

l (jo

b) s

kills

.A

lso,

an

larg

e nu

mbe

r of

res

pond

ents

did

not

kno

w w

heth

er o

r no

t the

sch

ools

wer

e-

L:e

;:.es

sful

in m

eetin

g th

ese

need

s.--

The

re is

a n

eed

to p

rovi

de c

hild

ren

and

yout

h w

ith th

e qu

ality

of

curr

icul

uman

d in

stru

ctio

n th

at w

ill e

nabl

e ea

ch to

atta

in h

is r

ole

as a

n ad

ult c

itize

n.(1

:7:1

4) 1

965

-Gua

m's

acu

te n

eed

for

la r

ge -

scal

e vo

catio

nal a

nd te

chni

cal t

rain

ing

has

long

been

rec

ogni

zed.

(1 :1

1:39

)19

66-S

urve

y th

e ed

ucat

iona

l and

voc

atio

nal n

eeds

of

the

adul

t pop

ulat

ion

and

orga

nize

a c

ounc

il to

ove

rsee

that

thes

e ne

eds

are

met

thro

ugh

avai

labl

ere

sour

ces.

(1:2

5:19

)19

67-E

ven

if e

ach

high

sch

ool o

ffer

s a

fair

ly c

ompr

ehen

sive

pro

gram

, Gua

m w

illst

ill n

eed

the

mor

e sp

ecia

lized

tech

nica

l voc

atio

nal i

nstit

utio

n.(1

:25:

177)

196

7-T

here

are

sev

en s

econ

dary

indu

stri

al a

rts

prog

ram

s in

ope

ratio

n, w

ithan

addi

tiona

l eff

ort b

eing

mad

e to

set

up

a sm

all g

ener

al s

hop

at th

e ju

veni

lein

stitu

tion.

Thr

ee o

f th

e sc

hool

s, D

eded

o Ju

nior

Ifi

gh S

choo

l, G

eorg

e

33

area

:,i .

e,

S ou

t of

10 jo

bs w

ill n

ot r

equi

rea

colle

,.:!;

e de

gree

by

the

year

198

0. T

he id

eath

at a

trad

e-or

ient

ed c

aree

r ca

n he

sat

isfy

ing

and

rew

ardi

ng o

ught

to b

e an

acc

epte

d id

eaam

ong

the

gene

ral p

ublic

and

am

ong

the

stu-

dent

s. T

he p

aren

ts o

ught

to a

ccep

t the

irch

ild's

des

ire

to p

ursu

e a

lion-

colle

ge o

rien

ted

eare

,2r.

-The

Dep

artm

ent o

f E

CII

ICal

ion

ough

t to

hec-

-..)

ntm

itt,d

to th

is lo

ng-r

ange

pub

lic in

form

atio

ngo

al a

nd d

emon

stra

te th

at c

omm

itmen

t with

afu

ll-tim

e an

d \v

ell-

qual

ifie

d Pu

blic

Inf

orm

atio

nO

ffic

er a

nd a

sec

reta

ry to

wor

k al

ong

with

and

supp

ort t

he p

rese

nt P

ublic

Inf

orm

atio

nO

ffic

e in

Jba

rge,

of

the

over

all p

ublic

info

rma-

tion

plan

.--

The

pub

lic m

edia

oug

ht to

be

invo

lved

in a

po,it

ive

,.vay

and

in d

epth

(no

t as

it no

w is

) in

both

the

prep

arat

ion

and

exec

utio

n of

the

plan

,pe

rhap

s on

a c

onsu

lting

bas

is.

-Thi

s pu

blic

-inf

orm

atio

n pr

ogra

m o

ught

to.

incl

ude

gra,

s ro

ot c

onta

cts

by s

taff

mem

bers

on a

con

tinuo

us b

asis

.-B

oth

the

ty.th

lic-i

nfor

mat

ion

prog

ram

s fo

rth

e ge

nera

l pub

lic a

nd th

e ca

reer

info

rmat

ion

prog

ram

s fo

r th

e :,-

tude

nts

shou

ld a

i ni

at

deve

lopi

ng a

n ap

prec

iatio

n fo

r th

e "w

orld

of

wor

k."

Too

muc

h em

phas

is in

the

past

has

been

giv

en to

the

prof

essi

ons

whi

ch h

as r

esul

ted

in u

ndes

irab

le a

ttitu

des

on th

e pa

rt o

f th

eyo

ung

peop

le v

.hic

h ne

ed to

be

chan

ged.

-Cou

nsel

ors

need

tim

e to

cou

nsel

with

mor

eem

phas

is u

pon

voca

tiona

l cou

nsel

ing.

Car

eer

Info

rmat

ion,

Voc

atio

nal G

uida

nce,

and

Occ

upat

iona

l (_

:h)

(p.

Was

hing

ton

Juni

or H

igh

and

Geo

rge

W..,

hing

ton

Seni

or li

tiyh

are

all w

eil

equi

pped

, but

the

rem

aini

ng f

ive

sch,

,eis

ree

d ad

ditio

nal e

quip

men

t to

1r:e

t_ t

the

educ

atio

nal o

bjec

tives

as

outli

ned

in th

e in

dust

rial

art

s cu

rric

ulum

,:ui

de.

(1:3

3:2)

196

7--

Und

oubt

edly

the

need

for

an

earl

y an

d sy

stem

atic

wid

enin

g of

voc

atio

nal

hori

zons

is e

spec

ially

urg

ent i

n G

uam

. (1:

25:1

78)

1967

-Ide

ntif

y vo

catio

nal e

duca

tion

and

secu

re b

ette

r ac

cept

ance

for

it. (

1:2.

--S:

1)19

67--

The

voc

atio

nal a

reas

of

the

educ

atio

nal s

yste

m s

houl

d re

ceiv

e al

l hel

p po

s-si

ble

to a

ttrac

t and

hol

d as

man

y st

uden

ts a

s po

ssib

le, t

o di

-ecl

ap th

eir

empl

oyab

ility

bef

ore

leav

ing

scho

ol a

nd to

mai

ntai

n th

eir

empL

)yai

iiiiy

thro

ugho

ut th

eir

lives

.(1

:58:

16)

I965

-The

voc

atio

nal t

rain

ing

prog

ram

mus

t be

wor

ked

in h

arm

ony

with

the

empl

oym

ent s

ervi

ces

avai

labl

e in

the

com

mun

ity, b

o:n

civi

lian

and

mili

tary

.:-

,1: t

l.)19

68--

Suff

icie

nt f

unds

mus

t be

mad

e av

aila

ble

to e

stab

lish

new

trai

ning

- an

,l tr

eat-

men

t pro

gram

s in

cul

inar

y sk

ills,

indu

stri

al a

nd c

onst

ruct

ion-

skill

s an

ded

ucat

ion.

(1:4

2:2)

1968

-Gua

m h

as a

cri

tical

sho

rtag

e of

ski

lled

craf

tsm

en a

nd jo

urne

ymen

in th

etr

ades

.(1

:40:

1)19

68-A

new

cur

ricu

lum

gui

de h

as b

een

intr

oduc

ed w

hich

str

esse

s bo

th o

ccup

a-tio

nal a

nd u

nive

rsity

pre

para

tion

prog

ram

s. A

lso,

a H

igh

Scho

ol E

quiv

alen

cypr

ogra

m a

t the

Uni

vers

ity o

f G

uam

has

bee

n in

trod

uced

.(4

0:O

ct. 2

5, 1

909)

--L

ong-

rang

e vo

catio

nal-

educ

atio

n pl

anni

ng h

as b

een

diff

icul

t to

do in

ligh

t of

the

usua

lly s

hort

em

ploy

men

t per

iod

and

the

time

need

ed to

ori

ent t

each

ers

toth

e G

uam

ania

n cu

lture

.(1

:67:

17)

1969

--In

indu

stri

al a

rts

ther

e is

evi

denc

e of

a la

ck o

f sa

fety

pro

gram

min

g,,

coor

dina

tion,

and

impl

emen

tatio

n.(1

:89:

2)19

69--

A n

umbe

r of

sch

ools

req

uire

bas

ic e

quip

men

t to

supp

ort b

asic

pro

gram

obj

ec-

tives

in in

dust

rial

art

s.(1

:89:

2)19

69--

Tra

nspo

rtat

ion

shou

ld b

e m

ade

avai

labl

e to

fee

der

scho

ols

to p

rovi

de g

reat

erst

uden

t par

ticip

atio

n an

d ut

iliza

tion

of th

e V

ocat

iona

l Tec

hnic

al S

choo

l.(1

:114

:5)

1970

34

--T

here

sho

uld

be a

t lea

st o

ne c

ouns

elor

per

scho

ol 'A

il° h

as s

peci

aliz

ed in

voc

atio

nal

cour

t::el

in.:?

; to

be a

ssig

ned

this

spe

cifi

c re

spor

-5i

1ii!

ity.

--C

aree

r ed

ucat

ion

and

voca

l i01

1:11

cou

nsel

ing

shou

ld b

egin

in K

inde

rgar

ten

and

cont

inue

thro

ugh

the

post

-hig

h sc

hool

leve

ls. T

hese

prog

ram

s sh

ould

he

plan

ned

and

orga

nize

dw

ith c

ontin

uity

of

staf

f m

enth

ers

to :I

Muc

hgr

eate

r ex

tent

than

at p

rese

nt.

trai

ning

in L

'u.-

cer

edue

ati,,

n is

need

ed f

or te

ache

rs s

ince

muc

h of

this

in'o

rmat

ion

can

be g

iven

in th

e cl

assr

oom

s.T

each

ers

vho

are

awar

e of

die

nee

d fo

rca

reer

edu

catio

n an

d fo

r vo

catio

nal c

oun-

selin

g ca

ll re

info

rce

desi

rabl

e :n

titud

es a

ndbe

of

cons

ider

:Wle

pos

itive

infl

uenc

e up

onst

uden

ts.

--Po

tent

ial d

rop

-out

s sh

ould

be

iden

tifie

dea

rly

and

coun

sele

d in

to v

ocat

iona

l pro

gram

sw

hen

they

can

he

succ

essf

ul a

nd w

here

they

will

he

mor

e pr

actic

al b

enef

it in

goi

ngto

--A

ptitu

des

of s

tude

nts

shou

ld h

e id

entif

ied

earl

y. P

rogr

am s

cif

voc

atio

nal g

uida

nce

are

need

ed in

the

elem

enta

ry s

choo

ls a

s w

ell

asth

e ju

nior

and

sen

ior

high

sch

ools

.--

Com

preh

ensi

ve te

stin

g an

d co

unse

ling

serv

ices

rel

ated

to c

aree

r an

d vo

catio

nal

plan

ning

;.1

re n

eede

d fo

r al

l stu

dent

s, b

utpa

rtic

ular

ly th

e C

ham

orro

stu

dent

s.--

A c

aree

r de

velo

pmen

t cen

ter

in th

e hi

ghsc

hool

s, a

nd p

ossi

bly

in th

e el

emen

tary

Car

eer

Info

rmat

ion,

Voc

atio

nal G

uida

nce,

and

Occ

upat

iona

l (Jo

b) S

kills

(p.

4).

--R

efer

ral a

genc

ies

shou

ld b

eid

entif

ied

and

chan

nels

of

com

mun

icat

ion

open

ed th

at w

ill r

einf

orce

the

voca

tiona

lco

unse

lors

. (1:

114:

4)19

70-

-A b

row

sing

spac

e in

the

coun

selo

r's o

ffic

es s

houl

d be

prov

ided

for

stu

-de

nt p

erus

al o

fco

llege

cat

alog

s an

d a

wid

eas

sort

men

t of

care

er a

ndvo

ca7

tiona

l gui

danc

e m

ater

ials

.(1

:114

:4)

1970

--O

f th

e 50

2 te

ache

rspo

lled,

202

bel

ieve

d th

ere

isa

need

for

voc

atio

nal

educ

atio

npr

ogra

ms.

(25

:57)

1970

- -I

n Se

ptem

ber,

197

0, th

enu

mbe

r of

sec

onda

ry s

choo

lst

uden

ts e

nrol

led

invo

catio

nal e

duca

tion

was

365

.(3

8:83

)19

72--

Follo

w-u

p st

udie

s an

d ex

it in

terv

iew

ssh

ould

be

esta

blis

hed

to p

rovi

de-i

nfor

mat

ion

affe

ctin

g cu

rric

ulum

deve

lopm

ent a

nd c

ouns

elin

g se

rvic

es.

(1:1

14:3

)19

70--

Con

side

ratio

n sh

ould

be

give

n to

the

poss

ible

dev

elop

men

t of

an e

xpan

ded

Voc

atio

nal T

echn

ical

Sch

ool

to s

erve

gra

des

ten

thro

ugh

four

teen

, with

add

edco

urse

s in

foo

d pr

epar

atio

nse

rvic

es, c

osm

etol

ogy,

grap

hic

arts

, or

any

new

area

s as

com

mun

ity n

eeds

deve

lop.

(1:1

14:3

)19

70-

-Im

prov

ed a

rtic

ulat

ion

with

the

Voc

atio

nal

Tec

hnic

al S

choo

lth

roug

h co

m-

patib

le m

odif

ied

daily

sche

dule

s, b

us s

ervi

ces

and

by o

ther

mea

ns s

houl

dbe

dev

elop

ed.

(1:1

14:2

)19

70-

-A n

eed

for

voca

tiona

lcl

asse

s fo

r se

cond

ary

pupi

ls to

red

uce

pote

ntia

ldr

opou

ts w

as c

ited

by 1

59 o

f th

e50

2 te

ache

rspo

lled.

(25:

61)

1970

- -C

onsi

dera

tion

shou

ldbe

giv

en to

the

adju

stm

ent o

f th

e da

ily c

lass

.sc

hedu

leto

per

mit

mor

e us

e of

the

"tra

de-t

ee"

scho

olfa

cilit

ies.

(1:1

13:2

)19

70-

-The

juni

orhi

gh s

choo

l ind

ustr

ial a

rts

prog

ram

has

fou

r se

gmen

ts: w

ood

shop

, dra

ftin

g,el

ectr

icity

, and

met

al w

orks

.(3

9:A

pril

2, 1

970)

--C

once

rnin

g th

e re

spon

sibi

lity

for

man

pow

er tr

aini

ng, M

r. F

rank

linQ

uitu

gua

has

said

:".

.. w

e se

e ou

r re

spon

sibi

lity

as th

at o

fof

feri

ngtr

aini

ng to

not

onl

yse

cond

ary

and

post

-sec

onda

ry s

tude

nts

but i

n ad

ditio

n,to

the

disa

dvan

tage

d,th

e ad

ults

for

trai

ning

and

re-

trai

ning

,pe

ople

with

spec

ial n

eeds

, wor

kers

for

new

bus

ines

ses,

in e

ffec

t eve

ryon

e an

d ev

ery-

.bo

dy!"

(49:

15)

1971

--T

he G

uam

Edo

nom

icC

onfe

renc

e of

197

1re

port

s a

tota

l enr

ollm

ent i

npu

blic

and

pri

vate

sch

ools

on th

e is

land

at 3

0,00

0ou

t of

a to

tal

gove

rim

ent

35

scho

ols,

cou

ldap

prop

riat

ely

hous

e bo

th th

eco

unse

lors

and

the

care

er in

form

atio

nal

mat

eria

ls. T

he c

oord

inat

orof

the

cent

erco

uld

also

ass

ist i

nke

epin

g in

form

atio

ncu

rren

t and

pos

sibl

y in

prov

idin

g pl

acem

ent

serv

ices

to s

tude

nts

afte

rtr

aini

ng p

rogr

ams

have

bee

nco

mpl

eted

.--

Cou

nsel

ors

at th

eel

emen

tary

sch

ool l

evel

coul

d di

rect

the

"wor

ldof

wor

k"pr

ogra

man

d tb

e. u

se o

f th

eca

reer

info

rmat

ion

mat

eria

lsin

eac

h gr

ade.

The

y sh

ould

als

o be

abl

eto

pres

ent m

any

prob

lem

s w

hich

fest

er in

sch

ools

with

out c

ouns

elor

s.--

The

re s

houl

d be

mor

e vo

catio

nal e

duca

tion

prog

ram

s of

fere

d by

the

regu

lar

high

sch

ools

as w

ell a

s a

build

up o

f th

e G

uam

Voc

atio

nal

and

Tec

hnic

alH

igh

Scho

ol.

--T

he V

ocat

iona

l and

Tec

hnic

al H

igh

Scho

olsh

ould

hav

epr

ogra

ms

for

girl

s as

wel

l as

for

boys

. The

y sh

ould

also

hav

e so

me

gene

ral

educ

atio

n an

dph

ysic

al e

duca

tion

to m

ake

itm

ore

attr

activ

e to

the

boy

stud

ents

.--

Dis

trib

utiv

e E

duca

tion,

now

off

ered

onl

y by

the

Voc

atio

nal

and

Tec

hnic

alH

igh

Scho

ol,

shou

ld b

e ad

ded

to th

e vo

catio

nal

prog

ram

sof

fere

d by

the

regu

lar

seni

or h

igh

scho

ols.

--Pr

esen

tpr

ogra

ms

in v

ocat

iona

l ski

lltr

aini

ngne

ed to

be

upgr

aded

and

the

over

all v

ocat

iona

lpr

ogra

m n

eeds

to b

e ex

pand

ed.

--T

here

sho

uld

begr

eate

r us

e m

ade

of c

ivili

anan

d m

ilita

ry c

onsu

ltant

sin

pla

nnin

g an

dim

ple-

men

ting

the

expa

nded

voc

atio

nal

educ

atio

npr

ogra

ms.

Car

eer

Info

rmat

ion,

Voc

atio

nal G

uida

nce,

and

Occ

upat

iona

l (Jo

b) S

kills

(p.

5).

expe

nditu

re o

f $4

9,00

0,00

0.(4

9:8)

1971

-Fig

ures

for

the

1971

Gua

m E

cono

mic

Con

fere

nce

show

a 4

7 pe

rcen

t inc

reas

ein

tota

l em

ploy

men

t bet

wee

n 19

60 a

nd 1

970

and

an a

dditi

onal

8,0

00 jo

bs in

the

econ

omy.

In a

dditi

on, 3

out

of

ever

y 4

jobs

are

hel

d by

men

. Wom

en h

old

1ou

t of

4, w

hich

is lo

wer

than

the

stat

esid

e fi

gure

of

1 ou

t of

3. A

lmos

t 2 o

fev

ery

3 jo

bs a

re h

eld

by lo

cal h

ire.

Alie

n w

orke

rs a

re e

mpl

oyed

in 2

9 pe

rcen

tof

the

tota

l. A

bout

one

-hal

f of

thes

e ar

e in

con

stru

ctio

n.C

ontr

act w

orke

rsoc

cupy

8 p

erce

nt o

f th

e jo

bs. T

he la

rges

t maj

or e

mpl

oyer

is g

over

nmen

t,w

ith 2

6 pe

rcen

t of

the

wor

k fo

rce

empl

oyed

by

the

fede

ral g

over

nmen

t, an

d 22

%by

the

loca

l gov

ernm

ent.

Con

trac

t con

stru

ctio

n is

the

seco

nd la

rges

t ind

ustr

yw

ith 1

7% o

f al

l pai

d jo

bs. W

hole

sale

and

ret

ail t

rade

s ac

coun

t for

14

perc

e-,I

of th

e to

tal e

mpl

oym

ent.

Man

ufac

turi

ng a

ccou

nts

for

only

4%

of

the

wor

kfo

rce.

(49:

5)19

71-

-The

new

Voc

atio

nal T

echn

ical

Hig

h Sc

hool

rea

ches

som

e 14

are

as o

f oc

cu-

patio

nal t

rain

ing;

incl

udin

g au

to s

ervi

ces,

aut

o m

echa

nics

, sm

all e

ngin

ere

pair

, bod

y an

d fe

nder

rep

air,

mac

hine

sho

p, w

eldi

ng a

nd m

etal

fab

rica

tion,

carp

entr

y, m

ason

ry, e

lect

rica

l, ra

dio

and

TV

rep

air,

tech

nica

l ele

ctro

nics

.dr

aftin

g, g

raph

ic a

rts,

ref

rige

ratio

n an

d ai

r co

nditi

onin

g an

d co

oper

ativ

eed

ucat

ion.

(49:

16)

1971

--In

res

pons

e to

the

ques

tion,

"D

id y

ou w

ork

whi

le a

ttend

ing

scho

ol?"

,28

.5%

of

the

earl

y sc

hool

leav

ers

answ

ered

"ye

s" a

nd 1

7.8%

of th

e co

ntro

lan

swer

ed s

imila

rly.

(5:5

6)19

71--

To

the

ques

tion,

"T

o w

hom

wou

ld y

ou g

o fo

r in

form

atio

n in

pla

nnin

g fo

rth

e fu

ture

?", 3

2.6%

of

scho

ol le

aver

s m

entio

ned

a co

unse

lor

as o

ppos

ed to

48.3

% o

f th

e co

ntro

l gro

up o

f th

ose

who

sta

yed

in.

An

addi

tiona

l 15.

2% o

fle

aver

s m

entio

ned

a te

ache

r in

com

pari

son

with

19.

3 in

the

cont

rol g

roup

.(5

:50)

1971

-The

pre

sent

gen

eral

and

you

th u

nem

ploy

men

t rar

e fo

r he

isla

nd is

thre

epe

rcen

t (3%

).(3

8:79

)19

72-F

or g

radu

ates

of

the

area

voc

atio

nal s

choo

l, 10

0%ar

e re

port

ed le

avin

g th

epr

ogra

m w

ith m

arke

tabl

e sk

ills.

How

ever

, of

the

stud

ents

ava

ilabl

e fo

r w

ork,

49%

are

pla

ced

in jo

bs f

ollo

win

g tr

aini

ng.

By

1972

, thi

s w

as to

be

incr

ease

dto

50%

and

by

1976

to 7

5% o

f th

e gr

adua

tes

plac

ed.

36

--O

pen

entr

y an

d op

en e

xit s

houl

d be

an

impo

r-ta

nt f

eatu

re o

f al

l voc

atio

nal e

duca

tion

trai

ning

prog

ram

s.--

Gra

duat

ion

requ

irem

ents

sho

uld

be c

hang

ed's

o ev

ery

stud

ent w

ill h

ave

the

oppo

rtun

ity to

gain

at l

east

one

job-

entr

y sk

ill p

rior

togr

adua

tion

from

hig

h sc

hool

, pre

fera

bly

one

of h

is o

wn

choo

sing

.--

Idea

lly, t

he v

ocat

iona

l edu

catio

n pr

ogra

ms

shou

ld e

xpos

e st

uden

ts to

a b

road

var

iety

of

jobs

and

car

eers

and

giv

e th

em e

ntry

ski

llsfo

r as

man

y as

pos

sibl

e, e

spec

ially

thos

ene

eded

on

Gua

m. S

uch

prog

ram

s sh

ould

als

oen

cour

age

stud

ents

to d

evel

op a

voca

tiona

lsk

ills

and

inte

rest

s.--

The

voc

atio

nal p

rogr

ams,

if a

t all

poss

ible

,sh

ould

off

er s

tude

nts

on-t

he-j

ob tr

aini

ng f

orpa

rt o

f th

e sc

hool

day

. Som

e ap

pren

tices

hip

prog

ram

s ar

e ne

eded

.--

Wor

k ex

peri

ence

coo

rdin

ator

s sh

ould

be

give

n re

alis

tic w

ork

load

s.--

Goo

d us

e of

the

equi

pmen

t and

fac

ilitie

spr

ovid

ed s

houl

d be

mad

e. E

veni

ng, S

atur

day,

and

sum

mer

pro

gram

s sh

ould

be

the

rule

rath

er th

an th

e ex

cept

ion.

Inf

orm

atio

n ab

out

thes

e cl

asse

s ou

ght t

o be

adv

ertiz

ed n

ot o

nly

to s

tude

nts

but t

o in

tere

sted

adu

lts in

the

com

mun

ity.

--So

meo

ne w

ho is

exp

ert i

n th

e ar

ea o

f de

sign

-in

g fa

cilit

ies

for

voca

tiona

l and

tech

nica

l edu

-ca

tion

shou

ld b

e pr

ovid

ed to

wor

k w

ith th

ete

ache

rs a

nd th

e ar

chite

ct to

des

ign

new

faci

litie

s an

d to

rem

odel

old

er f

acili

ties

to

Car

eer

Info

rmat

ion,

Voc

atio

nal G

uida

nce,

and

Occ

upat

iona

l (Jo

b) S

kills

(p.

6).

--Fo

r st

uden

ts in

the

voca

tiona

l pro

gram

, the

stu

dent

-g-u

idan

ce c

otin

sclo

rra

tio w

as 3

00:1

as

of S

epte

mbe

r 19

70.

(38:

83)

1972

--T

he 1

972

Plan

for

Voc

atio

nal E

duca

tion

prov

ides

for

adm

i.lsi

on to

cla

sses

in v

ocat

iona

l edu

catio

n ba

sed

upon

the

stud

ent's

pot

entia

l for

ach

ievi

ng c

om-

pete

nce

thro

ugh

such

inst

ruct

ion.

"Ide

ntif

icia

tion

of v

ocat

iona

l nee

ds a

ndst

uden

t pla

cem

ent w

ill in

par

t be

dete

rmin

ed b

y th

e D

epal

cmen

,- o

f E

duca

tion'

spr

ogra

m o

f G

uida

nce,

Cou

nsel

ing

and

Tes

ting

whi

ch is

ava

ilabl

e :-

o al

l per

sory

sen

rolle

d in

edu

catio

nal p

rogr

ams

thro

ugho

ut th

e T

erri

tory

at n

o ch

at;

the

indi

vidu

al."

(38:

88)

1972

--A

coo

pera

tive

Edu

catio

n pr

ogra

m w

as in

ope

ratio

n as

of

June

197

1 an

d ha

d33

stu

dent

s in

volv

ed a

nd 2

2 em

ploy

ers.

In a

dditi

on, 1

3 po

st-s

econ

dary

voc

a-tio

nal s

tude

nts

wer

e pa

rtic

ipat

ing

in th

is w

ork

expe

rien

ce p

rogr

am.

(38:

S4)

1972

--In

Jan

uary

197

2, a

com

preh

ensi

ve p

lan

for

voca

tiona

l edu

catio

n in

the

terr

itory

of

Gua

m w

as a

ppro

ved

by th

e B

oard

of

Edu

catio

n an

d th

e O

ffic

e of

the

C.-

-.e

rnor

.(3

8:1;

110)

1972

--E

nrol

lmen

t in

the

Voc

atio

nal E

duca

tion

prog

ram

s fo

r 19

76 is

ant

icip

ated

to b

e 60

0 se

cond

ary

stud

ents

, 925

sec

onda

ry-p

ost s

econ

dary

com

bina

tion,

and

4,00

0 ad

ult e

veni

ng s

tude

nts.

(38:

90)

1972

--T

here

are

thre

e sc

hool

s of

feri

ng tr

aini

ng p

rogr

ams

in tw

o oc

cupa

tiona

lfi

elds

, but

onl

y on

e of

feri

ng f

ive

or m

ore.

Thi

s is

the

Are

a V

ocat

iona

lSc

hool

, des

igne

d to

ser

ve th

e en

tire

isla

nd.

(38:

78)

1972

--A

tota

l of

132

stud

ents

ent

ered

the

U. S

. Nav

al A

ppre

ntic

e Pr

ogra

m in

1969

, 34

at th

e Pu

blic

Wor

ks C

ente

r an

d 98

at t

he S

hip

Rep

air

Faci

lity.

(10:

13)

1970

--A

nee

d fo

r w

ork-

stud

y pr

ogra

ms

in w

hich

stu

dent

s w

ork

part

-tim

e ou

tsid

eof

sch

ool t

o he

lp p

oten

tial d

ropo

uts

was

cite

d by

222

of

502

teac

hers

.(2

5:61

)19

70--

The

wor

k-st

udy

prog

ram

cur

rent

ly is

off

ered

in o

ne s

choo

l and

has

six

seco

ndar

y st

uden

ts p

artic

ipat

ing.

(38:

88)

1972

Atti

tude

s to

war

ds o

ccup

atio

nal t

rain

ing

mus

t be

chan

ged.

Mr.

Fra

nklin

Qui

tugu

a ha

s sa

id, "

As

I se

e it,

a s

erio

us o

bsta

cle

to th

e im

plem

enta

tion

of f

utur

e pr

ojec

tions

(in

man

pow

er tr

aini

ng)

is a

def

inite

nee

d to

cha

nge

the

37

allo

w f

or im

prov

ed a

nd e

xpan

ded

prog

ram

sin

voc

atio

nal t

echn

ical

edu

catio

n.--

The

re s

houl

d be

per

iodi

c re

sear

ch to

chec

k th

e co

rrel

atio

n be

twee

n pr

esen

tvo

catio

nal e

duca

tion

prog

ram

s an

d cu

rren

tan

d fu

ture

job

oppo

rtun

ities

.--

Peri

odic

eva

luat

ion

is a

iso

need

ed to

mea

sure

the

effe

ctiv

enes

s of

the

trai

ning

prog

ram

s.-

-New

cou

rses

and

pro

E;-

rns

of v

ocat

iona

lte

chni

cal e

duca

tion

shou

ld b

e ad

ded

to m

eet

the

need

s de

term

ined

by

the

mos

t rec

ent

rese

arch

fin

ding

-s.

--Q

ualit

y vo

catio

nal p

rogr

ams

will

hel

p to

redu

ce th

e nu

mbe

r of

stu

dent

s w

ho d

rop

out

of s

choo

l. Su

ch p

rogr

ams

will

als

o as

sist

in c

urta

iling

, som

e of

the

disc

iplin

ary

prob

lem

s:-

)y m

akin

g sc

hool

mor

e pr

actic

al a

nd r

elev

ant

in th

e ey

es o

f bo

th s

tude

nts

and

pare

nts.

peri

ods

devo

ted

to v

ocat

iona

l-te

chni

cal

educ

zu io

n sh

ould

be

long

er th

an a

reg

ular

cla

sspe

riod

.--

Hom

emak

ing

or o

usin

ess

educ

atio

n or

som

e-th

ing

sim

ilar'o

ught

to b

e re

quir

ed o

f al

l gir

lsju

st a

s vo

catio

nal o

r te

chni

cal e

duca

tion

ough

tto

be

requ

ired

of

all b

oys.

-Som

e pr

ogra

ms

are

need

ed w

hich

will

off

ertr

aini

ng in

suc

h th

ings

as

hote

l man

agem

ent,

food

ser

vice

s, r

etai

l sel

ling,

etc

.--

It m

ay h

elp

redi

rect

the

thin

king

of

youn

gpe

ople

tow

ards

the

dign

ity o

f al

l wor

k if

they

wer

e gi

ven

oppo

rtun

ities

to g

o in

to th

e co

m-

mun

ity a

s pa

rt o

f sc

hool

and

obs

erve

var

ious

Car

eer

Info

rmat

ion,

Voc

atio

nal C

uiL

ianc

e, a

nd O

ccup

atio

nal (

Job)

(p. 7

).

attit

udes

of

the

loca

l citi

zenr

y to

a m

ore

posi

tive

view

tow

ard

care

er o

ccup

a-tio

n pr

epar

atio

n.(4

9:17

)19

71--

Car

eer

plan

ning

and

cou

nsel

ing

shou

ld h

e ex

pa:.d

ed a

nd g

reat

er u

se m

ade

of m

ilita

ry p

erso

nnel

, rep

rese

ntat

ives

of

busi

ness

and

indu

stry

, and

the

Uni

vers

ity o

f G

uam

.(1

:113

:3)

1970

--T

here

is a

nee

d fo

r G

uam

to m

ount

a d

elib

erat

e an

d im

agin

ativ

e pr

ogra

m o

fed

ucat

ion

abou

t the

wor

ld o

f w

ork

-a k

ind

of "

hig1

7,2r

hor

izon

s" p

rogr

imi

967

usin

g ev

ery

med

ium

at i

ts c

omm

and.

(1:2

5:17

9)l

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Pres

ently

som

e ca

reer

info

rmat

ion,

som

e vo

catio

nal g

uida

nce,

and

som

eoc

cupa

tiona

l (jo

b) s

kill

trai

ning

is a

vaila

ble

at th

e ju

nior

and

sen

ior-

high

scho

ol le

vels

and

als

o av

aila

ble

in m

ore

conc

entr

ated

for

m a

t the

Voc

atio

nal

Tec

hnic

al H

igh

Scho

ol. H

owev

er, t

hese

eff

orts

are

not

wel

l pla

nned

or

wel

lfr

om s

choo

l to

scho

ol o

r be

twee

n th

e sc

hool

s an

d th

e bu

sine

ss a

ndin

dust

rial

sec

tors

of

the

com

mun

ity.

-The

pre

sent

Boa

rd o

f E

duca

tion

has

adop

ted

a re

solu

tion

endo

rsin

g. th

eex

pans

ion

of v

ocat

iona

l edu

catio

n on

Gua

m .

--T

he B

oard

of

Edu

ca d

on, d

urin

g its

Oct

ober

, 197

2 m

eetin

g, h

alte

d pl

an, l

ing

on th

e pr

opos

ed f

ourt

h hi

gh s

choo

l unt

il th

e ne

w d

irec

tor

coul

d pr

ovid

e in

put

on c

aree

r ed

ucat

iona

l pla

nnin

g.-T

he D

irec

tor

of E

duca

tion

has

iden

tifie

d ca

reer

edu

catio

n as

one

of

the

thre

em

ajor

goa

ls o

f th

e pr

esen

t adm

inis

trat

ion.

-At t

he h

igh

scho

ol le

vel,

stud

ents

are

req

uire

d to

take

thre

e co

urse

s fr

omth

e fo

llow

ing

area

s:ar

t, m

usic

, ban

d, in

dust

rial

art

s, a

nd h

ome

econ

omic

s.T

hus,

a s

tude

nt m

ay e

lect

not

to ta

ke a

ny c

ours

es a

t all

in th

e ar

ea o

f vo

ca-

tiona

l edu

catio

n.--

Man

y st

uden

ts w

ill n

ot e

nrol

l in

the

Voc

atio

nal a

nd T

echn

ical

Hig

h Sc

hool

even

thou

gh th

ey a

re b

asic

ally

inte

rest

ed. i

n th

ese

area

s si

mpl

y be

caus

e th

ere

are

no g

irls

ther

e, o

r be

caus

e of

the

lack

of

stat

us a

ssoc

iate

d w

ith v

ocat

iona

led

ucat

ion,

or

beca

use

ther

e is

n't m

uch

of a

. phy

sica

l edu

catio

n pr

ogra

m a

t the

Voc

atio

nal S

choo

l, et

c.

:33

peop

le .!

t- w

ork

and

perh

aps

even

par

ticip

ate

little

them

selv

es in

a li

mite

d w

ay.

--So

me

of th

e vo

catio

nal s

tude

nts

shou

ldbe

its

d to

mak

e re

pair

s in

the

scho

ols

them

selv

es a

nd to

kee

p th

e fa

cilit

ies

ingo

od o

rder

and

the

equi

pmen

t. fu

nctio

ning

prop

erly

.

Car

eer

Info

rmat

ion,

Voc

atio

nal C

., ki

.,ace

ind

Occ

upat

iona

l (Jo

b) S

kills

(p.

8).

-The

re is

an

adul

t tra

inin

g pr

ogra

m in

the

even

ings

at t

he V

ocat

iona

l and

Tec

hni-

cal H

igh

Scho

ol w

hich

enr

olls

abo

ut 1

,200

per

sons

per

sem

este

r. H

owev

er, t

here

is o

nly

abou

t a 5

0% c

ompl

etio

n ra

te.

--T

here

are

15

coun

selo

rs a

ssig

ned

to e

lem

enta

ry s

choo

ls, 1

4 to

juni

or h

igh

scho

ols,

and

14

to s

enio

r hi

gh s

choo

ls a

t the

pre

sent

tim

e. O

f th

ese,

onl

y an

estim

ated

hal

f-do

z-2n

are

voc

atio

nally

ori

ente

d.--

The

pre

sent

fac

ilitie

s in

the

regu

lar

juni

or a

nd h

igh

scho

ols

are

inad

equa

teto

the

task

of

prov

idin

g al

l stu

dent

s w

ith a

t lea

st o

ne jo

b-en

try

leve

l ski

ll up

ongr

adua

tion

from

hig

h sc

hool

.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

app

ropr

iate

car

eer

info

rmat

ion,

voc

atio

rai g

uida

nce,

and

occ

upat

iona

l (jo

b) s

kills

.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) pr

ogra

ms

have

bee

n es

tabl

ishe

d in

all

scho

ols

to u

pgra

de a

nd e

xpan

def

fort

s to

pro

vide

all

stud

ents

with

app

ropr

iate

car

eer

info

rmat

ion,

fav

orab

le a

ttitu

des

tow

ards

the

wor

ld o

f w

ork,

voc

atio

nal g

uida

nce,

and

occ

upat

iona

l (jo

b) s

kills

; (b)

an

area

has

bee

n m

ade

avai

labl

ein

all

scho

ols

to p

rope

rly

hous

e th

e w

ealth

of

care

er-i

nfor

mat

ion

mat

eria

ls m

ade

avai

labl

e; (

c)a

pro-

gram

to u

tiliz

e th

e pu

blic

-com

mun

icat

ions

med

ia h

as b

een

intr

oduc

ed to

hel

p co

nvin

ce th

e pu

blic

that

mor

e st

uden

ts m

ust b

e tr

aine

d in

voc

atio

nal a

nd te

chni

cal a

reas

; (d)

at l

east

one

c-)

unse

lor

who

has

spec

ializ

ed in

voc

atio

nal c

ouns

elin

g ha

s be

en a

ssig

ned

to w

ork

in e

ach

scho

ol, e

lem

enta

ryas

wel

l as

seco

ndar

y; (

e) g

radu

atio

n re

quir

emen

ts h

ave

been

cha

nged

to r

equi

re a

ll st

uden

ts, g

irls

as w

ell a

s bo

ys,

to ta

ke a

t lea

st o

ne c

ours

e in

voc

atio

nal-

tech

nica

l edu

catio

n or

hom

emak

ing

educ

atio

n; a

nd (

f) a

com

mitt

eeof

voc

atio

nal e

duca

tion

teac

hers

, reg

ular

teac

hers

, par

ents

, ef

izen

s, s

choo

l adm

inis

trat

ors,

and

stu

dent

lead

ers

has

exam

ined

the

expa

nded

and

impr

oved

pro

gram

s in

car

eer

and

voca

tiona

l edu

catio

n an

dvo

ca-

tiona

l gui

danc

e an

d ha

s fo

und

them

to b

e re

lativ

ely

succ

essf

ul.

Cri

tical

ity: T

his

need

is ju

dged

to b

e E

XT

RE

ME

LY

CR

ITIC

A L

(1)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

eptf

2mbe

r 1,

197

6.

39

CO

NC

ER

N: S

tude

nts

mus

t lea

rn k

isi(

Eng

lish

com

mun

icat

ion

skill

s in

the

elem

enta

ry s

choo

l.

FAC

TS

(Wha

t is

and

wha

t will

be)

Gua

m O

pini

onna

ire

Results #7, #9, #11, '-=13,

and

==

.48:

Our

sch

ools

are

:

7. SPEAKING SKILLS

Percent Responding

VA

LU

ES

(Wha

t oug

ht to

be)

We

belie

ve:

--O

ral f

luen

cy a

nd c

ompr

ehen

sion

of

stan

dard

,A

mer

ican

Eng

lish

's a

nec

essa

ry p

rere

quis

iteto

suc

cess

in le

arni

ngto

read

the

lang

uage

.N

on-

Adm

inis

-9t

hl2

thK

ey--

The

-re

shou

ld b

e T

ESL

and

rem

edia

l rea

ding

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rste

ache

rs in

all

elem

enta

ry s

choo

ls, n

ot ju

st in

the

targ

et s

choo

ls.

--T

here

sho

uld

be e

noug

h T

ESL

teac

hers

topr

ovid

e al

l non

-nat

ive

Eng

lish

spea

king

stu

dent

sw

ith a

t lea

st 3

0 m

inut

es p

er d

ay o

f in

stru

ctio

nin

Eng

lish

as a

sec

ond

lang

uage

.--

The

re s

houl

d be

eno

ugh

rem

edia

l rea

ding

teac

hers

to p

rovi

de a

ll st

uden

ts w

ho n

eed

extr

ahe

lp in

rea

ding

with

at l

east

30

min

utes

per

9.

LIS

TE

NIN

G S

KIL

LS

day

of r

emed

ial r

eadi

ng in

stru

ctio

n.--

The

hili

ngua

l pro

gram

sho

uld

be c

aref

ully

eval

uate

d an

d pe

rhap

s ex

pand

ed.

But

, in

the

Non

-A

cnin

is-

9th

12th

Key

mea

ntim

e, s

uffi

cien

t TE

SL a

nd r

emed

ial

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsre

adin

g- te

ache

rs in

the

Gua

m S

choo

l Sys

tem

N=144

N=78

N =221

N=

I9N

=34

2N =323

N=50

Ver

y Su

cces

sful

28%

28%

14%

11%

18%

32'7,

18%

Usually Successful

44

41

44

53

30

33

47

Seldom

Succ

essf

ul13

1322

2120

1518

sful

85

1211

87

12 1

2

Dul

l7

13S

525

131(

)

Perc

ent R

espo

ndin

g

N=

144

N=

7SN=221

N=19

N=342

N=323

N=50

Ver

y Su

cces

sful

17%

27%

10%

5`:,Y,

90°7

-Jo

99%

8%U

sual

ly S

ucce

ssfu

l52

33

39

58

29

33

48

Seld

om S

ucce

ssfu

l17

22

2721

1714

14U

nsuc

cess

ful

66

12

11

95

14

Don

't K

now

S12

11

524

20

16

40

are

esse

ntia

l.--

Tea

cher

aid

es e

spec

ially

trai

ned

in te

achi

ngor

al E

nglis

h an

d re

adin

g to

Cha

mor

ro s

tude

nts

wou

ld b

e in

valu

able

.--

A p

rogr

am to

pro

vide

in-s

ervi

ce tr

aini

ng to

regu

lar

elem

enta

ry s

choo

l tea

cher

s in

teac

hing

Eng

lish

as a

sec

ond

lang

in:g

e sh

ould

be

deve

lope

dan

d im

plem

ente

d as

qui

ckly

as

poss

ible

. Suc

htr

aini

ng s

houl

d be

req

uire

d, n

ot e

lect

ive.

Bas

ic E

nglis

h C

omm

unic

atio

n Sk

ill. -

Ele

men

tary

(2)

.

11. R

EA

DIN

G S

KIL

LS

-Unt

il su

ch a

tim

e as

the

bilin

gual

pro

gram

is e

xpan

ded

to a

ll sc

hool

s (o

r an

app

ropr

iate

Perc

ent R

espo

ndin

gsu

bstit

ute

prog

ram

), n

on-n

ativ

e E

nglis

h12

thK

eysp

eaki

ng te

ache

rs in

the

prim

ary

grad

esPa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

sh:J

uld

be m

embe

rs o

f a

team

con

tain

ing

atPa

rent

sN

on-

Mil-

tints

-9t

h

N=

144

N=

78N

=22

1N

=19

N =

342

N=

393

N=

50V

ery

Succ

essf

ul-)

9970

33%

8%0%

- //b

34%

24',;

;;

Usu

ally

Suc

cess

ful

4631

2453

37:3

438

Seld

om S

ucce

ssfu

l15

21

1721

.13

1494

Uns

ucce

ssfu

l4

57

03

46

Don

't K

now

610

4526

2013

8

13. W

RIT

ING

SK

ILL

S

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

Tea

cher

sA

dmin

is-

9th

12th

Key

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=99

1N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul25

%29

%10

%11

%"%

32%

90%

Usu

ally

Suc

cess

ful

4232

4847

28

32

46Se

ldom

Suc

cess

ful

1824

2421

2015

16U

nsuc

cess

ful

64

1216

78

Don

't K

now

1010

65

23

1510

41

leas

t one

nat

ive

Eng

lish

spea

king

teac

her.

-lin

glis

h an

d re

adin

g te

xts

deve

lope

d fo

rA

mer

ican

sch

ools

sho

uld

not b

e us

ed to

inst

ruct

non

-nat

ive

spea

kers

in th

e ba

sic

Eng

lish

com

mun

icat

ion

skill

s.-S

uffi

cien

t num

bers

and

var

iety

of

appr

o-pr

iate

Eng

lish

and

read

ing

text

s an

d m

ater

ials

shou

ld b

e pr

ovid

ed to

all

scho

ols,

not

just

the

targ

et s

choo

ls.

-Aud

io-v

isua

l mat

eria

ls s

houl

d be

car

eful

lysc

reen

ed a

nd th

e m

ost s

uita

ble

purc

hase

dfo

r us

e in

the

loca

l pro

gram

s fo

r te

achi

ngba

sic

Eng

lish

com

mun

icat

ion

skill

s.A

ddi-

tiona

l loc

al m

ater

ials

sho

uld

also

be

deve

lope

d.--

The

new

Gua

m R

eade

rs s

houl

d be

car

eful

lyev

alua

ted.

If u

sefu

l,it

shou

ld b

e pr

ovid

edfo

r al

l gra

de le

vels

.--

Wor

ksho

ps a

nd o

ther

in-s

ervi

ce tr

aini

ngpr

ogra

ms

shou

ld b

e gi

ven

on r

elea

sed

time

if a

t all

poss

ible

.Fo

r ex

ampl

e, o

ne a

fter

-no

on p

er m

onth

, chi

ldre

n co

uld

be e

xcus

edan

d th

e te

ache

rs r

equi

red

to a

ttend

wor

ksho

ps,

idea

-exc

hang

e m

eetin

gs, e

tc.

-Exp

erts

in th

e C

ham

orro

lang

uage

sho

uld

be u

sed

to m

ake

teac

hers

aw

are

of th

e la

ngua

gepa

ttern

s in

Eng

lish

that

nat

ive

stud

ents

will

have

the

mos

t dif

ficu

lt in

mas

teri

ng.

Bas

ic E

nglis

h C

omm

unic

atio

n Sk

illsE

lem

enta

ry (

p. 3

)

48. N

EE

DS

OF

NO

N-E

NG

LIS

H S

PEA

KIN

G S

TU

DE

NT

S

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=19

N=

-342

N=

323

N=

50V

ery

Succ

essf

ul1.

7%16

`-/0

15;7

_-;

Usu

ally

Suc

cess

ful

3538

3653

2529

40Se

ldom

Suc

cess

ful

1514

2821

1616

20U

nsuc

cess

ful

1014

1411

1410

4

Don

't K

now

2418

80

3021

9

-i,in

ionn

aire

res

pons

es v

arie

d co

nsid

erab

ly in

res

pond

ing

to q

uest

ions

conc

er;-

1Ing

whe

ther

the

scho

ols

wer

e su

cces

sful

in te

achi

ng b

asic

Eng

lish

com

mun

icat

ion

skill

s.E

xcep

t for

the

area

of

read

ing

skill

s, th

e m

ost;

criti

cal o

f th

e sc

hool

s w

ere

the

teac

hers

. Mos

t sur

pris

ing

and

diff

icul

t to

unde

rsta

nd is

the

larg

e nu

mbe

r of

teac

hers

who

sai

d th

ey d

id n

ot k

now

whe

ther

the

scho

ols

wer

e su

cces

sful

or

not i

n te

achi

ng s

tude

nts

to r

ead.

-Due

to la

ngua

ge in

terf

eren

ce a

nd c

onfl

ict a

s w

ell a

s cu

ltura

l dif

fere

nces

,on

e m

ay e

xpec

t a la

rger

pro

port

ion

of p

oor

achi

ever

s in

rea

ding

am

ong

the

loca

l stu

dent

s.(1

:21:

3)19

66--

Tea

chin

g m

ater

ials

on

keep

ing

with

the

loca

l situ

atio

n sh

ould

be

deve

lope

d."D

ick

and

Jane

" w

ill n

ot d

o.(1

:11:

38)

1966

--A

chie

vem

ent a

mon

g C

ham

orro

chi

ldre

n m

ay b

e ac

com

plis

hed

only

thro

ugh

stro

ng e

mph

asis

in r

eadi

ng a

nd v

ocab

ular

y de

velo

pmen

t.(1

:21:

3)19

66-A

chie

vem

ent t

est s

core

s in

dica

te th

at th

e m

ajor

ity o

f th

e lo

cal s

choo

lst

uden

ts in

the

elem

enta

ry s

choo

l gra

des

are

appr

oxim

atel

y tw

o an

d on

e-ha

lf(2

-1/2

) ye

ars

behi

nd (

reta

rded

) in

rea

ding

com

pare

d to

thei

r m

ainl

and

coun

ter-

part

s.(1

:22:

6)19

66-I

n so

me

inst

ance

s st

ates

ide

curr

icul

a ha

ve b

een

tran

spla

nted

to G

uam

with

little

or

no r

elev

ance

to th

e ne

eds

of le

arne

rs.

(1:2

5:8)

1967

--Su

itabl

e st

anda

rds

shou

ld h

e se

t for

the

cert

ific

atio

n of

rem

edia

l rea

ding

teac

hers

.-M

orn

qual

ifie

d T

ESL

and

rem

edia

l rea

ding

teac

hers

mus

t be

recr

uite

d an

d/or

trai

ned

as r

apid

ly a

s po

ssib

le.

--M

ore

libra

ry h

ooks

at t

he lo

wer

leve

ls o

fre

adin

g di

ffic

ulty

sho

uld

be p

rovi

ded.

--E

ither

the

stat

esid

e ch

ildre

n sh

ould

not

he

assi

gned

to a

Cha

mor

ro te

ache

r or

the

teac

her

shou

ld b

e sc

reen

ed to

sna

ke s

ure

he k

now

s ho

wto

spe

ak g

ood,

cle

ar E

nglis

h.--

Cla

ss d

iscu

ssio

n an

d or

al p

artic

ipat

ion

onth

e pa

rt o

f th

e st

uden

ts s

houl

d he

enc

oura

ged

in a

ll gr

ades

. Tea

cher

s sh

ould

use

dra

ma

and

role

pla

ying

tech

niqu

es w

hene

ver

appr

o-pr

iate

.G

ener

ally

, tea

cher

s sh

ould

talk

less

.--

A tu

tori

ng p

rogr

am w

hich

use

s ol

der

stud

ents

unde

r. te

ache

r su

perv

isio

n to

tuto

r st

uden

tsha

ving

dif

ficu

lty s

houl

d he

con

side

red.

All

stud

ents

use

d sh

ould

be

volu

ntee

rs a

nd th

etim

e us

ed s

houl

d be

con

trol

led

so th

at th

etu

tors

' ow

n w

ork

does

not

suf

fer.

Bas

ic E

nglis

h C

omm

unic

atio

n Sk

illsE

lem

enta

ry (

p. 4

).

--A

n ap

prop

riat

e an

d w

ell-

bala

nced

edu

catio

nal p

rogr

am m

ust b

e de

sign

edon

e w

hich

will

take

into

acc

ount

the

uniq

ue n

eeds

of

Gua

m's

chi

ldre

n.(1

:25:

8)19

67--

The

maj

ority

of

the

stud

ents

are

cul

tura

lly d

iffe

rent

and

edu

catio

nal'

depr

ived

inco

mpa

riso

n to

the

mai

nlan

d st

uden

ts.

(1:3

4:3)

196

7-T

he n

ativ

e la

ngua

ge f

or lo

cal p

eopl

e is

Cha

mor

ro a

nd a

lthou

gh m

ost a

re b

iling

ual,

flue

ncy

in E

nglis

h va

ries

wid

ely.

Thi

s ob

viou

sly

adds

to th

e te

ache

rs' p

robl

ems.

(1:2

4:23

)19

67-E

nglis

h is

a s

econ

d la

nguL

-ge

for

the

maj

ority

of

loca

l stu

dent

s.N

ardl

v an

yE

nglis

h is

spo

ken

in th

e ho

me.

(1:3

4:3)

1967

-The

re is

a d

efin

ite n

eed

for

mor

e tr

aine

d re

adin

g te

ache

rs.

(1:3

4:3)

1967

-Sur

veys

hav

e re

veal

ed th

at th

e el

emen

tary

sch

ools

are

not

ade

quat

ely

supp

lied

with

a la

rge

vari

ety

of b

asic

rea

ding

boo

ks, t

each

ing

aids

, and

aud

iovi

sual

mat

eria

ls a

ppro

pria

te f

or th

e te

achi

ng o

f re

adin

g in

die

inte

rmed

iate

gra

des.

(1:3

4:3)

1967

impe

rativ

e ne

ed is

to p

lace

Eng

lish

spea

king

, ski

lled

teac

hers

in th

epr

imar

y gr

ades

.(1

:23:

166)

1967

--L

ack

of id

entif

icat

ion

with

the

teac

hing

mat

eria

ls b

y G

uam

ania

n st

uden

ts h

as le

dto

dis

inte

rest

, poo

r ac

adem

ic a

chie

vem

ent,

and

even

tual

dro

pout

.(1

:58:

14)

1968

-Man

y ch

ild c

ell s

eem

to f

ind

it di

ffic

ult t

o ad

just

thei

r ho

me

expe

rien

ces

into

clas

sroo

m s

ituat

ions

.(1

:56:

39)

1968

-Fir

st-h

and

expe

rien

ces

help

the

lear

ner

rela

te to

wha

t is

bein

g le

arne

d-ev

eryd

ay h

appe

ning

s an

d ex

pe r

ienc

es m

eani

ngfu

l to

the

stud

ent m

ust f

orm

the

basi

s fo

r th

e "c

urri

culu

m"

in e

very

sub

ject

eve

ry d

ay to

hel

p im

plem

ent t

hela

ngua

ge-e

xper

ienc

e ap

proa

ch to

rea

ding

in a

ll el

emen

tary

cla

ssro

oms.

(1:

42:2

9)19

6 8

-The

re is

inab

ility

to s

peak

, com

preh

end,

or

read

sta

ndar

d A

mer

ican

Eng

lish

suff

icie

ntly

for

sch

ool s

ucce

ss.

(1:5

5:47

)19

68-O

ne o

f th

e pr

essi

ng p

upil

need

s in

Gua

m is

wel

l-qu

alif

ied

teac

hers

who

kno

who

w to

mee

t the

nee

ds o

f bi

lingu

al c

hild

ren.

(1:1

07:3

9)19

69-T

here

is a

nee

d fo

r im

prov

ed c

ouns

elin

g se

rvic

es e

spec

ially

as

they

rel

ate

to th

e bi

lingu

al, c

ultu

rally

dep

rive

d an

d cu

ltura

lly d

iffe

rent

.(1

:109

:13)

196

9

43

Bas

ic E

nglis

h C

omm

unic

atio

n Sk

ills-

-Ele

men

tary

(p.

5).

--T

each

ers

mus

t be

prov

ided

with

the

nece

ssar

y to

ols

and

skill

s ne

eded

to m

eet

the

stud

ent's

nee

ds in

a b

iling

ual s

ettin

g.(1

:194

:39)

1969

--L

angu

age-

rela

ted

prob

lem

s ha

ve lo

ng b

een

reco

gniz

ed b

y ed

ucat

ors

on G

uam

,(1

:108

:4)

1969

--O

ne o

f th

e m

ost p

ress

ing

pupi

l nee

ds in

Gua

m is

the

inad

equa

te c

omm

and

ofE

nglis

h of

our

bili

ngua

l stu

dent

s.(1

:103

:39)

1969

--L

ack

of e

xper

ienc

e, d

epri

vatio

n, c

ultu

ral l

imita

tions

, lea

rnin

g E

nglis

h as

ase

cond

lang

uage

, and

fre

quen

t spe

ech

diff

icul

ties

wer

e re

cogn

ized

as

maj

orpr

oble

ms,

Thu

s, e

mph

asis

was

pla

ced

upon

giv

ing

thes

e ch

ildre

n a

rich

lang

uage

art

s ex

peri

ence

in th

e cl

assr

oom

, ext

ensi

on o

f co

ncep

ts th

roug

hfi

eld

trip

s an

d m

any

audi

ovis

ual v

icar

ious

exp

erie

nces

.(1

:106

:1)

1969

-- E

ffor

ts s

houl

d be

mad

e to

enl

arge

the

scho

ol li

brar

ies

as w

ell a

s in

c.-e

ase

the

libra

ry e

stab

lishm

ents

so

that

all

villa

ges

can

bene

fit.

(1:4

1:12

) 19

68--

Gua

m h

as a

n an

nual

Spe

lling

Bee

. The

win

ners

go

to W

ashi

ngto

n, D

. C. t

oco

rnpy

!.:-

in th

e na

tiona

l com

petit

ion.

(39:

Apr

il 26

, .19

72)

--T

here

is a

fed

eral

ly-f

unde

d pr

ogra

m f

or r

eadi

ng, "

Rem

edia

l Rea

ding

Proj

ect,"

und

er E

SEA

Titl

e I.

(39:

Sept

embe

r 23

, 197

0)--

Sum

mar

ized

bel

ow a

re th

e M

ean

Gra

de E

quiv

alen

t sco

res

on th

e L

angu

age

subt

est o

f th

e St

anfo

rd A

chie

vem

ent T

est f

or a

ll pu

blic

ele

men

tary

and

sec

on-

dary

sch

ools

in G

uam

. The

test

was

adm

inis

tere

d in

Apr

il 19

72:

Gra

deN

umbe

r T

este

dL

angu

age

Subt

est

Nat

iona

l Nor

m3

2193

3.25

3.80

519

744.

195.

806

2002

5.06

6.80

717

975.

797.

809

1340

6.90

9.80

The

dif

fere

nce

betw

een

the

aver

age

scor

e fo

r G

uam

and

sta

tesi

de n

orm

sw

iden

s co

nsid

erab

ly, f

rom

slig

htly

ove

r on

e-ha

lf y

ears

' dif

fere

nce

at 3

rdgr

ade

to o

ne a

nd o

ne-h

alf

year

s' d

iffe

renc

e at

5th

and

6th

gra

de to

rou

ghly

tv.,o

yea

rs n

ine

mon

ths

at 9

th g

rade

.(2

7)19

72--

Ele

vent

h gr

ade

stud

ents

, on

the

Stan

ford

Ach

ieve

men

t Tes

t, sc

ored

at t

he22

nd p

erce

ntile

in E

nglis

h, a

t the

18t

h pe

rcen

tile

in R

eadi

ng, a

nd a

t the

44t

h

44

Bas

ic E

nglis

h C

omm

unic

atio

n Sk

illsE

lem

enta

ry (

p. 6

).

perc

entil

e in

spe

lling

. Thi

s te

st w

as a

lso

give

n in

Apr

il, 1

972.

(27)

1972

-On

Gua

m, t

here

is a

pro

gram

for

Tea

chin

g E

nglis

h on

a S

econ

d L

angu

age

(TE

SL),

fro

m e

lem

enta

ry th

roug

h un

iver

sity

leve

ls, i

nvol

ving

thou

sand

s of

stud

ents

.(3

)19

70-R

epor

ts o

f th

e ex

peri

men

tal b

iling

ual p

rogr

am f

or m

id -

year

sho

wed

that

slow

lear

ners

in c

ontr

ol g

roup

s at

a le

vel t

hat w

as c

onsi

dere

d st

atis

tical

lysi

gnif

ican

t.In

May

of

1971

, how

ever

, tes

ts o

f ge

nera

l ink

.aita

l abi

lity

in th

eE

nglis

h la

ngua

ge w

ere

give

n.R

esul

ts s

how

ed n

o va

rian

ces

in tw

o gr

oups

that

wer

e co

nsid

ered

sta

tistic

ally

sig

nifi

cant

.(3

).1

970

-Whi

le it

had

bee

n su

gges

ted

that

Eng

lish

wou

ld b

e a

sign

ific

ant f

acto

rin

flue

ncin

g th

e dr

opou

t rat

e, it

was

fou

nd th

at 3

7 pe

rcen

t of

the

earl

y sc

hool

leav

ers

and

34 p

erce

nt o

f th

e st

ayin

s in

dica

ted

that

Eng

lish

was

the

dom

inan

tla

ngua

ge in

the

hom

e.'5

:16)

1971

7-t o

f th

e st

udy

of e

arly

sch

ool l

eave

rs, a

num

ber

of h

ours

of

sem

inar

we

,;:na

icte

d to

obs

erve

stu

dent

beh

avio

r.Fi

rst,

a st

uden

t was

ask

ed to

desc

ribe

a p

ictu

re to

the

othe

rs in

Eng

lish,

and

then

aft

erw

ard

the

activ

ityw

as r

epea

ted

in C

ham

orro

. The

act

ivity

was

for

mal

ized

in th

e fi

rst i

nsta

nce;

stud

ents

dre

w a

sm

all p

ictu

re in

the

corn

er a

nd o

nly

one

rese

mbl

ed th

e ac

tual

pict

ure.

In C

ham

orro

, stu

dent

s dr

ew la

rge

pict

ures

that

fill

ed th

e en

tire

page

and

sev

eral

sho

wed

a c

lose

res

embl

ance

. Stu

dent

s' in

crea

sed

conf

iden

cew

hen

usin

g th

eir

nativ

e la

ngua

ge w

as a

ppar

ent.

(5:2

5)19

71

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

The

maj

ority

of

stud

ents

spe

ak E

nglis

h as

a s

econ

d la

ngua

ge. M

any

of th

ese

youn

gste

rs u

se E

nglis

h on

ly in

the

scho

ol s

ituat

ion.

-Bili

ngua

l pro

gram

s ar

e st

ill in

the

expe

rim

enta

l sta

ge. T

ESL

and

rem

edia

lpr

ogra

ms

are

esse

ntia

l for

the

pres

ent u

ntil

poss

ibly

exp

ande

d. O

nly

targ

etsc

hool

s, h

owev

er, h

ave

TE

SL a

nd r

emed

ial r

eadi

ng p

rogr

ams

at th

e pr

esen

ttim

e-T

here

is a

n in

abili

ty o

n th

e pa

rt o

f m

ost n

ativ

e st

uden

ts to

com

preh

end

and

use

Eng

lish

at a

leve

l com

pari

ble

to s

tate

side

you

ngst

ers.

45

Bas

ic E

nglis

h C

omm

unic

atio

n Sk

ills

Ele

men

tary

(p.

7).

-Som

e na

tive

stud

ents

do

not h

ave

suff

icie

nt s

kill

with

Eng

lish

to s

ucce

ed in

oth

erar

eas

of th

e sc

hool

cur

ricu

lum

.--

In f

act,

som

e na

tive

stud

ents

do

not h

ave

suff

icie

nt s

kill

and

com

preh

ensi

onof

ora

l Eng

lish

to s

ucce

ed in

lear

ning

to r

ead

the

Eng

lish

lang

uage

.-M

ost t

each

ers

are

not t

rain

ed to

teac

h ba

sic

Eng

lish

com

mun

icat

ion

skill

s to

non-

nativ

e sp

eake

rs o

f E

nglis

h.--

Mos

t tea

cher

s ar

e no

t aw

are

of C

ham

orro

lang

uage

.: pa

ttern

s an

d th

eref

ore

dono

t kno

w w

hich

Eng

lish

patte

rns

the

nativ

e ch

ildre

n w

ill e

xper

ienc

e m

ost

diff

icul

ty w

ith.

-Tea

cher

s re

ceiv

e lit

tle e

ncou

rage

men

t or

oppo

rtun

ity to

impr

ove

thei

r te

achi

ngsk

ills

thro

ugh

wor

ksho

ps, s

yste

mat

ic e

xcha

nge

of id

eas,

etc

.--

The

re a

re n

ot e

noug

h qu

alif

ied

TE

SL a

nd r

emed

ial r

eadi

ng te

ache

rs in

all

ele-

men

tary

sch

ools

.-T

he p

rese

nt c

ertif

icat

ion

requ

irem

ents

for

rem

edia

l rea

ding

teac

hers

: are

nor

and

quite

inad

equa

te.

are

not e

noug

h re

adin

g m

ater

ials

in th

e s

choo

ls.

-The

re a

re n

ot e

noug

h lib

rary

boo

ks a

t the

low

er r

eadi

ng le

vels

.-T

here

are

som

e te

ache

rs w

ho d

o no

t kno

w h

ow to

spe

ak g

ood,

cle

ar E

nglis

h.T

here

is a

pro

blem

with

som

e of

the

stat

esid

e ch

ildre

n no

t bei

ng a

ble

to u

nder

-st

and

Cha

mor

ro te

ache

rs.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d:E

lem

enta

ry-s

choo

l stu

dent

s ne

ed to

lear

n ba

sic

Eng

lish-

com

mun

icat

ion

skill

s.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) th

e av

erag

e la

ngua

ge s

core

on

the

Stan

ford

Ach

ieve

men

t Tcs

t for

all

Gua

man

ian

stud

ents

, has

bee

n ra

ised

to a

poi

nt f

airl

y cl

ose

(with

in h

alf-

a-gr

ade

leve

l) o

f th

e gr

ade

leve

l sco

res

for

Am

eric

an s

tate

side

stu

dent

s; (

b) s

uffi

cien

t TE

SL te

ache

rs h

ave

been

pro

vide

d in

all

elem

enta

ry s

choo

lsto

ena

ble

all n

on-n

ativ

e E

nglis

h sp

eaki

ng s

tude

nts

to h

ave

at le

ast 3

0 m

inut

es p

er d

ay 0

1 in

stru

ctio

n in

Eng

lish

as a

sec

ond

lang

uage

;(c

) su

ffic

ient

rem

edia

l rea

ding

teac

hers

hav

e be

en p

rovi

ded

in a

ll el

e-m

enta

ry s

choo

ls to

ena

ble

all s

tude

nts

who

nee

d ex

tra

help

in r

eadi

ng w

ith a

t lea

st 3

0 m

inut

es p

er d

ay

46

Bas

ic. E

nglis

h C

omm

unic

atic

t: Sk

i lk

--E

lem

enta

ry (

p. 8

).

of r

emed

ial r

eadi

ng in

stru

ctio

n: (

d) a

ll el

emen

tary

-sch

ool t

each

ers

have

pee

n pr

ovid

ed \v

idi

amou

nts

and

vari

ety

of a

ppro

pria

te m

ater

ials

and

text

s fc

i- th

e te

achi

ng o

f ba

sic

Eng

lish

-com

mun

ic.:a

tion

skill

s; a

nd (

c) a

ll el

emen

tary

-sch

ool t

each

ers

have

rec

eive

d in

- se

rvic

e tr

aini

ng in

met

hods

and

pro

-ce

dure

s of

teac

hing

bas

ic-c

omm

unic

atio

n sk

ills

to n

on-n

ativ

e sp

eake

:--s

of

the

Eng

lish

lang

uage

.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

EX

TR

EM

EL

Y C

RIT

ICA

L (

1).

Tim

e fr

ame:

Thi

s nL

.1 s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

7. (

How

ever

, eff

ort:,

to r

esol

ve th

e ne

ed s

houl

dco

mm

ence

-as

qui

ckly

as

poss

ible

.)

CO

NC

ER

N: T

here

Is

a ne

ed f

or c

.orJ

iniit

y am

ong

fast

aff,

and

odi

mni

stra

tion.

FAQ

I'S

(Wha

t is

and

\\hat

will

he)

As

of F

ebru

ary

4, 1

972,

the

follo

win

g pe

rson

nel w

ere

empl

oyed

by

the

Gua

mD

epar

tmen

t of

Edu

catio

n, b

y re

side

ntia

l sta

tus:

Res

iden

ce S

tatu

sC

entr

alPr

in &

oth

erT

each

ers

Voc

.O

ther

Adm

.Sc

hool

Adm

.In

st.

Loc

al H

ire

Gua

man

ian

5448

24.1

1US

UT

Loc

al H

ire

Stat

esid

er11

2219

421

Loc

al H

ire

Filip

ino

26

5711

Dep

ende

nt, M

ilita

ry9

131

13

U o

f G

uam

& C

iv. S

ervi

ce--

1010

Con

trac

t '70

3

Con

trac

t '71

12

72

Con

trac

t '72

108

292

13

Con

trac

t '73

53

206

(Dis

tric

t Off

ice

Rec

ords

)19

72

--O

f th

e 1,

196

teac

hers

em

ploy

ed b

y th

e G

uam

Dep

artm

ent o

f E

duca

tion

inFe

brua

ry 1

972

(exc

ludi

ng v

ocat

iona

l ins

truc

tacs

),62

3 (5

1';:,

) w

ere

hire

dlo

cally

and

573

(49

%)

wer

e hi

red

unde

r co

ntra

ct. (

Dis

tric

t Off

ice

Rec

ords

) 19

72-O

f ur

gent

impo

rtan

ce, i

n th

e op

inio

n of

the

surv

ey te

am, i

sth

e ne

ed to

enco

urag

e le

ader

ship

in G

uarn

ania

nsan

d th

ose

who

will

rem

ain

on th

e is

land

over

long

per

iods

of

time.

(1:2

5:21

)19

67-E

ach

year

man

y ne

w te

ache

rs h

ave

to r

ecei

ve s

peci

aliz

edin

serv

ice

trai

ning

alre

ady

give

n du

e to

the

larg

e tu

rnov

er o

f co

ntra

ct te

ache

rs.

(1:1

03:3

9) 1

909

--T

he U

nive

rsity

of

Gua

m w

ill g

radu

ate

64 s

tude

nts

ined

ucat

ion

this

spr

ing

enab

ling

Gua

m S

choo

l Dis

tric

t to

recr

uit t

each

ers

loca

lly a

nd r

educ

eth

eir

depe

nden

ce u

pon

cont

ract

teac

hers

.(P

acif

ic D

aily

New

s, M

arch

21,

197

2)

VA

LU

ES

(Wha

t oug

ht to

ha)

We

belie

ve:

--T

he D

epar

tmen

t of

Llu

catio

n sh

ould

com

-pl

ete

a ye

arly

sur

vey

el a

ll sc

hool

em

ploy

ees

who

do

not r

etur

n to

teac

h on

Gua

m. T

hey

shou

ld b

e as

ked

for

the

reas

ons

why

they

did

not r

emai

n in

Gua

m ;:

nd f

or th

eir

gene

ral

sugg

estio

ns f

or r

educ

ing

the

teac

her

turn

over

,T

his

info

rmat

ion

shou

ld b

e us

ed to

atta

ck th

epr

oble

m o

f sc

hool

-em

ploy

ee tu

rnov

er in

asy

stem

atic

way

.--

Sala

ries

sho

uld

mos

t def

inite

ly r

efle

ct a

nysi

gnif

ican

t cha

nges

in th

e co

st o

f liv

ing

onG

uam

.--

The

re a

re m

any

ince

ntiv

es w

hich

cou

ld h

eus

ed to

mak

e em

ploy

men

t on

Gua

m m

ore

attr

activ

e: a

llow

ance

for

act

ual e

xper

ienc

eon

Gua

m, s

abba

tical

lcay

es, h

ousi

ag b

enef

its,

sala

ry in

crea

ses,

het

ter

wor

king

con

ditio

ns,

etc.

, to

nam

e bu

t a f

ew o

f th

e m

ost i

mpo

rtan

t.--

Con

side

ratio

n sh

ould

be

give

n to

rec

ruiti

ngan

d tr

aini

ng m

ore

loca

l Guo

unan

ian:

; to

serv

eas

teac

hers

,, st

aff

mem

bers

, and

adm

inis

-tr

ator

s to

red

uce

the

depe

nden

cy u

pon

cont

ract

pers

onne

l.--

Scho

ol e

mpl

oyee

turn

over

sho

uld

he a

s lo

was

pos

sibl

e bu

t cer

tain

ly n

ot h

ighe

r th

an 2

5%

48

Con

tinui

ty A

mon

g Fa

culty

, Sta

ff, a

nd A

dmin

istr

atio

n (p

.

Com

mitt

ee m

embe

rs r

epor

t tha

t:pe

r ye

arI-

--So

me

of th

e co

nditi

ons

whi

ch c

ause

teac

her

turn

over

are

kno

wn,

but

som

e--

E:,:

peri

once

in G

uam

sho

uld

he a

key

fac

tor

are

not.

Yea

rly

surv

eys

are

not p

rese

ntly

ava

ilabl

e to

use

in m

akin

g sy

stem

atic

for

any

maj

or a

dvan

ces

on th

e sa

lary

sch

edul

e.in

road

s on

sol

ving

the

turn

over

pro

blem

.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

in a

n op

timum

lear

ning

env

iron

men

t (pa

rt 3

) ch

arac

teri

zed

by c

ontin

uity

am

ong

the

facu

lty,

staf

f, a

nd a

dmin

istr

atio

n.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

ieri

:::T

his

need

(pa

rt 3

) \\t

ill h

e re

solv

ed w

hen

(a)

the

leve

l of

scho

ol e

mpl

oyee

turn

over

in G

uam

doe

s no

t exc

eed

25%

inan

y gi

ven

year

; (b)

a p

rogr

essi

ve in

cent

ive

prog

ram

for

teac

hers

has

bee

n im

plem

ente

d ba

sed

on in

form

atio

nga

ther

ed f

rom

a s

urve

y of

sch

ool e

mpl

oyee

s le

avin

g th

e sy

stem

;(c

) ex

peri

ence

in G

uam

has

bee

n m

ade

ake

y fa

ctor

for

any

maj

or a

dvan

ces

on th

e sa

laiy

sch

edul

e; a

hi (

d) s

alar

ies

for

teac

hers

, sta

ff m

embe

rs, a

ndad

min

istr

ator

s ha

ve b

een

mod

ifie

d re

gula

rly

to r

efle

ct a

ny s

igni

fica

nt c

hang

es in

the

cost

of

livin

g on

Gua

m.

Cri

tical

ity: T

his

need

is ju

dged

to b

e C

RIT

ICA

L (

2).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

974.

(New

targ

et d

ates

for

fur

ther

red

ucin

g th

e ac

cept

able

limits

of

scho

ol e

mpl

oyee

turn

over

sho

uld

be s

et p

erio

dica

lly th

erea

fter

.)

CO

NC

ER

N: Y

oung

peo

ple

need

to h

a% c

dri

ver

educ

atio

n in

sch

ool.

FAL

1 S

(Wha

t is

and

wha

t will

be)

--T

here

wer

e 27

,482

pri

vate

ly o

wne

d m

otor

vehi

cles

lice

nsed

on

Gua

m f

or th

eye

ar o

f 19

69, a

s w

ell a

s 1,

756

mot

orcy

cles

. (10

:32)

1970

--G

uam

doe

s no

t hav

e a

publ

ic tr

ansp

orta

tion

syst

em.

How

ever

, the

re a

rese

vera

l pri

vate

bus

com

pani

es a

nd a

n ef

fici

ent

taxi

ser

vice

."T

he c

hief

mod

eof

tran

spor

tatio

n is

by

priv

ate

vehi

cle.

"(1

2:7)

1971

--M

otor

veh

icle

s lic

ense

d on

Gua

m r

ose

from

17,0

00 in

190

3 to

31,

500

vehi

cles

by

1970

, an

incr

ease

of

91 p

erce

nt, t

hebu

lk o

f w

hich

wer

e ca

rgo

mot

or v

ehic

les.

(49:

7)19

71--

Dri

ver

educ

atio

n in

the

publ

ic h

igh

scho

ols

is a

"MU

ST"

and

we

stro

ngly

reco

mm

end

it be

impl

emen

ted

as s

oon

as f

unds

can

be

mad

eav

aila

ble,

pre

-su

mab

ly th

roug

h th

e D

epar

tmen

t of

Edu

catio

n.(1

:41:

6)19

68

Com

initt

ee m

embe

rs r

epor

t tha

t:-T

here

is a

n av

erag

e of

23

deat

hs p

er y

ear

due

toau

tom

obile

acc

iden

ts o

nG

uam

ove

r th

e pa

st f

ew y

ears

. The

dri

ver,

not

the

car,

is r

espo

nsib

lefo

r m

ost s

uch

acci

dent

s.--

Mos

t stu

dent

s ar

e no

t pre

pare

d to

be

good

dri

vers

with

out s

ome

clas

s-ro

om in

stru

ctio

n an

d a

good

dea

l of

actu

al d

rivi

ng p

ract

ice.

-It h

as b

een

stat

istic

ally

pro

ven

that

a c

ours

e hi

dri

ver

educ

atio

nre

duce

sth

e nu

mbe

r of

acc

iden

ts in

fol

low

ing

year

s, s

o th

at a

uto

insu

ranc

eco

mpa

nies

low

er th

e in

sura

nce

rate

s fo

r pe

rson

s w

ho h

ave

had

driv

erA

ucat

ion.

-The

age

of

16 w

hen

stud

ents

may

obt

ain

driv

ing

perm

its o

ccur

sw

hen

mos

tst

uden

ts a

re s

till e

nrol

led

in s

choo

l, m

akin

g sc

hool

sth

e lo

gica

l age

ncy

topr

ovid

e dr

iver

edu

catio

n to

tho

youn

gste

rs.

-At t

he p

rese

nt ti

me,

not

all

high

sch

ools

hav

e dr

iver

edu

catio

n pr

ogra

ms

on G

uam

. And

, eve

n in

thos

e sc

hool

sha

ving

pro

gram

s, n

ot a

ll st

uden

ts c

anhe

acc

omm

odat

ed in

the

cour

se. F

or e

xam

ple,

at

Geo

rge

Was

hing

ton

Seni

orili

gh S

choo

l, w

ith a

ppro

xim

atel

y 19

00 s

tude

nts,

ther

e ar

eon

ly tw

o te

ache

rsfo

r dr

iver

edu

catio

n. T

here

are

onl

y tw

o te

ache

rs, a

lso,

at

the

John

F.

VA

LU

ES

(Wha

t oug

ht to

be)

We

belie

ve:

-Ins

truc

tion

in d

rive

r tr

aini

ng s

houl

d be

pro

-vi

ded

for

all s

tude

nts

in G

uam

. Suc

h tr

aini

ngsh

ould

be

requ

ired

for

hig

h- s

choo

l gra

duat

ion.

-Mor

e em

phas

is s

houl

d be

pla

ced

on d

rive

red

ucat

ion

as a

cou

rse.

I ho

wev

er, t

here

oug

htto

be

a se

para

tion

of c

Lis

room

trai

ning

and

behi

nd -

the-

whe

el tr

a in

Mg.

--Pr

efer

ably

, dri

ver

educ

atio

n sh

ould

be

offe

red

in th

e ju

nior

hig

h sc

hool

at t

he 9

thgr

ade

leve

l pri

or to

a s

tude

nt's

turn

ing

sixt

een.

-An

optio

nal d

rive

r tr

aini

ng c

ours

e fo

rop

erat

ing

mot

orcy

cles

sho

uld

be o

ffer

ed.

-Mor

e up

-to-

date

trai

ning

aid

s, s

uch

asdr

ivin

g si

mul

ator

s, s

houl

d he

pro

vide

d fo

rdr

iver

edu

catio

n.-S

uffi

cien

t num

bers

of

trai

ned

teac

hers

shou

ld b

e hi

red

to f

ully

sta

ff th

e z.

xrui

ded

driv

er-e

duca

tion

prog

ram

.--

Suff

icie

nt n

umbe

rs o

f tr

aini

ng a

utom

obile

ssh

o_.1

d be

pro

vide

d to

acc

omm

odat

e th

eex

pand

ed d

rive

r ed

ucat

ion

prog

ram

and

allo

wea

ch s

tude

nt s

uffi

cien

t beh

ind-

the-

whe

ele:

:per

iene

e to

ena

ble

him

to d

emon

stra

tepr

ofic

ienc

y.-A

traf

fic

safe

ty p

rogr

am s

houl

d be

pro

vide

dfo

r th

e el

emen

tary

sch

ools

to te

ach

the

child

ren

50

Dri

ver

Edu

catio

n (p

. 2).

Ken

nedy

Hig

h Sc

hool

and

onl

y on

e at

the

Voc

atio

nal a

nd T

echn

ical

Hig

h Sc

hool

.--

Onl

y si

x ho

urs

of b

ehin

d-th

e-w

heel

trai

ning

is o

ffer

ed in

the

pres

ent p

ro-

gram

of

driv

er e

duca

tion.

Thi

s fi

gure

is n

or s

uffi

cien

t for

som

e sa

l:len

ts.

VA

LID

AT

ED

NE

ED

:

prop

er h

abits

of

safe

ty o

n th

e pu

blic

road

s.

Lea

rner

nee

d: S

tude

nts

need

to h

ave

safe

-dri

ving

info

rmat

ion

and

vehi

cle

oper

atin

g sk

ills

and

also

nee

d to

kno

w r

ules

of

pede

stri

an s

afet

y.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) a

driv

er-e

duca

tion

cour

se h

as b

een

requ

ired

of

all s

econ

dary

stu

dent

s pr

ior

to g

radu

atio

n an

d pr

efer

ably

bef

ore

age

16; (

b) s

uffi

cien

t num

bers

of

trai

ned

teac

hers

hav

e be

en h

ired

tofu

lly s

taff

the

expa

nded

dri

ver-

educ

atio

n pr

ogra

m; (

c) s

uffi

cien

t num

bers

of

trai

ning

aut

omob

iles

have

been

pro

vide

d to

acc

omm

odat

e th

e ex

pand

eu L

iver

-edu

catio

n pr

ogra

m; a

nd (

d) a

pro

gram

of

traf

fic

safe

ty h

as b

een

intr

oduc

ed in

to a

ll of

the

elem

enta

ry s

choo

ls.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

CR

ITIC

AL

(2)

.

Tin

-le

fram

e: T

his

need

sho

uld

be r

esol

ved

prio

r to

Sep

tem

ber

1, 1

974.

CO

NC

ER

N:

Phys

ical

ly h

andi

capp

ed a

nd e

mot

iona

lly d

istu

rbed

stu

dent

s ha

ve. s

peci

al n

eeds

to b

e m

et.

C 1

S

(Wha

t is

and

wha

t NV

in b

e)

Gua

m O

pini

onna

ire

Res

ults

#30

and

#58

:O

ur s

choo

ls a

re:

38.

PHY

SIC

AL

LY

HA

ND

ICA

PPE

D H

AV

E N

EE

DS

TO

BE

ME

TPe

rcen

t Res

pond

ing

Non

-ad

min

is-

9th

12th

Key

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=14

4N

=78

N =

221

N=

19N

=34

2N

=32

3N

=30

Ver

y Su

cces

sful

Usu

ally

Suc

cess

ful

Seld

om: S

ucce

ssfu

lL

:11:

-13:

Ices

sful

Don

't K

now

90%

26 108

35

22%

11%

11%

13%

24%

3527

3218

239

1221

1513

814

2117

11

2736

1638

29

12%

28 22 10 28

30.

EM

OT

ION

AL

LY

DIS

TU

RB

ED

HA

VE

NE

ED

ST

O B

E M

ET

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

Tea

cher

sA

dmin

is-

9th

12th

Key

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=19

N=

342

N=

323

N=

30-,

,

10%

18%

10%

11%

12%

20%

10%

Ver

y Su

cces

sful

Usu

ally

Suc

cess

ful

2628

2932

1924

18Se

ldom

1614

23 _

o49

2323

24.S

ucce

ssfu

lU

nsuc

cess

ful

1818

2211

2013

22D

on't

Kno

w31

2214

326

2126

52

VA

LU

ES

(Wha

t oug

ht to

be)

\\,re

bel

ieve

:

-A g

ood

star

t has

bee

n m

ade

to r

esol

ving

this

need

on

Gua

m, H

owev

er, m

ore

exte

nsiv

e se

r-vi

ces

need

to b

e pr

ovid

ed to

ade

quat

ely

mee

tth

e ne

eds

of th

e ph

ysic

ally

han

dica

pped

and

emot

iona

lly d

istu

rbed

you

ngst

ers.

-Com

mun

icat

ion

betw

een

spec

ial e

duca

tion

teac

hers

and

the

pare

nts

of h

andi

capp

ed a

nddi

stur

bed

youn

gste

rs m

ust b

e im

prov

ed.

Gre

ater

eff

orts

mus

t als

o be

mad

e to

con

vinc

epa

rent

s of

the

advi

sabi

lity

of e

nrol

ling

thei

rch

ildre

n in

spe

cial

edu

catio

n w

hen

the

need

has

been

dem

onst

rate

d.-E

ither

an

exte

nsio

n sh

ould

be

cons

truc

ted

to th

e pr

esen

t Bro

die

Mem

oria

l Sch

ool o

ran

othe

r sc

hool

sho

uld

be b

uild

in a

noth

er p

arr

of th

e is

land

.--

All

of th

e te

ache

rs o

f sp

ecia

l edu

catio

nsh

ould

hav

e sp

ecia

l tra

inin

g in

teac

hing

the

hand

icap

ped

or d

istu

rbed

chi

ldre

n.A

ll of

thes

e te

ache

rs s

houl

d be

car

eful

ly s

cree

ned

tom

ake

cert

ain

they

are

mat

ure

and

stab

le th

em-

selv

es a

nd v

ery

patie

nt w

ith th

ese

child

ren.

--M

ore

clas

ses

for

the

emot

iona

lly d

istu

rbed

shou

ld b

e pr

ovid

ed a

s qu

ickl

y as

the

stud

ents

have

bee

n id

entif

ied

by th

e sc

reen

ing

com

mitt

ee.

Nee

ds o

f Ph

ysic

ally

Han

dica

pped

and

Em

otio

nally

Dis

turb

ed ?

.p. 2

).

-Mor

e re

spon

dent

s w

ere

of th

e op

inio

n th

at th

e sc

hool

s w

ere

not m

eetin

gth

e ne

eds

of e

mot

iona

lly d

istu

rbed

chi

ldre

n as

wel

l as

they

wer

e m

eetin

gth

e ne

eds

of h

andi

capp

ed c

hild

ren.

An

unus

ually

larg

e nu

mbe

r of

all

resp

onde

nts

did

not k

now

whe

ther

the

scho

ols

wer

e su

cces

sful

or

not i

nm

eetin

g th

e ne

eds

of th

ese

child

ren.

-Spe

cial

edu

catio

n cl

assr

oom

s av

aila

ble

for

use

duri

ng th

e 19

71-7

2 sc

hool

year

., lo

cate

d at

Bro

die

Mem

oria

l and

the

Scho

ol f

or th

e D

eaf

and

Blin

d, a

reca

tego

rize

d as

fol

low

s: P

erm

anen

t-14

, Tem

porc

.1.-

y--2

, Mak

eshi

ft-4

,U

nder

Con

stru

ctio

n--7

, for

a to

tal o

f 27

cla

ssro

oms.

It s

houl

d be

not

ed th

atth

is f

igur

e do

es n

ot in

clud

e cl

assr

oom

s us

ed f

or s

peci

al e

duca

tion

in r

egul

arel

emen

tary

sch

ools

.(2

1:24

)19

71-A

t the

sec

onda

ry le

vel,

110

hand

icap

ped

stud

ents

wer

e en

rolle

d in

voc

a-tio

nal e

duca

tion

prog

ram

s in

Sep

tem

ber

of .1

970.

(43:

85)

1971

-Gua

m r

ecei

ved

$150

,000

fed

eral

gra

nt to

hel

p pe

ople

trai

n as

teac

hers

of

the

hand

icap

ped.

Fina

ncia

l ass

ista

nce

was

up

to $

2,20

0 fo

r se

nior

s, s

ome

$2, 5

00 g

radu

ate

fello

wsh

ips

and

$75

per

wee

k fo

r su

mm

er tr

aine

es.

1970

--A

s ex

pres

sed

by th

e co

mm

issi

oner

s, th

e ne

eds

of th

e ha

ndic

appe

d pe

rson

sin

the

villa

ge a

nd th

e m

eans

to m

eet t

hese

nee

ds in

clud

e th

e fo

llow

ing:

self

-hel

p ed

ucat

ion

cont

inuo

us r

ehab

ilita

tion

trai

ning

for

em

ploy

men

tpa

rt-t

ime

empl

oym

ent

teac

hing

art

s an

d cr

afts

to m

ake

the

hand

icap

ped

feel

use

ful

loca

tion

of w

orks

hops

in th

e vi

llage

sbe

tter

serv

ices

fro

m P

ublic

Hea

lth n

urse

sm

ore

freq

uent

vis

its to

the

hand

icap

ped

until

thei

r pr

oble

ms

are

solv

ed.

(1:4

4:20

)19

68--

Voc

atio

nal r

ehab

ilita

tion

is d

esig

ned

to d

evel

op o

ccup

atio

nal s

kills

of

the

phys

ical

ly a

nd m

enta

lly d

isab

led.

Her

e, n

eed

far

exce

eds

capa

bilit

ies

ofcu

rren

t fac

ilitie

s an

d pe

rson

nel.

(1:1

1:40

)19

66

53

--A

ll of

the

clas

sroo

ms

used

for

spe

cial

educ

atio

n sh

ould

be

cles

igne

d fo

r th

at p

urpo

sew

ith a

dequ

ate

faci

litie

s an

d eq

uipm

ent.

--N

lore

ext

ensi

ve w

ork

expe

rien

ce p

rogr

ams

`sho

uld

be p

rovi

ded

for

olde

r ha

ndic

appe

dsw

dent

s.--

NT

ore

teac

hei's

sho

uld

be p

rovi

ded

to c

are

for

the

need

s of

the

hom

ebou

nd y

oung

ster

sas

qui

ckly

as

they

can

be

loca

ted.

--A

n ad

equa

te p

re-v

ocat

iona

l fac

ility

for

the

hand

icap

ped

and

dist

urbe

d st

uden

ts s

houl

d be

prov

ided

as

quic

kly

as p

ossi

ble.

--C

arpe

ting

on th

e fl

oors

of

all s

peci

al e

duca

-tio

n cl

assr

oom

s w

ould

be

of h

elp

in w

orki

ngw

ith th

e di

stur

bed

and

hand

icap

ped

youn

gste

rs.

--R

ecre

atio

nal a

nd p

hysi

cal e

duca

tion

faci

litie

ssh

ould

als

o be

pro

vide

d fo

r ha

ndic

appe

d yo

ung-

ster

s.-S

peci

al e

duca

tion

teac

hers

sho

uld

be u

sed

as r

esou

rce

peop

le to

hel

p th

e re

gula

rte

ache

rs r

ecog

nize

and

mee

t the

em

otio

nal

need

s of

chi

ldre

n.-T

he s

choo

l for

the

deaf

and

the

blin

d sh

ould

be h

ouse

d in

one

larg

er f

acili

ty w

ith a

ppro

-pr

iate

equ

ipm

ent a

nd a

dequ

ate

mat

eria

ls.

Nee

ds o

f Ph

ysic

ally

Han

dica

pped

and

1.:m

otiN

lally

Dis

turb

ed(p

. 3).

Com

mitt

ee m

embe

rsre

port

that

:--

In s

pite

of

the

need

, som

e pa

rent

sw

ill n

ot p

erm

itth

eir

child

ren

to b

een

rolle

d

in s

peci

aled

ucat

ion.

-The

Gui

danc

epe

ople

are

pre

sent

lysc

reen

ing

all

stud

ents

for

elig

ibili

tyto

be

in

spec

ial e

duca

tion.

Whi

le th

is s

urve

yis

onl

y 30

;7,

com

plet

e, th

ey h

ave

iden

tifie

d

appr

oxim

atel

y 50

stu

dent

sw

ho s

houl

d be

enro

lled

in s

peci

aled

ucat

ion

acco

rdin

g

to th

e sc

reen

ing

crite

ria,

-The

Bro

die

Mem

oria

l Sch

ool

alre

ady

has

over

200

stud

ents

.It

was

des

igne

d

to a

ccom

mod

ate

only

190

max

imum

.--

The

re a

re 2

6cl

asse

s fo

r st

uden

tsw

ith in

telle

ctua

lha

ndic

aps

in r

egul

arel

e-

men

tary

sch

ool c

lass

room

s.A

ll of

the

teac

hers

are

cert

ifie

d ex

cept

for

four

.

How

ever

, not

all

are

spec

ializ

ed in

spe

cial

educ

atio

n. A

lso,

the

maj

ority

of

thes

e cl

assr

oom

s w

ere

not d

esig

ned

toho

use

spec

ial e

duca

tion

clas

ses.

is o

nly

one

clas

sfo

r th

e em

otio

nally

dist

urbe

d at

the

pres

ent

time

.

--T

here

are

onl

y si

xcl

asse

s in

spe

cial

educ

atio

n at

the

juni

or-h

igh

scho

olle

vel.

--T

here

are

onl

yth

ree

wor

kex

peri

ence

pro

gram

sfo

r sp

ecia

l edu

catio

nst

uden

ts

at th

ese

nior

-hig

h. s

choo

lle

vel.

--T

here

are

onl

y tw

ote

ache

rs o

f th

eho

me-

boun

d st

uden

t on

the

entir

e is

land

.

--T

here

is o

ften

ala

ck o

f co

mm

unic

atio

nbe

twee

n th

e sc

hool

and

the.

; hom

esof

the

youn

gste

rs in

spec

ial e

duca

tion.

--T

here

is n

ot a

nad

equa

te p

re-v

ocat

iona

lfa

cilit

y in

Gua

m a

tth

e pr

esen

t tim

e.

The

nee

d is

obv

ious

for

prop

erfa

cilit

ies

to h

ouse

art

san

d cr

afts

, gar

deni

ng,

anim

al r

aisi

ng, a

ndth

e lik

e fo

r st

uden

tsin

spe

cial

edu

catio

n.

-Alm

ost a

ll of

the

spec

ial e

duca

tion

clas

sroo

ms

lack

car

petin

g.

--H

ardl

y an

y re

crea

tiona

lan

d ph

ysic

-:l

educ

atio

n fa

cilit

ies

have

bee

n pr

ovid

ed

for

thes

e ha

ndic

appe

dyo

ungs

ters

,--

The

sch

ool f

orth

e de

af a

nd th

ebl

ind

is h

ouse

d in

two

sepa

rate

elem

enta

ry

scho

ols.

54

Nee

ds o

f Ph

ysic

ally

Han

dica

pped

and

Em

otio

nally

Dis

turb

ed (

p. 4

).

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: P

hysi

cally

-han

dica

pped

and

em

otio

nally

-dis

turb

ed y

oung

ster

s ha

ve s

peci

al n

eeds

to b

e m

et.

Tar

get p

opul

atio

n:A

ll st

uden

ts c

lass

ifie

d as

phy

sica

lly h

andi

capp

ed o

r em

otio

nally

dis

turb

ed, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) m

ore

exte

nsiv

e se

rvic

es h

ave

been

pro

vide

d to

ade

quat

ely

mee

t the

nee

ds o

fth

e ph

ysic

ally

han

dica

pped

and

em

otio

nallN

, dis

turb

ed y

oung

ster

s (a

dequ

acy

will

be

judg

. -d

Iry

a sp

ecia

lco

mm

ittee

of

spec

ial e

duca

tion

supe

rvis

ors,

spe

cial

edu

catio

n te

ache

rs, r

egul

ar te

ache

rs, p

aren

ts,

citiz

ens,

sch

ool a

dmin

istr

ator

s, a

nd s

tude

nt le

ader

s); (

b) a

ll of

the

spec

ial e

duca

tion

ielc

hers

hav

ebe

en c

aref

ully

scr

eene

d w

ith r

egar

ds to

ade

quac

y of

pro

fess

iona

l tra

inin

g an

d pe

rson

al m

atur

ity;

(c)

all o

f th

e cl

assr

oom

s us

ed f

or s

peci

al e

duca

tion

have

bee

n de

sign

ed f

or th

at p

urpo

se w

ith a

dequ

ate

faci

litie

s an

d eq

uipm

ent (

adeq

uacy

to b

e de

term

ined

by

the

sam

e co

mm

ittee

as

men

tione

d ab

ove)

; and

(d)

mor

e ex

tens

ive

wor

k- e

xper

ienc

e pr

ogra

ms

have

bee

n pr

ovid

ed f

or th

e ol

der

hand

icap

ped

stud

ents

and

a su

itabl

e pr

e-vo

catio

nal f

acili

ty h

as a

lso

been

pro

vide

d to

pre

pare

han

dica

pped

stu

dent

s fo

r th

ew

ork-

expe

rien

ce p

rogr

ams.

,Cri

tical

ity: T

his

need

is ju

dged

to b

e C

RIT

ICA

L (

2).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

975.

CO

NC

ER

N: P

re-f

irst

gra

de c

hild

ren

have

spe

cial

nee

ds to

he

met

.

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

#53

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

gN

onA

dmin

is-

9th

12th

Key

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=14

4N

=78

N=

991

N=

19N

=3-

19N

=3

9 3

N=

50

Ver

y Su

cces

sful

33%

29%

22%

21%

17';'

)96

`:;;

28%

:;;

Usu

ally

Suc

cess

ful

2433

3137

1494

?36

Seld

om S

ucce

ssfu

l10

95

1110

12

4

Uns

ucce

ssfu

l6

44

012

a10

Don

't_ K

717-

,\V27

2435

3247

3499

--A

ccor

ding

to th

e op

inio

nnai

re r

esul

ts, a

ppro

xim

atel

y 10

-20%

of

the

resp

on-

dent

s be

lieve

d th

e sc

hool

s w

ere

rela

tivel

y un

succ

essf

ul in

mee

ting

the

need

s of

pre-

firs

t gra

de c

hild

ren.

How

ever

, an

unus

ually

larg

e pe

rcen

tage

did

not

know

whe

ther

the

scho

ols

wer

e su

cces

sful

or

nor.

-The

re is

an

inad

equa

te c

omm

and

of th

e E

nglis

h la

ngua

ge. T

he m

ajor

ity o

f th

epr

esch

ool c

hild

ren

enco

ring

sch

ool f

or th

e %

firs

t tim

e ar

e w

ithou

t suf

fici

ent

spea

king

abi

lity

in th

e la

ngua

ge b

eing

taug

ht a

t sch

ool.

(1:5

6:39

)19

68-W

here

ver

poss

ible

, wel

l- p

lann

ed k

inde

rgar

ten

expe

rien

ces

for

four

and

five

-yea

r-ol

ds c

ould

fos

ter

cogn

itive

gro

wth

and

lang

uage

dev

elop

men

t and

com

bat t

he p

rese

nt "

lack

of

read

ines

s" o

f m

any

firs

t gra

ders

. (1:

42:3

0) 1

968

--Pr

esch

ool e

duca

tion

prog

ram

s fo

r th

e ge

nera

l pop

ulat

ion

are

need

ed w

ithad

ditio

nal r

esou

rces

to b

e us

ed f

or th

e bi

lingu

al, c

ultu

rally

dep

rive

d, a

ndcu

ltura

lly d

iffe

rent

.(1

:70:

106)

1969

No.

176

, Ten

th G

uam

Leg

isla

ture

, 196

9, r

eads

as

follo

ws:

"Any

par

ent,

guar

dian

or

othe

r pe

rson

hav

ing

cont

rol o

r:ch

arge

of

any

child

bet

wee

n th

e ag

es o

f 5

and

16 y

ears

, not

exe

mpt

ed u

nder

the

prov

isio

ns

We

belie

ve:

--E

arly

chi

ldho

od c

Alu

cat i

on h

elps

mak

e th

etr

ansi

tion

:rom

hom

e to

ele

men

tary

sch

ool

muc

h m

ore

plea

sant

and

eas

ier

for

the

child

-re

n an

d bu

ilds

read

ines

s fo

r sc

hool

lear

ning

.--

All

kind

erga

rten

teac

hers

sho

uld

have

bee

ntr

aine

d in

ear

ly-c

hild

hood

edu

catio

n an

d sh

ould

keep

up-

to-d

ate

in th

eir

teac

hing

met

hods

.--

Mor

e te

ache

r ai

des

who

kno

w th

e C

ham

orro

lang

uage

sho

uld

br a

ssig

ned

to a

ssis

t the

kind

erga

rten

teac

hers

, at l

east

one

aid

e fo

r15

stu

dent

s.--

Mor

e su

pplie

s an

d eq

uipm

ent s

houl

d be

pro

-vi

ded

for

the

kind

erga

rten

cla

sses

.--

All

kind

erga

rten

s sh

ould

be

hous

ed in

afa

cilit

y 's

peci

ally

des

igne

d 1°

7. L

ifid

erga

rten

.A

dequ

ate

play

grou

nd e

quip

men

t sho

uld

also

he p

rovi

ded.

-:-S

teps

sho

uld

he ta

ken

imm

edia

tely

to p

rovi

dead

equa

te e

xpan

sion

of

kind

erga

rten

fac

ilitie

sto

acc

omm

odat

e an

ticip

ated

fut

ure

grow

th o

nG

uam

.--

Gui

danc

e co

unse

lors

ass

igne

d to

the

elem

ent-

ary

scho

ols

shou

ld r

ecei

ve s

uppl

emen

tary

trai

n-in

g in

chi

ld g

row

th a

nd d

evel

opm

ent a

nd e

arly

child

hood

edu

ca'1

on a

nd s

houl

d al

so b

e st

atio

ned

in th

e sc

hool

to w

hich

they

are

ass

igne

d.--

The

det

ectio

n of

stu

dent

s w

ith h

ealth

pro

blem

s

56

Nee

ds o

f Pr

e-Fi

rst G

rath

Chi

ld, c

(p.

of th

is c

hapt

er, s

hall

send

the

child

to a

pub

lic o

r pr

ivat

e fu

ll tim

e da

ysc

hool

for

the

full

time

of w

hich

suc

h sc

hool

, are

in s

essi

on.-

Pare

nts

can

be f

ined

$30

if th

ey d

on't

com

plet

e fo

r th

e fi

rst o

ffen

se.

Add

ition

al f

ines

and

pri

son

sent

ence

s ar

e pr

ovid

ed f

or r

epea

ting

offe

nder

s.(3

9:A

pril

22, 1

970)

-Kin

derg

arte

n en

rollm

ent i

n 19

71 w

ill li

kely

be

abov

e 3,

000.

The

re is

am

ajor

sho

rtag

e of

cla

ssro

oms

for

kind

erga

rten

with

00-

75 c

lass

room

sne

eded

.(3

9:Se

ptem

ber

24, 1

970)

-The

pri

vate

kin

derg

arte

n pr

ogra

ns o

n th

e is

land

had

127

) ,,t

Ale

nis

enro

!ted

in S

epte

mbe

r 19

69. (

10:1

0)19

70--

One

of

the

grea

test

nee

ds o

n G

uam

toda

y is

bili

ngua

l pre

-sch

ool e

duca

tion

whi

ch c

ombi

nes

som

e of

the

obje

ctiv

es o

f he

ad s

tart

with

the

trad

ition

11

obje

ctiv

es o

f ki

nder

gart

en f

or n

ativ

e yo

ungs

ters

of

pre-

scho

olag

e. (

25:6

3)07

ri

fund

in.,!

- fo

r th

e H

eads

tart

pro

gram

und

er th

e F:

'onc

aO

ppor

tuili

tyA

ct c

ame

to $

617,

794

in 1

968,

$49

2,19

8 in

196

9, a

nd S

.339

, 9Y

) in

107

0.(2

1:16

)19

71

--C

lass

room

s av

aila

ble

for

the

Hea

dsta

rt p

rogr

am f

or th

e 19

71-1

972

scho

olye

ar w

ere

7 pe

rman

ent o

nes

and

12 le

ased

cla

ssro

oms,

for

a to

tal o

f 19

.(2

1:25

)19

71--

The

re is

now

man

dato

ry k

inde

rgar

ten

for

all 5

rear

old

you

ngst

ers.

Thi

sye

ar it

cos

t the

taxp

ayer

.:>

302,

000

to in

itiat

e th

is p

rogr

am is

land

wid

e.(3

9::`

1ay

1, 1

971)

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Abo

ut 2

5% o

f th

e ki

nder

gart

en te

ache

rs la

ck tr

aini

ng in

ear

ly-c

hild

hood

educ

atio

n.--

Abo

ut 6

0% o

f th

e ki

nder

gart

en te

ache

rs a

re n

ot a

ble

to s

peak

to th

e na

tive

child

ren

in th

eir

own

lang

uage

, bei

ng a

ble

to s

peak

onl

y E

nglis

h th

emse

lves

.H

owev

er, t

hese

teac

hers

hav

e be

en p

rovi

ded

with

teac

her

aide

s w

ho d

o kn

owth

e C

ham

orro

lang

uage

.G

ener

ally

, the

re a

re n

ot e

noug

h te

ache

r ai

des.

37

zind

,Aui

l,:nt

s w

ith le

arni

ng d

isab

ilitie

s sh

ould

he z

ieco

mpl

ishe

d in

kin

derg

arte

n in

sofa

ras

poss

ible

.--

One

of

the

prim

ary

obje

ctiv

es c

: the

kin

der-

gart

en p

rogr

am o

ther

than

gen

eral

rea

dine

ssfo

r :-

--ci

,uL

1 sh

ould

be

a be

tter

unde

rsta

ndin

gcl

espe

eLill

y fo

r th

e na

tive

stu-

dent

s.--

Ano

ther

im io

rtan

t obj

ectiv

e of

the

kind

er-

gart

en p

rogr

am s

houl

d he

the

deve

lopm

ent

a po

sitiv

e se

lf-i

mag

e fo

r al

l stu

dent

s.--

Still

ano

ther

impo

rtan

t obj

ectiv

e of

the

kind

erga

rten

pro

gram

sho

uld

he th

e de

velo

p-m

ent o

f gn

,!.1

r c

ohes

iven

ess,

the

feel

ing-

of

belo

ngin

g to

a g

roup

, with

res

ultin

g so

cial

-s

deve

lopm

ent.

Nee

ds o

f Pr

e-Fi

rst G

rade

Chi

ldre

n(p

--The newly established half-day kindergarten proLl-ram is not

sufficiently

fund

ed.

Supp

lies

and

equi

pmen

tare lacking.

-Enr

ollm

ent i

n ki

nder

gart

enclasses will

cont

inue

to g

row

.There will likely he

a m

ajor

sho

rtag

e of

cla

ssro

oms,

pro

per

faci

litie

s an

d eq

uipm

ent,

and

teac

hers

unl

ess

imm

edia

te s

teps

are

take

n to

atta

ck th

ese

prob

lem

s.-A

t the

pre

sent

tim

e, o

nly

abou

t hal

f of

the

kind

erga

rten

s ar

e ho

used

-:iJ

ecif

ical

ly d

esig

ned

for

kind

erga

rten

.pl

aygr

ound

equ

ipm

ent.

--E

lem

enta

ry s

choo

l gui

danc

e co

unse

lors

do

not s

eem

to f

unct

ion

effe

ctiv

ely

with

pre-

scho

ol c

hild

ren,

per

haps

lack

ing

suff

icie

nt tr

aini

ng in

chi

ld g

row

than

d

deve

lopm

ent a

nd e

arly

chi

ldho

od e

duca

tion.

--So

me

elem

enta

ry s

choo

l cou

nsel

ors

are

not s

tatio

ned

at th

esc

he:I

ls to

whi

chth

ey a

re a

ssig

ned.

trai

ned

in a

roo

mN

ot a

ll ki

nder

gart

ens

have

ade

quat

e.

NE

ED

:

Lea

rner

nee

d: P

re-f

irst

gra

de c

hild

ren

have

spe

cial

nee

ds to

be

met

.

Tar

get p

opul

atio

n:A

ll st

uden

ts o

f ki

nder

gart

en a

ge o

n G

uam

..

Cri

teri

a:T

his

need

will

be

reso

lved

whe

n (a

)the

new

kin

derg

arte

n pr

ogra

mhas

been

ade

quat

ely

fund

ed (

as d

eter

min

ed b

ya

com

mitt

ee o

f ea

rly

child

hood

ecl

uca:

ion

.sup

ervi

=.-

;ors

, kin

derg

arte

n te

ache

rs,regular

teac

hers

, par

ents

,ci

tizen

s, s

choo

l ach

e in

istr

ator

s, a

nd s

tude

nt le

ader

s); (

b) a

ll. k

inde

rgar

ten

teac

hers

hav

e be

en tr

aine

d(c

ertif

ied)

in e

arly

-chi

ldho

od e

duca

tion;

(c)

at l

east

one

te:c

her

aide

, who

kno

ws

the

Cha

mor

ro la

ngua

ge,

has

been

ass

igne

d to

ass

ist k

inde

rgar

ten

teac

hers

for

every

15 k

inde

rgar

ten

stud

ents

; and

(d)

all

kind

er-

gart

ens

have

bee

n pr

oper

ly h

ouse

d in

a f

acili

ty s

peci

fica

lly d

esig

ned

for

kind

erga

rten

with

ade

quat

e pl

ay-

grou

nd e

quip

men

t and

ade

quat

e su

pplie

s (a

s ju

dged

by

the

sam

e co

mm

ittee

as

men

tione

d in

(a)

abo

ve.)

Cri

tical

ity:

Thi

s ne

ed is

con

side

red

to b

e C

RIT

ICA

L (

2).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

973.

58

CO

NC

ER

N: T

each

ers

need

ade

quat

e tr

aini

ng; w

hile

on-

the-

job

to k

eep

them

up-

to-d

ate.

FAC

TS

(Wha

t- is

and

wha

t will

be)

(Wha

t oug

ht to

be)

Gua

m O

pini

otm

aire

Res

ults

Our

sch

ools

are

:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=19

N=

3-12

N=

323

N=

50

Ver

y Su

cces

sful

19%

24%

14%

2615

`,.,

.32%

18%

Usu

ally

Suc

cess

ful

3527

3647

23:3

330

Seld

om.:S

ucce

ssfu

l16

2323

1615

1818

Uns

ucce

ssfu

l8

922

1114

314

rest

c- is

'nf,

,,v22

.17

50

'-.?.

.)., ,14

20

--A

ccor

ding

to th

e op

inio

nnai

re r

esul

ts, t

he te

ache

rs th

emse

lves

wer

e th

e m

ost

criti

cal o

f th

e sc

hool

s w

ith 4

5% b

elie

ving

that

the

scho

ols

wer

e re

lativ

ely

un-

succ

essf

ul in

pro

vidi

ng te

ache

rs w

ith a

dequ

ate

in-s

ervi

ce tr

aini

ng d

urin

g th

esc

hool

yea

r.--

Tea

cher

s ne

ed to

kno

w m

ore

abou

t cha

lleng

ing

and

inno

vativ

e ex

peri

men

tsin

impr

ovin

g te

achi

ng a

nd le

arni

ng w

hich

are

und

erw

ay in

sch

ools

thro

ugho

utth

e na

tion.

(1:2

5:11

9)19

67--

Gua

m s

choo

ls n

eed

to p

rovi

de o

ppor

tuni

ties

for

teac

hers

to d

iscu

ss in

stru

c-tio

nal p

robl

ems

and

mak

e po

sitiv

e at

tack

s on

suc

h pr

oble

ms.

(1:

25:1

6) 1

967

--T

here

is n

eed

for

an in

serv

ice

prog

ram

that

will

cov

er th

e se

lect

ion,

utili

zatio

n an

d de

sign

of

inst

ruct

iona

l med

ia.

(1:2

5:1:

33)

.196

7

--T

each

ers

need

to b

e ke

pt a

brea

st o

f ne

w d

evel

opm

ents

in c

onte

nt a

nd m

etho

dni

thei

r su

bjec

t mat

ter

fiel

ds.

(1:2

5:7)

1967

--G

uam

sch

ools

sho

uld

begi

n a

mas

sive

pro

gram

of

teac

her

self

-im

prov

emen

tw

ith a

dmin

istr

atf,

,e a

nd c

onsu

ltant

sup

port

.(1

:25:

16)

1967

'...V

e; b

elie

ve:

--T

each

ers

mus

t kee

p up

-to-

date

and

hav

eco

ntin

ued

ince

ntiv

es a

nd o

ppor

tuni

ties

toup

grad

e an

d m

oder

nize

thei

r ba

sic

conc

epts

of te

achi

ng a

nd th

eir

own

teac

hing

ski

lls.

-An

in-s

ervi

ce tr

aini

ng c

omm

ittee

sho

uld

be e

stab

lishe

d to

coo

rdin

ate

and

upgr

ade

the

vari

ous

wor

ksho

ps a

nd o

ther

opp

ortu

nitie

sfo

r pr

ofes

sion

al d

evel

opm

ent..

-Gua

m S

choo

ls s

houl

d at

tem

pt to

invo

lve

pers

unne

l fro

m th

e U

nive

rsity

of

Gua

m in

offe

ring

- co

urse

s an

d pr

ogra

ms

to m

eet

teac

her

in-s

ervi

ce n

eeds

.--

Tea

cher

trai

ning

sho

uld

be c

once

rned

with

assi

stiA

g te

ache

rs to

cre

ate

a m

ore

who

le-

som

e an

d ef

fect

ive

lear

ning

env

iron

men

t for

the

stud

ents

and

with

mak

ing

teac

her

WQ

rkin

gco

nditi

ons

mor

e sa

tisfy

ing

and

prod

uctiv

e.--

Whi

le th

e in

-ser

vice

com

mitt

ee s

houl

dm

ake

the

fina

l det

erm

inat

ion

of s

peci

fic

prog

ram

s, th

ese

are

som

e of

the

need

sw

hich

we

perc

eive

:(a

) th

e ne

ed f

or th

ede

mon

stra

tion

of v

ario

us te

achi

ng, t

echl

iique

.s,

(b)

the

need

for

teac

hers

to h

e al

low

ed to

vis

itot

her

teac

hers

, bot

h in

the

sam

e sc

hool

and

inot

her

scho

ols,

to o

bser

ve d

iffe

rent

tech

niqu

esan

d va

riou

s ot

her

prog

ram

s, (

c) th

e ne

ed to

59

Tea

cher

In-

Serv

ice

Tra

inin

g (p

. 2).

-Gua

m s

choo

ls s

houl

d se

t up

oppo

rtua

itie:

: for

teac

hers

to O

bser

ve e

ach

othe

ran

d sh

are

idea

s.(1

:2.5

:17)

1967

-Pri

ncip

als

and

faci

lty m

embe

rs s

houl

d pr

ovid

e gr

eate

r fe

edba

ck i

nc

port

ing

mee

tings

and

con

fere

nces

atte

nded

so

all p

artie

s m

ight

ben

efit

from

thei

rex

peri

ence

s.(1

:114

:5)

1970

--G

uam

teac

hers

nee

d ac

cess

to r

esea

rch

find

ings

; the

y ne

ed c

onta

ct x

vith

outs

tand

ing

auth

oriti

es a

nd e

xper

ts f

rom

the

mai

nlan

d in

var

ious

cur

ricu

lum

fiel

ds.

(1:2

5:7)

-The

re is

nee

d fo

r or

in-s

ervi

ce c

ounc

il to

be

assi

gned

the

resp

onsi

bilit

y of

teac

her

impr

ovem

ent,

(1:2

5:69

)10

67-B

ecau

se th

e ne

eds

of G

uam

's te

ache

rs a

re s

o nu

mer

ous

a.. c

orer

suc

h a

rang

e of

nee

ds, i

t is

impe

rativ

e th

at p

roce

dure

s be

dev

elop

ed th

atpr

ovid

e fo

r sy

stem

atic

and

app

ropr

iate

kin

ds o

f in

-SC

'ViC

C a

ctiV

itiC

;;.(1

:2';.

:135

) 19

67ad

min

istr

ativ

e le

ader

ship

, dir

ectio

n an

d en

cour

agem

ent s

houl

d be

give

n in

exp

andi

ng th

e op

port

uniti

es f

or in

-ser

vice

trai

ning

for

Gua

m's

teac

hers

.(1

:49:

5)19

68-T

he n

umer

ous

prof

essi

onal

dev

elop

men

t and

in-s

ervi

ce tr

aini

ng p

rogr

ams

curr

ently

in p

rogr

ess

lack

coo

rdin

atio

n.(1

:46:

10)

1968

--C

onsi

deta

tion

shou

ld b

e gi

ven

to th

e es

tabl

ishm

ent o

f a

posi

tion

of a

ssis

tant

supe

rint

ende

nt f

or in

-ser

vice

trai

n'ng

and

pro

fess

iona

l dev

elop

men

t. (1

:46:

10)

1968 -T

h,...

re is

a n

eed

to e

xpan

d an

d to

trai

n th

e ed

ucat

iona

l med

iace

nter

sta

ffin

the

use

and

prod

uctio

n of

mat

eria

ls.

(1:9

8:1)

1969

-The

nee

d fo

r in

-ser

vice

trai

ning

in th

e fo

llow

ing

area

s w

as c

ited

by 1

01of

502

teac

hers

: gen

eral

met

hodo

logy

, way

s of

teac

hing

the

cultu

rally

depr

ived

, com

mun

icat

ion

skill

s, a

nthr

opol

ogy,

and

soc

iolo

gy.

(25:

65)

1970

-Tra

inin

g pr

ogra

ms

wer

e pr

ovid

ed in

Eva

luat

ion

(Jan

uary

, 106

9) w

ith 4

4pa

rtic

ipan

ts, S

yste

ms

App

roac

h (J

anua

ry, 1

970)

with

36

part

icip

ants

, and

inst

ruct

iona

l Im

prov

emen

t (A

pril,

197

0).%

vith

20

part

icip

ants

. (21

:'4-5

) 19

71

60

brow

se th

roug

h ex

hibi

ts o

f ne

w te

achi

ngm

ater

i.ols

and

aud

io-v

isua

l aid

s, (

d) th

ene

ed f

o co

nfer

ence

s w

hich

per

mit

teac

hers

to e

xcle

mge

idea

s, (

e) th

e ne

ed f

or w

orks

hops

te le

ant o

f ne

w r

esea

rch

and

new

tech

niqu

esan

d m

ater

ials

, (f)

the

need

for

pla

nned

trav

el e

xper

ienc

es, a

nd (

g) th

e ne

ed to

par

-tic

ipat

e ac

tivel

y in

teac

her

orga

niza

tions

.--

The

in-s

ervi

ce c

omm

ittee

sho

uld

seek

peri

odic

ally

the

sugg

estio

ns o

f th

eva

riou

ste

ache

rs a

nd a

dmin

istr

ator

s re

gard

ing

thei

rpr

efer

ence

s fo

r in

-ser

vice

and

pro

fess

iona

lde

velo

pmen

t act

iviti

es.

--IC

at a

ll po

ssib

le, t

he a

ctiv

ities

spo

nsor

edhr

the

in-s

ervi

ce c

omm

ittee

sho

uld

he h

eld

duri

ng w

orki

ng h

ours

.--

.7..e

me

ince

ntiv

es s

houl

d be

giv

en to

enco

ura,

gete

ache

rs to

par

ticip

ate

in in

-ser

vice

trai

ning

.If

suc

it pr

ogra

ms

wer

e he

ld d

urin

g w

orki

ngho

urs,

then

req

uire

d at

tend

ance

cou

ld e

asily

hr ju

stif

ied.

IS h

eld

on th

e te

ache

r'-, o

wn

time,

perh

aps

a gi

ven

num

ber

of tr

aini

ngpr

ogra

ms

coul

d he

rec

ogni

zed

in a

dvan

cem

ent o

n th

esa

lary

sch

edul

e or

in o

ther

way

s,--

The

sab

batic

al le

ave

prog

ram

for

Cha

mor

rote

ache

rs s

houl

d he

ade

quat

ely

fina

nced

som

ore

teac

hers

mig

ht p

artic

ipat

e. T

he p

ro-

gram

is a

goo

d id

ea f

or o

ther

teac

hers

as

we

iibu

t may

be

too

expe

nsiv

e to

impl

emen

t at t

hepr

esen

t tim

e.

Tea

cher

In-

Serv

i4.!

Tra

inin

g (p

. 3).

-Six

hun

dred

ele

men

tary

air

dIC

:It:1

1(21

.S a

ii::1

1L

! w

ork,

-Tho

p on

the

Soci

al S

cien

ce: C

once

pts

and

Val

ues.

(39

:Oct

. 22,

197

0)-T

here

was

a w

orks

hop

on th

e E

xec:

pito

n:A

Chi

ld f

or 1

80 te

ache

rs. (

39:M

arch

4, 1

971)

Com

mitt

ee M

embe

rs r

epor

t (A

rai:

--W

hile

ther

e is

an

obvi

ous

need

for

in-s

ervi

ce tr

aini

ng, t

each

ers

have

ane

gativ

e at

titud

e ab

out p

ast a

nd p

rese

nt in

scrv

ice

--So

me

teac

hers

ar-

not

usi

ng a

udio

-vis

ual m

ater

ials

bec

ause

of

thei

r la

ck o

fse

lf-c

onfi

denc

e in

usi

ng th

e sp

ecia

l equ

ipm

ent.

-Wor

ksho

ps a

re f

ew a

nd f

ar b

etw

een

with

onl

y a

rela

tivel

y 1-

CV

,' in

coi

enda

ncr2

.V

isits

by

teac

hers

to o

ther

cla

sses

is n

ot e

ncou

rage

d. N

eith

er a

re c

onfe

renc

esw

here

teac

hers

can

exc

hang

e id

eas.

--T

here

is a

lim

ited

sabb

atic

al le

ave

prog

ram

for

Cha

mor

ro te

ttch.

..r.;

and

.7qo

rs w

ho a

re n

ot f

ully

qua

lifie

d. T

his

prog

ram

allo

ws

the.

pa

rtic

ipan

t,ifu

ll pL

ly ..

..bile

they

go

away

to s

choo

l.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

in a

n.op

timum

lear

ning

env

iron

men

t ((p

art 4

) ch

arac

teri

zed

by e

ffec

tive

teac

hers

who

rec

eive

ade

quat

e tr

aini

ng w

hile

on-

the-

job

to k

een

them

up-

to-d

ate.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

,

Cri

teri

a: T

his

need

(pa

rtw

ill b

e re

solv

ed w

hen

(a)

an in

-ser

vice

trai

ning

com

mitt

ee h

as b

een

esta

blis

hed

to c

ourd

inat

ean

d up

-gra

de th

e va

riou

s w

orks

hops

and

oth

er o

ppw

-tun

ities

for

prs

)fes

:,ion

al d

evel

opm

ent;

(h)

eith

erre

leas

ed ti

me

has

been

pro

vide

d fo

r ia

-ser

vice

trlin

ing

or a

dditi

onal

ince

ntiv

es li

<tv

e be

en in

trod

uced

to e

ncou

rage

all

teac

hers

to p

artic

ipat

e in

in-s

ervi

ce tr

aini

ng p

rogr

ams;

(c)

the

in-s

ervi

ce tr

aini

ngco

mm

ittee

has

sou

ght r

egul

arly

(at

leas

t onc

e a

year

) su

gges

tions

and

inpu

t:m

in a

ll of

the

teac

hers

and

adm

inis

trat

ors

in th

e G

uam

Sch

ool D

istr

ict;

and

(d)

at le

ast

of a

ll te

ache

rs a

nd a

dmin

is-

trat

ors,

whe

n su

rvey

ed r

ando

mly

, hav

e ex

pres

sed

the

belie

f th

at th

e ne

w in

-se

rvic

e tr

aini

ngpr

ogra

m is

rel

ativ

ely

succ

essf

ul in

mee

ting

thei

r pe

rcei

ved

need

s. 61

Tea

cher

In-

Serv

ice

Tra

inin

g

Cri

tical

ity: T

his

need

(pa

rt -

I) is

judg

ed to

be

CR

ITIC

AL

(2)

.

Tim

e fr

ame:

Thi

s ne

ed (

part

4)

shou

ld b

e re

solv

ed p

rior

to J

une

1075

.

62

CO

NC

ER

N:

Stud

ents

nee

d to

lear

n co

nsum

er in

form

atio

n (p

erso

nal b

udge

ting,

pur

chas

ing,

etc

.) a

nd a

lso

lega

l inf

orm

atio

n

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

#33

:O

ur s

choo

ls a

re:

We

belie

ve:

Perc

ent R

espo

ndin

g--

The

pre

sent

soc

ial-

scie

nce

curr

icul

um o

fN

on-

Adm

inis

-9t

h12

thK

eyth

e se

nior

-hig

h sc

hool

sho

uld

be m

odif

ied

toPa

rent

sPa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

incl

ude

a sp

ecia

l, re

quir

ed c

ours

e w

hich

N=

144

N=

78N

=22

1N

=19

N=

342

N=

323

N=

50w

ill d

eal w

ith c

onsu

mer

info

rmat

ion,

lega

lV

ery

Succ

essf

ul13

%18

%5%

21%

10%

19%

info

rmat

ion,

and

civ

il pr

oced

ures

;.U

sual

ly S

ucce

ssfu

l26

2421

1622

3044

--So

me

appr

opri

ate

topi

cs f

or th

us c

ours

eSe

ldom

Suc

cess

ful

1522

2116

1418

20ar

e th

e fo

llow

ing:

buy

ing

and

seE

ing,

ren

ting

Uns

ucce

ssfu

l11

1712

1117

116

and

leas

ing,

adv

ertis

ing,

con

trac

t pur

chas

ing,

Don

't K

now

3519

4137

3722

8in

tere

st r

ates

, hid

den

cost

s, m

ortg

ages

,ta

xes,

sav

ings

, che

ckin

g ac

coun

ts, b

anki

ng

- -F

rom

one

-qua

rter

to o

ne-t

hird

of

all r

espo

nden

ts f

elt t

hat t

he s

choo

ls w

ere

usua

lly n

ot s

ucce

ssfu

l in

help

ing

stud

ents

to le

arn

cons

umer

info

rmat

ion,

non

-:

pare

nts

and

teac

hers

bei

ng th

e m

ost c

ritic

al.

- -G

uam

sho

uld

laun

ch a

bro

adly

con

ceiv

ed c

onsu

mer

-edu

catio

n pr

ogra

m a

tth

e se

nior

hig

h sc

hool

leve

l.(1

:25:

18)

1967

- -C

onsu

mer

inst

allm

ent l

oans

of

$26.

3 m

illio

n in

196

9 m

ade

up 4

2% o

f th

elo

ans

of a

ll fi

nanc

ial i

nstit

utio

ns o

n G

uam

. Thi

s fi

gure

was

larg

er th

an th

e$2

0.5

mill

ion

borr

owed

by

com

mer

cial

inst

itutio

ns d

urin

g th

at p

erio

d.(1

0:21

)19

70-

-Acc

ordi

ng to

the

Dep

artm

ent o

f C

omm

erce

, Gua

m's

eco

nom

y ha

s gr

own

over

the

past

eig

ht y

ears

at a

n ac

cele

rate

d an

nual

rat

e of

15%

and

25%

--as

com

pare

d w

ith n

orm

al g

row

th r

ates

of

5% to

10%

for

mos

t dev

elop

ing

area

s.(1

0:22

)19

70--

One

pro

gram

in C

ontim

er a

nd H

omem

akin

g E

duca

tion

is r

epor

ted

in o

pera

-tio

n.B

y 19

76, s

ix s

uch

prog

ram

s ar

e an

ticip

ated

for

Gua

m, f

our

of w

hich

wou

ld e

mph

asiz

e co

nsum

er e

duca

tion.

The

se p

rogr

ams

are

expe

cted

to b

eop

ened

to a

dults

as

wel

l as

stud

ents

. The

num

ber

of s

tude

nts

enro

lled

in

63

proc

edur

es, i

nves

tmen

tsin

sura

nce,

soc

ial

secu

rity

, war

rant

ies.

fra

udul

ent p

ract

ices

,le

gal r

equi

rem

ents

, loc

al la

ws,

civ

il pr

o-ce

dure

s, s

tand

ard

busi

ness

pra

ctic

es, c

or-

pora

tion

law

, etc

.--

A s

imila

r co

urse

sho

uld

be o

ffer

ed a

t nig

ht,

on S

atur

days

, or

in th

e sl

imm

er to

adu

ltsin

the

com

mun

ity.

--T

rain

ed p

erso

nnel

sho

uld

he r

ecru

ited

tote

ach

this

new

cou

rse.

Idea

lly, t

hey

shou

ldal

so b

e ve

ry f

amili

ar w

ith e

cono

mic

con

ditio

nsan

d pr

actic

es o

n G

uam

.--

Thi

s cl

ass

is s

uppo

rtiv

e of

the

care

er-

educ

atio

n co

ncep

t.Pe

rhap

s th

ere

can

be s

ome

coor

dina

tion

of e

ffor

ts b

etw

een

the

two

pro-

gram

s.--

Oth

er te

ache

rs m

ay w

ant t

o en

roll

in th

isne

w c

lass

.E

very

per

son

shou

ld b

e fa

mili

ar

Con

sum

er I

nfor

mat

ion

and

Leg

al I

nfor

mat

ion

(p. 2

).

this

pro

gram

is g

iven

as

110.

(49:

87)

1971

.

--T

he D

epar

tmen

t of

Com

mer

ce r

epor

ts 1

,071

adu

lts a

nd 1

866

child

ren

for

ato

tal o

f 2,

937

pers

ons

rece

ivin

g Pu

blic

Ass

iSta

nce

duri

ng J

une

1971

. The

dolla

r am

ount

dis

trib

uted

dur

ing

that

mon

th w

as $

148,

932,

ave

ragi

ng r

ough

ly$5

0.70

per

per

son.

(11:

28)

1971

Com

mitt

ee m

embe

rs r

epor

t tha

t:-

-In

rece

nt y

ears

, the

re h

as b

een

a ra

pid

incr

ease

in th

e nu

mbe

r of

land

and

stoc

k sw

indl

es.

--T

here

hav

e be

en m

any

prob

lem

s ov

er th

e di

spos

ition

of

publ

ic la

nds,

esp

eci-

ally

thos

e us

ed b

y th

e m

ilita

ry.

--T

here

hav

e be

en m

any

prob

lem

s ov

er w

ills

and

the

disp

ositi

on o

f w

ills.

--A

part

men

t liv

ing

has

incr

ease

d dr

amat

ical

ly w

ith c

orre

spon

ding

con

fusi

onan

d di

sagr

eem

ents

abo

ut le

ase

agre

emen

ts a

nd r

ente

r an

d la

ndlo

rd r

ight

s an

dre

s.pe

hsth

ilitie

s.--

The

re h

as b

een

an in

crea

se in

aut

o ac

cide

nts

and

negl

igen

ce s

uits

.--

Cas

es in

volv

ing

the

mis

cond

uct o

f pu

blic

off

icia

ls h

as in

crea

sed.

--M

onop

olis

tic b

usin

ess

prac

tices

con

tinue

to e

xist

.--

Fore

ign

inve

stm

ent i

n th

e lo

cal e

cono

my

has

rise

n dr

amat

ical

ly.

--T

here

is m

uch

conf

usio

n an

d ig

nora

nce

conc

erni

ng c

ivil

liber

ties

Cas

esof

per

sons

ref

usin

g to

test

ify

beca

use

of th

reat

s ar

e no

t unc

omm

on.

--Im

prop

er la

belin

g of

for

eign

goo

ds, u

nins

pect

ed f

orei

gn g

oods

, mis

lead

ing

adve

rtis

ing,

and

pro

duct

s w

hich

do

not m

eet a

ccep

ted

stan

dard

s ar

e al

lpr

oble

ms

whi

ch c

ontin

ue to

pla

gue

isla

nd r

esid

ents

.--

A li

ttle

cons

umer

info

rmat

ion

is ta

ught

to th

e gi

rls

in h

omem

akin

g cl

asse

s,bu

t the

cou

rse

cont

ent a

nd in

form

atio

n pr

ovid

ed is

str

ictly

up

to th

e in

di-

vidu

al te

ache

rs' d

iscr

etio

n.--

Too

man

y st

uden

ts, e

spec

ially

nat

ive

Gua

man

ians

, are

uns

kille

d in

the

prin

cipl

es o

f m

oney

man

agem

ent.

--L

ivin

g on

Gua

m p

rese

ntly

req

uire

s th

e kn

owle

dge

of n

ot o

nly

how

to s

hop

for

the

best

buy

s bu

t a k

now

ledg

e of

cre

dit p

urch

asin

g, m

ortg

ages

, tax

es,

64

v. it

h:%

.vs.

whi

ch d

irec

tly a

ffec

t his

dai

lylif

e an

d fi

nanc

ial w

ell-

bein

g an

d te

ache

rs a

reno

t exc

eptio

ns.

-- P

erha

ps te

ache

rs in

volv

ed in

this

new

cla

ssan

d th

eir

stud

ents

can

put

som

e pr

essu

re to

bear

on

the

legi

slat

ure

to p

rote

ct th

e ci

tizen

sof

Gua

m a

gain

st la

nd a

nd s

tock

sw

indl

es, t

ore

orga

nize

the

cour

t sys

tem

, to

mor

e st

rict

lyen

forc

e ex

istin

g la

ws,

etc

.--

Perh

aps

thes

e te

ache

rs c

an b

e en

cour

aged

topr

epar

e so

me

CO

nC2S

e pr

ogra

ms

for

pres

enta

-tio

n ov

er r

adio

and

tele

visi

on w

hich

will

hel

ped

ucat

e th

e ge

nera

l pub

lic a

nd p

rote

ct th

emfr

om f

raud

ulen

t pra

ctic

es.

Con

sum

er I

nfor

mat

ion

and

Leg

al I

nfor

mat

ion

(p. 3

).

savi

ngs,

inve

stm

ents

, ins

uran

ce, s

ocia

l sec

urity

; war

rant

ies,

fra

udul

ent

prac

tice,

che

ckin

g ac

coun

ts, b

anki

ng p

roce

dure

s, a

nd s

o on

. No

prog

ram

curr

ently

exi

sts

to te

ach

thes

e th

ings

in th

e 'P

rese

nt h

igh-

scho

ol c

urri

culu

m.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

appr

opri

ate

cons

umer

and

lega

l inf

orm

atio

n an

d pr

actic

e, m

oney

-m

anag

emen

tsk

ills.

Tar

get p

opul

atio

n: A

ll se

nior

-hig

h s'

allo

ol s

tude

nts,

gra

des'

` 0

-12.

Cri

teri

,a: T

his

need

will

be

reso

lved

whe

n (a

) a

spec

ial,

requ

ired

cla

ss h

as b

een

adde

d to

the

s.,-

_ial

:stu

tlies

cur

ricu

lum

of th

e se

nior

-hig

h sc

hool

whi

ch d

eals

with

app

ropr

iate

con

sum

er in

form

atio

n, le

gal i

nfor

mat

ion,

and

elvi

l pro

cedu

res;

(b)

suf

fici

ent n

umbe

rs o

f tr

aine

d pe

rson

ne: :

Jaye

bee

n ,..

2cru

ited

to te

ach

this

new

cour

se, (

c) a

t lea

st 9

0% o

f hi

gh-s

choo

l stu

dent

s c(

mol

etin

g ft

cour

se, s

elec

ted

at r

ando

m, c

ande

mon

stra

te a

bilit

y to

sel

ect "

best

buy

s" f

rom

com

petin

g ite

ms

in s

ever

al s

tore

s an

d ca

n pa

ss s

uc-

cess

fully

a te

ache

r-m

ade

test

fro

m s

uch

topi

cs a

s bu

ying

and

sel

ling,

ren

ting

and

leas

ing,

adv

ertis

ing,

cont

ract

pur

chas

ing,

inte

rest

rat

es, h

idde

n co

sts,

mor

tgag

es, t

axes

, sav

ings

, che

ckin

g ac

coun

ts,

bank

ing,

- .p

roce

dure

s, in

vest

men

ts, i

nsur

ance

, soc

ial s

ecur

ity, w

arra

ntie

s, f

raud

ulen

t pra

ctic

es, l

egal

requ

irem

ents

, loc

al la

ws,

civ

il pr

oced

ures

, and

sta

adar

d bu

sine

ss p

ract

ices

; and

(d)

at l

east

80%

of

grad

uatin

g- s

enio

rs a

nd f

orm

er s

tude

nts,

sel

ecte

d at

ran

dom

, hav

e re

port

ed th

at th

e so

ecia

l cou

rse

was

suc

cess

ful a

s fa

r is

they

wer

e co

ncer

ned.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

CR

ITIC

AL

(2)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

-' 7r

ior

to J

une

1, 1

975.

CO

NC

ER

N: S

low

lear

ners

hav

e sp

ecia

l nee

ds to

be

met

,

I A

CT

S(W

hat i

s an

d w

hat w

ill h

e)

Gua

m O

pini

onna

ire

Res

ults

51:

Our

sch

ools

are

'.

Perc

ent R

espo

ndin

p-N

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=19

N: :

342

N=

328

N=

50

Ver

y Su

cces

sful

14%

22%

12%

16%

70%

24C

;;8%

Usu

ally

Suc

cess

ful

3523

3647

2731

.2S

Seld

om S

ucce

ssfu

l22

3133

3799

1938

Uns

ucce

ssfu

l14

1014

013

1314

Don

't K

now

1614

018

1312

--O

ver

half

of

the

key

lead

ers

and

alm

ost h

alf

of th

e te

ache

rs a

nd p

aren

ts b

elie

-,.e

dth

at th

e sc

hool

s w

ere

usua

lly u

nsuc

cess

ful i

n m

eetin

g th

e sp

ecia

l nee

ds o

f sl

owle

arne

rs.

- -T

here

is a

n ur

gent

nee

d to

teac

h co

rrec

t Eng

lish

to lo

w a

chie

vers

fro

m th

ebe

gitin

ing

of th

eir

inst

ruct

ion.

(1:2

5:10

3)19

67-T

he s

choo

l sho

uld

reex

amin

e its

app

roac

h to

the

less

gif

ted

stud

ent.

(1:4

1:13

).

1968

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

The

re a

re m

any

slow

lear

ners

on

Gua

m. P

rese

nt p

roce

dure

s en

cour

age

teac

hers

to s

light

them

sin

ce th

e te

ache

rs u

sual

ly te

ach

for

the

aver

age

leve

l of

the

clas

san

d ho

pe th

at th

e sl

ow s

tude

nts

can

keep

up,

whe

n ob

viou

sly,

they

can

not.

-Slo

w le

arne

rs a

re n

ot le

arni

ng to

rea

d w

ell w

hich

lim

its th

eir

achi

evem

ent i

nal

l oth

er s

ubje

cts.

-In

man

y C

ases

, .th

e sl

ow le

arne

rs a

re m

arki

ng ti

me,

just

veg

itatin

g, in

the

aver

age

clas

sroo

m. T

hey

are

not r

ecei

ving

the

inte

nsiv

e, in

divi

dual

atte

ntio

n,

36

VA

LU

ES

(Wha

t oug

ht to

be)

We

belie

ve:

- -I

t is

criti

cal t

hat t

he s

low

lear

ners

he

taug

ht b

asic

Eng

lish

com

mun

icat

ion

skill

s.-S

low

lear

ners

nee

d to

lear

n al

l of

the

thin

gs th

at a

vera

ge s

tude

nts

need

to le

arn

but t

hey

need

to le

arn

them

at t

heir

ow

n pa

ce.

-The

re s

houl

d be

spe

cial

, res

ourc

e te

ach,

..,,

in e

ach

elem

enta

ry a

nd s

econ

dary

sch

ool,

teac

hers

who

are

trai

ned

in m

eetin

g th

esp

ecia

l nee

ds o

f sl

ow le

arne

rs. S

uch

teat

..h.

shou

ld a

ssis

t the

reg

ular

teac

hers

in w

orki

ngw

ith th

e sl

ow le

arne

rs f

or p

art o

f th

e sc

hool

day

and

shou

ld a

lso

wor

k w

ith g

roup

s of

slo

wle

arne

rs in

pro

vidi

ng th

em w

ith r

emed

ial

inst

ruct

ion

for

the

othe

r pa

rt o

f th

e da

y.-S

mal

ler

clas

ses

at th

e el

emen

tary

-sch

ool

leve

l wou

ld a

ssis

t tea

cher

s in

mee

tinm

!he

indi

vidu

al n

eeds

of

all s

tude

nts,

but

esp

eciT

hyth

ose

of th

e sl

ow le

arne

rs.

-The

re s

houl

d be

fre

e tu

tori

ng-

prov

ided

for

slow

lear

ner.

; dur

ing

afte

r-sc

hool

hou

rs.

-The

re s

houl

d be

fre

e re

med

ial p

rogr

am:;

for

slow

lear

ners

(lu

ring

par

t of

the

yaca

tioi:

peri

ods.

-Spe

cial

test

ing

shou

ld b

e do

ne-t

o ve

rify

a te

ache

r's ju

dgm

ent r

egar

ding

whe

ther

or

not a

stu

dent

is a

slo

w le

arne

r.Pe

rhap

sit

will

als

o he

lp if

a s

peci

al g

roup

was

Nee

ds o

f Sl

ow L

earn

ers

(p. 2

).

rem

edia

l ins

truc

tion,

and

spe

cial

lear

ning

mat

eria

ls th

at th

ey d

espe

rate

ly.

need

. Som

e sl

ow le

arne

rs h

ave

faile

d so

oft

en th

at th

ey h

ave

retr

eate

d to

apat

hy.

--O

nly

an e

stim

ated

5%

of

elem

enta

ry-s

choo

l tea

cher

s of

fer

any

kind

of

indi

vidu

aliz

ed p

rogr

ams.

--So

me

elem

enta

ry-s

choo

l tea

cher

s us

e a

form

of

abili

ty g

i-ou

ping

, tra

ding

off

stud

ents

for

dif

fere

ntia

ted

inst

ruct

ion

in th

e sk

ill s

ubje

cts.

--T

here

is a

n ex

peri

men

tal m

ulti-

med

ia p

ilot p

roje

ct in

fou

r sc

hool

s at

the

sixt

h-gr

ade

leve

l.E

vent

ually

they

pla

n to

wor

k do

wn

to o

ther

gra

des.

The

teac

hers

atte

nd w

orks

hops

in th

e su

mm

er. T

eam

tea

is th

e m

ajor

emph

asis

usi

ng a

bilit

y gr

oups

and

a v

arie

ty o

f re

sour

ce m

ater

ials

.--

The

exp

erim

enta

l bi-

lingu

al p

rogr

am a

lso

atte

mpt

s to

dea

l with

the

prob

lem

of s

low

-lea

rner

s by

per

mitt

ing

them

to s

tay

long

er in

eac

h of

the

vari

ous

leve

ls.

--M

any

ehild

ren

reso

rt to

che

atin

g in

ord

er to

sav

e fa

ce a

nd o

btai

n hi

gher

grad

es.

67

s:si

gnec

i the

res

pons

ibili

ty o

f co

inin

g in

to.-

;eho

ci te

iden

tify

the

slow

lear

ners

.te

ache

rs, b

oth

elem

enta

ry a

nd.-

;eco

ndar

y, s

houl

d be

pro

vide

d w

ith in

-se

rvic

e tr

aini

ng in

met

hods

of

mot

ivat

ing

Lin

d he

lpin

g sl

ow le

arne

r's. T

hey

shou

ld a

lso

ncu

cour

.ged

to ta

ke s

ur A

rley

cou

rses

of id

entif

ying

and

as:

:;is.

;ing

slow

lear

ners

.--

Mor

e te

ache

rs s

h;)u

ld b

e en

cour

aged

toia

divi

dual

ize

and

pers

onal

ize

thei

r cl

assr

oom

proc

edur

es. M

ore

inst

ruct

iona

l mat

eria

lssu

itabl

e fo

r al

low

ing

stud

ents

to p

roce

ed a

t!h

eir

c)w

n ra

te s

houl

d he

pro

vide

d.-M

ore

teac

he:-

s sh

ould

be

enco

urag

ed to

use

\.ari

ous

form

s or

Ajii

tv g

roup

ing,

t Fad

ing

off

fa,t

:1nd

/or

slow

stm

ient

s fo

r di

ffer

entia

ted

in:-

;truc

tion

in th

e sk

ill s

ubje

cts

etc.

-13o

th th

e ex

peri

men

tal m

ulti-

med

ia a

ndbi

lingu

al p

roje

cts

shou

ld b

e ca

refu

lly e

valu

ated

to d

eter

min

e if

they

bet

ter

mee

t the

nee

ds o

fth

e sl

ow le

arne

rs.

If th

ey d

o, th

ese

prog

ram

ssh

ould

be

expa

nded

to m

ore

clas

sroo

ms.

If.th

ey d

o no

t, in

sigh

ts g

athe

red

by th

e te

ache

rsin

volv

ed s

houl

d he

sha

red

with

all

othe

rte

ache

rs s

o m

ore

idea

s ab

out h

elpi

ng s

low

lear

ners

mig

ht h

e ge

nera

ted.

-Tea

cher

s sh

ould

be

very

car

eful

not

to ta

g a

stud

ent w

ith th

e la

bel "

slow

lear

ner.

" St

uden

ts.

shou

ld h

e pr

otec

':ed

from

unf

latte

ring

com

pari

-so

ns a

nd la

belin

g.--

Oth

er s

tude

nts

shou

ld b

e en

cour

aged

to f

eel

that

the

slow

lear

ner

has

som

e un

ique

tale

nts

ant:

way

s of

doi

ng th

ings

whi

ch d

eser

ve r

espe

ctan

d ad

mir

a;io

n. T

hey

shou

ld le

arn

to b

e to

lera

nt.

Nee

ds o

f Sl

ow L

earn

ers

(p. 3

_)1

the

slow

lear

ner

and

resp

ect h

im f

or h

is!n

divi

daal

per

sona

lity.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

low

lear

ners

hav

e sp

ecia

l nee

ds to

he

met

.

Tar

get p

opul

atio

n:A

ll st

uden

ts c

lass

ifie

d as

slo

w le

arne

rs, K

-I 9

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) a

spec

ial p

rogr

am to

em

phas

ize

the

need

s of

the

slow

lear

ners

has

bee

nim

plem

eate

d in

all

elem

enta

ry s

choo

ls a

nd in

all

seco

ndar

y sc

hool

s; (

b) s

peci

al r

esou

rce

teac

hers

have

bee

n as

sign

ed to

eac

h el

emen

tary

sch

ool a

nd e

ach

seco

ndit!

-v s

choo

l on

a sl

ow le

arne

r/re

sour

cete

ache

r ra

tio to

be

dete

rmin

ed b

y it

C01

1111

1 in

ce o

f re

sour

ce te

a( :i

er!-

3,re

gula

r te

ache

rs, p

aren

ts o

f sl

owle

arne

rs, s

choo

l adm

inis

trat

ors,

and

stu

dent

lead

ers;

(. )

mor

e te

ache

rs (

an in

crea

se o

f at

leas

t 15%

)ha

ve b

een

enco

urag

ed to

use

indi

vidu

aliz

ed, p

erso

naliz

edI

proc

edur

es a

nd le

arni

ngm

ater

ials

; (d)

mor

e ac

cura

te m

etho

ds (

in th

e op

inio

n of

the

abov

e co

mm

ittee

) ha

ve b

een

dete

rmin

edfo

r id

entif

ying

the

stud

ents

to b

e cl

assi

fied

as

slow

lear

ners

;(e

) al

l tea

cher

s ha

ve r

ecei

ved

in-

serv

ice

or s

umm

er-s

choo

l tra

inin

g in

met

hods

of

mot

ivat

ing

and

help

im s

low

lear

ners

.

Cri

tical

ity: T

his

need

is ju

dged

to b

e C

RIT

ICA

L (

2).

Tim

e fr

ame:

Thi

s ne

ed-s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

1975

.

CO

NC

ER

N: S

tude

nts

mus

t lea

rn b

asic

Eng

lish

com

rini

ni::L

Hnr

:

(Wha

t is

and

wha

t will

be)

in th

e :-

econ

dary

scH

, 1.;

Gua

m O

pini

onna

ire

Res

ults

'48,

4'1

0, #

12, #

14, a

nd 7

-716

:O

ur s

choo

ls a

re:

8. S

PEA

KIN

G S

KIL

LS

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

Tea

cher

sA

dmin

is-

9th

12th

Key

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=92

1N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul25

%15

%1.

6(70

11%

26%

38%

10;7

0

Usu

ally

Suc

cess

ful

3650

2653

3844

Seld

om S

ucce

ssfu

l12

1318

1615

1428

Uns

ucce

ssfu

l4

3a

06

4.-

18D

on `

t K n

c:v

2319

3521

153

.15

10.

LIS

TE

NIN

G S

KIL

LS

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

'leac

hers

Adm

inis

-9t

h12

thK

eytr

ator

s G

rade

rs G

rade

rs L

eade

rSN

=14

4N

=78

N=

221

N=

19N

=34

2N

=:3

23N

=50

Ver

y Su

cces

sful

31%

32%

24%

16%

28%

35%

10%

Usu

ally

Suc

cess

ful

4137

5168

2910

52Se

ldom

Suc

cess

ful

1010

1511

.14

1115

Uns

ucce

ssfu

l6

810

013

710

Don

't K

now

1213

05

16I

12

69

VA

LU

ES

(Wha

t oug

ht to

be)

"We

belie

ve:

-As

life

an G

uam

incr

ease

s in

sop

hist

icat

ion,

the

need

bec

omes

gre

ater

for

all

Gua

man

ian,

espe

cial

ly th

e na

tives

, to

expa

nd th

eir

faci

lity

with

the

Eng

lish

lang

uage

.--

Mor

e so

phis

ticat

ed f

orm

ulat

ion

and

expr

es-

sion

of

abst

ract

con

cept

s--h

appi

ness

, fre

edom

,pa

trio

tism

, lov

e, c

once

rn, e

mpa

thy,

etc

.--

will

dee

pen

and

enla

rge

conc

eptu

al u

nder

-st

andi

ng f

or th

e st

uden

ts, w

ith c

orre

spon

ding

impl

icat

ions

for

impr

oved

beh

avio

r.--

Dev

elop

men

t of

bette

r re

adin

g ab

ility

for

seco

ndar

y-sc

hool

stu

dent

s w

ill p

ay d

ivid

ends

in te

rms

of th

e st

uden

ts' i

ncre

ased

abi

lity

to s

ucce

ed in

the

othe

r ac

adem

ic s

ubje

cts

of th

e hi

gh-s

choo

l cur

ricu

lum

.-D

eve!

opm

ent o

f th

e na

tive

stud

ents

' ow

nla

ngua

ge w

ill a

lso

pay

divi

dend

s in

term

s of

the

stud

ents

' inc

reas

ed a

bilit

y to

com

preh

end

and

expa

nd th

eir

seco

nd la

ngua

ge.

- -A

ll se

cond

ary

teac

hers

mus

t he

lang

uage

teac

hers

. Max

imum

lang

uage

usa

ge m

ust

beco

me

a m

ajor

foc

al o

bjec

tive

in a

ll cl

ass-

room

s.--

Act

ual p

artic

ipat

ion

in o

ral-

Eng

lish

activ

ities

disc

ussi

ons,

rep

orts

, spe

eche

s,dr

amat

ics,

ski

ts, r

adio

and

tele

visi

onpr

esen

tatio

ns, d

ebat

es, e

tc.,

--w

ill f

acili

tate

Bas

ic E

nglis

h-C

omm

unic

atio

n Sk

ills-

-Sec

ondo

xy (

p. 2

).

12.

R F

AD

ING

SK

ILL

S

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

Tea

cher

sA

dmin

is_

9th

1 2t

hK

eytr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=14

4N

=78

N=

991

N=

19N

=34

2N

=39

3N

=50

Ver

y Su

cces

sful

9957

0S'

,',0%

27,7

02.

9,16

%

Usu

ally

Suc

cess

ful

3535

1853

3746

48Se

ldom

Suc

cess

ful

1013

1411

IS15

18

Uns

ucce

ssfu

l6

68

114

5

Don

't K

now

2715

419,

,15

518

14. W

RIT

ING

SK

ILL

S

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

dy-1

-sK

ey

Ver

y Su

cces

sful

22%

22%

11%

5%-,

9c7

Usu

ally

Suc

cess

ful

3528

2632

3440

48Se

-.1.

om S

ucce

ssfu

l.1

527

1696

1512

Uns

ucce

ssfu

l6

65

610

Don

't K

now

2217

3932

412

max

imum

lang

uage

de,

'elo

pmen

t for

all

stud

ents

, pro

vidi

ng th

at:-

iiici

c-nt

s pa

r -

tictp

,:te,

--T

here

sho

uld

be a

rem

edia

l TE

SL p

rogr

amfo

r al

l nat

ive

and

fork

.n-

horn

stu

dent

s w

hola

ck a

dequ

ate

E.;g

lish-

com

mun

icat

ion

skill

sat

the

juni

or-h

igh

scho

ol le

vel.

Thi

s pr

o-gr

am s

hod

also

be

cont

inue

d in

to th

ese

nior

-h:g

h sc

hool

for

the

Ude

lltt;

who

hav

eno

t mad

e su

ffic

ient

pro

gl-C

by th

e tim

e th

eyle

ave

the

juni

or h

igh

scho

ol.

--T

here

:-:h

ould

als

o be

a r

egul

ar r

emed

ial

prog

ram

for

;Al s

tate

side

stu

dent

s w

ho la

ckaa

2qua

te E

nglis

h-co

mm

unic

atio

n sk

ills

at th

eju

nior

-Ing

h sc

hool

leve

l and

con

tinue

d,if

nece

ssar

y, in

to th

e se

nior

-hig

h sc

hool

leve

l.--

The

teac

her-

: of

the

_hut

r a

nd s

cnio

r-hi

gh.'t

*,_:

(:)1

rem

edia

l Eng

lish

prog

ram

s (T

ESL

and

regu

lar)

sho

uld

he e

xper

ts in

teac

hing

Eng

lish-

lang

uage

com

mun

ictio

n--

The

re s

houl

d he

in-s

ervi

ce tr

aini

ng f

orot

her

seco

ndar

y-sc

hool

teac

hers

des

igne

dto

impr

ess

upon

them

the

need

to a

lso

teac

hE

nglis

h-la

ngua

ge s

kills

, reg

ardl

ess

of th

eir

subj

ect s

peci

ality

, and

to g

ive

them

pra

ctic

alsu

gges

tions

for

fill

ing

this

nee

d.

Bas

ic E

nglis

h-C

omm

unic

atio

n Sk

ills

Seco

ndar

y (p

. 3).

16. S

PEL

LIN

G S

KIL

LS

Perc

ent R

espo

ndin

gN

on-

Adr

nini

s-9t

h12

thK

evPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1N

=I9

N =

:342

N=

323

N=

50V

ery

Succ

essf

ul41

%41

%17

c,0

32%

36%

45%

30%

Usu

ally

Shp

( es

sful

1431

6153

3026

40Se

ldom

Suc

cess

ful

716

1311

1412

16

Uns

ucce

ssfu

l3

54

04

54

Don

't K

now

58

65

17-.

1910

--A

ccor

ding

to th

e ep

inio

nnai

re r

esul

ts, r

espo

nden

ts v

atie

d co

nsid

erab

ly :a

thei

res

timat

es o

f sc

hool

suc

cess

in te

achi

ng b

asic

Eng

lish-

com

mun

icat

ion

skill

s to

stud

ents

at t

he s

econ

dary

leve

l, al

thou

gh e

stim

ates

of

unsu

cces

sful

per

form

ance

usua

lly w

ere

less

than

30%

. An

unus

ually

larg

e nu

mbe

r of

teac

hers

sai

d th

eydi

d no

t kno

w w

heth

er th

e sc

hool

s w

ere

succ

essf

ul o

r no

t, w

hich

pro

babl

y in

dica

ted

thei

r co

nfus

ion

over

the

fact

that

thes

e sk

ills

are

trad

ition

ally

taug

ht a

s pa

rt o

fth

e cu

rric

ulum

onl

y at

the

elem

enta

ry-s

choo

l lev

el.

--O

ver

half

of

the

ente

ring

fre

shm

an c

lass

at t

he U

nive

rsity

of

Gua

m h

ave

seri

ous

read

ing

prob

lem

s an

d m

ore

than

thre

e-qu

arte

rs o

f th

e en

teri

ng f

resh

men

fal

lbe

low

nat

iona

l nor

ms

in b

asic

com

mun

icat

ion

skill

s.(1

:58:

17)

1968

--Sp

ecif

ic r

eadi

ng d

isab

ility

pro

blem

s at

the

high

sch

ool l

evel

are

wid

espr

ead.

(1:1

05:3

9)19

69--

Ttie

re is

z1

need

tode

velo

p th

e ab

ility

to r

ead-

and

unde

rsta

nd th

e su

bjec

tco

nten

t are

as in

bot

h th

e ju

nior

and

sen

ior

high

sch

ool l

evel

s.(1

:87:

2)19

69--

Ele

vent

h-gr

ade

stud

ents

, on

the

Stan

ford

Ach

ieve

men

t Tes

t, sc

ored

at t

he22

nd p

erce

ntile

in E

nglis

h, a

t the

18t

h Pe

rcen

tile

in R

eadi

ng, a

nd a

t the

44t

hpe

rcen

tile

in S

pelli

ng. T

he te

st w

as a

dmin

iste

red

in A

pril,

197

2.(2

7) 1

972

--Su

mm

ariz

ed b

elow

are

the

Mea

n E

quiv

alen

t sco

res

on ~

lie L

angu

age

subt

est o

fth

e St

anfo

rd A

chie

vem

ent T

est,

adm

inis

tere

d in

Apr

il 19

72 to

all

publ

ic ju

nior

high

sch

ools

in G

uam

:71

Bas

ic E

nglis

h-C

omm

unic

atio

n Sk

ills

-- S

econ

dary

(p.

4).

Gra

deN

umbe

r T

este

dL

angu

age

subt

est

Nat

iona

l nor

m7 9

1797

1340

5.79

6.90

7.80

9.80

Scor

es a

re r

ough

ly 2

.0 to

2.9

yea

rs b

elow

nat

iona

l sta

tesi

de n

orm

s at

that

grad

e le

vel.

(27)

1972

--G

uam

has

eig

ht r

eadi

ng c

ente

rs to

hel

p st

uden

ts w

ith s

peci

al r

eadi

ng p

rob-

lem

s. (

39:M

acch

5, 1

970)

- -A

t Geo

rge

Was

hing

ton

Seni

or H

igh,

the

McG

ee P

honi

csT

est a

nd th

e Io

wa

Sile

nt R

eadi

ng T

est w

ere

give

n to

eve

ry s

opho

mor

e. S

tude

nts

wer

e di

vide

d in

totw

o gr

oups

bas

ed o

n ab

ility

, A f

or th

e to

p gr

oup

and

B f

or th

e b,

:-.tt

om.

In g

roup

B, 8

0% o

f th

e st

uden

ts u

nder

stoo

d le

ss th

an 1

0% o

f w

hat t

hey

read

.(2

7) 1

972

-The

dif

fere

nce

betw

een

the

scor

es a

vera

ged

by G

uam

ania

n st

uden

ts a

ndst

ates

ider

s w

as 1

.8 y

ears

of

achi

evem

ent a

t 7th

gra

de le

vel a

nd 1

.44

at 9

thgr

ade

leve

l. T

his,

dif

fere

nce

is s

omew

hat u

nusu

al in

that

sco

res

gene

rally

wid

er f

r,,a

the

natio

nal n

orm

as

the

grad

e le

vel i

ncre

ases

;(2

7)19

72-O

ral l

angu

age

prob

lem

s ab

ound

am

ong

the

high

-sch

ool s

tude

nts

in G

uam

'ssc

hool

s.,1

:106

:38)

1969

-Lan

guag

e la

bora

tori

es a

re n

eede

d to

pro

vide

nat

ive

spea

ker

mod

els

in th

ecl

assr

oom

, per

mit

stud

ents

to h

ear

thei

r ow

n vo

ices

, and

pro

vide

bac

kup

for

abse

nt te

ache

rs.

(1:9

2:2)

1969

-The

fea

sibi

lity

stud

y te

am p

lace

d at

the

top

of th

e lis

t of

educ

atio

nal n

eeds

,th

e im

port

ance

of

all c

itize

ns o

f G

uam

lear

ning

to s

peak

and

wri

te th

eE

nglis

h la

ngua

ge w

ith m

axim

um p

rofi

cien

cy a

nd p

reci

sion

.(1

:36:

13)

1967

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Exa

min

atio

n of

test

-sco

re d

ata

and

repo

rts

of te

ache

rs c

ombi

ne to

val

idat

eth

e gr

eat n

eed

for

rem

edia

l ins

truc

tion

in b

asic

Eng

lish-

com

mun

icat

ion

skill

sam

ong

the

high

-Sch

ool s

tude

nts,

esp

ecia

lly a

mon

g th

ose

who

se f

irst

lang

uage

is o

ther

than

Eng

lish.

72

Bas

ic E

nglis

h-C

omm

unic

atio

n(r

). 5

).

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

econ

dary

-sch

ool s

tude

nts

need

to le

arn

basi

c E

nglis

h-co

mm

unic

atio

n

Tar

get p

opul

atio

n:1.

11 s

tude

nts,

- 7-

12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) a

rem

edia

l TE

SL p

rogr

am h

as b

een

esta

blis

hed

for

all n

ativ

e an

d fo

reig

n-bo

rnst

uden

ts w

ho la

ck a

dequ

ate

Eng

lish-

com

mun

icat

ion

skill

s at

the

juni

or-h

igh

scho

ol le

vel;

(b)

this

pro

gram

has

been

con

tinue

d in

fo th

e S:

211i

Gr-

high

sch

ool f

or a

ll of

thes

e st

uden

ts w

ho h

ave

not m

ade

suff

icie

ntpi

-ogr

ess

by th

e tim

e th

ey le

ave

the

juni

or-h

igh

scho

ol; (

c) a

noth

er r

emed

ial,

non

TE

SL p

rogr

am h

asbe

en e

stab

lishe

d fo

r ad

sta

tesi

de s

tude

nts

who

lack

ade

quat

e E

nglis

h-co

rnm

unic

atio

n sk

ills

at-

the-

juni

or-

high

sch

ool l

evel

and

con

tinue

d, if

nec

essa

ry, i

nto

the

seni

or h

igh

scho

ol le

vel;

(d)

all t

each

ers

ofth

ese

rem

edia

l pro

gram

s (T

ESL

and

non

-TE

SL)

at b

oth

the

juni

or a

nd s

enio

r-hi

gh s

choo

l lev

els

have

been

trai

ned

(cer

tifie

d as

exp

erts

) in

teac

hing

Eng

lish-

lang

uag

com

mun

icat

ion

skill

s: (

e) a

ll ot

her

seco

ndar

y-sc

hool

teac

hers

hav

e re

ceiv

ed in

-ser

vice

tniin

ing

desi

gned

to im

pres

s up

on th

em th

e ne

edto

als

o te

ach

Eng

lish-

lang

uage

ski

lls, r

egar

dles

s of

thei

r :-

:ubj

ect s

peci

alty

, and

to g

ive

them

pra

ctic

alsu

gges

tions

for

fill

ing

this

nee

d: a

nd (

f) lo

cal n

orm

s in

lang

uage

art

s on

sta

ndar

dize

d te

sts

are

reas

onab

lyeq

uiva

lent

(w

ithin

hal

f a

grad

e le

vel o

r w

ithin

10

perc

entil

e po

ints

) w

ith s

tate

side

nor

ms.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

CR

ITIC

AL

(2)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

1977

.

CO

NC

ER

N: T

each

ers

need

acc

ess

to a

deci

aLite

and

io-v

isua

l aid

s an

d to

sui

tabl

e fa

cilit

ies

for

show

ing

som

e ty

pes

ofau

dio

- vi

sual

aid

s.

FAC

TS

(Wha

t is

and

wha

t will

be)

- -T

here

are

pre

sent

ly o

nfi

le f

or th

e te

ache

r's u

se o

ver

6,20

0 tit

les

of f

ilms,

filf

fist

rips

, stu

dy li

sts,

pic

ture

pri

nts,

slid

es, m

aps,

nov

els,

tran

spar

enci

es,

and

vide

o ta

pes

in th

e L

earn

ing

Res

ourc

es C

ente

r. (

39:F

eb. 4

, 197

1)-T

he P

rodu

ctio

n D

epar

tmen

t of

the

Lea

rnin

g R

esou

rces

Cen

ter

cost

$65

,000

this

yea

r, it

s fi

rst f

ull y

ear

of o

pera

tion.

It tu

rned

out

nea

rly

10,0

00 in

di-

vidu

al p

iece

s of

loca

lized

mul

ti-m

edia

lear

ning

aid

s fo

r te

ache

rs, e

duca

tiona

lco

nsul

tant

s, e

tc. (

39:M

ay 1

, 197

1)-

-A s

ound

bas

ic p

rogr

amis

rep

rese

nted

in a

ll se

cond

ary

scho

ols,

but

aud

io-

visu

al e

quip

men

t is

not a

vaila

ble

in a

dequ

ate

num

bers

; mos

t equ

ipm

ent i

s no

tav

aila

ble

in a

dequ

ate

num

bers

; mos

t equ

ipm

ent a

nd m

ater

ials

are

-to

re('

inpo

orlY

ven

tilat

ed s

tock

room

s w

ith h

igh

tem

pera

ture

s an

d hi

gh h

un,in

ity.

(15:

2)19

66-C

ompl

icat

ing

the

need

for

inst

ruct

iona

l res

ourc

es is

the

lack

of

tech

nici

ans

and

the

diff

icul

ty o

f m

aint

aini

ng e

lect

roni

c eq

uipm

ent i

n an

are

a w

here

inte

nse

hum

idity

and

hea

t, ca

usin

g co

rros

ion,

pla

ce e

norm

ous

stra

ins

on th

e eq

uip-

men

t.(1

:36:

15)

1967

Com

mitt

ee m

embe

rs r

epor

t tha

t:-P

arap

rofe

ssio

nals

, lib

rari

ans,

or

othe

r un

trai

ned

peop

le a

re u

sual

ly in

char

ge o

f th

e ca

re a

nd s

tora

ge o

f au

dio-

visu

al e

quip

men

t in

the

vari

ous

Scho

ols.

- -M

inor

rep

airs

mus

t be

hand

led

thro

ugh

the

Lea

rnin

g R

esou

rces

Cen

ter

cutti

ng d

own

on th

e tim

e th

e eq

uipm

ent c

an b

e ut

ilize

d.--

Tar

get s

choo

ls h

ave

the

adva

ntag

e of

ric

h pr

ogra

ms

invo

lvin

g a

vari

ety

ofle

arni

ng m

edia

incl

udin

g m

any

audi

o-vi

sual

aid

s.Si

nce

they

get

pri

ority

,th

e ot

her

scho

ols

go b

eggi

ng.

--N

ot a

ll te

ache

rs u

se th

e se

rvic

es p

rovi

ded

by th

e L

RC

bec

ause

of

the

diff

icul

ty o

f sh

owin

g au

dio-

visu

al a

ids

in c

lass

room

s w

hich

can

not b

eda

rken

ed ,o

r in

cla

ssro

oms

whi

ch b

ecom

e un

bear

ably

hot

whe

n da

rken

ed.

74

VA

LV

ES'

(Wha

t oug

ht to

be)

We

belie

ve:

--T

here

sho

uld

he tr

aine

d m

edia

spe

cial

ists

to c

are

for

the

audi

o-vi

sual

equ

ipm

ent i

n al

lsc

hool

s w

ith e

nrol

lmen

ts o

f 40

0 st

uden

ts o

rm

ore.

He

shou

ld b

e qu

alif

ied

to m

ake

min

orre

pair

s an

d ad

just

men

ts.

-The

re m

ust b

e ai

r-co

nditi

oned

film

roo

ms

to s

how

film

s an

d fi

lm s

trip

s w

hich

req

uire

da

dark

ened

roo

m, a

t lea

st tw

o in

eve

ry s

choo

l.--

The

aud

io-v

isua

l equ

ipm

ent s

houl

d be

kep

tin

roo

ms,

pre

fere

ably

air

-con

ditio

ned,

whi

chca

n be

sec

urel

y lo

cked

to p

reve

nt th

eft.

--T

he L

earn

ing

Res

ourc

e C

ente

r sh

ould

serv

ice

scho

ols

at le

ast t

wic

e a

wee

k. T

hey

shou

ld a

lso

spee

d up

the

mai

nten

ance

and

repa

ir o

f eq

uipm

ent s

ent i

n fo

r se

rvic

ing.

--T

here

sho

uld

be a

t lea

st o

ne T

V s

et f

orev

ery

five

cla

ssro

oms

in th

e sc

hool

s.-

-The

re s

houl

d he

at l

east

one

phot

ogra

phic

dark

room

in e

ach

juni

or a

nd s

enio

r-hi

ghsc

hool

.-E

ither

the

teac

hers

sho

uld

have

in-s

ervi

cetr

aini

ng in

ope

ratin

g au

dio-

visu

al e

quip

men

tor

stu

dent

s sh

ould

be

trai

ned

to s

erve

as

oper

ator

s.

Ade

quat

e A

udio

-Vis

ual A

ids

and

Suita

ble

Faci

litie

s fo

r Sh

owin

g So

me

Aid

s; (

p. 2

).

-Equ

ipm

ent a

nd a

udio

-vis

ual m

ater

ials

are

fre

quen

tly d

amag

ed a

nd-s

omet

imes

stol

en. N

ot a

ll te

ache

rs k

now

how

to o

pera

te e

quip

men

t pro

perl

y.-

-The

re a

re v

ery

few

TV

set

s in

mos

t sch

ools

.-

-The

Lea

rnin

g R

esou

rce

Cen

ter

deliv

ers

and

pick

s up

mat

eria

ls o

nly

once

per

wee

k w

hich

ties

up

the

mat

eria

ls f

or th

e en

tire

wee

k. S

ome

teac

hers

fin

d it

diff

iCul

t to

plan

thei

r sc

hedu

les

at le

ast a

wee

k in

adv

ance

.-S

ome

juni

or a

nd s

enir

r hi

gh s

choo

ls la

ck p

hoto

grap

hic

dark

room

s.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to !

earn

in a

n op

timum

lear

ning

env

iron

men

t (pa

rt 5

) ch

arac

teri

zed

by r

eady

acc

ess

to a

udio

-vi

sual

aid

s in

a c

omfo

rtab

le s

ettin

g,

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

(pa

rt 5

) w

ill b

e re

solv

ed w

hen

(a)

each

sch

ool h

as th

e fo

llow

irg

faci

litie

s fO

r m

akin

g op

timal

use

of th

e L

RC

res

ourc

es: (

1) a

t lea

st tw

o ai

r-co

nditi

oned

roo

ms

whi

ch c

an b

e da

fken

ed, (

2) a

sto

rage

faci

lity,

pre

fera

bly

air-

cond

ition

ed, f

or a

udio

-vis

ual-

mat

eria

ls. a

nd e

quip

men

t whi

ch is

bot

h ce

ntra

llylo

cate

d an

d se

cure

aga

inst

thef

t, (3

) at

leas

t one

tele

visi

on r

ecei

ver

for

ever

y fi

ve c

lass

room

s in

the

scho

ol, a

nd (

4) n

eces

sary

equ

ipm

ent i

n ge

ed r

epai

r; (

h) e

ach

scho

ol h

as th

e fo

llo_v

ing

trai

ned

pers

onne

lto

ope

rate

the

audi

o-vi

sual

equ

ipm

ent:

(1)

one

med

ia s

peci

alis

t tra

ined

to o

pera

te a

nd a

djus

t all

piec

esof

equ

ipm

ent,

and

(2)

teac

hers

, tea

cher

aid

es, o

r st

uden

t ope

rato

rs w

ho a

rc a

dequ

atel

y tr

aine

d in

usi

ngal

l pie

ces

of a

udio

-vis

ual e

quip

men

t; an

d (c

) th

e L

RC

has

adj

uste

d its

ser

vice

sch

edul

e to

pic

k up

and

deliv

er a

t eac

h sc

hool

twic

e a

wee

k an

d ha

s sp

eede

d up

(by

at l

east

50%

or

mor

e) th

e m

aint

enan

ce a

ndre

pair

of

audi

o-vi

sual

equ

ipm

ent s

ent i

n fo

r se

rvic

ing;

and

(d)

ther

e ha

s be

en a

n in

crea

se o

f at

leas

t30

% in

the

actu

al u

se o

f L

RC

mat

eria

ls a

s sh

own

by th

eir

reco

rds.

Cri

tical

ity: T

his

need

is ju

dged

to.b

e IM

POR

TA

NT

(3)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

974.

75

CO

NC

ER

N: A

dult

educ

atio

n ne

ed:,

prev

ided

.

(Wha

t is

and

wha

t will

be)

Gua

m O

pini

onna

ire

Res

ults

#66

: Our

sch

ools

are

:

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

Tea

cher

s/-

1dm

ini:,

-9t

h12

th1-

ey

trar

ors

Gra

ders

Gra

ders

Lea

der:

.N

=14

4N

=78

N=

19N

=34

2N

=32

3N

=::'

,01.

9`,7

036

%14

;70

11%

18%

, 9 ..

.,1-

JoV

ery

Succ

essf

ulU

sual

ly S

ucce

ssfu

l30

3325

4218

)932

Seld

om S

ucce

ssfu

l6

816

1011

)2U

nsuc

cess

ful

83

511

712

Don

't K

now

3047

9643

9018

--K

ey le

ader

s w

ere

the

mos

t cri

tical

of

the

scho

ols

for

failu

reto

pro

vide

ad.

-..,-

quat

e pr

ogra

ms

of a

dult

educ

atio

n. T

hirt

y-fo

ur p

erce

nt in

dica

ted

they

bel

ieve

dth

e sc

hool

s w

ere

rela

tivel

y un

succ

essf

ul in

mee

ting

this

nee

d.A

n un

usua

llyla

rge

perc

enta

ge o

f th

e re

spon

dent

indi

cate

d th

ey d

idno

t kno

w w

heth

er o

r no

tth

e sc

hool

s w

ere

succ

essf

ul.

--T

he D

epar

tmen

t of

Edu

catio

n sh

ould

est

ablis

ha

tele

com

mun

icat

ions

fac

ility

as a

mea

ns o

f re

achi

ng th

e ad

ult p

opul

atio

n of

the

isla

nd w

ho c

ould

oth

erw

ise

not a

ttend

for

mal

cla

sses

or

mig

ht b

e un

awar

e.of

the

a,.

.ilab

ility

of

such

clas

ses.

(1:2

5:19

)19

67--

The

Dep

artm

ent o

f E

duca

tion

shou

ld m

ake

adul

t edu

catio

na

maj

or p

art o

fpu

blic

edu

catio

n in

Gua

m w

ith s

tatu

s eq

ual

to th

at o

f el

emen

tary

and

sec

onda

ryed

ucat

ion.

(1:2

5:19

)19

67--

The

nee

d fu

r co

rrec

t Eng

lish

and

full

com

preh

ensi

on is

not c

onfi

ned

to th

esc

hool

chi

ldre

n.A

dults

, inc

ludi

ng s

ome

teac

hers

, are

als

o in

nee

d of

hel

p-op

port

uniti

es f

n.r

upgr

adin

g th

eir

Eng

lish.

(1:2

5:16

)10

67--

Pare

nts

shou

ld b

e en

cour

aged

to p

artic

ipat

e in

adu

lted

ucat

ion

cour

ses

thro

ugho

ut th

e is

land

.(1

:41:

7)19

6876

VA

LU

ES

(Wha

t oug

ht to

be)

We

bel

ve:

--T

he la

rge

num

bers

of

nativ

e G

uam

ania

ns w

hoha

ve n

o', h

ad s

choo

ling

oppo

rtun

ities

and

the

ho a

rge

num

ber

of s

tude

nts

who

cu

:-re

nt's

dro

pO

O1

Of

scho

ol n

eces

sita

tes

a st

rong

pro

gram

of a

dult

educ

atio

n fo

r G

uam

.qu

alif

ied

teac

hers

::ho

Uld

he

used

inte

achi

ng A

ults

.A

lso,

the

teac

hers

sho

uld

be c

aref

ully

scr

eene

d fo

r ab

ility

to r

elat

ew

ell t

o ad

ults

and

to h

old

thei

r in

tere

st,

--A

dult-

eclic

atio

n pr

ogra

ms

v.ic

h ar

e to

oac

adem

ie in

thei

r or

ient

atio

n te

nd to

sca

rew

bo w

ant t

o le

af n

I-P

a. h

esita

te to

com

-pe

te f

or a

gra

de.

--W

hile

adu

lt pr

ogra

ms

in I

ta:A

e ed

ucat

ion

and

,oca

tiona

l edu

catio

n ne

ed to

he

expa

nded

and

upgr

aded

, the

re is

als

o a

need

for

mor

eco

urse

s of

gen

eral

inte

rest

and

of

a re

crea

-tio

nal n

atur

e, S

nell

as c

onsu

mer

edu

catio

n,ch

ild c

are,

hom

e im

prov

em. a

t, ar

ts a

ndcr

afts

, sew

ing,

mus

ic, d

anci

ng, f

ood

pre-

para

tion,

gar

deni

ng la

ndsc

apbj

, cur

rent

even

ts, p

oliti

cs, w

orld

geo

grap

hy, w

orld

cultu

res,

sm

all e

ngin

e re

pai r

s, h

obbi

es,

phys

ical

edu

catio

n, e

tc.

--M

are

,,dul

t cla

sses

sho

uld

he o

ffer

ed d

urin

gth

e da

y-tim

e 1:

ours

, but

the

late

aft

erno

onan

d ev

enin

g sh

ould

als

o ha

ve it

s fa

ir s

hare

.Pe

riod

ical

ly, t

here

sho

uld

hesu

rvey

s m

ade

Adu

lt E

duca

tion

(p. 2

).

Fran

klin

Qui

tugu

a ha

s sa

id, "

\Vc

expe

ct to

c:..

nrin

ue :o

incr

ease

ott:

.ad

ult b

asic

edu

catio

n pr

ogra

m u

ntil

:i o

ur c

itize

nsat

leas

t asc

hool

edi

atio

n."

(49:

17)

1 97

1

--T

he A

dult

Bas

ic .E

duca

tion

prog

ram

has

18

cent

ers

arou

nd th

e is

land

.:ith

200

enro

llees

.(4

0:Ia

n. 3

0: 1

972)

--Ja

pane

se la

ngua

ge is

taug

ht a

t JFK

Sr.

Hig

h, in

the

Adu

lt E

veni

ng E

duca

-tio

n Pr

ogra

m a

nd a

t Uni

vers

ity o

f G

uam

.39

:Oct

. 7, 1

970)

--In

the

fall

of 1

969,

ext

ensi

on d

ivis

ion

stud

ents

mad

e up

322

of

a to

tal

enro

llmen

t of

2,20

6 at

the

Uni

vers

ity o

f G

uam

.. to

ughl

y 14

.6 p

erce

nt.

For

the

year

s 19

67 to

. 196

9, th

e ex

tens

ion

stud

ents

Mad

e up

2C

.8%

of

tota

len

rollm

ent.

(10:

11)

1970

--Ju

dgin

g fr

om P

nrol

lmen

t fig

ures

, the

rat

e of

attr

ition

at t

he U

nive

rsity

of G

uam

is c

onsi

dera

ble.

Of

the

791

fres

hmen

ther

e w

ere

791

fpm

ien

enro

lled

in th

e fa

ll of

196

6, b

ut o

nly

205

soph

omor

es e

nrol

led

in th

e fa

llof

196

7, i.

e. 2

6% o

f th

e pr

evio

us y

ear's

cla

ss. T

hus,

ther

e w

as a

dro

p of

enr,

)11m

ent o

f 74

% b

etw

een

1966

and

196

7. T

he d

rop

betw

een

1967

and

196

S.w

as 2

, and

bet

wee

n 19

68 a

nd 1

969

was

59%

. Whi

le it

is tr

ue th

at a

larg

enu

mbe

r of

thes

e st

uden

ts w

ere

part

-tim

e (5

2% f

or 1

967

to 1

969)

, the

mai

orir

yof

fre

shm

en s

impl

y w

ere

not p

rogr

essi

ng in

to th

eir

soph

omor

e ye

ar d

urin

gtt

time.

(10:

10-1

1)19

70--

The

Gua

m D

epar

tmen

t of

Agr

icul

ture

's c

once

rn w

ith e

ffic

ient

pro

duct

ion

and

dist

ribu

tion

of f

arm

pro

duce

has

led

to th

e de

part

men

t's e

xten

sion

educ

atio

n pr

ogra

m, g

eare

d to

war

d im

prov

ing

cultu

ral a

nd m

arke

ting

prac

tices

.(4

9:13

)19

71--

As

of S

epte

mbe

r 19

70, s

even

ty (

70)

pers

ons,

age

d 15

-24,

wer

e en

rolle

din

the

post

sec

onda

ry v

ocat

iona

l edu

catio

n pr

ogra

m a

t the

Gua

m V

oc/T

eeh

Scho

ol,

In a

dditi

on, 2

,278

wer

e re

port

ed e

nrol

led

in th

e ad

ult v

ocat

iona

lev

enin

g pr

ogra

m.

(49:

15)

1971

--T

he M

anpo

wer

Dev

elop

men

t and

Tra

inin

g pr

ogra

m is

aid

ing

to f

ulfi

llG

uam

's la

bor

shor

tage

s by

trai

ning

the

unem

?loy

ed a

nd u

nder

empl

oyed

inoc

cupa

tiona

l ski

lls. A

ppro

xim

atel

y $1

mill

ion

was

obl

igat

ed f

or 6

00 p

ar-

For

FY 1

971,

trai

ning

w.tv

, to

be g

iven

in 1

5 di

ffer

ent o

ccup

atio

ns(4

Ser

vice

s, 3

Hea

lth, 7

Con

stru

ctio

n, 4

Ele

ctri

cal a

nd 1

Off

ice)

.(4

9:16

)19

7177

v.hi

ch a

sk th

e ad

ults

the

node

sira

ble

times

io h

old

adtI

t cla

sses

. The

:;e ,a

irve

ys s

houl

dbe

fol

la.v

cd r

athe

r c,

osel

v in

sch

edul

ing

lass

es.

--L

ikew

ise,

per

iodi

c su

rvev

s sh

ould

be

mad

e of

y..h

ich

kind

of

clas

ses

the

adul

ts in

a co

mm

unity

wou

ld li

ke to

hav

ffer

ed.

The

se p

refe

renc

es s

houl

d be

fol

low

ed if

at

all p

ossi

ble.

and

tele

visi

on i-

zhou

ld b

e us

ed to

sup

-pl

emen

t adu

lt cl

asse

:: tn

d al

so to

adv

ertis

eth

e ad

ult c

lass

off

erin

gs.

--T

he a

dult

educ

atio

n pr

ogr:

in, i

n al

l thr

eeph

ases

basi

c ed

ucat

ion,

voc

atio

nal e

duca

-tio

n, a

nd g

ener

al e

duca

tions

houl

d he

fun

ded

adC

CIU

;nel

y .

form

of

th:2

com

mun

ity s

choo

l sho

uld

betit

tem

pted

on

Glia

ni.

Pilo

t pro

gram

s in

usi

ngth

e sc

hool

day

and

nig

ht, a

ll ye

ar lo

ng, s

hoild

he e

stab

lishe

d as

qui

ckly

as

poss

ible

.If

succ

essf

ul, t

hey

shou

ld h

e ex

pand

ed to

oth

erSc

h0O

ls in

oth

er c

omm

uniti

es.

-Som

e fo

rms

of r

ecog

nitio

n, s

uch

as s

peci

alce

rtif

icat

es, m

ight

ser

veIl

i-ol

vatio

n to

soni

c ad

ults

to c

ontin

ue in

adu

lt cl

asse

s w

ithco

mpl

etio

n.-S

ome

adul

t cla

sses

sho

uld

aim

at h

elpi

ngna

tive

adul

ts u

nder

stan

d an

d co

pe w

ith T

heso

cial

and

eco

nom

ic c

hang

es ta

king

phi

cc

onG

uam

.

Adu

lt E

duca

tion

(p. 3

).

--A

dult

Bas

ic E

duea

iiun'

s ex

paiid

ed s

eivi

.ces

this

-ye

ar to

incl

ude

Voc

atio

:lal

Reh

abili

tatio

n W

orks

hop

clie

nts

and

man

ual c

omm

unic

atio

n fo

r th

e de

af m

ute

adul

ts h

as c

ost t

he ta

xpay

ers

an a

dditi

onal

$13

, 000

.(3

9:M

ay 1

, 197

1)

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Dur

ing

rece

nt y

ears

, app

roxi

mat

ely

600

adul

ts h

ave

been

enr

olle

d ea

chye

ar f

or a

min

imum

of

10 h

ours

or

mor

e in

Adu

lt -B

asic

Edu

catio

n.-A

ppro

xim

atel

y 15

% d

o no

t eve

n pu

t in

two

cons

ecut

ive

clas

s pe

riod

s.A

ppro

xim

atel

y ha

lf p

ut in

a f

ull y

ear

of c

lass

wor

k. T

he o

ther

hal

f dr

opou

t alo

ng th

e w

ay.

-Exc

ept f

or th

e vo

catio

nal p

rogr

ams

and

the

one

clas

s in

Jap

anes

e, a

llad

ult c

ours

es a

re A

dult

Bas

ic E

duca

tion.

The

re a

re f

ew c

las-

,e, t

o m

eet

spec

ific

inte

rest

s an

d ne

eds

of lo

cal a

dults

incl

uded

in th

e pr

ogra

m.

-Of

the

600

adul

ts e

nrol

led,

an

estim

ated

25

wou

ld b

e ab

le to

pas

s th

eG

.E.p

. tes

t, ac

ceni

ed a

s be

ing

equi

vale

nt to

the

high

-sch

ool d

iplo

ma

for

job

app.

.. an

ts.

-The

re a

re th

ree

TE

SL p

rogr

ams

for

Ori

enta

ls in

ope

ra io

n un

der

the

adul

t-ed

ucat

ion

prog

ram

.-C

lass

es f

or A

dult

Bas

ic E

duca

tion

com

men

ce tw

ice

a ye

ar.

-The

re i;

-.7

no c

omm

unity

-sch

ool p

rogr

am f

or a

dults

whe

re th

e sc

hool

sar

e us

ed f

or r

ecre

atio

nal a

nd a

voca

tiona

l pur

pose

s as

wel

l as

for

educ

a-tio

nal p

urpo

ses.

-The

re a

re a

bout

50

patt-

time

teac

hers

in th

e A

dult-

Edu

catio

n pr

ogra

m,

mos

tly m

oonl

ight

ers,

and

not

all

fully

qua

lifie

d.--

Day

cla

sses

are

pre

sent

ly f

illed

whi

le m

any

even

ing

clas

ses

go b

eggi

ng,

but,

of c

ours

e, :'

sere

are

rel

ativ

ely

few

day

-tim

e co

urse

s w

hich

are

offe

red.

Adu

lt E

duca

tion

(p. 4

).

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: A

dult

lear

ners

hav

e sp

ecia

l nee

dsbe

met

.

Tar

get p

opul

atio

n:A

ll ad

ults

on

Gua

m.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) ad

ult p

rogr

ams

in b

asic

edu

catio

n an

d vo

catio

nal e

duca

tion

have

bee

nex

pand

ed a

nd u

pgra

ded

(to

the

satis

fact

ion

of a

spe

cial

com

mitt

ee o

f ad

ults

, com

mun

ity le

ader

s,ad

ult-

educ

atio

n te

ache

rs, a

nd s

choo

l adm

inis

trat

ors)

; (b)

adu

lt co

urse

s of

gen

eral

inte

rest

and

/or

of a

rec

reat

iona

l nat

ure

have

bee

n ad

ded

to th

e ad

ult-

educ

atio

n cu

rric

ulum

; (c)

sur

veys

hav

e be

enco

mpl

eted

to a

scer

tain

the

spec

ific

cla

sses

the

adul

ts w

ould

like

to s

ee o

ffer

ed a

nd th

e m

ost

desi

rabl

e tim

es f

or o

ffer

ing

adul

t cla

sses

; (d)

rad

io a

nd te

levi

sion

hav

e be

en u

sed

for

adul

t--

educ

atio

n pu

rpos

es b

oth

to o

ffer

app

ropr

iate

info

rmat

ion

and

to a

dver

tise

adul

t-ed

ucat

ion

clas

ses;

and

(e)

a fo

rm o

f th

e "c

omm

unity

sch

ool"

con

cept

has

bee

n tr

ied

in G

uam

on

an e

xper

imen

tal

basi

s w

ith th

e in

tent

that

,if

suc

cess

ful,

the

prog

ram

wou

ld b

e ex

pand

ed to

oth

er s

choo

ls in

oth

erlo

cal c

omm

uniti

es.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

IMPO

RT

AN

T (

3).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

974.

79

CO

NC

ER

N: Y

oung

peo

ple

need

to 1

,::Ir

ti..;b

out f

amiiv

;Coo

:J h

uman

,exi

i3lit

y.

FAC

TS

(Wha

t is

and

wha

t will

be)

Gua

m O

pini

onna

ire

Res

ults

Our

sch

ools

are

:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

dors

Gra

ders

Le.

ade

rsN

=14

4N

=78

N=

991

N--

,19

N =

3 -1

2N

=32

3=

50

Ver

y Su

cces

sful

15%

31%

16%

-2

JS-1

,29

7,18

;70

Usu

ally

Suc

cess

ful

3040

:35

4234

Seld

om S

ucce

ssfu

l20

1318

2116

1614

Uns

ucce

ssfu

l10

910

512

1016

Don

't K

now

25

1827

1617

1318

--A

ccor

ding

to th

e op

inio

nnai

re r

esul

ts, 3

0% o

f th

e ke

y le

ader

s cu

d p

aren

t.-;

and

slig

htly

less

per

cent

ages

of

the

othe

r re

spon

dent

s be

lieve

d th

at th

e sc

hool

sw

ere

rela

tivel

y un

succ

essf

ul in

teac

hing

you

ng p

eopl

e ab

out f

amily

life

and

hum

an s

exua

lity.

Fair

ly la

rge

num

bers

did

not

kno

w w

heth

er o

r no

t the

sch

ools

wer

e su

cces

sful

in m

eetin

g th

is n

eed.

--O

ne o

f th

e ob

ject

ives

of

the

11th

gra

de h

ealth

pro

gram

is to

ena

ble

"to

prep

are

to a

ssum

e th

e re

spon

sibi

lity

of m

arri

age

and

fam

ily."

(1:

47:4

) 1°

69--

Atte

ntio

n sh

ould

be

give

n to

pro

vidi

ng in

stru

ctio

n in

sex

edu

catio

n.(1

:113

:2)

1969

--A

tota

l of

6.5%

of

the

scho

ol le

aver

s in

dica

ted

that

thei

r pa

rent

s w

ere

sepa

-ra

ted

whi

le th

ey_w

ere

in s

choo

l as

com

pare

d w

ith 1

.8%

of

the

Stay

-in

Con

trol

Gro

up.

(5:5

8)19

71

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

A f

ew y

ears

:Igo

, the

re w

as a

tria

l six

-wee

k pr

ogra

m in

sex

edu

catio

n : o

neof

the

high

sch

ools

.It

wts

eva

luat

ed n

egat

ivel

y by

the

stud

ents

so

the

scho

olho

ard

elim

inat

ed it

fro

m th

e sc

hool

cur

ricu

lum

.

SO

VA

LU

ES

: Wha

t oug

ht te

be)

Bel

ie \

\`e:

--C

ono2

pis

rela

ted

to e

ffec

tive

fam

ily li

fesh

ould

be

inte

grat

ed in

to th

e :-

;010

01'S

cur

-ri

culu

m a

r al

l lev

els,

K-

I2.

cove

ring

- th

e bi

olog

ical

asp

'ect

s of

Sex

in a

hig

h-sc

hool

cou

rse

is n

ot tr

uly

sex

Ctil

iCO

tiOn.

SOX

IM

IS1

he ti

t'dtO

fam

ily li

fein

all

of it

s as

pect

s an

d m

ust h

e in

trod

uced

in te

rms

whi

ch th

e st

uden

ts c

an u

nder

st:n

dat

muc

h ea

rlie

r le

vels

than

hig

h sc

hool

.--

Fam

ily-l

ife

educ

atio

n (i

nclu

ding

sex

edi

fta-

tion)

is n

ot c

omin

g fr

om th

e ho

me

and

is lv

dIv

need

ed. S

ince

the

hom

e is

not

will

ing

to d

o th

ejo

b, th

e sc

hool

s m

ust a

ttem

pt to

do

the

job

:Inc

'do

it w

ell.

--C

aref

ul a

ttent

ion

shou

ld h

e gi

ven

to th

esu

bjec

t-m

atte

r of

the

fon-

lily-

life

educ

atio

nPr

ogra

m in

all

of th

e gr

ades

.E

xper

ts in

the

subj

ect-

area

sho

uld

he c

alle

dup

on to

prep

are

the

curr

icul

um a

nd th

e m

ater

ials

to b

e us

ed.

Com

mitt

ees

of p

aren

ts, C

itize

ns,

teac

hers

, and

sch

ool ;

idm

inis

trat

ors

shou

ldex

amin

e th

e co

nten

t and

mat

eria

ls b

efor

eev

en a

pilo

t pro

gram

is la

unch

ed.

--B

efor

e rh

o pr

ogra

m is

mad

e av

aila

ble

in a

llG

uam

sch

ools

, pilo

tpr

ogra

ms

shou

ld b

e tr

ied

in s

ever

al s

choo

ls to

TeS

t stu

dent

and

cor

n -

1111

111i

tV r

eact

ion.

If n

eces

sary

, mod

ific

atio

nssh

ould

be

mad

e. A

s so

on a

s a

reas

onab

ly

Fam

ily L

ife

and

Hum

an S

exua

lity

(p.

--T

here

is n

o pr

ogra

m a

t the

pre

sent

tim

e de

alin

g w

ith f

amily

life

or

-:uc

ce...

-,;(

;1 p

rogr

am h

as b

eef,

fou

nd,

it sh

ould

sex

educ

atio

n.to

all

scho

ol,,,

.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

abou

t fam

ily li

fe a

nd a

bout

hum

an

Tar

get p

opul

atio

n:A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) co

ncep

ts r

elat

-ed

toli.

dni]

; tile

, inc

ludi

ng s

ex e

duca

tion,

hav

e be

enin

tegr

ated

into

the

scho

ol's

cur

ricu

lum

at a

ll le

vels

of

inst

ruct

-ion

; (b)

exp

erts

in f

amily

-lif

e pr

ogra

m;

(c)

com

mitt

ees

of p

aren

ts, c

itize

ns, t

each

ers,

. and

s. p

ool o

,.lin

inis

trat

ors

have

exa

min

ed c

aref

ully

bot

hth

e co

nten

t and

the

mat

eria

ls b

efor

e a

pilo

t pro

gram

(d)

a pi

lot p

rogr

am in

fam

ily-l

ife

educ

atio

n ha

s be

en te

sted

in s

ever

al s

choo

ls to

asc

ertA

l:an

d co

mm

unity

rea

ctio

n an

d ne

eded

mod

ific

atio

ns h

ave

been

com

pl:2

ted;

(e)

a f

ull-

scal

e-d

ucnt

ion.

prog

ram

has

bee

n in

trod

uced

in a

ll of

the

scho

ols

on G

uam

; and

(f)

at l

east

SO

;',I,

of

pare

nts

citiz

ens,

teac

hers

, sch

ool a

dmin

istr

ator

s,an

d st

uden

t lea

ders

, whe

n su

rvey

ed r

ando

mly

, hav

e in

dica

ted

that

they

bel

ieve

the

prog

ram

is r

elat

ivel

ysu

cces

sful

.

Cri

tical

ity: T

his

need

is ju

dged

to b

e IM

POR

TA

NT

(3)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

4.(H

owev

er, t

he p

ilot p

rogr

am s

houl

d be

intr

oduc

ed,

if a

t all

poss

ible

, in

the

fall

of 1

973,

sub

ject

, of

cour

se, t

o th

e su

itabi

lity

of th

e co

nten

t and

mat

eria

lssu

gges

ted

for

the

pilo

t pro

gram

.)

CO

NC

ER

N: Y

oung

peo

ple

need

to le

arn

to g

et a

lon9

,- w

ith o

ther

..

FAC

TS

(Wha

t is

and

wha

t will

be)

Gua

m O

pini

onna

ire

Res

ults

#23

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

hPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

12th

Key

Gra

ders

Lea

ders

N=

144

N=

78N

=99

1N

=19

N=

342

N=

323

N=

50

Ver

y Su

cces

sful

17%

19%

13%

26%

I 4%

I 9%

Usu

ally

Suc

cess

ful

4841

5768

3140

49

Seld

om S

ucce

ssfu

l20

2322

025

93

Uns

ucce

ssfu

l10

65

318

10

Don

't K

now

610

30

1210

10

--A

ppro

xim

atel

y 30

% o

f al

l res

pond

ents

bel

ieve

d th

e sc

hool

s w

ere

unsu

cces

sful

in te

achi

ng y

oung

peo

ple

to g

et a

long

with

oth

ers.

--St

uden

ts o

f di

ssim

ilar

cultu

ral b

ackg

roun

ds m

eet i

n th

e sc

hool

s an

d th

ecu

rric

ulum

mus

t hav

e el

emen

ts to

whi

ch th

ey c

an r

elat

e in

the

clas

sroo

m a

ndin

the

com

mun

ity.

(1:2

5:9)

1967

--Pa

rt o

f th

e he

alth

pro

gram

in e

lem

enta

ry a

nd s

econ

dary

sch

ools

incl

udes

the

deve

lopm

ent o

f so

cial

res

pons

ibili

ty a

nd s

ocia

bilit

y.St

uden

ts a

t the

inte

rmed

iate

leve

l are

taug

ht to

''fo

rm p

ositi

ve a

ttitu

des

tow

ard

othe

rs."

Stud

ents

at

! he

hig

hsc

hool

leve

l are

aid

ed in

dev

elop

ing

"per

sona

l sta

ndar

ds o

f so

cial

, men

tal a

ndph

ysic

al h

ealth

."(4

7:4)

1969

--In

197

1-72

, the

re w

ere

5,62

2 st

uden

ts c

lass

ifie

d as

Whi

te, 7

40 c

lass

ifie

d as

Bla

ck, 4

,100

cla

ssif

ied

as O

rien

tal,

and

20,2

-10

clas

sifi

ed a

s C

ham

orro

in G

uam

Scho

ols,

Pub

lic a

nd P

riva

te.

(Dis

tric

t Sta

tistic

al R

ecor

ds)

1972

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Gua

m is

bec

omin

g in

crea

sing

ly m

ulti-

raci

al, m

ore

so e

ach

year

.

VA

LU

ES

(Wha

t oug

ht to

he)

We

belie

ve:

--E

very

stu

dent

sho

uld

tea

Ell

io tr

eat e

very

;)th

en s

tude

nt a

nd a

dult,

reg

ardl

ess

of r

ace

or s

ocio

-eco

nom

ic b

ackg

roun

d, w

ith r

espe

ctas

per

sons

hav

ing

righ

ts e

qual

to th

eir

own.

--E

very

stu

dent

sho

uld

lear

n ab

out t

hecu

lture

s of

the

peop

le-n

ow li

ving

on

Gua

m.

The

cul

ture

s of

at l

east

thro

e gr

oups

of

peop

lesh

ould

he

taug

ht in

the

scho

ols:

Cha

mor

rocu

lture

, Am

eric

an c

ultu

re. a

nd O

rien

tal

cultu

re.

Und

erst

andi

ng o

f di

ffer

ence

s :-

.110

i1re

duce

LI

11[1

1 ()

SON

-ta

lent

s sh

ould

inte

ract

with

com

pete

nt,

qual

ifie

d te

ache

rs o

f al

l the

dif

fere

nt r

aces

aril

cultu

res

livin

g on

Gua

m.

11 th

e ic

achc

rsfr

om lb

dif

fere

nt c

ultu

res

are

\vei

l -t r

aine

dan

d co

mpe

tent

, the

stu

dent

s w

ill p

erce

ive

!hat

com

pete

nce

is p

ossi

ble

rega

rdle

.-'s

of

raci

al h

a(.7

kgro

und.

If r

espe

cted

and

adm

ired

teac

hers

set

the

prop

er e

xam

ple

by b

eing

tole

rant

and

fri

endl

y w

ith e

ach

othe

r, r

egar

d-le

ss o

f ra

ce o

r:R

ural

bac

kgro

und,

the

stud

ents

v,1

11 h

otte

r un

ders

tand

that

they

do

not n

eed

to h

e de

fens

ive

beca

use

of th

eir

own

race

or

hack

grou

nd a

nd th

at th

ey to

oca

n su

ccee

d w

ith e

ffor

t.--

Stud

ents

fro

m d

iffe

rent

cul

tura

l bac

kgro

unds

shou

ld b

e gi

ven

man

y op

port

uniti

es to

mix

Get

Alo

ng w

ith O

ther

s (p

. 2).

--Fi

ghts

are

com

mon

am

ong

the

stud

ents

, som

e re

late

d to

dif

fere

nces

incu

ltura

l bac

kgro

und.

- -O

utsi

de o

f th

e cl

assr

oom

s, s

tude

nts

tend

to a

ssoc

iate

with

mos

tly th

ose

of th

eir

own

race

or

cultu

ral b

ackg

roun

d.-T

he u

se o

f al

coho

l by

som

e of

the

olde

r st

uden

ts s

eem

s to

agg

reva

te th

ena

tura

l riv

alri

es a

mon

g th

e di

ffer

ent r

acia

l and

cul

tura

l gro

ups

outs

ide

of th

e sc

hool

situ

atio

n.H

owev

er, s

uch

anim

ositi

es a

re s

omet

imes

tarr

ied

over

to th

e sc

hool

set

ting

whe

n th

e pa

rtic

ipan

ts r

etur

nsc

hool

.

toge

ther

in c

omm

ittee

\vor

k, e

xtra

-cur

ricu

la:

activ

ities

, soc

ial g

roup

s, r

ecre

atio

n a

ctiv

ir.

rld

othe

r su

perv

ised

sch

ool a

ctiv

ities

.T

he s

choo

l sho

uld

prom

ote

the

soci

al d

evel

op:

men

t of

youn

g pe

ople

as

wel

l as

thei

r in

tei-

lect

ual d

evel

opm

ent.

--St

uden

t lea

ders

sho

uld

he c

halle

nged

toun

dert

ake

a st

udy

of th

e pr

oble

m :I

nd r

nge!

t:cr

with

oth

er s

tude

nts

and

teac

her

advi

sors

,sh

ould

com

e up

with

som

e pl

ans

to h

elp

stud

ents

in th

eir

scho

ol u

nder

stan

d ea

chot

her

bette

r an

d liv

e to

geth

er in

gre

ater

p-.

;ic(.

and

harm

ony.

"-T

he u

se o

f al

coho

l by

stud

ents

sho

uld

beco

ntro

lled

and

elim

inat

ed if

at a

ll po

ssib

le.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

to g

et a

long

with

' her

s, to

pra

ctic

e to

lera

nce,

and

to e

limin

ate

prej

udic

e.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) th

e so

cial

stu

dies

cur

ricu

lum

has

bee

n m

odif

ied

to te

ach

abou

t the

Cha

mor

rocu

lture

, the

Am

eric

an c

ultu

re, a

nd th

e O

rien

tal c

ultu

re to

all

stud

ents

at b

oth

the

elem

enta

ry a

nd s

econ

dary

scho

ol le

vels

; (b)

a s

urve

y of

rac

ial c

hara

cter

istic

s of

teac

hers

has

indi

cate

d th

at th

ere

are

teac

hers

in a

llsc

hool

s w

ho a

re C

ham

orro

, Ori

enta

l, B

lack

, and

Whi

te; (

c) s

uper

vise

d sc

hool

act

iviti

es d

esig

ned-

to m

ix th

est

uden

ts a

nd to

trai

n th

em s

ocia

lly h

ave

been

intr

oduc

ed in

all

scho

ols;

and

(d)

at l

east

SC

, of

stud

ents

,te

ache

rs, p

aren

ts, c

itize

ns, a

lid s

choo

l adm

inis

trat

ors,

whe

n su

rvey

ed r

ando

mly

, hav

e ex

pres

sed

the

belie

f th

at th

is p

robl

em is

und

er c

ontr

ol a

nd r

apid

ly im

prov

ing.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

IMPO

RT

AN

T (

3).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d he

res

olve

d pr

ior

to J

une

1, 1

Q75

.

S3

CO

NC

ER

N: Y

oung

peo

ple

need

dis

cipl

ine

and

self

-con

trol

and

als

o 11

c:ed

to h

e m

otiv

ated

toin

sch

ool.

FAC

TS

(Wha

t i-s

- an

-d-w

hat_

will

be

Gua

m O

pini

onna

ire

Res

ults

430

and

#65

:O

ur s

choo

ls a

re:

30. D

ISC

IPL

INE

AN

D S

EL

F-C

ON

TR

OL

Perc

ent R

espo

ndin

gN

on-

Pare

nts

Pare

nts

Tea

cher

sN

=14

4N

=78

N=

221

Ver

y Su

cces

sful

21%

36%

10%

Usu

ally

Suc

cess

ful

3039

30Se

ldom

Suc

cess

ful

1512

19

Uns

ucce

ssfu

l6

48

Don

't K

now

2819

33

Adm

inis

-9t

h12

thK

eytr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=19

N =

:342

N =

323

N=

5021

%21

%39

%12

%

3729

3730

3216

1326

010

618

1123

-6

14

65. M

OT

IVA

TE

D T

O R

EM

AIN

IN

SC

HO

OL

Ver

y Su

cces

sful

Usu

ally

Suc

cess

ful

Seld

om S

ucce

ssfu

lU

nL:u

cces

sful

Don

't K

now

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

th,

Key

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=14

4.N

=78

N=

221

N=

19N

=34

2N

=32

3N

=50

24%

31%

14%

11%

19%

26%

3836

3542

2531

1513

2332

1523

712

95

2312

20

179

1911

18-8

1014%

30 2b

-Com

puls

ory

educ

atio

n sh

ould

be

rais

ed f

rom

the

pres

ent a

ge o

f 18

or

until

com

plet

ion

of h

igh

scho

ol.

(1:1

41:1

4)19

68-C

ouns

elor

s sh

ould

con

cent

rate

on

redu

cing

the

num

ber

of d

ropo

uts.

(1:

41:1

-1)

1968

VA

LU

ES

(Wha

t oug

ht to

be)

belie

ve:

--A

lthou

gh th

e nu

m x

;,a

tiden

ts w

ho d

rop

out

of s

choo

l is

less

now

than

for

me'

,le

num

ber

is s

till t

oo h

igh

and

mus

t be

redu

ced.

-Tea

cher

s m

ust b

e m

ore

awar

e of

thei

r re

-sp

onsi

bilb

y to

mak

e sc

hool

inte

rest

ing

and

prof

itabl

e fo

r al

l stu

dent

s. T

hey

mus

t bui

ldea

ch s

tude

nt, i

n a

posi

tive

man

ner,

to th

e po

int

whe

re h

e ex

peri

ence

s en

ough

fee

lings

of

succ

ess

that

he

will

wan

t to

rem

ain

in s

choo

l thr

ough

grad

uatio

n.-

-Mor

e ad

equa

te c

ouns

elin

g w

ill p

roba

bly

help

to r

educ

e th

e dr

op-o

ut r

ate.

-Moy

e re

med

ial E

nglis

h co

mm

unic

atio

n sk

illcl

asse

s w

ill p

roba

bly

help

to r

educ

e th

edr

op-o

ut r

ate.

-Mor

e em

phas

is u

pon

Cha

mor

ro la

ngua

gesk

ills

for

nativ

e yo

ungs

ters

and

mor

e aw

are-

ness

of

thei

r un

ique

cul

tura

l her

itage

will

prob

ably

hel

p to

red

uce

the

drop

-out

rat

e.-

-Mor

e ad

equa

te v

ocat

iona

l edu

catio

nan

dvo

catio

nal c

ouns

elin

g w

ill p

roba

bly

help

tore

duce

the

drop

-out

rat

e.-M

ore

inte

rest

ing

and

vat-

fed

extr

a-cu

rric

ular

activ

ities

, rec

reat

iona

l act

iviti

es, a

nd p

hysi

caed

ucat

ion

activ

ities

will

pro

babl

y he

lp to

red

uce

the

drop

-out

rat

e.--

Bet

ter

disc

iplir

ary

proc

edur

es w

ill p

roba

bly

help

to r

educ

e th

e dr

op-o

ut r

ate.

-Car

e sh

ould

be

take

n no

t to

susp

end

or e

xpel

84

Dis

cipl

ine

and

Self

-Con

trol

and

.Lto

in

-Of

part

icul

ar-i

nter

est i

n th

e pr

even

tion

of d

elin

quen

cy is

the

need

for

deve

lopi

ng s

peci

al m

eans

for

rea

chin

g th

e sc

hool

dro

pout

s an

d dr

aggi

ngth

em b

ack

into

som

e pa

rt o

f th

e ed

ucat

iona

l sys

tem

.(1

:1-H

igh

scho

ol c

ampu

ses

are

clos

ed c

ampu

ses.

Vis

itors

mus

t hav

e pr

ior

perm

issi

on o

r le

gitim

ate

busi

ness

on

cam

pus.

(39:

Fcb.

6, 1

970)

-In

one

inci

dent

,....a

pri

ncip

al, t

each

er, a

nd s

tude

nt w

ere

LI.

:sau

lted

by f

orm

erdr

op o

uts.

(39:

Feb.

6, 1

970)

- -T

he f

ollo

win

g va

riab

les

wer

e fo

und

to b

e m

ost p

rono

unce

d fo

r th

ose

stud

ent:;

who

dro

pped

out

of

scho

ol a

fter

gra

de 7

:Se

x71

% o

f ea

rly

scho

ol le

aver

s w

ere

mal

e.A

ge-

62%

wer

e 16

or

17 y

ears

old

.H

ome

- 71

% w

ere

resi

dent

s of

vill

ages

thro

ugho

ut th

e is

land

(ex

clud

ing

Tam

unin

g, B

arri

gada

, and

Ded

edo)

Gra

des

pm r

ecei

ved

an a

vera

ge o

f fo

ur o

r m

ore

D's

and

F's

per

yea

r.A

ttend

ance

- T

he f

ollo

win

g nu

mbe

rs o

f st

uden

ts w

ere

abse

nt f

or th

e gi

ven

num

ber

of d

ays

each

yea

r:(1

) fi

ve ti

mes

or

less

25%

(2)

six

to te

n tim

es -

23%

(3)

elev

en to

twen

ty ti

mes

-24

%(4

) tw

enty

-one

or

mor

e tim

es28

%(5

:9-1

1)19

71-T

he d

evel

opm

ent o

f lo

ng-r

ange

pla

ns th

at m

ore

fully

mee

t the

nee

ds o

f th

epo

tent

ial d

ropo

uts

and

nonc

olle

ge b

ound

stu

dent

s sh

ouh!

be

give

n se

riou

sat

tent

ion.

(1:1

14:2

)19

70-A

NW

RE

L s

tudy

of

earl

y sc

hool

leav

ers

show

ed a

dro

pout

rat

e of

25%

betw

een

seve

nth

and

twel

fth

grad

e fo

r th

ose

grad

uatin

g in

Jun

e 19

70.

(5:8

)19

71 -Int

ervi

ews

of-e

arly

sch

ool l

eave

rs s

ugge

st th

at th

ey le

ave

scho

ol e

arly

for

thre

e re

ason

s.Fi

rst,

they

see

sch

ool a

s an

unf

rien

dly

plac

e.Se

cond

, the

yre

act n

egat

ivel

y to

teac

hers

. Thi

rd, t

hey

are

forc

ed to

leav

e sc

hool

in o

rder

help

thei

r fa

mili

es f

inan

cial

ly.

(5:1

2)19

71-T

he n

umbe

r of

dro

pout

s fr

om G

uam

Pub

lic S

choo

ls h

as d

ecre

ased

eac

h ye

arsi

nce

1963

-64.

The

num

ber

of d

ropo

uts

duri

ng 1

969-

70 w

as 2

80, r

ough

ly h

alf

:'111

durl

tW

OW

goo

d re

ason

s an

d th

en o

nly

asL

.

each

crs

shou

ld h

ave

in-

-eiv

ice

trai

ning

infi

2rn

W1,

'; of

dis

cipl

inin

g st

uden

ts.

-1 (

..,;,,

hers

sho

uld

be f

aii-

and

fri

endl

y :1

11C

1 w

ork

;):)

iliV

L-1

,y w

ith s

tude

nts.

,:oun

selo

rs s

houl

d h<

.- g

i,..e

n m

ore

to W

ork

with

dis

iupz

ive

stad

enzs

help

,...,v

erce

nie

thei

r po

or a

ttitu

des

and

:11p

r,T

cr.

Iinc

attc

niio

n sh

ould

he

give

n to

wor

king

with

the

pare

nts

of s

tude

nts

who

are

dis

rupt

ive

or w

ho a

rc p

oten

tial d

rop-

outs

. Per

haps

som

eco

uld

he ;.

issi

gned

to w

ork

nrec

tiv-A

llow

inL

; stu

dent

., to

ass

ume

resp

onsi

hilit

ies

as th

ey p

rogr

ess

thro

ugh

scho

ol c

ould

be

help

ful,

resp

onsi

bilit

ies

for

plan

ning

for

lead

ersh

ip,

foi t

utor

ing,

for

invo

lvem

ent i

ll w

ork-

stud

ypr

ogra

m.-

, etc

.B

oth

stud

ent f

reed

om a

nd.-

espo

nsib

ility

incr

ease

with

mat

urat

ion.

--C

ours

e of

ieri

ngs

the

seco

ndar

y le

vel

shou

ld h

e br

oade

ned

and

mor

e Jp

tions

ope

ned

up to

the

:-,tu

dent

s fo

r se

lect

ing

the

clas

ses

they

wan

t to

take

.-E

nfor

cem

ent o

f sc

hool

rul

es s

houl

d he

con

-si

sten

t.St

uden

ts s

houl

d kn

ow th

ere

are

IinL

isan

d th

at th

e lim

its w

ill h

e en

forc

ed f

or a

llst

uden

ts.

-Stu

dent

s sh

ould

be

show

n ap

prec

iatio

n an

d gi

ven

reco

gniti

on f

or th

eir

ende

avor

s an

d ac

com

plis

h-m

ents

.

Dis

cipl

ine

and

Self

-Con

trol

and

Mot

ivat

ed to

Rem

ain

in S

choo

l (p.

of th

e 51

6 w

ho d

ropp

ed o

ut d

urin

g 19

63-6

4.(2

1:7)

1971

--T

he n

umbe

r of

Gua

m's

pub

lic h

igh

scho

ol g

radu

ates

in 1

969-

1970

was

80.

9%of

nin

th g

rade

enr

ollm

ent i

n th

e fa

ll of

196

6.(2

1:7)

1971

-The

num

ber

of G

uam

's p

ublic

hig

h-sc

hool

gra

duat

es in

crea

sed

43.5

%be

twee

n 19

64-6

5 an

d 19

69-7

0.(2

1:7)

1971

-Lev

el o

f ed

ucat

ion

com

plet

ed b

y pa

rent

s w

ould

see

m to

be

rela

ted

to th

edr

op o

ut r

ate.

Onl

y 2.

1 pe

rcen

t of

the

earl

y sc

hool

leav

ers

indi

cate

dth

atth

eir

mot

her

had

com

plet

ed th

e se

vent

h gr

ade

or m

ore,

whe

reas

40

perc

ent

of th

e st

ayin

par

ents

wer

e in

this

cat

egor

y.Si

mila

rly,

6.5

per

cent

of

the

leav

er f

athe

rs h

ad c

ompl

eted

the

seve

nth

grad

e or

mor

e co

mpa

red

to 5

2.1

perc

ent o

f th

e fa

ther

s of

thos

e w

ho s

taye

d in

.(5

:15)

1971

-It w

as f

ound

that

the

conc

ept "

teac

her"

sho

wed

the

grea

test

dif

fere

nce

inra

ting

betw

een

thos

e w

ho d

ropp

ed o

ut o

f sc

hool

and

thos

e w

ho s

taye

d in

.In

ever

y ca

tego

ry o

f re

spon

se, s

tayi

ns w

ere

mor

e fa

vora

ble

than

dro

pout

s.(5

:17)

1971

-Whi

le it

had

bee

n su

gges

ted

that

lang

uage

wou

ld b

e a

sign

ific

ant f

acto

rin

flue

ncin

g th

e dr

opou

t rat

e, it

was

fou

nd th

at 3

7 pe

rcen

t of

the

earl

y sc

hool

leav

ers

and

34 p

erce

nt o

f th

e st

ayin

s in

dica

ted

that

Eng

lish

was

the

dom

inan

tla

ngua

ge in

the

hom

e. F

ifty

-nin

e pe

rcen

t of

the

leav

ers

and

66 p

erce

nt o

fth

e st

ayin

s in

dica

ted

a do

min

ant l

angu

age

othe

r th

an E

nglis

h, e

ither

Cha

mor

roor

Fili

pino

.(5

:16)

1971

"Enr

ollm

ent a

t the

Uni

vers

ity o

f G

uam

sho

ws

stro

ng g

row

th...

The

fig

ures

show

we

are

reta

inin

g st

uden

ts lo

nger

in th

e un

iver

sity

by

the

incr

ease

d si

zeof

sop

hom

ore,

juni

or a

nd s

enio

r cl

asse

s. T

hat i

s, o

ur d

ropo

ut r

ate

(at t

heco

llge

leve

l) is

dec

linin

g.."

(49

:8)

1971

--A

rec

ent s

urve

y of

teac

hers

of

kind

erga

rten

thro

ugh

thir

d gr

ade

cond

ucte

dby

the

Dep

artm

ent o

f E

duca

tion'

s D

isru

ptiv

e C

hild

Com

mitt

ee s

how

ed th

at a

nov

eral

l ave

rage

of

11.1

% o

f ch

ildre

n in

our

cla

ssro

oms

are

cons

ider

ed d

is-

rupt

ive.

"(3

9:.A

pril

1, 1

971)

-The

sch

ool s

houl

d ar

ticul

ate

how

it r

elat

es it

self

to th

e pr

oble

m o

f ju

veni

lede

linqu

ency

.(1

:41:

13)

1968

--In

res

pons

e to

the

due_

s1.1

.-2-

e-H

ltitir

e-Sr

ou e

ver

been

con

vict

ed o

f co

mm

ittin

g a

crim

e?",

13.

0% o

f th

e sc

hool

leav

ers

answ

ered

"Y

es"

as c

ompa

red

with

non

e

S6

-The

teac

hers

who

are

dry

and

uni

nter

estin

gan

d w

ho d

o no

t rel

ine

wel

l to

votin

g pe

ople

shou

ld h

e gi

ven

mor

e pr

ofes

sion

al h

elp

and

supe

rvis

ion

than

usu

al.

--T

each

ers

who

lack

ade

quat

e pr

ofes

sion

altr

aini

cw; s

houl

d he

giv

en in

crea

sed

oppo

r-tu

nitie

s to

obt

ain

that

trai

ning

. at t

he U

nive

r-si

ty o

f G

uam

or

off-

isla

nd.

-The

re s

houl

d be

suf

fici

ent t

each

ing

mat

eria

lsin

d su

ppie

s pr

ovid

ed f

or a

ll sc

hool

s an

d fo

ral

l 'ca

cher

s.-T

here

be a

sm

alle

r te

ache

r pu

pil

ratio

.--

The

re s

houl

d he

som

e pr

ogra

m f

or th

e dr

op-

outs

, to

enco

urag

e th

em to

com

e ha

ck to

sch

ool,

to e

nrol

l in

adul

t- b

asic

edu

catio

n, g

ener

al e

du-

catio

n, o

r vo

catio

nal e

duca

tion.

Spec

ial

sect

ions

of

adul

t cla

sses

for

the

teen

-age

ddr

op-o

ut m

ay b

e a

real

pos

sibi

lity.

Dis

cipl

ine

and

Self

-Con

trol

and

Mot

ivat

ed to

Rem

ain

in S

choo

l (p.

4).

of th

e St

ay-i

n C

ontr

ol. G

roup

.(3

:56)

1971

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

An

estim

ated

10-

15%

of

stud

ents

lack

sel

f co

ntro

l and

are

not

eas

ily d

isci

plin

edin

sch

ool.

--W

hen

pare

nts

of d

isru

ptiv

e st

uden

ts a

re in

form

ed a

bout

thei

r ch

ildre

n's

beha

vior

, par

ents

usu

ally

ref

use

to f

ace

real

ity c

once

rnin

g th

eir

child

ren'

sbe

havi

or.

--So

me

teac

hers

, des

pite

Pro

fess

iona

l tra

inin

g, a

re d

ry a

nd u

nint

eres

ting

and

do n

ot r

elat

e w

ell t

o yo

ung

peop

le. T

hese

teac

hers

hav

e m

ore

disc

iplin

e pr

oble

ms

than

usu

al.

--So

me

teac

hers

pro

babl

y ha

ve a

bilit

y, b

ut d

o la

ck a

dequ

ate

prof

essi

onal

trai

ning

and

do n

ot m

eet t

he c

hild

ren'

s ex

peri

entia

l, so

cial

, and

em

otio

nal n

eeds

.--

Som

etim

es, l

ack

of s

uffi

cien

t rea

chin

g m

ater

ials

and

sup

plie

s co

ntri

bute

s to

disc

ipli.

nary

pro

blem

s by

mak

ing

it di

ffic

ult f

or th

e te

ache

rs to

var

y th

eir

clas

sroo

m p

roce

dure

s.,

-Lar

ge c

lass

es a

lso

cont

ribu

te to

the

disc

iplin

e pr

oble

ms

enco

unte

red

byte

ache

rs.

-Som

e te

ache

rs d

o no

t app

ear

to u

nder

stan

d th

at y

oung

ster

s m

ust h

e te

ncle

rh.,

nour

ishe

d an

d sh

own

appr

ecia

tion

and

give

n re

cogn

ition

for

thei

r en

deav

ors

and

acco

mpl

ishm

ents

.-E

nfor

cem

ent o

f sc

hool

rul

es is

som

etim

es in

nons

iste

nt.

-The

dro

p-ou

t rat

e ha

s be

en r

educ

ed o

ver

the

year

s bu

t it i

s st

ill to

o hi

gh.

-The

re is

not

hing

rea

lly f

or th

e dr

op-o

ut u

nles

s he

can

be

entic

ed to

com

e ba

ckin

an

adul

t voc

atio

nal t

rain

ing

prog

ram

,

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

dis

cipl

ine

and

self

-con

trol

and

to h

e m

otiv

ated

to r

emai

n in

sch

ool.

Tar

get p

opul

atio

n:A

ll st

uden

ts, K

-12.

87

Dis

cipl

ine

and

Self

-Con

trol

and

Mot

ivat

ed to

Rem

ain

in S

choo

l (p.

5).

Cri

teri

a: T

his

1.ee

d w

ill b

e re

solv

ed w

hen

(a)

all t

each

ers'

hav

e re

ceiv

ed in

-ser

vice

trai

ning

in k

indl

y bu

t fir

m w

ays

ofdi

scip

linin

g st

uden

ts; (

b) te

ache

rs w

ho a

re d

ry a

nd u

nint

eres

ting,

and

who

do

not r

elat

e :y

ell t

o vo

ung

peop

le h

ave

been

giv

en e

xtra

am

ount

s of

hel

p an

d pr

ofes

sion

al s

uper

visi

on; (

c) c

ouns

elor

s, o

r ot

her

pers

ons

with

spe

cial

trai

ning

, hak

e be

en a

ssig

ned

to w

ork

dire

ctly

with

the

pare

nts

of d

isru

ptiv

est

uden

ts a

nd w

ith p

oten

tial d

rop-

outs

; and

(d)

the

drop

-out

rat

e ha

s be

en r

educ

ed f

rom

curr

ent

leve

l of

abou

t 20-

25%

in th

e ::e

conc

lary

sch

ool t

o no

t mor

e th

an 1

0%.

Cri

tical

ity: T

his

need

is ju

dged

to b

e IM

POR

TA

NT

(3)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

975.

a)

88

CO

NC

ER

N: S

tude

nts

need

to le

arn

mat

hem

atic

s co

ncep

ts a

nd c

ompu

tatio

nal

skill

s.

c-rs

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

#1 a

nd =

`2:

Our

sch

ools

are

:

1. W

OR

K W

ITH

NU

MB

ER

S (

EL

EM

EN

TA

RY

)

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

ey

Pare

nts

Pare

nts

Tea

cher

s tr

ator

sG

rade

rs G

rade

rs L

eade

rsN

=14

4N

=78

N =

221

N=

19N

=34

2N

=32

3N

=50

Ver

y Su

cces

sful

42%

46%

14%

16%

40%

54%

32%

Usu

ally

Suc

cess

ful

3933

6279

3225

44

Seld

om S

ucce

ssfu

l8

810

011

56

Uns

ncce

ssfu

t.2

34

01

20

Don

't K

now

1010

105

1713

18

2. M

AT

H C

ON

CE

PTS

AN

DC

OM

PUT

AT

ION

AL

SK

IL T

,S

(SE

CO

ND

AR

Y)

We

belie

ve:

--Si

nce

mat

h is

a to

ol s

ubje

ct a

ndne

eded

for

furt

her

trai

ning

in c

olle

ge, v

ocat

iona

lsc

hool

,or

in d

aily

life

,it

mus

t not

be

negl

ecte

d.--

Sinc

e te

st s

core

s in

mai

h ar

e le

ssaf

fect

edby

pro

fici

ency

in E

nglis

h th

an r

eadi

ng o

rla

ngua

ge a

rts,

it s

eem

s re

ason

able

to e

xpec

tal

l Gua

man

ian

stud

ents

to b

e ab

le to

achi

eve

in m

athe

mat

ics

as w

ell a

s st

uden

tsin

sta

tesi

desc

hobl

s.--

Mat

h te

ache

rs s

houl

d be

abl

e to

indi

vidu

aliz

ean

d pe

rson

aliz

e th

e in

stru

ctio

n of

mat

hem

atic

s.T

h,,.

shou

ld a

lso

be a

ble

to u

se te

chni

ques

whi

ch w

ill h

elp

stud

ents

like

mat

h in

stea

dof

disl

ikin

g it.

--R

emed

ial p

rogr

ams

in te

achi

ng E

nglis

hap

pear

to b

e pa

ying

off

.T

here

sho

uld

be

Perc

ent R

espo

ndin

gsi

mila

r pr

ogra

ms

for

stud

ents

who

are

wea

k

Non

-A

dmin

i.F.-

9th

12th

Key

in m

ath

conc

epts

and

/or

com

puta

tiona

lsk

ills.

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rsG

rade

rs L

eade

rs--

Mor

e em

phas

is s

houl

d be

giv

en to

voca

tiona

l

N=

144

N=

781\

1=-2

291

N=

19N

=34

2N

=32

3N

=50

mat

h an

d to

con

sum

er-p

erso

nal m

ath

in th

e

Ver

y Su

cces

sful

26%

32%

11%

16%

24%

33%

12%

sigh

- sc

hool

mat

h pr

ogra

m.

Usu

ally

Suc

cess

ful

3733

3437

4747

50-T

here

sho

uld

be a

dequ

ate

supp

lies

and

Seld

om S

ucce

ssfu

l13

148

512

1410

mi.v

-eri

als

for

teac

hing

mat

h in

all

mat

hcl

asse

s.

Uns

ucce

ssfu

l3

42

05

24

Don

't K

now

2017

4442

123

24

Mat

h C

once

pts

and

Com

puta

tiona

l Ski

lls (

p. 2

).

--A

ccor

ding

to o

pini

onna

ire

resu

lts, r

espo

nden

ts w

ere

gene

rally

pos

itive

tow

ards

the

scho

ol's

mat

h pr

ogra

m w

ith o

nly

appr

oxim

atel

y 15

% o

r le

ssin

dica

ting

that

the

scho

ols

wer

e un

succ

essf

ul in

teac

hing

mat

h co

ncep

ts a

ndco

mpu

tatio

nal s

kills

.H

owev

er, a

t the

sec

onda

ry le

vel,

a su

rpri

sing

num

ber

of te

ache

rs a

nd a

dmin

istr

ator

s sa

id th

ey d

id n

ot k

now

whe

ther

the

scho

ols

wer

e su

cces

sful

or

not.

- -T

he s

tudy

indi

cate

s th

at th

e in

term

edia

te g

rade

s ar

e ve

ry w

eak

in a

rith

met

icco

mpu

tatio

n th

roug

hout

the

who

le is

land

.(1

:109

:15)

1969

- -T

here

is a

nee

d fo

r im

prov

ed in

stru

ctio

n in

all

acad

emic

are

as b

ut e

spec

ially

in la

ngua

ge a

nd a

rith

met

ic.

(1:7

0:10

6)19

69-A

t pre

sent

man

y of

the

mat

h co

ncep

ts o

nly

have

imm

edia

te a

pplic

atio

n.T

here

is li

ttle

or n

o tr

ansf

er to

late

r ap

plic

atio

ns.

(1:9

6:2)

1969

-Muc

h of

the

time

in th

e ad

vanc

ed s

econ

dary

mat

hem

atic

s co

urse

s is

spe

ntin

rel

earn

ing

the

basi

c co

ncep

ts.

(1:9

6:2)

1969

Sum

mar

ized

bel

ow a

re th

e M

ean

Gra

de E

quiv

alen

t sco

res

for

all p

ublic

elem

enta

ry s

choo

ls in

Gua

m o

n th

e va

riou

s A

rith

met

ic s

ubte

sts

of th

e St

anfo

rdA

chie

vem

ent T

est,

adm

inis

tere

d in

Apr

il 19

72:

Gra

deN

o.T

este

dA

rith

- A

rith

met

icA

rith

met

ic A

rith

met

icm

etic

Com

puta

tions

Con

cept

s A

pplic

atio

nsN

atio

nal

Nor

ms

221

972.

172.

803

2164

3.32

3,03

3.80

519

69-

4.69

4.41

4.36

5.80

619

95-

5.36

5.56

5.21

6.80

717

875.

546.

386.

247.

809

1339

6.83

7.53

7.13

9.80

--In

com

pari

son

with

sta

tesi

de n

orm

s, G

uam

ania

n st

uden

ts s

core

d ro

ughl

y ha

lfa

year

beh

ind

at s

ec.n

d an

d th

ird

grad

e le

vel,

and

from

one

to o

ne a

nd o

ne h

alf

year

s be

hind

at 5

th th

roug

h 9t

h gr

ade

leve

ls.

(27)

1972

--A

t the

ele

vent

h-gr

ade,

als

o on

the

Stan

ford

Ach

ieve

men

t Tes

t in

Apr

il 19

72,

stud

ents

sco

red

at th

e 42

nd p

erce

ntile

in m

ath

conc

epts

and

at t

he 1

8th

per-

cent

ile in

mat

h co

mpu

tatio

n. (

The

50t

h pe

rcen

tile

is a

vera

ge in

com

pari

son

to n

atio

nal n

orm

s.)

(27)

1972

90

Mat

h C

once

pts

and

Com

puta

tiona

l Ski

lls (

p. 3

).

Com

mitt

ee m

embe

rs r

epor

t tha

t:--

Tes

x sc

ores

indi

cate

that

Gua

man

ian

stud

ents

are

bel

ow n

atio

nal n

orm

s in

bot

hm

ath

conc

epts

and

con

cept

ual u

nder

slnd

ing.

- -M

ath

is o

ne o

f th

e to

ol s

ubje

cts

for

adva

nced

trai

ning

, uni

:ers

ity o

r vo

catio

nal.

- -T

here

is s

ome

trac

king

in m

ath

clas

ses

to e

ffec

t a ty

pe o

f ab

ility

gro

upin

g,es

peci

ally

at t

he s

econ

dary

leve

l.-

-One

uni

t of

mat

h is

req

uire

d of

all

stud

ents

for

gra

duat

ion

from

hig

h sc

hool

.-

-The

re is

not

eno

ugh

emph

asis

giv

en to

rem

edia

l mat

h, v

ocat

iona

l mat

h, a

ndco

nsum

er-p

erso

nal m

ath

in th

e hi

gh-s

choo

l mat

h pr

ogra

m.

- -T

oo m

any

stud

ents

app

ear

to d

islik

e m

athe

mat

ics.

VA

LID

AT

ED

NE

ED

:

Lea

tN

eed:

Stu

dent

s ne

ed to

lear

n m

athe

mat

ics

conc

epts

and

com

puta

tiona

l

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) re

med

ial p

rogr

ams

for

teac

hing

mat

hem

atic

s ha

ve b

een

esta

blis

hed

at th

eju

nior

and

sen

ior-

high

sch

ool l

evel

s fo

r al

l stu

dent

s w

ho a

re \\

-e.lk

in m

aTile

mat

ics

conc

epts

and

com

-pu

tatio

nal s

kills

, (b)

voc

atio

nal-

mat

h an

d co

nsum

er-p

erso

nal m

ath

are

reco

gniz

ed p

rogr

ams

in th

em

athe

mat

ics

curr

icul

um o

f al

l of

the

seco

ndar

y sc

hool

s; a

nd (

c) a

t lea

st 9

0% o

f th

e se

cond

ary-

scho

olst

uden

ts s

core

at l

evel

s eq

ual t

o or

abo

ve n

atio

nal n

orm

s on

the

Stan

ford

Ach

ieve

men

t Tes

t.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

IMPO

RT

AN

T (

3).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

975.

91

CO

NC

ER

N: S

tude

nts

need

act

iviti

es o

utsi

de o

f th

e sc

hool

cla

ssro

om (

extr

acur

ricu

lar,

dra

ma,

spo

rts,

etc

.).

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

474

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

gN

on-

Adm

inis

-9t

h12

thK

eyPa

rent

s Pa

rent

s T

each

ers

trat

ors

Gra

ders

Gra

ders

Lea

ders

N=

144

N=

78N

=22

1,N

=19

N=

342

N=

323

N=

50V

ery

Succ

essf

ul33

%39

%18

%26

%44

%43

`,70

2-1%

Usu

ally

Suc

cess

ful

4041

4053

2529

42Se

ldom

Suc

cess

ful

139

170

1516

.14

Uns

ucce

ssfu

l4

814

119

S12

Don

't K

now

910

1111

63

8

-Thi

rty-

one

perc

ent o

f th

e te

ache

rs a

nd le

sser

per

cent

ages

of

othe

r re

spon

-de

nts

belie

ved

the

scho

ols

wer

e re

lativ

ely

unsu

cces

sful

in p

rovi

ding

stu

dent

sw

ith a

dequ

ate

activ

ities

out

side

of

the

regu

lar

scho

ol c

lass

room

.-T

here

is a

nee

d fo

r m

ore

extr

acur

ricu

lar

activ

ities

.(1

:109

:14)

1969

-The

sta

ff s

houl

d ex

amin

e th

e ph

iloso

phic

al b

asis

for

the

stud

ent a

ctiv

ity p

ro-

gram

so

that

pro

per

stat

us a

nd s

uppo

rt w

ill b

e gi

ven

at J

. F. K

enne

dy.

(1:1

13:4

)19

70-C

ontin

ued

effo

rt s

houl

d be

mad

e to

dev

elop

mor

e op

port

uniti

es f

or s

tude

nts

to ta

ke p

art i

n sc

hool

spo

nsor

ed a

ctiv

ities

and

teac

hers

sho

uld,

sha

re e

quita

bly

the

resp

onsi

bilit

ies

of s

pons

orin

g or

adv

isin

g th

e ac

tiviti

es a

nd g

roup

s. (

1:11

3:4)

1970

--W

hen

aske

d w

hat a

ctiv

ities

wer

e en

gage

d in

out

side

the

clas

sroo

m, 8

.7%

of

the

scho

ol le

aver

s m

entio

ned

"ext

ra c

urri

cula

r ac

tiviti

es"

as c

ompa

red

with

25.8

% o

f th

e co

ntro

l gro

up w

ho r

emai

ned

in s

choo

l. H

owev

er, a

ful

l 30.

4% o

fsc

hool

leav

ers

men

tione

d "P

.E. o

r sp

orts

" as

com

pare

d w

ith 6

.4%

of

the

cont

rol g

roup

.(5

:52)

1971

We

belie

ve:

-The

arb

itrar

y di

stin

ctio

n be

twee

n sc

hool

or

curr

icul

ar a

ctiv

ities

and

ext

ra-c

urri

cula

rac

tiviti

es s

houl

d be

rem

oved

. -Pe

rhap

s th

ete

rm "

co-c

urri

cula

r" a

ctiv

ities

sho

uld

he u

sed

--G

reat

er e

mph

ases

sho

uld

he g

iven

to p

rovi

ding

a va

ried

and

ric

h co

-cur

ricu

lar

activ

ities

pro

-gr

am a

t eac

h sc

hool

, inc

ludi

ng e

lem

enta

ry,

with

que

st a

ctiv

ities

,cl

ubs,

dra

mat

ics,

art

show

s, s

port

s, r

ecre

atio

n, h

ubbi

es, p

ursu

itof

avo

catio

nal i

nter

ests

, etc

.-

-Tea

cher

s sh

ould

be

expe

cted

to b

e ac

tivel

yin

volv

ed in

the

co-c

urri

cula

r ac

tivity

pro

gram

to s

uper

vise

and

coo

rdin

ate

the

activ

ities

,al

thou

gh s

onic

of

thes

e ac

tiviti

es m

ay w

ell

dese

rve

rele

ased

tim

e fr

om r

egul

ar c

lass

wor

k.--

Pare

nts

and

othe

r pe

rson

s fr

om th

e co

m-

mun

ity s

houl

d al

so b

e in

volv

ed in

the

co-

curr

icul

ar p

rogr

am, b

oth

as s

pect

ator

s an

das

res

ourc

e pe

rson

s.-

-A f

orm

of

the

"com

mun

ity s

choo

l" m

ay w

ell

be tr

ied

to p

rovi

de a

n ac

tivity

pro

gram

for

the

adul

ts a

s w

ell a

s fo

r th

e st

uden

ts to

stim

ulat

ea

wid

er u

se o

f sc

hool

fac

ilitie

s.-S

choo

l bus

sing

sho

uld

be p

rovi

ded

for

sche

dule

daf

ter-

scho

ol a

nd e

veni

ng s

choo

l act

iviti

es s

pon-

sore

d as

par

t of

the

scho

ol's

co-

curr

icul

ar

92

Act

iviti

es O

utsi

deof

the

Scho

olC

lass

room

(p.

2).

--D

row

ning

is th

ese

cond

hig

hest

caus

e of

acc

iden

tal

deat

h in

Gua

m.

Ope

ratio

n W

ater

proo

fgi

ves

fift

h gr

ader

sth

irty

min

utes

of

inst

ruct

ion

ada

y fo

r th

ree

wee

ks.

(39:

Janu

ary

27, 1

971)

"Ope

ratio

n W

ater

proo

f,"

an e

lem

enta

rysw

imm

ing

prog

ram

for

eve

ryfi

fth

grad

erco

sts

$130

,000

this

year

with

$14

5,00

0an

ticip

ated

for

next

yea

r.(3

9:M

ay 1

, 197

1)--

The

sch

ool s

houl

dof

fer

a w

ell-

roun

ded

athl

etic

prog

ram

as

wel

las

soc

ial

and

cultu

i-al

prog

ram

s to

gui

de th

est

uden

t to

mat

urity

in th

ese

area

s of

hum

an in

tere

st a

ndlif

e.(1

:41:

11)

1968

--T

here

is n

eed

for

a re

crea

tion

cent

er in

eac

hco

mm

unity

. (1:

22:8

)19

66C

omm

ittee

mem

bers

repo

rt th

at:

--T

here

isan

arb

itrar

y an

dun

nece

ssar

y di

stin

ctio

nm

ade

in th

e m

inds

ofst

uden

ts. t

each

ers,

and

pare

nts

betw

een

curr

icul

arac

tiviti

es a

ndex

tra-

curr

ic.u

lar

activ

ities

.--

Not

all

scho

ols

have

act

ivity

prog

ram

s. T

hose

that

do a

re n

ot v

arie

dno

r w

ell s

uppo

rted

eith

er b

y te

ache

rsor

the

stud

ents

.Pe

rhap

s on

ly 6

0%of

teac

hers

are

invo

lved

in a

ful

l or

limite

dw

ay.

--B

us s

ched

ules

com

plic

ate

the

afte

r-sc

hool

act

ivity

prog

ram

in s

ome

area

s.--

Ver

y fe

w s

choo

lsha

ve in

tra-

mur

alsp

orts

.--

Not

all

scho

ols

have

aud

itori

ums

and

gym

nasi

ums.

Few

sch

ools

have

wel

l lig

hted

,di

spla

y ar

eas

for

stud

ent a

rt p

rodu

cts.

--T

he s

choo

lsar

e no

t hea

vily

use

dfo

r co

mm

unity

-typ

eac

tiviti

es.

--T

here

isno

fin

e ar

ts c

ente

rcu

rren

tly o

n G

uam

.

93

prog

ram

..--

Intr

a-m

ural

spor

ts s

houl

d be

spon

sore

d as

part

of

the

co- c

urri

cula

r ac

tivity

prog

ram

tom

akc

scho

olm

ore

attr

activ

e fo

rov

er-a

gest

uden

ts a

nd s

low

acad

emic

lear

ners

.--

The

co-

curr

icul

arpr

ogra

m s

houl

d be

sova

ried

ant

iso

attr

activ

e to

stud

ents

that

the

larg

e m

ajor

ityw

ill v

olun

tari

lypa

rtic

ipat

e.--

Surv

eys

shou

ldbe

mad

e pe

riod

ical

lyof

thos

e st

uden

tsno

t par

ticip

atin

gin

the

co-

curr

icul

ar a

ctiv

itypr

ogra

m to

asc

erta

inth

ere

ason

s w

hy th

eyar

c no

t par

ticip

atin

g.T

hesc

hool

sho

uld

mak

eev

ery

effo

rt to

rem

ove

'thos

e ob

stac

les

to f

ull p

artic

ipat

ion

iden

tifie

dby

the

surv

ey.

--A

ll sc

hool

sne

ed a

udito

rium

s,gy

mna

sium

san

d w

ell-

light

eddi

spla

y ar

eas

for

stud

ent

art p

rodu

cts.

--T

he s

choo

lssh

ould

act

ivel

ysu

ppor

t the

idea

of a

com

mun

ityfi

ne a

rts

cent

er o

h G

uam

.--

Ele

men

tary

-sch

ool

teac

hers

esp

ecia

llyne

edto

spo

nsor

"qu

est g

roup

s."

hi th

equ

est g

roup

s,st

uden

ts u

sual

lypu

rsue

a p

artic

ular

area

, hob

by,

or s

kill

for

poss

ibly

six

wee

ks. T

hen

they

arc

perm

itted

to c

hang

eto

ano

ther

que

stgr

oup.

--So

me

of th

ese

cond

ary

teac

hers

shou

ld o

ffer

umin

i-co

ur!-

:es"

as a

n ex

tens

ion

ofth

e qu

est

idea

for

seco

ndar

y-sc

hool

stud

ents

.

Act

iviti

es O

utsi

de o

f th

e Sc

hool

Cla

ssro

om (

p. 3

).

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d:St

uden

ts n

eed

to p

utsu

e sp

ecia

l int

eres

ts a

nd to

dev

elop

avo

catio

nal s

kills

as

part

of

the

tota

l sch

ool

prog

ram

.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) ev

ery

scho

ol in

Gua

m h

as a

ful

l-sc

ale,

org

aniz

ed, o

n-go

ing

co-c

urri

cula

rac

tivity

pro

gram

for

aft

er-s

choo

l, ev

enin

g, o

r Sa

turd

ay h

ours

; (b)

mor

e an

d be

tter

faci

litie

s ha

ve b

een

cons

truc

ted

at e

ach

scho

ol to

hou

se a

var

ied

activ

ity p

rogr

am a

s de

term

ined

by

a sp

ecia

l com

mitt

ee o

fpa

rent

s, c

itize

ns, t

each

ers,

sch

ool a

dmin

istr

ator

s, a

nd s

tude

nt le

ader

s; (

c) a

ll te

ache

rs h

ave

been

activ

ely

invo

lved

in th

e co

-cur

ricu

lar

activ

ity p

rogr

am a

s co

ordi

nato

rs, s

uper

viso

rs, i

nstr

ucto

rs o

f"q

uest

gro

ups"

or

"min

i-co

urse

s,' e

tc.;

(d)

scho

ol b

ussi

ng h

as b

een

prov

ided

for

the

co-c

urri

cula

r pr

ogra

mas

nee

ded;

and

(e)

at l

east

75%

of

all s

tude

nts

regu

larl

y pa

rtic

ipat

e in

the

co-c

urri

cula

r ac

tivity

pro

gram

.

Cri

tical

ity: T

his

need

is c

onsi

dere

d to

be

IMPO

RT

AN

T (

3).

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to J

une

1, 1

975.

CO

NC

ER

N: T

each

ers

need

to r

ecei

ve p

rofe

ssio

nal h

elp

and

supe

rvis

ion

whe

n ne

eded

.

FAC

TS

(Wha

t is

and

wha

t will

be)

VA

LU

ES

(Wha

t oug

ht to

be)

Gua

m O

pini

onna

ire

Res

ults

#84

:O

ur s

choo

ls a

re:

Perc

ent R

espo

ndin

gN

on-

Adm

iris

9th

12th

Key

Pare

nts

Pare

nts

Tea

cher

s tr

ator

s G

rade

rs G

rade

rs L

eade

rsN

=14

4N

=78

N =

221

N=

19N

=34

2N

=32

3N

=50

Ver

y Su

cces

sful

19%

23%

14%

32%

15%

32%

10%

Usu

ally

Suc

cess

ful

3536

4158

,29

35:3

4

Seld

om S

ucce

ssfu

l19

1427

519

1626

Uns

ucce

ssfu

l6

1016

515

510

Don

't K

now

2217

10

2211

20

-Acc

ordi

ng to

the

.opi

nion

nair

e re

spon

ses,

teac

hers

wer

e th

e m

ost c

ritic

alw

ith 4

3% in

dica

ting

that

the

scho

ols

wer

e m

ostly

uns

ucce

ssfu

l in

prov

idin

g pr

o-fe

ssio

nal h

elp

and

supe

rvis

ion

for

them

whe

n ne

eded

.-I

n or

der

to s

tren

gthe

n in

stru

ctio

n in

the

ten

criti

cal s

ubje

ct f

ield

s, im

prov

e-m

ent i

n su

perv

isor

y se

rvic

es is

con

side

red

esse

ntia

l.(1

:7:1

5) 1

965

- -P

arap

rofe

ssio

nals

, or

auxi

liary

sch

ool

pers

onne

l, w

ill in

crea

sing

ly b

ecom

eth

e ru

le r

athe

r th

an th

e ex

cept

ion

and

they

cri

tical

ly n

eed

all t

he tr

aini

ng a

ndsu

ppor

t the

y ca

n ge

t if

they

are

to f

unct

ion

with

max

imum

eff

icie

ncy.

(L25

:19)

1967 -T

each

ers

need

con

tact

with

out

stan

ding

aut

hori

ties

and

expe

rts

from

the

mai

nlan

d in

var

ious

cur

ricu

lum

fie

lds.

(1:2

5:18

, 19)

1967

-The

re is

a n

eed

to s

tren

gthe

n al

l per

sonn

el e

lTal

uativ

e pr

oced

ures

.19

67--

Any

wor

thw

hile

edu

catio

nal a

ctiv

ity r

equi

res

eval

uatio

n of

one

kin

d or

anot

her

to d

eter

min

e its

suc

cess

in r

elat

ion

to c

erta

in e

stab

lishe

d st

anda

rds.

(1:8

0:32

)19

69

(1:2

7:76

)

95

We

belie

ve:

-- T

each

ers

need

hel

p an

d su

perv

isio

n fr

ompr

inci

pals

, sup

ervi

sors

, and

oth

er p

rofe

s-si

onal

exp

erts

on

a re

gula

r, c

ontin

uing

bas

is.

-Tea

cher

s an

d ad

min

istr

ator

s ne

ed to

dis

-ch

arge

thei

r re

spec

tive

resp

onsi

bilit

ies

effi

cien

tly w

ith th

orou

ghne

ss a

nd p

rofe

s-si

onal

ism

rea

dily

app

aren

t.-T

he r

ole

of th

e pr

inci

pal a

nd o

f th

e su

per-

viso

r sh

ould

be

clea

rly

defi

ned

so th

e ex

pec-

tatio

ns a

nd r

espo

nsib

ilitie

s ar

e ea

sily

und

er-

stoo

d by

bot

h te

ache

rs a

nd a

dmin

istr

ator

s.--

Prin

cipa

ls s

houl

d he

giv

en m

ore

assi

stan

cean

d fr

eed

of s

ome

adm

inis

trat

ive

resp

onsi

-bi

litie

s so

they

may

dev

ote

mor

e tim

e to

teac

her

supe

rvis

ion.

-Mor

e su

perv

isor

s sh

ould

be

hire

d so

ther

ew

ould

he

no e

xcus

es f

ar-n

ot g

ettin

g th

e su

per-

visi

on jo

b do

ne p

rope

rly.

-Mor

e te

ache

r ai

des

and

othe

r pa

rapr

ofes

-si

onal

s sh

ould

be

prov

ided

. An

acce

ptab

lest

anda

rd w

ould

he

one

teac

her

aide

for

eve

rytw

o re

gula

r te

ache

rs a

nd o

ne te

ache

r ai

defo

r ev

ery

spec

ial e

duca

tion

and

kind

erga

rten

teac

her.

- -A

sur

vey

shou

ld b

e m

ade

ofdi

ffer

ent

kind

s of

exp

ertis

e av

aila

ble

in th

e G

uam

Scho

ol S

yste

m a

nd p

lans

sho

uld

be m

ade

to

Prof

essi

onal

Hel

p an

d Su

perv

isio

n (p

. 2).

-Tea

cher

s sh

ould

be

mad

e aw

are

of th

e pr

oces

s, ti

me,

con

tent

and

pur

pose

.of

eva

luat

ion.

(1:1

13:5

)19

70-T

he s

tudy

of

the

proc

ess

and

the

inst

rum

ent f

or te

ache

r ev

alua

tion

shou

ldbe

con

tinue

d an

d in

tens

ifie

d.(1

:113

:5)

1970

--T

each

er o

bser

vatio

n, e

valu

atio

n co

rrte

nt a

nd in

stru

men

ts s

houl

d be

stu

died

and

the

resu

lts m

ade

know

n to

all

affe

cted

at a

n ea

rly

date

.(1

:114

:3)

1970

-The

re is

no

visi

ble

stru

ctur

e fo

r co

ntin

uous

cur

ricu

lum

rev

italiz

atio

n. T

his

rem

ains

an

urge

nt n

eed.

(1:4

9:10

)19

6S--

The

re is

a n

eed

to p

rovi

de le

ader

ship

in in

itiat

ing

and

supp

ortin

g in

nova

ting

prog

ram

s th

at w

ill e

ngen

der

impr

oved

inst

ruct

ion

with

in th

e sc

hool

s.(1

:7:1

4) 1

965

-The

re is

a n

eed

to e

xpan

d th

e L

earn

ing

Res

ourc

es C

ente

r by

incl

udin

gcu

rric

ulum

, gui

danc

e, c

onsu

ltant

s, e

tc.

(80:

43)

i969

-Pro

per

use

of e

valu

atio

n da

ta s

houl

d:(1

) in

crea

se s

tude

nt in

tere

st,

(2)

impr

ove

inst

ruct

ion,

(3)

ass

ist i

n th

e di

agno

sis

of s

peci

fic

stre

ngth

sor

wea

knes

ses,

or

(4)

effe

ct m

ore

desi

rabl

e ad

min

istr

ativ

e pr

actic

es.

(1:8

0:34

)19

69--

The

re is

a n

eed

for

accu

rate

eva

luat

ion

of te

ache

rs, p

rogr

ams,

sch

ools

,an

d th

e w

hole

sch

ool s

yste

m o

f G

uam

:- (

1:70

:106

)19

69-A

con

tinue

d st

udy

shou

ld b

e m

ade

of jo

b de

scri

ptio

n an

d de

fini

tion

of th

ete

ache

r's r

espo

nsib

ilitie

s to

pro

vide

gre

ater

acc

ount

abili

ty f

or th

e ta

sks

to b

e pe

rfor

med

. (1:

113:

5)19

70--

Imm

edia

te s

teps

mus

t be

take

n un

der

the

lead

ersh

ip o

f th

e pr

inci

pal a

ndin

clo

se c

oope

ratio

n w

ith th

e ce

ntra

l off

ice

to p

repa

re a

dequ

ate,

usa

ble

and

up-t

o-da

te c

ours

e ou

tline

s fo

r ev

ery

subj

ect.

(1:4

9:5)

1968

--T

here

is a

gre

at n

eed

at th

e bu

ildin

g le

vel t

o id

entif

y an

d ed

ucat

e sp

ecia

lists

who

can

wor

k w

ith te

ache

rs, s

tude

nts

and

pare

nts

in th

e pr

oduc

tion

and

utili

zatio

n of

libr

ary-

med

ia m

ater

ials

. (1:

25:1

34)

1967

Com

mitt

ee m

embe

rs r

epor

t tha

t:-T

oo m

any

teac

hers

are

not

ade

quat

ely_

sup

ervi

sed

and

are

not h

elpe

d su

f-fi

cien

tly to

impr

ove

thei

r in

stru

ctio

nal t

echn

ique

s an

d m

etho

ds o

f re

latin

gto

thei

r st

uden

ts.

-Too

man

y te

ache

rs a

re n

ot a

dequ

atel

y sc

reen

ed b

efor

e re

ceiv

ing

tenu

re.

96

syst

emat

ical

ly u

se th

is e

xper

tise

to b

enef

itth

e te

ache

rs.

--T

he e

xper

tise

avai

labl

e th

roug

h th

e U

nive

r-si

ty o

f G

uam

sho

uld

also

be

mad

e av

aila

ble

on a

sys

tem

atic

bas

is to

hel

p th

e te

ache

rs.

--T

each

ers

shou

ld b

e ad

equa

tely

scr

eene

dbe

fore

they

are

giv

en te

nure

.E

valu

atio

npr

oced

ures

sho

uld

be b

oth

thor

ough

and

exte

nsiv

e.-

-It m

ay b

e of

ass

ista

nce

to h

ave

sele

ct g

roup

sof

teac

hers

obs

erve

and

eva

luat

eot

her

teac

hers

inst

ead

of le

avin

g al

l eva

luat

ion

to th

e pr

in-

cipa

l.-

-Per

haps

pri

ncip

als

and

supe

rvi.,

ors

shou

ldbe

rat

ed b

y th

e te

ache

rs o

n W

e qu

ality

and

quan

tity

of th

eir

supe

rvis

ion.

The

se r

por

ts,

if u

sed,

sho

uld

be s

tric

tly c

onfi

dent

ial a

:.dsh

ould

go

dire

ctly

to th

e di

stri

ct o

ffic

e.-W

hen

com

plai

nts

are

rece

ived

fro

m s

tude

nts

or th

eir

pare

nts,

thos

e te

ache

rs b

ei4A

,4i,r

ted

_sho

uld

be o

bser

ved

even

mor

e-fl

it-1

usua

l to

asce

rtai

n w

heth

er th

e co

mpl

aint

s ar

e ju

stif

ied.

-Com

mitt

ees

of te

nure

d te

zIch

er, s

houl

d be

aske

d to

wor

k w

ith d

(111

1st

rat

.,rs

in h

elpi

ngto

def

ine

the

teac

her's

rol

e ai

id th

e co

mpe

-te

ncie

s an

d pe

rson

al tr

aits

whi

ch o

ught

to h

eas

soci

ated

with

acc

epta

ble

teac

her

perf

orm

-an

ce a

nd f

avor

able

rap

port

with

stu

dent

s.

Prof

essi

onal

Hel

p an

d Su

perv

isio

n (p

. 3).

The

cur

rent

eva

luat

ion

prog

ram

for

new

teac

hers

is n

ot th

orou

gh e

noug

h no

r su

ffi-

cien

tly e

xten

sive

.--

Too

man

y co

mpl

aint

s ab

out p

oor

teac

hers

are

rec

eive

d fr

om s

tude

nts

and

thei

rpa

rent

s. S

ome

of th

ese

com

plai

nts

are

not v

alid

but

man

y ar

e.--

Man

y te

ache

rs in

dica

te th

at a

dmin

istr

ator

s ar

e se

ldom

, if

ever

, in

thei

rcl

asse

s.Si

nce

adm

inis

trat

ors

rare

ly te

ach

and

appe

ar to

sho

w, i

n so

me

case

s,lit

tle in

tere

st in

wha

t is

goin

g on

in th

ev,

thes

e te

ache

rs w

onde

rho

w a

dmin

istr

ator

s ca

n ev

alua

te th

em f

airl

y or

mak

e he

lpfu

l sug

gest

ions

for

impr

ovem

ent.

--Pr

inci

pals

indi

cate

that

ther

e ar

e to

o m

any

adm

inis

trat

ive

deta

ils a

nd o

ther

resp

onsi

bilit

ies

for

them

to a

dequ

atel

y di

scha

rge

thei

r re

spon

sibi

lity

as s

uper

-vi

sors

of

the

teac

hers

in th

eir

scho

ols.

-The

re a

re p

eopl

e w

ith e

xper

tise

in th

e G

uam

sch

ool s

yste

m w

ho a

re c

urre

ntly

ovrl

oake

d w

ho c

ould

giv

e co

nsul

tant

hel

p to

the

teac

hers

.-T

here

is a

lack

of

trai

ned

teac

her

aide

s an

d ot

her

para

prof

essi

onal

s in

the

Gua

m S

choo

l Sys

tem

.-T

each

ers

ofte

n fe

el th

reat

ened

by

the

supe

rvis

ion

and

eval

uatio

n pr

oces

s.-

-The

re a

re a

n in

suff

icie

nt n

umbe

r of

sup

ervi

sors

in m

ost c

urri

culu

m a

reas

,es

peci

ally

at t

he h

igh-

scho

ol le

vel.

-The

pri

ncip

al's

rol

e in

sup

ervi

sion

is n

ot c

lear

ly d

efin

ed a

nd o

ften

mis

unde

r-st

ood

-The

sam

e is

true

for

the

few

sup

ervi

sors

at t

he d

istr

ict l

evel

.--

Man

y pr

inci

pals

are

Cha

mor

ro. S

ome

whi

te te

ache

rs d

o no

t tru

st th

eir

judg

-m

ent o

r pr

ofes

sion

al q

ualif

icat

ions

to c

ome

into

thei

r cl

assr

oom

s ei

ther

toev

alua

te o

r to

hel

p.

VA

LID

AT

ED

NE

ED

:

Lea

rner

nee

d: S

tude

nts

need

to le

arn

in a

n op

timum

lear

ning

. ren

t(p

art 6

) ch

arac

teri

zed

by e

ffec

tive

teac

hers

who

are

adeq

uate

ly h

elpe

d an

d pr

oper

ly s

uper

vi:..

.

Tar

get p

opul

atio

n: A

ll st

uden

ts, K

-12.

97

Prof

essi

onal

Hel

p an

d Su

perv

isio

n (p

. 4).

Cri

teri

a: T

his

need

will

be

reso

lved

whe

n (a

) al

l tea

cher

s ha

ve b

een

give

n he

lp a

nd s

uper

visi

on f

rom

pri

ncip

als,

sup

er-

viso

rs, a

nd o

ther

pro

fess

iona

l per

sons

on

a re

gula

r, c

ontin

uing

bas

is; (

b) te

ache

rs a

nd a

dmin

istr

ator

sha

ve b

een

eval

uate

d fa

irly

on

a re

gula

r, c

ontin

uing

bas

is, e

spec

ially

pri

or to

rec

eivi

ng te

nure

; (c)

prin

cipa

ls h

ave

been

fre

ed o

f so

me

adm

inis

trat

ive

resp

onsi

bilit

ies

and

give

n m

ore

time

(at l

east

25%

mor

e tim

e) f

or s

uper

visi

on; (

d) m

ore

supe

rvis

ors

(at l

east

50%

mor

e su

perv

isor

s) a

t the

dis

tric

t lev

elha

ve b

een

prov

ided

, esp

ecia

lly a

t the

hig

h sc

hool

leve

l; an

d (e

) m

ore

teac

her

aide

s (o

ne f

or e

very

two

regu

lar

teac

hers

exc

ludi

ng s

peci

al e

duca

tion

and

kind

erga

rten

) an

d m

ore

para

-pr

ofes

sion

als

(at l

east

25%

mor

epa

ra -

prof

essi

onal

s) h

ave

been

pro

vide

d.

Cri

tical

ity: T

his

need

is ju

dged

to b

e IM

POR

TA

NT

(3)

.

Tim

e fr

ame:

Thi

s ne

ed s

houl

d be

res

olve

d pr

ior

to S

epte

mbe

r 1,

197

6. (

How

ever

, cri

teri

on (

e) a

bove

sho

uld

be r

esol

ved

prio

r to

Sep

tem

ber

1, 1

973

or a

s qu

ickl

y as

pos

sibl

e.)

BIBLIOGRAPHY

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OF FAC1S FOR

THE EXPRESSED CONCERNS

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32. Western Associations of Schools and ('olleges Commission for Seco.Schools. Visitiing Committee Report. Form B. Guam: JohnKennedy High School, Department of Education, Turmon, March1972.

33. Peckens, Russell; Kasperbauer, Lawrence; Mesibov, Gary. .AN!:fs.

Assessment Study of Students a:id Schools in Lhe School :,vstm,Of Guam. Guam: Department of Education, Agana, April 1969,pp. 1-107.

34. Helfrich, Dr. John E. Recomfnervi:tions.

1970. pp. 1-3.Guam: Agana, June

35. Helfrich, Dr. John E. Impressions. Report. Guam: Agana, June 1970pp. 1-9:

36. Hawaii Employers Council. C)L,m :.:,Inpower Requirements

Hawaii: Service to Manac,ient on the Pacific, Honolulu, 197], pp,1-15.

37. Hawaii Employers council. --ual Ronort-. Hawaii: Service to Man-agement in the Pacific, 1-ionoldiu, 1971, pp. 1-19.

38. Hawaii. Employers Council Research Department. Guam Pay Rates, Person-nel Practices. EmploYee Benefit Survey. Special Resear,:hor t. 1062. Hawaii: Research Leparcment., Honolulu, Januayy

39. Pacific Daily Nes. JFK Stu.,,ts cutfit Living Greenhouse. Biologi-cal Research Center. April 29, 1972, p. 8.

40. Pacific Daily News: Clapp, Margery. With the Help of Everyone--A Ilear-ine and Speech Center. May 29, 1972.

41. Dateline. A One-Dav Conference On Reading Held, Guam: Conference ofthe International Reading Association, Guam Council, April 29,1972, p. 6, 16.

.42, Tonal Alliance of businessmen. ' to ::oveloninc andan_zin: a Soy 7.on,jor.,:.

, _n pp.

43. Lee, Robert K. and Rowe, John D. of Peseur,.:es ;ees ofMentally Petard..?d Vith Snec: ;'roblems. Guam: Guam MemorialHospital in cocperation wit . of Mental RetardationServices Administration, June 1971.

44. Instructional Division of Guam. Scone and Secuence Guide to theElementary School M.atematics Fro,_:ram. Guam: Department ofEducation: Wesley Addison Publishing Co., in., August 1971.

45. Instructional Division of Guam. Scone and Seouence Handbook forSocial Studies in the Guam Public Schools: Grades 1-12.Guam: Department of Education, Agana, August 1969, pp. 1-75

46. Instructional Division of Guam. Score and Sequence Handbook fo:Secondary Art Progzram in the Guam Public Schools. Guam:Department of Education, Agana, February 1970.

47. Instructional Division of Guam. Scone and Sequence Handboo',. durHealth and Physical Education in the Guam Public Schools.Guam: Department of Education, Agana, August 1969, pp. 1-5.

48. Office of the Science Consultant. SLope. and Secuence Guide tothe Elementary Science Prrtram of the Schools.Guam: Department of Education, Agana, August 1969; revised Au-ust 1971.

49. The Way On Enterprising Corp., LTD. ProcedinRs of 1971 Guam EconomicConference. Guam: Information Services Inc.; China Color Print-ing Co., Inc., Taipei, Tawaiian, R.O.C., Agana, 1971, pp. 1-72.

50. Tuesday Topics. Weekly Newsletter. Volume 11 (No.ls 1 -37). Sepr.embr1970- May 1972.