DOCUMENT RESUME
ED 132 217 UD 016 596 ,
TITLE Think Children! 1976 Annual Report,Department of Education, Ametican Samoa. \ INSTITUTION American Samoa Dept. of Education, Pago Pago. PUB DATE 76 NOTE 62p.
\\\\\45ED PRICE MF-$0.83 HC-$3.50 Plus Postage. DESCRIPTORS *Annual Reports; Boards of Education;Early Childhood Education; *Educational Finance; *EducationalNeeds; Educational Objectives; *Educational Programs; Elementary Secondary Education;Inservice Teacher Education; Program Costs; Public Schools;*School Organization; School Systems; SpecialEducation; Statistical Data IDENTIFIERS *American Samoa
ABSTRACT This report first details holt AmericanSamoa's public schools are organized. The public schoolsystem consists of early childhood education (ECE) , elementaryeducation, secondary education, and special education. In the 1975-76school year, ECE operated 145 .village centers. In addition tothese centers, five year-old children from village. and home centers weretransported into an ECE training 0,center on a rotating basis toexperience more sophisticated learning aCtivities and to profit from fieldexPerience. Twenty-six consolidated-sehools in the islands of Tutuila, Aunulu,Ta'u Olosega, and Ofu were in-operatiónduring FY76. Special education operatedtwo classroom centers in addition to threeother classes operated in three consolidated schools in the Bay area.In summarizing the educational activities of American Samoafor 1975-76, the report focuses on the following *areas; thosewho need education, the organization of schools, costs of education,goals of education, other servicessuch as instructionaldevelopment, library services, and financial aid, and statiSticalinformation,relating to the -profiles of the department ofeducation and its instructional personnel, and to income of thedepartment of education. , (Author/0M)
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I I
U S OEPARTMENT OFHEALTH EOUCATION I WELFARE NATIONAL INSTITUTE OF EDUCATION
THIS DOCUMENT HAS SEENREPRO. OVED EUCTLY AS RECEIVEDFROM ;h,P THE PERSON OR ORGANiZATION MING IT POINT', OF VIEW OROPINIONS STATED DO NOT NECESSARILYREPRE. INSTITUTE OF SENT OFFICIAL NATIONAL EDUCATION POSITION ORPOLICY TABLE OF CONTENTS
Page
Director's Message
Director's Office. *vii
,Board of Resents ix
3 I. WHO NEEDS *EDUCATION?
A. Early Childhood Education
B. Elementary Education 9
15 C. Secondary Education
19 D. Special Education
- 15. II. HOWARE SCHOOLS ORGANIZED? 27 A. Organization 29 B. Map of Public Schools 33' III. HOWMUCH DOES EDUCATION COST? 34 A. Business Administration 37 B. Federal .rants 43 IV. WHATARE THE GOALS OF EDUCATION? 47 V. OTHER SERVICES 49 A. Instructional Development
B. Library Services 53
C. Financial Aid 57 59 VI.STATISTICAL INyORMATION 60 A. Department of Education Profile 61 B. Instructional Personnel Profile ...... 62 C. Department ofEducation'Income
4 foreema '14 - 4
c.
5 DIRECTOR'S MESSAGE
This annual.report represents asummary of your educational activities forscbo,o1 year 1975-76. It should. help all of us reflect on theactivities of the past affay 4 . c plan accordingly forimprovement§ in the yearahead. As a top priority againin the over-all programming of the of the Department ofEducation, personnel competency highest quality possiblecontinues to be a veryimportant For it is only when wehave the best quality in thrust. have then our professionalpersonnel in particular, will we highest Quality in a much betteropportunity to attiin the education. Your own individualdedication, honestly, and faithfullness to the job youhold cannot help but ,have valuable affect on the attainmentof this worthy goal. Most if not all of you are verymuch capable of becomingthe most competent in your ownfield of work.
It is 'fair to saythat you have done aremarkable job inspite of the limitationsand pressures of one nature or another, all of us havehad to work under. May I commend each and everyone of youfor the role you playedin bringing the 1975-76 school year to asuccessful close.
I again express mypersonal gratitude to you onthe success of theDepartment of Education'sbicentennial in beauty, and in celebration. It was an event unmatched orderliness. I wish you well inthe year ahead.
Mere T. Betham Director of Education
6 DIRECTOR'S OFFICE
MERE T. BETHAM Director of Education
LEALOFI UIAGALELEI 'Assistant Director for Business Services Assistant Director for (VACANT) Educational Services
SALA E. SAMIU Special Assistant for Public Affairs
SILI M. ATUATASI Federal Grants Coordinator and Administrator
VII
7 BOARD OF REGENTS
The Board of Regents was established by law in1972 to serve as an advisory bodytO\the Director of Iducaxion. Its nine members are appointed by the Governorwith the concurrence of both Houses of the Fono(Legislature) of American Samoa. Two members are appointed from the Manu'aDistrict, four from the Eastern District, and three from theWestern District. The members are appointed for staggered terms of twoand three years, but they shall serve until successors are appointed by the Governor.
MEMBERS
Rev. Si'ulagi Solomona (Chairman)
Afioga Tufele Ll'a (Vice Chairman) Rev. Tiapula Imo (Secretary
Afioga Laolagi Soli
Tofa Mulitauaopele Ivi
Mrs. Jane Uhrle
Mrs. Diana Pili
Mr. Ace Tago
Mr. Eugene Reid -14 10" t -
I 1 1 t a..
.4.... r . 6 fi .., .. Or t . 1 ie_11 Y . t evrt. ,.. , ' ..!,..r,' s - .0.- -..*
.464 t. -,. _.- a VT,.. r gl if C4Z1s -r. 4 1 A 7 \ ,. 1.14.."'.
A
Intl 4 klorc; - y-L --t-ar.7-4 .- I. 00 NEEDS EDUCATION?
':11,ttendance at a pubZic orprivate schooZ shaZZ be required of aZZ,children/between6 and 18 years of age inclusive,,Orfrorri, grade one through 12, unless excused ar excluded forgood reason.by the Director of EduCation."
Z8, (Sour:.!e: Code of American Samoa, TitZe Sec.5) "The goal of the Dpartmentof Education is to heZp each persc,n reachhis fullest potentiaZ as a uiliqueindividual." DOE Philosophy & Goals) i (Source:
Y CHILDHOOD EDUCATION I tita Savali, ProgramDirector
,Early Childhood EducationDAvision serves thre.e-, fOur-, and five-year-oldchildren in village and home centers in 64villages on five islands. During fiscal year 1976 five-year-oldchildren from village and home centers were transportedto Betty Kendall Johnston ECE Training Center on arotating-basis to and experience moresophisticated.flearning activities to profit from fieldexperiences.
The Early-Childhoodprograw'provides children with which a' learning environmentand varied experiences will help them developsocially, intellectually, physicallY and emotionallyin'a Manner appropriate to their age and stage ofdevelopment.
Success of the EarlyChildlvOod Education program in American SaMoa.canbe attributed to: (1) its ' philosophy, purpose and effortin working towardgoals relevant to Samoa,. (2)effective Anvolvement of village parents asteachers, with, provisionsfor their bi-weekly in- career advancement,(3)a contintiing service and yearlypre-session preparation program for ECE teachers
10
- The goals of the early childhood education program are:
o to continue the program in Vialage Centers for three-, four- and five-year-old children within walking distance of their homes and in Home Centers for children liyinlg in isolated areas too distant or dangerous for walking.
o to continue the program for five-year-old children in Betty Kendall Johnston ECE Training Center on a ratating basis.
o to staff the centers with Samoan parents trained in early childhood education.
o to help eacth .child grow.
in the use bf Samoan language and the understanding of his culture.
- in,self' confidence.
- in the ability to learn to cope with life.
- in social rompetency and physical and mental hee.l.th.
11
-4- Statistical Information for Early Childhood Education Division School Year 1975-76
,No.^of Centers 145 No. of Supervising Teachers 15 No. of Teachers 129
Early Childhood Education Enrollment 1975-76
Age s 3 4 5 Total
Boys 379 313 311 1,003
Girls 383 330 271 984 Tital 762 643 582 1,987
,
12
- 5- - 1 3 B. ELEMENTARY ' EDUCAT ION_ Tautalatasi Tuatoo, Program Directtor
The goal of-Elementary Division is toprovi e opportunities that Will, enable eachchild to deve op and reach his fullest potgntial as aunique indtvidual .' by continually improving'existing programsand implementing innovations which will helpindividual learners to observe and demonstrate a respectfor human rights and become effectivean4,contributing citizens Wherever they live. - - To accomplish the main goal, theElementary Division is pursuing the followingobjedtives! c.
1.. To help students develop a desirefor 'learning.
2. To assist children to beself-directed learners.and to be able to makedecisions about the types of activities theywould like to pursue.
3. To provide the type, ofatmosphere that is conducive to learning.
4. To help students realize theimportance of time and assist them to use timeproductively.
5. To help students realize theimportance of the role ofothe individdal in group .activities,'in a school, in thefamily and in the community.
6. To help the students realizeand respect the importance of their cultureand traditions in their life.
Most of the elementary schools areorganized in self- contained elassroom situations. Team teaching and individualized instruction are importantprocesses o instruction in all the sChools.
One elementary school isorganized in an open classroom model from Level One toLevel Seven. Two of the largest elementaryschools have introduced departmentalized instruction at the upperlevels. And one school continuesto implement a pilot projectusing Distar Materials to teachreading in English in Levels2, 3 and 4. Nine elementaryschoolsimplemented a pilot Bilingual/Bicultural program in Levels7 and 8 in FY 76. 14 -9- Teachers involved in the project participatedin workshops and special in-service training. Fiscal Year 1976 saw the expansion of theHawaii English Project from three elementary schools tonine. This --- program was implemented in Samoafo provide for a wide range of- students' abilities inEnglish language without having to separate-fluent and non- fluent English speakers into differentclassrooms.
The highly individualized Hawaii EnglishProgram which depends on much student interactionalso requires competent and skilled teachers for its success. In the interest of self-improvement anddevelopment of competencies, more than 40 teachers attended asix-weeks HEP workshop in the summer and 12mini-workshops during FY 76. About 90 elementary science teachers inLevels 2, 4 and 5 attended workshops during FY76 to improve skills in implementing a process approach toteaching science.. For the third consecutive year theMatafao Consolidated School teachers participatedin a 'series of workshops under the Title IIIInnovative Teacher Training Programs. The purpose of this project was to iwcrease teacher competencies inplanning and implementing instructional programs, workingin-collaboration with other staff members'identifying andsolving educational problems, individualizing instruction,diagnosing and prescribing learning needs anAactivities, and utilizing the learning Resource Center. Administrators and supervisors alsoparticipated in in-service development activities. During FY 76 nine principals, two supervisors and theProgram Director for Elementary were involved in workshopactivities funded by Title IV designed to helpprincipals in planning programs at the schoollevel and to help improve communi-cation skills, decision-makingskills, and problem solving. Also during this fiscal yehr, allelementary principals and supervisors participatedin a joint work- shop with secondary principals,concentrating on developing and improving evaluationtechniques.
Most of the teachers'were part-time students in the Community College, taking atleast two courses in each semester for-theirprofessional growth.
-10- Two elementary schoolteachers were sent to the U.S. mainland to completetheir studies toward a bachelor's degree. The teachlks returned tothe class- room in AmericanSamoa after successfullyobtaining their degrees. Two more teachers havebeen selected for off-island studies underthe same program. Existing school plants andfacilities were maintained in- FY 76, but there was no newconstruction. Plans for construction of thelearning Resource Centers at Aua and Alofau andthe multi-purpose building at, Lady Bird school were takenoff the drawing board.
FY 76 was marked with verysuccessful accomplish- ments in anatt4mpt to improve communityschool relationships. More_ PTA units mere formed and more community members becameinvolved in schooltasks./ This fiscal year witnessed anincrease in the number.of classroom teacherswith associate of arts degree and- with.bachelor'sdegree. The following statisticsreflect the continued professional improvement of thestaff in the elementary division. FY '73 FY '74 FY '75 . FY '76
1. Enrollment 6,038 5,8.Y5 6,030 5,879
2. Percent of change -1.5% -0,93% 2.29% 2.5%
3 NO. of Schools 28 28 27 2F
4. No, of Supervisors-A. rAlagi 2 1 0 0
B. Samoan 2 2 3 3
5. No of Principals -A. Palali 1 . 1 0 0
0 , B Samoan 22 23 24 25
6. No, Full-Time ksistant Principals 12 11 14 5
7. No. Teachers.Assistant Princ'oals 13 11 7 1
8. No. Regular-Clmroom Teachers 258 265 278 242
,.
9. No. Special Education Teachers 10 13 0 0
10. No. of Coordinators 2 2 6 3
11. Student-Teacher Ratio (# 7 & 8) 22.0 22.4 21.7 24.7'
12. Clerical st6'f 9 10 9 1
13. Janitors 1 4 6 15, 14
14. Total Budget $1.669,552 1,65,028 2,008,748 2,044,000
15. Percent of Change + 8.26% + 1.05%
16. Average Expenditure Per Student $279.00 $321.00 $334.00 $349.00 18 17
C. SECONDARY EDUCATION Dr. Logoleo T.V.Falealii, ProgramDirector
the FY 76 reflected somefinancial improvements in secondary program over theprevious year. Although the neither financial picture wasfocused to some degree, added, or the addition new insi:ructionalprograms were of any constructionwhatsoever. Fiscal year 1976 efforts on the part ofteachers witnessed concerted and and principals to improveinstructional technique school-community relations.
, Personnel Evaluation by the Every teacher wassystematically evaluatd school principal utilizing asan evaluativeinstrument developed by the principalsduring their a model This model summer (1975)workshop with MiltondeMello. includes (1) Pre-Observationconference with teacher (2) the classroomobservation by and the principal; conference with the principal; (3)the post-observation the Leacher and theprincipal; and, (4)Ole follow-up in teacher- by the principal. The inherent concept model is to involvethe administra- principal evaluation their school tors more in theinstructional sector of creating a more'functionaland responsibilities, thus, the knowledgable relationshipbetween the office and classroom.
School-Community Relations FY 76, Also, significant inthe school operations.in role assumed by was the innovativeand participatory in attempting tobridge the high school principals In existing gap betweenthe school and itscommunity. conjunction with theseendeavors, the high school community athletic program continuestb be the foremost attraction, the speechfestival has picked upcommunity DOE popularity; and., highschool participation in culminated thc hulk ofschool- Bicentenmial Celebrations School uniforms community relationefforts this year. contributed to improvedstudent morale andgeneral appearance of highschool students.
2 0
-15- Statistics' LogiStically reporting, the secondary division posted the following statistics for FY 76; The financial crisis of the previous year resulted in a deciease in the number of teachers employed by Secondary in FY 76. A total Of 1.3-ieachers were not replaced _in the FY 76 budget.whic carried ateaching s.taff of 103, a decrease of 11%. A slight decrease off teachers with at least a bachelor's degree was noted in 1976 (53.4% in FY 76 compared to 62% in FY75). The i3ercenta.ge of certified teachers remained about the same (26.7% in FY 75 compared to 26.2% in FY 76). The racial proportion of secondary teachers in FY76 was 61 Samoans to 4_2 .palagis comii-ared to 64 Samoansto 52 palagis in FY 75. FY 76 reflected a student growth of 2.6% over FY 75. Two high school principals have earned masters.degree; the third is receivinghls MA from the lodal Brigham Young University masters program, and, the fourth has plans to complete hisnianter's degree during FY 77.
Goals The primary goals of the SecondaryDivision are to cooperate with the Instructional Divisionmainly to improve the teaching and learning activitiesof its teachers and students; to continue thethrust of bringing the gap between the school and itscommunity, and to involve the school administratorin the organization, administration, planningand evaluation of his school personnel and facilitiesthrough staff development efforts.
21
-16- 111111111111111111111ill fatal SECONDAPY SCHOOLS'191.111Total irls Iota I Bo sGirls Giris TotalIBos Bo sGirls Total I Bo s 111111111111 IIIIIIIli 111111
EAGAIITUA H. SCH.
MANU'A R, SCH.
9782 086 195 279 260 539 201 268 233 501 360 290 TOTALS D. SPECIAL EDUCATION Dennis McCrea, Program Director
During fiscal year 1976 the Division of Special Education moved considerably closer to its goal of providing appropriate educational services to all handicapped children in American Samoa. Previously existing programs, Assessment, Special Elementary, Special Secondary, Deaf and Hard of Hearing, Resource, and Materials and Training Center, were continued and expanded. Two new programs, Severely and Multiply Handicapped and Communication, were establishe.i, and ground work was laid for another Special Education program area, Early Childhood Special Education.
Special Education programs are supported entirely, by federal grants and FY76_ saw a 65% increase of the funding level over the previous fisCal-year.
Assessment System The Assessment System, one of the program areas which existed prior to FY 76, was continued and erpanded during this fiscal year. Identification.and asessment activities are undertaken by the assessment team composed of a coordinator/tester (who also supervises the kesource System), two school testers and aVillage' Worker. Children can be referred for evaluation through any of several possible avenues: teacher, principal, parent, relative or medical personnel.
Difficulties in the efficient and effective identification and assessment of handicapping conditions are presented by the lack ofappropriate'assessment tools, lack of trained staff, and geographic isolation of some of the schools which can only be reachedby boat at some expense. Depending upon the results of the assessment aswell asfactors/such.as age and physical capabilities, children are referred to oneof"che Project areas within the Division of Special Education: the Special Elementary Project, the Special Secondary Project, or theDeaf and Hard of Hearing Project.
-19- Special Elementary Project
The Special Elementary Project is oriented toward elementary-age children (generally 6-15) who are unable to succeed in the regular school program due to the presence of mild to moderate handicapping conditions. Twenty-seven identified handicapped children are currentlY being served in this program which is staffed by a Coordinator/teacher and three classroom te'achers.
Special Secondary Project
Servicos under the Special Secondary Project are oriented toward secondary-age youngsters (generally 15-21) who have been identified as having mild to moderate handicaps. The curriculum is an extension of basic daily living skills taught in the elementary prograia plus extensive involvement in the development of vocational skills that will enable graduates from this program to leave with a salable skill. These skill areas include agriculture, carpentry, arts aid crafts.
There are currently twenty-four students in this program that is staffed by a Coordinator/teacher and three other classroom teachers.
Deaf and Hard-of-Hearing Project Two classrooms for the deaf and hard-of-hearing are presently in operation, one on the island of Tutuila for 13 children, and the other on Ta'u serving five children. The Lurriculum includes sign language, lip reading, auditory discrimination, oral language and academic skills. The instruction utilizes the Patterned Language Program and the Signed English Reading Series.
Resource System The Resource System is designed tb4provide assistance to identified learning-disabled students in regular classrooms at four'elementary schools. Under this project a Special Education teacher profiles special instruction for chtldren possessing significant academic deficits in reading, language, and arithmetic. The amount of individual instructional time for each child is dependent upon the severity and extent of the disability. - 20- 25 Special Education Materials andTraining Center
The development and maintenanceof culturally and linguistically relevant instructionalmaterials for students with handicapping conditions.isessential for proviing an effective learningenvironment. The SEMAT Centet. ,n Utulei is the focusof efforts to locate,.. adapt, and develop appropriateinstructional materi.als fcc the handicapped studentpopulation of American Samoa. Services provided by the SEMATCenter include loan of instructional materials andtraining for teachers through workshops, demonstrationsand consultation in the development and utilizationof materials appropriate for classroom instruction. A full-time materials specialist is available at theCenter, and for classroom and school visits upon request. During FY 1976 new projects were'established in the areas of Severelyand Multiply Handicapped and Communication.
Severely and Multiply Handicapped
As a result of a majorsearch effort in FY 75, 18 severely or multiplyhandicapped children were identified who were not then receivingeducational started in services. A program for these children was September, 1975. Daily programming for eachstudent was established onthe basis of assessment dataand initial program recommendations. Due to the wide range of ages (18 months to21 years of age) and geographic dispersion, two 2 1/2 hoursessions were scheduled in Utulei daily, a morningsession for children 12 years of age and younger and anafternoon session for those 13 to 21 years of age. Educational activities forseverely or multiply handicapped children areestablished for gross motor, fine motor, self-help,family life and self-management skill areas. These activities are based onculturally relevant long-range goalsdeveloped by.programsfaff and parents. Daily and weekly assessmentis employed to determine progress oninstructional objectives which lead toward long rangegoals.
A major component ofthis project is the training of instructior.al staffin theoretical foundations, methodologies and specifictechniques thatlare necessary for teaching this populationof handicapped children.
-21
2 6 , Communication Project
In November, 1975,plans were initiated to eseablish a communicationclassroom to meet thedeeds of moderately handicappedstildents with moderate to severe communication deficits. EXpanded language ahd communication training wasdetermined to be a high Assessment System priority. The Uniform Progress .(UPAS) probes, assessingpreacademic and communication skills, were administered toidentified students and each ohild's prograwneedwere discussed. In programming consultant, mathematics,preacademic and self-help probeSwere developed, andcommunication classroom training in how toadminister staff were given in-service teachers and interpret eachprobe. Under supervision, the ?ssessed-eight prioritychildren and individual programs ere written,spectfying long term goals,instructional' objectives and learningactivities for each child.
This project is currentlystaffed by two persons trained in Speech andCommunication Pathology who provide direct services to30 youngsters. As services are extended next yearto include pre-schoolhandicapped children currently beingidentified, it is anticipated that communicationtraining will becomeinc.reasingly important with a consequentneed to increasethe number of staff who arecapable of providingthis service.
Early Childhood SpecialEducation Progrm Activities directed towardestablishing an Eacly Education program beganin.November, Childhood Special of Special 1975, with meetingsbetween the Director Education, the Directorof the Departmentof Education and the Director ofEarly Childhood.
With technicalassistanCepom twoconSultants: Oregon, a screeningprocedure was -from the University.of screening established thatwouid be appropriate for ECE Two Samoan SpecialEducation Ataff in Ameridan Samoa. within the Division members were freedfrom other duties traint4&z,ECE field so that theycould devote time to ,testing'and s'oreening. have As of this time over900 pre-school children tentative identificationof been screened with who may benefit approximately 45pre-gchool age ,children prom Special Educationservices.
- 22-
27 Special EducatidnEnrollment American Samoa, FY 76
FY 76 FY. 77 FY 74 FY 75 7TE FTE (projected) ,FTE FTE
31 38 10 24 1. Education MR 13 18 6 9 2. Trainable MR 124 o 92 124 3. Learning Disabled o o o o 4. Emotiorially Disturbed 3 7 o 6%1 5. Other HealthImpaired 5 o o 1 6. Crippled 1 3 o 1 7. Visually Handicapped
8 Speech Impaired* 6 7 7 8 9. Hard of Hearing 13 13 12 14 10. Deaf 4 5 3 3 11. Deaf-Blind 19 21 4 6 12. OtherSeverely Handicapped, 60
13. Early Childhood 301 157 215 TOTAL 42
whose enrolled inSpecial Education *There are nostudents currently condition is speechimpairment. only handicapping included in other speech deficitshave keen Children-who have general levelof functioning. categories accordingto their
- 23- American Samoa's public schools are organized into one school system. The public school system consists of Early Childhood Education, Elementary Education, Secondary Education and Special Education.
In the 1975-76 school year Early Childhood Education operated 145 yillage centers. In addition to these centers five-year old children from village and home centers were transported into the newly-dedicated Betty Kendall Johnston ECE Training Center on a rotating basis to experience more sophisticated learning activities and to profit from field eip'eriences. Twentysix consolidated schools in the islands of Tutuila, Aunu'u, Ta'u, Olosega and Ofu were in operation during fiscal year 1976. Four high schools were in operation during FY 76. Special Education operated two classroom centers in addition to three other calsses operated in three consolidated schools in the Bay area.
-25-
29 DEPARTMENT OF EDUCATION DIRECTOR GOVERNMENT OF AMERICANSAMOA OF BOARD OF REGFW
EDUCATION Nere T. Beth=
SPECIAL ASSISTANT
FOR PUBLIC AFFAIRS FEDERAL GRANTSCOORDINATOR
, AND ACMINISTRATOR
ASSISTANT DIRECTOR
BUSINESS SERVICES FOR ASSISTANT DIRECTOR CHART EDUCATIONAL SERVICES ORGANIZATION
PERSONNEL COORDINATOR COORDINATOR OFFICER I FINANCIAL PROGRAM DIRECTOR PLANNING PROGRAM DIRECTOR ADMINISTRATION ELEMENTARY INSTRUCTIONAL EDUCATION . DEYELOPMENT
PROGRAM DIRECTOR PROGRAM DIRECTOR PROGRAM DIRECTOR I LIBRARY SERVICES SPECIAL , EARLY CHILDHOOD EDUCATION EDUCATION
27. 31 Ilk MLA Om 6 * 145 Village Early Pew MN Childhood Education. 41 Centers are locatedin IIIN 1. Leone HighSchool 41, villages on Ta'u, School 2. Samoana High Tutuila, Aunth, Ofu, *Schoch High School 3. Faga'itua and Olosega. 4. Manu'a HighSchool
11. Matafao 21, Ofu 1. Fagamalo 12. Mauga-o-ilava 22. Olosega 2. Alataua-Lua 23. Faleasao 3. Leone Midkiff 13, Afono 14. Lauli'i 24, Fitiuta LAirimusimpampp 4. Siliaga 15. Aua 25. Taputapu 5. Asu 16. Masefau 26, Utulei School 6. Pava'iva'i SCHOOLS IN 17. Alofau W 7. L'upelele Olomoana SAMOA 8. ManukeleTausala 18. AMERICAN 19. Matatula 9. Le'atele 20, Aunu'ufou 10, Pago Pago
32 its
vre
pin._--- :lit --'1":..
4 Af!; .17
* + III. HOW MUCH LOES EDUCATIONCCST?
A. BUSINESS SERVICES
Assistant Director Lealofi Uiagalelei
Coordinator, Planning Lealofi Uiagalelei Coordinator, Financial Adm. Aiva Filiaga
Personnel Officer I Joe Sappa
Manager, Supply & FaciiJ.ties , John Barry
Manager, Transportation John Faumuina Manager, Food Services Litea Tuaolo
B. FEDERAL GRANTS
Coordinator & Administrator Sili M. Atuatasi
- 33-
35 A. BUSINESS SERVICES
Public Schools are big business. The amount of $4,659,000was required from local appropriation to .operate the territory's only school system during 1975-76. The Division of Business Administration is charged with the responsibility for the following functions related to fiscal affairs in the Department of Education:
(1) budgetary control (2) educational and financial records, reports, and research (3) fiscal and business management (4) departmental bookkeeping (5) processing and certifying requests for payment (6) reviewing, analyzing, and circulating monthly and quarterly expenditure reports (7) preparing and processing all travel authorizations for the Department (8) planning facilities construction and other capital improvem,:nts for the Department (9) reviewing, processing and monitoring all agencies and personnel
In the area of business services, this division attempts to keep other division heads and program managers informed about current expenditures and assists them in mailing, purchases and processing requests. All billingsof the Department are processed through this office before going out to other designated officesof government. While each division and program manager retains accountability and responsibility for his expenditures, the Business Office seeks to assistthe managers in every way possible to providefor better fiscal responsibility throughout the Department.
In addition to school finance and businessservices, the Business Administration Division includes the following support service areas of the Departmentof Education: suppZy and facility maintenance program; publications, schooZ food servicer, personneZ office, pupiZ transportation, and iailing service.
-34- Supply, Facilities andMaintenance operations The Supply, Facilitiesand Publication the direction of of the DOE werebrought together under the recommendation one supervisorin FY 76, following This has proven tobe a good of the CMP Report. support organizational stepthat has improved the services to theschools.
Supply Services branch provides a sourceof The Supply Services of orders supply through thewarehousing and processing of the DOE. It maintains astock for all divisions weekly of supplies forready_issue and a regular delivery service tothe schools.
Publications Services processing of The PublicationsBranch handles the for instructionalmaterials such all printing requests booklets, and other as lessonguides, worksheetL, text miscellaneous needs. Deliveries of materials arecoordinated with the About 75% of all deliveries of suppliesto the schools. instructional purposes wasdone in printing done for being made to the GAS Print Shop. Plans are currently printing operations tothe Government transfer all the Office would continue print shop. The DOE Publications and'collate materialsand to sort and only to process distribution to theschools. organize materialsfor their operations inpublication services . This should improve to the through consolidationand effect a savings government.
Maintenance these three The Mainten.ance crewnumbers only three; their efforts primarilyto minor maintenance men devote All major and small emergenciesin the 30 schools. job-ordered to thePublic Works Department. projects are as the liaison The manager ofthis activity also acts Public Works andother departments between the DOE and schools with operational as is necessaryin aSsisting the related problems.
-35-
3 7 School Food Servicea Providing meals for schoolchildren is a service function of the Department ofEducation. This activity involves approximately one and a quartermillion dollars annually. Of this amount, 94% is providedby Federal grants through the UnitedStates Department of Agriculture. During the last fiscal year, morethan 9,000 students participated inthe program daily. Setvices consist of distributionof commodities, field services to local schools inall areas of food preparation and the administration ofnon-food assistance, and the school breakfast and lunch program.
The goal of food services is toprovide a nutritional breakfast and lunch program forpublic and private schools of American Samoa. A staff of 76 people prepare and serve approximately 9,000school lunches and 7,250 bxeakfast each day.
The field coordinators hold aseries of training workshops each year for the taff in menu preparation, methods of cooking and generaladministration of the kitchen and dining facilities. Supervisory cooks periodically4 visit schools to analyzeequipment and nutritional needs and to providetechnical assistance..
Plans to include all schools,both public and private, in the school lunch program are nowunder way.
Personnel Office The Personnel Section pravidedthe following services for the Educational Systemof American Samoa during the Fiscal Year 1976: processing personnel action requests, processing annualleave and sick leave requests, checking and processing timecards, record keeping for student population. With the new payroll systemhundreds of annual and sick leave and,914 payroll timecards were processed each pay period for DOEemployees. Personnel Action Request forms forresignation, termination, demotion and reductionin working hours processed during FY 76 amounted to597 and 1,002 position actions were executed. 38
- 36- The DOE Personnel Sectionis.now developing an Employment Service Record card systemfor the purpose of recordkeeping and positioncontrol for the Education Department.
Pupil Transportation During Fiscal Year 1976, nineteenschool buses transported 8,000 pupils daily,traveling more than 274,860 miles to do it. Three fourths of all studentsattending public and private schools in AmericanSamoa ride to and from school in a school bus. In addition, there arethree extra runs each schoolday to transport vocational students from Samoana HighSchool to Tafuna Skill Center, and extracurriculum fieldtrips are provided upon request. Major areas of serviceprovided by the transportation section include assistancein planning bus routes, purchasing buses and otherequipment, selecting and trainiug bus drivers, planninginspection and preventive maintenance programs,and promoting pupil safety. Training programs areconducted each summer for all bus drivers on mattersrelating to overall safe and sound pupils transportation. Plans are now initiated for bus drivers to completethe initial training course before taking the wheel of anyschool bus.
B. '+EDERAL GRANTS
During FY 76, major improvementsand expansion of various educational programs.weremade possible through the availability offederal funds.
3 k)
-37-. Elementary and Secondary Education Act
Title Edueazionally Deprived $383,440 Administration 25,000
Title II School Library 33,330
Title III Supplementary Educational Centers
Administration 50,000 Ptograms 66,612 Project Pacific 10,964
Title IV Libraries and Learning,Resources 49,804 Educational Innovation and Support 62,699
Title V Strengthening State Departments 43,063
Title VII Bilingual/Bicultural Program 130,000. Samoan/English Elementary Curriculum Program 544,646
National Defense Education Act
Title 1.I1 AcqUation and Reaodeling 25,000. Administration 3,377
Public Libraries
LSCA I Services 44,925 LSCA III Inter-Library Cooperation 10,060
Early Childhood Education 107,500
National School Lunch Act
Special Food Services 5,089 School Equipment 4,909 School Breakfast Program 130,000 School Lunch Program 445,000 Administration 23,516 U.S. Department of Agriculture School Lunch Program 17,658
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4 0 Vocational Education Act $ 51,000 Basic Grant - Secondary Handicapped Program 4,555
Special Education 150,000 Part (B) 8_7,000 .Teacher Training
lo,000 . EPDA Drug Education
:TOTAL . . . $2,519,147
-39
41 - It Iv. WHAT ARE THE GOALS OF EDUCATION?
"God grant that a brighter day is to dawn upon us that such a system ofeducation may be speedily devised, adopted and enforced as shall give to every chilld within our borders; be he high or low, rich or pOor, the sane equal and sufficient advantages to obtain a good education, and qualify him to discharge any duties in life, however exalted they I may be."
(John S. Wright, early U.S. advocate of education)
PHILOSOPHY AND GOALS The goal of the Department of Education is to help each person reach his fullest potential as a unique individual.
To achieve this goal the Departmnrtt of Educat:i.on is committed to the concept an. prac;Lce Of individualized instruction. This commitment requires that eact learner's rights, needs and/aspirations be treated on an individual basis.
Inherent in this commitment is the obligation to preserve the cultural heritage and foster the economic well-being of American Samoa, while at the same time, to prepare each individual for a personally satisfying and socially useful life wherever he chooses to live.
Specific Objectives
Certain specific object,ives are inherent in the goal of the Department of Education. These objectives are to enable each person to develop as an.individual who has the skills, attitudes and knowledge necessary to: be a fluent, literate bilingual in Samoan
b\ave respect for Samoan traditions and culture think rationally, make wise choices and a& ' independently in determining and solving problems
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4 3 . live an individually satisfactory and socially congenial and useful life
manage personal and public resources wisely
. broaden his education have personnal and intellectual pride and integrity and accept the responsibility for his own learning and actions, recognizing the cause and'effect relationship as it relates to decision making. have respect for the worth and dignity of each human being, recognizing that all men have the same basic rights and needs Concurrent objectives of the Department of Education are to provide leadership ineducatfonal development in the South Pacific, and to replace contractemployees with qualified, competent Samoan personnel. .0
, S
r
F.
45 1-
tr). V. OTHER SERVICES
A. Instructional Development
B. Library Services
C. Financial Aid
-47-
47 V. OTHER SERVICES
A. INSTRUCTIONAL DEVELOPMNT Marylin Barry, ProgramDirector
During Fiscal Year 1975, anew division was formed inthe Department ofEducation as a result of astudy of organizationand adminis- tration by a,team ofprofessional management consultants. Various educational programactivities which formerly functioned as separateoffices in the Department were broughtinto the newly formed Division of InstructionalDevelopment for better coordination and articulationof program.
The Division ofInstructional Television, the Office of Testing andEvaluation and the Office of Health andPhysical Education, all formerly separatefunctions, now areincluded in InstructionalDevelopment.
4 8
-49- Also, specialists working in suchfederally- funded programs as theBilingual/Bicultural Project, Project Pacific, Project Read, andProject ULA, the specialist for vocationaleducation and the coordinator for teacher training an4 twoartists were all brought into Instructional Development.
Goals The new division began work in FY76 on defining goals and objectives and onteam7building, with subject area coordinators assuming a newrole as team leaders. In brief, the primary goals ofthe Division of Instructional Development are to:
1. provide leadership, technical assistanc,2 and human resources in theinitiation, development maintenance, and evaluation of instructional programs, Grades1-12;
2. modify, adapt, or recommendadoption of instructional programs as a resultof evaluation data;
3. improve content knowledge andinstructional competence of teaching staffthrough in- service programs conducted bothindependently and in cooperation withhigher education agencies.'
4. maintain and disseminate informationand materials,, and,interact regularlywith teachers and community.
Accomplishments Some specific activities of the newdivision in its first year of operation,Fiscal Year 1976, were: Specialists-began working on materialsmodifi- cations for the Egglishlanguage components of the Hawaii English Program.
-50-
r2,4 4 9 Development of a primarylevel Samoan language component for theHawaii English Programbegan. Specialists working inthe Bilingual/Bicultural instructional materials inSamoan program developed and social for elementarylanguage arts, mathematics studies courses. Field-testing of materialsfor the Bilingual/ initiated. Bicultural Project,Grades 7 and 8, was and teachers guides were Materials preparation phase of the completed for thefinal implementation Samoan Currtculum inScience (SCIS) programin Grades 1-8. developed New telecasts andrelated materials were Oral English for Oral English 1,Oral English 3, and 7 and 8. Materials and guidesfor Social Studies3, Social Science 3 and Science4 Studies 7-,Sonial Studies 8, were modified. New units and materialswere writtenfor secondary Samoan English, elementaryhealth, elementary language arts, andEnglish Language Arts6. English Curriculum committeesin mathematics and adopted new andadditional text materialsfor and for .secondaryEnglish. Mathematics 1.and 2 ESEA Materials were selectedand plans made for new secondary math andEaglish and in :Title I programs in for elementary reading. Plans were Also made elem-mtary soLfalstuaies to begin in FY 77.
Fourteen clotrriculum-referencedtests, standardized 8 and 12, an attitudesurvey and tests for Grades administered in FY 76 various pre-cntlegetests were and the resultsi:nai-ITzctd. -,71.uation more meaningful,an In order -o results was d'- ;, in reporting test important nei,, elementary taken duting VY Test results for the math tests wereanalyzed to . curriculum-refc..._ and which determine whichpart:li/i objectives were information was displayed were notbeing met. elementary mate techers candetermine which so that school year. objectives ac.0 moree.:.ihasis in the next
5 0 The results of other curriculum-referenced tests especially English tests, were reported similarly, for improved utilization of test information, and a prototype of an individualstudent profile record card will show math curriculum-referenced test specifications translated into student learning goals and achievements for teachers use in individualizing instruction. If the record is successful in its year of trial, iLs use can be expanded toother levels and areas. Instructional Development staff regularly taught classes or conducted workshops for teachers in math education, including metrication, in teaching science through the process approach, in implementation of the Hawaii English Program, in social studies education, health education, and in testing and evaluation.
Staff members also participated in their own professional growth through regular in-service seminars in the spring of FY 76.
Problems The newly - enlarged division experienced some growing pains and difficulties in individualadjustment to new roles and new relationshipswithin the Department. These difficultues were compounded by the scattered office space for Instructional Development staff;those employees whose work areas were in the samebuilding communicated much more effectively andestablished better intra- and inter-team working relationshipsthan did those dispersed in scattered areas.
In spite of apparent growth throughconsolidation of several units into one division, tiieve was a cutback in personnel in the nucleus of thedivision; three key coordinator positions remained unfilledin TY 76 and several specialist positions were cut back.
Recognition In spite of constraints, the work done bythe staff of Instructional Development has attracted the attention of educatOrs in other parts ofthe Pacific and in the United States. Several books developed especially for students in American Samoa, such asTHE SEA, SAMOA IS CHANGING, and various Samoan Language readers, are now
- 52-
51 being used in other education systems. Educators in two states are interested inmodifications that American Samoa has made in SCISmaterials, and a state consultant is considering the pos3ibilityof using Samoa's Secondary ESL materials inbilingual/bicultural situations in Phode Island. Several instructional television series developed by InstructionalDevelopment will be used in Micronesia in the nearfuture, and various materials for teaching English as asecond language developed by the Division ofInstructional Developement are being asked for and used inother Pacific education system.
B. LIBRARY SERVICES Hannis Smith, Program Director The Office of Library Services, Departmentof Education, is responsible for the operationof the library services in the public elementaryand secondary schools and for the operation of thepublic library services of the Library of AmericanSamoa.
The Outlets for Library Service The children and youth in the publicschools are served by four high school libraries andtwenty-six elementary school libraries. The four libraries are also community public libraries, with the one onthe Samoana campus also serving as the Main Library, Library of Ame-rican Samoa. Eighteen of the elementary school libraries also serve as ReadingCenters, and are open a limitednumber of evening hours in order for the entire public or theircommunities to be able to use them. The availability f library materials onTutuila is further enhanced by the use of abookmobile which makes regular weekly runs to the villagesaccessible by improved highway. The Library of American Samoa also cooperateswith the two private high schools and four privateelementary schools by providing long-term loans ofappropriate materials of all kinds.
-53- 52 Services is alsc provided atthe Hospital and at the Adult CorrectionsCenter in Tafuna.
A very special featureof the library service is the operation of the. FeletiPacific Library, which serves as the specialreference and researchcollection with emphasis on the history andculture of American Samoa.
The majority of the non-printcollection and the machines and equipment requiredfor the use of non- print materials are handledthrough the Media and instructional Resource Centersoperated by the Library Service--
The Kinds of ServiceOffered The library services areprovided in a variety of means and amulti-media approach throughthe use of print, audio-visual andother non-print materials. Their use is facilitatedby the following methods:
1. The circulation of a varietyof materials, (including books, periodicals,phono-records, films and othc.. __NI-print).outside the libraries. research and 2. The provision of reference, ready information servicesin the libraries themselves.
3. The provision of mediationequipment for access to soundrecordings, disc and cassettes, motion pictuIe film, film strips,and audio and video-tapes.
4. The provision of especiallymediated materials for use by ',the bkind andptoisically handicapped.
The Growth of the LibraryCollectionS
The current budget, withthe help1 of federal funds, has enabled the library tocontinued tc add to both school and public librarycollections. This is extremely important since muchimportant print and non-print material issubject to rapid deterioration in the climate of AmericanSamoa. Printed material regarded as being ofwide-spread interest is purchased in multiple copiessufficient to place at least one copy in every outlet wherelibrary service is provided.
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5 3 identifying and Special emphasishas been given to language materialswhich have high acquiring English rendered moresuitable interest potentialand have been language users. This kind of for English-as-a-second from publishers material is receivingmore attention thrust in thisdirection as a resultef the major throughout the UnitedStates, and our,libraries rapidly as thematerials can are nowacquiring such as received. be identified,ordered, and
Handicapped Library Service tothe Physically interest this yearis a renewal of Of special the the Library ofCongress Service to contact with the regional Blind and PhysicallyHandicapped through Since the materialsprovided are library in Honolulu. service will entirely in English,and are free, the vho are fluentin English. prove valuableto persons Samoan is becoming Eowever, the needof materials in is to be hopedthat in the near apparent, and it production of such future a programfor the local materials will bedeveloped.
The Use ofLibraries to grow. The The use of ourlibraries continues users ofEnglish languagematerials number of potential to increase, thelibraries continue continues to readers of all age acquire materialsof interest to when the libraryservice outlets can_ groups, and growth should be increase theirhours open, the exponential. need in library useis for a The greatest current The Main Library new locationfor the MainLibrary. groups andshould be in a more is used by all age to the public. convenient locationfor greater access
Conclusion service is for A vital needof the library PY 76 administration bySamoans. A special professional student to SanJose project ofsending a graduate in Californiato obtain aMaster's State University Science willprovide degree in Libraryand information early in FY 77. This is regarded one such person d, ielopmentfor Fiscal as the mostimportant single Year 1976.
-55- 5,1 A Special Project
The fiscal year hasbeen the beginning of amajo_ project for thereorganization of the ETVresearch curriculum collections into a singlecatalogued and The reorganized collection more readilyavailable for use.. collection is beingre-named and will be calledthe When the Instructional ResourceCenter in the future. project is- completed,there will be singleope-rating collection of unit having asubstantial catalogued professional and curriculumrelated educationmaterials, now print and non-printtogether with the equipment separately housed in theMedia Resource Centerin expected to greatly Fagatogo. This development is of thesematdrials,---and-Provide enhance the usability media and new an effective.meansfor making use .of new combinations of media inthe future.
5
-56- C. FINANCIAL AID
The Department of Educationi the administrative agency for theGoverntient of Am,!rica Samoa's Clk Scholarship Program. The program was administered our of the Director's Office'during FY .6 with the Special AssOtant for PublicAffairs bearing'the admini,strative neSponsit,ilitiesunder direct supervision of the Director ofEducation.
Goal and Objectives The primary goal of thescholarship program is to provide anindigenious-task force of highlyqualified personnel. Future objectives of the programinclude:
, - developand expand the schOlarship program encourage potentialAmerican Samoans for post-secondary education in areasof relevant need of American Samoa.
- encouragepotential candidates to attentASCC for two years prior totransfer into a 4-y_ear college
- continue tomaintain closer communicationwith students
!%
Statistics During the 1975-76 scnool year(FY 76) ,90 Students were attendingcolleges and universtties underthe scholarship program. Seventeen (17) of thesestudents were seniors and one(1) was in his last year of studies at the Fiji Schoo).of Medicine. The student at the Fiji Schoolof Medicine,completedhis studies in March 1976, and taereuponreturned to work at LBJ Tropical Medical Center. The seventeen seniors graduated either afterthe Spring-76 iemester.orafter who , the ,summer session. Of the seventeen seniors graduated, fourteen (14)have,returned to American , Samoa and three have decided toremain in the United States. One of the three willpurdueia Master's Degree Sevepty-two (72) recipientswill return in Nursing. 4
-57- 56 to their respective institutes to complete their studies during-the 1976-77 school year. It is expect d that approximately 30 new recipients will bes.dected for ihe 1976-77 school year.
.17
-58- 57' VI. STATISTICAL INFORMATION
A. Department of EducationProfile
B. AcademicProfille of Instruction Personnel Income FY-76 C. Department of Education
fir
8 -59- Samoan Palagi Total
68 Administrators & Supervisors 61 7
_ 467 83 550, Teachers 35 Clerks 35
:162 2 164 Support
92 817 Total 725
-60- 59 OF INSTRUCTIONALPERSONNEL B. ACADEMIC PROFILE
INSTRUCTIONAL . SPECIAL .TOTAL ECUATION DEVELOPMENT ECE ELEMENTARY EECONDARY
2 \Doctorate
2 '11 12
78 2 12 20 43 BA alb
53 8 3 42 'a= BAEquivkency
222 10 172 38 AA+ 0-1
2 AA Equivalency
Less than AA but 48 31 10 more than HS
24 HS )24
120 Less than HS 120'
40 591 , 26 276 104 , TO,TAL 145
61 ,60 C,DEPARTVENT OF EDUCATION INGO'S FISCAL YEAR1976
Amount % of Total
Local Appropriations $ 659,000 9.18 Department of Interior 4,000,000 55.72
Federal Funds 2,519,147 35.09
Private Grants/Donations 500 .01
Totad Education Budget $7,178,647 100%
Per Pupil Expenditure (excluding Federalfunds & private
grants -...- $458.24
6 2
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