United States Virgin Islands
Department of Education
to the Governor of the United States Virgin Islands The Honorable Cyril E. King
A3 Mrs. Gwendolyn E. Kean, Commissioner of Education
GOVERNMENT OF THE VIRGIN ISLANDS OF THE UNITED STATES
The Honorable Cyril E. King Governor of the Virgin Islands Office of the Governor St. Thomas, Virgin Islands
Dear Governor King:
Attached is a copy of the Fiscal Year 19 75 Annual Report
of the Virgin Islands Department of Education. It is with a deal of pride that I present this report which covers the various operations of the largest department in the Virgin Islands Government.
F.Y. 19^5 was a challenging year which saw the Department
making new attempts to implement innovative teaching techniques and otherwise improve education in the territory. We are now well into Fiscal Year 1976 and we are already busy meeting new challenges and solving both new and old problems. We are looking forward to a year of cooperative effort that will have a positive impact on the future of education in the Virgin Islands.
DEPARTMENT OF EDUCATION Charlotte Amalie, St. Thomas, V.I. 00801
October 31, 1975
Gwendolyn E./^Kean Commissioner of Education
Department of Education
ANNUAL REPORT to the
Governor of the Virgin Islands The Honorable Cyril E. King
Mrs. Gwendolyn E. Kean Commissioner of Education
TABLE OF CONTENTS V. I. BOARD OF EDUCATION
BOARD OF VOCATIONAL-TECHNICAL EDUCATION ADMINISTRATIVE PERSONNEL
CURRICULUM AND INSTRUCTION
Foreign Languages----------------------------------------Page 11
Intermediate Grades--------------------------------------Page 14
Kindergarten-Primary--------------------------------- Page 16
Physical Education, Health, Driver Education ------------ Page 20
Social Studies------------------------------------------Page 26
Library Services & Instructional Materials (LSIM) ------- Page 27
Project Introspection--------------------;---------------Page 33
FEDERALLY FUNDED PROGRAMS
ESEA Title I-------------------------------------------- Page 37
ESEA Title III------------------------------------------Page 39
ESAA Project---------------------------------------------Page 4 4
DIVISION OF ADULT AND CONTINUING EDUCATION -------------------- Page 49
DIVISION OF BUSINESS----------------------------.-------- Page 54
DIVISION OF MAINTENANCE----------------------------------- Page 58
OFFICE OF PUBLIC INFORMATION SERVICES------------------------ Page 60
DIVISION OF PERSONNEL SERVICES -------------------------------- Page 62
DIVISION OF PLANNING, RESEARCH AND EVALUATION -------------- Page 65
DIVISION OF PROPERTY, PROCUREMENT & AUXILIARY SERVICES ------ Page 67 ;
DIVISION OF PUPIL PERSONNEL SERVICES-------------------------- Page 70
DIVISION OF SCHOOL LUNCH-----------:--------------------------- Page 78
DIVISION OF SCHOOL PLANT FACILITIES --------------------------- Page 81
DIVISION OF SPECIAL EDUCATION--------------------------------- Page 86
DIVISION OF VOCATIONAL-TECHNICAL EDUCATION-------------------- Page 89
STATISTICAL INFORMATION---------------------------------------Page 103
VIRGIN ISLANDS DEPARTMENT OF EDUCATION
VIRGIN ISLANDS BOARD QF EDUCATION (Terms expire November 14, 1976)
Dr. Aubrey A. Anduze Chairman
Mr. Mario Watlington Vice Chairman
Mrs. Gwendolyn E. Kean Secretary
Mrs. Marilyn Krigger Member
Mr. Alphonse LaBorde Member
Mr. Sidney Lee Member
Mr. John L, Sheen Member
Mr. Jeffrey Farrow Member .
Mrs. Joan A, Thomas Member
Mr, Patrick N, Williams Member
Mrs, Esonia Hassell Executive Secretary to the Board
BOARD OF VOCATIONAL EDUCATION
(Terms expire June 30, 1975)
Mr. Patrick Williams Chairman
Mr. Leroy Boyce Vice Chairman
Mrs, Gwendolyn E. Kean Secretary
Mrs. Edith Bond Member
Mr. Fred Esannason Member
Mrs. Clarice Mulgrav Member
Mr, Robert O'Connor, Jr, Member
Mr. Reginald George Member
Mr. Richard Callwood Member
Mrs. Gwendolyn E, Kean
Mr. Charles W, Turnbull
Mr. Wilfrid A, James
Mrs. Gloria H, Canegata
Dr. Rehenia A, Gabriel
Mrs, Rita B, Martin
Mr, Ulric Benjamin
Mr'. Peter Rasmussen
Mr. Robert L, Rogers
Mrs, Iselyne Hennessey
Mr. Vernon T, Scipio
Mrs, Violet Bough
Mrs, Annie Callwood
Mr. Douglas Covey
Mrs, Delta Dorsch
Miss Gladise Gabriel
Acting Commissioner Assistant Commissioner Deputy Commissioner District Superintendent, St, Croix Director, Pupil Personnel Seryices Director, Educational Personnel Services
Administrative Assistant, St, Croix Director, Planning, Research and Evaluation
Director, Special Education Assistant Director, Special Education
Director, Physical Education, Health and Driver Education Supervisor, Social Studies Intermediate Supervisor, St, Thomas St, John Supervisor, Art
Intermediate Supervisor, St, Croix Primary Supervisor, St, Thomasr-St, John
Administrative Personnel (cont'd)
Mrs. Dixie L. Gillies Supervisor, Howe Economics
Miss Merle Charles Supervisor, Business Education
Mrs. Alicia A. Ortiz Supervisor, Foreign Languages
Mr. Lawrence Benjamin Supervisor, Music
Mrs. Bernice Heyliger Supervisor,; English, St, Thomas
Mr. David A. Molloy Supervisor, English,: St. Croix
Mrs. Agatha Ragster Supervisor, Science
Mr. Donald Swickard Supervisor, Special; Education,
Mr,. Albert Ragster Acting Director, Vocational-
Mr. John Watley Supervisor, Manpower Development
Mrs. Rochelle Ellick Coordinator, Drug Education
Mr. Robert Hendry Coordinator, Guidance & Testing
Mr. Eustace V. Dench Coordinator, Guidance & Testing,
Mrs. Fiolina Mills Coordinator, Library Services &
Mrs. Ruth Moolenaar Coordinator, Project Introspection
Mr. Viggo Wallace Coordinator, Physical Education,
Health and Recreation
Acting Departmental Business Manager ......
DIVISION OF PROPERTY, PROCUREMENT & AUXILIARY SERVICES
Mr. Jose Sprauve [ Mr. Ricardo Richards
Property & Procurement Officer, St. Croix
District Director, Auxiliary Services, St. Croix _
DIVISION OF SCHOOL PLANT MAINTENANCE
Mr. Ector Roebuck Mr. Halvor Moolenaar
Superintendent, St. Thbmas-St1^"
John ;. '' ;......._
Superintendent, St. Croix :e'*
;v lv. :o:tio,.\
FEDERALLY AIDED PROGRAMS
; Mr. James M; 01iver Mrs. Mavis D. Brady
Mr. Clyde Davis ... ...
-.:^,Mr.-=Austin, 0 Donovan -
' Mr. William Follett......
.Mr.... . Wilburn, Smith, Jr.
Mr. John L. Stevens
Mr. Raphael 0. Wheatley
Act ing-Direct or, Federal:" Programs
Director, Title III
State Director,; Schoo^;Ltmch
Coordinator, Ti^le^jtr ESE-A
Director, Public Information Services
Education (Study Leave)
District Director, School Lunch; St.
The Department of Education in recent years has gone through a tremendous growth surge and is understandably experiencing growing pains. Enrollment in Virgin Islands public schools ten years ago during the 1964-65 school year totalled 9,399 students, and the total operating budget was only $5.1 million. By 1974-75, school enrollment had climbed to 23,669 and the total operating, budget was $37.5 million.
The phenomenal growth has placed great stress on the school' system, and imagination, energy and sacrifice are needed to cope with the mushrooming educational challenge. While the growth rate is tapering off, enrollment continues to rise at a time when the school system seems taxed to the limit. The Department of Education continues its attempts to deal with the problems and to move hopefully towards neutralizing some of the adverse conditions brought on by the uncontrollable saturation of the schools.
Overcrowded conditions in both districts have forced six schools on St. Croix (7,079 students) and three schools on St. Thomas (1,549 students) onto double sessions. St. Croix schools, on double sessions, with the number of students affected, are: St. Croix Central High, 2,156; Alfredo Andrews, 1,171; Alexander Henderson, 1,237; Eulalie Rivera, 951; Claude 0. Markoe, 1,504; and Juanita Gardine, 60. St. Thomas schools on double sessions include: Jane E. Tuitt, 504; J. Antonio Jarvis, 635; and James Madison, 410. Prospects for the 1975-76 year indicate that all the same St. Croix schools will remain on double sessions. On St. Thomas, the opening of the new E. Benjamin Oliver School in Tutu should relieve double sessions at two of the elementary schools; however, overcrowding at the junior high school level may force the joint junior-senior high Eudora Kean School to institute double sessions for the first time.
A $12-million school construction package formally adopted early in 1975 will allow for several additions to existing schools as well as the construction of a new elementary school on St. Croix and a new junior high for each of the two districts.
. The Department is constantly striving to improve its programs and upgrade the quality of education in the territory. New activities instituted during the fiscal year, such as new bilingual/bicul-tural programs at some schools and the open-classroom approach used at Jefferson Annex, attest to the Department's commitment to implement new methods to boldly and imaginatively provide quality, progressive education to Virgin Islands youth.
Fiscal problems have been at the forefront of concern for Department administrators during the year as they have for other government officials. Budget request preparations and revisions have been a most complex and constant vexation for officials in this, the largest Department in the Virgin Islands Government. The dilemma of having to meet larger and larger school populations in the face of rising inflation and restricted budgets is a constant
Problems in addition to overcrowding are confronting educators in the islands. One of the most serious situations facing the Department is the rising vandalism in schools throughout the territory. Petty and grand larceny, suspicious fires, and willful destruction of doors, windows, locks, fencing, gates, and instructional equipment have reached epidemic proportions. Teachers at some schools have been assaulted and abused to the point that, in a few instances, they have reported fear for their safety and well being. Illegal work stoppage actions by teachers at two schools were at least partially in response to vandalism and fear for safety.
Fiscal problems also have been a deterrent to proper school-maintenance, both on a preventative basis and in response to the growing vandalism. As a result, the maintenance services which were provided have been termed below marginal in many instances. The division needs to be significantly improved before it can render the kind of preventative maintenance that should be afforded a school qystem with property valued at $90-100 million.
Department employees, like all government workers, are being asked to forego salary increments in the face of the governmental financial crisis. This comes at a time when the teachers' contract is expiring and new negotiations are among the first items of concern for the new fiscal year. The previous three-year-old contract was to expire on June 30, 1975; however, by consensus it was extended for approximately six months while a new agreement can be negotiated.
Problems facing the Department are not always of an academic or fiscal nature. Our schools were unexpectedly plagued by flooding caused by heavy rains during the months of October and November 1974. This unusual weather experience revealed several serious construction and maintenance defects. Flooding also forced the closing of all schools in each district for three to eight days, with some schools closed for even longer periods.
The Virgin Islands Government and the Department of Education have been experiencing a transitional period during 1975. A'new administration took office in January, and in April a new Acting Commissioner of Education was named. The position of St. Thomas/St. John District Superintendent has remained vacant throughout F. Y. 1975, and a new appointee to fill the position is anticipated in the not too distant future. New leadership in the top levels of the Department will hopefully bring with it fresh aspirations, ideas, and direction to meet the challenges of education in the Virgin Islands.
The battle for the recognition of art as an important and integral part of any curriculum should long ago have been won,, however, the question reappears occasionally, according to the Art Supervisor.
Because of the variance between the local' spoken dialect and the standard continental textbook English, many local students are considered slow learners or underachievers. In creative areas, however, they excel and often prove themselves more creatively astute then their continental contemporaries. Art supplies a creative approach to problem solving. Whether a student pursues a future in an art-oriented field, scientific field or any other area requiring problem solving, this ability to apply a creative approach will give him greater leeway than someone who has not had this background.
Coordinated presentation of the schools' art productivity to the public on St. Croix was maintained through the auspices of the Virgin Islands Department of Agriculture's Annual Food Fair and the St. Croix Art Guild's annual student art exhibit. Both of these stimulated considerable positive publicity and interest in the program. The Governor spent an hour viewing the guild's school exhibit and presented the initial awards.
Similar efforts on St. Thomas reflected efforts of individual schools and were the result of considerable energy on the part of individual teachers and principals. For example, the Gomez (Tutu) Elementary School held its eighth art exhibit and the Eudora Kean Sketching Club had an exhibit in the Virgin Islands Council on the Arts gallery. One problem which exists on St. Thomas is that there is not an adequate, centrally located facility for large-scale exhibits.
Attempts have been made to stimulate the development of mural projects in various schools'. These are intended not only as learning experiences in art but as permanent teaching tools in other subject matter areas. The best example of this to date is a series of three mural panels developed during the school year at the Alexander Henderson School in St. Croix. In each case the students involved had to research background material, prepare the wall, develop the cartoon on the wall, and execute the mural. These murals depict three facets of Crucian heritage: Columbus landing at Salt River, plantation life during slavery days, and contemporary Frederiksted. The murals are a good example of how art can be used as both an art learning experience for the students directly involved and as an overall learning experience for the total school population.
Comprehensive objective charts are being developed for each grade level from first through sixth grade. These are planned for distribution to principals and art teachers during orientation. The charts will show how the various elements of art
Jefferson Annex students get hela in uerrmics program.
combine with art methods to achieve a basic growth and development pattern for each grade level. This in turn will be used as a basis for a definitive elementary art curriculum.
The Art Supervisor reports that the 1974-75 school year has seen no tangible advancement as far as the art program is concerned. The reported major roadblocks come under the headings of communications and transportation.
In regards to communications, Departmental inter-island mail has had a number of hold ups, such as no petty cash to send mail and materials to St. Croix. Mail boxes are maintained in the main Department office on St. Thomas for supervisors living on St. Croix. This has worked well until travel restrictions were imposed midway through the school year. Since that time, notifications of meetings, for example, have not reached St. Croix until after the meetings have been held. Once mail has reached the main office in Christiansted, it has been misrouted
on a number of occasions causing a delay in receipt of important communications of up to a month.
Transportation has been another treme'ndous hold up. The lack of funds for inter-island travel for half the school year has negated the possibility of developing a comprehensive overall program. Transportation from school to school on islands where a supervisor does not live also poses great problems. Supposedly a car with a chauffeur is assigned to off-island supervisors. However, often when"a schedule calls for School vis ation to the east end of an island, the chauffeur has a more important assignment in the.west.
The Art Supervisor recommends that steps be taken to deal with the above problems of transportation and communication. He also recommends that there should be monthly or bi-monthly release time for meetings of all special teachers with their respective supervisors. These are needed for both curriculum development and media-method workshops.
The Art Supervisor reports a need for meaningful participation by supervisors in the evaluation of teachers in their specialties. Few, if any, school principals are sufficiently knowledgeable in every special area to determine the overall effectiveness of these teachers. In several instances during F.Y. 1975, the Art Supervisor observed that criteria has been used which has no relation to the subject area. Once objective charts are sufficiently developed and put into use, part of this problem may be cleared up.
The duties of the English Supervisors extend to all the fields of English at both the elementary and secondary levels. The Supervisors keep up with the "rapid strides of the subject field into the new grammars, the new literature, the new criticism, with new emphasis on semantics, rhetoric, critical reading, listening, logical thinking, and writing." The Supervisors advise the administration of advances in the subjeet field, programs within the system, and new programs needed.
The former English Department Chairman at Charlotte Amalie High School was appointed St. Thomas/St. John Supervisor of English in late November 1974. The St. Croix English Supervisor, appointed at the same time, was formerly an English teacher at Central High School.
The English Supervisor in each district helped establish committees to outline curriculum guides and establish goals for basic skills achievement at each grade level. While each committee is working in somewhat different patterns, their aims are similar. Results from each committee's findings will be
distributed to all English teachers.
Both Supervisors visited all public schools in their respective districts, conferred several times with principals and teachers, and observed in classrooms. The visits provided the Supervisors with an opportunity to learn what was being done in the English program, forming the base from which suggestions for improvement may emanate. Both Supervisors have decided to keep in close contact so that program coordination for both islands will be possible.
Both English Supervisors attended the National Conference on Language Arts in the Elementary School held in Boston. Because of a shortage of funds, both Supervisors paid the entire cost from their personal funds. The St. Croix Supervisor also attended the National Council of Teachers of English Conference in New Orleans and the Secondary English Conference in Kansas City, Missouri.
Projects sponsored by English Supervisors during the year included establishment of a book-borrowing system for English language arts teachers; initiation of a poetry contest; and organization of teacher workshops.
As in the case of most of the other subject area supervisors, the St. Thomas/St. John English Supervisor reports trouble with arranging transportation to various schools in the district for visitations. The St. Thomas/St. John English Supervisor is also experiencing serious difficulty in that permanent office space is not available to accommodate her.
With the present practice of elementary teachers being responsible for instruction in a wide variety of subject areas, it is necessary that they be proficient in the teaching of English, mathematics, social studies, science and health. However, the St. Thomas/St. John Supervisor, based on observations, feels this is an unrealistic expectation and the possibility of subject area departmentalization at the elementary level should be explored.
The St. Croix English Supervisor offers this summary of major problems and causes in teaching English in Virgin Islands schools:
1. The absence of curriculum guides that provide necessary aids for today's teachers.
Current curriculum guides and supplements were developed in the absence of an English Supervisor/Specialist. As a result there are many serious omissions.
2. Failure of many teachers to individualize instruction.
Teachers are too often gearing instruction to students of lowest performance. Enough attention is not given to students performing above the level of the class. Materials are available for individualization; however, too many teachers find it time-consuming.
3. Failure of teachers to assign homework and outside reading with needed frequency.
Teachers underestimate students' abilities and force students to rely too heavily on class work and too little on their own abilities to research. Students are not encouraged enough to use the public libraries and other community facilities or agencies.
4. Failure of teachers to assign adequate writing assignments .
Many teachers cannot teach composition and cannot grade essays properly. This problem evolves from the fact that most English teachers are literature majors and have had little or no training in composition or language beyond freshmen composition. In addition, some teachers who are not English majors are assigned to teach English classes.
5. The absence of minimal performance objectives.
Because there are no minimal objectives, teachers do not know what to expect on the remedial, average, and accelerated levels, respectively. Besides, there is no evidence of sequence/continuity in existing guides.
6. Poor coordination between the Reading and English Departments at the junior and senior high school levels.
Departments in some schools are acting independently of each other.
7. Failure of teachers to use existing material properly.
Books are kept out of classrooms because they are generally felt to be above students' level. Virtually ignored is the idea of enrichment or adaptation.
8. Students trapped in tracks.
Too many teachers (especially on the secondary level) wait too long to move students to higher tracks. Lack of flexibility in scheduling is also a factor impeding students' movement.
The St. Croix English Supervisor makes the following recommendations to solve the aforementioned problems and otherwise upgrade the English program:
1. Construct useful, readable purriculum guides with clear objectives and all necessary aids for teachers. For example, include in these guides hints for writing lesson plans and sample units for instruction.
2. Require that composition folders and outside reading records be kept (fourth through twelfth grades) as a means of holding teachers accountable and encouraging students to read and write often.
3. Require that language arts progress charts (K-8) be available for review at the end of each marking period.
4. Establish minimal objectives for levels three, six, and nine. For example, students should not be permitted to leave the third grade until they can read; specific language skills must be mastered before students are allowed to leave elementary school; ninth graders must demonstrate knowledge of specific English language arts skills in developmental reading and grammar before enrolling in English 2. Objectives must be measurable, reasonable, and attainable.
5. Require a combination spelling-reading course at the junior high level in addition to the regular English course. Students' performance in English language arts supports the need for this requirement. This course will guarantee that students read.
6. Appoint one chairperson for each English (including reading) Department. In the case of Central High, where there are three chairpersons for two departments, one chairperson with one English class and an assistant chairperson (in charge of reading) with three reading classes should suffice. Two chairpersons are unacceptable; three are ridiculous.
7. Encourage language arts contests (including spelling bees) as regular activities within and among schools. Students need to compete.
8. Set up enrichment courses for brighter students. Too often these students are ignored and their interest stifled because they are regarded as a minority that will survive no matter what.
9. Rename tracks. Teachers and students are using tracks to students' disadvantage. Students in the remedial track refuse to be challenged by what they regard as work beyond their level. Teachers teach down to remedial students instead of demanding that students come up to a certain minimal level. With clear performance objectives, these problems can be solved.
10. Establish English as a school-wide project in high schools by requiring (through principals) that specific manuscript forms be used for papers submitted in all classes. Students must be made to realize that English is not limited to the English classroom.
11. Assign teachers on semester basis. Have teachers switch teaching loads at the end of the first semester. This set-up might motivate teachers to teach more effectively since their students will be going to another teacher the following semester. Students will not be faced with seeing the same teacher for the entire school year and may definitely welcome the switch.
12. Offer vocational-technical English instead of regular English for vocational students. It is disturbing when a senior who has taken auto mechanics for two-and-a-half years cannot spell "carburetor.11
The St. Thomas/St. John English Supervisor makes the following recommendations:
1. A committee should be appointed to research, discuss and make a proposal regarding the advisability of operating elementary schools on a departmentalized basis.
2. A staff development project should be planned to include:
a. Provisions for supervisors becoming specialists in their areas.
b. Improving the background of teachers by offering courses in such vital areas as advanced composition, structure of the English language, and oral reading and interpretation.
c. Upgrading the instructional skills of English teachers by offering methods courses and workshops in the teaching of reading, children's literature, penmanship, speech and drama.
3. A reading specialist should be employed to work closely with the English Supervisors.
Foreign Languages and Bilingual Bicultural Education
The main objectives of the foreign language program in the public schools of the Virgin Islands are to develop in
each child participating in the program: (1) the skills of listening with understanding, speaking, reading and writing the languages being studied, and (2) a cultural understanding of the people who speak these languages. The acquisition of these skills by the child is in direct proportion to the number of years of participation in the program.
Operations for F.Y. 1975
Spanish is the only modern foreign language taught in the elementary schools. All students in grades 4, 5 and 6 are involved in the program, and in many schools, where time and facilities permit, students in grades K-3 participate. Some special education students also participate.
There are 17 teachers in the Foreign Language in the Elementary School (FLES) program, including nine in St. Thomas, one in St. John, and seven in St. Croix. Five teachers are itinerant, four serve two schools each, and one serves three schools.
On the junior high level, Spanish is an elective course. Very few students elect to take Spanish in St. Thomas, however, most seventh and eighth graders in St. Croix do. In St. John, many seventh and eighth graders elect to take Spanish as an elective. There are 12 teachers working in the junior high level, including one in St. John, four in St. Thomas and seven in St. Croix.
On the senior high school level, both French and Spanish are offered as elective courses. There are 12 teachers assigned to the senior high school foreign language departments including six at St. Croix Central High School, two at the Ivanna Eudora Kean High School, and four at the Charlotte Amalie High School. Because foreign languages are elective courses in the secondary level, a progressive decrease in the number of students electing foreign languages is taking place. This is of grave concern because there is a great number of career possibilities available to speakers of languages other than the vernacular.
Classes from secondary schools on both islands made off-island trips to Spanish- and French-speaking areas as part of the foreign language program. The purpose of these trips was to give students an opportunity to practice their selected second language and to immerse themselves in the culture of native speakers by visiting their habitats.
Classes in English as a second language (ESL) and/or a second dialect give the learners the opportunity to study not only the dialectal differences among the English-speaking in the Caribbean but also the cultural differences that exist among the speakers of the same mother tongue. These classes are very limited in number, and most are in St. Croix.
The Foreign Language Supervisor made routine visits to the
schools to observe foreign language teachers at work and to make suggestions and recommendations for improvement. The Supervisor also attended numerous meetings and workshops throughout the year.
The Supervisor met with College of the Virgin Islands administrators to discuss the addition of courses pertaining to bilingual/bicultural education. As a result of these meetings, two new courses were offered: Methodology of Teaching English as a Second Language and Spanish 321-322 (offered only in the St. Thomas campus).
The Supervisor was instrumental in the implementation of a remedial bilingual program for 43 seventh and eighth graders at the Elena Christian Junior High School on St. Croix. Funds for,this project, known as "Bright Roads of Promise," were granted by ESEA Title III.
The Supervisor translated into Spanish five different Anancy stories as part of the materials development component of the bilingual program. This project is being implemented in conjunction with the Interstate Project. The translations are part of a packet consisting of storybooks, tapes, filmstrips and other instructional materials under the direct supervision of the St. Croix Intermediate Supervisor.
The Foreign Language Supervisor also completed the translation into Spanish of the policy and procedures relating to the suspension and/or expulsion of students.
Plans for the 1975-76 school year include the implementation of the Virgin Islands Bilingual Heritage Program. The program will be offered in grades K-2 at Alfredo Andrews, K-4 at Alexander Henderson, and K-4 at Charles Emanuel. Due to a cut in the original budget request, the program will only be able to accommodate Spanish speakers.
Problems and Recommendations
An assessment of conditions in the language laboratories has shown that, largely through the results of vandalism, equipment at the following schools is beyond repair: Charlotte Amalie, Wayne Aspinall, Julius Sprauve, Elena Christian, Claude 0. Markoe, and Central High. The stolen, damaged or destroyed equipment needs to be replaced and security measures must be improved to ensure protection of such expensive equipment. Needed air conditioning of the language laboratories should be implemented at the same time that the laboratories are being serviced.
The assignment of some non-native English-speaking students to special education classes is creating a problem for special education teachers who do not know how to work with linguistically different children. If this practice is to be continued, bilingual special education teachers should be appointed to work with these children.
Some non-speakers of English, especially on St. Thomas, are denied admittance into the public schools because the schools cannot accommodate students with limited or no English-speaking ability. Bilingual education programs should be implemented to take care of this type of student, or at the very least, ESL classes should be offered.
The intermediate section of Virgin Islands elementary schools includes all the fourth, fifth, and sixth grades as well as the intermediate non-graded classes.
The functions of the Intermediate Grades Supervisor are to visit the schools periodically and assist teachers to overcome problems that may arise in regards to methods, materials, and devices used in their classroom; to demonstrate teaching techniques so as to improve instruction; to assist teachers in diagnosing the learning difficulties of pupils and to help with the planning of instruction to overcome those difficulties; and to report to the principal what was observed and what help was given by the supervisor to the teachers and students in the classroom.
F.Y. 1975 Operations
The St. Thomas/St. John Intermediate Grades Supervisor conducted two workshops during the school year with emphasis on reading. The first was held at the Evelyn Marcelli School and emphasized methods of teaching. Demonstrations of techniques by teachers with student participation proved to be successful. Marcelli teachers subsequently spent a ,day in several schools observing teaching techniques.
The seond workshop was held at the Madison School with focus on the many uses of Department of Education curriculum guides. Teachers were assigned portions of the guides to use with their pupils and subsequently reported their success to the group. Students were responsive and teachers were exposed to the value of the guides.
It had been expected that maximum use of the ESAA program's curriculum guide supplements, along with the skill checklist for each student, would be made during the school year. However, due to late distribution, they could not be effectively implemented.
An attempt was made to evaluate the various basal reading series used in the schools. A guide for evaluating basal readers was given to each principal. The evaluation form provided for rating of ten areas including: authors and publishers; the instructional program; pupil's readers; teacher's guides; pre-reading material; vocabulary; development of skill in decoding; development of skill in comprehension; development of skill in
using reference materials and in doing study-type reading; and development of literary appreciation. While not conclusive because all schools did not participate, the series were ranked in the following order: Harcourt Brace; Lippin-cott; Houghton Mifflin; Lyon and Carnahan; Scotts Foresman; and Ginn.
The acquisition of an adequate supply of textbooks has been a major problem in some schools, and the St. Thomas/ St. John Supervisor reports that there is no central supply of textbooks to satisfy the needs of an unprecedented enrollment.
While double sessions may be the only solution to the problem of accommodating the enrollment in some schools, many children are short-changed of their education, according to the St. Thomas/St. John Intermediate Grades Supervisor. She reports that during the early hours, some teachers and pupils are very tardy, and during the afternoon session, teachers and pupils are lethargic after three o'clock.
The kindergarten-primary section of the Division of Curriculum and Instruction is most important because it is at this level that foundations are laid. Success in school is dependent upon what takes place at this level. It is the beginning of the home-school relationship for most children, and it is also the point for development of knowledge, skills, and attitudes essential for continuous growth.
Specific objectives for the 1974-75 school year were: to provide a supportive and challenging environment for all children in their early years; to provide instructional supervision in order to assist teachers in performing better; to provide teachers with basic information and techniques to help them in assisting children in making a successful transition to the inter mediate grades; to provide in-service training for teachers in the skills subjects; to develop an increased desire on the part of the teachers for self-improvement; and to help teachers in devising and using methods of evaluating the results of their teaching.
The St. Croix Kindergarten-Primary Supervisor died after a short illness during the year, and the position remained vacant throughout the remainder of the year.
The St. Thomas/St. John Kindergarten-Primary Supervisor made regular observational visits to schools in that district. She supervised 134 teachers serving 3,793 students. Periodic conferences were held with teachers and principals concerning results of visits and observations. Special assistance was
given to teachers working with children who had special problems. Short seminars were held to explain the use of available materials. A need for textbooks in certain grades spurred a drive to ensure that all primary grades were well stocked with textbooks.
Reading workshops were conducted at Evelyn Marcelli, Jane E. Tuitt, and Julius E. Sprauve Schools. Teachers in these schools were experiencing difficulty in teaching the subject, and a variety of methods and techniques were outlined in an effort to solicit response and involvement of the pupils.
The St. Thomas/St. John Supervisor served on several committees and in seminars pertaining to phases of curriculum improvement She also assisted and guided new teachers in planning their daily work; conducted grade-level seminars on curriculum areas; organized small study groups to work on specific problems encountered in daily teaching and to share with teachers the interpretation of findings from research; and attended committee meetings held by members of the ESAA project for the cur-ricular areas and testing program.
The "Week of the Young Child" was celebrated during April in schools on St. Thomas and St. John in order to focus attention on needs of children. Activities during the week included: daily spot announcements on the radio; workshops on dealing with the young child; and displays of educational materials and programs, children's work, teacher-made materials, guides, and brochures.
Two hundred pre-schoolers participated in a summer project sponsored by the Division of Pupil Personnel Services. The program served children without previous school experience as well as those with limited experience. The major objective was to provide for social development which included coping with emotions, peer interaction, and development of feelings of security.
A checklist of readiness skills was prepared in order to help teachers evaluate the strengths and weaknesses of each child in kindergarten and first grade.
During 1974-75, the following leaflets and pamphlets were prepared for distribution at the beginning of the 1975-76 school year: "What's available on the Kindergarten-Primary Level"; "Open Space"; "Mother Goose Booklet" with activities; "Finger Plays"; "Needs of the Young Child"; and "Relationship.of Play to School Achievement."
The following recommendations are made by the St. Thomas/St. John Kindergarten-Primary Supervisor:
The Supervisor should be notified of placements made in the division as early as possible in order to provide needed services.
Efforts should be made to send administrative as well as teaching personnel to relevant regional and national meetings. This will help them to be.aware of the latest trends and practices in the field.
More attention should be given to purchasing of appropriate outdoor equipment for the primary grades.
A Music Supervisor was hired in September 1974 and began the 1974-75 school year by meeting with the music teachers to outline his objectives and goals and to explain what was expected from all music teachers.
All elementary students in Virgin Islands schools receive instruction in music. On the secondary level, music is offered on an elective basis. In the St. Thomas/St, John District, the Music Supervisor has responsibility for 27 music teachers. The Music Supervisor's position for the St. Croix District was vacant during the 1974-75 school year.
After a review of the procedure for requisitioning musical instruments and materials, the Supervisor requested principals to send requisitions concerning music programs to him for review and approval. He checked the requisitions against the inventory lists and either forwarded them to the Insular Superintendent of Curriculum and Instruction or recommended a "hold." This procedure resulted in less spending and beter utilization of instruments and materials on hand. Schools which had a number of instru ments that were not being used, loaned or gave those instruments to the schools which needed them. Schools which had extra sets of textbooks, because of duplication of orders or discovery of books in closets, were able to give partial and sometimes complete sets to the schools which could use them.
After reviewing the system of awarding stipends, the Supervisor made suggestions and recommendations for new procedures to be implemented for the 1975-76 school year. Under the proposed system, stipends will be awarded only at the end of the year to those teachers Who have earned them by meeting all requirements.
Another plan to cut back on spending and at the same time increase efficiency was introduced through recommendation of an instrument repair service. Instead of paying shipping and insurance fees and having to wait months for the return of repaired instruments shipped to the mainland, local expert repairmen were engaged for woodwind and string instrument repairs.
An 11-member curriculum guide committee was formulated in January 1975. Its task was to develop a music curriculum for grades K through 12. By June the committee had submitted guidelines for grades K through 3 for discussion and revision.
On a trial basis, the Supervisor set up a program which encouraged high school students to go to a requesting elementary teacher as a lecturer-demonstrator on his particular instrument and its family. The program was very successful as teachers and students benefited from a tremendous teaching-learning experience. The program will be developed more fully during the 1975-76 school year.
Months of planning went into the production of the first annual National Music Week Festival in the Emancipation Garden. The program ran for five days (May 5-9) and included bands, choruses and other performing groups from each of the public schools on St. Thomas. A proclamation drafted by the Supervisor was signed by the Governor proclaiming May 7 as Alton Adams Sr. Day in the Virgin Islands. Approximately 600 students took part in the festivities. The Supervisor of Music was presented with a certificate of appreciation by the Board of Education for the National Music Week program.
Approximately 40 observations (formal and informal), 15 classrooms demonstrations and 30 routine visits were conducted by the Supervisor. Workshops were conducted on how to deal with the voice class, how to detect and classify vocal problems, and
how to teach the changing voice.
Plans for a piano lab at Charlotte Amalie High School were formulated and submitted to the Acting Commissioner of Educa- tion for approval. A course of study for both the chorus and the piano lab was designed. It includes the study of theory, diction, ear training, note reading, and the fundamentals of music.
In order for the music program at Wayne Aspinall Junior High School to grow on the foundations developed during the school year, leaking roof repairs and measures against vandalism must be implemented.
The Music Supervisor proposes a school-community program designed to emphasize the importance of music in the schools, music as it relates to other disciplines, and music as an academic discipline. This program will be designed to change the negative attitudes toward music that some classroom teachers, parents and students exhibit. The Supervisor conducted a similar program successfully in a public school in Brooklyn, New York. The development of a school symphony orchestra is one of the long-range goals the Supervisor hopes to realize in the next three to four years.
Physical Education, Health and Driver Education
Physical education is a phase of education that strives to promote through body movement, primarily on the play level, the health and general welfare of all students and to guide them in being more effective individuals both physically and socially. A well-rounded physical education program shpuld consist of instruction in a variety of activities such as individual and dual sports, conditioning exercises, aquatics, rhythms, gymnas- ; tics, tumbling and selected combatives and team sports. One of the primary responsibilities of physical education is the development of an understanding of the potentials of the field and its contribution toward the total education of the individual .
Physical education is presently being offered to all Virgin Islands students on the secondary level and 99 percent of pupils on the elementary level. The average secondary student receives approximately 120 minutes of physical education instruction and activity weekly, and the elementary pupil receives approximately 80 minutes per week.
During the past year more emphasis was placed on the modern dance programs on the secondary level. Modern dance teachers were assigned to each public high school in the territory. The
Students comneting in Special Olympics tug-of-wnr and sprint.
gymnastic programs were also upgraded. With the addition of more gymnastic apparatus, physical'education instructors were able to conduct a complete gymnastic program for the first time. The playground apparatus in both districts was upgraded in the elementary schools. Emphasis was again focused on the gymnastics program along with creative activities and rhythms games.
Interscholastic Sports Program
Charlotte Amalie High School and Eudora Kean High School were co-champions of the Virgin Islands Inter-Island Football League. Central High School finished third. The Central High School boys and the Charlotte Amalie High School girls were the champions of the Inter-Island Basketball Tournament. The C.A.H.S. boys finished second and Central High girls were run-ners-up in the girls' division.
The Claude 0. Markoe Junior High School won the Junior Boys' Basketball Tournament with Wayne Aspinall finishing second and Elena Christian Junior High,third.
In the St. Croix District, the Central High boys and girls were champions in basketball, track and volleyball. On the junior high level, Claude O. Markoe boys won the basketball and track competition, while the Elena Christian Junior High girls were champions of the basketball league.
In the St. Thomas/St. John District, Charlotte Amalie boys and girls won the volleyball and basketball competition while the Eudora Kean High boys and girls finished second. Wayne Aspinall boys and girls won the local basketball championship with Eudora Kean finishing second.
Charlotte Amalie High and Central took part in the Annual Poly Relays at San German, Puerto Rico, on the campus of Inter-American University. The Central High girls won out over the Charlotte Amalie girls for the second year in a row. The Central High boys won the "B" division championship and will move up to the "A" division next year. The Charlotte Amalie boys finished last in the "A" division and will compete in the "B" division next year.
The Charlotte Amalie boys track and field team took part in the famous Penn Relays Carnival at Franklin Field in Philadelphia, Pennsylvania. The 440-relay team finished in third place. More than 300 teams participated in the relays.
Track and field, basketball, and soccer were included in the elementary inter-island program. The track and field competition was held in conjunction with the Bureau of'Recreation.
The Special Olympics for handicapped children were held in May on St. Thomas in conjunction with the Division of Special Education and the Bureau of Parks and Recreation. The majority of children enrolled in the special education classes took part in the
affair. Activities included sprint races, shuttle relays, standing broad jumps, sack races and tugs-of-war.
Physical Education Facilities
By the end of F.Y. 1975, the Charlotte Amalie athletic field was being renovated. Work on the field is expected to be completed by September 20, 1975. The athletic field at Eudora Kean High School has been improved. The Department of Public Works has worked closely with this Division to upgrade that facility.
The playground,facility at the Peace Corps School has been completed. This facility includes the following types of playground apparatus: slides, merry-go-rounds, stage coaches with horses, Swedish gym exercisers, go-go jiggle swings, and balance beams.
Problems and Recommendations for Physical Education Program
The major problem confronting the Division of Physical Education, Health and Driver Education is a lack of classroom and athletic facilities. Both Central and Kean High School are without gymnasia. These two schools also lack proper outdoor facilities, especially the Eudora Kean School. Wayne Aspinall Junior High has neither a gymnasium nor proper outdoor facilities. The Charlotte Amalie High School gymnasium, built to accommodate 900 students, is definitely too small to service the 1,800 students now enrolled.
Without proper athletic facilities, especially indoor facilities, at the junior and senior high schools, it is impossible to conduct a well-rounded health, physical education and driver education program. Each school year, students lose a large number of days in the physical education program because indoor facilities are not available during adverse weather conditions.
The Director of Physical Education, Health and Driver Education recommends that construction begin immediately on gymnasia for Central High School, Eudora Kean, and Wayne Aspinall Junior High School.
When new schools are being planned, adequate indoor and outdoor facilities should be included and the Division of Physical Education should have input in the final plan.
The Division proposes that the Department of Conservation and Cultural Affairs and the Department of Education collaborate to correlate recreational and physical education facilities when new facilities are being planned. If the two departments work together to formulate plans for new athletic facilities, funds cah be saved and better facilities constructed. Community facilities and school facilities should be used jointly.
The health program presently being offered on the secondary
level is most inadequate. Because of the lack of facilities, the health courses that are being offered are usually taught in the gymnasium or any other room that is available. The importance of health should not be taken lightly. Proper classroom facilities should be set aside so that each student enrolled on the secondary level can have a minimum of one 60-minute period per week with emphasis on personal hygiene and body systems.
The health program needs to be up-gradedespecially in the face of a rising venereal disease rate in the islands. Presently health is not being offered to the majority of students on the secondary level because of inadequate classroom facilities. Every student on the secondary level ideally should have at least a course in personal hygiene. However, this objective is far from being met.
The major objective of the driver education program is to offer every eligible student a chance to enroll in the courses. However, because of the lack of driver education cars, classroom facilities, and teachers, the Division has been able to offer less than one fifth of the eligible students a chance to enroll in the program.
The popularity of the driver education program has continued to grow. One hundred and fifty students completed the course at C.A.H.S., 100 at Eudora Kean, and 60 at Central High.
With the possibility of federal funds being available from the Virgin Islands Office of Highway Safety, the driver education program will take on a new look during the 1975-76 school year. Funds are presently being obtained to hire nine additional driver education teachers, three for each high school. Funds are also being sought to purchase the AETNA Drivocator System and modular classroom to house this system. Each high school would be equipped with the modular unit and system. With the addition of these facilities, the driver education program will improve immensely. These new facilities will also allow the majority of students who are eligible for the driver education program a chance to enroll,.
The Science Supervisor oversees the various phases of science instruction which reached approximately 85 percent of all teachers and children in Virgin Islands public schools. Among the general purposes and functions of the division on the elementary level are to.help children: acquire a functional understanding of the nature of their relationships with their environment; grow in the ability to think clearly and logically, i.e., scientifically and in the ability to distinguish fact from fancy, superstition from proven principle; and solve problems and discover new facts by using the
Teacher illustrates biology lesson with model of human head
methods of science.
The general objectives on the junior and senior high school level are: to develop an understanding of selected concepts, principles and generalizations of science and their applications; to realize the tentative nature of scientific data and conclusions; to develop laboratory ski Lis; to appreciate the inter-relationship of the sciences; to explore science for new interests for career and recreational opportunities; and to stimulate curiosity and to develop responsibility
During the year the Science Supervisor performed the various duties incumbent upon that position, including reading and evaluating current professional publications for use by science teachers; observing science teachers; and attending various science seminars and workshops to further professional knowledge and skills to be passed on to teachers and students.
Problems and Recommendations
Most schools reported a need for updating the official listing of elementary textbooks in use in the Virgin Islands. No new science books in the official series have been printed since 1968. Another problem is the need for acquisition of supplies and minor
remodeling of some classrooms and science laboratories.
All school principals and administrators should be encouraged to assist with science expenses out of the school budgets. The Science Supervisor has a small supplementary budget from National Defense Education Act Title III, but it is not adequate to provide for all necessary expenses in meeting the science requirements at all schools.
Social studies education, a title embracing the disciplines of anthropology, economics, geography, history, political science, social psychology, and sociology, is concerned with the preparation of evolving individuals for participation in a democratic society. The social studies program is committed to aiding these evolving individuals (students) in the acquisition and utilization of knowledge, the development of critical and rational thinking skills, decision-making, and the examination and formulation of attitudes and values through exposure to the concepts of the various disciplines as well as non-school issues dealing with social concerns.
The social studies program seeks to achieve an adequate and functional curriculum that will meet the needs and interests of students in their preparation for life in a complex society. For too long, the emphasis has been on the securing of factual information via a one-channel course (textbooks), resulting in regurgitation on tests. While factual content is important, the process and skills of inquiry through planned learning experiences are more valid and "lasting. The program seeks to promote this approach in the achievement of its goals and objectives.
Operation of F.Y. 1975
Curriculum, work on the elementary level continued with the categorization and preparation of previously selected behavioral objectives into a first draft format. In addition, some social studies critical-thinking and study skills as well as citizenship objectives were pinpointed and included in the draft. The rationale for this is that eventual teaching lessons should be synchronized and basdd in three areas: understandings,'skills, and attitudes.
On the secondary level, behavioral objectives were compiled for seventh grade geography, eighth and eleventh grade U. S. history, and twelfth grade sociology courses. While specific objectives in behavioral terms were not yet developed in Virgin Islands history, a tentative course outline has been prepared.
The Supervisor of Social Studies is responsible for both districts and made regular visits to most public schools in the territory for the purpose of observing and advising teachers of social studies subjects. Other major activities of the Social Studies Supervisor during the fiscal year included: serving as a
member of the Emergency School Assistance Act Educational Television Advisory Committee; screening and submitting for processing more than $18,000 worth of requisitions for materials and equipment to be purchased with federal funds; and coordinating arrangements for ceremonies commemorating the Casper E. Holstein Project on St. Croix.
The Virgin Islands Board of Education approved a proposal to integrate civics into the V. I./Caribbean History course on the ninth grade level and to offer the course on a one-year rather than a semester basis. Considerable inroads have been made in revamping the course. Instruction will be offered to 22 sections on the ninth grade level at Central High School during 1975-76. This step is a major improvement toward restoring the course to its place in the curriculum. Hopefully, there will come a time when the restrictive barriers of space and split sessions are removed, thereby facilitating the course offering to all ninth graders. In the meantime, the remaining sections of students must postpone enrollment in the course for either their sophomore, junior or senior term.
Projections for the 1975-76 school year include organizing a social studies committee. This committee could very well become an asset in developing curriculum, preparing local materials, developing units and learning experiences; initiating a newsletter and community resources directory, and spearheading activities for participation in Bicentennial programs .
Refining and finalizing the social studies curriculum on a K-12 basis is a continued priority. Determining what should be taught, how, and locating suitable materials and evaluative instruments for assessment are critical for progress in social studies education. A complete overhaul of textbooks and supplementary materials needs to be effected since many are outdated or inadequate in'terms of current knowledge and trends.
The development of a system through which supervisory functions can be appropriately carried on needs attention. The Supervisor realizes that for obvious reasons the interruption of the teaching-learning process must be kept at a minimum. Nevertheless, there are times when meeting with all personnel collectively is necessary, and this should be afforded.
Insular travel for state-level supervisors is in nee!d of clarification. The Social Studies Supervisor's effectiveness is severely impaired due to the impact of travel restrictions in the face of the economic crisis. The telephone communications alternative is not adequate.
Bureau of Library Services and Instructional Materials
The Bureau of Library Services and Instructional Materials (LSIM) is a supplementary program established under the Division
machines during LSIM workshop
of Curriculum and Instruct on to encourage the development of unified media programs in .joth elementary and secondary schools in the Virgin Islands.
Major functions of the Bureau of LSIM are:
1. To supervise the administration, organization and functioning of school/1ibrary media programs. The LSIM Director and staff work closely with school principals and media personnel in the development and expansion of library services in all public and non-public schools.
2. To administer two federal programs:
A. Elementary and Secondary Education Act (ESEA) Title II which provides that school library resources, textbooks, and other print and non-print materials be available on an adequate basis to children and teachers in public and non-public elementary and secondary schools.
B. NDEA Title III which provides for the strengthening
of instruction through,laboratories and other special equipment and materials in the following areas: social studies, science, mathematics, foreign language, English, reading, industrial arts and audio-visual (A-V) libraries.
3. To provide audio-visual equipment maintenance and repair services in the school libraries, principals' offices, language labs, and supervisors' and other administrative offices in the Department of Education.
4. To provide offset printing, mimeograph, ditto, and other electronic duplication to all schools and main office personnel. Other services provided are collating, binding, and graphics.
5. To provide students, teachers, and administrative personnel with in-service training and workshops based on operation of audio-visual equipment and assistance in the local production of materials.
Other functions include administering the Department's professional library and instructional materials centers (IMC).
Fiscal Year 1975 Operations
The Instructional Materials Centers, located at the Department of Education headquarters on St. Thomas and St. Croix, assisted subject supervisors, media personnel, classroom teachers and students in St. Thomas, St. John and St. Croix with A-V materials and printing, local production, and maintenance services.
There were more than 1,700 requests for media materials for classroom use during the year. Fifty-five percent of the requests were for filmstrips with tapes or records, 40 percent for 16mm films, and 5 percent for study prints. Circulation of films and filmstrips increased by 10 percent over the previous year.
LSIM continued its on-going film preview program with hundreds of films shown to teachers and students for purchasing recommendations. Films on black history, Virgin Islands history, career education, and guidance were among the 201 new films added to the LSIM collection during the year.
All St. Thomas schools had the opportunity to utilize the film library van which made regular daily visits during the year. In St. Croix, the van services were not possible because the driver's position was restricted in the budget.
. LSIM has negotiated a contract with the Department of Finance for preparing a computerized film catalog. The catalog will include films that are available at LSIM, the public library, Channel 12, the Mental Health Clinic, the Department of Commerce, and Vitelco. These films are very much in demand by private and public schools
in the Virgin Islands. The catalog .will be organized by subject, title, key words, and film description. For this project, LSIM will perform key-punch operations at the public library and photo reduction of the computerized pages at Vitelco. LSIM will provide offest printing and collating of the catalog. A similar arrangement for computerizing a catalog of all ESEA Title II materials has been contracted with the Department of Finance.
The bureau's graphics section designed illustrations for booklets, leaflets, covers for reports, curriculum guides and curriculum materials for teachers, supervisors and other administrative personnel. Graduation diplomas and other award certificates were also prepared by the section. Booklets, curriculum guides, handbooks, directories and other materials were printed on the mimeograph, ditto, and offset machines.
In January, LSIM employed a electronics technician who visited all schools on all three islands to check and repair audio-visual equipment. Instructions and recommendations were also given on the equipment operation. The electronics technician, assigned officially to St. Thomas/St. John, went twice monthly to St. Croix where he made needed repairs. The technician's position in St. Croix was restricted in the budget.
LSIM was involved in the selection and requisitioning of equipment, materials, and supplies for the new E. Benjamin Oliver School library. A complete elementary collection, more than 8,000 volumes, was ordered for the school as were metal shelving, A/V equipment and other basic library equipment.
Book fairs, featuring the sale of selected low-cost children's books, were a very successful activity for school libraries during the year. One of the most outstanding was held at Nisky where hundreds of private school students as well as Nisky pupils bought books from Girl Scouts who were in charge of the sale. There were also book fairs at Kirwan Terrace, Sibilly, Dober, Madison, Gramboko, Wayne Aspinall, Julius Sprauve, Benjamin Franklin, Pearl B. Larsen, Claude O. Markoe, Concordia and Alfredo Andrews.
At the beginning of the school year, LSIM held a workshop in both districts on the open-library concept. Media personnel from public and private schools and the public library were invited to participate along with elementary school principals and secondary level department heads. Some of the elementary schools were able to implement this new concept in the library field during the year.
Two other workshops, attended by all St. Thomas media personnel and representatives from St. Croix, were held in St. Thomas to develop a handbook of practical information called Operational Guidelines for Virgin Islands Media Centers. A revised draft was sent to principals, other administrators and media personnel for consideration and reaction. It will be distributed in final form in September 1975. LSIM also conducted workshops on the operation of audio-visual equipment for the Division of Special Education, ESEA Title I, and Project Introspection.
ESEA Title II
The ESEA Title II project is designed to upgrade the standards of school library media programs by acquiring and distributing supplementary supplies such as books, magazines, newspapers and audio-visual materials to all public and non-public schools.
During F.Y. 1975, the Virgin Islands received its ESEA Title II grant of $158,000, the largest ever. Nearly half the appropriation went to individual schools with $2.50 allotted for each student. The bulk of the remainder of the grant was used for the professional and film libraries, for purchase of A-V materials, and for administration. Some funds went for special projects and purchase of an instructional television series which will be broadcast oh the educational' television station in St. Thomas.
Among the various types of instructional materials purchased with Title II funds were books, filmstrips, transparencies, maps, globes, records, study prints, and film loops. These materials went to all public and non-public schools on all three islands. Certain schools with extraordinary needssuch as those with very limited materials or in need of Spanish-language library books benefitted from special projects which supplied these materials. Schools served by the special projects included Jefferson Annex, Peace Corps, Commandant Gade, Lutheran, St. Croix Country Day, and Central High. All supervisory administrative and instructional personnel were surveyed for suggestions prior to the purchase of new materials.
In a coordinated effort with Project Introspection, Virgin Islands and Caribbean materials were purchased for each school library early in the school year.
All Title II 16mm films were inspected for damage, and needed repairs were made during the year. Films damaged beyond repair will be traded in when purchasing new films. .
Major Problems and Recommendations
Limited space and personnel are the major problems facing LSIM. On St. Thomas there is a,dire need for more office space and room to house the film and professional libraries.
The LSIM Director has been temporarily reassigned to another position within the Department and the LSIM Coordinator has had to assume the responsibilities of acting director in addition to her regular duties. The task has been made more difficult due to the vacancy of the two secretarial positions in the St. Thomas office.
A driver for the LSIM van on St. Croix needs to be hired in order to facilitate distribution of Title II materials on that island. An A-V technician for St. Croix is also needed in order
to adequately maintain equipment on that island.
Project Introspection ,
In October of 1974, Project Introspection was incorporated into the Emergency School Assistance Act (ESAA) project as the history and culture component. The project is financed jointly by ESAA and the.Department of Education and for the administrative purposes is part of. the Curriculum and Instruction section. In the past years, the function of the program has been to provide instructional personnel with materials which will improve teacher efficiency in the teaching of Virgin Islands history and culture. This is accomplished through research, with compiled data developed into such tools as booklets, slide series, taped interviews, transparencies and study prints. With incorporation into ESAA, the scope of the program has remained but additional responsibilities have been added. The project has been able to expand with help of additional funds and to operate on a wider scale with additional staff, equipment, travel, consultative services, materials and supplies.
Major Activities in F.Y. 1975
Project Introspection undertook a program to make locally produced educational materials available to instructional personnel. This included the editing and reprinting of several previously published booklets for which supplies had been exhausted, including Virgin Islands Folk Songs, Legend and Myths, and A Map Series to Accompany Human and Physical Geography of the U. S. Virgin Islands. New educational material included completion and printing of The Lamppost Man and Other Stories, and A Teachers' Guide to Our Wonderful WorldThe U.S. Virgin Islands.
Project Introspection provided professional services in the form of individual school staff workshops. The objectives of the workshops were to inform staff of services of the project and to explore the role of the local culture in the curriculumespecially in the areas of music, arts and crafts, and food. Schools participating in the program included Nisky, Jefferson Annex, Jarvis and Peace Corps.
Project Introspection sponsored in-service workshops for 60 teachers at both campuses of the College of the Virgin Islands. The purpose of the workshops was to provide classroom teachers with strategies designed to improve the teaching of Virgin Islands history and to orient teachers on the use of instructional television as a teaching tool.
Another activity which encompassed major effort and a great deal of time was the research, editing, and compilation of a collection of local games. Staff members visited almost all public schools on all three islands and enlisted the aid of senior citizens on St. Thomas and St. Croix. The booklet, which is expected to be distributed during the 1975-76 school year, will' preserve that section of the local culture which is dear to the hearts of young and old.
Another activity was the Inter-Island Visitation Day which was designed to widen horizons in the teaching of Virgin Islands history by a cross-sharing of ideas, to afford teachers an opportunity to see their counterparts at work, and to provide a rewarding incentive for professional attitudes toward work. Fifty-two teachers were given the opportunity to travel to a neighboring Virgin Island to participate in the program.
As an outgrowth of a need realized during a cultural workshop, Project Introspection sponsored a field trip-nature walk to teach teachers to identify medicinal and other useful plants and to explore their use in the curriculum. Sixteen teachers participated in the walk which was led by an expert in local plant life and cooking.
Getting a headstart for the next year's program, the staff engaged in several sessions on the use of instructional television as a teaching tool. A consultant held two training sessions with the staff and a third session included a visit to the public television station for viewing of several films to be used for teacher training.
Another major activity of Project Introspection was the selection and ordering of several hundred children's books to be distributed evenly among all public schools in the territory. Criterion used in selection of the books was that local children should be able to identify or empathize with the contexts. Each school will receive $1,000 worth of books.
Through these activities, Project Introspection has positively affected the abilities of several hundred teachers to deal with Virgin Islands history and culture. Each major activity was evaluated by the participants involved, and the Division of Planning, Research and Evaluation is in the process of compiling an overall evaluation of the component. A preliminary glance at the evaluation forms for each activity indicates that the project's objectives were met and useful information was imparted to participants.
In the coming year, several new activities will be undertaken by Project Introspection. These will include a year-round teacher training program stressing innovative methods of teaching Virgin Islands history, the establishment of mini-resource centers to facilitate on-the-job needs, and the use of several locally produced teaching aids and educational materials.
Needs and Recommendations
Project Introspection reports that more office space is urgently needed. The Project Coordinator recommends that outdated personnel files now housed in one room of the project office be put on microfilm or removed to the Department warehouse. The extra room could be converted into a resource center for use by teachers.
The Project Coordinator also reports that more time is needed to perform administrative duties and recommends that fewer time-consuming reports should be required.
Local plant expert identifies useful plants for teachers during Project Introspection workshop
Elementary and Secondary Education Act (ESEA) Title I
The ESEA Title I project in the Virgin Islands for the past five years has centered around the Teacher-Trainee program which was designed to improve the quality of public education in the territory by increasing the number and quality of degreed native and/or resident teachers specializing'in early childhood education while at the same time providing a sizeable number of teaching assistants to afford improved individualized instruction in the kindergarten through third grades. Federal regulations now necessitate shifting the project's emphasis from teacher training to a program for educationally disadvantaged children from low-income families. This will be initiated with a language arts program at the seventh and eighth grade level at three selected schools -in the territory. Students at these schools who do not measure up to accepted norms, as indicated by results of standardized testing, will make up the target group. Title I will employ reading and English instructors and aides to work with the children to improve performance.
The Teacher-Trainee program will continue through the end of F.Y. 1976 at which time it will be phased out. Thirteen new teachers graduated from the program in 1975. By the end of the next fiscal year, 14 trainees are expected to graduate.
Two Teacher-Trainee coordinators, one for each district, were hired and began work in October 1974. During the year, each coordinator visited each trainee at his or her assigned school a minimum of four times, assisted in conducting 10 workshops, and provided on-going individual counseling. Each coordinator was also responsible for two evaluations of each trainee in her district each semester. Additionally, the coordinators conferred with principals and cooperating teachers and discussed progress and problems of the trainees and how to ensure the trainees' full utilization. The Title I staff now numbers six persons, including the Director and clerical help.
Development of Auxiliary Committees
The Title I staff has been aware since 1972 that outside assistance is necessary to help formulate plans, oversee program implementation, and evaluate results. Planning committees had been developed for both St. Croix and St. Thomas/St. John, and initially membership consisted almost exclusively of supervisory personnel, principals, and cooperating teachers. But unsatisfactory attendance forced Title I to broaden the base of its committees in F.Y. 1975 by including individuals from other disciplines, parents, and a trainee representat ive.
As a result, the Planning Committee input was much greater during the year than in previous years.
As in the case of the Planning Committee, some difficulties were encountered that prevented the Advisory Council from becoming a complete success. Title I sought membership of parents with
children in classes to which trainees were assigned. Unfortunately, the most vocal and forward thinking parents were not selected and the effort suffered as a consequence. Possibly because of lagging interest, attendance became a problem that was never adequately solved. A new Title I regulation calling for a council at each school and the shift of emphasis to an educationally disadvantaged child program may provide a mix of interested parents to become actively involved in the program.
Title I Operations at the Insular Training School
Since 1971, Title I has been conducting a supplemental educational program at the Insular Training School at Anna's Hope on St. Croix. Largely through Title I "efforts, a learning center was built on the school grounds and will be used for both academic and vocational awareness classes.
The Title I effort at the school consisted of part-time classen arts and crafts, music, and physical education. To oversee these programs, Title I developed an inspection team, composed.of educators and parents, which met once a month.
Title I also conducted a program for the school consisting of a series of cultural enrichment visits to historic sites and other areas of interest. Developed in conjunction with the Environmental Study Program, visits were designed to foster a sense of pride in young Virgin Islanders and to imbue them with determination to achieve a measure of success in their own lives.
Elementary and Secondary Education Act Title III
Title III of the Elementary and Secondary Education Act is designed to encourage school districts to develop imaginative solutions to educational problems; to more effectively utilize research findings; and to create, design and make intelligent use of supplementary centers and services. Primary objectives are to translate the latest knowledge about teaching and learning into widespread educational practices and to create an awareness of new programs and services of high quality than can be incorporated in school programs.
The Department of Education each year receives a grant from the federal government following the approval of a state plan by the U. S. Commissioner of Education. This plan is, in effect, a contractual agreement between the territorial and the federal governments in which terms and procedures for program operation are set forth. ESEA Title III is 100 percent financed by federal funds, and no matching funds are required from the Government of the Virgin Islands. ESEA Title III received $142,635 for General State Programs and $50,000 for State Administration for FY 1975.
The Department of Education functions in a dual role as a state and local educational agency since it has the sole responsibility for administering the Virgin Islands public school system. The Department, through the ESEA Title III office, solicits project proposals from the schools throughout both school districts. Project proposals which meet the criteria for funding as set forth in the Title III program guidelines are approved and funded. The final recommendation for approval or disapproval of project proposals rests with the State Advisory Council.
ESEA Title IV
The Title III Director attended a conference sponsored by the Bureau of.School Systems in Washington, D. C., in March. The main objective of this conference was to discuss the Educational Amendment of 1974 with program directors. One of the programs involved in this new legislation is Title IV of ESEA which consolidates into one entity, seven different categorical programs (or titles) under the Elementary and Secondary Education Act of 1965, as amended.
The Title III Director assisted the Director of Federal Programs, the Commissioner of Education and other staff members in the preliminary planning for the implementation of the new Title IV program. Title III of ESEA is one of the programs to become a part of the consolidation, effective July 1, 1976, and will continue to operate as a categorical program during F.Y. 1976 in a phasing-out operation until it expires on June 30, 1976. Therefore, the two titles will operate concurrently during F.Y. 1976 on a 50-50 basis. Beginning July 1, 1976, the new ESEA Title IV will be fully operational.
Operation for FY 1975
Several changes and improvements of the Title III program in
FY 1975 contributed significantly to smoother program management. To begin with, the requirements for the preparation of the state plan were relaxed and less rigid than in the past years. The review process in the U. S. Office of Education moved more rapidly, resulting in the early approval of the state plan"in September 1974. All F.Y. 1975 funds were received and available by February 1975.
F.Y. 1975 General State Program funds werereserved to continue those programs that were in operation during the past school year. It is imperative that funds be available in order to effect a smooth transition of program operation for those projects that show promise of continuing into the next fiscal year.
Program monitoring and periodic assessment of management procedures were increased during the past year. A mid-year assessment of project activity served as the basis for making plans for F.Y. 1976. An intensified monitoring of requisitions continued throughout the year. In spite of these efforts, securing goods and services without undue delay still seems unattainable. The Title III Director reports that the present system is crippling to federal programs since federal funds must be expended within a specific period of time.
Program evaluation was at its highest level during 1974-75. The Division of Planning, Research and Evaluation (P.R.E.) provided invaluable service to the Title III Director, the State Advisory Council and project personnel on the three islands. The results of P.R.E.'s findings are embodied in written reports (available in limited quantities) that were submitted to the Commissioner of Education and the Title III Director.
Another significant improvement was the increase in information dissemination activities. Several news releases were sent out to the media during the year. In addition to these releases, there were a bi-annual newsletter by the project, Bright Roads of Promise; a brochure on Project Follow-Through; meetings with PTA groups; and inter-island teacher visitations.
The number of project applications submitted this past year was the largest ever since the state plan program began in 1969. There seemed to be wider acceptance and understanding of the purpose of the program. A major difficulty in the past was getting across the concept of categorical funding to school personnel. Apparently, many of them have now accepted the fact that the program offers supplementary services for innovative and exemplary programs rather than outright grants merely for the procurement of goods and services
Project development has been a major accomplishment during the year. Project proposals, from the schools and supervisory personnel, were solicited by written communication and conferences with individuals and the faculties of various schools in both school districts. The Director also provided technical assistance to project applicants in proposal writing. A total of seven projects were funded.
The following is a description of projects funded during FY 1975:
Alternate Choices Eulalie Rivera School, St. Croix, This project seeks to develop a core group of teachers with the skills necessary to develop instructional programs that offer alternatives to learning and teaching. Teachers will have an opportunity to receive training in current approaches promoting techniques in alternate learning. They will be given the opportunity to visit schools on the mainland to observe these practices at work.
An Approach to Individualized Instruction. ESEA Title III installed three individualized instructional programs from Ginn & Company in 16 public and non-public schools on the three U. S. Virgin Islands. In brief, the project served 2,030 students in 72 classrooms with three programs: Reading 360; Individualized Mathematics System (IMS); and Science, A Process Approach II (SAPA). Staff development was a vital part of this project and several workshops were held for teachers, training them in the techniques of managing the programs as well as the concept of individualized instruction.
Bright Roads of Promise Elena L. Christian Junior High School, St. Croix. The main objective of this project is to raise the level of 75 non-English dominant students in grades 7 and 8 who face continuous failure and frustration in their academic work because of their inability to cope with the requirements of courses taught solely in the English language.
Guidance, Counseling and Testing. By law, a portion of ESEA Title III funds must be used in this area. The sum of $20,000 is awarded annually to the Division of Pupil Personnel Services to serve the entire school system. The Division's Director plans and administers the activities for which these funds are expended.
Human Resource Development Wayne Aspinall Junior High School, St. Thomas. This program was designed to demonstrate techniques in behavior modification in an effort to offer at least one method of dealing with students who exhibited chronic problems of under-achievement, social maladjustment, and slow adjustment to school and peer groups.
Project Self Awareness Theodora Dunbavin School, St. Croix. The overall objective of this project is to develop, through the use of various supplies, materials and equipment, a concept of "self awareness" in the handicapped children of the St. Croix community. A series of six mini-units relating to developing "self awareness" was developed by the Project Coordinator and teachers involved in the project over the year. This activity resulted in a handbook compiled by the special education teachers of St. Croix.
Project Success Environment selected schools, St. Thomas, St. John, St. Croix. This project seeks to develop a positive contingency management program that emphasizes and rewards successful social and academic behavior while de-emphasizing unsuccessful be-
havior. This technique is being adopted from the Atlanta Public School System as a part of the national diffusion network for ESEA Title III. Impetus for local adoption came from an ESEA Title III effort to encourage educators nationwide to adopt projects that have proven to be outstanding in other areas, thereby introducing innovative approaches to school curriculum.
The problems experienced during F.Y. 1975 are essentially the same as those that plagued the program in previous years. Limited funds for program administration continue to be an obstacle in securing adequate professional staffing for program administration. The Director reports that all job functions required in program management are performed by herself with minimal assistance from other Departmental personnel. The Director reports that the Division of Planning, Research and Evaluation is the only section on the state level that has made a firm commitment of cooperation and maintained a delivery system for services throughout the past year. Principals and teachers of the various schools (public and private) participating in Title III projects were also exceptionally cooperative.
During F.Y. 1975 there was little or no supervision or coordination of federal programs because the former Director of Federal Programs was engaged, almost full time, in running one of the major federal programs in the Department. Lack of leadership in this area has created fragmentation of programs, duplication of efforts, and disruptive competition among federal programs, according to the Title III Director.
Delays in the receipt of ordered goods and services continue to plague Title III and other divisions within the Department. Several recommendations have been made over the years to correct the present system, but the problem still persists.
The Title III Director claims that the greatest problem facing personnel within the Department is that recommendations are usually never acted upon. She says that each year the same problems are outlined but there is little evidence of sustained effort to improve the deficiencies and other factors which create these problems.
Maximum benefits from the receipt of federal funds can be attained by placing federally assisted programs in their proper perspective within the Department. These programs are supportive to the overall school curriculum in grades K-12 and should be utilized more fully toward this end. If this approach is pursued more vigorously, supervisory personnel and instructional personnel not responsible for federal programs would be more willing to work cooperatively toward project goals because they would perceive these programs as vehicles for strengthening and supporting their efforts rather than as a burden or threat.
It is imperative that the workshop scheduling plan, proposed by the committee of principals', supervisors and directors, be implemented at the earliest date possible.
In August of 1970, the U.S.O.E. conducted a management review of all federal programs then available to the Virgin Islands Department of Education. This joint venture between the U.S.O.E. and the V. I. Department of Education was very successful. An excellent report was prepared stating specific recommendations to correct many of the deficiencies which existed in various facets of program management. The Department, recommends the Director, should heed and act upon the conclusions drawn in this report.
ESAA (Emergency School Assistance Act) Project
The dramatic increases in the number of non-citizen students enrolled in the Virgin Islands schools have overtaxed the resources of the system. The problems resulting from this influx of students are well known to those concerned about and responsible for public education in the Virgin Islands, including overcrowding in classrooms; difficulty in placing students whose age and grade achievement are not consistent; high rate of teacher turnover; children with wide-ranging ability and achievement levels in the same grade; and lack of appropriate instructional materials.
Recognizing the burden placed on schools trying to cope with these problems, the federal government has made funds available through the Emergency School Assistance Act (ESAA) to support planning, development, and implementation of strategies to meet the needs of changing school populations.
Remedial Education Component
The Remedial Education Component's purpose is to establish reading laboratories in the elementary schools and to assist -remedial reading teachers. The component staff made weekly visits during the year to the schools to check on incoming materials, to set up appropriate check-out systems for these materials, to assist individual reading teachers in the best use of materials, and to assist classroom teachers in their reading programs. It was found that, due to the varying backgrounds of experiences and preparation of the remedial reading teachers, it was necessary to progress slower in some cases to allow time, not only for absorption of these new materials, but also for training in methods of teaching. Therefore, some labs moved further along in their operations than others.
The Remedial Education Component held a major workshop demonstrating the use of the Sullivan Reading Program, a core program being used in a majority of reading labs. The staff also conducted several mini-workshops as requested by the schools. These included such topics as: vocabulary development on the primary and intermediate levels; teaching basic sight vocabulary with the Language Master; a film on the phonovisual phonics method with follow-up on its uses in the basal reading program; a film on the language experience approach with follow-up demonstration and discussion; and several other demonstrations of reading lab machines and games.
Another major workshop held by the component dealt with diagnostic-prescriptive teaching methods. Reading teachers, classroom teachers and supervisors participated. The workshop focused on effective individualized instruction and evaluation of student difficulties. Sessions were held on St. Thomas and St. Croix.
The Remedial Education staff met with the ESAA Needs Assessment Component to discuss the reading sections of the curriculum supplements developed by the project. The staff developed sample test
Department of Education staff members discuss ESAA program
items for the reading objectives selected by the teachers and prepared a glossary of reading terms for the supplements.
The students who had been pretested in the fall of 1974 were post-tested in May and June 1975 to ascertain whether their reading scores increased as expected. The data is currently being analyzed by the Division of Planning, Research and Evaluation.
Summer classes were held at several schools in 1974 and Remedial Education staff members participated where possible. They aided in reading test selection and, in some instances, in actual test administration and interpretation. They also assisted in grouping students and in suggesting methods and materials to teachers.
Needs Assessment Component
Recommendations and analysis of results of tests administered in May 1974 to first and fourth graders have been completed and are being printed. Results of the testing were distributed to teachers in 22 schools. At each school a meeting was held with the teachers involved in the testing, the principal, and the guidance counselor.
The results included summaries on Department, school and individual class levels. Teachers were asked to make recommendations in the various need areas that were identified. These recommendations are to be used by teachers to assist in improving instruction in these areas.
The lists of student objectives selected by teachers for reading and math in grades K-6 were compiled into curriculum supplements with the assistance of ESAA's Remedial Education Component. The drafts were reviewed and approved by the Division of Curriculum and Instruction. The books were printed and turned over to Curriculum and Instruction for distribution to teachers, counselors, principals, and other Department of Education personnel.
In March, plans for heeds assessment testing were stopped because of contractual problems with the test consultant.
Meetings were held in May with seventh and eighth grade math, English and reading teachers to select objectives. Drafts of these objectives in the form of curriculum supplements have been prepared and reviewed by the participants. The final draft is being prepared so that the supplements will be ready for distribution at the beginning of the 1975-76 school year.
Meetings were held with key Department of Education personnel for the purpose of establishing a comprehensive testing system within the Department. Most of the parts of the testing system were established as of June 30, 1975. Tests were reviewed and selected by the guidance counselors for use in the 1975-76 school year. These tests were ordered and a master test schedule was established. A survey of current testing was conducted.
The component was unable to complete the hiring of testing coordinators. People were interviewed and two individuals were selected. However, since it was already the end of April by then and the continuation of ESAA funding for the next school year was uncertain, it was decided not to proceed with the hiring. The component was unable to arrange for scoring services for the next school year because the services would be provided after the grant period ended.
During the year, testing materials were ordered to establish a testing resource center in each district. Most of these have arrived and will be organized into the centers during the 1975-76 school year.
The services of a school psychologist were provided during the year to the school screening teams. Students were referred, tested, and reports prepared.
Educational Television Component
The objectives for the 24 films on the culture, history, govern-
ment and economics of the Virgin Islands were approved by the Advisory Committee in January. These objectives were printed and distributed to the Advisory Committee, the film production contractors and others. The contract for the production of films for the fourth, fifth and sixth grades was signed by the Governor in January. This contract is being paid out of the F.Y. 1974 ESAA grant. The contractor's staff members began work on the film production in March.
A committee of teachers and Advisory Committee members was established to prepare objectives for the seventh and eighth grades. The committee met to discuss a proposal for the production of films for seventh and eighth grade students. Specifications for the production of ten educational films for the seventh-and eighth-grade level were prepared in February. In March they were turned over to WTJX, the educational television station in the Virgin Islands, so that the station would develop a plan for producing the films.
Nine meetings were held with the principals and supervisors of St. Thomas/St. John and St. Croix to revise the draft edition of the booklet A Brief History, Description and Dictionary of the Everyday Language of Virgin Islands Children. More research was done on the dictionary items in the booklet using the resources of the College of the Virgin Islands, the public library, and the Oxford English Dictionary. The booklet was ready for printing in June 1975.
Several meetings were held with the St. Thomas/St. John English Supervisor to study and examine lesson materials and student objectives. Plans were made for further development. Various aspects of the Language Component were discussed with supervisors of both districts and plans were made for the integration of the language component into the Department of Education.
A workshop entitled the History and Structure of Virgin Islands English Creole was held four times, twice each in St. Croix and St. Thomas.
DIVISION OF ADULT AND CONTINUING EDUCATION
The Division of Adult and Continuing Education during F.Y. 1975 provided evening classes for 1,647 adults, 16 years of age and older, who wished to complete their elementary or secondary education. The newly established Division sought to implement major reforms to replace traditional youth-oriented educational practices with an educational delivery system geared to adults. The Division sought to avoid lock-step pedological sequences traditionally used in the classroom which prevent adults from progressing educationally according to their own ability. The Adult Basic Education program moved toward a system of individualized instruction and is using a program consisting of 200 hours of instruction in'iwhich adults are tested every 100 hours and moved according to achievement levels.
During Fiscal Year 1975, the Division of Adult Education had three major areas of emphasis and obtained the indicated results:
1. Establishing new procedures for improvement of instruction in the Adult Basic Education program. With the implementation of the 200-hour program design with testing every 100 hours, educators of adults were able to place students according to instructional levels as well as provide the opportunity for upward mobility during the fiscal year.
2. Building the competencies of supervisors and administrators to enable them to better manage and operate the adult education programs and the recruitment and training of a new breed of teachers. Through the intensive efforts of the staff development project, administrators received more than 50 hours of in-service training, workshops and conferences. Topics such as budgeting, proposal writing,
and instructional methods and materials were presented.
3. To enable adult educators to better prepare adult students to become more employable, productive and responsible citizens.
Statistics show that of the 437 adults enrolled in the Adult Basic Education (ABE) program, 355 were employed, 28 obtained jobs as a result of experience gained in the program, 2 registered to vote for the first time, 15 changed to or were upgraded to a better job as a result of experience gained in the program, 2 obtained U. S. citizenship, 18 received driver's licenses, and 237 received training in completing income tax forms. These statistics indicate that teachers and administrators have prepared adults to become more employable, productive and responsible citizens.
Five goals and recommendations which were submitted at the close of the last fiscal year have been completed or nearly so. Included in the accomplishments:
1. The curriculum for the high school diploma program has been
revised so that St. Croix and St. Thomas students receive equal hours of instruction.
The high school program on St. Croix moved to Central High School thereby relieving overcrowding and providing more suitable furniture.
The Adult Education Division has been granted its own separate budget providing for more control in expenditures and staffing.
Program guidelines have been written outlining curriculum procedures and responsibilities of staff.
Plans for implementing the GED program have been finalized. Pending formal local adoption, the examination will be administered in the Virgin Islands by officials from Puerto Rico.
Adult Basic Education
Serving 437 persons, ABE program sites were located at the Elena Christian Junior High, Claude 0. Markoe, and Eulalie Rivera Schools in St. Croix and at the Commandant Gade, Jarvis, and Gomez (Tutu) Schools on St. Thomas. The ABE program places emphasis on instruction in grade levels 1 through 8.
Concentration on basic reading and mathematics as well as language arts formed the core of the curriculum for the ABE program in the Virgin Islands. Hardware, such as controlled readers and aud-x machines, as well as software, such as programmed textbooks and SRA kits, were ordered for use in the program in an effort to individualize instruction. These materials, coupled with the 200-hour instruction program, have allowed the basic education program to serve a maximum number of adults with a minimum amount of funding.
Participant Progress by Instructional Level in Adult Basic
Instructional Level Number Enrolled Each Level Number Completed Each Level
1. r- f 'Beginning (grades 1-4) 118 61
2. Intermediate (grades 5-8) 269 178
3. Advanced (grades 9-12) 50 30
4. Total 437 269
A brief analysis of the above data shows that 61 percent of all adults enrolled in the basic education program successfully completed the prescribed levels of instruction. This represents an increase of 10 percent over 1973-74, thereby indicating the success of the 200-hour program design. The target percentage
for F.Y. 1976 is 75 percent. All 82 graduates in the ABE program have indicated an interest in enrolling in the high school program.'
During 1974-75, classes, in English as a Second Language were also offered in the Adult Basic Education program in St. Croix.
The program is supported by 90 percent federal funding supplemented by a 10 percent local contribution. The per student cost in the Adult Basic Education program during F.Y. 1975 was $182.
The Adult High School Diploma Program
The Adult High School Diploma program served 1,120 students at Charlotte Amalie High School on St. Thomas and Central High School on St. Croix. The general purpose of the diploma program is to provide a structured curriculum leading to a high school diploma. The program is structured to closely resemble the regular high school program offered to young adults during the day. That is, an adult needs to collect the necessary Carnegie units and electives over a period of years in order to receive a high school diploma.
Two high school equivalency classes were conducted in St. Thomas at CAHS and one at CHS in St. Croix. These equivalency classes prepared adults for the General Educational Development (GED) Test which was to be offered in July 1975 on both islands. Although th^ GED test was planned to be adopted by the Department of Education, several problems led to the necessity of having officials from Puerto Rico's Department of Public Instruction come to the Virgin Islands to administer the examination.
Enrollment in the high school diploma program in St. Thomas was 651 students with 559 on St. Croix. A majority of students enrolled in the high school diploma program are below 30 years of ag% and a concentration of students are within the 16-to-20-year-old category. More than 90 percent of all students enrolled are of West Indian, Afro-American descent. The non-citizen population in the Adult High School program in St. Thomas is approximately 66 percent of the total enrollment. As in a majority of adult education classes across the nation, the female population is much larger than is the male enrollment, with a current ratio of approximately 3:1. (See Charts 14 and 15 in the Statistical Information section in this report for breakdown on age, race, sex and nationality,,)
The per student cost in the Adult High School Diploma program is $207. The program employs three administrators, four counselors, and 60 teachers.
HEW Region II Staff Development Project
The U. S. Department of Health, Education and Welfare (HEW) Region II Staff Development Project was an integral component of the Division of Adult and Continuing Education during F.Y. 1975. The Staff Development Project operated under a U. S. Office of Education grant commencing in F.Y. 1973 and concluding in F.Y. 1975.
A full-time coordinator was hired in September 1974 to implement a comprehensive in-service training program for adult basic and continuing education staff members. Because federal funding for the staff development position ended as of June 30, 1975, the position was included under local- funds in the 1975-76 budget.
The Coordinator of the staff development project conducted a series of 10 in-service workshops totaling more than 50 hours of training for adult education staff members. Workshops conducted or coordinated by the staff development coordinator included the following topics: Literacy Volunteers of America; Evaluation of the Adult Program; the Adult Learner; Instructional Material and the ABE Curriculum; ABE/ITV Teacher Training Tapes; Proposal Writing I; Proposal Writing II; Financial Management; Curriculum Planning; and VISTA Training.
In addition to the workshops, the Coordinator was involved in the development of a curriculum to be used in Adult Basic Education.
Local restrictions placed on travel to attend national and regional administrative meetings are creating other problems. With the passage of Public Law 93-380 and other new federal regulations, it has become necessary to attend conferences on the mainland sponsored by the regional office of adult education programs. Without the technical assistance of federal program officers, the administration of adult education programs with"federal funds becomes very difficult.
A major problem facing the adult education program during 1974-75 was that no classes were offered for adults on the island of St. John. Expansion of the program to St. John was not possible because of a lack of funding during the beginning of the year. Additional full-time staff is also needed to handle the rapidly expanding program.
The following solutions are recommended to alleviate problems faced by the Division of Adult and Continuing Education:
1. To alleviate the textbook problem, all. requisitions should be submitted prior to the close of each school year to insure the availability of books for the following year.
2. Teachers should be recruited on St. John and classes should be established there. Funds have been set aside for this purpose in the 1975-76 adult education state plan.
3. If travel to the regional and national conferences is not possible for local staff, then the Regional Senior Program Officer should be requested to come to the Virgin Islands
to provide the necessary technical assistance in administering federal funds under new guidelines established by law or in the Federal Register.
4. Additional funds may be secured for the Adult Basic Education program through inter-agency cooperative efforts and by submitting proposals for additional grants to the appropriate division within the U. S. Office of Education.
5. A GED testing person and a materials specialist should be employed to assist in the management of adult education programs.
Recommendation of Priorities to be Established
The implementation of the GED program as well as the initiation of a tuition fee for adult high school students should be the priority for the Division of Adult and Continuing Education for several reasons. First, the per student cost for the GED program is much less (approximately 25 percent) than the cost of the Adult. High School Diploma program currently being offered. Secondly, adults have an educational environment which will allow them to advance according to their own abilities. The GED program offers this environment.
DIVISION OF BUSINESS
The major responsibilities of the Division of Business include: budgeting; financial accounting; reporting for funds allocated; certification of fiscal documents for availability of funds and correctness of charges made against accounts; and payroll operations.
Each division within the Department is responsible for preparing and submitting to the Business Office a budget estimate which is reviewed, coordinated and included in the overall Department budget. The Business Office has the responsibility of bringing these budget estimates in line with the approved ceiling placed on the Department. During F.Y. 1975, this was an even larger than usual task because additional paring became necessary due to the V. I. Government's financial crisis.
(For a record of the number of fiscal documents handled by the Business Division as part of its financial accounting responsibilities, see Chart 1 in the STATISTICAL INFORMATION section at the end of this report.)
The reporting for allocated funds process entails reconciliation of accounts and preparations of monthly, quarterly, and annual reports on status of funds on local and federal levels for submission to program directors, federal agencies, and the Commissioner of Education. (Chart 2 under STATISTICAL INFORMATION gives a comparison of federal grants over the five-year period 1971-1975. Also see Charts 2d, e and f which indicate funds appropriated during Fiscal 1975 for operating budgets for the federally aided programs as well as grants and contributions.)
Each fiscal document (requisition, payroll, etc.) must be certified by the chief fiscal officer within the Business Office to insure the availability of funds prior to being submitted for obligation or disbursement. Upon receipt of goods or services, all fiscal documents must again be certified before payment can be processed. The certifying officer is held personally liable for all documents certified by him/her. More than 12,700 documents were certified during F.Y. 1975.
The functions of the payroll unit within the Division of Business include verifying new appointments, making salary changes, termination of employees, adding or deleting names from payroll documents, computing total hours worked for all employees, determination of salaries, calculation of sick and annual leave as they apply to permanent and temporary employees, processing change of status documents, filing of all related documents, and delivery of all payroll checks.
Of the 21 budgeted positions, four are vacant, including two
of the most important: the Departmental Business Manager and the Budget Officer. These vacancies created undue hardships and caused the Division of Business staff to work with severe disadvantages. Several attempts were made to fill the position of Budget Officer. However, these proved futile as there were no eligible candidates on the list at the Department of Personnel. Repeated advertisements failed to secure a candidate for this position. Applicants are expected to be interviewed for Business Manager early in F.Y. 1976.
In December 1974, the senior officer in the Division was pro moted to Acting Departmental Business Manager. The appointment ran through June 1975. Under this leadership, the employees in, the Business Division made a sustained effort to carry out the responsibilities with Which they were charged and successfully met all deadlines without undue extensions. Although this temporary solution allowed the Business Division to meet requirements, the problem of staff shortages has not been alleviated.
A second major problem concerns employees who initiate and secure goods or services without prior verification of the availability of funds or without securing proper authorization for such goods or services. This creates a two-fold problem. First, monies budgeted for other purposes must be expended for purposes other than which were budgeted. Secondly, when funds are not available to pay for such goods or services, an adverse image on the government's credit is created.
A third major problem lies in the area of federal funding report requirements, such as the annual financial status reports necessary to receive federal funds from the U. S. Office of Educa tion. One of the functions of the office of the Federal Program Director is to prepare and submit these reports prior to federal deadlines. Since 1970, however, the function of financial reporting has not been carried out by the Federal Program Director's of f ice, and the Division of Business, because of urgency, has had to assist Federal Program Directors in the preparation of these annual reports. The Department of Education would be in danger of losing federal funding if these reports were not submitted.
A fourth major problem is that of erroneously drawn payroll checks and the control over the redeposit and/or adjustment of these checks. This situation, which can be caused by any number of several factors, causes a two-fold problem for the Business Division. First, there is no accountability for the total number of erroneously drawn checks in any given period or the subsequent redeposit of these checks. Secondly, in the case of adjustments, the accounts against which erroneous payments are charged will show deficits.
The fifth major problem encountered by the Business Division is that of preparation and submission of annual budget estimates. Each division director within the Department must prepare and submit an annual budget estimate according to established guidelines. The problem is encountered when estimates are either
submitted late or not prepared according to issued guidelines. In many instances, submitted estimates are found to be without evidence of competent planning by objective on a yearly basis. In the areas of personnel services, which represents more than 70 percent of the total budget, the Business Division must rely solely on the division directors who must compile accurate and up-to-date statistics on personnel for inclusion in their budgets. Checks by the Business Division revealed information on personnel compiled by division directors to be inaccurate due to duplications, omissions and other related factors.
The following recommendations are submitted by the Business Division:
1. All unfilled vacant positions should be filled as soon as possible.
2. All division directors, supervisors, coordinators and principals should be issued a strongly worded memorandum mandating compliance with requirements for obligation of funds with proper authorization. If non-compliance persists, legal action should be implemented against offenders resulting in possible dismissal from the Department .
3. In order to achieve maximum efficiency in completion of federal financial reports, one of the following steps should be implemented: (A) Staff (including an accountant) to work in conjunction with the Director of Federal Programs should be added to the Office of the Director of Federal Programs, or (B) Responsibility for completion of federal financial and fiscal reports should be transferred to the Business Division and more staff, including an accountant, should be added to complete reports and perform related activities. Regardless of implementation of A or B, a closer coordination between the Business Division and the Office of Federal Programs Director must be established through the implementation of monthly or quarterly staff meetings and regular exchange of program and fiscal guidelines and related data.
4. Previous payroll audits, submitted by the Department of Finance's Audit Division, should be reviewed and reconsidered for possible implementation or modification as necessary in regards to erroneously drawn payroll checks.
5. As viewed by this Division, training in the area of budget preparation is sorely needed for those individuals respon- sible for preparation and submission of annual budget estimates to the Business Division. More timely and informa tional meetings should be conducted as a routine part of the yearly schedule for individuals responsible for budget submissions. These meetings should integrate all divisions and
include select staff members who have valuable and necessary data pertaining to and reflective of the total departmental scope and function, including sections such as Planning, Research and Evaluation; Personnel Services; Federal Programs; Public Information Services; and the Board of Education.
The Maintenance Division is charged with the total responsibility for the upkeep, maintenance and repairs of all public school plants and all other buildings and properties of the Department of Education.
Throughout the entire school system in Fiscal Year 1975, the Division of Maintenance had to cope with an increase in vandalism which resulted in unnecessary expenditures at a time when the government could least afford them. With very limited funds and the upswing of vandalism, vital and necessary maintenance of school plants is rapidly turning into a difficult and overwhelming task.
Despite increased vandalism and other unforeseen and trying circumstances, maintenance operations continued and accomplishments exceeded past years. Among the many tasks accomplished by the Division during the year were the repair of broken furniture; repair and installation of water coolers and boilers; overhaul and repair of air conditioning systems; painting of schools; installation of floor tiles; replacement of broken windows; overhaul of electrical systems; and even the building of small room additions at some schools.
The Maintenance Division also conducted summer maintenance programs during the summers of 1974 and 1975. Vocational education students were employed to help refurbish the schools before the beginning of classes in September. The summer programs, operated in conjunction with the Virgin Islands Commission on Youth, reached all schools and provided such essential services as overhauling school kitchens and checking lighting systems. The program each year also offers a chance for youths to gain valuable experience as well as summer employment.
The major problem facing the Maintenance Division is rising vandalism. On St. Thomas alone from January 1 to June 30, 1975, vandalism in schools necessitated expenditures of over $47,000. This is indeed tragic because the whole evolution of society is toward a more complex and, consequently, a more managed economy. With limited funds, manpower, and high prices for badly needed materials and supplies, the Division reports it is imperative that the Department embark on an anti-vandalism public relations campaign. The Division predicts that vandalism will continue to increase during the 1975-76 school year, and a sound, educational public relations program wca-rld'.1 be' a step in the right direction. '
According to the Division Superintendent, the Public Information Office should immediately institute a program directed at all schools and the public (via the news nedia) calling for joint action to protect the schools and the large capital investment in them. Students, teachers, parents and the general public should be fully informed as to the value of our schools and equipment and
The main objective of the Maintenance Division is to protect the large capital investment in school plants. This can only be done by adequate funding. Without sufficient funds and with limited manpower, necessary maintenance and repairs will be left undone, creating adverse affects on our educational system. Monies now allocated are insufficient to properly maintain the schools.
Additional funds are needed to:
1. Stay on top of vandalism.
2. Purchase badly needed materials and supplies during this time of sky-rocketing prices.
3. Attract suitable workers to service in the Maintenance Division.
4. Improve salary schedules for all operational maintenance employees. (These workers are currently the lowest paid
. skilled workers in the classified system of the local government.)
5. Enlarge on the summer work program because this has proven to be the Division's most valuable aid in keeping up with necessary maintenance and repairs of school plants.
OFFICE OF PUBLIC INFORMATION SERVICES
The purpose of the Office of Public Information Services is to aid the administration in keeping the public aware of the accomplishments, failures, conditions, activities and plans of the Department of Education. The educational enterprise has become one of the most extensive and complex of all government activities. Because of this growth and complexity, it is no longer easy for pupils, parents, employees, and the general public to keep acquainted with the purposes, changing methodlogy, and cost of the school system. School systems are established and financed by the people, and it is therefore incumbent upon school officials to provide information to the public. The Office of Public Information Services is financed primarily through grants from the federal government's ESEA Title V program.
In September, 1974, a new Director of Public Information Services was appointed, filling a year-old vacancy. The Director is the only professional member on the staff and is responsible for aiding the Commissioner in facilitating both the Department's internal and external communications.
Reporters questioning U.. S. Senator during press conference at educational convention in the Virgin Islands.
All Department-wide and St. Thomas/St. John District press releases are issued through the office'. During the fiscal year, more than 350 press releases v/ere issued, and approximately 99 percent were published by the local media. The releases, serving also as a major intra-departmental communications link, were distributed throughout the Department to keep teachers, principals and administrators abreast of Department activities. The office handled inquiries of the Department from the press and also arranged interviews and press conferences.
The office began a new photography service during the year, and more than 75 photographs taken and distributed by the office were published in the local media. Additional photographs were taken for internal use within the Department.
The office was responsible for the compilation and distribution of the Department's monthly and annual reports to the Governor. The Virgin Islands School Directory was also compiled and distributed by the Office of Public Information Services. In the area of teacher recruitment, the office coordinated advertising in local and stateside papers and published the teacher recruitment brochure.
During the year, the Director served on planning committees for conventions held in the Virgin Islands by the National Association of State Boards of Education and the Council of Chief State School Officers. The Director handled arrangements for all media coverage for both nationally significant meetings.
The office maintains files of all educationally related news or feature articles appearing in the local press. Also kept on file are press releases and information relevant to education from national and state education organizations.
DIVISION OF PERSONNEL SERVICES
The Department of Education's Division of Personnel Services is part of the Office of the Commissioner and operates at the state level. The Division is headed by the Director of Educational Personnel Services who reports directly to the Commissioner.
The primary responsibilities of the Division include maintenance of all personnel files for the approximately 2,650 employees of the Department; preparation and processing of all Notification of Personnel Action (NOPA) forms for all employees; preparation and processing of all requests for emergency and unclassified unemployment; preparation and processing of all requisitions for positions; certification of eligibles and all activity dealing with the appointment of employees; recruitment and selection of all teachers, school librarians, etc.; and all inter-departmental and intra-departmental correspondence dealing with any of the above functions as well as correspondence to employees concerning any of the above.
The Director made a recruitment trip, for the purpose of staffing the schools in the St. Thomas-St. John District for 1975-76, between April 27 and May 18, 1975. Interviews were conducted at Hampton Institute, Hampton, Virginia; Norfolk State College, Norfolk, Virginia; University of Michigan, Ann Arbor, Michigan; Virgin Islands Information Center, Washington, D. C.: and the New York State Department of Labor Professional Placement Service, New York, New York. A total of 168 applicants were interviewed as a result of this trip.
The Administrative Assistant to the St. Croix District Superintendent conducted interviews at the following places between April 13, and May 3, 1975: Atlanta University Center, Atlanta, Georgia; Bennet College, Greensboro, North Carolina; North Carolina A & T, Greensboro, North Carolina; D. C. Teachers College, Washington, D. C.; Trenton State College, Trenton, New Jersey; Temple University, Philadelphia, Pennsylvania; the University of Connecticut, Storrs, Connecticut; and the Virgin Islands Information Center, Washington, D. C. A total of 215 applicants were interviewed as a result of that trip.
In addition to conducting interviews on the recruitment trips, there was a great deal of correspondence with placement offices and employment agencies as well as individual applicants as a result of advertisements in various newspapers. The Division processed over 2,300 applications between July 1, 1974 and June 30, 1975.
During the fiscal year, interviews for the following administrative positions were held on St. Thomas: Secondary Assistant Principal, elementary principals (four openings), Supervisor of Music, Elementary Assistant Principal, Secondary Principal, English Supervisor, Coordinator of Title I, Supervisor of Special Education, Coordinator of Testing, Director of Emergency School Assistance Act, and Coordinator of Remedial Reading. On St. Croix, interviews were conducted for Secondary Assistant Principal, Secondary Principal, Supervisor
Personnel Division employees work in crowded office
of Music, Coordinator of Title I, elementary assistant principals (three positions), Coordinator of Testing, elementary principals (two positions), and Elementary Assistant Principal. A total of 143 persons applied for the above positions including 69 on St. Croix and 74 on St. Thomas
A total of 92 person; applied for study leave for the 1975-76 school year, including 37 in St. Croix and 55 from the St. Thomas-St. John District. Twenty-three persons were granted leave without pay. Based on a directive from the Governor, no leaves with pay were granted. One applicant was granted sabbatical leave. Some applicants who were denied leave with pay recalled their applications while others applied for leave without pay.
The following personnel documents were processed by the Division on St. Thomas during the year: 76 certifications of eligibles; 51 name changes, 1,943 salary changes, 10 cancellations of appointment, 92 terminations of provisional and/or temporary appointments, 2 dismissals, 321 personnel requisitions (professional employees), 95 personnel requisitions (non-professional employees), 154 notification of personnel action forms for employment to the end of fiscal year, 18 transfers, 53 returns to duty, 78 resignations, 15 requisitions for goods and services, 17 requisitions for supplies, 44
leaves without pay, 4 leaves with pay, 17 exit interviews, 1 deceased (NOPA) and 4 terminations of appointment during probationary period.
On St. Croix the following documents were processed during the last six months of the fiscal year: 13 certifications of eligibles, 6 name changes, 66 salary changes, 3 cancellations of appointment,
2 dismissals, 50 terminations of provisional and/or temporary appointment, 9 personnel requisitions (professional employees), 52 notification of personnel action forms for employment to end of fiscal year,
3 transfers, 16 returns to duty, 40 resignations, 1 exit interview, 15 leaves without pay, 2 deceased (NOPA).
This year, two new personnel forms were adopted:the Notification of Personnel Action Form (NOPA) and the Employee Performance Report for the annual rating. The Notification of Personnel Action Form was designed to enable the Data Processing Section of the Personnel Division to provide requested information faster and more accurately than in the past. Information such as marital status, hourly rate, number of dependents, and citizenship code is now requested on the form. The new Employee Performance Report gives the rater a wider range of factors on which to evaluate the ratee's performance.
During October, the Director attended the week-long 1974 International Conference of the International Personnel Management Association in Montreal, Canada. The theme of the conference was "Today's Effectiveness: Key to Tomorrow." The theme focused attention on today's crucial, current issues in public personnel administration and how the inability to resolve these issues will impact and affect organizations tomorrow. Productivity, human resource management, and economic influences on personnel management were emphasized.
Major Problems and Recommendations
Inadequate space continues to plague the Division of Educational Personnel Services. The employees work in extremely cramped quarters an aggravation which is further compounded because the types of services performed by this section necessitate a great deal of traffic in the office throughout the day. The Director predicts that the services of this section will be severely hampered by the fact that two vacant positions were cut out of the F.Y. 1976 budget.
The Director therefore recommends that serious thought be given to the extremely cramped, uncomfortable, and probably unhealthy conditions in which the staff is expected to work efficiently, and that efforts made to fulfill requests for additional space.
DIVISION OF PLANNING, RESEARCH AND EVALUATION
The Division of Planning, Research and Evaluation (P.R.E.) operates at the state level and is directly responsible to the Commissioner of Education.
The functions of P.R.E. are:to coordinate planning and evaluation activities on a Department-wide basis; to provide technical planning and evaluation assistance to program directors; to secure outside consultative assistance when needed; and when necessary, to take primary operational responsibility for planning and evaluation functions such as needs assessment efforts, new program-development, and instrument design.
The P.R.E. professional staff consists of the Director and the Coordinator of Statistics. The planning and evaluation staff of the ESAA project also reports to the Director of P.R.E. In January 1975, P.R.E. and its ESAA staff moved into offices at 57 Prindsens Gatde, thereby helping to consolidate all Department planning and evaluation activities in one location.
F.Y. 1975 Operations
In the area of evaluations, the Division evaluated and prepared reports on the following programs during the 1974-75 school year: the Bilingual-Bicultural program; Fredensborg's Heritage Bilingual program; Title Ill's Individualized Instruction program and Bright Roads of Promise project; the Right-to-Read and English-as-a-Second-Language programs; the ESAA project; and upon request from the educational staff, various other individual, small-scale evaluations.
The Division was involved in several planning activities. It was given responsibility for directing the activities under ESEA Title V. As part of this responsibility, the Division prepared applications for funds under Title V-A for fiscal years 1975 and 1976, and an application was prepared for Title V-C.. As of June 30, 1975, grant awards have been received for two of these applications.
The portion of the P.R.E. staff funded by ESAA coordinated the preparation of an application for ESAA F.Y. 1976 funds, and a grant award of $645,413 Was subsequently received by the Department. A proposal was prepared and submitted to the National Institute of Education for the funding of a data-processing capability for the Department of Education. Finally, a proposal was prepared and submitted to the Interstate Project under ESEA Title V-505 for a Virgin Islands folklore study.
During the 1974-75 school year, many research and statistical activities were carried out. The following reports and statistical data were prepared and distributed: a report on proximity of student residences to schools for 1973-74; two non-citizen enrollment surveys; four reports on student enrollment in public and non-public schools; public school retention rates; a five-year school enrollment projection; a school construction report; an extended-school year
feasibility study; an analysis report of promotion policy guidelines; a language assessment survey; an analysis of computer capability of library services; drop-out statistics; school attendance reports; a vocational survey; and a survey of school personnel. In addition, special statistical reports were prepared and disseminated, including several required by the federal government; Requests for information were received from national organizations, local organizations, the V. I. Government, the Department of Education and its divisions, as well as numerous individuals.
A summary of schools' characteristics prepared by P.R.E. appears in Charts 3-13 in the STATISTICAL INFORMATION section of this report.
Department-wide testing responsibility was assigned to the Division of P.R.E. in October 1974. In February, the Division began preparations to have an effective standardized testing system for school year 1975-76.
With funds provided by ESAA, P.R.E. continued work in the area of needs assessment. During this year no students were tested. However, the results of the testing of first and fourth graders in May 1974 were analyzed and distributed to each school and each first and fourth grade teacher. As an adjunct to needs assessment activities, the P.R.E. staff worked with the Division of Curriculum and Instruction on the preparation and printing of curriculum supplements in reading and math for grades K-6.
DIVISION OF PROPERTY, PROCUREMENT AND AUXILIARY SERVICES
The functions of the Division of Property, Procurement and Auxiliary Services are purchasing, receiving, shipping, distributing, and inventorying all materials, supplies and equipment. Property accounting, as well as pupil and personnel transportation are also responsibilities of the Division. The Administrator of Property, Procurement and Auxiliary Services is responsible for directing the Division.
The Department of Education, by virtue of special legislation, has authority to do its own purchasing rather than go through the Department of Property and Procurement. This authority has enhanced the operation of the school system due to the expeditious manner in which purchases can be made.
Purchases made during Fiscal Year 1975 were made on 2,420 purchase orders having a dollar value of $3,422,698.02, including six construction contracts amounting to $64,226,28. There were 15 supply or term contracts totalling !$418,684.85. There were 2,390 open market purchases totalling $2,880,770.92 and nine purchases through the General Services Administration totalling $59,015.97.
Not reflected in the above number of transactions were 1,234 purchases under $500 amounting to $173,847.74, as well as 104 requisitions totalling $19,351.44 from the central warehouse. During Fiscal Year 1974-75, there were no miscellaneous contracts. The largest contract awarded during fiscal year was for the supply of food through the school lunch program.
During the F.Y. 1975, much attention was given to the need for school furnishings and supplies for the new Emanuel Benjamin Oliver School in Estate Tutu which was scheduled to open in September 1975.
Pupil transportation requirements have increased tremendously during the fiscal year due primarily to the movement of families from one sector of a district to another. Costs to provide free transportation to students have increased correspondingly and expenditures ran over the budgeted figures. The Department has made plans to institute a minimal fee system for bus transportation during the coming year. By the end of the fiscal year, the Legislature had approved a budget request which reflected this minimal fee system, but as yet the lawmakers had not passed legislation repealing free pupil transportation.
A dearth of personnel continues to create difficulties in processing of shipments coming into the central warehouse. Additional personnel are urgently needed as soon as the financial conditions of the local government make this feasible.
Theft and vandalism continue on the rise in the schools. Security guards have not proven to be adequate and costs were running above the appropriated amounts until April at which time their services in the schools were terminated. Guard dogs were used in several schools,
however, this too, caused several problems, including persons cutting holes in fences thereby releasing the dogs. The Division recommends that the number of marshalls now in the schools be increased. Working in two shifts, day and night, the marshalls should be fully armed with power to make arrests for trespassing.
DIVISION OP PUPIL PERSONNEL SERVICES
The Division of Pupil Personnel Services provides services in the areas of school health, school social work, guidance and counseling, and attendance. The major objective of the Division is to contribute to the overall educational process by helping each stu-, dent gain insights needed for better understanding of himself; for understanding of and adjusting to society; for developing and flexibility required to cope with the changing society; and for choosing wisely among educational, career and leisure opportunities. -
During F.Y. 1975, professional personnel with the Division included 21 school nurses, 54 guidance counselors, seven school social workers, eight attendance workers,three coordinators, one administrative officer, and one Insular Director.
Activities at the Division central office in St. Thomas were limited due to a shortage of clerical help and inadequate physical facilities. Offices originally intended for one or two persons had to be used to accommodate four workers. The shortage of clerical workers was eased with employment of two'CETA (Comprehensive Education Training.Act) trainees.
Various in-service training programs were held for the benefit of all pupil personnel workers during the year. One such session was conducted by a mental health team from the Department of Health and included such topics as treatment models', available services, and referral procedures. A seminar for pupil personnel workers on St. Thomas focused attention on the effective use of communication and its importance in an organizational structure.
School Health Services
The school health services program, carried on by school nurses in cooperation with physicians, dentists, and members of the Health Department's immunization team, was designed to promote the growth and development of students physically, mentally and socially. Cooperation was obtained from principals, other pupil personnel workers, parents and community groups in emphasizing improved health services, health education, and healthful environment.
Health screening was conducted in target grades, for new students, and for students referred for placement in special education classes. In St. Thomas-St. John, physical examinations were given to first graders and new entrants. In St. Croix, physicals were given only by the Maternal and Child Health Clinic (MCH) and private physicians. St. Croix pupils with defective vision were referred to the ophthalmology clinic. Limited dental care was also given.
As part of their in-service education, nurses, attended conferences on "Health Problems and Health Needs of Virgin Islands Women,' "Family Life Teenage Needs," "Sickle Cell Anemia" and"Neurology and the Legal Aspects of Nursing." These sessions were sponsored
by various divisions of the Health Department. St. Thomas-St. John nurses were also offered a course to prepare them to teach first aid to other school personnel. A similar course for the St. Croix nurses will be offered in the 1975-76 school year.
Nurses also attended a workshop on the use of the audiometer in hearing screening and will no longer have to depend on Health Department staff to screen children for hearing as long as the machines are in working condition and available.
School nurses helped plan for the annual Health Fair and Dental Health Week activities. Nurses were responsible for preparing displays and assisting students in making presentations.
Summary of activities of School Nurses During 1974-75
No. of Students Seen
Referrals by School Staff
Initiated by Students
No. Students Sent to Clinics
No. Sent to Emergency Rooms
Conferences with Others about Students:
Pupil Personnel Workers Other Health Workers Total
St. Croix St. Thomas/St. John
3,153 10,716 1,776 959
438 570 466 18,078
3,859 3,812 3,885 512
1,234 397 387 14,086
7,012 14,528 5,661 1,471
1,672 967 853 32,164
School Social Work Services
School social work is one service of the inter-disciplinary approach used in an effort to further the social growth and development, of pupils. The seven social workers during the year provided direct services to pupils and their families; consultative services to teachers and other pupil personnel workers; and assistance in coordinating school and community services.
The social workers had approximately 560 students referred to them for services in F.Y. 1974-75. The majority of the referrals
were at the elementary level. Social workers also interviewed and recommended 20 unwed mothers for readmission into the school system. '
School social workers participated in several seminars sponsored by the Office of Drug Education as well as conferences sponsored by the Health Department. School social workers participated in workshops and meetings concerned with such topics as preparing young children for school, child abuse, and system theory in human services.
As in the past, school social workers worked closely with the Educational Diagnostic Center. School social workers who were also members of the school teams participated in the screening and staffing of pupils for placement in special education classes.
Vacant positions forced the Division of Pupil Personnel Services to rely heavily on the Division of Mental Health for psychological services. The close proximity of the office of the new community mental health program to that of the -school social .workers on St. Croix made it possible for the services of the psychiatric social workers and psycho-therapists to be utilized in assisting students.
The services of the Psychologist assigned to the ESAA program were also available on a limited basis. On several occasions he tested and counseled pupils in their respective schools.
Guidance and Counseling
Guidance and counseling activities are intended to help students obtain maximum benefits from their educational experiences. Regular counselor activities include testing; new and continuing student orientation; conferences with students, parents and teachers; and cooperation with other personnel workers and government agencies.
On the elementary level, counselors worked closely with teachers and other school personnel in an effort to provide a climate favorable for learning. In addition, screening activities were conducted in.order to identify conditions likely to interfere with learning. Development of positive self-concepts was stressed.
Career awareness was emphasized throughout the elementary grades. During Career Guidance Week, elementary school counselors prepared book displays and bulletin boards to expose students to the world of work. Elementary school counselors, in cooperation with teachers, planned contests in order to encourage students to write about and draw posters on themes connected with the world of work.
Counselors at Charles Emanuel Elementary and St. Croix Central High School cooperated in establishing a student-run tutorial program. Twenty-one high school seniors spent two to three mornings per week at Charles Emanuel School assisting elementary pupils to achieve higher performance levels in arithmetic and reading.
28,246 16,546 2,600 11,620 6,947 1,439 5,885
7,367 4,709 437 86 145 351 3,149
36 28 145 103 89,839
48,732 38,156 5,266 22,978 15,850 3,304 13,997
14,707 8,625 644 257 455 1,378 7,351
207 28 677 805 183,417
On the secondary school level, the focus of guidance and counseling was on preparation of the students for subsequent educational experience and critical educational and career decision making.
Activities St. Croix St. Thomas/St. John Total
Activities with students:
Information Giving 20,486
Educational Planning 21,610
Interpretation of Tests 2,666
About School Problems 11,358
About Personal Problems 8,903
About Job Placements 1,865
Follow-up Conferences 8,112
Activities with others about students:
Principals and Teachers 7,340
Employment Security 207
Public Safety 171
Social Welfare 1,027
Other P.P.S. Workers 4,202 Referrals to Other Agencies:
Department of Health 171
Department of Social Welfare
Conferences with Graduates 532
Conferences with Dropouts 702
The Vocational and Technical Education mobile career van was available to high school students who were able to listen to lectures, watch slide presentations, and operate tools connected with various occupations.
Junior high school students toured various local industrial sites as well as C.V.I, and the high schools to explore vocational and educational opportunities. Representatives from the Army, Navy, National Guard and Marine Corps participated in a program in St. Croix which was designed to assist high school students who were not planning to immediately enter college or the job market.
Senior students interested in post-secondary education were assisted by the counselors in finalizing plans and in filing applications for the college testing program. Scores made on the tests were interpreted to students individually and in small group sessions.
In April, Basic Grants Workshop were held for public and nonpublic school counselors from each island. The sessions were conducted by representatives of the federal Basic Education Opportunity Grant program who presented information about the program in order to assist counselors work with students who qualify for the grants.
Several in-service activities were held during the year for counselors. Career guidance workshops held in each district were designed to produce among counselors an awareness and understanding of the knowledge, attitudes and skills needed for them to act as catalysts in the implementation of career education programs in the schools. During the workshops, counselors identified: state-level career education objectives for guidance services in grades K-12; specific career education objectives for counselors at each educational level; individual counselor competencies necessary to achieve the stated objectives; and evaluation instruments for state-level and district-level use.
Another workshop for counselors on improving Multi-cultural Awareness in Guidance and Educational Services (IMAGES) was held in May on St. Croix. The purpose of the workshop was to provide counselors an opportunity to discuss the problems of students who enter the Virgin Islands school system from other Caribbean islands.. As a result of the workshop, counselors were made aware of the traditions and customs of other islands and the adjustment problems experienced by newcomers.
As of September 1975, all standardized testing was placed under the Division of Planning, Research and Evaluation. Recommendations made by the former testing committee, which was organized under the Division of Pupil Personnel Services, were accepted for implementation. Apparently, the recommendations will be implemented during the 1975-76 school year. A high school equivalency test was administered upon request by the Division of Pupil
Personnel Services during February. Of the 432 persons tested, 84 were awarded high school equivalency certificates.
The eight attendance workers were primarily concerned with investigating cases of student absences when the reasons for the absences were other than illness. The attendance workers assisted in protecting the rights of pupils by seeing that no one denied them an education. In this respect, the workers acted as liaisons among the school, the home, and court-related agencies.
In addition, attendance workers made spot checks of certain areas known to be frequented by pupils during school hours,assisted in issuing excused and unexcused passes, recorded attendance data in registers, and assisted with pre-registration of pupils.
Attendance Violations Investigated During 1975-76
St. Croix St. Thomas/St. John Total Violation Elem. Sec. Elem. Sec. Elem. Sec.
Truancy 343 189 236 192 579 381
Parental Neglect 49 8 15 64 15
Illegal Employment 8 1 9
Excessive Tardiness 67 23 161 403 228 426
A total of 58 students were reported dropped from the St. Thomas-St. John District and 65 from the St. Croix District. Most of the dropped students were above the compulsory school age, chronic class cutters, and academic failures.. Six hundred thirty students were suspended for varying periods of time throughout the year.
Office of Drug Education
The drug education activities centered around workshops and meetings for staff development, alternative programs for secondary schools, and development of curriculum materials. Curriculum materials, prepared with the assistance of a VISTA volunteer, and affective texts on dimensions of personality were distributed to Charles Emanuel, Lockhart, Tutu, Anglican and Antilles Schools.
Thirteen persons in two school teams participated in training sessions in Florida and the Virgin Islands. The training was made possible by. the U. S. Office of Education Southeast Regional Training Center. Schools with human resources teams developed alternative programs following the training in Florida. Examples of the
alternative programs were peer counseling and group counseling. In addition, a weekly group counseling program was held at Commandant Gade School for non-graded teenagers.
Throughout the year, the Drug Education Coordinator cooperated with various agencies in the community and provided services to some of the non-public schools.
A transactional analysis workshop was conducted in each school district by the Drug Education Office and the Southeast Regional Training Center. The workshops were planned as a response to the request of the counselors.
Territorial Scholarship Program
As in the past, the Territorial Scholarship Program was administered by the Department of Education through the Division of Pupil Personnel Services. A total of 460 completed applications were presented to the Board of Education for final action. Of the 460 applications for territorial scholarships, 434 were approved, 20 were referred to other agencies, and 6 were not approved. Seventy-four approved scholarships eventually were not used.
A total of 106 scholarships were in the form of grants, including 4 Edward Blyden, 30 territorial, and 63 special legislative. The remaining 328 scholarships were in the form of loans.
A breakdown of the approved scholarships shows that 89 were to be used at C.V.I., 6 in Puerto Rico, 338 on the U. S. mainland, and 1 elsewhere.
In order to facilitate operations, the Division of Pupil Personnel Services recommends that:
1. Additional office space be made available for the staff at the central office. It is extremely difficult for three and four persons to work in offices originally planned to house one or two persons.
2. Additional clerical help be provided for the central office. It is exceedingly strenuous for one or two clerks to handle the entire clerical work load.
3. Consideration be given to establishing a well-equipped health unit in certain schools where physical examinations could be administered to children whose schools lack such facilities.
4. Health units and guidance offices be equipped with telephones.
5. The Division be provided with at least one vehicle for each
district in order to assist workers in making home visits. This is essential if attendance workers and school social workers are to function effectively.
6. Funds be made available for pupil personnel workers to attend off-island conferences as a means of improving their effectiveness.
7. Steps be taken to bring about closer relationship between the schools and the courts, not only in crisis situations but also in planning long-range common goals.
8. Pupil services be provided (at least on a limited basis) to other community residents such as pre-school children, parents of high-risk students, and dropouts.
9. The work load for teaching personnel include time for cooperative planning, consulting, and team work with pupil personnel workers.
10. Psychological services be provided by the Department. No longer can the Department of Education continue to expect the Department of Health to service student needs.
11. Efforts be made to fill the position of School Nurse Coordinator.
12. Consideration be given to computerizing certain phases of the scholarship program It is no longer feasible to go through the time-consuming process of individually processing the large number of applications.
13. Steps be taken to make the Territorial Scholarship Fund a revolving fund.
14. Rules and regulations governing the Territorial Scholarship Program be revised.
15. The Division be given a budget based on its needs as presented. It is difficult to provide quality services with extremely limited funds.
DIVISION OF SCHOOL LUNCH
The local school lunch program is a joint effort of the United States Department of Agriculture (U.S.D.A.) and the Virgin Islands Department of Education. Its main purpose is to serve Type "A" lunches and breakfasts free to all children attending schools participating in the program. The State Director of School Lunch supervises the entire program and is responsible locally to the Commissioner of Education and at the federal level to the Child Nutrition and Food Distribution program. Each district is supervised by a District Director who is directly responsible to the State Director.
All meals served by the Division must meet the U.S.D.A. requirement for Type "A" meals, i.e., to fulfill one-third of a child's daily nutritional requirements. Despite inflation, shortage of all commodities, lack of sufficient warehouse and storage space, understaffed' kitchen personnel, and the inability of local purveyors to deliver commodities on time, Type "A" meals were served throughout the school year.
All public schools in the Virgin Islands automatically participate in the school lunch program. Non-public schools must apply and meet all requirements of the U.S.D.A. and the Department of Education in order to join the program.
Seven non-public schools came into the program during Fiscal Year 1975. This was directly related to efforts of the local school lunch administrators to comply with U.S.D.A. directives to bring more non-public schools into the local program. Other nonpublic schools are on the waiting list and would have already joined the program if their plant facilities^ had been adequate. These schools will join the program as soon as U.S.D.A.-approved equipment, purchased with nonfood assistance monies, is installed. These funds are restricted and can be used only for nonprogram schools. A major goal of the School Lunch Division is to bring all schools in the islands into the program.
The School Lunch Division began serving two additional agencies during the year. They are the Elderly Program (Title VII) and the Institutional program, formerly under the Department of Social Welfare. In addition, an agreement was signed to add Headstart as of July 1, 1975.
During Fiscal Year 1975, it was the School Lunch Division's aim to have more schools join the much-needed breakfast program as well as the lunch program. Due to needed classroom space (lunch areas are used for other school activities), shortage of local and federal commodities, and limited kitchen personnel, the breakfast program did not reach the hoped-for level of breakfast participation.
Below is a comparison of the number of meals served in Fiscal Yea3S 1975 and 1974. .
Fiscal Year 1974 Breakfasts and Lunches
St. Thomas/St. John
Breakfast: 99,765 meals Lunch: 1,850,099 meals
23,314 meals 1,773,376 meals
Fiscal Year 1975 Breakfasts and Lunches
St. Thomas/St. John
Breakfast: 97,236 meals Lunch: 1,792,519 meals
96,678 meals 1,737,834 meals
The slight drop in the number of lunches served in both districts is directly attributable to the number of days (eight on St. Thomas and four on St. Croix) which all schools were closed due to heavy rains and floods in late 1974. The loss of these days more than compensated for the rise in enrollment in both districts.
Every effort to improve meal service continued throughout the school year with on-the-job training of kitchen personnel; improvement of kitchen and cafeteria equipment; promotion of outstanding employees; and through efforts to acquire more federal funds and U.S.D.A. commodities.
A new central warehouse on St. Thomas is under consideration and hopefully will be completed and ready for occupancy during the next fiscal year. Upon the completion of the St. Thomas warehouse, immediate plans need to be made to build a central warehouse on St. Croix.
Future goals of the program include working towards the inclusion of nutrition education in Department curriculum; supporting stronger community relations and public information programs through use of special events and media releases; and working with the College of the Virgin Islands to implement summer and night courses for school lunch personnel.
Major Problems and Recommendations
A lack of sufficient personnel continues to hamper the Division. Administrative reviews which are required by the federal government
have not been submitted for two years because neither district has had personnel to write them. Needed personnel include dietitians and food supervisors. The St. Thomas/St. John District anticipates a dietitian and supervisor joining the program in the 1976 fiscal year, and St. Croix will hire a dietitian during the year.
Absenteeism among school lunch personnel is causing difficulties and needs to be brought under control. The State Director recommends that he be given the authority to suspend employees who habitually continue to be absent, late for work, leave their post without approval, or refuse to cooperate. School lunch administra tors also are seeking the right to pass final approval on all employees hired for the program.
The Division recommends that the State Director be allowed to travel more freely to the mainland in order to meet with other state directors; to keep abreast of all relative federal legislation; to determine the stands being taken by the National Association of State Agencies for Food Distribution and the American School Food Service Association in regards to school lunch prob- lems; and to compare and seek solutions to problems being encountered by the program in the Virgin Islands. Travel has been severely restricted for the program during the past year.
In the past years, federal commodities were ordered several months in advance so that they would be received on or before the beginning of the school year. However, new procedures preclude* the School Lunch Division from placing federal requisitions until notification is received from the U.S.D.A. regional office as to the availability of commodities. The new procedures are presenting problems in that shipments are received too late for the opening of school, thus hampering advanced planning of menus and local ordering. Fortunately, due to the late arrival of both local and federal commodities at the end of Fiscal Year 1975, there will be sufficient commodities on hand to begin Fiscal Year 1976. The Division, in the mean time, is attempting to convince federal officials that the present commodity requisition procdures are unsatisfactory.
DIVISION OF SCHOOL PLANT FACILITIES
The School Plant Facilities Office was established to strengthen the Office of the Commissioner of Education by providing technical advice and educational planning for new school facilities and improvements to existing facilities, both short-term and long-range. Plans and recommendations are coordinated with other government agencies such as: the U.S. Department of Housing and Urban Development; V. I. Departments of Public Works, Conservation and Cultural Affairs, and Agriculture; Environmental Sanitation; and the V. I. Planning Board.
Since 1967 when the office was established, growth of the student population in Virgin Islands schools has been phenomenal, more than doubling from 11,507 students to about 23,700 in mid 1975. To meet this unprecedented increase and its concomitant space requirements, several solutions have been tried, including: construction of additions to existing facilities; construction of new schools; purchase of classroom trailers; purchase of classroom-sized, relocatable, pre-engineered buildings; and rental of private property.
In July of 1974, the Commissioner of Education announced the appointment of a Planning and Architectural Consultant to the School Plant Facilities Office. The Architectural Consultant was assigned the responsibility of developing short- and long-range comprehensive educational plans for the School Plant Facilities Office. Because additional manpower and funds were available to the office during F.Y. 1975, many new projects have been initiated. By order of the Governor, the office has maintained close coordination of Department of Education projects under construction by the Public Works Department during the year.
In initiating long-range physical development, the following elements were introduced in the Department:: an architectural planning library; a survey and analysis of existing school plant facilities; and a set of construction standards for new buildings.
The School Plant Facilities Office was involved with coordination of the following projects during F.Y. 1975:
1. Conversion of the school lunch warehouse at Charlotte Amalie High School-into four classrooms to accommodate the Jefferson School Annex.
2. Supervision of the laying of grass sod for the football field and repairs to the quarter-mile track at C.A.H.S.
3. Construction of an 18-classroom addition to C.A.H.S.
4. Purchase of a pre-engineered structure for construction of a new school lunch warehouse in the Subbase area of St. Thomas.
5. Preparation of programs and drawings for reconstruction of a classroom building at the Elena Christian Junior High School in St. Croix.
6. Construction of the 16-classroom addition and administration building at the Eulalie Rivera Elementary School in St. Croix.
7. Preparation of a program enabling architects to design a master plan for two schools with a joint recreation area to be located at a site in Estate Bovoni on St. Thomas.
8. Participation in selection of architectural firms to make master plans for the Bovoni schools on St. Thomas and a school in Stoney Ground on St. Croix.
9. Preparation of documents needed to recommend purchase of an in-town site for an elementary school on St. Thomas.
10. Construction of the Vocational Education Skill Center behind the Lockhart Elementary School on St. Thomas.
11. Preparation of working drawings for reconstruction of the burned out Jefferson School on St. Thomas. (Other improvements and renovations were also included.)
12. Work on revised plans for the recreation area at Eudora Kean High School
13. Work on plans for renovations to the Julius Sprauve School on St. John.
14. Continuous work on major repairs to leaking roofs at several schools which are mostly due to faulty design.
15. Supervision of repairs to chain link fences and gates at most schools on St. Thomas and St. John.
16. Annual preparation of capital budget request for the Commissioner of Education.
17. Relief and repair to public and non-public schools and other facilities belonging to the Department of Education in the aftermath of floods which caused damage in late 1974. This office was responsible for coordinating relief and reimbursement efforts' with the federal government.
Some of the many problems confronting the School Plant Facilities Office are:
1. The absence of funds to prepare plans for anticipated projects prior to their funding.
2. The need for additional personnel such as draftsmen and construction inspectors to carry out the stated goals of the office.
Insufficient information on vandalism due to failure of individual schools to file reports.
4. Insufficient maintenance workers to provide adequate preventative maintenance for the public school system, especially the newly constructed schools. (It should be noted that public school buildings and grounds in the Virgin Islands are conservatively valued at $70,000,000.)
5. An insufficient capital budget to carry out minimal construction projects which are based on short-term needs.
6. The absence of a planning committee to cooperate with the School Plant Facilities Office in reviewing proposals for improvement to existing facilities and documenting the need for new facilities and their locations.
The School Plant Facilities Office recommends the following solutions to problems confronting the office in carrying out its responsibilities:
1. Funds totalling $50,000 should be budgeted for preparation of preliminary plans for projects under construction, and $10,000 should be budgeted for regular and technical office equipment for this office.
2. Additional technical personnel, including draftsmen and construction inspectors, should be hired. (It has been obvious since the establishment of this office that insufficient numbers of technical personnel must limit both quantity and quality of its work.)
3. Vandalism reports should be sent to the School Plant Facilities Office regularly by every public school in the islands.
4. Maintenance personnel should be stationed at the larger schools to provide preventative maintenance and thereby reduce the cost of general repairs to equipment and buildings. Also, maintenance contracts for air conditioning and inter-communji-cations systems and sewage treatment plants should be entered into by the Department of Education to ensure the protection of the equipment in all facilities and to provide the best service possible.
5. The capital budget request should be studied carefully to further evaluate short- and long-term needs and with the intent to recommend possible new sources of funding.
6. Education Planning Committees for both districts should be established and functioning in time to affect the F.Y. 1977 budget request.
7. The plan submitted to Government House in 1973-74 for the
reorganization of the headquarters office complex should be revised and reviewed with the intent of resubmission for consideration to the Governor.
8. The School Plant Facilities Office should have at least one representative, with clerical help, located on the island
of St. Croix to perform some of the duties and responsibilities of the office on that island.
9. Urgently needed office space for this Division should also
be provided. (A minimum of 700 square feet of space, includ-: ing two offices, a large drafting/secretary/storage area, and a small conference room, should be sufficient to meet, existing physical needs.)
DIVISION OF SPECIAL EDUCATION
The Division of Special Education of the Department of Education has responsibility for Implementing, expanding and coordinating educational, training and other services for handicapped chil^ dren. The goals of the Division are to help the handicapped child achieve a realistic degree of life adjustment; to minimize the child's limitations; and to enhance his capacities for greatest personal happiness and service to the community. Special Education is primarily an adjustment and modification of the materials and techniques of instruction to meet the needs of the exceptional child.
The fundamental needs of the exceptional child are the same as those of all children, and for this reason the basic programs are the same. Education for the exceptional child has a developmental function; this involves every phase of development physical, mental, emotional and social. Programs in health education, exercise and nutrition go beyond traditional bounds. Development in emotional balance and in social maturity and adjustment must come largely through providing a wide range of experience adapted to meet the needs of each child.
The Division also has a diagnostic function. Complete diagnosis through reliable means is needed to discover individual needs, capacities and limitations. Diagnosis is as essential in education as in medicine.
After discovering the child's needs or capacities, the Division and all schools share the joint responsibility for developing this capacity and correcting academic disabilities, faulty learning habits, emotional imbalances and social maladjustments.
Developing the fundamental skills involved in reading, writing, spelling and arithmetic acquires broader implications as its relationship for the life situation of the handicapped child is recognized. This embodies the training which enables one to live a productive life as well as to earn a living.
F.Y. 1975 Operations
The Division .implemented a new full-time educational diagnostic center (EDC) on St. Croix in addition to the one already operating on St. Thomas. Major accomplishments of both EDC's included the re-evaluation of 200 students in St. Croix and 280 students in St. Thomas/St. John. In addition the St. Croix EDC conducted a teacher training workshop on special education teaching systems for the handicapped child, while on St. Thomas/St. John the EDC conducted four teacher training workshops on behavioral management and reading techniques.
The Division implemented new classes for the profoundly retarded and the deaf-blind on St. Croix. In addition, the Division provided, with federal funds, educational equipment for all educationally handicapped classes. Included were television sets, record players, and overhead projectors.
The Division also implemented summer work programs in a cooperative effort with the Commission on Youth. The project was successful enough to warrant expansion for next summer.
The Division's administrative personnel wrote and received approval for all federal ESEA Title VI grants for the handicapped, resulting in an increase in appropriations of $114,000. New buses for the handicapped were purchased by the Division, including a 10-passenger vehicle with electric lift and a 27-passenger bus on St. Croix, and an 11-passenger van on St. Thomas.
In an on-going effort to keep abreast of new methods and accomplishments in the field of social education, administrators attended several stateside conferences and workshops. The Division also initiated weekly in-service training meetings for the teaching staff. The Division provided 22 summer and full-year scholarship grants to enable teachers to update their certification and/or receive certification in various areas of educating the handicapped.
Special Education teacher communicates with deaf student by "signing" with hand language
The Division recommends that its full educational service plan be utilized, thereby doubling program offerings by increasing supervisory, teaching and ancillary staff and implementing a resource-room educational concept for the educationally handicapped. The required increase over F.Y. 1975 appropriations would be $638,773. Utilization of this plan would not cost twice the existing expenditures. The plan would increase the budget to $1,887,972 rather than doubling the existing appropriation of $1,247,199.
The Division recommends that authorized appropriations be honored as closely as possible by the Budget Director's Office. Federal monies available under the administrative components should be utilized to employ and/or support the employment of budgetary personnel who are available for full-time service to all federally supported programs.
The Division also recommends that in-service training programs be provided for administrators in the Department of Education to update their knowledge of new state plans and due process laws related to handicapped children and their parents.
Major problems confronting the Division of Special Education include:
1. Insufficient supervisory, teaching and ancillary staff due to financial cutbacks.
2. Insufficient operating budget caused by financial cutbacks.
3. Insufficient equipment due to financial cutbacks.
4. Lack of receipt of authorized financial appropriations because funds were held back by the Department of Finance.
5. No budgetary personnel in the Department of Education to specifically handle federal grants.
6. Spotty and incomplete knowledge of the goals and management of federal programs applicable to Virgin Islands handicapped children.
DIVISION OF VOCATIONAL AND TECHNICAL EDUCATION
Vocational Education is the part of education which deals with preparation for careers in the world of work. Vocational education helps to give a definite purpose and meaning to education by relating training to specific occupational goals. It develops abilities, understandings, attitudes, work habits, and appreciations which contribute to a satisfactory and productive life. It is a part of a well-rounded program of studies which provides for developing workers who are competent economically, socially, emotionally, physically, and intellectually. It cuts across all levels of education, extending from the elementary school through secondary, post-secondary, adult, and continuing education.
The Vocational Education Amendments of 1968 (P. L. 90-596) give support and direction to vocational education in the United States so that persons of all ages in all communities will have ready access to vocational training which is realistic in the light of actual or anticipated opportunities for gainful employment and is suited to their needs, interests, and ability to benefit from the training.
Vocational and technical education, though not a panacea to all the problems that plague the Virgin Islands, must play a major role in the preparation of the people with marketable skills in order to build a viable indigenous labor force.
Below is a list of vocational education courses offered at the various levels during 1974-75. ,
Home Economics Industrial Arts Career Awareness
SECONDARY LEVEL Pre-Vocational Programs
Agriculture Arts and Crafts Business Education Electricity Graphic Arts Home Economics Useful Mechanical Drawing Metal Work Plastics Power
Practical Mechanics Woodworking
Trade & Industry Education Programs
Auto Body Repair Auto Mechanics
Building Construction Carpentry Cosmetology Electricity Hotel Training Masonry
Plumbing and Pipefitting
POST SECONDARY LEVEL ADULT EDUCATION LEVEL
Hotel Management CVI Air Conditioning and Refrigeration
Auto Mechanics Clerk Typist General Office Clerk Practical Nursing Stenographic-Secretarial Welding
Vocational & Occupational Programs Agriculture
Business and Office Education
Bookkeeping and Accounting General Clerical Stenographic-Secretarial
Distributive Education Health Occupations Home Economics Occupational
Child Care Clothing and Textile Foods and Nutrition Home Management
Technical Education Programs
Air Conditioning and Refrigeration
The following charts delineate the enrollment and graduates in the various vocational and technical education programs.
Vocational Education Table I
Enrollment in Different Programs From 1970-71 to 1974-75
Program 1970-71 1971-75 1972-73 1973-74 1974-75
Agriculture/Horticulture 83 78 49 59 87
Airconditioning & Refrigeration 36 61
Auto Body & Fender Repair 29 26 23 20 21
Automotive Trades 73 86 68 129 114
Building Construction Carpentry 45 52 65 62 74
Business & Office Occupations 428 508 505 548 568
Cosmetology 54 54 43 47 63
Electricity 56 82 74 92 90
Electronics 50 70 95 101 98
Health Occupations 70
Home Economics Education 683 984 983 855
Hotel Training 9 18 33 23 38
Industrial Technology 7 18 18 17
Masonry & Tile Setting 21 20 17 10 32
Plumbing and Pipefitting 94
Special Program General Mechanics 21
TOTAL 848 1,684 1,974 2,128 2,303*
*In addition, there were 135 persons enrolled in adult programs in 1974-75. These included 20 students each in air conditioning and refrigeration; automotive technology; clerk typist; practical nursing; and stenographic/secretarial programs, and 15 in various other occupational programs.
Vocational Education Table II
Programs Administered, Enrollment (9-12), Number of Graduates for 1974-75 School Year
Program Areas Enrollment
1. Agriculture/Horticulture I 71
Agriculture/ Horticulture II & III 16
Business & Office Education 568
1. Stenographic/Secretarial 196
2. Bookkeeping & Accounting 129
3. General Clerical 243
1. Hotel Training 38 Health Occupations
1. Cluster Program 70 Home Economics Education
1. Cluster Program 855
a. Interior Design
b. Clothing Services
c. Food Preparation
Trade & Industrial Education 488
1. Auto Body Repair 21
2. Automotive Trades 114
3. Building Construction Carpentry 74
4. Cosmetology 63
5. Electricity 90
6. Masonry and Tile Setting 32
7. Plumbing & Pipefitting 94
Technical Education 176
1. Air Conditioning & Refrigeration 61
2. Electronics 98
3. Industrial Technology 17
1. General Mechanics 21
Adult Programs 135
1. Air Conditioning & Refrigeration
2. Auto Mechanics
3. Clerk Typist
4. General Office Clerk
5. Practical Nursing
7. Various Occupations
20 20 20 20 20
The Division of Vocational and Technical Education has continued its efforts to administer and supervise pre-vocational pro- grams on the secondary level. Efforts are being made to articulate programs on the elementary and secondary levels. Opportunities are offered in industrial arts education, business and office education, and consumer and homemaking programs. It is expected that these "hands on" experiences will enhance student awareness about the industrial, business, and consumer environment, and the world of work.
Vocational Education Table III
Pre-Vocational Programs Administered and Respective Enrollment For the 1974-75 School Year
Program Areas Enrollment Industrial Arts
1. Mechanical Drawing 341
2. Electricity/Electronics & Power 317
3. Metals 322
4. Wood & Plastics 192
5. Arts and Crafts 832
Business and Office Education 102
Home Economics Useful 2,324
Needle Craft 90
Practical Mechanics 162
Grand Total 4,682
Several vocationally related youth organizations were active during the year. Vocational Industrial Clubs of America (VICA) groups were especially strong. The members from the two VICA chapters worked hard to develop leadership, citizenship and appreciation for the word "work." An initial meeting was held with students to form a Distributive Education Clubs of America (DECA) chapter.
Youth Clubs Membership Chartered Clubs
Future Homemakers of America (FHA) .'. 120 2
Future Business Leaders of America(FBLA) 60 2
Future Farmers of America (FFA) 110 1
Vocational Industrial Clubs
of America (VICA) 458 2
Total 748 7