STRENGTHENING PROJECT YEAf{-END REPORT...Page-1 STATE STRENGTHENING PROJECT FY 99 YEAR-END REPORT 01 OCTOBER 1998 through 30 SEPTEMBER 1999 Project Title: Pacific Partners: Addressing

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STATE STRENGTHENING PROJECT FY 99 YEAf{-END REPORT

01 OCTOBER 1998 th1mugh 30 SEPTEMBER 1999

p • T. I ~ roJect 1be:

P;2:df1c P';u-tners:

Addressing the Problem.s of (~bildren, ·Youth a~nd Fantilies tiving in At.··.I{isk Situations

"-• Throughout the l~acific Region

Ur"-h.rersil-v of Guam- Gl.H~n"':. College oi I\t1icro.nesh\- Yap 8t Kosrc~e Northc.!xn l\Iariana.s Coiiege ··Rota P a.hu Community CollP.!ge ·· Koror .Ame-rican Samoa CoJ:n:mrm.ity Collegt:: - Pago P;:o..go

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STATE STRENGTHENING PROJECT FY 99 YEAR-END REPORT

01 OCTOBER 1998 through 30 SEPTEMBER 1999

Project Title:

Pacific Partners:

Addressing the Problems of Children, Youth and Families Living in At-Risk Situations Throughout the Pacific Region

University of Guam- Guam College of Micronesia - Yap & Kosrae Northern Marianas College- Rota Palau Community College - Koror American Samoa Community College- Pago Pago

•••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••••

State/Terri tory: Project Director: Telephone: Facsimile: E-mail:

Guam, U.S.A. Theodore M. Iyechad ( 6 71) 735-2040 ( 6 71 )734-4448 tiyechad @uog9.uog.edu

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Dr. Nayda Torres Liaison Officer University of Florida P.O. Box 110310 Deinesville, FL 32611

Dear Dr. Torres:

UNIVERSITY OF GuAM UNIBETSEDAT GUAHAN

COLLEGE OF AGRICULTURE AND LIFE SCIENCES UOG Station, Mangilao, Guam 96923

Telephone: (671) 735-2000/1 • Fax: (671) 734-6842 • E-mail: [email protected]

Office of the Dean and Director

October 28,1999

Enclosed is the State Strengthening Project FY 99 Year End Report. The report has been sent electronically as well.

The report is a reflection of true collaborative building with increased resources to improve "island-wide" capacity to support community based programs for children, youth and families at risk.

Due to an increase in documentation received from among the Pacific Partners, the report is comprehensive and more accurately portrait the program activities within the region.

Should there be any questions, please contact Ted Iyechad via e-mail at: [email protected]

cc: Associate Dean, CES CYF AR Project Director "<!l¥F:A'R!,Project·Evaluator CYFAR Project Collaborators

w~,4c+ti5. ~FF D.T. BARCINAS, Ph.D.

A LAND GRANT INsTITUTioN AccREDITED BY THE WESTERN AssociATION oF SrnooLS AND CoLLEGES

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Table of Contents

Accumulative Account Pacific Partn.ers' STST Project Overview .................................................................................... 3

illustration: Geographic Outlay of Pacific Partn.ers ..................................................... 3 Chart: Five Year Synopsis of Involvement.. ................................................................. 5

Project Objectives & Target Populations ................................................................................... 6 Chart: Participant Profile by Participants, Education and Site .................................... 7 Chart: Description of Participants by Site, Ethnicity and Life Skill Area .................... 8

Description of Community Projects ........................................................................................... 9 Chart: Five Year Synopsis of Involvement by Year, Topic and Site ....................... 12

Outcomes for Region-wide Organizational Capacity ............................................................ 13 Outcomes for Children, Youth, Parents/Families and Communities ................................ 13 Resources for Sustainability: Collaboration, Volunteers & Finances .................................. 15

Chart: Number of Volunteers/Parents & Participants by Site ................................ 16 Guam's STST Project Sta££ .......................................................................................................... 17

Pacific Partners' STST Project Narrative Report: Snapshot of Progress ......................... 18 Vision Statement & Strategic Plan ................................................................................ 18 Extension Staff Trained, Supported & Rewarded ....................................................... 19 Extension Recognized as a Critical Resources in Research & Education ................ 19 Extension Programs and Staff Reflect Diversity, Inclusion & Pluralism ................. 19 University Departments Collaborate in Programming for CYF AR ....................... 20 Community ... Collaborate to Strengthen Program Delivery & Policy .................. 20 Organizational Survey .................................................................................................... 20

Description of Resourc~s & Technical Assistance Received .................................................. 21 Technical Assistance Provided by Guam's Team to the Pacific Partners ............................ 21

Chart: 1999 Schedule to Visit Pacific Region CYFAR Sites ........................................ 22 Current Status of CSREES Funded YAR Projects in Guam .................................................. 24 Effects of Internet Connections in STST Community Projects ............................................. 24 Significant Problems Encountered During Implementation ................................................ 25 Significant Changes in the Project Plan .................................................................................... 25

Project Reports of Pacific Partners & Five-Year Synopsis of Involvement Charts Per Site

Guam's Report ................................................................................................................. 26 American Samoa's Report ............................................................................................. 35 Federated States of Micronesia, Yap's Report.. ......................................................... .46 Federated States of Micronesia, Kosrae's Report ....................................................... Sl Commonwealth of Northern Mariana Islands, Rota's Report.. .............................. SS Republic of Palau's Report ............................................................................................. 59

Appendices Appendix A- Acknowledgement of Evaluation Framework Receipt.. .............................. 61 Appendix B - Agendas from Site Visits, Trainings & Conference ........................................ 62 Appendix C - Pacific Partners' Evaluation Form .................................................................... 63 Appendix D- Pacific Partners' Web Site illustrations ............................................................ 64

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STATE STRENGTHENING PROJECT OVERVIEW

GUAM & THE PACIFIC PARTNERS: Addressing Problems of Children, Youth, and

Families-at-Risk in the Pacific Region

Unlike other State Strengthening grant awardees, the situation in the Pacific presents uncommon qualities. The project lead is coordinated by Guam, a U.S. unincorporated territory. In place of the more common county lines that divide a state, the situation in the Pacific reflects a division dictated by the sea. Thus, instead of collaborating counties, we have collaborating island nations that include the Republic of Palau, the Commonwealth of the Northern Mariana Islands, the Federated States of Micronesia (Yap state and Kosrae state), as well as the United States' territories of American Samoa and Guam. Refer to the illustration below for detail.

.. ..

WESTERN PACIFIC and MICRONESIA

Figure 28. Airport Routes and Micronesian Distances (with U.S. overlay)

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The project represents an effort of partnering land grant institutions in addressing the needs of at-risk children, youth and families residing in the Pacific region. These include representation from the following land grant institutions: American Samoa Community College, College of Micronesia in Kosrae, College of Micronesia in Yap, Northern Mariana's College in Rota, and Palau Community College.

Of the original nine partners collaborating during the first and second years of operations, there remain six. The original nine was reduced to eight during the third year of operation (losing Chuuk and Pohnpei while gaining Kosrae) and six during the fourth year (losing Majuro and Saipan). We anticipate five partners during the fifth and final year (losing Palau). The chart titled, Pacific Partners' Five Year Synopsis of Involvement. is found on the succeeding page and outlines the participants.

In an effort to promote regional collaboration, extensive marshalling of resources through networking, and community based self-help initiatives, three skill areas initially proposed. These are listed below in numbers 1 through 3. Item 4, Cross-cultural preservation emerged during Year Three as a significant program element. Furthermore, secondary initiatiaves became evident during the course of program evaluation in the region. These are numbered 5 through 10.

Primary Self-Help Skill Areas:

Secondary Self-Help Skill Areas:

[1] Computer Literacy;

[2] School & Reading Readiness;

[3] Sustainable Agri(Aqua)culture;

[4] Cross-cultural Awareness and Preservation;

[5] Nutrition and health;

[6] Athletics;

[7] Recycling;

[8] Landscaping and Beautification;

[9] Citizenship and Leadership; and

[10] Marine Science.

The report is formatted to provide a synthesized version of the project's activities and accomplishments. Thus, the first half of the report combines the efforts of all Pacific partners. The second half of the document contains individual reports from each of the partners. The table of contents should be used to quickly reference the location of specific areas, as well as the location of various charts and illustrations. A number of appendices have also been included to further substantiate the claims made in this report.

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PACIFIC PARTNERS' FIVE YEAR SYNPOSIS OF INVOLVEMENT

History of Participation in CYFAR Project by Year Pacific

Partners Year One Year Two Year Three Year Four Year Five Involvemen 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000

t

American X X X X X

Samoa

Chuuk,FSM X X

Guam, Trust Territory X X X X X

Kosrae, X X X

FSM :

Majuro, Marshall lsi. X X X

Pohnpei, X X

FSM

Republic of Palau X X X X

Rota, X X X X X

CNMI

Yap, X X X X X

FSM

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PROJECT OBJECTIVES & TARGET POPULATIONS:

Per Guam's FY 99 STST Renewal application, our objectives included:

1. To provide home based childrcare givers with information and approaches needed to better prepare children for entry into elementary school.

2. At-risk youth living in twelve targeted villages within the region will participate in tailored out-of-school educational enrichment activities designed to enhance and reinforce school based learning utilizing computer based Instruction linked to available internet resources on respective islands and beyond.

3. A series of model demonstration sites will be established on Guam and throughout the region to promote (ornamental) fresh water fish production and marketing to provide supplemental income for limited resource families.

4. To provide local residents with an opportunity to develop self-confidence and coping skills needed to effectively address the negative impact of rapid technological and cultural change in ways that maintain stable community environments in which people can retain some sense of their cultural heritage while at the same time capitalizing on beneficial technological innovations. '-

The audience served includes residents of each of the Pacific partners; namely, the Incorporated Territory of Guam, the Commonwealth of the Northern Mariana Islands, Republic of Palau, the Federated States of Micronesia (states of Yap and Kosrae), and American Samoa. Note that each of .the Pacific partners has implemented projects according to their specific needs and resources. These have been outlined in the latter portion of this report, both the text and charts detail their respective program accomplishments.

A chart titled, Pacific Partners Participant Profile by Number. Site and Education LeveL lists the project patrons according to their education level has been included in the following page. Note that there was a combined total of 7,865 recipients who represent the following categories respectively, elementary (n=3,759), middle school (n=l,316), high school (n=l,286), graduates/high school and adults (n=857), and pre-school (n=647).

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Pacific Partners' Participants' Profile By Number of Participants, Site and Education Level

EDUCATION LEVEL OF PARTIOPANTS

Pacific Partners' Pre- Elemen- Middle High Other- Number Participant School tary School School HSGrad of Profiles Level School Level Level College Parti-by Site Level Student, cipants

Drop Out Guam- 71-CS UOG Extension 56 168 -0- 17 330- 642 Village Center Adults Guam-Merizo Village 15 1,458 169 419 295 2,356 Site Parents Guam-Sanctuary, Inc. -0- 44 170 178 42 434 [CmtyDev&

Pre-School ] S7m -0- -0- -0- -0- 576

American Samoa -0- 1,066 150 482 -0- 1,698 Community College Kosrae College of -0- -0- 602 -0- 84 686 Micronesia Yap College of -0- 733** -0- -0- -0- 733 Micronesia Rota N. Mariana's -0- 290 225 190 35 740 College Palau Community -0-* -0-* -0-* -0-* -0-* -()..*

College

Sub-totals: 647 3,759 1,316 1,286 857 7,865 *No Data ProVIded for Report **Yap's education system incorporates grades K thru 8

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Description of Participants by Site, Ethnicity and Life Skill Area

Ethnicity of Participants:

LIFE SKILL PACIFIC ISLANDER WHITE BLACK TOTAL AREAS I ASIAN

Electronic Guam ............................. 1,978 Connectivity Am Samoa ....................... 250

& Kosrae .............................. 274 Computer Yap ..................................... 42 Literacy Rota .................................. 560

Palau* .................................. o 127 21 3,252

n=3,104

Agriculture & Guam ........................... 1,028 Aquaculture Am Samoa ..................... 353

Kosrae ............................ 412 (Recycling, Yap .................................. 540

Landscaping, Rota ................................. 100 Beautification)

. n=2,433 66 12 2,511

School and Guam .............................. 591 Reading Am Samoa ..................... 650

Readiness -0- -0- 1,241 n= 1,241

Cross- Guam .............................. 112 Cultural Am Samoa ..................... 445

Preservation Rota .................................. 80 -0- -0- 637

n=637

Secondary Guam ............................... 73 Life Skills Yap ................................. 151 Combined -0- -0- 224

n=224

Sub-totals: 7,639 193 33 N=7,865 *No report received from site.

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Pacific Partners' Participants' Profile By Number of Participants, Site and Education Level

EDUCATION LEVEL OF PARTIOPANTS

Pacific Partners' Pre- Elemen- Middle High Other- Number Participant School tary School School HSGrad of Profiles Level School Level ·Level College Parti-by Site Level Student, cipants

Drop Out Guam- 71-CS UOG Extension 56 168 -0- 17 330- 642 Village Center Adults Guam-Merizo Village 15 1,458 169 419 295 2,356 Site Parents Guam-Sanctuary, Inc. -0- 44 170 178 42 434 [CmtyDev&

Pre-School ] 576 -0- -0- -0- -0- 576

American Samoa -0- 1,066 150 482 -0- 1,698 Community College Kosrae College of -0- -0- 602 -0- 84 686 Micronesia Yap College of -0- 733** -0- -0- -0- 733 Micronesia Rota N. Mariana's -0- 290 225 190 35 740 College Palau Community -0-* -0-* -0-* -0-* -0-* -o-* College

Sub-totals: 647 3,759 1,316 1,286 857 7,865 *No Data ProVIded for Report **Yap's education system mcorporates grades K thru 8

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Description of Participants by Site, Ethnicity and Life Skill Area

Ethnicity of Participants:

LIFE SKILL PACIFIC ISLANDER WHITE BLACK TOTAL AREAS I ASIAN

Electronic Guam ............................. 1,978 Connectivity Am Samoa ....................... 250

& Kosrae .............................. 274 Computer Yap ..................................... 42 Literacy Rota .................................. 560

Palau* .................................. O 127 21 3,252

n=3,104

Agriculture & Guam ........................... 1,028 Aquaculture Am Samoa ..................... 353

Kosrae ............................ 412 (Recycling, Yap .................................. 540

Landscaping, Rota ................................. 100 Beautification)

: n=2,433 66 12 2,511

School and Guam .............................. 591 Reading Am Samoa ..................... 650

Readiness -0- -0- 1,241 n= 1,241

Cross- Guam .............................. 112 Cultural Am Samoa ..................... 445

Preservation Rota .................................. 80 -0- -0- 637

n=637

Secondary Guam ............................... 73 Life Skills Yap ................................. 151 Combined -0- -0- 224

n=224

Sub-totals: 7,639 193 33 N=7,865 *No report received from site.

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DESCRIPTION OF COMMUNITY PROJECTS:

The following highlights reflect the four primary and six secondary initiatives addressed during the project year. The chart titled, Five Year Involvement in CYFAR Pacific Partnership by Year. Topic and Site, found on page nine clearly outlines which site areas were involved in specific inititiatives over the past four years. The chart also includes a projection of program involvement for year five of the grant. Based on the accomplishments of each collaborating partner, it appears that program activities will be sustained.

[1] Computer Literacy

•The continuity of electronic connectivity (computer technology) remains critical in providing information to assist youth, and their parents with access to information for research and data searches. The technology has also assisted participants with educational and professional development.

•Gaining familiarity with computer technology continues to benefit participants by increasing their comprehension and use of the English language, both oral and written comprehension. Note that many participants have a primary language other than English. Each ethnic group within the Pacific region has their own specific language and in some areas there are several dialects used in communication.

[2] School & Reading Readiness

• The use of parent groups has proven to be more successful than the receipt of practical learning kits. As noted earlier, due to the multi-lingual population, there was complications associated with translation of the text. Furthermore, since many of the participants are from cultures practicing oral traditions, reading remains a major challenge. Therefore, the intial intent of distributing practical kits to home-based child care givers was found to be less utilized.

•This particular self-help initiative has a modified interpretation with regard to the grant. In addition to the obvious assistance to pre-school youngsters, this initiative also includes assistance given to middle school youth who need to master the English language in order to complete high school. It has also been used to justifiy program activity for high school youth who are planning and preparing to pursue a college education. Usually applied to high school graduates and drop outs, this initiative has also been used to justify a person's return to an educational or vocational program.

[3] Sustainable Agri/Aquaculture

•The reintroduction of indigenous food stuff continues to be a practice. Furthermore, participants were involved in agriculture related activities at multiple levels; specifically at community demonstration sites, home garden sites, and school garden sites.

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[3] Sustainable Agri/Aquaculture (continued)

Sustainable agriculture remains a significant factor in the project because it fosters protection of our natural resources and environment, as well as providing us "With a food source.

•The cultivation of consumable fish for consumption (and ornamental fish for marketing) by way of aquaculture, has also been implemented. An additional benefit to this activity is the waste products of fishes in the aquatanks are in turn used to fertilize the soil in the gardens.

• In addition to aquaculture, aquaponics - a combination of aquaculture and hydroponics, is gaining popularity in the field. Some are interested in it from a science learning perspective while others are interested in its business application.

[4] Cross-cultural Awareness and Preservation

• A commonality among the various project activity sites is the effort to preserve the indigenous culture. This effort is incorporated in the implementation of project activities and does not stand seperate as an issue.

•This initiative surfaced as a substantive area during the course of program review. We did not begin the project with this initiative identified as such. It has, however, fostered the level of pride in one's heritage while affording project participants to perpetuate indigenous practices (and knowledge) in the face of the new millenium.

•Cultural promotion to draw tourism is used to sustain economic development in the region because tourism is a major source of revenue.

[5] Nutrition and Health

•Several partners have combined the activities around sustainable agriculture (and aquaculture) with proper nutrition, to further promote good health.

[6] Athletics

•One partner combined the activities around proper nutrition for good health "With athletics, to further promote healthy life style choices.

[7] Recycling

•Some partners have combined the activities around sustainable agriculture (and aquaculture), with recycling to promote reuse of discarded items into useful products.

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[8] Landscaping and Beautification

•Some partners have combined the activities around sustainable agriculture, aquaculture, and recycling, with landscaping and beautification to maximize use of resources.

[9] Citizenship and Leadership

•One partner combined the activities around computer literacy and citizenship and leadersihp to further promote civic responsibility.

[10] Marine Science

•One partner combined the activities around computer literacy with marine science to foster a greater appreciation for their natural resources.

The six secondary initiatives are innovative and we project they will remain incorporated in program activites throughout the region because they foster marshalling of limited resources and collaborating of efforts to enhance and perpetuate indigenous life skills.

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FIVE YEAR INVOLVEMENT IN CYFAR PACIFIC PARTNERSHIP BY YEAR, TOPIC AND SITE

Self-Help Year One Year Two Year Three Year Four Year Five Initiatives 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000

Computer American American American American American

Literacy Samoa, Samoa, Samoa, Samoa, Samoa, Chuuk Chuuk Guam, Guam, Guam,

1st of 4 Guam, Guam, Kosrae, Kosrae, Kosrae, Majuro, Majuro, Palau, Palau, Rota, and

Primary Palau, Palau, Rota, and Rota, and Yap Initiatives Pohnpei Pohnpei Yap Yap

Rota &Yap Rota & Yap

Agriculture I American American American American American

Aqua cui ture Samoa, Samoa, Samoa, Samoa, Samoa, Guam, Guam, Guam, Guam, Guam,

2nd of 4 Majuro, Majuro, Kosrae, Kosrae, Kosrae, Palau, Palau, Palau, Palau, Rota, and

Primary Rota, Rota, Rota, and Rota, and Yap Initiatives Saipan and Saipan and Yap Yap

Yap Yap

Reading & American American American American American

School Samoa, Samoa, Samoa, Samoa, Samoa,

Readiness Guam, Guam, Guam, Guam, Guam, Majuro, Majuro, Palau and Kosrae, Kosrae, Palau, ~nd Palau, and Rota Palau, Rota, and

3rd of 4 Rota Rota Rota, and Yap Primary Yap

Initiatives

Cultural American American American American American

Preservation Samoa, Samoa, Samoa, Samoa, Samoa, Guam, Guam, Guam, Guam, Guam,

4th of 4 Majuro, Majuro, Kosrae, Kosrae, Kosrae, Palau, and Palau, and Palau, Palau, Rota, and

Primary Rota Rota Rota, and Rota, and Yap Initiatives Yap Yap

Nutrition American American

& Health Guam and Yap Kosrae and Samoa, Guam Samoa, Guam Yap Yap Kosrae & Yap Kosrae &Yap

Athletics Yap Yap Yap Yap Yap

Recycling Guam Guam Guam Am Samoa, Kosrae, Guam Guam&Yap and Yap

Landscaping & Am Samoa, Am Samoa,

Beautification Kosrae & Yap Kosrae &Yap

Citizenship/ Kosrae Kosrae Kosrae

Leadership Marine Science Palau Palau Palau Palau

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OUTCOMES FOR REGION-WIDE ORGANIZATIONAL CAPACITY

The theme developed to foster a common vision for this program is, The Pacific Family. This theme is carried throughout the various project activities. In addition to the activities and accomplishments previously noted, there is also a regional effort to strengthen linkages and maximize resources.

• All Pacific partners have internet capabilities. This had greatly enhanced each sites ability to access and transmit information, as well as to facilitate communication amongst partners.

• The creation of a world wide webpage is currently underway and will continue during the next funding period. As previously stated, this will serve as a depository of regional information. ·

• Furthermore, the process of collaborating as a Pacific group has strengthen our cultural ties amongst one another. Therefore, we anticipate an improved working relationship in the next funding cycle.

OUTCOMES FOR CHILDREN, YOUTH, PARENTS/FAMILIES & COMMUNITIES:

Children & Youth

• The involvement of children and youth in community projects has provided them with a positive and :instructional alternative to gang-related, or nonproductive, behavior.

•Children and youth have obtained knowledge and skills necessary to access computer technology, these youth are in turn teaching their parents about computer technology. In addition, a site currently opens after school hours in order that school aged children can complete their assignments.

•Children who participate in the program activities have a greater sense of self-esteem which has a positive impact on their interaction with peers and family.

Parents & Families

• There continues to be an increase in the amount of time family members spent together as a family. This has resulted from parental interest, and consequent participation, in activities that were originally designed for youth.

• There has also been an increase in the amount of time parents spending quality time interacting with their children. This has resulted from parental involvement and youth interest in the English language. This interest is attributed to the internet access provided to project participants, as well as to parenting groups. Furthermore, some project sites have created bilingual educational material. Such material will promote the English language without forfeiting the indigenous language and culture.

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Parents & Families (contined)

• Project participation has encouraged the participation of nuclear and extended family members. Due to the range of project activities, from backyard gardening to child development principles, there is a subject of interest for everyone.

Youth Service Providers & Communities

• In a continued effort to reach the greatest number of youth and facilitate a more effective use of resources, this project has necessitated the involvement of the public school system. In a collaborative effort, the children associated with respective school districts are afforded the additional resources of computers and the instruction on computer use that is provide by project staff.

•Students continue to be taught the practical applications of math and science within the setting of a garden. Some of these gardens are located within the school grounds and serve as 'outdoor' laboratories for students, others are located beside the village's community center. Still others use the ocean as the learning laboratory for students, this is done via the cataloguing and documentation of various marine life.

• In a similar fashion, many of the Pacific partners have participants whose primary language is a language other than English. The use of computers has afforded them with an additional opportunity to learn English and reinforce the English instruction they receive in the classroom.

• The community-based approach embraced by this project has necessitated collaboration with various government agencies in addition to that of education noted above (such as youth services, village leaders (elected/ indigenous), public health, and social services). Collaboration with other community groups has also materialized, such as networking with non-profit organizations who address the needs of troubled youth (e.g., Sanctuary, Inc.) and other such volunteer organizations (e.g., Peace Corps and religious organizations).

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RESOURCES FOR SUSTAINABILITY: COLLABORATION, VOLUNTEERS & FINANCES

SUSTAINABILITY:

A continuous effort to address the issue of sustainability is a major component of the project. We continue to collaborate within our Pacific partnership, and in turn each partner continues to collaborate with their respective constituents. The regional partners have successfully built collaborative partnerships within their respective local governments and island communities. Overall, project sites are successfully implementing their projects. The site descriptions, their accomplish-ments and problem areas are contained in the individual site narratives in the latter half of this document.

COLLABORATIONS:

Descriptions of the various collaborative efforts of each specific Pacific partner is detailed in the latter portion of this report outlining specific program activity. What follows is a list of collaborators who are engaged with each of the Pacific partners.

Collaboration Partners for Pacific Partners - Guam

Department of Education Dept. of Public Health & Social Services Dept. of Mental Health & Substance Abuse Guam Housing & Urban Renewal Authority

I

Collaboration Partners for Pacific Partners - Rota

Mayors' Council Village Council Chamber of Commerce Division of Youth Services

Collaboration Partners for Pacific Partners - Palau

Private School System

Collaboration Partners for Pacific Partners - Kosrae

Department of Education Department of Health Services Women's Affairs Division Youth Affairs Division

Collaboration Partners for Pacific Partners - Yap

Sanctuary, Incorporated Mayors' Council Recycling Association of Guam

AARP, Guam Chapter

Women's Affairs Office Department of Education Private School System Karidat, Inc.

Department of Education

Cultural Affairs Office Municipal Councils Local Boys & Girls Clubs

Department of Education Department of Agriculture Division of Youth Affairs

Municipal Councils Yap Hospital Local Boys & Girls Oubs

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Collaboration Partners for Pacific Partners - American Samoa

DeparhnentofEducation Private School System Early Childhood Center AmeriCorps Program Child Abuse Am. Samao Emergency Medical Services Dept of Marine & Wildlife Res. Dept. of Agriculture Dept. of Human Resources Ofc of Protection Advocacy for Disabled Dept. of Human and Social Services

Dept of Youth & Women's Affairs Dept. of Public Safety Drug-Free Program Le Tausai - Environmental Grp Environmental Protection Agency Ofc of Historical Preservation U.S. Peace Corps Farmers' Cooperative

Local Businesses Local Religious Organizations Local Artists

VOLUNTEER I PARENT & PARTICIPANT INFORMATION

Last year, 1997 to 1998, the total number of volunteers for went from 180 to 143, a decrease of 37 individuals from the previous year, 1996 to 1997. This year the number of volunteers was recorded to be 227, while the number of participating parents was reported at 923, for a combined total of 1,150 individuals who contributed their time to project activities. This year there were 1,150 volunteers (inclusive of parents) indicating a dramatic increase from last year's 143, a growth of more than 800%.

Volunteer I Parent & Participant Information from March to September 1999

Pacific Partners' Number of Number of Number of Combined

Project Site Volunteers Parents Participants Totals

Guam 54 295 4008 4357 American Samoa 115 493 1698 2,306

Rota 35 120 740 895 Yap 18 9 733 760

Kosrae 5 6 686 697 Palau* -0- -0- -0- -o-

Sub-Totals: 227 923 7,865 9,015 * No data proVIded by Site

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FINANCES

Total CSREES [FY 98-99] Funding .................................................................... $128,531.00

Total State and Local Extension Resources Expended ................................... $112,000.00 [In-kind staff time and materials contributed]

Additional resources ............................................................................................. $68,000.00 [Estimated service & contributions from collaborating partners in government and private organizations]

Total Value of Project Resources ................................................... $308,531.00

GUAM'S STATE STRENGTHENING PROJECT STAFF:

Project Director; Theodore M. Iyechad < tiyechad @uog9.uog.edu >

Project Evaluator; Dr. Lilli Ann Perez < [email protected] >

Subject Matter Experts:

Technolo~ Advisor Dr. James McConnell < [email protected] >

Children & Education Dr. Dixie Woodard < [email protected] >

Parenting & Family Ms. Janet Benavente < [email protected] >

Aquaculture Mr. David Crisostomo < [email protected] >

Sustainable Agriculture Mr. L. Robert Barber < [email protected] >

Mr. Roland Quitugua < [email protected] >

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PACIFIC PARTNERS' STATE STRENGTHENING PROJECT NARRATIVE REPORT

"SNAPSHOT OF PROGRESS"

PACIFIC PARTNERS' VISION STATEMENT:

"Extension throughout the Pacific region will serve as a catalyst in the formation of effective partnerships. These partnerships will involve parents, extended family members and broader village-based community networks in order to assure a nurturing and caring environment that contributes to the development of resilient, healthy, socially responsible, educated and productive children, youth and families."

PACIFIC PARTNERS' STRATEGIC PLAN:

The noted vision will ,continue to be achieved through the following broad based intervention strategies:

• Utilize an integrated, interdisciplinary, commuity-based, client-centered approach to bring about positive intervention

• Recognize the value of parents and other extended family members as active resources in the lives of children

• Emphasize the prevention and promotion of resiliency within the extended family structure

• Emphasize advocacy in the form of support at the village level and broader policy change at higher jurisdictional levels

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EXTENSION STAFF TRAINED, SUPPORTED & REWARDED:

CYFAR Project Staff in several sites (Guam and American Samoa) were graduates of the AmeriCorps program. They initially served as community outreach workers and had acquired necessary skills to be effective change agents and community mobilizers. As observed during the project term, many of the intitial project staff were involved in the AmeriCorps program and have since progressed in their respective home islands, some completing their college education (or in the process thereof), while others have moved into other places of employment (e.g., school system).

EXTENSION RECOGNIZED AS A CRITICAL RESOURCE IN RESEARCH AND EDUCATION FOR CYFAR AND COMMUNITY ISSUES

Extension is recognized as a critical resource in research and education. A number of educational trainings were organized by extension faculty for community agencies whose personnel address the needs of youth-at-risk. These are enumerated in the section entitled, Technical Assistance Provided by Guam's Team to the Pacific Partners.

There are two research efforts underway that will materialize in the form of a publication. First, is a text titled, Wellsprings: A Manual for Group Facilitators Addressing Domestic Violence in a Culturally Sensitive Manner. The document, initially produced in 1996, has since been recommended for reproduction. Thus, the reproduction includes tecommendations to improve the quality of the tool. The projected date of publication is December 1999. This document will be made available on the Pacific Partners' Web Site.

The second effort currently in the data collection phase targets adolescent suicide. The rate of suicide in Micronesia is among the highest in the nation. An Adolescent Suicide Needs Assessment Survey has been undertaken since 1998 and will conclude in December 1999. Thereafter, the substance of a manual will be extracted. The manual, intended for distribution to school counselors and other youth service workers, will be designed to facilitate group discussion and heighten awareness. This is a collaborative effort between Guam's Department of Education and the University of Guam's College of Education and Guam Cooperative Extension. This document will also be made available on the Pacific Partners' Web Site.

EXTENSION PROGRAMS AND STAFF REFLECT DIVERSITY, INCLUSION AND PLURALISM

The Pacific region is diverse in culture and tradition. The geographic region spans an area equivalent to that of the continental United States. Therefore, staff reflect the diversity of the region and are therefore challenged by having to meet the needs such diverse program participants. Each of the Pacific partners represents a different ethnicity reflected in their respective cultures, beliefs, practices and resources.

4-H, FAMILY & CONSUMER SCIENCES, AGRICULTURE, COMMUNITY DEVELOPMENT, & OTHER UNIVERSITY DEP'TS COLLABORATE IN PROGRAMMING FOR CYFAR

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The project continues to work across extension program areas within Cooperative Extension Service. Contributions made to the project were provided by extension faculty and support/technical staff from 4-H and Youth Development, Consumer and Family Sciences, Agriculture and Natural Resources and Community Resource Development. Collaboration with university faculty outside of the College of Agriculture and Life Sciences has also occurred with the College of Education, the College of Arts and Sciences, and the Graduate School and Research.

COMMUNITY, VILLAGE, LOCAL AND FEDERAL AGENCIES AND ORGANIZATIONS COLLABORATE TO STRENGTHEN PROGRAM DELIVERY & POLICY

The project continues to work outside of the land grant system as project personnel network with representatives from the local government, grass-root organizations, non-profit organizations and other village/ community level entities. This particular component is critical given the collaborative approach this project promotes.

ORGANIZATIONAL SURVEY

We have contributed to surveys as requested during this year's project term.

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DESCRIPTION OF RESOURCES & TECHNICAL ASSISTANCE RECEIVED

From the onset of this project, support has been solicited from the National Network for Collaboration because this collaboration framework is consistently utilized as a tool for substantive teamwork.

During year four, the CYFERNET resources available on line have been promoted by the project staff. Because our energies were focused at internal development, there was minimal external networking that occured this past year. There was, however, a rekindled relationship between the Guam site and the National Outcome Work Group on Communities.

In an effort to improve the merit of documentation, a series of site visits were held during the year. At such time, the project evaluator reviewed the Evaluation Framework with CYF AR project staff at each site. Each contact was furnished with a hard copy of the framework. Verfication. of receipt was obtained (See Appendix A) Upon renewal of funds in March 1999, the site visits were scheduled to encourage utilization and familiarity of the CYFERNet resources, specifically the Evaluation Framework. Documenting and reporting of impact outcomes appear to have been learned as a resulf of the site visits.

The 1999 Schedule to Visit Pacific Region CYEAR Sites is included for review. Attached as Appendice B are copies of the agenda from each of the scheduled site visits. Contact ranged from half of the day to seven days, participants involved ranged from five to twenty and were comprised of project staff, collaborators and volunteers. In addition to the topics stated above, there were requests for supplemental topics such as grantswriting, computer literacy, volunteerism, group dynamics, human development, and management of work and family.

The Pacific Partners' Fourth Annual Conference was held during the second week of September in Tofol, Kosrae. Those represented included Kosrae, Guam, American Samoa, and Yap. The four day event, attended by a dozen service providers on Kosrae, allowed the Pacific partners to showcase their site projects and view various project locales on Kosrae. It further provided the venue to discuss project activities for Year Five. The agenda for this event is also included in Appendix B.

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1999 SCHEDULE TO VISIT PACIFIC REGION C.Y.F.A.R. SITES

~:~:~:S#¢:~:#~~~:V~ft :·:·:·:·sme.aured:·:na~es·:·:·:· :::::::: ... : ... :·." ......... ::: : ...... : .. ::::::: ~=~=~:~=~=~=~=~=~=~=~:~:~1#~~~~~~=~~®=~=~=~=~=~=~=~=~=~=~=~=~= •Develop & Test Eval. Instruments

Guam February-March • Promotion of CYFERNet Resources

March • Evaluation & Reporting of Progress and Sustainability Measures • Promotion of CYFERNet Resources

Rota and April 27th - April 28th • Evaluation & Reporting of Progress and Saipan April 29th Sustainability Measures

• MYSN Collaboration Training • Promotion of CYFERNet Resources

Yap June 6th -June 9th • Evaluation & Reporting of Progress and Sustainability Measures • Promotion of CYFERNet Resources

Kosrae June 14th- June 17th • Evaluation & Reporting of Progress and Sustainability of Progress • Promotion of CYFERNet Resources

Palau July 20th -July 23rd • Evaluation & Reporting of Progress and Sustainability Measures • Promotion of CYFERNet Resources

American Samoa Aug 2nd - Aug lOth • Evaluation & Reporting of Progress and Sustainability Measures

Kosrae - Regional •Training on Computer Literacy Conference of September lOth - 19th • Project Team Reporting Via Evaluation

Pacific Partners Format & Update on Sustainability Status [Sept. 13-18, 1999] • Program Planning for 2000-2001

Guam's Site Activities -

Evaluative material was developed in February and pre-tested during March. The instrument (see Appendix C) was modified and distributed during our regular monthly meeting. Copies of the instrument were forwarded to our partners via air mail.

Rota & Saipan's Site Visit & Training

Site visit to both locales were made during the same leg of travel. Efforts were made to utilize the collaboration framework with members of Karidat, a network of human service providers in the Northern Mariana Islands.

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Y a.p's Site Visit & Trainin~

Site visit consisted primarily of meeting with program staff and collaborators. There was an effort to formalize a future training for the members of the Substance Abuse and Mental Health Program due to an significant increase in the number of Yapese youth experimenting with multiple substances.

Kosrae's Site Visit & Trainin~

In addition to the scheduled site visit, there was a follow up training on computer literacy provided to the project collaborators in Kosrae. This training was a result of an expressed need identified during the site visit There were 26 project staff and collaborators who benefitted from this training. A training agenda has been included in Appendix B. The result has been a verbal commitment from the Kosrae campus land grant director to continue training in computer literacy in conjunction with CYF AR goals.

Palau's Site Visit & Trainin~

Site visit was confined to program staff due to the absence of staff who. were on annual leave. The summer site visit coincided with the summer sessions held at the Palau Community College. Review of the evaluation framework as foremost. This site reported it actively uses the CYFERNet resources available on line.

American Samoa's Site Visit & Trainin~

Site visit was most saturated with activity. In addition to viewing numerous project sites, a substantive portion of the visit consisted of training sessions for their current staff, collaborators and volunteers. Of the visits undertaken, this site visit maximized on the opportunity to showcase their activities as well as to capitalize on the expertise of the evaluator.

Pacific Partners Fourth Annual Conference

During the third week of September, the Pacific Partners met in Kosrae to showcase their project success stories with a dozen human service providers in Kosrae. This was also a time for the Pacific partners to report their project activities and plan for year five business. While in Kosrae, the pamers were able to make site visits to several villages where CYF AR projects were implemented.

A copy of the conference agenda has been included in Appendix B. Those in attendance included Kosrae, Yap, American Samoa and Guam. Both Palau and Rota were unable to participate due to complications at their respective fiscal offices.

Current Status of CSREES Funded YAR Projects in Guam and Amon Pacific Partners

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As reported in 1997, the YAR funded project is no longer in operation. The project goals were not obtained, in part due to the lack of a formalized coalition team.

Effects of Internet Connections in the STST Community Projects:

This item, linking SfST community projects with campus and regional extension partners, is addressed in earlier sections of this report. In short, it remains a critical component to the success of regional development. A web page has been developed to showcase the project efforts (see Appendix D) of the Pacific partners. The Pacific Partners' CYFAR website can be accessed at the ensuing address <UOG2.UOG.EDU>. The educational programs developed to address electronic connectivity will continue to provide culturally diverse youth and their families in the Pacific with a means to realize their fullest potential.

As a result of the additional computers received by the sites, electronic connectivity was reported to have a major impact on learning. All the sites indicated heightened learning capabilities, as well as family involvement, most notably with internet usage. Both parents and children are learning together with parents learning from their children who serve as teachers.

Complications in this' area are primarily due to their the limited capacity of local carriers and elevated costs for services. Efforts have been made, and negotiations continue, to seek available alternatives to improve the system.

Guam, as well as each of the Pacific partners, have additional computer hardward and staff who have conducted numerous training sessions. Overall, each site works closely with their local department of education. This arrangement lends itself to a healthy and sound relationship between the student body, the educators, and the community.

With specific regard to Guam, we have since increased the number of computer units available for use due to our working relationship with the Government of Guam's Department of Education. Furthermore, CYF AR staff are now charged with the operations of the College's computer lab.

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SIGNIFICANT PROBLEMS ENCOUNTERED DURING IMPLEMENATION

Program Management Concerns:

Management of funds and the reimbursement procedure continues to be a problem for some partners. Problems in this area stem from working with different institutions and what appears to be a high turn over rate of staff, as well as administrative personnel who lack an understanding of extension philosophy and the operations with regard to financial reimbursement.

•CYFAR collaborating staff continuously need training in report writing, documentation of program accomplishments, along with basic written and oral communication skills. Training is needed in this area.

Web Site Construction:

There have been ongoing problems within the University of Guam that hamper availability of space on one of its' servers. This situation recurs and impacts upon the steady and ready access to the Pacific Partners' CYF AR website which can be accessed at the following address < UOG2.UOG.EDU > . Refer to Appendix D for more details and illustrations of this project effort.

Partner Withdrawal - Palau

We have been informed that Palau Community College wishes to withdraw for the Pacific Partners' project. There was no explanation given for this action. During a telephone conversation with the project director, a staff member informed him that a letter indicating this action was forthcoming. As of this reporting date, no written correspondence has been received.

SIGNIFICANT CHANGES IN THE PROJECT PLAN

There is only one area to report as significant changed from the project plan. The practical learning kits initially proposed for distribution among home-based child care givers (HBCCG) was found to be impractical. Discussion on this matter was provided in earlier text.

GUAM'S COMMUNITY PROJECTS REPORTS

State/Territory Project: Guam, Mariana Islands

Community Project Staff Mr. Jose Yamashita Ms. Kathy Santiago Ms. Kerri Muna Mr. Justin Santos Ms. Louise Aguon Ms. Judy Fejeran

Phone: (671)735-2040

Community Project Collaborators Ms. Lori Perez (Sanctuary, Inc.) Ms. Erlinda Bias (Sanctuary, Inc.)

Phone: (671) 735-1400

Reports By Project Sites:

Chart:

•,

Table of Contents

1-Extension Village Center, University of Guam

2- Merizo Elementary School & Community Site

3- Sanctuary, Incorporated Community Outreach & Pre-School Instruction Programs

Summary of Guam's Involvement

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by Year, Topic and Academic Cohort of Program Clientele

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Summary of Pacific Partners' Involvement for Guam by Year, Topic and Academic Cohort of Program Clientele

Topics Year One Year Two Year Three Year Four Year Five Utilized 1995-1996 1996-1997 1997-1998 1998-1999 1999-2000

Computer • Grades • Grades • Grades • Grades • Grades Kthru 12 Kthru 12 Kthru 12 PreKthru 12 PreKthru 12

Literacy • Senior Citizens

• Grades • Grades

Agriculture I 1 thru 12 Kthru 12 • Grades • Grades • Grades • Senior • Senior Kthru 12 PreKthru 12 PreKthru 12

Aquaculture Citizens Citizens

Reading& • Grade • Grades • Grades • Grades Pre- Kthru 12 PreKthru 12 PreKthru 12

School Kindergarten Readiness (Chuukese

Only)

Cultural • Grades • Grades • Grades • Grades

Preservation Kthru 12 Kthru 12 PreKthru 12 PreKthru 12

Nutrition • Grades • Grades

&Health PreKthru 12 PreKthru 12

Athletics

• Grades • Grades • Grades

Recycling Kthru 12 Kthru 12 Kthru 12 • Senior • Senior • Senior

Citizens Citizens Citizens

Landscaping & • Grades Beautification PreK thru 12

Citizenship/ • Grades

Leadership Kthru 12

Marine Science

GUAM'S COMMUNITY PROJECTS REPORT Extension Village Center, University of Guam

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Life Skill Areas: Sustainable Agri/ Aquaculture, Computer Literacy & Recycling

Project Staff:

1999 CYF AR REPORT - Sustainable Agri/ Aquaculture

Professor David Crisostomo Professor Roland Quitugua Professor L. Robert Barber Ext. Asst. Justin Santos

A sustainable agriculture demonstration project at House #2 in the Dean's CircleDOG, is ongoing under joint efforts of extension agents Ted Iyechad (4-H), L. Robert Barber (Ag. Economist), Dave Crisostomo (Ag. Aquaculturalist), Frank Cruz (Ag Horticulturalist), Roland Quitugua (Ag. Plant Pathologist) and Justin Santos (Extension Assistant). The demonstration consists of an aquaculture/hydroponics system (aquaponics), composting bins, vermiculture, plant propagation mist-system, and a model garden. These demonstrations are used as tools to educate and empower CYF AR clients, families and teachers. This allows them to observe how each system works and how they can apply it to their homes or classrooms. The purpose of this project is demonstrat~ ways to utilize a typical backyard environment with the potential of increasmg family income, while conserving water and being environmentally conscious.

An aquaculture system and one that is in combination with a hydroponics system (aquaponics) are demonstrated. The aquaculture system consists of one round concrete tank (12' diameter x 4' deep). In this system water is siphoned to a plastic drum (55 gallon capacity) with a partition inside. Water is forced under the partition and up through a bundle of nylon fish netting, in order to capture and remove solids. The water is then siphoned into two plastic barrels (25 gallon capacity each). These two barrels are stocked with kang kong(Ipomea aquatica). The kangkong serves to trap solids and to remove nutrients from the water through its roots. Water is returned to the fish tank by a water pump. A rotating biological contactor (RBC) is also installed in the tank to demonstrate the intensive management of bacteria to manage wastewater right in the tank. The RBC consists of corrugated plastic plates attached to a central pipe, allowing the plates to rotate. The RBC floats in the tank and the plates rotate in the water. This creates an environment for bacteria to flourish. These bacteria are responsible for the transformation of toxic ammonia to a relatively harmless nitrate.

The aquaponics system is a combination of aquaculture and hydroponics consisting of two fish tanks containing sand a hydroponics plant bed. The fish tanks are inexpensive 12'x3' backyard swimming pools slightly modified and the plant beds are made of concrete blocks. Nutrient-rich wastewater from the fish tank is circulated through a sedimentation filter, which consists of a tank containing a honeycomb plastic media, to settle out large solids. The water is then sent to the hydroponics component

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plant beds where kangkong is grown. The kangkong serves as a bio-filter, removing nutrients from the wastewater. From there, the reconditioned water is recycled back into the fish tanks.

A small classroom version of the aquaponics system was developed and set up to demonstrate the concepts of aquaponics with the use of ornamental fish and a variety of plants, including basil, kangkong, mint, and chinese cabbage. This system uses a 50 gallon recycled barrel and 2 (10') plastic rain gutter troughs set on a table for the plants. A small water pump drives the water in the system via a garden hose, up to the far end of the gutters which are capped. The water then flows through the plants and dropping off the uncapped end of the troughs returning to the barrel in a waterfall fashion aerating the reconditioned water.

The compost and vermiculture demonstrations educate clients about our fragile island environment, by empowering the youth and their parents about how they can protect the environment and conserve natural resources at the home level. Cornposting is where plant and paper waste either from the horne, garden, office, or school is used to make valuable organic fertilizer and a soil amendment. Cornposting allows organic waste to be diverted away from our already over used landfill. A number of different composting bins are displayed to give clients an idea of options they may choose from to suit their needs. A similar type of composting is vermiculture. This type of composting is done with earthworms that breakdown food waste and converts it into worm castings which is an organic fertilizer. The earthworms are beneficial organisms that not only help recycle food waste into castings but also provide aeration as they burrow in the soil. The compost produced from this component goes into the garden reducing the need for inorganic fertilizers or is used in the potting of ornamentals eliminating the requirement for commercial potting soil.

There are a large number of people who propagate ornamentals for additional family income. The plant propagation mist-system demonstrates propagation by cuttings while observing water conservation practices. The propagation success rate is increased using the mist system coupled with a faster rooting time. The system is controlled by a timer programmed to provide water every 5 minutes for 3 seconds through mist sprayers arranged in the area. By demonstrating the simplicity of a low budget mist system that conserves water and reduces labor. The propagation of common ornamentals now becomes not only a family activity, but also a source of added income. Families can now place a value on existing plants around the home.

The home garden is setup with bananas, sweet potato and taro. These crops were selected because they are low input crops that have minimal pest and disease problems. The garden plot (30'x60') showcases how to properly establish and maintain crops. Decisions concerning: mulching, mounding, · proper spacing, watering, weed control, time of planting and harvesting are addressed. As important crops in our local diet these traditional plants provide a healthy source of starch and benefit from the compost, vermiculture and aquaponic demonstration components at the site. This garden also serves as a source of available plant material for our other sites.

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As a demonstration site, the House #2 CYF AR sustainable agriculture project is used as a tour for families, groups, schools and other youth service providers. This acts as a catalyst for work now being done at other sites.

* In the village of Malesso we have a vegetable garden that is being maintained by the elderly and the local school children. This site is a sustainable project with the cooperation of the village mayor and the community.

* Sanctuary (Pagachao) there is an after school community program for vegetable gardening with youths and their parents. This allows the youths to accept responsibility and ownership for their plants and to reap the rewards of their hard work while learning how to garden.

* St. John's school has an aquaponics system was installed as an educational tool for science classes at the elementary level. Lesson plans include fish, plants,

hydroponics, and aquaculture as a hands-on biology curriculum.

* Jose Rios Middle School will continue their garden project, which was established last school year and will now be relocated to their new campus. Additionally, an aquaponics system will also be installed.

The sustainable agriculture project has been effective in generating interest and adoption by CYF AR clientele. It is expected that much more interest will be generated in the next year with. increased production from the demonstration center. The recovery effort from Typhoon Paka is nearly complete and the demonstration center is reaching full capacity. The center will continue to be a major focus for group tours and school activities as well as individual persons seeking information on small-scale sustainable agriculture

Recycling - Extension Village Center

The EVC is primarily supervised by volunteers from the community. Members of the Guam Chapter of the American Association of Retired Persons volunteer their services to operate the center. In addition, members of the Recycling Association of Guam (RAG) also volunteer their services. Both sets of volunteers offer their services to support and compliment the demonstrations established by the faculty of the Agriculture and Natural Resources Unit from the College of Agriculture and Life Sciences.

Computer Literacy

The EVC also contains a computer terminal that is available for use by the general public. Normally, community members use the terminal to research topics regarding natural and family sciences. Note that discussion of this topic was provided earlier in the report under the section titled, Effects of Internet Connections in STST Community Projects.

GUAM'S COMMUNITY PROJECTS REPORT Merizo Elementary School and Community_ Site

Project Staff:

KerrieMuna Extension Assistant II

Community Project Areas:

- Computer Literacy and Internet Connectivity - School Readiness (ages 3-4) -Nutrition Education - Community Small Scale Gardening - Cross Cultural Awareness

Kathy Santiago Extension Assistant II

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"A project to improve and to introduce the Guam Cooperative Extension to the people residing in the southern most part of the island."

Project Description:

Computer Literacy and·lnternet Connectivity, School Readiness, and Community Small Scale Gardening, and Cross Cultural Awareness

Objective: To promote and encourage Outreach, Communication, and Research;

prepare preschool age children from elementary school; to promote nutrition practices within the homes and at school; to educate how to sustain oneself with the practice of small scale gardening; to make people aware of the differences amongst each other to promote a more positive environment for our future.

Audience: All ages of society, from preschool children to the elderly.

Strategies: To educate the people about the uses of a Computer in today's society. To have

available computer processing and Internet access to the community. To encourage the youths of the village to seek other positive outside activities besides gang related and negative types of activities that demotes the impression of a positive environment.

Using one of the elementary schools in the villages, two Internet ready computers are operated Monday through Fridays from 4:00pm to 8:00pm and Saturdays from 9:00am to 5:00pm

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Outcomes: Statewide Capacity:

Relationships have been developed with the local Department of Education, Mayors Council, Guam Telephone Authority, CYBERMag, CHURA, Pigua Heights Association, Kuentos Communication, Municipal Planning Council of Malesso, and the Malesso Men's Choir Association in providing technical, resource, and support for the project.

Community: Reporting the amount of clients reached at a given time using our Accountability forms. Observation and participation of clients reached. An increase of the number of clients served.

Resources: Collaborators:

Department of Education, Malesso Men's Choir Association, Mayor's Council of Guam, Guam Telephone Authority, CYBERMag, GHURA, Pigua Heights Association, Kuentos Communication, and the Municipal Planning Council of Malesso.

Volunteers: Adult: 10*

Youth: 15*

*hours of contribution range from 2 to 8 hours per week

Sustainability: This project will be sustained on a statewide level through anticipated continuation

of support from our collaborators and the Guam Cooperative Extension Program. Other routes are being explored for support other than from the federal government funding. Emphasizing the importance of "Train the Trainer."

GUAM'S COMMUNITY PROJECTS OVERVIEW Sanctuary's [Pagachao] Community Outreach Center

Community Project Title: Adolescent Advancement Through Community Development

Community Project Coordinator: Ms. Lori Perez Phone: (671)735-1400

Community Project Location:

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This particular site was implemented at a community center located in a lowincome housing project neighborhood. The project is located in the southern village of (Pagachao) Agat, Guam. The implementation of the project was in collaboration with Sanctuary. Incorporated, a not-for-profit agency addressing the needs of troubled youth and their families. The site incorporated the topics of sustainable agriculture, computer literacy, and school readiness

Project Description & Outcomes: Since 1998 to the present, we have serviced a total of 239 youth. Out of the 239

youth, 137 were Chamorro, 24 were Filipino, 72 were Chuukese, and 6 were Palauan. There were 2 youth that were Pre-Elementary level, 71 were Elementary, 79 were Middle school, 79 were from the High school level, and 8 were classified as other.

Currently the internet project has been up since the reopening of the new Pagachao Youth Center. Youth utilized the internet to look information for their school projects and also for fun. The number one web site for the youth was i\·~·:'\".i)okemon.com. Everyday the youth look forward to going onto the internet. Before the gardening project came to a halt due to the renovation of the building and relocation of the youth center, the youth took part in planting the seeds and maintaining the garden daily. We are in the process of starting the gardening project up again and the youth have voiced their excitement about it.

Alongside the gardening project, we have taken one step forward. In collaboration with the University of Guam (CYFAR), the Pagachao Resident Association and the youth of Pagachao, the Beautification project is currently in the process of starting up. The resident association and a representative from CYFAR met and discussed possible beautification sites and to get advice as to what plants are available.

Starting in the year 2000, the projects will be sustained by the Pagachao Resident Association along with the youth peer leaders. The main focus will be to train the resident association and youth leaders to be self-sufficient and take control of their community by taking the responsibilities of running the center, the internet, gardening and the beautification projects.

Project Title:

GUAM'S COMMUNITY PROJECTS OVERVIEW Sanctuary's [HIPPY] Community Outreach Center

Guam's HIPPY [Home Instruction Program for Preschool Youngsters] Program

Community Project Location: Tiyan, Guam

Community Project Coordinator: Ms. Erlinda Blaz, HIPPY Staff Phone: (671)475-7103

Project Description & Outcomes:

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The HIPPY program is targeted for preschool youth ages three, four and five, whose parents have limited access to formal education. The program operates under the umbrella of Sanctuary Incorporated, a private, non-profit organization established to assist troubled youth and their families.

HIPPY paraprofessionals conduct weekly visits to train parents to use the curriculum. Every other week, paraprofessionals conduct home visits to role play the activities with parents. On alternate weeks, the role playing of activities is held in a group setting at the HIPPY office with parents and staff in attendance.

The HIPPY activities are written in a formate that is easy to understand and normally takses parents and their children 20 minutes to complete. Each cycle of participants consists of no more than 80 preschool youth and their parents who complete 30 weeks of instruction

Involvement with the CYFAR project began in March of this year. This collaboration has afforded HIPPY participants with access to a computer and Internet services, as well as to the opportunity to gain computer literacy skills. Although the primary focus is work with the youngsters, parents also gain skills in computer literacy by virtue of access to a networked computer.

AMERICAN SAMOA'S COMMUNITY PROJECT REPORT American Samoa Community College

Community Project Location: American Samoa

Community Project Coordinator:

Phone: ( 684)699-11575 E-mail: [email protected]

Project Collaborating Staff

Project Site Collaborators:

AmeriCorps Volunteers:

Mr. Aufa' i Ropeti Areta Extension Program Coordinator Land Grant, ASCC

Mr. Tavita Elisara Ms. Nellie Fuim.aono Ms. Saufaiga Tuisasosopo

Mr. Tuavela Sione MeleFaiai Laborday Fa'atiliga

Miriam Talo Rosina Sagaga AngelPoloa RoyEteuati

Table of Contents

Reports By Project Areass:

Chart:

1- Small Scale Agriculture

2- Reading Readiness

3- Computer Literacy

4- Cross-Cultural Awareness

5- Recycling

Summary of American Samoa's Involvement

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Summary of Pacific Partners' Involvement for American Samoa by Year, Topic and Academic Cohort of Program Clientele


Computer • no data • Grades • Grades • Grades • Grades

Literacy available 1 thru 12 Pre-K thru 12 Pre-K thru 12 Pre-K thru 12

Agriculture/ • no data • Grades • Grades • Grades • Grades

Aquaculture available 1 thruS Pre-K thru 12 Pre-K thru 12 Pre-K thru 12

Reading& • no data • Grades • Grades • Grades • Grades

School available 1 thru 12 Pre-K thru 12 Pre-K thru 12 Pre-K thru 12

Readiness

Cultural • no data • Grades • Grades • Grades • Grades

Preservation available 1 thru 12 Pre-K thru 12 Pre-K thru 12 Pre-K thru 12

Nutrition • Grades • Grades

& Health Pre-K thru 12 Pre-K thru 12

Athletics

Recycling • Grades • Grades Pre-K thru 12 Pre-K thru 12

Landscaping & • Grades • Grades

Beautification Pre-K thru 12 Pre-K thru 12

Citizenship/ • Grades • Grades

Leadership Pre-K thru 12 Pre-K thru 12

Marine • Grades • Grades

Science Pre-K thru 12 Pre-K thru 12

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Project Description for AMERICAN SAMOA CYFAR Community Site Report (October 1, 98- September 31, 99)

CYF AR project activities in American Samoa are conducted in three project sites: Le' atele Elementary School (Fagasa Village), Alataua IT Elementary School (Nuamase'etaga Village), and Olosega Elementary School (Olosega Village in the Manu' a islands). The project areas addressed in the project activities included: Reading Readiness, Small Scale Agriculture, Computer Literacy, Cross-Culture Awareness, and Recycling. In addition to the three CYF AR project sites, we have expanded and extended CYFAR project activities to 37 elementary and high schools and 4-H clubs in American Samoa. Through collaboration with the US Peace Corps, we have also extended CYF AR project activities to the V aimauga Jr. High in the Independent State of Samoa.

As of September 1999, more than 1,698 youth enrolled and participated in more than 60 CYF AR workshops and related project activities. The participants' involvement in the CYF AR project activities were supported by 493 parents, 115 volunteers, 23 staff members from ASCC-AHNR, and 30 collaborators. Our major collaborators included: Department of Education, Department of Agriculture, Samoan & Pacific Studies at ASCC, Parent Teachers Associations (PfAs), Village Councils, Americorps, American Samoa EPA, Churches, Farmers Cooperatives, US Peace Corps, Amerika Samoa Humanities Council, Department of Youth and Women's Affairs, and others. Two of our former Americorps members (Amio was hired an administrative assistant and Mele was hired as the Extension Facilitator for the Manu' a islands. Laura Brown - Laumatia, our Peace Corp volunteer contact in the Independent State of Samoa is now working in our Research Division'as a Research Technician.

Evaluation Summaxy and Impact Statement

Small Scale Agriculture Project- More than 350 participants enrolled in 20 workshops and participated in agriculture related activities. Activities included demonstrations in plant propagation, soil preparation and management, pest and disease control, fertilizer application, com posting, and Swine Artificial Insemination. The Agriculture Extension division provided vegetable seeds and seedlings and traditional crops (taros & bananas) planting materials to schools and clubs for demonstration. The Department of Agriculture provided garden tools and water hoses. To date, 12 new vegetable gardens and 12 traditional crops plots have been established at 12 elementary schools, 2 high schools, and 4 village clubs. Three piglets were given to 3 village clubs to start their pig farms. Moreover, 57 special education students from Matafao Elementary School and Samoana High School established vegetable gardens for their schools as part of their agriculture science projects. During the Arbor Week (November 1998), 1960 students from 30 elementary and high schools participated in tree planting demonstrations. Two newspaper articles were published in the local newspaper and five local TV News spots were aired for publicity.

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As a result of the Small Scale Agriculture Project:

* Participants acquired knowledge and develop skills in vegetable gardening, traditional crop production , Swine Management, and harvesting & marketing of farm produce.

* Harvested produce were used to provide wholesome and well-balanced meals for the children attending school. Excess produce were distributed among the staff and students. Other schools sell the excess produce and the money from the sales were given to the PTA to improve school facilities and purchase the much needed school supplies.

* Participants developed organizational, entrepreneurial, and leadership skills.

* Participants improved self-esteem and developed a sense of accomplishment and ownership.

* Students started their own vegetable gardens at home. In Fagasa, 19 families and 2 church youth groups started their vegetable gardens and traditional crops (taro and banana) plantations. In Olosega, 25 families started new taro plantation utilizing Palauan cultivars planting materials from the Olosega school CYF AR taro multiplication plot. The taro leaf blight disease since its outbreak in 1992 destroyed all Samoan taro cultivars. Furthermore, the Olosega Village Council organized a thanksgiving service and cultural feast after harvesting the first matured taro from their plantations. The Alataua IT Elementary School also distributed taro. and banana planting materials to 15 families in the village of Nuamase' etaga.

* Eight elementary schools and one 4-H village club entered in the vegetable and traditional crops category competition in Island wide Food and Farm Fair.

* The local Department of Education is in the process of putting together an Agriculture Curriculum for all elementary and high schools in American Samoa.

* Collaborations between the CYF AR Program and the Department of Education, PTAs, Village Councils, Department of Agriculture, and Farmers Cooperatives in carrying out the project activities have been solidified. The village councils ensured the security and sustainability of the project through village curfews and laws.

Reading Readiness Project- The purpose is to instill in young children a love an interest for reading. In addition to reading readiness, activities are also designed to build self-confidence and equip children with behavioral skills needed to be successful in school. An add-on dimension of this program component included tutorial assistance to elementary students and high school aged dropouts. To date, more than 650 elementary school aged children have participated in more than 26 in school and after school reading workshops and enrichment activities. CYF AR staff, project site contacts,

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and volunteers used big books, CD-Reading packages (Hook on Phonics Kit), and Samoan reading materials and other audio-visual education materials to conduct in school and after school reading enrichment programs. Parents also used big books and other home made educational media in conducting reading readiness activities with their children at home. Reading programs are conducted in English and Samoan.

As a result of the Reading Readiness Project

* Students developed skills and acquired knowledge in making big books. At the end of "Big Book Making" workshops, each participant was able to put together at least one big book. Twenty students from Leone Midkiff Elementary and Alataua II Elementary schools put together 2 big books that were displayed at CYFAR '99 Conference Share Fair in Washhington DC.

* Laborday Fa' atiliga conducted after school reading tutorial programs for 26 students from Alataua II and Leone Midkiff elementary schools at her home. Laborday also assisted students with their math and science questions during her home reading tutorial sessions.

* Sione Tuavela provided after school reading enrichment activities for 26 elementary students and 7 high school drop outs at the village of Fagasa.

* 60% of the participants improved their reading comprehension, pronunciation, and spelling.

* 70% of the parti.cipants developed self-confidence and self-esteem and were not afraid to read in front of other students, teachers, and parents.

* 60% of the students developed the love for learning, completed homework assignments, and received better grades. Tardiness and the number of days students are absent decreased.

* More parents are reading to their children at least 20 minutes per day.

* Parents and Church Ministers spent at least 30 minutes on Sunday reading to the children in Samoan using the Bible. The parents and children indicated that the Bible is the best Samoan reading material. However, there is a great need for English reading materials at schools and at home.

* We are now in the process of developing big books that will be in English and Samoan with local cultural art forms. The big books will be reproduced and laminated for distribution to local schools and churches. This will be a collaborative project with the Department of Education, PTAs, ASCC Samoan Pacific Studies, Amerika Samoa Humanities Council, and Churches. Collaboration with the. above agencies and other organizations will ensure program sustainability.

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Computer Literacy Project- CYFAR staff, project site contacts, and volunteers serve as facilitators and mentors to more than 250 students during in school and after school computer workshops. The Department of Education allowed our staff and volunteers to use the school computer labs for our computer literacy training programs after school and in the weekends. The CYFAR projects provided other computer supplies such as surge protectors, papers, printer inks, and software. Participants in all project sites and other schools have access to computer equipment and Internet with the exception of Olosega Elementary School. We are in the process of installing an Internet line for the Olosega Elementary computer lab.

As a result of the Computer Literacy Project

* 60% of the participants acquired knowledge and developed basic computer skills.

* 70% of the participants developed self-confidence and are no longer shy or afraid to use the computer. The students experienced success!

* 50% of the participants know how to access the Internet and communicate with friends and relatives off-island using the E-mail.

* More high school and college students use the computer labs to access the Internet for their research papers and type other homework assignments during the weekends and evening hours.

* In Fagasa, two high school dropouts are now hired by the Star Kist Samoa Company to wo;rk in their computer lab. In addition, five participants attended the American Samoan Community College (ASCC) and are now majoring in computer science. Two other participants joined the U.S Army with an interest in computer related military occupation.

* The three project sites received new computers (one per site) and printers for the computer literacy project. The computers and printers were purchased using funds from the CYFAR grant. The program director of elementary education in American Samoa accepted the computers for the project sites. The presentation was televised in the local news and the community support and attention to the project was enhanced.

* Collaboration with the Department of Education, PTAs, and Village Councils ensured the security and sustainability of the project.

Cross-Culture Awareness Project- To date, more than 580 participants enrolled and involved in 20 cultural workshops and activities. The purpose is to promote Samoan traditional costumes, art, crafts, language, music, culture, sports, and agricultural practices. The importance of the identity and appreciation of the uniqueness and diversity were also emphasized. Workshop topics included: Samoan music, dance, oratory, legends and myths, siapo (tapa making), elei (fabric printing), carving, and respectful language and behavior.

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As a result of the Culture Awareness Project:

* 50% of the participants changed attitudes towards the Samoan culture and now developed a sense of pride in their identity as Samoans and appreciated the cultural uniqueness and diversity.

* 40% of the participants are now being sensitive and respectful of other cultures besides the Samoan culture.

* 60% of the participants acquired knowledge and developed skills of the Samoan culture

* 40% of the participants practiced respectful behaviors.

* 60% of the participants completed at least one cultural project.

* Two 4-H village clubs entered in the Samoan Art Festival in the song an siapo competitions.

* Eight elementary schools competed in the traditional cultural games during the Food and Farm Fair.

* 20% of the participants completed their high school and college Samoan culture classes assignments and bilingual projects.

* Collaboration ~ith the Department of Education, ASCC Samoan & Pacific Studies, Amerika Samoa Humanities Council, and Village Councils ensured program sustainability.

Recycling -In addition to the CYF AR core project areas, the staff, project site contacts, and volunteers conducted recycling project activities to 3.01 participants during 15 workshop sessions. Protecting the environment for generation in connection with the 3Rs (reduce, reuse, & recycle) was emphasized.

As a result of the Recycling Project:

* 'Niore than 500 pounds of papers collected from ASCC Samoan & Pacific Studies, Amerika Samoa Humanities Council, and Village Councils ensured program sustainability.

* Plastic 16-ounce water bottles were used to make pen/ pencil holders.

* Plastic six-pack holders were used to make garlands and decoration pieces for the homes.

* Scrap pieces of clothe materials from the local garment factory and empty pig feed bags were used to make door dust collector.

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* Aluminum cans and V ailima beer bottles were collected and turned in for cash as a fundraising method.

* Composting was taught and practiced as alternative agriculture method.

* 60% of the participants learned and practiced new environmental friendly methods in protecting the environment.

* 50% developed new skills and increased their awareness about protecting the environment.

* 30% of the participants completed at least one recycling project.

* Collaboration with the Department of Education, EPA, Village Councils, and other government and non-government agencies and organizations will ensured program sustainability.

Project Needs

Because of the vast distance between the CYF AR Project Center at the University of Guam and other Pacific Partners Community Projects Sites; therefore, I strongly recommend that the Project Director or the Project Evaluator visit the Pacific Partners Project sites every year. This will enable the Project Director and Project Evaluator to meet the staff, volunteers, and clients in person and review the progress of the projects and provide guidance for improvement. At the same time they can also conduct workshops and training sessions in areas that the respective sites needed assistance.

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PRIMARY CYFAR SITES IN AMERICAN SAMOA

CYFARSITES LOCATION #OF KIDS PARENTS# VOLUNTEER# ALATAUAII NUA, SEETAGA, TUTUILA 35 10 5

FAGASA FAGASA, TUTUILA 82 20 16 OLOSEGA MANU' A, TUTUILA 61 17 7

CYFAR PROJECT EXTENDED THESE ELEMENTARY & HIGH SCHOOLS:

#OF #OF CYFARSITES LOCATION #OF KIDS PARENTS VOLUNTEER

AFONO AFONO, TUTUILA 19 16 3 ALOFAU ALOFAU, TUTUILA 36 12 4

AOA AOA, TUTUILA 13 6 3 AUA AVA, TUTUILA 25 13 2

FALEASAO TA'U, MANU' A 29 10 3 KANANAFOU TAFUNA, TUTUILA 17 7 2

LAULI'I LA ULI'I, TUTUILA 23 3 4 LEONE

MIDKIFF LEONE, TUTUILA 42 15 5 MANULELE TAFUNA, TUTUILA 95 32 2

MANUMALO MALAEIMI, TUTUILA 12 12 2 MARISTST. LEPUA, TATUILA

FRANCIS 32 21 3

MASEFAU MASEFAU, TATUILA 13 10 2 MONTESARY ATU'U, TUTUILA 92 27 3

PAGOPAGO, PAGOPAGO TUTUILA 101 14 5

PAVA'IA'I PA V A'IA'I, TUTUILA 58 12 6 SOUTH PACIFIC

ACADEMY TAFUNA, TUTUILA 78 35 3 SOUTH PACIFIC TAFUNA, TUTUILA 25 11 2

HORIZON SOUTH PACIFIC FATU &FUTI, 25 11 3

INT. CENTER TUTUILA SPECIAL FAGA'ALU, 25 13 4

EDUCATION TUTUILA TAPUTAPU POLOA, TUTUILA 55 15 3

TULA TULA, TUTUILA 59 13 5 VATIA V ATIA, TUTUILA 14 11 2

HIGH SCHOOLS: FAGAITUA,

FAGAITUA TUTUILA 72 25 2 LEONE LEONE, TUTUILA 61 16 3

SAMOAN A UTULEI, TUTUILA 62 32 3 TAFUNA TAFUNA, TUTUILA 98 15 2

FAFUNAVOC. TAFUNA, TUTUILA 81 39 1 TECH

MANU' A MANU' A 108 15 5

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CYFAR SITE- AMERICAN SAMOA'S LIST OF COLLABORATORS

CONTACT AGENCY PERSON AGENCY CONTACT PERSON

1. Special Ed. Program Mrs. Iris Leota 2. Department Mr. Sofa Seumalo (Elementary) of Education Elementary Program

(DOE) Director Special Ed. Program (High School)

Mr. Tapu Afusia

3. Early Childhood Center Mrs. Iutita 4. (OPADD) Mr. Minareta Thompson Office of

Protection Advocacy for the Disabled

5. AmeriCorps Program Ms. Sheilla 6. Department Mrs. Eseta Weigman ofHumanand Tuimaleali' ifano

Social Services 7. Child Abuse Samoa Mrs. Leuga Turner 8. Department Sgt. Palauni Fa' auaa Association of Public Safety 9. Emergency Medical Mr.Fuapopo 10. Mr. Togipa Tausaga Services Avegalio Environmental

Protection Agency

11. Department of Marine Ms. Mary Porter 12. ASCC Ms. Jennifer Aicher and Wildlife Resources Marine Center 13. ASCC AHNR Forestry Mr. Colin Steele 14, Drug Free Mr. Leroy Lutu Division ·. Program 15. ASCC AHNR Dr. Don Vargo 16. ASCC Mrs. Siaunofo Logologo Research Division AHNREFENP

Division 17. Department of Human Mrs.GndyM. 18. Office of Mr. John Enright Resources Moliga Historical

Preservation 19. ASCC SAMPAC Mr. Pulefaasisina 20. Department Mr. Roy Ausage (Samoan & Pacific Studies Tuiasosopo ofYouthand

Women's Affairs 21. ASCC Institutional Mrs. Adele 22. Department Mr. Peter Gurr Deputy Advancement Division Moali'itele of Agriculture Director

Dr. Talitua Uele DOA Veterinarian

23. Local Artists Mrs. Marilyn 24."Le Tausagi" Ms. Malelega Tuiolosega Walker -Environmental (Siapo/Tapa art Awareness specialist) Group Mrs. Faatupuagaatama li'I Pulefaaisina Tuiasosopo (Elei Fabric, Silk Screen Specialist)

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CONTACT AGENCY PERSON AGENCY CONTACT PERSON

25. US Peace Corps Mr. Steve Nagler 26. AS Fanner's Mr.Sei Su'a (Apia, Samoa) Coop_erative

27. Star Kist Samoa Dr. Meki 28. Samoa Mr. Pete Galea'I Solomona Packing

29. CCJS (Christian Ms. Felila Wendt 30. Assembly of Ms. Sarona Iese Church of Jesus in Samoa) God Church 31. LDS (Latter Day Mr. Roy Eteuati 32. Marist St. Mrs. Marietta Laupapa Saints) Francis (Private

School) 33. Office of Samoa Mr. Sotoa Savali 34. Office of Mrs. Siniva Anoa'I Affairs Public

Information 35. Manumalo Baptist Mrs. Evelyn 36. CCCAS Mrs. Leauga Tau School (Private School) Godinet (Private School)

Kananafou Elementary School

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FEDERATED STATES OF MICRONESIA'S COMMUNITY PROJECT REPORT College of Micronesia in Yap

State/Territory Project: Yap, Federated States of Micronesia

Community Project Coordinator: Mr. Martin L. Ruwniyol Acting Assistant Director CES/COM- Yap Campus

Phone: (691)350-2325

Community Project Staff Mr. Pius Mirey Gabriel Garmanang

Reports By Project Areas:

Chart:

Table of Contents

1 - Beautification Project

2 - Sports and Track & Field

3- Cultural Projects

4 - Computer Literacy

5 - Nutrition

Summary of Yap's Involvement by Year, Topic and Academic Cohort of Program Clientele

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Summary of Pacific Partners' Involvement for Yap by Year, Topic and Academic Cohort of Program Clientele


Computer • Grades • Grades • Grades • Grades • Grades

Literacy 1 thru 8 1 thru8 1 thru8 lthru8 4thru 12

Agriculture I • Grades • Grades • Grades • Grades • Grades

Aquaculture 1 thru8 lthru8 1 thru8 lthru8 1 thru 12

Reading& • Grades • Grades School

Readiness 1 thru8 6 thru 12

Cultural • Grades • Grades • Grades • Grades • Grades

Preservation 1 thru8 lthru8 lthru8 lthru8 1 thru 12

Nutrition • Grades • Grades • Grades • Grades • Grades

& Health 1 thru·s 1 thru8 lthru8 lthru8 lthru8

Athletics • Grades • Grades • Grades • Grades • Grades 1 thru8 1 thru 8 1 thru 8 1 thru8 1 thru 12

Recycling • Grades • Grades 1 thru8 1 thru 12

Landscaping & • Grades • Grades Beautification lthru8 1 thru 12

Citizenship/ • Grades • Grades • Grades • Grades • Grades

Leadership 9 thru 12 9 thru 12 lthru8 1 thru8 1 thru 12

Marine Science

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Program Activities:

I. Beautification Project Not all the youths are interested in the same activity. The Beautification Project was created for other youths with different interests. The primary purpose of the educational activities are to help keep the island clean, healthy and beautiful, and to promote good citizenship.

Activities The project activities included collecting trash (cans, bottles, plastics, metals and other non-biodegradable items), planting trees including small plants, flowers and decorative arts.

The Beautification Project was implemented in three municipalities with seven villages participating. Every weekend the volunteers divided the participants into two groups. The smaller or younger group will do the trash collection and the older ones will do the planting. They mostly plant the legume plants and flowers along the road in the villages. Seeing what the youths have contributed, adults are becoming more aware of throwing rubbish, and are now participating in the Beautification Project. Adults have volunteered over 100 hours a month to the implementation of the project.

Materials needed for this projects 1. Trash bags 10 boxet' 2. Seeds of plants and flowers 3. The rest of the materials has been provided by the communities

II. Sports and Track & Field Five of the seven communities are involved in the sports and Track and Field Project, with emphasis in volleyball, basketball, ping-pong, badminton, tetherball and track & field. The primary purpose of this project is the enhancement of physical fitness, motor skill development, building of teamwork and good nutritional practices. Nine volunteers and a staff have contributed twenty-five percent of their time to this project. As a result, participants learned the importance of physical fitness, good nutritional practices and placed third during the Federated States of Micronesia Olympic held annually in Kosrae.

Materials needed for this project 1. Balls for volleyball, basketball 2. Volleyball net 3. Badminton set 4. Ping pong set 5. Tetherball

Volunteers- Sports 1. Neil Googag 2. Lawrence Pong

3. 4. 5.

Daniel Baweg Pius Mirey Dominic Zing

Volunteers- Track & Field 1. Brian Fanapluw 2. Raymond Pluw

III. Cultural Projects

3. 4. 5.

Peter Ruwechugrad Columbanus Gooflan Martin Ruwniyol (staff)

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The modernization while enhance economic development in response to living standards has had major impact on diminishing of local culture. The main purpose of this project is to help the youth to preserve the Yapese culture through economic means of practicing traditional skills for market to tourist.

Activities Three senior men and two senior women have volunteered to coordinate project activities. Traditionally, Yap remains an avid practitioner of men and women roles. Therefore, the project involves women coordinating what we consider Girls Activities such as preparing leis, weaving baskets and purses, constructing grass skirts, weaving fans, and creating other body decorations with many different styles. Men facilitate the Boys Activities such as carving canoes, construction rafts, weaving fishing net and building fishing traps of many different kinds. However, participants in all activities, learn to practice respect, politeness and dancing of many types. All the activities are practiced at home. The result is participants are now building and mending their own raft, fish traps, fishing nets and practice fishing skills on weekends. Girls are weaving their own grass skirts, fans, baskets, and purses with minimal supervision from parents. They have put to good use what they have learned for the Cultural Project. In effort to recycle materials, youths are turning collected reusable items to construct decorative ornaments. For example: cigarette filters are being used to weave leis, tips of tin cans are constructed into basket and leis as well. These items are sold or given as gifts.

In Gagil Municipality, three villages have participated in the project. The cultural project was requested to perform traditional and local activities on Yap Day held on March 1, 1999.

Materials needed for this project 1. Hook 2. Yam 3. The rest of the materials are provided by the communities, a voluntary act.

Volunteers 1. PaulNam 2. Paul Giltamag 3. Rosemary Rimang 4. Bernadette Baamlee

IV. Electronic Connectivity (Computers) Electronic connectivity and computer literacy is established in three elementary school sites. While the computer belong to the Department of Education, the project activities are designed and implemented with CYF AR curricula. The facilitator is the college staff, this is typical of maximizing resources and building collaborative partnership in the

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islands. The purpose of this project is to introduce electronic literacy and provide access to information through the Internet. The results have been parents having to learn computer skills along with their children. In addition, parents have also been taking computer classes to better assist their children.

Materials need for this project 1. Battery Back-up for PC (monitor and terminal) 2. Stereo headset w /boom microphone d 1 or 2 3. Video camera for network conferencing w I color monitor d 1 or 2 4. Scanner d Standard Size 5. Printer d Laser printer 6. Digital Camera d Olympus 7. Cassette Player & Recorder (for radio productions) 8. Camcorder (for TV productions)

Volunteers 1. Pius Mirey 2. Martin Ruwniyol (staff)

V. Nutrition Advantage and disadvantage of local and imported food and reading labels were taught to the third and fourth graders. Eight major nutrients were taught to the fifth and sixth graders. Food Sanitation, Food Safety, Tasty Tidbits and Personal Hygiene were taught to the seventh and eighth graders. Art and song were included as new curriculum activities to enhance learning, where lectures tend to be dull.

Materials needed for fhe project 1. Nutrition materials 2. Artpaper 3. Colors 4. Video tapes (about health, alcohol & drug and youth activities)

Stili 1. Martin Ruwniyol

A practical approach to skill development combined agricultural project activities (gardening) and nutritional curricula. The 4-H youth learned the basics in agriculture such as the names of plants (scientific, common and local), parts of plants, plant propagation, composting in addition to the nutritional value of the food cooked. They also learned the basic food groups and nutritional measurements in accordance with USDA food charts. During a special recognized local holiday, and on an annual World Food Day celebration participants demonstrate these skills at the public event.

Materials needed - Seeds

Volunteer - Molly Rodelbuch

.staff 1. Gabriel Garmanang 2. Martin L. Ruwniyol

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FEDERATED STATES OF MICRONESIA'S COMMUNITY PROJECT REPORT College of Micronesia in Kosrae

Community Project Title: Seeds to Success

Community Project Location: Kosrae, Federated States of Micronesia

Community Project Coordinator: Mrs. Kenye Killin Assistant Director

Phone: (691)370-3191 CES/ COM- Kosrae Campus

E-mail: "CYF AR PROJECT COM-FSM Kosrae" <[email protected]>

Community Project Staff Mr. Paliknoa Welly Jackson Albert


Chart:

Table of Contents

1 - Computer Literacy

2 - Citizenship & Leadership

Summary of Kosrea's Involvement by Year, Topic and Academic Cohort of Program Clientele

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Summary of Pacific Partners' Involvement for Kosrae by Year, Topic and Academic Cohort of Program Clientele


Computer • Grades • Grades • Grades • Grades • Grades

Literacy 7thru 12 7thru 12 7thru 12 8thru 9 8thru 9

Agriculture/ • Grades • Grades • Grades • Grades • Grades

Aquaculture 7thru 12 7thru 12 7thru 12 8 thru 12 8 thru 12

Reading& • Grades • Grade 12 •Grade 12

College 7thru 12

Readiness

Cultural • Grades • Grades • Grades • Grades • Grades

Preservation 7thru 12 7thru 12 7thru 12 8thru 12 8thru 12

\


&Health 7 thru 12 7thru 12 7thru 12 8thru9 8thru9

Athletics

Recycling • Grades 1 thru 12

Landscaping & • Grades • Grades Beautification 8 thru 12 1 thru 12

Citizenship/ • Grades • Grades • Grades

Leadership 7thru 12 8thru 9 8 thru 9

Marine Science

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KOSRAE : Project Description

Throughout this reporting period, we (CYFAR staff) have reached a total of sixty-three clients in three communities.

Computer Literacy

CYF AR basic computer literacy and Internet skills course was designed to provide "at risk" youth an opportunity to learn about agriculture through an after school course held each day, Monday through Friday for a two-month period. The program target eighth and ninth grades students and teachers the basic computer literacy and Internet skills, so students will be able to use the Internet. The students will then use those skills to research agriculture and nutrition information on the Internet, and hopefully after they complete the course they will be able to grow better home vegetable gardens with the help of their family.

Students first learn the basic functions of the computer then they are instructed on how to properly turn on and off the computers and monitors. Then they learn how to properly use the keyboard and mouse. After becoming familiar with the basic use of the computer students then learn how to use the Windows 95 operating system and all of the computer programs listed below.

'Vindows 95 Programs: InternetMail MicrosoftWord Note pad Calculator :Media Player Character Map

Word pad Paint Shop Internet Explorer

Each day the students start class by turning on their computers and opening up a word processor program and typing out a daily lesson plan based on the CYFAR agriculture and nutrition curriculum. The students are then instructed to type-out a daily lesson plan on the computers. After they are done with their assignment they then save all of their vvork on a floppy disk. The students initially learn how to use Notepad, a basic work processor program in Windows 95. While using Notepad they learn basic typing skills and how to "save and open" documents. As the students become more familiar with their computer and operating system they then learn how to use a more sophisticated word skills such as "cut and paste" changing font to font size. Finally they learn how to use spell check, etc. At the end of the two-month class students will have written and saved agriculture, island nutrition, health, and safety in their diskettes.

After all the students complete their daily lesson plan they then learn how to use other Windmvs 95 programs like Media Play, Paint Shop, Character Map and Calculator. These programs help the students to better understand the computer and give the students an opportunity to build on to their computer skills. It also provides a chance to relax between CYF AR curriculum activities.

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Citizenship & Leadership

Afterward the students learn about the Internet, they learn to log on and use the Web Pages for their CYF AR projects. During this time the students spend time becoming more familiar with the Internet, looking up and downloading information. The students search for news, concentrating on tropical agriculture and island nutrition topics. While on the Internet, the students research for their CYF AR projects. Parents were also invited to the classes and watched their kids using computers - composed, sent and received mail through Internet.

Through Internet students searched and found areas such as FSM National Government. Students were able to read congressional news and view staff from sites and at the FSM National Government. Students were also able to find University of Guam site and viewed various projects and activities with their parents. Few areas at USDA were visited by the students through Internet and were printed out and posted in the computer labs bulletin board which attracts students and staff to read and learn information through this course.

In one of the CYFAR project site, Utwe Elementary School, there was a request brought on to the Assistant Director's attention that such course "Internet" portion should extend to classroom teachers who are interested to learn Internet. The request was then extended to the Department of Education Director. With his understanding and full support to this project the Director assigned Special Education Coordinator to recruit classroom teachers for basic computer training. Professor Peter Barcinas from University of Guam conducted the said course at College of Micronesia/Land GrantKosrae Campus for tw9 and a half days during summer '99. Twenty-six teachers and two Land Grant staff attended and successfully completed the course. Recommendations were made for such training to be conducted in the future for a longer duration and more time spent on Internet.

The CYF AR project was originally designed to be a six-week Internet course but due to the basic starting level of the CYF AR students the CE5-COM Land Grant staff extended to the course to a two-month basic computer literacy and Internet course, with a strong emphasis on computer literacy. The municipalities of Tafunsak, Lelu, Malem and Utwe have completed the course, leaving only the schools in Sansrik and Walung to be finished. Electricity is yet to be connected to Walung- a remote village of Tafunsak Municipality, but one agriculture farm was in placed at a private site. The landowners, including two youth members, volunteer their time to work and manage the farm. Hopefully, more CYFAR projects may be extended to Walung- such as poultry and piggery projects.

Kosrae CYF AR Project will integrate activities such as recycling, crafting, crocheting, health and nutrition. We proposed that a youth-to-youth support group be organized in the communities so that in the near future they will perpetuate new skills to their younger siblings or other family members to help themselves in the future.

PACIFIC PARTNER'S COMMUNITY PROJECT REPORT Northern Marianas Community College in Rota

Community Project Location: Rota, Commonwealth of the Northern Mariana Islands

Community Project Coordinator: Mr. Michael M. Ogo CNMI, 4-H Leader CREES, NMC - Rota Campus

Phone: (670) 532-9477 E-mail: i\[email protected]


Chart:

Table of Contents

Aq:omplishment I- Summer Camp

Accomplishment 2 - Computer Literacy

Accomplishment 3 - Plant Propagation

Accomplishment 4 - Aquaculture

Summary of Rota's Involvement

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Summary of Pacific Partners' Involvement for Rota by Year, Topic and Academic Cohort of Program Clientele


Computer Grades •Grades • Grades • Grades •Grades

Literacy 1 thru 6 lthru6 Kthru6 4thru9 1 thru 12

Agriculture I •Grades •Grades •Grades • Grades •Grades

Aquaculture K thru6 K thru6 Kthru6 lthru9 1 thru 12

Reading& • Grades • Grades • Grades •Grades Grades

School Pre-K thru 6 Pre-K thru 6 Pre-K thru6 1 thru6 Pre-K thru 9

Readiness

Cultural • Grades • Grades • Grades • Grades Grades

Preservation Pre-K thru6 Pre-Kthru 6 Pre-K thru6 4thru9 Pre-K thru 9


&Health 4thru 9 4thru 9 4thru9 4thru9 4thru 9

Athletics

Recycling

Landscaping & Beautification

Citizenship

Marine Science

Page- 57

ROTA: Project Description

Accomplishment I. Let me start with Simmer Camp 99 - planning for SC'99 started in December of 1998. What we did was assembled a working group made up of representatives from agencies that serves the youth population. We had people from the Division of Youth Services, Women's Affair's Office, the executive branch, public and private schools, and so forth. The "National Framework for Collaboration" conferences that I attended since 1995 prepared me to work with this group. We met twice a month to formulate and develop plans for SC '99 until the program began in June. The elementary aged kids that enrolled in the camp learned over the summer the different Chamoru herbal medicines and how they are make, traditional Chamoru Foods and cooking, waste recycling - turning old newspaper into woven baskets, aquaculture, and so forth. Eighty students were enrolled in SC '99.

Accomplishment II. We have in our possession two computers bought with CYF AR funds. Elementary, junior high and high school students' use these computers in the afternoon to assist them with their schoolwork. Students search for information on the Internet or on CD-ROM encyclopedias to complete assignments or gather information for school projects. The elementary school located next to our office also utilizes these computers to run interactive software for students in their special education class.

Accomplishment III. We held a plant propagation workshop for middle school students. Workshop participants learned different methods of plant propagation, which enhanced their ability to propagate more and healthier fruit and ornamental seedlings. Seedlings grown by this group of kids are sold to homeowners and farmers.

Accomplishment IV. Participants in our after school program continue to raise hybrid Tilapia fish. This year marks the second time we donated fish to the annual San Francisca De Borja Fiesta. The rest of the fish stock is sold in the community. Students, through this project, learned fresh water fishes husbandry.

Activities for Next Year:

Early Childhood Education: I would like to establish an early childhood resource center within 4-H. With this in mind, I would like to have funds available to purchase instructional videos and published materials that I have identified for the above purpose. These materials will be made available to the Headstart program and public and private school pre-school programs I would also like to have a follow-up workshop given by an early childhood educator on recent findings or improvements in early childhood education

Page- 58

Activities for Next Year: (continued)

Computer Literacy/Internet

I would like to request additional computers if funding would allow. Along with these computers, I would also like to have funds available to purchase interactive software that can be used by students to enhance their academic performance. At the same time, continue having funds available for electronic connectivity.

Aquaculture & Hydroponics:

Consistent with our plan of work, I would like to have the funding available to expand the above program to schools. 'This will involve having funds available to purchase the supplies and materials for one aquaculture I hydroponics system per targeted school.

Improvements:

Early Childhood: Having access to instructional resources on site/ improve delivery of lessons to pre-school age children.

Computer Literacy: Additional computers will ease the demand on the two computers we have on hand. The software will help improve the academic performance of CYF AR clients.

Aquaculture/Hydroponics: Young adults will learn new sources of income to improve their livelihoods.

Sustain ability: Computer Literacy /Internet:

Marketable job skills for clients

Aquaculture /Hydroponics: Income producing vocations

REBULIC OF PALAU'S COMMUNITY PROJECT OVERVIEW Palau Community College

Community Project Location: Koror, Republic of Palau

Community Project Coordinator: Mrs. Carol 0. Emaurois (resigned: 10/99) Phone: (680)488-1037 Fax: (691) 350-2325 E-mail: [email protected]

Community Project Staff: Gamberlynn Ngirmeriil


Chart:

Table of Contents

There was no report received prior to submission of this document.

Summary of Palau's Involvement

Page- 59


Page- 60

Summary of Pacific Partners' Involvement for Palau by Year, Topic and Academic Cohort of Program Clientele


Computer • Grades • Grades • Grades • Grades No Longer a

Literacy Kthru 12 Kthru 12 Kthru 12 Kthru 12 Pacific

Partner

Agriculture I • Grades • Grades • Grades • Grades No Longer a

Aquaculture Kthru 12 Kthru 12 Kthru 12 Kthru 12 Pacific

Partner

Reading/ • Grades • Grades • Grades • Grades No Longer a

School K thru6 Kthru6 Kthru6 Kthru 12 Pacific

Readiness Partner

Cultural • Grades • Grades • Grades • Grades No Longer a

Preservation Kthru 12 Kthru 12 Kthru 12 Kthru 12 Pacific Partner

Nutrition No Longer a

&Health Pacific Partner

No Longer a

Athletics Pacific Partner

No Longer a

Recycling Pacific Partner

Landscaping & No Longer a Beautification Pacific

Partner

Citizenship/ No Longer a

Leadership Pacific Partner

No Longer a

Marine • Grades Grades • Grades • Grades Pacific

Science 9thru 12 9thru 12 Kthru 12 Kthru 12 Partner

Page- 61

Appendix A: Acknowledgement of Evaluation Framework Receipt

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State Strengthening Evaluation Guide

Children, Youth, and Families-At-Risk Evaluation Collaboration Manual

Distribution of Manuals by Site, Recipient and Date Received

Sites Represented in the Region Recipient Date Received

Guam Recipients: CFS ( )6. "M -!'&,,..a~~~ !51 !J!J9f

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Saipan

:::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::i¥.;::::::::::::::::::::::::::::::::::::: ::::::::::::::::::::r::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::

Rota !f#, Afme . ~~ ~ 1-oYJ/1'7

. Yap

Kosrae

:::::::::::::::::::::::::::::::::::::::::::::::::::: :::::::::::::::::::::::::::::::::::::::::::::::::::: ::::::::::::::.:;;;::::::::::::::::::::::::::::::::::::::::::::::::: :::::;;:::::::::::::::::::::::::::::::::::::: AmericanSamoa ~(.L.-A;~ ~J~ ~/s-/{(

'

Page- 62

Appendix B: Agendas from Pacific Partners' Site Visit & Training Sessions Agenda from Pacific Partners' Fourth Annual Conference

Service Providers

Training

CYF AR Project [Children, Youth and

Families-At-Risk] &

MYSN [Micronesian Youth

Service Network]

April 27 & 28, 1999 Pacific Gardenia Conference Room

Saipan, CNMI

facilitators:

Lilli Perez Iyechad, Ph.D. Guam Cooperative Extension. CAIS/UOG

&: LisaLinda Natividad, MSW

Deputy Director, Sanctuary, Inc.

TRAINING AGENDA

Day One - V olunteerism

9:30am • 10:00am. Participants Sign-in

10:00am • 10:15am Introduction of Facilitators

&: Training Overview

10:15am - 10:4Sam

Introduction of Participants (Paired Introduction Exercise)

10:45am - 11:00am

Break

11:00am ·12:00pm

Yolunteerism: Family Community

Leadership Program

•So You're a Volunteer

12:00am - 1:00pm

Lunch Break

1:00pm • 3:00pm

Volunteerism: FCL Program [cont.]

• Problems Encountered

by Volunteer Groups

• Managing Volunteer Programs

3:00pm • 3:15pm

Break

3:15pm -4:15pm

Questions &: Answers

Oosure of Day One

4:15pm -4:50pm

Needs Assessment: [Addendum]

• Training &: Technical Assistance

Survey- ¥YSN • Adolescent Suicide Survey -

UOG-Guam Cooperative Ext.

4:50pm ·5:00pm

Day Two Overview

&: Evaluation of Day One

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Day Two - Grantsmanship

8:30am - 9:00am Participants Sign-in

9:00am - 9:30am

Concerns from Day One

& Overview of Day Two

9:30am - 10:1Sam

Exploring Funding Qwortunities Federal Register

Foundations & Other Private Sources USDA- CYFERNet

10:15am - 10:30am

Divide into Smaller Groups

10:30 - 10:45am

Break

10:4Sam - 12:00pm

Grants Writing Main Components of a Proposal

[15mins@ tqpicl

• Meeting the Purposes of the

Authorizing Statute

• Evidence of Need

• Plan of Operation

• Quality of Key Personnel

12:00pm - 1:00pm

Lunch

1:00pm - 2:30pm

Main Components , (cont.)

• Budget & Cost Effectiveness

• Evaluation Plan

• Adequacy of Resources

• Appendices

2:30pm -2:45pm

Break

2:45pm -3:15pm

Reporting of Group Findings

3:15pm -3:45pm

Eyaluation Guide - Overview of

Framework and Fiye Tiers

Tier One: Program Definition

Tier Two: Accountability

Tier Three: Understanding

and Refining Tier Four: Progress Toward Objective

Tier Five: Program Impact

3:45pm - 4:15pm

Questions & Answer Period

4:15pm - 5:00pm

Recap of Day's Activities,

Oosure & Evaluation

Service Providers Training

CYFAR [Children, Youth and Families-At-Risk] Project &

MYSN- [Micronesian Youth Service Network]

April 29, 1999 • Rota, CNMI • 12 noon to 6:00 pm

I. Participants Sign-In

II. Introduction of Facilitators & Participants

ill. Introduction to CYFERNet Resources

- National Network on Collaboration (Framework) -National Network on Family Resilience -National Network on Science & Technology -National Network on Child Care - National Network on Health

IV. Evaluation Guide- Overview of Framework and Five Tiers:

Tier One: Program Definition Tier Two: Accountability Tier Three: Understanding & Refining Tier Four: Progress Towards Objectives Tier Five: Program Impact

V. Needs Assessment :

-Training and Technical Assistance Survey- MYSN - Adolescent Suicide Survey

VI. Questions and Answers Period

VII. Closure

VITI. Tour to View Site Projects

CYF AR Site Visit Pacific Partner- Yap, FSM June 6- 9, 1999 • College of Micronesia, Yap Campus Contact Persons: Martin Ruwniyol & Stan Fal'martgar

CYFAR Evaluator: Lilli Iyechad, Ph.D.

[Page 1 of2 1

Sunday: 6 June 1999

Arrival ·-..... -.

Reviewed Site Visit Agenda

Modified Agenda to Include Visit with Collaborators

Monday: 7 June 1999

Review of CYFERNet Resources

National Network for Collaboration Evaluation Framework

Review of Evaluation Form . to Assist with Documentation of Activities

Meeting with CYF AR assistant, Mr. Pius Mirey, Computer Specialist

Tuesday: 8 June 1999

Reviewed 1998 Evaluation Report . and Discussed Anticipated Changes of 1999 & 2000

Reviewed 1999 Budget and Projected Needs for 2000

Compiled list of supplies for program

Met with a CYF AR project collaborator -Substance Abuse and Mental Health Program Personnel

•

I I• 71

'

.....

CYFAR Site Visit Pacific Partner- Yap, FSM June 6 - 9, 1999 • College of Micronesia, Yap Campus Contact Persons: Martin Ruwniyol & Stan Fal'mangar ·

CYF AR Evaluator: Lilli lyechad, Ph.D.

[Page2of2]

Wednesday: 9 June 1999

Met with the Lieutenant Governor, Mr. Andrew Yatilman

Discussed Current and Anticipated CYF AR Project Activities

Planned for Regional Meeting of Pacific Partners to be held in Yap for the Year 2000

Venue: Marina Conference Room

Accommodations: ESA Bay View Hater

Summarized Activities During the Site Visit with Mr. Martin Ruwniyol

Departure

CYF AR Site Visit Pacific Partner - Kosrae, FSM June 14- 17, 1999 • College of Micronesia, Kosrae Campus

Contact Persons: Mrs. Kenye Killen CYFAR Evaluator: Lilli Iyechad, Ph.D.

[Page 1 o£2]

Monday: 14 June 1999

Arrival & PC and Laptop Delivery


Modified Agenda to Include Visit with Collaborators

Tuesday: 15 June 1999

8:30am - Meeting with Dept. of Education Administrators & Discussed Computer Literacy Summer Training

• Mr. Henry Robert, Director • Wilson Kephas, Special Education Coordinator • Masaki Thomson, Administrator of Instruction

• Hanson Sigrah, Curriculum and Evaulation

9:30am- Meetinge with Office of Community Affairs' Personnel • Mr. Nena Tolenoa, Director

• Mrs. Ropina Aloka, Program Dir., Women's Affairs

11:00am - Meeting with Utwe Elem. School [UES] Personnel • Mr. Randy Edmond, Computer Instructor

• Ms. Tulpe Killin, Volunteer

Summer Computer Skills Students - UES Arnold Benjamin, Samuel Waguk, Christina Livaie, Sydney Nena, Eddie

Martin, Sepe Nena, and Carla Thomas (N=7:3F I 4M)

1:30pm- Meeting with COM-FSM Kosrae Campus CYFARStaff

• Mrs. Kenye Killen • Mr. Jackson Albert • Mrs. Julie Timothy

• Mrs. Magrina Wakuk • Mrs. Helen Jonas

Assembled and Tested Personal Computer

..

CYF AR Site Visit Pacific Partner- Kosrae, FSM June 14 -17, 1999 • College of Micronesia, Kosrae Campus

[Page2of2]

Wednesday: 16 June 1999

9:00am to 12:00pm- Meetings with Kenye Killen

•Reviewed 1998 Eyal~tionReport and Discussed Anticipated Chaitges of 1999 & 2000

• Review Evaluation Framework (sign receipt) Review of CYFERNet Resources

• Review of Evaluation Form to Assist with Documentation of Activities

• Reviewed 1999 Budget and Projected Needs for 2000

•1999 Regional Mtg- Agenda and Venue

1:00pm -1:45pm- Visit to Museum and Office of Cultural Preservation

2:00pm to 3:00pm- Interview with Ms. Ropina Aloka on Kosraean Culture

5:00pm- 7:00pm- Dinner with COM-FSM personnel at Kosrae Village Resort

nursday: 17 June 1999

9:00am- Mtg with COM-FSM Yap Campus Director Mr. I<alwinKephas

Discussed Current and Anticipated CYFAR Project Acpvities

10:00am -11:30am Interview with Mr. Nena Tolenoa on Kosraean Culture

1:00pm - 2:00pm- Summarized Activities During the Site Visit with Mrs. Kenye Killen

2:30pm - Departure

CYF AR Site Visit Pacific Partner- Palau July 20- 23, 1999 • Palau Community College

Contact Persons: Ms. Sherri Ngirmeriil CYFAR Evaluator: Lilli Iyechad, Ph.D.

Tuesday: 20 July 1999

Departure from Guam in PM

Arrival in Palau

Wednesday: 21 July 1999


Met with PCC Cooperative Research and Extension Personnel and Students Involved in Program Activities

Thursday: 22 July 1999

• Assembled and Tested Personal Computer

• Reviewed 1998 Evaluation Report and Discussed Anticipated Changes of 1999 & 2000

• Review Evaluation Framework (sign receipt) Review of CYFERNet Resources

• Review of Evaluation Form to Assist with Documentation of Activities

• Reviewed 1999 Budget and Projected Needs for 2000

•1999 Regional Mtg- Agenda and Venue

Friday: 23 July 1999

~

• Addressed Fiscal Concerns of PCC Project Partner

•Summarized Activities During the Site Visit

CYF AR Site Visit Pacific Partner August 2- 9,1999 • American Samoa Community College

Contact Person: Aufa'i Ropeta Areta CYFAR Evaluator: Lilli Iyechad, Ph.D.

Monday: 2 August 1999

• Departure from Guam in PM & Arrival in American Samoa

Tuesday: 3 August 1999

• Reviewed Site Visit Training Agenda & Met with ASCC Personnel

Wednesday: 4 August 1999

•CYFERNet Resources: A General Overview Courtesy of the Internet

• Program Sustainability and the Use of Collaboration

•Five-Tiered Approach to Program Evaluation

•Site visit to Western District

Thursday: 5 August 1999

• Ecological Model of Human Behavior & Individual/ Family I Group Life Spans

• Eight Stages of Individual Development

•Various FCL Handouts

*Initial Stages in Forming a Group

*Groups- How They Decide

*Problem Solving in Groups

*Leadership: Temperament Styles Individual Roles Group Building & Maintenance Roles Group Task Roles

•Site visit to Eastern District

Friday: 6 August 1999

•How To Manage vVork and Family- The Balanced Life-

Four Laws of Success

Eight Ways to Increase Your Energy

Six Strategies for Improving Your Self-Discipline

Ten Ways to Criticize While Keeping the Atmosphere Positive

The Art of Comeback

Top Ten Time \Vasters

Support Systems- Activity

Resource Listing

•Site Visits to Ofu & Olosega

Saturday: 7 August 1999

Site Visits to Ta'u, Manu'a & Tutuila

Sunday: 8 August 1999

vVorking Session with ASCC Project Site Director to Discuss Budget, Current Activities and Plan for Next Fiscal Year's Activities

Monday: 9 August 1999

• Reviewed 1998 Evaluation Report and Discussed Anticipated Changes of 1999 & 2000

•Review of Evaluation Form to Assist with Documentation of Activities

• Projected Needs for 2000

•1999 Regional Mtg - Agenda and Venue

•Summarize & Clarify 1-fatters Discussed During Visit

CYFAR COMPUTER TRAINING AUGUST 09-12th, 1999

August 09, 1999 Orientation. Meeting with COM-FSM Officials Site Visit and training area Profile Equipment Review & Software Assessment

August 10, 1999 General Orientation Introduction

Training Session: Part I Introduction to Computers

Break

8:30-lO:OOam Intro to Computer Basics -Opening files -Saving -Accessing Introduction to Word Processing

*Microsoft Word

11-12:00pm Computer Activity Exercises

Sample Memorandums Sample Resumes

1-3pm Continued Computer Exercises August 11, 1999 Computer Basics Review

8:30am-12:00 Continue with Class Activity

Part IT. 1-4pm

August 12, 1999 8-llam

*Finalizing sample memorandums *Finalizing sample resumes

Printing a document Saving files/ to harddisk & Diskettes

Developing a Template Lesson Plan Orientation to Internet basics Sample web site review

Part IT Continued Introduction to Internet basics -accessing Internet accounts -Establishing an E-mail account -Retrieving and sending e-mail

End of Training.

1999 CYF AR Regional Partners Meetings Rose Mackwelung Library

Tofol, Kosrae Island Federated States of Micronesia 96944

September 13-18, 1999

Date Time Event Participants

Day One September 13 14:30 Arrival

15:00 Check in/Pacific Tree Lodge 18:00 Dinner Meeting: KVR Pacific Partners

ConductLotteryforsequence Of site presentation

Day Two September 14 08:00- 08:30 Introduction of Participants Kenye Killin

08:30-09:10 Opening Prayer Rev. Takeo Likiaksa RML Head Librarian

09:10-09:30 Official Welcome Governor's Office

09:30- 12:00 Site Presentation Site Representative

12:00 - 13:30 Lunch All

13:30- 15:30 Site Presentation Site Representative

15:30- 15:45 Break All

15:45 - 17:00 Site Presentation Site Representative

17:00 -17:45 Remarks, updates, etc. Project Director

Day Three September 15 08:00 - 10:00

10:00 -12:10 Site Presentation Site Representative

12:10 -13:10 Lunch All

13:10 -15:10 Site Presentation Site Representative

15:10-16:10 Remarks, updates, etc. Project Director

Day Four September 16

AM Session:

Plan for Year 2000 Program Activities

Advocate for Corresponding Budget

Planning meeting is restricted to Pacific Partners only. Each member is expected to be ready to contribute to active discussion regarding the last year of the CYFAR project.

Venue: RML Library

PM Session:

CYFARNet Training

Venue: College of Micronesia-Land Grant

Day Five September 17

Pacific Partners to visit Kosrae' s program activities sites

Day Six September 18

Departure

Page- 63

Appendix C: Pacific Partners' Evaluation Form

Children, Youth and FamiU:a !:! Pf;-'· Pacific Partners Accountabili Form for 1999 to 2001

•CYFAR Personnel Involved: (1]

[2]

[3]

[4]

• Date of Activity:

•Time Frame of Activity: From: to;

(Specify : Staff, Faculty or Volunteer) (Specify : Staff, Faculty or Volunteer) (Specify : Staff, Faculty or Volunteer) (Specify : Staff, Faculty or Volunteer)

• Activity Area(s): [ 1 (Indicate with"x")

[ ] [ 1 [ ]

Computer Uteracy [ ] Reading Readiness [ ) School Readiness Agriculture Sustainable Aquaculture Sustainable Croaa-Cultural Awareneu

• Activity Collaborators (list aill Involved groupe, agencies, orgauiuUoua, departllleuta, etc.)

• PROFILE OF ACTIVITY PARTICIPANTS [Total Number.. ]

Listing of Each Education Level of Participants Indicate PARENT of Participant's Name Pre Elem Mid Hiah Other Ethnidty Partidpant(s)

Return Completed forms to UDi lyechad, UOG/CAIS/GCE Page_of_

Page- 64

Appendix D: Pacific Partners' Web Site Illustrations

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United States Departm~nt of Agriculture

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STRENGTHENING PROJECT YEAf{-END REPORT...Page-1 STATE STRENGTHENING PROJECT FY 99 YEAR-END REPORT 01 OCTOBER 1998 through 30 SEPTEMBER 1999 Project Title: Pacific Partners: Addressing

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