Organizational Members:

University of Guam (UOG)

     Dr. Harold L. Allen, Sub-committee Chair and President, University of Guam
     LTC (Ret) David S. Okada, Co-Chair and Acting Director, Institutional Effectiveness, Planning, and Research

Department of Defense Education Activity (DoDEA)

    Mr. Mike Diekmann, Superintendent

Andersen Air Force Base Education Office

     Mr. Paul Boyd, Director

Guam Community College (GCC)

    Ms. Mary A.Y. Okada, President

Guam Public School System (GPSS)

     Mr. Luis Reyes, Superintendent
    Mr. William Castro, Chief Planner

Saint John’s School

     Dr. Jorge Nelson, Headmaster

Guam Ministerial Association

     Reverend Neil Culbertson, President

Harvest Christian Academy

     Dr. Tim Watson, Minister of Education

Catholic Schools

     Ms. Cynthia Agbulos, Superintendent

Navy College Director

     Yolanda Cabigao, Director (Inactive)

Guam Legislature

    Honorable Judith Won Pat, 28th and 29th Guam Legislature

Participant

     Ms. Anna Sloan, Vice-President, Library Association


1.  Mission Statement.

• The Civilian Military Task Force (CMTF) was created by Gov. Felix Camacho through Exec. Order No. 2006-10 and is comprised of members from the education community, government of Guam, military, business community, civic organizations, and the public.  The primary purpose of the taskforce is to identify issues and concerns that affect the overall needs of the island in anticipation of the military expansion.  Education is one of 11 sub-committees. 
• The sub-committee on Education, a component advisory team of the CMTF, will document and benchmark, review, assess, and develop recommendations that support the goal of maintaining quality, accessible education island-wide (public, private, and Department of Defense Education Activity (DoDEA)) at all levels from kindergarten through grade level 18 (K-18) as planned military growth and island-wide population growth occur.

2.  Executive Summary.

• The sub-committee on Education has met monthly since its inception to discuss a variety of critical areas important to the education system.  Our sub-committee anticipates a series of report updates as more current and future critical planning factors become available and the Environmental Impact Statement (EIS) process begin to clarify and shape the military expansion initiative.  These planning factors are important for us to further evaluate and define more precise needs and how those needs might best be addressed (see enclosure one).  We have requested this information through various sub-committees and agencies, the Joint Guam Program Office (JGPO), the EIS Scoping Session, the Governor’s Report on the EIS Scoping Session, and through the Office of Economic Adjustment (OEA).  Additionally, we have requested for a professional consultant for expert planning assistance through the OEA grant process. 
• Our sub-committee identified preliminary areas critical to the education system and used them as placeholders for discussion and future integration in the EIS process and development of the strategic integrated master plan as we obtain the opportunity to define them: 

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• Additional infrastructure support for new schools/facilities, sports facilities directly related to school activities, library expansion, military education center expansion, school transportation demands, and new facilities for collaboration and higher education systems.
• Projected demands of the numbers and types of teachers needed; the number of staff and administrators needed; the number of support personnel (i.e. food service, maintenance, library, education centers) needed; and instructional material demands needed.
• Additional faculty, staff, supporting personnel, and facilities with which to address demands that will be placed on both the Guam Community College and the University of Guam who bring different and unique services in addition to the education component in support of the planned military expansion.

• Some assessments have been made based on available military planning factors on dependents and are within this report.  This information will change as the planning factors change.
• Our sub-committee outlined the education system on Guam into five major educational institutions:  the Department of Defense Education Activity (DoDEA), Guam Public School System (GPSS), Private Schools, Guam Community College (GCC), and the University of Guam (UOG).  This report will include an overview and background of each educational institution; current challenges and projected needs in enrollment pressures, personnel support capacity, facilities support capacity; opportunities for collaboration and joint planning; recommendations and priorities; critical planning factors needed; and federal and/or local legislation needed to fulfill mandates.
• The Government of Guam’s ability to sustain funding to meet Guam’s education systems’ needs will play a key role in the education systems’ ability to continue to develop and offer quality education opportunities and training to meet the future workforce demands. 

3.  Department of Defense Education Activity (DoDEA). 

     a.  Overview and Background.

• DoDEA provides education to eligible Department of Defense (DoD) military and civilian dependents from pre-school to grade 12 with two distinct programs, the DoD Domestic Dependent Elementary and Secondary Schools (DDESS) for dependents at locations within the continental United States where DoD operates schools, and the DoD Dependents Schools (DoDDS) for dependents outside the continental United States.  Their mission is to provide an exemplary education that inspires and prepares all DoDEA students for success in a dynamic, global environment.  Students served include Guam reserve component dependents whose military parent(s) or guardian are on active duty status.
• In 1997, DoD established a K-12 education system for military families on Guam, citing that the public school system was not able to meet the expectations of accountability for improving schools, which translated into not demonstrating increased achievements in academics, improved school facilities, and consistent infrastructure support. 
• DoDEA school enrollment on Guam is about 2,482 and operates four schools.   DoDEA currently has 428 employees of which 237 are teachers.  The average actual Teacher to Student ratio is 1:12 for Elementary, 1:10 for Middle, and 1:10 for High school.  This enables teachers to provide students with personal attention.
• Our sub-committee made the assumption that DoDEA will continue to be responsible for managing the education system during the military expansion.

     b.  Current Challenges and Projected Needs.

          (1)  Enrollment pressures. 

• Enrollment for DoDEA has seen a significant increase over the last four years and can anticipate continued enrollment increases.  Currently, DoDEA is capable of handling normal increases in enrollment as the capacities of the current school facilities are below their maximum ceilings.  This includes the dependents of Guam National Guard and Reserve military personnel who rotate on active duty status for deployments or achieve active guard/reserve status.
• The projected numbers for K-12 military dependents resulting from the military expansion is about 4,070 (Elementary – 2,450, Middle – 810, High – 810).  These projected enrollment pressures will break the current DoDEA school system unless meticulous management of their arrival is synchronized with the completion of significant numbers of school systems and infrastructure support that is ready to receive them in appropriate locations.
• The projected numbers above do not include DoD civilian dependents.  Evaluation of these projected numbers will help us define more precisely the additional impacts on enrollment pressures and how needs might best be addressed. 

          (2)  Personnel Support Capacity. 

• Based on current military dependent planning factors of 4,070 military dependents for K-12 and actual teacher to student ratios, we project a minimum of 295 teachers to support the additional enrollment.  The bulk of the teachers will most likely be hired through the priority placement process within the federal system. 
• However, based on previous hiring records for DoDEA, we can anticipate between 10 to 20 percent (29-59 teachers) out of the estimated 295 teacher demand to be filled locally.  This presents a significant impact to the local teacher capacity, which currently reflects a shortage, as we anticipate some teachers from both GPSS and Private Schools to apply.  Critical areas of Special Education, English as a Second Language, and the Gift and Talented Education program are significant concerns.   
• There will also be additional requirements for staff, administrators, and other support personnel (i.e. custodial, maintenance, food service, librarians, etc).  Current and future evaluation of facilities and their location will help us define more precisely the needs and how these needs might best be addressed. 

            (3) Facilities Support Capacity.  Based on current military dependent planning factors of 4,070 military dependents for K-12 and actual teacher to student ratios, we project a minimum of five schools being constructed:  two elementary, two middle, and one high school.  Availability of information concerning the location and size of each school facility will help us define more precisely additional needs and how these needs might best be addressed such as space for extra curricular and sports fields for appropriate outdoor activities, library support, and transportation support system needs.   

        (4) Opportunities for Collaboration and Joint Planning.  There are many opportunities for collaboration and joint planning to strengthen partnerships with DoDEA.  Further assessment and evaluation on how we can better integrate career and technical programs to meet military dependents’ needs and supporting Chamorro language and culture instructions into DoDEA curriculum are two examples.      

         (5) Recommendations and Priorities.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, recommendations and priorities will be identified for implementation. 

        (6)  Critical Planning Factors Needed.  Request for critical planning factor information have been submitted through various forums and is attached at enclosure one as a reference.  Current and future evaluation of this information will help us define more precisely several needs and how these needs might best be addressed. 

        (7) Federal and/or Local Legislation Needed to Fulfill Mandates.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, associated federal and/or local legislation will be addressed to meet those needs. 

4.  Guam Public School System (GPSS). 

     a.  Overview and Background.

1. GPSS is a single unified school district consisting of grades K-12 and provides free public education for all of Guam’s children through comprehensive instructional programs consistent with its policies.  GPSS provides programs and activities for students in order to develop academic, social, physical, and occupational skills, as well as essential guidance to develop the attitudes, values, and skills for success in society.  Guam Public Law 28-25 requires that all children between the ages of 6 and 16 are to attend school on a full-time basis.
2. GPSS has an enrollment of over 30,000 and operates 36 schools (25 Elementary, 7 Middle, and 4 High) and one alternative school located throughout the island.  GPSS currently has 2,986 locally funded employees of which 2,000 are teachers and 665 federally funded employees of which 196 are teachers.  The average actual Teacher to Student ratio is 1:15 for Elementary, 1:16 for Middle, and 1:21 for High school.  While these ratios are under the required Teacher to Student ratios, overcrowding within several schools does not allow all teachers to provide students with personal attention.
3. GPSS has been working towards establishing an education strategic plan and should continue to complete this effort in order to be able to effectively respond to the current and future demands and pressures on the public education system.  

     b.  Current Challenges and Projected Needs.

          (1)  Enrollment pressures. 

• GPSS currently has enormous enrollment pressures resulting in significant overcrowding, especially in the middle and high schools.  The U.S. Department of Education, National Center for Education Statistics, shows Guam as the only secondary school system (high school) out of 59 school systems reported that exceeds a 2,000 average enrollment; the next highest is Florida with an enrollment average of 1,517.  For middle schools, there are only two other schools that break a 1,000 average enrollment (Florida and Northern Marianas).
• GPSS elementary and middle schools show significantly larger enrollments in the northern part of the island compared to the southern.  Elementary and middle schools in Finegayan and Dededo are overcrowded.  This is the same area where a majority of the military expansion is projected to occur. 
• The short-term goal of GPSS is to reduce current overcrowding issues through double sessions, new facilities, and/or redistricting.  When information on population growth related to the military expansion becomes available, our sub-committee will be able to further evaluate and define more precisely additional enrollment pressures and needs and how these needs might best be addressed. 
• Completion of a GPSS education strategic plan will significantly help in providing the guidelines and benchmarks needed to measure GPSS’ capacity and ability to address all critical current and future needs. 

          (2)  Personnel Support Capacity. 

• GPSS currently has a shortage of over 80 teachers, especially in the areas of Special Education, English as a Second Language, and the Gifted and Talented Education program.  GPSS has been working closely with the university to fill the teacher shortages as well as sought off-island recruitment to fill the hard to recruit positions. 
• When additional information on population growth related to the military expansion and public school system becomes available, our sub-committee will be able to further evaluate and define more precisely additional personnel needs and how these needs might best be addressed. 
• The inevitable expansion of DoDEA schools will most likely exacerbate the teacher shortages, to include potentially impacting staff, administration, and support personnel positions within GPSS.  Receipt of additional information will help us in evaluating and defining more precisely the impacts and needs and how these needs might best be addressed. 
• The expansion of GPSS to include new school construction may also generate additional requirements for staff, administrators, and other support personnel (i.e. custodial, maintenance, food service, librarians, etc).  Current and future evaluation of facilities and their location will help us define more precisely the needs and how these needs might best be addressed. 

       (3)  Facilities Support Capacity.  GPSS currently has plans to construct new schools to relieve the pressures of overcrowding in several locations, especially in the northern portion of Guam.  The new challenge for GPSS is to re-assess the current plans to include the potential increase in school enrollment pressures related to the military expansion.  When information on population growth related to the military expansion becomes available, our sub-committee will be able to further evaluate and define more precisely additional facility needs and how these needs might best be addressed to balance current and future demands. 

       (4)  Opportunities for Collaboration and Joint Planning. 

• GPSS has the opportunity to participate in re-assessing and aligning career and technical training demands in support of the military expansion.  As information becomes available, this will help us in evaluating and defining more precisely the impacts and needs and how these needs might best be addressed. 
• At some point, there may be an opportunity for re-integrating the student populations of DoDEA and GPSS after expectations of accountability for local school capacity is achieved.  This includes demonstrating increased achievements in academics, improving school facilities, providing consistent infrastructure support, and other areas of concerns generated from future discussions.   

        (5)  Recommendations and Priorities. 

• As GPSS addresses current pressures and demands on the public education system while trying to bridge the gap of the impact of the military expansion, there is still the need to complete the education strategic plan.  Completion of this plan will significantly help in defining, benchmarking, and leveraging resources to effectively respond to the current and future demands and pressures on the public education system.  Recommend completion of the GPSS education strategic plan.
• A management audit of GPSS may also significantly assist in assessing efficiencies and streamlining processes to leverage limited resources.  Recommend a management audit be completed on GPSS.   

       (6)  Critical Planning Factors Needed.  Request for critical planning factor information have been submitted through various forums and is attached at enclosure one as a reference.  Current and future evaluation of this information will help us define more precisely several needs and how these needs might best be addressed. 

       (7)  Federal and/or Local Legislation Needed to Fulfill Mandates. 

• GPSS must comply with the “Every Child is Entitled to an Adequate Public Education Act” as outlined in Public Law 28-45. 
• Once we are able to define more precisely other needs and how these needs might best be addressed on the education systems, associated federal and/or local legislation will be addressed to meet those needs.

 
5.  Private Schools. 

     a.  Overview and Background.

1. Private schools provide comprehensive instructional programs consistent with their policies covering at least grades K-12.  They provide programs and activities for students in order to develop academic, social, and physical skills, as well as attitudes and values, within a religious framework.  Private schools provide options for family members who are willing to pay for these services. 
2. Private schools have a cumulative enrollment of over 6,500.  There are 26 private schools of which 14 are Catholic, 11 are Christian, and one is non-denominational.  Private schools vary in size, enrollment, and Teacher to Student ratios.

     b.  Current Challenges and Projected Needs.

          (1)  Enrollment pressures. 

• Private schools are in a position to be able to manage enrollment pressures by limiting it and/or diverting enrollment to a sister school based on available resources.  Overall, private schools have been significantly increasing in enrollment for the past six years.   
• We anticipate each private school system to develop plans for potential increases in enrollment to help in the overall enrollment pressures placed on the public school system.

          (2)  Personnel Support Capacity. 

• Private schools have some shortages in available teachers and are capable of making appropriate adjustments to handle this situation.  When additional information on population growth related to the military expansion become available, our sub-committee will be able to further evaluate and define more precisely additional personnel impacts and how these impacts might best be addressed by the private schools. 
• The inevitable expansion of DoDEA schools, may have an impact on increasing teacher shortages, to include potentially impacting staff, administration, and support personnel positions within the private school system.  Receipt of additional information will help us in evaluating and defining more precisely the impacts and how these impacts might best be addressed by the private schools. 

        (3) Facilities Support Capacity.  Private schools have the capability to adjust in accordance with their strategic plan and available resources.  When additional information on population growth related to the military expansion become available, our sub-committee will be able to further evaluate and define more precisely how the private schools might best address their impacts. 

        (4) Opportunities for Collaboration and Joint Planning.  There may be opportunities for collaboration and joint planning to strengthen partnerships with private schools.  Further assessment and evaluation on how we can achieve this will be discussed in future reports.

        (5) Recommendations and Priorities.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, recommendations and priorities will be identified. 

       (6) Critical Planning Factors Needed.  Request for critical planning factor information have been submitted through various forums and is attached at enclosure one as a reference.  Current and future evaluation of this information will help us define more precisely several needs and how these needs might best be addressed. 
 
         (7) Federal and/or Local Legislation Needed to Fulfill Mandates.  None.

6.  Guam Community College (GCC). 

     a.  Overview and Background.

    (1) GCC is accredited by the Accrediting Commission for Community and Junior Colleges of the Western Association of Schools and Colleges.  GCC is a multi-faceted public vocational educational institution, created by Public Law 14-77 in 1977 to strengthen and consolidate vocational education on Guam.  The college operates secondary and postsecondary vocational programs, adult and continuing education, community education, and short-term, specialized training.  These programs are delivered both on and off-campus, in satellite programs and on-site at businesses as needed.  The college also serves as the State Board of Control for vocational education under the United States Vocational Education Act of 1946, 1963, and subsequent amendments.

    (2) GCC offers over 50 job-related courses of study and prepares students for transfer to four-year colleges and universities with advanced standing in professional and technical degree programs.  The college offers a variety of community service and special programs to prepare students for college experiences including English as a Second Language, Adult Basic Education, General Education Development (GED) preparation and testing, an Adult High School Diploma program, External Diploma program, and Apprenticeship. 

    (3) GCC’s enrollment numbers over 3,400 and includes both secondary (1,650) and postsecondary (1,750) levels.  An additional 10,000 students are served through Continuing Education.  The Faculty to Student ratio average is 1:28 for secondary and 1:19 for postsecondary levels which enables faculty to provide students with personal attention.  According to federal reporting codes, 93% of students are designated Asian-Pacific Islanders.  Enrollment has steadily increased over the last three years, while government resources have decreased.  GCC currently has 217 employees of which 101 are full-time faculty members.  In any semester, GCC has over 52 adjuncts and 293 contracted personnel to augment academic instruction. 

    (4) GCC processes approximately $2.6 million of financial aid annually for 73% of their students.  In its FY2006 financial audit, GCC obtained “low-risk grantee” status for federal grants and contracts for the sixth consecutive year.  In FY 2006, the General Fund appropriations consisted of approximately 50% of overall revenues.

     b.  Current Challenges and Projected Needs.

        (1) Enrollment pressures. 

• Enrollment for GCC has seen a steady increase over the last three years and continued enrollment increases are projected.  The Licensed Practical Nursing program currently has 31 students.  As of March 2007, GCC has 162 apprentices employed by 31 industry partners. 
• When information is obtained on population growth related to the military expansion and occupations needed from the Department of Labor, we will be able to determine the enrollment pressures and needs for both secondary and postsecondary education, to include the need for apprenticeship training for the island.

      (2) Personnel Support Capacity.  The college has also been working closely with the community, private sector, Department of Labor, and government agencies to validate their workforce needs based on the military expansion impact so that the college can assess, prioritize, and leverage the limited resources to meet those additional demands.  Current and future evaluation of this information will help us define more precisely other needs and how these needs might best be addressed. 

         (3)  Facilities Support Capacity. 

• The design plans for an Allied Health Building has been completed. This will increase the current capacity in support of Allied Health and Sciences.  A newly renovated Trades and Industry Park upgrades the current facilities used in support of the Apprenticeship programs such as welding, electrical, refrigeration, and automotive.
• Further information is needed to determine the community demands in support of the military expansion.  Additional planning factors related to the military expansion will help us define more precisely other needs and how these needs might best be addressed concerning the college’s facility support capacity.

          (4)  Opportunities for Collaboration and Joint Planning. 

• Discussions on career and technical support with DoDEA will begin in order to determine the need for the college’s support for career and technical training in the DoDEA system, similar to the existing secondary support within GPSS.  Current and future evaluation of this information will help us define more precisely other needs and how these needs might best be addressed. 
• GCC has proposed additional career and vocational opportunities, using existing GPSS facilities, in support of the military expansion.  This will allow for the increased development of the future workforce.

          (5)  Recommendations and Priorities.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, recommendations and priorities will be identified for implementation. 

          (6)  Critical Planning Factors Needed.  Request for critical planning factor information have been submitted through various forums and is attached at enclosure one as a reference.  Current and future evaluation of this information will help us define more precisely several needs and how these needs might best be addressed. 

          (7)  Federal and/or Local Legislation Needed to Fulfill Mandates.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, associated federal and/or local legislation will be addressed to meet those needs. 

7.  University of Guam (UOG). 

     a.  Overview and Background. 

          (1)  Established in 1952, UOG is the only four-year United States Land Grant Institution in the Western Pacific.  It is accredited by the Western Association of Schools and Colleges Senior Commission.  UOG‘s enrollment numbers 3,200 and students can pursue degrees in 35 undergraduate areas and 13 graduate areas.  The Faculty to Student ratio average is 1:17 which enables faculty to provide students with personal attention.  Education, nursing, and business produce the most graduates.  According to federal reporting codes, 90% of students are designated Asian-Pacific Islanders.  Enrollment has steadily increased over the last three years, while government resources have decreased.  UOG currently has 835 employees of which 177 are full-time faculty members.  In any semester, UOG has over 70 adjuncts and contracted personnel to augment academic instruction. 

          (2)  The University manages a complex array of over 82 grants worth $25 million.  These grants include research on freshwater resources, marine environments, cancer and other health disparity issues, and many others.  Grants and contracts also support a wide range of outreach programs to Guam’s disabled and aging populations, partnerships with GPSS to improve education, and tax preparation for low income earners.  More than 12,000 graduates occupy management and leadership positions on Guam and throughout Micronesia.  Continuing education courses are offered in traditional and on-line formats to meet a variety of short-term training needs. 

          (3)  UOG’s tuition rates are approximately 40% less than the average at other U.S. public universities.  UOG processes approximately $16 million of financial aid annually, and 62% of students receive some form of aid.  In its FY2006 audit, UOG was granted low-risk status for federal grants and contracts for the second consecutive year.  The University depends upon General Fund appropriations for approximately 40% of overall revenues and over 70% of general operating revenues.

     b.  Current Challenges and Projected Needs.

          (1)  Enrollment pressures. 

• Enrollment for UOG has seen a significant increase over the last three years and continued enrollment increases are projected despite annual tuition increases of 10%.  The Nursing program has seen a surge in enrollment with over 400 students enrolled in the pre-nursing and nursing tracks.  Only 45 students can be accepted into the nursing track each year in keeping with National League for Nursing Accrediting Commission standards. 
• Naval personnel are currently enrolled in the Nursing program with their command covering tuition costs.  Additional active duty enrollment in this program is expected with the coming military expansion.  The Nursing enrollment surge has put pressure on science courses such as organic chemistry, microbiology and related courses and UOG has difficulty hiring enough adjunct faculty members qualified to teach the courses. 
• Inability to offer enough courses to meet the demand can delay a student’s progress through their academic program.  UOG has begun to rely on part-time faculty members as full-time faculty members are teaching overloads during the regular semesters.  Currently, UOG’s enrollment demand in some disciplines exceeds capacity.  Business Management and Public Administration are meeting demands because faculty are teaching overloads and the School is hiring more adjuncts and contracted personnel.  While this has helped meet the demand, full-time faculty must be hired to sustain academic quality. 

          (2)  Personnel Support Capacity. 

• There is a current need to rebuild core capacity in the faculty and support ranks.  UOG critical faculty and support hires include approximately 86 personnel with a budget of $4.4 million. This number includes faculty and support positions for Nursing, Education, Business and Public Administration, English skills development, Sciences, Land Grant Extension, Counseling, Engineers, custodians, Plumbers, Western Association of Schools and Colleges Senior Commission recommendations, and staff replacements due to retirements and resignations.
• The university has also been working closely with the community, other civilian military task force sub-committees, GPSS, and government agencies to validate their workforce needs based on the military expansion impact so that the university can assess, prioritize, and leverage the limited resources to meet those additional demands.  Current and future evaluation of this information will help us define more precisely other needs and how these needs might best be addressed.
• In addition to the education component of the university, UOG brings unique expertise and experience in the area of large-scale research and development support, project management, and master plan support functions (environmental impact analysis, historical archeological analysis and preservation studies, fresh water quality and hydrological analysis, marine studies, and the application of Geographic Information Systems (GIS) to regional planning) that can be leveraged in assessing the impact of the military expansion.  As soon as clarity and timelines are provided through various forums for these demands, UOG will be able to develop plans and articulate additional personnel and resources needed. 

          (3)  Facilities Support Capacity. 

• UOG currently requires significant renovation of several of its major facilities or a new facility to support unprecedented growth and higher student enrollment pressures, especially in the nursing and teacher degree programs.  With the completion of the new Leon Guerrero Building, classrooms have expanded to sufficiently cover current overall enrollment needs of the School of Business and Public Administration.  Classroom space for general education courses with the College of Liberal Arts and Social Sciences needs to be expanded.  Laboratory space and distance learning classrooms must be expanded.  A significant investment in technology must occur to keep pace with students’ expectations and demands.  Identifying and obtaining additional funding to support continued facilities renovation or new facilities now will be critical to sustaining our ability to meet the demands of the military expansion.    
• Pressures for facilities use in support of the community for classroom space (i.e. drivers’ and realty license testing, forestry and police workshops, and various seminars and conferences) are rising.  Community use of the facilities will require an assessment to cover the associated maintenance costs.              
• Additional planning factors related to the military expansion will help us define more precisely other needs and how these needs might best be addressed concerning the university’s facility support capacity. 

          (4)  Opportunities for Collaboration and Joint Planning. 

• There are many opportunities for collaboration and joint planning to strengthen partnerships with the military.  Further assessment and evaluation on how we can better integrate or streamline the process to meet military and their dependents’ needs through the Spouse Tuition Assistance Program (STAP), Air University Associate to Baccalaureate Cooperative (AU ABC) Program, Troops to Teacher Program, the university Fast Track Degree Programs, experiential life-learning programs, and distance education certificate and degree programs are a few examples.     
• Consideration of multifunctional facilities (either existing or new) closer to military bases is a strong consideration for convenience of the military population.  Current and future evaluation will help us define more precisely the needs and how these needs might best be addressed. 

          (5)  Recommendations and Priorities.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, recommendations and priorities will be identified for implementation. 

          (6)  Critical Planning Factors Needed.  Request for critical planning factor information have been submitted through various forums and is attached at enclosure one as a reference.  Current and future evaluation of this information will help us define more precisely several needs and how these needs might best be addressed. 

          (7)  Federal and/or Local Legislation Needed to Fulfill Mandates.  Once we are able to define more precisely the needs and how these needs might best be addressed on the education systems, associated federal and/or local legislation will be addressed to meet those needs.