[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-584976-105":59,"doc-detail-584976-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","guam-education-board-message-sy-23-24","Guam Education Board Message - SY 23-24","","Guam Education Board materials for SY 23-24 outline concerns about public school facility challenges and the impact of DPHSS sanitary inspection needs on learning continuity. The message emphasizes long-lasting effects of closures, misalignment between assessment and instruction, and increased inequities amplified by remote learning during COVID-19. It calls for rethinking assessment, using data-driven tools for educators, and building intergovernmental and interagency partnerships to create a more resilient, equitable system that prepares students for college, career, and life.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/guam-education-board-message-sy-23-24/584976/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/guam-education-board-message-sy-23-24/584976.png","ImageObject",300,407,{"name":92,"@type":93},"Sophia Brooks","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What were the main public education challenges mentioned for SY 23-24?","Question",{"text":112,"@type":113},"The materials highlight concerns about the state of public school facilities and the need to pass DPHSS Sanitary Inspections, alongside disruptions that affected learning processes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document describe the relationship between assessment and teaching?",{"text":117,"@type":113},"It states that the growing disconnect between assessment and teaching created the risk of students graduating without being ready for college or career.",{"name":119,"@type":110,"acceptedAnswer":120},"What national statistics are used to support concerns about readiness for postsecondary education?",{"text":121,"@type":113},"It cites NAEP findings that only 37% of 12th graders met or exceeded proficient reading levels and 25% were proficient in math, plus a National Center for Education Statistics study showing nearly 60% of first-year college students needed remedial courses.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},584976,1792210289,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084925636,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","About the cover:  \nThe first three pictures show paint scraping and water blasting at GWHS (SY 23-24) .  \nAt the bottom are latte stone artifacts by 4th grade students ofAgana Heights Elementary School showcased during Silibrasion Mes CHamoru (SY 23-24) .  \nPhotos are from the GDOE Facebook page.  \nSY 2023-24  \nGUAM EDUCATION BOARD  \nDR. MARY A.Y. OKADA  \nChairwoman  \n(Elected)  \nANGEL R. SABLAN  \nVice-Chair  \n(Elected)  \nNON-VOTING (EX-OFFICIO) MEMBERS  \nTIMOTHY FEDENKO  \nGFT Representative  \nIsland-Wide School Board of Governing Students (IBOGS) Representative  \nMAYOR MELISSA B. SAVARES  \nMCOG Representative  \nDR. K. ERIK SWANSON  \nSuperintendent of Education/ Board Executive Secretary  \nMessage from the  \nChairperson of the  \nGuam Education Board  \nDr. Mary A.Y. Okada Guam Education Board Chairperson  \nThroughout School Year (SY) 23-24, the Guam Department of Education was in the daily headlines. The focus was on the state of our public school facilities and the need to pass the Department of Public Health and Social Services (DPHSS) Sanitary Inspections.  \nAs the Guam Department of Education addressed these challenges and students experienced a disrupted learning process, the biggest concern for the Guam Education Board is the long-lasting effects of these closures on student outcomes. The growing disconnect between assessment and teaching resulted in the risk of students graduating but not being ready for college or career. The COVID-19 pandemic also highlighted the challenges faced by public education, including the one solution that students and parents eventually disliked, expressing their dissatisfaction with the quality and effectiveness of remote instruction. This has further exacerbated the existing inequalities in the education system, with students from disadvantaged backgrounds being disproportionately affected by the shift to online learning.  \nDespite these many challenges, there are also many dedicated educators and administrators who are working tirelessly to improve the state of public education in Guam.  \nBy addressing the root causes of these issues, we can begin to create a more equitable and effective education system that prepares all students for success in the 21st century. The Guam Education Board supports strategies for creating a more resilient and effective education system focused on rethinking the role of assessment in teaching and learning,  \nBut the responsibility for this transformation extends beyond the classroom. We all play a crucial role in shaping the future of public education. To truly effectuate change, a collaborative effort is required. Intergovernmental and interagency partnerships must be forged, bringing together diverse perspectives and resources to tackle the complex issues facing public schools.  \nWe need to embrace innovative solutions, empower educators with data-driven tools, and foster a spirit of cooperation to create a brighter future for public education. This will ensure that every student, regardless of background or circumstance, has access to a high-quality education that prepares them for success in college, career, and life.  \nI commend my fellow board members, the leadership, staff, and all school administrators and teachers of the Guam Department of Education, as well as the students and their parents for their fortitude and resilience amid the challenges we all faced in SY 23-24.  \nSi Yu’os Ma’åse!  \nMessage from the  \nSuperintendent of Education  \nWe are all one crew; there are no passengers on this journey.  \nWhen it comes to the state of public education, it is crucial to recognize that the challenges faced by educators and students alike are not simply a matter of personal shortcomings, lack of effort, deficiency in leadership, absence of vision, or nonexistent support. GDOE has many very talented teachers and administrators, dedicated and hardworking staff, leaders with great passion, a clear vision as stated in the State Strategic Plan, as well as suppo","cbCaid5JGKfb58Oc","https://ap.wps.com/l/cbCaid5JGKfb58Oc","pdf",7902392,111,"English","# Message from the Chairperson of the Guam Education Board\n## Public school challenges during SY 23-24\n## Assessment, learning impact, and equity\n## Collaborative partnerships and next steps\n# Message from the Superintendent of Education\n## Systemic issues and national data comparisons","[{\"question\":\"What were the main public education challenges mentioned for SY 23-24?\",\"answer\":\"The materials highlight concerns about the state of public school facilities and the need to pass DPHSS Sanitary Inspections, alongside disruptions that affected learning processes.\"},{\"question\":\"How does the document describe the relationship between assessment and teaching?\",\"answer\":\"It states that the growing disconnect between assessment and teaching created the risk of students graduating without being ready for college or career.\"},{\"question\":\"What national statistics are used to support concerns about readiness for postsecondary education?\",\"answer\":\"It cites NAEP findings that only 37% of 12th graders met or exceeded proficient reading levels and 25% were proficient in math, plus a National Center for Education Statistics study showing nearly 60% of first-year college students needed remedial courses.\"}]","Guam Education Board Message - SY 23-24 | PDF",1792053167,280]