VCR Master Report

SELF-STUDY VISITING COMMITTEE REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES FOR
XAVIER HIGH SCHOOL

P.O. BOX 220 CHUUK, FM 96942 FEDERATED STATES OF MICRONESIA
March 18-21, 2012

Visiting Committee Members Geraldine Ichimura, Chairperson Retired State Administrator Hawaii Department of Education Roberta Abaday, NBCT Teacher John F. Kennedy High School, Guam Roberta Mayor, Ed.D. Retired Superintendent Oakland Unified School District Michael Nakano Retired Principal Hawaii Department of Education
WASC FOL 2010 Edition Revised 9/10
WASC Visiting Committee Report
Chapter I: Student/Community Profile Xavier High School is located on the island of Weno in Chuuk State, on a hilltop the locals call Winiku. In September 1952, the Jesuits opened Xavier as a minor seminary for boys to study for the priesthood. Soon, it became apparent that an academic high school was needed in Micronesia, thus Xavier became the first college-prep high school graduating its first class in 1956. In August 1976, girls were enrolled and the school became one of the first co-ed Jesuit high schools in the world. Today, Xaviers entire enrollment is 170 students, grades 9-12. It draws its student population primarily from the three island nations of Micronesia: the Republic of Palau, the Federated States of Micronesia, and the Republic of the Marshall Islands. Figure 1. Map of Micronesia
Although home to beautiful islands and a strong family-centered culture, politically and economically, Chuuk State is often viewed as the home of the unfortunate islanders. Chuuk is the poorest state in the Micronesian region in terms of per capita income and most other measures. There is a high unemployment rate. The roads are riddled with potholes and electricity is provided only intermittently. Health and education have deteriorated over the years. Residents struggle to earn a subsistence living from a limited resource base that is already depleted by pollution and unsustainable methods of harvest. Often, fights break out between people because of drunkenness. Chuuk is one of the most unsafe places to live especially when people are not sober. The FSM 2010 Census (provisional count) estimates the current FSM population as 111,000, an increase of 4,000 persons over the 2000 Census count. Among the FSM states, Chuuk State has the largest population of 48,651 persons, as well as the highest population density of 993 persons per square mile, although its population has decreased by about 10% since 2000. Many parents who enroll their children at Xavier find it hard to pay their childrens tuition. The cost of transportation from the Marshalls, Yap, Palau, Pohnpei, and Kosrae to Xavier is high.
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There is disparity in how much parents pay for their childrens education because of the transportation cost to have their children attend Xavier High School. Xavier strives to maintain an affordable tuition and has a long-standing policy of accepting students regardless of the inability to pay school fees. The current annual tuition is $1,340 for boys and $1,250 for girls, to which most students families must add several hundred dollars for air transportation. The estimated total annual cost of educating a student at Xavier is over $3,500. The Jesuits of New York and Micronesia Region, the FSM National Government, and other goodhearted and generous benefactors subsidize the cost of students education at Xavier. Students who attend Xavier High School represent various islands, cultures and traditions within the Micronesian region. Although the 172 young men and women who compose the student body share the common label Pacific Islanders, they have richly different backgrounds. Most of the students attending Xavier speak multiple languages, with English as their second or third language. Faculty members are mostly volunteers from the United States, Australia, Japan, Indonesia, Burma, the Philippines, and Micronesia. All teaching faculty of Xavier High School have earned a Bachelors degree.
Class Distribution, by Gender (SY 2011-12) Freshmen Male Female Total 21 27 48 Sophomores 29 16 45 Juniors 23 23 46 Seniors 16 17 33 Total 89 83 172 Percentage 52% 48%
Composition of Freshmen Classes, by Gender (2006-2011) SY 06-07 No. Male Female Total 22 19 41 % 54% 46% SY 07-08 No. 24 20 44 % 55% 45% SY 08-09 No. 25 22 47 % 53% 47% SY 09-10 No. 33 27 % 55% 45% 60 SY 10-11 No. 33 18 % 65% 35% 51 SY 11-12 No. 21 27 % 44% 56% 48
Female candidates for admission from Chuuk apply to the school at significantly higher rates than those who reside outside of Chuuk. There are a high number of last minute withdrawals for other island applicants. Some girls are afraid to come to Chuuk and live with host families. Some parents, while willing to send a son, are reluctant to send a daughter because of Chuuks reputation. SY 2009-2010 had an increase in freshman enrollment. There was a decision made to enroll 60 freshmen that year. The number was reduced in SY 2010-2011 since it was decided that 60 freshmen were too many for Xaviers limited human and material resources. SY 20112012 marked an increase in female enrollees corresponding to a high proportion of females passing the XHS Entrance Examination and the willingness of Chuukese families to host the female students.
Ethnic Distribution, by Gender (SY 2011-2012) Male Marshallese Kosraeans Pohnpeians Chuukese Yapese Palauans Others Total 17 3 27 24 9 9 0 89 Female 6 1 29 31 7 5 4 83 Total 23 4 56 55 16 14 4 172 Percent 13% 2% 33% 32% 9% 8% 2%
As a boys boarding school, the number of male teaching faculty has always been higher than female faculty.
Composition of Full Time Administrators & Teaching Staff, by Gender (SY 2011-12) Male Administrators Teachers Part Time Teachers Tutors Total 4 8 0 2 14 Female 0 3 2 0 5 Total 4 11 2 2 19
National Origin of XHS Staff (SY 2011-12)

Location United States of America Federated States of Micronesia Indonesia Republic of Marshall Islands Japan Australia Philippines Total No. 10 4 1 1 1 2 3 22 % 45% 18% 4% 4% 4% 8% 14%
Forty-five percent of Xaviers volunteers come from the United States of America. There are no Micronesia volunteers teaching at Xavier. All Micronesians are salaried teachers and administrators Average SAT Scores -- XHS and All SAT Test-takers 2006-2012
Graduating Class 2006 2007 2008 2009 2010 2011 2012 XHS Reading 392 410 389 408 413 403 All Reading 503 502 502 501 501 497 XHS Math 415 432 436 423 443 434 All Math 518 515 515 515 516 514 XHS Writing 423 437 419 456 450 434 All Writing 497 494 494 493 492 489 29 30 80% 100% N XHS Testtakers 35 28 33 32 % XHS Class Tested 89% 96% 94% 100%
Xavier students performance on the SAT has been fairly consistent in recent years, during which most junior and/or senior students have taken this college admissions test. XHS graduating class average scores on the SAT tend to be below the average score for all (primarily US) test-takers. Xavier students tend to exhibit the highest performance on the Writing section, and lie furthest below the US mean on the Critical Reading section. Mean SAT Scores, by Ethnicity, Classes of 2006-2012 (except Class of 2010)
Given the total data from the Classes of 2006-12, sorted by ethnicity, Palauan and Yapese students achieved the highest scores, on average in the Critical Reading and Writing sections; Pohnpeian students achieved the highest scores, on average, on the Math section. Marshallese students earned the lowest scores, on average, on the Critical Reading, Math and Writing sections, followed by Chuukese students on all three test sections. TOEFL Admission Requirements for Selected U.S. Universities
TOEFL PBT Maximum Total Score University of Hawaii at Manoa Regular Admission XHS Class of 2006 Average Score XHS Class of 2007 Average Score XHS Class of 2010 Average Score XHS Class of 2009 Average Score University of San Francisco or Loyola Marymount University Regular Admission XHS Class of 2011 Average Score XHS Class of 2008 Average Score Eastern Oregon University or University of Hawaii at Hilo Regular Admission; University of Hawaii at Manoa Conditional Admission University of San Francisco Conditional Admission Chaminade University of Honolulu Regular Admission TOEFL PBT Minimum Total Score 677 600 568 563 562 556 550 548 538 500 460 450 310
The Test of English as a Foreign Language (TOEFL) is used to assess listening comprehension, Structure and Written Expression, and reading comprehension among non-native English speakers. In the figure above, Xavier graduating class average TOEFL scores are compared to minimum scores required to be considered for admission to selected US colleges and universities. These institutions represent schools to which XHS students have recently and/or historically tended to apply. The average TOEFL PBT score of students in most XHS graduating classes is adequate to allow consideration for regular admission to selective private (Jesuit) universities, like Gonzaga University or Loyola Marymount University, as well as less selective public universities, like Eastern Oregon University or the University of Hawaii at Hilo.
Xavier High School Mission Statement The mission of Xavier High School is to educate students to be competent, conscientious, and compassionate leaders whose lives are guided by the Christian call of service. Expected School-wide Learning Results
(Rephrased for Brevity)
Xavier High School Students, upon graduation, will be: COMPETENT A graduate of Xavier High School exhibits competency of a four-year college preparatory curriculum and has developed intellectual skills that go beyond intellectual competency and requirement for college entrance by integrating Gospel values and our Ignatian heritage. The graduate has become aware of and begun to practice the basic skills facilitating leadership and collaboration. CONSCIENTIOUS Xavier students have begun to learn how to make moral judgments informed by Christian doctrine and traditions and have developed confidence in their ability to make the right decisions. The graduate has had opportunities to exercise leadership in the academic, extra-curricular and campus ministry domains and demonstrates self-discipline. COMPASSIONATE By the time of their graduation, Xavier students have learned to respond to others by placing their talents, skills and knowledge at the service of the school, their family, the local community, the Church and their country. The graduates have developed the habit of putting themselves in the place of others, have formed friendships with those of different cultural backgrounds, and are prepared to enter the community as leaders and agents of positive social change.
Chapter II: Progress Report
Briefly comment on the schools major changes and follow-up process since the last selfstudy.
Xavier HS was revisited in April 2009, and since that time, continued changes have impacted the school. FOX (Friends of Xavier) communities Starting in 2008, the director began developing alumni associations beyond Chuuk. In SY 2009, five FOX communities in the Marshall Islands, Pohnpei, Chuuk, Yap, and Palau donated $30,000 to Xavier High School, supporting Xavier and lobbying for additional resources. In addition, there are FOX communities in Saipan, the U.S. mainland, Hawaii, and Guam that also provide alumni networks and support. Gates Millennium Scholarship Winners Out of 29 graduating seniors in 2010, two members of the class received these coveted scholarships. The publicity it generated has been a catalyst in promoting Xaviers focus on student learning. Since its beginning in 2000, six Xavier seniors have been recipients of the Gates Millennium Scholarship. This year, nine seniors applied for the scholarship and three were named finalists. Xavier Website Although begun in 2004, the website was not regularly updated. In 2010, the Director invited Vadilino Raatior, a former teacher at Xavier, to help restart the website into a more user-friendly format. Vidilino trained Eric Cano, a former alumnus who lives in Kauai, to update the website. School on the Hill In late 2010, Floyd Takeuchi, a writer-photographer who specializes in the Pacific Islands, spent one month at Xavier High School, living on campus. He completed a photo essay book, School on the Hill: Micronesias Remarkable Xavier High School, which describes life at Xavier High School. This book has given the school positive exposure beyond Micronesia as well as a tool for promoting student learning. WET (Water, Electricity, Transportation) Without these three basic necessities, it is difficult to focus on student learning. All three are precious and hard to come by especially in Chuuk. Grants and donations made it possible for Xavier to acquire a new efficient generator, a variety of transportation vehicles (4 school buses, a van to pick up the girls, flatbed truck), and the partial filling of the schools million-gallon water tank. A grant from Australia will improve the restrooms, including the addition of waterless urinals to move the school toward a green campus.
Increased Funding The annual budget has increased from $385,050 in SY 2008-2009 to $515,838 in SY 2011-12, an increase of 34%. Donations from foundations, grants, and benefactors have risen from $179, 468 between SY 2000 06, to $574,692 between SY 2006-2012.
Limited Salaried Staff Attracting and retaining a qualified, professional faculty and staff continues to be difficult; however, Xavier has made some positive move in this area. Paid staff include Mr. Rey Dahilan, math and science teacher; Mr. Martin Carl, Principal; Mrs. Joan Carl, school nurse; Mr. Hilary Hosia, Dean of Students, and Ms. Yumiko Lomongo, social studies teacher.
Computer Literacy Computer literacy has increased significantly with teachers integrating technology into their classes. Computers have been added to the Student Computer Lab, and freshmen take a Computer Skills class during their first semester. There are now computers in the student center, and 5 computers dedicated to the college counseling center, allowing seniors to apply to colleges, work on Gates Millennium Scholarships, apply for scholarships and fill out FAFSA applications. Despite the slow internet connection (the whole school shares a single T-1 line) and erratic government power, the school has made significant improvements. College Counseling There is a very strong emphasis on preparing students for college. Since 2008, two teachers have been assigned to provide college counseling for an average senior class size of 33 students. Beginning in SY 2011-12, Xavier added a college counseling class for juniors that meets once a 6-day cycle. These college counselors have worked aggressively to secure fee-waivers for the SAT, ACT, and PSAT, and have secured half-fee waivers for the TOEFL exam. All Xavier students take the pre-PSAT exam in September of their junior year, the PSAT in October of their junior year, the ACT in February of their junior year, the SAT in May of their junior year, and the SAT and the TOEFL exam in November of their senior year. In addition, all seniors take the COM-FSM entrance exam, and apply to Chaminade University in Honolulu and to St. Martins University in Lacey, Washington. These two universities, along with the University of San Francisco, Loyola University in Baltimore, and Loyola Marymount University in Los Angeles have agreed to waive the admissions fee for any Xavier student applying to their universities. College counselors have also secured application waivers so that in addition to the five aforementioned Universities, seniors can apply to four additional colleges or universities of their choice. Xavier has consciously focused on the Gates Millennium Scholarship with its student population.
St. Ignatius Riverview Cultural Immersion For the past four years, Xavier High School has developed a deepening relationship with another Jesuit High School, St. Ignatius High School in Sydney, Australia. Since October
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2008, St. Ignatius has sent a group of ten students and two faculty to Micronesia for a cultural immersion. Four days are spent at Xavier High School, where St. Ignatius students are teamed up with partners from Xaviers junior class. The St. Ignatius students go to classes, sleep in the dorm, eat in the student cafeteria, do afternoon fitness and work with the students. In addition, St. Ignatius faculty members who accompany the students, visit Xavier classes, and provide faculty staff development. Outreach to the Local Sapuk Community Xaviers outreach to its local Sapuk community the municipality composing four villages, is a significant development since the last accreditation. Xavier challenged the local Sapuk community to get their teachers to show up for school and improve their school environment. As an incentive to show that Xavier would support the effort, Xavier offered up to five scholarships a year to students from Sapuk Elementary School (SES) who could pass the Xavier Entrance Exam and one student is currently enrolled. Xavier resurrected Xavier Christian Life Community and asked the CLC members (students) to go to Sapuk Elementary School each day during Xaviers morning study period, and tutor Sapuk Elementary School students. Students began coming back to school knowing that there would be Xavier students there to teach them during their 1st period. During SY 2008-09, the Chuuk State Department of Education announced that no school in Chuuk State would be allowed to open in SY 2009-10, without functioning bathroom facilities. Xavier worked with the government of Australia and obtained an SGS (Small Grant Scheme) grant to build flush toilet bathrooms for Sapuk Elementary School. The grant was fiscally managed by Xavier High School, and upon completion, Sapuk Elementary School became the 1st public elementary school in Chuuk State to have flush toilets in their bathrooms. An even closer relationship with Sapuk Elementary School began during SY 2009-10, when Xavier offered one of its Australian volunteers (St. Aloysius High School graduates) to SES as a full-time teacher, and in SY 2010-11, Xavier added its second Australian volunteer as SES faculty. In addition to teaching 7th and 8th grades, the teachers invite SES students to Xavier to use the sports facilities basketball court and baseball field. They also began Saturday School in the Xavier Student Center for math and English tutoring. At the end of the tutoring sessions, the students go to the Xavier computer lab for lessons on how to use the computer. Since Sapuk Elementary School opened, the school has been ranked last 44th out of 44 public elementary schools in Chuuk State. For SY 2010-11, Sapuk Elementary School rose to number 15, and for SY 2011-12, the first student from SES was accepted to Xavier High School. SES now has a School Improvement Team, of which the director of Xavier is a member. As a result of Xaviers commitment to helping SES, Xavier has a better relationship with
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the local community. This is evident in the decline of negative incidents, such as stealing, drunks coming onto campus, or threats to students who are off-campus. From time to time, a local landowner brings local food to Xavier as a gift - a sign of thanks for Xaviers outreach to the Sapuk community.
Discuss how the school through its action plan has accomplished each of the critical areas for follow-up, including the impact on student learning.
ACTION PLAN ITEM #1: XHS will attempt to recruit, form and retain qualified teachers and administrators. [Critical Area 1: The governing authorities and school leadership should develop a comprehensive, long-range plan for recruitment, training and retention of staff in order to address the problems caused by the dependence on short-term volunteers. Critical Area 5: The school leadership should assist and supervise the faculty in developing a greater variety of teaching methods that promote active involvement of students in the learning process. Limited but positive progress has been made in this area of recruitment and retention due to dependence on a volunteer faculty. Resources have been committed for a principal, dean of students, and a math teacher, although the funding is limited. The school continues to investigate a variety of avenues to recruit personnel to work in this difficult assignment: a remote island with poor infrastructure. Teacher training has become organized with the implementation of a formal Staff Development Plan. The high rate of teacher turnover requires constant retraining of new staff. ACTION PLAN ITEM #2: XHS will continue to develop a responsive form of governance. [Critical Area 2: The governing authority and Director should work to develop a responsive form of governance.] Progress has been made in this area. The Xavier Board concluded a 2-year review of its by-laws. The Newly Amended and Restated Articles of Incorporation, and the Newly Amended and Restated Xavier By-Laws were approved at the Boards December 2011 meeting. Xaviers Amended By-Laws provide clear policies and procedures regarding selection, composition, and duties of the Board. However, these are newly implemented and the effectiveness of this new governance process should be assessed over time. ACTION PLAN ITEM #3: XHS will develop and implement a comprehensive plan to meet needs in campus safety, health and sanitation. [Critical Area 3: The governing authorities, school leadership and staff should develop a plan to determine needs in campus safety, health, and sanitation in order to maintain student well-being.] Significant progress has been made to improve student safety and health on campus. Xavier has a full-time nurse who lives on campus, and has trained selected student infirmarians to help with non-critical first aid issues on weekends. There is also a full-time day watchman to watch the dorm area when students are in class, and watch the classroom areas when students are at lunch. An Intruder Procedure plan is incorporated in the student and faculty handbooks, posted in the classrooms, and practiced by students and faculty. Three full-time staff members have been hired
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for janitorial services, mechanic services, and electric services. In addition, a dean of students, who also serves as dorm moderator to supervise students during non-school hours, was hired. The school has received grants to address the issue of the sanitation of the bathrooms and the showers. However, much more needs to be done to improve the facilities for the boarders. ACTION PLAN ITEM #4: XHS will align the curriculum with U.S. and F.S.M. standards to ensure students participate in a sequential, integrated, challenging and relevant 9-12 program. [Critical Area 4: The school leadership and faculty should collaborate in the development, assessment, and supervision of a coordinated and sequential 9-12 program, with an integrated skills curriculum that focuses on mathematics, reading, and writing.] All seniors are now required to take 4 courses (Math, Science, English and Religion) plus 2 electives, 6 courses each semester. Xavier has not made much progress in aligning their curriculum as there are no national (U.S. or FSM) curricula. Core standards for math and language arts have recently been developed and adopted by some states in the U.S. and could serve as a basis for aligning the curriculum. Another option is the use of the course content and curriculum guides being developed by St. Ignatius Prep, a Jesuit high school in San Francisco. St. Ignatius will be sharing these documents with Xavier when they are completed in May 2012. Xavier plans to refine St. Ignatius work to fit the uniquely Micronesian culture. ACTION PLAN ITEM #5: XHS will acquire and maintain technology, and integrate it into the learning process. [Critical Area 6: The governing authorities, school leadership and staff should develop a long-range plan for acquiring and maintaining technology and integrating it into the learning process.] Significant progress has been made on integrating technology into the learning process. Twentyfive computers (laptops, PCs) were added to the computer lab and internet access was increased by replacing a dial-up with a T-1 line. Continuing progress will require retaining a staff member who is able to maintain the schools computers and network. A JICA volunteer, whose contract recently ended, trained a local member of Xavier staff to continue his work of maintaining Xaviers computers and network.
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Chapter III: Self-Study Process The school worked diligently to accomplish all parameters of the self-study. The Director, the only one with accreditation familiarity and experience, was on sabbatical for all of SY 2010-11. He left suggestions for the school to follow-up in his absence. The involvement and collaboration of school community members in the self-study. There was strong leadership, and widespread involvement and collaboration of critical stakeholders in the entire self-study process. The remoteness of the school required a variety of ways to bring folks into the process such as, website interaction, letters, and local meetings when Fr. Rich visited other districts. All seniors were members of the focus groups and provided extensive input to the report. The clarification of the schools purpose and the expected school-wide learning results.
The schools mission statement and ESLRs were reviewed, adapted, and incorporated into activities to help students internalize their meaning. The ESLRs now represent well thought out and clearly articulated goals that are embraced by all who are associated with the school. The ESLRs and mission statement are no longer just rhetoric but are genuinely demonstrated by the staff and the students. The assessment of the actual student program and its impact on student learning with respect to the criteria and the ESLRs. The schools ESLRs are imbedded into the academic program through a rigorous academic and nurturing social environment. Assessment of each students progress, both in academics and character building, supports the ESLRs and encourages student achievement of standards. The administration and teachers collaboratively determine a profile grade for each student measuring integrity, personal responsibility, concern for others, and initiative. The development of a schoolwide action plan that integrates subject area, program, and support plans to address identified growth needs. The schoolwide action plan reflects the needs identified by the focus groups during the self-study. It integrates subject area, program and support plans which address these identified needs. The action plan addresses three areas: 1) alignment of curriculum and content standards; 2) increase of achievement on standardized test scores, i.e., improvement of math operations and numbers and reading proficiency; and 3) development of a strategic 10-year master plan that will address facilities, educational programs, technology resources, staffing and staff development, financial resources, leadership and governance. The development and implementation of an accountability system for monitoring the accomplishment of the schoolwide action plan. The director and the principal, along with the leadership team, have committed themselves to monitoring the implementation of the schoolwide action plan. The school should assess its progress on an annual basis to maintain a historical record of student achievement and learning.
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Chapter IV: Quality of the Schools Program CATEGORY A. ORGANIZATION FOR STUDENT LEARNING
What currently exists A1. School Purpose Criterion
Xavier is part of a world-wide Jesuit high school system and the philosophy of Xavier High School is anchored in the larger philosophy of Jesuit education. The mission statement and ESLRs were developed for the SY 2005-06 accreditation and again reviewed and evaluated by staff, students and community stakeholders prior to the 2012 accreditation visit. The philosophy statement, mission and ESLRs incorporate what the school commonly calls the 3 Cs: Competent, Conscientious, and Compassionate. The school reports that after careful review and discussion, the entire Xavier community and stakeholders believe that the schools mission, philosophy, and ESLRs are still applicable for guiding the school into the 21st Century and that these shape all decisions affecting the school, including academic courses, grading, community projects, and day to day operations. The mission statement is displayed in a central location on the campus. The mission of Xavier High School is to educate students to be competent, conscientious, and compassionate leaders whose lives are guided by the Christian call of service. The philosophy, mission and ESLRs are included in the Xavier Student and Faculty Handbooks and are reviewed in class at the beginning of each school year. Students and faculty have memorized the mission statement which is recited each morning during assembly. Xavier is responsive to the culture and local context of the islands and aims to provide a holistic educational approach so that students graduate with academic competency, and are individually conscientious and compassionate. Xavier long ago changed from a minor Seminary to an academic, college prep high school, and later from an all boys' school to a co-educational institution. The director visits the outlying districts to work with parents and alumni in helping them understand the importance of their involvement in developing ESLRs that reflect the mission of the school. The new Xavier website also assists in this process.
A2. Governance Criterion
The governance of Xavier High School has been significantly modified since the last accreditation visit in SY 2005-06, with newly amended and restated Articles of Incorporation and By-Laws. Until 2009, the governing authority of Xavier High School was essentially the Major Superior of the Jesuits of Micronesia, who delegated most of his authority to the Director of Xavier High School. Xavier had a Board of Directors, which sometimes acted deliberatively, but more often acted in an advisory role. There was reported confusion among board members as to the role of the board and its responsibilities. At its March 2009 meeting, the Board of Directors (of whom the major superior is a member) asked itself fundamental questions about the role and function of the Board. As the Jesuit High Schools in New York were also undertaking this same analysis, the Assistant for Secondary Education for the New York Province of the Society of Jesus was contacted for assistance. Over
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a two-year period, 2009-2011, Xaviers By-Laws and Articles of Incorporation were revised to 1) respect Canon Law, 2) respect the Mission of Xavier High School as a Jesuit Institution, and 3) give the board deliberative powers. The board formally approved the revised Xavier Board ByLaws and Articles of Incorporation by email vote on May 19, 2011. In January 2012, the Board of Members approved further revisions proposed by the Xavier Board. The amended Articles of Incorporation and By-Laws established two distinct levels of governing authority of Xavier High School: a Board of Members and a Board of Directors. The Board of Members 1) approves decisions with respect to the purchase, sale, mortgage, lease or other disposition of real property; 2) adopts, amends or repeals any provision of the Articles of Incorporation, merger, or consolidation or dissolution of the Corporation; 3) adopts, amends or repeals any provision of the Corporations By-Laws; 4) elects and approves members of the Board of Directors and removes members of the Board of Directors; 5) approves the appointment of the Director; 6) approves changes in the Philosophy or Mission of Xavier High School. The Regional Superior of the Society of Jesus in Micronesia is an ex-officio member of the Board of Directors, and is Chairman of the Board of Members. Decisions of the Board of Directors may be vetoed by the Superior of the Jesuits of Micronesia, presented in writing within two months of the action of the board. The Board of Directors has deliberative, not just consultative or advisory, authority. The Board of Directors delegates the day-to-day managing of the school to the Director and his administrative staff and faculty. Since members of the Board of Directors come from many different islands there is no tendency to micro-manage the affairs of the school. The Board of Directors monitors school results at their Board meetings, through reports from the Director, the Principal, and the Treasurer. Xaviers Amended By-Laws provide clear policies and procedures regarding selection, composition, and duties of the Board. However, these are newly implemented and the effectiveness of this new governance process should be assessed over time.
A3. School Leadership Criterion
Since SY 2007-08, Xavier High School has had two administrators: the Director and Principal. However, in SY 2011-12 the school has four administrative staff: the Director, the Principal, the Dean of Students, and the Chaplain. The Director is responsible for envisioning the direction of Xavier High School. He recruits and hires staff, communicates with the Jesuit Volunteer Corps (JVC) in the United States, and requests teachers who can fill particular open teaching assignments. The Principal assigns teachers to teach academic courses, as well as fulfill other responsibilities, such as club moderator, advisor, or coach, based on the needs of the school, and teachers areas of expertise. He conducts monthly faculty inservice training sessions to help teachers enhance their teaching skills. The principal supervises the daily academic activities of the school and has immediate authority over curriculum and instruction, teacher staff development, testing and counseling. He monitors teachers by visiting the classes for
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observations. The Principal is evaluated by the faculty at the end of each semester. This ensures communication between the faculty and principal, and helps in the on-going professional development of the Principal. The Dean supervises students daily activities outside the classrooms, monitors student disciplinary infractions and enforces school policy, and supervises weekend activities for the boys who live on the school campus. He also works closely with members of the student government, and advises them on issues concerning student affairs. The Chaplain is responsible for the spiritual growth of students and staff. He creates and implements the religious programs of the school.
At the beginning of the school year, the Director, Principal, and Chaplain conduct a ten-day faculty/staff orientation and training that covers the mission, philosophy, ESLRs, and Ignatian pedagogy, and various research-based educational topics, such as classroom management, differentiated instruction, learning styles, cooperative learning, lesson planning, and grading. Teaching assignments, the class daily schedule, the school calendar, and the grading system are also explained to the teachers. XHS teachers are expected to prepare instruction, attend staff development workshops, serve as advisors to school clubs, coach sports teams, tutor students, proctor the study halls, take care of students on a personal level, and lead students in retreats and community service projects. Teachers work a minimum of 15 hours a day, 7 days a week. The majority of Xavier teachers are volunteers, and are dedicated and committed to their work. Students are elected to represent their classes. Other students are selected by the school administration to serve in numerous leadership positions, such as task master, dorm manager and prefects, shower house manager and prefects, dining hall manager and prefects, library manager and prefects, Student Center manager and prefects, Computer Lab manager and prefects, Study Hall manager and prefects, Pig Pen manager and prefects, bell ringers, and Labor manager and prefects. Students from each island group elect a representative and vice representative to the student senate. Other students lead school clubs, such as Christian Life Community, Human Rights Club, Engineering Club, Environmental Club, Drama Club, and Three Towers (Publication). The student officers participate in a one-week leadership workshop before classes begin. The school support staff is responsible for maintaining and securing the school facilities, vehicles, and campus grounds. Security guards provide for security and safety of the students, staff, and school property. Cooks prepare meals for the students and staff. Cleaning personnel maintain the cleanliness of the buildings, and provide laundry service for school staff and male students. The Visiting Team hopes that the administrative team (director, principal, dean of students, chaplain) will remain constant over the next several years to see the Action Plans through to completion. With the transitory nature of the teachers in the volunteer program, the long-term stabilization of the administrative team would provide greater consistency for the teachers, students, and the curricular programs. This would allow for a careful implementation and monitoring of those plans.
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A4.
Staff Criterion
The Director of Xavier High School has a Masters of Divinity and an Honorary Doctoral Degree. The Principal has an M.A. in Educational Leadership. The majority of teachers working at Xavier are volunteers. The Director recruits and hires volunteers or salaried teachers to meet the current needs of the school. As at many schools, math and science teachers are an ongoing need. In 2007, the school recruited a qualified math teacher under a salary plan intended to promote his retention; he has been at the school for five years. Finding a science teacher is still a struggle. Xavier specifically requests the Jesuit Volunteer Corps (JVC), which places two teachers on a two-year service agreement at the school each year, to send English, math or science teachers. All classroom teachers at Xavier have a minimum of a Bachelors degree. Since SY 2009-2010, Xavier High School has successfully addressed the concern expressed by parents in 2006-2007 that Xavier teachers meet the FSMs minimum qualification for secondary school teaching, which includes a Bachelors degree. JVC, JICA, and the Jesuit Provincial of Indonesia send volunteers and Jesuit Scholastics to Xavier after a thorough evaluation of their skills to match the needs of XHS. Both JVC and JICA conduct orientation and training for their volunteers before sending them to their work sites. Jesuit Scholastics have had extensive educational training as part of their Jesuit formation before joining the Xavier community. Once a semester Xavier teachers take turns sitting in on each others classes. After the class the visiting teacher provides feedback to his/her fellow teacher about the class. Xavier faculty has found this peer review of classes very helpful for their own growth and development as teachers. Xavier High School has a long-standing relationship with St. Aloysius College, a Jesuit high school in Sydney, Australia. Every year, two high school volunteers from St. Aloysius College are sent to Xavier for a one-year service program. These two Australian volunteers score the Xavier Entrance Examination, and work as tutors for the students. They have also become full-time teachers at Sapuk Elementary School as part of the Xavier Community Outreach and Community Service Program. Administrators and faculty, who live on campus, work more than 15 hours per day, seven days a week. On weekends, the teaching faculty is busy checking students work and making lesson plans. Faculty spend numerous hours working with students, both in and outside of the classroom. When a teacher is sick or absent, faculty members (including the principal and dean) take turns in covering the class, so a class doesnt lack a teacher. When qualified people visit Chuuk and Xavier the school uses their expertise to provide staff development for faculty. For example, when faculty from St. Ignatius High School in Sydney, Australia came to Xavier as moderators for their students cultural immersion trip, they gave an after school workshop to the faculty on multiple-intelligences and teaching strategies, and on the Ignatian Pedagogical Paradigm (IPP). When the Director of Admissions at St. Martins University
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in Lacey Washington came to recruit students for St. Martins, he gave an after-school workshop to the faculty on how to write effective letters of recommendation.
A5. School Environment Criterion
Xavier students come from three different island nations, and eight different cultures and language groups. Learning to respect each other and the differences in ethnicity, culture, sex and religious faith is thus important. The student handbook explains that students are expected to respect themselves and other students, faculty, staff and administrators, and to respect the campus and school property. Students are expected to speak English and refrain from using profane language. The Principal supervises student conduct during class and study time, and during co-curricular activities. The Dorm Moderator supervises the residential life of male students. The Director deals with serious disciplinary matters that are referred by the Dorm Moderator or Principal. Beginning in SY 2011-12, at the Mass of the Holy Spirit, each student signs and submits the Xavier Honor Code, acknowledging that they understand the values promoted at Xavier HS and choose to live by them. A separate Xavier Faculty Handbook was developed in SY 2011-12. In addition to what is included in the Student Handbook, the Faculty Handbook includes a section on Professional Ethics. Faculty are urged to be honest, trustworthy and ethical, protect Xaviers reputation and assets, act responsibly, and address the growth of the whole human person. Although bullying is rare at Xavier, there have been incidents. Xavier is alert for any bullying that might take place in the dorm or on the buses. The dean/dorm moderator has worked with the seniors to report any incidences, and bus drivers are required to report incidences that they observe. The Student Handbook does not condone bullying. Because of an incident where a knife wielding drunk came onto campus during SY 2008-09, Xavier has developed an Intrusion Plan to deal with any similar incidents in the future. The Intrusion Plan is posted in each classroom and each building on campus. It is also included in the Student and Faculty Handbooks. To date, there have been no other incidents on campus. Each year, the incoming freshman class is mentored by the senior class. The seniors select a name for the freshman class, and hold several meetings with the freshmen, to help them feel at home at Xavier, and to help them begin to understand Xaviers values. For the 1st quarter, the freshman boys live together in the dorm with the senior boys. By 2nd quarter, when they have learned how to navigate for themselves at Xavier, the freshmen move in with the sophomores in the lowers dorm, and the juniors move into the uppers dorm with the seniors. Since SY 2008-09, Xavier has had a full-time school nurse on its staff. The nurse is available daily from Monday to Friday, and since she resides on campus, is also available for emergencies on weekends. Xavier gets its supply of medicine from generous individual donors and from the Xavier High School-Chuuk State Insurance Program. All Xavier High School employees are required to have
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the Chuuk State Insurance and XHS pays the premiums. At the end of each month, $8,000 worth of medicine is available for Chuuk state employees. The school nurse also has trained several student infirmarians to assist her with non-emergency issues on the weekends. Xavier has consciously reached out to work with its local community. This outreach has helped the local Sapuk Elementary School, and has had the added benefit of improving the relationship with the Sapuk community. This has meant a much safer campus and environment for students and their property. Xavier celebrates several events to which they invite the community, such as Xavier Day, the anniversary of its patron saint Francis Xavier on December 3rd, and once every two years, the Xavier students celebrate Cultural Day, when students from each culture perform dances from their home islands, and share myths, food and handicrafts. Each year the junior class also participates in the Emmaus retreat. Juniors go off-island for four days to reflect on their faith, their relationship with God, with others, and with themselves. Many Xavier students report that the Emmaus retreat is one of their most memorable experiences of Xavier HS. Every faculty member has office hours when a student can visit, either to talk about an academic matter or a personal matter. Since both the faculty and the male students are on campus 24/7, priority for office hours during the school day is given to the female students when they are on campus. Faculty will often meet with students in a more informal atmosphere in appropriate places on campus. Teachers collaborate on determining students Profile Grades in the areas of Responsibility, Integrity, Initiative, and Concern for Others. This collaboration time allows teachers to know students well by sharing with other faculty members particular experiences related to the student. Every year on May 1st, Xavier celebrates the work of the support staff during Workers Appreciation Day, by hosting a mass, lunch, and an afternoon of games and fun for the workers and their families. The first major responsibility for the freshman class is organizing the days events. A year-end picnic is also provided for the support staff on one of the islands in the lagoon as the administrations way of thanking the support staff. A big priority for Xavier High School is to keep the campus clean and healthy. Students perform daily Morning Glory clean-up, afternoon campus and classroom cleaning, as well as more extensive weekly cleaning. The visiting team found the students at every grade level to be articulate, gracious, confident, friendly and humble. Their sincerity was evident in every interaction with the team members. Their support of the school and its philosophy was unanimously voiced in every meeting. The students have internalized the ESLRs and demonstrated them in all interactions with their classmates and adults.
A6. Reporting Student Progress Criterion
In addition to regular, periodic reporting on academic course work, student progress toward accomplishing the schools ESLRs is reported through their Christian Community Service
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Projects (CCSP), Effort grades, and Profile grades. The report card is sent to parents by mail or by email attachment. The report card is also sent to the host families of female students. Report cards are provided quarterly and reported through the GPA, on an un-weighted 4.5 scale. Mid-quarter grades are provided through faculty advisors to their advisees, reporting progress made and any deficiencies. Xavier faculty and administration are considering whether Xavier should switch from a 4.5 GPA scale to a 4.0 GPA scale. Effort grades reflect a students effort and is judged on (i) preparedness for class, (ii) attentiveness in class, (iii) participation in class by asking and answering questions, (iv) quality and promptness of homework, (v) seeking help outside of class as necessary and (vi) consistency in his/her performance in relation to his/her capacity as a learner. Scale: 1 = Commendable, 2 = Satisfactory, 3 = Needs to improve, 4 = Definitely unsatisfactory Profile grades report student progress in the areas of Responsibility, Initiative, Integrity, and Concern for Others. Profile grading has been a part of Xaviers grading since the early 1980s. The profile evaluation seeks to describe how well the students life at Xavier reflects the school mission and ESLRs, particularly compassion and conscientiousness. No student can make the honor roll if he/she has any 3s or 4s in their profile grades or effort grades. Before report cards are given at the end of each quarter, there are a series of faculty/leadership meetings to discuss each students profile grade. Teachers meet with the principal, dean and director to discuss each student individually to collaboratively agree on each students profile grade. While this is a time consuming process, it provides the teacher with a more complete picture of each student, and helps the student understand others perceptions of him/her as a person. An Honor Roll is compiled listing students who meet First Honors (GPA of 3.5 or higher; effort average of 1.4 or lower; no grades of D or F; no effort or profile grades of 3 or 4) or Second Honors (GPA of 3.0 or higher; effort average of 1.6 or lower; no grades of D or F; no effort or profile grades of 3 or 4. Honor Roll Students are publicly acknowledged at an Honor Roll Assembly. At the awards ceremony at the end of each school year, awards are given to students in each grade who have excelled in certain areas throughout the year. Awards are given to students with the highest GPA, the best Effort average, and the best Profile average. Awards are also given by the faculty for School Spirit, Outstanding Athlete, Gifted Musician, Leadership, Responsibility, Most Improved, and Hardest Worker. In addition, the highest award given at graduation is the Bishop Kennally Award, earned by the graduate who, in the opinion of the students and faculty, most clearly embodies the Ignatian qualities listed in the Student Handbook. Xavier uses standardized test results to assess students preparedness for college coursework. Both juniors and seniors have a course in College Counseling, which helps them prepare for standardized tests. All Xavier students take the pre-PSAT exam in September of their junior year, the PSAT in October of their junior year, the ACT in February of their junior year, the SAT in May of their junior year, and the SAT and the TOEFL exam in November of their senior year. All students also take the College of Micronesia entrance exam in March of their senior year. The results of this exam are used to assess seniors readiness to do college coursework.
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At every mid-quarter, a list of at risk/probationary students is posted on the school bulletin board. At risk and probationary students are assigned for afternoon study, and may be assigned a tutor for a particular subject. For these students, the afternoon study is mandatory and takes primacy over extra-curricular activities. Students achieving a GPA of less than 2.0 during a quarter are automatically placed on academic probation. These students may be assigned to attend tutoring sessions. Students on probation may not participate in extracurricular activities scheduled during study periods. Students on academic probation are expected to show improvement in their class work and in their use of study time. Halfway through each quarter, the principal collects grades for students who are on probation to monitor their progress. Students in grades 10-12 who have three or more academic failures are not promoted. Freshmen who have three or fewer academic failures are required to attend summer school. At the end of each school year, the administration, in consultation with the full faculty, decides which students need to transfer to another school, which students will return on academic and/or disciplinary probation, and which students will be asked to repeat a school year. Students returning on academic probation may be dismissed from Xavier if they do not earn a grade of 70% (C) at the end of the first semester and sign a contract that acknowledges this.
A7. School Improvement Process Criterion
Xavier High Schools School-wide Action Plans emerged from their self-study reports. For example, the yearly review and revision of the Student Handbook resulted in the inclusion not only of policies and procedures, but also of the school calendar, a section of math and science tables, tips for writing a paper, and a section that allows students to keep daily track of their grades. The building of the new chapel was directly linked to the mission and ESLRs of Xavier High School. The newly revised Articles of Incorporation and By-Laws addressed the need to develop a more responsive form of governance. As a result of planning and implementing the School-wide Action plans, Xavier has identified key positions at Xavier that are critical for growth in student learning, and has increased financial resources to these areas. While Xavier continues to rely on volunteer faculty, Xavier now has a salaried principal, dean of students, and math teacher. Based on analysis of data from Chapter 1, Xavier will look at ways to increase financial resources for a salaried English teacher. The enhanced college counseling program, which now includes a college counseling course for juniors that meets once a cycle, is directly related to the leadership teams desire to see more students applying for, being accepted to, and enrolling in competitive colleges outside of Micronesia. The college counseling program includes a number of opportunities for students to become familiar with standardized testing.
School Community Support & Involvement
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Monthly staff meetings offer opportunities for on-going staff development, sharing of ideas on what works in the classroom and what doesnt. Faculty welcome fellow teachers into their classroom in peer review to get constructive feedback. Because of Xaviers small size, it has always promoted an open door policy, where faculty are free to walk into the principals office, or the directors office, and share ideas or concerns. If a good idea or a concern needs more airing, it will be brought up either at Tuesday evening Porch Prayer or in the monthly staff meetings. Students have an opportunity to show support and involvement through course evaluations that they do at the end of each semester or school year, depending on the course. The principal shares the results of these evaluations with the individual teachers. Morning assemblies, officially run by the SBA officers but attended by all faculty and administration, offer an opportunity for all members of the school community to interact with each other, sharing announcements, and important reminders of school policies, mission statement and ESLRs. It helps all stakeholders know what is going on that day and offers an opportunity to clarify any policy or procedure or to announce a new policy. At the end of each school year, the faculty and administration sit down for two days to review the school year. During these evaluation days, faculty members are given an opportunity to share what they think worked well, and what didnt work.
Effectively Guiding the Work of the School
Ultimate responsibility for guiding the work of Xavier High School resides with the Xavier Board of Members, and the Xavier Board of Directors, whom the Members have authorized to direct the operations of the school. The Xavier Board has included specific duties to support the accreditation process: determining basic school policy; ensuring that the philosophy, mission and ESLRs are implemented and setting direction for the school; making an annual evaluation of the schools performance in accordance with the philosophy, mission and ESLRs; and annually reviewing the schools philosophy, mission and ESLRs and recommending changes as needed. The day-to-day operations are the responsibility of the Xavier High School administration. At the beginning of the school year, Xavier faculty, staff and SBA officers spent two mornings visiting students in classrooms, reading through the philosophy, mission, ESLRs, and the Student Handbook. At the end of the process the entire school celebrated the Mass of the Holy Spirit which traditionally kicks off the beginning of the school year. During the liturgy, students signed and submitted the Xavier Code of Honor, acknowledging that they had read through the handbook and that they understood and accepted the values being promoted at Xavier High School.
Accountability through Monitoring of the School-wide Action Plan
Monitoring of the Action Plan is the responsibility of the Xavier director, principal and leadership team. The director is an ex-officio voting member of the board, and the principal is an
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ex-officio non-voting member of the board. One way the board monitors the progress of the School-wide Action Plan is through the yearly evaluation of the director.
Areas of Strength for Organization for Student Learning Category (if any) that need to be addressed to ensure quality education for all students
The committee commends: 1. Xavier High School for clearly articulating and aligning its philosophy, mission and ESLRs and for involving the administration, faculty and student body on a regular basis in their review; and for increasingly involving parents in the review process through the website and through the directors annual trips to each district. 2. The administration, faculty, staff, and students, for taking the ESLRs and mission statement beyond just rhetoric and making them a genuine way of life. 3. The students at every grade level for their graciousness, friendliness and hospitality. Their sincerity was genuine and their support for the school enthusiastic. The students have internalized the ESLRs and demonstrated them in all interactions with their classmates and adults. 4. The work of the school and its board to develop the Newly Amended and Restated Articles of Incorporation and Newly Amended and Restated By-Laws to more clearly define the Board of Directors role in the governance of the school. 5. The dedicated teachers who commit both skills and time to teach students during and outside of school hours, and whose efforts are positively impacting the lives of students, as reflected in the student evaluations. 6. The administrators and teachers who collaboratively accept accountability for students academic improvement and success. 7. The administration, faculty, staff and students for their outreach to the local Sapuk community, especially the instructional support provided to Sapuk Elementary School. These efforts have enhanced Xaviers relationship with the surrounding community and created a safer environment in the neighborhood off-campus. 8. The school leadership for its commitment to finding creative ways of acquiring resources for the promotion of student learning, e.g., by investing in new buses, new and renovated buildings, a new generator, technology, and a drainage system. 9. Xavier High School for the close monitoring of seniors performances on college entrance exams, which helps Xavier assess the effectiveness of its school program.
Key Issues for Organization for Student Learning (if any) that need to be addressed to ensure quality education for all students
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The Committee recommends that: 1. Xavier High School provide professional development for the Board of Directors (Board) in understanding its role, helping them to find the balance between a hands-off approach and micro-managing. 2. The director, because of the vast geographical distances, continues to use the internet to keep the school community, parents and Board informed and involved. 3. The director and Board continue efforts to increase the number of long-term staff by hiring qualified teachers for extended commitments of three or more years to provide continuity to the school program. 4. The Board and administration continue on-going maintenance and improvement of facilities to address urgent health and sanitation issues affecting the boarding students. 5. The director, principal and leadership team monitor the implementation of the Action Plan on an annual basis, to determine that student achievement and learning are occurring and that the committees are fulfilling their tasks and responsibilities, and that results are reported to the Board of Directors. 6. The Board of Directors stabilize the administrative team at Xavier High School so they are able to develop and implement the Action Plan, monitor the plan, and ensure consistency in academic programs.
Important evidence about student learning from the self-study and the visit that supports these strengths and key issues include the following:
Philosophy and Mission Statement of Xavier High School Xavier Expected School-wide Learning Results (ESLRs) Xavier Student Handbook Xavier Faculty Handbook Newly Amended and Restated Articles of Incorporation and Xavier By-Laws 2011-12 Teaching & Other Assignments School Calendar and Daily class Schedule 2005-12 Curriculum Guides Grant Proposals and Grants Approved
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Financial Records Classroom/Activity Observations Interviews with parents, students, administration and staff
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CATEGORY B. CURRICULUM, INSTRUCTION, AND ASSESSMENT

What currently exists B1. What Students Learn Criterion
Xavier High School provides a college-preparatory course sequence that includes 4 years of mathematics, English, science, and religion coursework. As much as possible, teachers integrate content from other subjects into lessons, as well as making the lessons relevant to students in Micronesia. By SY 2008-09, curriculum guides had been developed for all core and elective courses offered. Besides the basic content areas, a Pacific Studies & Micronesian History course has been developed and textbooks have been purchased. Juniors and seniors attend a College Counseling course to assist with preparation for college testing and applications. Physical fitness periods are mandatory for both boys and girls with reduced requirements for the girls. Intramural sports is offered. Latin is offered to assist with vocabulary development. A syllabi is provided to the students. The students are required to include community service in their school experience. Electives are limited due to the availability and expertise of staff. Seniors are required to complete a senior project as part of the graduation requirement. Juniors and seniors participate in guided retreats, and freshmen and sophomores participate in Prayer Days. Masses are held daily and for special occasions, in addition to Sunday Mass. All male students attend a weekly Deo Gratias, a self-evaluative reflection and prayer in the Jesuit tradition. ESLRs are embedded in the curriculum and students apply these ESLRs to their coursework on a daily basis. Through reflection and comparison of cultures, students are able to deepen their faith and conscientiousness. Students are given opportunities for self-evaluation as related to the ESLRs and personal fulfillment. The student handbook was updated for SY 2011-2012. A grade-monitoring sheet was added to the student handbook in 2011 to assist the students in tracking their grades. Students are evaluated on their progress displaying school values relating to Responsibility, Concern for Others, Integrity, and Initiative. Students sign the Xavier Honor Code pledging to follow school policies. Students who violate certain school policies are asked to write reflection papers referencing the policy violation. Student prefects assist in monitoring student behavior. Students are required to participate in various forms of community service. Incoming juniors and seniors are also required to complete individual community service during the summer months. They keep journals and use these to write reflection papers, which they submit to show what they have learned from their community service experience working in various nonprofit agencies in their island nations. There has been a turnover of administrators and teachers, many of whom are lay volunteers on a two-year commitment, that has hindered the alignment of the curriculum in all content areas. There is no FSM national content standard approved for which an alignment can be completed. The school has made a strong effort to create an alignment of the curriculum across the content areas with the ESLRs. The English Skills and Literature curriculum guides have been aligned to Californias English Language Arts content standards. In addition, the school is communicating with St. Ignatius Preparatory School, a Jesuit high school in San Francisco, California, to utilize their alignment of California content standards with Jesuit philosophies in the Xavier curriculum.
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St. Ignatius Preparatory School expects to share their aligned curriculum with Xavier for SY 2012-13. The employment of volunteer teachers at the school mandates a basic curriculum that is stable to direct the schools progress. Xavier is looking ahead and planning a process for implementing, staff development training and monitoring the content standards once they are developed. While student work may be available and examined by individual teachers, there is little evidence that teachers collaboratively discuss, reflect, or analyze student work to adjust or standardize the curriculum or grading. Teacher improvement of instruction does sometimes occur after a review of the quarterly student evaluations of subject matter courses. The diversity of cultures is recognized in a biennial celebration. Students feel they are able to learn about their own culture as well as the cultures of other nations
B2. How Students Learn Criterion
The teachers are extraordinarily dedicated to the students and work together with a spirit of collegiality to improve instruction. All teachers possess a bachelors degree. The creativity, flexibility, and enthusiasm of the teaching staff, most of whom are recent college graduates and new to teaching, allows them to conceive of, and guide students through, a variety of learning experiences. Retention of qualified and experienced teachers remains an ongoing challenge. Workshops on teaching strategies are provided to the teachers from teachers at the school or persons visiting the island. Professional development sessions have focused on lesson planning, active reading (i.e. reading comprehension) strategies, and integrating technology across content areas. Teachers use a variety of teaching methods that are content area- and learning goal-appropriate: student presentations, cooperative learning, lecture, group and individual projects, drama enactments, laboratory experiments, and demonstrations. Students are challenged through essays, tests, quizzes, acting, art projects, student questions and discussions, debate, critical thinking questions, lab reports, math and science problems, speeches, reflection papers, presentations, verbal responses to questioning, and presentations. Some teachers use rubrics. Some research has been done to find current strategies to address student needs and these strategies are being used in the school for instruction. Examples of this include cooperative learning, skill-based learning, and vocabulary instruction. Assigned seating charts are used to group students heterogeneously and help diversify the cultural groupings. Cooperative learning is used in a low-pressure setting that also encourages inter-island discussions. Some students are English Language Learners (ELLs) who are not fully
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fluent in oral and/or academic English at the time of school entry. Peer discussions assist with language learning. Study skills, test taking skills, and note taking skills are taught. Once each semester, teachers observe their peers as they implement teaching strategies introduced in one of the monthly in-service workshops. The Principal conducts observations and an annual evaluation of teachers. The content of teacher orientation and in-service sessions are drawn from literature on professional development or practitioner-oriented summaries of educational research. The Leadership Team promotes a collegial atmosphere in which teachers feel comfortable being evaluated by students, peers, and administrators. Long-term teachers provide support to new teachers by leading staff development, demonstrating professional work habits and instructional practices, and offering suggestions about day-to-day instructional activities. A staff development process is in place that allows for collaboration and sharing of ideas and teaching styles among faculty peers and administration. This has a positive effect on instructional strategies. The school realizes more staff development in the area of instructional strategies is needed when the schools curriculum is aligned to standards. Sustained Silent Reading was implemented in all Literature courses until SY 2011-12 when the book reports were added as an assessment. Vocabulary instruction has been emphasized to address the COM Entrance Test. The school has solicited textbook donations and directed the budget for instructional materials specifically to textbook purchases. The daily schedule includes periods for study hall supervised by teachers and proctored by student leaders. Teachers provide assistance to students during these times. Transfer students are automatically placed on probation for the first quarter to ensure proper adjustment to the curriculum and coursework. All student clubs and organizations enroll members from different island nations and provide time for students to practice speaking English with their peers. External enrichment learning opportunities has included participation in Junior Statesmen of America and Debate contests. Teachers utilize media and the internet to supplement instruction. Community resources are also used to enhance learning. Freshman and sophomore students take a computer skills course and utilize Internet research or PowerPoint presentations in some courses. Technology is still a priority and must continually be upgraded to assist student learning and instruction in the classroom. The library, while limited in resources, is accessible to the students. A team of students, overseen by a faculty member, manages the library. Library resources are inadequate. There is a need for current periodicals and books as well as for a school librarian. The school plans to address critical reading skills, and thus the school library will need additional resources.
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WASC Visiting Committee Report B3. How Assessment Is Used Criterion
In each course, teachers use multiple modes of assessment to judge student progress: essays, tests, quizzes, questions, discussions, debate, lab reports, skits, presentations, etc. Cumulative exams are used at the end of each semester to measure the knowledge of the students. Teachers try to match assessment methods to the instructional methods and learning goals. A process is in place to review effort grades for all students. Advisor-advisee groupings allow students the opportunity to discuss and reflect upon their grades with a faculty member. An understanding of the diversity of the Micronesian culture has allowed the school to implement strategies to encourage peer assistance along with teacher measurement of student comprehension. Rubrics are developed in department meetings and used in some courses to show students the performance level they will be expected to achieve and quantify the reasons why students earn given grades. The Xavier admission test is given prior to admission and at the end of sophomore year for comparative purposes to determine performance growth. Standardized testing includes national tests (PSAT, SAT, ACT, TOEFL and College of Micronesia entrance tests), and the test results are shared with students, teachers, and parents. Quarter grades are determined from various assignments and assessments as outlined in syllabi provided on the first day of class. Mid-quarter grades are provided to the students. Teachers indicate that there is little dialogue on grading practices and standardization. There is no dialogue for a common understanding of the rigor of the work that would merit the grades assigned. An A in one class may not be comparable to an A in another class. The academic advisement system assigns a small group of students to each teacher who monitors the academic and personal growth. Students are able to track their grades. Students are able to use both formal grades and self-reflection to develop greater personal awareness. Teachers analyze standardized test scores to determine areas of struggle. To address previous low scores in standardized tests, there has been increased staff development targeting reading comprehension instruction, implementation of SSR, purchase of textbooks and novels to facilitate reading instruction, and attention to vocabulary instruction. In addition, juniors are enrolled in a semester long SAT preparation course and senior counseling focuses on SAT and TOEFL preparation during the first semester. College admissions counselors have visited Xavier or created lines of communication for student admissions. Peer tutoring is arranged for those students on academic probation in a math course. Teachers provide tutoring for the English and science courses. Policy changes have occurred to allow students to repeat a grade rather than transfer. This policy gives students the opportunity to complete their diploma requirements. Additional resources are invested to ensure these students are college or career ready by graduation. Students complete course evaluations midway through each semester in order to determine which ESLRs they are progressing towards and what learning is accomplished. Students report that course material and assessments reflect their progress toward the ESLRs.
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Xavier is concerned about the low scores in Critical Reading performance. Various strategies have been implemented to teach critical reading skills. Because of limited funding, initiatives to provide extra help to students must be done in ways less costly or with no need of funds, such as peer tutoring and reducing the number of courses to increase instructional time in each course.
Areas of Strength for Curriculum, Instruction, and Assessment Category (if any) that need to be addressed to ensure quality education for all students
The committee commends: 1. The teachers and students who work collaboratively to meet the standard of conscientious and compassionate leadership. Community service is an integral part of the school spirit. 2. The school faculty and administration for updating the curriculum, curriculum guides, and course competencies. 3. The teachers for embedding the ESLRs in the curriculum and the students for applying these ESLRs to their coursework on a daily basis. 4. The teaching staff, most of whom are recent college graduates and new to teaching, for their creativity, flexibility, resourcefulness, and enthusiasm, which allows them to guide students through a variety of learning experiences. 5. The administration and teachers for providing a staff development framework that allows for collaboration and sharing of ideas and teaching styles among faculty, peers and administration. 6. The teachers and administration for establishing advisor-advisee groupings which allow students the opportunity to discuss and reflect upon their grades with a faculty member. 7. The school for providing a process for students to complete mid-course evaluations which serve to improve curriculum and classroom instruction.
Key Issues for Curriculum, Instruction, and Assessment (if any) that need to be addressed to ensure quality education for all students
The committee recommends that: 1. The principal and faculty finalize the alignment of its curriculum with content standards, using models which incorporate the Jesuit philosophy, to improve student achievement and course standardization. Provide staff development in the content standards when the schools curriculum is aligned. 2. The school provide the teachers with training in reviewing and analyzing test results, grading practices, and classroom assessments to improve student achievement.
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3. The school continue to upgrade technology and library resources to assist student learning in the classroom.
Xavier High School Mission Statement Philosophy of Xavier High School Xavier Expected School-wide Learning Results (ESLRs) Interviews with Administration, Faculty and Students Interviews with Parents, Alumni and Community Leaders Self Study Report Curriculum guides and course competencies Classroom Observations
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C.
SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH
What currently exists C1. Student Connectedness Criterion
The Campus Ministry provides students with many religious activities on campus. These activities provide support and help students learn their ESLRs. Students take an active role in planning days of prayer and weekend retreats. Classes, districts, student groups, and faculty take turns sponsoring a weekly mass. An Emmaus retreat for juniors and seniors gives the opportunity for reflection and group discussion which support the sense of respect and unity. Students participate in weekend Christian Community Service Projects in local villages or parishes. These projects may include cleaning, maintenance and repair work designated by community or parish leaders. There are many clubs and extra-curricular activities CLC, Drama, Yearbook, Environmental Club, 3-Towers, Engineering, Human Rights, and the Campus Ministry team. All of these activities give students the opportunities to grow in the ESLRs. Other group activities include Close-Up and Junior Statesmen Programs, Debate, and Athletics. Many student assistance programs allow students to seek help in academics and social issues. The ICU program provides eighth grade students assistance in English and math. Tutoring is available to probation and at-risk students. Peer tutoring allows students to help each other to demonstrate the ESLR: Conscientiousness. Students have faculty advisors to talk to regarding schoolwork and social issues. Class Moderators are teachers who assist students who are having problems or need assistance in school. Each student is assigned a faculty advisor by the principal who will remain as the advisor throughout the teachers contract to provide continuity with the student. Seniors are able to select their academic advisor. The students work with their faculty advisor in a collaborative manner providing a supportive environment and atmosphere for student growth. All students have a strong sense of connection both to one another and to Xavier high school, its administration and staff. The Xavier family atmosphere is demonstrated in the attitudes and behavior of the students and staff, and fosters a sense of security and safety. Students are able to learn more about the cultures of other island nations and maintain their connection to their own culture through the support of the island groups and the older classmen.
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WASC Visiting Committee Report C2. Parent/Community Involvement Criterion
Xavier students come from three different nations, six different island states, plus Guam, Hawaii and Kiribati. Communicating and involving parents in the school community have been challenges for Xavier. Distance is a major factor, along with poor technology infrastructure and access. Report cards are mailed to all parents each quarter, but the postal service is not available when families do not have access to mail boxes. Families on outlying islands must depend upon the kindness of boat operators to pass along letters. Faster internet service is expected to be installed before the end of the year which should alleviate some difficulties with communication. Parents are able to download the Xavier Student Handbook from the Xavier website. The website provides extensive information on the required courses, academic programs, and activities on campus. In addition, the Xavier website maintains an open connection with the alumni and provides outreach to parents. The alumni and parents are able to have an active voice in the school via the website email connections. The students take a leadership role in contributing to the webpage construction and writing. The schools director goes out to the various islands to meet with parents (FOX meetings). Parents are invited to school celebrations, such as, Xavier Cultural Day and Graduation. Chuukese families host female students and faculty members in their homes. Families commit to housing the female students for the four years of study. They act as surrogate parents and receive copies of report cards for the girls they sponsor. Boys have sponsors who take them in for the weekends with prior parent approval. With permission, they may spend Christmas and Easter breaks with their sponsor families. Students are required to participate in Christian Community Service Projects, both on their home islands and on various islands of Chuuk. Xaviers community outreach to the Sapuk community through Christian Community Service Projects and the instructional support at Sapuk Elementary School have strengthened its relationship with the local community. The students sponsor the English language mass once a month at Holy Family church. Japan and Australia have embassies in the FSM and have provided assistance to Xavier. Whenever ambassadors or leaders of other countries are on the island, Xavier has invited these individuals to speak to their students about leadership in action, as well as to connect to the larger global world. College admission directors visit Xavier on a regular basis to talk with students about going to college. Students participate in diocesan Catholic Schools Week through masses with the other three Catholic Schools on the island, essay writing contests, community clean-up projects, student exchange programs, and sports activities. Areas of Strength for Support for Student Personal and Academic Growth Category (if any) that need to be addressed to ensure quality education for all students
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The committee commends 1. The school for providing a variety of ways for students to demonstrate competence, conscientiousness, and compassion (ESLRs) e.g., Campus Ministry, clubs, Christian Community Service Projects, and advisor-advisee system. 2. The administration, faculty, and staff for providing Xavier students with numerous opportunities for personal and leadership growth, e.g., Student Body Association, Senate Managers, District Representatives, Task Manager, Dining Hall Prefects, Shower House Prefects, Study Hall Prefects, Labor Managers, Bell Ringers, and Dorm Prefects. 3. The school for establishing a system of care and support for all students, e.g., tutoring by teachers and students, advisor-advisee program, Profile Grading System, student leadership activities, class moderators, ICU Program, student advisors, career and personal counseling. 4. The host families for housing the female students from other islands, states, or countries for four years and for hosting the faculty and male boarders on weekends and holidays. 5. The school for establishing a Profile Grading System coupled with the system of advisor/advisee that allows faculty and students to work together in a supportive atmosphere to monitor the students growth in the ESLRs. 6. The faculty for supporting the students in their multiple activities after school and on weekends. 7. The administration for providing the Student Body Association with autonomy and support in making decisions that affect campus life. 8. The director and alumni for establishing District FOX groups to maintain connections with other alumni and Xavier supporters. 9. The school for the quality of the Xavier Website, which provides another avenue of communication with parents and alumni. 10. The support staff for their dedication and commitment to providing critical services to the students and staff throughout the year. Their care for the students and staff helps to contribute to the schools family atmosphere. Key Issues for Support for Student Personal and Academic Growth Category (if
any) that need to be addressed to ensure quality education for all students
The Committee recommends that 1. Because of vast geographic distances, the school continue to explore innovative ways to communicate and involve families in school related matters and concerns, e.g., electronic grading and report cards, smart phones, Skype.
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WASC Visiting Committee Report Important evidence about student learning from the self-study and the visit that supports these strengths and key issues include the following:
D.
Xavier High School Mission Statement and Philosophy Xavier Expected School-wide Learning Results (ESLRs) Student Body Leaders, Perceptions Faculty Perceptions Parents/Community Perceptions Student Involvement in Curricular/Co-Curricula Activities Interviews with Administrative Staff, Director, Faculty, and Support Staff RESOURCE MANAGEMENT AND DEVELOPMENT
What currently exists D1. Resources Criterion
Xavier High School has very limited financial resources and year-to-year funding is tenuous. Fundraising efforts have been helpful in providing some equipment, lab materials and other small items. The greatest challenge for the school is acquiring enough funds to contract and retain qualified administrators and teachers. Attempts have been made to hire teachers and administrators for the long-term; however, funding is not adequate and many of the faculty are volunteer college graduates, many recruited through the Jesuit network (JVC, JICA, and Jesuit Provincial of Indonesia). Despite limited resources, tuition for students has remained reasonable. For boys, tuition, room and board for one year is $1,340 and the girls who live with host families or sponsors pay $1,240 for tuition and bus fees for one year. The school makes a strong effort to find tuition assistance from generous donors for needy students for the duration of their attendance at Xavier. Students are not turned away for lack of finances. Xavier has a modest endowment fund of $214,271.13. The school has not touched this fund. Although Xavier has a limited operational budget, the school is debt free. Alumni networks, called FOX Communities (Friends of Xavier) in each of the districts where students come from, have been successful in providing crucial financial support to the school. Since 2009, Xavier alumni have contributed $50,000 to the school. Several facilities improvements have occurred since the last Self Study. A new Chapel, the Madonna De La Strata Chapel, was completed before graduation 2011. The Chapel is available for use by the local Chuukese Catholic community for Sunday and Feast Day masses. The Mabuchi Company of Japan renovated the main campus building in 2008, which has been a major improvement. In January 2009, Xavier received a Japanese Grassroots Grant for $89,000 to convert the old Xavier Callaghan Chapel into the Callaghan Student Center which houses
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multiple computer stations, a bookstore, and two small multi-purpose rooms for tutoring and small group work. The Student Center also provides a covered area to conduct morning assemblies and is used daily. In 2009, Xavier received a Small Grant Scheme (SGS) grant from Australia to build a new bathroom and shower facility for female students. Other improvements include renovation of the boys shower house (summer 2011), several classrooms and a dining facility. Forty eight percent of students are transported to school and Xavier maintains its own buses and vehicles. During the summer 2011, only one vehicle was operable causing a transportation crisis for the school. A total of $163,000 was raised and spent for SY 2011-12 to purchase new, previously owned vehicles. A Sarita Kenedy-East foundation grant allowed the purchase of a new generator in December 2010, freeing Xavier from reliance on the islands intermittent power source. Xavier now has a reliable source of electricity. The school also acquired a new industrialized kitchen stove, which has resulted in improvements in meal quality, hygiene and nutrition. Xaviers support departments, including maintenance and repair, security, kitchen cooks, cleaning and laundry, are largely run and staffed by local residents of Sapuk Village. Hiring community residents and leaders provides the school with reliable employees as well as positively affecting the school and community relationship, thereby reducing security issues for students in the community. The boys benjo (bathroom) is in need of immediate repair as it dates back to the World War II era. The school recently received an Australian Small Grant Scheme (SGS) grant to install waterless urinals in the boys benjo. Xavier is committed to greening the campus by initiating greening activities such as composting, use of cloth napkins, growing of crops for the school cafeteria, wind power generator and waterless urinals in the boys benjo. The school uses the accounting software Quickbooks, which has proven to be an effective tool in providing monthly income statements and bi-weekly cash flow reports. Reports are readily available to the board of directors, the school director and principal, which better ensures the school operates within its approved budget. Timely collection of tuition payments has improved with the institution of a new rule that does not allow a student to take an end of semester exam if their tuition is outstanding. Delinquent tuition accounts have decreased from 17% to 3% in the last five years.
D2. Resource Planning Criterion
The newly Amended and Restated Articles of Incorporation and the newly Amended and Restated Xavier By-Laws help to ensure that the Xavier Board works closely with the school and its leadership in executing responsible planning for the schools future. Xavier developed a Resource Priority Plan in 2006 to realistically determine the needs of the school. This plan listed six major priorities: completion of major capital projects, creation of a
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faculty endowment to support the recruitment and retention of a full-time Micronesian faculty, a new chapel to be a focal point of school life, a long-range maintenance plan for upkeep of facilities, a plan for allocating money for textbook purchases, and implementation of a technology plan. Although the present administration was not aware of this plan, much of the plans major objectives were addressed. In February 2011, the then acting director presented the Xavier High School Board with a Xavier High School Infrastructure Development Plan. The plan attempts to prioritize school needs using a scale of 1 5. Textbook acquisition was the highest priority in this plan. The budget for textbooks in SY 2011-12 is $44,472.00. Although funding has improved greatly over the last four years, strategic planning is difficult when year to year funding is tenuous. However, the Board of Directors believes that Xavier needs to develop a Strategic Master Plan that encompasses all aspects of planning in order to maximize student learning at Xavier High School.
Areas of Strength for Resource Management and Development Category (if any) that need to be addressed to ensure quality education for all students
The committee commends 1. The school for its resourcefulness in seeking external funding through donors, fundraising efforts, grants, and working with the community. 2. The school for maintaining a modest tuition, room and board, and bus fees which are affordable to a large segment of the Micronesian population. 3. The school for finding financial support and donors for students from low or no-income families. No one is turned away from Xavier because of lack of financial resources. 4. The school for increasing donations and financial resources that have enabled Xavier to renovate and update the Xavier campus facilities. 5. The committed support staff, who in spite of their lack of professional training and limited resources, have kept vehicles moving and generators running, and have provided a positive link to the Sapuk community. 6. The school for utilizing Quickbooks as an effective tool to manage the oversight of the schools budget. 7. The school for its commitment to greening the campus by initiating greening activities, such as composting, use of cloth napkins, growing of crops for the school cafeteria, wind power generator, and use of waterless urinals in the boys benjo.
Key Issues for Resource Management and Development Category (if any) that need to be addressed to ensure quality education for all students
The committee recommends that
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1. The school leadership, under the direction of the Board of Directors, develop and implement a Strategic Master Plan, with input of all stakeholders, that assesses and prioritizes the schools needs and identifies funds to meet these needs. Such a plan will provide guidance for the next 10 years. 2. The school continue to improve the dormitory facilities for the safety and health of the male boarders. The shower room must be tiled, railings added to stairways in the shower room, and walkway leading to the entrance of the dorm, and bunks replaced in the sleeping quarters. 3. The administration and faculty develop and implement a plan to transition the library from a traditional library to a 21st century library/media center, including upgrading resource materials and internet accessibility.
Xavier High School Mission Statement Philosophy of Xavier High School Xavier Expected School-wide Learning Results (ESLRs) Newly Amended and Restated Articles of Incorporation Newly Amended and Restated Xavier By-Laws Interviews with Administration, Faculty, and Students Discussions with Parents, Alumni and Community Leaders Observation of dorm facilities Discussions with Dorm Moderator and Principal
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Part B: Synthesize the strengths and key issues from all categories into schoolwide strengths and schoolwide critical areas for follow-up.
Schoolwide Areas of Strength

The Visiting Team Committee commends: 1. Xavier High School for clearly articulating and aligning its philosophy, mission and ESLRs and for involving the administration, faculty and student body on a regular basis in their review; and for increasingly involving parents in the review process through the website and through the directors trips to each district each year. 2. The administration, faculty, staff, and students for taking the ESLRs and mission statement beyond just rhetoric and making them a genuine way of life. 3. The dedicated teachers who commit both skills and time to teach students during and outside of school hours, and whose efforts are positively impacting the lives of students, as reflected in the student evaluations. 4. The students at every grade level for their graciousness, friendliness and hospitality. Their sincerity was genuine and their support for the school enthusiastic. The students have internalized the ESLRs and demonstrated them in all interactions with their classmates and adults 5. The administration, faculty, staff and students for their outreach to the local Sapuk community, especially the instructional support provided to Sapuk Elementary School. These efforts have enhanced Xaviers relationship with the surrounding community and created a safer environment in the neighborhood off-campus. 6. The school leadership for its commitment to finding creative ways of acquiring resources for the promotion of student learning, e.g., by investing in new buses, new and renovated buildings, a new generator, technology, and a drainage system. 7. The teachers for embedding the ESLRs in the curriculum and the students for applying these ESLRs to their coursework on a daily basis. 8. The administration, faculty, and staff for providing Xavier students with numerous opportunities for personal and leadership growth, e.g., Student Body Association, Senate Managers, District Representatives, Task Manager, Dining Hall Prefects, Shower House Prefects, Study Hall Prefects, Labor Managers, Bell Ringers, and Dorm Prefects. 9. The host families for housing the female students from other islands, states, or countries for four years and for hosting the faculty and male boarders on weekends and holidays.
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10. The director and alumni for establishing District FOX groups to maintain connections with other alumni and Xavier supporters. 11. The support staff for their dedication and commitment to providing critical services to the students and staff throughout the year. Their care for the students and staff helps to contribute to the schools family atmosphere.
Schoolwide Critical Areas for Follow Up:

The Visiting Team Committee recommends that: 1. The director, principal and leadership team monitor the implementation of the Action Plan on an annual basis, to determine that student achievement and learning are occurring, that the committees are fulfilling their tasks and responsibilities, and that results are reported to the Board of Directors. 2. The principal and faculty finalize the alignment of its curriculum with content standards, using models which incorporate the Jesuit philosophy, to improve student achievement and course standardization. Provide staff development in the content standards when the schools curriculum is aligned. 3. The school leadership, under the direction of the Board of Directors, develop and implement a Strategic Master Plan, with input of all stakeholders, that assesses and prioritizes the schools needs and identifies funds to meet these needs. Such a plan will provide guidance for the next 10 years. 4. The administration and faculty develop and implement a plan to transition the library from a traditional library to a 21st century library/media center, including upgrading resource materials and internet accessibility. 5. The director and Board continue efforts to increase the number of long-term staff by hiring qualified teachers for extended commitments of three or more years to provide continuity to the school program. 6. The Board and administration continue on-going maintenance and improvement of facilities to address urgent health and sanitation issues affecting the boarding students.
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Chapter V: Ongoing School Improvement Include a brief summary of the schoolwide action plan Xavier High Schools School-Wide Action Plan appropriately addresses the critical areas identified in their self-study. The themes of the plan correlate to the growth areas identified by the School-wide Focus Groups and Visiting Team. There are three main areas identified in the Action Plan, namely 1) alignment of curriculum and content standards; 2) increase of achievement on standardized test scores; and 3) development of a 10-year strategic master plan. The master plan will address facilities, educational programs, technology resources, staffing and staff development, financial resources, leadership and governance. Adequacy of the schoolwide action plan in addressing the critical areas for follow-up The Schools Action Plan is a thoughtful, broad-based Plan taking into account previous VC Teams recommendations, or portions thereof, that had not been significantly addressed and the schools self-study process. The school used the process of developing the self-study as an opportunity to create a plan and timeline for growth and school-wide improvement. The Action Plan provides an appropriate response to the needs identified by the school and Visiting Team. The three major action items are: 1. Benchmark its curriculum with content standards and course competencies 2. Increase student achievement on standardized test scores: a. Develop programs to address basic math operations and numbers b. Address reading, especially reasoning and inference skills 3. Develop a strategic master plan for Xavier High School The Action Plan is intended to serve as a vehicle for routinely assessing and reporting the ongoing task of school improvement. The Visiting Teams observations and interviews confirmed that the school Action Plan is directly tied to achievement of the mission and vision of the school. Thus, the potential of the Plan to have a favorable effect on student learning is significant. Existing factors that support school improvement The director, principal, and leadership team are committed and organized to ensure the Action Plans are carried out. The school director and administration have a clear understanding of the schools needs and the actions to be taken to address them, as well as demonstrating the drive and determination to accomplish the stated actions. The Board is regularly informed by the director of the progress being made, as well as additional needs of the school.
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Impediments to school improvement that the school will need to overcome in order to accomplish any of the action plan sections The school provides an exceptional learning experience for its students despite the annual challenges of working with limited resources and poor infrastructure in the island nation. The majority of financial support comes from alumni, supporters, and grants outside the island nation. Fortunately the Sapuk community and the FOX groups provide continuous support, as they are able. The school is dependent on volunteer faculty who serve staggered 2-year terms, so there is an ongoing turnover of teachers. This yearly introduction of new staff necessitates the need for regular orientation and continuity is often difficulty to maintain. Maintaining the current administrative team for a period of time will better ensure consistency and support for the volunteer faculty to accomplish the plan. Soundness of follow-up process to monitor accomplishment of schoolwide action plan The director, principal and leadership team are committed to monitoring the action plan. The Action Plan is clearly laid out with respect to tasks, timelines, outcomes, and those responsible for implementation. The clarity and precision of the document argue for not only sound follow-up and monitoring, but also ongoing success.
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SELF-STUDY VISITING COMMITTEE REPORT WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES FOR

XAVIER HIGH SCHOOL

March 18-21, 2012

WASC Visiting Committee Report

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National Origin of XHS Staff (SY 2011-12)

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Chapter II: Progress Report

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CATEGORY B. CURRICULUM, INSTRUCTION, AND ASSESSMENT

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WASC Visiting Committee Report B3. How Assessment Is Used Criterion

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SUPPORT FOR STUDENT PERSONAL AND ACADEMIC GROWTH

What currently exists C1. Student Connectedness Criterion

WASC Visiting Committee Report C2. Parent/Community Involvement Criterion

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What currently exists D1. Resources Criterion

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The committee recommends that

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WASC Visiting Committee Report

Schoolwide Areas of Strength

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Schoolwide Critical Areas for Follow Up:

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WASC Visiting Committee Report

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