vcr master report

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SELF-STUDY VISITING COMMITTEE REPORT

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES

FOR

XAVIER HIGH SCHOOL

P.O. BOX 220

CHUUK, FM 96942FEDERATED STATES OF MICRONESIA

March 18-21, 2012

Visiting Committee MembersGeraldine Ichimura, Chairperson

Retired State Administrator Hawaii Department of Education

Roberta Abaday, NBCTTeacher

John F. Kennedy High School, Guam

Roberta Mayor, Ed.D.Retired SuperintendentOakland Unified School District

Michael NakanoRetired Principal

Hawaii Department of Education

WASC FOL 2010 EditionRevised 9/10


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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 callWiniku. 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 in1956. In August 1976, girls were enrolled and the school became one of the first co-ed Jesuit highschools 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 Statesof 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 andeconomically, 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. Residentsstruggle 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 becauseof drunkenness. Chuuk is one of the most unsafe places to live especially when people are notsober.

The FSM 2010 Census (provisional count) estimates the current FSM population as 111,000, anincrease of 4,000 persons over the 2000 Census count. Among the FSM states, Chuuk State hasthe 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. Thecost 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 thetransportation cost to have their children attend Xavier High School.

Xavier strives to maintain an affordable tuition and has a long-standing policy of acceptingstudents 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 good-hearted and generous benefactors subsidize the cost of students education at Xavier.

Students who attend Xavier High School represent various islands, cultures and traditions withinthe Micronesian region. Although the 172 young men and women who compose the student bodyshare the common label Pacific Islanders , they have richly different backgrounds. Most of thestudents attending Xavier speak multiple languages, with English as their second or thirdlanguage. Faculty members are mostly volunteers from the United States, Australia, Japan,Indonesia, Burma, the Philippines, and Micronesia. All teaching faculty of Xavier High Schoolhave earned a Bachelors degree.

Class Distribution, by Gender (SY 2011-12)

Freshmen Sophomores Juniors Seniors Total Percentage

Male 21 29 23 16 89 52%

Female 27 16 23 17 83 48%

Total 48 45 46 33 172

Composition of Freshmen Classes, by Gender (2006-2011)

SY 06-07 SY 07-08 SY 08-09 SY 09-10 SY 10-11 SY 11-12No. % No. % No. % No. % No. % No. %

Male 22 54% 24 55% 25 53% 33 55% 33 65% 21 44%

Female 19 46% 20 45% 22 47% 27 45% 18 35% 27 56%

Total 41 44 47 60 51 48

Female candidates for admission from Chuuk apply to the school at significantly higher ratesthan 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 Chuuksreputation. SY 2009-2010 had an increase in freshman enrollment. There was a decision madeto enroll 60 freshmen that year. The number was reduced in SY 2010-2011 since it was decidedthat 60 freshmen were too many for Xaviers limited human and material resources. SY 2011-2012 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 thefemale students.

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Ethnic Distribution, by Gender (SY 2011-2012)

Male Female Total Percent

Marshallese 17 6 23 13%

Kosraeans 3 1 4 2%

Pohnpeians 27 29 56 33%

Chuukese 24 31 55 32%

Yapese 9 7 16 9%

Palauans 9 5 14 8%

Others 0 4 4 2%

Total 89 83 172

As a boys boarding school, the number of male teaching faculty has always been higher thanfemale faculty.

Composition of Full Time Administrators & Teaching Staff, by Gender (SY 2011-12)

Male Female Total

Administrators 4 0 4

Teachers 8 3 11

Part Time Teachers 0 2 2

Tutors 2 0 2Total 14 5 19

National Origin of XHS Staff (SY 2011-12)

Location No. %

United States of America 10 45%

Federated States of Micronesia 4 18%

Indonesia 1 4%

Republic of Marshall Islands 1 4%

Japan 1 4%

Australia 2 8%

Philippines 3 14%

Total 22

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Forty-five percent of Xaviers volunteers come from the United States of America. There are noMicronesia volunteers teaching at Xavier. All Micronesians are salaried teachers andadministrators

Average SAT Scores -- XHS and All SAT Test-takers 2006-2012

GraduatingClass

XHSReading

AllReading

XHSMath

AllMath

XHSWriting

AllWriting

N XHSTest-

takers

% XHSClass

Tested

2006 392 503 415 518 423 497 35 89%

2007 410 502 432 515 437 494 28 96%

2008 389 502 436 515 419 494 33 94%

2009 408 501 423 515 456 493 32 100%

2010 - 501 - 516 - 492

2011 413 497 443 514 450 489 29 80%

2012 403 - 434 - 434 - 30 100%

Xavier students performance on the SAT has been fairly consistent in recent years, during whichmost junior and/or senior students have taken this college admissions test. XHS graduating classaverage 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)

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Given the total data from the Classes of 2006-12, sorted by ethnicity, Palauan and Yapesestudents 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. Marshallesestudents 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 677

University of Hawaii at Manoa Regular Admission 600

XHS Class of 2006 Average Score 568




University of San Francisco or Loyola Marymount University Regular Admission 550



Eastern Oregon University or University of Hawaii at Hilo Regular Admission;University of Hawaii at Manoa Conditional Admission 500

University of San Francisco Conditional Admission 460

Chaminade University of Honolulu Regular Admission 450

TOEFL PBT Minimum Total Score 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 Englishspeakers. In the figure above, Xavier graduating class average TOEFL scores are compared tominimum 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 historicallytended to apply. The average TOEFL PBT score of students in most XHS graduating classes isadequate to allow consideration for regular admission to selective private (Jesuit) universities,like Gonzaga University or Loyola Marymount University, as well as less selective publicuniversities, like Eastern Oregon University or the University of Hawaii at Hilo.

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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 preparatorycurriculum and has developed intellectual skills that go beyond intellectual competency andrequirement for college entrance by integrating Gospel values and our Ignatian heritage. Thegraduate has become aware of and begun to practice the basic skills facilitating leadership andcollaboration.

CONSCIENTIOUS

Xavier students have begun to learn how to make moral judgments informed by Christiandoctrine 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 andcampus 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, theChurch 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.

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Chapter II: Progress Report Briefly comment on the schools major changes and follow-up process since the last self-

study.

Xavier HS was revisited in April 2009, and since that time, continued changes have impacted theschool.

FOX (Friends of Xavier) communities

Starting in 2008, the director began developing alumni associations beyond Chuuk. In SY2009, five FOX communities in the Marshall Islands, Pohnpei, Chuuk, Yap, and Palaudonated $30,000 to Xavier High School, supporting Xavier and lobbying for additionalresources. 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 WinnersOut of 29 graduating seniors in 2010, two members of the class received these covetedscholarships. The publicity it generated has been a catalyst in promoting Xaviers focuson 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 andthree 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 amore user-friendly format. Vidilino trained Eric Cano, a former alumnus who lives inKauai, 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 , whichdescribes 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 threeare 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 transportationvehicles (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 therestrooms, including the addition of waterless urinals to move the school toward a greencampus.

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Increased Funding

The annual budget has increased from $385,050 in SY 2008-2009 to $515,838 in SY2011-12, an increase of 34%. Donations from foundations, grants, and benefactors haverisen 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 bedifficult; however, Xavier has made some positive move in this area. Paid staff includeMr. 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, socialstudies teacher.

Computer Litera cyComputer literacy has increased significantly with teachers integrating technology intotheir classes. Computers have been added to the Student Computer Lab, and freshmentake 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, allowingseniors to apply to colleges, work on Gates Millennium Scholarships, apply for scholarships and fill out FAFSA applications. Despite the slow internet connection (thewhole school shares a single T-1 line) and erratic government power, the school has madesignificant improvements.

College CounselingThere is a very strong emphasis on preparing students for college. Since 2008, twoteachers have been assigned to provide college counseling for an average senior class sizeof 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 ChaminadeUniversity in Honolulu and to St. Martins University in Lacey, Washington. These twouniversities, along with the University of San Francisco, Loyola University in Baltimore,and Loyola Marymount University in Los Angeles have agreed to waive the admissionsfee 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 hasconsciously focused on the Gates Millennium Scholarship with its student population.

St. Ignatius Riverview Cultural ImmersionFor the past four years, Xavier High School has developed a deepening relationship withanother 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 acultural immersion. Four days are spent at Xavier High School, where St. Ignatiusstudents are teamed up with partners from Xaviers junior class. The St. Ignatius studentsgo 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 CommunityXaviers 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 schooland improve their school environment. As an incentive to show that Xavier would supportthe 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 iscurrently 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 toschool 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 schoolin Chuuk State would be allowed to open in SY 2009-10, without functioning bathroomfacilities. Xavier worked with the government of Australia and obtained an SGS (SmallGrant Scheme) grant to build flush toilet bathrooms for Sapuk Elementary School. Thegrant was fiscally managed by Xavier High School, and upon completion, Sapuk Elementary School became the 1st public elementary school in Chuuk State to have flushtoilets 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 Australianvolunteer as SES faculty. In addition to teaching 7th and 8th grades, the teachers inviteSES 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 Englishtutoring. 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 Schoolrose 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 totime, a local landowner brings local food to Xavier as a gift - a sign of thanks for Xaviersoutreach to the Sapuk community.

Discuss how the school through its action plan has accomplished each of the criticalareas 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 inorder to address the problems caused by the dependence on short-term volunteers. Critical Area5: 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 todependence 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 investigatea 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 DevelopmentPlan. 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 formof 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 theeffectiveness 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 afull-time nurse who lives on campus, and has trained selected student infirmarians to help withnon-critical first aid issues on weekends. There is also a full-time day watchman to watch thedorm 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 theclassrooms, 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 theshowers. 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 toensure students participate in a sequential, integrated, challenging and relevant 9-12

program. [Critical Area 4: The school leadership and faculty should collaborate in thedevelopment, assessment, and supervision of a coordinated and sequential 9-12 program, with anintegrated skills curriculum that focuses on mathematics, reading, and writing.]

All seniors are now required to take 4 courses (Math, Science, English and Religion) plus 2electives, 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 andadopted 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 documentswith Xavier when they are completed in May 2012. Xavier plans to refine St. Ignatius work to fitthe uniquely Micronesian culture.

ACTION PLAN ITEM #5: XHS will acquire and maintain technology, and integrate it intothe 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. Twenty-five 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 schoolscomputers and network. A JICA volunteer, whose contract recently ended, trained a localmember 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, theonly 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 criticalstakeholders 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 whenFr. Rich visited other districts. All seniors were members of the focus groups and providedextensive 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 intoactivities to help students internalize their meaning. The ESLRs now represent well thought outand clearly articulated goals that are embraced by all who are associated with the school. TheESLRs and mission statement are no longer just rhetoric but are genuinely demonstrated by thestaff 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 andnurturing social environment. Assessment of each students progress, both in academics andcharacter building, supports the ESLRs and encourages student achievement of standards. Theadministration and teachers collaboratively determine a profile grade for each student measuringintegrity, 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 andnumbers and reading proficiency; and 3) development of a strategic 10-year master plan that willaddress 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 tomonitoring 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 LEARNINGWhat currently exists

A1. School Purpose Criterion

Xavier is part of a world-wide Jesuit high school system and the philosophy of Xavier HighSchool is anchored in the larger philosophy of Jesuit education. The mission statement andESLRs were developed for the SY 2005-06 accreditation and again reviewed and evaluated bystaff, students and community stakeholders prior to the 2012 accreditation visit. The philosophystatement, 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, andESLRs are still applicable for guiding the school into the 21st Century and that these shape alldecisions 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 leaderswhose lives are guided by the Christian call of service. The philosophy, mission and ESLRs areincluded in the Xavier Student and Faculty Handbooks and are reviewed in class at the beginningof each school year. Students and faculty have memorized the mission statement which is recitedeach morning during assembly.

Xavier is responsive to the culture and local context of the islands and aims to provide a holisticeducational approach so that students graduate with academic competency, and are individuallyconscientious and compassionate. Xavier long ago changed from a minor Seminary to anacademic, college prep high school, and later from an all boys' school to a co-educationalinstitution. The director visits the outlying districts to work with parents and alumni in helpingthem understand the importance of their involvement in developing ESLRs that reflect themission 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 lastaccreditation visit in SY 2005-06, with newly amended and restated Articles of Incorporation andBy-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, butmore often acted in an advisory role. There was reported confusion among board members as tothe 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 HighSchools in New York were also undertaking this same analysis, the Assistant for SecondaryEducation 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 By-Laws 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 governingauthority 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 theBoard of Directors and removes members of the Board of Directors; 5) approves the appointmentof 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 Boardof 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 administrativestaff and faculty. Since members of the Board of Directors come from many different islandsthere is no tendency to micro-manage the affairs of the school. The Board of Directors monitorsschool results at their Board meetings, through reports from the Director, the Principal, and theTreasurer.

Xaviers Amended By-Laws provide clear policies and procedures regarding selection,

composition, and duties of the Board. However, these are newly implemented and theeffectiveness 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, theDean 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) inthe 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 in-service training sessions to help teachers enhance their teaching skills.The principal supervises the daily academic activities of the school and hasimmediate 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 eachsemester. This ensures communication between the faculty and principal, andhelps in the on-going professional development of the Principal.

The Dean supervises students daily activities outside the classrooms, monitorsstudent disciplinary infractions and enforces school policy, and supervisesweekend activities for the boys who live on the school campus. He also worksclosely with members of the student government, and advises them on issuesconcerning student affairs.

The Chaplain is responsible for the spiritual growth of students and staff. Hecreates and implements the religious programs of the school.

At the beginning of the school year, the Director, Principal, and Chaplain conduct a ten-dayfaculty/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 arealso explained to the teachers.

XHS teachers are expected to prepare instruction, attend staff development workshops, serve asadvisors 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 arevolunteers, and are dedicated and committed to their work.

Students are elected to represent their classes. Other students are selected by the schooladministration 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, StudyHall 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 thestudent senate. Other students lead school clubs, such as Christian Life Community, HumanRights 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, andschool property. Cooks prepare meals for the students and staff. Cleaning personnel maintain thecleanliness 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 tocompletion. With the transitory nature of the teachers in the volunteer program, the long-termstabilization of the administrative team would provide greater consistency for the teachers,students, and the curricular programs. This would allow for a careful implementation andmonitoring of those plans.

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A4. Staff Criterion

The Director of Xavier High School has a Masters of Divinity and an Honorary DoctoralDegree. The Principal has an M.A. in Educational Leadership.

The majority of teachers working at Xavier are volunteers. The Director recruits and hiresvolunteers or salaried teachers to meet the current needs of the school. As at many schools, mathand 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 2006-2007that 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 toXavier after a thorough evaluation of their skills to match the needs of XHS. Both JVC and JICAconduct 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 thevisiting teacher provides feedback to his/her fellow teacher about the class. Xavier faculty hasfound 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 highschool in Sydney, Australia. Every year, two high school volunteers from St. Aloysius College aresent 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-timeteachers at Sapuk Elementary School as part of the Xavier Community Outreach and CommunityService Program.

Administrators and faculty, who live on campus, work more than 15 hours per day, seven days aweek. 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 incovering 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 anafter school workshop to the faculty on multiple-intelligences and teaching strategies, and on theIgnatian 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 workshopto 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 andlanguage groups. Learning to respect each other and the differences in ethnicity, culture, sex andreligious faith is thus important. The student handbook explains that students are expected torespect themselves and other students, faculty, staff and administrators, and to respect the campusand school property. Students are expected to speak English and refrain from using profanelanguage.

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 andchoose to live by them.

A separate Xavier Faculty Handbook was developed in SY 2011-12. In addition to what isincluded in the Student Handbook, the Faculty Handbook includes a section on ProfessionalEthics. Faculty are urged to be honest, trustworthy and ethical, protect Xaviers reputation andassets, 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 thatmight take place in the dorm or on the buses. The dean/dorm moderator has worked with theseniors to report any incidences, and bus drivers are required to report incidences that theyobserve. 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. TheIntrusion Plan is posted in each classroom and each building on campus. It is also included in theStudent 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 namefor the freshman class, and hold several meetings with the freshmen, to help them feel at home atXavier, 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 howto navigate for themselves at Xavier, the freshmen move in with the sophomores in the lowersdorm, 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 availabledaily from Monday to Friday, and since she resides on campus, is also available for emergencieson weekends.

Xavier gets its supply of medicine from generous individual donors and from the Xavier HighSchool-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 worthof medicine is available for Chuuk state employees. The school nurse also has trained severalstudent 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 helpedthe local Sapuk Elementary School, and has had the added benefit of improving the relationshipwith the Sapuk community. This has meant a much safer campus and environment for studentsand their property.

Xavier celebrates several events to which they invite the community, such as Xavier Day, theanniversary of its patron saint Francis Xavier on December 3 rd, and once every two years, theXavier students celebrate Cultural Day, when students from each culture perform dances fromtheir 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. ManyXavier 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 academicmatter 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 oncampus. 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 knowstudents 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 WorkersAppreciation Day, by hosting a mass, lunch, and an afternoon of games and fun for the workersand their families. The first major responsibility for the freshman class is organizing the daysevents. A year-end picnic is also provided for the support staff on one of the islands in the lagoonas the administrations way of thanking the support staff.

A big priority for Xavier High School is to keep the campus clean and healthy. Students performdaily Morning Glory clean-up, afternoon campus and classroom cleaning, as well as moreextensive 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. Thestudents 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 towardaccomplishing 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 progressmade 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) attentivenessin class, (iii) participation in class by asking and answering questions, (iv) quality and promptnessof 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, andConcern 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 schoolmission and ESLRs, particularly compassion and conscientiousness. No student can make thehonor 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/leadershipmeetings to discuss each students profile grade. Teachers meet with the principal, dean anddirector to discuss each student individually to collaboratively agree on each students profilegrade. 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 RollAssembly.

At the awards ceremony at the end of each school year, awards are given to students in eachgrade who have excelled in certain areas throughout the year. Awards are given to students withthe highest GPA, the best Effort average, and the best Profile average. Awards are also given bythe faculty for School Spirit, Outstanding Athlete, Gifted Musician, Leadership, Responsibility,

Most Improved, and Hardest Worker . In addition, the highest award given at graduation is theBishop 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 inMay of their junior year, and the SAT and the TOEFL exam in November of their senior year. Allstudents also take the College of Micronesia entrance exam in March of their senior year. Theresults 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 primacyover 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 maynot 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 tomonitor their progress.

Students in grades 10-12 who have three or more academic failures are not promoted. Freshmenwho 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 studentsneed 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 onacademic probation may be dismissed from Xavier if they do not earn a grade of 70% (C) at theend 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 notonly of policies and procedures, but also of the school calendar, a section of math and sciencetables, 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 todevelop a more responsive form of governance.

As a result of planning and implementing the School-wide Action plans, Xavier has identifiedkey positions at Xavier that are critical for growth in student learning, and has increased financialresources to these areas. While Xavier continues to rely on volunteer faculty, Xavier now has asalaried 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 onwhat 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 arefree to walk into the principals office, or the directors office, and share ideas or concerns. If agood idea or a concern needs more airing, it will be brought up either at Tuesday evening PorchPrayer or in the monthly staff meetings.

Students have an opportunity to show support and involvement through course evaluations thatthey do at the end of each semester or school year, depending on the course. The principal sharesthe results of these evaluations with the individual teachers.

Morning assemblies, officially run by the SBA officers but attended by all faculty andadministration, offer an opportunity for all members of the school community to interact witheach other, sharing announcements, and important reminders of school policies, missionstatement and ESLRs. It helps all stakeholders know what is going on that day and offers anopportunity 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 theschool year. During these evaluation days, faculty members are given an opportunity to sharewhat 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 Boardof Members, and the Xavier Board of Directors, whom the Members have authorized to direct theoperations of the school. The Xavier Board has included specific duties to support the

accreditation process: determining basic school policy; ensuring that the philosophy, mission andESLRs are implemented and setting direction for the school; making an annual evaluation of theschools performance in accordance with the philosophy, mission and ESLRs; and annuallyreviewing 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 morningsvisiting students in classrooms, reading through the philosophy, mission, ESLRs, and the StudentHandbook. At the end of the process the entire school celebrated the Mass of the Holy Spiritwhich traditionally kicks off the beginning of the school year. During the liturgy, students signedand submitted the Xavier Code of Honor, acknowledging that they had read through thehandbook and that they understood and accepted the values being promoted at Xavier HighSchool.

Accountability through Monitoring of the School-wide Action Plan

Monitoring of the Action Plan is the responsibility of the Xavier director, principal andleadership 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 theSchool-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 addressedto ensure quality education for all students

The committee commends:

1. Xavier High School for clearly articulating and aligning its philosophy, mission andESLRs and for involving the administration, faculty and student body on a regularbasis in their review; and for increasingly involving parents in the review processthrough the website and through the directors annual trips to each district.

2. The administration, faculty, staff, and students, for taking the ESLRs and missionstatement beyond just rhetoric and making them a genuine way of life.

3. The students at every grade level for their graciousness, friendliness andhospitality. Their sincerity was genuine and their support for the schoolenthusiastic. The students have internalized the ESLRs and demonstrated them inall interactions with their classmates and adults.

4. The work of the school and its board to develop the Newly Amended and Restated Articlesof Incorporation and Newly Amended and Restated By-Laws to more clearly define theBoard of Directors role in the governance of the school.

5. The dedicated teachers who commit both skills and time to teach students duringand 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 studentsacademic 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 ElementarySchool. These efforts have enhanced Xaviers relationship with the surroundingcommunity 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, newand renovated buildings, a new generator, technology, and a drainage system.

9. Xavier High School for the close monitoring of seniors performances on college entranceexams, 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 qualityeducation 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 toprovide 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 boardingstudents.

5. The director, principal and leadership team monitor the implementation of theAction Plan on an annual basis, to determine that student achievement andlearning are occurring and that the committees are fulfilling their tasks andresponsibilities, and that results are reported to the Board of Directors.

6. The Board of Directors stabilize the administrative team at Xavier High School so theyare able to develop and implement the Action Plan, monitor the plan, and ensureconsistency in academic programs.

Important evidence about student learning from the self-study and the visit that supports thesestrengths 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 existsB1. 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 integratecontent from other subjects into lessons, as well as making the lessons relevant to students inMicronesia. By SY 2008-09, curriculum guides had been developed for all core and electivecourses offered. Besides the basic content areas, a Pacific Studies & Micronesian History coursehas been developed and textbooks have been purchased. Juniors and seniors attend a CollegeCounseling 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. Intramuralsports is offered. Latin is offered to assist with vocabulary development. A syllabi is provided tothe 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 tocomplete a senior project as part of the graduation requirement.

Juniors and seniors participate in guided retreats, and freshmen and sophomores participate inPrayer Days. Masses are held daily and for special occasions, in addition to Sunday Mass. Allmale students attend a weekly Deo Gratias, a self-evaluative reflection and prayer in the Jesuittradition.

ESLRs are embedded in the curriculum and students apply these ESLRs to their coursework on adaily basis. Through reflection and comparison of cultures, students are able to deepen their faithand conscientiousness. Students are given opportunities for self-evaluation as related to theESLRs 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 areevaluated 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 papersreferencing the policy violation. Student prefects assist in monitoring student behavior.

Students are required to participate in various forms of community service. Incoming juniors andseniors 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 theyhave learned from their community service experience working in various nonprofit agencies intheir island nations.

There has been a turnover of administrators and teachers, many of whom are lay volunteers on atwo-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 contentareas with the ESLRs. The English Skills and Literature curriculum guides have been aligned toCalifornias English Language Arts content standards. In addition, the school is communicatingwith St. Ignatius Preparatory School, a Jesuit high school in San Francisco, California, to utilizetheir 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 SY2012-13.

The employment of volunteer teachers at the school mandates a basic curriculum that is stable todirect 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 littleevidence that teachers collaboratively discuss, reflect, or analyze student work to adjust orstandardize the curriculum or grading. Teacher improvement of instruction does sometimesoccur 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 tolearn 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 andnew to teaching, allows them to conceive of, and guide students through, a variety of learningexperiences. Retention of qualified and experienced teachers remains an ongoing challenge.Workshops on teaching strategies are provided to the teachers from teachers at the school orpersons visiting the island. Professional development sessions have focused on lesson planning,

active reading (i.e. reading comprehension) strategies, and integrating technology across contentareas.

Teachers use a variety of teaching methods that are content area- and learning goal-appropriate:student presentations, cooperative learning, lecture, group and individual projects, dramaenactments, laboratory experiments, and demonstrations. Students are challenged throughessays, tests, quizzes, acting, art projects, student questions and discussions, debate, criticalthinking 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 cooperativelearning, skill-based learning, and vocabulary instruction.

Assigned seating charts are used to group students heterogeneously and help diversify thecultural groupings. Cooperative learning is used in a low-pressure setting that also encouragesinter-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 withlanguage learning. Study skills, test taking skills, and note taking skills are taught.

Once each semester, teachers observe their peers as they implement teaching strategiesintroduced 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 aredrawn from literature on professional development or practitioner-oriented summaries of educational research. The Leadership Team promotes a collegial atmosphere in which teachersfeel 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 suggestionsabout day-to-day instructional activities. A staff development process is in place that allows forcollaboration 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 developmentin the area of instructional strategies is needed when the schools curriculum is aligned tostandards.

Sustained Silent Reading was implemented in all Literature courses until SY 2011-12 when thebook reports were added as an assessment. Vocabulary instruction has been emphasized toaddress the COM Entrance Test. The school has solicited textbook donations and directed thebudget for instructional materials specifically to textbook purchases.

The daily schedule includes periods for study hall supervised by teachers and proctored bystudent 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 thecurriculum and coursework.

All student clubs and organizations enroll members from different island nations and providetime for students to practice speaking English with their peers. External enrichment learningopportunities has included participation in Junior Statesmen of America and Debate contests.

Teachers utilize media and the internet to supplement instruction. Community resources are alsoused to enhance learning. Freshman and sophomore students take a computer skills course andutilize 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 theclassroom.

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 addresscritical reading skills, and thus the school library will need additional resources.

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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 examsare used at the end of each semester to measure the knowledge of the students. Teachers try tomatch assessment methods to the instructional methods and learning goals.

A process is in place to review effort grades for all students. Advisor-advisee groupings allowstudents 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 implementstrategies to encourage peer assistance along with teacher measurement of studentcomprehension. Rubrics are developed in department meetings and used in some courses to showstudents the performance level they will be expected to achieve and quantify the reasons whystudents 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 resultsare shared with students, teachers, and parents. Quarter grades are determined from variousassignments 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 isno dialogue for a common understanding of the rigor of the work that would merit the gradesassigned. 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 monitorsthe academic and personal growth. Students are able to track their grades. Students are able touse both formal grades and self-reflection to develop greater personal awareness.

Teachers analyze standardized test scores to determine areas of struggle. To address previouslow scores in standardized tests, there has been increased staff development targeting readingcomprehension instruction, implementation of SSR, purchase of textbooks and novels to facilitatereading instruction, and attention to vocabulary instruction. In addition, juniors are enrolled in asemester long SAT preparation course and senior counseling focuses on SAT and TOEFL

preparation during the first semester. College admissions counselors have visited Xavier orcreated lines of communication for student admissions.

Peer tutoring is arranged for those students on academic probation in a math course. Teachersprovide 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 tocomplete their diploma requirements. Additional resources are invested to ensure these studentsare college or career ready by graduation.

Students complete course evaluations midway through each semester in order to determinewhich ESLRs they are progressing towards and what learning is accomplished. Students reportthat 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 strategieshave been implemented to teach critical reading skills. Because of limited funding, initiatives toprovide extra help to students must be done in ways less costly or with no need of funds, such aspeer 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 beaddressed to ensure quality education for all students

The committee commends:

1. The teachers and students who work collaboratively to meet the standard of conscientiousand 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 forapplying these ESLRs to their coursework on a daily basis.

4. The teaching staff, most of whom are recent college graduates and new to teaching, fortheir creativity, flexibility, resourcefulness, and enthusiasm, which allows them to guidestudents through a variety of learning experiences.

5. The administration and teachers for providing a staff development framework that allowsfor collaboration and sharing of ideas and teaching styles among faculty, peers andadministration.

6. The teachers and administration for establishing advisor-advisee groupings which allowstudents 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 evaluationswhich serve to improve curriculum and classroom instruction.

Key Issues for Curriculum, Instruction, and Assessment (if any) that need to be addressed toensure quality education for all students

The committee recommends that:

1. The principal and faculty finalize the alignment of its curriculum with contentstandards, using models which incorporate the Jesuit philosophy, to improvestudent achievement and course standardization. Provide staff development in thecontent 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 learningin the classroom.

Important evidence about student learning from the self-study and the visit that supports thesestrengths and key issues include the following:

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. Theseactivities provide support and help students learn their ESLRs. Students take an active role inplanning days of prayer and weekend retreats. Classes, districts, student groups, and faculty taketurns sponsoring a weekly mass. An Emmaus retreat for juniors and seniors gives theopportunity for reflection and group discussion which support the sense of respect and unity.

Students participate in weekend Christian Community Service Projects in local villages orparishes. These projects may include cleaning, maintenance and repair work designated bycommunity or parish leaders.

There are many clubs and extra-curricular activities CLC, Drama, Yearbook, EnvironmentalClub, 3-Towers, Engineering, Human Rights, and the Campus Ministry team. All of theseactivities give students the opportunities to grow in the ESLRs. Other group activities includeClose-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 isavailable to probation and at-risk students. Peer tutoring allows students to help each other todemonstrate the ESLR: Conscientiousness. Students have faculty advisors to talk to regarding

schoolwork and social issues. Class Moderators are teachers who assist students who are havingproblems or need assistance in school.

Each student is assigned a faculty advisor by the principal who will remain as the advisorthroughout the teachers contract to provide continuity with the student. Seniors are able toselect their academic advisor. The students work with their faculty advisor in a collaborativemanner 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, itsadministration 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 tolearn more about the cultures of other island nations and maintain their connection to their ownculture through the support of the island groups and the older classmen.

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C2. Parent/Community Involvement Criterion

Xavier students come from three different nations, six different island states, plus Guam, Hawaiiand Kiribati. Communicating and involving parents in the school community have beenchallenges for Xavier. Distance is a major factor, along with poor technology infrastructure andaccess. Report cards are mailed to all parents each quarter, but the postal service is not availablewhen families do not have access to mail boxes. Families on outlying islands must depend uponthe kindness of boat operators to pass along letters.

Faster internet service is expected to be installed before the end of the year which shouldalleviate some difficulties with communication. Parents are able to download the Xavier StudentHandbook from the Xavier website. The website provides extensive information on the requiredcourses, academic programs, and activities on campus. In addition, the Xavier website maintainsan open connection with the alumni and provides outreach to parents. The alumni and parentsare able to have an active voice in the school via the website email connections. The studentstake a leadership role in contributing to the webpage construction and writing. The schoolsdirector goes out to the various islands to meet with parents (FOX meetings). Parents are invitedto school celebrations, such as, Xavier Cultural Day and Graduation.

Chuukese families host female students and faculty members in their homes. Families commit tohousing the female students for the four years of study. They act as surrogate parents andreceive copies of report cards for the girls they sponsor. Boys have sponsors who take them infor the weekends with prior parent approval. With permission, they may spend Christmas andEaster breaks with their sponsor families .

Students are required to participate in Christian Community Service Projects, both on their homeislands and on various islands of Chuuk. Xaviers community outreach to the Sapuk communitythrough Christian Community Service Projects and the instructional support at Sapuk Elementary School have strengthened its relationship with the local community. The studentssponsor 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 theseindividuals 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 studentsabout going to college.

Students participate in diocesan Catholic Schools Week through masses with the other threeCatholic Schools on the island, essay writing contests, community clean-up projects, studentexchange programs, and sports activities.

Areas of Strength for Support for Student Personal and Academic GrowthCategory (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, ChristianCommunity Service Projects, and advisor-advisee system.

2. The administration, faculty, and staff for providing Xavier students with numerousopportunities 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, andDorm Prefects.

3. The school for establishing a system of care and support for all students, e.g., tutoring byteachers and students, advisor-advisee program, Profile Grading System, studentleadership activities, class moderators, ICU Program, student advisors, career and

personal counseling.

4. The host families for housing the female students from other islands, states, orcountries for four years and for hosting the faculty and male boarders on weekendsand 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 supportiveatmosphere to monitor the students growth in the ESLRs.

6. The faculty for supporting the students in their multiple activities after school and onweekends.

7. The administration for providing the Student Body Association with autonomy andsupport in making decisions that affect campus life.

8. The director and alumni for establishing District FOX groups to maintainconnections 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 criticalservices to the students and staff throughout the year. Their care for the studentsand 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 tocommunicate and involve families in school related matters and concerns, e.g., electronicgrading and report

vcr master report

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