XAVIER HIGH SCHOOL

Focus on Learning WASC ACCREDITATION Self-Study ReportSpring, 2012

Board of Members

XAVIER HIGH SCHOOL

Board of Directors

ORGANIZATIONAL STRUCTURE2011-2012

Director Fr. Rich McAuliff, SJ Resource Management and Development

Spiritual Formation

Academic Growth Curriculum & Instructions Admissions Administrative

Physical Personal Formation Community Engagement

Mental & Physical Health

Chaplain Fr. Marc Roselli, SJ

ServicesDean of Students Mr. Hilary Hosia School Nurse Mrs. Joan Carl

Principal Mr. Martin Carl

Campus Ministry Team

Teaching Staff

Sacristans Choir

Student Infirmarians Registrar College Counselling

Treasurer Ms. Lily Miguel

Operations Officer Ms. Rufina Defang Campus Security Supervisor Mr. Aru Kaku M&R Supervisor Mr. Iowanes Sukion Other Services Librarian Academic Advisors Tutoring WASC

Moderators CLC Drama Debate Engineering Human Rights Environmental 3 Towers Yearbook

Information Technology

PE & Coaches Basketball Volleyball Track & Field

SBA Reps Task Master Girls Rep District Officers Class Officers

TABLE OF CONTENTSpage Organizational Chart ........... i Key Abbreviations .................................................................................................... iii Mission Statement of Xavier High School. ...........v Philosophy of Xavier High School. ...........vi Xavier High Schools ESLRs......... vii Significant Developments since 2006........ ix Preface .................................... xvii Introduction............................................................................................................ 1 Chapter 1: Student/Community Profile and Supporting Data......... 2 Chapter II: ESLRs and their Development .... 32 Chapter III: Progress Report.. .... 37 Chapter IV: Self-Study Findings...... 86 Category A. Organization for Student Learning A1. School Purpose Criterion ................................................................ 88 A2. Governance Criterion ..................................................................... 93 A3. School Leadership Criterion .......................................................... 98 A4. Staff Criterion ................................................................................ 102 A5. School Environment Criterion .................................................... 106 A6. Reporting Student Progress Criterion ....................................... 117 A7. School Improvement Process Criterion ..................................... 125 Category B: Curriculum and Instruction B1. What Students Learn Criterion .................................................. 136 B2. How Students Learn Criterion ................................................... 144 B3. How Assessment is Used Criterion ............................................. 152 Category C: Support for Student Personal and Academic Growth C1. Student Connectedness Criterion ............................................... 161 C2. Parent/Community Involvement Criterion .............................. 175 Category D: Resource Management and Development D1. Resources Criterion .................................................................... 183 D2. Resource Planning Criterion ..................................................... 189 Chapter V. Xavier High Schools School-wide Action Plans. 192 Appendices: Appendix A: School Map.......................................................................... I Appendix B: School Calendar.................................................................. II Appendix C: Xavier High Schools Newly Amended and Restated..... Articles of Incorporation................................................... III Appendix D: Xavier High Schools Newly Amended and Restated By-Laws ...............................................................................VIII

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Key Abbreviations: DAP Direct Assistance Project a small grant assistance program of the Australian government. FSM Federated States of Micronesia the Pacific island nation comprising the four states of CCSP Christian Community Service Project Chuuk, Kosrae, Pohnpei and Yap. Xavier is located in Chuk State. CLC Christian Life Community one of the extra-curricular clubs/activities offered at Xavier. CM: Campus Ministry COM:FSM College of Micronesia, FSM. During the T FOX Friends of Xavier a community of alumni, parents of current students and alumni and anyone who calls him/herself a friend of Xavier High School. Begun in Chuuk in 2008, there are now FOX communities in Chuuk, Palau, Yap, Pohnpei, Marshall Islands, Hawaii, Saipan, and Mainland USA. There will soon be one in Guam. FOX communities are the official Xavier Alumni Association. FSM Federated States of Micronesia One of the three Island Nations that make up Micronesia. It is the island nation where Xavier High School is located. Grad at Graduation A JSEA document which describes the desirable qualities of a graduate of a Jesuit School under the rubric of Person for Others, or as a Vatican II person, or simply as a person who can live a mature Christian life at the beginning of the twenty -first century. The five qualities are: I. Open to Growth, II. Intellectually Competent, III. Religious, IV: Loving, V. Committed to Doing Justice. All of the characteristics described are in dynamic interaction. HAP Higher Achievement Program ICU Intensive Care Unit A summer school program run each summer since 2007, specifically designed to help Chuukese students be able to attend Xavier High School. It began when it was noticed that the number of Chuukese students passing the Xavier Entrance Exam was severely declining. Since Chuuk is Xaviers home state, Xavier decided to try to increase the number of students from Chuuk IPP Ignatian Pedagogical Paradigm. Ignatian pedagogy is a model that seeks to develop men and women of competence, conscience, and compassion. Faculty accompany students in their intellectual, spiritual, and emotional development. They do this by following the Ignatian pedagogical paradigm. Through the consideration of the context of students lives, faculty create an environment where students recollect their past experience and assimilate information from newly provided experiences. Faculty help students learn the skills and techniques of reflection, which shapes their consciousness, and they then challenge students to action in service to others. The evaluation process includes academic mastery as well as on-going assessments of students well-grounded growth as persons for others. ISC Interscholastic Sports Council. JICA Japan International Cooperation Agency The agency that handles and organizes Japanese volunteers like a Japanese Peace Corps. JSA Junior Statesman of America JSEA Jesuit Secondary Education Association The association of Jesuit High Schools in the United States. Jesuit A member of the Catholic religious order The Society of Jesus. iii

JVI Jesuit Volunteer Corp An organization of Jesuit lay volunteers who dedicate two years of their lives to doing Christian Service somewhere in the world. It is like Peace Corps with a spiritual dimension. RMI Republic of the Marshall Islands ROP Republic of Palau SBA Student Body Association SES Sapuk Elementary School Xaviers neighborhood school. SGS Small Grant Scheme A grant of the Australian Government. S.I. Prep St. Ignatius Prep High School in San Francisco, California SIT School Improvement Team. Unless otherwise noted, this refers to Sapuk Elementary School, not Xavier. SJ Society of Jesus. A Catholic Religious Order. SSR Sustained Silent Reading A course to enhance and encourage students to read TT Trust Territory an abbreviated form of TTPI. TTPI Trust Territory of the Pacific Islands. The Federated States of Micronesia, the Republic of the Marshall Islands, and the Republic of Palau were part of the TTPI until they became independent nations. XHS Xavier High School.

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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.

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Philosophy of Xavier High School MicronesiaFounded in 1952, Xavier High School is a Catholic, Jesuit, four-year, co-ed secondary school serving primarily, but not exclusively, the three island nations of Micronesia: the Republic of Palau, the Federated States of Micronesia, and the Republic of the Marshall Islands. As a Catholic Institution, Xavier is rooted in the teachings and person of Jesus Christ. Xavier affirms its commitment to the educational mission of the Roman Catholic Church. This mission is to lead men and women to a deeper appreciation of the presence of God in the world and to an awareness of the social responsibility which comes from this appreciation. Xavier encourages dialogue between our Christian faith (indeed, between all faiths) and contemporary thought. As a Jesuit school, Xavier inherits the 450 year-old tradition of Jesuit education begun in 1548. As such, we believe that Xavier High School has a unique contribution to make to the young island nations it serves. Jesuit education is a system based on the principles of discipline, order, the necessity of clear goals and objectives, the importance of self-direction, and concern for the affective in learning. At the core of the Ignatian vision is Sat. Ignatius Spiritual Exercises, which affirm the ultimate goodness of the world as created, loved, and redeemed by God. From the founding of the first Jesuit school at Messina, Italy, the Society of Jesus has focused the goal of education on developing the whole person. The purpose of a Jesuit education, in contemporary language, is to develop leaders who are competent, conscientious, and compassionate. This includes a religious dimension which is understood to mean that the student has a basic knowledge of the major doctrines and practices of the Catholic Church and has also examined his or her own religious feelings and beliefs. It also includes a justice dimension, recognizing that we belong to communities, both local and global, and therefore we have a responsibility to work for the common good both locally, and globally. Inspired by the Ignatian vision, we believe that God is active in all creation and in all human history. Therefore, Xavier High Schools educational program seeks to promote a dialogue between faith and culture. We encourage our students to experience and come to know a variety of faiths, cultures and peoples, both inside and outside of Micronesia, using a creatively critical eye to look at and examine the contributions and deficiencies of each in order to develop a genuine appreciation of Gods presence and action within the entire human family. The Xavier community seeks to produce young men and women of action and to instill in them the wisdom, which discerns between freedom of individual rights and privileges and the obligation to the common good. It strives to create an informed conscience and an informed intellect which can discern and speak with an opinion based on fact and experience. Xavier is committed to develop men and women who will put their beliefs and attitudes into practice throughout their entire lives, and respect the beliefs and cultures of others. As first articulated by Father Pedro Arrupe, S.J., the former Jesuit Superior General, in a speech to alumni of Jesuit Schools in 1974, Xavier intends to educate men and women for others who will take their place as leaders and agents of positive change in the local, national, and international civic and ecclesial communities. The Xavier community expects these young men and women to apply these lessons in ways that guide them as individuals, help them to contribute to the development of their communities, and encourages them to provide the leadership necessary for their home islands to navigate the shoals of change that challenge all Pacific nations. In St. Ignatius words, we expect our students to Go forth, and set the world on fire. Finally, at its absolute core, Xavier High School will engage its students in asking and answering the question What does it mean to be human? Pope Benedict XVI sums up well the goal and philosophy of Xavier High School when he says: What is the human being? This question is posed to every generation and to each human being, for in contrast to the animals our life is not simply laid out for us in advance. What it means for us to be human beings is for each and every one of us a task and an appeal to our freedom. We must each search into our human-being-ness afresh, and decide who or what we want to be as humans. In our own lives each of us must answer, whether he or she wants to or not, the question about being human. 1 As a Catholic and Jesit School, Xavier High School believes that the human person is Gods project ultimately. And it is Xaviers task to help our students answer the question What does it mean to be human? in a new and creative way that God expects from each of us.

1

From the Book In the Beginning... A Catholic Understanding of the Story of Creation and the Fall. Pope Benedict XVI. William B. Eerdmans Publishing Company. Grand Rapids, Michigan. p. 42.

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Expected School-wide Learning ResultsXavier High School Students, Upon Graduation, Will Be: 1. CompetentA 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. By the time of their graduation, Xavier students will: learn to communicate effectively through comprehending, speaking, reading and writing English; begin to grow in an awareness of historical and current social issues both in Micronesia and in the world and have begun to realize the implications of these issues on various communities; develop the ability to think logically and critically, to recognize patterns and to apply mathematical concepts to everyday situations; integrate Gospel values in the decisions and actions of their daily lives. develop proficiency in conducting scientific investigations and in analyzing and reporting results. begin to understand the impact of technology on the future and gained skills to utilize new resources. have the opportunity to develop competence in co-curricular areas, including student governance, athletics and creative arts. become qualified applicants to be considered by competitive colleges and universities. demonstrate an understanding of the Catholic Churchs teaching about Jesus and his mission as well as the sacramental expressions of that mission.

2.

Conscientious

By the time of their graduation, 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. By the time of their graduation Xavier students will: learn how to discern what is right, good and true; they take initiative to act on the results of a discernment process. learn to open themselves to new experiences and have gained confidence in their ability to integrate these new discoveries into their own cultural backgrounds and value sets. developed a realistic familiarity with and acceptance of themselves. They appreciate their gifts and strive to develop their talents to the fullest, while also remaining conscious of and trying to improve upon their weaknesses.

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experience the benefits of self-discipline in creating a sense of order and efficiency in their lives and learned to be faithful in fulfilling responsibilities. develop a sense of individual spirituality through prayer, retreats and participation in the Sacraments. display an understanding of the relationship between faith in Jesus and being a person for and with others, which manifests itself in action based on the Churchs teaching on social justice;. begun to see the importance of their influence on public policy by critiquing laws already in effect, by modeling the policy-making process in their student government and, for older students, by voting.

3. CompassionateBy the time of their graduation, Xavier students have learned to respond to others as Jesus did by placing their talents, skills and knowledge at the service of their family, local community, the Church and their country. Xavier graduates walk with others of diverse cultural and ethnic backgrounds, in friendship and in empathy, to empower them. These attitudes have been informed by students experiences living in the Xavier community, learning in the classrooms, community service projects on their home islands, and by working with and for the local Sapuk and Chuuk communities. By the time they graduate Xavier students will: develop the habit of putting themselves in the place of others. form friendships with those of different cultural backgrounds and contributed to developing a spirit of Micronesian unity. begin to understand some of the demands of community building at a local, national, and global level. been prepared to enter the broader community as influential leaders and agents of positive social change. Act as a person for and with others by serving people in need. demonstrate a loving attitude by overcoming personal prejudices and stereotypes. understand the connection between personal faith and the need for commitment to a just society, and in that commitment, recognize the needs of the disadvantaged;

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SIGNIFICANT DEVELOPMENTS AT XAVIER HIGH SCHOOL SINCE 2006 May 2008 New Xavier Chapel: After many years of holding liturgies in the main chapel that was deteriorating, and many more years of holding liturgies in a classroom in the main building after it was no longer possible to use the main chapel, the Madonna De La Strata Chapel was dedicated and opened the week before graduation in May, 2008. The new chapel provides a very nice space for worship and prayer, and sends a strong signal that Xaviers education is concerned with the growth of the whole human person. Renovation to the main building: In 1938, the Japanese Government chose this location for a bombproof radio and communications station and commissioned the Mabuchi Construction Company to erect the building. (Since that time the people of Chuuk have referred to the site as "Mabuchi"). They built a strong massive structure of reinforced concrete. Heavy steel windows were added protection against attack, which came in 1944 when U.S. Navy planes bombed and strafed the building during Operation Hail Storm. This building is still central to the school, housing the administration offices, the teachers offices, the faculty and student dining rooms, the computer and media rooms, a gym and storage and office space for the maintenance and repair department. In 2008, the Mabuchi construction Company was looking to do a humanitarian project in celebration of their 100th anniversary as a company. As one of the Mabuchi engineers read an article about Xavier High School in a Japanese newspaper, he noticed that our main building was one that they had constructed before World War II. Mabuchi company sent 5 engineers to Xavier in the spring of 2008, and agreed to plaster and paint the building, and waterproof the roof. During the months of June August, 2008, engineers and workers from Mabuchi company plastered, painted and waterproofed the roof of Xavier High School, and taught our local maintenance department how to maintain the building. The monetary contribution of Mabuchis humanitarian project is estimated to be between $300,000US and $500,000US. (Mabuchi refuses to release any specific details of costs, because they do not want competitors to know how much they spend to do the work they do.) Under new leadership: Fr. Rich McAullif, S.J. took over as Director in the summer of 2008. His predecessor, Fr. Arthur Leger, S.J. had served as Director for four years. Fr. Rich had previously taught at Xavier when he was a scholastic from 19851988. He had served as pastor of Assumption Parish and Schools in the Marshall Islands up until June 2008. Fr. Rich was part of the WASC accreditation processes at Assumption Elementary and High School while serving as pastor there. Ellen Derby took over as Principal in the summer of 2008. Her predecessor, Anne Traynor, had been at the school for five years and was Principal for three. Ms. Derby had served as a Jesuit Volunteer for the past ix

June August, 2008

June, 2008

two years at Xavier before becoming Principal. Martin Carl was hired as Vice Principal at the beginning of SY 08-09. He had previously been Vice Principal and Dean of Students at Midzenty High School in Palau for ten years. The intention is for Mr. Carl took over as Principal beginning SY 2009-10. Hiring Mr. Carl, a native Micronesian, is part of the intentional, long term vision of retaining qualified staff at Xavier High School. September, 2008 FOX Communities: In September, 2008, the Xavier director began working with the Chuuk Alumni, in an effort to get them more involved in Xavier High School. An important aspect of the first meeting was the recognition that the alumni association should be broader than just alumni. The reasoning was that there were many who started at Xavier but did not graduate, but who nonetheless felt themselves to be connected to Xavier. Many other people relatives and friends of Xavier alumni felt a connection to Xavier, and should be included under the Xavier umbrella. Within two months the Xavier Chuuk alumni reconstituted themselves as FOX-C Friends of Xavier Chuuk. By the end of SY 2008-09, there were 5 FOX communities up and running in the Marshall Islands, Pohnpei, Chuuk, Yap, and Palau. during SY 2009, these communities donated $30,000 to Xavier High School. Today, there are 9 FOX communities up and running (some more actively than others). In addition to the ones mentioned above there are now FOX communities in Saipan, the U.S. mainland, Hawaii, and most recently in Guam.

January, 2009

New Student Center: In, August, 2008, Fr. Rich McAuliff, asked two Xavier alumnae what should be done with the old Callaghan Chapel that had not been used as a chapel for many years and which was, at the time, just an empty shell with no windows, and was being used, weather permitting, as an indoor volleyball court. They responded that since there was no place on campus for students to congregate and do student work together, we should convert it into a student center. In January, 2009, Xavier High School received a Japanese Grassroots Grant for $89,000 to convert the old Xavier Callaghan Chapel into the Callaghan Student Center, with an assembly Hall with multiple computer stations, bookstore, Student Body Association Office, and a tutoring center. The tutoring center is utilized by Xavier students, as well as students from Sapuk Elementary, with whom Xavier has developed a mentoring program.

August, 2009,

Uniforms: Since it opened in 1952, Xavier High School has never had an official school uniform. When the new director arrived in June, 2008, he was concerned that the lack of a school uniform was distracting the students from student learning, as the students seemed more interested in making style than in student learning. When the director shared this concern with the Midterm Visiting Committee in April, 2009, the team asked if the director would like them to say something about uniforms in their report? As a result, one of the WASC recommendations from our Midterm Visiting team stated: x

The Visiting Team (VT) noticed that (even) public school students are in uniform, Xavier students are not. Why not? Uniformsneat, lightweight, attractiveappear to the VT to give meaning to the unum in ut omnes unum sint. The students could design them. Xavier responded to this recommendation, and introduced school uniforms for the School Year 2009-2010. Although originally reluctant, the students acknowledge that being in uniform has helped them focus on student learning.

April, 2010

Gates Millennium Scholarship Winners: Out of a class of 29 graduating seniors, two members of the senior class of 2010 received Gates Millennium Scholarships. Apart from its significance for the two students, it is significant for Xavier High School, in that the publicity it generated has been a catalyst in promoting Xaviers focus on student learning.

August, 2010

Number of Jesuits at Xavier Double: In June, 2010, The New York Province of the Society of Jesus assigned a second Jesuit to Xavier High School, this in spite of the many needs for Jesuit man-power in our Jesuit Schools in New York. This doubled the number of Jesuits now assigned to Xavier. Fr. Marc Roselli, SJ, has joined the Xavier faculty and staff as School chaplain and teacher of Latin and religion. Xavier Website Updated: The Xavier website, which began in 2004, had not been attended to or updated since 2006. In 2010, Fr. Rich McAuliff invited Vidilino Raatior to come to Xavier and help restart the Xavier Website in a more user friendly mode. Vidilino worked with a recent alumnus of Xavier, and the new Xavier website has been up and running, with frequent updates ever since. School on the Hill: Floyd Takeuchi, a writer-photographer who specializes in the Pacific Islands spent a total of one month at Xavier High School, living on campus, to do School on the Hill: Micronesias Remarkable Xavier High School, a Photo Essay Book describing life at Xavier High School. In addition to giving Xavier High School exposure outside of Micronesia, Xavier has used it as a tool for promoting student learning.

August, 2010

November, 2010

2006 - Present

WET (Water, Electricity and Transportation): These are three basic necessities, without which you cant even begin to think about student learning. In the U.S. all three of these would be taken for granted. In Micronesia, and especially in Chuuk State, all three of these are precious and hard to come by. In July, 2008 we had no water in our million gallon water tank, we had 8 hours of island power per week, our own xi

generator was failing and costing $17/hour to operate, and our buses and pick-up trucks were failing due to the poor road conditions. At the time of this writing, however, thanks to some significant grants and donations (that will be explained more fully in other parts of our Self Study Report, particularly our Progress Report (Ch. III), Self-Study Findings (Ch. IV) D1. Resources) Xavier now has 700,000 gallons of water in our million gallon tank, we have a new, efficient generator that costs less to run than using Island Power, and we have four U.S. made Bluebird school buses, a 4wheel drive van for picking up female students in areas inaccessible to the buses, and a large flatbed truck for delivering sufficient supplies of diesel fuel and gasoline for our generator and vehicles.

2006 - Present

Increased Funding: Another necessity before student learning can take place is adequate resources for delivering the materials needed for our students growth with all that this entails at a boarding school. It is significant to note that, although Xavier continues to struggle financially, Xavier has made great gains in finding additional funding to care for our students and needs, and this in spite of a worldwide economic crisis since 2008. The annual budget has increased from $385,050 in SY 2008-09 to $515,838 in SY 2011-12, and increase of 34%. At the same time donations from Foundations, Grants, and Benefactors have risen from $179,468 between SY 2000-01 SY 2005-06, to $574,692 between SY 2006-07 SY 2011-12. (See graph below.) This will be explained in more detail in Chapter III: Progress Report, and Chapter IV: Self-Study Findings, D1. Resources.

450,000.00 400,000.00 350,000.00 300,000.00 250,000.00 200,000.00 150,000.00 100,000.00 50,000.00 Foundations & Grants Benefactors

20012006

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2006 - Present

Computer literacy: Computer literacy has increased significantly over the past six years. Teachers have made it a point to integrate technology into their classes. More computers have been added in the Student Computer Lab. The freshmen take a Computer Skills class during their first semester. Teachers and students have also used Claroline software to store their assignments. 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., Given 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: Xaviers 2005-06 Self-study report read, in part: Because most students have little experience completing standardized tests, junior and senior students participate in test preparation classes. Some junior students take the ACT examination in the spring semester. Most seniors sit for the SAT Reasoning Test and TOEFL in January. Most students also take the College of Micronesia Entrance Exam in March of their senior year. Since at least 2008, there has been a very strong emphasis on preparing our students for college. Our college counselors have doubled from 1 to 2, for an average Senior class size of 33 students. Beginning in SY 2011-12, Xavier has added a college counseling class for juniors that meets once a cycle. The 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. Today, 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 of our Seniors take the COM-FSM entrance exam, and all of our seniors apply to Chaminade University in Honolulu. All seniors have an opportunity to apply 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. Our college counselors have also secured application waivers so that in addition to the 5 aforementioned Universities, our Seniors can apply to four additional colleges or universities of their choice. In addition to our new emphasis on college counseling, Xavier has consciously focused on the Gates Millennium Scholarship with our student population. At the freshman orientation at the beginning of SY 2011-12, the first question the director asked the freshmen during his opening remarks was, Where do you want to go to college? He used this as an opening for them to focus on student learning early, and not to wait till senior year to begin thinking of college. Since it began in the year 2,000, six Xavier Seniors have been recipients of the Gates Millennium Scholarship, This SY 2011-2012year, 9 of our seniors are applying. xiii

2008 - Present

2008 Present

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. Beginning in October, 2008, St. Ignatius has sent a group of ten students and two faculty to Micronesia for a cultural immersion. Four of those days each year are spent at Xavier High School, where St. Ignatius students are teamed up with one to one 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. While at one level there are many differences in culture and lifestyles (St. Ignatius tuition and room and board for one year is $34,000 Xaviers tuition and room and board for one year is $1,300), students come to realize that in another sense, they speak the same language the language of St. Ignatius. Xavier students, who are quite isolated in Micronesia, realize that they are part of a very large network of Jesuit schools throughout the world all speaking about being men and women for others, about being competent, conscientious, and compassionate leaders, about the magis. In addition, St. Ignatius faculty members who accompany the students, take time to visit Xavier classes and do faculty development and teaching strategy workshops while they are at Xavier affording Xavier a resource we could not otherwise afford. Outreach to the local Sapuk Community: Finally, Xaviers outreach to its local Sapuk community the municipality composing four villages, in which Xavier is located, rises to the level of Significant developments since our last accreditation. Although there has always been a relationship between Xavier and the Sapuk community, it hasnt always been a positive relationship. Oftentimes, the local community viewed Xavier as a foreign entity located in their midst, and didnt have much to do with Xavier. Xavier often became the victim of vandalism and theft by local teenagers who were either drunk, or were looking for money so they could get drunk. In August, 2008, When the new director, Fr. Rich noticed that Sapuk Elementary School seemed more like an abandoned school than an actual functioning public elementary school, and then asked students why they werent going to school, the answer was, Why bother walking a mile to school when the teachers dont show up. As a result of that conversation, and using its Mission Statement as rationale, Xavier challenged the local Sapuk community to do something to get their teachers to show up for school, and to improve their school. As an incentive to show that Xavier would support the effort, Xavier offered up to 5 scholarships a year to students from Sapuk Elementary School who could pass the Xavier Entrance Exam (In the 57 years of Xaviers existence at that time, not a single student from Sapuk Elementary School had ever passed the Xavier Entrance Exam). Xavier also resurrected during SY 2008-09, the Xavier Christian Life Community, an extra-curricular activity that had been active in the 1980s and 90s, which had not been functioning for several years, and asked the CLC members to go down to Sapuk Elementary School each day during Xaviers morning study period, and xiv

2008 Present

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 open in SY 2009-10, without functioning bathroom facilities. (Because Xavier had a good reputation with the government of Australia, and a reputation for fiscal responsibility that Sapuk Elementary School didnt have), 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 to SES as a full-time teacher. For over 10 years graduates of St. Aloysius Jesuit High School in Sydney, Australia, have done a GAP year at Xavier. (a GAP year is a year of voluntary service after graduation from high school and before beginning university studies. Since these GAP students only have a high school diploma, they are restricted in what they can do at Xavier, for example correct Xavier entrance exams, tutor at risk Xavier students, coach sports teams, and monitor study hall. Teaching at Sapuk Elementary School still allows them time for these activities, but allows them to be of great benefit to SES at the same time. Tom Randall, the 1st Australian volunteer began offering instruction for the students after lunch, and the parents supported it very well, packing lunches for their children, or sending them back to school after lunch. Because it worked so well, in SY 2010-11, with the blessing of SES administrators and parents, and the Chuuk State Department of Education, Xavier added its 2nd Australian GAP year volunteer as a full-time faculty member at SES. Because of their example, other teachers also began to hold afternoon classes at SES. In addition to teaching 7th and 8th grade, Mr. James Ross and Mr. Tom Muller invited SES students up to Xavier, first to use our sports facilities our basketball court and baseball field (this was during hours of classroom instruction for Xavier students, so it did not impact negatively on Xavier. Then James and Tom began Saturday School, in the Student Center Xavier. This time was used for math and English tutoring. At the end of the tutoring sessions, they would take the students to the Xavier computer lab, and teach them the beginnings of how to use the computer. We believe that the outreach to Sapuk Elementary School rises to the level of Significant changes at Xavier for 3 reasons: 1) It has been said that since Sapuk Elementary School opened (at least as far back as anyone can remember), SES has been ranked last 44th out of 44 public elementary schools in Chuuk State. For SY 2010-11, Sapkuk elementary School rose to number 15, and for SY 2011-12, the first student from SES has been accepted to Xavier High School. The change in attitude toward their school in Sapuk has changed so dramatically that at a PTA meeting in November, 2011, 90 parents showed up for the meeting. SES now has a School Improvement Team, of which the director of Xavier is a member. 2) As a result of Xaviers xv

commitment to helping SES, Xavier has never had a better relationship with the local community than it does now. This is evident in the decline of negative incidents such as stealing, drunks coming on campus, or threats to our students who are off-campus. Indeed, it is not unusual to hear people in the community proclaim Xavier is part of Sapuk. Xavier is part of Sapuk now. And from time to time, a local landowner will bring local food up to Xavier as a gift - a sign of thanks for our outreach. 3) Xaviers outreach to SES has been a great witness to our own students, of living out our Philosophy, Mission and ESLRs, and the changes and progress at SES have helped students understand that their being educated to be competent, conscientious and compassionate leaders whose lives are guided by the Christian call to service can and do have real, concrete, positive consequences for a community.

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Preface

The following is an article on sailing and navigation that appeared in the Wall Street Journal: .Fascinated by tales of Polynesians who voyaged thousands of miles without benefit of compass, charts or instruments, Mr. Thomas determined to learn their art. He traveled to the Caroline Island of Satawal to apprentice himself to a palu, or master navigator, one Piailug. There, Piailug taught him paafu, the compass based on the rising and setting of stars. Mr. Thomas learned to read the current in ripples raised by even the smallest zephyr. He memorized the time and place in a voyage for sighting the birds that fly out from islands. He learned about epar, birds and fish placed by the gods at fixed positions in the ocean to guide navigators only when we are lost. Anthropologists believe Piailugs ancestors had this all worked out well before Erasosthenes. In Micronesia, the chiefs inherit their power. The palu, like Piailug, attains the wealth and respect that come with his calling by years of hard study. On land, the chiefs rule. But in a canoe, the palu commands. The knowledge of navigation, Piailug told Mr. Thomas, brings fierceness, strength and wisdom.a palu is a man. Withal, Piailug bore a sorrow. Western technology was coming to his islands. The young no longer learned navigation. They left for high school on Ulithi. They returned rowdy, rootless, un-socialized, disinclined to work or heed their elders. Piailug feared he was the last navigator. His skill would be lost. The culture that had passed it between generations for millennia would die, too.2 We include this article in the Preface of our Self-Study Report, because it says what is felt (but often unable to be articulated) by many here in Micronesia, that Western technology and Western formal education are hurting, some would say destroying, traditional Micronesian culture. People have mixed ideas about education in Micronesia. On the one hand, almost all Micronesians want their children to learn English and Math, and to get a diploma. At the same time, its not uncommon to hear adults complain that their children are becoming Micro-Americans, white minds wrapped in brown skins. Many adults seem to want their children to get an education, but not to change. They want their children to know the skills necessary for getting a job in an economy where jobs are scarce, yet at the same time parents want the school to take on the role of teaching societys traditional values and customs, because nobody else, it seems, is doing it.3 Yet, western education is by its nature, western. Things that are accepted as basic to education in a western sense, for example punctuality, is still a foreign idea in Micronesia, where 8:55am is still thought of as eight oclock. One Xavier student from the outer islands of Yap complained to me one day, Do you know what I dont like about Xavier Schedules. I like To Do lists, but I dont like schedules. When I asked him to explain, he remarked, On my island we have To Do lists.2

Wall Street Journal. Thursday, December 15, 1988. pg. A16. Cf. Hezel, Francis

3

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The chief might tell us, Today, we have three tasks, fishing, thatching the roof to the mens house, and cutting coconut toddy, but he doesnt say, we fish at 8:00am, we thatch at 1:00pm, and we cut toddy at 4:00pm. We just have three things to do on our To Do list for that day. Schedules are too time conscious. A Western approach to education not only affects To do lists, it affects other traditional customs as well, such as funerals, which require that students (and local faculty and staff) take time off from school, at times up to one or two weeks, depending on the island they come from. The traditional value of not standing out, and not looking as if you are above others, makes it very difficult for students to raise their hand and answer questions, and to speak in English, because these actions make it seem like a student is showing off. These kinds of traditional values can make it very difficult for teachers in the classroom. In a culture where initiative is breaking the custom of respectfully waiting until the chief asks you to do something, it is a real challenge to promote it as an important part of education and the formation of the whole human person. Even Xaviers mascot/nickname Navigators reflects the tension between western and traditional values. The idea of the navigator (like Pialug mentioned above) as someone steeped in wisdom and skills, willing to navigate out of the safe waters of the lagoon to explore distant lands across the vast expanse of unknown oceans, is an appealing image of what Xavier is trying to instill in its students. On the other hand, in traditional Micronesian society, knowledge is power, and is carefully guarded. A traditional master navigator in Micronesia, like Pialug, would never share his knowledge with everyone. Instead, he would carefully pick and choose his own disciples to whom he would impart his knowledge, not share it with everyone, as is done everywhere in western educational systems. Finding the balance between running a first-class school based on western ideas and values, while at the same time trying to promote and be respectful of traditional Micronesian culture and values is a tension and a challenge that we face at Xavier High School. Because its a challenge that much of the time lies below the surface, its not always something that our foreign volunteer faculty are aware of, and is not something that one can easily point to, so it does not fit clearly into any particular part of our self-study report. But trying to find the balance and respecting both Micronesian customs and traditions and providing the skills necessary to succeed in a western high school, certainly affects who we are, and what we do, and how we do it, at Xavier High School. So we state it here in the Preface, so that as you read this report, you can be aware of this tension, and keep it in mind.

Process This is Xavier High Schools 4th accreditation, and its third accreditation under the Focus on Learning standards. Because of the small student population and faculty and staff at Xavier, the distances from which our students come, and remoteness of Xavier not only in the Pacific but even on the island of Weno itself, the self-study process at Xavier always has to be adapted to our specific context. In addition further adaptions had to be made for the current self-study accreditation, as the Director of Xavier, Fr. Rich McAuliff, SJ, who is the only one at Xavier who has had accreditation experience, was on sabbatical for all of SY 2010-2011. Fr. Rich did leave some suggestions for things to do in preparation for accreditation which could be done in his absence. So, in spite of the drawbacks, preparation for the current accreditation did take place during SY 2010-2011. xviii

October, 2009 May, 2011: The Board of directors of Xavier High School review of the Articles of Incorporation and Board By-Law Review, approving the Newly Amended and Restated Articles of Incorporation and the Newly Amended and Restated Xavier By-Laws by email vote in May, 2011. August December, 2010: The principal introduced the WASC FOL accreditation process to different stakeholders faculty, students, parents, and sponsor families; February, 2011: XHS administrators began a more focused introduction to the WASC FOL Self-study process. Faculty were given the Xavier Mission Statement and ESLRs for review and comment. Faculty were given the Xavier Mid-Term Report and the recommendation given by Dr. John Collins and Ms. Tanya King, to familiarize themselves with the findings. SBA members were tasked to review the Mission Statement and ESLRs, with small working groups assigned to evaluate whether the Mission Statement and ESLRs are aligned.

March, 2011: Small working groups were again tasked to read and reflect again on the Mission Statement and ESLRs, to notice if significant changes to either the ESLRs or Mission Statement needed to be made. All Faculty members asked to know and understand the Mission Statement of Xavier High School. SBA small working groups report on their reflections of the Mission Statement and ESLRs. April, 2011: SBA announced at morning assembly that all student must know and understand the Xavier Mission Statement. SBA tasked the Island District Representatives to require their district members to know and understand the Mission Statement. SBA officers begin to ask Faculty members and students to recite the Mission Statement at morning assemblies. Faculty members are introduced to the Xavier intrusion plan. March May, 2011: Students and faculty members recite the Mission Statement at morning assemblies. Faculty are asked to collect student work (projects, journals, reflections, art work, essays, debate topics, etc. for data compilation and evidence of student learning. January June, 2011: The director, while on sabbatical uses time for developing a new Philosophy of Xavier High School, based on our Mission Statement, ESLRs, the Grad at Graduation, a review of the philosophies of other California Jesuit High Schools, and the IPP. In June, after offering the Philosophy to various stakeholders for their review and input, Fr. Rich presented the xix

Philosophy of Xavier High School to the Board of Members for their review and approval at their September, 2011 meeting in Guam. Fr. Rich Reviewed the ESLRs using as a guide, the Grad at Graduation, a document of the Jesuit Secondary Education Association (JSEA), which describes the desirable qualities of a graduate of a Jesuit School - I. Open to Growth, II. Intellectually Competent, III. Religious, IV: Loving, and V. Committed to Doing Justice. Apart from a few changes in bullet points, Fr. Rich came to the same conclusion as other stakeholders at Xavier, that the current ESLRs are still very relevant at Xavier. Fr. Rich introduced the ESLRs with their minor changes at the Faculty Development days in August.

August, 2011: At Faculty staff Orientation, Fr. Rich gave a 3 day workshop on the FOL Process and the WASC Self-Study, establishing the leadership team, going over timelines, explaining the various chapters and how they fit together, ending with an Action plan based on the areas for growth that emerged from our self-study findings, and explaining the whys of accreditation, since most of our faculty are new volunteer teachers. September, 2011: The senior class is brought much more deeply into the WASC self-study. Small groups of faculty and seniors work in home groups to look once more at the ESLRs in light of the Mission Statement and newly adopted Philosophy of Xavier High School to reflect on how well aligned the ESLRs are with the Mission Statement and Philosophy, and to reflect on whether and how they have grown from freshman year to senior year in the various areas of Competence, Conscientiousness, and Compassion. September October, 2011: Faculty and seniors formed new Home Groups to work on the various criteria of Chapter 4: Self-Study findings. September December, 2011: Mr. Carl, Mr. Jay, and Ms. Anne Traynor develop Chapter I: Community Profile and Supporting Data. October, 2011: Chapter II: ESLRs are submitted to the Xavier Board for approval at their December, 2011meeting. October -November, 2011: Mr. Carl and Fr. Rich complete rough draft of Chapter III: Progress Report. September, 2011 January, 2012: Chapter IV: Self-Study Findings rough draft is compiled and completed. January, 2012: Chapter II: Progress Report final copy is completed. Chapter IV: Self-Study Findings final copy is completed. Chapter V: School-wide Action Plan is completed. xx

In all of this effort, we the stakeholders and participants of this self-study process have been both encouraged and challenged. Weve come to realize in a deeper way the many good things we are doing to make Xavier High School an institution that all, Administration, faculty, staff, students, parents, alumni, Chuuk State, and the wider communities of the FSM, The Republic of the Marshall Islands, and the Republic of Palau are proud of. At the same time, weve become more deeply aware of the areas where we need to be more committed in order to more fully realize the achievement of our challenging ESLRs at Xavier High School. Ultimately, however, we are both proud, and grateful of the stakeholders who, not only during the self-study process, but on a regular basis throughout the school year, have dedicated themselves to overcoming the many obstacles, both culturally and in the way of limited resources, to insure that our students have the opportunity to learn. We can say, in all honesty, that at Xavier High School, we do the best we can with the limited resources we have to work with. Perhaps one persons observation of Xavier is most appropriate, when she said: Xavier is an oasis of hope in the midst of a desert of desolation. The people that worked together in groups to address different areas of the self-study are as follows: Chapter 1: Student/Community Profile & Supporting Data Mr. Carl, Mr. Jay Hinner, Ms. Anne Traynor

Chapter 2:

Expected School-wide Learning Results Fr. Rich McAuliff, Xavier community, Leadership Team, Faculty/Senior Home groups, Xavier Board, . Progress Report: Fr. Rich McAuliff, SJ and Mr. Martin Carl. Self-Study Findings: A1 School Purpose: Self-Study Findings home group #1: Mr. Carl, Frater Okta, Mr. James Ross, Mr. Aaron Mekkar, Melissa Mulalap, Hide Mori, Kerina Eria, Jean malolo Jon-Tyrone Celestine, Fabrice Nimea, Joyful Noket, David Lelet. A2 Governance: Fr. Rich McAuliff, SJ A3 School Leadership: Self-Study Findings home group #1: Organization for Student Learning: Mr. Carl, Frater Okta, Mr. James Ross, Mr. Aaron Mekkar, Melissa Mulalap, Hide Mori, Kerina Eria, Jean malolo Jon-Tyrone Celestine, Fabrice Nimea, Joyful Noket, David Lelet. A4 Staff: Self-Study Findings home group #1: Organization for Student Learning: Mr. Carl, Frater Okta, Mr. James Ross, Mr. Aaron Mekkar, Melissa Mulalap, Hide Mori, Kerina Eria, Jean malolo Jon-Tyrone Celestine, Fabrice Nimea, Joyful Noket, David Lelet. xxi

Chapter 3:

Chapter 4:

. A5 School Environment: Self-Study Findings home group #2: Organization for Student Learning: Fr. Marc Roselli, SJ, Mr. Jeff Pouzar, Mrs. Joan Carl, Eleanor Titiml, Tyrone Rodrigues, Sanchez Hallers, Skylynn Ifelbuuch, V-Ann Nakamura, Andy Sakaio, Lyra Narruhn, Anfernee Malarme. A6 Reporting Student Progress: Self-Study Findings home group #2: Organization for Student Learning: Fr. Marc Roselli, SJ, Mr. Jeff Pouzar, Mrs. Joan Carl, Eleanor Titiml, Tyrone Rodrigues, Sanchez Hallers, Skylynn Ifelbuuch, V-Ann Nakamura, Andy Sakaio, Lyra Narruhn, Anfernee Malarme.A7 School Improvement Progress: Self-Study Findings home group #2:

Organization for Student Learning: Fr. Marc Roselli, SJ, Mr. Jeff Pouzar, Mrs. Joan Carl, Eleanor Titiml, Tyrone Rodrigues, Sanchez Hallers, Skylynn Ifelbuuch, V-Ann Nakamura, Andy Sakaio, Lyra Narruhn, Anfernee Malarme. B1 What Students Learn: Self-Study Group #3: Curriculum, Instruction, and Assessment: Sir Rey Dahilan, Mr. Jay Hinner, Ms. Dela Paz, Take Sensei, Ms. Anne Traynor, Mr. Martin Carl...

B2 How Students Learn: Self-Study Group #3: Curriculum, Instruction, and Assessment: Sir Rey Dahilan, Mr. Jay Hinner, Ms. Dela Paz, Ms. Anne Traynor, Mr. Martin Carl. B3 How Assessment is Used: Self-Study Group #3: Curriculum, Instruction, and Assessment: Sir Rey Dahilan, Mr. Jay Hinner, Ms. Dela Paz, Ms. Anne Traynor, Mr. Martin Carl. C1 Student Connectedness: Self-Study Findings Home Group #4 - Support for Student Personal and Academic Growth: Dean Hosia, Ms. Emily Ferron, Mr. Bo Chamberlain, Ms. Yumiko Lomongo, Erika Diones, Lerina Nena, Jasmine Lambert, Alex Capelle, DJ Malon, Aikman Beouch, Jocelyn Panuel, Laura Korwan. C2 Parent/Community Involvement: Self-Study Findings Home Group #4 Support for Student Personal and Academic Growth: Dean Hosia, Ms. Emily Ferron, Mr. Bo Chamberlain, Ms. Yumiko Lomongo, Erika Diones, Lerina Nena, Jasmine Lambert, Alex Capelle, DJ Malon, Aikman Beouch, Jocelyn Panuel, Laura Korwan. D1 Resources: Self-Study Findings Home Group #5 Resource Management and Development: Ms. Lily Miguel, Mr. Tom , Mr. Gabe Rossi, Martin Moore, Pearl Asugar, Lyma Nero, Judina Korok, Beverly Ilemangilis, Malcom Tom, Brandon Taiwermal, Naiomy Lohn, Redeemer Sappa.

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D2 Resources Planning: Resource Management and Development: Fr. Rich McAuliff, SJ

Chapter V: School-wide Action Plan: Leadership Team In addition, both parent and alumni groups were brought into the process through website interaction, letters, and meetings with Fr. Rich during his visits to the different districts.

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