← Chapter 2: Progress Report

(Chapter II: Progress Report)

CRITICAL AREAS FOR FOLLOW-UP FROM WASC INITIAL VISIT

1. Develop a strategic plan to identify goals designed to provide the best possible education for all Maris Stella students.

a. Is there a written curriculum based on Catholic identity guidelines? How is it reviewed and updated?

The written curriculum guidelines were prepared by a curriculum specialist working with teachers during the summer of 2015. This curriculum was implemented beginning SY 2015-2016 and is still followed. Teachers review the curriculum at the beginning of each school year and found it still effective without changes. Ordering new textbooks, workbooks and supplemental materials and resources will depend on available financial resources.

Newly hired teachers meet with the principal one to one. They are given copies of yearly plans, quarterly plans, school handbook and other relevant information. New teachers are partnered with another teacher who acts as a mentor.

b. What structures and programs are in place to assure that all the students will succeed academically?

Maris Stella offers seven core subjects: English, reading, mathematics, science, social studies, Palauan language, culture and government, and religion. These subjects are taught daily in 45-minute periods. The extra-curricular program requires all students to participate 3 days a week. Selected students may play competitive sports on a team. Such sports are boys, girls or coed basketball, volleyball, softball and swimming. Swimming classes are provided at the Palau national swimming pool. Students also compete in various swimming events throughout the year.

Beginning in SY 2018-2019, students in grades 1-4 participate in After School Physical Activity Program for one-hour Mondays through Thursdays. Students may join APAP with parental permission. APAP activities include: Samoan dance, flag football, circuit exercise, fun games and athletics, basketball, dodgeball, volleyball, Palauan dance, Zumba for kids, baseball and Chuukese dance.

Choir for students in grades 3-8 meets every Tuesday. This choir sings at the weekly 6 P.M. English Mass at Sacred Heart Church.

Interested students from grades 1-4 may join the weekly Story Time (3-4 P.M.) at the Koror Public Library. Members of the Civic Action Teams read stories and children are encouraged to check out books to read at home.

Educational Talent Search, which meets Mondays through Thursdays, is open to qualified Palauan students in grades 6-8. The program is sponsored by Palau Community College.

Some teachers work with selected students from their class offering specialized tutoring every afternoon.

The Computer lab offered computer literacy classes for grades K-8 on a weekly basis.

During the summer of 2017, a month-long math class for students entering 2nd, 3rd and 4th grades the incoming year prepared them for the coming year. The program offered review of basic skills and preparation for the next level. Some of the students were identified by teachers in need of the program. Others joined due to their interest.

In the summer of 2018, two teachers worked with selected students who needed extra help with math skills. This group met every day for one month.

In the summer of 2019, a four-week program, that was extended another two weeks at parents’ request met daily from 8 A.M. to 5 P.M. offering instruction in reading, math, guitar, ukulele, sports, first-aid training, a field trip clean up in Peleliu state, craft/cooking, survival training, a field trip to PICRC aquarium, a field trip to Dolphins Pacific, a field trip for a farm tour and canoe sailing.

Students entering grades 3-8 in the upcoming year are encouraged to enroll in the Summer Program held at Palau Community College. Courses in Palauan language, English reading, English writing, Mathematics are offered.

How is student success measured?

Assessment of the seven core subjects is accomplished with quizzes, tests and quarterly exams, classwork, homework, research, written reports, projects, and presentations. The school uses a Mid-quarter Progress Report, sent home with each student that is signed and returned to school. Parents are encouraged to contact teachers for specific concerns.

c. How do Maris Stella students perform on National Standardized Tests? Are areas of concern based on the results of these tests? Information available in Chapter 1.

d. How does the school maintain an appropriately safe and orderly environment conducive to learning? What are the action steps necessary for improving an orderly learning environment?

Maris Stella School students follow the school’s policies regarding safe conduct on campus. Each classroom posts daily routines, rules and procedures to follow. There are written consequences posted in the classrooms. Serious offences are brought to the attention of the Dean of Students or Vice-Principal for disciplinary action consequences. Refer to page 15 of Maris Stella School Handbook.

A proper channel for Parent-Teacher communication is established. The School Emergency Management plan is in a folder, given to each teacher to have in the classroom. Included in the folder is a map indicating where each class should go during an emergency. Information is updated at the beginning of each year. Teachers ae required to renew their CPR certification annually and their First Aid certification every two years. The certification is done through the Palau Red Cross Society.

Selected students from 6th, 7th, and 8th grades were trained to perform First Aid in SY2018-2019. The School Child Protection Policy for Catholic Mission Schools was implemented in SY 2016-2017.

2. Investigate ways to refine the ESLRs so as to ensure ownership of the process to improve teaching and learning for all students.

Revision of the schools’ Expected School-wide Learning Results were completed in SY 2018-2019. The ESLRs were found still relevant to the philosophy and goals of the school. Monthly faculty meetings are held to discuss ESLR performance for each grade level. Teachers share challenges and methods to deal with them. They also share effective teaching strategies.

At the beginning of each school year, subject area teachers meet to review the curriculum and decide specific content areas that need further emphasis in the upcoming year.

3. Investigate Professional Development opportunities, identified by staff as areas of need to improve the teaching skills of their staff.

a. How do teachers receive support from the school regarding professional development? What action steps are necessary to help teachers update their skills and knowledge in the field of teaching?

• Workshops: within Maris Stella School and Ministry of Education sponsored Workshops
• Fundraising activities to finance participation in off-island workshops and professional development enhancement
• Class observations, mentoring, collaboration

4. Investigate methods of formalizing benefits through staff evaluation to support the advancement and/or retention of staff.

Refer to Action Plan #3 Investigate Professional Development opportunities, identified by staff as areas of need to improve the teaching skills of their staff.

5. Develop methods to involve all the stakeholders in the accreditation process and development of their next self-study.

In SY 2018-2019, a meeting was held with a select group of parents who were divided into 4 focus groups to solicit their input on the ESLRs. This is an area that needs improvement. More frequent meetings, involving more parents are needed to ensure they understand all aspects of the accreditation process.

In the context of the Palauan culture, many parents defer to the administration and teachers to know more and expect them to make decisions on what is best for the students.

6. Investigate ways to provide a finance plan to support the action plans as well as short- and long-term goals for sustaining school operations.

Refer to Action Plan #4 Investigate ways to provide a finance plan to support the action plans as well as short and long-term goals for sustaining operations.