I. School Description

Provide a brief background of the school, a concise description of programs offered, and a description or list of schoolwide strategies that promote diversity, equity, and inclusion. Include relevant local data showing student achievement.

Brief Background of School

Maris Stella School is an elementary school incorporated under the Catholic Mission Schools of the Republic of Palau. The Republic of Palau is a small country located in the western area of the North Pacific Ocean. According to the 2015 Census, Palau’s population is estimated at 17,661. The Catholic Mission Schools were the first schools established in Palau in the early 1900's by the catholic church. The church and its schools persevered through the 2nd world war. A decade after the war (1957), the church was able to formally establish Maris Stella School as an educational institution with a campus and a formal program of study for grades 1 to 6. It soon expanded to grades K to 8. It continues to serve the community by providing academic, social, and spiritual development. Presently the school has two campuses with grades 1-4 on one and grade K and 5-8 on the other.

Programs Offered

Maris Stella provides a curriculum that is aligned to the mission of the school. Students follow an academic program that focuses on core subjects: English Language Arts, Mathematics, Palauan Language Arts, Science, Social Studies, and Religion. They also participate in an extra-curricular program with subjects: Physical Education/Sports, Arts and Crafts, Music/Dance, Library Day, Story Telling, and Bible Study.

Schoolwide Student Goals

Maris Stella School is guided by Expected Student Learning Results (ESLR) which are stated in terms of a certain level of development by the time the are promoted in the following areas:

1. Openness to Growth
2. Intellectual Competence
3. Religious and Spiritual Formation
4. Growth in awareness of Service

The schools' ESLRs articulate the standards, skills, and attitudes that students must achieve in order to proceed to the next level.

Staff Demographics

There are seventeen faculty in Maris Stella School. Thirteen are Palauans and four are Filipinos and all are female. Most of the faculty have at least an associate degree in the field of education with about eight teachers with bachelor degrees. Five of the faculty are retired teachers from different public schools with twenty or more years of teaching experience.

There are eight staff in the school for a total employee count of twenty five: A principal, a vice principal, two secretaries, two maintenance staff, two finance staff, and one librarian. All staff are Palauans.

Student Demographics

Student enrollment for the current year is 180, or about 6% of the total student population of the country. Enrollment has fluctuated, reaching a 10 year peak in 2020 with 246 and decreasing recently in the past 5 years to 180 today.

The composition of the student population reflects the school’s Catholic orientation, with 85% of students identifying as Catholics, 10% Protestant, and the rest being other religions or non-religious. The population is largely Palauan. The ethnicity distribution is 94% Palauan with the rest being other ethnicities.

Diversity, Equity, and Inclusion

Education in the Republic is mandated by law (PNC Title 22 Chapter 1 Subchapter IV) for students aged 6-17 coinciding with grades 1-12. The government runs the public school system as the primary service under that mandate. Further, the government charters private schools that provide a diversity of educational opportunity for students and supplements the government's capacity to service the mandate.

Maris Stella School focuses on education following the values of the Catholic church and works to ensure that any parent and their children who wants to, will receive the full services it offers.

Student Achievement

Assessment Results

Figure 1: IOWA 2023 Grade 4 and 8 Percentile Rank

For external assessments, Maris Stella School participates in national testing conducted by the Ministry of Education. With percentile rank of 25-75 being considered average, Grade 4 and 8 Reading and Math ranged from 29 to 46, which is on the lower side of the average range. Math 4th and 8th are 46 and 29 respectively. This may indicate a need for further investigation.

<Insert reference to exhibit 2: Complete MSS 2023 IOWA Results>

Figure 2: Report Card 2023 Grades Distribution

For internal assessment, the Maris Stella School report card system uses "A", "B", "C", "D", and "F" grades to mark academic achievement levels, with "A" being the highest and "F" the lowest. Grades distribution is skewed to the high end of the scale, with 44% of grades given out being "A", and 70% being "A" or "B". This may be high and warrants further scrutiny.

A comparison of internal and external results suggests the need for more study. Internal results indicate high performance (70% of grades are "A" or "B"), while external results indicate average performance on the lower side. More data collection and analysis will ensure student achievement issues are fully addressed.

Attendance results

Figure 3: Report Card 2023 Attendance

Maris Stella School has an average daily attendance (ADA) of 94.6%. The distribution of absences and tardies is shown in the graphs above. No flags are raised immediately from this data, but there is a large percentage of students with absences in the 6-15 range. This pattern raises questions about the grading system and its connection to tardiness.

II. Significant Changes and Developments

• Include a description of any significant changes and/or development that have had a major impact on the school and/or specific curricular programs since the last self-study visit.
• Describe the impact these changes and/or developments have had on the school and/or specific curricular programs.

Since the last self-study report Maris Stella has experienced significant changes. This has impacted student learning, staff morale, and parent dissatisfaction. Admittedly, the WASC mid term report process was also affected. Below are the five significant changes:

1. New WASC Leadership Team
2. Governance - Inactive Boards
3. Administration - Change in School Leadership
4. Faculty - High faculty turnover
5. Staff - High staff turnover

Change 1: New WASC Leadership Team

A new WASC Coordinator started organizing the effort in November 2023, forming a 4 member leadership team with complementary skills and knowledge of the school to undertake the revitalized improvement effort.

Change 2: Governance - Inactive Boards

Board of Members and Board of Directors were inactive during this time for the following reasons

• Change in Board of Members
  • CMS Director Fr. Rich was transferred to Yap
  • Fr. Wayne passed away
  • Fr. Rusk was off-island for medical
• Lack of involvement and commitment
• Unfamiliarity of the Articles of Incorporation and the ByLaws
  • Articles of Incorporation
  • Bylaws
• Lack of understanding of the organizational structure of the Catholic Mission Schools of Palau
• Misalignment of foundational documents, eg., philosophy, ESLRs, and Mission

Change 3: Administration - Change in School Leadership

There was a change in school administration with new appointments to the following positions: Principal, Vice Principal, Finance Officer, Development Officer, and Secretary.

• The new principal was appointed in 2021
• The new vice principal was hired in 2022.
• The development officer left in 2021. The development plans will be added to the Finance Officer’s responsibilities.
• A new finance officer was hired in 2023.
• A new secretary was hired in 2023.

Change 4: Faculty - High faculty turnover

• August 2020 - Tchr Sharon D. Sato was hired to teach Religion to 1st-4th Grade, awaiting Sr. Francisca main, MMB, who stranded in Guam due to COVID and border closure.
• August 2020 - Ms. Cyrelle Montel was hired to teacher Science for 7th and 8th Grade.
• July 2021 - Former Principal Lorenza Olkeriil was hired to be a Palauan Teacher, also transitioning with Principal Ise.
• July 2021 - Mr. Edwel Ongrung volunteered to teach Math for 8th Grade.
• July 2021 - Tchr Tokie Mad was hired to be the 8th Grade homeroom teacher and Religion teacher for 5th-8th Grade.
• August - 2021 Tchr Gloria Worswik transferred temporarily from LMSS to the library.
• November - 2021 Sr. Francisca Main, MMB returned from Guam and continued to train/transition with Tchr Sharon D. Sato.
• December - 2021 Tchr Rica Mae Espaldon and Tchr Adhem Rose Secuya were hired as teachers for Math and Science.
• February - 2022 Tchr Vanesa Miguel (3rd Grade) left MSS after the completion of her work permit.
• February - 2022 Sr. Esther Nestor, MMB was hired to replace Tchr Vanesa Miguel.
• May 2022 - Tchr Rachel Dilbung Bayan, who was teaching Palauan Studies in 1st-4th Grade, transferred temporarily to Principal’s Office as the school secretary.
• June 2022 - Tchr Elizabeth Polloi retired.
• June 2022 - Both Sr. Esther Nestor and Sr. Francisca Main left Palau.
• June 2022 - Tchr Lorenza Olkeriil retired.
• June 2022 - Tchr Rosalie P. Occena left MSS to the Philippines for medical reasons.
• July 2022 - Tchr Keong Roduk was hired to replace Tchr Lorenza Olkeriil as Palauan Teacher.
• August 2022 - Sr. Gloria Billimont, MMB was hired to replace Sr. Francisca Main and Sr. Esther Nestor.
• August 2022 - Tchr Gloria Worswik transferred back to LMSS to be 3rd Grade homeroom teacher.
• August 2022 - Tchr Naomi Itabashi, JICA Volunteer, was recruited as Assistant Math Teacher for 1st-4th Grade.
• August 2022 - Tchr Karen Techur was hired as Math teacher for 6th Grade
• September 2022 - Tchr Camilla Ngiraibuuch (Kindergarten) retired.
• September 2022 - Tchr Rachel Dilbung Bayan replaced Tchr Camilla Ngiraibuuch.
• October 2022 - Tchr Kabidor Taima was hired to teach Palauan Studies for 5th-8th Grade.
• October 2022 - Tchr Keong Roduk became Social Studies teacher for 5th-8th Grade.
• December 2022 - Tchr Mary Grace Paulinus was hired to be the homeroom teacher for 3rd Grade Section B
• January 2023 - Tchr Maricon Silos left MSS after the completion of her work permit.
• June 2023 - Tchr Maricel Perolino left MSS after the completion of her work permit.
• August 2023 - Tchr Ruth B. Ulitch was hired to be 1st Grade Homeroom teacher.
• August 2023 - Tchr Sharon D. Sato moved to UMSS to replace Tchr Kabidor Taima as Palauan Teacher temporarily due to her family medical referral.
• October 2023 - Tchr Laureen Ruluked (2nd Grade) resigned due to her medical condition.
• December 2023 - Tchr Rosalie P. Occena was hired to replace Tchr Laureen as 2nd Grade homeroom teacher.
• December 2023 - Tchr Kabidor Taima was hired again to teach Palauan Studies for 5th-8th Grade.
• January 2024 - Tchr Sharon D. Sato moved back to LMSS to teach Palauan and Religion for 1st-3rd Grade.

Change 5: Staff - High staff turnover

• July 2019 Ms Limei Ruluked was hired to be the school secretary.
• July 2019 Mr. Meluus Ulechong was hired to be the Sports Coordinator
• October 2019 Mr. Meluus Ulechong became the school Vice Principal.
• June 2020 Ms. Limei Ruluked went on Maternity Leave.
• July 2020 Ms. Cecila Ngiratrang was hired to be the school secretary.
• July 2020 Librarian Ms. Shawna Ulechong left MSS.
• July 2020 Ms. Ella Martinez was hired to replace Librarian Shawna.
• July 2020 Mr. Meluus Ulechong left MSS.
• June 2021 Finance Officer, Angeles Yangilmau, retired.
• June 2021 Ms. Ella Martinez left MSS.
• July 2021 Ms. Cecila Ngiratrang resigned as the school secretary.
• July 2021 Tr. Cyrell Montel moved temporarily from teaching to replace the secretary.
• July 2021 Mr. Jose Ise was hired as the school Principal.
• July 2021 Ms. Mary Yangilmau was hired to be the finance officer, replacing Angeles Yangilmau.
• October 2021 Ms. Cyrell Montel left MSS.
• November 2021 Ms. Limei Ruluked returned back to work as the school secretary.
• November 2021 Ms. Gina Rudimch was hired to be the sports coordinator.
• May 2022 Ms. Limei Ruluked went on Maternity Leave again.
• May 2022 Tr. Rachel Dilbung Bayan moved temporarily from teaching to replace the secretary.
• July 2022 Mr. Walker Umetaro was hired as the school Vice Principal.
• September 2022 Tr. Julie Rose Juanitez served as temporary secretary while also teaching Math in the LMSS.
• November 2022 Ms. Cathrine Higa was hired to be the school librarian.
• December 2022 Ms. Limei Ruluked returned back to work as the school secretary.
• August 2023 Ms. Mary Yangilmau retired
• August 2023 Ms. Hasinta Tabelual was hired to replace Mary Yangilmau.
• September 2023 Ms. Wendy Berenges Renguul was hired as the school librarian.
• November 2023 Mr. Edwel Ongrung was hired as Technical Consultant.
• November 2023 Mr. Melengis Sandei was hired as LMSS Maintenance.
• January 2024 Ms. Nelly Kerradel was hired as LMSS Secretary.

Physical Improvements

1) New Buildings

• May 2023 - New MSS Auditorium Building-funded by Japan Embassy Grant
• February 2024 - MSS-Japan Language Classroom - Funded by $40,000 donation from RAM Corporation and $12,000 from Mr. Katsuo Fuji, Principal of the Language School

2) Renovation of classrooms and buildings

• 2019 - Statue of Mother Mary, Class of 2019 class gift
• July 2019 - Murals on LMSS Building by parents & volunteers
• 2020 - School sign monument, Class of 2020 class gift
• July 2022 - Paint jobs on school buildings
• July 2022 - School bell relocation LMSS Building
• August 2023 - Electrical wiring / Light Fixtures on school buildings, donation from a parent

3) Equipment

• July 2021 -Printers, Scanners, donations
• August 2021 - MOE gave the school Electronic Tablets for each student and laptops for each teacher.
• May 2022 - Yard equipment & tools, Class of 2022 class gift
• July 2022 - Installation of water fountains on both campuses
• July 2022 - Projector, donations
• July 2023 - copier machine, computers - donations

4) Improvement of classroom and learning environment

• October 2018 - Playground Set for UMSS Campus, donation from WCTC, constructed by Civic Action Team. It was dismantled in July 2022 and pending further negotiations with Rotary Club of Palau and Civic Action Team.
• February 2020 - “Old Japanese Room” was converted to a music room dedicated to Fr. Wayne Tkel. The Japanese Language School uses this room every Saturdays for their school.
• August 2021- renovation of 2nd Grade Classroom and Activity Room (between 1st & 2nd Grade Classroom) “Adopt a Classroom” Project by Class of 2028 Parents
• July 2022 - Extra classrooms in the LMSS and UMSS Building were converted to Activity Rooms.
• August 2022 - renovation of 3rd Grade Classroom and Activity Room (between 3rd & 4th Grade Classroom) “Adopt a Classroom” Project by Class of 2028 Parents
• July 2023 - Kindergarten classroom paint job

5) Office and staff spaces improvements

• July 2021 - office desk and chairs, donations
• July 2021 - 8th Grade Classroom converted to Palauan Studies classroom.
• July 2021 - Principal’s office moved to the former Student Counselors Office.
• July 2021 - The Finance Office moved to the former Development Office.
• July 2021 - The former Finance Office was converted to Book Storage and Technology Storage Room.
• July 2021 - 1st and 2nd Grade Classrooms switched.
• October 2021 - The former Principal’s Office was converted to Sports Office and store room for sports equipment.
• July 2022 - office desk, chairs, shelves, drawers donations
• July 2023 - office desks, chairs, donations
• January 2024 - LMSS Computer Lab was converted to additional space for LMSS Office.

6) Utilities

• July 2021 – Handwashing Station on both campuses, donation from Japan Embassy through MOE

7) Teaching and Learning Resources

• July 2023 - Library story books, donations from an alumni
• May 2023 - Religion Textbooks for 1st to 8th grades

8) Other

• January 2024 – First-Aid Kits and Supplies, donation from parents

III. Engagement of Educational Partners in Continuous School Improvement

• Describe the process for developing, implementing, and monitoring the schoolwide action plan and preparing the progress report.
• How were educational partners involved in developing the schoolwide action plan?
• How were educational partners involved in implementing and monitoring the schoolwide action plan?
• How were educational partners involved in the preparation of the progress report?

Maris Stella School began the work on the recommendations from the 2020 Self-Study Report in the Summer of 2022. Due to ongoing COVID disruptions, collaboration initially was only possible with staff and volunteers. Other stakeholders could not be involved and the scope of the effort was severely confined to what the staff could address within campus facilities.

After COVID restrictions were relaxed, MSS convened a general stakeholder meeting in February 2023, to touch base with all its stakeholders and to initiate a review of all aspects of the organization. This meeting updated stakeholders on efforts so far, identified priority areas, and initiated groups and teams to work on priorities.

Between then and the present, the work has necessarily focused in specific priority areas involving specific individuals and teams. As the work progresses, it is expected that updates will be made to all stakeholders to keep everyone informed and involved.

MSS stakeholders include school administration (Principal and staff), faculty, school volunteers, parents through the Parent Teacher Association, students, school board, and the Palau Catholic Church. External collaborations include a formal partnership with McREL/REL Pacific, begun in July 2022, and informal ones with the Ministry of Education and other schools.

Personnel turnover, new and updated findings, and changing situation on the ground made it clear that a lot of effort was needed in re-constituting teams and re-familiarizing team members with the work. A new leadership team was created to lead the effort. The work then has been unpacked into manageable categories and is being assigned to sub-teams to complete.

The new leadership team has implemented a well documented formal process involving the board, which has representation from stakeholders, and school leadership and faculty. Using this mid-cycle review as an opportunity, this process will result in clear and well understood assessment of the current state of the school and a logical and relevant refined action plan.

At the same time, within the school, the principal and his team are working on various projects to establish infrastructure or low level capacity to support improvements going forward. Some of these include:

A. Website

• A website (http://www.marisstella.pw) was created to provide an organized and managed single source for the school’s institutional documentation and to serve as the springboard for information sharing to all stakeholders. This supports:
  • Transparency efforts
  • Institutional documentation efforts
• A communication system is being developed to establish the school’s presence on the web and to allow transitioning of official communication from paper to electronic.

B. Electronic Reporting

• An electronic report card system was piloted in SY2023 and is in trial this SY2024. Next step is to adopt it and begin transitioning the schools legacy processes to this technology based tool.
• An electronic gradebook/syllabus tracker is being built now, to be used by teachers to track instructional coverage.
• The two tools above are being developed to:
  • Capture and manage student data
  • Track learning by monitoring student report card performance and student progress on the syllabus/curriculum.
  • Form a base for future development of a more comprehensive student information system.

C. Financial System

• The school’s financial software and its accounting approach is under review for change before the start of the next fiscal year. Some of the issues under consideration are:
  • Establish inventory controls
  • Establish budget planning
  • Initiate review of options for financial reports linked to student outcomes
  • Initiate review of options for resource management in the short term, working towards linking resources to the expected student learning results.

D. Partnerships

The McREL/REL Pacific partnership provides MSS with research based solutions for teacher effectiveness goals utilizing data and improvement science. At this early stage, MSS team members are still building their capabilities. Last year, the team members developed an improvement plan targeting 3rd grade reading comprehension and learned about the Plan-Do-Study-Act (PDSA) cycle. This year they are delving more into the "Study" and "Act" phases of PDSA and are implementing the Professional Learning Community concept as an organizational tool to facilitate this effort. By 2027, these improvement science based methods should be integrated in the instructional approach of MSS and their target will have expanded beyond reading comprehension to other need areas.

IV: Progress on the Implementation of the Schoolwide Action Plan

The purpose of this section is to analyze progress on how the school has improved student success and well-being through the implementation of the schoolwide action plan since the last visit and to determine how those actions impact student learning and initiatives for continuous school improvement.

• Explain how the identified student learner needs have been addressed in the schoolwide action plan.
• Provide a summary of progress on school goals and growth areas for continuous improvement identified in the schoolwide action plan. Cite relevant supporting evidence and data.
• Explain how the cited supporting evidence led to your conclusions on progress and impact on student learning. Note: If any recommended growth areas were not included in the school’s schoolwide action plan, indicate why

Maris Stella’s response to the critical areas of concern and the implementation of the action plans has been limited and has not followed a systematic plan due to the challenges mentioned in chapter 2. Namely, the retirement/departure of key members of the leadership team and the changes in governance and leadership. However, Maris Stella School has attempted to address these two areas in the last two years.

Response to the critical areas of focus

1. The Maris Stella School and the Catholic Mission should ensure a continuation of the accreditation process through the identification of an accreditation coordinator to monitor the vision.
   • After COVID disruptions and staff turnover, a new coordinator came on board in 2023.
   • Subsequently, a leadership team was formed to restart and sustain the process.
2. The Maris Stella community should ensure that communication of the learning targets and school curriculum is sustained to stakeholders throughout the school year.
   • The first part, about 40% of the effort, is done - gathering all relevant documents and making them easily accessible by stakeholders.
   • The remaining part is to set up processes and establishing routines that enable communication.
3. The Maris Stella faculty and students should work with the ESLRs to ensure that upon graduation all students will be able to meet the goals identified in the ESLRs.
   • The lack of a data system is a major issue.
   • MSS is conducting trials of an electronic report card system which collects some of the needed data.
   • Remaining to be addressed is collection of performance data from external sources such as national achievement tests, curriculum mastery data, and various performance indicator data.
   • Once the data issue is resolved, MSS needs to identify its performance indicators and establish reporting processes that reveal achievement of ESLRs based on the data.
   • The electronic report card system is about 10% of the total effort.
4. The Maris Stella School faculty and administration should ensure that the curriculum is based on learning targets and standards and support the ESLRs. (1 meeting)
5. The Maris Stella Community should increase communication to all stakeholders.
   • The existing paper based processes (report cards, PTA meetings, informal converstations, etc., are about 10% of what MSS wants to do.
   • MSS further intends to establish an information system that leverages technology to increase accessibility and transparency and to retain historical records as a matter of routine.
6. The Maris Stella administration should seek ways to fill all positions in the school.
   • In 2021 and 2022, MSS survived a critical shortage of teachers due to natural turnover and covid related restrictions. Initially addressed with short term volunteers and short term contracts, the situation was stabilized when the principal, using personal contacts and networking, was able to bring on-board several teachers who had retired from the public school system.
   • Currently, MSS is in a better position to react to turnovers with non emergency hiring and has staffed all of its positions fully. Going forward, MSS has to develop a strategy that will enable it to compete with other institutions, primarily the public schools, in attracting and recruiting teachers from the limited national pool.
7. The Maris Stella School administration, Catholic Mission, and Board of Directors should monitor consistently and purposely enact the action plans in a timely manner.

Action Plan # 1

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

Growth Target: Maris Stella School will develop a school-wide culture that promotes academic excellence and Catholic values in the next five years.

MSS Response:

1. The Base Documents project 2022 created a documents repository website. Documents are being deposited there on an ongoing basis. This is intended to eventually be the official institutional documents repository providing clear and authoritative information about the institution, including academic excellence and catholic values.
2. The Documentation 2024 project started building staff capacity to update and manage MSS's institutional documents using the website. This ensures that going forward, documents are valid, consistent, and authoritative.
3. Future projects will address staff training to establish a culture of using these resources to inform daily operations, and then expanding to include parents and other stakeholders.

Action Plan # 2

Communicate to the wider community of students, parents, guardians, and teachers, the ESLRs, so as to ensure ownership that will lead to improved teaching and learning.

Growth Target: Maris Stella School will focus on finding ways to share the ESLRs with all stakeholders in the next five years.

MSS Response:

1. The written ESLRs are already shared via the website. The next step is formally specify instructional resources and curricula. Then the alignment to ESLRs should be established.
2. The inventory projects of the Summer of 2022 initiated the look into instructional resources by conducting an inventory of textbooks and equipment. In the future, the inventory needs to be evaluated and decisions made on how to maximize the alignment of resources to the ESLRs.

Action Plan # 3

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

Growth Target: Maris Stella School will develop and implement a strategy to recruit and retain best teachers and school staff in the next five years.

MSS Response:

1. The Electronic Report Card 2022 project established the capability to collect student performance data. These data can now be part of needs assessment efforts to determine teacher quality objectives.
2. The 5 year partnership with REL Pacific, started in August 2022 to improve teacher effectiveness is a strategic professional development opportunity for MSS.

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.

Growth Target: Develop financial plans that keep Maris Stella School fiscally responsible in the next five years.

MSS Response:

1. MSS used the general meeting in February 2023 to initiate efforts to clarify roles and responsibilities from the top down in the organization.
2. During the annual budget review by the board, it was proposed that the members discuss the reasons for the lack of a financial plan.

Action Plan # 5

Plan and implement ways to manage instruction when face-to-face learning is not possible.

Growth Target: Maris Stella School will develop and implement guidelines for reopening of school following the Directive No.04-20 from the Ministry of Education.

MSS Response:

1. COVID was a specific event in time and MSS successfully managed the transition back to normalcy as national restrictions were lifted in 2023 and schools came back to face to face sessions.
2. There are no concrete plans to work further on this plan. However, covid mitigation efforts caused MSS to experiment with technology and other instructional approaches. Some of this may be considered for further development in the future.

V. Schoolwide Action Plan Refinements

• Based on the findings of the current progress report, further refine the schoolwide action plan as needed and include a link to the school’s most recent schoolwide action plan.
• Link to the most recent Schoolwide Action Plan

Refinement of the 2020 Action Plans

The findings of the leadership team have revealed that Maris Stella School has not systematically responded to the seven [7] critical areas. In addition, the five [5] action plans have not been addressed in a way that would merit progress. The main reasons are outlined in Section 2 of this report; there were so many inadvertent changes in the governance and school leadership. The new leaders only focused on survival and used the “band aid” approach to keep the school open and functioning. In many ways, the WASC recommendations were shelved, since there was no one who could competently “restart” the improvement process as recommend by the WASC visiting team.

Nevertheless, after a comprehensive study of the documents and with the appointment of a new leadership team, the work on the mid-term report resumed with great enthusiasm by all stakeholders. A consultant was hired and was able to engage the present administration and faculty in a process of problem-solving using part of the WASC FOL instrument. [See Section III] The leadership team informed by the documents from WASC was able to craft this mid-term report that reflects the present reality of Maris Stella School.

The team identified three major areas of weakness:

1. the two boards were unfamiliar with their responsibilities and the corresponding documents
2. recruitment and retention of school leadership, staff and faculty
3. inadequate knowledge of understanding, alignment and application of ESLRs

Therefore, the refined action plans for 2024-2027 will endeavor to address these three areas of weakness using the 2020 action plans. These are still very practical and serve as a roadmap for the next three years. Developing new action plans with the lack of commitment by the leadership to the school improvement program will be futile and once again end with procrastination.

Action Plan 1: Governance

Focus: The Board of Members and the Board of Directors will undertake formation and coaching on the responsibilities of the members in order that can develop policies that are consistent to the mission and values of Catholic Mission Schools in Palau.

Growth Targets:

1. Board of Members should clarify goals designed to provide the best possible education for all Maris Stella students.
2. Board of Members and Board of Directors will develop a school-wide culture that promotes academic excellence and Catholic values in the next three years.
3. Board of Directors should investigate ways to provide a finance plan to support the action plans as well as short and long-term goals for sustaining operations.
4. Board of Directors should monitor consistently and purposefully enact the action plans in a timely manner.
5. Administration should increase communication to all stakeholders.

Action Plan 2 : Finance

Focus: The school leadership will adopt procedures and policies for the recruitment, retention and professional development of the administration, staff and faculty to ensure student learning.

Growth Targets:

1. Administration should investigate professional development opportunities, identified by staff as areas of need to improve the teaching skills of their staff.
2. Administration will develop and implement a strategy to recruit and retain best teachers and school staff in the next five years.
3. Administration should seek ways to fill all positions in the school

Action Plan 3: Expected Student Learning Results

Focus: With the direction of the leadership team, the entire MSS community will embark on an in-depth study of the present four [4] ESLRs to determine their relevancy and alignment to the mission and the curriculum.

Growth Targets:

1. Administration and Parent Teacher Association should communicate to the wider community of students, parents, guardians, and teachers, the ESLRs, so as to ensure ownership that will lead to improved teaching and learning.
2. Administration and Parent Teacher Association will focus on finding ways to share the ESLRs with all stakeholders in the next five years
3. Faculty and students should work with the ESLRs to ensure that upon graduation all students will be able to meet the goals identified in the ESLRs.
4. Administration and faculty should ensure that the curriculum is based on learning targets and standards and support the ESLRs.