Accreditation

1. Accreditation Visiting Committee Midterm Report 2010

2. Chapter I: Student/Community Profile • Catholic all-male college prep day school serving grades 4-12 • Focus of report is on grades 7-12 • CMEs are core to the mission and philosophy of the school and are the Expected School-wide Learning Results (ESLRs) of the curricular and co-curricular programs • Demographics • Ethnicity • 36% Hawaiian or part-Hawaiian, 14% Japanese, 13% Filipino, 11% Caucasian • 80% of the student body participates in an active sports program • Enrollment - 835 in 2001 to 750 in 2006

3. Assessment Data • Mean SAT scores are higher than national in both Math and Verbal from 2001 to 2007 • Marked increase in percentage of students who intended to attend two- and four-year colleges. • Program • 24 credits required for graduation • two curricular programs with different course requirements • College preparatory program • Accelerated college preparatory program • Students have the opportunity to participate in other extra-curricular activities

4. Chapter II. Progress Report • Since the last report SLS continued to show progress in its academic program, its administrative organization, and its facilities management. • Implemented the President/Principal model and increased academic and clerical staffing • Implemented new school management database system that provided increased communication internally and with parents • Opened a school bookstore • Revised calendar to better meet school needs • Increased from one to six AP courses • Acquired Title I funding for literacy improvement

5. Progress on Action Plans Action Plan 1: Improve communication with students and parents • Purchased and used school management software in 2004 • Implemented a school-wide system of communicating and enforcing the disciplinary code Action Plan 2: Provide guidance for the specific concerns of students • Expanded services of the Counseling and Guidance department to provide individualized academic, behavioral and personal counseling and communicating with parents • Instituted a program to identify high ability students for separate PSAT testing to provide best atmosphere for success

6. Action Plan 3: Create a comprehensive process for continuous curriculum renewal designed to ensure high levels of achievement of the school’s ESLRs by all students. • Regular curriculum planning meetings • Added departments – Fine Arts, PE/Health/JROTC, and World Languages • Co- and extra-curricular programs are monitored and evaluated by Director of Campus Life for relevance and alignment to CMEs • Considering revisions to graduation requirements to address increased college requirements, develop further course offerings, and improve courses already offered • AP program has been revised to better reflect students’ true achievement • Counseling department is working with the Office of Institutional Advancement to develop a plan to track college retention and achievement of graduates

7. Action Plan 4. Expand and enhance opportunities for spiritual growth among the entire Saint Louis Community (faculty, administration, staff, students, parents, and alumni). • Expanded grade level specific retreats • Monthly afternoon prayer service, a yearly Holy Week retreat, and daily prayer for staff • Collaborate with other Marianist schools to ensure continuity of Marianist values

8. Action Plan 5: Develop programs that address the need for a heightened awareness of Gospel values • Added Rector position to focus on spiritual growth and development of students and faculty • School-wide service day and improved service learning component of religion classes • Religious studies curriculum aligned with Diocesan standards • LIFE participation has increased over last three years and program is expanding

9. 2010 School-wide Areas for Critical Follow-up • Clarification of roles and responsibilities of BOT, SLEF, and SLAA • Uniform understanding of what are suitable standards with respect academic outcomes, standardized test results, student performance expectations • Created and revise curriculum maps annually • Academic Five-Year Plan focuses on admission of students with potential for success and a 10% increase on national testing instruments each year • Aggressive, consistent and uniform responsibility for the quality of the academic program that will enable faculty and administration to provide a challenging and coherent curriculum reflective of systemic communication between teachers, counselors, and parents • Agreement with Chaminade University that allows employees of SLS tuition waivers for enrollment in up to two courses per term • Need to develop a comprehensive written plan for school needs • Various repair and upgrade initiatives

10. Chapter III. Self-Study Process • Involvement and collaboration of school community members • Limited student and parent involvement • Clarification of school’s purpose and ESLRs • Aligned to mission and goals of Marianist congregation. • Examined by leadership team • CMES serve as guiding principles for ESLRs and all school programs • Assessment of actual program and impact on student learning with respect to ESLRs • Created curriculum maps aligned to CMEs and national and diocesan standards • Review assessment strategies by department • Development of a school-wide action plan that integrates subject area, program, and support plans to address identified growth areas • Development and implementation of an accountability system for the accomplishment of the school-wide action plan • Assessment targets clearly outline. Data collection on a regular basis • Plan monitored by committee on a quarterly basis

11. Chapter IV: Quality of the School’s Program Chapter 1 – School Philosophy and Purpose • Mission and philosophy are clear and consistent with stated purpose • CMEs take the place of ESLRs • Program exemplifies and embodies philosophy and guides learning expectations • CMEs frame curriculum decisions • Differentiated instruction • Counselors use test scores to determine appropriate placement

12. Program reflects awareness of current research and practice • Teachers apply theory of multiple intelligences • In the process of implementing Gurian Institute’s training on learning stules and behavioral development for boys • ongoing efforts with curriculum ampping • Policies in admissions, hiring, finances and planning are consistent with philosophy • Philosophy is communicated and promulgated so various constituencies understand and concur with principles • Strong retreat program • Regular review and revision of statement involves representation by all and approval by governing body

13. Areas of strength for School Philosophy and Purpose • Community is committed to integration of CMEs in its program • Presence of Marianists on campus ensures promulgation of the Catholic and Marianist mission and creates a resource for laity as work to align the school’s program with its spirituality • School provides a wide range of support to ensure student success • Teachers purposefully apply CMEs in practice as evidence by maps, lesson plans and instructional delivery

14. Key Issues • President and BOT in consultation with stakeholders need to develop a long-range plan to ensure continuation of the Marianist philosophy • President needs to develop resources to fund professional development to support teacher growth

15. Chapter 2 – The Governing Body • BOT has established a healthy and collaborative partnership with the Marianist Province of the United States and with Chaminade University. • School has clarified and developed the role of the Board of Trustees and the President and their relationship to the governance of the school. • Governing body is committed to the alignment of CMEs with school’s philosophy. • School leadership’s dedication to academic excellence through consultation with the Gurian Institute in the development of the Academic Five-Year Plan. • President has provided significant leadership to the school in his efforts and initiatives. • Commitment and dedication of the Board of Trustees to the mission of the school.

16. Key Issues • Need for the school to evaluate and clarify the organizational flow chart. • Need for the Board of Trustees and the school to resolve the practice of using revenue collected for future academic years to alleviate present year cash flow needs. • Need for the Board of Trustees and school administration to clarify and prioritize the capital improvement plans.

17. Chapter 3: Finances • Areas of Strength for Finances • The book store and snack shop operate at a profit while providing essential products and services to students and families. • The school follows generally accepted accounting principles and practices. • The school’s ongoing effort to articulate capital and budgetary needs for the future.

18. Key Issues • Need to prepare and approve an annual school budget that is fiscally sound. • Need to consolidate through the merger with SLEF, the awarding of financial assistance to students with identified need. • Need to perform and evaluate an annual audit of its financial condition within an appropriate period of time. • Need to prioritize general budget items as well as capital projects.

19. Chapter 4: Development Fund/Raising • Areas of Strength for Development/Fund-raising • The school recognizes the necessity of fund-raising, development and endowment efforts for the benefit of the school community and its future. • The use of unrestricted annual gifts and the Annual Fund to support many areas of school programs and facilities.

20. Key Issues • Need to broaden the base of fund-raising support for the school. • Need to complete the process of integration of the Saint Louis Education Foundation with the school. • Need for the Office of Institutional Advancement to evaluate the effectiveness of the fundraising programs currently in use and develop additional fund-raising programs. • Need for the school administration to seek additional funding in the form of grants for specific budgetary and capital improvements.

21. Chapter 5: Administration, Faculty and Staff Areas of Strength for Administration, Faculty and Staff • The President has provided significant leadership to the school in his efforts and initiatives. • The President and the administration are committed to the retention and development of high quality faculty and staff through professional development and improved benefits. • The faculty for their ongoing dedication to the students of Saint Louis School and to the mission of the school and the CMEs. • The staff for their commitment to the school and its mission.

22. Key Issues • Need for the school to evaluate and clarify the organizational flow chart. • Need for the President, Director of Institutional Advancement and Chief Financial Officer to develop and implement a plan for securing additional resources for increased faculty and staff compensation; professional development opportunities; the acquisition of new technology, supplies and furnishings; and increased maintenance staffing. • Need to develop procedural manuals for all areas of school operation. • Need for the President, Principal and Space Allocation Committee to collaborate with the faculty and staff in evaluating and responding to the need for additional classrooms, department offices and storage space.

23. Chapter 6: Students • Areas of Strength for Students • The school is dedicated to admitting students with a wide range of skills. • Service learning, fine arts and performing arts are permanent features of the curriculum. • Schoolwide application of prayer is evident in every classroom. • A strong retreat program supports the development of student spirituality in the Marianist tradition. • Students as retreat leaders further their spiritual growth and develop interpersonal as well as faith relationships. • Peer tutoring throughout the school day, both informal and structured (National Honor Society, PEP program) reinforces collaborative learning and high school students assist with Lower School activities. • Counselors, teachers and staff members provide a community of support for student achievement.

24. Key Issues • Need to provide additional leadership training and public speaking opportunities. • Need to recruit and develop a student ambassador program. • Need to explore ways to increase student participation in the retreat program.

25. Chapter 7: Community of the School • The school enjoys a long-standing tradition in the Hawaiian Islands and with the United States Marianist Province. • The school collaborates with Chaminade University. • Technology is used to contact and inform parents of academic progress, events and important school information. 

26. Key Issues • Need for more effort to keep parents informed of approaching events, including parents who do not utilize or have access to the school's website.  • Need for ongoing faculty support of communicating student progress through the My Backpack program. 

27. Chapter 8: The Secondary Program (The Upper School Program) • Areas of Strength for The Secondary Program (Upper School) • Teachers and administration provide a curricular program aligned to the Marianist • CMEs to meet the needs of a diverse student population. • Teachers support co-curricular activities to enhance and support student learning. • Counseling and Guidance Department is dedicated to the well-being of the students and supports teachers and parents. • The young men of Saint Louis School articulate the CMEs in their school experience. • The school has developed a Five-Year Academic Plan.

28. Key Issues • Need for the administration and faculty to use current research on learning and assessment to evaluate the quality of student learning. • Need for the administration and faculty to develop a classroom utilization plan.

29. Chapter 9: Library/Resource Center • The administration has approved funding for the ongoing repair and replacement of aging sections of the library facility, i.e., roof of Bertram Hall, and rotted wood and paneling. • The library provides technology and copier services to students from before school until the end of period 9. • The library provides a public area on campus for displays of exemplary student projects.

30. Key Issues • Need to meet basic physical improvements of the library structure. • Need to evaluate the collection in light of current needs and provide appropriate online and traditional resources. • Need to evaluate the role of the high school library as it relates to the needs of the middle and lower school.

31. Chapter 10: The School Plant • Areas of Strength for the School Plant • The Dr. Richard T. Mamiya Theatre is used by the school, Chaminade University, and community at large. • The hardworking, maintenance crew maintains an attractive school campus with well kept grounds. • To support the capital campaign, the President of Saint Louis School has formed a Space Utilization Committee that is working with private consultants to analyze the school plant to determine the most feasible ways to make improvements. • Significant physical improvements have been made to the Athletics Complex. • The school has a facilities committee that identifies needs to generate support for a capital campaign to refurbish the school plant.

32. Key Issues • Need for the Board of Trustees and school administration to clarify and prioritize the capital improvement plans. • Need to address immediate repair needs and to provide adequate restroom facilities. • Need to provide network and loudspeaker systems to the athletic complex and the lower school facilities. • Need to provide office and work space and meeting areas for teachers and additional sheltered rest areas for students. • Need to assess the personnel needs to maintain campus facilities.

33. Chapter 11: Health and Safety • The school has invested in a fire alarm system, and campus-wide security has recently been increased to evenings. • AED/CPR certified personnel are available in various departments and locations. • The school has a health room and a full time campus Health Aide. • All employees, coaches, and volunteers are required and documented for attendance at annual Safe Environment Training sessions.

34. Key Issues • Need for: • school-wide emergency/disaster plan to be regularly practiced and revised as needed with clear articulation/extensive communication of emergency procedures. • additional restroom facilities. • additional sheltered areas for students during off periods including benches and picnic tables. • examination of supervision issues involved in off periods, and greater supervision for specific areas of safety concern on campus. • network and loudspeaker systems to the athletic complex and the lower school facilities.

35. School-wide Areas of Strength • The Characteristics of Marianist Education pervade all areas of campus life. • The school enjoys a positive relationship with the Marianist Province of the U.S. • The Characteristics of Marianist Education pervade all areas of campus life. • The school enjoys a positive relationship with the Marianist Province of the U.S. • The Board of Trustees and administration provide effective leadership for the school. • Faculty and staff are dedicated to student success. • The school uses current research from the Gurian Institute to guide the development of school programs.

36. The school uses current research from the Gurian Institute to guide the development of school programs. • The school is dedicated to the constant review and revision of curriculum to meet student needs. • The administration, faculty and staff creatively and effectively use available resources to increase student achievement. • The school provides a comprehensive and growing retreat program. • The school is dedicated to the use of technology in communication and instruction. • The school provides a broad array of sport and co-curricular activities. • The school has excellent drama and athletic facilities.

37. Critical Areas for Follow-up • Need for review and revision of the Schoolwide Action Plan. • Need for clear definition of the school’s organizational leadership structure with a flowchart of duties, supervision and lines of communication clearly outlined and followed. • Need to evaluate and revise curriculum to meet the needs of the student population to help them achieve their post high school goals. • Need to prepare and approve an annual school budget that is fiscally sound. • Need for Board of Trustees and President to articulate a plan to secure the funds necessary for the school’s capital and budgetary needs. • Need to complete the process of integration of the Saint Louis Education Foundation with the school. • Need to address the critical repair, upgrade and capital projects outlined in the school strategic plan.

38. Chapter V:Ongoing School Improvement It was noted by the visiting committee that the school should consider creating an action plan related to the analysis and evaluation of the administrative flowchart in order to clarify roles and job descriptions, and improve communication among the school administrators. The school has demonstrated the planning, organization, and determination to follow through on their action plan. Many parts of the plans are already in process. There is a general willingness among faculty, staff, administration, and board of trustees to improve school conditions and student learning, and in interviews and focus group meetings there was a general sense of confidence expressed that the school is capable of taking the necessary steps to achieve their goals. The single greatest unknown factor in the completion of the action plan is the school’s ability to complete its fundraising goals of the fourth action plan. The funds for the capital improvements and repairs called for in the second action plan and for the enhancements to faculty compensation and development depend upon the success of this plan. If the school is unable to meet fundraising goals, the action plan will need to be re-examined.

39. Existing factors that supportschool improvement • Dedication of faculty, administration, and Board of Trustees to school improvement. Support of the Marianist Community and the community at large for school success and improvement • Completion of portions of the plan prior to the visit • Through the report, focus group sessions and other interviews, it is clear that key school personnel have a good understanding of the strengths and areas of growth of the school and a vision of where they want to go.

40. Impediments to school improvement that the school will need to overcome in orderto accomplish any of the action plan sections • The success of plans two and three depend upon completion of the fourth action plan. Though there is a clear plan in place to finance and complete these improvements, ultimate success of these plans depends upon the school meeting these goals • The capital improvements called for in the first action plan will need greater prioritization in order to better articulate the case for fundraising. • The school is beginning the search for a new Upper School Principal. The person selected must buy in to the school’s action plan and bring the leadership of the Principal’s office to the completion of these plans. • The target passage rates in action plan one may need to be readjusted based on the realities of student population

41. Soundness of follow-up process to monitor accomplishment of schoolwide action plan The process of monitoring the school-wide action plan is practical and comprehensive. Responsibilities have been assigned for the ongoing implementation of each step of the plan and for monitoring and documenting the progress in this area. Targets and processes for each action plan will need to be monitored and adjusted, and the plans as written make adequate provision for this.