Accreditation
YEARLY REPORT ON RECOMMENDATIONS OF WASC/HAIS VISITING COMMITTEE
| Name of School | Date of Last Visit | Date of this report |
| Maryknoll School
Prepared By: Perry Martin |
Spring 2008 | March 21, 2008 |
Visiting Committee Members: |
Gregory Dhuyvetter (Chair) |
Mr. Thomas Beecher (WASC Rep.) |
Mrs. Christina Malins |
Mr. Brian Chang |
Mrs. Clarie Thompson |
Mr. Mark Hanington |
Mrs. Remee Bolante |
Mr. Sergio Robles |
SCHOOL PHILOSOPHY & PURPOSE STRENGTHS Chapter 1 |
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| #1 | The Maryknoll charism is alive and well. A unique aspect of a Maryknoll education is that all members of the community are expected to conduct themselves in accordance with Maryknoll values and beliefs. |
| #2 | Maryknoll School reviewed the ESLRs and there is strong agreement on Habits of the Mind, Heart, and Community. |
| #3 | Maryknoll School successfully maintains its Catholic identity through upholding the vision of its founders, despite a faculty and staff of all lay men and women. This vision is best characterized by the school motto, Noblesse Oblige, which all groups espouse. |
| #4 | There is abundant evidence that all families embrace the mission and the Catholic identity of the school regardless of faith background. |
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SCHOOL PHILOSOPHY & PURPOSE KEY ISSUES |
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| #1 | Need to clarify the school Philosophy and Mission given Maryknoll’s unique character and position as regards the parish. |
| #2 | Need to continue to find ways to make the community aware of the School’s philosophy, purpose, and mission. |
GOVERNING BODY STRENGTHS Chapter 2 |
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| #1 | The selection process for the Board members is well-defined. |
| #2 | Board members are chosen to serve based on the professional advisory capacity and financial ability to meet the needs of the school. |
| #3 | The Board effectively evaluates its performance and uses the results to establish goals. |
| #4 | The Board has a positive relationship to the administration with clearly defined roles and boundaries. |
| #5 | The current governing body raises the funds necessary to have a balanced budget and still meet the major needs of the school. |
| #6 | The commitment of Board members to the well being of the school has been noted by all stakeholders. |
GOVERNING BODY KEY ISSUES |
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| #1 | Need to clarify and define the relationship between the pastor, president, and the Board through on-going discussions with the Diocese of Honolulu and all involved parties. |
| #2 | Need to reflect in the by-laws of the Board a model of governance that best meets the needs of an entity with the size and complexity of Maryknoll School and which best promotes student learning. |
| #3 | Need for the Board to seek more members with an educational background. |
FINANCE STRENGTHS Chapter 3 |
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| #1 | The school has successfully developed and executed plans for facility expansion with the addition of the new Community Center. |
| #2 | The Board has annually updated their strategic plan which positions the school and its resources to help students take advantage of opportunities in the 21st Century. |
| #3 | The Business Office has maintained a strong balance sheet, adequate reserves to maintain school programs and a budget surplus for the past four years. |
| #4 | The school has developed appropriate financial aid and tuition remission policies and procedures which insure that awards are equitable and consistently applied. |
| #5 | The administration and business office manage auxiliary fee-based programs effectively, resulting in a net gain in operating revenues. |
| #6 | Administration efficiently outsources key services for greater efficiency. |
| #7 | The Board, administration and the business office have maintained a generous benefit program for faculty and staff including health and dental coverage, sick leave, retirement, life insurance and tuition remission. |
FINANCE KEY ISSUES |
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| #1 | Need for the school to continue its commitment to increase faculty salaries in order to successfully attract and retain teachers. |
| #2 | Need to explore means to increase faculty participation during budget development. |
| #3 | Need to investigate alternative funding approaches to increase financial aid. |
| #4 | Need for the school to consider reducing its dependency on tuition as the primary source of funding for school operations through annual giving, endowment income, facility rent, special events and maximizing operating efficiencies. |
| #5 | Need for the Board to continue discussions with the Diocese to increase the threshold to execute contract documents from the current $10,000 limit to improve flexibility and effectiveness. |
DEVELOPMENT/FUNDRAISING STRENGTHS Chapter 4 |
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| #1 | The Board, Administration and Office of Development have developed fundraising activities aligned with the school's strategic plan. |
| #2 | The Board, Administration, and The Office of Development have put in place a successful, organized fundraising process which has exceeded its Annual Giving goal every year for the last ten years, which enjoys 100% contribution from Board, Faculty and Staff, and which is increasingly able to offer scholarship funds to deserving students. The ongoing capital campaign is a tribute to the work and dedication of all involved. |
| #3 | The school is actively constructing new facilities and acquiring property to meet student needs. |
DEVELOPMENT/FUNDRAISING KEY ISSUES |
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| #1 | Need for the Administration and Office of Development to continue to assess staffing needs. As fundraising and communications grow in both volume and complexity, reliance on volunteer help is decreasingly practical or efficient. |
| #2 | Need for the Office of Development to explore ways to increase the percentage of contributed income to annual operating expenses. |
ADMINISTRATION, FACULTY, & STAFF STRENGTHS Chapter 5 |
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| #1 | he President and Principals provide exemplary leadership. |
| #2 | The administration, the faculty and the staff have created a collaborative school environment that encourages communication and cooperation among all employees. |
| #3 | They have created and are maintaining an atmosphere of academic freedom and creativity allowing the school to meet its curricular goals. |
| #4 | Faculty and staff are conscious of and celebrate the diversity of their community, and the flexibility that each member has. |
| #5 | The Compensation Committee has been tasked with developing a five-year plan to address faculty compensation. |
ADMINISTRATION, FACULTY, & STAFF KEY ISSUES |
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| #1 | Need to re-examine the tasks and responsibilities placed upon administrators, especially in light of emerging evaluation processes. |
| #2 | Need for the Compensation Committee to continue its thoughtful work in revising the evaluation framework for faculty and staff in order to promote clarity and transparency in evaluation, and in encouraging personal and professional growth. |
| #3 | Need to address the issue of faculty retention with respect to compensation. |
STUDENTS STRENGTHS Chapter 6 |
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| #1 | Numerous student activities, clubs and programs provide strong leadership opportunities for the student body. |
| #2 | Maryknoll students actively demonstrate the spirit of the school motto, Noblesse Oblige, by living the Gospel on and off campus. |
| #3 | Strong admissions and enrollment procedures are followed. |
| #4 | Safe record-keeping policies are maintained. |
| #5 | There is school wide participation in various community and Christian service and social justice projects. |
| #6 | The faith and spiritual formation of students is integrated throughout the curriculum. Student retreats emphasize Catholic identity and bonding of students. |
| #7 | Expansive communication practices connect the school and home. |
| #8 | School diversity is recognized and celebrated through academic and cultural experiences. |
| #9 | Specialized counseling services support the needs of the whole child at all levels. |
| #10 | The Arts and Music programs promote the essential role of the arts in the learning and development of every child. |
| #11 | After school enrichment courses and activities encourage personal student growth. |
| #12 | Students are provided opportunities to participate actively in their own faith development. |
| #13 | The school runs a large and successful after school program. |
STUDENTS KEY ISSUES |
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| #1 | Need to continue to seek ways to identify and meet the needs of students with special needs. |
| #2 | Need to improve facilities for the fine art and performing arts, interscholastic sports and student activities. |
COMMUNITY OF THE SCHOOL STRENGTHS Chapter 7 |
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| #1 | The school’s Catholic identity and the “small school” environment is an important factor when parents choose to send their children to Maryknoll. |
| #2 | Maryknoll School provides multiple opportunities for faith enriching experiences for every student |
| #3 | The morning assembly at both campuses builds community through prayer, announcements and recognitions. |
| #4 | Maryknoll School provides an efficient and effective means of communication between home and school via newsletters, flyers, website, phone messaging, and alert mail. |
| #5 | Maryknoll School in partnership with teachers and parents has organized a successful means of collaboration through the development of the PTG. |
| #6 | Maryknoll School communicates and involves alumni via Knoller, flyers, website, phone calls, class representatives, and Alumni Relations Coordinator. |
| #7 | Maryknoll School fosters a vibrant family spirit where the school community collaborates to meet the needs of students. |
| #8 | Maryknoll School encourages and cultivates the on-going legacy of the Maryknoll Sisters by the students’ knowledge of their school motto and philosophy. |
| #9 | Maryknoll School has an active and well organized Alumni Association. |
| #10 | The School reaches out to the community, nation, and the world to those in need through class service projects, events, fundraising, and exchange program. |
COMMUNITY OF THE SCHOOL KEY ISSUES |
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| #1 | Need to consistently update the school website with information that is pertinent, engaging, and exciting. |
| #2 | Need to reach out to Maryknoll alumni with political, government or professional connections and encourage them to take an even greater interest in the school. |
| #3 | Need for increased opportunities for new parent involvement in the PTG. |
SECONDARY PROGRAM STRENGTHS Chapter 8 |
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| #1 | The administration provides the generous support for teachers’ development necessary to enhance student learning. |
| #2 | Faculty incorporates the ESLRs in the teaching-learning process, and students are aware of the essential question that guides the development of each course. |
| #3 | The principles of the Coalition of Essential Schools guide the development of curriculum and lesson planning |
| #4 | The ways the faculty gathered and discussed information to write Section 8 – The Secondary Program of the self study allowed the members of the faculty to gain a valuable insight of the work performed in other departments, thus promoting understanding among the faculty. |
| #5 | Information about the strength and weaknesses of the senior projects presentations permeates to the members of the faculty through the mentors and the teachers who listen to the presentations. Then the faculty considers improvements in the curriculum or its implementation. |
| #6 | Teachers have high expectations for themselves and for the students, and put forth extra effort to raise the students’ knowledge to the levels they consider appropriate. |
SECONDARY PROGRAM KEY ISSUES |
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| #1 | Need to address the space limitations in many classrooms. |
| #2 | Need to continue to improve the Internet connectivity for the high school division. |
| #3 | Need for the administration to seek ways to provide a more substantial budget to the Physical Education Department in order to make the renovation of equipment more independent of donations. |
| #4 | Need for the administration and faculty to improve the decision making process to purchase and update software. |
| #5 | Need for ongoing examination of the effects on student learning of the trimester scheduling in all subject areas, particularly the highly sequential areas of math, science, and language. |
| #6 | Need to continue curriculum mapping. |
ELEMENTARY PROGRAM STRENGTHS Chapter 9 |
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| #1 | Curriculum follows the school mission and Expected School wide Learning Results (ESLRs) by providing instruction on Catholic traditions, instilling responsibility, and providing service to the larger community. |
| #2 | Curriculum is in alignment with national standards and is continuously evaluated and revised to meet the changing needs of learners and society in general. |
| #3 | The school atmosphere is that of a caring community where administration, faculty, staff, parents, and students know one another and interact easily and comfortably. |
| #4 | Professional development of faculty is encouraged and supported by administration. |
| #5 | The faculty has developed benchmarks and grade level expectations. |
| #6 | The faculty uses research based strategies that include but are not limited to cooperative, project based, hands on and experiential methods of instruction. |
| #7 | There is a strong language arts curriculum that emphasizes journaling, writing and speech. |
ELEMENTARY PROGRAM KEY ISSUES |
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| #1 | Need to curriculum map all subject areas for better curriculum articulation from grade to grade in the different subject areas to remove gaps in the curriculum as well as eliminate redundancies in material covered. |
| #2 | Need for professional development and training for teachers in the area of differentiated instruction to address the different levels of ability in the classroom. |
| #3 | Need for integration of grade appropriate technology in all grade levels following a technology curriculum that will move students’ level of competence from one grade to the next. |
| #4 | Need for increased technology support to make maximum use of computers and other hardware and software programs in all subject areas. |
| #5 | Need for closer and more frequent collaboration between the faculties of both campuses to bring about a smoother transition from grade 8 to freshman year. |
LIBRARY/RESOURCE CENTER STRENGTHS Chapter 10 |
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| #1 | The libraries at both divisions supplement and reinforce student learning by providing excellent materials, tools, and resources for teachers and students. |
| #2 | Professional and knowledgeable staff is available to assist students and faculty in both libraries. |
| #3 | Based upon surveys, 80% of teachers utilize the library. |
| #4 | In the effort to support the school’s philosophy of education, teachers may request books for a thematic lesson or activity and the librarian from either division will fill a cart of books of the given topic or theme. |
| #5 | The Library Media Center program is based on and aligned with national standards from the American Library Association. |
| #6 | The Library Media Center has a student learning goal to become information literate with nine attainable outcomes. |
| #7 | Grades PK-8th grade are encouraged to participate in reading programs such as Read for the Nene, Children’s Book Week to enhance reading and language skills. |
LIBRARY/RESOURCE CENTER KEY ISSUES |
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| #1 | Need for a design of a long-range plan for use of the libraries. |
| #2 | Need for frequent collaboration between the two libraries and teachers. |
| #3 | Need for incorporating PK-2nd grade sooner in the rotation for the computer lab. |
| #4 | Need for ongoing analysis of library resources to best support school programs. |
| #5 | Need for more computers at the grade school |
| #6 | Need to examine use of computer room space at high school |
SCHOOL PLANT STRENGTHS Chapter 11 |
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| #1 | The school plant is well maintained. |
| #2 | Inspections and maintenance of facilities fall within state laws and guidelines. |
| #3 | The Facilities department adequately and speedily meets requests for repairs. |
| #4 | Organization and management of the Facilities department is efficient. |
SCHOOL PLANT KEY ISSUES |
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| #1 | Need to provide for a network infrastructure that will better meet the growing needs of faculty, students and administration. |
| #2 | for creative strategies in coping with the lack of facilities until they become available. |
| #3 | Need to investigate ways to make vehicle and pedestrian access to the campus safer. |
HEALTH & SAFETY STRENGTHS Chapter 12 |
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| #1 | The school administration has systematically updated two-way locks throughout the campus and has promulgated lock down procedures. |
| #2 | The school administration has acquired Automatic External Defibrillators for each campus, and has provided adequate training and certification to staff. |
| #3 | The school has provided appropriate traffic regulations for grade school students, including the use of Honolulu Police Department special duty officers, developing a dashboard identification system for parents and guardians, and providing a sign-out sheet for Pre-Kindergarten students. |
| #4 | The administration and Facilities Manager have upgraded the intra-school communications system by installing a new public address system at the high school. |
HEALTH & SAFETY KEY ISSUES |
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| #1 | Need to mitigate traffic hazards at the narrow driveway to the high school. |
| #2 | Need to complete Pandemic Plan |
| #3 | Need to provide a safe drop-off and pick-up location for chartered school buses at the high school. |
| #4 | Need to conduct “table top” exercises to simulate emergency situations to test capacity in responding to disasters and emergencies. |
| #5 | Need to obtain criminal background checks on all volunteers in coordination with the diocese. |