1 of School: APELO CRUZ ELEMENTARY SCHOOL

Name
Address: E. RODRIGUEZ STREET, MALIBAY PASAY CITY
School Head: GLENDA D. TABAQUIRAO
Contact Number: 851 - 5914
Email Address: aces_apelo@yahoo.com
School ID: 136590

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TABLE OF CONTENTS

I.Introduction ……………………. 4
II.Enrolment ……………………. 5
III.Nutritional Status ……………………. 6
IV.Learners Materials ……………………. 7
V.Teachers’ Professional
Development ……………………. 9
VI. Funding Sources ……………………. 11
VII. School Awards ……………………. 13
VIII. Drop - out Rate ……………………. 23
IX. Promotion Rate ……………………. 24
X. NAT ……………………. 25
XI. Literacy Level ……………………. 26
XII. SBM ……………………. 27
XIII. Child - Friendly School ……………………. 28
XIV. Stakeholders’ Participation……………………. 29
XV. Teacher - Learner Ratio……………………. 32
XVI. Learner - Classroom Ratio……………………. 33
XVII. Learner - Toilet Ratio ……………………. 34
XVIII. Learner - Seat Ratio ……………………. 35
XIX. Status of the Continuous
Improvement Program……………………. 36
XX. School Programs ……………………. 40
XXI. Other Stakeholders
Accomplishments ……………………. 43

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Apelo Cruz Elementary School envisioned to produce a

globally competitive learners that would best feature the totality of
the K to 12 outputs and so this Report Card is codified.

This archive provides every stakeholders with the necessary

data on the current status, condition and performance of the school
and serves as an important tool to guide the school in planning for
the next step towards aiming to be on top.

Attached in this report are informations gained within the

year for the purpose of gauging our school’s performance and de-
termining whether those targets and standards set by the DepEd
were followed and achieved. On the other hand, this SRC also pro-
vides an opportunity to display and announce to all stakeholders its
strengths and accomplishments achieved within the year. The past
school year 2015 -2016 has been productive to the school as we sa-
vor the variety of fruits harvested during the year both in academic
and sports in the division and even in the regional level. However,
behind those achievements the school still have to overcome those
hindrances encountered along the way like shortage of classrooms
and some service bureaus.

Amidst the school ups and downs, the teaching and non-
teaching staff of ACES took pride in promoting to our clienteles
that our school should be their first choice in preparing the future
of their children to have a strong foundation in terms of quality ed-
ucation and lifelong learning skills. We assure you that your chil-
dren is always our priority because we believe that “They are the
hope of our nation… the next generation who will continue to fight
for the good of our country.”

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1. Enrolment

Enrolment by Gender
1000
900
800
700 947 842
600 52.93% 47.07% 686 M
723
723 686
500 51.31% 48.69% F
51.31% 48.69%
400 ALS
300
200
100 25 25 15
0
2013 - 2014 2014 - 2015 2015 - 2016

As presented from the graph showing the

school population for three consecutive
school years, the number of male and female
enrollees have noticeably decreased from
1804 to 1409. This is due to massive reloca-
tion of informal settlers.
From 2012 to 2013 a decrease of
1.05% among male learners was noted while
an increase of .22% was recorded among fe-
male pupils. However, from 2013 to 2014 a
decrease of 8.72% among male and 12.52%
among female learners were recorded.

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2. Nutritional Status

Health Status 2015

577
562
600 39.52%
38.49%

568 562
500 38.39%
37.95%

400

300
Baseline
200
Endline
2.47% 3.90%
72 67
100 62
4.19%
36 67 57
4.52% 4.86% 46 49 35
46 26
4.86% 4.59% 44 35 20 5
4.19% 2.47% 4.52% 3.90%
3.11% 3.15% 2.97% 3.36% 2.36% 2.40% 1.36%
5
1.35% 0.34% 0.34%

0
M F M F M F M F M F
Severely Wasted Normal Overweight Obese
Wasted

The severely wasted learners in Kinder to Grade 3 comprised 5.52%

of the 1014 population, wasted pupils was 9.47%, 81.56% fell under the
Normal level, overweight was 1.48% and Obesity had a recorded 1.97%.
Out of 706 pupils in Grades 4 to 6, 1.98% belonged to the Severely
Wasted level, 8.64% fell under Wasted, Normal learners got the highest per-
centage with 87.11, and 2.27% was noted to be Overweight learners.
Severely wasted and wasted learners were included as beneficiaries
in the School-Based Feeding Program funded by the School Local Fund.
Other organizations like the Rotary Club of Pasay and PAGCOR also
adopted Apelo Cruz Elem. School in support of its Feeding Program.

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3. Learner’s Materials

A. Reference Materials
Kinder I II III IV V VI
English 234 96 239 45 183
Filipino 102 186 239 110 261
Math 127 193 239 104 118
Sibika/
116 277 239 15 110
Hekasi
Science 104 239 179 155
MSEP 239
EPP 239
Story
180
Books

There was an inadequate supply of reference books particular-

ly in English, Science, Yaman ng Lahi and EPP for Grades 2 and 3

under the K-12 Curriculum. Grade One had no Learners’ Materials

for all subject areas. However, learners’ materials in all subject areas

in Grade IV was sufficient. Grades 5 and 6 still implements RBEC cur-

riculum therefore no learners’ materials are yet to be distributed.

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3. Learner’s Materials

Learner’s Materials / Equipment

Quantity
Computer 11
TV Sets 6
Projectors 3
Printers 10
DVD/VCD 7
Learning Kit 30
Learning Package 373

The table above presents the learners materials/

equipment available in the school. The availability of these materials

is an evidence that the school is fully implementing the K to 12 curric-

ulum and is anticipating the idea of 21st Century Education.

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4. Teachers’ Professional
Development

Training of Teachers Attended SY 2015 -

2016
50
45
40
35
30
25
20
15
10
5
0

The graph shows the number of teachers who attend-

ed seminars/trainings as part of professional development. It can be
gleaned that almost 100% of them had able to participate and attend
except for K to 12 training since the Grade V and VI teachers are not
yet in the K to 12 Curriculum last SY 2015 - 2016.

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4. Teachers’ Professional
Development

Teachers Enrolled in Graduate Studies

4.44% 4.44%
4.50%

4.00%

3.50%

3.00%

2.50% 2.22% 2.22% 2.22% 2.22%

Axis Title

2.00%

1.50%

1.00%

0.50%
0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% 0.00%
0.00%
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6
2015 - 2016 0.00% 0.00% 0.00% 0.00% 2.22% 2.22% 2.22%
2016 - 2017 2.22% 0.00% 0.00% 4.44% 0.00% 0.00% 4.44%

The graph above shows the percentage of teachers

enrolled in graduate studies. It can be gleaned from the graph that

out of forty-six teaching staff there is a significant increase of teach-

ers in Kinder, Grade Three and Grade Six who are presently en-

rolled in graduate studies compared to SY 2015 - 2016 which signi-

fies that teachers are armed with the skills needed to produce a bet-

ter pupil learning outcome.

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5. Funding Sources

OTHERS
MOOE TRAVEL
35652.94 7714.95 TRAINING
5% 1% 67811.55
10%
REPAIR AND
MAINTENANCE
48463
7%

OFFICE and
INSTRUCTIONAL
MATERIALS SUPPLIES
AND EXPENSES
543151.87
77%

As shown from the pie graph above that for the last

SY 2015 - 2016 the school has given as MOOE Fund for a

total of 213,958.31. From this fund, 77% was allotted to

Office and Instructional Materials Supplies and Expenses,

Training was given to 10%, Repair and Maintenance 7%,

Other expenses 5% and Travel Expenses has given 1%.

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5. Funding Sources

5.2 Special MOOE

Under the Special MOOE Fund are the School - Based

Mangement (SBM) and Go Green with 25.67% allocation per month
on P19, 409.00. This amount is coming from the school’s MOOE
Fund.

5.3 Canteen

Canteen Funds is another source of the school where the

Supplementary Feeding which has the biggest share came from with 35%
allocation, followed by School Operations Fund 25%, H.E. Instructional Fund
10%, Faculty and Student Development Fund 15% and Revolving Capital
10%.
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6. School Awards and Recognition

Category of
Level
Awardees
(International,
Award (Student,
Title of Award National, Region,
Giving Body Teacher,
Division or
School Head,
School Level)
School)

Brigada Eskwela Division office

Division School
2nd Place of Pasay

Over-all Champion Division office

Division Learners
in Enerjam of Pasay

Our school received awards for 2nd placer in Division

BRIGADA ESKWELA project implementation and

an exemplary ENERJAM performance.

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6. School Awards and Recognition

Category of
Level (International, Awardees
Award Giving
Title of Award National, Region, Divi- (Student, Teach-
Body
sion or School Level) er, School Head,
School)

Strategic Intervention
Material (SIM)
DepEd—NCR Regional Level Teacher
Grade 3
Top 5
Strategic Intervention
Material (SIM) Division office
Division Level Teacher
Grade 3 of Pasay
1st Place
Strategic Intervention Division office
Material (SIM) of Pasay
Division Level Teacher
Grade 5
1st Place
Strategic Intervention Division office
Material (SIM) of Pasay
Division Level Teacher
Grade 6
1st Place

Creative Science Teachers participated and top the division level in

making the Strategic Intervention Materials for Grades 3, 5 and 6.
They became a qualifier for Regional Level.

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6. School Awards and Recognition

Award
Category of
Title of Award Giving Level
Awardees
Body
Photo Journalism (English) Division office of
Division Level Learner
4th Place Pasay
Photo Journalism (English)
DepEd—NCR Regional Level Learner
Qualifier

Photo Journalism (Filipino) Division office of

Division Level Learner
4th Place Pasay

Photo Journalism (Filipino)

DepEd—NCR Regional Level Learner
Qualifier

Editorial Writing (Filipino) Division office of

Division Level Learner
9th Place Pasay

Editorial Writing (Filipino)

DepEd—NCR Regional Level Learner
Qualifier

Pagsulat ng Balita Division office of

Division Level Learner
10th Place Pasay

Pagsulat ng Balita
DepEd—NCR Regional Level Learner
Qualifier

Editoryal Kartuning Division office of

Division Level Learner
5th Place Pasay

Editoryal Kartuning
DepEd—NCR Regional Level Learner
Qualifier
Pagsulat ng Balitang
Division office of
Pang-Agham Division Level Learner
Pasay
8th Place
Pagsulat ng Balitang
Pang-Agham DepEd—NCR Regional Level Learner
Qualifier

Cartooning (English) Division office of

Division Level Learner
8th Place Pasay

Cartooning (English)
DepEd—NCR Regional Level Learner
Qualifier
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6. School Awards and Recognition

Title of Award Award Giving Category of

Level
Body Awardees
Radio Broadcasting (Filipino)
1st Place
Best Anchor Division office of
Division Level Learner
Best in Infomercial Pasay
Best Scriptwriting
Best Technical Application

Radio Broadcasting (Filipino)

4th Runner Up-Overall
6th Place, Best Anchor DepEd—NCR Regional Level Learner
3rd Place, Best Infomercial
2nd Place Best Technical Application
4th Place, Best in Scriptwriting
Radio Broadcasting (English)
1st Place Division office of
Best in Infomercial Division Level Learner
Best Scriptwriting Pasay
Best Technical Application

Radio Broadcasting (English)

3rd Place, Best in Infomercial DepEd—NCR Regional Level Learner

Feature Writing (English) Division office of

3rd Place Division Level Learner
Pasay
Lathalain Division office of
8th Place Division Level Learner
Pasay
Lathalain
Qualifier DepEd—NCR Regional Level Learner

The school received awards during

the 36th Division Young Writers
Conference and Contests.

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6. School Awards and Recognition

Title of Award Award Category of

Giving Body Level Awardees

Division
Sci-Quiz Bee 2016
office of Division Level Learner
2nd Place
Pasay

Sci-Quiz Bee 2016

DepEd—NCR Regional Level Learner
Qualifier

Sci-Poster Making Division

Contest office of Division Level Learner
1st Place Pasay
Sci-Poster Making
Contest DepEd—NCR Regional Level Learner
Qualifier

Learners were awarded during the 2016 Division Sci-Quest and

were able to be qualified to the 13th Regional Sci-Quest.

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6. School Awards and Recognition

Award Giving Category of

Title of Award Level
Body Awardees

Declamation Contest Division office

Grade 6 of District Level Learners
1st Place Pasay

Declamation Contest Division office

Grade 5 of District Level Learner
2nd Place Pasay

Declamation Contest Division office

Grade 4 of District Level Learner
2nd Place Pasay

Reading Proficiency Division office

Grade 6 of District Level Learners
1st Place Pasay

Learners who joined different contest

during Reading month won 1st and 2nd place in District Level

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6. School Awards and Recognition

Title of Award Award Category of

Level Awardees
Giving Body
2016 MTAP DepEd
Challenge
1st Place, Written Division office
Division Level Learners
Competition of Pasay
2nd Place, Oral
Competition
STEP-Sales Inventory
Analysis DepEd—NCR Regional Level Learner
6th Place
STEP-Sales Inventory
Division office
Analysis Division Level Learner
of Pasay
1st Place

Tagisan ng Talino 2016

Division office
(HEKASI) Division Level Learners
of Pasay
3rd Place

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6. School Awards and Recognition

Award Giving Category of

Title of Award Level
Body Awardees

BASKETBALL Division office

Division Level Learners
QUALIFIER of Pasay

BASKETBALL Division office

District Level Learner
2nd Place of Pasay

BASEBALL Division office

Division Level Learner
QUALIFIER of Pasay

BASEBALL Division office

District Level Learners
2nd Place of Pasay

VOLLEYBALL
Division office
(BOYS) Division Level Learners
of Pasay
QUALIFIER
VOLLEYBALL
Division office
(BOYS) District Level Learner
of Pasay
3rd Place
VOLLEYBALL
Division office
(GIRLS) Division Level Learner
of Pasay
QUALIFIER

VOLLEYBALL
Division office
(GIRLS) District Level Learners
of Pasay
3rd Place

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6. School Awards and Recognition

Award Giv- Category of

Title of Award Level
ing Body Awardees
400 m Run
3rd Place Division
office of District Level Learners
800 m Run Pasay
1st Place
Division
800 m Run
office of District Level Learner
2nd Place
Pasay
Division
1 500 m Run
office of District Level Learner
1st Place
Pasay
Shot put
1st Place Division
office of District Level Learners
200 m Run Pasay
3rd Place
Javelin Throw
2nd Place Division
office of District Level Learners
Shot put Pasay
2nd Place
1 500 m
2nd Place Division
office of District Level Learner
800 m Pasay
2nd Place
Division
800 m
office of District Level Learner
3rd Place
Pasay

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6. School Awards and Recognition

Award Giving Category of

Title of Award Level
Body Awardees
BADMINTON
Division office
DOUBLES District Level Learners
of Pasay
3rd Place
BADMINTON SINGLES Division office
District Level Learner
3rd Place of Pasay
SEPAK Division office
District Level Learner
3rd Place of Pasay
TABLE TENNIS
Division office
(GIRLS) District Level Learners
of Pasay
2nd Place
ARNIS Division office
3rd Place of District Level Learners
2nd Place Pasay

Athletes won medals and trophies for their hard work during the
Division Palaro.

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7. Number and rate of drop-out

35.00%

30.00%

25.00%

20.00%

15.00%

10.00%

5.00%

0.00%
2012 - 2013 2013 - 2014 2014 - 2015
T 0.17% 0.00% 10.02%
F 0.23% 0.00% 10.35%
M 0.11% 0.00% 9.68%

The dropout
rate of the school
has rapidly in-
creased from on-
ly .17% in 2012 to
10.02 % in 2014.
The major cause of
the dropout of the
learners is due to
mass relocation.

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8. Percentage of Learners
who completed the School
Year (Promotion Rate)

100%
90%
80% 100% 100% 100% 100% 100% 100% 100%
70%
60%
50%
40%
30%
20%
10%
0%

The graph shows that the

Promotion rate of pupils was
maintained at one hundred per-
cent (100%). This may be attribut-
ed to the continuous efforts of
teachers to attend to the learning
needs of their pupils. It also signi-
fies a successful partnership of
parents and the school in the edu-
cation of their children.

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9. National Achievement Test

(NAT)

National Achievement Test Result

for Grade 6
75.16 73.97
80 70.11 69.43
66.42
70 61.49
60
64.31 63.8 60.02 69.9 68.8 65.37
50 2013
74.02 69.43
40 66.27 71.18 59.8 75.88 2014
30 2015
20
10
0
Filipino Math English Science Hekasi Total MPS

In the recent NAT, proficiency in

Mathematics was successfully achieved
with 75.16% while Makabayan and Sci-
ence are on the verge to satisfactory
level with 73.96% and 70.11% respec-
tively.
However, English with 61.49%
and Filipino with 66.42% proficiency level
need adoption of more interventions and
programs to successfully attain the 75%
proficiency level.

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10. Literacy Level

In English Phil-IRI 57% in Silent Reading and 91% in Oral Read-

ing belong to the Frustration Level, 32% and 7% for Instructional
Level and only 11% and 2% are independent readers in Silent and
Oral respectively.
The Filipino Oral Reading Test recorded a 65.01% Frustration
Level , 25.55% under the Instructional Level and 9. 42% only for the
Independent Level. In the Filipino Silent Reading Test, Frustration
Level got 31.82%, 40.43% under the Instructional Level and 27.74 or
306 learners fall under the Independent Reader Category.
Although almost half of the learners belong to the Frustration
Level, the quest for ZERO Non-Reader was successfully attained.

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11. School-Based Management

Assessment Level

SBM Level

1
Qualitative
Interpretation :

Developing

The school has been working hard towards its crossroads to excel-
lence which involves pursuing clear understanding of the school’s
objectives, rules and policies, attending to the needs of both teach-
ers and pupils, regular monitoring of school’s programs and projects
and strengthening partnership of stakeholders but unfortunately we
still under Developing Level of Assessment thus the need for revital-
izing the strength and weaknesses is strongly implemented.
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12. Child Friendly School

Survey Result

CFSS Points:

27
Qualitative
Interpretation :

Child Friendly
School

The school scored twenty—seven (27) points in the Child-

Friendly survey given to the different stakeholders of the school.
This indicates that the school is a Child-Friendly School which
means that it provides a safe and pleasant learning environment for
our clientele.

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13. Stakeholders’ Participation

13.1 Attendance

80% 75%

60%

Co - Curricular Meetings Assemblies

Stakeholders’ Participation is al-

ways more than satisfactory level. This
can be attributed to the open line of
communication between the school and
the stakeholders.

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13. Stakeholders’ Participation

13.2 Contributions

It can be gleaned from the graph that the school was able to
tap stakeholders. Out of various organizations, the Rotary Club of
Pasay was able to share 32% assistance to the school followed by
TELETECH with 24% assistance.
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13. Stakeholders’ Participation

13.3 Number of Volunteer Hours

Stakeholders

100,000.00 5000.00
10000.00
80,000.00

60,000.00
40000.00
80,000.00
40,000.00

20,000.00 25000.00 6000.00

5000.00
3000.00 5000.00 4500.00
1000.00 2500.00 800.00
700.00 3000.00
0.00
Brigada Contests Scouting Red Cross Others

Labor In-Kind Cash

Brigada Eskwela is the most participated by the labor

sector. Cash and in-kind are material assets with least provision
due to the school’s Depressed, Deprived and Unprivileged (DDU)
condition where clienteles’ families have irregular financial income.

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14. Teacher - Learner Ratio

Kinder to Grade 2
classes exceeded the
recommended class
size.
While Grades Three to
Six classes are com-
pliant to the standard
ratio per teacher of 1
is to 45.

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15. Learner - Classroom Ratio

Most grade levels are within the recommended pupil-

classroom ratio. This means that each classroom
accommodates not more than 45 pupils.

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16. Learner - Toilet Ratio

MALE Female

Number Ratio Number Ratio

6 1:60 8 1:42

One toilet seat per 60 pupils for boys and one toilet

seat per 42 pupils for girls is being utilized. This exceeds

with the normal ratio stipulated under the Department of

Education’s guidelines on 1:50 ratio on toilet seat to learn-

ers. The facilities are well-maintained since water supply

is readily available and the presence of maintenance staff.

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17. Learner-Seat Ratio

Learner - Seat ratio

1.2

0.8

0.6

0.4

0.2

0
1

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18. Status of Continuous

Improvement Program

Apelo Cruz Elementary School is within the Depressed, Deprived

And Underprivileged area of Malibay, Pasay City. It is a fact that some
pupils tend to get absent due to different reasons.

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18. Status of Continuous

Improvement Program

This greatly affects their academic standing in their classes specifically

their test results. Hence, the School Planning Team decided to focus on this
problem to meet their needs in ways we can help them go to school every
day without any hassle, motivate and even have their interest in going to
school.
It was on January 19, 2016 at 11:30 in the morning when the School
Planning Team and School Performance Management Team together with
the principal Mrs. Glenda D. Tabaquirao met and created the PROJECT
ACES(Annihilate the Complexity of Evasiveness of Grade Six pupils in
school)and had identified steps in addressing the problem. First, identify the
professional absentees and were done by the Grade six Advisers. The total
Number of professional absentees was 31. Second, meet the parents of the
absentees and was scheduled last January 21, 2016 at around 1 o’clock in
the afternoon at the school ground. Third, Home Visitation was carried out
and was given a time frame from January 22, 25-28, 2016. Mrs. Daisy M.
Gonatise, member of School Child Protection Committee, together with Mrs.
Maria Luz A. Uy, parent representative were tasked to do the home visitation
of Barangays 152, 156, 157, 15. Mr. Mark Alvin D. Asis, member of
SDRRMC and Mrs. Rosita T. Rivera, teacher representative, were tasked to
home visit the pupils residing at Barangay 150, 162, 163, 165 and 178.
Fourth, analysis and consolidation of data was done last January 29, 2016.
Lastly, interventions were determined to address the problem.

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18. Status of Continuous

Improvement Program

Some of the identified problems and interventions are as follows:

Peer Factor/Bullying
1.Interview the bully and the victim by the teacher
2.Conference the parents at the guidance office.
3.Counsel and solve the problem
4.Close monitoring of the adviser and the process observer
5.Had narrative report for monitoring and tracking
Health Factor
1.Conference with the parent
2.Include the pupils to the school feeding program
3.Seek help for donations from NGOs for supplementary vitamins
4.Had a narrative report for monitoring and tracking
Personal Attitude Factor
Let the child feel important by assigning them to the following
tasks:
1.Classroom Key Holder
2.Attendance Checker
3.Classroom Leader

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18. Status of Continuous

Improvement Program

Economic Factor
1.Conference with the parent
2.Refer the parents to the livelihood program of the Barangay.
3.Seek for adapt-a-child program
4.Had a narrative report for monitoring and tracking

Teacher-Related Factor
1.Had a heart-to-heart talk of the pupil and the teacher con-
cerned.
2.Strict compliance of child-friendly school system rules
3.Had a narrative report for monitoring and tracking

Environment-Related Factor
1.Class Advisers should provide a classroom conducive to learn-
ing.
2.Parent-teacher conference should be done on how to improve
the classroom environment.
3.Had a brainstorming among the pupils on the importance of
cleanliness inside the classroom.

With the different identified problems and interventions, the da-

ta had been interpreted, root cause had been identified, identified prob-
lems had been listed as shown above and had a narrative form for moni-
toring and tracking after the implementation of the intervention program.

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 Reach for a STAR (Student at Risk)

 K-12 Advocacy Program

 Adopt-A—School Program

 Guidance Program

 Oplan Sagip Mag-aaral

 Revitalization of school facilities and services

 Child-Friendly School System (Student Tracking System)

 Oplan: Hanap Drop-Out

 School Sports Development Program

 Self-Paced Learners Program (SPLP)

 Teacher-Parent Partnership Program

 Special Remedial Reading Program

 Learning Resource Management Development System

 Read Aloud Program

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 Continuous Improvement Plan (CIP)

 Quipper School

 E-Learning program (ICT Integration in Teaching and Learn-

ing)

 Organization of Computer Classes

 Mentoring the Mentors

 Science Sleep Over/Science Camp

 Read2Me

 Reading Camp

 School Feeding Program

 Construction of NAT-Parallel Test

 SBM Access

 Balik Paaralan

 Early Enrolment Campaign

 Integrated Health and Nutrition Program (Feeding/Gulayan

sa Paaralan/Ecosavers)

 Brigada Eskwela

 School Building Expansion Program

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 Procurement Program

 ALS literacy

 Remedial Classes

 Story Telling Hour

 Exploratory Journalism Classes

 MTAP Program of Excellence in Math

 Action Research Program

 TQC: Crusaders’ Synergia of Learning

 Revitalizing ACES Marching Band

 Technology-Based Instruction

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19. Other Stakeholders’

Accomplishments

The Local Government Unit through the Special Education Fund

provides personal services by supplying the school five (5) utility work-
ers and four (4) security guards. The LGU also pays for the mandatory
expenses of the school such as electricity, water and internet connec-
tivity (PLDT). In addition, the LGU also gave one (1) RISO machine
and one (1) Brother Printer which is very much needed for the produc-
tion of learning and test materials.

The school is very fortunate to have the support of the LGU espe-
cially the office of Hon. Congresswoman Emi—Calixto Rubiano who
had made our school covered court repaired. It is also the LGU
through the initiative of Hon. Antonino G. Calixto that the teachers are
given a monthly Cost Of Living Allowance (COLA).

With the benefits taken from the LGU, the school is empowered to
use these resources in making a child—friendly environment where
children can freely learn and grow. Furthermore, the school shall be
able to function efficiently and effectively because of the support given
by them thus leading to guarantee all the stakeholders a better quality
education.

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