SRC 2018 FINAL

School Head:GLENDA D. TABAQUIRAO

All schools aim to deliver a personalized education whichmeets the needs of all their learners and enables them to achievetheir maximum potential, both academically and in wider outcomes.Our accountability system needs to measure how successful we arein this endeavor. Thus, this School Report Card will be our primarytool in ensuring that the school will be held to account for its overallperformance across the full range of its responsibilities. This SchoolReport Card, will provide our key statement on outcomes across thebreadth of school performance: learner attainment, progress, andwellbeing; and the support the learners, teachers and parents arereceiving. Timoteo Paez Elementary School is committed in providing aclimate where all its learners can achieve and experience success.Our mission, through collaborative efforts with the home and commu-nity, is to encourage learners to believe in themselves, excel in per-formance, and to succeed in life. We strive daily to fulfill this mission. Notwithstanding the academic concerns and the decliningenrolment, we continue our unwavering commitment as we face thedaunting task of teaching learners who face personal and socio-emotional challenges on a broad scale. We are cognizant of thegeneration of children we have now, whose parents experi-enced hardships, loss of jobs, addiction and other adversities duringvery trying economic times.

Caught in the middle of this social and moral dilemma, theschool is bent on ensuring the delivery of content and skills neces-sary to close the gap. Each year we review student achievement, school climate,parent involvement, and teacher quality and develop a plan of actionto bring about improvement. Information gained from school reportcards, test results, and school personnel meetings are utilized to de-velop this action plan. We are blessed to celebrate a strong history of academic suc-cess as our students participate in various competitions that allowthem to demonstrate their understanding of rigorous standards. We will continue to build upon and refine our foundation ofgood work and many worthwhile traditions, with none being moreimportant than continuing to build upon our tradition of excellence ineducation. We at TPES believe that Together Everyone Achieves More,and we strive to create a team atmosphere with our students, teach-ers, parents, and community. When we all work together and dowhat is best for our children, we have positive results, academic ex-cellence and success for each and every child.

1. EnrollmentSCHOOL TOTAL (I-VI) TOTAL (Inc. Kinder) YEAR MF T MF T2017-2018 1716 1645 3361 1986 1896 38822016-20172015-2016 1832 1736 3568 2070 1984 4054 1967 1903 3870 2280 2161 4441 Figures show that enrolment slide continues with anaverage of 280 pupils (K-6) for the last three years. The three-year downturn had seen a decrease of 4.47% from the totalenrolment of 4,840 in School Year 2015-2016. Environmental or issues outside of the school such astransfer of residence and accessibility to the nearest school(catchment area) contribute to the enrolment decline. Likewise,significant number of drop-out cases negatively impact theschool’s enrolment. It is possible to turnaround a declining enrollment if theschool, with all its stakeholders, will work together to come upwith programs that will keep children in school.

2. Health and Nutritional StatusNumber of Learners by Health Status SY 2017 –2018 (June-January)Severely Wasted Normal Over- ObeseWasted weightPre Post Pre Post Pre Post Pre Post Pre PostK-III 69 42 193 143 1717 1785 105 95 41 25IV-VI 49 47 128 112 1222 1249 83 98 14 12Total 118 89 321 255 2939 3034 188 193 55 37 TPES recognizes that good nutrition is fundamental for children’s current and future health, as well as their de- velopment and learning. Through the School-Based Feeding Program and other health and nutrition programs such as deworming, vitamin and mineral supplementation, vaccination, etc, the school was able to improve the nutri- tional status of school children. Based on the baselinereport, 81% percent of the total number of pupils are withinnormal nutritional level and it slightly increased to 84 percentin March. The number of Severely Wasted dropped by 25percent (29 pupils) and Wasted by 21% (66 pupils). How-ever the number of Overweight increased by 5 percent (5pupils).

3.Learner’s MaterialsA. Reference/ Textbooks English Filipino Math Hekasi Science EKAWP/ ESPLevel Num- Num- Num- Ra- Num- Num- ber Ratio ber Ratio ber tio ber Ratio ber Ratio Number RatioKind- 0 N/A 0 N/A 0 N/A 0 N/A 0 N/A 0 N/A erGr 1 828 1:1 828 1:1 816 1:1 648 1:1 0 N/A 816 1:1Gr 2 220 3:1 220 3:1 220 3:1 220 3:1 0 N/A 260 2:1Gr 3 313 2:1 340 2:1 353 2:1 363 2:1 315 2:1 280 2:1Gr 4 341 2:1 0 N/A 318 2:1 314 2:1 354 2:1 0 N/AGr 5 608 1:1 608 1:1 531 1:1 608 1:1 324 2:1 561 1:1Gr 6 0 N/A 0 N/A 590 1:1 0 N/A 0 N/A 500 1:1 The table presents the number of available textbooks indifferent learning areas per grade level. By looking at the data, itcould be inferred that there is an insufficient supply of textbooksacross all grade levels with exemption to Grades One and Five. In the case of Kindergarten, learners are not providedwith textbooks instead they are given activity sheets and ma-nipulatives. To respond in the lack of textbooks, the school and theteachers provide learners with supplemental worksheets andlearning materials.

3.Learner’s MaterialsB. Learning Equipment Material/ Number Qualitative Description/ConditionEquipmentDesktop com-puters 44 FunctionalLaptop 3 FunctionalLCD Projector 16 FunctionalPrinters 11 FunctionalPocket Wifi 4 FunctionalLED Television 60 Functional The above data show the available technologicalequipment. Currently, the school has 44 desktop computers,3 laptops, 16 LCD projectors, 11 printers, and 4 pocket wifi. Recently, the GPTA donated and turned-over 60 LEDtelevisions to the school after their successful fund-raisingproject. TPES believes that the advent of technology has puta new spin on education and reshapes the classroom learn-ing experiences. Thus, providing a technology-assisted in-struction could further enhance the teaching-learning pro-cess and become more relevant to the 21st Century learnerswho are technologically-inclined.

4. Teacher’s Professional Development Ongoing professional develop- ment keeps teachers up-to-date on new research on how children learn, emerging technology tools for the classroom, new curriculum resources, and more. Teachers at TPES viewed Professional Development as an important means of improving teaching and learning as manifested in the graph.

4. Teacher’s Professional DevelopmentNumber of Teachers Enrolled/Graduate in Master of Arts Master of Arts in Doctor of EducationGrade With Academic With Academic Gradu-Level Gradu- Units Require- ate Units Require- ate ments mentsKinder 34Grade One 12 2Grade Two 8 1 1Grade 81 4Grade Four 7 61Grade Five 10 2 1Grade Six 10 2 21Total 58 12 13 3 For many teachers, seeking an advanced degree is alogical step in continuing their education. Although pursuingan advanced degree can be financially challenging, they be-lieve it can make a huge difference in their classroom and intheir career. To date, out of 123 teachers, 13 (10.57%) haveearned their Master’s Degree; 12 (9.76%) have completedtheir academic requirements; 58 (10.60%) have MA unitswhile. Only 3 (2.43%) of the total teacher population hasDoctorate units. 37 teachers (30%) teachers has yet to pur-sue their post-graduate studies due to some reasons such asold age, financial and time constraints.

5.Funding SourcesA. Sources of School Funding, SY 2017-2018 Sources of Fund Amount1. Regular MOOE Php 2,389,250.002. Special MOOE3. Canteen Funds Php 53,000.00 -Cooperative Managed Canteen Php 247,465.414. Adopt-a-School Php 1,951,727.31 (CY 2017) MOOE Fund remains as the main and the biggest source offund that helps sustain the overall operation of the school andfinance its on-going programs and projects aimed at deliveringquality education. For 2018, MOOE amounts to Php 2,389,250.00.Other sources of funds includes Special MOOE amounting toPhp 53,000.00; Canteen Funds– Php 247,465.41; and Adopt-a-School program of the school with total donations ofPhp 1,951,727.31. The school maintains the proper allocation of budget basedon the priority needs of the school as stipulated in the SIP, APP,PPMP and AIP. Liquidation of school funds is being done on timefollowing the COA Auditing Rules and Regulations.

5.Funding Sources B. Source of Fund (Special Education Fund) To suffice the wide-ranging needs of the basic educa- tion sector, the Local Government Unit of Pasay City through the Special Education Fund has generously and consistently providing assistance to TPES and other schools in the division. Through its school building program, a four-storey building was constructed at TPES in 2017 which now houses 20 classrooms. Another four-storey building which will replace the old Imelda Building is in the works. Additionally, SEP supports the acquisition of instruc- tional materials and equipment, sports and development assistance such as uniform and food of athletes and train- ers during cluster, division and Palarong Pambansa. SEF also augment the ALS, Remedial Reading and ALIVE teachers honorarium. At present TPES has the following personnel being paid through SEF: (1) school clerk, (1) school nurse, (1) school driver, and (2) utility workers. Through the years, SEF has become a significant source of financing school projects that help improve the standard of education and education facilities at TPES.

6.School Awards and RecognitionA. RECOGNITION  Division SBM Level 2B. SCHOOL AWARDS Brigada Eskwela 2017— Best Implementer - Mega School Division Level Pandistritong Palaro 2017, Overall Champion Pasay City Young Writers Conference and Contest, 4th Place Overall ChampionC. TEACHER AWARDS Rank Category Participant/sCheryline Y. Pulvera 1st Place Teacher’s GotLina E. Moldez TalentLuzviminda J. PahuyoJamaica B. Soriano Division LevelCherry Pie PauigLea N. CartinMary Ann D. AgotoEmelyn ArienzaRobert P. Irinco.Geraldine B. Relles Champion Teacher’s MonthGeraldine L. Balaguer SportsfestMariluo L. Celino Division LevelMaricris C. GinesRowena E. ValenzuelaAnnieflor R. Fajilagmago

6.School Awards and RecognitionD. STUDENT AWARDS DISTRICT LEVEL—Cluster Meet Participant/s Rank CategoryJohn Carlo B. Mendez 3rd Table TennisJames Adam R. Arpon 2ndShamia Charlene A. Olimpo 2nd (Singles)DJ T. Delos SantosIan F. Pamilacan 1st Table TennisDaniella S. Rosales (Doubles)Ashly Danaia G. Olimpo 2nd Badminton (Singles)Rafael Claudio 3rd BasketballJetlee CebalosGabriel AdongArvin Carl VelascoAldrin John SalonTimothy AmperGabrielle CoJerome Marvin ImbongVin BellenaDaryl Tenio 1st 100m DashGillian Derilo 2nd 100m DashCedric Rites 3rd 1500 Meter RunKhymyr – Syn C. Bane 1st Rhythmic Gym-Alyanna Chelssy S. Espiritu 2nd nastics 1st Volleyball (Girls)Lazarina Mae DeguiaCharlotte S. Tamayo 2nd Volleyball (Boys)Nicole TriaCassandra A. RosalesAlexandra Charize PadillaAbigail J. MapueElaine Joyce R. JasaShaina Claire D. PamparPauline L. DanzalanShela D. Delos SantosJonathan B. AguadoJairus Aeron C. LascanoEmmanuel G. MarcelinoJacob G. MarcelinoJohn Patrick MateumJohn Reniel A. QuisquinoJohn Paul M. QuitlongEarl T. Ventura

6.School Awards and Recognition District LevelParticipant/s Rank Category TaekwondoChristopher Bryan O. Reyes 1stPaul Benedict E. Quilapio (Boys)Luke Zeus C. PelinoRussel S. Amandy TaekwondoRJay V. Obtina (Girls)Steven Jhon P. MerzaLouvine Anne Balay 1stRona SumileAiden Gail P. SabianLiana Joy S. OligarioJean Clarisse ManforteAlthea L. SandiganLance Richmond P.Vargas 1st ArnisCyber June G. RestosoJeeros Karl Sabio 1stCyber June G. Restoso 3rdJeeros Karl Sabio 1st Chess (Boys) 1st Chess (Team)Adrian O. SalinoAlexander James L. Brown 1stAndrei Clyde S. Pacba BaseballChristian Dvae C. MoralesCy Roldan A. Ravago 1st Women's ArtisticFreetzie Kier T. Gomez 2nd GymnasticsHiroshe Penos 3rdJedric SensonJoel MagtibayLance R. FloritoSean Paul M. MontonTyron James O. SuganoAlexa Mae Coline N. MacasingPrincess Janica M. PadisPrecious Miriam A. MarinasVin Adrienne D. Villena 1st Lawn Tennis BoysShawn Russell S. Parreno 2nd (Singles)Jhon Rovhan D. MuyotCarl Neilvin D. Ollero 1st Lawn Tennis Boys 1st (Doubles)

6.School Awards and Recognition District Level Participant/s Rank CategoryKrisha Meryl A. Naz 1st Lawn Tennis GirlsMary Bernadette B. Lanot 2nd (Doubles)Kimberly Joy A. Maisog 1st Lawn Tennis GirlsRenee Corazon D. Muyot 1st (Singles)Ivan Castillo 1st Sepak TakrawChristopher San MiguelTimothy MendiolaJames Nashly Tolo Division Level38th Division Schools Press Conference Participant/s Rank CategoryXyrel James Canonoy 1st Science News WritingDelfin C. Angees 4th Copyreading & Headline 6thTim Aiken Leang 7th WritingCharles Matthew Baldemor 3rd News WritingSophia Abigail Escano 4th Feature Writing Pagsulat ng Balitang IsportsAngela Bungag 4th Pag-uulo at Pagwawasto ng 5thMarco Steeve Monastreal 10th BalitaClarence R. Fuentes KartuningPatricia Normie Claudio Pagsulat ng Balita Pagkuha ng Larawang Pam- pahayaganCyrill S. Dasalla 1st Photo JournalismZiandy Mae Aguilon News WritingSophia Denise Resuello Layout ArtistRexivave Dela CruzRosie Mae Payopay Radio BroadcastingCharice Mancera 2nd Technical AssistanceIrish Jade H. Montesina News Presenter Infomercial 3rd Panradyong PamamahayagIrish Jade H. Motesina News PresenterCedric Buac 2nd InfomercialRoseneisha Mae Castillo 3rd Script Writing

6.School Awards and Recognition Division LevelKindergarten Festival of TalentsParticipant/s Rank CategoryZeia Cassandra L. Fernando 3rd Folk DanceSofia Adriana NunezYohan Zoe Secolles 1st Women's ArtisticMa. Mikaela Denise B. Contado 2nd GymnasticsJames Christopher Lusuegro 3rdSean Khiel BarcellanoAedrian Arcilla Jr. 1st Lawn Tennis BoysKhodr Rachid Jr. 2nd (Singles)Jacob jay GonzalesKaitlyn Olivia LagneJohn Christopher D. SalarzaMia Czarina D. BalastaHeiron L. DaganganJuvy P. NogarJeremy M. PinedaVin Adrienne D. VillenaShawn Russell S. ParrenoJhon Rovhan D. Muyot 1st Lawn Tennis BoysCarl Neilvin D. Ollero 1st (Doubles) Division LevelMetrobank-DepEd-MTAP Math Challenge Participant/s Rank CategoryIshmael Mijares 3rd Written & Team OralPrince Bert Ruaya 3rd Written & Team OralShanai Daguinod 3rd Written & Team Oral 3rd Written & Team OralArvee M. Baranda 3rd Written & Team OralAndrei Charles F. Londonio 3rdQhris Mnemosyne D. RoaSnowdane Nack Maquillan 1stCharles James Paasa 1stFilha Ray Penelope Bautista 1stPatrick Vernie L. Harn 1stDarius Paul G. Lising 1stJohn Lois V. Picana 1stCharles Matthew Baldemor 1stChristian Garette G. Galamgam 1st

6.School Awards and Recognition Division Level Division Araling Panlipunan Quiz BeeParticipant/s Rank CategoryCharles Matthew Baldemor 1st Intermediate LevelEuclidian Brain Squeezers Challenge Participant/s Rank CategoryCharles Matthew BaldemorChristian Garette G. Galamgam 1st Intermediate LevelClarence R. Fuentes 1st Intermediate Level 1st Intermediate LevelEPP/AA/IE Technolympics Participant/s Rank CategoryPatricia Normie Zen Claudio 3rd Table Setting andWynea Firby C. Ramos 3rd Arrangement Bangus Sardines Making

6.School Awards and Recognition Regional LevelMetrobank-DepEd-MTAP Math ChallengeParticipant/s Rank CategoryCharles Matthew Baldemor 5th Written & Team OralChristian Garette G. Galamgam 5th Written & Team OralRegional Schools Press Conference Participant/s Rank CategoryZiandy mae Q. Aguillon 3rd Collaborative Pub-Cyrill S. DasallaSophia Denise U. Resuello 6th lishingAngela O. Bungag Copyreading and Headline Writing (Filipino)

6.School Awards and Recognition The preceding data highlighted the different awards and recognition given to exemplary teachers, outstanding pupils and to the school for their impressive performance in various competitions in the district, division and regional level. The awards and recognition that the school has re- ceived are indicators of the school’s firm commitment in creating a culture of excellence among its stakeholders.

7. Number and Rate of Dropouts by Cause Three Year Drop-Out RateSchool Year Total Drop-Out Total Rating 2017-2018 2016-2017 25 0.65 2015-2016 6 0.15 11 0.27 The number of drop-outs for this School Year(2017-2018) shoot up to 25. The number of learners whofell out of school increased by 19 (0.5%) despite theschools effort to hold and keep them in school. Some ofthese cases were side effect of insufficient personal andeducational support. Causes of Drop-outsFamily / Personal ProblemsLack of interest to studyHealth issues/problems The dropouts in the report identified major reasons forleaving school. What the stakeholders can do is to make theschool a more engaging place, improve instruction and sup-port for struggling learners, ensure that learners have a rela-tionship with at least one adult in the school (mentoring), andimprove communication between parents and schools.

8. Promotion Rate (Percentage of Learners Who Completed thePromotion Rate SY 2015-2016School Year Rating2017-2018 99.97%2016-2017 99.88%2015-2016 99.89% The percentage of learners promoted to the next grade level in the following school year rose steadily in the last three years to a peak of 99.97%.

9. Periodic Test- by Mean Percentage Score (MPS by Subject Area)Filipino 1st Q 2nd Q 3rd Q 4th QEnglish 64.63 63.26 64.75 67.59 51.50 55.67 58.52 60.69Science 63.08 64.9 55.06 66.67Math 53.43 53.08 55.59 57.80AP 56.59 54.23 57.27 59.29Mapeh 51.04 54.68 57.62 59.12EPP/TLE 47.88 51.15 56.26 58.38ESP 61.98 68.17 67.87 76.28 Graphic shows that ESP marks the highest MPSwith 76.28 percent and EPP/TLE being the lowest at47.88 percent. Noticeably, test results across all learningareas failed to reach the desired mastery level of 80 per-cent. Demographic factors, quality of instruction, and thevalidity and reality of test can be attributed to the learnersperformance.

9. Periodic Test- by Mean Percentage Score (MPS by Grade Level)One 1st Q 2nd Q 3rd Q 4th Q TotalTwo 78.63 78.28 76.04 74.89 76.96Three 64.86 61.81 60.72 68.38 63.94Four 53.77 45.30 53.77 55.89 52.18Five 49.22 63.49 65.33 67.62 61.42Six 55.67 49.39 54.13 63.44 55.66Total 55.60 52.78 50.75 52.49 52.91 59.63 58.51 60.12 63.79 60.51 Overall MPS is marked at 60.51 percent. GradeOne achieves the highest MPS at 76.96 percent butshowed a decreasing trend from first to fourth quarter.Grade Four is the only grade level that showed aprogressive pattern in its MPS. Results reveal thatthere is a need to bridge the gap and raise the perfor-mance level of pupils through appropriate interventionprograms

10. Literacy Level Graphic shows a remarkable improvement in the liter-acy level of learners tested. An average increases of 544learners (23.38 %) and 349 learners (15 %) was seenwithin the Independent and Instructional level respec-tively. Despite a decrease of 927 in the total number oflearners within the Frustration Level, a significant numberof learners still remains that should be subjected to inten-sive reading intervention program that will improve theirreading competencies.

10. Literacy Level Post-test results reveal an increase of 821 (28.43%) in thenumber of learners in the Independent level. The number oflearners in the Instructional level went down by 391 (13.54%)since some of them advanced to Independent Level. Like inEnglish, there are still a huge number of learners remaining atthe Frustration Level who needs to undergo reading interventionto improve on their reading skills.

11. School-Based Management Assessment Level APPES QualitativeAccredited School Interpretation: Level 1 MaturingDivision BESRA Qualitative SBM Interpretation: Level II ProgressiveHaving been accredited by APPES(Accreditation Program for Public Elementary Schools) in2014, Timoteo Paez Elementary School had now achievedthe Level II in the SBM Scale of Practice in the Division ofPasay City. The school is establishing and developing struc-tures and mechanisms that are helpful in achieving its de-sired goals and objectives; introducing and sustaining acontinuous improvement process; and ensuring that it pro-duces the intended outputs that lead to the attainment ofbetter education outcomes. Just recently, TPES was made the venue for pilottest for school-based management SBM) document analy-sis-observation-discussion in the division to ensure thequality of full-scale implementation of the SBM Phase 2validation.

12. Child-Friendly School Survey ResultCFSS Points: Qualitative 28.11 Interpretation: Child-Friendly TPES is a significant personal and social environmentin the lives of its students. It ensures every child is physicallysafe, emotionally secure and psychologically enabling. Theschool recognizes, encourages and supports children's grow-ing capacities as learners by providing a school culture,teaching behaviors and curriculum content that are focusedon learning and the learner. It aims to develop a learning en-vironment in which children are motivated and able to learn.Teachers create an effective and inclusive classroom. Staffmembers are friendly and welcoming to children and attend toall their health and safety needs. The school is a child-seeking school - actively identify-ing excluded children to get them enrolled in school and in-cluded in learning, treating children as subjects with rights;and demonstrating, promoting, and helping to monitor therights and well-being of all children in the community. TPES is a child-centered school -acting in the best in-terests of the child, leading to the realization of the child's fullpotential, and concerned both about the \"whole\" child(including her health, nutritional status, and well-being).

13. Stakeholder’s Participation Stakeholders Contributions1. Local Government Unit Construction of 4-storey 20-classroom Government Agencies school building Cost of Living Allowance of Teachers2. Non-Government Organi- Personnel Serviceszations (NGO’s) Water and Electricity ExpensesHands-on Manila Free vaccination and dewormingColgate PhilippinesPetron School supplies, gift packs, medicinesToyota Manila Bay Dental kitsMetrobank NBSS School supplies, school uniformsSamsung Electronics School supplies, guttersBPI Family Savings Bank Quaker oaths, Christmas gift packsAlaska First-aid kits, paintsRotary Club of Ermita Coin banksAllouette Foundation Milk productsShakeys PencilsMc Donald Christmas gift packs, cash Pizza Christmas gift packs3. Schools Division Office Training/seminars/workshops for teachers3. Parents 46 Flat screen TVs, 12 printers/scanners Amplifier, 4 speakers, 1 unit mass sur- round sound system, public address sys- tem speaker, flat TV for AVR, replacement of tiles (stage), repair of canopy roofing, uniforms and medals for various school activities/competitions, painting of pedes- trian lanes, repainting of plant boxes, etc. Table shows the high level of stakeholders’ participationto various school-initiated activities by extending neededresources and sourcing out funds. TPES have developed strong linkages with parents andpartners in the community in order to include them in planning,implementing and evaluating school activities directly asso-ciated to student’s’ learning activities. Stakeholders answer the call of the school in terms ofurgent activities, support for school policies and programs andparticipation to different activities of the school geared at pro-moting and developing learning outcomes.

13. Stakeholder’s Participation Graphic shows the various school activities and programs attended by its stakeholders. Attendance to Family Fun Day and Parents’ Conferences marks the most number of participants with 5,218 and 3,115 respectively. A total of 2,531 volunteered services during the Brigada Eskwela or equivalent to 20,178 volunteered hours; 910 stakeholders composed of parents, pupils and teachers joined the Nestle Wellness Campus Program which aims to promote a lifestyle of wellness among young people;

14. Learner-Teacher Ratio Total No. of Nationally Funded Teachers (Current SY) Enrolment, Level Current SY TOTAL Male Female Teacher: Pupil Ratio 5/Kinder- 520garten 23:1Grade 1 487 11 0 11Grade 2 565Grade 3 615 (2 sessions)Grade 4 579Grade 5 552 15 0 15 33:1Grade 6 569 17 0 17 33:1TOTAL 19 3 16 32:1(KtoG6) 3887 20 3 17 29:1 21 8 13 26:1 20 7 13 28:1 123 21 102 31:1 Data show that the school has an adequate numberof teachers in correlation to the student population with anoverall ratio of 31:1. This means that TPES maintains an ample numberof teachers every school year since learner-teacher ratiocan have a significant impact on the delivery of instruction.

14. Learner-Classroom Ratio Total No. of Classrooms Level Enrolment, In Good For re- Total Classroom - Condi- pair/ re- Pupil RatioKinder- Current SY habilitatigarten tion 1:26Grade 1 520 onGrade 2 1:37Grade 3 487 0 10 10 1:38Grade 4 565 1:44Grade 5 615 13 0 13 1:39Grade 6 579 15 0 15 1;42TOTAL 552 14 0 14 1:44(KtoG6) 569 15 0 15 12 1 13 3887 12 1 13 The table shows that there are sufficient numbers ofclassrooms in all Grade Levels. Despite exceeding the rec-ommended class size of 1:35 in Grades One to Six, still noclasses exceed in the red limit of 1:50 ratio set by the Depart-ment of Education in the House Bill 473. However, classrooms in Kindergarten need repair/rehabilitation and are relatively smaller than the ideal roomsfor pre-school learners. On the positive view, the construction for a new schoolbuilding has already started. It is anticipated that upon com-pletion, there will be more available and spacious classroomsfor the learners.

15. Learner-Toilet RatioFunctional ToiletsMale FemaleNumber Ratio Number Ratio12 166:1 13 149:1Toilet BowlsMale FemaleNumber Ratio Number Ratio18 110:1 30 63:1 The learner-toilet ratio is lower than the globalstandards set by the World health Organization (WHO)and United Nations Children’s Fund (UNICEF) of 1:50 formales (if urinals are present) and 1:25 for females. This isalso lower than the norm set by the Philippine SanitationCode which is 1:50 for boys and 1:30 for girls. Despite the lack of toilet, the school still ensuresthat each toilet is properly cleaned and maintainedthroughout the day to ensure that the health of thechildren will not be compromised. Moreover, the ongoingconstruction of the new school building will provide addi-tional toilets for the learners.

17. Learner-Seat Ratio Total No. of Seats Learner- Enrolment, Seat Level Current SY In Good For repair/ Total RatioKinder- Condition rehabilita- 1:1 garten tion 1:1Grade 1 520 365 0 365 1:1Grade 2 284 desks 487 (2 pupils 0 284 1:1Grade 3 per desk) 1:1Grade 4 284 1;1Grade 5 284 desks 1:1Grade 6 565 (2 pupils 0 615TOTAL per desk) 579(KtoG6) 552 615 615 0 569 579 579 0 552 552 0 569 569 0 3887 A learner-seat ratio of 1:1 is observed from Kindergar-ten to Grade Six. This means that the school has anadequate number of chairs and desks. Recently, Sen. Cynthia Villar donated 50 armchairsthat can be used for the next school year. With the sufficient supply of armchairs and desks, theschool assures that learners can find comfort and conven-ience while inside the classroom.

18. Status of Continuous Improvement (CI) Projects To test how parents of selected Grade One pupilswould make an impact on their children’s ability to read, theschool through a team of Grade One teachers conducted aContinuous Improvement Project entitled READS (Read Eve-ryday and Develop Self-Esteem) on the premise of mentoringparents to be mentors of their children. The project was aimed at helping identified Grade Onepupils who are struggling in reading to develop reading skillsand improve their reading level respectively with the help oftheir parents who were mentored by the Grade Teachers. Project READS has found to be effective since 22% ofidentified pupils who belonged to the C8 and C7 have pro-gressed to C5 and C4 reading levels.

19. Other Stakeholders’ Accomplishments TPES’ commitment of providing school children with an environment that will hone their greatest potentials is inching its way closer to realization as the involvement and partnership with its stakeholders are very evident. Construction of school building, repair and maintenance of school facilities, distribu- tion of school supplies, uniforms, medicines and hygiene kit, doing mural paintings, giving Christmas gift packs are some of the stakeholders endeavors not just to help but to inspire chil- dren to go to school. This partnership has incredible impact on the successful implementation of programs and projects in school.

“Coming together is a beginning; keeping together isprogress; working together is success.” ~ Henry Ford~