Republic of the Philippines Department of Education NATIONAL CAPITAL REGION SCHOOLS DIVISION OF PASAY CITY MARCELA MARCELO ELEMENTARY SCHOOL APELO CRUZ EXTENSION, MALIBAY, PASAY CITY January 20, 2021 DR. LORETA B. TORRECAMPO, CESO V Schools Division Superintendent Division of City Schools Pasay City Madam: This office takes pride and honor in endorsing to your good office the Annual Accomplishment Report CY 2020 and Milestones CY 2020 of Marcela Marcelo Elementary School. Thank you. Very truly yours, NORMA B. JAMON School Principal I Address: Apelo Cruz Extension, Malibay, Pasay City Telephone Number: 8734-8560 E-mail Address: [email protected]
EXECUTIVE SUMMARY Marcela Marcelo Elementary School has culminated the year 2020 with a bang despite the challenges brought about by the pandemic. The school completed another fruitful year with various milestones through the concerted efforts of the pupils, teachers, parents, support from stakeholders, and proactive leadership of the school administrator. The commitment to ensuring the holistic development of our school children served as a guiding principle in achieving our goals. To ensure that our children are equipped to face any challenge, we have focused on the improvement of the quality of instruction as we also provide equal importance to extra- curricular activities that would definitely help our pupils develop their potentials in different aspects. This Annual Accomplishment Report documented the artifacts of all the programs and projects implemented by the school to achieve its goal. In order to rally with the department in realizing the vision and mission, this academic institution revitalized its relationship with its stakeholders. The school can’t do it alone in meeting the standards. Linkages and networking with different NGOs, GOs and LGU definitely helped in realizing its dream of an exemplary school. This year, the school intensified its programs and projects to improve and increase the declining enrolment for the past three years. In two consecutive years, the school marked a decrease in enrolment. A decrease of 1.32% was recorded from the school year 2018-2019 and school year 2019-2020. However, the school recorded a minimal increase of 1.05% in enrolment for the present school year. This increase is attributed to the transfer of students from nearby private schools due to the pandemic. The school continuously intensifies the Early Enrolment Campaign to further increase the enrolment for the next school year. However, the Alternative Learning System (ALS) recorded a 100% increase of enrolment with 71 learner-enrollees. The school also intensified the Project LMK ( Lista Mo Kinabukasan Ko) which focuses on increasing the enrolment through intensified early enrolment campaign, child mapping activity, and information dissemination. The school also faces another challenge in terms of increasing the achievement level of the pupils in all subject areas. There is a minimal decease in the performance of pupils in some subjects which prompted the school leadership to intensify the monitoring and coaching /observation of classes and LAC sessions concerning the improvement of classroom instruction. On the other hand, there is a notable improvement in the reading levels of pupils in all grade levels. However, there is still a need to focus on the improvement of comprehension levels of pupils through the different reading interventions conducted by the school.
Project ROSE ( Read One Story Everyday) and the BINHI English Literacy Foundation with three years reading intervention program for kindergarten and grade two pupils. These intervention programs are aside from the Remedial Reading Program sponsored by the local government unit. The school also reaped awards in various contests both academic and non-academic competitions. Some of the school’s milestones in terms of competitions are the medals for MTAP and Scouting at the regional level. Sports enthusiasts of the school also brought medals in the division level as well as the Mathematicians of the school. The school also focused on the improvement of the school facilities and learning environment of the pupils. The newly constructed 24 classrooms four- storey building will be used by grades one, two, five, and six pupils when the face to face classes resume for the coming school year. The school has a newly constructed stage, newly renovated covered court sponsored by the local government. At present, the conference room, clinic and dental room is being renovated. Project BAG- SIC was awarded as the Schools’ Best Practice that brought big changes in the school landscape. A notable change in the school environment was recognized by stakeholders. School facilities are also upgraded with the support of the Local Government and stakeholder-partners. As we share the yearly achievement of the school, this years’ Annual Accomplishment Report proved that through the years our school never fade in making a difference. We embarked on various initiatives, strategies, and interventions to level up the quality of the teaching-learning process. Despite the existing constraints and the challenges caused by the pandemic, the school increased its effort to tie up with various stakeholders that could help and support various programs and projects for the benefit of the children and the school as a whole . Teacher’s renewed commitment and dedication in delivering quality and liberating education paved the way to the fulfillment of its mission to educate our children. Parents also manifest- ed unwavering support and cooperation on the implementation of the school’s programs and projects.
KEY PERFORMANCE INDICATORS .
COHORT -SURVIVAL RATE Cohort Survival Rate Table 1 School Year Cohort Survival Rate 2018 — 2019 75% 2019-2020 78% Increased/Decreased 3% + The table shows a 3% increase of Cohort Survival Rate from school year 2018– 2019 to school year 2019– 2020. Figure 1 Cohort Survival Rate School Year The percentage of a cohort survival rate of pupils who were able to reach grade 6 increased at about 3% from the previous school year 2018-2019 and 2019-2020. The graph presents a two- year comparison of the Cohort Survival Rate. From 75% for the school year 2018-2019 decreased to 78% for the school year 2019- 2020. The increase of the cohort survival rate indicates that the number of pupils who reached grade six levels is increasing.
DROP OUT RATE Table 2 Drop Out Rate School Year Simple Drop-Out Rate 2018 — 2019 0.28 2019— 2020 0.91 Increased/Decreased 0.6+ Figure 2 Figure 3 CDorohport OSuurtvival Rate The table and Stchheoogl Yraeaprh show an increasing drop out rate. An increase of 0.60% was recorded from school year 2018-2019 to school year 2019-2020. This is in spite of school interventions given to pupils-at-risk of dropping out (PARDO) and the intensifi- cation of home visits of class advisers. The increase of drop-out rate is attributed to the transfer of residence in the demolished residence in the nearby community which is the catchment area of the school.
SCHOOL LEAVER RATE Table 3 School Leaver Rate School Year School Leaver Rate Figure 42018 — 2019 0.28 2019 — 2020 0.91 Increased/Decreased 0.60+ Figure 3 SchoFoigl ure 3 Lever Rate ScChoohool rt LeSvuerrvival RaRtaete School Year School Year School Year The table and the graph show an increase of school leaver rate at about 0.60% from school year 2018-2019 to school year 2019-2020. The school needs to intensify its PARDO initiative to attain the target of zero school lever rate.
COMPLETION RATE Table 4 Completion Rate School Year Completion Rate 2018 — 2019 93.50% FiFgiugurere255019— 2020 98.76 Increased/Decreased 5.5%+ Figure 4 SchoFoigl ure 4 Lever Rate Cohort Survival Completion Rate Rate School Year School Year School Year The table and the graph show an increase in completion rate at about 5.5% from 93.50% of school year 2018 -2019 to 98.76% of school year 2019-2020. The increase in completion rate is a good indication that the interventions conducted by the school to address the decreasing completion rate of the school is effective.
1. HIGHLIGHTS OF ACCOMPLISHMENTS (ACCESS) .
1.1 THREE YEAR ENROLMENT DATA Table 5 Enrolment Data Grade Level SY 2018-2019 SY 2019-2020 SY 2020-2021 Kindergarten 198 199 226 One 246 215 202 Two 231 250 222 Three 250 235 262 Four 257 243 249 Five 236 260 237 257 Six 245 240 1655 TOTAL 1663 1641 Figure 5 Figure 1 NO OF S T U D E N T S In two consecutive years the school marked a decrease in enrolment. A decrease of 1.32% was recorded from school year 2018-2019 and school year 2019-2020. However, the school recorded a minimal increase of 1.05% in enrolment for the present school year. This increase is attributed to the transfer of students from nearby private schools due to the pandemic. The school continuously intensifies the Early Enrolment Cam- paign to further increase the enrolment for the next school year.
1.2 THREE YEAR ENROLMENT DATA Table 56 ALS Enrolment Data School Year 2018-2019 2019-2020 2020-2021 67 ALS Enrolment 35 75 Figure 6 ALS Enrolment Data The figure shows the Alternative Learning System ( ALS ) enrolment for the last three years. There is an increase of 40 learners or more than 100% for the school year 2019-2020. In the present school year, the number of students in each class was limited to only 15-20 students. For this reason, the school cannot accept any more enrollees instead, those who want to enroll were referred to the mobile teachers of the nearby community of the school. It is for this reason that the enrolment for the present school year decreased.
1.3 PROGRAMS PROJECTS AND ACTIVITIES RELATED TO ENROLMENT PROJECT LMK (Lista Mo Kinabukasan Ko) Pursuant to DO 03, S 2018 also known as BASIC EDUCATION ENROLMENT POLICY in which the department is institution- alizing an efficient enrolment process both in public and private schools that offers basic education in the country, Marcela Marcelo ini- tiated this school-based project to address the problem of declining enrolment for the last three years. This project aims to ensure that all five-year old children of the school’s catch- ment area are enrolled in Kindergarten. Map- ping of households in barangays 172, 173, 174, 175, 176, 177, 180, 181 and 182 and record information for potential enrollees of Alternative Learning System (ALS) will be done to ensure that all children in the commu- nity are in school as well as the out-of-school youth and learners with special educational needs. The declining enrolment for the past three years is attributed to the demolition of informal settlers in the nearby community. Transfer of the pupils to other nearby schools due frequent flooding around and inside the school premises during rainy season and the presence of various private schools around the school which is the catchment area of the school. At present the proponents of the pro- ject are preparing for the incoming early en- rolment campaign. The intensification of in- formation dissemination regarding the early enrolment is being done as part of the activities included in the project. Aside from this project the school also have the Project PARDO and Project HANAP BATA as part of the initiative to improve the enrolment of the school.
2. HIGHLIGHTS OF ACCOMPLISHMENTS (QUALITY) .
2. QUALITY 2.1 RESULTS OF PERIODIC EVALUATION OF LEARNING OUTCOMES 2.1.1 FILIPINO RESULTS OF PERIODIC EVALUATION OF LEARN- ING OUTCOMES Table 7 IN FILIPINO Grade S.Y. 2017-2018 S.Y. 2018-2019 S.Y.2019-2020 Level 79.07 75.99 80.31 Grade 1 76.31 72.58 80.32 Grade 2 77.79 82.84 81.67 Grade 3 Grade 4 78.04 69.31 78.82 Grade 5 74.66 70.69 74.07 Grade 6 74.32 74.85 82.42 Combined MPS 76.70 74.38 79.60 Figure 7 Combined MPS School Year The table and the graph show the results of the Periodic Evaluation of Learning Outcomes in Filipino in all grade levels for three consecutive years. A decrease of 2.02% was noted for S.Y. 2018-2019 with an MPS of 74.38% compared to 76.70% of S.Y. 2017-2018. However, the school recorded an increase of 5.2% for school year 2019-2020. This is a good indication that the intensified monitoring of the master teachers, principal and supervisors is effective.
2.1.2 ENGLISH Table 8 Grade RESULTS OF PERIODIC EVALUATION OF LEARNING Level OUTCOMES IN ENGLISH Grade 1 S.Y. 2017-2018 S.Y. 2018-2019 S.Y. 2019-2020 Grade 2 80.32 79.88 78.49 Grade 3 74.62 74.20 75.77 Grade 4 78.48 78.50 82.90 Grade 5 77.97 76.90 75.16 Grade 6 78.38 78.12 70.41 73.84 75.25 80.22 Combined MPS 77.26 77.14 77.16 Figure 8 Figure 4 Cohort Survival RCaotme bined MPS School Year School Year The results of the Periodic Evaluation of Learning Outcomes in English are shown on the above table and graph. This is across all grade levels for three con- secutive years. A minimal decrease of 0.62% was noticed for S.Y. 2018-2019 with a 77.14 MPS compare to 77.76% MPS for S.Y. 2017-2018. On the other hand, an increase of 0.02% was noted for the school year 2019-2020. Though there is a minimal increase in the performance of pupils in English subject still, close moni- toring of the supervisor, school head, and the master teachers is needed to further increase the performance and meet the 85% target of the division.
2.1.3 MATHEMATICS RESULTS OF PERIODIC EVALUATION OF LEARN- ING OUTCOMES Table 9 IN MATHEMATICS Grade S.Y. 2017-2018 S.Y. 2018-2019 S.Y. 2019-2020 Level 73.32 77.56 80.73 75.26 71.56 77.08 Grade 1 79.64 79.82 81.74 Grade 2 Grade 3 72.56 74.72 78.47 Grade 4 Grade 5 73.92 73.15 70.00 Grade 6 73.62 71.14 79.24 Combined MPS 74.72 74.67 77.71 Figure 9 CoChoomrtbined SuMrvPivSal Rate School Year School Year The results of the Periodic Evaluation of Learning Outcomes in Mathematics are shown on the above table and graph. This is across all grade levels for three consecutive years. A minimal decrease of 0.05% was noticed for S.Y. 2018-2019 with a 74.67% MPS compare to 74.72% MPS for S.Y. 2017- 2018, while an increase of 3.0% was recorded for the school year 2019-2020. There is still a need to intensify the close monitoring of the school head and the master teachers to improve the performance level of pupils in Mathematics and realized the 85% target of the division.
2.1.4 SCIENCE RESULTS OF PERIODIC EVALUATION OF LEARNING OUT- COMES Table 10 Grade IN SCIENCE Level S.Y. 2017-2018 S.Y. 2018-2019 2019-2020 Grade 1 - - - Grade 2 - - - Grade 3 Grade 4 77.40 81.88 84.67 Grade 5 77.74 72.26 74.46 Grade 6 75.26 64.64 65.79 73.57 69.23 81.78 Combined MPS 75.99 72.00 76.68 Figure 10 Cohort Survival Combined Rate MPS School Year School Year The results of the Periodic Evaluation of Learning Outcomes in Science are shown on the above table and graph. This is across all grade levels for three consecutive years. A decrease of 3.99% was noticed for S.Y. 2018-2019 with a 72% MPS compare to 75.99% MPS for the S.Y. 2017-2018. However, an increase of 4.6% was recorded for school year 2019-2020. There is still a need to intensify the close monitoring of the school head and the master teachers to improve the performance level of pupils in Science and realized the 85% target of the division.
2.1.5 ARALING PANLIPUNAN Table 11 RESULTS OF PERIODIC EVALUATION OF LEARNING OUTCOMES Grade IN ARALING PANLIPUNAN Level S.Y. 2017-2018 S.Y. 2018-2019 S.Y. 2019-2020 Grade 1 77.98 79.87 80.93 Grade 2 Grade 3 75.80 72.68 79.19 Grade 4 Grade 5 75.80 82.63 80.66 Grade 6 77.56 76.06 77.29 Combined MPS 78.16 65.99 64.74 70.94 72.87 82.30 75.88 75.02 77.52 Figure 7 Figure 11 CCoohmobrtined SMurPvSival Rate SchooSlcYheoaorl Year The results of the Periodic Evaluation of Learning Outcomes in Araling Panlipunan are shown on the above table and graph. This is across all grade levels for three consecutive years. A minimal decrease of about 0.86% was recorded in S.Y. 2018-2019 with 75.02% MPS compare to 75.88% MPS of S.Y. 2017-2018. An increase of 2.5% was noted for the school year 2019-2020. There is a need to intensify the monitoring of teachers in order to in- crease the performance level of pupils in AP to reach the division target of 85% MPS.
2.2 READING LEVELS OF LEARNERS Table 12 and Figure 12 PHILIRI RESULTS IN ENGLISH S.Y. 2019-2020 Figure 12 Cohort Survival Rate The school’s initiative to improve the literacy level of pupils in English is reflected on the PHIL-IRI results. A remarkable increase of instructional and independent readers from the pre-test untilScthhoeolcYoenadr uct of the post test with 194 to 327 or 30% and 36 to 137 or 70% respectively, and a decrease under frustration level from 399 down to 187 or 50% is a proof that the interventions made by the school and teachers were effective. The intense remedial reading program also helped in at- taining zero non-reader target for the post test.
2.2 READING LEVELS OF LEARNERS Table 13 and Figure 13 PHILIRI RESULTS IN FILIPINO S.Y. 2019-2020 Cohort Survival Rate The school’s initiative to improve the literacy level of pupils in Filipino is reflected on the PHIL-IRI results. A remarkable increase of instructional and independent readers from the pre-test untilScthhoeolcYoenadr uct of the post test with 297 to 547 or 40% and 305 to 432 or 20% respectively, and a decrease under frustration level from 596 down to 229 or 61% is a proof that the interventions made by the school and teachers were effective. The intense remedial reading program also helped in attaining zero non-reader target for the post test.
2.3 ALS ACCREDIATION & EQUIVALENCY (A&E) TEST PASSERS Figure 14 The Alternative Learning System recorded an increase of test passers for the last three years. In school year 2016-2017, 16 out of 20 test tak- ers passed the test or aScnho8o0l%Yeaprassing rate. The following year, 21 out of 25 test takers passed the test or an 84% passing rate. Another 88% passing rate was recorded in school 2018-2019 with a 22 passers out of 25 test takers. The good performance of the ALS class gave way to a 100% increase of enrolment for the present school year.
2.4 NUMBER OF LEARNER’S MATERIALS BY SUBJECT AREA PER GRADE LEVEL TABLE 14 NUMBER OF TEXTBOOKS Level Subject: Subject: Subject: Math Subject: Subject: English Science Filipino AP Number Ratio Number Ratio Number Ratio Number Ratio Number Ratio Kinder Grade 250 1:1 221 1:1 278 1:1 1 Grade 122 1:1 108 1:1 115 1:1 115 1:1 207 1:1 2 138 1:1 224 1:1 Grade 254 1:1 279 1:1 281 1:1 281 1:1 211 1:1 1173 1:1 3 Grade 157 1:1 133 1:1 144 1:1 151 1:1 4 Grade 210 1:1 209 1:1 250 1:1 201 1:1 5 Grade 211 1:1 6 TOTAL 743 1:1 621 1:1 1244 1:1 969 1:1 The table shows that books are sufficient with 1:1 ratio except for kinder. The library/LRC is now functional for pupil’s use. There are several learning resources present in the library. The school is now working out with an NGO the International Women’s Peace Group in putting up a Reading Hub for our pupils.
2.5 OTHER INSTRUCTIONAL MATERIALS PRODUCED Table 15. NUMBER OF FUNCTIONAL COMPUTERS AND ICT EQUIPMENT BY FUNDING SOURCE Other DepEd DepEd LGU/ PTA Private Govt. Others Total DCP Non-DCP SEF Donations Agencies Academic Use 2 0 00 0 10 0 12 Desktop 0 00 0 0 00 0 0 00 Notebook/Netbook 0 0 12 Tablet 0 0 00 0 0 01 0 01 Desktop Virtual Terminal 12 0 0 0 0 0 01 LED TV 0 02 1 0 00 0 0 02 Network Switch 0 01 Printer 1 0 00 0 Projector 0 04 UPS 1 0 00 0 0 03 0 00 Wireless Router 2 0 00 0 0 00 Administrative Use 0 00 2 0 00 0 0 00 Desktop 0 00 Notebook/Netbook 1 0 00 0 0 00 0 00 Tablet 0 0 40 0 0 00 Desktop Virtual Terminal 3 0 00 0 0 0 00 0 LED TV 0 0 00 0 Network Switch 0 0 00 0 0 0 00 0 Printer 0 0 00 0 Projector 0 0 00 0 0 0 00 0 UPS 0 0 00 0 Wireless Router The Department of Education (DepEd) raises the Information Communication Technology (ICT) literacy of learners, teachers, and school heads by integrating ICT in the school system, and by provid- ing computer laboratory packages and e-Classroom to elementary schools nationwide through its Com- puterization Program (DCP). Under the DCP, schools receive information technology (IT) equipment such as host personal computers, terminals, laptops, projectors, uninterruptible power supplies, automatic voltage regulators (AVR), and other network accessories. Training on simple trouble shooting is also given to the benefi- ciaries. The LGU also donated 4 additional computer sets for administrative use and another 5 LED 32 inches Television for classroom use coming from PAGCOR.
2.6 WINNINGS IN VARIOUS ACADEMIC COMPETITIONS TABLE 16 WINNINGS IN DIFFERENT LEVELS DIVISION LEVEL PLACE CONTEST WINNER TRAINER 5th place Metrobank- Shana Mae Celso Rachelle Ann T. Campos MTAP DepEd Math Chal- lenge (Elimination 3rd place Metrobank- Vince Barcelon Anne Tapia MTAP DepEd Darleene Anaviso Felipe V. Betita Lence Patrick Labandia Math Chal- lenge Julie Anne Gatmin Samuel Ybriel Mana- (Elimination round) lansan Julianna Tomas 8th place Metrobank- MTAP DepEd Math Chal- lenge (Elimination Mary Pearl Torres
2.7 WINNINGS IN NON-ACADEMIC COMPETITIONS TABLE 17 REGIONAL LEVEL PLACE CONTEST WINNER TRAINER John Wil Marano Karen F. De Vera Participant That’s My Kab 2020 TABLE 18 DIVISION LEVEL PLACE CONTEST WINNER TRAINER John Wil Marano Karen F. De Vera Participant NCR That’s My Kab
2.7 PROGRAMS PROJECTS AND ACTIVITIES RELATED TO CURRICULUM IMPLEMENTATION PROJECT ROSE (Read One Story Everyday) The barriers faced by children with difficulty in reading outweigh their desire to read, and without proper guidance, they never overcome them. Learning to read is a sequential process; each new skill builds on the mastery of previously learned skills. The Phil-IRI Results showed great number of pupils under frustration level is in grade two level. Hence, the formal reading starts on this grade level, it is but proper to make early interventions to those pupils identified with poor reading ability and comprehension. This school-based project is an initiative to address the problem pupil’s reading comprehension in grade two. This project aims to develop pupils’ comprehension level, enrich vocabularies, and rekindle love for reading in grade two. This routinary activity will develop their habit in reading at the same time practice fluency and spelling. This reading intervention is a daily reading activity before the class starts. With this daily practice of reading, pupils will adopt the habit of reading and develop their com- prehension both in English and Filipino. Aside from this project the school also intensify other reading programs such as Project BAP (Buklat Aklat Project ) for Kindergarten and Project MARUNONG Ako for Grade One. At present the school finalize its partnership with the BINHI Foundation for a Reading Intervention Program which will run for three years. In order to improve the results of the periodic evaluation of learning outcomes, the school has also intensified LAC sessions on the preparation of periodic examination.
3. HIGHLIGHTS OF ACCOMPLISHMENTS (GOVERNANCE) .
3.1 SCHOOL’S PBB RATING Table 19 SCHOOL PERFORMANCE School Year Rate 2017 4.69 2018 4.702 2019 4.726 Figure 15 School Year The school has an increasing performance rating for three consecutive years. An average of 4.690% for fiscal year 2017, 4.702% for 2018 and 4.726% for 2019. The school falls under BEST performance in category and rank 13 out of 170 medium schools in NCR.
3.2 RESEARCH CONDUCTED BY TEACHERS In its continuous quest to encourage teachers to conduct researches , MMES Master Teachers were awarded certificate of recognition as contributors to “KATIKHAN” an SDO-Pasay Research Journal last year. Ms. Carmencita P. Centeno, Master Teacher 2 for her research “ The 5E’s (Engage, Explore, Explain, Elaborate and Evaluate) Approach : An Intervention to Improve the Achievement Test in Science 6 and Mrs. Melissa S. Opena , Mas- ter Teacher 1 for another research entitled “ The Use of Computer-Based Multimedia Instruc- tion to Alleviate the Math Anxiety of Grade Three Pupils. This year, Ms. Rachel Campos conducts a research entitled “Effects of the Use of Interactive Online Activities and Modular Activities On the Student’s Achievement In Cohort Mathematics Subject of Grade Three Students of Marcela Marcelo Elementary School”. This Survival study will use the designRaotef interactive online activities and modular activities from the perspective of situated learning and discussed the critical characteristics that are present in learning environments designed using this theory. The role of the teacher and the importance of allowing collaboration be- tween teachers and learners will be discussed. The paper indicated that even the best interactive online activities can be used ineffectively without considering appropriate conditions of implementation School Year in the classroom.
3.3 SCHOOL-BASED FEEDING PROGRAM Table 20 SCHOOL BASEDFEEDING PROGRAM BENEFICIARIES School Year Number of Feeding Beneficiaries 2018-2019 218 2019-2020 254 2020-2021 358 Figure 16 The school recorded an increasing pupil-beneficiaries of the school feeding program for the last threSechoyoelaYresa.rIn school year 2018-2019 there were 218 pupil beneficiaries while 254 pupils for school year 2019-2020. At present a total of 358 pupils enjoy the free milk provided by the school feeding. Based on the recent nutritional status report, there is a decrease of severely wasted pupils while an increase in number of pupils under the normal level of nutrition. This is a good indication that the feeding program of the school improves the nutritional level of the pupil-beneficiaries at the same time address the problem of absenteeism and improve their academic outcomes.
3.4 NATIONAL GREENING PROGRAM BUTIL SA BOTE PROJECT In view thereof, the Department of Education (DepED), in partnership with the Department of Environment and Natural Resources (DENR), establishes the Youth for Environment in Schools Organization (Yes-O) as the only recognized co-curricular environmental club or organization in the schools and consolidates all other environmental and/or ecology clubs or organizations in school with main and primary programs or projects for the environment or ecology in the said Organization. This effort believes that starting them young in ways of environmentalism help secure a clean and healthy en- First 100 Butil sa Bote Project of YES-O with variety of plants planted on it in a plastic bottle vironment for generations to come. YES-O inspires and trains diverse youth to impact environmental issues through community action projects and campaigns; skills training in leadership, environmental education, civic engagement and community organizing and knowledge that sustain communities and future The MMES YES-O deepened its environmental pro- ject to intensify the school cleanliness and upsurge awareness to the learners, teachers and parents. “Butil sa Bote” was initiated to heightened environmental awareness and promote cleanliness and advocacy to school as No Littering and Zero Waste School. These initiatives were offshoots of Project BAGSIC, a school based initiated project which shares the same objectives. Activities of Project BAGSIC were adapted by “Butil sa Bote” With the help of the YES-O Officers, decreasing plastic bottles inside the school and increasing numbers of different plants may help in the waste disposal of the learners. The DepEd Memorandum No. 095 Series 2018) sustains the Implementation of the Gu- layan sa Paaralan Program (GPP) in Public Elementary and Secondary Schools Nationwide to ad- dress malnutrition and promote vegetable production and consumption among schoolchildren. This memo was issued to encourage the schools to establish school gardens to ensure continuous supply of vegetables for school feeding. Align with this, Marcela Marcelo Elementary School, initiated the Project “GARDEN” (“Greening And Reviving Dead spaces of the school ENvironment ) in order to have a strong will and determination in planting variety of vegetables in the school garden. This project aims to promote vegetable production in the school garden through collaboration among teachers, pupils, parents and stakeholders in planting fruits and vegetables around the school. It also enhanced the knowledge of pupils on planting and consuming vegetables. This also trained pupils to improve and replant vegetables in Gulayan sa Paaralan that produce vegetables for school feeding consumption.
3.5 PHYSICAL FACILITIES IMPROVEMENT PROJECT BAGSIC Beautification And Greening of the School Initiative and Cleanliness Campaign One of the major problems confront- ing the school is its poor learning environment which affects the achievement level of students, enrolment, and stakeholders support for the school. The problem of the poor location of the school with frequent flooding, poor classroom structure and unmanaged landscape hinder smooth and efficient productivity and the delivery of basic educational services. It is for this reason that the school initiated the “Project BAGSIC” in order to address the problems brought about by the school’s poor learning environment. This conceptualized intervention project started in 2018 that focuses mainly on the beautification and greening of the school grounds. However, with the overwhelming support, positive feedbacks, and results, the project evolved and now focuses on the total physical school learning environment; classroom structuring, landscaping of school grounds, improving lighting fixtures, reviving the school water supply, and the provision of adequate learning resources. The project also include the physical improvement of the school aside from beautifying and greening the school grounds.
PHYSICAL FACILITIES IMPROVEMENT The school is under construction at present. The newly constructed 24 classroom four- storey building will be occupied by the grades one, two, five and six classes. This is a pro- ject of the Local Government Unit (LGU) through the leadership of Pasay City Mayor Imelda Calixto-Rubiano, Congressman Antonino Calixto and the City Council.
PHYSICAL FACILITIES IMPROVEMENT Another project of the Local Government Unit (LGU) through the leadership of Pasay City Mayor Imelda Calixto-Rubiano, Congressman Antonino Calixto and the City Council is the repair of the MMES Clinic and Dental Room.
PHYSICAL FACILITIES IMPROVEMENT Another initiative of the Local Government Unit (LGU) through the leadership of Pasay City Mayor Imelda Calixto-Rubiano, Congressman Antonino Calixto and the City Council is the repair of the MMES Conference Room.
PHYSICAL FACILITIES IMPROVEMENT The repainting and repair of the school covered court is another project of the Local Government Unit (LGU) through the leadership of Pasay City Mayor Imelda Calixto-Rubiano, Congressman Antonino Calixto and the City Council.
PHYSICAL FACILITIES IMPROVEMENT The Local Government Unit (LGU) through the leadership of Pasay City Mayor Imelda Calixto- Rubiano, Congressman Antonino Calixto and the City Council initiated the construction of MMES School Stage.
3.6 COMMUNITY LINKAGES Figure 17 Cohort Survival Rate Stakeholders play a vital role in the realization of the different programs and projects of the school. The support extended by different groups and individuals helps a lot in financing the implemented projects of the schSocohlo. oFloYreathre past three years, the school recorded increasing support from its stakeholders financially and in kind. For school year 2017-2018, the school received donations amounting to Php 1,020,000.00. For the following school year an amount of Php 1,500,000.00 was given by supportive stakeholders to the school. However, a record - breaking increase was achieved in the school year 2019-2020 with Php 2,100,000.00 dona- tions given to the school by its stakeholders. The accumulated donations are both in kind and in cash. The continuous increase of stakeholders’ support is attributed to the efforts exerted by the school head and the in-charge of the adopt-a-school program to mobilize support from stakeholders.
3.6 COMMUNITY LINKAGES Table 21 LIST OF DONORS AND ASSISTANCE GIVEN TO THE SCHOOL DONORS ASSISTANCE GIVEN Grolier International Reference Materials COLGATE PALMOLIVE PHILS, INC. Dental services Gardening Tools GPTA OFFICERS School Supplies School Supplies John Wil Marano Rebecca Domasig School Supplies, facemask, alcohol Joanna Casimoro School Supplies Sheryl Cebreros School Supplies, facemask, Zonrox Mavy Ann Jover Facemask and Faceshield Jennifer Elizaga Cruz Villarina Personal Hygiene Personal Hygiene Cherry A. Busa Personal Hygiene Merly Ramos School Supplies, facemask Sienna Sanggalang Personal Hygiene Lynnette Gayle Guavez Personal Hygiene CCyoreheonrtPelagio Facemask ASmuryviCvaelbreros School Supplies Adelaida Panaligan School Supplies GemsRHateeart Foundation Personal Hygiene Grade 6 parents Personal Hygiene Shiela Mae Tabra Food Products Ivert Enterprises Reading Materials Manila Wax Commercial Corp Personal Hygiene BINHI English Literacy Foundation , INC Medical apparatus Anabell Santos School Year Medical apparatus Maricel Caballes Educational Gadgets Alma C. Salsedo Software Knead Oven/Shiela Villaverde Man power SDJ Software Corporation Textblast Personal Hygiene Parents, teachers and other stakeholders Personal Hygiene MMES ALUMNI OFFICERS MMES ALUMNI OFFICERS
3.6 COMMUNITY LINKAGES Table 22 DONORS ASSISTANCE GIVEN Yuri Rivera Medical apparatus Helen Grace T. Arcilla Educational Gadgets Grade 3-Rigel Parents School Supplies Charm Alcantara Personal Hygiene Rosalie Moreta School Supplies School Supplies Girlie Tapiz Vicente Dignadice Food Products Personal Hygiene MMES BSP Educational Gadgets Grade 3-Rigel Parents Personal Hygiene Personal Hygiene Jhillmar Trading Christmas Package, Gifts Pasay Royal Eagles Club Plantable Pencil Kits BINHI/Light Rail Manila Corporation Manila Tytana Colleges Cohort Survival School Year
3.8 INFORMATION AND COMMUNICATION TECHNOLOGY The E-Learning Program The E-Learning is a unique program of the Division of Pasay City. It is a project initiated in cooperation with the local government whose objective is to transform the city schools’ system into an IT Division. Funding of the project was sourced from the Special Education Fund (SEF). The school joins the Division in this worthy program. The school is one of the recipient of the DepEd Computerization Program (DCP). The school head makes sure that the DCP is functional and being used by both the students and the teachers particularly in their classroom discussions and delivery of their lessons. The ICT program starts from Garde One to Grade Six. Students take their ICT lesson during EPP period or sometimes during Makabayan period. Equally, teach- ers are trained to be computer literate. Table 23 Students Using the DCP GRADE LEVEL ENROLLMENT Students Using the Percentage of Enrollment DCP 100% 1 212 212 100% 100% 2 249 249 100% 100% 3 236 236 100% s100% 4 236 236 5 261 261 6 241 241 TOTAL 1632 1632 Table19 exhibits the number of pupils who are using the DCP per grade level. 100% of the pupils have an access on the use of the comput-
Table 24 Teachers Using the DCP GRADE LEVEL Teachers ICT Enrolled Teachers Percentage of Enrollment K I 44 100% II III 77 100% IV V 77 100% VI TOTAL 66 100% 10 10 100% 10 10 100% 10 10 100% 54 54 100% Table 20 reveals the number of teachers who are using the DCP in the delivery of their lessons and in doing school related tasks. 100% of the teachers have the full access of the computers in the DCP room.
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Cohort Survival Rate School Year Planning meeting for the conduct of Early Registration
Cohort Survival Rate School Year Community Child Mapping in Preparation for the Early Registration
Cohort Survival Rate School Year Early Registration 2020
Cohort Survival Rate School Year
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