Name: CHARISSE A.

DISCAYA
Course: UNITING
Name of Target School: STO. ANGEL NATIONAL HIGH SCHOOL
School Address: SITIO VILLA SARAH BRGY. STA MARIA
CALAUAG, QUEZON
Name of School Head: Bernardo Cristino P. Altamira


MY FULL REPORT

1. Calauag is a first class municipality in the province of Quezon, a part
of Calabarzon Region in the Philippines. According to the 2010 census, it has a
population of 78,448 people,[3] or 91,314 if including 9 disputed barangays. It is
about 232 kilometres (144 mi) southeast of Manilaand 95 kilometres (59 mi) east
from Lucena, the Provincial Capital.

Ever since, the graduates of Sto. Angel Elementary School had to pursue their
high school education either in Lagay NHS or Calauag NHS. Due to some risks and
financial constraints, only 10-15% of their elementary graduates finish high school.
There was an annual increase in the number of out-of-school youth in the barangay.
This was the reason why Brgy. Captain Godofredo P. Alarcon planned to have a
barangay high school in 1999. Unfortunately, the plan did not materialize immediately
due to lack of allotted site.

In 2002, the Department of Environment and Natural Resources (DENR)
allocated three (3) hectares of barangay site for mangrove plantation. Brgy. Captain
Alarcon grabbed the opportunity to separate one (1) hectare of the said barangay site
for the high school through the help of Geodetic Engr. Maximo Entienza. With the
cooperation of Sangguniang Barangay Officials, the ownership of the site was
transferred to Department of Education. On May 5,2003, the barangay officials
conducted a survey and gathered signatures of parents who were interested to send
their children to high school. Having enough first year students, Sto. Angel High School
was adopted by Lagay National High School through its school head, Mrs. Lourdes A.
Villanueva. The sixty-three (63) first year students used the barangay hall and start
holding classes on July 7, 2003. There were two (2) volunteer teachers namely: Mr.
Merlito M. Sibulo and Mrs. Luvy M. Sibulo. The Sangguniang Barangay and Parents
Teachers Association raised fund tobuild two makeshift classrooms in December 2003.

In December 2004, Sen. Sergio Osmea III, through the initiative
of Cong.Erin Taada, donated a three-classroom building. The new 3-CL building was
inaugurated on March 30, 2005 with Cong. Erin Taada, Mun. Coun.Arcadio Mendoza,
Mun. Coun. Boyet Noscal and Sangguniang Barangay officials.

The first batch of Sto. Angel High School, composed of fifty-four (54) students,
graduated on April 2007.

At present, Sto. Angel National High School has four (5) classrooms, one (1)
stage, and two (2) toilets. It has two-hundred three (203) students, and six (6) teachers.
The school head is Bernardo Cristino P. Altamira. The faculty members are Florencia G.
Talento, Dennis S. Vergara, Annalyn M. Erandio, Eden S. Nera, Joel E. Zantua, and
Jovita V. Obsanga.


2. Community organizing engages parents in poor performing schools to improve
children's educational outcomes. Although standard parent involvement practices such
as monitoring children's homework, reading to them, and volunteering in schools are
linked to students' positive academic and behavioral, they are oftentimes insufficient to
boost the achievement of low-income children in troubled schools. Parents in these
failing schools realize that although they are responsible for supporting children's
learning, schools are responsible for providing a quality education. Poor school
performance, high dropout rates, lack of qualified teachers, and inadequate facilities
demand new forms of parent engagement to hold schools accountable. Community
organizing offers one strategy to engage parents to effect system change.
What Is Community Organizing for School Reform?
Community organizing for school reform, also known as education organizing,
refers to the actions of parents and other residents of marginalized communities to
transform low-performing schools towards higher performance through an intentional
building of power. Its goals are both building community capacity and reforming schools.
Improving educational outcomes is just part of a broader agenda of creating power for
low- and moderate-income communities. This makes community organizing distinctive
from other school reform efforts.
3. SANHSs School-Based Partnership Program is a behavioral support program
embedded within non-public schools throughout the city. The program seeks to provide
in-school Care Coordination services and support for children who struggle in school
due to behavioral challenges. The services are provided on site and delivered directly in
collaboration with the schools child study team. The program provides support in the
areas of crisis intervention services that extend outside the home to address family life
and stability. Students are provided with an in-depth treatment plan and a strength and
needs assessment that is developed in collaboration with the parent, child and school
staff.
The School-Based Partnership Program is one of the only programs of its kind,
provided in the charter or non-public school sector. SANHS services offered through the
School-Based Partnership program include: Outpatient Therapy, Psychiatric Care,
Trauma Assistance Program, Behavioral Health Rehabilitation Services, Blended Case
Management, Family-Based Services and the Summer Therapeutic Enrichment
Program.

4. Families considering taking their children out of school often feel at loose ends
without the direction and security of a school community, especially if the parents dont
know anyone else whose children are learning without attending school. One question
that frequently comes up is, What do young people do all day if they arent in school?
This section aims to answer that question and also help such families begin to create
the kinds of connections that address both their intellectual and emotional needs.


There are numerous ways in which people of all ages can grow and learn outside
of schooldeveloping their skills, pursuing their interests, and becoming happy,
productive and useful members of society. The lists presented here are in no way
complete, nor are they meant to be. The idea is to kick-start and broaden your thinking
in case your own schooling to date has left you assuming that school = learning and no
school = no learning. But it usually takes less than six weeks before the question, How
are we going to fill up our time? is replaced by, How are we ever going to find time to
do all there is to do? Its a great problem to have.
Resource Centers
Different types of organizations refer to themselves as resource centers. What they
have in common is that they serve children (and families) who are registered as
homeschoolers, even though the children may spend multiple days a week at the
center. There appear to be at least three major distinguishing characteristics among the
various centers.
Some basically provide classes, created and led by adults (perhaps by parent
members), that can resemble regular school classes in subject matter (algebra,
Spanish, chemistry, etc.) but dont usually give tests or grades.
Other resource centers are considerably more self-directed in terms of structure, even
though they, too, feature classes largely led by adults. The work usually involves a
much more hands-on, real-world approachwhat some call learning in the context of
purposeful activity, with no grades, transcripts, etc.
A third type of center is more of a hybrid that seeks to provide even more of the services
of a school-like community with a great deal of self-direction on the part of the children
educationally/pedagogically. They attend programs on a regular but usually part-time
basis. They are not generally involved in the management of the organization, although
they do participate in (and organize) events such as dances, film festivals, parents
meetings, etc.

5. How is the community assisted by the school in return?

A major component of the work is mobilizing the vast resources of the University to
help transform traditional neighborhood schools into innovative community-assisted
schools. Schools educate, engage, empower, and serve all members of the
community in which the school is located. At the same time, working with community
members to create and sustain university-assisted community schools provides a
powerful means for universities to advance teaching, research, learning and service,
as well as the civic development of their students.

6. The District Instructional Materials Selection Process will provide schools with
direction and guidelines to assist in making informed decisions regarding the selection
and purchase of instructional materials.

This process includes the development of district guidelines that addresses the
following:
Correlation of instructional materials with the district curriculum.
Development of a district resource list from which schools and teachers can make
consumer-wise decisions.
Collaboration and equity to publishers and schools to have access to instructional
materials available for purchase.
Opportunity for K-12 articulation to discuss student needs and the relationship to
available instructional materials.
Ethical guidelines governing publisher/district contacts and business relationships.

District coordination of procedures will occur through the development of an
organizational plan that includes:
Providing schools access to sample materials to review,
Establishing general timelines for the process,
Scheduling publisher presentations and access for the schools,
Establishing and clarifying the roles of school-based personnel in the process.





CHARISSE A. DISCAYA
Student


Bernardo Cristino P. Altamira
Principal