 SUMMATIVE REPORT

Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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Summative Report
On Project CHIPS
(Community and Home Industry for Program Support)
Ricafort Elementary School
An Application Project
for School Head Development Program
(SHDP)
August 01, 2018
“Sweetening the life of Sitio Ricafort,
Lesson learnt from Project CHIPS”

Prepared:

CHRISTOPHER B. ALBINO
Head Teacher V

Noted:

DARLAN GRAJEDA, Jr.

Public Schools District Supervisor

Validated by:

ESPERANZA D. CRUZ
Chief, SGOD

ROLANDO T. SOTELO
Chief, CID

I. INTRODUCTION

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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A school system ready to embrace a learner-centered perspective, effectively
maximize standard of learning, motivation and achievement for all learners, teachers,
leaders, and partners are the results of the so many significant points of having
attended the School Head Development Foundation Course.

The specific verifiable indicators of these changes are: the present of

sustainable source of funds, at least five (5) potential athletes will be sent for City
Meet and one (1) athletes will qualify for CLRAA and one (1) boy scouts will be sent
to BSP Provincial Jamboree, the school become an institution devoted primarily to
imparting knowledge or developing certain skills in any given sphere or means of
instructions, parents and other stakeholders are active partners of school for
sustainable development.

   To make it happen, the proponent of the project should continuously conduct
environmental scanning to capitalize what are the potential solution available in the
community, for Sitio Ricafort, Tungkong Mangga, City of San Jose del Monte,
Banana, is thickly growing and saba is one of the dominant species available in the
community. Most of the residents spent most of their routine in planting, harvesting
and selling raw and ripe bananas in Tungkong Mangga Market, Novaliches, and
Commonwealth Market.

  The imaginary and metaphor have held by the proponent: sweetening the life
of Sitio Ricafort represents the spirit of the community in finding ways on how they
can alleviate themselves from the bondage of poverty and improve the quality of their
living through banana plantings and trading. However, the road condition and its
conflict with powerful landlords is a day to day battle. The strict control of the road
whom the farmers and local residents claiming to be a right of way and road
improvements is still elusive.

    The paradigm shift began to take shape in Sitio Ricafort between December
2017 to May 2018 and it took to root in succeeding months. The Project Community
and Home Industry for Program Support (CHIPS) reflected the change in perspective
lies on the farmers and of the community that they are the active doers, enablers,
actors, and initiators if sweetening the banana chips is the metaphor as its powerful
and resolutely making their lives better.

II. OBJECTIVES AND EXPECTED OUTCOMES

The undertaking of the project was guided by the following objectives:

o   Provide a sustainable source of funds.

o   Support at least two (2) to three (3) programs and competitions.

o   Integrate, contextualized, localized and indigenized lesson on EPP4

(Entrepreneurship) 
Division of City of San Jose del Monte
District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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o   Increase parents and stakeholders involvement in school programs and projects.

This project will be a success when the following indicators have

been achieved and verified through unbiased means (maximum of 3):

o Operationalization of one (1) sustainable income generating project.

o Supported at least two (2) to three (3) programs and competitions.
o Integrated contextualized, localized and indigenized lesson on EPP4
(Entrepreneurship)
o Increased parents from 50% to 100% involvement in school programs and
projects.
o Increased stakeholders’ participation in Brigada Eskwela 2018.

The school head will apply competencies under the domain of

transformational leadership focus on;
o continually scan the environment,
o adapt and improve school processes, and
o engage with and respond to internal and external stakeholders.

III. BACKGROUND INFORMATION AND CONDITIONS

The school is the powerhouse of the community, it depicts the life and
aspirations of one society towards the achievement of its relevance and contribution to
his country and mankind. The school is recognized to be the focal point of children’s
future engagement and responsible for the attainment of positive educational
outcomes. Children who have a positive start to school are well placed to build a
sense of belongingness that is crafted into a better person. 

The success of the teaching-learning process is not entirely dependent on the school
alone or no matter how excellent the teacher on his/ her teaching strategies and
performance there would always be a certain intervening factor that affects the
learning of the child. 

In the case of Ricafort Elementary School, one could be affecting is the small
window of opportunity to participate, compete, and enjoy different programs set by
the DepEd and other agencies since the time it was erected, vital to quality, equitable
and access to education due to its unique features and challenges. 

Ricafort Elementary School together with its five (5) distant-adjacent

community or catchment areas belongs to the depressed, deprived and underserved
(DDUs) communities namely Sitio Ricafort, Sitio San Isidro (Sitio Bisaya), Carmel,
Dalandanan, Bricks, and Conception-RFM. 

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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The eight (8) kilometers away distance from Tungkong Mangga Crossing is
described to be off-road, rough road, either dusty or muddy during climate change.
With shifty turns, the road lies mostly a top of the hill and on hills and the rest on
plain meadow portions, which usual sites occupied by clustered dwellers. The road is
typified to be up-sloping and down-sloping in most areas. 

Most of the family lives in a nipa-hut or house made of locally available

materials, such as bamboo, woods, and ply-woods. However, few were able to
improve their economic situation and able to build mix concrete and local materials. It
is almost typical for all residents to have a house with no delineation of the kitchen,
sala, and bedrooms in the small same place.

The community is highly dependent in deep well and rain catchment or rain
harvester. With this situation, hygiene and sanitation are another issues such as
availability of functional toilets and sanitary habits. 

 Public transportation is not available, only a tricycle can be hired from

Tungkong Mangga Terminal for a negotiated amount of Php. 150.00 to Php. 200.00.
The residents of Sitio Dalandanan and Balwarte need to trek inside the forested area
and pass along hilly areas in about one kilometer-distance just to be able to attend
classes in Ricafort Elementary School.

 The Residents of the catchment areas are commonly farmers tilling lands and/
or engaged in other agricultural enterprising such as fruits and vegetables vending/
selling; and farms caretaking and livestock raising, the farms of which owned and
managed by known personalities in the business community. As such. Residents
meagerly earn, and most of the time, on a seasonal basis, that they could hardly make
ends meet.

The reality for many families in Sitio Ricafort in poverty is an

intergenerational pattern where unstable and stressful early childhood environments
lead to poor academic readiness and behavioral issues, absenteeism culminating in
higher dropout rates, juvenile delinquencies, and teen pregnancies.

IV. MILESTONES

The undertakings and challenges of school leader in Ricafort are never-ending

quest. The school is perceived to be as the beacon of hope to free them from the
bondage of poverty and ignorance. This is how Project CHIPS or Project
Community and Home Industry for Program Supports of Ricafort Elementary School
was born and manifested in each milestone. 

A. Milestone One (1) Getting Orgnize

 Action Step 1 – Form a Project Team

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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On October 5,  2017, The school head organized a project team consisted of
teachers and parents who have technical skills and volunteered to conceptualize and
operationalize relevant project that will find a solution the identified root cause of the
problem on non-performance.

 Action Step 2 – Capacitate members of the Project

On November, 2018, the Project Team was capacitated on thier role and
functions in the project. In this sessions, each members put thier minds together
on how are they going to operationalize effectively the project versus threats and
weaknesses that can humper the process before designing a plan.

The output of the team is an Integrated Project Planning and Management

Cycle based on the following milestones such as: Milestone 1 Getting Organize,
Milestone 2 Talk to Customers, Milestone III Act and Apply the Solutions and
Milestone 4 Project Sustainability.

 Action Step 3 – Make a proposal for the intended project

The team started preparing the proposal for the intended for project
implementation. It was signed and approved by Ms. Socorro B. Lindo, Public

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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Schools District Supervisor of District last December 4, 2017. (see attached
proposal)

B. Milestone Two (2) Talk to Customers

 Action Step 1 – Conduct meeting and data gathering

The development of Project CHIPS is a product of constant meeting

and consulation with different stakeholders and learners as the primary main
source of the data.
The Project Team utilizes, Why-Why Techniques in knowing the
possible root cause of the problem on low performance and participation of
Ricafort Elementary School in different activities in the District, Division, and
Region.

 Action Step 2 – Analyze the root cause of the existing concern

After gathering the data, a focused group discussion (FGD)was

conducted. The project team analyze the root cause of the existing concern.
The project team was able to realize that one thing that humpering the
participation of the pupils to different activities is the capacity of the parents to
support them such like provision for baon, supplies, uniforms, trainings and
the like. The school otherwise have limited source to finance the said activities
against its meager Maintainance and Other Operating Expenses Funds
(MOOE).

The general situation or condition is rooted in poverty. The hand to

mouth existence of some families relies on thier farm lands, the road
conditions and its restrictions, contributes alot on thier capacity to be
productive the best way they can. And believing that only in education they
can improve thier lives...and this task is given to Ricafort Elementary School
by finding effective ways or intervention to improve its performance thru
funds generation in order to broaden thier horizon that long have been
confined and walled by mountains and disputes.

 Action Step 3 – Identify Priority Improvement Area

In selecting relevant intervention, the project team come up with

different project proposal relevant to Income Generating Project (IGP) such as
souviner bamboo coin bank selling, walis ting-ting making, soap making,
hamon making, and banana chips making. Its all fell under micro-small-
medium entreneurship (MSME).

Since that entrepreneurship is also in Kto 12 Curriculum in Grade 4,

scheduled on the first quarter of the school year. Hence, for a higly
agricultural community like Sitio Ricafort having this contextualized SMME
will be relevant.

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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After screening of IGP proposals as to cost, relevance, urgency, and

great potential, banana chips making gain the highest score.

SCREENING OF PROPOSE IGP

Creteria Weight Coin Walis Soap Ham Banana

bank Tingting Making Making Chips
Cost 20% 20% 20% 5% 5% 18
Relevance 30% 25% 20% 10% 5% 30
Urgency 40% 35% 30% 20% 10% 35
Growth 10% 8% 5% 5% 10
10%
Potential
Total 100% 90% 78% 40% 25% 93%

C. Milestone Three (3) Act and Apply the Solutions

 Action Step 1 – Formulate an Implementatioin Plan based on develop

solution (Partnership with Stakeholders)

At this point in time, the project team together with the stakeholders
and partners from the local barangay, General Parents Teachers Association
and Supreme Pupil Government (SPG) is now geared towards formulation of
implemenation plan based on the develop solution.
The output of the activity is an Action Plan that contain the Pre-
Implementation Plan, During Implementation Plan, and Post Implememtation
Plan that will determine the deliverables and sub-deliverables of the project in
an specific time.

 Action Step 2 – Implement plans and check the progress

On October 6, 2017, Ricafort Elementary School on its quest

of joining to different outside school’s competition in the District and
Division threatened to decline by lack of funds to support its training
and other relative expenses.  Because of this, the school head
immediately convenes its faculty in searching for ways on how to
generate funds to support different school’s programs and activitie

          On the same day, a group of parents was able to salvage some
bananas, left by a strong Habagat, saba in particular and brought it to
the school for a snack. After several attempts, the team realized that
saba can be made to banana chips. However, selling it around the
community will not suffice the needed funds to support the different
school activities.

Test Delivery...It was December 2018, when the proponent

personaly delivered 200 packs of Banana to Gumaoc Elementary
Division of City of San Jose del Monte
District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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School under Mrs. Ma. Fatima Felicias, Principal I, for a try-out for
only four pesos per pack. After three (3) days, the banana chips was all
sold out for a total of P 800.00 pesos only.

To continue the test, again the proponent personally delivered

200 packs of banana chips in San Manuel Elementary School under
Mrs. Virginia Manuel, Principal I and another 200 packs to Guijo
Elementary School, under Mrs. Marites Borja, Head Teacher V.

Implementation

After knowing that banana chips making is a feasible income

generating project for Ricafort Elementary School, the project team
decided to increase the supply to cover other schools in the city. So the
school head, Mr. Christopher B. Albino, Head Teacher V talk to the
President of Philippine Elementary Schools Principals Association
City of San Jose del Monte Chapter no other than Mrs. Lourdes M.
Solomon to endorse and support our Banana Chips to the association.

The target market was already identified, however the next

issue is the CAPITAL and MAN POWER! The school itselft cannot
fund the productions and operation of the IGP due to limited resources
and workforce. With this, the project team created the housedholds.
They project team taught one (1) group at first, eventualy this one
group was divided into two (2).

Again, the created households, also felt the needs for additional
capitalization and manpower that the proponent and project team need
to address. One possible solution is to seek support from the barangay.
Since that school of Ricafort ES is a member of Barangay
Development Council of Barangay Tungkong Mangga, under the
leadership of Hon. Bernardo “Bandong” Medina, as Chairman,
given the proponent to present its project to the board. The response is
overwhelming and other members are willing to give support by any
means that they can. Of course, in the part of the Barangay, they
allocated funds for training and capitalization for every household that
will start banana chips making under Women Empowerment
Funds, amounting to Php 3,000.00 each group.

On January 25, 2018, is a milestone not only to Ricafort

Elementary School but to Sitio Ricafort Itself marking the soft
launching of Project CHIPS, where it is attended by the officers and
representatives of Federation of Parents Teachers Association of
City of San Jose del Monte, Mr. Emmanuel De Mesa, Education
Program Supervisor I for Aralin Panlipunan and PTA Federation
Adviser, Mrs. Ma. Socorro B. Lindo, PSDS, some representative from

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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PESPAns and some Kagawad from the local barangay graced the
humble presentation of the project.

The ambiance is overwhelming and the promise of hope and

support to Ricafort Elementary School is well heard among the
participants. It is indeed a glorious day for Ricafort Elementary School.
It was able to support different school activities such as, atheletics and
scoutings, and other school day-to-day operation expenses.

Post-Implementation

The demand is getting higher against its productions, the need

to improve processes like how to prolong the shelf life of the banana
chips, the need to improve packaging, the need for exploration of other
variants, delivery processes and transportation of goods, return of
investment as well of the TRAIN Law.

All of this are challenges the needs to be addressed in order for

the project to be successful.

 Action Step 3 – Present accomplishment and financial reports

There is no doubt that Project CHIPS contributed alot in terms of

financial support for Ricafort Elementary School. Below is the summary of
financial reports prapared by Mrs. Liezel C. Tosio, In Charge of Project
CHIPS and Audited by Mrs. Arlene G. Penuela, School Math Coordinator,
and noted by the Proponent.

Net Income Derived From Operation Amount

October, 2017 P 359.00
December, 2017 183.00
January, 2018 6,454.00
February, 2018 9,462.00
March, 2018 6,750.00
April, 2018 0
May 0
Total Php 23,208.00

School Activities Supported by No. of Participants Utilized Funds

Project CHIPS
Division Athletics Meet 10 Athletes Php 6,000.00
2 Coaches
Central Luzon Regional Athletic 2 Atheletes 10,208.00
Association (CLRAA) 1 Coach
BSP Provincial Jamboree 2 BSP 4,000.00
1 Adult Leader
Division of City of San Jose del Monte
District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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Others 3,000.00
Total Php 23,208.00

The two (2) households are supplying now in bus terminals, retail
stores, some provinces, abroad, and on-line orders. We ca say that thru
Project CHIPS, they have hope and fighting chance to combat poverty. Truly,
PROJECT CHIPS provide a sustainable source of funds.

It also supported at three (3) programs and competitions which are the
2018 Division Athletic/ City Meet in which Ricafor ES abled to produce two
(2) qualifiers for Central Luzon Regional Atheletic Association (CLRAA).
Through this IGP, RES abled to send two (2) boysouts and one (1) adult leader
in the BSP 2018 Provincial Jamboree at Furtunatu Halili Agricultural School
at Sta. Maria Bulacan.

The leaners is the most importat clientelle of this project application, in

which the Project is integrated, contextualized, localized and indigenized in
the K to 12 Curriullum found on EPP4 (Entrepreneurship). Providing the
pupils of necessary skills and technical know-how on banana chips making
and its marketing.
(see attached lesson plan and curricullum guide.)

 Action Step 4 – Evaluate the impact of the project

The remarkable impact of this Application Project will always for the
general welfare of the learners. Our learners, can now enjoy the opportunity of
joining outside school competitions, they can expand thier horizons and see
different perspectives againts confinenment in the community walled by
distance, mountains, and land disputes. (2 Boyscouts joined the Provincial
Jamboree and 2 Athletes qualified for CLRAA)

Learners, are more motivated to learn, because they can see an

improving school ambiance suitable and conducive for learning. It also effect
increase in ACCESS, for SY 2018-2019 enrolment from Kindergarten to
Grade 6 we have 205 versus SY 2017-2018 we have only 191 pupils.

The Achievement Rate of Ricafort Elementary School increase for the

past three consecutive years. It means that the teaching and learning process in
school is continuously improving for the benefit of the learners. While the
drop-out rate of RES increase by 1.11% SY 2017-2018 due to poverty and
difficulty of going to school due to distance and road condition. (see report
card) This is also one of the reason why Project CHIPS was launched.

Pupils are also being prepared to take care of the livelihood of thier
parents through a contextualized curricullum for Grade IV focused on
Entrepreneurship. In which, they can help their parents in the production and
Division of City of San Jose del Monte
District 9
City of San Jose del Monte
 SUMMATIVE REPORT 
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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selling of banana chips where the primary raw material are available in the
community.

The increasing parents and stakeholders involvement in school

programs and projects can also be attributed to sucess of Project CHIPS.
Parents are now active part of the schools activities such as; Parents-Teacher
Comference, Orietation on Dengvaxia, Orientatioin on Project H-Box, Active
Voluteerism on School Feeding Program, Brigada Eskwela and Brigada
Eskwela-Plus dubbed as Bayanihan sa Paaralan, and Disaster Risk Reduction
Management. (Please refer to Brigada Eskwela Report, and Division
Memorandum No. 119 s. 2018 as Ricafort Elementary Schoolas First Place
Winner for Small School Category)

For the teachers of Ricafort ES, can now devote more of thier time in
teaching and learning process worrying not where to get thier supplies,
technology, and even basic needs in the performance of thier duties. They can
enjoy an atmosphere of improving classroom and support facilities. It also
boost thier morals as a teacher that they can make a significant difference for
the Ricafort Community.

Tie-up with the local barangay and school was strengthen, taking pride
with the potential product of their constituents bannering the name of
Barangay Tungkong, Mangga leading producer of banana chips in Bulacan,
gave finacial support to 9 groups amounting to P 3,000.00 per family/
households as initial capitalization.

After attending the Soft-Laucnihng of Project CHIPS, We can also say

that Ricafort ES was able to influence the Federation Parents-Teachers
Association, giving them the drive and inspiration that they can also make
meaningful project addressing drop-outs. So they also have the soft-launching
of One-Push for Education where they will tap stakeholders to danote a push-
cart and funds that can be generated out of the project will provide jobs and
help pupils to continoue thier education.

This social impact chart from the Project CHIPS summarizes the project achievements

Imputs Outputs Outcome/ Impact Indicators

Which resources do you plan to use? What direct outputs do you expect? What social changes, which can be observed as an How will you measure the outcome?
These include both, financial and material Possible indicators could be the number of people outcome of the outputs of the offer, do you What indicators are used?
resources, aw well as in-kind activities of partners who were reached by the activities, number of expect?
and services of teachers and volunteers. intitutuions and cooperatioin partners, etc.
Expertise of key staff members: Close cooperation between participants directly Tighter cooperation between participants involved Following social media communications, personal
involved in the project. in the project. feedback and survey evaluations of the
Advice and expertise of Project CHIPS advisers, participants;
including training and materials; Approximately 9 households direclty involved Deeper understanding and awareness of issues
participants and 197 pupils, 130 parents, and 5 discussed during the project, including human Reporting where possible on the follow up
In-kind work of the partner organizations involved partners. rights, tolerance, identity of the community and sessions in schools.
(all supervision and donotions) cooperation.
Developed Project CHIPS training and Following the social media of Project CHIPS,
Project management and coordination from educational materials. More moderate coverage of the total target advacacy meetings and endorsements.
partner organizations involved; clientelles and coming to boost more thru social
Developed human rights pedagogy, civic media. Actual school-to-school partnership thu PESPA
Experts, guest lectures from relevant local education and exercises for community, parents, and PASSPA.
organization invited to speak for Project CHIPS. and learners’ use. Conducted sevaral trainings for the Project Team,
Parents, House holds, leaners and partners. Ensured support in form of endoresement letters,
In-kind donation of classroom spaces for training Media coverage of the Project CHIPS simulation, in-kind and/or financial support, demonstrated
and workshops, where possible, sought from local interviews, reportages and other linkages and Generating support from local key stakeholders, commitment to keep the project going.
institutions. partnership. educational agencies and universities.

D. Milestone Four (4) Program Sustainability

Division of City of San Jose del Monte
District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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 Action Step 1 – Recognize partners

May, 2018...with the overhelming participation of different

stakeholders to Ricafort ES, they were move to help our humble
school...because they see that our school is a school that can make a
significant difference, to alleviate our fellow brothers and sisters to from the
bondage of poverty and ignorance thru Project CHIPS.
So we recognize our stakesholders who visibly manefest support to
Ricafort ES in our Division Brigada Eskwela Kick-Off Ceremony and Closing
Ceremony.

 Action Step 2 – Advocacy and Social Mobilization

The inclusion of Project CHIPS to the Barangay Annual Investment

Plan for 2018 of Barangay Tungkong Mangga Amouthing to Php. 200,000.00
ensure sustainability in terms of financial suupports and livelihood training for
persons with disability (PWD) and women’s impowerment.

Showcasing our banana chips to different food expositions, and

bazaars, gives our local product banana chips an marketing edge to boost its
sales and profits. Meaning more funds for the school children of RES.

For long term development, it is also perceive that thru Project CHIPS,
the Banana CHIPS product of Ricafort ES can be lifted to One-Town-One-
Product of our government.

Ambitious enough, but it is feasible that through Project CHIPS, it can

boost eco-tourism to Sitio Ricafort, to Tungkong Mangga, and to City, getting
something to bring home as a pasalubong to thier family and remembering
Ricafort, Tungkong Mangga and City of San Jose del Monte.

 Action Step 3 – Second Cycle of Project Implementation

(Project Closure and Turn-over)

The Home Industry has been established together with its mechinism
and rudements on how Project CHIPS will play to school and thier family.
Now, we set on the establishment of Banana Chips Center of Ricafort where it
will provide trainings, venue, and opportunity for all the people of Ricafort to
improve the quality of living.

The warm acceptance of the community to Project CHIPS gave hope

for the school in finding its relevance to bring significant difference to our
learners, teachers, parents and society,

Division of City of San Jose del Monte

District 9
City of San Jose del Monte
  SUMMATIVE REPORT
Project CHIPS
(Community and Home Industry for Program Support)
RICAFORT ELEMENTARY SCHOOL
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So therefore, we are now turning another page of story for the second
cycle of Project CHIPS Implementation.

Maraming Salamat po at Mabuhay po kayong lahat!

SA PROJECT CHIPS MAY LABAN NA ANG BATANG RICAFORT

SA PROJECT CHIPS KNOCKOUT ANG DROPOUT AT KAHIRAPAN!

V. REFERENCES

Adopt School School Program

9155 School Governance
Vission, Mission, and Core Values
Problem-Based Approach by Paulo Frierei
Pedagocy of the Oppress
Brigada Eskwela Documents

Division of City of San Jose del Monte

District 9
City of San Jose del Monte