Welcome to our website. This website is all about the fund raising efforts of alumni and friends of All Saints Mission School of Mountain Province, Inc (ASMIS) towards helping their alma mater realize it’s dream curriculum and school building. ASMIS believes that the best way for school kids of indigenous communities in Northern Philippines to catch up with main stream Philippine society and the rest of the world is through a dynamic quality education curiculum forged along internatiional standards and the demands of an ever groing competitive technology-driven global work environment. Replacing the dilapidated school buildings; modernizing the class rooms as well as installing a computer lab, science lab, digitized library, auditorium and other facilities are necessary to realize the dream curriculum. Please read more about our school dream and the initiatives we have lined up towards helping realize the ASMIS school dream. We hope and pray that our initiatives will be worthy beneficiaries of your charitable donations / support. - - - - - Note: ASMIS is the preferred acronym for All Saints Mission School of Mountain Province, Inc. when it got incorporated to, among others, pave the way for the establishment of its kindergarten and high school departments . The previous acronym was “ASMES” which stands for All Saints Mission Elementary School.

We are alumni and friends of All Saints Mission School of Mountain Province, Inc., residing in the United States and Canada. The majority of us trace our indigenous roots to the hinterland communities in the mountain ridges of the Philippine Cordilleras in Northern Luzon, Philippines. Our people have been conferred several names by historians and/or civil authorities - i. e., Igorots, Non- Christian Tribes, Cultural Minorities and now “Cordillerans”. Our people resisted more than 3 centuries of subjugation attempts by Spanish colonizers and were successfully brought under civil authorities only during the American colonial government. This had its heavy socio-economic costs for our people. We were left behind in all facets of socio-economic development: schools, roads and bridges, hospitals, clinics, irrigation, electricity, piped water sources, among other things. Thanks in large part to the American and European Missionaries who ventured into our hinterland communities after the Spanish Colonial Administration and introduced schools, hospitals and clinics, among other aspects of western civilization. Consequently, many Igorot children were able to educate themeselves and leapfrog into the 20th century as teachers, priests, engineers, nurses, doctors, lawyers, accountants, economists, soldiers, musicians, artists, you-name-it-we-have-it professions. During the last 15 years or so, however, the schools established by the American Missionaries have been overcome by developments adverse to their financial viability. The proliferation of free public school, in particular, siphoned a large segement of would-be enrollees from Episcopal mission schools to public schools throwing the former in dire financial deficits. Some Episcopal mission schools have already been closed and the Episcopal Diocese of Northern Philippines have seriously considered closing their few remaining schools. We are supportive of current efforts to save All Saints Mission School of Mountain Province, Inc. [ASMIS] together with its sister Episcopal Mission Schools. These schools have been, and can continue to be, fountainheads of quality education in Ka-Igorotan. Dr. Dennis Faustino, the US Educated and current headmaster of ASMIS and St. Mary’s School of Sagada [SMSSI] has crafted development plans for these schools patterned after International School, Manila where he was once assistant principal. He is being groomed to become headmaster of a federation of

Episcopal Mission schools north of Baguio City; and, no doubt, he ambitions similar plans for St. James School of Mountain Province, Inc [SJSMPI] and St. Paul’s School in Balbalasang, Kalinga [SPB]. We have been hopeful that there would be enough parents who are willing to pay tuition fees if they are convinced of the quality education their children would be receiving. We are excited that this has been the case for ASMIS. Notwithstanding the increase in tuition fees, enrollment registered a significant increase and for the 1st time in many years, the school had been showing modest surpluses from school year 2012-2013 up to the present (SY 2014-2015). We are excited that Philippine Department of Education Officials have taken cognizance of Dr. Faustino’s trail blazing efforts towards raising the bar of quality education in Ka-Igorotan. They enlisted him to join a team of experts to craft a curriculum for the Philippine’s K-12 program. The program was signed into law by President Benigno Aquino on May 5, 2013. Since then, Dr. Faustino has been going all over the Mountain Province School District training heads of schools [both from the public and private schools] on how to administer the K-12 program as well as conduct seminars or worshops on best teaching methodologies. ASMIS and SMSS became training venues and together with SJSMPI and three other public schools were recognized as pilot schools of the K-12 program. The realization of the ASMIS dream curriculum and building will further cement ASMIS relevancy in the quest for raising the bar of quality education in the Mountain Province School District and the Cordillera Administrative Region if not the entire Philippines. For the sake of an economically marginalized indigenouts people valiantly striving to catch up with mainstream Philippine society and the rest of the world, we appeal for your support in our efforts to help realize the ASMIS dream curriculum and building. You can read more about this in the “ASMIS Page” of this website.

contd. on 111. Breif History

All Saints Mission School of Mountain Province, Inc. (ASMIS) by Dr. Dennis Faustino I. Mission Statement and Objectives . All Saints Mission School of Mountain Province, Inc. (ASMIS), a church related school, is committed to offer and foster an education which seeks to promote the development of the whole person - mind, body and character. Thus it offers a well- balanced and dynamic curriculum to help the ASMIS pupil: 1 . Develop a creative and critical mind. 2 . Develop integrity and personal discipline. 3 . Discover and develop his special and personal aptitudes. 4 . Value and appreciate the arts of his/her own indigenous culture and others, as well as an interest in scientific and technical development; and 5 . Develop a sense of commitment to Christian values and the needs of society. II. The school profile All Saints Mission School is located in Bontoc, the capital town of Mountain Provice. Enrollment is in accordance with the church’s guiding principle of inclusiveness, and thus is open to all children regardless of religion, race, or social status. For SY 2014-2015, it is the home of 345 students, 14 regular faculty, 1 part-time teacher, and 2 in administration and office staff which includes 2 security officers. According to last year’s statisctics, 45% of the student body is Episcopalian, 40% Roman Catholic, and the rest are from other Protestant affiliations. The economic profiles show that children come from a wide range of economic backgrounds: from households which derive income from professional government service and private business, all the way to rank-and-file contractual service, small entrepreneurial endeavors, and overseas employmnet. The annual school tuition fee is only PhP8,000 (US$200) for SY 2014-2015 to be increased to PhP9,000 (US$225.00) for SY 2015-2016.

ASMIS kids in different ethnic attires during International Day festivities.

ASMIS kids, performing Igorot dance and music during cultural day festivities.

I II. Brief History ASMIS was incorported in November, 2011, as a successor to All Saints Mission Elementary School (ASMES) which was founded in 1906 by Bishop Charles Brent and the Reverend Walter Clapp of the Episcopal Church of the United States of America (ECUSA). Headhunting forays were still the national pastime of the Igorot tribal communities during the coming of the American Missionaries. Three centuries of attemps by the Spanish colonizers to bring the warring Igorot tribes under civil authority mainly through military subjugation proved futile. Thus, the vision of the American missionaries focused on the pacification of the Igorots in the Cordilleras through evangelization and education. Bontoc, considered then as the most warlike and most feared tribe was chosen as a center for evangelization and education. The missionaries initially offered free instruction in religious, academic, and voacational courses, as well as Kindergarten and Grade 1 after which children continued studies in government established schools. After World War II which saw the destruction of all the mission buildings, except for the girl’s dormitory, the mission underwent rehabilitation for fifteen years. Finally, in 1955, the elementary school was re- established, and a complete elementary program was implemented. The post-war decades saw the development of a high standard institution that produced exceptional graduates who, after receiving well-grounded educational foundation in academic and Christian values, successfully proceeded to secondary and tertiary public and private colleges and universities. Many alumni of the school went on to distinguish themselves in their chosen fields of endeavor. Perhaps, the most prominent was Dr. Hilary Pitapit Clapp, the first Igorot doctor of medicine. The missionary thrust of evangelization and education

proved successful since headhunting and tribal wars have been completely eradicated in the sub-province of Bontoc which has since become the Mountain Province. In contrast, headhunting and tribal conflicts in some hinterland communities in Kalinga and elsewhere in the Philippine Cordilleras, where missionary evangelization and education did not reach, continue to pose problems for the civil and miltary authorities. ASMES joined other Christian schools in the cordilleras in the formation of the Associaion of Chritian Schools and Colleges (ACSC), now renamed ACSCU, to include accredited universities. In 1988 ASMES was accredited by the Accrediting Agency of ACSC and DECS (DepEd). Upon the retirement of Principal Sofia Bacwaden and other dynamic teachers, and the internal turmoil that followed the granting of autonomy to the Philippine Episcopal Church from the mother Church in the USA, the school suffered a series of financial and management problems, resulting in a decline in student enrollment and the loss of credibility with the community that it served. For this reason, the Episcopal Diocese of Northern Philippines (EDP) under the leadership of the current Bishop Brent Alawas, initiated the reincorporation of the school and established a separate Board of Turstees that would oversee and support school operations. All Saints Mission School of Mountain Province, Inc., was registered in November of 2011, following the appointment of Dennis Faustino as Headmaster/Principal by a new Board of Trustees, headed by Rufino Bomasang starting SY 2011-2012. ASMIS remains a church-related institution, situated in church-owned land and buildings, though it became autonomous in governance, administration, and finance. All Saints Mission School, St. James High School in Besao, and St. Mary’s School of Sagada are now formally organized as a federation of Episcopal Mission Schools in the Northern Cordilleras, under the aegis of SPRINT (Schools for Peace, Relevant Instruction for Nurturance and Tolerance) a mother organization of Episcopal Church schools in the country.

IV. The New ASMIS Philosophy of Education and Strategic Plan. Like its sister church institutions, ASMIS which once enjoyed the reputation of being one of the topnotch elementary schools in the Philippine Cordilleras, was reduced to a struggling mission school with meager resources, performing under par in nationalized standardized tests, with an apathetic faculty that remained stagnant in traditional teaching practices and a series of administrators who could not progress beyond the status quo. What remained, and what kept the school barely afloat for more than fifteen years, were the loyal alumni who credited the school for their success in professional and personal endeavors. So what was done since 2011 when the school was reincorporated? First and foremost, the school departed from its tradition view of what education should be. The school community - faculty, staff, parents, trustees, and supporters - embraced the concept of student- centeredness, which governs all components of education, ranging from instructional methodology, curriculum, and teaching resources, to infrastructure and finance. Its core belief is that, since every students is unique, instruction must be individualized as much as possible to meet the needs of individuals as opposed to focusing on the needs of the majority or pandering merely to the gifted and talented. Currently, the school and the church have joined together in formulating a more effective and relevant student-centered curriculum, particularly in the realm of Christian Values Education and knowledge application versus rote memorization. For the past three years, during summer break and after school, the faculty and staff have undergaone training in the K-12 Curriculum, Student-Centered Instructional Strategies and Assessment, and Child-Centered Nurturance, Discipline, and Emotional Development. As to infrastructure, most of the learning spaces have been renovated into modern student-friendly classrooms, made posssible by donations from alumni, individual benefactors, and sister institutions like Trinity University of Asia. Parents have rallied to support increaes in tuition and purchases of the latest K-12 textbooks. In spite of no tuition subsidies from the government, the school was able to make a modest net profit that was plowed back into the school for maintenance. Enrollment figures have increased to 345, up from the lowest figure three yers ago of 290.

Contd. on VI. The Need for Technology

ASMIS Dream Curriculum - In the light of an ever growing competitive technology-driven global economy - Several learning approaches have emerged in response to the quest of governments and industries obsessed for a competitive edge in the global market of goods services and ideas. Among the more popular we read about are the student-centered learning approach, learning by inquiry, progressive method and a blend of the teacher-centered and student-centered learning approaches. ASMIS and the Philippines’ K-12 program adopted the student-centered learning approach. Viewed in the context of a nation’s or industry’s economic standpoint, these learning approaches seek to foster the factor-determinants of the competitive edge equation. These include the following: 1. Innate talents of the learner/student. Students are endowed with different talents. Some are good in math and science; some are good in music and the arts; some are good in law. Students/learners who are guided to develop their innate talents to the greatest extent possible are most likely to have greater impact in an industry’s, government ‘s or nation’s quest for a competitive edge in the global market place of goods, services and ideas. 2. Innovative. Innovations can keep an industry, government, or nation ahead of competitors. That is why innovative individuals are prime targets of manpower resources development and recruitment programs. 3. Results   Oriented. Knowledge accumulation is good; but knowlege application is better. It is the application of knowledge that generates and/or improve a good or service. 4. Team   Player   or   Collaborative. Majority of goods and services are the product of several individuals, a team. The better the team play, the better are the chances of out-competing competitiors. 5. Digitized     Communication     Skills . Computers, digital communications and related technology can make work environments and procedures faster, safer and more economical. 6. Sensitive    to    Cultural,    Religious    and    Environ- mental   Concerns.   Mega million projects have been torpedoed by insensitivity to cultural practices, religious beliefs or environmental concerns. Thus, cultural practices, religious beliefs and environmental concerns are integral components in feasibility project studies or cost-benefit analysis. 7. Values   Formation. Corruption whether in govern- ment or the private sector is a deterrent to the efficient use of the factors of production. Many times we have seen the cost of a project blown to uneconomical proportions by greedy individuals. These individuals have become callouse to universal values such as: “Thou shall not steal”; “Do not do unto others what you don’t want others do unto you”. The best hope of regaining and or strengthening values are the youth. 8. Love   of   country   or   ethnic   roots. Love of country or ethnic roots can inspire a people to produce and defend what is right for themselves. Unpatriotic individuals are easy prey for subjugation. One who has no pride for his people will likely hide in the shadows and not join in efforts to improve their plight. It is our dream that ASMIS will soon be equipped with the faculty training and facilities for an honest-to- goodness implementation of the student-centered learning approach.

the various academic levels of students in the classroom by assigning an initial pre- assessment and developing tailor-made activities to improve areas of weakness. Transparency :   Student use of technology can make the thinking and problem-solving process more transparent to the teacher. Digital files can provide documentation of the processes the student has engaged in to solve problems. It is often easier to store and retrieve these files electronically than on paper. Screen-monitoring software allows teachers to observe students in the process of classwork. Efficiency :   Using technology can reduce the workload on the teacher for mundane tasks such as organization and distribution of electronic learning materials, grading of multiple choice questions. Cooperative   Grouping   and   Collaboration : Educators frequently utilize cooperative grouping strategies and technology integration at the same time since technology is very conducive to group work, team problem solving, etc. Having students work in partnerships or small groups with a computer based activity as a guide allows students to work collaboratively to complete a technology- based activity. Using technology allows for the free exchange of information. The widespread use of compatible text, presentation, and image software allows information to be exchanged more easily than ever before. Archiving : Technology allows teachers to more efficently save and document student work for archival purposes. Whether it be students working on a paper that is saved under their name or scanning in classroom worksheets that identify where a student is in their learning at a set point of time, technology gives the power to save information in ways that are impossible through traditional means. This leads to several advantages like tracking student progress over time or looking back to see what areas need improvement. Computers provide easy storage and access to a student's accumulating portfolio of work. By viewing previous work, students can better gauge their own progress and avoid repeating tasks already accomplished. Preparation    for    College    &    Career : With computers and various forms of technology moving more prominently into the mainstream of typical life and business, it is important to expose our students to different types of technology. Gaining experience in word processing, various software programs, internet research, etc. are essential educational needs for students to become successful in the workplace. Using technology allows for a smooth transition from school to work and school to college. Technology is used everywhere - in math, science, engineering, transportation, manufacturing, and every business application you can think of. From sales transactions and inventory control, to e- commerce, the uses for technology are limitless. . Problem-Solving        and        Project-Based Learning :   Developing deep competency using the problem solving environment provided by the computer. Technology helps promote a positive shift toward more project based, hands on learning, away from lecture based learning. Lecture based learning will not, and should not, disappear. However, the information manipulation environment provided by one-to-one technology allows teachers to reduce their reliance on lecturing. Source of Information: http://schoolcomputing.wikia.com/wiki/Rationa le_for_Technology_in_Education Contd. on VII. The Need for a Science Lab.

VI. The Need for Technology So what is the school’s immediate need? In order to deliver the new curriculum and deal with student centeredness in instruction, the school’s current priority is a computer laboratory, not only for student instructions in technology, but also for the administration and faculty. Currently, all the school records are stored on two computers assigned to the principal and the registrar. As the school only owns one working computer, it has to rely on computers personally owned by faculty and staff. Our proposal for a computer lab includes 30 computers for faculty and student use and a central server to create a school network for easy and reliable communication and storage of student data, 10 flat screen TV sets (one per classroom) to show instructional DVDs, and two laptops to act as a mobile server for instructional materials. The underlying philosophy of the K-12 program, the student centered learining approach, is computer and related technology driven. Best method teaching practices as well as specialized lessons (i. e., for slow learners and handicapped learners) are transmitted mainly through DVDs, CDs and digitized communications. The inculcation of best method teaching practices and specialized lessons will greatly be enhanced with the acquisition of the computes and TV sets as described above Below is an article, copied from the internet, on the advantages of the use of technology in schools. - - - - - - - - - - Why Use Technology? Engagement : Using technology involves students in the learning process. Students using technology become active in the learning process instead of passive listeners. One-to- one technology enables access, manipulation, and presentation of information and knowledge. It can be a very creative process, especially with multimedia. Using technology can reduce discipline problems if students are more interested in their work. Using technology allows students to take ownership of their work. When students are empowered to find their own answers, the learning process becomes much more interesting. Technology allows opportunities for multimedia and interactivity that are impossible with more traditional instructional techniques. . Empowerment : Using technology transforms the teacher from authority-expert to facilitator when the students are guided to use technology to find answers online. Students are transformed from passive recipients of the teacher's knowledge to active participants in knowledge-seeking and knowledge- construction. Teachers often learn new technology programs along with students . Access   to   Information   &   Commu-nication : The internet provides access to an incredible array of information sources, media, and communications. School-Home   Connections :   Technology can offer increased accessibility if the students have computer and internet access in their homes. In these situations, assignments, activities, assessments, multimedia, etc. can be provided over the web and completed anywhere, providing for a wider range of instructional opportunities for anytime anywhere learning. Differentiation :        Technology frequently provides greater opportunities for differentiation for students. Computers targeted at multimedia applications showing pictures, sounds, and videos are conducive to the learning styles of various learners. Additionally, several software programs have exercises that are targeted at differentiating to

THE ASMIS DREAM BUILDING The ASMIS dream school building consists of a right wing addition to the main building; renovation of the main building; and renovation of the left wing building to add an auditorium. The plan is to add classrooms to accommodate the new high school department and kindergarten departments of the school; to fix structural defects of the decades old, dilapidated school builing; and to introduce technological innovations to meet the demands of its student-centered and technology driven curriculum. Construction schedule is divided in three phases and made contingent on the results of fund-raising efforts by the ASMIS Board of Trustees, alumni and friends. We are appealing for you charitable donations to the ASMIS Dream Building Fund. Please go to “Projects” to read more about our fund-raising efforts.

Dream Funding Sources 1. Dr. Dennis Faustino. headmaster of ASMIS is donating a 3 hectare property of his to the Episcopal Diocese of Northern Philippines with the instruction that the property be sold to generate some funds for the 1st phase of the ASMIS Dream Building. 2. Mr. Sherwyn Laus, a member of the ASMIS Board of trustees promised to donate some raffle prizes (a car / motor cycle) to help generate funds for the 1st phase of the ASMIS Dream Building. 3. Mana from heaven. We believe in the power of prayer. And so it is our collective prayer that some kind hearted invidividuals, corporations, churches, schools and other institutional donors share a little of their charitable donation budgets towards the realizatiion of our dream. All we need to do is let them know about our ASMIS dream. It is in that light that we have created this website to announce our dream to the world with the hope that the biblical prophesy “Seek and ye shall find; knock and it shall be open unto you” will come true for the school kids of All Saints Mission of Mountain Province, Inc.. We, the alumni and friends of All Saints Mission Elementary School, have scheduled our 1st ever world-wide conference in March 6-8, 2015 in Alhambra, California at the Holy Trinity and St. Benedict Church, to further give impetus to our collective dream.

VI. ASMIS, a model and training venue for the K-12 program. Situated in Bontoc, the capital town of Mountain Province,and headed by an acknowledged guru of the student-centered learning approach as well as one of the architects of the K-12 progra, ASMIS, like St. Mary’s School of Sagada, could be a model and training venue for the K-12 program not only for the Mountain Province School District but for the entire Cordillera Administrative Region (CAR). ASMIS and SMSS have already been utilized by Dr. Faustino as venues for workshops and seminars related to K-12 best method teaching methodologies and school management. ASMIS’s continuing role as a training venue is only hampered by the absence of sufficient computer and related techonology. No doubt Dr. Faustino’s request for computer and related technology support is, likewise, geared towards realizing this objective.

1. ASMIS Dream Building 2. Computer Lab Project 3. Science Laboratory 4. Endowment Fund Project 5 . Scholarship Project

There is already a computer room built from fund-raising efforts of ASMESAF-NA. However, Computers are needed to complete the project. Estimated cost for new computers and related technology is PhP1,000,000.00 or US$24,000.00 ASMIS Chairman of the Board Engr. Rufino Bomasang organized a Golf Tournament in Metro Manila last February 27, 2015 which raised nearly PhP 1 million for the purchase of computers for the computer laboratory and TV sets for classroom teaching and/or demonstration purposes. Please read the rationale for ASMIS Computers

Endowment Fund Drive for ASMIS has been put in the back burner to addrees first the repairs of the dilapidated school building, class rooms , desks, black boards; install electric lighting and fans; construct a computer lab; as well as renovate / repair the kindergarten rooms. Alumni and friends are planning to launch an endowment fund drive with an initial target of PhP10 million [about US$239,000] over the next five years. Donations towards the ASMIS endowment fund are encouraged. The school has only about PhP2 million in endowment funds as of May 31, 2014.

Dream funding sources: 1 . Sale of 3 hectare property donated by Dr. Dennis Faustino, the ASMIS Headmaster. 2 . Raffle draw initiative of ASMIS BOT Sherwyn Laus. 3 . ASMIS BOT Funding Networks 4 . “Seek and ye shall find; knock and it shall be open unto you” funding initiative. ASMESAF-NA plans on trumpeting the ASMIS dream through this website; project proposals; email, mail and word-of-mouth information drive to alumni and friends as well as institutional donors such as churches, schools, corporations, other grants and aids sources. Hopefully these will generate results proving true the biblical prophesy “Seek and ye shall find; knock and it shall be open unto you .

ASMIS Priority Projects and Fund Raising Efforts by the ASMIS Board of Trustees, Episcopal Diocese of Norhtern Philippines, the Parents-Teachers Association and world-wide ASMES alumni and friends.

There are indigent but talented students who would love to enroll at All Saints Mission School of Mountain Province, Inc., but their parents could not afford the ASMIS tuition fees of from PhP 8,000 to PhP10,000 [US$200 to US$250.00] per year depending on the grade level. Donations for scholarships are very much welcome

The ASMIS Headmaster, Dr. Dennis Faustino is determined to provide ASMIS students a science laboratory. He plans to build this alongside the computer lab. Estimated cost is PhP 500,000.00 or US$12,000.00 Dr. Faustino is respectfully suggesting that whatever proceeds from fund-raising efforts by alumni and friends during their conference on March 5-8, 2015 in Alahambra California be allocated to the science lab project. That conference was able to generate over US$12,000, from a Golf Tournament for the ASMIS Science Laboratory. Please read the rationale for an ASMIS Science Laboratory.