STUDENT MANUAL

2022
Introduction
The Student Manual is a reference guide for both new and returning
students providing them knowledge about services and other relevant
information about the school. It also provides a useful source of information
to many of the most important aspects of student life. Its topics range from
vision-mission to the rules and regulations formulated by stakeholders of
the institution whose concern is the growth and development of the
students. Certain parts of the handbook are crafted within the frameworks
of the provisions of the Manual of Regulations for Private Schools.
Students should read it thoroughly, so that they will become familiar with
the services, resources, policies, requirements and expectations they will
have to meet.
 Upon enrolment in this institution, students are required to be
conversant with the regulations affecting their academic life such as the
standard of academic achievements and moral discipline expected of
them in school. It is therefore their duty and obligation to be informed of
the provisions of the handbook. Ignorance of any item mentioned in this
handbook will not be accepted as an excuse or reason for any
consideration or request for consideration in the future. While individual
rights and freedoms are recognized and respected, enrollment at AIT
signifies that willingness to abide by the lawful rules and regulations of
this private institution.
 The Handbook is only one of many good sources of information about the
institution. Students are also advised to consult the principal, guidance in-
charge, coordinators or their advisers if they have further questions about
any of the topics covered in the handbook. Other members of the AIT
community—the faculty, administration and staff—stand ready to help
students when questions or problems arise. The school administration
encourages any student to make use of the opportunity to raise questions no
matter how trivial that question may be. Doing so will help guide
administrators to revise and/or improve existing provisions/ policies to make
your years at the institution as productive, meaningful and enjoyable as
possible.
AIT Brief History and Background
Advance Institute of Technology (AIT) started its
operation sometime in June 1994 at the
expressed desire of Mr. Vicente Tampus Ybañez
and Mrs. Fernanda Estorba Ybañez.
It was first located in Pusok, Lapu-Lapu City in a rented building
where short term courses in Computer Education, to wit:
“WordStar, Lotus, Computer Technology and Programming”
were offered. The school was later transferred to its present site
in Sangi New Road, Pajo, Lapu-Lapu City after the construction
of the new two-story building. The new building houses the
high school and college departments when the two programs
were simultaneously opened in June 1996 with 13 students in
first year high school and 50 students in college.
 This institution enjoys government recognition in its college
programs, (under CHED) viz., Two Year Computer
Technology and all short-term courses.
At present, AIT offers complete basic education: Pre-
School (Nursery, Kinder 1 and Kinder 2), Grade School
(Grade 1 to Grade 6), Junior High School (Grade 7 to 10),
Senior High School (Grade 11 to 12) and College. The High
School Program was granted Government Recognition in
2005.
Its kindergarten and elementary departments operate by
virtue of a permit granted by the Department of Education
and finally granted its Government Recognition in 2013. In
college, Government Recognition was granted in the
Associate in Computer Technology leading to BSIT, BSCS,
BSIS and/or other related courses.
 AIT joins academic competitions in the division,
regional and national levels and subsequently garnered
numerous awards. As a result, AIT has been known in
the City of Lapu-Lapu.
School Seal
The official seal of AIT is a gear-
shaped figure which signifies
Technology. The Triangle symbolizes
the three regions of the country while
the Rays depict vast horizon of the
best technological foundation which
the institution envisions to provide to
its student.
Philosophy
AIT believes that the purpose of education is to
provide students with knowledge and skills to make
them self-reliant, lead successful and productive lives,
contribute to the welfare of society, and become
responsible citizens. Cognizant with this belief, AIT
provides students with a strong foundation in basic
education, and commit to the development of
students’ well-being and full potential.
Vision
We envision Advance Institute of Technology (AIT)
as a Christ-centered, socially-responsive and
academically-innovative community, committed
towards the fullness of life.
Mission
Advance Institute of Technology commits to:
Intensify academic excellence through a well-balanced
curriculum.
Provide growth opportunities for stakeholders on
technical, vocational and professional skills and
enhance capability through partnership and linkages.
Empower community to become stewards of the
dignity of life and environment.
Respond enthusiastically to the needs of the
community through extension services.
AIT History and Background
School Seal
AIT Philosophy
AIT Vision
AIT Mission
Objectives
Core Values
 Elementary Objectives
 To provide the students with basic knowledge and skills in the
core subject areas necessary for them to attain their full
potential and passion for life-long learning.
 To develop students skills, attitude and values essential for their
personal development and are necessary for them to become
responsible citizens in an ever-changing society.
 To provide students with learning experience at an appropriate level of
challenge based on assessment data in order for them to meet and/or
exceed annual targets through strategies embedded at AIT curriculum.
 To develop technological literacy among students.
 To provide students with quality experience and opportunities that will
prepare them to engage in honest and gainful work.
 To provide learning experiences so as to prepare students for
constructive and effective involvement in society.
 High School: Objectives
 To continue to promote Elementary Education Objectives by providing
general education.
 To develop the essential aspect of the human person by acquiring
further intellectual, social, moral and physical concepts, ideals, attitude
and skills.
 To discover and enhance aptitudes and interests and to equip students
with skills for productive endeavour so as to prepare them for work in
the real world.
 To build a firm foundation in basic education to prepare students for
formal higher education studies or further training.
 To enhance or develop vocational and or avocational efficiency among
students.
 To develop technological literacy among all students.
Core Values
 Discipleship – The enthusiasm to live out one’s life as an
authentic witness of God being maka-Diyos, maka-tao,
maka-bansa.
 Moral Integrity – The desire to live a virtuous life worthy of
emulation
 Loyalty – The faithfulness to the institution, the sensitivity to
its needs and the readiness to identify oneself with it in all
events
 Service – The willingness, availability and readiness to
share generously one’s time, resources and expertise to
the institution and the community.
 Teamwork – The working together harmoniously with open
minds and acceptance of the uniqueness of the individual.
ADMISSION POLICY
The Advance Institute of Technology, Inc. is open to all
students who meet its academic standards and who are
personally qualified to acquire formal education. He/she must be
committed to the attainment of the vision-mission statement of the
institution and is willing to abide by its rules and ideals. A child
enrolling for Pre-School to Grade 12 transferees shall not be
enrolled in the absence of parent/s and/or authorized guardian.
Admission Requirements for New Students and Transferees
a. Report Card (Form 138) with average grade of 80 and conduct grade of
85 duly certified by the Principal
b. Entrance Exam and Interview Results
c. Photocopy of PSA issued Birth Certificate
d. Certificate of Good Moral Character
e. Parent Certificate of Indigency issued by the Barangay
f. 3 copies 2x2 or Passport Size Picture
g. Certificate of Recognition (For graduates with Honors)
h. Accomplished Enrollment Form
i. Accomplished ESC Forms for Grade 7 students
j. Accomplished SPES Forms for Grade 11 & 12 students
Admission Requirement for Old or Returning Students
a. Report Card (Form 138)
b. Clearance
c. Accomplished Enrollment Form

Note: Students should be enrolled only under their true names

or those names appearing in their birth certificates.
 
CURRICULUM
Private schools shall comply with the following K to 12 Curriculum
as core curriculum in secondary education which may be
augmented by additional subjects and/or by additional time for
classroom instruction.
K to 12 Basic Education Curriculum
KINDERGARTEN
 
Republic Act 10157, or "The Kindergarten Education Law" made
Kindergarten the compulsory and mandatory entry stage to basic
education. Section 2 of this Act provides that all five (5)-year old children
shall be given equal opportunities for Kindergarten Education to effectively
promote their physical, social, emotional and intellectual development,
including values formation so they will be ready for school. This was so
since the Department of Education (DepEd) believes that Kindergarten is
the transition period from informal to formal literacy (Grades 1-12)
considering that age five (5) is within the critical years where positive
experiences must be nurtured to ascertain school readiness.
 Various researches support that this is the period of greatest growth and
development, when the brain develops most rapidly and almost at its fullest.
It is also the stage when self- esteem, vision of the world and moral
foundations are established. Teachers/parents/caregivers/adults should
therefore be guided to facilitate explorations of our young learners in an
engaging and creative curriculum that is developmentally appropriate which
immerse them in meaningful experiences. Provision of varied play-based
activities leads them to becoming emergent literates and, helps them to
naturally acquire the competencies to develop holistically. They are able to
understand the world by exploring their environment as they are
encouraged to create and discover, that eventually leads them to becoming
willing risk takers and ready to tackle formal school works.
Technology and Livelihood Education (TLE) and Technical-
Vocational-Livelihood (TVL) Track
ICT Specialization: Computer Systems Servicing
HE Specialization: Food and Beverage Services
IA Specialization: Automotive Servicing
 GRADING SISTEM
Private institutions have their discretion in determining the
Honors and Awards based on the Philosophy, Vision-Mission of the
institutions to uphold their ideals, however, the minimum standards
of determining these different awards shall also based on the
Dep.Ed order No. 36, s. 2016.
Any student who violates the rules and regulations shall not be
given any recognition of awards and special awards within the
quarter or depending on the severity of the offense to be determined
by the Principal and Department Heads.
 The K-12 Basic Education Program uses a standards- and
competency-based grading system. These are found in the
curriculum guides. All grades will be based on the weighted raw
score of the learners’ summative assessment. The minimum grade
needed to pass a specific learning area is 60, which is transmuted
to 75, in the report card. The lowest mark that can appear on the
report card is 60 for quarterly grades and final grades.
 Learners from grades 1 to 12 are graded on written work,
performance tasks, and quarterly assessment every quarter.
These three are given specific percentage weights that vary
according to the nature of the learning area.

For Kindergarten
Guidelines specific to the assessment of kindergarten
learners will be used in a different memorandum or order.
However, for kindergarten, checklists and anecdotal records are
used instead of numerical grades.
 POLICY GUIDELINES ON AWARDS AND
RECOGNITION FOR THE K TO 12 BASIC EDUCATION
PROGRAM
I. Rationale. The Policy Guidelines on Awards and Recognition
for the K to 12 Basic Education Program articulates the
recognition given to learners who have shown exemplary
performance in specific areas of their school life. These
guidelines are anchored in the Classroom Assessment for the K
to 12 Basic Education Program (DepEd Order No.8 s.2015),
which supports learners’ holistic development in order for them
to become effective lifelong learners with 21st-century skills.
This policy aims to give all learners equal opportunity to excel
in relation to the standard set by the curriculum and focus on
their own performance rather than to compete with one
another. It recognizes that all students have their unique
strengths that need to be identified, strengthened, and publicly
acknowledged. In support of the holistic development of
Filipino learners, it is important to veer away from valuing
only academic achievement based on high grades and move
toward valuing and celebrating a wide range of student
achievements.
The awards aim to acknowledge and promote student
excellence in various areas and to provide formal recognition of
student achievements that can motivate learners to strive for
excellence in academic, leadership, and social responsibility. In
effect, the policy encourages all learners to remarkably and
skillfully perform specific kinds of tasks critical to their success
in school and at work. Consequently, the policy will include all
learners and encourage them to be proactive members of their
school and community.
In addition to acknowledging and promoting the
development of the learners’ unique cognitive and other
skills that underpin success in school and at work, the
awards also aim to nurture the formation of the learners’
values and attitudes anchored on the core values of the
Department of Education. Awards and recognition bestowed
on learners who have successfully attained standards set by
the school support the efforts and accomplishments of these
learners and affirm their latent potential, abilities, and
dispositions.
Learners who feel good about their abilities and
contributions to the school and society are more likely to be
happy, contented, and motivated. When these learners are
recognized for their efforts, they will also persist in their
desire to excel. The giving of awards and recognition is but
one of the many ways by which teachers and schools provide
students with positive feedback and affirmation, which can
improve the learner’s confidence, self-awareness, and
enthusiasm for learning.
Other ways by which teachers can provide learners with
information about their competence or the value of their
accomplishments can be explored. A motivating
environment that promotes respect for student diversity
and dedication to learning contributes to the creation of
a positive school climate that supports the well-being
and achievement of all students.
Classroom Awards are recognitions given to learners in
each class or section. A simple recognition may be given
per quarter, semester, or at the end of the school year.
Awardees are given merit by the adviser and/or other
subject teachers in recognition of the learners’ outstanding
performance in class.
Conduct Awards. These awards are given to learners who
have been observed consistently demonstrate the AIT Core
Values and DepEd Core values (Maka-Diyos, Makatao,
Makakalikasan, Makabansa). Honor students shall meet the
minimum conduct grade of 90 in all grading period.
 
Service Awards. These awards are given to learners who
have been rendered services in the classroom, school
environment and community.
Perfect Attendance Awards. These awards are given at the
end of every quarter to encourage learners to attend and
actively participate in class and school activities. Perfect
attendance means that a learner must be present in all of
his/her classes and school activities, and must have no
absences and tardyiness for the entire quarter.
Loyalty Awards. These awards are given to learners who are
loyal to the institution for six (6) years stay for the Elementary
and four (4) years stay for Junior High School and Senior High
School.
 
Grade-level Awards are given to qualified learners for every
grade level at the end of the school year. Candidates for the
awards are deliberated by the Awards Committee (AC) if they
have met the given criteria and particularly no quarterly grade
below 88 in all subjects in Junior and Senior High School, and
no quarterly grade below 85 for Elementary.
Academic Excellence Award. At the end of the school
year, the Academic Excellence Award is given to learners
from grades 1 to 12 who have attained a General Average
of at least 90 and particularly no quarterly grade below 88
in all subjects in Junior and Senior High School, and no
quarterly grade below 85 for Elementary.
Leadership Award. The leadership award is given to learners in
grades 6, 10, and 12 who have demonstrated exemplary skills in
motivating others and organizing projects that have significantly
contributed to the betterment of the school and/or community.
This award is given during the completion or graduation
ceremony. To qualify for this award, a learner must: 1. Have no
below 85 grades in any of the learning areas. 2. Have not
committed any offense punishable by suspension. 3. Be a class
officer or an active member/officer of any recognized school
club, team, or organization.
Special Recognition is given by the school to the learners who have
represented and/or won in competitions at the district, division,
regional, national, or international levels. This is to publicly affirm
learners who have brought honor to the school.
BASIS IN DETERMINING
ACADEMIC EXCELLENCE AWARD
Average Grade per Quarter
1. With Highest Honors/May Pinakamataas na Karangalan 97.5–100
2. With High Honors/May Mataas na Karangalan 94.5–97.4
3. With Honors/May Karangalan 89.5–94.4
 The school’s vision aimed for one-thing and that is to
produce good citizen for the nation therefore all pupils
and students who are vying for academic excellence
award must obtain a good record of values in all aspects
per quarter and they must not able to violate any major
violation in the school rules and regulations and must not
able to violate ate least three (3) minor violations in the
school rules and regulations.
For the CORE Values and Conduct, they must
have not more than two Sometimes Observed
(SO) per values behavioral statement and a
conduct grade of 90.
REPORT CARD (Form 138)
Report Card is issued after every grading period. The
report card indicates the academic performance and
progress of the pupil/student in a particular grading
period. Erasures and tampering are not allowed.
Parents are required to review and sign the Report Card
and have it returned to the class adviser within three (3)
days after the distribution. Unreturned Report Card after
the said schedule is considered lost and the parent is
obliged to pay for another copy of the Report Card and
must submit an Affidavit of Loss.
If the Report Card is lost after its issuance at the end of
the school year no other card shall be issued. Instead, a
certificate of true copy of the final ratings will be issued.
The Report Card including the Certificate of Good
Moral will be held in school unless the parents have
completed their child’s/children’s requirements or
documents and they must have settled all obligations and
other related responsibilities including school fees.
EXAMINATION
A test or an examination is an assessment intended to measure
the achievement of a student.
The following Tests are to be administered within the school year:
* Periodical Test (Minor Subjects are given every-middle of the
grading period)
* Periodical Test (Major Subjects are given every end of the grading
period)
* Diagnostic Test-given at the beginning of the school year
* Achievement Test – given at the third quarter of the school year
SCHOOL FEES AND DISCOUNT POLICIES
A. Payment Policy
1. The mode of payment is monthly for the tuition fee. Tuition fee
must be paid regularly. Parents are encouraged to settle the
accounts of their child/children on time or a week before a
scheduled exam.
2. The mode of payment for the miscellaneous, books and other
school fees is quarterly and/or it depends upon the current mode
of payment approved by the school president.
3. Student who dropped from the school or transferred to other
school within the current year, parents are required to pay the
remaining tuition fees, miscellaneous, book fees and other
school fees.
4. All financial obligations must be fully settled before the
issuance of any school records at the end of the school year.
B. Refund of Fees
When a student enrolls in a school, it is understood that he/she
is enrolling for the entire school year. However, if a student
withdraws from the school within thirty (30) days from the date of
registration, he/she may be given a refund, provided his/her fees
have been paid in full for a year or a semester on the following
conditions:
1. If the student withdraws during the first week after registration,
he/she will be refunded 80% of the amount paid for in tuition fees
only but not the miscellaneous and other fees.
2. If the withdrawal is made within the second, third week
after registration, a student will get a refund of 50% of the
amount paid for in tuition fees only but not the
miscellaneous and other fees.
3. There is no refund given to any withdrawals made
beyond third week after registration.
4. A student is charged of all the school fees in full if he/she
withdraws any time after the second week of classes.
5. Miscellaneous fees and other fees are non-refundable.
C. Privilege
1. For Honors Student
a. A 100% discount on tuition fee and free books are granted to an
entering grade 7 who graduated First Honors in his/her Grade 6
class from any public or private elementary school.
b. 50% discount on tuition fee is granted to an entering grade 7
who graduated Second Honors in his/her Grade 6 class from any
public or private elementary school.
c. 20% discount on tuition fee is granted to an entering grade 7
who graduated Third Honors in his/her Grade 6 class from any
public or private elementary school.
 d.10% discount on tuition fee is granted to an entering grade 7 who
graduated Fourth Honors until the last rank.
2. Honors student in a class is also given tuition fee discount on the
basis of the following:
* 1st honors or top 1 in class 20% * 3rd honors or top 3
* 2nd honors or top 2 in class 15% 10% discount
This privilege is applicable until the student reaches Grade 10,
provided the student will have no grade below 88 in any subject and
must have a 90 grade in conduct and at least two Sometimes Observed
(SO) rating in the CORE Values behavioral statement per quarter.
3. Sibling (Grade School & High School)
For those who have more than two (2) children enrolled at AIT,
the following discount privileges on tuition fees apply:
Three (3) children – 30% for the youngest child
Four (4) children – free tuition for the youngest child
Five (5) children – free tuition for the fifth child and 30% for the
fourth child
 
4. Student whose parents are government employees are given
10% discount.

 5. Employees’ child/children enrolled in AIT is free on tuition

fee only.
 
6. Employees’ sibling enrolled in AIT is 50% discount on
tuition fee only.
7. Dep.Ed – FAPE – ESC Grantees (peac.org.ph)
The Fund for Assistance to Private Education (FAPE) is a
perpetual trust fund for private education created by 
E.O. 156 S. 1968 and amended by E.O. 150 S. 1994. FAPE
was created on November 5, 1968 by Executive Order No.
156, in implementation of the project agreement between
the Philippine and United States governments to establish a
permanent trust fund that would address the needs of the
private education sector in the country.
In the 1960s, the 
Coordinating Council of Private Educational Associations, or
COCOPEA, campaigned for a share in the 
Special Education Fund, which was from the surplus funds
authorized by the War Damage Act of 1962. The private
education sector successfully convinced the Philippine
government that it has an important role to play in nation-
building such that it not only deserved but also needed to be
assisted financially.
The trustee of FAPE is the 
Private Education Assistance Committee (PEAC), which is
headed by the Secretary of Education as its chairman. PEAC is
also composed of representatives from the 
National Economic Development Authority (NEDA); 
Catholic Educational Association of the Philippines (CEAP); 
Association of Christian Schools, Colleges, and Universities
 (ACSCU); and the 
Philippine Association of Colleges and Universities (PACU).
 
Through the years, the management of the Fund has evolved to cover
other programs of assistance to the private education sector and with it
an organization that helps the PEAC. Recently renamed the PEAC
National Secretariat (so as not to confuse with the trust fund), the
organization, as directed by the PEAC, manages and develops
programs of assistance to private education and participates in
initiatives affecting the sector. Presently, it manages the Education
Service Contracting, Teacher Salary Subsidy, and Senior High School
Voucher Program components of the GASTPE Program of the
Department of Education, the In-Service Training Program, and the
Research Program, among others.
Students who are grantees of Dep.Ed-FAPE-ESC (Education
Service Contracting) program will be given 50% discount on tuition
fee or it depends upon the amount of subsidy given.
This is Applicable to all incoming grade 7 students particularly from
Public Schools to help decongest its population. For incoming grade
7 students of Private Schools are hereby also given a privilege.
 
Note: Discount privilege is given once and it applies only on tuition
fee. It does not include miscellaneous fees, book fees and other
school fees.