AUGUST 2019

Sarang-ini
THE OFFICIAL NEWS MAGAZINE OF DEPED SARANGANI

Sarang-ini AUGUST 2019 1

 what’s inside
Addressing the Needs
4
5
of Sarangani’s Diverse Learners

14
6
SDO eyes construction
of new office building
The
SCHOOL
Division crafts citizen’s charter
to streamline frontline services 15 Beyond
Clouds
the

SDO fast-tracks school titling

17
6
Sarangani schools receive
Every
Sarangan
15 donated classrooms

Stiftung Solarenergie PH
lights up homes of learners a Reader
Dynamic Learning Program
18
8
supports ALIVE

DepEd OKs 6 Sarangani schools

to offer SPJ 19
Sagud Kabataan to beat malnutrition,
catch SARDOs
INNOVATIVE SCHOOL LEADERSHIP
Mnemonics of a Leader
20 PAVING THE WAY FOR excellence in classroom instruction

we’re online!
The Sarangan Teachers
FACES OF EXCELLENCE AND INNOVATION 10
12 Elevating the Quality of Education
Scan this QR code to read
more stories online. SBM: Empowering Schools,
You may also visit
https://sites.google.com/

DEXECOM: 16
deped.gov.ph/
sarang-ini-online

Keeping the SDO Responsive and Up-to-Date

editorial staff
SCHOOLS DIVISION SUPERINTENDENT Crispin A. Soliven , Jr. CESE
ASSISTANT SDS Diosdado F. Ablanido, CPA
CID CHIEF Donna S. Panes SGOD CHIEF Ma. Shirley M. Cardinal

EDITOR IN CHIEF Laforeza L. Maguate

ASSOCIATE EDITOR Aurelio C. Cagang and Analiza A. Domingo
NEWS EDITOR Ariel C. Lalisan
LAYOUT EDITOR Ariel C. Lalisan and Bryll O. Regidor

WRITERS Romeo L. Martin | Lodgin L. Leaño | Ariel Lalisan | Kristine Joy L. Quiño | Gian Carlo C. Licanda
Annie Rose R. Gheorghiu | Rosemarie C. Nacion | Myries Alido-Bungag | Melvin Ynion | Laudy Grace C. Baguio

CONTRIBUTORS Jonathan Agreda | Rochelle Morido | John Jerson Constantino | Pops EA | Ralph Alaba
Edward Ryan F. Gulam | Jessa-Anne D. Niod | Patrick Neil C. Eresma | Erwin F. Deguiñon

2 Sarang-ini AUGUST 2019

Because You Cared
CRISPIN A. SOLIVEN, JR., CESE
From the Desk
of the
I
S DS
t’s quite a long time ago that we are divided by our different department goals and our
primary concern was only to meet the targets of our respective agencies. But that is not the
case now.
I am overwhelmed to see that we in Sarangani are achieving sustainable development
goals. It’s even more rejoicing to notice that we are adopting the whole-nation approach where
we become co-builders and partners in fulfilling the common goal of preparing a bright future
for our children.
This journey of preparing the next generation does not lie solely on the hands of the
DepArtment of Education. Seeing you become part in building classrooms, in providing
potable water and healthy foods to nourish our young learners, in lighting the classrooms of
our off-grid schools and in providing materials for curriculum and instruction--you have made
our job easy.
Our calling has been made even more meaningful because every single step of the way,
you are willing to meet where we end and you extend where we cannot reach.
As the head of DepEd-Sarangani, we would like to express that we are immensely grateful
to each and every one of you who has given their equal share in making education, the most
important tool for change, to finally create a lasting impact.
We give due recognition to various private individuals, corporate partners and our dear
local government entities, allow us to highlight how each one has contributed to the state of
DepEd-Sarangani. Accept our little way of returning back the joy of giving because we know
we cannot outgive what you have contributed.
We will continue to build productive engagement with the private sectors and local
government agencies that offer opportunities for dramatic transformation. Our gathering
today symbolizes our victory because our success in the department is our mutual
achievement.
Distinguished partners in education, a strong partnership with the Department is essential
throughout our work. I can never overemphasize this. The role of the stakeholders is more than
valuable to us. It is more than essential in our extraordinary tasks.
As we shape the road ahead for this organization, thank you for your advice and support.
Together with you, our partners, we will continue to deliver services in education, seeking
quality for all Sarangan learners.
Thank you very much!

A MESSAGE
FROM THE CID
Celebrating our Solidarity

Chief
DONNA S. PANES / CID Chief

A
s we begin this joyous foundation anniversary of DepEd Sarangani, I am reminded of an
opportunity I had to share a podium with a friend. One of the many misconceptions that he
debunked in our conversation was the idea that teachers have it easy because they get the
summer off.
“Many educators who can—or must—take a summer break now find their summer getting shorter,
as more and more of them nobly offer their time in summer camps and classes teaching children how to
read”, he said.
This, my friends, is why our anniversary is worth celebrating for – an idea that this August 2019
Edition of Sarang-ini want to schowcase.
One of the most interesting things about our Division is its broad diversity of its brain power ably
personified by no less than our SDS himself, Crispin Soliven Jr who in his leadership enable Sarangani to
conquer feats (which will be covered and elucidated at the succeeding section of this issue).
At one end of our office, we have our generous school heads, district heads, supervisors and other
administrators who served as frontlines of DepEd’s programs and projects.
On the other side of our organization, we have our teachers in the far flung areas whose dedication
enabled us to achieve our targets in reading. I want to zero in to their efforts and wide range of creative
pursuits in order to deliver quality education to our less privileged learners.
And in between is a vibrant mix of intellectual and skillful prowess of our support staff and
community partners who made our educational stride more formidable.
This edition of Sarang-ini will also offer you an invaluable trove of experiences that lead you to
the insight that the journey of people, minds and ideas for quality education is helmed across political,
geographical and cultural boundaries; and that these boundaries will be conquered by a magnanimous
heart for learning and for the future of children.
My congratulations to everyone!

Sarang-ini AUGUST 2019 3


Addressing the Needs
of Sarangani’s Diverse Learners
Jonathan B. Agreda
“This building is a miracle for Alna IP
School!”
These were the lines exclaimed by DepEd
administrators of Sarangani Division who
visited and survived the 13 hours breath-
taking walk plus three hours death-defying
motorcycle ride to Alna IP School, located in
one of the most geographically isolated and
disadvantaged areas (GIDA) in Upper Suyan,
Malapatan 2 District, July 3.
The construction of one story building
with three classrooms was a big surprise to
Deped officials on how the community was
able to build completely such school building
despite of its backbreaking, challenging
location.
KALAHI-CIDSS Building at Akbual IP School
4 Sarang-ini AUGUST 2019
IP SCHOOLS & INDIGENIZATION
By Lodgin L. Leaño, TIII / Glan Central ISSC
As one of the 17 IP schools recognized by
DepEd National Office, Alna IPS was identified
as recipient of school building from KALAHI
CIDSS foundation bringing excitement to all
IP learners upon its completion as it saved
261 school children from the discomfort and
inconvenience of having open, unstructured
classrooms.
“A conducive learning environment is
very important as it offers our learners a new
home that will help them learn more and
preserve their culture, practices, and beliefs,”
Mr. Melchor Maguan, Principal 1, Focal person
of IPED Program, shared the essence of
completing the construction of such building.
Meanwhile, Falel Kesbung IP Integrated
KALAHI-CIDSS Building at Alna IP School
School of Kiamba West District turned into
an extraordinary IP school for being the first
integrated school in hinterlands with Grade
11 that offer Agriculture for TVL track which
will help them to understand that Agriculture
is not merely about plowing the fields but
to offer better and advanced techniques in
producing crops and food sources.
Moreover, IP schools use contextualized
learning materials like big books, dictionary,
teachers’ guides, learners’ materials and
primers in delivering the lessons being a
recipient of FLALOK Project, an initiative
of Sarangani Division in partnership with
CLAFI to help IP schools preserve their own
language and understand better the modern
world.
Lamlifew IP Integrated School
of Malungon Municipality is another
outstanding IP school in Sarangani Division
for implementing the Indigeneous Knowledge
System and Practices (IKSP) by integrating
every week in their lessons the Blaan dances,
practices, beliefs, and cultures through their
elders who served as teachers for a particular
day.
This school year, Lamlifew IPS is applying
for a special program for all Blaan learners,
the Special Program in Arts (SPA) in Junior
High School to discover and mold the talents
and skills of learners who are in mountains
and far flung schools.
Sarangani Division continues to
indigenize its curriculum in basic education
level having 129 IP schools that promote and
protect the culture and values systems of
Blaan, Tagakaulo, Tboli, Manobo, Kalagan and
others in their own respective communities.
The While the Department of Education
is being continuously criticized by its
detractors, especially in social media,

SCHOOL it never stops being an agent of peace

and development in the countryside.
There are stories of heroism tucked

Beyond away in the hinterlands, unknown to

many easygoing, smartphone-toting
city folks -- stories of community

Clouds the
transformation and stories of dreams
coming true.

By ARIEL C. LALISAN, TIII / Alabel National

Science HS

I
n Sarangani, 129 out of the 319 schools have learner
populations who belong to the indigenous people
groups in the province. Most of these schools are
located in geographically isolated and disadvantaged
areas. As such, these schools are among the priorities of
the Department of Education.
Despite the difficulty of getting to these areas the
Division of Sarangani continue to reach out to these
communities in order to bring transformation through
the delivery of basic education services.
Newly-hired teacher Jenelyn E. Sanate never
imagined that she would be able to reach Sitio Alna,
Barangay Upper Suyan in the municipality of Malapatan,
where she was assigned as the only female teacher.
“Going this place is very difficult. It takes us six
hours of trekking along steep slopes, which is made even
more difficult when it rains,” she said.
The roads to Sarangani’s last mile schools may
already be perilous to teachers who accepted the challenge
to dedicate their time and talents to teach in these far-
flung communities. Sometimes, even their lives are put at
stake when they are caught in armed conflicts.
Ronald T. Romano has been caught in cross-fires
while teaching at Akbual, also in Upper Suyan, Malapatan.
He was the first teacher to be assigned in the sitio,
where people, at first, feared his presence. He was there
to establish what is now known as Akbual IP School.
He would not forget the time he spent in the hands of
armed men who took him further in the mountains to be
questioned.
“I was once taken by a group of armed men into a
place far from here. We kept walking for hours even in
the middle of the night. They wanted to know what my
purpose was,” he recalled.
He was released when he was able to prove that he
was just there to teach kids as a teacher hired by DepEd.
Today, it has been five years since that incident and he still
has the desire to continue serving the sitio in spite of all
the dangers he has faced.
“Now, the people are very happy because of this
school. They are very supportive of all the programs of the
school,” Romano said.
While it seems almost impossible to construct
concrete classrooms in schools like Alna IP School, and
Akbual IP School, the community has proven, as they have
always had, that when they unite to achieve a common
goal, nothing is impossible.
Another parent, Aga Mante, recalled the difficulty
of bringing the materials from Barangay Upper Suyan to
Sitio Alna.
“We carried all the materials on our shoulders going
up here,” he said.
“It was easy to convince everyone to help because if
we will not help, we will not be able to build this school
here,” he added.
Cababa Yang, PTA president of Akbual IP School
had the same experience, and he expressed his gratitude
that because of the establishment of the school in Akbual
the children in his community can learn better and now
have chances at a better life.
The sacrifices of the teachers assigned in last miles
are not in vain. The many years of trekking on muddy
mountain trails, crossing raging rivers, and facing various
threats to their lives have resulted in the realization of the
dreams of the people in the community.
“What this place really needed was a school. Without
this school here we would not be able to send all our
children to school because of the distance,” Lito Paginan,
one of the parents at Alna IP School said.
“We donated this piece of land here where the school
stands because we believe that this school will help in the
improvement of our community,” he added.
Grade five learner, Peres Saluntay, lives at Sitio
Siman, a two-hour walk from Alna IP School. He said he
leaves their home at five o’clock in the morning to arrive at
school by 7 o’clock.
Chamy Tanod, also a grade five learner at Akbual IP
School, walks for three hours to go to school daily.
These kids are just a few of those who make sacrifices
just to go to school. Sometimes, many of them go to school
without eating. Their bags are recycled packaging of
Golden Bihon and contains only a few sheets of paper and
an a worn-out pencil.
These challenges do not bother the kids. In class,
when their teacher tell them stories from the Flalok big
books, their eyes are filled with wonder. In their classes
they are never shy to show that they can already read and
count.
In a conversation, Peres said that he continues to go
to school despite the hardships because he has a dream.
“I want to become a teacher someday,” he said.
The schools at Alna and Akbual are just a few of
the many schools in Sarangani that share the same story.
Many of us in the flatlands do not know about those
schools and the struggles the people living and working
in these places go through. These schools may be hidden
beyond the clouds but DepEd Sarangani goes the extra
mile to bring the sunshine of quality education to these
last mile schools.

Sarang-ini AUGUST 2019 5

 FOCUS ON READING

Every
Sarangan
JOHN JERSON P. CONSTANTINO,
Alternate Division Reading Coordinator
JESSA- ANNE D. NIODA, TII , Malungon CESSC

a Reader
PATRICK NEIL C. ERESMA TI, Malungon NHS
KRISTINE JOY L. QUIÑO, TI, Lun Padidu CES

R
eading is the foundation to all learning. It is because of this fact that the Division of Sarangani makes reading its top priority.
Based on the result of the PHIL-IRI Pretest conducted last SY 2018-2019, there were 6,100 non-readers and 34, 283 frustration readers
identified from Grades 3 to 8 while 4, 250 Grade 1 and 2 pupils were found out to have difficulties in Oral Reading Passage, Reading
Comprehension and Dictation as a result of the EGRA Test.
The data of the pre-reading assessments post a big challenge to the division of Sarangani in its quest of delivering quality education for all
and thus, mandated all schools to implement and intensify different reading interventions.
To monitor and evaluate the school-based implementation of reading interventions, the division of Sarangani initiated the Adopt-a-District
Program with the help of the Education Program Supervisors and Coordinators to provide appropriate and immediate technical assistance to
the schools with their existing problems in reading.
To address the reading problems in the Division,the CID Chief and the Division Reading Coordinator formulated the Division Reading
Enhancement and Advocacy for Maximum Understanding and Performance (DREAM-UP). Under which are several activities implemented
schools such as the 30-minute Daily Reading Intervention, School-Based Tutorial, and Summer Big Brother.
The individual efforts of every school with the support of stakeholders in elevating the reading status of Sarangan learners have made a
remarkable decrease in the number of non-readers from 6,100 pupils to 2,320 based on the result of post-reading assessment.
However, the division is still challenged by the fact that non-readers are still evident in some schools and, thus, it shall expand its efforts in
assuring that ‘No child will be left behind’.

30-MINUTE DAILY READING INTERVENTION

In Sarangani, all schools are required to integrate a 30-minute daily reading
class. The integration was carried because of the result of the reading validation
conducted to 3, 675 Grade 3 pupils last SY 2017-2018 where 18% of the pupils
were still identified as non-readers.
With the adherence to the division’s initiative, Mangelen Integrated School
was able to achieve a 53% improvement rate from the 57 Grade 1 and 2 pupils
who were identified as low performing in basic reading components as a result of
the EGRA Test.

ACHIEVING ZERO NON-READER SCHOOL-BASED TUTORIAL

The division of Sarangani also intensified
The success of every intervention and program the conduct of School-Based Tutorial (SBT)
will not be possible, however, without the help of the Program which was adopted from the Sulong
stakeholders, both internal and external. This can be Karunungan Program of the Provincial
proven by Linao Elementary School which was found to Governor’s Office of Sarangani.
have zero non-readers from Grades 3 to 6 based on the Alabel Central Integrated School SPED
result of the reading validation conducted last February. Center utilized their Senior High School HUMSS
This result can be inferred from the collaboration of the students to serve as tutors to the elementary
parents, teachers and the school administration. The frustration readers using the SBT cards and
learners are observed to be continuously improving other reading materials. Consequently, JP Laurel
academically and are able to sustain a 98% to 100% Integrated School involved its outstanding
attendance rate. learners in elementary and Junior High
School together with the Nurture an initiative
to Children’s Education, a non-government
organization, in mentoring struggling readers.

ICT IN READING
Kayupo Elementary School
implemented the ICT-Based learning
facility project which provided every
classroom with television set and printer
to support effective reading instruction.
The school was also able to create
individualized reading portfolio to track
the learner’s reading progress.

6 Sarang-ini AUGUST 2019

 SUMMER BIG BROTHER LITBOOST PROJECT
A 20-week intensive reading lesson guides for teachers and learning materials for
The Division of Sarangani strengthened its Summer Grades 2 and 3 learners were also generated with the support of Save the Children.
Catch-up Programand intensified the 15-day reading The said LitBoost reading materials were used in San Felipe Elementary
class implementation which utilized the 15-day Lesson Schoolwith their pull out system class which catered 99 Grade 3 pupils. The result of
Guide for Teachers developed by Sarangan teachers. This the post-reading assessments showed that 79 pupils or 80% were able to improve their
would not be realized without the support of Conrado reading levels to frustration and instructional level.
Ladislawa Alcantara Foundation Incorporated (CLAFI)with
its sponsorship and implementation of Summer Big Brother
(SBB) Program.
Lun Padidu Central Elementary School, who has
been a consistent SBB implementer, recognized the help
of SBB Program in addressing the reading problems of its
struggling readers. This was evident with the significant
improvement of the reading level, from frustration to
instructional and independent, of its 44 campers who were
identified as very slow readers during pretest. The program
did not only foster the learners’ reading progress but also
the consistent participation of the parents and youth of the
community who have been volunteers for five years already.
Community partnership was also manifested in
Domnar Lopez Copada IP School which was reported with
zero non-reader based on its post test result from eight
MALUNGON SAYS, “I CAN READ!”
identified non-reader-campers. The outcome was attributed “I CAN READ” in Malungon is a program which provided community-based
to the dedication of the different volunteers and support of reading intervention for the identified 453 non-readers based on the Phil-IRI post-test
the stakeholders which exhibited a strong community spirit results. The BLGU of Malungon, Sangguniang Kabataan (SK) and Iskolar ng Bayan ng
of partnership in education. Malungon (IBM) were involved in the implementation of the program who served as
The school’s concern on stirring the reading status community-based reading tutors. Out of 272 pupils catered in the program, 175 pupils
of the learners inspired the communities to initiate
were able to display improvement in their reading abilities.
interventions to support the school’s goal.

THE WHOLE BARANGAY READS With these initiatives and programs,

Datal Batong Integrated
School initiated reading
remediation to the non-readers
and frustration readers by
implementating its reading
program“Tara na! Basa Tayo
Kasama ang Konseho”. In this
program, not only are the teachers
involved in teach kids how to read.
Even the Punong Barangay and the
rest of the barangay officials and
workers volunteered themselves to
spend time with the schoolchildren
in their reading sessions.
ADOPT-A-CHILD PROGRAM
In Kibala Elementary School, a one-hour daily
session is allotted exclusively for non-readers handled
by a reading teacher. The school also initiated an
Adopt-a-Child Program which aimed to provide
food for the lunch of the tutees to encourage active
participation and motivation. Out of 18 non-readers
and 60 tutees under the program, 60 pupils or 77%
were able to fluently read words in a passage and
comprehend literal questions.
it is with great pride that Sarangani’s DREAM-
UP has already reached other divisions
to share these best reading practices. The
implementation of School Based Tutorial
(SBT) Program was benchmarked and
appreciated by the Divisions of Nueva Ecija,
San Jose, Antique, Zamboanga and Quezon.
While the 15-day Summer Reading Module
developed by Sarangan teachers was already
utilized by the Divisions of Davao, Zamboanga
and Iligan.
The Division of Sarangani sets its new
direction to strengthen literacy and numeracy
as well as to develop the learners’ critical
thinking skills application across all learning
areas.
The division continues to prioritize
the reading efficiency of its Sarangan learners
to achieve its dream not only of sustaining
learning but of uplifting lives.

Sarang-ini AUGUST 2019 7

 INSTRUCTIONAL SUPERVISION

Gene Bayer, T1, GSAT

INNOVATIVE SCHOOL LEADERSHIP

PAVING THE WAY FOR excellence in classroom instruction
By MYRIES ALIDO-BUNGAG, TIII, Glan School of Arts and Trades
ARIEL C. LALISAN, TIII, Alabel National Science High School

T
he goal of instructional supervision is the improvement of instruction. It refers to the
continuous and cooperative process undertaken by school leaders and classroom teachers,
where technical assistance and guidance are explored and ideas are shared to help teachers
improve learning situation and quality of learning in the schools.
The Division of Sarangani is on the right track for underscoring the importance of instructional
supervision in its 10-point agenda.

TRAINING THE SCHOOL LEADERS

School heads and master teachers were
trained on the Philippine Professional Standards
for Public School Teachers (PPST) and the Results-
Based Performance Management System (RPMS),
through which the teachers’ performance are
assessed and, as a result, improved.
This is implemented in the schools through
the Classroom Observation Tool (COT).
On its first year of Ratings for school year
2018-2019, the Division of Sarangani has 29%
“highly proficient” teachers, 63% are “proficient”
and 6% “beginning” teachers out of 5,739 teachers
observed by school heads and master teachers
from 319 schools.
The COT also revealed the top three least
learned competency of teachers, which are: 1)
Indicator 3, Applies a range of teaching strategies
to develop critical and creative thinking as well SHARED RESPONSIBILITY. Ginalyn Barcena, Principal I of Mamanawa Elementary School, is glad that the
as other higher-order skills, where 10% or 574 Division conducted several trainings on the implementation of the COT. She works with the school’s master teacher in
teachers scored 5 and below; 2) Indicator 1, observing classes and providing technical assistance to all the teachers at her school.

8 Sarang-ini AUGUST 2019

 INSTRUCTIONAL SUPERVISION
GUIDING THE TEACHERS. Cherwin Macaranas, Principal I of Malandag NHS developed a research-based
instructional superviory plan. He conducted a survey ang the teachers at his school and used the results to design a
module for instructional supervision they call, Gabay Guro Program.
Applies knowledge of content within and across
curriculum teaching areas, 8% or 459 teachers;
and 3) Indicator 9, Develops, selects, organizes,
and utilizes diagnostic, formative and summative
assessment strategies consistent with curriculum
requirements, with 7% or 402 teachers who
needed assistance on these skills for the delivery of
a quality teaching-learning process.
STRATEGIC MONITORING OF SCHOOLS
With these findings, the Division decided to
conduct mass training on the COT involving all
school heads to further highlight the importance
of instructional supervision and in order to
make sure that all school heads have a deep
understanding of the observation process as well as
of the assessment rubrics.
In addition to trainings, the Division also
implemented strategic monitoring. Additional
district supervisors have been designated to
manage school districts. From 19, there are now
23 district heads who shall have a fewer number of
schools to monitor.
Moreover, Division Education Program
Supervisors have also been assigned a school
district to adopt, which they are mandated
regularly monitor. This has strengthened the
monitoring of schools because district supervisors
and division supervisors work together to provide
technical assistance to schools.
PARTICIPATIVE SCHOOL LEADERSHIP
The biggest chunk of the task of instructional
supervision falls into the hands of the school heads
and master teachers. In the Division of Sarangani,
school heads have been effectively implementing
the COT. In fact they create innovations in order to
enhance the instructional supervision process.
“Considering that I am leading a big
school, I empower the department heads and
master teachers of the school to do classroom
observations,” Dr. Josie Teofila N. Quijano,
Vocational School Administrator II of Glan
School of Arts and Trades (GSAT) said referring
to the roles performed by GSAT’s head teachers
and master teachers in terms of instructional
supervision.
She further reiterated that these tasks reflect
the level of practice of the master teachers and
school heads in the whole division while rating
teachers using COT and giving feedback on how to
improve the teaching and learning process.
CASCADING TECHNICAL ASSITANCE TO
TEACHERS
The result of the COT is consolidated and
analyzed in order to provide the appropriate
technical assistance for the teachers. The technical
assistance is extended to the teachers through
mentoring, counseling, or coaching.
One of the ways that has been deemed
effective and efficient in helping the teachers gain
pedagogical and content knowledge or in inspiring
them to continue improving their craft is through
the School Learning Action Cell of SLAC.
School heads and master teachers have also
been trained on the conduct of SLAC in their
respective schools.
“During SMEPA and LAC sessions, we make
sure that the quality of instruction are given
priority through discussions of varied topics which
have direct effect to it,” Sir Christopher Ferolino,
school head of Tokawal National High School
shared his methods of making it more effective.
To further help the schools in their practice
of the SLAC, the division came up with SLAC
Learning Package (SLP), a unified complete
package, which contains learning materials and
assessment tools on topics like Higher-Order
Thinking Skills and Art of Questioning.
“It was very convenient to use. I did not have
a hard time preparing for my discussion because I
found everything I need in the learning package!”
Mr. Mark Cesar C. Naniong, Teacher 1, recalled his
experience as a discussant for HOTS in one of the
SLAC sessions of Tokawal NHS.
INNOVATING TO TRANSFORM THE SCHOOL
There are also schools who implemented
research-based supervisory plans.
“We have a research-based instructional
supervision module called Gabay Guro,” Mr.
Cherwin Macaranas, Principal 1 of Malandag
National High School.
In the same way that we acknowledge the
individual differences of learners, we should also
tailor fit our technical assistance to the needs of
the teachers. The Gabay Guro module of Malandag
NHS has been developed by assessing the needs of
the teachers.
Exhausting all efforts to offer innovations
which would surely paved way in overcoming
the obstacles it is facing, this division is attaining
standards and setting new ones by championing
excellence through strengthening instructional
supervision.
FINE-TUNING SUPERVISION. In order for
instructional supervision on the district level be
implemented effectively, additional District Supervisors
and Principals In-Charge like Ferdinand S. Simon (center)
have been appointed. Because each supervisor has fewer
schools to monitor, they can provide more appropriate
technical assistance to schoolheads under their jurisdiction.
Sarang-ini AUGUST 2019 9
 PROFESSIONAL DEVELOPMENT

The Sarangan Teachers

FACES OF EXCELLENCE AND INNOVATION
By GIAN CARLO C. LICANDA, T1, Colon National High School

T
eachers play a significant part in the lives of children, especially during their formative years. They are integral in
molding students to become responsible citizens of the country. They are at our side when we needed guidance,
they discipline us when we go astray, they give moral support and encourage us to do more, and to learn more.
They teach us not to give up when we are about to surrender.
There is no proper word to fully describe our caring and dedicated teachers, and there is no career more fulfilling
than teaching. No wonder we have the best teachers in the world. The Sarangan teachers have become so good in their
career that some of our educators are now recognized and rewarded in their fields.
We have interviewed some of the Sarangan teachers who were recently promoted and are recognized in their
excellent servitude to the school community.

TEACHER MENTORING FOR THE BENEFIT

TRANSFORMING THE COMMUNITY
THROUGH THE LEARNERS
A teacher in Malalag
Central Elementary School-
SPED Center, Ma’am Annie
Rose Gheorghiu together
with her teammates in their
Continuous Improvement
(CI) Project, has developed
an instructional material
called Mathematics
Integrated Games that
has made learning
multiplication fun and
interactive.
“The most important
element of our job is the
welfare of our children. We
should always try our best
to provide them with the
best avenue for learning
OF THE LEARNERS
Aside from the learners, in achieving this common goal. As a
a day of the teachers in school newly promoted teacher, she felt like
is also spent interacting with his she gained more credibility in her
colleagues. The school community is profession. Throughout her years
a composition of people with different of servitude to the Department of
skills and talents, and an amalgam Education, she acquired relevant
of excellence in various fields. experiences and knowledge, which
These people work hand in hand, she believed greatly helped her in
complementing each other to achieve educating the learners. These, she
their common goal—and that is to believed, were best if shared to her
provide the learners with the best and colleagues.
transformative learning experience in “I always find time to
school that will help them sustain in mentor and coach our teachers, most
their different endeavors in life. especially those who are newly-hired
Ma’am Maria Vena Niervo who still need assistance when it
of Glan School of Arts and Trades comes to the content of the subject,”
emphasized the role of helping others she said.
because this is what the
learners deserve from us. As
their teachers, as their second
parents, there is no glory in a
promotion if you only do it for
yourself. Offer it to the learners
so that they will transform the
community in the future,” she
said.
Gheorghiu is promoted
from Teacher III to Master I
through reclassification and is
reassigned to Wali Integrated
School of Maitum, Sarangani
Province where she will once
again start sparking up change
among the learners so that
they, in turn, will transform the
community.

10 Sarang-ini AUGUST 2019

 CREATING INNOVATIONS FOR THE LEARNERS
Sir Juven Cantiller of Malapatan National High School, in an effort to provide his students with
an engaging class discussion, has created an innovation with his instructional material in Chemistry.
He designed a larger-than-life PeriodicTable of Elements with detachable tiles after he observed that not
everyone in his class could provide a their own printed copy of it.
“I thought of something that could provide them with an alternative source. Instead of requiring them to
have their own table of elements, I decided to have a unified one. I created a large-scaled periodic table of
elements, large enough to be visible by everyone in the class,” he said.
His innovation has been recognized in the national level as it qualified in the search for Scientific
Instructional Materials sponsored by an agency under the Department of Science and Technology (DOST).
This gave him opportunities to travel in some parts of the country. At the moment, his design was accepted
in a convention in Bulgaria, and he is in the process of searching for ways and means to be able to attend
the event and showcase his innovation in the international education setting.

COMMUNICATE. COORDINATE. COMMIT.

In achieving the common goal of the school community
that will benefit the learners, Ma’am Analyn C. Serentas of Kablacan
Integrated School in Maasim emphasize the importance of what she
calls as 3 C’s which stands for Communicate, Coordinate, and Commit.
These three factors became her guide in making sure that the school
community will yield the best possible result in every action it takes for
the sake of the learners.
Serentas emphasizes that teaching profession requires
communication, coordination, and commitment. An effective
educator needs to be committed not only to their students, but to the
teaching profession as a whole. This means abiding by the rules and
regulations, embracing the principles of the teaching profession, as
well as the requirements. Commitment is powered up by your desire to
communicate and coordinate with the people around you to ensure the
success of every academic endeavor designed for the learners.

ACCELERATING ADVANCING RESEARCH TO MEET LEARNERS’ NEEDS

LEARNING THROUGH
INSTRUCTIONAL
INNOVATIONS
Ma’am Shirley May Andico
of Alabel Integrated SPED Center
developed this research where
she innovates in her teaching and
learning process with playing a
ukulele. This musical instrument
playing technique has shown great
improvement when it comes to the
performance and social skills of her
learners.
“It manifests great improvement
among my pupils. It made them more
confident in delivering their group
activities. Incorporating ukulele in
class made the pupils very much
eager to learn. The retention of
their memory has also improved. It
has improved their ability to think
and their ability to mingle with the
others,” she said.
“Research serves as our backbone in identifying the
needs not only limited to the academic needs of the learners.”
These are the words of Ma’am Abelie Goyha of San Felipe
Central Elementary School in Maasim as she discussed how
their school benefitted from the research she conducted that
focuses on the teaching and learning process anchored in the
21st century learners.
“Handling very young learners who are considered
as the millennial is an opportunity. With them, I get to be
resourceful as I found out that of the learning materials, the
integration of technology is important,” she added.
The transformations of the devices that we use from
gigantic supercomputers to tablets are tangible signs of
change. This is brought about by the evolution of how people
think towards the 21st century. To become better educators,
it’s best to know the type of learners we are dealing with and
the appropriate teaching strategies we can apply to help them.
Today, more than ever, the role of educational
technology in teaching is of great importance because of the
use of information and communication technologies. With
the help of various applications for distance education, the
Internet, teachers, and students themselves, they see the
advantage of educational technology.

These teachers are only a few of the thousand heroes of the Sarangan learners. They are just a few of the many
teachers who develop new learning techniques and strategies, and innovates learning materials to make sure that the
Sarangan learners will be develop in each aspect of their lives. Indeed, the Sarangan teachers reflects back to the society
the heroism and excellence, and they shine forth from within

Sarang-ini AUGUST 2019 11

 EMPOWERED SCHOOL MANAGEMENT

SBM: Empowering Schools, By LAUDY GRACE E. BAGUIO, T1, Malalag Cogon National High School

S
chool-Based Management (SBM) is a means to decentralize decision-making to individual schools in order to give them more authority
to promptly respond to their specific needs. As such, the Division of Sarangani has exerted efforts to empower schools by encouraging
them to apply for SBM accreditation which is composed of four dimensions and three levels with descriptions of “Developing” for Level 1,
“Maturing” for Level 2, and “Advanced” for Level 3.
With all the efforts exerted, out of 319 schools in the division, 34 are on Level 3; 69 on Level 2 and 216 on Level 1. For further breakdown, of
the 198 elementary schools, 16 are on Level 3; 46 on Level 2 and 136 on Level 1. For secondary (34), 18 are on Level 2 while 16 are already on
Level 3. Among the 87 integrated schools, 80 are on Level 1; five (5) are on Level 2 and two (2) are on Level 3.
With the recent accreditation last March 2019, the following Level 3 schools have stood out in their best practices under the different
principles of SBM.

ON LEADERSHIP AND GOVERNANCE

Malalag Cogon Elementary School
(MCES) of North Malungon District excelled
in Leadership and Governance due to the
solid support of the local stakeholders
as Malungon Mayor Maria Theresa D.
Constantino showed herself during the SBM
regional evaluation giving a convincing nod
to the regional evaluation team headed by Dr.
Glenn Bisnar, Chief PPRD.
Mrs. Irene Magan, Chairman on
Principle 1 said that they were able to
get a very high grade in principle 1 due
to evident participation and initiative of
their stakeholders like the Parent Teachers
Association (PTA) and School Governing
Council (SGC) who held monthly and
quarterly meetings respectively. Notably,
Dr. Bisnar, was delighted upon seeing that
Malalag Cogon ES PTA was able to present
their action plan, a document which he
observed to be present only in MCES PTA
during their series of evaluation of the eight
schools in Malungon.
Aside from giving financial assistance
to the school, the barangay council also
made a Memorandum of Agreement with
the school which stipulates their part in
following up the pupils at risk of dropping
out while the school’s Supreme Pupil
Government (SPG) consistently aided the
teachers in implementing the policies of the
school and has initiated worthy projects
like the PesoSense Project which was able
to generate funds used to buy waste bins
for the segregated waste collection and the
building of the Materials Recovery Facility
(MRF).
MCES teachers are also encouraged to
initiate projects which are relevant to the
community such as the parent mentoring in
the classroom initiated by Mrs. Magan that
was replicated by her fellow teachers.

ON CURRICULUM AND INSTRUCTION

Accredited as SBM Level 3 for obtaining
a score of 2.85 for Principle 2, Banate Central
Elementary School (BCES) ensured the
learning development of pupils through its
provision of Information and Communication
Technology (ICT) Based Instruction as seen
in the classrooms of Kindergarten to Grade
three levels with televisions for interactive
discussion while LCD projectors were
installed in Grades four to six classrooms.
Teachers are also taking part in
addressing the needs of the learners through
contextualization of learning materials and
development of differentiated instructions
helping the school achieve favourable results
for its performance indicators such as zero
drop-out rate and an average of 85.98%
MPS for the past three years. Pupils’ reading
performance has also improved with this
initiatives thereby reducing its struggling
readers to 53.00%.
In addition, increased in pupils’ interest
in reading was also attributed by the feeding
program done every Friday afternoon known
as “Thank God It’s Friday” where pupils
queue in line for free hot chocolate porridge
courtesy of Mr. Melchor Saludar, a local
businessman who donated one sack of
rice and sugar every month for this feeding
activity. Additionally, Ms. Marife Villarino,
another local businesswoman, provide free
viands every day for pupils at risk of dropping
out (PARDOs) to keep them in school and
motivate to study harder.
Moreover, their parent mentoring has
made possible for some to engage in a
livelihood as few of their sessions highlight
making simple food recipes like papaya
pickles and market-worthy landang (binignit).
The cultural heritage of the different
tribes in Banate is also being preserved by
BCES by celebrating Indigenous Peoples’
(IP) Day every November where IP pupils
and parents wear their traditional clothes
and showcase the different features of their
culture.

12 Sarang-ini AUGUST 2019

 EMPOWERED SCHOOL MANAGEMENT

Elevating the Quality of Education

ON MANAGEMENT OF RESOURCES
Strong partnerships with Dole Stanfilco,
Tnalak Labor Cooperative, Sarangani
Vegetable Seeds Growers Multi-purpose
Cooperative, Kasilak Foundation, the
local religious sector and barangay local
government unit are some of the many
reasons why Kiblat National High School
(KNHS) of West Malungon District showed
par excellence in the implementation of
SBM Principle 4-Management of Resources.
Aside from their financial transparency and
efficient management of available resources
like the MOOE, KNHS has been a recipient
of KASILAK Foundation that supported the
vermicomposting project that turned into
an income generating project (IGP). Their
Gulayan sa Paaralan produced a lot due to
their organic fertilizer from the vermicompost
enabling them to finance their feeding
program and getting 30 % allocation from
their income. Kiblat NHS in effect has not
only generated additional resources but
has also helped the environment through
their eco-friendly practices. This further
aligned with Supreme Student Government
support on eco-friendly efforts as they have
utilized funds for the provision of trash
bins for proper waste disposal and for the
beautification of their school.
Uniquely, the Barangay Council of Kiblat
sometimes holds their session in Kiblat NHS
especially when their agenda concerns the
school. One of the results of these sessions
is the school’s cemented basketball court
which was donated by the barangay.
With these amazing partnerships the
school forged with supportive stakeholders,
KNHS was benchmarked by Surigao City
Division to be guided on how stakeholders
have always been greatly involved in the
planning, implementation, monitoring and
evaluation of BNHS activities and projects.
Moreover, KNHS’ strong and active
linkages with varied stakeholders even
earned them the second place in last year’s
Search for Best Implementing Schools for
Brigada Eskwela (Medium Schools Category)
in the division.

ON ACCOUNTABILITY & CONTINUOUS IMPROVEMENT

Banate National High School (BNHS)
of North Malungon District is another
institution that excelled in the SBM regional
evaluation for obtaining a perfect score
of 3 during the validation last March 2019
for the initiative and involvement of the
stakeholders in the implementation and
monitoring of projects and activities of the
school. School clubs showed accountability
in doing their part given the sample on the
realization of a water system, a project that
came about due to an idea expressed by
a student through their suggestion box.
The said suggestion was then given to the
Board Members of the PTA of which the
organization has promptly taken action.
Feedback mechanism is also present in
the school as BNHS always gives survey
forms to parents, teachers and students as
a means of evaluating every activity they
conduct or project they implement.
Another best practice of BNHS is
the presence of key barangay officials/
representatives not just of Barangay Banate
but also of their feeder barangays like
Kinabalan, and Mabini and San Isidro, Davao
del Sur during School Monitoring, Evaluation
and Plan Adjustment (SMEPA) allowing
the school to have a better communication
with their stakeholders, thereby formulating
proper and immediate solutions to school
concerns.

The above-mentioned schools are but a few of the 34 Level 3 schools which have shown that SBM translates to good results. Each school
has shown their best practices but one thing is clear- the level of engagement of the teachers and other stakeholders in different schools will
always prove to be a major factor in the accomplishment of the organization’s goals. With School-Based Management, internal and external
stakeholders are indeed empowered to make innovations to make education truly relevant to all.

Sarang-ini AUGUST 2019 13

 TOWARDS ISO CERTIFICATION

SDO eyes construction of new Office Building

By ANNIE ROSE GHEORGHIU, MT 1, Wali Integrated School

The Department of Education-
Sarangani Division bats for the
construction of a new four-storey
building for the different offices of the
division heads and personnel with
estimated cost of 100 million in which
41 million pesos will be allocated by
DepEd Central Office while the remaining
amount will be allocated by the House of
Representatives Office through Hon. Ruel
D. Pacquiao, Congressman of Sarangani
Province.
The design of Marina Bay Sands-
inspired building based on the ISO
standard is already presented by the
Division Engr. Kathrine Faith Asturias
to the national office and officials of
Sarangani Division. The said building will
use materials similar to the eco-friendly
high rise buildings in Singapore.
The proposed building covers 1994
sq. meters ground floor area and its
second to fourth floors will cover 1,889
sq.meters. This building will be erected
at the back of the current office, northeast
of Alabel National Science High School.
The four-storey building is planned
to have an urban garden which is the first
in the province, to be set at the roofdeck
of the new SDO building to allow passage
of clean air. It will also be the center for
conference as teachers, school heads
or students would be having sleeping
quarters that could cater 60 heads.
This promising project will take off by
2020.

STATE-OF-THE-ART. The proposed SDO Building is an ambitious project. It has features

that have not been built yet in the country like the curtain wall (upper right) and wind
arbor (lower right). Aside from being aesthetic, these features also contribute to energy
efficiency.

14 Sarang-ini AUGUST 2019

 TOWARDS ISO CERTIFICATION

SDO FAST-TRACKS School titling

8 more schools acquire land titles
By ROSEMARIE C. NACION, T1, Malalag Central ES SPED Center
Acquiring legitimate titles for schools is
one of the targets of SDS Crispin A. Soliven Jr.,
CESE. Together with Division Engr. Kath Asturias
and DepEd Sarangani Legal Officer Atty. Albert
Degino, DepEd Sarangani extends legal assistance
to school heads to support acquisition of school
titles.
Last year, a Division Memorandum
was issued dated December 21, 2018 in
furtherance to DepEd Memorandum No. 189
s. 2018 in connection with the implementation
of the government’s budget reform in the Annual
Cash-Based Appropriation starting Fiscal Year
2019. This memorandum calls for immediate
coordination of all school heads with the
Register of Deeds (ROD) of Sarangani to find
out the requirements and the cost for the
transfer of title in the name of the Department
of Education.
This was done in coordination with the
Department of Environment and Natural
Resources (DENR-MENRO) to find out the
cost for the conduct of survey of the school
site. School heads were advised to inquire with
a geodetic engineer on the estimate amount of
survey.
For the past school years, division of
Sarangani only has six (6) schools with titles.
Because of the division’s action on supporting
schools in acquiring school titles, eight (8) more
schools were already titled. That is, the division has
acquired an increase in the number of schools with
titles from six to fourteen schools in just one year
time. Furthermore, 105 schools already have Deed
of Donations while 210 schools are still on process.
This year, Province of Sarangani thru
Special Education Fund (SEF) allotted One
Hundred Forty Thousand Eight Hundred Ninety
Four Pesos (P140,894.00) to support the school
titling of schools in Sarangani upon completion
of required documents.
With the remaining schools that are still
seeking for school titling, this division initiative
serves as an aidin materializing not only the target
of the division but the aim of every school.

DIVISION OFFICE CRAFTS CITIZEN’s CHARTER

TO streamline FRONTLINE SERVICES
By ANNIE ROSE GHEORGHIU, MT 1, Wali Integrated School

In compliance with the provisions of Republic
Act 11032 or the Anti-Red Tape (ARTA) of 2007,
which aims to combat corrupt behavior and to
improve frontline public services to the customers
to name; school heads, teachers, external
stakeholders, the Department of Education-
Sarangani Division stretched efforts to upgrade its
service delivery by improving its citizen’s charter.
The citizen’s charter is an official document
that communicates the information on social
services provided by government agencies.
In DepEd Sarangani, the creation of citizens’
charter is included in the Ten-Point Agenda under
the leadership of SDS Crispin A. Soliven, Jr., CESE,
which actually has existed during the time of SDS
Isagani S. Dela Cruz but rekindled by the former in
preparation for ISO implementation in the Division.
This include the following processes to
wit: Consolidation from field of ADAS/AO in the
field; Streamlining of unit ward and field AO’s;
Presentation of citizens’ charter to field for validating
if the concerns are addressed; Consolidation and
presentation with other functional division like
OSDS, CID and SGOD; Finalization for information
technology for lay-outing; and Presenting of the
citizens’ charter for dissemination.
Irma May G. Dinasas, AO V, said that the goal
of this in the offices of Sarangani Division is to have
consolidation of processes and to follow what is
mandated in ARTA.
“Sana in crafting of this citizens’ charter we
can serve the customers better para ma-track agad
kanilang mga papeles at mapadali ang pag-claim
ng kanilang mga benefits and actually the head
of offices in the Division are already required to
post the said processes even in the offices of the
heads in the different districts and schools,” Ma’am
Dinasas reiterated the purpose of implementing this
citizen’s charter. BETTER GOVERNANCE. SGOD Chief Ma.
The speedy delivery of public goals and
Shirley M. Cardinal underlines the importance
elimination of graft are the solutions offered by
creating the citizens’ charter, thus empowering the of the Citizen’s Charter in ensuring the
customers of the government services. efficiency of the services of the SDO during the
evaluation on January 16.

Sarang-ini AUGUST 2019 15

 ORGANIZATIONAL EFFICIENCY

DEXECOM:
Keeping the SDO Responsive and Up-to-Date
By MELVIN YNION, T1, Talus National High School

I t is no secret that the key to an organization’s success is its synergy. With the complexities involved in keeping in
tune with the organization’s mission, and to make sure that the division is keeping its efficacy in all operations,
SDS Crispin A. Soliven Jr. included in his 10-point agenda the strengthening of the Division Executive Committee
(DEXECOM).

T
he DEXECOM is consists Schools
Division Superintendent (SDS), Assistant
Schools Division Superintendent, (ASDS),
Curriculum Implementation Division (CID
Chief), School Governance and Operations
Division (SGOD) Chief and all section heads.
They formulate, implement, and coordinate
policies, plans, programs and projects throughout
the division. Understandably, they supervise all
elementary and secondary administrators, including
Alternative learning System (ALS), both public
and private; and provide for the establishment and
maintenance of a complete, adequate and integrative
system relevant to the goals of DepED.
The DEXECOM holds their meeting once a
month and also make time for special meetings
when there is a need. The success of Oplan Balik
Eskwela for this school year is largely credited to
the DEXECOM’s lead in monitoring all planning
and activities related to the opening of classes. The
DEXECOM also tackled in their May meeting
the strict implementation of “NO COLLECTION
POLICY”. Department Order 13, Series of 2016-
Implementing Guidelines on the Direct Release and
Use of Maintenance and other Operating Expenses
(MOOE) Allocations of Schools, Including Other
Funds Managed by the Schools and D.O. 47 S.
2016 – The Omnibus Policy on Kindergarten
Education and Republic Act No. 10157 also known
as The Kindergarten Education Act were also
reiterated. These are activities and policies which meetings are a proof that Sarangani Division
have been promptly monitored by assigned division develops strategic framework, right guidelines
personnel. and adheres to the standards on program/project
The highlights of the most recent DEXECOM development, management, monitoring and
Meeting held last June 10 included the reminder evaluation. Thus, the DEXECOM will continue to
for all employees to be careful of their posts and develop and install measures and systems to ensure
comments in social media and the inclusion the continuous and sustained implementation
of values formation in SLAC Sessions. The of programs and projects which have been/
redeployment of excess teachers to schools which can be integrated in the structure. It won’t stop
has shortage of teachers was also discussed and is providing support and will continue mobilization
actually now being implemented. The DEXECOM of resources to the different units to ensure
also planned a simulation of the School Monitoring, efficient planning, application and optimum use of
Evaluation and Plan Adjustment (SMEPA) resources to program and project operations and
so that the essential processes might be taken implementation.
into consideration and
administrators may develop
deeper understanding on
the importance of SMEPA
in enhancing efficiency and
effectiveness of governance
of basic education delivery.
The DEXECOM also talked
about the “NO Assignment
Order, No Appointment”
for newly-hired teachers
and preparations for
International Organization
for Standardization (ISO)
accreditation.
The DEXECOM

16 Sarang-ini AUGUST 2019

 PARTNERSHIPS & LINKAGES

Sarangani schools receive

15 donated classrooms
By ROMEO MARTIN, SEPS, Social Mobilization & Networking

SHARING THE LIGHT. Technicians of Stiftung
Solarenergie Philippines install solar panels in
the roofs of a Lebe IS in Maasim 2 District.
STIFTUNG SOLARENERGIE PH
LIGHTS HOMES OF IP LEARNERS
By ROMEO MARTIN, SEPS, Social
Mobilization & Networking
S
ix schools of the Division of Sarangani have received free classrooms from
Friends of Hope, Inc. and its partners in Vita Coco and PhilSeven Foundation, Inc.
The partners have donated a total of 15 recently. Three Vita Coco executives flew in
classrooms to the following schools: Tambuan from the US and Singapore to personally turn-
Dani Elementary School (2 classrooms); Happy over the classrooms in Happy Valley to school
Valley Elementary School (2 classroom); officials.
Glan Padidu Central Elementary School (6 PhilSeven Foundation, Inc. officials led the
classrooms); Calonkambing Elementary turnover of the classrooms in Calonkambing
School (2 classrooms); Fye Falel IP School (1 ES. Assistant Schools Division Superintendent
classroom); and Daliao Elementary School (2 Diosdado F. Ablanido, CPA, received the

T
classrooms). donations for DepEd.
he reading performance of US-based Vita Coco supported Friends of Friends of Hope, Inc., a partner of DepEd-
Hope in building the classrooms in Tambuan Sarangani since 2017, was founded in 2012 as
learners of in two schools
Dani ES and Green Valley ES. For its part, a non-profit organization dedicated to creating
in indigenous cultural PhilSeven Foundation, Inc. supported the and investing in opportunities for all Filipinos
communities (ICCs) in the Schools construction in Happy Valley ES. to prosper. A pioneer in the social business
Division of Sarangani is expected The donated school building in Daliao ES space, their flagship program builds much-
to improve as a result of the SHINE had its ground-breaking ceremony during the needed public school classrooms across the
Division kick-off of the 2019 Brigada Eskwela Philippines using 100% of their profits from
Project of Stiftung Solarenergie (StS) on May 20, 2019 by representatives of Friends “Hope in a Bottle” (HIB), a purified bottled
Philippines and its partners of Hope, Inc. in Mindanao together with the water produced by their sister company,
SHINE Project intends to light the Barangay Council of Daliao, Maasim, as well GenerationHOPE. They have built hundreds of
homes of off-grid communities using the as Schools Division Superintendent Crispin A. classrooms to date. Today, their investment
power of the sun.The project was launched Soliven, Jr., CESE and division officials. priorities span a range of issues including
recently in the communities of Laginan The classrooms in Tambuan Dani ES were education; entrepreneurship and innovation;
Integrated School of East Malungon turned-over in October last year, the rest just and agricultural productivity and profitability.
District and Green Valley Integrated
School of Kiamba 1 District
In partnership with Philips
Philippines, StS has installed solar energy
lighting systems in around 100 homes of
school children of Green Valley IS. Similar
lighting systems were also installed in 75
homes of Laginan IS children in December
2018 with the support of Coffee Bean and
Tea Leaf.
StS ExecutiveDirector Bambi Reyes
has thought thatgiven enough resources
and opportunity, the foundation would
be keen to light the homes of all school
children in these schools. Her foundation
has earlier provided solar power systems
to 25 off-grid schools across the Division.
Stiftung Solarenergie Philippines and
DepEd-Sarangani have been partners in
providing solar energy to off-grid schools
since 2016. StS aim to empower rural
and marginalized villages throughout the
HOPE IS RISING. SDS Jun Soliven led the official ground-breaking rites of the Friends of Hope,
country through access to sustainable
Inc.-donated 2 classroom school building in Daliao Elementary School during the Division Kick-
solar energy solutions.
Off ceremonies of the 2019 Brigda Eskwela on May 20, 2019.

Sarang-ini AUGUST 2019 17

 PROGRAMS & PROJECTS

Dynamic Learning Program

supports Arabic Language Learning, Islamic Values Education
By GIAN CARLO C. LICANDA, T1, Colon National High School

I
n DepEd-Sarangani’s continuous quest towards the improvement of education, relevant
innovative technologies and pedagogies for schools are implemented in partnership with the
different stakeholders. One of the initiatives that were implemented is the Dynamic Learning
Program (DLP) that promotes independent learning among the pupils and students to
improve their academic performance. This program greatly improved the Arabic Language
and Islamic Values Education (ALIVE) of Sarangani that answers to the challenges
encountered by the program.
Dynamic Learning Program (DLP) is centered on activity based multidomain
learning that requires students to work independently, to discover and understand the
lesson on their own by reading the concept notes and by doing the exercises before
thelesson is discussed and explained. The idea is that, students learn more by doing
rather than by merely listening.
Ma’am Bedaria T. Hassan, ALIVE Coordinator and Education Program
Specialist II, said that the bottleneck that was being experienced by DepEd
Sarangani is the shortage of qualified ALIVE teachers. But the Dynamic Learning
Program made it possible to cater all the Muslim learners. Through using the
parallel scheme of DLP, teachers were able to hold multi-grade classes. They can
discuss and lecture on a certain grade level, while the other grade level will work on
their Learning Activity Sheets (LAS).
“The Learning Activity Sheets (LAS) enables the learners to work independently
even without expert ALIVE teachers because they are now capable of answering these
sheets even without the teacher’s instruction,” she added.
Aside from the lack of ALIVE teachers, the DLP system has also resolved the problems
on the lack of classrooms, and it also demands lesser time of teaching. Thus, giving ALIVE
teachers the opportunity to develop the Muslim learners in every way possible across several
grade levels.

SARANGAN PRIDE. Shanaia Jikiri, Grade 4 learner from

Datu Pangolima IS was the champion in the IMLA Arabic
Spelling during the National Musabaqah 2019 in Dagupan
City.

18 Sarang-ini AUGUST 2019


DEPED XII OKs 6 Sarangani schools to offer SPJ
By KRISTINE JOY L. QUIÑO, T1, Lun Padidu Central Elementary School
I
n adherence to the program standards of the
Special Program in Journalism, six (6) SPJ-
implementing schools of Sarangani Division
were approved by the region as a result of
the Regional School Readiness Assessment
conducted last May 22.
An ocular inspection led by Regional
Education Program Supervisor Gerardo O.
Magno was conducted to the six (6) SPJ-
implementing schools namely Daan Suyan
Integrated School, Lun Padidu Central
Elementary School, Glan Integrated SPED
Center, Kiamba Central SPED Center, Malalag
Central SPED Center and Malungon Central
SPED Center.
The schools were able to satisfy the
requirements needed for the implementation
of the special program as they presented the
achievements and background of the schools
together with their school administration, SPJ
pupils, parents, teachers and stakeholders.
REPS Magno appreciated the support of
the stakeholders with their participation during
the regional assessment and emphasized their
vital role in sustaining the implementation of
the program.
The six (6) elementary schools already
implemented the program last school year
in response to the call of the division to
Sagud Kabataan aims to beat malnutrition, catch SARDOs
By MARY ANN L. BACULIO, T1, Malungon Central Elementary School
T
o support and raise awareness on the
nutrition among the underprivileged
pupils, Malungon Central Elementary
School SPED Center implements its school-
based feeding program Sagud Kabataan
Program.
The initiative started as a campaign led
by Ms. Mary Ann L. Baculio, Teacher-I, and
was adopted by the school community with its
aim to help identify indigent pupils who need
improvement in health, nutritional behavior
and values and to increase their classroom
PROGRAMS & PROJECTS
adopt special programs and it is only this
year that the endorsement for application of
these schools were officially recognized and
approved by the region.
The schools also presented the impact of
journalism in developing both oral and written
communication skills of the learners as well
as in nurturing responsible journalism both in
print and non-print media.
“SPJ caters the needs of the children
who have talents and skills in writing and
help them understand in exercising their
freedom of expression with responsibility and
accountability even in the elementary level,”
attendance.
In its second year of implementation, the
school has observed the positive impact of
the Sagud Kabataan Program in improving
not only the nutritional status of the pupils
but also their regular attendance as well as
reading proficiency.
The school links with stakeholders to
intensify and sustain the program and to
increase the number of its recipients.
Presently, a total of twenty-five (25) pupils
were identified from various grade level under
SPJ HAVEN. Regional
Education Program
Supervisor Gerardo O.
Magno inspected Lun
Padidu CES, one of the
schools in Sarangani that
intended to offer SPJ.
The said school is now one
of the six additional SPJ
schools in the Division,
making Sarangani one
with the most number of
SPJ -implementing schools
in Region XII.
Lodgin Leaño, school paper adviser of Glan
CISC, said.
Presently, Sarangani Division has already
nine (9) recognized SPJ schools, three (3)
secondary schools namely Lun Padidu
National High School, Kiamba National High
School and Alegria National High School
and six (6) elementary schools, making
this division with the most number of SPJ-
implementing schools in Region XII.
Sarangani Division encourages schools
to adopt special program to support their
learner’s potentials and talents to specialized
field.
the program.
Intensifying linkages to partners, Sagud
Kabataan Program was able to gain support
from private sponsors who donated sets of
school supplies and clothing.
Ms. Baculio emphasized that with
persistent efforts and compassion of the
program coordinator, parents and school
administration as well as strong partnership
among sponsors and stakeholders, Sagud
Kabataan Program will be sustained and thus,
help more pupils in their nutrition.
Sarang-ini AUGUST 2019 19
 Mnemonics
Leaderof a
By LAFOREZA L. MAGUATE, EPS

“It is not the things we get but the hearts we touch that will determine our success in life.”
Mac Anderson

Mac Anderson is right. Leadership is not about the person himself but leadership is about others- all the
people surrounding the leader. Without people, leadership is a one-size-fits-all skill.
When I am asked to think of a person who inspires me to do my best every day, a wide variety of different
people come to my mind. Sometimes flickers like that of a television show or movie flash into my mind leading
me to a historical figure, an icon and workmates whose personalities I greatly admire.
In a workplace as mammoth organization, as wide and dynamic as the Department of Education, it’s easy
to point out people who are motivating, but there is really that one person that stood out, simple yet so moving
that he could move an army of sheep. He is that one person who possesses the qualities I am looking for a
person in command. A Leader who touches Sarangans’ heart.

Courageous. A person who does not hide from challenging or scary situations; speaks up for what is right
even if there is opposition. He stood and support his people’s view. I experienced this when I defended the SEF
budget in the programs and projects where I am in charged. His courage is so contagious that it also gave me
strength to brave a panel of personnel.

Responsible. The topmost quality that defines a good leader is being responsible. Great leaders recognize
that when it comes to their job or workplace, they need to take personal responsibility for failure.

Inspiring . When our team are sinking in workload or drowning in spirit, he is that person who starts
finding ways to inspire our team. It is automatic from his end realizing that his job is to keep spirits up, and that
it begins with an appreciation for the hard work that we have put in. Start off by giving words of encouragement
once in a while.”Keep up the good work, keep going” are samples of his text messages .

Self-regulating . He is that one person who can control his emotions and sticks to decisions. A well-
rounded person who is disciplined. He’s become a paragon of this attribute even in just a simple rule of proper
wearing of uniform. He also encourages us to do quality assurance of every work we do.

Positive. He is that person who wants to keep our team motivated towards the continued success of the
division, and keep the energy levels up. Whether that means providing snacks, coffee, relationship advice, or
even just an occasional beer in the office. The one who remembers that everyone on his team is a person. He
keeps the office mood a fine balance between productivity and enjoyment.

Innovative. As a good leader is somebody the team could lean on to for answers or solutions. He
encourages everyone to think outside the box when any issues arise.

Natural. He is that one person who shows nothing but his simple natural self. He is that “What you see is
what you get” guy. From the tone of my words and the line of my stories, I guess you know who I am referring
to. A person who captivated me with his innate goodness and top of the line leadership, our superintendent
Crispin A. Soliven, Jr. How I wish his inspiring aura and personality will radiate to everyone in Sarangani or
wherever his career would bring him.