NOMINATION FORM

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are intended for the purpose of conducting the 2023
CURRICULUM AND INSTRUCTION REGIONAL CHAMPIONS
FOR LEARNING EXCELLENCE (CIRCLE). The data will be kept
by the process owner for the purpose of verifying and
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Category: Senior High School (Large School)

THE NOMINEE*

District: SCHOOL/SDO: DESIDERIO C. GANGE NATIONAL

HIGH SCHOOL, DISTRICT OF SIBUNAG 1

Telephone/CP Number : DepEd e-mail Address:

09216615425-GLOBE sarah.ganancial001@deped.gov.ph
09955920371-SMART
SCHOOL
HEAD/SDS/RD/Chief
Name: Sarah D. Ganancial Sex: Female
Designation: School Principal II
Telephone/Cellphone No. 09216615425/09955920371
DepEd e-mail Address: sarah.ganancial001@deped.gov.ph

NOMINATOR

Name: NOVELYN M. VILCHEZ, PhD, CESO VI

Position: Schools Division Superintendent
Office of the Schools Division Superintendent
Office: DepEd Guimaras Telephone No. 09771596570

Office Address: San Miguel, Jordan, Guimaras

Performance Rating (OPCRF) of the Head of Office

Name of School OPCRF Covered Rating Description

Head (School Year)
2021-2022 4.833 Outstanding
2022-2023 4.783 Outstanding

I. Executive Summary
 For every student, senior high school is a blessing. It provides specialization
with a variety of tracks and strands. When a leaner graduates, this makes it simpler
for them to adapt to a new setting. By ensuring that a high school graduate has
variety of talents, including middle-level skill development, entrepreneurship, job,
and higher education, it completes the basic education. These curricular exit points
aid students in being prepared to compete or demonstrate competency in the
international job market.
The Schools Division of Guimaras continues to recognize Desiderio C. Gange
National High School as one of the performing institutions. Administrators work
tirelessly to provide students with good education while also providing a platform for
teachers to advance their careers.
The school's stakeholders are powerful developers of high-quality ongoing
education notwithstanding the pandemic. The COVID-19 pandemic has thrown off
everyone's daily routines. Despite the challenges face brought about by this
pandemic, school continues to offer fundamental education that is current and
responsive. According to Care and Lou (2016), it needs to concentrate on helping
students build a broad range of competencies that are widely recognized as being
essential to living in the twenty-first century. These competencies include
knowledge, skills, values, and attitudes related to information, media, and technical
skills, learning, and innovation skills. These three sets of teachable and learnable
abilities come together to give the person not only the necessary knowledge and
abilities but also socialized personal morals, ethics, and attitudes, for life after basic
education.
The primary objective of the subsequent activities that the school continues in
the midst of the pandemic is to make every child a champion. The Senior High
School department has given several initiatives top priority in order to maintain the
competencies required to demonstrate global competency. Through this goal, every
student at Desiderio C. Gange National High School will be able to become globally
competitive individuals.
One of the initiatives in order to continue learning in the midst of pandemic is
the implementation of LEVEL-APP or the Localized Educational Video E-Lessons
with Active Participation of Parents. Teachers in TVL track made contextualized
videos to be performed by their students in Housekeeping and on Food and Beverage
Services (NC II). Parents even siblings and relatives of the learner acted as
customers in the simulation of students’ performance, and some were camera men
as videos of students’ performance were sent to their teachers for critiquing.
To promote a faster way of checking the test papers of students, the application
of Project Scanner: OMR (O Mag-Recycle) was innovated with the use of a cellphone
software application.
Likewise, remediation was provided through the Literacy Improvement for
Future Triumph of Struggling Readers (LIFT) which helped the learners in
strengthening their lifelong skill in reading and comprehension.
Bisita Casa was also implemented in order to address the learning gap caused
by the pandemic during the Modular Distance Learning modality where some
students are working, pregnant and students at risk of dropping out (SARDOs) and
to strengthen the relationship between teachers and parents as well as to improve
the learner’s chance of success.
Enhancement activities were also conducted in the communities through
Kitchen on the Wheels which focused in the Bread and Pastry Production, Wellness
Massage and ICT and the project InSCIGHTS which gave the opportunity for the
learners to learn and to experience science in the “new normal”.
To provide training to our learners, the “Iskills Ko, Ibahagi Ko Program” was
realized in order to provide skills training offered Bread and Pastry Production, Food
and Beverages Services, Housekeeping, Dressmaking and Organic Agriculture
Production for a period of four (4) weeks to make them ready for TESDA NC II
assessment.
Ka- FAITH –Bisig” was conceptualized to provide support to students and
teachers. This aims to help students and teachers to be aware of their mental
health; to reduce stigma associated with mental illness which helps to promote help-
seeking behaviors and emotional well-being practices; and to prevent suicide
through individual education and outreach events; and increase their belief and
relationship with God.
Finally, to provide Monitoring and Evaluation, the school designed the BOOST:
Booklet for Observing Student’s Transformation project. It not only offers an
alternative approach to assessing their progress but also serves as a bridge to
connect students, teachers, parents, and the community. Likewise a Ka Faith Bisig
for teachers’ spiritual enhancement and well-being was also implemented via online
platform.
II. Significant Accomplishment in Fostering Learning within the last 2
years based on the support framework

S- Standardization of remediation and enrichment activities of all learning

areas

A. PROJECT
Literacy Improvement for Future Triumph of Struggling Readers (LIFT)
 A remediation program that used the Phil-IRI tool in assessing students’
reading ability. The remediation program was conducted during home
visitations and online classes during the pandemic.
 It used contextualized activity sheets.
A.1 STRATEGIES
 The Senior High School English teachers conducted this program using
the Philippine Informal Reading Inventory (Phil-IRI) to identify struggling
readers.
 A remedial class was conducted, and used different strategies such as
reading sessions, engaging activity sheets which enhance learner’s
comprehension and game-based activities.
A.2 ACCOMPLISHMENT
 Students were assessed in terms of their reading ability.
 Reading worksheets were distributed a supplementary materials.
A.3 IMPACT
 Out of 204 learners identified as struggling readers in the pre-test, there
were 25 struggling readers remained after the post test was given.

U- Utilization of Contextualized and Quality Assured LRs

B. PROJECT
LEVEL-APP (Localized Educational Video E-Lessons with Active Participation of
Parents)
 This project aimed to reinforce students’ performance with the use of
localized videos on the performance of the Grade 12 students on Food
and Beverage Services (NC II) and Grade 11 students in their
Housekeeping subjects for the entire 2nd semester or equivalent of 14
weeks last SY 2020-2021.
B.1 STRATEGIES
 A pre-assessment on the students’ performance on Food and Beverage
Services and Housekeeping were administered to the students prior to the
implementation of the intervention. A table of specifications (TOS) was
prepared and provided the teachers the competencies to make videos.
 The teachers made localized videos based on the competencies of the
Food and Beverage Services (NC II) and Housekeeping curriculums.
 The videos were sent to students to watch and emulate and they took
must take footage of themselves performing a given task assigned by the
teacher.
 After the implementation of the intervention, post-assessments were given
to the learners taking Food and Beverage Services and House Keeping.
B.2 ACCOMPLISHMENT
 Teachers were able to make localized videos aligned with the
competencies.
 Students were able to perform the task well as modeled in the videos.

B.3 IMPACT
  100% of the students were able to perform their assigned tasks as
required by the competencies.

U- Upskilling of teachers on blended learning activity

C. PROJECT
Monthly Online LAC sessions and five InService Trainings were conducted
since December 2020 until February 2023 that aimed to capacitate teachers
in making contextualized activity sheets and videos.
C.1 STRATEGIES
 Each department were given a time for their online LAC sessions
 Resource speakers from the group or other departments were tapped.
 Capacitating teachers on contextualized activity sheets and in
making videos were given priority during INSETs.
C.2 ACCOMPLISHMENTS
 Teachers were able to have contextualized activity sheets and video
lessons.
C.3 IMPACT
 100% of teachers were able to give quality assured activity sheets as well
as localized videos to their students.

P- Protection of Instructional Time

D. PROJECT
Bisita Casa, a home visitation program designed to reach out for the SARDOs
of the school as well as to provide remediation to learners in all subject areas.
D.1 STRATEGIES
 Class advisers were tasked to identify their learners via messenger, text
or call due to travel restrictions during the quarantine.
 Teacher-adviser accompanied by the Head Teacher then scheduled a
home visit to the identified learner following the community health
protocols.
 The teacher visited and gave contextualized worksheets to the learners
and conducted scaffolding as well as giving suggestions and instructions
to parents on how to follow up the learner.
D.2 ACCOMPLISHMENTS
 Contextualized worksheets were made by the teachers.
 Through LAC Sessions and mentoring, teachers were capacitated on
how to conduct and hold classes every time they visit the learner at
home.
 Teachers were helped to improve the teaching-learning to be more fun
both for learners and teachers.
D.3 IMPACT
 9 out of 13 students were able to continue their studies through the
Bisita Casa.

E. PROJECT
BOOST: Booklet for Observing Student’s Transformation emerged as a vital
innovation to serve as an alternative evaluation tool for students undertaking
work immersion. It started in 2017 up to present. It not only offers an
alternative approach in assessing their progress and served as a monitoring
tool connect students, teachers, parents, and the community and it also act
as a monitoring tool.
E.1 STRATEGIES
 Learners answered the activities in their booklet after they have
performed their day to day task during their work immersion.
 Students monitored their own progress with the aid of the booklet.
 Immersion teachers, department head and school principal checked the
booklet to monitor students’ performance.
E.2 ACCOMPLISHMENTS
 Ease in checking students’ day to day learning as well as served as tool
in monitoring students’ attendance and performance.
  The booklet was used since 2017 to present.
E.3 IMPACT
 100% of learners were able to finish their immersion classes with good
grades.

F. PROJECT
Desiderio C. Gange National High School’s Supreme Student Government
launched a project called “Ka-FAITH –Bisig” to address the aforementioned
problems. For those in need of spiritual direction for their own spiritual and
mental growth during the challenging times, such online program acted as a
retreat and spiritual awakening to the students.
F.1 STRATEGIES
 During the pandemic, a weekly online session for twice a month during
Fridays from 6:00-7:00 pm. This was conducted with Baptist Pastors from the
Municipality of Sibunag.
 During the resumption of the face-to-face classes, these Pastors came to
school once a week and an hour spiritual enhancement is being conducted
from 12:00 to 1:00 pm for those only who wanted to join.
F.2 ACCOMPLISHMENTS
 Students have strengthened their faith and their relationships with God.
 A good community-school partnership with the Pastors was created.
F.3 IMPACT
 A decline in the pregnancy rate of senior high school students from 7 for SY
2021-2022 to three for SY 2022-2023.
 There were 55 out of 55 students underwent guidance and counseling and
were attending spiritual sessions voluntarily.
 Three (3) out of three (3) students were rescued from committing suicide.

P-Prioritization of Literacy and Numeracy Enhancement

G. PROJECT
The department of Education aims to provide opportunities for the learners to
develop their skills, abilities and understanding as stated in the MATATAG
agenda to TAke steps to accelerate the delivery of basic education services
and provision facilities. In order to achieve this, the teachers from Desiderio
C. Gange National High School implemented the Literacy Improvement for
Future Triumph of Struggling Readers (LIFT).
 The remediation program implemented by the school will help the learners in
strengthening their lifelong skill in reading and comprehension.
G.1 STRATEGIES
 The Senior High School English teachers conducted this program through a
pretest given to the learners using Philippine Informal Reading Inventory
(Phil-IRI), and struggling readers were identified.
 Remedial classes were conducted and different instructions were set and
given to the learners based on their needs such as reading sessions,
engaging activity sheets which enhance learner’s comprehension and game-
based activities.
G.2 ACCOMPLISHMENT
 Students were assessed in terms of their reading ability.
 Reading worksheets were distributed a supplementary materials.
G.3 IMPACT
 Out of 204 learners identified as struggling readers in the pre-test, there were
25 struggling readers remained after the post test was given.

H. PROJECT
 The BEST-Champ program implemented by the school will help the learners
in boosting their numeracy skill in doing business as well as enhance their
self-confidence and communication skills in developing their lifelong learning
in entrepreneurship.
H.1 STRATEGIES
  The Senior High School teachers led the Grade 12 learners in conducting a
feasibility study about a possible business. Then they plan and made a
business proposal, prepared their booth as well as their products to be
promoted during the Business Expo.
 Learners were motivated to do their best through the different special awards
to be given.
H.2 ACCOMPLISHMENTS
 Grade 12 learners were able to boost their self-confidence and developed their
entrepreneurial skills.
 Grade 12 learners were able to earn money while learning lessons about
business.
 Many teachers and learners supported the activity, patronized the products of
Grade 12 learners and gave positive comments.
H.3 IMPACT
 100% of ABM Grade 12 learners were able to participate in the Business Expo
and gained skills in entrepreneurship.

I. PROJECT
InSCIGHTS (Introducing Science Concepts, Ideas, Games and Hands – on
Teaching in Sitios) is a science instructional innovation designed to bring
science process skills to Sitio Utod, Sabang, Guimaras and introduced
science concepts and ideas through hands-on activities and games.
I.1 STRATEGIES
 Science teachers brought science equipment and laboratory apparatus
needed for the activities in Earth Science, Biology, Chemistry, and Physics.
 Science concepts and simple exciting activities were introduced to the
learners in Sitio Utod, Sabang, Guimaras
 Learners viewed slides under a microscope and observed the teacher -
demonstration activity on cohesion and adhesion.
 Learners learned by performing hands – on activities like weighing mass of
different solids using the triple beam balance, measuring the volume of the
irregular solids, using lenses and mirrors.
I.2 ACCOMPLISHMENTS
 Teachers innovated various science activities for the learners.
 Students gained more knowledge in different Science concepts.
I.3 IMPACT
 All 70 students from Sitio Utod, Sabang, Guimaras were given the
opportunity to learn and to experience science in the “new normal”

O- Operationalization of 21st Century Assessments

J. PROJECT
Operationalization of the 21st Century Assessment is evident in the
introduction of Project Scanner: OMR (O Mag Recycle). An innovation project
which aimed to promote faster way of checking papers with the aid of a
cellphone software application.
J.a STRATEGIES
 This project was introduced to the teachers last July 2020.
 Answer sheets were downloaded from the website of the application.
 Teachers just scan the answer sheets of students when checking.
J.b ACCOMPLISHMENTS
 Scanner was downloaded by the teacher for faster checking of quizzes and
summative tests.
 Ready-made answer sheets were printed by the teachers.
J.c IMPACT
 100% of teachers were able to give their students grades on time due to this
project.

R- Revitalization of Innovations for Learning

K. PROJECT
 Kitchen on Wheels
Revitalizing various activities is one of the key factors to promote learning
among students. Thus, Kitchen on Wheels opens the opportunity to students
in order to exhibit their skills and talents. This project bridged the gap in
learning despite the limited teacher-learner interaction.
K.1 STRATEGIES
 Students were taught to prepare baked products, to plate and on how to
present pastry products as well as the standards and procedures in storing
and packaging desserts.
 Students were trained with wellness massage techniques and were provided
with advice on post wellness massage services.
 Students learned concepts and skills in information technology like
assembling and disassembling of desktop PC.
K.2 ACCOMPLISHMENTS
 The school utilized a mobile TVL laboratory with the use of small vehicle that
could carry learning support materials, tools and equipment of TVL classes to
different identified community learning spaces.
 Teachers were able to innovate activities that are helpful in the skills
development of learners.
K.3 IMPACT
 100% of the TVL students were able to attend the community classes during
the pandemic through the Kitchen on Wheels.

T-Transformation of Leadership and Supervisory Practices

L. PROJECT
Ka-FAITH Bisig was designed to give spiritual enhancement to teachers
every 6:00-7:00 pm every Friday via online and at 12:00-1:00 on Tuesdays
during the face to face classes with the Word of God being preached.
L.1 STRATEGIES
 During the pandemic, a weekly online session was being conducted with
Baptist Pastors from the Municipality of Sibunag twice a month on Fridays
from 6:00-7:00 pm.
 During the resumption of the face-to-face classes, these Pastors come to
school once a week and an hour spiritual enhancement is being conducted
from 12:00 to 1:00 pm and is open to all teachers.
L.2 ACCOMPLISHMENTS
 Teachers were able to have a strong connection with God.
 Teachers were given the opportunity to interact with the pastors and ask for
spiritual guidance.
L.3 IMPACT
 100% of teachers attended the program and have displayed a positive outlook
in life despite the challenges that they faced both in their work and their
family.

M. Project
BOOST: Booklet for Observing Student’s Transformation emerged as a vital
innovation to serve as an alternative evaluation tool for students undertaking work
immersion. It started in 2017. It not only offers an alternative approach in assessing
their progress but also serves as a monitoring tool for students, teachers,
administrators, parents, and the community.
M.1 STRATEGIES
 Students monitored their own progress in their performance with the aid of
the booklet and teachers as well as department heads and administrator
track the students’ progress through this tool.
M.2 ACCOMPLISHMENTS
 Served as an evaluation and monitoring tool. Used since 2017 to present.
M.3 IMPACT
100% of immersion students were monitored well.
III. Impact of the Accomplishments in Making Learning to Happen
a. Scope/Replicability
Various developments keep growing and changing diverse aspects of our society
as it expands and changes. Understanding how to handle these developments is
crucial for an organization's effective use and execution of them. A school needs to
be aware of which new breakthroughs can contribute to their success because these
developments and innovations are always being developed.
The DepEd's mission and vision are the foundation on which Desiderio C.
Gange National High School continues to seek ways to realize the potential of every
student and make learning happen. Thus, BOOST: Booklet for Observing Student’s
Transformation is one of the breakthroughs of the school wherein it benefited a
number of students in terms of skills development. This has been replicated by 17
schools in the Schools Division of Guimaras.
b. Level of Attainment
 100% of immersion students were monitored well.
IV. Innovations in Enhancing Learners’ Achievement (Contextualization,
Learning Delivery, Learning Resources, Assessment)
a. Originality
One of the goals of Desiderio C. Gange National High School is to produce
globally competitive graduates, thus teachers innovated various programs that
would suit the learner’s interests and skills. These programs do not only teach
students with life-long skills but also make their learning fun and exciting. Various
innovative ideas which were implemented are as follows:
 Project Scanner: OMR (O Mag-Recycle)
Assessment is not only about giving tests whereas test construction is one of
the time-consuming tasks for a teacher. It entails responsibilities such as making of
Table of Specification (TOS) to distribute the levels of difficulty of each question. But
when constructing a test requires a lot of time and effort, checking and analyzing
their results is even more taxing. Thus, Project Scanner: OMR (O Mag Recycle) was
introduced. It aimed to promote a faster way of checking papers with the aid of a
cellphone software application. This application was downloaded from the internet
for free. It included answers sheets which can be scanned after students have
shaded their answers. Project Scanner: OMR (O Mag Recycle), as an innovation
became an alternative way of checking and analyzing examination results of
students and at the same time adhered to the core value, Makakalikasan through
recycling of papers.
 BOOST: Booklet for Observing Student’s Transformation
The Work Immersion Booklet emerged as a vital innovation to serve as an
alternative evaluation tool for students undertaking work immersion. It started since
2017 up to present. It not only offered an alternative approach in assessing learners’
progress but also served as a bridge to connect students, teachers, administrators,
parents, and the community.
The primary objectives of this work immersion booklet were two-fold. First, it
aimed to equip students with essential skills in Food and Beverage Services and
Housekeeping, preparing them for real- world career opportunities. Second, the
unwavering commitment was to ensure that students acquire the National
Certificate (NCII) in these skills.
The booklet was an innovation in appraising and evaluating the work
performance of the students during their work immersion. A parental consent is
included in the said document where the parents and/or guardians of the students
signed allowing their children to participate in the work immersion program. This
booklet also stipulated the guidelines for the work immersion program, description
of the work immersion program, Schemes for the Conduct of Suggested Activities,
Training plan, Rubrics for Performance Task Evaluation, Daily Time Records,
Learning Journal, Work immersion photo with documentation, evaluation sheets
and student’s profile. This booklet reflected the entire journey and experience of the
students in their work immersion program. The learners also answered situational
questions to measure how the booklet helped them in improving their work
performance. Thus, this innovation was implemented to provide learners with timely
appraisal and feedback of their work performance as well as to motivate learners by
letting them know their performance and give them the chance to improve the
conduct of their immersion.
With this tool, the school has successfully trained 228 students in the fields of
Food and Beverage Services and Housekeeping. These students now possessed the
skills and knowledge required and they are well-equipped for future career
opportunities. The Work Immersion Booklet, a product of adaptability and
 “Iskills Ko, Ibahagi Ko Program”
The Department of Education in response to the changes as well as challenges
in education integrated vocational and skills training specifically with the K-12
curriculum. Desiderio C. Gange National High School, proposed innovation is a
response to the department of Education Learning Continuity Plan and to the local
Regional Deped Memo No. 175 s. 2021 on institutionalization in creating every child
a champion. This skill bridging program anchored in the “Matatag” agenda which
make the curriculum relevant to produce job-ready, active, and responsible citizens.
Furthermore, the school aims to develop job -related competencies among the poor,
the youth, and the vulnerable is recognized as crucial to progress in reducing
poverty.
The “Iskills Ko, Ibahagi Ko Program” is one of the school innovation projects
which was being implemented for seven years except during the pandemic as a
collaborative, pro-active and responsive intervention for senior high students, ALS
learners, community members that need skills development for employment and
livelihood in the municipality of Sibunag, Guimaras and even those from other
municipalities who wishes to enrol. The skills training offered Bread and Pastry
Production, Food and Beverages Services, Housekeeping, Dressmaking and Organic
Agriculture Production for a period of four (4) weeks to make them ready for TESDA
NC II assessment. Another feature of this innovation is the strong school-community
partnership wherein Local Government Unit of the Municipality of Sibunag
specifically the office of the Municipal Mayor funded the said training with the
needed supplies and other expenses for those who took the qualifying assessment
for National Certificate II or the NCII as one of the major requirements for those who
are applying for skilled job in the country and even abroad.
This program also helped the learning gaps due to Covid-19 pandemic that
would have negative effect in the learners. The project was implemented by the
Master Teacher with the help of all TVL- HE track teachers of the school wherein,
the school boasts of its TVL faculty as NC (National Certificate) level II holders and
completed their TM (Training Methodology) as facilitators and subject teachers.
The training was conducted three times a week (MWF) for the period of 4
months at noontime. When the training was completed, the proponent also
facilitated the TESDA assessment and skills certification of the beneficiaries for
employment and economic opportunities.
This skills training is already a sustainable project of the school since 2018 up
to the present. The said project already produced a total of 104 Food and Beverages
Services NC II of the regular senior high school students, 12 from the out of school
youth and 6 professionals. For Housekeeping there was a total of 94 regular senior
high school students, 6 out of school youth and 6 professionals with National
Certificate II. Through hard work, perseverance and dedication of the trainer and
facilitators, the target 100% passing rate was achieved. Indeed, the support of the
parents, LGU and other stakeholders contributed to the success of this program.
 InSCIGHTS
Science is a broad subject, and many learners find it difficult. Due to COVID-
19 pandemic, learners have no way of developing their scientific skills. To bridge the
gap, InSCIGHTS (Introducing Science Concepts, Ideas, Games and Hands – on
Teaching in Sitios) a science instructional innovation, was implemented. It was
designed to bring science to different sitios and introduce science concepts and
ideas through hands-on activities and games.
InSCIGHTS was first launched last March 9, 2022 in Utod, Sabang, Sibunag,
Guimaras comprising 15% of the total population of the school for school year 2021-
2022. This innovation gave opportunity for the learners to learn and experience
science in the “new normal”. Science teachers brought with them the necessary
materials, science equipment, and laboratory apparatus needed for the activity may
it be in Earth Science, Biology, Chemistry, or Physics. An introduction of science
concepts and simple exciting activities were done. Learners viewed slides under a
microscope and observed the teacher - demonstration activity on cohesion and
adhesion. They learned by performing hands – on activities like weighing mass of
different solids using the triple beam balance, measuring the volume of the irregular
solids, using lenses and mirrors. They even played a game applying the science
concept and principle on energy transformations. This science innovation was a way
of helping learners engaged in science by creating opportunity for them to use the
laboratory apparatus and equipment outside the classroom and convey that not all
the time teaching and learning took place inside the four walls of the classroom.
b. Creative Programs/Projects for the last 2 years
1. Contextualization (mapping, matrix, competencies, strategies/practices,
assessment)
 Project Scanner: OMR (O Mag-Recycle)
 “Iskills Ko, Ibahagi Ko Program”
 BOOST: Booklet for Observing Student’s Transformation
 InSCIGHTS
 LEVEL-APP (Localized Educational Video E-Lessons with Active Participation
of Parents)

2. Learning Delivery (Integration of literacy and numeracy, 21st Century Skills,

innovations, appropriate modalities, strategies) Science On the Go
 Project Scanner: OMR (O Mag-Recycle)
 “Iskills Ko, Ibahagi Ko Program”
 BOOST: Booklet for Observing Student’s Transformation
 InSCIGHTS
 Literacy Improvement for Future Triumph of Struggling Readers (LIFT)

3. Learning Resources (updated, contextualized & quality- assured, with data on

utilization)
 “Iskills Ko, Ibahagi Ko Program”
 InSCIGHTS
 LEVEL-APP (Localized Educational Video E-Lessons with Active Participation
of Parents)

4. Assessment (inclusion of formative, summative, authentic 21st Century skills

assessments, research done)
 Project Scanner: OMR (O Mag-Recycle)
 “Iskills Ko, Ibahagi Ko Program”
 BOOST: Booklet for Observing Student’s Transformation
 InSCIGHTS

c. Scope/replicability of Innovation
Seventeen schools in the Schools Division of Guimaras have asked for a
replication of the BOOST: Booklet for Observing Student’s Transformation in which
they also helpful to their students’ enhancing their skills in different areas of
specialization.
 Level of Attainment per Indicator
 Project Scanner: OMR (O Mag-Recycle), “Iskills Ko, Ibahagi Ko Program”,
LEVEL-APP, BOOST, LIFT, InSCIGHTS and BOOST:
displayed a 100% beneficial effect to its target, the Senior High School
learners.
 Likewise, 100% of the teachers were given recognition for their outstanding
work.
 “Iskills Ko, Ibahagi Ko Program”, The said project has produced Food and
Beverages Services NC II holders from the Senior High School, 12 from the
out of school youth and 6 professionals. For Housekeeping there was a total
of 94 regular senior high school students, 6 out of school youth and 6
professionals with an NC II. Furthermore, there were 5 NC holders who were
qualified to work abroad.
V. Major Awards/Citations received by the School/Schools Division Office

The Department of Education (DepEd) is committed in the dissemination of

the importance of rewards and recognition and the enormous impact they have on
students' motivation, self-esteem, and memory, especially during the COVID-19
Pandemic hiatus. To improve organizational productivity, the Department
encourages, rewards, and recognizes employees for their exemplary conduct,
extraordinary services or acts performed in the public interest, and other individual
contributions to the effectiveness, economy, and efficiency of the Department's
operations.
The Department of Education's vision can only be realized with the support of
teachers. Through them, they able to transform every parent's dream of developing
their children's best qualities, fostering in them a sense of righteousness and all
other virtues that would enable them to accomplish the goal of education, which is
for each of them to become a deserving member of society, productive to sustain his
needs, and globally competitive as they continue to thrive in a changing world.
Desiderio C. Gange National High School is dedicated to enhancing all facets
of educational quality and ensuring everyone performs at the highest level possible
to produce results that are acknowledged and quantifiable. Teachers invested in
continual professional development, students were encouraged to compete, and
several programs and activities were carried out that received recognition at the
school, division, and regional levels.

School’s Awards
Award Year
Certificate of Recognition as 3rd Place in the Division Level Galaw
2023
Pilipinas

Teachers’ Awards
Recipient of the
Award Year Level
Award
Certificate of Recognition
as Coach – 3rd Place,
Ma. Salvacion G.
Editorial Writing English 2023 Division
Baldomero
(Division Schools Press
Conference)
Certificate of Recognition
as Coach – 1st Place, TV
Broadcasting and Philamae Grace G.
2023 Division
Scriptwriting (Division Cartel
Schools Press
Conference)
Certificate of Recognition
as Coach- 1st Place,
PRYSE: Predicting Rice Je-an H. Occeñola 2022 Division
Yield and Sufficiency
through Equation
Certificate of Recognition
as Coach- Top 5, PRYSE:
Predicting Rice Yield and Je-an H. Occeñola 2022 Regional
Sufficiency through
Equation
Regional BERF Qualifier Lilibeth M. Galanza 2022 Regional
Regional BERF Qualifier Medybeth C. Tawas 2022 Regional
PAGA-ASA Award
Lilibeth M. Galanza 2021 Regional
Qualifier
Students’ Awards

Name: Cherrilyn G. Galamiton

Award Coach Year Level
Mary Grace A.
TCS goIT Digital Innovation Fair Villamor
2022 Division
2022 (Champion)

TCS goIT Digital Innovation Fair Mary Grace A.

2022 (Top 10 Finalist) Villamor 2022 Regional

Name: Ma. Jolan J. Tranca

Award Coach Year Level
Mary Grace A.
TCS goIT Digital Innovation Fair Villamor
2022 Division
2022 (Champion)

TCS goIT Digital Innovation Fair Mary Grace A.

2022 (Top 10 Finalist) Villamor 2022 Regional

TV Broadcasting and Scriptwriting Philamae

(1st Place) Grace G. Cartel 2023 Division

Name: Phylein Faith B. Vilchez

Award Coach Year Level
Mary Grace A.
TCS goIT Digital Innovation Fair Villamor
2022 Division
2022 (Champion)

TCS goIT Digital Innovation Fair Mary Grace A.

2022 (Top 10 Finalist) Villamor 2022 Regional

Name: Novie Ann G. Galve

Award Coach Year Level
Diana Rose G.
Division Schools Press Conference- Roque
2023 Division
1st Place Feature Writing Filipino

Division Schools Press Conference- Diana Rose G.

1st Place Feature Writing Filipino Roque 2023 Regional

Names: Christian Kurt Jeru Gamarcha, April Judace Villanueva,

Ricky John Enid
Award Coach Year Level
Division Schools Press Conference- Diana Rose G.
1st Place- TV Broadcasting and Roque 2023 Division
Scriptwriting