I.

Executive Summary:

Nueva Valencia Central School is a pilot school of Sustaining Education

Reform Gains (SERG) and an established child friendly school in the District of
Nueva Valencia North.
Being a SERG School it has a significant contribution to the professional growth
and development of the teachers for quality delivery of learning to the learners.
Teachers were all capacitated on learning and development and applied the
learning in classroom setting.
Hence, greater emphasis of the school focused on improving and
developing learners’ literacy and numeracy skills from Kinder to Grade 6 to
prepare them for complex learning activities. The Higher Order Thinking Skills
(HOTs), communication, creativity, innovation, collaboration and 21 st Century
Skills were developed and utilized. The school innovations and implementation of
Project LEARN improved the learning outcomes and contributed a great
difference in the level of learning and performance of the learners. Moreover, the
school is prepared to mitigate emerging challenges that may arise and has
intervention mechanism for the continuity of learning.
The school aims high for excellence. Teachers , school head, and learners
developed skills, knowledge, and attitudes which contributed great impact on
academic achievements and received awards for both academic and extra-
curricular activities.
II. Significant Accomplishment/s in Fostering Learning within the last two
years (SY 2021-2022 – SY2022-2023)
a. Project/Work/Number of Strategies/ Activities Accomplished
 Standards of program implementation are followed and enrichment
activities
are conducted
“MATHENG CAMP’’ – Reading Program (Mathematics, English)
MATHENG CAMP is an interesting and challenging activity with the
collaboration of English and Mathematics club officers. This activity greatly
focused on reading in English and Filipino learning areas.
One of the most valuable skills a learner can acquire is the ability to read well.
Reading is the catalyst of learning. It is very important factor that greatly affects
learners’ achievement. An essential key that unlocks the door to the world or
learning.
Nueva Valencia Central School is moving forward for excellence amidst the
uncertainties of these trying times. Teachers developed and were equipped with
the necessary tools in the arena of life. Innovations and interventions were
created.
MATHENG CAMP is one-day fun-filled activity that provides learners the
opportunity to explore and discover the amazing beauty of the world of Reading.
With “Buffet Style”, all books were displayed. The learners were allowed to get
the books by want to read of their choice to read.
Through this Camp, learners were motivated and appreciated the love of reading.
They grouped themselves and shared experiences and insights based on their
understanding from the story they read. They were provided with a lot of fun and
interesting activities where the children enjoyed great pride and learning. This
activity provide learners unique opportunities, imaginative and educational
activities for them to have an amazing and memorable memories and lasting
friendship.
The hands-on activities in Math helped develop creativity, critical thinking
skills and communication skills. The children were provided with challenging
tasks and fun learning activities like puzzle games, Damath, snake ladder,
scrabble and Show and Tell booth. These paved the way for more effective
learning. Children worked collaboratively through interactive minds and hands-on
tasks.
This camping activity offered a well-rounded design for learners to participate in
and engage with. The school served as a temporary shelter but also a training
ground that honed and nurtured children to become the best they could possibly
be.
The camp participants enjoyed reading and developed friendship and
camaraderie. The social interaction skills and attitude were developed and
enhanced too. The activity provided the participants the opportunity to share and
express their ideas and reflection, this is a way on improving their self-
confidence. Moreover, the participants developed their communication skills
through reading.
The participants of the Mathematics and English Camps effectively applied the
Knowledge and Skills they have gained in working and implementing school
projects and in the school, district, division and region.

o Learner’s Achievement in English

- First Place – Feature Writing, District and Division Level
- First Place – Editorial Writing, District Level
- First Place - News Writing, District Level
- First Place – Science and Technology, District Level
- First Place – Copyreading and Headlining, Division Level
- First Place – Festival of Talents Interpretative Reading
District and Division Level, SY 2022-2023
*Utilization of Contextualized and quality assured learning resources
Project LEAP (Literacy Enhancement And Numeracy Program) is a
remedial activities designed and developed by Grade 4 teachers of Nueva
Valencia Central School intended for Grade 4 to 6 learners with below 14 of
scores in PHIL-IRI and below 80 percent of total scores result in RUNT.
Project LEAP is composed of different strategies designed by teachers to help
learners participate, connect, and add excitement to the content being
delivered.
Project LEAP has the following strategies: WRITE (Word Puzzles in Reading:
Important Thing In Education), SPEAK (Sing a Song: Positive Engagement to
make learners Active and Kinetic, VIEW (Voice Internet for Effective Word).
Strategy WRITE (Word Puzzles in Reading: Important Thing In Education) that
focuses on CVC Word Puzzles and numbers and Utilization of Fun Fan Charts.
SPEAK Strategy (Sing a Song: Positive Engagement to make learners Active
and Kinetic) that focus on singing of long vowel and number and utilization of
teacher- made activity sheets because as teachers we believe that it is easy
to remember if the words or numbers is being sung. A strategy VIEW (Voice
Internet for Effective Word) a robot talk and utilization of teacher made
activity sheets. These strategies were tested effective as post assessment has
been conducted to struggling readers and non- numerates and as a result,
struggling readers and non-numerates reduced up to 80 percent.
During modular approach, home visitation was conducted and parents were
taught first so that they have knowledge on how to teach their children at
home. Teachers in Grade 4 to 6 conducted home visitation and monitoring
once a week in every zone or area to make sure that no learners would be left
behind and they could be able to continue learning even in pandemic time.
When face-to-face approach was implemented, 1(one) month remediation was
given as a intervention for giving focus on struggling learners to develop their
reading skills and non-numerates for the fundamental operation in Math. After
a month of comprehensive remediation program, learners were able to read
and develop their reading comprehension and numeracy skills.
 Upskilling through capability building and professional
development activities

Project ICT (Innovate, Connect and Transform)

Globalization and digital technologies are increasingly altering the
educational landscape. Teaching and learning are becoming more learner-
centered, and technology allows evaluation to be integrated into the learning
process with appropriate changes. Furthermore, digital technology allows
teaching and learning to shift their focus from material to critical thinking.
It will significantly impact learning and raise the school's level of literacy and
numeracy when teachers are tech savvy and knows how to incorporate ICT
into the curriculum through innovation, connection, and transformation. With
the use of modern technology, this competency will help teachers share,
produce, distribute, save, and manage information.

The school’s eSAT Electronic School Assessment for Teachers result shows
that only 13 out of 21 teachers are tech savvy. This shows as that we need to
adapt to the new teaching techniques to direct e-learning activities to achieve
high learning skills.
The purpose of this project ICT is to improve teachers' abilities and promote
their continuing professional progress in general, and to increase the number
of teachers with who is tech savvy from 13 (62%) to 21 (100%). Teachers
used excellent implementation tactics and resources to meet the changing
requirements of our students to equip them with 21st-century skills. The
school principal guaranteed full and successful curriculum implementation by
utilizing appropriate teaching and learning resources in their lesson through
classroom observation, ensuring that quality teaching and learning
experiences occur in school every day. In response to the situation's needs,
curriculum innovation and enrichment using technology were implemented.
As the result on the implementation of Project ICT, 62% ICT Competence of
teachers leveled up to 100%.
There was a big increase of academic performance of learners in all grade
levels based on the QUARTERLY Test Results from 80.00 (1 st quarter) to 89 (4th
Quarter) increased by 9%.

When teachers are proficient in using Technology and know-how to

incorporate it into the curriculum, integration of ICT skills can have a great
impact on learning. The Modern technology skills acquired or learned by
teachers will be a great help to them to communicate, create, distribute,
store, and manage information.

During the Classroom Observation by the MTs and School Head, it was
found out that only that 13 of 21 teachers or 62% were found to have
confidence in using or integrating Modern Technology in their lessons.

The main purpose of this project ICT is to improve teachers'

competencies, encourage their ongoing professional development generally,
and increase the proportion of teachers who are proficient in integrating ICT
from 13 (62%) to 21 (100%).

Teachers used excellent implementation tactics and resources to meet

the changing requirements of our students and equip them with 21st-century
skills. The school head ensured full and successful curriculum implementation
with ICT integration through classroom observation, ensuring that quality
teaching and learning experiences occur in school every day. In response to
the situation's needs, curriculum innovation and enrichment through the use
of technology were implemented.
 The result shows that Quarterly Test Results of the School from 1st to
4th Quarter improved by 9% with the MPS of 80.00 to 89.00.

The RUNT Result shows that on the Pre Test 343 out of 433 test takers or
79.21% of the learners reach the 80% Numeracy and the Post Test result
shows that the number of Numerates increases by 12.47% or 393 out of 433
test takers or 91.68%.

After the conduct of Phil Iri Pre- Test the School Literacy Result was
68.50% or 174 out of 254 got below 14 and after the Post Test 92.12% or
234 learners out of 254 got below 14 it shows that Literacy Rate of the school
Increased by 23.62% from 68.50% to 92.12%
Learners Achievement in ICT:
First Place… PhotoJournalism- Distrtct Level (SY 2022-2023)
Fourth Place..PhotoJournalism-Division Level (SY 2022-2023)
Participant to the Regional Level Contest

 Practice of correct instructional time

The Time Management Project, or Project TM, was designed and put
into practice to assist teachers in appreciating their jobs and concentrating on
the processes of teaching and learning. The school principal's responsibility is
to decide how to distribute time allocation to all teachers in a way that can be
seen in the class schedule. Effective time management demands strong
techniques and preparation if goals are to be accomplished. Due to the fact
that each class's objective, purpose, and conclusion depend on the teachers'
and principal's ability to manage their time effectively, they should be able to
carry out their duties and obligations within the time allotted. With the help of
this Project TM, students can enhance their academic performance, lower
teacher stress levels, access to better learning and personal growth
possibilities, and develop self-discipline.
 Prioritization of Literacy and Numeracy

 GUKABAKA (Guro Kaakbay ng Bata sa Karunungan)

Reading comprehension is the ability to process written text,

understand its meaning and to integrate with what the reader already knows.
Reading comprehension relies on two abilities: word reading and
language comprehension.
In line with this, the Nueva Valencia Central School Teaching force
developed a project named: GUKABAKA (Guro Kaakbay ng Bata sa
Karunungan). It is developed to give additional help to struggling pupils who
have fallen behind to learn to the best of their ability and to bring back into
the mainstream. The initiatives undertaken was providing instructional
materials and devices in addition to textbooks. The book contained levels of
learning from easy to most difficult. Conference with the parents was also
conducted and help was solicited from them to help follow-up their child’s
educational growth.

The program started with identifying the slow and non-readers in

every grade level. Then each learner identified was assigned to teachers to
have a one on one reading sessions every 12:30-1:30. The pupils were given
reading materials to be brought at home for further follow-up of responsible
adults. In the reading exercises, the comprehension questions were answered
by the students through the guide questions given by the teacher.
 At the end of the program, a culminating activity was conducted. The
most improved pupils were given awards and tokens for their cooperation at
the said program. After eight months of implementation, there was an
improvement in the reading performance of learners in all grade levels and
had the following results: The 53 struggling readers were reduced to 3 or
50/53 or 94% of struggling learners improved. Comparing the endline with the
baseline data, we can say that the project was successful and effective.

JOREA (Joy of Reading Enhancement Activities)

Reading is a valuable skill for acquiring knowledge and it has many
benefits. According to Frederick Douglass, once you learn to read, you will be
forever free. Being able to read is one of the most marvelous adventures that
anyone can have. It is also the gateway skill that makes all other learning
possible. Besides enjoying stories, getting through school, and feeding your
mind, you need to read from many other places, finding out what is happening
around you and getting information when there is no one to ask.
Learning how to read is not simply as learning how to chew a food, thus
digesting it is more vital. It is like learning to drive. Someone needs to teach you
how to do it, guide you and help you until you become a professional driver. To
achieve the level of reading comprehension, a student needs a teacher.
It is essential that every learner can read. The school is committed to
promote quality, accessible, relevant liberating basic education for all and to lay
the foundation for lifelong learning and service for the common good. Through
the collaborative efforts of the teachers encouraged the learners to continue their
quest for knowledge through reading.
Joy of Reading Enhancement Activities (JoREA) is a reading enhancement
program of Nueva Valencia Central School intended for all Grades 4-6 pupils
whose reading level in English are lower than their grade level reading
expectations. The pupils who got the scores of 13 and below in the Group
Screening Test (GST ) in PHIL- IRI in English are the target beneficiaries of this
project. They will be given remedial reading activities in word recognition and
comprehension. The class advisers oversee the activities. This project aims to
decrease the number of struggling readers and to improve the literacy rate of the
learners. Phil- IRI post-test will be administered to measure the gains after this
intervention.
The number of struggling readers decrease, and the literacy rate of the
learners improved.
Enhanced learners’ activities, such as reading a text, listening to the
teacher’s explanation, discussion in groups study, doing worksheets, answering
questions on the games, and answering the test.
Records revealed that out of 254 who took test 174 (68.50%) pupils scored
14 and above. PHIL-IRI mid test result showed (22.5 % higher than the Pretest
and Post-test result showed (9%) higher than mid test.Therefore, the program
was a great success.
 PESO (Program Enhancement for Struggling-learner with Observable-
behavior))
Effective teachers use their knowledge to enhance learning and have a
positive influence on their students. Knowledge, approaches, methods, and
behaviors that produce positive student results are those of an effective
teacher. Teachers change and switch around what pupils need to learn, how
they’ll know it, and how to get the material across. When a student struggles
in one area, the teacher creates a plan that includes extra practice, step-by-
step directions, and particular homework.

The needs of their students are known to and understood by effective

teachers. Even before formal instructional modeling, there are cognitive,
social, and emotional launching points. They are aware of what inspires and
drives them to learn more deeply. Effective teaching requires a variety of
 abilities, not simply academic knowledge. You must be able to communicate
with others and aid them in grasping a different perspective on the world.

Program Enhancement for Struggling-learners with Observable-behavior

(PESO) was conducted to struggling learners. Teach pupils how to manage
their time and their studies by having them write down their whole schedule
for one day. Then, have pupils estimate how long they think it will take them
to do each listed task. Go over the list and discuss how much time they spent
on each given task. This activity helped them understand that time
management skills are essential and that they must take ownership of their
learning to keep them from struggling in school.

Pupils were encouraged to read as well as their behavior was observed. It

was found out that the strategy PESO for struggling learners were effective.
They were given incentives like star, school supplies as well as learning
materials. At the end of the program PESO, the learners were awarded a
certificate of recognition to recognize their achievement together with their
parents.

As a result of this intervention, the learners’ overall reading skills

improved drastically from 75% to 100%. A culminating activity was conducted
before the PESO ends and it gave the learners the chance to savor the
moments of their success. Additionally, it piques learners’ interest and love
towards reading. Hence, making them creative and imaginative to get insights
from what they read. Oftentimes, the learners who read more were able to
improve and widen their vocabulary skills as well as develop their critical
thinking skills. It also enhances learners’ brain activity through engagements
and stimulations. Furthermore, PESO could help in improving learners’ social
and emotional quotient since they will increase their ability to communicate
and understand others. It can also help learners in boosting their self-
esteem with the information they acquired from reading and improves their
concentration in sorting out things on their own for a given task. Indeed, the
program was a great help for the struggling learners with observable
behavior.

 Operationalization of 21st Century Assessment

Amazing STARS Camp-(Science) is a challenging and exciting opportunity

for learners from Grade 4 to 6 to explore the world of Science, technology,
engineering, through hands-on learning and experimentation. This program
designed to provide children with an exciting and immersive learning
experience beyond the traditional classroom. Campers engage in various
activities, including conducting experiments, carrying out lab work. This
approach enables learners to apply what they have learned in a real-world
context and develop a deeper understanding of scientific concepts.
The Amazing STARS Camp is a unique activity that motivates and
inspires children to take-up scientific art work and research on local issues or
problems found in a locality. It also offers campers a unique opportunity to
explore Science subject in a fun and engaging environment. It can foster a love
of science and inspire students to pursue further study in these crucial areas.
Children were exposed to exciting and engaging activities. Amazing
STARS Camp helps to spark their interest in the subject. This led to a greater
appreciation for the subject and a desire to learn more about this learning
area. For one day. the young STARS campers were able to make posters, make
songs about science, create poems and solve word puzzles.
This one-day camp offers a wide range of activities designed to be
engaging, fun, and educational for students. The hands-on and experiential
nature of science camp encourages campers to think outside the box and
approach problems from different angles. This kind of innovative thinking is
essential in the modern world, where new challenges are constantly emerging
and new solutions are needed and prepare them for future academic and
 professional challenges. It helps them become better problem-solvers in their
daily lives.
As a result, this activity developed critical thinking skills on science
concepts and analyzed data. Amazing Stars camp activities are designed to
challenge children to think deeply and critically about scientific concepts,
develop hypotheses, and analyze data. It also developed creativity by making
posters, composed songs on science and solved word puzzles.
The STARS Camp was beneficial to the total development of the learner
in general. The learners found Science an amazing subject and the learnings
are very useful and helpful for everyday living. It is therefore recommended
that STARS Camp will be held every school year as on of the school’s co-
curricular activities.

The school aims high for excellence. Learners, teachers and school
head developed skills, knowledge, and attitudes which contributed great impact
on academic achievements and received awards for both academic and extra-
curricular activities.
- First Place – PISAY Quiz Bee 2022, District Level
- First Place – Poster Making Contest, District Level
Science Investigatory Projects Conducted by Learners

Title of the Study Name of Researchers

2022-2023

 Blueternate (Clitoria  Brian Kimnyard Gajo

Ternatea), Purple Flower  Danna Fheb Apostol
(Ruellia Simplx) and Purple  RJ Delgado
Alimanda Violacea) Extracts  Rjay Gaitan
as Acid-Base Indicators  Lene Jane Badilla
 Jefil Crist Mugas
 Thermal Degradation of  Crissah Gedaca
Available Biodegradable Low  Hyrah Baldevarona
Density Polgethylene (LOPE)  Jhazel Chloiue Granada
Plastics at 100◦C and 250◦C  Alexa Marie Montano
 Rio Gentoleo
 Taxonomy, Population Density  Freya Tumangan
and Above-ground Biomass  Crissah Gedaca
Determination of Mangrove  Jhazel Chloiue Granada
Species in Puerto Del Mar,  Alexa Marie Montano
Poblacion, Nueva Valencia,  Charisse Daut
Guimaras

 Transformation of instruction and supervisory practices

 SHARE AND BUILD PROGRAM

Job-embedded Learning ( JEL) includes activities that support teachers’
learning and development while they are in their schools or learning centers.
JEL can be used when the delivery mode can be integrated into the teachers’
instructional practices, either as distinct or supplementary intervention after
a Learning Action Cell (LAC) or a formal training. The use of JEL is more
effective when supplemented by coaching, reflective thinking and processing
of teachers learning.
One of the common delivery modes for JEL is Job Shadowing. This
technique teachers learned from each other through observation.. Then,
they try to imitate what they’ve observed and adopt new skills. This play a
significant role where in teachers of Nueva Valencia Central School
 developed partnership, management, interaction, functional or job-related
competencies.
Nueva Valencia Central School fortunately chosen to be one of the eight
pilot schools of Sustaining Education Reform Gains (SERG) supported by the
Australian government’s Department of Foreign Affairs and Trade (DFAT) and
implemented by the Save the Children Philippines. It focuses on Teacher
Professional Development (TPD) which manifested a great impact on the lives
of the teachers as the first line recipient of the said program. Thus, this leads
to the integration of job shadowing into the teachers’ instructional practices
that could equipped and improved their teaching quality and increased
learners’ performance.
Job shadowing provides teachers the opportunity to upskill, or reskill and
learn skillsets that go beyond the requirements of their current role..
Additionally, it developed problem-solving abilities that will make them eager
to take on new challenges.
A job shadowing program is a great way to grow within an organization.
This helped safeguard against ineffectiveness as well as non-compliance.
The training was attended by 9 teachers from key stage 1 and 9
teachers for key stage 2 along with 3 proficient master teachers. 8 teachers
were identified to undergo the job shadowing program. The domain and
strand for this modality were based on their learning and development needs.
It is the utmost obligation of every master teacher or other highly proficient
teacher to aid and capacitate a co-worker to reach the utmost of their
potentials in terms of teaching. Sessions were conducted twice in every month
to monitor the development.
One-on-one coaching were done especially to those teachers who is under
three years of teaching experience.
As the result, teachers demonstrated effective teaching styles on the
appropriate and responsive approach and strategies to developing critical and
creative thinking and other learning and innovation skills in all learning areas.
Conducted demonstration teaching to capacitate teachers on the latest trends
in teaching. Utilized differentiated activities to enhance learning and properly
addressed the individual differences of the learners. Improved confidence
level of teachers and established good rapport with learners and parents.
b. Significant influence/impact
 The MATHENG Camp involved 100% of the Grade 4 to Grade 6 learners and
The Amazing Stars Camp 100% of the Grade 4 to 6 learners.
 The Programs /Projects LEAP, ICT, GUKABAKA, TM ,JEL, TM for learners and
teachers encompassed 100% of the learners and teachers.
III. Impact of the Accomplishments in Making Learning to Happen

a. Scope / Replicability
Nueva Valencia Central School programs. projects and activities can
be replicated. Some schools in the District of Nueva Valencia North have
replicated and signified their intentions to replicate our PAPs in their
respective schools.
The significant accomplishment mentioned above involved 100% of
the learners in school.
Monitoring and evaluation is done as scheduled to track and monitor
the progress, determine success and make adjustments.
The impact is evident due to the effective and successful
implementation of interventions, activities and prospects.
Mechanisms, procedures and standards are in place.
All of the Grade 4 to Grade 6 learners and the teachers benefited
from the PAP’s implemented.
The school participated in all levels of competition with the
continuing support of local government units and private organizations.
 Faculty and staff were capacitated with the trainings attended.

b. Level of Attainment per Performance Indicator

 Maintained 100% Participation Rate from SY 2021-2022 to 2022-
2023
 Maintained 0.00% Drop-Out Rate from SY 2021-2022 to 2022-2023.
 Increase Achievement Rate (as shown in Learners General Average)
from 80.00 in SY 2021-2022 to 89.00 in SY 2022-2023.

IV. Innovations in Enhancing Learners’ Achievement (Contextualization,

Learning Delivery, Learning Resources and Assessment)

a. Originality

The innovations presented are original ideas of the teachers based

on the action researches which they have successfully implemented and
yielded good results.

b. Creative Programs/Projects for the last 2 years

 Contextualization
Project SHAL (PBL- SHARE,HELP for ACTIVE LEARNING)
Project SHAL is a teaching method that engages students of Grade 4
to Grade 6 in exploring real-world problems and challenges. In this project,
students work in collaborative groups to investigate and respond to an
authentic, complex question, problems or challenges. Project SHAL aimed
to develop students’ critical thinking, problem-solving, decision-making
and investigate skills.
 Learning Delivery
Project-SHAL (PBL) is a teaching method that emphasizes active
learning by engaging students in real-world and personally meaningful
projects. In this project, students work on a project over an extended
period of time, ranging from a week up to a quarter, that engages them in
solving a real-world problem or answering a complex question. They
demonstrate their knowledge and skills by creating a public product or
presentation for a real audience. As a result, students developed deep
content knowledge as well as critical thinking, collaboration, creativity and
communication skills.
 Learning Resources
Project SHAL created checklists to help keep and track of the
projects the students participates in and the progress students make in
each project. The learning resources was validated and quality assured by
the school head and Master Teachers of the school
 Assessment
The assessments in Project SHAL are across levels of complexity to identify
student progress and ensure that quality learning is occurring. Rubrics are used in
giving scores for the project. It was monitored and checked by the school head.
c. Scope/Replicability of Innovations
Nueva Valencia Central School Is one of the pilot schools of SERG in
the Division of Guimaras implementing the different programs and projects
in which replicated and successfully implemented by the different
schools of the District of Nueva Valencia North.
 d. Level of Attainment per indicator
All of the Grade 4 to Grade 6 learners and the teachers benefited from
the PAP’s implemented.

V.Major awards/citations received by the School

Nueva Valecia Central School aims high for excellence. The school,
learners, teachers and school head received awards both in academic and co-
curricular activities that brought honor and pride to the school.
Learners Awards received:
Event Level Award Date
 PISAY Quiz Bee Municipal First September 24, 2022
 Feature Writing District First May 5, 2023
(English)
 Feature Writing District First May 5, 2023
(Filipino)
 Feature Writing Division First May 14, 2023
(English)
 Feature Writing Division First May 14, 2023
(Filipino)
 Feature Writing Regional Participant June 17, 2023
(English)
 Feature Writing Regional Participant June 17, 2023
(Filipino)
 Science Technology District First May 5, 2023
(English)
 Science Technology District First May 5, 2023
(Filipino)
 Science Technology Division Second May 14, 2023
(Filipino)
 Science Technology Regional Participant June 17, 2023
(Filipino)
 Editorial Writing District First May 5, 2023
(English)
 Editorial Writing District First May 5, 2023
(Filipino)
 Editorial Writing Division Second May 14, 2023
(Filipino)
 Editorial Writing Regional Participant June 17, 2023
(Filipino)
 News Writing (English) District First May 5, 2023

 Copy Reading & District Second May 5, 2023

Headlining (English)
 Copy Reading & District First May 5, 2023
Headlining (Filipino)
 Copy Reading & Division First May 14, 2023
Headlining (English)
 Copy Reading & Division Fourth May 14, 2023
Headlining (Filipino)
 Copy Reading & Regional Participant June 17, 2023
Headlining (English)
 Copy Reading & Regional Participant June 17, 2023
Headlining (Filipino)
 Photojournalism District First May 5, 2023
(English)
 Photojournalism District Second May 5, 2023
(Filipino)
  KI-AY 2003-Folkdance Division Fourth May 14, 2023
Competition
 Photojournalism Regional Participant June 17, 2023
(English)
 Festival of Talents – District First January 2023
Interpretative Reading
(English)
 Festival of Talents – Division First January 2023
Interpretative Reading
(Filipino)
 Badminton Girls District First February 4, 2023
 Badminton Girls Division First February 18, 2023
 Athletics (Running) District First February 4, 2023
 Athletics (Running) Division First February 18, 2023
 Athletics (Running) Regional Participant June 17, 2023
 Athletics (Javelin District First February 4, 2023
Throw)
 Athletics (Javelin Division First February 18, 2023
Throw)
 Athletics (Javelin Regional Participant June 17, 2023
Throw)
 DRRM Poster Making Municipal Second July 31, 2023
Contest
 KI-AY 2023: A Division Second May 19, 2023
Folkdance Competition

 Culinaria Kids Cooking Division Second May 18, 2023

Duo Cooking Contest
Manggahan Festival
2023

 Teachers Awards received:

Event Level Coach Award Date
 PISAY Quiz Bee Municipal Honorata G. First September 24,
Gonzaga 2022
 Feature Writing (English) District Ramonita First May 5, 2023
Tampane
 Feature Writing (Filipino) District Ramonita First May 5, 2023
Tampane
 Feature Writing (English) Division Ramonita First May 14, 2023
Tampane
 Feature Writing (Filipino) Division Ramonita First May 14, 2023
Tampane
 Feature Writing (English) Regional Ramonita Participant June 17, 2023
Tampane
 Feature Writing (Filipino) Regional Ramonita Participant June 17, 2023
Tampane
 Science Technology District Ramonita First May 5, 2023
(English) Tampane
 Science Technology District Ramonita First May 5, 2023
(Filipino) Tampane
 Science Technology Division Ramonita Second May 14, 2023
(Filipino) Tampane
 Science Technology Regional Ramonita Participant June 17, 2023
(Filipino) Tampane
 Editorial Writing (English) District Glenda P. First May 5, 2023
Tolentino
 Editorial Writing (Filipino) District Glenda P. First May 5, 2023
Tolentino
 Editorial Writing (Filipino) Division Glenda P. Second May 14, 2023
Tolentino
 Editorial Writing (Filipino) Regional Glenda P. Participant June 17, 2023
Tolentino
 News Writing (English) District Grace G. Dilag First May 5, 2023

 Copy Reading & District Gerlie G. Second May 5, 2023

Headlining (English) Escarnuela
 Copy Reading & District Gerlie G. First May 5, 2023
Headlining (Filipino) Escarnuela
 Copy Reading & Division Gerlie G. First May 14, 2023
Headlining (English) Escarnuela
 Copy Reading & Division Gerlie G. Fourth May 14, 2023
Headlining (Filipino) Escarnuela
 Copy Reading & Regional Gerlie G. Participant June 17, 2023
Headlining (English) Escarnuela
 Copy Reading & Regional Gerlie G. Participant June 17, 2023
Headlining (Filipino) Escarnuela
 Photojournalism (English) District Katherine Grace First May 5, 2023
G. Deniega
 Photojournalism District Katherine Grace Second May 5, 2023
(Filipino) G. Deniega
 KI-AY 2023: Folkdance Division Katherine Grace Fourth May 14, 2023
Competition G. Deniega
Ramonita G.
Tampane
 Photojournalism Regional Katherine Grace Participant June 17, 2023
(English) G. Deniega
 Festival of Talents – District Grace G. Dilag First January 2023
Interpretative Reading
(English)
 Festival of Talents – Division Glenda P. First January 2023
Interpretative Reading Tolentino
(Filipino)
 Badminton Girls District Analee E. First February 4, 2023
Castillano
 Badminton Girls Division Analee E. First February 18,
Castillano 2023
 Athletics (Running) District Analiza G. Galgo First February 4, 2023
 Athletics (Running) Division Grace Dilag First February 18,
2023
 Athletics (Running) Regional Grace Dilag Participant June 17, 2023
 Athletics (Javelin Throw) District Grace G. Dilag First February 4, 2023

 Athletics (Javelin Throw) Division Grace G. Dilag First February 18,

2023
 Athletics (Javelin Throw) Regional Grace G. Dilag Participant June 17, 2023

 Search for the Most Regional Analiza G. Galgo Regional November 29,
Outstanding Honorata G. Winner 2021
Implementers of SBFP Gonzaga
 DRRM Poster Making Municipal Ramonita G. Second July 31, 2023
Contest Tampane
 KI-AY 2023: A Folkdance Division Second May 19, 2023
Competition Ramonita G.
Tampane
 Culinaria Kids Cooking Division Analiza L. Second May 18, 2023
Duo Cooking Contest Baldevarona
Manggahan Festival 2023 Merry D. Capero
School Awards Received

Event Level Award Date

  On the Spot Award for Division Outstanding August 18, 2023
unwavering support in Performance
achieving educational gains in
the Schools Division of
Guimaras
 Regional Winner Search for the Regional Regional November 29, 2021
Most Outstanding School- Winner
Based Feeding Program for S.Y.
2020-2021

 School Head awards Received:

 Certificate of Recognition for her contribution and unwavering support in
achieving educational gains in the Schools Division of Guimaras last
February 29, 2023 @ San Miguel Jordan Guimaras
 Certificate of Competence for TECHeXCELS (Teaching and Learning
Excellence in School Leadership for Southeast Asia) via flexible learning
modality and through IfLEX from February 28 to May 8, 2022.
 Certificate of Recognition as Focal Person from District of Sibunag II during
the conduct of 2022 Division Educational Innovation Showdown last
November 4, 2022
 Certificate of Recognition for sharing her expertise and dedicated service
as member of technical working group during the REGIONAL
CONVERGENCE OF EDUCATION LEADERS (RCEL) last December 15, 2022.
 Certificate of Recognition for the valuable services rendered as Project
Learn in the New Normal Implementer in school Year 2020-2021 that
resulted to the decrease in the number of struggling learners and non-
numerates in her school last February 15, 2022