candlelightOFFICIAL PUBLICATION OF DEPARTMENT OF EDUCATION REGIONAL OFFICE III CITY OF SAN FERNANDO, PAMPANGA

Volume VIII • No. 3 • SEPTEMBER 2019

DepEd RO III welcomes new ARD

CL Teachers’Success Stories

Fernandino learners conquer the globe

Pages 4-5

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On the CoverAngel Mae Otom: Defying the Odds

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Resiliency, indeed, is a value that Region III residents particularly Kapampangans, share with the newly-installed Officer-In-Charge of the Office of the Assistant Regional Director, Dr. Ronelo Al K. Firmo. As the former Schools Division

Superintendent of the province of Leyte, the biggest division in Region VIII, Sir Ronelo as he is fondly known, faced the greatest challenge as a leader in 2013, when Typhoon Yolanda wreaked havoc leaving at least 10,000 people dead and homeless.“In 1991, we suffered the onslaught

of the eruption of Mt. Pinatubo. Marami ang nawalan ng buhay, nawalan ng bahay, nawalan ng kabuhayan, pero tumindig ang Central Luzon,” said OIC-RD Nicolas Capulong, who administered the

Installation Rites on September 18 at the Aquino Hall, DepEd Regional Office III. Dr. Firmo, expressed his gratitude

to Region III for its early response after the devastation of the Typhoon Yolanda.“Region III is one of the first

responders right after Typhoon Yolanda. One week after Yolanda, RD Borres together with some Superintendents and regional staff came to Leyte. We will not forget the effort of Region III,” Firmo said.Dr. Firmo’s rise to the top is a story

that should inspire future leaders and aspirants as he is also an example of one who rose from the ranks. He started his journey in the academe as a College Instructor and a Special Science Teacher at the Philippine Science High School Eastern Visayas Campus,

and eventually became part of the Department as a Senior Education Program Specialist of the DepEd Regional Office VIII.With much passion, he worked

his way to becoming the Assistant Schools Division Superintendent of the Division of Ormoc City before becoming the Schools Division Superintendent of Tacloban City.He was also awarded as the 2018

Most Outstanding Schools Division Superintendent for his exemplary performance in the implementation of Project LEAD (Lead, Empower, and Achieve through Data-Driven Decisions).“With sincerity and confidence that

you will all support the cost of quality education, I humbly accept the challenge and responsibility as your OIC-Assistant Regional Director.”

Angel Mae Otom, a Grade 10 Visual Arts Major from the Olongapo City National High School, impresses the crowd as she participated in the Poster Making Contest of the Diwang Sagisag Kultura Regional Competition and Festival held last September 10, 2019 atthe DepEd Regional Office.s

BY MICHELLE C. LACSON

DepEd to provide psychosocial support, quick response funds to quake-stricken schools

City of San Fernando, Pampanga—The Department of Education Regional Office III have started the post-disaster recovery programs for the schools affected by the 6.1 magnitude earthquake which occurred on April 22.

Through the Disaster Risk Reduction Management Services (DRRMS) Division of the DepEd Central Office, DepEd Region III conducted a Psychological First Aid Training for School Guidance Counselors and Coordinators in Central Luzon on August 5-7 at the National Educators’ Academy of the Philippines (NEAP)-Region III in Angeles City.

“We want to capacitate our school guidance counselors to provide the needed psychosocial support to the learners, teachers, and even school officials after the traumatic experience relative to the 6.1 magnitude earthquake. After the training, these personnel shall be going around the affected schools to conduct debriefing and other post-disaster activities,” said Nicolas Capulong, OIC-Regional Director of DepEd.

The training, participated in by 62 registered guidance counselors and 38 school coordi-nators, includes topics on mental health and psychosocial support services, psychological first aid, and simulation exercises.

Repair funding requested from Central Office

After the site inspection and validation of the concerned DepEd Schools Division Engineers and the Central Office Education Facilities Division in the affected schools within the region, DepEd Region III has submitted its request for funding to the Central Office in the amount of P410M for the repair and new construction of a total of 485 classrooms in 110 school sites in Central Luzon.

319 classrooms in 68 school sites need repair and rehabilitation while 166 classrooms in 42 school sites need new buildings. Among the provinces, Pampanga has the most number of repair and construction needs with a total of 168 classrooms in 27 school sites.

Leyteño is DepEd RO III’s new ARD

ON THE COVER

OIC-RD Nicolas Capulong congratulates the newly-installed OIC-ARD of DepEd Region III, Dr. Ronelo Al K. Firmo.

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DepEd RO III Conducts Midterm Update of the Regional Basic Education Plan (2017-2022)

The DepEd Regional Office III, through the leadership of the OIC, Regional Director Nicolas T. Capulong and OIC, Assistant Regional Director Ronel Al K. Firmo and Policy, Planning and Research Division, conducted a four-day activity on Midterm Updating of the Regional Basic Education Plan (2017-2022) and Crafting of FY 2020 Operational Plans last September 17-20, 2019 at the National Educators Academy of the Philippines Region III (NEAP-RIII). In preparing the strategic and operational plans of the nine (9) Functional Divisions , a comprehensive evaluation of what were done in the previous three years has been necessary to guide RO3 personnel in executing what they are determined to do

for the next coming three years. This is to set priorities, focus energy and resources, strengthen operations, ensure all employees and other stakeholders are working towards common goals, establish agreement around intended outcomes, and assess and adjust the organization’s direction in response to a changing environment.

In doing the strategic planning, international commitments and national directions, policies and directives that influence planning and budgeting process were reviewed and discussed such as Sustainable Development Goal 4, Ambisyon Natin 2040, Philippine Development Plan 2017-2022 and Budget Reform Act towards an Improved National Government Spending

(BRAINS).The Department’s Goal, Outcome and

Intermediate Outcomes and Theory of Change behind the programs and projects were also clearly articulated. This to ensure that all programs, projects, activities, tasks and resources strategically contribute to the achievement of DepEd’s goals and vision, the Region 3 learners and the Filipino people as a whole.

Attending the activity were the Functional Divisions Chief Education Supervisors, Education Program Supervisors, Supervising Administrative Officers, Unit Heads, Budget Officer, Atty IV and data encoders.

BY MATROSE P. GALARION, PH.D.

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The I-Parol (Innovative-Project Application Relative to Optimizing Lantern-making) of the Information and Communications Technology High School (ICTHS) proved its winning form by garnering first place in the 2019 Federation of International Sports Association (FIRA) RoboWorld Cup at Changwon, South Korea held on August 12-15, 2019. The team of technology wizards of

the ICTHS, this time as representatives of the country, was composed of seven students, two advisers, and administrators.Mr, Gerald Baking and Mrs. Regie

Ocampo worked with the students namely Xandre Duncan Jover, Jhourgiena Camilla Molines, Arbie Angela Santos, Hezekiah Gio Feliciano, Alexis Sean Maniago, Natasha Chyle Canlas, and Maria Angela Manaloto.

The ICTHS team was awarded the highest honors topping around 19 countries in the category of Innovation and Business. Their technological skills were also highlighted in the Robotics

Mission Impossible U18 and Cliff Hanger Heavyweight U18 categories in which they were awarded two second places and two third places.

What you need to know about the

I-Parol:

DepEd RO III kicks off National Teachers’ Month Celeb; launches Regional Search for Outstanding Teachers and School Heads

BY ROWELA S. BASA (ICTHS)

FERNANDINO LEARNERS CONQUER THE GLOBEICTHS I-PAROL TEAM, the 2019 FIRA RoboWorld Cup Grand Champion

OVERVIEW

Known as the Christmas Capital of the Philippines, the City of San Fernando is home to rich Christmas culture and traditions. One of the highlights during the celebration is the Ligligan Parul or Giant Lantern Festival. Smaller lanterns nonetheless have also been a vital part of every Kapampangan home. However, notable people

in the industry have expressed their views regarding the need for innovation in lantern production. Mr. Ronald Quiambao, an expert lantern maker, called for the need to upgrade he parul’s qualities to meet international standards for international productions. He also urged the youth to contribute to the diversification and development of the industry.

BENEFITS AND IMPACTS

Aims to preserve Kapampangan culture Aims to contemporize the lantern industry Is programmable Gives control to the consumers Controlled via bluetooth via Android application Is energy-efficient Synchronized with music of consumer’s choice

Source: I-Parol ICTUS

City of San Fernando, Pampanga—The Department of Education Regional Office III officially kicked off the 2019 National Teachers’ Month Celebration today, September 5, 2019.

The annual celebration, which will run until October 5, is pursuant to Presidential Proclamation No. 242 entitled Declaring the Period of September 5 to October 5 Every Year as National Teachers’ Month, as well as Republic Act No. 10743 entitled An Act Declaring the Fifth Day of October of Every Year as the National Teachers’ Day and its Implementing Rules and Regulations and the designation of the World Teachers’ Day every 5th of October by the United Nations Education and Cultural Organizations (UNESCO).

The celebration aims to honor those who are in the teaching profession; acknowledge and give emphasis on the crucial role, loyal service, and dedicated commitment of teachers in developing globally-minded citizens, nurturing families, strengthening communities, and building the nation;

revitalize the image of and respect for teaching as a vocation by increasing public awareness on the value of teachers in the Philippine society; take the occasion as an opportunity in building the image of teaching as an attractive and fulfilling profession; generate widespread support and assistance for teachers; and express gratitude for the positive influences on Filipino learners.

In line with this, the DepEd Regional Office III shall conduct the 2019 Regional Search for Outstanding Teachers and School Heads with the following categories: Outstanding Kindergarten Teachers, Outstanding Elementary Teachers, Outstanding Secondary Teachers, Outstanding Elementary School Heads, Outstanding Secondary School Heads, and Outstanding School Heads of Integrated Schools.

The Regional Search aims to give special recognition to teachers and school heads who manifest profound commitment, exemplary competence, and remarkable dedication to their work.

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EDITORIAL BOARD CONSULTANT: OIC-RD Nicolas T. Capulong • ADVISER: Liza P. Bautista

EDITOR-IN-CHIEF & LAYOUT: Michelle C. Lacson CONTRIBUTORS: Matrose P. Galarion,Ph.D. • Angelica M. Burayag • Ariel M. Culala • Eva B. Imingan •

Marie Ann C. Ligsay • Arnold Montemayor • Leoncio Del Corro

The Official Newsletter of the Department of Education Regional Office IIIJuly - September 2019 Vol. VIII. No. 3

Matalino St. Diosdado Macapagal Center, Maimpis, City of San Fernando (P)

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A new lease on life: The love and passion of an ALS teacher

How does one find the strength and motiva-

tion to still pursue teaching after nearly losing one’s life? For Marites Magno, an Alternative Learning System (ALS) mobile teacher from San Isidro, Nueva Ecija, this challenge

was not difficult to overcome. Teaching

is what kept her alive amid her near-death

experience after suffering from hemolysis, elevated

liver enzymes, and low platelets (HELLP) syndrome in 2015. Teacher Tet, as she is fondly called by her learners, was not even traumatized by her experience after giving birth to her first child.

“‘Yun po ay full-blown HELLP Syndrome na kung saan kasama ang pagdilim ng paningin sa loob ng dalawang buwan at ang dialysis every other day. Naging unconscious po ako ng dalawang linggo at isang buwan na naratay sa ospital,” Teacher Tet shared. Nueva Ecija Division ALS Coordinator Robertita Fernando commented, “Talaga pong isang milagro na buhay ngayon si Tet pati ang kanyang anak. Hindi na po siya nagsasalita noon. Talagang maga na ang kanyang katawan. Pero sa awa ng Diyos, dahil siguro kailangan pa siya at marami po siyang misyon kaya po nakaligtas siya.” Her ALS learners, whom she wants to serve and help succeed in life, gave Teacher Tet the strength and the motivation to rise above her illness. “Sa ALS kasi, yung mga learner natin ay iba-iba. Sila ay mga nanay, tatay, mga batang produkto ng broken family, at yung mga maagang nabuntis. Sila po ang inspirasyon ko para magpatuloy. Noong panahon na malabo ang paningin ko, isa lang ang hiniling ko kay Lord na maibalik

ang paningin ko para tuparin ang pangarap ko na tuparin ang mga pangarap ng mga learner,” Teacher Tet stated. Teacher Tet has been in service for 11 years. Even before her appointment as an ALS mobile teacher, she already reached out to the out-of-school children in a GK Village by teaching them every afternoon following her classes in Tabon Elementary School. Her mission, as she continues to fulfill her new lease on life, is to give the sec-ond-chance education to those who need it “Kung nadapa ka, hindi na iyon importante. Ang mahalaga ay kung paano ka baban-gon. Walang huli pagdating sa edukasyon, basta ginusto mo at nasa puso mo, kaya mo. Pagtutulung-tulungan natin at sabay-sabay nating tuparin ang iyong mga pangarap,” Teacher Tet concluded. By: Michelle LacsonRegional Information Officer

In pursuit of excellence: A teacher’s triumph against poverty

Elger David, Teacher III of Senior High School in Meycauayan National High School (MNHS), Bulacan, exemplifies the values of perseverance, excellence, and victory. His competence and desirable attitudes as an educator have already been proven several times through different recognitions he received. But behind his success lies a story that can inspire all. Teacher Elger was once a janitor who strived to finish his studies. Coming from a poor family, he understood that his parents could not send him to college. The scholarship offered by the Technical Education and Skills Development Authority (TESDA) gave him a chance to eventually pursue college. To support his financial needs, Teacher Elger worked as a fastfood crew, a bagger, and a seller of eggs. Through these, he was able to finish his two-year associate degree. After graduating from TESDA, he dreamt of

becoming an exemplary teacher and so he decided to study again, a college student in the morning and a janitor in the evening. Because of poverty, Teacher Elger thought that it would be best for him to stop study-ing and planned to work abroad as a farmer. Unfortunately, his savings and effort were wasted when an illegal recruiter scammed him. Despite this, he realized that he was rich with good friends who contributed money to help him finish his study. Fueled by his strong will to become a teacher, he finished Bachelor in Secondary Education major in Chemistry. Teacher Elger successfully passed the Licensure Examination for Teachers (LET) right after graduation. Aside from chem-istry, he also excels in teaching Computer Systems Servicing . He became the first assessor in the Division of Meycauayan City.Teacher Elger’s achievements, acquired through dedication and effort, are proof that he truly deserves his recognition as Outstanding Teacher from 2015 to 2019.

As a teacher who was once a janitor, Teacher Elger learned that what one has become is a product of one’s own actions and decisions. His story serves as an inspiration of hope to all learners. He has this faith that “for those who believe will never be disappointed.”

By: Fernand Kevin A. DumalayAssistant School Principal IIMeycauayan National High School

Teacher Hannah: Epitome of a true hero

Hannah Concepcion, a Doctor of Education, is a Special

Education (SPED) teacher and

coordinator at Olongapo National

High School for 17 years. Following her calling, Teacher Hannah made a brave decision when she took off her veil and

started a new life outside the

congregation. It is a different journey

yet the same ministry – to serve those who

need her expertise and to

love beyond limitations. She is at her best when it comes to being an instrument of love and devotion. Love, she believes, is best for the SPED learners. Devotion to the little ones with special needs, and the ones who need special attention and deep affection, is also her guiding principle. Having 40 students with unique and different needs is indeed a great task each school year. However, the SPED teacher handles efficiently and effectively the learners with Down syndrome, autism, dyslexia, processing disorder, visual impairment, and hearing impairment, among others. Teacher Hannah likewise experiences difficulties in managing students having tantrums and those who turn violent towards her. Even if these incidents happen almost every day, these do not stop the fire burning in her heart. She

keeps the passion of her specialization and ministry – to serve with all her might, to give a lot of patience and understanding, and most of all, to show enduring love for the children with special needs. Being true to her devotion and ministry as a SPED teacher, Teacher Hannah is so blessed in many ways. She is able to raise SPED learners who are mainstreamed in regular classes in the formal education system. Some of her former students even secured a certification or an endorsement from her for their job application. Others were given the opportunity to travel abroad. These are her great accomplishments from her untiring public service. No wonder Teacher Hannah is a true-blooded hero of the 21st century. By: Selesthe Bilog-Cahiwat, Ed.D,,RGC Head, Guidance and Counseling Unit Olongapo City National High School

NATIONAL TEACHERS’ MONTH CELEBRATIONGURONG PILIPINO: HANDA SA MAKABAGONG PAGBABAGO

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Passionately loving her craft

Lorna R. Macaday has been an Alternative Learning System (ALS) Mobile Teacher in the Schools Division Office of Olongapo City for thirteen (13) years now. It has been her passion to teach out-of-school youth and give them the quality education they de-serve. She is motivated and dedicated. Her goal is to bring out the best in each of her students. She is investing her precious time and effort to be able to provide assistance to her students especially those who are having difficulty coping with the lessons. She visits students who have been faltering in the sessions. She strongly believe that we are all part of the community. Therefore, it is every individual’s responsibility to share something to every person that we meet along the way even if it will cost your time, effort, and even money. “Ang magsilbi nang matapat na hindi naghihintay ng kapalit ang isa sa mga panuntunan ko sa buhay,” Teacher Lorna said.

For her, being an ALS teacher is not an easy task, it is challenging. She had been deployed up in the mountains to teach the basic in education for the Ayta adult learners, at Bureau of Jail Management and Penology (BJMP) to teach the detainees and encourage them to value education. She had also the opportunity to partner with PREDA foundation (The People’s Recovery Empowerment Development Assistance Foundation) that helps every child who has been exposed in any kind of abuse. She also taught at Olongapo City Hall of Justice to give education to those under parole. Through the help of the Department of Education she had the opportunity to teach in the different barangays in Olongapo City, and one of them was in Barangay New Cabalan where she spent seven years of teaching and molding the future generations. Her love for ALS learners motivated her to teach well and not to settle for anything else, if it is for her dear learners.

As a result she was able to have a 100% ALS Accreditation and Equivalency Test passers in the said Barangay.

By: Anthony AgonesDirector, Community Development Ministries (Project Life)

Making a Difference in the

Lives of the Unreached

People

A Call to Serve Loiny Jimenez Ramos has been one of the literacy volunteers

of the Alternative

Learning System in the

Schools Division of Olongapo City

for nearly five years since she was hired. In

2017, she volunteered to be assigned at Sitio Mampueng Community Learning Center (CLC) because Aytas have a special place in her heart and it is her dream to help them improve their lives through education. Sitio Mampueng is an area where group of Aytas has been living for years. This is located in the far side of Barangay Old Cabalan of the City of Olongapo. To be able to get there, she needs to walk approximately 30-35 minutes. She has to cross shallow rivers when the

weather is fine but waist-deep when there is heavy rain or storm. “Mahirap kapag malakas ang ulan, malalim ang ilog at madulas ang mga bato sa ilalim,” Teacher Loiny said. She’ll also walk in wilderness, where you can only see mountains, trees and tall grasses. There are few houses, but blocks away from each other. “Nakakatakot din minsan, lalo na kung wala akong nakakasabay sa paglakad. Nag-aalala ako na baka may ahas na lumabas mula sa matataas na damo o may masamang taong makasalubong,” Teacher Loiny said. It’s a different challenge during rainy season, when she has to walk in a muddy, slippery, and with water flowing from the higher part of the mountains. When she is not feeling so well, she’ll rent kolong-kolong (a small crib-like vehicle attached to the side of a motorcycle for carrying passengers), but it will cost her much and it causes body pains for it will pass through rocky rough roads . Despite all these, not even once I heard her complain about the hardship she is experiencing whenever she has to go to her CLC.

A Call to LoveThe challenge does not stop in walking through hard and hazardous path going to her CLC. It is even harder to encourage Aytas to stay focused and make learning a priority. Most of her learners are adults, fathers and mothers. They need to work to be able to provide food on the table for their

family. Most of her mother-learners bring with them their children who are usually new born babies to three years old because no one will take care of them at home. Most of them also come to her session with empty stomachs, no school supplies to use. While most of them are so eager to learn, it is difficult for them to cope up because of age gap. “Karamihan sa kanila mahirap turuan, dahil na rin sa edad nila at sa matagal na pagkakahinto sa pag-aaral, pero ang maganda, gustong-gusto nilang matuto. Kailangan matyaga ka at mahaba ang pasensya. Malaking hamon talaga,” Teacher Loiny said. Despite of these challenges, she remains steadfast for her love to Aytas manifested through sharing her precious time, even beyond of what is required of her, providing quality education and extending her resources for their simple snacks every session and even the things they need like notebook, paper, pen, etc. without mentioning the financial assistance she is giving for learners who need medicines, food for their children, and her expenses for instructional materials and other needs in the CLC. Considering the meager monthly honorarium she is receiving from Special Education Fund as literacy volunteer, what she is doing is praiseworthy.

By: Feligena F. Bugay EPS/ALS Focal Person, SDO Olongapo City

A Hero in This Modern World

Possessing heroic attributes does not only denote to a cape or a costume, nor superhuman abilities. In reality, the one who is regarded a hero could be an ordinary person living an extraordinary life. Leonora Quito Reyes, is to include in the list of real-life heroes as she devotedly spent the rest of her existence in touching hearts and changing lives by being a mobile teacher at the Division of Angeles City. At the age of 50, she still managed to apply as mobile teacher in August, 2004. She had been actively engaged in mapping, making the OSY the apple of her eyes. Her love for her work com-pelled her to reach where they are—at home or in the streets. Even, go miles and farther only for the greater purpose of bringing hope to the young people who are no longer in school. She never failed to encourage and motivate them to aim for their dreams. Hence, her commitment to serve paved the way for her to meet more stakeholders helping her locate conducive learning centers to conduct A&E sessions, even aided

her provide needed chairs and tables. She has conducted ALS classes in chapels and barangay halls, at Sto. Domingo and Angeles Elementary School, and even in private owned facilities, having 66% passing rate on all learning centers. Also, she was monitored by the Regional Office led by Mr. Rey Licay, an EPS, having ALS class in a makeship room, privately owned by Ferry Guevarra.Furthermore, she and Mrs. Obresita Panlilio pioneered the conduct of ALS at the city jail in 2012. She was then tasked to handle around 72 women, half of which are in Elem Level that she used to meet in the afternoon. The rights of the prisoners in Angeles District Jail to quality education were given attention through their service. She helped these captives be free of the chains of ignorance, giving them hope to hold on and the faith to look forward. Mrs. Reyes had the privilege of having been monitored and observed by DepEd Central-ALS Monitoring team in 2016 that made her received recognition for her accomplishments. She continues to offer the best of her time, effort, and ability to achieve the target goals

of ALS and that is to bring quality learning to the youth who are under-privileged and cannot afford to attend formal education. She even exceeds the 8 hours of teaching, stays up to 8:00 PM and teaches on Saturdays.

REGIONAL SUCCESS STORIES OF CLASSROOM TEACHERS AND ALS MOBILE TEACHERS

FTAD-RO3 finalizes the Region 3 Contextualized Technical Assistance Manual

Planning Meeting for RTOT for Araling

Panlipunan held

WORKSHOP ON 19 MTB-MLE LANGUAGES HELD IN REGION 3

The Curriculum Learning and Management Division conducted the Planning Meeting for Regional Training of Trainers on the K to 10 Critical Content in Araling Panlipunan last July 31 at the Aquino Hall.

The meeting, which was attended by Araling Panlipunan Education Program Supervisors, Master Teachers, AP Division Federated President and Trainers aimed to provide trainers with a concrete understanding of Grade 5, 6, 7 & 9 on Araling Panlipunan curriculum framework, learning standards and competencies and guidelines on assessment and teaching plans; familiarize the participants on the Regional Training of Trainers (RTOT) training designs and session guides; and design different platforms in cascading the K to 10 Training of Teachers on critical content in Araling Panlipunan.

Emmanuel De Mesa, one of the speakers, shared his expertise to the participants and discussedabout Philippine History and its session guide. On the other hand, Salvador Lozano focused on Economics (Patnubay sa Sesyon sa Araling Panlipunan Ekonomiks). Lastly, Dr. Ronald Morla presented the Different topics for the Mass Training of teachers through LAC sessions.

For the afternoon session, the participants were grouped by division for the Division Planning on Cascading of Training including content outline and the outputs were presented for Critiquing.

To carry out another objective of the meeting, Emmanuel De Mesa also talked about the ONE PUSH (Organizational Networks of Educators for Profound Understanding of Social Studies and Humanities) its objectives and vision for Araling Panlipunan and election of officers.

The Bureau of Teaching and Learning Delivery from DepEdCentral Office streamlined the Workshop on Finalization of Prime Booklet, Teachers Resource Book, and Formative Assessment Tool for Grade 1 on September 16-20, 2019 at Anne Raquel’s Resort, Olongapo City.

“This is to ease the burdens of our school children from Kinder to Grade 3 who speaks in their Mother Tongue. Our learners cannot wait!

We cannot prolonged the agony. We need to finalize the primer and teachers resource book in the Mother Tongue.” said TLD Chief Dr.. Rosalinana J. Villaneza.

Learners who are speaking in their mother tongue can easily learn to read because steps were stated in the teacher’s manual. Processes on how to teach beginning reading is the priority too. The activity is very timely to address problems on reading.

The nineteen languages include Ilocano, Pangasinan, Ibatan, Ibanag, Sambal, Kapampangan, Tagalog, Bikol, Heligaynon, Akeanon, Kinaray-a, Sinugbuanong Benisya, Waray, Chavacano, Sinurigoanon, Yakan, Magindanaoan, Meranaw, and Bahasa. MTB-MLE refers to the first language-first education for schooling which begins in the mother tongue of children in Kinder to Grade 3.

The Field Technical Assistance Division (FTAD) of the Department of Education in Region 3 has finalized the Region 3 Contextualized Technical Assistance Manual as a reference document for regional and division level provision of technical assistance.

This handbook aims to put on view the Technical Assistance (TA) Mechanism and its operations framework in the regional and division levels. It provides clear procedures, guidelines, tools and the suggested structure in implementing the TA Mechanism for an efficient, effective

and relevant technical assistance for the Regional Office to the Schools Divisions on how to manage their operations efficiently and conse-quently be able to help ensure that School-Based Management (SBM) is implemented effectively in their respective schools.

This is the output from several writeshop engagements done by FTAD with all the SGOD and CID Chiefs from the twenty divisions of Region 3. This was created to articulate the FTAD’s goal of managing the operationalization of technical

assistance Mechanism, standards and processes. It will also serve as a guide for all education leaders in providing guidance and assistance to their stakeholders; designed to make the process more comprehensive and engaging making TA provision relevant and meaningful for stakeholders.

Furthermore, this document aligns with the Region 3’s ISO 9001:2015 accreditation which is a part of the DepEd’s effort to continuously aid schools in delivering their mandate of providing quality educational service to the learners.

BY: ANGELICA M. BURAYAG, PH.D.

BY: MARIE ANN C. LIGSAY, PH.D

BY: EVA B. IMINGAN, PH.D.

QAD Leads the Crafting of Assessment Tools for the CLMD Advocacies

The Quality Assurance Division spearheaded the conduct of a four- day Writeshop on Learning Assessment Tools for the Eleven (11) CLMD Advocacies on September 3 to 6 at Otel Pampanga, Lazatin Boulevard, City of San Fernando, Pampanga.

The activity aimed to craft, develop and produce Assessment Tools like Readiness Monitoring, Progress Monitoring, Process Evaluation and Results Evaluation for the various CLMD Advocacies.

The crafted tools are essential in determining the extent to which the program, project, and activity goal and outcomes reflected in the plan, whether Strategic Plan, Investment Plan or Operational Plan are on track and in making any needed adjustments accordingly.

The M & E of basic education plans happens during and after its implementation. Each type of M &

E shall be conducted correspond-ingly based on each type of basic education plans.

Selected Twenty- five (25) writers coming from the different Schools Divisions were the participants of the Writeshop, composed mainly of 2 writers per advocacy.

The resource speakers were Matrose P. Galarion, OIC-Chief

PPRD, together with Madonna Valenzuela, OIC- SEPS in Planning & Research, SDO City of San Fernando, Pampanga.

These M& E tools enable informed decision-making regard-ing operations management and basic education service delivery and ensures the most effective and efficient use of resources.

BY: ARIEL M. CULALA

SEPTEMBER 2019

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Bridging from Oral Literacy to Print Literacy

MTB-MLE implementation is faced with myriad of challenges especially among the indigenous peoples (IPs) of Region-III. Some of these challenges are establishing partnership with indigenous cultural communities (ICCs), language mapping of IP languages, developing orthographies and alphabet primers. Establishing partnership and working with ICCs is a learning process. It took several engagements with ICCs of Region III to identify each IP languages. In partnership with Summer Institute of the Philippines (SIL-Philippines), we have identified six distinct Ayta languages. Among the Dumagét ICC, we have identified two languag-es only to find out lately there are three languages. How languages are named the ICCs decide—just like Aeta the ICCs decided it should be Ayta and Dumagat to Dumagét.

So far there are eleven identified IP languages with ancestral lands in Region-III. All of these languages have no written orthographies. For

the development of orthographies, DepEd Region-III in consultation with ICCs prioritized the nine IP lan-guages. These are Ayta Magbukun, Ayta Ambala, Ayta Mag-indi, Ayta Mag-antsi, Ayta Abellen, Sambal Botolan, Agta Casiguran, Dumagét Bulos and Dumagét Kabulloan.

Developing orthographies and alphabet primers takes continuous engagement with ICCs, cultural sensitivity and protocols. ICCs of Region-III have a deep rooted oral literacy but have no developed print literacy. Each ICCs’ oral literacy is distinct from other IP ethnicities. Literacy among the indigenous peoples is “reading” about relation-ship in the context of their ancestral domain. To analyze IPs languages without ICCs’ having a written tradition is an enormous if not a daunting task. Given the situation of many ICCs, many of the IP elders have no print literacy knowledge.

The first step to develop orthog-raphies is the linguistic analysis of the sound system (phonology) of

a these nine languages followed by the appropriate written symbol (alphabet) after analysis of sounds (phones / phonemes). How to write the languages of ICCs is one of the issues confronting linguists. Those ICCs settled near the culturally dominant languages have acquired nuances and different sound systems compared from those far-flung interior communities in their ancestral lands. These nuances and differences in sound system and how to symbolize it in written form have to be settled by concerned ICCs facilitated by linguists and DepEd Region-III.

Finally for almost four years of developing orthographies and alphabet primers—writeshop, validation and field testing—DepEd Regio-III conducted the Regional Quality Assurance of Working Orthographies and Alphabet Primers for Indigenous Peoples’ Languages. This was conducted at NEAP Region-III, Pulungbulu, Angeles City last September 15-21, 2019. After

subjecting these orthographies and alphabet primers to the cultural standards of concerned ICCs, this regional quality assurance is quality assuring in the standards of Learning Resource Management Section of DepEd Region-III. This was graced by no less than Dr. Nicolas T. Capulong, DepEd RO-III Regional Director and Dr. Elizabeth M. Perfecto, Curriculum and Learning Management Division Chief.

Print learning resources and read-ing primers for ICCs will be based on the rules agreed upon in these orthographies and reading primers. Every Print learning resources and reading primers are unique for each ICCs. To make reading encouraging and meaningful, the contents of these learning resources and primers are written in the ICCs’ languages that reflect their culture and worldviews. Teaching reading then is beyond decoding the symbols and text of the word, it is about reading one’s world.

BY: ARNOLD C. MONTEMAYOR

Perspectives

Keeping an environment for continuous improvement is the goal of the Department of Education. However, eliciting and keeping track of environmental improvements is a difficult process, so is refining and sharing these improvements with stakeholders in schools. Measuring the successes, the reduction of issues, and concerns, and the impact of school projects as mechanisms for improvement can be even more cumbersome.

The Field Technical Assistance Division (FTAD) of the DepEdRO 3 recognizes these challenges in SBM of which are critical to a school’s environmental growth and strategic expansion in leadership performance and achievements. Hence, in the light of this goal of helping schools raise their performance in School-Based Management (SBM) level of practices per Deped Order 83, series of 2012, the FTAD-RO3 has rendered the provision of technical assistance to some 200 Level 1 schools all over the region the previous year August-November 2018 through the project labelled as, “The Provision of Technical Assistance to Level 1 Schools in SBM for School Effectiveness.”

This project aims to provide TA to Level 1 schools in all twenty divisions; to gather data regarding the issues and concerns of Level 1 Schools which need TA in scaling-up their performance in the aspects of Curriculum and Instruction, Leadership and Governance and Accountability and Continuous Improvement; to appreciate effective practices of Level 3 Schools in sustaining programs for school improvement; to promote capacity for

strengthening stakeholder engage-ment for improved accountability and, to establish mentoring and coaching mechanisms among schools through school partnerships. In retrospect, this project highlights partnership and collaboration through mentoring and by sharing of effective practices that could serve to inspire other schools for SBM success.

This year, after a year-long hiatus to establish room for greater continuous school improvement, the FTAD has conducted the performance tracking of the recipient schools as regards their performance improvement. This is the result of the provision of the TA for school improvement and the application of the leadership practices necessary for organizational change through the SBM mechanism.

In this context, it is noteworthy that 165 out of 200 of those schools given TA from the twenty divisions were able to raise their performance from Level 1 to Level 2 and 3 which connotes progress in SBM accomplishments.

By taking this course of action in the provision of TA, FTAD with its Regional Field Technical Assistance Team or the RFTAT has realized that it is possible to meet the needs of diverse school populations with their diverse stakeholders by using well recognized school reform strategies and interventions as a way to respond to their respective context particularly in raising the quality of teaching and learning.

The challenges identified in this engagement with schools have given us all lessons which illustrate that improvements are possible, we just need to act and this is very evident

by the contextualized materials the schools have shown to address contextualization, localization and indigenization of curriculum materials that adapt well to the needs of the learners hence, an improvement in quality of instruction.

In addition, the results of the TA provision for school effectiveness have shown wide variation in efficiency and success among the teachers. The immediate and clear implication of this finding is that seemingly more can be done to improve education by improving the effectiveness of teachers in three teacher-level factors vital to effective teaching such as: instructional strategies, classroom management, and classroom curriculum design.

The project has provided us with data as well as with action steps on how we can make the changes necessary to improve education. Interestingly these action steps incorporate many of the principles of the Philippine Professional Standards for Teachers development.

The RFTAT were able to work with and known school leaders in Region 3. We listened to their stories of change. Leaders who impacted change, leaders who hindered change, and leaders who have simply maintained. Having formed opinions on certain practices that can contrib-ute to enhancing effective leadership, I had never deeply assessed or iden-tified the practices that can promote, guide, and enhance organizational change and improvement.

In retrospect, there are two kinds of leadership. The first is the traditional idea of a leader- the person who is able to formulate the mission

of the organization, sustain it, and communicate it well. The other kind of leadership is what facilitates the development and evolution of the community... Thus, leadership means creating conditions, rather than giving directions, and included the freedom to make mistakes…These communi-ties are caring communities as well as learning communities (Hall, Hord, Capra, p. 172, 2015 & 1997).” The more I immersed myself in understanding leadership, more specifically leader-ship that promotes organizational change, certain effective practices have become evident.

In synthesis of the project, the main ingredients for successful SBM are for administrative leaders to have a clear vision of their school, a plan for getting there, and an ability to communicate effectively their mission and goals to the learning community. Leaders must recognize how to achieve the process of change by challenging well-established beliefs and behaviors of the community. Encourage resistors to adapt to innovative ideas in the school community.

Ron Edmonds provides a quote that sums up this engagement quite nicely: “We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

We have the know-how and means; we just need to take action.

Performance tracking of SBM Level 1 Schools in Region 3: Realizing Essential Leadership Practices for Organizational Change

BY: EVA B. IMINGAN, PH.D.

APRIL 2019

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DepEd Region III kicks off OK sa DepEd; launches school mental health program

OK sa DepEd showcases the six major school health programs of the Department which include the School-Based Feeding Program (SBFP); National Drug Education Program (NDEP); Adolescent Reproductive Health Education (ARH); Water, Sanitation, and Hygiene (WASH) in Schools (WinS) Program; medical, nursing, and dental services; and the newly added program, the School Mental Health Program.

“We always want to keep our students healthy, because when they have a healthy body and a healthy mind, they can actively participate in the learning activities in school,” said Sammy Sampang, the Chief of the Regional Education Support Services Division.

The week-long activity features health booths and exhibits, caravan, forums, presentations, and other advocacy and social mobilization activities participated by regional directors, and schools division superintendents in Central Luzon.

The objectives of the OK sa DepEd program include the provision of basic primary health, nutrition and dental services to learners to allow them to achieve their full educational potential; the practice of healthier behavior among school personnel and learners that they can do on their own; and the strengthening of linkages with health providers and the local governments for child and adolescent health services.

Focusing on mental health

On its third year, OK sa DepEd now includes the School Mental Health Program on top of its existing policies and guidelines on mental health such as the promotion of mental health. These include the conduct of trainings on mental health and psychosocial support, and the issuance of policies as complex as child protection and addressing bullying, and even as simple as unloading children of homework during weekends.

DepEd, taking into account the rising incidence of suicide cases, depression, bullying, and other psychoso-cial behavior problems, vows to continue and strengthen its advocacy to ensure the health and well-being of both DepEd personnel and learners, in partnership with various agencies and organizations.

“We also want to ensure that our employees, not only our students, are healthy and include them in the mental health program,” added Sampang.

This is also in consonance with the Republic Act (RA) 11036 or the Mental Health Act, which provides the duties and responsibilities of the DepEd in institutionalizing a comprehensive school mental health policy.

These include the integration of age-appropriate content pertaining to mental health into the curriculum at all educational levels both in public and private institutions; development of guidelines and standards on age-appropriate and evidence-based mental-health programs both in public and private institutions; pursuit of strategies that promote the realization of mental health and well-being in educational institutions; and the assurance that mental health promotions in public and private educational institutions shall be adequately complemented with qualified mental-health professionals.

The Department of Education Regional Office III and the Schools Division Office of the City of San Fernando officially kicked off the Oplan Kalusugan (OK) sa DepEd for the School Year 2019-2020 on July 22 at the Pampanga High School.

BY: MICHELLE C. LACSON

Lubao, Pampanga—The Department of Education Regional Office III conducted the ReEcho Training of the Universal Prevention Curriculum on Physiology and Pharmacology for Prevention Specialist on September 9 to 13 at the Hacienda Gracia Resort and Hotel.

The said program under the National Drug Education Program or NDEP aims to provide the participants the basic terminology related to the Physiology and Pharmacology of substance use and addiction; make participants understand why psychoactive substances alter the function of the

nervous system especially the brain; and discuss why addiction is considered a brain disease and provide a basic description of how psychoactive substances create effects in the brain.

The participants included the Division NDEP Coordinators, Medical Officers, Dentists,

Science Supervisors, and Teacher Counselors from Secondary Schools.

Each division was tasked to prepare and present its respective action plan and planning for the division roll-out.

ReEcho Training on Universal Prevention Curriculum conductedBY: LEONCIO DEL CORRO, DMD