𝘉𝘺 𝘛𝘦𝘳𝘦𝘴𝘪𝘵𝘢 𝘗𝘦𝘥𝘳𝘢𝘻𝘢 𝘓𝘰𝘤𝘢, 𝘗𝘩𝘋
𝘋𝘪𝘯𝘢𝘨𝘢𝘵 𝘚𝘤𝘩𝘰𝘰𝘭 𝘰𝘧 𝘍𝘪𝘴𝘩𝘦𝘳𝘪𝘦𝘴
𝘞𝘩𝘪𝘵𝘦 𝘉𝘦𝘢𝘤𝘩, 𝘋𝘪𝘯𝘢𝘨𝘢𝘵
𝘋𝘪𝘯𝘢𝘨𝘢𝘵 𝘐𝘴𝘭𝘢𝘯𝘥𝘴 𝘋𝘪𝘷𝘪𝘴𝘪𝘰𝘯
𝐆𝐢𝐯𝐞𝐧 𝐭𝐡𝐞 𝐮𝐧𝐬𝐩𝐞𝐚𝐤𝐚𝐛𝐥𝐞 𝐝𝐞𝐯𝐚𝐬𝐭𝐚𝐭𝐢𝐨𝐧 𝐥𝐞𝐟𝐭 𝐛𝐲 𝐓𝐲𝐩𝐡𝐨𝐨𝐧 𝐎𝐝𝐞𝐭𝐭𝐞, 𝐃𝐢𝐧𝐚𝐠𝐚𝐭 𝐒𝐜𝐡𝐨𝐨𝐥 𝐨𝐟 𝐅𝐢𝐬𝐡𝐞𝐫𝐢𝐞𝐬 (𝐃𝐒𝐎𝐅) 𝐫𝐞𝐦𝐚𝐢𝐧𝐬 𝐬𝐭𝐞𝐚𝐝𝐟𝐚𝐬𝐭 𝐢𝐧 𝐢𝐭𝐬 𝐜𝐨𝐦𝐦𝐢𝐭𝐦𝐞𝐧𝐭 𝐭𝐨 𝐞𝐱𝐜𝐞𝐥𝐥𝐞𝐧𝐜𝐞. 𝐀𝐬 𝐚𝐧 𝐒𝐁𝐌 𝐋𝐞𝐯𝐞𝐥 𝐈𝐈𝐈 𝐈𝐦𝐩𝐥𝐞𝐦𝐞𝐧𝐭𝐞𝐫 (𝐒𝐜𝐡𝐨𝐨𝐥-𝐁𝐚𝐬𝐞𝐝 𝐌𝐚𝐧𝐚𝐠𝐞𝐦𝐞𝐧𝐭, 𝐀𝐝𝐯𝐚𝐧𝐜𝐞𝐝), 𝐭𝐡𝐞 𝐬𝐜𝐡𝐨𝐨𝐥 𝐡𝐚𝐬 𝐢𝐧𝐬𝐩𝐢𝐫𝐞𝐝 𝐬𝐭𝐚𝐤𝐞𝐡𝐨𝐥𝐝𝐞𝐫𝐬 𝐭𝐨 𝐫𝐞𝐛𝐮𝐢𝐥𝐝 𝐢𝐭 𝐚𝐬 𝐚 𝐫𝐞𝐬𝐢𝐥𝐢𝐞𝐧𝐭 𝐚𝐧𝐝 𝐬𝐚𝐟𝐞𝐫 𝐥𝐞𝐚𝐫𝐧𝐢𝐧𝐠 𝐞𝐧𝐯𝐢𝐫𝐨𝐧𝐦𝐞𝐧𝐭.
DOSF officially started on March 18, 1971. It became known as a “school within the forest, a forest within the school.” Despite its location being vulnerable to strong winds and landslides, the school became the center of knowledge and skills of the fishing community.
Typhoon Odette ravaged 90% of its school buildings and surrounding areas, leaving the campus littered with too much hazardous debris that it required the help of the Local Government Units, non-government organizations, and the school community to clean up.
Since the school is already 51 years old, the damages to the Technical Vocational Buildings and Fish Capture Building were evident. The equipment and tools of the laboratory were no longer serviceable, with the roofing of the TVL Buildings damaged by the winds. For weeks, the ICT Laboratory thus became the temporary faculty office and school clinic.
Bringing back its glory is one of the biggest challenges the School Planning Team (SPT) must incorporate into the Enhanced Improvement Plan (ESIP) for 2022-2025.
Thus, during the 1st Quarterly School Governing Council (SGC) meeting on January 13, 2022, after the terminal review and presentations of the ESIP 2019-2022, Annual Implementation Plan (AIP) for SY 2021 and 2022, and the Annual Procurement Plan, the school management decided to conduct a refresher workshop on DO 44, s. 2015 or the Guidelines on the Enhanced School Improvement Plan (SIP) Process and School Report Card (SRC) scheduled on January 26-28, 2022, with the outputs presented on March 1, 2022, during the SPT convergence.
In line with this, the SGC, SPT, and the teachers participated in a series of activities to craft a new SIP cycle that would address the Priority Improvement Areas (PIAs) amid the pandemic and the effects of Odette.
The participants also updated the Electronic School Report Card (eSRC) and the School-Community Data Template (SCDT). Comprising the bases for the newly-crafted ESIP were the reviewed ESIP 2019-2022, the Student-Led Hazard Mapping Tool, Child-Friendly School System (CFSS), Child Protection Policy, Consolidated Child Mapping Result, and the latest Q4Student School Monitoring, Evaluation, and Adjustments (SMEA) 2021.
During the presentation of the school profile, data showed incidences of burglary on school properties, robbery, and other crimes committed against the students; natural hazards included tropical cyclones and landslides.
The above comprised the top issues in the Prioritization Rubric (PR) of the Priority Improvement Areas (PIAs).
Given the above, the school sustained the existing projects such as Project FENCES (Fencing the Campus for an Ensured Security), Project REBUILD SB (Repair and Rebuild Dilapidated School Buildings), and Project SECURE (Stakeholders’ Earnest Concerns Ushering Resources in Enriching DSOF).
More than two years since the onset of the pandemic, the DSOF has carried out the Guidelines of the DepEd Basic Education Learning Continuity Plan through the enhanced Project HASOD (Helping and Aiding Students of DSOF).
This project became the MDL courier in accomplishing the Weekly Distribution and Retrieval of Self-learning Modules (SLMs) and Learning Activity Sheets (LAS) for the ten barangays clustered into three groups, namely Poblacion, Distant Mainland, and Island barangays.
Seven issues related to MDL included in the Prioritization Rubric (PR) were:
1. Irregularities in the weekly distribution and retrieval of SLMs/LAS
2. Prevalence of returned but unanswered modules
3. Weak support from parents/guardians on the use of MDL for learners
4. Delayed reproduction of modules
5. Minimal participation in online activities
6. Poor internet connectivity
7. Communication gap among teachers, learners, and parents.
Because of this, the school management created four (4) new projects, namely Project VISITA (Visiting Students in Partnership of Stakeholders through Intensive Mind-Tuning Study Habits at Home), Project NEIGHBORS (Nurturing Enthusiastically-Inspired Graders through Harnessing Broaden Occasional Rendered Services), Project SHS POLE (Senior High School Preparedness in Online Learning Education), and Project WINDOW (Webpage Installation for Developing Online Webbing).
Moreover, existing projects continued to respond to the needs of students, namely Project ARMED (Accelerated Resiliency Management in Evading Disasters) on resiliency; Project GAHD(Gearing Actively for Human Development) on gender sensitivity; Project PROPTECT (Policy Recommendations of Parents, Teachers, and Employees for Children’s Tracking) on child protection; Project FRIENDLY (Fostering and Rebuilding Institution’s Environmental Niche and Development for the Learner’s Yearn) on conducive atmosphere; Project D’ BARCADS (DSOF Barkadahan Club Against Drugs) on positive “barkadahan” against drugs; Project SAVER (Spiritual Activities for Values Education Re-strengthening) on values education; and Project YES O (Youth for Environment Safety Program Organization) on the environment.
However, Project HOMETESS (Home of Merrier Teachers, Staff, and Students), or the homelike library, did not survive Odette and the whole process needed redoing.
Meanwhile, the students already had access to the graphical presentation of the Health and Nutritional Status in their electronic school report card (eSRC).
Other health programs already reflected in D.1.2 – Projects/interventions, such as Project BUSOG NA! (Benefitting Unsecured Students on Gaining Nutritional Aura), Project WHAT’S UP! (Water and Hygiene at School Updates), and Project 4SAFEs (Safe Teachers and Staff, Safe Learners, Safe Parents, and Safe Community). Because of these projects, the school earned 3 Stars recognition in Water in School (WinS) Program. Also, the Project Team of GPP enhances their Project FARMS (Farming Activities in Reduction of Malnutrition in School) to help reduce malnutrition through gardening.
Based on the average three-year data (SYs 2019-20, 2020-21, and 2021-22), the Performance Indicators (PIs) such as Gross Enrolment Rate (GER), Net Enrolment Rate (NER), Cohort-Survival Rate, Drop-out Rate, Completion Rate, Retention Rate, and School Leaver rate, show higher performance compared to the Division targets. To sustain this good performance, the SPT retained the existing interventions like Project BINGWIT (Bridging the Needs and Gaps with Intimacy and Tolerance) and Project FISHERS (Forging Initiatives to Save and Help Endued Retained Students). Part of the team’s task was to determine the root causes of the low Transition Rate average of 83.86 compared to the Division target of 100.08%.
Data also showed that the General Parents-Teachers Association (GPTA) and Alumni Association funded the laboratory activities of the students, particularly in Fish Culture, including provisions for a safe dormitory for the students coming from far barangays. Reflected on record are the contributions and attendance of the stakeholders across the different co-curricular and extra-curricular activities, which earned more awards and recognition for the school.
The continuing decrease in enrolment among JHS students, mainly caused by family relocation to other places, was addressed by Project HASOD by providing help and assistance to the affected students.
Another significant finding is the poor literacy rates among students, many of whom were frustration level readers whose poor performance stemmed from a lack of parental involvement. The Phil-IRI Group Screening Test for Grade 10 held in September of 2021 also showed that only 11 out of 126, or 8% of the takers, could comprehend English. Hence, Project LEADER (Learning Enrichment Activities to Develop and Enhance Reading Comprehension of the students) addressed this issue), Project PARROT (Partnership Activities for Reading Remediation Oaring Technique) for Brigada Pagbasa, and Project TRACE (Team Reading Across Curricular Endeavors), addressed this issue.
The Grade 9 Council saw a three-year decrease – from SY 2019-2020 to SY 2021-2022 – in Mean Percentage Score (MPS) in almost all Junior High School subjects, especially English 9, Filipino 9, and Science 9. Project TANDEM (Teachers Active Networking for Distance Enhanced Modular learning) aimed to provide concrete solutions to this problem.
Other projects on governance continued, namely Project HAPPIEST (Healthy Association of People for a Productive Individual and Enhanced System of Teachers and Staff), Project BATA (Balik Alindog Tayo mga Ateng!), Project RELACS (Redefining Learning Action Cell Sessions), and Project CASH (Cooperativism for Assistance and Sharing).
Aiming to restore the old physical grandeur of the school were the following projects:
1. Project PAGANDA (Projects and Activities Greening and Nature Development Arrayed), Project RESTTORE (Restoration of TLE Tools, Resources, and Equipment)
2. Project REFRESH (Restoration of Fishing Resources and Equipment for Students’ Haven), Project LIVE IT! (Laboratory Installation Via Energized and Intelligent Teachers)
3. Project ECHOES (Every Classroom is a Home for Every Student)
4. Project 5S (Sort, Straighten, Shine, Standardize, and Sustain)
5. Project FISHY (Fishes Inside the School Heaving Yearly).
All the above 36 Projects followed the results-oriented and evidence-based standards of DO 44, s. 2015 under the framework of a learner-centered enhanced School Improvement Plan. Odette’s devastation only strengthened DOSF’s resolve to take all the challenges and find ways and solutions to restore its old glory of being a resilient and safe learning environment.