Republic of the Philippines

Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

NOMINATION FORM

DATA PRIVACY NOTICE: The data and information in this form are intended for the
purpose of conducting the 2024 CURRICULUM AND INSTRUCTION REGIONAL
CHAMPIONS FOR LEARNING EXCELLENCE (CIRCLE). The data will be kept by the
process owner for the purpose of verifying and authenticating the identity of the
nominee. The use of data indicated here for purposes not intended by the process owner
is a violation of Data Privacy Act of 2012. Data subjects voluntarily provided data and
information.

Category: Most Learning-Focused Public Elementary and Secondary Schools (Key Stage 3)

THE NOMINEE

SCHOOL: ENRIQUETA MONTILLA DE ESTEBAN MEMORIAL HIGH SCHOOL

SCHOOL/OFFICE ADDRESS: Brgy. Zone 2, Pulupandan, Negros Occidental

DISTRICT: PULUPANDAN REGION VI-WESTERN VISAYAS

TELEPHONE NUMBER: 034-476-3809 DepEd Email Address:

[email protected]

SCHOOL HEAD/SDS/RD/Chief**

Name: ELIZER B. PINEDA Sex: MALE

Designation: PRINCIPAL III

Telephone:/Mobile no.: 09491104462

DepEd Email Address: [email protected]

NOMINATOR

NAME: ANTHONY H. LIOBET, JD. CESO V POSITION: SCHOOLS DIVISION

SUPERINTENDENT

OFFICE: SDO NEGROS OCCIDENTAL Telephone No.:

Office Address: Cottage Road, Bacolod City

 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

I. EXECUTIVE SUMMARY

Enriqueta Montilla de Esteban Memorial High School, a nominee for the

prestigious CIRCLE Award for Most Learning-Focused Secondary School in Key
Stage 3 (Grades 7-10), is a leading institution dedicated to academic excellence and
holistic development. Situated in the heart of Pulupandan, Negros Occidental, and
under the leadership of our dynamic Principal, Elizer B. Pineda, our school fosters
an inclusive learning environment where students are empowered to explore their
full potential and grow into well-rounded individuals.
A significant contributor to our success is our Junior High School program and
its numerous achievements. Both teachers and students have demonstrated
outstanding performance in academics and a wide array of extracurricular activities,
including sports, the arts, and leadership programs. These opportunities not only
promote personal growth but also cultivate a strong sense of community. With a firm
focus on intellectual and character development, our school is committed to shaping
globally competitive individuals who are well-prepared to meet the demands of the
21st century. With this, we can ensure that our school is truly embodying the
regional mantra “Every Child is a Champion”.
This year, we proudly serve 1,394 Junior High School students, equipping them
with the skills and knowledge necessary for the next stage of their educational
journey. To provide a comprehensive education, the school has implemented various
programs and activities designed to meet the diverse needs of our students.
At Enriqueta Montilla de Esteban Memorial High School, we remain steadfast in
our mission to deliver quality education to the youth of Pulupandan. With the
continuous support of the local government and the unwavering dedication of our
faculty and staff, we strive to enhance our teaching methods and resources, ensuring
that we offer more opportunities for our students to excel.

II. SIGNIFICANT ACCOMPLISHMENT/S IN FOSTERING LEARNING WITHIN

THE LAST 2 YEARS (2022-2024)

1. Reading Ranger Program

The Reading Ranger program was developed in the school year 2022- 2023 to
address the learning gap and reading challenges faced by 15% of students (245 out
of 1638) at EMEMHS, who were identified as either Non-Readers or at a Frustration
Level based on Phil IRI- Group Screening test and reading assessment results done
in the beginning of school year. Although this percentage might appear small, it
presents a significant challenge in the classroom, particularly in a heterogeneous
setup where students of varying reading abilities are taught together. Recognizing the
importance of strengthening students' reading skills, the English Junior High School
Teachers collaborated to create an innovative program to support these learners.

This initiative was inspired by the school-level research of Mrs. Geraldine

Llanera, an English teacher, and is designed to improve students' reading abilities
while boosting their confidence. This also answers to the call of the department as
stated in DepEd Order No. 24 S. 2022 entitled “Adoption of the Basic Education
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

Development Plan 2030” that aims to fill the learning gaps lost during the pandemic.
The Reading Ranger program encouraged students to read aloud a short essay or
story before formal lessons in the English subject begin, providing regular practice
that helps them overcome reading challenges and gradually build fluency. This
approach not only strengthened reading skills but also capacitated students with the
basic reading and comprehension skills needed in learning all the subject areas and
fostered a supportive classroom environment that empowers students to grow.

In line with the school’s commitment to academic excellence, the Reading

Ranger program is standardized across all Junior High School sections, ensuring
consistency and focus in remediation and enrichment activities for the identified
struggling students. The program uses contents and reading material from Phil Iri
reading materials and Developing Reading Power books, ensuring that both content
and delivery are tailored to the needs of the learners. Since Mrs. Llanera has been a
participant in the Project Decongest program of the Division of Negros Occidental,
she has crafted the material with all the guidelines and following quality assurance.

Additionally, the Reading Ranger program is aligned with the school’s priorities
in protecting instructional time since this only covers 6-10 minutes of the class prior
to the lesson proper. Through this program, students’ reading comprehension and
Higher Order Thinking Skills is encouraged in the question-and-answer part after the
reading of the material. The students’ improvement was then assessed during the
Phil- IRI graded reading test which were integrated with PISA-like assessments which
showed significant results.

Through the collaborative efforts of the teachers in the English Department

and the supervisory support of the English Department Master teacher and the
school principal, the Reading Ranger program exemplified the transformation of
leadership and supervisory practices, promoting a culture of continuous
improvement in literacy. It stood as a model of how focused, strategic interventions
can significantly impact students' reading proficiency, equipping them with essential
skills for lifelong learning.

2. Reading Remediation Conducted By Provincial School Board (PSB) Teachers

In an effort to address the challenges faced by non-reader students, the
Provincial School Board (PSB) has initiated a focused reading remediation program
which started in the school year 2023-2024 until the present. This is anchored in the
DepEd Order No. 13, s. 2023 entitled “Adoption of the National Learning Recovery
Program in the Department of Education”. This program is aiming to support 44
struggling learners from Grade 7 by providing them with targeted reading practice,
under the guidance of dedicated PSB teachers. The initiative recognizes that reading
is a fundamental skill critical to academic success, and thus, it seeks to uplift students
who face difficulties in this area. PSB teachers, who is knowledgeable in both English
and Filipino, play a pivotal role in this remediation effort. They dedicate time during
students’ English and Filipino classes, as well as their vacant periods. These one-on-
one and small group sessions focus on improving reading fluency, comprehension, and
phonemic awareness.
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

The materials utilized by this program are Phil-IRI materials and other reading
materials focusing on Beginning Reading level. These materials were taken from quality
assured resources such as the LRMDS portal.
The dedicated time for this program were during students’ English and Filipino
classes, as well as their vacant periods. These one-on-one and small group sessions
focus on improving reading fluency, comprehension, and phonemic awareness.
The sessions take place in the school’s Guidance Office, which offers a quiet,
supportive environment for students to practice their reading without distractions.
With the direct involvement of the English Coordinator, who oversees the program, the
teachers are able to employ effective reading strategies tailored to each students’ needs.
The English Coordinator also ensures that students are progressing at an appropriate
pace and that the activities are aligned with the overall school curriculum.
For its first year of implementation, the program has helped the 44 struggling
learners and other students referred by the subject teachers who enthusiastically
joined the classes. Though their reading comprehension was not yet fully developed,
their reading skills has improved. Some students who were once non-readers are now
capable of reading 3-5 letter words. However, there are still students who still have
difficulty in reading that the teachers observed to have special needs.
The guidance and dedication of the PSB teachers, combined with the structured
support of the English Coordinator, are key components of this initiative’s success.
This reading remediation program not only equips students with essential literacy
skills but also fosters a sense of confidence and self-efficacy in learners who previously
struggled. It exemplifies the PSB’s commitment to ensuring that no student is left
behind, helping them become better readers and more active participants in their
education.
3. Batang B.I.B.0 (Batang Intelektwalisado sa PagBasa at Ortograpiya)

Literacy plays a crucial role in improving the youth's academic performance and
communication skills. In response to the learning challenges brought by the pandemic,
Mr. Arben Vincent Ordaniel and Mrs. Camille D. Solizar developed an innovative
program during the 2021-2022 school year. This initiative was designed to address the
gaps in students' learning, particularly in literacy, and served as a stepping stone in the
school’s campaign for the School Literacy Banner in 2022. The program was validated
by the Public Schools District Supervisor (PSDS) of Pulupandan and a panel of district
officials, confirming its value and relevance.

The program known as the B.I.B.O. Classroom, established and utilized in the School
Year 2022-2023, is a classroom-based literacy activity integrated into the Filipino and
English subjects and conducted every Friday. Its main goal is to improve reading and
comprehension skills of the 1638 students of EMEMHS JHS using Marungko materials
and other reading resources. The Philippine Informal Reading Inventory (Phil-IRI)
results served as the basis for identifying students who required additional attention
and support from the program.

This innovation is designed to be evaluated at the end of each quarter, following the
completion of the essential competencies in the curriculum. By doing so, it ensured that
classroom instruction time is maximized and that literacy development is given ample
focus.
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

To measure the program’s effectiveness, standardized Phil-IRI assessment sheets

and materials were used to monitor student progress. The students' reading
comprehension levels were also regularly evaluated to assess improvements.

To guarantee the program's success, Filipino Master Teacher Mrs. Glory E. Delima
established clear guidelines and scheduled regular checks on the outputs and
achievements of the students. These evaluations are conducted during Learning Action
Cell (LAC) sessions, where any concerns regarding the program's implementation and
development are addressed.
Through the B.I.B.O. Classroom, students are given an opportunity to strengthen
their literacy skills in a structured and supportive environment, making it a crucial step
in ensuring the continued academic success of learners in the face of challenges brought
on by the pandemic.
4. PROJECT ISIP MO (Initiated Strategic activities for students In Performing
Mathematical Operations)
The school established a standardized approach to remediation and enrichment
across all learning areas, particularly in Mathematics. Teachers conducted 15-minute
numeracy activities before classes, using diverse learning materials (flashcards,
worksheets, videos) to engage students. Regular assessments were conducted to
monitor progress.
Teachers were trained in blended learning strategies, combining face-to-face,
synchronous, and asynchronous teaching to create more inclusive learning
experiences. Contextualized and quality-assured learning resources were developed
and integrated into instruction.
Numeracy activities were scheduled before classes, ensuring minimal disruption
to regular instruction. Teachers systematically collected and evaluated student
worksheets, maintaining a balance between instructional time and remediation.
The Project ISIP MO was implemented to address the high percentage of non-
numerate students, resulting in a significant improvement (89.49% numerate) across
all grade levels. The program integrated recreational math activities and partnerships
with local organizations to support student engagement and learning.
The school aligned its assessments with the PISA framework, emphasizing
higher-order thinking skills. Teachers were trained to design PISA-style assessments,
enhancing the focus on critical thinking, problem-solving, and creativity.
Innovative activities such as Math Trails, Math Tiktok, Rubik's Cube challenges,
and community service projects were incorporated to motivate students and apply
math skills in real-world contexts.
Professional development programs for teachers, focusing on inclusive education
and PISA-aligned assessments, were conducted. The school leadership actively
supported teacher upskilling, ensuring enhanced instructional practices and better
support for students with diverse learning needs.
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

III. IMPACT OF THE ACCOMPLISHMENTS IN MAKING LEARNING TO

HAPPEN

1. Reading Ranger Program

The following are the impact of this program to the students/ teachers/ school/
community:
• This program has made an impact in students’ performance especially in
reading and speaking.
• Improved 90% (221 out of 245) of students’ reading skills as based on the
English Graded Reading Passages done at the last quarter. Students has
increased their level of reading into Instructional from being Non-Readers and
Frustration level readers.
• Decreased the number of non-readers and frustration level readers.
• The students’ confidence has been encouraged.
• Students’ reading comprehension skills has developed.
• Enhanced classroom engagement.
• Promoted positive school culture.

2. Reading Remediation Conducted By Provincial School Board (Psb) Teachers

The following are the impact of this program to the students/ teachers/ school/
community:

• Strengthened support for 44 struggling learners

• Decreased of Non-reader students from 9 to 4 based on the final assessment
made
• Developed students’ basis reading skills (proper pronunciation of words)
• Improved students’ reading level
• Increased students’ confidence and academic engagement
• The program promoted educational equity and supported the holistic
development of all learners.

3. Batang B.I.B.0 (Batang Intelektwalisado sa PagBasa at Ortograpiya)

The following are the impact of this program to the students/ teachers/ school/
community:
•
Students’ reading level of has improved. The 325 frustration level students
from the start of the program, has decreased to 197 at the end of the school
year. This data was collected using the Reading Comprehension Strategy
Tool and Phil IRI tool.
• Students’ grammar in Filipino language has enhanced.
• Improved the literacy skills of the students.
• Enhanced students’ engagement.
• Encouraged collaboration among teachers
• Addressed learning loss/gap
4. PROJECT ISIP MO (Initiated Strategic activities for students In Performing
Mathematical Operations)
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

The following are the impact of this program to the students/ teachers/ school/
community:
• Helped students familiarize themselves with and applied the rules for
performing addition, subtraction, multiplication, and division on integers.
• Integrated technology and gadgets to enhance learning experiences and
engagement.
• Enhanced the numeracy skills of 1,191 learners in fundamental
operations, leading to better academic performance.
• Increased MPS in Mathematics: Raised the Mean Percentage Score (MPS)
in Mathematics from 52.97% to the Division Planning Standard of 75%.
• Developed relevant and contextualized learning materials, including
activities and worksheets.
IV. INNOVATIONS IN ENHANCING LEARNER’S ACHIEVEMENT

1. PROJECT ISIP MO (Initiate Strategic activities for Students in Performing

Mathematical Operations)
• Contextualization
The Project ISIP MO (Initiate Strategic Activities for Students in Performing
Mathematical Operations) is an intervention initiative aimed at improving numeracy
skills among students. It is designed in response to the increasing number of non-
numerates across different grade levels. The project, initiated by EMEMHS Math
teachers, focuses on including a structured 15-minute numeracy activity at the start of
morning classes. This activity is planned in such a way that competencies related to
fundamental mathematical operations—particularly in integers—are targeted through
engaging strategies and diverse practices. The modified learning materials like
flashcards, manipulatives, instructional videos, worksheets, and Spencer card tests
were assessed and applied to enhance student engagement.
In terms of assessment, teachers use tools like the Online Generated Math
Worksheets aligned with the E-RUNT system, ensuring that each learner's progress is
consistently monitored and evaluated with the E-RUNT Assessment Tool.
• Learning Delivery
The project emphasizes the integration of foundational numeracy skills with
innovative teaching strategies. The 15-minute daily numeracy exercises serve as a
supplementary layer to the standard curriculum, ensuring that students start their day
with an active learning activity. These exercises incorporate visual, concrete, and
abstract models that help students better understand mathematical operations.
Recreational activities such as Sudoku, Board Games, Rubix Cube Puzzle, Quiz Bee,
Poster Making Contest, Math Trivia, and Math Tiktok further integrate 21st-century
skills like problem-solving, creativity, and critical thinking. Teachers are also upskilled
in blended learning delivery—combining face-to-face with synchronous and
asynchronous instruction to cater to diverse learner needs. This dynamic approach
fosters greater student engagement and adaptability, making the learning process more
inclusive.
• Learning Resources
Project ISIP MO ensures that updated and contextualized learning materials are
used in the daily numeracy exercises. Math teachers make use of instructional materials
such as manipulatives, numeracy worksheets, flashcards, and online tools, which are
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

placed in accessible corners in classrooms for students are all based on the E-Runt
assessments and anchored on the competencies found in the module. These resources
are continually evaluated for quality and effectiveness. The materials used in the 15-
minute numeracy activities are not only quality-assured but also data-driven, as
student performance is tracked and monitored. Activity sheets and exercises are
collected, checked, and recorded to evaluate the progress of the learners.
• Assessment
The assessment strategy in Project ISIP MO is multifaceted, incorporating both
formative and summative assessments. Formative assessments occur through daily
monitoring of numeracy exercises and activities such as quiz bees and games that gauge
students' skill development in real-time. Summative assessments are conducted every
fourth day of the week using online-generated math worksheets aligned with E-RUNT.
This system enables teachers to assess student performance on fundamental operations
in a digitized format.

Additionally, the project uses authentic 21st-century skills assessments through

activities like Math Trivia, Rubix Cube Puzzles, and Math Tiktok, which encourage
problem-solving, creativity, and collaboration. By integrating both traditional and
innovative methods of assessment, the project ensures comprehensive student
evaluation, fostering a deeper understanding of mathematical concepts.

2. Batang B.I.B.0 (Batang Intelektwalisado sa PagBasa at Ortograpiya)

• Contextualization

The B.I.B.O. Classroom is a literacy program specifically designed to improve reading

and comprehension skills, focusing on Filipino and later adopted by the English
department. The program, initiated in August 2022, targets students identified through
the Phil-IRI (Philippine Informal Reading Inventory) assessment, which evaluates their
reading levels. Through this mapping process, the program addresses the learning gaps
caused by the pandemic and ensures that competencies related to literacy are met.
The strategies and practices employed in this program are rooted in the use of Marungko
materials and other reading activities based on Phil-IRI standards. Teachers align their
instructional strategies to these standards and integrate assessments to track student
progress. Learning Action Cell (LAC) sessions are held regularly to discuss the ongoing
progress, where interventions and improvements are mapped to ensure the program's
success.

• Learning Delivery

The B.I.B.O. Classroom effectively integrates both literacy skills and 21st-century
competencies into its curriculum. In addition to utilizing Marungko materials, the
program incorporates ICT materials to gamify the learning process, maximizing the
school’s technological resources such as televisions in classrooms. By embedding
reading materials into a gamified format, students are more engaged and motivated to
participate in literacy activities, which aids in developing critical 21st-century skills like
problem-solving, creativity, and digital literacy.
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

The structured approach of conducting the program every Friday ensures that the
teaching modality fits into the regular school schedule while providing students with
adequate literacy reinforcement. The integration of Filipino and English subjects also
aligns with the school’s holistic approach to language learning, ensuring that learners
can transfer literacy skills across different contexts.

• Learning Resources

The B.I.B.O. Classroom program makes use of a combination of Marungko reading

materials, Phil-IRI resources, and Tatak Negrense materials, all of which are
contextualized to suit the reading levels of students. These resources are continuously
updated and quality-assured to reflect the learners' needs, ensuring that the materials
are developmentally appropriate.

ICT-based materials further enhance the learning experience, with resources being
gamified and integrated into the classroom's digital infrastructure. Teachers closely
monitor the utilization of these materials, adapting them based on student performance
and feedback gathered through evaluations and LAC sessions. The systematic use of
data to guide resource distribution ensures that students receive materials best suited
for their current reading levels and learning needs.

• Assessment

The B.I.B.O. Classroom implements a comprehensive assessment system that includes

both formative and summative methods. Formative assessments are embedded into the
weekly reading activities, allowing teachers to track student progress continuously.
Summative assessments, such as the quarterly evaluations using the Project-Based
Approach, are designed to measure students' overall proficiency and mastery of the
language.

These assessments are differentiated based on reading levels, from beginner to

advanced, and are thematically aligned to ensure relevance to student experiences and
interests. The integration of gamified and ICT-supported assessments offers authentic,
engaging ways to evaluate 21st-century skills, ensuring that students are not only
learning to read but also developing skills necessary for future challenges.
V. MAJOR AWARDS/ CITATION RECEIVED BY THE SCHOOL

• GOLD AWARDEE – ENRIQUETA MONTILLA DE ESTEBAN MEMORIAL HIGH

SCHOOL, DIVISION SEAL OF EXCELLENCE, BACOLOD CITY, NEGROS
OCCIDENTAL, DECEMBER 28, 2022
• MOST OUTSTANDING PUBLIC SECONDARY SCHOOL HEAD – ELIZER B.
PINEDA, DIVISION SEAL OF EXCELLENCE, BACOLOD CITY, NEGROS
OCCIDENTAL, DECEMBER 28, 2022
• GLORY E. DELIMA– Most Outstanding Secondary School Master Teacher 1 (SDO-
Neg. Occ 2023 Teacher Ikaw Na! A Tribute to Education Champion)
• KAREN C. CAUBA– Most Outstanding Secondary School Teacher 3
(SDO- Neg. Occ 2023 Teacher Ikaw Na! A Tribute to Education Champion)
• MONALIZA A. CADENA– Most Outstanding Secondary School Teacher 2 (SDO- Neg.
Occ 2023 Teacher Ikaw Na! A Tribute to Education Champion)
 Republic of the Philippines
Department of Education
REGION VI – WESTERN VISAYAS
DIVISION OF NEGROS OCCIDENTAL
Cottage Road, Bacolod City

• GERALDINE M. LLANERA – Most Outstanding Secondary School Teacher 1 (SDO-

Neg. Occ 2023 Teacher Ikaw Na! A Tribute to Education Champion)
• TRICIA DIAZ- Bronze Medalist( BKK, THAILAND-THAILAND INTERNATIONAL MATH
OLYMPIAD-APRIL 28, 2024)
• GOLD MEDALIST - PALARONG PAMBANSA 2024 - JOHN GIAN G. RETOYA, -
WUSHU SANDA
• BRONZE MEDALIST - WESTERN VISAYAS REGIONAL ATHLETIC MEET (WVRAA)
2024 - ASHLEY R. CLAUD, - WUSHU SANDA
• SILVER MEDALIST - WESTERN VISAYAS REGIONAL ATHLETIC MEET (WVRAA)
2023 - CHRISTEL MAE A. PILLONE - WUSHU SANDA
• BRONZE MEDALIST - WESTERN VISAYAS REGIONAL ATHLETIC MEET (WVRAA)
2023 - JOHN GIAN RETOYA - WUSHU SANDA
• CHAMPION - BAGO CITY INVITATIONAL FANCY DRILL COMPETITION 2023
• REGIONAL QUALIFIER – BASIC EDUCATION RESEARCH FUND (2022,2023)
• DIVISION FINALIST - CHILD PROTECTION COMMITTEE (CPC) DURING THE
“BATANG NEGROSANON, KAMPEON”- MAY 28, 2024
• DIVISION QUALIFIER – SUPREME SECONDARY LEARNER GOVERNMENT (SSLG)
ORGANIZATION DURING THE “BATANG NEGROSANON, KAMPEON”- MAY 28, 2024.
• BRONZE AWARD- YOUTH FOR ENVIRONMENT IN SCHOOLS ORGANIZATION
• (YES- O)- MAY 28, 2024.
• DIVISION FINALIST- CHILD PROTECTION COMMITTEE (CPC) DURING THE
“BATANG NEGROSANON, KAMPEON” – MAY 28, 2024.
• GOLD AWARD -SECONDARY -LARGE SCHOOL CATEGORY-EXEMPLARY
IMPLEMETATION OF DISASTER RISK REDUCTION AND MANAGEMENT IN
SCHOOLS IN FY. 2022.- JUNE 10, 2022.
• *GOLD AWARD- SECONDARY-LARGE SCHOOL CATEGORY (EXCEL SDRRM 2022)
COORDINATOR.
• JCI YOUTH LEADERSHIP EXCELLENCE AWARD 2024-JULY 2024
• 2024 DIVISION FESTIVAL OF TALENTS (DFOT) CHAMPION- BRYZHYL CASILDO
– TECHNICAL DRAFTING CONTEST
• SBM WINS- 2022- 2024- 3 STAR AWARDEE