Republic of the Philippines

Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

Title of Innovation: Project LibraRead

Innovation Category: Curriculum and Instruction Delivery

Learning Environment Improvement

Name of Innovator/s: Jeano T. Mirasol

School/Office, District, Division: Bulanon National High School, District 10, Schools Division of Sagay City

Date of Implementation: August 2020

Contact no. 09457005435

OVERVIEW

The Department of Education was alarmed as it was reported in 2019 that among 79 participating
countries, the Philippines ranked the lowest in reading in the 2018 Programme for International Student
Assessment (PISA). PISA 2018 Survey focused on assessing Reading, Mathematics, Science, and Global
competence of all 15-year-old students in every participating country. In the Philippines, 7 233 students
from 187 schools have responded to the assessment. The findings have shown that over 80 percent of
these student-participants have reached level 2 proficiency in reading. This means that they can
comprehend moderate-length text. Also, they can find information only if they are explicitly directed. Among
the Filipino participants, almost none achieved the rating of a top performer. This substantiates the
assumption that the student’s level of comprehension in this generation is below to what is expected of
them. Due to this alarming result, all educational offices have exhausted their efforts to address the gaps in
reading. Thus, encouraging offices all over the Philippines to strongly respond to DepEd Memorandum no.
173, s. 2019 ‘Hamon: Bawat Basa Bumabasa (3Bs Initiatives) to intensify their quest for reading. The
memorandum stipulated that both elementary and high school learners are still deficient in literacy skills
both in languages and content areas. Since low-performing learners could not comprehend in Math and
Science word problems written in English, they cannot excel and demonstrate their knowledge in the
content areas. To address these gaps, there is a need to intensify reading proficiency and cultivate the
culture of reading.

In the school context, Bulanon National High School has designed an innovation in the previous
school year upon ascertaining that a number of students were struggling in reading. Project REAP
(Reading Enhancement Advocacy Program) was established to improve the struggling readers' reading
competence. The project utilized the Philippine Informal Reading Inventory (Phil-IRI) since there are no
readily available tools to quantify the reading level of high school learners. In lieu of other assessments, the
proponents used the tool as an initiative to gauge the conundrum's intensity. Supposedly, Phil-IRI was
designed for only elementary students. Ergo, the length of texts and level of questions are intended for

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

these learners. However, to the surprise of the proponents, the results show that the learners were far
beyond the proficiency standard, and they did not exhibit the requisite skills. Out of 85 takers of the group
screening test, 33 Grade 7 and 8 were categorized as struggling readers. The English teacher conducted
the group screening test by letting them read phonemes and several syllabic words. At the end of the
project, out of 33 struggling readers, only 14 passed the post-test; unfortunately, the results show that
these students failed to achieve test scores equivalent to their age brackets.

The school has thrived to aid students to become proficient readers; however, threats to
sustainability shall continue to emerge and recur if specific programs and innovations cease to exist. In
order to address the aforementioned gaps, the proponents of the project LibraRead deemed it necessary to
design strategic reading programs and aid the existing ones and establish a library as it is every school
leader and librarian’s counterpart in creating an environment where reading can foster. Moreover, libraries
are quintessential to whatever reading programs shall be conceived in the future and detrimental to
progressive reading programs through the access of reading materials. (Naylor-Guiterrez, 2013).

INNOVATION DESCRIPTION

This project was conceived upon a series of observations that a number of students in my English 8
class struggle in distinguishing phonemes, uttering three-syllabic words, or more. The results of the lesson-
based reading comprehension test show that these learners are burdened by the tasks. Moreover, their
attitude towards reading shows no trace of their love for reading. One factor considered is the lack of
reading opportunities provided to the students. In the classroom context, the proponent started to gather
books for a mini library, presuming that exposure to reading materials will significantly make a difference.
Upon seeing that the students' indulgence brought positive impact and effect to their literacy skills, the
proponent decided to bring it to a broader scope.

The initial plan for this project is to restructure the old hostel building and transform it into a
functional library. Ever since, BNHS, with its previous school heads, has always envisioned a school with a
library. However, several factors, such as the increase of enrolment, led to the prioritization of converting all
available rooms into classrooms. Now that the two three-story buildings were built, the desire to have a
library was once again ignited. The proponent of Project LibraRead took the challenge in making this vision
a reality knowing that this will create a ripple effect on the literacy rate of the students. BNHS library started
from scratch since facilities such as tables, chairs, shelves even books must be materialized for it to be
successfully achieved. Constant reaching out to stakeholders is detrimental to the acquisition of these
amenities from the MOOE fund of the school. Setting up a library system is also the goal of this project,
ensuring that the building and its facilities shall be sustained and utilized up to the next generations of
readers. This program also strengthens linkages by asking for book donations to people and groups who
share the same burden in making every learner a champion reader. Barangay Bulanon is a growing
community; what the school can offer is its quality and equal opportunities to resources. Building a library
does not just meet this demand, but it suffices the reading-thirsty mind of its learners. This was made
possible through the unrelenting support of the school principal and other stakeholders.

Primarily, one crucial aspect of this project is the program-aid crafted to address the considerable need of
alleviating the status of readers especially those who have just set foot in Junior High School, and at the

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

same time increase the reading proficiency of its students through the collective effort of Project REAP and
its programs. In other words, this project does not solely establish a library but also offer its facilities and
services to accomplishing a higher altitude in reading literacy. Existing reading programs will be
continuously utilized, but modifications shall be enjoined. Right at the onset of the global pandemic in the
Philippine context in early 2020, the program was already crafted and ready to be implemented for the
upcoming school year. The crafted plans were designed before Covid-19 has threatened the health sector
of the country and its educational system. Unfortunately, the programs planned were no longer applicable,
which resulted in slight revisions of its design. With regards to the establishment of the school library, the
pandemic did not hinder its success. However, modifications of programs were implemented. Instead of
having face-to-face reading interventions, this was done right at the comfort of their home, providing that
the protocols imposed by the IATF are strictly observed. Inclusion of literacy leaders which are comprised
of trained senior high school students and English teachers, is now a group of 20 alumna volunteer pre-
service teachers who are language majors regardless of the institution they are enrolled as long as they are
situated in the same purok where the identified struggling readers also reside. A virtual orientation will be
done to this group of pre-service teachers. Through this, they can extend help to their alma mater and will
serve as leverage in the application of their course. With the help of the proponent of Project REAP, a
group screening test was conducted to grade 7- grade 10 learners based on the referrals of English
teachers. The students will take the Phil-IRI group screening test, pre-test, and those who did not meet the
standard for reading level shall undergo the intervention in a form of “Proper Reading Diet Intervention”.
This is a scheme anchored to the idea of the for pyramid. This strategy assesses the gaps in reading of a
learner and gives appropriate micro strategy to address these gaps. The skills measured in the test are
reading comprehension, the extent of oral reading miscues, and reading speed. Online borrowing of books
through Facebook and Messenger platforms is also encouraged in the new normal, emphasizing
accountability and responsibility to whatever book was lend. In addition to e-library, offline library containing
various resources from digital module, games, and downloadable video and audio resources database was
also established with the given parameter. Through this, learning in the new normal just gets better.

INNOVATION STATEMENT

Project LibraRead aims to:

a. Put up a functional library for the students;

b. reach out to generous donors who are willing to share books to school;
c. provide a reading center to students for both pleasure-reading and informational reading;
d. collaborate with Project REAP proponent in alleviating struggling readers;
e. establish and train Literacy Leaders
f. improve reading proficiency of students;
g. develop the love for reading among students;
h. incorporate intervention strategies patterned to “Proper Reading Diet Intervention”
i. encourage students to spend their free time productively in reading;
j. conduct a seminar to literacy leaders (pre-service teachers who major in language) for
them to aid in implementing the programs;
k. establish an e-library (E-WAL or Electronic Windows to Archival Library), both online and
offline

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

l. connect to the CID and the Division LR section in putting up a library; and
m. establish linkages to benefactors to the “Adopt-a-School Program’ of DepEd.

IMPLEMENTATION PROCEDURE

A. Process Flow/Framework

PLANNING ADVOCACY PROGRAM

RESTRUCTURING OF THE - FB page
- Consultation
- Orientation to the
- Feasibility HOSTEL BUILDING
community
- Identification of SETTING UP OF E-LIBRARY
- Communication with
donors donors

PHIL-IRI PRE-ASSESSMENT
(Reading Rate, Comprehension, Miscues)
IMPLEMENTATION OF
READING PROGRAM IN
COLLABORATION WITH
PROJECT REAP
(ORGANIZATION & ORIENTATION
INTERVENTION
OF LITERACY LEADERS)
“Reading Diet Program”/ Exposure to Books

PHIL-IRI POST-ASSESSMENT
(Reading Rate, Comprehension, Miscues)

IMPROVED READING
PROFICIENCY/ Developed
Love for Reading

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

B. Project Management

The proponent spearheads the overall management of the project with the support of the school
head and the staff of Bulanon National High School. As to the reading programs, the entire process will be
a collaborative effort of the proponent of Project REAP, English Teachers, Parents for the consent of the
conduct of the program, pre-service teachers, and the proponent himself.

C. Timeline
STAGES ACTIVITIES
2020 2021
MAR APR MAY JUN JULY AUG SEP OCT NOV DEC JA FEB MAR APR MAY JUN JULY
N

PRE- PLANNING &

IMPLEMENTATION CONSULTATION
CRAFTING OF
PROPOSAL
SEEKING BOOK
DONORS (PHASE
I)
MATERIALS
ACQUISITION
RESTRUCTURING

SEEKING BOOK
DONORS (PHASE
2)
ORGANIZATION
OF LITERACY
LEADERS
IMPLEMENTATION ORIENTATION

LAUNCHING OF
LIBRAREAD
GROUP
SCREENING
TEST
PRE-TEST

SEEKING OF
BOOK DONORS
(PHASE 3)
INCORPORATING
PROPER
READING DIET
INTERVENTION
SET UP THE E-
LIBRARY
SCHEDULED
CONFERENCE
WITH LITERACY
LEADERS
POST POST-TEST
IMPLEMENTATION
ANALYSIS &
CONSOLIDATION
OF REPORTS
SEEKING BOOK

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

DONORS (PHASE
4)
END OF THE
SCHOOL YEAR
INVENTORY
PUBLISH
REPORT IN THE
CRADLE

RESOURCES SOURCE UTILIZATION PURPOSES

Renovation and purchase of Library MOOE & DONATIONS For long-term library use
Facilities

(Chairs, paint, labor, tables, shelves)

EPSON L3110 Printer & NOC Computer, MOOE For printing of reading
materials for reading programs,
and access of online resources.

Books Worth 134,300.00 Php DONORS (see attached For students to have a wide
MOV for complete list) variety of reference books

Human Resources (Pre-Service Teachers, For the reading program to be

English Teachers, Volunteers in the implemented
restructuring of Library, Students)

Readily available Phil-IRI assessment Free Online (duly For the intervention to be
package acknowledged) measured

D. RESOURCE UTILIZATION

E. PROCESS MONITORING

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

ACTIVITIES/ PROCESSES MEANS OF MONITORING

1. Establishment of Library Inventory of Facilities, Equipments, and other

purchased item in the library

2. Reaching out to donors List of donated books, and Reservoir of Project

Companions

3. Establishment and training of literacy leaders Accomplishment report of Seminar and list of
literacy leaders

4. Reading Program Track students performance through results of Pre-

test, Intervention Tests, Post-tests

5. E-WAL (Offline Library) Survey on the frequency of utilization and how

beneficial it is for students

INNOVATION OUTPUT/OUTCOMES

OUTPUT/OUTCOMES Beneficiary/ies

(Enumerate the outputs or outcomes produced (who benefited the corresponding outputs or
from the innovation)

Results and Recommendations for students Project Proponents, Teachers, Students

Accumulated books Worth 134, 000.00 Php Library-in-charge, Students, Faculty and Staff

Increasing Number of Facilities Entire Bulanon NHS community

E-WAL (Electronic Windows to Archival Library) Students/Teachers

Trainings/ Seminar Literacy Leaders

SUSTAINABILITY PLAN

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

Aside from the existing established facilities, the project will thrive through continuous advocacy to
reach out to donors nationwide. As long as children hunger for books, the library will continue to feed them
with up-to-date book references. One of the plans is to write a communication letter to organizations and
clubs to meet the targeted books per anum. Since this is the pilot year of the reading programs in the global
pandemic setting, the number of beneficiaries were only limited to a manageable extent especially that the
pre-service volunteers have their classes in their undergraduate studies. In the subsequent implementation,
the beneficiaries will extend to an enormous scope. The project has already reached out to 13 education
students to volunteer for the next school year. They will undergo seminars to equip them with the various
strategies entailed in the program.

Moreover, programs such as PISO PARA SA PABASA will also commence before the School Year
2021-2022 begins to support the program's needs. This project is a donation drive in partnership with
Zweat Zone and Streets Mart. The proponent also looks forward to a more refined online system borrowing
of books where all accounted list of books will be accessible online to be delivered through their module kits
if ever face-to-face classes are still prohibited. Online book clubs and book giveaways will also be
conducted to ensure student engagement in all library-related activities.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

RESULTS OF PRE-TEST AND POST-TEST

12

10

0
Frustrated Instructional Independent

Pre Test Post Test

Figure 1: Results of Pre-test and Post-test

The graph shows the results of Pre-test and Post-test of Phase I Implementation of the reading
intervention of Project LibraRead where out of 15 recipients 11 of them were categorized as frustrated
readers and 4 were instructional readers. It also shows the results of the post assessment wherein 1
remained as frustrated reader, 8 are already instructional readers, and 6 are independent readers.

ACTION TAKEN BASED FROM THE RESULTS

The learners whose results fall in the Frustration and Instructional Level were included in the Phase II
implementation of the Program along with other 61 recipients. They have been undergoing different
approaches and strategies in reading as the pre-service teachers assess their deficiencies.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

Prepared by:

JEANO T. MIRASOL
Innovator

Recommendation Approval:

RENE M. ENCABO
Principal I

Approved:

MARILYN B. GAMBOA, PhD

PSDS, District 10

REFERENCES:

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

DEPED. (2019, December 4). 2 0 1 8 P I S A r e s u l t s , D e p E d a s s e s s m e n t a n d s t u d i e s

will aid in reform plan towards globalizing the quality of PH basic education.
Republic of the Philippines, Philippine Information
A g e n c y. h t t p s : / / p i a . g o v. p h / n e w s / a r t i c l e s / 1 0 3 11 4 8

Parris, J., (2019, December 4). Ph i l i pp i n es r a nk s am on g l o we st in r e ad in g , m at h, a nd

s ci e nc e in 2 01 8 st ud y. Ra p pl r. com . h t t p s: / / ww w. r a pp l e r. c om / na t i on / p h i li p p in e s- r a nk in g-
r ea di n g- m at h- sc ie nc e - p is a- st ud y- 20 18

C h ur ch, L. A ( 2 01 8, A ug us t ) . School Library Access as Related to Student Reading

Comprehension in an Urban East Tennessee School District. Retrieved from :
https://dc.etsu.edu/cgi/viewcontent.cgi?article=4907&context=etd

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
R epublic of the P hilippines
Department
D epartment ofof Education
Education
REGION
REGION VI-WESTERN
VI-WESTERN VISAYAS
VISAYAS
SCHOOLS DIVISION OF SAGAY
SCHOOLS DIVISION OF SAGAY CITY CITY
BULANON
BULANON NATIONAL
NATIONAL HIGHHIGH SCHOOL
SCHOOL
BRGY.BULANON,
BRGY. BULANON, SAGAY
SAGAY CITY,
CITY, NEG.
NEG. OCC.OCC.

LITERACY LEADERS
2020-2022
NO. NAME AFFILIATION Address
1. Jeano T. Mirasol Bulanon NHS- Project Escalante City
Coordinator
2. Shuena Mie V. Sarita Bulanon NHS- Reading Prk. Kalubihan, Bulanon
Coordinator
3. Rose Lopez Bulanon NHS- English 9 Brgy. Bulanon
Teacher
4. Joy Pabuaya Bulanon NHS- English 7 Campo Bago
Teacher
5. Jarizz Borcelas Philippine Normal University- Prk. Firetree, Bulanon
Visayas- BEE (English)
6. Jairah Temblor Mount Carmel College- BSE Prk. Bangkal, Bulanon
English
7. Bless Dacules Philippine Normal University- Prk. Kulo, Bulanon NHS
BEE (English)
8. Ma. Carmel Mancera Philippine Normal University- Prk. Kulo, Bulanon
BEF (Filipino)
9. Aeiza Tipontipon Philippine Normal University- Prk. Kulo, Bulanon
BEE (English)
10. Maria Rica P. Villegas NONESCOST- BTLED-HE Prk. Firetree, Bulanon
11. Trisha Mae Pasilan Philippine Normal University- Prk. Pili, Bulanon
Visayas – Early Childhood
12. Jayza De Guzman Philippine Normal University- Prk. Mahogany, Bulanon
General Education
13. Ronjell C. Amacna Philippine Normal University- Prk. Kulo, Bulanon
General Education
14. Ana Amacna NONESCOST- BTLED-HE Prk. Star Apple, Bulanon
15. Aiven T. Chavez Philippine Normal University- Prk. Mahogany, Bulanon
General Education
16. Joy Gelantaga-an Phillipine Normal University- Prk. Kulo, Bulanon
General Education
17. Patrick J. Mahinay NONESCOST- BPED Prk. Kulo, Bulanon
18. Ma. Karen Saura Philippine Normal University- Prk. Robles, Bulanon
BEE (English)
19. Jeanle Mark Gelantaga-an CHMCS-BSCE Prk. Doredad, Plaridel
20. Ma. Christina Alsado Philippine Normal University- Prk. Mahogany, Bulanon
BEE (English)

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255
 Republic of the Philippines
Department of Education
REGION VI-WESTERN VISAYAS
SCHOOLS DIVISION OF SAGAY CITY
BULANON NATIONAL HIGH SCHOOL
BRGY. BULANON, SAGAY CITY, NEG. OCC.

BULANON NATIONAL HIGH SCHOOL

BRGY. BULANON, SAGAY CITY, NEGROS OCCIDENTAL
(034) 722-0255