MAMBUGAN NATIONAL HIGH SCHOOL

SY 2022-2023
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Skill: Using Information from a News Report

Directions: Reading Directions: Read the news feature carefully. Answer the questions that follow.
Write your answer on the answer sheet provided for you.

To cope with the possible delay of the selection process in hiring teachers for school year 2020-2021
due to the present pandemic, the Schools Division of South Cotabato used technology in conducting interview
with the Teacher-I applicants through audio behavioral interview and online demonstration teaching. According
to the Special Asst. to the Schools Division Superintendent Carlos G. Susarno, “The behavioral event interview and
demonstration teaching were through the process of audio using cellphone and landline phone so that we can
reach our teacher applicants”. He also added that this is an innovation of the Schools Division of South Cotabato
to implement health protocol since applicants and interviewers cannot meet face to face. With this effort, all
1,200 Teacher Applicants were catered and shall expect the result of registry of qualified applicants in June 2020.
Meanwhile, Polomolok South District Supervisor Pablo Eulatic Jr. also made use of teleconferencing with the
School Heads specifically on programs, activities, and future directions in preparation for the new normal system.
In addition, an SPJ learner from Polomolok National High School Mark Cayunda shared how he utilized technology
during lockdown and won 4thPlace in the national search for Best-Designed Campus Papers of the Philippines.
Further, SDO South Cotabato empowered the school Information Officers to assist teachers and school heads of
the different online surveys and reports needed, making the Division as the leading division in all online surveys
conducted by the national and regional offices.

Madonna L. Sua, “SDOSC goes techno savvy” 2020

11. Based on the report, how many Teacher-applicants in the Division of South Cotabato were catered for school
year 2020 2021?
A. 1,200 B. 1, 225 C. 1, 250 D, 1, 000

12. In what way did the District supervisor meet the school heads?
A. messenger B. face to face C. teleconferencing D. webinar

13. What processes did the applicants undergo for hiring?

A. Behavioral Event Interview and Demonstration Teaching through audio using cell phone and landline phone
B. Behavioral Event Interview and Demonstration Teaching through face to face with the panelists
C. Behavioral Event Interview and Demonstration Teaching per appointed schedule
D. All the above

14. To cope with the possible delay in the selection process of hiring teachers for school year 2020-2021 due to
the present pandemic, the Schools Division of South Cotabato employed technology in conducting Behavioral
Event Interview and Demonstration Teaching. What do you mean by “employed technology” in this sentence?

A. application using equipment or programs to process and communicate information such as information
and communication technology
B. a process of bridging information using technology
C. a set of technological tools and resources d. an integration of telecommunication

15. What is the best headline of the given news article?

A. SDOSC goes techno savy
B. SDOSC uses online interview and demonstration
C. Technology is power d. Division of South Cotabato hires teacher
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Skill: Using information from a Panel Discussion
TRANSCRIPT Panel Discussion: Successes and Challenges

MODERATOR:
This morning we heard a lot about the research, both nationally and from Utah, about chronic absenteeism. And now
we’re going to hear from some of the practitioners around your community who have done some work with this. And
facilitating our panel this afternoon is Susan Loving; she’s a transition specialist at USOE, and I will . . . [applause] Yeah, let’s
do that; yay!

SUSAN LOVING: Thank you.

MODERATOR: And I will let . . . I will pass it over to Susan, and remind you that also in your notetaking guide, which was in
your folder, there is a blank section there if you want to jot down some questions for our panelists or things you want to
catch up with them later on.

SUSAN LOVING: Today, we’re fortunate to have with us five practitioners from school districts and other programs who
have a lot of expertise about schoolwide attendance.

On my far right is Jerry Haslam, who is the principal of Granger High School in Granger [Granite] School District. Next to him
is Scott McLeod, who is with United Way of Salt Lake City, and works with the Granger Elementary Community School; he is
the Granger Elementary Community School Coordinator. We then have Bobbie Ikegami, who is the out-of-school-time
specialist. Is that correct? That’s an interesting title; you’ll have to explain that one. BOBBIE IKEGAMI Okay.

SUSAN LOVING . . . with the Utah Afterschool Network; and Tod Johnson, who is the assistant principal of academics, which
is really interesting, because in my experience most assistant principals are for discipline.

TOD JOHNSON: We have more than one

SUSAN LOVING: Okay, you get academics, at Wasatch High School in Wasatch County School District. And Rich Price, who
is the assistant principal at Bingham High School in Jordan School District. Okay, so starting with our questions and just kind
of . . . let’s start with you, Jerry.

How did attendance or absenteeism become a primary, or a priority issue in your school? How did you know it
was a concern?

JERRY HASLAM: Well, I think it’s . . . we all here know absenteeism is, or on-time attendance, is the key; it measures many
things in your school. It measures the quality of education the student’s receiving. If a student feels like they’re going to get
a benefit from a class, they’re going to be there; they’re going to be there on time. So it’s somewhat of a two-way street for
me. And again, I like to send messages; I like to have perceptions out there in our community, in our school, about what’s
important. And at Granger, our number one, our number one goal—we start the year out with our goals. Our number one
goal throughout the year is to increase on- n. But students, you just can’t force students into a classroom to say, “Get in
there”; they’ve got to feel like that their time is being benefitted; they are learning. So with that, on-time attendance is the
number one goal. But our other goals that go with it, and work together in our culture at Granger, is number one, again,
increase on-time attendance; number two, decrease the number of failures in our classes. And we measure that quarterly
and we go back five years and measure it

SUSAN LOVING: Thank you. Okay, Bobbie, you’re also kind of a different animal here, in terms of not being a school
administrator. How . . .

BOBBIE IKEGAMI : Right. In 2010, really inspired us to want to be involved in looking at whether or not attendance in
afterschool programs actually affects school day attendance. . So we can talk about that a little bit more later but, you
know, Hedy’s work really inspired our organization to write for a technical assistance grant, and we are one in three states
to receive a grant called Reducing Chronic Absence: An Emerging Frontier in Afterschool. That kind of
propelled us forward to evolve a data initiative, which we’re currently working on. So did that answer your question?

SUSAN LOVING: Good, thank you. And I think we’ll have an opportunity to dig more into exactly what you do to address
attendance issues further on. Tod?

TOD Johnson: So currently we’re exploring . . . students who miss class or are tardy from class more than five times would
get an unsatisfactory attendance citizenship grade. And our district school board has set, as a graduation requirement, 28
credits of citizenship in addition to 28 academic credits required for graduation. And so if students have too many
unsatisfactory attendance/citizenship marks, then they may not graduate from high school.

SUSAN LOVING: Thank you. Rich?

RICH PRICE: We’re exploring that currently, and are very invested in that as one of our academic as well
as attendance goals. In the first year of just talking about the attendance policy, having the parent
group meetings and things like that, people kind of thought that the attendance policy had already
changed, and attendance went up from 78% to 84% without changing anything about the attendance
policy. So then in ’03/’04, when it was first implemented, attendance went from that 84% up to 96%.
The next year it went up to 97%, and then fell to 96% again the following year. We’ve had very few
changes in that, but at the time, it was so successful.