The school's inception was not without challenges.
Originally conceived as a municipal high school, the initial application faced
rejection from the Ministry of Education, Culture and Sports -Division of
Romblon authorities. Undeterred by this setback, the visionaries behind
the project persisted, driven by a commitment to providing quality education to
the youth.
In 1969, the school emerged as the Municipal High School
(MUNHigh), opening its doors to students in the 1st to 3rd year levels. The
founding trio—Mario Gadaoni Fradejas Jr., Mayor Oscar B. Ylagan, and Governor
Jovencio Q. Mayor—played pivotal roles in the school's establishment in 1970.
The Provincial Board of Romblon unanimously approved the resolution, and
Candido M. Montojo became the first School Administrator, serving from 1970 to
1976.
The school's early days were marked by humble beginnings,
with classrooms housed in the Boy Scout building at the back of what is now the
tourism building. The former slaughter areas along the Bungoy River served as
additional spaces for learning. From June to July 1970, the school went through
the phases of preparation, enrollment, and orientation, leading to the official
commencement of regular classes on August 1, 1970.
Classes concluded at 3:00 PM, a strategic decision to
prioritize the construction of makeshift structures. These structures, crafted
from coconut leaves and other light materials, served as classrooms.
Simultaneously, pebbles and dried corals were gathered to fill the swampy
ground, creating elevated classroom spaces.
Teachers faced the challenge of handling multiple tasks due
to a shortage of staff. Despite these constraints, the commitment to education
remained unwavering. In 1971, the school underwent its first name change to
Regional High School (RHS), signifying a broader scope and purpose.
Subsequent years saw the school undergo several
transformations, reflecting its evolving identity. It became Odiongan
Provincial High School (OPHS), then Romblon Provincial High School (RPHS) in
1985. The enactment of Republic Act No. 6655 in 1988, aimed at rationalizing government
Public Secondary Schools, led to the school's distinction as Romblon National
High School-Odiongan. This marked a significant phase in the school's history,
aligning it with broader educational reforms.
Administrators who succeeded Montojo played critical roles
in shaping the institution. Hermenegildo A. Javier (1977-1981), Consuelo G.
Fetalver (1981-1982), Florelio M. Faigao (1982-1989), Shirley A. Parco
(1989-1991), Lucrecia T. Fosana (1991-2006), Liberty C. Galindez (2006-2010),
and Noel Joseph M. Machon (2010-2022) all contributed to the school's growth
and development.
In response to the growing educational needs of the community, an extension school was established in Barangay Mayha during the 2007-2008 school year. Later named Mayha National High School-RNHS (Odiongan) Extension, it became an integral part of the school's outreach and impact on a wider geographical scale.
The year 2010 brought another milestone as the Special
Science Class (SSC) was implemented on September 2. This initiative aimed to
provide specialized education to students with a keen interest in science,
paving the way for enhanced learning experiences within the school.
Under the leadership of Principal IV Noel Joseph M. Machon, the school underwent a significant facelift and renovation. The improvements, both in academics and facilities, became visible, further solidifying the school's commitment to providing a conducive learning environment.
November 15, 2012, stands out in the school's history as the
day it officially became Odiongan National High School. This renaming, authored
by Honorable Eleandro Jesus Fabic Madrona, Congressman Lone District of
Romblon, became a reality through Republic Act No. 10333, signed into law by
President Benigno Simeon C. Aquino III. This change represented more than a
nomenclature shift; it reflected the school's evolving identity and commitment
to its community.
The school embraced curriculum enhancements to meet the
changing needs of education. The K-12 Enhanced Curriculum for Grades 7 and 8
and the Basic Curriculum (BEC) for Third and Fourth Years provided a
comprehensive framework for holistic learning. In 2013-2014, the Special
Program in the Arts (SPA) was introduced, offering students opportunities to
explore their artistic talents. Following suit in 2014-2015, the Special
Program in Sports (SPS) addressed the physical and athletic aspects of student
development.
In August 2015, a significant development occurred as the
school's extension in Mayha officially separated from Odiongan National High
School. The former Mayha National High School-RNHS (Odiongan) Extension became
a stand-alone institution, reflecting the expansion of educational services in
the municipality.
In 2016, the Odiongan Teen Center was established within the premises of the school campus. Ma'am Baby Maricel Gabutero, the school's Junior High School Guidance Counselor, served as the focal person for this initiative. This center played a vital role in providing additional support and resources for the students, contributing to their holistic development.
One of the transformative chapters in the school's history
unfolded in the 2016-2017 academic year with the implementation of the Senior
High School Program. The school now offers four different
tracks—Academic, Arts and Design, Sports, and Technical, Vocational, and Livelihood
(TVL)—catering to diverse student interests and career paths.
In 2018, the Special Education program at Odiongan National High School received approval from the Department of Education (DepEd), and in 2019, it officially commenced. The program began with three students and by the end of 2019, the enrollment had increased to sixteen students under the leadership of the then-Principal IV Noel Joseph M. Machon and with Ma'am Lorelie D. Gaspar as its Special Education Coordinator.
In 2020, when the world was put to a halt and everyone was overwhelmed by uncertainties, the school embarked on a significant transformation in its educational methodologies. The onset of the COVID-19 pandemic prompted the school to reevaluate its approach to learning, leading to the adoption of a blended model encompassing both modular and TV (television) modalities. This strategic shift aimed at ensuring educational continuity during tumultuous times, providing students with flexible and accessible learning options even in the face of unprecedented challenges.
Despite the disruptions, the commitment to education endured at Odiongan National High School. The institution adapted dynamically to the evolving circumstances, placing the well-being and academic progress of its students as top priorities. In response to the need for innovative solutions, the school proactively implemented measures to facilitate these blended modalities.
Teachers became the hub of this transformative approach, strategically grouped into clusters based on their residencies. This well-thought-out organization facilitated the seamless distribution of modules, streamlined information dissemination, and enabled mobile teaching and home visitations. Beyond logistical optimization, this clustering system fostered personalized support and engagement between teachers and students, exemplifying the school's dedication to maintaining a connection with its students.
The blended learning strategy adopted by the school during the pandemic not only highlighted resilience but also highlighted the institution's adaptability and commitment to providing quality education. During uncertainties, the school's proactive measures and thoughtful organization ensured that learning continued, reflecting its unwavering dedication to fostering a conducive learning environment for its students.
On March 23, 2022, Odiongan National High School took center stage, adorned with pride, as it was honored with the prestigious title of a School-Based Management (SBM) Level 3 Advanced school in the Division of Romblon. This distinguished accolade was presented during the MIMAROPArangal Sinag Kahusayan Regional SBM Awarding Ceremony.
Guided by the passion of then-School Principal IV Mr. Noel Joseph M. Machon and the steadfast commitment, leadership, and efforts of Ma'am Hazel dela Austria, Head Teacher of the Edukasyon sa Pagpapakatao Department and Planning Officer-designate, the school achieved this significant recognition.
Under the esteemed banner of "The School of Choice," this accolade symbolizes the school's unwavering dedication to excellence in education and its exemplary implementation of School-Based Management principles. The award is a testament to the collaborative constructive collaboration among the school's administration, devoted faculty, motivated students, and the entire school community, collectively fostering a culture of academic brilliance and pioneering educational practices.
The present era, marked by the leadership of Principal IV Dr. Roque F. Falible, represents a continuation of the school's legacy. With the collective support of teaching and non-teaching staff, students, parents, and local government organizations, the school is poised to pursue further development. The school commits itself to fostering partnerships with all stakeholders, aiming to contribute to the growth and prosperity of the community it serves.
On September 9, 2022, the Odiongan Teen Center with the efforts of Ms. Joanna Marie F. Forio, the current focal person and a faculty of Edukasyon sa Pagpapakatao Department, reached a significant milestone in its mission to empower and holistically develop the youth by achieving accreditation as a Level 1 Adolescent Friendly Health Facility (AFHF). This notable accomplishment was the culmination of a collaborative effort involving key stakeholders such as the Department of Health (DOH), the Commission on Population (POPCOM), the Municipal Health Office (MHO), the Provincial Health Office (PHO), and the Municipal Social Welfare and Development Office (MSWDO).
The history of Odiongan National High School is a testament to the power of vision, resilience, and commitment to education. From its humble beginnings as a municipal high school facing rejection to its present status as a dynamic and evolving institution, the school has played a crucial role in shaping the educational landscape of Odiongan, Romblon. As it continues to adapt to the changing needs of education, the school remains a beacon of learning and growth, dedicated to nurturing the potential of the youth and contributing to the development of the community.
PROGRAMS OFFERED
JUNIOR HIGH SCHOOL
Basic Education Program (BEP):
Implementation Date: August 1, 1970
Implementation: The Basic Education Program is a standardized curriculum implemented in junior and senior high schools in the Philippines as part of the K-12 educational system. This curriculum covers a range of subjects, including English, Mathematics, Science, Filipino, Social Studies, Values Education, Music, Arts, Physical Education, and Health. The K-12 system aims to provide a holistic and well-rounded education, preparing students for higher education or the workforce.
Special Science Class (SSC):
Implementation Date: September 2, 2010
Objective: The SSC is designed to cater to students with a strong interest in science. This specialized program includes advanced coursework, specialized teachers, and additional resources to provide students with an in-depth understanding of scientific concepts. The objective is to nurture and develop the scientific talents and interests of students, preparing them for potential careers in science-related fields.
Special Program in the Arts (SPA):
Introduction Date: June 3, 2013
Objective: SPA is a program that focuses on the arts, allowing students to explore and develop their artistic talents. This program may encompass various art forms, including visual arts, performing arts, and literary arts. Students in SPA may have opportunities to engage in creative activities, receive specialized instruction, and showcase their artistic abilities. The objective is to foster creativity and artistic expression among students.
Special Program in Sports (SPS):
Launch Date: June 2, 2014
Objective: SPS is dedicated to addressing the physical and athletic aspects of student development. This program likely includes specialized physical education courses, coaching by experienced sports professionals, and opportunities for students to participate in various sports activities and competitions. The objective is to promote physical fitness, teamwork, and sportsmanship among students.
SENIOR HIGH SCHOOL
Academic Track:
This track is designed for students who intend to pursue a college education. It includes strands that focus on subjects such as Science, Technology, Engineering, and Mathematics (STEM), Accountancy, Business, and Management (ABM), and Humanities and Social Sciences (HUMSS). The Academic Track provides a solid foundation for higher education.
Arts and Design Track:
The Arts and Design Track is for students with a passion for creativity and the arts. It includes strands that focus on various artistic disciplines, such as Performing Arts, Visual Arts, and Media Arts. Students in this track explore their artistic talents and develop skills in their chosen artistic field.
Sports Track:
Geared towards students with a keen interest and talent in sports, the Sports Track is designed to develop their physical and athletic abilities. It includes strands that may focus on areas such as Sports Science, Sports Management, and other sports-related disciplines. Students on this track may receive specialized training and education in the field of sports.
Technical, Vocational, Livelihood (TVL) Track:
The TVL Track is designed for students who prefer to acquire practical skills and knowledge for immediate employment after graduation. It includes strands that focus on specific technical and vocational areas, such as Information and Communications Technology (ICT), Home Economics, and Industrial Arts. The TVL Track prepares students for technical and vocational careers.
SPECIAL NEEDS EDUCATION (SNED)
Objective: The overarching objectives and goals of SPED in DepEd include:
- Inclusive Education: Promoting an inclusive educational environment where students with special needs are integrated into mainstream classrooms and provided with the necessary support to learn alongside their peers without disabilities.
- Equitable Access: Ensuring that students with special needs have equal access to educational opportunities, resources, and facilities, allowing them to participate fully in the learning process.
- Individualized Learning: Developing and implementing individualized education plans (IEPs) that cater to the unique learning needs of students with disabilities. These plans outline specific goals, strategies, and accommodations to support each student's academic and developmental progress.
- Teacher Training and Professional Development: Providing training and professional development opportunities for teachers and education professionals to enhance their skills in teaching students with special needs. This includes strategies for creating inclusive classrooms and adapting teaching methods to meet diverse learning needs.
- Parent and Community Involvement: Encouraging active involvement of parents, guardians, and the community in supporting the education of students with special needs. Collaboration between educators and families is crucial for creating a supportive and inclusive learning environment.
- Advocacy for Disability Rights: Advocating for the rights of individuals with disabilities, including their right to education, and working towards creating a society that values diversity and inclusion.
ODIONGAN TEEN CENTER
The Odiongan Teen Center, established on March 28, 2016, is the pioneering Teen Center in the MIMAROPA Region, located within Odiongan National High School. Founded with a commitment to youth education and reproductive health, its primary mission is to address adolescent issues through relevant programs. Objectives include fostering awareness, life skills development, and collaboration with the educational system, local government, and parents.
