iii. accomplishments by subject area d ities e...

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III. ACCOMPLISHMENTS BY SUBJECT AREA

ENGLISH

English as a subject is concerned with developing competence in listening,

speaking, reading, writing and viewing. It is expected that students should have access

to varied information and creatively use them in spoken and written forms;

communicate fluently and accurately orally and in writing, for a variety of purposes

and different social and academic contexts at their level while carrying out activities in

everyday life.

Learning to read is a very crucial skill since it is through reading that pupils and

students alike can perform well in all the learning areas. A child whose reading ability

is not fully developed equates to his/her inability to understand the different skills

across the curriculum.

The foregoing are accomplishments of English after programs and projects

were carried-out.

A. Programs, Projects and Activities Implemented

Pupil/Student Development

Programs Implemented Strategies/Activities Date

Every Child A Reader

Program (ECARP) through

EDNA LEARNS

* Reading-a-pleasure

* Read-a-thon

* Enhancement

* Profiling of readers for the reading

level using the Phil-IRI both oral and

silent

* DEAR (Drop Everything and Read)

* Pull-out classes for struggling

readers

Year-round

Project RECAP (Revitalized

Campus Papering)

* 112 pupils and student-writers joined

the Regional Press Conference in

Lucena City

Decemeber 3-

7

Regional Training of

Campus Journalist

* 14 pupils and student-writers

attended the Regional Training of

Campus Journalist in Tanza National

Trade School, Cavite

November 3-6

2

Staff Development

Programs Implemented Strategies/Activities Persons Involved Date

Project INSPIRE via

MEANT (Mentors in

Action for Needy

Teachers) mentoring

program

All elementary schools

have regular mentoring

schedule for teachers

who need technical

assistance

* Teacher-mentors

* Teacher-mentees

* School heads

Year-round

Project EXCITE

(Enhancement and

Expansion of Capability

in Information

Technology and English)

One-week capability

training program for

144 elementary &

secondary school

teachers of English

* Elementary and

secondary school

teachers

* School heads

September-

December

Regional Seminar-

Workshop on UbD

Semestral-break

training for 1st and 2nd

year English teachers

* 43 secondary

school English

teachers

October

UbD Demo Fest One-day demo

festival on the use of

UbD in teaching

* School heads

* Secondary

school English

teachers

23-Nov

B. Reading Level and Phil-IRI

The Oral and Silent Reading test administered to Grades 1-6 pupils is part of

the Reading Inventory done every year to determine the pupils’ reading level. For SY

2010-2011, Grade 1 level had the highest number of non-readers but it has decreased

from 3,746 to 564 or with a variance of 83.9 percent after the post-oral reading

inventory. Of the total 5,538 non-readers across grade levels, the decrease has

registered to 4,531 pupils.

Frustration level with 45,944 pupils has registered a decrease of 27,435 pupils

or 57.9 percent across grade levels while the 8,177 independent readers increased to

26,300 or about 237 percent at the end of the school year. The increase on the

number of independent readers is notable, albeit not so significant since it is only 32.7

percent of the pupils tested. The remaining 67.3 percent continuously receive

intervention activities through the Division’s Balanced Reading Program.

Pre-test Oral Reading Test Results (English)

No. % No. % No. % No. %

1 16,281 6,849 42.1% 3,963 24.3% 1,723 10.6% 3,746 23.0%

2 14,888 7,940 53.3% 4,139 27.8% 1,519 10.2% 1,290 8.7%

3 14,468 7,366 50.9% 5,062 35.0% 1,689 11.7% 351 2.4%

4 13,946 8,776 62.9% 3,931 28.2% 1,113 8.0% 126 0.9%

5 12,684 7,946 62.6% 3,766 29.7% 957 7.5% 15 0.1%

6 11,891 7,067 59.4% 3,638 30.6% 1,176 9.9% 10 0.1%

Total 84,158 45,944 54.6% 24,499 29.1% 8,177 9.7% 5,538 6.6%

Reading LevelNon-Reader

IndependentInstructionalFrustrationLevel Cases

3

Post-test Oral Reading (English)

No. % No. % No. % No. %

1 15,449 5,002 32.4% 5,833 37.8% 4,050 26.2% 564 3.7%

2 14,024 3,330 23.7% 6,272 44.7% 4,188 29.9% 234 1.7%

3 13,744 2,759 20.1% 5,994 43.6% 4,915 35.8% 76 0.6%

4 13,463 3,232 24.0% 6,031 44.8% 4,133 30.7% 67 0.5%

5 12,148 2,417 19.9% 5,498 45.3% 4,182 34.4% 51 0.4%

6 11,498 1,769 15.4% 4,882 42.5% 4,832 42.0% 15 0.1%

Total 80,326 18,509 23.0% 34,510 43.0% 26,300 32.7% 1,007 1.3%

Level CasesReading Level

Non-ReaderFrustration Instructional Independent

In the silent reading inventory administered to all pupils across grade levels

before the closing of the school year, it can be noted that Grade 1 still has the biggest

number of slow readers with 5,250 pupils or 34.3 percent among the 15,316 pupils

tested. The Grade 3 level has 5,772 fast readers or 41.3 percent while Grade 4 level

has registered 5,186 or 45.1 percent fast readers with 3.8 variance with the latter. This

implies that there is no significant difference between the two grade levels in terms of

speed in reading.

Post-test Silent Reading Test Results (English)

No. % inc/dec No. % inc/dec No. % inc/dec

1 15,316 5,250 34.3% -21.4% 5,678 37.1% 6.7% 4,388 28.6% 14.6%

2 14,293 3,220 22.5% -31.7% 6,396 44.7% 12.2% 4,677 32.7% 19.6%

3 13,988 2,644 18.9% -27.1% 5,572 39.8% 4.9% 5,772 41.3% 22.2%

4 13,521 3,617 26.8% -23.5% 5,179 38.3% 5.6% 4,725 34.9% 17.9%

5 12,222 2,607 21.3% -23.4% 4,948 40.5% 5.8% 4,667 38.2% 17.6%

6 11,509 1,995 17.3% -29.2% 4,328 37.6% 1.8% 5,186 45.1% 27.4%

Total 80,849 19,333 23.9% -26.0% 32,101 39.7% 6.4% 29,415 36.4% 19.6%

SpeedLevel Cases Slow Average Fast

As far as comprehension is concerned across grade levels, there are 33,999 or

42.1 percent among the 80,849 pupils who are on the instructional level. Only 25,753

or 31.9 percent of the total pupils tested fall under the independent level. The result

indicates that there are still 68.2 percent who need proper attention of the reading

teachers.



1 15,316 5,290 34.5% -21.9% 5,751 37.5% 5.7% 4,275 27.9% 16.2%

2 14,293 3,860 27.0% -33.3% 6,047 42.3% 12.9% 4,386 30.7% 20.4%

3 13,988 3,322 23.7% -32.8% 5,895 42.1% 10.4% 4,771 34.1% 22.5%

4 13,521 4,242 31.4% -35.1% 5,466 40.4% 13.1% 3,813 28.2% 22.0%

5 12,222 2,666 21.8% -40.5% 5,759 47.1% 17.8% 3,797 31.1% 22.6%

6 11,509 1,717 14.9% -39.9% 5,081 44.1% 8.3% 4,711 40.9% 31.6%

Total 80,849 21,097 26.1% -33.4% 33,999 42.1% 11.2% 25,753 31.9% 22.2%

ComprehensionLevel Cases Frustration Instructional Independent

4



1 15,316 5,034 32.9% -24.3% 5,858 38.2% 7.0% 4,424 28.9% 17.3%

2 14,293 3,331 23.3% -37.9% 6,385 44.7% 15.5% 4,577 32.0% 22.4%

3 13,988 3,093 22.1% -34.7% 5,874 42.0% 9.9% 5,021 35.9% 24.7%

4 13,521 4,137 30.6% -33.5% 5,620 41.6% 11.8% 3,764 27.8% 21.6%

5 12,222 2,615 21.4% -37.8% 5,833 47.7% 14.8% 3,774 30.9% 23.1%

6 11,509 1,666 14.5% -39.8% 5,330 46.3% 9.1% 4,513 39.2% 30.7%

Total 80,849 19,876 24.6% -34.3% 34,900 43.2% 11.3% 26,073 32.2% 23.0%

Reading LevelLevel Cases Frustration Instructional Independent

For SY 2011-2012, the Grade 4 level has the most number of pupils with

frustration reading level having 7,831 or 57.7 percent of the 13,562 pupils tested. The

Grade 2 level has the second highest percentage of frustration level readers with 54.2

percent of the population. The grade with the least number in this reading level is

Grade 6 with a total of 6,045 or 52.8 percent of the 11,451 pupils tested.

Pre-test Oral Reading Test Results (English)

No. % No. % No. % No. %

2 13,673 7,409 54.2% 4,219 30.9% 1,047 7.7% 998 7.3%

3 13,289 6,914 52.0% 4,236 31.9% 1,737 13.1% 402 3.0%

4 13,562 7,831 57.7% 4,204 31.0% 1,468 10.8% 59 0.4%

5 12,933 7,320 56.6% 3,990 30.9% 1,610 12.4% 13 0.1%

6 11,451 6,045 52.8% 3,884 33.9% 1,516 13.2% 6 0.1%

Total 64,908 35,519 54.7% 20,533 31.6% 7,378 11.4% 1,478 2.3%



The grade level with the most number of instructional readers is Grade 3 with

4,236 while Grade 2 only has 4,219. The two grade levels also have the most and least

numbers of independent readers with 1,737 and 1,047 respectively. As to the total

number of non-readers, Grade 2 has the highest number with 998 or 7.3 percent of

the pupils tested. The lowest number goes to Grade 6 with only 6 pupils or 0.1 percent

of the total pupils tested.

Pre-test Silent Reading Test Results (English)

Slow Ave. Fast Frust. Instr. Indep. Frust. Instr. Indep.

2 14,567 52.62 33.45 13.93 60.84 29.94 9.22 61.10 30.12 8.78

3 14,334 48.50 33.68 17.82 59.03 30.45 10.52 60.06 29.57 10.37

4 14,318 46.24 35.93 17.83 61.60 30.80 7.60 60.57 32.23 7.20

5 13,737 55.97 29.50 14.53 64.06 29.08 6.86 65.07 28.46 6.47

6 12,278 48.22 33.18 18.60 51.25 36.88 11.87 49.12 39.27 11.61

Total 69,234 50.33 33.18 16.49 59.56 31.28 9.16 59.44 31.74 8.82

Independent (%)Level Cases

Speed (%) Comprehension (%)

Silent Reading Pre-test Results administered to 69,234 pupils from Grades 2-6

show that most of the Grade 5 pupils are slow readers with 55.97 percent of the

13,737 pupils tested. This only shows that the speed of these pupils was not yet fully

developed from their previous grade.

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As far as comprehension is concerned, only 9.16 percent of the total pupils

tested can comprehend when given silent reading materials. This means that about

6,300 pupils of the total Grades 2-6 population is on the independent level of

comprehension. The result is almost the same with the overall reading level since only

8.82 percent are independent readers.

C. Classroom Observations

A total of 122 elementary teachers teaching English were monitored this year

and the following are the common findings during the observation:

Teachers were able to present the lesson using pictures and short stories

Teachers were able to model the sound of letter using flashcards and pictures

Teachers were able to motivate the learners using different strategies

Many of the teachers applied the art of questioning so the pupils were able to

generalize

Few teachers have good diction or pronunciation, though some of them could

not really enunciate well

Many of the teachers infused values in their lessons

Most of the teachers have good classroom management, however, there were

teachers who do not give attention to pupils seated at the back

Many of the teachers applied cooperative learning by grouping the pupils but

there were teachers those who manipulate the discussion (teacher-centered)

Majority of the teachers gave follow-up activities to pupils-at-risk, but there

were teachers who do not give assignment even if the learners have no

mastery of the lesson based on the result of the evaluation

Most of the teachers corrected at once the pronunciation and other miscues of

pupils

Standards in the desired macro skills were set at the start of the lesson

Many of the teachers used K-W-L and group activities

Many of the teachers related the lesson with prior knowledge

Many of the teachers were able to apply the higher-order of thinking skills

(HOTS), nevertheless, some teachers did not give follow-up questions – they

just stuck on the low-order thinking skills (LOTS)

Teacher manifested patience and diligence in guiding the pupils who were

considered slow learners

In the secondary level, 159 English teachers were observed. Some of these

teachers were visited by the instructional leaders twice, particularly those who were

assigned in small schools. Listed below are the commonly observed strengths and

weaknesses of teachers:

Strengths

Most of the teachers have mastery of the subject matter

Teachers asked higher order questions

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Teachers provided pre-test to identify the strengths and weaknesses of the

students

Teachers spoke clearly and loudly that can be heard by the whole class

Most of the teachers were neat and well-groomed

Teachers’ handwriting on the board and in the lesson plan was legible enough

to be read and understood

Teachers have modulated voice and good command of language

Teachers are energetic while delivering the lesson

Teachers could easily cope up with the changes that occurred suddenly

Teachers created a very likeable classroom situation

Teachers manifested fairness in dealing with their students

Teachers provided good motivation that maximizes the students’ participation

Topics and exercises were congruent to the objectives

Teachers used schema in presenting the lesson

Teachers used technology resources in planning and designing the lessons

Teachers ask questions leading to the students’ generalization of the lesson

Teachers teach updated contents using appropriate approaches and strategies

Most of the teachers were able to relate the lesson with real life situations and

experiences, thus making the lessons more interesting

Teachers created varied strategies appropriate to the level of students

Weaknesses

Instructions were not clear for the students to do activities

Some teachers did not check work of students

Some teachers failed to praise students who give excellent answers

Some teachers failed to conduct lively discussions

Some teachers did not have follow-up questions for the comprehension check

Some teachers did not have teaching-learning log

Other teachers did not observe SMART way of teaching

Some teachers failed to address diversity of learners

Some teachers manipulated the discussions

Students’ group activities were not thoroughly processed

There were teachers who did not give appropriate intervention activities to

students-at-risk

D. Learning Outcomes

The results of the National Achievement Test (NAT) in English given to all

Grade 6 pupils in both public and private schools show a 5.3 Mean Percentage Score

(MPS) or about 7.82 percent decrease over last year – from 67.74 to 62.44. Among the

40 public elementary schools tested, 9 schools or 22.5 percent reached the 75 percent

mastery level with 5 schools or 12.5 percent falling below the 50 percent nearing

mastery level.

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Summary of NAT Results in English

RangeNo. of

SchoolsTop Schools in English District MPS

90 & above 0 1. San Antonio Village ES II-A 81.44

85-89.99 0 2. San Isidro ES I-B 80.81

80-84.99 4 3. Dalig ES II-B 80.51

75-79.99 5 4. Cupang ES II-B 80.33

70-74.99 4 5. Binayoyo ES II-D 79.33

65-69.99 4 6. Mayamot ES I-C 78.03

60-64.99 11 7. Inuman ES II-C 76.99

55-59.99 5 8. Sumilang ES II-D 76.22

50-54.99 2 9. Rizza ES II-D 76.15

below 50 5 10. Sapinit ES II-C 74.51

Total 40 62.44Division MPS

In the secondary level, the NAT in English was administered to all Year II

students in both public and private schools. The results show a similar trend with the

elementary level having a 1.5 MPS points or about 3.35 percent decline over last year

– from 44.74 to 43.24. Among the 18 public secondary schools tested, no school

reached the 50 percent nearing mastery level with 1 school or 5.6 percent falling

below the 30 percent MPS criterion.

Summary of NAT Results in English

RangeNo. of


45 & above 0 1. San Jose NHS II-A 43.25

40-44.99 5 2. Mambugan NHS I-C 41.81

35-39.99 12 3. Antipolo NHS I-B 41.33

30-34.99 0 4. San Juan NHS II-C 40.99

Below 30 1 5. Cupang NHS II-B 40.50


Analysis of NAT Results in English

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 67.74 71.19 62.44 -5.30 -8.75 68.08

Public 70.71 73.57 65.54 -5.17 -8.03 70.41

Private 56.05 61.84 50.01 -6.04 -11.83 58.76

Secondary 44.74 50.79 43.24 -1.50 -7.55 51.18

Public 42.52 49.02 40.62 -1.90 -8.40 49.22

Private 50.00 55.00 49.55 -0.45 -5.45 55.91

On the other hand, the Division Achievement Test (DAT) for English were given

to a sample of pupils from Grades 1-6 in all public schools and the results show a 2.42

MPS points or 3.39 percent increase over last year – from 71.52 to 73.94. Out of the 40

elementary schools tested, 15 or 37.5 percent achieved the 75 percent mastery level

with no school falling below the 60 percent nearing mastery criterion.

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Summary of DAT Results in English

RangeNo. of


90 & above 0 1. Bagong Nayon I ES I-A 87.46

85-89.99 1 2. Bagong Nayon II ES I-A 83.29

80-84.99 4 3. Inuman ES II-C 80.57

75-79.99 10 4. Sta. Cruz ES I-B 80.29

70-74.99 17 5. Peace Village ES II-C 80.10

65-69.99 8 6. Dela Paz ES I-B 78.58

60-64.99 0 7. Mambugan ES I-C 78.56

55-59.99 0 8. Bagong Nayon IV ES I-A 77.46

50-54.99 0 9. Lores ES II-B 76.57

below 50 0 10. San Isidro ES I-B 76.43


In the secondary level, the DAT in English was administered to a sample of Year

I-IV students in all public schools. The results show a negligible 0.74 MPS points or

about 1.54 percent decrease over last year – from 47.98 to 47.24. Among the 18 public

secondary schools tested, 7 or 38.9 percent reached the 50 percent nearing mastery

level with no school falling below the 30 percent MPS criterion.

Summary of DAT Results in English

RangeNo. of


50 & above 7 1. San Isidro NHS I-B 53.85

45-49.99 5 2. Mambugan NHS I-C 52.96

40-44.99 5 3. Bagong Nayon II NHS I-A 52.15

35-39.99 1 4. San Jose NHS II-A 51.68

Below 35 0 5. Antipolo NHS I-B 51.11


Analysis of DAT Results in English

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 71.52 74.22 73.94 2.42 -0.28 76.71

Secondary 47.98 53.38 47.24 -0.74 -6.14 54.18

Effective intervention activities, both division- and school-initiated, should be

implemented to attain the targets for SY 2011-2012. Extra effort should be given to

Year IV who will be tested for NAT this year. With these, the results of the periodic

tests are closely monitored to determine the feasibility of reaching the targets at the

end of the school year.

Periodic Test Results in English

Level I II III IV V VI AveDAT

Target

NAT

Target

Elementary 67.77 68.31 68.79 68.50 68.23 69.82 68.57 76.71 68.08

Secondary 49.57 49.00 47.43 55.98 - - 50.50 54.18 51.18

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E. Accomplishments

International Level

Victor Gregory Cahapay (Juan Sumulong ES)

2nd Place, Photo-slide Essay Writing Contest

2011 International Exchange Experiences and Ideas Contest

Institute of APEC Collaborative Education, Seoul, Korea

Regional Level

Regional Schools Press Conference

a. Justin Asucnsion (San Isidro ES)

4th Place, News writing

b. Shamere Bueno (Bagong Nayon II NHS)

1st Place, Online writing

c. Mary Jane Antonio (San Jose NHS)

4th Place, Feature writing

d. Angela Cosco (Antipolo NHS)

6th Place, News writing

e. Althea Elize Javier (Bagong Nayon IV ES)

Best Informercial

f. Rachelle Miano (Bagong Nayon IV ES)

Best Technical

g. Joshua Carbonel (Bagong Nayon IV ES)

2nd Place, Script writing

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F. Future Directions

Programs

ImplementedActivities Date Key Persons

Perform-

ance

Indicator

Conduct remedial classes for pupils

identified as non-readers

September

2011-

February

2012

Employ enhancement activities to

pupils under the frustration level, to

wit:

* big brother/sister approach for pupils

with reading problems

* teachers use the Monroe and

Gillingham approach in giving

enhancement activities to pupils with

reading difficulties

* some schools prepare powerpoint

presentation of Fuller and phonetic

lessons using computer-assisted

instructions and television monitor

* some schools conduct remedial

classes using the pull-out system

* peer tutoring is being practiced

* body-body approach is used

September

2011

November

2011-

January

2012

Schools continue to adopt the "two

books a year"

October

2011-

February

2012

Conduct reading activities like the

following:

* Read to them

* Uninterrupted reading

* Skip and go on

* Predict to make sense

* Modified cloze procedure

* Line marker

* Retelling

* Responsive writing

* Rereading

* Reading is fun

* Language experience

* Echo reading/partner reading

* Reading to others

* Sustained silent reading (SRR)

* Previewing a text

* Journal writing

* Written conversation

* Journal writing

September

2011-

January

2012

* TORCH (Two O'clock Reading Children Habit)

* PREP (Powerful Reading Program

* DEAR (Drop Everything and Read)

Project INCREASE

(Intensive

Nurturing of

Competencies to

Raise and

Enhance

Achievements

Soaring to

Excellence

EPS, school

heads, MTs,

teachers,

pupils

75% of NAT

6 test-takers

acieved

69.60 MPS

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MATHEMATICS

This report covers the accomplishments in elementary and secondary

Mathematics covering the period of the last two quarters of SY 2010-2011 and the first

two quarters of SY 2011-2012. Different programs and projects in Mathematics are

presented comprehensively showing the efficiency and effectiveness in terms of

learners’ improved performance and capability-building of school heads and teachers.

A. Pupil/Student Development

Project INCREASE (Intensive Nurturing of Competencies to Raise and Enhance

Achievements Soaring to Excellence) – this project is a Division initiative intervention

plan to effect improvement in the achievement level of the learners in elementary and

secondary.

The results of the National Achievement Test (NAT) in Mathematics given to all


(MPS) or about 4.56 percent increase over last year – from 62.5 to 65.35. Among the

40 public elementary schools tested, 14 or 35 percent reached the 75 percent mastery

level with 2 schools or 5 percent falling below the 50 percent nearing mastery level.

Summary of NAT Results in Mathematics

RangeNo. of

Schools

Top Schools in

MathematicsDistrict MPS

90 & above 1 1. Peñafrancia ES II-B 92.06

85-89.99 3 2. Dela Paz ES I-B 88.34

80-84.99 6 3. San Isidro ES I-B 86.97

75-79.99 4 4. Dalig ES II-B 86.48

70-74.99 7 5. Cupang ES II-B 84.12

65-69.99 9 6. Sumilang ES II-D 83.72

60-64.99 5 7. Sapinit ES II-C 83.47

55-59.99 1 8. Mayamot ES I-C 80.89

50-54.99 2 9. Rizza ES II-D 80.80

below 50 2 10. Inuman ES II-C 80.49


In the secondary level, the NAT in Mathematics was administered to all Year II

students in both public and private schools. The results show a minimal 1.37 MPS

points or about 4.15 percent increase over last year – from 33.01 to 34.38. Among the

18 public secondary schools tested, no school reached the 50 percent nearing mastery

level with 3 schools or 16.7 percent falling below the 30 percent MPS criterion.

12

Summary of NAT Results in Mathematics

RangeNo. of

Schools

Top Schools in


45 & above 0 1. San Juan NHS II-C 42.75

40-44.99 1 2. ANHS Canumay Ext. II-D 39.12

35-39.99 4 3. San Jose NHS II-A 37.25

30-34.99 10 4. Mambugan NHS I-C 35.99

Below 30 3 5. ANHS Kaysakat Ext. II-D 35.73


Analysis of NAT Results in Mathematics

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 62.50 67.00 65.35 2.85 -1.65 70.26

Public 68.29 71.63 71.34 3.05 -0.29 74.76

Private 39.71 48.77 41.33 1.62 -7.44 52.25

Secondary 33.01 41.41 34.38 1.37 -7.03 44.54

Public 32.85 41.28 33.25 0.40 -8.03 43.69

Private 33.38 41.70 37.12 3.74 -4.58 46.59

The Division Achievement Test (DAT) for Mathematics were given to a sample

of pupils from Grades 1-6 in all public schools and the results show a 3.06 MPS points

or 4.41 percent increase over last year – from 69.5 tp 72.56. Out of the 40 elementary

schools tested, 10 or 25 percent achieved the 75 percent mastery level with no school

falling below the 50 percent nearing mastery level.

Summary of DAT Results in Mathematics

RangeNo. of

Schools

Top Schools in


90 & above 0 1. Sta. Cruz ES I-B 81.57

85-89.99 0 2. Mambugan ES I-C 80.80

80-84.99 2 3. Inuman ES II-C 79.74

75-79.99 8 4. San Isidro ES I-B 78.48

70-74.99 20 5. Dela Paz ES I-B 78.34

65-69.99 8 6. Bagong Nayon I ES I-A 78.20



50-54.99 1 9. Tanza ES II-C 75.63

below 50 0 10. Jesus S. Cabarrus ES II-A 75.59


In the secondary level, the DAT in Mathematics was administered to a sample

of Year I-IV students in all public schools. The results show a negligible 0.25 MPS

points or about 0.61 percent increase over last year – from 41.3 to 41.55. Among the

18 public secondary schools tested, only 1 or 5.6 percent reached the 50 percent

nearing mastery level with no school falling below the 30 percent MPS criterion.

13

Summary of DAT Results in Mathematics

RangeNo. of

SchoolsTop Schools in Mathematics District MPS


45-49.99 4 2. Antipolo NHS I-B 49.74

40-44.99 6 3. San Roque NHS II-A 49.20

35-39.99 5 4. San Isidro NHS I-B 48.18

Below 35 2 5. Mambugan NHS I-C 47.46


Analysis of DAT Results in Mathematics

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 69.50 72.60 72.56 3.06 -0.04 75.67

Secondary 41.30 48.04 41.55 0.25 -6.49 49.91

Effective intervention activities, both division- and school-initiated, should be

implemented to attain the targets for SY 2011-2012. Extra effort should be given to

Year IV who will be tested for NAT this year. With these, the results of the periodic

tests are closely monitored to determine the feasibility of reaching the targets at the

end of the school year.

Periodic Test Results in Mathematics


Target

NAT

Target

Elementary 70.85 68.93 69.09 70.40 69.33 71.95 70.09

1st PT 68.61 67.77 67.51 68.16 66.47 69.02 67.92

2nd PT 73.09 70.08 70.67 72.64 72.18 74.88 72.26

Secondary 36.82 36.28 38.96 41.70 - - 38.44

1st PT 37.96 34.27 37.45 41.82 - - 37.88

2nd PT 35.67 38.29 40.47 41.57 - - 39.00

75.67 70.26

49.91 44.54

Project EXPEC (Excellent Performers Competitions)

This project is intended for all excellent students who exhibit talent in different

learning areas. In Mathematics, different competitions are conducted in the division

level wherein winners participate in both regional and national competitions up to

international level whenever qualified.

Elementary

Kyle Aiden Gattud (Juan Sumulong ES)

3rd Place, Regional Math & Science Olympiad, Calamba City (August 26)

Bronze Medalist, 8th International Math & Science Olympiad (IMSO), Naga City

(September 2-6)

Regional Metrobank MTAP Math Challenge, Tanauan City (March 12)

a. Kyle Aiden Gattud & Alfred Ardon (Juan Sumulong ES)

Grade 5 Team Orals Qualifiers

b. Ameer Carlo Lubang & Darielle Louise Capati (Golden Sunbeams

Christian School) - Grade 6 Team Orals Qualifiers

14

Secondary

Regional Metrobank MTAP Math Challenge, Tanauan City (March 12)

a. Individual Competition

i. San Jose NHS Year I 6th Place

ii. Antipolo Immaculate

Conception School Year II 8th Place

iii. Don Antonio de Zuzuarruegi

Sr. Memorial Academy Year III 5th Place

b. Team Competition

i. Antipolo Immaculate

Conception School Year II & IV 8th Place

Project MATHEMAGIC

This project includes the administration of Comprehension Assessment on

Number Concepts among Grade I-III pupils to evaluate their comprehension on

numbers from 10 to 100,000. It also includes the evaluation on the mastery and speed

on four fundamental operations of whole numbers for Grades 1-4.

Comprehension Assessment on Number Concepts for Grades 1-3

LevelSchools

TestedCases MPS

Met the

75%

Mastery

Comprehension

Level

Grade 1 40 14,985 84.55 12,479 83.28%

Grade 2 40 13,828 85.33 12,047 87.12%

Grade 3 40 13,738 85.96 11,653 84.82%

Diagnostic Drill Card Test for Grades 1-4

100 75-9974

below 100 75-9974

below 100 75-9974

below 100 75-9974

below

Gr 1 15,182 42 45 13 36 45 18 - - - - - -

Gr 2 13,872 42 44 14 38 48 14 33 48 19 30 49 21

Gr 3 13,704 55 41 4 52 42 6 46 45 9 43 46 11

Gr 4 11,927 62 35 3 57 39 4 53 39 8 48 42 10

A-1 S-1 M-1 D-1Level Cases

In the secondary level, Year I learners are included in the project where their

mastery level, speed and accuracy in the four fundamental operations on basic signed

numbers are also evaluated.

Diagnostic Drill Card Test on Signed Numbers for First Year

100 75-9974

below 100 75-9974

below 100 75-9974

below 100 75-9974

below

Year I 8,842 11 46 42 6 38 56 15 53 34 12 48 39

A-1 S-1 M-1 D-1Level Cases

15

Problem SOLVE (Solving for Enjoyment)

This is a year-round activity wherein the mathematical concepts, rule,

principles and computational skills are utilized to solve simple to complex routine and

non-routine problems. Done in the school level for Grades 2-6 and Year 1-4 learners

from first to fourth grading period, it also includes problem solving proficiency test

from high school students before the school year ends.

One-step word problem for students-at-risk

Two-step word problems for average performers

Multi-step word problem for excellent performers

Double Exposure Program in Mathematics

The use of mother tongue as the language of instruction starting in Grade 1 is

now recognized as one of the effective ways to improve learners’ outcome in

understanding mathematics. This SY 2011-2012, the Double Exposure Program in

Mathematics is implemented among Grades 1-3 pupils in schools having the whole

day session. The subject is taught in the morning for 50 minutes in Filipino and 1-hour

period is spent for teaching the subject in English.

Schools Implementing the Double Exposure Program

District School Grade Level No. of Sections

I-A Bagong Nayon IV ES I 8

I-C Muntindilaw ES I, II, III 6, 5, 5

II-C Cabading ES III 1

II-C Inuman ES I, II, III 10, 3, 3

II-C Old Boso-boso ES I, II, III 5, 3, 3

II-C Pantay ES I, II, III 3, 2, 2

II-C Sapinit ES I, II, III 3, 3, 3

II-C Tanza ES I 4

II-D Apia ES I, II, III 1, 1, 1

II-D Binayoyo ES I, II, III 1, 1, 1

II-D Calawis ES I, II, III 1, 1, 1

II-D Canumay ES I, II, III 1, 1, 1

II-D Kaysakat ES I, II, III 3, 2, 2

II-D Libis ES I, II, III 1, 1, 1

II-D Rizza ES I, II, III 5, 4, 4

II-D San Joseph ES I, II, III 2, 2, 1

II-D San Ysiro ES I, II, III 1, 1, 1

II-D Sumilang ES I, II, III 3, 2, 1

II-D Upper Kilingan ES I, II, III 1, 1, 1

B. Staff Development

Project ISIP (Instructional Supervision and Improvement Program)

This project aims to strengthen teachers’ competencies to effect improvement

in teaching-learning process through:

Supervision of classes

16

Conduct of feedbacking sessions

Conduct of developmental coaching

Observation Report by School Heads in Mathematics

July Aug. Sept. Oct. Nov. Total

Elementary 21 29 142 55 38 285

Secondary 75

No. of Math Teachers ObservedLevel

75

Technical assistance given:

Available instructional materials on hand should be maximized and properly

utilized

Mathematical concepts as much as possible should be developed following

CPA approach: Concrete – Pictorials – Abstraction

Preparatory activities should utilize the most appropriate pre-requisite skill

before developing the new lesson

Instead of utilizing textbook exercises for practice test, group games, puzzles,

outdoor activities, message relay and tangrams should be used for maximum

participation and ensuring interest

Participation to National and International Conferences

Singapore Math Festival

Venue: Asian Institute of Management, Makati City

Date: October 8

Objective: To showcase the new trend in mathematics called Singapore Math

which makes concepts easier and faster to grasps through visualization

Attendees: EPS-Math and six (6) master and key teachers from different

schools

International Conference on Mathematics Education

Venue: Columbian College, Olongapo City

Date: October 21-22

Topics:

a. Profession Development Program for Math teachers

b. Block approach in problem solving

c. Effectiveness of after class Math Intervention Program enhancing

students’ problem solving skills

d. The influence of teachers’ content knowledge on math achievement

e. Using pictorial models to solve word problems

Attendees:

a. Josephine Reynoso (ANHS)

b. Maria Mendoza (San Isidro NHS)

c. Nelson Raro (Mambugan NHS)

d. Danilo Caballero (Mayamot NHS)

e. Abigail Santos (San Jose NHS)

f. Caroline Brabante (San Jose NHS)

g. Julio Dugay (San Roque NHS)

17

C. Future Directions

To further improve quality mathematics instruction that will redound to better

learning outcomes, the following plans are considered:


Continuous participation to various academic activities like contests and other

assessment tools

Functional intervention activities that will focus on least mastered

competencies

Provisions of friendly and joyful atmosphere during math lessons

Teacher

Training programs for math teacher-coaches particularly on HOTS questions

Continuous conduct of group sessions on difficult topics/concepts

Sharing of teachers’ experiences that will improve math instruction

Close monitoring and supervision of math classes

Roll-out of training attended by selected teachers in Singapore Math Festival

and International Conference in Math Education

School Heads

Continuous conduct of developmental sessions among neophyte school heads

Frequent feedbacking of supervision of classes

Quarterly assessment of school mathematics programs and projects to effect

improvement

Curriculum

Reproduction of functional , multi-level and multi-tasked IMs

Maximum utilization of textbooks, ICT equipments and other multi-

dimensional materials

Physical Facilities

50 percent of 43 elementary and 20 secondary schools should be able to put up

functional Mathematics Learning Resource Centers (MLRC) cum Math Gardens

18

SCIENCE

The success of any program depends on how effective is the mechanism of its

implementation towards achieving the desired goal. The following are the varied

activities and accomplishments in Science starting January to December of 2011. Also

included are the implementation and analysis of the effectiveness of strategies and

programs and the plans for the future to achieve the desired goals.

A. Learning Outcomes

The results of the National Achievement Test (NAT) in Science given to all


(MPS) or about 8.53 percent decline from last year – from 64.37 to 58.88. Among the

40 public elementary schools tested, only 7 or 17.5 percent reached the 75 percent

mastery level with the same number of schools falling below the 50 percent nearing

mastery level.

Summary of NAT Results in Science

RangeNo. of

SchoolsTop Schools in Science District MPS

90 & above 0 1. Upper Kilingan ES II-D 81.25

85-89.99 0 2. Sumilang ES II-D 81.15

80-84.99 2 3. Binayoyo ES II-D 79.17


70-74.99 6 5. Peñafrancia ES II-B 77.71

65-69.99 3 6. Mayamot ES I-C 76.07

60-64.99 8 7. Rizza ES II-D 75.64

55-59.99 5 8. Dela Paz ES I-B 74.69

50-54.99 4 9. Muntindilaw ES I-C 74.23

below 50 7 10. Sapinit ES II-C 73.96


In the secondary level, the NAT in Science was administered to all Year II

students in both public and private schools. The results show a similar trend with

elementary Science with a significant 4.6 MPS points or about 11.86 percent decrease

over last year – from 38.78 to 34.18. Among the 18 public secondary schools tested,

no school reached the 50 percent nearing mastery level with 2 schools or 11.1 percent

falling below the 30 percent MPS criterion.

Summary of NAT Results in Science

RangeNo. of


45 & above 0 1. ANHS Canumay Ext. II-D 42.82

40-44.99 1 2. San Juan NHS II-C 39.64

35-39.99 5 3. Mambugan NHS I-C 37.31

30-34.99 10 4. Muntindilaw NHS I-C 36.70

Below 30 2 5. San Jose NHS II-A 35.43


19

Analysis of NAT Results in Science

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 64.37 68.50 58.88 -5.49 -9.62 65.41

Public 68.21 71.57 63.09 -5.12 -8.48 68.57

Private 49.29 56.43 42.00 -7.29 -14.43 52.75

Secondary 38.78 46.02 34.18 -4.60 -11.84 44.39

Public 38.74 45.99 33.95 -4.79 -12.04 44.21

Private 38.88 46.10 34.74 -4.14 -11.36 44.81

On the other hand, the Division Achievement Test (DAT) for Science were given

to a sample of pupils from Grades 1-6 in all public schools and the results show a 4.74

MPS points or 7.09 percent increase over last year – from 66.89 to 71.63. Out of the 40


with no school falling below the 50 percent nearing mastery level.

Summary of DAT Results in Science

RangeNo. of


90 & above 0 1. Sta. Cruz ES I-B 82.65

85-89.99 0 2. Inuman ES II-C 80.93


75-79.99 8 4. Mambugan ES I-C 79.36




55-59.99 1 8. Dela Paz ES I-B 75.81

50-54.99 0 9. Lores ES II-B 75.39

below 50 0 10. Old Boso-Boso ES II-C 74.83


In the secondary level, the DAT in Science was administered to a sample of

Year I-IV students in all public schools. The results show a negligible 1.34 MPS points

or about 3.39 percent increase over last year – from 39.59 to 40.93. Among the 18

public secondary schools tested, only 1 or 5.6 percent reached the 50 percent nearing

mastery level with no school falling below the 30 percent MPS criterion.

Summary of DAT Results in Science

RangeNo. of



45-49.99 3 2. Mambugan NHS I-C 47.11

40-44.99 5 3. San Juan NHS II-C 46.32

35-39.99 8 4. ANHS - Kaysakat Ext. II-D 45.69

Below 35 1 5. Antipolo NHS I-B 42.84


20

Analysis of DAT Results in Science

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 66.89 70.51 71.63 4.74 1.12 74.97

Secondary 39.59 46.67 40.93 1.34 -5.74 49.45

The periodic tests are closely monitored to determine the capability of

reaching the targets at the end of the school year and applying appropriate

intervention activities to attain the desired goal.

Periodic Test Results in Science


Target

NAT

Target

Elementary - - 67.16 68.60 68.40 68.53 68.17 74.97 65.41

Secondary 37.58 43.27 44.82 44.93 - - 42.65 49.45 44.39

B. Strategies and Programs Implemented


Programs Implemented Activities Date

Project EXPEC (Excellent

Performers Competition)

Participation in all competitions in the

division, region & national level like

science quiz, science fair, sci-dama,

International Math & Science Olympiad

and environmental camp

October to

present

Project SIP (Science

Investigatory Project)

Conduct of Science investigatory

projects at the school levelJuly to

present

Establishment of YES-O

(Youth for Environment in

Schools Organization)

Election of officers and implementation

of the thrusts and activities of YES-O

in selected elementary & secondary

schools

July to

present

Science Clubbing Organization of science clubs in the

secondary schoolsJuly to

present

21

Staff Development


Project TPID (Testing

Program Implementation in

the Division)

Preparation, construction and

administration of periodic tests in

elementary & secondary science

August to

December

Project STEP (Science

Teachers Enhancement

Program)

* Conduct of school-based INSET for

elementary & secondary science

teachers

* Participation in the cluster-based

seminar in UbD

* Participation in the 2011 National

Conference for Science Educators in

Baguio City

* Participation in the seminar-

workshop for second year teachers

regarding UbD

* last week of

October

* October 25-

29

* December

* May

Project HOTS (Higher Order

Thinking Skills)

Preparation and construction of

TIMMS-related and HOTS test items

for periodic and achievement

examinations

On-going

Project ISIP (Instructional

Supervision and

Improvement

Year-round regular monitoring,

observation and supervision of

instruction

On-going

Project SC (Science Club) Organization of functional science club

with proper orientation on the

objectives and guidelines in organizing

science clubs

July-

September

Project YES-O (Youth for

Environment in Schools

Organization

Implementation and monitoring of the

YES-O thrusts and activitiesOn-going

Curriculum Development


Project RBWS (Review and

Revise Budget of Work in

Science)

Preparation and revision of the budget

of work based on the refined

PELC/PSLC

May

Close monitoring and supervision, classroom observations and demo-teaching

are some of the strategies implemented to have a more effective classroom teaching

practices. Teachers who attended seminar-workshops echoed what they learned

through their school meetings and LAC sessions to impart their experiences and

trainings to their colleagues. Pupils/students were encouraged to join or participate in

the different academic competitions and co-curricular activities to develop their

potentials and capabilities, and achieve satisfactory performance.

C. Accomplishments

International Level

Christian Joseph Naldoza (Juan Sumulong ES)

Bronze Medalist, 8th International Math & Science Olympiad (IMSO)

22

Regional Level

Christian Joseph Naldoza (Juan Sumulong ES)

1st Place, Regional Math & Science Olympiad (IMSO)

Joseph Caizar Vietibro, Yu Lei Abat, Daven Calinao (Diadem Christian Academy)

2nd Place, Regional Science Quest – Science Fair (Team)

David Adzura (Marcelino Santos NHS)

2nd Place, Regional Science Quest – On-the-spot Painting Contest

Edward De Lumen, Inecita Tian, Paul George Ocampo (San Roque NHS)

1st Place, Regional Science Quest – On-the-spot Improvisation

Wilson Gomez (Hillcrest School)

1st Place, Regional Science Quest – On-the-spot Painting Contest

Eunice Beroya, Emmireck Jhan Dap-ong (Hillcrest School)

1st Place, Regional Science Quest – Collage/Scrap Art-making Contest

Justinne Noel Meguiso, Alejandro Aycardo (Antipolo NHS)

1st Place, Regional Science and Technology Fair

D. Developmental Strategies

To raise the performance level of the elementary and secondary Science, the

following interventions are done:


Attendance to remedial classes

Participation in various academic and non-academic activities

Active involvement in different science activities such as research,

investigatory projects and experiments

Giving of incentives to deserving pupils/students

Staff Development

Attendance in training-workshops to improve teaching skills

Continuous reading of essential books and lessons at home

Construction and utilization of instructional materials

Improvisation of quality laboratory equipments and apparatuses

Setting of standards in doing group activities and experiments

Use of multi-media assisted instruction in teaching Science

Practice of pupil/students with HOTS questions

Monitoring of pupils/students’ progress under remediation class

Provision of incentive to deserving teachers


Preparation of periodic test items based on Division table of specifications

Utilization of item banks in the construction of test items

Continuous preparation of instructional materials

Modification of the budget of work based on pupils/students’ needs

23

E. Future Directions

To further improve the quality of Science education that will redound to better

achievement level of pupils/students, the following plans are considered:


Seminar-workshop on how to conduct SIPs and research papers

Intervention program focusing on the least mastered skills/competencies

Familiarization of HOTS questions

Participation in different Science activities

Staff Development

Seminar-workshop on IT, instrumentation, strategies, content, IMs, values

formation, questioning skills & Science processes

Conduct of action research and utilization of results to improve teaching-

learning process

Conduct intensive monitoring of classes and provide instructional and technical

assistance to teachers through clinical and developmental supervision

Intensive utilization of hands-on minds-on activities through PWA with focus

on least mastered competencies

Documentation of best practices and experiences in teaching Science


Use of ITs in teaching Science or computer-based instruction for better learning

outcomes

Preparation of curriculum matrix and budget of work based on pupils needs

Preparation of appropriate instructional materials for the least learned

competencies

Putting up, maintain and utilize Science parks and LRCs

24

FILIPINO

This part of the report covers the different activities, programs and projects

launched in Filipino as well as the actual accomplishment based on the various

achievement tests.

A. Programs, Projects and Activities Implemented


Programs Implemented Activities DateAdministration of Phil-IRI (silent and

oral test) for Grades 2-6July-October

Monitoring of Grades 1-3 pupils who

were not promoted and identified as

non-decoders at the end of SY 2010-

2011

June-March

2012

Enhancement classes for Grades 1-3

who were not promoted and identified

as non-decoders

On-going

Monitoring of reading development of

pupils through the use of color-coding

scheme by quarters

September-

March 2012

Launching of 3 Rs (Recreational

Remedial Reading instruction) through

the use of children's play like bubuka

ang bulaklak, step forward drill card

activities, treasure word hunting, loop

a word, bilog-bilog, hide & seek,

bugtungan, story-telling, word

configuration, word factoring, syllabic

drill exercise, puzzles, readers theater,

etc.

22-Nov

Individual writing contest at the

Division Press Conference

August 15-17

Cliniquing session for all regional

qualifiers in journalismDecember 1-2

Conduct of school-level celebration for

Buwan ng Wikang PambansaAugust

Regional contest on the celebration of

Dr. Jose P. Rizal's sesquicentennial

birth anniversay

* Oratorical contest for elementary

* Essay writing for secondary

October

Utilization of parents'

involvement in reading

through the maximum

utilization of PKP

A 20-minute reading session by

parents at home to their children

identified as frustration readers by

developing the four skills:

* noting details

* giving the significant messages of

the selection

giving predictions to the events of the

selection

* following directions

22-Nov

Project ECARP

Project SIKAPP (Sikaping

Itaas ang Kakayahan sa

Antas ng Pagbasa at

Pagsulat)

Project PITAK sa P

Tagisan ng Talino sa Wika

at Panitikan

25

Staff Development


Pansangay na Pagsasanay

sa Pagtuturo ng Panimulang

Pagbasa sa lahat ng guro

mula Baitang 1-3

Lecture-demo May 18-29

(JSES)

Project KAGAT (Kahusayan

ng Guro sa Akademikong

Talastasan

(Discussion/feedbacking on

the contests and

competencies given in

achievement tests

Clustered conference By quarter

Launching of color-coding

scheme in verifying the

reading levels of

pupils/students

By-district conference Quarterly

Training of untrained

teachers in 2010 SEC (UbD)

Lecture-demo October 26-

28

Demo festival in Filipino demo teaching with post-

conference with school heads

November 23-

25



Utilization of the unified

format of lesson plans in

Filipino for the 2010 SEC

(UbD)

Reproduction November

Utilization of reading

materials for enriching the

reading levels of pupils in the

elementary level through

mass participation of parents

and relatives

Dialogue with the parents October

Preparation of testing

materials for periodic and

achievement tests

Consultation with key principals and

teachersQuarterly

Utilization of PELC/PSLC/

teaching-learning guides

Monitoring and classroom observation On-going

Preparation of sample

instructional devices for

reading enhancement using

the 3 Rs

Reproduction On-going

Distribution of monitoring

chart on reading

development & checklist

Reproduction October

26

B. Reading Level and Phil-IRI

Through the strict implementation of No Read, No Move Policy under the

Project ECARP, the number of pupils in Grades 1-3 who were not promoted and

identified as non-decoders are monitored for the last five years. Results show a

decreasing trend in the total number of non-decoders and in Grade 1 which is

approximately 10.08 percent decrease every year. The number of retained pupils

varied for Grades 2 and 3 but based on the data from SY 2006-2007 to present, the

number of non-decoders for the two grade levels has decreased by 11.48 percent and

14.75 percent annually.

Datos ng Mag-aaral na Di-ipinasa

Taung-Panuruan Baitang 1 Baitang 2 Baitang 3 Kabuuan

2006-2007 1,021 331 183 1,535

2007-2008 968 212 129 1,309

2008-2009 941 227 143 1,311

2009-2010 722 165 67 954

2010-2011 662 179 75 916

The Oral and Silent Reading test administered to Grades 1-6 pupils is part of

the Reading Inventory done every year to determine the pupils’ reading level. For SY

2011-2012, pre-test results show that 3,689 pupils or about 4.5 percent are still non-

readers, 76 percent of which are Grade 1 pupils. It implies that many school-age

children who are enrolled in the entry level of elementary are still non-decoders.

Pre-test Oral Reading (Filipino)

No. % No. % No. % No. %

1 16,622 6,233 37.5% 4,664 28.1% 2,918 17.6% 2,807 16.9%

2 14,303 5,857 40.9% 5,527 38.6% 2,263 15.8% 656 4.6%

3 11,838 6,428 54.3% 4,984 42.1% 244 2.1% 182 1.5%

4 13,301 5,732 43.1% 5,396 40.6% 2,141 16.1% 32 0.2%

5 13,303 6,869 51.6% 4,576 34.4% 1,849 13.9% 9 0.1%

6 12,150 4,638 38.2% 4,725 38.9% 2,784 22.9% 3 0.0%

Total 81,517 35,757 43.9% 29,872 36.6% 12,199 15.0% 3,689 4.5%



Pre-test Silent Reading (Filipino)

Slow Aver. Fast Frustr. Instr. Indep. Frustr. Instr. Indep.

1 6,802 45.8 35.6 18.7 55.6 27.6 16.8 54.7 28.2 17.1

2 7,282 34.0 28.2 37.8 46.3 37.3 16.5 48.9 33.4 17.7

3 7,059 42.5 32.6 24.9 49.8 29.7 20.6 50.3 31.4 18.4

4 6,996 48.5 32.4 19.1 57.8 31.1 11.1 59.4 32.3 8.4

5 6,629 39.8 32.9 27.3 62.8 28.1 9.2 62.9 29.2 7.9

6 5,861 39.1 30.1 30.8 28.0 43.1 28.9 27.8 48.7 23.6

Total 40,629 41.5 31.9 26.6 50.8 32.4 16.8 51.3 33.3 15.4

Level CasesSpeed (%) Comprehension (%) Reading Level (%)

27

C. Learning Outcomes

The results of the National Achievement Test (NAT) in Filipino given to all


(MPS) or about 1.15 percent positive increment from last year – from 73.33 to 74.17.

The current MPS is now less than one percent away from the mastery level and is

projected to achieve the 85 percent EFA target in four years time. Among the 40 public

elementary schools tested, 20 or 50 percent reached the 75 percent mastery level with

one school or 2.5 percent falling below the 50 percent nearing mastery level.

Summary of NAT Results in Filipino

RangeNo. of

SchoolsTop Schools in Filipino District MPS

90 & above 2 1. Dela Paz ES I-B 92.82

85-89.99 2 2. Cupang ES II-B 90.52

80-84.99 4 3. Binayoyo ES II-D 86.50

75-79.99 12 4. Peñafrancia ES II-B 86.00

70-74.99 15 5. Dalig ES II-B 83.33

65-69.99 3 6. Sapinit ES II-C 81.83

60-64.99 0 7. Sta. Cruz ES I-B 81.66

55-59.99 1 8. San Isidro ES I-B 80.62

50-54.99 0 9. Jesus S. Cabarrus ES II-A 79.81

below 50 1 10. Bagong Nayon IV ES I-A 79.77


In the secondary level, the NAT in Filipino was administered to all Year II

students in both public and private schools. The results show a similar trend with a 0.8

MPS points or about 1.32 percent increase over last year – from 60.77 to 61.57.

Among the 18 public secondary schools tested, no school reached the 75 percent

mastery level with 1 school or 5.6 percent falling below the 50 percent nearing

mastery criterion.

Summary of NAT Results in Filipino

RangeNo. of



65-69.99 3 2. San Juan NHS II-C 65.09

60-64.99 10 3. ANHS Canumay Ext. II-D 65.06

55-59.99 4 4. Marcelino Santos NHS II-B 64.62

Below 55 1 5. Mambugan NHS I-C 63.64


Analysis of NAT Results in Filipino

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 73.33 75.66 74.17 0.84 -1.49 76.88

Public 74.57 76.66 75.61 1.04 -1.05 77.96

Private 68.42 71.74 68.37 -0.05 -3.37 72.53

Secondary 60.77 63.62 61.57 0.80 -2.05 64.93

Public 60.52 63.42 62.07 1.55 -1.35 65.30

Private 61.36 64.09 60.36 -1.00 -3.73 64.02

28

Similarly, the Division Achievement Test (DAT) for Filipino were given to a

sample of pupils from Grades 1-6 in all public schools and the results show a 1.99 MPS

points or 2.67 percent increase over last year – from 74.68 to 76.67. Out of the 40


with only one school or 2.5 percent falling below the 60 percent MPS standard.

Summary of DAT Results in Filipino

RangeNo. of


90 & above 0 1. Bagong Nayon I ES I-A 89.91


80-84.99 7 3. Sta. Cruz ES I-B 83.18

75-79.99 18 4. Mambugan ES I-C 82.65

70-74.99 12 5. Inuman ES II-C 82.02


60-64.99 0 7. Dela Paz ES I-B 80.50


50-54.99 0 9. Canumay ES II-D 80.36

below 50 0 10. Lores ES II-B 79.48


In the secondary level, the DAT in Filipino was administered to a sample of

Year I-IV students in all public schools. The results show a significant 7.27 MPS points


public secondary schools tested, one school or 5.6 percent reached the 70 percent

nearing mastery level with no school falling below the 50 percent MPS criterion.

Summary of DAT Results in Filipino

RangeNo. of


70 & above 1 1. Antipolo NHS I-B 71.97

65-69.99 2 2. San Jose NHS II-A 67.14

60-64.99 6 3. Mambugan NHS I-C 66.08

55-59.99 6 4. Marcelino Santos HS II-B 64.78

Below 55 3 5. Cupang NHS II-B 62.55


Analysis of DAT Results in Filipino

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 74.68 76.74 76.67 1.99 -0.07 78.75

Secondary 53.09 57.47 60.36 7.27 2.89 64.02




29

Periodic Test Results in Filipino


Target

NAT

Target

Elementary 72.42 73.48 73.25 74.00 71.70 76.10 73.49

1st PT 71.28 72.45 72.42 72.42 69.80 75.12 72.25

2nd PT 73.56 74.50 74.08 75.57 73.60 77.07 74.73

Secondary 64.43 53.70 57.71 67.12 - - 60.74

1st PT 63.41 53.17 56.04 64.15 - - 59.19

2nd PT 65.44 54.23 59.38 70.09 - - 62.29

78.75 76.88

64.02 64.93

D. Accomplishments

Regional Level

Armaine Jeromila D. Laureano (Juan Sumulong ES)

5th Place, Sports Writing, RSPC

Mark Gabion (Calawis ES)

3rd Place, Online Writing, RSPC

E. Future Directions


Programs Strategies Date

Project ECARP * Administration of Phil-IRI Oral for

Grades 2-6

* Administation of Phil-IRI Oral for

Grade 1

* Administration of Phil-IRI Silent

for Grades 2-6

* July-Sept.

2012

* October

2012

* October

2012Project SIKAPP Enhancement classes for Gr 1-3

who were not promoted

Year-round

Project PITAK sa P Seminar-workshops August, 2012

Tagisan ng Talino sa Wika

at Panitikan

Competition in quiz, writing, and

extemporaneous speech

August, 2012

Division Press Conference Competition in writing August, 2012

Staff Development


Pansangay na Seminar-

workshop ng

Komunikatibong Pagtuturo

ng Wika at Pagbasa sa

Antas Sekundarya

Lecture-demo April-May

2012

Project EXPEC Competition August, 2012

Project KAGAT Small group conferences by

school/district

Year-round

Project PITAK sa P Seminar-workshops August, 2012

In-Service Training Demo-fest October, 2012

30



Utilization & reproduction of

prototype lesson plans in Filipino for

non-Filipino major assigned in far-

flung area

Reproduction Jul-12

Utilization of reading materials for

enhancement

Monitoring Year-round

Updating & utilization of item bank * Use of item bank

* Preparation &

construction of periodic

tests

By quarter

Utilization of videos, cassettes and

other IT materials for progressive

learning outcomes

Monitoring Year-round

Utilization of PELC/PSLC Monitoring & classroom

observation

Year-round

31

SIBIKA AT KULTURA/HEOGRAPIYA, KASAYSAYAN AT

SIBIKA/ARALING PANLIPUNAN (SK/HEKASI/AP)

For this year, great focus has been placed on the empowerment of pupils and

on professional development as means of enhancing teachers’ efficiency and

effectiveness. More opportunities for in-service training, seminars and conferences

have been provided.

A. Pupil/Student Development


Supreme Pupil/Student

Government (SPG/SSG)

* Filing of certificates of candidacy

* Announcement of candidates

* Election of Division Federation

Officers

* Oath-taking of elected officers

* Conduct and implementaton of

legislative procedures

February

Brigada Eskwela * Participation in the National

Maintenance Week through SPG/SSGMay

Independence Day

Celebration

* Conduct of slogan- and poster-

making contestsJune

Project EXPEC * Conduct of Division Academic Camp

and Oratorical Contest

* Conduct of Division ASEAN Quiz and

Demonstration Festival Excellence

Project HERO (Historical

Event Review by Oneself)

* Conduct of Lakbay-Aral On-going

Clean & Green Project * Conduct of tree-planting activities On-going

School Waste Management * Segregation and recycling of waste

materialsOn-going

Cultural Show * Participation in the cultural

presentationBy school

Leadership Training * Conduct of team-building workshop

on Drug Abuse Prevention CampaignOn-going

The SPG/SSG program served as the venue for the pupils and students for

improving their leadership abilities and training to become better members of the

society to achieve quality education and academic excellence.


To achieve the desired goal in raising the competencies of teachers in teaching

the subject and to update and enhance teachers’ knowledge and capabilities, the

following seminars/activities were attended by the teachers and principals:

o Regular meeting with principal consultants

o Analysis of the test results

o Constant monitoring & supervision

32

o Planning for intervention activities for the least mastered skills and for

low performing pupils and students in the subject

o Discussion on the utilization of instructional materials such as textbooks, tapes,

globes and maps

o Learning Action Cell (LAC) sessions on Higher Order Thinking (HOT) questions

o Employment of different teaching strategies

o Conduct of seminar-workshops

Trainings Attended/Conducted

Activities/Seminar Participants Date/Venue

Election of Division

Federation of SPG/SSG

Officers

Principals, teachers,

pupils/students

June 26

Attendance to the

Independence Day

Celebration

Principals, teachers,

pupils/students

June 23

Conduct of Moral Recovery

Program

ASDS, EPS, school heads,

teachers

On-going

Rizal Festival of Excellence EPS, teachers, pupils/students Taal,

Batangas

National Leadership Training SPG/SSG officers, EPS, teachers Nov. 4-9

Baguio City

Conduct Seminar on Gender

& Development (GAD)

EPS, school heads, teachers December 21

Monthly Observation Report of Teachers

June July August Sept Oct Nov Total

Elementary 12 20 36 45 51 28 192

District I-A 3 1 3 1 9 11 28

District I-B 1 2 2 0 3 5 13

District I-C 0 0 3 2 0 2 7

District II-A 2 1 1 4 4 0 12

District II-B 0 9 16 30 16 5 76

District II-C 0 2 5 4 8 1 20

District II-D 6 5 6 4 11 4 36

Secondary 1 6 3 6 13 8 37

District I 0 4 3 4 6 2 19

District II 1 2 0 2 7 6 18

Total 13 26 39 51 64 36 229

The table revealed that school heads for both elementary and secondary levels

are not observing classes regularly. To enhance teachers’ competence to improve

pupil/students’ performance, observation of classes must be conducted regularly.

Interventions Made to Raise the Achievement Level of Pupils and Teachers in HEKASI

As Teacher

o Gives different assessment tests such as diagnostic test, mid-term test and

post-test, and uses the results as baseline in teaching

o Utilizes textbook and other reference and instructional materials

33

o Solicits pupils/students’ participation in the discussion and other learning

activities

o Practices pupils/students with HOTS questions and situational problems

o Conducts Saturday review with parents’ permission

o Employs different techniques , strategies and approaches

o Gives recognition to performing pupils/students

As School Head

o Identifies the least mastered skills based on DAT, RAT and NAT results

o Informs teachers regarding the test results and analyzes and interprets the

results

o Performs close supervision of classes

o Prioritizes instructional supervision to less performing teachers or teachers-at-

risk

o Gives recognition to performing teachers

o Sends teachers to seminars and trainings

o Develops harmonious relationship between teachers and parents

o Encourages parents’ participation in school activities

o Holds regular PTCA meetings

o Conducts parents education seminars, parenting and parents’ conferences

C. Curriculum Development

Programs Implemented Strategies Date

Hands-on Minds-on

Approach

Preparation of SIM On-going

Updating and Utilizing Item

Bank

Use of item bank

1:1 ratio of books

Preparation & construction of

periodic and achievement tests

On-going

UbD Approach Preparation & construction of

lesson plans using 4As

On-going

D. Learning Outcomes

The results of the National Achievement Test (NAT) in HEKASI given to all


(MPS) or about 5.65 percent decrease over last year – from 71.38 to 67.35. Among the

40 public elementary schools tested, 17 or 42.5 percent reached the 75 percent

mastery level with only 3 schools or 7.5 percent falling below the 50 percent nearing

mastery level.

34

Summary of NAT Results in HEKASI

RangeNo. of

SchoolsTop Schools in HEKASI District MPS

90 & above 1 1. Dela Paz ES I-B 93.34

85-89.99 0 2. Upper Kilingan ES II-D 84.00

80-84.99 7 3. Sumilang ES II-D 83.08

75-79.99 9 4. San Isidro ES I-B 82.04


65-69.99 8 6. Mayamot ES I-C 80.89


55-59.99 1 8. Kaysakat ES II-D 80.22

50-54.99 0 9. Binayoyo ES II-D 79.33

below 50 3 10. Rizza ES II-D 79.07


In the secondary level, the NAT in AP was administered to all Year II students in

both public and private schools. The results show a significant 12.48 MPS points or

about 33.13 percent increase over last year – from 37.67 to 50.15. Among the 18

public secondary schools tested, 9 or 50 percent reached the 50 percent nearing

mastery level with only one school or 5.6 percent falling below the 30 percent MPS

criterion.

Summary of NAT Results in AP

RangeNo. of

SchoolsTop Schools in AP District MPS

55 & above 4 1. ANHS Canumay Ext. II-D 59.41

50-54.99 5 2. San Jose NHS II-A 58.15

45-49.99 8 3. San Juan NHS II-C 57.41

40-44.99 0 4. Maximo LGMNHS II-C 56.90

Below 40 1 5. ANHS Kaysakat Ext. II-D 53.88


Analysis of NAT Results in HEKASI/AP

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 71.38 74.10 67.35 -4.03 -6.75 71.76

Public 76.51 78.21 72.51 -4.00 -5.70 75.63

Private 51.23 57.98 46.65 -4.58 -11.33 56.24

Secondary 37.67 45.14 50.15 12.48 5.01 56.36

Public 38.21 45.57 51.57 13.36 6.00 57.43

Private 36.39 44.11 46.71 10.32 2.60 53.78

The Division Achievement Test (DAT) for SK/HEKASI were given to a sample of

pupils from Grades 1-6 in all public schools and the results show a 2.0 MPS points or

2.68 percent increase over last year – from 70.14 to 72.87. Out of the 40 elementary

schools tested, 13 or 32.5 percent achieved the 75 percent mastery level with no

school falling below the 50 percent nearing mastery level.

35

Summary of DAT Results in SK/HEKASI

RangeNo. of

Schools

Top Schools in

SK/HEKASIDistrict MPS

90 & above 0 1. Mambugan ES I-C 84.11

85-89.99 0 2. Sta. Cruz ES I-B 84.10

80-84.99 3 3. Dela Paz ES I-B 82.18

75-79.99 10 4. Inuman ES II-C 79.95



60-64.99 0 7. Lores ES II-B 76.96

55-59.99 1 8. Old Boso-Boso ES II-C 76.72

50-54.99 0 9. Sapinit ES II-C 76.24

below 50 0 10. San Isidro ES I-B 75.70


In the secondary level, the DAT in AP was administered to a sample of Year I-IV

students in all public schools. The results show a 2.99 MPS points or about 7.43

percent increase over last year – from 40.26 to 43.25. Among the 18 public secondary

schools tested, only 3 or 16.7 percent reached the 50 percent nearing mastery level

with no school falling below the 30 percent MPS criterion.

Summary of DAT Results in AP

RangeNo. of

SchoolsTop Schools in AP District MPS

55 & above 2 1.Antipolo NHS I-B 61.53

50-54.99 1 2. San Juan NHS II-C 56.13

45-49.99 0 3. San Jose NHS II-A 51.48

40-44.99 8 4. Muntindilaw NHS I-C 44.37

Below 40 7 5. MLGMNHS Bosoboso Ext. II-C 43.57


Analysis of DAT Results in SK/HEKASI/AP

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 70.14 73.11 72.87 2.73 -0.24 75.90

Secondary 40.26 47.21 43.25 2.99 -3.96 51.19

E. Major Accomplishments

Division ASEAN Quiz

1st Place Antipolo NHS

2nd Place Mambugan NHS

3rd Place San Juan NHS

Essay Writing Contest

1st Place Saryna Gesete (San Isidro NHS)

2nd Place Shamere Bueno (Bagong Nayon II NHS)

3rd Place Jill Lozano (San Roque NHS)

Rizal Quiz Bee

1st Place Mary Jane Antonio (San Jose NHS)

2nd Place Mico Andreo Gordon (Muntindilaw NHS)

3rd Place Chris Angelo Pagulayan (St. Claire Science HS)

36

Oratorical Competition

1st Place Jeremiah Feliciano (Juan Sumulong ES)

2nd Place Dominic Binas (Bagong Nayon IV ES)

3rd Place Micaela Theresa Baylo (Dela Paz ES)

F. Developmental Strategies

Pupils/Students Development

o Ensuring sufficiency of basic textbooks and references

o Attending remedial and enhancement classes

o Participating to various activities and experiencing real-life situations like

sports and different contests like quiz bee

o Preparing assignments

o Promoting good study habits in school and at home

o Seeking parents’ support

o Giving assessment tests

o Conducting leadership training for the SPG/SSG officers

o Using of HOTS questions

o Reviewing the least mastered skills

o Conducting histo-camp activity

Staff Development

o Using instructional materials required by the skill

o Utilizing basic textbooks

o Using Knowledge Channel

o Practicing pupils/students with HOTS questions

o Checking assignments

o Conducting remedial classes

o Attending seminar-workshops to uplift their morale and skills in teaching

o Employing different techniques and strategies like role playing, cooperative

learning and dyads

o Attending test construction seminar-workshop

o Implementing moral recovery programs

o Practicing item analysis of least learned skills

o Institutionalizing best practices in teaching SK/HEKASI/AP


o Ensuring complete textbooks in elementary and secondary except for Year II

books for UbD approach

o Preparing instructional materials continuously

o Using item bank

o Preparing and constructing test materials

o Utilizing basic textbook, cassette tapes, maps, globes, and videos

G. Future Directions


o Histo-camp activity

o Leadership training

o Moral values development

37

o Integration of ICT

o Assessment of learning

Staff Development

o School-based and Division INSET as part of capacity-building program for

teachers to be provided across the following areas of development:

o Subject content

o Teaching strategies

o Integrative teaching

o Values development

o ICT integration

o Interactive learning

o Close monitoring and supervision of school heads

o Monitor utilization of results of previous achievement tests

o Conduct consultative meeting or brainstorming with HEKASI/AP

teachers to resolve problems and issues

o Gather best practices in teaching SK/HEKASI/AP

o Conduct research projects

o Use textbooks


o Utilization of basic textbook

o Construction of test materials

o Preparation of IMs

38

EDUKASYONG PANTAHANAN AT PANGKABUHAYAN/

TECHNOLOGY AND LIVELIHOOD EDUCATION (EPP/TLE)

Accomplishments of the EPP/TLE department in the different key results area

undertaken during the calendar year 2011 are discussed in this report.

A. Learning Outcomes

The Division Achievement Test (DAT) for EPP were given to a sample of pupils

from Grades 4-6 in all public schools and the results show a 2.0 MPS points or 2.68

percent increment over last year – from 74.61 to 76.61. Out of the 40 elementary



Summary of DAT Results in EPP

RangeNo. of

SchoolsTop Schools in EPP District MPS

90 & above 0 1. Lores ES II-B 89.42

85-89.99 3 2. Mambugan ES I-C 87.98


75-79.99 12 4. Tanza ES II-C 84.39


65-69.99 4 6. San Antonio Village ES II-A 83.19

60-64.99 2 7. Cabading ES II-C 82.61

55-59.99 0 8. Pantay ES II-C 82.26

50-54.99 0 9. Sta. Cruz ES I-B 81.85

below 50 0 10. Inuman ES II-C 81.54


For SY 2010-2011, the DAT in TLE was administered to a sample of Year I-II

students only in all public schools, unlike in the previous years where the test is

sampled to all year levels. The results show a 1.37 MPS points or about 2.32 percent

increase over last year – from 59.06 to 60.43. Among the 18 public secondary schools

tested, 3 or 16.7 percent reached the 70 percent nearing mastery level with two

schools falling below the 50 percent MPS criterion.

Summary of DAT Results in TLE

RangeNo. of

SchoolsTop Schools in TLE District MPS

70 & above 3 1. Marcelino Santos NHS II-B 84.67

65-69.99 2 2. Mayamot NHS I-C 70.62

60-64.99 4 3. San Jose NHS II-A 70.13

55-59.99 5 4. ANHS Kaysakat Ext. II-D 68.80

Below 55 4 5. San Juan NHS II-C 65.41


39

Analysis of DAT Results in EPP/TLE

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 74.61 76.69 76.61 2.00 -0.08 78.71

Secondary 59.06 62.25 60.43 1.37 -1.82 64.07




Periodic Test Results in EPP/TLE

Level 1st PT 2nd PT Average DAT Target

Elementary 70.73 73.80 72.27 78.71

Secondary 54.01 52.48 53.25 64.07

B. Strategies/Programs Implemented

Pupil Development

Election of STEP and YECS Officers February

STEP-NSDC Competition

a. School level August

b. District level August

c. Division level October 17-18

d. Regional level January, 2012

e. National level February, 2012

Staff Development

National Level

a. TLE “Go Negosyo” for Students

5th YECS Entrepreneurialship Training Conference

b. National Training of Core Group of Year I Teacher-trainers in Career

Pathways in TLE

Regional Level

a. Seminar-workshop in UbD

Division Level

a. Preparation of budget of work and evaluation materials

b. Maximizing the use of PELC/PSLC

c. Training on UbD

40

C. Accomplishments

Division STEP Skills Competition

Contest Package Contestant School

Asexual propagation Levi Pitogo Cupang ES

Fabric painting Leslie Galicia Isaias S. Tapales ES

Medicine kit shelf Jackson Reynoso Mayamot ES

Tool box making Angelo Francisco Lores ES

Simple circuit wiring Welcy Sambas Rizza ES

Applique Mary Joy Cobaleda Bagong Nayon I ES

Flower arrangement Mark Anthony Corpuz Juan Sumulong ES

Fresh fruit shake Victor Gregory Cahapay Juan Sumulong ES

Tie dye Donna Cabauatan Golden Sunbeams Chr. Sch.

Sales inventory Kyle Gattud Juan Sumulong ES

Basic encoding Jeremiah Feliciano Juan Sumulong ES

Contest Package Contestant School

Dish garden Dennis Mendez Antipolo NHS

Summer dress John Paul Limbaro Antipolo NHS

Cake décor Rialyn de Chavez Antipolo NHS

Cocktail mixing Kurt Martin Suello Antipolo NHS

Table skirting Ian Rex Casiroman Antipolo NHS

Hair trimming Wendelita Salvacion Antipolo NHS

Residential wiring John Rey Pondalis Mayamot NHS

20-watt amp. Rommel Cabangian Maximo LGMNHS

Knockdown topler Rolando Calimag Antipolo NHS

Food stall David Martin Maximo San Isidro NHS

Steel balluster John Mark Antillon San Jose NHS

Engine tune-up Danilo Tabasa San Jose NHS

Business planning John Ivan Amper

Katherine Ocop

Kein Jundel Flaviano

Reynelle Cariño

John Balbadores

Antipolo NHS

Electrical bookeeping Patricia Arante Cupang NHS

Electrical poster making Michael Joseph Guerrero San Isidro NHS

Techno-quiz Ma. Grace Barbacias

Trixie Paduna

Maxine Los Baños

Hannah del Rosario

San Jose NHS

ANHS Kaysakat Ext.

Mr. & Ms. STEP Joseller Vince Mercado

Patricia Mendoza

Antipolo NHS

San Jose NHS

Elementary

Secondary

41

MUSIKA, SINING AT EDUKASYONG PANGKATAWAN/

MUSIC, ARTS, PHYSICAL EDUCATION AND HEALTH

(MSEP/MAPEH)

In pursuit of creating a culture of study and excellence, the MSEP/MAPEH

department of the Division has kept its vision of providing holistic development of

students toward the quest for global competence, and performed efficiently its

mission to provide relevant and quality education to the students, whose preparation

and training, intellectual capacity and moral values are exemplary.

To realize all the above mentioned endeavors, the MSEP/MAPEH teacher of

the Division plays a great role on it. They too had their share of achieving what the

Division has been aiming for, developing functionally literate Filipinos. That is why

trainings and seminar-workshops on the contemporary ways of dealing with the

students and of teaching and learning processes are being conducted by the

department.

A. Pupils/Students Development

The department could be considered the busiest when it comes to outdoor

activities especially that is hosts two major program presentations in a year.

Memorandum is issued to the field to inform the schools of the calendar of activities

in sports in preparation for the DepEd Palarong Pambansa.

The Intramural Meet was held last June to September where games are played

in the school level. The District Meet was held last August to September where

schools from the same school district play against each other to determine who will

represent their district against other districts. The Unit Meet was held last October to

November in seasonal basis every Saturday and Sunday in order not to interrupt

regular classes.

The following sports events where viewed in preparation for the Regional

Meet:

o Athletics (boys & girls) – elementary & secondary

o Archery (boys & girls) – secondary

o Arnis (boys & girls) – elementary & secondary

o Basketball (boys) – elementary & secondary; (girls) – secondary

o Baseball (boys & girls) – elementary & secondary

o Badminton (boys & girls) – elementary & secondary

o Chess (boys & girls) – elementary & secondary

o Football (boys) – secondary

o Gymastics (boys & girls) – elementary & secondary

o Sipa takraw (boys) – elementary

o Sepak takraw (boys) – secondary

o Softball (girls) – elementary & secondary

o Swimming (boys & girls) – elementary & secondary

o Table tennis (boys & girls) – elementary & secondary

42

o Tennis (boys & girls) – secondary

o Taekwondo (boys & girls) – elementary & secondary

o Volleyball (boys & girls) – elementary & secondary


Success in child’s development, greatly depend upon the proper management

of staff to impose discipline and impart knowledge to the students. No school is to

succeed unless its teaching force is well-equipped with what they are supposed to

impart to their clientele. As the saying goes, “you can’t give what you don’t have”.

Similarly, you cannot teach or impart what you do not know.

Selected teachers attended the UbD Twisted Training at Antipolo NHS last May

31 to June 3 and in Angono NHS, Angono, Rizal last October 26-29.

Selected teachers also attended the Special Sports Program held at Teachers

Camp, Baguio City last October 27-31.

Accreditation seminar for technical officials for them to be qualified to officiate

the Southern Tagalog CALABARZON Athletic Association (STCAA) Regional Meet was

also conducted last September 2-4 at Pedro Guevara MNHS, Sta. Cruz, Laguna.

Demonstration Festival in MAPEH using UbD was also attended by teachers

last November 23 at Antipolo NHS.

“One sports One child” program of the Regional Director was launched at the

Regional Educational Learning Center (RELC), Malvar Batangas last June 9 where

problems were raised in connection with activities in scouting, sports program of the

region and division and preparation for the STCAA.

C. Curriculum Development

Along with the uplifting and upgrading of teachers’ strategy in teaching comes

along with the development of the implemented curriculum. Several activities and

training that teachers were made to do are the following:

o Accomplishment of the Action Plan in MSEP/MAPEH

o Construction of Work Plan

o Preparation of Budget of Work especially in UbD

o Preparation of Table of Specification for every periodical and diagnostic test

o Reproduction of musical CDs for teachers

o Interpretation of diagnostic test results

o Preparation of annual intervention plan

o Providing feedback on the implementation of Understanding by Design (UbD)

43

D. Scouting Activities

o Scout Exchange Program (Korean Scout Jeonbuk Council) – January 10-14

o 3rd Antipolo City Council Jamborette and Board of Review – February 2-5

o 1st Annual Council Meeting – February 6

o Tree-planting Activities – February 22

o Key 3 Conference and Regional Scout Youth Forum (Mamburao, Occidental

Mindoro) – March 4-6

o National Scout Youth Forum – March 24-26

o 1st Antipolo City Council Rover Vigil – April 29-30

o 15th National Scout Jamboree and International Advancement Camp – May 26-

31

o Roundtable Meeting, BSP Antipolo City Training Team – June 12

o 10 Million Signature Campaign for “No Mining in Palawan” – August 27

o 1st Antipolo City Kabsayahan – September 9-10

o 8th National Rover Meet – October 24-30

o First One Luzon Regional Jamborette – October 25-29

E. Learning Outcomes

The Division Achievement Test (DAT) for MSEP were given to a sample of

pupils from Grades 4-6 in all public schools and the results show a 4.06 MPS points or

5.93 percent increase over last year – from 68.52 to 72.58. Out of the 40 elementary



Summary of DAT Results in MSEP

RangeNo. of

SchoolsTop Schools in MSEP District MPS

90 & above 0 1. Mayamot ES I-C 88.91

85-89.99 1 2. Mambugan ES I-C 83.78


75-79.99 7 4. Inuman ES II-C 79.97

70-74.99 17 5. Sta. Cruz ES I-B 79.91


60-64.99 2 7. Sumilang ES II-D 76.42



below 50 0 10. Dalig ES II-B 75.41


In the secondary level, the DAT in MAPEH was administered to a sample of

Year I-IV students in all public schools. The results show a negligible 1.57 MPS points


public secondary schools tested, 11 or 61.1 percent reached the 50 percent nearing

mastery level with no school falling below the 40 percent MPS criterion.

44

Summary of DAT Results in MAPEH

RangeNo. of

SchoolsTop Schools in HEKASI District MPS

55 & above 4 1. Bagong Nayon II NHS I-A 60.33

50-54.99 7 2. Antipolo NHS I-B 60.01

45-49.99 3 3. San Jose NHS II-A 57.12

40-44.99 4 4. ANHS - Kaysakat Ext. II-D 55.41

Below 40 0 5. Marcelino Santos HS II-B 54.87


Analysis of DAT Results in MSEP/MAPEH

LevelActual

09-10

Target

10-11

Actual

10-11

Dev. from

Prev

Dev. from

Target

Target

11-12

Elementary 68.52 71.82 72.58 4.06 0.76 75.69

Secondary 49.34 54.47 50.91 1.57 -3.56 56.93

F. Future Directions

The Department is committed to improve the performance level of teachers

particularly in their subject area to improve the MPS in MSEP/MAPEH especially in the

high school level. The Division shall also attend to the needs of teachers in providing

sports equipments and musical instruments and first aide kits.

iii. accomplishments by subject area d ities e...

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