Republic of the Philippines

Department of Education
Region VII – Central Visayas
Division of Negros Oriental
MABINAY DISTRICT II
Paniabonan, Mabinay, Negros Oriental

DISTRICT EDUCATION PLAN

(DEP)
SY: 2013-2014

Mabinay District II is a newly separated district from its Mother District – Mabinay District I. Like an infant that is born in this world, Mabinay District II
started with nothing. However with the strong, supportive school administrators, stakeholders and benefactors, Mabinay District II is making its way to show the
world what it got for the attainment of the Education For All Target of 2015. As young as it is, Mabinay District II have the following:

VISION:

Mabinay District II is a learner-friendly educational center manned by empowered, competent, value-laden leaders, teachers and staff, in active
partnership with the stakeholders for the development of functionally literate, skilled, productive, and globally competitive upright citizens.

MISSION:

To deliver quality education that equip every graduate with life-long skills that would make each one productive and globally competitive.

With these guiding principles, school managers together with the stakeholders are guided in one direction of achieving it. It is in this premise that this
District Educational Plan (DEP) is crafted skillfully that will lead the way in the implementation and achieving its aim.
 With a strong collaborative partnership of School Heads, Teachers, Parents, Alumni, Government Officials and other Community Stakeholders, Mabinay
District II envisioned to achieve the following by end of SY 2013-2014:

 Increase performance indicators by 5%

 Decrease drop-out rate by 1.42%
 Increase academic performance by 5%
 Decrease the number of non-readers and non numerates by 5%
 Increase the number of learning centers (ALS) and increase the number of A & E passers by 5%.

CURRENT REALITIES IN MABINAY DISTRICT II

AS OF JUNE 2013
Particulars Number
Schools in the District:
Complete Elementary 23
Primary School 2
Private Preschool 2
High School 8
School Administrators:
Elementary
Full Fledge 15
OIC School Head 10
Secondary
Full Fledge
OIC School Head
Teachers
Elementary
 Teacher III 11
Teacher II 61
Teacher I 94
Total 166

Secondary
Teacher I 19
Teacher II 2
Teacher III 0
Total 21

Based on the conducted NCBTS-TSNA below are the Top 4 priority needs of teachers in the District:

 Demonstrate skills in the use of ICT in teaching and learning (Domain 4, Strand 4.7 of NCBTS assessment Tool)
 Teacher establishes learning environment that responds to the aspirations of the community (Domain 6, Strand 6.1 of NCBTS assessment Tool)
 Teacher demonstrates mastery of the subject. (Domain 4, Strand 4.1of NCBTS Assessment Tool)
 Teacher reflects on the extent of the attainment of professional development goals. (Domain D, Strand 7.3 of NCBTS Assessment Tool)
 DISTRICT PERFORMANCE
As of June 2013
Performance Indicators Elementary Secondary
Participation Rate 76.99 40.98
Cohort Survival Rate 58.70
Dropout Rate 1.42 10.10
Completion Rate 51.46 54.11
Retention Rate 87
% of Non-Readers & Frustration Readers (Phil-IRI)
Teacher-Pupil Ratio 1:40
Graduation Rate 92.97 94.25
Achievement Rate
National Achievement Test 68.21
Regional Achievement Test 72.89
No. of Public Schools:
Primary: Multigrade 2
Elementary: Monograde 12
Multigrade 11
No. of Private Schools 0
SPED Class __1__; Integrated School: __0__
Tech Voc: __0__
No. of ALS Learners (OSY in ALS)
No. of School Age children not in School
No. of Children above school age not in ALS
No. of ECD Centers/ ECE Programs
Public
Private
 Table 1. Instructional Leadership, Monitoring and Supervision
Major Activities
DISTRICT PERFORMANCE
1. Increase Performance indicators by
5%
Participation Rate, Cohort
Drop-out (Decrease), Retention
and Graduation Rate
 Intensify the implementation
of Project REACH and DORP
 Continues implementation of
Adopt-a-Child Program
 Intensify the mobilization of
Alternative Learning System in
all barangay under the district.
 Conduct aggressive
recruitment of incoming grade
school children and First Year
students, prioritizing those at-
risk of not enrolling (in the
case of Grade One) or
Support needed
Timeline (from whom/which
organization/unit)
August to March DORP Coordinator, Teacher-
Advisers, School Heads,
Parents, DSWD Personnel
August to March School Head,
Stakeholders/benefactors,
Teachers, LGU, Province
August to March ALS Coordinator, School
Heads, Municipal and
Barangay officials, NGOs
Quarter 4 (January School head / teachers/ Master
to March) Teachers/ District Subject
Specialist/ Best Teachers
Kind/Nature/Amount of a
Support to be Required
Monthly/Quarterly report of
DORP, Anecdotal Records,
Conferences with parents
through home visitation.
Provision of school supplies
to indigent pupils and at the
same time those pupils who
are less fortunate.
Appropriation of Budget for
the Establishment of ALS
and Livelihood Training
Centers,
Advocacy during Municipal
and Barangay Assembly,
Personal advocacy and
promotion to prospected
clientele.
Develop culture-sensitive
instructional programs
tailored to the readiness,
strengths, interests, and
learning delivery needs of
learners. Learning portfolio
Performance Indicators Outcome/Results
Improved attendance of Well-motivated and
pupils and achieving the closely monitored
EFA target for Year 4 of participation of school-
the district. Survival of aged children in school.
pupils at risk of dropping Drop-out rate decreases by
out. 1.42%.
Availability of school Less fortunate children are
supplies to the recipients given the chance to go to
from kindhearted school and become
benefactors. Participation motivated to achieve and
rates increases by 5%. pursue ones goal/aim in
life.
Increased participation of Active youth participation
out of school children in in ALS Activity and are
ALS. Increased passers by more motivated to learn
5% life-long skills to earn a
living. Out of school youth
become an asset in
promoting and achieving
societal aims.
Increased number of grade Enthusiastic learners are
one entrants and other coming to school. Well
grade level enrolments. developed school children.
Learners’ needs are
identified in profiling.
 dropping out after grade
school.
 Feeding Program
 Annual Review and evaluation
of programs.
INCREASE ACADEMIC
PERFORMNCE BY 5%
 ECARP Implementation
through NO READ, NO
MOVE
Policy.
 Classroom Observation
 Maximized Contact hours
 Feed backing
 Mentoring
 Conduct intensive review
August to March School Admin, Province and Financial Assistance
LGU, LSB, PTA
April 2013 School Heads, Teachers, Evaluation form. Approved
Stakeholders, benefactors/ program for review. Schools
PTA conduct self-assessment to
ascertain their capacity to
provide a child-friendly
learning environment that
will enable children to be
actively engaged in learning
until they complete their
basic education.
August to March School Heads, Teachers, Conduct periodic
Parents – PTA, consultative meeting and
discuss the pupils’
performance and generate
positive steps and activity to
help those slow learners or
those at risk of failing.
August to March School Administrators, Conduct classroom
Teachers, observation and provide
positive or concrete
suggestion to improve
teaching strategies. Lesson
Plans are regularly checked.
Close monitoring of school
activity.
August to October School Admin, Teachers, Review Materials, Mock test
All schools conducted Improved nutritional status
feeding program by 70%. Increased
performance indicators by
5% Decreased failure rate
by 5% at the end of the
school year..
Strengths and weaknesses’ More improved programs
of the programs are implemented. Schools
identified. become ideal that caters
the need of the clientele.
Meeting conducted and all Failure rate decreases by
pupils at risk are saved. 5%. Established caring
and friendly community
towards the clientele.
Well prepared lessons. Teachers become more
Improved Teaching creative and no time
Strategies. Well guided wasted. Increased
teachers. At least 20 percentage of readers and
classroom observations numerates.
made per month.
Attendance sheets, Test Increased achievement rate
 program for the MTAP, RAT,
NAT and Division Mid-year
achievement Test.
 Spot / Mock Testing
 Supervised review classes
 Conduct:
 SREA
 Phil Iri,
 Diagnostic,
 Periodic Test
 Achievement Test
 Institutionalization of Pre- August to March
School Program
 Supervised Reading Program
 Buddy-buddy System
 Remedial Session
 Storytelling Time
 Implement DepEd Projects
like:
 SRP – Synchronized
Reading Program
 Word-a-day in a Word
Wall
 Word Problem-A-Week
 Implement District Unified
Periodic Testing
January to First DSSs, District Test Writers,
week of March and Monitoring Task Force
June-July School Admin, Teachers, ICT
July-August Enabled teachers, District
June Testing Coordinator
Grading Period
September, March
School Heads, PTA, LGU,
NGO’s Local School Board
Division Trainers
August to March School Head, Teachers,
Teacher Aides,
August to March School Head, Teachers,
Every Grading District Test Writers, District
Period Testing Coordinators, Subject
Consultants School Heads
Materials. Monitoring, and
giving of technical and
strategic ideas for
improvement of the activity.
Reading Passages, SREA and
Phil IRI Electronic Template,
Test Materials
Attend sessions and present
the preschool program and at
the same time the needed
support to fully mobilized the
program in all barangays.
Conduct and supervised
reading program. Initiate
varied activities that
foster/capture the attention of
the learners thru sing along,
and many others.
Textbooks, Reading
Materials from the Library
Hub. Implement and
supervise the implementation
of the program.
Test Materials
Results, Certificate of
Appearance
Test Results
Presence of preschool
class/es in all barangay.
Increase the rate of readers
and numerates by 5%
At least 20 observations on
the program implemented
per month.
District Wide
Implementation of Unified
Test.
in RAT, NAT and
DMYAT by 5%. Won at
least 2nd in Congressional
Level MTAP elimination.
Availability of test results
for interpretation for
further study.
More prepared/ready grade
one entrants
Remaining number of non
readers was reduced by at
least 50%. Participation in
Read-A-Thon Contest.
Decreased number of non
readers and non numerates
by 5%.
District Unified Test
conducted and Pupils are
more exposed to printed
test materials.
HUMAN RESOURCE
DEVELOPMENT

 Teacher INSETS, June to October Inset Coordinator, DSSs, Training Proposal Enhanced English Competent and fluent
Oral English Enhancement School Heads, Consultants Financial Support for proficiency of Teachers. teachers in speaking
ICT Training, Teaching ICT Coordinator INSETS, Training Materials ICT Empowered Teachers English. Use of computer
Strategies, Laptops, Projectors, with ease.

 Conduct Teacher Induction Oct. 29, 2013 Cluster Heads, TIP Training Design, Training All teachers 3 years in More Dedicated and
Program (TIP) Coordinator, INSET Materials , TIP Workbook service participated the inspired teachers.
Coordinator, School Heads TIP Improve pupils
performance

 Echo Seminar of DSL at September District supervisor, School Training Design, Materials, Conducted the echo Equipped, dedicated and
SEAMEO to update Heads Financial Donations for seminar in the district. more responsible school
managerial skills and styles of snacks and for the handouts managers.
school heads.

 Leadership Training for PTA September INSET Coordinator, school Training Design, Expertise, Approved Training Fully empowered officers
and SSG Officers Heads, SPG Adviser, Parents, Parents’ Consent, Design, Parents Consent, that carry out their task
Resource Speakers well. Supportive
stakeholders

 Encourage teachers and school August to Personal , scholarship, TEAM Financial Assistance for Increase number of Empowered teachers.
heads to pursue further December – Teachers League, Tuition Fees teachers who enrolled in
educational studies. MATEMPCO graduate study.

 Update NCBTS – TSNA and School heads, INSET Revisiting of NCBTS – IPPD, Updated TSNA and Maximizes the teachers
CB – PAST October Coordinator, TSNA and CB – Past. identify the points that capability and the needs of
Identify what or was not needs to be pursued in CB the teachers are properly
accomplished or done PAST given attention

 Ranking of New Teacher Division Ranking Committee, DepEd Order with the Results of the Hiring of Qualified and
Applicants March to June Division Sub- Ranking guidelines for the selection Examination, Registry of competent teachers.
Committee of the District. and ranking of new teacher Qualified Applicants
Div. English Proficiency applicants. Conduct (RQL)
 Coordinator Interview and teaching
demonstration.
Administration of English
Proficiency Examination

INSTRUCTIONAL
MATERIALS

 Production of IMs in all August to March Division Office Downloaded Release funds depending on IMs have been produced. Learning of the pupils was
subject areas. Funds – MOOE , SBM the allotted amount. more enhanced due to use
of IM produce per subject
area. Increased academic
performance by 5%

 Property inventory March to April School Property Custodian,
District property Custodian,
Teachers, School Admin.
Inventory forms. Conduct School properties were Inventory Report.
annual Property Inventory to properly accounted. Were
account the property of the able to make list of
school like – textbooks, IMs condemnable items and list
and others. Make reports of of items to be requested.
the losses and condemnable
items as bases of another
requisition of the materials to
the division office.

 Request books, IMs and May 2013 Division Office Allotment and delivery of Delivery Receipts, Availability of requested
furniture requested materials. materials.
Table 2. Resource Mobilization based on Priority Needs
Support needed from
whom/which Major Activities
organization/Unit
School Heads & Teachers - Conduct General assembly with the
PTA/LGU stakeholders and present the State of the
School Planning Team District (SODA) and present the district
educational plan.
-Call a School Heads and Stakeholders
meeting to assess and prioritize the
problem
- Workshop on SIP and AIP Revisiting
and Making of AIP for the current
school year
LGU, Local School Board Participation in the LGU and Local
School Board Meeting to air-out the
state of the district (issues, problems and
request) that needs support. Participate
in the budget planning of the LSB.
Municipal Council Attend to Municipal council annual
Local Government Unit accomplishment reporting by
department – stressing the district
performance
And needs that require immediate
attention.
Timeline Performance Indicators Outcome/Result
June 2013 Attendance sheets. Well Participative and supportive
informed stakeholders as to the stakeholders
programs and projects of the
district.
June 2013 Lively participation and SIP’s and AIP’s reviewed and
interaction of school heads and strengthened according to the priority
School Planning Team needs of the school.
As scheduled Proper Appropriation of SEF Improved learning environment
Funds conducive to learning.
Strong partnership among school and
community.
As scheduled and / Allocation of Budget for the Improved record keeping system and
or as the need Improvement of the schools in Speedy submission of reports.
arises the District in the installation of Improved district physical appearance.
internet connectivity and
procurement of computers,
laptops and materials needed
for the operation of the district
District TIP Coordinator
School Nurses, School Dentist,
District Health and Nutrition
Coordinator, and school Health
and Nutrition Coordinators
School Heads
Stakeholders
School Administrators
District Coordinators
District Statistician
District Personnel-in-Charge
District Subject Specialist
Provincial and Municipal
Agriculture Office
MATEMPCO –Teachers
Cooperative
Ask the plan of activity for the
implementation of the Teacher Induction
Program.
Conduct conferences and feed backing
sessions on health related problems and
draw out solution to these problems to
improve the nutritional status of school
children.
Creating feeding program and designing
suggested varied nutritious menu.
Conduct General assembly, homeroom
meeting to discuss the programs and
projects implemented and what are those period
that were not implemented.
Creation of Submission of Reports
Tracking System
Conference – Review of Duties and
functions
Conduct meeting and feed backing
session’s on the whole year round
program of activities. Refreshing of
duties and functions as subject
coordinators
Active participation in the Retooling
activity conducted by the PAO and
MAO to be equipped with the resent
technologies in agriculture that
somehow useful in the implementation
of the GPAK program of the province.
Conduct PMES thru organized teachers
and employees to a cooperative.
July to October Matrix - Plan of Activities, More dedicated, competent and
Outputs responsible professional teachers.
August to March Intensified Health and nutrition Improved nutritional status, Decreases
program. drop-out rate by 5% and Increase
participation and retention rate by 5%.
One week after All PTA members and School Stronger school-community
every grading Heads and other stakeholders partnership.
attend the meeting
June 2013 Established reports tracking Punctual and/ or up-to-date submission
system of reports.
June, 2013 Perform the duties and Well facilitated district activities.
functions assigned,
August to March Action Plan calendar of Well guided and implemented
Activities activities.
August 2013 Schools participated the GPAK Strong School and PAO/MAO
program and won 1st Prize in partnership. Continued
the GPAK Contest. Implementation of GPAK.
September 2013 50% of the teachers joined the Teachers can cooperatively help one
cooperative another’s financial needs.
TEAM – Teacher’s League Monthly meeting to address the welfare Monthly Conduct regular meeting Addressed teachers’ need
of the teachers

ALS Coordinator, School Conduct Advocacy Program to
Heads Alternative Learning System in the
Brgy. Council, Municipal Municipality
Council
External Stakeholders Conduct School-based PTA meeting to
PTA discuss the maximum implementation of
programs and strengthen partnership
thru fellowship.
August , 2013 Out of school children are Increased the number of ALS Learners
encouraged to enroll in ALS by 5% at the end of the school year.
One week after Intervention Identified Stronger school-community
every grading partnership
period

School Pupil Government Attend meeting and discussed the plan As scheduled Action Plan Well supported Functional SPG/ SSG Organization
of activities and ensure participation and school activities.
support to all school and district
activities
Table 3. District Education Partnership Development
Plans for
Current/Potential Existing level of
initiating/Strengthening/ Timeline Performance Indicators Outcome/Result
partners Partnership
expansion of partnership
A. Internal Stakeholders
 TEAM – Teachers Beginning Level Master listing of members June – December Conduct meeting regularly Well established partnership
League Implementing joint Create Constitution and Quarterly Created Constitution and by-
programs already; without By-laws laws
by-laws Create programs and
projects

 MATEMPCO – Beginning Level, Conduct of MES and October to March Coop have been registered Teachers from tremendous
Teachers Cooperative Organization master listing of 2014 with the CDA and starting to loans
volunteers, drafting of serve its MIG’s
Cert. of Coop and policies
and procedures

 School Pupils’ Beginning Level Master listing of members June – December Conduct meeting regularly Well established partnership
Government Implementing joint Create Constitution and Quarterly Created constitution and by-
programs already; without By-laws laws
by-laws

 Parents-Teachers High Level – willing to Create Constitution and June – December At least 3 programs and More functional and
Association support school related By-laws Quarterly projects implemented supportive partners
activities. Create programs and
Projects

B. External
Stakeholders
 Local School Board Covered by Republic Act Attend meeting regularly June - March Proper appropriation of funds Proper disbursement of funds
7156; and update the board to
Active and functional; in the state of the district
DECS Manual 2000 especially to its programs
and achievements

 Municipal / Barangay Implementing joint Attend meetings; maintain June to March At least 2 major projects Strong Partnership
 Council projects already proper decorum and addressed
professionalism shows
transparency to all
projects and give due
recognition to all donated
projects.

 Small Entrepreneurs Implementing joint Befriend with them. June to March Established credit line. Caring Community
projects already. Giving acknowledgement Donate goods in school
letter to the support activities
extended. Patronize their
products Establish credit
line

Involve them in school

activities,

 Religious Sectors Implementing stage Invite religious sectors to November 2013 Value-oriented teachers and Harmonious relationship
conduct religious pupils. among teachers and pupils.
convocation ones a month. Speedy implementation of
And allow religious projects
sectors to conduct value
formation training among
teachers and pupils.

 Sangguniang Implementation Stage Tap the SK officials to August to March Donate sports equipment. School children and youth in
Kabataan Council support programs and the community actively
projects that are in line engaged in sports activity.
with its programs and
projects to promote
welfare of the youth.
Support its endeavor to
keep the youth away from
vices.
 DISTRICT PERFORMANCE
As of June 2014
Performance Indicators Elementary Secondary
Participation Rate 81.99 45.98
Cohort Survival Rate 63.7
Dropout Rate 0% 5.10
Completion Rate
Retention Rate 92
% of Non-Readers & Frustration Readers (Phil-IRI)
Teacher-Pupil Ratio 1:38
Graduation Rate 97.97 99.25
Achievement Rate
National Achievement Test 73.21
Regional Achievement Test 77.89
No. of Public Schools:
Primary: Multigrade 2
Elementary: Monograde 13
Multigrade 10
No. of Private Schools 0
SPED Class __1__; Integrated School: __0__
Tech Voc: __0__
No. of ALS Learners (OSY in ALS) 102
No. of School Age children not in School
No. of Children above school age not in ALS
No. of ECD Centers/ ECE Programs
Public
Private

Prepared by: HYDON B. LIBRADILLA

MAEM STUDENT