Annual Accomplishment Subject Area PDF

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 * Profiling of readers for the reading Year-round
Program (ECARP) through level using the Phil-IRI both oral and
EDNA LEARNS silent
* Reading-a-pleasure * DEAR (Drop Everything and Read)
* Read-a-thon * Pull-out classes for struggling
readers
* Enhancement
Project RECAP (Revitalized * 112 pupils and student-writers joined Decemeber 3-
Campus Papering) the Regional Press Conference in 7
Lucena City
Regional Training of * 14 pupils and student-writers November 3-6
Campus Journalist attended the Regional Training of
Campus Journalist in Tanza National
Trade School, Cavite
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Staff Development
Programs Implemented Strategies/Activities Persons Involved Date
Project INSPIRE via All elementary schools * Teacher-mentors Year-round

MEANT (Mentors in have regular mentoring * Teacher-mentees
Action for Needy schedule for teachers * School heads
Teachers) mentoring who need technical
program assistance
Project EXCITE One-week capability * Elementary and September-

(Enhancement and training program for secondary school December
Expansion of Capability 144 elementary & teachers
in Information secondary school * School heads
Technology and English) teachers of English
Regional Seminar- Semestral-break * 43 secondary October

Workshop on UbD training for 1st and 2nd school English
year English teachers teachers
UbD Demo Fest One-day demo * School heads 23-Nov

festival on the use of * Secondary
UbD in teaching school English
teachers
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)

Reading Level
Non-Reader
Level Cases Frustration Instructional Independent
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%
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Post-test Oral Reading (English)
Reading Level
Non-Reader
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%
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)

Speed
Level Cases Slow Average Fast
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%
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.

Comprehension
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%
3
Reading Level
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%
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)

Reading Level
Non-Reader
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)

Speed (%) Comprehension (%) Independent (%)
Level Cases
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
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
No. of
Range Top Schools in English District MPS
Schools
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 Division MPS 62.44
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

No. of
Schools
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

Actual Target Actual Dev. from Dev. from Target
Level
09-10 10-11 10-11 Prev 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
No. of
Schools
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

No. of
Schools
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

Level
09-10 10-11 10-11 Prev 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

DAT NAT
Level I II III IV V VI Ave
Target 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
Perform-
Programs
Activities Date Key Persons ance
Implemented
Indicator
Project INCREASE Conduct remedial classes for pupils September EPS, school 75% of NAT
(Intensive identified as non-readers 2011- heads, MTs, 6 test-takers
Nurturing of February teachers, acieved
Competencies to 2012 pupils 69.60 MPS
Raise and
Enhance
Achievements Employ enhancement activities to September
Soaring to pupils under the frustration level, to 2011
Excellence 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 November
presentation of Fuller and phonetic 2011-
lessons using computer-assisted January
instructions and television monitor 2012
* some schools conduct remedial
classes using the pull-out system
* peer tutoring is being practiced
* body-body approach is used
Schools continue to adopt the "two October
books a year" 2011-
February
2012
Conduct reading activities like the September
following: 2011-
* Read to them January
* Uninterrupted reading 2012
* 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
* TORCH (Two O'clock Reading Children Habit)
* PREP (Powerful Reading Program
* DEAR (Drop Everything and Read)
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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

No. of Top Schools in
Range District MPS
Schools Mathematics
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.
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Summary of NAT Results in Mathematics
Range District MPS
Schools Mathematics
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

Level
09-10 10-11 10-11 Prev 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

Range District MPS
Schools Mathematics
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.
12
Summary of DAT Results in Mathematics
No. of
Range Top Schools in Mathematics District MPS
Schools
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

Level
09-10 10-11 10-11 Prev 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

DAT NAT
Target 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 75.67 70.26
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 49.91 44.54
2nd PT 35.67 38.29 40.47 41.57 - - 39.00
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
13
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

Met the
Schools Comprehension
Level Cases MPS 75%
Tested Level
Mastery
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

A-1 S-1 M-1 D-1
Level Cases 74 74 74 74
100 75-99
below 100 75-99
below 100 75-99
below 100 75-99
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
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

A-1 S-1 M-1 D-1
Level Cases 74 74 74 74
100 75-99 below 100 75-99 below 100 75-99 below 100 75-99 below
Year I 8,842 11 46 42 6 38 56 15 53 34 12 48 39
14
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
15
 Conduct of feedbacking sessions
 Conduct of developmental coaching
Observation Report by School Heads in Mathematics

No. of Math Teachers Observed
Level
July Aug. Sept. Oct. Nov. Total
Elementary 21 29 142 55 38 285
Secondary 75 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)
16
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
17
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

No. of
Range Top Schools in Science District MPS
Schools
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

No. of
Schools
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
18
Analysis of NAT Results in Science
Level
09-10 10-11 10-11 Prev 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

No. of
Schools
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

No. of
Schools
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
19
Analysis of DAT Results in Science
Level
09-10 10-11 10-11 Prev 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

DAT NAT
Target 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 Participation in all competitions in the October to
Performers Competition) division, region & national level like present
science quiz, science fair, sci-dama,
International Math & Science Olympiad
and environmental camp
Project SIP (Science Conduct of Science investigatory July to
Investigatory Project) projects at the school level present
Establishment of YES-O Election of officers and implementation July to
(Youth for Environment in of the thrusts and activities of YES-O present
Schools Organization) in selected elementary & secondary
schools
Science Clubbing Organization of science clubs in the July to
secondary schools present
20
Staff Development
Project TPID (Testing Preparation, construction and August to
Program Implementation in administration of periodic tests in December
the Division) elementary & secondary science
Project STEP (Science * Conduct of school-based INSET for * last week of
Teachers Enhancement elementary & secondary science October
Program) teachers
* Participation in the cluster-based * October 25-
seminar in UbD 29
* Participation in the 2011 National
* December
Conference for Science Educators in
Baguio City
* Participation in the seminar-
workshop for second year teachers * May
regarding UbD
Project HOTS (Higher Order Preparation and construction of On-going
Thinking Skills) TIMMS-related and HOTS test items
for periodic and achievement
examinations
Project ISIP (Instructional Year-round regular monitoring, On-going
Supervision and observation and supervision of
Improvement instruction
Project SC (Science Club) Organization of functional science club July-
with proper orientation on the September
objectives and guidelines in organizing
science clubs
Project YES-O (Youth for Implementation and monitoring of the On-going
Environment in Schools YES-O thrusts and activities
Organization
Curriculum Development
Project RBWS (Review and Preparation and revision of the budget May
Revise Budget of Work in of work based on the refined
Science) PELC/PSLC
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)
21
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
22
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
23
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
Project ECARP Administration of Phil-IRI (silent and July-October
oral test) for Grades 2-6
Monitoring of Grades 1-3 pupils who June-March
were not promoted and identified as 2012
non-decoders at the end of SY 2010-
2011
Project SIKAPP (Sikaping Enhancement classes for Grades 1-3 On-going
Itaas ang Kakayahan sa who were not promoted and identified
Antas ng Pagbasa at as non-decoders
Pagsulat)
Monitoring of reading development of September-
pupils through the use of color-coding March 2012
scheme by quarters
Launching of 3 Rs (Recreational 22-Nov
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.
Project PITAK sa P Individual writing contest at the August 15-17

Division Press Conference
Cliniquing session for all regional December 1-2
qualifiers in journalism
Tagisan ng Talino sa Wika Conduct of school-level celebration for August
at Panitikan Buwan ng Wikang Pambansa
Regional contest on the celebration of October
Dr. Jose P. Rizal's sesquicentennial
birth anniversay
* Oratorical contest for elementary
* Essay writing for secondary
Utilization of parents' A 20-minute reading session by 22-Nov
involvement in reading parents at home to their children
through the maximum identified as frustration readers by
utilization of PKP developing the four skills:
* noting details
* giving the significant messages of
the selection
giving predictions to the events of the
selection
* following directions
24
Staff Development
Pansangay na Pagsasanay Lecture-demo May 18-29
sa Pagtuturo ng Panimulang (JSES)
Pagbasa sa lahat ng guro
mula Baitang 1-3
Project KAGAT (Kahusayan Clustered conference By quarter

ng Guro sa Akademikong
Talastasan
(Discussion/feedbacking on
the contests and
competencies given in
achievement tests
Launching of color-coding By-district conference Quarterly
scheme in verifying the
reading levels of
pupils/students
Training of untrained Lecture-demo October 26-
teachers in 2010 SEC (UbD) 28
Demo festival in Filipino demo teaching with post- November 23-

conference with school heads 25
Utilization of the unified Reproduction November
format of lesson plans in
Filipino for the 2010 SEC
(UbD)
Utilization of reading Dialogue with the parents October
materials for enriching the
reading levels of pupils in the
elementary level through
mass participation of parents
and relatives
Preparation of testing Consultation with key principals and Quarterly
materials for periodic and teachers
achievement tests
Utilization of PELC/PSLC/ Monitoring and classroom observation On-going
teaching-learning guides
Preparation of sample Reproduction On-going
instructional devices for
reading enhancement using
the 3 Rs
Distribution of monitoring Reproduction October
chart on reading
development & checklist
25
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)

Reading Level
Non-Reader
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)

Speed (%) Comprehension (%) Reading Level (%)
Level Cases
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
26
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

No. of
Range Top Schools in Filipino District MPS
Schools
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

No. of
Schools
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

Level
09-10 10-11 10-11 Prev 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
27
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

No. of
Schools
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

No. of
Schools
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

Level
09-10 10-11 10-11 Prev 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

28
Periodic Test Results in Filipino
DAT NAT
Target 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 78.75 76.88
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 64.02 64.93
2nd PT 65.44 54.23 59.38 70.09 - - 62.29
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 * July-Sept.
Grades 2-6 2012
* Administation of Phil-IRI Oral for * October
Grade 1 2012
* Administration of Phil-IRI Silent * October
for Grades 2-6 2012
Project SIKAPP Enhancement classes for Gr 1-3 Year-round
who were not promoted
Project PITAK sa P Seminar-workshops August, 2012
Tagisan ng Talino sa Wika Competition in quiz, writing, and August, 2012

at Panitikan extemporaneous speech
Division Press Conference Competition in writing August, 2012
Staff Development
Pansangay na Seminar- Lecture-demo April-May
workshop ng 2012
Komunikatibong Pagtuturo
ng Wika at Pagbasa sa
Antas Sekundarya
Project EXPEC Competition August, 2012
Project KAGAT Small group conferences by Year-round

school/district
Project PITAK sa P Seminar-workshops August, 2012
In-Service Training Demo-fest October, 2012
29
Utilization & reproduction of Reproduction Jul-12
prototype lesson plans in Filipino for
non-Filipino major assigned in far-
flung area
Utilization of reading materials for Monitoring Year-round
enhancement
Updating & utilization of item bank * Use of item bank By quarter
* Preparation &
construction of periodic
tests
Utilization of videos, cassettes and Monitoring Year-round
other IT materials for progressive
learning outcomes
Utilization of PELC/PSLC Monitoring & classroom Year-round
observation
30
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 * Filing of certificates of candidacy February
Government (SPG/SSG) * Announcement of candidates
* Election of Division Federation
Officers
* Oath-taking of elected officers
* Conduct and implementaton of
legislative procedures
Brigada Eskwela * Participation in the National May
Maintenance Week through SPG/SSG
Independence Day * Conduct of slogan- and poster- June

Celebration making contests
Project EXPEC * Conduct of Division Academic Camp
and Oratorical Contest
* Conduct of Division ASEAN Quiz and
Demonstration Festival Excellence
Project HERO (Historical * Conduct of Lakbay-Aral On-going

Event Review by Oneself)
Clean & Green Project * Conduct of tree-planting activities On-going
School Waste Management * Segregation and recycling of waste On-going
materials
Cultural Show * Participation in the cultural By school
presentation
Leadership Training * Conduct of team-building workshop On-going
on Drug Abuse Prevention Campaign
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
31
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 Principals, teachers, June 26
Federation of SPG/SSG pupils/students
Officers
Attendance to the Principals, teachers, June 23
Independence Day pupils/students
Celebration
Conduct of Moral Recovery ASDS, EPS, school heads, On-going
Program teachers
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 EPS, school heads, teachers December 21
& Development (GAD)
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
32
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 Preparation of SIM On-going
Approach
Updating and Utilizing Item Use of item bank On-going
Bank 1:1 ratio of books
Preparation & construction of
periodic and achievement tests
UbD Approach Preparation & construction of On-going
lesson plans using 4As
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.
33
Summary of NAT Results in HEKASI
No. of
Range Top Schools in HEKASI District MPS
Schools
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

No. of
Range Top Schools in AP District MPS
Schools
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

Level
09-10 10-11 10-11 Prev 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.
34
Summary of DAT Results in SK/HEKASI
Range District MPS
Schools SK/HEKASI
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

No. of
Range Top Schools in AP District MPS
Schools
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

Level
09-10 10-11 10-11 Prev 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
nd
2 Place Mambugan NHS
rd
3 Place San Juan NHS
Essay Writing Contest
1st Place Saryna Gesete (San Isidro NHS)
nd
2 Place Shamere Bueno (Bagong Nayon II NHS)
rd
3 Place Jill Lozano (San Roque NHS)
Rizal Quiz Bee
1st Place Mary Jane Antonio (San Jose NHS)
nd
2 Place Mico Andreo Gordon (Muntindilaw NHS)
rd
3 Place Chris Angelo Pagulayan (St. Claire Science HS)
35
Oratorical Competition
1st Place Jeremiah Feliciano (Juan Sumulong ES)
nd
2 Place Dominic Binas (Bagong Nayon IV ES)
rd
3 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
36
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
37
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

No. of
Range Top Schools in EPP District MPS
Schools
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

No. of
Range Top Schools in TLE District MPS
Schools
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
38
Analysis of DAT Results in EPP/TLE
Level
09-10 10-11 10-11 Prev 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
39
C. Accomplishments
Division STEP Skills Competition

Elementary
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
Secondary
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 Antipolo NHS
Katherine Ocop
Kein Jundel Flaviano
Reynelle Cariño
John Balbadores
Electrical bookeeping Patricia Arante Cupang NHS
Electrical poster making Michael Joseph Guerrero San Isidro NHS
Techno-quiz Ma. Grace Barbacias San Jose NHS
Trixie Paduna
Maxine Los Baños ANHS Kaysakat Ext.
Hannah del Rosario
Mr. & Ms. STEP Joseller Vince Mercado Antipolo NHS
Patricia Mendoza San Jose NHS
40
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
41
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)
42
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

No. of
Range Top Schools in MSEP District MPS
Schools
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.
43
Summary of DAT Results in MAPEH
No. of
Range Top Schools in HEKASI District MPS
Schools
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

Level
09-10 10-11 10-11 Prev 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.
44

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III.

ACCOMPLISHMENTS BY SUBJECT AREA

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

The foregoing are accomplishments of English after programs and projects

A. Programs, Projects and Activities Implemented

Programs Implemented Strategies/Activities Date

Project INSPIRE via All elementary schools * Teacher-mentors Year-round

Project EXCITE One-week capability * Elementary and September-

Regional Seminar- Semestral-break * 43 secondary October

UbD Demo Fest One-day demo * School heads 23-Nov

B. Reading Level and Phil-IRI

Pre-test Oral Reading Test Results (English)

Post-test Silent Reading Test Results (English)

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

Post-test Silent Reading Test Results (English)

Pre-test Oral Reading Test Results (English)

Pre-test Silent Reading Test Results (English)

Summary of NAT Results in English

Analysis of NAT Results in English

Summary of DAT Results in English

Analysis of DAT Results in English

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

Periodic Test Results in English

This report covers the accomplishments in elementary and secondary

Project INCREASE (Intensive Nurturing of Competencies to Raise and Enhance

Summary of NAT Results in Mathematics

Analysis of NAT Results in Mathematics

Summary of DAT Results in Mathematics

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

Analysis of DAT Results in Mathematics

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

Periodic Test Results in Mathematics

Project EXPEC (Excellent Performers Competitions)

This project includes the administration of Comprehension Assessment on

Comprehension Assessment on Number Concepts for Grades 1-3

Diagnostic Drill Card Test for Grades 1-4

Diagnostic Drill Card Test on Signed Numbers for First Year

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

Double Exposure Program in Mathematics

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

Schools Implementing the Double Exposure Program

Project ISIP (Instructional Supervision and Improvement Program)

This project aims to strengthen teachers’ competencies to effect improvement

Observation Report by School Heads in Mathematics

Technical assistance given:

Participation to National and International Conferences

Singapore Math Festival

To further improve quality mathematics instruction that will redound to better

Summary of NAT Results in Science

Summary of NAT Results in Science

Summary of DAT Results in Science

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

Summary of DAT Results in Science

The periodic tests are closely monitored to determine the capability of

Periodic Test Results in Science

B. Strategies and Programs Implemented

Close monitoring and supervision, classroom observations and demo-teaching

A. Programs, Projects and Activities Implemented

Project PITAK sa P Individual writing contest at the August 15-17

Project KAGAT (Kahusayan Clustered conference By quarter

Demo festival in Filipino demo teaching with post- November 23-

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

Datos ng Mag-aaral na Di-ipinasa