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: 2014-2015
Mabinay District II is one of the four districts in the municipality of Mabinay, Negros Oriental. The district existed since August 26, 2008 with originaly 24
Elementary and Primary Schools and 6 High Schools. The district mainly comprises of interior schools with rivers, mountains, and irregular terrains as natural
barriers toward accessibility; thus the natural set up of the entire district poses a big challenge to supervising perssone of the DepEd System as well as to teachers
and pupils/students in going to the district in times of gathering, competition, and submitting reports.
In 2009. The district has opened another primary schools, namely; Lanot Primary School and two High Schools namely Canggohob High School and
Campanun-an High School. The following year 2010, another primary school was opened namely Alagasihan PS and in 2011, Mayaposi HS was opened. Thus
having 26 Elementary Schools and 9 High Schools, a total of 35 schools under one district.
In January 2013, nearly five years after its separtion from the mother district, another redistricting was made, thus making Mabinay District at present to
have 13 Elementary and Primary Schools and 6 high Schools under one district with 96 teaching and 10 non-teaching personnel a total of 105 in the entire work
force.
With the departments VMG as our 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 2011 2012:

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 2011
Particulars
Schools in the District:
Complete Elementary
Primary School
Private Preschool
High School
School Administrators:
Elementary
Full Fledge
OIC School Head
Secondary
Full Fledge
OIC School Head
Teachers
Elementary
Teacher III
Teacher II
Teacher I

Number
12
1
0
6

8
3
2
4

11
29
61

Total

101

Secondary
Teacher I
Teacher II
Teacher III
Total

19
2
0
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 2014
Performance Indicators
Participation Rate
Cohort Survival Rate
Dropout Rate
Completion Rate
Retention Rate
% of Non-Readers & Frustration Readers (Phil-IRI)
Teacher-Pupil Ratio
Graduation Rate
Achievement Rate
National Achievement Test
Regional Achievement Test
No. of Public Schools:
Primary:
Multigrade
Elementary: Monograde
Multigrade
No. of Private Schools
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

Elementary

Secondary

81.99
63.7
0%

45.98
5.10

92
1:38
97.97
73.21
77.89
2
13
10
0

102

99.25

Table 1. Instructional Leadership, Monitoring and Supervision

Major Activities

Timeline

DISTRICT PERFORMANCE
1. Increase Performance indicators
by 5%
Participation Rate, Cohort
Drop-out (Decrease), Retention
and Graduation Rate
Intensify the implementation
August to March
of Project REACH and
DORP

August to March
Continues implementation of
Adopt-a-Child Program

August to March
Intensify the mobilization of
Alternative Learning System
in all barangay under the
district.

Support needed
(from whom/which
organization/unit)

DORP Coordinator, TeacherAdvisers, School Heads,

Parents, DSWD Personnel

School Head,
Stakeholders/benefactors,
Teachers, LGU, Province

ALS Coordinator, School

Heads, Municipal and
Barangay officials, NGOs

Kind/Nature/Amount of a
Support to be Required

Performance
Indicators

Outcome/Results

Monthly/Quarterly report
of DORP, Anecdotal
Records, Conferences with
parents through home
visitation.

Improved attendance of
pupils and achieving
the EFA target for Year
4 of the district.
Survival of pupils at
risk of dropping out.

Well-motivated and
closely monitored
participation of schoolaged children in school.
Drop-out rate decreases
by 1.42%.

Availability of school
supplies to the
recipients from
kindhearted
benefactors.
Participation rates
increases by 5%.

Less fortunate children

are given the chance to
go to school and become
motivated to achieve
and pursue ones
goal/aim in life.

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

Increased participation
of out of school
children in ALS.
Increased passers by
5%

Active youth
participation in ALS
Activity and are more
motivated to learn lifelong skills to earn a
living. Out of school
youth become an asset
in promoting and
achieving societal aims.

 Conduct aggressive
recruitment of incoming grade
school children and First Year
students, prioritizing those atrisk of not enrolling (in the
case of Grade One) or
dropping out after grade
school.

Quarter 4
(January to
March)

August to March
Feeding Program

School head / teachers/

Master Teachers/ District
Subject Specialist/ Best
Teachers

School Admin, Province and

LGU, LSB, PTA

prospected clientele.
Develop culture-sensitive
instructional programs
tailored to the readiness,
strengths, interests, and
learning delivery needs of
learners. Learning portfolio

Increased number of
grade one entrants and
other grade level
enrolments. Learners
needs are identified in
profiling.

Financial Assistance
All schools conducted
feeding program

April 2015
Annual Review and
evaluation of programs.

School Heads, Teachers,

Stakeholders, benefactors/
PTA

INCREASE ACADEMIC
PERFORMNCE BY 5%
August to March
ECARP Implementation
through NO READ, NO
MOVE
Policy.

Evaluation form. Approved

program for review.
Schools conduct selfassessment 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.

Enthusiastic learners are

coming to school. Well
developed school
children.

Improved nutritional
status by 70%. Increased
performance indicators
by 5% Decreased failure
rate by 5% at the end of
the school year..

Strengths and
weaknesses of the
programs are identified.

More improved
programs implemented.
Schools become ideal
that caters the need of
the clientele.

Meeting conducted and

all pupils at risk are

Failure rate decreases by

5%. Established caring
and friendly community

School Heads, Teachers,

Parents PTA,
Conduct periodic
consultative meeting and

August to March
Classroom Observation
Maximized Contact
hours
Feed backing
Mentoring

Conduct intensive review

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
School Program

of

August to
October
January to First
week of March

June-July
July-August
June
Grading Period
September,
March
August to March

School Administrators,
Teachers,

School Admin, Teachers,

DSSs, District Test Writers,
and Monitoring Task Force

School Admin, Teachers,

ICT Enabled teachers,
District Testing Coordinator

School Heads, PTA, LGU,

NGOs Local School Board
Division Trainers

Conduct classroom
observation and provide
positive or concrete
suggestion to improve
teaching strategies. Lesson
Plans are regularly
checked. Close monitoring
of school activity.
Review Materials, Mock
test Materials. Monitoring,
and giving of technical and
strategic ideas for
improvement of the
activity.

Reading Passages, SREA

and Phil IRI Electronic
Template,
Test Materials

PreSchool Head, Teachers,

Teacher Aides,
August to March

discuss the pupils

performance and generate
positive steps and activity
to help those slow learners
or those at risk of failing.

Supervised Reading Program

Attend sessions and present

the preschool program and
at the same time the needed
support to fully mobilized
the program in all

saved.

Well prepared lessons.

Improved Teaching
Strategies. Well guided
teachers. At least 20
classroom observations
made per month.

Attendance sheets, Test

Results, Certificate of
Appearance

Test Results

Presence of preschool
class/es in all barangay.

towards the clientele.

Teachers become more

creative and no time
wasted. Increased
percentage of readers
and numerates.

Increased achievement
rate 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

 Buddy-buddy System
Remedial Session
Storytelling Time

barangays.

School Head, Teachers,

August to March
Implement DepEd Projects
like:
SRP Synchronized
Reading Program
Word-a-day in a Word
Wall
Word Problem-A-Week
Implement District Unified
Periodic Testing

Every Grading
Period

District Test Writers, District

Testing Coordinators,
Subject Consultants School
Heads

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

HUMAN RESOURCE
DEVELOPMENT
June to October
Teacher INSETS,
Oral English Enhancement
ICT Training, Teaching
Strategies,
Oct. 29, 2014
Conduct Teacher Induction
Program (TIP)

September

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.

non readers was reduced

by at least 50%.
Participation in Read-AThon Contest.

Decreased number of
non readers and non
numerates by 5%.

District Unified Test

conducted and Pupils
are more exposed to
printed test materials.

Inset Coordinator, DSSs,

School Heads, Consultants
ICT Coordinator

Cluster Heads, TIP

Coordinator, INSET
Coordinator, School Heads

District supervisor, School

Heads

Training Proposal
Financial Support for
INSETS, Training
Materials
Laptops, Projectors,

Enhanced English
proficiency of
Teachers. ICT
Empowered Teachers

All teachers 3 years in

Competent and fluent

teachers in speaking
English. Use of
computer with ease.

More Dedicated and

inspired teachers.
Improve pupils
performance

 Echo Seminar of DSL at

SEAMEO to update
managerial skills and styles of
school heads.

Training Design, Training

Materials , TIP Workbook

September
Leadership Training for PTA
and SSG Officers

Encourage teachers and

school heads to pursue further
educational studies.

August to
December

INSET Coordinator, school

Heads, SPG Adviser,
Parents, Resource Speakers

Personal , scholarship,
TEAM Teachers League,
MATEMPCO

School heads, INSET

Coordinator,
Update NCBTS TSNA and
CB PAST

Ranking of New Teacher

Applicants

Training Design, Materials,

Financial Donations for
snacks and for the handouts

Training Design, Expertise,

Parents Consent,

Financial Assistance for

Tuition Fees

October

March to June

INSTRUCTIONAL
MATERIALS
August to March

service participated the

TIP

Equipped, dedicated and

more responsible school
managers.

Conducted the echo

seminar in the district.

Approved Training
Design, Parents
Consent,

Fully empowered
officers that carry out
their task well.
Supportive stakeholders
Empowered teachers.

Increase number of
teachers who enrolled
in graduate study.
Maximizes the teachers
capability and the needs
of the teachers are
properly given attention

Division Ranking
Committee, Division SubRanking Committee of the
District. Div. English
Proficiency Coordinator

Revisiting of NCBTS
TSNA and CB Past.
Identify what or was not
accomplished or done

IPPD, Updated TSNA

and identify the points
that needs to be pursued
in CB PAST

Results of the
Examination, Registry
of Qualified Applicants
(RQL)

Division Office Downloaded

Funds MOOE , SBM

DepEd Order with the

guidelines for the selection
and ranking of new teacher
applicants. Conduct
Interview and teaching
demonstration.
Administration of English

Hiring of Qualified and

competent teachers.

 Production of IMs in all

subject areas.

Proficiency Examination

March to April
Property inventory

School Property Custodian,

District property Custodian,
Teachers, School Admin.

Release funds depending

on the allotted amount.

IMs have been

produced.

Learning of the pupils

was more enhanced due
to use of IM produce per
subject area. Increased
academic performance
by 5%
Inventory Report.

Inventory forms. Conduct

annual Property Inventory
to account the property of
the school like textbooks,
IMs and others. Make
reports of the losses and
condemnable items as
bases of another requisition
of the materials to the
division office.

Division Office
May 2014
Request books, IMs and
furniture

Allotment and delivery of

requested materials.

Table 2. Resource
Support needed from
whom/which
organization/Unit
School Heads & Teachers
PTA/LGU

School properties were

properly accounted.
Were able to make list
of condemnable items
and list of items to be
requested.
Availability of requested
materials.

Delivery Receipts,

Mobilization based on Priority Needs

Major Activities
- Conduct General assembly with
the stakeholders and present the

Timeline
June 2010

Performance Indicators
Attendance sheets. Well
informed stakeholders as to

Outcome/Result
Participative and supportive
stakeholders

School Planning Team

State of the District (SODA) and

present the district educational plan.
-Call a School Heads and
Stakeholders meeting to assess and
prioritize the problem

the programs and projects of

the district.
June 2010

Lively participation and

interaction of school heads
and School Planning Team

SIPs and AIPs reviewed and

strengthened according to the
priority needs of the school.

Proper Appropriation of
SEF Funds

Improved learning environment

conducive to learning.
Strong partnership among school
and community.

- Workshop on SIP and AIP

Revisiting and Making of AIP for
the current school year

LGU, Local School Board

Municipal Council
Local Government Unit

Participation in the LGU and Local As scheduled

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.

Attend to Municipal council annual

accomplishment reporting by
department stressing the district
performance
And needs that require immediate
attention.

District TIP Coordinator

As scheduled and Allocation of Budget for the

/ or as the need
Improvement of the schools
arises
in the District in the
installation of internet
connectivity and
procurement of computers,
laptops and materials
needed for the operation of
the district

Improved record keeping system

and Speedy submission of reports.
Improved district physical
appearance.

July to October
Ask the plan of activity for the

More dedicated, competent and

School Nurses, School

Dentist, District Health and
Nutrition Coordinator, and
school Health and Nutrition
Coordinators

School Heads
Stakeholders

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 that were not
implemented.

Matrix - Plan of Activities,

Outputs
Intensified Health and
nutrition program.

responsible professional teachers.

One week after

every grading
period

All PTA members and

School Heads and other
stakeholders attend the
meeting

Stronger school-community
partnership.

August to March

Improved nutritional status,

Decreases drop-out rate by 5% and
Increase participation and retention
rate by 5%.

School Administrators
District Coordinators
District Statistician
District Personnel-in-Charge

Creation of Submission of Reports

Tracking System

June 2014

Established reports tracking

system

Punctual and/ or up-to-date

submission of reports.

Conference Review of Duties and

functions

June, 2014

Perform the duties and

functions assigned,

Well facilitated district activities.

District Subject Specialist

Conduct meeting and feed backing

August to March
sessions on the whole year round
program of activities. Refreshing of
duties and functions as subject
coordinators
Active participation in the Retooling August 2014
activity conducted by the PAO and
MAO to be equipped with the resent
technologies in agriculture that
somehow useful in the

Action Plan calendar of

Activities

Well guided and implemented

activities.

Schools participated the

GPAK program and won 1st
Prize in the GPAK Contest.

Strong School and PAO/MAO

partnership. Continued
Implementation of GPAK.

Provincial and Municipal

Agriculture Office

implementation of the GPAK

program of the province.
MATEMPCO Teachers
Cooperative

Conduct PMES thru organized

teachers and employees to a
cooperative.

September 2014

50% of the teachers joined

the cooperative

Teachers can cooperatively help

one anothers financial needs.

TEAM Teachers League

Monthly meeting to address the

welfare of the teachers

Monthly

Conduct regular meeting

Addressed teachers need

ALS Coordinator, School

Heads
Brgy. Council, Municipal
Council
External Stakeholders
PTA

Conduct Advocacy Program to

Alternative Learning System in the
Municipality

August , 2014

Out of school children are

encouraged to enroll in ALS

Increased the number of ALS

Learners by 5% at the end of the
school year.

Intervention Identified

Stronger school-community
partnership

Action Plan Well supported

school activities.

Functional SPG/ SSG

Organization

Conduct School-based PTA meeting One week after

to discuss the maximum
every grading
implementation of programs and
period
strengthen partnership thru
fellowship.

School Pupil Government

As scheduled
Attend meeting and discussed the
plan of activities and ensure
participation and support to all
school and district activities

Table 3. District Education Partnership Development

Current/Potential
partners
A. Internal
Stakeholders
TEAM Teachers
League

Existing level of
Partnership

Plans for
initiating/Strengthening/
expansion of partnership

Timeline

Performance Indicators

Conduct meeting
regularly
Created Constitution and
by-laws

Well established
partnership

Coop have been

registered with the CDA
and starting to serve its
MIGs

Teachers from tremendous

loans

Beginning Level
Implementing joint
programs already;
without by-laws

Master listing of members

Create Constitution and
By-laws
Create programs and
projects

June December
Quarterly

Beginning Level,
Organization

Conduct of MES and

master listing of
volunteers, drafting of
Cert. of Coop and policies
and procedures

October to March
2015

Master listing of members

Create Constitution and
By-laws

June December
Quarterly

School Pupils
Government

Beginning Level
Implementing joint
programs already;
without by-laws

June December
Quarterly

Parents-Teachers
Association

High Level willing to Create Constitution and

support school related
By-laws
activities.
Create programs and
Projects

Covered by Republic
Act 7156;
Active and functional;

June - March

MATEMPCO
Teachers
Cooperative

B. External
Stakeholders
Local School Board

Attend meeting regularly

and update the board to
the state of the district

Conduct meeting
regularly
Created constitution and
by-laws

At least 3 programs and

projects implemented

Outcome/Result

Well established
partnership

More functional and

supportive partners

Proper disbursement of

in DECS Manual 2000

especially to its programs

and achievements

Implementing joint
projects already

Attend meetings; maintain June to March

proper decorum and
professionalism shows
transparency to all
projects and give due
recognition to all donated
projects.

Municipal /
Barangay Council

Implementing joint
projects already.
Small Entrepreneurs

Befriend with them.

Giving acknowledgement
letter to the support
extended. Patronize their
products Establish credit
line

Proper appropriation of
funds

funds

Strong Partnership
At least 2 major projects
addressed

June to March

Caring Community
Established credit line.
Donate goods in school
activities

Involve them in school

activities,

Implementing stage
Religious Sectors

Implementation Stage

Invite religious sectors to

conduct religious
convocation ones a
month. And allow
religious sectors to
conduct value formation
training among teachers
and pupils.

November 2014

Value-oriented teachers
and pupils.

August to March

Harmonious relationship
among teachers and pupils.
Speedy implementation of
projects

 Sangguniang
Kabataan Council

Tap the SK officials to

support programs and
projects that are in line
with its programs and
projects to promote
welfare of the youth.
Support its endeavor to
keep the youth away from
vices.
Prepared by:

School children and youth

Donate sports equipment. in the community actively
engaged in sports activity.

PASTORA S. SOMOZA
PS District Supervisor