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MINUTES OF THE REGIONAL EXECUTIVE CONFERENCEDepEd Ecotech Center

Sudlon, Lahug, Cebu CityJuly 30-31, 2012

Present:

1. Dr. Carmelita T. Dulangon2. Mr. Mario C. Andong3. Dr. Leilani T. Cabrera4. Mrs. Ofelia R. Hermosa5. Mr. Bernardo D. Ysulan6. Mr. Bianito A. Dagatan7. Dr. Arden D. Monisit8. Mrs. Judianna M. Corriente9. Dr. Leah P. Noveras10. Mr. Roseller N. Gelig11. Dr. Rhea Mar A. Angtud12. Mrs. Rosalie M. Pasaol13. Dr. Ramir B. Uytico14. Dr. Emigdio V. Omictin15. Mrs. Eleuteria N. Baquilta16. Mrs. Luzvisminda B. Bulgado17. Mr. Eduardo A. Ompad18. Dr. Virginia C. Zapanta19. Dr. Nimfa D. Bongo20. Dr. Caridad C. Labe21. Dr. Marilyn S. Andales22. Dr. Joseph Irwin A. Lagura23. Mr. Woodrow M. Denuyo24. Dr. Ronald G. Gutay25. Dr. Senen P. Paulin26. Mr. Aniano T. Bautista, Jr.27. Ms. Ida F. Cabantan28. Dr. Marcial P. Degamo29. Dr. Carmencita C. Denampo30. Dr. Milagros C. Gabia31. Dr. Flordeliza C. Sambrano32. Dr. Emiliano B. Elnar, Jr.33. Dr. Vivian G. Ginete34. Mr. Victor V. Yntig35. Ms. Maurita F. Ponce36. Mrs. Dionie S. Sanchez37. Dr. Luz C. Jandayan (1st day only)38. Dr. Nena V. Miñoza (1st day only)39. Dr. Elaine V. Salgado

Secretariat:40. Ms. Maria Magdalena V. Dagat41. Engr. Noemi C. Guillen42. Ms. Cleofe Jane M. Montenegro43. Mr. Brigolito L. Brigoli44. Ms. Maria Jocelyn P. Pondar

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I. NATIONAL ANTHEMII. PRAYER: Dr. DulangonIII. ACTIVITY:

Questions to ponder as a leader as the song entitled “Who Am I?” was played.

KNOWING MYSELFAs a person, I am …As a leader, I am …I see my subordinates as …

Parable Reading- Dr. Dulangon hoped that by reading the Parable, each one had

realized that who they are now is because of God. Anyone can become a Schools Division Superintendent because of Him.

IV. CALL TO ORDER

Dr. Dulangon called the Meeting to order at 9:10 a.m. She announced that some could not make it due to the bad weather.

V. READING AND APPROVAL OF THE PREVIOUS MINUTES

The Minutes of the Meeting held on June 28-29, 2012 at Bohol Plaza was approved upon the motion of Dr. Lagura seconded by Mr. Ysulan with the following corrections: Pages 4-5, edit the spelling of the following names of Grade I

Trainers:- Bayawan City : Flaviana Benigian to Flaviana Benidian; Loreto

Arcon to Lorenzo Arcon; Latonio Loping to Paterno Loping- Cebu City: Joeliza Arcilla to Joyliza Arcilla- Dumaguete City: Marialina Paluma to Ma. Lina Paloma- Guihulngan City: Luzviminda Bulgado to Luzvisminda Bulgado;

add the name of Edgardo Colina under Aral Pan- Mandaue City: Mary Jean Condiñera to Mary Jean Codiñera;

Ophelia Marfa to Ofelia Marfa- Negros Oriental: Esther Paragoso to Ester Paragoso; edit “1st week

only” to “3 weeks” under the word “Katherine Sedillo”- Talisay City: Loreta Lim to Lolita Lim- Bais City: add the name “Heidi Montenegro”

Page 18, line 44, edit the statement “BAC should write to CO if no cooperative offered to bid” to “BAC should write to CO if no supplier offered to bid.”

VI. BUSINESS ARISING FROM THE PREVIOUS MINUTES

Payment of Honoraria for Preschool Teachers- Mrs. Hermosa thanked for the reimbursement of PhP150,000.00

for preschool.- Allocations for payment of honoraria for preschool would be

distributed to the Divisions of Cebu City, Bohol and Cebu.- DepEd Central Office specified a format/template for request of

funds for Kindergarten. If the format would not be followed there would be no release of funds.

- Items for kindergarten: 10,000 nationwide. Copies would be provided.

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Training for Schools Division Superintendents, Page 13, Line 52- Dr. Dulangon announced that she had nominated Dr. Angtud, Dr.

Lagura, Dr. Monisit and Mr. Denuyo to attend the Training for Superintendents on September 3-7, 2012. The choice was based on the criteria which is 55 years old below.

Simultaneous Earthquake Drill, Page 12, Line 53- The Divisions’ Focal Persons should submit report on earthquake

drill.- Divisions that were able to submit reports: Danao City, Siquijor

and Bayawan City. Some schools in Cebu City were not able to submit.

Dr. Labe told Mr. Yntig that Naga City submitted through Mr. Talan. Mr. Yntig said that what he received from Mr. Talan was the list of schools in disaster-prone areas but he would check.

VII. NEW BUSINESS

BFD Allotments Distributed/Released intended for the following

expenses (recipients’ respective amounts were shown in powerpoint): - School Based Repair and Maintenance (SBRM) – P43,591,500.00

- Cash Allowance – PhP34,820,000.00- Hardship Allowance – PhP10,940,000.00- Allotment of PhP240,000 for the Pre-Regional/Regional Meets- August 2012 Funds for the Monthly Cash Program- Distribution and Delivery of Textbooks - Funds for the Honoraria of Preschool Teachers - Construction of Classroom Buildings - Construction of Workshop Buildings in Naga and Cebu- For ALS Coordinators

Provident Fund- Some borrowers were delinquent (list of delinquent borrowers

was distributed to concerned Divisions). - The Provident Fund Secretariat would write these delinquent

borrowers letters; if not, the co-makers would be deducted for their loans.

- On borrowers who retired, it’s mandatory that loans would be paid first before Certificate of Last Payment (CLP) would be issued.

- For borrowers who died, the co-maker is liable to pay for the loan.

CLMD (Dr. Denampo) Guidelines on the Implementation of Strengthened Technical

Vocational Education Program (STVEP) and Technology and Livelihood Education (TLE) Curriculum – DepEd Order No. 67, s. 2012- The 282 specialized techvoc public secondary schools implementing

the “Strengthened Technical Vocational Program (STVEP)” shall adopt the Competency-Based Curriculum anchored on the TESDA Training Regulations.

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- The requirements of the different tech-voc areas of specialization are still to be followed with regard to time allocation, content, resources/materials, methodology, assessment, etc. The core learning areas: English, Math, Science, Filipino, MAPEH, Araling Panlipunan (AP), and Edukasyon sa Pagkatao (EP) as specified in DepEd Order No. 31, s. 2012 and other provisions shall likewise be adopted by the 282 specialized tech-voc schools.

- Exploratory subjects for Grade 7 shall continue to be implemented in all the areas of specialization in Arts and Trades, Agriculture and Fisheries.

- Mandatory subjects such as Trade Drawing in Grades 7 and 8, Internet Computing Fundamentals (ICF) in Grades 7, 8 and 9 and Entrepreneurship in Grades 9 and 10, will be offered as separate subjects under the STVEP.

- Contextualization of the core learning areas within the different tech-voc areas of specialization is strongly encouraged to facilitate meaningful learning.

- Schools are challenged to be creative and innovative in using the curriculum. This can be localized to suit the learning environment of the students without compromising the philosophy of the total learner development.

- Sample Curriculum Template for the STVEP Grade 7

24 Time/Day Mon Tues Wed Thur Friday25 7:00-8:00 English English English English MAPEH26 8:00-9:00 Science Science Science Science MAPEH27 9:00-10:00 Math Math Math Math MAPEH28 10:00-10:15 R E C E S S29 10:15-11:15 Filipino Filipino Filipino Filipino MAPEH30 11:15-12_15 AP AP AP AP EP31 12:15-1:15 L U N C H32 1:15-2:15 TVE TVE TVE TVE TVE33 2:15-3:15

343536

3:15-4:15 Internet Computer Fundamentals (Mandatory

Internet Computer Fundamentals (Mandatory

Internet Computer Fundamentals (Mandatory

Internet Computer Fundamentals (Mandatory

37 TOTAL 8.0 hours 8.0 hours 8.0 hours 8.0 hours 7.0 hours38394041424344454647484950515253545556

Guidelines in the Implementation of Technology and Livelihood Education in Public and Private Secondary Schools- The Technology and Livelihood Education (TKE) of the K to 12

Basic Education Program provides two (2) types of curriculum for regular high schools, described as follows:

1) The Tech-Voc based TLE is designed based on the training regulations (TR) of the Technical Education and Skills Development Authority (TESDA). It focuses on technical skills development in any of the specialization that the student wants to pursue. The tech-voc-based TLE requires facilities, equipment and teachers who are trainer-certified and NC holders.

2) The Entrepreneurship Education-based TLE is designed to ensure that every student will learn some livelihood skills at the end of every quarter to enable him/her to start a small household enterprise with his/her family. It focuses on three (3) domains, namely: Personal Entrepreneurial Competencies

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(PECs), Market and Environment, and Process and Delivery of Products and Services related to the mini-course. The five common competencies: mensuration and calculation, technical drafting, use of tools and equipment, maintenance of tools and equipment, and occupational health and safety are integrated in the domain of Process and Delivery.

The Entrepreneurship Education-based TLE does not require much resources inasmuch as the mini quarterly courses offered are not capital intensive; hence, can be readily implemented by schools even with meager resources.

- Regular secondary schools have the option to implement any of the two types of TLE curriculum based on their capacity, available resources, and needs of their community/industry.

- Schools that will opt to offer the entrepreneurship education-based TLE shall use the 2010 SEC CP-TLE curriculum and teaching guides which can be downloaded from the BSE Website (www.bse.ph), while schools that will opt to implement the Tech-Voc based TLE shall use the curriculum materials distributed by the training team of TESDA during the Grade 7 Training of Trainers and Regional Mass Training.

- Schools are advised to inform the Division and Regional Offices, copy furnish the Bureau of Secondary Education (Attn.: Curriculum Development Division), the type of TLE curriculum they have decided to offer. The information will serve as basis for designing future capacity-building programs and allocating resources.

Guidelines in Gathering Feedback on the K to 12 Activity Sheets (Ass), Learner’s Materials (LMs) and Teacher’s Guides (TGs) - For the guidelines of the implementation in gathering feedback on the

K to 12 Activity Sheets (ASs), Learner’s Materials (LMs), and Teacher’s Guides (TGs), refer to Regional Memorandum No. 455, s. 2012.

Updates from USEC Muyot

USEC Muyot told the group that there was a Budget Review Hearing conducted last Thursday in preparation for the deliberation of the 2013 Budget in which they reported to the Senate the following:

Textbooks- Addressed the problem on textbooks. Within this school year,

there would be no more shortages of textbooks. If there would be problems, it would be more on the delivery and distribution of textbooks.

Desks- Within this year, DepEd would be able to have the sufficient

number of desks. - Brought down the prices of desks so more could be produced

(over 90,000 more)Teacher Items- Of the 13,000 items last year, about 12,000 plus were filled up.- This year, there is an allocation of 16,000 items and had started

the process for the filling up of these items.- By 2013, DepEd targeted 61,000 items which exclude the locally-

funded. The President assured the people that DepEd should be able to hire teachers.

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- The DBM saw to it that Congress would have the amount for the hiring of teachers. DepEd had to double time to be able to hire before the elections.

Classrooms- Reported the number of classrooms constructed (300,000

classrooms) but actual construction was 400,000.- 60,000 classrooms would be constructed before the end of next

year. More than 13,000 classrooms were constructed under PPP (Public-Private Partnership)

- Would be giving out packages to the contractors by Region.- P5 billion is allocated for 30,000 classrooms. In the GAA, funds

were only enough to cover the amortization over a 10-year period.- Last year, received bids for 1st batch (3 regions).- It was said that there would be no more shortages for 2013, but

actually, it’s 2014 because of the elections.K to 12 Program- Started Grades 1 and 7 this school year.- It must be explained to the public that we have started Grades 1

and 7 and we are not adding additional year to grade school. That Grade 7 is actually the beginning of first year in Junior High School. We actually have 12 years.

- Started the Road Show with big exhibit at SM-North EDSA. SM agreed to host road show exhibits in all SMs.

- Status of the Law – The House Committee on Basic Education chaired by Cong. Escudero, is working on the consolidated K to 12 Bill. In October, it will be submitted to the Plenary for second reading.

- Other Proposals consolidated in the Bill:a) Mother Tongue Based as separate subjectb) Proposal for expanded GASTPE (to include Grades 11 and

12)c) A provision for the transition of Higher Education Institutions

(HEIs) being authorized by DepEd to offer Grades 11 and 12, and for teachers of HEIs to teach for another 5 years.

- Some private schools were able to adjust their curricula to a 12-year curriculum.

- For DepEd schools, pilot schools offered Grades 11 and 12. Tech Voc and other high schools were piloting other specializations.

Issues- School Titling

o About 10,000 out of 45,000 school sites were titled in the name of DepEd. As long as the school sites are not titled in the name of DepEd, the ownership of these sites is constantly challenged either by the LGUs, adverse claimants (heirs) and Indigenous People.

o The LGUs sometimes retrieve the site for they wanted to build health centers, barangay hall, etc. or if not, they offer alternative school site.

o There were 250 cases filed by adverse claimants (heirs trying to revoke the donation) being handled by the Office of the Solicitor General.

o The PFSED was tasked to do mapping of school sites.o There are 30,000 lands which are of public domain and can be

acquired through Presidential Proclamation and Special Patent. DepEd had MOA with DENR and funds were downloaded to DENR for the processing of public lands for school sites.

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o SDSs should coordinate with DENR to expedite the titling process. Get proper documentation.

o Deed of Donations – see to it that it is registered. Dr. Labe said that there were schools sites occupied by the

school for 30 or 40 years already. The owners are just beyond the schools and now they are filing cases just to recover the land. USEC Muyot told her that it was common if the deed of donations are not registered. She may file a case of ejectment. The open continuous possession of the school for 30 years will be our defense (the acquisitive possession pursuant to Civil Code of the Philippines). The policy is to register and own a Special Patent.

Dr. Angtud reported that there were 2 schools barricaded. The students were prevented to use the road right of way. USEC Muyot told her that under the Civil Code, the one who acquires the right of easement will pay. DepEd cannot pay. He advised her to ask the Local Government so they would issue a local ordinance. The Local Government may file expropriation in which it has to pay the owners.

Dr. Ompad said that they received a copy of case from RTC on a school site in which he and the City Government were asked to reply within 10 days. They were not able to meet the 10-day period. USEC Muyot replied that he could request the RTC for extension of time.

- Child Protection Policy (DepEd No. 40 , s. 2012)o Schools should establish Child Protection Committees.

Principals are expected/required to address cases of violence to children and submit reports to DOs.

o Sometimes Principals cover cases. If there’s no record at the Office of the Principal but there is a record at the Office of the Secretary, it is presumed that the Principal has committed neglect of duty. SDSs should be very strict about this.

- Hiring of Teachers (DepEd Order No. 12, s. 2012)o The mayors insisted that there is a conflict with DepEd Order

No. 12 and the Localization Law. First and foremost, the requirements of the 1987 Constitution that “persons shall be hired based on the merit and fitness” is recommended.

o The Localization Law states that persons who are residents in the locality shall be given priority.

o DepEd Order No. 12 is already a product of consultation by DepEd and it combines merit and fitness and residency.

o Be honest in the processing of application of teachers. We want to get the best in the process. One of the reasons we get so low in the NAT is because of our teachers. If your teachers are not very good, then you know what will happen.

- Promotion of SDSso Some SDSs are worried about politics. All those who are

qualified will be hired.o Politicians may have issues against SDSs. If there is a

problem that has to be addressed, address it immediately so that it will not be used against you.

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o For OICs who had been recommended for appointment, there were cases that Malacañang had returned the recommendations to the Secretary because they had cases. It does not disqualify you. Submit Executive Summary of Cases with complete case files. Don’t worry about your being in acting capacity.

o If you have a case in Ombudsman, inform USEC Rivera. Mrs. Hermosa shared that she informed the Regional

Director that she still followed RA 8190 in the hiring of teachers. She hired rank # 17 in the RQA who was a resident of Lapay which is 58 kms. Away from the town proper. Some teachers applying for transfer were also considered because they spent so much and some other considerations. USEC Muyot said that she should justify to protect herself by asking those who waived to do so in writing. Follow DepEd Order No. 12 but if there are exceptional instances, then justify.

Dr. Labe said that there should be a uniform standard of presentation in the RQA.

RMSPPD (Dr. Ginete) Health and Nutrition Unit Concerns

- In relation to the declaration of Dengue Outbreako Schools to conduct daily environmental clean-up and follow the

4’S for Dengue Preventiono School Heads to implement strictly and monitor the

Ovicidal/Larvicidal Trap System(Set-up the trap system on a Tuesday for a 6-day period, thus disposing the larvicidal solution on a Wednesday on a dry ground to control the mosquito vectors into becoming an adult. This larvicidal kills the mosquito larvae.)

- DOH Orientation on the Guidelines for the 2nd Regional Search of the Best Implementer of School-Based Deworming Program on August 2-3, 2012 at Golden Valley Hotel, Rm. 475. Participants: Health Program Coordinators, Division Medical Officers, Dentists-in-Charge and Nurses-in-Charge

- DOH conduct of the 1st Batch on Enhancing Knowledge on School-Based Deworming Program to other DepEd Personnel would be on August 9, 2012 at Golden Valley Hotel, Rm. 474.

- Deworming Tablets ready for pick-up at the Regional Supply Office intended to the following Divisions: Bayawan City (4 big boxes), Cebu City (23 boxes), Naga City (3 boxes), Toledo City (5 boxes), Cebu (40 boxes-additional allocation for 2nd dose), Talisay City (3 boxes-additional allocations), Bohol (5 boxes), Lapu-Lapu City (10 boxes-additional allocation), Mandaue City (10 boxes-additional allocation), and Negros Oriental (10 boxes-additional allocation)

Reports Required:- Best Brigada Implementers, Elementary and Secondary Level (Big

and Small Category) - Adopt-A-School Program Quarterly Report, 2nd and 3rd Quarters- Brigada Eskwela Consolidated Generated Report

Not submitted: Bohol, Bais City, Bayawan City, Cebu, Carcar City, Toledo City, Lapu-Lapu City, Talisay City and Negros Oriental

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CVIRAA- Schedule: December 2-8, 2012- Proposed Venue: Negros Oriental (Dr. Uytico and Dr. Andales were

tasked to talk to the Governor of Negros Oriental and Mayor of Dumaguete City for the possibility of hosting the CVIRAA 2012.)

- Dr. Uytico announced to the group later that Gov. Degamo accepted the challenge of hosting the CVIRAA.

National Road Safety Poster Making Contest- To ensure a wide coverage of the road safety advocacy, the

Department of Education (DepEd) in collaboration with the Department of Transportation and Communication (DOTC) and the National Coalition for Commuter Safety and Protection, Inc. (NCCSPi) enjoins all public and private elementary pupils and secondary school students nationwide to participate in the 2012 National Road Safety Poster-Making Contest. The activity will culminate with the celebration of the World Day of Remembrance on November 18, 2012.

- The schedule of activities for the contest are as follows:

Level Submission of Entries Judging PeriodSchool August 22, 2012 August 22-24, 2012Division August 27, 2012 August 27-31, 2012Regional September 3, 2012 Sept. 3-Oct. 31, 2012National November 3, 2012 November 18, 2012

- All entries must be made of local and indigenous materials except for glue, varnish and fixative materials which are used to protect the work of art.

- Prizeso School Level: Certificate of Recognition from the Division

Office Division Level (elementary and secondary categories) 1st to 3rd place: Certificate, gift pack and DARS pendant.

o Regional Level (elementary and secondary categories): Ist : Plaque for school, student and coach, PhP10,000.00 cash, gift pack, round trip ticket for 2 to Manila with accommodation and medal2nd: Plaque for school, student and coach, PhP7,000.00 cash,

gift pack and medal3rd: Plaque for school, student and coach, PhP5,000.00 cash,

gift pack and medalo National Level(elementary and secondary categories)

Ist Place:• Round trip ticket for 2 to Hongkong with accommodation• Certificate to be signed by Sec Roxas, Sec. Luistro and the President• PhP50, 000.00 ATM account• Food Cart• Gift pack• STI scholarship

2nd Place• PhP25,000.00 cash• Certificate

• Gift pack

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3rdPlace• PhP15, 000.00 cash• Certificate• Gift pack

Status of BEFF (presented in powerpoint)

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FED (Dr. Sambrano) Division Training of Trainers on SARDO

- A Division Training of Trainers (TOT) on SARDO e-Tracking System would be conducted on August, 7-10, 2012 at DepEd Ecotech Center, Sudlon, Lahug, Cebu City.

- After the training and workshop, the participants should have: (a) acquired basic knowledge and skills in excel program operation; (b) acquired basic knowledge and skills in the preparation of SARDO e-tracking system using excel application; (c) defined the roles, responsibilities and accountabilities of the teacher-advisers, guidance counselors and school heads in the SARDO e-tracking system; and, (d) formulated Division plans.

- There are four (4) Division participants to the Division Training of Trainers (TOT), namely; 1). Division DORP Coordinators 2). Planning Officers 3). SBM Coordinators and 4).ICT Coordinators

Multi-Year Guidelines for SBM Grants FYs 2011-2013 (D.O. No. 69, s. 2012)- The contents of DepEd Order No. 69, s. 2012 were thoroughly

discussed.- On Sec. 8.1 Item 7.11 (Releases of Funds), there was a problem with

Bais for 2 checks were not yet released because of legal impediments. SBM Grant Guidelines Orientation, Skills Building Workshop on the

Revised SBM Assessment Process & Tool, and Roll-Out of ACCESs - An orientation-workshop for the key SBM implementers at the

Central and field levels shall be conducted to orient them on the guidelines as well as build up their skills on the revised SBM process and tool to ensure efficient and effective SBM implementation.

- Schedule of Cluster 3-Visayas (VI, VII and VIII): August 13-17, 2012 in Cebu City

- Regional Participants: SBM Coordinator, Accountant, Planning Officer and 1 SBM Task Force Member

- Division Participants: SDS/ASDS, SBM Coordinator, Accountant, and Planning Officer

QAAD (Dr. Degamo) Assessment and Rating of Learning Outcomes for Elementary

Schools- Under the K to 12 curriculum, pupils will be assessed at four levels

and shall be weighted as follows: (DepEd Order No. 31, s. 2012)

47 Level of Assessment Percentage Weight48484950

KnowledgeProcess or SkillsUnderstanding(s)Products/Performance

15%25%30%30%

515253545556

- The levels are defined as follows:1. Knowledge – refers to the substantive content of the

curriculum, the facts and information that the student acquires.

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2. Process – refers to cognitive operations that the student performs on facts and information for the purpose of constructing meanings and understandings.

3. Understandings – refers to enduring big ideas, principles and generalizations inherent to the discipline, which may be assessed using the facets of understandings.a. Explanation – give examples, make insightful

connectionsb. Interpretation – make it personal through images,

anecdotes, analogiesc. Application – can adopt/transfer understanding into

real contexts4. Products/Performances – refer to real-life applications of

understandings as evidenced by the student’s performance of authentic tasks. It considers children’s MI.

- Assessment can be through: o Traditional assessments

are tests given to students to measure how much the students have learned.contain different types of questions such as multiple choice, true-false, fill-ins, essays, sentence completions, matching response, etc.

o Alternative assessmentobservationstudent journalsperformance assessmentproject and investigationopen-ended questionsstudent portfoliointerviewrole-playchecklist

- Report Card (DepEd Order No. 31, s. 2012)At the end of the quarter, the performance of students shall be described based on the following levels of proficiency:

Beginning (B)Developing (D)Approaching Proficiency (AP)Proficient (P)Advanced (A)

- Definition of Levels of Proficiencyo Beginning – The students at this level struggles with his/her

understandings; prerequisite and fundamental knowledge and/or skills have not been acquired or developed adequately to aid understanding.

o Developing – The student at this level possesses the minimum knowledge and skills and core understandings, but needs help throughout the performance of authentic tasks.

o Approaching Proficiency – The student at this level has developed the fundamental knowledge and skills and core understandings and, with little guidance from the teacher and/or with some assistance from peers, can transfer these understandings through authentic performance tasks.

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o Proficient – The student at this level has developed the fundamental knowledge and skills and core understandings and can transfer them independently through authentic performance tasks.

o Advanced – The student at this level exceeds the core requirements in terms of knowledge, skills and understandings, and can transfer them automatically and flexibility through authentic performance tasks.

- Comparison of Levels of Proficiency

1213

Indicators Beginning Developing Approaching Proficiency

Fundamental Exceeding

141516

Acquisition of Knowledge, Skills and Understandings

Struggling or have not acquired

Minimum Fundamental Fundamental Exceeding

17181920

Transfer of Knowledge/ Application of Knowledge

Needs help With the guidance from the teacher or some assistance from peers

Independent Automatic and flexible

212223

- The level of proficiency shall be based on numerical value

24 Level of Proficiency Equivalent Numerical Value2526272829

Beginning (B)Developing (D)Approaching Proficiency (AP)Proficient (P)Advanced (A)

74% and below75-79%80-84%85-89%

90% and above303132333435363738394041424344454647484950515253545556

- Assessment and Level of Knowledge (15%)o Suggested Assessment Tools

1. Selected-response Item – provide several response options to the students, and the student selects from among the options.b. Multiple Choice Testc. True or Falsed. Matching Type

2. Constructed response type of test – ask the student to create or construct a response. It can be used to determine if the pupil’s knowledge of facts is of sufficient breadth and depth. A rubric of scoring guide is necessary.a. Multiple Choice Testb. True or False c. Matching Type

- Assessment of Process or Skills (25%)o The focus is how pupils construct meanings or make sense of the

facts and information. Outlining, organizing, analyzing, interpreting, translating,

converting, or expressing the information in another format Drawing analogies Constructing graphs, flowcharts, and maps or graphic

organizers Transforming a textual presentation into a diagram Drawing or painting pictures Doing role plays Written Test

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- Assessment of Understanding (30%)o Oral Discourse/Recitation

Explain/justify something based on facts/data, phenomena or evidence

Tell/retell stories Make connections of what was learned within and across

learning areas Apply what has been learned in real life situation

o Portfolio Collection of evidence like images, anecdotes, etc. to

demonstrate mastery and interpretation of a given set of concepts

o Open-ended tests Participation (e.g. in group activities/projects) Projects Homeworks Portfolio Other Outputs

- Marking for MAPEHo There shall be one rating for MAPEH which is the average of the

four components. Example:Music 84 APArt 88 PP.E. 90 AHealth 89 P

351/4 = 87.75Round to 88.00 P

- Marking for Oral Fluency in Filipino and Englisho Assessment of Oral Fluency in Filipino and English shall also be

at four (4) levels. Knowledge (15%), Process/Skills (25%), Understandings (30%) and Product/Performance (30%)

o Oral test shall be given with corresponding rubricsExamples of Activities/Oral Tests for Assessing Oral Fluency (Using Rubrics) Retelling Personal Stories Retelling Stories Role Playing a Dialogue Storytelling by Turns Spotting Differences and Similarities Interview My Favorite Cartoon Character Other Oral Test

- Assessing the Mother Tongue Subjectso Since MT is a language subject, its assessment follows the four

levels of assessment with its corresponding weight and the level of proficiency as indicated in D.O. No. 31, s. 2012. MT should not be treated as a different or distinct subject from the rest of the subjects.

- Marking for Character Traitso The class adviser and other subject area teachers handling the

class shall give the non-numerical rating for behavior observations for every rating period. The class adviser then gets the average of these non-numerical rating and shall reflect in the report card. The non-numerical ratings to be used are:

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A Very GoodB GoodC FairD Poor

- Scoring Quizzes and Periodic Test (Use of existing Policies)o Quizzes shall be summed up to 100 total points which is

equivalent to 100%. It total points for quizzes is below 100 points, divide the total score of an individual pupil by the total number of items to get the percent equivalent (or the Achievement Rate)

o For periodic test, total points may also be 100. If total number of items is below 100, divide the raw score of an individual pupil by the number of items to get the percent equivalent (Achievement Rate).

- Rating Oral Participation, Group Participation, Projects, Performances, Homework, Experiments, Portfolio, and Other Outputs

o Rubrics shall be utilized for rating individual or group participation, projects, performances, etc. (Teachers are encouraged to prepare their own rubrics.)

- Computation of Final Rating for a Learning Areao The Final Grade for each Learning Area shall be reported as the

average of the four quarterly numerical ratings and to be expressed in terms of the levels of proficiency.

Example: First Grading 88Second Grading 90Third Grading 91Fourth Grading 92

261/4 = 90.25Round to 90.00 (A) Advanced

- Computation of General Averageo The General Average shall be the average of the final grades of

the different learning areas, also expressed in terms of levels of proficiency with the numerical equivalent in parenthesis. Example: P (89.00)

- Rounding Numberso Rounding numbers to the nearest whole number is applied when

computing for the rating of each learning area for a quarter or grading period, final rating for each learning area and general average.

o Rounding numbers to the nearest hundredths is applied when computing for the following for purposes of ranking/selection of honor pupils: √ Final Rating for each learning area√ General Average(In case when there are “ties”, rounding can be made to the nearest thousandths or ten thousandths.)Separate guidelines for selection of honor pupils shall be issued.

- Promotion, Retention and Interventiono Like those in the Advanced, Proficient and Approaching

Proficiency, pupils in the Developing (D) level of proficiency as the general average, shall be promoted to the next grade level.

o Appropriate intervention is necessary for those in the Developing Level.

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o Pupils who are at the Beginning (B) level of proficiency during a specific quarter for any learning area, shall be provided with immediate and appropriate intervention in order to cope with the rest of the class.

o Pupils who are at the Beginning (B) level of proficiency as the general average after a school year, despite the interventions provided, shall take summer classes in the learning areas where he/she needs help, otherwise he/she will be retained in the same grade level during the next school year.

On assessment of product performance, Dr. Degamo suggested that teachers should be encouraged to prepare their own rubrics. Dr. Labe told him that if the teachers who would prepare their own rubrics, some Principals are not good with assessment.

Dr. Uytico said that there is a need to be aware. He informed the group that Dumaguete City had conducted already a writeshop and he would send copies of the assessment.

Mrs. Hermosa announced that they had conducted orientation for teachers of the grading system.

Grades 2-6 and 2nd year-4th year will use the old rating system.

Dr. Angtud suggested that the whole Region should come up with a unified grading system.

Mrs. Zapanta brought up about the request of St. Louis School of Mandaue to place numerical rating beside the descriptive rating for there might be a problem with the computation of honor students.

Dr. Uytico added that the K to 12 teachers did not make the class record. They came up with uniform class records and had given copies to Dr. Jandayan/Dr. Denampo. He would bring samples in the next EXECON.

Dr. Dulangon assigned Dr. Labe as head of the Regional Committee to take a look of this and consolidate. She would also hold the Principals similarly liable to any infraction committed by the teachers.

QMS Updates- Capability Building

o CB1 – Understanding Quality Assurance and Accountability Framework and Quality Management System

o CB2 – Standards and Guidelines of Core Processes in the Divisiono CB3 – Division Monitoring and Evaluation Systemo CB4 – Division Monitoring, Evaluation and Planning Adjustmento CB5 – School Monitoring and Evaluation System

- Adjusted and Updated QMS Implementation Plan for CB1, CB2, or CB3o DOs that had presented during the CB3: Bogo City, Carcar City,

Talisay City, Mandaue City, Dumaguete City, Naga City, Danao City, Bayawan City, Guihulngan City, Siquijor, Tagbilaran City, Toledo City, Negros Oriental, Bohol

o Submit hard copies that are SDS-approved as soon as possible. Submission of Validated List of Private Schools

- The validated list must have the following data:o Names of schools that have opted to closeo Names of schools that have been advised to close

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o Names of schools that have not closed but have not operated anymore

o Names of schools that operate while their permits are still in process- The comprehensive list must have the following data:

o Name of school heado Contact numberso Email addresseso Control number of temporary permit or government recognition

Reminders- E-mail the validated and comprehensive list of private schools to

amiable_calc@yahoo.com.- The Division Management Team should make sure that all private

schools in its respective area are operating legally.- There is a need for private schools without permit to stop operating or

to comply with the requirements.- Private schools should be discouraged from operating if they do not

have permits yet. - For public schools with approved establishment, submit papers for

approval of: separation from mother school, and inclusion to General Appropriations Act.

T&D (Dr. Elnar)

Training of School Heads on K to 12 Implementation- Session guides were prepared.- The training would be managed by the Divisions.

Training for Presentation Skills- Venue: DOST 7-COSPO- Registration Fee: PhP9,200.00 per participant- T&D Chair would be invited

Training of Untrained Grades 1 and 7 Teachers- The SDSs were asked to send communications regarding the training

so that Mr. Bautista could download the money.

Administrative (Ms. Cabantan)

Number of Complaints/Cases – presented through PowerPoint- Mr. Gelig cited a case of one teacher who did not submit Form 48 and

still draws salary. Ms. Cabantan said that DO should submit a report to RO.

Report on Delinquent Provident Fund Loans as of June 30, 2012 – lists distributed to the SDSs

PPRD (Dr. Gabia) The following generated data were presented for validation of the

SDSs:- No. of Seats- No. of Classrooms- No. of HTs & Ps- No. of Regular Teachers- No. of Teachers with Ancillary Services

Status of Reports Submitted- The updated status of reports would be uploaded in the Regional

Office website.

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o Dr. Gabia reminded the group that reports coming from CO are very urgent. There are even reports received in the evening and to be submitted in the morning the next day.

o The CO template must be followed in the report. NAT Results

- Elementary

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Learning Area SY 2010-2011 SY 2011-2012 Increase/ Decrease

10 Filipino 75.45 67.75 -7.7011 English 63.45 65.88 2.4312 Math 67.24 66.50 -0.7413 Science 56.35 65.64 9.2914 HEKASI 68.15 64.19 -3.9615 Region 66.13 65.99 -0.1416171819202122

o Trend of the NAT Results for the last 3 SYs by Division from SY 2009-2010 to SY 2011-12

o Ranking based on Inc/Deco Ranking based on MPS of the SY 2011-2012 NAT

- Secondary2324

Learning Area SY 2010-2011Year II

SY 2011-2012Year IV

Increase/ Decrease

25 Filipino 57.17 53.09 -4.0826 English 48.8 42.01 -6.7927 Math 43.05 68.74 25.6928 Science 40.87 42.78 1.9129 Aral Pan 55.17 55.54 0.373031

Critical Thinking 56.30

32 Region 49.26 51.98 2.723334353637383940414243

o NAT Results by Division, SY 2010-2011 and SY 2011-12o Ranking by Division of SY 2011-2012 NAT based MPS

Enrolment Updates- Trend of the Enrolment from SY 2010-2011 to SY 2012-2013, Public

and Private - % of Increase, SY 2011-1012 and SY 2012-2013 - SY 2012-2013 Enrolment, ALS & SPED

Improving Access to Basic Education

44 Address Basic Inputs Promote Inclusive Education454647484950515253545556

o FY 2011: Wipe-out shortages in textbooks and seats

o FY 2012: Implement large-scale construction of classrooms and watsan facilities through GAA, PPP and other partnerships

o FY 2013: Create and fill up teaching items necessary for implementation of K to 12

o FY 2014: Wipe out shortages in basic inputs

o Expand GASTPE Programo Support to Multi-Grade Schoolso Expand ADMs (MISOSA,

DORP, Open HS, E-IMPACT) and A&E Program

o Strengthen SPED, Madrasah and IP Programs (PRIME)

o Strengthen Tech-Voc Programo Implement Pro-Poor Policies

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ICExcels (RM 293, s. 2012)o Expected learners – 30o Divisions which submitted the list of learners: Bohol, Carcar

City, Cebu City (+1), Danao City, Dumaguete City, Siquijor, Talisay City and Toledo City

Ict4e Assessment (DM 112, s. 2012)o Inventory of ICT-related projects

Report on the Status of Delivery of DCP Batch 7o Date of actual deliveryo Date of installationo Date of trainingo Schedule of Delivery of DCP Batch 7

o July 20-21, 2012o August 1-2, 2012

VIII. OTHER MATTERS

CNU was not able to pay Ecotech Center for Grade 7 Training. For the Grade 1 training, P4 million was appropriated for payment of

honoraria but RO could not pay honoraria to its own people.- Dr. Labe opined that the teacher-trainers were not part of that

provision; therefore, they should be compensated. The teachers who were trainers could be singled out and defer those in the list who were questionable to receive the honoraria.

There was P4 M intended for Library Hubs. Bayawan City has a Library Hub without books.- Mrs. Sanchez explained that Library Hubs were covered by the

new guidelines issued by DBM. They have to wait for information from the Central Office so that they could prepare the work plan.

Authority to Travel of Teachers- Dr. Noveras brought up those teachers who came to the Division

Office. They were asked authority to travel signed by School Heads. Dr. Dulangon said that giving of travel orders is a superintendent’s given privilege. Considering that teachers are not encouraged to leave classes, Divisions should do an extra mile to hold office on Saturdays for the teachers.

IX. ADJOURNMENT

The Meeting was adjourned at 2:00 p.m. with a Closing Prayer led by Mr. Bernardo Ysulan.

Prepared by:

CLEOFE JANE M. MONTENEGRO

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