Annual Accomplishment
Report 2012
Division of Malabon City
Ninoy Aquino Elementary School Cmpd.
Maya-Maya St. Kaunlaran Village, Longos
Malabon City
Annual Accomplishment
Report 2012
 An environment-friendly division which nurtures
patriotic, productive and God-fearing citizens
through quality education and stakeholders’
unfaltering cooperation.
Provide organizational services that:
 enable the optimum empowerment of every
individual;
 organize community of learners;
 develop global competencies;
 uphold moral integrity;
 lead out-of-school youths / adults to become selfreliant and productive citizens of the country; and
 integrate individual contributions of all the
stakeholders – administrators, teachers,
pupils/students, community and other
organizations – for the total development of every
learner.
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Annual Accomplishment
Report 2012
Provide quality education to every individual to
attain and enhance his or her potential as a human
being, to be part of the society's upliftment and to
become globally competitive.
To prepare for a lifelong learning and develop
global perspective.
Integrity
Quality of service
Achievement
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Annual Accomplishment
Report 2012
Republic of the Philippines
Department of Education
National Capital Region
DIVISION OF MALABON CITY
Ninoy Aquino Elementary School Compound
Maya-maya St., Kaunlaran Village, Longos
Malabon City
February 8, 2013
DR. LUZ S. ALMEDA
Regional Director
DepEd-NCR, Quezon City
MADAM:
I have the honor to submit the Accomplishment Report CY 2012 of the Division of
Malabon City. It contains highlights of accomplishments, programs and projects, statistical
data of the Division.
Together, we can accomplish and target our goals to create a well-rounded
education system that will enhance new education dimensions to attain the range of
nation building.
Very truly yours,
MAURO C. DE GULAN
Asst. Schools Division Superintendent
OIC-Office of the Superintendent
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Annual Accomplishment
Report 2012
Vision/Mission
Goals/Objectives
Core Values
Letter to the Regional Director
I.
Introduction
II. Socio-Economic, Cultural, and
Demographic Background
III. History of DepEd-Division of Malabon City
IV. Organizational Structure
V. Flagship Programs and Projects
VI. Highlights of Accomplishments in Basic
Education Services
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Annual Accomplishment
Report 2012
A.
Access
 Key Indicators
B.
Quality
 National Achievement Test Mean
Percentage Score
C.
Efficiency
 Key Indicators
D.
Governance
E.
Research and Development
F.
Information and Communications Technology
G. Scholarships, Trainings, Workshops and
Conferences
H. Winnings in Competitions
I. Networking and Strengthened Linkages with
International / National / Regional and Local
Institutions
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Annual Accomplishment
Report 2012
VII. Challenges and Strategic Directions
VIII.Forecasts and Targets 2013 (Performance
Indicators)
IX. Recommendations
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Annual Accomplishment
Report 2012
With the implementation of the K to 12 (Kindergarten to
Grade 12) Basic Education Program beginning School Year 2012
to 2013, the Division of Malabon City strongly supports the
Department of Education’s goal of making the Filipino youth
globally competitive after completing the prescribed 13 years of
basic education – one year of Kindergarten education, six years of
elementary education, four years of Junior High School and two
years of Senior High School.
Based on the six salient features of the enhanced curriculum
(Universal Kindergarten, Contextualization and Enhancement,
Spiral Progression, Mother Tongue-Based Multilingual Education,
Senior High School, and College and Livelihood Readiness), the
Division continuously initiates programs and projects and
strengthens the implementation of existing best practices all
aimed at expanding access to and improving the quality of basic
education. All of these are anchored on the National Education for
All (EFA) Plan to achieve functional literacy by 2015, one of the
Millennium Development Goals (MDGs) to achieve universal
primary education, and the Decade of Education for Sustainable
Development (ESD), 2010 – 2015 goals.
Through the Alternative Delivery Modalities (ADMs), the
Division strives to make education inclusive to all types of learners
regardless of race, religion, and ability or disability. These ADMs
include the Alternative Learning System (ALS), Open High
School, Special Education (SPED), utilization of Modified InSchool Off-School Approach (MISOSA) modules, and the Division
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Annual Accomplishment
Report 2012
e-Learning Program
classrooms.
aimed
primarily
at
decongesting
the
The Division also initiated Reading Programs both for
elementary and secondary level to help pupils and students
develop their reading skills and to increase schools’ NAT (National
Achievement Test) scores since the benefits of enhanced reading
abilities are fundamental and all-encompassing.
The School-Based Management (SBM) Program of the
Division aims to promote a culture of excellence both in academic
and co-curricular performance and accountability. With its
implementation continuously gaining positive results, school
heads continue to work on improving school performance and
achievement and the percentage of participation from external
stakeholders in improving school facilities and ensuring higher
learning outcomes. Likewise, the education program supervisors
help in monitoring the implementation of programs and projects
not only of the Division, but also of the Regional and Central
Office to ensure effectiveness and efficiency.
Effective utilization of Local School Board (LSB) funds plays
a crucial role in addressing basic input shortages. A total of 3, 250
mono-block chairs have been distributed to 37 public elementary
and secondary schools for SY 2012 – 2013. Technical-vocational,
electrical, sports, and medical equipment including weighing
scales were also procured and distributed. LSB funds are also
used to conduct mass training on values formation for elementary
and secondary school teachers, specifically the Project H.E.A.R.T.
(Humane, Exemplary, and Righteous Teachers): A SeminarWorkshop on Heightening Dedication to Service among Public
School Teachers. Journalism training for school paper advisers,
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Annual Accomplishment
Report 2012
and leadership training for Supreme Student/Pupil Government
officers and advisers were also conducted.
The Division is intent to remedy existing shortages in
instructional rooms and school buildings, seats, and textbooks to
meet the provisions of Republic Act No. 7880 otherwise known as
the “Fair and Equitable Access to Education Act”. Through the
Brigada Eskwela Program of the Division, different types of
assistance are being generated from the community and external
stakeholders ranging from repair and construction materials to
manual labor. With an impressive list of donors, city schools’
facilities vastly improve and become more equipped to handle the
growing number of enrollees.
Also, the Division continues to launch projects and training
programs that aim to empower and retool the teaching workforce.
All of these are carried out to lay the foundation for and build a
strong educational system that is truly inclusive and qualitatively
functioning.
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Annual Accomplishment
Report 2012
II. Socio-Economic, Cultural,
and Demographic
Background
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Annual Accomplishment
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The Department of Education - Division of Malabon City’s
roots can be traced back on October 8, 2001 when the Division of
Malabon and Navotas (MANA) was officially established after
being separated from the City of Valenzuela which became an
independent division from the original VALMANA (Valenzuela,
Malabon, and Navotas).
Nine years after, the split of the Division of Malabon City and
Navotas (MANA) into two independent divisions marked the birth
of the Division of Malabon City on January 11, 2010. With the
location of the Division Office being the point of reference, the
Division of Malabon’s official anniversary is still being celebrated
every 8th of October.
The separation has brought about some changes in terms of
the number of elementary and secondary schools, staff, and
personnel. Prompt and smooth delivery of service to its whole
clientele is being sustained regardless of the limited workforce.
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Annual Accomplishment
Report 2012
The Division’s vision and mission continued to prioritize the
organization of a community of learners and educators with moral
integrity and global competencies. Likewise, the stakeholders’
contributions are being integrated and directed towards the total
development of every learner.
As of 2012, the Division of Malabon City has been under the
skillful leadership of Assistant Schools Division Superintendent
and OIC – Office of the Superintendent, Dr. Mauro C. De Gulan
from February 1, 2011. To date, there are nine (9) Education
Program Supervisors and a total of forty-two (42) staff.
To cope with the increasing number of enrollees particularly
in high schools, three schools are in the process of complying with
the requirements of establishing Integrated Schools – Catmon
Integrated School, Col. Ramon Camus Integrated School, and
Tañong Integrated School. The two annexes – Tinajeros National
High School Acacia Annex and Malabon National High School
Concepcion Technical-Vocational (Tech-Voc) Annex are both in
the process of gaining independence. By 2013, it is hoped that the
Division will have three independent Integrated Schools and two
additional independent High Schools. The Division currently has a
total of 73,258 enrollees both from elementary and secondary
levels.
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Annual Accomplishment
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PUBLIC ELEMENTARY EDUCATION
School-Led Reading Programs
Twenty-eight elementary schools of the Division came up with their own reading
programs and interventions that will help non-readers and frustrated readers based on
the results of the IRI (Informal Reading Inventory). The foci of the programs include
decoding, vocabulary, skills, strategy, attitude, and assessment.
The project is ongoing and its expected impacts include an increase in NAT
(National Achievement Test) and IRI (Informal Reading Inventory) scores by 10 % over
the previous year’s results.
As A Filipino Learning System
Work Texts on developmental reading created and donated by Union Bank for
Filipino pupils, specifically Grade 2 enrollees. The program has benefited over 2.5
million primary public school pupils who were given their own Work Text which they can
bring home and share with their family members, having a multiplier effect.
The project is ongoing and is expected to also improve the NAT (National
Achievement Test) and IRI (Informal Reading Inventory) scores by 10 % over the
previous year’s results.
Demo Caravan in ICT in Teaching Mathematics
Sharing of best practices using ICT in teaching Mathematics, there are 125
Elementary teachers who observed / attended the Demo-teaching. For secondary, the
demo-teaching focused on Grade-Seven Mathematics. Thirty Grade Seven Math
teachers attended the Demo-Caravan from August to November 2012 in 12 Secondary
schools.
Program of Excellence in Mathematics
Saturday Classes Program focused on teaching techniques in Solving
Mathematics Problems. Almost 90% of students in Grade six got an average of 90% 98% for Math Subject in the 2012 National Achievement Test.
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Annual Accomplishment
Report 2012
PUBLIC SECONDARY EDUCATION
Malabon Readsters
The Malabon Readsters is a Division-initiated reading program that aims to
develop the secondary school students’ love for reading. Students are given
opportunities to read for pleasure. A total of 124 hours per school year is allotted for inschool reading of texts selected by students themselves who were given a free hand on
what to read, although the program specifies the genre for each type of reader.
The project is also ongoing and expected impacts include an increase in NAT
(National Achievement Test) and IRI (Informal Reading Inventory) scores by 10 % over
the previous year’s results. It also aims to promote a culture of reading among young
adults and provide them with reading experiences that are enjoyable and successful.
Training Programs on the Preparation of Strategic Intervention Materials
Strategic Intervention Materials (SIM) are prepared especially for slow learners.
These materials are based on the least mastered skills per grading period. Four
teachers per school were trained with a total of 552 teachers. AS a result, SIM materials
were produced for the benefit of slow learners.
Division e-Learning Program
E-Learning is the convergence of the internet and learning or simply, internetenabled learning. It is the delivery of learning, training or education program by
electronic means. E-Learning involves the use of computer or electronic device (e.g. a
mobile phone) in some way to provide training, and educational or learning materials.
It is a strategy used by the Division to solve the problems on classroom
congestion. A number of students enrolled and were not required to go to school every
day to attend their classes. Instead, their lessons are given through the Internet with the
guidance of online teachers. As a result, class sizes in some schools were reduced.
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Annual Accomplishment
Report 2012
PUBLIC ELEMENTARY AND SECONDARY
EDUCATION
“Halika Na sa Eskwela” Program
It is the Division’s adherence to the Department of Education’s Oplan: BalikEskwela (OBE) which aims to “ensure that students are properly enrolled and able to
attend school on the first day of classes”, as stated by DepEd Memorandum No. 83, s.
2012. The Division’s program runs from April 15 to May 30, and involves advocacy
campaigns, networking, and linkages with the Barangay and the external stakeholders,
school mobilization, and the Project CLEAR (CLasses’ EArly Resumption) where
classes start two days prior to the official opening of classes. For the orientation with
students and parents and the dry-run of class programs.
This has resulted in 41.56 percentage increase in Gross Enrolment Ratio (GER)
in elementary education from SY 2010-2011 to SY 2011-2012. There was also a 27.28
percentage increase in GER for secondary. For the Net Enrolment Ratio (NER), figures
showed a 37.69 percentage increase in elementary and 24.55 percentage increase for
secondary.
Project J.A.Y.E.
The poor performance level of students in the National and Division tests
revealed that some of the skills in elementary and secondary education were not
mastered fully by the students.
To address this problem, the Division of Malabon City, through the Lone
District of Malabon City Representative, initiated the Science –ICT Integration Program
for Science Teachers.
This project entitled “Let’s Join and Achieve the Yearning thru E-bio” (Let’s
J.A.Y.E ) aims to enhance the teaching skills of the Science Teachers in order to
improve the quality of education among the students with the use of quality
materials/equipment in Science & Technology.
Results of the National Achievement Test for the last two school years (20102011 & 2011-2012) showed that there is an increment in the Biology MPS of students.
Intensified Quota Supervision
IQS is an intervention designed to supervise teachers by giving support and
addressing their weaknesses on teaching a particular lesson. The GPS –
observe/monitor/supervise classes and teachers or the principal identify these teachers
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Annual Accomplishment
Report 2012
who need help. The EPSs give a “MINI PAC” to a teacher under the least mastered
skills.
School-Based Management
School-Based Management is a Regional Project adopted by the Division in order
to strengthen the leadership and governance of the school heads under RA 9155. It
also aims to intensify the supervision of the different learning areas, interventions,
activities, and other related programs that will improve the physical as well as the
academic performance of all learners, teachers, and administrators. The intensified
monitoring and supervision give awareness to all school administrators and teachers to
perform their duties and responsibilities to uplift the performance of the school.
A Day in School: Search for Best SBM Implementer
The project has been started last SY 2010-2011 and recognized schools which
improved both the academic performance of pupils / students and physical aspects of
the school. This search provides a bird’s eye view to redirect and retool the perception
and perspective of the stakeholders and school administrators to make the SBM a
culture and habit in the school.
At present, with the new assessment tool to be
implemented and used, the School-Based Management would be recapitulated and
analyzed from its utmost functionality and improvement.
Library Hub
In line with the Division’s continuous effort to develop and enhance the reading
skills of pupils and students, the Division Library Hub, situated in Potrero Elementary
School, is currently under construction. Funded by Department of Education - Central
Office, the Library Hub will make books accessible to all elementary and secondary
students of the Division.
It is expected that with the completion of the project, pupils and students will
develop and enhance their skills in and passion for reading with the unlimited number of
books that will be made available for their use. This will also expedite the impact of the
various reading programs of the Division which will lead to an improved NAT and IRI
scores of schools.
Eco-Friendly Schools
Sustainable and Eco-Friendly Schools may be described as environment-friendly
schools that have initiated and integrated in their instruction, research, extension and/or
administration, programs which are environment-related. The promotion of this program
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Annual Accomplishment
Report 2012
for the establishment and/or strengthening of sustainable and eco-friendly schools in the
country had been enshrined as a priority in the ASEAN Environment Year 2012 with the
theme “Environmental Awareness through Eco-Schools”, and likewise in the Road Map
for the implementation of Republic Act No. 9512 also known as the National
Environmental Awareness and Education Act of 2008 under the National Environmental
Education Action Plan for Sustainable Development (2009-2014).
YES-O
In compliance with Republic Act 9152 (National Environmental Awareness Act of
2008) which mandates the Department of Education to conduct environmental
awareness campaigns, programs, and projects, the Department of Education issued the
DepEd Order No. 72, s. 2003 which mandates the establishment of the Youth for
Environment in School Organizations (YES-O).
All the 28 elementary schools and ten secondary schools have organized their
YES-O Clubs. Each school focused on proper waste management, tree planting, the
“Gulayan sa Paaralan”, and putting up seed banks. As a result, the volume of wastes
collected was lessened and schools hae a clean and green environment.
Journalism Programs
A total of 70 elementary and secondary school paper advisers joined the 1st
Malabon School Paper Advisers’ Training-Workshop/Writeshop held at Tinajeros
National High School on November 23, December 14, and 15, 2012. The project aims to
equip school paper advisers with new techniques and strategies in teaching journalism.
Participants, both from public and private schools of the Division of Malabon City, are
expected to impart their newly gained knowledge and enhanced journalistic skills to their
pupils/students who are being trained to compete in the division, regional, and national
schools press conferences and contests.
Four pupils from the Division of Malabon City won in the 2012 Metro Manila
Young Writers’ Conference and Contest. A pupil from St. James Academy will be
competing in the 2013 National Schools Press Conference in Ormoc City.
GAD Programs
Gender Mainstreaming or Gender and Development (GAD) mainstreaming is the
main strategy for ensuring that the government pursues gender equality in all aspects of
the development process to achieve the vision of a gender-responsive society where
women and men equally contribute to and benefit from development. It is a set of
processes and strategies aimed at recognizing and addressing gender issues in
legislation, policies, programs and projects and institutional mechanisms of the
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Annual Accomplishment
Report 2012
government on a sustained basis. It is essentially institutionalizing gender concerns in
the mainstream development processes and agenda and not just in the peripheral
programs and projects of the government.
The programs heightened the awareness of administrators, supervisors and
teachers on Gender and Development and Gender Mainstreaming.
Begun integrating Gender and Development in the planning process
SSG / SPG Officers and Advisers Leadership Training
The SSG/SPG Officers & Advisers Leadership Training was conducted through
the financial assistance from SEF. It helped strengthen the leadership skills and insights
of the youth and advisers. The impact of the program is the shared experiences and
learning that have been embedded to young leaders which in return will guide and
sharpen their leadership skills at present and in the future.
PASYAL ARAL
Pasyal Aral is an annual program of the Intramuros Administration to all public
elementary and secondary students/pupils in the National Capital Region. The Division
of Malabon City is a consistent recipient of the project with the support of the Local
Government of Malabon City. Two hundred (200) pupils/students as well as some
selected teachers are given the opportunity to have trip in Intramuros. The impact is
that, the indigent pupils/students were given the privilege to see the historic place for
free and deepen their thoughts and learning of our history and significant hero like Dr.
Jose Rizal and other unsung heroes.
Dropout Reduction Program
DORP is a Program of the Bureau of Secondary Education of the Department of
Education that aims at reducing the dropout rate, towards the attainment of the zero
dropout rate, in increasing participation rate and improving learning outcomes.
Modules are being provided for students at risk of dropping out to help them continue
their studies even if they are working or in circumstances that may compel them to leave
school.
As a result, drop-out rates in schools were reduced.
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Annual Accomplishment
Report 2012
Palaro (Division, Regional, National)
A lifelong participation in sports is one of the avowed goals of the educational
systems. Experiences gained in sports make the participants learn and improve skills,
get healthier and stronger, focused on task accept and handle hard work through
preparation for competitive sports. All of these values are transferred to other aspects of
students’ life like school leadership positions and to other extra curricular activities.
DepEd - Malabon has been into sports from the beginning of its
establishment.This department is also concerned in capturing the elusive gold medal of
the NCR and Palarong Pambansa. In order for us to achieve this dream there is a great
demand from the school sector to search and develop the studentry through variety of
sports program.
The school has intramurals, an indoor completion among the populace followed
by the Cluster Meet where selection of athletes best from every school. The same
manner is also done in the Secondary Levels. The best players from this Meet will be
grouped together to compete in the Division Meet. Winners from this level advances to
the regional Meet or NCR.The victorious players in this round will compete in the
Palarong Pambansa. In the national games all regions will send the best players to fight
out for national pride. All players will display the skills acquired through a years training
in order to be the champion.
In totality sports has a big role to play in the development of the citizens of every
country. Sports develops individual who can contribute to the economic well-being
through proper work habits and work attitudes such as punctuality, cooperation, and
open-mindedness. Good leaders with moral integrity of the highest order necessary for
effective group participation or group living to the New society.
The Division of Malabon City participates actively in all these competitions
depending on the qualifications of the athletes from the city. The city has been very
supportive of this endeavor.
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Annual Accomplishment
Report 2012
A. ACCESS
 Key Indicators
Table 7
1 & 2. APPARENT INTAKE AND NET INTAKE RATE
Elementary Education
Grade 1 Enrollment
(all ages)
Division Name
Malabon
City
Grade 1 Enrollment
(age 6)
Population
(age 6)
Aparrent
Intake
Rate (AIR)
Net Intake
Rate
(NIR)
Total
Public
Total
Public
Total
19,812
19,812
10,428
10,428
16,102
123.04%
64.76%
Male
10,700
10,700
5,290
5,290
8,296
128.98%
63.77%
Female
9,112
9,112
5,138
5,138
7,806
116.73%
65.82%
Apparent Intake Rate & Net Intake Rate
140
120
R
100
A
80
T
60
40
E
20
0
Apparent Intake Rate (AIR)
Male
128.98
Female
116.73
Total
123.04
Net Intake Rate (NIR)
63.77
65.82
64.76
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Annual Accomplishment
Report 2012
Table 7
3. GROSS ENROLMENT RATIO
Elementary Education
School Year
2009-2010
2010-2011
2011-2012
Male
89.03
57.04
100
Female
87.02
56.18
97.21
GER - ELEMENTARY
Total
89.53
56.62
98.75
Male
Female
Total
100
90
80
R
A
70
60
50
T
40
E
30
20
10
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
The table and graphical representation of the Gross Enrolment Ratio (GER) in elementary
education for three consecutive school years depict a significant 41.56% increase in the general level of
participation (42.96 percentage increase in male and 41.03 percentage increase in female) from SY 20102011 to SY 2011-2012. This can be attributed to the constant implementation of the Division’s best
practices on improving access to education including the “Halika Na Sa Eskwela”, a program involving
advocacy campaigns and organization of various committees assigned to accommodate new, regular, and
late enrollees and transferees.
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SECONDARY EDUCATION
Table 7f
GROSS ENROLMENT RATIO
Secondary Education
School Year
2009-2010
2010-2011
2011-2012
Male
75.31
39.39
65.57
Female
73.62
41.47
69.92
GER - SECONDARY
Total
74.46
40.41
67.69
Male
Female
Total
80
70
R 60
A 50
T 40
E 30
20
10
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
Again, the drastic decrease in percentages from SY 2009-2010 to SY 2010-2011 has been caused
by the splitting of the Division of Malabon and Navotas into two separate, independent divisions which
affected the figures. But Table 8 indicates a significant 27.28 percentage increase in the general level of
participation or the total gross enrolment ratio in secondary education from SY 2010-2011 to SY 20112012.This increase in GER, while indicative of the success Division-initiated programs and projects on
early enrollment (including the Project CLEAR or the Classes’ EArly Resumption), also spells a greater
need for additional instructional rooms, seats, textbooks, and teachers in the Division.
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Annual Accomplishment
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Table 7a
4. NET ENROLMENT RATIO
Elementary Education
School Year
2009-2010
2010-2011
2011-2012
Male
85.35
47.26
85.44
Female
83.50
48.19
85.36
Total
84.44
47.71
85.40
NER - ELEMENTARY
Male
Female
Total
90
80
R
70
A
60
T
50
40
E
30
20
10
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
The table and graph above represent the net enrolment ratio in elementary education which is
considered the more precise measurement of the extent of participation in primary education of the
children belonging to the official primary school age. The drastic decrease in percentages from SY 20092010 to SY 2010-2011 has been caused by the splitting of the Division of Malabon and Navotas into two
separate, independent divisions. But from a total of 47.71 for the SY 2010-2011, the total net enrolment
ratio for SY 2011-2012 reflects a 37.69 percentage increase (38.18 percentage increase in male and 37.17
percentage increase in female), making the total 85.40. Again, this significant increase can also be
attributed to the continuous implementation of the Division’s best practices on improving access to
education.
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Annual Accomplishment
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Table 8a
NET ENROLMENT RATIO
Secondary Education
School Year
2009-2010
2010-2011
2011-2012
Male
52.29
28.10
51.30
Female
56.35
31.52
57.50
Total
54.35
29.78
54.33
Male
Female
Total
NER - SECONDARY
60
50
R
A
40
30
T
E
20
10
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
The NET Enrolment Ratio (NER) considered as the more precise measurement of the extent of
participation of students in secondary education is depicted in Table 8a which reflects a 24.55 percentage
increase in the total NER from SY 2010-2011 to SY 2011-2012. This can be attributed to the enhanced
implementation of the Division’s best practices in improving access to education in line with the
Education for All (EFA) goals for 2015.
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Annual Accomplishment
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5. THREE YEAR ENROLMENT DATA IN BASIC EDUCATION
Enrolment Data in Public Schools (Three Years)
Percentage increase in Pre-School Enrolment
SY 2010-2011 - 2,220
SY 2011-2012 - 4,982
SY 2012-2013 - 5,122
Percentage decrease in Elementary School Enrolment
SY 2010-2011 - 49,062
SY 2011-2012 - 48,064
SY 2012-2013 - 47,253
Percentage decrease in Secondary School Enrolment
SY 2010-2011 - 20,498
SY 2011-2012 - 20,994
SY 2012-2013 - 20,883
= 0.53%
Percentage increase in Special Education Enrolment
SY 2010-2011 - 171
SY 2011-2012 - 187
SY 2012-2013 - 216
= 15.50%
Table 1a
Enrolment Data in Private Schools (Three Years)
Percentage increase in Pre-School Enrolment = 10.04%
SY 2010-2011 - 1,014
SY 2011-2012 - 1,743
SY 2012-2013 - 1,918
Percentage increase in Elementary School Enrolment = 1.96%
SY 2010-2011 - 6,910
SY 2011-2012 - 6,596
SY 2012-2013 - 6,725
Percentage decrease in Secondary School Enrolment
SY 2010-2011 - 6,671
SY 2011-2012 - 6,688
SY 2012-2013 - 6,666
= 0.33%
Percentage decrease in Special Education Enrolment
= 12.5%
SY 2010-2011 SY 2011-2012 SY 2012-2013 -
25
30
24
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Annual Accomplishment
Report 2012
Enrolment rate in Pre-School shows an increasing trend both for public and private schools from
SY 2011-2012 to SY 2012-2013. This can be attributed to the Division’s Program on Strengthening PreSchool Handlers Competencies and Educational Services Contracting for Kindergarten, anchored on one
of the salient features of the K to 12 Basic Education Program – a strengthened Early Childhood
Education, also known as Universal Kindergarten.
Elementary and Secondary School enrolment in public schools registered minimal decrease wherein
the figures were directly affected by the implementation of the LIS (Learner Information System) and the
LRN (Learner Reference Number), relocation due to calamities (fires and typhoons) and the increase in
number of informal settlers.
Meanwhile, enrolment in Special Education (SPED) marked a significant increment of 15.50%. This
is aligned with the Division’s continuous goal of making education inclusive to all types of learners
through intensified SPED programs and Alternative Delivery Modalities (ADMs). Meanwhile, there is
also an increase in Elementary School enrolment and minimal percentage decrease in Secondary School
and Special Education enrolment in private schools.
6. NUMBER OF PUBLIC AND PRIVATE SCHOOLS
Table 2
Number of Public and Private Schools
As of 2012
Pre-school
Elementary
Secondary
SPED
Public Schools
28*
28
12
6*
Private Schools
39*
41
19
3*
* Elementary Schools offering Pre-School / Kindergarten Education
* Elementary Schools offering Special Education
As of 2012, the Division of Malabon City has 28 public elementary schools also offering PreSchool Education and Special Education (SSPED) and a total of 12 public secondary schools. (Seven
independent High Schools, three schools in the process of being established as Integrated Schools, one techvoc and one school annex, both in the process of gaining independence). Three secondary schools have the
Special Program for Foreign Language (SPFL). Malabon National High School and Tugatog National High
School offers Mandarin, while Tinajeros National High School offers Spanish. Malabon National High
School also has the Special Program for the Arts (SPA).
Meanwhile, 39 of 41 private elementary schools also offer Pre-School Education. Three of these
schools offer Special Education (SPED).There are 19 private secondary schools.
26
Annual Accomplishment
Report 2012
7. BASIC EDUCATION RESOURCES
A. E-BEIS (Enhanced Basic Education Information System) DATA
Table 5
TEACHER DEPLOYMENT ANALYSIS
Elementary Schools
SY 2011-2012
TOTAL
ENROLMENT
TOTAL
TEACHERS
PUPIL: TEACHER
RATIO
Dampalit ES
442
15
29.47
SkyBlue
Dampalit ES 1
SCHOOL
COLOR CODE
517
17
30.41
Green
Malabon ES
3,604
104
34.65
Green
Panghulo ES
1,038
30
34.60
Green
Panghulo ES 1
1,056
1,508
3,772
1,197
4,029
1,429
1,146
3,242
22
43
103
32
94
38
28
91
48.00
35.07
36.62
37.41
42.86
37.61
40.93
35.63
Orange
Yellow
Yellow
Yellow
Gold
Yellow
Gold
Yellow
1,259
247
30
6
41.97
41.17
Gold
Gold
962
647
28
18
34.36
35.94
Green
Yellow
506
16
31.63
Green
941
962
952
2,621
27
26
25
70
34.85
37.00
38.08
37.44
Green
Yellow
Yellow
Yellow
766
3,196
22
83
34.82
38.51
Green
Yellow
308
2,566
11
66
28.00
38.88
SkyBlue
Yellow
E.Delos Santos ES
Maysilo ES
2,293
2,927
744
50
72
17
45.86
40.65
43.76
Orange
Gold
Gold
TOTAL
44,877
1,184
37.90
Yellow
Santulan ES
Imelda ES
Longos ES
Ninoy Aquino ES
Tañong IS
Tañong ES 1
Tonsuya ES
Amang Rodriguez
ES
Col. R. Camus IS
Concepcion ES
Dela Paz ES
Muzon ES
Niugan ES
Santiago Syjuco ES
Bagong Lote ES
Potrero ES
Potrero ES 1
Tinajeros ES
Tinajeros ES 1
Acacia ES
Catmon IS
27
STATUS
Surplus teacher
provision
Generous teacher
provision
Generous teacher
provision
Generous teacher
provision
Moderate teacher
shortage
National Mean ratio
National Mean ratio
National Mean ratio
Manageable ratio
National Mean ratio
Manageable ratio
National Mean ratio
Manageable ratio
Manageable ratio
Generous teacher
provision
National Mean ratio
Generous teacher
provision
Generous teacher
provision
National Mean ratio
National Mean ratio
National Mean ratio
Generous teacher
provision
National Mean ratio
Surplus teacher
provision
National Mean ratio
Moderate teacher
shortage
Manageable ratio
Manageable ratio
National mean ratio
Annual Accomplishment
Report 2012
Out of 28 public elementary schools, there are only two schools with moderate teacher shortage
(orange color code). Seven schools have generous teacher provision and two schools have surplus teacher
provision. The rest falls into the gold and yellow color zone, making the total teacher to pupil ratio
1:37.90. This falls into the national mean ratio (yellow color code) due to the creation of teacher item
positions. As of December, 2012, there are 22 newly created teacher items for elementary.
Table 5a
INSTRUCTIONAL ROOMS ANALYSIS (SINGLE SHIFT)
Elementary Schools
SY 2011-2012
442
517
3,604
1,038
1,056
1,508
3,772
1,197
4,029
1,429
1,146
3,242
1,259
247
962
647
506
TOTAL
INSTRUCTIO
NAL ROOMS
8
5
45
12
7
17
45
18
44
15
13
40
7
5
13
14
7
PUPIL:
CLASSROOM
RATIO
55.25
103.40
80.09
86.50
150.86
88.71
83.82
66.50
91.57
95.27
88.15
81.05
179.86
49.40
74.00
46.21
72.29
Santiago Syjuco ES
Bagong Lote ES
Potrero ES
Potrero ES 1
Tinajeros ES
Tinajeros ES 1
Acacia ES
Catmon IS
E.Delos Santos ES
Maysilo ES
941
962
952
2,621
766
3,196
308
2,566
2,293
2,927
744
11
15
8
27
10
35
5
15
21
30
9
85.55
64.13
119.00
97.07
76.60
91.31
61.60
171.07
109.19
97.57
82.67
TOTAL
44,877
501
89.57
SCHOOL
Dampalit ES
Dampalit ES 1
Malabon ES
Panghulo ES
Panghulo ES 1
Santulan ES
Imelda ES
Longos ES
Ninoy Aquino ES
Tañong IS
Tañong ES 1
Tonsuya ES
Amang Rodriguez ES
Col. R. Camus IS
Concepcion ES
Dela Paz ES
Muzon ES
Niugan ES
Legend:
TOTAL
ENROLMENT
Does not meet RA 7880, schools with severe shortage of classrooms
Does not meet RA 7880, even with double shifting
Fails to meet RA 7880, with one shift
28
COLOR
CODE
Gold
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Yellow
Red
Yellow
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Red
Annual Accomplishment
Report 2012
Table 5a shows that 25 out of 28 public elementary schools in the Division fail to meet the
provisions of RA 7880 otherwise known as the “Fair and Equitable Access to Education Act” and
experience severe shortage of classrooms. Dampalit Elementary School still does not meet RA 7880, even
with double shifting (gold color code) while Col. Ramon Camus Integrated School and Dela Paz
Elementary School fail to meet RA 7880 with one shift (yellow color code). These figures resulted from
the computation of data on the basis of single shift whereas the Division still operates on a double shift.
The discrepancy made the total equivalent to 89.57 pupils per classroom ratio. When the data are
calculated on double shifts, the ratio will be 44.76 pupils per classroom, which is close to the ideal 1:46
classroom to pupil ratio. As of October, 2012, there are a total of 512 instructional rooms for elementary
schools in the Division.
29
Annual Accomplishment
Report 2012
Table 5b
SCHOOL FURNITURE ANALYSIS
Elementary Schools
SY 2011-2012
TOTAL
ENROLMENT
TOTAL
SEATING
442
517
3,604
1,038
1,056
1,508
3,772
1,197
4,029
1,429
1,146
3,242
1,259
247
962
647
506
280
364
2,328
1,017
664
1,350
1,903
790
1,714
1,150
526
2,277
640
347
650
409
604
PUPIL:
SEATING
RATIO
1.58
1.42
1.55
1.02
1.59
1.12
1.98
1.52
2.35
1.24
2.18
1.42
1.97
0.71
1.48
1.58
0.84
Santiago Syjuco ES
Bagong Lote ES
Potrero ES
Potrero ES 1
Tinajeros ES
Tinajeros ES 1
Acacia ES
Catmon IS
E.Delos Santos ES
Maysilo ES
941
962
952
2,621
766
3,196
308
2,566
2,293
2,927
744
761
895
704
1,420
440
1,907
250
1,398
1,293
1,585
840
1.24
1.07
1.35
1.85
1.74
1.68
1.23
1.84
1.77
1.85
0.89
Gold
Gold
Gold
Gold
Gold
Gold
Gold
Gold
Gold
Gold
Green
TOTAL
44,877
28,506
1.57
Gold
SCHOOL
Dampalit ES
Dampalit ES 1
Malabon ES
Panghulo ES
Panghulo ES 1
Santulan ES
Imelda ES
Longos ES
Ninoy Aquino ES
Tañong IS
Tañong ES 1
Tonsuya ES
Amang Rodriguez ES
Col. R. Camus IS
Concepcion ES
Dela Paz ES
Muzon ES
Niugan ES
Legend:
COLOR
CODE
Gold
Gold
Gold
Gold
Gold
Gold
Gold
Gold
Orange
Gold
Orange
Gold
Gold
Green
Gold
Gold
Green
Adequate in two-shift schools
More than two pupils per seat
Generous seat provision
The total pupil to seating ratio for elementary schools in the Division is 1:1.57 under the gold
color code which means adequate in two-shift schools, as shown in Table 5b. Only two schools – Ninoy
Aquino Elementary School and Tañong Elementary School I have a ratio of more than two pupils per seat
(orange color code). There are three schools with generous seat provision, as indicated by the green color
code – Amang Rodriguez Elementary School, Muzon Elementary Schools, and Maysilo Elementary
School.
30
Annual Accomplishment
Report 2012
Table 5c
TEXTBOOK SITUATION ANAYSIS REPORT AS OF SEPTEMBER 2012 FOR ELEMENTARY
Textbook Inventory**
Subject and Grade
Level
a
Enrollment
as of
July,2012
b
Title
c
**Net TX
damaging due
to
Habagat/wear &
tear
Textbook
Shortage /
Deficiency
EXCESS
Textbook to
Student
Ratio
h=f-g
i=b-h
j
k= 1 : (b / h)
English 1
9856
English Expressways 1
7,817
2,039
1 : 1.26
Math 1
9856
Elementary Mathematics 1
6,935
2,921
1 : 1.42
Filipino 1
Araling Panlipunan
9856
6,716
3,140
1 : 1.47
9856
Landas sa Wika at Pagbasa 1
Makabayang Pilipino 1: Matapat na
Pilipino 1
7,290
2,566
1 : 1.35
English 2
8205
English for You and Me 2
7,345
860
1 : 1.12
Math 2
8205
Mathematics for Everyday Use 2
5,343
2,862
1 : 1.54
Filipino 2
Sibika 2
8205
Pagdiriwang ng Wikang Pilipino 2
Sibika at Kultura Serye 2Makabayan: Katangiang Pilipino
3,520
4,685
1 : 2.33
6,239
1,966
1 : 1.32
8205
English 3Language
7546
English for You and Me 3 - Language
7,225
321
1 : 1.04
English 3-Reading
7546
English for You and Me 3 - Reading
7,114
432
1 : 1.06
Science & Health 3
7546
Growing with Science & Health 3
7,519
27
1 : 1.00
Math 3 -NEW
7546
Discovering Mathematics Today 3
Filipino 3-Wika
7546
Bagong Filipino sa Salita at Gawa 3
31
577
5,922
1,624
1 : 1
:
1.27
Annual Accomplishment
Report 2012
1
Filipino 3-Pagbasa
Sibika 3
7546
5,638
1,908
1 : 1.34
7546
Bagong Filipino sa Salita at Gawa 3
Makabayang Pilipino 3: Masipag na
Pilipino
6,809
737
1 : 1.11
English 4Language
7508
English for You and Me 4 - Language
6,880
628
1 : 1.09
English 4-Reading
7508
English for You and Me 4 - Reading
7,051
457
1 : 1.06
Science 4
7508
Science for Daily Use 4
6,096
1,412
1 : 1.23
Math 4 - NEW
7508
Mathematics a Better Life 4
Filipino 4-Wika
7508
Hiyas sa Wika 4
5,458
2,050
1 : 1.38
Filipino 4-Pagbasa
Hekasi 4
7508
Hiyas sa Pagbasa 4
Heographiya, Kasaysayan, at Sibika
4-Makabayan:Kapaligirang Pilipino
6,470
1,038
1 : 1.16
6,471
1,037
1 :
7508
421
1 : 1
1.16
English 5Language
7312
English Expressways 5 - Language
6,946
366
1 : 1.05
English 5-Reading
7312
English Expressways 5 - Reading
6,792
520
1 : 1.08
Science 5
7312
Science for Daily Use 5
5,759
1,553
1 : 1.27
Math 5 - NEW
7312
Mathematics a Better Life 5
6,630
Filipino 5-Wika
7312
Hiyas sa Wika 5
4,785
2,527
1 : 1.53
Filipino 5-Pagbasa
Hekasi 5
7312
6,355
957
1 : 1.15
7312
Hiyas sa Pagbasa 5
Heographiya, Kasaysayan, at Sibika
5-Makabayan:Kasaysayang Pilipino
6,651
661
1 : 1.10
English 6Language
6952
English for You and Me 6 - Language
4,897
2,055
1 : 1.42
English 6-Reading
6952
English for You and Me 6 - Reading
4,676
2,276
1 : 1.49
Science 6
6952
Into the Future: Science and Health 6
5,524
1,428
1 : 1.26
32
284
1 : 1
Annual Accomplishment
Report 2012
Math 6
6952
Mathematics for Everyday Use 6
5,905
1,047
1 : 1.18
Filipino 6-Wika
6952
Landas sa Wika 6
5,769
1,183
1 : 1.21
Filipino 6-Pagbasa
6952
Landas sa Pagbasa 6
5,566
1,386
1 : 1.25
Hekasi 6
6952
Yaman ng Pilipinas 6
6,368
584
1 : 1.09
** net textbooks damaging due to Habagat / wear & tear
For elementary level, Table 9 shows that the pupil to textbook ratio ranges from 1 : 1.00
to 1 : 1.53, except for Grade 1 textbooks in Filipino where the pupil to textbook ratio is 1 : 2.33.
The Division is intent to wipe-out all shortages in textbooks by 2013 and this will be obtained
through continuing the effective utilization of Local School Board (LSB) funds. It is worth noting
that more than 10, 000 books were procured this 2012.
33
Annual Accomplishment
Report 2012
Table 6
TEACHER DEPLOYMENT ANALYSIS
Secondary Schools
SY 2011-2012
TOTAL
ENROLMENT
TOTAL
TEACHERS
STUDENT:
TEACHER
RATIO
Malabon NHS
5042
147
34.30
Gold
Tañong NHS
1117
33
33.85
Gold
Longos NHS
1468
35
41.94
Red
Panghulo NHS
1645
43
38.26
Orange
Potrero NHS
1993
48
41.52
Red
Tinajeros NHS
3060
85
36
Orange
Tugatog NHS
2712
66
41.09
Red
Malabon NHS –
Concepcion TechVoc Annex
541
45.08
Red
With teacher
needs
Tinajeros NHSAcacia Annex
1100
42.31
Red
With teacher
needs
Catmon IS
378
54
Red
With teacher
needs
Col. R. Camus IS
251
35.86
Orange
With teacher
needs
Tañong IS
339
67.80
Red
With teacher
needs
38.22
Orange
With teacher
needs
SCHOOL
TOTAL
19,646
12
(borrowed from
MNHS)
26
(borrowed from
Tinajeros NHS)
7
(3 from MNHS
and 4 from
Tugatog NHS)
7 (6 from MNS,
1 own item)
5 (4 from
Tañong NHS, 1
from MNHS)
514
COLOR
CODE
STATUS
With teacher
needs
With teacher
needs
With teacher
needs
With teacher
needs
With teacher
needs
With teacher
needs
With teacher
needs
With the ideal teacher : student ratio being 1 : 45, all public secondary schools in the Division fall
into the hot color zones (yellow, gold, orange and red) which indicate teacher needs. There are four
schools – two annexes (MNHS Concepcion Tech-Voc Annex and TNHS-Acacia Annex) and two
integrated schools (Catmon IS and Tañong IS) which borrowed teachers from independent high schools.
These schools are still in the process of gaining independence and don’t have their own nationally funded
teachers. The total teacher to student ratio for secondary schools in the Division is 1 : 38.22 which belongs
to the orange color zone depicting moderate teacher shortage.
34
Annual Accomplishment
Report 2012
Table 6a
INSTRUCTIONAL ROOMS ANALYSIS (SINGLE SHIFT)
Secondary Schools
SY 2011-2012
TOTAL
ENROLMENT
TOTAL
INSTRUCTIONAL
STUDENT:
CLASSROOM
RATIO
Malabon NHS
5042
42
120.05
Red
Tañong NHS
1117
8
139.63
Red
Longos NHS
1468
12
122.33
Red
Panghulo NHS
1645
15
109.67
Red
Potrero NHS
1993
17
117.24
Red
Tinajeros NHS
3060
30
102.00
Red
Tugatog NHS
2712
26
104.31
Red
Malabon NHS –
Concepcion Tech-Voc
Annex
541
2
270.50
Red
Tinajeros NHS-Acacia
Annex
1100
9
122.22
Red
Catmon IS
378
6
63.00
Red
Col. R. Camus IS
251
2
125.50
Red
Tañong IS
339
6
56.50
Red
19, 646
175
112.26
Red
SCHOOL
TOTAL
Legend:
COLOR
CODE
Does not meet RA 7880, schools with severe shortage of classrooms
All Secondary schools in the Division experience severe shortage of classrooms (red color code),
as reflected in Table 6a. Again, this is due to the computation of data on the basis of single shift, resulting
into a total ratio of 112.26 students per classroom. In this case, the 12 secondary schools fail to meet RA
7880 or the Fair and Equitable Access to Education Act. When data are calculated on the basis of double
shifts, the ratio will be 56.13 students per classroom. But still, this is far from the ideal less than 46
students per classroom ratio which meets the provisions of RA 7880 with one shift. Because of this, the
Division continuously establishes linkages with the external stakeholders to help in the construction of
additional instructional rooms.
35
Annual Accomplishment
Report 2012
Table 6b
SCHOOL FURNITURE ANALYSIS
Secondary Schools
SY 2011-2012
TOTAL
ENROLMENT
TOTAL
SEATING
STUDENT:
SEATING
RATIO
Malabon NHS
5042
3597
1.40
Gold
Tañong NHS
1117
687
1.63
Gold
Longos NHS
1468
950
1.55
Gold
Panghulo NHS
1645
1095
1.50
Gold
Potrero NHS
1993
1177
1.69
Gold
Tinajeros NHS
3060
2272
1.35
Gold
Tugatog NHS
2712
1641
1.65
Gold
541
647
0.84
Green
1100
350
3.14
Red
Catmon IS
378
300
1.26
Gold
Col. R. Camus IS
251
0
Black
Tañong IS
339
0
Black
1.54
Gold
SCHOOL
Malabon NHS –
Concepcion Tech-Voc
Annex
Tinajeros NHS-Acacia
Annex
TOTAL
19,646
(seats borrowed
from elementary)
(seats borrowed
from elementary)
12,716
COLOR CODE
Note: Generated Dec. 26, 2012
Legend:
Adequate in two-shift schools
Generous seat provision
More than 3 pupils per seat
No existing seats
While MNHS Concepcion Tech-Voc Annex has the most severe shortage of classrooms (270.50
students per classroom on the basis of double shifts), it has the most generous seat provision with a ratio
of 0.84 students per seat (green color code). Majority of the secondary schools belong to the gold color
zone which means that there are more than one student per seat and this is considered inadequate even in
two-shift schools. TNHS-Acacia Annex is in the red color zone, with an average of 3.14 students per seat,
which is considered a severe shortage in two-shift schools. In the case of Col. Ramon Camus Integrated
School and Tañong Integrated School, secondary students use the same seats utilized by elementary
pupils. Additional seats will be distributed to these schools after the construction of new school buildings
and classrooms.
36
Annual Accomplishment
Report 2012
Table 5c
TEXTBOOK SITUATION ANAYSIS REPORT AS OF SEPTEMBER 2012 FOR SECONDARY
Textbook Inventory
Textbook Situation
Subject and
Year Level
Enrollment
as of July
2012
Title
Textbook
Shortage /
Deficiency
EXCESS
Textbook to
Student Ratio
a
b
c
i=b-h
j
k= 1 : (b / h )
English I
Science & Tech. I
5970
Ventures in Communication I
Science & Technology I: Integrated
Science (Revised Edition Copyright
2009)
Math I
5970
Elementary Algebra I (Reprinted 2009)
610
1
:
1.11
Filipino I
Araling Panlipunan
I
Music
5970
Gangsa I
345
1
:
1.06
5970
Pilipinas: Isang Sulyap at Pagyakap I
1
:
1
5970
6064
6064
6064
Enjoy Life with Music and Arts I
1
:
6064
6064
6064
1.18
#####
#####
#####
6064
#####
Arts
P.E.
T.L.E
Eduk. Sa
Pagpapakato
English II
Science & Tech. II
5970
English Expressways II
Science and Technology II: Biology
(Revised Edition Copyright 2009)
5543
1
:
1
574
1
:
1
464
931
6064
5543
286
1449
1
:
1.35
943
1
:
1.21
1002
1
:
1.22
Math II
5543
Intermediate Algebra II (Reprinted
2009)
Filipino II
Araling Panlipunan
II
P.E. & Health II
5543
Gintong Pamana: Wika at Panitikan II
4232
1
:
4.23
5543
Asya: Pag-usbong ng Kabihasnan
691
1
:
1.14
5543
5488
Enjoying Life with P.E. & Health II
715
1
:
1.15
Music & Arts II
37
ok
5488
Annual Accomplishment
Eduk. Sa
Pagpapahalaga
TLE
English III
Science & Tech. III
Report 2012
5488
5488
5013
5488
5488
English Expressways III
Science & Technology III : Chemistry
(Revised Edition Copyright 2009)
5013
624
ok
1
:
1.14
42
ok
1
:
1.01
Math III
5013
Geometry III (Reprinted 2009)
402
1
:
1.09
Filipino III
Araling Panlipunan
III
Music & Arts III
5013
Wika at Panitikan III
3105
1
:
2.63
5013
Daigdig Kasaysayan ng mga Lahi
214
ok
1
:
1.04
5013
5069
Enjoy Life with Music and Arts III
410
5069
5069
1
:
1
1
:
1.10
1
:
1
P.E. & Health III
Eduk. Sa
Pagpapahalaga
TLE
English IV
Science & Tech. IV
5069
5069
4266
5069
English Expressways IV
Science and Technology IV: Physics
(Revised Edition Copyright 2009)
396
90
4266
Math IV
Filipino IV
Araling Panlipunan
IV
Music & Arts IV
4266
Advanced Algebra, Trigonometry and
Statistics (Reprinted 2009)
339
1
:
1.09
4266
Wika at Panitikan IV
2923
1
:
3.18
4266
Ekonomiks Mga Konsepto at Aplikasyon
1
:
1
4266
<Universal title to be delivered this
year>
1
:
1.14
P.E. & Health IV
TLE
Eduk. Sa
Pagpapahalaga
XXXXX
521
4266
4258
Enjoy Life with P.E. and Health IV
4258
** net textbooks damaging due to Habagat / wear & tear
38
777
4258
4258
Annual Accomplishment
Report 2012
Table 9a reflects the textbook situation in secondary schools of the Division as of
September, 2012. It can be gleaned from the table that figures for Araling Panlipunan books for
Year II students has a ratio of 4.23 books per student. This is followed by Filipino textbooks for
Year IV students wherein the textbook to student ratio is 1 : 3.18 and Filipino textbooks for Year
III students with a with a ratio of 1 : 2.63. Meanwhile, textbooks for Music and Arts IV are set to
be delivered this 2013. The rest has a ratio ranging from 1.00 to 1.35 textbook per student ratio.
With a total of 10, 269 textbooks procured through the Local School Board (LSB) on December,
2012, it is hoped that a 1 : 1 textbook to student ratio will be achieved by the end of 2013.
39
Annual Accomplishment
Report 2012
Table 5d
COMPUTERS
COMPUTERS
SCHOOL
A. INSTRUCTIONAL EQUIPMENTS
COMPUTER
TERMINAL
COMPUTER
B. NON-INSTRUCTIONAL
EQUIPMENTS (FOR OFFICE
USE)
COMPUTER
PRINTER
ELEMENTARY
Dampalit ES
Dampalit ES 1
Malabon ES
Panghulo ES
Panghulo ES 1
Santulan ES
Imelda ES
Longos ES
Ninoy Aquino ES
Tañong IS
Tañong ES 1
Tonsuya ES
Amang Rodriguez ES
Col. R. Camus IS
Concepcion ES
Dela Paz ES
Muzon ES
Niugan ES
Santiago Syjuco ES
Bagong Lote ES
Potrero ES
Potrero ES 1
Tinajeros ES
Tinajeros ES 1
Acacia ES
Catmon IS
E. Delos Santos ES
Maysilo ES
TOTAL
40
0
3
21
5
8
2
8
14
6
1
4
18
9
1
11
1
3
2
11
16
8
5
0
4
3
21
14
2
0
0
0
0
0
12
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
0
2
1
4
3
2
3
2
3
3
3
3
1
2
1
1
2
1
3
1
4
2
1
2
1
2
2
3
3
2
2
4
2
2
2
1
1
3
2
3
2
3
1
1
1
1
3
1
2
2
1
3
1
2
1
3
3
201
12
61
55
Annual Accomplishment
Report 2012
SECONDARY
Malabon NHS
Longos NHS
Tañong NHS
Panghulo NHS
Potrero NHS
Tinajeros NHS
Tugatog NHS
MNHS - Concepcion Voc-Tech Annex
Tinajeros NHS - Acacia Annex
Tañong IS (HS)
Col. R. Camus IS (HS)
Catmon IS (HS)
TOTAL
41
15
34
38
51
33
44
4
5
0
1
0
0
0
0
0
0
0
0
0
0
0
0
0
0
14
3
5
5
5
5
5
1
1
0
0
0
4
2
2
5
7
6
4
0
1
0
0
0
225
0
44
31
Annual Accomplishment
Report 2012
Table 5e
WatSan Facilities
EXISTING NUMBER OF TOILETS
SCHOOL
BOYS
SHARED
GIRLS
URINALS
TOILET BOWL
Girls & Boys
ELEMENTARY
Dampalit ES
Dampalit ES 1
Malabon ES
Panghulo ES
Panghulo ES 1
Santulan ES
Imelda ES
Longos ES
Ninoy Aquino ES
Tañong IS
Tañong ES 1
Tonsuya ES
Amang Rodriguez ES
Col. R. Camus IS
Concepcion ES
Dela Paz ES
Muzon ES
Niugan ES
Santiago Syjuco ES
Bagong Lote ES
Potrero ES
Potrero ES 1
Tinajeros ES
Tinajeros ES 1
Acacia ES
Catmon IS
E. Delos Santos ES
Maysilo ES
TOTAL
42
2
3
9
11
3
6
6
2
16
3
5
13
6
1
8
5
5
3
13
3
8
3
9
2
4
7
7
2
2
2
3
4
2
1
1
6
2
2
4
3
1
0
4
0
0
0
0
0
1
1
2
0
0
4
1
1
2
2
9
5
2
4
5
5
2
1
6
11
4
1
2
3
2
2
11
2
5
3
5
1
2
0
4
1
0
0
13
0
0
0
0
2
5
0
0
4
8
0
1
0
2
0
3
0
3
3
5
0
2
0
10
0
165
47
102
61
Annual Accomplishment
Report 2012
SECONDARY
Malabon NHS
Longos NHS
Tañong NHS
Panghulo NHS
Potrero NHS
Tinajeros NHS
Tugatog NHS
MNHS - Concepcion Voc-Tech Annex
Tinajeros NHS - Acacia Annex
Tañong IS (HS)
Col. R. Camus IS (HS)
Catmon IS (HS)
TOTAL
43
6
4
2
6
5
5
4
1
2
3
1
2
1
1
0
2
0
0
0
1
0
1
2
0
5
3
1
2
2
8
2
3
3
2
1
2
0
0
0
0
0
0
0
0
0
0
0
0
41
8
34
0
Annual Accomplishment
Report 2012
B. QUALITY
NATIONAL ACHIEVEMENT TEST FOR G3 (SY 2011-2012)
Public Schools Only
School
Cluster
F
READING
ENGLISH
READING
FILIPINO
ENGLISH
GRAMMAR
FILIPINO
GRAMMAR
SCIENCE
MATHEMATICS
OVERALL
MPS
MPS
MPS
MPS
MPS
MPS
MPS
RANK
MALABON
CITY
2
7152
50.14
56.12
46.75
54.98
53.11
56.24
53.14
136852
Acacia ES
1
427
79.63
75.37
72.90
73.30
77.75
75.35
76.21
1
136837
Tañong IS
2
237
57.91
67.68
74.98
71.14
77.47
83.52
70.98
2
136835
Longos ES
3
167
76.05
82.69
14.55
67.25
69.06
80.56
69.30
3
136844
Muzon ES
4
71
65.28
70.14
63.38
67.75
64.88
67.23
66.68
4
136838
Tañong ES I
3
163
60.61
69.14
67.06
63.50
61.31
66.18
64.59
5
136834
Imelda ES
1
605
59.64
63.58
59.69
66.28
66.45
70.05
64.13
6
136832
Panghulo ES I
3
184
53.42
70.90
59.84
68.32
62.90
68.04
63.69
7
136831
Panghulo ES
3
169
60.62
61.09
68.88
65.21
62.80
59.61
62.35
8
136842
Concepcion ES
Ninoy Aquino
ES
3
148
51.22
65.78
57.84
66.49
66.67
63.96
61.58
9
1
606
60.91
59.83
46.40
62.06
58.36
69.96
60.27
10
1
564
62.09
58.55
58.97
54.77
57.16
65.95
59.96
11
3
146
52.91
52.67
54.04
52.67
72.42
67.31
58.61
12
136854
Malabon ES
Bagong Lote
ES
E. delos
Santos ES
1
457
54.08
63.09
47.18
57.51
54.43
59.84
56.71
13
136843
Dela Paz ES
3
107
42.43
53.60
55.33
54.11
63.93
58.94
53.98
14
136853
Catmon IS
2
367
39.81
49.74
39.21
51.88
56.95
61.96
49.84
15
136833
Santulan ES
2
235
45.30
47.51
49.32
48.13
55.35
52.11
49.36
16
136845
Niugan ES
3
146
40.79
60.14
38.63
54.11
44.93
46.76
48.01
17
136849
Potrero ES I
3
109
40.78
54.68
37.25
51.74
46.12
46.91
46.61
18
136855
Maysilo ES
3
130
41.81
42.73
41.77
54.15
48.46
46.21
45.22
19
136829
Dampalit I ES
Tinajeros ES
Unit I
4
82
37.87
49.45
35.73
41.95
33.74
35.04
39.50
20
5
35
36.29
49.43
33.43
41.14
30.67
38.86
38.92
21
Dampalit ES
Col. R. Camus
IS
4
73
37.88
46.78
31.92
45.07
32.69
36.16
38.84
22
5
40
32.50
40.00
26.50
37.75
51.50
39.67
38.44
23
Tinajeros ES
Amang
Rodriguez ES
1
535
35.24
43.95
29.91
43.36
33.55
33.64
36.94
24
2
223
33.45
41.12
34.62
38.30
33.72
36.23
36.33
25
1
441
34.12
44.75
29.37
41.07
31.94
33.89
36.32
26
136846
Potrero ES
Santiago
Syjuco Mem.
School
3
146
30.51
44.90
25.62
43.70
32.88
32.05
35.28
27
136839
Tonsuya ES
1
539
29.13
37.96
26.98
37.14
28.93
30.81
31.99
28
136836
136830
136847
136851
136828
136841
136850
136840
136848
44
Annual Accomplishment
Report 2012
NATIONAL ACHIEVEMENT TEST FOR GRADE SIX (SY 2011-2012)
Both Public and Private Schools
School
Malabon City
Cluster
F
MATHEMATICS
ENGLISH
SCIENCE
FILIPINO
HEKASI
OVERALL
MPS
MPS
MPS
MPS
MPS
MPS
2
7735
57.38
59.43
61.46
65.82
59.97
60.81
RANK
PUBLIC SCHOOLS
136837
Tañong IS
3
189
80.16
85.11
83.80
80.90
83.84
82.76
1
136838
Tañong ES Unit I
3
171
84.55
80.95
79.17
81.39
74.63
80.14
2
136852
Acacia ES
2
377
78.22
74.10
81.37
81.90
70.65
77.25
3
136835
Longos ES
3
173
73.77
81.88
65.88
70.17
75.82
73.51
4
136836
Ninoy Aquino ES
1
624
76.05
69.80
74.09
76.72
70.11
73.35
5
136855
Maysilo ES
4
93
76.96
64.17
77.82
70.40
75.46
72.96
6
136842
Concepcion ES
3
164
73.23
69.68
73.32
73.05
73.34
72.52
7
136832
Panghulo ES I
3
162
74.66
65.79
70.80
65.37
76.51
70.63
8
136854
E. delos Santos ES
1
444
72.51
63.90
73.24
65.96
64.02
67.93
9
136849
Potrero I ES
3
105
72.43
66.62
53.93
58.24
73.05
64.85
10
136844
Muzon ES
4
84
71.67
67.53
58.60
67.98
55.63
64.28
11
136853
Catmon IS
2
240
65.89
53.56
70.91
66.42
62.31
63.82
12
136831
Panghulo ES
3
143
69.63
67.60
57.38
57.74
66.17
63.71
13
136834
Imelda ES
1
590
55.15
65.99
68.50
54.61
69.91
62.83
14
136845
Niugan ES
3
163
64.29
62.56
61.21
66.03
60.05
62.83
15
136847
Bagong Lote ES
3
136
59.43
59.85
67.92
61.54
58.47
61.44
16
136846
Santiago Syjuco MS
3
152
68.45
60.89
65.72
55.67
47.68
59.68
17
136851
Tinajeros ES Unit I
4
61
67.13
49.02
49.59
69.92
62.09
59.55
18
136828
Dampalit ES (Main)
4
71
43.56
58.91
50.39
66.69
70.21
57.95
19
136843
Dela Paz ES
4
87
55.52
59.89
52.56
62.90
58.05
57.78
20
136833
Santulan ES
2
244
49.02
51.26
59.25
67.78
60.95
57.65
21
136830
Malabon ES
1
580
48.48
52.29
56.76
64.24
58.17
55.99
22
136840
Amang Rodriguez ES
3
173
44.70
50.32
53.68
61.63
45.81
51.23
23
136829
Dampalit ES I
4
89
38.68
45.51
52.30
63.34
48.90
49.75
24
136841
Col. R. Camus IS
5
35
39.57
46.36
48.14
65.79
47.57
49.49
25
136848
Potrero ES
2
372
38.74
43.76
47.96
64.29
50.80
49.11
26
136850
Tinajeros ES
1
497
36.28
43.21
44.45
60.91
45.26
46.02
27
136839
Tonsuya ES
1
466
35.67
38.07
39.70
54.97
41.82
42.05
28
45
Annual Accomplishment
PRIVATE SCHOOLS
Bright Beginnings Center for
407226 Young Children
Immaculate Heart of Mary
407227 School - Malabon
Report 2012
6
4
88.13
81.88
71.25
75.00
76.25
78.50
1
6
6
80.00
70.00
72.50
66.67
84.58
74.75
2
407210
St. James Academy
3
178
60.20
68.48
61.63
71.43
58.40
64.03
3
407209
6
10
60.50
60.25
57.50
73.50
62.00
62.75
4
6
16
62.34
64.22
60.16
65.47
49.06
60.25
5
4
67
48.84
66.04
61.19
67.13
50.07
58.66
6
407216
Phil. Malabon Cultural Institute
Phil. Buddhist Seng Guan
Memorial Institute
St. Therese of The Child Jesus
Academy
La Purisima Concepcion
Academy of Malabon
5
31
41.69
61.45
59.35
69.84
56.29
57.73
7
487519
Infant Jesus Learning Academy
6
9
46.94
57.78
55.00
68.89
55.28
56.78
8
487507
Academia de Santo Rosario
SME Child Development Center,
Inc.
6
15
45.67
60.67
54.00
68.83
52.17
56.27
9
6
17
39.26
63.53
58.97
66.76
52.65
56.24
10
6
11
49.32
64.09
55.91
60.45
50.68
56.09
11
407219
Sacred Heart School
The Potter and the Clay Christian
School
5
26
39.13
59.90
55.67
65.00
51.83
54.31
12
407225
St. Michael Learning Center, Inc.
6
9
38.61
46.67
58.89
66.67
58.06
53.78
13
487508
La Cabecera de Montessori
6
15
35.00
61.67
54.33
65.83
50.00
53.37
14
487515
Seibo College
6
20
38.38
56.25
54.13
68.00
45.38
52.43
15
407220
De La Salle - Araneta University
3
185
40.01
58.43
56.07
63.26
44.07
52.37
16
487509
6
18
47.64
54.17
48.61
62.78
47.78
52.19
17
407215
Nazirites Christian Academy
Immaculate Conception
Parochial School
4
83
40.57
52.05
48.16
64.01
47.32
50.42
18
487512
United Methodist Parish School
6
13
43.08
52.88
50.96
60.19
41.92
49.81
19
407205
Academia de San Nicolas
6
10
38.75
44.75
50.75
67.25
47.00
49.70
20
407232
5
24
41.15
52.40
49.38
60.42
43.13
49.29
21
5
42
34.58
53.45
47.74
62.98
47.02
49.15
22
407223
St. Fourier School
Higher Ground Baptist Academy
Foundation, Inc.
Salvador Araneta Memorial
Institute
4
68
39.52
52.39
47.54
63.38
40.63
48.69
23
487514
Probex School Inc.
5
40
41.00
50.81
46.00
55.44
47.94
48.24
24
407207
Christian Academy of Malabon
Precepts Educational Academy
Inc.
6
7
36.79
53.57
49.64
59.29
41.43
48.14
25
6
4
39.38
45.00
52.50
57.50
41.88
47.25
26
White Angel Academy
Divine Child School of Malabon
Inc.
Malabon Educational Institution
- Arellano University
6
6
27.50
50.42
48.33
59.58
50.42
47.25
27
6
7
30.00
48.21
52.14
55.36
47.50
46.64
28
4
98
33.01
48.62
42.35
60.97
46.17
46.22
29
Paper & Pen Academy Inc.
6
5
35.00
47.00
36.50
48.00
49.50
43.20
30
MFCBC Christian Academy
6
6
30.42
35.42
37.08
49.58
27.92
36.08
31
407221
407211
407224
407222
407229
487517
487520
407213
487506
922353
407217
46
Annual Accomplishment
Report 2012
Department of Education
National Education Testing and Research Center
NATIONAL ACHIEVEMENT TEST FOR GRADE SIX (SY 2011-2012)
Public School Only
School
Cluster
MALABON CITY
136837
136838
136852
136835
136836
136855
136842
136832
136854
136849
136844
136853
136831
136834
136845
136847
136846
136851
136828
136843
136833
136830
136840
136829
136841
136848
136850
136839
Tañong IS
Tañong ES Unit I
Acacia ES
Longos ES
Ninoy Aquino ES
Maysilo ES
Concepcion ES
Panghulo ES I
E. delos Santos ES
Potrero I ES
Muzon ES
Catmon IS
Panghulo ES
Imelda ES
Niugan ES
Bagong Lote ES
Santiago Syjuco MS
Tinajeros ES Unit I
Dampalit ES (Main)
Dela Paz ES
Santulan ES
Malabon ES
Amang Rodriguez ES
Dampalit ES I
Col. R. Camus IS
Potrero ES
Tinajeros ES
Tonsuya ES
47
F
6685
3
3
2
3
1
4
3
3
1
3
4
2
3
1
3
3
3
4
4
4
2
1
3
4
5
2
1
1
189
171
377
173
624
93
164
162
444
105
84
240
143
590
163
136
152
61
71
87
244
580
173
89
35
372
497
466
MATHEMATICS
ENGLISH
SCIENCE
FILIPINO
HEKASI
OVERALL
MPS
MPS
MPS
MPS
MPS
MPS
59.66
62.67
65.97
61.66
61.88
85.11
80.95
74.10
81.88
69.80
64.17
69.68
65.79
63.90
66.62
67.53
53.56
67.60
65.99
62.56
59.85
60.89
49.02
58.91
59.89
51.26
52.29
50.32
45.51
46.36
43.76
43.21
38.07
83.80
79.17
81.37
65.88
74.09
77.82
73.32
70.80
73.24
53.93
58.60
70.91
57.38
68.50
61.21
67.92
65.72
49.59
50.39
52.56
59.25
56.76
53.68
52.30
48.14
47.96
44.45
39.70
80.90
81.39
81.90
70.17
76.72
70.40
73.05
65.37
65.96
58.24
67.98
66.42
57.74
54.61
66.03
61.54
55.67
69.92
66.69
62.90
67.78
64.24
61.63
63.34
65.79
64.29
60.91
54.97
83.84
74.63
70.65
75.82
70.11
75.46
73.34
76.51
64.02
73.05
55.63
62.31
66.17
69.91
60.05
58.47
47.68
62.09
70.21
58.05
60.95
58.17
45.81
48.90
47.57
50.80
45.26
41.82
82.76
80.14
77.25
73.51
73.35
72.96
72.52
70.63
67.93
64.85
64.28
63.82
63.71
62.83
62.83
61.44
59.68
59.55
57.95
57.78
57.65
55.99
51.23
49.75
49.49
49.11
46.02
42.05
59.45
80.16
84.55
78.22
73.77
76.05
76.96
73.23
74.66
72.51
72.43
71.67
65.89
69.63
55.15
64.29
59.43
68.45
67.13
43.56
55.52
49.02
48.48
44.70
38.68
39.57
38.74
36.28
35.67
RANK
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Annual Accomplishment
Report 2012
National Education Testing and Research Center
NATIONAL ACHIEVEMENT TEST FOR YEAR FOUR (SY 2011-2012)
Both Public and Private
Schools
School
Cluster
Malabon City
F
ARALING
PANLIPUNAN
MATHEMATICS
SCIENCE
FILIPINO
ENGLISH
CRITICAL
THINKING
OVERALL
MPS
MPS
MPS
MPS
MPS
MPS
MPS
2
5329
54.87
36.92
36.74
52.39
48.36
46.38
46.18
RANK
PUBLIC SCHOOLS
305452
Tinajeros NHS
1
650
59.64
36.87
39.11
55.30
50.43
48.54
48.65
1
320501
Longos NHS
2
297
57.60
33.99
34.79
57.21
50.54
51.06
47.51
2
305450
Panghulo NHS
2
341
55.50
41.00
37.14
52.69
45.95
42.95
46.41
3
305447
Malabon NHS
1
1223
55.57
34.31
39.80
52.67
47.41
44.00
46.20
4
305448
Tañong NHS
2
218
56.98
39.72
35.01
53.00
44.92
45.30
46.08
5
305449
Potrero NHS
2
394
51.02
37.74
35.90
51.70
46.81
43.48
44.78
6
305451
Tugatog NHS
1
568
54.33
35.34
35.05
52.07
42.45
42.22
44.02
7
320504
Tinajeros NHS Acacia Annex
3
185
51.62
31.43
31.04
48.77
51.27
45.00
43.33
8
48
Annual Accomplishment
Report 2012
PRIVATE SCHOOLS
407221
St. Therese of the
Child Jesus
Academy
Phil. Buddhist
Seng Guan
Memorial
Institute
407210
St. James
Academy
407211
4
56
63.84
64.71
46.49
58.57
69.73
63.84
60.74
1
6
9
58.89
54.89
51.11
56.67
60.56
67.78
57.20
2
2
203
59.33
46.61
39.10
54.07
63.83
63.84
53.51
3
6
9
59.44
39.11
38.70
55.74
55.19
57.78
50.50
4
4
65
57.28
41.51
34.49
53.72
56.05
58.23
49.46
5
2
219
54.46
46.90
35.06
50.86
52.95
53.40
48.43
6
407220
Phil. Malabon
Cultural Institute
La Purisima
Concepcion
Academy of
Malabon
De La Salle
Araneta
University
407223
Salvador Araneta
Memorial Intitute
2
266
53.88
36.36
36.99
51.60
49.86
50.32
46.34
7
487515
Seibo College
Foundation Inc.
6
17
52.94
34.24
38.14
50.39
53.43
47.35
46.30
8
5
54
53.27
36.85
34.69
52.38
50.37
47.96
45.95
9
6
11
48.64
33.27
34.85
49.55
52.42
52.27
44.63
10
4
82
53.48
29.78
34.33
49.53
44.27
43.72
42.77
11
3
107
46.06
40.93
33.97
43.93
44.03
42.57
41.86
12
5
41
44.59
34.15
33.37
46.26
47.03
43.90
41.49
13
2
279
47.05
29.98
30.20
47.53
42.77
38.87
39.77
14
6
18
43.15
35.00
28.24
43.89
45.65
40.28
39.39
15
6
16
39.79
35.38
30.10
44.06
45.83
39.69
39.19
16
6
1
41.67
26.00
28.33
48.33
50.00
35.00
39.03
17
407209
407216
487514
407213
407205
407215
407229
407214
407219
487519
487517
Probex School Inc.
Divine Child
School of
Malabon Inc.
Academia de San
Nicolas
Immaculate
Conception
Parochial School
Higher Ground
Baptist Academy
Foundation Inc.
Arellano Univ.
Jose Rizal HS Eliza
Esguerra Campus
The Potter and
the Clay Christian
School
Infant Jesus
Learning Academy
of Malabon
Precepts
Educational
Academy Inc.
49
Annual Accomplishment
Report 2012
NATIONAL ACHIEVEMENT TEST FOR YEAR FOUR (SY 2011-2012)
Public School Only
Division/School
Cluster
MALABON
CITY
305452
Tinajeros
NHS
F
3876
ARALING
PANLIPUNAN
MATHEMATICS
SCIENCE
FILIPINO
ENGLISH
CRITICAL
THINKING
OVERALL
MPS
MPS
MPS
MPS
MPS
MPS
MPS
55.65
35.97
37.28
53.11
47.28
45.02
46.12
RANK
1
650
59.64
36.87
39.11
55.30
50.43
48.54
48.65
1
2
297
57.60
33.99
34.79
57.21
50.54
51.06
47.51
2
2
341
55.50
41.00
37.14
52.69
45.95
42.95
46.41
3
305447
Longos NHS
Panghulo
NHS
Malabon
NHS
1
1223
55.57
34.31
39.80
52.67
47.41
44.00
46.20
4
305448
Tañong NHS
2
218
56.98
39.72
35.01
53.00
44.92
45.30
46.08
5
305449
Potrero NHS
Tugatog
NHS
Tinajeros
NHS - Acacia
Annex
2
394
51.02
37.74
35.90
51.70
46.81
43.48
44.78
6
1
568
54.33
35.34
35.05
52.07
42.45
42.22
44.02
7
3
185
51.62
31.43
31.04
48.77
51.27
45.00
43.33
8
320501
305450
305451
320504
50
Annual Accomplishment
C.
Report 2012
ACHIEVEMENT RATE (National Achievement Test)
Table 4
Results of the National Achievement Test (NAT)
for Elementary SY 2011-2012
SUBJECT AREA
MPS (Mean Percentage Scores)
ENGLISH
59.43
SCIENCE
61.45
MATH
57.38
FILIPINO
65.82
HEKASI
59.97
TOTAL
60.81
Table 4
Results of the National Achievement Test (NAT)
for Secondary SY 2011-2012
SUBJECT AREA
MPS (Mean Percentage Scores)
ENGLISH
40.08
SCIENCE
31.04
MATH
32.46
FILIPINO
60.17
HEKASI
47.78
TOTAL
42.72
For SY 2011-2012, public elementary pupils of the Division garnered an overall average rating of
60.81% for five major subjects, ranking fourth among the 16 divisions in the National Capital Region. For
the secondary level, however, students gained an overall mastery level of 42.72% which prompted the
Division to boost its existing programs and projects and launch interventions to improve student learning,
especially in subject areas that registered the lowest mean percentage scores – Mathematics and Science.
51
Annual Accomplishment
Report 2012
Science laboratories and equipment are being procured and it is hoped that these will motivate the students
to grow fond of the subject and eventually learn more.
Table 7f
NATIONAL ACHIEVEMENT TEST
Elementary
Subject Area
SY2009-2010
SY2010-2011
SY2011-2012
Math
68.63
65.31
57.38
English
68.73
63.26
59.43
Science
68.94
60.87
61.45
Filipino
78.29
77.27
65.82
HEKASI
74.54
69.29
59.97
TOTAL
71.83
67.20
60.81
NAT - ELEMENTARY
80
70
60
2009-2010
2010-2011
2011-2012
50
M
P
40
30
20
10
S
0
Math
English
Science
Filipino
HEKASI
TOTAL
SUBJECT AREA
Table 7f depicts the mean percentage scores (MPS) of Grade VI pupils per subject area (with the
corresponding overall average rating) in the National Achievement Test (NAT) for the past three school
years. It can be gleaned both from the table and the graphical representation that there is a steady decline
52
Annual Accomplishment
Report 2012
in the mastery level of pupils in all the subject areas. With a percentage decrease of 4.63 in the total MPS
from SY 2009-2010 to SY 2010-201, the numbers continue to drop the following school year, registering
a decrement of 6.39 for SY 2011-2012, where the Division ranked fourth among the 16 divisions of the
National Capital Region. These NAT results serve as the Division’s guide in implementing the appropriate
intervention programs especially in subject areas where students consistently register the lowest mean
percentage scores, particularly English and Mathematics.
Table 8f
NATIONAL ACHIEVEMENT TEST
Secondary
Subject
Math
English
Science
Filipino
HEKASI
SY 2009-2010
30.48
40.67
33.75
58.74
37.46
TOTAL
SY 2010-2011
33.26
42.24
32.04
60.36
47.60
40.22
SY 2011-2012
32.46
40.08
31.04
60.17
47.78
43.51
42.72
NAT - SECONDARY
80
60
40
M
P
2009-2010
2010-2011
2011-2012
20
0
Math
English
Science
Filipino
HEKASI
TOTAL
S
SUBJECT AREA
Table 8f shows an irregular pattern in the mean percentage scores (MPS) of Year IV students in
three subject areas – Mathematics, English and Filipino (increase from SY 2009-2010 to SY 2010-2011
and decrease from SY 2010-2011 to SY 2011-2012) in the National Achievement Test (NAT).
There is a steady decline in students’ mastery level in Science and only mean percentage scores in
Araling Panlipunan continuously increased for the past three school years. The overall average rating also
reflects an irregular trend. From 40.22 for SY 2009-2010, it showed a 3.29 percentage increase for SY
53
Annual Accomplishment
Report 2012
2010-2011 and then registered a 0.79 decrement for SY 2011-2012. Still, the mastery level of students for
the past three school years is far from the ideal 79%.
The dismal results of NAT for secondary level prompted the Division to come up with programs
and projects targeted at retooling and equipping the teaching workforce not only with improved
instructional methodologies but with enhanced commitment and dedication to service which will further
motivate students to learn, perform, and go the extra mile. The Division strongly believes that values
formation among educators is vital in improving the quality of learning in different subject areas.
54
Annual Accomplishment
Report 2012
C. EFFICIENCY
Table 7b
COMPLETION RATE
Elementary Education
School Year
2009-2010
2010-2011
2011-2012
Male
74.71
68.99
77.76
Female
73.91
73.16
65.56
Total
74.30
71.02
71.49
COMPLETION RATE - ELEMENTARY
Male
78
Female
Total
76
74
R
A
72
70
68
T
E
66
64
62
60
58
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
The percentage of Grade 1 entrants who completed or graduated in Elementary Education is
showed varying trends for the past three school years, as reflected in Table 7b. From a 3.28 percentage
decrement in completion rate from SY 2009-2010 to SY 2010-2011, the figures reflected a .47 percentage
increase for SY 2011-2012. This spells the need to draft interventions that will drive pupils on the road to
graduation.
55
Annual Accomplishment
Report 2012
Table 7c
COHORT SURVIVAL RATE
Elementary Education
School Year
2009-2010
2010-2011
2011-2012
Male
75.38
69.67
79.07
Female
74.13
73.20
86.63
CSR - ELEMENTARY
Total
74.74
71.39
82.92
Male
Female
Total
90
80
R
70
60
A
T
E
50
40
30
20
10
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
Table 7c shows that from a 3.35 percentage decrease in Cohort Survival Rate or the percentage of
a cohort of pupils who were able to reach Grade VI from SY 2009-2010 to SY 2010-2011, figures
registered an 11.53 percentage increase for SY 2011 to 2012. Still, the Division pursues the intensified
implementation of programs, projects, and interventions that will encourage pupils to stay in school and
finish the prescribed number of years so as to establish an increasing trend not only in CSR, but in all the
performance indicators.
56
Annual Accomplishment
Report 2012
Table 7d
SCHOOL LEAVER RATE
Elementary Education
School Year
2009-2010
2010-2011
2011-2012
Male
5.94
7.27
3.66
Female
6.05
6.24
2.18
Total
6.00
6.77
2.95
SCHOOL LEAVER RATE - ELEMENTARY
Male
8
Female
Total
7
6
R
5
A
4
T
3
E
2
1
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
It can be gleaned from Table 7d that the percentage of pupils who did not finish a particular grade
level and pupils who finished but failed to enroll in the next grade level decreased (3.82%) from SY 20102011 to SY 2011-2012. In this particular performance indicator, a decrease in numbers has positive
implications and the Division is intent in wiping out the number of school leavers in the entire pupil
population through promoting best practices aligned in the Education for All (EFA) 2015 plan.
57
Annual Accomplishment
Report 2012
Table 7e
DROPOUT RATE
Elementary Education
School Year
2009-2010
2010-2011
2011-2012
Male
0.90
0.70
1.00
Female
0.49
0.31
0.51
DROPOUT RATE - ELEMENTARY
Total
0.70
0.51
0.76
Male
Female
Total
1
0.9
0.8
R
0.7
A
0.6
T
0.5
0.4
E
0.3
0.2
0.1
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
Table 7e shows that the total dropout rates for elementary level for the past three school years
have been consistently below one percent. There was a minimal increase of 0.25% in the dropout rate of
pupils from SY 2010-2011 to SY 2011-2012. Dropout rates in male population have been consistently
higher than dropout rates in female. The Division continuously strives to address the increase, however
small, in dropout rates through strategic interventions including interviews within the candidates for
dropping out to trace the root cause and take the appropriate steps to address the problem. Malabon ES,
Potrero ES, and Tinajeros ES registered the highest number of dropouts for SY 2011-2012. These schools
also have the largest population of pupils in the Division.
58
Annual Accomplishment
Report 2012
Table 8b
COMPLETION RATE
Secondary Education
School Year
Male
Female
Total
2009-2010
2010-2011
2011-2012
61.47
58.18
36.29
71.42
71.57
46.80
66.37
64.80
41.37
COMPLETION RATE - SECONDARY
Male
80
Female
Total
70
60
50
40
R
30
A
20
10
T
0
2009-2010
2010-2011
2011-2012
E
SCHOOL YEAR
Table 8b reflects a decreasing trend in the secondary schools’ percentage of Year I entrants who
graduated in secondary education for the past three school years. From a minimal 1.37 percentage
decrease in secondary education completion rate from SY 2009-2010 to SY 2010-2011, the figures for SY
2011-2012 registered a drastic 23.43 percentage decrease.
There are a lot of factors at play in this decline in the completion rate of students including
economics, personal, and social dilemmas. Poverty compels some high school students to help in family
finances without finishing their education. The shortage in teachers, classrooms, and other school
provisions can also affect this particular performance indicator and this is why the Division is intent on
strengthening the Alternative Delivery Modes (ADMs) including the Open High School and the Division
e-Learning Programs primarily aimed at decongesting the classrooms.
59
Annual Accomplishment
Report 2012
Table 8c
COHORT SURVIVAL RATE
Secondary Education
School Year
2009-2010
2010-2011
2011-2012
Male
65.28
63.85
72.01
Female
75.30
75.77
86.34
CSR - SECONDARY
Total
70.20
69.78
79.08
Male
Female
Total
90
80
R
70
60
A
50
40
T
E
30
20
10
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
It can be gleaned from Table 8c that Cohort Survival Rate (CSR) in Secondary Schools registered
a minimal 0.42 decrement from SY 2009-2010 to SY 2010-2011. But for SY 2011-2012, the percentage
of a cohort of students who were able to reach year IV increased by 9.3 %.
But as with the case of the Cohort Survival Rate in elementary, the Division continuously
implements programs, projects, and interventions that will encourage students to stay in school until the
final school year of their secondary education.
60
Annual Accomplishment
Report 2012
Table 8d
SCHOOL LEAVER RATE
Secondary Education
School Year
Male
13.22
14.06
17.95
2009-2010
2010-2011
2011-2012
Female
9.03
8.85
7.83
SCHOOL LEAVER RATE
Total
11.18
11.50
12.92
Male
Female
Total
18
16
14
R
12
10
A
8
6
T
E
4
2
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
The percentage of school leavers consists of students who weren’t able to finish a particular year
level and students who finished but were unable to enroll in the next year level the following school year
registered minimal increase for three consecutive school years, as depicted in Table 8d. There was a 0.32
percentage increase from SY 2009-2010 to SY 2010-2011 and an increment of 1.42 the following school
year. The Division continuously finds ways to improve access to education by maintaining best practices
and creating linkages with the external stakeholders to address the shortage in basic inputs like
instructional rooms, especially in the secondary level.
61
Annual Accomplishment
Report 2012
Table 8e
DROPOUT RATE
Secondary Education
School Year
2009-2010
2010-2011
2011-2012
Male
7.69
6.16
6.95
Female
4.47
2.95
4.32
DROPOUT RATE - SECONDARY
Total
6.06
4.55
5.62
Male
Female
Total
8
7
R
A
T
6
5
4
3
E
2
1
0
2009-2010
2010-2011
2011-2012
SCHOOL YEAR
While there is a significant decrement of 1.51 in the total dropout rate of secondary schools from
SY 2009-2010 to SY 2010-2011, as shown in Table 7e, there is a 1.07 increase in the percentage of
students who did not finish a particular year level for SY 2011-2012. Dropout rates in male population,
like in the elementary level, have consistently higher than that of the female population for the past three
school years. And while dropout rates in elementary has been constantly below 1.00% (see Table 7e),
rates in secondary schools is significantly higher (ranging from 4 to 6%) for three consecutive school
years. The Division provides mitigating steps to avoid instances of dropouts like strengthening the
Guidance Program and enhancing the Dropout Reduction Program (DORP).
62
Annual Accomplishment
Report 2012
D. GOVERNANCE
PHYSICAL FACILITIES
CY 2012 SCHOOL BUILDING PROGRAM
REPAIR, REHABILITATION OF CLASSROOMS, SCHOOL BUILDING,
School
Physical Target
Remarks
A. Elementary
1. Dampalit ES
completion of stilt type
Completed
2. Malabon ES
completion of twostorey ten classroom
Completed
3. Malabon ES
completion of twostorey six classroom
Completed
4. Dampalit ES I
completion of stilt type
Completed
5. Longos ES
completion of twostorey eight classroom
Completed
construction of threestorey six classroom
Completed
construction of threestorey nine classroom
On-going
construction of two
storey seven classroom
On-going
6. Potrero ES
7. Acacia ES
8. Panghulo ES I
63
Annual Accomplishment
Report 2012
B. Secondary
1. Malabon NHS
construction of threestorey nine classroom
Completed
2. Malabon NHS –
Concepcion VocTech annex
construction of two
classroom makeshift
Completed
3. Potrero NHS
construction of threestorey 6 classroom
On-going
64
Annual Accomplishment
Report 2012
EFFECTIVE UTILIZATION OF LSB
(LOCAL SCHOOL BOARD) FUNDS
Graduation Subsidy
Six hundred thousand (Php 600,000) were allotted to subsidize the graduation expenses of
public elementary and high school students in the Division on March, 2012. The priority
graduation expenses to be funded were determined and the subsidy was directly released to the
schools.
Training Programs
Title
Objectives
Project H.E.A.R.T.
(Humane,
Exemplary, and
Righteous Teachers):
A SeminarWorkshop on
Heightening
Commitment and
Dedication to Service
Among Public School
Teachers
1st Malabon School
Paper Advisers’
Training
Workshop/Writeshop
- Help public school teachers
establish and develop a culture
of heart inside and outside the
classroom
Participants
650 public elementary and
secondary school teachers
December 7 to 9,
December 14 to
16, 2012 ,
Hidden
Sanctuary
Resort, Marilao,
Bulacan
70 public and selected
private elementary and
secondary school paper
advisers
November 23,
December 14,
and 15, 2012,
Tinajeros
National High
School
29 SSG/SPG officers, 17
SSG/SPG advisers, and 12
Principal
Consultants/Department
Heads
November 16 to
17, 2012
- To instill and heighten
commitment and dedication to
service among educators
- To equip school paper
advisers with new techniques
and strategies in teaching
journalism
- To increase competitiveness
of pupils/students who are
being trained to compete in the
division, regional, and national
schools press conferences and
contests
SSG / SPG Officers
and Advisers
Leadership Training
- To educate the youth on
effective leadership through
team building activities
-To establish programs and
projects that will promote
goodwill, unity, and
cooperation between and
among students/pupils
65
Date and Venue
Annual Accomplishment
Report 2012
Procurement / Distribution of School Equipment / Materials
1. Monoblock Chairs
MALABON I DISTRICT
DAMPALIT ES
DAMPALIT I ES
MALABON ES
PANGHULO ES
PANGHULO I ES
SANTULAN ES
MALABON II DISTRICT
IMELDA ES
LONGOS ES
NINOY AQUINO ES
TAÑONG IS
TAÑONG I ES
TONSUYA ES
MALABON III DISTRICT
66
70
70
100
70
70
100
100
100
100
100
100
100
AMANG RODRIGUEZ ES
COL.R. CAMUS ES
CONCEPCION ES
DELA PAZ ES
100
70
100
70
MUZON ES
70
NIUGAN ES
SANTIAGO SYJUCO ES
70
70
MALABON IV DISTRICT
BAGONG LOTE ES
POTRERO ES
POTRERO I ES
TINAJEROS ES
TINAJEROS I ES
MALABON V DISTRICT
ACACIA ES
CATMON ES
E. DELOS SANTOS ES
MAYSILO ES
HIGH SCHOOL
MALABON NHS
LONGOS NHS
TAÑONG NHS
PANGHULO NHS
POTRERO NHS
TINAJEROS NHS
TUGATOG NHS
MNHS-CONCEPCION
VOC-TECH ANNEX
TINAJ. NHS- ACACIA
ANNEX
70
100
70
100
70
100
100
100
70
100
100
100
100
100
100
100
70
70
Annual Accomplishment
Report 2012
2. Medical Equipment
ITEM
Detecto Eye-Level Physician Scale Model No. 339
QTY.
36
3. Sports Equipment
ITEM
Table tennis rackets
Chess mats
Sepak-takraw and sipa official nets
Basketballs
Volleyballs
Volleyball official nets
Table tennis official-sized tables
Megaphones with siren
Stop watches
Chess clocks
QTY
4
4
2 sets each
2
2
1 set
2 sets
2
4
4
4. Tech-Voc Equipment
ITEM
Blender
Digital Clamp Meter
Electric Drills
Megger OBM Meter
Electric Angle Grinders
Portable rewinders
Chain block
A-frame
Table grinder
Pipe threader
Conduit benders
Magnetic contactor
Motor control
Fire extinguisher
Oven
Refrigerator
Electric mixer
Food processor
Testers
Safety eye glasses
67
QTY
1
1
3
1
2
3
1
1
1
1
3
1
1
2
1
1
1
1
2
6
Annual Accomplishment
Report 2012
E. RESEARCH AND DEVELOPMENT
DIVISION HYMN
The official Division Hymn entitled “Sulong, Sangay ng Malabon” was composed and is
being sung during flag ceremonies and other Division activities.
“SULONG SANGAY NG MALABON”
MALABON SANGAY NG AMING HIRANG
NGALAN MO’Y AMING ITATANGHAL
PAG-IISIP DIWA’T KARUNUNGAN
TAGLAY NAMIN PAGKA’T IKA’Y NAGING DAAN
AMING SANGAY ILAW MO’Y AMING TANGLAW
SA MAUNLAD NA BUKAS NA NAGHIHINTAY
PAGNININGASIN ANG MITHING MATAGUMPAY
TUNGO SA MAUNLAD NA PAMAYANAN
SULONG SANGAY NG MALABON
TULONG-TULONG SA PAGBANGON
IANGAT ITONG ANTAS NG EDUKASYON
MABUHAY KA SANGAY NG MALABON
EDUKASYONG SAGOT SA BAWAT HAMON
TATAG AT HUSAY SA BAWAT LAYON
MAY DANGAL AT PAG-IBIG SA MAYKAPAL
AND SIYANG DAAN TUNGO SA KAUNLARAN
SULONG SANGAY NG MALABON
TULONG-TULONG SA PAGBANGON
IANGAT ITONG ANTAS NG EDUKASYON
MABUHAY KA SANGAY NG MALABON
SULONG SANGAY NG MALABON
TULONG-TULONG SA PAGBANGON
IANGAT ITONG ANTAS NG EDUKASYON
MABUHAY KA SANGAY NG MALABON
MABUHAY KA
MABUHAY KA
MABUHAY KA
SANGAY NG MALABON
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Annual Accomplishment
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DIVISION NEWSLETTER
On November, 2012, the Division published its first official newsletter highlighting the
Division’s accomplishments. The DepEd-Malabon City NEWSLETTER is a bi-monthly, eightpage publication that will also provide a venue for discussion of programs and projects
concerning the educational sector, more specifically, at the Division level.
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Annual Accomplishment
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ANTI CORRUPTION EFFORT
The Division of Malabon City believes that fighting corruption will help the
division's overall development. Anti-corruption campaign implements strict rules and
disciplinary actions to prevent such thing, such as highlighting the importance of
transparency and accountability.
The Division implements the Anti-Red Tape Act of 2007 (R.A. 9485) whereas this
imposes still penalty on fixers: imprisonment not exceeding six years or a fine of not more
than Two Hundred Thousand Pesos (200,000.00), or both fine and imprisonment at the
discretion of the court. Anti-fixer poster was always displayed at the front door of the
office building indicating that there is an on-going campaign and that is strictly
implemented within the Division.
F. INFORMATION AND COMMUNICATIONS
TECHNOLOGY
Demo Caravan in ICT in Teaching Mathematics
Sharing of best practices using ICT in teaching Mathematics, there are 125
Elementary teachers who observed / attended the Demo-teaching. For secondary, the
demo-teaching focused on Grade-Seven Mathematics. Thirty Grade Seven Math
teachers attended the Demo-Caravan from August to November 2012 in 12 Secondary
schools.
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Annual Accomplishment
Report 2012
G. SCHOLARSHIPS, TRAININGS, WORKSHOPS AND
CONFERENCES
BEST PRACTICES
DAMPALIT ELEMENTARY SCHOOL
Enhancement Alternative Reading Program (EARP)
Realizing the need to make pupils of Dampalit Elementary School more competitive in
terms of language and comprehension, the school adapts a reading program to equip its pupils
with adequate skills in listening, speaking, reading, and writing English. The program aims to
enhance the reading ability and comprehension skills of slow readers and expose the pupils to
various reading genres both on academic and non-academic subjects to develop a holistic
approach to reading.
The program’s framework consists of:
1. Initial Assessment of Data
- PHIL-IRI results (Identification of pupils’ strengths and weaknesses)
- Interview
- Teacher’s Recommendation
2. Proposed Reading Program
- Formulation of the program’s rationale and objectives
- Identifying stakeholders
- Deriving plausible reading activities
- Identifying reading materials to be used
3. Application of EARP
- Reading across different areas
- Pull-out sessions
- Home visits
- After class reading intervention
4. Post Assessment
IMPACT: The program is ongoing and its expected impacts include a significant decrease in
number of identified non-readers, at least 20 % increase in the number of students leveling up
from frustration to instructional per grade level, at least 10 % increase in the number of students
who will become independent learners, and improved NAT scores, especially in English.
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Annual Accomplishment
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DAMPALIT ELEMENTARY SCHOOL I
L.O.V.E. Reading (Let our Voices Empower Reading):
A School-Based Reading Program
This school-based reading program attempts to help learners of Dampalit Elementary
School - I from Grades 1 to 6 belonging to the frustrated readers and non-readers based on the
pre-test results of the Philippine Informal Reading Inventory (PHIL IRI). The intervention focuses
on the reading skills of the pupils including comprehension and vocabulary. Collaborative learning
is the process used since all the school staff and stakeholders work as a team.
There will be a pre-assessment (diagnosis of the learners’ reading ability, conduct of
remedial classes through audio-tutor, teacher-tutor, peer-tutor, and parent-tutor, Reading Journal
Notebook requirement, and book donations from the community for constructing the mini-cart
library. Post-assessment involves post-test of PHIL IRI Oral Reading and Silent Reading Test and
granting of recognition to deserving pupils, teachers, and parents.
IMPACT: The expected outcomes of the program are the following:
1. Improved achievement test results of pupils
2. Decreased number of non-readers at the end of the school year
3. Improved reading levels among pupils
4. Understanding the Higher Order Thinking Skills (HOTS) of learners
5. Identifying children with reading disability
6. Improved academic performance not only in English but in all subject areas
7. Decreased dropout / repetition rates and increased completion rates
MALABON ELEMENTARY SCHOOL
Project MOLD
(Mentoring, Observing, Learning Development)
Pursuant to the provisions of R.A. 7784 on strengthening teacher education in the country,
the Project MOLD (Mentoring, Observing, Learning Development) of Malabon Elementary School
aims to assist and support new teachers or teachers with zero to three years of experience in the
field. Its primary objective is to provide inductees with the information, orientation, and learning
support management and evaluation in different subject areas and to identify various methods
and strategies and assessment tools used by the mentees.
There are 30 mentees (28 % of the total teacher population of Malabon Elementary
School) who were inducted in the program. They are mentored by 12 Master Teachers (MTs) in
different subject areas. Mentors and mentees meet once a week to discuss modules and program
objectives. The MTs observe class demonstrations of mentees and assess their performance which
will be evaluated during feedback sessions.
The program is ongoing and feedback sessions produced valuable reflections:
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Annual Accomplishment
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1. The mentoring component of the program led to strong relationships developed during
meetings and sharing of expertise
2. The modules are very helpful as teachers learned and relearned concepts, practices, and
different teaching methods and strategies.
IMPACT: Since the program is still ongoing, teacher performances in terms of instructional
competencies are still in the process.
BRIGADA ESKWELA 2012
This is a yearly program of DepEd and the Division of Malabon City participated with 100%
attendance in fact Malabon NHS won 1st place under Big School. Also, Tinajeros NHS won 1st under
exceptional category both schools received their awards.
PANGHULO ELEMENTARY SCHOOL
ERAP
(English Reading Assistance Project)
Based on the dismal results of the National Achievement Test (NAT), the PHIL-IRI Reading
Test, and Oral Reading Test and Oral Reading Progress Test, Panghulo Elementary School
recognized the urgent need to implement ERAP (English Reading Assistance Project), a remedial
and instructional reading program. The inability to read is seen as the fundamental cause of failure
among pupils.
Strategies involve providing remedial instruction to low-performing pupils and fiveminute daily drill / review using the test bank and intensifying supervision of classroom
instruction. There will also be a strict monitoring of school-based reading program by master
teachers, teachers, parents and fast reader pupils. Non-slow readers will also be provided with
reading assistance using different reading materials.
IMPACT: Among the expected impact of the program are the following:
1. raised academic performance of pupils
2. enhanced mastery of the lessons learned
3. Improvied teachers’ teaching competencies
4. improved pupil’s reading ability
5. increased parental support in the reading progress of their children
6. developed pupils’ reading comprehension.
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Annual Accomplishment
Report 2012
PANGHULO ELEMENTARY SCHOOL I
Total Quality Management (TQM)
Panghulo Elementary School I decided to adapt the Total Quality Management (TQM)
approach, a pupil-centered management system involving stakeholders in continuous
improvement. Through the nine standards in improving pupil’s performance embodied by the
TQM framework, school management creates conditions that are conducive to quality teaching
and learning.
IMPACT: TQM’s impacts to learners would be:
1. Development of life-long learning
2. Awareness of their rights
3. Participation in decision-making
4. Practicing respect for diversity, peace, and equality
SANTULAN ELEMENTARY SCHOOL
FIRST (Fun In Reading, Speaking and wriTing) Program
The program is conceptualized and developed as the school’s way of addressing the pupils’
deficiency in terms of reading, speaking, and writing. Components of the FIRST Program are the
SPEAK Program, CLEAR Program, and the FUN 2 WRITE Program. Processes include a seminar
(enhancement training for teachers), a series of demonstration teachings, and strategic activities
IMPACT: The three programs have been put into action in SES since June, 2012 under the
Academic Affairs Program. They have already produced discernible outcomes among SES pupils
in terms of comprehension, speaking, and writing. Most of all, the programs have increased the
pupils’ level of self-confidence. Teachers are also given opportunities for professional
development through seminars and demonstration teachings that enhance and improve their
strategies as they meet the diverse cognitive, emotional, and social needs of SES pupils.
IMELDA ELEMENTARY SCHOOL
Project SCRAP (School Comprehension and Reading Assessment Program)
Through SCRAP, reading with comprehension will be more emphasized. Various reading
strategies will automatically arise while in the process of its implementation. There will be a preassessment and post-assessment and the clienteles of the project will be Grades II to VI pupils.
Each section will be given 30 minutes of SCRAP every week. SCRAP Administrator will be incharge of monitoring the pupils’ progress. After two sessions in each class, the SCRAP Team will
sort pupils according to their ability to read and comprehend. Pupils with difficulty in reading and
comprehending will be subject to tutorial sessions with the SCRAP team until the time that he/she
is able to read.
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Annual Accomplishment
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IMPACT: The project is ongoing and it has been observed that pupils are obliged to read more
texts at home and spend more time in answering comprehension questions. The assessment
happens only once a week but it is worth noting that pupils are starting to become aware of the
significance of reading with comprehension.
LONGOS ELEMENTARY SCHOOL
PSSEP (Problem Solving Skills Enhancement Program)
The goal of the program is to develop skills of pupils in solving word problems in order to
prepare them for the challenges of the future, which is one of the most important goals of
education. Problem solving is being taken up during drills and reviews or enrichment phases of
learning sessions in Mathematics through the use of flash cards or strips of cartolina with groups
of mathematical phrases so as to equip learners with knowledge in solving word problems. Best
pupils in Math tutor slow learners.
IMPACT: It is expected that the word problems given each day will uplift the mathematical ability
and comprehension skills of learners. Pupils will be motivated to analyze word problems because
they understand what they read.
NINOY AQUINO ELEMENTARY SCHOOL
Strategic Intervention Material on the Ecosystem
In order to give pupils of Ninoy Aquino Elementary School the opportunities to harness
their scientific skills and values, the Strategic Intervention Material (SIM) provides simpler, yet
more effective way of understanding the contents of a subject. Two methods were used to gather
and evaluate data: data analysis comparing the results of the summative exams and results of SIM
activities and a survey evaluation of pupils undergoing the new method.
IMPACT: There is a significant improvement from pretest and posttest results. There were no
scores below zero that denotes regression instead of progression In terms of ecosystem
conservation, the material is deemed helpful and effective for use by pupils.
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Annual Accomplishment
Report 2012
TAÑONG INTEGRATED SCHOOL
Project S.E.T. (Strengthened School-Based Support Services, Environment-Based Learning
and Technology-Based Learning)
The school’s best practices involve strengthening school-based support services,, an
environment-based learning, and a technology-based learning. The School-Based Support Service
is a project undertaken by the school to steer and provide on-site professional support service to
enhance teacher capacity in attaining the goals of DepEd’s Basic Education Services Reform
Agenda as well as its overall thrust, the Education for All (EFA). Meanwhile, the use of the
environment – from classroom to school yard, to local nature centers and parks has remarkable
effects tin achieving our educational goals. Technology-based learning is achieved through using
electronic technology from the Internet to CD-ROMs. It also encompasses online training or elearning.
IMPACT:
1. Enhancing and sustaining teachers’ competence to carry out reform goals
2. Improving students’ learning outcomes and experiences in line with the education reform
3. Students learning to “do science” rather than just “learn about science”
4. Classroom discipline problems decline
5. Technology-based learning offers training that is self-paced and matched with the learners’
needs
TAÑONG ELEMENTARY SCHOOL I
AC-DR (Adopt a Child, Develop Reading)
The AC-DR is a one-on-one strategic skill building primarily designed to improve reading
of elementary pupils with the drive to enhance their reading habits through systemized skill
exercises. Teachers, fast reader pupils, parents, and community volunteers join forces in adopting
a child to achieve the goals of this program. Grade 1 to 6 pupils will be provided with necessary
reading materials. Teachers undergo training to better understand phonemic awareness and
utilize strategies in teaching it Fast readers from Grades 5 to 6, along with available teachers in the
morning and in the afternoon, will be directed to adopt a pupils from the lower grades who are
non-readers or slow-readers. Parents will also be encouraged to supervise the development of
their child’s reading and comprehension skills at home. Remedial reading will be made available
on a daily basis for children who need more intense instruction. There will also be writing
programs.
IMPACT: The project is ongoing and expected outcomes include a strong improvement in pupils’
reading and comprehension skills. Furthermore, it is expected to develop critical thinking and
creativity amongst pupils.
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Annual Accomplishment
Report 2012
TONSUYA ELEMENTARY SCHOOL
“BATA…Halina’t Maglaro, Mag-aral at Magsaya, SALI KA!”
The program intends to provide intensified and enhanced activities to pupils. There will be
an Integrative Fun Learning Day on Fridays which will be interactive and intelligence-based. Also,
there will be a culminating activity for all the learnings gained during the week, organization of
interest groups where children’s talents can be honed. The one-on-one instruction for pupils with
learning difficulties is the program’s highlight. Activities using board games will be reinforced and
short stories will be read for Grades 1 and 2. There will also be a video viewing with focus on
values-formation.
IMPACT: Among the impacts of the program are the following:
1. Increase in pupils’ attendance on Fridays when some pupils find it hard to go to school when
weekend is approaching
2. Decrease in school’s dropout rate
3. Improvement in leaners’ achievement
AMANG RODRIGUEZ ELEMENTARY SCHOOL
The Power of Three
The Power of Three covers three of the best practices in Amang Rodriguez Elementary
School which aim to enhance teaching competencies and make learning more effective, interesting,
and more enjoyable. These programs are the ICT for ICT (Information and Communication
Technology for Innovative and Communicative Teaching), BEEP (Better English Enhancement
Program) and Upgrading Teachers’ Competence on the Use of Process Skills and Computer-Aided
Instruction.
The ICT for ICT, a mentoring program for teachers to become ICT-literate using the epackage provided by the Department of Education in the e-classroom, is being conducted every
Tuesday. The Project BEEP is held every Friday and aims to assist teachers in enhancing their oral
and written English skills. The last program is intended to enhance teachers’ competence on the
use of process skills and to help them improve their ability on computer usage as applied in
teaching, more especially in Science and Health. This is done every Thursday.
IMPACT: The program is ongoing and its success will depend on how the concerned teachers will
act during the implementation of the said programs.
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Annual Accomplishment
Report 2012
COL. RAMON CAMUS INTEGRATED SCHOOL
Adopt-A-Child (Remedial Program in Reading)
Since the focal point in education is reading, the school addresses the fluctuating school
performance based on the NAT results. The Adopt-A-Child Remedial Program in Reading involves
two levels – developing phonics and decoding skills for level 1 and developing comprehension
skills for level 2 that will be achieved through the 60-minute sessions held after regular class
hours.
IMPACT: The project is ongoing and pupils are expected to learn how to decode consonant and
vowel sounds, increase high frequency word retention, visualize a story, make connections, and
identify man idea.
CONCEPCION ELEMENTARY SCHOOL
Project LIFT (Learning is Fun with Technology)
This best practice in improving access / quality complements instructor-led learning
through encouraging pupils to listen to music, read print materials, or watching a documentary or
movie clips. The instructor / teacher takes on the role of a facilitator who helps pupils interpret
what they are listening to, reading, or seeing. LIFT can be implemented before learning the
concept, after a brief introduction but before learning the concept, after learning the concept, and
before and after learning the concept.
IMPACT: Project LIFT involves pupils in incorporating media into the daily lessons. It also
encourages collaboration, accountability, creativity, and mastery of ideas and concepts. More
importantly, the project does not require an exorbitant amount for funding to establish learning
that is informative and entertaining.
DELA PAZ ELEMENTARY SCHOOL
Dela Paz ES A.C.T.S. (Achieving Competence Towards Success)
A.C.T.S. is a systematic, well-coordinated, and scrupulous review scheme aimed at
improving the school’s standing in terms of the NAT. The focus of the method is to develop and
improve the skills of the students on taking examinations and to provide the building blocks for
effective instruction. It motivates, engage, and prompt pupils to learn, re-learn, and achieve.
Grades III and VI pupils will have three additional hours of study twice a week. They will be
grouped according to their NAT cluster. Teachers draft questions congruent to the skills being
tested in the NAT and there were teachers assigned to conduct evaluation after review each day.
IMPACT: At the end of each day, pupils develop new techniques and enhance their abilities to be
successful in taking examinations. They also intensify their love for learning and going the extra
mile.
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Annual Accomplishment
Report 2012
MUZON ELEMENTARY SCHOOL
Project TICAI (Teachers’ Interactive and Computer-Assisted Instructions)
The types of equipment available in the classroom play a pivotal role in the teachinglearning process. The prevalence of ICT (Information and Communication Technology) in the
people’s domestic lives displays the two-way flow of communication wherein children bring their
ICT knowledge from home to the classrooms and vice versa. Project TICAI aims to characterize
differences in teaching, learning, and attainment of goals brought about by ICT adaptation. It
works in partnership with teachers and pupils in order to improve and enhance subject
knowledge in relation with ICT. Digital and interactive technologies will be used to achieve a more
personalized approach to education.
IMPACT: Effective utilization of ICT helped in identifying effective teaching strategies which is
hoped to contribute to the improvement of the school performance in terms of NAT scores.
NIUGAN ELEMENTARY SCHOOL
Learn to Read, Read to Learn
The Learn to Read, Read to Learn is being implemented in the school to establish the
baseline data and to identify pupils with reading problems in each class. The pupils are then
grouped according to their needs. Remedial measures were applied for the non-readers and slowreaders. Other activities include:
AWAD (A Word a Day) for Grades I to II
APAD (A Phrase a Day) for Grades III to IV
ASAD (A Sentence a Day) for Grade V
ASTOR (A Story a Day) for Grade VI
IMPACT: Different activities undertaken gave the pupils insights on the importance of reading and
helped them become more interested in the written word. This inspires Niugan Elementary School
to continuously awaken the interest of pupils in reading.
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Annual Accomplishment
Report 2012
SANTIAGO SYJUCO ELEMENTARY SCHOOL
R.E.A.D. S.S.M.S.
(Reading Exercises Administered through Drill Students’ Story Marker/Mapping System)
The R.E.A.D. S.S.M.S. was conceptualized and implemented to address the pressing need for
a reading program that will help improve the quality of education. The program is to be
administered by English teachers from Grades II to VI who were tasked to provide their chosen
reading passages and the necessary materials for its development.
A pre-test in oral reading is given to provide the baseline for teacher assessment in each
grade and section. In the daily lesson plan for English, the uniform structure for drill is as follows:
Day 1 – Presentation of Passage
Day 2 – Pronunciation Exercises
Day 3 – Spelling Exercises
Day 4 – Unlocking Difficult Words
Day 5 – Comprehension Check-up
Monitoring is being done every day for checking of lesson plans and execution is conducted
daily depending on the structure.
IMPACT: Pupils demonstrated changes in their attitudes towards reading as they learn its value
and develop their passion for unraveling the written word. They also learn to appreciate the
values from stories provided by their teachers. Skills acquired were practiced especially
vocabulary building and pronunciation. Furthermore, interest in writing was finely-tuned.
BAGONG LOTE ELEMENTARY SCHOOL
Ang Batang MTVAI
(Ang Batang Mulat sa TV Aided Instruction)
The “Ang Batang Mulat sa TV Aided Instruction” is a program initiated by Bagong Lote
Elementary School to help teachers in shifting from the traditional to the modern, electronic world
of teaching. The strategies will prolong the interest and maintain the focus and attention of
learners in the classroom. The school aims to achieve a 1:1 TV : classroom ratio through additional
purchases of TV sets and CD players. Educational CDs, USBs, and other digital materials will be
acquired to enhance audio-visual training program for teachers. Equipment and supplies will be
continuously monitored and drafting of lesson plans will be enhanced through the use of television
as a tool in teaching.
IMPACT: NAT scores registered percentage increase from SY 2010-2011 to SY 2011-2012.
Participation rate of pupils also increased while repetition rate decreased for the past two school
years. Teaching styles shifted from the traditional strategies to modern, innovative approaches.
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Annual Accomplishment
Report 2012
POTRERO ELEMENTARY SCHOOL
“Malusog na Katawan, Matalas na Isipan”
The school’s institutionalized feeding program, side-by-side with non-government
organizations’ feeding program, aims to provide supplementary feeding for severely wasted/
wasted pupils of Grades II and II and to prepare protein-rich foods for malnourished children. A
feeding teacher is assigned to supervise the program and monthly weighing of pupils is done by
the teacher-in-charge.
IMPACT: Nutritional status reports show that pupil recipients gained weight, performed better,
and continued schooling with renewed enthusiasm because of the supplementary feeding which
augmented their home nourishment.
POTRERO ELEMENTARY SCHOOL UNIT I
“Mas Mabilis Matuto and Batang Nakakabasa”
There are pupils in Potrero Elementary School Unit I who experience difficulty in acquiring
fundamental reading skills that promote better learning. Some demonstrate difficulty in decoding
words. “Mas Mabilis Matuto ang Batang Nakakabasa” starts with enhancing pupils’ basic skills in
reading, targeted at pupils belonging to the slow-readers or non-readers”. The program focuses on
different aspects of reading including phonemic awareness, alphabetic principle, vocabulary
development, and intensive interventions.
IMPACT: Aside from producing sounds of letters and reading words, syllables, sentences, and
paragraphs, pupils undergoing the program are expected to draw inferences, judge the validity of
ideas presented, and comprehend the written text. Improved reading performance, increased and
wider reading, increased reading enjoyment, frequent use of libraries, and pupils’ active
participation in class discussions are among the expected impacts of the program.
TINAJEROS ELEMENTARY SCHIOOL
Home-School-Community Partnership
The increase in dropout rates and low mean percentage scores in the NAT of Tinajeros
Elementary School pupils spell the need for intervention. The following activities are being
implemented to strengthen HSCP:
1. Programs encouraging parent and community participation:
- Brigada Eskwela
- Homeroom PTA Meetings
- SGC Orientation and Assessment
- Child Protection Policy Orientation
- Recognition of Stakeholders
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Annual Accomplishment
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- Inauguration / blessing of new buildings / facilities
- Parenting seminar
2. Programs providing parents with access to information about the School
- Student Guidelines
- Report Cards
- Call Slips
3. Programs orienting teachers on home-school collaboration techniques
IMPACT: Participation of parents during homeroom PTA meetings gradually increases, registering
75 % attendance amongst parents. The Brigada Eskwela has attracted more enrollees which led to
a three percent increase in enrollment over the previous year’s. Two cases of violation (bringing of
knife, bullying) were properly addressed and were never repeated. With an increased support
from NGO and other external stakeholders, physical facilities improve.
TINAJEROS ELEMENTARY SCHIOOL UNIT I
SBM for ALL
(Sound Mind and Body for Achieving Life-Long Learning)
The SBM for ALL Program of Tinajeros Elementary School Unit I consist of practices that
envisions learners to become responsible and productive citizens:
Feeding Programs – Lunch is served every day to pupils who were found to be “wasted” or
“severely wasted”. The program runs for 120 days with the help of private stakeholders
Read-to-Succeed Reading Program – At the start of the school year, teachers are tasked to identify
the non-readers and slow readers in their class through the Phili-IRI. The School Head will conduct
follow-up actions including reading evaluations and will instruct teacher-advisers to remediate the
pupils who need help.
Values Integration – The School Head sees to it that teachers put into practice the values
they teach their children.
Memory Verse for the Month – The School Head assigns a verse from the Bible every
month. Pupils memorize and recite the verse every day while teachers relate the chosen verse in
their lessons. At the end of the month, the School Head will visit classes and reward the pupils who
can recite the verse.
IMPACT: An increase in the NAT MPS of pupils of Tinajeros Elementary School Unit I for the last
two consecutive school years. The pupil’s improved nutritional status resulted to their better
performance. The sound mind and body of learners are indicators that they are ready to absorb
the optimum learning that they need.
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Annual Accomplishment
Report 2012
ACACIA ELEMENTARY SCHOOL
Project PSST (Problem Solving Skills and Techniques): A Remedial Program
Through the Project PSST, students will be given activity sheets containing mathematical
problems. They will be required to submit a complete and comprehensible solution to the given
problems. The framework of the project is as follows: First, a student may begin with a problem
and engage in thought and activity to understand it. Second, he/she will attempt to make a plan
and in the process discover a need to understand the problem better. The student may have
formed a plan and attempt to carry it out but be unable to successfully do so. Lastly, the activity
may involve coming up with a new plan or going back to develop a new understanding of the
problem, or posing a new problem to work on .
IMPACT: The project is ongoing and is expected to enhance pupils’ enthusiasm in learning
Mathematics, to challenge pupils to solve problems at their own pace, to improve instruction for
pupils, to change pupils’ way of learning, and to help improve pupils’ performance not only in
terms of NAT, but also in application of Mathematics in daily living, inside and outside the
classroom.
CATMON INGTEGRATED SCHOOL
Project CAUSE (Counter-Active Approach in Upholding Skills Enhancement)
The project aims to improve the quality of education and upgrade every learner’s skill and
potential towards academic excellence. It involves Grades 3 and 6 pupils in preparation for the
National Achievement Test. It covers all subject-areas, focusing on the least mastered skills and
enhancement of pupils’ eagerness to learn. English and Filipino teachers will present stories with
emphasis on developing pupils’ reading comprehension. Mathematics teachers will give
challenging exercises aimed at equipping pupils with fundamental skills in problem solving.
Meanwhile, all teachers in different learning areas will draft review materials and assist in
application of review techniques to raise pupils’ performance in the least mastered skills based on
previous NAT results.
IMPACT: The project started on November, 2012 and is expected to make at least 80 % of pupils
involved improve their reading and comprehension skills in English and Filipino. Also, the project
is expected to produce 85 % of the pupils involved who have mastered fundamental skills in
problem-solving. Ultimately, the project’s expected impact is increased NAT results for at least
75 % of the pupils involved.
83
Annual Accomplishment
Report 2012
EPIFANIO DELOS SANTOS ELEMENTARY SCHOOL
eses.com
Ever since Epifanio delos Santos Elementary School (ESES) became a beneficiary of the
Department of Education’s Decentralized Computer Program (DCP), the teachers’ and pupils’
dream of delivering Computer-Assisted Instruction (CAI) into the school has been transformed
into a reality with what was dubbed at the “eses.com”.
Computer-literate teachers were identified through surveys. There will be a peer tutoring
and the e-classroom is being utilized to its maximum capacity. Classes are being organized into the
two e-classrooms. Monitoring and evaluation is done through checking of logbooks, observation of
classes, and feedback on periodic test results.
IMPACT: Teachers using e-classrooms have lesser instances of absence. Pupils became more
attentive because multi-media help them understand difficult concepts through multi-sensory
approach. Teachers gain confidence after being able to conduct presentations via Powerpoint.
MAYSILO ELEMENTARY SCHOOL
GR 100 in MAYES
For the past three school years, graduation rate in Maysilo Elementary School is 100
percent. But to continue this impressive status, teachers were asked to come up with motivational
strategies to ensure that all pupils, especially those at risk, will graduate with the necessary skills.
Among the school interventions to help pupils at risk include accurate identification of belligerent
pupils (determining pupils who have problems on attendance, behavior, and academics as early as
the first grading period) and monitoring systems (giving warnings for pupils who incur absences
and disciplinary violations.
IMPACT: One of the indicators of the success of the program is the 100 % graduation rate which is
consistent for the last three school years. Parents were happy and proud of their children’s
success.
84
Annual Accomplishment
Report 2012
MALABON NATIONAL HIGH SCHOOL
Read, Learn, and Excel
To improve student mastery skills and contribute to the attainment of functional literacy,
English teachers of Malabon National High School provide students with the necessary
instructional, teacher-initiated, and department-initiated (English department) interventions
stated as follows:
 Read a Book Project
 Dare to Excel Project
 Reading Proficiency Program
IMPACT: Annual implementation of these projects and program resulted in an increase in the
quarterly, post-tests, and National Achievement Test scores of students in English. Students also
excel in various competitions measuring proficiency in language, reading, spelling, and
communication skills, both oral and written.
“Sagip-Komprehensyon”
To help students appreciate and comprehend Filipino literary works and in order to
increase and upgrade reading comprehension skills of students in Filipino, the “SagipKomprehensyon” project of the Filipino Department promotes different styles of reading wherein
teachers of Filipino subject guide students in appreciating different literary pieces while unlocking
difficulties in vocabulary from the daily lessons. Teachers will also include various activities in
their daily lessons aimed at enhancing the students’ skills in understanding figures of speech,
symbolisms, idiomatic expressions, and other literary concepts to upgrade their reading
comprehension.
IMPACT: Highlights of the “Sagip-Komprehensyon” Project include the inter-year level reading
proficiency contest in Filipino done twice a year in preparation for the Division / Regional Annual
Reading Proficiency Contest.
85
Annual Accomplishment
Report 2012
H. WINNINGS IN COMPETITIONS
CONTEST WINNERS
ACTIVITY
NAME OF
PARTICIPANT/S
SCHOOL
DATE
LEVEL,
REMARKS
LIEMG English
Language
Tournament:
Speech Choir
LIEMG English
Language
Tournament:
Photojournalism
LIEMG English
Language
Tournament:
Photojournalism
15 High School
Students
Tugatog National
High School
August to
September, 2012
Tricia Mikhaela
Ulit
Dela Paz
Elementary School
August to
September, 2012
Mary Grace Rios
Acacia Elementary
School
August to
September, 2012
MTAP, Inc.’s
Search for
Exemplary
Teachers in
Elementary
Mathematics
CLIS Search for
the Happiest
Pinoy
Secondary
Schools Press
Conference and
Contests
Premyo Rizal
Essay Writing
Contest
National Book
Week
Celebration:
On-the-Spot
Poster Making
Contest
National Book
Week
Celebration:
On-the-Spot
Essay Writing
Contest
Delia Maghari,
Master Teacher I
Tinajeros
Elementary School
September, 2012
Leonardo
Villanueva, Utility
Worker
Jerome Phi
Tinajeros
Elementary School
September, 2012
National, one of
ten finalists
Higher Ground
Baptist Academy
Foundation, Inc.
September to
October, 2012
Regional, 8th
place
Jeruelle Angelo
Hilario
Tañong Integrated
School
October, 2012
Regional, 1st place
RC Camarines
Malabon National
High School
October, 2012
Regional, 2nd
place
Alejandra Jose
Tinajeros National
High School
October, 2012
Regional, 3rd
place
86
Inter-School
(CAMANAVA
and Quezon City),
!ST place
Inter-School
(CAMANAVA
and Quezon City),
2nd runner-up
Inter-School
(CAMANAVA
and Quezon City),
People’s Choice
Awardee
Regional, one of
24 Exemplary
Teachers
Annual Accomplishment
Science and
Technology Fair:
On-the-Spot
Poster Making
Contest
Science and
Technology Fair:
Investigatory
Project (Cluster
2, Life Sciences)
National Book
Week
Celebration:
Book Character
Parade
Road Safety: Onthe-Spot Poster
Making Contest
Battle of the
Stars: On-theSpot Art Contest
Battle of the
Stars: On-theSpot Art Contest
Regional Science
Quest:
Investigatory
Project
Metro Manila
Young Writers’
Conference and
Contests:
Editorial Writing
Metro Manila
Young Writers’
Conference and
Contests:
Pagsulat ng
Editoryal
Metro Manila
Young Writers’
Conference and
Contests:
Pagsulat ng
Editoryal
Metro Manila
Young Writers’
Conference and
Contests:
87
Report 2012
RC Camarines
Malabon National
High School
October, 2012
Regional, 1st place
Reinah Lyn Saguid Malabon National
High School
October, 2012
Regional, 3rd
place
25 SPED pupils
Tañong Integrated
School
November, 2012
Regional, 1st place
Ma. Claudette B.
Pascua
Dela Paz
Elementary School
November, 2012
Regional, 3rd
place
Rency Nual
Panghulo National
High School
November, 2012
Jao Eugene Pelaez
Panghulo National
High School
November, 2012
Euven Rev
Balanay
Mark Julius Aala
Airiel Joy
Baldemoro
Joanne Rafael
Tañong Integrated
School
November, 2012
NCR and
CALABARZON,
1st place
NCR and
CALABARZON,
8th place
Regional, 1st place
St. James
Academy
November, 2012
Regional, 3rd
place
Reireen Angeline
Cruz
Amang Rodriguez
Elementary School
November, 2012
Regional, 5th
place
Jonalyn Bicaldo
Catmon Integrated
School
November, 2012
Regional, 6th
place
Faith Frances
Miranda
Acacia Elementary
School
November, 2012
Regional, 7th
place
Annual Accomplishment
Pagsulat ng
Lathalain
Dangerous Drugs
Board Street
Dance Contest
DOE Nat’l
Energy
Consciousness
Month: On-theSpot Poster
Making Contest
Report 2012
Balikatan Dance
Troupe
Tinajeros National
High School
November, 2012
Regiona, 3rd place
Rency Nual
Panghulo National
High School
December, 2012
Regional, 1st place
AWARDS FOR THE DIVISION
GPFFPI Character-Based Education Sustainability Awards, November 2012
Division of Malabon City
Dr. Mauro C. De Gulan, Assistant Schools Division Superintendent and OIC, Office of
the Superintendent
Tinajeros National High School
Dr. Ma. Victoria R. De Gulan, Principal IV
Mrs. Sheryll T. Gayola, Education Program Supevisor I – Values Education
Alay Lakad 2012 Special Awards, November, 2012
Best in Cheering
Best in Gimmick
Brigada Eskwela 2012 Best Implementers
Tinajeros National High School, Exceptional School Category
Malabon National High School, Large School Category
Search for Outstanding School Custodian, March 26, 2012
Francisco Cascabel, Jr. ,2nd Placer-NCR, Concepcion Elementary School
National Award from Bureau of Fishery and Aquatic Resources
Plaque of Recognition (Best School Program) – Conservation of Aquatic Resources
Malabon National High School (Eco-Marino)
88
Annual Accomplishment
Report 2012
I. NETWORKING AND STRENGTHENED LINKAGES
WITH INTERNATIONAL/NATIONAL/REGIONAL
AND LOCAL INSTITUTIONS
VII. CHALLENGES AND STRATEGIC DIRECTIONS
The division applies the roadmap and strategic planning to obtain its goals
and ensure that it is going to the right direction by setting high standards and plans,
the Division is very optimistic that the end result is favorable. The Division
strongly supports the protection of Students welfare since it is the responsibility of
state and government. Families coming to the attention of students welfare may
experience multiple complex pr0blems, including alcohol and drug abuse, family
violence, parental physical and intellectual disability.
VIII.
FORECASTS
AND
(PERFORMANCE INDICATORS)
89
TARGETS
2013
Annual Accomplishment
D.
Report 2012
PERFORMANCE INDICATORS
Table 3
Performance Indicators for Public Elementary Schools
SY 2010-2011 and SY 2011-2012
PARTICIPATION RATE
SY 2010-2011
SY 2011-2012
82.30
85.40
RETENTION RATE
SY 2010-2011
SY 2011-2012
54.20
95
COMPLETION RATE
SY 2010-2011
SY 2011-2012
71.02
71.49
SIMPLE DROPOUT RATE
SY 2010-2011
SY 2011-2012
0.51
0.76
Table 3 is indicative of the increase in the participation rate (3.1%), completion rate (0.48%), and
retention rate (40.8%) and the decrease in the simple dropout rate (0.6%) in public and private elementary
schools from SY 2010-2011 to SY 2011 to 2012. These figures denote a significant improvement in terms
of performance of the Division’s elementary education.
Table 3a
Performance Indicators for Public Secondary Schools
SY 2010-2011 and SY 2011-2012
PARTICIPATION RATE
SY 2010-2011
SY 2011-2012
49.53
54.33
RETENTION RATE
SY 2010-2011
SY 2011-2012
52.80
91.01
COMPLETION RATE
SY 2010-2011
SY 2011-2012
64.80
41.37
SIMPLE DROPOUT RATE
SY 2010-2011
SY 2011-2012
4.55
5.62
For the Secondary Level, the table above reflects a 4.8% increase in participation rate and an
impressive increment of 38.21% in retention rate from SY 2010-2011 to SY 2011-2012. There is also a
significant decrease of 1.15% in the simple dropout rate. However, there is also an alarming 23.43%
decrease in completion rate which spells the need to reinforce the Division’s programs and projects to
keep students in school.
90
Annual Accomplishment
Report 2012
IX. RECOMMENDATIONS
91
Annual Accomplishment
Report 2012
DISTRICT SUPERVISORS and PRINCIPALS
Schools
Telephone/Fax
Number
Malabon 1 District
282-84-61
Dr. Maria R. Mabini
1
Dampalit ES
352-18-97
Mrs. Crispina M. Herrera
2
Dampalit ES I
441-60-23
Mr. Modesto J. Alegria
3
Malabon ES
281-58-93
Dr. Marissa B. Cristobal
4
Panghulo ES
277-09-63
Mrs. Chona N. Torreliza
5
Panghulo ES I
446-51-71
Mr. Ronaldo P. Abadies
6
Santulan ES
446-51-71
Mrs. Jovita C. Jose
Malabon II District
351-80-39
Dr. Joven D. Ablola
7
Imelda ES
351-32-01
8
Longos ES
709-50-69
Mrs. Mary Lu Rocela C.
Cabais
Mrs. Leonora G. Ibarra
9
Ninoy Aquino ES
287-86-11
Mrs. Emma S. Salumbre
10
Tañong IS
441-47-97 - TF
Mrs. Pricila C. Hernandez
11
Tañong ES I
441-53-75 - TF
Mrs. Priscila A. Castelo
12
Tonsuya ES
921-83-90
Mrs. Rufina D. Cuan (OIC)
Malabon III
District
281-84-41
Dr. Rosemarie A. Galam
13
Amang Rodriguez
ES
709-96-06
Mrs. Gina S. Ong
14
Col. R. Camus IS
281-51-74
Mrs. Elena J. Mendoza
15
Concepcion ES
922-47-69
Mr. Emelbon S. Mayrina
16
Dela Paz ES
352-16-65
Mrs. Irene M. Raya
17
Muzon ES
283-08-89
Mrs. Rosela Q. Abude
92
Principal/District
Supervisor
Address
M. Naval Ext., HulongDuhat, Mal. City
Rodriguez Subd.,
Dampalit, Mal. City
Nadala St., Dampalit,
Mal. City
M. Naval Ext., HulongDuhat, Mal. City
No. 7 Panghulo Rd.,
Panghulo, Mal. City
Rodriguez St., Panghulo,
Mal. City
E. Martin St., Santulan,
Mal. City
Sanciangco St.,
Tonsuya, Mal. City
Langaray St., Longos,
Mal. City
Gen. P. Borromeo St.,
Longos, Mal. City
Maya-maya St., Longos,
Mal. City
2 Leono St., Tañong, Mal.
City
1st St., Tañong, Mal. City
Sanciangco St., Tonsuya,
Mal. City
Sta. Isabel St., Sto.
Rosario Vill., Baritan,
Mal. City
Sta. Isabel St., Sto.
Rosario Vill., Baritan, Mal.
City
C. Arellano St., San
Agustin, Mal. City
P. Burgos St.,
Concepcion, Mal. City
Luna II, San Agustin, Mal.
City
Karunungan St., Muzon,
Mal. City
Annual Accomplishment
Report 2012
18
Niugan ES
351-46-09
Mrs. Luisa R. Jacaban
19
709-10-65
Ms. Rosalie T. Cabanilla
447-66-39
Mrs. Norma G. Guillermo
20
Santiago Syjuco
ES
Malabon IV
District
Bagong Lote ES
365-27-75
21
Potrero ES
361-34-56 - TF
Dr. Ma. Victoria G. Suarez
(OIC)
Mrs. Riza G. Andrade
22
Potrero ES I
990-63-68
23
Tinajeros ES
288-89-63 - TF
24
Tinajeros ES I
287-28-17
Malabon V
287-36-22
Ms. Maria Josefina C.
Borres
Mrs. Amme Q. Villafranca
25
Acacia ES
288-07-36 - TF
Ms. Melinda C. San Pedro
26
Catmon IS
288-72-79 - TF
Mr. Enrique C. Roxas Jr.
27
447-36-05 - TF
Mrs. Melody P. Cruz
28
E. Delos Santos
ES
Maysilo ES
1
Secondary
School
Malabon NHS
2
Ms. Rosalia T. Vargas
Mrs. Zenaida M. Roberto
294-35-33
Mrs. Imelda S. Arsenal
Dr. Fortunato B. Abude
Longos NHS
446-61-60/281-9725 - TF
285-91-15 - TF
3
Tañong NHS
281-69-92 - TF
Mrs. Evelyn Callada
4
Panghulo NHS
Mrs. Lolita L. Acuña
5
Potrero NHS
294-66-13 - TF
/446-37-06
367-77-94 - TF
6
Tinajeros NHS
7
Tugatog NHS
285-40-53 - TF
/287-24-25
288-38-23 - TF
Dr. Ma. Victoria R. de
Gulan
Mrs. Olivia Q. Martin
8
Malabon NHS Concepcion TechVoc Annex
Tinajeros NHS Acacia Annex
9
93
Mr. Juanito H. Gayola (OIC)
Ms. Elsie P. Emerenciana
921-57-12
Mr. Leonardo Aguilar (OIC)
352-20-92
Dr. Ma. Victoria R. de
Gulan
Vicencio St., Niugan, Mal.
City
E. Jacinto St., Ibaba, Mal.
City
B. Rivera St. Tinajeros,
Mal. City
81 Bagong Lote St.,
Potrero, Mal. City
Pinagtipunan Circle,
Potrero, Mal. City
Dunwoody St., Potrero,
Mal. City
B. Rivera St. Tinajeros,
Mal. City
La Trinidad Subd.,
Tinajeros, Mal. City
Ma. Clara St., Acacia,
Mal. City
Ma. Clara St., Acacia,
Mal. City
Hernandez St., Catmon,
Mal. City
1 Asogue St., Tugatog,
Mal. City
San Vicente Vill., Maysilo,
Mal. City
M. Naval St. Hulong
Duhat, Mal. City
Maya-maya St., Longos,
Mal. City
1st St., Tañong, Mal. City
7 Bautista St. Panghulo,
Mal. City
Dunwoody St., Potrero,
Mal. City
B. Rivera St., Tinajeros,
Mal. City
Dr. Lascano St., Tugatog,
Mal. City
P. Burgos St.,
Concepcion, Mal. City
Ma. Clara St., Acacia,
Mal. City
Annual Accomplishment
Report 2012
DIVISION OFFICE KEY OFFICIALS
DIVISION/UNIT
DIVISION UNIT HEAD
TELEPHONE
NUMBER
Office of the Superintendent
Dr. Mauro C. de Gulan
285-16-05
Office of the Assistant
Superintendent
-
285-75-25
Office of the Education
Supervisors
Mrs. Josefina M. Pablo (Social
Studies Supervisor)
287-98-45
Administrative Division
Mrs. Efleda S. Magadia
285-75-25
Planning Unit
Mr. Federico M. Calderon, Jr.
287-98-44
Accounting Unit
Mrs. Lea Villalobos
288-19-00
Personnel Unit
Mrs. Ma. Theresa C. Nievera
287-13-73
Cash Unit
Mrs. Dhayin D. Joson
288-19-00
Records Unit
Mrs. Teresita T. Francisco
352-77-01
Supply Unit
Mrs. Anniebel T. Bautista
352-77-01
COA Unit
Mrs. Lea E. Desalisa
285-60-82
Health Services Unit
Dr. Rhea V. de Dios
352-77-01
94