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MINUTES OF THE REGIONAL EXECUTIVE CONFERENCE
DepEd Ecotech Center
Sudlon, Lahug, Cebu City
July 30-31, 2012

Present:

1. Dr. Carmelita T. Dulangon
2. Mr. Mario C. Andong
3. Dr. Leilani T. Cabrera
4. Mrs. Ofelia R. Hermosa
5. Mr. Bernardo D. Ysulan
6. Mr. Bianito A. Dagatan
7. Dr. Arden D. Monisit
8. Mrs. Judianna M. Corriente
9. Dr. Leah P. Noveras
10. Mr. Roseller N. Gelig
11. Dr. Rhea Mar A. Angtud
12. Mrs. Rosalie M. Pasaol
13. Dr. Ramir B. Uytico
14. Dr. Emigdio V. Omictin
15. Mrs. Eleuteria N. Baquilta
16. Mrs. Luzvisminda B. Bulgado
17. Mr. Eduardo A. Ompad
18. Dr. Virginia C. Zapanta
19. Dr. Nimfa D. Bongo
20. Dr. Caridad C. Labe
21. Dr. Marilyn S. Andales
22. Dr. Joseph Irwin A. Lagura
23. Mr. Woodrow M. Denuyo
24. Dr. Ronald G. Gutay
25. Dr. Senen P. Paulin
26. Mr. Aniano T. Bautista, Jr.
27. Ms. Ida F. Cabantan
28. Dr. Marcial P. Degamo
29. Dr. Carmencita C. Denampo
30. Dr. Milagros C. Gabia
31. Dr. Flordeliza C. Sambrano
32. Dr. Emiliano B. Elnar, Jr.
33. Dr. Vivian G. Ginete
34. Mr. Victor V. Yntig
35. Ms. Maurita F. Ponce
36. Mrs. Dionie S. Sanchez
37. Dr. Luz C. Jandayan (1
st
day only)
38. Dr. Nena V. Mioza (1
st
day only)
39. Dr. Elaine V. Salgado

Secretariat:
40. Ms. Maria Magdalena V. Dagat
41. Engr. Noemi C. Guillen
42. Ms. Cleofe Jane M. Montenegro
43. Mr. Brigolito L. Brigoli
44. Ms. Maria Jocelyn P. Pondar


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I. NATIONAL ANTHEM
II. PRAYER: Dr. Dulangon
III. ACTIVITY:
Questions to ponder as a leader as the song entitled Who Am I? was
played.

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

Parable Reading
- Dr. Dulangon hoped that by reading the Parable, each one had
realized that who they are now is because of God. Anyone can
become a Schools Division Superintendent because of Him.

IV. CALL TO ORDER

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

V. READING AND APPROVAL OF THE PREVIOUS MINUTES

The Minutes of the Meeting held on June 28-29, 2012 at Bohol Plaza was
approved upon the motion of Dr. Lagura seconded by Mr. Ysulan with
the following corrections:
Pages 4-5, edit the spelling of the following names of Grade I
Trainers:
- Bayawan City : Flaviana Benigian to Flaviana Benidian; Loreto
Arcon to Lorenzo Arcon; Latonio Loping to Paterno Loping
- Cebu City: Joeliza Arcilla to Joyliza Arcilla
- Dumaguete City: Marialina Paluma to Ma. Lina Paloma
- Guihulngan City: Luzviminda Bulgado to Luzvisminda Bulgado;
add the name of Edgardo Colina under Aral Pan
- Mandaue City: Mary Jean Condiera to Mary Jean Codiera;
Ophelia Marfa to Ofelia Marfa
- Negros Oriental: Esther Paragoso to Ester Paragoso; edit 1
st
week
only to 3 weeks under the word Katherine Sedillo
- Talisay City: Loreta Lim to Lolita Lim
- Bais City: add the name Heidi Montenegro
Page 18, line 44, edit the statement BAC should write to CO if no
cooperativeoffered to bid to BAC should write to CO if no supplier
offered to bid.

VI. BUSINESS ARISING FROM THE PREVIOUS MINUTES

Payment of Honoraria for Preschool Teachers
- Mrs. Hermosa thanked for the reimbursement of PhP150,000.00
for preschool.
- Allocations for payment of honoraria for preschool would be
distributed to the Divisions of Cebu City, Bohol and Cebu.
- DepEd Central Office specified a format/template for request of
funds for Kindergarten. If the format would not be followed there
would be no release of funds.
- Items for kindergarten: 10,000 nationwide. Copies would be
provided.

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Training for Schools Division Superintendents, Page 13, Line 52
- Dr. Dulangon announced that she had nominated Dr. Angtud, Dr.
Lagura, Dr. Monisit and Mr. Denuyo to attend the Training for
Superintendents on September 3-7, 2012. The choice was based
on the criteria which is 55 years old below.
Simultaneous Earthquake Drill, Page 12, Line 53
- The Divisions Focal Persons should submit report on earthquake
drill.
- Divisions that were able to submit reports: Danao City, Siquijor
and Bayawan City. Some schools in Cebu City were not able to
submit.
Dr. Labe told Mr. Yntig that Naga City submitted through
Mr. Talan. Mr. Yntig said that what he received from Mr.
Talan was the list of schools in disaster-prone areas but he
would check.

VII. NEW BUSINESS

BFD
Allotments Distributed/Released intended for the following
expenses (recipients respective amounts were shown in
powerpoint):
- School Based Repair and Maintenance (SBRM) P43,591,500.00

- Cash Allowance PhP34,820,000.00
- Hardship Allowance PhP10,940,000.00
- Allotment of PhP240,000 for the Pre-Regional/Regional Meets
- August 2012 Funds for the Monthly Cash Program
- Distribution and Delivery of Textbooks
- Funds for the Honoraria of Preschool Teachers
- Construction of Classroom Buildings
- Construction of Workshop Buildings in Naga and Cebu
- For ALS Coordinators
Provident Fund
- Some borrowers were delinquent (list of delinquent borrowers
was distributed to concerned Divisions).
- The Provident Fund Secretariat would write these delinquent
borrowers letters; if not, the co-makers would be deducted for
their loans.
- On borrowers who retired, its mandatory that loans would be
paid first before Certificate of Last Payment (CLP) would be
issued.
- For borrowers who died, the co-maker is liable to pay for the loan.

CLMD (Dr. Denampo)
Guidelines on the Implementation of Strengthened Technical
Vocational Education Program (STVEP) and Technology and
Livelihood Education (TLE) Curriculum DepEd Order No. 67, s.
2012
- The 282 specialized techvoc public secondary schools implementing
the Strengthened Technical Vocational Program (STVEP) shall
adopt the Competency-Based Curriculum anchored on the TESDA
Training Regulations.



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- The requirements of the different tech-voc areas of specialization are
still to be followed with regard to time allocation, content,
resources/materials, methodology, assessment, etc. The core learning
areas: English, Math, Science, Filipino, MAPEH, Araling Panlipunan
(AP), and Edukasyon sa Pagkatao (EP) as specified in DepEd Order
No. 31, s. 2012 and other provisions shall likewise be adopted by the
282 specialized tech-voc schools.
- Exploratory subjects for Grade 7 shall continue to be implemented in
all the areas of specialization in Arts and Trades, Agriculture and
Fisheries.
- Mandatory subjects such as Trade Drawing in Grades 7 and 8,
Internet Computing Fundamentals (ICF) in Grades 7, 8 and 9 and
Entrepreneurship in Grades 9 and 10, will be offered as separate
subjects under the STVEP.
- Contextualization of the core learning areas within the different tech-
voc areas of specialization is strongly encouraged to facilitate
meaningful learning.
- Schools are challenged to be creative and innovative in using the
curriculum. This can be localized to suit the learning environment of
the students without compromising the philosophy of the total learner
development.
- Sample Curriculum Template for the STVEP Grade 7
24 Time/Day Mon Tues Wed Thur Friday
25
7:00-8:00
English English English English MAPEH
26
8:00-9:00
Science Science Science Science MAPEH
27
9:00-10:00
Math Math Math Math MAPEH
28
10:00-10:15
R E C E S S
29
10:15-11:15
Filipino Filipino Filipino Filipino MAPEH
30
11:15-12_15
AP AP AP AP EP
31
12:15-1:15
L U N C H
32
1:15-2:15
TVE TVE TVE TVE TVE
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2:15-3:15
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3:15-4:15
Internet
Computer
Fundamentals
(Mandatory
Internet
Computer
Fundamentals
(Mandatory
Internet
Computer
Fundamentals
(Mandatory
Internet
Computer
Fundamentals
(Mandatory

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TOTAL
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Guidelines in the Implementation of Technology and Livelihood
Education in Public and Private Secondary Schools
- The Technology and Livelihood Education (TKE) of the K to 12
Basic Education Program provides two (2) types of curriculum for
regular high schools, described as follows:
1) The Tech-Voc based TLE is designed based on the training
regulations (TR) of the Technical Education and Skills
Development Authority (TESDA). It focuses on technical
skills development in any of the specialization that the student
wants to pursue. The tech-voc-based TLE requires facilities,
equipment and teachers who are trainer-certified and NC
holders.
2) The Entrepreneurship Education-based TLE is designed to
ensure that every student will learn some livelihood skills at the
end of every quarter to enable him/her to start a small
household enterprise with his/her family. It focuses on three
(3) domains, namely: Personal Entrepreneurial Competencies



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(PECs), Market and Environment, and Process and Delivery of
Products and Services related to the mini-course. The five
common competencies: mensuration and calculation, technical
drafting, use of tools and equipment, maintenance of tools and
equipment, and occupational health and safety are integrated in
the domain of Process and Delivery.
The Entrepreneurship Education-based TLE does not
require much resources inasmuch as the mini quarterly courses
offered are not capital intensive; hence, can be readily
implemented by schools even with meager resources.
- Regular secondary schools have the option to implement any of the
two types of TLE curriculum based on their capacity, available
resources, and needs of their community/industry.
- Schools that will opt to offer the entrepreneurship education-based
TLE shall use the 2010 SEC CP-TLE curriculum and teaching guides
which can be downloaded from the BSE Website (www.bse.ph),
while schools that will opt to implement the Tech-Voc based TLE
shall use the curriculum materials distributed by the training team of
TESDA during the Grade 7 Training of Trainers and Regional Mass
Training.
- Schools are advised to inform the Division and Regional Offices,
copy furnish the Bureau of Secondary Education (Attn.: Curriculum
Development Division), the type of TLE curriculum they have
decided to offer. The information will serve as basis for designing
future capacity-building programs and allocating resources.

Guidelines in Gathering Feedback on the K to 12 Activity Sheets
(Ass), Learners Materials (LMs) and Teachers Guides (TGs)
- For the guidelines of the implementation in gathering feedback on the
K to 12 Activity Sheets (ASs), Learners Materials (LMs), and
Teachers Guides (TGs), refer to Regional Memorandum No. 455, s.
2012.

Updates from USEC Muyot

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

Textbooks
- Addressed the problem on textbooks. Within this school year,
there would be no more shortages of textbooks. If there would be
problems, it would be more on the delivery and distribution of
textbooks.
Desks
- Within this year, DepEd would be able to have the sufficient
number of desks.
- Brought down the prices of desks so more could be produced
(over 90,000 more)
Teacher Items
- Of the 13,000 items last year, about 12,000 plus were filled up.
- This year, there is an allocation of 16,000 items and had started
the process for the filling up of these items.
- By 2013, DepEd targeted 61,000 items which exclude the locally-
funded. The President assured the people that DepEd should be
able to hire teachers.

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- The DBM saw to it that Congress would have the amount for the
hiring of teachers. DepEd had to double time to be able to hire
before the elections.
Classrooms
- Reported the number of classrooms constructed (300,000
classrooms) but actual construction was 400,000.
- 60,000 classrooms would be constructed before the end of next
year. More than 13,000 classrooms were constructed under PPP
(Public-Private Partnership)
- Would be giving out packages to the contractors by Region.
- P5 billion is allocated for 30,000 classrooms. In the GAA, funds
were only enough to cover the amortization over a 10-year period.
- Last year, received bids for 1
st
batch (3 regions).
- It was said that there would be no more shortages for 2013, but
actually, its 2014 because of the elections.
K to 12 Program
- Started Grades 1 and 7 this school year.
- It must be explained to the public that we have started Grades 1
and 7 and we are not adding additional year to grade school. That
Grade 7 is actually the beginning of first year in Junior High
School. We actually have 12 years.
- Started the Road Show with big exhibit at SM-North EDSA. SM
agreed to host road show exhibits in all SMs.
- Status of the Law The House Committee on Basic Education
chaired by Cong. Escudero, is working on the consolidated K to
12 Bill. In October, it will be submitted to the Plenary for second
reading.
- Other Proposals consolidated in the Bill:
a) Mother Tongue Based as separate subject
b) Proposal for expanded GASTPE (to include Grades 11 and
12)
c) A provision for the transition of Higher Education Institutions
(HEIs) being authorized by DepEd to offer Grades 11 and 12,
and for teachers of HEIs to teach for another 5 years.
- Some private schools were able to adjust their curricula to a 12-
year curriculum.
- For DepEd schools, pilot schools offered Grades 11 and 12. Tech
Voc and other high schools were piloting other specializations.
Issues
- School Titling
o About 10,000 out of 45,000 school sites were titled in the
name of DepEd. As long as the school sites are not titled in
the name of DepEd, the ownership of these sites is constantly
challenged either by the LGUs, adverse claimants (heirs) and
Indigenous People.
o The LGUs sometimes retrieve the site for they wanted to build
health centers, barangay hall, etc. or if not, they offer
alternative school site.
o There were 250 cases filed by adverse claimants (heirs trying
to revoke the donation) being handled by the Office of the
Solicitor General.
o The PFSED was tasked to do mapping of school sites.
o There are 30,000 lands which are of public domain and can be
acquired through Presidential Proclamation and Special
Patent. DepEd had MOA with DENR and funds were
downloaded to DENR for the processing of public lands for
school sites.

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o SDSs should coordinate with DENR to expedite the titling
process. Get proper documentation.
o Deed of Donations see to it that it is registered.
Dr. Labe said that there were schools sites occupied by the
school for 30 or 40 years already. The owners are just
beyond the schools and now they are filing cases just to
recover the land. USEC Muyot told her that it was
common if the deed of donations are not registered. She
may file a case of ejectment. The open continuous
possession of the school for 30 years will be our defense
(the acquisitive possession pursuant to Civil Code of the
Philippines). The policy is to register and own a Special
Patent.
Dr. Angtud reported that there were 2 schools barricaded.
The students were prevented to use the road right of way.
USEC Muyot told her that under the Civil Code, the one
who acquires the right of easement will pay. DepEd
cannot pay. He advised her to ask the Local Government
so they would issue a local ordinance. The Local
Government may file expropriation in which it has to pay
the owners.
Dr. Ompad said that they received a copy of case from
RTC on a school site in which he and the City
Government were asked to reply within 10 days. They
were not able to meet the 10-day period. USEC Muyot
replied that he could request the RTC for extension of
time.
- Child Protection Policy (DepEd No. 40 , s. 2012)
o Schools should establish Child Protection Committees.
Principals are expected/required to address cases of violence
to children and submit reports to DOs.
o Sometimes Principals cover cases. If theres no record at the
Office of the Principal but there is a record at the Office of the
Secretary, it is presumed that the Principal has committed
neglect of duty. SDSs should be very strict about this.
- Hiring of Teachers (DepEd Order No. 12, s. 2012)
o The mayors insisted that there is a conflict with DepEd Order
No. 12 and the Localization Law. First and foremost, the
requirements of the 1987 Constitution that persons shall be
hired based on the merit and fitness is recommended.
o The Localization Law states that persons who are residents in
the locality shall be given priority.
o DepEd Order No. 12 is already a product of consultation by
DepEd and it combines merit and fitness and residency.
o Be honest in the processing of application of teachers. We
want to get the best in the process. One of the reasons we get
so low in the NAT is because of our teachers. If your teachers
are not very good, then you know what will happen.
- Promotion of SDSs
o Some SDSs are worried about politics. All those who are
qualified will be hired.
o Politicians may have issues against SDSs. If there is a
problem that has to be addressed, address it immediately so
that it will not be used against you.


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o For OICs who had been recommended for appointment, there
were cases that Malacaang had returned the
recommendations to the Secretary because they had cases. It
does not disqualify you. Submit Executive Summary of Cases
with complete case files. Dont worry about your being in
acting capacity.
o If you have a case in Ombudsman, inform USEC Rivera.
Mrs. Hermosa shared that she informed the Regional
Director that she still followed RA 8190 in the hiring of
teachers. She hired rank # 17 in the RQA who was a
resident of Lapay which is 58 kms. Away from the town
proper. Some teachers applying for transfer were also
considered because they spent so much and some other
considerations. USEC Muyot said that she should justify
to protect herself by asking those who waived to do so in
writing. Follow DepEd Order No. 12 but if there are
exceptional instances, then justify.
Dr. Labe said that there should be a uniform standard of
presentation in the RQA.

RMSPPD (Dr. Ginete)
Health and Nutrition Unit Concerns
- In relation to the declaration of Dengue Outbreak
o Schools to conduct daily environmental clean-up and follow the
4S for Dengue Prevention
o School Heads to implement strictly and monitor the
Ovicidal/Larvicidal Trap System
(Set-up the trap system on a Tuesday for a 6-day period, thus
disposing the larvicidal solution on a Wednesday on a dry ground
to control the mosquito vectors into becoming an adult. This
larvicidal kills the mosquito larvae.)
- DOH Orientation on the Guidelines for the 2
nd
Regional Search of the
Best Implementer of School-Based Deworming Program on August
2-3, 2012 at Golden Valley Hotel, Rm. 475. Participants: Health
Program Coordinators, Division Medical Officers, Dentists-in-Charge
and Nurses-in-Charge
- DOH conduct of the 1
st
Batch on Enhancing Knowledge on School-
Based Deworming Program to other DepEd Personnel would be on
August 9, 2012 at Golden Valley Hotel, Rm. 474.
- Deworming Tablets ready for pick-up at the Regional Supply Office
intended to the following Divisions: Bayawan City (4 big boxes),
Cebu City (23 boxes), Naga City (3 boxes), Toledo City (5 boxes),
Cebu (40 boxes-additional allocation for 2
nd
dose), Talisay City (3
boxes-additional allocations), Bohol (5 boxes), Lapu-Lapu City (10
boxes-additional allocation), Mandaue City (10 boxes-additional
allocation), and Negros Oriental (10 boxes-additional allocation)
Reports Required:
- Best Brigada Implementers, Elementary and Secondary Level (Big
and Small Category)
- Adopt-A-School Program Quarterly Report, 2
nd
and 3
rd
Quarters
- Brigada Eskwela Consolidated Generated Report
Not submitted: Bohol, Bais City, Bayawan City, Cebu, Carcar City,
Toledo City, Lapu-Lapu City, Talisay City and Negros Oriental


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CVIRAA
- Schedule: December 2-8, 2012
- Proposed Venue: Negros Oriental (Dr. Uytico and Dr. Andales were
tasked to talk to the Governor of Negros Oriental and Mayor of
Dumaguete City for the possibility of hosting the CVIRAA 2012.)
- Dr. Uytico announced to the group later that Gov. Degamo accepted
the challenge of hosting the CVIRAA.
National Road Safety Poster Making Contest
- To ensure a wide coverage of the road safety advocacy, the
Department of Education (DepEd) in collaboration with the
Department of Transportation and Communication (DOTC) and the
National Coalition for Commuter Safety and Protection, Inc.
(NCCSPi) enjoins all public and private elementary pupils and
secondary school students nationwide to participate in the 2012
National Road Safety Poster-Making Contest. The activity will
culminate with the celebration of the World Day of Remembrance on
November 18, 2012.
- The schedule of activities for the contest are as follows:

Level Submission of Entries J udging Period
School August 22, 2012 August 22-24, 2012
Division August 27, 2012 August 27-31, 2012
Regional September 3, 2012 Sept. 3-Oct. 31, 2012
National November 3, 2012 November 18, 2012
- All entries must be made of local and indigenous materials except for
glue, varnish and fixative materials which are used to protect the
work of art.
- Prizes
o School Level: Certificate of Recognition from the Division
Office Division Level (elementary and secondary categories)
1st to 3rd place: Certificate, gift pack and DARS pendant.
o Regional Level (elementary and secondary categories):
Ist : Plaque for school, student and coach, PhP10,000.00 cash,
gift pack, round trip ticket for 2 to Manila with
accommodation and medal
2nd: Plaque for school, student and coach, PhP7,000.00 cash,
gift pack and medal
3rd: Plaque for school, student and coach, PhP5,000.00 cash,
gift pack and medal
o National Level(elementary and secondary categories)
I st Place:
Round trip ticket for 2 to Hongkong with
accommodation
Certificate to be signed by Sec Roxas, Sec. Luistro and
the
President
PhP50, 000.00 ATM account
Food Cart
Gift pack
STI scholarship
2
nd
Place
PhP25,000.00 cash
Certificate
Gift pack
1
2
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5
6
3rdPlace
PhP15, 000.00 cash
Certificate
Gift pack
Status of BEFF (presented in powerpoint)

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FED (Dr. Sambrano)
Division Training of Trainers on SARDO
- A Division Training of Trainers (TOT) on SARDO e-Tracking
System would be conducted on August, 7-10, 2012 at DepEd Ecotech
Center, Sudlon, Lahug, Cebu City.
- After the training and workshop, the participants should have: (a)
acquired basic knowledge and skills in excel program operation; (b)
acquired basic knowledge and skills in the preparation of SARDO e-
tracking system using excel application; (c) defined the roles,
responsibilities and accountabilities of the teacher-advisers, guidance
counselors and school heads in the SARDO e-tracking system; and,
(d) formulated Division plans.
- There are four (4) Division participants to the Division Training of
Trainers (TOT), namely; 1). Division DORP Coordinators 2).
Planning Officers 3). SBM Coordinators and 4).ICT Coordinators
Multi-Year Guidelines for SBM Grants FYs 2011-2013 (D.O. No. 69,
s. 2012)
- The contents of DepEd Order No. 69, s. 2012 were thoroughly
discussed.
- On Sec. 8.1 Item 7.11 (Releases of Funds), there was a problem with
Bais for 2 checks were not yet released because of legal impediments.
SBM Grant Guidelines Orientation, Skills Building Workshop on the
Revised SBM Assessment Process & Tool, and Roll-Out of ACCESs
- An orientation-workshop for the key SBM implementers at the
Central and field levels shall be conducted to orient them on the
guidelines as well as build up their skills on the revised SBM process
and tool to ensure efficient and effective SBM implementation.
- Schedule of Cluster 3-Visayas (VI, VII and VIII): August 13-17,
2012 in Cebu City
- Regional Participants: SBM Coordinator, Accountant, Planning
Officer and 1 SBM Task Force Member
- Division Participants: SDS/ASDS, SBM Coordinator, Accountant,
and Planning Officer

QAAD (Dr. Degamo)
Assessment and Rating of Learning Outcomes for Elementary
Schools
- Under the K to 12 curriculum, pupils will be assessed at four levels
and shall be weighted as follows: (DepEd Order No. 31, s. 2012)

47 Level of Assessment Percentage Weight
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50
Knowledge
Process or Skills
Understanding(s)
Products/Performance
15%
25%
30%
30%
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- The levels are defined as follows:
1. Knowledge refers to the substantive content of the
curriculum, the facts and information that the student
acquires.

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

3. Understandings refers to enduring big ideas, principles
and generalizations inherent to the discipline, which may
be assessed using the facets of understandings.
a. Explanation give examples, make insightful
connections
b. Interpretation make it personal through images,
anecdotes, analogies
c. Application can adopt/transfer understanding into
real contexts
4. Products/Performances refer to real-life applications of
understandings as evidenced by the students performance
of authentic tasks. It considers childrens MI.
- Assessment can be through:
o Traditional assessments
are tests given to students to measure how much the students
have learned.
contain different types of questions such as multiple choice,
true-false, fill-ins, essays, sentence completions, matching
response, etc.
o Alternative assessment
observation
student journals
performance assessment
project and investigation
open-ended questions
student portfolio
interview
role-play
checklist
- Report Card (DepEd Order No. 31, s. 2012)
At the end of the quarter, the performance of students shall be
described based on the following levels of proficiency:
Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Proficient (P)
Advanced (A)
- Definition of Levels of Proficiency
o Beginning The students at this level struggles with his/her
understandings; prerequisite and fundamental knowledge and/or
skills have not been acquired or developed adequately to aid
understanding.
o Developing The student at this level possesses the minimum
knowledge and skills and core understandings, but needs help
throughout the performance of authentic tasks.
o Approaching Proficiency The student at this level has developed
the fundamental knowledge and skills and core understandings
and, with little guidance from the teacher and/or with some
assistance from peers, can transfer these understandings through
authentic performance tasks.



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

- Comparison of Levels of Proficiency

12
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Indicators Beginning Developing Approaching
Proficiency
Fundamental Exceeding
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Acquisition of
Knowledge,
Skills and
Understandings
Struggling or
have not
acquired
Minimum Fundamental Fundamental Exceeding
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Transfer of
Knowledge/
Application of
Knowledge
Needs help With the
guidance from
the teacher or
some assistance
from peers
Independent Automatic and
flexible
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- The level of proficiency shall be based on numerical value

24 Level of Proficiency Equivalent Numerical Value
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Beginning (B)
Developing (D)
Approaching Proficiency (AP)
Proficient (P)
Advanced (A)
74% and below
75-79%
80-84%
85-89%
90% and above
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- Assessment and Level of Knowledge (15%)
o Suggested Assessment Tools
1. Selected-response Item provide several response options to
the students, and the student selects from among the options.
b. Multiple Choice Test
c. True or False
d. Matching Type
2. Constructed response type of test ask the student to create or
construct a response. It can be used to determine if the pupils
knowledge of facts is of sufficient breadth and depth. A rubric
of scoring guide is necessary.
a. Multiple Choice Test
b. True or False
c. Matching Type
- Assessment of Process or Skills (25%)
o The focus is how pupils construct meanings or make sense of the
facts and information.
Outlining, organizing, analyzing, interpreting, translating,
converting, or expressing the information in another format
Drawing analogies
Constructing graphs, flowcharts, and maps or graphic
organizers
Transforming a textual presentation into a diagram
Drawing or painting pictures
Doing role plays
Written Test

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- Assessment of Understanding (30%)
o Oral Discourse/Recitation
Explain/justify something based on facts/data, phenomena or
evidence
Tell/retell stories
Make connections of what was learned within and across
learning areas
Apply what has been learned in real life situation
o Portfolio
Collection of evidence like images, anecdotes, etc. to
demonstrate mastery and interpretation of a given set of
concepts
o Open-ended tests
Participation (e.g. in group activities/projects)
Projects
Homeworks
Portfolio
Other Outputs
- Marking for MAPEH
o There shall be one rating for MAPEH which is the average of the
four components. Example:
Music 84 AP
Art 88 P
P.E. 90 A
Health 89 P
351/4 = 87.75
Round to 88.00 P

- Marking for Oral Fluency in Filipino and English
o Assessment of Oral Fluency in Filipino and English shall also be
at four (4) levels. Knowledge (15%), Process/Skills (25%),
Understandings (30%) and Product/Performance (30%)
o Oral test shall be given with corresponding rubrics
Examples of Activities/Oral Tests for Assessing Oral Fluency
(Using Rubrics)
Retelling Personal Stories
Retelling Stories
Role Playing a Dialogue
Storytelling by Turns
Spotting Differences and Similarities
Interview
My Favorite Cartoon Character
Other Oral Test
- Assessing the Mother Tongue Subjects
o Since MT is a language subject, its assessment follows the four
levels of assessment with its corresponding weight and the level
of proficiency as indicated in D.O. No. 31, s. 2012. MT should
not be treated as a different or distinct subject from the rest of the
subjects.
- Marking for Character Traits
o The class adviser and other subject area teachers handling the
class shall give the non-numerical rating for behavior observations
for every rating period. The class adviser then gets the average of
these non-numerical rating and shall reflect in the report card.
The non-numerical ratings to be used are:


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A Very Good
B Good
C Fair
D Poor
- Scoring Quizzes and Periodic Test (Use of existing Policies)
o Quizzes shall be summed up to 100 total points which is
equivalent to 100%. It total points for quizzes is below 100
points, divide the total score of an individual pupil by the total
number of items to get the percent equivalent (or the Achievement
Rate)
o For periodic test, total points may also be 100. If total number of
items is below 100, divide the raw score of an individual pupil by
the number of items to get the percent equivalent (Achievement
Rate).
- Rating Oral Participation, Group Participation, Projects,
Performances, Homework, Experiments, Portfolio, and Other Outputs

o Rubrics shall be utilized for rating individual or group
participation, projects, performances, etc. (Teachers are
encouraged to prepare their own rubrics.)
- Computation of Final Rating for a Learning Area
o The Final Grade for each Learning Area shall be reported as the
average of the four quarterly numerical ratings and to be
expressed in terms of the levels of proficiency.

Example: First Grading 88
Second Grading 90
Third Grading 91
Fourth Grading 92
261/4 = 90.25
Round to 90.00 (A) Advanced

- Computation of General Average
o The General Average shall be the average of the final grades of
the different learning areas, also expressed in terms of levels of
proficiency with the numerical equivalent in parenthesis.
Example: P (89.00)
- Rounding Numbers
o Rounding numbers to the nearest whole number is applied when
computing for the rating of each learning area for a quarter or
grading period, final rating for each learning area and general
average.
o Rounding numbers to the nearest hundredths is applied when
computing for the following for purposes of ranking/selection of
honor pupils:
Final Rating for each learning area
General Average
(In case when there are ties, rounding can be made to the
nearest thousandths or ten thousandths.)
Separate guidelines for selection of honor pupils shall be issued.
- Promotion, Retention and Intervention
o Like those in the Advanced, Proficient and Approaching
Proficiency, pupils in the Developing (D) level of proficiency as
the general average, shall be promoted to the next grade level.
o Appropriate intervention is necessary for those in the Developing
Level.

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o Pupils who are at the Beginning (B) level of proficiency during a
specific quarter for any learning area, shall be provided with
immediate and appropriate intervention in order to cope with the
rest of the class.
o Pupils who are at the Beginning (B) level of proficiency as the
general average after a school year, despite the interventions
provided, shall take summer classes in the learning areas where
he/she needs help, otherwise he/she will be retained in the same
grade level during the next school year.
On assessment of product performance, Dr. Degamo
suggested that teachers should be encouraged to prepare
their own rubrics. Dr. Labe told him that if the teachers
who would prepare their own rubrics, some Principals are
not good with assessment.
Dr. Uytico said that there is a need to be aware. He
informed the group that Dumaguete City had conducted
already a writeshop and he would send copies of the
assessment.
Mrs. Hermosa announced that they had conducted
orientation for teachers of the grading system.
Grades 2-6 and 2
nd
year-4
th
year will use the old rating
system.
Dr. Angtud suggested that the whole Region should come
up with a unified grading system.
Mrs. Zapanta brought up about the request of St. Louis
School of Mandaue to place numerical rating beside the
descriptive rating for there might be a problem with the
computation of honor students.
Dr. Uytico added that the K to 12 teachers did not make
the class record. They came up with uniform class records
and had given copies to Dr. Jandayan/Dr. Denampo. He
would bring samples in the next EXECON.
Dr. Dulangon assigned Dr. Labe as head of the Regional
Committee to take a look of this and consolidate. She
would also hold the Principals similarly liable to any
infraction committed by the teachers.
QMS Updates
- Capability Building
o CB1 Understanding Quality Assurance and Accountability
Framework and Quality Management System
o CB2 Standards and Guidelines of Core Processes in the Division
o CB3 Division Monitoring and Evaluation System
o CB4 Division Monitoring, Evaluation and Planning Adjustment
o CB5 School Monitoring and Evaluation System
- Adjusted and Updated QMS Implementation Plan for CB1, CB2, or
CB3
o DOs that had presented during the CB3: Bogo City, Carcar City,
Talisay City, Mandaue City, Dumaguete City, Naga City, Danao
City, Bayawan City, Guihulngan City, Siquijor, Tagbilaran City,
Toledo City, Negros Oriental, Bohol
o Submit hard copies that are SDS-approved as soon as possible.
Submission of Validated List of Private Schools
- The validated list must have the following data:
o Names of schools that have opted to close
o Names of schools that have been advised to close


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o Names of schools that have not closed but have not operated
anymore
o Names of schools that operate while their permits are still in
process
- The comprehensive list must have the following data:
o Name of school head
o Contact numbers
o Email addresses
o Control number of temporary permit or government recognition
Reminders
- E-mail the validated and comprehensive list of private schools to
amiable_calc@yahoo.com.
- The Division Management Team should make sure that all private
schools in its respective area are operating legally.
- There is a need for private schools without permit to stop operating or
to comply with the requirements.
- Private schools should be discouraged from operating if they do not
have permits yet.
- For public schools with approved establishment, submit papers for
approval of: separation from mother school, and inclusion to General
Appropriations Act.

T&D (Dr. Elnar)

Training of School Heads on K to 12 Implementation
- Session guides were prepared.
- The training would be managed by the Divisions.
Training for Presentation Skills
- Venue: DOST 7-COSPO
- Registration Fee: PhP9,200.00 per participant
- T&D Chair would be invited
Training of Untrained Grades 1 and 7 Teachers
- The SDSs were asked to send communications regarding the training
so that Mr. Bautista could download the money.

Administrative (Ms. Cabantan)

Number of Complaints/Cases presented through PowerPoint
- Mr. Gelig cited a case of one teacher who did not submit Form 48 and
still draws salary. Ms. Cabantan said that DO should submit a report
to RO.
Report on Delinquent Provident Fund Loans as of June 30, 2012
lists distributed to the SDSs

PPRD (Dr. Gabia)
The following generated data were presented for validation of the
SDSs:
- No. of Seats
- No. of Classrooms
- No. of HTs & Ps
- No. of Regular Teachers
- No. of Teachers with Ancillary Services
Status of Reports Submitted
- The updated status of reports would be uploaded in the Regional
Office website.

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o Dr. Gabia reminded the group that reports coming from CO are
very urgent. There are even reports received in the evening and to
be submitted in the morning the next day.
o The CO template must be followed in the report.
NAT Results
- Elementary
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9
Learning Area SY 2010-2011 SY 2011-2012 Increase/
Decrease
10 Filipino 75.45 67.75 -7.70
11 English 63.45 65.88 2.43
12 Math 67.24 66.50 -0.74
13 Science 56.35 65.64 9.29
14 HEKASI 68.15 64.19 -3.96
15 Region 66.13 65.99 -0.14
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o Trend of the NAT Results for the last 3 SYs by Division from
SY 2009-2010 to SY 2011-12
o Ranking based on Inc/Dec
o Ranking based on MPS of the SY 2011-2012 NAT

- Secondary
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Learning Area SY 2010-2011
Year II
SY 2011-2012
Year IV
Increase/
Decrease
25 Filipino 57.17 53.09 -4.08
26 English 48.8 42.01 -6.79
27 Math 43.05 68.74 25.69
28 Science 40.87 42.78 1.91
29 Aral Pan 55.17 55.54 0.37
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Critical
Thinking

56.30

32 Region 49.26 51.98 2.72
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o NAT Results by Division, SY 2010-2011 and SY 2011-12
o Ranking by Division of SY 2011-2012 NAT based MPS

Enrolment Updates
- Trend of the Enrolment from SY 2010-2011 to SY 2012-2013, Public
and Private
- % of Increase, SY 2011-1012 and SY 2012-2013
- SY 2012-2013 Enrolment, ALS & SPED
Improving Access to Basic Education

44 Address Basic Inputs Promote Inclusive Education
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o FY 2011: Wipe-out shortages in
textbooks and seats
o FY 2012: Implement large-scale
construction of classrooms and
watsan facilities through GAA, PPP
and other partnerships
o FY 2013: Create and fill up teaching
items necessary for implementation
of K to 12
o FY 2014: Wipe out shortages in
basic inputs
o Expand GASTPE Program
o Support to Multi-Grade Schools
o Expand ADMs (MISOSA,
DORP, Open HS, E-IMPACT)
and A&E Program
o Strengthen SPED, Madrasah and
IP Programs (PRIME)
o Strengthen Tech-Voc Program
o Implement Pro-Poor Policies

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ICExcels (RM 293, s. 2012)
o Expected learners 30
o Divisions which submitted the list of learners: Bohol, Carcar
City, Cebu City (+1), Danao City, Dumaguete City, Siquijor,
Talisay City and Toledo City
Ict4e Assessment (DM 112, s. 2012)
o Inventory of ICT-related projects
Report on the Status of Delivery of DCP Batch 7
o Date of actual delivery
o Date of installation
o Date of training
o Schedule of Delivery of DCP Batch 7
o July 20-21, 2012
o August 1-2, 2012

VIII. OTHER MATTERS
CNU was not able to pay Ecotech Center for Grade 7 Training.
For the Grade 1 training, P4 million was appropriated for payment of
honoraria but RO could not pay honoraria to its own people.
- Dr. Labe opined that the teacher-trainers were not part of that
provision; therefore, they should be compensated. The teachers
who were trainers could be singled out and defer those in the list
who were questionable to receive the honoraria.
There was P4 M intended for Library Hubs. Bayawan City has a
Library Hub without books.
- Mrs. Sanchez explained that Library Hubs were covered by the
new guidelines issued by DBM. They have to wait for
information from the Central Office so that they could prepare the
work plan.
Authority to Travel of Teachers
- Dr. Noveras brought up those teachers who came to the Division
Office. They were asked authority to travel signed by School
Heads. Dr. Dulangon said that giving of travel orders is a
superintendents given privilege. Considering that teachers are
not encouraged to leave classes, Divisions should do an extra mile
to hold office on Saturdays for the teachers.

IX. ADJOURNMENT

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



Prepared by:


CLEOFE JANE M. MONTENEGRO