To carry out collaborative developmental supervision

the education program supervisors (EPS) will sit with the

district supervisors and school heads (SHs) in matters
pertaining to teachers professional needs. The EPS caretaker
in coordination with the district’s PSDS and SHs shall assess
the needs of the teachers based on class observations,
performance of the pupils and TSNA. With Bulacan’s large
number of schools, the priority in the list would be the schools
whose NAT’s MPS are below 45 percent.
 In the management of learning resource materials,
the Division Office shall utilize the District LRMDS
which has been tasked to conduct inventory of available
learning resource materials in every school.
The said inventory will provide pertinent
information as to status and range of materials available.
It will reveal which LMs need enrichment to suit the
needs of teachers and learners.
The District LRMDS will serve as repository of
teaching-learning materials for all schools in the district.
 For the staff development, teachers of Grade 2 and 8 have
been identified for the K to 12 training.Those who will serve as
trainers have been notified in advance.
The Teachers in Grades 3 and 4 who shall take the Test of
English Proficiency and Process Skills in Science and Mathematics
on May19 are set to undergo review sessions under the tutelage of
select EPS, PSDS, school heads and master teachers.
The TEPT results will then be used in crafting the training
to fill the teachers deficiency.
Elementary and secondary school heads with less than five
years in the position will be subjected to TNA. On the basis of its
results, appropriate training shall be provided.
 Intensified monitoring shall still be the main bulk
of the EPSes task in their visits to the field.With them in
the field work are checklists to assess school heads’ and
teachers’ performance of their respective duties and
functions.
 In adherence to strengthened assessment and evaluation,
schedules of such shall be provided in advance.The partition of
competencies per quarter across learning areas shall be known to
the field to ensure synchronization of teaching in all schools.
A division test item bank is seen as a better way to make
sure that items in quarterly examinations deal with higher order
thinking skills (HOTS).
Assessment of test results shall be used as basis in giving
interventions in classrooms.
 The conduct of co - curricular activities shall be
patterned with that of the Regional Integrated
Competencies, Guidelines and schedule of contests /
competitions in all learning areas shall be provided in
advance for early preparation and for wider
participation.
 The Division Office sees the private schools as
partners in providing access to quality education. As such,
the D.O. sees to it that all private schools are operating
with legal papers.
Administrators / owners of private schools who are
still working for their school’s permit are reminded of
time - line / and given technical assistance.
 For a start, a directory of private schools in the
Provincial Division of Bulacan is displayed at the façade
of its building to inform the public of the status of private
schools.
To achieve fast and efficient processing of
applications for permit and recognition, 23 EPSes are
assigned to assist private schools in their application for
permit and government recognition.
 Private school owners / administrators are met
quarterly for information dissemination on DepEd issues,
concerns and updates.
 SITUATIONAL ANALYSIS

ACCESS – Performance Indicators

TARGETS
INDICATOR SY 09-10 SY10-11 SY11-12
2014-15 2015-16 2016-17

ELEMENTARY
120.00%
GER 98.92% 102.70% 102.89%
(+53057)
120.00% 120.00%
98.10%
NER 85.29% 88.90% 89.66%
(+26,172)
98.10% 98.10%

SECONDARY
110.00%
GER 83.50% 85.63% 84.46%
(+50,586)
110.00% 110.00%
87.73%
NER 66.52% 69.58% 70.60%
(+33,929)
87.73% 87.73%
 SITUATIONAL ANALYSIS
EFFICIENCY – Performance Indicators
TARGETS (2014-2015)
INDICATOR SY 09-10 SY10-11 SY11-12
Division Region EFA

ELEMENTARY
82.93%
SURVIVAL RATE 87.19% 81.60% 81.49% 86.00% 86.00%
(+2,446)
80.37%
COMPLETERS RATE 85.35% 79.03% 78.03% 83.00% 83.00%
(+2,352)
0.00%
DROP OUT RATE 2.95% 4.27% 4.31% 0.00% 0.00%
(-4510)
SECONDARY
85.00%
SURVIVAL RATE 82.63% 80.69% 79.92% 85.00% 85.00%
(+1,666)
83%
COMPLETERS RATE 78.05% 76.93% 76.36% 83.00% 83.00%
(+2,178)
0.00%
DROP OUT RATE 6.37% 7.10% 7.38% 0.00% 0.00%
(-9,436)
 SITUATIONAL ANALYSIS
Number of Drop-Outs
LEVEL OF EDUCATION
Causes
KINDER ELEM SEC
DOMESTIC/FAMILY-RELATED FACTORS
Had to take care of siblings 7 145 202
Early marriage/pregnancy 1 3 50
Parents’ attitude toward schooling 95 189 22
Family problems 360 1248 742
INDIVIDUAL-RELATED FACTORS
Illness 306 1558 5055
Overage 27 35
Death 4 30 18
Drug Abuse 0 0 2
Poor academic performance 32 122 124
Lack of interest/Distractions 151 223 214
Hunger/Malnutrition 64 237 131
SCHOOL-RELATED FACTORS
Teacher factor 0 0 0
Physical conditions of classroom 1 0 1
Peer influence 3 13 81
GEOGRAPHIC/ENVIRONMENTAL
Distance between home and school 108 347 1365
Armed conflict (incl. tribal wars & clan feuds) 0 0 0
Calamities/Disasters 5 16 0
FINANCIAL-RELATED
Child labor, work 138 834
OTHERS 46 214 560
TOTAL 1183 4510 9436
 SITUATIONAL ANALYSIS

QUALITY– NAT (ELEMENTARY)

TARGETS (2014-2015)
INDICATOR SY 09-10 SY10-11 SY11-12 SY SY SY 2014-
2012-13 2013-14 15

MATHEMATICS 66.24 68.74 67.38 69.40 75.00

ENGLISH 70.86 66.60 68.98 71.05 75.00

SCIENCE 67.78 63.69 70.02 72.12 75.00
FILIPINO 79.01 79.10 72.08 74.24 75.00

HEKASI 74.75 71.14 67.79 69.82 75.00

TOTAL 71.73 69.85 69.25 72.71 74.20
 SITUATIONAL ANALYSIS

QUALITY– NAT (SECONDARY)

TARGETS (2014-2015)
INDICATOR SY 09-10 SY10-11 SY11-12
Division Region EFA

MATHEMATICS 66.24 68.74 67.38

ENGLISH 70.86 66.60 68.98

SCIENCE 67.78 63.69 70.02
FILIPINO 79.01 79.10 72.08

HEKASI 74.75 71.14 67.79

TOTAL 44.75 46.47 49.60 75.00
 High Percentage of gross & net enrolment
rate
 High percentage of elementary schools in  Full engagement of local government
every barangay units
 Equitable distribution of teacher items in  Tie-up with other government agencies
all districts  Assistance/support from non-
governmental organization

 Calamities
 Increase in percentage of drop-outs  Change in local government unit
/leavers leadership
 Low mean percentage score in National  Influx of local migrants from Metro
Achievement Test Manila
 High incidence of poverty
 Summary of Situational Strategies Programs & Projects
Analysis Results

Priority Problems/Concerns :
 Implementation of
Intervention in addressing
 DORP
dropout problems
 ALS-A&E
 Intensify implementation of
Alternative Delivery Modes
a. 4.8% decrease in (ADMs)
dropouts
(elementary)  Learners/ Welfare
7.38 decrease in Program
 Mitigation of
dropouts School Feeding
hunger/poverty among
(secondary) Libreng Sakay
learners
Income Generating
 Coordination with LGU and
Projects
DSWD in 4Ps
Free School Uniforms &
Supplies
Summary of Situational Strategies Programs & Projects
Analysis Results

Priority Problems/Concerns :
 Repair/rehabilitation of school
b. Big classes in some facilities for maximum Establishment of
secondary schools utilization additional secondary
located in urban areas  Modify class programs/Shifting schools
of Classes
 Differentiated/Developmental
Supervision  INSETs
 Collaborative technical assistance  Division-wide NAT
for school heads, teachers Intervention Plan
c. Low MPS in NAT
 Exposure of learners to Higher  ECARP
Thinking Skills (HOTS)  School/District/
 Curriculum Materials Development Division LRMDS
 Indigenization of learning materials
 Summary of Situational Strategies Programs & Projects
Analysis Results

Priority Problems/Concerns :
d. Titling and Survey of
Inventory of Schools
Elementary/Secondary Oplan Ayos Titulo
land titles and sites
School Sites
 Summary of Situational Strategies Programs & Projects
Analysis Results

Core Strengths and Opportunities

 Assessment on the  Assignment of teacher
projected increase in items to schools needing
a. Equitable distribution of
enrolment teachers
teachers items in all districts
 Prompt submission of  Deployment of PSB
reports for teacher items contractual items.
 Strengthen stakeholders
involvement in school
School-Based Management
b. Full engagement of LGUs activities
(SBM)
 Efficient and effective use
of resources

 Conduct of community  Early Enrolment

c. High percentage of gross mapping Registration
and net enrolment  Adherence to Child-  Advocacy Program in all
Protection/Friendly Policy schools
 Summary of Situational Strategies Programs & Projects
Analysis Results

Core Weaknesses and Threats :

 Gulayan sa Paaralan
 YECS Store in School
a. High incidence of  Intensify livelihood
 Project Recycling
poverty education in all schools
(bottles, papers and
plastics)
 Oplan Timbang
 Medical & Dental
Check-up
 Eye Screening
 Intensify medical and  Distribution of Vitamins
b. Prevalence of common
dental services in and other Nutrition
childhood diseases
schools Supplements
 Project:
Deworming/Oplan
Bakuna
 Oplan Bakuna
 Summary of Situational Strategies Programs & Projects
Analysis Results

Core Weaknesses and Threats :

 Cook Fest-Vegetable
Recipes
 Search for Nutritious-
b. Prevalence of common
 Intensify nutrition and Friendly School Canteen
childhood diseases
health care education  Search for Cleanest &
Greenest School
 Little Doctors/Nurses in
School
 Summary of Situational Strategies Programs & Projects
Analysis Results

Core Weaknesses and Threats :

 Intensify the School
Guidance Program
 Random
administration of  Guidance Counselling
Drug Testing  Values/Guidance
c. Peer Pressure/  Strict monitoring of Encampment
Barkada students’ presence in  Formation of KID-
Influence/Bullying computer/video Kabataan Iwas Droga
shops and shopping  Search for Model
centers like SM City, Students
Robinsons,
Waltermart, South
Mall and the like
 Area Strategy Programs
 Implementation of
interventions in addressing
dropout problems  DORP
 Intensify implementation of  ALS-A&E Test
ADMs  Feeding Program
 Mitigation of hunger/poverty  Repair &
among learners rehabilitation
ACCESS
 Repair and rehabilitation of  Gulayan sa Paaralan
school facilities for maximum  Medical & Dental
utilization Check-up,
 Intensify livelihood education Deworming, Oplan
scheme Timbang & Bakuna
 Intensify medical and dental
services in schools
 Area Strategy Programs
 Collaborative technical
assistance for school heads and  INSETs
classroom teachers  Division LRMDS
 Indigenization of Instructional  Search for Bulacan
QUALITY materials Outstanding
 Incentive/Reward System for Administrators,
Supervisors, School Teachers and
Administrators, and Classroom Supervisors (BOATS)
Teachers
 Area Strategy Programs
 Titling of Schools’ land titles
and sites  Oplan Ayos Titulo
 Strengthen stakeholders  Brigada Eskwela
involvement in school  Public & Private
GOVERNANCE activities Partnership
 Equitable allocation of  SBM Training
resources  Utilization of SBM
 Efficient and effective use of Grants
resources
DEPED BULACAN
FINANCIAL PLAN

ROMEO M. ALIP, Ph. D., CESO V

Schools Division Superintendent
 MFO 1 : CURRICULUM AND INSTRUCTION

Source of Fund AMOUNT

1. Differentiated /Developmental
Supervision (Education Provincial SEF P552,000
Performance Monitoring &
Evaluation)
2. Curriculum Materials SEF 6,000,000
Development
3. Staff SEF 800,000
Development
 MFO 2 : SCHOOL GOVERNANCE
Source of Amount
Fund

1. School Effectiveness

Awards and Incentives Provincial 685,700

Search for Bulacan SEF
Outstanding Teachers
& Administrators
(BOATS)

SBM training SBM Fund 67,881

and monitoring

Utilization of SBM grants 1,300,000

(26 schools)
 MFO 2 : SCHOOL GOVERNANCE
Source of Amount
Fund

2. Student Development
English Program & Projects (Elem.
300,000
& Secondary)
Attendance in Regional and National
500,000
Press Conferences Provincial
SEF
Elem. / Sec. Mathematics Program 500,000

Elem. / Sec. Science Programs 650,000

Physical Education and School Dev’t. 7,324,174

Guidance Program 400,000

Music & Arts Program 100,000

 MFO 2 : SCHOOL GOVERNANCE
Source of Fund Amount

2. Student Development Provincial SEF

Agriculture Program 800,000
Social Studies Program (Elem. &
350,000
Sec.)
Filipino Program (Elem. & Sec.) 800,000

Industrial Arts Program 400,000

EPP & Nutrition Program (Elem.) 350,000

TLE & Nutrition Program (Sec.) 350,000

Technolympics 300,000
 MFO 2 : SCHOOL GOVERNANCE

Source of Fund Amount

2. Student Development SEF

Alternative Learning
SEF 250,000
Program

ICT Programs SEF 150,000

3. Educational Research &

SEF 800,000
Development
 MFO : PRIVATE SCHOOLS EFFECTIVENESS

1. Administrative
Monitoring

2. Inspection
for Permits
to Operate
and Recognition
3. Meetings
with School
Administrators
 SUB-TOTAL MFO 1, 2, 3
Source of AMOUNT
Fund
Health Welfare Program SEF 600,000
Purchase of School Sites 450,000
(San Juan ES, San Miguel) SEF
Athletic Supplies for
Sports Fest SEF 2,500,000
Cultural Activities
Development SEF 500,000
Office Supplies / Division 82,941,000
materials MOOE

Programs for Gender

Division 6,150,000
and Development
MOOE
 SUB-TOTAL MFO 1, 2, 3

Source of Fund AMOUNT

Utilities / (Water) Division MOOE 21,622,000

Telephone
and Division MOOE 7,258,000
internet

Electricity Division MOOE 1,342,000

Fidelity Bond premiums Division MOOE 117,000

of Accountable Officials
 SUB-TOTAL MFO 1, 2, 3
Source AMOUNT
of Fund
Repair/Maintenance of Buildings SEF 25,000,000
and facilities
Division 14,668,000
MOOE
Construction, Purchase &
SEF
Improvement of School Facilities 63,392,100.76
Purchase of Wooden
SEF 6,000,000
Desks and Armchairs
Purchase of Chairs &
SEF 2,000,000
Tables for Kinder
Purchase of Computers
SEF
& other Equipment for Schools 10,841,550
Wages of personnel (contractuals,
SEF 52,604,475
Dumagat teachers, benefits)
 Source of Funds TOTAL

1. Provincial SEF 255,000,000

2. Division MOOE 134,098,000

3. SBM Funds 1,367,881

GRAND TOTAL Php390,465,881

Thank you !

RMA/bft