Republic of the Philippines

CAPIZ STATE UNIVERSIY

College of Education
Main Campus, Roxas City

PARENT-TEACHER CONFERENCE
Date: _________________
OPENING PROGRAM:
 Checking of Attendance
 Prayer
AGENDA:
 Election of Officers
 Presentation of Class Officers
 Grading System (3 Summative, 1 Periodical Test)
Level of Proficiency Equivalent Numerical Value
Advance (A) 90% and Above
Proficiency (P) 85-89%
Approaching Proficiency (AP) 80-84%
Development (D) 74-79%
Beginning (B) 74% and Below
Weight of the Components for Grades 1-10
Components Language AP EsP Science Math MAPEH EPP/TLE
Written
30% 40% 20%
Works
Performance
1 to 50% 40% 60%
Tasks
10
Quarterly
20% 20% 20%
Assessment
Steps in Computing Grades
STEPS EXAMPLE
Get the total Learner’s Raw Highest Possible
score for each Score Score
Written Work 1
components. 18 20
Written Work 2
22 25
Written Work 3
20 20
Written Work 4
17 20
Written Work 5
23 25
Written Work 6
26 30
Written Work 7
19 20
 TOTAL 145 160
Learner’s Raw Highest Possible
Score Score
Performance Task
1
Performance Task
2 12 15
Performance Task 13 15
3 19 25
Performance Task 15 20
4 16 20
Performance Task 25 25
5
Performance Task 100 120
6
Learner’s Raw Highest Possible
TOTAL Score Score
40 50

Quarterly
Assessment

 School
 School’s VMG
Vision
Center of academic excellence delivering quality service to all.
Mission
Capiz State University is committed to provide advance knowledge and
innovation, develop skills, talents and values, undertake relevant research and
environmental consciousness; and enhance industry collaboration and linkages with
partner agencies.
Goals
Globally competitive graduates.
Institutionalize research culture.
Responsive and sustainable extension services.
Maximized profit of viable agro-industrial business ventures
Effective and efficient administration.
 Performance Task Activities
Performance tasks build on earlier content knowledge, process skills, and work
habits and are strategically placed in the lesson or unit to enhance learning as the student
“pulls it all together.” Such performance tasks are not “add-ons” at the end of instruction.
They are both an integral part of the learning and an opportunity to assess the quality of
student performance. When the goal of teaching and learning is knowing and using, the
performance-based classroom emerges.
Performance tasks range from short activities taking only a few minutes to projects
culminating in polished products for audiences in and outside of the classroom. In the
beginning, most performance tasks should fall on the short end of the continuum. Teachers
find that many activities they are already doing can be shaped into performance-learning
tasks.
Two initial concerns of teachers moving toward performance-based classrooms
include the amount of time needed for performance tasks and the subjectivity traditionally
associated with teacher assessment and assigning “grades.”
Performance tasks should be interesting to the student and well connected to the
important content, process skills, and work habits of the curriculum. Sometimes students
can help in constructing these tasks and assessment lists.

(Upper Level) Middle or High School (example)

(Provide the students with a copy of a speeding ticket that shows how the fine is
determined.) Say to students: “How is the fine for speeding in our state determined? Make
a graph that shows teenagers in our town how much it will cost them if they are caught
speeding. Excellent graphs will be displayed in the Driver's Education classroom.”

 Project per Grading Period/Students Portfolio

A student portfolio is a systematic collection of student work and related material
that depicts a student's activities, accomplishments, and achievements in one or more
school subjects. The collection should include evidence of student reflection and self-
evaluation, guidelines for selecting the portfolio contents, and criteria for judging the
quality of the work. The goal is to help students assemble portfolios that illustrate their
talents, represent their writing capabilities, and tell their stories of school achievement.
Two Types of Portfolios:

Process and product portfolios represent the two major types of portfolios.
A process portfolio documents the stages of learning and provides a progressive record of
student growth. A product portfolio demonstrates mastery of a learning task or a set of
learning objectives and contains only the best work... Teachers use process portfolios to
help students identify learning goals, document progress over time, and demonstrate
learning mastery... In general, teachers prefer to use process portfolios because they are
ideal for documenting the stages that students go through as they learn and progress.

Steps in the Portfolio Assessment Process

First, the teacher and the student need to clearly identify the portfolio contents,
which are samples of student work, reflections, teacher observations, and conference
records. Second, the teacher should develop evaluation procedures for keeping track of the
portfolio contents and for grading the portfolio... Third, the teacher needs a plan for holding
portfolio conferences, which are formal and informal meetings in which students review
their work and discuss their progress. Because they encourage reflective teaching and
learning, these conference are an essential part of the portfolio assessment process
Advantages of Portfolio Assessment

 Promoting student self-evaluation, reflection, and critical thinking.

 Measuring performance based on genuine samples of student work.
 Providing flexibility in measuring how students accomplish their learning goals.
 Enabling teachers and students to share the responsibility for setting learning goals
and for evaluating progress toward meeting those goals.
 Giving students the opportunity to have extensive input into the learning process.
 Facilitating cooperative learning activities, including peer evaluation and tutoring,
cooperative learning groups, and peer conferencing.
 Providing a process for structuring learning in stages.
 Providing opportunities for students and teachers to discuss learning goals and the
progress toward those goals in structured and unstructured conferences.
 Enabling measurement of multiple dimensions of student progress by including
different types of data and materials.

School Activities
Being involved in extracurricular activities in high school — like sports or
journalism — can help you get accepted to the college of your choice. Extracurricular is a
combination of the Latin prefix extra- meaning "on the outside" and the word
curriculum, meaning "a running, course, career."
June – Independence Day
July – Nutrition Month/Feeding
August – Buwan ng Wika
September – Science Month
October – United Nation/World Teachers Day Celebration
November – National Heroes Day
December – Christmas Party
February – Valentine’s Day
 Human Relation

 Field Trips/Educational Tour

A field trip is a visit to an area outside of the normal classroom where children can
try new things, have different experiences, and learn valuable life lessons. A field trip can
be to countless locations where students can see new sights and have hands-on
opportunities in a wide variety of experiences. A field trip may be to a location right around
the corner or may require a bus ride to a different town. Regardless, the objective of a field
trip is to learn, be exposed to a different environment, and be able to try new things.
  Rules
1. No I.D No Entry.
2. Every student should wear their proper uniform.
3. All Students Organizations are directly under the director of students services.
4. Environmental awareness. Buildings and the campus will be kept clean and
neat.
5. Remain within school boundaries at all times. Students leaving the campus
must have a Student Pass and must be accompanied by a parent/guardian.
6. Be punctual, report to school and class on time.
7. Avoid using abusive or profane language and gestures.
8. Do not climb trees, gates, railings, fences, and the school buildings.
9. Respect the property rights of others.
10.Students must cut their hair according to the school’s regulation.
11.When changing classroom, students must line up and walk quitely.
12.When using special classrooms and/or rooms, e.g. computer room, library,
infirmary and so on, students must obey each rooms regulation.
13.Students must obey each rooms regulations.
14.Students must behave appropriately to his or her teachers, staffs, friends, and
other people.
15.Smooking, drinking and drug possession is strongly prohibited.
16.Students must not possess any kind of weapons when in school or in other
places.

 Communication

 MTAP Classes (Regular 200 pesos, Talented 250 pesos)

The Mathematics Teachers Association of the Philippines (MTAP) Inc. will be
offering the 2015 MTAP-DepEd Saturday Programs in Mathematics for Regular and
Talented Pupils/Students. The first program is intended for regular pupils/students. This
will be conducted on six Saturdays, 8:00 a.m. to 12:00 noon from July 25 to August 29,
2015. The sessions will be for pupils/students who belong from the 25th to the 85th
percentile at each grade/year level from Grades 1 to 10. A written permit from the parents
is necessary.
The first program aims to:
1. Provide the pupils and students the opportunity to explore Mathematics without the
threat of tests;
2. review the materials covered last school year to enable them to do well in Mathematics
in the present school year; and
3. Prepare the Grade 6 pupils and Grade 10 students for entrance examinations for Grade
7 and college levels.
The second program is for mathematically talented pupils/students. This will be
conducted on seven Saturdays, 8:00 a.m. to 12:00 noon from October 10, 17, November 7,
14, 21, 28 to December 5, 2015. The sessions will be for pupils/students who belong to the
top 15th percentile. The school principal shall endorse the pupils/students who wish to
participate, along with a written permit from their parents/guardians.
The second program aims to:
1. Prepare the Grades 6 and 10 learners for entrance examinations for Grade 7 and college
levels; and
2. Prepare them for the Metrobank-MTAP-DepEd Math Challenge Competition.

 4 P’s Recipient Monitoring of Attendance

The Pantawid Pamilyang Pilipino Program (4Ps) is a human development measure

of the national government that provides conditional cash grants to the poorest of the poor,
to improve the health, nutrition, and the education of children aged 0-18. It is patterned
after the conditional cash transfer (CCT) schemes in Latin American and African countries,
which have lifted millions of people around the world from poverty.

The Department of Social Welfare and Development (DSWD) is the lead

government agency of the 4Ps.
OBJECTIVES
The 4Ps has dual objectives as the flagship poverty alleviation program of the
Aquino administration:

1. Social Assistance, giving monetary support to extremely poor families to respond to

their immediate needs; and
2. Social Development, breaking the intergenerational poverty cycle by investing in the
health and education of poor children through programs such as:
o health check-ups for pregnant women and children aged 0 to 5;
o deworming of schoolchildren aged 6 to 14;
o enrollment of children in daycare, elementary, and secondary schools; and
o family development sessions.

The 4Ps also helps the Philippine government fulfill its commitment to the
Millennium Development Goals (MDGs)—specifically in eradicating extreme poverty and
hunger, in achieving universal primary education, in promoting gender equality, in
reducing child mortality, and in improving maternal health care.

 Students Conduct Awards

Conduct Awards for grades 4 to 12 in each class will be given at the end of the
school year. This will be based on the evaluation of the
adviser and subject
teachers, using the guidelines stipulated in Section VI
of DepEd Order No. 8, s.
2015.
Awardees must have consistently and dutifully
carried out the core values of the Department as
indicated in the report card. They must have obtained
a rating of at least 75% “Always Observed” (AO) at
the end of the school year (with at least 21 out of 28 AO rating in the report card). They
also must have not been sanctioned with offenses punishable by suspension or higher
sanction within the school year according to the Department’s service manual and child
protection policies.
Academic Excellence Award
The Award for Academic Excellence within the quarter is given to learners from
grades 1 to 12 who have attained an average of at least 90 and passed all learning
areas.
The Average Grade per Quarter is reported as a whole number following DepEd
Order No. 8, s. 2015.

Academic Excellence Award Academic Excellence Award

1. With Highest Honors/May Pinakamataas
98-100
na Karangalan
2. With High Honors/May Mataas na
95-97
Karangalan
3. With Honors/May Karangalan 90-94

Recognition for Perfect Attendance

This award is given at the end of every quarter to encourage learners to attend and
actively participate in class. Perfect attendance means that a learner must be
present in all of his/her classes, and must have no absencesfor the entire quarter.
Learners who arerepresenting the school for various purposes (e.g., in-school or
offcampus activities) may also qualify for this award.

B. Grade-level Awards

1. Academic Excellence Award

At the end of the school year, the Academic Excellence Award is given to learners
from grades 1 to 12 who have attained a General Average of at least 90 anda
passing Final Grade in all learning areas.
2. Leadership Award
The leadership award is given to learners in grades 6, 10, and 12 who have
demonstrated exemplary skills in motivating others and organizing projects that
have significantly contributed to the betterment of the school and/or community.
This award is given during the completion or graduation ceremony.

To qualify for this award, a learner must:

1. Have no failing grades in any of the learning areas.
2. Have not committed any offense punishable by suspension or higher
sanction according to the Department’s service manual and child protection
policies in the current school year.
3. Be a class officer or an active member/officer of any recognized school club,
team, or organization.
3. Award for Outstanding Performance in Specific Disciplines
These awards are given to recognize learners in grades 6, 10, and 12 who have
exhibited exemplary skills and achievement in specific disciplines. These disciplines
are Athletics, Arts, Communication Arts, Mathematics and Science, Social
Sciences, and Technical-Vocational Education (Tech-Voc). These awards also value
the learner’s achievement in a specific discipline that has contributed to the school
and/or community.
There may be more than one category of awards under the following disciplines:
Athletics, Arts, Communication Arts, and Tech-Voc. There will be no separate
awards for special programs.

3.1 Athletics
This award is given to learners who have shown outstanding skills in athletics
(particularly in games and sports) through participation and victories in
competitions, as well as discipline in training and sportsmanlike conduct and
character.
The academic rating that will be considered for this award would be the student’s
final grade in Physical Education.

3.2 Arts (e.g., visual, media, music, or performing arts)

This award is given to learners who have consistently demonstrated outstanding
skills in the arts and above average creativity and craftsmanship exemplified
through contribution to school’s various functions and events.
The academic rating that will be considered for this award is the final grade in
Music, Arts, or Contemporary Philippine Arts from the Regions for Senior High
School (SHS).

3.3 Communication Arts

This award is given to learners who have demonstrated proficiency in any language
(Filipino, English, or other foreign languages), in written or in oral communication,
shown creativity in expressing ideas in written or oral activities in various subjects,
and contributed to the school community.
The academic rating that will be considered for this award is the student’s final
grade in Filipino, English, or other foreign-language subjects and related learning
areas in Senior High Schoolspecific to the award.

3.4 Science
This award is given to learners who have high academic standing in Science,
demonstrated passion for science expressed through an excellent attitude toward
science work, shown enthusiasm for science which positively influences other
students in class and the wider school community, and displayed inquisitiveness
aboutthe environment, how things work, and how natural processes occur.
The academic rating that will be considered for this award is the student’s final
grade in Science for grades 6 and 10, or the average rating for the two core Science
subjects in SHS.

3.5 Mathematics
This award is given to learners who have high academic standing in Mathematics,
demonstrated passion for math expressed through an excellent attitude toward
math work, and shown enthusiasm for math, which
positively impacts other
students in class.
The academic rating that will be considered for this
award is the student’s final
grade in Mathematics for grades 6 and 10, or the average
rating for the core
Mathematics subjects in SHS.

3.6 Social Sciences

This award is given to learners who have high academic standing in social sciences.
They have consistently demonstrated the willingness and ability to contribute to
and participate in activities that serve the common good. They have used their
knowledge, skills, and disposition in history, geography, economics, and other
areas of the social sciences to promote the common good and to achieve shared
ends for others in the school and/or community above and beyond their personal
good.
 The academic rating that will be considered for this award is the student’s final
grade in Araling Panlipunan for grades 6 and 10, or the average rating for the core
Social Science subjects Personal Development/Pansariling Kaunlaran and
Understanding Culture, Society, and Politics) in SHS.

3.7 Technical-Vocational Education

This award is given to learners who have consistently exhibited exemplary skills
and achievement in their area of specialization in technical-vocational (Tech-Voc)
education. They have applied their knowledge and skills in Tech-Voc to projects
and activities that have contributed to the school and/or community.
The academic rating that will be considered for this award is the student’s final
grade in Technology and Livelihood Education (TLE) for grades 6 and 10, or the
average rating for the specialized Tech-Voc subjects in SHS specific to the award.

 Fire Drill Awareness

A fire drill is a method of practicing how a building would be evacuated in the event of
a fire or other emergencies. In most cases, the building's existing fire alarm system is
activated and the building is evacuated as if the emergency had occurred. Generally, the
evacuation is timed to ensure that it is fast enough, and problems with the emergency
system or evacuation procedures are identified to be remedied
 Budget

 School Fund Drives

Prepared by:
GROUP 2