Vincentians! The Charity of Jesus Christ Urges Us.

TABLE OF CONTENTS

HISTORY OF CIC-MANDAUE BRANCH, INC. iii

VISION, MISSION AND ACTION GOALS v
CORE VALUES vi
C5 VALUE INDICATORS for VINCENTIANS vii
INTRODUCTION
What is this primer for? 1
What are the goals of the FLEx in PEP? 2
What is the program’s teaching philosophy? 2
What are the principles of PEP? 3
What are the features of PEP? 3
What are my roles and responsibilities in the new normal? 4

KEY TERMS OF FLEx in PEP 5

Part 1: ACADEMICS
Will there be changes in the offering of subjects? 10
What is my class schedule? 11
What is expected of me during my synchronous and 12
asynchronous periods?
How will I be assessed? 13
How will I be graded? 13

Part 2: NON-ACADEMIC SUPPORT SERVICES

How can the librarian help me with my classes? 15

Part 3: GUIDANCE SERVICES

How can our guidance counselors help? 17

Part 4: STUDENT FORMATION SERVICES

What are expected of an Inmaculadista in the online classroom? 19

APPENDIX A: Frequently Asked Questions 20

APPENDIX B: Office Directory 24

ii
 Colegio de la Inmaculada Concepcion Mandaue
THROUGH THE YEARS
1882 MAY 30
Arrival of the Little Company of the Daughters of Charity of St.
Vincent de Paul to the Philippines, along with Vincentian
Fathers and Brothers to attend to the educational needs and
spiritual formation of the children of the Spanish soldiers and to
manage a hospital (currently San Juan de Dios Educational
Foundation, Incorporated).
1895
The Daughters of Charity arrived in Cebu to respond to the
invitation of Fr. Fernand de la Canal, CM to assist the
1895 JANUARY 29
Hermanitas dela Madre de Dios in managing one of the oldest The Hermanitas de la Caridad merged with the Daughters of
schools for girls in Cebu, Colegio de la Inmaculada Concepcion Charity.
in Gorordo, Lahug, Cebu City.
1898
The Daughters of Charity acquired a 2.7 hectare lot in Guizo,
Mandaue City, which was donated to the Congregation by a
Sister who inherited the property. A two-storey house was built
to serve as a rest house and a sanctuary for the sick and
retired Sisters. The vast space was cultivated and developed
into a farm. With the progress of the community, the residents
appealed to the Sisters to open a school that will provide their
children with Christian education. Sr. Paz Buenaventura, DC, 1969 JULY 7
the Sister Servant (Superior) then of CIC- Gorordo took the CIC Mandaue formally opened with 49 Kindergarteners, Sr.
initial steps in opening a CIC branch in Mandaue City. Imelda Espiritu, DC as Sister Servant, Miss Maria Carreon, as
teacher and Sr. Concepcion Galleposo, DC as Supervising
1984 Sister.
CIC Mandaue adapted the Personalized Education Program 1987
(PEP) as it gradually developed into a complete Grade School.
On the occasion of the International Marian Year, the Mary’s
Gym was constructed in collaboration with the Parents
1995 Teachers Association. Batch 1989 was the first group to hold
Preliminary PAASCU Survey of the Elementary Department their graduation rites in the gymnasium with Sr. Teresa
Tamunday, DC as Directress/Principal.
1997
Opening of the Junior High School; First PAASCU formal survey
which earned for the school an accredited status of three (3) 2002
years. In 2000, PAASCU elevated the accreditation of the Sr. Sonia Rocha, DC initiated the clustering of the five (5) DC
Elementary Department to Level II status until 2017. schools which was fully implemented in 2005, giving way to the
Central-Eastern Visayas Cluster of the Daughters of Charity –
2007 St. Louise de Marillac Educational System (DC-SLMES) with Sr.
Zenaida Condes, DC as the first Cluster President.
Sr. Maria Corazon Manalo, DC (SLMES Superintendent)
spearheaded the Management and Mission Audit.
2008
Sr. Evelyn Franc, DC (Superioress General) visited CIC
2009 Mandaue. In the same year, the new Vision and Mission with
Fr. Gregory Gay, CM (Superior General of the Congregation of revised Core Values, the Millennium Goals and the DC Philippine
the Mission and Daughters of Charity) visited CIC Mandaue. Provincial Thrusts were adopted, along with the initial
The year was also marked by the full implementation of the orientation on the Expanded Operational Planning (EOP) of the
Flagship Programs identified in the Expanded Operation DC-SLMES CEV Cluster
Planning (EOP) namely: Reconfiguration of the DC-SLMES
CEV, Vincentian Formation towards Empowering Partnership,
Value Innovative Programs and Services, Strategic Alliance
Building and Alternative Transformative Learning System.
Introduction and internalization of the DC-SLMES tagline
“Empowering Communities, Building Futures” also happened this
year. iii

2011
Celebration of the 150th Anniversary of Presence of the
Daughters of Charity and Congregation of the Mission (DC-CM)
in the Philippines with the theme “Serving… Transforming”
2016
Opening of the Senior High School; In the same year CIC
Mandaue became an Education Service Contracting (ESC) –
certified school.
2018
The school adapted the Philippine Catholic School Standards
(PCSS) as basis for its implementation of Continuous Quality
Improvement Plan (CQIP).
2019 JUNE 21
Visit of the Superior General of the Vincentian Family, Most
Honored Father Tomaz Mavric, CM and General Councillor, Sr.
Iliana Suarez
2020 MARCH 2-3
Formal PAASCU visit of the Junior High School Department and
in May 2020, PAASCU granted the JHS accredited status of
three (3) years.
2020 AUGUST
As a result of the restrictions brought about by the COVID 19
global crisis and in response to the demands of the new normal
in education, CIC Mandaue shifted to distance learning through
its Flexible Learning Experience in Personalized Education
Program (FLEx in PEP), offering online, blended and modular
learning modalities to learners. The FLEx in PEP ensures
continuity and quality of learning among Inmaculadistas using
carefully planned and well crafted learning modules and the
use of effective Learning Management Systems and
technology.
By being gifts for others, we are helping build strong Christian-Vincentian
communities where members are empowered to provide education and
service beyond borders.
2010
Celebration of the 350th Death Anniversary of St. Vincent de
Paul and St. Louise de Marillac with the theme “Charity-
Mission”; Adoption of the DC-SLMES CEV Cluster vision of 2015
and Philosophy of Leadership thus setting towards becoming
the center for Exponential Learning and Vincentian Seamless
Service through leadership that is Enabling, Entrusting,
Engaging, Enduring and Ethical
2017
Celebration of the 400th Anniversary of the Vincentian Charism
with the theme, “I was a stranger and you welcomed me.”
2018 OCTOBER
Preliminary PAASCU Survey of the Junior High School
Department
2019 JULY
CIC Mandaue marked its 50th Founding Anniversary with the
theme, “CIC Mandaue @ 50: A Heritage of Humble Beginning
for a Sustained Vincentian Excellence.” The celebration began
on July 25 with the staging of Lumina: A Family Journey. It was
followed by the Golden Walk of Faith on July 26. Members of
the community were well represented in the grand motorcade in
the morning of July 27 while the Tribute Night culminated the
whole affair.
2021 APRIL
CIC Mandaue joins the Catholic Church’s celebration of the 500
Years of Christianity in the Philippines. The school embraces its
role in the country’s story of faith, grace and growth in the
midst of so many challenges, including the COVID-19 pandemic.
By taking part in this huge celebration of the Church, the CIC
Mandaue community acknowledges the giftedness of each one
and rejoices every opportunity to be good stewards of these
gifts by sharing them in the service of others, especially for
those in different situations of poverty.
iv
VISION-MISSION
ACTION GOALS

iv
VALUES

v
 C5 VALUE INDICATORS
for Vincentians

CHRIST–CENTERED: awareness and appreciation of one’s basic worth as a child of God;

recognition that God is the center of their life; show gratitude to and dependence on God
by giving witness to the Gospel values; having a profound sacramental life and; active
involvement in the Church.

CREATIVE: believing in their capacity to design and create something that is useful;
imaginative and visionary in responding to conflicting and critical situations and; exhibit
resourcefulness and stewardship in conserving and preserving the resources of creation.

COMPASSIONATE: respectful and caring to all peoples regardless of age, race, gender,
religion and status in life and striving to maintain a simple lifestyle in solidarity with our
sisters and brothers who are living in poverty situations and all peoples around the world.

COMPETENT: well-informed of social issues and realities; alert and sensitive to the needs
of the marginalized and exploited; critical and discriminating in the use of media; able to
apply all technical and scientific knowledge learned to life situations and; spontaneously
express one’s self in written and oral communication.

CHARITABLE: sharing one’s God-given gifts and resources with others especially to the
marginalized; actively participating in parish and community service-oriented programs
and activities; perform tasks and responsibilities in a spirit of dialogue, teamwork and
concern for the common good and; being responsible in the use of personal or communal
property with a sense of justice and spirit of Christian stewardship.

vii
INTRODUCTION

The COVID-19 pandemic has brought us to a situation where challenges are taken as opportunities
to improve, create, innovate and respond proactively such that education can continue and would
allow Inmaculadistas to still receive the same quality and holistic education steeped in Vincentian
spirituality and responsive to its Mission-Vision, Core Values and Action Goals of creating inner-
directed Vincentian leaders and advocates of persons in poverty situation and of God’s creation.
In order for Vincentian education to continue amidst the circumstances brought about by the
pandemic, there is a need to adapt to the demands of the new normal where teaching and learning
are done remotely through various online platforms with the use of technology. FLEx in PEP stands
for Flexible Learning Experience in Personalized Education Program.

The Personalized Education Program is an approach to education which is person-centered,

holistic, respectful to the process of human growth and anchored in the Christian concept of the
dignity and sacredness of the human person. It empowers students to become self-motivated
learners, who are agents of their own learning and truly inner-directed Vincentian leaders.

Flexible Learning Experience in Personalized Education Program is an innovative solution that

addresses the continuity of learning among Inmaculadistas even during the pandemic. True to its
name, the program allows for flexibility in the delivery of Vincentian Education in the comfort and
safety of the student’s own learning space.

WHAT IS THE PRIMER FOR?

The primer presents the roadmap of the Flexible Learning
Experience in Personalized Education Program of CIC-Mandaue—its
goals, distinct features, philosophy, roles of teachers, parents and
students and the important guidelines in the implementation of online
distance learning. In addition, it will primarily serve as guide for
students, parents, faculty, administrators and Lay Mission Partners
on how instruction, programs and services could be effectively
delivered. As a result, Christian-Vincentian education at CIC-
Mandaue does not simply continue but the learning experiences
remain meaningful and relevant.

1
WHAT ARE THE GOALS
OF FLEx IN PEP?

The Personalized Education Program of Colegio de la Inmaculada Concepcion-Mandaue helps

students become more authentic, free, actively involved, self-governed,more apt to prayer,
disposed to peaceful relationship with others, more independent and inclined to serve others
especially those in poverty situations.

The program has ideally positioned UNESCO’s thrust for the 21st century and the Four Pillars of
Education in its Program framework. It empowers the learners to LEARN TO BE, LEARN TO
KNOW, LEARN TO DO and LEARN TO LIVE TOGETHER WITH OTHERS.

The first pillar presupposes that the ultimate aim of education is the complete fulfillment of a
person. In reality, this is what life-long learning is all about; the second pillar is also learning to
learn. The students are prepared to acquire the competence of knowing how to continue to learn
in her/his whole life in formal and informal ways. Thus, it highlights the process of learning the
“how” more than the “what”; the third pillar is not simply the acquisition of work skills. It is going
beyond—applying what one learns in the classroom. This implies a shift from emphasis on skills to
personal competence. It also calls for the development of human qualities such as personal
commitment and life skills; the last pillar means developing respect for other people, their culture
and their values. It is learning to appreciate diversities and similarities.

Modelled after the pedagogical philosophy

and principles of St. Pedro Poveda, the
Personalized Education Program (PEP) of
CIC-Mandaue embodies the ideals of true
Vincentian Excellence in all its depth and
breadth. Teaching is transformed into the
development and formation of all the WHAT IS THE PROGRAM’S
faculties of a person. It emphasizes the TEACHING PHILOSOPHY?
cultivation of the human person and
formation of attitudes and values, talents,
skills, abilities and knowledge.

2
WHAT ARE THE
PRINCIPLES OF PEP?

Facilitative to a great extent to the realization of the Vision-Mission and Core Values of CIC, as well as in
consonance with the essence of Christian Vincentian Formation, are its four basic Principles:

INITIATIVE AND
1 INDIVIDUATION 3 CREATIVITY

SOCIALIZATION & RESPONSIBLE FREEDOM

2 OPEN COMMUNICATION 4 & AUTONOMY

WHAT ARE THE FEATURES OF PEP?

Equally important to the implementation of the Program are its four Features of PEP:

INDIVIDUAL WORK NORMALIZATION

Students learn new concepts either It enables the student to achieve
individually or in a group through the balance between mental and
use of learning tools. physical activities.

ENCOUNTER
Class meetings are usually held after
Individual Work Periods. In the class
encounter, the students share their
learning during the time set aside for
independent study guided by the
subject teacher.
EVALUATION
Students assess their performance
regularly and determine where
they stand in the continuum of
learning.

3
WHAT ARE MY ROLES
AND RESPONSIBILITIES IN
THE NEW NORMAL?

Students are expected to be more aware on how to adapt in an online and self-paced
learning environment. They are expected to become more independent, responsible and
highly involved in their learning. Every student is expected to attend online classes and
participate actively in discussions and activities.

Parents and Guardians are primary formators of their children both in the traditional and
online set-up. They are the first teachers and value formators of their children. FLEx in PEP
entails improved parent-teacher communication. This collaboration between parents and
teachers provides students with greater support and a nurturing environment that
encourages better learning and improved student performance.

Teacher’s role in the virtual classroom is as vital as it is in a traditional classroom

environment. One of the significant roles of the teacher is to guide students in the use of
learning materials and to always be available to clarify and share additional information
when needed. Teachers remain to be facilitators of learning and consistently monitor the
students’ progress.

The Daughters of Charity ensure that the school community will remain true to its Christian-
Vincentian identity by encouraging the stakeholders to make a commitment to deepen their
faith and to live according to the teachings of the Catholic Church.

Guidance Counselors work collaboratively with teachers and parents to

safeguard the mental, emotional and physical wellbeing of the learners.
The Counseling Program addresses the pressing needs of the online
learners through its various strategies and activities, synchronous or
asynchronous, adhering to the same standards and ethics as in the
traditional school environment.

Librarians give assistance to the teachers and students' information

needs through the following services: Online Reference Service,
Remote Reference and Virtual Access and Online Book
Recommendations.

4
KEY TERMS OF
FLEx in PEP

DISTANCE LEARNING
It is a combination of online and offline learning modalities. Instruction will be delivered
synchronously and asynchronously. Students work online at home while the teacher assigns
work and checks in digitally. Distance learning includes NO physical interaction between
teachers and students. Messaging applications (email and messenger), video call (google
meet), discussion boards, and learning management system (LMS) are some of the
platforms which will be utilized. Both digitized and printed materials will be made available
for students.

FULL-ONLINE LEARNING
Students are required to attend online classes from Monday- Friday thru Google Meet.
Teachers can monitor the progress of the students in real-time. There will be two modes:
Synchronous and Asynchronous. Synchronous happens twice a week per subject, two
hours per synchronous encounter. They will meet their teachers and classmates through
video conference. Asynchronous mode refers to independent learning that happens in the
afternoon where students perform tasks assigned by the teacher.

PEP FULL-ONLINE LEARNING INSTRUCTION WITH SOFTCOPY OF MODULES

It refers to the process of teaching and learning using various educational tools. Teachers
can check on/monitor the progress of the students in real-time through synchronous
activities. This learning modality shall be the norm until safety for on-site reporting is
ensured. Students who will opt for this learning modality will be given pure online
instruction for the entire school year with the softcopy of learning modules. Students and
parents will be guided by these learning modules that are designed to instruct/ guide
students on what they need to do and accomplish for a lesson or unit of study.

Students and teacher meet in a virtual classroom like Google Meet, Google Chat, and CLE -
Aralinks Forum for purposes of instruction, consultations, interventions and assessments.
Synchronous mode shall be an important feature of the learning experience coupled with a
scheduled one on one teacher-student consultations and interactions.

5
KEY TERMS OF
FLEx in PEP

PEP FULL-ONLINE LEARNING INSTRUCTION WITH SOFTCOPY OF MODULES

All course contents, work, activities and giving and submission of tasks, activities/outputs
and other assessments will be done online through CLE Aralinks, our official Learning
Management platform. The teachers will acknowledge submitted outputs from the students.

The Gsuite accounts of the students as well as the Google Chat will be utilized for
communication purposes.

PEP FULL-ONLINE LEARNING INSTRUCTION WITH HARDCOPY OF MODULES

Students who will opt for this learning modality will still be given pure online instruction for
the entire school year. The only difference is, they will be given the hardcopy of learning
modules.

SYNCHRONOUS ENCOUNTER
The teacher meets the students through video conference on a specified schedule using
Google Meet. It will require teachers and students to be online at the same time. Lectures,
discussions and presentations will be conducted at a specific hour wherein students are
expected to participate. During synchronous encounter, the teacher explains difficult
concepts or demonstrates important skills. In synchronous learning, students can clarify
concepts with their teacher and interact with their classmates in real-time. A stable internet
connection is necessary during the duration of the encounter.

ASYNCHRONOUS ENCOUNTER
In CIC-Mandaue, asynchronous encounters happen every afternoon. Teachers will
provide materials, assessments, activities, performance tasks, etc. that can be accessed at
any time through the learning management system, learning modules and messaging
applications. The students will work on their own, which means non-real time learning with
more flexible schedule and personal pacing but guided by a suggested structure.
Students can do academic work at their own pace, with or
without an internet connection.

6
KEY TERMS OF
FLEx in PEP

INDIVIDUAL GUIDED INSTRUCTION OR INDIVIDUAL WORK

The students will work on their assigned activity card given by the teacher. During this
time, the subject teacher will monitor the progress of the students as they work on the
activity.

EDUCATIONAL TECHNOLOGY TOOLS

These refer to any digital mechanisms such as Google Classroom, Google Meet, Slido,
Mentimeter, Google Chats, Hangouts and Aralinks that can be used in the planning,
implementation, and assessment of the learning process.

G SUITE
It is the collection of products offered by Google, such as Gmail, Hangouts, Calendar and
Currents for communication; Drive for storage; Docs, Sheets, Slides, Forms and Sites for
productivity and collaboration. CIC-Mandaue uses the applications in G Suite to conduct
online learning.

LEARNING MANAGEMENT SYSTEM

It refers to the software application that facilitates student-
teacher interaction such as Google Classroom and Aralinks. CIC-
Mandaue will use Aralinks as its primary online learning platform
to plan, implement and assess specific learning process.

LEARNING MODULE
The Learning Modules are the consistent resources for all students. These will serve as
their guide for the online learning. The learning modules will be picked up by the parents
from the school or will be delivered when necessary. Delivery and pick up should only be
made in school according to the schedule agreed upon. Delivery expenses in sending the
modules will be shouldered by the student. Delivery arrangement with
service providers should also be taken care of by the student.

7
KEY TERMS OF
FLEx in PEP

CHAT GROUP
It is an educational tool that lets the student and teacher
instantly send messages, pictures and videos to multiple
people at once while seamlessly keeping a conversation
going for days, weeks, or months. A student might belong
to several groups for different subjects. At CIC-Mandaue,
we shall use Google Chat for communication purposes.
Google Chat
WEBINAR
It comes from the word “web” and “seminar” and is characterized by a “live” interactive
video workshop, lecture, or presentation that allows students and parents to join on their
desktop/laptop or mobile device over the internet.

8
ACADEMICS
PART 1

9
WILL THERE BE CHANGES
IN THE SCHEDULE OFFERING
OF SUBJECTS?

Yes. To creatively manage the attainment of skills and competencies required in the various
learning areas, FLEx in PEP is designed to allow students to focus intensively on half of the
prescribed subjects in every grading period. Instead of working on all of the subjects for the
whole school year, students will focus on half of the subjects in the first semester and the
remaining subjects in the second semester. This scheme also ensures balance in the
combination of subjects per quarter following the Most Essential Learning Competencies from
the Department of Education. The clustering of subjects aims to maximize teaching and
learning and targets the holistic development of the students.

1st Semester Subjects 2nd Semester Subjects Mode of

Grade Levels
August-December January-May Instruction
Kinder Language, Reading, MAPE Science, CVL, Math

Language, Filipino, MTB,

Grades 1-3 Science, MAPEH, SIbika, CVL
Math, Reading Full Online
Science, MAPEH, Sibika, Language, Filipino, Math, Learning
Grades 4-6
CVL, HELE Reading
No physical
Grades 7 & 9 English, Filipino, Math, CVL Science, MAPEH, AP, TLE reporting to
Grades 8 & 10 Science, MAPEH, AP, TLE English, Filipino, Math, CVL school

Senior High Five (5) Subjects will be offered per quarter per semester.

The Periodical Exam will be given every month to assess the learning and performance of the
students. Here is the schedule of periodical exam.

1st cluster of subjects for 1st Semester
(August-December)
First Periodical: September 16-17, 2021
Second Periodical: October 18-19, 2021
Third Periodical: November 18-19, 2021
Fourth Periodical: December 17-18, 2021
2nd cluster of subjects for 2nd Semester
(January- May)
First Quarter: February 3-4, 2022
Second Quarter: March 4-5, 2022
Third Quarter: April 7-8, 2022
Fourth Quarter: May 6-7, 2022

With the given schedule, payment for the tuition and

school fees will be done monthly.
10
WHAT IS MY
CLASS SCHEDULE?

The class schedule focuses on the student’s learning time, rather than the student’s contact
time with the teacher. This refers to the projected time that a student needs to be “on task” in
order to acquire the learning outcomes for a particular subject. Each student will be given a
schedule as his/her guide.

Two hours per encounter per subject—Each subject teacher will meet the class twice a
week which is 4 hours per week, 2 hours real-time teacher-student interaction/discussion.

Schedule:

7:30-8:00 Homeroom Period and Evaluation (prayer, flag ceremony,

checking of attendance and giving of reminders and
announcements)
8:00-10:00 1st encounter (1st subject)
10:00-10:10 Recess
10:10-12:10 2nd encounter (2nd subject)

The different subjects are plotted in consideration of the developmental capacity of the students,
their essential competencies and life skills.

There is also a schedule for non-academic activities. These include homeroom period, guidance
session, formation sessions and Library Instruction/Information Literacy.

Recordings of the synchronous encounters will be regularly posted in the Gsuite account of the
students to give them access to the discussions in case they miss them or if they would like to clarify
concepts. Students are strongly encouraged to join the synchronous encounters.

In the afternoon will be asynchronous encounters, the students will work on their own, which means
non-real time learning with more flexible schedule and personal pacing but guided by a suggested
structure. On the other hand, teachers will be accommodating the students and parents’ concerns.
The whole afternoon from Monday to Friday will be for consultations, preparation and intervention
for students with behavioral and academic concerns. Moreover, feedbacking to parents with regard
to the students’ performance will also be maximized. Given that schedule, the students’ screen time
will only be two hours per day which is one of the recommendations by the Department
of Education and the Catholic Educational Association of the Philippines.
The parents can monitor their children’s use of gadgets.

11
WHAT IS EXPECTED OF ME
DURING MY SYNCHRONOUS
ENCOUNTER & ASYNCHRONOUS TIME?

GUIDELINES FOR SYNCHRONOUS ENCOUNTER

1. Wear your school uniform or dress appropriately when attending

classes. If for any reason a student cannot wear his/her school uniform,
any decent white shirt or CIC shirt will do.
2. Find a quiet place for the online class.
3. Choose a plain colored background.
4. Sign in 3-5 minutes ahead of the scheduled synchronous encounter.
5. Once signed in, remember to turn on your camera and mute your mic
button, unless you have to say something.
6. Be an active listener. Be engaged in the class.
7. Utilize the chat box in asking or answering questions.
8. Take down notes to help you remember key points.
9. Click the “raise hand” button and wait to be acknowledged by the
teacher before speaking.
10. Always practice courtesy and respect.

GUIDELINES FOR ASYNCHRONOUS ENCOUNTER

1. All tasks for asynchronous encounters are uploaded in the Aralinks. Students are encouraged to
read them beforehand, so that should they have clarifications about the instructions, they may
clarify them during their synchronous encounter.
2. The students must identify their personal target accomplishment for the subjects within the allotted time.
3. The librarians can provide the necessary online resources for students. Don’t hesitate to ask for
assistance.
4. Should the students want to be further clarified on instructions, they can reach out to their
subject teachers thru a private message on Google Chat or the Aralinks Forum.
5. Students can communicate with their class advisers and subject teachers any time of the day, but
should not expect immediate responses if sent beyond 4:30 in the afternoon and during the
weekend. In the same manner, should subject teachers communicate beyond 4:30 P.M.,
the student is not expected to respond immediately.
6. Maximize the time in completing the tasks
given by the subject teachers.
12
HOW WILL I BE
ASSESSED?

Assessments monitor students’ learning progress concerning the set standards. It helps the students
keep track of their own learning and identify areas which they need to improve on. The students’
performance in each learning module will be measured using the following types of assessments:

Formative Assessments — These serve as practice exercises that may help the students check their own
understanding of the lessons and their ability to perform skills that demonstrate their learning. These
may be given at any point during the instruction. These include drills, spelling words, recitation,
comprehension checks, exercises, games, concept maps, sentence analysis, etc.

Summative Assessments — These assessments are given to students to measure their achievement and
mastery of the set standards and competencies required for each topic. These may be given at the end
of each topic after a series of formative assessments. These assessments are graded and recorded.
These may be in the form of written tests and performance-based assessments. Examples are Activity
Sheets, short quizzes, Individual Work, journals, differentiated group activities, editorial cartoon,
posters, creative presentations, demonstrations, essays, etc.

HOW WILL I BE GRADED?

Departments Written Works Performance Task Quarterly Assessment

Language, Reading, Language, Reading, Language, Reading,

Kindergarten 30% 50% 20%
CVL, Science, Math CVL, Science, Math CVL, Science, Math

English, Filipino, English, Filipino, English, Filipino,

Elementary & Reading, Sibika/AP, 30% Reading, Sibika/AP, 50% Reading,
CVL CVL
Junior High Sibika/AP, CVL, 20%
School Science, Math,
Science, Math, Science, Math,
20% 60% MAPEH, HELE/TLE
MAPEH, HELE/TLE MAPEH, HELE/TLE

Core Subjects 25% Core Subjects 50% Core Subjects 25%

Senior High
School Applied & Specialized Applied & Applied & Specialized
25% 45% 30%
Subjects Specialized Subjects Subjects

13
INSTRUCTIONAL
SUPPORT SERVICES
PART 2

14
HOW CAN THE LIBRARIAN
HELP AND ASSIST ME WITH
MY CLASSES?

LIBRARY ONLINE SERVICES

Library Information Literacy Sessions
It is an online library instruction given to Grades 1- 12 for the students to further
develop and improve their skills and competencies in using the library and its
resources. There are activities provided for them to give opportunities to practice
1 good citizenship through proper use of library, develop research skills and have
greater interest in reading.

Virtual Reference Service

It is an online information research assistance given to CIC – Mandaue faculty,
students and other stakeholders of the school to cater their information needs.

Remote Reference and Information Access

It promotes access to the available library and media center’s collection through
physical materials and online research databases.
The school library’s subscription of online resources such as World Book Online
3 and EBSCO make quick access to a vast of information that is credible sources of
information for study and research. Inmaculadistas can access and retrieve the
needed information through EBSCO which is suitable to use for Junior High
School students and Faculty/ Lay Mission Partners while World Book Online is
recommended to all library users.

Online Book Recommendations

Librarians offer list of book titles from online sources and printed materials
available in the library for research, study and leisure reading.
4

15
GUIDANCE SERVICES
PART 3

16
HOW CAN OUR GUIDANCE
COUNSELORS HELP?

SERVICES OFFERED

INDIVIDUAL It is the recording and updating of learner’s personal data, family

INVENTORY background and academic progress through online forms.

1
REGULAR
Counselor meets the learners individually or in small groups to establish
a feeling of “connectedness” and encourage more engagement on the
CHECK-INS part of the learners.

It is offered to learners manifesting serious socio-personal and

ONLINE/PHONE
behavioural issues using any platform that is most convenient to them.
COUNSELING Counseling is done by appointment.

The counselor in-charge monitors and follows through the learners’

FOLLOW-UP progress after being referred to the office. Using any available
SERVICE platform most convenient to them, follow up may include conferences
with parents or guardians and teachers.

It allows counselors to share relevant and timely information to

INFORMATION
stakeholders through the conduct of orientation activities, guidance
SERVICE
classes, group sessions, career guidance and seminar-workshops.

It encourages collaborative discussion by which counsellors work

COORDINATION &
together with teachers, parents, and other agencies to support student
CONSULTATION
learning and wellness.

It provides an objective assessment for all students in order to measure

TESTING abilities, aptitude, intelligence, interest and gain better understanding
SERVICE of one’s personality through standardized tests.

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STUDENT FORMATION
SERVICES
PART 4

18
WHAT ARE EXPECTED
OF AN INMACULADISTA
IN THE ONLINE CLASSROOM?

Colegio de la Inmaculada Concepcion - Mandaue aims to provide students high quality Catholic
Vincentian Education that forms them to be individuals with good character and strong sense of values.
As we move towards open distance learning, it is necessary to have a set of guidelines that will assist us
as we embrace the challenges posed upon us by the “new normal” in education. Hence, the Code of
Conduct, Responsibilities and Guidelines for Distance Learning is created.

As a responsible Inmaculadista, you are expected to:

a. Before going online

1. Choose a suitable and appropriate location conducive for learning; inform your teacher if you have
any concerns about your schedule, lessons and other related matters;
2. Be ready with necessary online learning materials such as webcam, headset, cellphone or laptop
and/or desktop, notebook, ballpen or pencil;
3. Be responsible for maintaining the security of the platform accounts and passwords
provided/activated by the school for online learning;

b. During online classes

1. Be on time in joining the classroom/video conference using the invitation code sent by your teacher;
2. Turn on your camera unless instructed otherwise by your teacher as soon as you log in; If there’s a
need to turn it off to improve connectivity, inform the teacher accordingly;
3. Respect your teachers and classmates; wait to be recognized before you speak. Acknowledge the
valid points of your classmates and if you feel the need to disagree, do so politely;
4. Be kind; always remember to say “please and thank you” when soliciting help from classmates and
teachers. Avoid typing in all capital letters because this is considered shouting in online
messaging;
5. Use appropriate language and look out for correct grammar and spelling and proper capitalization
before posting anything to the discussion board or chat box; avoid using text or SMS language
6. Be as responsive and participative as possible in the online discussions and activities by focusing on
the topics given;
7. During online discussions, recording or taking screen shot is strictly prohibited;
8. Collaborate with classmates/groupmates on the accomplishment of group tasks through secured
online platforms;

19
WHAT ARE EXPECTED
OF AN INMACULADISTA
IN THE ONLINE CLASSROOM?

a. After online classes

1. Manage your time and organize your priorities well so that you can finish your work or task/activity
sheet and submit requirements and assessment on time without feeling overburdened at any
point;
2. Inform your parents/guardians to email to your teacher an excuse letter for missed assessments
and non-submission of requirements;
3. Always acknowledge sources of information to avoid plagiarism;
4. Keep information in the online classroom confidential to uphold academic integrity, the classroom is
exclusive to currently enrolled students only;

However, the following actions are prohibited during online

classes as these may incur some disciplinary measures:

1. Sharing of the online classroom code with students who are not enrolled in the subjects;
2. Using multiple email address or any address other than the one prescribed by the school;
3. Sharing of sensitive, personal information including any form of contact details with your
classmates and your teacher;
4. Using abusive terms or foul and offensive language during the online class and/or
defaming or committing slander against other students or the teacher;
5. Posting or uploading anything that is off-topic, offensive, threatening, abusive or illegal to
the online classroom; and
6. Participating in the viewing or exchange of pornographic or obscene materials.

20
FREQUENTLY
ASKED QUESTIONS

When will school year 2021-2022 start? August 16, 2021

Can my child submit his hardcopy of outputs/activities if he/she will choose full-online learning with
softcopy of modules?

YES. If a student opts for full-online learning with softcopy of modules, he/she submits his/her
outputs/activities and assessments online and on-site.

Is my child required to join synchronous encounter or real-time interaction/discussion if he/she opts

for full-online with hardcopy of modules?
YES. The students will regularly attend synchronous encounter or real-time interaction/discussion even if
they opt for full-online learning with hardcopy of modules.

Can my child submit his outputs/assessments online if he/she opts for full-online learning with
hardcopy of modules?
YES. The students can submit their outputs/assessments online and on-site even if they opt for full-
online learning with hardcopy of modules.

Will online classes continue even if schools are given clearance for face to face instruction by the
government?

YES. The school foresees that even if clearances are given by the government within the school year,
online learning will still continue and be the main mode of teaching until clearer indicators of a decline in
COVID-19 cases are evident and safety measures are put in place. The community’s health is our
foremost priority.

Is there a possibility to conduct face to face within the school year if the IATF, DepEd and DOH
allow for such?

YES. The school will conduct face to face learning if IATF, DepEd and DOH allow for on-site learning. All
parents will be called for a consultation in order for the school to know whether they are willing to send
their children to school. If they are not amenable, then the students will continue the online learning.

21
FREQUENTLY
ASKED QUESTIONS

How do you implement online learning?

Students are required to attend classes from Monday to Friday. There will be two modes: Synchronous
and Asynchronous. Synchronous Mode happens twice a week per subject, two (2) hours per encounter;
one (1) hour for pure discussion and interaction with students and one (1) hour for Individual and Guided
Work. They will meet their teachers and classmates through video conference. Asynchronous Mode is
when students do independent learning based on a schedule and a list of tasks given by their teachers.

How will students access materials and submit their outputs?

Instructional materials and assessment tools will be made available through CLE Aralinks. Submission of
tasks, activities/outputs and other assessments will be done online through CLE Aralinks, our official
Learning Management platform or on-site.

How are assessments done?

All assessments are done online. Formative and summative activities/assessments such as exercises,
quizzes, performance tasks and quarterly exams are given to the students.

How will parents schedule a conference with teachers?

For academic or subject-related concerns, parents may schedule a conference with the concerned
teacher thru texting him/her, sending a personal message, calling him/her or the Administration’s Office
and sending an email to the concerned teacher.

How can parents monitor the progress of their children?

In lieu of the physical progress charts, students will have an e-progress chart for each subject that
contains the list of activities accomplished. Parents may also access the Aralinks accounts of their
child/children to check the activities/submissions and marks.

22
FREQUENTLY
ASKED QUESTIONS

Will a student be marked absent if he/she fails to attend his/her online class?

Yes, however considerations will be given based on the validity of the student’s reason. Attendance will
be checked for monitoring purposes. If a student is absent, the reason of his/her absence will be noted.
Students who are unable to attend online sessions are expected to communicate with their teachers
regarding their situation so that arrangements for the missed online discussion may be identified by the
teacher.

Would it be possible for a student to undergo FLEx in PEP if his/her parents are only available to
support him/her after work hours?

YES. While the presence of an adult is ideal in the conduct of online learning, it is still possible for
students with working parents to undergo online learning if they can operate their device and connect
to the internet independently. For our young pupils, however, the presence of an adult who will oversee
them at home is a must to ensure their safety and security. On this premise, the school assumes that an
adult will be present to ensure that young pupils are safe and to assist them in managing their device,
establishing an online connection and remaining on task. Adult assistance need not necessarily come
from the parents. Any trusted adult who is capable of doing the tasks indicated will suffice.

Will textbooks and other materials still be required for online learning?

YES. Textbooks do play a vital role in the teaching-learning process. The function of the textbook is
essentially to guide the teaching and learning of the curriculum in a particular subject. Having a
textbook helps the students to organize their learning and at the same time provides a reliable point of
reference as they learn concepts. Even in the times of advanced technology, the use of textbooks still
remains of primary importance.

What equipment does my child need to prepare for online learning?

Your child needs to have a desktop/laptop computer with internet connection, headphone with
microphone and a webcam.

23
FREQUENTLY
ASKED QUESTIONS

Processor: At least Intel i3 or equivalent

What are the suggested
specifications of the desktop
computer/laptop?
Operating System: At least Window 7 or 10 (for compatibility)
Memory: 8GB, 4GB minimum
Hard Drive Space: At least 250GB up free space
Video card: Basic video cards will do
Accessories: Headphones and webcam

What are the changes regarding tuition and school fees?

CIC-Mandaue will NOT implement any increase in tuition or school fees for this school year. Some fees
which will not be fully utilized for this kind of online learning will either be realigned, removed or
reduced. Those who will opt for online learning with hardcopy of modules, an additional amount will be
added to the miscellaneous fees.

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 OFFICE
DIRECTORY

Information Office Guidance Office

Trunkline Tel. No.: (032) 345-1222 Elementary
Telefax No.: (032) 345-8300 .
Email Address Admin: cicmandaue1969@gmail.com Smart 0929 6953 179
ciccm@ciccebu.edu.ph Globe 0956 228 5790
Email Address:
lbedguidance@ciccebu.edu.ph
Accounting Office
Telephone No.: (032)344-8693 High School
Email Address: asfcicm@gmail.com
Smart 09562285827
Globe 09296891353
Registrar Email Address:
shsguidance@ciccebu.edu.ph
Telephone No.: (032) 345-1222 local 102
ubedguidance@ciccebu.edu.ph

Instructional Media Center

Elementary

Smart 09293529715

High School

Globe 0956 057 5066

25