SCHOOL HANDBOOK

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 WELCOME

This handbook has been written to clearly communicate information,

policies, and expectations to our students and their parents.
Caaoacan Elemntary School
is dedicated to provide the best learning environment for our students.
Our school is one in which we all should take pride and assume
responsibility to ensure continued success and growth.

We hope this handbook plays its part in helping you as a student or parent
have an enjoyable and productive school year. This is your school; be proud of
it and take pride in it. Welcome to the new school year.

Administration, Faculty & Staff

Caaoacan Elementary School

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 Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive,
safe, and motivating environment.
Teachers facilitate learning and constantly nurture
every learner.

Vision
We dream of Filipinos who passionately love their country
and whose values and competencies enable them to realize
their full potential and contribute meaningfully to building
the nation.

As a learner-centered public institution,

the Department of Education continuously improves itself
to better serve its stakeholders.

Core Values
Maka-Diyos
Maka-tao
Makakalikasan
Makabansa

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 General Rules on Admission & Enrollment

A. All learners who elect to enroll in public schools nationwide are accepted upon
submission of the minimum documentary requirements articulated in existing Deped
policies.
B. Enrolment Procedures
 Early Registration of incoming Kindergarten & Grade 1 learners in public
schools are conducted from the last Saturday of January to the last Friday of
February of each year. Incoming Grades 2-6 are considered pre-registered.
C. Eligibility and Documentary Requirements
 All learners shall adhere to existing rules that govern the minimum eligibility
and documentary requirements for enrolment in order to establish the identity
of learners.
Documentary
Level Eligibility Standards
Requirements
Children aged 5 years old by Philippine Statistics
Kinder August 31st of the school Authority (PSA) Birth
year Certificate
Children who have
 Kindergarten
completed Kindergarten
Certificate of
Grade 1 Programs in Deped
Completion
accredited schools and
 PSA Birth Certificate
centers

Children who are six years

old and above by August 31st  Result of ECCD
of the school year they will Assessment Checklist
enroll in and who have not  PSA Birth Certificate
completed Kindergarten

Children who have

completed any form of
Kindergarten Program in  Result of PEPT or
non-Deped accredited PVT
learning and day care  PSA Birth Certificate
centers, or home-schooled
learners

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  In the absence of a PSA Birth Certificate, the parent or guardian must submit a
Birth Certificate (late registration) from the local civil registrar or a barangay
certification containing the basic information of the child such as:
 Name of the Child (first name, middle name, last name)
 Name of parents
 Date of Birth
 Sex

If the documents mentioned are not submitted at the end of Early

Registration, learners will be given until August 31 st of the school year they
will enroll in to produce and submit the required documents.

D. Requirements for Transferees

Learners from public and private schools who shall transfer shall submit their
SF9 (Formerly Form 138) or a letter certifying the last grade level the learner
completed signed by the School Registrar.

In special cases, additional documents may be required for submission.

Below are such cases.

Special Cases
Learners from:
1. Philippine Schools
Abroad (Any Grade
Level)
2. Foreign Schools Abroad
Additional
Required Documents Requirements for
upon Enrollment submission During the
School Year
 Birth Certificate or any  Permanent Transcript
equivalent Legal of Records from
Document originating school
 Latest Report Card or
any equivalent
academic record
 PEPT Certificate of
Rating for learners
who have not
completed the school
year abroad, as long
as three grading
periods have been
completed, and for
learners who need
grade level
assessment.

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 Additional
Required Documents Requirements for
Special Cases
upon Enrollment submission During the
School Year
 PEPT/PVT Certificate
of Rating
Learners from non-Deped
 Birth Certificate from
Accredited Schools None
the PSA or the local
(any grade level)
civil registrar, or
barangay certification

 SF9 formerly Form

138 of the last school Birth Certificate from the
Balik-Aral Learner year attended or PSA or the local civil
(any grade level) PEPT Certificate of registrar, or barangay
Rating, whichever is certification
applicable.

E. Conduct of General Enrollment and Date of First Attendance

Learner shall report to public school on the first day of classes. Learners who are
not pre-registered must proceed to the enrollment desk located in the Principal’s Office
or any designated strategic location in the school for enrollment and subsequent
placement in a specific section.

F. Temporary Enrolment

Transferees from public and private schools who will fail to submit the SF9
(formerly Form 138) during early registration or upon enrollment shall only be
temporarily
Enrolled until the submission of required documents on or before August 31 st of
the current school year. The parent or guardian shall be required to submit an Affidavit
of Undertaking signed by the parent or guardian in order to be temporarily enrolled.

G. Late Enrollment

Late enrollees may be accepted provided that the learner will be able to meet
eighty Percent (80%) of the prescribed number of school days for each school year and
the quarterly requirement to pass the grade level.

H. Learners Moving In/Out

Learners may move in/out from schools shall submit the latest Learner’s
Progress Report Card (SF9 formerly Form 138) upon enrollment. Learners who fail to
submit

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 The necessary requirements upon moving in shall be considered temporarily
enrolled.
I. Fees

No fees are collected during enrollment. Membership fees and contributions may
be collected on a voluntary basis after enrollment. Non-payment of voluntary
contributions shall not prohibit enrollment of learners.

Based on DepEd Order 41 series of 2012, no fees shall be collected from school.
However, the following fees may be collected on a voluntary basis: Boy Scouts and Girl
Scouts membership fees of P50 per learner; Philippine National Red Cross, P35 per
learner; Anti-TB fund drive of P5 per learner; school publication fee of P60 for every
elementary. The Parents-Teachers Association fee must be reasonable and is to be
determined during the PTA general assembly.

School fees should not intimidate parents into bringing their children to school.
PTA fees, even though approved by a majority of PTA members, still remain voluntary.

General Policies and Rules on Discipline

A. General Appearance and Conduct

 School Uniform

The wearing of a school uniform is not required in public schools. Students with
existing uniforms may continue using the uniforms if they so desired, in order to avoid
incurring additional cost for new attire.
While the general policy is that the wearing of a school uniform shall not be required
in public schools, it is necessary to provide guidance on what constitutes proper school
attire. The following principles should serve as a guide:

1. A student’s attire should reflect respect for the school as an institution

for learning.
2. Student’s attire should not become a cause for discrimination
particularly for students belonging to a lower socio-economic status.

Given the above principles, the suggested attire for elementary students
may be:
For Boys - Polo shirt/T-shirt with sleeves - any plain color, with a minimum
of prints.
Pants (long or short) - any color
Footwear - any
For Girls - Dress, skirt and blouse, blouse and pants - any color, any print
Footwear-any

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 Students are discouraged from wearing expensive (signature or designer
brands) or flashy clothes, tight-fitting pants/blouses/dresses, mini-skirts, short
shorts, blouses with plunging necklines, hip-hop pants for boys, and sleepwear.
 Identification Card

Identification cards are provided to the learners at no cost.

 School Attendance and Absences

 Every student is expected to come to school well prepared for classes.

 Regularity and punctuality in attending classes are expected of all
students. Students are expected to be on time for their classes in the
morning.
 Absence due to sickness and for other emergency reasons, which are
beyond our control, is considered excused.

Regular and punctual attendance in all classes is required of all

learners. Parents and guardians are expected to cooperate with the
school regarding this matter.
.
**Absences of five (5) or more consecutive days require a doctor's note or a medical
excuse upon return to school.

B. Parents

Parents/ Guardians/ Visitors

The school grants certain privileges to persons who have charge over a
student. In this regard, parents, guardians or visitors are enjoined to comply
with a set of rules and guidelines.

 Parents, guardians and visitors who wish to see any teacher should first
seek an appointment through the Principal or through a written
communication to the teacher concerned.
 Parents, guardians and visitors are not allowed to visit the classroom
during class hours. They should notify first the principal of their intentions
and presence.
 Parents and guardians who stay in campus must observe proper decorum
and must stay in the designated areas only. They should also follow the
proper dress code at all times. Sleeveless shirts, slippers and shorts are
not allowed in school.

Circulars/ Letters to the Parents

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 The school communicates pertinent information to parents through
circulars or letters. The students submit the reply slip duly signed by his/ her
parents or guardian on or before the due date.

Card Day

Quarterly, parents-teachers-adviser consultation days are scheduled in

order for the parents to coordinate with the teachers on the best ways in assisting
students in their studies.
A quarterly Card Day is featured to show the accomplishments/outputs of
the learners. Activities during the Portfolio Day are:
 Distribution of Cards
 Parent-Teacher-Adviser Conference
 PTA Meeting

C. Safety and Security Measures

No student may leave the campus during school hours unless PASS SLIP
is accomplished endorsed by the class adviser. No off-campus activity may be
organized as an official school activity unless the approval of school authorities
has been secured. A teacher should always supervise the activity.

D. Suspension of Classes

Standing rules in suspension due to typhoon

 Classes in the Preschool are suspended under storm signal No. 1.

 Classes in the Preschool, Elementary and High School levels are
suspended under storm signal No. 2.
 In case of heavy downpour and there is no official announcement over the
radio and television of any class suspension, the exercise of parental
discretion is highly recommended if the safety of the child is compromised.

E. School

Care and Respect for School Property

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 School property and facilities are provided to facilitate the learning process.
Interest and pride in the school should prompt the students to regard school
property with care and to keep the campus clean and neat.
 Students are expected to help maintain the cleanliness and orderliness of the
school, especially the comfort/wash rooms.
 Learners are expected to show unfailing courtesy and respect to their fellow
students as well as to all school personnel.
 As a responsible student, he/ she must maintain cleanliness inside and
outside the school at all times. Trash bins are provided at strategic areas in

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 the school. He/ She is expected to dispose of all litter in the appropriate trash
bin.

CODE OF DISCIPLINE

All students are expected to uphold and observe the highest standards of morals
and discipline and esteemed regard for fellow students, teacher, school officers and the
school as a whole.

The student, together with his/her parents signifies his intention to accept and
abide by the rules and regulations of the school.

Purpose of Discipline

 To teach respect for order, law and authority

 To impress on the mind of the students the importance of rules and regulations

 To deter the students from future violations

 To correct and strengthen the character of the students

 To teach the students the idea of justice

 To develop in the students a habit of self-discipline and undertaking of morals

and right conduct

Discipline and Rules

1. Show respect for administration, teachers, aides, and other employees. Promptly
obey at all times.

2. Improper actions, such as rudeness, foul language, pushing or the lack of respect
for others, will be reprimanded.

3. Students will be charged for any damage caused to property of the school, staff or
other individuals.

PROHIBITED CONDUCT

Students and staff require a safe and orderly learning environment that is conducive to
high student achievement. Certain student behaviors are unacceptable in such an
environment and are hereby prohibited by the school administrator. Prohibited
behaviors include, but shall not be limited to the following:

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1. Disrespect for school employees and failing to comply with their reasonable
directions or otherwise demonstrating insubordination
2. Disruptive behavior that interferes with orderly school operations
3. Willfully and intentionally assaulting or threatening to assault or physically abusing
any student or school employee
4. Possession of any weapon that can reasonably be considered capable of causing
bodily harm to another individual
5. Possession or use of tobacco in any form on any property owned or leased by any
public school
6. Willfully or intentionally damaging, destroying, or stealing school property
7. Unauthorized or inappropriate use of an electronic device
8. Possession, selling, distributing, or being under the influence of an alcoholic
beverage, any illegal drug, or the inappropriate use or sharing of prescription or over-
the-counter drugs, or other intoxicants, or anything represented to be a drug;
9. Sharing, diverting, transferring, applying to others (such as needles or lancets), or in
any way misusing medication or any medical supplies in their possession
10. Inappropriate public displays of affection
11. Cheating, copying, or claiming another person’s work to be his/her own
12. Gambling
13. Inappropriate student dress
14. Use of vulgar, profane, or obscene language or gestures
15. Truancy
16. Excessive tardiness
17. Engaging in behavior designed to taunt, degrade, ridicule, or humiliate another
person on the basis of race, ethnicity, national origin, gender, sexual orientation, socio-
economic status or disability
18. Possess, view, distribute or electronically transmit sexually explicit or vulgar images
or representations, whether electronically, on a data storage device, or in hard copy
form
19. Hazing or aiding in the hazing of another student;
20. Gangs or gang-related activities, including belonging to secret societies of any kind,
are forbidden on school property. Gang insignias, clothing, “throwing signs” or other
gestures associated with gangs are prohibited
21. Sexual harassment
22. Bullying
23. Fireworks
24. Portable gaming devices & music players, ear buds/headphones
25. Laser pointer;
26. Possession of cameras or other electronics without permission. The school is not
responsible for any loss, theft, or damage of or relating to any electronic device brought
to school.
27. Unauthorized or inappropriate use of cell phones
28. Recording via electronic devices such as cell phones is prohibited without
permission;
29. Stealing school or private property
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Violation may result in disciplinary action up to and including suspension.

DepED Child Protection Policy

The policy aims to protect the child from all forms of violence that may be inflicted
by adults, persons in authority as well as their fellow students, including bullying.

a. To provide special protection to children who are gravely threatened or

endangered by circumstances which affect their normal development and
over which they have no control, and to assist the concerned agencies in their
rehabilitation.

b. To provide special protection to children who are gravely threatened or

endangered by circumstances which affect their normal development and
over which they have no control, and to assist the concerned agencies in their
rehabilitation.

c. To ensure that such special protection from all forms of abuse and exploitation
and care as is necessary for the child’s well-being, taking into account the
primary rights and duties of parents, legal guardians, or other individuals who
are legally responsible and exercise custody over the child.

Convention on the Rights of the Child (CRC) aims to protect children from
all forms of physical or mental violence, injury and abuse, neglect or negligent
treatment maltreatment and exploitation, including sexual abuse.

 CHILD ABUSE – refers to the maltreatment of a child whether habitual or

not, which includes the following:

 Psychological or physical abuse, neglect, cruelty, sexual abuse and

emotional maltreatment.
 Any act or deeds or words which debases, degrades or demeans the
intrinsic worth dignity of a child as a human being.

 CORPORAL PUNISHMENT– refers to a kind of punishment or penalty

imposed for an alleged or actual offense, which is carried out or inflicted,
for the purpose of discipline, training or control, by a teacher, school
administrator, an adult, or any other child who has been given or has
assumed authority or responsibility for punishment or discipline. It includes
physical, humiliating or degrading punishment, including but not limited to
the following:

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 1. Blows such as, but not limited to, beating, kicking, hitting, slapping, or
lashing, of any part of a child’s body, with or without the use of an
instrument such as, but not limited to a cane, broom, stick, whip or belt;
2. Striking of a child’s face or head, such being declared as a “no contract
zone”;
3. Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging,
pushing or throwing of a child;
4. Forcing a child to perform physically painful or damaging acts such as,
but not limited to, holding a weight or weights for an extended period
and kneeling on stones, salt, pebbles or other objects;
5. Deprivation of a child’s physical needs as a form of punishment;
6. Deliberate exposure to fire, ice water, smoke, sunlight, rain, pepper,
alcohol, or forcing the child to swallow substances, dangerous
chemicals, and other materials that can cause discomfort or threaten
the child’s health, safety and sense of security such as, but not limited
to insecticides, excrement or urine;
7. Tying up a child;
8. Confinement, imprisonment or depriving the liberty of a child;
9. Verbal abuse or assaults, including intimidation or threat of bodily harm,
swearing or cursing, ridiculing or denigrating the child;
10. Forcing a child to swear a sign, to undress or disrobe, or put on
anything that will make a child look or feel foolish, which belittles or
humiliates the child in front of others;
11. Permanent confiscation of personal property of pupils, students or
learners, except when such pieces of property pose a danger to the
child or to others, and
12. Other analogous acts.

BULLYING OR PEER ABUSE

Bullying is committed when a student commits an act or a series of acts

directed towards another student, or a series of single acts directed towards
several students in a school setting or a place of learning, which results in
physical and mental abuse, harassment, intimidation, or humiliation.

 Threats to inflict a wrong upon a person, honor or property of the person or

on his or her family;
 Stalking or constantly following or pursuing a person in his or her daily
activities, with unwanted and obsessive attention;
 Taking of property;
 Public humiliation, or public and malicious imputation of a crime or of a vice
or defect, whether real or imaginary, or any act, omission, condition, status,
or circumstance tending to cause dishonor, discredit or expose a person to
contempt;
 Deliberate destruction or defacement of, or damage to the child’s property;
 Physical violence committed upon a student, which may or may not result to
harm or injury, with or without the act of weapon. Such violence may be in

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 the form of mauling, hitting, punching, kicking, throwing things at the
student, pinching, spanking, or other similar acts;
 Demanding or requiring sexual or monetary favors or exacting money or
property from a pupil or student; and
 Restraining the liberty and freedom of a pupil or student.

PROCEDURES IN HANDLING BULLYING INCIDENTS IN SCHOOLS

 it shall be acted upon by the School Head who shall inform the parents or
guardians of the victim and offending child;
 the incident will be referred to the Child Protection Committee for counseling
and other intervention.
 If warranted, penalties may be imposed by the School Head.

Penalties:
1st Offense – reprimand
2nd offense and subsequent time – suspension for not more than one (1)
week (this is after the offending child has received counseling or other
interventions)
Note: during the period of suspension, the offending child and the parents
or guardians may be required to attend further seminars and counseling.
In all cases where the imposable penalty on the offending child is suspension,
exclusion or expulsion, the following minimum requirements of due process shall be
complied with:
1. The child and the parents or guardians must be informed of the complaint in
writing;
2. The child shall be given the opportunity to answer the complaint in writing,
with the assistance of the parents or guardians;
3. The decision of the school head must be writing, stating the facts and the
reasons for the decisions;
4. The decision of the school head may be appealed as provided in existing
rules of the Department.
If the bullying or peer abuse resulted in serious physical injuries or death,
whenever appropriate, the case shall be dealt with in accordance with the
provisions of Republic Act No. 7610 and its Implementing Rules and Regulations.
Depending on the gravity of the bullying committed by any pupil, student or
learner, the school may impose other non-disciplinary measures.

POSITIVE AND NON-VIOLENT DISCIPLINE OF CHILDREN

– is a way of thinking and a holistic, constructive and pro-active approach to

teaching that helps children develop appropriate thinking and behavior in the short and
long-term and fosters self-discipline. It is based on the fundamental principle that
children begin with setting the long-term goals or impacts that teachers want to have on
their students’ adult lives, and using everyday situations and challenges to teach life-
long skills and values to students.

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 RULES AND PROCEEDINGS IN HANDLING CHILD ABUSE, EXPLOITATION,
VIOLENCE AND DISCRIMINATION CASES

1. Expeditious conduct of investigation and reporting of cases;

2. School Head or the Schools Division Superintendent shall forward the
complaint within 48 hours to the Disciplining Authority, who shall issue an
Order for the conduct of a fact0finding investigation, not later than 72 hours
from submission;
3. If the person complained of is a non-teaching personnel, the Schools Division
Superintendent shall cause the conduct of a fact-finding investigation within
the same period;
4. Criminal and civil liability shall not be a bar to the filing of an administrative
case;
5. The Revised Rules of Procedure of DepED in Administrative Cases shall
apply in all other aspects;
6. The identity or another information that may reasonably identify the pupil or
student shall remain confidential; and
7. The identity of a respondent-teacher shall likewise be kept confidential.

All elementary would be required to adopt anti-bullying policies and sanctions,

which would apply to prohibited acts committed within their campuses at school
sponsored activities, whether done on or off school grounds, school bus stops, school
buses, or other properties owned or leased by the school.
 A bully would be required to undergo rehabilitation by the school, together with
his or her parents.
 Schools would maintain a public record of bullies and their offenses.
 The bill mandates the Secretary of Education to issue the implementing rules and
regulations.

ACADEMIC POLICIES

POLICY GUIDELINES ON AWARDS AND RECOGNITION

Awards have been designed to formally recognize the outstanding performance

and achievement of learners in academic, leadership, and social responsibility, among
other aspects of student progress and development.

These awards are given to encourage learners to strive for excellence and to
become pro-active members of the school and community.

Rationale

This policy aims to give all learners equal opportunity to excel in relation to the
standard set by the curriculum and focus on their own performance rather than to
compete with one another. It recognizes that all students have their unique strengths
that need to be identified, strengthened, and publicly acknowledged.
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 Awards and recognition bestowed on learners who have successfully attained
standards set by the school support the efforts and accomplishments of these learners
and affirm their latent potential, abilities, and dispositions. Learners who feel good about
their abilities and contributions to the school and society are more likely to be happy,
content, and motivated. When these learners are recognized for their efforts, they will
also persist in their desire to excel.

Classroom Awards

Recognition given to learners in each class or section. A simple recognition may

be given per quarter, semester, or at the end of the school year. Awardees are given
merit by the adviser and/or other subject teachers in recognition of the learners’
outstanding performance in class.

Grade-Level Awards

Grade-level Awards are given to qualified learners for every grade level at the
end of the school year. Candidates for the awards are deliberated by the Awards
Committee (AC) if they have met the given criteria.

Special Recognition

Given by the school to the learners who have represented and/or won in
competitions at the district, division, regional, national, or international levels. This is to
publicly affirm learners who have brought honor to the school.

A. Classroom Awards

 Performance Awards for Kindergarten

Learners in Kindergarten should be recognized for their most evident and

most prominent abilities. They can also be recognized for showing significant
improvement in a specific area (e.g., from having poor fine-motor skills to being
able to draw or write well). Teachers are advised to recognize outstanding
achievement of learners based on the different domains and/or learning
competencies of the kindergarten curriculum at the end of every quarter.

 Conduct Awards

These awards are given to learners who have been observed to

consistently
demonstrate the DepEd core values (Maka-Diyos, Makatao, Makakalikasan,
Makabansa).

 Character Traits for Kindergarten to Grade 3

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 These awards are given to younger learners to affirm their positive
traits and attitudes or to recognize significant improvement in their
behavior.

 Conduct Awards for Grades 4 to 6

Conduct Awards for grades 4 to 6 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.
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 6 who have attained an average of at least 90 and passed all
learning areas.

Academic Excellence Award given to learners who meet the following cut-
off grades.
Academic Excellence Award

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors/
98–100
May Pinakamataas na Karangalan
2. With High Honors/
95–97
May Mataas na 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 absences for the
entire quarter. Learners who are representing the school for various purposes
(e.g., in-school or off-campus activities) may also qualify for this award.

B. Grade-level Awards

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 Classroom Awards
 Performance Awards for Kindergarten
Learners in Kindergarten are recognized for their most evident and
most prominent abilities. They can also be recognized for showing
significant
improvement in a specific area (e.g., from having poor fine-motor skills to
being able to draw or write well).
Teachers are advised to recognize outstanding achievement of
learners based on the different domains and/or learning competencies of
the kindergarten curriculum at the end of every quarter.

 Conduct Awards

These awards are given to learners who have been observed to

consistently demonstrate the DepEd core values (Maka-Diyos, Makatao,
Makakalikasan, Makabansa).

Character Traits for Kindergarten to Grade 3

.
These awards are given to younger learners to affirm their positive
traits and attitudes or to recognize significant improvement in their
behavior.

Teachers have the option to provide creative or unique titles for

each award appropriate to their context and community.

Conduct Awards for Grades 4 to 6

Conduct Awards for grades 4 to 6 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.

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 6 who have attained an average of at least 90 and
passed all learning areas.

Academic Excellence Award given to learners who meet the following

cut-off grades.

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 Academic Excellence Award

Academic Excellence Award Average Grade per Quarter

1. With Highest Honors/
May Pinakamataas na 98–100
Karangalan
2. With High Honors/
95–97
May Mataas na 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 absences for the entire quarter. Learners who are representing
the school for various purposes (e.g., in-school or off campus activities)
may also qualify for this award.

 Leadership Awards

The leadership award is given to learners in grades 6 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.

Criteria for Leadership Award

Weight
Criteria
Advisers Peers

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 1. Motivational Skills (40%)

a. Communicates effectively
b. Shows initiative and responsibility
24% 16%
c. Engages group and/or club mates to
participate actively
d. Establishes collaborative relationships
e. Resolves conflicts
2. Planning and Organizational Skills (40%)

a. Plans and designs relevant activities for

the class, club and/or school
b. Implements planned activities effectively 24% 16%
and efficiently
c. Monitors implementation of plans and
tasks
d. Manages and/or uses resources wisely
3. Contribution to the School and/or
Community
(20%)
12% 8%
Renders service and/or implements
activities relevant to the school population
and/or community
TOTAL: 60% 40%

 Award for Outstanding Performance in Specific Disciplines

These awards are given to recognize learners in grades 6 who have

exhibited exemplary skills and achievement in specific disciplines like
mathematics and science. These awards also value the learner’s achievement
in a specific discipline that has contributed to the school and/or community.

 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.

 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

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 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 and Arts,

 Communication Arts

This award is given to learners who have demonstrated proficiency

in any language (Filipino and English), 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 and English.

 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 about the environment, how
things work, and how natural processes occur.

 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.

Criteria for awards for outstanding performance in specific disciplines

Criteria Weight
1. Academic Rating
Final grade in the learning area or average of the final 20%
grades in subjects specifically related to the award
2. Skill in the Discipline
As shown through:
a. Output (oral or written work, projects, etc., if
applicable) 40%
b. Membership in a club/team (if applicable)
c. Class or school representation
d. Winnings and awards

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 3. Attitude toward the Discipline
a. Peer evaluation (if applicable) 20%
b. Commendation from coach/adviser

4. Contribution to the School related to the Discipline

In any of the following:
a. Tutorials/Coaching
b. Performance in school’s various functions and events 20%
c. Products
d. Projects
e. Volunteer work

Note: Peer evaluation is only applicable to disciplines that involve

collaborative work. Candidates will be evaluated by at least 30% of their peers
(group, team, class, or club mates) as well as their class

 Special Recognition

Learners who have represented and/or won in competitions at the district,

division, regional, national, or international levels will be recognized. These
awardees have demonstrated their exemplary performance in academics,
athletics, and the arts, and/or represented the school in DepEd-recognized
activities.

The actual certificates, medals, trophies and/or plaques received by the

learners from the various activities or competitions shall be used to publicly
affirm and acknowledge the contribution of the awardees in giving honor to the
school. This will be done during a flag ceremony or in a school-awarding
ceremony.

PERFORMANCE AWARD FOR KINDERGARTEN

1. Award in Communication/Self-expression
2. Award in Literacy (Reading, Composing, Writing)
3. Award in Numeracy
4. Award in Performing Arts (Singing, Dancing)
5. Award in Physical Agility
6. Award in Science
7. Award in Self-care
8. Award in Visual Arts (Coloring/Drawing)

CHARACTER TRAITS FOR KINDERGARTEN TO GRADE 3

1. Active (participation) 13. Patience

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 2. Cheerfulness 14. Perseverance
3. Cooperation/Team player 15. Persistence
4. Friendliness 16. Politeness/Courtesy
5. Gentleness 17. Responsibility
6. Hardworking 18. Risk-taking
7. Helpfulness 19. Self-discipline
8. Honesty 20. Sharing
9. Initiative 21. Sportsmanship
10. Kindness
11. Leadership
12. Motivation / Enthusiasm

Grading System

The K-12 Basic Education Program uses a standard – and competency-based

grading system. These are found in the curriculum guides. All grades will be based on
the weighed raw score of the learners’ summative assessments. The minimum grade
needed to pass a specific learning area is 60, which is transmuted to 75 in the report
card. The lowest mark that can appear on the report card is 60 for the Quarterly Grades
and Final Grades.

Learners from Grade 1-6 are graded on Written Work, Performance Tasks, and
Quarterly Assessment every quarter. These three are given specific percentage weights
that vary according to the nature of the learning area.

For Kindergarten

For Kindergarten, checklists and anecdotal records are used instead of numerical
grades. These are based on learning standards found in the Kindergarten Curriculum
Guide.
Through checklists, the teacher will be able to indicate whether or not the learner
is able to demonstrate knowledge and/or perform the tasks expected of Kindergarten
learners. Through anecdotal records or narrative reports, teachers will be able to
describe learners’ behavior, attitude, and effort in school work.

For Grades 1-6

In a grading period, there is one quarterly assessment but there should be

instances for students to produce Written Work and to demonstrate what they know and
can do through Performance Tasks.

The following are the steps in computing for the Final Grades.

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 Step 1: Grades from all student work are added up. This results in the total score
for each component, namely Written Work, Performance Tasks, and
Quarterly Assessment.
Raw scores from each component have to be converted to a Percentage
Score. This is to ensure that values parallel to each other.

Step 2: The sum for each component is converted to the Percentage Score. To
compute the Percentage Score (PS), divide the raw score by the highest
possible score then multiply the quotient by 100%.

Step 3: Percentage Scores are then converted to Weighted Scores to show the
importance of each component in promoting learning in the different
subjects.

Weighted Score (WS) = Percentage Score x Weight of Component

Weight of Components from Grades 1-6

Components Language AP EsP Science Math Mapeh EPP/TLE

Written Work 30% 40% 20%

1-6
Performance Tasks 50% 40% 60%
Quarterly
20% 20% 20%
Assessment

For MAPEH, individual grades are given to each area, namely Music, Arts,
Physical Education and Health. The quarterly grade for MAPEH is the average of the
quarterly grades in the four areas.

Quarterly Grade = QG for Music + QG for Arts + QG for PE + QG for Health

For MAPEH 4

How grades are computed at the end of the school year?

For Kindergarten

There are no numerical grades for Kindergarten. Description of the learners’

progress in the various learning areas are represented using checklists and student
portfolios. These are presented to the parents at the end of each quarter for discussion.
Additional guidelines on the Kindergarten program will be issued.

For Grades 1-6

The average of the Quarterly Grades (QG) produces the Final Grade.

Final Grade by= 1st Qtr. Grade + 2nd Qtr. Grade + 3rd Qtr. Grade + 4th Qtr. Grade
Learning Area 4

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 The General Average is computed by dividing the sum of all final grades
by the total number of learning areas. Each learning area has equal weight.

General = Sum of all Final Grades of All Learning Areas

Average Total number of Learning Areas in a grade level

The Final Grade in each learning area and the General Average are reported as
whole numbers. Below shows an example of the Final Grades of the different learning
areas and General Average of a Grade 4 student.
Quarter Final
Learning Area
1 2 3 4 Grade
Filipino 80 89 86 84 85
English 89 90 92 87 90
Mathematics 82 85 83 83 83
Science 86 87 85 84 86
Araling Panlipunan 90 92 91 89 91
Edukasyon sa
89 93 90 88 90
Pagpapakatao
Edukasyong Pantahanan at
80 81 84 79 81
Pangkabuhayan
MAPEH 85 86 85 84 85
General Average 86

The summary of learner progress is shown quarterly to parents and

guardians through a parent-teacher conference, in which the report card is
discussed. The grading scale, with its corresponding descriptors are illustrated
below. Remarks are given at the end of the grade level.

Descriptors, Grade Scales and Remarks

Descriptor Grading Scale Remarks

Outstanding 90-100 Passed
Very Satisfactory 85-89 Passed
Satisfactory 80-84 Passed
Fairly Satisfactory 75-79 Passed
Did not meet
Below 75 Failed
expectations

Promotions

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 A Final Grade of 75 or higher in all learning areas allows the student to be
promoted to the next grade level.

Student Activity Program

A. The Supreme Pupil Government (SPG)

The Supreme Pupil Government (SPG) is the foremost co-curricular student

organization authorized to operate and implement pertinent programs, projects and
activities in schools nationwide. It lays the groundwork for good governance,
volunteerism, unity and cooperation by providing the students various venues where
they can improve their leadership knowledge, skills and attitudes. It trains students to
become better members of society in accordance with the ideals and principles of
participatory democracy and good citizenship.

In order to synchronize its programs, projects and activities (PPAs), the following
are mandated to be implemented annually by the SPG in the school and community:

 organize the participation of students and volunteers in the annual Brigada

Eskwela;
 lead/participate in the National Greening Program (NGP) and other
environment-related activities;
 conduct activities and awareness campaigns to encourage parents to enlist
their five-year old children for kindergarten;
 conduct book and toy drive and other school supplies for donation to schools
with kindergarten;
 conduct activities to prevent students from dropping-out of schools;
 conduct English Speaking Campaigns, and Reading and Tutorial Services;
 conduct activities to support Anti-Drug Abuse Education and Campaign;
 assist in ensuring that the school is a smoke/tobacco free place;
 lead students in organizing activities which start during the Teachers' Month
Campaign every September and which culminate during the World Teachers7
Day celebration on October 5; and
 encourage and support the participation of students in recognized co-curricular
clubs/organizations and activities

B. Youth for Environment in Schools (YES) Organization

The Department of Education (DepED) establishes the Youth for Environment in

Schools Organization (Yes-O) as the only recognized co-curricular environmental club
or organization in the schools and consolidates all other environmental and/or ecology
clubs or organizations in school with main and primary programs or projects for the
environment or ecology in the said Organization.

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 1. The Youth for Environment in Schools (YES) Organization shall have the
following objectives:
a. Be aware and create awareness in others of the state of the Philippine
environment and ecology, including prevailing issues and concerns relative
thereto;
b. Establish specific and doable programs, projects and activities to address
issues and concerns on the environment and ecology;
c. Network with other government and non-government organizations, including
Youth for Environment in Schools (YES) Organizations in other schools
within the division and region, with regard to support and assistance to
programs, projects and activities of the organization;
d. Encourage community participation and initiative in environmental and
ecological movements and actions; and
e. Develop among members and the community proper environmental values,
skills and attitudes.
2. The following programs, projects and activities may form part of the regular
undertaking of the Youth for Environment in Schools (YES) Organization:
a. Clean-Up Drive inside and surrounding the school premises, including public
and common areas in the community
b. Waste Management, Segregation and Recycling Program
c. Awareness Campaigns to Address Specific Issues such as Pollution,
Sanitation and Health
d. Symposia/Trainings
e. Nursery Establishment and Tree-Planting Activities
f. Fun Run for the Environment
g. Youth for Environment Summer Camp

C. National Drug Educational Program (NDEP)

NDEP is a comprehensive education program that provides for the holistic
approach to the problem of drug abuse. It was designed to enable all sectors to work
collaboratively, with the school system as the core, therefore unifying all sectoral
endeavors.

It is implemented in the schools to create awareness on the ill effects of

abusing drugs and to develop among pupil’s positive behavior and life skills to resist
drug.

The NDEP program strengthened its implementation by:

 Establishing Barkada Kontra Droga chapters in schools.

 Intensifying anti-drug abuse information campaigns.
 Involving Parent-Teacher-Community Associations and pupil
organizations in drug abuse prevention activities.
 Collaborating closely with Local Government Units (LGUs) and NGOs
at the local level.

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D. Campus Journalism

Campus Journalism Act of 1991 upholds and protects the freedom of the press
even at the campus level. It promotes the development and growth of campus
journalism as a means of strengthening ethical values, encouraging critical and creative
thinking and developing moral character and personal discipline of the Filipino youth.
The school paper advisers and staff facilitate the production of comprehensive campus
papers.

E. Scouting

Scouting with the Boy Scouts of the Philippines is an effective program in the
leadership and value formation of every child. The main objective of this program is
consistent with the Department of Education’s mission to develop boys and young men
into well-rounded individuals with exemplary character worth the emulation of
schoolchildren.

The Girl Scout of the Philippines (GSP) is an effective program in the leadership
and value formation of every child. The main objective of this Non-Formal Education
Program of the GSP is consistent with the Department’s mission to enhance, support
and develop girls and young women into well-rounded individuals with exemplary
character.

School Activities and Programs

Earthquake and Fire Drills

The school regularly conducts simultaneous earthquake drills to test the
contingency plans and communication flow among offices and overall command
system. This activity ensures that everyone knows what to do during and after an
earthquake.
A fire drill is also conducted with the assistance of the Bureau of Fire Protection
to prepare the pupils during a fire.

School-Based Feeding Program

The school also implements Feeding Programs to address under-nutrition and

short-term hunger among public school children. Complementary activities, such as
deworming, food production, waste segregation and composting, and integration of
good grooming and personal hygiene are also being implemented.

SCHOOL FACILITIES AND SERVICES

A. Guidance Office

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 The Guidance Office offers services which help the student know and understand
himself/herself better. The Guidance Program is not merely a specialized service but is
an integral part of the total school program.
Thus, its goals involve a multi-faceted development of the person in the areas of
personality, leadership, citizenship, career and spirituality.
The organization of pupil/student guidance and counseling services is an
administrative function that cannot be dispensed with, especially in the modern
community school. For the purpose of the school guidance and counseling program, a
guidance room shall be set aside and located, if possible, adjacent to the administrative
area.
The guidance center shall include separate enclosed spaces for conducting
individual counseling, testing, storage of school children’s records, etc.

B. Library
The Library is a service center, teaching agency, and materials center. It
participates actively in the school program as it strives to meet the academic needs of
students, teachers and other members of the community by providing library materials
and services most appropriate and meaningful in their growth and development as
individuals.
A well-equipped and well-furnished library is an essential component of school
learning facilities.

C. ICT/Computer Laboratory
This up-to-date laboratory equips the students with the necessary computer skills
and concepts that are practical and necessary for success in academics. The Computer
Room/Laboratory is a special instructional space necessary to meet the current and
future
demands of modern technology.

D. School Clinic

A school health clinic is one of the essential facilities of every school. The school
maintains a clinic which is primarily responsible for safeguarding the health of the
students and school personnel on campus. Additional medical services, such as
immunization and vaccinations are also part of its program.
A duly trained first aid teacher is assigned to take charge of the school clinic in
addition to her regular class work. Usually, the school health clinic is the place where
the visiting school physician, school dentist and school nurse conduct their annual
health examination and treatment of the school children/students.

E. School Canteen
The school canteen serves snacks daily and regular meals at lunch time. The
canteen is provided with tables and chairs for the use of the students.

F. Home Economics Room

The H.E. room plays an important part in the implementation of the School-
Based Feeding Program. It is where food is being stored and prepared before it will be

29
served to the pupils. It is also used to cooking demonstrations by the learners during
their cooking classes.

G. DRRM Office
The DRRMP provides latest information and survival techniques to the school
population and climate change. It promotes best practices in school-based approaches
at school and community levels.
The office facilitates immediate and efficient information flow during disasters and
emergencies.
School Plant Facilities

Adequate physical facilities and equipment are provided to assure quality

education for all children with special needs.

 The school system assigns buildings and resource rooms and adapts physical
facilities to suit children with special needs.

 The school system provides appropriate specialized equipment, instructional

materials and supplies.

 Requirement for school site, school plants, physical facilities and classroom size
be for the purpose of securing permit for operation of special schools modified in
accordance with the type of exceptionality and enrolment size.

 The minimum requirements for basic classroom equipment for children with
special needs prepared by DepEd including medical and dental facilities are
complied with.

Buildings and facilities is made accessible to persons with special needs. Steps
are being taken to remove structural barriers to and within buildings (walkways,
corridors, doors, washrooms and toilets) to enhance mobility of disabled persons.

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 REFERENCES

 DepEd Educational Facilities Manual (Revised Edition of the 2007 Handbook on

Educational Facilities -Integrating Disaster Risk Reduction in School Construction)

 DepEd Memo No. 200, s. 2016 Strengthening the National Drug Educational
Program in Schools

 DepEd Order no. 45, s. 2008 Student Uniforms not Required in Public Elementary
and Secondary Schools

 DepEd Order No. 49, s. 2011 Mandated Programs, Projects and Activities of the
Supreme Student Government

 DepEd Order No. 40, s. 2012 DepEd Child Protection Policy

 DepEd Order No. 8, s. 2015 Policy Guidelines on Classroom Assessment for the K-
12 Basic Education Program

 DepEd Order No. 21, s. 2015 Disaster Risk Reduction and Management
Coordination and Information Management Protocol

 DepEd Order No. 11, s. 2016 Additional Guidelines to DepEd Order No. 47. s. 2014

 DepEd Order No. 36, s. 2016 Policy Guidelines on Awards and Recognition for the
K-12 Basic Education Program

 DepEd Order No. 29, s. 2017 Policy Guidelines on Policy Assessment in the K-12
Basic Education Program

 DepEd Order No. 51, s. 2016 - Implementation of the School-Based Feeding

Program for School Year 2016-2017

 DepEd Order No. 8, s. 2007 - Revised Implementing Guidelines on the Operation

and Management of School Canteens in Public Elementary and Secondary Schools

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 DepEd Order No. 72, s. 2003 - Establishment of the Youth for Environment in
Schools (YES) Organization

 DepEd Child Protection Policy Booklet

 DepEd Order No. 29, s. 2015 - Clarifications to DepEd Order No. 8, s. 2015 (Policy
Guidelines on Classroom Assessment for the K to 12 Basic Education Program)

 DO 49, s. 2007 - Revitalizing Boy Scouting in Schools

 DepEd Order No. 18, s. 1991 - Policy on Absenteeism and Tardiness

 DepEd Order No. 41, s. 2011 - General Guidelines on the Opening of Classes

 DepEd Order 41, s. 2012 Revised Guidelines on the Opening of Classes

 DepEd Order No. 46, s. 2008 - Proper School Attire

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