What is the DepEd K to 12 grading system?

The K to 12 Basic Education Program uses a standards- and competency-based grading system.

These are found in the curriculum guides. All grades will be based on the weighted 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 Quarterly Grades and Final Grades.

For these guidelines, the Department will use a floor grade considered as the lowest possible grade
that will appear in a learner’s report card.

Learners from Grades 1 to 12 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.

How is learner progress recorded and computed?

For Kindergarten
Guidelines specific to the assessment of Kindergarten learners will be issued in a different
memorandum or order. However, for Kindergarten, checklists and anecdotal records are used
instead of numerical grades. These are based on learning standards found in the Kindergarten
curriculum guide. It is important for teachers to keep a portfolio, which is a record or compilation of
the learner’s output, such as writing samples, accomplished activity sheets, and artwork. The
portfolio can provide concrete evidence of how much or how well the learner is able to accomplish
the skills and competencies. Through checklists, the teacher will be able to indicate whether or not
the child 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 to 12
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.
There is no required number of Written Work and Performance Tasks, but these must be spread out
over the quarter and used to assess learners’ skills after each unit has been taught.

How to Compute for Final Grades and General Average in DepEd K to 12 Grading System

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

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 are 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%. This is shown below:

Step 3: Percentage Scores are then converted to Weighted Scores to show the importance of each
component in promoting learning in the different subjects.
To do this, the Percentage Score is multiplied by the weight of the component found in Table 4 for
Grades 1 to 10 and Table 5 for Senior High School. The product is known as the Weighted Score
(WS).

Table 4. Weight of the Components for Grades 1-10

The grading system for Senior High School (SHS) follows a different set of weights for each
component. Table 5 presents the weights for the core and track subjects.
Table 5. Weight of the Components for SHS

Step 4: The sum of the Weighted Scores in each component is the Initial Grade.
This Initial Grade will be transmuted using the given transmutation table to get the Quarterly Grade
(QG).

All grades will be based on the weighted 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 Quarterly Grades and
Final Grades.
Following is the range of Initial Grades and their equivalent Transmuted Grades that will be
reflected in the report card.

DepEd Transmutation Table

Transmuted
Initial Grade Grade Initial Grade Transmuted Grade

100 100
 66.40 –
98.40 – 99.99 99 67.99 79

64.80 –
96.80 – 98.39 98 66.39 78

63.20 –
95.20 – 96.79 97 64.79 77

61.60 –
93.60 – 95.19 96 63.19 76

60.00 –
92.00 – 93.59 95 61.59 75

56.00 –
90.40 – 91.99 94 59.99 74

52.00 –
88.80 – 90.39 93 55.99 73

48.00 –
87.20 – 88.79 92 51.99 72

44.00 –
85.60 – 87.19 91 47.99 71

40.00 –
84.00 – 85.59 90 43.99 70

36.00 –
82.40 – 83.99 89 39.99 69

32.00 –
80.80 – 82.39 88 35.99 68

28.00 –
79.20 – 80.79 87 31.99 67

24.00 –
77.60 – 79.19 86 27.99 66

20.00 –
76.00 – 77.59 85 23.99 65

16.00 –
74.40 – 75.99 84 19.99 64

12.00 –
72.80 – 74.39 83 15.99 63

71.20 – 72.79 82 8.00 – 11.99 62

 69.60 – 71.19 81 4.00 – 7.99 61

68.00 – 69.59 80 0 – 3.99 60

Step 5: The Quarterly Grade for each learning area is written in the report card of the student.

For a better understanding of how to record the summative assessments, Table 6 presents a
sample class record showing three learners for the first quarter of Grade 4 English. On the basis of
this class record, Table 7 presents a step-by-step process on how to compute for the Quarterly
Grade.

Table 6. Sample Class Record for English Grade 4 (First Quarter)

Table 7. Steps for Computing Grades

Steps for Computing Grades

1. Get the total score for each component.
2. Divide the total raw score by the highest possible score then multiply the quotient by 100%.
3. Convert Percentage Scores to Weighted Scores. Multiply the Percentage Score by the
weight of the component indicated in Table 4 and Table 5.
4. Add the Weighted Scores of each component. The result will be the Initial Grade.
5. Transmute the Initial Grade using the Transmutation Table.
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.
How are grades computed at the end of the school year?

For Kindergarten
There are no numerical grades in Kindergarten. Descriptions 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 1-10

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

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.

The Final Grade in each learning area and the General Average are reported as whole numbers.
Table 8 shows an example of the Final Grades of the different learning areas and General Average
of a Grade 4 student.

Table 8. Final Grades and General Average

For Grades 11 and 12

The two quarters determine the Final Grade in a semester. Table 9 shows an example in Grade 11,
second semester for the Accounting, Business, and Management (ABM) strand.

Table 9. Grade 11, 2nd Semester of ABM strand

How is the learner’s progress reported?

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 in Table 10. Remarks are given at the end of the grade level.

Table 10. Descriptors, Grading Scale, and Remarks

Using the sample class record in Table 6, LEARNER A received an Initial Grade of 84.86 in English
for the First Quarter, which, when transmuted to a grade of 90, is equivalent to Outstanding.
LEARNER B received a transmuted grade of 88, which is equivalent to Very Satisfactory.
LEARNER C received a grade of 71, which means that the learner Did Not Meet Expectations in the
First Quarter of Grade 4 English.

When a learner’s raw scores are consistently below expectations in Written Work and Performance
Tasks, the learner’s parents or guardians must be informed not later than the fifth week of that
quarter. This will enable them to help and guide their child to improve and prepare for the Quarterly
Assessment. A learner who receives a grade below 75 in any subject in a quarter must be given
intervention through remediation and extra lessons from the teacher/s of that subject.

How are learners promoted or retained at the end of the school year?

This section provides the bases for promoting a learner to the next grade level or for retaining a
learner in the same grade level. These decisions must be applied based on evidence and
judiciously.
A Final Grade of 75 or higher in all learning areas allows the student to be promoted to the next
grade level. Table 11 specifies the guidelines to be followed for learner promotion and retention.
Table 11. Learner Promotion and Retention

For Grades 1 to 3 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75

in all learning areas Promoted to the next grade level

Must pass remedial classes for learning areas

Did Not Meet with failing mark to be promoted to the next
Expectations in not more grade level. Otherwise the learner is retained
than two learning areas in the same grade level.

Did Not Meet

Expectations in three or
more learning areas Retained in the same grade level

For Grades 4 to 10 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75

in all learning areas Promoted to the next grade level

Must pass remedial classes for learning areas

Did Not Meet with failing mark to be promoted to the next
Expectations in not more grade level. Otherwise the learner is retained
than two learning areas in the same grade level.

Did Not Meet

Expectations in three or
more learning areas Retained in the same grade level

Earn the Elementary Certificate

Must pass all learning
areas in the Elementary Promoted to Junior High School

Must pass all learning Earn the Junior High School Certificate
areas in the Junior High
School Promoted to Senior High School

For Grades 11 to 12 Learners Promotion and Retention

Requirements Decision

Final Grade of at least 75

in all learning areas in a
semester Can proceed to the next semester

Did not Meet Expectations Must pass remedial classes for failed
in a prerequisite subject in competencies in the subject before being
a learning area allowed to enroll in the higher-level subject

Did Not Meet Expectations
in any subject or learning
area at the end of the
semester
Must pass remedial classes for failed
competencies in the subjects or learning
areas to be allowed to enroll in the next
semester. Otherwise the learner must retake
the subjects failed.

Must pass all subjects or

learning areas in Senior
High School Earn the Senior High School Certificate

For Grades 1-10, a learner who Did Not Meet Expectations in at most two learning areas must take
remedial classes. Remedial classes are conducted after the Final Grades have been computed.
The learner must pass the remedial classes to be promoted to the next grade level. However,
teachers should ensure that learners receive remediation when they earn raw scores which are
consistently below expectations in Written Work and Performance Tasks by the fifth week of any
quarter. This will prevent a student from failing in any learning area at the end of the year.

For Grade 11-12, learners who fail a unit/set of competencies must be immediately given remedial
classes. They should pass the summative assessments during remediation to avoid a failing grade
in a learning area/subject. This will prevent students from having back subjects in Senior High
School (SHS). However, if the learner still fails remedial classes, s/he must retake the subject/s
failed during the summer or as a back subject. Guidance teachers/career advocates must provide
support to the SHS student for his/her choices in SHS tracks.

Summative Assessments are also given during remedial classes. These are recorded, computed,
weighted, and transmuted in the same way as the Quarterly Grade. The equivalent of the Final
Grade for remedial classes is the Remedial Class Mark (RCM). The Final Grade at the end of the
school year and the Remedial Class Mark are averaged. This results in the Recomputed Final
Grade. If the Recomputed Final Grade is 75 or higher, the student is promoted to the next grade
level. However, students will be retained in the grade level if their Recomputed Final Grade is below
75.

The teacher of the remedial class issues the Certificate of Recomputed Final Grade, which is noted
by the school principal. This is submitted to the division office and must be attached to both Form
137 and School Form Number 5. Figure 1 below shows a sample certificate.

Figure 1. Sample Certificate of Recomputed Final Grade

The learner can enroll in the next grade level for Grades 1-10 and in the next semester for Grades
11-12 upon presentation of the Certificate of Recomputed Final Grade. This certificate can be
verified in the division offices as needed.

How are the Core Values of the Filipino child reflected in the Report Card?

The goal of the K to 12 curriculum is to holistically develop Filipinos with 21st-century skills. The
development of learners’ cognitive competencies and skills must be complemented by the formation
of their values and attitudes anchored on the Vision, Mission, and Core Values of the Department of
Education (DepEd Order No. 36, s. 2013) as shown on the next page. Non-DepEd schools may
modify or adapt these guidelines as appropriate to the philosophy, vision, mission, and core values
of their schools.

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.

MISSION
To protect and promote the right of every Filipino to quality, equitable, culturebased, 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
 Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happe
 Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners

CORE VALUES

Maka-Diyos
Makatao
Makakalikasan
Makabansa

The Core Values have been translated into behavior statements. In addition, indicators have been
formulated for each behavior statement. These are presented in Table 12.
Table 12. Descriptors and Indicators of Observed Values
Core Values Behavior Statements Indicators

Maka-Diyos Expresses one’s spiritual Engages oneself in

beliefs while respecting the worthwhile spiritual
spiritual beliefs of others activities

Respects sacred places

Respects religious beliefs

of others

Demonstrates curiosity
and willingness to learn
about other ways to
 express spiritual life

Tells the truth

Returns borrowed things

in good condition

Demonstrates intellectual
honesty

Expects honesty from

others

Aspires to be fair and kind

to all

Identifies personal biases

Shows adherence to Recognizes and respects

ethical principles by one’s feelings and those
upholding truth of others

Shows respect for all

Waits for one’s turn

Takes good care of

borrowed things

Views mistakes as
learning opportunities

Upholds and respects the

dignity and equality of all
including those with
special needs

Volunteers to assist others

in times of need

Recognizes and respects

Is sensitive to individual, people from different
social, and cultural economic, social, and
Makatao differences cultural backgrounds

Demonstrates contributions Cooperates during

toward solidarity activities

Recognizes and accepts

the contribution of others
toward a goal

Considers diverse views


Cares for the environment
and utilizes resources
wisely, judiciously, and
Makakalikasan economically
Demonstrates pride in
being a Filipino; exercises
the rights and
responsibilities of a Filipino
Makabansa citizen
Demonstrates appropriate
Communicates
respectfully
Accepts defeat and
celebrates others’ success
Enables others to succeed
Speaks out against and
prevents bullying
Shows a caring attitude
toward the environment
Practices waste
management
Conserves energy and
resources
Takes care of school
materials, facilities, and
equipment
Keeps work area in order
during and after work
Keeps one’s work neat
and orderly
Identifies oneself as a
Filipino
Respects the flag and
national anthem
Takes pride in diverse
Filipino cultural
expressions, practices,
and traditions
Promotes the appreciation
and enhancement of
Filipino languages
Abides by the rules of the
school, community, and
country
Enables others to develop
interest and pride in being
a Filipino
Manages time and
 personal resources
efficiently and effectively

Perseveres to achieve
goals despite difficult
circumstances

behavior in carrying out Conducts oneself

activities in the school, appropriately in various
community, and country situations

Schools may craft additional indicators for the behavior statements. Schools must ensure that these
are child-centered, gender-fair, and age- and culture-appropriate. To support the development of
these Core Values, schools must make sure that their homeroom guidance program promotes
them. Additional opportunities may be integrated into class discussions in all learning areas.

A non-numerical rating scale will be used to report on learners’ behavior demonstrating the Core
Values. The Class Adviser and other teachers shall agree on how to conduct these observations.
They will also discuss how each child will be rated. Table 13 presents the marks that must be used.

Table 13. Marking for the Observed Values

Marking Non-Numerical Rating

AO Always Observed

SO Sometimes Observed

RO Rarely Observed

NO Not Observed

Learners who demonstrate behaviors that are not consistent with or do not reflect the core values
may need additional psychosocial support from the school. The class adviser should discuss these
observations with the parents/guardians to promote the child’s affective development. Further
probing may be needed to better understand the learner’s situation and context.

How is attendance reported?

It is important for learners to be in school every day. Learners’ class attendance shall be recorded

by teachers daily. At the end of each quarter, the attendance is reflected in the report card.

The number of school days in each month is presented, which is based on the school calendar for a
given school year. The number of days that each learner is present and absent is indicated.
Recording of attendance is done from Kindergarten to Grade 12. Table 14 shows how attendance is
recorded at the end of the school year.

Table 14. Attendance Record at the End of the School Year

A learner who incurs absences of more than 20% of the prescribed number of class or laboratory
periods during the school year or semester should be given a failing grade and not earn credits for
the learning area or subject. Furthermore, the school head may, at his/her discretion and in the
individual case, exempt a learner who exceeds the 20% limit for reasons considered valid and
acceptable to the school. The discretionary authority is vested in the school head, and may not be
availed of by a student or granted by a faculty member without the consent of the school head.

Such discretion shall not excuse the learner from the responsibility of keeping up with lessons and
taking assessments. When absences cannot be avoided, the school must give the learner
alternative methods and materials that correspond to the topics/competencies that were or will be
missed. These include modules and materials for the Alternative Delivery Mode, and/or Alternative
Learning System as well as those that are found on the Learning Resources Management and
Development System (LRMDS). When students successfully accomplish the learning activities
through these materials, they shall be exempted.

However, the report card should still reflect the number of absences. Parents of learners who are
accumulating many absences must be immediately informed through a meeting to discuss how to
prevent further absences.

Parent-Teacher Conference

Conducting effective parent-teacher conferences can boost family involvement in your classroom
and help promote positive outcomes for you, your students, and your school.

A parent-teacher conference is a great opportunity to:

 share academic progress and growth based on classroom observations, testing data,
assessments, portfolios, and assignments
 learn from parents or guardians so you can be better informed about students' strengths,
needs, behaviors, and learning styles
 discuss enrichment or intervention strategies to support students' learning
 discuss issues that may be interfering with students' learning and growth

The Basics

Parent-teacher conferences are usually once or twice a year at progress reporting periods.
They are brief meetings, lasting about 10-30 minutes. Conferences are typically scheduled 1 to 2
months in advance. Some middle and high schools only request parent conferences to discuss
problems. Most schools set aside specific dates and times for conferences, but if school schedules
conflict with family schedules, it's worth the effort to find a mutually convenient time, or even
schedule a phone or video conference. Be mindful of special situations, such as divorced parents,
single parents, or guardianships. Some divorced parents, for example, may prefer separate
conferences.

While the main focus of parent-teacher conferences should be learning, it's also important to
discuss factors that can affect learning, such as students' behavioral and social development. Other
topics might include standardized test results, individualized education programs (IEPs), 504
education plans, peer relationships, classroom behavior, motivation and work habits, as well as
students' strengths and challenges.

Here are a few tips on getting the most out of your conferences:

Before the Conference

Get informed. Make sure you're familiar with your school's or school district's protocols on progress
reports or report cards, grading policies, and any other student assessment tools. As you move
through the conference, the report card or progress report can be a springboard for discussion and
help guide you through the meeting. Also, have any local or state standardized tests results
available to share, if possible. Make sure you know how the standardized testing data will be used
to customize or differentiate instruction for students.

Prepare your materials. Preparing materials well before the conference will make you feel more at
ease when families show up at your classroom door. As you're teaching during the school year,
keep in mind which assessments will be shared and reported at conferences. Review student data,
assignments and assessments that you'll be sharing with parents, and make notes about what you'd
like to ask parents about their children to support learning.
You can also prepare an outline or agenda for conferences and share them with parents so
they know what to expect. Some teachers keep worksheets with strengths, needs, and social or
behavioral notes to guide them through conferences.

If you'll be discussing any problems, make sure to have documentation, such as examples of
misbehavior or missed assignments. Also, make sure to inform parents about any problems before
the conference. If a parent knows about a concern before the conference, chances are you'll both
be better equipped to discuss possible solutions during the conference.

Send informative invitations. Be sure to communicate the importance of attending conferences at

back-to-school night and other parent forums, and let parents know that they are a critical part of
their child's instructional team. When you send home information about conference dates and times,
give parents several meeting times to choose from. On the invitation, remind parents that they'll be
able to ask questions, because an effective parent-teacher conference is a two-way conversation
about students. You might also want to remind parents to be respectful of other parents' time, and
be clear that time slots won't be extended if parents arrive late.

A week or so before the conferences, send home reminders of where and when the conference will
be held, as well as the meeting agenda. If a conflict arises and an in-person meeting is not an
option, try to schedule an alternative way to meet, via phone or video. If you'll be phone- or video-
conferencing, send home copies of materials ahead of time so parents can have them in hand while
you talk.

During the Conference

Create a welcoming environment. Make your classroom inviting by displaying students' work, and
making space for the conference with an adult-sized table and chairs. If parents need to bring their
child or other siblings, have an area set aside with puzzles, games, worksheets, or computers to
limit distractions. Also consider offering healthy snacks or beverages to families. Remember to have
paper and pens available so parents can take notes. You also might want to have a box of tissues
available for when you have to deliver bad news.

Open with positives. When you start the conversation, remind parents that the goal of this meeting
is to share information about students' academic progress and growth and how their child interacts
in the school environment. All parents are proud of their kids and want to hear about their child's
strengths as well as challenges, so be sure to discuss both — but start with the positives.

Discuss progress and growth. Inform parents about their child's ability levels or grade levels in
different content areas, using demonstrative work examples or testing results. Many parents want to
know how their children compare to their peers, but remind them that you're discussing their child's
individual instructional levels, not their standing in class. You should, however, inform them about
grade-level expectations and how the student is doing in that context.
It's all too easy to let discussions veer off-task during conferences, so try to limit all talk to learning
and how to support the student's instruction.

Avoid teacher-talk. K-12 education is loaded with jargon and acronyms, but a parent-teacher
conference is not the place to use them. Be sure to explain any terms, curriculum titles, or even
words on progress reports that aren't commonly used outside the school setting.

Ask questions and listen. Ask parents or guardians for their input about students' strengths,
needs, and learning styles, as well as their hopes and dreams for their children. Don't forget to ask
these simple but important questions: "Does your child like school?" and "Why?" or "Why not?" That
single line of questioning can give you a lot of information that can be helpful in the classroom.

Make a plan. Provide suggestions for activities and strategies to support learning at home. Spend
the last few minutes of the meeting on your specific goals for the student. Note the kinds of
strategies you'll use, the length of time you'll use them, and when you'll communicate to parents
next.

Be honest and have a thick skin. It's your responsibility to give parents or guardians an accurate
assessment of students' academic progress. Sometimes this means delivering bad news. Sugar-
coating the facts defeats the purpose of the conference.

In addition, you may see some of your students differently than their parents do, and some parents
may take your evaluation of their child in a negative or defensive way. While you should be open to
constructive criticism, remember that you're in charge of the conference, and if the discussion
becomes too heated to be effective, or goes awry in other ways, you should conclude the meeting
and ask to reconvene at another time. If you have reason to expect such negative interactions
before the next conference, ask an administrator to attend.
If you suspect a student may have a learning disability, however, you don't need to say that
specifically. You can just tell the parents or guardians that you recommend they have their student
get an educational evaluation to determine his or her learning style.

After the Conference

Follow up. A little thank-you can go a long way. Many parents have to take time off work or hire
babysitters to attend conferences, so consider taking the time to thank parents in a letter or email.
You can also have students write thank-you notes to their parents or guardians for attending and
supporting their learning. In the notes, remind parents to contact you if they have any further
questions or concerns.

Be sure to contact parents who did not attend and offer alternative ways to communicate about their
child's progress.

Communicate regularly. Let parents know what's going on with their child in an ongoing fashion.
Keep families informed about class projects, homework and other assignments, students'
accomplishments, and any problems or concerns that may arise.

Enhance your instruction. Now that you know a little more about your students, use that
information to make instructional decisions that will help your students achieve and grow in the
classroom.

Parent Communication Strategies

Give a survey

At the start of the school year, possibly during Open House, add a question on your parent surveys
that asks families the way they prefer to receive communication. This way you will know how
parents respond best. Some parents do not use email but they will respond to a text message right
away. During this time also share with parents the best ways they can reach you.

Remind

Remind is an app that allows teachers to send messages to families that can be received by email,
text message or directly through the app. I have used Remind in my own classroom. It is a simple,
quick and effective way to communicate with your whole class or to follow up with parents about a
specific student. You can use Remind for behavior updates or general school or class information.
Remind is also good because you can send attachments and images along with your message.

Get a room parent

This is by far one of the best things I ever had when I was a teacher. A good room parent can
bridge the communication gap between teachers and parents in a major way. A room parent can
help teachers coordinate parties and events in your class and get volunteers when an after-school
activity is coming up. Room parents are good for organizing the social aspects of the classroom.
Make sure you do not share any academic or behavioral information with your room parent about
other students in the class; they are best used to manage the fun activities so you can focus on the
other aspects of the classroom. When choosing a room parent, choose a parent who is reliable and
organized.

Weekly Newsletter

Weekly newsletters are a great way to keep families up-to-date on what is happening in school and
your class. Consider giving parents the option to receive the newsletter in paper form or as an
electronic copy via email. Keep your newsletter simple, prioritizing the most important information
and making maintenance on a weekly basis manageable. A good rule for email communication is to
allow yourself 24 hours to respond to any parent inquiry. Share this rule with parents at the start of
the year so they know what to expect with email communication.

Text Messages and Google Voice

I have found text messages to be a great way to share quick information with parents. At the start of
the year, I will input all of my parent’s phone numbers in my phone so I can contact them when
necessary. Google Voice is a great option if you also like using text messages but would prefer to
keep your cell phone number private. You can register for a Google Voice number and call directly
through your phone. Google Voice is also great because you can set do not disturb limits on your
phone number. Let parents know the window of time they can expect text messages from you in the
evening and on the weekends. Share this rule with parents at the start of the year so they know
what to expect with text communication.

Calls home for good news

You would be surprised how an unplanned call home with some good news can make the
difference between you and your parents. Families are used to receiving phone calls when their
student is off task, a positive phone call home is a boost of positive energy for the student and their
family.
Have a quick chat at drop off or pick up
I have found that if you are able to manage, based on the family’s schedule, a quick conversation at
drop off or pick up can really make a difference with building rapport and communicating with
parents.

Make a home visit

This is a fantastic way to build a relationship with your parents and students. Students love seeing
their teachers outside of school and seeing them at their house is even better! This is definitely a
time commitment especially if you serve many students or if you have students that live throughout
your city but, if you can manage, visiting students at home is a wonderful way to open the lines of
communication with your students and their parents.

Create a class Facebook page

Facebook is a great way to stay connected to parents and keep them updated about what is
happening in your classroom. You can post pictures and update families through the page. Make
sure that the page is private and only accessible to the families in your classroom. Also set norms
for appropriate ways to communicate in the group. Make sure that you have gotten parent
permission to post images of students in your class.

The most important thing that I have found with parent communication is consistency. Whichever
way(s) you choose to communicate with parents make sure you are able to maintain the practice
throughout the year. Building a strong relationship with families makes all the difference when you
need to have difficult conversations about academic or behavioral progress. In addition, be sure to
set clear guidelines with families about how and when they can communicate with you. Developing
a relationship of mutual respect is important for student success.

MD, Izenberg, N. (1995-2020). Parent-Teacher Conferences: Tips for Teachers. The Nemours
Foundation. KidsHealth. https://kidshealth.org/en/parents/parent-conferences.html

Llego, M. A. (2020). DepEd K to 12 Grading System Steps for Computing Grades. TeacherPH.
https://www.teacherph.com/deped-grading-system/

Bennett, N. A. (2018, December 31). 9 Popular Communication Strategies and Ideas. 1824 Oretha Castle
Haley Blvd. New Orleans, LA 70113. Kickboard. https://www.kickboardforschools.com/blog/post/pbis-
positive-behavior-interventions-supports/9-popular-parent-communication-strategies-and-ideas/