The Department of Education (DepEd) continuously works to simplify the processes and reduce forms while ensuring that the data collected are not compromised and are integral to proper assessment, planning, and allocation of resources and intervention. In essence, reports enable teachers and the Department to identify areas of improvement and set the direction for evidence-based decisions to aid in the delivery of quality basic education.

As a result, the Department has reduced 36 common school forms to 10 official school forms, which already include forms for Senior High School, and has streamlined processes – minimizing duplication and redundancy of data, and diminishing time and effort spent by teachers on work preparations.

Since varying forms required by different agencies for diverse purposes continue to emerge, DepEd is relentless in conducting reviews that will further simplify the forms and processes, thereby enabling teachers to focus more on teaching.

• Source: Statement on DepEd’s review of Teachers’ Workload

Thus, the Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms for the preparation, updating and evaluation of school forms in basic education starting end of School Year 2017-2018

The mechanisms and simplified procedures prescribed by these guidelines are anchored on the principles of accountability, accuracy and reliability of data, and efficiency. They shall reduce the time and effort of school personnel spent for clerical tasks information and records management without compromising the accuracy of the learners’  and quality of school forms.

If you’re changing the world, you’re working on important things, you’re excited to get up in the morning.”  —  Larry Page

 

List of DepEd School Forms

To be Prepared by Class Advisers

• School Form 1 (SF 1)  – School Register
  • Master list of class enrollment – A list of learners who are officially enrolled and attending classes
    • Mode of preparation – (Learner Information System) LIS System
    • Schedule – Beginning of School Year (BoSY) and as needed
• School Form 2 (SF 2) Daily Attendance Report of Learner
  • A list of the learners’ daily attendance – Recording of attendance, absence, or tardiness (template with name of learners)
    • Mode of preparation – Partially through LIS System and manual
    • Schedule – Daily
• School Form 3 (SF 3) Books Issued and Returned
  • List of books (by title) and other reading materials issued to the learners, and returned to the issuing authority
    • Mode of preparation – Partially through LIS System and manual
    • Schedule – BoSY and End of school year (EoSY)
• School Form 5 (SF 5) Report on Promotion and Level of Proficiency
  • A list of the learners’ academic performance and result of assessment by the end of the school year
  • List of promoted/retained by class
    • Mode of preparation – LIS System
    • Schedule – EoSY
• School Form 5-K (SF5-K) Report on Promotion and Level of Proficiency for Kinder
  • A list of the learners’ result of assessment by the end of the school year for Kindergarten
    • Mode of preparation – LIS System
    • Schedule – EoSY
• School Form (SF 8) – Learner Basic Health Profile
  1. To be Prepared by Class adviser / MAPEH Teachers 
  2. Per learner assessment of Body Mass Index
     • Mode of preparation – LIS System
     • Schedule – BoSY and EoSY
• School Form (SF 9) – Learner Progress Report Card
  • Individual academic, behavioral and attendance report by quarter (formerly Form 138)
    • Mode of preparation – Manual
    • Schedule – Quarterly
• School Form 10 (SF 10) Learner’s Permanent Academic Record (formerly Form 137) 
  • The official record of an individual learner’s academic achievement as he or she progresses through the basic education cycle
  • Individual academic record by quarter and SY (simplified and standardized from former Form 137)
    • Mode of preparation – Manual
    • Schedule – EoSY
• SHS Forms (new) – SFs 1-7 customized to fit SHS requirement
  • • Mode of preparation – LIS System and manual
    • Schedule – Semestral

To be Prepared by the School Head

• School Form 4 (SF 4) Monthly Learner’s Movement and Attendance
  • A summary number of learners who transferred in/out and dropped out during the month and cumulative count from previous months
  • Enrollment count, transferred in/out and dropout by grade level  (Summary of SF 2)
    • Mode of preparation – (Learner Information System) LIS System
    • Schedule – Monthly
• School Form 6 (SF 6) Summarized Report on Promotion and Level of Proficiency
  • A summary number of learner status by the end of the semester and/or school year
  • Number of promoted/retained by grade level (Summary of SF 5)
    • Mode of preparation – LIS System
    • Schedule – EoSY
• School Form 7 (SF 7) – Inventory of School Personnel
  • List of school personnel with basic profile and teaching load/assignment
  • Mode of preparation – Manual (originally designed in Human Resource Information System)
  • Schedule – BoSY and as needed
• SHS Forms (new) – SFs 1-7 customized to fit SHS requirement
  • • Mode of preparation – LIS System and manual
    • Schedule – Semestral

— Snippets from DepEd Order No. 11 , s. 2018 —
GUIDELINES ON THE PREPARATION AND CHECKING OF SCHOOL FORMS

( Section II. Statement of the Policy )

The Department of Education (DepEd) hereby prescribes the standard process and protocols in the preparation, evaluation, and updating of school forms conducted at the end of every school year to provide a reliable assurance mechanism of learner information, ensure the quality and timeliness of school reports, and reduce the resources spent for clerical and records management. This Policy adheres to the Department’s vision, mission, and core values, and subscribes to the principles of accuracy and reliability of data, efficiency, and accountability.

( Section III. Scope of the Policy )

This Policy shall guide personnel involved in the preparation, checking, and updating of school forms through the LIS in DepEd offices across governance levels, public and private schools, and state and local universities and colleges (SUCs/LUCs) offering basic education.

This Policy also provides an assurance mechanism to ensure that data and information being managed and generated through the LIS are updated and validated at both the School and Division levels.

( Section IV – Definition of Terms )

For purposes of this Policy, the following terms are defined and understood as follows:

1. Enhanced Basic Education Information System (EBEIS) – The official website and portal of DepEd that maintains a database of education statistics, sector performance indicators and profile of public and private schools, learning centers and other education service providers
2. Learner Information System (LIS) – A web-based system for registering, enrolling, tracking, and maintaining data on learners in formal and non-formal systems of basic education
3. Learner Reference Number (LRN) – A unique twelve-digit identification number generated from the LIS and assigned to a learner to keep track of his/her progress through the basic education cycle, regardless of transfer to another school or learning center in the public or private sector and promotion/moving up from the elementary to the secondary level
4. Transferred in – Learners from a different school enrolling into the school within the school year
5. Transferred out – Learners from the school enrolling into a different school within the school year
6. Moved in – Learners from another school enrolling into the school between school years
7. Moved out – Learners from the school enrolling into a different school between school years
8. Temporarily enrolled – Learners who are not officially enrolled due to deficiencies in submission of documentary requirements
9. School Form 1 (SF1) School Register – A list of learners who are officially enrolled and attending classes
10. School Form 2 (SF2) Daily Attendance Report of Learner – A list of the learners’ daily attendance
11. School Form 3 (SF3) Books Issued and Returned – A list of books and other reading materials issued to the learners, and returned to the issuing authority
12. School Form 4 (SF4) Monthly Learner’s Movement and Attendance – A summary number of learners who transferred in/out and dropped out during the month and cumulative count from previous months
13. School Form 5 (SF5) Report on Promotion and Level of Proficiency – A list of the learners’ academic performance and result of assessment by the end of the school year
14. School Form 5K (SF5K) Report on Promotion and Level of Proficiency for Kinder – A list of the learners’ result of assessment by the end of the school year for Kindergarten
15. School Form 6 (SF6) Summarized Report on Promotion and Level of Proficiency – A summary number of learner status by the end of the semester and/or school year
16. School Form 10 (SF10) Learner’s Permanent Academic Record (formerly Form 137) – The official record of an individual learner’s academic achievement as he or she progresses through the basic education cycle
17. Schools Division Office (SDO) – The governance unit accountable for supervising the operations of all public and private elementary, secondary and integrated schools, and learning centers at the division level
18. Division Checking Committee (DCC) – The committee at the Schools Division Office responsible for the conduct of the annual checking of forms to ensure the consistency and quality of school forms
19. School Checking Committee (SCC) – The committee at the school level responsible for the review and preparation of learners’ records in preparation for the annual checking of forms conducted by the DCC
20. School Forms Checking Report (SFCR) – A report in a matrix format summarizing the results of the checking activity at the school, district, and division levels
21. Individual Performance Commitment and Review Form (IPCRF) – The form that shall reflect the individual commitments and performance, which shall be accomplished by individual employees

(Section V – A, No. 2 )

Initial Tasks of the Class Adviser

At the beginning of the school year:
The class adviser shall collect supporting documents to establish the identity of each learner assigned to his/her advisory class. Supporting documents or references may include but are not limited to:

• PSA Birth Certificate,
• Baptismal Certificate or any equivalent document.
• If the learner came from another school, the class adviser shall coordinate the transfer of the Learner’s Permanent Academic Record and validate its authenticity.
  • The guidelines for the transfer of the learner’s academic records as provided in DO No. 54, s. 2016 shall be properly observed.
  • The class adviser shall observe due diligence in encoding the learner’s basic information into the LIS to avoid issues in data accuracy and reliability.
• The learner’s academic records shall be the basis of the adviser for enrolling or validating the said learner in the LIS.
  • After encoding all learner information in the LIS, the class adviser can generate SF1 using his/her system account.
  • This shall become the official enrollment list of his/her class and shall be used as reference in any other reporting that requires the list of officially enrolled learners.
• The class adviser shall also download SF2 from the LIS with pre-loaded names of learners.
  • This Learner Daily Attendance Report shall be forwarded to the school head for assessment and consolidation, and to serve as reference for the consolidated report on monthly movements of learners as required in SF4 or the Monthly Learner Movement and Attendance Report.

At the end of the school year:
Once the computation of final rating for each learning area is done the class adviser shall transfer these grades from his/her class record into SF10. Note that SF10:

• Should not be prepared quarterly to avoid erasures in the document by ensuring that only final grades are recorded.
• The validated SF10 will be the basis for updating each learner’s status as of end of school (promoted, conditionally promoted or retained) in the LIS year.
• Provisions stipulated in DepEd Order No. 58, s. 2017 Section IV, paragraphs D & E and DepEd Order No. 69, paragraph B s. 2016 Section IV, shall be strictly observed.

SF5 and SF6 or the Report on Promotion and Level of Proficiency and the Summarized Report on Promotion and Level of Proficiency, respectively, for each class can be generated from the LIS using the school level access accounts.

The SF5K shall be used for Kindergarten as validated by the Early Childhood Care and Development (ECCD) Checklist post-test result and the Kindergarten Progress Report. Class advisers in Kindergarten are not required to prepare SF10-ES . (formerly Form 137)

These four (4) SFs (SF1, SF4-February & March, SF5 and SF6) generated from the LIS shall be the focus of checking and should be supported by the appropriate documents.

For graduating/moving up levels (Kinder, Grades 6, 10, & 12), the class adviser shall also prepare awards and/or certificates in accordance with DO No. 36, s. 2016 or the most recent applicable guidelines. The learner information on these awards and certificates should be checked against the SF1 for consistency.

Upon completion of all requirements and relevant documents, class advisers and school heads shall perform the following:

Summary of Tasks and Reference Documents for – Class Advisers

• References  (Documents to be Checked)

  • Compile supporting documents particularly on the learner’s eligibility for admission, such as:
    • PSA Birth Certificate/other equivalent document
    • SF9 (formerly Form 138)
    • SF10 (formerly Form 137),
    • or ECCD  Checklist, Kindergarten Progress Report, and Certificate of Completion for Kinder
    • PEPT/PVT/A&E Certificate (if applicable)

• Output  (Reports/Forms to be Validated)

  • Ensure that the following School Forms ( SF ) generated  from the (Learner Information System) LIS  are correct:
    • SF1 – School Register
    • SF2 – Learner Daily Attendance Report (for the months of February and March  only )
    • SF5 – Report on Promotion and Level of Proficiency (including SF5-K, SF5A-SHS and SF5B-SHS for Grade 12)

Summary of Tasks and Reference Documents for – School Heads

• References  (Documents to be Checked)

  • Prepare Summary Report using the following references provided by the class advisers:
    • SF1 – School Register
    • SF2 – Learner Daily Attendance Report  (for the months of February and March only)
    • SF5 – Report on Promotion and Level of Proficiency       (including SF5-K, SF5A-SHS and     SF5B-SHS for Grade 12, as   appropriate)

• Output  (Reports/Forms to be Validated)

  • Ensure that the following School Forms ( SF ) generated  from the (Learner Information System) LIS are correct:
    • SF4 – Monthly Learner Movement and Attendance Report (for the months of February and March only)
    • SF6 – Summarized Report on Promotion and Level of Proficiency

( Section V – B No.1. At the School Level )

The Focus of the Forms Review

• The accuracy of the learner profiles and enrollment eligibility using reliable references such as but not limited to the Birth Certificate, Learner’s Permanent Academic Record (SF10 or appropriate formerly Form 137), certifications.

Reminders on Electronic Forms

• Electronic forms pre-loaded with learner information and their general averages downloadable from the LIS are not subject for editing manually or outside the LIS.
• Any correction shall be done in the SF1 and eventually in the Learner’s Profile module in the LIS. Print layout, order or arrangement of the list of learner’s names should likewise not be edited.
• The format and content of system- generated SFs are considered final and official.
• Commercialized electronic school forms as mentioned in DO No. 58, s. 2017 Section VII (Special Provision), shall not be recognized nor accepted.
• To ensure that only SFs generated from the LIS are being presented during the checking of forms, the designated LIS or ICT Coordinator is required to sign or initial each SF.
• Awards and certificates for learners in graduating/moving up levels (Kinder, Grades 6, 10, & 12) should be checked against the SF1 for consistency.

( Section V – B, No.2.2 – Paramount Considerations in the Checking of School Forms )

Since only the LIS-generated school forms shall be presented,

“it is unnecessary to retype/reformat the name of learners.”

• The format and order of learners’ names in the LIS-generated school forms are considered final and official.
• The system shall also determine the margins, font name, font size and placement of the extension name if any.
• Modifications such as the insertion of additional column/s is/are not allowed.
• For printing, A4 (8.27″ x 11.69″) size white bond paper or Long/Folio (8.5″ x 13″) may be used depending on its availability in the school. Forms shall be printed using black ink.
• The DCC need not be particular on these “cosmetic” aspects, but should focus instead on the accuracy and consistency of learner information across all reports and against relevant reference documents.
• The DCC shall focus on the following:
  • Check the availability of supporting documents for entry grade levels (Kinder, Grade 1, Grade 7, and Grade 11) and learners who transferred in or moved in for other grade levels.

Supporting Documents for Entry Grade Levels

 – Kinder – 

Birth Certificate (5 years old as of August 31)

 – Grade 1 –

Kinder Completion Certificate and ECCD Checklist

 – Grade 7 –

Elementary Completion Certificate or SF 10-ES

 – Grade 11 –

JHS Moving Up Certificate or SF 10-JHS

 – Transferred In or Moved In to other Grade Levels –

SF10 with attached Birth Certificate

 – For Accelerated/DepEd Assessment Passers –

PEPT/PVT Rating or ALS A&E Equivalency Certificate

Additional Information

( Section V-B, No.2.2-ii: Table 5 – Focus Areas for CID )

Focus Areas for the Curriculum Implementation Division (CID) in Checking the Consistency of Credentials in the School Forms 

Checking the correctness of the following school forms and certificates for Grade 1 and exiting grade levels (Kinder, Grades 6, 10 & 12).

• Information in the SF1 is consistent with what is written in the Birth Certificate.
• Consistency in SFs
  • Kinder
    • The Omnibus Policy on Kindergarten (DO 47, s. 2016) or the most recent applicable policies should be strictly observed.
    • LRN printed in the Completion Certificate and ECCD Checklist should be consistent with the LRN  in the SF 1
  • Grade 6
    • The existing applicable policies on promotion, retention, awarding of honors, and acceleration should be strictly observed.
    • LRN printed in the Completion Certificate, SF 5, and SF 10-ES should be consistent with the LRN in the SF 1.
  • Grade 10
    • The existing applicable policies on promotion, retention, awarding of honors, and acceleration should be strictly observed.
    • LRN printed in the Moving-Up Certificate, SF 5, and SF 10-JHS should be consistent with the LRN in the SF1
  • Grade 12
    • The existing applicable policies on promotion, retention, awarding of honors, and acceleration should be strictly observed.
    • LRN printed in the Completion Certificate/Diploma, SF 5A, SF 5B, and SF 10-SHS should be consistent with the LRN in the SF 1.

( Section V-B, No.2.2-iii: Table 6  – Focus Areas for SGOD )

Focus Areas for validation by the School Governance and Operations Division (SGOD) 

Checking the information on enrollment count and learner movement.

• For SF 4
  • For graduating (Grades 6 and 12) and moving up (Kinder and Grade 10) grade levels, the SF2 and SF4 for the month of February shall be used during the checking.
  • Validate the cumulative number of school leavers (dropped out) and learners who transferred out by checking the SF1 and SF2 of each section or grade level.
  • Validate the supporting documents for learners reported to have transferred out to a school abroad, an international school, an ALS program, or tagged as dropped out due to death.
• For SF 5 and SF 6
  • For graduating (Grades 6 and 12) and moving up (Kinder and Grade 10) grade levels, the SF2 and SF4 for the month of February shall be used during the checking.
  • The total number of learners per class as recorded in SF1 should be consistent with the total number of learners who actually reported to school as of March 31 as recorded in SF4. The breakdown of enrollment by grade level in SF4 must be tallied with the breakdown of promoted and retained, disaggregated by grade level in SF6.
  • For graduating grade levels (Grades 6 and 12), the SF4 for the month of February shall be used for the purpose of checking.

Downloadable Files

SCHOOL FORMS (SF)

• SF 1 Register – (Download)
• SF 2 Daily Attendance – (Download)
• SF 3 Books Issued and Returned – (Download)
• SF 4 Monthly Learner Movements and Attendance – (Download)
• SF 5 Report on Promotion and Learning Progress & Achievement – (Download)
• SF 6 Summarized Report on Promotion and Learning Progress & Achievement – (Download)
• SF 7 School Personnel Assignment List and Basic Profile – (Download)
• SF (School Forms1-7) – (Download)

School Forms Data Descriptions

E-CLASS RECORDS

• Download Here: E-Class Records

For further Reading:

DepEd Order No. 11 , s. 2018 —
GUIDELINES ON THE PREPARATION AND CHECKING OF SCHOOL FORMS

The post <span>Guide on Documents to be Checked , School Forms and Reports to be Validated</span> appeared first on The Deped Teachers Club.

Dear fellow Teachers, our MS Excel Student Age Calculator is now available via Google Drive. It’s easy to use, direct and avoids errors  especially when we manually compute our students’ ages.  Just Type-in the Date of Birth, the Current Date on their respective cells then press Enter or click on any cell to show the result. Thanks to our Tech Volunteers for this Student Age Calculator. Please share with our fellow Teachers. Please LIKE our Facebook Page as your support and thanks to our Tech Volunteers. Thank you!

You will find the download link after the article below.

– Snippets from DepEd Order No. 47, s. 2016 –

OMNIBUS POLICY ON KINDERGARTEN EDUCATION

Republic Act No. 10157 also known as the Kindergarten Education Act provides equal opportunities for all children to accessible and mandatory kindergarten education. Thus, the Department of Education (DepEd) issues the enclosed Omnibus Policy on Kindergarten Education for School Year 2016-2017, and the subsequent school years thereafter.

This DepEd Order (DO) therefore sets the basic standards for an efficient and effective Kindergarten Education Program implementation for both public and private schools nationwide, and shall serve as basis for accreditation and/or recognition of those intending to put early learning centers.

This DO further provides a comprehensive Kindergarten Education policy covering the following different components of implementing Kindergarten Education Program:

1. curriculum;
2. instruction, such as teaching methodologies and strategies;
3. assessment;
4. learning resources and instructional materials;
5. learning space and environment; and
6. monitoring and evaluation for the standard delivery of kindergarten services.

( Section VI – Kindergarten Enrollment Procedures)

Enrolment Procedures

All Regional Directors, Schools Division Superintendents, and School Heads of both public and private schools are directed to accept children in accordance with the following guidelines:

1. Age qualification for Kindergarten learners in public schools should be five (5) years old by June 1 of every school year (DepEd Order No. 16, s. 2015). However, the school may consider learners entering Kindergarten who will turn five (5) years old by the end of August on the condition that the Philippine Early Childhood Development (ECD) Checklist must be administered to the learner to ensure that the learner is capable of meeting the expectations of the grade level. Parents may provide documentation and/or certification of the learner’s previous Early Childhood Education (ECE) experiences (i.e., preschool, day care, pre-Kindergarten) in addition to the results of the Philippine ECD Checklist. School Heads must then submit a letter stating the learner’s results from the Philippine ECD Checklist and if there are any additional documentation of ECE experiences to the Schools ivision Superintendent (SDS), and secure written permission from the SDS for these learners to enter Kindergarten.
2. A birth or baptismal certificate is the documentary basis for early registration. Learners without a birth certificate may still enroll, but must submit their birth certificate within the school year (DepEd Order No. 1, s.2015). The certificate is also the documentary basis for the issuance of the Learner’s Reference Number (LRN) (DepEd Order No. 42, s. 2014). In the absence of a birth certificate during enrolment, the parents or guardian must execute an affidavit of identity of the incoming Kindergarten learner.
3. If the child has undergone pre-Kindergarten in Day Care Centers or Child Development Centers, a copy of his or her Philippine ECD checklist must be provided to the Kindergarten teacher. However, the Kindergarten teacher shall still administer the Philippine ECD checklist to validate the child’s developmental abilities during the opening of classes.
4. Eligibility for Grade 1
5. Children who have completed DepEd-accredited Kindergarten programs are eligible for Grade 1.
6. Children who are six years old and above who have not completed Kindergarten due to difficult circumstances and/or extreme poverty will have to complete the Kindergarten Catch-up Education Program (KCEP). At the end of the KCEP, teachers will have to assess the learners using the Philippine ECD checklist, and report the learner’s performance by accomplishing the Kindergarten Progress Report. These documents will have to be turned over to the learner’s Grade 1 teacher upon enrolment. The results of the assessment will be used by the Grade 1 teacher to design or modify instruction to meet the learner’s specific needs.

iii. Children who have completed alternative Kindergarten programs not sanctioned by the Department of Education (i.e. non-DepEd accredited learning centers offering Kindergarten, day care centers offering Kindergarten, home-schooled students) must undergo a validating test administered by the Bureau of Education Assessment in the DepEd Central Office. A representative from BEA may be requested by the SDOs to administer the validating test in their respective SDOs.

Source: Department of Education

MS Excel Student Age Calculator by DepEd Teachers Club

Now available via Google Drive

Version 1 :    For MS Excel 2016 Version

Version 2 :    For Other MS Excel Versions (2007, 2010, etc.)

After downloading,
please have a moment to show your Support to our DepEd Club Tech Volunteers
by giving us a LIKE on our Official FB page – K to 12 Teachers Club  ( Former DepEd Teachers Club Page).
Thank you!

The post <span>MS Excel Student Age Calculator | DepEd Teachers Club</span> appeared first on The Deped Teachers Club.

Update! Week 8 – 4th Quarter Daily Lesson Log (March 4 – 8, 2019) | Weekly DLL  now available.

In the past academic years, we shared Daily Lesson Logs and other files submitted by our Contributors that are proofread and formatted by our File Editors. Let’s welcome this new and progressive school year of collaboration and support!

We are always on the process of uploading new and updated K-12 Daily Lesson Logs weekly.

For K-6, we are almost complete in uploading Daily Lesson Logs. Yet, we will keep on uploading new versions of DLL’s every week. Also, some DLL’s may be incomplete in some higher grade levels. We will be uploading the additional DLL’s soon. Some DLL’s are still on the process of editing and formatting. Please take time to visit our website from time to time for the newly uploaded unannounced K-12 Daily Lesson Logs.

We are always thankful to our Contributors, Editors and Tech Volunteers. They are the foundation of DepEd Teachers Club. We are always grateful to them and we ask for your continued support.

All of these files can be downloaded for FREE via Google Drive.

Please keep on Sharing and Liking our contributions until all of our fellow teachers all around the country would benefit from these works too.   May more blessings come upon us all. Thank you.

(Download links can be found after the article below.)    

DepEd, UNESCO, KOICA Boost Efforts to Strengthen ALS Program

The Department of Education (DepEd), United Nations Educational, Scientific, and Cultural Organization (UNESCO) – Jakarta Office, and Korea International Cooperation Agency (KOICA) moved to further strengthen the Alternative Learning System (ALS) Program through the conduct of a national forum on February 28 at The Peninsula Manila in Makati City.

The national forum entitled, “No One Left Behind: Better Life for Out-of-School Girls to Fight Against Poverty and Injustice in the Philippines – Hindsights, Insights, and Foresights,” gathered around 140 participants composed of DepEd key officials and personnel from the central, regional, and division offices. These also include ALS mobile teachers and district coordinators, as well as representatives from project implementing partners.

The forum aimed to present the accomplishments of the project since its implementation, specifically on the capacity building for ALS mobile teachers, district ALS coordinators and ALS girl-learners. To better understand the current implementation of ALS, the participants had discussions and proposed recommendations for capacity building, and the development of learning modules and teachers’ guides.

Better Life for Out-of-School Girls Project UNESCO-Jakarta and KOICA, in collaboration with DepEd, initiated the Better Life for Out-of-School Girls Project in July 2017 in consideration of the out-of-school girls in typhoon-damaged Tacloban City and its vicinity. This also supports the Philippine government’s aspirations for a strengthened ALS in the country within the framework of the Sustainable Development Goal 4 (SDG 4) to provide quality, accessible, and equitable education and lifelong learning for all. The project is set to run until June 2021.

DepEd Assistant Secretary for Public Affairs Service, ALS Program and Task Force G.H. Ambat mentioned reports showing that majority of the out-of-school learners are females. However, she added that based on data and from the accounts of ALS mobile teachers, there are more males enrolled in ALS classes than females.

“If there are more girls dropping out of schools but there are more boys enrolled in ALS classes, where are the girls?

If ALS is delivered free, why are they not going to our classes? That’s why we are conducting various efforts, together with our partners, to address this,” she said.

Moreover, Ambat underscored the role of the Department and its partners in uplifting the lives of all learners across the country: “The point of us being successful is so that we can help those who are having a hard time in becoming one. We, in DepEd, should be helping those who have been at the disadvantage from the time that they are born, regardless of their gender or by their ethnic roots.” 

ALS Form Version 2.0

Undersecretary for Planning and Field Operations Jesus Mateo highlighted the rollout of the enhanced ALS form  al curriculum, in line with the 10-point agenda of DepEd under the administration of Secretary Leonor Magtolis Briones.

“DepEd has been pursuing ALS form re in order for it to be aligned with the K to 12 curriculum in formal education. We are now rolling out the version 2.0 of ALS program which is substantially different from the existing one. There are changes in the system components, particularly in learning materials, learning delivery system, learning environment, learning assessment, certification system, and in the system support component,” Mateo explained.

Both Ambat and Mateo extended their appreciation to UNESCO and KOICA for their unwavering support to the programs and projects of the Department which are geared toward the delivery of quality, accessible, relevant, and liberating education for all learners.

Other present at the event were UNESCO National Commission for the Philippines Secretary-General Lila Ramos Shahani, UNESCO–Jakarta Office Director Shahbaz Khan, KOICA President Lee Mikyung, and other key officials and representatives.  

Source:

• Department of Education Press Releases
• Published: March 1, 2019

To help our fellow teachers, K-12 Daily Lesson Log (DLL) files are now available for FREE. You can download the files easily. No Adfly, safer, faster.

Just follow the links. May God bless us all!  

Week 8 – 4th Quarter Daily Lesson Log
March 4 – 8, 2019

• Update! KINDERGARTEN Daily Lesson Log

• Update! GRADE 1 Daily Lesson Log

• Update! GRADE 2 Daily Lesson Log

• Update! GRADE 3 Daily Lesson Log

• Update! GRADE 4 Daily Lesson Log

• Update! GRADE 5 Daily Lesson Log

• Update! GRADE 6 Daily Lesson Log

• GRADE 7 Daily Lesson Log

• GRADE 8 Daily Lesson Log

• GRADE 9 Daily Lesson Log

• GRADE 10 Daily Lesson Log

• SHS Daily Lesson Log

The post <span>Week 8 – 4th Quarter Daily Lesson Log (March 4 – 8, 2019) | Weekly DLL</span> appeared first on The Deped Teachers Club.

Malacañang on Friday said President Rodrigo R. Duterte still believes that corporal punishment is an effective way of disciplining children that is why he vetoed a bill banning its practice.

In a statement, Presidential Spokesperson Salvador Panelo cited the Philippines’ unique culture and parenting experience as the reasons for the President’s stand.

“As a parent to four children, the President believes that responsible parents can administer corporal punishment in a self-restrained manner. While taking into consideration the growing trend in Western countries which perceive corporal punishment as an outdated mode of reprimanding children, PRRD believes that such measure is still an effective form of discipline — uniquely Filipino — that resulted in many children becoming law-abiding citizens of the country,” he said.

Panelo cited specific loopholes in the measure passed by Congress.

“The proposed law also fails to properly distinguish between reasonable and excessive corporal punishment, noting that it will be destructive to children if the corporal punishment is excessive which may amount to child abuse and eventually lead to indiscriminate physical abuse. We thus believe that the current legal framework as regards this matter is already in order for now. We have laws, for example, which penalize parents who inflict cruel and unusual punishment upon their child,” he said.

But even if the President vetoed the bill, Panelo, also Chief Presidential Legal Counsel, said there are still measures to penalize abuse by parents.

“As we value and respect the discretion of parents in raising their children, we remind them that despite the veto of the President, there are penal laws which can be used against them if they resort to abusive measures at their homes,” he said.

Duterte on Thursday vetoed Senate Bill 1477/House Bill 8239, entitled “An Act Promoting Positive and Nonviolent Discipline, Protecting Children From Physical, Humiliating or Degrading Acts as Form of Punishment and Appropriating Funds Therefore.” 

Source:

• Philippine News Agency
• By EJ Roque
• Published: March 1, 2019

The post <span>Pres. Duterte Believes Corporal Punishment Still Effective</span> appeared first on The Deped Teachers Club.

UPDATE:

For everyone’s info., as published on our website last February 19, 2019, indicated there,  in fact,  is that there is a Graduation Ceremony for Grade 6 completers. Therefore, No update has been made on the said article. That’s why we were wondering where the copy of the DepEd Order with error came from. This is in support to the Department of Education in disseminating  verified information. Thank you.

Original article here:

K TO 12 BASIC EDUCATION PROGRAM END OF SCHOOL YEAR RITES – SCHOOL YEAR 2018-2019

Statement clarifying DepEd Order No. 2, series 2019 – ( Grade 6 Graduation Ceremony )

Grade 6 completers of the current school year shall have a Graduation ceremony”

The Department of Education (DepEd) wishes to clarify that its original issuance of DepEd Order No. 2, series 2019 (School Year 2018-2019 K to 12 Basic Education Program End of School Year Rites) dated February 18, stating that Grade 6 completers of the current school year shall have a graduation ceremony, is the correct and agreed upon Order of the agency.

This original Order by the Secretary has in fact already been circulated before an unauthorized change—from “graduation” to “moving-up” ceremony for Grade 6 learners—was done by personnel who, in good faith, believed they were only making a correction.

However, the matter of shifting the end-of-year
ceremony for Grade 6 learners from graduation to moving up is still under discussion by the Department, and no decision to shift has yet been made. Should a decision to change be made, it will not be implemented this school year to allow sufficient time for information and preparation by field units.

Thus, the change was not only unauthorized; it was also without basis.

The Department today issued DepEd Memorandum No. 25, series 2019 (Graduation Ceremony for Grade 6 Completers in School Year 2018-2019) to reinstate the original Order.

DepEd assures its stakeholders that it is taking measures to ensure that incidents similar to this will not happen again.

DepEd Memorandum No. 25 s. 2019

Graduation Ceremony for Grade 6 Completers in School Year 2018-2019

Source:

• Department of Education Official Statements
• Published: March 1, 2019

The post <span>Grade 6 Completers will have a Graduation Ceremony – DepEd</span> appeared first on The Deped Teachers Club.

#IbaNaAngMayAlam.  With the 21st century education, access to the internet is a great ally. As teachers, we share files, we download files and we can now communicate online. It’s a big help for us teachers in a lot of ways especially we have devices such as smartphones and computers. Despite of tons of paper works  to accomplish, using the internet makes a lot of difference. We can recall at the start of the K to 12 curriculum, a lot of us just started or was just introduced to the use of computers and the internet. Imagine the time when there are still no computers or smartphones? That is why we salute our senior teachers! Despite the absence of technology at their time, they have produced great students who are now professionals including us. And now, we became #TechieGuro.

Because of this, we are all exposed online. We have our online  presence through our social media accounts, our email accounts etc. But how do we really know how to protect our online accounts? Are we all aware on the widespread internet viruses? Are we all protected?

For example:

Did you know that your account on Facebook could get banned if they detect that your online account has been spreading spams with possible viruses? Did you know that your account could be sending malicious content from virus sites to your Facebook friends, or the public without you knowing it?  Or, did you know that your credentials such as personal information, financial information and other relevant information about you could be abused by hackers and use them on their advantage and again, without you knowing? And all of this could happen on Facebook. That’s why you need to secure your Facebook account from viruses from virus sites.

We know Facebook has all the technology to prevent this from happening but hackers – with their clever and creative minds, they tend to exhaust all the possible ways to infiltrate a complicated system like Facebook and cause problems and paranoia. Prevent your online accounts from getting hacked

We all value our reputation as teachers and we should prevent such instances from happening to us. Here are some basic ways to secure your Facebook account from viruses and hackers.

For example, in our Facebook Group – DepEd Teachers Club, certain people’s account keeps on sending or posting comments on posts that seem malicious – probably their account is compromised. Some other malicious contents get filtered as pending post for admin approval. That- we can control and prevent from spreading. Much as we welcome all Teachers in our group, this becomes a nuisance to some. Please, if these are done intentionally, please delete them yourself before we decide to review your group activities. Lest, we will be forced to exclude you from our group.

We care for you and for your own accounts’ sake and if this was done unintentionally due to viruses from clicking spam links, please do the following:

Immediate Action Required to Check if your account has been compromised:

If your account is compromised, these are easy ways to secure your account according to Facebook:

1. Secure your password to prevent your online accounts from getting hacked
   • Never, ever share your password with anyone else. Make sure you’re the only one who knows it. When choosing your password, avoid using words that are easy to guess such as your name, birth date, your pet’s name or easy to guess common words. It should be unique and difficult to guess.
   • Keep in mind that Facebook will never ask you for your password in an email, via messenger or any form of communication.
   • To change your password if you’re already logged in:
     • Click account settings in the top right corner of any Facebook page and select Settings.
     • Click Security and Login.
     • Click Edit next to Change Password.
     • Enter your current password and new password.
     • Click Save Changes.
2. Make sure your email account is secure. If you use google email account, follow these steps.
   • Do a Google Security Checkup by clicking HERE.
     • Just follow the security steps that Google requires.
     • These steps will help you block someone from using your account, alert you if there’s suspicious activity on your account and recover your account if you’re ever locked out
     • These are highly recommended to protect your Google account.
3. Always Log out of Facebook when you use a device that you share with other people (office computers, public computers, shared phones).
   • If you forget to log-out, Facebook has a security feature where you can log out remotely.
     • To do this:
       • Manage where you are currently logged into Facebook in Security and Login Settings HERE.
         • Here you have the control to Log-out your account to the devices where it maliciously seems your account is logged in.
         • Please note that the “Where You’re Logged In” section identifies the location, time, date and devices where you are currently logged in.
       • Log out your Facebook account using another computer or  phone.
         • Go to Facebook Security and Login Settings HERE.
         • Navigate to the section “Where You’re Logged In”and click See More to see all of the sessions where you’re logged in.
         • Find the session you want to end. Click and then click Log Out.
         • By clicking “Log Out”, you will automatically log your account out of Facebook on that selected device.
         • You can also use Facebook’s Extra Security Features by clicking HERE
4. Don’t accept friend requests from people you don’t know. Scammers may create fake accounts to befriend people that allow them to spam your timeline, tag you in posts and send you malicious messages. (from Facebook)
5. Make sure you have and Anti-virus installed on your computer and ALWAYS scan your computer.
   • All of us have valuable files that took us a lot of time to acquire and collect. It would be a nuisance to always download them every time.
   • Scanning your computer could always help you protect your files from malicious software that infects your computer and destroys your files.
     • If your computer is performing very slow, despite just doing MS Word, MS Excel or browsing online, there’s a sure chance that your computer is infected with virus.
   • There are a lot of FREE reliable Anti-virus online. We have tried Bitdefender, McAfee, Kaspersky, but we recommend you try Avast Free Anti-Virus HERE
6. ALWAYS SCAN your USB Devices.
   • We always use USB devices in transferring files from other computers. If you usually plug in your USB on other computers, when you plug it again to your computer, ALWAYS SCAN your USB before opening it to clear it from viruses to protect your computer.

If you know the enemy and know yourself, you need not fear the result of a hundred battles. If you know yourself but not the enemy, for every victory gained you will also suffer a defeat. ” – Sun Tzu, Chapter III, The Art of War

Accessing virus sites with a lot of POP-UPS that doesn’t lead you to your desired web page  even how hard you try?

Think again.

You could be an easy target for hackers and an easy target for the propagation of online viruses. 

The post <span>Prevent Your Online Accounts from Getting Hacked | #Virus Sites</span> appeared first on The Deped Teachers Club.

Please see below the Graduation 2019 Message by DepEd Secretary Leonor Magtolis Briones in English and Filipino versions. You can also download the PDF and MS Word Editable formats converted by our DepEd Club File Editor. Please Share. Thank you.

Additional reading:

•  DepEd Order No.02, s. 2019 —- School Year 2018-2019 K to 12 Basic Education Program End of School Year Rites
• Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program
• Guide on Documents to be Checked , School Forms and Reports to be Validated

DepEd Secretary Leonor Magtolis Briones Graduation 2019 Message

(English)

Republic of the Philippines
Department of Education

Tanggapan ng Kalihim

      Office of the Secretary

M E S S A G E

My warmest greetings and congratulations to the foremost champions of this momentous occasion—the completers and graduates of School Year 2018-2019!

Graduation and moving-up ceremonies are indeed a joyous celebration, and not only because it culminates another year of learning and discovery, perseverance, and passionate work among our learners. It also caps off another year of successful collaboration among parents, teachers, education officials and personnel, community members, partners, and stakeholders of diverse roots, cultures, and traditions.

This year’s theme, “Unity in Diversity: Quality Education for All,” speaks of our commitment and loyalty to our culture—diverse as it is—that reflects our soul and unites our people. Time and again, we have proven that regardless of our descent, status, ethnicity, and religious and political beliefs, we can unite towards the realization of a common goal—the delivery of quality, accessible, relevant, and liberating basic education for the Filipino learners.

While the Department of Education (DepEd) has carried on and embraced change amid technological advancements and the continuously shifting socioeconomic landscape, it commits itself to the holistic development of 21st century learners who are not only critical and innovative thinkers in the fields of science, mathematics, and robotics, but who are also artistic and creative, and can thrive in the fields that appeal to our soul and our sense of identity.

Rest assured that through the K to 12 Basic Education Program, DepEd shall strive to hone our future leaders and nation-builders in a society that embraces diversity and all its challenges and advantages. I am positive that whatever path they wish to pursue hereafter, our graduates and completers will continuously enrich what makes up the Filipino soul—our culture, talent, history, and capacity to survive.

Again, congratulations and mabuhayl

LEONOR MAGTOLIS BRIONES

Kalihim

DepEd Secretary Leonor Magtolis Briones Graduation 2019 Message

(Filipino)

Republic of the Philippines
Department of Education

Tanggapan ng Kalihim

      Office of the Secretary

M E N S A H E

Mainit na pagbati ang inihahatid ko sa mga tunay na bida ng okasyong ito— ang mga graduates at completers ng Taong Pampaaralan 2018-2019!

Tunay ngang ang araw na ito ay nakagagalak na pagdiriwang, hindi lamang dahil sa pagtatapos ng isa na namang taon ng kaalaman at pagkatuto, ng pagsisikap at pagtitiyaga ng ating mga mag-aaral. Ito rin ay ang muling pagsasara ng matagumpay na kolaborasyon ng mga magulang, guro, opisyal at manggagawa ng edukasyon, miyembro ng komunidad, at mga partners at stakeholders na may iba’t ibang pinagmulan, kultura, at kinagisnan.

Ang tema para sa taong ito, “Pagkakaisa sa Pagkakaiba-iba: Kalidad na Edukasyon para sa Lahat,”ay naglalayong tumalakay sa ating katapatan at pagmamahal sa ating kultura—ito man ay iba’t iba—na sumasalamin sa ating kaluluwa at nagbibigkis sa ating mga mamamayan. Muli’t muli ay atin nang napatunayan na magkakaiba man tayo ng pinagmulan, katayuan, relihiyon, o paniniwalang politikal, maaari tayong magkaisa sa pagkamit ng iisang layunin—ang paghahatid ng edukasyong de-kalidad, abot-kaya, napapanahon at mapagpalaya para sa lahat

Habang ang Kagawaran ng Edukasyon ay patuloy na sumasabay sa daloy ng makabagong panahon, patuloy nitong nililinang ang mga 21st century learners, na hindi lamang kritikal at makabago mag-isip sa larangan ng science, mathematics, at robotics, kundi masining at malikhain din, at maaaring magtagumpay sa mga larangang may kinalaman sa pagpapayaman ng ating diwa at pagkakakilanlan bilang isang lahi.

Makaaasa kayo na sa pamamagitan ng K to 12 Basic Education Program, ang inyong Kagawaran ay patuloy na magsisikap hasain ang mga susunod na pinuno at tagapagtaguyod ng ating bansa sa isang lipunang yumayakap sa pagkakaiba-iba, kasama na ang pagsubok at pakinabang na kaagapay nito. Naniniwala ako na anumang landas ang kanilang tatahakin, ang ating mga graduates at completers ay hindi makalilimot sa kanilang pagiging Filipino at sa lahat ng bumubuo sa diwa nito—ang ating kultura, talento, kasaysayan at kakayahang mapagtagumpayan ang mga hamon ng buhay.

Muli, maligayang pagbati at mabuhay!

LEONOR MAGTOLIS BRIONES

Kalihim

Download via Google Drive

• PDF Format (Original – Actual Copy)

  • DepEd Secretary Leonor Magtolis Briones 2019 Graduation Message – English and Filipino versions

• MS Word Format (Editable)

  • DepEd Secretary Leonor Magtolis Briones 2019 Graduation Message – English and Filipino versions

For additional info, you may also like:

• DepEd Order No.02, s. 2019 —- School Year 2018-2019 K to 12 Basic Education Program End of School Year Rites
• Policy Guidelines on Awards and Recognition for the K to 12 Basic Education Program
• Guide on Documents to be Checked , School Forms and Reports to be Validated

The post <span>DepEd Sec. Leonor Briones Graduation 2019 Message | MS Word Format</span> appeared first on The Deped Teachers Club.

Republic of the Philippines
Department of Budget and Management
Boncodin Hall, General Solano Street, San Miguel, Manila

BUDGET CIRCULAR No. 2018 – 1

March 8 2018

TO:  All Heads of Departments, Bureaus, Offices, and Agencies of the National Government, Including State Universities and Colleges (SUCs), and Government-Owned or – Controlled Corporations (GOCCs); Local Government Units (LGUs); and All Others Concerned

SUBJECT :

Rules and Regulations on the Grant of Uniform/Clothing Allowance (U/CA) to Civilian Government Personnel

1.0 Background

Section 50 of the General Provisions of Republic Act (R.A.) No. 10964 or the Fiscal Year (FY) 2018 General Appropriations Act (GAA) provides that an amount not exceeding Six Thousand Pesos (P6,000) per annum is authorized for the payment of U/CA of each qualified government employee, subject to the guidelines, rules and regulations issued by the Department of Budget and Management (DBM).

2.0 Purpose

This Circular is issued to prescribe the updated rules and regulations on the grant of the U/CA to civilian personnel.

3.0 Coverage

This Circular covers civilian government personnel occupying regular, contractual, or casual positions; appointive or elective; rendering services on full-time or part-time basis.

4.0 Exclusions

The following are excluded from the coverage of this Circular:

4.1 Military personnel of the Armed Forces of the Philippines under the Department of National Defense and uniformed personnel of the Philippine National Police, Philippine Public Safety College, Bureau of Fire Protection, and Bureau of Jail Management and Penology under the Department of the Interior and Local Government, Philippine Coast Guard under the Department of Transportation, and the National Mapping and Resource Information Authority under the Department of Environment and Natural Resources;

4.2 Foreign service personnel of the Department of Foreign Affairs and of other departments/agencies who are stationed abroad;

4.3 Barangay officials and employees paid monthly honoraria; and

4.4 Those hired without employer-employee relationships and funded from non-Personnel Services appropriations/budgets, as follows:

4.4.1 Consultants and experts hired for a limited period to perform specific activities or services with expected outputs;

4.4.2 Laborers hired through job contracts (pakyaw) and those paid on piecework bases;

4.4.3 Student laborers and apprentices; and

4.4.4 Those whose services are engaged through job orders, contracts of service, and others similarly situated.

5.0 Rationale of the Grant of U/CA

The U/CA is granted to defray expenses for uniforms or distinctive clothing which are the required appropriate attire for employees in the regular performance of their work. In general, such uniforms or clothing are intended to:

5.1 Identify the employees with their mother agencies and to convey emblem of authority; and

5.2 Serve as protective or working clothing; especially for maintenance, workshop, and farm personnel.

6.0 Rates of the U/CA

6.1 For FY 2018, the U/CA for full-time service of government personnel shall not exceed P6,000 per annum. For each subsequent year, the U/CA shall not exceed the amount authorized under the pertinent general provision in the annual GAA.

6.2 The U/CA per annum for part-time service shall be in direct proportion to the U/CA for full-time service. For example, the U/CA for part-time service in FY 2018 shall be computed as follows:

U/CA (Part-Time Service in FY 2018) = [(P6,000) (x hours of part-time service/day)] /8 hours of full-time service

6.3 If funds in GOCC or LGU budgets are not sufficient to implement fully the U/CA authorized for the fiscal year, the U/CA may be granted at lower but at uniform rates for all qualified personnel.

7.0 Forms and Other Details of the U/CA

7.1 The U/CA may be granted in the following forms:

7.1.1 In the form of uniforms procured though a bidding process which may include uniform articles normally worn as part thereof such as regulation caps, belts, etc., for incumbents of positions like Special Police, Security Guard, etc.;

7.1.2 In the form of textile materials and cash to cover sewing/tailoring costs, as has been adopted by very large departments; and

7.1.3 In cash form, for incumbents of executive positions who may not be required to wear the prescribed uniforms, or for those who will procure their individual uniforms according to set conditions.

7.2 As far as practicable, such uniform/clothing shall use Philippine tropical fibers pursuant to R.A. No. 92421, s. 2004.

7.3 Shoes shall be on the personal accounts of officials/employees, unless provided for by law.

8.0 Government Service Requirement

8.1 Generally, the full rates of the U/CA for full-time and part-time service shall be granted to those who are already in government service and are to render services for at least six (6) months in a particular fiscal year, including leaves of absence with pay.

8.2 The six (6)-month service requirement shall not cover those who are required to wear uniforms at all times in the performance of their work such as incumbents of positions of Security Guard, Special Police, medical and allied medical staff in hospitals, and those in similar situations, as they have to wear their uniforms at all times.

9.0 Grant of U/CA Due to Various Personnel Actions/Engagements

9.1 Newly-Hired Employee

A newly-hired employee may qualify to the grant of U/CA only after rendering six (6) months of service, and if expected to render services for at least six (6) months for the rest of the year.

9.2 An Employee on Detail

The U/CA of an employee on detail to another government agency shall be borne by the mother agency.

9.3 Transferred Employee

9.3.1 An employee who transferred to another agency and was not granted U/CA by the former agency shall be granted U/CA by the new agency, subject to the submission of a certification to that effect.

9.3.2 An employee who transferred to another agency within the year but was earlier granted U/CA by the previous agency shall no longer be granted U/CA by the new agency.

9.3.3 An employee who transferred to another agency and is required to wear uniforms at all times, may be granted U/CA by the new agency even if he/she was granted U/CA by the former agency, subject to the approval of the new agency head.

9.4 Employee on Study Leave or Study/Training/Scholarship Grant

9.4.1 An employee on study leave or on study/training/scholarship grant locally or abroad shall be entitled to the U/CA for the year if he/she renders at least six (6) months of service in the same year, including leaves of absence with pay, prior to and/or after the study leave or study/training/scholarship grant.

9.4.2 If an employee is on study/training/scholarship grant for the whole year, locally or abroad, and is not required to report for work, he/she is not entitled to the U/CA.

10.0 Fund Sources of the U/CA

10.1 For National Government Agencies (NGAs), including SUCs:

10.1.1 The amount of P5,000 per employee is already provided under the agency-specific budget and included in the comprehensive release of allotments through the GAA as Allotment Order.

10.1.2 The additional requirement of P1,000 per employee shall be charged against the Miscellaneous Personnel Benefits Fund (MPBF) under the FY 2018 GAA.

10.2 For GOCCs, the amount required shall be charged against their respective approved corporate operating budgets.

10.3 For LGUs, the amount required shall be charged against their respective local government funds.

11.0 Personnel Services Limitation in LGUs

The grant of U/CA in LGUs shall be subject to the Personnel Services limitation in LGU budgets pursuant to Sections 325(a) and 331(b) of R.A. No. 7160 or the “Local Government Code of 1991.”

12.0 Responsibilities of Agencies

Agencies shall be held responsible for the proper implementation of the provisions of this Circular.

12.1 They shall issue internal guidelines on the grant of the U/CA such as, determination of the form of U/CA, and selection of uniform/clothing designs.

12.2 They shall also issue internal guidelines on: the prescribed uniform or clothing for specific or special employee groups; modified uniforms as may be necessary due to religious affiliations or creed, •physical disabilities, or legitimate health reasons; and monitor compliance with set guidelines on wearing uniforms and appropriate attire.

12.3 They shall be held liable for any grant of U/CA not in accordance with the provisions of this Circular without prejudice, however, to the refund by the employees concerned of any excess or undue payments.

13.0 Resolution of Cases

Cases not covered by the provisions of this Circular shall be referred to the DBM for resolution.

14.0 Repealing Clause

This Circular repeals Budget Circular No. 2012-1 dated February 23, 2012.

15.0 Effectivity

This Circular shall take effect immediately.

Source: Department of Budget and Management

Read the original BUDGET-CIRCULAR-NO-2018-1 here.

The post <span>Rules and Regulations on the Grant of Uniform / Clothing Allowance to Civilian Government Personnel</span> appeared first on The Deped Teachers Club.

Update! Week 9 DLL – 4th Quarter Daily Lesson Log (March 11 – 15, 2019)| Weekly DLL  now available.

In the past academic years, we shared Daily Lesson Logs and other files submitted by our Contributors that are proofread and formatted by our File Editors. Let’s welcome this new and progressive school year of collaboration and support!

We are always on the process of uploading new and updated K-12 Daily Lesson Logs weekly.

For K-6, we are almost complete in uploading Daily Lesson Logs. Yet, we will keep on uploading new versions of DLL’s every week. Also, some DLL’s may be incomplete in some higher grade levels. We will be uploading the additional DLL’s soon. Some DLL’s are still on the process of editing and formatting. Please take time to visit our website from time to time for the newly uploaded unannounced K-12 Daily Lesson Logs.

We are always thankful to our Contributors, Editors and Tech Volunteers. They are the foundation of DepEd Teachers Club. We are always grateful to them and we ask for your continued support.

“ When you do something beautiful and nobody notice, do not be sad. For the sun every morning is a beautiful spectacle and yet most of the audience still sleeps. ”

– John Lennon

All of these files can be downloaded for FREE via Google Drive.

Please keep on Sharing and Liking our contributions until all of our fellow teachers all around the country would benefit from these works too.   May more blessings come upon us all. Thank you.

(Download links can be found after the article below.)  

DepEd Delivers
Expanded Welfare, DepEd Teacher Benefits 
from 2016 to 2018

In line with the celebration of the National Teachers’ Day/World Teachers’ Day, and the culmination of the National Teachers’ Month, the Department of Education (DepEd) reported significant developments in teachers’ compensation and other benefits from 2016 to 2018 as part of its commitment to expand the scope of employee welfare – a priority in the 10-point agenda of Secretary Leonor Magtolis Briones.

“By providing them with opportunities for personal and professional growth, continuously finding ways to expand the scope of their welfare and boost the management of their finances, and ensuring that their work conditions gradually improve by reviewing and simplifying systems and processes, we empower our teachers to grow into the kind of educators that they are meant to become and that our learners deserve,” Briones stated.

Teachers’ Allowances, bonuses

In December 2018, teachers are expected to receive a bonus amounting to P3,000 each, in time for the anniversary of the Department.

The chalk/cash allowance, the amount given to teachers for purchase of chalks, erasers, and other classroom supplies and materials, has steadily increased in the past two years – from P1,500 in 2016 to P2,500 in 2017, and P3,500 this year. DepEd is eyeing and working to further increase the said allowance before the end of 2018.

In 2018 alone, the Department has likewise allotted a total of P2,152,162,000 for special hardship allowance granted to teachers who are assigned in hardship posts (cannot be reached by regular means of transportation); handle multigrade classes; carry out mobile teaching functions; and serve as Alternative Learning System (ALS) coordinators.

Teacher Honoraria – the additional compensation for government personnel performing activities or discharging duties in addition to, over, and above their regular functions – are given to qualified teachers subject to availability of funds. This year, a total of P299,025,000 was allocated exclusively as compensation for teaching overload or for those whose teaching loads exceed six hours per day of actual classroom teaching.

In 2019, DepEd anticipates the approval of its proposed special bonus of P1,500 that each teacher is set to receive on October 5.

“A teacher’s worth cannot be overemphasized, nor such worth can be matched with any amount, but this additional bonus is just one of the many improvements the Department is working on as part of its commitment to expand the scope of employee welfare, and we thank the Senate of the Philippines for giving us its support to include this in our 2019 General Appropriations Act,” Secretary Briones remarked.

Teachers’ Professional development

In support of teachers’ continuing professional development, and in view of the continuously increasing cost of living, the Department also raised its allocation for facilities, meals and snacks, and room accommodation for official activities organized and conducted by DepEd including trainings, seminar-workshops, and capability buildings programs.

From the P1,200 per participant per day allotment in the previous year, the allowable rate was increased to P1,500 for activities utilizing DepEd training venues, and to P2,000 for activities using other training venues, to ensure that participating teachers are securely and comfortably accommodated while enhancing their skills and competencies.

The Department further recognizes teachers who volunteer services above and beyond classroom teaching, including performance of poll duties. In grateful appreciation of their continuous heed to the patriotic call to serve in the elections, DepEd successfully pushed for the increase in their honoraria, allowances, service credits, and other benefits.

Pursuant to the Commission on Elections (COMELEC) Resolution No. 10297 promulgated on March 27, 2018, the chairperson of the Electoral Board is entitled to P6,000 honoraria, while its members shall receive P5,000. The DepEd Supervising Official (DESO) is given P4,000, while a support staff is allotted P2,000. Teachers who rendered their time and effort in the polls are also provided with an additional P1,000 transportation allowance.

Simplified systems, improved working conditions

On top of all these, DepEd is continuously reviewing policies on teachers’ workload through consultations with field representatives, teachers, school heads, and regional supervisors.

In compliance with CSC Resolution No. 080096, s. 2008, teachers are required to render six hours of actual classroom teaching per day within the school premises, while the remaining two hours may utilized for teaching-related tasks outside school premises.

DepEd assures that teachers who choose to render the remaining two hours outside school premises must not be subjected to salary deductions, and should not be required to submit means of verification (MOV) as proof of services completed during the remaining two hours of work outside school premises.

DepEd is continuously conducting a study on the type and magnitude of ancillary tasks undertaken by teachers. As an initial solution, DepEd intends to request the creation of non-teaching positions in schools to the Department of Budget and Management.

Finally, the Department is continuously negotiating with Government Service Insurance System (GSIS) to further extend the deadline for DepEd member-borrowers with past due loans to update their accounts with automatic waiver of penalties and surcharges.

“Because we recognize their fundamental role in educating the Filipino learners and carrying out our reforms at the grassroots, we are relentless in our desire to capacitate and empower our teachers,” the Education chief concluded.

Source:

• Department of Education Press Releases – on Teacher Benefits

To help our fellow teachers, K-12 Daily Lesson Log (DLL) files are now available for FREE. You can download the files easily. No Adfly, safer, faster.

Just follow the links. May God bless us all!

Week 9 DLL – 4th Quarter Daily Lesson Log
March 11 – 15, 2019

• Update! KINDERGARTEN Daily Lesson Log

• Update! GRADE 1 Daily Lesson Log

• Update! GRADE 2 Daily Lesson Log

• Update! GRADE 3 Daily Lesson Log

• Update! GRADE 4 Daily Lesson Log

• Update! GRADE 5 Daily Lesson Log

• Update! GRADE 6 Daily Lesson Log

• GRADE 7 Daily Lesson Log

• GRADE 8 Daily Lesson Log

• GRADE 9 Daily Lesson Log

• GRADE 10 Daily Lesson Log

• SHS Daily Lesson Log

The post <span>Week 9 DLL – 4th Quarter Daily Lesson Log (March 11 – 15, 2019)</span> appeared first on The Deped Teachers Club.

In this article, you will find our compiled 4TH PERIODICAL TESTS. We aim to complete all the K-12 Periodical Tests All Subjects to make them available to our fellow teachers and help them complete their resources to make their efforts more directed into the actual teaching process.

You will find the 4th Periodical Tests Compilation at the bottom of this article. If you have time, please read the article below for some background about the K-12 curriculum.

These 4TH PERIODICAL TESTS were created, edited and formatted by our DepEd Teachers Club Contributors, Member Volunteers and File Editors.

Just one special request fellow Teachers. In case you haven’t LIKED our FB Page yet, before downloading, please do LIKE our FB Page – K to 12 Teachers Club (Click Here) as support and thanks to our Contributors.  Thank you.

Fundamental Principles of Classroom Assessment

The Content Principle.

Any classroom assessment should first and foremost be anchored in applicable subject content. Assessment should do much more than test distinct technical skills, as do many of today’s topic assessment structures. The objective of assessment should be to measure students’ understanding of the meaning, process, and uses of subject area knowledge. The new vision requires curriculum and matching assessment that is bigger and more cohesive than traditional approaches. Assessment should emphasize problem solving, thinking, and reasoning. Students should be encouraged to ask questions and formulate solutions of their own, not simply to respond to questions posed by their teachers.

The Equity Principle.

Assessment should be used to establish what students have learned and what they still need to learn in order to use knowledge well. Planning assessments to enhance equity requires conscientious rethinking not only of the entire assessment process, but also of how different individuals and groups are affected by assessment design and procedures. The challenge posed by the equity principle is to devise tasks with sufficient flexibility to give students a sense of accomplishment, to challenge the upper reaches of every student’s understanding, and to provide a glimpse into each student’s thinking. Assessments can contribute to students’ opportunities to learn only if they are based on standards that reflect high expectations for all students.

The Learning Principle.

To be an effective part of the educational process, assessment should be an integral part of learning and teaching, rather than merely the culmination of the process. Time spent on assessment will then contribute to the goal of improving the learning of all students. If assessment is to support learning, then assessment tasks must provide genuine opportunities for all students to learn significant content.

Reminders on Classroom Assessment

Classroom Assessment Is Not Exclusively:

• A process in which general reporting is done on an individual or case-by-case basis;
• A source of information for teacher evaluation, promotion or tenure;
• An irregular, unplanned process;
• A singular process for gathering data for the purpose of making decisions about the curriculum;
• A process or procedure limited to, or by regular program reviews;
• Used to fulfill external regulations or accountability requirements.

Classroom assessment is aimed at helping students perform well in relation to the learning standards. Learning standards comprise content standards, performance standards and learning competencies that are outlined in the curriculum.

1. Content Standards identify and set the essential knowledge and understanding that should be learned. They cover a specified scope of sequential topics within each learning strand, domain, theme, or component. Content standards answer the question, “What should the learners know?”
2. Performance Standards describe the abilities and skills that learners are expected to demonstrate in relation to the content standards and integration of 21st century skills. The integration of knowledge, understanding, and skills is expressed through creation, innovation and adding value to products/ performance during independent work or in collaboration with others. Performance standards answer the following questions:
   • “What can learners do with what they know?”
   • “How well must learners do their work?”
   • “How well do learners use their learning or understanding in different situations?”
   • “How do learners apply their learning or understanding in real-life contexts”?
   • “What tools and measures should learners use to demonstrate what they know?”
3. Learning Competencies refer to the knowledge, understanding, skills, and attitudes that students need to
   demonstrate in every lesson and/or learning
4. activity.
5. Concept Development. The learning standards in the curriculum reflect progressions of concept development The Cognitive Process Dimensions adapted from Anderson & Krathwohl (2001) may be a good way to operationalize these progressions. It provides a scheme for classifying educational goals, objectives, and standards. It also defines a broad range of cognitive processes from basic to complex, as follows:
   • Remembering – The learner can recall information and retrieve relevant knowledge from long-term memory: identify, retrieve, recognize, duplicate, list, memorize, repeat, reproduce
   • Understanding – The learner can construct meaning from oral, written, and graphic messages: interpret, exemplify, classify, summarize, infer, compare, explain, paraphrase, discuss
   • Applying – The learner can use information to undertake a procedure in familiar situations or in a new way: execute, implement,  demonstrate, dramatize, interpret, solve, use, illustrate, convert, discover
   • Analyzing – The learner can distinguish between parts and determine how they relate to one another, and to the overall structure and purpose: differentiate, distinguish, compare, contrast, organize, outline, attribute, deconstruct
   • Evaluating – The learner can make judgments and justify decisions: coordinate, measure, detect, defend, judge, argue, debate, critique, appraise, evaluate
   • Creating – The learner can put elements together to form a functional hole, create a new product or point of view: generate, hypothesize, plan, design, develop, produce, construct, formulate, assemble, design, devise

To continue reading or to download the POLICY GUIDELINES ON CLASSROOM ASSESSMENT FOR THE K TO 12 BASIC EDUCATION PROGRAM (BEP) just click on this link.

SOURCE: Department of Education

4th Periodical Tests Compilation

GRADE 1 – 4^TH PERIODICAL TEST

• GRADE 1 – 4^th Periodical Test in ARALING PANLIPUNAN
• GRADE 1 – 4^th Periodical Test in ENGLISH
• GRADE 1 – 4^th Periodical Test in ESP
• GRADE 1 – 4^th Periodical Test in FILIPINO
• GRADE 1 – 4^th Periodical Test in MAPEH
• GRADE 1 – 4^th Periodical Test in MATHEMATICS
• GRADE 1 – 4^th Periodical Test in MTB

Other versions:

• GRADE 1 – 4^th Periodical Test in ARALING PANLIPUNAN (V2)
• GRADE 1 – 4^th Periodical Test in ENGLISH (V2)
• GRADE 1 – 4^th Periodical Test in MATHEMATICS (V2)
• GRADE 1 – 4^th Periodical Test in MTB-MLE (V2)

GRADE 2 – 4^TH PERIODICAL TEST

• PT
• GRADE 2 – 4^th Periodical Test in ARALING PANLIPUNAN
• GRADE 2 – 4^th Periodical Test in ENGLISH
• GRADE 2 – 4^th Periodical Test in ESP
• GRADE 2 – 4^th Periodical Test in FILIPINO
• GRADE 2 – 4^th Periodical Test in MAPEH
• GRADE 2 – 4^th Periodical Test in MATHEMATICS
• GRADE 2 – 4^th Periodical Test in MTB

Other versions:

• GRADE 2 – 4^th Periodical Test in ENGLISH (V2)
• GRADE 2 – 4^th Periodical Test in MATHEMATICS (V2)

• TOS
• GRADE 2 – 4^th Table of Specification in ARALING PANLIPUNAN
• GRADE 2 – 4^th Table of Specification in ENGLISH
• GRADE 2 – 4^th Table of Specification in ESP
• GRADE 2 – 4^th Table of Specification in FILIPINO
• GRADE 2 – 4^th Table of Specification in MAPEH
• GRADE 2 – 4^th Table of Specification in MATHEMATICS
• GRADE 2 – 4^th Table of Specification in MTB

GRADE 3 – 4^TH PERIODICAL TEST

• GRADE 3 – 4^th Periodical Test in ARALING PANLIPUNAN
• GRADE 3 – 4^th Periodical Test in ENGLISH
• GRADE 3 – 4^th Periodical Test in ESP
• GRADE 3 – 4^th Periodical Test in FILIPINO
• GRADE 3 – 4^th Periodical Test in MAPEH
• GRADE 3 – 4^th Periodical Test in MATHEMATICS
• GRADE 3 – 4^th Periodical Test in MTB
• GRADE 3 – 4^th Periodical Test in SCIENCE

Other versions:

• GRADE 3 – 4^th Periodical Test in ARALING PANLIPUNAN (V2)
• GRADE 3 – 4^th Periodical Test in ENGLISH (V2)
• GRADE 3 – 4^th Periodical Test in ESP (V2)
• GRADE 3 – 4^th Periodical Test in FILIPINO (V2)
• GRADE 3 – 4^th Periodical Test in MATHEMATICS (V2)

GRADE 4 – 4^TH PERIODICAL TEST

• GRADE 4 – 4^th Periodical Test in EPP
• GRADE 4 – 4^th Periodical Test in FILIPINO
• GRADE 4 – 4^th Periodical Test in SCIENCE
• GRADE 4 – 4th Periodical Test in ARALING PANLIPUNAN
• GRADE 4 – 4th Periodical Test in ENGLISH
• GRADE 4 – 4th Periodical Test in ESP
• GRADE 4 – 4th Periodical Test in MAPEH
• GRADE 4 – 4th Periodical Test in MATHEMATICS

Other versions:

• GRADE 4 – 4^th Periodical Test in ARALING PANLIPUNAN (V2)
• GRADE 4 – 4^th Periodical Test in ENGLISH (V2)
• GRADE 4 – 4^th Periodical Test in ENGLISH (V3)
• GRADE 4 – 4^th Periodical Test in EPP-ICT (V2)
• GRADE 4 – 4^th Periodical Test in FILIPINO (V2)
• GRADE 4 – 4^th Periodical Test in MAPEH (V2)
• GRADE 4 – 4^th Periodical Test in MATHEMATICS (V2)
• GRADE 4 – 4^th Periodical Test in SCIENCE (V2)

GRADE 5 – 4^TH PERIODICAL TEST

• GRADE 5 – 4^th Periodical Test in ARALING PANLIPUNAN
• GRADE 5 – 4^th Periodical Test in ENGLISH
• GRADE 5 – 4^th Periodical Test in EPP
• GRADE 5 – 4^th Periodical Test in ESP
• GRADE 5 – 4^th Periodical Test in FILIPINO
• GRADE 5 – 4^th Periodical Test in MAPEH
• GRADE 5 – 4^th Periodical Test in MATHEMATICS
• GRADE 5 – 4^th Periodical Test in SCIENCE

Other versions:

• GRADE 5 – 4^th Periodical Test in ARALING PANLIPUNAN (V2)
• GRADE 5 – 4^th Periodical Test in MAPEH (V2)

GRADE 6 – 4^TH PERIODICAL TEST

• GRADE 6 – 4^th Periodical Test in ARALING PANLIPUNAN
• GRADE 6 – 4^th Periodical Test in ENGLISH
• GRADE 6 – 4^th Periodical Test in ESP
• GRADE 6 – 4^th Periodical Test in FILIPINO
• GRADE 6 – 4^th Periodical Test in MAPEH
• GRADE 6 – 4^th Periodical Test in MATHEMATICS
• GRADE 6 – 4^th Periodical Test in SCIENCE

Other versions:

• GRADE 6 – 4^th Periodical Test in ARALING PANLIPUNAN (V2)
• GRADE 6 – 4^th Periodical Test in EPP (V2)
• GRADE 6 – 4^th Periodical Test in FILIPINO (V2)
• GRADE 6 – 4^th Periodical Test in MAPEH (V2)
• GRADE 6 – 4^th Periodical Test in MATHEMATICS (V2)
• GRADE 6 – 4^th Periodical Test in SCIENCE (V2)

P.S.

• After downloading, please have a moment to show your Support to our DepEd Club Contributors by giving us a LIKE on our Official FB page – K to 12 Teachers Club  ( Former DepEd Teachers Club Page). Thank you!

The post <span>4th Periodical Tests Compilation | DepEd Club</span> appeared first on The Deped Teachers Club.

The post <span>How Should Schools’ MOOE be Utilized According to DepEd</span> appeared first on The Deped Teachers Club.

Good day fellow Teachers. Here you will find our compiled Classroom Observation Tools (COT)  (teacher tools online / teacher observation tools) . Thanks to all our File Contributors who have emailed, messaged and uploaded these files to our DepEd Teachers Club FB Group to make these files available for everyone to guide them on their classroom observations. As part of our teacher tools online, we also included the RPMS TOOLS for TEACHER I – III (Proficient Teachers) in MS Excel format.

We, the Contributors, Admins, Tech Volunteers and File Editors are always grateful for all your support. We will continue to try our best to make things better for all of us teachers.  We love y’all!

Please don’t forget to Like and Share as support and thanks to our Contributors. The links are posted right after the article below.

“Alone we can do so little, together we can do so much.” –Helen Keller

(From the Department of Education)

PPST-aligned RPMS: A Guide for Teachers by Teachers

The Department of Education (DepEd) reaffirmed that the alignment of the Results-Based Performance Management System (RPMS) with the Philippine Professional Standards for Teachers (PPST) is the result of the Focus Group Workshops conducted between March and April 2015 across 17 regions in the country.

The participants in the workshop expressed the need for teachers to focus on teaching, and therefore recommended for the immediate alignment of the RPMS and PPST.

To respond to these demands from the field, the Philippine National Research Center for Teacher Quality (RCTQ), in coordination with the Bureau of Human Resource and Organizational Development (BHROD), National Educators Academy of the Philippines (NEAP), Teacher’s Education Council (TEC) and the Basic Education Sector Transformation (BEST) program, conducted a two-phase project on the development and validation of the RPMS Tools.

This led to the development of the RPMS Manual for Teachers and School Heads that is aligned with PPST. This contains the RPMS Tools and its associated tools –Classroom Observation Tools (COT) and Self-Assessment Tools (SAT) – and performance appraisals forms such as Individual Performance Commitment and Review Form (IPCRF), Midyear Review Form, and Performance Monitoring and Coaching Form.

The Manual provides school heads and other raters a detailed reference to help in the understanding of the tools and the different phases of assessment within the various cycles of RPMS, ensuring that mechanisms are in place to support teacher performance.
The Manual also guides the teachers through the basics in preparing, organizing and completing the Portfolio/RPMS documents, and introduces the concept of annotations to guide teachers through critical reflection of their practices for their continuous improvement.

Over 400 teachers, master teachers, principals, supervisors, DepEd regional directors and other educators across all regions in the country were involved in the development and validation of the RPMS Tools and Manual over three years. It can also be noted that the PPST was developed and validated by over 10,000 pre- and in-service teachers, principals, supervisors, regional directors and other educators, and representatives from government agencies and non-government organizations.

PPST-aligned RPMS tools
The RPMS tools pertain to the two different teacher performance assessment instruments, one for Teacher I to III (Proficient Teachers) and another for Master Teacher I to IV (Highly Proficient Teachers).

Each tool describes the duties and responsibilities of teachers across career stages, the Key Result Areas (KRAs) for the realization of those duties, and the specific objectives to attain the KRAs. It further presents in detail the various Means of Verification (MOV) that serve as proof of the attainment of specific objectives alongside performance indicators, from outstanding to poor performance.

IPCRF-ready
These tools are practical to use, give preference to quality over quantity, ensure teacher effectiveness, and motivate professional growth and development. This set of RPMS tools were made by and for the teachers, resolving the issues of teachers having difficulty coming up with their IPCRF and compiling irrelevant and voluminous MOVs, and ensuring that their performance and practice of teaching are measured through standardized and objective manner.

It is important to note that with the development of these tools, teachers shall no longer craft/develop their own Individual Performance and Commitment Review Form (IPCRF) in view of the developed RPMS tools in the Manual allowing them to focus on teaching.

Source:

• Department of Education Press Releases
• Published: September 22, 2018

Classroom Observation Tools (COT)

GRADE 1 COT Classroom Observation Tools

• COT_DLP_ARALING PANLINAN 1 BY TEACHER MYLENE B. FERRER
• COT_DLP_ARALING PANLIPUNAN 1 BY TEACHER ESPERANZA P. LOZANO
• COT_PPT_KONSEPTO NG DISTANSYA AT LOKASYON

GRADE 2 COT Classroom Observation Tools 

• COT_DLP_ ENGLISH 2 BY TEACHER JELYN M. HABANA
• COT_DLP_FILIPINO 2 BY TEACHER MYRA ANIMAS
• COT_DLP_MATHEMATICS 2 BY TEACHER MYRA ANIMAS
• COT_DLP_MATHEMATICS 2
• COT_DLP_MTB 2 BY TEACHER JELYN M. HABANA
• COT_PPT_AREA OF RECTANGLE
• COT_PPT_MUSICAL LAYER BY TEACHER CATHERINE C. CALLANTA

GRADE 3 COT Classroom Observation Tools 

• COT_DLP_ARALING PANLIPUNAN 3 BY SIR CRISTOPHER A. LASARTE
• COT_DLP_ENGLISH 3 BY SIR REI MARASIGAN
• COT_DLP_FILIPINO 3 BY TEACHER GRACIA AGPASA
• COT_DLP_MATHEMATICS 3 BY TEACHER GRACIA AGPASA
• COT_DLP_MTB 3 BY SIR CRISTOPHER A. LASARTE
• COT_PPT_ARALING PANLIPUNAN 3_PAMUMUHAY SA LAS PINAS (NCR)
• COT_PPT_ENGLISH 3_POSSESSIVE PRONOUN BY SIR REI L. MARASIGAN
• COT_PPT_MATHEMATICS 3 BY TEACHER GHLO
• COT_PPT_MATHEMATICS 3 BY TEACHER GRACIA AGPASA _AREA OF A RECTANGLE
• COT_PPT_MTB 3 BY TEACHER ROSALINDA A. VERTUDAZO
• COT_PPT_SCIENCE 3

GRADE 4 COT Classroom Observation Tools 

• COT_DLP_ART 3 BY MASTER TEACHER JENETTE M. ESCUETA
• COT_DLP_ENGLISH 4 BY TEACHER MARGIE V. BOTICARIO #3
• COT_DLP_ENGLISH 4 BY TEACHER MARGIE V. BOTICARIO #4
• COT_DLP_ENGLISH 4 BY TEACHER ROSEMARIE C. HERNANDO
• COT_DLP_EPP 4 BY SIR ARJAY P. DELA CRUZ #2
• COT_DLP_EPP 4 BY SIR ARJAY P. DELA CRUZ #3
• COT_DLP_FILIPINO 4 BY TEACHER RUENA B. JAVIER
• COT_DLP_SCIENCE 4 BY TEACHER FE E. BALLERAS
• COT_PPT_FILIPINO 4_PAGSUNOD SA PANUTO BY TEACHER RUENA B. JAVIER
• COT_PPT_SCIENCE 4_SAFETY PRECAUTIONS BY TEACHER FE BALLERAS

GRADE 5 COT Classroom Observation Tools 

• COT_DLP_ENGLISH 5_COMPLEX SENTENCE BY SIR REI MARASIGAN
• COT_DLP_EPP 5 BY SIR CHRISTIAN DAN A. VINLUAN
• COT_DLP_FILIPINO 5 BY SIR FRANCIS M. NAVELA II
• COT_DLP_MAPEH 5 BY TEACHER JELYN V. CHAVEZ
• COT_DLP_MATHEMATICS 5 BY TEACHER FILPA D. ARO
• COT_DLP_SCIENCE 5 BY SIR JOHN CEL P. FAUSTINO
• COT_DLP_SCIENCE 5 BY TEACHER SOLIDAD A. NATIVIDAD

GRADE 6 COT Classroom Observation Tools 

• COT_DLP ENGLISH 6_SUMMARIZING INFORMATIONS HEARD BY MASTER TEACHER EVA M. CORVERA
• COT_DLP_ENGLISH 6 BY TEACHER TERESITA B. ARMENDARES
• COT_DLP_EPP 6 BY TEACHER CHERRIE ANN A. DELA CRUZ
• COT_DLP_FILIPINO 6 BY TEACHER ARLET D. ORO
• COT_DLP_MATHEMATICS 6 BY TEACHER FILPA D. ARO
• COT_DLP_MATHEMATICS 6 BY TEACHER LIBERTY B. MONTEAGUDO
• COT_DLP_MATHEMATICS 6 BY TEACHER MA. EDITHA L. OLLAVE
• COT_DLP_SCIENCE 6 BY TEACHER KRISTINE ANN B. DE JESUS
• COT_DLP_SCIENCE 6_EARTH’S ROTATION BY MASTER TEACHER EVA M. CORVERA
• COT_DLP_SCIENE 6 BY TEACHER JOCELYN M. PONCE
• COT_PPT_ENGLISH 6
• COT_PPT_EPP 6 BY TEACHER LORILIE A. AQUIT
• COT_PPT_FILIPINO 6
• COT_PPT_SCIENCE 6_EARTH’S ROTATION BY MASTER TEACHER EVA CORVERA
• COT_PPT_SCIENCE 6_PLANETS

Additional Resources:

• RPMS TOOLS for TEACHER I – III (Proficient Teachers) – MS Excel
• Sample COT Observation Guide and Tool – Ronel Balistoy

“Coming together is a beginning. Keeping together is progress. Working together is success.”

–Henry Ford

P.S.

• After downloading, please have a moment to show your Support to our DepEd Club Contributors by giving us a LIKE on our Official FB page – K to 12 Teachers Club  ( Former DepEd Teachers Club Page). Thank you!
• All Teachers are invited to JOIN our Facebook Group – DepEd Teachers Club
• If you’ll be Sharing this somewhere else, PLEASE DO CREDIT THIS WORKS TO DEPED TEACHERS CLUB. Thank you.

The post <span>Classroom Observation Tools (COT) | Teachers Tools Online</span> appeared first on The Deped Teachers Club.

DepEd Memorandum No. 063 s. 2018

Deped National Uniforms for Teaching and Non-Teaching Personnel

for School Year 2018-2019

1. The Department of Budget and Management (DBM) has issued Budget Circular No. 2018-1 entitled Rules and Regulations on the Grant of Uniform/Clothing Allowance (U/CA) to Civilian Personnel on March 8, 2018.
2. In view of this, the Department of Education (DepEd) announces that the National Uniforms for Teaching and Non-Teaching Personnel for School Year (SY) 2018-2019 shall remain the same as the of SY 2016-2017.
3. The prescribed official uniform designs are stipulated in DepEd Memorandum (DM) No. 84, s. 2016 entitled Additional Guidelines on the Deped National Uniforms for Teaching and Non-Teaching Personnel.
4. The Annual clothing and uniform allowance in the amount of Six Thousand Pesos (P6,000) shall be released to all personnel, subject to existing accounting and auditing rules and regulations, and upon the release of the Notice of Cash Allocation from the DBM.
5. Immediate dissemination of this Memorandum is desired.

Source:

• DepEd Memorandum No. 063 s. 2018 – Deped National Uniforms for Teaching and Non-Teaching Personnel for School Year 2018-2019

The post <span>Deped National Uniforms for Teaching and Non-Teaching Personnel for SY 2018-2019 | DepEd Memo No. 063 s. 2018</span> appeared first on The Deped Teachers Club.

UPDATE on UPDATE: DepEd Number of School Days per Month for SY 2018 – 2019 with References

As stated in DepEd Order No., 25, s. 2018 : School Calendar for School Year 2018–2019, there shall be 208 school days for School Year 2018 – 2019 inclusive of the five (5) In-Service Training and the three (3) days Parent-Teacher Conference conducted in every quarter. The learners are expected to be in school for a total of 200 class days. The number of days in each month are distributed as follows:

1. The school year (SY) shall formally open on Monday, June 4, 2018 and shall end on Friday, April 5, 2018. it shall consist of 208 school days inclusive of the five-day In-Service Training and three days of Parent-Toacher Conferences (PTC
2. Learners are expected to be in school for a total of 200 class days for this SY. To ensure quality in the school operation and actual teaching learning, the 187-day contact time for teachers and learners is non-negotiable. The physical presence of school heads in schools shall also be enforced.
3. Private schools may deviate from this School Calendar.  However, they may not start classes earlier than the first Monday of June and not later than the last day of August, as provided in Republic Act (RA) No. 7797, entitled An Act to Lengthen the School Calendar from Two Hundred (200) Days to Not More than Two Hundred Twenty (220) Class Days. Said schools should notify in advance their respective regional offices (ROs) regarding any deviation from the school calendar.
   • Source: DepEd Order 25, s. 2018: School Calendar for School Year 2018–2019
     • IMPLEMENTING GUIDELINES ON THE SCHOOL CALENDAR FOR SCHOOL YEAR (SY) 2018-2019

For Reference:

The post <span>UPDATE: DepEd Number of School Days per Month for SY 2018 – 2019 with References</span> appeared first on The Deped Teachers Club.

With all the paperworks and unpaid overtimes, with all the unrelated tasks and unrealistic expectations, with all the sacrifices and frustrations, with the realities of being underpaid. If us teachers are to report about the K to 12 implementation, what would we say?

We have been assigned  a major role to shape the future of this country. Are we fully supported? Are we essentially invested on? Are we regarded as this country’s major asset?

Let’s talk about systems. Achieving an ideal system begins with the realization that our leaders need to understand each piece of the system. The key players needs to be analyzed. Our leaders need to be a part of the system, experience the base level first-hand to understand what’s happening in great detail.  What happens below amplifies the totality and the outcome of the whole system.

A good leader is someone who can motivate their team, someone who listens, someone who observes and gives importance to good management practice for a system to succeed. If our leaders know the problems experienced by their key players, by then they can pierce together an  effective and efficient system.

DepEd ready to give Senate update on K to 12 implementation

The Department of Education (DepEd) is set to make a presentation in the Senate to provide an updated report on the status of education in the country, particularly in the basic education sector amid the implementation of the K to 12 program.

DepEd Undersecretary and Spokesperson Nepomuceno Malaluan said DepEd has already requested for an “opportunity to make a presentation before the committee to respond to the matters raised”, particularly before Senator Sherwin Gatchalian in a Senate education subcommittee’s inquiry on the current state of the Philippine education system earlier this month.

Gatchalian underscored the need to review the implementation of the K to 12 basic education program noting the “declining performance” of country’s students after its implementation. Malaluan noted that as early last year, the department’s presentations “have already emphasized that the shift of DepEd’s focus from access to quality.”

“Access indicators are really very high, participation rates are also very high,” Malaluan said. While there were certain regions that have “lagged behind” like Autonomous Region in Muslim Mindanao (ARMM), he noted that “interventions on access to education” are currently being carried out.

“In fact, the programs of the department are going to be geared, in the next years, towards quality,” he added.

During a Senate education subcommittee’s inquiry on the current state of the Philippine education system, Gatchalian raised doubts on the “effectiveness” and “quality” of the K to 12 program.

He noted that data from DepEd showed the “low proficient” Grade 6 and Grade 10 students from 2016 to 2017. He also noted that that over-all assessment National Achievement Tests (NAT) at 40 percent for Grade 6 and Grade 10 “is quite alarming.”

To this, Briones noted that it was not only through the National Achievement Test (NAT) that “we can find out what it happening in the education sector.”

She shared that in the last Cabinet meeting, the Department of Science and Technology (DOST) reported to President Rodrigo Duterte a “very high improvement” in performance in tests in Science and Math and it “was on record that it was due to the SHS [Senior High School] program.”

Gatchalian also noted the “misalignment” between the K to 12 program and the demands of industries for employment aside from the low proficiency rates of the students. Also, the DepEd’s K to 12 curriculum, he added, “does not match” the higher education curriculum of the Commission on Higher Education (CHED).

Nepomuceno, on the other hand, assured that DepEd will address the “matters that were raised” and will present the department’s programs during the hearing which was requested on March 27.

The K to 12 Program covers 13 years of basic education – kindergarten, six years of primary education, four years of Junior High School (JHS), and two years of SHS.

Source:

• Manila Bulletin
• By Merlina Hernando-Malipot 
• Published March 25, 2019

The post <span>DepEd to Update Senate on K to 12 implementation</span> appeared first on The Deped Teachers Club.

Classroom Diagnostic Tests are set of assessment tools designed to provide diagnostic information in order to guide learning instruction and provide support to students and teachers. These assessment tools assist teachers in identifying students’ academic strengths and areas of need.

After Diagnostic Tests, ongoing informal and formal classroom assessment is also important. It is the bond that holds teaching and learning together. It allows educators to monitor teaching effectiveness and student learning. It can motivate and shape learning and instruction that can help teachers gauge student mastery of required skills. It can also help teachers determine whether students are prepared for tests that are used for high-stakes decisions that can help students improve their own performances

Students benefit from diagnostic tests when they understand learning goals and know what kind of assessments will be used to evaluate their achievements. It helps understand what criteria will be used to evaluate their work and what an ideal response looks like.

Before conducting diagnostic tests, it is important to:

• Develop scoring guidelines for performance assessments that define what constitutes an acceptable response and establish clearly defined levels of performance
• Share the scoring guidelines with your students before they take the assessment.
• Discuss the guidelines with your students to ensure that they understand the kind of work expected at each performance level.

After conducting diagnostic tests, , it is important to conduct a post-test discussion with your students. This will give you the opportunity to correct misconceptions, discuss issues raised by the assessment, help students gain a more complete understanding of the material the assessment covered and discuss the different ways students responded to the task, and the strengths and weaknesses of each approach.

It is also important to be generous with feedback. A score alone doesn’t give students sufficient
information about their performance on the assessment.  It is important to tell students:

• Their areas of strength and weakness
• What they did correctly and incorrectly
• What they can do differently next time to improve their performance

Assessment integrated with instruction is an extremely powerful teaching tool. Using assessment as part of the learning process instead of in a summative role at
the end of a teaching unit ensures that students understand the relevance of what they are learning and how that learning will be assessed.

In summary:

Potential benefits of the diagnostic test for students.

• Promotes teachers partnering with students to set learning goals
• Provides descriptive and timely feedback to students while in the process of learning and creating
• Builds efficacy bringing students into the process of their own learning
• Encourages goal‐setting

Potential benefits of the diagnostic test for teachers.

• The benefits for teachers in using diagnostic test include the following:
• Understand the strengths and needs of each student
• Gain insight into students’ strengths and needs during the school year, as well as focus their teaching for classes and grade level

Diagnostic Test (Pre-Test) Compilation for SY 2019 – 2020 

GRADE 1 Diagnostic Test

• GRADE 1 PRE-TEST IN ARALING PANLIPUNAN
• GRADE 1 PRE-TEST IN ENGLISH
• GRADE 1 PRE-TEST IN ESP
• GRADE 1 PRE-TEST IN FILIPINO
• GRADE 1 PRE-TEST IN MAPEH
• GRADE 1 PRE-TEST IN MATHEMATICS
• GRADE 1 PRE-TEST IN MTB

GRADE 2 Diagnostic Test

• GRADE 2 PRE-TEST IN ARALING PANLIPUNAN
• GRADE 2 PRE-TEST IN ENGLISH
• GRADE 2 PRE-TEST IN ESP
• GRADE 2 PRE-TEST IN FILIPINO
• GRADE 2 PRE-TEST IN MAPEH
• GRADE 2 PRE-TEST IN MATHEMATICS
• GRADE 2 PRE-TEST IN MTB

GRADE 3 Diagnostic Test

• GRADE 3 PRE-TEST IN AGHAM
• GRADE 3 PRE-TEST IN ARALING PANLIPUNAN
• GRADE 3 PRE-TEST IN ENGLISH
• GRADE 3 PRE-TEST IN ESP
• GRADE 3 PRE-TEST IN FILIPINO
• GRADE 3 PRE-TEST IN MAPEH
• GRADE 3 PRE-TEST IN MATHEMATICS
• GRADE 3 PRE-TEST IN MTB

GRADE 4 Diagnostic Test

• GRADE 4 PRE-TEST IN ARALING PANLIPUNAN
• GRADE 4 PRE-TEST IN ENGLISH
• GRADE 4 PRE-TEST IN EPP
• GRADE 4 PRE-TEST IN ESP
• GRADE 4 PRE-TEST IN FILIPINO
• GRADE 4 PRE-TEST IN MAPEH
• GRADE 4 PRE-TEST IN MATHEMATICS
• GRADE 4 PRE-TEST IN SCIENCE
• GRADE 4 DIAGNOSTIC TEST ANSWER KEY

GRADE 5 Diagnostic Test

• GRADE 5 PRE-TEST IN ARALING PANLIPUNAN
• GRADE 5 PRE-TEST IN ENGLISH
• GRADE 5 PRE-TEST IN EPP
• GRADE 5 PRE-TEST IN ESP
• GRADE 5 PRE-TEST IN MAPEH
• GRADE 5 PRE-TEST IN MATHEMATICS
• GRADE 5 PRE-TEST IN SCIENCE

GRADE 6 Diagnostic Test

• GRADE 6 PRE-TEST IN ARALING PANLIPUNAN
• GRADE 6 PRE-TEST IN ENGLISH
• GRADE 6 PRE-TEST IN ESP
• GRADE 6 PRE-TEST IN FILIPINO
• GRADE 6 PRE-TEST IN MAPEH
• GRADE 6 PRE-TEST IN MATHEMATICS
• GRADE 6 PRE-TEST IN SCIENCE
• GRADE 6 PRE-TEST IN TLE

GRADE 7 – 12  Diagnostic Tests to be uploaded soon.

We are always thankful to our Contributors, Editors and Tech Volunteers. They are the foundation of DepEd Teachers Club. We are always grateful to them and we ask for your continued support.

All of these files can be downloaded for FREE via Google Drive.

Please keep on Sharing and Liking our contributions until all of our fellow teachers all around the country would benefit from these works too.   May more blessings come upon us all. Thank you.

The post <span>Diagnostic Test Compilation for SY 2019 – 2020 | Assessment Tools</span> appeared first on The Deped Teachers Club.

Update on the Department of Education National Uniforms for Teaching and Non-Teaching Personnel for School Year 2019-2020

Republic of the Philippines
Department of Education

DepEd Memorandum No. 50 , s. 2019
2 6 APR 2019

DEPED NATIONAL UNIFORMS FOR TEACHING AND NON-TEACHING PERSONNEL FOR SCHOOL YEAR 2019-2020

To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondary School Heads
All Others Concerned

1. The Department of Budget and Management (DBM) has issued Budget Circular No. 2019- 7 dated March 26, 2019 entitled Release of Funds for the Second Quarter of FY 2019 which includes the Grant of Uniform/ Clothing Allowance (U / CA) to Civilian Government Personnel on April 2019.
2. In view of this, the Department of Education (DepEd) announces that the National Uniforms for Teaching and Non-Teaching Personnel for School Year (SY) 2019-2020 shall remain the same as that of SY 2016-2017.
3. The prescribed official uniform designs are stipulated m the DepEd Memorandum (DM) No. 84, s. 2016 entitled Additional Guidelines on the DepEd National Uniforms for Teaching and Non-Teaching Personnel.
4. The annual clothing and uniform allowance in the amount of Six Thousand Pesos (P6,000) shall be released to all personnel, subject to existing accounting and auditing rules and regulations, and upon the release of the Notice of Cash Allocation from DBM.
5. Immediate dissemination of this Memorandum is desired.

ANNALYN M. SEVILLA
Undersecretary
Officer-In-Charge

Reference:
DepEd Memorandum (No. 84, s. 2016)

To be indicated in the Perpetual Index
under the following subjects:

• ALLOWANCE
• EMPLOYEES
• OFFICIALS
• RULES AND REGULATIONS
• TEACHERS
• UNIFORMS

Source:

• DepEd MEMORANDUM No. 50 , s. 2019
• Released: April 26, 2019

The post <span>Update: DepEd National Uniforms for Teaching and Non-Teaching Personnel for School Year 2019-2020</span> appeared first on The Deped Teachers Club.

Update on the Department of Education School Calendar for School Year 2019-2020 + Implementing Guidelines

Republic of the Philippines
Department of Education

DepEd Order No.7, s. 2019
Released: April 22, 2019

SCHOOL CALENDAR FOR SCHOOL YEAR 2019-2020

To: Undersecretaries
Assistant Secretaries
Education Minister, BARMM
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public and Private Elementary and Secondary School Heads
All Others Concerned

1. The School Year (SY) 2019-2020 shall formally open on Monday, June 3, 2019 and shall end on Friday, April 3, 2020. It shall consist of 203 school days, inclusive of the five-day In-Service Training (INSET), the three days for the Parent-Teacher Conferences to be conducted within the school year, and the World Teachers’ Day; provided, that during the five-day INSET, students shall be given advance reading for the attainment of learning objectives.
2. Private schools may deviate from this School Calendar. However, they may not start classes earlier than the first Monday of June nor later than the last day of August, as provided in Republic Act (R.A.) No. 7797 entitled An Act to Lengthen the School Calendar from Two Hundred (200) Days to Not More Than Two Hundred Twenty (220) Class Days. Said schools should notify in advance their respective regional offices (ROs) regarding any deviation from the school calendar.
3. The Implementing Guidelines on the SY 2019-2020 Calendar of Activities are provided in Enclosure No. 1 to enable the schools to effectively and efficiently implement the school events and activities. Likewise, the guidelines shall allow the ROs and the schools division offices to provide support to schools, particularly in the areas of instruction, and progress monitoring and evaluation.
4. Schools may observe national and local celebrations other than those indicated in Enclosure Nos. 2 and 3, provided that these are beneficial to the learners. In this regard, ROs may issue a supplemental calendar to reflect their local events.
5. To compensate for unplanned suspension of classes such as natural and man- made calamities, the Alternative Delivery Mode (ADM) or make-up classes are recommended to be undertaken. The conduct of such activities must be agreed upon by school heads, teachers and concerned parents.
6. Immediate dissemination of and strict compliance with this Order is directed.

LEONOR MAGTOLIS BRIONES
Secretary

Encls:

• As stated

References:

• DepEd Order: Nos. 25, 34, and 49, s. 2018

To be indicated in the Perpetual Index under the following subjects:

• CALENDAR, SCHOOL
• CELEBRATION AND FESTIVALS
• CLASSES
• MONITORING AND EVALUATION
• OFFICIALS
• POLICY
• SCHOOLS

School Year  2019-2020

School Opening:

Monday, June 3, 2019

Last Day of Classes:

Friday, April 3, 2020.

It shall consist of 203 School Days,

(inclusive of the 5-day In-Service Training (INSET), the 3 days for the Parent-Teacher Conferences to be conducted within the school year, and the World Teachers’ Day; provided, that during the five-day INSET, students shall be given advance reading for the attainment of learning objectives.

(Enclosure No. 1 to DepEd Order No. 007, s. 2019)

IMPLEMENTING GUIDELINES ON THE SCHOOL CALENDAR FOR SCHOOL YEAR 2019-2020

I. Rationale

1. The Department of Education (DepEd) ensures the effective implementation of the K to 12 Basic Education Curriculum for every learner to acquire quality, accessible, relevant, and liberating basic education. The implementation of the K to 12 Curriculum provides opportunity and sufficient time for the learner to acquire and master lifelong learning skills for the 21st century as well as time for other learning opportunities beyond the classroom for more holistic development, and/or to prepare the graduates for higher education, middle level skills development, and the world of work. Hence, schools are encouraged to adhere to the school calendar to comply with the required number of school days for the optimum attainment of the learning standards as well as to ensure the observance of national/local school events and activities/celebrations. The school calendar also reflects the events and monthly celebrations/observances for the year.

2. The policy aims to provide direction and guidance to schools in planning their respective activities relative to curricular operations and other celebrations/observances within the required number of school days.

II. Scope

3. The implementing guidelines for this school calendar shall be applicable to both public and private elementary and secondary schools nationwide.

4. Private schools may deviate from this School Calendar. However, they may not start classes earlier than the first Monday of June nor later than the last day of August, as provided in Republic Act (RA) No. 7797 entitled An Act to Lengthen the School Calendar from Two Hundred (200) Days to Not More than Two Hundred Twenty (220) Class Days. Said schools should notify in advance their respective regional offices (ROs) regarding any deviation from the school calendar.

III. Definition of Terms

5. For the purpose of this policy, the operational definition of the following terms are as follows:

a. Awards Committee – a committee organized by the school head to establish processes of, standards, and timelines in determining qualifiers for awards as well as to deliberate on the qualifications of candidates for awards and recognition.

b. Co-curricular Activities – activities and learning experiences that are undertaken side by side with the curricular activities. These learning experiences complement what learners are learning in school.

c. Curricular Activities – opportunities and experiences undertaken by the learners in the classrooms, laboratories, and workshops, as well as school-based and out-of­ school activities conducted to ensure the learners’ acquisition of the K to 12 learning standards and the 21st century skills.

d. Early Language Literacy and Numeracy Assessment (ELLNA) – an assessment administered at the end of Grade 3 as a key stage assessment to determine if learners are meeting the learning standards in early language, literacy, and numeracy.

e. Exit Assessment – a standardized set of examinations taken by learners in Years 6, 10, and 12. The test, which covers the 21st century skills, is designed to determine if learners are meeting the learning standards set forth in the K to 12 Basic Education Program.

f. In-Service Training (INSET) – a learning and development activity for teachers and staff that may include seminars, workshops, conferences, exhibitions and Learning Action Cells that are designed to update their knowledge, skills and competencies that will result to considerable evidence of improved teaching-learning
performance and and instructional leadership practices which enhance learners’ competency levels.

g. National Career Assessment Examination (NCAE) – an aptitude test geared towards providing information through test results for self-assessment, career awareness, and career guidance of Grade 9 students of the K to 12 Program.

h. Parent-Teacher Conference – an opportunity to bring parents and teachers together in partnership to support learners’ academic success and happiness. Teachers shall discuss with the parents the academic progress and social behavior of their children and showcase the outputs of the learners.

IV.Policy Statement

6. The DepEd hereby issues these guidelines to ensure that the number of school days required for curriculum operations and school-related activities are complied with and standard school events and celebrations/observances are being conducted during the school year to ensure quality teaching and holistic learning.

V. Guidelines

7. The School Year (SY) 2019-2020 shall formally open on Monday, June 3, 2019 and shall end on Friday, April 3, 2020. It shall consist of 203 school days, inclusive of the five-day In-Service Training (INSET), the three days for the Parent-Teacher Conferences to be conducted within the school year, and the World Teachers’ that during the
Day; provided, five-day INSET, students shall be given advance reading for the attainment of learning
objectives.

8. Corollary to the K to 12 goal for the holistic development of the learner, schools are encouraged to organize curricular non-classroom-based activities that involve learners such as science fairs, showcase of portfolios, trade fairs, school sports, campus journalism, festival of talents, job fairs, career orientation, and other similar activities.

9. Parent-Teacher Conferences shall be done every Second Saturday after the Quarterly Examinations, except on the last conference in April 2020. It will be used as a venue to apprise the parents on the performance of their children and ensure their involvement in school activities. These conferences shall be conducted alongside with the Distribution of Report Cards and conduct of curricular non-classroom based activities where feasible and
appropriate.

10. A general assembly shall be conducted by all schools at the beginning of the school year to orient stakeholders on the vision, mission, and core values of DepED, as well as curriculum, co-curricular programs, and ancillary services that support learners’ development and other continuous improvement initiatives, and to generate proposals. A year-end General Assembly is also encouraged to present the School Report Card (SRC) and consult the assembly on how to better achieve the vision, goals, and objectives.

11. Deworming of children in school shall be conducted in the months of July 2019 and January 2020.

12. Career guidance activities shall be conducted between July and November 2019 to guide Grades 9 and 10 students in making informed choices on their preferred Senior High School track. College and middle level skills fair, job fair, business and entrepreneurship expo, and similar activities shall be conducted during the last quarter of the school year to ensure placement of Grade 12 students in their preferred curriculum exits.

13. At the end of the Second Quarter, a semestral break for learners shall be observed to evaluate individual teachers and their collective performance, as well as to conduct the School-based In-Service Training (INSET) activities for their continuing professional development and for the preparation of their Instructional Materials (IMs).

14. The Christmas break shall begin on Sunday, December 15, 2019. Classes shall resume on Monday, January 6, 2020.

15. To ensure quality of learning, formative assessments shall be regularly conducted by the teachers. At the national level, the Bureau of Education Assessment (BEA) shall administer the National Career Assessment Examination (NCAE) to assess the aptitude and interest of students and provide them with relevant information on their skills, abilities, and readiness for academic and non-academic courses, the Early Language Literacy and Numeracy Assessment (ELLNA) to measure the literacy skills of the learners in their respective Mother Tongues (MT), Filipino and English, and Exit Assessments such as National Achievement Tests (NAT) for Grades 6 and 10, and the Basic Education Exit Assessment (BEEA) for Grade 12, to determine if learners are meeting the learning standards set forth in the K to 12 Basic Education Program. The Regional Offices (ROs) and Schools Division Offices
(SDOs) are encouraged to administer the ELLNA for the MT.

16. The summer/remedial classes shall begin on Monday, April 13, 2020 and end on Friday, May 22, 2020.

17. Deliberation of awards and recognition may be conducted two weeks before the graduation or moving-up
ceremonies by the School Awards Committee (AC) for the following:

a. Learners who will receive recognition and awards; and
b. Learners who are candidates for graduation.

18. Accomplishment of year-end financial clearance of learners is strictly prohibited in accordance with the Department’s No Collection Policy.

19. In preparation for the opening of classes for the coming SY 2020-2021, the schools shall
conduct the following activities:

a. Early Registration of learners beginning on the last Saturday of January in the schools where they wish to study, as stipulated in DepEd Order No. 3, s. 2018;
b. Brigada Eskwela (date to be announced) to enable the community and the school to prepare their facilities before the start of another school year.

20. In Enclosure No. 2, a calendar is presented with the following markings on relevant dates:
a. Declared holidays and weekdays with no classes (X).
b. Days with school activities for teachers, personnel, and other stakeholders (•).
c. Days that are subject to Presidential Proclamation (+)

21. Attached is Enclosure 3 listing the celebrations/observances provided by law. Schools are encouraged to integrate such celebrations/observances in curricular activities as reasonable and appropriate.

VI. Monitoring and Evaluation

22. The Curriculum Learning Management Division of the ROs and the Curriculum Implementation Division of the SDOs shall monitor the compliance of schools with the provisions of these guidelines. Queries on these guidelines shall be addressed to the Office of the Director IV, Bureau of Learning Delivery, via email address
bid.od@deped.gov.ph or at telephone numbers 637-4346 and 637-4347.

VII. Effectivity

23. This Policy shall take effect immediately upon publication in the DepEd website.

VIII. References

D.O. No. 25, s. 2018, School Calendar for School Year 2017-2018

D.O. No. 13, s. 2018, Implementing Guidelines on the Conduct of Remedial and Advancement Classes During Summer for the K to 12 Basic Education Program.

D.O. No. 3, s. 2018, Basic Education Enrolment Policy

D.O. No. 55, s. 2016, Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program

(Enclosure No. 1 to DepEd Order No. 007, s. 2019)

IMPLEMENTING GUIDELINES ON THE SCHOOL CALENDAR FOR SCHOOL YEAR 2019-2020

SCHOOL CALENDAR FOR SCHOOL YEAR 2019-2020

Source:

• Department of Education
  • DepEd Order No.7, s. 2019 – SCHOOL CALENDAR FOR SCHOOL YEAR 2019-2020
  • Released: April 22, 2019

The post <span>DepEd School Calendar for School Year 2019-2020 | DepEd Order No.7, s. 2019</span> appeared first on The Deped Teachers Club.

Teachers’ election benefits, honoraria and allowances for serving as Electoral Board Member for the 2019 Mid-term Election on Monday, May 13.

According to DepEd, half (50%) of the Honorarium and Travel Allowance of around 255,000 teachers will be paid in advance before the start of election in May 13. These will be paid in cash instead of cash cards which were used to withdraw payments from the previous elections.

Honoraria, Allowances and other Benefits of Electoral Board Members as per RA 10756 (Election Service Reform Act)

• Chairperson:

  • Php 6,000 + Php 1,000 Travel Allowance

• Member:

  • Php 5,000 + Php 1,000 Travel Allowance

• Deped Supervisor Official (DESO):

  • Php 4,000 + Php 1,000 Travel Allowance

• Support Staff:

  • Php 2,000 + Php 1,000 Travel Allowance

• DESO Technical Support Staff:

  • Php 2,000 + Php 1,000 Travel Allowance

• Other Benefits for ALL Electoral Board Members

  • Minimum of 5 days service credits which can be converted to leave credits or can be monetized
  • Php 200,000  worth of Medical benefits (to be shouldered by the government)
  • Php 500,000 worth of benefits in case of injury or death.
  • Legal indemnification amount (in partnership with the Public Attorney’s Office)

According to DepEd, the advanced payment of honorarium and travel allowance is to compensate teachers from their expenses from orientations and various election related preparations. These will be paid in installment since there may be instances of no show or teachers getting sick. The remaining half will be given after the election when the election paraphernalia are returned. And if by any reason the remaining 50% is not paid right after the election, DepEd has 15 days to complete the payment of teachers’ honorarium and travel allowance.

For some teachers, it would be truly favorable and a good incentive if the honorarium and travel allowance is given full amount in advance.

According to BIR Ruling 759-18, issued in May 2018, ONLY teachers with annual taxable income (which includes the honoraria and allowances) that does not exceed Php 250,000 are exempted to the 5% tax for the honorarium and travel allowance.

“If the annual taxable income which includes the honoraria and allowances of teachers who will serve in the Electoral Boards does not exceed P250,000, such honoraria and allowances shall not be subject to income tax, and consequently to the withholding tax.”

“Conversely, if the annual taxable income which includes the honoraria and allowances of teachers who will serve in the electoral boards exceeds P250,000, such honoraria and allowances shall be subject to income tax and consequently to the withholding tax on compensation,”

– BIR Ruling 759-18, issued in May 2018

The post <span>Teachers’ Election Benefits, Honoraria, Allowances | Election 2019</span> appeared first on The Deped Teachers Club.

Happy Mother’s Day Inay, Mama , Ma’am!

The combination of a teacher and a mother is truly a blessing to all of us. You all are in true sense the best mother and the best teacher all of us could ask for.

We are so fortunate to have Teachers like you because you have always taught us something in every facet of our life.

We thank God for giving us such amazing mothers who are also the best teachers who are always there to guide us to the right path.

We all wish to be like you. A good teacher and a wonderful Mother.

The bond that we share with you is not just professional because you have touched our hearts with your affection and kindness. You’re a strong source of inspiration to us. We thank you for your support when we needed it the most, for the piece of advice that you gave us when we got lost, for your endless patience and for your unconditional love.

You’re not just a distinguished teacher, but also an amazing person. That’s why we appreciate you so much.

Happy Mother’s Day!

We love you all!

The post <span>Happy Mother’s Day fellow Teachers! We love you all!</span> appeared first on The Deped Teachers Club.