Republic of the Philippines Department of Education DepEd ORDER 26 JAN 2018 No. 03, s. 2018 BASIC EDUCATION ENROLLMENT POLICY To: Undersecretaries Assistant Secretaries Bureau and Service Directors Regional Secretary, ARMM. Regional Directors Schools Division Superintendents Public and Private Elementary and Secondary School Heads All Others Concerned 1, The Department of Education (DepEd) issues the enclosed Basic Education Enrollment Policy for School Year 2018-2019 and the subsequent school years thereafter, to institutionalize an efficient enrollment process in public and private schools, and state/local universities and colleges (SUCs/LUCs) offering basic education nationwide. 2. The rules and standards prescribed by this policy uphold the right of learners to enroll in public schools upon presentation of minimum documentary requirements, and to be provided with accessible, relevant, quality and liberating education, 3. They also guarantee the right of learners to enroll in private schools and SUCs/LUCs offering basic education upon the submission of minimum documentary requirements, and satisfaction of other conditions that the educational institution may require, subject to the existing laws and regulations. 4. The issuance repeals DepEd Order No. 6, s. 2017 entitled Multi-Year Implementing Guidelines on Early Registration. All existing Orders, Memoranda, and other related issuances inconsistent with this policy are hereby repealed, rescinded, or modified accordingly. 5. Immediate dissemination of and strict compliance with this Order is directed. LEONOR Bink BRIONES Secretary Encl: As stated References: DepEd Order: Nos. 6 and 58, s. 2017; 47; 52, 54 and 5S, s. 2016; 8, 8. 2015; 4, s. 2014; and 41, s. 2012 To be indicated in the Perpetual Index under the following subjects: ADMISSION POLICY DATA REQUIREMENTS: ENROLLMENT SCHOOLS LEARNERS TRANSFER APA/DO-Basic Education Enrollment Policy 0034-January 13/22, 2018, &. a Depta Complex, Meraeo Avenue, Pasig iy 1600 MW 35-7208/699-7228/602-1061 MM 636-4876/697-6009 Mw: dep gov. ph(Enclosure to DepEd Order No.03 , s. 2018) L mm. BASIC EDUCATION ENROLLMENT POLICY Rationale Pursuant to the Constitutional mandate of the Department of Education to ensure the delivery of accessible and quality education, it has put in place a functional basic education system. The enactment of Republic Act No. (RA) 10157 or the Kindergarten Act and RA 10533 or the Enhanced Basic Education Act of 2013 brought about sweeping changes in basic education which gave rise to the need to align DepEd’s existing processes with these reforms. The enrollment of learners, particularly the collection and management of enrollment data, is one such process, integral in planning, resource allocation, policy formulation, and development of interventions. To align the enrollment process with ongoing reforms, DepEd has issued and implemented several policies, such as the adoption of the Learner Reference Number (DO 22, s. 2012), the Adoption of Modified School Forms (DO 4, s. 2014, the Omnibus Policy on Kindergarten (DO 47, s. 2016), and the policy on Transfer of Records (DO 54, s. 2016). This Policy is issued to consolidate the various issuances on enrollment and institutionalize a basic education enrollment process. Statement of Policy All learners who elect to enroll in public schools nationwide must be accepted upon submission of the minimum documentary requirements articulated in this_-Policy. Learners who wish to enroll in private schools and state and local universities and colleges (SUCs/LUCs) offering basic education must submit the minimum documentary requirements stipulated in this Policy, and satisfy other conditions for admission that the institution may require. y establishes the standard process of enrollment in public and private schools, SUCs/LUCs offering basic education, and Alternative Learning System (ALS) learning centers nationwide. Scope of the Policy This Policy shall guide DepEd offices and personnel involved in enrollment in public and_ private schools, SUCs/ LUCs offering basic education, and ALS learning centers. This will also provide guidance to parents and learners on the enrollment process and the attendant requirements.This Policy covers early registration, actual enrollment, Learner Information System (LIS) encoding, and reiteration of policies on collection of fees among others, Definition of Terms For purposes of this Policy, the following terms are defined and understood as follows: a. Early registration - the pre-registration of incoming Kindergarten, Grades 1, 7, and 11 learners which takes place prior to the opening of classes Pre-registered - learners who underwent the early registration process, but are not considered officially enrolled Enrollment - the process of registering learners into the Learner Information System (LIS) upon the submission of the required supporting documents and first date of attendance Learner — an individual enrolled in an educational institution offering basic education Moved in ~ learners coming from other schools who enrolled in the school in the middle of the school year Moved out ~ learners who were previously enrolled in the school but enrolled in other schools the middle of the school year Temporarily enrolled - learners who are not officially enrolled due to deficiencies in submission of documentary requirements ‘Transferred in - learners aggregated by male and female who entered from one school to another, either government or private from Ist Friday of school calendar days to March 31 Transferred out - learners who left school to enter another school as evidenced by a request for permanent record (Form 137) from Ist Friday of school calendar days to March 31 Out of School Children (OSC) - persons aged 6 to 14 years who are not attending school Out of School Youth (OSY) - persons aged 15 to 24 years who are not attending school, have not finished any college or post- secondary course, and are not working Balik-Aral learner - a learner who went back to school and resume study after year/years of dropping out or discontinuing study Indigenous Peoples (IP) learner - a learner born of either or both parents who are IP as defined in RA 8371 or the Indigenous Peoples Republic Act of 1997 Special Education (SPED) learner ~ a learner in need of basic education that takes into account the special needs of both the differently abled and the gifted Philippine Educational Placement Test - a battery of tests covering five basic subjects for validating and accrediting knowledge and skills in academic areas gained through informal and non-formal means, for re-entry into formal school, job promotion, entry to job training, employment, and self-fulfillment 2v. Enrollment Procedures A. Early Registration Early registration of incoming Kindergarten, Grades 1, 7, and 11 learners in public schools shall be conducted from the last Saturday of January to the last Friday of February of each year. Incoming Grades 2-6, Grades 8-10 and Grade 12 are considered pre-registered Early registration is conducted to achieve the following: a. Ensure all new entrants for Kindergarten, Grades 1, 7, and 11 learners are registered; and b. Locate, identify and register OSC and OSY in the community who may be characterized as: * Living with disability/ies * Living in an off-grid community © Living in a barangay without a school © Living in a geographically isolated area * Displaced due to natural disaster © Living in an armed conflict area © Living in an area with high level of criminality /drug abuse « Having chronic illness * Having nutritional problem/s * Victim of child abuse, economic exploitation * Stateless /Undocumented * In conflict with the law * Living on the streets © No longer in school but interested in going back to school Offices in all governance levels, specifically those identified below, shall conduct an Information Dissemination and Advocacy Campaign to raise public awareness of early registration. Office Roles Central Office |The Central Office shall communicate the * Public Affairs Service _ | start of early registration and promote its *Bureau of Learning | conduct through all official channels e.g Delivery DepEd website, DepEd Philippines Facebook * Bureau of Human page, other media platforms, etc Resource and Organizational Development * Bureau of Learner Support ServicesOffice Roles Regional Office (RO) and |The Regional Director and Schools Division [Schools Division Office |Superintendent (SDS) shall lead and (sDo) organize a team that will spearhead the/| | advocacy campaign. The School Improvement Plan (SIP) Child Mapping Tool as provided in DepEd Order No. 44, s. 2015 attached as Annex | can be used to obtain basic information on the status of 4-17-year-old learners in the community, for purposes of school planning, School Level Schools shall undertake activities such as the following: * conduct house-to-house campaigns *post materials such as tarpaulins, banners, brochures *post on social media (Facebook, | Instagram, etc.) * secure radio/television broadcast and advertisement Schools are encouraged to involve parents, | local barangay officials, civic organizations, people’s organizations, and —_ other stakeholders. Elementary and secondary public school officials shall designate Early Registration Desks or Registration Centers in the school premises and individuals who will handle registration. Each SDO shall identify areas without schools but may have enrollees. The SDS shall designate a focal person (preferably the Public Schools District Supervisor) to work with the concerned Barangay Chairperson for early registration to be done in the barangay. Likewise, registration of street children who were identified during Child Finding Activities shall be conducted by the SDOs in coordination with the local social worker of the Department of Social Welfare and Development (DSWD). Learners with no existing profile in the LIS shall fill out the Basic Education Enrollment Form provided as Annex 2, and submit their Birth Certificate from the Philippine Statistics Authority (PSA) formerly National Statistics Office (NSO) or the local civil registrar, or barangay certification to the person in charge of registration. Pertinent information from these documents shall be encoded in the LIS to create the learners’ profiles. They will then be tagged as pre-registered learners. LRNs will only be issued on the first date of attendance. Refer to Section VI. Enrollment Data Management of this Policy. 4Grades 1, 7, and 11 learners who have an existing account in the LIS i.e. have Learner Reference Numbers (LRNs) will be tagged as pre- registered but will still need to update their information by filling out the Basic Education Enrollment Form. It is the responsibility of the concerned school personnel to ensure that this updated information is reflected in the LIS. During early registration, learners aged 6-12 who shall be enrolling in basic education for the first time shall be enrolled in appropriate grade levels on the basis of the following: 1, Completion of Kindergarten Catch-up Education Program - learner shall be enrolled in Grade 1 2. PEPT Result - learner shall be enrolled in the appropriate grade level based on the Result of PEPT Learners aged 13 and above who shall be enrolling in basic education for the first time shall be advised to undergo the ALS program. Eligibility and Documentary Requirements While this Policy adheres to the basic tenet that all learners must be accepted in basic education, all public and private schools, and SUCs and LUCs offering basic education programs shall adhere to existing rules that govern the minimum eligibility and documentary requirements for enrollment in order to establish the identity of learners. The following table presents the eligibility standards and minimum documentary requirements for each key grade level. ‘i ] Documentary Level Eligibility Standards Requirements Kinder Children aged five years old by Philippine Statistics will enroll in (DepEd Order 47, s. 2016, Omnibus Policy on Kindergarten) Certificate ‘formerly National Statistics Office (NSO} Grade 1 [Children who have completed «Kindergarten Certificate of \Kindergarten programs in DepEd| Completion accredited schools and centers | © PSA Birth Certificate have not completed Kindergarten August 31* of the school year they| Authority (PSA)* Birth Children who are six years old and] « Result of ECCD Asse: ment| above by August 31* of the school] Checklist year they will enroll in and who! e PSA Birth Certificate |Documentary Level Eligibility Standards Requirements Children who have completed any |e Result of PEPT or PVT | form of Kindergarten program in|» PSA Birth Certificate non-DepEd accredited learning | and day-care centers, or home- | schooled learners (DepEd Order 47, s. 2016, Omnibus Policy on Kindergarten) Grade 7 |Grade 6 Graduate *SF 9 Grade 6 (formerly Form 138) PEPT Passer or A&E Test Passer |e Result of PEPT or A&E Test | * PSA Birth Certificate | Grade 11 | Grade 10 Completer *SF 9 Grade 10 (formerly) Form 138) PEPT Passer or A&E Test Passer | « Result of PEPT or A&E Tes' PSA Birth Certificate In the absence of a PSA Birth Certificate, the parent or guardian must submit a Birth Certificate (late registration) from the local civil registrar or a barangay certification containing the basic information of the child such as: «Name of the child (first name, middle name, last name) ‘* Name of parents * Date of birth Sex If the documents mentioned above are not submitted by the end of Early Registration, learners will be given until August 31* of the school year they will enroll in to produce and submit the required documents. Submission of the learner’s Birth Certificate from the PSA or the local civil registrar, or barangay certification for purposes of enrollment will only be done once during the duration of a child’s basic education. As provided in DO. 58, s. 2017 the birth certificate shall be an attachment to the learner’s permanent record. To help ensure that learners enroll in accredited private schools, a list of DepEd accredited schools will be consolidated by the RO and shall be posted in conspicuous spaces in the SDOs and on the DepEd website. Requirement for Transferees Learners from public or private schools in the Philippines who shall transfer shall submit their SF 9 (formerly Form 138) or a letter certifying 6the last grade level the learner completed signed by the School Registrar. Refer to DO 54, s. 2016 for guidelines on the request and transfer of the learner's school records. Special Cases In special cases, additional documents may be required for submission. Below are such cases: Special Cases Learners from: 1. Philippine Abroad | schools (any grade level) Required Documents Upon Enrollment «Birth Certificate or any equivalent legal document «Latest Report Card or any Schools Abroad| equivalent academic record (any grade level) | * Accepting school shall have the discretion to determine 2. Foreign Schools] the appropriate grade level in which to place the learner (DO 26, s. 1994) *PEPT Certificate of Rating for learners who have not completed the school year abroad, as long as three grading periods have been who need grade level standards assessment |Learners from non-|*PEPT/PVT Certificate of | DepEd aceredited| Rating “Birth Certificate from the PSA or the local civil registrar, or barangay certification completed, and for learners | Additional Requirements For Submission During ‘The School Year «Permanent Transcript of Records from originating school None Balik-Aral learner (any grade level) A&E —_ Elementary|*A&E Elementary _Level | SF 9 (formerly Form 138) of the last school year attended or PEPT Certificate of Rating, whichever is applicable Level Test Passer] Certificate of Rating who qualified Grade 7 for *Birth Certificate from the PSA or the local civil registrar, or barangay certificationAdditional Required Documents Upon | Requirements For Special Cases Enrollment Submission During A&E Secondary|*A&E Secondary _Level Level Test Passer| Certificate of Rating who qualified for Grade 11 The School Year __ |Displaced _learners/ Any proof of identity or any|* SF 9 (formerly Form! due to on-going) means as directed by the} 138) and/or war/armed conflict] Central Office # Results of PEPT or A&E jand very _ recent Test, if applicable disasters /calamities — B. Conduct of General Enrollment and Date of First Attendance Public elementary and secondary school officials, SDOs and ROs in collaboration with the local officials of the community shall ensure that pre-registered learners shall report to public school on the first day of classes. Aweek before the opening of classes, the school shall post the respective class/section assignment of the learners. This shall ensure that the learners will be guided on their respective classes. Learners who are not pre-registered must proceed to the enrollment desk located in the principal’s office, guidance office, or any designated strategic location in the school for enrollment and subsequent placement in a specific section. Class advisers shall take note of the learners’ first date of attendance. Only learners with a first date of attendance and complete documentary requirements shall be considered officially enrolled. Section assignments and date of first attendance shall be finalized through the LIS. C. Temporary Enrollment Transferees from public and private schools in the Philippines who failed to submit the SF 9 (formerly Form 138) during early registration or upon enrollment shall only be temporarily enrolled until the submission of required documents on or before August 31 of the current school year. They shall be required to submit an Affidavit of Undertaking, provided as Annex 3, signed by the parent/guardian in order to be temporarily enrolledFor temporarily enrolled learners, the receiving school shall issue a Temporary Progress Report Card as provided in Annex 4 signed by the Class Adviser for the parents/guardians to monitor the progress of his/her child. This form is inadmissible for transfer and enrollment purposes and is only issued for progress monitoring. Upon complete submission of the documentary requirements, the learner shall be tagged as officially enrolled in the LIS. Otherwise, the learner retains the status of temporarily enrolled; the learner cannot be officially promoted to a higher grade level, and the learner cannot officially graduate from the school. The learner will not be recognized should he/she attain the qualifying average and other criteria for academic honors, and the receiving school shall not release official documents such as the SF 9, SF 10, Certificate of Completion, Diploma, etc. Late Enrollment A school may accept late enrollees provided that the learner will be able to meet eighty percent (80%) of the prescribed number of school days for each school year and the quarterly requirement to pass the grade level as governed by the latest existing applicable DepEd issuances. If the learner cannot meet the required number of school days and the quarterly requirement, the school head may exercise his/her discretion to accept the enrollee and implement catch-up activities or interventions under acceptable circumstances. Learners Moving In/Out Learners from other schools who enrolied in the school in the middle of the school year shall be tagged in the system as “moved in’, while learners who were previously enrolled in the school but enrolled in other schools in the middle of the school year shall be tagged in the system as “moved out”. Learners may move in/out from one school to another school anytime during the school year for valid reasons such as, but not limited to, family migration and disasters, among others. Learners moving in/out from schools in the Philippines shall submit the latest Learner’s Progress Report Card (SF 9 formerly Form 138) upon enrollment. ‘The receiving school shall coordinate with the originating school to verify the grade level and last quarterly grade of the learner. Refer to DO 54, s. 2016 for guidelines on the request and transfer of the learner's school records.vi. Learners who fail to submit the necessary requirements upon moving in shall be considered temporarily enrolled. The guidelines on temporary enrollment as provided in Section V (C) Temporary Enrollment shall apply. Learners who transfer to ALS shall not be considered school leavers. The adviser will make the necessary notations on the learners’ School Form 1, signifying that the particular learner transferred to the ALS program. He/she shall indicate the date of effectivity of the transfer, the ALS program being attended, and the name of the ALS facilitator. Fees No fees shall be collected from schoolchildren during enrollment. For membership fees and contributions that may be collected on a voluntary basis after enrollment, refer to the latest existing applicable DepEd issuances. Non-payment of voluntary contributions shall not prohibit enrollment of learners. Collection of authorized voluntary contribution should not be done during the schedule of release of financial assistance for Conditional Cash Transfer (CCT) or 4Ps recipients. In no instance must the school collect contribution out of the 4Ps subsidy. Enrollment Data Management Every learner in the basic education system shall be issued only one unique and permanent LRN that he/she shall use throughout the entire basic education program. The search learner facility of the LIS shall aid in determining whether the learner already has an LRN or not. A learner’s uniqueness must always be established before creating a new LRN. Results of the Early Registration shall be encoded by the School Head in the LIS under the Early Registration module. Enrollment data on the first day of attendance up to the last school day of the opening month of the school year shall be encoded by the School Head in the LIS under the Quick Count module. Private schools, SUCs, and LUCs with different school calendars shall encode on the first day of classes. ‘The latest existing applicable DepEd issuances shall govern the updating of Basic Education Statistics in the LIS and Enhanced Basic Education Information System (EBEIS) at the Beginning of School Year (BoSY) and End of School Year (EoSY). All educational institutions, whether public or private, offering basic education shall ensure that they have updated school profiles and other 10vil. vul. data elements in the EBEIS, and that all learners enrolled in the school are registered and have updated profiles in the LIS. Monitoring and Evaluation ‘The Policy, Planning, Research and Development Division and Quality Assurance Division of the ROs and the School Governance Operations Division of the SDOs are required to conduct monitoring, provide technical assistance, and gather issues, best practices, and feedback. SDOs should ensure that School Heads comply with the provisions of this Policy. Progress monitoring during the early registration and actual enrollment shall be conducted. The Central Office through the Bureau of Learning Delivery, Bureau of Human Resource and Organizational Development- School Effectiveness Division, and Planning Service shall jointly lead the review of the implementation of this Po Effectivity This Policy shall take effect for SY 2018-2019 and succeeding years immediately upon publication in the DepEd official website and shall remain in force and effect unless sooner repealed, amended or rescinded. This Policy effectively rescinds DO 6, s. 2017 (Multi-Year Implementing Guidelines on Early Registration). All prior DepEd Orders, other issuances, or provisions thereof which are inconsistent with this Policy are hereby rescinded. References DepEd Order 54, s. 2016, Guidelines on the Request and Transfer of Learner's School Records. DepEd Order 55, s. 2016, Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic Education Program DepEd Order 52, s. 2016 - Data Collection of Basic Education Statistics in the Learner Information System and Enhanced Basic Education Information System for Beginning of School Year 2016-2017 DepEd Order 47, s. 2016, Omnibus Policy on Kindergarten DepEd Order 8, s. 2015, Policy Guidelines on Classroom Assessment for the K-12 Basic Education DepEd Order 4, s. 2014, Adoption of the Modified School Forms (SFs) for Public Elementary and Secondary Schools Effective End of School Year 2013-2014 uDepEd Order 41, s. 2012, Revised Guidelines on the Opening of Classes DepEd Order 88, s. 2010, 2010 Revised Manual of Regulations for Private Schools in Basic Education DepEd Order 99, s. 2009 - Organization of Headstart Classes for the Gifted and Talented Preschoolers DECS Service Manual 2000, page 77 DECS Order no. 22, s. 1998 - Philippine Validating Test (PVT) for Learnings Acquired Under Certain Circumstances DECS Order No. 26, s. 1994 - Placements of Transferees from Foreign Countries Seeking Admission to Philippine Elementary and Secondary Schools~ _ TT an | | _ os jf poop ft Lo] | | t a - Z | | — ~ - iT Pott ep { 1 ( } —__| | |__| { _t _ _ _ | | / | | - a ee a op { i | |ANNEX 2 BASIC EDUCATION ENROLLMENT FORM THIS FORM IS NOT FOR SALE (Check the aperoprte box ony sets Yes -fo [J sour [] vente [5] penn aa INSTRUCTIONS: Fy neon neon CABTA tr, at eld om ot ett eae STUDENT INFORMATION Pen Conse Na wearerraooosne 09 PE LL vast nae COTTLo RST NAME CELLILI MIDDLE NAME I [ EXTENSION NAME» Jr opp gareceomm TCT) COT] sx ( me Lfrtine ace Been Sein? [_]o [_] vee tye renm apt Mater Tero Aooness aR ROR Zp cove PARENT’SIGUARDIAN’S INFORMATION Telephone No, Celiphone No For Returning Learners (Balik-Aral) and Those Who Shall Tranefer/Move In Last Grade Level Completed Last Schoo! Year Completed ‘Schoo! Name scroll [TT TTT 4 School Address ie: For Leamers in Senior High Schoo! Semester [Jitssem — £) "Sem Track ‘Strand (if any) | hereby certify that the above information given are true and correct to the best of my knowiedge {and | allow the Department of Education to use my child's details o create andlor update hissher learner profie in the Leamer Information System. The information herein shall be treated as confidential in Complance with the Data Privacy Act of 2012, —sratire Over Printed Name of Parana “Fare 6 Dep Persone Ory To be Te up by Cass Raiser DATE OF FIRST ATTENDANCE 1 , Grade Lv! “Track for SHS)Reference Table Indigenous People - A group of people or homogenous societies identified by self-ascription and ascription by others, wno have continuously lived as an organized community on communally bounded and defined temitory Abeiing Caiinga tom Abelien Capizeo Ivatan Abeling Caviterio Iwak ‘Aberiing Cebuano Jama Mapon ‘Abiyan (acta) Chavacano Kabayukan ‘Adasen Chinese kabihug Aeta Cimaron KadakiarvKacnakran ‘Aggay Cotabateno Kailawan/Kaylawan, Agta Gotabatefio-Chavacano Kalagan ‘Agta-Agay Cuyonen Kalaguya-Ayangan ‘Aata-Cimaron Cuyunon Kalanguya ‘Aata-Dumagat Dacalan Kalanguya-Ikalahan ‘Agta-Tabangnon Dagaynen kalibugan ‘Agta-Taboy Danax Kalibugan/Kolibugan ‘Agutaynon Dananao Kalinga ‘Akeanon Davao-Chavacano Kamayo ‘Alab Davawerio Kamigin ‘Alangan Diangan Kamiguin ‘Alangan Mangyan Dibabawon Kankanaey ‘Ambala Dibabeen Muitaan Kankangey tbenguet ‘Apayao Dibaben Kankanaey lyapiay ‘Appl Direrayaan Kapampangan ‘Aromanen-Manobo Dulangan Karao ‘Acomanon Dumagat KKarintk Ata Dumagat-Alta Kerulano ‘Ata-Manobo Dumagat-Remontado Kaunana At Escaya ken-ey ‘Ayangan Gaddang Kirenteken Bagjao Gubang Klata Badjao, Sama Laut Gubatnon Kongking Bagkalot ‘Gubatnon Mangyan Korolanon, Bago Guiangan Lantanen Bagobo Guilayon Lambangian Bagobo-Tagabawa Guinaang Lambanglan Balangao Halawodnon Langian Balatoc Hanunvo Livunganen Baliwon Hanunuo Mangyan llongot Baluga Henanga Luo Banao Higaonon Lubuagan Bangon Hiligaynonionggo Mabaka Bantoanon labanag Maeng Banwaon taioy Magahat Batlig Ibanag Mag-anti Basao Ibatan Mag-antsi Batak Mugao Magbekin Batangan Ikalahan Magbukon ‘Batangan Mangyan laud | Mag-inci Belwang lianen Magkunana BikoVBico! liocano Maguindanao Binongan longot Majokayong Bisaya/Binisaya lranon Malaweg/Malaueg Blean raya Malbong Boholano lraya Mangyan Mamanwa Bontoc Isarog Mandaya Bontok Isinai Mandek-ey Bugkalot snag Mandukayan Bugarct Isnal ‘Mangal Buhid Isneg ‘Mangguangan Bunid Mangyan Isoroken Manobo Bukidnon tama ‘Manobo Bit Butbut Itawis ‘Manobo-Dulangan Cagaluan Itbayat-lvatan ‘Manabo-Ubo | Cagayanen Itneg Mansaka JWaranao Masadit Masbatefio/Masbatenon Matigsalog Mayudan Molbog Naneng Negrto (Obu-Manuvu Pala wan Palawani Palawan-o Palawanon Pan-ayanon Panay-Bukidnon Pangasinan/Panggaleto Parananum Pugot Pulangien Pulangiyen Pullon’ Ratagnon Ratagnon Mangyan Remontado Sadanga ‘Saki Saiea565 Sama Sama Bacjao Sama Banging! Sama Laut Samal Sarai Sibuyan Mangyan-Tagabukid Subanen Sulodudiknon Sumacel Tabangon Tadyaven Tadyawan Mangyan Tagabawa Tageksolo Tagalog Taganva Tagawahanon Tagbanua Tagberua/Kalamianen Talaandg Tealaingoo Tealaingod, Langan Taloctok | Tact bato Taxbad Tausug Taut-Bato Tool T-boi Teduray Tigwahanon Tinananen Tingglan Tinggvian Tinglayan Tinguian | Tiruray Tongiayan Tulgao’ Tuwali Ubo Manobo \Ubo-Manobo Umayamnon Waray Yakan Yapayao Yogad Yugad Zambal Mother Tongue - The language first leamed by a learner ‘There are 19 major languages identified by DepEd which are: Tagalog, Kapampangan, Pangasinense, lioko, Bikol, Cebuano, Hiligaynon, Waray, Tausug, Maguondanaoan, Maranao, Chabacano, Ybanag, Ivatan, Sambal, Akianon, Kinaray-a, Yakan, and Surigzonon. ‘Adasen ‘Agta, Alabat Island ‘Agta, Casiguran Dumagat ‘Agta, Gentral Cagayan ‘Agta, Dicamay ‘Agta, Dupaninan ‘Agta, Isarog ‘Agta, Mt tiga ‘Agta, Pahanan Agta, Pudto! ‘Agta, Umiray Dumaget ‘Agta, Vila Viciosa ‘Agutaynen ‘Akeanon Bukidnon ‘AkeanoniAkianon/inakeanon ‘Aklanon Alangan ‘Ata, Northern ‘Ata, Southern ‘American Sign Language Arabic Ada AtiInati ‘Atta, Faice Atta, Pamplona ‘Ayta, Abellen Ayta, Ambala Ayla, Mag-antsi Ayta, Magbukun Ayta, Mag-Indi Ayta, Sorsogon ‘Ayta, Tayabas Bago Balangao Balatok Bantoanon, Asi Batak Belwang Biko Bikol Partido Bikol, Buh'non Bikol, Central Biko}, Liton Bikol, Miraya Bikol, Northern Catanduanes Bikol, Rinconada Bikol, Southern Catanduanes Bikol, West Albay Binukid Bisakol Blaan Blan, Sarangani Bol-anon Bolinao Buhia Butuanon Caluyanun Capiznon, Cebuano Cebuano / Sinugbuanong Binisaya Cebuano/KanalSinugboanong Binisaya Chabacano Chinese Cantonese Chinese Fookien Chinese Mandarin Cuyonon Davawenyo Dumagat, Remontado English Filipino Gaddang Giangan Gubang Hanunoo Higzonon Hiligaynon aio panag Ipatan Ifugao, Amganad Ifugao, Batad Ifugao, Mayoyao/Ayangan Ifugao, Tuwali liocano | loko | tlongot Inabaknon Inonhan Iranun raya Isinai | Isnag Isneg Hawt Iineg, Banao Itneg, Binongan Itneg, Iniaod Iineg, Maeng Iineg, Masadit Iineg. Muyadan,Tatar wake Kagayanen Kalagan Kelagan, Kagan Kelanguya Kalinga, Butbut Kalinga, Limos Kalinga, Lubuagan Kalinga, Mabaka Valley Kalinga, Majukayang Kalinga, Southern Kalinga, Tanudan Kallanan, Kayapa Kallahan, Keley-i Kallahan, Tinoc Kamayo Kankanaey Kankanay, Northern (aplaiy) Kapampangan Kareo Kasiguranin Katabaga kinamayo Kinaray-a Leytenio Lumad Mabaka Maguindanao Maguindanaoan Malaueg-Rizal Mandaya Manide Manobo Manobo Agusan ‘Manobo Ata Manobo Kinamiguin ‘Wanobo Matigsalog Manobo Western Bukidnon Manobo, Ata Manobo. Ditabawon Manobo. lianen Manobo, Matigsalug Manobo, Obo Manobo. Rajan Kabunsuwan Manobo. Sarangani Manobo, Western Bukidnon Manovo llanen Mansaka Mapun Maranao Masbatenyo / Minasbate Matigsalog | Minamanwa Minanobo, Agusan ! Surigao Molbog Ninonggo (Japanese) Others Palawano, Brooke's Point Palawano, Central Palawano, Southwest Pampangan! Kapampangani Pampan Pangasinan Pangasinense Paranan Philippine Sign Language Ratagron Rombiomanon ‘Sama, Balangingh ‘Sama, Central ‘Sama, Pangutaran ‘Sama, Southern ‘Sambal Source : Learner Information System (LIS) ‘Sambal, Botolan Sangil Sangir Sinurigaonon Sorsoganon, Norther Sorsoganon, Southern Spanish Subanen Eastern Subanen Northern ‘Subanen, Central Subanen, Southern Subanon, Kolibugan Subanon, Western Sulod Taandig Tadyawan Tagabawa Tagakaulo Tagalog Tagbanwa Tagbanwa, Calamian ‘Tagbanwa, Central ‘Tandaganon / Tagaon-on Teusug Tawouid, Eastern Tawbuid, Western Tool Teduray Tigwahanon ‘Umayamnon Waray Yakan Ybanag Yogad YtawiAFFIDAVIT OF UNDERTAKING ANNEX 3 — of legal age, a resident of Tee and the parent/guardian of hereby signs this document freely and with full understanding of its contents. The present circumstances are: 1. I choose to enroll my child at Tans Sa 2. I certify that my child was previously enrolled at. and passed the grade level of Tagger rene Sted 3. Due to , | cannot submit the transfer credentials of my child to this school. 4. | understand that my child shall be temporarily enrolled because! have not submitted the required credentials. With these circumstances, | undertake to: 1. Do what is legally permissible for the rélease of the credentials of my child from the previous school 2. Submit the transfer credentials of my child on or before 3. agree that the official record from this school shall only be released until the submission of school credentials from the previous school 4. | understand that the school shall only issue a temporary progress report card signed by the adviser to monitor the progress of my child and that itis inadmissible for transfer and enrollment purposes, ‘Without the transfer credentials of my child | fully understand that: My child is only temporarily enrolled My child cannot be officially promoted to a higher grade level. My child cannot officially graduate from this school ‘Should my child attain the qualifying average and other criteria for academic honors, he/she will not be recognized. Po With all the foregoing, | shall hold free from any liability, whether civil, criminal or administrative, DepEd Personnel who are involved in the acceptance and enroliment of my child, and the enforcement of any law or rule and the obligations provided in this document. Attested this day of at —sanatare Over Pied Name of PaenlGuardan Govt 10 Presented IO Number Date sve!ANNEX 4 TEMPORARY PROGRESS REPORT CARD FOR ELEMENTARY AND JHS Learner Reference No. (LRN) Name: _ Date of Bich Age Sex __ Grade: Section: _ School Year [Per Parent/Guardian: ] Moe ee ee ue REPORT ON LEARNING PROGRESS AND ACHIEVEMENT _REFORTON LEARNER'S OBSERVED VALUES Learning Aras aaer. Eeal | remake | [ corevates | Behavior statements — aes =p | me | er bee gaa Soa oe oe ee save Pegpenenslae EP) 2uokabe _| ena aspen stan ne” eens wah 4+ |} Pree an “ae pas bang 7 [ woe Fiipno, exercises the rights. rex iaene | Sears — ae | ee Sot ana Deca, — vering versuri an ‘Sustandng Passos ao ‘Aways Observed $e Scbaoy os et ssi fe s mace Cazneteeawn as ae REPORT ON LEARNER'S ATTENDANCE [sone [ay [Aa Oa [ Nev [ow | en | Feo | march | Ami | Tow | aa I | No.of days present t T - [No.of aye absent —_| I t Reported by Signa Over Printed Nam of Class Avisar To the Parent or Guardian: Please carefully read the comments below on your child's performance. Sign on the space provided to signify that you have received this. We encourage you to consult with the Class Adviser for any concern. | PARENT'SIGUARDIAN'S | T QUARTER COMMENTS. SIGNATURE Fest Second hie | FountTEMPORARY PROGRESS REPORT CARD FOR SHS Learner Reference No. (LRN) Name: Date of Birth Age: Sex Grade: Section: _ ‘School Year: Dear ParentiGuardian ‘Your child is only temporatily enrolled due to deficiencies in submission of documentary requirements. AS ‘such your child will not be issued an official progress report card. This temporary progress report card is issued only to monitor the progress of your child. Official academic records shall not be released by this school until submission of the required documents (SF 10 formerly Form 137 / School Permanent Record) from the previous school, This temporary progress report card is inadmissible for transfer and enrollment purposes, REPORT ON LEARNING PROGRESS AND ACHIEVEMENT REPORT ON LEARNER'S OBSERVED VALUES fai a ues an conviier |aeivor suns [eS sone = = es t mao | EEN ee errr ‘ ce atv fo reweaa soar pany E ae — ‘Cares Tor the envircament and [a a SE | suronamasen | secbuay ed seem” aa - rece ds | “4 Makabansa ‘Demonsiraies appropriate |) St es | mt | Ensen | cocina aaa cnt see nemcann ~ ‘auarer Senator £0 ‘SmacneeSteeved ‘Subjects 7 2 a RO Rerely Observed L Grete NO ‘Not Observed T } ee cena ose Renta Socton ae ieee any eS = t oe a = = Steet Be “Appled and Specialized Subjects Siar ce REPORT ON LEARNER’s ATTENDANCE f = slalelalslajalslelale}: cama tem ze =. Reported by To the Parent or Guardiai Please carefully read the comments below on your child's performance. Sign on the space provided to signty that you have received this. We encourage you to consult with the Class Adviser for any concern, ‘QUARTER ‘COMMENTS: _ PARENT'SIGUARDIAN'S senarune | [Fret Second Thi Four ueTEMPORARY PROGRESS REPORT CARD FOR KINDERGARTEN Leamer Reference No, (LRN) Grade: Section: Date of Birth Name: ‘Schoo! Year: Sex | Dear Parent/Guardian: ‘Your chili only temporary ented eto defences in submisson of documentary requirements, As such our hid wate eevee an cfc progres repo eae. Ths tmporryproges epoca esued ony fo ostr the pogess of your chi, Otic sescernc ccd shal ot leased by ts school unt submission othe rated conmen Gio a este remane Reaahfomherres soe. tense | ogress repr cards inadmissible or vant and enrolment purposes, Each competency will be marked with: Beginning (8) ; Developing (D) or ; Consistent (C) Health, Well-Being, and Motor Development at a a3 aa Demonstrates health habits that keep one clean and sanitary | Demonstrates behaviors that promote personal safety Demonstrates locomotor skills such as walking, running, skipping, jumping, climbing correctly during play, dance or exercise activities Demonstrates non-lacomotor skis such as pushing, pulling, turning, swaying, bending, throwing, catching, and kicking correctly during play, dance or exercise activities Demonstrates fine motor skills needed for self-care / self-help such as toothbrushing, buttoning, screwing and unscrewing lids, using spoon and fork correctly, et. Demonstrates fine motor sis needed for creative seit expression/ art activities, such as tearing, cuting, pasting copying, drawing, coloring, molding, painting, lacing ee - | Traces, copies, or writes letters and numerals Socioemotional Development ai @ a3 as States personal information (name, gender, age, birthday) Expresses personal interests and needs Demonstrates readiness in trying out new experiences, and self Confidence in doing tasks independently Expresses feelings in appropriate ways and in different situations Follows school rules willingly and executes school tasks and routines well Recognizes different emotions, acknowledges the feelings of others, and shows willingness to help Shows respect in dealing with peers and adults | Identifies members of o 2's family [ye _ | Identifies people and places in the school and community Language, literacy, and Communication @ | @ ) @ | a Listening and Viewing Distinguishes between elements of sounds e.g. pitch (low and high), volume (loud and soft) Listens attentively to stories/poems/songs Recalls details from stories/poems/songs listened to | Relate story events to personal experiences Sequence events from a story listened toInfer character traits and feelings a3 Identify simple cause-and-effect and problem-solution relationship of events in a story listened to or in a familiar situation Predict story outcomes Discriminates objects/pictures as same and different, identifies missing parts of objects/pictures, and identifies which objects do not belong to the group Speaking Uses proper expressions and polite greetings in appropriate situations Talks about details of objects, people, etc. using appropriate speaking vocabulary oe Participates actively in class activities (e.g reciting poems, rhymes, etc.) and discussions by responding to questions accordingly ‘Asks simple questions (who, what, where, when, why) | Gives 1 to 2 step directions Retells simple stories or narrates personal experiences The child can identify the following letter sounds: Lal Pol fol 131 fel I Led Ted Hi NL dwL AM Tool [of 181 fog/ fol fp La Ist Ish 18d ful ful foul IX NP Pal "Names uppercase and lower case letters (using the alphabet of the Mother Tongue) The child can name the following uppercase and lower case letters: ABCDEFGHIJKLMNANGOPQRSTUVWXYZ abcdefghijkimnfingoparstuvwxyz Matches uppercase and lower case letters (using the alphabet of the Mother Tongue) Identifies beginning sound of a given word Distinguishes words that rhyme Counts syllables ina given word Identifies parts of the book (front and back, ttle, author, etc.) istrator, ‘Shows interest in reading by browsing through books, predicting what the story is all about and demonstrating proper book handling behavior (e.g. flip pages sequentially, browses from left to right, etc:) Interprets information from simple pictographs, maps, and other environmental print Writing Writes one’s given name Writes lower case and upper case letters Express simple ideas through symbols (e.g. drawings, invented spelling) ‘Mathematics a3 Identifies colors Identifies shapes Sorts objects according to shape, size, and/or colorCompares and arrange objects according to a specific attribute (e.g, size, length, quantity, or duration) Recognizes and extends patterns Tells the names of days in a week Tels the months of the year Distinguishes the time of day and tells time by the hour (using analog y clock) Rote counts up to 20 The child con count up to: 123456789 10 11 12 13 16 15 1617 18 19 20 Other. Counts objects up to 10 The child can count upto: 123456789 10Others: Recognize numerals up to 10 The child can recognize numerals up to: 123456789 10 Others: ‘Writes numerals up 10 “The child can write numerals up tor 123456789 10 Others: [ Sequences numbers Identify the placement of objects (e.g. 1st, 2nd, 3rd, etc.) ina given set Solves simple addition problems Solves simple subtractions problems Groups sets of concrete objects of equal quantities up to 10 (ie, beginning multiplication) | Separates sets of concrete objects of equal quantities up to 10 (i.e. beginning division) Measures lenath, capacity, and mass of objects using nonstandard measuring tools Recognizes coins and bills (up to PHP 20) I The child can recognize the following coins and bills: Sicentavos 10centavos 25 centavos 1 peso_5 pesos 10 pesos 20 pesos [Understanding the Physical and Natural Environment a 2 3 aa jdentifies body parts and their functions Records observations and data with pictures, numbers and/or symbols identifies parts of plant and animals lassifies animals according to shared characteristics | Describes the basic needs and ways to care for plants, animals and the environment identify different kinds of weather RATING SCALE Rating Indicators Rarely demonstrates the expected competency Beginning (8) Rarely participates in clas activities and/or initiates independent works ‘Shows interestin doing tasks but needs close supervision ‘Sometimes demonstrates the competency Developing (D) ‘Sometimes participates, minimal supervision rogresses continuously in doing assigned tasks ‘Always demonstrates the expected competency Consistent (C) ‘Always participates inthe different activites, works independently ‘Always performs tasks, advanced in some aspects‘TEACHER'S COMMENTS/REMARKS First Quarter (Weeks 1 - 10) Second Quarter (Weeks 11 - 20) Parent or Guardian’s Signature Parent or Guardian's Signature Third Quarter (Weeks 21-30) Fourth Quarter (Weeks 31 - 40) Parent or Guardian's Signature. Parent or Guardian's Signature ATTENDANCE RECORD an | a2 | a3 | as |__ Days Present Days Absent Days Tardy Days Incomplete This is to. certify — that of hhas developed the general competencies based on the Kindergarten Curriculum Guide. Teacher's Signature Date " School Head’s Signature Date