This document contains descriptions of data elements for several school forms used by the Department of Education of the Philippines. It includes forms for the school register, daily attendance reports, books issued and returned, monthly learner movement and attendance, and end-of-year reports on promotion and proficiency levels. For each form, the data elements collected are outlined, including information on learners, classes, enrollment, attendance, transfers, promotions and more. Standard codes are provided for different status indicators.
Deped Order No 11, s.2018 "Guidelines on the Preparation and Checking of Scho...Sire Bryan Lancelot
The Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms. DepEd Order No. 11, s.2018 dated March 7, 2018. The implementation of this Order is effective School Year 2017-2018.
School Level Orientation
A topic discussed during In-Service Training for Teachers 2016 in Baesa Elementary School, Tanque District , Caloocan City.
Positive Discipline is an approach to teaching that helps pupils to become responsible, respectful and resourceful members of their communities.
Deped Order No 11, s.2018 "Guidelines on the Preparation and Checking of Scho...Sire Bryan Lancelot
The Department of Education (DepEd) issues the enclosed Guidelines on the Preparation and Checking of School Forms. DepEd Order No. 11, s.2018 dated March 7, 2018. The implementation of this Order is effective School Year 2017-2018.
School Level Orientation
A topic discussed during In-Service Training for Teachers 2016 in Baesa Elementary School, Tanque District , Caloocan City.
Positive Discipline is an approach to teaching that helps pupils to become responsible, respectful and resourceful members of their communities.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)Student’s Name INDIVI.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
School Age
Student’s Name:
IEP Team Meeting Date (mm/dd/yy):
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
Anticipated Duration of Services and Programs:
Date of Birth:
Age:
Grade:
Anticipated Year of Graduation:
Local Education Agency (LEA):
County of Residence:
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
*
The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
**
If the student is, or may be, participating in the regular education environment
***
As determined by the LEA as needed for transition services and other community services
****
A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or supplements the SBAP—the cost of certain special education and related services described in my child’s IEP. To make these charges to the SBAP.
Individualized Education Program (Aug 2014 revision) Page 1 .docxjaggernaoma
Individualized Education Program (Aug 2014 revision) Page 1
School District
Special Education Dept
City, State Zip
Student Name: Zach Brehm Grade: 5 Gender: DOB: 4/22/05 Age: 10
Meeting Date IEP Implementation date
Projected Date when services will begin Anticipated Duration of this IEP
School Year
02/03/16 02/12/16 02/02/17 2015-2016
Student Address:
City/State/Zip:
Parent/Guardian Name (include address in section I if different that above):
Contact numbers Home Work(1) Work(2) Cell/Other
Phone
E-Mail
County of Residence: Anticipated Year of Graduation: 2023
If consortium class or Placement: Sending District: School Building:
Current Vo-Tech Student
Future Vo-Tech Student CIP Code:
Primary Disability: Secondary Disability (If applies)
Other Information: Autism, Other Health Impairment, Speech/Language Impairment
*Medical Assistance #:
IEP TEAM/SIGNATURES* Signature on this IEP documents attendance, and not agreement.
The Individualized Education Program (IEP) Team makes the decisions about the student’s program and placement. The student’s parent(s), the
student’s special education teacher, and a representative from the local education agency are required members of this team. Signature on this
IEP documents attendance, not agreement.
NAME (typed or printed) POSITION (typed or printed) SIGNATURE*
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Educational Agency Rep(Chair)
IEP for
Individualized Education Program (Aug 2014 revision) Page 2
Community Agency Representative
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate. ■ ** If the
student is, or may be, participating in the regular education environment ■ *** As determined by the LEA as needed for transition services and
other community services ■ **** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted. ■
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members: Teachers Name Here
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Local Education Agency has informed me whom I may
contact if I need more information. (Note a copy of the notice may be available on the District Web Page)
Signature of Parent/Guardian/Surrogate:
IEP for
Individualized Education Program (Aug 2014 revision) Page 3
TRANSFER OF RIGHTS AT AGE OF MAJORITY
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 year.
INDIVIDUALIZED EDUCATION PROGRAM (IEP)School AgeStudent’s Nam.docxjaggernaoma
INDIVIDUALIZED EDUCATION PROGRAM (IEP) School Age
Student’s Name:
Amy Smith
IEP Team Meeting Date (mm/dd/yy):
09/10/15
IEP Implementation Date (Projected Date when Services and Programs Will Begin):
09/14/15
Anticipated Duration of Services and Programs:
09/09/16
Date of Birth:
7/2/06
Age:
9
Grade:
3
Anticipated Year of Graduation:
2024
Local Education Agency (LEA):
Shippensburg
County of Residence:
Shippensburg
Name and Address of Parent/Guardian/Surrogate:
Phone (Home):
Christopher Smith
Phone (Work):
Other Information:
The LEA and parent have agreed to make the following changes to the IEP without convening an IEP meeting, as documented by:
Date of Revision(s)
Participants/Roles
IEP Section(s) Amended
INDIVIDUALIZED EDUCATION PROGRAM (IEP)
Student’s Name:
Page 12 of 17 June 2008
Page 1 of 34 April 2014
IEP TEAM/SIGNATURES
The Individualized Education Program team makes the decisions about the student’s program and placement. The student’s parent(s), the student’s special education teacher, and a representative from the Local Education Agency are required members of this team. Signature on this IEP documents attendance, not agreement.
Role
Printed Name
Signature
Parent/Guardian/Surrogate
Parent/Guardian/Surrogate
Student*
Regular Education Teacher**
Special Education Teacher
Local Ed Agency Rep
Career/Tech Ed Rep***
Community Agency Rep
Teacher of the Gifted****
* The IEP team must invite the student if transition services are being planned or if the parents choose to have the student participate.
** If the student is, or may be, participating in the regular education environment
*** As determined by the LEA as needed for transition services and other community services
**** A teacher of the gifted is required when writing an IEP for a student with a disability who also is gifted.
One individual listed above must be able to interpret the instructional implications of any evaluation results.
Written input received from the following members:
Transfer of Rights at Age of Majority
For purposes of education, the age of majority is reached in Pennsylvania when the individual reaches 21 years of age. Likewise, for purposes of the Individuals with Disabilities Education Act, the age of majority is reached for students with disabilities when they reach 21 years of age.
PROCEDURAL SAFEGUARDS NOTICE
I have received a copy of the Procedural Safeguards Notice during this school year. The Procedural Safeguards Notice provides information about my rights, including the process for disagreeing with the IEP. The school has informed me whom I may contact if I need more information.
Signature of Parent/Guardian/Surrogate:
MEDICAL ASSISTANCE PROGRAM BILLING NOTICE
(Applicable only to parents who have consented to the release of billing information to Medical Assistance programs)
I understand that the school may charge the School-Based Access Program (“SBAP”)—or any program that replaces or .
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
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Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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1. Republika ng Pilipinas
Republic of the Philippines
KAGAWARAN NG EDUKASYON
DEPARTMENT OF EDUCATION
DepEd Complex, Meralco Avenue, Pasig City, Philippines
Annex A
LIST OF MODIFIED SCHOOL FORMS
Form Reference Code Form Name
SF 1 School Register
SF 2 Daily Attendance Report of Learners
SF 3 Books Issued and Returned
SF 4 Monthly Learners’ Movement and Attendance
SF 5 Report on Promotion & Level of Proficiency
SF 6
Summarized Report on Promotion and Level of
Proficiency
SF 7
School Personnel Assignment List and Basic
Profile
2. Annex B
SCHOOL FORMS
Data Element Descriptions
Code and Name: SF1- School Register
Schedule: Beginning of School Year & End of School Year
Other instruction: Should provide detailed information per learner of the summary data being
reported to EBEIS (GESP/GSSP)
DATA ELEMENT DESCRIPTION
1 School ID A six (6) digit-number assigned to a school recognized in EBEIS
2 School Year The prescribed period of time when schools offer daily instruction. It
covers10 months of regular schooling starting month of June
(Beginning of School Year) up to the month of March (End of School
Year) of the following year.
3 School Name Official name of school as registered in DepED and EBEIS
4 Grade Level A degree/stage of a learner classified according to age and progress.
5 Section A group of pupils/students convened together to receive instruction in
a given course or subject.
6 Learner Reference Number
(LRN)
Twelve (12)-digit number which the pupil, student or learner shall
keep while completing the basic education program, regardless of
transfer to another school or learning center in the public or private
sector, and promotion/moving up to the secondary level. (DO22,
s.2012)
7 Name of Learner Name of an individual as reflected in the birth certificate or equivalent
document seeking basic literacy and functional life learning skills.
8 Sex
(Male or Female)
Learner's biological and physiological sex as reflected in the birth
certificate or equivalent document.
9 Birth Date Date of birth of the learner as reflected in the birth certificate or
equivalent document.
10 Place of Birth (Province) The name of province where the learner was born as reflected in the
birth certificate or other equivalent document.
11 Age by June (1st Friday) The actual age in years of a learner as of last birthday by the 1st
Friday of each school calendar year.
12 Mother Tongue The language first learned by a learner; There are 19 major
languages identified in the recent DepEd Orders which are: Tagalog,
Kapampangan, Pangasinense, Iloko, Bikol, Cebuano, Hiligaynon,
Waray, Tausug, Maguondanaoan, Maranao, Chabacano, Ybanag,
Ivatan, Sambal, Aklanon, Kinaray-a, Yakan, and Surigaonon.
(DO 16, s. 2012 & DO 28, s. 2013)
13 IP (Specify ethnic group) A group of people or homogenous societies identified by self-
ascription and ascription by others, who have continuously lived as
organized community on communally bounded and defined territory.
14 Religion The religious belief of the learner. For Muslim leaners, “Islam” will be
written instead of Muslim under this column.
15 House #/Street
Refer to the place/location where the learner currently holds
residence.
16 Barangay
17 Municipality
18 Province
19 Name of Father The name of father of the learner as reflected in the birth certificate or
equivalent document.
3. 20 Name of Mother The name of mother of the learner as reflected in the birth certificate
or equivalent document.
21 Name of Guardian The person who oversees the welfare of the learner in behalf of the
parents.
22 Relationship to Guardian The relationship between the learner and the guardian.
23 Contact Number (of
Parents/Guardian)
Contact number of the parents and/or the guardian of the learner.
24 Remark/s Additional information about the learner’s status or particular
condition
4. Code and Name: SF2 – Daily Attendance Report of Learners
Schedule: Daily updating and for submission to the office of the principal/registrar on or before 5th day
of the succeeding Month
Other instruction: Should be returned to the teacher/adviser after posting in SF4
DATA ELEMENT DESCRIPTION
1 School ID A six (6) digit-number assigned to a school recognized in EBEIS
2 School Year The prescribed period of time when schools offer daily instruction.
It covers10 months of regular schooling starting month of June
(Beginning of School Year) up to the month of March (End of
School Year) of the following year.
3 School Name Official name of school as registered in DepED and EBEIS
4 Grade Level A degree/stage of a learner classified according to age and
progress.
5 Section A group of pupils/students convened together to receive
instruction in a given course or subject.
6 Month Month covered in the report
7 Learner's Name Name of the individual as reflected in the birth certificate or
equivalent document.
8 Date (Daily) School day (Monday, Tuesday, Wednesday, Thursday and
Friday) and date in month being reported.
9 Total number of Days Absent (per
pupil)
Total number of absences of each learner in the month reported.
10 Total number of Days Tardy (per
pupil)
Total number of times a learner was late or spent less than the
required time in school (under time including cutting of classes)
during the month being reported.
11 Remarks Additional information about the learner’s status or particular
condition
12 Enrolment as of 1st Friday of June The total number of enrolled learners as of 1st Friday of June
13 Late Enrolment Learners who reported to school beyond the cut-off of BoSY.
This reflects only the number of late enrollees during the month
being reported and not the cumulative total.
14 Registered Learner as of end of the
month
The actual number of learners who are officially enrolled and
registered (including transferred in) as of the last day of classes
for the month being reported. Learner/s who are
dropped/transferred out during the month or prior the last day of
classes for the month must not be added.
15 Percentage of Enrolment
(registered learner as of end of the
month over Enrolment as of July
31)
The percentage (%) of the number of registered learners with a
computation of:
Percentage of Enrollment = --------------------------------------- x100
16 Average Daily Attendance The average daily number of learners attending classes during
the month being reported
Registered Learners as of end of
the Month
Enrollment as of 1st
Friday of
June
5. Average Daily Attendance = ----------------------------------------
17 Percentage of Attendance for the
month
The percentage of the attendance for the current month with a
computation of:
Percentage of Attendance = ----------------------------------- x100
for the Month
18 Number of students with 5
consecutive days of absences
Total number of learners who did not attend class for 5
consecutive days which can be used as basis for home visitation
19 Drop out (M/F/Total) Total Number of learners aggregated by male and female who
left school before completing the prescribed grade level within the
specified school year from 1st Friday of school calendar days to
March 31 and should not be included in the total enrollment as of
the same date
20 Transferred In (M/F/Total) Total number of learners aggregated by male and female who
entered from one school to another, either government or private
from 1st Friday of school calendar days to March 31. Learner/s
who transferred in must be included when reporting total number
of learners as of the end of the month being reported
21 Transferred Out (M/F/Total) Total number of learner who left school to enter another school
as evidenced by a request for permanent record (Form 137) from
1st Friday of school calendar days to March 31. Learner/s who
transferred out should not be included in the total enrollment as of
the same date.
22 Signature of Teacher The name and signature of the teacher who prepared the form.
23 Signature of School Head The name and signature of the school head attesting the
correctness of this form
Total Daily Attendance
Number of School Days in
reporting month
Total Daily Attendance
Registered Learner as of end of
the Month
6. Code and Name: SF3 – Books Issued and Returned
Schedule: Beginning of School Year and End of School Year Daily
Other instruction: All textbook being used should be reported regardless of number of books per subject
area.
DATA ELEMENT DESCRIPTION
1 School ID A six (6) digit-number assigned to a school recognized in EBEIS
2 School Year The prescribed period of time when schools offer daily instruction. It
covers10 months of regular schooling starting month of June
(Beginning of School Year) up to the month of March (End of
School Year) of the following year.
3 School Name Official name of school as registered in DepED and EBEIS
4 Grade Level A degree/stage of a learner classified according to age and
progress.
5 Section A group of pupils/students convened together to receive instruction
in a given course or subject.
6 Month Month covered in the report
7 Name of Learner Name of learner as reflected in the birth certificate or equivalent
document
8 Title of the Book & reference
for what subject area
The name of the book given to each learner. The subject area to
which the book is issued should also be reflected
9 Date Issued The day the learner received the book allotted to him/her.
10 Date Returned The day the learner returned the book allotted to him/her. (In case
of losses/unreturned, applicable code will be written in this column.
The codes are: FM=Force Majeure, TDO: Transferred/Dropout,
NEG=Negligence)
11 Remarks/Action Taken May provide additional information for lost/unreturned or damaged
books. Actions taken by the teachers are coded with the following
description: LLTR=Secured Letter from Learner duly signed by
parent/guardian (for code FM), TLTR=Teacher prepared
letter/report duly noted by School Head for submission to School
Property Custodian (for code TDO), PTL=Paid by the Learner (for
code NEG)
12 Total Male Total number of registered male learners
13 Total Female Total number of registered female learners
14 Total Learners Total registered learners
15 Total Copies Issued The total number of copies of each textbook issued by the teacher
to the learners.
16 Total Copies Returned The total number of returned textbooks by the learners to the
teacher.
17 Signature of Teacher The signature above printed name of the teacher who prepared the
form.
7. Code and Name: SF4 – Monthly Learner’s Movement and Attendance
Schedule: on or before 10th day of the succeeding Month
Other instruction: Should be lifted from SF 2 submitted by teacher/adviser. Division office must be
furnished a copy of this report for the months of June (attachment to GESP/GSSP-BoSY) October and
March (attachment to GESP/GSSP-EoSY).
DATA ELEMENT DESCRIPTION
1 School ID A six (6) digit-number assigned to a school recognized in EBEIS
2 School Year The prescribed period of time when schools offer daily instruction.
It covers10 months of regular schooling starting month of June
(Beginning of School Year) up to the month of March (End of
School Year) of the following year.
3 School Name Official name of school as registered in DepED and EBEIS
4 Section A group of pupils/students convened together to receive
instruction in a given course or subject.
5 Month Month covered in the report
6 Name of Adviser The person in the school assigned to supervise, guide & direct a
specific class and actual teaching to his/her assigned class and
other classes, if there is any.
7 Grade/Year Level A degree/stage of a learner classified according to the age and
progress.
8 Section A class or group of students taking the same grade and
performance level
9 Registered Learners
(As of End of the Month)
(Male/Female/Total)
The number of learners (M/F/Grand Total) who are enrolled and
registered in the school in the current month.
10 Attendance: Daily Average This is the average daily attendance of learners by section/grade/
and total for school divided by the total number of school days for
the month.
Average Daily Attendance = ----------------------------------------
11 Attendance: Percentage for the
Month
The percentage of the attendance for the current month with a
computation of:
Percentage of Attendance = ---------------------------------- x100
for the month
12 Drop Out
Cumulative as of Previous
Month (Male/Female/Grand
Total)
Total number of learners (male/female/grand total) who left school
in the previous months.
13 Drop Out
For the Month
(Male/Female/Grand Total)
Total number of learners (male/female/grand total) who left school
in a current month.
Number of School Days in
reporting month
Total Daily Attendance
Registered Learners as of end of
the month
Average Daily Attendance
8. 14 Drop Out
Cumulative as of End of Month
Total (Male/Female/Grand
Total)
The number of learners (male/female/grand total) who left
schooling from the previous months and the current month.
15 Transferred Out
Cumulative as of Previous
Month (Male/Female/ Grand
Total)
Total number of learners (male/female/grand total) who move out
of original school where he is officially enrolled to enter another
school from the previous months after enrollment.
16 Transferred Out
For the Month
(Male/Female/Grand Total)
Total number of learners (male/female/grand total) who move out
from the original school where he is officially listed to another
school in a current month.
17 Transferred Out
Cumulative as of End of the
Month
(Male/Female/Grand Total)
The number of learners (male/female/grand total) who move out
from the original school where he officially listed to another school.
Note: total from the previous months and for the current month.
18 Transferred In
Cumulative as of Previous
Month
(Male/Female/Grand Total)
The number of learners (male/female/grand total) who move in
from one school where he officially enrolled to a new school from
the previous months after enrollment.
19 Transferred In
For the Month
(Male/Female/Grand Total)
The number of learners (male/female/grand total) who move in
from one school where he is officially enrolled and transferred IN
to another school in a current month.
20 Transferred In
Cumulative as of End of the
Month
(Male/Female/Grand Total)
The number of learners (male/female/grand total) who moved in
from one school where he officially enrolled but opt to transfer to
another school from the previous months after enrollment
including the current month.
21 Name Signature of School
Head
The name and signature of the school head who prepared the
form.
9. Code and Name: SF5 Report on Promotion & Level of Proficiency
Schedule: End of School Year
Other instruction: This will used for all grade/year levels regardless of curriculum program. Specific
instructions shall be observed in harmony with the implementation of K to 12 program.
DATA ELEMENT DESCRIPTION
1 School ID A six (6) digit-number assigned to a school recognized in
EBEIS
2 Curriculum Systematic group of experiences or sequences of courses
or subject required for graduation or certification in each
level of education. For Grade levels implementing K to 12
Basic Education Curriculum, “K to12 BEC” will be reflected.
For the remaining grade/year level, “Restructured BEC” will
be written.
3 School Year The prescribed period of time when schools offer daily
instruction. It covers10 months of regular schooling starting
month of June (Beginning of School Year) up to the month
of March (End of School Year) of the following year.
4 School Name Official name of school as registered in DepED and EBEIS
5 Grade Level A degree/stage of a learner classified according to age and
progress.
6 Section A group of pupils/students convened together to receive
instruction in a given course or subject.
7 Learner Reference Number (LRN) Twelve (12)-digit number which the pupil, student or learner
shall keep while completing the basic education program,
regardless of transfer to another school or learning center
in the public or private sector, and promotion/moving up to
the secondary level. (DO22, s.2012)
8 Learner's Name Name of an individual as reflected in birth certificate or
equivalent document.
9 General Average The average rating of a student in all subject areas taken in
a given school year written in a numerical value of 3
decimal places for honor students and two for non-honors.
Equivalent Descriptive Letter Value should be written in
close parenthesis. Leave this column blank for irregular
learners or learners with subject deficiencies.
10 Action Taken Status of Learner as of End of School Year using the
following categories:
Promoted: Satisfied requirements in all subject areas
Irregular: with incomplete subject/s. This category implies
that the learner is promoted to the next level but with
deficiencies in one or more subject area/s. As per D.O. #
73, s. 2012 section G page 5, “If by the end of the school
year, the students are still at the Beginning level, they shall
be required to take summer classes.” Special instruction
for grade 1 children under the K to 12 Basic Education
Program was issued on March 2013 (D.M. 46, s. 2013).
Retained: Learner who was not able to complete even one
subject area.
10. 11 Incomplete Subject/s
(Completed as of end of current SY)
The subject area from the previous level taken by the
student in the current school year because of previous
subject deficiency that he/she has passed in the current
SY.
This column is for K To 12 Curriculum and remaining RBEC
in high school.
12 Incomplete Subject/s
as of End of the current SY
The subject/s currently undertaken by the learner for the
current School Year but failed to pass. This column is for K
To 12 Curriculum and remaining RBEC in high school.
13 Summary Table - Promoted
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are
promoted to the next grade level for the next school year.
14 Summary Table - Irregular
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are
promoted to the next grade level for the next school year
but with deficiency in some subjects. (Applicable only to K
to 12 Curriculum)
15 Summary Table - Retained
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) retained in the
same grade level for the next school year.
16 Level of Proficiency- Beginning
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are at the
beginning level or whose numerical grade is 74% and
below.
17 Level of Proficiency- Developing
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are at the
developing level of proficiency or has numerical grade
ranges from 75% to 79%.
18 Level of Proficiency- Approaching
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are at the
approaching level of proficiency or whose numerical grade
ranges from 80% to 84%.
19 Level of Proficiency-
Proficient (Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are at the
proficient level of proficiency or whose numerical grade
ranges from 85% to 89%.
20 Level of Proficiency- Advanced
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are at the
advance level of proficiency or whose numerical grade is
90% and above.
21 Name and signature of the Class
Adviser
The name and signature of the teacher who prepared this
form.
22 Name and signature of the School
Head
The name and signature of the school head attesting the
veracity of this form.
11. Code and Name: SF6 – Summarized Report on Promotion and Level of Proficiency
Schedule: End of School Year
Other instruction: This will used for all grade/year levels regardless of curriculum program. Specific
instructions shall be observed in harmony with the implementation of K to 12 program
Name of Data Element DESCRIPTION
1 School ID A six (6) digit-number assigned to a school recognized in
EBEIS
2 School Year The prescribed period of time when schools offer daily
instruction. It covers10 months of regular schooling starting
month of June (Beginning of School Year) up to the month
of March (End of School Year) of the following year.
3 School Name Official name of school as registered in DepED and EBEIS
4 Promoted
(Male/Female/Grand Total)
Total no of learners (male/female/grand total) in a certain
grade level who are promoted for the next grade level for
the next school year.
5 Irregular
(Male/Female/Grand Total)
The no. of learners (male/female/grand total) who are
promoted to the next grade level for the next school year
but with deficiency in some subjects. (Applicable only to K
to 12 Curriculum)
6 Retained (RBEC)
(Male/Female/Grand Total)
Total no. of learners (male/female/grand total) in a certain
grade level retained in the same grade level for the current
school year.
7 Level of Proficiency
Beginning
(Male/Female/Grand Total)
Total no of learners (male/female/grand total) in a certain
grade level who are in the beginning level of proficiency.
8 Level of Proficiency
Developing
(Male/Female/Grand Total)
Total no. of learners (male/female/grand total) in a certain
grade level who are in the developing level of proficiency.
9 Level of Proficiency
Approaching
(Male/Female/Grand Total)
Total no. of learners (male/female/grand total) in a certain
grade level who are in the approaching level of proficiency.
10 Level of Proficiency
Proficient
(Male/Female/Grand Total)
Total no. of learners (male/female/grand total) in a certain
grade level who are in the proficient level of proficiency.
11 Level of Proficiency
Advanced
(Male, Female, Grand Total)
Total no. of learners (male/female/grand total) in a certain
grade level who are in the advanced level of proficiency.
12 Name and Signature of School Head The name and signature of the school head who prepared
this form.
13 Name and Signature of DPO/EPS The name and signature of the Division's Planning Officer
or EPS who reviewed and validated this form.
14 Name and Signature of Schools
Division Superintendent
The name and signature of the Schools Division
Superintendent attesting the veracity of this form.
12. Code and Name: SF7 – School Personnel Assignment List and Basic Profile
Schedule: Beginning of School Year
Other instruction: This will used for both public elementary and secondary schools. This should be
submitted to the Division Office as attachment of GESP/GSSP BoSY. In case of movement of school
personnel during the school year, an updated copy of this form will be submitted to the Division Office.
DATA ELEMENT DESCRIPTION
1 School ID A six (6) digit- number assigned to a school recognized in
EBEIS
2 School Year The prescribed period of time when schools offer daily
instruction. It covers10 months of regular schooling
starting month of June (Beginning of School Year) up to
the month of March (End of School Year) of the following
year.
3 School Name Official name of school as registered in DepED and EBEIS
4 (A) Nationally Funded Teaching
Related Items (Summary Table) Title
of Plantilla Position
Teaching and teaching-related plantilla positions including
those with provisional appointments. Title of Plantilla as
reflected in the PSI-POP and/or appointment (generic,
where applicable). (Only Personnel actually reporting to
the school are to be included.
5 Number of Incumbent The total number of personnel occupying the said Plantilla
Position.
6 (B) Nationally-Funded Non-Teaching
Items
Non-Teaching Plantilla positions approved by the
Department of Budget and Management (DBM) whose
positions are not engaged in classroom teaching but
assist in the delivery of services such as Administrative,
Personnel, Supply, Records, Accounting and other
support roles in the school. Title of Plantilla as reflected in
the PSI-POP and/or appointment (generic, where
applicable). (Only Personnel actually reporting to the
school are to be included.
7 (C ) Other Appointments and Funding
Sources
Title of Designation and Nature of Appointment
Designation as reflected in the contract or other related
document -Teacher, Clerk, Driver etc.;
Nature of Appointment or Employment Status refers to
Contractual, Substitute, Casual/Emergency, Job
Order/Contract of Service, Volunteer, etc.
In accomplishing this column, the designation title will be
reflected first before the nature of appointment. (Example:
Teacher – Contractual)
8 Number of Teaching & Non Teaching
Incumbent/s
The total number of teaching and non-teaching
incumbents who are not holding plantilla / regular position
9 Name of Personnel Employee’s complete name (Last Name, First Name,
Middle Name, Name Extension) as reflected in their
birth/baptismal certificate. (Arrange descending by
Position)
10 Sex Employee’s sex as reflected in the birth/baptismal
certificate
11 Fund Source Name of the institution or source that finances the
employment of the particular employee. Use “National”
For Plantilla item positions. Other fund sources may be
SEF Provincial, SEF Municipal, LGU, PTA, NGO (specify)
13. and others (specify)
12 Position/Designation The official item or position assigned to an employee as
reflected in the appointment paper, contract or equivalent
document signed by the approving authority.
13 Nature of Appointment/Employment
Status
Each employee may either be any of the following :
Permanent : a permanent appointment shall be issued
to a person who has met all requirements of the
position including the prescribed civil service eligibility.
Temporary : issued to a person who meets the
education, experience and training requirements for
the position to which he/she is being appointed ,
except the appropriate eligibility.
Substitute: when the regular incumbent of a position is
temporarily unable to perform the duties of the
position, as when he/she is on approved leave of
absence, suspension, scholarship grant or
secondment. A substitute appointment is issued only if
the leave of absence of the incumbent is at least three
(3) months except in the case of teachers.
Coterminous status : issued to a person whose
entrance and continuity in the service is:
Based on the trust and confidence of the
appointing authority or head of unit;
Co-existent with the incumbent;
Limited by the duration of the project;
Co-existent with the appointee;
Appointments of personnel under the Foreign-
Assisted Projects (FAP) shall be co-terminus
with the project.
Contractual : issued to a person who shall undertake
specific work or job for a limited period of time not to
exceed one (1) year
Casual/Emergency: used only for essential and necessary
services where there are not enough regular staff to meet
the demands of the service. These are normally
emergency laborers hired for a period not exceeding six
(6) months.
*Job Order/Contract of Service
* Volunteer
14 Educational Qualification – Degree/ Highest Educational Attainment
Post-graduate
15 Educational Qualification – Major Area of Specialization/field of study or specialized training
16 Educational Qualification – Minor
17 Subject Taught (include Year &
Section) Advisory Class & Other
Assignment (Please Specify)
Indicate subject areas being taught (include
administrative/ancillary assignment if any). Advisory
class must be included in reporting teacher’s assignment.
Assignment of non-teaching personnel shall also reflect in
this column.
18 Daily Program (time duration)
– From / to
For Teachers only. This is the daily schedule of the
teacher for the subject areas he/she handles on a weekly
basis. Total assigned teaching minutes per week for each
14. subject area must be reflected.
19 Average Teaching Minutes per Day Add the total number of minutes per day for each subject
area and divide by 5 days.
20 Remark/s (For Detailed Items,
indicate name of school/office)
Particular information about the personnel (IP, Detailed or
other specific information required in the EBEIS/HRIS)
21 Name and Signature of School Head The name and signature of the school head who prepared
this form.