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I
Introduction
TABLE OF CONTENTS

I. Introduction 2 The policies set forth in this Student

II. Five Essentials Marks of a Catholic School 3 Handbook are intended to attain the highest
III. Philosophy-Vision-Mission and Core Values of DICES 9

IV. DICES Flex K-12 Grading System 11 standards of Catholic educational learning as
V.
VI.
Honors and Awards
Guidelines for Graduation, Recognition, Moving-up and Completion Rites
16
18
envisioned by the Diocese of Imus.
VII. Policies on Tutorial 19

VIII. Christian Formation Program in the Diocesan Schools of Imus 20 The student’s enrollment in a diocesan
IX.
X.
Points System for Co-curricular Activities 21
23
school of Imus is considered as his/her
Campus Journalism
XI. DICES Schools’ Protocols on Emergency and Regular School Clinic Cases 24
26
conformity and willingness and that of his/ her
XII Conduct and Discipline Policies
XIII. DICES Guidelines in the Use of Social Media 32 parents to abide by all the rules and regulations
XIV. Cyber-related Guidelines and Policies 35

XV. Anti-Bullying Policy of the Diocesan Schools of the Diocese of Imus 41 of the Diocese of Imus Catholic Educational
XVI. Policy and Guidelines on Protecting Children in School from Abuses, 43
Violence, Exploitation, Discrimination, Bullying and Other forms of Abuse System (DICES) and of the school. Hence, every
XVII. Special Parental Authority 61

XVIII. Suspension of Classes 62

student is obliged to follow these rules. DICES
XIX. Data Privacy Policy 62
65
and the school cannot keep students who show
XX. DICES Covid-19 Health and Safety Protocol
XXI. Others 66 by his/her conduct that he/ she has no intention
Enrollment Agreement
of abiding by any or all the school regulations.

❖
This Student Handbook is published in conformity with the
guidelines issued by the Diocese of Imus Catholic Educational
System.

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 of a Catholic education is the formation of boys and girls who will be good citizens of
II this world, loving God and neighbor and enriching society with the leaven of the
gospel, and who will also be citizens of the world to come, thus fulfilling their destiny
Five Essential Marks of a Catholic School to become saints.
In a speech addressed to American Catholic educators in New Orleans, Pope John Paul
II presented them with the pressing challenge of clearly identifying the aims of Catholic
ARCHBISHOP J. MICHAEL MILLER, CSB education, and applying proper methods in Catholic elementary and secondary
education. . . . It is the challenge of fully understanding the educational enterprise, of
Papal interventions and Roman documents repeatedly emphasize that properly evaluating its content, and of transmitting the full truth concerning the
certain characteristics must be present for a school to be considered human person, created in God's image and called to life in Christ through the Holy
authentically Catholic. Spirit.
An emphasis on the inalienable dignity of the human person – above all on his or her
Like the marks of the Church proclaimed in spiritual dimension – is especially necessary today. Unfortunately, far too many in
the Creed – one, holy, catholic, and apostolic – government, business, the media, and even the educational establishment perceive
so, too, does the Holy See identify the education to be merely an instrument for the acquisition of information that will
principal features of a school as Catholic: a improve the chances of worldly success and a more comfortable standard of living.
Catholic school should be inspired by a Such an impoverished vision of education is not Catholic.
supernatural vision, founded on Christian
If Catholic educators, parents, and others who dedicate themselves to this apostolate fail
anthropology, animated by communion and
to keep in mind a high supernatural vision, all their talk about Catholic schools will be
community, imbued with a Catholic no more than "a gong booming or a cymbal clashing" (1 Cor. 13:1).
worldview throughout its curriculum, and
sustained by gospel witness. These
benchmarks help to answer the critical 2. Founded on a Christian Anthropology
question: Is this a Catholic school according to the Emphasis on the supernatural destiny of students brings with it a profound
mind of the Church? appreciation of the need to perfect children in all their dimensions as images of God
(cf. Gen. 1:26-27). Catholic theology teaches that grace builds on nature. Because of this
Pope John Paul II reminded a group of
American bishops during their 2004 ad complementarity of the natural and the supernatural, Catholic educators should have
limina visit: a sound understanding of the human person that addresses the requirements of both
the natural and the supernatural perfection of the children entrusted to their care.
It is of utmost importance, therefore, that the Church's institutions be genuinely
Catholic: Catholic in their self-understanding and Catholic in their identity. Repeatedly the Holy See's documents emphasize the need for an educational
philosophy built on a correct understanding of who the human person is. How do they
It is precisely because of its Catholic identity, which is anything but sectarian, that a describe such an anthropological vision?
school derives the originality that enables it to be a genuine instrument of the Church's In Lay Catholics in Schools: Witnesses to Faith, the Vatican proposes a response:
evangelizing mission. Michael Guerra, former president of the National Catholic
Educational Association put the challenge succinctly: "The first and most important In today's pluralistic world, the Catholic educator must consciously inspire
task for Catholic schools is to maintain and continually strengthen their Catholic his or her activity with the Christian concept of the person, in communion
identity." with the Magisterium of the Church. It is a concept which includes a defense
of human rights, but also attributes to the human person the dignity of a child
The five elements that necessarily belong to a school's Catholic identity are the
of God. . . . It calls for the fullest development of all that is human, because we
principles proposed by the Holy See that justify the Church's heavy investment in
have been made masters of the world by its Creator. Finally, it proposes
schooling. Moreover, they are measurable benchmarks, forming the backbone and
Christ, Incarnate Son of God and perfect Man, as both model and means; to
inspiring the mission of every Catholic school.
imitate him is, for all men and women, the inexhaustible source of personal
and communal perfection.
Let us now look at each of the marks that give a school a Catholic identity.
All this says nothing more than the words from the Pastoral Constitution on the
1. Inspired by a Supernatural Vision Church in the Modern World, so frequently quoted by Pope John Paul II: "It is only
The Church sees education as a process that, in light of man's transcendent destiny, in the mystery of the Word made flesh that the mystery of man truly becomes clear."
forms the whole child and seeks to fix his or her eyes on heaven. The specific purpose

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A Catholic school, therefore, cannot be a factory for the learning of various skills and 3. Animated by Communion and Community
competencies designed to fill the echelons of business and industry. Nor is it for
"clients" and "consumers" in a competitive marketplace that values academic A third mark of catholicity is the emphasis on the school as a community – a
community of persons and, even more to the point, "a genuine community of faith."
achievement. Education is not a commodity, even if Catholic schools equip their
Such an emphasis proposes an alternative model for Catholic schools to that of an
graduates with enviable skills. Rather, "the Catholic school sets out to be a school for individualistic society. This communal dimension is rooted both in the social nature of
the human person and of human persons." the human person and in the reality of the Church as "the home and the school of
The Holy See's documents insist that, in order to be worthy of its name, a Catholic communion." That the Catholic school is an educational community "is one of the most
school must be founded on Jesus Christ, the Redeemer. It is he who, through his enriching developments for the contemporary school." The Congregation's Religious
Incarnation, is united with each student. Christ is not an afterthought or an add-on to Dimension of Education in a Catholic School sums up this new emphasis:
Catholic educational philosophy; he is the center and fulcrum of the entire enterprise,
the light enlightening every boy and girl who comes into a Catholic school (cf. John The declaration Gravissimum Educationis notes an important advance in the way a
1:9). In its document The Catholic School, the Sacred Congregation for Catholic Catholic school is thought of: the transition from the school as an institution to the
Education states: school as a community. This community dimension is, perhaps, one result of the new
The Catholic school is committed thus to the development of the whole man, awareness of the Church's nature as developed by the Council. In the Council texts, the
since in Christ, the perfect man, all human values find their fulfillment and community dimension is primarily a theological concept rather than a sociological
unity. Herein lies the specifically Catholic character of the school. Its duty to category.
cultivate human values in their own legitimate right in accordance with its
particular mission to serve all men has its origin in the figure of Christ. He is The Holy See describes the school as a community in four areas: the teamwork among
the one who ennobles man, gives meaning to human life, and is the model all those involved; the cooperation between educators and bishops; the interaction of
which the Catholic school offers to its pupils. students with teachers; and the school's physical environment.

The gospel of Jesus Christ and his very person are to inspire and guide the Catholic Teamwork
school in every dimension of its life and activity – its philosophy of education, its
curriculum, its community life, its selection of teachers, and even its physical Elementary schools "should try to create a community school climate that reproduces,
environment. as far as possible, the warm and intimate atmosphere of family life. Those responsible
Christ is the Teacher in Catholic schools. Nevertheless, this conviction, in its very for these schools will, therefore, do everything they can to promote a common spirit of
simplicity, can sometimes be overlooked. Catholic schools have the task of being the trust and spontaneity." This means that educators should develop a willingness to
living and provocative memory of Christ. All too many Catholic schools fall into the collaborate among themselves. Teachers, both religious and lay, together with parents
trap of a secular academic success culture, putting their Christological focus and its and school-board members, are to work as a team for the school's common good. Their
accompanying understanding of the human person in second place. Christ is "fitted in" communion fosters appreciation of the various charisms and vocations that build up a
rather than being the school's vital principle. genuine school community and strengthen scholastic solidarity. Educators,
administrators, parents, and bishops guide the school to make choices that promote
As John Paul II wrote in his 1979 Message to the National Catholic Educational
"overcoming individualistic self-promotion, solidarity instead of competition, assisting
Association, "Catholic education is above all a question of communicating Christ, of
the weak instead of marginalization, responsible participation instead of indifference."
helping to form Christ in the lives of others." Authentic Catholic educators recognize
Christ and his understanding of the human person as the measure of a school's The Holy See is, moreover, ever mindful of ensuring the appropriate involvement
catholicity. He is "the foundation of the whole educational enterprise in a Catholic of parents in Catholic schools:
school," and the principles of his gospel are its guiding educational norms: Close cooperation with the family is especially important when treating
In a Catholic school, everyone should be aware of the living presence of Jesus sensitive issues such as religious, moral, or sexual education, orientation
the "Master" who, today as always, is with us in our journey through life as toward a profession, or a choice of one's vocation in life. It is not a question
the one genuine "Teacher," the perfect Man in whom all human values find of convenience, but a partnership based on faith.
their fullest perfection. The inspiration of Jesus must be translated from the Now, more than in the past, teachers and administrators must often encourage
ideal into the real. The gospel spirit should be evident in a Christian way of parental participation in the school's mission and life. Such a partnership is directed
thought and life which permeates all facets of the educational climate. not just toward dealing with academic problems but also toward planning and
evaluating the effectiveness of the school's mission.
Even though consecrated men and women are now few in the schools, the witness of
their collaboration with the laity enriches the ecclesial value of educational
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communities. As "experts in communion" because of their experience in community are receiving the fullness of the Church's faith in their catechetical and religious
life, religious foster those "human and spiritual bonds that promote the mutual formation.
exchange of gifts" with all others involved in the school. In the words of a recent
It is important that the bishop be involved in Catholic schools not only by exercising
Vatican document:
veto power – whether over texts, curricula, or teachers – but also by taking an active
Consecrated persons are thus leaven that can create relations of increasingly role in fostering the specifically Catholic ethos of schools under his jurisdiction. In an
deep communion that are themselves educational. They promote solidarity, ad limina address to a group of American bishops in June 2004, Pope John Paul II
mutual enhancement, and joint responsibility in the educational plan, and, summed up this point: "The Church's presence in elementary and secondary education
above all, they give an explicit Christian testimony. must . . . be the object of your special attention as shepherds of the People of God."
Pastors should set in place "specific programs of formation" that will enable the laity to
Cooperation between Educators and Bishops take on responsibilities for teaching in Catholic schools.
The catholicity of American schools also depends largely on the bonds of ecclesial
communion between bishops and Catholic educators. They are to help one another in Interaction of Students and Teachers
carrying out the task to which they are mutually committed. Personal relationships The Catholic philosophy of education has always paid special attention to the quality of
marked by mutual trust, close cooperation, and continuing dialogue are required for interpersonal relations in the school community, especially those between teachers and
a genuine spirit of communion. students. This concern ensures that the student is seen as a person whose intellectual
First, trust. This goes beyond the personal relationships of those involved. These might growth is harmonized with spiritual, religious, emotional, and social growth. Because, as
or might not be marked by warmth and friendship, depending on the concrete St. John Bosco said, "education is a thing of the heart," authentic formation of young people
situation. The more profound foundation for such trust is shared adherence to the requires the personalized accompanying of a teacher. "During childhood and adolescence
person of Jesus Christ. Trust is fostered by listening to one another, by respecting the a student needs to experience personal relations with outstanding educators, and what is
different gifts of each, and by recognizing one another's specific responsibilities. With taught has greater influence on the student's formation when placed in a context of personal
trust comes dialogue. Both bishops and educators, whether singly or in associations, involvement, genuine reciprocity, coherence of attitudes, lifestyle, and day-to-day
should avail themselves of open, sincere, and regular dialogue in their joint efforts on behavior." Direct and personal contact between teachers and students is a hallmark of
behalf of Catholic schools. the Catholic school. A learning atmosphere that encourages the befriending of
Educators and ecclesial authorities should cooperate closely in fostering a school's students is far removed from the caricature of the remote disciplinarian cherished by
catholicity. Such collaboration is not only an ideal but also a time-honored ecclesial the media.
practice in the United States. A spirituality of communion should be the guiding In measured terms, the Congregation's document Lay Catholics in Schools: Witnesses to
principle of Catholic education. Without this spiritual path, all external structures of Faith describes the student-teaching relationship:
cooperation serve very little purpose; they would be mere mechanisms without a soul.
A personal relationship is always a dialogue rather than a monologue, and
Catholic educators recognize that the bishop's pastoral leadership is pivotal in the teacher must be convinced that the enrichment in the relationship is
supporting the establishment and ensuring the catholicity of the schools in his pastoral mutual. But the mission must never be lost sight of: the educator can never
care. Indeed, "only the bishop can set the tone, ensure the priority, and effectively forget that students need a companion and guide during their period of
present the importance of the cause to the Catholic people." His responsibility for
growth; they need help from others in order to overcome doubts and
Catholic schools derives from the munus docendi, the office of teaching, he received at
disorientation. Also, rapport with the students ought to be a prudent
ordination. As the Code of Canon Law states, "Pastors of souls have the duty of making
combination of familiarity and distance; and this must be adapted to the need
all possible arrangements so that all the faithful may avail themselves of a Catholic
of each individual student. Familiarity will make a personal relationship
education."
easier, but a certain distance is also needed.
With regard to Catholic schools, episcopal responsibility is twofold. First, the bishop Catholic schools, then, safeguard the priority of the person, both student and teacher.
must integrate schools into his diocese's pastoral program; and, second, he must They foster the proper friendship between them, since "an authentic formative process
oversee the teaching within them. As John Paul II straightforwardly affirmed, "Bishops can only be initiated through a personal relationship."
need to support and enhance the work of Catholic schools."
Physical Environment
The bishop must see to it that the education in his schools is based on the principles of
A school's physical environment is also an integral element that embodies the genuine
Catholic doctrine. This vigilance includes even schools established or directed by
community values of the Catholic tradition. Since the school is rightly considered an
members of religious institutes. The bishop's particular responsibilities include
extension of the home, it ought to have "some of the amenities which can create a
ensuring that teachers are sound in their doctrine and outstanding in their integrity of
pleasant and family atmosphere." This includes an adequate physical plant and
life. It is he who must judge whether the children in the Catholic schools in his diocese
adequate equipment.
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It is especially important that this "school-home" be immediately recognizable as To be integral or complete, Catholic schooling must be constantly inspired and guided
Catholic: by the gospel. As we have seen, the Catholic school would betray its purpose if it failed
to found itself on the person of Christ and his teaching: "It derives all the energy
From the first moment that a student sets foot in a Catholic school, he or she necessary for its educational work from him."
ought to have the impression of entering a new environment, one illumined
by the light of faith, and having its own unique characteristics. Because of the gospel's guiding role in a Catholic school, one might be tempted to think
that the school's distinctiveness lies only in the quality of its religious instruction,
The Incarnation, which emphasizes the bodily coming of God's Son into the world, catechesis, and pastoral activities. Nothing is further from the position of the Holy See.
leaves its seal on every aspect of Christian life. The very fact of the Incarnation tells us Rather, the Catholic school must embody its genuine catholicity even apart from such
that the created world is the means God chose to communicate his life to us. What is programs and projects. It is Catholic because it undertakes to educate the whole child,
human and visible can bear the divine. addressing the requirements of his or her natural and supernatural perfection. It is
If Catholic schools are to be true to their identity, they will suffuse their environment Catholic because it provides an education in the intellectual and moral virtues. It is
with a delight in the sacramental. Therefore they should express physically and visibly Catholic because it prepares for a fully human life at the service of others and for the
the external signs of Catholic culture through images, symbols, icons, and other objects life of the world to come. All instruction, therefore, must be authentically Catholic in
of traditional devotion. A chapel, classroom crucifixes and statues, liturgical content and methodology across the entire program of studies.
celebrations, and other sacramental reminders of Catholic life, including good art that Catholicism is a "comprehensive way of life" that should animate every aspect of its
is not explicitly religious in its subject matter, should be evident. All these signs activities and its curriculum. Although Vatican documents on education do not cover
embody the community ethos of Catholicism. lesson planning, the order of teaching various subjects, or the relative merit of different
Prayer should be a normal part of the school day, so that students learn to pray in times pedagogical methods, the Holy See does provide guidelines meant to inspire the
of sorrow and joy, of disappointment and celebration, of difficulty and success. Such content of the curriculum. If a Catholic school is to deliver on its promise to provide
prayer teaches students that they belong to the communion of saints, a community that students with an integral education, it must foster love for wisdom and truth, and must
knows no bounds. The sacraments of the Eucharist and Reconciliation in particular integrate faith, culture, and life.
should mark the rhythm of a Catholic school's life. Mass should be celebrated Love for Wisdom and Passion for Truth
regularly, with the students and teachers participating appropriately. Traditional
In an age of information overload, Catholic schools must be especially attentive in their
Catholic devotions should also have their place: praying the Rosary, decorating May
instruction to strike the delicate balance between human experience and
altars, singing hymns, reading from the Bible, recounting the lives of the saints, and
understanding. Catholic educators do not want their students to say, "We had the
celebrating the Church's liturgical year. The sacramental vitality of the Catholic faith is
experience but missed the meaning."
expressed in these and similar acts of religion that belong to everyday ecclesial life and
should be evident in every school. Knowledge and understanding are far more than the accumulation of information. T. S.
Eliot puts it just right: "Where is the wisdom we have lost in knowledge? Where is the
knowledge we have lost in information?" Catholic schools do far more than convey
4. Imbued with a Catholic Worldview throughout its Curriculum information to passive students. They aspire to teach love for wisdom, habituating
A fourth distinctive characteristic of Catholic schools is that the "spirit of Catholicism" each student "to desire learning so much that he or she will delight in becoming a self-
should permeate the entire curriculum. learner."
Catholic education is "intentionally directed to the growth of the whole person." An Intrinsically related to the search for wisdom is another idea frequently repeated in
integral education aims to develop gradually every capability of every student: his or Vatican teaching: the confidence that the human mind, however limited its powers, can
her intellectual, physical, psychological, moral, and religious capacities. Vatican come to a knowledge of truth. This conviction about the nature of truth is too important
documents speak of an education that responds to all the needs of the human person: for Catholics to be confused about. Unlike skeptics and relativists, Catholic educators
The integral formation of the human person, which is the purpose of share a specific belief about truth: that, to a limited but real extent, it can be attained
education, includes the development of all the human faculties of the and communicated to others. Catholic schools take up the daunting task of freeing boys
students, together with preparation for professional life, formation of ethical and girls from the insidious consequences of what Pope Benedict XVI has called the
and social awareness, becoming aware of the transcendental, and religious "dictatorship of relativism" – a dictatorship that cripples all genuine education.
education. Every school, and every educator in the school, ought to be Catholic teachers are to cultivate in themselves and develop in others a passion for
striving "to form strong and responsible individuals, who are capable of truth that defeats moral and cultural relativism. They are to educate "in the truth."
making free and correct choices," thus preparing young people "to open In an ad limina address to a group of American bishops, Pope John Paul II pinpointed
themselves more and more to reality, and to form in themselves a clear idea the importance of having a correct grasp of truth if the Catholic Church's educational
of the meaning of life" [The Catholic School, 31]. efforts are to bear fruit:

6
 The greatest challenge to Catholic education in the United States today, and The educational philosophy that guides Catholic schools also seeks to ensure that they
the greatest contribution that authentically Catholic education can make to are places where "faith, culture, and life are brought into harmony." Central to the
American culture, is to restore to that culture the conviction that human Catholic school is its mission of holiness, of saint-making. Mindful of redemption in
beings can grasp the truth of things, and, in grasping that truth, can know Christ, the Catholic school aims to form in its pupils those particular virtues that will
their duties to God, to themselves and their neighbors. . . . The contemporary enable them to live a new life in Christ and help them to play their part in serving
world urgently needs the service of educational institutions that uphold and society and the Church. It strives to develop virtue "by the integration of culture with
teach that truth is "that fundamental value without which freedom, justice, faith and of faith with living." The Congregation for Catholic Education has written
and human dignity are extinguished" [Veritatis Splendor, 4]. that "the Catholic school tries to create within its walls a climate in which the pupil's
Closely following papal teaching, the Holy See's documents on schools insist that faith will gradually mature and enable him to assume the responsibility placed on him
education is about truth – in both its natural and its supernatural dimensions: by Baptism."

The school considers human knowledge as a truth to be discovered. In the A primary way of helping Catholic students become more committed to their faith is
measure in which subjects are taught by someone who knowingly and by providing solid religious instruction. To be sure, "education in the faith is a part of
without restraint seeks the truth, they are to that extent Christian. Discovery the finality of a Catholic school." For young Catholics, such instruction embraces both
and awareness of truth leads man to the discovery of Truth itself. teaching the truths of the faith and fostering its practice. Still, we must always take
special care to avoid the error that a Catholic school's distinctiveness rests solely on the
While Catholic schools conform to government-mandated curricula, they implement shoulders of its religious-education program. Such a position would foster the
their programs with an overall religious orientation. Such a perspective includes misunderstanding that faith and life can be divorced, that religion is a merely private
criteria such as "confidence in our ability to attain truth, at least in a limited way – a affair without doctrinal content or moral obligations.
confidence based not on feeling but on faith . . . [and] the ability to make judgments
about what is true and what is false." Unwavering commitment to truth is at home in
5. Sustained by Gospel Witness
an authentically Catholic school.
Faith, Culture and Life A final indicator of a school's authentic catholicity is the vital witness of its teachers
and administrators. With them lies the primary responsibility for creating a Christian
A second principle that derives from communicating a Catholic worldview to children school climate, as individuals and as a community. Indeed, "it depends chiefly on them
is the notion that they should learn to transform culture in light of the gospel. Schools whether the Catholic school achieves its purpose." Consequently the Holy See's
prepare students to relate the Catholic faith to their particular culture and to live that
documents pay a great deal of attention to the vocation of teachers and their
faith in practice.
participation in the Church's evangelizing mission. Theirs is a supernatural calling and
In The Catholic School on the Threshold of the Third Millennium, the Congregation for not simply the exercise of a profession. "The nobility of the task to which teachers are
Catholic Education commented: called demands that, in imitation of Christ, the only Teacher, they reveal the Christian
From the nature of the Catholic school also stems one of the most significant message not only by word but also by every gesture of their behavior."
elements of its educational project: the synthesis between culture and faith. More than a master who teaches, a Catholic educator is a person who gives testimony
The endeavor to interweave reason and faith, which has become the heart of by his or her life. Shortly after his election, Pope Benedict XVI spoke about the kind
individual subjects, makes for unity, articulation, and coordination, bringing of witness required of all teachers of the faith, including those in Catholic schools:
forth within what is learned in a school a Christian vision of the world, of
life, of culture, and of history. The central figure in the work of educating . . . is specifically the form of
witness. . . . The witness never refers to himself but to something, or rather,
Schools form students within their own culture, teaching them an appreciation of its to Someone greater than he, whom he has encountered and whose
positive elements and fostering a more profound integration of the gospel in their dependable goodness he has sampled. Thus, every educator and witness
particular situation. Faith and culture are intimately related, and students should be finds an unequaled model in Jesus Christ, the Father's great witness, who said
led, in ways suitable to the level of their intellectual development, to grasp the nothing about himself but spoke as the Father had taught him [cf. John 8:28].
importance of this relationship. "We must always remember that, while faith is not
to be identified with any one culture and is independent of all cultures, it must Hiring Committed Catholics
inspire every culture."
To fulfill their responsibility of speaking about the Father, educators in Catholic
Furthermore, young Catholics, in a way appropriate to their age, must also learn to schools, with very few exceptions, should be practicing Catholics who are committed
make judgments based on religious and moral truths. They should learn to be critical to the Church and living her sacramental life. Despite the difficulties sometimes
and evaluative. It is the Catholic faith that provides young people with the essential involved, those responsible for hiring teachers must see to it that these criteria are met.
principles for critique and evaluation. When addressing Catholic-school principals in the National Directory for

7
Catechesis (2005), the American bishops give unequivocal direction: "Recruit teachers Catholic school's distinctive ethos. For example, if teachers and administrators
who are practicing Catholics, who can understand and accept the teachings of the demonstrate the individualistic and competitive ethic that now marks so much public
Catholic Church and the moral demands of the gospel, and who can contribute to the education, they will fail to inspire students with the values of solidarity and
achievement of the school's Catholic identity and apostolic goals." Elsewhere the
community, even if they praise those values verbally. The same can be said about a
bishops also affirmed, "While some situations might entail compelling reasons for
members of another faith tradition to teach in a Catholic school, as much as possible, failure to give clear witness to the Church's teaching on the sanctity of marriage and
all teachers in a Catholic school should be practicing Catholics." the inviolability of human life.
When such a policy is ignored, it is inevitable that children will absorb, even if they are Catholic educators are expected to be models for their students by bearing transparent
not explicitly taught, a soft indifferentism that will sustain neither their practice of the witness to Christ and to the beauty of the gospel. If boys and girls are to experience the
faith nor their ability to imbue society with Christian values. Principals, pastors, school splendor of the Church, the Christian example of teachers and others responsible for
-board members, parents, and bishops share in the serious duty of hiring teachers who their formation is indispensable, and no effort should be spared in guaranteeing the
meet the standards of doctrine and integrity of life essential to a flourishing Catholic presence of such witness in every Catholic school.
school.
The Holy See shares the solicitude of the American bishops about employing teachers
with a clear understanding of and commitment to Catholic education. A primary way
to foster a school's catholicity is by carefully hiring men and women who Conclusion:
enthusiastically endorse its distinctive ethos, for Catholic education is strengthened by The Holy See, through papal interventions and the documents of the Congregation for
witnesses to the gospel. Catholic Education, recognizes the priceless treasure of Catholic schools as an
indispensable instrument of evangelization. Ensuring their genuinely Catholic
identity is the Church's greatest educational challenge.

Transparent Witness of Life Complementing the primary role of parents in educating their children, such schools,
which should be accessible, affordable, and available to all, build up the community
As well as fostering a Catholic worldview across the curriculum, even in so-called secular of believers, evangelize the culture, and serve the common good of society.
subjects, "if students in Catholic schools are to gain a genuine experience of the Church, the
example of teachers and others responsible for their formation is crucial: the witness of I would like to conclude this essay with a suggestion that might help to strengthen
adults in the school community is a vital part of the school's identity." the Catholic identity of America's elementary and secondary schools. In the United
States, various accrediting agencies monitor the institutional effectiveness of schools'
Children will pick up far more by the example of their educators than by masterful educational activities. They look at outcomes that can be measured, using a wide
pedagogical techniques, especially in the practice of Christian virtues. In the words variety of means, and ask the schools to show that they use the results of their
of Pope Benedict XVI: assessment to improve their mission effectiveness. Quite simply, accreditors ask: How
The central figure in the work of educating, and especially in education in the do you know that you are achieving what you say you are? What steps are you taking
faith, which is the summit of the person's formation and is his or her most to improve your effectiveness?
appropriate horizon, is specifically the form of witness. This witness becomes Should not Catholic schools, precisely insofar as they claim to be specified by their
a proper reference point to the extent that the person can account for the hope catholicity, do something along the same lines? They too could engage in quality
that nourishes his life [cf. 1 Pet.3:15] and is personally involved in the truth assurance – that is, assurance of their Catholic identity. How does a Catholic school
that he proposes. know whether it is achieving its specific mission? What steps is it taking to foster its
The prophetic words of Pope Paul VI ring as true today as they did more than thirty catholicity? Such a "Catholic" accreditation process would involve an internal review
years ago: "Modern man listens more willingly to witnesses than to teachers, and if he of the five benchmark indicators – as well as others that could be developed. Teachers,
does listen to teachers, it is because they are witnesses." What educators do and how administrators, bishops, parents, and school-board members would all take part in
they act are more significant than what they say – inside and outside the classroom. the review. This collaborative and systematic exercise of assessing a school's
This is how the Church evangelizes. "The more completely an educator can give catholicity would serve to identify, clarify, and strengthen its effectiveness in its
concrete witness to the model of the ideal person [Christ] that is being presented to the service of Christ and the Church.
students, the more this ideal will be believed and imitated." + J. Michael Miller, CSB
Hypocrisy turns off today's students. While their demands are high, perhaps Secretary
sometimes even unreasonably so, if teachers fail to model fidelity to the truth and Congregation for Catholic Education
virtuous behavior, then even the best of curricula cannot successfully embody a
8
 Post-Script: Accessibility
Catholic schools participate in the Church’s evangelizing mission of bringing the Gospel to
III
the ends of the earth. Particularly, they are places for evangelization of the young. As
ecclesiastical institutions, they are the “privileged environment in which Christian
Philosophy - Vision-Mission and Core Values
education is carried out.” Like Catholic colleges and universities, Catholic schools proceed
ex corde Ecclesiae, from the very heart of the Church. Catholic schools, if they are to be
of DICES
genuinely, must be integrated into the organic pastoral program of the parish, the diocese
and the universal Church. (cf. The Religious Dimension of Education in a Catholic School, 44) PHILOSOPHY OF THE DIOCESE OF IMUS
From the days of their first appearance in Europe, Catholic schools have generously served CATHOLIC EDUCATIONAL SYSTEM
the needs of the "socially and economically disadvantaged" and have given "special
attention to those who are weakest." The vision set out by the Second Vatican Council
confirmed this age-old commitment: the Church offers her educational service in the first WE, the Diocese of Imus Catholic Educational System, believes in
place, the Fathers affirmed, to "those who are poor in the goods of this world or who are and invokes the guidance of the Holy Spirit to form and raise
deprived of the assistance and affection of a family or who are strangers to the gift of faith."
(Cf. Gravissimum Educationis, 9). Christian disciples through quality, excellent and relevant K-12
This Sacred Council of the Church earnestly entreats pastor to spare no sacrifice in helping Catholic Catholic education. We foster human values, knowledge, critical
schools fulfill their function in a continually more perfect way, and especially in caring for the needs of
those who are poor in the goods of this world or who are deprived of the assistance and affection of a family
thinking and life skills inspired by the Gospel to empower our
or who are strangers to the gift of Faith. (Gravissimum Educationis, 9). students to dialogue with the world and engage it for the service of
[Efforts to this effect are] inserted in the long tradition of St. Angela Merici, St. Joseph of the common good in partnership with the Church, families, teachers
Calasanz, St. Jean Baptiste de la Salle, St. John Bosco and so many other Religious and lay
people who generously dedicated themselves to Christ's love for the poor, the humble and and the community.
the marginalized in their educational apostolate.
All Catholic children, not just those whose families have the financial means, have a right
to a Catholic education. Vatican documents stress that the Church’s preferential option for PANGARAP AT MISYON NG MGA PAARALAN
the poor means that she offers her educational ministry in the first place to “those who are NG DIYOSESIS NG IMUS
poor in the goods of this world” (Cf.Gravissimum Educationis, 9; Consecrated Persons and Their
Mission in Schools, 69-72). The Holy See supports the concern of the American bishops to
provide for the poor and those who might be underprepared for high academic Kami, mga paaralan ng Diyosesis ng Imus (Cavite), ay
achievement: the Catholic school “is a school for all, with special attention to those who are nangangarap ng isang banal at tapat na Bayan ng Diyos para sa
weakest” (Cf. The Catholic School on the Threshold of the Third Millennium, 15; The Catholic
School, 58; Consecrated Persons and Their Mission in Schools, 70).
matuwid at masaganang lipunang Pilipino tungo sa mapayapa at
Since all Christians have become by rebirth of water and the Holy Spirit a new creature
pinagpanibagong sangkatauhan.
so that they should be called and should be children of God, they have a right to a
Christian education. (Gravissimum Educationis, 2). Taglay ang pananampalataya sa Diyos, pagmamahal sa Sim-
The Most Reverend J. Michael Miller, CSB, was born in Ottawa, Canada, on July 9, 1946. On June bahan, kabutihang-loob, kagandahang-asal, bayanihan, at makata-
29, 1975, Pope Paul VI ordained him a priest, and on November 23, 2003 Pope John Paul II
appointed him titular Archbishop of Vertara, Secretary of the Congregation for Catholic rungan at patas na pagpapahalaga, itinatalaga namin ang aming mga
Education and Vice President of the Pontifical Work of Priestly Vocations. He became Archbishop sarili sa buong buhay at napapanahong edukasyon na naka-sentro kay
of Vancouver on January 2, 2009. Archbishop Miller is a member of the Pontifical Committee for
International Eucharistic Congresses and of the Pontifical Council for Pastoral Care of Migrants Kristo, makabansa at nagpapalaganap ng Ebanghelyo upang hubugin
and Itinerant People as well as a consultor to the Congregation for Bishops. ang buong pagkatao ng bawat isa, pagbuklurin ang bawat pamilya,
Archbishop Miller is a specialist on the papacy and modern papal teaching, he has published seven books and more than 100
articles, scholarly, popular and journalistic. His books include The Shepherd and the Rock: Origins, Development, and Mission of the
magmalasakit sa nangangailangan, ipagtanggol ang Inang Kalikasan at
Papacy (1995) the Encyclicals of John Paul II (2nd ed., 2001), and The Holy See's Teaching on Catholic Schools (2006). makisangkot sa apostolado at mga ministri ng
Archbishop Miller has received honorary doctorates from St. Michael's College (Vermont), University of Dallas (Texas),
University of St. Thomas (Texas) and University of Steubenville (Ohio) and the Australian Catholic University (Sydney). Simbahan, sa gabay ni Maria, Birhen del Pilar.

9
Ang aming mga nagsipagtapos ay: EMBLEM OF THE DIOCESE OF IMUS CATHOLIC
1. Maalab sa pakikitungo at payak sa buhay EDUCATIONAL SYSTEM
2. Malinis at malusog sa pamumuhay
3. Mapagnilay at mapanuri sa pag-iisip Most prominent in the emblem is the cross. It represents Jesus
4. May kasanayan sa pakikipagtalastasan Christ and his saving mystery. DICES commits to center itself on Jesus
5. Responsable at mahusay sa makabagong teknolohiya Christ. Being the Way, the Truth and the Life, the Lord gives DICES its
6. Malikhain at mapamaraan model and inspiration in authentic, full and integral human living
7. May patunguhan at paninindigan which is the goal of Catholic education. DICES is set to proclaim Jesus
8. Makatwiran at matuwid na mga pinunong-lingkod Christ and His message to all. The cross is golden yellow to mean how
9. May galing na pandaigdigan at aktibo sa sariling bayan DICES is taking Jesus and His cross as its precious wealth and brightly
10. Tapat at tumatanaw ng utang na loob sa kanilang Alma Mater. shining banner that animates its every decision and action.

VISION AND MISSION OF THE SCHOOLS The circle at the background represents the Church, the People
OF THE DIOCESE OF IMUS of God. The Church is the context of the mission of Catholic schools
and Catholic education. The same Church gave birth to DICES and to
We, the schools of the Diocese of Imus (Cavite), envision a this same Church DICES is ready to serve. The circle symbolizes
holy and faithful People of God for a just and graced Filipino society equality, unity, solidarity and wholeness of the Christian community,
towards a peaceful and renewed humanity. to which DICES aspires to be of service. Its color is dawning blue to
represent an on-going transition or change – the renewal of the Church
With faith in God, love for the Church, interior goodness, and of every Christian for which DICES is steadfastly devoted.
good manners, solidarity, and meritocracy, we commit ourselves to
life-long and relevant education that is Christ-centered, patriotic In this circle is a pillar, with the Marian monogram AM above
and evangelizing to form the whole human person, unite every it, crowned and flanked by12 stars and a dove below the monogram.
family, care for the needy, protect Mother Earth and engage in the This symbol is taken from the seal of the Roman Catholic Diocese of
apostolate and ministries of the Church, guided by Mary, Our Lady Imus. And this represents Our Lady of the Pillar, patroness of the
of the Pillar. Diocese. DICES is a child of the Diocese of Imus, her disciple of
Our graduates shall be: evangelization in Catholic education. And DICES submits itself to the
1. Warm and simple
2. Clean and healthy in lifestyle
maternal guidance and protection of Mary, Our Lady of the Pillar.
3. Reflective and critical thinkers
4. Eloquent communicators The Marian monogram AM means Ave Maria, and this
5. Responsible and competent in modern technology
6. Innovative and resourceful represents Mary. It is crowned as Mary is the Queen of heaven and
7. Purposeful and decisive earth. The 12 stars around it is inspired by the vision of the Book of
8. Ethical and moral servant–leaders
Revelation (12:1): “And a great sign appeared in heaven, a woman
9. Globally competitive and locally active
10. Loyal and grateful to their Alma Mater. clothed in the sun, with the moon under her feet and a crown of 12

10
stars on her head”. The dove is the Holy Spirit. (The image of Our
Lady of the Pillar has the child Jesus with a dove on his hand.) The
IV
pillar recalls the tradition of Mary visiting the weary apostle Saint DICES FLEX K-12 Grading System
James the Greater to encourage him to continue his mission. In this
tradition, Mary was standing on a pillar carried by angels when she Subject/s Written Output Performance Task Quarterly Exam

came to Saint James. Mary in the pillar is the “joy and strength” of Elementary/JHS SHS
40% 40% 20%
every disciple in his mission. Gen. Math, Earth
Science, Business
Math, Gen. Biology
1&2, Pre-Calculus,
Below the symbol of Our Lady of the Pillar are three thick lines Statistics and
Knowledge – 8%
Portfolio - 8%
Other Output - Knowledge – 4%
Science Probability, Physical
Process – 6% 12% Process – 8%
colored blue, yellow and red. The lines were depicted to be like open Mathematics Science, DRR, ABM
Understanding – 16% Final Performance Understanding – 8%
1&2, Gen. Chemistry
Task - 20%
books. They also look like gentle waves of water. The books represent 1&2, Gen. Physics
1&2, Pre & Basic
learning. The water represents life. Guided by Mary, DICES seeks to Calculus, Business
Finance
promote learning for life and life-long learning. The colors are taken 21st Century Litt, Intro 30% 50% 20%
to Philosophy,
from the Philippine flag first unfurled in the hallowed grounds of Komunikasyon at
Pananaliksik, Pagbasa
Cavite. DICES seeks to be a champion of patriotism in its mission of at Pagsulat, Filipino sa
Piling Larangan, Oral
Christian education and formation. Comm, Intro to World
Religions, Phil.
Politics, Pers. Dev.,
Reading and Writing,
Beneath the cross, on its right side, is a branch of green laurel Practical Research
1&2, Discipline, and
leaves to mean excellence. Together with the cross, it captures the English Ideas in Soc. Science, Portfolio - 10%
Filipino Creative Writing, Knowledge – 6% Other Output - Knowledge – 4%
motto of DICES, that is, “Committed to Christian Excellence in AP Contemporary Phil. Process – 12% 15% Process – 8%
MTB-MLE Arts, Applied Understanding – 12% Final Performance Understanding – 8%
Education”. The other side of the circle bears the name “Diocese of Economics, Business Task - 25%
Ethics & Social
Imus Catholic Educational System, Inc.” and the Roman numeral Responsibility,
Community
MMXV that is 2015, the year of foundation of this educational system Engagement,
Understanding
in the Diocese of Imus. Culture, Discipline
and Ideas in (Applied)
Soc. Science, English
Proficiency 1&2,
EAPP, Creative Non-
Fiction
Organization & 20% 60% 20%
Management, Portfolio - 12%
Business Marketing, Knowledge – 4% Other Output - Knowledge – 4%
EPP/TLE/ICT/MAPEH
Entrepreneurship, Process – 8% 18% Process – 8%
Culminating Activity, Understanding – 8% Final Performance Understanding – 8%
PE & Health 1-4 Task - 30%
30% 50% 20%
Conduct – 15%
Values Education Portfolio - 10%
Religious Education 1- Knowledge – 6% Knowledge – 4%
with Christian Living Other Output -
4 Process – 12% Process – 8%
Education 10%
Understanding – 12% Understanding – 8%
Final Performance
Task - 15%

11
WRITTEN OUTPUT: excellence, (d) cooperation and solidarity, (e) empathy and compassion,
(f) resourcefulness and perseverance, and (g) humility and simplicity.
Written output includes module post-tests, unit tests and long tests These are graded using defined rubrics.
categorized into KPU, i.e. K for Knowledge, P for Process and U for
Understanding. No. Official Label Tagalog Version Related Values
God- Pagkamaka-Diyos Faith in God
Knowledge refers to the substantive content of the curriculum, the Moral Uprightness
Centeredness
facts and information that the student acquires. Process refers to the 1
Sense of service, mission
cognitive operations that the student performs in facts and information for Love for the Church
the purpose of constructing meanings and understandings. Understanding Piety, religiosity
refers to the enduring big ideas, principles, and generalizations inherent to
the discipline, which are assesses using the facets of understanding. Responsible Responsableng Commitment to common good
Love of country
2 Citizenship Pagkamamamayan Discipline
Outputs such as essays, journals, narratives, reflection papers, etc. Respect for others, differences
will also be included in this section if these are also announced and will be
used as summative assessments and teachers will determine the KPU Commitment to Pagpapahalaga sa Adherence to high standards
category they belong. (versus mediocrity)
3 Excellence Kagalingan Regard for continuous learning
PERFORMANCE TASK: and growth

Cooperation Pakikipagtulungan Relational capacity

Student Learning Portfolio. This is the collection of all activity Team spirit, collaboration
sheets, test results, concept notes, documents of projects, outputs of other 4 and Solidarity at Pakikipagkaisa Readiness to help and support
assessments and papers of each student compiled in color-coded folders Thoughtfulness, friendliness
by subject areas. The portfolio facilitates the monitoring of student
learning. This is graded using defined rubrics that include Content & Empathy and Pakikiramdam at Concern for others,
Completeness (30%), Progress (40%), Creativity (20%), and Neatness especially the needy
5 Compassion Pagmamalasakit Sensitivity
(10%). Kind-heartedness

Other Outputs. These are mini-performance tasks that facilitate Resourcefulness Pagkamaparaan at Diligence, unwavering
real-life understanding and application of lessons in each subject area. 6 determination, resilience,
and Pagpupursigi Creativity, ingenuity
Examples are: research papers, term papers, laboratory Self-reliance
Perseverance
reports/experiments, investigatory projects, life-scenarios, essays,
journals, written/oral reports, role plays, graded recitation, creative Simplicity and Kapayakan at Frugality, austerity
presentations (poetry, drama, speech, etc.), informal and formal theme Modesty, meekness
writing, diorama, Sunday Mass reflection papers, participation in Humility Kababaang-Loob
7
activities (outreach, cultural programs, contests, etc.), projects, Honesty
performance, etc. These are also graded using defined rubrics. Light-heartedness, cheerfulness

Conduct. This shall be graded by the parents and the class adviser
based on the students’ behavior according to the following human values:
(a) God-centeredness, (b) responsible citizenship, (c) commitment to

12
Final Performance Task. This refers to the application of understanding as evidenced
by the students’ performance of authentic tasks expressed in engaging scenarios 2. Values Development (Kagandahang Asal) - Children are expected to
using the GRASPS format. GRASPS refer to goal, role, audience, situation, product show positive attitudes, self-concept, respect, concern for self and others, behave
and standards. Rubrics will be used in grading the final performance task. appropriately in various situations and places, manifest love of God, country, and
fellowmen.
QUARTERLY EXAM:
The Quarterly Exam is the comprehensive, summative, and final written 3. Physical Health & Motor Development (Kalusugang Pisikal at
assessment given in each grading period. This is categorized into KPU. Pagpapaunlad sa Kakayahang Motor) - Children are expected to develop both their
fine and gross motor skills to be efficient and effective movers when engaging in
COMPUTATION AND REPORTING OF GRADES wholesome physical and health activities. They are also expected to acquire an
All grades will be based on the weighted raw score of the learners’ understanding of good health habits and develop their awareness about the
summative assessments and outputs. The minimum grade needed to pass a importance of safety and how they can prevent danger at home, in school, and in
specific learning area is 70, which is transmuted to 75 in the report card. The lowest public places.
mark that can appear on the report card is 70 for quarterly and final grades.
The quarterly grade in each learning area is reported in whole numbers. 4. Aesthetic/Creative Development (Sining) – Children are expected to
The final grade in each learning area and the final general average are reported up develop their aesthetic sense and creative expression through drawing, painting,
with two decimal places. For serious reasons, the school’s automated grading and manipulative activities. Aesthetic development involves the love and pursuit
system computes and records all the grades into nth decimal places. of beauty in art, music, and movement, and creates opportunities for the creative
expression of emotions, thoughts, feelings, and ideas.
The final grade per learning area is computed by averaging the four
quarterly grades for Pre-Elementary until Junior High School. In Senior High
School, only two quarterly grades shall be averaged to determine the final grade 5. Mathematics - Children are expected to understand and demonstrate
per semester. knowledge, thinking skills, and insights into patterns of mathematics, concepts of
The final average grade per year (for K to 10) and per semester (for Grades numbers, length, capacity, mass, and time through the use of concrete objects or
11 and 12) is computed by averaging the grades in the various learning areas. materials, and to apply these meaningfully in their daily experiences. Children are
MAPEH is one learning area. provided with varied manipulative activities to help them see relationships and
interconnections in math and enable them to deal flexibly with mathematical ideas
DEVELOPMENTAL DOMAINS (and what to expect in each) for Pre-Elementary Grades and concepts.
For Nursery, Pre-Kindergarten and Kindergarten, there will be no
numerical grades. Instead, there will be descriptions of the learners’ progress in 6. Understanding of the Physical and Natural Environment - Children
the various developmental domains. are expected to demonstrate a basic understanding of concepts pertaining to living
“Developmental domains” refer to specific aspects of holistic growth and and nonliving things, including weather, and use these in categorizing things in
changes in children. The contents of each developmental domain are defined by his/her environment. They are also expected to acquire the essential skills and
learning expectations, as follows: sustain their natural curiosity in their immediate environment through
exploration, discovery, observation, and relate their everyday experiences using
their senses (touch, sight, smell, taste, and hearing).
1. Socio-Emotional Development (Pagpapaunlad ng Sosyo-Emosyunal at
Kakayahang Makipamuhay) - Children are expected todevelop emotional skills, basic
7. Language, Literacy, and Communication - This domain provides
concepts pertaining to her/himself, how to relate well with other people in his/her opportunities on early literacy learning for self-expression through language
immediate environment, demonstrate awareness of one's social identity, and using the mother tongue or the child’s first language. Children are expected to
appreciate cultural diversity among the school, community, and other people. develop communicative skills in their first language. They are also expected to
develop more positive attitudes toward reading, writing, and to view
themselves as effective users and learners of language.
13
 Requirements Decision
In addition to the report card which shall be issued quarterly, each pre- Final grade of at least 75 in Promoted to the next grade
elementary pupil shall also be evaluated using the DepEd prescribed checklist all learning areas level
for Kindergarten. This checklist is grouped into the following domains: gross
Did not meet expectations Must pass remedial classes for
motor domain, fine motor domain, self-help domain, receptive language
domain, expressive language domain and cognitive domain. This checklist shall in not more than two learning areas with failing
be issued in July and March of the school year. learning areas mark to be promoted to the
next grade level. Otherwise
PROMOTION TO THE NEXT YEAR LEVEL the learner is retained in the
(cf. DepEd Order No. 8, s.2015) same grade level.
For Grades
Did not meet expectations Retained in the same grade
Requirements Decision 4 to 10

Final grade of at least 75 Promoted to the next in three or more learning level.
Learners
in all learning areas grade level areas
Did not meet Must pass remedial Must pass all learning areas Earn the Elementary
expectations in not classes for learning in the Elementary Certificate.

more than two learning areas with failing mark Promoted to Junior High
School.
areas to be promoted to the
For Grades 1 to 3 Must pass all learning areas Earn the Junior High School
next grade level.
Learners in the Junior High School Certificate.
Otherwise the learner
Promoted to Senior High
is retained in the same
School
grade level.
Did not meet Retained in the same
expectations in three or grade level. For Grades 1-10, a learner who Did Not Meet Expectations in at most
more learning areas two learning areas must take remedial classes will be provided with a
remediation module and must take remedial session. Remedial classes
sessions are conducted after the Final Grades have been computed. The
learner must pass the remedial classes sessions to be promoted to the next
grade level. However, teachers should ensure that learners receive
A final grade of 75 or higher in all learning areas allows the student to remediation when they earn raw scores which are consistently below
be promoted to the next grade level. The following table specifies the guidelines expectations in Written Work or Performance Tasks by the fifth week of any
to be followed for learner promotion and retention:
quarter. This will prevent a student from failing in any learning area at the
end of the year.

14
 Summative assessments are also given during remedial classes. These
are recorded, computed, weighted, and transmuted in the same way as the
Final grade of at least 75 in Can proceed to the next Quarterly Grade. The equivalent of the Final Grade for remedial classes is the
all learning areas in a semester
Remedial Class Mark (RCM). The Final Grade at the end of the school year
semester Must pass the remedial classes.
Did not meet expectations. for failed competencies in the and the Remedial Class Mark are averaged. This results in the Recomputed
in a prerequisite subject in a subject before being allowed. Final Grade. If the Recomputed Final Grade is 75 or higher, the student is
learning area to enroll in the higher-level subject. promoted to the next grade level. However, students will be retained in the
grade level if their Recomputed Final Grade is below 75.

The teacher of the remedial class issues the Certificate of Recomputed

Did not meet expectations. Must pass the remedial classes
in any subject or learning for failed competencies in the
Final Grade, which is noted by the school principal. This is submitted to the
For Grades area at the end of the subjects or learning areas to be Division Office and must be attached to both Form 137 and School Form
11 to 12 semester allowed to enroll in the next Number 5.
Learners semester. Otherwise the
learner must retake the The learner can enroll in the next grade level for Grades 1-10 and in
subjects failed. the next semester for Grades 11-12 upon presentation of the Certificate of
Recomputed Final Grade. This certificate can be verified in the Division
Offices as needed.

ATTENDANCE:
Must pass all subjects. Earn the Senior High School
Or learning areas in Senior Certificate.
A learner who incurs absences of more than 20% of the prescribed
High School. number of class or laboratory periods during the school year or semester
should be given a failing grade and not earn credits for the learning area or
subject. Furthermore, the school head may at his discretion and in the
individual case, exempt a learner who exceeds the 20% limit for reasons
considered valid and acceptable to the schools. The discretionary authority is
vested in the school head and may not be availed of by a student or granted
For Grades 11-12, learners who fail a unit/set of competencies must be by a faculty member without the consent of the school head.
immediately given remedial classes. They should pass the summative
assessments during the remediation to avoid a failing grade in a learning Such discretion shall not excuse the learner from the responsibility of
area/subject. This will prevent students from having back subjects in Senior keeping up with lessons and taking assessments. When absences cannot be
High School (SHS). However, if the learner still fails remedial classes, s/he avoided, the school must give the learner alternative methods and materials
must retake the subject/s failed during the summer or as a back subject. that correspond to the topics/ competencies that were or will be missed.
Guidance teachers/career advocates must provide support to the SHS student The report card shall in all cases report the number of absences.
for his/her choice in SHS tracks.

15
 V The senior high school awardees for each semester shall be
Honors and Awards Guidelines determined based on the average grade of all the subjects taken
during the semester. The Grade 11 year-end awardees will be
1. To qualify for any honor or award, a pupil or student must have no recognized based on the mean grade of the Grade 11 first and
record of suspension as sanction for an offense committed. second semesters meeting the above-cited grade ranges.

2. AWARDS OF MERIT FOR PRE-ELEMENTARY PUPILS. Every The Grade 12 year-end awardees, i.e., the senior high school
pre-elementary pupil shall be recognized for his/her most graduates, shall be those with average grade of all the Grades 11
outstanding ability, intelligence, skill or attitude every quarter and and 12 subjects prescribed by his or her strand meeting the above-
at the end of the school year. Each one receives only one award – in cited grade ranges.
the form of a certificate at every quarter. At the end of the year, each
5. The following special citations shall also be awarded to deserving Grades
one receives a medal and a certificate of distinction or merit.
1-12 students, families, or teachers at the end of the school year:

3. GRADUATION MEDAL. Every graduating elementary and 5.1. STUDENT ACTIVITY AWARDS: to be given to outstanding or
senior high school student and every junior high school completer excellent officers or members of student activity clubs or student
shall receive a graduation medal to recognize his/her achievement organizations or to students with outstanding involvement or
as a graduate of the elementary or senior high school course. participation to school programs and activities. Each awardee shall
receive one medal and as many certificates corresponding to the club
4. ACADEMIC AWARDS. Elementary and junior high school membership/s or activities for which he/she is recognized.
students, regardless of number, whose quarterly or yearly average
fall within the following ranges and with no grade below 80.00 in 5.2. ACHIEVEMENT AWARDS: to be given to students who excelled in
programs or won awards in contests held outside the school. Each
any quarter, shall be given the corresponding academic awards at
awardee shall receive one medal and as many certificates
the end of each quarter and of the school year:
corresponding to the awards won for which he/she is recognized.
4.1. Gold: 94.00 – above
4.2. Silver: 92.00 – 93.99 5.3. LOYALTY AWARDS: to be given to elementary graduates who
4.3. Bronze: 90.00 – 91.99 studied in the school at least from Grade 1 to Grade 6; to junior high
school completers who studied in the school at least from Grade 1 to
Awardees must have at least the regular load prescribed by Grade 10; and to senior high school graduates who studied in the
DICES. In addition, all the grades of the subjects to be considered school from Grade 1 to Grade 12. Each awardee shall receive a medal.
for the academic award must have followed the DICES grading
system. The same award with the same criteria shall be given to *Loyalty awards shall still be given if the student is a transferee from
one DICES school to another.
senior high school students at the end of every semester, at the end
*Parents who have sent 3 of their children from Grade 1 to the highest
of every school year and at the end of the senior high school
year level being offered by the school shall also be recognized with
program. Loyalty Awards in framed certificates or plaques. Another loyalty
16
 award shall be given to the same parents if a 4th, 5th … child who St John Ma. Vianney Award to the Most Improved Student: St. John
started Grade 1 in the school also graduates from the same school. Vianney, patron of parish priests, found his academic preparation to
the priesthood, especially his Latin subjects, very arduous. Yet he took
5.4. SCHOOL VISION AWARDS: to be given to students or families who up the challenge to rise above his personal limitations. His
exemplify the values being aspired by DICES and the school as transcendence of his human limits is a model to every individual
expressed in their vision-mission statements. School vision awardees aspiring growth and fullness of life. This school vision award for self-
are given medals, certificates and letters from the school detailing the empowerment is to be given to Grades 1-12 students who have
specific reasons why the award is being given to the person/s. demonstrated significantly within the school year improvements in all
aspects of his life. This award intends to inspire every student not just
The School Vision Awards are the following: to excel in his class, but more importantly to maximize his potentials
and outdo past performances.
Pro Deo et Pro Ecclesia Award: This award shall be named after a
local hero/heroine of faith with exemplary love for God and the Saint John Paul II Leadership Award: Saint John Paul II led the
Church. This school vision award for love of God is to be given to entire Roman Catholic Church to the present millennium with much
Grades 1-12 students who have manifested an exemplary love and success amidst many crises inside and outside the Church. He thus
dedication to God and to the Church manifested in their conduct, earned for himself the adulation and respect of both Christians and
piety, religiosity, orthodoxy, active church involvements, and/or non-Christians in the entire world when he was alive and even after
commitment to promote unity and understanding among churches or his death. His leadership was strongly and powerfully influential
religions through ecumenical and inter-religious activities. [Note: The because he was a man of integrity. The school vision award for
BOT shall approve after whose name the award shall be known.] leadership named after this pope recognizes the role of integral
personhood in leadership. Hence, this award is to be given to Grades
Jose P. Rizal Pro Patria Award: Jose P. Rizal offered the ultimate 1-12 students who have demonstrated strong leadership qualities,
sacrifice of his life for his motherland, the Philippines and its Filipino inside and outside the school, rooted on one’s personal integrity.
people in his time and the generations to come. The school vision
award for love of country and its values, named after the national Saint Francis of Assisi Award for Ecological Stewardship:
hero, is meant to recognize the exemplary civic-mindedness and Sustainability of planet earth is the cry of the present age. Faced with
patriotism / nationalism of the school’s Grades 1-12 students as serious environmental challenges, in the spirit of Saint Francis of
demonstrated by their significant involvement in many civic activities Assisi, creation must be respected and regarded as partners. This
or strong sense of patriotism. award named after the patron of ecology recognizes the commitment
to ecological stewardship of Grades 1-12 students as manifested in
Saint Mother Theresa of Calcutta Service Award: Saint Mother their advocacy and lifestyle that promotes care for creation.
Theresa of Calcutta is truly a model for her love and service to the
poorest of the poor. This school vision award that recognizes the value Saint Joseph Award for Entrepreneurship: At the heart of Saint
of care for the needy shall be conferred on Grades 1-12 students whose Joseph is his love for his family and respect for the dignity of work.
love, service, and concern to the poor (the least, the lost and the last) Truly a craftsman – in his carpentry and in life, he sought all ways and
within the school community and in the larger locale are evidently means to protect and support Mary and Jesus – in Bethlehem, Egypt
worth emulating. and Nazareth. This vision award recognizes the entrepreneurial spirit
among Grades 1-12 students – the resourcefulness and creativity in
addressing needs and improving conditions in life with resoluteness.

17
 Gawad Nazareth: This award shall be given to families of Grades VI
1-12 students who exemplify the values of the Holy Family of Guidelines for Student Awards Day, Moving-up,
Nazareth – simplicity, hiddenness, faith in God, love for work, unity, Completion Rites, and Commencement Exercises
care for the family and solidarity with the community. A deserving
family is entitled to receive this award only once. 1. Candidates for moving-up, completion, and graduation ceremonies
shall be required to attend their Thanksgiving Mass and practices. They
Upon the deliberation of the entire administration and faculty of the should also observe school policies on grooming stipulated on the
school, an award may be given to more than one individual, or an award student handbook. Attire/dress code shall be appropriate to the occasion
may not be given at all if no one is found deserving. The decision of the for both candidates and their companion/s. Personal advocacies (social
administration and faculty is always final. media trends) that are NOT aligned with the school’s vision and values
must be avoided. Failure to observe the guidelines shall compromise the
5.5. SCHOOL PATRON SAINT AWARD. DICES schools shall also give issuance of their Certificate of Good Moral Character.
an award named after the school’s patron saint. It shall be given to
2. Parents or adults shall be encouraged to take care of the children
every student who for the specific school year has received an
especially those below 5 years old to maintain the solemnity of the
academic award, a student activity award, an achievement award,
occasion. Bringing of pets is strictly prohibited.
and a school vision award.
3. In determining or specifying the school’s venue for the ceremony, the
5.6. GAWAD BIRHEN DEL PILAR. DICES through the Office of the
proximity, capacity, weather condition, safety, and security of attendees
Superintendent of Diocesan Schools shall recognize outstanding
shall be taken into consideration. Schools are highly encouraged to
students with the Gawad Birhen Del Pilar. This shall be given to
conduct the ceremony at their respective parish churches, gymnasium,
elementary, junior high school, and senior high school or auditorium in the said event.
graduates/completers who have garnered for the same school year the
following awards: loyalty award, vision award (at least the Pro Deo et 4. Proper use or display of official symbols must be observed during the
Pro Ecclesia), academic award, student activity award, and ceremonies such as the Philippine Flag, DICES Flag, School Flag, image
achievement award. And DICES will hand in a special plaque and of the School’s Patron Saint, School Logo, and symbolism of school’s
medal to each awardee. culture or identity. The school must avoid unnecessary and irrelevant
decorations and excessive accessories with students and teachers such
5.7. OUTSTANDING STUDENTS IN CO-CURRICULAR ACTIVITIES. as: corsage, flower ribbons, and the likes.
Elementary, junior high and senior high school students with
exemplary participation in co-curricular activities shall be recognized 5. There would be designated areas for picture taking or photo
with gold, silver and bronze medals according to the DICES Point- opportunity for personal photographers with assigned ushers
System for Co-Curricular Activities. facilitating quick movements in the area to maintain the solemnity of the
The school’s Honors and Awards Committee shall also discern the occasion.
acceptability of awards sponsored by other institutions, e.g., private
companies, government institutions, private individuals, politicians, etc., 6. The school shall give due recognition to every student with awards
according to the vision and mission of DICES and the school. and honors. These awards and honors shall be given all at the same time
as the student’s name is called on the stage. Awardees’ names shall be
called in alphabetical order.

18
7. Guest speakers shall only be invited for the elementary and senior VII
high school graduation. Policies on Tutorial
8. For student speakers:
DICES schools shall observe the following policies on tutorial:
o The academic awardee shall deliver the class response or a. Tutorial shall be recommended by the adviser to the student and
gratitude in the pre-elementary moving-up exercises.
his/her parents only after the school’s remedial program has failed to
o For the elementary graduation, junior high school achieve the desired academic performance of the student. This
completion, and senior high school graduation, the recommendation must be approved by the principal.
graduating students or completers shall nominate six (6) b. A teacher of the school can tutor a maximum of 5 students at any
speakers from their batch. Each nominee will prepare a given time.
speech (class response) that is based on the theme. The best c. The teacher cannot tutor his/her pupil in any subject.
speech selected by a panel of judges shall be delivered by its d. Students under tutorial by any teacher of the school cannot be given
author. The other five (5) nominated speakers shall then be an academic award.
assigned to deliver the opening remarks, closing remarks,
e. The time consumed for tutorial sessions by a teacher of the school
pledge of loyalty, opening prayer, and closing prayer. shall be offset by the concerned teacher.
o Student speakers who shall deviate from their school-
f. The school shall collect fees for tutorial that will cover the
approved speeches may risk not being issued with Certificate
professional fee of the tutor and the cost of electricity or use of school
of Good Moral Character.
facilities.
g. This policy does not cover tutorials privately arranged by the student
or his/her parents with tutors coming from other institutions or
schools.

19
 VIII
c. Grade 5: Experiencing God’s love in my friends and
Christian Formation Program in the peers
Diocesan Schools of Imus (2014) d. Grade 6: Experiencing God’s love in the journey of my
life
DEFINITION e. Grade 7: Experiencing God’s love in my relationships
f. Grade 8: Experiencing God’s love in my family
g. Grade 9: Experiencing God’s love in my choices
CHRISTIAN FORMATION IS THE EXPERIENCE OF THE h. Grade 10: My response to the love of God
LOVE OF GOD AND OUR PERSONAL RESPONSE TO
COMMIT TO FOLLOW JESUS. 4. Social Action: JEEPGY Program that advocates
a. Justice & Peace
b. Environmental Stewardship
ANG KRISTIYANONG PAGHUHUBOG AY ANG KARANASAN NG c. Engaged Citizenship
PAGMAMAHAL NG DIYOS AT ATING PERSONAL NA PAGTUGON d. Poverty Reduction
NA MANINDIGANG SUMUNOD KAY JESUS. e. Gender Equality
f. Youth Empowerment
COMPONENTS:
5. Family & Life Formation. Pastoral responses to family and
life issues which predominantly influence the
1. Christian Living Education (CLE) – Values Education (VE) achievement of educational and formation goals of the
classes. school.
a. CLE as the core of the curriculum
b. Classroom instruction or activities for CLE and VE 6. Conscience Formation: Discernment circles, advocacy
i. Journey of Salvation programs/activities, Caritas chapter programs and
ii. Revelation and Faith-Life immersion/exposures that address personal, communal,
iii. Conscience Formation and social issues of faith and morals (2019)
iv. Worship and Prayer
v. Christian Discipleship 7. Parish Mission. Integration of the diocesan school
c. Christian values integration in all subjects community in the parish in view of evangelization (to
d. Focus on the Eucharist and Reconciliation in evangelize and be evangelized).
Grade 4, and Confirmation in Grade 6
8. Vocation Promotion. Awareness, appreciation, and
2. Prayer and Worship Services discernment of God’s call to specific states of life. (2017)
a. Regular celebration of the sacraments (Mass,
Confession, First Communion, Confirmation) 9. Christian Formation of School Administrators, Teachers,
b. Faith-sharing sessions and structured prayer and Staff: See numbers 1-8 above.
experiences
10. Whole School Christian Values Integration. Creation or
3. Retreat and Recollection - prayerful encounters with God promotion of a Christian culture in the diocesan school.
a. Grades 1-3: Growing in Prayer
b. Grade 4: Experiencing God’s love in myself
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 IX
Point System for Co-Curricular Activities CO-CURRICULAR ACTIVITIES CATEGORIES FOR AWARDS
The Honors and Awards Committee, with the help of the adviser, shall
GUIDELINES FOR CO-CURRICULAR AWARDS monitor, review, and keep the submitted portfolios of the students containing
evidence, like certificates, of the latter’s achievements. Said evidence shall bear
dates of activities considered as co-curricular activities from the opening of
DEFINITION
classes to a specified cut-off date decided by the administration. This cut-off
Co-curricular awards are awards that recognize students’ excellence, date shall also be announced in the beginning of the school year.
commitment, and involvement in activities parallel to the DepEd curriculum
and are responsive to the objectives of the Diocese of Imus Catholic Education Students must obtain the following accumulated points to receive a co-
System (DICES) and the school. curricular award:

Elementary and high school students with exemplary participation in co- For Elementary pupils:
curricular activities shall be recognized.
200 points above – Gold
150 - 199 points – Silver
THE AWARDING COMMITTEE AND ITS RESPONSIBILITIES
100 - 149 points – Bronze
The school administration shall appoint five (5) members to the Honors and
Awards Committee who is tasked to critically review the qualifications of
students selected to receive recognition and will address any issue that will For Junior/Senior High School students:
involve awarding procedures. These said members must be approved by the 250 points above – Gold
school director, and their decision/s will be subject to review by the Board of 200 - 249 points – Silver
Trustees and the Superintendent. 150 - 199 points – Bronze

The committee, headed by the principal, shall write circular letters of

activities endorsed by the school or shall produce a copy of DepEd-sponsored The basis for the said award will be the accumulated points from the
activities and other organization/institution-sponsored activities to prove the following categories:
existence of such. The objectives of the activities shall then be reviewed and Contests and competitions
shall be verified to be aligned to the Vision and Mission of the school. Leadership
Seminars and Conferences
The school principal/DICES shall issue rules on the number of elective or Initiatives
appointive positions a student can assume to ensure fair and equal
opportunities to all members of the student body. Class/club advisers shall
also monitor the involvement of students in competitions, seminars and/or
conferences.

The Office of the Student Affairs shall submit a list of endorsed

activities of the school at the start of the school year.

21
I. PARTICIPATION IN CONTESTS AND COMPETITIONS

II. LEADERSHIP

Score for Performance and Quality shall be multiplied to get the score per
project/activity sponsored by the organization. Both officers and members can be
given scores.

22
 X
III. PARTICIPATION IN CONFERENCES, SEMINARS, WORKSHOPS,
PROGRAMS AND TRAININGS Campus Journalism
Level Campus Journalism Act of 1991
Areas /
of Points Given [REPUBLIC ACT NO. 7079]
Activities
Participation “It is the declared policy of the State to uphold and protect the freedom of the press
even at the campus level and to promote the development and growth of campus

Participation

Other Forms

Participant
Facilitator
As Resource
journalism as a means of strengthening ethical values, encouraging critical and

Speaker

As
creative thinking, and developing moral character and personal discipline of the

of
Filipino youth. In furtherance of this policy, the State shall undertake various
programs and projects aimed at improving the journalistic skills of students concerned
Participation and promoting responsible and free journalism.”
or Attendance International 45 40 35 30

in seminar,
STUDENT PUBLICATION
camp, National 27 24 21 18
The issue of any printed material that is independently published by, and which
exchange,
meets the needs and interests of, the studentry;
programs,
Regional 18 16 14 11
training
conference or STUDENT JOURNALIST
workshop and 13 11 9 6 Any bona fide student enrolled for the current semester or term, who was passed
Division/
other similar DICES or met the qualification and standards of the editorial board. He must likewise
activities maintain a satisfactory academic standing.
sponsored by
District/ 10 8 6 4
DepEd/other EDITORIAL BOARD
DICES
institutions
Cluster In the case of elementary and high school levels, the editorial board shall be
and endorsed
composed of a duly appointed faculty adviser, the editor who qualified and a
by DICES/
representative of the Parents-Teachers' Association, who will determine the
School Head
School 8 6 4 2 editorial policies to be implemented by the editor and staff members of the student
in writing.
publication concerned.
Above cited scores are given for participation in one-day meetings only. The score
shall be multiplied with 0.5 for each additional day (i.e. minimum of 8 hours) of STUDENT PUBLICATION
participation, A student publication is published by the student body through an editorial board
and publication staff composed of students selected but fair and competitive
IV. INITIATIVES examinations.
1. Consistent with the VM of DICES/school Once the publication is established, its editorial board shall freely determine its
2. With documentary evidence editorial policies and manage the publication's funds.
3. Evaluated by the Honors and Awards Committee according to the
point system shown above _____
excerpt from Campus Journalism Act of 199

23
 13. Upon recovery or the doctor’s advice, the patient is readmitted to the school.
XI The school nurse shall require from the patient his medical certificate or

DICES Schools’ Protocol on Emergency and clearance secured from his attending physician.

Regular School Clinic Cases DICES COVID-19 Health and Safety Protocol
(Published May 20, 2020)
Following are minimum health and safety protocols and standards in light of
1. The school clinic and its personnel shall serve the entire school community –
the COVID-19 pandemic that shall be observed by all personnel, students and guests
the students and school personnel. It shall also serve anyone within the school
in all DICES schools.
premises or immediate vicinity as needed.
2. The school clinic must be open, and the school nurse (or qualified clinic staff)
I. SCHOOL SAFETY AND HEALTH
is always available during school hours. Clinic services must also be available
during official school activities held outside the school and/or school hours.
The following safety and health standards shall be implemented aligned with the
3. The school clinic nurse (or staff) must respond to any medical case promptly.
objectives of the minimum health standards of the Department of Health:
First aid is immediately given as needed.
4. In cases that will need further medical intervention as assessed by the school
A. Increase physical and mental resilience
nurse (or staff),
1. All DICES employees in their everyday actions shall strive to stay
a. the school physician is contacted immediately for further instruction;
healthy by:
and/or
a. Eating nutritious and well-cooked food;
b. the patient is brought by the school nurse (or his delegate) to the
b. Drinking plenty of fluids and avoiding alcoholic beverages;
nearest and/or school-accredited hospital/medical facility.
c. Increasing the body’s resistance by having adequate rest and at least
5. In all cases, the school nurse (or his delegate) will inform the patient’s parent/s
eight (8) hours of sleep;
or legal guardian/s as promptly as possible. For school personnel or other
d. Taking vitamins and medicines, as needed; and
adults, the immediate relative is contacted.
e. Exercising regularly.
6. If hospital intervention is needed, the school nurse (or his delegate) shall bring
2. All DICES employees enjoy health card benefits. They shall be required to
or accompany the patient to the hospital, except in case the parent or legal
seek annual physical examination before the start of the school year and
guardian will opt to bring the patient on his own, without the nurse’s support
present a medical certificate attesting to their fitness to work. They are also
and there is no need to rush.
enjoined to seek medical help with the use of the health card, as needed.
7. The patient shall not be released to anyone except the parent/legal guardian.
3. Employees needing counselling or presenting with mental health concerns
(A Student Medical Leave Form shall be accomplished by the school nurse or
shall be helped by the school’s guidance services office.
nursing aid and shall be signed by the parent/legal guardian before releasing
the patient.)
B. Reducing transmission of COVID-19
8. In all cases, the school nurse regularly follows up the condition of the patient
1. All employees, students and guests entering the school premises shall always
and reports the same daily to the principal, class adviser and subject teachers.
wear face masks and remove the same only when eating/drinking. Should
9. The school nurse updates the individual health records of the patient.
cloth masks be used, the washable type shall be worn but additional filter
10. The school nurse facilitates the patient’s insurance claims.
material such as tissue papers inside the masks shall be added.
11. Names of students and school personnel, who are sick or who have recovered,
2. All employees, students and guests entering the school premises shall
are prudently communicated to the school community for prayers, phone
accomplish daily the health symptoms questionnaire and submit to the guard
calls, or visits.
or designated safety officer prior to entry.
12. The school nurse, with the permission of the school director, shall issue health
3. All employees, students and guests entering the school premises shall have
records to authorized persons only.
their temperature checked and recorded in the health symptoms
questionnaire.
24
4. For any employee, student or guest with temperature > 37.5oC, even after a
5-minute rest, or if their response in the questionnaire needs further D. On reducing the risk of infection from COVID-19
evaluation by the clinic staff, the person shall be isolated in an area identified 1. In the event that a person inside the school is suspected as having COVID-19:
by the school and not allowed to enter the premises. The isolation area should a. The person shall immediately proceed to the isolation area designated in
be well ventilated and must be disinfected frequently. the workplace and never remove his/her mask;
5. Clinic staff assigned to assess the person/s held in the isolation area shall be b. Clinic personnel attending to the person should wear appropriate PPEs
provided with the appropriate medical grade PPEs by the establishment and if needed should require the transport of the affected worker to the
which shall include but not limited to, face masks, goggles/face shields, nearest hospital. School protocols for transport for suspect COVID-19
and/or gloves. cases and for PCR testing, should be in place including providing for
6. All employees, students and guests entering the school premises shall spray ambulance conduction. Hospitals will report to the DOH for COVID-19
alcohol/sanitizers to both hands. They shall step on the disinfectant foot baths suspect; and
provided at the entrance if practicable. c. Decontamination of school area
7. Equipment or vehicle entering the school premises must go through a i. School area shall be decontaminated with appropriate disinfectant (e.g.
disinfection process. chlorine bleaching solution and 1:100 phenol based disinfectant);
8. If there will be a long queue outside a school office, roving officers should ii. After decontamination of the school area, school operations can
instill physical distancing of one meter. resume after 24 hours; and
9. All work areas and frequently handled objects such as door knobs and iii. Persons present in the school area with the suspect COVID-19 person
handles shall be cleaned and disinfected regularly, at least once every two (2) shall go on 14 days home quarantine with specific instructions from
hours. the clinic staff on monitoring of symptoms and possible next steps.
10. All washrooms and toilets shall have sufficient clean water and soap. If suspect COVID-19 employee or student has negative result, co-
11. Employees, students and guests are encouraged to wash their hands employees or students may be allowed to report back to work.
frequently and avoid touching their eyes, nose and mouth. 2. In the event that an employee or student is sick or has fever but is not
12. Sanitizers shall be made available in corridors, conference areas, elevators, suspected to have COVID-19 (ex., urinary infection, wound infection or any
stairways and areas where workers pass. diseases not related to lungs or respiratory tract) the school clinic personnel
13. Employees and students, whether in office workstations or in classrooms, must advise the concerned person to take prudent measures to limit the
shall always practice physical distancing meaning at the minimum one (1) spread of communicable diseases, as follows:
meter radius space (side, back and front) between persons; i. Stay at home and keep away from work or crowds;
14. Eating in communal areas is discouraged. It is best to eat in individual work ii. Take adequate rest and take plenty of fluids;
area and all wastes shall be disposed properly. iii. Practice personal hygiene to prevent spread of disease; and
If eating in individual work areas is not possible, the roving officers shall iv. Seek appropriate medical care if there is persistent fever, when difficulty
ensure that physical distancing is maintained in dining areas with one person of breathing has started, or when he/she becomes weak.
per table and 1 meter distance per person. It is discouraged that people
engage in conversation with masks off during meal times. Tables and chairs
shall be cleaned or disinfected after every use of the area, and before as well II. DUTIES OF SCHOOL AND EMPLOYEES
as at the end of the school day.
15. Canteens and kitchens should be cleaned and disinfected regularly. The school shall:
16. Learning kits and learning outputs shall be disinfected before they are
distributed to students or teachers. Teachers, in school or at home, shall treat 1. Provide the necessary policies for the prevention and control of COVID-19 in
learning outputs and similar materials with caution – by wearing face masks consultation with the employees. Advocacy and information-education-
as they handle them, by disinfecting their hands and the materials as communication programs should be taken from DOH, WHO and reliable
frequently as needed, by handling and keeping the materials in isolated areas sources of information on COVID-19;
in school or at home.

25
 2. Make available resources and materials needed to keep the employees
healthy and the school safe, e.g., masks, soap, sanitizer, disinfectant, PPEs, XII
including COVID-19 testing kits, etc;
3. Designate the safety officer to monitor COVID-19 prevention and control
Conduct and Discipline Policies
measures such as physical distancing, wearing of masks, regular disinfection,
It is expected that a student who enrolled in a Diocesan school and his/her
compliance to thermal scanning and accomplishing health symptoms
parents and/or guardian agree to comply with all existing rules and regulations,
questionnaire.
policies, and requirements of the school concerning the student’s duties and
4. Enhance health insurance provision for workers.
discipline stated in the Student’s Handbook. All students must obey people in
5. Where feasible, provide shuttle services and/or decent accommodation on
authority such as the Administration, the Discipline Board (consisting of the
near-site location to lessen travel and people movement.
Principal, Coordinator for Student Affairs/Christian Values Integration, Class
6. Enjoin the hiring of employees from the local community; and
Adviser and Prefect of Discipline), even a fellow student who has been delegated
7. Put up a COVID-19 Hotline and Call Center for employees to report if
by the authority.
symptomatic, and daily monitoring scheme of “suspect” employee condition.

Employees shall: This Code of Conduct and Discipline applies to all students, deemed
officially enrolled upon submission of appropriate admission and transfer
1. Comply with all workplace measures in place for the prevention and control credentials, and initial payment of school fees, and to all who have not been issued
of COVID-19, such as, frequent hand washing, wearing of masks, observe transfer credentials by the school, nor separated from academic relations with the
physical distancing always, etc; school.
2. Observe proper respiratory etiquette;
3. Coughing and sneezing into tissue or into shirt sleeve if tissue is not available; DISCIPLINARY PROBATION
4. Disposing used tissues properly; and For New Students and Transferees
5. Disinfecting hands immediately through proper washing with soap and Students enrolled in a diocesan school who have not undergone formation
water or alcohol-based sanitizer immediately after a cough or sneeze. of the schools of the Diocese of Imus shall be placed under probation for a school
year.
IV. MOST AT RISK EMPLOYEES AND VULNERABLE GROUPS
The student must possess a conduct behavior of 80% or its letter equivalent
to be acceptable as a student from school of the Diocese of Imus. Furthermore, there
Most at risk employees (over 60 years old; of any age with co-morbidities or
should be no violation in any existing rules and regulations (either major or minor)
pre-existing illness, i.e. hypertension, diabetes, cancer or with immunocompromised
of the school as stated in this handbook.
health status; or with high risk pregnancy) shall be prioritized to do work from home
arrangements, where feasible. Failure to comply with any of the probationary conditions shall
automatically merit dismissal from the school’s roll.

V. UPDATING AND REVISION

For Old Students

These DICES COVID-19 Health and Safety Protocol shall be updated and revised as Students who are found guilty of consistent misbehavior are placed under
needed according to the instruction coming from World Health Organization (WHO), disciplinary probation.
the Inter-Agency Task Force on Emerging Infectious Diseases (IATF-EID), Department
of Health (DOH), Department of Education (DepEd), Department of Labor and *Note: The Probationary Status may be lifted at the end of the school year if the average in
Employment (DOLE) and local government units (LGUs). conduct grade is 80% or its letter equivalent or above as the case may be.

26
SPECIFIC OFFENSES AND CORRESPONDING SANCTIONS 8. Uttering or posting vulgar words or S-3d D
bad words, expounding, or
SANCTION proclaiming doctrines contrary to
OFFENSES law and morals and to the vision-
1st 2nd 3rd 4th
1. Immorality/sexual harassment - D mission of the school.
Sexual harassment is committed by 9. Assaulting or showing disrespect S-3d D
an administrator, faculty member, and disobedience to members of
applicant employee, student or the administration, faculty, staff,
applicant student over whom he or maintenance and security
she has authority, influence or personnel, even other
moral ascendancy, regardless of pupils/students inside and outside
whether or not the demand, the campus
request, or requirement for 10. Cutting or skipping classes. WR/C S-3d D
submission to any sexual *Note: A student is cutting classes
harassment is accepted by the when s/he is in campus but misses
victim. his/her classes without permission.
Acts of Sexual Harassment - Sexual 11. Truancy - the action of staying WR/C S-3d D
Harassment may be committed in
away from school without good
any of the following forms: overt
sexual advances; unwelcome or
reason
improper gestures of affection; 12. Bringing dangerous drugs, S-3d D
request or demand for sexual vape, cigarettes and or smoking,
favors including but not limited to while inside or outside the school
going out on dates, outings, or the 13. Possession of deadly weapons D
like for the same purpose; any 14. Computer hacking – Prohibited D
other act or conduct of a sexual by Republic Act No. 8792 or
nature or for purposes of sexual
“Electronic Commerce Act of 2000”
gratification which is generally
15. Indecency and irresponsibility WR/C S-3d D
annoying, disgusting or offensive
to the victim (Anti-Sexual in the use of electronic media like:
Harassment Act of 1999). - use of indecent words;
2. Leaving the campus without the WR S-3d D - uploading indecent,
gate pass and waiver
libelous or subversive
3. Plagiarism or submission of S-3d D
assignments or projects done by material
somebody else 16. Coming into the campus or S-3d D
4. Threatening, intimidating, S-3d D attending online class under the
coercing, ridiculing, bullying influence of alcohol or prohibited
fellow students and school substances, and/or acting in a
personnel
disruptive way
5. Inflicting injuries, physical or S-3d D
otherwise, on another person, 17. Vandalism, which includes S-3d D
whether inside or outside the writing and defacing chairs, tables
campus and walls and tampering of school
6. Possessing, disseminating, or S-3d D notices
showing obscene and 18. Acts of academic S-3d D
pornographic materials dishonesty like:
7. Participating in or joining indecent D
- Possession of unauthorized
shows, films, contests and the like
note relative to the test
27
 being taken and/or clearances and the like either to
copying from any sort of and from parents and for
“codigo”, attempting to submitting forged or falsified
open notes/and the likes credentials/documents
- Cheating – any attempt to 25. Stealing or extortion S-3d D
give or obtain assistance in a
formal academic exercise 26. Affiliating with fraternities, D
without due sororities and organizations
acknowledgement during not sanctioned by the school
tests and contests 27. Giving or offering false S-3d D
- Looking at the seatmates’ testimony during school
papers investigation
- Talking without permission 28. Inappropriate or imprudent S-3d D
during a test public display of affection like
- Passing of one’s paper to holding hands, kissing,
another student hugging and embracing inside
and outside the school
- Getting, using, distributing
premises
leakage relative to the tests
29. Cohabiting without the benefits D
- Coercing others/seatmates of marriage, or engaging in
to give answers during the relationships contrary to the
tests teachings of the Catholic
- Deception – giving false Church
excuse for missing a deadline 30. Gambling (like playing cards or S-3d D
or falsely claiming to have end games) and/or bringing
submitted work gambling paraphernalia inside
the school premises
19. Instigating or leading illegal S-3d D
31. Desecration of the church and D
strikes or similar concerted
other holy objects (like images
activities resulting in the
of saints, host, holy water, etc.)
stoppage of classes
32. Organizing parties, outing or S-3d D
20. Using someone else’s I.D. S-3d D
activities using the name of the
21. Misuse or misappropriation of S-3d D school without due consent
funds from school authorities
22. Misuse of school uniform such S-3d D 33. Malicious mischief – Any S-3d D
as going to movie houses, night person who shall deliberately
clubs, motels, disco houses, cause the property of another
pubs, computer shops and any damage (Revised Penal
other similarly classified areas Code of the Philippines)
23. Bringing of any alcoholic or S-3d D 34. Circulation of poison letter, S-3d D
intoxicating beverages to group message, forwarded e-
school and during school mails, web pages and the like
related activities intended to debase a person,
24. Tampering with or falsifying S-3d D the school or an institution
official documents like Report
Cards, official notices,

28
35. Cursing, bullying, name-calling S-3d D 43. Hair setting, plucking VR WR S-3d D
using abusive, insulting or profane eyebrows, wearing colored
language contact lenses
36. Gossiping, slander or making S-3d D 44. Sporting of earrings, nose rings, VR WR S-3d D
written or verbal derogatory eyebrow rings, “puka” shells
remarks necklace, wearing of dangling
37. Proselytizing, which is an S-3d D earrings, metal chains and
attempt to convert another excessive jewelry
person to one’s religion 45. Sporting tattoos WR S-3d D
38. Giving or offering anything to S-3d D 46. Non-submission of letter of VR WR S-3d D
induce a person to do excuse required from an
something illegal or wrong
absence
39. Improper wearing (or altering) VR WR S-3d D
47. Frequent unexcused tardiness VR WR/C S-3d D
of the prescribed uniform
48. Non-observance of deadlines VR WR/V S-3d D
40. Non-observance of dress code VR WR S-3d D
for submission of reply slips,
except during school activities
report cards and other
that will require decent civilian
attire. Micro-mini skirts (more correspondence
than 3 inches from the 49. Unsigned diaries VR WR S-3d D
kneecap), short-shorts, cycling 50. Failure to bring books and VR WR/C S-3d D
pants, tube, sleeveless, notebooks everyday
plunging neckline blouses, see 51. Non-wearing of I.D. inside the VR WR S-3d D
through blouses, halter tops, campus
backless tops, tank tops, 52. Using personal things of others WR/C S-3d D
leggings, sandos, sleeveless without permission
jerseys and slippers are 53. Loitering during class hours VR WR S-3d D
considered inappropriate and non-observance of the
campus attire curfew time
41. Improper hair-cut: skin-head, VR WR S-3d D VR WR S-3d D
54. Littering
semi-bald, dyed, under-cut and
55. Eating in places other than VR WR S-3d D
hair not prescribed by the
school. Hair covering the those designated
forehead, reaching the collar 56. Non-observance of rules in the VR WR S-3d D
line and upper ear lobes are canteen, chapel, classroom,
considered long hair as per restrooms and other facilities of
school standard. the school. (e.g. running,
VR WR shouting and making
42. For male students - use of S-3d D
hairpins, ponytails, headbands, unnecessary noise and chewing
etc.; wearing earrings, sporting gums.)
any form of body piercing and 57. Obstruction and disruption of WR/C S-3d D
other accessories ordinarily teaching and other school
used by females. proceedings or activities
58. Entering to off-limit areas VR WR/C S-3d D
without teacher’s supervision
and permission:
29
 o Finance Office PROCEDURE IN DEALING WITH STUDENT OFFENSES
o Registrar’s Office 1. In cases where the usual process is inapplicable and when issues of confidentiality
o Guidance Office and containment are necessary and should be prioritized, the case may be
o Faculty Room forwarded directly to the School Principal and/or the School Director. They shall
o Science Laboratory then make the necessary decisions for the resolution of the case. The
o Computer Laboratory administration shall also have the discretion to impose both a lighter or heavier
o Other premises the sanction depending on the gravity of the offense committed and the circumstances
school prohibits the of each case.
students to enter
59. Use of school facilities or WR/C S-3d D 2. Any Act of Academic Dishonesty as a major offense will undergo the same
equipment without permission procedure but will have an immediate separate sanction once the act is proven.
from proper authorities These are as follows:
60. Entertaining outsiders during WR S-3d D a. A SCORE OF ZERO (0) IN QUIZZES AND OTHER ACTIVITIES IF
regular school days CHEATING AND OTHER ACTIVITIES IF CHEATING WAS DONE UNDER
61. Bringing and using items not VR WR/C S-3d D THESE CIRCUMSTANCES.
related to academic work
b. A GRADE OF 70 IN THE REPORT CARD IF CHEATING WAS DONE
inside the school campus
DURING QUARTERLY EXAMINATION
without school permit
c. CHARACTER GRADE EQUIVALENT TO 70% IN GOD CENTEREDNESS,
62. Bringing and using cellular S-3d D
phone and other electronic RESPONSIBLE CITIZENSHIP, COMMITMENT TO EXCELLENCE, &
gadgets during class hours, RESOURCEFULNESS AND PERSEVERANCE
school programs and activities d. REMOVAL FROM ANY OFFICE/POSITION HELD
63. Repeated request (three times) WR S-3d D e. DISQUALIFICATION FROM ACADEMIC HONORS FOR THE CURRENT
for temporary I.D. due to SCHOOL YEAR
negligence
64. Disregard to COVID 19 health WR S-3d D
3. For gadgets unduly brought to school: Confiscation of which the gadget/s in
and safety protocol of the local
question will be returned only to the parent guardian of the student who brought
community and the school
the said gadget, on or after the LAST DAY of classes of the school year during
65. Non-compliance with laws of At the
discreti which the violation was committed.
the land, other directives and
on of
school policies not specified in the Points and Processes for Confiscation of Gadgets:
this handbook shall be dealt school
When a teacher/personnel authorizes bringing of a gadget (for special purposes such as
with on a case-to-case basis. director
school curricular or extra-curricular activity where the particular gadget would be deemed
indispensible) by a student, a form stating the authorization and rationale, shall be accomplished
C – Counselling and signed by the teacher and the student. This form should be presented by the student to the guard-
on-duty o Officers at the gate upon entering the school premises to be filed accordingly by the guard.
D – Dismissal 2. Upon confiscation of the gadget, the Homeroom Adviser will sign the logbook for
VR – Verbal Reprimand confiscated gadgets for the description of the gadget in question.
WR – Written Reprimand 3. Upon depositing the gadget to the Principal’s Office, the parent/ guardian of the student
S – Suspension will be called to be informed about the offense committed.
4. The gadget will be placed inside an envelope and sealed with adhesive tape. The parent/
d – day/s
guardian will sign over the sealed envelope, signifying agreement to the policy of the school that the
gadget would only be returned to them at the end of the school year (on or after the last day of school).

30
 OFFENSES PUNISHABLE BY AUTOMATIC DISMISSAL 3. They shall be informed of the evidence against them;
4. They shall have the right to adduce evidence in their own behalf; and
Students who are suspected to have committed the following offenses shall be given
fair opportunity to be heard. He/She may avail the assistance of a lawyer or any person 5. The evidence must be duly considered by the investigating committee or
he/she may prefer. If the student is found guilty the School shall have the prerogative official designated by the school authorities to hear and decide the case.
1

whether or not to dismiss the student.

UPON COMMITTANCE
1. Bringing or using illegal drugs like marijuana, shabu, and other prohibited drugs
and drug paraphernalia inside the school premises and in other school related
activities.
2. Organizing/joining/participating/recruiting members in a fraternity
3. Hazing or inflicting or attempting to inflict body injury upon another.
4. Bringing or possessing deadly weapons, firecrackers, explosives or bladed and
pointed weapons.

SPECIAL ITEM: IN CASE OF PREGNANCY OUT OF WEDLOCK

Policy Statement. The school upholds the sanctity of human life, as well as the
sanctity of the conjugal act within marriage. However, if an unmarried student
gets pregnant, she is encouraged to inform and seek the help of the Guidance
Counselor. The school, through the collaboration of the Chaplain, Director,
Principal, Guidance Counselor, and the student’s parents, shall accompany the
student through spiritual direction and guidance and counselling. To give the
student adequate time and space to prepare for the important responsibility of
single parenthood, and secondarily, to avoid the possibility of offending the moral
sensibility of students, parents and the school community on account of her
irregular status, a pregnant student shall then take a mandatory leave of absence
from the school upon public disclosure, whether deliberate or otherwise. Should
the man responsible for the pregnancy be a student also of the school, his parents
would also be made to participate especially in the guidance and counselling and
spiritual direction of their child. If the student is graduating she is about to attend
the ceremony in absentia.

PROCEDURAL DUE PROCESS:

1. The students must be informed in writing of the nature and cause of any
accusation against them;
2. They shall have the right to answer the charges against them, with the
assistance of counsel, if desired; _________________
1 Diosdado Guzman et. Al. vs. National University et. Al.

31
 Department, Admissions Office, HR, Corporate Office, Academic
XIII Affairs among others, it is required that they undergo proper training;
DICES Guidelines for Use of Social Media and should always secure prior approval from the department head
(Adopted June 8, 2018) before sharing, communicating, or commenting on any official School
information online.

Overview These Guidelines shall apply to all use of social media by

academic and non-academic employees, as well as students, whether
The online presence of school administrators, teachers, and for professional, academic, business, or personal activities.
students in participating on Facebook, Twitter, Instagram, and other
social media sites; and other Blog or Vlog sites serves various purposes I. Speak with Competence.
aligned with the vision and mission of the School. These include
evangelizing through life-long and relevant education, and becoming 1. If you are posting about the School, identify your
eloquent communicators, responsible and competent in modern designation and your role. You may be a member of the
technology, innovative and resourceful and globally competitive and faculty, an administrator, an employee, or a student of the
locally active. School.
2. You represent your office, profession, and the entire School
In all your online activities, it is necessary that you exhibit community. Make sure that your online posts and
professionalism and competent knowledge pertaining to the School, comments reflect your competency pertaining to your
your position, and profession when you contribute on forum work, your department, and your knowledge about the
discussions and comment sections. School.
3. Speak only about what you know. Consider linking or
As a general rule, all teachers, administrators, other school
referring to official School website or the School’s Facebook
personnel, and students are required to obtain prior approval for any
page (or other social media accounts) for matters outside of
communication that will bind the School and its education community.
your expertise or competency.
Without such prior approval, comments and statements online should
4. If you are asked about the official position of the School on
start with a disclaimer:
a particular issue, do not give your personal opinion. Rather
refer the inquiry to School’s official or designated
“this comment reflects my personal views and
spokesperson or seek prior approval of the School if you
does not in any way bind the School. I am
wish to speak on the latter’s behalf.
therefore personally and solely responsible for
my statements.”

For personnel whose jobs require them to represent the School

such as those in the Public and External Affairs, Marketing

32
II. Add Value.
VI. Obey School Policies.
1. Consider the value of your post or comment before you 1. The standard for conduct and the prohibition of certain acts
share or send. as provided in the School policies (e.g. Personnel Manual
2. If what you are posting assists others in the education and Student Handbook) extend to your activities in
community and provides fresh and insightful comments; cyberspace and social media at all times even off-campus
including your peers, parents, and students; or solves a and beyond school hours.
problem, you are adding value. 2. Do not bully, harass or discriminate against fellow faculty,
3. Similarly, if your contribution promotes an atmosphere of administrators, or employees, defame or disparage them.
mutual respect in the education community; or improves
the image of the School and its services, it is adding value. VII. Protect Privacy.
Do not use social media to disclose confidential or
III. Be careful in sharing your photos or videos. proprietary information of the School or violate the individual
Always remember, a person who places a photograph on privacy of your students.
the internet is deemed to have intended to forsake and
renounce all privacy rights to such imagery. 1. Do not post photos of students on your Facebook or other
social media accounts without their parents’ consent;
IV. Be Appropriate. 2. Do not post grades or academic exercises of students online;
3. Do not post or share personal information of students online
Never post anything that might be offensive to others, such (e.g. name, section, student number, address, contact
as sexual comments, insulting posts, gender sensitive posts, details, and name of parents); and
arrogant behavior, or posts that make fun of others especially 4. Share or post official photos of school activities only from
members of the education community. the School’s website of official social media page and make
proper attribution.
V. Be Broadminded.
Connecting with Students. No teacher or faculty shall add as friend,
1. Be respectful to all others online even when you disagree network or connection whatsoever, any Kindergarten or Elementary
with other commentators or posts. student. HS Students shall be asked, with the assistance of their parents
2. Always advocate your views and points based on facts. or guardians, during enrolment whether they wish to be connected to
3. Avoid speaking negatively about other people, including the school online including their teachers and faculty by providing
other schools in any way. their Facebook names and kept by the school in a registry of students
4. Engaging in arguments and inflammatory debates can online. Only students included in such registry may be subject to friend
tarnish your credibility and reputation, and by association, requests of teachers and administrators. Students, nevertheless, have
that of the School. discretion to accept said friend request or requests.
33
 VIII. Respond to Your Mistakes Immediately. 4. Privacy rights and responsibilities of the site owner and users.
1. If you post something in error, correct it immediately. Your Be Aware That All Social Media Accounts Created or Used on Behalf
credibility is judged by your accuracy and your willingness to of the School Belong Solely to the School. Any social media accounts
recognize and fix your mistakes. created or used by employees or contractors on behalf of School or
2. If you modify a prior online post, be up front about doing so. otherwise for any of the School’s official purposes belong solely to the
IX. Protect partners, suppliers, and third parties associated with School, including any and all log-in information, passwords and
the School. content associated with each account, including followers and contacts.
Do not cite or refer to our partners, suppliers, and other third The School shall at all times retain sole ownership of all such accounts,
parties associated to the School and identify them by name or reveal including all log-in information, passwords and associated content.
any confidential information related to them without getting their prior You agree that you will not create any social media account to be used
permission or approval. on behalf of the School or for any purposes without the School's express
prior consent and authorization. If you have any questions about
X. Respect and Comply with Terms of Use of All Sites You creating or managing a social media account, please contact the School
Visit. Director.
Do not expose yourself or the School to legal risk by accessing
or using a website in violation of its terms of use. Review the terms of XI. Be aware that you can be subject to disciplinary action for
use of all social media sites you visit and ensure that your use complies violation of these Guidelines.
with them. Pay particular attention to terms relating to:

1. Prohibitions or restrictions on the use of the social media site,

including prohibitions or restrictions on use for advertising, marketing
and promotions or other commercial purposes (for example, Facebook's
Statement of Rights and Responsibilities (its terms of use) and
accompanying Promotion Guidelines specify the terms for businesses
that administer promotions through Facebook).
2. Ownership of intellectual property used on, or information
collected or generated through use of, the site (for example, any of
DICES or DICES school’s copyrighted material and trademarks that
might be posted on the site, or user information the company collects --------------------------------------------------------
through the site). Any violation of these Guidelines will be subject to appropriate
disciplinary action including termination of employment for
3. Requirements for licenses or other permissions allowing use by employees or dismissal of student as provided under the School’s
the site owner and other third parties of the company's trademarks or Personnel Manual, Student Handbook, and other relevant laws and
other intellectual property. regulations.

34
 XIV of the group of authors.
4. Computer codes obtained from open-source
Cyber-related Guidelines and Policies reference may be copied freely, but the source
should be cited, provided further that the faculty
member allows the use of open-source reference in
I. Submission of Student’s Academic Requirements online
the course.

As a Catholic institution that prepares its students into

II. Academic Dishonesty during online exams or tests
becoming achievers for God and His people, DICES puts a
Likewise, CHEATING in any form during an examination, test, or
premium on academic honesty. A student’s academic
written reports including reaction paper, case analysis, experiments
requirements, such as assignments, term papers, computer
or assignments required is a MAJOR OFFENSE. The act of cheating
programs/projects, and other scholarly papers, should be
includes but is not limited to the following:
his/her own work. He/she must distinguish between his/her
own ideas and those of other authors. 1. Unauthorized possession of notes or any material
relative to the examination or test whether the
The student must cite references, direct quotes, and other student actually uses them or not.
sources (including data obtained from tables, illustrations, 2. Copying or allowing another to copy from one’s
figures, pictures, images, and video) following the prescribed examination papers. In the latter case, both parties
format of the discipline. are liable.
3. Looking at another student’s examination paper or
Should a student intend to submit a similar previous work for
allowing another student to look at his or her
credit, in different courses, written permission must first be examination paper.
obtained from the teacher concerned. In addition, for works 4. Communicating with another student or any person
where a student is only one of the authors, the following must in any form during an examination or test without
be observed. permission from the teacher or proctor. This
includes leaking examination questions to another
1. Provide a disclaimer stating that the work is not or other student/s.
entirely his/hers; 5. Having somebody else take an examination or test
2. The work cannot be published without written for one’s self or prepare a required report or
consent of the group of authors.
assignment. If both parties are students, both are
3. If the work is separable (i.e. parts are clearly liable.
attributed to the individual authors), the student 6. Plagiarism; and
may use and must cite his/her own part only; 7. Other forms of academic dishonesty as duly
otherwise, the student must seek the written consent approved by the school authority.
35
 A student caught cheating shall be penalized with a grade of 0.0 in the BE FORGIVING
requirement or in the subject, at the discretion of the teacher, without Do not assume your teachers (and your students) are all equally
prejudice to an administrative sanction. comfortable with and have equal access to technology. Expect an
adjustment time to familiarize with how to go about online learning
In cases of alleged cheating, the teacher concerned should report the activities.
incident to the Prefect of Discipline Officer of the school.

III. Remote Learning Etiquette and Online Classes

BE ENGAGED AND RESPECTFUL
Guidelines and Policies 1. Be an active participant, listen intently and use the reaction
(If face-to-face ceremony will not be allowed by the Government) button to react or raise a question or clarification.
2. Treat other users with respect. Remember that you are talking
BE PREPARED with human beings behind the scene.
1. Ensure that your device is fully charged with a microphone and 3. Always use your teacher’s proper title. Unless specifically
camera enabled. invited, don’t refer to them by first name.
2. Choose a quiet, comfortable space without distraction. 4. Avoid interrupting the teacher or your classmate when they are
3. If there is a background noise in your area, use a headset with a called to speak.
microphone. 5. Always follow your teacher’s instruction.
4. Test the microphone before each session. 6. Read all messages in a discussion thread before asking so as not
5. Make sure that your real name appears on your screen. Avoid to repeat the teacher or someone else’s answer.
using nicknames or other names apart from yours. 7. Share information that is useful, relevant and supportive.
6. Ensure that all necessary materials for class are ready and 8. Use clear and concise language with correct spelling and
available. grammar.
7. Wear your school uniform. 9. Review your posts before sending to ensure you are avoiding
slang terms, texting abbreviations and caps lock.
BE RESPONSIBLE 10. Keep discussion posts brief but thorough, on topic and within
1. Check-in 10 minutes before the start time to make sure the scope of the course material.
everything is working. 11. Be open minded of other’s opinions even when they differ from
2. As soon as you enter, mute your microphone. your own.
3. Let your teacher know you’re present by typing: ex. “Alex is 12. You may privately message your teacher of your concerns and
here” clarifications to avoid interrupting the flow of discussion.
4. Always open your camera unless there is a need not to do so. 13. Always ask permission to record or share other’s work or
5. Always use the background filter provided by the teacher. images.
6. Use the microphone and chat as directed by the teacher. 14. Use technology tools and resources responsibly.
7. When you are disconnected due to internet issues or power 15. Report technical issues to your teacher immediately.
interruption, inform your teacher as soon as possible through
text or chat.

36
BE CONSISTENT e. Adjust schedules to meet your children’s needs but do
All school rules on respect and discipline still apply. In addition, the not encourage your children to stay up late and sleep in.
following guidelines and policies shall apply during online classes:
1. Student must report to all classes at all times. 2. Choose a good place to learn
2. Attendance will be taken at the beginning and at the end of Your family’s regular learning space for occasional homework
every class. might not work for extended periods. Set up a physical location
3. Wait for teacher’s cue to leave the class. that’s dedicated to school-focused activities. Make sure it is
4. If your behavior is inappropriate during class, you will be quiet, free from distractions and has a good internet connection.
removed from the class and the teacher will follow through with Make sure an adult monitors online learning. Keep doors open,
your parents/guardian. and practice good digital safety. Our teachers and counsellors
5. If you are unable to attend class, you must send an email to your will do the same.
teacher, copy furnished the principal, and stating your reason.
6. All classes will be recorded.
3. Stay in touch
Teachers are allowed to set additional policies and procedures provided that Teachers will communicate through our online platforms and
these are reasonable and mutually agreed upon by the teacher and students. the official DICES email. Make sure everyone knows how to find
the help they need to be successful. Stay in contact with the class
RECOMMENDED DEVICES/CONNECTIONS teachers, administrators and counsellors but understand it may
1. Laptop/Desktop – computers with windows 10 (64 bit) or take a day or two for us to respond. If you have concerns, be sure
MacBook/iMac – with latest iOS (Mojave version), 4 GB RAM or to let us know.
higher.
2. A webcam 4. Help students “own” their learning
3. Earphone or headphone We do not expect parents to be full-time teachers or to be content
4. Internet connection – 10Mbps or higher matter experts. However, we expect you to provide support and
encouragement, and expect your children to do their part.
HOW CAN THE PARENT/GUARDIAN ASSIST? Struggling is allowed and encouraged! Don’t help too much.
1. Establish routines and expectations Becoming independent learners takes lots of practice.
It is important to develop good learning and study habits from
the start. Here are some suggestions: 5. Begin and end the day by checking-in
a. Create a flexible routine and talk about how it’s working In the morning, you might ask:
overtime. a. What classes/subject do you have today?
b. Organize each day so that your children’s daily activities b. Do you have any assignments or tests?
become routine. c. Are you prepared?
c. Help your children get up, get dressed and get ready to d. What can I do to help?
learn at a reasonable time. At the end of the day you might ask:
d. Keep normal bedtime routines, including normal rules a. How was your day?
for digital devices. b. What could we do to make tomorrow better?

37
These brief grounding conversations go a very long way in helping your computer virus, etc.) of computers or computer
children to organize themselves and set priorities. Not all children thrive in networks of the school/System.
remote learning; some struggle with too much independence or lack of
structure. These check-in routines can help avoid later challenges and
5. Other commission of any Cybercrime offense as
disappointments. They help children develop self-management and defined under Republic Act 10175 or the
executive functioning that are essential skills for life. Parents, you are good Cybercrime Prevention Act of 2012, such as cyber-
life coaches
libel, etc.
All above-mentioned offenses are MAJOR OFFENSES and could
IV. Other Cyber-related Policies cause dismissal of the people involved. For offenses whose reach is
DICES is committed to protect the student’s privacy and increased because of online visibility, then the Board may impose a
security even in the digital world. In this regard, the higher penalty.

following policies are reiterated and implemented in all

DICES schools: Safety Tips in Prevention of Malware Infections that could compromise
your accounts:
Computer Security Breach is defined as accessing a 1. Keep software up to date.
School’s official website and other online platforms 2. Be wary of links and attachments. Use an
without authorized access and consent. email service that provides protection
Acts that constitute computer security breach include but are not against malicious attachments, links, and
limited to the following: abusive senders.
3. Watch out for malicious or compromise
1. Altering information (e.g., changing the password
websites.
or someone else’s account and changing data in
4. Pirated material on compromised websites.
files beyond one’s authorized access, etc.)
To stay safe, download movies, music, and
damaging or destroying information (e.g., deleting
apps from official publisher websites or
someone else’s file, etc.)
stores.
2. Introducing false information (e.g., using someone
5. Don’t attach unfamiliar removable drives.
else’s account and sending offensive mail, etc.)
Only use removable drives that you are
3. Preventing authorized use of information; hacking
familiar with or that come from a trusted
of computers;
source.
4. Preventing normal operation (e.g., changing the
6. Backup files. Follow the 3-2-1 rule: make 3
configuration or CMOS set-up of a PC, introducing
copies, store in at least 2 locations, with at
least 1 offline copy. Use OneDrive for
38
 reliable cloud-based copies that allow access b. In case the complainant is an external party, they may use
to files from multiple devices and helps their email account accompanied by their proof of identity
(e.g. government-issued ID) and a duly signed certification
recover damaged or lost files, including files of the official email account to be used in all correspondence
locked by ransomware. on the case.
7. Be wary when connecting to public
2. The complaint should be accompanied with all the evidence
hotspots, particularly those that do not
and testimonies to support it and must together be forwarded by
require authentication. the complainant via e-mail and be directly addressed to the
8. Use strong passwords and enable multi- School Principal and copy furnished the Prefect of Discipline
factor authentication. officer.
9. Do not use untrusted devices to log on to
3. Once the complaint is verified, the School Principal shall
email, social media, and corporate accounts. immediately assign it to the Prefect of Discipline for initial
10. Avoid downloading or running older apps. investigation. Investigation reports will be sent to the School
Some of these apps might have Principal for endorsement to the School Director.

vulnerabilities. Also, older file formats for

4. The student-respondent shall be furnished with a copy of the
Office 2003 (.doc, .pps, and .xls) allow report and be allowed to submit an answer within 48 hours upon
macros or run. This could be a security risk. the receipt of the report. The student-parties will be referred to
the Office Guidance and Counseling for counseling intervention,
as the case may require.
V. Guidelines on Online Filing of Student Discipline
Complaint 5. All documents on the complaint shall be submitted to the
In the event that face-to-face conferences and meetings are School Principal. The Prefect of Discipline shall identify an
prohibited by the Local Government due to threats to life and online platform for the case documents to ensure data privacy
health such as the Covid-19 virus, the following guidelines are and security of sensitive information.
provided in the online filing of complaints against students for
violation of any of the provisions of the DICES/School Student 6. The School Principal then forwards the case to the
Handbook: Administrative Council, then to the School Director for
recommendation and approval. The School Director may
1. Any complaint against a student should be filed through summon the parties or make further inquiries via e-mail or
electronic mail (email). All messages/communications and their teleconference. If the School Director sees no probable cause or
contents coming from these email addresses are considered basis for the complaint, he shall dismiss the case. In case when
formal submissions and will remain confidential following the the complaint is approved by the School Director, the case
Electronic Commerce Act (Republic Act No. 8792). documents shall be sent back to the School Principal to continue
a. The use of official school’s email account is important and case processing.
required for all internal parties
39
 7. The Prefect of Discipline Officer coordinates with the members 2. Physical attendance in graduation related activities
of the School Discipline Committee the proposed schedule of the shall be carefully selected by the admin council. The
online case conference, summary proceedings, or formal
hearings through video conferencing or any alternative platform.
rest of the teachers and graduates/students will be
Once the schedule is finalized, the Prefect of Discipline Officer attending through FB live. This, however, must be
sends an invitation to all concerned parties and offices. recommended by the School Director and must secure
subject approval from the Local authorities. If
8. The Prefect of Discipline Officer prepares the Notice of Case
Conference, Summary Proceedings, or Formal Hearing and all approved, health protocols will still be strictly
documents pertinent to the case and sends them online to all observed. However, if there will be a surge in the
parties involved, indicating the date, time, online platform, and number of COVID cases in the locality, the graduation
basic guidelines that will be observed.
committee will recommend to the school
9. After the Case Conference, Summary Proceedings, or Formal administration the cancellation of the face-to-face
Hearings, the School Discipline Committee deliberates on the component of the rites and will just continue with the
merits of the case and promulgates the decision or resolution. live streaming.
The Admi Council and the School Principal then endorse the
3. During the Virtual Graduation Ceremony, all
decision or resolution to the School Director for review and
approval. graduates, together with their parents or significant
others are encouraged to attend virtually. The advisers
10. All parties concerned shall be furnished electronically with a will send a ZOOM Link through the students and/or
copy of the decision following the provisions in the Student
parents messenger accounts a day before the said
Handbook via email.
event. The ZOOM Link should not be shared to anyone
11. Appeals following the provisions in the DICES/School’s to avoid “outsiders” that may disrupt this solemn
Student Handbook shall also be sent and processed
virtual occasion.
electronically, via email.
4. Everyone is highly encouraged to dress appropriately,
12. Corrective measures if any, shall also be done electronically, especially if one decides to turn-on the camera.
either e-mail or other suitable platforms. Everyone is also enjoined to help maintain the
solemnity and formality of the occasion to make the
VI. Virtual Graduation Ceremony Policy and Guidelines
event a special and memorable one.
(If face-to-face ceremony will not be allowed by the Government)
5. During the portion akin to the “awarding of
1. All graduation related-activities shall be Live-Streamed
diplomas”, the name of each graduate will be called.
via FB through the school’s official Page (e.g.,
The official graduate’s photo (in his/her respective
Baccalaureate Mass, Recognition, Moving-up, etc.)
academic gown) will appear on the screen. This will be
40
 the perfect opportunity for the graduates and/or
XV
his/her family members to take photos of the graduates
Anti-Bullying Policy of the Diocesan Schools of
from their respective screens/monitors at home.
the Diocese of Imus
6. All graduates will receive two hard copies of the
Graduation Souvenir Program and a USB Card
containing the video file of the entire Graduation Prefatory Statement
Ceremony. For those who are recipients of academic
The School values a healthy and peaceful educational environment.
and non-academic/special awards, you will receive
All members of the School community, which includes students, parents and
your medal/s as well. guardians, and the community members should be made aware of the negative effects
that bullying can have on victims and the School in general, and should work towards
ensuring that students can work in an environment without fear.
Sources: The School will do whatever is reasonably necessary and possible within its
Remote learning Etiquette S.Y. 2020-2021, Aquinas College, Nassau, The Bahamas, authority to eradicate bullying in all its forms.
2020- Student Handbook updates, De La Salle University – Manila The School takes a strong stance against bullying.
Bullying is unacceptable in our School and will not be tolerated.

I. Preliminary Provisions

Section 1. Legal Basis. This Policy is adopted in compliance with Republic Act
No. 10627, otherwise known as the “Anti-Bullying Act of 2013”.

Section 2. Scope and Coverage. This Policy applies to the Kindergarten,

Elementary, and High School programs at the Diocesan Schools of the Diocese
of Imus, hereafter referred to as the “School”.

Section 3. The following shall be the parties and/or stakeholders in bullying

incidents:

1. Bully - refers to a student who commits any of the acts of bullying as

defined in R.A. No. 10627, its Implementing Rules and Regulations
(IRR), and this Policy. This term also includes a student who participates
in any of the acts of bullying by supporting or aiding the commission
thereof.

41
2. Bystander - refers to any student who witnesses or has personal causing or placing the latter in reasonable fear of physical or emotional harm
knowledge of any actual or perceived acts or incidents of bullying or or damage to his property; creating a hostile environment at school for the
retaliation as defined by R.A. No. 10627, its IRR, and this Policy. other student; infringing on the rights of another student at school; or
Bystanders include the silent majority of students who witness bullying materially and substantially disrupting the education process or the orderly
but are unable to do something because of fear; and those who try to stop operation of a school; such as, but not limited to, the following:
bullying by defending the victim or reporting the incident.
(1) Any unwanted physical contact between the bully and the victim
3. Bullied or Victim – refers to any student who experiences the acts of like punching, pushing, shoving, kicking, slapping, tickling,
bullying or retaliation as defined by R.A. No. 10627, its IRR, and this headlocks, inflicting school pranks, teasing, fighting and the use of
Policy. available objects as weapons;

4. Parent or Guardian - refers to the parent or guardian, of either the bully

(2) Any act that causes damage to a victim’s psyche and/or emotional
or victim, or other students involved in the bullying incident, on record
well-being;
with the School.

5. School – refers to the Diocesan Schools of the Diocese of Imus (3) Any slanderous statement or accusation that causes the victim
undue emotional distress like directing foul language or profanity at
the target, name-calling, tormenting and commenting negatively on
6. School Personnel - refers to all staff and employees of the School; victim’s looks, clothes and body;
regardless of rank or status; whether classified as academic, academic-
support, or non-academic; and whether full-time or part-time; and
whether probationary, contractual, or regular. (4) “Cyber- bullying” or any bullying done through the use of
technology or any electronic means. The term shall also include any
conduct resulting to harassment, intimidation, or humiliation,
7. Service Providers - refers to outsourced personnel of the school, which through the use of other forms of technology, such as, but not limited
includes, but is not necessarily limited to, maintenance and security, to texting, email, instant messaging, chatting, internet, social media,
coaches, trainors, and drivers and staff of accredited transport or bus online games, or other platforms or formats as defined in DepED
services.
Order No. 40, s. 2012.

II. Prohibition on Bullying Section 6. Other Forms of Bullying. The term “bullying” shall also
include:
Section 4. Statement of Policy. The School as a matter of policy prohibits
bullying in all its forms, regardless of the means, place and time of its (1) “Social bullying” – refers to any deliberate, repetitive and aggressive
commission. social behavior intended to hurt others or to belittle another
individual or group;
Section 5. Definition of Bullying. The School adheres to the definition of
(2) “Gender-based bullying” – refers to any act that humiliates or
bullying including the different forms, as provided in the IRR of R.A. No.
excludes a person on the basis of perceived or actual sexual orientation and
10627, which provides:
gender identity (SOGI);
“Bullying” refers to any severe, or repeated use by one or more students of a
written, verbal or electronic expression, or a physical act or gesture, or any
combination thereof, directed at another student that has the effect of actually
42
(3) Retaliation against a student who reports bullying, who provides School bus stops;
information during an investigation of bullying, or who is a witness to or has School service, buses, or transport used by the School in an activity off -
reliable information about bullying; and campus; and
School buses or School services operated or accredited by the School to
(4) All other forms of bullying analogous to those provided under transport students to and from the campus.
the Anti-Bullying Law and its IRR. c. On Cyberspace. Text messages, emails, chat rooms, and other
social media and web sites regardless of the web site administrator’s
Section 7. Common Forms of Bullying. The common forms of bullying shall permission to use foul or explicit language or content, or absence of any
include, but is not necessarily limited to, the following: particular standard of use.

1. Calling names with the express purpose of humiliating, embarrassing III. Prevention Programs
a student, or otherwise cause trouble.
2. Rudeness and Intimidation. These may be done through unwanted Section 10. The School shall raise the awareness of the anti-social nature of
physical acts but may also be carried through non-verbal means. A bullying through various programs; assemblies; activities; and integration in
mean look or stare is an example of a non-verbal bullying. the curriculum as it may deem appropriate.
3. Threats and extortion. Creating fear and extorting money, food or
possessions from other students. Threatening texts or messages in The School undertakes to develop anti-bullying programs that are
chat rooms and social media sites are included in this form. comprehensive, multi-faceted and shall involve all education stakeholders
4. Malicious gossip and exclusion from the group. Circulating gossip and personnel. The programs may contain among others:
or damaging stories that tends to discriminate, exclude, and hate
another student. (1) School-wide initiatives centered on:

Section 8. Fair and equal treatment of bullying incidents. The School a. positive school climate and environment conducive to the attainment of
shall address each and every bullying incident fairly and equally. All forms of learning objectives, the development of healthy relationships and the
bullying should be taken seriously and dealt with appropriately. understanding of and respect for individual differences;
b. periodic assessment and monitoring of the nature, extent, and
Section 9. Situs of Bullying. The School has the authority to impose school perceptions of bullying behaviors and attitudes of students;
discipline to its students including this Policy. This authority of the School is periodic review and enhancement of the students’ and personnel’s manual
not confined within the School premises. or code of conduct in relation to bullying;
The School particularly undertakes to prevent and address bullying c. conduct of activities for students, school personnel and service providers
committed at the following: on how to recognize and respond to bullying.
a. On Campus. School Grounds including classrooms, hallways, d. continuing personnel development to sustain bullying prevention
cafeteria, canteen, faculty rooms, auditorium, gymnasium, computer rooms, programs; and
laboratories, and all places and facilities within the campus. e. coordination with Local Government Units, barangay (Barangay Council
b. Off-Campus which covers: properties immediately adjacent to for the Protection of Children) and other stakeholders.
School grounds including places or establishments frequented by our
students. (2) Classroom-level initiatives that focus on:
any other place where school-sponsored or school-related activities,
functions or programs are conducted; a. reinforcing school-wide rules pertaining to bullying;
43
 b. building a positive sense of self and interpersonal relationships 9. Has unexplained cuts and bruises;
through the development of self-awareness and self-management, 10. Being frightened to say what is wrong;
interpersonal skills and empathy, and responsible decision-making 11. Being anxious or lacking in self-confidence; and
and problem-solving; 12. Attempting or threatening self-harm.
c. discussion of issues related to bullying, and strategies for responding
to and reporting of incidents of bullying;
IV. Intervention Programs
d. teaching positive online behavior and safety and how to recognize and
report cyber-bullying; and
e. providing an inclusive and caring learning environment for students. Section 12. The School shall develop intervention programs to promote the
continuity of comprehensive anti-bullying policies.
(3) Involving parents in bullying prevention activities, such as:
Intervention refers to a series of activities which are designed to
address the following:
a. discussions on this Policy, emphasizing bullying prevention during
Parents-Teachers Association meetings and seminars; and
a. issues that influence the student to commit bullying; b.
b. conducting or sponsoring education sessions for parents to learn,
factors that make a student a target of bullying; and c.
teach, model, and reinforce positive social and emotional skills to their
effects of bullying.
children.

Section 13. Forms of Intervention. Interventions may

(4) Monitoring students who are vulnerable to committing aggressive acts or include
who are perpetrators of bullying, or who are possible targets or victims,
for the purpose of early intervention. This activity shall be conducted programs such as counseling, life skills training, education, and other
activities that will enhance the psychological, emotional and psycho-social
with utmost confidentiality and respect for all parties concerned.
well-being of both the victim and the bully.

Section 11. Early Detection of Bullying. There are signs indicative that
Such programs may:
a student is being bullied in school. A change in the student’s behavior or
actions, change in the student’s routines, or the absence or presence of other
a. involve activities that will address acts of bullying;
circumstances, may be a sign that the student is a victim of bullying. The
teacher, parents or guardian shall check and report to School authorities these b. emphasize formative and corrective measures rather than
punishment;
changes should they become manifest. These changes may include the
following: c. conform to principles of child protection and positive and non-violent
discipline;
1. Feeling sick in the morning; d. help the victim, the bully, and the bystanders understand the bullying
incident and its negative consequences; and
2. Unwillingness to go to school and leave home;
e. provide opportunities to practice pro-social behavior.
3. Unwillingness to be left alone in the School;
4. Crying to sleep at night or has nightmares;
5. Bedwetting; Section 14. The School shall develop intervention strategies involving
6. Doing poorly in class or school work; all parties, such as bullies, victims, bystanders, parents, school personnel,
7. Coming home with torn clothes or damaged belongings; service providers and all other persons who may be affected by the bullying
8. Has possessions missing; incident.
44
 c. Educate students on the dynamics of bullying, the anti-bullying
V. Responsibilities in Bullying Incidents policies of the school as well as the mechanisms for reporting of acts
of bullying or retaliation;
Section 15. The following are the responsibilities of stakeholders in bullying d. Educate parents and guardians about the dynamics of bullying, the
incidents: child protection or anti-bullying policy of the school and how parents
and guardians can provide support and reinforce this Policy at home;
(1) Bully e. Devise prevention, intervention, protective and remedial measures to
address bullying;
The “Bully” shall:
f. Conduct the capacity building activities for guidance
a. Comply with the intervention and prevention programs of
counselors/teachers and the members of the Child Protection
the school;
Committee;
b. Submit to due process of the school as part of disciplinary
g. Ensure effective implementation of the anti-bullying policy and
action whenever necessary.
monitor compliance therewith;
(2) Bullied or Victim
h. Ensure the safety of the victim of bullying, the bully, and the
The Bullied or Victim shall:
bystander and determine the students’ needs for protection;
a. Avoid retaliation;
i. Ensure that the rights of the victim, the bully, and the bystander are
b. Report his/her experience to the teacher, Office of Student Affairs
protected and upheld during the conduct of the investigation;
(OSA)/Prefect of Discipline/Guidance Office, or other persons or
j. Maintain a record or statistics of incidents of bullying and retaliation;
school authorities; and
c. Be circumspect in his/her claims against the alleged bully. k. Coordinate with appropriate offices and other agencies or
instrumentalities for appropriate assistance and intervention, as
(3) Bystander
required by the circumstances.
The bystander shall:
a. Promptly report cases of bullying, that which he or she (5) Teachers and Other School Personnel
witnessed or has personal knowledge of, to the teacher, Office
of Student Affairs (OSA)/Prefect of Discipline/ Guidance
Teachers and other School personnel shall:
Office, or any person or school authorities;
b. Not to join the bullying; a. Participate and cooperate in all prevention, intervention, and
c. Secure the safety of the victim whenever possible without other measures related to bullying by the School;
causing harm to himself or herself. b. Report incidents of bullying;
(4) School c. Update himself/herself on detection and proper handling of bullying
incidents;
The School through the Office of Student Affairs (OSA)/Prefect of d. Be objective and handle incidents with due consideration of
Discipline/Guidance Office, teachers and other school administrators confidentiality and tender age of students involved;
shall: e. Coordinate closely with the Child Protection Committee of the
school; and
a. Implement the provisions of this Policy; f. Observe due diligence in the prevention of bullying cases during
b. Provide all students and their parents or guardians a copy of this classes or other student activities he/she is directly in charge of.
Policy. This policy shall likewise be included in the School’s student
and/or employee handbook and shall be conspicuously posted on the
School walls and website;

45
 (6) Students in
Section 18. Functions. The Anti-Bullying Committee shall perform the
General following tasks:
a. Conduct awareness-raising programs with school stakeholders in
Students shall: preventing and addressing bullying;
b. Ensure that the anti-bullying policy adopted by the school is
a. Participate and cooperate in all prevention, intervention
implemented;
and other measures related to bullying implemented by
c. Monitor all cases or incidents related to bullying reported or
the School;
referred by the teacher, guidance counselor or coordinator or any
b. Avoid or refrain from any act of bullying;
person designated to handle prevention and intervention
c. Intervene to protect the victim, unless it will jeopardize measures mentioned by the preceding sections of this Policy; and
his safety and security; and
d. Make the necessary referrals to appropriate agencies, offices
d. Report to school authorities any incident of bullying.
or persons, as may be required by the circumstances.

(7) Parents VII. Handling Bullying Incidents in the School

Parents shall: Section 19. Exclusive Jurisdiction. Complaints of bullying and
a. Participate in bullying prevention activities of the school which
other acts under this Policy shall be within the exclusive
includes:
1. Education on relevant policies; jurisdiction of this School or jointly by Schools whenever the
incident involves students from different schools. Bullying
2. Sharing of best practices on how to reinforce positive
social and emotional skills to the children. incidents shall not be brought for amicable settlement before the
b. Cooperate with the school authorities in bullying incidents Barangay, subject to existing laws, rules and regulations.
involving their child/children; and Complaints for acts covered by other laws shall be referred to the
c. Not to take matters into their own hands in resolving bullying appropriate authorities.
incidents.
Section 20. Effect of Institution of Criminal Action. The filing
VI. The Anti-Bullying Committee of criminal complaint by either or both the bully and the bullied
before the law enforcement agencies, prosecutor’s office, or
Section 16. The Anti-Bullying Committee. The School’s existing Child courts of law shall not operate to divest this School of its
Protection Committee (CPC) shall also be designated as the School’s Anti- authority to conduct its own investigation, fact finding, and/or
Bullying Committee as required under DepEd Order No. 40, series of 2012. disciplinary proceeding on the students involved.

Section 17. Composition. The Committee shall be composed of the following: Section 21. Immediate Responses. The victim or anyone who
a. Principal – Chairperson witnesses or has personal knowledge of a bullying incident or
b. Guidance Counselor – Vice Chairperson retaliation shall immediately call the attention of any school
c. Representative of the Teachers personnel. The school personnel who was notified of a bullying
d. Representative of the Parents incident or retaliation shall intervene, by:
e. Representative of students; and a. Stopping the bullying or retaliation immediately;
f. Representative from the Community as designated by the Punong b. Separating the students involved;
Barangay, preferably a member of the Barangay Council for the c. Removing the victim or, in appropriate cases, the
Protection of Children (BCPC). (ad hoc) bully or offending student, from the site;
46
 d. Ensuring the victim’s safety, by: Section 23. Fact-Finding and Documentation
1. Determining and addressing the victim’s immediate safety needs; The Office of Student Affairs (OSA)/Prefect of Discipline/Guidance Office
and shall:
2. Ensuring medical attention, if needed, and securing a medical
certificate, in cases of physical injury. 1. Separately interview in private the bully or offending student and the
victim.
3. Bringing the bully to the Office of Student Affairs
2. Determine the levels of threats and develop intervention strategies. If
(OSA)/Prefect of Discipline/Guidance Office
the bullying incident or retaliation or the situation requires immediate
attention or intervention, or the level of threat is high, appropriate
Section 22. Reporting the Bullying Incident or Retaliation
action shall be taken by the school within twenty-four hours (24) from
the time of the incident.
1. A victim or a bystander, or a school personnel who receives 3. Inform the victim and the parents or guardian of the steps to be taken
information of a bullying incident or retaliation, or any person, to prevent any further acts of bullying or retaliation; and
who witnesses or has personal knowledge of any incident of 4. Make appropriate recommendations to the Child Protection
bullying or retaliation, shall report the same to the teacher in Committee on proper interventions, referrals and monitoring.
charge, or the Office of Student Affairs (OSA)/Prefect of
Discipline/Guidance Office, who shall immediately report the
Section 24. Referral to Experts Outside of the School. The School may, upon
matter to the Principal.
evaluation, refer the victim and the bully to trained professionals outside the
2. The School shall inform the parents or guardian of the victim and
the bully about the incident. school, such as social workers, guidance counselors, psychologists, or child
3. If an incident of bullying or retaliation involves students from protection specialists, for further assessment and appropriate intervention
another school during a school authorized or school-sponsored measures, as may be necessary. The School also undertakes to notify the
activity on or off-campus, this School shall promptly notify the Women and Children’s Protection Desk (WPCD) of the local Philippine
appropriate administrator or school head of the other school so National Police, in appropriate cases involving the bully or offending student.
that appropriate action may be taken.
4. Reports of incidents of bullying or retaliation initiated by persons VIII. Disciplinary Measures
who prefer anonymity shall be entertained, and the person who
reported the incident shall be afforded protection from possible Section 25. Where students resist or refuse to respond to intervention or
retaliation; provided, however, that no disciplinary preventative strategies to address bullying, the School will resort to stringent
administrative action shall be taken against an alleged bully or actions to deal with persistent and violent bullying. Disciplinary actions may
offending student solely on the basis of an anonymous report and or may not be resorted to by the School depending on the circumstances of
without any other evidence. each case with due consideration to the age of the students or pupils involved.
5. Teachers shall make sure that no bullying incident should be kept
unreported or unnoticed. For this purpose, a Record of Bullying Section. 26. Due Process
Incidents Form is designed and developed where teachers in
charge may keep track of bullying incidents or indications in the
A. Bullying cases may be initiated either through:
classroom or off-campus activities. The same shall be kept in
1) a Complaint; or
strictest confidence in a central file with the Guidance Office.
2) a motu proprio Charge from the Office of Student Affairs
(OSA)/Prefect of Discipline/Guidance Office on the basis
of a report of the teacher, school personnel or bystanders.

47
 Complaint or Charge stating clearly its
B. The Complaint should be duly executed by: basis. A resolution finding the
(1) the complaining student with commission of bullying shall state the
the assistance of his or her appropriate sanction. The resolution
parents; shall be deemed a recommendation to
(2) or solely by the parents on the the Principal, which the latter may either
basis of their child’s statements. disapprove or modify. The decision of
the Principal may be subject to
reconsideration, or appeal to the Schools
C. In both instances, the Complaint must be duly Division, within a period of ten (10)
sworn to by the executing student and/or parent calendar days from receipt of the
stating clearly how the act/s of bullying was/were decision.
committed and other attendant circumstances.
Section 27. Sanctions
The complaining party may attach sworn
statements of witnesses and other proofs to
substantiate the Complaint. 1) If the act of bullying committed does not fall under any offense defined
in the Student Manual, the following sanctions shall apply:
1.1. First Offense: Reprimand and Summon of Parents
D. The Complaint or Charge for Bullying shall be
filed with the Office of Student Affairs 1.2. Second Offense: Suspension from Classes for three (3) to five (5)
(OSA)/Prefect of Discipline/ Guidance Office. school days, or Community Service for three (3) to five (5) school
days, or both. The duration of the suspension and/or community
service may be further reduced or lengthened by the School
E. The Office of Student Affairs (OSA)/Prefect of Discipline/
depending on the nature, gravity or severity of the bullying act.
Guidance Office shall furnish the parents of the respondent
student/s a copy of the Complaint or Charge and direct the 1.3. Third or Subsequent Offense: Non-Readmission to Exclusion.
2) If the act of bullying committed falls under an offense already defined
student/s concerned with the assistance of the parents to file a
and prohibited in the Student Manual, the higher penalty or sanction
Sworn Answer within a period of forty-eight (48) hours or
shall apply.
within a reasonable period from receipt of the Complaint or
3) Depending on the seriousness or gravity of the offense committed
Charge as may be allowed under the circumstances.
and/or the extent of injuries suffered by the victim, the School reserves
the right to impose the extreme penalty of expulsion subject to
F. Upon receipt of the Sworn Answer, the Office of Student Affairs
approval of the Department of Education.
(OSA)/Prefect of Discipline/Guidance Office may schedule a 4) In addition to the disciplinary sanction imposed, the School may, after
conference with the Complainant and/or the Respondent careful evaluation, likewise refer the alleged bully and/or the alleged
separately to clarify the allegations in the Complaint and the victim for counselling of School’s Guidance Counsellor or to a private
Sworn Answer. The Office of Student Affairs (OSA)/Prefect of counsellor of their choice, or to other intervention programs of the
Discipline/Guidance Office may also interview witnesses, School should it become necessary.
bystanders, and others who may have knowledge of the
circumstances surrounding the incident.
Section 28. Preventive suspension. The School may at its discretion and
G. The Office of Student Affairs during the pendency of the investigation, put any student on preventive
(OSA)/Prefect of Discipline/ Guidance suspension for a period not longer than three (3) school days, if there is
Office shall then issue a resolution on the reason to believe that the presence of said student might put him/her at
48
 risk of more harm, or will jeopardize the general peace and order of the
campus. Such preventive suspension may extend to the parents or XVI
guardians of the students involved in the incident. In such case, the
parents are barred from entering the School’s premises or attend School Policy and Guidelines on Protecting
activities during the said suspension.
Children in School from Abuse,
Section 29. False Accusation of Bullying. If a student, after an
investigation, is found to have knowingly made a false accusation of Violence, Exploitation,
bullying, the said student shall be subjected to the same disciplinary
actions or to appropriate interventions for “bullies” under this Policy. Discrimination, Bullying and Other
Section 30. Confidentiality. Any information relating to the identity
and personal circumstances of the bully, victim, or bystander shall be treated
Forms of Abuse
with utmost confidentiality by the Anti-Bullying Committee, teacher (DepEd Order No. 40, s. 2012)
concerned, and the Office of Student Affairs (OSA)/Prefect of
Discipline/Guidance Office, provided that the names may be made available GENERAL PROVISIONS
to the parents or guardians of students who are or have been victims of Section 1. Short Title
bullying or retaliation.
This Department Order shall be known as the “DepEd Child Protection
Any school personnel who commits a breach of confidentiality shall Policy.”
be subject to appropriate sanctions including termination of employment as Section 2. – Statement of Policy
may be provided in the School’s Employee’s Handbook. Pursuant to the 1987 Constitution, the State shall defend the right of children
to assistance, including proper care and nutrition, and special protection from
Section 31. Effectivity. This Policy shall take effect immediately upon the date all forms of neglect, abuse, cruelty, exploitation and other conditions
of its approval and shall not be modified, altered, amended or repealed unless
prejudicial to their development (Article XV, Section 3 [2]).
otherwise resolved through a valid Resolution of the Board of
Trustees/Directors of the School.
The Constitution further provides that all educational institutions shall
inculcate patriotism and nationalism, foster love of humanity, respect for
human rights, appreciation of the role of national heroes in the historical
development of the country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral character and personal
discipline, encourage critical and creative thinking, broaden scientific and
technological knowledge, and promote vocational efficiency. (Article XIV,
Section 3 [2]).

The Convention on the Rights of the Child (CRC) aims to protect children from
all forms of physical or mental violence, injury and abuse, neglect or negligent
APPROVED BY THE BOARD OF TRUSTEES OF THE DIOCESAN treatment, maltreatment and exploitation, including sexual abuse. The same
SCHOOLS OF THE DIOCESE OF IMUS, MARCH 12, 2014, BISHOP’S Convention establishes the right of the child to education, and with a view to
HOUSE, CITY OF IMUS. achieving this right progressively, and on the basis of equal opportunity, it

49
obliges the government to take measures to encourage regular attendance in Accordingly, this Department reiterates a zero tolerance policy for any act of
school and reduce dropout rates. Thus, it is mandated that all appropriate child abuse, exploitation, violence, discrimination, bullying and other forms
measures be undertaken to ensure that school discipline is administered in a of abuse, and hereby promulgates this Department Order.
manner consistent with the child’s human dignity, and in conformity with the
CRC. Section 3. – Definition of Terms
A. “Child” – refers to any person below eighteen (18) years of age or those over
Towards this end, the Department of Education (DepEd), in collaboration with but are unable to fully take care of themselves or protect themselves from
its partners and stakeholders, shall ensure that all schools are conducive to the abuse, neglect, cruelty, exploitation or discrimination because of a physical or
education of children. The best interest of the child shall be the paramount mental disability or condition; (RA 7610). For purposes of this Department
consideration in all decisions and actions involving children, whether Order, the term also includes pupils or students who may be eighteen (18)
undertaken by public or private social welfare institutions, courts of law, years of age or older but are in school.
administrative authorities, and legislative bodies, consistent with the principle
of First Call for Children, as enunciated in the CRC. Teachers and learning B. “Children in School” – refers to bona fide pupils, students or learners who
facilitators especially in learning centers are their substitute parents, and are are enrolled in the basic education system, whether regular, irregular,
expected to discharge their functions and duties with this in mind. In this transferee or repeater, including those who have been temporarily out of
connection, the Family Code empowers the school, its administrators and school, who are in the school or learning centers premises or participating in
teachers, or the individual, entity or institution engaged in child care to school-sanctioned activities.
exercise the special parental authority and responsibility over the child, while
under their supervision, instruction or custody. C. “Pupil, Student or Learner” – means a child who regularly attends classes
in any level of the basic education system, under the supervision and tutelage
The Department recognizes that cases of abuse may arise as a result of the of a teacher or facilitator.
difficult situations faced by teachers and other officials within and outside
school. D. “School Personnel” – means the persons, singly or collectively, working in
a public or private school. They are classified as follows:
DepEd has adopted the policy to provide special protection to children who
are gravely threatened or endangered by circumstances which affect their a. “School Head” refers to the chief executive officer or administrator of a
normal development and over which they have no control, and to assist the public or private school or learning center.
concerned agencies in their rehabilitation.
b. “Other School Officials” include other school officers, including teachers,
Furthermore, this Department aims to ensure such special protection from all who are occupying supervisory positions or positions of responsibility, and
forms of abuse and exploitation and care as is necessary for the child’s well- are involved in policy formulation or implementation in a school.
being, taking into account the primary rights and duties of parents, legal
guardians, or other individuals who are legally responsible and exercise c. “Academic Personnel” includes all school personnel who are formally
custody over the child. DepEd recognizes the participatory rights of the child engaged in actual teaching service or in research assignments, either on a full-
in the formulation and implementation of policies, and in all proceedings time or a part-time basis, as well as those who possess certain prescribed
affecting them, whether they be victims or aggressors, either directly, or academic functions directly supportive of teaching, such as registrars,
through a representative. librarians, guidance counselors, researchers, and other similar persons. They

50
may include school officials who are responsible for academic matters, and J. “Discrimination against children” – refers to an act of exclusion, distinction,
other school officials. restriction or preference which is based on any ground such as age, ethnicity,
sex, sexual orientation and gender identity, language, religion, political or
d. “Other Personnel” includes all other non-academic personnel in the school, other opinion, national or social origin, property, birth, being infected or
whatever may be the nature of their appointment and status of employment. affected by Human Immunodeficiency Virus and Acquired Immune
Deficiency Syndrome (AIDS), being pregnant, being a child in conflict with the
E. “Child Protection” – refers to programs, services, procedures, and law, being a child with disability or other status or condition, and which has
structures that are intended to prevent and respond to abuse, neglect, the purpose or effect of nullifying or impairing the recognition, enjoyment or
exploitation, discrimination and violence. exercise by all persons, on an equal footing, of all rights and freedoms.

F. “Parents” – refers to biological parents, step-parents, adoptive parents and K. “Child exploitation” – refers to the use of children for someone else’s
the common-law spouse or partner of the parent; advantage, gratification or profit often resulting in an unjust, cruel and
G. “Guardians or Custodians” – refers to legal guardians, foster parents, and harmful treatment of the child. These activities disrupt the child’s normal
other persons, including relatives or even non-relatives, who have physical physical or mental health, education, moral or social emotional development.
custody of the child. It covers situations of manipulation, misuse, abuse, victimization, oppression,
or ill-treatment.
H. “School Visitor or Guest” – refers to any person who visits the school and
has any official business with the school, and any person who does not have There are two (2) main forms of child exploitation that are recognized:
any official business but is found within the premises of the school. This may
include those who are within the school premises for certain reasons, e.g. 1) Sexual exploitation – refers to the abuse of a position of vulnerability,
student teachers, catechists, service providers, suppliers, bidders, parents and differential power, or trust, for sexual purposes. It includes, but it is not limited
guardians of other children. to forcing a child to participate in prostitution or the production of
pornographic materials, because of being subjected to a threat, deception,
I. “Child Abuse” – refers to the maltreatment of a child, whether habitual or coercion, abduction, force, abuse of authority, debt bondage, fraud or through
not, which includes any of the following: abuse of a victim’s vulnerability.

1) psychological or physical abuse, neglect, cruelty, sexual abuse and 2) Economic exploitation – refers to the use of the child in work or other
emotional maltreatment; activities for the benefit of others. Economic exploitation involves a certain
gain or profit through the production, distribution and consumption of goods
2) any act by deeds or words which debases, degrades or demeans the intrinsic and services. This includes, but is not limited to, illegal child labor, as defined
worth and dignity of a child as a human being; in RA 9231.

3) unreasonable deprivation of the child’s basic needs for survival, such as L. “Violence against children committed in schools” – refers to a single act or
food and shelter; or a series of acts committed by school administrators, academic and non-
academic personnel against a child, which result in or is likely to result in
4) failure to immediately give medical treatment to an injured child resulting physical, sexual, psychological harm or suffering, or other abuses including
in serious impairment of his or her growth and development or in the child’s threats of such acts, battery, assault, coercion, harassment, or arbitrary
permanent incapacity or death (Sec. 3 [b], RA 7610). deprivation of liberty. It includes, but is not limited to, the following acts:
51
1) Physical violence refers to acts that inflict bodily or physical harm. It a. Threats to inflict a wrong upon the person, honor or property of the person
includes assigning children to perform tasks which are hazardous to their or on his or her family;
physical well-being.
b. Stalking or constantly following or pursuing a person in his or her daily
2) Sexual violence refers to acts that are sexual in nature. It includes, but is not activities, with unwanted and obsessive attention;
limited to:
a) rape, sexual harassment, acts of lasciviousness, making demeaning and c. Taking of property;
sexually suggestive remarks, physically attacking the sexual parts of the
victim’s body; d. Public humiliation, or public and malicious imputation of a crime or of a
vice or defect, whether real or imaginary, or any act, omission, condition,
b) forcing the child to watch obscene publications and indecent shows or status, or circumstance tending to cause dishonor, discredit or expose a person
forcing the child to do indecent sexual acts and/or to engage or be involved in, to contempt;
the creation or distribution of such films, indecent publication or material; and
e. Deliberate destruction or defacement of, or damage to the child’s property;
c) acts causing or attempting to cause the child to engage in any sexual activity
by force, threat of force, physical or other harm or threat of physical or other f. Physical violence committed upon a student, which may or may not result
harm or coercion, or through inducements, gifts or favors. to harm or injury, with or without the aid of a weapon. Such violence may be
in the form of mauling, hitting, punching, kicking, throwing things at the
3) Psychological violence refers to acts or omissions causing or likely to cause student, pinching, spanking, or other similar acts;
mental or emotional suffering of the child, such as but not limited to
intimidation, harassment, stalking, damage to property, public ridicule or g. Demanding or requiring sexual or monetary favors, or exacting money or
humiliation, deduction or threat of deduction from grade or merit as a form of property, from a pupil or student; and
punishment, and repeated verbal abuse.
h. Restraining the liberty and freedom of a pupil or student.
4) Other acts of violence of a physical, sexual or psychological nature that are
prejudicial to the best interest of the child. 1) Cyber-bullying – is any conduct defined in the preceding paragraph, as
resulting in harassment, intimidation, or humiliation, through electronic
M. “Bullying or Peer Abuse” – refers to willful aggressive behavior that is means or other technology, such as, but not limited to texting, email, instant
directed, towards a particular victim who may be out-numbered, younger, messaging, chatting, internet, social networking websites or other platforms
weak, with disability, less confident, or otherwise vulnerable. More or formats.
particularly:
N. “Other acts of abuse by a pupil, student or learner”– refers to other serious
1) Bullying – is committed when a student commits an act or a series of acts acts of abuse committed by a pupil, student or learner upon another pupil,
directed towards another student, or a series of single acts directed towards student or learner of the same school, not falling under the definition of
several students in a school setting or a place of learning, which results in ‘bullying’ in the preceding provisions, including but not limited to acts of a
physical and mental abuse, harassment, intimidation, or humiliation. Such physical, sexual or psychological nature.
acts may consist of any one or more of the following:
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O. “Corporal Punishment” – refers to a kind of punishment or penalty 10) Forcing a child to wear a sign, to undress or disrobe, or to put on anything
imposed for an alleged or actual offense, which is carried out or inflicted, for that will make a child look or feel foolish, which belittles or humiliates the
the purpose of discipline, training or control, by a teacher, school child in front of others;
administrator, an adult, or any other child who has been given or has assumed
authority or responsibility for punishment or discipline. It includes physical, 11) Permanent confiscation of personal property of pupils, students or
humiliating or degrading punishment, including, but not limited to the learners, except when such pieces of property pose a danger to the child or to
following: others; and

1) Blows such as, but not limited to, beating, kicking, hitting, slapping, or 12) Other analogous acts.
lashing, of any part of a child’s body, with or without the use of an instrument
such as, but not limited to a cane, broom, stick, whip or belt; P. “Positive and Non-Violent Discipline of Children” -is a way of thinking and
a holistic, constructive and pro-active approach to teaching that helps children
2) Striking of a child’s face or head, such being declared as a “no contact zone”; develop appropriate thinking and behavior in the short and long-term and
fosters self-discipline. It is based on the fundamental principle that children
3) Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging, are full human beings with basic human rights. Positive discipline begins with
pushing or throwing of a child; setting the long-term goals or impacts that teachers want to have on their
students’ adult lives, and using everyday situations and challenges as
4) Forcing a child to perform physically painful or damaging acts such as, but opportunities to teach life-long skills and values to students.
not limited to, holding a weight or weights for an extended period and
kneeling on stones, salt, pebbles or other objects; DUTIES AND RESPONSIBILITIES
Section 4. Central Office
5) Deprivation of a child’s physical needs as a form of punishment; The DepEd Central Office shall have the following duties and responsibilities:

6) Deliberate exposure to fire, ice, water, smoke, sunlight, rain, pepper, A. Develop a policy and guidelines for the prevention of violence against
alcohol, or forcing the child to swallow substances, dangerous chemicals, and children in schools and make these available to all schools;
other materials that can cause discomfort or threaten the child’s health, safety
and sense of security such as, but not limited to bleach or insecticides, B. Conduct a nationwide information dissemination and campaign on
excrement or urine; violence prevention programs for children and researchbased best practices
for teachers, which are intended to promote new techniques, methodologies
7) Tying up a child; and research related to teaching, classroom management, child development,
positive and non-violent discipline;
8) Confinement, imprisonment or depriving the liberty of a child;
C. Devise programs, campaigns and activities through the Offices of the
9) Verbal abuse or assaults, including intimidation or threat of bodily harm, Undersecretary for Programs and Projects and Regional Operations, to raise
swearing or cursing, ridiculing or denigrating the child; consciousness, mobilize and educate the students, parents, teachers,
community, local government units and other stakeholders in addressing
child abuse, exploitation, violence, discrimination and bullying; and

53
D. Formulate a system of standard reporting, prescribe standards and and discrimination, bullying and other acts of abuses, consistent with this
procedures for monitoring and evaluation, and maintain the central repository Department Order.
of Regional Reports (Annex “A”) on incidents and cases of child abuse,
exploitation, violence, discrimination, bullying and other acts of abuse, Section 6. Division Offices
through the Office of the Undersecretary for Legal and Legislative Affairs. The Division Offices shall have the following duties and responsibilities:

The data on the number and types of reports made under these guidelines, the A. Conduct the information-dissemination activities and in-service training
results of investigations undertaken to verify the details made in the for teachers on the protection of children in school from abuse, violence,
complaints, the sanctions imposed, the action taken and the interventions exploitation, discrimination, bullying or peer abuse and other related cases;
adopted, are to be maintained on an annual aggregated basis.
B. Undertake advocacy campaigns and capability building activities to enable
E. The Secretary shall exercise disciplinary jurisdiction, where appropriate, the schools to do the following:
pursuant to the Revised Rules of Procedure of the Department of Education in
Administrative Cases and other existing laws, rules and regulations. Apply positive and non-violent discipline,
Formulate and implement guidelines and procedures to emphasize the role of
Section 5. Regional Offices all stakeholders and other persons in the prevention and reporting of cases of
The Regional Offices shall have the following duties and responsibilities: bullying, and
Provide conflict resolution or peer mediation, including referral to appropriate
A. Encourage and support advocacy campaigns and capability building service providers, if needed;
activities on the prevention of child abuse, violence, exploitation, C. Organize and conduct the capacity building activities for members of the
discrimination, bullying and other forms of abuse, promotion of positive and Child Protection Committee and Guidance Counselors/Teachers; including,
non-violent discipline, conflict resolution and peer mediation; but not limited to the identification of students who may be suffering from
significant harm based on any physical, emotional or behavioral signs;
B. Consolidate reports on incidents and cases of the Division Offices within
the Region and submit a Regional Report (Annex “A”) to the Undersecretary D. Develop strategies to address the risk factors that contribute to the
for Legal and Legislative Affairs; commission of acts of abuse, violence, exploitation, discrimination, and
bullying;
C. Monitor and evaluate the implementation and enforcement of this
Department Order by the Schools Division Offices and such other related laws E. Consolidate the reports on incidents and cases of all schools and submit a
and regulations relative to abuse, exploitation, violence and discrimination of Division Report (Annex “A”) to the Regional Office;
children;
F. Monitor and evaluate the implementation and enforcement by public and
D. Exercise disciplinary jurisdiction, where appropriate, pursuant to the private schools of this Department Order and such other related laws and
Revised Rules of Procedure of the Department of Education in Administrative regulations relative to abuse, exploitation, violence and discrimination of
Cases and other existing laws, rules and regulations; and children;

E. Give recommendations to the Central Office on the policies, programs, and

services, to address and prevent cases of child abuse, exploitation, violence
54
G. Exercise disciplinary jurisdiction, where appropriate, pursuant to the G. Ensure that the participatory and other rights of children are respected and
Revised Rules of Procedure of the Department of Education in Administrative upheld in all matters and procedures affecting their welfare;
Cases and other existing laws, rules and regulations;
H. Maintain a record of all proceedings related to bullying or peer abuse and
H. Give recommendations to the Regional Office and devise measures to submit after each school year to the Division Office the report and a copy of
address and prohibit abuse, exploitation, violence and discrimination, and the intake form (Annexes “A” & “B”, respectively);
bullying or peer abuse of children, consistent with this Department Order;
I. Conduct the appropriate training and capabilitybuilding activities on child
I. Utilize resources, coordinate with appropriate offices and other agency or protection measures and protocols;
instrumentality for such assistance as it may require in the performance of its
functions; J. Ensure that the school adopts a student Code of Conduct to be followed by
every pupil, student or learner while on school grounds, or when traveling to
J. Encourage and support activities and campaigns initiated by stakeholders; and from school, or during a school-sponsored activity, and during lunch
and period, whether on or off campus;

K. Perform such other functions, as may be assigned by the Secretary or the K. Adopt such conflict resolution mechanisms that respect the rights of
Regional Director. indigenous peoples, provided that they conform to this Department Order and
they uphold the rights of the child;
Section 7. – Schools
The School Heads shall have the following duties and responsibilities: L. Coordinate with the appropriate offices and other agency or instrumentality
for appropriate assistance and intervention, as may be required in the
A. Ensure the institution of effective child protection policies and procedures, performance of its functions;
and monitor compliance thereof;
M. Coordinate with the Department of Social Welfare and Development or,
B. Ensure that the school adopts a child protection policy; the appropriate government agencies or non-governmental organizations on
a Child Protection Hotline for reporting abuse, violence, exploitation,
C. Ensure that all pupils, students or learners, school personnel, parents, discrimination, bullying and other similar acts and for counseling;
guardians or custodians, and visitors and guests are made aware of child
protection policy (Annex “C”). N. Ensure that all incidents of abuse, violence, exploitation, discrimination,
bullying and other similar acts are addressed in accordance with the
D. Organize and convene the Child Protection Committee for the school; provisions of this Department Order.

E. Conduct the capacity building activities for the members of the Child Section 8. Duties and Responsibilities of School Personnel
Protection Committee and Guidance Counselors/Teachers; Article 218 of the Family Code of the Philippines provides the following
responsibilities of school administrators, teachers, academic and nonacademic
F. Conduct disciplinary proceedings in cases of offenses committed by pupils, and other personnel:
students or learners;

55
A. Exercise special parental authority and responsibility over the child while Section 9. Duties and Responsibilities of Pupils, Students and Learners
under their supervision, instruction and custody. Authority and responsibility Pupils, students and learners shall have the following duties and
shall apply to all authorized activities whether inside or outside the premises responsibilities:
of the school, entity or institution.
A. Comply with the school’s regulations, as long as they are in harmony with
Articles 220 and 233 of the Family Code of the Philippines, Presidential Decree their best interests. Pupils, students and learners shall refrain from:
No. 603, and other related laws enumerated the following duties and i. Engaging in discrimination, or leading a group of pupils or students to
responsibilities of the abovementioned persons and personnel over the discriminate another, with reference to one’s physical appearance, weaknesses
children under their supervision, instruction and custody: and status of any sort;

B. Keep them in their company and support, educate and instruct them by ii. Doing any act that is inappropriate or sexually provocative;
right precept and good example;
iii. Participating in behavior of other students that is illegal, unsafe or abusive;
C. Give them love and affection, advice and counsel, companionship and
understanding; iv. Marking or damaging school property, including books, in any way;

D. Enhance, protect, preserve and maintain their physical and mental health v. Engaging in fights or any aggressive behavior;
at all times;
vi. Introducing into the school premises or otherwise possessing prohibited
E. Furnish them with good and wholesome educational materials, supervise articles, such as deadly weapons, drugs, alcohol, toxic and noxious substances,
their activities, recreation and association with others, protect them from bad cigarettes and pornographic material; and
company and prevent them from acquiring habits detrimental to their health,
studies and morals; vii. Performing other similar acts that cause damage or injury to another.

F. Represent them in all matters affecting their interests; An allegation that any of these acts has been committed shall not be used to
curtail the child’s basic rights, or interpreted to defeat the objectives of this
G. Inculcate the value of respect and obedience; Department Order.

H. Practice positive and non-violent discipline, as may be required under the B. Conduct themselves in accordance with their levels of development,
circumstances; provided, that in no case shall corporal punishment be inflicted maturity, and demonstrated capabilities, with a proper regard for the rights
upon them; and welfare of other persons;

I. Perform such other duties as are imposed by law upon them, as substitute C. Respect another person’s rights regardless of opinion, status, gender,
parents or guardians; and ethnicity, religion, as well as everyone’s moral and physical integrity; and

J. School personnel shall also strictly comply with the school’s child protection D. Observe the Code of Conduct for pupils, students and learners.
policy.
Section 10. Establishment of Child Protection Committee
56
 Monitor the implementation of positive measures and effective procedures in
All public and private elementary and secondary schools shall establish a providing the necessary support for the child and for those who care for the
Child Protection Committee (CPC). child; and
Ensure that the children’s right to be heard are respected and upheld in all
A. The CPC shall be composed of the following: matters and procedures affecting their welfare.

School Head/Administrator – Chairperson PREVENTIVE MEASURES TO ADDRESS CHILD ABUSE,

Guidance Counselor/ Teacher – Vice Chairperson EXPLOITATION, VIOLENCE, DISCRIMINATION AND BULLYING
Representative of the Teachers as designated by the Faculty Club AND OTHER ACTS OF ABUSE
Representative of the Parents as designated by the Parents-Teachers
Association Section 11. Capacity Building of School Officials, Personnel, Parents and
Representative of pupils, students and learners as designated by the Supreme Students
Student Council All public and private elementary and secondary schools shall build the
Representative from the Community as designated by the Punong Barangay, capacities of school personnel, pupils, students and learners, parents and
preferably a member of the Barangay Council for the Protection of Children guardians to understand and deal with child abuse, exploitation, violence and
(BCPC). discrimination cases, bullying and peer violence by conducting sessions,
trainings and seminars on positive peer relationships and enhancement of
B. The CPC shall perform the following functions: social and emotional competence.

Draft a school child protection policy with a code of conduct and a plan to They shall use training modules which include positive and nonviolent
ensure child protection and safety, which shall be reviewed every three (3) discipline in classroom management, anger and stress management and
years. The template for the school child protection policy is attached as Annex gender sensitivity. They shall likewise employ means which enhance the skills
“C”; and pedagogy in integrating and teaching children’s rights in the classroom.
Initiate information dissemination programs and organize activities for the
protection of children from abuse, exploitation, violence, discrimination and The programs that are intended to promote Positive and Non-Violent
bullying or peer abuse; Discipline include, but are not limited to, the following:
Develop and implement a school-based referral and monitoring system. The
template for the referral system is attached as Annex “D”; Integration of education sessions on corporal punishment and positive
Establish a system for identifying students who may be suffering from discipline in the initiatives of the Parent-Teachers Associations (PTAs);
significant harm based on any physical, emotional or behavioral signs; Capacity-building programs for school administrators, teachers and non-
Identify, refer and, if appropriate, report to the appropriate offices cases academic personnel focused on children’s rights, child development and
involving child abuse, exploitation, violence, discrimination and bullying; positive and nonviolent approaches in teaching and classroom management,
Give assistance to parents or guardians, whenever necessary in securing to enable them to incorporate positive discipline messages in parent-teacher
expert guidance counseling from the appropriate offices or institutions; conferences and family counseling, and integrate messages on children’s
Coordinate closely with the Women and Child Protection Desks of the rights and corporal punishment in classroom discussions;
Philippine National Police (PNP), the Local Social Welfare and Development Encouraging and supporting the formation and initiatives of support groups
Office (LSWDO), other government agencies, and non-governmental among teaching and non-teaching staff, and parents and caregivers;
organizations (NGOs), as may be appropriate;
57
Implementing specific parenting orientation sessions with parents and b. Bullying that results in serious physical injuries or death – If the bullying or
caregivers and other activities; peer abuse resulted in serious physical injuries or death, whenever
Implementing school activities or events that raise awareness on children’s appropriate, the case shall be dealt with in accordance with the provisions of
rights, corporal punishment and positive discipline, fostering the active Republic Act 9344 and its Implementing Rules and Regulations.
involvement of and providing venues for bringing together parents, families
and children; c. Procedure – In all cases where the imposable penalty on the offending child
Encouraging and supporting student-led initiatives to raise awareness on is suspension, exclusion or expulsion, the following minimum requirements
children’s rights, corporal punishment and positive discipline; and of due process shall be complied with:
Setting up child-friendly mechanisms for obtaining children’s views and
participation in the formulation, monitoring and assessment of school rules (1) The child and the parents or guardians must be informed of the complaint
and policies related to student discipline. in writing;

PROTECTIVE AND REMEDIAL MEASURES TO ADDRESS CHILD ABUSE, (2) The child shall be given the opportunity to answer the complaint in writing,
EXPLOITATION, VIOLENCE, DISCRIMINATION, BULLYING AND with the assistance of the parents or guardian;
OTHER ACTS OF ABUSE
Section 12. Procedures in Handling Bullying Incidents in Schools. (3) The decision of the school head must be in writing, stating the facts and the
A complaint for bullying or peer abuse shall be acted upon by the School Head reasons for the decision;
following the procedures herein set forth:
(4) The decision of the school head may be appealed, as provided in existing
a. Bullying – Upon the filing of a complaint or upon notice by a school rules of the Department.
personnel or official of any bullying or peer abuse incident, the same shall be
immediately reported to the School Head, who shall inform the parents or Section 13. Implementation of Non-punitive Measures.
guardian of the victim and the offending child, in a meeting called for the Depending on the gravity of the bullying committed by any pupil, student or
purpose. The victim and the offending child shall be referred to the Child learner, the school may impose other non-punitive measures, in lieu of
Protection Committee for counseling and other interventions. The penalty of punitive measures, in accordance with the principles of Positive and Non-
reprimand, if warranted, may be imposed by the School Head in the presence Violent Discipline.
of the parents or guardians.
Section 14. Other acts of violence or abuse.
If bullying is committed for a second or subsequent time, after the offending Other serious acts of violence or abuse committed by a pupil, student or
child has received counseling or other interventions, the penalty of suspension learner upon another pupil, student or learner of the same school, shall, and
for not more than one (1) week may be imposed by the School Head, if such is whenever appropriate, be dealt with in accordance with the provisions of
warranted. During the period of suspension, the offending child and the Republic Act 9344 and its Implementing Rules and Regulations.
parents or guardians may be required to attend further seminars and
counseling. The School Head shall likewise ensure that the appropriate
interventions, counseling and other services, are provided for the victim or
victims of bullying.

58
RULES AND PROCEDURES IN HANDLING CHILD ABUSE, C. The conduct of a fact-finding investigation shall be in accordance with the
EXPLOITATION, VIOLENCE AND DISCRIMINATION CASES Revised Rules of Procedure of the Department of Education in Administrative
Cases. Pending investigation, upon referral of the School Principal or
Section 15. – Prohibited Acts Guidance Counselor/Teacher, the Local Social Welfare and Development
The following acts, as defined in Section 3 of this Order, are hereby prohibited Officer (LSWDO) of the concerned local government unit shall assess the child
and shall be penalized in administrative proceedings as Grave or Simple and provide psychosocial intervention to help the child victim recover from
Misconduct depending on the gravity of the act and its consequences, under whatever trauma he or she has experienced as a result of the abuse. The
existing laws, rules and regulations: offender shall likewise undergo psychosocial intervention, if such is
warranted.
Child abuse;
Discrimination against children; If a prima facie case exists based on the Investigation Report and the records,
Child Exploitation ; a Formal Charge shall be issued by the Disciplining Authority, which may be
Violence Against Children in School; the basis for the issuance of an Order of Preventive Suspension or as an
Corporal Punishment; alternative, reassignment of the offending party, as may be warranted. The
Any analogous or similar acts. respondent may be placed under preventive suspension pending
Section 16. Investigation and Reporting. investigation, for a period of ninety (90) days, if the injury or abuse committed
The conduct of investigation and reporting of cases of child abuse, against a child is so grave, as to render the child unable to attend his or her
exploitation, violence or discrimination, shall be done expeditiously, as herein classes. The respondent may also be preventively suspended to preclude the
provided. possibility of influencing or intimidating witnesses.

A. PUBLIC SCHOOLS The respondent may file a Motion for Reconsideration with the Disciplining
Authority or may elevate the same to the Civil Service Commission by way of
A. The School Head or the Schools Division Superintendent, upon receipt of an Appeal within fifteen (15) days from receipt thereof.
the Complaint, shall forward the same, within forty-eight (48) hours, to the
Disciplining Authority, who shall then issue an Order for the conduct of a fact- D. The Revised Rules of Procedure of the Department of Education in
finding investigation, not later than seventy-two (72) hours from submission. Administrative Cases shall apply in all other aspects.
These periods shall be strictly observed, except when justified by
circumstances beyond their control; Provided, that, if the person complained E. A complaint for education-related sexual harassment as defined under
of is a nonteaching personnel, the Schools Division Superintendent shall cause Resolution No. 01-0940 of the Civil Service Commission, must be in writing,
the conduct of a fact-finding investigation within the same period. signed and sworn to by the complainant. It shall contain the following:

B. If a complaint is not sufficient in form, the concerned School Head, Schools the full name and address of the complainant;
Division Superintendent, or Disciplining Authority shall immediately inform the full name, address, and position of the respondent;
the complainant of the requirements of a formal complaint. Upon the filing of a brief statement of the relevant facts;
the formal complaint, the same shall be acted upon pursuant to the preceding evidence, in support of the complainant, if any;
paragraphs. a certification of non-forum shopping.
E.1. The Complaint shall be referred to the Committee on Decorum and
Investigation. Upon receipt of the complaint, the Committee shall require the
59
person complained of to submit his or her Counter-Affidavit/Comment, which
shall be under oath, not later than three (3) days from receipt of the notice, On the other hand, the Magna Carta for Public School Teachers protects the
furnishing the complainant a copy thereof, otherwise the Counter-Affidavit or rights of teachers and no publicity shall be given to any disciplinary action
Comment shall be considered as not filed. against a teacher during the pendency of his or her case.

E.2. The procedure for the conduct of an investigation and all other related Section 19. Criminal and Civil Liability. Criminal and civil liability arising
incidents, shall be in accordance with the rules under Resolution No. 01-0940 from child abuse, discrimination, exploitation, and other acts of abuse are
of the Civil Service Commission; Provided, that, if the respondent is a teacher, separate and distinct, and shall not be a bar to the filing of an administrative
the composition of the Formal Investigating Committee shall be in accordance case under these guidelines.
with Section 9 of R.A. 4670.

F. The Regional Directors shall periodically monitor and keep a record of all B. Private Schools
reported child abuse cases, and submit a final consolidated regional report
(Annex “A) to the Office of the Undersecretary for Legal and Legislative Section 20. Complaint against school personnel or official.
Affairs and the Undersecretary for Regional Operations. A complaint for child abuse, violence, exploitation or discrimination in a
private school shall be filed with the School Head/Chief Executive Officer and
G. Failure to submit an incident report or to render a decision involving the shall be acted upon pursuant to the school’s rules of procedures on
case within the prescribed period, without justifiable cause, shall be a ground administrative cases. The penalty shall be that which is provided by the rules
for administrative action for neglect of duty against the responsible official. of the school, subject to the requirements of due process. The administrative
case shall be without prejudice to any civil or criminal case that may be filed.
H. The Office of the Undersecretary for Legal and Legislative Affairs shall
compile the regional reports and submit an annual report to the Secretary. Section 21. The private school shall submit the report (Annex “A”) to the
Division Office after each school year.
Section 17. Jurisdiction. REFERRAL AND ASSESSMENT OF VICTIMS AND OFFENDERS AND
Complaints of child abuse, violence, discrimination, exploitation, bullying and OTHER CHILDREN
other acts of abuse under this Department Order shall be within the exclusive
jurisdiction of the Department, and shall not be brought for amicable Section 22. Referral and Assessment.
settlement before the Barangay, subject to existing laws, rules and regulations. In all cases involving child abuse, violence, exploitation, discrimination,
Complaints for acts committed by persons not under the jurisdiction of the bullying and other acts of abuse, the CPC shall accomplish the Intake Sheet
Disciplinary Authority of the Department shall be referred to the appropriate (Annex “B”). The School Head may refer the victims and offenders in cases
authorities. involving child abuse, exploitation, discrimination, bullying or peer abuse and
other acts of abuse, to the LSWDO for assessment. The LSWDO shall
Section 18. Confidentiality. determine the appropriate intervention.
In child abuse, violence, discrimination, exploitation, bullying or peer abuse
and other acts of abuse by a pupil, student or learners, the identity or other The School Head, with the aid of the assigned Guidance Counselor/Teacher,
information that may reasonably identify the pupil, student or learner, and in coordination with the LSWDO, shall immediately remove the victim,
whether victim or offender, shall be withheld from the public to protect his or or in appropriate cases the offender, from the place of the incident, if the victim
her privacy.
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is determined to be at risk. The child’s family shall be informed of any action
taken. XVII
Special Parental Authority
The School Head may also refer to the LSWDO other pupils, students or
learners who are victims of abuse at home, children at risk, children in
especially difficult circumstances, children with special needs or at risk, SPECIAL PARENTAL AUTHORITY – Executive Order No. 209, Family Code
of the Philippines.
children facing difficult situations, or those who are exhibiting signs of
aggressive behavior, with a view to obtaining professional assessment,
appropriate interventions and assistance from competent service providers.
Art. 218. The school, its administrators and teachers, or the individual,
MISCELLANEOUS PROVISIONS entity or institution engaged in child care shall have special parental
authority and responsibility over the minor child while under their
Section 23. Duties of Private Schools Private Schools shall be responsible for
supervision, instruction or custody.
promulgating a school child protection policy, including a policy on bullying,
a protocol for reporting and procedures for handling and management of
cases, consistent with these policies and guidelines.
Authority and responsibility shall apply to all authorized activities
whether inside or outside the premises of the school, entity or institution.
Section 24. – Separability Clause Any part or provision of this Department
Order which may be held invalid or unconstitutional shall not affect the
validity and effectivity of the other provisions.
Art. 219. Those given the authority and responsibility under the preceding
Section 25. Repealing Clause Article shall be principally and solidarily liable for damages caused by the
All prior Department Orders or other issuances, or provisions thereof, which acts or omissions of the unemancipated minor. The parents, judicial
are inconsistent with this Department Order are hereby repealed, revised or guardians or the persons exercising substitute parental authority over said
modified accordingly. minor shall be subsidiarily liable.

Section 26. – Effectivity

This Department Order shall take effect immediately upon issuance The respective liabilities of those referred to in the preceding paragraph
shall not apply if it is proved that they exercised the proper diligence
required under the circumstances.

Special parental Authority is exercised concurrently with actual parental

authority. It rests on the theory that while the child is in the care and custody of the
person exercising such special authority the parents temporarily relinquish parental
authority over the child to that person.

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 XVIII XIX
Suspension of Classes Data Privacy Policy
SUSPENSION OF CLASSES The School values and respects your privacy. Pursuant to Republic
Based on DepEd Order No. 28, series of 2005, classes in all public and private Act No. 10173 or the Data Privacy Act of 2012 the School is mandated to
elementary and secondary schools are automatically suspended or cancelled provide you this notice of our privacy practices.
without having to wait for announcement under the following
circumstances: Who processes your information?

1. When Signal No. 1 is raised by the Philippine The School is the data controller of the personal information you
Atmospheric, Geophysical & Astronomical Services provide to us. This means the school determines the purposes for which, and
Administration (PAGASA), classes at the preschool level the manner in which, any personal data relating to students, their families are
shall be automatically suspended in all public and private to be processed. The Data Protection Officer of the school can be contacted.
schools.
In some cases, your data will be outsourced to a third-party processor;
2. When Signal No. 2 is raised, classes at the preschool, however, this will only be done with your consent, unless the law requires the
elementary, and secondary levels shall be automatically school to share your data. Where the School outsources data to a third-party
suspended in all public and private schools
processor, the same data protection standards that the School upholds are
3. When Signal No. 3 is raised, classes in all imposed on the processor.
levels are automatically suspended.
Why do we collect and use your information?
In view of this, DepEd has requested PAG-ASA to reiterate these
guidelines when issuing regular weather bulletins so that the public
The School holds the legal right to collect and use personal data
can be duly informed and be better prepared.
relating to pupils and their families and we may also receive information
regarding them from their previous school, and third parties. We collect and
In the absence of storm signals, localized suspension is allowed by the use personal data in order to meet our contractual obligations, legal
DepEd. The decision may be made by the school principal, division requirements and legitimate interests set out in the Data Privacy Act of 2012
superintendent, or local government executive. and relevant rules of Department of Education and the Education Act of 1982.
In accordance with the law, the personal data of pupils and their families are
Parents, the local executives, and the local DepEd officials are in the best collected and used for the following reasons:
position to decide if they will send their children to school when storm signals
are announced by PAGASA in specific areas.
• Administer your admission and enrollment to the School;
Existing policies allow local DepEd officials and local government executives • Register you in your subjects;
to suspend classes at their level to avoid leaving children on the streets when • Support learning and delivery of education;
natural disasters occur or may likely occur. • Monitor and report on student progress;
• Provide appropriate pastoral care;
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 • Assess the quality of our services; How long is your data stored for?
• Assess you the necessary fees; Personal data relating to pupils at the School and their families is
• Maintain student records; stored in line with the school’s Data Privacy Manual.
• Communicate announcement, reminders, services, and information
relating to the School and its events; In accordance with the law, the School does not store personal data
• Fulfill your request for services and materials; indefinitely, unless required by law; data is only stored for as long as is
• Contact you; necessary to complete the task for which it was originally collected. Your
• Conduct surveys; consent to such purposes(s) remains valid after any termination of our
• Fulfill the contract with student and parents; relationship with you or after graduation.
• Respond to subpoenas, court orders, and other legal processes;
• Facilitating Student grants and scholarship; Only authorized personnel of the School has access to these personal
• Comply with legal obligations set forth by law or regulation; and and sensitive information, the exchange of which shall be facilitated through
• Other lawful processing and use authorized under the RA 10173 or email and hard copy. We will keep your personal information in a filing
Data Privacy Act of 2012 system depending on the nature of the data in accordance with the retention
schedule of the school after which physical records shall be disposed of
Which data is collected? through shredding.

The categories of education information that the School collects, Will my information be shared?
holds and shares include the following: The School is required to share pupils’ data with the DepEd and
• Personal information – e.g. names, pupil numbers and addresses other government offices on a statutory basis. The school may also share
• Family Background- e.g., names of parents, marital status, pupils’ personal information among the member schools of Diocese of Imus
occupation, employment, names of siblings, address Catholic Education System for the purpose of improving the services of the
• Characteristics – e.g. ethnicity, language, nationality, country of birth Diocese.
and religion The School will not share your personal information with any third
• Attendance information – e.g. number of absences and absence parties without your consent, unless the law allows us to do so. The school
reasons routinely shares pupils’ information with:
• Assessment information – e.g. national curriculum assessment o Department of Education
results, examination results o PEAC-FAPE
• Relevant medical information o GRACE
o Diocese of Imus
While the majority of the personal data you provide to the school are
mandatory, some are provided on a voluntary basis. When collecting data, the What are your rights?
school will inform you whether you are required to provide this data or if your Subject to the limitations provided under the law and the policies of
consent is needed. Where consent is required, the school will provide you with School, as the owner of the personal and sensitive information, employees
specific and explicit information with regards to the reasons the data is being have the right to request access to, and correction of, your personal
collected and how the data will be used. information by sending us a written letter of request. You also have the right
to suspend, withdraw or order the blocking, removal or destruction of your
personal data from the School’s filing system subject to the provisions of the
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law and School’s policies. All requests for access or correction to Personal National Privacy Commission
Information will be responded to in writing within a reasonable period of Address: 3rd Floor, Core G, GSIS Headquarters Bldg., Financial Center, 1308, Pasay,
time. As part of this process we will verify the identity of the individual Metro Manila, Philippines
Phone: +63 2 517 7810
requesting the information prior to providing access or making any changes.
Email: [email protected]
Note: Under the RA 10173 or Data Privacy Act of 2012, the School may process information of your child
The School may impose reasonable fee for any copies. The School also without your consent or the consent of the child under the following circumstances: (1) pursuant to a
respects your right to object to any uses or disclosures of your personal contract, (2) for the protection of vital interest of the child, (3) to comply with legal obligations set forth by
information that are not (a) required by law, (b) necessary for the fulfillment law or regulation, (4) for the fulfillment of public authority function, (5) to respond to national emergency,
public order and safety (6) for Medical treatment; and (6) for the protection of lawful rights and interests
of a contractual obligation; or (c) required to meet a legitimate interest of the of persons in court proceedings.
School as an educational institution. If you do object, we will work with you
to find a reasonable accommodation.

Maintaining accurate personal information

The School is required to maintain the accuracy of your personal
information and you have a shared responsibility in ensuring your personal
information is correct, accurate, and complete. Please notify the Registrar of
any changes to your personal information.

Changes to this Policy

The School may need to modify and amend this privacy notice from
time to time to reflect our current privacy practices. We will inform you of
material modifications to this policy in the future through sending the
changes via email or mail.

Governing Law
This Privacy Policy, including all revisions and amendments thereto,
is governed by the laws of the Republic of the Philippines, without regard to
its conflict of law principles, which would require application of the laws of
another jurisdiction. If you have any questions about our policy or any
complaint regarding the treatment of your privacy by us, please do not
hesitate to contact us through our Data Privacy Officer. You are also entitled
to contact the National Privacy Commission, the primary agency in charge
with the enforcement of the Data Privacy Act.

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 For this purpose, the term “Solo parent” shall pertain to any
XX individual who falls under any of the following categories: (1) A
Others woman who gives birth as a result of rape and other crimes against
chastity even without a final conviction of the offender: Provided, That
the mother keeps and raises the child; (2) Parent left solo or alone with
PWD Discount on Educational Services
the responsibility of parenthood due to death of spouse; (3) while the
The twenty percent (20%) discount on the goods and sale of services for
spouse is detained or is serving sentence for a criminal conviction for
PWDs pursuant to Republic Act No. 7277, otherwise known as the
at least one (1) year; (4) due to physical and/or mental incapacity of
Magna Carta for Persons with Disability, does not apply to educational
spouse as certified by a public medical practitioner; (5) due to legal
institutions, such as the member schools of DICES. Nonetheless, DICES
separation or de facto separation from spouse for at least one (1) year,
schools upon their own initiative may provide educational assistance
as long as he/she is entrusted with the custody of the children; (6) due
in the form of scholarships, grants, financial aids and subsidies. In this
to declaration of nullity or annulment of marriage as decreed by a court
regard, PWDs desiring to pursue their education with DICES schools
or by a church as long as he/she is entrusted with the custody of the
may avail of the Economic Scholarship Program consisting of discounts
children; (7) due to abandonment of spouse for at least one (1) year; (8)
in tuition, assistance in procurement of books, and allowance to the
Unmarried mother/father who has preferred to keep and rear her/his
extent feasible. Provided that the applicant meets the minimum
child/children instead of having others care for them or give them up
qualification for admission and subject to the approval school
to a welfare institution; (9) Any other person who solely provides
administration.
parental care and support to a child or children; (10) Any family
member who assumes the responsibility of head of family as a result of
Solo Parent Discount on Educational Benefits
the death, abandonment, disappearance or prolonged absence of the
The member schools of DICES are not required under Republic Act No.
parents or solo parent.
8972, otherwise known as Solo Parent’s Welfare Act of 2000, to provide
for educational benefits and privileges, such as discounts and
Strained Relationships with Students and Parents
scholarships, among the solo parents or their dependents. Nonetheless,
DICES and its member schools have the right to establish
DICES schools provide for educational assistance in the form of reasonable rules and regulations for admission, discipline, and
scholarships, grants, financial aids, and subsidies, which may be promotion of students. This right to establish and enforce reasonable
availed by solo parents and their dependents. In this regard, qualified rules and regulations extends to parents and parent-teacher
solo parents or their dependents desiring to pursue their education associations since parents are under a social and moral obligation to
with DICES schools may avail of the Economic Scholarship Program assist and cooperate with the schools. As such, where the relations
consisting of discounts in tuition, assistance in procurement of books, between parents and students on the one hand and the school and
teachers upon the other hand have deteriorated—such as when the
and allowance to the extent feasible. Provided that the applicant meets
morally conducive and orderly educational environment is seriously
the minimum qualification for admission and subject to the approval imperiled—under jurisprudential ruling, DICES, in the interest of the
school administration. rest of the student body and of the faculty and management as a whole,
and of the children of the parents affected, may require the affected
children to be enrolled elsewhere (Yap Chin Fah, et al. v. Court of Appeals, et al., G.R. NO. 90063, 12 December
1989)

65
 ENROLLMENT AGREEMENT
Conforme: Attested:

This is to certify that the parties (students and parents) signatory to this
Agreement fully subscribe to the following items as norms in the ___________________________ ___________________________
formation of the students according to the standards of a good Catholic Name of Student Father’s Signature
school.

1. We fully accept all the school rules and policies contained

in this Students’ Handbook as set by the school authorities,
conscious that the rules are for our own good. ___________________________ ___________________________
Grade Level and Section Mother’s Signature
2. We shall cooperate with the school to attain its objectives,
which is to form a practicing Catholic and concerned law-abiding
Filipino citizens.

3. That once enrolled the student is bound to be true to the

___________________________ ___________________________
ideals of DICES schools, both in and out of the campus, knowing Adviser Guardian’s Signature/Relationship
that one’s behavior, whether good or bad will reflect the school.

4. We acknowledge that the requirement includes, among

others, punctuality in reporting to school and class activities, and
wearing the prescribed uniform.

5. We acknowledge that student behavior inside and outside

the school premises shall be governed by the DICES’ and the
school’s Code of Discipline; and those serious offenses specified
therein, after due investigation will disqualify one from being a
student of this school immediately or after second/third offense, or
in accordance with the decision of the school authorities.

6. We permit the school's guidance services to offer and facilitate

exercises that promote mental health of the students.

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 Clinic Pass Tardiness Record
Date/ Time:
Reason: Date: Time:
Name of Student:
Name of
Teacher: Reason/s:

PLEASE ADMIT THE STUDENT TO CLASS

Date/ Time:
Reason:
___________ EXCUSED __________ UNEXCUSED

Name of
Signature of Prefect of Discipline:
Teacher:

Signature of Parent/ Guardian:

Date/ Time:
Reason:

Name of
Teacher:
Date: Time:
Name of Student:
Date/ Time:
Reason/s:
Reason:

Name of PLEASE ADMIT THE STUDENT TO CLASS

Teacher:
___________ EXCUSED __________ UNEXCUSED

Date/ Time: Signature of Prefect of Discipline:

Reason:

Name of Signature of Parent/ Guardian:

Teacher:

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NOTES NOTES
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