The Learner’s Handbook of DEL PILAR ELEMENTARY SCHOOL Basey I

District, Division of Samar is the initial ever regulatory document being

crafted by the school Head, Teachers, and Parents and finally this
handbook was being corrected.
It knowingly designed to provide learners, teachers, parents, and
other stakeholders a concrete reference material to facilitate the efficient
and effective performance of those concerned of their duties and
responsibilities. This will become the main reference document for policy
decision, rules, and standards on various curricular co- curricular activities
as well as the right of every learner to be protected and to become safe
and sound while in school. Learners and Teachers may find it helpful as
they discharge their duties and functions as members of the school
community.
This Handbook anchored on the different DepEd Orders and Manuals
to align school policies with the rules and procedures of the Central office
for the achievement of the different goals and objective set by the
department.
 TABLE OF CONTENTS

I. INTRODUCTION
History of School
Vision
Mission
Core Values

II. RULES AND REGULATIONS

III.ACADEMIC POLICIES

IV.POLICIES AND RULES ON SCHOOL DISCIPLINE

1. Antibullying

2. Code of Conduct

3. School Uniform

4. Care of School Properties

5. Proper Disposal of Waste

 INTRODUCTION
This Handbook serves as a guide of learners of DEL PILAR
ELEMETARY SCHOOL, BASEY I DISTRICT, DIVISION OF SAMAR, in
their performance of their roles and responsibilities. This contains
the History of School, the vision and mission of the Department of
Education, policies on admission, academic policies, policies on
discipline, daily operating procedures, school organizations, and
miscellaneous.

Pupils and parents as well teachers must to read this

handbook upon receipt. It expected that the teachers and parents
discuss this handbook during homeroom PTA meetings. This will be
discussed further during the General PTA Assembly to give the
parents time to ask questions on the content of the handbook.

HISTORY
DepEd Vision, Mission, and Core Values

Vision
We dream of Filipinos who passionately love their country and
whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation.

Mission
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education, ensuring an
enabling and supportive environment for effective learning, while actively
engaging family, community, and other stakeholders in developing lifelong
learners.

CORE VALUES
Maka-Diyos,
Maka-tao,
Makakalikasan,
Makabansa
 I. RULES AND REGULATIONS
General Conduct:

 Respect:
Students are expected to treat all members of the school community with
respect, including teachers, staff, and fellow students. This includes using
appropriate language, being polite, and refraining from bullying or
harassment.
 Following Directions:
Students should listen to and follow the instructions of teachers and other
school personnel promptly.
 Classroom Behavior:
Students should participate in class discussions, raise their hands to
speak, and avoid disrupting the learning environment.
 Respect for Property:
Students are responsible for taking care of school property and respecting
the belongings of others.
 Punctuality:
Students should arrive on time for school and for all classes and
activities.
 ACADEMIC POLICIES
1. Academic Integrity:
 These policies define expectations for student behavior and prohibit
plagiarism, cheating, and unethical research practices.
 They also outline faculty and administrative responsibilities to maintain
integrity in grading and other academic processes.

2. Admission and Enrollment:

 These policies outline the requirements for applying to and being admitted
to the institution, as well as procedures for enrollment.
 They may also cover deferment of admission and other related processes.

3. Attendance and Participation:

 Many institutions have policies regarding class attendance, participation,
and the consequences of excessive absences.

4. Grading and Assessment:

 Academic policies address grading systems, grade calculation, grade
appeals, and the use of final exams.
 Some policies may include grade forgiveness options to help students
improve their academic standing.

5. Academic Standards and Progression:

 These policies define academic standing, including requirements for
maintaining good academic standing, probation, and dismissal.
 They also outline the procedures for academic probation and dismissal if a
student's performance falls below the required standards.

6. Curriculum and Program Development:

 Academic policies may also cover the development and approval of
curricula and academic programs, including their discontinuance.

7. Student Support and Resources:

 Many institutions have policies that address student support services,
including academic advising, tutoring, and other resources to help students
succeed.
 8. Disciplinary Regulations:
 Academic policies often include disciplinary regulations for addressing
academic misconduct, such as plagiarism or cheating.

9. Academic Auditing:
 Some institutions conduct regular academic audits to ensure quality and
consistency in academic practices.

10. Action Plans:

 Institutions may have policies and procedures related to creating and
implementing action plans to improve academic performance.

11. Placement Activities:

 Some institutions incorporate placement activities into their academic
curriculum to help students gain practical experience and improve their
employability.
These are just some of the common areas covered by academic
policies. The specific policies and procedures in place will vary depending
on the institution.

I. POLICIES AND RULES ON SCHOOL DISCIPLINE

a. Antibullying

A typical state anti-bullying law requires a school to report,

document and investigate bullying within a specific number of days. It
also requires the school to take action to stop it. Many state laws list
consequences for bullies. Some have a process for offering services like
counseling to the victim and the bully.

We talked to experts in education and mental health counseling

to come up with these six strategies.
1. Teach kindness and empathy. ...
 2. Create opportunities for connection. ...
3. Identify 'gateway behaviors. ...
4. Use the arts to create context. ...
5. Minimize 'concentric circles' in schools. ...
6. Participate in simulations.

b. CODE OF CONDUCT

The DepEd (Department of Education) has a comprehensive Code of

Conduct that outlines the expected behavior and ethical standards for all
its officials, personnel, and students. This code emphasizes
professionalism, integrity, and the well-being of students. It addresses
various aspects of conduct, including interactions with students,
maintaining confidentiality, and upholding the principles of public service.
Key Components of the DepEd Code of Conduct:
 For DepEd Officials and Personnel:

 Professionalism and Integrity: DepEd personnel are expected to

maintain high ethical standards, be accountable to the public, and discharge
their duties with utmost responsibility, integrity, competence, and
loyalty, according to the Department of Education .
 Respect and Fair Treatment: They should treat students with respect,
provide equal opportunities, and avoid any form of discrimination or
prejudice.
 Confidentiality: Maintaining the confidentiality of student records and
other sensitive information is crucial.
 Prohibited Actions: This includes any form of physical, sexual, or verbal
abuse, as well as neglect or misuse of school resources.
 For Students:

 Respect and Discipline: Students are expected to respect their teachers,

peers, and school property.
 Proper Conduct: This includes following school rules, attending classes
regularly, and avoiding disruptive behavior.
 Prohibited Actions: These may include bullying, cheating, violence, and
substance abuse.
 For Parents/Visitors:
 Supportive Role: Parents and visitors are encouraged to support the
school's efforts in fostering a positive learning environment.
 Prohibited Actions: This includes bringing weapons to school, damaging
school property, or engaging in disruptive conduct.
Enforcement and Consequences:
The DepEd Code of Conduct also outlines procedures for handling
violations, including investigations and disciplinary actions. Penalties for
violations can range from warnings and suspensions to more serious
consequences, such as dismissal from school or termination of
employment.

c. School Uniform

School uniform is the clothing that pupils are required to wear at school.
Uniforms differ from the very formal and detailed (such as requiring
blazers and specifying other items of clothing) to more informal and brief
(such as involving just a school sweatshirt). Schools vary as to how strictly
a uniform policy is enforced and whether it includes other aspects of
pupils’ appearance.

1. The current evidence base on school uniform and academic

outcomes is extremely weak. The limited evidence base means that an
overall impact in months progress is not communicated.
2.Wearing a uniform is not, on its own, likely to improve learning,
but can be successfully incorporated into a broader school improvement
process which includes the development of a school ethos and the
improvement of behaviour and discipline.
3. Staff commitment to upholding and consistently maintaining
a uniform policy is crucial to successful implementation.
4.If a uniform policy is in place, it is important to consider how to
support families that may not be able to afford uniform.

d. Care of School Properties

Students are generally responsible for taking care of school property
and equipment, and this includes maintaining a clean and respectful
environment, as well as avoiding damage or misuse. This responsibility
extends to both physical spaces, like classrooms and hallways, and
personal belongings like textbooks.
Key aspects of caring for school property:
 Avoiding damage:
Students should not scratch, scribble, or damage furniture, walls, or
other school property.
 Maintaining cleanliness:
Keeping classrooms, restrooms, and common areas clean and tidy is
essential.
 Proper use of equipment:
Students should handle school equipment and materials responsibly and
avoid misuse.
 Respecting personal belongings:
Students should be mindful of their own belongings and those of their
classmates.
 Following rules:
Adhering to school rules regarding property and conduct is crucial.
Consequences of not caring for school property:
 Disciplinary measures:
Students who damage or misuse school property may face disciplinary
actions, such as fines, detentions, or other penalties.
 Restitution for damages:
In cases of damage, students or their parents/guardians may be required
to pay for the cost of repairs or replacements.
 Withholding of records:
In some cases, a student's grades, transcript, or diploma may be
withheld until restitution is made for damages.
In essence, taking care of school property is a shared responsibility that
contributes to a positive and productive learning environment.

e. Proper Disposal of Waste

Proper waste disposal in schools involves a combination of waste
reduction, reuse, recycling, and responsible disposal practices. This
includes segregating waste, utilizing composting programs, minimizing
paper use, and educating students and staff on sustainable waste
management.
Here's a more detailed breakdown:
1. Waste Reduction:
 Reduce paper use:
 Encourage digital learning, minimize printing, and use both sides of
paper when printing is necessary.

 Minimize single-use plastics:

Promote reusable water bottles, lunch containers, and encourage
students to bring their own utensils.
 Reduce food waste:
Serve appropriate portion sizes in the cafeteria and encourage students
to take only what they can eat.
 Donate or reuse items:
Partner with charities to donate old books, supplies, or equipment that
are no longer needed.

2. Waste Segregation:
 Clearly labeled bins:
Provide separate bins for different types of waste (paper, plastic, glass,
food waste, and general waste).
 Education:
Teach students and staff about proper waste segregation and the
importance of sorting waste at the source.
 Strategic placement:
Ensure bins are easily accessible in classrooms, hallways, and common
areas, according to DEL PILAR ELEMENTARY SCHOOL.

3. Recycling:
 Establish recycling programs:
Partner with recycling facilities to ensure proper recycling of collected
materials.
 E-waste recycling:
Implement programs to collect and recycle old electronics.
 Promote reuse:
Encourage students to reuse items like notebooks, folders, and art
supplies.

4. Composting:
 Compost food waste:
Implement composting programs for food scraps and other organic
materials from the cafeteria and garden.
 Utilize compost for school grounds:
Use the compost to enrich the soil in school gardens or landscaping.
5. Education and Awareness:
 Educational campaigns: Conduct awareness programs to teach
students, teachers, and staff about the importance of waste management
and recycling.
 Involve students: Encourage student participation in waste reduction
and recycling initiatives.
 Incorporate waste management into school events: Make waste
reduction and recycling part of school events and activities.
By implementing these practices, schools can significantly reduce their
environmental impact, promote a culture of sustainability, and create a
healthier learning environment.
 Republic of the Philippines
Department of Education
Region VIII
Division of Samar
District of Basey I
DEL PILAR ELEMENTARY SCHOOL
Basey

PUPIL’S
HANDBO
OK

NELSON C. TABON-TABON
School Head