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DO 45, S.



August 11, 2017

DO 45, s. 2017
Guidelines on Updating the Basic Education Statistics for the Beginning of School Year
2017-2018 in the Learner Information System and Enhanced Basic Education
Information System
To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Regional Secretary, ARMM
Schools Division Superintendents
Public and Private Elementary and Secondary Schools Heads
All Others Concerned
1. The Department of Education (DepEd) issues the enclosed Guidelines on
Updating the Basic Education Statistics for the Beginning of School Year
2017-2018 in the Learner Information System (LIS) and Enhanced Basic
Education Information System together with the updated Data Gathering
Forms, Matrix of Accountability and Data Dictionary to provide guidance to all
schools in the data collection of basic education statistics in the system.
2. All public and private elementary, junior and senior high schools, state
universities and colleges (SUCs), local universities and colleges (LUCs) and
higher education institutions (HEIs) offering Kindergarten to Grade 12 are
directed to register and update their learners’ profile in the LIS and update the
EBEIS through the accomplished data gathering forms.
3. The LIS and EBEIS can be accessed through the web
addresses: http://lis.deped.gov.ph and http://ebeis.deped.gov.ph, respectively. A
single sign-on is available, linking both systems.
4. All previous issuances relative to this Order, which are found inconsistent are
deemed superseded or modified accordingly.
5. Immediate dissemination of and strict compliance with this Order is directed.



Reference: DepEd Order No. 52, s. 2016

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


As per DO 45, S. 2017, Mr. Jay Mabuti, a grade Six effective teacher and School LIS
Coordinator informatively discussed the content of the memorandum cited. Using the
appropriate power point presentation he transferred the ideas and information and
teachers learned. He also presented varied examples that congruent to what the
memorandum is desired.

Mrs. Erna Bamboa, Math teacher of Grade Six strategically explained the use of
technology in teaching that incorporate in planning and teaching for better
results. She emphasized that Teaching with technology can deepen student
learning by supporting instructional objectives. However, it can be challenging
to select the “best” tech tools while not losing sight of your goals for student
learning. Once identified, integrating those tools can itself be a
challenge albeit an eye-opening experience. Further, she added that the CTL is
here to help us as teachers (novice, expert and everyone in between)to find
creative and constructive ways to integrate technology into your class.
Some of the very important points are as follows:

 Online collaboration tools, such as those in Google Apps, allows

students and instructors to share documents online, edit them in real time
and project them on a screen. This gives students a collaborative platform
in which to brainstorm ideas and document their work using text and
 Presentation software (such as PowerPoint) enable instructors to
embed high-resolution photographs, diagrams, videos and sound files to
augment text and verbal lecture content.
 Tablets can be linked to computers, projectors and the cloud so that
students and instructors can communicate through text, drawings and
 Course management tools such as Canvas allow instructors to
organize all the resources students need for a class (e.g. syllabi,
assignments, readings, online quizzes), provide valuable grading tools, and
create spaces for discussion, document sharing, and video and audio
commentary. All courses are automatically given a Canvas site!
 Clickers and smartphones are a quick and easy way to survey students
during class. This is great for instant polling, which can quickly assess
students’ understanding and help instructors adjust pace and content.
 Lecture-capture tools, such as Panopto, allow instructors to record
lectures directly from their computer, without elaborate or additional
classroom equipment. Consider recording your lectures as you give them
and then uploading them for students to re-watch. Studies show that
posting recorded lectures does not diminish attendance and students really
appreciate the opportunity to review lectures at their own pace.

Ms. Louella Mamansag, an effective teacher from Grade six unlimitedly explained and
discussed also to reorient teachers about RPMS. The points below were some of the
important ideas for teachers to understand.

The Results-based Performance Management System (RPMS) of DepEd supports the

Vision, Mission, and Values of the agency as it continuously endeavors to evolve as a
learner-centered public institution.

The Results-based Performance Management System (RPMS) of DepEd supports the

Vision, Mission,
and Values of the agency as it continuously endeavors to evolve as a learner-centered
public institution.

The RPMS will help ensure the strategic, responsive, and effective delivery of services
of all levels of
DepEd so that it can effectively implement a learner-centered school, school-based
management system and the K to 12 strategies to improve the quality of education in
public schools.

Performance Management is a systematic approach for continuous and consistent

work improvement and individual growth.

It is an organization-wide process to ensure that employees focus work efforts towards

achieving DepEd’s Vision, Mission, and Values (VMV)


Miss Maria Lovella Vega, a grade Six Science and English teacher selflessly discussed
her expertised in using EXCEL APPLICATION in grading system.

A.Microsoft Excel serves as an excellent tool for tracking grades in your course. But its
power is not limited to its ability to organize information in rows and columns. Using
formulas and functions in Excel, you can simplify the grading process. With Excel you
can sort students by names, grades or whatever characteristics you choose. You can
also setup a grade curve in advance and have Excel automatically assign letter grades
(not just percentages) to each of your students

B.In Excel, formulas allow a user to make new calculations based on data entered into
a spreadsheet. In simple terms a formula is made up of a combination of numbers, cell
references and mathematical operators. To input a formula, click once on the cell in
which you wish to enter a formula. Then click on the formula bar to begin entering
your formula.

C. One of the keys to building a working grade sheet is to understand the difference
between absolute and relative cell references. With the ability to copy and paste cells
(and thus formulas) in Excel spreadsheets, the difference between absolute and relative
references is the difference between a right and wrong answer to your formula. This is
critical when calculating student grades because a wrong formula may lead to you
reporting the wrong grade for a student.

Mr. Hector M. Reyes, a brilliant Grade Six English and MAPEH teacher perfectly
managed to enlightened the teacher in creating community partnership to support
students outcome. Below are the most important issued transpired during the sensible

For the past decade the 21st Century Community Learning Centers initiative has asked
schools to work in partnership with community- and faith-based organizations to
support children’s learning during the hours after school and during the summertime.
Consequently, there has been tremendous growth across the nation in intentional
efforts to forge meaningful partnerships between schools and afterschool and summer
 Increasingly, the field is recognizing that these partnerships are essential
to efforts to expand when, where, how, and what students learn (Little, 2011).

When schools and community organizations work together to support learning,

everyone benefits. Partnerships can serve to strengthen, support, and even transform
individual partners, resulting in improved program quality, more efficient use of
resources, and better alignment of goals and curricula.

First and foremost, learning partnerships can support student outcomes .Research
Study found that afterschool programs with stronger relationships with school teachers
and principals were more successful at improving students’ homework completion,
homework effort, positive behavior, and initiative. This may be because positive
relationships with schools can foster high quality, engaging, and challenging activities,
along with promoting staff engagement .

In addition to supporting student learning directly, partnerships can have additional

benefits to students and their families. They can

 provide continuity of services across the day and year, easing school transitions and
promoting improved attendance in after school programs;

 facilitate access to a range of learning opportunities and developmental supports,
providing opportunities for students and teachers alike to experiment with new
approaches to teaching and learning;

 facilitate information sharing about specific students to best support individual
learning; and 

 provide family members with alternative entry points into the school day to support
their student’s learning.

Learning partnerships can also greatly benefit schools. They can

 complement the academic curriculum with a wider range of services and activities,
particularly enrichment and arts activities that may not available during the school

 support transitions across the school years, particularly the critical middle to high
school transition, which research indicates is a key predictor of high school graduation
 reinforce concepts taught in school without replicating the school day, often exposing
classroom teachers working in the after school program to new pedagogies;

 improve school culture and community image through exhibitions and performances
that help “shine the light” on students whose talents may not be apparent in the
classroom; and

 gain access to mentors, afterschool staff, and other resources to support in‐school
learning and improve the teaching and learning in the classroom itself.

Finally, learning partnerships with schools can strengthen and support community
partners. They can

 help gain access to and recruit groups of students most in need of support services;

 improve program quality and staff engagement, particularly when there is crossover
between school and community organization staff;

 foster better alignment of programming to support a shared vision for learning, one
which aligns curriculum to support state and local standards; and

 maximize resource use such as facilities, staff, data, and curriculum. 


Mrs. Amy Perez, a grade Six teacher, the Chairperson, articulate and most clever person
in terms of decision making and rules implementation. She deliberately discussed and
endlessly uttered on her expertise about the “IMPLEMENT SCHOOL PROGRAMS

Many schools and communities implement evidence-based programs and practices with
varying levels of success. This “Framework for Effectively Implementing Evidence-
Based Programs and Practices (EBPs)” has been designed to maximize the likelihood
that your EBP implementation will be successful and result in your desired outcomes.

The framework is based on:

 Interviews with past SS/HS Grantees about their most and least successful EBPs
 SS/HS Technical Assistance Specialists’ work with grantees
 Frameworks for best practice implementation

From this research we have identified:

 Common challenges grantees have faced in selecting and implementing EBPs and
effective strategies for addressing these challenges
 Key factors that promote effective, sustainable program implementation

This three-stage framework describes the key steps to consider during implementation
of EBPs:
 Stage 1: Selection
 Stage 2: Preparation
 Stage 3: Implementation

Before you begin to explore specific areas of the EBP Implementation Framework,
briefly review all of the action steps in each of the stages to make sure you have
sufficiently touched all the bases that will help you be successful. Action steps provide
concrete and practical strategies, tools, and examples from SS/HS grantees’ experiences
in successfully implementing EBPs.