E: 1 Issuancescpubtic of tlSchools nominated for the nationwide implementation of SHS starting SY 2016-2017, due to exigencies of SHS implementation timeline, may be exempt from the

(Enclosure to DepEd Order No. 51, 2015)

Subject Page

I. Rationale . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

II. Legal Basis . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

III. Scope and Application . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

IV. Definition of Terms . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

V. Policy Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

VI. Procedures

A. General Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

8

A.2 On Establishment of Stand-alone SHSs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

A.3 On Conversion of Existing Elementary and JHS into SHS . . . . . . . . . . . . . . . . . . . . . . . . . . 17

17

B. Procedural Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

a. For School and Community-/Stakeholder-initiated SHS . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

b. For RO- or CO-initiated SHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

c. For SDO-initiated SHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

VII. Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

VIII. Repealing Clause . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

IX. Separability Clause . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

X. Transitory Provisions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

XI. Effectivity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

XII. References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

ANNEXES Page

A Flow Chart . . . . . . . . . . .. 26

B DepEd Order No. 29, s. 2011 – Revised Guidelines on the Naming and Renaming of Schools . . . . . . . 27

GUIDELINES ON THE IMPLEMENTATION OF THE SENIOR HIGH SCHOOL PROGRAM IN EXISTING PUBLIC JUNIOR HIGH SCHOOLS AND INTEGRATED SCHOOLS, ESTABLISHMENT OF STAND‐ALONE PUBLIC SENIOR HIGH SCHOOLS

AND CONVERSION OF EXISTING PUBLIC ELEMENTARY AND JUNIOR HIGH SCHOOLS INTO STAND‐ALONE SENIOR HIGH SCHOOLS

TABLE OF CONTENTS

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

A.1 On Implementation of SHS Program in Existing JHSs and ISs to Offer SHS Program . . . . .

A.4 On Naming of Stand-Alone SHS and Renaming of JHS and IS Offering SHS Program . . . . .

Page 1 of 2

C Checklists of Documents

C-1 32

C-2 On Establishment of A Stand-alone SHS . . . . . . 33

C-3 On Conversion of Existing Elementary and JHS into Stand-alone SHS . . . . . . . . . . . . . . . . . . . . 35

D Sample Evaluation Sheets

D-1 Implementation of SHS Program in Existing JHSs and ISs . . . . . . . . . . . . . . . . . . . . . . . . . . . 37

D-2 Application for Establishment of A Stand-alone SHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43

D-3 50

E Site Appraisal Form for Senior High School . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

F 60Glossary of Acronyms and Abbreviations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Conversion of Existing Elementary and JHS Into SHS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

On Implementation of SHS Program in Existing JHSs and ISs . . . . . . . . . . . . . . . . . . . . . . . . . .

Page 2 of 2

Guidelines on the Implementation of the Senior High School Program in Existing Public Junior High Schools and Integrated Schools, Establishment of Stand-Alone Public Senior High Schools and Conversion of

Existing Public Elementary and Junior High Schools Into Stand-Alone Senior High Schools Page 1

GUIDELINES ON THE IMPLEMENTATION OF THE SENIOR HIGH SCHOOL

PROGRAM IN EXISTING PUBLIC JUNIOR HIGH SCHOOLS AND INTEGRATED SCHOOLS, ESTABLISHMENT OF STAND-ALONE PUBLIC SENIOR HIGH SCHOOLS AND CONVERSION OF EXISTING PUBLIC ELEMENTARY AND JUNIOR HIGH SCHOOLS INTO STAND-ALONE SENIOR HIGH SCHOOLS

I. RATIONALE On May 15, 2013, President Benigno S. Aquino, Jr. signed Republic Act No. 10533, the Enhanced Basic Education Act of 2013 (“K to 12 Program”). Section 2 of the law declares that “every graduate of basic education shall be an empowered individual who has learned, through a program that is rooted on sound educational principles and geared towards excellence, the foundations for learning throughout life, the competence to engage in work and be productive, the ability to coexist in fruitful harmony with local and global communities, the capability to engage in autonomous, creative, and critical thinking, and the capacity and willingness to transform others and one’s self.” With the formal launching of this landmark reform policy, the Department of Education (DepED) was given fresh mandate to continue developing a functional and relevant basic education system that will develop graduates who are ready for work, entrepreneurship, middle level skills development, and higher education. The addition of two (2) years to the basic education cycle is one of the hallmarks of the K to 12 Program and the Senior High School (SHS) curriculum is the main policy tool that will serve as blueprint for program implementation. The successful implementation of Grades 11 and 12 or the Senior High School (SHS) of the K-12 Program signals the complete shift to the DepED’s new educational system (K to 12). Towards this end, the DepED needs to formulate standards and uniform policy guidelines on the implementation of the SHS Program in existing Junior High Schools (JHSs) or Integrated Schools (ISs), establishment of stand-alone SHSs and conversion of existing public Elementary and JHSs into stand-alone SHSs in basic education. It is expected that these policy guidelines shall ensure an efficient, streamlined, and synchronized process of establishing a nationwide SHS Program.

II. LEGAL BASES The formulation of these policy guidelines is guided, among others, by the following laws, rules and regulations: 1. Republic Act (RA) No. 10533 otherwise known as “Enhanced Basic

Education Act of 2013” and its Implementing Rules and Regulations (IRR). Section 30 (Implementation Mechanisms and Strategies) of the Implementing Rules and Regulations (IRR) of RA 10533 states that: “Pursuant to Section 12 of the Act, the DepED, CHED and TESDA shall



formulate the appropriate strategies and mechanisms needed to ensure smooth transition from the existing ten (10) years basic education cycle to the enhanced basic education program. The strategies may cover, among others, changes in physical infrastructure, human resource, organizational and structural concerns, bridging models linking secondary education competencies and the entry requirements of new tertiary curricula, and partnerships between the government and other entities.

2. RA No. 9155 otherwise known as the “Governance of Basic Education Act of 2001” particularly on the following:

a. Section 3, which stipulates that one of said Act’s purposes and objectives

is to establish schools as facilities where schoolchildren are able to learn a range of core competencies prescribed for elementary and high school education programs;

b. Section 7(A), which states that “In addition to the powers of the Secretary of DepED under existing laws, he/she shall have authority, accountability, and responsibility to formulate national educational policies and promulgate national educational standards;”

c. Section 7(B), which mandates that “the Regional Director shall have

authority, accountability and responsibility for . . . approving the establishment of public . . . elementary and high schools and learning centers;” and

d. Section 10, which states in part that “The Secretary of the Department of

Education shall ensure that resources appropriated for the field offices are adequate and that resources for school personnel, school desks and textbooks, and other instructional materials intended are allocated directly and released immediately by the Department of Budget and Management (DBM) to said offices.”

3. DepED Order No. 40, s. 2014 entitled “Revised Guidelines on the

Establishment, Merging, Conversion and Naming/Renaming of Public Schools, and Separation of Public School Annex in Basic Education.” Part X of said revised guidelines states that: “Consistent with Republic Act No. 10533, the Department shall issue a separate DepED Order enumerating the guidelines on the establishment of a ‘stand-alone’ Senior High School, or the expansion of an existing high school to offer Senior High School.



III. SCOPE AND APPLICATION

These guidelines shall apply to the following:

1. Implementation of the SHS Program in existing JHSs or ISs nationwide, under the control and supervision of the DepED;

2. Establishment of stand-alone SHSs; and

3. Conversion of existing public elementary and high schools into stand-alone SHSs.

Schools nominated for the nationwide implementation of SHS starting SY 2016-2017, due to exigencies of SHS implementation timeline, may be exempt from the Procedural Guidelines in Part VI.B herein, provided however, that said schools satisfy the criteria in Part VI.A. Provided further, that the DepED Central Office or pertinent DepED RO reserve the right to review the nomination/selection of all or any of the subject schools.

These guidelines also include systems and processes, as well as standards and criteria, for establishing or implementing the SHS Program regardless of Track and Strand offering.

IV. DEFINITION OF TERMS

For purposes of these guidelines, the terms or phrases used shall mean or be understood as follows:

1. Establishment of a Stand-alone SHS is the process of initiating,

instituting, organizing, operating, conducting and maintaining a new SHS in a barangay, municipality, city or province by administrative authority of the DepED RO.

2. Conversion of School(s) as defined under Part IV.10 of DepED Order No. 40, s. 2014, is the process of changing, altering or transferring of the status, character of the curricular offerings or the administration, maintenance, supervision and conduct of a school from its present status, character, administration or management.

3. Stand-alone SHS is a school situated in a new site separate from a JHS or IS and has its own School Head. It can be established on a buildable space inside an elementary school or on a separate school site.

4. Senior High School (SHS) is the third stage of compulsory basic education.

It consists of two (2) years (Grades 11 and 12) high school education



following the completion of four (4) years of JHS. The entrant age is typically sixteen (16) years old. It shall serve as a specialized upper (upper level or higher-level) secondary education. The SHS program consists of different tracks, strands and specializations that learners may choose from depending on their aptitude, interests, and school capacity.

5. Track refers to specific program in SHS a learner may choose based on

his/her interest and aspiration. SHS has four (4) tracks, namely: 1) Academic Track; 2) Technical-Vocational-Livehood Track; 3) Arts and Design Track; and 4) Sports Track. A track is further sub-classified into strands.

6. Strand refers to the specialized curricular offerings under a particular track. 7. Academic Track is designed for SHS learners who intend to pursue higher

education or careers along four specific strands: 1) Accountancy, Business and Management (ABM) Strand; 2) Science, Technology, Engineering and Mathematics (STEM) Strand; 3) Humanities and Social Sciences (HUMSS) Strand; and 4) General Academic (GA) Strand.

The ABM Strand is for those who plan to take up business-related courses in higher education or engage in business, entrepreneurship, and other business-related careers. The STEM Strand is for SHS students who are inclined toward or have the aptitude for Math or Science or Engineering studies. The HUMSS Strand is for students who intend to pursue studies in the fields of Humanities and Social Sciences at the tertiary level. The GA Strand will be offered with subjects selected from the different academic strands. It is ideal for SHS students who have not yet decided on a particular specialization.

8. Arts and Design Track is designed for SHS learners who intend to pursue

careers in the world of arts. This track covers a wide range of art forms: Theater, Music, Dance, Creative Writing, Visual Arts, and Media Arts. This track has three arts field specializations SHS learners may choose from depending on their inclination and aptitude. These specializations are: apprenticeship, art exhibition/performance, or production.

9. Sports Track is designed for students who intend to pursue sports-related

careers, i.e., athlete development, fitness training, coaching and officiating.

10. Technical-Vocational-Livelihood Track is for SHS learners who intend to pursue careers specializing in vocational learning or technical-vocational livelihood. The Technical-Vocational-Livelihood (TVL) track has four strands: 1) Agri-Fishery Arts Strand; 2) Home Economics (HE) Strand; 3) Information and Communications Technology (ICT) Strand; and 4) Industrial Arts Strand. These are aligned with the Technology and Livelihood Education (TLE) Learning Area in Grades 7 to 10. Each TVL strand offers various specializations that may or may not have a National Certificate (NC)



equivalent from the Technical Education and Skills Development Authority (TESDA).

11. Immersion is the prescribed eighty-hour culminating activity each SHS

student has to complete as the practical application of the skills he or she has learned from his/her chosen track/strand program, as well as a requirement for graduation. Immersion is implemented in collaboration with a business or industry-partner which provides the necessary expertise and venue for practical, on-the-job, enterprise-based training for SHS learners.

12. Catchment Area is the area within a one-, two- or three-kilometer radius

from any existing public school in urban, rural and remote areas, respectively.

13. School Classified as Urban refers to a school located in a community

which is industrialized, populated, and offers a lot of opportunities for immersion and future employment. The classification for cities and municipalities set by the Department of Interior and Local Government (DILG) and National Economic Development Authority (NEDA) shall serve as reference or guide to determine whether a school may be classified as urban under these guidelines.

14. School Classified as Rural refers to a school located in a predominantly

agricultural or fishing community with a small number of industries and population and with limited opportunities for an Immersion Program and future employment. The classification of municipalities set by the DILG and NEDA shall serve as reference or guide to determine whether a school may be classified as rural under these guidelines.

15. School Classified as Remote refers to a school which is located in a

typically rural and hard-to-reach community (mountain, island, or forest) with very limited opportunities for an Immersion Program and future employment.

16. High-risk or Disaster-prone Areas refer to hazard and no-build-zones as

defined under Joint-DENR-DILG-DND-DPWH-DOST Memorandum Circular No. 2014-01. Hazard zones are the areas identified in the hazard maps as susceptible to natural hazards, such as flooding, rain-induced landslide, storm surges, earthquakes, volcanic activities, and ground subsidence. No-build-zones are the easement areas defined by the Water Code, Civil Code and the Revised Forestry Code of the Philippines.

17. School Improvement Plan is a strategic plan for improvement, guided by

the stipulations of DepED Order 44, s. 2015 [Guidelines on the Enhanced School Improvement Planning (SIP) Process and the School Report Card (SRC)], which identifies the school’s priorities, how to achieve key outcomes and targets using available resources, and raise the school’s standards.



18. Site Development Plan is a graphic presentation that shows the

implementation of all improvements that are needed for a school site, including the position of existing and proposed buildings, the arrangement of circulation elements, and the utilization of open areas, before construction of classrooms or school buildings may begin.

19. Buildable Space refers to a vacant land in an existing school campus

deemed suitable for the construction of classroom/s of 7m x 9m each in dimension as stipulated in the DepED Educational Facilities Manual.

20. Crucial Resources refers to classrooms/school buildings, teaching and non-

teaching positions, instructional materials, school desks/armchairs, equipment and other facilities necessary for the operation of school(s) in the delivery of basic education services to learners.

V. POLICY STATEMENT It is the policy of the DepED to protect and promote the right of all citizens to quality basic education and to make such education accessible to all Filipino children. The Department shall, therefore, establish and maintain schools from Kindergarten to Grade 12 such that each learner shall have the right to quality basic education and that no learner shall be deprived of or discriminated against this basic human right. The Department shall likewise formulate and implement policies to guide its Implementing Units and stakeholders towards this end. As such, every municipality shall have an SHS. As much as possible, lone public JHS or IS in a municipality shall implement SHS program or if not possible, a stand-alone SHS shall be established.

VI. PROCEDURES

A. GENERAL GUIDELINES

1. The Schools Division Offices (SDOs) nationwide shall annually identify,

determine, prioritize and initiate the implementation of the SHS Program in existing JHSs and ISs, establishment of stand-alone SHSs, and conversion of existing public elementary and JHSs into stand-alone SHSs. These should also be included in the Budget Proposal of DepED to fund the crucial resources needed by the concerned SHSs on a multi-year basis (e.g. over a five-year period).

2. Prospective enrollees in the SHS tracks and strands to be offered in any

school shall include Grade 10 completers of JHSs/ISs, public or private. However, although not required by law or any DepED rules and regulations,



high school graduates, passers of Philippine Educational Placement Test (PEPT), and passers of Accreditation and Equivalency (A&E) Examination for JHS Level prior to the full implementation of K to 12 Program (i.e. before SY 2016 to 2017 and SY 2017 to 2018), may also enrol in SHS.

3. The Secretary or his authorized representative(s), Regional Director (RD) or

Schools Division Superintendent (SDS) and School Head shall engage in a Partnership with the Local Government Units (LGUs), Higher Education Institutions (HEIs), State Universities and Colleges (SUCs), Local Universities and Colleges (LUCs), Technical-Vocational Education and Training Institutions (TVETIs), private sectors/companies or industry, or other government and non-government agencies to support the implementation of the SHS Program. A Memorandum of Agreement (MOA) to this effect shall be executed by and among the Secretary or his authorized representative(s), RD or SDS and School Head and the partner individual/entity, stipulating among others, their respective roles and responsibilities, and other terms and conditions. The partnership shall include, among others, Immersion Program, provision of school facilities, learning resources and others.

4. The proposed operation of the SHS Program in any school may be

authorized to initially start at Grade 11 then may progress to Grade 12 in the succeeding year especially in remote schools; Provided that the criteria on minimum enrolment set under these guidelines are met.

5. Processing of requests for the implementation/establishment of SHS, whether initiated by the Central, Regional or Division Offices, or any stakeholder, must be in accordance with DepED criteria and standards set under these guidelines. (Refer to Annex A for the Work Flow Process including timelines).

6. All requests shall be evaluated by the Division Review and Evaluation

Committee (DREC) organized by the SDS. Favorable recommendations thereon by DREC shall be validated by the Regional Inspectorate Team (RIT) and approved by the RD. The latter shall prepare a summary list of existing JHSs and ISs that will implement the SHS Program and stand-alone SHSs to be established, indicating the budgetary requirements for Personal Services (PS), Maintenance and Other Operating Expenses (MOOE) and Capital Outlay (CO), on a multi-year basis (over a five-year period), for presentation by the RD at the National Management Committee (MANCOM) meeting. The National MANCOM shall have oversight powers in taking into consideration the equitable distribution of DepED resources, which will be the basis for the DepED Budget Proposal.

7. Budget Proposals of the RO shall be subject to confirmation by the

Department Secretary through the issuance of a DepED Order, enumerating therein the JHSs and ISs that will offer the SHS Program and newly



established/converted stand-alone SHSs, with corresponding DepED School Identification (ID) Numbers.

8. A separate guidelines on partnerships has been issued under DepED Order

No. 40, s. 2015 entitled, “Guidelines on K to 12 Partnerships.”

A.1 On Implementation of SHS Program in Existing JHSs and ISs to Offer SHS Program

1. The authority for the implementation of the SHS Program in an existing

JHS or IS shall be granted upon compliance with the criteria set under Part VI.A.1 (7) of these guidelines.

2. The Modeling Schools piloted in SY 2012-2013 and early SHS implementers in SY 2015-2016 shall continue to implement the SHS program, unless otherwise proven to have no capacity as a result of a sectoral monitoring and evaluation conducted by a composite team.

3. To avoid congestion of learners in a particular school, except for DepED

NCR, Regions III and IV-A, JHS or IS with more than 3,000 enrollees for the current school year, shall NOT be authorized to implement the SHS Program, unless justified by appropriate solutions. However, the SDS, in coordination with the concerned School Head(s), shall ensure that all prospective SHS learners shall not be displaced taking into account DepED Order No. 11, s. 2015 entitled “Policy Guidelines on the Implementation of the Senior High School (SHS) Voucher Program Under the Government Assistance to Students and Teachers in Private Education (GATSPE) Program,” or with partner-entities within the community.

4. JHSs and ISs with available space/site for at least four (4) or more classrooms, whether with existing classrooms considered as excess or are still for construction, in accordance with the standards stipulated in DepED Educational Facilities Manual (i.e. 7m x 9m classroom dimension), are encouraged to apply for the implementation of the SHS Program.

5. Once the implementation of the SHS Program in an existing JHS or IS is approved by the RD, the School Head shall ensure the following:

a. Creation or allocation of SHS Teaching and other necessary non-

teaching items in accordance with the approved Staffing Standards for Secondary Schools;

b. Construction of school buildings and procurement of equipment and instructional materials for SHS, if necessary;



c. Proper implementation of the curriculum based on their program offering(s); and

d. Implementation of partnership agreements as articulated in the

MOA forged by and among the partner individual/entities.

6. The SDO shall take into account additional classrooms to be built in the various school building programs such as the Public-Private- Partnership and other private donors in determining the need for the construction of classrooms for SHS.

7. The criteria for the implementation of the SHS Program in existing JHSs and ISs, and the documentary requirements as shown hereunder. (Refer to Annexes C-1 and D-1 for the Checklist and Sample Evaluation Sheet, respectively).

CRITERIA REQUIRED DOCUMENTS

1. The school is listed in the Enhanced

Basic Education Information System (EBEIS).

DepED School ID

2. There is a need for the JHS or IS to implement SHS because:

a. no other school in the division

will offer the same Track/Strand within the locality; or

b. there is sufficient number of

learners to warrant the implementation of SHS in the school, there being no other school to accommodate said learners.

However, this limitation may be waived where learners seeking admission, as the case may be, can no longer be accommodated by the existing public SHS due to congestion, as justified by the SDS.

a. Letter-request for the implementation of the SHS Program addressed to the SDS;

b. Certification signed by the SDS stating that no public SHS is offering the same SHS Track within the catchment area;

c. Implementation Plan for the SHS

Program covering five (5) years to include among others, the following: 1. Current and projected enrolment

for five (5) school years by grade level;

2. Proposed budgetary requirements for its PS, MOOE, and CO;

3. Operational Plan regarding the curriculum and the instructional supervision of the proposed SHS; and




4. School Site Development Plan to include proposed school buildings, as needed.

d. Justification signed by the SDS, in case the school will offer the same SHS Track.

3. The school has adequate facilities, equipment and other resources to support the operation of an SHS.

a. Certification signed by the School Head, duly attested by the SDS, on the excess classrooms, tables, chairs and other resources to be used in the implementation of the SHS Program;

b. Inventory of learning resources prepared by the school’s Property Custodian, as validated by the SDO;

c. Updated Personal Services

Itemization and Plantilla of Personnel (PSIPOP) of the concerned school; and

d. Updated Status Report with regard

to the school’s existing crucial resources.

4. The school has available space/site for at least four (4) classrooms, whether with existing classrooms considered as excess, or the classrooms are still for construction. The classrooms built or to be built must be based on the standards as stipulated in DepED Educational Facilities Manual (i.e. 7m x 9m classroom dimension).

Map, preferably drawn to scale, showing the vacant lot where the proposed SHS classrooms/ school building are/will be constructed, duly certified by the City/Municipal Engineer.

5. The proposed SHS must have the following prospective minimum enrolment for the first two years of operation.

a. List of prospective enrollees in SHS per track and strand, indicating their names, Learner Reference Numbers (LRNs), where applicable, ages, addresses, school names and DepED




School

Classification

Minimum Enrolment (2 cohorts)

Minimum No. of

Track(s)

Urban 240 2 Rural 160 1 Remote 80 1*

* preferably GA Strand If the minimum enrolment and/or number of tracks are not satisfied, justification by the SDS on the need to implement SHS Program is necessary.

School ID Numbers where they are currently or previously enrolled; and

b. Justification signed by the SDS, in case the required minimum enrolment and/or number of tracks are not satisfied.

6. The track(s) and strand(s) to be offered must be aligned with the Local Development Plans, industries and learners’ interests and preferences.

Track(s) and strand(s) offered in an SHS are identified and decided upon by the SDS and the Division Planning Officer, in consultation with local stakeholders and based on the direction provided by the RD and the result of their internal and external assessments.

a. List and types of establishments and industries in the community, as attested to by the Department of Trade and Industry (DTI), Department of Labor and Employment (DOLE) or the City/Municipal Planning Officer;

b. Certification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plans, as evident in the list provided by the City/Municipal Mayor, and are decided upon by the RD, SDS, Division Planning Officer and the School Head concerned;

c. Results of internal assessments or surveys done with the prospective enrollees; and

d. List of tracks and strands to be

offered, duly signed by the RD or SDS, Planning Officer and School Head.

7. There are willing and able partners to provide sufficient venues for Immersion for all SHS learners.

a. MOA executed between the SDS and the partner entity; and




b. Immersion deployment plan.

A.2 On Establishment of Stand-Alone SHSs

1. Establishment of stand-alone SHSs shall be considered upon compliance with the criteria set under Part VI.A.2 (9) of these guidelines.

2. Priority needs of DepED for the establishment of stand-alone SHSs based

on current enrolment and inventory data from the EBEIS shall also be considered. Catchment areas for JHS or IS found with a large number of enrollees based on standard classroom-student ratio and other relevant official data (e.g. distance, topography, area, presence of the SHS Voucher Program recipient school) shall be taken into consideration.

3. Cost estimates on the establishment of stand-alone SHSs to be included in the Budget Proposal per Region on a multi-year basis (e.g. over a five-year period) shall be based on the existing DepED ceilings for the construction of school buildings, creation/allocation of teaching and non-teaching items and other crucial resources. For equitable distribution of resources and due to funding constraints, the DepED Central Office shall set a budget ceiling per Region, based on actual needs.

4. Whenever resources permit and depending on the Local Development Plans of the community, the proposed stand-alone SHSs are encouraged to offer two (2) or more tracks (e.g. TVL Track plus another Track from Academic, Arts and Design, or Sports), depending on the recommendation made by the SDS and the approval of the RD; and Provided, that the criteria on the minimum enrolment set under these guidelines are met.

5. Public SHS shall only be established on a school site duly documented as DepED property through a title or evidence of ownership or Deed of Donation or Contract of Usufruct for twenty-five (25) to fifty (50) years or other modes of acquiring ownership. Tax Declaration and Resolution issued by the LGU donating lots to DepED cannot be considered as substitute ownership document. Procurement of school site using DepED funds shall not be allowed, except if there is a fund specifically appropriated by law for this purpose. Absolute and gratuitous donation is encouraged in acquiring school sites.

6. Establishment of a stand-alone SHS inside the campus of an Elementary School with buildable space sufficient for six (6) or more classrooms may be allowed; Provided, that the other criteria set under these guidelines are met. The SHS shall be



separated from the Elementary School by a wall. Both schools shall have separate main gates, furniture and fixtures, learning resources and manpower complement.

7. Clearance shall be secured from the concerned government offices prior to any establishment of a stand-alone SHS. No stand-alone SHS shall be established on identified high-risk or disaster-prone areas (either man-made or natural), in terms of land characteristics, which include good elevation to avoid flooding and soil erosion. The proposed school site must have good natural drainage and ready supply of safe, healthy and potable water supply.

8. Stand-alone SHSs shall be provided with permanent structures and

facilities following DepED standards. Make-shift facilities of questionable structural integrity are NOT acceptable replacements. However, the temporary use of LGU facilities like covered gymnasia, barangay halls and other similar structures as classrooms for specialized subjects in Sports, Arts and Design and Technical-Vocational Tracks may be authorized provided it is included in the MOA to be drawn up by DepED with the LGU.

9. The criteria for the establishment of a stand-alone SHS and the

documentary requirements are shown hereunder. (Refer to Annexes C-2 and D-2 for the Checklist and Sample Evaluation Sheet, respectively).


1. Stand-alone SHS to be established is an

urgent need in the area to be served as indicated in the request or proposal.

Grades 11 to 12 – at least one (1)

public SHS for every city or municipality

a. Letter-request from interested

parties addressed to the SDS (e.g. from PTA or Barangay Council, etc.) or recommendation from the SDS to open a stand-alone SHS;

b. Justification on the need to establish a stand-alone SHS;

c. Track(s)/Strand(s) to be offered as well as their respective numbers of prospective enrollees;

d. School Environment (environmental scanning/ situational analysis);

e. Proposed Site Development Plan;



CRITERIA REQUIRED DOCUMENTS f. Proposed School Improvement

Plan;

g. Proposed Budget/Budgetary Requirements (to cover the proposed SHS’s crucial resources);

h. SHS Implementation Plan; and

i. Division Inspection Report signed by the SDS.

2. The proposed establishment of a stand-alone SHS must be supported by the LGU, provided that if the land is acquired by DepED or a private individual, this criterion is not necessary.

Sangguniang Bayan/Panglungsod Resolution supporting the establishment of a stand-alone SHS, duly approved by the City/Municipal Mayor, indicating therein the Track(s) and Strand(s) to be offered and its proposed name.

3. The proposed stand-alone SHS must have the following prospective minimum enrolment for the first two years of operation.

School

Classification

Minimum Enrolment (2 cohorts)

Minimum No. of

Track(s) Urban 240 2 Rural 160 1 Remote 80 1*

* preferably GA Strand

If the minimum enrolment and/or number of tracks are not satisfied, justification by the SDS on the need to establish stand-alone SHS is necessary.

a. List of prospective enrollees per track and strand, indicating their names, LRNs, where applicable, ages, addresses, school names and DepED School ID Numbers where they are currently or previously enrolled; and

b. Justification signed by the SDS, in case the required minimum enrolment and/or number of tracks are not satisfied.

4. The proposed stand-alone SHS to be established is not within the parameters indicated below from any existing public schools offering SHS Program.

a. Map, preferably drawn to scale, showing the distances of the existing public schools offering the SHS Program within the catchment area of the proposed stand-alone SHS, duly certified by the



CRITERIA REQUIRED DOCUMENTS School

Classification

Distance

Urban

1 km. Radius

Rural 2-km. Radius Remote 3-km. radius

However, this limitation may be waived where existing public SHSs within the 1- or 2- or 3-km. radius, as the case may be, can no longer accommodate learners seeking admission, is geographically inaccessible, or necessary in the best interest of education as justified by the SDS.

City/Municipal Engineer;

b. Certification from the City/ Municipal Engineer, duly attested by the City/Municipal Mayor, that the proposed stand-alone SHS is not within the 1-km radius (for urban areas), 2-km radius (for rural areas), or 3-km radius (for remote areas) from any existing public schools offering the SHS Program; and

c. Justification by the SDS for the

waiver on the 1-, 2- or 3-km. radius requirement.

5. Existence and availability of a school

site as follows:

School Classification

Minimum Area (In Square Meters)

Urban

2,500

Rural 5,000 Remote 2,500

In cases where there is difficulty in meeting the aforementioned criteria with respect to a standard school site, the SDS shall make the necessary justification.

a. Any document such as but not limited to: 1) Deed of Donation; 2) Deed of Sale; 3) Contract of Usufruct for 50 years executed in favor of DepED; 4) Original Certificate of Title (OCT) or Transfer Certificate of Title (TCT) in the name of DepED; 5) Presidential Proclamation; or 6) Special Patent, reflecting the area and boundaries of the school site.

b. Justification from the SDS in case

the required size of school site cannot be met.

6. School site must not be in a high risk area (natural or man-made) in terms of land characteristics, which include good elevation to avoid flooding and soil erosion, good drainage system, and ready supply of safe, healthy and potable water.

Clearance/permit from the provincial Mines and Geosciences Bureau (MGB), Regional Office of the Department of Environment and Natural Resources (DENR), or other relevant authority(ies) stating that the proposed school site is not a high risk area and/or declared as a no-build zone.

7. The track(s) and strand(s) to be offered

must be aligned with the Local a. List and types of establishments

and industries in the community, as



CRITERIA REQUIRED DOCUMENTS Development Plans, industries and learners’ interests and preferences.

Tracks and strands must support DOLE

projections of needed jobs for the coming years.

Track(s) and strand(s) offered in a stand-alone SHS are identified and decided upon by the SDS and the Division Planning Officer, in consultation with local stakeholders and based on the direction provided by the RD and the result of their internal and external assessments.

attested to by the DTI, DOLE or the City/Municipal Planning Officer;

b. Certification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plan, as evident in the list provided by the City/Municipal Mayor, and decided upon by the RD or SDS and Division Planning Officer;

c. Results of internal assessments or surveys done with the prospective enrollees; and

d. List of tracks and strands to be

offered, duly signed by the RD or SDS, Planning Officer and School Head.

8. The proposed stand-alone SHS must have the following number of classrooms for the initial operation of the SHS. Classrooms built/to be built must be in accordance with the existing DepED standards.

Classification

Minimum No. of Classrooms

1. Urban

2 to 6

2. Rural 2 to 6 3. Remote 4

All stand-alone SHS shall adopt the standard 7m x 9m classroom dimension regardless of its class size.

a. Accomplished SHS Site Appraisal Form (refer to Annex F);

b. SHS building plan indicating the

number and technical specifications of the classrooms to be built;

c. SHS building permit issued by the

City/Municipal Engineer;

d. Bureau of Fire Protection Certificate; and

e. In case classrooms are already

constructed, Inspection Report from Division In-Charge of Facilities Section.

9. There are willing and able partners to provide sufficient venues for Immersion for all SHS learners.

a. MOA executed between the SDS and the partner entity; and

b. Immersion deployment plan.



A.3 ON CONVERSION OF AN EXISTING ELEMENTARY AND JHS INTO A

STAND-ALONE SHS

1. An existing Elementary School or JHS may only be converted into a stand-alone SHS when the implementation of SHS Program in existing JHS or IS or the establishment of a stand-alone SHS is not feasible, impractical or does not address the demand for SHS provision; Provided that appropriate steps have been taken to ensure the conditions enumerated below. a. Learners are not denied access to Elementary and JHS education as a

result of the conversion;

b. Prior consultation with both internal and external stakeholders is conducted for the purpose by the SDS and School Head of the concerned Elementary or JHS;

c. Health and safety of any learner is not compromised as a result of the conversion and subsequent transfer of Elementary and/or JHS learners, taking into consideration the distance for travel to and from the new school site; and

d. Affected school personnel shall not be displaced and demoted, and shall be transferred to the nearest school where their services are needed.

2. The criteria and required documents listed in Part VI.A.1 (7) together with

the documents enumerated below must be satisfied by the proponent before such school may be converted into a stand-alone SHS. (Refer to Annexes C-3 and D-3 for the Checklist and Sample Evaluation Sheet, respectively). a. Certification duly signed by the SDS as to the compliance to Part

VI.A.3(1.a-d) conditions; and b. Sangguniang Bayan/Panglungsod Resolution signifying the LGU

support to said conversion, duly approved by the Municipal/City Mayor.

A.4 ON NAMING OF STAND-ALONE SHS AND RENAMING OF JHS AND IS

OFFERING SHS PROGRAM

1. The naming of stand-alone SHSs shall be consistent with the provisions of DepED Order No. 29, s. 2011 entitled “Revised Guidelines on the Naming and Renaming of Schools,” (Annex B); Provided, that they shall bear the words “Senior High School” (e.g. Manila Senior High School).



2. Renaming of existing JHSs and ISs that will implement the SHS

Program is not necessary. However, the school must indicate the level of education after the school name to connote the curricular offerings, examples as illustrated below:

“Don Mariano High School” (Grades 7 to12)

- or –

“Concepcion Integrated School”

(K to 12)

3. Likewise, a JHS that will not implement the SHS Program shall also indicate its level of education after its school name, such as Don Mariano High School (Grades 7 to 10).

4. Renaming of an elementary school or JHS for conversion into a stand-

alone SHS shall also be done following the rules under DepED Order No. 29, s. 2011.

5. The RD shall submit to the Education Management Information System

Division (EMISD), Planning Service, DepED Central Office, a valid and certified list of implementers of SHSs, whether stand-alone SHSs, existing JHSs or ISs, for record and monitoring purposes.

B. PROCEDURAL GUIDELINES

1. The SDS shall be primarily responsible for the implementation of the SHS Program in existing JHSs and ISs, establishment of stand-alone SHSs and the conversion of existing elementary and JHSs into stand-alone SHSs within the schools division, whether initiated by the School/Community/ Stakeholders, SDO, RO, or the Central Office. All requests/applications shall be received and initially evaluated at the Planning and Research Section, SDO, from January to March of the current year.

a. For School and Community-/Stakeholder-initiated SHS – the

proponent/applicant shall submit the proposal together with supporting documents to the SDO. The proponent/applicant shall be accountable for the authenticity of the documents submitted. The School Head/proponent shall:

a.1 Work on the completion of necessary documents for submission to the Planning and Research Section, in accordance with these guidelines;



a.2 Coordinate with the possible partner/sponsor/donor of the school site, in case of the establishment of stand-alone SHS; and

a.3 Submit all other necessary documents for evaluation of the Planning

and Research Section.

b. For RO- or Central Office-initiated SHS – the proponent shall endorse the request and the justification to the SDO. The SDO, through the Planning and Research Section, shall see to the completion of documentary and other requirements and shall comply with the procedure as enumerated under Part VI.B (1.c) of these guidelines. b.1 Schools nominated for the nationwide implementation of SHS starting

SY 2016-2017, whether existing JHS/IS, proposed stand-alone SHS, or ES/JHS/IS proposed for conversion as stand-alone SHS, shall fall under this category. Due to exigencies of SHS implementation timeline, said schools may be exempt from the Procedural Guidelines in Part VI.B herein, provided however, that said schools satisfy the criteria in Part VI.A. Provided further, that the DepED Central Office or pertinent DepED RO reserve the right to review the nomination/selection of all or any of the subject schools.

c. For SDO-initiated SHS - From January to March of every year, the

SDS, through the Planning and Research Section, shall:

c.1 Assess the demand/supply of SHS provision within the schools/city schools division, and perform the following:

c.1.1 Evaluate/assess the division’s SHS provision against the

demand/need; c.1.2 Disseminate result of assessment to concerned schools and

stakeholders and take necessary courses of action, including causing the submission of proposals from stakeholders for the implementation of the SHS Program in their localities;

c.1.3 Evaluate the demand for SHS of communities across the

division and prioritize according to urgency or gravity of need, availablity of resources, and other criteria;

c.1.4 Conduct feasibility study for every proposed SHS; and c.1.5 Prepare budgetary requirements for crucial resources per

school to be included in the Budget Proposal, on a multi-year basis (e.g. over a five-year period).



c.2 Upon preliminary evaluation of proposals, immediately notify proponents to submit lacking documents, if any; and

c.3 Endorse to the DREC, for further evaluation all applications with

complete documents. The composition of the DREC shall be as follows:

Chair : Schools Division Superintendent Co-Chair : Assistant Schools Division Superintendent Members : One (1) SHS Coordinator or Focal Person

One (1) Division Planning Officer One (1) Division Accountant and/or Division

Budget Officer One (1) Chief Education Supervisor or Public

School District Supervisor One (1) In-Charge of Education Facilities

Section One (1) SDO Coordinator for Private Schools

(for SHS Voucher Program) One (1) PTA Federation President

2. The DREC shall:

a. Conduct on-site validation as to whether or not the existing school

buildings/classrooms or plans for classrooms to be constructed are in accordance with the technical specifications stipulated in the latest DepED Educational Facilities Manual, the pertinent provisions of the National Building Code and this DepED Order. A letter of notification shall be provided by the Office of the SDS to the applicants of the action taken on their requests within fifteen (15) days upon receipt of such request;

b. Include in its evaluation the Staffing Complement/Position Requirement

Analysis, for purposes of determining the required number of teaching and non-teaching positions as well as the funding requirements for PS, MOOE and CO, on multi-year basis (e.g. over a five-year period), without prejudice to consideration of such application for the next/succeeding school years; and

c. Submit recommendation, through the SDS, to the Office of the RD,

through the Assistant Regional Director (ARD), on each proposal upon the completion of all requirements. The deadline for submission of recommendation shall be on June 30 of the current year. The DREC, through the SDS, shall disapprove all applications/proposals that fail to comply with the requirements; copy furnished the Planning and Research Section.



3. From July to August 31 of the current year, the documents submitted by the SDS to the Office of the RD/ARD shall then be forwarded to the RIT which shall, in turn: a. Evaluate the supporting documents;

b. Conduct on-site inspection;

c. Interview local stakeholders to validate the need for SHS provision;

d. Review the budgetary requirements for crucial resources to be included in

the Budget Proposal on a multi-year basis; and

e. Submit recommendation to the RD. The RIT, through the ARD, shall disapprove all applications/proposals that fail to comply with the requirements.

4. The RIT created by the RD is composed of the following officials:

Chair : Assistant Regional Director Co-Chairs

: Chief Education Program Supervisor (CEPS), Quality Assurance Division (QAD)

Members : Chief Administrative Officer (CAO), Administrative Division CAO, Budget and Finance Division Two (2) Education Program Supervisors (EPS) from QAD One (1) EPS from Curriculum Implementation Division One (1) In-Charge of Education Facilities Section One (1) Regional Planning Officer

5. The RD shall present the RIT’s recommendation to the National MANCOM in November of the current year. The latter shall then deliberate as to which proposals will be approved and included in the DepED Budget Proposal for the succeeding year.

6. The Secretary, through the Planning Service, shall confirm the JHSs and ISs that will implement the SHS Program, the stand-alone SHSs to be established, and the existing Elementary and JHSs to be converted into SHSs, through the issuance of a DepED Memorandum, copy furnished the DBM. The Planning Service shall issue the DepED School ID to all stand-alone SHSs and existing Elementary or JHSs converted into SHSs confirmed by the Secretary.

7. The RD shall, from December 1 to 31 of the current year, finalize its DepED Budget Proposal incorporating the agreements made during the National MANCOM meeting and submit to the Budget Division, Finance Service; copy furnished the Planning Service, DepED Central Office, for review and consolidation. A Status Report of each school concerned, as validated by



Regional Policy, Planning and Research Division, shall also be submitted to Budget Division and Planning Service annually at the end of every fiscal year.

8. The Budget Division and the Planning Service shall make a summary/priority

list on the establishment of stand-alone SHSs, JHSs and ISs that will implement the SHS Program for the year, with corresponding funding requirements for PS, MOOE and CO, distributed over a five-year period, and present the same to the Secretary for confirmation.

VII. MONITORING AND EVALUATION

1. The SDS shall undertake progress monitoring to ensure continuous compliance with this Order. The SDS shall submit a Division Progress Monitoring Report for the preceding calendar year to the RD for review and consolidation. The RD shall forward the Regional Consolidated Progress Monitoring Report every January of the following year to the Secretary, copy furnished the Policy Research and Development Division (PRD) and EMISD, Planning Service (for EBEIS) and Education Facilities Division (EFD), and the Administrative Service.

2. The SDS, through the Division Planning and Research Section, shall ensure

submission by the School Head of the Government School Profile through the EBEIS, at the beginning and end of the school year, for efficient and effective collection and processing of relevant school-level data needed for planning, allocation of resources and generation of performance indicators.

3. The School Head shall submit the list of learners for the issuance of individual

LRN and completion of the learners’ details through the Learners’ Information System to the Division Planning and Research Section.

4. The PRD and EFD shall conduct thorough evaluation and validation of the

aforementioned status reports, and prepare a separate report on their analysis, findings and recommendations on the matter, to be submitted to the Organizational Effectiveness Division, Bureau of Human Resource and Organizational Development (OED-BHROD), which will then recommend to the Executive Committee whether this Order is to be amended, for systems improvement.

5. A periodic inventory of schools shall be made by the Division Planning and

Research Section and PRD, for purposes of validating the establishment of identified schools in the GAA and EBEIS.



VIII. REPEALING CLAUSE

All provisions of DepED rules, regulations and issuances which are inconsistent with these guidelines or any part hereof are hereby repealed or modified accordingly.

IX. SEPARABILITY CLAUSE

If any provision of this Order is declared invalid, any other provision not affected thereby shall remain in force and in effect.

X. TRANSITORY PROVISIONS

1. Pursuant to Part X(1), Transitory Provisions of DepED Order No. 40, s. 2014, the moratorium on the processing of applications for conversion of a regular high school to science or technical-vocational high school shall be considered lifted upon the issuance of these guidelines; Provided, that they shall implement SHS in STEM strand or TVL Track.

2. Notwithstanding Part VI.A (2) of these guidelines, nothing shall be construed

as making SHS a requirement prior to entry to college for those graduated secondary education from SY 2013 to 2014 and earlier.

XI. EFFECTIVITY

This policy shall take effect within fifteen (15) days after its publication in the Official Gazette or in two newspapers of official circulation. This shall be registered with the Office of the National Administrative Register (ONAR) at the University of the Philippines (UP) Law Center, UP Diliman, Quezon City.

XII. REFERENCES

1. DepED Order No. 11, s. 2015, Policy Guidelines on the Implementation of the

Senior High School (SHS) Voucher Program Under the Government Assistance to Students and Teachers in Private Education (GATSPE) Program

2. DepED Memorandum No. 3, s. 2015, Senior High School Preparations and Deliverables for Quarter 1 of 2015.

3. DepED Order 40, s. 2014, Revised Guidelines on the Establishment, Merging, Conversion, and Naming/Renaming of Public Schools, and Separation of Public School Annexes in Basic Education.

4. Republic Act No. 9155, Governance of Basic Education Act of 2001.



5. Republic Act No. 10533, An Act Enhancing the Philippine Basic Education System by Strengthening Its Curriculum and Increasing the Number of Years for Basic Education, Appropriating Funds Therefor and For Other Purposes.

6. Republic Act No. 7160, Local Government Code of 1991. 7. DepED Order No. 15, s. 2014, FY 2014 Guidelines on the Utilization of

Financial Assistance to Schools Implementing Special Curricular Programs. 8. DepED Order No. 22, s. 2013, Revised Guidelines on the Transfer of Teachers

from One Station to Another. 9. DepED Order No. 67, s. 2012, Guidelines on the Implementation of

Strengthened Technical-Vocational Education Program (STVEP) and Technology and Livelihood Education (TLE) Curriculum.

10. DepED Order No. 65, s. 2012, Creating Technical-Vocational (TechVoc) Unit Under the Bureau of Secondary Education (BSE) and Dissolving the Technical-Vocational Task Force (TVTF) for Secondary Education.

11. DepED Order No. 46, s. 2012, Policy Guidelines on the Implementation of Special Curricular Programs at the Secondary Level.

12. DepED Order No. 29 s. 2011, Revised Guidelines on the Naming and Renaming of Schools.

13. DepED Order No. 57, s. 2011, Policy Guidelines in the Implementation of the Special Science Elementary Schools (SSES) Project.

14. DepED Order No. 60, s. 2011, Implementing Guidelines on the Direct Release of Maintenance and Other Operating Expenses (MOOE) Allocations of Schools to the Respective Implementing Units.

15. DepED Order No. 29, s. 2010, Manual of Operations for the Technical and Vocational Public Secondary Schools.

16. DepED Order No. 77, s. 2010, Guidelines on the Allocation/Deployment of New Teaching, Teaching-Related and Non-Teaching Positions for FY 2010.

17. DepED Order No. 72, s. 2010, Guidelines on the Adoption of the Strengthened Technical Vocational Education Program (STVEP) By Other Public Secondary Schools.

18. DepED Order No. 55, s. 2010, Policies and Guidelines on Strengthening Science and Mathematics Education at the Secondary Level.

19. DepED Order No. 40, s. 2010, Expansion of S & T Oriented (ESEP) High Schools Effective SY 2010 to 2011.

20. DepED Order No. 99, s. 2009, Organization of Headstart Classes for the Gifted and Talented Preschoolers.

21. DepED Order No. 78, s. 2009, Guidelines on the Implementation and Operationalization of the Regional ICT Technical-Vocational High Schools Effective SY 2009-2010.

22. DepED Order No. 73, s. 2009, Prescribing the Minimum Tools and Equipment Standards for Technical-Vocational Public High Schools.

23. DepED Order No. 69, s. 2009, Additional Curriculum Guidelines for the 282 Technical-Vocational Secondary Schools Effective SY 2009-2010.

24. DepED Order No. 55, s. 2009, Guidelines on Offering Foreign Languages Like Spanish, French, and Nihongo (Japanese) as Elective subjects in the Third and Fourth Year Levels of High School.



25. DepED Order No. 48, s. 2007, Decentralizing the Management of the Strengthened Technical-Vocational Education Program (STVEP).

26. DepED Order No. 6, s. 2006, Policies and Guidelines for Special Education at the Secondary Level.

27. DepED Order No. 41, s. 2004, Revised Curriculum of the 110 S & T Oriented (ESEP) High Schools.

28. DepED Order No. 71, s. 2003, Transfer of delegated Authority from the Office of the Secretary to the Regional Offices Regarding Approval of the Establishment, Separation of school annexes, Merging, Conversion and Renaming of Public Elementary and Secondary Schools.

29. DepED Order No. 1, s. 2003, Implementing Rules and Regulations of RA 9155. 30. DECS Memorandum No. 216, s. 2001, Revised Implementing Guidelines of the

Special Sports Program at the Secondary Level. 31. DECS Order No. 11, s. 2000, Recognized Special Education (SPED) Centers in

the Philippines. 32. DECS Order No. 91, s. 1999, Guidelines on the Establishment and Operation of

Integrated Schools. 33. DECS Order No. 37, s. 1998, The Establishment of Pilot Provincial Science and

Technology High Schools. 34. DECS Order No. 26, s. 1997, Institutionalization of SPED Programs in All

Schools. 35. DECS Order No. 84 s. 1996, Guidelines for the Separation of Public Secondary

School Annexes. 36. DECS Order No. 69, s. 1993, Science High School. 37. DECS Order No. 5, s. 1989, Guidelines and Procedures on the Implementation

of Section 7 of Republic Act No. 6655. BR. ARMIN A. LUISTRO FSC Secretary

School/Community

Schools Division Office Regional Office Central Office

Applications/ Proposals (Feb-April)

Validation/ Evaluation (May-July)

Inspection/ Shortlisting

(Aug-Oct)

Approval (Nov-Dec)

Budget Programming

(January of

succeeding year)

School Head/Representative

from the Community submits

the application together with

the documentary requirements

PRS checks the completeness and Division

Review &Evaluation Committee conducts

evaluation/ validation of submitted

documents and endorses thru the SDS

those found in order

Regional Inspectorate Team

conducts validation and prepares

shortlisting, for purposes of

budgetary requirement

Endorses the application together

with the documentary

requirements

Endorses proposal together with

the documentary requirements

Endorses proposal with

accompanying

justification/basis

Regional Director presents the

shortlisting/budgetary requirements

to National MANCOM

National MANCOM endorses the

shortlisting for confirmation of the

Secretary

Secretary confirms the

shortlisting

Regional Director submits the

final list & estimated cost

requirements for review to

Budget Division and Planning

& Programming Division

Budget Division and

Planning & Programming

Division endorse to ExeCom

the budget proposals for

inclusion in the DepEd

budget

Process Flow on the Application for Implementation of SHS Program in Existing Junior High Schools (JHSs) and Integrated Schools (ISs),

Establishment of Stand-Alone Public Senior High Schools (SHS) and Conversion of Existing Public Elementary and JHSs into Stand-Alone SHSs in

Basic Education

Policy & Research Section (PRS)

conducts inventory and

prioritization for the above work

processes

Situational Analysis

(Jan)

PRS coordinates and encourages

the identified School/Community

to submit application &

documentary requirements

Coordination (Jan)

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ANNEX B

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ANNEX C-1

1. DepED School Identification (ID)2.

3.

a. Justification signed by the SDS, in case will offer the same SHS Track

4.a. Current and projected enrolment for five (5) school years, by grade levelb.

c. Operational Plan regarding curriculum and instructional supervision of the proposed SHSd. School Site Development Plan to include proposed school buildings, as needed

5.

6.

7. Updated Personal Services Itemization and Plantilla of Personnel of the concerned school8. Updated Status Report with regard to the school’s existing crucial resources 9.

10.

a.

11.

12.

13.14.

15. MOA executed between the SDS and the partner entity enumerating the respective roles of both parties16. Immersion deployment plan

Notes:a.b.c.

d.

(Signature over Printed Name and Designation)

Received by: __________________________________________ Date: ______________________ (Signature over Printed Name and Designation)

Proposed budgetary requirements for its Personal Services, Maintenance and Other Operating Expenses and Capital Outlay

Kindly submit all the lacking documents on or before ________________________.

REQUIRED DOCUMENTS

Inventory of learning resources prepared by school’s Property Custodian, as validated by the Schools Division Office

List of tracks and strands to be offered, duly signed by the RD or SDS, Planning Officer and School Head

Certification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plans, as evident in the list provided by the City/Municipal Mayor, and are decided upon by the Regional Director, SDS, Division Planning Officer and the School Head concerned

Division of ________, Region ______Department of Education

Documents Submitted by:__________________________________________ Date: ______________________

Certification signed by the SDS stating that no public SHS is offering the same SHS Track within the catchment area

Certification signed by the School Head, duly attested by the SDS on the excess classrooms, tables, chairs and other resources to be used in the implementation of SHS program

List of prospective enrollees in SHS per track and strand, indicating their names, Learner Reference Numbers (LRNs), where applicable, ages, addresses, school names and DepED School ID Numbers where they are currently or previously enrolled

Implementation Plan for SHS program covering five (5) years to include among others:

Justification signed by the SDS, in case the required minimum enrolment and/or number of tracks are not satisfied

Please indicate N/A if not applicable.

List and types of establishments and industries in the community, as attested to by the Department of Trade and Industry, Department of Labor and Employment or the Municipal Planning Officer

Results of internal assessments or surveys done with the prospective enrollees

To facilitate evaluation, please do not include other documents not listed above.

Map, preferably drawn to scale, showing the vacant lot where the proposed SHS classrooms/schoolbuilding are/will be constructed, duly certified by the City/Municipal Engineer

Documents to be submitted must be in two (2) sets, placed in separate folders, arranged following the sequence above and labeled appropriately.

Letter-request for implementation of the SHS program addressed to the Schools Division Superintendent (SDS)

Application for Implementation of Senior High School (SHS) Program in Existing Junior High Schools (JHSs) and Integrated Schools (ISs)

Page 32

1.

a. Justification on the need to establish a stand-alone SHS2. Track(s)/Strand(s) to be offered as well as their respective numbers of prospective enrollees3. School Environment (environmental scanning/ situational analysis)4. Proposed Site Development Plan5. Proposed School Improvement Plan6. Proposed Budget/Budgetary Requirements (to cover the proposed SHS’s crucial resources)7. SHS Implementation Plan8. Division Inspection Report signed by the SDS9.

10.

a.

11.

12.

a.

13.

a. Justification from the SDS in case the required size of school site cannot be met14.

15.

16.

17. Results of internal assessments or surveys done with the prospective enrollees18.

19.

List of tracks and strands to be offered, duly signed by the RD or SDS, Planning Officer and School Head.

Department of EducationDivision of _______________, Region ______

Application for Establishment of a Stand-alone Senior High School (SHS)

Map, preferably drawn to scale, showing the distances of the existing public schools offering SHS program within the catchment area of the proposed stand-alone SHS, duly certified by the City/Municipal EngineerCertification from the City/Municipal Engineer, duly attested by the City/Municipal Mayor, that the proposed stand-alone SHS is not within the 1 km radius (for urban areas), 2-km radius (for rural areas), or 3-km radius (for remote areas) from any existing public schools offering SHS program

Justification signed by the SDS, in case the required minimum enrolmentand/or number of tracks are not satisfied

Clearance/permit from the provincial Mines and Geosciences Bureau (MGB), Regional Office of the Department of Environment and Natural Resources (DENR), or other relevant authority(ies) stating that the proposed school site is not a high risk area and/or declared as a no-build zone

ANNEX C-2

REQUIRED DOCUMENTS

Letter-request from interested parties addressed to the Schools Division Superintendent (SDS) e.g. from PTA or Barangay Council, etc., or recommendation from the SDS to open a stand-alone SHS

Sangguniang Bayan/Panglungsod Resolution supporting the establishment of a stand-alone SHS, duly approved by the City/Municipal Mayor, indicating therein the Track(s) and Strand(s) to be offered and its proposed name

List of prospective enrollees per track and strand, indicating their names, Learner Reference Numbers (LRNs), where applicable, ages, addresses, school names and DepED School Identification Numbers where they are currently or previously enrolled

Any document such as but not limited to: 1) Deed of Donation; 2) Deed of Sale; 3) Contract of Usufruct for 50 years executed in favor of DepED; 4) Original Ceritificate of Title (OCT) or Transfer Certificate Title (TCT) in the name of DepED; 5) Presidential Proclamation; or 6) Special Patent, reflecting the area and boundaries of the school site.

Justification by the SDS for the waiver on the 1-, 2-, or 3- km. radius requirement

Accomplished SHS Site Appraisal Form (refer to Annex E)

List and types of establishments and industries in the community, as attested to by the Department of Trade and Industry (DTI), Department of Labor and Employment (DOLE) or the City/Municipal Planning OfficerCertification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plan, as evident in the list provided by the City/Municipal Mayor, and decided upon by the RD or SDS and Division Planning Officer

Page 33

20.

21.22.23.

24.

25. Immersion deployment plan

Notes:a. Please indicate N/A if not applicable.b. Kindly submit all the lacking documents on or before _____________________c.

d. To facilitate evaluation, please do not include other documents not listed above.


Received by: _________________________________________ Date: ________________ (Signature over Printed Name and Designation)

SHS building plan indicating the number and technical specifications of the classroomsto be built

Documents Submitted by: ________________________________________ Date: ________________

In case classrooms are already constructed, Inspection Report from Division In-Charge of Facilities SectionMOA executed between the SDS and the partner entity enumerating the respective roles of both parties

SHS building permit issued by the City/Municipal EngineerBureau of Fire Protection Certificate

Documents to be submitted must be in two (2) sets, placed in separate folders, arranged following the sequence above and labeled appropriately.

Page 34

ANNEX C-3

1. DepED School Identification (ID)2.

3.

a. Justification signed by the SDS, in case will offer the same SHS Track4.

a. Current and projected enrolment for five (5) school years, by grade levelb.

c. Operational Plan regarding curriculum and instructional supervision of the proposed SHSd. School Site Development Plan to include proposed school buildings, as needed

5.

6.

7. Updated Personal Services Itemization and Plantilla of Personnel of the concerned school8. Updated Status Report with regard to the school’s existing crucial resources 9.

10.

a.

11.

12.

13.14.

15.

16. Immersion deployment plan17.

a.

b.

c.

d.

Proposed budgetary requirements for its Personal Services, Maintenance and other Operating Expenses and Capital Outlay

Learners are not denied access to elementary and JHS education as a result of the conversion

MOA executed between the SDS and the partner entity enumerating the respective rolesof both parties

Inventory of learning resources prepared by school’s Property Custodian, as validated by the Schools Division Office


Certification signed by the School Head, duly attested by the SDS on the excess classrooms, tables, chairs and other resources to be used in the implementation of SHS program

List of prospective enrollees in SHS per track and strand, indicating their names, Learner Reference Numbers (LRNs), where applicable, ages, addresses, school names and DepED School Identification Numbers where they are currently or previously enrolled


Certification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plans, as evident in the list provided by the City/Municipal Mayor, and are decided upon by the Regional DIrector, SDS, Division Planning Officer and the School Head concerned

Map, preferably drawn to scale, showing the vacant lot where the proposed SHS classrooms/schoolbuilding are/will be constructed, duly certified by the Municipal/City Engineer


List and types of establishments and industries in the community, as attested to by the Department of Trade and Industry, Department of Labor and Employment or the City/Municipal Planning Officer

Certification duly signed by the SDS on the compliance to the following conditions:

Prior consultation with both internal and external stakeholders is conducted for the purpose by the SDS and School Head of the concerned elementary or JHS

Health and safety of any learner is not compromised as a result of the conversion and subsequent transfer of elementary and/or JHS learners, taking into consideration the distance to be travelled to and from the new school siteAffected school personnel shall not be displaced and demoted, and shall be transferred to the nearest school where their services are needed

Department of EducationDivision of ________, Region ______

Application for Conversion of Existing Elementary and Junior High School into a Stand-alone Senior High School


Implementation Plan for SHS program covering five (5) years to include among others, the following:

REQUIRED DOCUMENTS

Letter-request for implementation of SHS program addressed to the Schools Division Superintendent (SDS)

Page 35

18.

Notes:a.b.c.

d.


Received by:_____________________________________________ Date: __________________ (Signature over Printed Name and Designation)

Kindly submit all the lacking documents on or before ________________________.Documents to be submitted must be in two (2) sets, placed in separate folders, arranged following the sequence above and labeled appropriately.To facilitate evaluation, please do not include other documents not listed above.

Documents Submitted by:____________________________________________ Date: __________________

Please indicate N/A if not applicable.

Sangguniang Bayan/Panglungsod Resolution signifying the Local Government Unit support to the conversion of school into an SHS, duly approved by the Municipal/City Mayor

Page 36

REMARKSPASSED OR FAILED(Pls. state reason, if Failed)

1. Name of School :DepED School ID No. as presented :

:

2. a. a. Request signed by :Position/Designation :Office/School :Date :

b. b. SHS Track to be Offered :Certification signed by :Position/Designation :Contents of Certification verified as correct YES ______ NO ______

There is a need for the JHS or IS to implement SHS because:

a. no other school in the division will offer the same Track/Strand the school will offer; or

b. there is sufficient number of learners to warrant the implementation of SHS in the school, there being no other school to accomodate

The school is listed in the Enhanced Basic Education Information System (EBEIS)

DepED School Identification (ID)

Department of EducationDIVISION OF ____________, REGION ___

APPLICATION FOR IMPLEMENTATION OF SENIOR HIGH SCHOOL (SHS) PROGRAM IN EXISTING JUNIOR HIGH SCHOOLS (JHSs) AND INTEGRATED SCHOOLS (ISs)

EVALUATION SHEET

CRITERIA REQUIRED DOCUMENTS PER EVALUATION



DepED School ID No. as verified with Planning and Research Unit

ANNEX D-1

Justification on the Need for Implementation of SHS :

c.

c. 1. SHS Implementation Planc.1. No. of Prospective Enrollees :

Year 2 Year 3 Year 4 Year 51112

TOTAL

(in case, SHS will offer the same track)

Current and projected enrolment for five (5) school years, by grade level;

said learners.


Implementation Plan for the SHS Program covering five (5) years to include among others, the following:

CURRENT (SY ___ to ___)Grade Level PROJECTED

Year 1

Application for Implementation of SHS Program in Existing JHSs and ISs to Offer SHS Program - Sample Evaluation Sheet Page 37 [P age]



c.2. c.2. Proposed Budgetary Requirements

Yes No

c.3. c.3 Operational Plan Prepared By :Position/Designation :Office :Date :

c.4. c.4. SSDP Prepared by :Position/Designation :Office :Date :

d d. Justification signed by: :

Proposed budgetary requirements for its Personal Services, Maintenance and other Operating Expenses, and Capital Outlay;

Capital OutlayMOOEPersonal Services

Supported w/ Breakdown?

School Site Development Plan (SSDP) to include proposed school buildings, as needed.

Justification signed by

Total

Operational Plan regarding curriculum and the instructional supervision of the proposed SHS; and

Year 5Year 4Year 3Year 2Year 1Particulars

d. d. Justification signed by: :Position/Designation :Office :Date :

3. a. a. Certification Signed By :Position/Designation :Date :

Supported with Inventory YES _______ NO ________

b. b. Inventory of LRs prepared by :Position/Designation :Date :Validated by : Position/Designation/Office :Date :

Inventory of Learning Resources (LRs) prepared by the School’s Property Custodian, as validated by the Schools Division Office

The school has adequate facilities, equipment and other resources to support the operation of a SHS.

Certification signed by the School Head, duly attested by the SDS on the excess classrooms, tables, chairs and other resources to be used for the implementation of SHS

Justification signed by the SDS, in case will offer the same SHS Track




c. c. Per PSIPOP for FY _________

School Head itemNo. of Teaching ItemsNo. of Support StaffTOTAL

d. d. Updated Status Report Prepared By :Position/Designation :Date :

Resources Needed

Personal Services MOOECapital Outlay

4. Map Cerfified By :Position Designati :Office :Date :

No. of Excess/Available classrooms :

ParticularsUpdated Personal Services Itemization and Plantilla of Position of the concerned school

Total

Particulars Amount

No. of Positions

The school has available space/site for at least four (4) classrooms, whether with existing classrooms considered as excess or the classrooms are still for construction. The classrooms built or to be

Map, preferably drawn to scale, showing the vacant lot where the proposed SHS classroom/ schoolbuilding will be constructed, duly

Updated Status Report with regard to the school's existing crucial resources

Existing classrooms compliant to standards? :Available school site (in sq. m.) :

5. a. Prospective Enrollees : Grade Level

1112

TOTAL

No. of Learners

built must be based on the standards as stipulated in DepED Educational Facilities Manual (i.e. 7m x 9m classroom dimension).

certified by the City/Municipal Engineer

The proposed SHS must have the following prospective minimum enrolment for the first two years of operation.

List of prospective enrollees in SHS per track and strand, indicating their names, Learner Reference Numbers (LRNs), where applicable, ages, addresses, school names and DepED School Identification Numbers where they are currently or previously enrolled

Urban 240 * preferably GAS

Minimum Enrolment(2 cohorts)

Urban 240 2Rural 160 1

Remote 80 1**preferably General Academic Strand


Minimum No. of Tracks




YES NO

b. Justification Signed By :Position/Designation :Date :

6. a. a. With list and types of establishments and industries in the community? YES ________NO ________

Attested By :

Position/Designation/Agency :

Date :

List contains complete information as to the:

PARTICULARS

List and types of establishments and industries in the community, as attested to by the Department of Trade and Industry (DTI), Department of Labor and

The track(s) and strand(s) to be offered must be aligned with the Local Development Plans, industries and learners’ interests and preferences.

Track(s) and strand(s) offered in

1. Names of learners in SHS per track and strand

3. Ages


2. Learner Reference Numbers


4. Addresses and/or school names where currently or were previously enrolled 5. DepEd School Identification Number where the learners are currently or previously enrolled

b. b. Track(s) and strand(s) to be offered are aligned with the Local Development Plans? YES ____ NO ____

Certification Signed By :

Position/Designation :

Date :

Department of Labor and Employment (DOLE) or the Municipal Planning Officer

Track(s) and strand(s) offered in an SHS are identified and decided upon by the SDS and the Division Planning Officer, in consultation with local stakeholders and based on the direction provided by the RD and the result of their internal and external assessments.

Certification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plan, as evident in the list provided by the City/Municipal Mayor, and are decided upon by the Regional Director (RD), SDS, Division Planning Officer and the School Head concerned




c.c. Internal assessments or surveys conducted? YES ________ NO _________

Please state its result:

d. d. With List of Track(s)/Strand(s) to be offered? YES ________ NO ________Signed By :Position/Designation/Agency :Date :

7. a. a. Signatories of Contracting Parties1. For the DepED Signed By : Position/Designation :2. For the Partner Signed By : Position/Designation :Date Notarized :

b. b. Immersion Deployment Plan Signed by :Position/Designation :

Immersion Deployment Plan



There are willing and able partners to provide sufficient venues for Immersion for all SHS learners.

MOA executed between the SDS and the partner entity enumerating the respective roles of both parties

Date :

Track(s)/Strand(s) to be offered :

EVALUATED BY DIVISION REVIEW AND EVALUATION COMMITTEE (DREC): RECOMMENDED BY:

______________________________Schools Division Superintendent

Position/Designation Position/DesignationSignature Over Printed Name

Position/Designation Position/Designation Position/Designation

Signature Over Printed Name Signature Over Printed NamePosition/Designation

Signature Over Printed Name Signature Over Printed Name Signature Over Printed Name




VALIDATED BY REGIONAL INSPECTORATE TEAM (RIT): APPROVED:

_____________________________ Regional DirectorSignature Over Printed Name Signature Over Printed Name Signature Over Printed Name





REMARKS

1. a. a. Requesting Officer :

Designation/Position :

Office/School :

Date of Request :

Proposed Name of School :

Address/Location :

Recommended/endorsed by the SDS? : YES _____ NO _____

Date Recommended :

b. b.

c.

d. d. School Environment (environmental scanning/ situational analysis)

Location/Classification :Urban Area ________ Rural Area _______ Remote ________

Topography/Geographical Condition of the Site :

Mountainous ________ Coastal ________ Plain ________

Catchment Area :

School Environment

(environmental scanning/

situational analysis)

Within _______ km. Radius from the nearest school

Justification on the need to

establish a Stand-Alone SHS

Justification on the need for the establishment of school of a Stand-Alone SHS, if any:

Stand-alone SHS to be

established is an urgent need in

the area to be served as indicated

in the request or proposal.

> Grades 11 to 12 – at least one

(1) public SHS for every city or

municipality

Letter-request from interested

parties addressed to the SDS

e.g. from PTA or Barangay

Council, etc., or

recommendation from the SDS

to open a stand-alone SHS

Track(s)/Strands to be offered

as well a stheir respective

numbers of prospective

enrolles

Department of Education

DIVISION OF ____________, REGION ___

APPLICATION FOR ESTABLISHMENT OF A STAND-ALONE SENIOR HIGH SCHOOL (SHS)

EVALUATION SHEET

CRITERIA REQUIRED DOCUMENTS PER EVALUATION PASSED OR FAILED

(Pls. state reason, if

Failed)

ANNEX D-2

Minimum Enrolment(2 cohorts)Urban 240 2Rural 160 1Remote 80 1**preferably General Academic StrandSchool Classification Minimum No. of Tracks

Minimum Enrolment(2 cohorts)Urban 240 2Rural 160 1Remote 80 1**preferably General Academic Strand

School Classification Minimum No. of Tracks

Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*

*preferably General Academic Strand

School

Classification

Minimum

No. of

Tracks

Strand No. of Prospective

Enrollees

1.

2.

Track

Application for Establishment of a Stand-alone SHS - Sample Evaluation Sheet Page 43 n

REMARKS



Failed)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track

Mode(s) of transportation in going from home to school and vice versa:

Mode

1. Land Transportation

a. Tricycle

b. Jeepney

c. Bus

d. Motorcycle

e. Jabal-jabal

f. Others

2. Banca Ride

3. Animal Ride

4. Hiking

* whether once a day, twice, every hour, etc.

e. e. Proposed School Improvement Plan

Prepared By :


Office :

Date :

f. f.

Yes No

Personal Services

MOOE

Capital Outlay

Total

Budget Proposal to be Allocated in Multi-Year? YES ______ NO __________

If yes, how many years?

Source of Fund for the initial operation of the proposed school : DepED _______ LGU ________

g. SHS Implementation Plan g. SHS Implementation Report

Prepared By :


Office :

Date :

Year 1

Proposed Budget/Budgetary

Requirements (to cover the

proposed SHS' crucial

resources)

Proposed Budget/Budgetary Requirements (must be supported with breakdown)

Particulars Year 2 Year 3 Year 4 Year 5Supported w/ Breakdown?

Proposed School Improvement

Plan

Frequency *Travel Time

(in minutes/hours)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track


REMARKS



Failed)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track

h. Division Inspection Report signed by the SDS

Prepared By :


Office :

Date :

2.Sangguniang Bayan/Panglungsod Resolution No. _________________

Approved By : Date :


Proposed Name of School :

Resolution stipulates the willingness of the LGU to provide financial support to the establishment of the school?

YES ______ NO ______

3. a. No. of Prospective Enrollees :

11

12

TOTAL

YES NO

b. Justification Signed By :


Date :

Reason(s) :

List contains complete information as to the:

PARTICULARS

1. Names of learners

2. Learners' Reference Numbers (LRNs)

Division Inspection Report

signed by the SDS

Sangguniang

Bayan/Panglungsod Resolution

supporting the establishment of

a stand-alone SHS, duly

approved by the Municipal/City

Mayor, indicating therein the

Track(s) and Strand(s) to be

offered and its proposed name

List of prospective enrollees

per track and strand,

indicating their names,

Learner Reference Numbers

(LRNs), where applicable,

ages, addresses, school names

and DepED School

Identification Numbers where

they are currently or

previously enrolled

Grade Level

If the minimum enrolment

and/or number of tracks are not

satisfied, justification by the SDS

on the need to establish stand-

alone SHS is necessary.

3. Ages

4. Addresses and/or school name where currently or were enrolled

5. DepED School ID where they are currently or previously enrolled

h.

Justification signed by the

SDS, in case the required

minimum enrolment and/or

number of tracks are not

satisfied

The proposed stand-alone SHS

must have the following

prospective minimum enrolment

for the first two years of

operation.

The proposed establishment of a

Stand-Alone SHS must be

supported by the LGU, provided

that if the land is acquired by

DepED or a private individual,

this criterion is not necessary.

No. of

EnrolleesMinimum Enrolment(2 cohorts)Urban 240 2Rural 160 1Remote 80 1**preferably General Academic StrandSchool Classification Minimum No. of Tracks



Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track


REMARKS



Failed)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track

4. a. a.

Urban 1 km. Radius

Rural 2-km. Radius

Remote 3-km. radius b. b. Certification Signed by


Office :

Date :

Attested by :


Office :

Date :

c. c. Justification Signed by :


Date :

Reason(s) :

5. a. a. Document Submitted :

In favor or in the name of DepED? : YES ________ NO ________

Minimum Area Address/Location :

(In Square Meters)

:

Urban 2,500

Rural 5,000

Remote 2,500


Justification by the SDS for

the waiver on the 1, 2, or 3

km. radius requirement

Existence and availability of a

school site as follows:

Any document such as but not

limited to: 1) Deed of

Donation; 2) Deed of Sale; 3)

Contract of Usufruct for 50

years executed in favor of

DepED; 4) Original Cetificate

of Title (OCT) or Transfer

Certificate of Title (TCT) in the

name of DepED; 5)

Presidential Proclamation; or

6) Special Patent, reflecting

the area and boundaries of the

school site

e.g. Deed of Donation

Size based on boundaries of

proposed school site (in

square meters)

Certification from the Municipal

City/Engineer, duly attested by

the Municipal Mayor, that the

proposed stand-alone SHS is not

within the 1 km radius (for urban

areas), 2-km radius (for rural

areas), or 3-km radius (for remote

areas) from any existing public

schools offering SHS program

However, this limitation may be

waived where existing public

SHSs within the 1 or 2 or 3 km

radius, as the case may be, can

no longer accommodate learners

seeking admission, is

geographically inaccessible, or

necessary in the best interest of

education as justified by the

SDS.

Please also note if

the nearest school is

outside the

barangay for

elementary level, or

outside the

municipality

1.

2.

3.

- OR -

The proposed stand-alone SHS to

be established is not within the

parameters indicated below from

any existing public schools

offering SHS program.

Map, preferably drawn to

scale, showing the distances of

the existing public schools

offering SHS program within

the catchment area of the

proposed stand-alone SHS,

duly certified by the

Municipal/City Engineer

Map shows the distances of the proposed school from the existing public schools offering SHS? YES ______ NO ______

Name of Nearest School

Distance to the

Proposed School

(in km)

Address

School

Classification Distance




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track


REMARKS



Failed)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track

b. b.


Date :

Reason(s) :

6. a. Clearance/permit from provincial MGB (must be updated)

Signed By :


Date :

b. Certification from RO-DENR (must be updated)

Signed By :


Date :

7. a. a. With list and types of establishments and industries in the community? YES ________NO ________

Attested By :


Date :

b. b. Track(s) and strand(s) to be offered are aligned with the Local Development Plans? YES ________NO ________

Certification Signed By :


Date :

c. c. Internal assessments or surveys conducted ? YES ________NO ______

( Attach report on the result of the survey)

d. d. With list of tracks and strands to be offered? YES ________NO ______

YES ________NO ______

Date :

Certification from the SDS that

the track(s) and strand(s) to be

offered are aligned with the Local

Development Plan, as evident in

the list provided by the

City/Municipal Mayor, and

decided upon by the RD or SDS

and Division Planning Officer

Results of internal

assessments or surveys done

with the prospective enrollees

List of tracks and strands to

be offered, duly signed by the

RD or SDS, Division Planning

Officer and School Head

Duly certified by the RO/SDS, Division Planning

Officer and School Head?

Tracks and Strands offered in

stand-alone SHSs are identified

and decide upon by the SDS and

Division Planning Officer, in

consultation with the local

stakeholders and based on the

direction provided by the RD and

the result of their internal and

external assessments.

School site must not be in a high

risk area (natural or man-made)

in terms of land characteristics,

which include good elevation to

avoid flooding and soil erosion,

good drainage system, and ready

supply of safe, healthy and

potable water

Clearance/permit from the

provincial Mines and

Geosciences Bureau (MGB),

Regional Office of the

Department of Environment

and Natural Resources

(DENR), or other relevant

authority(ies) stating that the

proposed school site is not a

high risk area and/or declared

as a no-build zoneDeclared as safe or not a high risk area? YES ______ NO _______

The track(s) and strand(s) to be

offered must be aligned with the

Local Development Plan,

industries and learners’ interests

and preferences.

List and types of

establishments and industries

in the community, as attested

to by the Department of Trade

and Industry (DTI),

Department of Labor and

Employment (DOLE) or the

Municipal Planning Officer

In cases where there is difficulty

in meeting the aforementioned

criteria with respect to a

standard school site, the SDS

shall make the necessary

justification.

Justification from the SDS in

case the required size of

school site cannot be met

Justification, if any, duly signed by :




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track


REMARKS



Failed)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track

8. a. SHS Site Appraisal Form Prepared/Inspected By :


Office :

Date Prepared :

b. b. SHS Building Plan Prepared By :


Office :

Date Prepared :

1. Urban 2 to 6

2. Rural 2 to 6 No. of Classrooms to be built :

3. Remote 2 With attached technical specifications? YES ______ NO ______

Proposed classrooms built/to be built are compliant with DepED standards? YES ______ NO ______

:

c.c. School Building Permit Issued by :


Office :

Date Issued :

d. d. Bureau of Fire Protection Certificate Issued by :


Office :

Date Issued :

e. e. Inspection Report Issued By :


Office :

Date Issued :

Bureau of Fire Protection

(BFP) Certificate

In case classrooms are already

constructed, Inspection

Report from Division In-

Charge of Facilities Section

All stand-alone SHS shall adopt

the standard 7m x 9m classroom

dimension regardless of its class

size.

SHS building permit issued by

the Municipal/City Engineer

The proposed stand-alone SHS

must have the following number

of classrooms for the initial

operation of the SHS. Classrooms

built/to be built must be in

accordance with the existing

DepED standards.

a. Accomplished SHS Site

Appraisal Form (refer to Annex

E)

SHS building plan indicating

the number and technical

specifications of the

classrooms to be builtClassification

Minimum No. of

Classrooms

If no, pls. state the classroom

dimension/other deviations




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track


REMARKS



Failed)




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track

9

.

a. a. Signatories of Contracting Parties :

1. For the DepED

Signed By :


2. For the Partner

Signed By :


Date Notarized :


Office :

Date Approved :

b. b. Immersion Deployment Plan Signed by :


Date :

Track(s)/Strand(s) to be offered :

EVALUATED BY DIVISION REVIEW AND EVALUATION COMMITTEE (DREC):

VALIDATED BY REGIONAL INSPECTORATE TEAM (RIT):





APPROVED:

Signature Over Printed Name Signature Over Printed Name Signature Over Printed Name Regional Director




RECOMMENDED BY:

Signature Over Printed Name Signature Over Printed Name Signature Over Printed Name Schools Division Superintendent

There are willing and able

partners to provide sufficient

venues for Immersion for all SHS

learners.

MOA executed between the

SDS and the partner entity

enumerating the respective

roles of both parties




Minimum

Enrolment

(2 cohorts)

Urban 240 2

Rural 160 1

Remote 80 1*


School

Classification

Minimum

No. of

Tracks


Enrollees

1.

2.

Track


REMARKS(PASSED OR FAILED/

Pls. state reason, if Failed)

1. Name of School :DepED School ID No. as presented :

:

2. a. a. Request signed by :Position/Designation :Office/School :Date :

b. b. :Certification signed by :Position/Designation :

Contents of Certification verified as correct YES _____ NO _____

Department of EducationDIVISION OF ____________, REGION ___

APPLICATION FOR CONVERSION OF EXISTING ELEMENTARY AND JUNIOR HIGH SCHOOL (JHS) INTO SENIOR HIGH SCHOOL (SHS)

EVALUATION SHEET


DepED School ID No. as verified with Planning and Research Unit


The school is listed in the Enhanced Basic Education Information System (EBEIS).


SHS Track to be Offered

There is a need for the JHS or IS to implement SHS because:

a. no other school in the division will offer the same Track/Strand the school will offer; or

b. there is sufficient number of learners to warrant the implementation of SHS in

DepED School Identification (ID)

ANNEX D-3

Justification on the Need for Implementation of SHS :(in case, SHS will offer the same track)

c.

c. SHS Implementation Planc. 1 c.1 No. of Prospective Enrollees :

Year 2 Year 3 Year 4 Year 51112

TOTAL

Current and projected enrolment for five (5) school years, by grade level;

Grade Level CURRENT (SY ___ to ___)

PROJECTED

Year 1

Implementation Plan for the SHS Program covering five (5) years to include among others, the following:

implementation of SHS in the school, there being no other school to accomodate said learners.


Application for Implementation of SHS Program in Existing JHSs and ISs to Offer SHS Program - Sample Evaluation Sheet Page 50 [Page]


Pls. state reason, if Failed)CRITERIA REQUIRED DOCUMENTS PER EVALUATION

c.2 c.2 Proposed Budgetary Requirements

Yes NoPersonal ServicesMOOECapital OutlayTotal

c.3 c.3 Operational Plan Prepared By :Position/Designation :Office :Date :

c.4 c.4 SSDP Prepared by :Position/Designation :Office :Date :

d. d. Justification Signed by :Position/Designation :Office :Date :

Year 2 Year 3 Year 4 Year 5Supported w/ Breakdown?

Operational Plan regarding curriculum and the instructional supervision of the proposed SHS; and

School Site Development Plan (SSDP) to include proposed school buildings, as needed.

Proposed budgetary requirements for its Personal Services, MOOE, and Capital Outlay;

Particulars Year 1

Justification signed by the SDS, in case will offer the same SHS Track

Rationale for the Conversion of ES/JHS/IS :

e. Certification Signed By :Position/Designation :Date :

1. All the requirements under Item e are complied with? YES _____ NO _____If no, state lacking requirements:

2.

Certification duly signed by the SDS as to compliance of the following conditions:

Learners are not denied access to Elementary and JHS education as a result of the conversion;

Prior consultation with both internal and external stakeholders is conducted for the purpose by the SDS and School Head of the concerned elementary or JHS;




3.

4.

3. a. a. Certification Signed By :Position/Designation :Date :

Certification signed by the School Head, duly attested by the SDS on the excess classrooms, tables, chairs

Affected school personnel shall not be displaced and demoted, and shall be transferred to the nearest school where their services are needed.

Health and safety of any learner is not compromised as a result of the conversion and subsequent transfer of elementary and/or JHS learners, taking into consideration the distance for travel to and from the new school site; and

The school has adequate facilities, equipment and other resources to support the operation of a SHS.

Supported by Inventory? : YES _________ NO __________

b. b. Inventory of LRs prepared by :Position/Designation :Date :Validated by : Position/Designation/Office :Date :

c. c. Per PSIPOP for FY _________

No. of Teaching ItemsNo. of Support Staff

School Head item

TOTAL

Updated Personal Services Itemization and Plantilla of Personnel of the concerned school

, ,and other resources to be used for the implementation of SHS

Inventory of Learning Resources (LRs) prepared by the School’s Property Custodian, as validated by the Schools Division Office

Particulars No. of Positions

p




d. d. Updated Status Report Prepared By :Position/Designation :Date :

Resources Needed

Personal Services MOOECapital Outlay

4. Map Certified By :Position Designation :Office :Date :

YES ________ NO ________No. of excess/available classrooms : :Available school site (in sq. m.) :

5. a. No. of Prospective Enrollees :

Existing classrooms compliant to standards?

List of prospective

Updated Status Report with regard to the school's existing crucial resources

Particulars Amount

Total

The school has available space/site for at least four (4) classrooms, whether with existing classrooms considered as excess or the classrooms are still for construction. The classrooms built or to be built must be based on the standards as stipulated in DepED Educational Facilities Manual (i.e. 7m x 9m classroom dimension).

Map, preferably drawn to scale, showing the vacant lot where the proposed SHS classrooms/schoolbuilding are/will be constructed, duly certified by the City/Municipal Engineer

The proposed SHS must No. of Prospective Enrollees :

Grade Level No. of Learners

1112

TOTAL

YES NO

5. DepEd School Identification Number where the learners are currently or previously enrolled


List contains complete information as to the:PARTICULARS

1. Names of learners in SHS per track and strand

2. Learner Reference Number

3. Ages

4. Addresses and/or school names where currently or were previously enrolled

enrollees in SHS per track and strand, indicating their names, Learner Reference Numbers (LRNs), where applicable, ages, addresses, school names and DepED School Identification Numbers where they are currently or previously enroled

have the following prospective minimum enrolment for the first two

f iMinimum Enrolment(2 cohorts)

Urban 240 2Rural 160 1

Remote 80 1**preferably General Academic Strand


Minimum No. of Tracks




b. Justification Signed By :Position/Designation :Date :

6. a. a. With list and types of establishments and industries in the community? YES _______NO ________Attested By :Position/Designation/Agency :Date :

b. b. Track(s) and strand(s) to be offered are aligned with the Local Development PlaYES _______NO ________Track(s) and strand(s) to be offered :Certification Signed By :Position/Designation :Date :


The track(s) and strand(s) to be offered must be aligned with the Local Development Plans, industries and learners’ interests and preferences.

Track(s) and strand(s) offered in an SHS are identified and decided upon by the SDS and Division Planning Officer, in consultation with local stakeholders and based on the direction provided by the RD and the result of their internal and external assessments.

Certification from the SDS that the track(s) and strand(s) to be offered are aligned with the Local Development Plan, as evident in the list provided by the City/Municipal Mayor, and are decided upon by the Regional Director (RD), SDS, Division Planning Officer and the School Head concerned

List and types of establishments and industries in the community, as attested to by the Department of Trade and Industry (DTI), Department of Labor and Employment (DOLE) or the Municipal Planning Officer

c. c. Internal assessments or surveys conducted ? YES _______NO ________

Please state its result:

d. d. With List of Track(s)/Strand(s) to be offered? YES _______ NO ________

Signed By :


Date :7. a. a. Signatories of Contracting Parties

1. For the DepED Signed By : Position/Designation :2. For the Partner Signed By : Position/Designation :Date Notarized :

There are willing and able partners to provide sufficient venues for Immersion for all SHS learners.


List of tracks and strands to be offered, duly signed by the RD or SDS, Planning Officer and School HeadMOA executed between the SDS and the partner entity enumerating the respective roles of both parties




b. b. Immersion Deployment Plan Signed :Position/Designation :Date :

8. Sangguniang Bayan/Panglungsod Resolution No. _________________Approved By :Position/Designation :Proposed Name of School :Resolution stipulates the willingness of the LGU to provide financial support to the establishment of the school, if any? YES ______ NO ______

EVALUATED BY DIVISION REVIEW AND EVALUATION COMMITTEE (DREC): RECOMMENDED BY:

_________________________________Schools Division SuperintendentSignature Over Printed Name Signature Over Printed Name

Sangguniang Bayan/Panglungsod Resolution signifying the Local Government Unit support to the conversion of school into an SHS, duly approved by the Municipal/City Mayor

The proposed conversion of the school into an SHS must be supported by the LGU


Signature Over Printed NamePosition/Designation Position/Designation Position/Designation

VALIDATED BY REGIONAL INSPECTORATE TEAM (RIT): APPROVED:

________________________________ Regional Director








Page 56

ANNEX E

Page 57

Page 58

Page 59

Page 60

ANNEX F

GLOSSARY OF ACRONYMS AND ABBREVIATIONS

ABM Accountancy, Business and Management

A&E Accreditation and Equivalency

ARD Assistant Regional Director

CAO Chief Administrative Officer

CEPS Chief Education Program Supervisor

CHED Commission on Higher Education

CO Capital Outlay

DBM Department of Budget and Management

DENR Department of Environment and Natural Resources

DepED Department of Education

DILG Department of Interior and Local Government

DND Department of National Defense

DOLE Department of Labor and Employment

DOST Department of Science and Technology

DPWH Department of Public Works and Highways

DREC Division Review and Evaluation Committee

DTI Department of Trade and Industry

EBEIS Enhanced Basic Education Information System

EFD Education Facilities Division

EMISD Education Management Information System Division

EPS Education Program Supervisor

GA General Academic

GASTPE General Assistance to Students and Teachers in Private Education

HE Home Economics

HEI Higher Education Institutions

HUMSS Humanities and Social Sciences

ICT Information and Communications Technology

IRR Implementing Rules and Regulations

ID Identification

IS Integrated Schools

JHS Junior High School

LGU Local Government Unit

LUCs Local Universities and Colleges

LRN Learner Reference Number

MANCOM Management Committee

MGB Mines and Geosciences Bureau

MOA Memorandum of Agreement

MOOE Maintenance and Other Operating Expenses

Page 61

GLOSSARY OF ACRONYMS AND ABBREVIATIONS

NC National Certificate

NCR National Capital Region

NEDA National Economic Development Authority

OCT Original Certificate of Title

OED-BHROD Organizational Effectiveness Division- Bureau of Human

Resource and Organizational Development

PEPT Philippine Educational Placement Test

PRDD Policy Research and Development Division

PS Personal Services

PSIPOP Personal Services Itemization and Plantilla of Personnel

PTA Parent-Teacher Association

QAD Quality Assurance Division

RA Republic Act

RIT Regional Inspectorate Team

RD Regional Director

RO Regional Office

SDO Schools Division Offices

SDS Schools Division Superintendent

SHS Senior High School

STEM Science, Technology, Engineering and Mathematics

SUCs State Universities and Colleges

TCT Transfer Certificate of Title

TESDA Technical Education and Skills Development Authority

TLE Technology and Livelihood Education

TVL Technical-Vocational-Livelihood

TVETIs Technical-Vocational Education and Training Institutions