Preschool and Primary

School Guide

Student-Parent Handbook
SY 2014-2015

Table of Contents
Introduction

History | Vision-Mission | Core Values | School Motto and Seal | Accreditation |

School Leadership | Affiliation IBO | IB Mission Statement | IB Learner Profile

Curriculum

The Written Curriculum | The Taught Curriculum | The Assessed Curriculum

Preschool: Programme and Learning Environment

14

Inside the Preschool Classroom | Learning Centers | Transition Phase

Community, Action, Inspiration and Service Recognition

18

Communication and Collaboration with Parents

19

Guidelines | Newsletter | Home-School Communications Notebook | Parent Bulletin Board

Parent Education | Curriculum Night | Parent Representatives/Class Parents | Parent
Involvement Classroom Visits | Parental Absence | Rights of Noncustodial Parents

Guidelines and Procedures

School Attendance | Absence from School/Leave of Absence | Punctuality | Dismissal |
Exemption from Physical Education | Materials | School Uniform | Personal Appearance
Clothes Hygiene Kit Labeling of Childs Personal Belongings | Lost and Found

21
Extra

Information Technology Guidelines

25

Using the E-mail | Use of Internet and DIS Server/Network Guidelines

Health, Nutrition and Safety

27

Recess and Lunch | Waste Free Meals | When Students Should Stay Home | Procedures for
Absences First Aid | Suspension of Classes | Safety | Accident Incident Reports | Insurance |
Emergency and Fire Evacuation | Survival Kit

Security

30

Campus Security | Assigned Places, Off Limits Areas | Student Identification | Change of
Information

School Facilities

31

Using the Campus | Respect and Care for Property

The Guidance and Support Program

32

Philosophy | The Goal of the Program | The Guidance Department

Maintaining Discipline

34

Responsibilities and Rights | Discipline in the Preschool | Discipline in the Grade School

Student Activities and School Events

40

Student Council | Clubs and Varsity | Field Trips | General Assembly | PYP Assembly
School-Wide Events | Year Level Assembly l Birthday Parties

School Services

42

Media Center | Cafeteria | Health Services | Business Center

Finance

43

Payments | Refunds | Book Rental Policy | Field Trips

Appendix

45

A-Language Policy | B-Assessment Policy | C-Homework Policy | D-Learning Support |

E-Health Guidelines
2

Welcome to Domuschola International School, your childs home away from home school.
The Parent/Student Handbook, which documents our work with students and their families, reflects our
deep respect for the role that parents play in meeting the developmental needs of the students. In it, you
will find factual and philosophical information that will help you better understand how we help your child
learn and develop in school. It also contains a brief digest of everything a student of Domuschola
International School should know about his/her school, including a summary of policies, guidelines,
agreements and procedures adopted and implemented in the school. Enrolment in Domuschola
International School signifies a willingness to cooperate and a firm decision to abide by all the regulations
of the school. To be able to do so, parents and students need to be familiar with the information contained
in this handbook.
This handbook will serve as a basis for knowing fully the schools philosophy, goals objectives, policies and
expected norms of behavior. It will be revised periodically in response to the changing needs of the school
community.

INTRODUCTION
History
Second Mom Child Care preschool opened its doors to 28 preschool children in 2000 offering a childcentered learning environment. With the belief that school is the extension of the home, Second Mom,
continued to provide a nurturing environment to many more preschool children. The school doubled its
population on its second year of operation. Since its fourth year, the school has maintained an average of
100 children receiving Second Mom's holistic and balanced education.
In 2006, the school gave birth to its grade school department, named Domuschola Internationalis (DIS)
Grade School. This was in response to Second Mom parents clamor. With the school's basic tenet that the
education of every child should be a collaboration between the home and the school, Domuschola emerged
to be the name for the grade school.
In order to provide its students the best practices in education, the school sought an international
organization with a similar advocacy in education to help the school achieve its vision. In 2008, DIS applied
to be a member of the prestigious International Baccalaureate Organization (IBO). The IBO is a non-profit
educational foundation based in Geneva Switzerland.
In 2011, DIS became an IB World School and the 2nd PYP school in the Philippines.
authorization, DIS made IB education accessible to many more Filipino children.

With its IB

In 2012, DIS opened its Secondary Department.

Vision-Mission
Domuschola International School aims to develop caring and productive global citizens who are actionoriented, collaborative, and critical thinkers through an international quality education.
Core Values
At Domuschola International School, we believe that each person is unique and a special expression of
Gods love in the world. We celebrate individual differences and view each one as a useful and productive
member of society. We believe education is a means to empower each person to work collaboratively with
others, to think critically to address challenges in creative, insightful ways, and to take purposeful action for
the service of others.

School Motto and Seal

Lux et Sal Tierra (Light and Salt of the earth)
The schools motto signifies the role we desire our graduates to take on as they go out into the real world.
Light signifies illumination whereas salt is used to add flavor and to preserve. Learners of Domuschola are
being trained to fulfill these roles that of, causing their light to illumine and affect the society in which they
live in and to be the very catalyst for positive change and transformation as well as preserve the
uniqueness of our culture and the wealth of our heritage.
Domuschola is a merger of two Latin words, Domus
which is Home and Schola or school or place of
learning. The name is meant to emphasize the close
liaison between home and school, the two worlds of the
growing student. It connotes that the school is the
students extension or second home and teachers are
their second parents. The coined word also illustrates the bridging of the students
home and the school in the continuing development of the student. It also
underscores the critical role of the parents as active partners of the school in the
continuum of learning. The learning in school is not just academic but must have a carry-over application
to the students natural environments, the home and the community.
Pillars - Home
Book - School
Laurel Leaves - Excellence
The Cross - Gods covering
on the collaboration

Accreditation
Domuschola, duly accredited by the Department of Education, received the IB World School authorization
from the International Baccalaureate Organization on February 23, 2011. The IB is a recognized leader in
the field of international education that aims to develop inquiring, knowledgeable and caring young people.
Affiliation
Domuschola is affiliated with the International Baccalaureate World School (Primary Years Program).
International Baccalaureate Organization (IBO)
The school is implementing the IB Primary Years Programme of the IBO, an international organization that
offers high quality programmes of international education to a worldwide community of schools.
IB Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who
help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop
challenging programs of International education and rigorous assessment.
These programs encourage students across the world to become active, compassionate, and lifelong
learners who understand that other people, with their differences, can also be right.
School Leadership
Domuschola International School (DIS) is a non-profit, independent, school governed by a Board of
Trustees. The Board has full control and direction over the affairs of the school, including selection,
appointment and evaluation of personnel, setting of tuition fees, and establishing and revising school policy.
The Directress is the chief administrator of the school and is responsible for its organization, operation,
physical facilities, educational program, and all matters relating to the recruitment, appointment,
assignment, evaluation, and promotion of staff members.
The Principal assists the Directress in the administration of the academic side of the school with special
emphasis on curriculum development, teacher training, and parent and student relations.

IB Learner Profile
In addition, as part of the IB community that strives towards developing an internationally minded person.
The school expects the students to develop and demonstrate the attributes of the IB Learner Profile:
through the interaction with the curriculum and by explicit teaching and modeling:
1. Balanced

They understand the importance of intellectual, physical, and emotional balance

to achieve personal well-being for themselves and others.

2. Caring

They show empathy, compassion, and respect towards the needs and feelings
of others. They have personal commitment to service, and act to make a
positive difference to the lives of others and to the environment.

3. Communicator

They understand and express ideas and information confidently and creatively in
more than one language and in a variety of modes of communication. They
work effectively and in collaboration with others

4. Inquirer

They develop their natural curiosity. They acquire the skills necessary to
conduct inquiry and research and show independence in learning. They actively
enjoy learning and this love of learning can be sustained throughout their lives.

5. Knowledgeable

They explore concepts, ideas, and issues that have local and global significance.
In so doing, they acquire in-depth knowledge and develop understanding across
a broad and balanced range of disciplines.
They understand and appreciate their own cultures and personal histories, and
are open to the perspectives, values, and traditions of other individuals and
communities. They are accustomed to seeking and evaluating a range of points
of view, and are willing to grow from the experience.

6. Open-minded

7. Principled
8. Reflective

They act with integrity and honesty, with a strong sense of fairness, justice, and
respect for the dignity of the individual, groups, and communities. They take
responsibility for their own actions and the consequences that accompany them.
They give thoughtful consideration to their own learning and experience. They
are able to assess and understand their strengths and limitations in order to
support their learning and personal development.

9. Risk-taker

They approach unfamiliar situations and uncertainty with courage and

forethought, and have the independence of spirit to explore new roles, ideas,
and strategies. They are brave and articulate in defending their beliefs.

10. Thinker

They exercise initiative in applying thinking skills critically and creatively to

recognize and approach complex problems, and make reasoned, ethical
decisions.

CURRICULUM
The schools curriculum1 is based on the Philippine Government Standard Competencies in conjunction
with the International Baccalaureate Primary Years Program (PYP). The international curriculum framework
was designed for all children between the ages of 3 and 12 years and is part of a continuing program that
culminates in the IB Diploma at the age of 19. This qualification is welcomed and recognized by universities
worldwide.
The Primary Years Program focuses upon the total growth of the developing child affecting hearts as well
as minds and addressing social, physical, emotional and cultural needs in addition to academic welfare
which balances understanding, the acquisition of essential knowledge and skills, the development of
positive attitudes and the opportunity for positive action.
The PYP combines the best research and practice from schools around the world offering a comprehensive
inquiry-based approach to teaching and learning.
At the heart of the programme's philosophy is a commitment to structured, purposeful program of inquiry as
the leading vehicle for learning. This program is a comprehensive approach to teaching and learning (the
content is that of the natural, physical and social sciences).
The curriculum is composed of three main aspects which are
represented below.
The Written Curriculum
The Taught Curriculum
The Assessed Curriculum

The Written Curriculum

What do we want to learn?
The written curriculum is the framework of whats worth knowing. It is
the venue for the expression of issues, concepts, and ideas.
The Five Essential Elements
The five essential elements: Knowledge, Concepts, Skills, Attitudes, Actionare incorporated into this
framework, so that students are given the opportunity to:
gain knowledge that is relevant and of global significance
develop an understanding of concepts, which allows them to make connections throughout their
learning
acquire transdisciplinary and disciplinary skills
develop attitudes that will lead to international-mindedness
take action as a consequence of their learning.
Knowledge: What do we want students to know about?
The six Transdisciplinary Themes are significant, relevant subject matters the students explore and know
about. They are of global significance. They provide the framework for exploration and study that both
transcend and articulate conventional subject boundaries.

Six Transdisciplinary Themes

Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual
health; human relationships including families, friends, communities, and cultures; rights and
responsibilities; what it means to be human.
Where We Are In Time And Space
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries,
explorations and migrations of humankind; the relationships between and the interconnectedness of
individuals and civilizations, from local and global perspectives.
6

How We Express Ourselves

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and
values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
How The World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and
biological) and human societies; how humans use their understanding of scientific principles; the impact of
scientific and technological advances on society and on the environment.
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and
function of organizations; societal decision-making; economic activities and their impact on humankind
and the environment.
Sharing The Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and
with other living things; communities and the relationships within and between them; access to equal
opportunities; peace and conflict resolution.

Concepts: What do we want students to understand?

The PYP believes that purposeful, structured inquiry is a powerful vehicle for learning that promotes
meaning and understanding, and challenges students to engage with significant ideas, hence the conceptdriven curriculum is used to support the inquiry. A concept-driven curriculum is described as learning
through the use of big ideas, concepts which are abstract, timeless and universal. Eight concepts are used
in the design of the curriculum:
Key
Concepts
Form
Function
Causation
Change
Connection
Perspective

Responsibility
Reflection

Definition
The understanding that everything has a form
with recognizable features that can be observed,
identified, described and categorized.
The understanding that everything has a
purpose, a role or a way of behaving that can be
investigated.
The understanding that things do not just
happen, that there are casual relationships at
work, and that actions have consequences.
The understanding that change is the process of
movement from one state to another. It is
universal and inevitable.
The understanding that we live in a world of
interacting systems in which the actions of any
individual element affect others.
The understanding that knowledge is moderated
by perspectives; different perspectives lead to
different interpretations, understandings and
findings; perspectives may be individual, group,
cultural or disciplinary.
The understanding that people make choices
based on their understandings, and the actions
they take as a result do make a difference.
The understanding that there are different ways
of knowing, and that it is important to reflect on
our conclusions, to consider our methods of
reasoning, and the quality and the reliability of
the evidence we have considered.

Key Question
What is it like?
How does it work?
Why is it like it is?
How is it changing?
How is it connected to other things?
What are the points of view?

What is our responsibility?

How do we know?

Transdiciplinary Skills: What do we want the students to be able to do?

In order to conduct purposeful inquiry and in order to be well prepared for lifelong learning, students needs
to master a whole range of skills beyond those referred to as basic. These include skills relevant to all the
subject areas and also transcending them. These are needed to support fully the complexities of the lives
of the students.
Social

Thinking
Selfmanagement

Communication

Research

accepting
responsibility
respecting others
cooperating
knowledge
comprehension
application
gross motor
fine motor
spatial awareness
organization

resolving conflict
group decision making
adopting a variety of group
roles
analysis
synthesis
evaluation
time management
safety
healthy lifestyle
codes of behavior
informed choices

listening
speaking
reading
writing
formulating questions
observing
planning
collecting data

viewing
presenting
non-verbal
communication
skills
recording data
organizing data
interpreting data
presenting research findings

Attitudes: What do we want students to feel, value and demonstrate?

Attitudes play an equal importance in developing an internationally minded person. Thus, the PYP is
committed to a values-laden curriculum that encourages students to demonstrate the following:
appreciation
commitment
confidence
cooperation

creativity
curiosity
empathy
enthusiasm

independence
integrity
respect
tolerance

Action: How do we want students to act?

The PYP believes that education must extend beyond the intellectual to include not only socially
responsible attitudes but also thoughtful and appropriate action. The ultimate goal of a successful inquiry is
responsible action initiated by the student, as a result of the learning process. The action will extend the
students learning or might have a wider social impact, a commitment to community and service. The
actions that the students choose to take as a result of the learning may be considered the most significant
assessment of the efficacy of the program.
Internationalism
Internationalism is a founding principle that pervades the curriculum. It is a thoughtful, critical perspective
that is embedded within everything we do in the school. Among other things it includes communication,
political awareness, shared humanity, global issues, global awareness, celebrating diversity, understanding
culture, and a reflection on the nature of knowledge, its construction and validity.

Subject Areas
Language (English, Filipino)
Language provides a vehicle for inquiry. In an inquiry-based classroom, teachers and students enjoy using
language, appreciating it both functionally and aesthetically. The love and enjoyment of language through
the integration of literature into student inquiry is an indicator of good practice in a PYP classroom.
The programme of inquiry provides an authentic context for learners to develop and use language.
Wherever possible, language is taught through the relevant, authentic context of the units of inquiry. The
teacher provides language learning opportunities that support learners inquiries and the sharing of their
learning.
Learners needs are best served when they have opportunities to engage in learning within meaningful
contexts, rather than being presented with the learning of language as an incremental series of skills to be
acquired. Fragmenting learning into the acquisition of isolated skill sets can create difficulties for learners
for example, learners may be able to read, write and spell words correctly in isolation but may not be able
to read, write or spell those same words in other contexts.
It is acknowledged that development of mother-tongue language is crucial for cognitive development, and
in maintaining cultural identity. Success in mother-tongue development is a strong predictor of long-term
academic achievement, including acquisition of other languages. Filipino is taught as a single subject.
In PYP schools all students have the opportunity to learn more than one language from at least the age
of 7. Every learner benefits from having access to different languages, and, through that access, to different
cultures and perspectives. Acquisition of more than one language enriches personal development and
helps facilitate international-mindedness.
Mathematics
The power of mathematics for describing and analyzing the world around us is such that it has become a
highly effective tool for solving problems. In the IB Primary Years Programme (PYP), mathematics is also
viewed as a vehicle to support inquiry, providing a global language through which we make sense of the
world around us. It is intended that students become competent users of the language of mathematics, and
can begin to use it as a way of thinking, as opposed to seeing it as a series of facts and equations to be
memorized.
It is important that learners acquire mathematical understanding by constructing their own meaning through
ever-increasing levels of abstraction, starting with exploring their own personal experiences,
understandings and knowledge. Additionally, it is fundamental to the philosophy of the PYP that, since it is
to be used in real-life situations, mathematics needs to be taught in relevant, realistic contexts, rather than
by attempting to impart a fixed body of knowledge directly to students.
Social Studies
In the Primary Years Program, Social Studies learning guides students towards a deeper understanding of
themselves and others, and of their place in an increasingly global society. It provides opportunities for
students to look at and think about human behaviour and activity realistically, objectively, and with
sensitivity. It is recognized that teaching and learning social studies as a subject, while necessary, is not
sufficient. Of equal importance is the need to learn social studies in context, exploring content relevant to
students, and transcending the boundaries of the traditional subject area.
The transdisciplinary themes provide the framework for a highly defined, focused, in-depth programme of
inquiry, and as social studies is relevant to all the transdisciplinary themes, all planned social studies
learning take place within this framework. In return, the social studies knowledge and the application of that
knowledge will enhance inquiries into the central ideas defined by the transdisciplinary themes.

Science
Science is viewed as the exploration of the biological, chemical and physical aspects of the natural world,
and the relationships between them. Science in the PYP encourages curiosity and ingenuity and enables
the student to develop an understanding of the world. Reflection on scientific knowledge also helps
students to develop a sense of responsibility regarding the impact of their actions on themselves, others
and their world.
It is recognized that teaching and learning science as a subject, while necessary, is not sufficient. Of equal
importance is the need to learn science in context, exploring content relevant to students, and transcending
the boundaries of the traditional subject area. The transdisciplinary themes provide the framework for a
highly defined, focused, in-depth programme of inquiry, and as science is relevant to all the
transdisciplinary themes, all planned science learning should take place within this framework.
Physical Education
Physical education in a PYP school is more than just student participation in sports and games. Its purpose
is to develop a combination of transferable skills promoting physical, intellectual, emotional and social
development; to encourage present and future choices that contribute to long-term healthy living; and to
understand the cultural significance of physical activities for individuals and communities. Therefore, in the
PYP, there are specific opportunities for learning about movement and through movement in a range of
contexts.
Art
Arts are integral to the IB Primary Years Program (PYP). They are a powerful mode of communication
through which students explore and construct a sense of self and develop an understanding of the world
around them. Arts provide students with a wide range of opportunities and means to respond to their
experiences and engage with historical, social and cultural perspectives. The students are stimulated to
think and to articulate their thoughts in new ways, and through a variety of media and technologies. The
PYP recognizes that not all learning can be supported solely through language, and that arts as a medium
of inquiry also provide opportunities for learning, communication and expression. Learning about and
through arts is fundamental to the development of the whole child, promoting creativity, critical thinking,
problem-solving skills and social interactions. Arts are identified as dance, drama, music and visual arts.
Information and Communication Technology
In the PYP, the ever-increasing impact of information and communication technologies (ICT) on teaching
and learning is recognized. ICT provides opportunities for the enhancement of learning, and may
significantly support students in their inquiries, and in developing their conceptual understanding. It is best
considered as a tool for learning, albeit with its own set of skills, as opposed to an additional subject area.
ICT skills are developed and learned in order to support the needs of individual learners in their inquiries.
ICT can be used to document the learning, making it available to all parties. It can also provide
opportunities for rapid feedback and reflection; to enhance authentic learning and to access a broad range
of sources of information. It provides students with a range of tools to store, organize and present their
learning. ICT can be used as a tool for communication with a wide-ranging audience.

The Taught Curriculum

How best will we learn?
The taught curriculum is composed of the theory and application of good classroom practice. It gives
emphasis on methodology, ways of examining and improving classroom practices and the provision of inservice support for teachers and staff.

10

The Assessed Curriculum

How will we know what we have learned?
The assessed curriculum is concerned with the assessment of the actual learning that takes place for each
student. It involves the development of a range of authentic and targeted assessment strategies which
focuses on student learning. According to Jon Mueller, authentic assessment is a type of assessment that
presents students with real challenges and issues which will require them to apply their relevant skills and
knowledge (See Appendix B for details on the Assessment Policy).

Assessment Strategies and Tools

Strategy
Observations
All students are observed regularly, with the
teachers taking notes on an individual student, a
group, and the whole class.
Performance Assessments
These are goal-directed tasks with established
criteria that provide authentic and significant
challenges and problems. These are usually
multimodal and require the use of many skills.

Process-focused assessments
Students are observed regularly. Observations are
recorded by noting the typical as well as the nontypical behaviors, collecting multiple observations to
enhance reliability, and synthesizing evidence from
different contexts to increase validity.
Selected responses
These are described as single occasion, onedimensional exercises.
Open-ended tasks
Students are presented with a stimulus and asked
to communicate an original response. The work,
with the assessment criteria attached, could be
included in the portfolio.

Tools
Photographs
Anecdotal Records
These are brief, written notes based on
observations of students.
Audio and Video Recording
Narrative records
Exemplars (students sample work)
Portfolio
A record of students involvement in learning
designed to demonstrate success, growth, high
order thinking, creativity, assessment
strategies and reflection. It provides a picture
of progress and development over a period of
time both as individual and group learners.
Checklists
Inventories
Narrative records
Continuums
These show progression of achievement or
identity where a student is in a process.
Teacher-made worksheets
Tests and Quizzes
Students written responses
Drawing, diagrams, solution
Rubrics
An established set of criteria for rating students.
Rubrics can be developed by students and
teachers

11

Evaluation System for Grades 1 - 5

The performance of a student is indicated by the rating he/she receives in each area of learning
competence. This rating is a summative evaluation of his achievement during each term. The rating system
is as follows:
Rating

Description

5
Advanced

The student at this level exceeds the core requirements in terms of knowledge, skills and
understanding, and can transfer them automatically and flexibly through authentic
performance tasks.

The student at this level has developed the fundamental knowledge, skills and core
understanding and can transfer them independently through authentic performance tasks.

Proficient

3
Approaching
Proficiency

2
Developing

1
Beginning

The student at this level has developed the fundamental knowledge, skills and core
understanding and with little guidance from the teacher and/or with some assistance from
peers, can transfer these understanding through authentic performance tasks.
The student at this level possesses the minimum knowledge, skills and core
understanding, but needs help throughout the performance of authentic tasks.
The student at this level struggles with his/her understanding; prerequisite and
fundamental knowledge and/or skills have not been acquired or developed adequately to
aid understanding.

Evaluation System for Toddlers Kinder

Advanced

The student at this level exceeds the core requirements in terms of

knowledge/skills/understanding, and can transfer them automatically and flexibly through
authentic performance tasks.

The student at this level has developed the fundamental knowledge/skills/core

understanding and can transfer them independently through authentic performance tasks.

Proficient

AP
Approaching
Proficiency

D
Developing

B
Beginning

The student at this level has developed the fundamental knowledge/skills/core

understanding and with little guidance from the teacher and/or with some assistance from
peers, can transfer these understanding through authentic performance tasks.
The student at this level possesses the minimum knowledge/skills/core understanding, but
need help throughout the performance of authentic tasks.
The student at this level struggles with his/her understanding; prerequisite and
fundamental knowledge and/or skills have not been acquired or developed adequately to
aid understanding.

Not yet taught or introduced.

Assessment Reporting to Parents

Students progress and performance are reported to parents during scheduled conferences. Progress
report cards are given during these times.

The Progress Report

The Progress Report is a summative record of a students progress and development that indicates areas
of strengths and improvement.

12

Types of Reporting

Parent-Teacher Conference (PTC)

These are designed to give the parents information about the students progress, development and
needs, and about the schools program. This is an opportunity for teachers to gather background
information, to answer the parents questions, to address their concerns, and to help define their role in
the learning process.

Three-way Conference
This involves the student, parents and teacher. Students discuss their learning and understanding with
their parents and teacher, who are responsible for supporting the student through the process. Students
are responsible for reflecting upon work samples they have chosen to share. The student, parents and
the teacher collaborate to establish and identify the students strengths and areas for improvement. This
may lead to the setting of new goals, with all determining how they can support the achievement of the
goals.

Student- led Conference

This involves the student and the parent. The students are responsible for leading the conference, and
also take responsibility for their learning by sharing the process with their parents. The conference will
involve the students discussing and reflecting upon samples of work that they have previously chosen
to share with their parents. The student identifies strengths and areas for improvement. It enables
parents to gain a clear insight into the kind of work their child is doing and offers an opportunity for them
to discuss it with their child.

Schedule : After end of each term

The PYP exhibition

In the final year of the PYP, students participate in a culminating project, the PYP exhibition. This requires
that each student demonstrates engagement with the five essential elements of the programme:
knowledge, concepts, skills, attitudes and action. It is a transdisciplinary inquiry conducted in the spirit of
personal and shared responsibility, as well as a summative assessment activity that is a celebration as
students move from the PYP into the middle years of schooling.
The exhibition represents a significant event in the life of a PYP school and student, synthesizing the
essential elements of the PYP, and sharing them with the whole school community. It is an opportunity for
students to exhibit the attributes of the learner profile that have been developing throughout their
engagement with the PYP.
In the students final year of the PYP, which occurs in some schools at 1011 years old and in others at
1112 years old, there are five units of inquiry and the exhibition. The exhibition unit takes place under any
transdisciplinary theme at the discretion of the school. Students are required to engage in a collaborative,
transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to
real-life issues or problems. The central idea selected must be of sufficient scope and significance to
warrant a detailed investigation by all students.

13

PRESCHOOL: PROGRAMME AND LEARNING ENVIRONMENT

Inside the Preschool Classroom
Physical Environment
The physical environment is set up to look as much like the home as possible. Furniture that is comfortable
for adults as well as for children, make the room look and feel more like a home than a school. There are
learning centers that contain a wide variety of materials that can be used in different ways. Children can
explore the materials, solve problems, develop skills, increase knowledge or be creative in ways that help
them to solidify their abilities at one level and be ready to move on to the next. All activities are
developmentally appropriate for the age level of the children using them and take into account the different
rates at which children develop and mature.
Group Size
Second Mom assumes that young children need individual attention and should have personal warm
relationships with adults. Although there are 8 to 20 children in the classroom, depending on the age, the
School also creates a homelike atmosphere by dividing the large groups. It is not unusual to see one
teacher with one or two children at a given time. Large-group activities naturally occur around singing, meal
times and group discussions. The children gravitate together for these activities, thus gaining experience
being with more children.
Daily Routines
Daily routines are an important part of the curriculum. Praying, preparing snacks, clean-up, errands,
toileting, and dressing are integral parts of the program and are geared towards each childs individual
developmental needs. Young children are busy and need experiences putting their environment into an
understandable order. Daily routines assist in this developmental task because they happen daily and are
predictable. Routine activities (praying, dressing, toileting, transitions from one activity to another) are as
important as planned projects in the classroom.
Developing Communication Skills
The way the teachers speak with children and other adults is another important aspect of the Schools
curriculum. Second Mom uses language to convey thoughts, to make observations, and to express ones
feelings. Language is a powerful tool that can be easily misused or misunderstood. Because the school is
working with young children who are just beginning to use language, Second Mom is careful to model for
them the appropriate use of words and communication skills.
Teachers
Teachers will allow children to engage in activities at their own level of development at a particular time.
When children demonstrate readiness, teachers will encourage them to move to a higher level of
functioning by gently questioning, suggesting, or providing additional materials. Teachers will also foster
childrens own interests by providing the kinds of materials or experiences that will increase the knowledge
or feelings of competence and self-esteem. In this way, every child is able to develop fully according to his
own interests and capabilities.
Brain Development Center
The Brain development Center is a commonly shared area where a variety of skills are developed.
Drama
It is a type of spontaneous play where children assume the roles of different characters, both animate and
inanimate. Young children love to dress up and pretend. This is an important part of their learning, as their
involvement in such play helps them recall and learn from past experiences as well as expand their
understanding of the world around them. It reveals childrens attitudes and perception of people and things
in the environment. A variety of outfits and props are provided to meet the class individual interests.
Teachers help enhance and motivate the play by asking questions that lead to divergent thinking.
14

Learning Centers
Blocks
Blocks are core materials in the Second Mom classroom. Like artwork, block building with young children
emphasizes on the process, not the product. Children cannot use materials for representational purposes
(building a house) until they have explored the various physical properties of the materials. Younger
children may need to mouth and bang blocks. As they grow and their understanding of what they cannot do
with blocks mature, children will use blocks in ways that seem more appropriate to adults.
Sensory Experiences
Sensory materials are often a favorite of young children. Sand, water, play dough, shaving cream, and
cooking projects all help children understand their environment through touch, smell, and taste. These
activities also provide opportunities for language development, understanding special relationships, smallgroup activities, and fine motor development. These activities can soothe an angry child and comfort one
who is upset. There is no right or wrong way to use these open-ended materials; thus they offer children a
sense of success.
Music, Movement, and Gross Motor Activities
All children need opportunities to move and use their bodies. Very young children do so constantly as they
experiment with what their bodies can do and where their bodies will fit. Just as they use manipulative
toys, they like to put their bodies in, on, over, through, behind, and around things. Children capable of such
activities should be encouraged to be part of the group. Movements provide pathway for children to learn
about themselves and their world.
The inclusion of music in early childhood education is not simply a frill or convenient time-filler but studies
have shown that music heightens competencies in motor and communication skills even at an early age.
Music can be primary medium through which crucial aspects of leaning and development are stimulated &
experienced.
Art
Aside from developing the small muscles, which prepares them to write, art allows children to discover,
solve problems and think independently. Its a way of communicating non-verbally with others. Cause and
effect, light and dark, shadows and angles provide a connection to math.
Art activities are geared to individual childrens needs and skills. Children need various surfaces and
implements in which to experiment with spreading and smearing. Their experimentation should lead to an
increased understanding of the medium. Process is emphasized over product.
Older children are encouraged to use their own resources and not depend only on teacher-made materials
or materials that dictate the finished product. For instance, we seldom cut out shapes for the children, but
encourage them to tear or cut for themselves.
The School offers children a choice and control over the activity that is appropriate for their skill level. They
decide whether they are inclined to do an activity or not, how it is done, what materials they want to use
and when to consider a project completed. We do not insist but rather, encourage that every child do an art
project. Teachers make art materials available as much as possible so that the children can work
independently. Choosing and being in control of the activity enhances their self-esteem and their creativity.
Children are encouraged and motivated by our interest in the work they are doing, not in the finished
product. We comment on their use of materials and the process. We avoid comparing childrens work for
each one is valued by its own merit.
Out of School Trips
Trips around the neighborhood and to local parks and playgrounds occur frequently, weather permitting.
The destination is not always the emphasis of the trip. The actual journey can offer an abundance of
interesting and exciting experiences for young children. Similar to the trips children take with their parents,
the class still goes to places familiar to them: the bank, supermarket, clinics, and places where they can
meet people, like their community helpers which are included in the topic of inquiry and experience or see
things through other peoples perspectives.
15

Trips encourage language development and enhance sensory motor development as children look, feel,
smell, touch, and taste the environment. Outings also provide children with a chance to form perceptions of
how the world operates and their relationship to it. Trips need not have any other goal than to go outside
and discover the world.

Transition Phase
Home Visit
Home visit is a transition for young children entering school. Feelings of unhappiness, abandonment and
anger pervade in a young childs experience as he/she begins going to school (especially for the first time
or at a different school). Young children entering the new and unfamiliar environment of the school, bring
with them expectations about adults. Because of the novelty of the experience, children need time to
acknowledge, understand and accept the differences between the home and school. A visit is also done to
see how the child is like at home. The school will exhaust all possible efforts to know much about the child.
Parent Interview
Second Mom aims to mold children who will serve others, their country and positively contribute to the
global community. The School believes that this can be achieved through a close collaboration of the
school and the home as the formation of the children is primarily the responsibility of the parents.
The parent interview will introduce the parents to the mission and culture of the school and acquaint them
with the formation of the children according to the school philosophy. It will also establish the sharing of
formation work with the parents. Parents are vital sources of information their children.
Engaging the parents in the transition process creates a positive relationship between the parent and the
teacher (including the child). It is through the acquisition of information about the child and the family
(concerns, development of child, eating and sleeping patterns, childs personality and disposition, etc.) that
the teacher can most effectively address the familys and childs needs upon which the transition process
can proceed more smoothly.
During Separation and Phase-In
The first two weeks of the school year, students from the Toddlers and Nursery Classes will come in
separate batches. This is done only when the class is full. First half of the class will come every MWF for
the first week and TTH for the second week and vice versa for the second half of the class.
Helping the children to separate from (say goodbye to) their parents is a key component of the Schools
program. This is often the familys first experience with separation and Second Mom is very sensitive to
their individual needs and feelings. In order to ease the process, parents and teachers work together to
create a bridge between home and the school. The School has discovered that when a parent feels
comfortable in the school so will the child. The building of a strong relationship between parents and
teachers is the foundation to the childs positive experiences.
For this reason, the School asks the parents whose children would encounter some problems with
separation to stay with their child at school during the first few days of the childs entrance. The amount of
time will depend on the childs own developmental stage, previous experiences with separations, and the
familys needs.
During the phase-in period, parents of children with separation issues may be asked to leave or be out of
their childs sight at short intervals, gradually extending the time the child is at school without them. All
parents should say goodbye to their children and tell them when they will return. (It is important to note that
parents should not speak out in the hope that the child wont notice.) A child who is unable to master
separation will have a difficult time participating in all other aspects of our program.

16

Caregivers (yaya) for Toddlers and Nursery students only

The School is aware that a child may need the presence of his/her caregiver in school during the first few
weeks of the school year. However, at a certain time, his/her presence will no longer be required and it
would be best for everyone concerned if the caregiver (yaya) stays at home. If this is not possible, parents
will have to secure schools approval in allowing the caregivers to stay in school.
The caregivers will be asked to stay at a specified area. At the waiting area, there are things that the
caregivers may not do to ensure the cleanliness and orderliness of the campus:
a. Eat rice or any food that requires eating implements
b. Eat junk food
c. Smoke
d. Other activities that are unsightly and inappropriate
e. Loiter within the campus
The school will not be held responsible though for any action that may result from their stay in this area. If
they opt to wait for their wards, they will not be allowed to leave the campus until dismissal time. On the
other hand, if they leave the children, re-entry will only be allowed during dismissal time. This policy will
limit the unnecessary opening of the school gate.

17

COMMUNITY, ACTION, INSPIRATION AND SERVICE RECOGNITION

The School recognizes the extra effort contributed by some students to the community. It is believed that
every single child has a special talent and skill that need to be discovered, developed and nurtured. For
some students, they run the extra mile to explore and develop these gifts. Consequently, they become role
models for others to follow and take inspiration from.
Some examples are:
A. Scholarship grants
B. Achievement in sports and academics outside of the school
C. Active community involvement/ Student-initiated action
D. Other initiatives (contribution to the knowledge base in the society)
Published articles in newspapers and magazines
Published books
Creation of videos or films
Creation of websites

COMMUNITY

SERVICE

Scholarship Grants
Achievement in sports and academics
outside of the school
AcCve community involvement/student-
iniCated acCon
Other iniCaCves (contribuCon to the
knowledge base in the society)

ACTION

INSPIRATION

18

COMMUNICATION and COLLABORATION with PARENTS

Collaboration
A unique aspect of the school is the time, effort and amount it allots to communicating with the parents.
This home-school communication is a vital part of the program/curriculum. The School invites the parents
to participate as much as they can in all activities requiring their presence. The School acknowledges that
parents need to know how their children are progressing at Domuschola. This is the reason they are
encouraged to work closely as possible with the teachers.

Communication
Different ways that the school communicates with the parents:
e-mail: communications.parents@dis.edu.ph
home-school communications notebook
phone calls (632) 6359743 and (632) 6352002)
newsletters
parent bulletin board
text messages through the official DIS mobile:
o Globe subscribers: 09177142002
o Smart subscribers: 09189479002
Website: www.dis.ed.ph
Facebook : facebook.com/domuschola
Twitter : domuschola
Numerous research studies reveal a positive and convincing relationship between effective home-school
partnership and benefits for students, including improved academic and social achievement. This
relationship holds across families of all economic, racial and educational backgrounds and for students at
all ages. It is in this light that Domuschola-Second Mom has established practices and avenues for parents
to connect to what the students are learning and adopted a process for resolving problems.

Guidelines
Concerns with regard to your child, policies, and procedures, staff conduct, and the school in general,
should be relayed to the appropriate persons:
Teacher for child-related concerns
Department Head for curriculum concerns
Department Head for school or administrative concerns
Parents may relay their concerns in the following ways:
Letter to be given to the appropriate person through your child.
Note in the Home School Communication Notebook (HSCN)
Send email to communications.parents@dis.edu.ph.
Call the school for an appointment through the administration office.
For a more effective communication, every concern, questions, clarifications will only be addressed through
the above-mentioned. Text messages are discouraged to avoid miscommunication.

Newsletter
A newsletter is released via email. The newsletter informs the parents of the units of study.

Home-School Communications Notebook (HSCN)

The Home-School Communications Notebook (HSCN) for informing the parents of upcoming events, class
projects and other personal messages from teachers to parents and vice versa

Parent Bulletin Board

19

A parent bulletin board is prominently placed in the campus. Please be sure to check this board regularly
for updates, upcoming events, important notices, monthly calendar, bulletins and newsletters.

Parent Education
Parent education workshops empower parents the opportunity to understand various aspects of the school
program: instructional strategies, program delivery and broad educational and pedagogical issues. This
includes the opportunity to collaborate with the school. The School recognizes that parents come from a
variety of learning backgrounds and experiences. Parents who believe and support the DIS philosophy and
program, strengthened through their attendance in the workshops, likewise gain the benefit of
understanding how their child is progressing in the program.

Curriculum Night
The objective of this gathering is primarily to equip the parents, teachers and school administration with the
necessary information and skills to create and sustain meaningful partnership where the students are
placed at the center of the relationship. It likewise aims to connect on education issues of common interest
designed to improve educational opportunities for the students.

Parent Representatives/Class Parents

Parents on a voluntary basis will act as liaison between other parents of the class and the school and these
parents will serve as parent representatives in all family related activities.

Parent Involvement
The school believes that parent involvement is crucial to a students success at school. This may take on
different forms depending on the parents availability, expertise and interest. In helping build a progressive
learning community, parents should take the time to learn about the schools program or school
development initiatives. Parents can be involved in the different committees: action, resource, sports,
communication and social events. Involvement can also be as simple as reading a book, preparing
classroom materials, or accompanying a class during field trips.

Classroom Visits
The school welcomes visits from parents to share their own experiences or expertise related to a topic of
study of a particular class, do special projects that will support the program, to assist in managing learning
groups or merely to observe. Arrangements for classroom visits should be made with the homeroom
teacher and/or person-in-charge. During classroom observations, parents will need to follow the guidelines
set for such an activity. It is not a time to discuss with the teacher the things they have observed or
anything about their student or that of another student.

Parental Absence
Parents who are planning to take a trip out of town for more than a day are required to inform the
administration. The school office will require the written authorization and details of appointed guardians
and emergency telephone numbers.

Rights of Noncustodial Parents

Domuschola encourages the active participation of all parents in the education of their students, and
recognizes that non-custodial parents also hold an interest in the educational and emotional welfare of the
students under the Schools care. However, the Schools administrative policy provides that mailings,
parent-teacher conferences, emergency contacts, and authorization (used in case of accident) will be
directed and be the sole responsibility of the officially noted custodial parent/s as written in the Schools
records
Should there be a court order regarding the custody of the child that the School ought to know and
implement, custodial parents are required to submit this to the school.
All parents (custodial and non-custodial) are encouraged to attend parent-teacher conferences, but it is the
responsibility of the custodial parent to communicate the date, time, and place of such meetings to the noncustodial parent if they feel they need to.

20

GUIDELINES AND PROCEDURES

Guidelines and procedures in the School aim to help the students attain the goals of an education at
Domuschola International School. They serve to ensure that the environment in the school and the
classroom will make learning possible and strengthen the character of the students through discipline. It
should be with the same spirit that every student should follow the rules and regulations and code of
conduct set by the school.

School Attendance
School Hours
The school week runs from Monday to Friday. Please see schedule below:
Level
Toddler (AM session)
Toddler (PM session)
Nursery (AM session)
Nursery (PM session)
Pre-Kindergarten (AM session)
Pre-Kindergarten (PM session)
Kindergarten
Grades 1-8

Mondays to Thursdays
8:30 11:00am
12:00 2:30pm
8:00 11:00am
12:00 3:00pm
8:00 11:00am
12:00 3:00pm
8:00am 3:00pm
7:30am 3:30m

Fridays
8:30 10:30am
12:00 2:00 pm
8:00 10:30am
12:00 2:30pm
8:00-10:30am
12:00 2:30pm
8:00am 2:30pm
7:30am 2:30pm

Notes:
1. Students should arrive in school no earlier than 6:30 am.
2. Friday is an early dismissal day as Friday afternoons are used for professional development
sessions for teachers and staff.
Daily Class Schedule
Regular attendance is a must for all students to profit from the daily activities in class.
A student may not leave the classroom during class hours unless instructed by the teacher with the
exception of students who are sick.
During emergencies or special cases, a student may leave the campus during school hours only under
the circumstances enumerated below.
If the student has written permission from his/her parents:
1. The student presents this to the class teacher.
2. The class teacher endorses the letter to the Principal or her representative.
3. After evaluation, the Principal or her representative endorses the letter.
4. A gate pass is issued.
When a parent or parent substitute picks up a student:
1. the parent or his substitute fills out a form and presents it to the Directress
2. the Principal or her representative endorses the request, after which a gate pass is
issued
The students should check back with the Administration Office if returning before dismissal.

Absence from School/Leave of Absence

Regular attendance is important if the student is to benefit from the daily activities in class and obtain a
successful, holistic development, training and discipline. Young as they may be, they are already being
trained to be mindful of their own and other peoples time and consequently, to be able to manage their
time well. A student who has been absent from school is responsible for the lessons that were taken up
during his absence.
21

The School does not give make-up lessons for students who missed classes for any reason at all, whether
for a short or long period of time. Any absence not due to illness, the student should present an information
letter written by the parents or authorized guardians.
For the safety of students, the school verifies all absences. Parents are asked to confirm all absences by
calling the school at least an hour before the start of classes. If parents do not verify absences and their
child does not arrive at school by 9:00am (morning session in the preschool) or 1:00pm (afternoon session
in the preschool), a school personnel will contact the parents.
Parents are required to apply for a leave of absence if their child is to be absent from school for more than
two days, if not sickness-related. A substantial amount of absences would deprive the student of the
learning experiences the School has prepared for him/her for the school year.
In accordance with the regulations of the Department of Education, a student who is absent in excess of
20% of the total number of school days will be dropped from the student list.

Punctuality
Upon arrival, students proceed to their respective classrooms. A student is considered late if he/she arrives
in school after the class has started. For periods after recess and after lunch, the student is deemed late if
he/she is not with the class when the time they have agreed on has lapsed.
Procedure
Students who arrive late for class are required to follow these procedures:
1. Upon arrival, the student secures a Tardy Slip from the security personnel at the gate.
2. The student proceeds to the classroom.
Guidelines
Students who are late, twice within a week or four times within a month, will be considered habitual.
The parents of the students are notified through writing and a Parent-Teacher Conference will be
arranged to address these concerns.
Whenever a student arrives more than 60 minutes after the starting time or leaves more than 60
minutes before the end of the school day, it will be considered a half day absence.

Dismissal
Please make sure that your child is picked up on time. If parents/fetchers are going to be late, please
inform the school administration in advance.
A child may go home with a friend only if there is prior notice from the parents/guardians. If the child is to be
picked up by somebody other than his/her authorized fetcher, a letter of authorization must be given to the
teacher in advance.

Exemption from Physical Education and other Activities

An exemption from participation in Physical Education (P.E.) is permitted only upon the written note or
medical certificate from a legally qualified doctor. They will be given an alternative program to meet the
requirements of the subject. For students with special medical condition that would compromise their
safety, an agreement should be made with the school.

Materials

Every student must come to school with complete materials that will be needed for class. Forgotten
materials brought to school after the class has already started will not be entertained. Being successful
not only in school but also in the 'real world' is learning how to be responsible. Students must learn how
to come to class prepared.

22

Bringing materials unrelated to school work (e.g. cell phones, anything of value, toys, MP3, ipad, DS,
PSP, comic books, play cards, jewelry except watches, etc.) is also prohibited. This is to prevent loss of
personal belongings and avoid unnecessary distractions and conflicts among the students.
The teacher reserves the right to confiscate the above -mentioned materials and will be returned only in
the presence of the students parents.
A written request and approval from the Principal or her representative will be required if bringing of cell
phones will be necessary. However, cell phone use will only be limited to dismissal time and will be kept
by the teacher during class hours and breaks. The School will not be held liable for the loss of or
damage of materials or electronic devices that the teacher did not require them to bring even in
instances that these devices are in the custody of teachers.

School Uniform
The school uniform represents the School and the ideals it upholds. Therefore, it should be treated with
utmost respect. The school needs the cooperation of the home in developing habits of personal hygiene
and good grooming in the students. All students are required to come to school in the prescribed uniform.
Official school uniform
P.E. Uniform
House shirt and blue jogging pants are to be worn during House activities
The PE shirt should always be worn during lunch playtime.
A student who comes to school not wearing the appropriate school uniform or wearing incomplete uniform
will not be admitted to class for the day. Students will be excused only for the following reasons: medical
injuries; damage due to calamities such as fire and flood/typhoon. A letter from the parent/guardian is
required.
Reasons such as uniform has not been laundered or is still wet or is lost will not be accepted.
Official School Uniform
The official uniform consists of the following:
For boys:
White polo shirt with Domuschola seal/patch on the left
breast side
A maroon vest with Domuschola seal/patch on the left breast
side
A plain white undershirt (optional)
A pair of long gray pants
White socks and a pair of plain, low-cut, black leather shoes
For girls:
White blouse with the Domuschola seal/patch on the left
breast side
A maroon vest with Domuschola seal/patch on the left breast
side
A plain white undershirt (optional)
Gray skorts
Knee high, white socks and a pair of plain, low-cut, black leather shoes

Identification card (applicable for Grades 1-12 students)

Note: In cases where the temperature becomes warm, the vest may not be worn but should be
brought and kept in the students bag.
Official P.E. and Field Trip Uniform (boys and girls)
Maroon collared shirt with the Domuschola seal/patch
Navy blue jogging pants
Rubber shoes

Identification card (applicable for Grades 1-12 students)

Preschool has only the prescribed Field Trip and House uniforms to be worn on assigned days.
23

Personal Appearance
Every student is required to maintain a decent haircut (male) and neatly kept hair (female).
Hair on top (bangs) may not go beyond the eyebrows when pulled down. This is to ensure that there
is no distraction to reading tasks.
Fancy hairstyle or coloring of natural hair color is prohibited.
Jewelry, tattoos (permanent or not permanent including stick-on), nail polish, wallet chains, and
unnecessary accessories are not allowed. Only watches and a pair of earrings (for girls and not dangling)
are allowed.

Extra Clothes
Since active play and participation is still a vital part of the Schools daily activities, the students are
therefore required to bring the following:
a whole set of clothes (extra PE shirt for grade school students, pants, underwear, and socks)
extra towel
sunblock lotion
anti-mosquito repellant
These items are to be stored in a toiletries compartment or box aside from the extra set of clothes they
have on their bag. This is to safeguard against incidents when they will need a change of clothes.

Hygiene Kit
Developing good habits is another area that the School constantly trains the students. This includes
personal hygiene. At the start of the school year, the students are required to bring the following items for
their personal use:
toothbrush with cover*
toothpaste *
hand towel with loop for hanging
liquid soap*
comb/hair brush
covered plastic cup
*to be replenished as needed

Labeling of Childs Personal Belongings

Parents are required to label all of the childs personal belongings (extra clothes, bag, handkerchief, lunch
boxes, etc.) with their full name. This is to ensure that loss and confusion will be kept at a minimum.
Students will be taught to accept responsibility for the care of their personal belongings. The School
reserves the right to mark unlabeled items of the students.

Lost and Found

Parents should make sure that all of their childs things are LABELED with the childs name. Unlabeled
articles of clothing and other things left in school will be placed in the lost and found box at the reception
area. At the end of each term, unclaimed items will be donated to charity. The School will not take
responsibility for lost belongings.

24

INFORMATION TECHNOLOGY GUIDELINES

Using the E-mail
Philosophy
Domuschola International School encourages the use of student email as an effective and efficient way to
improve communication between students and teachers. The primary purpose of student email is to:
have an account used for class collaboration
receive and send homework, notices, newsletter, etc.
communicate academic concerns with classmates and teacher
While the School will continue to communicate through printed publications and written correspondence, it
is expected that the School will increasingly use student email as an official means of communication with
DIS students.
Students are responsible for information forwarded to them by the School through the DIS Mail. It is
expected that students will check their email account regularly.
Official Email Address
All students from Grades 1- 10 will receive an email account. This account will be considered the student's
official DIS email address until the student is no longer enrolled at DIS.
The class teachers will address email messages to the student's assigned email account. A student may
choose to redirect their email, but are held accountable for the content of any school email message sent to
them.
Prohibited Conduct
Student email may not be used in the following ways, but is not limited to:
unsolicited and unauthorized mass email (spam)
offensive language
obscene material or language
threats
infringement on others' privacy
copyright infringement
illegal activity (e.g. use of other students e-mail account)
commercial purposes
false identity in email communications
misrepresentation of Domuschola International School
Access Restriction
Access to and use of student email is considered a privilege accorded at the discretion of the school. The
school maintains the right to immediately withdraw the access and use of student email when there is
reason to believe that violations of law or school policies have occurred. In such cases, the alleged
violation, which is considered as a major concern will be referred to the Principal for further investigation.
The corresponding consequences for major behavioral concerns apply.
Security
DIS cannot and does not guarantee the security of electronic files on its computer systems. While steps
have been taken to provide security, it is possible that the Schools technology systems may be breached.
Because it is impossible to filter all materials transmitted or received via electronic means, the School
cannot assure that users will not be exposed to unsolicited information. It is the responsibility of the School
to provide a default personal password to the students, maintained and monitored by the homeroom
teacher. The student should neither change nor give the password to others. It is the right of the School to
block the email account if this has been violated. Homeroom teachers are authorized by the School to
25

check the email account of each child regularly. This is to ensure the safety of both the child and the
School.
Privacy
The general right of privacy should be extended to the extent possible in the electronic environment. DIS
and all electronic users should treat electronically stored information in individuals' files as confidential and
private. However, there is an acknowledged trade-off between the right of privacy of a user and the need of
system administrators to gather necessary information to ensure the continued functioning of these
resources. In the normal course of system administration, system administrators may have to examine
activities, files, electronic mail, and printer listings to gather sufficient information to diagnose and correct
problems with system software or hardware. Whenever possible, prior notification will be provided;
however, the system's administrators will subsequently notify faculty, staff, or students if it was necessary
to enter or view their files, electronic mail, printer listings, or to examine activities. System administrators at
all times have an obligation to maintain the confidentiality of a user's files, electronic mail, and activity logs.
Users of student email are strictly prohibited from accessing files and information other than their own. The
school reserves the right to access its computer and network systems, including current and archival files of
user accounts when there is reasonable suspicion that unacceptable use has occurred.

Use of Internet and DIS Server/Network Guidelines

Server
Each student is given a file folder in the DIS Server. Students are given access to this via the school
network. The following guidelines should be observed:
the student only saves class related files. Any unrelated files may be automatically erased by the
system administrator.
the student may not open, use, modify, delete, and copy other files or folders on the server.
Violation of this is considered a major offense.
the students folder may only be used for data storage and retrieval. Any other activity beyond this is
prohibited.
students are given a maximum of 5 mb storage.
by the end of the school year, all files will be archived and will be erased after a year.
students are expected to follow the procedure for data organization (folders for word data, photos,
videos, etc.).
Internet
Students are given the privilege to access the internet through the classroom and laboratory computers.
They may also have access to the internet with the use of personal laptops, notebook, tablet and smart
phones. These are the dos and donts regarding the use of the internet at DIS.
Dos

use the internet for class

related matters
use a secure connection
identified by the class or
teacher
observe academic honesty
carefully protect own
passwords, accounts, and
files

Donts

issue or reveal the wi-fi password to others

use the internet for the following;
internet gaming (unrelated class activity)
social networking (unless considered as a lesson)
download illegal copies online
disclose own password or using other students passwords
open emails from an unknown sender attempt to load
software onto PCs
copy and use files from other users without their permission
send chain letters or participating in any way in the creation or
transmission of unsolicited commercial email ("spam")
use abusive, profane, threatening, racist, sexist, or otherwise
objectionable language in either public or private messages;
use of social media that involves any kind of criminal activity
or harms the rights of others (cyber bullying)

26

HEALTH, NUTRITION AND SAFETY

Recess and Lunch

Food that the School encourages and discourages

Grade school students are required to take recess and lunch at the cafeteria. As a school, we would like
to promote the tenets of healthy living. Thus, we are advocating that we be a JUNK FOOD FREE
SCHOOL. The School will definitely not allow any student to bring/eat junk food (soft drinks, chips,
chocolates, gum, candies, etc.) for snack and lunch. We also discourage the bringing of deep fried and
processed foods and foods with high sugar content. It is therefore advised that only nutritious food be
prepared for the students; a dessert of fruit, a serving of vegetables and a glass of milk are on top of the
list of must-haves. We also encourage that the food is stored in reusable containers. Avoid using
styropor and/or disposable plastic utensils.

Food Sharing
Since some ingredients in the food may cause allergic reactions in some students, this is the only time
that students are discouraged from sharing their food with their classmates unless allowed by the
parents through written communication.

Eating a Meal
Parents should ensure that the student has eaten enough before coming to school. Missing a meal can
cause unpleasant behavior patterns that will disrupt the students active participation in school.

Waste Free Meals

In its thrust to train its students to be concerned about the environment, the School is promoting Waste
Free Meals. To assuage the garbage situation, parents are requested to transfer their childrens food and
drinks into reusable containers or if necessary, bring home their trash. The school does not allow the use
of styropor containers or disposable plastic such as plastic forks, spoons, cups, plates, etc.

When Students Should Stay Home

The School has a number of guidelines to determine when a student is too sick to attend school. As soon
as the student arrives in school, the school nurse does a health check (checks their temperature and looks
for obvious signs of illness). If students are brought to school obviously sick, or unable to participate in the
program, the administrative office or nurse will contact the parents immediately. Parents are expected to
get their sick child as soon as possible for his/hers and other students best interest.
It is the Schools policy to insure/maintain the health of all students and staff members by not allowing
anyone with a communicable illness entrance into the school (see Appendix D for complete Health
Guidelines).

Procedures for Absences due to Infectious Illness

Any absence due to a communicable or infectious disease (viral or bacterial) warrants the need for a
MEDICAL CLEARANCE (not just a medical certificate) from the students doctor or a letter from the
students parent/s.
This medical clearance informs the school that the student is not in its infectious condition upon his
/her return to school and, that there is absolutely no risk at all for other students/people to get the
infection.
The medical clearance is required before the student will be allowed to join his/her class and is
collected at the fetchers area.
A student who has been on an antibiotic treatment due to an infectious disease for 3 days would also
guarantee him/her immediate inclusion into the class on the 4th day provided this information is included
in the letter.
27

The school acknowledges that there are illnesses that manifest symptoms which are very similar to
viral or bacterial illnesses such as allergic rhinitis. The letter must specifically mention this.

First Aid
Teachers are trained and tasked to give first aid to all injuries. However, teachers are not allowed to give
oral medicine. If a student requires oral medication, parents are notified through a phone call or they should
give a written authorization with clear instructions on how to administer the medicine. The school nurse
administers the medication.

Suspension of Classes
Classes are suspended on the following:
Typhoon Signal No. 1: Toddlers to Kindergarten
Typhoon Signal No.2: Grades 1-9
Natural calamities such as earthquakes
Unforeseen events such as public transport strikes, rallies, etc.
Political upheavals
Special Public Holidays
Regular holidays that may be declared by the government
The Principal decides/confirms the suspension of classes. The announcement will be disseminated at
5:30am via email, text messages using the schools official mobile, website, Facebook and Twitter.
Announcement of suspension later than this will only be made if there is a directive a coming from the
Department of Education or the local government.

Safety
The safety of all students in the school is our primary focus. The School ensures a hazard-free environment
thus the following policies are established:
A sufficient number of adults, to supervise every group of students whether in the classroom or on
the playground, is provided.
Every classroom and the playground area are inspected regularly to eliminate, correct situations or
repair any equipment that may cause injury to the students.
When a student is involved in an accident requiring medical intervention, a parent or a guardian will be
notified promptly. If the parent is unable to come to the school, the School transports the student with a
staff member to the nearest medical facility.

Accident-Incident Reports
Whenever an accident occurs within the school premises and while the student is under the care of the
teacher, an Accident Report (AR) or Incident Report (IR) is filled out.
Accident reports are made when visible marks are seen on the students body as a result of the
accident (scratches, bruises, cuts, etc.) or the events led to a head injury, whether visible marks are
evident or not.
Incident Reports are made when there is an infraction of the school policies which may or may not
result in an injury to a student.
The details of the accident or the incident are reported in this form and parents are provided with a copy
sent through e-mail. The Principal and homeroom teacher will review the incident and determine whether
some preventive measures need to be taken to prevent future incidents.

Insurance
Every student is insured under the schools Student Group Personal Accident Plan.

28

Emergency and Fire Evacuation

In the event of an emergency that may occur, DIS has a stringent and well-planned evacuation policy and
procedure in place. The staff are trained and updated on the best and most efficient methods of evacuating
the students to safety. The School performs regular fire, earthquake and evacuation drills.

Survival Kit
The School believes that preparation is the key to surviving any event. During such times when
weather/earth conditions are so unpredictable, the School would like the children to be ready for any
eventuality. Parents are required to prepare the following items as part of the childs survival kit. This is to
be placed in a hard plastic container provided by the school and will be left in school for the whole year.
Things to be placed in the container provided by the school : (supplies sufficient for three days)
sealed bottled water
packages of crackers or biscuits (1 year expiration)
canned food with a flip top (Vienna sausage or tuna, something that will not expire within a year)
granola bars
candies
plastic whistle (to call for help)
small flashlight
child-sized plastic hard hat/bikers helmet
childs prescription medications and other first aid medicines
blanket
Note: Please label each item.

29

SECURITY
Domuschola International School is open from Monday to Friday from 6:30 am to 5:00 pm. Every effort is
made by the School to ensure safety and security through the use of a guard, a surveillance camera, and
the issuance of ID cards to staff and students. A sign-in system for visitors is also utilized and fetchers
cards are given to authorized fetchers.

Campus Security

The school has devised an effective system in releasing the students, which provides for a more
secure set-up. A fetchers ID will be issued to authorized fetchers of the students based on the
forms submitted during enrollment. The fetcher is required to present this ID when he/she enters the
school premises.
The security guard will strictly implement the NO FETCHING CARD NO ENTRY POLICY. Fetchers
will only be allowed to wait at the waiting area. Students who have fetchers will be brought and
released by the head/homeroom teachers at the said area.
Once a fetcher picks up a student, the latter will be his or her responsibility but the school still
expects the children to follow the school policies and procedures if they remain in the campus.
Students should not enter the school building or be at the campus outdoor areas (playground and
greenhouse) unaccompanied by an adult after school.
Children should be picked up on time everyday. If parents/fetchers are going to be late, they are
requested to inform the school administration in advance. School personnel will be at the school
only until 5:00 p.m. To compensate for their overtime, parents will be charged accordingly.
In case of loss of the Fetchers ID, the matter should be reported to the school immediately. The
school shall collect a replacement fee of Php 100.00. Should there be a change in the authorized
fetcher during the school year, it is the parents/guardians responsibility to immediately inform the
school and accomplish a new form to effect the change.
Parents will be issued DIS Parent ID to gain automatic entry to the school.

Assigned Places, Off Limits Areas

On school days, the School is responsible for its students whereabouts. Therefore, students should be at
their assigned places during class hours and within the school compound during free periods. They are not
allowed to leave the grounds at any time between arrival and dismissal, without a written permission from
the Administration as requested by the teacher.
During Physical Education classes, students are required to be with their respective class throughout the
entire period. The same rule applies during after school activities or field trips. Students should stay with
their teacher/assigned monitor at the designated venue until dismissal.
The following places are OFF LIMITS to all students except those with official/legitimate reasons:
The infirmary, except when sick
The Administrations office except when asked for

Student Identification
The ID is an important document that identifies the student as a registered student of Domuschola
International School. This is valid for one school year. This will be used whenever the students go out on
field trips and in borrowing books from the library.

30

Change of Information
To facilitate immediate access to parents in terms of disseminating information, to relay
pertinent
information about the child and for security purposes, the school should be advised immediately of a
change in the students information record, i.e. change of address, contact numbers, fetchers, social status,
etc.

SCHOOL FACILITIES
Using the Campus
Students may use the campus and its facilities after school hours upon the expressed approval of the
Principal. They must arrange for appropriate adult supervision. Students are not allowed to stay on the
premises without approved supervision.

Respect and Care for Property

a. Interest and pride in the school should prompt every student to regard school property with care and to
keep the buildings and the campus neat and clean. A student who causes damage on any property of
the school such as desks, doors, windows, bulletin boards, reading materials and the like, is the subject
to disciplinary action. Moreover, the repair or replacement of damaged lost items shall be at the
students expense. As the classroom is a place for study, its facilities should be used properly.
Outside class hours, students will stay at the waiting area while waiting for their fetchers. In case of
heavy rain, students can stay at a specified area in the school.
b. During recess or lunch, students eat at the cafeteria. Cleanliness and good order should always be
observed. Students should always remember to clean as they go.
c. Whenever a class leaves the classroom for more than an hour, student monitors should switch off the
lights; turn off the air conditioners and electric fans. Bags, books and other items should not be left on
the benches outside the room or along the corridors.
d. Official documents such as report cards, letters to parents and the like should be handled with care.

31

THE GUIDANCE AND SUPPORT PROGRAM

Philosophy
Domuschola International School believes that education encompasses the development of the whole child
and that learning is the development of self according to the potentials inherent in each person. The
development of IB attitudes and Learner Profile is part and parcel of learning. This is achieved through
individuals who promote and maintain a program characterized by accountability, respect, collaboration,
critical thinking, reflection and constructive action.
Furthermore, the school adheres to the philosophy of positive discipline. This aims at developing mutually
respectful relationships and focuses on the positive points of behavior.
Four Components of Positive Discipline
1. Giving children choices
2. Using natural and logical consequences
3. Using follow-through to teach positive life skills (consistency)
4. Teaching children the ability to problem solve

The Goal of the Program

Students, parents, teachers and school staff are expected to conduct themselves in a manner befitting a
member of the DIS community and to likewise, expect this from others. The goal of the program is to
develop individuals who:
respect the rights of others, including the right to learn
foster a safe and secure environment
recognize the uniqueness of every individual
treat others fairly
take responsibility for their actions
seek for peaceful resolutions to conflict
aptly deal with inappropriate behavior
uphold the Schools vision, mission, and philosophy

The Guidance Department

Domuschola believes in the collaborative process: working with each other, students and parents in fulfilling
its mission. The Guidance Department works with the teachers to provide pastoral care and address a
range of concerns, from academic to social-emotional, including providing learning support to students with
learning difficulties.
The Role of the Guidance Counselor
The guidance counselor promotes positive student behaviors to create a safe, effective learning
environment for all students and to help create effective behavior change focused on positive, healthy
behaviors. To do so, the guidance counselor does the following:

Lead individual and small-group counseling that encourages students to make positive behavior
choices and accept responsibility for their actions
Consult with families, teachers, administrators and other school personnel to understand
developmentally appropriate student behavior and promote positive student behavior
Design and implement positive behavior and intervention support plans for individual students, in
collaboration with classroom teachers and other school behavior specialists
Collaborate with school stakeholders to develop, implement and maintain a developmentally
appropriate schoolwide discipline program
Serve as a mediator for student-student, student-teacher and student-family conflicts
Coordinate and facilitate programs (mentor programs, peer support, conflict resolution and anger
management programs) to assist students in developing pro-social behaviors
Provide staff development on classroom management, student behavior and discipline.
32

Advocate for best practices for schoolwide discipline, including ensuring objective and equitable
disciplinary practices

Support Structures
To support students who might have difficulty managing their learning or whose behavior/ attitude does not
adhere to the schools vision, mission and philosophy, DIS employs the following support structures:

Advisory
Based on the circumstances surrounding a situation, the advisor makes conclusions and
recommendations to the individual for him to consider and could serve as a basis for the decisions he
makes. The role of the advisor is to give advice or suggestions.

Mentoring
This is one person helping another to achieve a goal. It is giving help, encouragement, and support the
mentee and to empower him to manage his behavior and move forward towards what he wants to
achieve.

Counseling
This is a process in which the counselor helps an individual understand the causes of the problems
and guides the individual through the process of learning to make good life decisions.

Action
The student may choose to either take part in a group reflection, provide service to the student body or
actively participate in community action projects. The goal is to help the student gain a better
understanding of the schools mission and vision and the benefits of constructive action.

Consequences
An action imposed on an individual wherein the main goal is to achieve a desired behavior or the
development of self-management skills.

33

MAINTAINING DISCIPLINE
Responsibilities and Rights
DIS believes that everyone that is part of the school community has important rights which need to be
respected and protected. This means not only owning them, but also respecting the rights of others. It
means recognizing similarities and respecting differences.
Students have a right to:

Students have a responsibility to:

learn and play in a safe, clean and supportive

environment
be respected

actively promote safe and clean practices

in school; actively participate in school activities
respect the rights of others

have access to adequate and appropriate facilities

care for and show respect to school facilities

express their opinion

tolerate and respect the opinions of others

express themselves

express themselves in a socially acceptable

manner
allow others their privacy

privacy
learning experiences which cater to
individual requirements

respect the learning styles of peers

Parents have a right to:

Parents have a responsibility to:

be respected by the entire school community

show respect towards the same community

be welcomed at the school to observe and

participate

model appropriate behavior and language as

characterized by the IB Learner Profile and
attitudes
ensure their child is sent to school prepared to
participate constructively (physically, mentally,
emotionally)
be available to discuss their childs
progress

have their childs full potential realized according to

what the school professes
meet with staff and discuss issues/concerns
relating to policies and procedures, their childs
progress
have their opinions valued

tolerate and respect the opinions of others

The school, its administrators and teachers engaged in child

care shall have special parental authority and responsibility
over the minor child while under their supervision, instruction
or custody. Article 218 Family Code

The school has the right to:

expect from the students and parents compliance
to school policies, guidelines and procedures

The school has the responsibility to:

ensure that students and parents are aware of the
school policies, guidelines and procedures

Acceptable behavior should correspond to, and be in accord with, these rights. It should be made clear to
the members of the school community what is expected of them and how they should conduct themselves.
The expectations for student behavior are the same whether they are in or outside the classroom, whether
they are being supervised by their teacher or by any other adult in the school. Acceptable behavior is
expected in all areas of school life.
34

Discipline in the Preschool

The School has few guidelines for dealing with negative behavior that are in keeping both with our
understanding of child development and our philosophy.
Discipline is deciding to do the right things and they are insisted upon. Discipline helps children to cope with
the challenges of daily living, interpret their world, and learn social skills. Children at Second Mom are
never allowed to hurt themselves or others. Expressing feelings of anger physically lead to guilt feelings.
Young children dont yet understand that hitting, grabbing toys, throwing objects other than balls, and biting
are not allowed. Often, adults are tempted to have children say, Im sorry, as a way of resolving a conflict
or problem. Young childrens experiences are often more related to not having gotten the toy they wanted
than remorse for their actions. Very young children are still learning about the principle of cause and effect
and are still in the process of developing a conscience. The School also helps build their consciousness by
setting firm and consistent rules. The goal in using discipline is to guide childrens behavior in such a way
that they will internalize expectations and develop the self-control that they need to function securely in life.
The ultimate goal is self-discipline.
Four Components of Positive Discipline
1. Giving children choices
2. Using natural and logical consequences
3. Using follow-through to teach positive life skills (consistency)
4. Teaching children the ability to problem solve
Time Outs
Second Mom does not use time-outs in the traditional way. Children this young are not expected to
understand why they need to sit apart for a specified period of time. It is okay to remove a child from a
situation saying, You are having a hard time doing so and so. Lets find something else for you to do. The
teacher will express his/her dissatisfaction over a childs behavior and recommend alternative means. Often
prevention is the best means of avoiding a potentially difficult situation.
Oral communication
Children are encouraged to use words to express their feelings as well as to work out difficulties. Verbal
communication is the key to developing good interpersonal relationships. Teachers always model good
communication skills. Needless to say, the School never hits children or use any form of physical
punishment. It is also important to allow children to express their feelings verbally no matter how negative
they may sound. Older children quickly learn that words can hurt other peoples feelings and may need
some help in working this out with their friends.
Grabbing Toys
Grabbing toys is also very frequent when very young children get together. Children who grab toys are not
necessarily being bad or aggressive. They have not yet come to understand that they cant have everything
they see. Often, all they need is help in expressing verbally what they need or want. A child who grabs
objects from others repeatedly and frequently may need settling down so that he may focus on play.
He/she may be indicating a need for adult attention.
Discipline will vary for the one-year-old who grabs and the three-year-old. At different ages, behavior may
mean different things. There are no hard or fast rules for handling situations. It is important to look at the
childs developmental age and any extraneous circumstances that may influence the behavior before one
decides how to respond to the action. Disciplining takes a lot of patience and practice.

35

Discipline in the Grade School

The list of behavioral concerns that fall under the various categories:
Minor Concerns
1. Habitual tardiness (twice within a week or four times within a month)
2. Teasing of a derogatory nature
3. Disregard/disobedience/showing disrespect for school authority
4. Defamation in any form
5. Unauthorized transactions involving money
6. Telling lies
7. Disregard for/violation of students dress code (wearing of visible tattoos, permanent, temporary)
8. Inappropriate and overt public display of affection such as holding hands, kissing, touching intimate
parts, close physical contact and hugging that has sexual undertones (applicable to students from
Grades 3 to 12). It is an act of physical intimacy done in public which may cause discomfort or
embarrassment to others and to an extent affect a students concentration and learning. Students
are expected to show good taste and conduct themselves respectfully at all times.
9. Violation of school guidelines and procedures
Major Concerns
1. Instigating a fight
2. Using foul language and obscene gestures
3. Willful destruction or defacement of personal or school property (e.g., vandalism)
4. Forging or tampering with school records and documents
5. Acts as an accomplice to any very serious or grave offense
6. Stealing of school or other students property
7. Instigating rebellion against authority
8. Physical assault (e.g., hitting, pushing) of a classmate or any person within the school premises with
malice or forethought
9. Extortion
10. Mere possession of any items that are detrimental to the peace and safety of the school community
(including but not limited to weapons, pornographic materials, alcoholic beverages, illegal
substances, incendiary objects, etc.)
11. Violation of any stipulations in the internet and DIS server network guidelines
12. Academic Dishonesty
a. plagiarism - representation of another persons ideas or work as the students own copy
and use files from other users without their permission
b. collusion - allowing ones work to be copied or submitted for assessment by another.
c. Cheating during a written exams and/or individual assessments to act dishonestly or copy
another persons answers in order to gain an advantage
13. Unauthorized and improper use of school property
14. Smoking and drinking of alcoholic beverages within and outside of school premises
15. Appearing in a commercial/advertisement without prior permission from the school
16. Posting inappropriate pictures of oneself and /or misleading or false information about oneself or
others in social networking sites and other internet sites
17. Violation of the Data Privacy Act
Republic Act 10173: A policy of the state that protects and secures the human right to privacy and
individual personal information in information and communication systems in the government and
the private sector.Posting of any information, photos and/or videos of school employees, students
and parents in social networking sites and personal documents/portfolios without the expressed
approval of the school, its employees and/or the parents at any time is a violation of this act.
18. Bullying (From the New Bully Free Classroom by Allan Beane, PhD, 2011)
o Bullying is a form of aggressive behavior that is intentional, hurtful, and repeated.
o The person who bullies has more power that the person who is targeted.
o The mistreatment is intentional.
o The mistreatment is hurtful (physically or psychologically).
o The mistreatment occurs more than once.
36

There is an imbalance of power (physical, psychological, or social.) The target has difficulty
defending himself or herself

Types of Bullying
A. Physical Bullying
1. hitting
2. slapping
3. elbowing
4. shoving
5. kicking
6. pinching
7. restraining
8. taking/stealing
9. damaging/defacing a persons belongings or property
10. sexual harassment - any remark, request, invitation, gesture or other verbal or physical
behavior which is: (1) sexual in nature, or has sexual undertones; (2) unwelcome to the
person to whom it is directed.
11. Any physical contact that renders the other person powerless/helpless
B. Verbal and Written Bullying
1. Name calling
2. Making insulting, racist, or rude remarks
3. Repeated teasing
4. Harassment, threats and intimidation
5. Mean or intimidating notes
6. Mean or intimidating graffiti
7. Whispering behind someones back
C. Relational Bullying
1. Destroying status within a peer group
2. Destroying reputations
3. Humiliating and embarrassing someone
4. Gossiping or spreading malicious or lies
5. Exclusion (social rejection or isolation)
6. Stealing a boyfriend or girlfriend to hurt someone
7. Negative body language (glaring, dirty looks, turning your back to someone)
8. Threatening gestures
9. Passing mean notes
10. Circulating hate petitions (promising to hate someone)
D. Cyberbullying
1. Spreading gossip, rumors and lies electronically
2. Sending or posting defamatory or embarrassing photographs and video recordings
3. Sending insulting or threatening emails
4. Sending malicious code
5. Sending pornography and other junk emails and instant messages
6. Impersonating someone online to make them look bad
7. Sending or posting cruel jokes electronically
8. Sending or posting malicious gossip electronically
9. Creating a website designed to humiliate and embarrass someone
10. Use abusive, profane, threatening, racist, sexist, or otherwise objectionable language in
either public or private messages;

37

Support and Consequences

To promote the students holistic and positive development, the Guidance Department collaborates with the
students teachers and parents to provide opportunity for the student to gain insight into his/her behavior,
learn from the feedback through counseling and display positive behavior. Procedures are followed to
ensure that these goals are achieved.
Minor Concerns
Number of
offenses
st
1 Offense
2

nd

Offense

rd

3 Offense

Consequence

When

Who is responsible

Verbal warning
Incident Slip (for reference in
Students File)
Incident Report with counseling
Parents are notified.
Incident Report

on the day of the incident

Homeroom Teacher

on the day of the incident

Homeroom Teacher

on the day of the incident

Homeroom Teacher

Student-Teacher conference (goal

setting)

on the day of the incident

within 2-3 days

Homeroom Teacher
Homeroom
teacher
Department Head

right after the Parent teacher

conference

Homeroom Teacher

and

Parent-Teacher Conference
Reflection/Revision
goals

of

students

Major Concerns
Number of
offenses
st
1 Offense

nd

rd

Offense

3 Offense

Consequence

When

Who is responsible

Incident Report

on the day of the incident

Homeroom Teacher

Teacher-Student
Counseling/Conference

on the day of the incident

Homeroom Teacher

Parent-Teacher Conference

the day following the incident

Incident Report
st
1
Team Conference
Plan)

on the day of the incident

Homeroom
Teacher
and Department Head
FORMATION TEAM

(Action

Parent-Teacher Conference

on the day of the incident

Monitor student behavior

nd
2 Team Conference

the day following the incident

2-4 weeks
the day following the end of
student monitoring
one term starting from the
day of the incident

Behavior Probation
Team Conference
Parent-Teacher Conference

on the day of the incident

the day following the incident

Homeroom Teacher
Department Head
Guidance Counselor and
Principal

FORMATION TEAM
Homeroom Teacher
Department Head
Guidance Counselor and
Principal

Any minor concern committed for the 4th time will be treated as a major offense and as such, consequence
for 3rd offense in the major concern category will be given.
Academic/Behavior Probation or Probationary Status
Students who have consistently not met the minimum expectations of achievement in more than one
discipline/subject or continue to demonstrate unacceptable behavior (behavior that is not aligned with the
philosophy of DIS) will be placed on probationary status or academic/behavior probation for the next term
38

of the current school year. If the student still does not show significant progress or sustained effort after
that period despite the numerous interventions done by the school and home, it can be deduced that the
program/approach is not suitable in meeting the students needs. The school will work with the family to
look for the appropriate match.
Interventions for students on Academic/Behavior Probation:
creation of a feasible action plan
continuous mentoring and/or counseling sessions
regular collaboration with parents and other adults closely working with the student
recommendation and coordination with appropriate external agencies
opportunities for intensive self-reflection
As a last resort, after all interventions are done, students and/or parents who refuse to work with the team
or who continues to demonstrate behavior not aligned with the schools vision, mission and philosophy may
not be readmitted into the learning community.
Dismissal from the School
Students are dismissed from the school when they are excluded from school due to behavioral concerns.
These concerned students receive a Leaving Certificate, which certifies that all commitments towards the
schools have been met.

39

STUDENT ACTIVITIES and SCHOOL EVENTS

Domuschola International School offers a variety of school activities for its students. The school regards
student life as an integral part of their holistic development. The programme offers an opportunity for
students to discover and hone special skills, talents or interests, build on their knowledge, and deepen their
understanding through relevant engagements outside the classroom.
The programme aims to provide a balance in the students school life. Students from the Preschool,
Primary Years and Secondary are given opportunities to be a part of activities that support the schools
beliefs and curriculum. Each department has varying engagements from clubs to school-wide events.
These activities are diversified to cater to the different interests and needs of the students.

Student Council
The Student Council officers and members are the duly elected representatives of the entire student body.
The Student Council is consulted on important decisions regarding students and is responsible to represent
individuals or groups of students. Members are elected by the entire student body is guided by a
moderator. The council heads a couple of committees and events in the school, such as:
DIS Houses - aims to promote independence, responsibility, leadership, camaraderie and sense of
belonging in the school.
The School Paper - an initiative that promises to keep the school community informed and
entertained.
Action Committee - The members are involved in the planning and implementation of the action
projects of the school, that are community and service-oriented.
School Events - Members are to represent the student body during the planning and
implementation of school wide events in order to ensure student voice and collaboration in the
school.

Clubs and Varsity

The Clubs/Varsity/After School programme of the school is designed to cultivate and develop further the
students various talents, skills and inclinations. Every student from the Primary and Secondary Years are
to choose Extra Curricular Clubs each year. Meanwhile, the members of the Varsity teams are selected
after a series of try-outs. More opportunities are also offered in the After School programmes, requiring a
separate fee.

Field Trips
The school believes in the value of experiential learning brought about my real life experiences and
encounters. It is for this reason that the schools curriculum entails regular field trips that will bring students
to places outside the school where they gather information related to their unit of inquiry. All students are
expected to join and participate in these trips. In addition, school wide trips are also conducted every year
for to further enhance classroom learning. This allows students to further widen their learning experience
and apply it in a context which is relevant to them.

General Assembly
A General Student Assembly is held every Monday, from 7:30-7:40am, at the quadrangle for students in
the Primary and Secondary levels. During this assembly, the Grade School and Secondary community
gather together to give tribute to the Philippine flag, to sing the national anthem, to recite the pledge of
allegiance to our country (Panatang Makabayan), and to listen to special announcements. Students who
come in late will be asked to stay outside the area where the assembly is conducted and can only join their
respective class after the assembly is over.

40

Year Level Assemblies

o
ati
uc

Sc
ho

Ed

Critical
Thinker

r
oo
td
Ou

ol
Ev
en
ts

Primarily intended to enrich the knowledge and experiences of the students and as a venue for sharing, the
school will be having regular scheduled assemblies. The purpose of assemblies is to celebrate and
recognize student achievement and progress, to foster a community spirit; to focus on attributes within the
IB Learner Profile. Students will also be given opportunities to participate in performance activities. This
may come in the form of small recitals/concerts, musical performances, book readings, skits and plays. In
such events, the school asks for the support and attendance of the parents.

Collaborative

Action -
oriented

Student Organization
School-Wide Events
The school organizes different events throughout the school year. The main purpose of having events is to
inspire and generate school spirit that will help build and strengthen the school community.
Moreover, events aim to strongly encourage student and parent involvement, extend student learning,
provide a venue for the students to apply their newly acquired and honed skills, develop the spirit of
collaboration and present an appropriate venue to bring about positive change through constructive action.

41

School-wide events require the active involvement of the entire school community and may come in the
form of celebrations:
School wide Events:
Christmas
Foundation/ Family Day
Year-End Programme
Curriculum Events:
PYP Assembly
Science Fair
Book Fair

Birthday Parties
Every child at Second Mom - DIS is very much valued. It is for this reason that the School celebrates each
ones birthday as a form of thanksgiving. With or without a party thrown by the parents, the School provides
every celebrant with a birthday cake. Should the parents wish to celebrate their childs birthday in school,
they are required to inform the Principal and/or teachers a few days in advance. Parents should also check
with the teachers before bringing in food that may contain potential allergy-causing ingredients. There may
be a child in the class who may react adversely to the food. Culture-restricted food is likewise observed.
The School believes that it is important that its members maintain a quality of life that promotes health and
fitness and one that considers sustainability of the environment. Thus, we are advocating a junk food,
styropor/disposable plastic, waste free environment. Food packs during parties should not be placed in
styropor packages and use of plastic products (cups, spoons, forks, bags, bottles, etc.) should be kept at a
minimum.

SCHOOL SERVICES
Media Center
The Media Center, which includes the Information Technology Center (ITC) and the Library, are available
to all students and staff. The media center is used extensively for class lessons and the library for
recreational reading.
A weekly library period is part of the DIS programme to build the students information literacy including
research skills needed to reinforce their inquiry and to promote life-long learning. Students are encouraged
to regularly visit and borrow books from the library.
Students are allowed to borrow 3 books at a time for a period of 3 days and 1 week for chapter
books.
Students are expected to return the borrowed books on or before the due date. An overdue fine of
Php5.00 for each/day is charged for books returned past the due date.
For lost books, actual replacement of the book or current computation for the replacement applies.
As part of the Media Centers guidelines, students are not allowed to visit the ITC during breaks unless
upon the written permission of their homeroom teacher. In case the librarian or IT technician is not in the
ITC or the Library, students are not allowed to enter. Students should be accompanied by an adult when
using the computers in the ITC.

Cafeteria
The cafeteria is to be kept clean, hygienic, and neat at all times. Students should place food trays, cutlery
and cups in their respective places after use. Students are not supposed to bring money to school apart
from food money, a maximum of Php300.00. The use of sytropor and plastic spoon and forks is highly
discouraged.
42

Health Services
The clinic is staffed by a registered nurse. This room is open for students who may need health services
from 7:30 am to 3:30 pm. or in emergency cases, if the nurse is available. Students going to the clinic
during class hours must have a pass from the teacher whose class they will be missing. An admission slip
signed by the nurse must be submitted to the teacher when a student returns to the classroom. If the nurse
determines that the student is too ill, parents will be notified through an Incident Report and requested to
take the student home. The nurse records the details of every student referral in a record book. Students
sent home by the nurse will need to be checked out at the Administration Office to receive their pass out
slip.

Business Center
The Business Center offers photocopying and printing services. The photocopying machine and printers
are intended for administration and curriculum use only. Parents and students may avail of this service after
completing and getting approval of their photocopying and printing request and paying for the service.

FINANCE
Payments
All payments/dues must be paid directly to the Administration Office. Teachers will not handle any payment
in behalf of a parent. All checks should be made payable to Second Mom/Domuschola International School
except for checks made out to pay for a particular event such as Family Day. Such checks should be made
payable to cash. A returned check should be replaced with cash payment and each has a corresponding
P200 penalty. Non-payment thereof, will incur an additional charge of P200.00 per month until payment is
finally made. A possible legal action may ensue if reminders remain unheeded.
When a student is admitted, he/she is enrolled for the entire school year. Agreement to pay the school fees
for the full academic term is not subject to adjustment because of illness, absences, withdrawal/dismissal of
the student from the school or for any cause (including students diagnosed with special needs and are
advised to go to another school) after the prescribed period allowed for refunds .
All term payments should be covered by post-dated checks, based on the prescribed schedule.

Refunds
All fees (including reservation fee) other than the tuition fee are non-refundable. After enrollment, ninety
percent (90%) of the total annual tuition fee will be refunded if withdrawal is made within the first week of
classes (amount is dependent on the payment scheme chosen). Eighty percent (80%) of the total annual
tuition fee will be refunded if withdrawal is made on the second week of classes, regardless of whether or
not the student has attended classes. After the second week NO MORE REQUESTS FOR REFUNDS
WILL BE ALLOWED.

Book Rental Policy

For all books that students lease from the school, please make sure that it will be returned in the same
condition as when it was given out.
Liabilities for lost/damaged books:
For imported books: Payment of the book cost + 30% shipping fee and P200 processing fee
Damaged book/pages (torn, folded, and crumpled pages, pages with writing, etc): Php 100.00 per
page

43

Field Trips
The cost of field trips requiring entrance fees and other transportation needs is calculated and conveyed to
the parents, giving them ample time to pay the necessary fees. Parental permission is required for all field
trips.

This handbook was prepared with the students, their development and future in mind. Every policy,
directive and regulation is aimed at helping them become better individuals and productive members of
society. You are encouraged to read and know everything that is written in this handbook by heart. The
students success can only be achieved through the schools and homes collaborative efforts.

Thank you for choosing us to be your partners in your childs education.

References
Department of Education (DepEd)
International Baccalaureate Organization 2009. Primary Years Programme, Making the PYP Happen
Department of Health (DOH)
The New Bully Free Classroom, Allan L. Beane, PhD, 2011

44

APPENDIX A
Language Policy
Language Policy
The language of instruction at DIS is English, and the aim is that students work successfully with both
languages.
Philosophy
Language is a major means of communicating, fundamental to learning, and is developed across
curriculum areas therefore; all teachers are teachers of language.
The acquisition of language is a dynamic, life-long process that permeates all learning and is a key
factor in intellectual growth and promotes the development of personal and international understanding.
Learning language, learning about language, and learning through language is the most effective
approach to teaching students. Language learning meets and is relevant to student needs within our
environment.
Effective teaching practice arises from a constructivist approach to learning, allowing students to build
on prior knowledge and construct personal meaning. This should allow for differentiation to support
students with varying abilities.
Through meaningful interactions, we communicate with and understand others, the world and ourselves
to develop intercultural awareness.
The school community is a resource to foster language learning. The acceptance of additional
languages enriches personal growth, enhances first language development, and promotes
internationalism. The development of mother tongue is crucial for maintaining cultural identity.

Language Practices
Reading
Instruction at all levels in the school focus on the major teaching emphases outlined in the First Steps
resource.
1. Environment and Attitude
2. Use of Texts
3. Contextual Understanding
4. Conventions
5. Processes and Strategies
Teaching Practice:
Explicitly teach students a range of reading strategies;
Encourage students to be aware of, apply, monitor and adjust reading strategies;
Encourage students to apply reading strategies across the curriculum;
Plan opportunities that involve students in problem solving to discover how text works;
Plan opportunities to engage students in authentic reading events that build upon existing foundations
Provide time and support for students to reflect, represent and report on their reading, e.g. use of
strategies;
Model the process of reflection;
Support students reading with a range of scaffolding;
Provide specific and targeted feedback to guide students to independence;
Devise plans to meet the needs of all students;
Use a balance of small group, whole class and individual instruction;
Create an environment where students feel free to take risks;
Use a range of research-based reading procedures;
Use a range of effective teaching and learning practices;
Embed experiences in texts to build students knowledge
Create reading experiences that are engaging, authentic, culturally and developmentally appropriate;
45

Help students make connections between their current understanding and new learning;
Plan experiences across subject areas to allow students to consolidate and integrate new
understandings and skills;
Work together to support students with different language learning needs.

Genres of Reading
Students at appropriate developmental stages will be taught strategies and be encouraged to read broadly
in a range of reading genres, including both fiction and nonfiction.
Assessment of Reading include:
Processes and strategies outlined in the reading map of development
Criteria and scope and sequence for reading

Writing
Instruction at all levels in the school focus on the major teaching emphases outlined in the First Steps
resource:
1. Environment and Attitude
2. Use of Texts
3. Contextual Understanding
4. Conventions
5. Processes and Strategies
Teaching Practice:
Create a supportive environment that nurtures a community of writers;
Encourage students to experiment with difficult facets of writing;
Expose students to a variety of text forms, and discuss features of each;
Provide opportunities for students to craft a range of texts for authentic purposes and audiences;
Encourage students to experiment with the manipulation of elements to compose a text;
Foster students sense of personal voice and individual writing style;
Teach students meta-language associated with writing and encourage its use
Provide opportunities for students to explain their choice of text, information and ideas included or
omitted and device used;
Encourage students to represent characters, events, people, ideas to create special effects in literary or
informational texts;
Encourage students to use writing to influence change;
Discuss how writers and readers knowledge, experiences and perspectives affect the composition and
interpretation of the texts;
Provide opportunities for students to develop, refine and use new vocabulary;
Teach strategies, and help student build a bank of words they can automatically spell and use;
Build and extend students knowledge about words and word parts, punctuation, parts of speech and
their relationships;
Teach students to construct and manipulate a variety of sentences and text forms;
Build students semantic, graphophonic and syntactic knowledge, e.g. orthographic knowledge, cultural
knowledge;
Teach strategies used throughout the writing process;
Teach and consolidate spelling strategies;
Teach planning for writing;
Encourage students to select and use publishing formats that best suit purpose and audience, e.g.
website, video, portfolio;
Model how to reflect on the writing process and products, and encourage students to do the same.

46

Purposes of writing
Students at appropriate developmental stages will be taught and be given chances to apply in authentic
contexts the following purposes of writing.
Describe
Recount
Instruct
Report
Entertain
Inquire
Persuade
Socialize
Assessment of Writing include:
Processes and strategies outlined in the writing map of development
Criteria and scope and sequence for writing

Speaking and Listening

Teaching Practice
Create a supportive environment that nurtures students to become confident speakers and receptive
listeners in English, Filipino and in other languages spoken
Encourage students to experiment with difficult forms of speaking
Plan for constructing and refining understanding of language through purposeful talk
Encourage and practice active listening and discussion
Teach and encourage the use of the language of social interaction
Teach and encourage the use of the language of literacy and literary analysis
Teach and encourage the use of the language of thinking
Teach and encourage the use of formal language in oral presentations
Mother Tongue Support and Development
Actively encourage and educate parents about the reasons for mother tongue development
Parents are encouraged to maintain the students mother tongue at home, and to try to maintain age
appropriate academic language, this is a regular message given out at parent presentations
Parents are invited to use school premises to hold mother tongue language classes

47

APPENDIX B
Assessment Policy
Philosophy

Assessment is designed to improve student learning.

Reflection is an essential process of assessment and indicates understanding over time.
Assessment is anchored on authentic tasks.
Timely, direct, specific and contextualized feedback is central to all learning and teaching.
Assessment provides students and teachers with feedback to revise performance and improve teaching
and learning.
Assessment allows the school to monitor effectiveness of programs and provides direction for teachers,
learners, parents, administration and overall school development.
Assessments should be sensitive to and reflect cultural, linguistic, racial, class, learning style, physical
and gender differences.

Assessment Practices
Formative Assessment

Pre-Assessment
All teachers assess students prior knowledge and skills before embarking on new learning experiences.

Continuous Assessment

During the teaching and learning process, a variety of assessment strategies and tools are used in
the continuous and regular assessment which will provide information about the students
understanding, knowledge, skills, attitudes and learning styles. The teachers look for evidence that
meets the objectives and criteria and know about how learning is developing. Formative
assessment and teaching are directly linked and provide feedback that is responsive to student
needs and informs teaching practice.

Summative Assessment
Summative assessment happens at the end of a teaching and learning process or experience and
is planned for in advance. The assessment is designed so that students can demonstrate their
learning in authentic contexts and apply it in new ways.
Summative assessments may take a variety of formats (including authentic and performance-based
assessment, paper and pencil tests, lab reports, essays, presentations, projects, etc.)
The PYP Exhibition
The PYP Exhibition is an example of a summative assessment and it will be conducted by Grade 5
students to celebrate and share their learning with the whole community. The exhibition provides the
culminating experience of the learners engagement with the PYP.
Attitudes/Approaches to Learning Assessment
Attitudes are explicitly taught and emphasized. Student reflections and teacher observations are
documented. These records show the development and demonstration of the targeted attitudes over time,
for both spontaneous and planned activities.
IB Learner Profile
The IB learner profile is transparent in the classroom, and evident in the general language of the school.
Teachers use informal observations to give feedback to students, but actual assessment is only done as
student self-assessment. The students reflect on their development at the end of each term on targeted or
selected aspects of the profile. This reflection will vary according to age groups and language abilities.

48

APPENDIX C
Homework Policy
Philosophy
Domuschola International School believes that . . .
homework can help students develop as independent learners if it is differentiated to meet the specific
learning needs of the individual.
homework is done to improve learning. Homework should be designed to benefit the student and the
results should be seen in applications at school.
the purpose of homework is to develop and consolidate the skills necessary for further learning, both in
and out of school.
reading daily, both assigned and/or personal choice, will develop life long reading habits.
children need time at home to pursue personal interest, mother tongue fluency, and be involved in
physical, recreational and intellectual activities with their families.

Homework Practices
There are two kinds of homework given to students:
1. Practice/Reinforcement
This type of homework is given to help students develop and reinforce mastery of the basic skills in the
different areas such as Math, Language (English and Filipino) and the Arts. This is achieved through
constant practice and positive reinforcement. Homework of this type may include working on solving
problems, use of grammar conventions, spelling and penmanship practice, writing activities, etc.
2. Action Homework
This type of homework is research and/or project related. Data and resources they have gathered can
help them in completing a research and or project, coming up with logical conclusions and finding out
the answers to some of their questions. Homework of this type may come in the form of but is not
limited to:
Interviews (with or without written product)
Surveys (with or without written product)
Collection of newspaper / magazine / internet articles/ photos
Extension of work as student initiated

Characteristics of Homework
Homework should be
Relevant to the childs learning at school
At the right level of challenge
Able to be completed independently or with
minimal adult assistance

Homework should not be

Graded
Punitive
Given to keep a child busy
More than the child can handle

Expectations from Parents

Occasional homework is given, some of which are required to be accomplished by the students. As such,
parents are expected to:
Help the child to practice and develop skills necessary to enable them to apply what they have learned
in new situations, in and outside the school.
Establish clear routines regarding homework, including when and where homework should be done and
setting up daily schedules for the completion of homework
Make sure to sign the childs homework notebook. Write short notes to the teacher relating how the
child fared in accomplishing the homework. Signing the homework notebook and exchanging short
notes with the teacher are effective ways of informing that the child is experiencing difficulties/problems.
Provide the child with feedback and encouragement. Encourage the childs effort in completing
homework and be sensitive to problems and frustrations. Tell the child to stop working if he/she is
becoming overly frustrated and to provide another time to complete it. This commitment in completing
the task is still important.
Reinforce skills learned at school in the home environment.
49

Avoid doing homework for the child or assuming responsibility for unfinished homework.
Encourage the child to read books and other printed materials daily. Parents are encouraged to read
aloud to their child, particularly for those who are still unable to read in the preschool.
Pre-school to Grade 3 levels 20-30 minutes
Grades 4 to 7
30- 40 minutes

Reasonable Homework Expectations

Based on research, it is generally agreed that the younger the child, the less time the child should be
expected to devote to homework. A general rule of thumb is that, per day, children do 10 minutes of
homework for each grade level. Therefore, first graders should be expected to do about 10 minutes of
homework, second graders 20 minutes, third graders 30 minutes, and so on. Students need to be engaged
in reading, play and fun activities with siblings after school.

50

APPENDIX D

LEARNING SUPPORT PROGRAM

In an effort to effectively address all students' learning needs, Second Mom-DIS implements differentiated instruction
in the classrooms. Additionally the school has the following learning support programs:
1. Competence Building Plan (CBP) for Kinder level and up
2. Child with Special Needs (CSN) for all levels
1. COMPETENCE BUILDING PROGRAM (CBP)
Fundamental knowledge and/or skills in the different disciplines are prerequisite to aid understanding in the inquiry
approach program of education. To be successful, any student who has not acquired proficiency or developed
adequate fundamental knowledge and skills in any discipline will be supported through the schools Competence
Building Program (CBP).
CBP is collaboratively developed by the teacher/s, academic team, other specialists (as needed) and the parents for
individuals or small groups of students to address targeted student needs.
Students progress under the CBP will be reviewed per trimester.
2. CHILD WITH SPECIAL NEEDS (CSN)

Second Mom-DIS believes that providing a Child with Special Needs (CSN) with the necessary training and
opportunities given to his/her regular counterparts enables him/her to maximize his/her potentials, achieve some
degree of independence in leading his/her life and furthermore, access to participate in the benefits of his/her
community.
Mainstreaming and inclusion are components of Second Mom-DIS Learning Support Program.

Mainstreaming requires that the Child with Special Needs (CSN) meet certain admission/eligibility criteria set
by the school. A Shadow Teacher may be necessary for some children who are under this program.
o Mainstream 1 without shadow teaching
o Mainstream 2 with shadow teaching

Inclusion is placement in the regular school based solely on the childs chronological age. Shadow teaching
and the development of an Individualized Learning Plan are integral to this program.

The Learning Support Program of the school is based on the Manual of Regulation for Private Schools definition of
Special Needs and is as stated:
The special student refers to those persons who are gifted or talented as well as those who have physical,
mental, social or sensory impairment . Such groups may require the adoption of the special needs education
where modifications of the school curricula, programs and special services and physical activities are effected to help
them develop to their maximum capacity.

ADMISSION TO THE PROGRAM

Submission of all recent evaluation conducted by specialists including progress reports from therapists is required for
record keeping, planning, and monitoring purposes.

51

The child is admitted to the program based on the results of a comprehensive evaluation by a specialist (SPED
Diagnostician, Developmental-Behavioral Pediatrician, Clinical Psychologist), which clearly states the following:

recommendation that the school is the appropriate placement for the child in terms of curriculum
and learning support services
the child requires the provision of special education and related services
the childs specific educational needs,
the special education services and related services that are appropriate for addressing the childs
needs
the specialists consent that the right environment for the child is in a school which only provides a
mainstreaming and inclusion program as defined in this agreement.

REQUIREMENTS OF THE PROGRAM

A. Mainstreaming
Every child who is part of the program should meet the following conditions:
Regular provisions for home-school support and intervention.
Instruction and assessment are based on the regular school program. The child progresses based on statemandated progression.
Appropriate discipline measures are implemented that will ensure a safe and conducive learning environment
for all.
Annual meetings with specialists, which includes teachers, parents, clinicians.
Parents regular attendance of parent-teacher conferences, school-wide curriculum events, and team
conferences.
B. Mainstreaming with Shadow Teaching
Every child who is under the Mainstream with Shadow Teaching program should meet the following conditions:

Regular provisions for home-school support and intervention.

The child is supported by a Shadow Teacher.
Instruction and assessment are based on the regular school program. The child progresses based on statemandated progression.
Appropriate discipline measures are implemented that will ensure a safe and conducive learning environment
for all.
Annual meetings with specialists, which includes teachers, parents, shadow
teachers, clinicians.
Regular collaboration between the teachers and the shadow teacher for curricular and behavioral planning.
Parents regular attendance of parent-teacher conferences, school-wide curriculum events, and team
conferences.

C. Inclusion
Every child who is under the Inclusion Program of the school must have an Individualized Education Program (IEP).
An IEP is a written statement of an educational program designed to meet a child's individual and specific needs. This
is the reason why it is of great interest and importance to educators, administrators, and families alike that such a vital
document be developed. The IEP is prepared by the Shadow Teacher in collaboration with the childs
Homeroom Teacher / Subject Teachers.
Each child's IEP must contain specific information, which includes (but is not limited to):
the child's present level of academic achievement and functional performance, describing how the child is
currently faring in school and how the childs disability affects his or her involvement and progress in the
general curriculum
annual goals for the child, what he or she can reasonably accomplish in a year
the learning support services to be provided to the child, including supplementary aids and services (such as
a communication devices) and changes to the program or supports for school personnel
the length of time during the school day that the child with special needs will be educated separately from
other children or non participation in extracurricular or other non-academic activities such as lunch or clubs
types of assessment, grading system and progress report appropriate to the child
timetable and frequency of collaboration with parents, teachers, and clinicians
52

eligibility for statewide and school-wide assessments, including modifications that will be done to assess the
childs needs

Every child who is under the Inclusion Program should meet the following conditions:
Regular provisions for home-school support and intervention.
The child is supported by a Shadow Teacher.
Instruction and assessment are based on the particular childs IEP and not on the regular school program.
The child progresses based on ability.
Appropriate discipline measures are implemented that will ensure a safe and conducive learning environment
for all.
Annual meetings with specialists, which includes teachers, parents, shadow teachers, clinicians.
Regular collaboration between the teachers and the shadow teacher for curricular and behavioral planning in
the IEP.
Parents regular attendance of parent-teacher conferences, school-wide curriculum events, and team
conferences.
QUALIFICATIONS OF A SHADOW TEACHER
It is the parents responsibility to find a Shadow Teacher who will work with their child and as such, will be under the
employ of the childs parents. It is the schools responsibility to collaborate and coordinate with the Shadow Teacher to
ensure that the childs educational needs are achieved. The Shadow Teacher is required to adhere to the policies and
conduct set by the school.
To guide parents in selecting a qualified Shadow Teacher, the following competencies are recommended:
Qualification
1. Has at least a baccalaureate degree in
SPED or any SPED-related discipline
and possibly graduate units in SPED or
any SPED-related discipline
2. Has had ample experience
teaching/tutoring/aiding CSN
3. Has attended and completed informal
training (conferences, seminars, etc.)
on shadow teaching
4. Demonstrates mastery of skills and
subject areas, behavior management
abilities and professional competencies
Qualification
5. Demonstrates personal qualities
especially those related to teaching
CSN: patience, ability to work with a
team, proactive quality, emotional
maturity, firmness but with kindness,
quality of being organized/systematic
but not rigid, resourcefulness,
professionalism, etc
6. Agreement and compliance to the
policies set by the school (Annex A)
and to the professional conduct of a
teacher (Annex B).

Data Source
Diploma

Certificate/s of work experience

Certificate/s of training
Evaluation forms; recommendation letter/s or
form/s; professional outputs: instructional
materials production, literary and creative
works, etc.
Data Source
Certificate/s of personal qualities; psychometric
test results.

53

CONCEPTUALIZATION OF SHADOW TEACHING

The diagram below presents the conceptual framework of shadow teaching:
Mainstreaming Program
Regular Teacher

Child with Special

Needs

Shadow Teacher
*Curriculum planning
*Instruction
*Behavior Management
*Social Skills Management
*Team working

Goals:
Academic Skills Building
Social Skills
Appropriate Behavior
Building

Regular Children

FUNCTIONS OF SHADOW TEACHER

First responsibility (Curriculum Planning) of the shadow teacher is curriculum planning. Regular revision of
curricular provision is mandatory and needs to be proactively followed for CSN. In doing so, the shadow teacher must
learn how to be flexible and creative in the adaptation of the schools curriculum.
Second responsibility (Instruction) refers to the actual teaching, managing, guiding or coaching of the child with
special needs in regular classroom.
Third responsibility (Behavior Management) refers to various techniques employed by the shadow teacher to help
the child extinguish his inappropriate behaviors and shape/enhance appropriate ones.
Fourth responsibility (Social Skills Management) is to help the child to appropriately interact with other children.
Fifth responsibility (Team working) is to collaborate with the team that handles the childs progress.

54

APPENDIX E
Health Guidelines
The School has a number of guidelines to determine when a student is too sick to attend School. As soon
as the student arrives in school, the school nurse does a health check (checks their temperature and looks
for obvious signs of illness). If students are brought to school obviously sick, or unable to participate in the
program, the administrative office or nurse will notify the parents immediately. Parents are expected to get
their sick child as soon as possible for his/hers and other students best interest.
It is the Schools policy to insure/maintain the health of all students and staff members by not allowing
anyone with a communicable illness entrance into the school.
Illness or infection
Fever

Signs and symptoms

Oral temperature of 38C; Rectal
temperature of 38.8C

Uncontrolled coughing,
wheezing
Unusual lethargy, irritability
Uncontrolled Diarrhea

Increase in number of times the

child defecates, watery stool,
cannot be contained in a diaper
or underwear.

Mouth sores with drooling

Until condition is determined to

be non-infectious*

Vomiting illness

Two or more episodes in 24

hours

Rash

Accompanied by fever, behavior

change
White or yellow discharge in eyes
accompanied by eye pain and/or
redness around eyes
Infestation present

Conjunctivitis
Head Lice, Scabies
Tuberculosis
Impetigo
Strep Throat
Chicken Pox
Whooping cough

Return
Until doctor releases child to
return to school
Until doctor releases child to
return to school
Until doctor releases child to
return to school
Until diarrhea stops

Cough, fever, chest pain,

coughing up blood
Rash, blister to honey-colored
crusts; lesions occur around
mouth, nose, chin
Fever, sore throat, throat
drainage, tender nodes in lymph
Sudden onset of slight fever,
fatigue, loss of appetite, followed
by rash or eruptions on the skin
Severe, persistent cough

Until vomiting stops and is not

dehydrated or doctor determines
illness not infectious*
Until doctor determines it is not
infectious*
Until doctor allows child to return
to school
24 hours after treatment has
begun, no remaining lice on hair
or scalp
Until doctor determines that child
can return to school*
24 hours after cessation of signs,
symptoms*
Cessation of fever or 24 hours
after antibiotic treatment
10 days after eruption of rash or
until it was dried and crusted
over*
5 days after antibiotic treatment*

55

Illness or infection
Mumps
Hepatitis A virus

Measles

Signs and symptoms

Tender/swollen glands and/or
fever
Fever, fatigue, loss of appetite
abdominal pain, nausea, vomiting
and/or jaundice

Shingles

Rash, high fever, runny nose, red

watery eyes
Mild fever, rash, swollen lymph
noeds
Severe illness with colds, croup,
bronchitis, otitis media,
pneumonia, common cold with
watery mucus, fever
Lesions

Herpes Simplex (1)

clear, painful blisters

Rubella
Unspecified respiratory illness

Return
12 days after onset of gland
swelling*
1 week after onset of illness or as
directed by the doctor, immune
serum globulin should be given to
staff and children who have been
exposed*
10 days after onset of rash
12 days from onset of rash
Until the child feels well enough
to participate and or mucus is no
longer watery-for the common
cold
Until doctor allows child to return
to school or if child can wear
clothing to cover the lesions
until lesions have dried up

Diseases Common during the Wet Season

Diarrhea

Cause
Symptoms
Treatment

ingestion of contaminated food and/or water

feeling of thirst, frequent loose bowel movement, sunken eyes
give oral rehydration solution, non-oily soups, or porridge;
if symptoms persist, consult your doctor

Prevention:
Drink safe and clean drinking water.
boil drinking water of doubtful source
cook food well and always cover cooked food to prevent flies from contaminating them
eat properly cooked hygienically prepared foods.
wash hands before eating and after using the toilet
Dengue H-Fever
Cause
Mode of transmission
Signs and Symptoms

dengue virus
bite of day-biting Aedes aegypti mosquitoes
sudden onset of fever, intense headache,
muscle pains, joint pains, loss of appetite, pin
point rashes, nose & gum bleeding

Preventive and Control Measures:

boil drinking water of doubtful source
cook food well and always cover cooked food to prevent flies from contaminating them
wash thoroughly all vegetables and fruits that are eaten raw
wash hands with soap after using toilet and before eating
keep surroundings clean to prevent breeding of flies
bring suspected cases immediately to the nearest hospital

Acute Respiratory Infections

(Bronchitis, Pneumonia, Colds)
Cause
Mode of transmission

virus or bacteria
inhalation of virus or bacteria
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Signs and Symptoms

colds, cough, fever, difficulty of breathing

Preventive and Control Measures

timely immunization against measles and pertusis
reduce exposure to household and environment smoke and dust
Immediate Treatment
treat fever with anti-fever drug
if cough and fever persist for 24 hours, consult your physician
Leptospirosis
Cause
Mode of transmission

Signs and Symptoms

bacterial
through contact of the skin, especially open
wounds, wounds with water, moist soil/
vegetation contaminated with urine of
infected rats
calf muscle pain, fever, flu-like symptoms
body pains, headache, muscular pains

Prevention and Control Measures

avoid swimming or wading in potentially contaminated waters
use proper protection like boots and gloves when work requires exposure to contaminated water
drain potentially contaminated waters when possible
eliminate rats in household
Hepatitis A
Cause
Mode of transmission
Signs and Symptoms

virus that infects the liver

ingestion of contaminated food and water
loss of appetite, abdominal pain, fever, vomiting,
Yellowish discoloration of eyes and skin

Preventive and Control Measures

boil drinking water of doubtful source for 2 minutes
cook all food well; wash thoroughly all fruits and vegetables before eating
wash hands with soap before eating and after using the toilet
separate eating utensils of the patient from the rest of the household
Immediate Treatment
treat the fever with ordinary anti-fever drug
if symptoms persist, bring patient to the nearest health center or hospital

Preventive Measures
During the rainy season, there is always a noticeable rise of respiratory-related illness among students. The
following is a list of what parents and the school can do to prevent the spread of such diseases:
At School
An air purifier (which captures allergy-causing particles and air-borne bacteria and viruses and
purifies the air in 30 minutes) is alternatively placed in each room every hour throughout the day.
The school air conditioning units and filters are regularly cleaned (every Saturday).
Regular fumigation of the school premises (on monthly basis)
Daily disinfection of the rooms, not to mention toys and materials
Sending home children who manifest even the slightest sign of illness

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Requiring a doctors clearance, stating that the childs condition is no longer in its
infectious/contagious state, from children who have been absent due to viral and/or bacteriacausing illnesses before they are admitted to class.

At Home
Please DO NOT send sick children to school including those who are manifesting the slightest symptoms
and signs of an illness such as general body weakness, bad cough and colds, teary-red eyes, watery
mucus, and most especially, fever. This is to avoid worsening his present state as well as prevent the
further spread of viral/bacterial infection.

Provide the children with the appropriate vitamins (especially Vitamin C) and minerals to help
build up resistance to infections.
Make sure the child gets the proper nutrition, ample rest and sleep (8-10 hours).
Avoid taking the children to overly-crowded places (movie houses and supermarkets, malls)
especially when wide-spread contamination of an illness is being reported.
Avoid unnecessary exposure to people with signs and symptoms of influenza and bronchitis

Reference: Department of Health (DOH)

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