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Message 1 PERSONAL INFORMATION _________________ Grade & Section _____________________________________________________________ First Name Middle Name Family Name _____________________________________________________________Home Address ____________________________ ____________________________ Contact Number E-mail Address ___________________________ ____________________________ Birthdate (month, day, year) Birthplace ___________________________ ____________________________ Name of Father E-mail Address ___________________________ ____________________________ Name of Mother E-mail Address _____________________________ Name of Class Adviser In case of emergency, please contact: 1. __________________________________________________________ Name and contact number 2. __________________________________________________________ Name and contact number

2 AUTHORIZED SIGNATURES Father 1 ____________________________________________________ 2 ____________________________________________________ 3 ____________________________________________________ Mother 1 ____________________________________________________ 2 ____________________________________________________ 3 ____________________________________________________ Guardian(s), in the absence of the parents 1. ____________________________________ __________________ Name Signature 2. ____________________________________ __________________ Name Signature 3. ____________________________________ __________________ Name Signature Authorized by: _____________________________________________________________ (Father) Signature(s) of Parent(s) (Mother)

3 Foreword The regulations, policies, and guidelines that appear in this Student Handbook apply to all Junior High School students who are enrolled in Don Bosco Technical Institute of Makati who, upon admission, agree to abide by these same regulations and conduct themselves so as to maintain discipline, uphold the order in the school, preserve its fair name, and actualize its Mission and Vision.

4 LETTER FROM DON BOSCO MY DEAR BOYS, Always remember that: ● I do not desire anything else from youth than they become good, and that they are always cheerful. By all means live with the greatest cheerfulness at all times, provided you do not sin. ● Do good to all, evil to no one. Do not postpone till tomorrow what you can do today, perhaps tomorrow you will have no time. ● To do good you must have courage, be ready to suffer any mortification, never humiliate anyone, always be lovable. ● Work for the Lord, paradise pays for everything. Do your best, and then The Lord will do the rest. ● Sloth and modesty cannot stay together. By avoiding sloth, you will overcome temptations against modesty. ● May your heart be always flavored with kindness, in talking and in acting. May your every word be marked with charity, sweetness in speaking, in working and in advising for everything and for everybody. ● Place yourselves in the hands of God and Mary with all trust; pray and everything will be alright. My dear children, I love you with all my heart, and it is enough to be young to love you much. See you all in heaven. With Jesus and Mary, Don Bosco Student Handbook

5 TABLE OF CONTENTS Personal Information 1 Authorized Signatures 2 Foreword 3 Letter from Don Bosco 4 Student Handbook Table of Content 5 INTRODUCTION Alma Mater Song 9 Brief History of Don Bosco Technical Institute of Makati 11 Vision-Mission Statement of Don Bosco Philippine-North Province 14 Vision-Mission Statement of Don Bosco Technical Institute of Makati 14 The School Seal 15 Core Values 15 DBTI Institutional Goals and Objectives 16 Don Bosco’s Preventive System 17 GENERAL PROVISIONS Section 1: The Rights of a Student 20 Section 2: The Duties and Responsibilities of a Student 20 Section 3: Religion Agreement 21 Section 4: The Suspension of Classes 21 Section 5: Parking for Students 24 Section 6: Withdrawal from Enrollment/Dropping from Rolls 24 Section 7: The Student’s Diary 24 ACADEMIC AND TECHNICAL PROGRAMS Section 1: The Junior High School Programs, Goals and Objectives 27 1.1 Academic Program 27 1.2 Technical Program 29 Section 2: Assessment of Student Performance 34 Section 3: Viewing of Report Card 34 Section 4: Accomplishment Report 35 Section 5: Grading System for Academic Program 35 Section 6: Grading System for Technical Program 37 Section 7: Descriptors, Grading Scale, and Remarks 38 Section 8: Term Examinations 38 Section 9: General Guidelines During Term Examination 38 Section 10: Achievement Test 39 Section 11: The Year-End Decisions 40

6 Section 12: Promotion and Retention (DepEd Order No. 8 s. 2015) 41 Section 13: Sectioning of Students 41 Section 14: Intervention Programs 41 Section 15: Policies on Special Examination 44 Section 16: System of Recognition 45 STUDENT AFFAIRS Section 1: Student Officials 49 Section 2: Student Activities 50 Section 3: Student Discipline 53 Section 4: Policies and Procedures 55 4.1 External Appearance 55 4.1.1 Bosconian Haircut 55 4.1.2 School Uniform 55 4.1.3 On Wearing of Accessories 56 4.1.4 School ID 57 4.1.5 Proper Hygiene 57 4.2 Arrival and Dismissal 58 4.3 Attendance and Punctuality 59 4.4 Attendance in Assemblies 63 Implementing Guidelines on the Use of Hard Hat 64 Implementing Guidelines on the Use of Go Bag 64 4.5 Classroom Discipline 66 4.6 Places Designated as Off-limits during breaks 66 4.7 Cleanliness of Classrooms and Campus 67 4.8 Proper Use of Facilities and Equipment 67 4.9 On the Use of Internet, Social Networking Sites and Electronic Messaging 67 4.10 On Bringing of Cellular Phone & other Electronic Gadgets 67 4.11 Business Transaction 68 4.12 Weekend Activities 68 4.13 Visitors 69 4.14 Bringing of Cash and Personal Belongings 69 4.15 Lost and Found Items 69 4.16 Policy Statement on Academic Honesty 70 Section 5: Offenses, Due Process and Consequences 70 5.1 Types of Offenses 70 5.1.1 Major Offenses 70 5.1.2 Minor Offenses 75 5.2 Disciplinary Procedure and Due Process 76

7 5.3 Formative Intervention Programs 77 Section 6: Conduct Grades 78 Section 7: Conduct Deliberation 81 Section 8: Special Committees 81 Section 9: Exclusion in the Moving Up Ceremony 82 PASTORAL AFFAIRS Section 1: Faith Formation 83 1.1 Christian Living Curriculum 85 1.2 Retreat and Recollection 85 1.3 Prayer, Liturgy and Sacrament 85 Section 2: Salesianity 90 2.1 Salesian Studies 90 2.2 Salesian Youth Movement 90 Section 3: Community Involvement 91 3.1 Social Action and Mission 92 3.2 Family Ministry 94 3.3 Pastoral Communication 95 Section 4: Pastoral Accompaniment 95 4.1 Vacation Discernment 95 Section 5: Guidance and Counseling Services 95 5.1 Program Component 96 5.1.1 Individual Development Planning 96 5.1.2 Guidance Period (Homeroom Guidance) 96 5.1.3 Responsive Services 96 5.2 Guidance Services 97 5.2.1 Counseling 98 5.2.2 Orientation and Information 98 5.2.3 Enrichment 98 5.2.4 Individual Inventory Analysis 98 5.2.5 Follow-Up 98 5.2.6 Research and Evaluation 98 5.2.7 Testing 98 5.2.8 Placement 98 5.2.9 Career Guidance 99

8 APPENDICES Appendix A: Glossary: Vision-Mission Terminologies 100 Appendix B: Guidelines on Online Classes 102 Appendix C: Health Care Area Guidelines and Procedures 104 Appendix D: Dangerous Drugs Act of Republic Act 9165, Article IV, Section 44 106 Appendix E: Republic Act No. 8049 (An Act Regulating Hazing and Other Forms of Initiation Rites in Fraternities, Sororities, and Other Organizations and Providing Penalties Therefore) 107 Appendix F: Republic Act No. 8049 (An Act Declaring Sexual Harassment Unlawful in the Employment, Education or Training Environment, and for Other Purposes) 111 Appendix G: REITERATING DECS ORDER No. 70, s. 1999 (Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class hours) 115 Appendix H: DepEd Order No. 40, 2012 (Policy and Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying, and Other Forms of Abuse) 116 Appendix I: Q & A on Random Drug Testing for Secondary and Tertiary Students 125 Appendix J: The Provincial Financial Policy for Students 130 Appendix K: Waiver Forms for Students 135 Appendix L: “Student Protection Policy” of Don Bosco Technical Institute of Makati 136 Appendix M: Environmental Protocol 144 Appendix N: Religion Agreement 146 Appendix O: Shop and Laboratory Policies and Procedures 148 CONFORMITY WITH DON BOSCO TECHNICAL INSTITUTE OF MAKATI’S JUNIOR HIGH SCHOOL STUDENT HANDBOOK 151 and 152

9 ALMA MATER SONG Hail, Don Bosco, Alma Mater dear! Hail, Don Bosco, our joyful voices hear. Throughout the land Your name as leader rings Uniting youth in lasting links. Your sons be great And strong and brave and noble. With wills of steel and hearts of gold. Throughout the land, your name as leader rings. Uniting youth in lasting links. Hail! To every land waive wrong and right uphold. O, light of Christ, upon them shine. On these perilous stormy seas Don Bosco’s vessel strong. Will guide us along through winds and waves ‘Neath the Salesian standard. (Repeat Chorus) CODA: Loving our land, helping all men, Youth of today, forward march!

10 DON BOSCO TECHNICAL INSTITUTE OF MAKATI

11 Don Bosco Makati: A Noble Vision On June 27, 1952, Fr. Charles Braga, the first Provincial Superior of the Salesian Society in the Philippines met with Don Alfonso Zobel de Ayala and Mr. Joseph R. McMicking, both well-known businessmen and philanthropists, to discuss the establishment of an industrial school in Makati. At first the Salesians proposed to put up a “boys’ club” after which, an industrial school. The Salesians were determined to set their mission in a highly-populated area to achieve their aims: “to raise the moral outlook of a difficult section of a community" and “to provide a nearby source of employment” for the students after the completion of their studies. The Ayalas were willing to help the Salesians to develop an industrial area to provide work as well as income to its residents. ● On January 26, 1954, Fr. Luigi Ferrari, delegate of Fr. Acquistapace, SDB Provincial Superior to the Philippines, asked permission from Mr. Alfonso Zobel de Ayala “to occupy and fence the parcel of land located at the corner of Pasay-McKinley Road and the proposed Pasong Tamo Extension”. Thus, the construction of Don Bosco Makati started. Despite the financial constraints that the Salesians encountered, the Rector Major canonically erected the Salesian work in Makati. Don Bosco – Makati started basic education in the Grades V and VI levels in 1955. By the end of the school year in April 1956, 36 Grade VI pupils received their Elementary diploma and were the first graduates under the Salesian system of education. Both levels were recognized by the Department of Education on June 11, 1956 (Recognition No.179 s.1956) The same Grade VI pupils were the first batch to graduate in high school with the dual- academics and technical – curriculum. Wood Working, Graphic Arts, Automotive, Electrical Technology, Electronics Technology and Industrial Drafting were introduced to the high school students in the succeeding years. To assist the out-of-school youth of various communities in the area, the Manpower Training Department (MTD) was established in 1971. This aimed at helping the youth acquire employable skills. BRIEF HISTORY OF DON BOSCO TECHNICAL INSTITUTE OF MAKATI

12 In 1989, the Grade School Department was accredited by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) and was granted Level 1 Deregulated Status and Level II accreditation in 1992. The same department was recognized for having the “Best Educational Management Information System” (EMIS) in the division. The High School Department underwent its PAASCU formal visit in August 2004 and obtained a “clean pass” evaluation. As a result, it was granted a three-year Level 1 Deregulated Status by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU). The continuing quest for excellence has always been the objective of the department which resulted in Level II Deregulated Status when PAASCU visited the department for the First Re-Survey in February 2008. As the school continues to grow, so as the number of trainees from the marginalized sector come to enroll and avail of the technical – vocational courses offered by the Technical Vocational Education and Training (TVET) center (formerly the MTD). Since 2006, the Center has expanded and admitted 900 trainees annually in various courses with over 200 industry partners and sponsors. In 2011, DBTI – Makati was accredited as a donee institution by the Philippine Council for Non-Government Organization Certification (PCNC). In 2016, DBTI- Makati started the implementation of the Senior High School Program with ABM and STEM strands under academic track. In 2018, history has been made as the first batch of the Senior High School graduated. In 2019, as the global pandemic struck at the later part of the school year, DBTI- Makati did its best to accept the challenges brought about by the Covid-19 pandemic. The school adopted different learning tools to suit the needs of its students in online learning. In 2020, DBTI- Makati shifted its focus to online learning modality. The school crafted a Learning Continuity Plan as required by the DepEd to deliver its programs. In 2021, DBTI - Makati continuously refined its approach to suitability of learning. The school not only survived the learning challenges of the pandemic but it thrived in the delivery of learning through online learning modality. In 2022, as the pandemic slowly eased down, the school introduced its Learning Recovery and Continuity Plan to gradually shift to a combination

13 of Blended Learning and Online Learning Modalities. It also offered a Pure Online Modality to suit the needs of its other students who were greatly affected by the pandemic. In the same year, the Junior High School Department prepared for its scheduled accreditation by the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU). In January 16 - 17, 2023, the Junior High School Department underwent its PAASCU formal visits and it successfully passed and was given a clean “five-year accredited status”. It can readily apply for a Level III status. Presently, DBTI – Makati is doing its best to provide quality education and to fulfill its mission to form good Christians and upright citizens.

14 "Where there is no vision the people get out of hand." (Proverbs 29:18) To form an educative-pastoral community of lifelong-learners, champions of integral ecology, and agents of social transformation. To provide a holistic Catholic education that forms the young, especially the poor, to become good Christians and upright citizens. A nurturing, responsive, research-oriented, and innovative Salesian school for the young. A nurturing Salesian learning community and a leading provider of technical high school education that forms globally competitive, technologically-equipped, research-oriented, and innovative Bosconians. VISION – MISSION STATEMENT OF DON BOSCO EDUCATIONAL CENTERS - NORTH PROVINCE INSTITUTIONAL VISION JUNIOR HIGH SCHOOL VISION

15 The laurel and the gear represent the dual curriculum, academic and technical, offered by the school. The three theological virtues of faith, hope and charity are represented by the star, the anchor and the heart respectively. Don Bosco’s devotion to the Blessed Virgin Mary, whom he fondly called Mary Help of Christians, is also symbolized by the shining star. His devotion to the Sacred Heart of Jesus is symbolized by the flaming heart. The sea represents the fullness of life; the woods represent the founder’s name Bosco; and the mountain peaks represent the perfection each member of the Educative Pastoral Community strives to attain. Hence, the school upholds the motto “Meliora Eligo” which means “I choose the better things.” Spirituality We value first of all faith and our relationship with God. We are CHILDREN OF GOD. Collaboration We value people and living and working together. We are a COMMUNITY. Integrity We value character and moral uprightness shown through coherence of one’s belief and actions. We are GOOD CHRISTIANS and UPRIGHT CITIZENS. THE SCHOOL SEAL CORE VALUES

16 Inspired by St. John Bosco, father and teacher of youth, who dedicated his life for the welfare of young people and the salvation of their souls, Don Bosco Technical Institute of Makati aims at educating and evangelizing its students so as to form them to become “good Christians and upright citizens” (Plan of Regulations of the Oratory, 1854, Biographical Memoirs, vol. II, p.36) To realize this goal of providing total and integral formation, DBTI Makati aims further at the personal, social, spiritual, ecclesial, liturgical and vocational development of its students (cf. Constitutions of the Society of St. Francis de Sales, arts.32-37). Through its various educative and evangelizing experiences, whether curricular, co-curricular or extra-curricular, DBTI envisions a Bosconian who: [Personal and Social Development] ● understands the meaning and purpose of his existence in this world; ● has acquired human and moral values for justice, respect for the human person and his rights, both personal and communitarian; ● is aware and sensitive to any form of deprivation, oppression, injustice and violence; ● possesses a collaborative attitude in building a community or society that is more just and humane; ● has developed a sense of leadership and active involvement in efforts towards national prosperity and well-being; [Spiritual, Ecclesial and Liturgical Development] ● has imbibed adequate spiritual, moral and Salesian values to guide him in life; DBTI INSTITUTIONAL GOALS AND OBJECTIVES

17 ● has sufficient knowledge and deep love of Sacred Scriptures, the Church, her teachings and traditions; ● is convinced of his religious obligations especially the frequent reception of the sacraments of Reconciliation and the Holy Eucharist; ● accepts all kinds of human persons irrespective of sex, age, status and race, convinced that all are children of God; [Professional Development] ● is adequately prepared in the different subject areas and disciplines for higher education in any course or career of his choice; ● aspires for higher academic and professional achievement; ● has acquired and developed positive attitudes to confidently face the challenges of adult life. Don Bosco was a spiritual person, a saint, and what stands out with him is that everything in his life, including his work for the education of the young, emanated from his priestly heart. So deeply imbued was he with his faith and love for Christ, the Redeemer, that he chose “Give me souls, take away the rest” for his motto. In a “good night” talk of1863 while speaking to youngsters, Don Bosco said, “I have something very important to tell. I want you to help me in a matter that I have very much at heart – your eternal salvation. This is not only the main DON BOSCO’S PREVENTIVE SYSTEM: A SPIRITUAL AND AN EDUCATIONAL EXPERIENCE

18 reason – it is the only reason why I am here.” (P. Barido, II sistema preventive di Don Bosco, Zurich, a964, p. 126) Don Bosco’s work of education – his Preventive System – was not just an educative method: it originated from and was inspired by his zeal for souls; it was the ardent expression of his faith and love. For Don Bosco, ‘salvation’ was not limited to a concern for the religious aspect of man; it did not mean only freedom from sin and growth in Christ right up to the level of sanctity. Don Bosco was aware that a humanly depressing situation of poverty and abandonment could be a serious risk for a person’s eternal salvation. As a result of this contacts with delinquent youth in prisons and with boys who roamed the streets of Turin, he realized that if he wanted to save them, catechism would require personal relationships too, and religious instruction would have to go hand in hand with preparation in a school or workshop for the life in society. Hence, his zeal for souls (or what is called ‘pastoral charity’) led him to launch out into every kind of initiative that he thought necessary for the total development of his young people. Behind it all was an integral concept of the boy: neither an angel or a beast but a living synthesis of spiritual needs and bodily functions, an individual destined for heaven but entrusted with a mission on the earth below, someone anchored in God and a future citizen of heaven but also solidly established in the society of human beings as a citizen of the earthly city. That is why, on one hand, he sought to impart a good education, a sense of duty, a training for a profession, and a preparation for insertion in society – all contents of what he called “REASON”; and on the other hand, he instilled morality, conscience, faith, an understanding of the truths of Christianity, religious practices, and an involvement in the life of the Church – elements that made up what is termed “RELIGION”. But there was also a third crucial element: the method of LOVING KINDNESS. Don Bosco was convinced that there was very little he would be able to achieve with his boys if he could not win their love and confidence. In that “goodnight talk,” after telling his boys that he was there for only one purpose, viz. to help them save their souls, he went on: “We must be of one mind in this, and real confidence and friendship must unite us.” (BM VII, p. 303)

19 And so, all these three pillars or foundations of the Preventive System – REASON, RELIGION, and LOVING KINDNESS – have their source and inspiration in pastoral charity. And as such, they become for the educator a way to his own sanctification, a path to achieve holiness. No wonder the Preventive System can rightfully boast of having made saints of both the educator (Don Bosco) and his pupil (Dominic Savio): it is more than a method of education; it is fundamentally a spirituality. Two different levels of aspects in Don Bosco’s Preventive System can be distinguished – both of them are closely linked with each other. There is in the first place the source of inspiration, which creates a certain spiritual attitude in the person of the educator (the pastoral thrust): it is the way of thinking and feeling, of loving and doing, a principle that inspires his whole existence. This is his spiritual experience, and its source of inspiration is pastoral charity. Don Bosco wrote in his treatise on The Preventive System in the Education of the Young: “The presence of this system is wholly based on the words of St. Paul who says: “Love is patient and kind . . . Love bears all things . . . hopes all things, endures all things.” In addition, there is the pedagogical method on the level of action. Don Bosco described it, saying: “This system is based entirely on REASON and RELIGION, and above all, on LOVING KINDNESS. This is the educational experience, which flows from the spiritual attitude.

20 Section 1: The Rights of a Student Section 155 of the 2011 Revised Manual of Regulations for Private Schools in Basic Education provides... Subject to the limitations prescribed by law and the school policies and regulations, the rights of a student of a private school shall be: a. To receive proper and satisfactory instruction in the course he is enrolled, in accordance with the approved educational objectives and standards of the school; b. To be respected in his rights, and to be reasonably and fairly treated as a student and as a person consistent with human dignity; c. To form, join or lead in such student organizations or associations as may be recognized or authorized to operate by the school; d. To avail of the use of school facilities for his curricular as well as co-curricular activities as may be authorized by the school; e. To be formally apprised of any complaint against him, to be heard by himself or counsel, to present evidence for his defense, to confront and cross examine witnesses, to be informed of the decision on his case, and to appeal the decision to proper authorities, when appropriate; and f. To redress of grievances against any wrong or injustice committed against him by any member of the academic community in accordance with defined channels of authority therein. Section 2: The Duties and Responsibilities of a Student Section 156 of the 2011 Revised Manual of Regulations for Private Schools in Basic Education provides... Subject to the limitations prescribed by law and the school policies and regulations, the duties of a student of a private school shall be: a. To obey and observe all laws and prescribed school rules and regulations; GENERAL PROVISIONS

21 b. To respect proper authority, whether governmental or institutional; c. To uphold the aims, ideals, and integrity of his school; d. To abide by, comply with, and maintain the prescribed academic standards of his school; e. To conduct himself in a proper and irreproachable manner in his relations and dealings with all members of the academic community; f. To observe at all times, inside or outside the classroom or school campus, the accepted principles of proper decorum and good behavior; and g. To meet promptly his financial and property obligations to the school. Section 3: Religion Agreement Don Bosco Technical Institute, Makati City is a Catholic institution. Hence, students must conform and be guided by the Religion Agreement. Please refer to Appendix N. Section 4: The Suspension of Classes (as per DepEd Order #37, series of 2022) 4.1 Typhoon In person, online classes and work from Kindergarten to Grade 12 and Alternative Learning System (ALS) are automatically canceled in schools situated in Local Government Units (LGUs) issued with the Tropical Cyclone Wind Signals (TCWS) 1, 2, 3, 4 or 5 by the Philippine Atmospheric, Geophysical, and Astronomical Services Administration (PAGASA). If the TCWS is issued at the time when classes have already begun, the school shall immediately suspend the classes and work and send everyone home, if it is safe to do so. However, schools are obligated to keep the students and personnel safely in school if traveling has become unsafe.

22 Local Chief Executives shall decide on the cancellation or suspension of classes in cases where there are strong winds in specific or all areas of the LGU but are not issued a TCWS. 4.2 Heavy Rainfall In person, online classes and work from Kindergarten to Grade 12 and Alternative Learning System (ALS) are automatically canceled in schools situated in LGUs issued with Orange and Red Rainfall Warning by the PAGASA. If the Warning is issued at the time when classes have already begun, the school shall immediately suspend the classes and work and send everyone home, if it is safe to do so. However, schools are obligated to keep the students and personnel safely in school if traveling has become unsafe. Local Chief Executives shall decide on the cancellation or suspension of classes if their LGU is issued a Yellow Rainfall Warning by the PAGASA or in cases where there are torrential rains in specific or all areas of the LGU but is not issued with an Alert by PAGASA. 4.3 Flood In person, online classes and work from Kindergarten to Grade 12 and Alternative Learning System (ALS) are automatically canceled in schools situated in LGUs issued with a Flood Warning by the PAGASA. If the Flood Warning is issued at the time when classes have already begun, the school shall immediately suspend the classes and work and send everyone home, if it is safe to do so. However, schools are obligated to keep the students and personnel safely in school if traveling has become unsafe. Local Chief Executives shall decide on the cancellation or suspension of classes in cases where there is flooding in specific or all areas of the LGU but are not issued a Flood Warning by PAGASA.

23 4.4 Earthquakes In person, online classes and work from Kindergarten to Grade 12 and Alternative Learning System (ALS) are automatically canceled in schools situated in LGUs where the Philippine Institute of Volcanology and Seismology (PHIVOLCS) declare an earthquake with PHIVOLCS Earthquake Intensity Scale (PEIS) V or above. Local Chief Executives shall decide on the cancellation or suspension of classes in cases where the PEIS is IV and below. School Principal can cancel classes at any Intensity Scale if in their assessment, building and other structures are seen to be in danger of collapsing or are found to have major damage. The School Disaster Risk Reduction and Management (DRRM) Team Head should clear the return of students and personnel in buildings and other structures. 4.5 Power Outages/Power Interruptions/Brownouts There will be no automatic cancellation or suspension of classes in the event that there are power outages/power interruptions/brownouts in schools. If power outages/power interruptions/brownouts have resulted to poor learning environment, school officials can cancel or suspend classes at their own discretion. 4.5Adjustments to Learning Delivery Due to Suspensions/Cancellations of Classes In the event of cancelled or suspended classes, modular distance learning, performance tasks, projects or make up classes shall be implemented to ensure that learning competencies and objectives are still met. In adherence to the provision of DepEd Order No. 14, s. 2021, learners who miss learning due to class suspensions brought about by various disruptions like disasters and/or emergencies due to natural or human- induced hazards shall be accorded due

24 consideration in their attendance and the completion of their learning tasks. ( See Appendix _ Guidelines on Online Classes ) Section 5: Parking for Students As a general rule, due to limited space, a student is not allowed to drive and park his car inside the school campus. Section 6: Withdrawal from Enrollment/Dropping from the Rolls 6.1 A student who withdraws from the school should secure formal approval from the Principal who in turn endorses the request to the Registrar’s Office. He is then charged the pertinent tuition and other school fees as follows: 6.1.1 ten percent (10%) of the total amount due for the school year if he withdraws within the 1st week of classes. 6.1.2 twenty percent (20%) of the total amount due for the school year if he withdraws within the 2nd week of classes. 6.1.3 the total tuition and school fees for the year if he withdraws any time after the 2nd week of classes. 6.1.4 a student who fails to secure a formal withdrawal from the school shall be charged accordingly. 6.2 If the transfer or withdrawal is due to a justifiable reason, the student shall be charged the pertinent fees only up to and including the last month of attendance. The Principal and the Rector shall have the final decision on this matter. Section 7: The Student Diary 7.1 Its Importance The Student Diary is a daily link between the school and the home. The diary contains information on students’ activities and other matters pertinent to the needs of the child in school. 7.2 What to write in the Student Diary 7.2.1 Homework / Assignment The student should write down the homework given by his teachers on the particular page / day in the Student

25 Diary. Parents or guardians should see to it that the child does his assigned task at home. 7.2.2 Teachers’ Remarks Teachers’ remarks/correspondences should be written on the intended page / day in the Student Diary. 7.2.3 Excuse Slips An excuse slip is official if written on the Student Diary, signed by parents or guardians and noted by the principal or assistant principal concerned. The Explanation of Absence form is provided in the Student Diary. 7.2.4 Permission to be Excused from Class A student who goes out of the classroom and wants to be excused from the class should ask permission from the adviser / subject teacher. He should make use of the Permit to Leave the Classroom Form in the Student Diary. The teacher shall note his/her action on the request in the Student Diary. 7.2.5 Attendance / Tardiness 7.2.5.1 A student who comes to school late should not be admitted in class unless his Student Diary is duly signed TARDY by the Principal or Assistant Principal for Student Affairs who should take action on his tardiness. This should be recorded by the class monitor in the class Absentee List. 7.2.6 A student who comes late in class, in any activity, and even in the line formation as per official schedule shall have his Diary marked LATE. The Class Adviser / Subject teacher shall note the tardiness in his Student Diary, while the class monitor shall record the same remark in the class Absentee List. 7.2.7 Letters to Parents Letters to parents must always be noted in the Student Diary. Handling the letter to parents is the responsibility of the student. The parents or guardians should acknowledge receipt of the correspondence from the school on their son’s Diary.

26 7.3 Signing and Checking of the Student Diary 7.3.1 The class adviser should monitor the student’s diary regularly and sees to it that parents affix their signature on the page corresponding to the appropriate date of the Student Diary. 7.3.2 The class adviser should follow-up the following day the correspondence to ensure that the parents or guardians acknowledge letters from the school as well as remarks written on the Student Diary. 7.4 Taking Care of the Student Diary The Student Diary should be kept clean and handled with care. No sticker or other marking should be put on it. Nothing should be inserted in the Student Diary except one bookmark. 7.5 Lost Student Diary and Lost Pages 7.5.1 A student is responsible for his Student Diary. 7.5.2 Tearing, destroying or losing any page or pages of the Student Diary, especially those with important remarks from teachers and communication from parents, is a major offense. 7.5.3 Erasing the remarks of teachers and parents / guardians, forging and altering any signature, remark or notes are also considered major offenses. 7.5.4 A lost Student Diary can be replaced upon the approval of the Principal. 7.5.5 Junior High School students are required to immediately report losses of their Student Diary to the Principal’s Office. Replacement must be made within one week after the loss. 7.5.6 Loss of the diary due to negligence is considered a major offense.

27 Section 1: The Junior High School Programs, Goals and Objectives The Junior High School Department aims to: ● provide the learners with academic and technological advancement through research and innovation in preparation for Senior High School; ● equip them with 21st century skills they need to help them grow with confidence to practice those skills and to succeed in life; ● provide them with real-world and meaningful experiences to appreciate more life’s purpose and existence; ● mold them to be advocates of social change for nation building where moral values such as respect for human dignity, justice for the oppressed, preservation of human rights, and care for the environment are practiced and given importance; ● develop in them the appreciation of prayer and spiritual activities through the sacraments, and ● instill in them values of an ideal Bosconian. 1.1 ACADEMIC PROGRAM The Academic Curriculum of the Junior High School Department is based on the K to 12 Curriculum of the Department of Education, though some modifications were made to conform with the peculiarities of the Salesian Educational System. To form good Christians and upright citizens, the Junior High School Department, specifically the Academic Program, aims to: SUBJECT LEARNING AREA GOAL CHRISTIAN LIVING (Considered as one of the Pastoral Dimensions) The Jesus My Best Friend Catechesis - JMBF Curriculum K-12 goal is to accompany students in their journey towards the “fullness of life in Jesus Christ,” with CL teachers and parents as lead educators and evangelizers. By strengthening traditional Filipino family values, through the application of a dynamic and integrated faith formation curriculum, and through the action and power ACADEMIC AND TECHNICAL PROGRAMS

28 of the Holy Spirit, students will know, live, celebrate, and proclaim their Catholic faith in joy, freedom, and loving service. FILIPINO mahubog ang kakayahang komunikatibo, maging mapanuri, kakitaan ng pagpapahalaga sa panitikan at mapalawak ang kamalayan sa kalagayang panlipunan tungo sa pagkakaroon ng pambansang pagkakakilanlan, kultural na literasi at patuloy na pagkatuto gamit ang kahusayan at teknolohiya upang makaagapay sa pagbabagong nagaganap sa daigdig tungo sa globalisasyon at transpormasyong panlipunan ayon sa gawing Salesiyano. ENGLISH mold Bosconians who can communicate with sense, ease, and clarity. While possessing substantial communication skills necessary for a complex interaction requiring the use of the English language, they, too, must have understanding and appreciation for Literature- Philippine and World; hence, developing a discriminating taste for it and for its allied arts. Moreover, through the study of prose and poetry, they must also acquire the ability to discern significant human experiences, develop a strong sense of positive values, and gain a profound perspective of life and of humanity. Furthermore, they develop the basic research skills through applying the principles of Research. RESEARCH develop Bosconians who possess the fundamental skills in writing research; demonstrate critical thinking and problem-solving skills through research relevant in daily life, across fields of inquiry, and/or in the area of interest. MATH develop Bosconians, who are creative, critical and analytical problem solvers through the use of appropriate technology, logical reasoning, accurate connections and representations that would lead them to deeper understanding, more purposeful planning and sensible decisions in practical situations. SCIENCE develop Bosconians, who are creative, innovative and technologically-competent problem solvers, critical and inventive thinkers, with an enriched understanding of scientific concepts, skills and processes, exhibit

29 understanding of worldwide issues on health, ready to manage change and to help save and preserve life and the environment. ARALING PANLIPUNAN malinang sa mga mag-aaral ang malalim na pang-unawa sa mga kaisipan ng mga napapanahong isyu sa pag-aaral ng kasaysayan, pamahalaan, kultura at lipunan, mga kaisipan sa ekonomiks, pambansang pag-unlad, at hamong panlipunan tungo sa paglinang ng mga kasanayang panghabang-buhay tulad ng pagkamalikhain, kolaborasyon, at kahandaan sa pagharap sa buhay sa makabagong siglo. MAPEH PE develop healthy and physically fit Bosconians through engaging them in activities that promote and sustain active life. HEALTH develop Bosconians who applied the key health concepts learned to the achievement, sustainability and promotion of health and wellness for the improvement of the quality of life of the individual, the family and the larger community. MUSIC develop Bosconians who have profound understanding of concepts and processes in music of the Philippines and of the world (Asia, historical periods of the West and contemporary age) through appreciation, analysis and performance for his self-development, for the celebration of his Filipino cultural identity and diversity, and for the expansion of his world vision. 1.2 TECHNICAL PROGRAM The Technical Program responds to the K-12 Curriculum requirements set by the Department of Education (DepEd) under the Technology and Livelihood Education area (TLE). It is aligned with the school’s vision-mission, and is articulated in the Academic Curriculum in preparation for the Senior High School, particularly in Science, Technology,

30 Engineering, and Mathematics (STEM), Arts and Design Track and in technology-related courses in college. (ABM) The subjects offered in this curriculum include Automotive Technology, Computer Technology, Electrical Technology, Electronics Technology, Industrial Drafting Technology, and Mechanical Technology. The curriculum for Grades 7 and 8 follows the General Technology orientation in the four cluster areas, namely, Automotive-Mechanical Technology (AT/MT), Electrical-Electronics Technology (ET/ELX), Computer Technology (CT) and Industrial Drafting Technology (IDT). The time allotment for each technology is one and a half (1.5); hence, a total of a total of six (6) hours per week for these four (4) technologies. By the end of Grade 8, the students are evaluated for their specialization in Automotive Design Technology, Mechanical Design Technology, Information and Communications Technology, Electronics Design Technology, Electrical Systems Design Technology, Creative Design Technology and Graphics Design and Animation for Grades 9 and 10. The evaluation for specialization is based on the following criteria: a) Aptitude Test b) average grade from 1st to 3rd terms in Grades 7 and 8 and c) shop preference or choice of Technology for specialization. To form good Christians and upright citizens, the Technical Program, aims to: General Technology for Grades 7 & 8 SUBJECT SUBJECT GOAL Automotive-Mechanical Technology (AT/MT) Enables the learners to acquire basic technical knowledge and skills on the importance and proper usage of different hand tools and devices with consideration to mensuration and observance of safety. It also provides the learners challenging experiences to develop their knowledge and skills in engine principles and operation, calculations and precision measurements using Vernier Caliper, height gauge, bevel protractor and Micrometer Calipers as applied for creatively designed light metal work projects with due consideration to safe work practices.

31 Electrical-Electronics Technology (ET/ELX) Develops skills in identifying and using basic electronic components such as resistor, capacitor, diode, transformer, and inductor by analyzing simple electric circuits. It also enables students to use an analog multi-tester to identify the condition of an electronic component. It also enables the learners to develop their knowledge and skills in computing electrical parameters of complex electric circuits and can interpret a schematic diagram and translate it through circuit construction. Computer Technology (CT) Develops skills in basic web development and interactive web pages based on a mark-up language. It also provides the learners opportunities to acquire knowledge in creating a dynamic webpage using HTML and CSS, interactive webpage using JavaScript, and be able to create or develop a responsive website using HTML, CSS, and JavaScript. Industrial Drafting Technology (IDT) Develops skills in creating artistic drawings based on the local customary beliefs and traditions of Philippine art inspired by well-known artists whose techniques and procedures in creating and designing artworks can be emulated. Likewise, the acquisition of skills on proper manipulations of drafting tools and equipment with optimum attention to safety in doing mechanical drawing is given priority. It also develops skills in creating basic engineering working-drawing which apply the principles of 2D and 3D drawing and can communicate ideas through graphic designs or symbols.

32 Shop Specialization (Grades 9 & 10) SUBJECT SUBJECT GOAL Automotive Design Technology (ADT) Enables the learners to acquire and enhance their knowledge, skills, and attitudes in the field of automotive servicing. Perform automotive tune-up, service battery, service ignition system, test, and repair wiring/lighting system, preventive maintenance, and perform shop maintenance. It also provides the learners with challenging opportunities to perform Powertrain, Underchassis troubleshooting & repair; Gas engine overhauling, EFI diagnosis, and to pass the National Certification in Automotive Servicing, NC1. Creative Design Technology (CDT) Develops skills in creative designing, analytical planning, 3D modeling both in manual and digital media designs. It enables the learners to create commercial painting using watercolor, design a commercial packaging, create a working-drawing of a product development and develop basic skills in area planning by applying both manual and CAD. This course also enables the learners to design and create a complete architectural and allied engineering working drawings both manual and CAD in accordance with the building laws and create a scaled model of a two-storey residential house for actual presentation. Electronics Design Technology (EDT) Develops skills in applying the theories and principles of mathematics and sciences in creating designs for basic and advanced electronic circuits such as analog and digital, and in creating prototypes in robotics and basic mechatronics.

33 Electrical Systems Design Technology (ESDT) Develops skills in applying the theories and principles of mathematics and sciences in implementing and designing a residential plan in accordance with the Philippine Electrical Code (PEC). It also provides the learners opportunities to perform basic and complex house electrical wiring installations both AC and renewable energy. It also develops skills in designing basic electrical equipment such as transformers, motors, and three-phase motor control. Graphics Design and Animation (GDA) Develops skills in digital photography, graphics and character designing. It also provides skills in 2D animation and motion graphics (Audio and Video) using digital tools and applications based on ethical and pedagogical standards. Information and Communications Technology (ICT) Develops skills in various computer technologies with ease, efficiency, and creativity, and applies these skills in dealing and solving various real-life situations involving computers. It also develops skills in basic PHP Programming, creating interactive web pages based on HTML, CSS and JS languages and being able to produce an interactive and functional webpage. It provides skills in designing, developing, and creating programs/application using Java programming and mobile applications It also enables the learners to acquire basic knowledge and skills in computer system development, basic PC troubleshooting and repair, network and security problems, and be able to efficiently execute the procedure in Computer System Servicing NC II. Mechanical Design Technology (MDT) Develops skills in computations, precision measurements, kinematics mechanism,

34 machine operations and set-ups that can be applied in the creation of prototypes through 3D printed innovative designs applicable in real-life situations. Computer-Aided Design (CAD) Grade 9 Develops skills in conceptualizing ideas, product designing and working-drawings to the required level of technical accuracy both in 2D and 3D. Grade 10 Develops skills in 3D modeling and rendering with appropriate materials and lighting. It also provide skills in slicing 3-Dimensional objects designed from CAD software to produce innovative prototypes through 3D printing In the specialized Technology in Grades 9 and 10, the time allotment is five (5) hours per week, and its distribution are as follows: four (4) hours for Technology and one (1) hour for CAD. Section 2: Assessment of Student Performance 2.1 Assessment of student performance is done twice a year through a deliberation (Pre-Yearend and Year End Deliberation) to allow students and parents to monitor and improve student’s performance. 2.1.1 Pre-Year End Deliberation result is given at the end of the second term. 2.1.2 Year-end Deliberation result is given at the end of the third term. Section 3: Viewing of Report Card 3.1 The Report Card is an electronically generated card which is considered an official school document reflecting the student’s performance per term. This electronically generated Report Card can be accessed through the student portal.

35 3.2 A parent who wants to confer with his son’s teacher/s regarding his scholastic performance may set for an appointment through the student’s diary. 3.3 A student with financial accountability cannot access his report card. Section 4: Accomplishment Report Accomplishment Report Portal provides real-time access for both the students and the parents to easily monitor and to follow up submissions and completions of tasks and tests. It also contains the descriptions/titles of the tasks and tests, the deadlines for the submission, and the platforms used to access and submit said tasks or tests that need to be accomplished. The REMARKS part is provided in case the teacher wants to send the student an important message. Furthermore, to ensure that all the non-accomplished tasks and tests are submitted/taken by the students prior to the release of the Final Accomplishment Report at the end of the term, a letter to parents will be sent to inform both the students and parents of the deadline for the submission and for taking of the special test/s. Requests for special examinations and extension of submission of tasks will no longer be accommodated after the deadline. Section 5: Grading System for Academic Program 5.1. In consideration of the nature of the subject, a student’s grade is based on the following: 5.1.1 Written Works These include the following: quizzes, unit or long tests, assignments, article reviews, journals, reaction /reflection papers, news writing, surveys data recording and analyses, geometric and statistical analyses, graphs, charts, problem sets, laboratory reports and documentations, work designs and plans, diagrams, maps, and models. 5.1.2 Performance Tasks These include student-designed experiments, plates, hands-on exercises /skills demonstration, multimedia presentations, live dioramas, research paper/investigatory projects with oral defense debates, speech tests, panel discussions, issue awareness campaigns, graph construct-

36 ions from surveys conducted, outdoor math, probability experiments, practical tests, designing various models, scientific investigations and investigations, issue-awareness campaigns, simulations, verification experiments, collages, leaflets, posters, and slogan making, map construction, community involvement, musical presentation and creating simple musical arrangement, song analysis, creating personalized exercise program, physical activity participation, fitness assessment, design and implement-ation of fitness and health programs, , design, creation and layout outputs/diagnose and repair equipment. 5.1.3 Weight Components for Grades 7-10 In consideration to the nature of the subject, a student’s grade is based on the following: Learning Areas Weight Components Written work Performance Tasks Term Assessment Class Participation English, Filipino Araling Panlipunan 30% 40% 20% 10% Research 9 and 10 30% (T1 - T2) 40% (T1 - T2) 20% (T1 - T2) 10% (T1 - T2) 40% (T3) 50% (T3) 10% (T3) Science, Math 40% 30% 20% 10% MAPEH 20% 60% 20% 5.1.4 Term Assessments This is the pen and paper assessment of students’ mastery of competencies at the end of the term. 5.1.5 Class Participation This refers to the student participation during class discussions and activities that require collaborative work. 5.2 The Numerical System of marking is used. Grades are expressed in

37 multiples of one (1). 5.3 Cellar and ceiling grades are 70% and 100% respectively. The passing mark in any given subject is 75%. 5.4 The final conduct grade is the average of all conduct grades from first to third terms. 5.5 The final grade is the average of the term grades for each learning area. 5.6 The general average is the average of all the final grades of the different learning areas. All learning areas have equal weight. Section 6: Grading System for Technical Program In consideration to the nature of the subject, a student’s grade is based on the following: 6.1 Weight Components For Grades 7 and 8 Performance Task Written Works Term Assessment 60% 20% 20% At the end of the three (3) terms, the GENERAL TECHNICAL AVERAGE shall be computed by dividing the sum of all final grades by the total number of learning areas. Each learning area has equal weight. 6.2 Weight Components For Grades 9 and 10 Performance Task Written Works Term Assessment 60% 20% 20% The FINAL GRADE for each term shall be reported as the weighted average of the 2 learning areas (Technology 85% and

38 CAD 15%). The GENERAL TECHNICAL AVERAGE is the average of all final grades. Section 7: Descriptors, Grading Scale and Remarks (DepEd Order No. 8 s. 2015) DESCRIPTOR GRADING SCALE REMARKS Outstanding 90-100 Passed Very Satisfactory 85-89 Passed Satisfactory 80-84 Passed Fairly Satisfactory 75-79 Passed Did Not Meet Expectations Below 75 Failed Section 8: Term Examinations 8.1 The school year is divided into three (3) terms. At the end of each term an assessment in each subject area is administered to determine the performance status of each student. 8.2 Information about the examination schedule is communicated to the students through their Diary. 8.3 A student who fails to take the term assessment is required to take a special examination. Section 9: General Guidelines During Term Examination 9.1 Tests should start and end on time. 9.2 Students should: a. be in complete uniform with ID; b. deposit their things and bags neatly on the platform; c. occupy the seats assigned to them; d. keep their chairs free of any instructional materials unless required; e. always listen to the instructions given by the proctor; f. fill in the answer sheet with all the necessary information using lead pencil number 2 only;

39 g. review their answers and remain quiet until the end of the examination period; h. quietly submit their answer sheets according to class number; i. observe strict silence and order while the examinations are ongoing to create an atmosphere ideal for testing; j. leave the room in a quiet and orderly manner during breaks. Loitering along the corridor is strictly prohibited. 9.3 At the start of the test, testing materials should be checked to ensure that pages are complete and clear. Students should raise their hands quietly for clarifications. 9.4 No one is allowed to borrow any material (calculator, liquid eraser, pencil, etc.) at any time during the examinations. 9.5. Students are not allowed to leave the testing room while the test is going on unless in case of emergency. 9.6 Cheating in any form is not allowed. Opening of books or notebooks or using notes is construed as cheating. Talking with classmates, possession of materials other than those required, turning one's head in any direction, showing one's papers to a seatmate, or doing any form of non-verbal communication/gestures, etc. are actions also considered as cheating. 9.7 Violation of examination rules will merit appropriate disciplinary and academic sanctions. Section 10: Achievement Test It is a test given to students to measure their ability and their mastery of the grade level’s competencies in the learning areas of Filipino, English, Mathematics, Science, and Araling Panlipunan. It aims to: 1. identify the students’ mastered and non-mastered competencies; 2. determine the readiness of the students onto the next level; 3. provide feedback on the quality of learners’ performance so that appropriate interventions can be done; 4. serve as basis for the evaluation, revision, and improvement of the curriculum.

40 Section 11: The Year – End Decisions At the end of the school year, a year-end deliberation is conducted to discuss the status of every student. It is participated by the deliberating body composed of: - Members of the Management Team - All teachers in the level - Prefect for Student Decorum - Guidance Counselors - Pastoral / Spiritual Moderator There are five (5) categories of year-end decisions, namely: 1. Promoted In (PI) - The student is promoted to the next grade level in DBTI-Makati. 2. Promoted Out (PO) – The student is asked to transfer to another school because of failure to meet the Academic / Technical and Conduct requirements. 3. Failed In (FI) – The student is allowed to repeat in the same grade level upon the discretion of the school officials. 4. Failed Out (FO): The student is asked to repeat the same grade level in another school because of failure to meet the Academic and / or Technical requirements in at least 3 learning areas. 5. Conditioned – The student fails to meet the Academic, Technical and Conduct requirements and is given the chance to undergo an intervention program. Students whose performance did not meet expectation in at least 2 learning areas by the end of the school year should take and pass the Intervention program/ Extension Classes. Students who failed to meet the Intervention program/ Extension Classes requirements shall be denied admission for the next school year. A student is placed under Academic /Technical / Conduct Probation the following year if he incurs a final failing grade in any Academic, Technical subject and /or Conduct in the previous year.

41 Section 12: Promotion and Retention (DepEd Order No. 8 s. 2015) REQUIREMENTS DECISIONS Final grade of at least 75 in all learning areas Promoted to the next grade level Did Not Meet Expectations in not more than 2 learning areas Must pass remedial classes or summer extension classes for learning areas with failing mark to be promoted to the next grade level. Otherwise the learner is retained in the same grade level. Did Not Meet expectations in 3 or more learning areas Retained in the same grade level. Must pass all learning areas in the Junior High School Earn the Junior High School Certificate. Promoted to Senior High School. Section 13: Sectioning of Students 13.1 Grades 7 & 8: Sectioning is heterogeneous. The students of the grade level are ranked from highest to lowest in terms of their scholastic performance, and they are distributed equally to the number of sections in the level. 13.2 Grades 9 & 10: Sectioning is based on the cluster of their specialization. The students are distributed equally according to their specialization. Section 14: Intervention Programs The Junior High School Department offers Intervention programs for students who have difficulty coping with the demands of the learning area. In these programs, students are assisted either individually or as a group through a structured schedule as the need arises. 14.1 Remedial Program All students who did not meet the standards for the term must undergo the remedial program provided by the department.

42 GUIDELINES AND PROCEDURES 1. Students who failed or at the brink of failure (77 and below) in a particular learning area are required to take the remedial class/es. 2. Students who are often excused from classes due to school-related tasks may attend remedial classes for the purpose of catching up with the lessons. 3. Remedial classes are conducted for one (1) hour for ten (10) consecutive sessions per term. 4. The remedial program is free of charge. 14.2 Tutorial Program A student who needs close monitoring and follow-up in his academic and or technical performance is advised to undergo a Tutorial Program provided by the department. Guidelines are as follows: 1. Parents must write a letter of request for a tutorial addressed to the Principal for approval. 2. Once approved, the Principal endorses the request to the Assistant Principals who then requests the Learning Area Heads to assess the availability of teachers to render tutorial services. 3. The agreed schedule for tutorial is arranged by the Learning Area Head, and is communicated to the parents through their son’s Diary. 4. Tutorial session is set for 10 hours per term. 5. Payment is made at the Cashier’s Office. 6. A filled-out Enrollment form duly signed by the Principal and the Official Receipt must be presented to the learning area teacher at the start of the tutorial session. 7. Approved tutorial services are rendered at designated venues in the school. 8. All scheduled tutorial sessions and student’s attendance are noted in the Student’s Diary by the learning area teacher.

43 14.3 Extension Classes The Junior High School Department offers a twenty-hour (20) extension class for students who failed in one or two learning areas at the end of the school year. This program is given to provide students the opportunity to master the necessary competencies needed for them to pass in the specific learning area where they encountered some difficulties, and for them to thrive in the next grade level. Guidelines are as follows: 1. Enlistment and application for enrollment will be processed at the Principal’s Office. 2. Enrollment fees for Extension classes shall be set by the school. 3. Payment should be made at the Cashier’s Office. 4. Extension classes will be held daily for 10 days, two (2) hours per session, with a total of 20 hours. 5. Enrollment form and Official Receipt shall be presented to the learning area teacher. 6. Students who failed to take and pass the Extension Program shall be denied admission to the next grade level. 14.4 Enrichment Program The Enrichment Program is an intervention program of the Junior High School Department. This is designed to develop, enrich, and harness scholastic and socio-cultural potentials, talents, and interests of the students. Screening and selection process are implemented and conducted by the respective teachers / animators and coaches. After which, those who qualified, undergo varied activities and training. 14.5 Technical Crash Course Program The Technical Crash Course Program is a customized intensive training course in the different technology subjects to equip new Grades 8 and 9 applicants with the basic and fundamental skills to cope with the curricular offerings / requirements. Moreover, this program is instituted to provide measures to address the learning gaps where the applicants acquired from TLE subjects in a non-technical school and what they will expect to learn from this institution aside from scholastic requirements.

44 SECTION 15. Policies on Special Examination A. Term Assessment 1. A student who fails to take the scheduled term examination must take a special examination. 2. Special examination must be taken within five (5) school days after the scheduled term examination. 3. New sets of examinations are administered during the scheduled special examinations. 4. The Assistant Principal for Academic Affairs takes charge of the date and venue of the special examinations in the academic subjects, and the Assistant Principal for Technical Affairs for the technical subject/s. 5. Either the parent or the guardian will apply for a special exam permit within three (3) school days after the last day of the scheduled departmental exams. 6. A Special Examination Application form with pertinent documents attached to it shall be duly accomplished by the parent or the guardian, and subject for the approval of the Principal of the Department. 7. Once approved, a special examination fee per subject shall be charged, and payment must be made through the Accounting Office. 8. The student concerned must see either the Assistant Principal for Academic Affairs or the Assistant Principal for Technical Affairs for the schedule and venue of the examination. 9. For those who are indisposed due to severe illness, admission to the hospital, recuperation from a prolonged illness during the scheduled departmental examination, they are excused from taking the examinations, and a special computation for the term grade is applied. A duly validated medical certificate by the school physician must be presented to the Office of the Principal for approval. 10. Failure to take the special examination would mean a score of zero (0) in the term examination, which is equivalent to 70. B. Summative Test

45 A student who failed to take the summative test must do the following: 1. Ask his parent/guardian to write a letter of request for a special test, with the explanation of his failure to take the scheduled test, either to the Assistant Principal for Academic Affairs(academic learning areas) or to the Assistant Principal for Technical Affairs (technical learning areas); 2. Once approved, the student coordinates with the teacher concerned as regards the schedule and venue of the special exam. A student is only allowed to take special tests TWICE in a term; 3. Special examination must be taken within five (5) school days after the scheduled summative examination. 4. Request for a special exam after the deadline of submission of all the requirements and the release of the final accomplishment report will no longer be accommodated. Section 16: System of Recognition SYSTEM OF RECOGNITION FOR ACADEMIC / TECHNICAL ACHIEVEMENT AND CHARACTER FORMATION The school’s system of recognition is based on the POLICY GUIDELINES ON AWARDS AND RECOGNITION FOR THE K TO 12 EDUCATION PROGRAM (DepEd Order No. 36, s. 2016) with some modifications to suit the peculiarities of Don Bosco Technical Institute of Makati. 16.1 Term Recognition (Classroom based Recognition) Certificates are awarded to students by the adviser and/or other subject teachers in acknowledgement of the students’ exemplary performance in class. (e.g. Perfect Attendance, Best in Science, Math, etc.) a. Certificates are awarded to students who have shown exemplary behavior in Conduct; exemplary performance in Curricular (Academic and Technical). b. The Asst. Principals for Academic, Technical and Student Affairs present the list of achievers based on the computed

46 average at the end of each term, and it is thoroughly reviewed by the Management Team. c. Academic and Technical achievements are given at the end of each term for students who meet the following requirements: 16.1 .1 Academic Achievers 16.1.1.1 Academic term average of 90 and above 16.1.1.2 Grades of Above Average/ Outstanding in Christian Living and 90 and above in Conduct 16.1.1.3 No grade below 85 in any academic subject 16.1.1.4 No grade below 80 in any technical subject 16.1.1.5 Students will be recognized according to the following clusters: Award General Average With Highest Honors 98-100 With High Honors 95-97 With Honors 90-94 16.1.1.5 They will receive certificates during term recognition. 16.1.2 Technical Achievers 16.1.2.1 For Grades 7 and 8, the Technical term average is 90 and above 16.1.2.2.For Grades 9 and 10, the Technical term weighted average of 90 (Shopwork 50%, Technology 35%, CADD 15%) and above 16.1.2.3. Grades of 90 and above in Christian Living and in Conduct 16.1.2.4 No grade below 85 in any technical subject No grade below 80 in any academic subject 16.1.2.5 Students will be recognized according to the following clusters: Award General Average With Highest Honors 98-100 With High Honors 95-97 With Honors 90-94

47 They will receive certificates during term recognition 16.1.3 Conduct Award is given at the end of each term for students who receive a conduct grade of 100%. They will receive certificates during term recognition. 16.2 Yearly Recognition Medals and Certificates are awarded to students who have shown exemplary behavior in Conduct; exemplary performance in Curricular (Academic and Technical), Co-Curricular, and Extra-Curricular Programs after a thorough deliberation. Academic and Technical Awards are given based on a student’s final grades at the end of the school year. There is an Awards Committee (AC) to determine the awardees. 16.2.1 The AC is composed of the advisers, subject teachers and Management Team headed by the Principal of the Junior High School Department. 16.2.2 No member of the AC must be related within the second degree of consanguinity or affinity to any of the candidates for awards. 16.2.3 The School Rector signs and approves the deliberated list of achievers at the end of the process. 16.3 Academic and Technical Achievers 16.3.1 Academic Achievers Students with a general average of at least 90 and with no grade below 85 in all academic learning areas and no grade below 80 in any technical subject will qualify for honors. Conduct and Christian Living grades in any term should not be lower than 90 or Above Satisfactory. 16.3.2 Technical Achievers A. For Grades 7 and 8 Students with a general average of at least 90 and with no grade below 85 in all technical learning areas and no grade below 80 in any academic

48 subject will qualify for honors. Conduct and Christian Living grades in any term should not be lower than 90 or Above Satisfactory. B. For Grades 9 and 10 Students with a general weighted average of at least 90 (Shopwork 50%, Technology 35%, CADD 15%) and with no grade below 85 in all technical learning areas and no grade below 80 in any academic subject will qualify for honors. Conduct and Christian Living grades in any term should not be lower than 90 or Above Satisfactory. 16.3.2 Academic and Technical achievers will be recognized based on the following clusters: Award General Average Equivalent With Highest Honors 98-100 Gold With High Honors 95-97 Silver With Honors 90-94 Bronze They will be awarded medals and certificates during recognition and moving-up rites. 16.3 Conduct Awardees for Yearly Recognition Students, who consistently received a conduct grade of 100% in three (3) consecutive terms, are considered Conduct Awardees. They will receive medal and certificate during the Yearly Recognition Rites. STUDENT AFFAIRS

49 Section 1: Student Officials 1.1 The Student Council The Student Council is the highest student organization whose officers are elected by the student body. It coordinates with the Administration and Faculty regarding the implementation of the school rules and regulations, general policies, and its program activities. 1.2 Classroom Officers They are elected by the members of the class to assist the class adviser in maintaining order and discipline in the classroom and in facilitating the class involvement in various school activities. The primary role of the classroom officers is to assist the class adviser in animating the class. Hence, they are directly responsible to their class advisers. 1.2.1 Class President He attends all Student Council meetings and works closely with the Class Adviser and with the class officers to ensure the success of all activities. He also presides over class meetings. 1.2.2 Vice President He takes over the responsibilities of the Class President if the latter is not around. 1.2.3 Secretary/Absentee List Monitor He assists the adviser and the subject teachers in monitoring the attendance and punctuality of every student in the class. He is responsible to get and return the absentee list from/to the APSA’s Office early in the morning and at the end of the day. He attends and takes minutes of all class meetings. 1.2.4 Treasurer He keeps and maintains accurate records of the class’ finances. 1.2.5 Liturgy Coordinator

50 He coordinates with the Pastoral Ministry regarding mass schedules and mass sponsorship. 1.2.6 Athletic Beadle He coordinates with the MAPEH Area regarding intramural games and other sports related activities. 1.2.7 Key Keeper He takes care of the classroom key. He is responsible to get and return the key from/to the APSA Office early in the morning and at the end of the day. He should not lend the key to anybody unless with permission from his class adviser. 1.3 The Club/Sodality Officers They are elected by the members of their respective clubs and organizations. With the supervision of their Animator, they plan, implement, and evaluate their program of activities. Section 2: Student Activities 2.1 Student Activities Program Formal education mostly happens within the confines of the classroom. However, learning may also transpire outside of the classroom and of the school. Thus, a complementary program, Student Activities, is created. The Student Activities Program aims to enrich and enhance the experiences that are taught and learned in the classroom. It also intends to discover, develop and hone whatever skills and talents the students have through worthwhile activities. Moreover, the program provides direction to the different extra-curricular and co-curricular activities of the department. This program is implemented, monitored and evaluated by the Office of the Co and Extra-curricular Activities Coordinator (CECAC), under the Office of the Assistant Principal for Student Affairs (APSA). 2.2 Program Objectives

51 To contribute to the attainment of Don Bosco-Makati’s vision, mission and goals, the Student Activities Program aims to: 1. complement the academic, technical and pastoral programs of the department; 2. ensure that the co and extra-curricular activities of the department are directed towards empowering the students to become ideal Bosconians; 3. assist the student council, the sodalities and clubs in their activities, projects and needs; 4. provide venues to further enhance the students’ special talents, academic and technical skills and interests; 5. provide the students various opportunities for leadership, service and volunteerism. 2.3 Program Scope The Student Activities Program has for its scope the totality of co-curricular and extracurricular activities. It is structured to meet the spiritual, intellectual, social, emotional, aesthetic, moral, and physical needs of the learners that are suited to their interest and level. A proper balance is maintained to provide for large and small group activities. Intense competitive activities are avoided. Time and expenditures are in proportion to the overall educational program. Flexibility, informality, and democratic practices characterize the Student Activity Program. Initiative, creativity, collaborative planning (involving the students), a sense of responsibility, and opportunities to develop the core values (Love for God, Love for the Young, Passion for Excellence, Integrity, Technological Skills for Life, Commitment to the Mission of Don Bosco, Harmonious Collaboration, Solidarity with the Poor and with Nature) are encouraged through the facilitation of the animators. The Student Activities Program aims to attain its objectives through the following areas: a. Student Council b. Sodalities and Non-Sodality Clubs 2.4 Sodalities and Non-Sodality Clubs All students are required to join one sodality or non-sodality club. They may join another club provided the other club is one of the mandated clubs. Clubs are clustered into:

52 2.4.1 Sodalities (Religious Clubs) ● Knights of the Altar  Juventus ● Savio Friends  Auxilium 2.4.2 Mandated Clubs ● Boy Scouts of the Philippines ● Boscorale ● Teatro Busko ● Bosconian Journal ● Music Club 2.4.3 Academic Clubs ● Akademya ● Kapisanang Pilipino ● Math Society Of Don Bosco ● English Club ● Science Club ● Debaters Club 2.4.4 Technical Clubs ● Computer Society ● CAD Club 2.4.5 Interest Clubs ● Wolfpack ● Photography Club ● Page-Turners Society ● Guhit-Busko ● Pro-Digi ● ARC ● Lutong Busko ● Audiopod Club ● Sports Clubs o Badminton o Table Tennis o Basketball o Volleyball o Football 2.4.6 Special Clubs ● Catechists (Pastoral) ● Lectors’ Guild (Pastoral) ● Kuya Club ( for G10 only ) Section 3: Student Discipline

53 In line with the founder’s Preventive System of Education, the concept of discipline is understood to be transformative, but students are still reminded that there are always consequences for their acts and decisions in life that are part of their learning process. In processing students’ learning from their mistakes, the following shall be considered: 3.1 Discipline in the context of Salesian Education There is an obvious need why schools should instill discipline among students. More than maintaining order in campus, observing rules-regulations-policy-norms is a training ground for students to develop moral character and personal discipline. The school endeavors to strengthen the formation of students which started at home. Ultimately, the collaborative efforts of the home and school will produce “Good Christians and Upright Citizens” who will serve as the foundation of a successful society. “All educational institutions shall teach the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character and personal discipline xxx.” [1987 Constitution, Art. XIV Sec. 3 (2)]. The 2010 Revised Manual of Regulations for Private School (RMRPS) section 132 empowers the school, as follows: “Each private school shall have the authority and prerogative to promulgate such reasonable norms, rules and regulations as it may deem necessary for the maintenance of good discipline, which shall be effective as of the date of their promulgation, unless otherwise specified. The school rules governing student discipline and the corresponding sanctions therefore must be clearly specified and defined in writing and made available to the students, or their parents or guardians.” 3.2 Discipline in the context of Preventive System (St. John Bosco on Discipline) “I need permission from you, but it has to come from one and all – permission, for once, to let me give you a haircut. Your regular barber cannot do what I have in mind. If I were not to take this step, your hair would grow so long and tangled that it could no longer be clipped and would become a rope to drag you to the precipice. “What am I driving at?” you ask. Well, St. Teresa says that

54 the soul too has hairs which, if not clipped, will turn into rope. These hairs are failures which we all have. At first they are tiny hairs, but if they are not corrected as soon as they become noticeable, they grow so strong that the devil can use them as ropes to drag you to perdition. If you let faults grow too strong what can you do then? Can you cut a rope with scissors? Let me give you examples. A boy has an urge to smoke – smoking stands here for any imperfect aspirations – and does so on with the sly. This is a tiny hair – a defect – just starting to grow. If he is humble to my advice and listens to me and becomes convinced that smoking is harmful, if he resists the urge of that little hair – that little defect – has been clipped. But if he keeps up the habit of hiding his fault from his superiors, he will someday encounter a devil that will use that urge as a rope to haul him to perdition, not to mention the harm that his health will suffer in the meantime. Therefore, willingly cooperate with me in correcting your little faults. Be humble. If you let me clip these tiny hairs – these tiny defects – the devil will have no hold to drag you down with him.” (M.B. Vol. VII, pp. 364-365) Section 4: Policies and Procedures

55 4.1 External Appearance 4.1.1 Bosconian Haircut ● The students must comply with the 2” x 3” barbers cut. ● Faddish hairstyle, such as long bangs, skin head, dyed, undercut, highlighted hair, faux hawk, anime styles, and the like, is not allowed. ● Class advisers regularly conduct haircut inspection every 1st and 3rd Monday of the month. A list of student/s who consistently violates the rules on haircut shall be forwarded to the Prefect of Student Decorum for proper monitoring and recommendation of consequences and intervention. ● The following sanctions shall be given for violation of this rule: 1st offense - notice to parents and remark in the Diary 2nd offense - appointment with the parents and 10 points conduct deduction 3rd offense - 75 in conduct 4th offense - 70 in conduct On the second offense, the student will not be admitted to his class and the parent or guardian will be asked to fetch him and his attendance will be considered as excused absence; on the fourth offense, he will be required to render community service and will be asked to sign an agreement together with his parent. 4.1.2 School Uniform Students are required to wear the prescribed school uniform properly and at all times when in school. Students

56 White polo shirt with school monogram on the left pocket and a name cloth sewn above it. Plain white undershirt Navy blue long pants of any materials (refer to sample at school supplies) except denims and corduroy. Too tight, skinny, loose, or faddish style of pants are in improper uniforms will be subjected to disciplinary offense. Note: Uniforms purchased outside must be of the same cut and style like the one being sold in the School Supplies and Book Center of DBTI-Makati. 4.1.3 On Wearing of Accessories ● For safety precautions sporting physical ornaments like earring/s, bracelets, necklaces, headbands, baller bands, anklets, chains and the like is not allowed. ● Sporting tattoo (whether washable or permanent) is not allowed. ● Wearing of jacket/sweater is allowed provided it does not bear the name of other schools, advertisements, prints or images that have sexual connotation and/or discriminating.

57 4.1.4 School ID ● School ID is to be worn at all times while in school, except during breaks, PE class, laboratory and shop work. ● The school ID is used for tapping-in and out at the entrance gates of the school, for access in the premises and attendance monitoring. ● The school ID must be used for identification purposes only. Lending, borrowing, and/or other improper usage are not allowed. ● Tampering of the ID card is considered a serious offense. ● Use only the official strap provided by the school. ● A student without ID will merit the following penalties: NO ID Frequency (per term) Demerits 1 time Remark on the Diary 2 times Remark on the Diary and parent/Guardian conference 3 times 75 Conduct Grade with parent/Guardian conference 4 times 70 Conduct Grade with parent/Guardian conference ● Lost school ID must be reported to the APSA’s office. If not found after two (2) days, a request form for new ID must be accomplished and submitted together with an affidavit of loss to the Principal’s office for approval. ● Once the request is approved, a permit for the issuance of new ID shall be forwarded to the Registrar’s office for processing. 4.1.5 Proper Hygiene Personal hygiene is a necessity for every person. Though Don Bosco encourages students to run and play during breaks, it is still expected that they observe proper hygiene. Students should stop from playing 10 minutes before the call time for assembly to have ample time to wash-up and

58 prepare themselves for the next class. Students should bring extra shirt that they can use for playing during breaks so that personal hygiene and health are not compromised. 4.2 Arrival and Dismissal 4.2.1 Students, parent/s and guardian/s must respect the official school hours and working hours of the school personnel by ensuring that they arrive and leave school premises at the appropriate time. DBTI will open its gate at exactly 6:00 AM. Students who arrive in school early are advised to stay at the Savio Dome and avoid loitering around the campus. All students are expected to leave the school premises immediately after dismissal unless authorized to stay in connection with an official school activity as approved by the Principal or authorized representative. ● Students who are not fetched by 5:00 PM must stay at the lobby / holding area only. ● Playing, littering, and/or loitering at the lobby while waiting to be fetched is not allowed. ● Students who have tapped-out their IDs after dismissal time will not be allowed to re-enter the campus unless for valid reason. ● While school buses are not extensions of the school, bullying and other misconduct incidents are not tolerated since students are expected to behave as Bosconians wherever they are. The school service operators are encouraged to address and investigate these matters and file the necessary report to the APSA Office for appropriate action. 4.2.2 Only a skeletal security force is on site before 6:40 AM and after 5:00 PM. As such, there is minimal supervision available for students. Thus, parents are strongly advised to bring and fetch their children within the prescribed period.

59 4.2.3 Parents and guardian/s who allow their children to arrive in school earlier than 6:40 AM or to leave later than 5:00 PM cannot hold the school, its teachers, officials, or the administration responsible for any untoward incident that may happen. 4.2.4 Parent/s or guardian/s must notify the Principal in writing regarding custody arrangements affecting their children. Such notification must be coupled with supporting official documents. 4.3 Attendance and Punctuality 4.3.1 Students must punctually attend classes daily. When a student is unable to attend class, due to any reason, he must present an excuse letter written in the diary by his parents/guardians immediately upon resumption to school. The Explanation of Absence in the diary should be approved by the APSA Office for monitoring purposes before the student enters his class. The ‘No excuse letter, no admittance’ policy will be strictly enforced, and no make-up activities shall be provided. 4.3.2 Absences Failure of a student to attend required school activities will merit him an absence which is classified as either excused or unexcused. In both cases, the student is responsible to catch up for the lessons he missed during his absence. 4.3.2.1 Excused Absences - are absences which are approved by the Principal such as but not limited to: ● Illness or injury that stops the student from doing normal school work (supported by a letter from the parent or a valid medical certificate). ● Disease which is infectious (supported by a letter from the parent or a valid medical certificate). ● Death of an immediate family member. Note: Students should not be sent to school when they are ill. They must be fever-free for 24 hours before returning to school. An

60 absence of more than a day due to health reasons would require a medical certificate and it must be validated first by the school physician. 4.3.2.2 Unexcused absences - when a student is absent and a parent/guardian has not informed the school or the school deems the absence as inexcusable such as but not limited to: ● Celebrating birthdays ● Looking after family members ● Going to the airport or other similar circumstances. Students who accumulate unexcused absences of more than 20% of the total school days across the school year may be considered a ground for dropping a student from the school rolls subject to existing DepEd rules and regulations. However, excessive unexcused absences below the 20% of the total school days across the school year will also have the corresponding sanctions: UNEXCUSED ABSENCES FREQUENCY DEMERIT POINTS INTERVENTIONS 1 day 2 point conduct grade deduction Planner remark 2 days 4 point conduct grade deduction Phone call to the parents 3 days 6 point conduct grade deduction written warning and conference with parents 4 days 10 point conduct grade deduction 5 days 12 point conduct grade deduction; Home visit 6 days 14 point conduct grade deduction; 7 days 16 point conduct grade deduction; written reprimand and conference with parents; Minor Offense 8 days 18 point conduct grade deduction;

61 9 days 20 point conduct deduction Final written reprimand and conference with parents; Major Offense 10 days Dropped from the subject/s. Recommendation for TEC 4.3.2.3 Leave of absence If in case a student would have to temporarily miss classes beyond the 20% allowable absence, he is required to file a leave of absence to attend to his concerns. The leave may be granted for the following reasons: ● Prolonged ailment ● Serious family matters ● Scholarship abroad The approval of the leave of absence is upon the discretion of the Principal. If the student fails to file a leave of absence the school reserves the right to deny the acceptance of the student. The following specific procedures govern approved leave of absence: ● The parent/s who would like to ask for a leave of absence for their son should seek the approval of the Principal through personal appearance or formal letter duly signed by them. ● All official leave of absence applications must indicate the effective date of leave and anticipated date of return. ● Requests for approved leave of absence must be filed in the Office of the Principal. ● The parent/s also has the responsibility to notify the class adviser through the diary. 4.3.3 Punctuality Punctuality is a value of giving importance to time and students are encouraged to observe it. The official activity of

62 the school starts at 7:00 AM and students are expected to be in school (assembly area, classroom) before 7:00 AM. This also applies after recess and noon time assembly. Those who will arrive beyond these times will be considered tardy. Excessive tardiness will merit the following penalties: TARDINESS FREQUENCY (PER TERM) DEMERITS INTERVENTION 1 to 2 time/s Warning 3 to 4 times 2 point conduct grade deduction 5 to 6 times 4 point conduct grade deduction; written reminder in the planner 7 to 8 times 6 point conduct grade deduction; written reprimand in the planner and/or home visit 9 to 10 times 8 point conduct grade deduction; written reprimand and conference with parents; Minor offense 11 to 13 times 10 point conduct grade deduction; Major offense 14 and above 20 point in conduct grade deduction for the term 4.3.4 Truancy Students should participate and be present in all formative activities which ensure safety, responsibility and accountability. Hence, leaving the campus / classroom / area of activity without permission from school authorities during school hours is strictly prohibited and is considered a major offense. This includes cutting classes, gallivanting and leaving the residence in school uniform but not reporting to school. Permit to leave the classroom or area should be written in the diary and signed by the teacher.

63 4.3.5 Excuse Slip/Letter for Absence or Tardiness For monitoring and validation of absences, the school will strictly implement a no excuse letter – no admittance to class policy. 4.3.5.1 For absence – Upon resumption to school, a letter of explanation written in the diary (refer to Explanation of Absence section) must be presented and approved first by the APSAl or authorized representative before entering the class. 4.3.5.2 For Tardiness – a letter of explanation written in the diary (refer to Special Correspondence section) must be presented to the APSA’s office as a clearance for entry to the class. 4.3.5.2.1 A student who comes to school after the second period shall be charged half day absence. 4.3.5.2.2 A student who comes after 12:30 PM shall not be allowed entry to the school premises unless for valid reason. 4.4 Attendance in Assemblies 4.4.1 Morning Assemblies Common assemblies are held at the Magone Dome while the morning and pre-assemblies are held at the Savio dome. Below are the activities every morning: ● Monday and Wednesday – morning prayer in the classroom ● Tuesday - Common Assembly (Elementary, Junior and Senior High School Departments, morning prayer, patriotic rites, good morning talk) ● Thursday – Junior High School only, morning prayer, patriotic rites and good morning talk Students are expected to be in their designated places 10 minutes before the assembly time, which is 7:10 AM.

64 4.4.2 Regular assemblies ● After recess – To ensure order before the class resumes classroom activities, students have to form their lines along the corridor in front of their classroom. Students are only allowed to enter their classroom upon the signal of their subject teacher. A student who arrives after the second bell has rung is considered tardy. ● After lunch – Music is played 10 minutes before the first bell for the afternoon class. This is a signal for the students to proceed to their line formation. A student who arrives in the assembly after the music playback is considered tardy. After the first bell, the students are expected to observe silence in their respective places. They are only allowed to start the mobilization to go to their classrooms after the second bell. 4.4.3 Special assembly during emergencies, evacuations, and drills In case of emergency or evacuation drills, the students are expected to follow the guidelines and to respond accordingly as instructed by the people in-charge. For fire and earthquake disasters, the assigned venue for evacuation is the Football field. During flood, students will stay in their respective classrooms with their Advisers. Implementing Guidelines on the Use of Hard Hat ● Hard hat is used only during emergencies and drills (Fire and Earthquake) ● Improper use of hard hat merits a disciplinary action. ● Hard hat is hung together with the Go Bag at the backrest of the student’s chair

65 Implementing Guidelines on the Use of Go Bag ● The school requires everyone to have his own EMERGENCY GO BAG while inside the campus. ● The bag is to be hung at the backrest of student’s chair. ● An Emergency ID is to be placed inside the plastic pocket for easy identification. This card will be provided by the school. ● The food contents of the bag must be replaced if necessary. Remember that the food and water are not for daily use. ● The following should be placed inside a zip lock to prevent them from getting wet: ✔ Facial Tissue ✔ Bright colored bandana ✔ Band aid ✔ Gauze bandage ✔ Gauze pad ✔ First-aid Hypoallergenic paper tape ✔ Face mask ● Other contents of the Go Bag: ✔ Whistle ✔ Flashlight ✔ Large garbage bag ✔ Glow sticks ✔ Hydrogen Peroxide ✔ Povidone Iodine ✔ 1 small bottle of 70% alcohol ✔ Cotton ● Other contents to be provided by parents: ✔ 500 ml bottled water ✔ 3 pcs Energy bars

66 ● The whistle has to be worn together with the school ID every day while the flashlight must be kept inside the Go Bag. ● Students are advised to use their whistle and flashlight ONLY DURING EMERGENCIES. Sanctions will be imposed on students who will use these items indiscriminately. ● The bag will be returned to students at the end of the school year however it should be brought back to school again for the next school year with the same contents. ● Improper use of G0 Bag other than emergencies and drill merits a disciplinary action. 4.5 Classroom Discipline a. Students should observe proper behavior inside the classroom in accordance with the requirement or nature of the activity being facilitated by the subject teacher or classroom officer. b. Students should put their bags and personal belongings in a place that will not obstruct the movements of the teacher and fellow students. c. Cleanliness and orderliness should be strictly observed. d. In case a student needs to leave the classroom, permission must be secured from the subject teacher who will write the remark in the diary (refer to Permit to Leave the Classroom section of the Student Diary). e. Strictly no eating and drinking flavored and colored beverages inside the classroom. In case a student should drink water outside the classroom, he must ask permission from the teacher concerned. 4.6 Places Designated as Off-limits Students are encouraged to socialize during breaks. Hence, they are not allowed to stay in the classroom, hallways, staircases, driveways, etc.

67 4.7 Cleanliness of Classrooms and Campus Cleanliness and orderliness are values reflective of the department’s advocacy on Environmental Care and Protection. Students are therefore expected to keep the campus and classroom clean and orderly by practicing the Environmental Protocol (Appendix K) of the school. Littering and/or improper waste disposal are considered minor offenses. 4.8 Proper use of Facilities and Equipment School facilities are provided to ensure a conducive atmosphere optimum learning. Utmost care and concern should be given in using any of the school facilities and equipment. Improper and/or careless use of any of these facilities and/or equipment resulting to its damage will be subjected to corresponding sanction. However, the gravity of offense will be determined by the Discipline Committee. 4.9 On the Use of Internet, Social Networking Sites and Electronic Messaging Students should always bear in mind the responsible use of technology. This includes even the use of their own social networking accounts (Facebook, Twitter, Discord, Messenger, Threads, Tiktok etc.). Using foul language and/or committing any act of bullying through any form of electronic media, posting and/or reposting of scandalous pictures or videos whether owned and/or forwarded by other students or persons are considered major offenses, much more if the act places the name of the school in disrepute. 4.10 On Bringing of Cellular phone and other electronic gadgets In support to DECS Order No. 26, s. 2000, the school prohibits students from using cellular phone during class hours and while in school. 4.10.1 Students, for certain reasons, who decide to bring cellular phone during school days, are required to switch it off as

68 they enter the school premises. They are required to place phones inside their bags only and are not allowed to publicly display phones while inside the campus. 4.10.2 Students who are required to bring any electronic gadgets (laptops, cameras, tablets, etc.) for school mandated activities should secure a form from the Office of the Assistant Principals facilitated by the subject teacher. Bringing in of any electronic gadget in school is always at the owner’s responsibility. 4.10.3 Cellular phones and other electronic gadgets are confiscated when they are used inappropriately during classroom activities, on and off campus activities that require the use of the above mentioned cellular phones and other electronic gadgets. 4.10.4 Violations of cellphone policy shall be immediately reported and processed as a major offense to the Prefect for Student Decorum, and recorded at the APSA Office. 4.11 Business Transaction While students are encouraged to value accountability, they are not allowed to undertake any business transaction such as purchase of class jacket, athletic uniform, shop or class shirt, catering service, class / batch ring, other goods and outsource services. Only the Class Adviser can initiate the transaction after securing permission from the Office of the Principal, in coordination with the School Administrator. 4.12 On Weekend Activities Weekend activities like project-making, rehearsals, practices, club meetings, and similar others are strictly prohibited, unless with a written request from the subject teacher, which shall be approved only by the Principal if the weekend activity will be done in school premises and personally facilitated and monitored by the teacher concerned.

69 4.13 Visitors 4.13.1 Only visitors with official business with the school are allowed on the campus. Guests/Parent visitors who will confer with school administrators or teachers must secure a Visitor’s ID and Monitoring Slip from the guard at Gate 2. 4.13.2 The Visitor’s ID must be worn while inside the campus. After the visit, the guest must request the person he/she conferred with, to sign the Visitor’s Monitoring Slip. The Visitor’s ID and the Monitoring Slip should be surrendered to the guard before leaving the campus. 4.13.3 All visitors are expected to wear appropriate attire. Wearing of shorts, plunging neckline, slippers, mini-skirts, sando, etc., are not allowed. 4.13.4 Visitors are not allowed to see any student during class hours. 4.14 Bringing of Cash and Personal Belongings Students should bring enough money for their needs each day. If payment for a certain account needs to be sent through the students, it is suggested that such payment be made in check. A receipt will be issued by the Accounting Office. Personal belongings like school bag, small bag for food provisions and water containers should be properly labeled with the name, grade and section of the students. 4.15 Lost and Found Items 4.15.1 All lost and found items should be turned-over to the APSA’s Office for safekeeping and releasing of items to the identified rightful owner. 4.15.2 Surrendering a Found Item: a. The item is submitted to the Lost and Found Section of the APSA’s Office. b. The turned-over item/s is/are registered in the lost and found log book for monitoring purposes. 4.15.3 Claiming an Item:

70 a. The claimant approaches the Office Assistant at the APSA’s Office and describes the item. b. The Office Assistant checks the master list of lost and found items. c. The claimant signs the logbook prior to the release of the identified items. d. Item(s) may be claimed before the homeroom period, during breaks and dismissal time. 4.15.4 After due notification (announcements and posted notices), unclaimed items within 30 school days are packed and stored in the repository room for donation to charity. 4.16 Policy Statement on Academic Honesty As a Catholic educational institution, DBTI – Makati puts premium on academic honesty; therefore, a student is expected to: 4.16.1 Submit only academic requirements such as assignments, reflection papers, projects, and research papers that are original or his own work; and 4.16.2 Cite references and sources for ideas, concepts, and data obtained from tables, illustrations, figures, pictures, images, and videos that he used for his school requirements. Section 5: Offenses, Due Process and Consequences 5.1 TYPES OF OFFENSES 5.1.1 Major Offenses The following are considered major offenses: 5.1.1.1 On the use of technology/website ● Tampering settings of school’s computers and other multi-media gadgets (software and hardware) ● Unlawful use of websites such as Facebook, Twitter, Instagram and other social networking sites

71 ● Using foul language and/or committing any act of bullying through any social media sites and forms such as Facebook, Twitter, Skype, Messenger, etc. ● Posting and/or reposting of scandalous pictures or videos whether owned or forwarded by other students or persons ● Propagating false information and/or announcement ● Intentional browsing of indecent and pornographic websites, pictures and videos in school and/or possession of pornographic and/or other materials contrary to the teachings of St. John Bosco. 5.1.1.2 Truancy ● Leaving the residence to report to school (in school uniform or not) but not reporting to school ● Leaving the campus / classroom / shops / laboratories / areas of activity without permission during class hours. ● Cutting classes – present in school but absent from class or any mandatory activities without any valid reason. ● Gallivanting - going around the campus during class hours in pursuit of pleasure or entertainment. 5.1.1.3 Vandalism ● Writing on walls, tables, chairs, etc. ● Destroying school property ● Destroying notices of the school/bulletin boards, displays, etc. 5.1.1.4 Forgery ● Tampering/Falsification of official letters/ documents/ communications ● Falsification of signatures in the Diary, School Records, Reply Slips and/or other documents

72 5.1.1.5 Insubordination to School Authorities ● Instigating others to insubordination ● Provoking incidents or commission of acts bringing the name of the school in disrepute ● Propagating false orders ● Acts of defiance against teachers and school authorities 5.1.1.6 Disruption of Classes ● Preventing or threatening students, faculty members or school authorities from discharging their duties or from attending classes or entering school premises. ● Instigating acts that disrupt classes, classroom activities and teacher’s discussion. 5.1.1.7 On bullying – refer to school’s Implementing Guidelines on Student Protection Policy (Appendix L) ● Verbal abuse and other acts of bullying (insulting others, calling others derogatory names, swearing, use of obscene or propaganda language, etc.). ● Cyber-bullying - the use of electronic communication to oppress an individual, typically by sending messages of an intimidating or threatening nature. 5.1.1.8 On Drugs / Cigarettes / Alcohol Consenting and/or direct or indirect involvement in: ● Unlawful use, pushing and/or possessing of regulated and/or prohibited drugs and/or other controlled substances inside or outside the school campus ● Smoking and/or possessing/owning of cigarettes/ E-cigarette/Vaping and other smoking items either inside or outside the school campus.

73 ● Possessing and/or taking of alcoholic beverages in campus and during out-of-campus organized activities. 5.1.1.9 On Academic Dishonesty Cheating in any form may it be done during tests or examinations or through required written reports including reaction/ reflection papers, case analysis, experiments, or assignment is not allowed. The act of cheating includes, but not limited to the following: ● Unauthorized possession of notes or any material relative to the examination or test whether the student actually uses them or not. ● Copying or allowing another student to copy from one’s projects and/or examination papers. In the latter case, both parties are liable. ● Looking at another student’s examination paper, or allowing another student to look at his examination paper. ● Communicating with another student or with any person in any form during an examination or test without permission from the teacher or proctor. This includes leaking of examination questions and/or answers. ● Letting somebody take an examination or test or prepare required academic requirements on one’s behalf. If the parties involved are students, both are liable. ● Plagiarism and other forms of academic dishonesty as set forth on Sec. 4.16. 5.1.1.10 Using of school facilities, equipment and/or tools without prior permission from authorities. 5.1.1.11 Altering/Erasing remarks in the Diary / Bulletin Board Notices / Official Communications and documents of the school. 5.1.1.12 Unauthorized access to or control over computer network security systems for some illicit purpose. 5.1.1.13 Deliberately removing page/s of the Diary.

74 5.1.1.14 Overt and loud display of effeminate behavior. 5.1.1.15 Misdemeanor in the practice of piety in and outside of the sacred places. 5.1.1.16 Public display of affection (PDA), physical contact such as kissing, hugging, etc. 5.1.1.17 Fraudulent use and/or tampering the appearance of School ID 5.1.1.18 Writing and/or saying vulgar, foul, obscene languages and illustrating obscene images 5.1.1.19 Sporting tattoo whether washable or permanent. 5.1.1.20 Deliberate lying to mislead an investigation or make malicious prosecution. 5.1.1.21 Intentionally destroying projects, assignments and/or other school materials of fellow students. 5.1.1.22 Membership in fraternities or any organization inimical to the integrity and good reputation of the school. 5.1.1.23 Deliberately inflicting physical harm/injury. 5.1.1.24 Fighting in and out of school or instigating others to fight. 5.1.1.25 Bribery / Extortion 5.1.1.26 Possession of dangerous or deadly weapons inside campus. 5.1.1.27 Unjust enrichment or stealing whether attempted, frustrated or consummated. 5.1.1.28 Act of arson and/or robbery. 5.1.1.29 Any form of assault, serious disrespect, threat and/or profane gesture committed against fellow students, school personnel and/or other members of the Educative Pastoral Community. 5.1.1.30 Indecent conduct and/or sexual harassment. 5.1.1.31 Gambling in any form inside or outside the school.

75 5.1.1.32 Selling and buying items, including online game accounts, engaging in business or soliciting contributions or donations in campus without prior approval of authority. 5.1.1.33 Organizing and/or joining “OPEN PARTIES” and similar activities. 5.1.1.34 Engaging in scandalous and/or illicit relationship 5.1.1.35 Flaunting effeminacy such as, but not limited to, wearing feminine accessories or cross dressing. 5.1.1.36 Commission of three (3) similar minor offenses or five (5) different minor offenses. 5.1.1.37 Other analogous cases. Note: Minor offenses will be cumulative throughout the school year. 5.1.2 Minor Offenses The following are considered minor offenses: 5.1.2.1 Failure to bring Diary, Prayer booklet, required learning materials. 5.1.2.2 Violation of classroom, shop and/or laboratory rules. 5.1.2.3 Improper uniform ● Failure to wear school ID ● School polo without name cloth, monogram, etc. ● Wearing of colored / printed undershirt ● Wearing of improper shop or laboratory uniform and other safety gears ● Improper socks ● Any other violation of the prescribed external appearance of a Bosconian 5.1.2.4 Failure to submit excuse letter from parents for any absence, upon return to school, or for any tardiness in coming to school, the following school day. 5.1.2.5 Littering, improper waste disposal and/or any violation of the Clean-As-You-Go (CLAYGO) policy especially at

76 the cafeteria and/or other areas during recess, lunch and dismissal. 5.1.2.6 Failure to line up properly during assembly. 5.1.2.7 Shouting, unruly behavior, howling, chewing gum when inside the classrooms, along the corridors/library/chapel, during flag ceremony, and other areas where proper decorum is expected. 5.1.2.8 Any act of slight disrespect towards fellow students, school personnel and/or other members of Educative Pastoral Community. (If repetitive, bullying provisions apply) 5.1.2.9 Sending left-behind required learning materials and/or other personal belongings to school through parents/guardians/representatives. 5.1.2.10 Violating the school policy on using of cellphone and other electronic gadgets in school. 5.1.2.11 Unauthorized entry to faculty rooms, pre-laboratory rooms, classrooms, shops/ laboratories and /or other restricted offices. 5.1.2.12 Rough playing 5.1.2.13 Other analogous cases 5.2 DISCIPLINARY PROCEDURES AND DUE PROCESS 5.2.1 For Minor Offenses ● Minor disciplinary concerns must be written on the diary and reported immediately to the Prefect of Student Decorum for investigation, processing and recommendations of consequences and formative interventions to the APSA for decision. ● The APSA then communicates the decision to the parents through the Prefect of Student Decorum and the Class Adviser. ● The progress of formative intervention programs for the student shall be monitored by the APSA

77 while implementation of consequences shall be monitored by the Prefect of Student Decorum. 5.2.2 For Major Offenses ● Any complaint for major offense must be submitted in writing to the Prefect of Student Decorum who shall investigate, process and forward the same to the APSA who shall convene the Discipline Committee. ● The teacher concerned or Class Adviser shall initially inform the parents of the student regarding the incident complained of through the student diary. ● The Discipline Committee through the APSA and the Class Adviser shall set an initial meeting with parents of the student. ● The student and/or parents may submit additional statements to the Discipline Committee through the APSA at least two (2) days before the scheduled final deliberation on the complaint. ● Evidence not submitted on time, as required, for the committee deliberation shall be treated as waiver of right to present the same. ● The Discipline Committee shall decide on the following: responsibility of the student for the offense charged, consequences for the act or omission; and formative interventions to be given on the student. ● Any party not satisfied with the approved decision of the Discipline Committee may appeal within three (3) school days from receipt to the Principal who shall decide on the matter. 5.3 FORMATIVE INTERVENTION PROGRAMS The following categories of consequences for violation of school policies shall be imposed depending on the nature and circumstances of each incident, and are non-exclusive but may be cumulated and coupled with other formative intervention

78 programs and services of the school depending on the needs of the student concerned. 5.3.1 Interventions for Minor Offense (depending on the nature and circumstances of each case) 5.3.1.1 Warning with remarks on the student’s diary; 5.3.1.2 Reprimand and corresponding conduct deduction; 5.3.1.3 Conference with Parents; 5.3.1.4 Formative Mentoring with a faculty; 5.3.1.5 Guidance Counseling; and/or 5.3.1.6 Spiritual Direction. 5.3.2 Interventions and consequences for Major Offense (depending on the nature and circumstances of each case) 5.3.2.1 Reprimand and corresponding conduct deduction as determined by the Disciplinary Committee; 5.3.2.2 Conference with Parents; 5.3.2.3 Formative Mentoring by a faculty; 5.3.2.4 Guidance Counseling; 5.3.2.5 Spiritual Direction; 5.3.2.6 Community Service for such number of hours as determined by the Disciplinary Committee; 5.3.2.7 Suspension for such number of days as decided by the Disciplinary Committee; 5.3.2.8 Dismissal/Transfer of School; and/or 5.3.2.9 Expulsion. Section 6: Conduct Grades Conduct grades are numerical in nature. Core values of integrity, collaboration and spirituality are the underlying standards in giving conduct grade. Conduct indicators are grouped as follows: SPIRITUALITY • Piety • Positive Goodness • Joy and Optimism

79 COLLABORATION • Sociability/Interpersonal Skills • Leadership and Service INTEGRITY • Obedience to school rules • Deportment • Diligence/Industry CONDUCT TOOL EVALUATION SPIRITUALITY meaningful connections to self, to the sacred, to others, to nature. Piety 1. Attends scheduled school Masses, morning prayers, pastoral activities and participates actively. 2. Disposes himself/herself for prayer in the classroom and in other pastoral activities/events. 3. Shows reverence for all that is sacred: persons, places, practices and things. 4. Uses the Companion of Youth as needed. Positive Goodness 5. Is honest, trustworthy, and respectful of everyone. 6. Is open to corrections and suggestions. 7. Observes personal cleanliness/orderliness in school and respects the environment. Joy and Optimism 8. Shows a cheerful/positive mindset. 9. Is open to challenges/changes and accepts setbacks flexibly. COLLABORATION working together, healthy relationships, communication, listening Sociability/Interpersonal Skills 10. Cooperates and works harmoniously with others for the common good 11. Projects a friendly disposition 12. Respects the ideas/opinions of others Leadership and Service

80 13. Possesses the ability to plan/organize activities and supervise fellow students 14. Shows good example and exerts a positive influence on others 15. Corrects with charity and does not condone/tolerate the misdeeds of others. 16. Volunteers and contributes to the smooth running of the department/school. INTEGRITY adherence to ethical and moral principles. Obedience to School Rules 17. Complies with the discipline policies stipulated in the Student Handbook 18. Observes policies related to academics 19. Keeps himself/herself updated of school announcements Deportment 20. Behaves appropriately during school activities 21. Models Bosconian character inside and outside of school 22. Wears the prescribed daily school uniform/attire 23. Observes proper grooming/appearance Diligence/Industry 24. Behaves appropriately during classes 25. Manages time and resources wisely in academics 26. Submits original work with quality and excellence promptly 27. Shows willingness to learn and improve his/her grades However, in case a student receives a Conduct Grade of 70 or 75 in the commission of a major offense, the conduct criteria will not be used to distribute the points. Evaluation Code Description Numeric Value O Outstanding 100 VS Very Satisfactory 95-99 S Satisfactory 90-94 MS Moderately Satisfactory 85-89 NI Needs Improvement 80-84 D With Disciplinary Action 70-79

81 A conduct deliberation is held every end of the term in order to determine the conduct grade of each student. A student who incurs a conduct grade lower than 79% in any term shall be put under probation on the following term. Section 7: Conduct Deliberation It is a formative assessment of the student’s behavior through a deliberation done per term. It observes a process by which the behavior of every student in every subject and activities that he participated in for the term is deliberated on. The class adviser proposes a conduct grade for each student based on the conduct criteria for the approval of the deliberating committee. All class advisers, subject teachers, guidance counselor of the grade level, together with the members of the Management Team and the Prefect of Student Decorum, participate in the process. The Assistant Principal for Student Affairs facilitates the deliberation. Section 8: Special Committees 8.1 Conduct Deliberation Committee ● Management Team ● Prefect of Student Decorum ● Class Adviser ● Subject Teachers ● Guidance Counselor ● Spiritual Moderator 8.2 Year-End Decision Making Committee ● Management Team ● Prefect of Student Decorum ● Class Advisers ● Subject Teachers ● Guidance Counselor ● Spiritual Moderator 8.3 Discipline Committee for Major Offenses ● APSA as Chair ● Prefect of Student Decorum as Vice Chair

82 ● Salesian priest/brother appointed by the Director of Pastoral Department ● Senior teacher appointed by the Principal ● Class Adviser, Subject Teacher concerned and Guidance Counselor as Resource Persons 8.4 Student Protection Committee ● APSA as Chair ● Prefect of Student Decorum as Vice Chair ● Salesian priest/brother appointed by the Director of Pastoral Department ● Guidance Counselor as Resource Person ● Parent Representative ● Teacher Representative ● Student Representative 8.5 Drug Testing Selection Board ● Principal as Drug Testing Coordinator ● Parent representative ● Teacher representative ● Student representative Section 9: Exclusion in the Moving Up Ceremony (for Grade 10 students only) Any Grade 10 student is denied to join the Moving Up Ceremony if: a. the financial obligation to the school is not fully settled; b. the student failed in the final grade of any Academic and Technical Subject(s); c. the conduct average grade is lower than 75; and/or d. after a due process, a student was proven involved in any scandalous and/or repeated major offenses within the current school year.

83 Pastoral Charity This is the center and synthesis of the Salesian Spirit, which St. John Bosco lived in all its fullness in the midst of the young people in his school. This brand of charity springs from his priestly love for their overall good, and for the salvation of souls. Concretely, this pastoral charity seeks to be attained through the following pastoral dimensions: 1. Faith formation 1.1 Christian Living Curriculum 1.2 Retreats and Recollection 1.3 Prayer, Liturgy and Sacraments 2. Salesianity 2.1 Salesian Studies 2.2 Salesian Youth Movement 3. Community Involvement 3.1 Social Action and Mission 3.2 Family Ministry 3.3 Pastoral Communication 4. Pastoral Accompaniment 4.1Vocation and Discernment 5. Guidance and Counseling Services PASTORAL AFFAIRS

84 5.1 Program Components 5.1.1. Individual Development Planning 5.1.2. Guidance Period 5.1.3. Responsive Services 5.2 Guidance Services 5.2.1. Counseling 5.2.2. Orientation and Information 5.2.3. Enrichment 5.2.4. Individual Inventory Analysis 5.2.5. Follow-up 5.2.6. Research and Evaluation 5.2.7. Testing 5.2.8. Placement 5.2.9. Career Guidance 5.2.10. Service to Administrators, Teachers and Parents Section 1: Faith Formation To form the young to become good Christians and upright citizens is the main goal of every school of Don Bosco. So, too, is Don Bosco Technical Institute of Makati (DBTI). Its education and evangelization of the Bosconians are done in an integral and holistic approach. The academic and technical programs of the Junior High School Department are responsible for the development of upright citizenship, while the Office of the Pastoral Ministry takes care of the Christian formation.

85 1.1 Christian Living Curriculum Faith formation is an “educational process” that may be likened to a journey with students as protagonists, Christian Living teachers and parents as providers of support and guidance, and Jesus Christ as inspiration, main companion, and destination. The curriculum for Christian Living is called, “Jesus My Best Friend Catechesis” or the JMBF Curriculum. The CL curricula of Grades 7 to 10 follows the development of the JMBF Curriculum that the students in the elementary already imbibed and learned. Faith formation is a continuous journey of encounter with Jesus, their friend. It is a curriculum that is articulated and integrated in the life of the students as they are immersed in the different Pastoral activities. The overall subject Area Goal of JMBF Curriculum K-12 is; to accompany students in their journey towards the “fullness of life in Jesus Christ,” with CL teachers and parents as lead educators and evangelizers. By strengthening traditional Filipino family values, through the application of a dynamic and integrated faith formation curriculum, and through the action and power of the Holy Spirit, students will know, live, celebrate, and proclaim their Catholic faith in joy, freedom, and loving service. Grade Level Emphasis While Jesus My Best Friend Catechesis ensures a systematic and integrated faith formation throughout the journey, certain aspects of the Catholic Faith are emphasized at each grade level considering the highlight of pastoral activity for the grade level. For Grade 10 (Moving up, Confirmation, Grade 10 Spiritual Retreat, and Social Action Program-Calauan Visit) WHO AM I FOR Students discover, appreciate their purpose in life and nurture their vocation with Jesus as their inspiration and the Holy Spirit as their guide as they grow towards holiness. For Grade 9: (Grade 9 overnight Spiritual Retreat, SAP – Ecological Education-Tree Planting/Coastal Clean-up) WHO AM I For

86 Students express their desire to love and serve Jesus in their community and the Church as a whole. For Grade 8: (Grade 8 one-day Spiritual Retreat, SAP Missionaries of the Poor (PWD and Elderly) WHOSE AM I Students discover, appreciate, establish a strong relationship with Jesus through their practice of camaraderie and friendship among their peers. For Grade 7: (Entry to Don Bosco/Junior High, Grade 7 one day Spiritual Retreat, SAP –Migrants Ministry, Joey Velasco Foundation and Martial Law Museum) – WHO AM I Students discover who they are and appreciate the presence and love of God in their journey into adulthood through the Scriptures. The objective content of the Faith has three dimensions: what we believe as Christians (the DOCTRINE – truths of faith, creed, teachings), how we freely act according to our faith (MORALS – witness, commandments, beatitudes), and why and how we pray (WORSHIP – liturgy, sacraments, prayer). Jesus My Best Friend Catechesis incorporates all three dimensions in a unified presentation of the “Good News” that leads to the fullness of life in Jesus Christ. The aspects of objective faith are put side by side with the Johannine threefold Christological framework, “I am the WAY, I am the TRUTH, and I am the LIFE” (Jn. 14:6) and with the believer’s act of faith: I BELIEVE (knowledge and conviction), I LIVE (lifestyle or witness, values, and commitment), and I CELEBRATE (prayer of faith and trust). While it is true that the core of an academic undertaking is the curriculum, our Pastoral program puts the CL curriculum side-by-side with the other dimensions we offer to the Bosconians in our vision to form them to become what St. John Bosco envisions them to become: Good Christians and Upright Citizens. Christian Living is not just a subject to be mastered or learned but most of all an experience of an encounter with Christ , in consideration with this nature of the subject a student’s grade is based on the following:

87 Weight Components Written work Performance Tasks Summative Class Participation 60% of the CL Grade 40% 20% 30% 10% 40% comes from the deliberated Conduct Grade Descriptors and Grading scale for Christian Living Descriptive Grade Excellent 95-100 Very Satisfactory 90-94 Satisfactory 85-89 Less Satisfactory 80-84 Needs Improvement 75-79 For Intervention 70- 74 did not submit any tasks 1.2 Retreat and Recollection “Very early in the morning, while it was still dark, Jesus got up, left the house and went off to a solitary place, where he prayed” (Mark 1:35). The high point of the CL classes and or sessions is the students’ retreat and recollection. The Bosconians are given possibilities to have a taste of Jesus’ experience of intimacy with God, in silence and prayer, through their annual spiritual retreat/recollection.

88 This opportunity allows them to rekindle and deepen their relationship with God. Hence, for Bosconians, every moment of retreat and recollection is a peak experience. Alongside the experience of silence and solitude, there is a designed module for each grade level developing a particular theme. To wit: Grade Level Recollection/Retreat Module Grade 7 On Friendship (one day) Grade 8 On Identity/Sexuality (one day) Grade 9 On Choices (overnight) Grade 10 On Servant Leadership (two nights, three days) 1.3 Prayer, Liturgy and Sacrament St. John Bosco called his first undertaking 'Oratorio' - a place of prayer because of its primary purpose, namely to teach the young people to go to Church and pray. (Biographical Memoirs II, p 71). DBTI-Makati is not just an academic institution; it is also a school of prayer. In defining what prayer is, our Catholic Catechism (¶ 2558) turns to St. Therese of Lisieux to share with us her wisdom. For this young Saint, prayer is a surge of the heart; it is a simple look turned toward heaven, it is a cry of recognition and of love, embracing both trial and joy. Hence, here in Don Bosco, we engage in a range of formal and informal prayer experiences, not just mere vocal prayers. All classes begin the day with morning prayer. Likewise, each day is wrapped up with prayer sessions in each of the classrooms. Every

89 Monday, each section prays as a class to God through the intercession of their class saint/blessed to start the week. Upon arriving at the school in the morning, during recess, lunch time and dismissal, everyone is encouraged to visit Jesus in the Blessed Sacrament. This informal moment with Jesus nourishes our friendship with Him. Of the seven sacraments, two are of prime significance to Don Bosco: Holy Eucharist and Reconciliation. Taking this cue from our patron, one finds these two sacraments special to DBTI-Makati. The Holy Eucharist is the center of Catholic worship, in fact, the Church emphasizes that it is the fount and summit of our Christian faith (Lumen Gentium, ¶ 11). In Don Bosco, we hold a daily Mass at the Our Lady’s Chapel each morning. Likewise, we celebrate the Holy Mass for and by each grade level every week. Once a month, we hold a Holy Mass which is attended to by the entire Junior High School Department, and on very special occasions, the whole Educative Pastoral Community (EPC) celebrates the Holy Eucharist as one academic family. In order to make the celebration more participative and meaningful, the Bosconians are primed through singing practices held periodically. Meanwhile, the sacrament of Confession is ordinarily available to students during the period allotted for the level Mass. Although, if he sees the need for it, he may freely approach any of the priests in the campus. One feature of our Sacramental Program is the sacrament of Confirmation exclusively offered to the Grade 10 Bosconians (they are encouraged to receive this sacrament but not required). Our Catholic Catechism speaks of those who receive it are "more perfectly bound to the Church and are enriched with a special strength of the Holy Spirit. Hence they are, as true witnesses of Christ, more strictly obliged to spread and defend the faith by word and deed” (¶ 90). Hence, intensive preparations necessitate the reception of this sacrament.

90 The Pastoral Ministry Office takes the lead to prepare the confirmands in coordination with St. John Bosco Parish. Section 2: Salesianity 2.1 Salesian Studies In every Salesian school a Bosconian must experience a “home - a place that welcomes and where young people feel secure and loved; a Playground - where lasting friendships are made and experiences outside the classroom form character and personal development; a School - where students are educated for life and given every opportunity to achieve their full individual academic, cultural and sporting ability; and a Church where Gospel values and the presence of God in our lives is shared, understood, accepted and lived out in daily life.” Salesian studies include the teachings, life, charism and the spirituality of our father and founder St. John Bosco. One can assume that a Christian must not only know but also love Christ and everything he believes; just that a Bosconian must continue to embrace the beliefs and philosophies of a Salesian school as he continues his studies by doing his ordinary duties extraordinarily well and by being cheerful at the same time. Christian Living introduces and guides the Bosconians in their appreciation of the Salesian Spirituality especially St. John Bosco’s love for the Pope/the Church, Jesus in the Blessed Sacrament and Mary, Help of Christians. 2.2 Salesian Youth Movement During John Bosco’s school days in Chieri (1831-1835), it was there that he had to live “the life of a student with all its anxieties, difficulties, dangers…” (BM 1, p. 185). That was his first time experiencing living away from home as a student. And he had to face up to two major problems: (1) He had to choose his company and (2) He needed to find means by which he could exert Christian influence on his new found friends. In both of these problems, he found a solution—the formation of some sort of association, youth group, clubs.

91 While there are various academic and interest clubs in DBTI-Makati, there are four which are considered special due to their religious nature and significance in the Salesian tradition. The following are: 1. Knights of the Altar 2. Juventus Group 3. Auxilium Sodality 4. Savio Group Then, and even now, the various youth groups helped him to make “Good Christians and Upright Citizens” among the Bosconians through the following ways: ● United the young people. ● Gained souls for Christ ● Filled the desperate need of young people for friendship ● Transformed the atmosphere of the campus. ● Seedbed of vocations Section 3: Community Involvement As Pope Francis mentioned in one of his homilies, “This is zeal, when one finds Jesus and feels the fire, like Paul, and must preach Jesus, must talk about Jesus, must help people, must do good things,” he explained. “When one finds the idea of Jesus, he or she remains an ideologue of Christianity, and this does not justify, only Jesus justifies us. May the Lord help us find Jesus, encounter Jesus, and may this Jesus change our life from within and help us to help others.” And as response to the vision of the school for the students to become agents of social transformation, the Pastoral Ministry office has the following community involvement programs.

92 3.1 Social Action and Mission The Bosconians are formed not just intellectually but are made cognizant of the reality that they live in a context of a community. Our program is designed according to each grade level and is dovetailed with its respective Christian Living curriculum. (Pre and post evaluation is a prerequisite for these activities and will be closely monitored with corresponding guidelines and orientation). Here is a short description of each program vis-à-vis grade level. Grade Level Social Action Program Grade 7 SOCIAL AWARENESS THROUGH THE VISUAL ARTS and ENCOUNTER WITH migrants of Don Bosco/other poor members of the DBTI Makati EPC (LMPs/diars/security guards) This activity endeavors to engage our students to have a better understanding of the poor and the marginalized through visual arts. The Grade 7 Bosconian will have their Social Action Program with Joey Velasco Foundation Inc. Center Community and Migrants inside the campus. Here the Bosconians will be given a chance to meet and encounter the "Hapag" kids and their families/migrants. In this encounter, the Bosconians will be able to appreciate the blessings they receive and share them with the "Hapag" families/Migrants. This activity will help Bosconians discover who they are and appreciate the presence of God. Grade 8 Missionaries of the Poor (PWD and Elderly) The Missionaries of the Poor (M.O.P.) is an international monastic order of Brothers dedicated to "Joyful Service with Christ on the Cross" to serve the poorest of the poor. The Grade 8 Bosconians will organize their Social Action Program with the PWD and Elderly. They will have an encounter and fun games with them. In this program, the

93 Bosconians will be able to discover, appreciate, and establish a strong relationship with Jesus through developing friendships with this sector of society. Grade 9 Education on Ecology In the previous Encyclical Letter of Pope Francis entitled: Laudato Si, he challenges all the Christian communities in the world to begin caring for our common home: the environment. The said program is in partnership with the Science Club. The Grade 9 Bosconians will engage is a tree planting or coastal clean-up drive to protect our environment. This activity signifies their commitment and desire to love and serve Jesus by taking care of the environment because it is the poor who are affected first when we neglect nature. (The Grade 9 SAP can also be included and integrated in their annual Outbound - Lakbay Aral program). CATECHISM CLASSES FOR PUBLIC SCHOOLS (℅ the Juventus Club) This endeavor seeks to educate the public school students of nearby public schools. Furthermore, it reiterates Don Bosco’s mission to educate by evangelizing and evangelize by educating. Grade 10 ORATORY IN DON BOSCO CALAUAN This whole day immersion in a relocation community in Calauan hopes to engage our Bosconians to have a better understanding of the plight of the marginalized as they interact with the families of the site. The rest of the day offers them the opportunity to educate and evangelize the children.

94 The Social Action Program provides our Bosconians opportunities to be of service individually, and as a school community. This is anchored on our school philosophy that as a Salesian Catholic high school we are called to follow Jesus Christ’s call to serve the lost, the least and the last, for Christ Himself says, “For I was hungry and you gave me food, I was thirsty and you gave me drink, I was a stranger and you welcomed me, I was naked and you clothed me, I was sick and you visited me, I was in prison and you came to me” (Matthew 25:35). 3.2 Family Ministry The family ministry offered in the different Salesian settings is modeled to relive Don Bosco’s first oratory in Valdocco, Italy. It is part of the global network of the Salesian Youth Movement which applies the Salesian spirituality and pedagogy. The preventive system as charismatic inspiration, wherein Don Bosco shared a true spirituality towards holiness together with other priests, adult laymen, youngsters and some women, with Mamma Margaret as the first among them (General Chapter 24, n. 3.87). The parents of Bosconians and lay mission partners are accompanied for continuous personal renewal so that they can actively participate in the Salesian mission: “for the education and evangelization of young people”. The Salesian Educative Pastoral Plan will be used as the operational tool, the family as an integral dimension of youth ministry and “youth vocation ministry”. The Don Bosco family ministry envisions Bosconians who are prepared to embrace their vocations (e.g. God’s call to holiness, states of life, and present mission); and families of Bosconians who will respond to the call as missionaries in their own parishes and communities. 1. G. I. F. T (God Incarnate First Thursday. It is a monthly Lectio Divina and adoration of the Blessed Sacrament for the family of Bosconians. It seeks to accompany you in increasing your knowledge of God’s Word and love for the Eucharist as means to promote communion with Him.) This is an invitation to families of the Bosconians via zoom. 2. FSGR (Family Sunday Gospel Reflection) is prepared

95 weekly by the DBTI-Makati Family Ministry for the “church at home Sunday celebration of the Eucharist reflection” of the families of Bosconians. Together the families reflect and start their spiritual journey as they prepare to meet Jesus in the celebration of the Sunday Holy Mass. 3. Family Weekend Retreat/Recollection is also prepared by the Family Ministry of the school to the families of the Bosconians via zoom. 4. Parenting Seminars/Formation are also given to the parents of the Bosconians regularly and as the Pastoral Ministry office and the Junior High School department deemed it necessary. 3.3 Pastoral Communication Today’s world is immersed in communication and technology. Formation in Social and Pastoral Communication help students adapt to and thrive in such an environment. Section 4: Pastoral Accompaniment 4.1 Vocation and Discernment This dimension of the Pastoral Program provides inputs and varied experiences to the Bosconians in order to equip them to respond to the Universal Call to Holiness (Lumen Gentium, Chapter 5). St. John Paul II writes that holiness is not only a state but a task, whereby Christians should strive for a full Christian life, imitating Christ, God the Son, who gave his life for God the Father and for his neighbor (Novo Millennio Ineunte, ¶ 6). It is in this regard that the entire school community of DBTI-Makati strives to be a seedbed—not just to a Salesian consecrated vocation—but to Holiness as such. Section 5: Guidance and Counseling Services The primary purpose of the Guidance and Counseling Program is to assist the students in understanding themselves better as they go

96 through the stages of their personal growth and development through Don Bosco’s Preventive System of education. In consonance with this purpose, the Guidance program and services must concern itself with the welfare of the students. By the employment of the special means the programs and services must direct and assist the individual student in understanding himself, to achieve harmonious personal and interpersonal relations and to arrive at a sound decision. 5.1 Program Component The program components provide the vehicle for the Guidance Personnel to deliver the developmental content of the Comprehensive Guidance Program of Don Bosco- Makati. This is also called the delivery system namely: 5.1.1 Individual Development Planning It consists of activities that focus on assisting each student to develop, analyze and evaluate his or her educational, social, personal and vocational/career plan. Individual planning addresses the same objectives for all students in a given level, and is based on the result or evaluation of the information contained in his cumulative folder. 5.1.2 Guidance Period (Homeroom Guidance) It is the time by which the guidance counselors promote the healthy development and growth of all students through classroom discussion, workshops, seminars, orientations and interactions. The activities provide developmental and sequential lessons and modules carefully created by the Counselors to suit the needs of the students. The activities/modules address students’ development in educational, personal, social and career/vocational domains. 5.1.3 Responsive Services It consists of strategies and interventions that the Guidance Counselors use to address student problems or concerns that hamper their success in educational, social, personal and vocational development. Counselors identify obstacles and acknowledge the challenges the student faces on a daily basis. They work with the students to remove these obstacles and challenges through

97 individual and/or group counseling. Consultation, referral and home visitation are done if needed. 5.2 Guidance Services 5.2.1 Counseling The Counseling is the “heart” of the Guidance and Counseling Program. It is a professional service through which each student is helped to understand himself in relation to his unique and developing world through an opportunity of free expression within a setting of privacy and acceptance. 5.2.2 Orientation and Information The Orientation Service is an organized and systematic approach by which pertinent information is made available to the students, parents, and teachers. Its primary objective is to allow students and parents alike to acquire / assimilate the necessary information about the school – its purposes and objectives, and accordingly, be able to make adjustments easily and to feel a sense of security and belongingness. Examples: Parents Orientation, Orientation for Teachers, Realities of High School Life, My Second Home, Career and Vocation Orientation, etc. 5.2.3 Enrichment The Enrichment Service is an organized guidance service which aims at helping the students enhance and develop necessary skills to cope with the social-civic and academic demand of the school. Activities relevant to this service are incorporated to the formulation or creation of homeroom guidance. Examples: Classroom activities and Group sessions through Guidance Period, Social Interaction, Talks or Symposium on various topics

98 5.2.4 Individual Inventory Analysis The Individual Inventory Analysis is a longitudinal, organized and systematic process of collecting, recording, and utilizing information about each student of his home and family background, his intellectual and social development and other pertinent information gathered from psychological tests, interviews and counseling as he progresses through school. This is to assist each student to know himself better as well as for self-realization. 5.2.5 Follow-up The follow-up service of the Guidance and Counseling Program includes pursuing the progress of students towards attaining the solution(s) to problem(s) referred for counseling. 5.2.6 Research and Evaluation The research and Evaluation Service is a vital part of the guidance program. It is through this service that data gathered through other Guidance services such as counseling, testing and inventory are utilized, investigated and studied for the purpose of improving the guidance program and/or come up with recommendations that may improve students’ behavior and/or performance. 5.2.7 Testing It is a well-organized and efficient data-gathering activity organized for the primary purpose of assessing individual and group needs as well as getting an overview of the student population using psychometric devices. The data gathered is used to further the personal and academic growth of the students. 5.2.8 Placement The Placement Service is an activity based service in which the school attempts to ensure the students’ interest, aptitude and academic/technical performance matches their shop section. In this service, the students are also provided with a wide-range of

99 opportunities that facilitate realistic career planning and decision-making processes. Examples: Shop placement, batch processing 5.2.9 Career Guidance Career Guidance is a service where various activities are designed and implemented to assist students to make appropriate educational, occupational and vocational choices. This program recognizes the varied interests, talents, abilities, and personal values of students in relation to what they would like to become. It also utilizes career assessment tools to provide objective data and assist students in making informed decisions. Examples: Career Talks, Career pathing, counseling and coaching 5.2.10 Service to the administrators, teachers and parents These are organized and efficient services that provide administrators, teachers, and parents with relevant information and equip them with knowledge and skills necessary for understanding the students. Examples: Parenting Talks, Family counseling, individual counseling, seminars, workshops, etc.

100 Appendix A. Glossary: Vision-Mission Terminologies NURTURING As a NURTURING school, Don Bosco Makati provides for a caring, encouraging, and protective environment conducive for growth in the spirit of Don Bosco’s loving-kindness. RESPONSIVE As a RESPONSIVE school, Don Bosco Makati aims not just to be relevant to the now but is future-ready. In contrast to being reactive, it seeks to be engaging, sensitive and proactive. It must also be quick and appropriate in its response not just for the needs of the community but also of the society at large. RESEARCH-ORIENTED As a RESEARCH-ORIENTED school, Don Bosco Makati aims at fostering a culture of research for both its students at the foundation of their education and its lay mission partners. INNOVATIVE As an INNOVATIVE school, Don Bosco Makati sets out to introduce new ideas and processes to give better solutions to its academic, technical and pastoral programs. SALESIAN As a SALESIAN school, Don Bosco Makati abides by the Preventive System of St. John Bosco as it develops the young, especially the poor, to be protagonists and not just beneficiaries. Don Bosco Makati is an EDUCATIVE-PASTORAL COMMUNITY because it involves young people and adults, parents and educators in a family atmosphere. It gives first place, in all its projects, relationships and organizations, to concern for the integral development of the young: physical, psychological, cultural, professional, social, religious and spiritual. It walks with the young on their journey to encounter Christ and creates an experience of Church. (Salesian Youth Ministry Frame of Reference)

101 LIFE-LONG LEARNING As a learning community, Don Bosco Makati commits to the continuous development of knowledge and skills of all its members. CHAMPIONS OF INTEGRAL ECOLOGY As a Catholic institution, Don Bosco Makati heeds Pope Francis’ call in Laudato Si’ to promote and take action to conserve our environment. AGENTS OF SOCIAL TRANSFORMATION As a Catholic institution, Don Bosco Makati engages in the service of the Church and society with a preferential option for the poor. (Philippine Catholic School Standards)

102 Appendix B Guidelines on Online Classes Students are expected to behave accordingly in all online activities. All policies on student discipline stipulated in the Student Handbook are expected to be followed by the students. Here are the guidelines to be followed on online classes: 1. Grooming 1.1. Students are expected to look neat and decent physically during online classes. They are expected to observe proper grooming at all times most especially when attending online classes and other related activities. 1.2. Students are required to wear school uniform. They are prohibited to wear t-shirt, with offensive or obscene print, sleeveless shirt (sando), and any headgear (hat, bonnet, headband). 1.3. Any offense committed related to grooming will merit appropriate intervention and disciplinary sanction. 2. Attendance 2.1. Attendance to online classes may be challenging due to some unforeseen and uncontrollable factors. However, it is the responsibility of students to report to his classes and communicate with his teachers regularly. 2.2. Students are expected to be present during online classes. It is the duty of the students to notify the subject teacher or class adviser to his absence before or after the class. Students are excused from their absences provided there is a valid reason ( health, family matters, poor internet connection, etc. ). Parents will be notified by the class adviser of their son’s absence from class. 2.3. Excessive unexcused absences will result in appropriate intervention and disciplinary action. 3. Identity in Official Online Accounts ( Genyo, E-mail, Google Meet, Zoom etc. ) 3.1. Students must use their complete name when engaging in official online activities following this sequence: Grade __ Section__ Family Name, First Name, Middle Initial. 3.2. Students must use their School I.D. picture for their online profile.

103 3.3. The use of fake, offensive and obscene names, words and photos will be dealt with serious disciplinary action. 4. Online Class 4.1. Students are expected to behave accordingly in online classes by being respectful at all times. 4.2. Camera must be turned on or open during the entire class period. 4.3. Microphone must be muted at all times unless permitted by the teacher. 4.4. No student is allowed to post in the chat box without the permission of the teacher. 4.5. Students must refrain from creating any unnecessary movement or sound during class. 4.6. Any offense committed related to the aforementioned policies will merit appropriate intervention or serious disciplinary sanction. 5. Online Recording and Posting of School - Related Activities 5.1. Students are not allowed to take screenshots and record online classes without the consent of the teacher. 5.2. Posting of screen capture, print screen and recording of other school activities without the consent of school authorities is strictly prohibited. 5.3. Sharing of class codes or meeting links of classes, meetings and other school activities is prohibited. 5.4. Any offense committed related to the aforementioned policies will merit serious disciplinary sanction. Being in an online modality of teaching and learning, students must show respect and be responsible in their online activities. The Student Handbook (page 74, no. 5.1.1.1) clearly stipulates on the “Use of Internet, Social Networking Sites and Electronic Messaging that “Students should always bear in mind the responsible use of technology. This includes even the use of their own social networking accounts ( Facebook, Twitter, Discord Messenger, Thread and etc. ). Using foul language and /or committing any act of bullying through any form of electronic media, posting and/or reposting of scandalous pictures or videos whether owned and/or forwarded by other students or persons are considered major offenses, much more if the act places the name of the school in disrepute.”

104 Appendix C HEALTH CARE GUIDELINES AND PROCEDURES 1. Clinic shall be open during school days at prescribed hours (Monday-Thursday 7:00am-4:30pm, Friday 7:00-4:00pm). It is available for the use of the students for first aid treatment of minor ailments, accidents, sudden illnesses and emergency situations. 2. During class hours, students are allowed to go to the clinic with the teacher’s permission. They should bring his diary with the following information: teacher’s signature of approval, time of going to the clinic, and the name of the person who will escort him in the event the student cannot go by himself. 3. The school physician/dentist/nurse shall evaluate, treat, and/or refer the student to a specialist for further treatment. Details of the treatment given shall be documented in the student’s diary. If necessary, the Health Care Team shall send a recommendation to the Principal’s office to allow the sick student to go home, otherwise, the student will be sent back to class. 4. The Health Care Team shall inform the student’s parents/guardians about the medical/dental condition of their son during the following cases: head and eye trauma, wounds on the face, accidents and injuries, patients with special needs, sick patients to be sent home, prior to dental procedures, and such other cases that the attending doctor/dentist deems severe enough to warrant immediate notice to the student’s parent/guardian. 5. A student who has been advised to go home on account of sickness or injury shall not be allowed to leave the school premises unless picked up by his parents/guardians from the school clinic. The names and contact details of the parent/guardian should be written in the student diary. The parent/guardian shall be required to leave an identification card at the guard before going to the clinic. 6. In emergency situations that require hospital assistance, the Health Care Team shall exert all means to contact the student’s parents/guardian. If they cannot be reached, the school physician/nurse shall immediately accompany the student to the

105 nearest hospital, endorse the patient to the hospital medical staff on duty and stay with the student until the parent/guardian or next of kin arrives in the hospital. 7. For trauma cases, the student is entitled to avail his Student Accident Insurance. A form will be given by the clinic. 8. Sick students with contagious and communicable diseases (chickenpox, measles, etc.) will need clearance from the clinic before they will be allowed to return to class. 9. If the student has been sick and was hospitalized or underwent surgery, he must secure a medical certificate from his private physician and submit (1) an original copy to his class adviser upon returning to class and (2) a photocopy to the clinic for documentation and assessment. 10. If the student needs to be given antibiotics or any medication prescribed by their family physician/dentist, the student is required to bring the following to the clinic: (1) prescribed medication (2) student’s diary and, (3) written order from the physician giving the name, dosage, and time interval of medication. 11. Parents of new students are required to accomplish the necessary medical/dental forms and submit them not later than the end of the second week of classes with all the relevant information needed. It is of utmost importance that the clinic staff is informed of any medical condition and allergies the child has. 12. Parents/guardians who want their son to be checked up during school hours or be brought home at their own discretion may write a letter on their son’s diary under the Special Correspondence Area. The student’s absence will be considered excused upon approval by the respective Department Head. 13. The school physician/dentist shall conduct the student’s annual physical examination within the school year. Should there be other findings that require further treatment, the school physician/dentist shall give the student a referral slip. 14. Parents who want to have their son’s temporary tooth extracted in the clinic should provide a written consent or accompany their son during the procedure. Extraction shall be done during break time and dismissal time only.

106 Appendix D Dangerous Drugs Act of Republic Act 9165, Article IV, Section 44 Section 44. Heads, Supervisors, and Teachers of Schools. – For the purpose of enforcing the provisions of Article II of this Act, all school heads, supervisors and teachers shall be deemed persons in authority and, as such, are hereby empowered to apprehend, arrest or cause the apprehension or arrest of any person who shall violate any of the said provisions, pursuant to Section 5, Rule 113 of the Rules of Court. They shall be deemed persons in authority if they are in the school or within its immediate vicinity, or even beyond such immediate vicinity if they are in attendance at any school or class function in their official capacity as school heads, supervisors, and teachers. Any teacher or school employee, who discovers or finds that any person in the school or within its immediate vicinity is liable for violating any of said provisions, shall have the duty to report the same to the school head or immediate superior who shall, in turn, report the matter to the proper authorities. Failure to do so in either case, within a reasonable period from the time of discovery of the violation shall, after due hearing, constitute sufficient cause for disciplinary action by the school authorities.

107 Appendix E Republic Act No. 8049 AN ACT REGULATING HAZING AND OTHER FORMS OF INITIATION RITES IN FRATERNITIES, SORORITIES, AND OTHER ORGANIZATIONS AND PROVIDING PENALTIES THEREFORE Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled. Sec.1. Hazing, as used in this Act, is an initiation rite or practice as a prerequisite for admission into membership in a fraternity, sorority or organization by placing the recruit, neophyte or applicant in some embarrassing or humiliating situations such as forcing him to do menial, silly, foolish and other similar tasks or activities or otherwise subjecting him to physical or psychological suffering or injury. The term ”organization” shall include any club or the Armed Forces of the Philippines, Philippine National Police, Philippine Military Academy, or officer and cadet corps of the Citizen’s Military Training and Citizen’s Army Training. The physical, mental and psychological testing and training procedure and practices to determine and enhance the physical, mental and psychological fitness of prospective regular members of the Armed Forces of the Philippines and the Philippine National Police as approved by the Secretary of National Defense and the National Police Commission duly recommended by the Chief of Staff, Armed Forces of the Philippines and the Director General of the Philippine National Police shall not be considered as hazing for the purposes of this Act. Sec. 2. No hazing or initiation rites in any form or manner by a fraternity, sorority or organization shall be allowed without prior written notice to the school authorities or head of organization seven (7) days before the conduct of such initiation. The written notice shall indicate the period of the initiation activities which shall not exceed three (3) days, shall include the names of those to be subjected to such activities, and shall further contain an undertaking that no physical violence be employed by anybody during such initiation rites. Sec. 3. The head of the school or organization or their representatives must assign at least two (2) representatives of the school or organization, as the case may be, to be present during the initiation. It is the duty of such representative to see to it that no physical harm of any kind shall be inflicted upon a recruit, neophyte or applicant.

108 Sec. 4. If the person subjected to hazing or other forms of initiation rites suffers any physical injury or dies as a result thereof, the officers and members of the fraternity, sorority or organization who actually participated in the infliction of physical harm shall be liable as principals. The person or persons who participated in the hazing shall suffer: 1. The penalty of reclusion perpetua (life imprisonment) if death, rape, sodomy or mutilation results there from. 2. The penalty of reclusion temporal in its maximum period (17 years, 4 months and 1 day to 20 years) if in consequence of the hazing the victim shall become insane, imbecile, impotent or blind. 3. The penalty of reclusion temporal in its medium period (14 years, 8 months and one day to 17 years and 4 months) if in consequence of the hazing the victim shall have lost the use of speech or the power to hear or to smell, or shall have lost an eye, a hand, a foot, an arm or a leg or shall have lost the use of any such member shall have become incapacitated for the activity or work in which he was habitually engaged. 4. The penalty of reclusion temporal in its minimum period (12 years and one day to 14 years and 8 months) if in consequence of the hazing the victim shall become deformed or shall have lost any other part of his body, or shall have lost the use thereof, or shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged for a period of more than ninety (90) days. 5. The penalty of prison mayor in its maximum period (10 years and one day to 12 years) if in consequence of the hazing the victim shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged for a period of more than thirty (30) days. 6. The penalty of prison mayor in its medium period (8 years and one day to 10 years) if in consequence of the hazing the victim shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged for a period of ten (10) days or more, or that the injury sustained shall require medical assistance for the same period.

109 7. The penalty of prison mayor in its minimum period (6 years and one day to 8 years) if in consequence of the hazing the victim shall have been ill or incapacitated for the performance on the activity or work in which he was habitually engaged from one (1) to nine (9) days, or that the injury sustained shall require medical assistance for the same period. 8. The penalty of prison correccional in its maximum period (4 years, 2 months and one day to 6 years) if in consequence of the hazing the victim sustained physical injuries which do not prevent him from engaging in his habitual activity or work nor require medical attendance. The responsible officials of the school or of the police, military or citizen’s army training organization, may impose the appropriate administrative sanctions on the person or the persons charged under this provision even before their conviction. The maximum penalty herein provided shall be imposed in any of the following instances: a. when the recruitment is accompanied by force, violence, threat, intimidation or deceit on the person of the recruit who refuses to join; b. when the recruit, neophyte or applicant initially consents to join but upon learning that hazing will be committed on his person, is prevented from quitting; c. when the recruit, neophyte or applicant having undergone hazing is prevented from reporting the unlawful act to his parents or guardians, to the proper school authorities, or to the police authorities, through force, violence, threat or intimidation; d. when the hazing is committed outside of the school or institution; or e. when the victim is below twelve (12) years of age at the time of the hazing. The owner of the place where hazing is conducted shall be liable as an accomplice, when he has actual knowledge of the hazing conducted therein but failed to take any action to prevent the same from occurring. If the hazing is held in the home of one of the officers or members of the fraternity, group, or organization, the parents shall be held liable as

110 principals when they have actual knowledge of the hazing conducted therein but failed to take any action to prevent the same from occurring. The school authorities including faculty members who consent to the hazing or who have actual knowledge thereof, but failed to take any action to prevent the same from occurring shall be punished as accomplices for the acts of hazing committed by the perpetrators. The officers, former officers, or alumni of the organization, group, fraternity or sorority who actually planned the hazing although not present when the acts constituting the hazing were committed shall be liable as principals. A fraternity or sorority’s adviser who is present when the acts constituting the hazing were committed and failed to take action to prevent the same from occurring shall be liable as principal. The presence of any person during the hazing is prima facie evidence of participation therein as principal unless he prevented the commission of the acts punishable herein. Any person charged under this provision shall not be entitled to the mitigating circumstance that there was no intention to commit so grave a wrong. This section shall apply to the president, manager, director or other responsible officer of a corporation engaged in hazing as a requirement for employment in the manner provided herein. Sec. 5. If any provision or part of this Act is declared invalid or unconstitutional, the other parts or provisions thereof shall remain valid and effective. Sec. 6. All laws, orders, rules or regulations which are inconsistent with or contrary to the provisions of this Act are hereby amended or repealed accordingly. Sec. 7. This Act shall take effect fifteen (15) calendar days after its publication in at least two (2) national newspapers of general circulation.

111 Appendix F REPUBLIC ACT NO. 7877 AN ACT DECLARING SEXUAL HARASSMENT UNLAWFUL IN THE EMPLOYMENT, EDUCATION OR TRAINING ENVIRONMENT, AND FOR OTHER PURPOSES Be it enacted by the Senate and House of Representatives of the Philippines in Congress assembled: Section 1. Title —This Act shall be known as the ”Anti-Sexual Harassment Act of 1995.” Section 2. Declaration of Policy. — The State shall value the dignity of every individual, enhance the development of it human resources, guarantee full respect for human rights, and uphold the dignity of workers, employees, applicants for employment, students or those undergoing training, instruction or education. Towards this end, all forms of sexual harassment in the employment, education or training environment are hereby declared unlawful. Section 3. Work, Education or Training-related Sexual Harassment Defined. — Work, education or training-related sexual harassment is committed by an employee, manager, supervisor, agent of the employer, teacher, instructor, professor, coach, trainor, or any other person who, having authority, influence or moral ascendancy over another in a work or training or education environment, demands, requests or otherwise requires any sexual favor from the other, regardless of whether the demand, request or requirement for submission is accepted by the object of said Act. a. In a work-related or employment environment, sexual harassment is committed when: 1. The sexual favor is made as a condition in the hiring or in the employment, re-employment or continued employment of said individual, or in granting said individual favorable compensation, terms, conditions, promotions, or privileges; or the refusal to grant the sexual favor results in limiting, segregating or classifying the employee which in a way would discriminate, deprive or diminish employment opportunities or otherwise adversely affect said employee;

112 2. The above acts would impair the employee’s rights or privileges under existing labor laws; or 3. The above acts would result in an intimidating, hostile, or offensive environment for the employee. b. In an education or training environment, sexual harassment is committed: 1. Against one who is under the care, custody or supervision of the offender; 2. Against one whose education, training, apprenticeship or tutorship is entrusted to the offender; 3. When the sexual favor is made a condition to the giving of a passing grade, or the granting of honors and scholarships, or the payment of a stipend, allowance or other benefits, privileges, or considerations; or 4. When the sexual advances result in an intimidating, hostile or offensive environment for the student, trainee or apprentice. Any person who directs or induces another to commit any act of sexual harassment as herein defined, or who cooperates in the commission thereof by another without which it would not have been committed, shall also be held liable under this Act. Section 4. Duty of the Employer or Head of Office in a Work-related, Education or Training Environment. — It shall be the duty of the employer or the head of the work-related, educational or training environment or institution, to prevent or deter the commission of acts of sexual harassment and to provide the procedures for the resolution, settlement or prosecution of acts of sexual harassment. Towards this end, the employer or head of office shall: a. Promulgate appropriate rules and regulations in consultation with the jointly approved by the employees or students or trainees, through their duly designated representatives, prescribing the procedure for the investigation or sexual harassment cases and the administrative sanctions therefore. Administrative sanctions shall not be a bar to

113 prosecution in the proper courts for unlawful acts of sexual harassment. The said rules and regulations issued pursuant to this section shall include, among others, guidelines on proper decorum in the workplace and educational or training institutions. b. Create a committee on decorum and investigation of cases on sexual harassment. The committee shall conduct meetings, as the case may be, with other officers and employees, teachers, instructors, professors, coaches, trainors and students or trainees to increase understanding and prevent incidents of sexual harassment. It shall also conduct the investigation of the alleged cases constituting sexual harassment. In the case of a work-related environment, the committee shall be composed of at least one (1) representative each from the management, the union, if any, the employees from the supervisory rank, and from the rank and file employees. In the case of the educational or training institution, the committee shall be composed of at least one (1) representative from the administration, the trainors, teachers, instructors, professors or coaches and students or trainees, as the case maybe. The employer or head of office, educational or training institution shall disseminate or post a copy of this Act for the information of all concerned. Section 5. Liability of the Employer, Head of Office, Educational or Training Institution. — The employer or head of office, educational training institution shall be solidarily liable for damage arising from the acts of sexual harassment committed in the employment, education or training environment if the employer or head of office, educational or training institution is informed of such acts by the offended party and no immediate action is taken thereon. Section 6. Independent Action for Damages. —Nothing in this Act shall preclude the victim of work, education or training-related sexual harassment from instituting a separate and independent action for damages and other affirmative relief. Section 7. Penalties. —Any person who violates the provisions of this Act shall, upon conviction, be penalized by imprisonment of not less than one (1) month nor more than six (6) months, or a fine of not less than

114 Ten thousand pesos (P10,000) nor more than Twenty thousand pesos (P20,000), or both such fine and imprisonment at the discretion of the court. Any action arising from the violation of the provision of this Act shall prescribe in three (3) years. Section 8. Separability Clause —If any portion or provision of this Act is declared void and unconstitutional, the remaining portions or provisions hereof shall not be affected by such declaration. Section 9. Repealing Clause. —All laws, decrees, orders, rules and regulations, other issuances, or parts thereof inconsistent with the provisions of this Act are hereby repealed or modified accordingly. Section 10. Effectivity Clause. —This Act shall take effect fifteen (15) days after its complete publication in at least two (2) national newspaper of general circulation. Approved, EDGARDO J. ANGARA JOSE DE VENECIA, JR. President of the Senate Speaker of the House of Representatives This Act which is a consolidation of House Bill NO. 9425 and Senate Bill 1632 was finally passed by the House of Representatives and the Senate on February 8, 1995. EDGARDO E. TUMANGAN CAMILO L. SABIO Secretary of the Senate Secretary General, House of Representatives Approved : Feb 14, 1995 This Act which is a consolidation of House Bill NO. 9425 and Senate Bill 1632 was finally passed by the House of Representatives and the Senate on February 8, 1995. FIDEL V. RAMOS President of the Philippines Published on February 18, 1995, Malaya, Manila, Philippines

115 Appendix G Republic of the Philippines Department of Education DECS Order No. 26, s. 2000 April 19, 2000 REITERATING DECS ORDER No. 70, s. 1999 (Prohibiting Students of Elementary and Secondary Schools from Using Cellular Phones and Pagers During Class hours) 1. Reports have reached this Office that some students have been using their cellular phones inside the classroom. The use of cellular phone specifically text messaging and pagers have diverted the attention of students from their studies. Additionally, reports indicate that text messaging and paging are causing disturbance during class hours and being used as instruments for cheating during examinations. 2. In view of these, the use of cellular phones and pagers should be prohibited inside the classrooms particularly during examinations to prevent these high tech gadgets from distracting classes, disrupting classes as well as for cheating. 3. The school officials are hereby directed to ensure that text messaging and paging during class hours and within the school premises should be immediately stopped and closely monitored. (SGD) ANDREW B. GONZALEZ, FSC Secretary Reference: DECS Oder No. 70, s. 1999 Allotment: 1-(D.O. 50 – 97)

116 Appendix H DEPARTMENT OF EDUCATION Policy and Guidelines on Protecting Children in School from Abuse, Violence, Exploitation, Discrimination, Bullying, and Other Forms of Abuse 5.3.1 GENERAL PROVISIONS Section 1: Short Title This Department Order shall be known as the “DepEd Child Protection Policy.” Section 2: Statement of Policy Pursuant to the 1987 Constitution, the State shall defend the right of children to assistance, including proper care and nutrition, and special protection from all forms of neglect, abuse, cruelty, exploitation, and other conditions prejudicial to their development (Article XV, Section 3 (2). The Constitution further provides that all educational institutions shall inculcate patriotism and nationalism, foster of humanity, respect for human rights, appreciation of the roles of national heroes in the historical development of the country, tech the rights and duties of citizenship, strengthen ethical and spiritual values, develop moral character, and personal discipline, encourage critical and creative thinking, broaden scientific and technological knowledge, and promote vocational efficiency (Article XIV, Section 3 (2). The convention on the rights of the child “CRC” aims to protect children from all forms of physical and mental violence, injury and abuse, neglect and negligent treatment, maltreatment and exploitation, including sexual abuse. The same convention establishes the right of the child to education, and with the view to achieving this right progressively, and the bases of equal opportunity, it obliges the government to take measures to encourage regular attendance in school and reduce drop-out rates. Thus, it is mandated that all appropriate measures be undertaken to ensure that school discipline is administered in a manner consistent with the child’s human dignity, and in conformity with the CRC.

117 Towards this end, the Department of Education (DepEd), in collaboration with its partners and stakeholders, shall ensure that all schools are conducive to the education of children. The best interest of the child shall be the paramount consideration in all decisions and actions involving children, whether undertaken by public or private social welfare institutions, courts of law, administrative authorities, and legislative bodies, consistent with the principle of first call for children, as enunciated in the CRC. Teachers and learning facilitators especially in learning centers are their substitute parents, and are expected to discharge their functions and duties with this in mind. In this connection, the Family Code empowers the school, its administrators and teachers or the individual, entity or institutions engaged in child-care to exercise the special parental authority and responsibility over the child, while under their supervision, instruction, or custody. The Department recognizes that cases of abuse may arise as a result of difficult situations faced by teachers and other officials within and outside the school. DepEd has adopted the policy to provide special protection to children who are gravely threatened or endangered by circumstances which affect their normal development and over which they have no control, and to assist the concerned agencies in their rehabilitation. Furthermore, this Department aims to ensure such special protection from all forms of abuse and exploitation and care as is necessary for the child’s well-being, taking into account the primary rights and duties of parents, legal guardians, or other individuals who are legally responsible and exercise custody over the child. DepEd recognizes the participatory rights of the child in the formulation and implementation of policies, and in all proceedings affecting them, whether they may be victims of aggressors either directly, or through a representative. Accordingly, this Department reiterates a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying, and other forms of abuse, and hereby promulgates this Department Order. Section 3. Definition of Terms

118 5.3.2 “Child” – refers to any person below eighteen (18) years of age or those over but are unable to fully take care of themselves or protect themselves from abuse, neglect, cruelty, exploitation, or discrimination because of a physical or mental disability or condition; (RA 7610). For purposes of this Department Order, the term also includes pupils or students who may be eighteen (18) years of age or older but are in school. 5.3.3 “Children in School” – refers to bona fide pupils, students or learners who are enrolled in a Basic Education System whether regular or irregular, transferee, or repeater, including those who have been temporarily out of school, who are in the school or learning centers premises or participating in school-sanction activities. 5.3.4 “Pupil, Student, or Learner” –means a child who regularly attends classes in any level of the Basic Education System, under the supervision or tutelage of a teacher or facilitator. 5.3.5 “School Personnel” - means the persons singly or collectively working in a private or public school. They are classified as follows: 1. “School Head” refers to the chief executive officer or administrator of a public or private school or learning center. 2. “Other School Officials” – include other school officers, including teachers, who are occupying supervisory positions, or positions of responsibility, and are involved in policy-formulation or implementation in a school. 3. “Academic Personnel” includes all personnel who are formally engaged in actual teaching service, or in research assignments, either on a full-time or part-time basis, as well as those who possess certain prescribed academic functions directly supportive of teaching such as registrars, librarians, guidance counselors, researchers, and other similar persons. They may include school officials who are responsible for academic matters, and other school officials. 4. “Other Personnel” includes all other non-academic personnel in the school, whatever may be the nature of their appointment and status of their employment.

119 5.3.6 “Child Protection” – refers to programs, services, procedures, and structures that are intended to prevent and respond to abuse, neglect, exploitation, discrimination, and violence. 5.3.7 “Parents” – refers to biological parents, step-parents, adoptive parents, and the common law spouse or partner of the present. 5.3.8 “Guardians or Custodians” – refers to legal guardians, foster parents, and other persons, including relatives or even non-relatives, who have physical custody of the child. 5.3.9 “School Visitor or Guest” – refers to any person who visits the school and has any official business with the school, and any person who does not have any official business but is found within then premises of the school. This may include those who are within the school premises for certain reasons, e.g. student-teachers, catechists, service providers, suppliers, bidders, parents, and guardians of other children. 5.3.10 “Child Abuse” – refers to the maltreatment of a child, whether habitual or not, which included any of the following: 1. Psychological or Physical Abuse, neglect, cruelty, sexual abuse, and emotional maltreatment; 2. Any act by deeds or words which debases, degrades, or demeans the intrinsic worth and dignity of a child as a human being; 3. Any unreasonable deprivation of a child’s basic needs for survival, such as food and shelter; or 4. Failure to immediately give medical treatment to an injured child resulting in serious impairment of his or her growth and development or in the child’s permanent incapacity or death (Section 3 [b], RA 7610). 5.3.11 “Discrimination against children” – refers to an act of exclusion, distinction, restriction or preference which is based on any ground such as age, ethnicity, sex, sexual orientation and gender identity, language, religion, political or other opinion, national or social origin, property, birth, being infected or affected by human immune deficiency virus and acquired immune deficiency syndrome (AIDS), being pregnant, being a child in conflict with the law, being a child with disability or other status or condition, and which has the purpose or effect of nullifying or impairing the recognition,

120 enjoyment or exercise by all persons on all equal footing, of all rights and freedoms. 5.3.12 “Child exploitation” – refers to the use of children for someone else’s advantage, gratification or profit often resulting in unjust, cruel and harmful treatment of the child. These activities disrupt the child’s normal physical or mental health, education, moral or emotional social development. It covers situations of manipulation, misuse, abuse, victimization, oppression or ill-treatment. There are two (2) main forms of child exploitation that are recognized; 1. Sexual exploitation – refers to the abuse of a position of vulnerability, differential power, or trust, for sexual purposes. It includes but it is not limited to forcing a child to participate in prostitution or the production of pornographic materials, as a result of being subjected to a threat, deception, coercion, abduction, force, abuse of authority, debt bondage, fraud or through abuse of a victim’s vulnerability. 2. Economic exploitation – refers to the use of the child in work or other activities for the benefit of others. Economic exploitation involves a certain gain of profit through production, distribution and consumption of goods and services. This includes, but is not limited to, illegal child labor, as defined in RA 9231. L. “Violence against children committed in schools” – refers to a single act or a series of acts committed by school administrators, academic and non-academic personnel against a child, which result in or is likely to result in physical, sexual, psychological harm or suffering, or other abuses including threats of such acts, battery, assault, coercion, harassment or arbitrary deprivation of liberty. It includes, but is not limited to, the following acts: 1. Physical violence refers to acts that inflict bodily or physical harm. It includes assigning children to perform tasks which are hazardous to their physical well-being. 2. Sexual violence refers to acts that are sexual in nature. It includes, but is not limited to

121 a. rape, sexual harassment, acts of lasciviousness, making demeaning and sexually suggestive remarks, physical attacking and sexual parts of the victim’s body. b. forcing the child to watch obscene publications and indecent shows or forcing the child to do indecent sexual acts and/or to engage or be involved in, the creation or distribution of such films, indecent publication or material; and c. acts causing or attempting to cause the child to engage in any sexual activity by force, threat of force, physical or other harm or threat of physical or other harm or coercion, or through inducements, gifts or favors. 3. Psychological violence refers to acts or omissions causing or likely to cause mental or emotional suffering of the child, such as but not limited to intimidation, harassment, stalking, damage to property, public ridicule or humiliation, deduction or threat of deduction from grade or merit as a form of punishment, and repeated verbal abuse. 4. Other acts of violence of physical, sexual or psychological nature that are prejudicial to the best interest of the child. M. “Bullying or Peer Abuse” – refers to willful aggressive behavior that is directed towards a particular victim who may be out-numbered, younger, weak, with disability, less confident, or otherwise vulnerable. More particularly: 1. Bullying – is committed when a student commits an act or a series of acts directed towards another student, or a series of single acts directed towards several students in a school setting or a place of learning, which results in physical and mental abuse, harassment, intimidation, or humiliation. Such acts may consist of any one or more of the following: a. Threats to conflict a wrong upon the person, honor or property of the person or on his or her family; b. Stalking or constantly following or pursuing a person in his or her daily activities, with unwanted and obsessive attention; c. Taking of property; d. Public humiliation, or public and malicious imputation of a crime or of a vice or defect, whether real or

122 imaginary, or any act, omission, condition, status, or circumstance tending to cause dishonor, discredit or expose a person to contempt; e. Deliberate destruction or defacement of, or damage to the child’s property; f. Physical violence committed upon a student, which may or may not result to harm or injury, with or without the aid of a weapon. Such violence may be in the form of mauling, hitting, punching, kicking, throwing things at the student, pinching, spanking or other similar acts; g. demanding or requiring sexual or monetary favors, or exacting money or property, from a pupil or student; and h. Restraining the liberty and freedom of a pupil or student. 2. Cyber-bullying – is any conduct defined in the preceding paragraph, as resulting in harassment, intimidation, or humiliation, through electronic means or other technology, such as, but not limited to texting, email, instant messaging, chatting, internet, social networking websites or other platforms or format. N. “Other acts of abuse by a pupil, student or learner” – refers to other serious acts of abuse committed by a pupil, student or learner upon another pupil, student or learner of the same school, not falling under the definition of ‘bullying’ in the preceding provisions, including but not limited to acts of a physical, sexual or psychological nature. O. “Corporal Punishment” – refers to a kind of punishment or penalty imposed for an alleged or actual offense, which is carried out or inflicted, for the purpose of discipline training or control, by a teacher, school administrator, an adult, or any other child who has been given or has assumed authority or responsibility of punishment or discipline. It includes physical, humiliating or degrading punishment, including but not limited to the following: 1. Below such as, but not limited to, beating, kicking, hitting, slapping or lashing, of any part of a child’s body, with or without the use of an instrument such as, but not limited to a cane, broom, stick, whip or belt;

123 3. Striking of a child’s face or head, such being declared as a “no contact zone”; 4. Pulling hair, shaking, twisting joints, cutting or piercing skin, dragging, pushing or throwing of a child; 5. Forcing a child to perform physically painful or damaging acts such as, but not limited to, holding a weight or weights for an extended period and kneeling on stones, salt, pebbles or other objects; 6. Deprivation of a child’s physical needs as a form of punishment; 7. Deliberate exposure to fire, ice, water, smoke, sunlight, rain, pepper, alcohol or forcing the child to swallow substances, dangerous chemicals, and other materials that can be cause discomfort or threaten the child’s health, safety and sense of security such as, but not limited to bleach or insecticides, excrement or urine; 8. Tying up a child; 9. Confinement, imprisonment, or depriving the liberty of a child; 10. Verbal abuse or assaults, including intimidation or threat of bodily harm, swearing or cursing, ridiculing or denigrating the child. 11. Forcing a child to wear a sign, to undress or disrobe, or to put on anything that will make a child look or feel foolish, which belittles or humiliates the child in front of others; 12. Permanent confiscation of personal property of pupils, students or learners except when such pieces of property pose a danger to the child or to others; and 13. Other analogous acts. P. “Positive and Non-Violent Discipline of Children” – is a way of thinking and a holistic, constructive and pro-active approach to teaching that helps children develop appropriate thinking and behavior in the short and long-term and fosters self-discipline. It is based on the fundamental principle that children are full human beings with basic human rights. Positive discipline begins with setting the long-term goals or impacts that teachers want to have on their students’ adult lives, and using everyday situations and challenges as opportunities to teach life-long skills and values to students. II. Duties and Responsibilities

124 Section 4: Central Office The DepEd Central Office shall have the following duties and responsibilities: A. Develop a policy and guidelines for the prevention of violence against children in schools and make these available to all schools; B. Conduct a nationwide information dissemination and campaign on violence prevention programs for children and research-based best practices for teachers, which are intended to promote new techniques, methodologies and research related on teaching, classroom management, child development, positive and non-violent discipline; C. Devise programs, campaigns and activities through the Offices of the Undersecretary for Programs and Projects and Regional Operations, to raise consciousness, mobilize and educate the students, parents, teachers, community. Local government units and other stakeholders in addressing child abuse, exploitation, violence, discrimination and bullying; and D. Formulate a system of standard reporting, prescribe standards and procedures for monitoring and evaluation, and maintain the central repository of Regional reports (Annex “A”) on incidents and cases of child abuse, exploitation, violence, discrimination, bullying and other acts of abuse, through the Office of the Undersecretary for Legal and Legislative Affairs. Reference: DepEd Order No. 40, 2012 (May 2012)

125 Appendix I Q & A on Random Drug Testing for Secondary and Tertiary Students Q. What is the legal basis for the conduct of the random drug testing for secondary and tertiary students? A. Article III Section 36 (c) of Republic Act. No. 9165 otherwise known as the “Comprehensive Dangerous Drugs Act of 2002” Q. What are the objectives of the random drug testing? A. The random drug testing will be conducted for the following purposes: ● To determine the prevalence of drug users among the students; ● To assess the effectiveness of school-based and community-based prevention programs; ● To deter the use of illegal drugs; ● To facilitate the rehabilitation of drug users and dependents; and ● To strengthen the collaboration efforts of identified agencies against the use of illegal drugs and in the rehabilitation of drug users and dependents. Q. Who are going to be tested? A. Based on the implementing guidelines, the random drug testing shall be applicable to students in public and private secondary, tertiary/higher education institutions and post-secondary technical vocational schools. Q. What agencies are participating in this endeavor? A. There are three (3) major government agencies participating in the drug testing program and they are called “supervising agencies” in the guidelines since they exercise supervision of the schools. These agencies are the Department of Education (DepEd), Commission on Higher Education (CHED), and Technical Education and Skills Development Authority (TESDA)

126 Q. Do these agencies have the capability to conduct the drug testing? A. The conduct of the drug testing is not the responsibility of the said three (3) agencies but they have to coordinate closely with DOH-accredited testing centers/laboratories that will do the testing in the schools. The school, through its respective health personnel, shall assist the Drug Testing Laboratory in the conduct of the test. Q. What, therefore, are the responsibilities of DepEd, CHED and TESDA with regards to the implementation of this program? A. The three (3) major participating agencies shall: ● Issue an appropriate order informing all schools under their supervision about the government’s actions against illegal drugs, ● inform randomly selected schools on their inclusion in the random drug testing program; and ● Formulate and conduct training programs on drug counseling for guidance counselors for the purpose of enhancing their skills in handling drug dependency cases. Q. Is there really a need to implement a program of this kind? A. The program shall be implemented primarily for prevention of drug dependency and rehabilitation of drug users and dependents. The entire populace shall be made aware of the ill effects of dangerous drugs. Q. Since the selection is at random, how will the selection be done? A. The selection shall be through lottery, which may be computerized, or in any manner that shall be agreed upon by the Selection Board. Q. Who compose the Selection Board? A. The Selection Board shall be the board constituted at the level of the school composed of the Drug Testing Coordinator as Chairperson, one representative each from the students, faculty, and parents as members. The authorized governing

127 body duly recognized by their respective constituents shall choose the representatives from these stakeholders based on a set of selection criteria formulated for this purpose. In the absence of a parent’s association, the School Head may appoint any parent who shall be a member of the Selection Board. Q. Who shall be the Drug Testing Coordinator? A. The Drug Testing Coordinator shall be the principal of a secondary school, the administrator of a technical vocational education and training institution or the administrator appointed by the President/Chief Executive Officer in tertiary institutions. Q. What are the responsibilities of Drug Testing Coordinator? A. The Drug Testing Coordinator shall: ● Convene the Selection Board within five (5) days from the receipt of notice from the Supervising Agency stating that the school is included in the program; ● Ensure the confidentiality and integrity of the random drug testing for the students, teachers, administrators, and personnel of the school; ● Inform both the student and parent concerned that a confirmatory test shall be conducted in case the rest result is positive; ● Relay to parents the full information on the process that shall be undertaken for the confirmatory test; ● Inform both the parents and the student of the results of the test; ● Not delegate the task of informing the student and parent to any other person nor reveal the results of the test to any person other than the student and parent; and ● Refer the student and his or her parent to government-owned DOH-accredited facility or DOH-accredited government physician to determine the student’s level of dependency. Q. If found to be positive of drugs, the student may be a subject of discrimination among his schoolmates. How will this concern be prevented?

128 A. Nobody will know the results of the drug test except the Drug Testing Coordinator. The results of the test shall be treated with utmost confidentiality. No school shall publish or post results whether positive or negative. Q. Will the student found to be positive of drugs be expelled from the school? A. A positive confirmatory drug test shall not be a ground for expulsion or any disciplinary action against the student. But in the event that it is determined that the student is drug dependent, the school may impose appropriate sanctions against the student as provided for in the Schools’ Student Handbook of Regulations and the Manual of Regulations for Private Schools, provided that in the case of public secondary schools, if the student is later on found to have been rehabilitated, the student shall then be allowed to re-enroll. Q. How is the process of rehabilitation done? A. It includes after-care and follow-up treatment directed towards the physical, emotional/psychological, vocational, social and spiritual change/enhancement of a drug dependent to enable him or her to live without dangerous drugs, enjoy the fullest life compatible with his or her capabilities and potential and render his or her life to become a law abiding and productive member of the community. Q. Who selects the Drug Counselor of the School and what are his or her tasks? A. The Drug Testing Coordinator shall designate a Drug Counselor, a person trained in the techniques of guidance and counseling particularly dealing with cases of drug dependency. Q. If after the counseling period the student shows no sign of improvement, what will be the next step? A. If the student fails the drug test the second time, the DOH-accredited facility or physician may make a recommendation to the student, parent and Drug Testing Coordinator to have the student referred to a DOH-accredited facility suited to the student’s level of dependency.

129 Q. Can it be detected if the student is using drugs for medical treatment purposes and not for illegal use of the drug? A. Prior to testing, the selected students shall be asked to reveal the prescription medicines, vitamins, food supplements that they had ingested within the past five (5) days. The Drug Testing Coordinator shall keep the list and utilizes this in the evaluation of the confirmatory drug test. Q. What if a student selected for the drug testing refuses to undergo such test? Will he/she be penalized for such an act? A. Students who refuse to undergo random drug testing shall be dealt with in accordance with the rules and regulations of the schools, provided that at no time shall refusal to undergo testing give rise to a presumption of drug use or dependency, provided further that the school may impose sanctions on such refusal other than the offense of drug use or dependency. Q. Who pays for the drug tests? A. The government shoulders the costs of random drug testing of students. Q. Is there a penalty imposed to schools that refuse to implement the drug- testing program? A. Schools that refuse to implement the random drug-testing program shall be liable under Section 32 of RA 9165 without prejudice to other administrative sanctions imposed by the Supervising Agencies. The Supervising Agency shall report the same to the Philippine Drug Enforcement Agency (PDEA) and the Dangerous Drugs Board (DDB)

130 Appendix J The Provincial Financial Policy for Students o POLICY 1. Revenue from students should be collected in full by the end of the school year or semester when it is earned. 2. The granting of payment due date extension should be exercised with utmost prudence in harmony and right balance with the Salesian Vision-Mission of the school. 3. Failure to meet financial obligations to the school shall cause the student to be dropped from the rolls or his credentials to be withheld subject to applicable government laws and regulations. 4. Penalties shall be charged on all overdue receivable accounts regardless of whether a request for payment due date extension is submitted or not. o SCOPE These policies apply to those involved in the enrolment, credit and collection activities of the School. o PROCEDURE 1. The granting of Payment Due date Extension (PDE) arising from enrollment and other school fees shall be the discretion of the Economer or the Department Head / Officer whom he shall so designate. 2. The criteria for granting of PDE shall be established to include the following: a) Payment Track record b) Financial status of the party /ies concerned showing incapacity to pay on due date (e.g. Income tax Return and other relevant certification or documents) c) Character of the party/ies concerned. 3. The letter request of PDE shall be accompanied by a standard “Payment Due Date Extension Form” (PDE Form) and shall be signed by the parent, guardian or student of legal age who is financially independent (as provided in Section 66 of the Manual of Regulation for Private Schools) to document such request. 4. The Accounting Office shall gather all relevant information and documents relative to item number 2 above and forward the same to

131 the Economer together with the letter of Request and the PDE Form mentioned in item number 3 above. 5. The approved PDE form shall be presented to the Accounting Office for the issuance of examination permit. 6. The PDE shall have the following basic terms: a) Maximum term of one year or one semester provided that in no case shall the due date be later than the two (2) months prior to final examination. b) Penalties shall be computed monthly on the overdue balance from the extension due date up to settlement date. c) Consent and agreement of the parent, guardian, or student of legal age who is financially independent (1) to the provisions of number 6 above and (2) to the withholding of Report Card and / or Credentials of the student in case of failure to settle the obligation in full. 7. The last PDE to be granted for the school year should not be later than two (2) periodic examinations prior to the final examinations, or its due date should not be later than two (2) months before the finals. 8. No PDE shall be granted on fees that are due upon enrollment. These pertain to at least two months of tuition fees and all the other school fees. 9. In case of failure to settle financial obligations to the school, the student should be dropped from the rolls (Par 119, Manual of Information for Private Schools, Sixth Edition, 1960) provided that the following are present (pp.398-399 Education Law and the private Schools, Ulpiano Sarmiento III); a) The student must have failed and continuously fails to pay for the whole or a substantial amount of the school fees that have fell due and demandable; b) The student must not have been permitted to remain in school up to the last month of the school year or term without having settled his/her financial obligation; c) Formal written demand for the payment of the fees must have been sent by the school administration to the student and / or the parents (in case the student is still a minor or, even if already of age, is still dependent on the parents for support). The latter must provide for the reasonable period of at least 30 days within which the student/ parents is (are) to pay; otherwise the student shall henceforth be denied admission to the school; and

132 d) That, notwithstanding the demand and the lapse of the reasonable time to pay as stated in the letter, the student or the parents still failed or refused to pay the fees Provision of Paragraph 119, Manual of Information for Private Schools (sixth Edition, 1960): “110. This Office disapproves the practice of excluding from the final examinations students who have been permitted to remain in school up to the last month of the school year or term without having settled their financial obligations. When a student fails to meet his financial obligations, the school should drop him from the rolls. But when he is allowed to remain in school until the end of the term, he should not be deprived of the examinations. The school may, however, withhold from the student his final grades in such examinations until he has completely settled his tuition and other accounts with the school; provided that the grades of such a student are duly recorded and submitted with the rest of the students on the prescribed forms.” 10. The Economer shall present a report of all exceptions from policies on PDE and write-offs to the Council of the Work on a Term basis for proper information. 11. A periodic Statement of Account shall be sent out to the party/ies concerned at least fifteen (15) days before due date. Accounting Office shall ensure that the statements are received and duly acknowledged by the addressee. 12. It shall be the responsibility of the Department concerned to immediately inform the Accounting Office in writing of other financial accountabilities chargeable to the student for damage to or loss of school properties for inclusion in the next statement of account of the student concerned. 13. A monthly schedule of receivable accounts in an aging report format shall be prepared by the Accounting Office and submitted to the Economer and the Department Heads concerned for their combined efforts to improve collection when necessary. 14. The Economer shall institute and exhaust all possible follow up efforts in order to collect. o IMPLEMENTING GUIDELINES 1. Definition of Terms: a. “PAYMENT DUE DATE EXTENSION” or PDE refers to accommodation to defer payment of tuition fees to a fixed

133 determinable future date after the normal due date. Such accommodation may be granted upon the request of the party liable to pay the school fees. b. “PENALTY FEES” refer to charges for non-payment on the extended due date. c. “SERVICE FEES” refer to all other charges with regard to payments acceptance of which would entail additional cost to the school. This may include, but not limited to, credit card payments, money transfers, etc. 2. During enrollment: a) Non-tuition fees are to be collected up front. These are mostly fees that are used by the school to pay for supplies, materials and other overhead at the start of the school year / semester. b) Tuition fees equivalent to at least 2 months should be collected to cover for the school’s monthly recurring expenses. c) Students / parents who expect difficulty with the payment terms of the school shall be advised with the institutions offering scholarships or grants several months prior to enrollment. 3. The Standard Form for the PDE approval shall contain the basic terms as mentioned in the Standard Procedures CREDIT & COLLECTION – STUDENTS. In case the student is the signatory, a separate certification shall be accomplished as his capacity to sign. (Please see also Procedure No.6c) 4. To assist the Economer or his designate in evaluating the request for PDE, the Accounting Office shall provide all relevant information and documents together with the accomplished PDE Form. Appropriate notations on the PDE Form and on the Student Ledger shall be made to serve as historical reference on the said student account. 5. Failure to pay on the normal due dates without an approved PDE will result to penalty charges and may cause the student to be dropped from the rolls subject to applicable school procedures. 6. Accounting Office shall closely monitor both normal due dates and PDE due dates and ensure that the correct penalty and other appropriate fees are charged and collected on time. 7. Penalty fee shall be computed based on cumulative amount due and not on outstanding balance. Penalty rate shall be at 5% per month, minimum of P250 per month. 8. Billing dates shall be standardized to the extent possible in order to facilitate computer processing. Student information especially mailing address and contact person shall be kept updated for this purpose.

134 9. Accounting Office shall ensure that the addressees on Statement of Account have signed the acknowledgement copy of the statement within a reasonable time before due date. 10.Two (2) months before final examination, a list of remaining unpaid accounts shall be prepared by the Accounting Office and forwarded to the Economer or his designate who may communicate with the party liable to pay for the final attempt to collect before their official letter of cancellation from the roster of registered students. 11. For monthly payment mode, the last installment should preferably be due at least 2 months before the final examination to give time for the sending of letter of cancellation in case of non-payment. If letter is not sent out and received by party concerned at least one month prior to final exams, the school shall withhold the final grades of the student in lieu of dropping him out. 12. The official letter of cancellation from the roster of registered students should be received and acknowledged by the party liable to pay not later than thirty (30) days before the final examination.

135 Appendix K WAIVER FORM FOR STUDENTS WHILE ON OFF-CAMPUS LEARNING ACTIVITY Don Bosco Technical Institute Makati City ____________________ Date Dear Parents / Guardian, As the parent / guardian of ___________________________ (Grade & Sec)________________ with Student ID No. ___________, I allow my son to join and participate in: Name of Activity : _________________________________________________________ Nature of Activity : _________________________________________________________ Date of Activity : _________________________________________________________ Place of Activity : _________________________________________________________ Time of Activity : _________________________________________________________ ETD (from DBTI) : _________________________________________________________ ETA (at DBTI) : _________________________________________________________ Teacher in Charge : _________________________________________________________ Together with my child, I know that the School and its officers, faculty and staff are expected to exercise the legal diligence required for the safety and well-being of my child for the duration and the place, date and time of the activity as stated. This legal diligence would include oral or written instructions, whether given before or during the activity, that if followed, would ensure the safety of my child. As parent / guardian, I hereby undertake to give specific instructions to my son to strictly follow these instructions for his safety and well-being. If my child disregards or fails to follow these instructions or should act on his own, I, together with my child, shall have no claim against the School, its officers, administrations, teachers, adviser, staff-in-charge should any damage be caused, or liability be incurred to any property or person. Very truly yours, Submitted to: ____________________________________ ____________________________________ (Signature over Printed Name of Parents / Guardian) (Teacher in Charge) _____________________________________ Noted by: (Signature over Printed Name of Students) __________________________ (Principal)

136 Appendix L “STUDENT PROTECTION POLICY” OF DON BOSCO TECHNICAL INSTITUTE OF MAKATI Prefatory Statement The following Implementing Rules and Regulations (IRR) are promulgated pursuant to the provisions of the “Anti-Bullying Act of 2013”; “Anti-Sexual Harassment Act of 1995”; Department of Education’s “Child Protection Policy”; and “Cybercrime Prevention Act of 2012” which commonly mandate heads of schools “to effectively implement a zero tolerance policy for any act of child abuse, exploitation, violence, discrimination, bullying and other forms of abuse”. As defined by law, violence against children in schools is committed by performing an act or a series of acts, threats or abuses which result in physical, sexual and/or psychological harm or suffering. It includes, but is not limited to corporal punishment and physical, verbal or cyber bullying. The “Anti-Bullying Act of 2013” (Republic Act No. 10627) specifically defines “bullying” as referring to “any severe or repeated use by one or more students of a written, verbal or electronic expression, or a physical act or gesture, or any combination thereof, directed at another student that has the effect of actually causing or placing the latter in reasonable fear of physical or emotional harm or damage to his property; creating a hostile environment at school for the other student; infringing on the rights of the other student in school; or materially and substantially disrupting the education process or the orderly operation of a school; such as, but not limited to, the following: 1. Any unwanted physical contact between the bully and the victim like punching, pushing, shoving, kicking, slapping, tickling, headlocks, inflicting school pranks, teasing, fighting and the use of available objects as weapons; 2. Any act that causes damage to a victim’s psyche and/or emotional well-being;

137 3. Any slanderous statement or accusation that causes the victim undue emotional distress like directing foul language or profanity at the target, name calling, tormenting and commenting negatively on victim’s looks, clothes and body; and 4. Cyber-bullying or any bullying done through the use of technology or any electronic means” (section 2) as penalized under the “Cybercrime Prevention Act of 2012” (Republic Act No. 10175) which aims to regulate access to and the use of the cyberspace. Implementing Guidelines I. The Student Protection Committee (SPC) (“SPC”, for brevity) is hereby created and permanently constituted with the following ex-oficio members: a. Asst. Principal for Student Affairs as Chair; b. Prefect of Student Decorum as Vice Chair; c. Faculty representative; d. Parents representative; and e. Student representative (from the Student Council); II. The Committee shall perform the following powers and functions: A. General Functions: 1. Initiate information dissemination programs and organize activities for the protection of children; 2. Establish a system for identifying students who may be suffering from significant harm based on any physical, emotional or behavioral signs; 3. Monitor the implementation of positive measures and effective procedures in providing the necessary support for the child and for those who care for the child; and 4. Ensure that the children’s right to be heard are respected and upheld in all matters and procedures affecting their welfare. B. Specific Functions:

138 1. Conducts regular consultation meetings with all sectors of the academic community; 2. Promulgates rules or guidelines as may be necessary for the effective implementation of the policy; 3. Undertakes information dissemination activities for the academic community focusing on issues relating to student protection; 4. Appoints and supervises the school’s Legal Counsel (not a member of the Committee) who will initially investigate and gather facts/evidence from both parties for presentation, evaluation and decision of the committee; 5. Performs such other powers as may be necessary to give full effect to the law. C. Jurisdiction: The Committee shall have the power to hear, evaluate and decide all child abuse complaints filed against any: 1. School administrator, department heads, supervisor or officer; 2. Faculty, whether full-time or part-time and whether contractual, probationary or regular; 3. Employees, whether casual, contractual, probationary or permanent; 4. Students; 5. Other individuals who have contractual, verbal or written, relations with the school. III. For the mutual protection of parties involved, the following procedures shall be observed by the academic community and shall be enforced by the SPC:

139 A. Filing of Complaint: A written complaint under oath shall be filed with the Chair of the SPC by any aggrieved party, containing the following required information: 1. The name of the person or persons against whom the complaint is filed; and 2. A narration of the pertinent specific facts and circumstances of the case. B. Initial Evaluation by Chair: Within three (3) school days from receipt by the Chair, the complaint shall be evaluated if it complies with the form and contents required in the preceding section and the following pertinent formal notice shall be issued by the Chair. 1. If it complies, the Chair shall issue written notice to the respondent that a complaint for abuse was filed against him/her, attaching a copy of the complaint (and its attachments, if any) filed, and that the respondent is required to file his answer within five (5) school days from receipt of said notice, otherwise, the respondent shall be deemed to have waived his right to present his side and the complaint shall be evaluated and decided by the SPC as it was submitted and filed. 2. If it does not comply with the requirements of form and contents, the Chair shall notify the complainant in writing to comply with said requirements within three (3) school days from receipt of such notice, otherwise, the complaint shall be dismissed in the meantime. C. Filing of Answer: The answer of the respondent is required to be in writing, under oath, and must be filed at the office of the Chair within five (5) school days from receipt of notice, and must answer or clarify all the material allegations in the complaint.

140 1. If no answer is filed within the period prescribed, or upon filing of the answer within the period prescribed, the Chair shall immediately call on the school’s Legal Counsel within ten (10) school days from the lapse of the 5-day period or from the date of receipt of the answer, whichever is appropriate, for the purpose of informing him/her of the task of gathering evidence and facts of the case. Within five (5) school days from notice, the Chair of the SPC shall send appropriate notices of invitation for parties to attend scheduled fact-finding conferences with the SPC members and the legal counsel, otherwise, nonattendance of any party despite notice shall be deemed as waiver of their right. 2. Parties are not precluded from filing reply to the answer filed and rejoinder to any reply filed as long as these are done under oath and submitted to the SPC through the Chair at least one (1) school day prior to the fact-finding conference set. 3. If one of the parties is a student, parents/guardian shall also be notified in writing by the Chair. D. Ad hoc Committee’s Fact-finding Conference: 1. Any party opting to engage the services of a lawyer shall not be deprived thereof as long as the appearance of the chosen lawyer is ensured by the party being represented on the date scheduled for fact-finding conference, otherwise, the right to be represented by counsel is deemed waived by said party. 2. During the fact-finding conference, the SPC shall be presided by the Chair who shall delegate the presiding authority to the Legal Counsel the moment the fact-finding investigation commences. However, any member of the committee may ask clarificatory questions on any party or witness.

141 3. The Legal Counsel shall exercise complete control of the data-gathering/fact-finding proceedings and shall use every and all reasonable means to ascertain the facts in each case speedily and objectively, all in the interest of fair play, in consultation with the SPC members. 4. The SPC Chair shall preside over all committee deliberations on the resolution of the case with the Legal Counsel as resource person without any voting right. 5. Unjustified non-appearance by any party during the scheduled conference shall be deemed as waiver on his/her part but the evidence already submitted as well as those submitted by his witnesses shall be considered in the resolution of the case. 6. Only the evidence (testimonial or documentary) supportive of the allegation in the written complaint, answer, reply or rejoinder shall be entertained during the conference. 7. All witnesses, including the parties themselves, are required to testify under oath before the SPC. Cross-examination questions from any party, witness, parent/guardian, or lawyer (except those coming from any committee member) must be addressed through the Legal Counsel and not directly to the witness concerned. 8. Being in control of the proceedings, the Legal Counsel may set clear-cut limitations on the procedures to be followed at the onset of the conference. 9. A record of the entire proceedings shall be taken in recording machines, and filed with the records of the case at the office of the Chair. The parties may be furnished copies of the tape recording upon request but only after paying a reasonable fee.

142 E. Promulgation of Decision: 1. After the fact-finding conference is concluded by the Legal Counsel, the Chair shall require him/her to submit a written report to the committee within five (5) school days summarizing the documentary, physical and testimonial evidence presented by parties and their witnesses, pointing out their respective admissibility as evidence, and emphasizing on certain inconsistencies thereon, simply to guide the members in their decision-making but without giving any recommendations to the SPC. 2. A majority vote of the members of the SPC shall be required to uphold any judgment on the case without allowing abstentions. 3. The Chair, with the assistance of the Legal Counsel, shall reduce into writing the evidence presented by parties, the issues resolved, the findings of the committee with pertinent reasons therefor, and the administrative sanctions, if any. 4. The decision must be signed by all committee members and officially sent, with proofs of service, to the parties concerned not later than fifteen (15) school days from the date the fact-finding conference was concluded. IV. The administrative sanctions to be imposed shall be based on attendant circumstances and according to the gravity of the offense charged. The penalties imposable in cases of proven violation of student protection policy of the School include, but are not limited to the following: 1. Warning or Reprimand;

143 2. Suspension for such number of days to be determined by the committee; 3. Dismissal or termination. V. Appeal Procedure: Any party not satisfied with the decision of the SPC may file an appeal, under oath, at the Office of the Principal stating the grounds for the appeal and a discussion of each ground, within three (3) school days from receipt of the decision, copy furnished the Chair of the SPC, otherwise, the decision shall be final, executory and inappealable. The decision of the Principal may further be elevated to the School Rector within five (5) school days from receipt, copy furnished the other party and the Principal. The decision of the Principal shall be final if not appealed within said non-extendible period. VI. Effect of Perfection of Appeal: An appeal, duly filed and perfected, shall not prevent the SPC Chair in implementing the sanctions imposed in the appealed decision, unless the Principal and/or School Rector issues a memorandum suspending the same or nullifies the implementation of the sanctions in his resolution of the appeal. VII. Malicious Prosecution: While the school is fully committed to safeguard the rights of all members of the Educative Pastoral Community against child abuse, it is also the policy of the institution to protect the same members from any malicious accusation and prosecution involving alleged acts of child abuse which may be found baseless or non-existent. As it recognizes that child abuse involves the abuse of one’s power, it must likewise be emphasized that the abuse of the right to accuse and prosecute is not only an act condemnable by law, but a power that must be tempered by law. In order to deter malicious, vindictive, or baseless accusations by one against another involving alleged acts of child abuse, the school shall support any move towards this thrust.

144 Appendix M Don Bosco Technical Institute of Makati Junior High School Department ENVIRONMENTAL PROTOCOL Don Bosco Technical Institute- Makati Junior High School Department, thru the Science Area provides activities and follows certain protocols that support the environmental program of the institution. The main objective of this program is to enhance environmental stewardship of Lay Mission Partners and students as well not only in school but even at home and in their respective communities. Thus, the Junior High School Department strongly encourages everyone to manage wastes properly by practicing the 4Rs of waste segregation to make our school a clean, green and healthy environment. Everyone has an important role to play. Each Junior High School Bosconian is expected to reduce, re-use, recycle and repair. A. On Wastes: ● Biodegradable/ compostable wastes such as left-over foods, fruit and vegetables, bones, leaves, branches, twigs and flowers must be placed in the green bins. ● The non-biodegradables/recyclables such as plastic cups, spoons and forks, candy wrappers and tetrapaks are for the yellow bins. ● There are separate containers for the PET bottles and used papers. ● PET bottles and used papers are sold and proceeds will go to the department to buy whatever materials are needed by the students. ● In the shops and laboratories, special containers are provided for the chemical wastes. ● Hazardous wastes are disposed c/o registered treatment/storage/disposal facilities duly recognized by the Environment Management Bureau of the Department of Environment and Natural Resources.

145 B. On Electricity ● All lights must be turned off when not in use. ● Fans will only be turned on for a few minutes while waiting for the classroom to cool or in cases where the air-conditioning unit/s would malfunction. ● Air-conditioning units must be turned off a few minutes before dismissal time or in cases where the class will not use the classroom anymore. ● Television sets and other devices must be unplugged right after use. ● Prolonged use of the OHP is highly discouraged. C. On Water ● Use water wisely. ● Report leaking faucets to persons concerned as soon as possible. For the students to be creative and for them to value their resources, they are also encouraged to use recyclable and improvised materials in some of their projects. In addition, all students are expected to practice the CLAYGO – Clean as You Go Policy. Classrooms, canteens, shops, laboratories, the playground and all other places are expected to be clean and in order after use.

146 Appendix N DON BOSCO TECHNICAL INSTITUTE Makati City RELIGION AGREEMENT This Agreement made and entered into this _____________day of ___________, __________ by and between: DON BOSCO TECHNICAL INSTITUTE OF MAKATI, A PRIVATE Catholic exclusive school, organized and existing under Philippine laws and with office address at Chino Roces Avenue, Makati City, Philippines, herein after called the SCHOOL: - and – Mr. & Mrs.______________________________ , _____________________ citizens, legal age, married / widow/er with postal address at _______________ ____________________________________, Philippines, hereafter called the PARENTS/GUARDIAN of ________________________, a ____________ student Name of Student ___________________Gr.Yr. Level_______________ - witheseth that – The SCHOOL, the STUDENT and his PARENTS in consideration of the mutual promises and agreement, made herein by one to the other, by these present enter into a contract of education, whereby the SCHOOL admits the STUDENT under the following terms and conditions: 1) That both the PARENTS and the STUDENT fully accept all the school rules and directives set by the school authorities being conscious that said rules and directives are for the good of the student. 2) That both the parents/guardian and the student wholeheartedly support and cooperate to the best ability all programs and activities towards the attainment of the school mission of forming its students into practicing Catholics and productive Filipino citizens.

147 3) That parents/guardian fully aware that the main pillar of the Don Bosco’s education is “RELIGION”, encourage and permit their son/ward to take active participation in all religious and spiritual formation activities in and out of the classroom, more specifically: ● Personal and Communal prayers and activities ● Eucharistic and Liturgical Celebrations ● Retreats and Recollections ● Sacraments of Reconciliation and Communion ● Marian Devotion activities ● Completion and submission of all requirements in his Religion, Christian Living and Values Education Classes 4) That if one of the parents is non-Catholics, he/she should not pose a hindrance to the Catholic formation of their son in words, action and the like, so as to avoid inconsistencies of beliefs and interpretations of issues affecting this formation. 4) That the School reserves the right to admit, re-admit, refuse or dismiss at any time any student who fails to give satisfactory evidence of earnestness of action and active participation in all requirements of Religion and his Christian formation. In witness whereof, the parties have hereunto signed this Agreement this _______ day of _______________ , _______ . Please sign over printed name: Father_______________________________________________________ Mother _____________________________________________________ Guardian_____________________________________________________ Student _____________________________________________________ Relationship : __________________________________________________ SIGNED BY : _____________________________________ Spiritual Moderator, DBTI- Makati

148 Appendix O SHOP AND LABORATORY POLICIES AND PROCEDURES SCIENCE LABORATORY POLICIES AND PROCEDURES The laboratory is one of the hazardous places in school. It contains different chemicals, equipment and tools that require extra caution when in use. The following are policies and procedures that must be observed in the laboratories to prevent any untoward incident(s) and/or accident(s). 1. Always bring the diary when going to the Science laboratories. 2. Bags/diary should be deposited in the assigned area. 3. Wear white laboratory gown and goggles if instructed to do so. There will be no exemption to this rule. 4. Follow all written and verbal instructions carefully. If you do not understand a direction or part of a procedure, ask the teacher before proceeding. 5. Do not eat food, drink beverages, or chew gum in the laboratory. 6. Never inhale the chemicals. All chemicals in the laboratory are to be considered dangerous. Do not touch, taste, or smell any chemicals unless specifically instructed to do so. 7. If a chemical splashes in your eye(s) or on your skin, immediately flush with running water from the sink/eyewash area for at least 20 minutes. Notify the teacher or laboratory assistant immediately. 8. Exercise extreme caution when using an alcohol lamp. Keep away all materials from open flames. 9. Never handle broken glass with bare hands. Use a brush and dustpan to clean up broken glass. Proper disposal of broken glasses, chemicals, and other materials should be observed. 10. Report immediately to the science teacher/ laboratory assistant any untoward incident(s) (accident or injury) that happened inside the laboratory. Follow the instructions that will be given. 11. Clean and return all the materials used after the experiment. Report to the laboratory assistant if there are any breakages and losses for replacement and monitoring. 12. Students are not allowed to work in the laboratories alone. For make-up experiments, he will be under the supervision of the laboratory assistant.

149 13. Students who may need chemicals for investigatory projects must write a letter of request noted by the subject teacher duly approved by the Learning Area Head. 14. Experiments related to the investigatory project may be performed in the laboratory under the supervision of the science teacher upon approval of the Learning Area Head. 15. When removing an electrical plug from its socket, grasp the plug, not the electrical cord. Hands must be completely dry before touching an electrical switch, plug, or outlet. TECHNICAL SHOP ROOMS The laboratory is one of the hazardous places in school. It contains different equipment and tools that require extra caution when in use. The following are policies and procedures that must be observed in the shop rooms to prevent any untoward incident(s) and/or accident(s). 1. Students will form two (2) straight lines arranged according to class number. Proper decorum should be observed before entering and leaving the shop room. 2. Students must bring the student diary during classes in the shop room. 3. Students should bring Personal Protective Equipment (PPE) and a complete set of requirements during classes in the shop room. 4. Listen attentively to the teacher as he/she explains the procedure or gives precautionary measures. 5. Eating, drinking, and bringing food inside the shop rooms are prohibited. 6. Cleanliness must be observed at all times. 7. Proper decorum must be observed at all times. Horse playing is not allowed. 8. No students are allowed to work overtime inside the shop rooms without permission from the teachers concerned. Students doing overtime work must be accompanied by their teacher or Shop assistant.

150 9. In using the computers, changing the and wall papers of the computer is not allowed. 10. Playing computer games is prohibited inside the shop rooms. 11. Accessing pornographic and inappropriate contents is strictly prohibited. 12. Report immediately to the Science teacher/ shop assistant any untoward incident(s) (accident or injury) that happened inside the laboratory. Follow the instructions that will be given. 13. Return all the materials used after the experiment. Report to the laboratory assistant, if any, breakages and losses for replacement and monitoring.

151 CONFORMITY WITH DON BOSCO TECHNICAL INSTITUTE OF MAKATI’S JUNIOR HIGH SCHOOL STUDENT HANDBOOK This is to certify that we fully support the educational advocacy and Preventive System of Education of Don Bosco Technical Institute of Makati, for which reason we entrust our son to the Salesian educators who shall serve as his special parents. We have fully read, understood and discussed the contents of the Junior High School Student Handbook to our son and promise that we shall all abide by its rules, policies, and guidelines. SIGNED: Student: ____________________________________________________ (Family Name) (Given Name) (M.I.) Grade Level: ____________ Section: _____________________ Father:_________________________ ______________________ (Name) (Signature) Mother:_________________________ ______________________ (Name) (Signature) Guardian: _______________________ ______________________ (Name) (Signature) ______________________ Date Signed

152 CONFORMITY WITH DON BOSCO TECHNICAL INSTITUTE OF MAKATI’S JUNIOR HIGH SCHOOL STUDENT HANDBOOK This is to certify that we fully support the educational advocacy and Preventive System of Education of Don Bosco Technical Institute of Makati, for which reason we entrust our son to the Salesian educators who shall serve as his special parents. We have fully read, understood and discussed the contents of the Junior High School Student Handbook to our son and promise that we shall all abide by its rules, policies, and guidelines. SIGNED: Student: ____________________________________________________ (Family Name) (Given Name) (M.I.) Grade Level: ____________ Section: _____________________ Father: _________________________ ______________________ (Name) (Signature) Mother:_________________________ ______________________ (Name) (Signature) Guardian: _________________________ ______________________ (Name) (Signature) _________________________ Date Signed