Republic of the Philippines

Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
Enclosure 1 to DM No. ________
557 s. 2024: LIST OF PARTICIPANTS

NAME OF SCHOOL HEADS POSITION SCHOOL DISTRICT

TEACHER III/TEACHER
CEBRANO, LINEDEN T. MALINDOG ELEMENTARY SCHOOL BAROBO I
CHARGE
MANLUCOB, OSIAS, JR. N. HEAD TEACHER III BAROBO NATIONAL HIGH SCHOOL BAROBO I
TEACHER I/TEACHER IN
SUAL,JOHN CRIS R. MAAPOD ELEMENTARY SCHOOL BAROBO I
CHARGE
LUCEÑA,MONINA,T TEACHER III/TIC DAPDAP ELEMENTARY SCHOOL BAROBO II

ARBOLONIO, REY D. HEAD TEACHER I RIZAL NHS BAROBO II

ABELLANIDA, LORETO A. TEACHER III SINAI ELEMENTARY SCHOOL BAROBO II

QUIJADA, JUJIE L. TEACHER III SOLOMON P. LOZADA NHS BAYABAS

MAGOBAWOK ELEMENTARY
ROSIL ,CYNTHIA, DELIGERO HEAD TEACHER II BAYABAS
SCHOOL
HERMOGINO,TRINIDAD R. HEAD TEACHER 3 CAGBAOTO ELEMENTARY SCHOOL BAYABAS
JOSE SANVICTORES SR. NATIONAL
LEOPOLDO, JAY , O. HEAD TEACHER II CAGWAIT
SCHOOL
ESTRADA, LUCENA B. PRINCIPAL III UNIDAD NATIONAL HIGH SCHOOL CAGWAIT

MARQUITA, EMELIANO JR C. TEACHER I/OIC ARANGASA ELEMENTARY SCHOOL CAGWAIT

MIRANDA, ALONA F. TEACHER III TIGABONG ELEMENTARY SCHOOL CANTILAN

CANICO P. IRIBERRI NATIONAL HIGH
MARIBAO, RUBY GRACE O. HEAD TEACHER I CANTILAN
SCHOOL
DIAZ EDGARDO GUILLEN HEAD TEACHER II CANTILAN EAST CENTRAL ES CANTILAN

BANDO, RYAN M. HEAD TEACHER I TABINAS INDIGENOUS CES CARMEN

DAGING, JEFFREY M TEACHER IN-CHARGE GACUB ATAD S. ILIGAN TRIBAL NHS CARMEN

CARATAO, EVANGELINE A. PRINCIPAL III CARMEN NAHS CARMEN

LUENGAS, LARRY P. HEAD TEACHER III PANIKIAN ES CARRASCAL

NIMES, VICTORINO S. PRINCIPAL II ADLAY NATIONAL HIGH SCHOOL CARRASCAL

TRUGILLO, REMYSON CORREOS PRINCIPAL II PANIKIAN NATIONAL HIGH SCHOOL CARRASCAL

CORTES CENTRAL ELEMENTARY
BAGNOL, JOHNREY C. HEAD TEACHER III CORTES
SCHOOL
MORALES, ANTONIO P. PRINCIPAL II TIGAO NHS CORTES

ALZATE, MARITES P. SCHOOL PRINCIPAL III BURGOS ELEMENTARY SCHOOL CORTES

LINAZA, DANNY P. PRINCIPAL II BACULIN INTEGRATED SCHOOL HINATUAN NORTH

CALO, GENELYN D. TEACHER III PLATEAU ELEMENTARY SCHOOL HINATUAN NORTH

BANDOLA, MARILYN B PRINCIPAL II/DIC HINATUAN NORTH CES HINATUAN NORTH

LINDO, JOSE JR. L. PRINCIPAL II TAGASAKA NATIONAL HIGH SCHOOL HINATUAN SOUTH

SUMAGAYSAY, MARIVIC D. PRINCIPAL I TIDMAN ELEMENTARY SCHOOL HINATUAN SOUTH

YICYEC, ALAN C. HEAD TEACHER I BIGAAN NATIONAL HIGH SCHOOL HINATUAN SOUTH

DUASO, REMOND, A. HEAD TEACHER I NURCIA INTEGRATED SCHOOL LANUZA

TEVES, ANALYN R. PRINCIPAL I BUNGA INTEGRATED SCHOOL LANUZA

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
NAME OF SCHOOL HEADS POSITION SCHOOL DISTRICT

MATILDO, ROMALYN P. PRINCIPAL I FHI NATIONAL HIGH SCHOOL LANUZA

ARNIGO,MARICEL A. HEAD TEACHER II GANAYON ELEMENTARY SCHOOL LIANGA

GUEVARRA, ANALIZA M. PRINCIPAL II R. MORENO INTEGRATED SCHOOL LIANGA

ABRAHAM, NOEMI AIREEN M. PRINCIPAL III LIANGA NATIONAL CHS LIANGA

CORTES, LEOPARDO P. JR PRINCIPAL I LINGIG NATIONAL HIGH SCHOOL LINGIG I

CORAZA, JIEZL C. HEAD TEACHER I OBON ELEMENTARY SCHOOL LINGIG I

LINGIG CENTRAL ELEMENTARY
AMIGO, MARILOU P. PRINCIPAL II LINGIG I
SCHOOL
MABIDO, FRITZIE S. HEAD TEACHER I BARCELONA NHS LINGIG II

CAINGLES, DANIBELLE GRACE G. HEAD TEACHER I TAGBOBO ES LINGIG II

PAULINO, MELMARIE B. TEACHER III/TIC RAJAH IS LINGIG II

SALGADO, RICHARD A. PRINCIPAL I SAN ANTONIO ES MADRID

LAORDEN, ROMULO, T PRINCIPAL II MADRID NATIONAL HIGH SCHOOL MADRID

MADRID CENTRAL ELEMENTARY
HERDILES,DENNIS,A. PRINCIPAL II MADRID
SCHOOL
ALOB, EMELISA S. HEAD TEACHER I MARIHATAG NAHS MARIHATAG

BARRETE, ALAN N. HEAD TEACHER III ANTIPOLO NATIONAL HIGH SCHOOL MARIHATAG
HEAD TEACHER I/
GOMEZ, HELEN P. MARARAG ELEMENTARY SCHOOL MARIHATAG
SCHOOL HEAD
CABUYOC, JOHNSON T. IV HEAD TEACHER I HAMBURGER ELEMENTARY SCHOOL SAN AGUSTIN

DALAGO, FAUSTINO P. TEACHER III/ TIC MURILLO-AVILA IS SAN AGUSTIN

BUAL, RONILO C. HEAD TEACHER I BUHISAN ELEMENTARY SCHOOL SAN AGUSTIN

SAN ROQUE NATIONAL HIGH
CUENCA, LEVI O. HEAD TEACHER III SAN MIGUEL I
SCHOOL
MENDEZABAL, CHINEE R. TEACHER I TUBOD ESLT SAN MIGUEL I

ALIMBOYONG, ALFONSO D. HEAD TEACHER III BARAS ELEM. SCHOOL SAN MIGUEL I
TEACHER III/ TEACHER
GUINSOD, ROSIE A. KISKIS ESLT SAN MIGUEL II
IN-CHARGE
ALCANTARA,DANILO T. PRINCIPAL II MAGROYONG ES SAN MIGUEL II

PAGAURA, ARCHIE S PRINCIPAL II SAGBAYAN NATIONAL HIGH SCHOOL SAN MIGUEL II

ROSAL, ARIELJUN P. HEAD TEACHER II MAGLATAB NATIONAL HIGH SCHOOL TAGBINA I

DE CASTRO, ROSALYN, N HEAD TEACHER III TUBURAN ELEMENTARY SCHOOL TAGBINA I

LUMANTAS, MADELYN, S. HEAD TEACHER III BATUNAN ELEMENTARY SCHOOL TAGBINA I

KINAGBANGAN ELEMENTARY
SERASPE, EUTIQUIANO E. HEAD TEACHER I TAGBINA II
SCHOOL
SAN VICENTE NATIONAL HIGH
POLINAR, ROBERTO L. HEAD TEACHER III TAGBINA II
SCHOOL
YABANA ,MARYBELLE D. SCHOOL PRINCIPAL I STA.MARIA INTEGRATED SCHOOL TAGBINA II

CERRO, ARJUN D HEAD TEACHER I PURISIMA NATIONAL HIGH SCHOOL TAGO

BESINGA, ADAM, B. HEAD TEACHER III HIMAT-E INTEGRATED SCHOOL TAGO

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
NAME OF SCHOOL HEADS POSITION SCHOOL DISTRICT

QUIJADA,MAVIC P. HEAD TEACHER III TABON-TABON ES TAGO

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
Enclosure 2 to DM No. ________
557 s. 2024

FICS Risk Factors Form for At-Risk Learners

Learner Information

Name: _________________________________ Age: _______ Sex: ☐ M ☐ F ☐

Grade Level: ________________ ☐ Repeater ☐ Balik-Aral Status

1. Family Factors
Living Situation: ☐ Both Parents ☐ Single Parent ☐ Guardian ☐ Other

Parental Involvement: ☐ High ☐ Moderate ☐ Low ☐ None

Socio-Economic Status: ☐ Receives Assistance ☐ No Assistance ☐ Unknown

Quiet Study Space at Home: ☐ Yes ☐ No

Additional Comments on Family Factors: ________________________________

2. Individual Factors
Academic Performance (Quarterly Average): ______________

Behavioral Observations: ☐ None ☐ Minor Issues ☐ Significant Issues

Health Conditions: ☐ Yes ☐ No (If Yes, specify): ____________________

Nutritional Status:
Height: ______cm Weight: ______kg BMI: ______

☐ Underweight ☐ Normal ☐ Overweight ☐ Obese

Reading Level:
For Grades 1 – 3 (Functional Literacy Assessment)
☐ Nothing Level ☐ Letter Level ☐ Paragraph Level
☐ Story Comprehension Level ☐ Local Material

For Grades 4 – Grade 12 (Phil-IRI/ORPT)

☐ Non-Reader ☐ Frustration Level
☐ Instructional Level ☐ Independent Level

Additional Comments on Individual Factors: ___________________________

3. Community Factors
Neighborhood Safety: ☐ Safe ☐ Moderately Safe ☐ Unsafe

Access to Resources (Library, Internet, etc.): ☐ Yes ☐ No

Community Support: ☐ Yes ☐ No ☐ Unknown

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

Transportation to School: ☐ Walk ☐ Public Transport ☐ Private Vehicle

☐ School Bus

Additional Comments on Community Factors: __________________________

4. School Factors
Teacher-Student Relationship: ☐ Positive ☐ Neutral ☐ Negative

Peer Relationships: ☐ Has Friends ☐ Experiences Bullying ☐ Neutral

Attendance Patterns (Quarterly):

Days Absent: __________ Tardiness: __________ times

Patterns of Absenteeism: ☐ Regular ☐ Sporadic ☐ Specific Days

Support Programs (e.g., ADM, Special Ed): ☐ Yes ☐ No

Additional Comments on School Factors: ____________________________

5. Summary and Risk Assessment

Overall Risk Level: ☐ Low ☐ Moderate ☐ High

Recommended Interventions: __________________________________________________

Further Comments/Notes: ____________________________________________

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
557
Enclosure 3 to DM No. ________ s. 2024

GENERAL INSTRUCTIONS IN ASSESSING LEARNER’S RISK FACTORS

1. Understanding the Purpose of Assessment

▪ The assessment aims to identify risk factors that may hinder a learner's academic progress,
behavior, and overall well-being. By understanding these risks, schools can develop targeted
interventions to support the learner's unique needs.

▪ Recognize that each learner’s circumstances are distinct. The purpose is to gather a
comprehensive understanding of these factors, not to label or stigmatize the learner.

2. Preparing for the Assessment

▪ Gather Assessment Tools: Obtain all necessary forms, such as the FICS Risk Factors Form
(covering Family, Individual, Community, and School dimensions), and ensure access to
secure data storage (physical or digital).

▪ Professional Training: Ensure all staff involved in the assessment have received training on
how to conduct assessments, document observations, and handle sensitive information.

▪ Awareness of Confidentiality: Reiterate the importance of confidentiality with the

assessment team before starting. Only authorized personnel should have access to
assessment tools and collected data.

3. Gathering Data on Risk Factors

• Academic Records: Access the learner’s academic history, including grades, test scores, and
any other records related to academic performance. Look for trends such as declining grades,
low test scores, or frequent course repeats.

• Attendance Records: Review attendance patterns for signs of chronic absenteeism or

tardiness. Frequent absences can indicate issues at home, transportation challenges, health
problems, or disengagement with school.

• Behavioral Reports: Obtain records of any disciplinary actions, such as detentions or

suspensions. Note patterns of disruptive behavior, social withdrawal, or conflict with peers.

• Parental Consent: If required by school policy or legal regulations, obtain written consent
from parents or guardians before collecting sensitive information, especially from health or
psychological assessments.

4. Conducting Individual Assessments

• Learner Interviews:
▪ Create a comfortable, private setting for one-on-one interviews with the learner to gain
insights into their self-perception, interests, and challenges.

▪ Use open-ended questions to encourage the learner to share their thoughts and
feelings, avoiding judgmental language.

• Teacher Observations:
▪ Gather observations from all teachers who interact with the learner. Focus on
participation, effort, social interactions, and behavioral patterns.
Balilahan, Mabua, Tandag City, Surigao del Sur, 8300
(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

▪ Use the FICS form as a guide to document observations consistently.

• Health and Nutritional Assessments:

▪ If applicable, collaborate with school nurses to assess the learner’s nutritional status,
including BMI and any known medical conditions.

▪ Health and nutrition can significantly affect a learner's cognitive function, behavior,
and energy levels. These assessments should be conducted by professionals who can
interpret the data accurately.

5. Evaluating Family, Community, and Environmental Factors

• Family Environment:
▪ Meet with the learner’s parents or guardians to discuss their involvement in the
learner’s education and any challenges the family may face, such as financial hardships
or instability.

▪ Respect family privacy. Ask questions sensitively, focusing on aspects directly related
to the learner’s academic and social well-being.

• Community and Environmental Context:

▪ Assess community factors such as neighborhood safety, access to educational
resources (libraries, internet), and the availability of safe recreational spaces.

▪ Determine the learner’s mode of transportation to school. Long or difficult commutes

can contribute to absenteeism and tardiness.

6. Rating and Documenting Each Risk Factor

• Consistent Rating System:
▪ Rate each factor on a standardized scale (e.g., Low, Moderate, High) to indicate the
level of concern. Clearly define criteria for each rating level to ensure consistency
among team members.

• Documentation:
▪ Use factual, objective language to record findings. Avoid assumptions and focus on
observable behaviors, documented history, and direct quotes when possible.

▪ Document each aspect of the learner's environment, including family dynamics,

individual characteristics, community influences, and school-related issues. Note any
recurring themes or unique challenges.

7. Maintaining Confidentiality and Secure Data Handling

• Access Control:
▪ Only authorized personnel (e.g., members of the student support team) should have
access to the assessment forms and collected data. Keep physical files in a locked
cabinet and digital files in password-protected folders.

• Secure Communication:
▪ Discuss learner information only in secure, private settings. Do not share sensitive
information over unsecured email or messaging systems. Use school-approved
communication channels if remote sharing is necessary.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

• Data Anonymization:
▪ In cases where data must be shared in broader team discussions or presentations,
remove or mask identifying details (such as names and specific locations) to protect
the learner’s privacy.

• Legal Compliance:
▪ Follow all DepEd policies and applicable laws regarding the handling and sharing of
student information.

8. Creating and Implementing an Action Plan

• Tailored Support:
▪ Based on the assessed risk factors, create a personalized action plan with targeted
interventions. Options might include counseling, tutoring, mentorship, or connecting
the family with community resources.

• Team Collaboration:
▪ Collaborate with relevant staff (teachers, counselors, health professionals) to ensure
each member understands their role in the action plan. Document each member’s
responsibilities and establish a timeline for follow-ups.

• Parental Engagement:
▪ Share appropriate aspects of the action plan with parents or guardians. Be transparent
about how the school plans to support the learner and discuss ways the family can
assist at home.

9. Monitoring Progress and Reassessing as Needed

• Regular Review:
▪ Schedule regular check-ins to evaluate the learner’s progress. Reassess risk factors
periodically, especially after significant changes (such as moving homes or family
changes).

• Progress Documentation:
▪ Document all follow-up meetings, observations, and updates to the action plan.
Regular documentation helps track what’s working and identifies areas needing further
adjustment.

• Adapt Interventions:
▪ Adjust the action plan based on the learner’s evolving needs and any changes in their
risk factors. If the learner is not responding to interventions, consider alternative
strategies or seek additional support from specialists.

10. Closing the Assessment and Ensuring Proper Data Disposal

• Case Conclusion:
▪ When the learner has made satisfactory progress and no longer requires intensive
support, conclude the case formally. Update the learner’s record to reflect the outcome
of the intervention.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

• Data Retention and Disposal:

▪ Retain assessment records according to school policy and legal requirements. When
the retention period ends, dispose of records securely shred physical documents, and
permanently delete electronic files to ensure confidentiality.

• Evaluation and Reflection:

▪ Conduct a final review with the team to discuss the assessment process. Evaluate what
worked well and identify areas for improvement to enhance future assessments.

Professional and Ethical Conduct

• Empathy and Respect:
▪ Approach each learner with respect and understanding, considering the unique aspects
of their background and experiences.

• Non-Discriminatory Practices:
▪ Conduct assessments without bias or judgment based on a learner's race, gender,
socio-economic status, or other personal characteristics.

• Transparency:
▪ Be clear with the learner and their family about the assessment purpose and how the
information will be used. Answer any questions they have honestly and openly.

• Professionalism:
▪ Always maintain professionalism, upholding ethical standards and prioritizing the
learner's well-being above all else.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
557
Enclosure 4 to DM No. ________ s. 2024

Confidentiality Agreement for Learners Risk Assessment and Support

This Confidentiality Agreement ("Agreement") is made on this ____ day of ______________,

20___, by and between _____________________________ ("School Name") and the undersigned
individual, ______________________________________ ("Team Member"), hereinafter referred to
as "the undersigned."

1. Purpose of the Agreement

• The purpose of this Agreement is to ensure the confidentiality of student information gathered
during the assessment and support of learners at risk. This Agreement outlines the
responsibilities and obligations of the undersigned to protect the privacy of all sensitive
information.

2. Definition of Confidential Information

• For this Agreement, "Confidential Information" includes, but is not limited to, any personal,
academic, behavioral, health, or family-related information about students obtained during the
risk assessment, intervention planning, and support process.

• Confidential Information also includes any records, forms, reports, communications, or notes
related to students and their families, regardless of the format (written, electronic, or verbal).

3. Obligations of the Undersigned

• The undersigned agrees to:
▪ Access Confidential Information solely to assess and support at-risk learners.
▪ Use Confidential Information only as necessary to fulfill their professional duties within
the scope of their role.
▪ Limit Disclosure of Confidential Information to only those authorized personnel who are
directly involved in the student’s support and who have a legitimate need to know the
information.
▪ Maintain Confidentiality by not discussing or sharing Confidential Information in any
public or non-secure setting (e.g., hallways, lunchrooms, or social media).
▪ Secure Data by storing physical documents in locked files and using password-protected
electronic systems for digital records. The undersigned will not leave confidential
documents unattended or visible to unauthorized individuals.
▪ Protect Conversations by conducting discussions regarding Confidential Information in
private and secure settings where unauthorized persons cannot overhear.
▪ Refrain from Reproduction: The undersigned will not duplicate or reproduce any
Confidential Information unless required for authorized purposes and will ensure all copies
are disposed of securely.

4. Duration of Confidentiality
• This Agreement shall remain in effect both during and after the undersigned’s involvement in
the student’s support process. The obligation to maintain the confidentiality of the information
is ongoing and will not expire upon termination of employment or end of participation in the
student’s support team.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

5. Exceptions to Confidentiality
• The undersigned understands that confidentiality may be waived in the following
circumstances:
▪ Mandatory Reporting: If there is a requirement by law (e.g., child abuse or harm to
self or others) to disclose certain information to protect the student or others.
▪ Legal Compliance: If a court of law or authorized government agency requires the
disclosure of Confidential Information, and only then with prior notification to the school
administration when possible.

6. Breach of Agreement
• The undersigned acknowledges that a breach of this Agreement may result in disciplinary
action, which may include termination of employment, legal action, and/or other remedies as
permitted by law. Any breach of this Agreement may also harm the student’s trust and well-
being, the school’s reputation, and the undersigned’s professional standing.

7. Acknowledgment and Signature

• By signing below, the undersigned agrees to abide by the terms of this Confidentiality
Agreement and acknowledges their understanding of the responsibilities and obligations set
forth herein. The undersigned confirms their commitment to protecting the confidentiality and
privacy of all student information encountered during the assessment and support process.

Signed by:

____________________________ ____________________________ ____________________________

Team member’s name & Signature Team member’s name & Signature Team member’s name & Signature
Date: ________________ Date: _________________ Date: _________________

____________________________ ____________________________ _____________________________

Team member’s name & Signature Team member’s name & Signature Team member’s name & Signature
Date: ________________ Date: _________________ Date: _________________

___________________________________
School Head’s name and signature

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

Enclosure 5 to DM No. ________

557 s. 2024

FICS SCORING SYSTEM

The FICS Scoring system is a method for evaluating learners' risk levels based on four key areas:
Family, Individual, Community, and School. This scoring system helps schools and educators
quantify the risk factors that may affect a student’s academic performance, behavior, and overall well-
being. By assigning scores to each area, educators can better understand the overall risk level of a
learner and prioritize interventions accordingly.

Components of the FICS Scoring System

1. Family Factors (F)

• This category assesses elements related to the student’s family environment, including:
▪ Parental Involvement: Level of engagement parents have in the learner’s education
(e.g., high, moderate, low).
▪ Family Structure: Stability of the family situation (e.g., single parent, guardianship,
frequent moves).
▪ Socio-Economic Status: Economic challenges (e.g., low income, reliance on
government assistance).
▪ Home Environment: Availability of resources, like a quiet space for study and basic
needs being met.

2. Individual Factors (I)

• This category focuses on personal aspects of the student, such as:
▪ Academic Performance: Grades, test scores, and subject-specific challenges.
▪ Behavioral Issues*: Disruptive behavior, social withdrawal, or other observed
challenges.
▪ Health and Nutritional Status: Chronic health conditions, mental health issues, or
nutritional deficiencies.
▪ Reading and Learning Levels: Ability to keep up with grade-level expectations in
reading and comprehension.

3. Community Factors (C)

• This category evaluates the broader community context in which the student lives:
▪ Neighborhood Safety: Security and safety of the student’s living environment.
▪ Access to Resources: Availability of supportive resources like libraries, community
centers, or after-school programs.
▪ Community Engagement: Involvement in community organizations, clubs, or other
supportive groups.
▪ Transportation: Reliability and convenience of the student’s commute to school.

4. School Factors (S)

• This category examines school-related elements impacting the student:
▪ Teacher-Student Relationships**: Quality of interaction and support the student
receives from teachers.
▪ Peer Relationships: Friendships, experiences with bullying, and social integration.
▪ Attendance Patterns: Frequency of absences and tardiness can affect learning
continuity.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR
▪ Support Programs: Access to special programs, such as tutoring, counseling, or special
education services.

How to Score Each Factor

Each FICS category is scored based on a standardized rating system. The scoring generally uses
three levels, often numerically represented as follows:

▪ Low Risk (1 point): No significant concerns in this category.

▪ Moderate Risk (2 points): Some concerns are present, which may require
monitoring or targeted support.
▪ High Risk (3 points): Significant concerns that require immediate intervention.

For each of the four FICS categories, assign a score based on the observed risk level. For instance:

▪ Family Factors (F): If the student lives in a stable, supportive family environment
with high parental involvement and no economic challenges, they will score 1 (Low
Risk).
▪ Individual Factors (I): If the student has persistent academic struggles and
behavioral challenges, they will score 3 (High Risk).
▪ Community Factors (C): If the student lives in a high-crime area with no access to
community resources, they will score 3 (High Risk).
▪ School Factors (S): If the student has positive relationships with teachers and peers
and regular attendance, they will score 1 (Low Risk).

Calculating the Total FICS Score

After assigning scores to each category, sum the points to get a Total FICS Score. The total score
provides an overall risk level and guides intervention priorities.

Example of FICS Scoring:

▪ Family Factors (F): Moderate Risk - 2 points
▪ Individual Factors (I): High Risk - 3 points
▪ Community Factors (C): Low Risk - 1 point
▪ School Factors (S): Moderate Risk - 2 points

Total FICS Score = 2 + 3 + 1 + 2 = 8 points

Interpreting the Total FICS Score

Based on the total, you can categorize the learner’s overall risk level:

• Low Overall Risk: Total score between 4-6 points. The learner may need occasional
monitoring but generally performs well across most areas.
• Moderate Overall Risk: Total score between 7-9 points. The learner shows some concerns
across multiple areas. They may need targeted interventions.
• High Overall Risk: Total score of 10 points or above. The learner faces significant challenges
across one or more FICS categories and requires immediate and comprehensive support.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1
 Republic of the Philippines
Department of Education
Caraga Region
SCHOOLS DIVISION OF SURIGAO DEL SUR

Using FICS Scoring to Guide Interventions

Once the Total FICS Score and the risk levels for each category are determined, educators and support
staff can prioritize interventions:

1. For Low-Risk Learners:

▪ Continue monitoring and provide additional resources or support as needed. Low-risk learners
may not require intensive intervention but may benefit from enrichment programs.

2. For Moderate-Risk Learners:

▪ Implement targeted interventions, such as tutoring, counseling, or social skills programs, based
on the specific category that needs support. For example, if the learner has moderate school-
related issues, focus on attendance and peer support initiatives.

3. For High-Risk Learners:

▪ Develop a comprehensive support plan with multiple interventions, such as individualized
counseling, family outreach, and community support services. High-risk learners often benefit
from a collaborative approach involving family members, school staff, and community
resources.

The FICS Scoring system is a valuable tool for identifying and understanding learner risk factors. By
evaluating each of the four FICS areas—Family, Individual, Community, and School—schools can adopt
a holistic approach to assessing and supporting learners. The scoring system ensures consistency in
assessments, facilitates data-driven decision-making, and helps prioritize interventions to promote
learners’ academic success and well-being.

Balilahan, Mabua, Tandag City, Surigao del Sur, 8300

(086) 211-3225
surigaodelsur.division@deped.gov.ph
Doc. Ref. Code Effectivity Rev Page
DO-OSDS-001 01.08.24 00 1 of 1