Tool Kit - Teaching DepEd

This toolkit is created to make my teaching journey a little lighter, and I hope it does the same for you.

As we all know, we DepEd teachers juggle so many responsibilities, and finding the right forms and materials shouldn’t add to the burden. That’s why I’ve gathered the resources I personally use—school forms, teaching documents, and classroom management tools—and organized them here for easy access.

Everything on this page reflects how I manage my own classes, and I’m sharing it in the hope that it makes your day-to-day teaching more efficient and less overwhelming.

Feel free to explore the materials below. Let’s help each other make this school year more manageable—one download at a time.


School Calendar and Activities

Why Knowing the School Calendar Matters

Having first-hand knowledge of the school calendar and activities is essential for effective planning and time management. It allows me to align lessons, assessments, and classroom routines with key dates and events, ensuring a smooth, organized, and goal-oriented school year. Below is the recent school calendar and activities to be followed.


Class Masterlist

A masterlist is an essential tool in classroom management, ensuring I have quick access to key student information. It includes the LRN, complete name, parent/guardian names, contact numbers, address, age, birthday, religion, and documents submitted. This organized list helps streamline communication and supports effective management throughout the school year.

  • My Class - Master List

E-Class Record

The E-Class Record is a digital tool developed to help DepEd teachers compute and manage student grades accurately and efficiently. It simplifies the recording process, reduces manual errors, and ensures alignment with DepEd grading standards, making class record-keeping more convenient and organized.


Consolidated Grades

As a class adviser, one of my regular responsibilities is to consolidate student grades from all subject areas. This involves routinely gathering and verifying submitted grades from subject teachers to ensure accuracy and consistency. Once confirmed, these grades are encoded into DepEd’s Form 10 (Learner’s Permanent Academic Record)—the official document that tracks each learner’s academic progress. Below contains the link of the downloadable SF 10 and Consolidation of Grades.


Attendance Record

The SF 2 form is essential for tracking daily student attendance and absences. It helps me stay organized and ensures compliance with DepEd guidelines. Below is the SF 2 template for you to access conveniently.

  • School Form 2 - SF 2 - Template
I record attendance on a separate sheet and delegate the task to my class secretary or president. Involving my classroom officers in this responsibility helps foster a sense of ownership and leadership, while also allowing me to focus on other key aspects of class management and planning. Below is the class attendance template I use.
  • Class Attendance Template
Class absences present a significant challenge in education as they result in students missing critical learning opportunities. To address this, I have developed a scaffolded template for excuse letters, which serves as a formal means for students to communicate the reasons for their absences. The excuse letter is a vital document that not only informs me of the absence but also requires validation through the signature of a parent or guardian, along with a contact number. This ensures accountability and facilitates communication with families. Furthermore, maintaining accurate records of absences is crucial for effective classroom management. It allows me to monitor attendance patterns, identify trends, and address potential issues that may affect students’ learning and overall academic performance.
  • Class Absences Excuse Letter Template

Tardiness

One of the persistent challenges in delivering quality education is managing student tardiness and class skipping. When learners arrive late or miss class without valid reasons, it disrupts their learning continuity and affects classroom flow.

As a teacher, it’s essential to track and address these incidents consistently. To help with this, I involve my classroom officers, particularly the Vice President or the Public Information Officer (PIO). They assist in monitoring classmates who are habitually late or skip classes without notice. This practice not only promotes shared responsibility but also encourages student leadership and peer accountability.

Below, you’ll find my Tardiness Monitoring Template and Class Incident Report Form, which I use to document and respond to these concerns effectively.

  • Tardy Tracker (Template)
  • Class Incident Report (template)


Home Visits

Conducting home visits is one of the more challenging aspects of teaching in DepEd. Several factors make it difficult, including:

  • Security concerns, especially when visiting homes in areas known for crime or safety risks.

  • Time constraints, as travel and meaningful engagement with parents or guardians, can be time-consuming.

  • Personal financial burden, since teachers often shoulder transportation and incidental expenses.

Despite these challenges, I conduct home visits when a student reaches five consecutive or accumulated absences. This triggers the need to issue an Absentee Follow-up Form and conduct a home visit as part of early intervention.

Purpose of the Home Visit

The goal is to understand the reason behind the student’s frequent absences and to involve the family in creating solutions. Students who have reached this threshold will also be issued a SARDO (Student at Risk of Dropping Out) or LARDO (Learner at Risk of Dropping Out) form. This documentation informs the school administration and supports further intervention efforts.

Phases of the Home Visit

Phase 1: Initial Contact – Early Intervention and Notification
This phase begins once a student accumulates five consecutive or total absences. The aim is to immediately involve the parent/guardian to prevent further absenteeism. During this initial contact, the following documents are provided: (downloadable material)

  • Notice of Conference Letter Invitation (template) – formally invites the parent/guardian to a scheduled meeting;

  • Absentee Follow-up Form (template) – outlines the student’s attendance record;

  • Parent/Guardian Commitment Letter (template) – to be filled out during the conference, documenting agreed steps to support the learner’s return;

  • DepEd Order No. 8, s. 2015 (copy) – informs them of the 20% absence rule that could lead to failing the subject or year level. Link for > DO. 8, s2015


The conference can take place at school, in the barangay hall, or through a home visit, depending on location and safety. This stage emphasizes partnership and early intervention.

Phase 2: Second Contact – Continued Absences and Formal Warning
If absenteeism continues despite initial intervention, a second follow-up is conducted. This escalates the concern and formally involves school leadership. The following document is issued:

  • Formal Warning Letter signed by the Class Adviser, Subject Teachers and School Head/Principal – a written notice addressed to the parent/guardian, indicating that the student’s continued absences have not improved and that failure to act will result in further consequences, including formal tagging as NLPA (No Longer Participating in Learning Activities).

  • Notice Letter of Tagging as NLPA (Template)

This document also serves as evidence that the school has exhausted early intervention steps. It reaffirms the need for parental responsibility and intervention.


Disclosure:
If, at any point after Phase 1 or Phase 2, the learner resumes attending classes and the parent or guardian cooperates positively with the school’s intervention efforts, there is no need to proceed to Phase 3. The student’s record will reflect their re-engagement, and continued monitoring will be done as part of routine classroom management.

Phase 3: Final Action – Tagging as NLPA (No Longer Participating in Learning Activities)
If no improvement occurs after Phases 1 and 2, the student may be formally tagged as NLPA. This phase is carried out with documentation and signatures from all relevant parties. The following are required:

  • NLPA Tagging Form/Report, to be signed by:

    • Class Adviser

    • Subject Teachers

    • Parent/Guardian

    • School Head/Principal

This form confirms that the learner is no longer participating in learning activities and is recorded officially for school-level reporting. All prior efforts must be attached or referenced to validate that due process was followed before tagging the student.