DepEd E-Class Record and SF9 for SY 2026-2027

For school year (SY) 2026-2027, the Department of Education (DepEd) gave teachers new class record and report card templates built for three terms: a Kindergarten to Grade 10 E-Class Record (ECR) that comes without formulas, and School Form 9 (SF9) templates for Grade 1, Grade 2, Grade 3 and Grades 4 to 10, with separate templates for senior high school (SHS) and special programs. They put into practice DepEd Order (DO) No. 015, s. 2026, the grading order. The templates are tools, not issuances: where a template and the order differ, the order governs, and in the versions posted by November 14, 2026 they differ in four places that change a learner’s grade or attendance.

A term grade still comes from three components: written or oral works, performance tasks, and examinations, which are two summative tests and a term examination. In SY 2026-2027 the initial grade is converted with DO 015’s adjusted transmutation table, and from SY 2027-2028 it is reported as computed. Below are each template and what it does, the arithmetic worked through for a Grade 5 learner, the descriptive reports of Kindergarten and Grade 1, attendance, and the checks a school head runs before a report card goes home.

The policy itself, including why DepEd changed the weights, the promotion rules, and the awards, is in the guide to DO 015, s. 2026.

Key findings

• The SY 2026-2027 templates come from DepEd’s Learning Systems Strand, not from an issuance. DO 015 assigns the Bureau of Learning Delivery to “collaborate in the revision of school forms, electronic class records, and related templates” (Sec. X.A, item a). As of November 14, 2026, no DepEd order or memorandum has issued the Kindergarten to Grade 10 templates.
• A term grade is built in five steps. Raw scores become percentage scores, percentage scores become weighted scores, and the weighted scores add up to the initial grade. Inside the examinations, the first summative test counts 30%, the second 30% and the term examination 40% (DO 015, Annex D, para. 6). In SY 2026-2027 an initial grade of 70.00 is the least that transmutes to 75 (Annex D, para. 10.a).
• Final grades and general averages are whole numbers. The final grade is the average of the three term grades, rounded, and the general average is the average of the final grades in all learning areas (paras. 52 and 53). The Grades 4 to 10 SF9 template does this. The Grade 2 and Grade 3 templates do not round, and the Grade 3 template leaves Filipino out of the general average.
• Two more template faults change what a report card shows. In the Grades 4 to 10 template, learner no. 1 on the boys’ list has no formula for the Term 2 MAPEH grade, so the report card reads it as 0. In the Grade 1 template, the July row of the attendance record shows the learner’s August attendance.
• Key Stage 1 reports are descriptive. Kindergarten uses CO, DV and BG on 60 competencies. Grade 1 teachers record A to E per competency on the Performance and Competency Evaluation (PACE) Form, and the Grade 1 SF9 carries narrative remarks and attendance, not grades. Grades 2 and 3 keep numerical grades in SY 2026-2027 (para. 55, Table 12).
• Attendance counts against 201 class days. DepEd Order No. 009, s. 2026 sets them by month (Annex B), and the templates ship with sample numbers that differ. For numerically graded learners, absences beyond 20% of class days, 41 or more this school year, mean a failing grade and no credit unless justified (DO 015, Annex D, para. 22).
• The school head validates. Class records are “subject to validation by school heads and instructional supervisors” (para. 54), and school heads “shall conduct regular validation of grading practices to ensure accuracy, consistency, and integrity” (para. 61). Recomputing one learner per class by hand tests a class record’s formulas; the four template faults above need checks of their own.

Which templates DepEd released for SY 2026-2027

DepEd’s Learning Systems Strand publishes the templates as the updated school forms in its Guide to LS Updates, DepEd’s guide to the SY 2026-2027 reforms, beside its policy summaries and its checklist for school heads. DO 015 provides for them: the Bureau of Learning Delivery helps revise “school forms, electronic class records, and related templates” (Sec. X.A, item a), the order’s funds cover “the updating of school forms and systems” (para. 84), and its Annexes E, F and G are “sample templates” of the progress and performance reports that “shall be reproduced by the SDO or school” (para. 59; Annexes E to G).

Four templates cover Kindergarten to Grade 10:

Each template has room for up to 50 boys and 50 girls. The SF9 templates take term grades from the subject teachers’ class records; they do not compute a term grade from raw scores.

DepEd’s update log for the templates, dated September 7 to 14, 2026, lists the senior high school and special program versions:

A Grade 12 teacher who started the year on an earlier version should move the scores to the corrected class record of September 14, because the log says it fixes the formula for the transmuted grade. For the Strengthened SHS class record, check that each elective carries DO 015’s Table 10 weights: 20/60/20 for arts, sports, and health and wellness electives and 20/50/30 for other academic electives. The log lists no SF10 for the three-term calendar; the guide to school records and school forms covers the SF10 rules still in force.

Senior high school has its own history. DepEd Memorandum (DM) No. 020, s. 2026 issued a modified ECR and SF10 for the Strengthened SHS pilot schools of SY 2025-2026, and DepEd Memorandum No. 036, s. 2026 lets pilot schools keep using it until “A Revised SSHS E-Class Record for SY 2026-2027, aligned with the updated assessment policy” is provided (Encl. item 32). The guide to the MATATAG curriculum and the Strengthened SHS explains which Grade 12 learners are in the pilot.

DepEd is also building SIGASIG, a system meant to “consolidate and streamline school forms” (DepEd Memorandum No. 029, s. 2026, item 1). For now, teachers submit grades at the end of each term “using official DepEd forms and digital systems in accordance with” DepEd Order No. 006, s. 2025 (DO 015, para. 61). That order lists the class record among the forms of every teacher, and the SF9 and SF10 among the forms for homeroom guidance and management, a teacher ancillary task (DO 006, s. 2025, Encls. 1 and 2).

How a term grade is computed, and how the class record lays it out

DO 015’s Annex D gives five steps for every numerically graded learning area. The ECR’s class record follows them column by column.

The examinations work one level down. Each test’s score is divided by its highest possible score and multiplied by 30 (first summative test), 30 (second) or 40 (term examination); the three results add up to the examinations’ PS, which is then multiplied by the component’s weight (Annex D, paras. 6 and 12). The ECR shows this with “WS ST1”, “WS ST2” and “WS TE” columns marked 30, 30 and 40. In a learning area weighted 20/50/30, each summative test is therefore worth 9% of the term grade and the term examination 12%; in EPP, TLE and MAPEH, weighted 20/60/20, they are worth 6% and 8%.

The ECR’s class records carry these weights:

The ECR has no record of its own for Grades 2 and 3; the 20/50/30 record fits all their learning areas.

Four things about the class record trip up teachers.

1. It has no formulas. DepEd’s Kindergarten to Grade 10 class record comes as a layout with labels, weights and the transmutation table, and no computation. Whoever adds the formulas, whether a teacher, a school or a division, must follow Annex D, and a formula built wrong can give every learner in the class a wrong grade. The record does refuse a raw score above the highest possible score.
2. It is set up one term at a time. Each class record is headed “First Term”, and the final-grade summaries have columns for Terms 1 to 3. Teachers keep one record per term and carry the term grades to the summary.
3. Rounding comes at the end. DO 015 rounds the term grade, the final grade and the general average to whole numbers (para. 7, items j and w; para. 53) and says nothing about rounding the percentage or weighted scores. Annex D’s own sample prints a written-work PS of 87 for 74 of 85 (87.06) and a weighted score of 17.4, which changes nothing in its result. Rounding PS to whole numbers before weighting can move a learner across a band of the table, so keep the decimals until the initial grade.
4. 70.00 is the floor for 75. The order prints the table’s bands to two decimals, and an initial grade can fall between them: 69.996 lies above 69.99 and below 70.00. The order does not say whether an initial grade is rounded before it is transmuted. Its rule that “the minimum IG required to obtain a passing transmuted grade of 75 is 70.00” (Annex D, para. 10.a) is the safer guide: an initial grade below 70.00, however close, transmutes to 74.

Worked example: a Grade 5 Mathematics term grade

A Grade 5 learner’s Term 1 record in Mathematics, weighted 20/50/30. The term examination has 40 items, as DO 015 requires for Grades 4 to 6 (Table 4), and each summative test has 20, half the term examination (para. 29).

The adjusted table lifts this learner three points this school year. A classmate with an initial grade of 67.18 (written works 55 of 80, performance tasks 55 of 80, tests 12, 13 and 26) gets 74 in SY 2026-2027, in the band 65.34 to 69.99, and would get 67 under zero-based grading. That classmate needs the support DO 015 gives learners below 75: remediation within the term, “as early as Week 5 following the first ST” (para. 68).

DO 015’s own sample, Science 6 in Annex D, Table 5, comes out the same way: an initial grade of 85.76 (printed as 85.8) transmutes to 88.

Worked example: an EPP term grade

EPP and TLE give performance tasks 60% and examinations 20%. A Grade 5 learner’s Term 1 record in EPP:

TLE in Grades 7 to 10 takes the same weights (Table 9). The weights belong to the learning area: an EPP or TLE grade computed on the English and Mathematics class record, at 50% for performance tasks and 30% for examinations, is computed wrong even when the term grade happens to come out the same.

MAPEH: two components, one learning area

In Grades 4 to 10, MAPEH is recorded as two components, Music and Arts, and Physical Education and Health, each on its own class record with the 20/60/20 weights. A Grade 5 learner’s Term 1:

The Grades 4 to 10 SF9 template then averages the two components into a MAPEH term grade and rounds it: (88 + 75) ÷ 2 = 81.5, reported as 82. Over the year it does the same each term and averages the three MAPEH term grades into the final grade:

The learner failed Physical Education and Health but passes MAPEH. That is the rule: for a learning area with components, “even if a learner fails in one component but attains a passing overall or FG, the learner shall still be considered passed” (Annex D, para. 20). The report card shows both components’ grades, and Physical Education and Health is where the learner needs support.

The order computes MAPEH’s final grade “as the average of the individual components” (Annex D, para. 20). It does not define a MAPEH term grade, though its report card sample has Term 1 to 3 columns for MAPEH (Annex G). Averaging the two components’ final grades usually gives the template’s result, but not always. A learner with Music and Arts grades of 77, 77 and 77 and Physical Education and Health grades of 71, 71 and 73 gets MAPEH term grades of 74, 74 and 75 and a final grade of 74 in the template; the components’ final grades, 77 and 72, average 74.5, which rounds to 75. The order does not settle which route governs. When the two routes fall on either side of 75, ask the Schools Division Office’s Curriculum Implementation Division before the final grade goes on the SF9 and SF10.

GMRC and Values Education

GMRC in Grades 4 to 6 and Values Education in Grades 7 to 10 split two components by domain (Annex D, para. 8 and Table 3), and the ECR’s GMRC and Values Education class record has a block for each:

Each domain block is its own percentage score. A learner who scores 18 of 20 on cognitive written works and 15 of 30 on affective ones earns 9.00 + 5.00 = 14.00 weighted points; pooling the two as 33 of 50 would give 13.20. Grade 2 and Grade 3 GMRC takes Table 9’s 20/50/30 without the domain split, which the order assigns to “GMRC (KS2) and VE (KS3)” (Annex D, para. 8).

Grade 12 and the Strengthened SHS

Grade 12 learners still under the 2016 SHS curriculum keep the component weights of DepEd Order No. 8, s. 2015, with the adjusted transmutation table (DO 015, para. 49):

The corrected Grade 12 class record splits the assessment component into two summative tests and a term examination, as its September 10 update describes. Strengthened SHS subjects use DO 015’s Table 10, which the guide to DO 015 sets out. Their general average is weighted by units, under DepEd Order No. 017, s. 2026, Annex E, the “separate issuance” DO 015 refers to (para. 53):

A Grade 11 Academic track learner with core final grades of 86, 84, 81, 90 and 88 (six units each over the year) and one academic elective a term graded 85, 89 and 92 (three units each) has a general average of (429 × 6 + 266 × 3) ÷ 39 = 3,372 ÷ 39 = 86.46, reported as 86. A plain average of the eight final grades would give 87.

Final grade and general average, and where the templates differ from the order

The final grade in each learning area is the average of the three term grades, “rounded to the nearest whole number”, and the general average is the average of the final grades “in all learning areas taken throughout the SY”, also “a whole number” (paras. 52 and 53). A Grade 5 learner’s year, with the Mathematics, EPP and MAPEH grades worked out above:

MAPEH counts once in the general average, not as two components. This learner has no final grade below 80 but a general average of 89, so the learner does not receive the Academic Excellence Award, which needs a general average of 90 or higher with no final grade below 80 (para. 75). Two classmates show the edges of the rule. One with final grades of 91, 93, 88, 90, 92, 94, 87 and 81 has a general average of 716 ÷ 8 = 89.5, which rounds to 90 and qualifies. One with the same total but an 89 in EPP and a 79 in MAPEH also has a general average of 90 and does not qualify, because of the 79.

The Grades 4 to 10 SF9 template computes these numbers the way the order does: each final grade is the rounded average of three term grades, left blank until all three are in, and the general average is the rounded average of the eight final grades, with “Passed” or “Failed” beside each. The other templates differ in three places:

The Grade 2 and Grade 3 templates also fill the final-grade column from Term 1 on, with the average of the terms so far, and the Grade 3 template heads that column “Ave.” rather than “Final Grade”. The order defines the final grade as the average of all term grades “at the end of SY” (para. 7, item j), so a number in that column on a Term 1 or Term 2 card is not a final grade, and parents should be told so. The fourth fault, in the Grade 1 template’s attendance record, is under “Attendance on the SF9” below.

Two smaller faults blank a card instead of changing it. In the Grade 2 and Grade 3 templates, no learner’s term grades show on the card until learner no. 1 on the boys’ list has grades for that term, and in the Grades 2 to 10 templates no learner’s days present show until he has June attendance. A class without boys, or one whose first boy has left or enrolled late, prints blank cards, though each term’s report must include attendance (para. 70). The Grade 3 card also has no formula for July’s days present, so July stays blank on every Grade 3 card and the year’s total of days present leaves it out. Report all of them to the Schools Division Office, whose Curriculum Implementation Division gives technical assistance on grading (DO 015, Sec. X.C), so that a corrected template reaches every school.

Grades 2 and 3 matter for awards this school year: while they keep numerical grades, “schools may choose to give Academic Excellence Awards” to their learners (para. 74). The Grade 3 learner in the table above would appear to qualify on the template and does not under the order.

Key Stage 1: descriptive reports in the templates

Kindergarten to Grade 3 move to descriptive grading in stages: Kindergarten and Grade 1 in SY 2026-2027, Grade 2 in SY 2027-2028, and Grade 3 in SY 2028-2029 (para. 55, Table 12). Class records in Key Stage 1 are kept “primarily as qualitative documentation”, and numerical equivalents derived for system reports “shall not replace descriptive reporting for parents or guardians” (para. 43).

Kindergarten in the ECR

The ECR’s Kindergarten class summary has one column for each competency of the Kindergarten Progress Report in DO 015’s Annex E, 60 in all, and records the child’s age in years and months at the beginning and at the end of the school year:

Each competency gets one of three marks each term: CO for Consistent, DV for Developing, BG for Beginning (Table 7). Kindergarten assessment is not organized by learning area and “shall primarily use observational, oral, performance-based, and narrative forms of evidence rather than formal written testing” (para. 22); it has no term examination (Table 4). Assessment and rating “shall strictly follow” DepEd’s guide Tracking Our Progress: Kindergarten! (para. 42). The report to parents is the Kindergarten Progress Report, with the term marks, the teacher’s comments for each term, the parent’s signature, and an attendance record by month (Annex E). There is no Kindergarten SF9 template in the set; the progress report is reproduced by the division or the school.

Grade 1: the PACE Form and the Learner’s Progress Report

PACE stands for Performance and Competency Evaluation (DO 015, Annex I). The PACE Form is the Grade 1 teacher’s record of each learner’s level on each learning competency, term by term. Its instructions, printed on the form in Annex F and in the template, set three rules:

1. Record it “on a regular basis throughout the term, not as a one-time entry”.
2. Make an entry “only after the learner has engaged in a series of formative tasks and activities and has completed a relevant summative assessment”.
3. Base the level on “sufficient and varied evidence of learning” and make it “reflect the learner’s most consistent level of performance”.

The levels are the letters A to E of Table 8:

The form follows Grade 1’s five learning areas. In Reading and Literacy and in Language, each competency has a square for each language skill it involves (listening, speaking, reading, and copying and guided writing in Reading and Literacy; listening and speaking in Language), and the teacher writes a letter in each square for each term in which the competency is rated. Mathematics, GMRC and Makabansa list different competencies for each term.

The Grade 1 template fills the PACE Form from class summaries where the teacher enters each learner’s letters, and it prints two narrative boxes for each term on the Learner’s Progress Report Card: “What Your Child Can Do” (Mga Nagagawa) and “What Your Child Is Learning To Improve” (Dapat Linangin). The card itself carries no grade. It tells parents that “A detailed record of your child’s progress across specific learning competencies is attached”, so the PACE Form goes home with it. No formula in the template turns the letters into one grade per learning area, and the order asks for none.

Annex C keeps the workload down: “Teachers shall not be required to record every formative interaction or prepare separate narrative reports beyond the prescribed forms”, and remarks should be “brief, clear, and useful for parents or guardians” (Annex C, para. 4.b). A remark that helps a parent names a skill and a next step: “Reads two-syllable words and retells a short story in order. Practice reading the labels of things at home together each evening.”

When a school that does not yet grade descriptively asks for numbers, as for a transferee, Annex C’s conversion matrix gives ranges, not grades: Advancing 90 to 100, Benchmarking 80 to 89, Connecting 75 to 79, Developing 65 to 74, Emerging 0 to 64. Conversion is made “only when formally required”, and “the progress report must clearly indicate that the original basis of the grade was descriptive” (Annex C, paras. 6 and 7).

Grades 2 and 3 in SY 2026-2027

Grades 2 and 3 keep numerical grades this school year, with the adjusted transmutation table (para. 56). Their report card is the Learner’s Performance Report, the same layout as Grades 4 to 12 (Annex G); the Grade 2 template lists Filipino, English, Mathematics, GMRC and Makabansa, and the Grade 3 template adds Science. Their term grades come from the 20/50/30 class record. The rounding fault above affects both grades; the general average fault affects Grade 3.

Attendance on the SF9

The progress and performance reports issued each term “shall include attendance information” (para. 70), “as an integral part of the report” (Annex D, para. 22.c). The SF9 shows, for each month, the class days, the days present and the days absent, with totals.

DO 009, s. 2026 fixes the class days of SY 2026-2027 by month. September falls in two terms:

Source: DO 009, s. 2026, Annex B, “Number of Class Days per Month”. Local suspensions and holidays declared later can take days from a school; the three-term calendar guide lists the ones proclaimed so far.

The templates handle these numbers in two ways:

• Grade 1. The SF9 lists the months by term, with September twice, as Annex F does. It takes the class days from the totals row of the attendance summary, which ships with sample numbers: 20, 20, 20, 10, 10, 20, 20, 20, 18, 18, 20 and 5. They add up to 201 but match no month of DO 009. Replace them with DO 009’s numbers, or the card subtracts the learner’s days present from the wrong totals. The July row also reads the learner’s August attendance, so July’s days present and days absent are August’s until someone corrects them; check July on every Grade 1 card against the learner’s School Form 2 (SF2), the Learner Daily Attendance Report.
• Grades 2 to 10. The SF9 has one column for each month from June to April. The adviser types the class days on the SF9 itself; the attendance summary’s own sample totals do not feed the card. The days absent are computed as class days minus days present, so a month left without class days shows the learner’s days present as days absent.

For learners graded numerically, Grades 2 to 12 this school year, absences that exceed 20% of the class days mean “a failing grade and no credit, unless justified” (Annex D, para. 22). In SY 2026-2027, 20% of 201 days is 40.2, so the line falls at the 41st absence. The school head may grant exemptions case by case “for valid reasons, subject to documentation”, and the learner still completes the required tasks and assessments. In every grade the warning comes earlier: teachers act “by the end of Term 1 or when a learner reaches approximately twelve (12) absences” (para. 70), which is 17.4% of Term 1’s 69 days.

A Grade 4 learner’s Term 1 shows how the card reads:

Because the Grades 2 to 10 card has one September column, enter 11 class days for September on the Term 1 card and 22 from Term 2 on. Days present come from SF2, which is also the record for Key Stage 1’s Perfect Attendance Award, given for “no absences for the entire term” (Annex H, para. 2.b).

Descriptors and the Academic Excellence Award on the SF9

The Grades 2 to 10 report card prints DO 015’s performance descriptors under the grades, with the remark each range earns:

Each learning area’s row shows its term grades, final grade and remark. The descriptor itself sits in the class record, where the ECR’s “Descriptor” column and helper table give one for every grade from 60 to 100; 60 is the lowest grade the adjusted table reports (Annex D, para. 10.b). The card has no core values section.

The SF9 has no line for awards. The Awards Committee reads the SF9 and the SF10 “as primary references for Academic Excellence Awards” (Annex H, para. 11), so the award is checked from the card: a general average of 90 or higher, no final grade below 80, and no derogatory record or disciplinary case in the school year, with awardees listed alphabetically (para. 75). Read the final grades in the card’s “Final Grade” column, not the column headed “Final Grade” on the class summaries, which holds each term’s average, and recompute the general average where the template is one of those above.

Two other documents give other thresholds. DepEd’s summary handout of the Learning Systems policies describes the award as “overall average 95+ and no failing marks”, and DM 036, s. 2026 set a general average of 95 with no final grade below 85 for the Grade 12 pilot batch (Encl. item 36). DO 015, issued a week after DM 036, sets 90 and 80 for all public schools and repeals inconsistent issuances (DO 015, item 6). The order governs.

The class summaries of the Grades 2 to 10 templates also rank each learner by the term’s average. DO 015 lists awardees alphabetically “to promote fairness and minimize competition” (para. 75), and a school issues “a certification of actual academic rank upon formal written request” (para. 76). The rank column can serve such requests; DO 015 gives rank no place on the report card or in the announcement of awardees.

What school heads check before a report card goes home

DO 015 puts the check on the school head in two places: class records “shall be subject to validation by school heads and instructional supervisors to ensure transparency, consistency, and accountability” (para. 54), and “School Heads shall conduct regular validation of grading practices to ensure accuracy, consistency, and integrity” (para. 61). The school head also monitors “the consistent application of grading policies, including transmutation or zero-based grading” (Sec. X.D, item d). The End-of-Term Block gives the time: DO 009’s calendar sets its first days for computing grades and accomplishing school forms, and report cards go to parents at a parent-teacher conference “on a working day during the End-of-Term Block” (DO 009, s. 2026, para. 28 and Annex B).

Names matter for a second reason: the SF9 templates find each learner’s grades by name, so two learners with exactly the same name in one class would get the same card. Check any such pair by LRN.

The school head organizes learning action cell sessions under DO 015 (Sec. X.D, item b), and one session per term on the class records serves both the validation and the teachers’ training: teachers of one grade recompute the same learner together, compare results, and fix their records the same day. The guide to the learning action cell covers how to run one.

Correcting a grade after the report card is released

DO 015 sets no separate procedure for correcting a grade after the SF9 has gone home. Four rules frame it:

• The learner’s right. A learner, through a parent for a minor, may “Dispute the inaccuracy or error in the personal information and have the personal information controller correct it immediately and accordingly, unless the request is vexatious or otherwise unreasonable” (Republic Act No. 10173, the Data Privacy Act of 2012, Sec. 16(d)).
• The evidence. Teachers keep “assessment tools, rubrics, raw scores, and feedback records, for at least one (1) SY, or longer if required for audit, validation, or appeals” (DO 015, para. 61). A correction rests on these, not on a request.
• The permanent record. On the SF10, “Any erasures or alterations on the document should be validated and bear the signature of the School Head in ink” (DepEd Order No. 58, s. 2017, Sec. IV.D, items d.6 and e.6), and the SF9 and SF10 “must be consistent with the SF5 and other documents” (DO 11, s. 2018, Sec. V.B.1).
• Awards. A protest on the awards goes to the school head within five working days of the announcement, and the school head acts within two working days of filing (Annex H, para. 14).

A sequence that satisfies all four: recompute from the class record; correct the class record with the date and the reason; issue a corrected SF9 signed by the adviser and the school head and explain the change to the parent; and, where a final grade changed, correct the SF10 with the school head’s signature in ink and the learner’s status in the Learner Information System (LIS) before the division checks the forms. The guide to school records covers the SF10 and the checking of forms in full.

Keeping the records and protecting learners’ data

DO 015 sets the minimum: supporting documents for at least one school year, “Physical records shall be stored in designated secure cabinets within school premises, while digital records shall be stored in official DepEd systems, networks, or authorized drives”, and “Access to such records shall be controlled, logged, and documented” (para. 61). No public record may be disposed of without the prior written authority of the National Archives (Republic Act No. 9470, Sec. 18); the records guide explains the disposal rules.

The templates hold, for every learner in a class, the name, Learner Reference Number (LRN), birth date and every grade. Information about a person’s education is sensitive personal information under the Data Privacy Act (RA 10173, Sec. 3(l)(2)), and employees who process it “shall operate and hold personal information under strict confidentiality if the personal information are not intended for public disclosure” (Sec. 20(e)). DepEd’s own rules point the same way: information “that may reasonably identify the pupil, student or learner shall be kept confidential” (DepEd Order No. 22, s. 2012, item 9), teachers “shall not input personal learner data or official DepEd documents into AI platforms” (DO 015, para. 37), and the list of awardees is announced “observing provisions on data privacy” (Annex H, Table 3). In practice:

• keep class records and SF9 files in DepEd accounts and authorized drives, not in personal messaging groups;
• never post a class summary, a ranked list or a photo of a class record;
• hand each card to the learner’s own parent or guardian at the conference; and
• check a template with a made-up class, never by pasting real learners’ records into an online tool or an AI chatbot.

The guide to DepEd’s AI guidelines covers the rest of DepEd Order No. 003, s. 2026, on artificial intelligence in basic education.

What this means for school heads

1. Before each End-of-Term Block, run the checks listed under “What school heads check before a report card goes home”, and report each template fault, with an example, to the division’s Curriculum Implementation Division. Sign the cards only when the numbers agree, and keep a short record of what you checked each term; it is your evidence of the validation DO 015 requires (paras. 54 and 61).
2. Before the awards deliberation, have the Awards Committee read the final grades from the SF9 and SF10 and recompute every candidate’s general average. In SY 2026-2027 the Term 3 examination for moving-up and graduating learners falls on March 15 and 16, 2027, grades and deliberations follow from March 17 to 23, and the awardees are announced on March 24 (DO 009, Annex B).
3. Protect the files. Class records and cards hold sensitive personal information; keep them in official systems and limit access (RA 10173; DO 015, para. 61).

For teachers preparing for the National Assessment for School Heads (NASH), these tasks sit in three strands of the Philippine Professional Standards for School Heads (PPSSH) of DepEd Order No. 024, s. 2020: 2.1, records management (see PPSSH Domain 2); 3.5, learning assessment (see PPSSH Domain 3); and 1.7, monitoring and evaluation processes and tools (see PPSSH Domain 1).

How the NASH may test this

The items below are original practice items, scored 3 (Relational), 2 (Multistructural), 1 (Unistructural) or 0 (Prestructural). An option that breaks a rule scores 0.

Question 1

Indicator 2.1.2, Records management. Career Stage 2, Situational, Moderate.

You are the school head of a central elementary school with four Grade 3 sections; Grade 3 is still graded numerically this year. At the March academic deliberation, a Grade 3 adviser reports that the report card template DepEd distributed shows a general average of 91 for a learner on the draft list for the Academic Excellence Award, while the final grades in the class record average 89, because the template leaves out Filipino. The list is due in two days, and the other three Grade 3 advisers use the same template. What is the most appropriate action?

• A. Report the template error to the division, hold the Grade 3 report cards and the awards list, and release them only after a corrected template arrives from the division.
• B. Have this adviser correct the learner’s general average on the card before the list is final, and remind the other three advisers to look over the averages on their report cards.
• C. Have all four Grade 3 advisers recompute their learners’ general averages from the class records, correct the cards and the list, and report the template error to the division.
• D. Keep the template’s averages on this year’s awards list, since the list is due in two days, and ask the division to fix the template before the next school year begins.

Answer and explanation: Question 1

Best answer: C. Points: A = 1, B = 2, C = 3, D = 0.

• A (1 point, Unistructural). Reporting the error is right, but holding every card and the awards list gives up a correction the school can make now and delays the report to parents.
• B (2 points, Multistructural). It fixes the learner who was noticed and alerts the other advisers, but it has them check the template’s own output instead of the class records, and the template error goes unreported.
• C (3 points, Relational). It corrects every Grade 3 average from the class records, which hold the grades, so the awards list rests on accurate data, and it reports the fault so the template is fixed for all schools.
• D (0 points, Prestructural). The general average must average the final grades in all learning areas. Keeping averages known to be wrong puts a learner below 90 on the awards list and breaks that rule.

Why. This aligns with Career Stage 2 expectations because indicator 2.1.2 asks the school head to manage school data and information using technology so that school operations run well. DO 015, s. 2026 computes the general average “by averaging the FGs in all learning areas taken throughout the SY” (para. 53), gives the award only at a general average of 90 or higher (para. 75), and makes school heads validate grading “to ensure accuracy, consistency, and integrity” (para. 61). The option that fixes one learner gets the correction right but checks the template’s figures instead of the class records and leaves the fault unreported.

Indicator 2.1.2: Manage school data and information using technology, including ICT, to ensure efficient and effective school operations.

Sources: DepEd Order No. 015, s. 2026, paras. 53, 61, 74 and 75, and Sec. X.C.

Question 2

Indicator 3.5.2, Learning assessment. Career Stage 2, Situational, Difficult.

You are the principal of an integrated school. While validating the Term 1 class records, you find that the Grade 8 TLE teacher weighted written works, performance tasks and examinations at 20, 50 and 30 percent, and that two Grade 9 teachers transmuted initial grades with the table used before this school year, under which 60 gives 75. The class record template had no formulas, so each teacher entered their own. Report cards go out in five days. What is the most appropriate action?

• A. Send the teachers a memo that lists the current weights and the adjusted transmutation table, ask each of them to correct their own class record, and release the report cards to parents on schedule.
• B. Hold a learning action cell session where these teachers recompute one learner’s grade from raw scores with the current weights and table, fix their records, and agree on a check each term.
• C. Recompute the affected learners’ grades yourself from the teachers’ class records, so that the corrected grades reach the report cards before they are released to the parents.
• D. Let the Term 1 grades stand, since the report cards go out in five days, and have the teachers use the current weights and the adjusted table from Term 2 onward.

Answer and explanation: Question 2

Best answer: B. Points: A = 2, B = 3, C = 1, D = 0.

• A (2 points, Multistructural). The memo gives the right weights and table and keeps the correction with the teachers, but no one helps them apply the rules or checks the corrected records before the cards go out.
• B (3 points, Relational). The teachers correct their own records before release, learn the computation by working one learner from raw scores, and set a routine that catches the same errors in later terms.
• C (1 point, Unistructural). The grades on the cards will be right this term, but the school head takes over the teachers’ records, gives no technical assistance, and the errors return next term.
• D (0 points, Prestructural). Grades computed with the wrong weights and a repealed table would reach learners and parents. The grading order sets both for this school year, and the cards must report grades it allows.

Why. This aligns with Career Stage 2 expectations because indicator 3.5.2 asks the school head to provide technical assistance to teachers in using assessment tools. DO 015, s. 2026 sets TLE at 20, 60 and 20 percent (Table 9), makes 70.00 the least initial grade that transmutes to 75 in SY 2026-2027 (Annex D, para. 10.a), and has the school head organize learning action cell sessions and monitor “the consistent application of grading policies” (Sec. X.D). The memo option states the rules but gives no assistance and no check.

Indicator 3.5.2: Provide technical assistance to teachers in using learning assessment tools, strategies and results consistent with curriculum requirements to ensure accountability in achieving higher learning outcomes.

Sources: DepEd Order No. 015, s. 2026, Table 9, paras. 48 and 61, Annex D, para. 10.a, and Sec. X.D.

Nothing in this guide reproduces or predicts examination content.

Frequently asked questions

Where can teachers get the SY 2026-2027 E-Class Record and SF9?

DepEd’s Learning Systems Strand publishes them as the updated school forms in its Guide to LS Updates, DepEd’s guide to the SY 2026-2027 reforms. They are DepEd’s templates for DO 015, s. 2026, not separate issuances, so where a template and the order differ, the order governs.

How is the MAPEH grade computed in SY 2026-2027?

Music and Arts, and Physical Education and Health, each get a term grade from their own class record weighted 20/60/20. The Grades 4 to 10 SF9 template averages the two into a MAPEH term grade and averages the three terms into the final grade, both rounded. A learner who fails one component still passes MAPEH if the final grade is 75 or higher (DO 015, s. 2026, Annex D, para. 20). The order computes that final grade “as the average of the individual components” and does not say whether to average term by term first; where the two routes fall on either side of 75, ask the division’s Curriculum Implementation Division.

Do Grade 1 learners get numerical grades on the SF9?

No. The Grade 1 Learner’s Progress Report Card carries narrative remarks for each term and the attendance record, with the PACE Form attached, which rates each competency from A (Advancing) to E (Emerging). Numbers are given only when formally required, such as for a transfer, and then as ranges with a note that the grade was descriptive (DO 015, s. 2026, Annex C, paras. 6 and 7).

How many absences make a learner fail in SY 2026-2027?

In Grades 2 to 12, absences beyond 20% of the 201 class days, 41 or more, mean a failing grade and no credit unless they are justified; the school head may grant exemptions case by case with documentation (DO 015, s. 2026, Annex D, para. 22). Teachers are to act much earlier, by the end of Term 1 or at about 12 absences (para. 70).

Can a school add formulas to the E-Class Record?

DepEd’s Kindergarten to Grade 10 class record for SY 2026-2027 comes without formulas, and DO 015, s. 2026 does not forbid adding them. Any formula must follow Annex D’s five steps, the weights of the learning area, and the adjusted transmutation table, so test it on one learner whose grade was computed by hand. Teachers submit grades “using official DepEd forms and digital systems” (DO 015, s. 2026, para. 61), and commercialized electronic school forms such as a sold report card “shall not be recognized nor accepted” (DO 11, s. 2018, Sec. V.B.1).

Sources

DepEd issuances

• DepEd Order No. 015, s. 2026, Revised Guidelines on Classroom Assessment, Grading System, and Awards and Recognition for the K to 12 Basic Education Program, June 4, 2026. Item 6; paras. 7 (items j and w), 15, 22, 29, 37, 42, 43, 48 to 56, 59, 61, 68, 70, 74 to 76 and 84; Secs. X.A, X.C and X.D; Tables 4 and 7 to 12; Annexes C (paras. 4, 6 and 7), D (paras. 2 to 22, Tables 1 to 6), E, F, G, H (paras. 2, 11 and 14, Table 3) and I.
• DepEd Order No. 009, s. 2026, Guidelines on the Implementation of the Three-Term School Calendar in Basic Education, April 16, 2026. Item 4, para. 28, Annex B (calendar and Number of Class Days per Month).
• DepEd Order No. 017, s. 2026, Strengthened Senior High School Curriculum, June 4, 2026. Annex E, Table 19 and Part B.
• DepEd Order No. 006, s. 2025, Guidelines on the Streamlining of School Forms and Reports Accomplished by Teachers, March 20, 2025. Enclosures 1 and 2.
• DepEd Order No. 11, s. 2018, Guidelines on the Preparation and Checking of School Forms, March 7, 2018. Sec. V.B.1.
• DepEd Order No. 58, s. 2017, Adoption of New School Forms for Kindergarten, Senior High School, Alternative Learning System, Health and Nutrition, and Standardization of Permanent Records, November 27, 2017. Sec. IV.D, items d.6 and e.6.
• DepEd Order No. 8, s. 2015, Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program (repealed by DO 015, s. 2026 except as DO 015, para. 49 applies its weights to Grade 12 in SY 2026-2027). Table 5.
• DepEd Order No. 22, s. 2012, Adoption of the Unique Learner Reference Number, March 20, 2012. Item 9.
• DepEd Order No. 003, s. 2026, Foundational Guidelines on Artificial Intelligence (AI) in Basic Education, February 20, 2026.
• DepEd Order No. 024, s. 2020, National Adoption and Implementation of the Philippine Professional Standards for School Heads, September 7, 2020.
• DepEd Memorandum No. 020, s. 2026, Modified Electronic Class Record and School Form 10 for Strengthened Senior High School Pilot Implementers in School Year 2025-2026, March 13, 2026. Items 2 to 5.
• DepEd Memorandum No. 029, s. 2026, National Technical Working Group for the Digitization of School Forms, May 11, 2026. Item 1.
• DepEd Memorandum No. 036, s. 2026, Pilot Implementation of the Strengthened Senior High School Curriculum for Grade 12 in School Year 2026-2027, May 28, 2026. Encl. items 32 and 36.

DepEd templates and orientation materials (not issuances)

• DepEd Learning Systems Strand, Guide to LS Updates: Orientation Package, with the updated school forms for SY 2026-2027: the Kindergarten to Grade 10 three-term E-Class Record; the Grade 1 ECR, PACE Form and SF9; the Grade 2, Grade 3 and Grades 4 to 10 SF9; and the ECR and SF9 update log, September 7 to 14, 2026. As posted on November 14, 2026.
• DepEd Learning Systems Strand, LS Policies Handout (policy summaries), 2026. Classroom Assessment, Grading, Awards, and Recognition.

Laws

• Republic Act No. 10173, Data Privacy Act of 2012, August 15, 2012. Secs. 3(l)(2), 16(d) and 20(e).
• Republic Act No. 9470, National Archives of the Philippines Act of 2007. Sec. 18.

Learning Systems reforms, SY 2026-2027

• DepEd Learning Systems Reforms: SY 2026-2027 Guide
• DepEd Three-Term School Calendar 2026-2027: DO 009 Guide
• DepEd Opening Block: The First Weeks of Term 1
• From Curriculum to Lesson: Unpacking and Budget of Work
• DepEd ILAW Lesson Plan, DO 016, s. 2026: School Head’s Role
• ILAW Lesson Plan: How to Write One, With Samples
• DepEd Pedagogy Cards: 50 Teaching Strategies by Key Stage
• DepEd Grading System, DO 015, s. 2026: School Head’s Role
• DepEd E-Class Record and SF9 for SY 2026-2027 (this post)
• DepEd Learning Continuity in Emergencies: DO 014, s. 2026
• DepEd Flexible Learning Program (FLP) Explained
• MATATAG Curriculum and Strengthened SHS in SY 2026-2027
• Strengthened SHS Electives: Full List by Cluster
• Work Immersion Guidelines 2026: DepEd Order No. 023, s. 2026

Written by Mark Anthony Llego for NASH Reviewer. Sources: DepEd Order No. 015, s. 2026 and its annexes; DepEd’s three-term E-Class Record and SF9 templates for SY 2026-2027 and their update log; DepEd Orders No. 009, s. 2026, No. 017, s. 2026, No. 006, s. 2025, No. 11, s. 2018, No. 58, s. 2017, No. 8, s. 2015 and No. 22, s. 2012; DepEd Memoranda No. 020, No. 029 and No. 036, s. 2026; Republic Acts No. 10173 and No. 9470.