of Educatiull

Depnrt ment
sDo.quEzoN CtTY
arputli. ot trr prilip!itrls RgC0Rl)5 sECT!ON
Depattment of Gluratton ITEI-EASEb
NATIONAL RTCION
CAP ITAT
scHq)Ls Drvrsrolt oFFrcE oF Quezo rc:-?lilpa ay.,fl

September 2, 2O21

DIVISIO!{ MEMORANDI'U

REVISED IMPLEUENTATION OF IIOUEROOU GI'IDAIICE (IIG) DI'RING

CRISIS SITUATIOI{ FIOR S.Y 2021-2022

To Assistant Schools Division Superintende"rts

City Assistant Deparlrlent Head II
Chief Education Supersisors, CID/SGOD
Division/ District Supervisors
Eledentary/Secondary School Heads/Offrcers In-Charge
Section Heads
Adoinistrative Units
All Concerned

l. For the information a'Id guidance of all concemed, attached is DepEd

Memora.lrdum DM-OUCI-2021-346, dated August 25,2021 from Diosdado
M. San Antonio, Undelsecretarja for Curriculum and Instruction,
Department of Education, re: Rc!,l|cd loplcucltrtlon of lloDcroo[
Gulda8cc (EG) dudEg Crltb Sltuatloa bt A.Y 2O2l-2O22. Contents of
which aie self-explanatory.

2. Imrnediate dissemination of this Memorandum is desired

JEI{ILYiI B. cEso vI
Schoots Division Superintendent

Fdal [!rgm: MB. Mdietta S. Cab8llerc

Education Plogr@ Srrpdi$r - ESP

O Nueva Ecli. sr., Baso santay, Oue2on city

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UllDERSECRETARY FOR CURRICULUl.1 ANO INSIRUCTION

8CD{SDDO-202r-2585

MEMORANDUM
DM-OUCr-2021-!1q

TO Burelu lDd Service Directors

Minister, MBHTE-BARMM
Regionel Directors
Scbools Division Superhtendents
Public rnd Privrtc Elemcntary rnd Secondrry School He.ds
All Others Coocerned

FRoM DIOSD SAN

U for Curriculum

SUBJECT Revised lmplemcntstion of Homeroom Guidance (HG) during

Crisis Situstion for S.Y. 2021-2022

DATF, August 25, 2021

The Office ofCuriculum atrd Instuction (CI), thrcugh the Bureau ofCurriculum Development
(BCD), issues this documetrt as basis fo. tbe IEplemert tiotr of the llomeroom Guiduce
(HG) durtug Crisis Siturtior for SY 2021-2022. This documetrt is a revisioD of thc policy
guidelines previously issued (DM-OUCI-2021-1,14 and DM-OUCI-202G.1 55).

The current pandemic has clearly allectcd lhc teachirry and learning process that usually takcs
place in school. Certainly, our leamcrs cannot avoid its impact in terrns of their domains of
dcvelopmeoL While the Departmcnt has been responsive thru it.s Basic Education traming
Continuity Plan, it is crucial to cater to thc life skills development of leamers which will
empower them to overcome the dilTerent challenges and adapt to the "new normal" brought
about by the curleot crisis.

Though the plan was to have the complete implementation of the Homeroom Guidance in
school year 2021-2022 accoutting thc nccded prepantions such as oricntalion. capacity-
building, lcaming matcrials dcvclopmcnt and the like, the Departrn€nt d.'cmcd it nccessary to
offer the new program to learners fiom Kindcrgancn to Senior High School with selectcd
competencies that are lifted directly from Home(rcm Guidatrce Curriculum. However, ils firll
implcmentation which includcs the complete curiculum, policy, ard leamirg materials will
be made availablc at thc start ofschool year 2022-2023. All piv.'tc schools arc encouragcd to
implement the Homeroom Guidance.

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BCD{SDD-O-2021-2585

Homcroom Guidancc should be considered as an information component of mental health in

the K to 12 Curriculum. It is a part of the lnformation Screiccs that is pdmarily undcr the
Guidancc and Counseling Program. Due to the pandemic, with no othcr available mechanisms
to deliver thes€ serviccs, Homeroom Guidance shalt serve as a tool that would prcmote
proactive, preventive, and educative methods to plomotc thc learner's development of life
skills-

Homeroom Cuidance is a comprehorsive, developmetrtal, and proactive plogram designed to

equip K to 12 leamers rrith life skills on three domains:

a. Academic Development,
b. PeNonal atrd Social Developmelt, and
c. Career Development.

Homeroom Guidance shall complement the Departm€ot's goal, which is to produce holistically
dweloped Filipinos who are able to understand themselves, have problem-solving skills,make
informed decisions, achieve acadernic success, plan for their future, and respect individual
differences. It envisions learners who can work for the common good of society and love for
our country whilc upholding rhe riglts and rcsponsibilities of global citizE ns.

This issuance sets thc basic staodards for an efficie aod elTective implementation of the
Homercom Guidance in public and private schools natio ride. The Homeroom Guidaoce
Observation Form and Program Monitoring and Evaluation Tool arc also enclosed for
reGrence.

Do9Ed Clrndex, tlsrkoAvs0u€, Pa{ C y, B*tiraa

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D?Dtttmtnt o[ Gtorltion
UIIDERSECRETARY FOR CURRICULUM Al\/D INSTRUCIION

BCD{SDDO-2021-2585

lmplemertrtiotr ofthe Homeroom Guidrnce (HG)

durirg Crisis Situstioo for SY 2020-2021

l. Ratior.lc
The inboduction and impl€mentation of the K to
12 Basic Education Program
ncccssitated changos and revisions on existing DepEd programs to align them with the new
cudcutufl The K to 12 curriculum puts cmphasis on capacitating learners with skills indoing
thet tasks and enriching these as they progress up to Grade 12. The cutriculum takes into
account societal factoE and the lcamer's developmsotal nceds. They need to perfom different
tasks, confront p€rsotral and social issues, and cvsntually decide for their curiculum exit. A
responsive and proactive program in addition to the existing academic programs must address
these oeeds.

In 1998, RevitalizEd I [omeroom Guidance (RHG) for sccondary learne$ was created to
answer the l€arncrs' needs. However, certai[ coosideratio$ to make it more comprehcnsive,
developmental, and proactive are deemed necessary.

Contemplatirg on thc above-mentioncd concems, thc Dcpartmetrt of Education

launchcs the rlomeroom Guidance (IG). Thc program is televant as it promotes rational
thinking, healthy behavior, and positive disposition. Issues like academic failues, school
&opous, bullying, uohealthy scxual behavior, teenagc prcguancy, drug addiction" online and
social media addictior, and confusion in and./or poor carecr choice, alld othsr challcngcs that
bcsct our leamers today wcrc considered in developing thc program.

These provisions were formulated based on relevant currcnt literatuie, and in

consultatiotr vJith teachers, School Heads, and Guidance and Counseling experts. This will
provide clear and functional understanding about the important proc€sses in the irnplementation
and the proper monitoring and evaluation ofthe program, which is an important oornponent for
its sustaimbility and continual improvement.

Based on the relevant literahrre and the practice in other countries, Homctoom Guidance
is equivaleDt to Guida&e Class, which is just a part of the lofo.mation Selvices of Guidance
and Couoseling Office (Villar,2007; Mendoza" 2003). Aquino atrd Razon (1993) defined
Homeroom Cuidance as "an organized segment of the school's guidonce services, which il
given to a horneroom group usually a section or a closs with a teacher-adviser as facililator. "
Hcncc, lhe term Guidancc Class Curriculum or Cuidarce Class is the most conrmon
nometrclafure.

Homeroom Guidance is a responsive program that equips leamers with compelencies

to address issues Dot includedin the formal leaming areas but is very essential to their
dcvelopoent. Leamers who go through llomcroom Guidance havc beeD found to have
significantly dccreased inappropriate behaviors and demonstrated positive attitudes toward
school as comparcd to thosc leamers who were not pafl of the School Counseling PrograrD

oepEd Compler, oraho Awoue, PdiU Crty, Bl{Unea

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UNDERSECRETARY FORCURRICULUMAND INSTRUCTION

BCDCDO+2021-2585
(Baker and Gerler, 2001). The study of Brigmar and Campbell (2003) also showed that
elementary and middle school leamers who were part ofthe school coulseling curriculum and
grcup interv€ntiotrs that emphasized cognitive, social ard self-management skills have
consistently cxhibitcd good pcrformance in Mathcmatics and Reading. Furthcrmore, the study
ofschlossberg et.al (2001) suppoded the effectiveness of Homeroom Guidance. They showed
that thcrc is a significant improvement in terms of leamers' behavior, attitudc and knowledge
in the arcas of goal-settifl9, problem-solving, oareer exploration, and school resources.
Further, thc study of Csrey and Dimmitt (2012) found that student's success ilr school,
acadcmically and behaviorally, can be attributed to thc student's access !o school counselot
and comprcheosive guidance programs and this is panicularly true for shrdents in high-
poverty schools.

Based on the consultations conducted with the regional rcpresentatives and Guidance
and Counscling expcrts, thcrc is a great need for a program that advocatcs thc dcvelopmentof
sklls along academic, personal and social, afld carecr aspects. At present, Ilomeroom period
is pafl ofthe class program, howevcr, thcre is a nccd to update atrd improve its implemenlatioD.
Some schools reported that llomcroom p€riod is bcing used for classroom cleaning, extension
of breaks. collection of reply slips, and the like. Clearly, the curent practiccs do not aid thc
realization of thc program objectives. More so, the consultation with diffcrent slakeholdeN,
reiterated the significance ofcollaboDtion among home, school, and community to eNure the
holistic development of learne6. It has been raised that there should be a systematic and
coNistent monitoring and evaluation ofthe progBm to achieve its proper implementation.

To obtain the vision of the llomeroom Guidance, this document serves to guide the
schools in:
a- implemetrting thc program piope y to support the leameN' develoPment;
b. providing systematic proc€ss irl the overall conduct of Homeloom Guidance;
c. organizing rcsources needed in the prognm such as budget, matrpower,
facilities, Iearning materials, and other logistical needs; and
d- articulathg the scope and limits of the program inclsding its mooitoritrg atrd
evaluation-

lI. Delinition ofTcrms

This docuneot v.ill use the following terms and their coresponding dcfinitiotr as spelled
out below:

l. Homeroom Guilarce is a compreheNive, developmental and proactive program

designed to equip K to 12 leamers with lifc skills oo thrce domains: Academic
Development, PeEonal and Social Development, and Career Devclopment.
2 Academic Devclopmetra DoElitr pertains to all academic rclatcd needs or concems
of learners. This serves as a guide to implomcnt strategies and activitics to support
and maximize esch lcamer's abilityto lcam which include but not limitedto creative
and critical thinking, communication skills and problem-solving skills.

DqEd Ccidex, I€rdbo Av!fl€. Pdr*l Cly, Ptfitn .

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UNDERSECRETARY FORCURRICULIJMAND INSIRUCTION

BCICSDD{-2021-258s

] Personal aDd Social Development Domrin pertains to concems or issues affecting

leamers' individuality (sclf), rclationship with othcrs, and their interaction in
oommunity. It cquips the leamers with foundation for personal aad social growth as
thcy progrcss through school and into adulthood. This includes but rlot limited to
inkapcrsonal and interpeNonal skills, self-awareness, coping with cmotions and
stress. and resilience.
4 Clr.rr Developmert Dom.iD pcrlains l,o all occupational and world of work-
relarcd concenl,s and issucs of leamers. This involvcs the acquisition of skills,
attitudes, and knowledge lhat eoable them to make successful Fansition from
school to the world of work, and fiom job to job across the life span. This includes
but not limited to learners' discovery oftheir hterests, talcnts and skills, decision-
making, problcm-solviog, planning, and in exploritrg lhcir carcsr options and
opportunitics.
5. Portfollo is a collection of leamer's works showing his4rer progress in terms of
thc thre'e domaios. This may include joumals, reflection pape6, reaction papsrs,
and activity outputs ba^s€d on self-leaming modules.
6 PerformrNe Trsk focus€s on the completion and submission of self-learniog
modulcs or activities that show mastery of competercies and sta.dards.
7 Clrrs Advis€r refeE to the tcachcr-facilitalor in charge of a class.
& Guidrtrce Desigoate rcfcrs to teachers who are ofEcially designated by the School
tlead/Schools Division SuperintendonvRegioDal Diroctor to perform duties related
to the implcmentation of guidalcc scrviccs excluding counseling.

IIL Ilomerooo Guidrnce's Ptilosophy, Viliotr rtrd Misrior

The Homsroom Guidarce's Philosophy, Vision and Mission were rooted on lhe
Department of Education's Vision, Mi$sioD, aDd Core Values.

PHILOSOPUY

Homercom Guidance believes that every leamer is udqu€ and has the ability to develop
him,rherselfusing his or her own leaming and exprcriences from family, community, school and
society. This shall be realized tluough the collaborative efforts of family, school, cobmunity,
government, alld other institutions.

YISION

Homeioom Guidance shall complement the Department's goal which is to produce

holistically developed Filipinos who aie able to achieve academio success, demonstrate
healthy behavior, cxcmplift positive disposition, and systematically plan their fuhrc- It shall
produce leamcrs who can work for the common good of socicty while upholding the
intornational sta[dards.

D6pEd Cm*x, lrerd@ Awnur, Pat oly, B*tine.

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UNDERSECREIARY FOR CURRICULUI,I Ai]D It'ISTRUCTIOI{

BCD{SDDO-2021-2585

,VISSION

Homeroom Guidancc is dedicated to address the academic, penonaVsocial' and carcer

dcvelopmcnt ne€ds ofthc leamers in a developorcntal, comprehouive, and prcactive mamcr'
This shall be realized through the collaborative efforts of family, school, community,
govemment, and other institutions.

Homeroom Guidance Frsmework

IlOML

Thc Homeroom Guidancc (HG) is guidcd by the American School Counscling

Association (ASCA) Model which is comprised of the three domains such as Acadcmic
Development, Personal and Social Development, and Carccr Devclopmetrt. The standards and
competencies of HG are anchored on certain theories since each domair ha.s its own
peculiarities in consideration to thc needs ofFilipitro leamen ard society.

The Acadet[ic Dcvelopment is guidcd by Jeromc Brurer's Scaffolding Theory that

espouses that childrcn will bccomc indepcndelt lcamers as they matuc if they ale givcn the
support and active help from their parents a.nd teachers at the onset ottheir leaming. The said
theory strtes that the 'scaffold', reminiscent ofa building scaffolding, ofthe growing child in
thcir leaming proccss is the knowledgeable person within their proximity, that is, their parents
al home and teachers in school (rely to more knowledgeable people than them). Gradually,
parcntal and teaohcrs' support can be ronovcd as thc leamcrs develop independence in thinking
and knowledge and skills acquisition.

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UNDERSECREIARY FOR CURRICULUM AND INTRUCNON

8CD€DDO-2021-2585

Som€ concepts fiom the Learner-Centered Theory of Jean Jacque Rousseau were
derivcd for thc Academic Devclopment domain. The theory stipulatcs that lcamer's cultural
capital or life experiences should be tapped h designiag the leaming process. In this way, a
participative classroom intsractior will be in place. Leamers are not viewed as tabula rasa and
they are assumed to possess cultural kit or accumulated experiences which serve as a significant
facmr in the leamiog process. If leamers' experiences are ignore4 thinking will be limited and
meaning-making of lessons will be hardly anained.

Cognitive Leaming Theory of Jean Piaget has its share in this domah. It believes that
cognitive development is a contiluous process as the biological maturation atld environmeotal
influence taftc place. Lcamers gain knowledge rurd go tbrough the differcnces between what
they leaned aod what the existing realitics are. l'urthermorc, it claims that leaming and ncw
howledgc can be storcd if there are ellective cognitive processes while leameN encoutrter
learring difficutties wilh inellective cognitive processes. The theory tries to illust at€ the
processes :rnd mechanisms of how reasoning skills add thinking using hypothes€s develop by
an inlant as h€/she becomes an adult latcr on. Piaget included the coocept of schema which
refers to "a cohesive, rcpeatable action sequence processing component actions that are tightly
intercotrnected and govemed by a core mearing." It is a set of linked mental representations
of the world which pcople uscd to make meaning and a.t on differcnt situations. During the
devclopment of mcntal prcccsses, schema/schemata increase in number including is
complexities.

Anothcr conccpt in this thcory that HG embraced is tho adaplation process that includes
assimilation, accommodation, and €quilibration. Assimilation occurs when a pe.son uses
his/her schema to understand the new situation or thidgs while accommodation happens when
the previous knowledge is irrclcvant and needs to b€ changed ro understand the new situarion
or things. Moreovcr, cquilibration dirccts the lcamer to attain equilibriurn which happens
when leamer assimilates or accornmodatcs Dew information.

The Pcrsotral and Social Development Domain in Homeroom Guidance got inspiration
from thc theory ofEric Ericson's Psychosocial Developmcnt. lts descriptive overview ofsocial
and emotional developme was taken as one ofthe coDsiderations in crafting the standards and
competeocies. His view on Dastering the attitudes, ideas, and skills at each slage of
development to help leameN to be successful and contributing members of society is highly
evident in the prograrn.

The Career Devclopmcnt domain is influenced by the career developmetrt theories of

John Krumboltz, Donald Super, and Eli Ginzberg. Krumboltz's theory of carEer devclopment
claims that gcnetic endowment that includes s€x, mce, developmenlal disabilities, ad innate
talents affect the career choice of a person. Furthcrmorc, the environment, life events. atrd
leaming experiences also shape one's car€€r decisions. People's changing roles and priorities
cr€ate geat impact to thefu career direction.

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UNDERSiCREIARY FOR CURRICUIUl,| ANO INSIRUCTIOtl

8CD{SDD{-2021-2585

Super's Developmental theory ofcarccr choice is also a great influence in this domain.
As a person's career advances, it undergocs five 'lifc-stagos'that itrcludc grox,th, cxploration,
establishment, mainteaaacc, aad dccline. His concept of cstablishing a 'self-conccpt' as a
persoll grows plays an importatrt rolc in identi$ing occupation. The concept of vocational
maturity which may bc attributed to person's age undergoes a cycle as manifested in his/her
career transitions.

The concept ofcareer development as a lifelong process including its early development
of Ginzberg is clearly reflectcd in the Calccr Development domain of thc prognam. HG
advocates the early inclusion ofcareer concept irl the lives of learners aad guide them as they
discover the path that thcy want to take.

Hom€room Cuidance's Domains

Homeroom Guidance is a developmcntal and proactive prognm that has standards and
competencies that cut across all grade levels. The competency indicatoN are arranged ftom
simple to complex and focuses on the developmelt ofbigber oder thinking such as analyzing
and evaluating concepts, processes, procedures, and principles rather than just remembering.

A. Acrdemic DevelopDeot Dom.ln pertains to all academic related needs or concerns

of leamc.s. This scwes implems strategies and activities to support
as a guide to
and maximize each leamer's ability to leam which includc but not limited to creativc
ard critical thinkin& communication skills and problc'rn-solving skills.
B. PersoDal and Soaial Devclopmert Domlln p€rtaitrs to concems or issues allecting
learners' individuality (sel0, relationship with others, and their interaction in
community. lt equips thc lcamen with foundation for pcrsonal and social growth as
they progress through school and into adulthood. This includcs but not limited to
itrtrapqsonal and interpcrsonal skills, self-awarcness, coping with emotions and
strcss, alrd rcsilietrce.
C. Crreer Developmeot Domrin pertains to all occupatioml and world of work-
related concems and issues of leamcrs. This involvcs the acquisition of skills,
attitudes, and knowledge that enable them to make successful transition f.om
school to the world ofwork, and from job to job across the life span. This includes
but not limited to leamers' discovery oftheir interests, talents and skitls, decisjon-
making, problem-solving, ptanning and in exploring thei career options and
opportunitics.

Roles ofSchool, Home, rnd Cornmunit! alrd other Institutions

l. School ensures the proper implemeDtation of Homeroom Guidancc thar leads to thc
developrnent ofthe leamers' life skills in the three domains. lt convenes both home and
comounity for the rcalizatioo ofHomeroom Guidance,s visioo.
2. Home plays vital role itr thc lcamers' life skills dcvelopmcnt through its consistent
support, involvemcnt, artd collaboration wirh thc school and community_ It pmvides

D€pEd C{rnplex, M.Gko Avenue, Pastg Cily, Philpdnes

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UI'lDERSECRETARY FOR CURRICUTUl,l AllD INSIRUCTION

BCICSDD{-2021-2585
guidcd opportunities that complemcnt the school activities of lcamcrs in Homqoom
Guidance.
3. Codmunity etrd other institutiors reinforce tbe development of leameN' life skills
through its engagement in the school progBrns and activitics. It also serves as a support
system ofthe school a-s they craff polioies, programs, and projects that arc .elevant !o
the vision, mission, irDd philosophy of Homeroom Cuidance.

HoEeroom Gulduce Mort Eis€trtirl LerrBlog Coopeaerctes

Homsroom Guidaoce Curiculum is ess€trtial to ensure access to quality guidancc and

counseling services for all types ofleamers. Hence, differurt leaming modalities will be made
available in the implementation of the Homeroom Guidancc program.

Seventy-five perceDt (75%) of the HG MELCs are from the Penonal-Social

Development Domain. These competencies pcrtain to concems or issues affectitrg leamers'
individuality (selfl, relationship with others atrd their intenction in community. It equips the
leamers with foundation for personal and social growth as they progess through school and
into adutthood. This includes but trot limited to intrapersonal and interpersonal skills, self-
awareness, coping with emotions and stress, and resilienoe.

The rcmaining HC MELCs arc composed oftwenty percent (20%) Acadcmic Developmcnt
Domain aod five petcent (5 7o) from the Carcer Development Domain.

Since this is not a formal leaming area, Homeroom Guidance should not be pan of the
computation of grad€s by the end of each quarter. For 5.Y.2021-2022, it shall serve as
enrichment activity that can be pe.formed at home and in school or through other platforms
with the help of guidance counselors /guidance dcsignates, teachc'rs, and parcnts.

ln the process ofchoosing thc MELCs the following criteria were also considered

a" applicability to real life situations;

b. needs ofthe leamen; and
c. complemcnts leaming competencies developed in other academic subjects

IV. Procedure

lmplementation of the program shall be govemed and guided by the following

principles and policies:

Nomenclatxre - Homeroorn Guidance shall be reflected in the class progam of

every school aod other school documeots such SF-9 (Form-138; Repo( Card) aud
SF-10 (Form-137; Permanent Student Record) as Homerooo Guidance.
However, its

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UNOERSECRETARY FOR CURRICULUM ND IIISTRUCIIOI'I

details (Lcamer's Assessment Tool Annex 5) shall be attached to SF-9 aod SF-10
whenever treing issued io requesting party.

2 Homeroom Guidance shall not bc vicwed as a formal lcaming area likc Edukasyon
sa Pagpapakatao (EsP) and thc like. lt shall b€ trcatcd as a program that will help
l€arners dcvclop the competencies nccdcd in the thrce domains. Hence, its dclivery
in class is quite informalbut still follows the Structu.ed Learning Expericnce flow.

3. Class Advisers shall be assigned to implement the program with the technical
assistarce of the Guidancc Counsclor. lf the school does not hsvc a Guidancc
Counselor, the School Head may alsign a Guidaoc€ Desigrcte but he/she shouldbe
provided with proper training specific to thc implementation of Homeroom
Guidaacc.

4. Teaching knd - Teachiog Homeroom Guidance shsll be equivaleot to one (l)

teaching load on top of the teacher's advisory and subject's load.

5. Class Program- The Homeroom Guidalce shall be scheduled once a week.

6 Time Allohenl:

Gradc Level No. of Minutcs per Scssion

Kinderyaflcn *included in the blocks of time
Grade I
Crade 12 60 minutes

7. lporning Modality - The }lomeroom Guidaoce shall b€ delivered in differerlt

leaming modalities depending oD thc oeeds of thc leamers aod the school's
capability.

8. Learning Malerials - The Homqoom Guidance sclfJcarning modulcs will be issued

by thc Dspartmcnt of Education, through the Buresu of Leaming Resourccs, This
will be posted in the DepEd Leaming Resource Portal.

9. Medium of lnstrucfib, - The s€lfJeaming modules are written in English, but the
regions may opt to translate the leaming material in tbeir mothcr tongue or any
language convenient to the leamcrs to ensure panicipation and inteEction during
the session and better understanding ofthe concepts.

10. Collaboration with the family and community is also encouraged in order to create
a venue for the leame$ in dweloping such life skills. Parcnts may rcfer to the Gabay
so Magulang fowd in the SLM in order to guide their childrctr in accomplishing the
activities.

00rEd CqnC.I.rh& Avrrue. PasrS Cry, PitIirca

Dred Lip: 6n, AnADm7{ jl6 fac {6nl Et.stEt
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 l:"+-
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DtDlttnail ot Gtudion
UNDERSECREIARY F0R CURRICULuti,t Ail0 It,lSTfl UCll0l{

BCD{SDD-O-2021-2585

ll- Oientation and Capacity Building. The Central Office, through the Bureau of
Curiculum Dcvclopment, shall conduct oricntation arld capacity building to
Regiotr and Division Supervisors In{hargc ofGuidancc and Counseling.

Rcgions, schools divisions, and schools shall conduct hainings for the program
implementeN to capacitate and prepare them for the implementation of Homeroom
Guidance MELCs.

Schedule Activity Audience Platform

Septembcr 3, National Lcvel
2021 Orietrtation on the
Implemeotation of
Homeroom Cuidancc
Program for S.Y. 2021-
2022
September 8, Regioml Orientation on
2021 the Implementation of
Homeroom Cuidance
P.ogram for S.Y. 2021-
2022
Septcmber I 0, Division Orieltation on
202t the lmplemortation of
Homeroom Guidance
Program for S.Y. 202 I -
2022
SepteDber I 3- School Orientatioo on the
17.2021 lmplementatiol of
Homeroom Guidance
Program for S.Y. 2021-
2022
Regional Supervisors Via Microsoft Teams
in-charge of
Homeroom Cuidance
Division Supcrvisors via Google Meet/
and Division Microsoft Teams
Guidance Designates,
SDS, ASDS and
PSDS- School Heads
Guidance Counselox / Dependiag ou the
Guidaoce DesigureV Division's prefored
TeacherVClass platform
Advise6
Parents and leamen Depetrding otr the
School's prefelted
platform

12. Leamer's Deteloptuent Assessment Tool - Homcroom Guidance asscssment results

shall be distributed and discussed by the class adviser durhg the Parent-Teacher
ConfsreDoc. This shall be issucd as ao attachmcnt to the learncr's Report Card (SF-
9).

13. DcpEd schools shall include all expcnses relative to l{omeroom Guidance in their
A rual Inplementation Plan (AIP) and Sctool lmprovcment Plan (SIP).

l4 Non-implementatioo or improp€f, implementatioo of Homeroom Guidance shall be

subject to existing applicable administr.tive actions.

DqEd Cdrder, Ior& Avsr,o, Paig Cfy, Phtr n.s

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Dt[attlnrnt of Gtutdion
UNDERSECRETAfl Y FOR CURRICULUM AND INSTRUCTION

BCDCDDO-2021-2585

V. Roles rnd Resporsibilities ofDepEd OIIices

Sr,Iool

L School Head supervises alld monitors the implementation of Homeroom Guidance

and ensurcs thal prop€r intervention for each leamcr will bc provided. Specifically,
the school head shall ensure the followilg:
a. planning for the aanual HG implem€ntation and monitoring;
b. preparing of timelineycaletrdar of activities, monitoring plan for thc cntirc
dumtion of the program, and inclusioo of HO in the school forms (SF-9 and
sF- lo);
c.allocating budget for Homercom Cuidance thal is included in the School
Improvement Plan (SIP) and Annual Implementalion Plan (AIP);
d. adhering to the stipulated loading ofteachers and class programming for S.Y.
2021-2022:
e. providing the necessary equipmeut (computer, print€( phoiocopier, risograph,
etc.) and supplies (prhting materials, office supplies etc.);
f. strEnglhening parhership with stakeholders;
g. orienting the teachers, parents, learDers, and other stakeholdersi
h. crBting mechadsms that would ensue efficient distributioD alld rctrieval
Homeroom Guidance modules and outputs;
i. prcparing and conducting ofHomeroom Guidance Class Obscrvatiotr (Annex
l)i and
j. submitting the Homeroom Guidance School Implementation Repon (Annex 2).

2. Guidancc Counselor or Guidancc Dcsignate serves as thc program maoager and

ensures the correct contc'ot and pedagogy of Homeroom Guidance ilschool.
Specifically, the Guidance Counsclor or Guidatrce Designatc shall cnsure thc
following:
a. assist the School Head in thc planni[g for the aDnual HC implemefiation and
monitoring;
b. prepare the annual br.rdget proposal on Homercom Guidance implementation;
c. cotduct the orientatioo of teachers, parents, learners and other stakeholders;
d. coordinate with the Class Advisen on the implementation of Homeroom
Guidaoce;
e. providc tcchnical assistancc to class advisers and other guidance serviccs or
intewentions to leamers without violaling the provisions stipulated in the RA
9258 The Guidance and Counseling Act of20o4.

3. Class Adviser serves as Homeroom Guidance implementer in the class. Specifically,

the class adviser shall ensure the following:
a- distribution, facilitation, and retrieval ofHomeroom Guidance SLMs and
outputs in diffeEnt leaming modalities;

o€gtd Cm*x, tleraho Averue Paeg C y, Phili)pnes

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Dqattuuut of CDrutio!
UiIDERSECRETARY FOR CURRICUTUII| ND INSIRUCTIOI,I

b. evaluation atld discussioo of Leamcr's Devclopmenl Assessment rcsults to the

leamers and parents quarterly;
c. accomplishment ofSF-9 and SF-t0 ia accondance to the L€amer's Development
Assessment results;
d. referal of leamer to the Guidance Coulselor ooly if counseling interyeartiotr or
other guidance services arc needed and
e. collaboration with cc.tcachers aod parc[ts ia devcloping the competencies of
tho leamers at home.

Schools Division ()ffice

Curriculum Implementation Division (CID), through fie EsP Supervisor in coordination

with School Govcmance and OperatioDs Division (SGOD) through its Designatcd
Guidance and Counseling focal pcrson, sewes as the division program maoagcr of the
Homeroom Guidance and coo.dinates with the Guidance Counselor/Guidance
Designate of schools. Specifically, Schools Division Prognm Madagers shall ensure
the following:

a. Curriculum Implementation Division EsP Supervisor

a.1. localize and indig€nize the codent and pedagogy (translatiotr of SLMS to
Mother tongue, creation of ilstructional videos, radio.based iDstruction atrd
other blended lean ng materials)
a2 conduct orientation to the School Program Managers (School Hea4 Cuidaoc€
Counselon /Designates and Class advisen) on HG Curriculum and Guidelines
a3. conduct mo toring of Homeroom Guidanc-e (checking of school's class
progBm, teacher's loading, school's monitodng plan, school's
implemcntatioD/ob$orvation)
a4 cotrsolidate and submit the Annual Division Accomplishment Repon on HG
ImplemeDtation;

b. School (iovemance and Operations Division (sGoD) - Division Guidance

Counsolor/ Designatc (preferably a Registered Guidance Counsclor)
hl. provide techrical assistance in the conduct of Homeroom Guidarce Program;
and
b2 cotrduct capacity-building to school Guidaoce Courselors ,/Designates and
Class Advisers, in coordination with the Dvision EsP Supervisor.

Reaional OIfice

The Curriculum and Learning Management Division (CLMD), EsP Supervisor in

coordination with Education Support Services Division (ESSD), tbrough its Designated
Guidancc arnd Counseling focal penon, serves as the program managcr in the region.

a. Curriculum and Lcaming Managemcnt Division (CLMD) - Esp Supcrvisor

DopEd Con*r, M.relco Avenuo, Paso City, Ph ipdnes

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DtDattmcnt ol Glotetion
UNDERSECRETARY F0R CURRICULUM AND lllSTRUCTlotl

ECDCDD-O-2021-2585

al. conduct orientation of Division ProgEm ManageN (SDS, ASDS, Division

EsP Supcrviso6, Division Guidance Counselor/ Dcsignatc, PSDS, School
Hcads)
a2 monitor the conduct of Homercom Guidarce;
a3. consolidate and submit the Regional Accomplishmcnl Report olr HG
Implementationi

b. Educarion Support Services Divisioo (ESSD) - Regiooal Cuidance

Counsclor/Designate (preferably a Registered Guidance Couasclor)
b.l. provide techlical assistance in the conduct of Homeroom Cuidance; and
b2 conduct capacity-building to Division Program Miuragers iu coordination with
Regional EsP supervisor.

Ccntral ()fticc

1. The Bureau of Curriculum Development (BCD) servcs as thc program marBgc-r in

the Central Offce. The focal person ensues the corect curriculum articulation and
consolidates annual report on the conduct of Homeroom Cuidance.
2. Thc Bureau of Learning Delivery @LD) eNures that appropriate pedagogical
approaches arc cmployed on how to deliver the curriculwn content.
3. The Buleau of Leaming Resouces ensures the availability of leaning resources to
the ficld units.

VI. Assessment ofLearner's Developmcnt snd Monitoring of thc Program

Though thc intcnt ofHG is to hclp lcamcrs develop compctcncies that will aid them in
facitrg different issues and tasks, it is importaDt to still track their lcvel of developmetrt.
tlomeroom Guidancc implementers must always kccp in mird that the program shall capacitatc
leamerc towards succcss, hqoce, comparcd to the fomnl leaming areas that are being measured
following thc DO No. 8, s. 2015, Homeroom Guidance shall utilizc Lcamsr's Development
Assessment Tool (
nnex 3), guided by the verbal descriptions below:

Verbsl DescriptioDs
No Chance to The leam€r did not submit outputs or has not shown ary ofthe targer compelency in 6
NO pslticular quarter.
observe
Nccds The lcamer accomplished atrd submitlrd 3ff2 ofthe outpul h a pqnicular quaner or hrs Dot
NI
lmpmvemeDt acquired the larget compeleDcies.
The leamer accomplished aDd submitt€d 6010 ofthe output in a particular quarter or has
Dcvcloping D
acquired some ofthe target compelcncy.
Sumciently Thc lcamcr accomplishcd and submitted 90% of thc outpul rn a pa(icular quarter or has
SD
Developed acquired the target competency.
Developed and The leamer accomplished aDd submitted l00p/o oftbe oulpul ia a panicular quaner and has
DC
Commcndable acquired the target competency and showed commeDdable applicadon in re3l li-fc situations

De€d Ccnder, [er& A',qt€, Pat City, P id"6

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DtDartmcnt ol GDotation
UNDERSECRETARY F0R CURRICULUIi,! AND INSTRUCTI0N

ECDCDDO-2o21-258s

Leamer's devclopment shall be assesscd through their portfolio and p€rformance task

Corduct of Homeroom Guidance is mandatory but this is not part of the academic
rating. Cradcs arc just descriptivc. "Needs Improvemerf' description shall Ilot be treatcd as
failed but shall indicate the need for interention ftom school and home. In the eveDt that thc
leamer rcmains at the 'Necds Improvernenf' at the end oi cach quafler, the Adviser, Guidance
Couoselor, and Pareots need to work together to provide intervention. Disciplinary cases of
leamers must not affect their HG grades.

Homeroom Guidance grades must be reflected in the SF-9 aad SF-10 using the
follovitrg dgscriptioDs:
No Chance to Obscrvc NO
Nccds Improvcmcnt NI
Developing I)
Sufhciently Developed SD
Developed and Commendable DC

The details of the L$mer's Developmert Assessment results shall be attached to the
said forms. There is no need to put equivalenl ratitrgs or computations for e3ch description.

Vll. Monitoring rnd Evelustioo

Success and sustainability ofthe ploglam u/ill only be ensured ifrhere is a systematic
and adequate monitoring and evaluatio[. Monitoring and evaluation shall bc dode iiom
S€ptember 2020 to luly 202 I or as scheduled by the Deparltneot. Reports o.l thc rcsults of the
moDitortrg and evaluation shall be submined at the erd ofSY 2020 - 2021. Thc following are
the offices and units, directly involved in the implemenlation and monitoring ofthis program:

S$slILrJr!
The School Head leads the monito .rtg in coordination with the Guidance
Counselor/Guidance Designate using the Homcroom Guidance School Observation
Tool and Homcroom ouidarce School Inplementation Tool (Sce Atrrcx I aod Aonex
2).

Schools Division I .evel

The Edulasyon sa Pagpapakatao (DsP) Supervisor uoder the Curriculum

Implementation Division (CID) in coordination with the Cuidance Counselor/Designate
in thc Division o{fice leads the monitoriog using the Homcroom Guidance Division
Modtoriog afld Evaluation Tool (Scc Anncx 3). Division monitoring results shatl bc
submittcd to lhe Rcgiotral EsP Supervisor.

DepRJ C.mFr, li€r.kD Av6nue, Pe8b City, Philitnes

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DcOattmcat of GDgrltion
UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION

ECICSDD-O-2021-2s8s

ItsgislalleE!
EsP Supervisor undcI the CLMD in coordination with thc ESSD Focal Person fot
Cuidance and Cou$eling leads the monitoring itr the Regional l,6ve1, focusing on the
entire implemsntation of the Homeroom Guidance. Thcy shall submit the Homeroom
Guidance Regional Monitoring and Evaluation Tool (Scc Annex4) to lhe Bureau of
Curiculum Dcvelopment on or before July 12,2022.

lulieseLLsret
Thc Burcau ofcuniculum Developmcnt lcads the ovemll monitoring and cvaluation of
Homeroom Guidance. The Bueau representative shall consolidate the Homeroom
Guidancc Regional Monitoring and Evaluation Rcports aDd coordinate thc results to
othcr burcaus of thc Central Office that which may scrve as rcferencc for futrrrc
enhancements of lhe program and rclatcd policies.

VIII. Efiectivity

This shdl take effccl in SY 2021-2022 and succ€eding yeaN irDmediately upotr
publication in the DepEd *eb6ite.

tx. References

Aquino, C.V. & Razon, P.U. "Educational Psychology: Rex Bookstore.l993

Baker, S. B., & G€rler, E. R. CouDseling in Schools. ln D. C. l-ocke, J. E. Myers, and

E, L. Herr (Eds.), rie fla ndbook ofCounseling, Thousand Oaks, CA: Sage Publications.
2001.

Brigmat! G.A, Wcbb, L.D &

Campbcll, C- "Building Skills for School Success
Improving the Acadcmic and Social Comp€tetrce of Leamers" 2007-

Carcy, J., & Dimmitt, C. "School counseling a.d studcnt outcomes: Summary of six
statewide studies" Professional School Counseling, l6 (2), 146-153. doi:
to. I I 7 7 /2t 567 59X0001 6002M. 20 12.

Mcndoza, E.D., Guidancc and Counseling Today: Rex Bookstote. 2003

Schlossberg, S.M., Morris, J.D., & Lieberman, M.G. "The EITects of a CounselorJcd
Guidance Intervention on Leamers' Behaviors and Attitudes. Professional School
Counseling". 2001.

D€oEd Cq@, ller& Avsxre, Pdq, City, PtiBines

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Lhe:{6q
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 &rrrl.t d t!. Dhlit.rt,
Dr9artmcnt ol Glntation
UNDERSECRETARY FOR CURRICULUM ANO INSTRUCTION

BCDCDo-O-2021-2585

villar, lmclda V.G., Ph. D. "Lrylemelting a Comprehensive Cuidancc and Counseling

Program in the Philippines. 2007.

RA 10533 "Act Enhancing the Philippinc Basic Education System by Strcngthening Its
Curriculum and Increasing the Number of Years for Basic Education, ApFopriating
Fuds Thercfor aod for Other Puposes," otherwise known as thc "Enhanccd Basic
Education Act of2013."

RA 9155 'An Act lDstituting a Franework of Govcmancc for Basic Education,

Ilstablishing Authority and Accountability, Renaming the Department of Education,
Culture and Sports as the Department ofEducatioq and for other purposes"

RA 9262 "Anti-Violence Agaitust Women and Thei Children Act of2004"

RA 7610 "Special Protectiod of Childr@ Against Abuse, Exploitation and

Discrimimtion Ac't"

DO 29, S. 202 I DepEd School Caleodar for S.\ . 2021-2022

DO 21, s. 2019 Policy Guidelines otr the K to l2 Basic Educatioa Program

DO 25, s. 2013 Guid€lines on the Conduct ofCareer Guidance Week for High School
Leamers Effective School Yerr (SY) 2013-2014

DO 40, s. 2012 DepEd Child Protcction Policy

DO 52, s. 1998 - Guidelines on thc Irnplementatiotr of the Revitalized Homercom

Guidance (RHG) atrd the System of Ratitrg and Roporting Leamer Performanc€ Under
the RHG

DO 67, s.1997 - Implemedtalion ofthe Revitslized Homeroom Guidrnce (RHG) for SY

t998-t999

Memorandum No. 86, s. 1959 "Clarification ofthe Guidance Provisions ofrhe Revised
Philippine Educariooal Program

0€0EdCardol, ordkD Avsx]e, Parg City, Phitf{inos

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Dlplrt[t?rrt of GDttation
UNDERSECRETARY FOR CURRICULUM AND INSIRUCTION

ECICSDDO-2021-2s8s

Annex l: Homeroom Cuidrrlce Class Obseryation Tool

HOMEROOM GUIDANCI CLASS OBSERVA'TION TOOI,

Year

Adviser:-
Name of Rating:
D&telTime: Gmde Level / Sectiotr:

To the obs€rver: Check the box to indicate your ass€ssment guided by the scale below:

0 - No Chance to Observe
I - Not Observed
2- Observed but Irxufficient
3- Sufficiently Obseryed
4- sufficietrtly Observed and Commendable

TIe reacher l -l I 0
I . oukcs srre that tte lcalring Dodaliry is conduive for leamiry ald
actMnes.
2. effcctively orlnuizcs lcamitrg sinutions ro uect the objectivcs ofrhe
urseutatio!.
';lass
-:. use s fusmrctiout urethods that elrourage rcle\ant leamer
parricipatiotr io tlE leamitrg process.
J. iuplcuEuts tle urodule i[ accoldaucc lo
fic $udelircs
5. couuDlulicates clca yarrd eflectivel]'to thc level oflealners.
o:xplailrs iuponaul ideas ill a clear ard pr"ctical $a]'.
7. de[oosrrates cotrlnulrd of thc topic disculsed.
8. respouds appropriatcly to leamcl qnestions aud coDnns[t5
9. provides titu€ and dircctio[ for iudivi&al tbought prior ro erot{
(if applicsbh)
disorssiotrs
10. preparelchects. dirrnbutes efficieltly dre uatenals for actirines
I 1. adequalel_y prepares leauErs lo rurdenalr lhe sp€citc afiiviry
ll Fo!,rd€s leamcr5 adequate tiutc lo rellecl oll t[c acrivity uriliziug a
!"ricq ofprocess skills {i.e. dcxroNtratc. prcdict. aDal}zc. couclud€.
slxthesize- etc. )

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Drpartmcnt of Gttotion
UNDERSECRETARY FORCURRICULUMAND INSTRUCTION

BCD€DD{-2021-2585

13. attellds lo the leanrer"s corrcems irl diffelelrt orodalities-

14. lxolides itrdividual ane iorr $heu app[opfiate ([o[-suburissio!. non-
couptance)
15. Fovides rrinnnal yet suffcieot iqforuatiol to successfully cornplete
thet tasli(s).
16. Folides adequate feedbacli reflections. eocoura€erue oo
hdilidual'lroq) effons alrdprogess.
I 7. ercourages learDers to appropri8tely use tools. ideas. metlodt. or
-$a)s oftDo$iDg" to accomplish the activity aod. or solrc the
Eobleu.
daily life expedeirces.
18. relates the lessou ro lear]lers'
19. ercoumlres the leamers to apply theil Ealizrrioos oo the lesson
(irsiphs).
20. nraiolaios rafel-v pl'oc.durcs ir facilitatirg leamer's tasts

Total Score (Sum of Scores from item I to 20)

Rating:

Computalion

Rating - Total
x 100%
(No. of items with I -4 scores) x 4

Verbal Descriptior
920/. - tw. - Outstading
6y/o-9tvo Above Avsrage
46./0-68% Averagc
240/045% Below Average
237. and below - Ne€ds Impaovement

Commendations:

This ovaluation was shown and discusscd b mc:

Adviser's siSnatue over printed name Datc

ftii{rrEs
DeEd Cqide!, [a-dco AEnue Paig Cry.
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;B.Drrtmail of €lurrtiolt
UNDERSECRETARY FORCURRICULUMAND INSTRUCTION

BCD-CSDD{-2021-2585

Annex 2: Homcroom Guidancc School Implemcntrtion Tool (School lxvcl)

Homcroom (iuidance School Implementation Tool

Namc of School sion & Region

School Herd: Date ofReporting:

Total No. of Class€s for S.Y. Total No. of Classes that

2021-2022 Implemented Homeroom
Guidaoce ProgBrn

Directions: Check the box that corresponds to your answer in each itern using the legend below.

LEG[\D: E- Evidenl 95% - l0(r/" of 6e iotal Dumb€r of clasees complied

EI- Eviderxt but Inadequale 50plo - 94% ofihe lotal number ofclassG complied
l.IE-NotEvidenl lcss lhan 50'l. oflhe total numbcr ofclass€s cotrDlied
NA- Not Applicsble - the ar€a is not applicable / it is nol possible to comply

AREAS 1'O BE MONITORED EvIDENCE u EI NE

I. Curriculum Implementation and Complialce
l. HG MELCS is beiry follow€d Cl.ss schedule and l6mer's oulput/
properly. portfolio
2. Objcctivcs ofthc program arc Leamer's output and minutes of meeting
achicvcd at the end ofthe ofadviscN p€r gmdc level with
schoolyear. Guidance Counselor/designate rc HG's
impact on lcamcrs
Il. Delivery Process
1. HC Classes are programmed Class Prograrn and Teacher Loading
for the whole school year.
2. Leamcrs a(rd parqrts arc t-€tt€r to parcnts prEpared by Advis€r
acquainted with the legardiog thc competcncies for lhe
competencies thal they ne€d quarter
to malter per domain in cach
quartcr
3. Class Advisers are behg Results of Monitorilg Tool and post
monitored as they implement conferercc of Guidancc
tle HG. CouDselor/designate with advisers
IIl. AssessmeDt of Lerrner's
Developmetrt
1. Leamers are oriented on the Documentation of leamer's orientation
leaming objective arrd how about the leaming objectives and
cvaluation of thcir development

0et€d Cm*r, €reko Av€n're, Pas'o Cry, Flrhp'r€s

oftdLiE: (632}ffi& p,mH116Fac (6I)ffi1.5057
Edrl dr(lCqedgoy.drdiodee.srra|[i&E d.ooi.ph' &6*: nr.(M.mv.ph
 at llln !t lt D0ilitrrcr
Deartnent of Glutation
UNDERSECRETARY FOR CURRICUTUM AND INSTRUCTION

ARf,AS To BE MONIT()RED EVIDENCE I EI NE

their developmcnt will be

2. Assessment lesults are Documentation of cotrfelencc with th€

cxplained to thc leamcrs, leameN about their devclopment
leading to their realizrtion of
the arcas for improvcment.
3. Lcamers can keep track of Lcsmcr's Dcvelopment Asscssment
their progress in the program with rcmarks of adviscr and parent
I\'. SupervisioD of HomerooD Cuidatrce Implemetrtatiotr
l. A clear Monitoring Plan Monitoriry Plans of School Head and
(Guidance Counselo/ Guidafl cc Counselor/Designate
Designate ard School Head)
beforc the start ofthe prcgrarn
is evidcnt.
2. Monitoring Plan is properly Documentation of the actual monitoring
implementcd. &isults
3.Monitoring results are Mhutes of Meeting with the concemed
discussed with the concemed personncl and the accomplished HG
personnel so as to encourage Monitoring Tool (School Level)
actiods needed to improve the
prolram delivery.
4. Moniroring results are utilized Matrix of Monitori[g Results and the
to improYc the progBtrr actions taken
delivcry.
5. Propcr coordination, planning, Minutcs of Mceting and Post
and corrcctive f'cedback Confcrcncc documc'ntation
system arc being enforced.
6. Capacity-building for HC is Documeotation of teachers and
being conducted. pcrsonnel traini[g with the attachcd
utilized budgct and .ecorded training
V. Administrative Concerns
O entation for leamers and Documentation of leameB and parents'
thet parents is conducted by o cntatiotr (e.9. atterdaoc€ shecl
the school before the start of photos ctc.)
School Year.
2. An adequatc budget is allotted Approvcd budget vs Financial Report of
for HG cxpenses. HG (e.g matcrials, trairung expenses
etc.)
3 . Materials atrd relevanl Inventory ofsupplies and materials vs
supplies (online or prioted reports of utilizatioo
leaming matsrials) are
available for the leamers and
teacheB of HG.

DopEd Candq rkik! A'/qus Pasig Ciy, Phiippnes

ohd Lft: (6n)86$n@i8'l{1{6 Far {6I)&t-5(E7
EiEi. qrd@dEd{or.phn 6dado.sdrrlbd€dqd{or.ph tyd*: xr*.oeo.d,av.d1
 ir'tr& d tl. ,llaliriltr
D:Oartuunt of Glsrltion
UNDERSECRETARY FORCURRICULIJMANO INSTRUCTION

1-2585
AREAS TO BE MONIToRED EvIDT]\CE E EI NE
4. The leaming modality is Numbd oflearncrs in each lcaming
appropriate and conducivc fo. modality
the conduct of the program.
5. Duties and respotrsibilities of Documentation of orientation for the
pcrsonncl arc clearly dclined. personnel and teachcrs
6. Correct reports arc submifted Ycar-end report by the school
7- Issues and concems based on Matrix of issucs and concems from the
the repons arc acted upon. rcpons and actions taker

Guidance Counselor/Designate Date

Signature over printcd name

SchoolHead: f)ate:
Signatue over prhted name

DopEd Cqnder, Ibralco Ave&o, Pesig Cily, Phili'fines

lh trp: (6r) S31720fr87-1146 For (632)ffi1.4051
E at qd(ld€ged0or.Cldddo.sndtEri€bd.gcN.phlVd.b: r9y.deo.d.6r.dr
 Lt dlt d t!. Dlitidrt,
3tolrtmtlil ot CDuation
UNDERSECRETARY FOR CURRICULUM ANO INSTRUCTION

BCD-CSDD-O-2021-2s8s

Annex 3: Homcroom Cuidsncc Division Monitoring and Evrluation Tool

Homeroom Guidance Divfuion Monitoring rDd f,vrlurtio[ Tool

Division Region:
Schools Division Supcrintendcnt: Datc ofSubmission
CID Supervisorl
SGOD Guidance Couns€lor/Guidance Designatc

Total No. ofSchools Total No. ofschools that Total No. of Total No. ofSchools
in the Division lmplemented the Schools Monitorcd that did not
(Elemcntary School - Homeroom Guidance and Evaluatcd / Implement the
Senior High School) Program Obsewed Homsroom
Guidance Program
(State reason/
j ustificatioo for non-
implemenration)

DircctioDs: Check the box that coresponds to your answer in each item using the legend below

Lf,CEND: E- Evide 95% - |0o% ofthe lolal nlmbcr ofschools complied

Ll- Evidcnt but lnadcquare 50% - 94% of rhe total numb€, of schools complied
NE- Not Evidcnt less thar 50% oflhe total number ofschools complic{
NA- Not Applicable thc arca is nol applic8ble / il is not possible io comply

ARIAS TO BE MONI'I'OR-ED EYIDENCE D DI Nlt

I. Curriculum Implcmentation snd Compliance
l. HG MLLCS is being followed Class schedule and leamer's
properly. outpur/portfolio
2. Objectives ofthe prognm are Leamsr's output ald minutcs of
achieved at the end of thc meeting of advisers per grade level
school ycar. with Guidance Counselor/designate le
HG's impact on leameN
II. Drliver.v Proccss
l. HG Classes arc programmed Class Prognm and Teachcr Loading
for the wholc school year.
2- Leamers and parcDts arc Letter to parents prcparcd by Adviser
acquaintcd with the regarding the competencies for the
competcncies that thcy nccd to quafler (Based otr Lcamcr's
master pcr domain in each Dcvelopmcnt Assessment ADtrex C)
quaner

04Ed ConCen, llr.ko Avsrc. Pat C4, B*fin€s

oird Lir: 8B}m2rS87{1{6 Fac (6!)ffij-s(Ft
(632)
Eff i: od@q.d{or.plvdixde&.lar'tui@Eed.gor.ph Wdshi *w.d.!€dov.oir
 fl:,%
t...F"j
a4rru. .t l} 3lllirirt'
Dqatmcnt of GDnotion
UNDERSECRETARY FOR CURRICULUMAND INSTRUCTION

BCD-CSDD-O-2021-2585
AREAS To BE MONIToRED EVIDENCE E EI Nu NA
3. Class Advisers arc b€tng Results of Modtoring Tool and post
monitored as they iEplernent confcrcnce of Guidance
the HG. Counselor/designste with advisers
I II. Assessmcnt of Learncr's
Developmeot
Learners are oriented on the Documentation of leamer's
leaming objective and how orienlation about the larning
their development will be objectives and evaluation of their
evaluated. dcvolopment
2. Assessment results are Documeotation of conference with the
cxplaincd to the leamers, leamers about thet developmsnt
lcading to thcir realiztion of
the areas for improvement.
3. Leamers can keep track oftheir Assossmcnt ofLeamcr's
progress in the program Development wiih remarks of adviser
and parcnt
I\'. Supcrvision of Holrreroom Guid.trce lttlplcmeIttation
A clear Monitoring Plan Monitoring Plans ofSchool Head and
(Cuidance Counselor/Designate Guidance Counselor/Designate
and School Head) before the
start of thc prcgram is evidcot.
2. Monitoring Plan is properly Documentation of the actual
implemented. moDitoring results
3. Mordtoring results are discussed Minutes of Me€ting with the
with the concemed personnel so concemed personnel and the
as to eDcourage actions needed accomplished HG Mooitoring Tool
to imFove the program (School Level)
delivery.
4. Monitoring results are utilized Matrix of Monitoring Rcsults and the
to improve the program actions taken
delivery.
5. Propcr coondination, planning, Minulcs of Meeting and Post
and corrective feedback system Conl'erence documentation
are being enforced.
6. Capacity building for HG is Documentation of teachers atrd
being conducted. peNonnel trainiDg with the attached
utiliTed budget and rccorded training
V. Adminislrstivc Concerns
Orientation for leamers ald tlEir Documcntation of leamers ard
parents is conducted by tlrc parents' orientation (e.9. attendaoce
school before the stan ofSchool sheet, photos etc.)
Year.

oepEd Cqnple{ Morako 4wru0, Paig C{y, Bi&dnes

863lr2@m7{ 6 Foc (6?) m1.5(E,
Cted LiE: (632)
E{El ox{lded4or.p|doi.6.$ardt8dAed.go{.ph ltbhir: !!!,@.qq,!
 a4dLr oa r!. SialiDrll'r
Deartmtnt o[ Gbutation
UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION

-2585
AREAS To BE MoNITORED EVIDENCE E f,I NE NA
2. An adequate budget is alloftcd ApFoved budget vs FinaDcial Report
for HC expcnscs. ofHG (e.g materials, training
expenses etc.)
3. Materials and relcvant supplies lnventory ofsup,plies arld materials vs
(online or prhted leaming r€ports of utilization
materials) are available for the
leamers aod tcachen of HG.
4. The leaming modality is Number of leamers ir cach leaming
appropriate and conducivc for modality
the conduct of the program.
5. Duties and .esponsibilities of Documentation of orientation for the
personncl arc clcarly defined. pcrsonnel and teachers
6. Correct reports arc submitted. Year-end repon by the school
7. Issues and cotrcerns bas€d on Matsix of issues and concems from the
thc reports arc acted upon. rcports and actions taken

SUMMARY OI R.LSUI,TS

Write the total numb€r of checks per area and identiry those that arc not evidetrt atrd evidctrt
but inadequate which merit actioDs to be taken-

AREAS TO BE NTONITORED T]VIDENT NOT EVIDENT BUT NOT

EI'IDENT INADEOUATE APPLICABI,E
l. Curriculum Implementation and
Compliancc
Il. f)elivery Process
III. Evaluation of Leamer's
Developdleot
IV. Supervision of Homeroom
Guidancc tmplementation
V. Adminishative Concems

AREAS NOT ACTIONS TO BE ACCOUNTABI,E FOLLOW UP

E}'IDENT/ TAKEN PERSON & Date:
EVIDENT BUT To be Jilled-up at the POStTTON
INADEQUATE Post-Conkrence by Indicate whether action\ to he
Ib beJilled up by Sehool Heod with lhe takcn ore Implemenled or Ngl!
Schtnl HG Implementer ldplemented in the next
moniloring
Ex. Curriculum Ellsure that CC will be Juan de la Cruz,
Guide is being followed properly School llead
followed properly

oepEd Coodel, tle.alcoAvenu., P$ig Crty, P liodn€s

Dftd kf,: (632)ffi$r202ffii.ata6 Fd {BA)m1.5(E1
E{Bl ouilldE d.go{.ot dilda(!.sararbn'o@,gd.go.d1'drbiE. rr*.d€oed.my.0t
 34dlu !t l!. Dt.lirintr
D?Dsrfirail ot Glutation
UNOERSECRETARY FOR CURRICUTUM AND INSIRUCTION

BCD-CSDD-O- 1-2585
AREAS NOT ACTIONS TO BE ACCOUNTABLE FOI,LOW UP
EVIDEN'I'/ TAKEN PER^SON & Date:
EVIDENT BUT To be lilled-up at the POSITION
INADEQUATf, Post-Conference by Indicate whether actio stobe
To befilled up by School Head ith the taken are lrnplemented or N91
School HG Imple e ter Ifiplemented in the aart

Ex. Issues and To drdft an action plall

concems based on addressing the issues
the reports are aDd comems from the
acted upon. r€pons

This certifies that thc monitoring and evaluation results havc bcen discussed with mc. I
urderstatrd that my signature does not necessarily iodicate ageement, but acknowledges receipt
ofthc repon, and that I may rcspood to any and all issues containcd in this evaluation. Writrcn
response must Lre submitted to the undersigned supervisor within l0 working days ofdate noted
below.

School Hcad Datc:

Signature ovcr printcd name

Monilored hv Designation:
Signature over pdnted name

Pa*t C X Ptihti,ros
DepEd Colnphx, lrardho Av6rue,
0Gd Lft (6I)
ffi172ur8687{146 Fa( (6I) m1.60t
F,tul od(ld$d.Sv.dldoda@sarat b@ad.Oov.ph I'ieGiE rw.deoe.@v.oh
 3.,[tln !t !E tlatiBunt
Drpartncnt of €Duation
UNOERSECRETARY FORCURRICULUM AND INSTRUCTION

ECICSDD-O-2021-2585

Aotrcx 4: Homeroom Guidance Regional Monitoring rnd Evrlurtion Tool (Regionrl

Level)

Homeroom Cuidance Regionrl Monitoring rnd Evslurtion Too

Recion:
Regional Director: Date ofSubmission:
CLMD Supervisor:
Regional Guidance Counselor / Guidatrce Desigtrate:

Divisions in the StahE of Homcroom Best Practices Areas for Technical

Region Guidance in the Division lmprovEment in Assistancc
Lnplemeotstiotr the Division Provided
E- EYidan - 9rr - lff* ofrLrdl
@la oldivlrir .{qli.d
El- Evid t l,!d.qrt ,0l(-
9atl.f0. @l .urb.. ordivii.r
NE Nd &i&n -{rt( idDclor of

l{^- rld Arli..hL - di 6 i d

did*/aidFd&5

Division I
Division 2

EsP Regional Supcrvisor: Date:_

Signaturc over printcd namc

Regional Director:
Signaturc over printed tramc

DepEd ComCo{ Ierdko Aveoue, Pa* Cfy, Plifirn€s

Dild Lm: (6I) m$AmffiI{116 Foc (AI) 8A!5{F'l
E{nair oxr(ldE d.lor.pU'f.6ddo.sall'1bri€deod.gor.ph [bhiE: r$|'&i.d.@y.dr
 &'rllir d t|. 3!iL-rtt
Dr0arturmt of GDsrltion
UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION

BCDSDDO-2021-2s8s

Aorer 5:

HOMEROOM GIJIDANCE LEARNER'S Df,VELOPMENT ASSESSMENT

School Yerr 2021-2022

KINDERGAR'TE\

Namc of Lcartrcr: Section:

NaEe of SectioD Adviser:-Lear trg Modrlity:

To the class adviser: Check lhe bo, to indicote your assessmett guided by lhe scale below.
0- No Charce to Ob6ervc
l- Needs lmprovement
2- Developing
3- Sufficiently Dcv€lop€d
4- Developed aud CommeDdable

4 3 I l)

At thc cnd of thc , the stude[t crn noE:

Valuc onesclf
valuc othcrs
individual di flerenccs
Gain of oneself and others

Provide proper steps toward rcsponsible decision-

Evaluate experiances in dccisiotr-making towards

achi coIIunon

Apply effcctive ways ofprotecting oncs€lf and

others
Share skills to solvc
Describe the chosen field

Participatc in school activitics rclcvant to thc needs

ofthe
Engage oneself in meaningful programs and
initiatives for the common
Stlcngthcn self-empowermcnt to respond to
the
needs of the

&pEd Corylo( I€rd@ Avfiue, paq! C v. phiiinfl.s

Fd tir. (88)e].}mmcrrl16 Fi 6iil6ii.6057
ituadosar{rnod*pd{c,F[Eidb
Hrd.dr{rdeed{d.
hw.d6od.oor.d1
 frrfur d 6. Dtilitatd
trrOartmart of GDutation
UNDERSECRETARY FOR CURRICULUM ANO INSTRUCTION

1
Competency 4 3 I 0
Respond to pcrsonal ard social necds that can
contribute to the promotion ofiDtemational staDdards
State steps to tulfill the goal in life

Name and Signature of Adviser:

Name and SigBture of Guidance Counselor/Designate:
Name and Signatu.e ofSchool Head:
Name and Signatute of Parenl./ Guardian:

DepEd Colrp5l, llerdko Ayenue paso Cilv phitniD.

rlfed-L'ne (532) 86$i:fl@7{m ri, OOnii<6
E{E olg0qed.goi.rrd,cdrdo.sananfircedqcdpv.*
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 r'":"=:,'n
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&tllli. !t S. Dlilirirtt
DrDltfirrnt of GDntdion
UNDERSECRETARY FOR CURRICULUM ANO INSTRUCTION

BCD-CSDD-O-2021-2585

IIOMEROOM GUIDANCE LEARNER'S DEVELOPMENT ASSESSMENT

School Yerr 2021-2022

GRADE I -3 (Primrry Lcvcl)

Nrmc of l,€rmcr: Grade/Sectioo

Nrm€ of Section Advi""r,-l,errniDg Modalify:

To the closs adviser: Chec* the box to indicak yow asses.*tent guided by the scale belov)
G No Charc€ to Obscrve
l- Needs Improvemo
2- Developing
3- Suffi ciently Developed
+ Developed and Commetrdable

Competency 1 3 2 I 0
l"t Qusrter
Value onesclf

Rcspect individual differences

Gaill undeNtarding of oneself and others
2"d Quorler
Share the lessons leamed from school and comrnudty that can
be used in daily living
Apply lessons fiom home, school and community to daily
living with consideration to fiunily and socicty
tsxamine the diffcrcnt factors in decision-making for thc
achievement of success
Provide proper steps toward responsible decision-making
Evaluato cxp€riences in dccision-making towards achieving
common good
Cather information about lifc, professiotr and vocatiotr
Streoglhen the co[ncction among krowledge, sklls and mles
of parEnts or Suardiaos and sigaificant adults in choosing a
pmfessiotr, vocation and future plans
/ Quarter
Prepare using knowledge and skills toward academic succcss
Apply effectivc ways of protecting oneself and others
Live effectivc ways in resolving issues that iDvolve ooeself
and others
Sharc skills hclpful to solve problcms

oEEd ConCox, Uer.ko Aveoue, Pat Cfy, Pliirims

Itld Lhi (a2) S3!r2@[6874fl6 Fa( (6?) m1.505I
E{rEl od0dqedg0{.dvdoSaddenndbedq.d0ov.ph [bNb: fty.deoo(@y.dl
 l4rlur d O. DlilDartt
trr0artmcnt of Glutation
UNDERSECRETARY FOR CURRICULUM AND INSTRUCTION

2021-2585
Competetrcy 4 -l 2 I 0
4'Quarter
Participatc in school activities relevant to lhc needs ofthe
community
DemoNtrate aoademic exoellence based on global needs
Live ways that rcspect and protect thc cnvircnment
Engage oneself in meaningful programs and initiatives for the
common good
Strengthetr self-empowerme to rcspond to the needs ofthe
coDmunity
Respond to perso[al and social needs that can contribute to
thc promotion of intemational standards
State steps to fulllll the goal in life

Name atrd Signature of AdvisEr:

Nane and Signature of Cuidarce CouNelor/Designate:
Name alrd Signature of School Head:
Name aDd SigMture of Parent/ Guardian:

oapEd Compler,llrako Aveoue. F.3'S Cty, Flti{gms

oidLrt: (B[) m.]r202'87{1{6 Fac (&?) S31.5{5I
EnC od@dev.pt tuedo.satd{dt8d{od.go{.ph lthhib: wrr.d€..dov.dr
 i't dlu .l r& 3lahrganrt
Dc0ertmcnt ol Glutation
UNDERSECRETARY FORCURRICULUMAND INSTRUC]ION

BCD-CSDD-O-2021-2585

HOMEROOM GUIDA-IICE LEARNER'S DEVELOPMENT ASSESSMENT

School Ycar 2021-2022

CRADE 4-6 (lntcrmediate Level)

Neme of Learner: Grade/Section:

Nrme of Scction Advi8er_Lerming Mod.lity:

To the class adviser: Chect the bot to indicate your assessrnent guided b lhe scale below
0- No Chance to Obscrve
l- Needs Imploveme
2- Developing
3- Sufi cieutly Develop€d
4- Developed and Commendable

Comp€tency 4 3 I 0
ln Quarler

Value others
Respect individual diferences
Gain understaoding of oocself and others
Idendry the methods ofeffective study habits toward lifelong
leaming
Demonsrare effectiYe study habits
2'd Quorter
Provide proper procedure toward responsible decision-making
Evaluate experieoces in decision-making toward achievitrg
common good
Share the lessons leamed from school and community that can
be used in daily tivirg
Apply lessons liom home, school and community to daily
living with consideratiotr to family and society
UndcBtand the importaflcc ofguidance ftom parents or
guardians and significant adults in choosing a profession,
vocation and futurc plans
3'dQuofiet
Errich knowledge and skills toward academic achieveme
Reflect on the decisiods made tbr lilb and profession
4 Quaner
Share one's abilities for the developmcnt of others and
commurity

DogEd Cdnplel rhrdho A'ronu€, Pat Cily, Philitnes

DiGd trE: (601m}?202,fi87{116 Fac (632) 8631-567
E.1bl dxj@qd.Ooi.plrdioda&.sdElbnb@qd.gor.ph Wdsi!: rm.dep€d,mv.ph
 j4$Lt d l|. Dlati rrr
D.gartmail of tEDutttion
UNDERSECRETARY FOR CURRICULUM ANO INSTRUCTION

BCD-6DD-O-2021-2585
Competcnct 4 3 I 0
Strcngthcn seli.cmpowermcnt to rcspond to thc needs ofthe
community
Respond to personal and social needs that caD contribute to the
promotion of intemational sta[dalds
Demonstratc academic excellcnce based on global necds

Namc and Signature of Adviser:

Name and Sigature of Guidalce Cous€lor/Desigsate:
Name and Signature of School Headl
Name and Signatue of Parent/ Guardian:

oepEd Culuhn, tlorJ@ Avonue, Pa*) C.ity, Pnktnes

fied Lheil6I)r$m2ml{ 6 Fe (&?)f,Al-s{El
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 tu !rU. d & 3latiriltr
DrDarturail of Gt[rltion
UNDERSECRETARY FORCURRICULUMAND INSTRUCTION

BCD-CSDD-O-2021-2585

HOMEROOM GUIDANCE LEARNER'S DEVELOPMENT ASSESSMENT

S.hool ye.r 2021-2022

CRADE 7-10 (Junior High School)

Name of Grrde/S€ctiotr:_
Name of Section A Learning Modrlit]:

To the class adviser: Check the box to indicate tout osse.ssmenl guided by the scale below
0- No Chance to Obs€rve
l- Needs Improvement
2- Devclopiag
3- Sufficicntly Devclopcd
,l- Developed and Commerdable

Competency 4 3 I 0
In Quarter
Identiry the metlods ofeffective study habits toward
lifclong lcaming
Sharc knowledge, skilts, and positive attitude helpful
in lifelong leaming
Value oneself
Respect individual diffcrcnccs
Gain undentanding of oneself and others
Idcntiry factors rolatcd to lifc and profcssion
2d Suorler
Sharc the lessons leamed lrom school and community
that can bc used in daily living
Apply lessons fiom home, school atrd commuaity to
daily living with consideiation to family and society
Examine the diffeaent factors h decision-making for
the achievement of success
Provide propcr procedue toward responsible decision-
making
Evaluate experieoces in decision-making towa.ds
achieving common good
Gather information about lifc, professio[ aod vocation
UDderstand the importaDce ofguidaoce ftom parents
or guardians aod significant othcrs in choosilg a
profession, vocation and future plans

0€9td ConCa4 lhr.ho Av€ftie, F.s{ Ciy, PlihFn6

DiBd LiD: (dp) SNIrIE/N7a1a6 Fac (69 m1-505r
Erd:ododqedgov.drdodado.sautdtdqedeov.phVJehib: r .derod,@v.dr
 il,lf U. d Sr }laliDird
Dc9artnrmt of Gluqtion
UNDERSECRETARY FORCURRICULUMAND INSTRUCTION

BCD-CSDD{-2021-2585
Competeocy 4 3 I 0
Rclatc thc choicc ofprofession, vocation and future
plans to one's skills, competcncics, and thc rolcs of
paretrtvguardians and signifi cant adults
3'dQuarter
Apply effective ways ofprotectitrg oneselfand othcrs
Live efective ways in rcsolving issues that involve
oneself and others
Share skills helpful to solve problcms
Describe the choscn ficld
Dccide for life and professioo
Reflecl on the decisions made for lifc and profession
4 Quarter
Demonstrate acadcmic cxcellence based on the global
needs
Live ways that rcspect and protect the environment
Shale onc's abilities for the development of others and
community
Eagage oneself in meaningfirl pmgrams and initiatives
for the cornmon good
Shetrgthen self-empowcrment to respond to th€ nceds
of the community
Respond to personal and social needs that can
coDtribute to the promotion ofintemational standards
State steps to fulfill the goal in life
Outline plans for thc chosen profession, vocation and
the futurc

Name arld Signaturc of Adviser:

Name atrd Signatue of Guidarce Counselor/Designate
Narne and Signaturc of School Head:
Name and Sigmture of Parent/ Guardian:

D.pEd Coln*! M€ralco Av0oue, Pa3rg Cdy, Pliinn€s

orEd tm: (632) S3+202,€687.11$ Far (632) 841-5$7
E{rEl o]ci0ded.gov.drdb$ado.salafi
'tr@pedoov.p\
 arIllnd6.Shliriltr
Drofftmail ol Gbntdion
UNOERSECRETARY FORCURRICULUMANO INSTRUCTION

BCDCSDD-O-2021-2585

HOMEROOM GUIDANCf, LEARIiER'S DEVELOPMENT ASSESSMENT

S.hool ycrr 2021-2022

GRADE I l-12 (Senior High School)

Name of Lerrner: Grade/Section:

Nrme of Seation Adviser: l\lodalit\:

To the class adviser: Check the box to indicate your a.ssessme guided by the scale below
0- No Chance to Observe
l- Needs Irnprovement
2- Developing
3- Suff cieotly Develop€d
4- Developed and Commendable

Competency 4 3 ) I 0
1"'Quaner
Value oneself
Value othcrs
Respect individual differences
Gain undenitanding of oneself and others
7t Suonet
Examine the different Iactors in decision-making for
the achicvcment of succcss
Provide proper procedurc toward responsiblc decision-
making
Evaluatc the experietrces in dctision-making towad
achieving commoD good
3d Quarter
Apply elll'ctive ways ofprotecting oneselfand others
Live eflective ways in resolving issues that involve
oneself and others
Share skills helptul to solve problems
,fh Quartet
Share onc's abilities for thc development ofothers aDd
community
Engage oneselfin meaningful programs and initiatives
for the commoo good
Stftngthcn self-empowerment to rEspond to thc needs
oflhe community
Respond to pcrsonal and social needs that can
contribute to the prcmotion of intemational standards

DepEd Cqnder, rblabo Atrnue, P6rg Crty, PWines

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Dc9rtmcnt ol Gluation
UtlOERSECREIARY FOR CURRICUTUM AND INSTRUCTION

BCD{SDDO-2021-2585

Name arrd Siglaturo of Adviser:

Name aad Signatrre of Guidarce Counselor/Designate
Namc and Signature of School Head:
Name and sigmture of Parcnt/ Guardian:

DepEd Cqll*{ ttor.ho Avnue, Pa* Cly, PHiItEs

oEd LnE: (632) s3}7r2[687-1116 Far (632) S31-5S7
E{Er drtd@.g0v.rvdoda6.erardh0dqedgov.ph Wehib: @.E@|0qrt