Department of Education: Office of The Schools Division Superintendent

Republic of the Philippines
Department of Education
REGIONAL OFFICE V
SCHOOLS DIVISION OF NAGA CITY
Office of the Schools Division Superintendent
August 10, 2020
DIVISION MEMORANDUM
No. 161, s, 2020
OPERATIONAL GUIDELINES ON THE IMPLEMENTATION OF DISTANCE LEARNING DELIVERY

MODALITIES IN DEPED-NAGA CITY FOR SCHOOL YEAR 2020-2021
To: Asst. Schools Division Superintendent

Chiefs of CID and SGOD
PSDSs and EPSs
Public Elementary and Secondary School Heads
All others concerned
1. For purposes of standardization and alignment, attached is a copy of Operational Guidelines on the
Implementation of Distance Learning Delivery Modalities in DepED-Naga City for School Year 2020-2021.
2. For information, guidance, and compliance of all concerned.
MARIANO B. DE GUZMAN, CESO VI

Asst. Schools Division Superintendent
Officer-in-Charge
Office of the Schools Division Superintendent
Address : Roxas Avenue, Triangulo, Naga City

Tel. No. : (054) 871-34-55
Website: www.depednaga.ph
Email: naga.city@deped.gov.ph
Email :naga.city@deped.gov.ph
REGIONAL OFFICE V
OPERATIONAL
GUIDELINES ON THE
IMPLEMENTATION OF
DISTANCE LEARNING
DELIVERY MODALITIES
IN DEPED-NAGA CITY
FOR SCHOOL YEAR 2020-
2021
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FOREWORD
“In the midst of the corona virus crisis, the call remains the same that education must continue,
whether face-to-face or virtual with or without physically going to school. What we assure our learners,
parents, teachers, and the general public is that any decision we will make for the continuation of learning
will have their health, safety, and well-being as primary consideration.” These were the words of our
Department of Education Secretary Leonor Magtolis Briones.
DepEd Naga City- ”Naga Thrives-LCP,” aims to respond to the this call. DepEd Naga
acknowledges the goal of sustaining the delivery of quality, accessible, relevant, and liberating basic
education for all school-age children amidst Covid-19 emergency, and in order to adopt a well-
coordinated and aligned school-based procedures, these operational guidelines were prepared.
A Technical Working Group was commissioned to perform the task of preparation, review, and
publication of this handbook. The purpose of this document is to strategically spark the creative minds
for continuing education amidst various challenges schools are facing today. This will be implemented
in this time of Covid-19 public health emergency.
We shall overcome! So, on to the brave new world.

OIC, Schools Division Superintendent
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TABLE OF CONTENTS
i. Foreword
ii. Table of Contents
iii. Introduction
iv. Flexible Learning Delivery Modalities
Distance Learning Delivery Modality
a. Modular Distance Learning (MDL)
a.1 Printed Modular Distance Learning (PMDL)
a.2 Digital Modular Distance Learning (DMDL)
• Self-Learning Modules
• Learning Activity Sheets
• Various Ways to Distribute Modules
b. Online Distance Learning (ODL)
c. TV/Video/Radio-Based Instruction (TV-Video/RBI)
c.1 TV-Video (SLM-based)
c.2 TV-Video (MELCs Mapped)
c.3 Radio-Based Instruction (RBI)
d. Blended Distance Learning (BDL)
e. Home-School Based (HSB)
f. Face-to-Face (F2F)
v. Induction of New Teachers on Different Distance Learning Delivery Modalities
vi. Assessment of Learning
vii. Weekly Home Learning Plan
viii. Individual Learning Monitoring Plan
ix. Alternative Work Arrangement
x. Roles
xi. Organization of Classes
xii. Loading of Teachers
xiii. Procedural Contextualization
xiv. Acronyms
xv. Appendices
xvi. References
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INTRODUCTION
The directive of the President is that no face-to-face classes will be held at the start of the school year
2020-2021. This urged the issuance of DepEd Order No. 12, s. 2020, Adoption of the Basic Education Learning
Continuity Plan for school Year 2020-2021 in the light of the Covid-19 Public Health Emergency, Unnumbered
Memorandum dated July 21, 2020, Suggested Strategies in Implementing Distance Learning Delivery Modalities
(DLDM) for School Year 2020-2021, Regional Memorandum No. 51, s. 2020, Guidelines on the Distribution and
Utilization of the Regionally Developed Self-Learning Modules (SLMs), Division Memorandum No. 145, s. 2020,
Creation of Technical Working Group on Operational Guidelines on the Implementation of Distance Learning in
DepED-Naga City for SY 2020-2021 and Division Memorandum No. 102, s. 2020, Adoption of Learning Continuity
Plan (LCP) for DepEd-Naga City. These issuances have made possible the finalization of this Operational
Guidelines.
It is in this light, that DepEd Naga City hopes to sustain the dream of the delivery of quality, accessible,
relevant, and liberating basic education for all school-age children amidst Covid-19 emergency.
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FLEXIBLE LEARNING DELIVERY MODALITIES (FLDM)
There are various flexible learning delivery modalities to ensure that there is learning continuity of
learners amidst Covid-19 health emergency. With the current situation, where face-to-face learning modality is
far from being real, the most suggested learning modality is the Distance Learning Delivery Modality (DLDM) in its
various forms.
The data gathered from the Learner Enrollment and Survey Form (LESF) of the schools in the Division of
Naga City had guided the school administration in making the decision in the adoption of the Distance Learning
Delivery Modality/ies (DLDM) that will be used. The choice of modality/modalities of the parent and/or learner,
the learner’s context, access, and readiness were considered. At present, all public elementary and secondary
schools will use the Modular Distance Learning (MDL), 7 out of 28 elementary and 4 out of 11 secondary schools
will also adopt the Online Distance Learning (ODL).
The choice of modality/modalities of parent and/or learner maybe changed by them when deemed
necessary and possible based on, but not limited to, any of the following:
a. Health and physical distancing protocols and other guidelines set in their respective areas;
b. Availability of public transport;
c. Changes in the health status of the learner;
d. The learner assessment results showing that the learner is not doing well in the learning delivery
modality chosen; and
e. Indications and reports of negligence and abuse validated through online visitations.
The members of the family or other stakeholders within the community may engage themselves in
providing instructional support to the learners.
In any of the flexible learning delivery modalities that will be used in the distance learning, the primary
learning resource that will be used are the Self-Learning Modules (SLMs). The Self-Learning Modules were
developed by the different regions (DepEd Central Office issuance) and by the different divisions within Region V
(ROV issuance). The teachers may choose from any of self-learning modules that they believe can effectively
deliver the needed knowledge and skills most appropriate to their learners. These modules may be enhanced
using the Learning Activity Sheet (LAS) target specific competencies needed by the learners. These LAS are
teacher-prepared activity sheets.
Distance Learning Delivery Modalities (DLDM)

Distance Learning is a kind of education of students who are not physically present at the school setting.
It is institutionally-based. It encompasses Distance Learning Delivery Modalities (DLDM). DLDM are learning
methodologies that make sure learning takes place between the teacher and learners who are geographically
remote from each other during instruction. The idea is that despite the geographical distance, the teacher and the
learners are not separated, instead interconnected in different ways and manner.
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During this Covid-19 health emergency, Distance Learning Delivery Modalities (DLDM) are preferred by
schools. Cited examples of DLDM are the following:
a.1 Printed Modular Distance Learning (PMDL)
c. TV-Video/Radio-based Instruction (TV-Video/RBI)
c.1 TV-Video (SLM-based)
c.2 TV-Video (MELC-Mapped)

Modular Distance Learning (MDL) involves individualized instruction that allows learners to use the
Printed Modular Distance Learning (PMDL) Self-Learning Modules (SLMs) in printed form or the Digital Modular
Distance Learning (DMDL) Self-Learning Modules (SLMs) in digital format that may be stored in CD/DVD/USB Flash
drive/pen drive, and power bank or any storage device which may be used by the learner in accessing the SLM
files.
a.1 Printed Modular Distance Learning
The Printed Modular Distance Learning is the most popular mode of distance learning. It is a set of learning
opportunities that is organized around a well-defined topic which contains the elements of instructions, specific
objective, teaching learning activities and evaluation. It is being preferred by many learners as the best modality.
It entails the least financial obligation on the part of the learners. Gadgets are not needed to perform tasks.
The learners simply use the printed copy of the Self-Learning Modules (SLMs). It allows them to use the
self-contained package of learning activities intended to understand certain lessons. Learning Activity Sheets (LAS)
are also in printed format.

Those learners with devices at home like smartphone, laptop, and/or desktop may adopt the digital
modular distance learning. This means that the Self-Learning Modules (SLMs) can be accessed through digital
formats such as CD/DVD, flash drive, other external hard drive or downloaded format using any of the gadgets
mentioned above. The SLMs and LAS can be accessed offline and digital in format.
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SELF-LEARNING MODULES (SLMs)
The Self-Learning Modules (SLM) contains a complete and thorough learner engagement in the task
anchored on the Most Essential Learning Competencies (MELCs) which were carefully deemed essential to be
learned amidst this Covid-19 pandemic. The printed and digital copies of SLMs are K to 12 compliant. They are
developed as an Alternative Delivery Mode (ADM) Learning Resources that were quality-assured to ensure MELCs
are achieved at a given period of time. They are developed following the Alternative Delivery Mode (ADM)
Learning Resources Standards. The SLMs have passed quality-assurance.
The Department of Education (DepEd) has prepared Self-Directed Learning Materials for the new modalities
covering all subject areas. These materials will be in addition to the textbooks (TXs) and teacher’s manuals (TMs)
currently being used in public elementary and secondary schools. The materials were developed at the levels of
the central, region and division offices by team of writers and validators who are subject area specialists,
commissioned by the DepEd.
A digital copy of the Nationally-Regionally-Initiated Self-Learning Modules can be accessed through

(https://bit.ly/R5SLMs) as provided by Division EPS LRMS. The EPS LRMS shall provide Technical Assistance (TA)
in its utilization. These modules will be used in accordance with the Unnumbered Division Memorandum Dated
July 21, Guidelines on the Distribution and Utilization of Regionally Initiated Self- Learning Modules.
AGREEMENTS
DIVISION LEVEL
1. These materials shall be downloaded, segregated, and distributed to the school heads by the
LRMS EPS in Google Drive, CDs or flash drives, and shall provide Technical Assistance (TA) in its utilization. A copy
of all the modules for the remaining quarters shall be provided to all schools as soon as they are available.
SCHOOL LEVEL
1. Before printing of the SLMs, the principal/teacher vice versa shall coordinate with each other for
the most appropriate SLMs to be used at the option of the teacher. The teacher’s choice of SLMs to be printed
shall prevail.
2. The allocation of the SLMs for purposes of printing shall be based on the enrollment data reported
in the Basic Education Information System (BEIS). School Heads shall manage the printing and distribution of
materials to teachers and learners through the school MOOE, Special Education Fund and other local funds.
3. Printed SLMs shall be received by teachers ready for distribution to learners based from the
number of learners enrolled in their class. Teachers shall reflect in their accomplishment report the number of
SLMs received/retrieved/used by learners on a particular day of the week. This report will be submitted to the
grade dean/SH for consolidation.
4. The School Head shall submit the report to the PSDS/EPS for monitoring purposes.
5. SLMs may be distributed to the learners via online or through other modes (e.g. bgy hall/officials,
PTA officer, kiosk etc.) taking into consideration the health protocol required by the IATF, at least once a week or
on a case to case basis depending on the ability of the learner to comply/perform the task/s.
6. SLMs may also be retrieved in the same manner as it was distributed.
7. Learners may utilize answer sheets to maximize the use of SLMs.
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LEARNING ACTIVITY SHEET

A Learning Activity Sheet (LAS) is a teacher-made activity sheet. It contains reinforcement activities or
practice exercises that will help the learners better understand the competencies in a particular lesson.
Commonly, the learners respond to the question or perform a specific activity. In addition, it is also used as
evidenced-based performance of the learner.
The parts of the suggested Learning Activity Sheet (LAS) are the following:
A. Part 1 – Information
1. School Logo
2. Learner’s Information
B. Part 2 – Learning Activity Sheet
1. Introductory Concept/Gawaing Pagkatuto
2. Learning Skills from the MELCs/Kasanayang Pagkatuto mula sa MELCs
3. Activities/Mga Gawain
4. Reflection/Repleksiyon
5. Rubric for Scoring/Rubrik sa Pagpuntos (if Necessary)
6. Answer Key/Susi sa Pagkatuto
7. References/Sanggunian
Here is an example of the different parts of a Learning Activity Sheet with brief explanation.
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This will guide the teachers in the preparation of a contextualized Learning Activity Sheet (LAS) for
reinforcement and engagement of learners. (Lifted from the PPT Presentation of EPS Grace Rabelas – CLMD –
LRMDS)
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Various Ways of the Distribution of Self-Learning Modules
and Learning Activity Sheets

Option 1 – Barangay Distribution and Retrieval of Modules Flowchart
Option 2 –
Option 2 - PTA Distribution and Retrieval of Modules Flowchart
Option 3 –
Option 3 - School-Based Distribution and Retrieval of Modules Flowchart
SH to Teacher to Parents
(B.)
Option 4 – Kiosk-Based Distribution and Retrieval of Modules Flowchart
Option 5 – Online
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Option 5 - Digital Downloading and Uploading of Modules

The Online Distance Learning (ODM) is a distance learning delivery modality that engages the teachers
and the learners who are physically remote from each other but are interconnected through online. It needed a
network that can make this possible. This means that both the teachers and learners must have any of the
following: laptops, desktops computers, smartphones, and internet connectivity.
ODM can be synchronous or asynchronous. It is synchronous when both the teacher and the learners can
have an interface and discussion via real time. Moreover, it may be conducted through: webinars, video
conference, live chat, google meet, zoom and others. The presence of the teacher is expected to facilitate this
modality. It is asynchronous when the learners can download recorded video lessons. This is also self-paced by
the learners. Learners are provided with suggested time frame to work on the assigned task. They can adopt
flexible time frame to finish the task needed. Collaboration between the teacher and the learner can be done
through various online resources. Where feasible, learners who opted for ODM, may also be provided the printed
copies of SLMs.
Online Distance Learning activities must include locomotor, motor-sensory, and audio activities that will
support the Teaching-Learning Process (TLP) to better engage the learners in meaningful activities. The teacher
who utilizes the ODM must have ready text versions of their lessons as well. In this way, it shall help maintain
learning equity for learners with bandwidth challenges by giving them opportunity to review materials that they
are unable to stream on video.
The teacher and the learners in ODM must observe protocols set by the school in the online engagement
especially during real time. Both the teacher and the learner must wear school uniforms during the real time
class. Digital empathy must also be observed by the teacher to foster cooperation and teamwork within and
among the learners in the synchronous class.
The learners and parents who opted for ODM must be capacitated on the use of the various resources
that will be adopted/adapted by the teachers in the TLP.
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c. TV-Video/Radio-Based Instruction (TV-Video/RBI)

The Television-Based/Radio-Based Instruction (TV/RBI) Modality are for those learners who have access to
television networks and/or radio stations. Lessons are delivered via the television network or radio station.
Learners watch the educational television or listen to the radio programs to attend classes through provided
scheduled broadcasts facilitated by DepEd. Learners are also provided with the necessary printed Self-Learning
Modules (SLMs) and Learning Activity Sheets (LAS) when needed. Absolute guidance is necessary during the
viewing and listening time.
c.1 TV-Video (SLMs-based)
The lessons are delivered through the television network. The source of the lessons are based on the Self-
Learning Modules nationally or regionally prepared
c.2 TV-Video (MELC Mapped)
The lessons are delivered through the television network. The source of the lessons are Most Essential
Learning Competencies (MELC) mapped nationally or regionally prepared.

The program was originally launched in 2004 through the Bureau of Alternative Learning System (BALS) and
was aimed to increase the access of marginalized learners to basic education. Its primary goal is the improvement
of basic education by utilizing radio broadcast. It hopes to provide a viable delivery system for basic education. It
expands access in basic education.
The Radio-Based Instruction will provide learning opportunities for listeners who are in their homes. It will
enable parents/guardians to guide their children in the learning journey.
The tasks needed in order use RBI as a learning modality are the following: the school must be able to
determine the learners who have access to the radio broadcast; Coordinate with a local radio station for the
schedule of broadcast and inform the learners of the schedule; it is a must to train a team of teacher writers and
broadcasters who will conduct RBI, convert modules to radio scripts following the appropriate format.

Blended distance learning is a combination of any of the sub-categories of distance learning. The combination
maybe, but not limited to, ODL and PMDL, ODL and DMDL, ODL and TV-Video (SLM-based), ODL and TV-video
(MELCs-Mapped) MDL and TV-Video (SLM-based), MDL and TV-Video (MELCs-mapped) and others. Combining
different modalities that are possible to both the teachers and the learners will ensure better delivery of the
lessons and competencies.
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e. Home-School Based (HSB)

Homeschooling is legal in the Philippines. It is based on article XIV. Section 1 (2) of the Philippines
Constitution, which states that the country will “Establish and maintain a system of free public education in the
elementary and high school levels. Without limiting the natural right of parents to rear their children. The
adaptation of the homeschool education in the Philippines has encouraged parents to actively participate in the
academic growth of their children at their own discretion guided by the institution (schools) where the learner is
enrolled.
f. Face to Face (F2F)
The F2F learning delivery modality is where the students and the teacher are both physically present in the
classroom. There are opportunities for active engagement, immediate feedback, and socio-emotional
development of learners. This is the regular and most popular learning modality. During emergencies, this
modality is not advised. The physical opening will depend on the risk severity grading or classification of a certain
community pursuant to guidelines from the Department of Health (DOH), the Inter-Agency Task Force (IATF) for
the Management of Emerging Infectious Diseases in the Philippines and the Office of the President (OP) per
Paragraph 5 of DO no. 7, s. 2020. There is the possibility of limited Face to Face on the 3rd quarter/January 2021,
but we will await further announcement related to this. Decisions shall be coordinated with DOH, DepEd and LGU,
and pilot testing and inspection must be done jointly with the National Task Force against COVI-19. The host LGU
must be ready to support financially as well as in other ways to comply with the requirements for limited face to
face learning.
Pursuant to DepED Order No. 14, s. 2020, the following priorities must be done if F2F engagement will
happen:
a. Increase physical and mental resilience through: strengthening the implementation of the SBFP; mental
health and psychosocial support School-based Psychological First Aid (PFA) shall be given to learners within the
first month of the resumption of classes, in house counselling session, on line counselling and advocacy on health
education and nutrition; learners engagement in daily physical activities provided physical distancing will be
observed; personnel in DepEd shall be encouraged to engage in at least 30 minutes of daily physical activities,
subject to the strict observance of physical distancing and proper hygiene safety, and smoking and drinking of
alcoholic beverages shall be discouraged.
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b. Reduce transmission by making sure that the school facilities are ready to receive students and
personnel. They must follow stringent social distancing measures as well as strengthen programs promoting
hygiene compliance to the standard set in DO No. 10 s. 2016. Meanwhile, WINS in schools shall ensure provision
of: (1) adequate clean water and soap for hand washing as swell as hand soap/sanitizers/alcohol and other
disinfectants in restrooms, classrooms and entrances; (2) regular routine monitor, replace, and replenish needed
materials for cleaning; (3) intensive cleaning and disinfection; (4) use of facemask and face shield in entering the
school campus; (5) school personnel must regularly and closely monitor the health of their students; (6) Students,
teachers, and personnel who will be detected as having respiratory symptoms shall not be allowed in
schools/offices; and CLCs that will be allowed to deliver face to face learning will be required to conduct
orientation on proper respiratory etiquette, for learners, teachers and personnel per DO No. 12, s. 2020 p. 42-44.
c. Reduce contact through: Strict physical distancing; provision and installation of temporary barriers
between cubicles/chairs/desks; restrictions on mass gatherings (e.g. flag ceremony, face to face office meetings,
PTA meetings; reduce class size from 15 to 20 learners per classroom; and classroom shall maximize available
ventilation (air conditioning units in classrooms are discouraged per DepEd Task Force COVID-19 (DTFC Memo No.
025 s. 2020.
d. Reduce duration of infection by: (1) detection and isolation of symptomatic individuals must be ensured
in all schools and offices per DM no. 15 s. 2020, First Set of Policy Directives of the DepEd Task Force Ncov; (2)
establish/refurbish a school clinic to provide basic health services to learners, teachers and personnel or visitors
(health assessment, physical examination, first aid treatment and management of symptoms; (3) Students,
teachers, or personnel who are exhibiting symptoms shall immediately be referred to the school health personnel
or nearest barangay/municipal/city health center for evaluation or referral to a hospital for possible testing; (4)
Should there be an infected student, teacher, or personnel, contact tracing within the school or office shall be
done and quarantine of students, teachers, or personnel who had direct contact with the infected person shall be
observed; (5) Disinfection of the places within the school or office where the infected had been should
immediately follow; and (6) proper use of personal protective equipment (PPE) for emergency situations and
management of quarantine facilities as detailed in the required health standards per DM No. 15 s. 2020 First Set
of Policy Directives of the DepEd Task Force NCOV.
Even in the absence of F2F classes schools are governed by DepED Order No. 14, s. 2020, particularly its
Enclosure No. 2.
INDUCTION OF NEW TEACHERS ON DIFFERENT DISTANCE LEARNING

DELIVERY MODALITIES
The appointment of new teachers by the Schools Division Superintendent during the school year entails a
system of continuous transitioning into the different learning modalities. Hence, the Human Resource
Development Section shall create a google drive folder for each of the modalities, containing the videos and slide
presentations on Distance Learning Modality Webinar Series. The Public Schools District Supervisors, Principals,
Master Teachers and School IT Coordinators shall take charge of making these online resources accessible to
incoming teachers. This shall facilitate their ongoing induction to the flexible learning options. Similarly, teachers
who were unable to join the webinar series shall also be inducted to the learning modalities by accessing the
aforementioned Google Drive folders. After viewing all videos on Learning Modalities, the PSDS and Principal shall
coordinate with the SGOD-HRD Section for the issuance of Certificate of Completion.
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ASSESSMENT OF LEARNING
PERFORMANCE-BASED ASSESSMENT IN DISTANCE LEARNING
In accordance with the Department Memorandum dated July 21, 2020 from the Office of the
Undersecretary, USEC Diosdado M. San Antonio on the POLICY GUIDELINES ON THE IMPLEMENTATION OF
LEARNING DELIVERY MODALITIES FOR THE FORMAL EDUCATION, the following Assessment Policy in the Division
of Naga City is hereby deduced and aligned with the suggested strategies in implementing and managing Distance
Delivery Modalities (DLDM).
The related literature on performance-based assessment is the one written by Michelle Berger on April
15, 2020 entitled, “How to create a grading and assessment policy for Distance Learning”. The following were
stressed:
1. Only grade student performance on standards most essential to course content. To create lessons
for a shortened instructional period, teachers must select only the standards most essential for students
to demonstrate proficiency on overarching course objectives.
2. Substitute performance tasks for traditional assessments. To mitigate concerns around
technological limitations and potential cheating in a remote environment, consider replacing end-of-unit
assessment with performance tasks. Performance tasks reflect the foundational standards from the unit.
These tasks require students to demonstrate their thought process as they solve problems or respond to
prompts.
3. Adopt existing grading policies to avoid starting from the scratch. Schools should create a
comprehensive grading and assessment plan, ensure that the plan includes: the components of the
curriculum that teachers should grade, the assessment instrument that teachers should use, and the
format of students’ final grades.
What Assessment Policy will be adopted in Distance Learning?
Appendix D, item 1, page 14 of Department Memorandum No. 12, s. 2020 from Undersecretary of
Curriculum and Instruction along “Weekly Home Learning Plan and Individual Monitoring Plan,” states that:
DepEd Order 42, s. 2016 (Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program) provides the legal basis of lesson plan preparation for the basic education. It indicates the necessity of
lesson planning as a “critical part of the teaching and learning process” (p.3) which serve as a guide for instruction
and contains details of what a teacher and learners will do in order to meet the required learning competencies.
Further, the same Order explains how the lesson plan should answer the following questions: (a.) What should be
taught? (b.) How should it be taught? (c.) How should learning be assessed?
The provision of Deped Order No 42, s. 2016 on Policy Guidelines on Daily Lesson Preparation for K-12
Basic Education Program still holds. In the aforementioned Department Order, it has three major components
which will be aligned in distance learning. Viz:
a. What should be taught? – That refers to the issuance pf the Most Essential Learning
Competencies (MELC) issued by the department.
b. How it should be taught? – That refers to the Appendix D and E issued memorandum Different
Distance Learning Modalities.
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c. How should learning be assessed? – That refers to Department Order No. 8, s. 2015 on the
Policy Guidelines on Classroom Assessment in K-12 EBEP. Hence, in the absence of issuance along
assessment during this new normal, the existing policy guidelines on assessment still holds but needs to
fit in during distance learning.
How is Performance-based Assessment done in Distance Learning?
Appendix A, page 4, item 5 and 6 of DO 42, s. 2016, it states that:
5. As much as possible, the primary learning resource that shall be used are the self-learning
modules (SLMs) developed by the regions for the implementation of the Alternative Delivery Modes. It
shall be the foundation for conversion to various content formats such as, but not limited to, digital
formats (flat PDF and e-SLM), educational video, radio and others. The digital format of the SLMs shall be
uploaded to the LR Portal and DepEd Commons.
6. Other learning resources like textbooks, learners’ materials, MELCs-aligned teacher-made

videos, audio-lessons, modules, activity sheets, interactive e-materials may supplement the required
learning resource for each learning delivery modality.
Since all public elementary and secondary schools in DepEd Naga City opted Modular-Distance
Learning, the following assessment guidelines shall be observed.
Teachers should identify learning activities in the learners’ modules that can be graded along
written works (WW) and Performance Tasks (PT) as the major components of grading system as provided
in DO No. 8, s. 2015. Viz:
2. The Written Work component ensures that students are able to express skills and
concepts in written form. Written Work, which may include long quizzes, and unit or long tests, help
strengthen tesk-taking skills among the learners. It is strongly recommended that items in long
quizzes/tests be distributed across the Cognitive Process Dimensions so that all are adequately covered.
Through these, learners are able to practice and prepare for quarterly assessment and other standardized
assessments. Other written work may include essays, written reports, and other written output.
3. The performance Task component allows learners to show what they know and are able
to do in diverse ways. They may create or innovate products or do performance-based tasks. Performance-
based tasks may include skills demonstration, group presentations, oral work, multimedia presentations,
and research projects. It is important to note that written output may also be considered as performance
tasks.
4. Performance tasks is highly encouraged. Performance tasks reflect the foundational

standards from the unit. These tasks require students to demonstrate their thought process as they solve
problems or respond to prompts rather than traditional form of assessment.
5. Other than the Modular-Distance Learning that most of our schools is adopting, those
teachers who opted to use Online Distance Learning shall be guided by items 7, 13 and 14 of Appendix B
of the issued memorandum.
6. Online activities shall be complemented with locomotion, motor-sensory, and audio tools
which will support subjects related to performing arts and clubs. Learners shall be provided with activity
sheets and be given performance-based tasks to accomplish.
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7. Teachers are expected to give assignments and learning tasks.
WEEKLY HOME LEARNING PLAN

A Weekly Home Learning Plan (WHLP) purposefully aims to deliver powerful instruction that will allow
learners to meet the expected standards in a distance learning modality. This will replicate the activities that
should have been done with physical presence. It contains the date, learning area, learning competency, learning
tasks and the mode of delivery as mandated in the Unnumbered Memorandum dated July 21, 2020, Suggested
Strategies in Implementing Distance Learning Delivery Modalities (DLDM) for School Year 2020-2021.
The Weekly Home Learning Plan (WHLP) shall be prepared by all subject teachers. The class adviser puts
them together for the learners. The success of the Distance Learning (DL) endeavor is a partnership between and
among the faculty. The teachers must form a team to sustain the student motivation and engagement as well as
the parent’s support. Therefore, this will require regular/weekly careful planning.
It is expected that the Weekly Home Learning Plan (WHLP) must be released to the parents/guardians
alongside with the Self-Learning Modules and Learning Activity Sheets when necessary. The WHLP will give the
learners a clear picture that will guide them through the weekly task. This will also set opportunities for parents
to help their child for the week’s tasks.
A sample Weekly Home Learning Plan (WHLP) can be found in the Unnumbered Memorandum dated July
16, 2020, Suggested Strategies in Implementing Distance Learning Delivery Modalities (DLHM) for School Year
2020-2021.
INDIVIDUAL LEARNING MONITORING PLAN
The Individual Learning Monitoring Plan will be utilized by the teacher in monitoring the learner’s
progress. The ILMP tool will provide specific feedback of the learner’s progress along the different learning areas.
Only those having difficulty and challenges will have an ILMP. The parents/guardians can be informed regularly
regarding the learner’s progress using the IMLP tool.
The parts of the ILMP are: Learner’s Needs, Intervention Strategies, Monitoring Date, Learner’s Status,
Insignificant Progress, Significant Progress, and Mastery.
ALTERNATIVE WORKING ARRANGEMENT

Alternative Work Arrangement shall continue to be observed in schools pursuant to the provisions of
DepED Order No. 11, s. 2020, Division Memorandum No. 122, s. 2020, and Division Memorandum No. 130, s.
2020.
17
REGIONAL OFFICE V
ROLES
Public School District Supervisor

• Coordinate and Monitor progress of distribution and retrieval of different modules
• The PSDSs shall submit a distribution report, including issues and concerns not later than the 1st week of
the opening of classes to the CID Chief. A regular monitoring shall be done and reported within s/y 2020-
2021. They must also provide technical assistance (TA) on challenges met by the school in the distribution
of modules.
Education Program Supervisors

• The EPSs shall also monitor the utilization of the SLMs and LAS used and covered within the quarter by
the teachers in every schools for s/y 2020-2021. They must provide technical to teachers
• Other modules prepared individually or collectively at the school level must undergo quality assurance
before utilization by the school quality assurance team with technical assistance of the EPS LRMS
Supervisor (Mr. Cesar Arriola – 0920 4542652 – 0915 7582608)
School Head
• Coordinate with the LGU Barangay on the distribution and retrieval of different modules.
• School Head shall consult with the teacher as regards the SLMs that will be printed and used by their
learners.
• Monitor the process and progress of the distribution, retrieval, and use of modules. Submits the report to
the EPSs and PSDSs.
• Evaluate the phase of distribution and retrieval of different modules.
Barangay Captain
• Coordinate with the school principal on the distribution and retrieval of the different modules per learning
area
• Organize the persons who will assist in the distribution and retrieval of different modules
• Facilitate the distribution and retrieval of different modules within the barangay level
• Monitor the flow and progress of distribution and retrieval of different modules
Teachers
• Teachers can choose the SLM to be used whether national or regionally prepared.
• Facilitate the learning process in the various learning modalities using the SLMs
• Monitor and assess the learner’s outputs. Prepares the report of process, distribution, retrieval, and use
of modules. Submits the report to the School Head
• Record, report, and submit the progress of the learners to the School Head
Guidance Counselor/Coordinators
• Facilitate an appropriate intervention
18
REGIONAL OFFICE V
School Parent Teachers Association Officers

• Coordinate with the School Head/Barangay Officials in the distribution and retrieval of the SLMs
Parents/Guardians
• Receive and return the SLMs to the Barangay/Kiosk/School on a given schedule
• Assist the learners in the learning process
• Provide safe and conducive learning environment to facilitate positive learning outcomes
• Consult with the teachers on the challenges met by their child
Learners
• Perform, answer, and finish the different tasks in the self-learning module per learning area
• Coordinate/Call/Ask/Send text message to teachers when needed
• Participate in the learning process through the various learning modalities
• Submit/Upload completed task
ORGANIZATION OF CLASSES
JUNIOR AND SENIOR HIGH SCHOOL
The number of enrollees in every grade level divided by 50 learners. This will determine the number of
sections. The sections will be organized heterogeneously for the general program and special programs.
ELEMENTARY
For Elementary – Kindergarten, the number of enrollees divided by 25 learners. This will determine the
number of sections.
Elementary – Primary Grades I to III, the number of enrollees divided by 35 learners. This will determine
the number of sections.
Elementary – Upper Primary (Grade 4), the number of enrollees divided by 45 learners. This will determine
the number of section.
Elementary – Intermediate, the number of enrollees divided by 45 learners. This will determine the
number of section.
LOADING OF TEACHERS
All teachers must have 30 hours of actual teaching load.
Example:
Using this Formula:
6 sections multiplied by 4 hours per week = 24 hours
Adviser and other related works = 5 hours
Total hours of 29 hours per week
19
REGIONAL OFFICE V
PROCEDURAL CONTEXTUALIZATION
School principals/heads may issue customized/contextualized guidelines that are

specifically applicable in their respective schools, subject to the conditions that they must be
aligned to these guidelines, not violative of any existing DepED policies, deemed facilitative of
effecting the intent of BE-LCP, and beneficial to the best interest of the learners.
ACRONYMS
Blended Distance Learning (BDL)

Digital Modular Distance Learning (DMDL)
Distance Learning Delivery Modality (DLDM)
Learner Enrollment and Survey Form (LESF)
Modular Distance Learning (MDL)
Online Distance Learning (ODL)
Printed Modular Distance Learning (PMDL)
Radio-Based Instruction (RBI)
TV-Video/Radio-based Instruction (TV-Video/RBI)
TV-Video (MELC-Mapped)
TV-Video (SLM-based)
20
REGIONAL OFFICE V
APPENDIX
a. Division Memorandum No. 145, s. 2020, Creation of Technical Working Group on Operational Guidelines
on the Implementation of Distance Learning in DepED-Naga City for SY 2020-2021
July 20, 2020
DIVISION MEMORANDUM
No. 145, s. 2020
CREATION OF TECHNICAL WORKING GROUP

ON OPERATIONAL GUIDELINES ON THE IMPLEMENTATION OF
DISTANCE LEARNING IN DEPED-NAGA CITY FOR SY 2020-2021
To: Assistant Schools Division Superintendent

Division Chiefs, CID and SGOD
CID Personnel
Public Elementary and Secondary School Heads
All Others Concerned
1. In response to the goal of sustaining the delivery of quality, accessible, relevant, and liberating basic education for
all school-age children amidst COVID-19 emergency, and in order to adopt a well-coordinated and aligned school-
based procedures, a Technical Working Group is hereby created whose main task is to craft the Operational
Guidelines on the Implementation of Distance Learning in DepEd-Naga City for SY 2020-2021.
2. The members of the Technical Working Group are:

Chairman: Maria Sheila V. Lagoda
Co-Chairman: Jarme Taumatorgo
Members: Rustico Azana
Emma Naguna
Sulpicio Alferez III
Juliet Curva
Norbelia Avila
3. The preparation/crafting of Operational Guidelines shall be anchored on the following areas of concern:
a. Choice of Distance Learning Modalities, its features and procedures;
b. Learning materials, including the reproduction, distribution and retrieval of Self-directed Learning Modules
(SLMs)
c. Roles of teachers, learners, principals, parents/guardians/tutors/para-teachers and other partners;
d. House Rules;
e. Modes of Interaction and Assessment;
f. Output/Portfolio; and
g. Others deemed by the group as necessary which may include organization and schedule of classes, and
loading of teachers.
4. The first meeting will be held on July 21, 2020, 9:00AM @CID Office.
5. For information, guidance and compliance of all concerned.

OIC, Schools Division Superintendent
21
REGIONAL OFFICE V
REFERENCES
a. Division Memorandum No. 145, s. 2020, Creation of Technical Working Group on Operational
Guidelines on the Implementation of Distance Learning in DepED-Naga City for SY 2020-2021
b. DepEd Order No. 12, s. 2020, Adoption of the Basic Education Learning Continuity Plan for school
Year 2020-2021 in the light of the Covid-19 Public Health Emergency
c.Regional Memorandum No. 51, s. 2020, Guidelines on the Distribution and Utilization of the Regionally
Developed Self-Learning Modules (SLMs)
d. Unnumbered Memorandum dated July 22, 2020, Suggested Strategies in Implementing Distance
Learning Delivery Modalities (DLDM) for School Year 2020-2021
e. DepEd Order No. 007, s. 2020, School Calendar and Activities for School Year 2020-2021
f. Division Memorandum No. 12, s. 2020, Adoption of Learning Continuity Plan (LCP) for DepEd Naga
City
g. DepEd Order No. 42, s. 2016, Policy Guidelines on Daily Lesson Preparation for the K to 12 Basic
Education Program
h. Omnibus Guidelines on the Implementation of Community Quarantines issued by IATF for the
Management of Emerging Infectious Disease dated May 15, 2020
i. Directives of the Office of the President
j. DTFC Memo No. 025 s. 2020,
k. DM no. 15 s. 2020, First Set of Policy Directives of the DepEd Task Force NCov
l. DO No. 10 s. 2016, Policy Guidelines for the Comprehensive Water, Sanitation, and Hygiene in Schools
(WINS) Program
m. DO No. 14, s. 2020, Guidelines on the Required Health Standards of Basic Education Offices and Schools
n. DO No. 11, s. 2020, Revised Guidelines on Alternative Work Arrangement in DepED During the period of
State of National Emergency due to COVID-19 Pandemic
o. Div. Memorandum No. 122, s. 2020, Alternative Work Arrangement of Teachers and Non-Teaching
Personnel of DepED-Naga City
p. Div. Memorandum No. 130, s. 2020, Adjustment on Alternative Work Arrangement for Teaching and
Non-Teaching Personnel in Public Elementary and Secondary Schools and Personnel in the Division Office
Proper
22

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Republic of the Philippines

Office of the Schools Division Superintendent

August 10, 2020

OPERATIONAL GUIDELINES ON THE IMPLEMENTATION OF DISTANCE LEARNING DELIVERY

To: Asst. Schools Division Superintendent

2. For information, guidance, and compliance of all concerned.

MARIANO B. DE GUZMAN, CESO VI

Address : Roxas Avenue, Triangulo, Naga City

We shall overcome! So, on to the brave new world.

MARIANO B. DE GUZMAN, CESO VI

FLEXIBLE LEARNING DELIVERY MODALITIES (FLDM)

Distance Learning Delivery Modalities (DLDM)

a. Modular Distance Learning (MDL)

a.1 Printed Modular Distance Learning

a.2 Digital Modular Distance Learning (DMDL)

SELF-LEARNING MODULES (SLMs)

A digital copy of the Nationally-Regionally-Initiated Self-Learning Modules can be accessed through

LEARNING ACTIVITY SHEET

Various Ways of the Distribution of Self-Learning Modules

and Learning Activity Sheets

Option 2 - PTA Distribution and Retrieval of Modules Flowchart

Option 3 - School-Based Distribution and Retrieval of Modules Flowchart

Option 4 – Kiosk-Based Distribution and Retrieval of Modules Flowchart

Option 5 - Digital Downloading and Uploading of Modules

b. Online Distance Learning (ODL)

c. TV-Video/Radio-Based Instruction (TV-Video/RBI)

c.1 TV-Video (SLMs-based)

c.2 TV-Video (MELC Mapped)

c.3 Radio-Based Instruction (RBI)

d. Blended Distance Learning (BDL)

e. Home-School Based (HSB)

f. Face to Face (F2F)

INDUCTION OF NEW TEACHERS ON DIFFERENT DISTANCE LEARNING

What Assessment Policy will be adopted in Distance Learning?

How is Performance-based Assessment done in Distance Learning?

Appendix A, page 4, item 5 and 6 of DO 42, s. 2016, it states that:

6. Other learning resources like textbooks, learners’ materials, MELCs-aligned teacher-made

4. Performance tasks is highly encouraged. Performance tasks reflect the foundational

7. Teachers are expected to give assignments and learning tasks.

WEEKLY HOME LEARNING PLAN

INDIVIDUAL LEARNING MONITORING PLAN

ALTERNATIVE WORKING ARRANGEMENT

Public School District Supervisor

Education Program Supervisors

School Parent Teachers Association Officers

All teachers must have 30 hours of actual teaching load.

School principals/heads may issue customized/contextualized guidelines that are

Blended Distance Learning (BDL)

July 20, 2020

CREATION OF TECHNICAL WORKING GROUP

To: Assistant Schools Division Superintendent

2. The members of the Technical Working Group are:

5. For information, guidance and compliance of all concerned.

MARIANO B. DE GUZMAN, CESO VI

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