BE-LCP 4Rs + DOS

BASIC EDUCATION LEARNING CONTINUITY PLAN

(Revisited, Re-calibrat ed, Re-stre ngthened, Re-enriched) +
Digita l Ope rat ion Syst e ms)
RATIONALE:

“Whoever teaches learns in the act of teaching and whoever learns

teaches in the act of learning," wrote the Brazilian pedagogue Paulo
Freire in his famous book “Pedagogy of Freedom” (1996).

Despite the harsh reality of the pandemic we are experiencing

right now, we Filipinos have a unique way of finding means to survive
and look at it from a different perspective. We are learning one step at a
time how adaptable and resilient educational systems, policymakers,
teachers, learners, and families can be. The role of teachers is rapidly
evolving becoming in many ways more difficult than when learning took
place only in person. School Year 2020-2021 had passed and many
lessons can be reflected and can be served as inspiration. For the
second year of implementation of the Basic Education Learning
Continuity Plan, the Department of Education Region 02 had developed
a mechanism to recalibrate and enhance further the crafted plan to suit
the evolving and fast-changing situations of its diverse schools termed
as Basic Education Learning Continuity Plan; Revisited, Re-
calibrated, Re-strengthened, Re-enriched; Digital Operation
Systems also known as BE-LCP 4RS+DOS.

BE-LCP 4Rs + DOS: Making it Bolder and Better

With series of consultations, program implementation reviews,
researches and focus group discussions, the plan to re-capsulate,
revalidate and recalibrate content of the Basic Education Continuity
Plan was given attention and careful study. The program LDM2 had
given opportunities for teachers and school heads to provide feedback
and ongoing review on the pros and cons of various modalities
implemented in the region. For the upcoming school year, 2021-2022,
DepEd Regional Office 02 will be spearheading the Basic Education
Continuity Plan dubbed as BE-LCP 4Rs + DOS or the Basic Education
Continuity Plan Revisited, Re-calibrated, Re-strengthened, Re-enriched
+ Digital Operation Systems, this is DepEd Region 02’s Best Response
to ensure that all learners will continue learning safely amid the
pandemic.

Aside from continuing to implement the five major learning

modalities, one of its salient recalibrations was the inclusion of
additional blended learning that was found to be adaptive and valuable
during the third to the fourth quarter of the school year. This was the
time when the Central Office had enforced the Project EASE to look into
the easiest and best possible solutions to ease the burden of learners
Curriculum and Learning Management Division
and teachers in the delivery of basic education alongside the
implementation of alternative delivery modalities. Teachers had found
that the use of walkie-talkies or two-way radio communication systems
had eased the burden of signals and load consumptions of some
schools. This was also very helpful in last-mile schools where
communication was very remote.
The added feature of the education plan was the opening of
valuable online systems that opens virtual and remote transactions of
ongoing programs and projects that cater to schools division offices and
schools to continue providing quality service in the curriculum
implementation, learning delivery, professional development, planning,
and research, quality assurance, field technical assistance, and other
special education support services. Such a project launched alongside
the Regional BE-LCP was the Project NEB Star.
In the process of enriching and strengthening the program,
DepED Region 02 shall continue to implement project ERROR Watch,
revisiting guidelines on flexible learning options in terms of the schedule
of online and modular classes and formalizing class schedules of
blended classes. DepED Region 02 shall also look into programs that
would support home-based reading programs that would help teachers,
parents, and communities assist in the literacy and numeracy skills of
learners. Results of the Learning Outcomes Assessment shall be utilized
to look into program support to help enrich the delivery of the
curriculum viz-a-viz with the chosen learning modalities.
DepED Regional Office 02 shall likewise continue to reach out to
last mile schools as we institutionalized the Project Classhome Plus and
the Project LINGAP to help learners and their families cope up with the
problems they encounter that affected their schooling and family
livelihood.
How has the pandemic changed the role of teachers?
Two crucial factors have shifted due to the pandemic. First,
pedagogical adaptations have proven to be pivotal as the traditional
lecturing in-person models do not translate to a remote learning
environment. No matter the type of channel used (radio, TV, mobile,
online platforms, modular, etc.) teachers learned to adapt their
practices and be creative to keep students engaged as every household
has become a classroom - more often than not - without an environment
that supports learning. Some divisions are supporting teachers with
this. In SDO Isabela, the Project CIDHI where the main remote learning
channel is radio, a ‘live’, Facebook streaming and phone line is open for
students to call teacher anchors with questions and schedules of radio
lessons to allow time for children to cope up with the lessons and
eventually interact with the lecture on radio through the reading of their
messages, questions and comments via Facebook live and phone patch.
Curriculum and Learning Management Division
 For other learners in Junior and Senior high school, they have
time to spend working while conducting lessons through modular. The
same practical applications of the RBI are evident in SDO City of Ilagan
dubbed as Project RADIO where they have the highest number of
schools implementing RBI lessons.
Second, the pandemic has recalibrated how teachers divide their
time between teaching, engaging with learners, and administrative
tasks. In SDO Cauayan City that conducted a random satisfaction
survey to the teachers and school heads, 63% of the respondents
believed remote learning helped sustain education, 6% had shown slight
interest in modular who still believed in the the power of face to face
while the rest of the percentage believed that blended learning found to
be very effective. Nonetheless, the pandemic has highlighted the need
for flexibility and more time for student-teacher interactions. For
example, in SDO Batanes, teachers were given autonomy to adjust the
curriculum, lesson plans, and their time allocation with their Project
VAHAY and Project IVATANS where interim guidelines were
administered to help implement the Basic Education Continuity Plan
propel in the low-risk areas of the islands.

Aside from the conventional alternative delivery models, public

and private schools have adopted some of this digital transformation,
too, using cutting-edge technology to offer world-class education and
future-thinking training. Learning management systems and online
educational tools that support and supplement the work teachers are
already doing are becoming increasingly common and increasingly
necessary.

How systems have supported teachers in their new role?

Design for interaction
Since children have short attention spans, distance learning
comes with challenges to learner engagement, especially from home. A
virtual classroom had included ample room for interaction. Interactive
learning and instruction encourage learners to pay attention since they
are participating in a group event. Question and answer sessions, group
discussions, and round-robin moments are all helpful in setting an
interactive tone. Modular-based lessons had implemented open line
sessions with teachers. The use of two-way walkie-talkies in SDO
Quirino had paved the way to conduct question and answer as part of
the modular sessions.

Curriculum and Learning Management Division

Focus on active learning
MELCs-based lessons are enhanced and supplementary materials
were developed to increase engagement and active participation in the
conduct of the activity at home. In SDO Quirino, K to 3 teachers had
LAC sessions of the ELLN digital to suit the context of the learners in
this remote learning dubbed as Project KKBB (Kwento, Kwenta ng
Bawat Bata). Project KKBB aimed at developing essential lifelong skills
such as reading and numeracy through appropriate interventions.
Project REVIVED too in SDO Santiago City had launched this project to
help learners with reading difficulties.

Putting principles into practice is a great way to keep learners

plugged into the educational journey and to see the value of the current
lesson in context. Project SDO NV on Wheels for example had paved the
way for how SDO Nueva Vizcaya taught of reaching out to last-mile
schools in providing an amazing hub for all. Project ANTERAN also in
SDO Tuguegarao City was initiated to call for active learning
engagement from K to 12 levels through various grade level initiatives
anchored in their continuity plan.

Chunk lessons for bite size

Distance learning means virtual and class homes are also unfairly
competing with distractions from home. Why did we chunk? Because
shorter lessons and lectures make it easy for learners to browse through
content and consume more if they need to. In SDO Batanes, teachers
found time to revisit Learning Activity Sheets to shorten them and select
suited materials based on developmentally appropriate practices
without compromising the learned competencies.

Embrace technology
Technology has helped, not hinder, the teaching and learning
process. Distance learning opens up the opportunity to adopt and
implement a broader range of tech tools. The implementation of blended
learning to some schools in SDO Tuguegarao and SDO Nueva Vizcaya
had paved the way to help improve learners’ manipulative skills and
curiosity as they engage in various tech tools and doable projects both
online and offline. Television as the dawn of the new age classroom had
been very evident in SDO Cauayan City as one of their schools in
Cauayan City National High School has a built-in TV studio. Moreover,
Project CATCH THEM EARLY had also helped SDO Cauayan City
promote a remedial reading program through e-tutorial reading
sessions. SDO Isabela too had recently launched project SHIFT
enforcing hybrid lessons and how teachers would help parents and
learners on difficult lessons for tandem/team tutoring.

Curriculum and Learning Management Division

Parent-teacher in tandem
This is very new to everyone especially to parents since they had
to take a big part in the new normal setup. Learning has moved to the
learners’ homes and parents took part in the role of teachers. Due to
these changes, parents and guardians had been para teachers. In SDO
Cagayan, parents were regarded as knowledge bearers and
knowledgeable others as they facilitate learning at home during modular
distance learning. In SDO Isabela, Project GABAY, and Project ARUGA
were unveiled to reach out to all 4 legislative districts to reach out to
learners with various needs.

Mobilizing stakeholders support

Almost all local government units (LGUs) of the nine (9) schools
division offices had extended assistance to public schools in their areas
as they help adjust to the new normal as well as to utilize the Special
Education Fund (SEF) to support the localization of the Basic Education
Learning Continuity Plan (BE-LCP) of the Department of Education
(DepEd). SDO Isabela for example had and overwhelming support and
had generated hundreds of millions from LGUs to help implement the
BE-LCP. Municipalities such as in Luna, Isabela had shouldered free tv
airing of their TVI lessons developed by the teachers in the municipality
and had been featured nationwide. The Project BERNARD of SDO
Cauayan City had generated tons of funds support and mobilization
projects that sustained the division BELCP. Tinig Bayanihan in SDO
Santiago City had also resounded remarkable projects that help sustain
their continuity plan.

As a whole, the Department of Education Region 02 had

supported teachers by sharing guidelines stressing the importance of
providing feedback to students, maintaining constant communication
with districts and division offices, and reporting to their local
communities to keep track of learning. Other schools division offices
had their local initiatives such as Dulog-Dinig at Solusyon in SDO
Cagayan and Online Education Summit in SDO Isabela. These
conversations and tools allowed division offices to have an open line of
communication with teachers and school heads to better understand
their concerns and adjust remote learning programs.
Beyond providing guidelines and tools, several schools have
leveraged existing professional development programs that worked
before the pandemic. The conduct of region-wide LDM2 modular
sessions spearheaded by the HRDD and CLMD as an in-service teacher
training program transitioned from in-person to remote training had
proven effective in understanding the various learning modalities.
Similarly, the establishment and rehabilitation of the Learning Resource
Management System as the region’s repository of learning resources had
paved the way for the worry-free provision of learning modules both

Curriculum and Learning Management Division

printed and online. The same was also evident in SDO Tuguegarao City
as they launched Project LR-GRASP (Learning Resource General
Repository for Accessibility, Sustainability, and Productivity). Project
FUSION aims to develop, strengthen and sustain partnerships and
linkages between SDO Quirino and its stakeholders. In SDO Santiago
City, the improved mechanisms in the provision and delivery of learning
resources were clearly articulated in their Project PROVIDE.

What impact has learning generated in this new normal role?

Faced with the pandemic, schools have combined high-tech and
low- tech approaches to help teachers better support student learning.
In SDO Santiago City, for example, designed a strategy that
combines SMS, printed modules and ebook, and continuous teacher
feedback, taking advantage of the high internet and mobile penetration
in the city. The approach goes beyond providing low-tech materials: it
gives information on how to access learning programs, ensures students
access paper-based learning materials, and includes home visits to
monitor distance learning activities.
The technology-based instruction and Project PALM or podcast
lessons developed by SDO Cagayan had truly edged the learners with
the new pace of remote learning using the latest and modern delivery
learning tools.

Truly, DepED Region 02 will continue to implement its programs

and projects and sees to it that all necessary actions, plans, allocations,
curriculum implementation will be achieved and accomplished despite
the challenges we are experiencing. DepED Region 02 stands firm in the
test of times and will forever wave its banner as the first in the country
to be ISO Certified in all SDOs and the Regional Office.
DepED Region 02: Tatak ISO and Serbisyo sa Bawat Pilipino!

Curriculum and Learning Management Division

I n previous school year, majority of the learners in the 9
schools division of Cagayan Valley selected Modular
Distance Learning, wherein learners chose printed and
digital modules. For the next school year, the 5 major
learning delivery modalities and 9 blended learning
modalities will be revisited, re-calibrated, re-strengthened,
re-enriched and maximize the use and availability of digital
platforms in learning. The following will be discussed in this
report: Enrolment Comparison of the previous and coming
school year, Implemented LDMs, Available Learning
Resources, Teachers’ and Schools’ Readiness, Learning
Assessment Outcomes, Notable Practices of the 9 schools
divisions and the Regional Office initiatives, Enhanced and
Adjusted BE-LCP to be implemented in SY 2021-2022,
Challenges and Resolution, and Ways Forward.

Curriculum and Learning Management Division

Despite being classified by the Department of
Health as high-risk areas due to their high
average daily attack rate of 7.50.

Curriculum and Learning Management Division

 DepEd Region 2 will be welcoming a total of
924, 647 learners enrolled in both public and
private schools across the nine Schools
Division Offices for the School Year 2021-
2022.

Curriculum and Learning Management Division

The latest regional enrollment data for School Year 2021-
2022 registered a significant 1.06% increase or a total of
9825 additional learners across all levels, together with the
1.96% increase or a total of 470 ALS learners, compared to
the previous school year. The decrease in the enrollment in
Elementary is traced to Grades 1, 4, 5, and 6 enrollment
decrease by 52, 16, 25, and 7% respectively and according to
teachers and advisers, this is due to low confidence level and
hesitation of some parents in distance learning, citing
their lack of gadget, access to internet, insufficient time
and finances, and knowledge. The strict
implementation of community quarantine also posed
additional challenges to educators to reach
learners. However, with LGU and other
stakeholders’ support and partnership, we were
able to encourage more learners and parents to
embrace the new normal way of learning.

Curriculum and Learning Management Division

 REGIONAL FFICE

PROJECT
NEB 2.0
(eNriching Education through #BayanihanHealAsOne)
ENHANCED BASIC EDUCATION
LEARNING CONTINUITY PLAN
(BE- LC

BENJAMIN D. PARAGAS, PhD, CESO V

Director IV/Regional Director

Curriculum and Learning Management Division

Among the 5 major learning delivery modalities that were
implemented in SY 2020-2021, 42% of the total learners
opted to use digital modules while 31% selected printed
modules. There were 187,216 learners who are using
various Blended Learning Delivery Modalities in Region 2.

Curriculum and Learning Management Division

The self-learning modules are the primary learning resources utilized in
the region, establishing 1:3 SLM to learner ratio. The adoption of Latin
Square Printed Modular Learning Schedule ensures smooth distribution,
retrieval and reuse of SLMs and LAS to mega schools. In Latin Square, a
class has 2 weeks to complete 2 learning areas/subjects before moving
on to the next 2 subjects utilizing the collected and disinfected SLMs
from the other class. This method has significantly reduced financial,
human and time resources needed for SLM and LAS production.
TV-based instruction is also available in the Region 2, it is
predominately used in SDO Cagayan, Cauayan City, Isabela and
Santiago City with the aid of their LGU and other stakeholders. Another
notable learning resource in Cagayan Valley is radio-based instruction,
the 8 school divisions that utilized RBI also prepared pre-recorded or
canned RBI lessons that are saved to a flash drive which learners can
readily use using their portable radio equipped with AM, FM and USB
Port. SDO Batanes does not use RBI because there is only one radio
station in Batanes and they are unbale to accommodate DepEd in their
airing schedule, in addition to frequency issues.
Curriculum and Learning Management Division
There are 33,523 public school teachers in the region 2 , in an online
survey conducted in Sy 2020-2021, 17,889 or 26% of teachers declared
that they do not have their own laptop or desktop which can be utilized
for teaching in the new normal. Furthermore, 27% of them do not have
internet connection at home. Despite this, 100% or all of the 33,523
teachers have completed LDM1, LDM2, Virtual INSET and LAC
Sessions. This in in compliance to DepEd Order No. 35, s. 2016 which
introduced Learning Action Cell (LAC) and the synchronized National
Virtual INSET which is indicated in DepEd Order No. 12, s. 2021.
*LDM Course 1 – Learning Delivery Modalities
*LDM Course 2 – Learning Well-Being and Welfare
*LDM Course 3 – Personal Welfare
*LAC – echoing of CO and RO capability training and retooling

Curriculum and Learning Management Division

 There are still schools that needs electricity
supply, computer and internet connection. With
the strong linkage and partnership with LGU
and other stakeholders, schools were able to
mitigate the negative impact of this to the
learning continuity plan.

Curriculum and Learning Management Division

The Regional Office and the School Division Offices generated a total of
488.5M resources from the Provincial, municipal, and city government
units, non-government agencies, civic groups and private companies
and individuals. These overwhelming support were utilized to print self-
learning modules, conduct online teaching and learning, implement
radio- and TV-based instructions, construct WASH facilities, distribute
COVID-protection supplies like alcohol, face shield and mask, and
implement various distance learning programs and projects across the
region.

Curriculum and Learning Management Division

 DepED Region 02 conducted various
online activities, training and programs for
learners and teachers, created online
repository of regional learning resources,
conducted researches, strengthened SLM
Error Watch and community partnership
and linkages.

Curriculum and Learning Management Division

 Among the regional office
initiatives are Project Classhome
Plus and Project Lingap.

Curriculum and Learning Management Division

 In SDO Batanes, they have
Project VAHAY to assist home
learning and Project IVATANS for
teachers’ training.

Curriculum and Learning Management Division

 SDO Cagayan strengthens online
monitoring and evaluation and
provision of technical assistance their
notable Project Dulog, Dinig at
Solusyon.

Curriculum and Learning Management Division

SDO Cagayan also adopted technology - based instruction for its
learners which includes Online Teaching, RBI, TVI, Walkie Talkie
and Podcast as the Division's initiative in order to improve
learners' educational outcomes. Walkie talkie is especially used in
last mile schools. Through the Project RADIO, last mile schools of
CD 1 - 3 were provided with radio units and USB that contains
audio lessions. Through the Project PALM (Podcast, Alternative
Learning Modality), the use of podcast was introduced to the
teachers through 2 Webinars on Podcasting.

Curriculum and Learning Management Division

 PROJECT WRITE or Writing Relevant
Indigenized Teaching Materials for Effective
delivery of SDO Cagayan is the
contextualization of LRs across learning areas
and grade levels.

Curriculum and Learning Management Division

In SDO Cauayan City, the LGU supported
the implementation of 3-in-1 modality,
combining TV, Radio and FB Live
instructions through
Project BERNARD.

Curriculum and Learning Management Division

 CATCH THEM EARLY is a reading
remediation program of SDO Cauayan City
that significantly reduced non-readers
through homebased e-monitoring of early
language literacy and numeracy.

The Cuddling at Risk Children

Through Home-based E-mentoring
on the Early Language of Literacy
3.0 (Project CATCH THEM
Early)married to Brigada Pagbasa
caters learners aged 5-12 or Kinder
to Grade 12 also include
development of psychomotor and
affective skills.
Curriculum and Learning Management Division
Recorded audio and video learning
materials are produced by SDO
Cauayan’s Production Team which
learners can accessed through
radio and cable TV partners.

Curriculum and Learning Management Division

 Project BACK UP ensures that all the
materials in the teaching delivery are
stored in BAMBOO FLASH or Flexible
Learning Activity Sheet’s Hub managed by
the division IT Officer.

Curriculum and Learning Management Division

 In Tulong Dunong, 117
volunteer teacher applicants in
SDO Cauayan City served as
para-teachers to learners.

Curriculum and Learning Management Division

 Project SAPAT is dedicated for ALS
learners that encouraged more learners to
complete the ALS Program in SDO
Cauayan City.

REGIONAL

FFICE
Curriculum and Learning Management Division
SDO City of Ilagan’s CID launched Project
ASSISTANCE to aid educators in the
delivery of instruction and services in the
new normal.

Curriculum and Learning Management Division

 Blended learning through modular
distance learning and radio-based
instruction was institutionalized in SDO
Ilagan through Project RADIO

REGIONAL

FFICE
Curriculum and Learning Management Division
In SDO Isabela, Project CIDHII includes
interventions, innovations on distance
learning, assessment, M&E, need-based
TA and LR contextualization.

Curriculum and Learning Management Division

 Project Shift addresses the needs of
learners in various circumstances by
answering queries and concerns of
parents and learners.

REGIONAL

FFICE
Curriculum and Learning Management Division
 Project ANAK caters the need of
learners with challenging
circumstances.

REGIONAL

FFICE
Curriculum and Learning Management Division
 Project GABAY is SDO Isabela’s
Instructional Supervision and
Monitoring project.

REGIONAL

FFICE
Curriculum and Learning Management Division
 Project ARUGA also provides
assistance to teachers in SDO
Isabela

REGIONAL

FFICE
Curriculum and Learning Management Division
 SDO on Wheels: Reaching the Last Mile and hard to
reach Schools in Nueva Vizcaya, further addresses
issues, concerns and needs of the learners and teachers
in the remote schools of the division. Thus, bringing the
Schools Division Office of Nueva Vizcaya at the
doorsteps of the schools in far flung areas

REGIONAL

FFICE
Curriculum and Learning Management Division
 Project RIPPLES is a division science curricular
program aimed at enhancing science teachers’
knowledge and skills on 21st century pedagogical
approaches for improved teaching-learning and
promote continuing professional development
thru School-based Learning Action Cell. It’s a
continuing program which started last May 2019.

REGIONAL

FFICE
Curriculum and Learning Management Division
 MISTAH PLUS, a project initiated by SDO Nueva
Vizcaya thru the Curriculum Implementation
Division in 2017, aims at strengthening and
sustaining improved implementation of basic
education services along curriculum, instruction,
learning resources and assessment.

REGIONAL

FFICE
Curriculum and Learning Management Division
 Project FUSION aims to develop,
strengthen and sustain partnership
and linkahes between SDO Quirino
and its stakeholders.

REGIONAL

FFICE
Curriculum and Learning Management Division
 SULOK TALAS advocates the setting
up of conducive learning area at home
for the learners of SDO Quirino.

REGIONAL

FFICE
Curriculum and Learning Management Division
 Project KKBB aimed at developing
essential lifelong skills such as reading
and numeracy through appropriate
interventions.

REGIONAL

FFICE
Curriculum and Learning Management Division
 This is a partnership engagement that capitalizes on
communication to deepen stakeholders’ awareness
and ownership as the division uses virtual platforms
to present its plans, strategic directions, and its
various programs projects, and activities in support to
learning continuity.

REGIONAL

FFICE
Curriculum and Learning Management Division
 The use of two-way radio in support to
instruction aims to compliment and supplement
modular distance learning delivery modality.
Teachers use these gadgets as a communication
option to monitor learning and to give feedback to
the learners and their parents.

REGIONAL

FFICE
Curriculum and Learning Management Division
 It is the central and frontline project of the
Division as it offers both an online and offline
mechanism providing learning materials that can
be accessed by learners across grade levels and it
also caters learners with special educational
needs (LSEN). Project PROVIDE is one of the top
12 DepEd recognized innovative projects in the
country.

REGIONAL

FFICE
Curriculum and Learning Management Division
 This includes distribution of transistor radio to
elementary students, tablet for Grades 3 and 7
students, Risograph and photocopier for selected
schools, DepEd Kiosk to chosen barangays - It's a
standalone Information kiosk, hence, information
access is possible even without internet
connection on selected barangay and the
distribution of laptop to all schools.

REGIONAL

FFICE
Curriculum and Learning Management Division
This project is established to connect and engage
with education stakeholders along curriculum
implementations, health and safety, and
governance. This also includes a livestream
quarterly program of the Division Office to help
disseminate information to the community on the
implementation of Basic Education Learning
Continuity Plan, updates, announcements,
achievements, forum, and lecture- training.

REGIONAL

FFICE
Curriculum and Learning Management Division
 The Division forged partnership with various radio
stations in Santiago City that aired lecture for
Kindergarten up to Grade 3, and ALS learners. Also,
sharing and benchmarking of best practices in the
new normal with the UP-PLDT partnership.

REGIONAL

FFICE
Curriculum and Learning Management Division
Virtual health service provision mechanism through
a Facebook page has started its operation with HNS
personnel as online operators who provide real time
response to clienteles with their health queries from
8:00 AM to 5:00 PM, Monday to Friday.

REGIONAL

FFICE
Curriculum and Learning Management Division
 This activity ensures that while there is no face-to-
face meet up of learners and teachers, school
maintenance is seen as a community activity, hence
Project Linis Bayan is implemented in most schools
in the SDO incompliance with strict IATF protocols
on health procedures and standards.

REGIONAL

FFICE
Curriculum and Learning Management Division
 The project is conceptualized through the UMALOHOKAN
which refers to the town criers of precolonial barangays in the
Philippines. They were responsible for going around and
making people aware of new laws passed by the rulers. In the
same way, project UMALOHOKAN captures the idea of sharing
information that SLMs and LASs are now ready for distribution
and sometime brings the LASs and SLMs to learners in their
respective homes.

REGIONAL

FFICE
Curriculum and Learning Management Division
Despite the surge of the COVID-19, schools are not
deterred to take steps in order to enhance and help
learners with reading difficulty. Through various
reading programs bannered as Best Practice,
Schools in Santiago City are one with the
Department of Education in enhancing and
developing learners’ love for reading.

Curriculum and Learning Management Division

 PROJECT ANTERAN- (Accessible, Necessary and
Timely Educational Resources, Anchored with the
New Normal) an Itawes word which translates to
the expression, “ Let’s go!” signifies the readiness of
all the schools in the Division in the delivery of
instruction with the aid of developed learning
resources in the different learning modalities.

REGIONAL

FFICE
Curriculum and Learning Management Division
PROJECT E- USBONG-( Umaarangkadang Talino’t
Samut- Saring Talento Bawat Obra Maestra
Ngayo’y Gugunitain at Kikilalanin) , aims to
enhance, showcase and recognize learners’ skills
and talents to develop self- worth.

Curriculum and Learning Management Division

 PROJECT TUGUEgaRADYO Eskwela- this is the
airing of Radio- based Instruction (RBI) canned
lessons and resources in partnership with the
Department of Agriculture, DZDA 105.3 Mhz FM. It
is also an alternative delivery mode of learning in
the new normal streamed live via DZDA FB Page.

REGIONAL

FFICE
Curriculum and Learning Management Division
PROJECT SULONG FiliPINOY aims
to cultivate learners’ awareness in
Filipino culture and traditions.

REGIONAL

FFICE
Curriculum and Learning Management Division
 PROJECT SHARE (Synergize to Harness and Adopt
Learning Resources in the New Normal), it aims to gather
teacher- made audio-/video- based lessons in Science
which are quality assured and may be adopted and used
in teaching Science to improve learning outcomes.

REGIONAL

FFICE
Curriculum and Learning Management Division
 Learning Resource (General Repository for Accessibility,
Sustainability and Productivity), provides teachers and
learners with an easy access to quality assured division and
school- initiated learning resources to enhance the teaching-
learning process that will sustain quality basic education. It
also aims to encourage teachers of the Division of
Tuguegarao City to produce and craft their own materials
which are properly documented and recognized for the
teachers' personal and professional growth.

REGIONAL

FFICE
Curriculum and Learning Management Division
 PROJECT HOPE (Harnessing Skills through
Optimum Partnership), aims to provide learners
with the opportunities to acquire and
demonstrate the skills that may be used for
livelihood and strengthen partnership and
collaboration among stakeholders.

REGIONAL

FFICE
Curriculum and Learning Management Division
A side from conducting school-based survey and research
studies to determine the effectiveness of the implemented
distance learning modalities in the region, the Regional
Language Literacy and Numeracy Assessment and Regional
Exit Assessment were utilized. The assessment was
administered to Grades 3, 6 and 10 learners using
Purposive Sampling. 2.78% of the total schools participated
in the assessment prepared by the CLMD and quality
assured by the Learning Resource Quality Assurance Team.
Purposive sampling was conducted due to imposed
community quarantine protocols and available testing
materials. Initial results reveal that the learning modalities
implemented in the region are effective which is justified by
the yield of more than 75% proficiency.

Curriculum and Learning Management Division

 CHALLENGES and RESOLUTIONS
CHALLENGES RESOLUTIONS
Incomplete and delayed uploading and Development of Learning Activity Sheets
Distribution of Self-Learning Modules for the region
(SLMs) and Learning Activity Sheets (LAS) Use of tagged textbooks and other
available LMs
Errors in SLMs and LAS (form and content) Establishment of ERRORWATCH
PROGRAM to ensure quality learning
resources
Too much learning activities to accomplish Designed simplified Lesson Delivery Plan
Massive number of SLMs and LAS to be
rep roduced, sorted, distributed and Implementation of other modalities such
retrieved as RBI/TVI and blended distance learning
Limited parental or household support to Teachers/ Knowledgeable Others
learning at home Visitation
SMS / Phone call tracking and
intervention

CHALLENGES and RESOLUTIONS

CHALLENGES RESOLUTIONS
Lack of gadgets (teachers, Forged partnership with LGUs, NGOs and othe r
parents and students) stakeholders for the procurement of tablets and
other gadgets
Unstable internet connection; Coo r dinated with local intern et service provider,
Costly intern et services or LGU on establishin g e-link which will provide free
expensive data plan access to int ern et on selected sites
Scheduled asynchronous sessions and utilization
of recorded lessons
Calibrated commun ity Implemented Academic EASE
lockdown in high-risk areas Str engthened coordination with the LGU to
facilitate distribution
Poor readin g and Implemented several programs to add ress the
comprehension ability diff icult y across learning areas such as Project
Learning diff icult ies in CATCH UP 2.0 ( a reading program to enhance
mathematics reading comprehens ion)

Curriculum and Learning Management Division

 For SY 2021-2022, through BE-LCP 4Rs plus
DOS, more learners will be utilizing Digital
Modules, Blended Learning Modalities, Radio-
based and TV instructions and Online Distance
Learning. The region will also intensify the use of
Walkie Talkie for hard-to-reach areas and FB
Live for instruction.

Curriculum and Learning Management Division

 The Private Schools are also re-
opening and utilizing digital and
online distance learning modalities.

Curriculum and Learning Management Division

 Included in the preparation for the
coming school year is the
Vaccination Campaign among
DepEd personnel. Records shows
that 86% of the teachers signifies
intensions to be vaccinated and
based on July 2021 data, 17.2% are
already vaccinated.

Curriculum and Learning Management Division

 The following are the
programs, projects and
activities that DepEd RO2
will implement to ensure
enrollment of learners,
teachers’ readiness,
instructional supervision
and delivery of learning and
other services. The newly
hired teachers will undergo
ON-BOARDING as part of
their induction program and
capability building to teach
in the new normal.

On Boarding of newly hired teachers

Curriculum and Learning Management Division

 The proposed enrollment
process includes the use of
Google Forms, setting up of
enrolment hubs in the
barangay and schools.

Curriculum and Learning Management Division

 These are the plans to
improve learning outcome
and other preparations
should the limited face-to-
face classes be approved.

Curriculum and Learning Management Division

 We already have the
proposed Schedule for the
learners.

Curriculum and Learning Management Division

HOME LEARNING GUIDE
LETTER TO PARENTS

Curriculum and Learning Management Division

HOME LEARNING GUIDE
PART 1: SCHEDULE OF HOME LEARNING

6:00 AM – 7:30 AM 5:30 AM – 6:30 AM Wake up, make up your bed, practice personal hygiene
protocols, eat breakfast and get ready for a fruitful day!
7:30 – 7:45AM 6:30 – 6:45AM Have a short exercise/meditation with family. Maybe 15
minutes?
7:45 – 10:00 AM 6:45 – 10:00 AM Accomplish first learning task of the day. Be motivated!
Be a risk taker!

Monday MTB, Tuesday EsP, Wednesday: Filipino, Thurs-

day: English, Friday : Araling Panlipunan / Social Sciences
10: 00 – 10:15 AM 10: 00 – 10:15 AM BREAK
10:15 – 11:45 AM 10:15 – 12:15 AM Accomplish second learning task of the day and submit to
your teacher. You can do it.

Monday: Math Tuesday: Science Wednesday: EPP/TLE

Thursday Music, Arts Friday PE, Health
11:45 – 1:00 PM 12:15 – 1:00 PM LUNCH BREAK

-
-
-

Curriculum and Learning Management Division

HOME LEARNING GUIDE

PART 3: LEARNING ACTIVITY SHEET

Note: Please include this

in all Learning Activity
Sheets.

Practice Personal
Hygiene protocols at all
times.

Note: Contextualization of Learning Activity Sheet is allowed.

Curriculum and Learning Management Division

 PROPOSED
DAILY LEARNING LOG
for Home Learning

Reflective Questions Day 1 Day 2 Day 3 Day 3 Day 3

(Quarter 1: Week 1) Date: Date: Date: Date: Date:

What Subject did I learn this -Math

day? -Science

What Lesson have I learned -Addition

this of Dissimilar Frac-
day? tions
-Classification of Materials
What other things have I learned -Robotics
this day?
-Webster Dictionary and
What other materials have I read Internet
this day?
What did I enjoy this day? -I enjoyed my lessons in
What did I find easy to do thisScience
day? -I found easy answering the
puzzles in the Activity
Sheets
What did I not enjoy this day?- I did not enjoy my lesson
in Math, it was confusing
What did I find difficult this day?
What do I want to do next day? - It was difficult to learn
alone
-I want see my Math Teach-
er or ask my parents to look
for Math expert to tutor me
on this

Curriculum and Learning Management Division

SAMPLE
LEARNER’S CHECKLIST
OF WEEKLY ACTIVITIES

Curriculum and Learning Management Division

SAMPLE RADIO/TV BASED
INSTRUCTIONS

SAMPLE RADIO/TV
TIME GRADES DAYS
Weeks 1 - 4
7am-8am Grade 3 M-F
8- 9 am Kinder M-F
9-10 am Grade 1 M-F
10 – 11:00 Grade 2 M-F

SAMPLE TV/RADIO 2
TIME GRADES DAYS GRADES
Week 1/2 Week 3/4
8 – 9 am Grdae 4 MWF Grade 5
10 - 11 am Grade 6 MWF Grade 7
11- 12:00nn Grade 8 MWF Grade 9
3-2:00pm Grade 10 MWF Grade 11
4– 5:00pm Grade 12 MWF ALS

Note:
Clearing house (10-15 minutes) shall be done every after session.

Curriculum and Learning Management Division

Proposed Schedules for
BLENDED

Note: Flexibility on schedule is allowed based on school/community situation

Curriculum and Learning Management Division

Sample B:
Proposed Schedule for Grades 4-12
Home
MONDAY Shift 1 Shift 2 In School
Learning

Flag 12:00 – Twice a Thrice a Assessment Answering /

15 7:00-7:15
Raising 12:15 Week Month Monthly Doing the
Eight Times Every First Summative Learning
ESP 30 7:15 – 7:45 12:15 - 12:45 a Month – Third Fri- Test Activity
Every Mon- day of the Practical Sheets
day and Month Test /
Math 60 7:45 – 8:45 12:45 - 1:45 Tuesday Performance
Based Test Wednesday
Face to
face with Checking of and
English 50 8:45 – 9:35 1:45– 2:35 Home Thursday
Learners
developing Learning
Recess 15 9:35 – 9:50 2:35 – 2:50 key Con- Output
cepts / The- Fixing
Filipino 50 9:50 – 10:40 2:50- 3:40 Skills /
ories
Citing Ex- Remedia-
amples tion and
AP 50 10:40 – 11: 3:40-4:30
Explicit Validating
30 Learners
Teaching
TUESDAY Shift 1 Shift 2 Weekly
tasks
Note:
15 7:00-7:15 Teachers
Flag rising 12:00 – 12:15 will just fix/
remediate
skills/ that
are essen-
Science 50 7:15 – 8:05 12:15 – 1:05
tials to the
mastery of
MAPEH (all
MELC
Compo- 100 8:05 – 9:45 1:05 – 2:45 (based on
nents) the results
of Output
Recess 15 9:45 – 10: 00 2:45-3:00 from Home
Learning
and the
EPP/TLE weekly
MAPEH (all template
100 10:00 – 11:40 3:00- 4:40
Compo- provided)
nents)

Note: Flexibility on schedule is allowed based on school/community situation

Curriculum and Learning Management Division

PART 1:
SCHEDULE OF
HOME LEARNING GUIDE

6:00 AM – 7:30 5:30 AM – 6:30 AM Wake up, make up your bed, practice personal hygiene protocols,
AM eat breakfast and get ready for a fruitful day!
7:30 – 7:45AM 6:30 – 6:45AM Have a short exercise/meditation with family. Maybe 15 minutes?

7:45 – 10:00 AM 6:45 – 10:00 AM Accomplish first learning task of the day. Be motivated! Be a risk
taker!

Tuesday MTB, EsP, Filipino, Wednesday: English, Thursday :

Araling Panlipunan / Social Sciences
10: 00 – 10:15 10: 00 – 10:15 AM BREAK
AM
10:15 – 11:45 10:15 – 12:15 AM Accomplish second learning task of the day and submit to your
AM teacher. You can do it.

Tuesday: Math Wednesday: Science Thursday: EPP/TLE / MAPEH

11:45 – 1:00 PM 12:15 – 1:00 PM LUNCH BREAK

-
-
-

Curriculum and Learning Management Division

ADM - HOMESCHOOLING
provides learners with
equal access to quality
basic education at home to
be facilitated by qualified
parents, guardians, or
tutors who have
undergone relevant
training.

Families can educate

according to their personal
faith, philosophy, and values.
Learning schedules may
adjust to fit family schedules
and circumstances.

APPRENTICESHIP
provides Senior High School learners with
opportunities for actual immersion in
workplace situations under the supervision
of a certified practitioner.

Selected TVL specialization

that require more onsite
learning and application of
skills

Curriculum and Learning Management Division

GROUPING OF LEARNERS

Results of the Survey

Schools with varied options
a. Distance Learning – Modular - 15
b. Distance – Digital – 5
c. Blended – 15
Provision of teachers or any facilitators of learning (SH, PSDS, EPS) for each
group shall be done basing on the their readiness to handle the different modalities.

Options must vary with the condition of the community either under
General Community Quarantine, Enhanced Community Quarantine
or COVID Free Community.

Curriculum and Learning Management Division

ASSESSMENT

Curriculum and Learning Management Division

ASSESSMENT

Use individual portfolio/e-portfolio

3. Proctors shall be sending/ bringing the

results to the assigned teachers of the
learners

Note: Strict compliance to DO 8, s 2015

In extreme cases where (f2f) assessment is not allowed teachers through SHs,
PSDSs, EPSs, Chiefs shall convert the printed copy to digital and it shall be
administered online

Curriculum and Learning Management Division

Curriculum and Learning Management Division
TASKS
“Let’s make this Learning
Activity Sheet easy and
meaningful for our kids! “

Curriculum and Learning Management Division

TASKS

PREPARATION OF WEEKLY/MONTHLY/ QUARTERLY TASKS

FOLLOWING THE STANDARDIZED TEMPLATE (MODULES /
LEARNING ACTIVITY SHEETS,
FACILITATOR OF LEARNING, RECORDER, CHECKER

PREPARATION & QUALITY ASSURING OF THE LEARNING

MATERIALS/PROVISION SUPPORT/ FUND FOR PRINTING OF
MODULES / LEARNING ACTIVITY SHEETS
FACILITATOR OF LEARNING, RECORDER, CHECKER

MONITOR, EVALUATE AND PROVIDE TECHNICAL ASSISTANCE

TO TEACHERS.
FINALIZATION OF MODULES / LEARNING ACTIVITY SHEETS
FACILITATOR OF LEARNING

MONITOR, EVALUATE AND PROVIDE TECHNICAL ASSISTANCE

TO SDOs.
UPLOADING OF LEARNING ACTIVITY SHEETS AND OTHER LRs
FACILITATOR OF LEARNING

Curriculum and Learning Management Division

 GUIDELINES
and
TIMELINES
GUIDELINES and
TIMELINES

Curriculum and Learning Management Division

GUIDELINES

Curriculum and Learning Management Division

TIMELINES TO REMEMBER
MAY JUNE JULY AUG SEPT OCT
2021 2021 2021 2021 2021 2021

Pilot Testing

Pilot Testing of
modalities

Pilot Testing

WHAT WE NEED:

/Transistor
Radio

Note:
Request CO to issue official document to allow the utilization of School, SDO,
MOOE to support the needs
Request LGU for the utilization of SEF to support the needs.

Curriculum and Learning Management Division

PROPOSED
ENROLLMENT PROCESS

Curriculum and Learning Management Division

PROPOSED ENROLLMENT
PROCESS

Curriculum and Learning Management Division

ENSURING ALL SCHOOLS ARE
COVID-19 FREE
COMPLIANT

Curriculum and Learning Management Division

10 immediate (WINS) Wash in Schools
Actions for School Heads to manage the
Response to COVID-19

Curriculum and Learning Management Division

 Presence of functional Handwashing Facilities

Provide functional handwashing facilities/stations with soap and adequate supply of

water at the following locations:
● Schools Entrance
● Strategic locations within school premises
● Comfort rooms/toilets

Presence of safe and adequate supply of water

Provide regular supply of safe drinking-water for personnel and learners.
● Schools without a safe drinking-water supply should advise personnel and learners to
bring with them a bottle of water from home.
● Provide regular supply of clean water for handwashing, menstrual hygiene
management, toilet flushing, and other cleaning purposes within the school setting.
● For schools with inadequate supply of water or have no access to regular water
supply, installation of rainwater catchment systems to ensure water supply for proper
hygiene and sanitation is advised.

Presence of sufficient supply for covid-19 response

-Calculate the hygiene supplies needed that will enable personnel and learners to properly
conduct hygiene activities
● Soap (bar or liquid)
-200 g soap per learner per school year is enough for each learner to wash hands 2
to 3 times a day in school
● Hand sanitizer (with at least 70% alcohol concentration
● Sodium hypochlorite for cleaning/disinfecting
● Sponges
● Brooms and buckets
● Personal protective equipment such as face masks and gloves for cleaners

-Provide regular supply of soap in handwashing facilities/stations

Curriculum and Learning Management Division

Regular cleaning and disinfecting
● Ensure regular cleaning and disinfecting according to national guidelines and global
recommendations.
● Ensure a cleaning and maintenance routine.
-Classrooms are regularly cleaned.
● Provide supply of face masks and gloves to janitors/cleaning staff.
● School heads are advised to involve Parents Teacher Association, community members,
and students as needed for cleaning.
● Placement of foot baths in all entrances (1:10 bleach solution; 1-liter bleach mixed with 9
liters of clean water) is advised.
Ensure replacement of disinfectants in dispensers and foot baths.

Effective solid waste management

● Provide separate garbage bins for dry waste, wet waste, and hazardous/toxic
waste.
● Ensure proper solid waste disposal through the existing municipal or city solid
waste management and disposal system, or through a compost pit within
school premises.
● Provide information on the proper disposal of sanitary pads to girl students.

Physical distancing of at least 1 meter (3 feet) apart

● Ensure that personnel and learners adhere to physical distancing keeping at
least 1 meter (3 feet) apart.
-Installation of temporary barriers and placement of marking tapes on the
floor to demonstrate physical distance particularly where learners line up
or gather are advised.
-Assign students to specific shifts of break time.
-Create space between desks and chairs.
-Limit number of students inside the classroom or resort to teaching out-
doors, if possible, to maintain physical distance from each other.

WASH Monitoring Team

● Schools heads are advised to assign staff members (personnel or learners)
to oversee handwashing stations and toilets with considerations to the fol-
lowing:
- Availability of water and soap
- Handwashing activities
- Compliance to rules of physical distancing
- Wearing of face mask
- Availability of other supplies such as disinfectants

Curriculum and Learning Management Division

WINS orientation in schools
● Organize orientation for personnel on WINS (WASH in Schools) and COVID-19
● Involve parents in the orientation to establish their roles and responsibilities for
the prevention of COVID-19

Health Education
● Provide hygiene education where key concepts of the WINS program are inte-
grated into the curriculum.
● Ensure the access of students to correct knowledge and understanding of the
importance of proper hygiene and sanitation practices.
- Provide correct and concise information on proper handwashing and use of
toilet facilities as well as posters and post them on strategic locations such as
toilets and handwashing areas.
● Distribute IEC materials to personnel and learners.

Use of checklists in monitoring

● Use of checklists is advised to monitor implementation of WASH in
Schools. This is also useful to develop routines in managing the function-
ality and cleanliness of the toilets and handwashing facilities.

Establish a culture of hygiene

● Hygiene promotion and ensuring that environmental health conditions in
schools are acceptable and enabling are important factors to consider when
establishing hygiene culture.
● School heads are advised to set policies and procedures to establish a culture
of hygiene in their respective schools.
- Establish a daily routine/schedule of supervised group handwashing and
toothbrushing.
- Provide IEC materials on hygiene practices (proper ways of handwash-
ing, when to do handwashing, use of disinfectants) in strategic loca-
tions, preferably beside handwashing facilities.
- Give daily reminders to learners regarding the importance of knowing and
practicing proper handwashing especially at critical times such as after
using the toilet and before eating or handling food.
- Teachers are advised to monitor the handwashing behavior of learners.
● Involve parents and establish their roles in integrating a culture of hygiene to
learners.

Curriculum and Learning Management Division

The Home Learning
Schedule

Curriculum and Learning Management Division

The adoption of shifting and
clustering in case limited
face to face transition
classes will be approved.

Curriculum and Learning Management Division

 The preparation of
classroom for safety and
health.

Curriculum and Learning Management Division

In addition, various Projects
and Programs will be
prepared, introduced and
enhanced for the leaners,
parents, teachers and
community stakeholders, as
we all brave the upcoming
school year.

Curriculum and Learning Management Division

 PROCEDURES ON THE USE OF BLENDED MODULAR WITH FACEBOOK LIVE
Rationale:
A Social Networking Service (SNS) is an online platform that became
popular nowadays both for personal, office and school use. Facebook is an
example of social networking site that is being used by learners and teachers as a
source of communication and information. In the classroom, teachers use
Facebook to communicate with parents and learners and share information. Since
one goal of alternative learning delivery modality is the use of user-friendly and
quick and easy access, Facebook falls in this category that could be blended with
modular distance learning.
In April 2016, Facebook Live was launched as a way to share live
videos that could provide interactions via comments and can be saved and
revisited time and again. This added feature of Facebook can be an avenue to
reach out to a large number of learners in different areas.

Procedures in the Use of Blended Modular and Facebook Live

1. This blended learning modality can be used by schools with close circuits
such as cities and highly urbanized areas where mobile networks and
internet are accessible.
2. Teachers shall have a structured, quality assured lesson plan and
instructional materials to be aired during the Facebook live.
3. A structured class program with time slot must be used and the
corresponding learning area to be aired at the specific time must be observed.
School should consider the load limit of students. For example the one-day
full time free access for Facebook upon enrolment of data package.
4. Consent forms must be signed and submitted to ensure compliance with data
privacy act.

Curriculum and Learning Management Division

 PROCEDURES ON THE USE OF BLENDED MODULAR WITH HANDHELD RADIOS OR
WALKIE-TALKIE

Rationale:

Walkie Talkies are two-way radios used to communicate with the teachers
and their learners without any extra charges. When it comes to the management of last-
mile schools where communication is very remote and that signals and internet capability
cannot support them, it becomes difficult for schools to manage communication. From
finding specific contacts to having network issues and from difficulty in load allowances,
these are some of the reflected reasons why schools resulted in this new and added
feature of the modular-blended learning model. For effortless communication, many best
long-range walkie-talkies in the market can help in the management of schools which will
make the communication of home to school possible.

Procedures in the Use of Modular-Walkie-Takie

Inventory of Available Resources

Schools to offer the use of blended modular with walkie-talkies should conduct
inventory of available resources. Initially, local government units (LGUs) had
supported in the provision of these materials. Added to this are the initiatives
from non-government organizations and the school through the MOOE and
other available local funds can help procure the materials.

Development of Learners Guide for Blended Modular-Walkie Talkie

The use of the Self-Directed Guidelines for Learners shall also be
prepared to guide the learners on the use of the walkie-talkie whenever
they conduct lessons using the modules. The following should be
observed:

1. Walkie-talkie should not stand alone as a modality. It should complement

with the modules, textbooks, big books available which are MELCs-based or
supplementary materials.
2. The two-way radio shall be used to follow up lessons and to assess oral and
reading sessions with learners. This can be an aide to help improve the
reading performance of learners during literacy and numeracy sessions.
3. Scheduling of learners shall be dependent on the availability of materials and
the need to follow up activities of learners.

Curriculum and Learning Management Division

Curriculum and Learning Management Division
Curriculum and Learning Management Division
PRODUCTION STAFF

Rizalino G. Caronan- EPS, LRMS

Ronnie F. Tejano, EPS-English
Maria Digna C. Turingan, EPS-PPRD
Liberato T. Umangay Jr, EPS- HRDD
Amir M. Aquino, Head, Public Affairs Unit
Chastity Eillen A. Tungcul, Teacher III, Detailed Planning Officer
Vanessa Munoz, AO II, PPRD
Nicolai Tumbali, Administrative Assistant I, PPRD
Mara Karla M. Macalam, MT I/In-Charge, Layout Artist

Consultants:

Atty. Jose Mario M. Macarilay, Chief-Admin Division

Octavio V. Cabasag, PhD, Chief-CLMD
Joselitol L. Narag, PhD, Chief- ESSD
Zenaida P. Alejo, PhD, Chief-FTAD
Felipe L. Marallag, CPA, Chief-Finance Division
Jerry B. Sario, Chief-HRDD
Francis Deo T. Ventura, PhD, Chief-PPRD
Laila A. Taguinod, EdD, Chief-QAD

Jessie L. Amin, EdD, CESO V

Director III/Assistant Regional Director

Benjamin D. Paragas, PhD, CESO V

Director IV/Regional Director

REGIONAL

FFICE
Curriculum and Learning Management Division