REVISED IMPLEMENTATION GUIDELINES

OF THE MULTIGRADE PROGRAM

I. Rationale

[1.] During the UN Summit in September 2015, theThe post 2015

development agenda called, the Sustainable Development Goals (SDGs) was
launched. in the United National Summit in September 2015. It will build on
the achievements of the Millennium Development Goals (MDGs) particularly
on No,No. 3- ,achieving universal primary education originally targetted by
2015. SDG No. 4 is on ensuring inclusive and equitable quality education
and promote lifelong learning opportunities for all – “By 2030, ensure that
all girls and boys complete free, equitable and quality primary and secondary
education leading to relevant and effective learning outcomes”.

1.[2.] It has been declared a Policy of the State (The Education Act of
1982) that the educational system shall make maximum contribution to the
attainment of national development goals; that among others the State shall
promote and maintain equality of access to education and of employment of
the benefits of education by all citizens; that the educational system reach
out to serve educationally deprived communities to enrich their participation
in the community and national life, and to unify all Filipinos into a free and
just nation. This was reiterated in the 1987 Constitution which guarantees
the right to education of every Filipino. Such right to education is further
emphasized in the Republic Act 9155 or the Governance of Basic Education
Act of 2001. This landmark law also decentralizes education governance and
decision-making, thereby allowing education leaders and managers to
deliver demand-driven services on the ground including multigrade schools.

[3.] Meanwhile, the Implementing Rules and Regulations of Republic Act

10533, an Act Enhancing the Philippine Basic Education System by
Strengthening its Curriculum and Increasing the Number of Years for Basic
Educationdeclares that the enhanced basic education should implement
inclusiveness through programs designed to address the physical,
intellectual, psychosocial, and cultural needs of learners such as but not
limited to geographic isolation, chronic illness, displacement due to armed
conflict, urban resettlement, or disasters, child abuse and child labor
practices.

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[4.] The State has consistently addressed the provision of access to quality
basic education for all Filipinos since the establishment of the public school
system more than a century ago. This is consistent with its vision of
fostering inclusive and participatory development with education playing a
key role in nation building. The MPPEMultigrade Program is one of the
flagship programs of the Department to ensure continuous provision of
quality elementary education services to far-flung, isolated and poor
communities in the archipelago.

2.[5.] Improved access to elementary education through the provision of

multigrade program was formally introduced to the public school system
through DECS Order No. 38, s. 1993 and DECS Order No. 78, s. 1993.
Public elementary schools were encouraged to provide complete grade levels
or to organized combination and multigrade classes to schools constrained
by availability of facilities and teachers.

[6.] Several policies, guidelines and memoranda have been issued since the
launching of the MPPE Multigrade Programin 1993. However, as the
Department proceeds with the national roll out of the K to 12 Basic
Education Program, the MPPE Multigrade Program requires comprehensive
reprogramming to address the demands in curriculum contextualization,
materials development and teacher development, among others. Thus, to
strengthen and unify the program, disparate policies have been reviewed
and revisited consolidated through the conduct of a consultative workshop
held in September 2014. Results of the workshop were consolidated to come
up withwhich resulted to the issuance of this omnibus policy.

II. Statement of Purpose and Scope of the Policy

3.[7.] One of the continuing initiatives of the Department along its thrust of
increasing access to and quality elementary education is the strengthening
of the implementation of Multigrade Program under the K to 12 system
through clearly defined standards, mechanisms and processes in the
organization of multigrade classes, adoption of multigrade teaching as well
as content of the curriculum, mode of instruction, provision of education
resources, administration of assessment, development of pupils and
teachers, incentives and benefits of teachers, creation of appropriate
learning environment, and monitoring and supervision of schools.

4.[8.] This DepEd Order provides a framework and comprehensive guidelines

for a more efficient and effective implementation of the Multigrade Program
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through provision of adequate, appropriate, timely and quality interventions.
Specifically, this policy:

a. Defines the roles and accountabilities for program managers from

the Central Office (CO)to the field offices and the schools;
b. Rearticulates the framework for effective implementation of the
Multigrade Program under the K to 12 system;
c. Redefines the multigrade schools for learners in remote and
disadvantaged areas by articulating the appropriate multigrade
curriculum support system such as teachers, learning environment,
instructional materials, among others; and
d. Strengthens community-school partnerships in support of the
Multigrade Program.

III. Definition of Terms

5.[9.] For purposes of this Order, the following terms are defined as follows:

[a.] Multigrade School refers to a kind of school which has a class or

classes that combine pupils of different grade levels in one
classroom.

a.[b.] Multigrade classis defined as a class of 2 or more grades under

the responsibility of one teacher in a complete or incomplete
elementary school. The term multigrade is used to include a
combination class (composed of 2 grades) or multigrade class
(composed of 3 or more grades).

[c.] Multigrade Teacher refers to a professional teacher engaged in

teachinghandling a multigrade class.

[d.] Multigrade Teaching refers to the teaching of pupils in aone class

of several grade levels with different curricula under the
supervision of one teacher.
Multigrade Teaching refers to teaching one class of several grade
levels using different curricula.

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 b.[e.] Teacher Aide refers to a person assisting the multigrade teacher
inside and outside the classroom. His/her job includes supervision
of pupils during group learning activities, during break time, on the
playground, and on field trips.

IV. Organization of Multigrade Classes and Adoption of Multigrade

Teaching

6.[10.] Demographic and pedagogical considerations are the reasons for

organizing multigrade classes and adopting multigrade teaching. Newly
established schools in remote areas and indigenous communities tend to
combine classes since enrolment does not warrant the organization of a
mono-grade class. Additionally, multigrade classrooms can be viewed as
another way to organize learners in the classroom. This modality may be
adopted by schools that wish to explore more flexibility and less traditional
ways of delivering basic education.

7.[11.] Multigrade schools may operate with a minimum of five (5) and a
maximum of twenty-five (25) learners per mulitgrade class. It shall be
organized by key stage and may follow the combination of classes as shown
in the table below.

Table ___. Organization of Combination and Multigrade Classes

No. of Personnel and Classes

Grades
Offered Option 1 Option 2
Offering 4 classes Offering 3 classes

Kinder Kindergarten class = 1 teacher Kindergarten class = 1 teacher

to Grades 1 & 2 = 1 teacher Grades 1, 2, & 3 = 1 teacher
Grade 6 Grades 3 & 4 = 1 teacher Grades 4, 5, & 6 = 1 teacher
Grades 5 & 6 = 1 teacher

Teacher Aide = 1 Teacher Aide = 1

Total = 5 Total = 4

*Provision on teacher aid is further elaborated in page____.

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8.[12.] It is important to note that multigrade teachers can better handle
classes that are within consecutive grade levels. Also, multigrade schools
can function well with a support of a teacher aide.

9.[13.] Consistent with the Kindergarten Education Program articulated in

DepEd Order No. 47, s. 2016, kindergarten class will be treated as a single
grade class and shall be managed by one teacher. As part of elementary
education, kindergarten has different set of standards and competencies
appropriate to five-year-old learners’ needs, backgrounds, interests and
experiences.

V.[IV.] Program Components

A. Curriculum

10.[14.] Multigrade classes will follow the K to 12 curriculum implemented

in mono-grade schools. Copies of the K to 12 curriculum guides can be
accessed via the DepEd website:
http://www.deped.gov.ph/k-to-12/curriculum-guides.

To facilitate the multi-level teaching and learning processes in multigrade

context, the Budget of Work (BOW) will be used.The BOW contains parallel
competencies for two or more grades arranged per learning area to create a
theme of work for the class. It will assist teachers in preparing multigrade
lesson plans and other multigrade teaching and learning activities. With the
BOW, the same topic in the same subject can be taught to all learners with
varying learning tasks appropriate to specific grade level. Sample copy of the
BOW is presented in Annex___.

11.[15.] The curriculum follows the spiral progression approach (RA No.
10533) which mutligrade teachers can make best use of in preparing
lessons. Following the spiral progression of the curriculum, students learn
the basic or more general concepts first. The complex and more
sophisticated versions of the basic and general concepts are rediscovered by
the learners as they progress in the succeeding grade levels. Understanding
how related content and skills are distributed across the curriculum,
teachers can better plan lessons across grade levels and learning areas.

12.[16.] Integration is a valuable and viable curricular strategy in multigrade

classrooms. Teachers are drawn to this strategy because it enables them to
effectively and efficiently use instructional time.
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13.[17.] Using integrated approach in curriculum and teaching, mutligrade
teachers present lessons and create learning activities that serve multiple
purposes. Instead of planning separate learning experiences, teachers
design integrated sequences of learning activities. Teachers try to achieve
emphasis on creating connections and links between and across separate
grade levels and areas of disciplines.

14.[18.] The curriculum becomes more integrative when:

a. Links and connections of inter-related standards and competencies

within a subject are developed across grade levels. Teachers prepare
lessons, activities and assessment for varying grades and abilities
within the same subject and content.

b. Themes are used as central focus in linking and connecting inter-

related content across subjects and grade levels. The selected theme,
topic or concept becomes the organizational basis for teaching and
learning activities of the whole class. This is more applicable for K to 3
learners wherein a story with a central theme may be used as spring
board to teach related content in languages, mathematics and other
learning areas.

c. Learners’ interests and experiences are considered in creating

integrated thematic units. Teachers can take advantage of
opportunities to make connections and linkages to many different
learning areas as appropriate.

[19.] 15. It is also important for teachers to contextualize, localize and

indigenize the curriculum to ensure that curriculum content and
instructional strategies are relevant to learners in various contexts. As
stated in DepEd Order No. 32, s. 2015 entitled Adopting the Indigenous
Peoples Education Curriculum Framework, contextualization is the
educational process of relating the curriculum to a particular setting,
situation, or area of application to make the competencies relevant,
meaningful, and useful to all learners.
[20.]

[21.] 16.
[22.]

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15. By linking new content to local experiences that are familiar to
students, learning will be more efficient for and relevant to them (DO No. 35,
s.2016). Local information and resources available in the school’s
environment should be used as instructional aides to make teaching-
learning become more engaging to learners. Likewise, the deeping
curriculum contextualization through indigenization is essential for
multigrade schools in the remote areas and indigenous communities.
Guidance on curriculum indigenization is articulated in DO No. 32, s. 2015.

16. The K to 12 curriculum specifies a certain scope and sequence evident

in the coding of the learning competencies. The coded competencies indicate
a particular sequence in quarters and/or weeks where these should be
taught. The development of Teacher’s Guides (TGs) and Learner’s Materials
(LMs), used in both mono-grade and multigrade classes, follow the
prescribed sequence. However, multigrade teachers find it difficult to
implement lessons across grade levels following the prescribed sequence.

17. In ensuring that the curriculum is flexible, sequence of learning

competencies may be re-arranged in implementing integrated and
contextualized curricula. However, teachers must be mindful of the pre-
requisite knowledge and skills needed in reorganizing the competencies.

B. Instruction: Managing a Multigrade Classroom through

Differentiated Instruction

18. Diverse instructional strategies are essential in improving the quality

of teaching and learning in a multigrade classroom. Through differentiated
instruction, the teachers are able to meet the demands of the curriculum
while addressing learners’ readiness and needs. According to Gregory
(2003), differentiated instruction is a philosophy that enables teachers to
plan strategically in order to reach the needs of diverse learners in
classrooms. Additionally, Tomlinson (2001) says that differentiated
instruction provides different avenues to acquiring content, to processing or
making sense of ides, and to developing products so that each student can
learn.

19. To effectively implement differentiated instruction, teachers need to

plan, organize and lead the teaching and learning process in such a way
that the learners will get the maximum benefit from the process. As part of
planning, teachers should be able to identify at what stage of instruction
requires teacher-led instruction, cooperative learning, peer tutoring and self
study or independent learning.
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Strategies for Implementing Differentiated Instruction

20. Adapting Tomlinson’s Differentiation of Instruction in the Elementary

Grades (2000), in a differentiated classroom, the teacher proactively plans
and carries out varied approaches to content, process, product and learning
environment based on and response to the students’ differences in
readiness, interest, or learning needs.

21. Below are the strategies for differentiation:

a. Content- In differentiating content, teachers must plan what

concepts and skills students need to learn and how they will have
access to information needed. Teachers need to determine the
ability level of learners, interests, learning styles and motivation
while aligning these with learning objectives and tasks. Examples
of differentiating content is through: provision of reading materials
at varying levels of difficulty; presentation of content in varied
means (auditory and/or visual); and, addressing the same content
with all learners but adjusting the level of complexity. Teachers can
meet with a small group to re-teach an idea or skill for struggling
learners, or extend learning for advanced learners.

b. Process- Teachers can differentiate activities for learners to

understand and master content. Teachers must plan how learners
can best process, organize, store, retrieve and apply information.
Strategies for flexible grouping and effective classroom
management are essential. Examples include: using tiered
activities wherein learners work with the same content or skill but
proceed with different levels of support, challenge, or complexity;
offering manipulatives and hands-on support for learners who need
them; and, varying length of time in completion of tasks.

c. Product- Learners are able to differentiate products when they are

given the opportunity to express their learning in varied ways.
During assessment, teachers may provide options for learners on
how they can demonstrate the required learning through written
work or performance tasks and a. Allowing learners to work alone,
in pairs or in small groups in producing outputs. Teachers should
be able to use rubrics that will match with the intended learning
outcomes and learner’s varied skills and abilities.

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Flexible Groups

22.[23.] Creating cooperative and flexible groups is an effective way in

allowing student-centered learning. Through small groups, learners become
active constructors of knowledge by creating conditions under which they
agree to take charge of their own learning.

23.[24.] Below are the varied ways of grouping learners:

a. Whole class. Introduction to new lessons, direction setting, reflections,

storytelling or story reading are some activities that should be done as
a whole class. It gives the teacher more control over the classroom and
provides learners time to focus on a single task. During whole class
teaching, the teacher should be able to give the objectives, directions
and instructions of the day’s lesson and activities. Most often, the
teacher will present information first with the whole class before
breaking into different groups.

b. Grade groups. Grouping of learners according to their grade level is

the usual grouping structure for multigrade classes. Learners are
given their materials and activities per grade level.

c. Ability groups. Learners are grouped according to their ability in a

specific subject. Fast learners may be grouped together, the middle
learners together and the slow learners together. While the fast
learners have more challenging and enrichment activities, the teacher
may spend more time supporting the slow learners. For example,
younger learners may be grouped according to their reading ability. It
is important to note that ability groups should not be labelled as fast
or slow learners. Teachers should use creative names to refer to the
different ability groups.

d. Mixed-ability groups. This is when fast, middle and slow learners are
grouped together. This grouping is preferred when teachers want fast
learners to support their peers in understanding concepts of the
lesson. Through this, students learn better from their peers (peer
tutoring).

Classroom Management

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24.[25.] Multigrade teachers need to maintain a well-managed classroom to
ensure a productive learning environment. In a well-managed classroom,
learners understand their responsibilities, how to do activities in groups and
work on their own. It is the responsibility of the multigrade teacher to plan
and organize the classroom based on the available resources (UNESCO,
2013). Resources do not only refer to materials found in the classroom, it
also includes time, activities, learners’ behavior and routines.

25.[26.] Teachers need to establish routines, develop smooth transition

mechanisms, and involve learners in making classroom rules to ensure that
those will be followed and implemented.

Lesson Planning

26. The Multigrade Program follows the same principles of instructional

planning articulated in DepEd Order No. 42, s. 2016 entitled Policy
Guidelines on Daily Lesson Preparation for the K to 12 Basic Education
Program. The policy (DO No. 42, s. 2016) aims to assist teachers in not only
effectively managing instruction but also managing teacher performance in
facilitating learning inside the classroom. It also provides guidelines in the
preparation of Detailed Lesson Plan (DLP) and Daily Lesson Log (DLL).

27. Recognizing the unique context of multigrade classes, flexibility in the

preparation of the DLP and DLL is highly encouraged.

C.[B.] Classroom Assessment

28.[27.] The Policy Guidelines on Classroom Assessment issued in DepEd

Order No. 8, s. 2015 shall be used in multigrade classes. Teachers are
encouraged to use various tasks and activities appropriate for diverse
learners. Likewise, learners may be assessed individually or collaboratively.

Training of teachers on classroom assessment shall be conducted annually

giving emphasis on the development and utilization of results of both
traditional tests and alternative assessments. The DO shall continuously
provide technical assistance to teachers in developing appropriate classroom
assessment tools and come-up a Multigrade Assessment Toolkit. All MG
schools in the division shall be provided with the said Assessment Toolkit
containing a variety of validated assessment tools including multi-factored
assessment tools for children with special needs (CWSN).

D.[C.] Instructional Materials

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29. Aside from the K to 12 LMs and TGs that are used in both mono-
grade and multigrade classes, multi-level instructional materials are
essential in the delivery of the curriculum. Multi-level instructional
materials are customized materials designed for MG schools. These multi-
level materials may include the following:

a. Activity sheets. Activity sheets are teacher-made materials with

differentiated activities specific to a lesson or theme. These are
anchored on the lesson plans developed by the teachers.
b. Self-learning instructional materials. These are multi-level materials
designed for independent use of learners. Self-learning materials
are categorized in different levels of difficulty allowing learners to
progress at their own pace. Previously developed multi-level
materials during the Program for Decentralized Education
Development (PRODED) is an example of this material.
[c.] Leveled Readers. Leveled Rreaders are books appropriate to the
age and level of learners which are used to build vocabulary,
develop decoding strategies and word recognition skills, learn the
structure of narrative and expository texts, develop fluency and
foster love for reading.

[28.] Other available materials may be found in the Learning Resources

Management and Development System (LRMDS) portal. They can be
accessed via http://lrmds.deped.gov.ph/. These materials are tagged to the
learning competencies of the K to 12 curriculum. MG Multigrade teachers
may make necessary adjustments or modifications to contextualize the
materials appropriate to learners’ needs and context of the community.

In the absence of said materials, teachers can still use the BEC aligned
materials available in their schools provided by the Bureau of Elementary
Education (BEE) and other available materials in the Learning Resources
Management and Development System (LRMDS) portal, provided that MG
teachers will make necessary adjustment or modification to align it with the
K to 12 Curriculum and learners’ learning needs.
[29.] A specific material for multigrade teachers has been developed to help
them plan and facilitate the teaching and learning processes in multigrade
context. The Budget of Work (BOW) is a resource material for teaching
multigrade classes. It contains the K to 12 curriculum competencies with
teaching strategies and activities arranged into columns for easy reference
and notation.

30. Libraries are essential in providing a variety of materials for MG

schools. It will be beneficial for the learners, teachers and administrators.
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Through partnerships, schools may achieve its own mini library in
classrooms or for the school. On the other hand, existing library hubs
should be expanded to be accessible to and accommodate MG schools.
Likewise, it is encouraged to establish library hubs to districts with no hubs
yet.
[30.]

E.[D.] Learning Environment

31. To ensure total development of learners, schools must be a

respectful, safe and nurturing environment for them. The learning
environment is an important aspect in implementing Multigrade Program.
Teachers must ensure areas in the classroom allow interaction and
collaboration among learners. Also, it is important for the multigrade
teacher to set clear guidelines and routines that learners understand during
independent work and peer or group work.

The Division Office shall give priority for the construction/allocation of four-
room school building for MG classes and Kindergarten class and one (1)
learning resource room in communities without standard school building or
where the existing building is in need of total rehabilitation.
[32.] As prescribed in the 2010 Educational Facilities Manual, a multigrade
classroom floor area is based on the standard classroom floor area with a
measurement of 7m x 9m. The physical layout of the classroom shall be
tailored to enable smooth flow of instruction as the teacher moves from one
grade to another, or when doing differentiated instruction. Likewise, it shall
enable opportunities for teachers and students to work together and with
one another in different learning situations.

32.[33.] Movable dividers shall be provided to every classroom when it is

necessary to separate the entire class by grade. White/Chalk boards and
chart boards shall also be made available to accommodate activities in
different teaching and learning situations such as whole class, small
groupings and/or individual/independent work.

[34.] The multigrade classroom shall have a Learning Resource Corner

(LRC)school library or mini library that will serve as both the teacher’s and
pupils’ learners’ place for research and independent study. This corner shall
enable the teacher and the pupils learners’ easier access to resources in a
nurturing learning environment.

33.[35.] The school grounds shall also serve as learning resource with
provisions for outdoor activities and garden areas for science and industrial
arts.
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34.[36.] Water filtration system and sanitation facilities shall also be
installed in all multigrade schools in order to provide access to clean water
as well as to promote hygienic and safe learning environment.

[37.] The Division Office shall give priority for the construction/allocation of
four-room school building for MG classes and Kindergarten class and one (1)
learning resource room in communities without standard school building or
where the existing building is in need of total rehabilitation. The Division
Office shall give priority for the construction/allocation of four-room school
building for MG classes and Kindergarten class and one (1) learning
resource room in communities without standard school building or where
the existing building is in need of total rehabilitation. Likewise, the Division
Office shall give priority to multigrade schools that require funding for the
repair and/or construction of school buildings with classroom furniture.

F.[E.] Learner Welfare

[38.] To promote learners’ well-being policies on health and nutrition and

child-protection must be implemented in MG all schools. Likewise, MG
schools are encouraged to recognize the diverse needs and abilities of
learners. Schools may organize co-curricular activities designed to meet
recreational, social, and emotional interests and needs. Activities may vary
from special interest clubs to culminating activities that provides
opportunities for all children to demonstrate their talents, abilities, and
skills.

G.[F.] Teacher

Hiring and Deployment

35.[39.] The same qualification standards and hiring procedures of regular

teacher positions will apply to multigrade teachers. Schools Division Offices
(SDOs) must adhere to the policy guidelines stipulated in DepEd Order Nos.
7 and 22, s. 2015. However, in recognizing the context and needs of
multigrade teachers, additional provisions on incentives and allowance are
proposed. These will be issued on a separate guidelines.

36.[40.] In assigning teacher items, priority should be given to existing and

newly opened multigrade schools where eligible teachers are temporarily
assigned and being funded by the local government and other local
sponsors. It is understood that the minimum enrolment of five (5) pupils per
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grade and maximum of twenty-five (25) pupils per class of two or more
grades shall be observed. In cases where allocated teacher items for
multigrade schools are not enough, the Schools Division Superintendents
shall get additional teacher items from the items allocated for the mono-
grade schools and reallocate them to multigrade schools severely needing
new teacher items.

Transfer of a Teacher from Multigrade School to a Regular School

[41.] To reiterate the basic rules on hiring and deployment of teachers as

stipulated in the DepEd Order No. 7, s. 2015, a teacher who seeks for a
transfer from a multigrade school to a regular school shall only be allowed
upon serving the multigrade school for a minimum of three (3) school years.

37.[42.] In case a teacher has undergone a minimum of 120 hours training

related to multigrade instruction or availed a scholarship program either at
the national or local level, a contract shall be signed by and between DepEd
Training Management and a multigrade teacher to serve in a multigrade
school for additional two (2) school years after his/her participation to any
of the two professional programs.

Teacher Aide/Assistant

38.[43.] Considering the difficulty in managing and teaching a class with two
(2) or more grades, a Teacher Aide shall be assigned to provide educational
and clerical support to multigrade teacher/s including preparation of
teaching materials, supervising pupils activities, setting up equipment,
rearranging of furniture, and other activities needed in running a class. A
teacher aide must be at least a basic education graduate. Financial
assistance shall be provided for the teacher aid through a voucher system. A
guideline shall be issued by the Central Office for this purpose.

Teacher Training and Continuous Professional Development

The Department shall create a “Professional Training Program for Multigrade
Teachers” based on the National Competency-Based Teacher’s Standards
(NCBTS) to ensure effective teaching and management of instruction and
academic success of learners. The training program shall include, but not
limited to:

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39.[44.] The Department values and supports the development and progress
of its teachers. Teachers undergo various professional development training
programs stated below:

[a.] All newly assigned multigrade teachers shall undergo the Division
Level induction training program in coordination with the Teacher
Education Council (TEC). The induction program shall cover topics
contained in theessential topics in the impementation of the
Multigrade Program Multigrade Training Resource Package which
may be customized as deemed necessary by the Division. After the
orientation training, the School Head will conduct observation,
debriefing and mentoring with the new teacher.

[b.] In addition to introductory training, all teachers shall undergo a

continuing professional development. Continuous training, shall be
provided that can either be institution-based or DepEd organized
training from the different levels (national, regional, division, and
district), shall be provided in accordance with the Annual
Improvement Plan (AIP) and the School Improvement Plan (SIP).

a.[c.]
[d.] A Learning Action Cell (LAC), as defined in Deped Order No. 35, s.
2015, is a group of teachers who engage in collaborative learning
sessions to solve shared challenges encountered in the school
facilitated by the school head or a designated LAC leader. LACs
capacitate practitioners to solve school-based problems in schools.
LAC sessions allow multigrade teachers, supervisors and school heads
to come together to discuss challenges and proposed solutions in their
respective contexts. The organization of LAC sessions can be done in
multigrade schools, cluster of schools or at the district or division
levels. DO No. 35, s. 2015 articulates the guidelines in the conduct of
LACs.

b. The Summer Training Program of Multigrade Teachers A

scholarship program The Summer Training Program of Multigrade
Teachers shall be sustained to give equal opportunities to other
multigrade teachers who have not undergone a specialized course on
multigrade teaching in recognized Teacher Education Institutions
(TEIs). In support to this program, the Department shall recommend
the inclusion of multigrade teaching into the graduate school
programs of TEIs. This will give teachers a chance to complete a
degree program specialized in multigrade teaching and help them
prepare their professional and/or specialized career paths.

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The Department shall issue separate guidelines as regards funding said
programs since the budget may come from a variety of sources.

H. School Leadership and Management

40. Multigrade schools shall be treated as schools with specific needs

requiring effective management and leadership. The Division OfficeSDOs
must allocate separate funds for multigrade schools enabling efficient and
effective delivery of education services. The budget will make provision for
funding of local training and development of teachers and school
administrators, development of teaching and learning resources, supervision
and monitoring of schools, and research and evaluation.

Head Teacher

41.[45.] To accelerate the quality management of multigrade schools, a Head

Teacher shall be assigned to a cluster of neighboring MG schools with an
aggregate of at least six (6) multigrade teachers. The SDO shall do the
clustering of MG schools based on proximity and assign school heads upon
complying basic requirements stipulated in DepEd Order No. 97, s. 2011,
“Revised Guidelines on the Allocation and Reclassification of School Head
Positions.”

School Principal

42.[46.] The DO shall assign a Principal to a cluster of multigrade schools

with an aggregate of at least nine (9) teachers upon complying basic
requirements stipulated in DepEd Order No. 97, s. 2011.

Training and Conferences for Multigrade Coordinators and School

Administrators

[47.] To enhance the skills and competence of multigrade coordinators and

school heads in monitoring and supervising multigrade instruction, A
national training programs and conferences may be organized at the
national and local levels. of multigrade coordinators and school
administrators shall likewise be part of the training and development
program to provide continuous professional assistance to enhance their

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skills and competence in supervising and monitoring multigrade instruction
in their respective divisions, districts, or schools. The RO in coordination
with the DO shall come-up with the regional policy on the training of
multigrade coordinators and school administrators in their respective
locality.School Learning Action Cell (SLAC) conferences at the regional,
division or district levels can be an avenue for implementers to share best
practices and discuss challenges faced by multigrade schools.

Accommodations for Multigrade Teachers

43.[48.] Whenever resources or situations permit, the SDO in coordination

with local government should build at least one (1) dormitory unit with
necessary facilities and water system near the school as lodging place for
teachers whose residences are considerably far from the school.

Research and Evaluation

44.[49.] Continuous improvement of multigrade teaching needs to be

supported by solid evidence on organization, teaching performance, learning
achievement, and operation effectiveness. To this end, a research and
evaluation shall be conducted by the DO annually in order to yield relevant
data and come-up with a multigrade teaching practices model and/or
innovative multigrade education practices which will be adopted in
multigrade schools of other divisions.

I.[G.] Advocacy, Community Involvement and Partnerships

Management

45.[50.] To recognize the exemplary performance, contribution, and

dedication of multigrade teachers, school officials, and community to the
development of children, the following shall be conducted biennially by the
DepEd Central Office.
A. Search for Multigrade Teacher Achiever

B. Search for Most Effective Multigrade Schools

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Guidelines on the specific search shall be disseminated in a separate DepEd
Order.

The school head or principal shall initiate partnerships among teachers,

[51.]
parents, community people, local government, and other education
stakeholders to provide necessary support and services towards improving
children’s learning and development, the life of the classroom, and the
school. In this regard, DECS Order No. 27, s. 2000 Institutionalization of
Community Support Scheme (CSS) as One of the Best Practices of the
Multigrade Program in Philippine Education (MPPE) shall be strengthened.

46.[52.] Community members may also be tapped as learning facilitators in

multigrade classrooms. Their involvement is essential in contextualizing the
teaching and learning processes and in strengthening the community
participation in the education of its learners. To ensure clear terms of
engagement, school heads and multigrade teachers must initiate the
coordination and communication with community leaders and members.

VI.[V.] Monitoring and Evaluation

47.[53.] All schools are required to submit school progress reports to the DO
at the end of every quarter of the school calendar.

The DO monitoring team shall visit MG schools to continuously provide

technical assistance to teachers for improvement of instruction. The
following may be given focus during the monitoring:

 Implementation of instructional plans

 Application of training gains
 Utilization of instructional support provided for pupils and
teachers

The DO may use the Multigrade Schools Assessment Tools (MG-SAT) as

basis for monitoring and providing technical assistance (MG-SAT) which will
be developed by the Bureau of Learning Delivery (BLD), DepEd Central
Office using the quality indicators of multigrade instruction of Southeast
Asian countries.

Using the results of monitoring and school progress reports, the DO shall
come-up with the plan of action to address the operational issues and
problems of MG schools. The overall monitoring reports shall be submitted
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to RO. The RO shall in turn submit the consolidated report to CO on or
before November15 and March 15 of every fiscal year.

The CO shall synthesize the field reports and use the results for review and
formulation of MG program policies.

In consideration of the difficulty in reaching MG schools due to distance and

poor and/or irregular transportation facilities, monitors are also entitled for
transportation expenses incurred during the monitoring and supervision
with special hardship allowance. The RO shall come-up with the regional
policy on the cost of field monitoring for each division based on existing
guidelines. The budget shall be charged to the MOOE of each Office.

The Bureau of Learning Delivery through the Teaching and Learning

Division (BLD-TLD) in coordination with the Regional Office will conduct
random and structured monitoring of the implementation of the Multigrade
Program at the regional, division, and district levels.

The BLD-TLD will also collaboratively work with the Education Management
Information System Division and Planning Service to ensure that data
elements needed in the program implementation will be reflected in the
Enhanced Basic Education Information System (eBEIS).

VII.[VI.] Effectivity/Transitory Provisions

VIII.[VII.] References

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