School Orientation of HG 2021 2022 1

Homeroom Guidance
Implementation Program
Orientation
Regional Memorandum No. 385, s. 2021
Schools Division Advisory No. 146 s, 2021
October 07, 2021 – 1:00pm to 5:00pm

HG sa Pandemya:
Kayang-kaya, madaling-madali,
basta sama-sama! Mabuhay
DEPARTMENT OF EDUCATION REGION III

RATIONALE AND HISTORY
OF HOMEROOM GUIDANCE
JOSEPHINE J. ELFA
Guidance Conselor II
Rationale and History of Homeroom
Guidance
HGP PROCEDURE
MARK JOHN T. RAMOS

TEACHER III
Homeroom Guidance Program
Procedure
IV. Procedure
• Implementation of the program shall be governed and guided by
the following principles and policies:
• 1. Nomenclature. Homeroom Guidance shall be reflected in the class program
of every school and other school documents such SF-9 (Form138; Report
Card) and SF-10 (Form-137; Permanent Student Record) as Homeroom
Guidance. However, its details (Learner’s Assessment Tool Annex 5) shall be
attached to SF-9 and SF-10 whenever being issued to requesting party.
• 2. Homeroom Guidance shall not be viewed as a formal learning area like

Edukasyon sa Pagpapakatao (EsP) and the like. It shall be treated as a program
that will help learners develop the competencies needed in the three domains.
Hence, its delivery in class is quite informal but still follows the Structured
Learning Experience flow.
•
IV. Procedure
• 3. Class Advisers shall be assigned to implement the
program with the technical assistance of the Guidance
Counselor. If the school does not have a Guidance
Counselor, the School Head may assign a Guidance
Designate but he/she should be provided with proper
training specific to the implementation of Homeroom
Guidance.
• 4. Teaching Load. Teaching Homeroom Guidance shall be
equivalent to one (1) teaching load on top of the
teacher’s advisory and subject’s load.
IV. Procedure
• 5. Class Program. The Homeroom Guidance shall be
scheduled once a week.
• 6. Time Allotment.
7. Learning Modality – The Homeroom Guidance shall be

delivered in different learning modalities depending on the
needs of the learner and the school’s capability.
IV. Procedure
• 8. Learning Materials - The Homeroom Guidance self-
learning modules will be issued by the Department of
Education, through the Bureau of Learning Resources.
This will be posted in the DepEd Learning Resource
Portal.
• 9. Medium of Instruction. The self-learning modules are
written in English, but the regions may opt to translate
the learning material in their mother tongue or any
language convenient to the learners to ensure
participation and interaction during the session and better
understanding of the concepts.
IV. Procedure
• 10. Collaboration with the family and community is
also encouraged in order to create a venue for the
learners in developing such life skills. Parents may refer
to the Gabay sa Magulang found in the SLM in order to
guide their children in accomplishing the activities.
• 11. Orientation and Capacity Building. The Central
Office, through the Bureau of Curriculum Development
shall conduct orientation and capacity building to Region
and Division Supervisors In-Charge of Guidance and
Counseling.
IV. Procedure
• Regions, schools divisions and schools shall conduct
trainings for the program implementers to capacitate and
prepare them for the implementation of Homeroom
Guidance MELCs.
• 12. Learner’s Development Assessment Tool -
Homeroom Guidance assessment results shall be
distributed and discussed by the class adviser during the
Parent-Teacher Conference. This shall be issued as an
attachment to the learner’s Report Card (SF-9).

IV. Procedure
• 13. DepEd schools shall include all expenses relative

to Homeroom Guidance in their Annual Implementation
Plan (AIP) and School Improvement Plan (SIP).
• 14. Non-implementation or improper

implementation of Homeroom Guidance shall be
subject to existing applicable administrative actions

ROLES & RESPONSIBILITIES OF DEPED OFFICES
MARK JOHN T. RAMOS

TEACHER III
Roles and Responsibilities
of DepEd Offices
Roles and Responsibilities of DepEd Offices
School
1. School Head supervises and monitors the implementation of
Homeroom Guidance and ensures that proper intervention for each
learner will be provided. Specifically the school head shall ensure the
following:
a. planning for the annual HG implementation and monitoring;
b. preparing of timelines / calendar of activities, monitoring plan
for the entire duration of the program and inclusion of HG in
the school forms (SF-9 and SF-10);
c. allocating budget for Homeroom Guidance that is included in
the School Improvement Plan (SIP) and Annual Implementation
Plan (AIP);
d. adhering to the stipulated loading of teachers and class
programming for S.Y. 2021-2022;
e. providing the necessary equipment (computer,
printer, photocopier, risograph, etc.) and supplies (printing
materials, office supplies etc.);
f. strengthening partnership with stakeholders;
g. orienting the teachers, parents, learners and other
stakeholders;
h. creating mechanisms that would ensure efficient
distribution and retrieval of Homeroom Guidance modules
and outputs;
i. preparing and conducting of Homeroom Guidance Class
Observation (Annex 1); and
j. submitting the Homeroom Guidance School Implementation
Report (Annex 2).
2. Guidance Counselor or Guidance Designate serves as the
program manager and ensures the correct content and pedagogy of
Homeroom Guidance in school. Specifically the Guidance Counselor
or Guidance Designate shall ensure the following:
a. assist the School Head in the planning for the annual HG
implementation and monitoring;
b. prepare the annual budget proposal on Homeroom Guidance
implementation;
c. conduct the orientation of teachers, parents, learners and
other stakeholders;
d. coordinate with the Class Advisers on the implementation of
Homeroom Guidance;
e. provide technical assistance to class advisers and other
guidance services or interventions to learners without violating the
provisions stipulated in the RA 9258 The Guidance and Counseling
Act of 2004.
3. Class Adviser serves as Homeroom Guidance
implementer in the class. Specifically, the class adviser shall
ensure the following:

a. distribution, facilitation and retrieval of Homeroom Guidance
SLMs and outputs in different learning modalities;
b. evaluation and discussion of Learner’s Development
Assessment results to the learners and parents quarterly;
c. accomplishment of SF-9 and SF-10 in accordance to the
Learner’s Development Assessment results;
d. referral of learner to the Guidance Counselor only if counseling
intervention or other guidance services are needed; and
e. collaboration with co-teachers and parents in developing the
competencies of the learners at home.

ASSESSMENT OF LEARNERS DEVELOPMENT AND
MONITORING OF THE PROGRAM
MARK JOHN T. RAMOS

TEACHER III

Assessment of Learners’ Development
and Monitoring of the Program
OBJECTIVES:
1. Explain the assessment of learner’s development and

monitoring of the Homeroom Guidance Program; and
2. Familiarize oneself with the monitoring and

evaluation of the program.

ACTIVITY: Fill in the blanks.
1. It is important to still track the level of development of
learners in Homeroom Guidance. Utilization of
learner's development ____________________ is a
must.
a_ _ e _ _ m _ n _ t _ _ l

1. It is important to still track the level of development of
learners in Homeroom Guidance. Utilization of
learner's development ____________________ is a
must.
assessment tool

2. Homeroom Guidance shall utilize Learner’s
Development Assessment Tool (Annex 3), guided by
the ____________________ descriptions.
v_ _ b _ l

2. Homeroom Guidance shall utilize Learner’s
Development Assessment Tool (Annex 3), guided by
the ____________________ descriptions.
verbal

3. Conduct of Homeroom Guidance is mandatory, but
this is not part of the academic rating. Grades are just
descriptive. ____________________ description shall
not be treated as failed.
n__ds i__ ro_e__t

4. If the learner remains at the “Needs Improvement” at
the end of each quarter, the Adviser, Guidance
Counselor, and Parents need to work together to
provide ____________________.
i_ t _ _ v _ n _ i o _

4. If the learner remains at the “Needs Improvement” at
the end of each quarter, the Adviser, Guidance
Counselor, and Parents need to work together to
provide ____________________.
intervention

5. Homeroom Guidance grades must be reflected in the
____________________ ( sf- 9 and sf-10) following the
verbal descriptions.
s_h__l f_ r_s

5. Homeroom Guidance grades must be reflected in the
____________________ ( sf- 9 and sf-10) following the
verbal descriptions.
school forms

VI. Assessment of Learners’
Development and Monitoring
of the Program
DEPARTMENT OF EDUCATION REGION III 33
Assessment of Learner’s Development and Monitoring
of the Program
Though the intent of HG is to help learners develop competencies

that will aid them in facing different issues and tasks, it is
important to still track their level of development.
Homeroom Guidance implementers must always keep in mind
that the program shall capacitate learners towards success,
hence, compared to the formal learning areas that are being
measured following the DO No. 8,s. 2015, Homeroom Guidance
shall utilize Learner’s Development Assessment Tool (Annex 5)
guided by the verbal descriptions on the next slide.
of the Program
Learner’s development shall be assessed through their portfolio

and performance task
of the Program
Conduct of Homeroom Guidance is mandatory, but this is

not part of the academic rating. Grades are just descriptive.
“Needs Improvement” description shall not be treated as
failed but shall indicate the need for intervention from
school and home.
In the event that the learner remains at the “Needs
Improvement” at the end of each quarter, the Adviser,
Guidance Counselor, and Parents need to work together to
provide intervention.
Disciplinary cases of learners must not affect their HG
grades.
of the Program
Homeroom Guidance grades must be reflected in the SF-9

and SF-10 using the following descriptions
The details of the Learner’s Development Assessment

results shall be attached to the said forms. There is no
need to put equivalent ratings or computations for each
description.
of the Program
Learner’s development shall be assessed through their

portfolio and performance task.

of the Program
DC

of the Program
NI

of the Program
HG- Portfolio
Module Status Assessmen Verbal Description Legend

Activities t Scale
Answered
6 Activities Complete 4 Developed and DC
Commendable
4-5 Activities Incomplete 3 Sufficiently Developed SD
2-3 Activities Incomplete 2 Developing D
1 Activity Incomplete 1 Needs Improvement NI

of the Program
ACTIVITY 1
of the Program
ACTIVITY 2 ACTIVITY 3
of the Program
ACTIVITY 4
ACTIVITY 5
of the Program
ACTIVITY 6
of the Program
HG- Performance Letter, Post, Slogan,

Tasks SlamBook, Infographic
Status Assessment Verbal Description Legend
Scale
Complete 4 Developed and DC
(outstanding) Commendable
Complete 3 Sufficiently Developed SD
(above average)
Complete 2 Developing D
(average)
Incomplete 1 Needs Improvement NI
(below average)
Did Not Submit
Did Not Do

of the Program
HG- Portfolio
Module Status Assessmen Verbal Description Legend

Activities t Scale
Answered
6 Activities Complete 4 Developed and DC
Commendable
4-5 Activities Incomplete 3 Sufficiently Developed SD
2-3 Activities Incomplete 2 Developing D
1 Activity Incomplete 1 Needs Improvement NI

HG- First Quarter
Summary Checklist
Learner: Juan Dela Cruz
Performance
Portfolio Status Rating Status Rating Total
Tasks
Step 1: Add
PT #1
M1
Portfolio
Complete 4 (Letter to Myself) Complete 4 4 4+4 =8
Step 2: Divide
8/2 =4
M2
PT #2
Portfolio Complete 4 (Appreciation Post)
Complete 4 4 Step 1: Add
4+4 =8
Step 2: Divide
M3 PT #5 Complete 8/2 =4
Portfolio
Incomplete 3
(Infographic) (average)
3
3 Step 1: Add
3+3 =6
Step 2: Divide
PT #4 6/2 =3
Complete 4
(SlamBook) 4

DC
Step 1: Add 4+4+3+4 = 15

Step 2: Divide 15/4 = 3.75
Step 3: Write DC

HG- First Quarter
Summary Checklist
Performance
Portfolio Status Rating Status Rating Total
Tasks
Step 1: Add
PT #1
M1
Portfolio
Incomplete 1 (Letter to Myself) Incomplete 1 1 1+1 =2
Step 2: Divide
2/2 =1
M2
PT #2 Step 1: Add
Portfolio Incomplete 1 (Appreciation Post)
Incomplete 1 1 1+1 =2
Step 2: Divide
2/2 =1
M3 PT #5 Complete
Portfolio
Incomplete 2
(Infographic) (average)
2
2 Step 1: Add
2+2 =4
Step 2: Divide
PT #4 4/2 =2
Incomplete 1
(SlamBook) 1

NI
Step 1: Add 1+1+2+1 = 5

Step 2: Divide 5/4 = 1.2
Step 3: Write NI

INTERVENTION for Needs Improvement (NI)

Program: Homeroom Guidance
Status Learners’ Need Intervention Intervention Date and
Status Signature
N D S D
I D C
Needs Guidance and • Communication
Improvement support to • Provide Translated
learning at home Filipino Modular
Instruction
• Match the
performance tasks
given to his strengths
• Modify submission
schedule
For learners who get NI, Attach the intervention to the card as well
VII. Monitoring and Evaluation

Success and sustainability of the program will only be
ensured if there is a systematic and adequate
monitoring and evaluation. Monitoring and evaluation
shall be done from September 2021 to July 2022 or as
scheduled by the Department. Reports on the results of
the monitoring and evaluation shall be submitted at the
end of SY 2021 – 2022. The following are the offices
and units, directly involved in the implementation and
monitoring of this program:
SCHOOL LEVEL
The School Head leads the monitoring in coordination
with the Guidance Counselor/Guidance Designate
using the Homeroom Guidance School Observation
Tool and Homeroom Guidance School Implementation
Tool (See Annex 1 and Annex 2).

SCHOOLS DIVISION LEVEL
The Edukasyon sa Pagpapakatao (EsP) Supervisor
under the Curriculum Implementation Division (CID) in
coordination with the Guidance Counselor/Designate in
the Division office leads the monitoring using the
Homeroom Guidance Division Monitoring and
Evaluation Tool (See Annex 3). Division monitoring
results shall be submitted to the Regional EsP
Supervisor.

REGIONAL LEVEL
EsP Supervisor under the CLMD in coordination with
the ESSD Focal Person for Guidance and Counseling
leads the monitoring in the Regional Level, focusing on
the entire implementation of the Homeroom Guidance.
They shall submit the Homeroom Guidance Regional
Monitoring and Evaluation Tool (See Annex4) to the
Bureau of Curriculum Development on or before July
12, 2022.

of the Program

of the Program

of the Program

of the Program

of the Program

of the Program

NATIONAL LEVEL
The Bureau of Curriculum Development leads the
overall monitoring and evaluation of Homeroom
Guidance. The Bureau representative shall consolidate
the Homeroom Guidance Regional Monitoring and
Evaluation Reports and coordinate the results to other
bureaus of the Central Office that which may serve as
reference for future enhancements of the program and
related policies.

BUDGET OF WORK/WEEKLY HOME LEARNING
PLAN
MARK JOHN T. RAMOS

TEACHER III

Budget of Work/ Weekly Home
Learning Plan
OBJECTIVES
1. 1. Discuss the MELCs Composition of
Homeroom Guidance;
2. Familiarize the HGP class program and HGP
WHLP;
3. Identify the modules released per level and
per quarter;
4. Give the Updates of Homeroom Guidance
Modules. DEPARTMENT OF EDUCATION REGION III
HOMEROOM GUIDANCE MELC
COMPOSITION
HG MELC COMPOSITION
HG MELCS TOTAL
Level
Academic Personal & Social Career
Kindergarten 1 19 4 24
Primary 7 25 1 33
Intermediate 7 32 2 41
Junior High School 7 20 9 36
Senior High School 15 15

Total 22 111 16 149

HOMEROOM GUIDANCE
BUDGET OF WORK
Class Program. The Homeroom Guidance shall be scheduled
once a week.
Time Allotment.
HOMEROOM
GUIDANCE
WEEKLY HOME
LEARNING PLAN
(WHLP)
GRADE 2
Day & Learnin Learning Learning Tasks Mode of
Time g Area Competency Delivery
Friday 1. Enumerate some Gawain 1. Pagtugon sa mga kagamitan na kakailanganin sa Have the parent
HGP pagbuo ng gawain. (Let’s Try This) hand-in the
10:30-11:30 basic rights and
accomplished
responsibilities of a
Gawain 2: Pakikibahagi sa pagbibigay ng karapatan at module and
Weeks 1 and child;
responsibilidad bilang isang bata. (Let’s Explore This) outputs to the
2 of 1st 2. Classify the tasks as teacher in
Quarter responsibility or right; Gawain 3: Pagpapalawak sa mga konsepto kung sakaling school.
3. Name your hobbies hindi ito nauunanawaan ng magaaral. (Keep in Mind)
and interests; The teacher
4. Describe the physical Gawain 4: Paggabay sa pagguhit at pagsasagawa ng naayon can make
sa nakasaad sa direksiyon. (You Can Do It) phone calls to
and social changes that
her pupils to
happened to yourself as
Gawain 5: Pakikibahagi sa pagtugon ng mga natutunan ng assist their
a learner; and mag-aaral upang maisakatuparan ang layunin ng gawain. needs and
5. Tell the results of (What I Have learned) monitor their
your actions. progress in
Gawain 6: Paggabay sa pagguhit at pagbuo ng simbolo nang answering the
ayon sa kaniyang naiisip at nararamdaman upang modules.
mapagtagumpayan ang gawain. (Your Thoughts and
Feelings)
HOMEROOM GUIDANCE
MODULES
HOMEROOM
GUIDANCE
MODULE
UPDATES
MODULE UPDATES- G7-G10
Modules
Level
1st Quarter 2nd Quarter 3rd Quarter 4th Quarter
Grade 7 Module 1-4 Module 5-8 Module 9-11 Module 12-13

Grade 8 Module 1-3 Module 4-7 Module 8-9 Module 10-12
Grade 9 Module 1- 7 Module 8-12 Module 13-15 Module 16-19

Grade 10 Module 1-4 Module 5 Module 9-13 Module 14-17
Module 6 MCDP Toolkit MCDP Toolkit
Module 7-8
No Modules Released Yet

Multiple Career Development Pathways (MCDP)
Source: DM-OUCI-2021-015-Career-Guidance-Program-CGP-for-SY-2020-2021
Question and answer
Thank you for
listening!

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Homeroom Guidance

October 07, 2021 – 1:00pm to 5:00pm

DEPARTMENT OF EDUCATION REGION III

MARK JOHN T. RAMOS

• 2. Homeroom Guidance shall not be viewed as a formal learning area like

7. Learning Modality – The Homeroom Guidance shall be

DEPARTMENT OF EDUCATION REGION III

• 13. DepEd schools shall include all expenses relative

• 14. Non-implementation or improper

DEPARTMENT OF EDUCATION REGION III

MARK JOHN T. RAMOS

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

MARK JOHN T. RAMOS

DEPARTMENT OF EDUCATION REGION III

1. Explain the assessment of learner’s development and

2. Familiarize oneself with the monitoring and

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

n__ds i__ ro_e__t

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

Though the intent of HG is to help learners develop competencies

Learner’s development shall be assessed through their portfolio

Conduct of Homeroom Guidance is mandatory, but this is

Homeroom Guidance grades must be reflected in the SF-9

The details of the Learner’s Development Assessment

Learner’s development shall be assessed through their

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

Module Status Assessmen Verbal Description Legend

2-3 Activities Incomplete 2 Developing D

1 Activity Incomplete 1 Needs Improvement NI

DEPARTMENT OF EDUCATION REGION III

HG- Performance Letter, Post, Slogan,

DEPARTMENT OF EDUCATION REGION III

Module Status Assessmen Verbal Description Legend

2-3 Activities Incomplete 2 Developing D

1 Activity Incomplete 1 Needs Improvement NI

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

Step 1: Add 4+4+3+4 = 15

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

Step 1: Add 1+1+2+1 = 5

DEPARTMENT OF EDUCATION REGION III

Learner: Juan Dela Cruz

DEPARTMENT OF EDUCATION REGION III 53

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

DEPARTMENT OF EDUCATION REGION III

nds i ro_e__t