CLMD-CID SYSTEMS FLOW FINAL - Version New New

DEPARTMENT OF EDUCATION Document No.
: OP-CLMD-001
REGION 02
CURRICULUM AND LEARNING Revision No.: 00
MANAGEMENT DIVISION Effective Date: 18 May 2018
Document Type: OPERATIONS MANUAL Page No. : 1 of 47
APPROVAL SHEET
PREPARED BY DESIGNATION SIGNATURE DATE

Miraflor D. Mariano, Ph. D. Education Program Supervisor May 18, 2018
Ester T. Gramaje Education Program Supervisor May 18, 2018
Denis M. Agbayani Education Program Supervisor May 18, 2018
Isagani R. Duruin, Ph. D. Education Program Supervisor May 18, 2018
Romel B. Costales Education Program Supervisor May 18, 2018
James D. Pamittan Education Program Supervisor May 18, 2018
Ronnie F. Tejano Education Program Supervisor May 18, 2018
Leslie S. Domingo Education Program Supervisor May 18, 2018
Roderic B. Guinucay Education Program Supervisor May 18, 2018
Rizalino G. Caronan Education Program Supervisor May 18, 2018
Margie L. Cayetano Librarian II May 18, 2018
Mila C. Saquing Teaching Aide Specialist May 18, 2018
Tita B. Ubiña Administrative Assistant II May 18, 2018
Claribel B. Calagui Administrative Aide I May 18, 2018
REVIEWED BY DESIGNATION SIGNATURE DATE

Chief, Education Program May 18, 2018
Octavio V. Cabasag, Ph.D.
Supervisor
APPROVED BY DESIGNATION SIGNATURE DATE

Arnulfo M. Balane Schools Division May 18, 2018
Superintendent
Officer-In Charge
Office of the Assistant Regional
Director
“The information contained in this document is a property of the Department of Education

(DepEd) Regional Office No. 02. It may not be copied, reproduced, released to any third party,
or used in any other way without the express prior written consent of the owner of this
document.”
DEPARTMENT OF EDUCATION Document No.: OP-CLMD-001
REGION 02
REVISION HISTORY
REVISION DATE AUTHOR REASONS FOR PAGE

NO. REVISED REVISION NO.
Process Owners

document.”
REGION 02
‘AS-IS’ OPERATIONS MANUAL

Version 1.1 (May 18, 2018)
TABLE OF CONTENTS
1.0 Background/Overview ..................................................................................... 04

2.0 Objective .......................................................................................................... 04
3.0 Scope ................................................................................................................ 05
4.0 Functional Descriptions .................................................................................. 09
5.0 Definition of Terms.......................................................................................... 11
6.0 List of Acronyms ............................................................................................ 12
7.0
Annexes
14..........................................................................................................................
7.1 Annex A: Matrices for Tools Development............................................... 14
7.2 Annex B: Monitorning and Evaluation tools ............................................. 17
8.0 Policies and General Guidelines ...................................................................... 29
9.0 The Curriculum and Learning Management (CLM) System
9.1 Context Diagram ........................................................................................ 31
9.2 Curriculum Development........................................................................... 32
9.2.1 Contextualization .............................................................................. 33
9.2.2 The Quality Assurance Cycle ........................................................... 35
9.2.3 Pilot Testing ...................................................................................... 36
9.2.4 Production ......................................................................................... 38
9.2.5 Distribution ....................................................................................... 39
9.2.6 Regional Initiative of LR Distribution .............................................. 40
9.3 Curriculum Implementation ....................................................................... 41
9.3.1 The Monitoring and Evaluation Continuum ..................................... 41
9.3.2 Technical Assistance ......................................................................... 43

document.”
REGION 02
9.3.3 Research Development ..................................................................... 44

9.3.4 Policy Recommendation ................................................................... 45
THE CURRICULUM LEARNING AND MANAGEMENT DIVISION AND

CURRICULUM IMPLEMENTATION DIVISION (CLMD-CID) SYSTEM
1.0 BACKGROUND/OVERVIEW
The Curriculum and Learning Management (CLM) System is an educational support to
regional and schools division offices in serving all types of learners in basic education
geared towards continual improvement. The Curriculum and Learning Management
Division (CLMD) as the core division of the region, oversees the delivery of basic
quality education and the utilization of the CLM System in support to the present
educational reform, the K to 12 Basic Education Program.
The Regional and Division Offices need this systematic approach in effecting
curriculum breakthrough, refocusing and aligning their practices to the new system
made more unified, comprehensive and data-based with tools, processes and
standards to follow.
2.0 OBJECTIVE
Region–CLMD
The Curriculum and Learning Management Division (CLMD) plays a vital role in
managing, supervising, developing, and providing technical assistance to the Schools
Division Offices in the implementation of the curriculum.
Specifically, it aims to:

document.”
REGION 02
• Sets regional standards, critical processes and tools for curriculum program
implementation through strategic planning, advocacy, pilot-tests, regionwide
operations and assessment;
• Promotes the practice of the critical processes and tools for curriculum
contextualization with adherence to set standards of the region;
• Establishes the full operationalization of the Learning Resource Management
and Development System (LRMDS);
• Utilizes research as an integral part of curriculum, instruction and development;
• Integrates the system for technical assistance at the region, division and school
levels; and
• Embeds the systematic practice of monitoring, evaluation and reporting at all
levels of program implementation.
3.0 SCOPE
The CLMD, pursuant to its mandate, supervises the Schools Division Offices in full
implementation of the K to 12 Basic Education Program towards the improvement of
learning outcomes by contextualizing the curriculum, enforcing standards, and
increasing access to quality and varied learning resources.
There are four (4) functions of the division: Curriculum Management, Learning
Delivery, Learning Resource Management and Assessment of Learning Outcomes.
1. Curriculum Management
 Develops and implements programs and strategies to contextualize
competencies in the curriculum per subject area;
 Develops systems and mechanisms for managing and monitoring the
contextualized curriculum;

document.”
REGION 02
 Conducts monitoring and evaluation on the implementation of the

contextualized curriculum;
 Utilizes the evaluation results;
 Provides implementing guidelines for policies;
 Formulates policies on special curricular/interest programs and support
activities; and
 Analyzes assessment results for the region.
2. Learning Delivery
 Manages contextualization of curriculum delivery with Schools Division
Offices;
 Recommends policies on learning delivery based on evaluation, studies and
researches for regionwide adoption; and
 Conducts regular monitoring of contextualized curriculum delivery for
sustainability.
3. Learning Resource Management

 Conducts an inventory of existing learning resources;
 Develops contextualized learning resources;
 Quality assures contextualized learning resources; and
 Publishes the quality assured contextualized LRs in the LR Portal.
4. Assessment of Learning Outcomes

 Develops contextualized assessment program; and
 Provides technical assistance to SDOs in analyzing assessment results.
Division-CID:

document.”
REGION 02
To ensure full implementation of the articulated basic education of schools and

Learning Centers (LCs), the CID continually improves the management of curriculum
implementation.
 Manages the implementation of K to 12 Basic Education Program and Special
Curricular Programs and support services;
 Provides Technical Assistance (TA) to schools and LCs in classroom
management skills, instructional competence, and action research;
 Capacitates school heads and teachers in the implementation of K to 12 BEP
and Special Curricular Programs and support services;
 Guides the schools and LCs in the effective management of learning assessment
for better learning outcomes;
 Provides technical assistance to schools and LCs in analyzing assessment results
for possible interventions;
 Leads in the formulation of assessment tools to diagnose learners’ achievement
in the different learning areas;
 Develops contextualized learning resources by learning area for schools and
LCs;
 Quality assures Learning Resources (LRs) for the use of schools and
LCs; and
 Provides technical assistance to schools and LCs in line with the development,
production, storage, and distribution utilization of learning materials;
District Coordination & Instructional Supervision:

To provide schools and LCs in a district with relevant and timely service by carrying
out the following functions:
 Conducts instructional supervision;
 Provides technical assistance in school management and curriculum
implementation;

document.”
REGION 02
 Establishes a conducive physical environment for learners and school workers;

and
 Sustains strong and harmonious partnerships and collaboration among
stakeholders in order to improve access to and delivery of quality basic
education.
Schools
Roles and Responsibilities of School Heads and Teachers
 Implement continuing school-based Training and Development (T&D)
Programs for teachers on the implementation of the national and localized
curriculum;
 Implement the development, production, utilization and access to quality
localized/ indigenized learning resources through the Learning Resource
Management and Development System (LRMDS);
 Undertake school action research focused on the effectiveness/impact of the K
to 12 BEP including its localization and utilization of results/findings for
decision-making and improvement of teaching-learning process;
 Conduct advocacy and mobilization of support from external stakeholders,
media, Government Organizations (GOs), and Non-Government Organizations
(NGOs);
 Integrate the use of local content and learning process as feature in classroom
instruction/observation;
 Identify the school’s development needs on the curriculum and instruction, the
localization of the curriculum and integrate these into the School Improvement
Plan (SIP); and
 Prepare report of documented activities related to the implementation of the
localized curriculum to be submitted to the division and communicated to all
concerned.

document.”
REGION 02

document.”
REGION 02
4.0 FUNCTIONAL DESCRIPTIONS

Position Job Description
Chief Education Supervisor - To provide strategic and technical inputs towards

effectively managing the full implementation of the
articulated basic education curriculum, enforcing
curriculum standards, localization and indigenization of
the articulated curriculum to suit the conditions and
context of the region, and ensuring access to quality and
varied learning resources. To direct and manage the work
of the CLMD team that will help manage curriculum
implementation in the region and provide technical
assistance to the divisions in line with the curriculum and
learning management.
Education Program - To provide technical support in managing the full

Supervisor implementation of the articulated basic education
curriculum and the development of learning resource
materials to suit the conditions and context of the region,
to implement curriculum development, localization and
enrichment related programs and projects;
- To provide technical assistance to the Schools Divisions
in curriculum implementation, instructional supervision
and learning materials development and quality
assurance.
- When part of LR Design and Development Team, may be
assigned as Instructional Design and Development
Coordinator)
Education Program - Region-wide adoption so as to increase access to and

Supervisor (LRMDS effectively utilize varied quality learning resources by
Manager, QA Coord.) intended users (i.e. teaching and learning resources and
professional development materials)
- To manage the central LRMDS ICT infrastructure in the
region, ensuring that the system (application, database
and communication facility) is secure, highly available
and performing according to policies and standards set.
- To provide technical assistance to the Schools Divisions
in the set-up, management, operations and maintenance
of their Learning Resource Centers.

document.”
REGION 02
Librarian II (LRMDS - To manage, maintain, and monitor uploaded and

Administrator) catalogue of materials in the LRMDS portal and
maintain the regional library
- To provide technical assistance to the library hubs and
Learning Resource Centers as well as monitor the
effectiveness in the delivery of their service
Teaching Aid Specialist - To assist the LR supervisor in forming and supporting

(LR) the various LR design and development teams,
coordinating schedules content developers (writers,
illustrators, editors, QA reviewers) and target outputs
and sourcing out the necessary support for the teams
including providers for the needed competencies (e.g.
writer, editor, illustrator, creative and lay out artist
etc.)
Administrative Assistant II - To respond to individual users' queries and difficulties

(LR Assistant/ Help Desk) with the Web-based LRMDS, provide instructions and
training, and diagnose and solve common problems.
- To encode metadata and support content development
activities as directed.
Administrative Assistant I - To assist the management and staff and provide

administrative support in the effective and efficient
operation of the CLM Division

document.”
REGION 02
5.0 DEFINITION OF TERMS

Curriculum and Learning A functional division of the Department of Education,
Management Division regional office aimed to contribute in the improvement
of region wide performance specifically on learning
outcomes by helping the schools divisions ensure full
implementation of the articulated basic education
curriculum, through: localizing and indigenizing
curriculum, enforcing standards, and providing access
to quality and varied learning resources
Learning Center refers to a physical space to house learning resources

and facilities of a learning program for out-of-school
youth and adults. It is a venue for face-to-face learning
activities and other learning opportunities for
community development and improvement of the
people’s quality of life. This may also be referred to as
“Community Learning Center” authorized or
recognized by the DepEd.
Indigenous Peoples Education refers to the program that supports education initiatives
undertaken through formal, non-formal, and informal
modalities with emphasis on any of, but not limited to,
the key areas of: Indigenous Knowledge Systems and
Practices and community history; indigenous
languages; Indigenous Learning System (ILS) and
community life cycle-based curriculum and
assessment; educational goals, aspirations, and
competencies specific to the Indigenous Cultural
Community (ICC); engagement of elders and other
community members in the teaching-learning process,
assessment, and management of the initiative,
recognition and continuing practice of the
community’s ILS; and the rights and responsibilities of
ICCs.

document.”
REGION 02
6.0 LIST OF ACRONYMS

CLMD Curriculum and Learning Management Division
CLM Curriculum and Learning Management
SDOs Schools Division Offices
LRMDS Learning Resource Management and Development System
LRs Learning Resources
CID Curriculum Implementation Division
LCs Learning Centers
K to 12 K to 12 basic Education Program
BEP
GOs Government Organizations
NGOs Non-Government Organizations
SIP School Improvement Plan
QAMT Quality Assurance Management Team
M&E Monitoring and Evaluation
PIR Performance Implementation Review
RMEA Regional Monitoring and Evaluation Assessment
IPEd Indigenous Peoples Education
SDS Schools Division Superintendent
RD Regional Director
EPS Education Program Supervisor
DEPD Division Education Plan for Development
REDP Regional Education Development Plan
FTAD Field and Technical Assistance Division
HRDD Human Resources Development Division
TA Technical Assistance
LRQAT Learning Resources Quality Assurance Team
FGD Focused Grouped Discussion

document.”
REGION 02
PPRD Policy Planning Research and Development

T&D Training and Development
QAD Quality Assurance Division
STE Science and Technology Education
SPA Special Program for the Arts
SPJ Special Program in Journalism
SPFL Special Program in Foreign Language
STVEP Strengthened -Technical Vocational Education Program
SPED Special Education
NSPC National Schools Press Conference
ALS Alternative Learning System
STF Science and Technology Fair
NFOT National Festival of Talents
MTAP Mathematics Teachers Association of the Philippines
SCP-SA Special Curricular Programs and Support Activities
GAS General Academic Strand
ABM Accountancy Business Management
STEM Science and Technology Engineering and Mathematics
HUMSS Humanities and Social Sciences
LAC Learning Action Cell
NAT National Achievement Test

document.”
REGION 02
7.0 ANNEXES
7.1 Annex A: Matrix as bases for tools development in monitoring program
implementation.
What will be How will it M&E Tool Who will When will How will the
monitored? be monitor the results be used?
monitored? monitoring
be?
Curriculum Development
 Contextualiz - Field - Localized CLMD, Twice a SDOs- for M
ation visit, tools LR EPS, year (1st and E and
Reports, RO week of Technical
- Endorse (Number Librarian, October and Assistance to
ments of TAS 1st week of schools,
contextual March) DO LRMDS-
ized Division for further
learning LR, development of
resources) PDO, LRs and
Librarian utilization of LR
portal, Finance-
basis for
budgeting,
ICCs- inputs on
indigenized
content
 Quality QA team LR Tools for LRQAT After the Results will be
assurance review QA (RO, submission used as
(QAMT) Localized SDO, of Learning reference for
tools School) Resources pilot testing.
(Number of
quality
assured
learning
resources)
 Pilot Testing Field Localized EPS During the Results will be
validation tools Number (Subject pilot testing used for
of schools Area In- finalization of
pilot tested charge learning
and LR); resources

document.”
REGION 02
be?
PSDS;
School
Head;
RTC;
QAD
 Production Checklist, Number of EPS-LR During For reproduction
reports, produced Supply production and distribution
learning Officer, of learning purposes
resources Property resources
Custodia
n
 Distribution Distribution Checklists, EPS-LR During For utilization
checklist, Inventory Supply distribution purposes
inventory report Officer, and every
receipts Property end of the
Custodia semester
n
Curriculum Implementation
Monitoring and Evaluation
 Instructional Field visit, Instructional RFTAT Quarterly Planning for

supervisory FGD, online Supervision for the CapB activities,
plan and off-line tool, M&E region TA and
 M&E tool reports, DFAT adjustment
Reports questionnaire for the
 Special division
Curricular
Program and
Support
Activities
 Technical Use of T&D F3 M&E RFTAT Quarterly Technical

Assistance standards, tools; for the assistance
M&E tools, Progress region;
Face to face report, TA DFAT
(F3) Agreements for the
activities division

document.”
REGION 02
be?
 Research and o Assessing Localized RFTAT Quarterly Technical
Development research tool for the assistance
o Research region; Instructional
conducted DFAT interventions,
o Utilization for the policy
o interventio division recommendation
n PPRD
Policy Recommendation
o Outcome- Assessment Interview, CLMD; annually Policy
based results FGD, PPRD recommendation
Assessment analysis progress QAD , instructional
reports intervention,
TA
o Policy Assessment Interview, CLMD; Annually Policy
assessment of policy FGD, M&E PPRD recommendation
implementat tool, QAD , policy
ion; Field documentary RFTAT localization
visit analysis

document.”
REGION 02
7.2 Annex B: Monitoring and Evaluation Tool
MONITORING TOOL FOR CURRICULUM IMPLEMENTATION
A. Monitoring and Evaluation (M and E)
Implementation of K to 12 Curriculum in Compliance to Standards
Instructional Supervisory Accomplishment Report
Number of Teachers/Principals observed _____
How frequent is observation done? (pls. check) __ Weekly __ Monthly __

Quarterly
__ Others, pls. specify __________
Major Findings of the Division Supervisor/PSDS on the Implementation of K to 12

Curriculum and Standards
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Facilitating Factors
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Hindering Factors
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Action Taken/ Interventions

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Agreements
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

document.”
REGION 02
Report on Curriculum Implementation

Directions: Check the box that corresponds to your answer in each item using the
legend
E- Evident NE- Not Evident
Particulars E NE
Framework and Systems for Monitoring
Concept Paper and Proposals on Division Curriculum
Innovations
Progress and Evaluation Report on Regionally initiated
Programs on Curriculum Implementation
Technical Assistance Agreement
Consolidated Needs for Technical Assistance on
Progress Report of Technical Assistance e.g.
Implementation of Special Curricular Programs and Support Activities
Special Curricular No. of Funding

Programs(SCP) and Implementing Enrolment Support
Support Activities Schools Male Female Total
(SA)
STE
SSES
SPA
SPS
SPJ
SPFL
STVEP
MEP
MPPE
SPED
IPED
OHSP

document.”
REGION 02
ALS
STF
FOT
MTAP
Special Curricular Facilities/Tools Initiatives Issues and Future

Programs(SCP) /Equipment Undertaken Concerns Directions
and Support Available
Activities (SA)
STE
SSES
SPA
SPS
SPJ
SPFL
STVEP
MEP

document.”
REGION 02

Activities (SA)
MPPE
SPED
IPED
OHSP
ALS
STF
FOT
MTAP

document.”
REGION 02

Activities (SA)
MUSABAQAH
B. TECHNICAL ASSISTANCE
Data on Teacher Needs

Elementary (per Grade Level)
Grade Level No. of No. of Total Percentage of
Trained Untrained (Trained and Untrained
Teachers on Teachers on Untrained Teachers
K to 12 BEP K to 12 BEP Teachers)
1
2
3
4
5
6
Secondary (Junior High-per Grade Level per Learning Area)

Grade Level No. of No. of Total Percentage of
Teachers on Teachers on K Untrained Teachers
K to 12 BEP to 12 BEP Teachers)
Secondary(Junior High School)- FILIPINO
7
8
9
10
Secondary(Junior High School)- ENGLISH
7
8
9
10
Secondary(Junior High School)- MATHEMATICS

document.”
REGION 02
7
8
9
10
Secondary(Junior High School)- SCIENCE
7
8
9
10
Secondary(Junior High School)- AP
7
8
9
10
Secondary(Junior High School)- TLE
7
8
9
10
Secondary(Junior High School)- MAPEH
7
8
9
10
Secondary(Junior High School)- ESP
7
8
9
10

document.”
REGION 02
Secondary (Senior High- per track per strand)

Strand No. of No. of Total Percentage of
Teachers on Teachers on K Untrained Teachers
K to 12 BEP to 12 BEP Teachers)
Secondary(Senior High School)- ACADEMIC
GAS
ABM
STEM
HUMMS
Secondary(Senior High School)- MARITIME
Secondary(Senior High School)- TVL

AGRI-
FISHERY
*Crop
Production
*Poultry
Production
*Swine
Production
*Ruminants
HOME
ECONOMICS
*Beauty Care
and Wellness
*Dress
Making/Tailoring
*Food
Processing
*Bread and
Pastry
*Cookery
*Food and
Beverage
Services
INDUSTRIAL
ARTS
*Carpentry
*Electronic PAS

document.”
REGION 02
*Electrical
Installation and
Maintenance
*Automotive
Servicing
*Masonry
ICT
*Programming
*Animation
*Computer
Systems and
Securities(CSS)
*Technical
Drafting
Secondary(Senior High School)- SPORTS
Secondary(Junior High School)- ARTS AND DESIGN
EXTENT OF TECHNICAL ASSISTANCE EXTENDED TO SCHOOLS
legend
Particulars E NE
Technical Assistance Agreement with schools/learning
centers/communities
Consolidated Needs for Technical Assistance on
Progress Report of Technical Assistance e.g. LAC
Sessions, Community of Specialists
What technical assistance do you need from the Regional Office?

_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

document.”
REGION 02
C. RESEARCH AND DEVELOPMENT
Researchers Conducted (in schools and SDO)
Directions: Please fill up the table below

Research Title Findings Conclusion Recommendations
How do you utilize the results?
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
D. POLICY RECOMMENDATION
Assessment Result Analysis

legend
Particulars E NE
DO NAT Result Analysis

document.”
REGION 02
Projected Mastery Level per NAT-tested

Learning Area per Key Stage
Assessment of Learning Outcomes Analysis
Assessment of M and E Tools
Policy Assessment
Issues and concerns arising from the implementation of the DepEd Policies
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
M & E Personnel:
Region: Division:
Accomplished by: First Name MI Last Name
Position: Date Accomplished:

Monitored by:
Printed Name and Signature
Region: Division:
Position: Date Submitted:

document.”
REGION 02
8.0 POLICIES AND GUIDELINES

1. The Rationalization Document Version 2
Regional Office Job Summary
Schools Division Offices Job Summary
2. Republic Act No. 10533

- An act enhancing the Philippine Basic Education System by strengthening
its Curriculum and increasing the number of years for Basic Education.
3. The LRMDS Framework

- This Framework for Learning Resource Management and Development
System (LRMDS) describes the standards, processes and guidelines of the
systems developed to support implementation by DepED Central Office,
Regions, Divisions and Schools.
4. The LRMDS Assessment and Evaluation Guidelines and Processes

- These guidelines describe processes for identification of materials to be
procured, redeveloped or reproduced and is designed to support schools,
divisions, and regions:
o in identifying learning, teaching and professional development resource
needs
o reviewing and recommending resources for acquisition and procurement
o identifying existing resources for reproduction and or redevelopment
o evaluating teacher developed materials for local use and shared
distribution via LRMDS
5. DepEd Order No. 32, s.2015

- The intent of the IPED Curriculum Framework mandates DepED to “ensure
that the values, needs and aspirations of a school community are reflected
in the program of education” and “schools and learning centers shall be
empowered to make decisions on what is best for the learners they serve”
6. DepEd Order No. 8, s. 2016

- This Guideline on the Procurement of Technical Vocational and Livelihood
Specialization Tools, Equipment and Materials ensures proper
implementation and adheres to the principles of transparency,
accountability, equity, efficiency and economy in its procurement
processes.
7. DepEd Order No. 16, s. 2012

document.”
REGION 02
- This guideline mandates all public schools to implement the Mother Tongue
Based-Multilingual Education (MTB-MLE) to Kindergarten, Grades 1, 2,
and 3.
8. http://deped.gov.ph/mandate
- The Department of Education (DepEd) formulates, implements, and coordinates
policies, plans, programs and projects in the areas of formal and non-formal
basic education.
9. Regional Memos and Issuances

document.”
REGION 02
9.0 THE CURRICULUM AND LEARNING MANAGEMENT (CLM)

SYSTEM
The Curriculum and Learning Management Division (CLMD) of the Regional Office
and the Curriculum Implementation Division (CID) of the Schools Division Office
(SDO) are expected to operationalize the CLM System. This system guides all
curriculum managers and implementers to exercise their functions and to ensure the
effectiveness, efficiency, sustainability, and impact of the implementation of the basic
education curriculum and various curricular programs and projects.
The curriculum management services require an efficient system that reinforces the
standards and processes to improve learning outcomes including the necessary support
mechanisms and resources.
The CLMD is focused mainly on two major processes: Curriculum Development and
Curriculum Implementation. These processes are mutually dependent as both are
indispensable in achieving improved learning outcomes.
A. Curriculum Development involves five (5) sub-processes:

1. Contextualization
 Enhances the national basic education curriculum to make it culturally
responsive through the use of local learning systems with local content,
language, resources and learning processes to improve learners’
performance, pride of one’s culture and strong commitment to the
community.
2. Quality Assurance
 Creates Quality Assurance Management Team (QAMT) to ensure the
quality of contextualized materials.

document.”
REGION 02
3. Pilot Testing
 Tests of quality assured contextualized materials is conducted to sample
schools to evaluate its validity.
4. Production
 Produces validated contextualized materials can be done in print and non-
print.
5. Distribution
 Distributes materials to identified recipients through on-line and off-line
mechanisms is based on needs. The resources are properly catalogued and
recorded in the inventory.
B. Curriculum Implementation involves four (4) sub-processes:

a. Monitoring and Evaluation / Instructional Supervision
 It focuses on the tracking and measuring the effective implementation and
outputs of the curriculum, programs and projects systematically.
b. Technical Assistance
 One of the key professional activities provided to the SDOs, schools and
other learning centers, geared towards giving support and guidance in
identifying problems and finding the right solutions for a more effective
implementation of the curriculum, programs and projects.
c. Research and Development
 It refers to processes in developing new services or in improving the
effective implementation of programs and projects.
d. Policy Recommendation
 It is a written policy guideline with the authority to make decisions to
address issues and concerns pertaining to curriculum development and
implementation.

document.”
REGION 02
The CLMD Processes are monitored and quality assured by the collaboration of
the different functional divisions in the region and the SDOs through M&E, PIR, and
RMEA. Progress/evaluation reports are submitted to the authorities for decision making
and process adjustments.
Context Diagram
Customer Satisfaction
At the regional level, curriculum managers and implementers are expected to supervise
the SDOs in full implementation of the K to 12 Basic Education Program to ensure the
improvement of learning outcomes through curriculum development and
implementation.

document.”
REGION 02
At the division level, the Curriculum Implementation Division (CID) ensures full
implementation of the articulated basic education of schools and Learning Centers by
continuously improving the management of curriculum implementation through
instructional supervision and provision of technical assistance.
At the school level, school head supervises the teachers through strength-based
instructional supervision to make teaching-learning process and activities aligned to the
curriculum standards.
Curriculum Development
The program implementation of the K to 12 Basic Education Program needs to be
supported by regionwide efforts in curriculum contextualization. Curriculum
contextualization is important in making education more relevant and culturally
responsive to the needs of the target clientele. Primarily, local content, local language,
local learning process and local resources must be taken into consideration for the
localization of the curriculum. The LRMDS supports the development of new materials
and aligns existing ones to the demands of the K to 12 BEP.

document.”
REGION 02
A. Contextualization
Identification of competencies, content

START standards and performance standards to be
contextualized (Needs analysis)
For IPEd, use DO 32, s 2015
Plan for the Writeshop (CSW)
Call for writers
Writeshop proper
Writing
Proofreading/Editing
Section 5, paragraph 3 of RA 10533 otherwise known as Enhanced Basic Education

Act of 2013 states that the DepEd adheres to the standards and principles in developing
the K to 12 Basic Education Program through contextualization.
Contextualization of Learning Resources (LRs) includes the following procedures:

Resources Accountable Expected
Objectives Activities
Needed Team Partners Outcome
1. Identify  Review the  Curriculum  Department/  List of
competencies, curriculum guide guide School Head; critical
content  Check the alignment Subject contents
standards and of the competencies Teachers
performance with the content and

document.”
REGION 02
standards to be performance
contextualized standards
 Brainstorm and
decide on the critical
contents in every
unit.
2. Plan for the  Submit proposal for a  RD, Chiefs  Proposal;
writeshop writeshop (CLMD, List of
 Gather pool of HRDD, writers
qualified learning Finance)
resource writers EPS-LR
recommended by the (Region and
SDO Division),
Supply
Officer
3. Conduct the  Create appropriate  Curriculum  EPS-LR,  Learning
writeshop learning resources guide, Learning Resource
based on the critical reference Resource Material
contents identified materials Writers
 Edit and proofread
written learning
resources
Note: If the needed learning resource addresses an IPEd, refer to DO 32, series of 2015.

document.”
REGION 02
B. The Quality Assurance Cycle
The Quality Assurance Management Team (QAMT) at the school, division and
regional level conducts evaluation of the new learning resources for acquisition or
procurement. Schools may use the assessment and evaluation criteria to select and
acquire learning resources using local funds. They may also access the list of BLR
approved supplementary materials and procure these from local funds. School/Clusters
may also assess and evaluate LR/TRs and provide an evaluation report to the division
to request acquisition and inclusion in LRMDS. The SDO will review submitted LR
evaluations for acquisition of new resources and will determine whether to acquire for
distribution via the Divisional Library Hub. Cataloguing of the acquired resources
within LRMDS is the responsibility of Regional LRMDS. The SDO will forward
recommendations and notification of acquisition of new LRs/TRs where these can be
retrieved in the LRMDS.

document.”
REGION 02
C. Pilot Testing
Inform SDOs through memorandum

START
School Pilot testing
Retrieval of pilot testing results
Finalization of Learning Resources
This process flow verifies if the learning resources (LRs) meet the standards and
specifications to support whether the material is useful, relevant, reliable, and valid. It
helps identify areas where end-users have difficulty in understanding, learning and
using the material.
The SDOs will randomly identify 3 or more elementary schools and 3 or more
secondary schools in their respective divisions where pilot testing of the learning
resources is done.
The monitoring team is composed of a PSDS, a School Head, a Master Teacher, and an
EPS of the subject area.
Pilot testing of learning resources includes the following procedures:

1. Inform the  Send  RD; Chief-  Released
SDOs of the memorandum to CLMD; EPS- Memorandu
pilot testing of respective SDOs LR; SDS m
learning via email

document.”
REGION 02

resources
through a
memorandum
2. Pilot test the  Identify 3 or more  Learning  EPS-LR  List of
learning elementary schools Resources (Region and identified
resources to within the division Division), schools
identified for the pilot testing School Heads
schools of the
contextualized
elementary LRs.
 Identify 3 or more
secondary schools
within the division
for the pilot testing
of the
contextualized
secondary LRs.
3. Retrieve pilot  Collect results  EPS-LR  Data
testing results from the different (Region and gathered
pilot testing Division), from the
schools School Heads; results of
Subject pilot testing
Teachers
4. Finalize  Review gathered  Feedback/s  EPS-LR;  Finalized
learning data of the result of uggestions writers learning
resource pilot testing from pilot resource
materials  Integrate the schools materials
suggestions/feedba
cks given by the
pilot schools
 Submit final copy
of the learning
resource materials
for QA

document.”
REGION 02
D. Production
Existing resources identified via School/Division/Region needs analysis (LP PLAN,

DEPD, REDP) and targeted for support and increased access via LRMDs will be
reproduced by the Regional LRMDS Development and Production Team.
The LRMDS Instructional Designer develops an instructional and technical design and
specifications for the redevelopment of the resources. The LRMDS QAMT reviews
the proposed design and development specifications. If approved, an alpha version of
the material is produced and reviewed by a designated User Review Group. Review
feedback is incorporated into the beta version of the LR/TR and forwarded to QA for
final review and conformance testing. Once approved for publishing, the LR/TR/PDM
is stored and packaged, catalogued and published in LRMDS.

document.”
REGION 02
E. Distribution
All catalogue and published resources can be located and or accessed via search online
catalogue. The metadata that describes each resource is searched by the user. The
search and browse capacity of the online catalogue may be queried (searched) via:
 Title
 Subject Area
 Type of Resource –LR/TR/PDM
 Key Topic
 Curriculum standard/competency
 Grade/Year Level
The system for searching and browsing is publicly available. Open resources comprise
DepEd owned materials and referenced public online materials. All users are required
to be authenticated to access the resources that contain third party copyright content
before viewing or downloading. Regular subscribers to the LRMDS will be registered

document.”
REGION 02
and authenticated. All resources will contain copyright information and conditions of
use. This information is communicated to the user via the list of search results and the
availability of the resource for viewing and download.
Regional Initiative of LR Distribution

Gather all quality assured learning
START resources
Store in the LRMDS non-databased link-

Google Drive
Share folder to SDO LRMDS, PDO,

Librarian and School LRMDS
Coordinator
Free access of learning resources by

teachers
END
The LRMDS unit of the region created an LR link–a Google Drive, where all quality
assured soft copies of learning resources (LRs) in the region are stored. The distribution
of these LRs is done by sharing this link to the SDO LRMDS Supervisors, PDOs,
Librarians, and School LRMDS coordinators. Moreover, this link can be shared to all
teachers within the division by sending said folder to their respective e-mail addresses.
These shared LRs can be accessed, viewed and downloaded anytime, as long as internet
connectivity is available.

document.”
REGION 02
Monitoring and Evaluation/Instructional Supervision
Monitoring and Evaluation is one of the components in the CLM system. It is a process
that defines whether the curriculum and the different programs and projects are
implemented according to what has been planned. It gives the management the
information needed for decision making and policy localization.
Instructional supervision is a professional, continuous and cooperative process for the

improvement of instruction. It is characterized by guidance, assistance, sharing of ideas,
facilitation, or creation to help teachers improve learning situation and quality of
learning in the schools.
The Monitoring and Evaluation Continuum
The region is responsible for developing localized policy standards and guidelines for
quality assuring the M&E system while the SDOs and districts implement the QA
system through instructional supervision in support to the delivery of basic education
services. The schools and LCs enforce and implement the total quality management
system and the standards set to improve teaching and learning engagement.

document.”
REGION 02
To ensure the efficiency and effectiveness of the curriculum, monitoring and evaluation
will be done through systematic data gathering, analyzing and utilizing of information.
Using the crafted M&E tools by the CLMD will be done quarterly and/or during the
inception, progress, outcome and the impact evaluation at the end of the program.
Based on the information gathered through monitoring, statements and reports will be
made about the curricular relevance, effectiveness, efficiency, impact and
sustainability. Findings and recommendations will serve as bases for policy-making
relevant to the implementation of the curriculum.
The M&E Team will do the following to implement all the components and critical
processes:

document.”
REGION 02
• Provides regular feedback of the program as basis for keeping track of progress
and adjusting operations;
• Identifies issues and concerns or problems quarterly and propose possible
interventions;
• Monitors the efficiency of the program implemented; and
• Evaluates the extent to which the program achieves its general and specific
objectives.
• Incorporates views of internal and external stakeholders.
Technical Assistance
Technical assistance, being a significant function of the region and the schools division,
has to be systematically provided by the CLM personnel to support the implementers
of the curriculum at the SDOs. Technical assistance can also be provided hand in hand
with the Field Technical Assistance Division (FTAD) Core Team. The CLM personnel

document.”
REGION 02
coordinate with the Human Resource Development Division (HRD) for capability
building or teacher training as one of the forms of rendering technical assistance to
curriculum implementers.
Research Development
Another component with primordial role in the CLM System is research. Curriculum
implementation is an avenue where data and information may be gathered, analyzed
and reported that may affect decision-making or policy formulation. It is important for
the system to capture these realities as they unfold in the process of curriculum
development and instruction as experienced in actual context.
Recognizing the importance of research in improving the delivery of basic education

services, the CLM system is supportive to the evidenced-based policy formulation
which is reinforced by explicitly promoting the culture of research from the
region, division, districts and to the schools and learning centers. CLM system

document.”
REGION 02
encourages curriculum implementers through research from schools resulting

from either the Learning Action Cell (LAC) sessions or School Improvement
Plan (SIP) situational analysis anchored in curriculum development and
implementation.
Expectedly, in the course of undertaking the various critical processes in the different
components, a feedback mechanism should be established from the schools to the
division level, then from the division to the regional level. The CLM Core team in turn,
provides timely, relevant, reliable and valid feedback to the Office of the Regional
Director for possible policy formulation/adjustments, curriculum contextualization,
research venture, strategic planning and technical assistance. It also serves as basis for
getting financial support to sustain the implementation of the different programs and
projects.
Policy Recommendation
Policy papers and policy recommendations as outputs of M&E, research and other
engagement activities are essential considerations in crafting local policies. In so doing,
curriculum policy makers, managers and implementers can formulate sound decision
for curriculum and instruction enhancement gearing towards relevant and culturally-
responsive basic education curriculum. Eventually, quality learning outcomes as off-

document.”
REGION 02
shoots of a successful implementation of the K to 12 Basic Education Program will

surely be attained.

document.”

CLMD-CID SYSTEMS FLOW FINAL - Version New New

Загружено:

Сведения о документе

Оригинальное название

Авторское право

Доступные форматы

Поделиться этим документом

Поделиться или встроить документ

Параметры публикации

Этот документ был вам полезен?

Это неприемлемый материал?

Авторское право:

Доступные форматы

CLMD-CID SYSTEMS FLOW FINAL - Version New New

Загружено:

Авторское право:

Доступные форматы

DEPARTMENT OF EDUCATION Document No.

PREPARED BY DESIGNATION SIGNATURE DATE

REVIEWED BY DESIGNATION SIGNATURE DATE

APPROVED BY DESIGNATION SIGNATURE DATE

“The information contained in this document is a property of the Department of Education

REVISION DATE AUTHOR REASONS FOR PAGE

“The information contained in this document is a property of the Department of Education

‘AS-IS’ OPERATIONS MANUAL

1.0 Background/Overview ..................................................................................... 04

“The information contained in this document is a property of the Department of Education

9.3.3 Research Development ..................................................................... 44

THE CURRICULUM LEARNING AND MANAGEMENT DIVISION AND

Specifically, it aims to:

“The information contained in this document is a property of the Department of Education

“The information contained in this document is a property of the Department of Education

 Conducts monitoring and evaluation on the implementation of the

3. Learning Resource Management

4. Assessment of Learning Outcomes

“The information contained in this document is a property of the Department of Education

To ensure full implementation of the articulated basic education of schools and

District Coordination & Instructional Supervision:

“The information contained in this document is a property of the Department of Education

 Establishes a conducive physical environment for learners and school workers;

“The information contained in this document is a property of the Department of Education

“The information contained in this document is a property of the Department of Education

4.0 FUNCTIONAL DESCRIPTIONS

Chief Education Supervisor - To provide strategic and technical inputs towards

Education Program - To provide technical support in managing the full

Education Program - Region-wide adoption so as to increase access to and

“The information contained in this document is a property of the Department of Education

Librarian II (LRMDS - To manage, maintain, and monitor uploaded and

Teaching Aid Specialist - To assist the LR supervisor in forming and supporting

Administrative Assistant II - To respond to individual users' queries and difficulties

Administrative Assistant I - To assist the management and staff and provide

“The information contained in this document is a property of the Department of Education

5.0 DEFINITION OF TERMS

Learning Center refers to a physical space to house learning resources

“The information contained in this document is a property of the Department of Education

6.0 LIST OF ACRONYMS

“The information contained in this document is a property of the Department of Education

PPRD Policy Planning Research and Development

“The information contained in this document is a property of the Department of Education

“The information contained in this document is a property of the Department of Education

 Instructional Field visit, Instructional RFTAT Quarterly Planning for

 Technical Use of T&D F3 M&E RFTAT Quarterly Technical

“The information contained in this document is a property of the Department of Education

“The information contained in this document is a property of the Department of Education

7.2 Annex B: Monitoring and Evaluation Tool

MONITORING TOOL FOR CURRICULUM IMPLEMENTATION

A. Monitoring and Evaluation (M and E)

Implementation of K to 12 Curriculum in Compliance to Standards

Instructional Supervisory Accomplishment Report

Number of Teachers/Principals observed _____

How frequent is observation done? (pls. check) __ Weekly __ Monthly __

Major Findings of the Division Supervisor/PSDS on the Implementation of K to 12

Action Taken/ Interventions

“The information contained in this document is a property of the Department of Education

Report on Curriculum Implementation

Implementation of Special Curricular Programs and Support Activities

Special Curricular No. of Funding

“The information contained in this document is a property of the Department of Education

Special Curricular Facilities/Tools Initiatives Issues and Future

“The information contained in this document is a property of the Department of Education

How frequent is observation done? (pls. check) Weekly Monthly __