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REGION VII - CENTRAL VISAYAS
Schools Division of Cebu Province

Office of the Schools Division Superintendent

10 October 2023

DIVISION MEMORANDUM
RTo. 427 s' 2023

UTILIZATIOH GUIDELINES FOR THE 2023 DELIVERED LEARNIHG

REsOuRCEs TO THE FIELD OFFlcrs

To: Assistant Schools Division Superintendents

Chief Education supervisors '
Education Program Supervisors
Public Schools District Supervisors/ District-in-Charge
Elementary/ Secondary School Heads
All Other Concerned

1. Enclosed is a copy of Regional Memorandum No. Qza§, s. 2023, titled:

"Utilization Guidelines for the 2023 Delivered Learning Resources to the
Field Offices" for your reference and guidance.

2. Immediate and widest dissemination of and strict compliance with this

Memorandum is directed.

rm
SENEN pRIsclro p. PAULIH, cEso v
Schools Division Superint

Address: lpHO BIdg., Sudlon, Lahug, Cebu City

Telephone No.: (032)424-9000
EmailAddress:£sfa±±mr_g¥_ip_€e_@dep§d.gQv.ph
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RIG ION VI I - CENTRAL VI SAYAS
Office Of the Regional Director
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REGIONAL MEMORANDUM
REo. i"#£S ,s.2023

uTELREATloRT GumELINEs FOR THE 2023 DELIVERED LEARnrlHG

REsouRcrs To THE FIELD oFFlcEs
To: Schools I)ivision superintendents

1. For the information and gLiidance of all concerned, attached is a copy of Joint
Memorandum efltitled "Utifzation Cinidelines for the 2Q23 Delivered Leaming Resources tQ
the Field Offices" signed by Gina a. GQnong, Undersecretary for Curiculum and Teaching
and Arty, Revsee A. Escobedo, Undersecretary-for Operations.

2. Immediate dissemination of this Memorandum is desired.

.,/` `

sELusTENOT,ifeREun,RID,crsov
Director IV
Regional Director

sTJ|rir{pLica":D/uncn/mlp

Dofia M. Gaisano St., Sud!on, Lahug, Cebu City

Telephone Number: 639457623193 local 700
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doINT REMORAnlpuM
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To REGIQNAI+ mRE.cTORs
scHooLs DrvlsloN supERENTENDENTs 7., i:.,.
SCHO0rs DIVISION SUPPLY OFFICERS ~rv" " "

FROM
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REVSEE A. ESCOREDQ
Undersecretary for Op erattons

SUBJECT I uTELlzATloN GulnELINEs FOR TIIB 2023 DELrREREI]

LEARNING REsormcEs TO THE FIELD oFElcEs

DATE September. 4, 2023

rl`he [}eparEment of Edtlcation haLs procurec[ senrices for frctght, ha\ndling, ancl
{|e{iver}r or the, fo,]I,owiii~g }eftmmg rcsq\,1rces (LRs)„ i"s MemQran{lum is }sstle€l to
provitle mt.ormiation and guidelines to the tang-et recipients for effective utluzation of
the LRs:

LearningResources Delivery Site Utihation

Pre`.entiiTe Di-ugF,citll}aiionResourceMatc`,rial In suppiori of the National Drug Program as
a:::i:::: / provided in Section 43, Arlicte IV. or
Offices {SD0s) Republic Act No. 9165 oi-Comprehensive
Dangerous D,mss Act of 20'02, this resource
material is cleveloped under the lo-Point
Agenda of the past admiutst;i-attQr!t

This is a gelieral reference for teachers Lo

be utilized using the Preventive Education
Program Curicuta stated in DepEd
Memorandum No. 25, s. 2021 as a .guide.
These, ai.e supplementary reading resources
¥oFito¥:1e / to substautiate` azrd corxplement teaching
and learning Philippine Art,
Se}iiQrHi`gh Senior High These SHS` LRS are vatuahle teaching ancl
SchoolTerutboolcs Schools ]eai-ming materials while the MA:TATAG SHS
€un cl 'reac:hfr`sManuals: Curriculum in ongoing review+

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fy. Business
Finalree TX
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. Philippinfp
Politics €u-|cl
Govcmancc
1X & TM,f.!re £: k, &FI:i¥ ;1:gil:i,1gi¥El:1 theAp liedSocialSciences"IGratleg#iming i

Junior High By RepubHc Act 14.25 also known as the

Schools "Rizal Lawtt- oi. "An Acl to inclucie in the
Resource uroli M€
• Tangere} and curricula of all public and private schools.
Grade lQ Leamin`g Colleges. and universities courses on the
ResQu[-ce {El life, wQrkst aird writings ofJose P. Rig:al
Filibuste!i.sngo} parlict{tarLv Ills flQ\rels No}i Me Tar}gere` and
EI Filtbusterismo", these lcaming resourc!es
are modemized by the Depathment but
matntatnecl t:heir otlginal contexts,

These novels promote patriotism and civic

consciousness which must be imbuecl to all
Filipino teamers during their formative and
ti.an sition yscirs. /
Noli Me Tangere and EI Filibusterismo shall
be considerecl required reading resources ln
Filipino for Gra,des 9 and 10 respectively
and shall be used in leaming delivery
modalities in all public junior high schQo]s.

The 1.eacting resoui.ces sham be distributed

to all Gracle 9 and 10 leamers ln a One-is- T> AtoQIieri€iLioalall.puhllcjtuniarlifgh

schochs.

i{in'dei.a-ailen~ District The HAS shall remain the LRs for learning
Activit+ SheE.ls OITlces delivery modalities for lfindergarten
learners in all public schools.

Page Z of 3
 The HAS shall be distributed to learners in
i oil.e is. tQ a,n€ rati,a antl it isv fi can.a.umabl,e
ere ear ere are expectecl ro wnte uneir-
answers in the activity sheets.

Ps`vchosocial SI)Os The PSAP is a teacher's guide for all grade

Support Acti`rity fevcts that serves as a reference for teachers
Pack (PSAP) in conc[ucHng psychosocial support for
leame.rs after` A disaster. e.vent. Reeipieuts
may develop or plan sctiectules for
cQnductin€ psy€hQ-a.Qclal suppo,st act¥vities
at their most conclucive time. A detailed
description of the program where this
material is to 1]e utilized is described in
drnex 1.

11 recipients ai.e expectecl to adopt measures about the e]rdsting issuances to

V roperly safeguard againstjgs±s±±±ras±agf` anfj preserve in good a,ondit.ion the LRs
receivecl to ensure accountat]ility and future utilization of. the same except for the
HAS whicli is cQnsum&ble.

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OPERATIONS

oUoPS No. 2Q23~04+Jff

MEREOREDun

T0 REGIONAL DIRECTORS
scHOOLs DrvlsloN suREENTENDENTs
REGloNEL Anrl] DrvlsloN DRRM cooREINATORs
SCHOOL HEans
ALL OTHERS CONCENED

FROM
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SUBJEGT Guidetis±£s en the Qc"tin.ueti Use Qf the Psych.QaQ€iat
Support Activity Pack |An Grade Lovets}: A Teacher's Guide

DATE August 16, 2023

The Disas,ter Risk ReductiQri and Management Service (DRRMS}, in its effort to
support the mental health of learriers during the implementation of in-person
class,es for the Schp,01 year 2022~2Q23, has develo,ned the PaychQS.Qcial Suppo,rt
Activity Pack (AIL Grade Levels) ; A Teacher's Guide. The activity pack alms to guide
teacbers in providing cl.assrQ.Qm-has.ed psychQSQcial s,uppqrt Eo. Ie.amers and
considers the signiricance of learners' well-being in successful reaming continuity.
Accordirtgly, a natic)nat online leaning session was ?QnduQted te Qriertt teaeh€r§ in
basic concepts on disasters and emergericies, Mental Health and Psychosocial
Support2 ar±d the use Qf the PsyckeqsQGial St±ppoct Activity Pact€:

Beyond the COVID-19 pandemic, the material carl be used tQ supplem€n€

continuing psychosocial snpport efforts in the claLssroom after an experience of a
disaster and/or emergency.

To provide guidelines on the continued use of the Psychosocial Support Activity

Pack (All Grade I+evels): A Teacher's Guide, please refer to Armex A.

Foi- concerns and more information, please c:ontact the DRRMS through email at
drrmo@deped.gov.ph or through landiine Call at 8637-4933.

Thank you .

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Ground Floair, Rizal Building, DepEd Camp ex, Meralco Avenue Pasig city 1600
Bmail: oure©deprd.gop.ph; Wcbstte; wmF.dcnc`d.sow,t}h
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j=L±mrEx A. GtFIDELIHEs ORE THE EXTENRED USE OF qHE ps¥OHosoozfaL
suppoRT ACTrvIT¥ PACK (ALL GRADE LEVELs}: A TEACHER'S GumE

I. Background

When the COVID-19 pandemic hit. in 2020, school clesures were ordered, causing
learners and teachers to apply distarice leaning. The experience Qf a disaster, such
as the COVID-19 pandemic, put individuals temporarily out of balance, if not
Severely distressed. For some, prolonged disruption of learning, isolation, and
interruption of social life within the school community may cause severe stress and
ps}rchological consequences4 This includes feeling overwhelmed and anxious,
experiencing leamirig difficulties, and becoming distressed or dysfunctiQnal over
changes in routine+ Others, may have experience!d vieleflce aiid neglect, cans`ing
trauma. AdditiQnatly, children coming from low-income families become more
+.ulnerable tQ risks brought by economic lag,a.es due to disasters, and eme.rgenctest

hi August 2022, 2 years after the pkysi.cad GIQsur§` of scbeQls, the BeBarifegrT,t Qf
Education (DepEd} embarked on the full implementation of in~person classes.
Schools nationT+ride reopened tg welcome leamers bajck` With the Complex impa±cts
Of disasters and emergencies, teachers and school personnel must meet the
learners where they are as they work towards leaning continuity while prioritizing
leamers' 1.ecovery towards enhanced well-being. Accordingly, Psychosocial Support
(PSS) will be signific}ant in working on these huge tasks.

Acknowledging the need to provide PSS to leamers after prolonged isolEition from
the pandeinic, the Disaster- Risk Reduction and Management Service (DRRMS)
developed the Psychosocial Support Activity Pack {AII Grade Levels!: A Teacher's
Cinide. While the initial premise for developing this material was interided to
address the need to provide PSS to leaniers after their pandemic experience, it was
intentionally designed with a framework that addresses the psychosocial needs of
children and adolescents alter an experience of any disaster, through classrocrm-
based activities.

Hence, the implementing guidelines for the extended use of the Psychosocial
Support Activity Pack {A11 Grade Levels) : A Teacher's Guide, beyond the context of
return to in~person classes after the pandemic, is provided below.

1[. Guidelines on the Continued Use of the Material

When disasters strike, leaning and teaching are immediately disrupted, Disasters
often cau se learner displacement, damage to school infrastrucfures and resources,
class suspension, and use of schools as evacuation centers. To address these
impacts] the DRRMS provides standard Disaster Resporise Interventions to
primarily facilitate learning coutinuity. Recognizing that the extensive damages and
tosses, along with sudden changes in the lfves of-learners and education personnel,
create crises that ha.ve a profound impact on their mental health and overall well-
being, one of the key Disaster Response interventions conducted is Mental Health
and Psychosocial Support {MHPSS), MHPSS is a composite term used to describe
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any type of local or outside support that alms to protect or promote psychosocial
well-being and/ol. prevent or treat mental disorders of disaster survivors. Within
DepBd, MHPSS is provided to support the leamers' and school personnel's return
to normaley.

One of the key services within the range of MHPSS services offered by DepEd to
lean.ness and personnel affected by. disasters and/of- emertgencies is Psychologieal
First Aid (PFA). PEA is dcfined as a humane, supportive, and nan-intrusive
response to an individual who may need suppofty especiedly iH hamanitarian
contexts. It involves providing basic supporE for those acutely distressed after
exposure to extreme sti.essors. As a general rule, PEA is conducted immediately
within the emergency phase of the response period in the occurrence of a disaster
and/Qr emergency. The core actions of PFA characterize the 66rvice as both a
method of psychosocial support and a method of quick psychosocial assessment.
While PFA is brief and considered as an immediate disaster response activity, PSS
through school-based activities, may be considered as an intervention for early
recovery. PSS encompas.ses, targeted processes and actions. aimed at festering the
comprehensive well-being and resilience of individuals. Within the school
environment, these processes Often involve acts- and play-hased activities that
serve both healing and leaming puxposes`

Hence, to further support learners' immediate recovery and in consideration of their

overall well-beiiig post-disaster and/Qr emergeney, the faQilitafiQn Qf PSS^ is
recommended after the conduct of PEA to leamers and personnel {as needed), and
once }eamers are back in s,¢hoQl and their c}assrQc}m.st Ac€QrdinglF* a,€hQ91s are
free to develop or plan schedules for the fachitation c)f PSS at the most conducive
time for both learners and F€rsonrl€E:

The Psychosocial Support Activity Pack (All Grade Levels} : A Teacher's Guide serves
as the prima]ry resource for guiding teachers in facilitating these activities. In

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The psyGhosocial evaluation included in the pack may be condncted to inform

teachers of the quality of support they are providing to leamers. While submission
of the psychosocial evaluation forms to the Central Office is no longer required,
DRRMS reforrmnends the proper dooumenta.tion and safekeeping of the evaluation
results. In addition, results may be used for monitoring purposes and for informing
future mental health programs. Accordingly, teachers can be guided on the
documentation of results by referring to DR-RMS Memo No. DRRMS-09~21-2022-
0001 titled "Reiteration on the Monitoring of the Conduct of Mental Health and
Psychosocial Support Activities in line with in.Person Classes SY 2022-2023''.

To assist teachers in utilizing the pack effectively, a reference list has been included
below.

a. Reference Materials
The Psychosocial Support Activity Pack {AII Grade Levels): A Teacher's
Guid e in ay be accessed through this link:
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12i:€PS;:./ /til|xp?1-CC]+n/PS4P4|}|xp+leis. It is pertinent for teachers to go

through the entire material, to completely understand how to use and
conduct the activities`

To support teachers in understanding the material, a recorded video of

the leaning sessions aind orientation conducted last AHgust 2022 can be
accessed here:

Fop Kinder to Grade 6 Teachers: htti3s! / /bit.1v/K6PSSLeanseshAug

For Grade 7 to 12 Teachers: |itfps:./ /13it.I!r/.?SEISPsslrearrls.€zske4±+g

Should teachers decide tQ conduct the psychQsocial evahaation, the guide

ori its administration, interpretation, and docungntatien can be'
accessed hereif bttos: / /bitJv /PSB Guide Printable

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