MPPE Overview

THE MULTIGRADE
PROGRAM IN PHILIPPINE
EDUCATION (MPPE)
DEPARTMENT OF EDUCATION
Program Goal
The main goal of the MPPE is to improve access

to basic education through the completion of
incomplete schools and the organizations of
multigrade classes in remote, far-flung, and
underserved communities wherein enrolments do
not warrant the establishment of monograde
classes because of the small number of enrollees
(DECS Order 38, s. 1993)
DEPARTMENT OF EDUCATION 3
MPPE as Education Strategies
MPPE as Education Strategies
MPPE fulfills DepEd’s goal

on providing Inclusive Education for All
MPPE removes educational disparities
and inequalities
in Philippine Basic Education
Program Objectives
The program provides interventions to multigrade
schools to improve multigrade instruction such as:
➢ Development of customized multigrade teaching and

learning materials;
➢ Provision of supplementary learning materials;
➢ Professional development of teachers and school
administrators;
➢ Improvement of learning environment and facilities;
➢ Enhancement of school’s learning resource center; and
➢ Implementation of awards and incentives program 8
What is a multigrade school?
• A school where there are classes consisting
of two or more grades handled by one
teacher specially in distant and sparsely
populated areas where the number of
enrollees for each grade level does not
warrant the opening of a single class.
• The term multigrade is used to include a

combination class (composed of 2 grades) or
multigrade class (3 or more grades) usually
9
adjacent grade levels under one teacher.
Why are multigrade classes organized?
❑ An enrolment is low and do not justify the organization
of a monograde class.
❑ Enrolment is decreasing, and where previously there

was monograded teaching.
❑ Number of learners enrolled in a class exceeds the

required class size, necessitating the combination of
some learners from one class grade with learners from
another grade.
❑ Learners from different grade levels have to be grouped
for pedagogic reason (DO No. 21, s. 2019).
10
When and how are multigrade classes
organized?
❑ MG schools have been existed in the

Philippines since 1920s.
❑ The organization of MG classes was only

formalized in 1993 through the DECS Order
No. 38, entitled “Improving Access to
Elementary Education by Providing Complete
Grade Levels in All Public Elementary
Schools Through Combination and/or
Multigrade Classes.”
Statistical Data
of Multigrade Schools
12
Percentage of Pure MG Schools vs. Public Elem. Schools
School Year 2021 – 2022
Total Number:
Public Elem. Schools = 38,411
Pure MG Schools = 6,757 14.96%
85.04%
Pure MG Elem Sch

Source: Data submitted to
BLD by Regions
SUMMARY OF MG DATA SY 2021-2022
Source: Regional Offices
REGION NUMBER OF PURE MG NUMBER TOTAL ENROLMENT
SCHOOLS OF TEACHERS
Region I 411 902 20,138
Region II 604 1,345 30,511
Region III 101 230 4,269
Region IV 135 429 8,355
Region V 307 1,008 20,325
Region VI 162 613 9,848
Region VI 123 284 5,712
Region VII 261 880 15,159
Region VIII 1,595 4,823 61,461
Region IX 601 1,834 28,983
Region X 338 827 14,811
Region XI 378 426 8,969
Region XII 311 250 23,292
CARAGA 403 1,140 34,329
BARMM 508 1,599 64,865
CAR 519 1,141 20,144
GRAND TOTAL 6,757 17,731 371,171
NUMBER OF PURE MG SCHOOLS BY REGION
SCHOOL YEAR 2021 ─ 2022
15
Source: Data submitted to BLD by Regions

as of September 2022 Total: 6,757
NUMBER OF TEACHERS IN PURE MG SCHOOLS
1800
1,595
1600
1400
1200
1000
800
604 601
600 508 519
411 403
400 307 338 378 311
261
101 135 162 123
200
0
16
Source: Data submitted to BLD by Regions

as of March 2022
Total: 17,731
NUMBER OF LEARNERS IN PURE MG SCHOOLS

70,000 64,865
61,461
60,000
50,000
40,000
34,329
30,511 28,983
30,000
23,292
20,138 20,325 20,144
20,000 15,159 14,811
8,355 9,848 8,969
10,000 5,712
4,269
0
Source: Data submitted to BLD by Regions 17
as of March 2022
Total: 371,171
STANDARD REQUIREMENTS
OF A MULTIGRADE SCHOOL
Standard requirements of a multigrade school
❑ Enrolment
Minimum enrolment of
eight (8) and a Based on 2019 MG
maximum of thirty-five Program research,
(35) pupils per class is typical MG class size
observed. (DECS ranges from 9 to 35
Order No. 96, s. 1997). pupils
❑ Classrooms
• Three-room school building should be

constructed for MG classes (DECS Order No. 96,
s, 1997).
• The existing standards measurement for single-

grade public school classrooms is applied to the
construction of MG school classrooms.
❑ Classroom Layout
It should allow grouping and regrouping of school

children according to age, grade level, ability
level or interest; the creation of learning centers
and corners; and easy circulation of both
teachers and learners.
❑ Non-instructional Room
This refers to as learning resource room that serves as
teacher/s and learners place for research and study and
science laboratory. It will complement the learning
activities in each classroom to ensure that the goal of
promoting desirable learning outcomes will be realized in a
more nurturing environment. It should be provided with at
least 3-5 computers, one (1) printer, one (1) television, one
(1) LCD, and one (1) video player for computer-based
instruction and other educational activities.
❑ Instructional Materials/Learning Resources
Customized instructional materials for multigrade classes:

• Multigrade Budget of Work (MG-BOW)
• Multigrade Daily Lesson Plan Exemplars
• Integrated Multigrade Lesson Plan Exemplars
• Learning Activity Sheets
• LAC Resource Materials for Multigrade Teachers
MULTIGRADE TEACHING AND LEARNING
RESOURCES
Multigrade Budget of Work
The MG-BOW contains the K to 12
Competencies and suggested
teaching and learning activities and
assessment techniques in which
teachers can use in preparing
multigrade lesson plans in different
grade level combinations. It is
specifically prepared to guide teachers
not only in teaching and budgeting
learning tasks for multigrade classes,
but also in honing their creativity in the
art of teaching MG classes.
Multigrade Daily
Lesson Plan
Exemplar
The MG-DLP exemplar is a ready-

made prototype detailed daily
lesson plan aligned with the K to 12
Curriculum. It serves as a resource
guide for teachers in teaching a
class of two (2) or three (3) different
grade levels. Grouping techniques
are emphasized in each lesson to
guide teachers in maximizing the
use of time in managing the class as
they shift from one grade to another.
It is written in different grades
combinations such Grades 123; 34;
and 456.
Integrated Multigrade
Lesson Plan Exemplar
The Integrated Multigrade Lesson

Plan (IMG-LP) exemplar is another
prototype lesson plan aligned with
the K to 12 Curriculum. It is also
designed for teaching a multigrade
class in which learning
competencies of different subject
areas are integrated using a
common them. The themes were
based on the government thrust for
Basic Education, namely: climate
change, peace education, health
education, financial literacy, and
culture & arts.
Learning Activity Sheets
These are self-directed and
differentiated learning
activities designed to provide
learners with additional
support and opportunities to
practice and further develop
the desired knowledge, skills,
values, and attitudes they
have already begun to acquire
from different lessons.
STATUS
OF TEACHING & LEARNING RESOURCES
Status of Teaching & Learning
Resources
Adoption of innovative
multigrade instructional
strategies and authentic
assessments were
perceived to be
the contributing factors to
successful MPPE
Source: 2019 Multigrade
implementation in terms of Program Review
curriculum and instruction.
Resources
Most available and utilized

teacher resources:
➢ MG Budget of Work
➢ Teachers’ Guide
➢ Multigrade Lesson Plans
Program Review
Resources
Instructional
delivery is deemed as a
strength of MPPE
implementation with the
program having developed
its own Multigrade Budget
of Work (MG-BoW).
Program Review
Resources
▪ Some of the resources

were not available in some
schools
▪ Copies were inadequate
▪ Content of the resources
was not aligned with the
requirements for Source: 2019 Multigrade
Program Review
Multigrade classrooms
Resources
MTB-MLE learning resources

are only available in limited
languages and Multigrade
teachers should be trained on
contextualization and
language-bridging strategies.
Program Review
MULTIGRADE TEACHING
PROGRAM OPTIONS
MULTIGRADE
TEACHING
PROGRAM OPTIONS Subject
Grouping
Subject Grouping
Subjects written in
Filipino such as Araling
Panlipunan, EsP,
MAPEH are taught on
Monday, Wednesday,
and Friday while those
subjects written in
English are taught in
Tuesday and Thursday.
Subject Staggering
Subjects requiring more
teacher-pupils interaction
are grouped with those
requiring less, e.g. in a class
of two grades, one or two
grades work independently
on Arts while the teacher
works intensively in Math.
The two grades maybe
assigned different activities
with pupil leaders
monitoring the activity.
Subject Integration
Subjects which easily
lend themselves to
integration are
presented by the
teacher to all grades at
the same time. This
may be done in Filipino
and Aralin Panlipunan
or EsP.
Common Timetable
A subject is presented to all
grades by the teacher in a given
schedule with each grade level
having prescribed work program
planned by the teacher. Age,
grade level, and/or ability of pupils
should be considered by the
teacher in designing the work
program. For example, in a class
of 3-grades Grades 1, 2, & 3 may
undertake Science from 9:00 –
10:00 AM, THEN Mathematics for
60 minutes after recess. All other
subjects follow the same pattern.
Integrated Day
There is no fixed
timetable in this option.
Pupils as independent
learners are free to
choose what subjects to
study or activities to
engage with.
PHILIPPINES MULTIGRADE SCHOOLS
MONITORING AND EVALUATION SYSTEM
This Handbook serves both as a
reference material and guidebook
for the Department of Education
(DepEd) and its partners such as
local communities, local
government units, and
non-governmental organizations
among others, in tracking,
managing, and enhancing the
Multigrade Program in Philippine
Education (MPPE).
Required Support to Achieve
the Objectives of the Program
➢ Provision of sufficient funding for the operation of the
program in all levels of governance
➢ Compulsory grant of Special Hardship Allowance of
teachers regardless of distance, location, difficulty in
reaching the school, and number of grades handled
➢ Upgrading of teacher’s salary grade at least 2-step higher
than monograde teacher (entry level)
➢ Defining commensurate guidelines on selection, ranking,
and promotion of MG teachers and school heads
➢ Revitalizing the Search for Multigrade Teacher Achievers
➢ Sustaining continuous professional development program
for teachers and school heads
➢ Strengthening the school-based LAC session of teachers
Required Support to Achieve
the Objectives of the Program
➢ Capacitating TICs with management and Instructional

leadership skills
➢ Retooling/upskilling of SHs on Instructional Curricular
Leadership
➢ Maximization on the use of customized teaching and learning
materials for Multigrade classes
➢ Intensify monitoring and evaluation of schools using the
Philippine Multigrade Schools Monitoring and Evaluation
System (PMS-MES)
➢ Sustainability of collaboration with external stakeholders on the
implementation of various activities such as research and
development
➢ Link with LGU for transport and other related services (Libreng
Sakay)
Future Direction
FUTURE DIRECTIONS
Future Direction
Expansion
the Multigrade Program
from Elementary
to Junior High School
(DO 21, s. 2019)
Thank
you!
Bureau of Learning Delivery - Teaching and Learning Division
multigrade@deped.gov.ph
(02) 8687-29-48
4/F Bonifacio Building, DepEd Complex, Meralco Avenue, Pasig City

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THE MULTIGRADE

The main goal of the MPPE is to improve access

MPPE fulfills DepEd’s goal

➢ Development of customized multigrade teaching and

• The term multigrade is used to include a

❑ Enrolment is decreasing, and where previously there

❑ Number of learners enrolled in a class exceeds the

❑ MG schools have been existed in the

❑ The organization of MG classes was only

Pure MG Elem Sch

SCHOOL YEAR 2021 ─ 2022

Source: Data submitted to BLD by Regions

SCHOOL YEAR 2021 ─ 2022

Source: Data submitted to BLD by Regions

SCHOOL YEAR 2021 ─ 2022

Source: Data submitted to BLD by Regions 17

• Three-room school building should be

• The existing standards measurement for single-

It should allow grouping and regrouping of school

❑ Instructional Materials/Learning Resources

Customized instructional materials for multigrade classes:

The MG-DLP exemplar is a ready-

The Integrated Multigrade Lesson

curriculum and instruction.

Most available and utilized

▪ Some of the resources

MTB-MLE learning resources

➢ Capacitating TICs with management and Instructional

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