Schools participating in the pilot testing of the new math module
The pilot testing of a new Mathematics module gives selected schools in Ozamiz City an opportunity to examine how well the learning materials support classroom instruction. Teachers, school heads, and division personnel can use the results to identify clear explanations, suitable activities, and areas that need revision before wider implementation.
The official participating-school roster should come from a Division of Ozamiz City memorandum, approved pilot-testing notice, or related DepEd issuance. This protects schools and teachers from relying on unverified social media posts, incomplete screenshots, or outdated lists.
A complete announcement normally identifies the participating schools, grade levels, implementation dates, assigned teachers, monitoring arrangements, and reporting requirements. It may also clarify whether the activity applies to public schools, private schools, or a specific group of learners.
What the pilot testing covers
Pilot testing evaluates the usability and instructional value of the new math module in actual classrooms. Selected teachers may review lesson sequencing, examples, learner activities, assessment tasks, illustrations, and the amount of work required for each competency.
The activity can also reveal whether the module matches the learners’ reading level, available classroom time, and local learning context. Feedback from Ozamiz City schools may help DepEd refine explanations, practice exercises, answer keys, and teacher guidance before the material is adopted more broadly.
Participation does not mean that every school in the division is included. A school may be selected because it represents a particular grade level, learner population, geographic area, or instructional setting.
How to verify the participating schools
The most reliable source is the official DepEd Ozamiz portal and the division’s authorized communication channels. Readers should check the title, issuance number, date, signatory, and attached roster before treating a school as part of the pilot group.
The document should also distinguish between schools participating in the classroom tryout and schools involved only in orientation, consultation, monitoring, or distribution. These roles can appear in the same memorandum but carry different responsibilities.
When the pilot involves personnel records, teachers may need supporting documents for identification or reporting. Staff who need academic or employment documentation can review the process for an official transcript request through the Division Office.
Information expected in the official roster
A useful list should provide more than school names. It should help administrators understand who will implement the module, when classroom observation will take place, and where feedback must be submitted.
| Information | Why it matters |
|---|---|
| School name and location | Confirms the participating institution |
| Grade level or key stage | Identifies the learners covered |
| Mathematics subject or competency | Defines the module’s instructional focus |
| Pilot period | Supports scheduling and preparation |
| Assigned teacher or coordinator | Establishes responsibility for implementation |
| Monitoring or reporting instructions | Guides documentation and feedback |
| Division contact person | Provides a channel for clarification |
If the published notice does not include all these details, schools should refer to its attachments or related memoranda. A roster can also be updated when assignments, schedules, or participating sections change.
Responsibilities of participating schools
School heads generally coordinate the schedule, ensure that teachers receive the module, and organize the collection of classroom feedback. They may also be asked to support monitoring visits and submit consolidated reports to the division office.
Teachers are expected to use the module according to the pilot instructions while recording observations about learner performance, pacing, clarity, and accessibility. Their comments should be specific enough to support revisions—for example, identifying a confusing direction or an activity that requires materials unavailable to learners.
Parents and learners can contribute practical feedback as well. Their observations may show whether assignments are understandable at home, whether activities require excessive assistance, or whether the module encourages meaningful mathematical thinking.
Scheduling and coordination reminders
Pilot activities should be coordinated with the approved school calendar and other division directives. Schools must consider examinations, professional development, public holidays, local events, and emergency announcements when setting classroom schedules.
Calendar adjustments may affect the timing of module distribution, orientation sessions, or classroom observations. Administrators can consult the guidance on the school calendar amendment when planning activities around Ramadan observance and other authorized schedule changes.
Clear coordination also prevents duplicate reporting. The school pilot coordinator should keep copies of attendance records, teacher feedback forms, learner outputs, monitoring notes, and transmittal documents in an accessible file.
Recommended steps for schools and stakeholders
- Check the latest division memorandum before confirming participation or publishing a school list.
- Match each participating school with its grade level, teacher assignment, pilot dates, and reporting requirements.
- Orient teachers on how to record learner responses and module-related observations.
- Protect learner information when submitting photos, outputs, attendance records, or evaluation forms.
- Follow only the reporting templates and submission channels identified in the official DepEd issuance.
The participating-school list is most useful when treated as a working implementation record rather than a simple directory. Schools, teachers, parents, and education partners should use the official DepEd Ozamiz portal to monitor updates, download authorized documents, and follow changes to the pilot schedule or reporting process. Check the latest division release before beginning classroom activities or sharing the roster with the school community.