Alternative delivery mode enrollment guide for Ozamiz schools
Alternative Delivery Mode (ADM) gives learners a structured way to continue education when regular classroom attendance is difficult or unavailable. It may support children in remote areas, working learners, those affected by emergencies, and students whose personal circumstances require a flexible learning arrangement.
These instructions for enrolling learners in the Alternative Delivery Mode are intended for parents, learners, teachers, school heads, and coordinators in Ozamiz City. The process should remain learner-centered, properly documented, and aligned with current Department of Education policies.
Schools may use modular learning, online or blended approaches, radio- or television-based instruction, or other approved delivery arrangements. The appropriate option depends on the learner’s needs, available resources, health and safety conditions, and the school’s capacity to provide regular support.
Confirm that ADM is appropriate
The school should first determine why the learner cannot consistently participate in face-to-face classes. Acceptable considerations may include distance, medical concerns, disaster displacement, family circumstances, employment, caregiving duties, or other documented barriers to regular attendance.
A parent, guardian, adult learner, or authorized representative should discuss the situation with the school head or designated ADM focal person. The school can then review the learner’s grade level, prior records, learning preferences, access to devices or printed materials, and ability to complete independent tasks.
ADM should not be treated as an informal transfer or a way to avoid academic requirements. Learners remain responsible for participating in lessons, submitting outputs, completing assessments, and meeting the learning competencies prescribed for their grade or program.
Prepare the enrollment documents
The exact documentary requirements may vary according to the learner’s status and the current division or school instructions. Schools commonly request an accomplished enrollment form, learner information, proof of identity, previous school records, and contact details for the parent or guardian.
A transfer learner may need a report card, learner reference number, certificate of transfer, or other records from the previous school. For returning, out-of-school, or adult learners, the school may conduct an interview or validation activity before recommending the most suitable ADM arrangement.
Parents and learners should provide accurate information about their residence, communication access, health or safety needs, and preferred learning modality. If a document is unavailable, the school should explain acceptable alternatives rather than delaying the assessment without guidance.
Follow the school’s enrollment process
Begin by checking the latest announcements, forms, and division advisories through the DepEd Ozamiz portal. The school may publish a schedule for inquiries, document submission, learner profiling, orientation, and release of learning materials.
After receiving the requirements, the school verifies the learner’s identity and previous academic information. The assigned personnel may use an interview, diagnostic activity, or readiness check to identify learning gaps and determine whether the learner can work independently or needs closer supervision.
Once the learner is accepted, the school records the enrollment in its official systems and assigns a teacher, learning facilitator, or ADM coordinator. The parent or learner should receive clear information about the learning schedule, submission channels, assessment dates, communication protocols, and procedures for reporting problems.
Match the learner with a delivery mode
Printed modular learning may be suitable when internet access is limited but the learner can receive and return self-learning modules. The school should explain how modules are distributed, answered, checked, corrected, and returned according to the agreed schedule.
Online or blended learning requires a dependable device, communication platform, and reasonable connectivity. Teachers should avoid assuming that every learner has continuous internet access. Where necessary, schools can provide printed alternatives, downloaded resources, scheduled consultations, or other approved arrangements.
| Learner situation | Possible ADM arrangement | Support to confirm |
|---|---|---|
| Limited or no internet access | Printed modules or offline resources | Pickup and return schedule |
| Remote location | Modular, radio, or blended learning | Communication and distribution point |
| Medical or safety concern | Home-based or flexible learning | Parent, teacher, and school coordination |
| Working or caregiving learner | Flexible study schedule | Agreed consultation and submission times |
| Access to devices and connectivity | Online or blended learning | Platform orientation and technical support |
The selected arrangement should be reviewed when circumstances change. A learner may need a different modality, additional remediation, or a return to regular classes if the ADM setup no longer supports meaningful participation.
Clarify responsibilities and monitoring
The school head ensures that enrollment decisions follow policy and that personnel are assigned to support the learner. The ADM coordinator manages records, schedules, communication, and coordination with teachers, parents, and other stakeholders.
Teachers prepare or distribute learning resources, explain activities, monitor progress, provide feedback, and document assessment results. Parents or guardians help establish a study routine, protect learning materials, communicate absences or difficulties, and encourage the learner to complete assigned work.
Information about the division organizational structure can help stakeholders identify the appropriate offices and personnel for coordination. Concerns that cannot be resolved at the school level should be elevated through the proper administrative channels.
Use these enrollment recommendations
Before finalizing an ADM placement, schools and families should:
- Confirm the learner’s reason for requesting flexible delivery and identify required support.
- Submit complete and truthful learner information and available school records.
- Agree on the learning modality, consultation schedule, submission process, and communication channel.
- Attend the orientation and keep copies of approved forms, schedules, and acknowledgment receipts.
- Review learner progress regularly and report barriers before missed work becomes a continuing problem.
Effective ADM enrollment depends on clear expectations from the beginning. A documented plan helps the learner, family, teacher, and school coordinate responsibilities while protecting the learner’s access to education.
Families and school personnel should begin with the learner’s needs, consult the receiving school, and verify the latest DepEd guidance before submitting documents. Early coordination with the school’s ADM focal person can make the enrollment process faster, more accurate, and easier to monitor.