Every lesson plan has a line that says remediation will be given to learners who did not meet expectations. Very few of those lines turn into sessions. The week fills up, the next competency starts, and the learners who needed help in Week 5 are the learners who fail in Term 3.
DepEd Order No. 15, s. 2026 is direct about timing. To prevent end-of-year failure, teachers provide timely remediation within the term for learners who consistently perform below expectations in written works, performance tasks, and summative tests, and remedial interventions begin as early as Week 5, following the first summative test (Sec. 68). This guide turns that into a plan small enough to actually run.
The 10-second answer: After the first summative test, list the learners below 75% in a component, group them by the specific gap, run short, scheduled sessions inside the week, re-check with a small task, and record what you did. Remediation that is scheduled and recorded happens. Remediation that is promised does not.
What DO 15 asks for
- Timely and targeted. Learners who do not meet the minimum learning standards receive timely, targeted, and documented remediation integrated within instruction (Sec. 67).
- Early. As early as Week 5, after the first summative test (Sec. 68).
- Flexible delivery. Classroom-based interventions, programs such as ARAL, or other school-based strategies (Sec. 68).
- Attendance counts too. Intervene with parents or guardians by the end of Term 1 or at about twelve absences (Sec. 70).
- Promotion considers participation. Promotion weighs both achievement and participation in required interventions (Sec. 67), which is why the record matters.
Step 1 · List, after the first summative test
Look at each learner’s percentage score so far in each component: written works, performance tasks, and summative tests. List everyone below 75% in any component. Seventy-five is the passing standard, and a component below it is the earliest honest signal you have.
Do not wait for the term grade. By the time a term grade is low, the term is over.
Step 2 · Group by the gap, not by the score
Two learners with the same low score often need different help. Use the evidence to sort them.
| What the evidence shows | What the learner needs |
|---|---|
| Low on written works, fine on performance tasks | Recall and vocabulary practice; the concept may be there |
| Low on performance tasks, fine on written works | Guided practice applying what they know, with a model to follow |
| Low on the summative test only | Test strategy, reading the items, time management |
| Low everywhere | The prerequisite, retaught from the beginning, often with reading support |
| Low because of absences | Catch-up materials and a conversation with the family |
An item analysis of the first summative test tells you which competencies the class as a whole missed. Those go back into regular lessons, not remediation.
Step 3 · Schedule it where it will survive
Remediation fails when it depends on spare time, because teachers have none. Put it on the timetable.
- Ten minutes inside the lesson. While the class does independent practice, sit with one group. Our 50 and 60-minute ILAW timing guide shows where that block fits.
- A fixed weekly slot. Same day, same time, for the length of the intervention.
- ARAL or a school program, where your school runs one.
DO 15 notes that teachers involved in remediation may be covered by DO No. 5, s. 2024 on teachers’ workload and overload pay (Sec. 68). Ask your school head how remediation hours are counted.
Write the session into the lesson plan’s Ways Forward box. A decision written there is a decision you will act on.
Step 4 · Re-check with a small task
After two or three sessions, give a short task on the same competency. Three items is enough. If the learner now reaches 75%, they leave the group. If not, change the approach, not just the repetition.
Step 5 · Record it in one line per session
| Date | Learners | Competency | What we did | Result |
|---|---|---|---|---|
| Sept 22 | 4 learners | Solving one-variable equations | Worked examples with a number line, 10 minutes | 3 of 4 at 75% on the re-check |
That is the documentation DO 15 asks for. It supports promotion decisions, and it is strong evidence in your IPCRF portfolio.
When a learner still fails at the end of the year
The year-end rules are in DO 15, Sec. 67. A learner who fails at most two learning areas attends the Summer Remedial Class. The remedial class mark is averaged with the final grade to give the Recomputed Final Grade, and 75 or higher passes. A learner still failing one or two areas is conditionally promoted, with back subjects completed through School-Initiated Intervention, one per term. A learner failing more than two areas is retained. Promotion also weighs the learner’s progress, readiness, and participation in interventions (Sec. 64), and the school makes the decision.
Early remediation is how you keep that list short.
Where Skoolari helps
The hardest part is Step 1, seeing who is slipping while there is still time. Skoolari’s DepEd class record has a remediation watch under each term: it lists learners whose percentage score so far is below 75% in a component, and notes when the first summative test is in. It is a prompt for your judgement and never changes a grade. At the end of the year, the report card page shows each learner’s promotion status, records Summer Remedial Class marks, and prints the Certificate of Recomputed Final Grade. See the plans.
Related: the term grading week checklist and checking test papers faster, which buys back the time remediation needs.