This narrative inquiry examined the lived experiences of ten (10) public school teachers in District V, San Carlos City who implemented the Weekly Learning Matrix (WeeLMaT) as an assessment and monitoring tool during Alternative Delivery Modes (ADM). Grounded in formative assessment and reflective practice frameworks, the study analyzed how structured monitoring tools influence instructional decision-making in resource-constrained environments. Data were generated through semi-structured interviews, field observations, and document analysis of accomplished WeeLMaT templates, and were subjected to rigorous thematic analysis to construct patterns across participants’ accounts. Findings indicate that WeeLMaT functioned not merely as a documentation requirement but as a mediating structure that reshaped teachers’ planning behaviors, feedback processes, and learner monitoring systems. While participants reported increased workload and challenges in aligning tasks with Most Essential Learning Competencies (MELCs), the tool simultaneously enhanced instructional coherence, data-informed intervention, and learner accountability. The tension between pedagogical value and administrative demand emerged as a central theme, suggesting that effectiveness depends on teachers’ capacity to transform compliance-driven documentation into reflective assessment practice. The study contributes theoretically by extending formative assessment discourse into ADM contexts, demonstrating how structured matrices operationalize feedback loops and instructional adjustments in decentralized learning settings. Policy implications underscore the necessity of institutional workload calibration, sustained professional development, and digital streamlining mechanisms to prevent tool fatigue and maximize instructional impact. Strengthening systemic support ensures that monitoring frameworks like WeeLMaT function as transformative pedagogical instruments rather than bureaucratic requirements in alternative learning environments.