The institutionalization of continuous improvement highlights the need for personnel across all levels of governance, to accept change in program implementations. It must be embedded in the system to sustain the data-driven approach of identifying first the main cause of the problems, then testing for the best possible strategies for the life-long benefits of the solutions. This study dwelt on determining how the CI methodology can be sustained in different CI schools in DepEd Region V. The non-experimental quantitative research mode was used to capture the data that naturally exist in the completion and utilization of projects. The descriptive-evaluative survey method was used. It was noted as findings in this study that the training and coaching to teams have influenced them to work on interventions focusing on improving the teaching and learning processes. The CI projects became useful ideas in delivering blended learning modalities by making and using its new versions in Audio Lessons, Video Lessons, Self-Learning Modules, and Learning Activity sheets. Their focus is limited to the implementation and not to the application of CI Methodology in the system operations. It is recommended that calibrated measures of sustainability practices, focusing on promising sustainability procedures and emerging practices, are structured and designed.