SCHOOL

SAFETY
ASSESSMENT
TOOL (SSAT)
ONLINE ORIENTATION FOR
RO and SDO PERSONNEL
ORIENTATION
OVERVIEW
Orientation Objectives
At the end of the Orientation, the participants are expected to:

understand the context and background of the

Pilot Implementation on Face-to-Face
Learning Modality
gain knowledge on School Safety Assessment
Tool including their roles and responsibilities in
its implementation; and
learn how to administrate the SSAT to the
schools.
Orientation Flow
1 2 3
School Safety Administration of the
Assessment Tool SSAT:
Context and
(SSAT) Process Flow & Sample
Background of the
Pilot Demonstration
▪ Background
Implementation ▪ Purpose and Objectives ▪ Process Flow of Data
of the Face-to-Face ▪ Tool Collection
▪ Process Flow for ▪ Guide in Answering
Learning Modality SSAT
Different Governance
Levels ▪ Process Flow of
▪ Timeline Report Generation
▪ Sample
Demonstration
CONTEXT AND BACKGROUND
ON THE PILOT STUDY FOR THE
FACE-TO-FACE LEARNING MODALITY
THE SCHOOL SAFETY
ASSESSMENT TOOL (2021)
DISCUSSANT: SCHOOL EFFECTIVENESS DIVISION (SED)
 BACKGROUND
Included as one of the
annexes to the Revised
draft DepEd-DOH's Joint accordingly based on series
Initially issued Memorandum Circular – of consultative meetings Conduct of School
as School Readiness Operational Guidelines with DOH, UNICEF, WHO, Safety Assessment
Checklist to assess readiness on the Pilot Child Health Experts, and using the
of the schools Implementation of Face- other concerned School Safety
to-Face Learning organizations. Assessment Tool
Modality

December 2020 March to August 2021 September 2021

Cross-checked draft Repackaged as School

School Safety
Assessment Tool with WHO's
Checklist for Reopening of
Schools
Safety Assessment Tool that
contains indicators
and specific standards that
would show readiness of the
schools if met
PURPOSE AND OBJECTIVES
The SSAT shall be redeployed to:

conduct school safety assessment and reassess the readiness of

638 pre-identified schools which passed the initial assessment
conducted last December 2020;

gather data from the schools that shall be used as baseline

information in preparation for the pilot implementation of the
face-to-face learning modality;

identify key areas where schools may be provided with technical

assistance from different governance levels.
 What is the SSAT for and not for?

• help schools prepare for the pilot

implementation of the face-to-face
learning modalities

• inform the schools of the required
indicators and standards that the
schools need to meet in preparation
for the eventual reopening of classes
while ensuring safety of the learners
and school personnel
• SSAT is not the final determinant
on the participation to the pilot
implementation. It is only meant to
prepare schools.

• guide SDOs, ROs, and COs in

providing support and technical
assistance to pilot schools
SCHOOL SAFETY ASSESSMENT
TOOL (SSAT) IN NUMBERS

PRE- MAIN SUB- INDICATORS

ASSESSMENT AREAS CATEGORIES with standards
QUESTIONS without standards
SAMPLE FORMAT
MAIN AREA MANAGING SCHOOL OPERATIONS
INDICATORS YES NO

SUBCATEGORY I. SCHOOL TRAFFIC MANAGEMENT

1. The school has set-up clear and easy-to-
understand signages and mechanisms to strengthen
observance of health protocols and protective
INDICATOR measures.

○ Display of school map at the entrance

STANDARD/S point indicating the location of the classrooms
○ Designation of separate entrance and exit points in
the school
○ and so on.

ALL INDICATORS ARE

ANSWERABLE BY YES or NO.
PRE-ASSESSMENT QUESTIONS
In the past 28 days, has the barangay where your school is located
recorded any confirmed COVID-19 case/s?
**Kindly refer to your respective barangay for the data.

❑ YES ❑ NO

Is the school accessible through public transportation? Specify mode

of transportation.

❑ YES, through _______.

Specify mode of transportation:
○ Jeepney ○ Pedicab ○ Habal-habal ❑ NO
○ Tricycle ○ Multi-Cab ○ Van
○ Others

Is the school accessible through walking?

❑ YES ❑ NO
PRE-ASSESSMENT QUESTIONS

If the barangay where the school is located has not

recorded any confirmed COVID-19 case/s in the past 28
days, and the school is accessible by public transportation
or walkable, proceed in answering this readiness
assessment tool, otherwise, schools cannot be nominated
as a participating school for the implementation of limited
face-to-face classes.
Four (4) Main Areas
Managing
Well-being and
School
Protection
Operations

Focusing on
Teaching and Home-School
Learning Coordination
SUB-CATEGORIES
SUB-CATEGORIES
1 | Managing School Operations
Shared Responsibility

Alternative Work Arrangement

Classroom Layout and Structure

School Traffic Management

Protective Measures, Hygiene Practices, and Safety Procedures

Communication Strategy

Contingency Plan
SUB-CATEGORIES
2 | Focusing on Teaching and Learning

Learning Resources

Limited Face-to-Face Classes

Teacher Support
SUB-CATEGORIES

3 | Well-being and Protection

Personal Protective Equipment

COVID-19 Case Management

Including The Most Marginalized

4 | Home-school Coordination
**No sub-category included.
INDICATORS
PER MAIN AREA:
Managing School Operations
1 | Managing School Operations
Shared Responsibility

1. The school has secured support of LGUs (Barangay, Municipality,

City, Province) through a resolution or a letter of support.

2.The school has secured written consent from parents/guardians

who will participate in the limited face-to-face classes.

3.The school has mobilized resources and support from community

stakeholders to meet the standards of the health and safety
protocols.

4.The school has conducted simulation activities among school

personnel regarding protocols and routines to replicate and
discuss possible scenarios during the actual conduct of face-to-
face classes.
1 | Managing School Operations
Alternative Work Arrangement

1. The school has implemented an Alternative Work

Arrangement necessary to deliver quality basic education
in a safe learning environment to learners in minimal low-
risk areas.

2.The school has oriented teaching personnel and non-

teaching personnel on the Alternative Work Arrangement
that will be implemented during the limited face-to-face
classes.
1 | Managing School Operations

Classroom Layout and Structure

1. The school has established mechanisms inside the

classroom to ensure zero to minimal risk of COVID-19
transmission of the learners.
1 | Managing School Operations

School Traffic Management

1. The school has set-up clear and easy to understand

signages, preferably in local languages and Braille and
mechanisms to strengthen observance of health protocols
and protective measures.
1 | Managing School Operations
Protective Measures, Hygiene Practices, and Safety Procedures

1. The school has established safe entrance and exit

procedures for teachers, students, non-teaching
personnel, and school visitors.

2.The school has established a contact tracing

procedure/tool for school-goers.
1 | Managing School Operations
Protective Measures, Hygiene Practices, and Safety Procedures

3. The school has mobilized the School's COVID-19 DRRM

team that will take charge in ensuring effective
implementation of the school's health and safety protocols
that are in place and are observed during the preparation and
implementation of limited face-to-face classes.

4. The school has set up a proper sanitation and hygiene

facility for school-goers.
1 | Managing School Operations
Protective Measures, Hygiene Practices, and Safety Procedures

5. The school has ensured regular sanitation and

disinfection of school facilities, furniture, and equipment.

6. The school has ensured a proper disposal system of

infectious wastes, such as used tissues and masks, in non-
contact receptacles.
1 | Managing School Operations

Communication Strategy

1. The school has developed a communication plan.

2.The school has prepared an orientation session for learners,

parents, guardians, teaching and non-teaching personnel,
external stakeholders, and LGU of the eligibility criteria for
participation, existing protocols, mechanisms, and procedures
needed in the conduct of the limited face-to-face classes.
1 | Managing School Operations

Communication Strategy

3. The school has a proactive COVID-19 local hotline/help

desk or any similar local mechanism that connects and
coordinates to the hospitals, testing facilities, and LGUs.

4. The school has prepared a re-orientation session for

school stakeholders on measures needed for the reopening
of the school in the event of resurgences and school
lockdown.
1 | Managing School Operations
Contingency Plan

1. The school has followed a decision model and

contingency plan for reclosing and reopening the school in
case of COVID-19 resurgence in the community.

2. The school has developed strategies for the continuity of

learning while the school is closed until the local authorities
have determined the safe resumption of face-to-face
classes.
INDICATORS
PER MAIN AREA:
Focusing on Teaching and Learning
2 | Focusing on Teaching and Learning

Learning Resources

1. The school has secured sufficient supply of learning resources

needed for the face-to-face classes.

1:1
2 | Focusing on Teaching and Learning

Limited Face-to-Face Classes

1. The school has designed class program/s that cater both

learners of the limited face-to-face classes arrangement
and distance education while observing the maximum 6-
hour classroom teaching hours of teachers.

2. The school has comprehensively profiled learners who

will participate in the implementation of the face-to-face
classes.
2 | Focusing on Teaching and Learning
Limited Face-to-Face Classes
3.The school has ensured an attendance monitoring of learners to
determine which participating learners are exhibiting difficulties in
coming to school and which learners who cannot participate in face-
to-face classes will revert to full distance learning.

4. The school has informed teachers to conduct consultations with

parents, provision of feedback and instructional support for learners,
facilitation of assessment, preparation of Weekly Home Learning
Plan (WHLP), and other related tasks after face-to-face classes.

5. The school has ensured prohibition of conduct of physical or face-

to-face large gatherings, group work, or activities that will require
close contact or where physical distancing may not be possible (e.g.,
school activities, field trips, sports festivals, flag ceremonies).
2 | Focusing on Teaching and Learning

Teacher Support

1. The school has provided an appropriate learning and

development support plan in providing better quality basic
education services.

2. The school has oriented teachers on their budget of work

and ensured that the school requirement for the learners is in
observance of academic ease.
INDICATORS
PER MAIN AREA:
Well-being and Protection
3 | Well-being and Protection
Personal Protective Equipment
1. The school has secured sufficient supply of personal
protective equipment (PPEs) for learners and school
personnel.

1:1

2. The school has secured adequate supply of face masks, face

shields, and/or other COVID-19 protective gears for learners.

3. The school has ensured that the available sanitation and

disinfection materials are approved by the Philippine Food and
Drug Administration (FDA).
3 | Well-being and Protection
Personal Protective Equipment

4. The school has secured sufficient supply of sanitation and

disinfection materials for strategic school locations.

1:1

5. The school has ensured PPE requirements, specifications,

and standards for different types of COVID-19
management activities in accordance with DOH DM 2020-
0176A.
1:1
3 | Well-being and Protection
COVID-19 Case Management

1. The school has developed strategies to prevent COVID-19.

2. The school has identified strategies to detect COVID-19.

3. The school has developed strategies to isolate and treat COVID-19.

3 | Well-being and Protection
COVID-19 Case Management
4. The school has developed strategies in providing psychosocial
support to the learners, teachers, and personnel.

5. The school has established a clear procedure of referral system

for COVID-19 confirmed and suspected personnel and learners.

6. The school has established a clear contact tracing and

quarantine system for close contacts of COVID-19 confirmed
positive cases.
3 | Well-being and Protection

Including The Most Marginalized

1. The school has identified learners who are most
vulnerable and disadvantaged in terms of access to
learning as indicated in the eligibility of learners.

2. The school has identified learners who are most

vulnerable and disadvantaged in terms of access to
learning as indicated in the eligibility of learners.
3 | Well-being and Protection

Including The Most Marginalized

3. The school has developed learning strategies to cater the
needs of the marginalized learners such as modules in
braille, mother-tongue languages, and usage of Filipino
Sign Language.

4. The school has ensured participation in school-based

services which includes but is not limited to feeding and
nutrition programs, immunizations, Mental Health and
Psychosocial Support (MHPSS), prevention of Violence
against Children (VAC) (i.e., bullying from social stigma)
and other health services.
3 | Well-being and Protection
Including The Most Marginalized

5. The school has established close coordination with the

Department of Social Welfare and Development (DSWD) Case
Managers of those learners who are marginalized; Other
partner agencies and organizations such as National Council
on Disability Affairs (NCDA).

6. The school has coordinated with their respective local

government units with the implementation of routine school-
based immunization (SBI) and other school health-related
services such as but not limited to deworming and weekly iron-
folate acid supplementation (WIFA).
INDICATORS
PER MAIN AREA:
Home-school Coordination
4 | Home-school Coordination

1. The school has developed a plan in coordinating with the

Barangay Local Government Unit (BLGU) or the Barangay Health
Emergency Response Team (BHERT) in ensuring that protocols
are observed properly.

2. The school has developed a strategy in orienting parents on

health protocols and safety measures.

3. The school has identified a designated waiting area with proper

ventilation for parents/guardians.
ROLES AND RESPONSIBILITIES
of Schools, SDOs, ROs, and CO
Roles and Responsibilities of the Schools
Upon release of the School Safety Assessment Tool (SSAT), the schools shall:

consult key stakeholders in accomplishing the SSAT; and

conduct necessary preparation to meet required

indicators and standards;

accomplish the SSAT through Google Forms.

Roles and Responsibilities of the SDOs
Upon release of the SSAT, the Schools Division Offices shall:

inform schools included in the list of 638 pre-identified schools to

accomplish the SSAT;

provide technical assistance to schools;

While the schools are accomplishing the SSAT, the Schools Division Offices shall:

create composite team that will conduct data validation on

data submitted by the schools; and

prepare a copy of the accomplished SSAT of each school that will be

visited as a reference in checking and validating the entered data.
On the Creation of a Composite Team

The concerned SDOs shall create a composite team, with a maximum

number of (5) members, composed of the following :

(1) DRRM Coordinator

(1) SDO Health Personnel
(1) Planning Officer
(1) SDO Engineer, and
(1) Representative from the Curriculum
Implementation Division (CID)
Roles and Responsibilities of the
Composite Team from SDOs
During the data validation, the SDO composite teams shall:

schedule monitoring visit to conduct data validation of the data

submitted by the schools;

serve as focal persons in the SDO that shall provide technical

assistance to the schools (i.e. representative from CID to monitor indicators and standards
under main area of Focusing on Teaching and Learning and provide necessary TA to ensure indicators are
met); and
follow minimum public health standards based on the guidelines issued by
the IATF applicable to the community quarantine classification on their
day/week of visit;
Roles and Responsibilities of the SDOs
After data validation, the SDOs shall:
consolidate data of the schools and update entries if
necessary;

finalize list of eligible schools for the pilot implementation on

face-to-face learning modality that will be forwarded to ROs;

inform schools of their inclusion in the list of eligible schools

for the pilot implementation;
create plan of action in line in the continuous provision of
technical assistance to the schools to be submitted to ROs;
update data of schools that are given technical assistance every
two weeks after the deadline, September 24; and
provide report on the progress of the schools indicating
indicators and standards schools find challenging to meet.
Roles and Responsibilities of the ROs
Upon submission of the SDOs of the list of qualified schools, the Regional Offices shall:

consolidate the lists of qualified schools for the pilot implementation

of the face-to-face learning modality submitted by the SDOs;

forward consolidated list of qualified schools in their region to the

Planning Service – Office of the Director in Central Office through
Education Management Information System Division; and

inform SDOs of the final list of participating schools for

the pilot implementation of face-to-face learning modality under
their region.

monitor progress of the SDOs and consolidate submitted progress

and plan of action to the Central Office through EMISD.
Roles and Responsibilities of the CO:
In preparation for the safe reopening of classes, the Central Office shall:

develop the School Safety Assessment Tool;

create an online version of the SSAT;

disseminate memorandum on the Conduct of School Safety

Assessment In Preparation for the Conduct of Pilot Implementation of
Face-to-Face Learning Modality; and

conduct online orientation for SDO and RO personnel on

the administration of SSAT.
PROCESS FLOW
for Schools, SDOs, and ROs
PROCESS FLOW for Schools

1 2 3 ANALYSIS OF VALIDATED DATA

4 5
Pass the Pass the Undergo Receive Receive
initial School data For schools
notification confirmation from
assessment Safety validation that meet from the the SDO of its
all
CONDUCT OF THE
using the Assessment through indicators
SDO of its participation for PILOT
School using the SDO's inclusion in the the conduct of the IMPLEMENTATION
Readiness School monitoring final list of pilot OF
Checklist Safety visit eligible schools implementation FACE-TO-FACE
Assessment in their SDO of face-to-face LEARNING
Tool learning modality MODALITY

For schools 3.1a

where SDOs
3.1
found
validity
issues i.e., Receive technical Met all indicators prior to the conduct of
unmet assistance from pilot implementation
indicators SDOs to meet all
that are indicators prior to
tagged as 3.1b
the pilot implemen
met.
tation of face-to-
face learning Did not meet all indicators prior to
modality
EXPANDED
the conduct of pilot implementation
For schools IMPLEMENTATION
that did OF
not meet all 3.2 3.2b
FACE-TO-FACE
indicators
LEARNING
Receive technical Met all indicators prior to MODALITY
assistance from SDOs to the conduct of
meet all indicators expanded implementation
PROCESS FLOW for SDOs
ANALYSIS OF VALIDATED DATA
1 2 3 4 5 6
Inform Create Conduct Finalize Forward Inform
the schools composite data For schools
data and list of schools that
in their SDO team that validation that meet consolidate qualified are included CONDUCT OF THE
that are all
will through indicators
list of schools for in the final PILOT
included conduct monitoring schools the pilot list of IMPLEMENTATION
in the list of monitoring visit that met all implement participatin OF
638 pre- FACE-TO-FACE
visit indicators ation to RO g schools for
LEARNING
identified to validate - PPRD the pilot MODALITY
schools that the data implementa
will and verify tion
accomplish the results For schools 3.1 3.1a
the SSAT submitted where
validity
by schools issues are Monitor data of schools that met all indicators prior
found i.e., Provide technical
unmet assistance to meet to the conduct of pilot implementation
indicators all indicators prior
that are to the pilot
tagged as
3.1b
implementation of
met.
face-to-face EXPANDED
Monitor data of schools that did not meet all
learning modality IMPLEMENTATION
indicators prior to the conduct of pilot implementation
OF
For schools
that did FACE-TO-FACE
not meet all 3.2 3.2b LEARNING
indicators MODALITY
Provide technical Monitor data of schools that met all
assistance to meet all indicators prior to the conduct of
indicators expanded implementation
PROCESS FLOW - ROs
1 2 3 4
CONDUCT OF THE
Disseminate the Consolidate the Submit the final Inform SDOs of PILOT
memorandum on the lists of list of qualified the final list of IMPLEMENTATION
Conduct of Safety qualified schools schools for the participating OF
FACE-TO-FACE
Assessment in for the pilot limited face-to- schools for the LEARNING
Preparation for the implementation of face learning pilot MODALITY
Conduct of Pilot the face-to-face modality in their implementation
Implementation on Face- learning region to the of face-to-face
to-Face Learning modality submitted Office of the learning modality
Modality for the 638 Pre- by the SDOs Director –
identified Schools Planning Service
(PS-OD) through
the PS-EMISD
TIMELINE
Timeline as of September 15, 2021
3rd Week 4th Week 5th Week

• Online • Deadline of the • Data Validation of

SEPT SEPT SEPT
16-17 Orientation 20 accomplishment 22-29 the composite teams
on SSAT of SSAT through in SDOs
Google Forms on the accomplished
SSATs
Revised Timeline – September 2021

3rd Week 4th Week 5th Week

• Online • Deadline of the • Data Validation of

SEPT SEPT SEPT 27-
16-17 Orientation 24 accomplishment OCT 1 the composite teams
on SSAT of SSAT through in SDOs
Google Forms on the accomplished
SSATs
For queries and concerns, you may reach out to
SCHOOL EFFECTIVENESS DIVISION (SED) for matters related
to SSAT:
bhrod.sed@deped.gov.ph

EDUCATIONAL MANAGEMENT AND INFORMATION SYSTEM

(EMISD) for matters related to administering the SSAT
through Google Forms:
ps.emisd@deped.gov.ph
SCHOOL
SAFETY
ASSESSMENT
TOOL (SSAT)
ONLINE ORIENTATION FOR
RO and SDO PERSONNEL