Aklan State University

College of Teachers Education-Graduate School

Banga, Aklan

CRITICAL ANALYSIS OF THE SCHOOL SAFETY ASSESSMENT TOOL

FOR THE PROGRESSIVE EXPANSION OF FACE-TO-FACE LEARNING MODALITY

A Critical Analysis
Submitted to Dr. Ersyl T. Biray
In Partial Fulfillment of the Requirements for the Course
System Analysis in Education

MARY ROSE D. NACION

June 2022
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

CRITICAL ANALYSIS OF THE SCHOOL SAFETY ASSESSMENT TOOL

FOR THE PROGRESSIVE EXPANSION OF FACE-TO-FACE LEARNING MODALITY

I. INTRODUCTION
The advent of the pandemic during the last month of 2019 and its surge on the first quarter

of 2020 in the country, has caused several private sectors and government departments, along with

its normal operation, to halt. The Education sector was among those that was hit hard, given the

ultimate nature of virus that it spreads through contact. The Department of Education, being one

of the organizations that relies on face-to-face instruction for learning delivery, has suddenly halted

normal operations and was forced to closure just to mitigate the virus. It has introduced several

distance learning modalities as part of its Basic Education Learning Continuity Plan. These

modalities include modular learning, online learning, TV- based instruction, Radio- based

instruction and homeschooling.

The schools in the District of Libacao adapted the modular learning modality (print) which

utilizes Self- Learning Modules prescribed and issued by the Department of Education. This was

the most feasible modality to be implemented in the district since most schools do not have the

access to internet with others situated in geographically- isolated areas with no means of

communication, electricity and transportation making other modalities impossible to implement.

The use of self- learning modules has posed several challenges and difficulties, not only on the

part of the learners but also on the teachers and parents, in general. As the school year progressed
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

upon its pilot implementation, problems such as “erroneous content”, “difficult activities”, “too

many assessments”, “inappropriate lessons” and “incomprehensible” surfaced online. While there

are those that were resolved through editing and contextualizing by teachers, still there are non-

curriculum related challenges that is evident such as “hassles of distribution and retrieval”,

“limited printing resources” and “unanswered modules that were returned”, which needs to be

addressed and that can only be resolved by the reintroduction of the face-to-face instruction.

The lifting of the stringent alert levels by the Inter- Agency Task Force prompted the

Department of Education to slowly return the schools to its normal operation. In DepEd Order No.

17 series of 2022, it released guidelines on the progressive expansion of classes and the schools

were made to prepare for the face-to-face instruction and as its guide, DepEd Memorandum No.

30, series of 2022 issued the School Safety Assessment Tool (SSAT), a tool to assess the readiness

of the schools to participate in the progressive expansion of the face- to- face learning modality. It

is composed of several indicators divided into four categories: Managing School Operations,

Focusing on Teaching and Learning, Well- Being and Protection and School- Community

Coordination. Managing School Operations enumerates indicators that pertains to school’s

physical readiness; while teaching and learning focuses on indicators that involves pedagogical

practices; well- being and protection have indicators that promotes the health standards to be

upheld during the conduct of the face to face classes; while school- community coordination

involves indicators on community and school linkages.

 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

The SSAT is similar to a survey questionnaire wherein school heads will check the Yes or

No for each indicator depending on the availability or presence of that indicator in the schools. It

may look like it’s easy based on the manner of its accomplishment but the preparations of Mode

of Verifications were the source of problems among heads and teachers. Based on the outputs

presented by several schools who were brave enough to do the pilot opening, preparations of the

folders as well as preparing the physical facilities of the school and the teaching- learning process

were definitely the challenge.

These challenges led to the conceptualization of this analysis. The researcher wanted to

critically analyze the tool based on its content, necessity, timeliness, practicality, and beneficiality.

This will also involve identification of the challenges and difficulties in the accomplishment of

each indicator and the strategies employed by the school just to meet with the demands.

Thesis Statement

This study was conceptualized to answer the following:

1. What is the school safety assessment tool?

2. What is the characteristics and significance of the tool when analyzed based on:

a. content

b. necessity and timeliness

c. practicality and beneficiality

 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

3. What are the difficulties perceived by the school in accomplishing the SSAT?

4. How did the schools cope with these difficulties?

II. SUMMARY

The focus of this critical analysis is to explore the characteristics and significance of the

school safety assessment tool in terms of its content, necessity and timeliness, practicality and

beneficiality. The content focuses on the examination of the contents of the tool, it relevance and

redundancies. The necessity and timeliness assess the timing of issuance of the tool in comparison

to the DepEd timelines and activities and the practicality and beneficiality discusses the positive

points of the tool as well as its lapses and loopholes.

Truth be told, there is really no perfect tool to gauge the needs of the school because the

schools are unique and different in some ways and providing them with a uniform tool will only

eradicate the randomness of the variables and factors present in school that may hasten or hinder

the implementation of the face-to-face classes.

This paper will only serve as a constructive critiquing to the tool that is essential to the

opening of the schools for its learners in the new normal. The gathered feedbacks of the teachers

used in this study were reflected to provide a concrete evidences to the claims and the identities

were withheld for confidentiality. Similarly, the analysis inscribed herein does not solely reflect
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

the views and opinions of the schools in the District but is only the opinions of the researcher based

on her personal perceptions.

III. ANALYSIS

The preparation of the progressive expansion of the face-to-face learning modality has been

a tedious and exhausting job for the schools. Prior to the release of the Deped Order No. 17 series

of 2021, schools were trying to slowly get the hang of modular learning by investing on more

printing materials. Division offices have several initiatives that caters distance learning in different

platforms—television, radio and online by preparing video- based lessons, TV and radio broadcast

and contextualized learning modules.

With the ease of restriction on the safety protocols and measures due to the declining

number of COVID- 19 cases mandated by the Inter Agency Task Force on the early weeks of the

first quarter of 2022, the Department of Education signified its intent to also open the gates of the

school for the return of its learners.

DepEd Memorandum No. 30 series of 2022 provided the whole public schools in the

country the outline on where to start and with the issuance of the safety assessment tool, the schools

were bombarded with mixed reactions.

Characteristics and Significance

 Content
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

The school safety assessment tool is composed of four areas with main indicators, required

sub- indicators and optional indicators. These indicators provides the idea for schools on what to

prepare to be physically prepared in the reopening of face-to-face classes.

The first area: Managing School Operations, includes indicators on keeping the school

premises safe, learner- friendly and conducive for learning. The area is subdivided into seven

categories. The first category is the shared responsibility which includes the close coordination of

schools in several government offices in securing permits for the initial opening of the schools.

The second category includes work arrangement which speaks about how teachers will be prepared

physically for the opening of the school which also requires their vaccination status. The third

category is about classroom layout and structure that outlines how the classroom must be arranged

that adheres to the social distancing protocols, proper ventilation and disinfection method. The

fourth category includes school traffic management which speaks about establishing entrance and

exits of the school that will still uphold limited interactions and proper queueing process. The fifth

category is about protective measures and hygiene which includes establishment of contact tracing

procedures, designation of safety officer, disposal of waste plans and provisions of hygiene and

sanitation. The sixth category is about the school having communication plan on how to coordinate

with the stakeholders should there be emergence of suspected cases and the seventh is the

contingency plans that provides several scenario on how schools will act should there be positive

and suspected cases among their learners and personnel. The indicators from each category mainly

speaks of keeping the school premises, classroom, learners and personnel safe from the onslaught
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

of COVID- 19 by abiding with the safety measures and protocols mandated by the authorities.

Content- wise, the SSAT gives the school a bird’s eye view on how the school should be preparing

in the new normal setup.

The second area is focusing on teaching and learning which pertains to the curriculum of

the school in the new normal. In the normal classroom setup, the classroom can cater a number of

40 students per session but with the limited interaction ruling, a classroom can only cater up to 20

learners at the maximum given the standard size of a classroom. The implications of this limitation

includes preparation of several class programs that would require additional teachers and

classrooms when not planned out well. School head and teachers will be forced to create a

comprehensive class schedules and programs that considers the manpower, availability of facilities

and teaching loads just to come up with a plan that adheres to the call of the observance of safety

protocols. The second area was also divided into three categories—the learning resources that

ensures availability of modules, textbooks and other resources that is necessary to learning

continuity; face-to-face classes that includes designing class programs and schedules observing

the 6- hour maximum interaction and prioritization of learners based on their immediate learning

needs and health issues; and, teacher support through conduct of learning action cell for teachers

to provide support plans in the delivery of better- quality basic education services. The second

indicator is actually the soul of the face-to-face classes. And the categories that it enumerated were

just timely and relevant because more than getting ready with the school’s physical environment,

it is the learning resources and manpower that has to be ready and well- planned out.
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

The third area is the well- being and protection which includes an array of plans that

pertains to school safety, disinfection and COVID- 19 management. It enumerates the school needs

for disinfection, the development of plans for COVID- 19 cases and inclusion of the community

in identification of learners that is vulnerable and disadvantaged in terms of access to learning.

The third area is just a duplication of the indicators found on first two areas which makes it

redundant on its very sense. All the categories can also be found in contingency plans and

communications plans curated by the school.

The fourth area is the school- community coordination that includes the cooperation of the

community in ensuring that the school observes the safety protocols. Similar to area number three,

this could have been merged on the first two areas to avoid duplication of documents.

 Necessity and Timeliness

It is undeniable that it is a necessary step for the schools to prepare for the face-to-face

classes given the numerous studies on modular learning during pandemic which speaks more of

the challenges rather than the pleasures of the learners and the parents alike.

In a survey by Estrada, L.P. (2021) on the effectiveness of self-

learning modules, she described that modular learning approach is

hanging by a thread and that the plan seems to be flawed from the

start. With so many students, in public schools, it would be hard to

give each one equal and undivided attention. Teachers also struggle
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

to reach out to their students because of the economic and social

factors along the way. Modular learning was considered the band-aid

solution to the economic shortcomings. Modular learning is heavily

reliant on the More Knowledgeable Others (MKOs) capacities which

means that adult and knowledgeable figure in every household is

needed so that students can be taught o concepts they don’t

understand.

Additionally, in another study on Modular distance learning

modality: Challenges of teachers in teaching amid the Covid-19

pandemic by Acala, M. (2021), the challenges encountered by

teachers in checking and evaluating students’ include: modules with

no answers/ incomplete answers, answer sheet with no names, limited

time in checking due to other tasks, low scores of students and not

legible handwriting of students. It is during the checking and

evaluation of outputs that the teacher discovers the current

performance of the student. It is difficult for the teachers to validate

the actual performance of the students since there are some who have

tutors while others do not learn by themselves. While modules are

expected to be their self- learning guide, teachers admit that students

 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

still need their guidance and teaching in learning a particular

concept.

In a study “Implementation of Modular Distance Learning in the

Philippine Secondary Schools” by Dangle and Sumaoang (2020),

ninety percent of the respondents have admitted to be having a hard

time answering their modules with Mathematics topping the subject

tagged as most difficult. Respondents hailing from the mountainous

area do not have a reliable internet connection. Other difficulties that

surfaced includes difficulty in self- studying, lack of sleep and time to

answer with a great deal of activities and distractions, and lack of

focus.

These are just among the local studies which shows that modular learning is not a very

good solution for the new normal kind of education, thus the necessity for the school to open the

face-to-face classes is just timely. The issuance of the DepEd memorandums and orders reiterating

the mandates for reintroduction of “normal instruction” however has not given the schools and its

personnel the ample time to come up with all the indicators that needs to be accomplished. It could

be an exciting and fun way to prepare for the opening of the school since teachers and learners

alike are just as excited to resume what its like two years ago but given the time frame that the

schools have , it became a strenuous, exhausting and routinary job.

 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

“Kaabu- abu abi ngaron nga paperworks nga napinaubra tapos

sangkaterba pa ing naprepare para eang magbukas du klase, kagaoy

gid man. [Too many paperworks to be accomplished and we have tons

to prepare for the opening of classes alone, it’s exhausting.]

“Kadasig gid magsarado du schools pero makara nga gabukas

eon, kaabu abu gid nga nausoy nga matsa bukon gid it relevant. [The

schools were closed abruptly but now that we are opening it again, too

many requirements needs to be accomplished which is for me, is

irrelevant.]

“Kaabu- abu abi ngaron nga paperworks nga napinaubra tapos

sangkaterba pa ing naprepare para eang magbukas du klase, kagaoy

gid man. [Too many paperworks to be accomplished and we have tons

to prepare for the opening of classes alone, it’s exhausting.]

“Actually, there are parts sa SSAT nga necessary naman pero

kaabu gid a nga bukon gid it necessary. Like du iba ngani nga

napangayo haeos bukon eut a dapat it scope ko school pero sa school

ta gina- burden like mga isolations rooms, mga health forms ngaron

nga may mga government agencies man kita nga dapat ga- provide
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

katon karon. [Actually, there parts in the SSAT that are necessary but

there are those that is not. There are requirements that must not be the

scope for the schools to provide like the isolation rooms, health forms

among others that there are government agencies that must be

provided for us but the school is being burdened from it.]

The following statements are just some of the feedbacks on how the SSAT was perceived

by some school personnel and it reflects that while schools need a guide to prepare a safe and

conducive learning environment amid the COVID- 19 crisis, the Department of Education needs

to reassess what indicators are really a must and has to consider other work that the teachers need

to do other than just preparing their classrooms and painting the arrows for that traffic

management.

 Practicality and Beneficiality

While the SSAT may be perceive negatively because of the manner of how it is prepared

and the indicators that are seem endless to accomplish, among its benefits is the school can assess

the facilities and curriculum. Some of the indicators included were already existent in other DepEd

programs like the health and hygiene being present in the School- based Management;

Contingency Plans were also mandated by the Disaster Risk Reduction and Management that every
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

schools should have one; Record of health and nutritional status should be present given that it is

among the school forms that teacher advisers need to accomplish; institutionalizing the School-

Learning Action cell which is already a mandate from Deped Order No. 35 series of 2016; and the

usage of budgetary outlays, teacher’s guide and Most Essential Learning Competencies (MELCS).

The requirements allow the teachers to revisit their pedagogies and teaching strategies

which may have been forgotten during the modular distance learning. It also allow the school head

to check on the necessary school facilities and programs prior to the pandemic which dictates the

effectiveness of the school in delivering quality education.

On the SSAT alone, however, it does not possess practicality since there are requirements

which forces the schools to provide additional resources that is not really stipulated on the annual

implementation plan and in return, there will be projects which will be halted, realigned and

postponed just to cater the SSAT requirements. Annual implementation plan is the annual outline

of the necessary projects, procurements and plans that the school needs and having to realign it for

the sole purpose of accomplishing other unnecessary requirements will cause the delays on what

is really essential.

Moreover, other requirements are just superficial. The social distancing, seat plans and

limited interactions do not really conform to what is happening in the real classroom scenario. The
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

teacher will not always be around the learners to monitor that they would not mingle with one

another.

“Para siin gid mga arrow ta ngara nga sayud ta man nga kun iya

eon sa sueod it school du mga unga, di ta gid dun mapudngan nga

indi mag-ililiping. [What’s the use of the arrows when in fact, we

know that when the learners are inside the school, we cannot hinder

them to not interact with one another.]

“Gainamulit ta kita it papel nga pabalik- balik du napangayo

katon pero di man gid masunod in real life. [We are just wasting

papers with this requirements when we could not even follow this in

real life.]

COVID- 19 has already exhausted our resources—money, time and relationships. Going

back to school should be a haven—where learners would gladly look forward to going and learn

and teachers are eager to teach.

Difficulties and Challenges

The main issue with the accomplishment of SSAT is its timeframe. It was mandated

alongside the rush of accomplishing integrative assessments, weekly learning plans, printing and
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

checking of modules, liquidation reports and end of school year checking of school forms and

accomplishing of grades.

These pile of paperworks hinders the teachers in doing other aggregate tasks such as

beautification of the school and classroom arrangements as mandated by the memorandum and the

tool. There is also a thin line between accomplishing the required indicators and the aesthetic factor

that entails with it. Instead of just being compliant, schools were unconsciously on a competition

mode when it comes to classroom arrangement. Instead of helping each other out to accomplish

the indicators, there is a silent comparison of who accomplished it best that adds up to the pressure

on everyone.

The need to understand that we need to coexist and have the good of the learners in mind

above all should take place and it has to start within the core of our department. While competition

is good, it should not exhaust our time, our efforts and our resources. The tool, admittedly serves

its purpose and as implementors of the tool, let us just assess what is necessary, what is relevant

and what is essential.

 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

IV. CONCLUSION

“We ensure that the health, safety and well- being of our learners, teachers and personnel

remain our utmost priority”, - Sec. Leonor M. Briones

After two years of the schools being idle of the laughs, plays and noise of the learners, the

Department of Education has finally signified its intentions of reintroduction the face -to-face

learning modality. Modular learning has been the band- aid solution and admittedly, it possess

more challenges rather than perks for the learners and parents alike. Prior to the opening of classes,

schools should first accomplish the school safety assessment tool to ensure that all requirements

are met in upholding a safe and COVID- free environment for our learners.

While the SSAT provides a comprehensive list of what the schools needs to have before it

can be declared ready, it also posed scenarios and indicators that are impossible to met and

maintain in real life making it irrelevant. Furthermore, more than the compliance, it has created a

competitive and exhaustive atmosphere among schools with the unconscious need to outdo one

another. With that mindset, accomplishing the task as tedious as the SSAT will be indeed, tiring.

Lastly, may we all keep in mind that more than the flashy classrooms and colorfully-

painted school premises, the very core of the existence of the school is for learning to take place.

With that, surely, doing them for our learners is more inspiring rather than tiring.
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan

REFERENCE/S:

 DepEd Memo No. 30 series of 2022 DISSEMINATION OF THE RE1IISED SCHOOL

SAFETY ASSESSMENT TOOL FOR THE PROGRESSIVE EXPANSION OF THE
FACE TO FACE CLASSES
 Deped Order No. 17 series of 2022 GUIDELINES ON THE PROGRESSTVE
EXPANSION OF F'ACE TO FACE CLASSES
 Deped Order No. 35 series of 2016

 Garbe, A., et.al. (2020). COVID-19 and Remote Learning: Experiences of Parents with
Children during the Pandemic. American Journal of Qualitative Research. Vol. 4 No. 3,
pp. 45-65 https://doi.org/10.29333/ajqr/8471. Retrieved on January 10, 2022 from
https://www.ajqr.org/download/parents-experiences-with-remote-education-during-
covid-19-school-closures-8471.pdf
 Estrada, L.P. (2021). Are self- learning modules effective?. Distance Learning. Rappler
through rappler.com
 Jayani, P. G. (2021). Teachers’ Perception On Modular Distance Learning Approach At
Mindanao State University-Sulu: Its Readiness And Challenges. Open Access Indonesia
Journal of Social Sciences, 4(3), 275-295. https://doi.org/10.37275/oaijss.v4i2.71
 Acala, M. (2021). Challenges of teachers in teaching amid the Covid-19 pandemic
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
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College of Teachers Education-Graduate School
Banga, Aklan
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College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan
 Aklan State University
College of Teachers Education-Graduate School
Banga, Aklan