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Srpubtir of Oe prilimircd
Depsrtment of @lucrtton

DepEd ORDER
No., , s. 2O22

GUIDELINES ON THE PROGRESSTVE EXPANSION OF F'ACE TO FACE CLASSES

To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Schools District Supervisors
Public and Private Basic Education School Heads
AIl Others Concerned
1. Pursuant to the approval by the President of the progressive expansion of
face to face (F2F) classes on Januar5r 77,2022, as well as the updated alert level
classifications by the Interagency Task Force for Emerging and Infectious Diseases
(IATF-EID), the Department of Education (DepEd) issues the enclosed Guidelines on
the Progressive Expansion of Face to Face Classes.
2. These guidelines seek to provide guidance to schools on the mechanisms and
standards of the F2F classes and ensure their effective, efficient, and safe
implementation. This is anchored on the same shared responsibility principle which
was introduced and adopted during the pilot implementation as reflected in the
DepEd-DOH Joint Memorandum Circular (JMC) No. 7, s. 2027 titled, OPeretional
Guidelines on the Implementation of Face to Face Leanring Modality.

3. Consistent with the Revised Operational Guidelines on the Progressive

Expansion of F2F Classes (DepEd-DOH JMC 1, s. 20221, t}:,is DepEd Order (DO) shall
focus on mechanisms in establishing a safe school learning environment to better
support the teaching and learning process as well as ensuring safe operations of
schools.

4. This issuance shall complement DepEd-DOH JMC 1, s. 2022 in governing the

progressive expansion of F2F classes. The progressive expansion includes geographic
expansion, the inclusion of all grade levels, and increasing time in school subject to
applicable guidelines, as part ofthe transition towards the new normal.
5. All DOs and other related issuances, rules and regulations, and provisions
which are inconsistent with these guidelines are repealed, rescinded, or modified
accordingly.

6. Questions and clarifications will be directed to the Office of the

Undersecretary for Governance and Operations through email at
usec.regop@deped. gov. ph.

DepEd Complex, Meralco Avenue, Pasig City l600

jff6-a8zd/assz-dzoe
ff3-?2o8/8633-722a/a632-1361 ![w.dened.sov.ptt
7. This Order shall take effect immediately upon pubiication in the Official Gazette
or in any national newspaper of general circulation. Certified copies of this DO shall
be registered at the University of the Philippines Law Center-Ofiice of the National
Administrative Register (UP LC-ONAR), UP Diliman, Quezon City.

8. Immediate dissemination of and strict compliance with this Order is directed

LIS BRIONES
Secretary

Encl
As stated

Reference:
DepEd Memorandum No. 085, s. 2021

To be indicated in the Perpetual Index

under the following subjects:

CHANGE
CI-ASSES
LEARNERS
POLICY
RULES AND REGULATIONS
SCHOOLS

wNBO/APA/MPC, DO Guidelin€s on th€ ExDansion of F2F Classes

OOa9- March 2a, 2022

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 (Enclosure to DepEd Order No. , s. 2022)
(Enclosure to DepEd Order No. _s,2022\

GUIDELINES ON THE PROGR"ESSIVE EXPANSION OF FACE TO FACE CLASSES

I. Rationale

The Coronavirus Disease 2019 (COVID-19) Pandemic has impacted education

systems all over the world. Countries adapted and developed strategies to
maintain learning continuity and prevent learning loss. For School Year 2020-
2027, at the height of the pandemic, the Department of Education (DepEd)
developed the Basic Education Learniag Coatlnulty Plan (Bt-LCPl. The BE-
LCP is a package of education interventions that seek to respond to the basic
education challenges brought about by COVID-19. The President approved the
implementation of the BE-LCP provided that only distance learning modalities
shall be allowed.

Whi-le distance learning facilitated teaching and learning innovations as well as

learning continuity during the pandemic, there were major challenges in the
teaching and learning process affecting the adjustment and development of
learners. Thus, DepEd has continually pushed and made preparations for the
safe reintroduction of in-person learning.

On September 20, 2021, the President approved the conduct of pilot face to face
classes in select public and private schools located in minimal-risk areas.
Shortly thereafter, on September 27 , 2O2l, DepEd and the Department of
Health (DOH) issued Joint Memorandum Circular No. 01, s. 2027 with the
subject, Opetational Guldellnes on tbe Implementation of Limited Face to
Face Learoi-g Moddity (DepEd-DOH JMC No. 1, s. 2021). The pilot
implementation was implemented from November 15 to December 77, 2O27,
with the participation of 284 public and private schools nationwide.
The pilot implementation was highly successful based on the monitoring and
evaluation results. The survey oflearners, parents, teachers and school leaders,
as well as communi$r stakeholders, yielded the following major findings:

There was a high level of attendance among participants of the pilot face to
face classes;
Learners, parents, and teachers felt safe against COVID-19 during the
implementation of F2F classes;
l,earners, parents, and stakeholders were highly satisfred with the
implementation of health and safety protocols;
kamers and parents were highly satisfied with the improvements brought
about by face to face classes in teaching and learning;
Positive impact of the reintroduction of F2F classes on leaming behavior of
leamers;
Teachers and schooi heads expressed confidence in the continued
implementation of F2F classes;
 The evaluation also generated positive feedback on other parameters such as
engagement of stakeholders and partners during the pilot implementation, as
well as on overall satisfaction of leamers, teachers, parents, and stakeholders
in the pilot implementation. It a.lso generated important feedback on challenges
that will help DepEd further improve the implementation during the expansion
phase.

After submission of the pilot implementation report and its presentation on

January 17, 2022, the President approved the progressive expansion of face to
face classes and delegated to DepEd and DOH the authority to decide on the
scale and mechanics of the expansion of face to face classes and other school-
based activities.

Pursuant to the approval by the President, DepEd and DOH issued revised and
updated operational guidelines for face to face classes. Consistent with the
standards provided in the revised joint issuance by DepEd and DOH on the
progressive expansion of face to face classes (DepEd-DOH JMC No. I s. 2022l,,
this Department issues these complementing guidelines on the progressive
expansion ofF2F classes, focusing on strengthening the teaching and learning
process and managing safe school operations.

II Scope
This policy shall provide the mechanisms and standards for the implementation
of face to face classes. It particularly focuses on the teaching and learning
component, as well as the management of safe school operations. It also covers
the duties and responsibilities of DepEd ollices across all governance levels.

The progressive expansion of face to face classes will be implemented in public

and private schools in areas where case transmission is low and decreasing
(Alert Levels I and 2) or any similar categorization in adherence to the
guidelines of relevant government agencies and based on schools' capacity and
assessment. The progressive expansion includes geographic expansion, the
inclusion of all grade levels, and increasing time in school subject to applicable
guidelines, as part of the transition towards the new norma.l.

III Deflnltlon of Terms

A. Blcaded Learnlng - refers to a learning delivery that combines
face to face with any or a mix of online distance learning, modular
distance learning, and TV/ Radio-based Instruction.
B. COVID-l9 Alert Level System - refers to the new Community
Quarantine Classifications for dealing with COVID- 19 covering entire
cities, municipalities and/or regions; aimed to manage and minimize the
risk of the disease through System Indicators, Triggers and Thresholds
determined by the IATF to specify the public health and social measures
to be taken in relation to the COVID-l9 response, as may be updated

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 based on new scientific knowledge, information about the effectiveness
of control measures in the country and overseas, and its application (as
per I-ATF Guidelines on the Nationwide Implementation of Alert Level
System for COMD-19 Response, as of December 14,2O2ll.
C. WeeLly Learnlng Plan (WLPI - is an outline of home-based activities and
classroom-based activities that guides both teachers and learners in the
attainment of instructional objectives (e.g., Most Essential Leaming
Competencies) during face to face classes. It is a simplified instructional
plan that combines the Weekly Home Learning Plan and the Daily Lesson
l,og/Plart.

IV Policy Statemetrt
A. Anchored on the UNESCO-UNICEF-WorId Bank Framework on Safe
School Reopening and DepEd Shared Responsibility Principle, the face
to face classes implementation aims to:
l. deliver quality basic education in a sa.fe learning environment to
learners in areas under Alert levels I and 2 (or equivalent
classification based on the latest national guidelines) ;
2. address the teaching and learning gaps encountered in the
distance learning modalities; and
3. strengthen the school-community health and safety support
system for all children.
B. Specifically, this DepEd Order seeks to establish a safe school leaming
environment to better support the teaching and learning process, as well
as ensuring safe operations of schools.

V. OpcrationdFramesork

The shared responsibility framework supported the pilot

implementation. Hence, the same framework will guide the expansion of
the F2F classes. As shown in Figure l, this will cover four major pillars,
namely: (a) Safe Operations, (b) Teaching and karning, (c) Including the
Most Marginalized, and (d) Well-being and Protection. Cutting across all
the pillars are the policy and finance support to ensure operational
mechanisms are in place. The framework will effectively engage the entire
societ5r in making sure that leamers are saJe and healthy while attending
face to face classes. Specifically, the framework puts the learner's health
and safety at the heart of the implementation, allowing them to learn
better.

The framework is centered on the foilowing common elements: (a) Health

and safety of learners, (b) Learning opportunities, (c) School operations,
and (d) Engagement of the entire society.

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 SHARED RESPONSIBILITY
DepEd E DOH

LGU / WELL-BEING Othor

INCLUDING THE
Communtty SAFE TEACHING & Concamod
MOST AND Govcmment
OPERATIONS LEARNING MARGINALIZED Agoncies
PROTECTION
POLICY . FINANCING
Schools E Familiss

Figure 1: Based on the WESCO, UNICEF, World Bank, World. Food

Programme, and UNHCR Frameuork for Reopening Schools and DepEd
Share d R e sp o ns ib ility Principle

VI Statldards aad Procedutes

A. Manr$rg Safe Sebool Operationa. Consistent with the standards on
the revised JMC, this shall guide schools on safely managing school
reopening and operations.

1. Preparations for School Reopenlng for In-person Classes.

a) As part of the preparations, the school shall involve the
community in the school reopening process to shape the
perceptions of risks and effectively respond to the health
crises through loca-lized efforts.
b) The school shall adjust class programs according to their
Alternative Work Arrangements (AWA) and conduct an
orientation of teaching personnel on possible changes in
their AWA. The school shall develop a plan to ensure that
there are available teachers for the conduct of face to face
classes. In the same way, the plan should also consider
teacher assignments for learners who will remain in
distance leaming.
c) The school shall monitor and update the COVID-l9
vaccination status of the learners through DepEd Leamers'
Information System (LIS).
d) Prior to the opening, the school shall conduct simulation
activities among school personnel regarding protocols and
routines to replicate and discuss possible scenarios during
the actual conduct of face to face classes. In addition to the

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 simulation and orientadon, information materials on the
health and safety protocols may be developed.
e) As part of the preparations, the school shall involve the
various levels of community governance - customary
communit5r leaders in the case of IP and Muslim
communities; the barangay, municipal, and provincial
leaders - in the school reopening process to shape the
perceptions of risks and effectively respond to the health
crises through localized efforts. Continuing dialogue with
the immediate community where the school is located is
crucial since managing day-to-day risks and concerns will
primarily be with the immediate community. The various
perspectives of the governalce levels require appropriate
harmonization to ensure appropriate and relevant
responses at the local level should there be concerns and
emergencies.
2. School Tralflc ManageDent. The school shall set up clear and
easy-to-understand signages, preferably in local languages.
Schools may also consider putting up these sigrrages in Braille,
especially for schools with visually-impaired learners or
personnel.
This is to strengthen the observance of health protocols and
protective measures.

a) The school shall establish safe entrance, exit, crowd

management measures, and contact tracing procedures for
a-11 those entering school premises (Iearners, teachers,
parents/ guardians, school personnel, etc.) Likewise, drop-
off and pick-up points shall be clearly identified and
marked. There shall be Separate Entry and Exit points in
high traffic areas by installation of sigrrages and markers
for cueing and unidirectional movement.
b) Schools shall put signages/visual cues in the following:
(l) School map at the front gate indicating the location
of the classrooms (this may also be used as a guide
for points of exit/ evacuation during emergencies)
(2) Instructions for entrance and exit (for the school
gate and classrooms)
(3) Desigrated waiting area for parents/ guardians/
chaperones with strict observation of physical
distancing at all times. Limit to one person allowed
to fetch per learner
(4) Hallway ground markings for walking direction
guide
(5) Areas where physical capacity may be limited (e.g.,
restroom, library, school administrative oflice,
among others)

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 c) Authorized visitors shall schedule an appointment w.ith the
school head to limit the number of people on the school
premises. AII visitors shall be required to follow health
protocols and screening, provide a copy of identiflcation to
school administrators, and IilI out a form (physical or
online) indicating their name, contact details, address, date
and time of visit, and purpose.
3. Commuaication Strategr
a) The school shall set up a proactive COVID-l9 local
hotline/helpdesk that connects to and coordinates with
hospitals/LGUs.
b) Advisers shall maintain a database of contact information
for parents/guardians of children in their class advisory,
including phone numbers and addresses, subject to
compliance with RA No. 10173 orthe Data Privacy Act. This
is to ensure that parents/guardians are notified if their
children exhibit flu-like s5rmptoms while on school
premises or become close contacts of a confirmed COVID-
19 case.
c) The school shall establish feedback mechanisms for
parents, guardians, and communit5r members on issues
relative to the implementation of face to face classes.
d) For communication collaterals (e.g., posters, signboards,
brochures), schools can use PAS-developed Face to Face
Classes graphics and templates by accessing
https: / /bit.lyl LimitedF2FCommsResources.
4. Contingeacy Plan
a) The school shall follow a decision model and prepare a
contingency plan for closing and reopening the school in
case of COVID-19 resurgence. Separate guidelines will be
issued as support for the preparation of the Schools
Contingency Plan.
b) The contingency plan shall include the following:
(1) Decision points for school suspension;
(2) Distance learning modalities during suspension:
and
(3) Strategies for the reopening of schools after the
suspension.
c) The contingency plan shall also include the strategies for
the continuity of leaming while face to face classes are
suspended until the local authorities have determined the
safe resumption of face to face classes.
d) The protocols contained in the contingency plan shall be
aligned to the existing guidelines issued by concerned
govemment agencies.

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 5. School-Communtty Coordinatlorr. To effectively manage the
coordination between school and the community, the following
shall be talen into account:
a) The school sha-ll establish coordination mechanisms with
the Barangay Health Emergency Response Team (BHERT)
of the l,ocal Government Unit (LGU) in ensuring health
protocols are observed properly.
b) The school shall operationalize the Preventive Alert System
in Schools (PASS) (Enclosure No. 4 to DepEd Memorandum
No. O15, s. 2O2O). The teacher sha.ll ensure that health
inspection is routinely conducted during the conduct of the
face to face classes.
c) The school shall ensure that a health personnel or
designated "clinic teacher'' is physically present at the
school clinic during school days.
d) The school shall orient parents/guardians about health
and safety protocols in school and at home (e.g., pick-up
and drop-off, minimum health and safet5r requirements,
reinforcing health and safety protocols at home)
e) The school shall establish home-school coordination on
reporting the hea.lth status of leamers.

B. Ensurlng Teaching o'nd Learnlng. Face to face classes will be

implemented in a blended learning approach. As such, participating
schools shall determine the most appropriate learning delivery
modalities to be adopted in combination with the face to face iearning
modality and the schedule of classes.
1. Guidoncc for Class Schedullng. To guide the schools in
implementing a blended learning approach, the following
protocols shall be observed:
a) The school shall desigrr class programs that cater to both
learners of the face to face classes arrangement and
distance learning while observing the maximum 6-hour
classroom teaching hours of teachers.
b) Class schedules shall be arranged equitably so that all
learners will have the opportunity to attend face to face
classes. The school shall ensure that arrival, breaks, and
dismissal time are staggered to avoid crowding of learners
on the school premises.
c) Schools are given flexibility in contact time/teaching time
for teaching and learning:
Grade Level Minimum Contact/Teaching Time
Kindergarten and 4 hours
Grade 1

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 Grade 2 to 12 5 hours

d) The school shall ensure that learning

remediation/intervention shall be part of the regular class
schedule and daity teaching time.
Remediation/intervention shall be a minimum of one hour
depending on the needs of the learners. karning
remediation/intervention may be done with learners
individually or by small gr-oup.
e) It shall be ensured that the time allotment for other health
and safety-related activities, such as handwashing,
temperature checking, and other related preliminary
activities, shall not aJfect the actual contact/teaching time.
f) The schools, with the guidance from the Schools Division
Offrce, shall determine the most appropriate class
scheduling based on the demand for and their capacity to
implement face-to-face classes, availability of classrooms,
class size, and human resource capacity of the school.
Further, the school shall ensure that class schedules shall
complement with the implementation of the blended
learning approach.
g) Consistent with the Revised JMC on the Operational
Guidelines on the Implementation of F2F Classes, the class
size shall be in accordance with the following standards:
(l) Maximum of 12 learners for Kindergarten;
(2) For Grades I to 12, the number of learners in a
classroom shall take into consideration the varying
classroom sizes and required one-meter physical
distancing;
(3) Maximum of 12 learners at a time for those activities
requiring the use of workshops and laboratories.

2. Ensuring teachlng and learnlng dellvery. To safely implement

the opening of face to face classes, the school personnel ald
teachers shall observe the following:
al Teacher Wor&load
(1) The school shall ensurethat teacher loads are
distributed following the maximum 6-hour
classroom teaching per day.
(2) Teachers shall prepare the Weekly Learning Plan
(sample WLPs are provided in Annex A) to provide
direction and guidance for both classroom-based
and home-based activities. They shall determine
strategies to address immediate gaps to ensure the
transition from distance learning to classroom-
based instruction. Teachers handling face-to-face
classes shall prepare only the WLP as an

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 instructional guide. Each learner shall be provided
with a copy of WLP to serve as their guide for
learning tasks that should be done at home when
they are on distance learning.
(3) The class advisers and subject teachers shall ensure
that the attendance of learners is closely monitored
as well as the accomplishment of home-learning
tasks for those on distance learning. In case a
learner can no longer participate in face to face
classes due to a valid reason, he/she will be reverted
to distance learning.
(4) During face to face classes, the teacher shall devote
the allotted instructional time to:
(a) administer diagnostic assessments to determine
learners' strengths and needs and identifz learning
priorities;
(b) conduct targeted instruction (remediation,
reinforcement or enrichment) to address specific
leaming needs;

(c) administer frequent checks of understanding,

formative tests, and reasonable homework;

(d) conduct summative assessments to establish

whether learners achieved the learning targets
specified in the curriculum (e.g., Most Essentia.l
Learning Competencies);

(d) monitor learning progress using appropriate

tools, such as learning progress checklist, rubrics,
and portfolios as per DepEd Order No. 031, s. 2O2O
(Interim Guidelines for Assessment and Grading in
Light of the Basic Education Leaming Continuit5r
Plan); and

(e) provide ongoing feedback on learners' outputs

and performance.

(5) Illustrative examples of more specific daily teaching

procedures are provided in Annex B.
(6) Teachers shal1 ensure that teaching hours are
maximized for the actual teaching and learning
process.
(7) After rendering at most six hours of actual teaching
in face to face classes, teachers may spend the
remaining two hours of work on teaching-related
activities, which include but are not limited to:
checking/preparation of learning assessments;

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 preparation of Weekly Learning Plan, Individua.l
Monitoring Plan, and Learning Progress Checklist;
and consultation with parents/guardians. The
eight-hour workday is in accordance with DepEd
Memorandum No. 291, s. 2OO8 (Guidelines for the
Implementation of CSC Resolution No. O80096 on
Working Hours for Public School Teachers).
bf Teacher Trddng aad Support
(t) Appropriate technical assistance in a form of
coaching and mentoring for teachers shall be
provided to ensure their ability to deliver relevant
teaching and learning strategies and ensure
continuity of learning through a combination of
distance learning and face to face classes. School-
Based l,earning Action Cells (SLAC) must be
regularly conducted based on the assessed needs of
the teachers in providing instructional support to
learners.
(2) Instructional supervision shall be provided by the
appropriate supervisor (i.e. Public School District
Supervisors, School Heads, Master Teachers,
Education Program Supervisors where their
expertise is needed).
cf Ie aralng Resources
(1) The Department has produced a plethora of learning
resources to support teachers and leamers in
ensuring the attainment of learning standards
through tlle Most Essential Learning Competencies
(MELCs). Maximum utilization of these resources is
highly encouraged as they have been desigrred to
conform with the demands of distance learning and
face to face classes and to meet the needs and
contexts of learners qrith different learning
conditions.
(2) Textbooks, seH-learning modules, primer lessons,
learning activity sheets, TV/video lessons,
radio/audio lessons, learner's materials, and other
learning resources in different content and
accessible formats, whichever is applicable, shall be
utilized for blended learning. Other teacher-made
learning materials may also be used to help deepen
learners' understanding of the lesson.
(3) It shall be ensured that ali teachers have the
Teacher's Guide/Teacher's Manua-l on specific grade
levels and learning areas that they are handling.
Likewise, teachers shall develop activity-based

lo
 materials for mastery of learning delivered during
face to face classes.
dl School Activities
(1) Group work activities shall not be allowed if they
necessitate physical contact with one another and
when physical separation is not practicable.
(2) The conduct of school-related activities and
gatherings must meet the minimum requirements
for activities allowed in areas under alert levels 1 and
2 in accordance with the country's COVID-19 alert
level system or any similar categorization in
accordance with the guidelines of concerned
government agencies. Performance-based tasks and
activities, summative tests, classroom-based
assessments like the Philippine Informal Reading
Inventory (Phil-IRD and Early Childhood
Development (ECD) Checklist, preparation for and
conduct of large-scale assessments, physical
activities, and other similar school-based activities
may also be permitted as long as schools follow the
required minimum health and safet5r protocols when
conducting such.

3. Curriculum. The Department of Education (DepEd) prescribes

the K to 12 Curriculum as a minimum requirement for all public
and private schools that will participate in the implementation of
face to face classes. However, the focus of instruction shall be on
the Most Essential Learning Competencies (MELCs). Teachers
shall unpack these competencies to ensure that learners are
equipped with prerequisite knowledge and skills before being
taught with the targeted competencies. The MELCs were
formulated in support of the implementation of the Basic
Education Learning Continuit5r Plan (BE-LCP) under DepEd Order
No. 12, s. 2O2O (Adoption of the Basic Education Learning
Continuity Plan for School Year 2O2O-2O27 in Light of the COVID-
19 Public Health Emergency).

C. Including the Most Margindized. For marginalized children, the

framework recognizes that school reopening shall mean going beyond
opening the school gates for teachers and learners. With this, the school
shall ensure that leamers who are most vulnerable and disadvantaged
in terms of access to learning are prioritized.
1. The school shall establish a mechanism in identifoing learners
who are most vulnerable and disadvaltaged in terms of access to
Iearning, such as but not limited to:
a) indigent children

11
 b) out-of-school youth
c) physically and mentally handicapped
d) distressed individuals and families, including internally
displaced persons (IDPs)
e) low resourced students
f) abandoned and neglected children
g) street children
h) children of former rebels
i) children living in conflict-alfected areas and vulnerable
communities (CVAS)
j) children with disabilities, SPED students
k) children from Geographically Isolated and Disadvantaged
Areas
l) children belonging to indigenous communities
2. The school shall ensure the development and provision of
additional resources and support to address the needs of
vulnerable and disadvantaged learners. The schools are
encouraged to adjust strategies as needed:
a) Physical distancing arrd wearing masks can be difficult for
young children and persons with particular disabilities (for
example, visual or hearing impairments) or for those with
sensory or cognitive issues. For people who can only wear
masks for a limited time, prioritize having them wear
masks during times when it is diflicult to separate learners
and/or teachers and personnel (e.g., while standing in line
or during drop off and pick up).
b) Teachers may consider wearing masks with a clear panel
when interacting with learners who are learning to read or
when interacting with learners who rely on lip reading.
c) Use behavioral techniques, such as modeling and
reinforcing desired behaviors and using picture schedules,
timers, visual cues, and positive reinforcement, to help all
learners adjust to transitions or changes in routines.
3. For disadvantaged and marginalized learners who cannot
participate in face to face classes, the school shall ensure
continuous support by maximizing the current distance learning
modality.
4. In the event that a parent/guardian pursues the participation of
his/her child in face to face classes, the school shall ensure that
the minimum health and sa-fety protocols shall be strictly
followed. The parent/guardian shall ensure that his/her chiid has
their own assistive device during face to face classes. The school
may also coordinate with partner agencies in the provision of
assistive devices such as wheelchairs, cane, walkers, and others.
5. The school shall maintain close coordination with the Department
of Social Welfare and Development (DSWD) Case Managers of
those learners who are marginalized and other partner agencies

72
 and organizations such as National Council on Disability Affairs
(NCDA).
6. For non-graded SPED and Alternative Leaming System-
Community Learning Centers (ALS-CLCs), separate policy
guidelines will be issued.

\rII Well-Being aud Protectlon

A. Psychosocld Support
l. In addition to the psychosocial support provided in the revised
JMC on the implementation of face to face classes, the SDO sha.ll
set up a hotline/online platform to provide counseling services to
learners, teachers and personnel who require counseling services.
In the absence ofa Registered Guidance Counselor (RGC) and/or
guidance desigrrate in the school, learners, teachers, and school-
based personnel shall be referred to this platform for counseling
services.

VIII Roler aad Rclponrlblliticg

A. Ceatral Offlcc
I. Provide overall policy directions in the implementation of the face
to face classes;
2. Formulate national guidelines and standards on the conduct of
the implementation of face to face classes;
3. Monitor and assess the implementation of face to face classes;
4. Coordinate with Inter-Agency Task Force (IATF) on Emerging
Infectious Diseases, Department of Interior and Loca-l
Government, and National Task Force Against Covid- l9;
5. Develop a COMD-19 Response and Mitigation Stratery based on
exposure risk severity of the community, as guided by the IATF-
EID risk classification levels, and the exposure risk rating of the
nature of work or activities involved; and
6. Mobilize resources to meet the standards of teaching and learning
and health and safety protocols.

B. Reglonal OIfice
l. Establish a Regional Composite team which shall:
a. oversee the implementation of face to face classes in the
region;
b. prepare a regional implementation plan for the conduct of
the face to face classes;
c. mobilize resources to meet the standards of health and
safety protocols and ensure quality teaching and learning
delivery;
d. orient SDO key olficials on the standards and processes of
the expanded implementation of face to face classes;

13
 e. process and issue the Safety Seal to nominated schools (a
separate guidelines will be issued on the Conferment of the
Safety Seal for Basic Education).
f. establish a communication strate$/ to be able to respond
to queries and concems regarding the operationalization of
face to face classes;
g. provide technical assistance to SDOs in the conduct ofthe
face to face classes; and
h. perform other functions as may be assigned by the
management in relation to the implementation of face to
face classes.
2. The Regional Composite Team shall be composed of the following
with their respective roles and responsibilities:
Compoeitioa Functions

Chair: a Provide guidance to the

composite team in the
Assistant Regional implementation of F2F classes in
Director (ARD) the region

Vice-Chair:
Quality Assurance o In coordination with the RO
Division (QAD) Composite Team, prepare
regional monitoring and
evaluation (M&E) plan aligned
with the National M&E Plan to
assess the F2F implementation
o Monitor and evaluate the
implementation of the face to face
classes in the region
o Receive and evaluate the
completeness of required
documents submitted by private
schools to participate in the
implementation of face to face
classes, and endorse them to the
SDO for validation, if warranted.
Any deficiency/ies in the
submitted documents shall be
communicated to the private
school for compliance;
r After receiving the list of
validated public and private
schools from the SDO, notiff the
latter regarding the approval of
the school's participation in the
implementation of face to face
class; and

14
 a Upon full validation, submit the
list of nominated public and
private schools for expansion to
the Planning Oflicer, for reporting
of the said Iist and other data
requirements to CO.

Membere:

Disaster Risk o In coordination w"ith CO-DRRMS,

Reduction and provide trainings necessary to
Management (DRRM) operationalize the hea-lth and
Coordinator safety protocols such as, but not
limited to the following:
contingency planning, Basic
Occupational Safety and Health
(BOSH), mental health and
psychosocial support (MHPSS)
and psychological first aid (PFA)
to focal persons of schools;
a Coordinate with DRRM Focal
Persons in the concemed SDOs
to ensure that School DRRM
Teams are organized

RO Health Personnel a Coordinate with relevant CO and

RO oflices to ensure that health
and safety protocols are
appropriately embedded in
mechanisms during the conduct
of F2F implementation;
a Provide capacity building and
technical assistance on hea-lth
and safety protocols in
coordination with BLSS-SHD
Planning Offrcer o Maintain the database of the
SSAT results and other data
requirements of the schools
implementing face to face classes;
a Prepare datasets and weekly
reports on the face to face
classes, as necessary;
a Submit validated report of the list
of nominated schools for the
expansion of the face to face
classes to CO

RO Engineer a Provide guidance and technical

assistance to participating
schools to ensure that structures
and faciiities are compliant with
the set standards on the Revised

1<
 JMC;
a Provide technica.l assistance on
ensuring the construction and
setting up of water, sanitation,
and hygiene (WASH) facilities
based on the standards set by
BLSS-SHD;
a Provide technica.l assistance on
heating, ventilation, and air
conditioning (HVAC) systems in
aligned with the standards from
BLSS-SHD and DOH

Representative from r Provide capacity building

Curriculum and activities and technical
Learning Management assistance in preparing for
Division (CLMD blended learning modality such
as but not limited to preparation
of class program, blended
learning strategies, formative and
summative assessment, among
others;
o Provide guidance in addressing
issues and challenges in teaching
and learning delivery during the
face to face classes

IP Education Foca.l e Provide technica.i assistance to

Person Division IPEd Foca.l Persons in
the preparation and conduct of
the Free, Prior, and Informed
Consent (FPIC) process;
o Coordinate with the IP
communities at the regional level
the FPIC process

If deemed necessary, RO may add member/s to the composite

team.

C. Schools Dlvlrlon Olfice

1. Establish an SDO Composite team which shall:
a) oversee the implementation of face to face classes in the
schools division;
b) prepare a division implementation plan for the conduct of
the face to face classes;
c) validate the results ofthe accomplished School Safety
Assessment Tool submitted by public and private
schools;
d) submit to the Regional OIfice the list of validated
participating public and private schools and recommend
the list of eligible schools for conferment of Safety Seal;

16
 e) mobilize resources and support from community
stakeholders to meet the standards of health and safety
protocol and quality ensure teaching and learning delivery;
f) orient participating schools on the standards and
processes of the implementation of face to face classes;
g) establish a communication strates/ to be able to respond
to queries and concerns regarding the operationa-lization of
face to face classes;
h) provide technical assistance to SDOs in the conduct ofthe
face to face classes; and
i) perform other functions as may be assigned by the
management in relation to the implementation of the face
to face classes.

2. The SDO Composite Team shall be composed of the following with

their respective roles and responsibilities:

Composition Functions

Chair: a Provide guidance to the composite

team in the implementation of F2F
Assistant Schools classes in the division
Division
Superintendent

Members:
o Representatives from SGOD
o Representatives from CID

I. School covernance and Operatloas Diwlglon ISGODI

School a Coordinate with private schools

Management M&E regarding their participation in F2F
(SMME) implementation;
a Establish communication lines and
monitor issues and challenges
experienced by public and private
schools in their participation in the
F2F classes; and
a In coordination with SDO Composite
team, prepare division monitoring
and eva-luation (M&E) plan aligned
to the National and Regional M&E
Plan to assess the F2F
implementation; and
o Monitor and evaluate the
implementation of the face to face
classes

17
Disaster Risk o Coordinate with RO DRRM
Reduction and coordinator to provide trainings
Management necessary to operationalize the
(DRRM) health and safety protocols such as,
Coordinator but not [mited to the following:
contingency planning, Basic
Occupational Safety and Health
(BOSH), mental health and
psychosocial support (MHPSS) and
psychological first aid (PFA) to focal
persons of schools
o Coordinate with DRRM Focal
Persons in the participating schools
to ensure that Schools DRRM Teams
are organized

SDO Health o Coordinate with relevant SDO oflices

Personnel to ensure that health and safety
protocols are appropriately
embedded in mechanisms during the
conduct of F2F implementation
o Provide capacity building and
technical assistance on health and
safety protocols in coordination with
RO Hea]th Personnel

Planning Olficer o Maintain the database of the SSAT

results and other data requirements
of the participating schools

SDO Engineer a Provide technical assistance on

setting up the classroom to ensure
physical distancing;
a Provide guidance and technical
assistance on maximizing open air
areas within the school if classrooms
do not have adequate space;
a Provide technical assistance on
ensuring the construction and
setting up of water, sanitation, and
hygiene (WASH) facilities based on
the standards set by BLSS-SHD

U. Curriculum lmplemeatation Diwieion (CIDf

Representative o Provide technical assistance in

from CID preparing for blended learning
modality such as but not limited to
preparation of class program,
blended leaming strategies,
formative and summative
assessment, among others;

r8
 o Provide guidance in addressing
issues and challenges in teaching
and learning delivery during the face
to face classes
O Provide instructional supervision
arrd technical assistance to schools
regarding the conduct of face to face
classes;

IP Education Focal a Provide technical assistance to

Person School IPEd Focal Persons in the
preparation and conduct of the Free,
Prior, and Informed Consent (FPIC)
process
a Coordinate the conduct of free, prior,
and informed consent (FPIC) within
the community with elders and
leaders and secure necessary
documentation.

If deemed necessary, SDO may add member/s to the composite

team.

D. Participating SchoolE
1. Ensure the strict implementation of and compliance to hea-lth and
safety protocols during the conduct of face to face classes;
2. Undertake measures to ensure compliance to the standards ofthe
SSAT and submit the result of tJ:e school safety assessment to the
SDO;
3. Ensure delivery of quality teaching and learning by following
appropriate instructional procedures and standards;
4. Private schools that intend to participate in the implementation of
face to face classes shall submit to the Regional Director, copy
furnished the Schools Division Superintendent, the required
documents listed in Section 6. 1.5 of the revised JMC;
5. Orient parents community, barangay offrcials, civil society
organizations and other partners about the face to face classes
process, standards, roles and responsibilities;
6. Secure consent from parent/legal guardian;
7. Secure written support from Local Government Units;
8. Mobilize resources and support from community stakeholders
(e.g., LGU, parents, health worker, NGO, among others) to meet
the standards for the health and safety protocols and to ensure
teaching and learning delivery;
9. Establish coordination mechanism with BHERT and LGUs for
referral system, contact tracing, school tralhc management,
disinfection, school suspension, among others;
10. Establish psychosocial support mechanisms to leamers and
school personnel;

19
 l l.Prepare and develop school contingency plan for COVID-l9
resurgence; and
12.For IPEd implementing divisions, conduct free, prior, and
informed consent (FPIC) within the communit5r with elders and
leaders and secure necessary documentation.

D( Flnaacld Requlrementa
Funds to be used in the implementation of face to face classes shall be
primarily sourced from the Operation of School - Maintenance and Other
Operating Expenses (MOOE) as authorized in the annual appropriations act.
The Central Oflice, Regional OIIices, and School Division Oflices may also
augment the funding requirements of the schools in the implementation of F2F
classes from the appropriations under the Genera1 Management and
Supervision - Maintenance and Other Operating Expenses.
In no caee shall the MOOE appropriatioas be used for the follo*lag:
l. Procurement of tangible items beyond the capitalization threshold;

2. Hiring of contractual or casual employees, whose salaries and other

compensation benefits should be charged against Personnel Services
allocations; and
3. Payment of other Capital Outlay items such as infrastructure projects.

As necessary, supplemental funds will be provided/downloaded by the Central

Finance Oflice sourced from other applicable budget line items.

Al1of the funds to be used for the implementation of the face to face classes
sha-Il be subject to the existing policies of the Department, and national
budgeting, accounting, auditing, and procurement rules and regulations.

x Monltorlng artd tveluetlotr

A. The Monitoring and Evaluation (M&E) Plan for face to face classes will
be reviewed and revised in response to the policy changes.
B. The DepEd-Planning Service shall ensure the collaboration of concerned
offrces in reviewing and revising the M&E Plan and implementing M&E
activities at the nationa-l level.
C. Taking-off from the nationa.l M&E Plan, the Quality Assurance Division
(QAD), in collaboration with the concerned functional divisions, shall
prepare and implement the Regional M&E Plan. The School Govemance
and Operations Division at the Schools Division Olhce shall prepare M&E
Plan aligned to the national and regional M&E Plan.
D. Participating schools shall ensure that all data requirements are
collected and consolidated relative to the M&E of this policy.
Participating schools, learners, teachers, school personnel, and
stakeholders are encouraged to participate in the assessment of the
implementation through different mechanisms such as surveys,
interviews, and focus group discussions.

20
XI Refereaces
. Am€rican Academy of Pediatnce. l2O22l. COVID-19 Guidance for Safe
Schools and Promotion of In-Person l,eaming.
o Centers for Disease Control and Prevention. (20221. COVID-I9
Prevention Strategies Most Important for Safe In-Person Learning in K-
l2 Schools.
o Department of Educatlon. (2008). DepEd Memorandum No. 291, s.
2O08 (Guidelines for the Implementation of CSC Resolution No. O8OO96
on Working Hours for Public School Teachers)
. Department of Educatlon. (2O2O). Enclosure No. 4 to DM 15 s. 202O -
First Set of Policy Directives of the DepEd Task Force NCOV.
. Department of Educatlon. l2O2Ol. DepEd Order No. 31, s. 2O2O
(lnterim Guidelines for Assessment and Grading in Light of the Basic
Education Learning Continuity Plan).
. Depertmeat of Educatlon. (2O2O). DepEd Order No. 12, s. 2O2O
(Adoption of the Basic Education Learning Continuity Plan for School
Year 2O2O-2O21 in Light of the COMD-19 Public Health Emergency).
. Depattmetrt of Educatlor (DepEdf and Department of Health lDOHf .
l202ll, DepEd-DOH JMC No. I S. 2021 (Operational Guidelines on the
Implementation of Face to Face Classes).
. Departmcrt of Education, (20221. Eva.luation Report of the Pilot
Implementation of Face to Face Classes.
. Departmert of Educatioa. l2o22l. OO-OSEC-2022-003 or the Interim
Guidelines on the Expansion of Limited Face to Face Classes.
. Depertment of Education (DepEdl and Department of Health lDOHl.
l2022l. DepEd-DOH JMC No. 1 S. 2022: Revised Operational Guidelines
on the Implementation of Face to Face Classes.
. Intcr-Agency Task Force. (2021). Guidelines on the Nationwide
Implementation of Alert Level System for COVID- 19 Response, as of
December 14,2021.
o Goldhaber-Fiebett JD, Studdert DM, Mello MM. (2O20). School
Reopenings and the CommunitSr During the COVID-19 Pandemic. JAMA
Health Forum.
o IJNESCO, U. World Baak, and llorld Food Programme. (202O).
Framework for reopening schoois.

)(II. Effcctirlty
This DepEd Order sha.ll take effect immediately upon publication in the
Offrcial Gazette or in any national newspaper of general circulation, and
upon fiIing with the Office of the National Administrative Register (ONAR)
of the University of the Philippines Law Center (UP LC). This issuance
shall complement the Revised Operational Guidelines on the
Implementation of Face to Face Classes (DepEd-DOH JMC No. 1, s.
2022) tn governing the implementation of face to face classes. All
administrative issuance inconsistent with this DepEd Order are
repealed.

21
Annex A: Sample Weekly Learning Plan

Weekly Learning Plan is an outline of home-based activities and classroom-based activities that
guides both teachers and leamers in the attainment of instructional objectives/tr4ost Essential
Leaming Competencies during the limited face-lo-face classes. It is a simplified instructional plan
that combines the Weekly Home Leaming Plan and the Daily Lesson LogiPlan.

Below is the template for the Weekly Leaming Plan.

WEEKTY I'"EARNING PTAN

Quarter: Grade Level:

Week:
MELCS: Learning Area:

Day Objectives Topic/s Classroom-Based Home-Based

Actiuities Activities
t
2

4
5
 WEEI(LY LEARNING PI.AN

Ourrter Ikarpet Gradc I-evel 2

Week: Una Learnins Arel Filipino
MELCs 1. Napapartig ang mge mas mahahabeng salita F2KP-IIc-3
2. Nakas&got sr mga tanong tungkol sa nabesang kuwento F2PB-ld-3.1.1
3- Nabibigrang kahulugan ang mga salita si Fmrmagisn ng pagbibigay ng kasingkahulugan
at kasalungat, sitwasyong pinaggarnitan ng salita (contcxt clues), pagbibigay ng halimtrawa,
ar paggamit ng pormd na depinisyon ng sdia F2WG-IIrh-5

D"y Objcctivcs Topic/s Clessroom-Besed Home-Based

Activities ActiYiti€s
I Nebibigyang kahulugrn ang kgbibigay-Ka Balik-Aral sa Naleraang
mga salita sa pamemagitan ng hulugan sr Arelin atlo Pagsisimula
pagbibigay ng Salita ng Blgong Aralin
kasingkahulugan at
kas:Iungat, sitwasyong Gawin alg Tukoy Gabayan ang
pinaggami tzl ng salira Alem, Ang Bagong nagaraal zpang
(contcxt clues), pagbibigey ng Bateng Pinoy TG, p. 17 vtagaud ang nga
halimbawe, at peggamit ng gauain sa Stbthin
pormd na depinisyon ng SLfuT ?,3
salita F2WG-IIg-h-5
Maupot dng
inilaang oras, itck
at pog-r|!4Pan ong
mga tagot ng
mag-aaral Jd
,rata?ot na gtuairl
Tiagan ang Swi sa
Pagwawatm, p. 18
tPang naging
gabal sa pgtalakal
ng r4got nf,
mag-aaral sa bawat
itdrL
Iunong la
mag-zarzl kang
m4! katantngan
pa sila *nghol sa
n0tLpoJ ,M gduairl
 Paghehabi sa Layunin
ng Layunin ng Aralin

Ipaliwanag sa mag-aaral Banalin ang

ang mga gagaYvin at hytnin u nasz
ina:sahan para sa aralin. :4lamin, p. &
Itznong 5.,
mng-aaral kung
ano ang alam nila
tz pantig.
Ipaliwanag na ang
mga salita 4)
bintbuo ng mgz
Pantig. Ang pantig
a1 bintbto ng mga
t tnog ng mga lctra.

Ipagaua Sufukin p,
L
Mdt,lPot ang
inilaang oras, i*k
4t P4g-4w?4n arrg
mg4 tdgot ng
mag-aaral !4
ndtdPos nd gauain.
Tingan ang Sasi sa
Paguauasto, p. 18
LPang rVgrng
gabay sa pagtalakay
ng t4got ng
mag-zaral sa bauat
itcm.

2 Nabibigyang kahulugan ang Pagsagot sa c. Prgtalakay sa Bagong

mga salita sa pamamagiten ng mge Tanong Konsepto
pegbibigay ng nrngkol se at Paglalehad ng Bagong
kesingkahulugan at Bilaseng Kasanayan #1
kasJungat, sirwasyong Kuwento
pinaggamitan ng salita Itanong: Ipabasa sa
(context clues), pagbibigay ng Sino ang nakarating na m4g-aaral ang
halimbrwq at pr.ggamit ng u njrudad/probinsiya ? Aralin r, SLM p. 2.
pormal na depinisyon ng Hayaang magLahagi ng Kung hin& pa
salita F2WG-IIg-h-5 sariling karanasan eng nakababasa ang
meg-aalal- magaaral, basahin
Nakasasagot se mge tanong ito sa kaniya.
tungkol sa nabasang kuwento
FzPB-Id-3.1.1 Itanong:
Ihan&: Ano eng prndg?
- lrrawan ng
siyu&d at Ipebasa muli ang
Ialawigan mga halimluwang
- Vcnn Diagrem salita sa p. 2

Gawin ang nalasulat sa Ipakite ay

Paglalahad ABBP TG, ipaliwanag kurrg
P.r7 paeno pinantig eng
Ano-ano ang salitang4!g@
pagkakaiba/pagkakaba Iplakpa-k ito upang
wig ttg tilndad sa lubos na
hlautgan? maunawaan n8
mag-aeral.
Pzgtapayaman ng Itanong:
Thlasalitaan 7 G p. Anoanong pzntQ
17- 18 ang nasa saliung
adobo?
Ano ang mga bagong Ilaag panng ang
salitang nz*tuhan? , gd ito?
Ano ang kaMtgan ng
bzuat isz? Ipagparuloy eng
guwain hanggeng sa
Ano ang ibig ubilin ng matapos en8 mga
ugana? halimbawang selitr.
Balbaying-dagat?
Bzkawan? Caramclado?
Ipagatnit zng mga ito ra
rariling pangungutap.

Ipabasa ang'Pamilya Ipakite ang isang

delos Rcyes, ABBP KM, larawan ng
PP 39 - 40. tipaklong
(maaaring gamirin
Talakeyin ang binasang ang larawan na nsa
kuwento sa sLM) .

pamamagitan ng mga Pag-usapan ang

tanong sa Sagutin nddaman ng
Natin, ABBP KM, p. 40 mag-aeral tungkol
dito.

Ipebase "Ang Utos

r Dwata sa
fipaklong,'SLM,
pp-4- 6-

Itenon
 Ano ang pamagat
ng binasatg
klwento?
Sino ang s*m at
nito?
SaLn naganz? ang
ktwento?
Sino ang mga
tdtlJan nito?
Sino si Dtunta
Manhit?
Ano ang atot nlya
ka1 Tipaklong?
Sinrnod ba ito ni
Tipzhlong?
tsakit?
Ano ang nangai
kay Tipalthng?
Bahit kaya ito
ndngyai sa
kanla?
Kang ikaw i
Ti?dklong, dno ang
gagawin mo?
Ano kala ang
dnpat ginaua ni
Tipaklong apang
maiudJdn ang
sinapit niJa?
Sino ka sa hawento?
Bakh?
Ano ang gulto mong
katzp*san ng
kuuetto?

Nepepantig ang mge mas Pegpepantig ng kgtelekll, se Begong

mahahabang salita Salira Konscpto
F2KP-IIc-3 at Paglalahad ng Begong
Kasanayan #2

Aru ang nangai u Ano ang nangzi

pami$a delot Rqeti ba1 Tipahlong n
binzsang kuuento?

Paglinang sa Kabisaan
(tungo sa Pormatibong
Pastataya)
Gawi.u rng mga puruto Gabeyan ang
na nase fututuro at mag-aral upeng
Ilglalarawan, ABBP maisagawe ang
TG, p. 18. gewein se p. 7

Ipegawe Sanryin Natin, Gawain ang Suriin

ABBP KM, p. 4l p. 8.
Ipaelda sa mag.earal rlg
hedth et saGty Ipeliwanag kung
prorocols se ano eng Pantig.
pagsasrgawa ng gawain
na ito,
Matepos ang inilaang
Ang par.rtig ay
oras, bigrang halaga ang
ang bawat
ginawa ng bawat
pagbuka ng bibig
pangket sa
sa pagbikas ng
pememlgitar ng
salita- Ito ay
P'a8-uulat. bunubuo ng isa
o higit pang mge
Ipa.gawa ang Gawin
tunog n8
Natin, ABBP, p. 4l
alpabcto.

Ipagawa ang
hgprnanin Gawein l,
SLM, p. 9 -11 Ipalakpak ang
salitang prglalo&
Ilang palakpak
mayoon u ulitzng
tamalon?

ipaliwanlg na ang
bewat pa.lakpak ay
ang pantig ng salite.

Ihng pantig
maymo u ulitang
tamalon?

Gawin ito
hanggang matapos
eng mga sdita sa
Suriin p. 8.
Bigyan ng
pagkaketaon eng
mag-aeral na gawin
ito nang walang
tul
 Ipagawa eng
Pagamanin
Gawain 1, SLM, p.
9-ll
M4taPdr ang
inihang orat, i*h
dt p4g-u4Pan ang
mgd sagot ng
mag.aaml ta
tata?os na gaudin-
Tingan zng Susi sa
Pagwauasta p. 18
u?ang *agrog
gabay sz pagtal.zkal
ng slgot ng
mag-aaral u bauat
itcrn-

4 Nepapantig rng mga mas hgpc.pcndg ng

nralrehdrrng sdita Sdlt{ Iprgrwr ug Gehryen ang
F2KP-IIc-3 llgyamanin Gewain 2 mag-aaral upang
rt 3, SLM , pp. 1l-12 maisagewa:ng
Pagyamanin
Geweil 2 at 3,
SLM , pp. rr-r2
Matzpr ang
inihang oras, iuck
at pag-srapan ang
mgo tdgot ng
ttag-aaral ta
naupt na gawait
Tingan zng S*ti u
Paguawetto, p. 18
vP44g magrng
gabal u pagtalahal
nf, taSot ng
mzg-azral sa bauzt
itetn.

Itglalapat ng Aralin Gabayan ang

sa Pang-araw-araw na mag-aaral na
Buhay maisagawa ang
Itanor\g: Padno ndtirl Isagawe pp. 13 - 14
nzpahabzlagan ang
dring ordJ? M4tapr ang
Matepos mrgbigay ng inihang orag ixck
mag-rerd ng 4t po!-r.rapan an!
 kani-kanihng sagot, mga Mgot ng
ipabasa ang Pahalagahan mag-azral Ja
Natin, ABBP, p. 40. tuUPr n4 gou4in.
Tingan ang Swi u
Pagwduarto, P. 18
uPang oragtng
gabal sa pagalahal
?tg tagot ng
mag-aaral u bawat
itcm-

Prglalahat ng Aralin
Paano nam*koy ang Itenong:
bihng ng pntig u Ano ang nztatunan
isang salita? mo sa aralin/

Hayeeng m4bigay ang Hayamg magbigay

mag-eerel ng eng mag-aaral ng
kani-kanilang sagot- kaniyang sagot.
Isulrt sa pisara rng sagot
ngmq-utel. Ipabrsa ang Ise.isip
Ipabasa ito nang P. 13.
mdakes-
Gabeyan ang
Iprbase ang paglalehat m4g-earal upng
sa Tandaan Natin, mabuo ang
ABBP, p. 42 keisipan tungkol sa
pagpaprntig.

Matapos ang
inilaang orag
Peg-usaPan ans
sagot ng mag-aaral
sa beway item.
Tingan ang Susi sa
Pegwawasto se p.
18.
) Naprpancig ang mga mas Pagpapentig ng Prgtataya ng Aralin
mahahabang salita Salita Pasagutan: Gabayan ang
F2I(P-IIc-3 Tayahin SLM p. 16. m{g-aaral upmg
maslSutan a.ng
Karagdagaag Gewain T:ryahin sLM p. 16.
para sa tekdang-aralin et Matapos ang
remcdietion inilaang oras,
P'rB-usaPan mg
Ipagawa: sagot ng meg-aaral
sa baway itern.
Karagdagang Gawain Tingan ang Susi se
SLM p. 17 Pagwawasto se p.
18.
Kung ang score na
nekuha se
pagsusulit ay 4
hanggang 5,
ipagawa ang
Karagdagang
Gawain SLM p. 17.

Kung mes mababa

naman, ipagbigay
alanr sa guro para sa
ibayong paggabay
pa sa aralin.
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]&epublic of tre SXitippined

Depsrtment of @DucEtfon

DepEd MEMORANDUM
No. , s. 2022

DISSEMINATION OF THE RE1IISED SCHOOL SAFETY ASSESSMENT TOOL

F'OR THE PROGRESSIVE EXPANSION OF THE FACE TO FACE CLASSES

To: Undersecretaries
Assistant Secretaries
Bureau and Service Directors
Regional Directors
Schools Division Superintendents
Public Elementary and Secondar5r School Heads
All Others Concerned

1. The Department of Education (DepEd), in its continuous efforts to uphold its

commitment to learning continuity amid the covlD-19 pandemic, advocates for t]le
progressive expansion of the Face to Face Classes across the country. Thus, the
Department issues t}le Revlsed School Safety Assessmeat Tool (SSAT| to prepare
the schools for t.I.e safe, effective, ald elficient conduct of the face to face liarning
modality.

2. In line with the DepEd-DOH Joint Memorandum Circular No. 1, s. 2022

Revised operatloaal Guidetlnes olr the Progressive Expansioa of Face to Face
Learning Modality and Guidelines on the Progressive E:rpanslon ofFace to Face
classes, the School Safety Assessment Tool was revised based on the monitoring and
evaluation results of the pilot implementation and in consideration of the scliools,
present conditions relevant to safe reopening.

3. The data gathered shall be used as information in the progressive expansion

of the face to face leaming modality. This is in line with the Department's effort for
the eventual reopening of all schools while ensuring that the health, safety, and well-
being of learners, teachers, and personnel remain as its utmost priority.

4. The revised SSAT focuses on four main areas, namely: (a) Managing School
Operations, (b) Focusing on Teaching and tearning, (c) Well-being and protection,
and (d) School-community coordination. It contains indicators that would show
readiness of the schools to participate in the progressive expansion ofthe face to face
classes if met.

5. All public and private schools shall answer the revised SSAT. Schools that
already accomplished the sSAT are no longer required to answer the revised ssAT
but may use it to further guide their progressive expansion ofthe face to face classes.

UepEd Complex, Meralco Avenue, pasig City 1600 P 4633 -7 2OA I a633-7 22A / a632- 7 36 | fl 4636-4a76 /a637 -6209 a www.deped.gov.ph
6 In view ofthe foregoing, the Revised School Safety Assessment Tool (20221 for
the Progressive Expansion of the Face to Face classes is enclosed for guidance and
reference.

7. With the continuous improvement of the COVID-19 situation in the country,

a1l regional and schools division offices are highly encouraged to expedite the
dissemination of t]:e revised SSAT in order to open more schools for the progressive
expansion ofthe face to face classes in areas under Alert Levels 1 and 2 or based on
the latest risk classifrcation issued by the Inter-Agency Task Force for Emerging
Infectious Diseases [ATF-EID).

8. For queries or concerns, please contact the Bureau of Human Resource and
Organizatlonal Development-School Effectiveness Divlslon through email at
61-r166. ssrl@deped. gov.ph.

9. Immediate dissemination of this Memorandum is desired.

BRIONES
Secretary

Encl.:
As stated

Reference:
None
To be indicated in the Index
'under the following subjects:

ASSESSMENT
CHANGE
CLASSES
SAFETY EDUCATION
SCHOOLS

MCR/AfAlMrc, DM Dbsc6inarion of tnc R.visd School Salctv Asessenr...

009 I /March 30, 2022
(Enclosure to DepEd Memorandum No. , s. 2022)

(Enclosure No. 1 to Department Memorandum DM-OSEC-2022-_)

scHool, sAFEf,y ASSESSMENT TOOL (SSATI 2022

FOR THE PROGRESSTVE EXPAITSION OF THE
FACE-TO.FACE LEARNING MODALITY

School Name: Division:

School ID: Contact Number:
School General Classifi catiotr: oPublic o Private

The School Safegr Assessment Tool shall be used to assess the readiness of the schools to
participate in the progressive expansion of the face-to-face learning modality in the time of the
COVID-19 pandemic. The data gathered shall be used as information in preparation for the safe
reopening of classes. On the other hand, the SSAT is not the final determinant of the school's
participation in the progressive expansion of face-to-face classes. It is only meant to prepare
schools for the eventua.l reopening, inform them of the required indicators and staldards that
they need to meet to ensure safety ofthe learners and school personnel. This tool shall also serve
as guide to the Schools Division oIlice (SDo), Regional offrce (Ro), and central office (co) in
providing support and technical assistance to the schools.

ALL REQUIRTD II{DICATORS must be met by t}re schools to be nominated for the progressive
expansion of the face-to-face learning modality. The school may also comply with the opttonal
iadicators, as appllcable.
After complying with all the indicators, schools must ensure that learners who will participate in
the face-to-face classes have parental consent. The number of collected parent's consent shall be
indicated at the end of the tool as verified by the SDO Composite Team.

In answering the SSAT, School Heads shall consult key stakeholders. The SDO shall facilitate the
administration of the tool to the schoots and shall create a composite team who will conduct
monitoring visits to validate the data and veriff the results submitted by the schools.

MANAGING SCHOOL OPERATIONS

INDICATORS YES NO
I. SHARED RESPONSIBILITY
Main Indicator:

1. For Public schools, the school has mobilized resources and

support from communlty stakeholders to meet the standards
of the health aod safety protocols.

Main Indicator:

2. The school has conducted slmulatioa ectiviti€s among school

persoEael regardiag protocols aad routines to repllcate and
discuss possible scenarios during the actual conduct of face-
to-face classes.
II.
Main Indicator:
1 The aumber of teachers who wiII phptcally report meets the
availablllty of waccinated teachers who handle face-to-face
classes in a safe le enviroament to learaers.
Main Indicator:
2. The school has orieated aU its persontel on the work
a ment im ented d the face-to-face classes.
III. CLASSROOM LAYOUT AND STRUETI'RE
Main Indicator:
1. The school has Gstablished mechaalsms hside the classroom
to ensure mlaimal to zeto COVID-19 traosmisgion of the
learners and ensured thet all heatiag, ventllation, and air
condltioniag Eystems are worklng wlth iacreased veatllatiotr
whenever possible, through the following recommended.
strategies as cited in DOLE Department Order No. 224_221
Guldelln* on Ventllatlon for Workplaces and publtc
Transport to Prvlant and Control e sprcad o! COWI>L9.
Requlred Sub-iadlcators:
a. Number of seats to be occupied must not exceed the required
number of maximum learners in the classroom
b. Seats to be occupied must be at least l-2 meters apart
c. Presence of markers and stickers on the floor to manage tralflc
system and physical distancing inside the classroom
d. In non air-conditioned spaces, windows and doors are open
e. In air-conditioned spaces, install exhaust fans and HEPA filters
guided by DOLE Department Order No.224-221 Guid.elines on
Ventilation for Workplaces and public Transport
f. Regardless of the HVAC system, all classrooms must have working
electric fans except for schools with no electricity

Optlonal Sub-lndlcatorst
g. In airconditioned spaces, schools install appropriate ventilation
and CO2 monitoring devices to achieve an air change rate 6 to Air
Change per Hour (ACH)
h. In spaces designed to optimize the use of air-conditioning units,
wherein ventilation is greatly recirculated or access to outside air
is not feasible, filters such as high-efficiency particulate air (HEPA)
frltration air purifiers are used to clean recirculated air, provided
that the unit is adequate for the size of the room in which it is
installed. Proper maintenance should be ensured by following the
marrufacturer recommendations of these devices
Iv. SCHOOL TRAFFIC MAI{AGEMENT
Main Indicator:
1. The school has established safe entraace ard exit, and crowd
management measures for teachers, students, aon_teaching
personnel, and school visitors.
Required Sub-indicators:
a. Availability of temperature thermal scanner or thermal gun at ttre
entrance aad/or exit gates
b. Availability of hand sanitizer or alcohol dispenser at school gates
c. Availability of surgical masks at school entrance reserved foi
symptomatic individuals

Optional Sub-iadicator:
d. Established &op-off and pick-up points that are clearly identifred
and marked
Main Iadicator:
2. The_school has set up clear and easy-to-understand signages,
preferably in local languages, and mechanisms to strengthen
observance of health protocols and protective measures.

Requlred Sub-indicators:
a. Display of school map at the entrance point indicating the location
of the classrooms
b. School tralfic management plan and strategies are in place to
ensure that physical distancing is observed
c. Ha-llway ground markings for walking direction guide
d. Designation of spaces for queue in high tralfic areas like restroom,
library, principa-l's oflice, etc.
e. Installation of signages and/or ground markings in high trallic
areas like restrooms and handwashing stations to ensure physical
distancing
f. For schools with visually impaired learners and personnel,
signages must be in Braille

Optiooal Sub-indlcators:
D e slg11 ati on o f S e p AI ate en tr an C e an d exit points in the school
h. De SI t1 o n o f en tr an CC an d exl t n ts in the classrooms

Main Indicator:
1. The school has estabtshed contact tracing procedures for all
those who enter the school premises (e.g., l-arners, tcachers,
nts/ school rsonnel, etc.
Main Indicator:
2. The school has mobillzed the School COVID-l9 DRRM team to
ensure effective irnplemeatatioo of the school's health and
safety protocols that are in place and are obsenred during the
preparatiou and progressive e:<paasion of face_to-face classes.
Requlred Sub-indlcators:
a. Designation ofa Safety OIficer who serves as the focal person for
the health and safety protocols of the school

Name of Safety OIIicer:

Designation:
Contact Number
Main Indicator:
3. The school has ensured the availability of personal protective
equipment (PPEs| and hygiene & sanitation items for learners
aad school personnel.

Required Sub-indlcators:
a. Availability of surgical face mask
b. Availability of antibacterial soap
c. Availability of emergency health kits that include ppEs and other
needed supplies and materials in the school clinic
d. Availability of PPEs for COVID-19 team members, health
el maintenalce, and securi ards
Main Indicator:
4. The school has set up and ensured availabllity of proper
sanitation aad hygiene facilities followiag the basic
requirements and standard in accordance urith DO 1O s. 2O16
Policg and Guldellnes for the Comprelensiue Water,
Sanitrrtion and Hggiene ln Schools (WINS) program-
Required Sub-indicators:
a. Availability of handwashing station/ s with clean and safe water
supply and antibacterial soap
b. Availability of clean and saJe toilet facilities
c. Placement of handwashing facilities in strategic locations
d. Placement of trash bins in strategic locations
e. Display of visual signages on proper waste maragement practices
near trash bins (e.g. biodegradable, non-biodegradable, recyclable)
f Display of visual signages on proper handwashing in handwashing
areas
Main Indicator:
5. The school has ensured regular satritation and disinfection of
school facilities, furniture, and equipment.

Required Sub-indlcators:
a. Schedule of sanitation of frequently touched surfaces (e.g., table,
doorknobs, light switches, etc.) every after end ofa school shift
b. Schedule of disinfection of school facilities (e.g., chairs, desk,
blackboard, toilet facilities)
c. Availabili of sanitation and disinfectin materials
Main Indicator:
6. The school has easured a proper dlsposal system of infectious
wastes, such as used tissues aad masLs, in non-cortact
receptacles.

Required Sub-iadicators :
a. Availability of a separate leak-proof trash bag/container with a cover
properly labelled as "USED PPE" for disposal of all used ppE. In case of
unavailability of yellow trash bag/container, a separate bag/container
marked for infectious medical waste identifiable by the waste collector
(i.e. yellow ribbon, yellow colored tag) should be available for disposal of
all used PPE.
 b Collection of the leak-proof trash bag/ container regularly or twice
a day (after end of class and after working day) from the
designated/ specific area to the ge neral collection area for
treatment and disposal
C Availability of medical-grade face mask required for school
personnel when collecting/handling the leak-proof trash
bag/container
d Treatment through disinfection or spraying of the collected wastes
witll a chlorine solution (1 : 10) in accordance with DOH
Department Memorandum No. 2020-0157 " Guidelines on Cleaning
and Disinfection in Vaious Settings as an Infection preuention and
Control Measure Against COVID-|?"
e Disposal of the disinfected PPEs with general waste to the hnal
dis sal facilit

Main Indicator:
1. The school has developed a commutrlcatioa plan.
Required Sub-iadleators :
a. Identification of platform of communication for coordination
purposes among the learners, parents/guardians, and teachers
b. Database of contact number and address of parents/guardians of
t]le learners is kept for easy retrieval of their contact details in
case their child shows flu-like symptoms while in the school
premises.
c. Posting of child-friendly Information, Education and
Communication (IEC) materials on hygiene practices and
respiratory etiquette including hand hygiene (hand disinfection
tJlru handwashing ald/or use of 7O%o isopropyl alcohol),
respiratory hygiene and cough etiquette (coughing or sneezing into
tissues or one's elbow), protective measures (proper use of Iace
mask, ensuring physical distancing), arnong others, that are
placed in common areas and available in local langu ages and
brailie ifa licable
Main Indicator:
2. The school has prepared an orientation session for learners,
parents, guardians, teaching atrd notl_teachlng personael,
external stakeholders, aad LGU oa the eligibillty criterla for
participation aad existing protocols, mechanlsms, and
procedures needed i.o the conduct ofthe face-to-face classes.

Required Sub-indicators:
a. Orientation materials are made available for distribution to
teachers, learners, parents, BLGU, DRRM team members, and
persons-1n-c harge in ensuring observance of protocols,
mechanisms and rocedures
Main Indicator:
3. The school has a proactive COVID-l9 local hofliue/help desk
or any similar local mechanism that co[nects and cooidlaates
to the hospitals, testing faclllties, and LGUs.
VII, CONTINGENCY PLAN
Main Indicator:
1. The school has prepared a cortingcncy plan for suspensioa
and resumption of classes in case of COVID-l9 resurgenee in
the community. The contingeacy plan includes the following:
o Decisioa points for school suspensioa;
o Plans for the coatiauous implementation of distance
learniug modalities during suspension; and
. Strategles for the resumption of face-to-face classes
after the suspeasion
Main Indicator:
2, The school has developed strategies for the eontinuity of
learning in the event of face-to-face class suspension due to
COVID-19 resurgence until local authorities have determined
the safe resumption of face-to-face classes.
Requlred Sub-lndicators:
a. Distance learning modalities in the event of a class suspension
due to COVID- 19 resu ce is included in the con en larr
FOCUSING ON TEACHING AND LEARNING
INDICATORS YES NO
I
Main Indicator:
1. The school has secured sufliclent supply of learning resources
needed for the face-to-face classes.

Requlred Sub-iadicators :
a. Availability of Self-Learning Modules (SLMs) in the event of a class
suspension due to COVID- 19 resurgence
b. Availability of Textbooks and other Learning Resources
c. Availability of Weekly t earning Plan (WLp)
Optional Sub-lndicator:
d. Provision of microph o n e S or o th er a ppr o pn a t e sound sys t em fo r
teachers to facilitate t eachin ln a h ST c aIl di S tan CC d set u
2. The school has ensured that all teachers have the Teacher's
Guide/Teacher's Manual on specific grade levels and learnlng
areas that they are [a1dli1g. Likewise, teachers may develop
actiwity-based materlals for mastery of learning dellvered
durin face-to-face classes.
II.
Main Indicator:
1. The school has deeig:ned class program /s that cater both
learners of the face-to-face class arrangement and distance
educatioa whlle obsenring the maximum 6-hour classroom
teachlng hours of teachers.
Required Indicator:
a. Arrival, breaks, and dismissal time a-re staggered to avoid
crowding of learners in the school premises.
**C-lass rn/ s are resented and submitted to SDO Co site Team duri ualid.ation
Main Indicator:
2. The school has developed a teaching schedule that follows the
minimum contact time for teaching and learning.

Grade Level Minimum Contact /

Teachi Time
Kinder ten and Grade 1 4 hours
Grade 2 to Grade 12 5 hours
**Schools are given
leibilitu in contact time/ teach ing time for teaching and leaming
Main Indicator:
3. The school has ensured that learning remediation/interyertiotr
is part ofthe regular class schedule and daily teachlng time, for
a minimum of one hour depending upon the needs of the
learners. Learniag remediatlon/intervention can be doae with
learners indiwidually or by small group.
Main Indicator:
4. The school has ensurcd that thc class size ls in accordance with
the followlng standards:
o Maximum of 12 learners for Kindergarten;
o For Grades 1 to 12, the number of learners ln a
classroom shall take into consideratlon the varyiag
classroom sizes and required one-meter physical
dlstaacing; and
. Ma.:dmum of 12 learners at a tlme for those activities
requirlng the use of worksh ops and laboratories.
Main Indicator:
5. The school has comprehenslvely prollled learners who
participatc la the progresslve erqnaslon ofthe face_to_face
classes such as but not limtted to the followiag:
a. Learners who reside within the city/municipalitywhere tJle
school/learning center is located
b. Learners who can walk to school, or ride with available private
transport, or \Mith regulated public transportation
c. Learners without existing comorbidities
d. For learners witl existing comorbidities but may want to
participate in the face-to-face classes, written consent from tJle
parents/guardians must be secured
e. While vaccination of learners is encouraged, all learners may
participate in face-to-face classes regardless of COVID_
l9 vaccination status
f Prioritization of learners who cannot manage independent
leaming, such as those whose parents must work outside the
home, or who do not have directly available and immediately
responsible adults/guardians at home
Prioritization of learners who struggle to meet required learning
competencies
h Prioritization of learners who are documented to be affected
 mental health concems that may be eased by face-to-face
rnteractions
III.TEACHER SUPPORT
Main Indicator:
1. The school has prowlded an appropriate learning and
development support plan ltr the delivery of better-quality
basic educatioa seryices.

Requlred Sub-indicators:
a. Provision of School-Based Learning Action Cells (LAC) sessions to
ensure tl at the ability of teachers to deliver relevant teaching and
learning strategies and ensure continuity of learning through a
combination of distance learning and face-to-face classes
b. Coaching, m entoring, and training relevant in facilitating blended
Iearnin a roach
Main Indicator:
2. The school has oriented teachers on their budget of work and
ensured that the school requirement for the learners is in
obsenrance of academic ease.

Required Sub-lndicators:
a. Orientation on t}le implementation of the Most Essential Learning
Competencies (MELCs) included in their budget of work during the
face-to-face classes
b o n en tati o n on th e o b serv an C e o f a C ad e ml C e a SC an d p rovl S o n o f
fl e xl bili t to I e ar n e r S ln fa C e t o face C la SSC S
WELL.BEING AND PROTECTION
INDICATORS YAS NO
I.
Main Indicator:
1. The school has ensured that the available sanltatiou and
dlsinfectioa materials are approved by the philippine Food and
Drug Admiaistratioo (FDAI such as:

. Sodium hypochlorite recommended ratio of O.1%o (1OO0 ppm)

by dissolving % tsp of chlorin e or 2 g to 2L of clean water for
regular disinfection, and recommended ratio of 0.5% (SOOO
ppm) for body fluids by dissolving I tbsp of chlorine or l0 g to
2L of clean water
e Ethanol in all surfaces at a recommended ratio of 7 O-9Oo/o, or
. Hydrogen peroxide in all surfaces at a recommended ratio of
>0.5%
Main Indicator:
2. The school has ensured the availability of sanitation and
disiofectioo materlals are placed ln strategic school locatioas.
Required Sub-indicators:
a. Availability of hand-sanitizers/alcohol-based solutions/other
disinfectants in restrooms
b. Availability of hand-sanitizers/atcohol-based solutions/other
disinfectants in classroom
 C Availability of hand-sanitizers/alcohol-based solutions/other
disinfectan ts in entrarrce/exit point
n.
Main Indicator:
1. The school has developed strategies to prcvetrt COVID- 19
which covers the following:
Stratery to ensure all school-goers are subjected to hand hygiene
Temperature checks using a thermal scanner, whenever applicable
Non-face-to-face communications and coordination tJrrough other
available platforms to be prioritized among school visitors and
external stakeholders. If face-to-face communication is necessar5r,
an appointment scheduling mechanism for authorized visitors
must be used/enforced
Daily rapid health checks in the classroom
Developed a mechanism to disinfect a::eas of tJle school frequented
by personnel or learners who test positive for COVID-19
Availability of surgical face mask for anyone who shows symptoms
of COVID- 19
Establishment/setting-up/refurbishment of a school clinic to
provide basic health services to all school-goers, such as:
o health assessment and physical examination, as needed;
o appropriate intervention, frrst aid, or treatment;
o proper management of s5rmptoms, including rest at home;
and
o referral and follow-up of learners, teachers, and personnel
to appropriate facilities.
Designation of private screening area at the entrance where
school-goers who show syrnptoms upon initial screening can be
further examined or referred
Designation of separate space where sick school-goers who have
been managed in the clinic can temporarily stay, awaiting referral
to the appropriate health facility, without creating stigma
Availability of a school health personnel or a desigrrated school
clinic teacher to provide basic health services and facilitate referral
in coordination with the school health personnel at SDO, in
absence of school-based hea-lth personnel
For schools without a school health personnel, orientation to the
clinic teacher by the school health personnel at the SDO for proper
guidance on how to effectively run the school clinic
Record of students' health status arrd development, including
immunization checks to prevent outbreak-prone vaccine-
reventable disease e. ., measles
Main Indicator:
2. The school has identilied strategies to detect COVID- 19 which
include the followlng:
o Consistent with DOH guidelines, developed a coordination
mechanism with local health autiorities in ttre event that tracing
and quarantine will be needed due to a confirmed case of COVID-
19
o Presence ofthe School DRRM Team to ensure that contact tracing
activities, as re ired b the local health authorities are initiated
 and completed among the possible close contacts among DepEd
personnel a.rld learners
Close coordination with Epidemiologr Surveillance Unit (ESU)
officers per setting
o DOH Regional ESU of reporting school
o LGU City ESU/Provincial ESU/MunicipaJ ESU of reporting
school
o DOH Regional ESU of identified case (place of residence)
o LGU City ESU/Provincial ESU/Municipal ESU of identifred
case (place of residence)
Development of a reporting system requiring parents to report to
the school if their children are experiencing flu-like s1.mptoms,
recommendation of testing to be done immediately with support
and guidance from the LGUs
Provision of health form to parents/guardians at the beginning of
each school term confirming their child and/or family members do
not have COVID- 19 before being permitted to go to school to be
submitted 24 to 72 hours or to the start of school o 1n
Main Indicator:
3. The school has developed strategies to isolate and manage
COVID-l9 whlch include the following:
o Designation of rooms for isolation of students and personnel with
fever and flu{ike symptoms near the entrances
o Availability of tralsport vehicles from school to TemporarSr
Treatment and Monitoring Facility (TTMF)
o Database of contact details of the family members/guardians of
the learners ald personnel for notification in case of s5rmptoms
related to COVID- 19
. Isolation and referral mechalisms for personnel/s or learner/s
who show COVID-19 sJmptoms based on the severity for proper
management and appropriate testing
o Reporting mechanism for following-up and monitoring of all close
contacts as well as suspect, probable, and con{irmed cases of
COVID.19

Optioaal Sub-iadicator:
a. Availability of QR codes and/or IT-based contact tracing
S tem a lications
Main Indicator:
4. The school has ensured avallability and maintained the
prowision ofbasic mental health and psychosoclal support, as
well as guidance and counselling senrices to learners,
teachers, and personnel for the entire school year.

Required Sub-ltrdicatorc:
a. Availability of guidance advocates in every school day to assist
learners and personnel in accessing basic mental health services
b. Mobilization of trained Psychological First Aid (pFA) providers to
offer necessar5r mental hea-lth and psychosocial support to
concerned personnel or leamers during crisis situations (e.g.,
bein COVID-19 sitive isolation class sus ensron . The most
 appropriate method, which duly considers the safety of the MHPSS
providers, shall be employed (e.g., provision through online
platforms or hotlines)
c. Allocation ofthe first hour of the first five school days for the
discussion and facilitation of the modules related to mental health,
by the respective classroom advisers or designated teachers.
d. Establishment and contextualization of inter-sectoral referral
pathways to ensure that psychosocial needs of both the personnel
and the learners are provided. Psychosocial concerns involving
children shall be coordinated with DOH, DSWD and other key
agencies and organizations as necessary to better address the
concern
e. Engagement of parents, guardians, or Erny care providers of
learners on taking care of mental health and creating a positive
environment
f. Establishment of coordination mechanisms to ensure that the
mental hea.lth and tJle basic needs of learners and personnel with
pre-existing mental hea-lth conditions and special needs including
neurologic and substance abuse disorders, such as medications
and other services, are rovided
Main Indicator:
5. The school has established a clear procedure of referral
system for COVID-l9 confirmed and suspected personael and
learners.

Requlred Sub-lndlcator:
a. Communication plan which includes coordination system and
referra.l with LGU for confirmed and suspected COVID-19 cases in
the school
Main Indicator:
6. The school has established a clear contact tracing aad
quaratrtire system for close cotrtacts of COVID- 19 conllrmed
positive cases.

Requlred Sub-indlcators:
a. Communication plan which includes coordination system with
local health authorities in contact tracing and quarantine of close
contacts of confirmed COVID- 19 positive cases
b. Communication plan which includes notification of
fami I arent S ardian s of the concerned learner S
ilI
Main Indicator:
1. The school has established a mechanism in identiffing
learners who are most vulnerable and disadvantaged in terms
of access to lea
Mala Indicator:
2. Tlle school has developed learning strategies to cater the
aeeds of the marginallzed learners, such as modules in Braille,
mothet-tongue languages, and usage of FiUpitto Sign
Lan
Main Indicator:
3. The school has ensured I tion in school-based services
 which includes but is not limitcd to feeding aad nutrition
programs, immunizations, Mental Health and psychosocial
Support (MHPSiS), preveation of Violence against Chlldrea
(VAC) /t.e., bullying from social stigmal and other health
services.
Main Indicator:
4. The school has establlshed close coordination wlth the
Department of Social Welfare aad Development (DSWD) Casc
Managers of those learners who are marginalized; other
partaer agercics and organlzatioas such as Natlonal Couacil
on Disabili Affairs NCD
SCHOOL.COMMUNITY COORDINATION
INDICATORS YES NO
Main Indicator:
1. The school has developed a plaa for the coordination with the
Barangay Local Government Unit (BLGU) or the Barangay
Health Emergency Response Team TBHERT) in ensuring that
protocols are obsenred properly.

Required Sub-indicator:
a. Operationalization of the Preventative Alert System in Schools
(PASS) for COVID-19 (per DepEd Memorandum No. lS, s. 202O)

Optlonal Sub-indlcator:
b. The school has identified a designated waiting area with proper
ventilation and strict observation of physical distancing for
parents/ guardians/ chaperones

Main Indicator:
2. The school has coordinated crith their respective local
government units the implementation of routine school-based
immunization (SBII atrd other school health-related sen ices,
such as but not limited to deworming and weekly iron-folate
acid supplementation (IYIfAl.

Main Indicator:
3. In collaboration with their local health oflices, the school has
developed intensive health promotion campalgn
actiwities/supportive-policies to maintain optimal health-
seekin behawiors of learners and other commuai members.

Prepared bg:

Name and Designation Date

Apprornd. bg:

Name and Designation Date

TO BE FILLED OUT BY THE SDO COMPOSIT E TEAM
YES NO
1. The school has secured the concurrence of the Local Chief
Executive in the City/Municipallty where the school is located
and must also have taLen the proper coordination with their
respective barangay ollicials.

a For schools in IP communities or with a predominant number of Ip

learners, the Free, Prior, and Informed Consent (FpIC) process must
be undertaken according to the customar;r practice of the Ip
community. The cultura.l expression of consent and sealing of
agreements shall be documented, with the permission of ttre
community ald in a form acceptable to them (e.g. pictures, videos).
Without prejudice to the iatter, a Certihcate of precondition issued
by NCIP shall also attest to the undertaking ofthe FplC process and
a eements reached
2. The school has secured writte tr conserlt from the parctrts /
guardians of learners who will partlcipate ln the face-to-face
classes.

No. of Participating Learners for the Expanded Face to-Face

No. of Parent's Consent Collected:

3. Vaccination Status of School personnel

No. of Vaccinated Teachers:
Total No. of Teachers:

No. of Vaccinated Non-Teaching Personnel

Total No. of Vaccinated Non-Teaching personnel:

Verified bg:

Name and Designation Date