,w,

rtrprbllc ot Oa ?balhpir*
Department of Gluration

DepEd ORDER
No. , s.2O23

GUIDPLIIYES ON TIIE PROVISIOIY OT SUPPLEUENTARY LEARI|IITG RES'OI'RCES

FOR PUBLIC SCHOOL LIBRARIE,S AND IJBBARY HUBS

To Undersecretaries
Assistant Secretaries
Bureau arld Service Directors
Minister, Basic, Higher, ald Technical Education, BARMM
Regional Directors
Schools Division Superintendents
Public Elementary and Secondar;r School Heads
A11 Others Concerned

1. The Department of Educadon (DepEd) issues the enclosed Ouldcllaer oa the

Provlsion of
Suppletreat ry Leltlfrg RemurcGs lSLRrf for Pqbllc School
LiDrariea and Llbrary llubs to ensu.re the provision of SLRs for use in public basic
education schools.

2. Through this order, DepEd sets staldards in the provision of SLRs which
shall augrnent the available text-based lea-rning resor:rces for public school libraries
and library hubs and help learners master tlle skills, knowledge, and experiences
needed for lifelong learning.

3. It is a-lso aimed to gr.ride DePEd Central and lietd offices in the performance
of their resp€ctive duties and responsibilities relative to t.l.e provision ofSLRs, which
covers identification of SLR needs, and procurement and distribution of SLRs. The
guidelines are based on the policy of good governance and aligned with the goal of
ensuring effective, ellicient, and timely provision of sLRs that adhere to learning
resource standards and requirements of the Enhanced Basic Education Program or
the K to 12 Program under the Republic Act No. 10533, also known as the Enhanced
Basic Education Act of 20 1 3 .

4. This DepEd Order shall tal<e effect immediately upon its approval. Certitied
copies of this Order shall be registered with the Olfrce ofthe National Administrative
Register (ONAR) at the Universif of the Philippines kw Center (UP LC), UP Diliman,
Quezon City.

5. A.ll orders aJld related issuances, rules and regulations, and provisions that
are inconsistent with these guidelines are repealed, rescinded, or modified
accordingly.

Depgd Complcx, Mcralco Av.rue, Pasig City 1600 a a633,?2o8 I A633-?228 / 8632- r 36 l ,t{ a636-4A76 I 8637 -6209 v,,ww.depcd.gov.ph
6. For more information regarding this issuance, please contact the Burcau of
Lcaralng Rerourccs-Quallty Alturancc Dlvlrloa, Department of Education
Central Oilice, DepEd Complex, Meralco Avenue, Pasig City, through email at
blr.lrqad@deped.gov.ph or at telephone numbers (02) 8634-1O54 and 8631-9294.

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

e-l.l.9.^
Z. DUTERTE
drt- c2-t
President of the Republic of the Philipphes
Secretary of the Department oJ Educotion
lrfis{"
Encl.:
As stated

References:
DepEd Order Nos. 035, s. 2Ol9 and 48, s. 2O11

To be indicated in the Perrrctual Indo(

under t}te following subjects:

BASIC EDUCATION LIBRARY

CURzuCULUM POLICY
FUNDS PROCUREMENT
LEARNERS PROGRAMS
LEARNING RESOURCES SCHOOLS

JDMCinAT@C, Dai 6uidclia6 on lh. Prdr.r.r d S, rb 16 Putlic Scbdl t tbr.rtd

(lsot -Ar8un 12,2023
(Enclosure to DepEd Order No. s. 2023)

GUIDELINES OIY THE PROVISION OF ST'PPLEMENTARY LEARITING RE.SOURCES

-,
FOR PUBLIC SCHOOL LIBRARIES AND LIBRARY TII'BS
I. Ratioqale
The school librar5r and libraqr hub are integral components of the school environment
in the implementation of the Enhanced Basic Education Program or K to 12 Program
under the Republic Act (R.A.) No. lo533,t and aligned with applicable DepEd issuances
including DepEd Order (D.O.) Nos. 56, s. 2O11;2 64, s. 2OO9;s sn6 75, s. 2008,a as
well as DECS Order No. 6, s. 1998.s

ald its literacy and numeracy programs

They serve to a) support the K to 12 Curriculum
through the equitable provision of quality and accessible supplementa4z learning
resources (SLRs) to all public school libraries and library hubs, and b) advocate a culture
of reading, research, and innovation.

Further, to continuously improve and realize their functions and services, school
libraries and library hubs should have:
1. extensive and up-to-date collection,
2. professional and competent staff,
3. relevant and responsive policies,
4. adequate reading and learning spaces,
5. responsive Information and Communication Technologz (ICT) reading and
learning
tools and equipment
6. compliance with DepEd library programs and information services.

Review of policies, including DECS Order 25, s. 19996 and DepEd Order Nos. 38, s.
2OO71t 64, s. 2O1O;a and 44, s. 2013,e relative to the moratorium on procurement of
supplementary and reference materials was undertaken to address related issues and
concerns.

The data gathered during the monitoring and evaluation made in 2O 16 and 2O l8 showed
that very few public school libraries and library hubs were fi:nctional and most of the
libraqr collections were outdated. Since the titles in librar5z collections in public schools
and library hubs nationwide are insullicient considering the growing and evolving needs

I Enhanced Basic Education Act of 20 13.

2 Standards for Philippine Libraries.
3 lnstitutionalization of DepEd Librar5t Hub Project in All Regions arrd Schools Divisions Nationwide.
a Institutionalization of tie Maintenance and Operation of Library Hubs.
s Policies and Programs for School Library Development.
6
Procurement of lnstr-uctional Materials.
7
Reiteration of the Moratorium on t}re Procurement of Supptementaqr aod Reference Materials.
8 Corrigendum to DepEd Order No. 119, s. 2009 (Additional Guidelines on the List of Approved
Supplementary Reading and Reference Materials).
e
Moratorium on the Procurement of SupplemcntarJr Reading Rcference, and Other Instmctional Materials
[Ms].
Page 1 of 37
of Filipino leamers, it is imperative to expand the library collection and procure new
titles for ttre school libraries and library hubs.

Thus, these guidelines are issued to set the standards for the provision of library
collections for public school libraries and librar5r hubs.

II. Scope

These guidelines cover the provision process of SLRs which includes the identification
ofSLR needs, and the procurement and distribution of SLRs. In ensuring the provision
of SLRs, the process starts from the planning phase, then the bidding phase
must be consistent with R.A. No. 9l84ro, its Revised Implementing Rules - which
and
Regulations (IRR), and relevant issuances ofthe Government Procurement Policy Board
(GPPB) - up to supply and delivery.

Provision of SLRs through DepEd procurement utilizing DepEd funds or from other
funding sources reqrriring DepEd recommendation shall likevrise be based on these
guidelines.

Donation of SLRs shall also undergo an eva.luation process as stipulated in this

issuance, and other government rules and regulations.

III. Defrnition of Terme

For these guidelines, the following terms shall have their respective meanings, uk
1. Allocation Llst is the list of SLRs to be procured by the Regional Olfice (RO),
if appiicable, including its specifications ald corresponding quantities for
distribution to tJle targeted public school libraries and library hubs.

2. Book Falr is an event, whether online, physical, or a combination of both,

featuring SLRs that are being sold by a group of publishers or suppliers. It
may be organized by the DepEd and/or the National Book Development
Board (NBDB), by a particular SDO/RO or a cluster thereof, or by other
entities to provide a venue where the various SLRs are showcased and to be
examined by various school/SDO representatives. The book fair shall in
essence constitute, among other activities, the market study and scoping
usually undertaken by end-users (EU) or implementing units (IU) as a
prerequisite to procurement. In lieu of a book fair, the DepEd CO, RO, and
SDO may orgatize a book review display.

3. Book Rewiew Display (BRDI is a display of SLRs for physical assessment as

to its description, age appropriateness, and content that serves as a guide
for the identification of titles by a School or Division SLR Committee.

10
Government Procurement Reform Act.
Page 2 of t7
 4. LarElDg Coraer is primarily an extension service of a school library. It is an
area or space in the Kinder to Grade 3 public school classrooms where SLRs
and other educational materials are made available for the learners to use and
play with. karning corners for other grade areas may likewise be established,
subject to space availability.

5. Learnlag Resourcee lLRs;tt ,r'. any text-based (print or non-print) or non-

text-based materials aligned with the K to 12 curriculum and used as primary
bases or supplements to teaching and learning processes.

6. Ltbrety Eub is a reservoir of SLRs located within a schools division which

2ims to provide public elementary and secondar5r schools wit]l SLRs. The
SLRs are arranged in plastic bins and sorted by learning area and grade level.

7. Uarhet Scoptag includes activities tlat may include physical or online book
fairs, and/or book review displays, browsing available book catalogues, and
visiting local bookstores to get information on available SLRs.

8. Off-the-Shelf Fotu is the physical appezrance of SLRs that are existing in

the education field or are commercially available and may be reprinted as
needed.

9. PHortty List is t]1e list indicating the titles, quantities, authors, International
Standard Book Number (ISBN), and other details of the SLRs to be completed
after the identification stage. Said list shall be submitted to the Division SLR
Management Team for verilication of the titles included in the list and their
corresponding cost. This document shall be consolidated into an Allocation
List for purposes of procurement and distribution.

rO. hrbltc/Competitlve Biddiag, as defined under section 5 (h) of the Revised

IRR of R.A. No. 9184, otherwise known as the Government Procurement
Reform Act, refers to a method of procurement which is open to participation
by any interested party and which consists of the following processes:
advertisement, pre-bid conference, eligibilit5r screening of prospective bidders,
receipt and opening of bids, evaluation of bids, post-qualification, and award
of contract.

11. Quanttty Llmltc refers to the maximum number of SLRs to be procured for
each school library or library hub.

u DepEd order No. ol2, s. 2022

Page 3 of 37
 12. School Llbrary is an information center, audio-visual center, and
instructional media center which is associated or connected to a school
whose target users are learners, teachers, and non-teaching staff.

13. Supplemeatary Learntag Rcsources (SLRrl are learning resources (LRs)

that support and complement the K to 12 curriculum and are intended for
public school libraries and librar5r hubs.

The following are the types of SLRs included under these guidelines:

a. Geaeral Referenceg

Ttrese LRs provide a variet5l of information on topics of general interest. These

include materiale euch as but uot lirnited to, enryclopedias, dictionaries,
yearbooks, thesaurus, bibliographies, geographical sources, atlases,
almanacs, serials, periodicals, and directories.
b. Loaralag Aloa Rofersacor

These are materials that support learning and teaching t.Ire different learning
areas under the K to 12 Program, different domains/strands, and particular
topics. For purposes of these guidelines and consistent witl Section 3.a of
R.A. No. 8047,r2 textbooks are not coneidered learning area references.

c. Flctlol Boots/ Creettve Wothc

Ttrese are reading materials that include a variety of literar5r works such as
but not lfunited to, novels, collections, or anthologies of short stories,
collectione, or antJrologies of poetries, creative non-fiction, folk literature, big
books, and story books.

d. IYoa-Boot T5rpe aLRr

These are learning resources in a format other tl:an print on paper which may
include educational toys, flaehcarda, postera, maps, charts, video recordings,
audio recordings, movies, documentaries, and information in digital formats
such as machine-readable data files. Non-book-type SLRs may require special
equipment or device for listening and/or viewing.
For the purposes of these guidelines, non-book type SLR6 are excluded
including devices or gadgets, such as tablets, laptops, and computer
peripherals like projectors. All non-print SLRs that are accessed through
subscriptions and electronic books (e-books) are also excluded. Said non-
print SLRs can be embedded in the DepEd LR Portal.

u Book Publishing Industry Development Act.

Page 4 of 37
 Whenever applicable, SLRs for learning oorners are preferably frction
books/creative works and general references. Learning area references, non-
print SLRs, and other forms of learning resources may also be placed in
learning corners.

IV. Poltcy StateEeat

The Department hereby establishes the Guidelines on t}le Provision of Supplementary
Learning Resources (SLRs) for Public School Libraries and Library Hubs. This issuance
is based on tJre policy on good governance and shall ensure effective, efficient, and timely
provision of SLRs that adhere to learning resource standards and requirements of the
K to 12 Program under R.A. No. 1O533.

Also, this intends to set standards in the provision of SLRs which shall augment the
available text-based learning resources for public school libraries and library hubs and
help learners to master the skills, knowledge, and experiences needed for lifelong
learning. As the provision process of SLRs covers the identification of SLR needs and
procurement and distribution of SLRs, this issuance shall further guide the centra-l and
field offrces in the performance of ttreir corresponding duties and responsibilities.

V. Procedures
A. ItcllclnarlT aad kocureaent Activltlc!
A.1 Preltairery Actftritlec
o Allocatloar Rcleare, and Uttlt atioa of Furds
1. The Bureau of karning Resources shall prepare the allocation
of the
budget for the procurement of SLRs which shall be issued through an
appropriate DepEcl issuance.
2. Funds for tJle procurement of SLR shall be released to the Regional
Ofiices (ROs) through a Special Allotment Release Order (SARO) from
the Department of Budget and Management (DBM) or downloaded
through a Sub-Allorrnent Release Order (Sub-ARO) by the Central
Office (CO).
3. Funds released to the regions shall be used fior the procurement of
the following t5rpes of SLRs:
a. Fiction Books/ Creative Works,
b. Learning Area References,
c. General References, and/or
d. Other gpes of learning resources for libraries.
4. The Regional Diiectors shall determine the corresponding physical
ta.rget of their respective allocation based on t].e list of recipients for
school libraries and library hubs.
5. In case the downloaded fund is not sufficient to address the needs
for the purpose, the ROs/SDOs may taF additional fund support from

Page 5 of 37
 otler funding souroes or stakeholders such as, but not limited to the
following:
a.) Iocal Government Unit (LGU) for Special Education Fund
pursuant to Section 2. I of Joint Circular No. 2 s. 2O2O issued by
t.le DepEd, Department of Budget and Management (DBM), and
Department of lnterior and Local Govemment (DILG); and

b.) Other stakeholders during pertinent DepEd events such as

Brigada Eskwela, etc.

Announcement of SLR Procurement aad Issuaoce of Guidelines

The DepEd, througlr t}le Office of the Undersecretar5r for Curriculum and
Teaching (OUCT), shall prepare and issue the SLR Announcement and
Guidelines which contain among others the standards and requirements
for the identification and procurement of SLRs.
DepEd, through OUCT, shall make the SLR Announcement to be used for
public school libraries and hbrary hubs through a newspaper of general
circulation, DepEd official website, or social media platform(s).
. Orleatatlon of ftrbllshera or lXstributors
The Bureau of Learning Resources (BLR) shall conduct an activity
intended for publishers or distributors to discuss the details of the SLR
Announcement Guidelines and procurement process, when appropriate.
. dentetlol of Fleld Pcreoaael (1.e., RO, SlDlO, aad School
Poreoanell
The BLR shall conduct an orientation to be participated by the field
personnel (i.e., RO, SDO, and School Personnel) to discuss the
identification and procurement process of SLRs.
o Creatlon of lXvislon SLR fanageaent Team
Within ten (fO) days from the issuance of tl.is Order, the Schools Division
Superintendent (SDSs) shall create the Division SLR Management Team
and shall provide teclrnical assistance in tJle creation of the School SLR
Committee for the school library and Division SLR Cotnrnittee for the
library hub.
The Management Team shall also facilitate the verifrcation process on the
priority lists submitted for school libraries or library hubs. It shall verifr
ttre parameters used in the identification process.

The following table shows the composition of the Division SLR

Management Team:

Page 5 of 37
 Table 1. Division SLR faaagemerrt Team
Designation Responsible Person

Chairperson Schools Division Superintendent

Vlce-Choiroerson
Chiet Curriculun Implementation Division
(CID)

1. Learning Resources Management Section

(LRMS) Supervisor
2. Division Librarian or in the absence thereof,
Division Personnel ln-charge
3. Learning Area Education Prograrn Supervisor
Regular fernbcrc
4. Division AIS Focal Person
5. Public Schools District Supervisor (in-charge
of monitoring LRs)
6. Representative of the Division Federation of
Parents Teachers and Community
Association

1. CID Administrative Assistant/s

2. IT Personnel
Secretariat 3. Project Development Officers (PDO) of LRMS
4. Other assigned SDO personnel (l or more as
needed)

Creatiotr of SLR Commlttces

Within ten (1O) days from the issuance of this Order, the SDS shall
constitute the Division SLR Committee for the library hub. ln the same
manner and timefrarne, the School Head shall create the School SLR
Committee.

The Division or School SLR Committees shall act as a collegial body in all
instances. Ttre presence of a quorum shall be required that constitutes
majority of its members in the iden l'fication of SLRs using t}le scoping and
evaluation tools for each type of SLRs (see Aaaex I to 6) tlat shall be
included in their respective priority list. They shall adhere to the
parameters that shall be set for the identification through the guidelines
to be issued by the OUCT.
OUCT shall endeavor to review and issue updated guidelines which
include the scoping and evaluation tools that are consistent with the
tlrust and direction of tJre Department.

Page 7 of 37
 The following table shows the composition of the SLR Comrnittee for tJ:e
school library and librar5r hub:
Table 2. &hool aad DMslon SLR Coamlttec
Respoasible Person
Designation School SLR Coumittee for Illwlslon SLR Commlttee
School Llbrary for Llbrar5r Eub

School Head/Teacher-In- l,earning Resources

Chairperson Management Section (LRMS)
Charge
Supervisor
Assistant Principal or in tJle
Public Schools District
absence thereof, a Head
Supervisor (PSDS) designated
Vice-Chafuperson Teacher/ Master Teacher or
by the SDS preferably a
the most senior teacher by
reading specialist
experience
l. Reading Coordinator 1. Education Prograrn
2. Mathematics Coordinator Supervisor In-Charge of
3. A Head Teacher Reading
4. A Master Teacher or 2. Education Program
5. Teachers designated as Supervisor In-Charge of
Department Head or Mathematics
Subject Area Coordinator 3. Learning Area Education
Regular Uembers (Regular mem.bers strould, nnt
Prog'artt SuPervisor
concerned
exceed 5.)
4. Division Librarian/
IfOrfE: Librarian In-Charge
A non-teaching personnel 5. Division personnel who
can be designated to provide are I.earning Resource
support to the committee as to Evaluators (if auailable at
its role and responsibility in fitost fiue)
the identi-fication and
evaluation of SLRs.
The School SLR Committee shall have the primar5r responsibility to identi-fu
the titles of SLRs for procurement. The Division SLR Comrnittee, on the
other hand, shall have the primary responsibility to identifu the titles of
SLRs for the library hub. Identification of the SLRs shall be on the basis
of actual need, priorities, and suitability to the school library/library hub.

The members of the SLR Committees shall also evaluate SLRs during the
conduct of market scoping activities. They shall use the DepEd Evaluation
Rating Sheet for Supplementary Learning Resources (SLRs) to assess the
suitability of SLRs for school libraries and library hubs and to ensure that
Page E of 37
the SLRs are free of any kind of errors. The rating sheet includes criteria
on the following: format, content, presenta.tion and organization, and
accuracy and recency of information. To maintain objectivity and fairness
in tJle evaluation process, t}le SLR com-rrittees shall be oriented on the
indicators.
In determining ttre actual need, the current inventory of school libraries
and library hubs shall be considered. Moreover, SLRs to be chosen muet
support prograns, projects, and the directives of the DepEd and must be
suitable for use in public schools. Ttrus, for schools, other than in the case
of integrated schools, selected SLRs shall be appropriate to their school
category (i.e., elemerrtary or secondary). During the identification, the
budget ceiling allocated to the school library and library hub shall be
considered.

The following shall also be consulted on the SLRs needed to be procured:

a. Faculty President or a representative designated by the Faculty
Club
b. Supreme Student Government President or representative
c. Representative of the Parents, Teachers, and Community
Association
In the creation of the SLR Comrnittee, it shall be noted tJ:e Department of
Budget and Management (DBM) Budget Circular (BC) 2OO7-1, Sections 4.5
and 4.6 which states that:
Section 4.5 of DBM BC 20O7-l llorroraria shall not be granted to
the designated lecturers, resource persons and facilitators within their
respective sponsoring agencies as such services are deemed part of the
duties and responsibilities of their appointive positions to disseminate
information, to clarifu issues and concems and to interact with clients
and/or inplementers of agency mandates."
Sedion 4.6 "Agency personnel who are in charge of the conduct of
training and similar programs and activities by virtue of thei positions in
the spoosoring agency, are not entitled to honoraria when they act as
lecturers, resource persoos, coordinators, or facilitators in in-house
training 611d sirnilar prog:arns arrd activities."

Orlentation of the Dlvlsloo SLR Uaaagenert Teo- and SLR

Comulttees

The BLR shall conduct an activity to orient and facilitate the capacitation
of t]le SLR Committees and Division SLR M.negement Team on the details
of the identification and verification process for SLRs. Procurement

Page 9 of 37
 Management Service (ProcMS) may provide related technical assistance on
tJre procurement aspect as may be needed-

o Coaduct of farlet Scopfag

Market scoping activities shall be done by the SLR Comnittees for tlle
school libraries and the library hubs in accordance with timelines set by
the OUCT. Ttrese activities may include the following: acquiring
information on available SLRs such as general references, learning area
referencea, and fiction books/creative works by participating in the market
survey, physical or online book fairs, and/or book review display, browsing
available book catalogues, visiting local bookstores, NBDB list, previously
issued DepEd listr3 and the like.
Criterla la ldentt$tag Tltles. In identifuing the titles, criteria such as
but not limited to, readability, age appropriateness, and physical
attributes shall be considered. The DepEd Central Office through OUCT
shall issue the guidelines for this purpose.
Depending on the resource needs aod to capture the rich culture of the
country, SLRs authored/published by Filipinos may be prefcrred as an
option in the acquisition. A premium may be placed also on award winning
and short-listed SLRs by duly recognized award-giving bodies in the
Philippines and abroad as well as SLRs solely authored by National Artists,
National Social Scientists, National Scientists, and Gawad sa Manlilikha
ng Bayan (GAMABA) which are recognized by pertinent government
agencies (e.g., National Commission for Culture and the Arts (NCCA),
Department of Science and Technolory (DOST), and other recognized
award-giving bodies that shall tre prescribed in an appropriate issuance to
be issued by the OUCT). Ttris, however, does not prevent the SLR
comrnittees from selecting foreign authored or published materials that
conform to specific needs.
. Preparatlor erd Subolssioa of PHorlty Llct
To determine the prioriQr list, the SLR Comnittees shall undertake market
scoping activities as provided by these guidelines. After t.l e comndttee has
completed its identification process of SLRs, it shall prepare and submit
the priority list (see Aaaex 7 for the template) speci-Ecally indicating details
of the SLRs identified. Only SLRs that passed the evaluation shall be
included in the Priority List.t+

13 Including t}le list provided under DepEd Order No. 35, s. 2O19, provided, that t}!e Approved Budget for
the Contract (ABC) for procurement shall be based on a current market study.
1a
During the evaluation process, a Pass-Fail Method was used so if arr SLR fails in arry of the criteria
indicated in t}le evaluation tool, the SLR is considered failed.
Page 10 of 37
A pre-priority list shall be prepared should the personnel conducting
market scoping activity determine the need to further evaluate SLRs due
to the following:
a. The SLRs compose of a series of volumes.
b. The SLRs contain highly technical information or content regarding
ttle Philippines-its history, people, territory, customs, and
traditions which the personnel conducting the scoping activity
needs to veri& or is not faniliar wit}.

o Validatloa aad Coaaoll&tioa of thc Submttted Hortty Ltsts by the

Dlvislon SIJI x.nrgemGnt Team
Upon receipt of the priority list from the School and Division SLR
Committees, the Division SLR Management Team shall validate its
compliance with the identification guidelines. Validating the priority lists
shall include the following:
i. whether the SLR categories and/or titles support the priority
progrErms and projects of DepEd;
ii. whether the titles are appropriate for the school or preferred grade
level;
iii. whether the quantities comply with t.I:e applicable limits; and
iv. whether the total cost in the priority list is within the budget limit
of t}le particular school or library hub.

A copy of the duly accomplished scoping and evaluation tools shall also be
submitted by the SLR committees for counter-checking purposes.
. Approyal of the Coasoll&ted PHortty Ltsts by the Slchools lXvlclon
Superlntoadcnt (SDS|
The consolidated Priority Lists shall be submitted to the SDS as the
chairperson of t.Ile Division SLR Management Team for approval upon
recommendation of the Vice-Chairperson, and checked then verified by the
members of the management team-
The SDS shall be given ten (fO) days from receipt of the consotdated
priority lists to approve the same. Failure on the part of the SDS to act on
tlle same within t.lle prescribed timeline shall be deemed as an approval
thereof. The list shall be forwarded to the designated procurement
unit/BAC secretariat for the preparation of the bidding documents and
eventual procurement-

Page 11 of 37
 . SubElrslon by the SI,R lrrn.gernent Tearn of the Cotlsolidated
Hortty Llrts for Llbnry Eube aad ruppottlag docuaeats to the
Regtoaal Ofice t[rough tte Blds aad Awards Committee
Ttre approved consolidated priority lists for library hubs and its
supporting documents which includes tJle Allocation List and Summar5r
of SLRs to be Procured and Budget Estimates (see Aoaox 8 aad 9) shall
be submitted to t.I:e RO as the procuring entit5r, through t.I:e Bids and
Awards C6mrni6se, copy furnished the Regional Director as the Head of
Procuring Entity. The BAC with its Secretariat shall prepare tlte bidding
documents and initiate the procurement activities. The total quantities to
be procured per title shall be the agg'egation as indicated in the Allocation
List.
Submlrslon by the SI,R Uanagemeat Team of the Coacoli&ted
Hortty ll.cts for School Llbrarlor ald rupportlls docu.mentr to
the lXvldon OfEce through the Bldr aad Awar& Commlttee
Ttre approved consolidated priority lists for school libraries and its
supporting documents which includes tJle Allocation List and Summary
of SLRs to be Procured and Ehrdget Estimates (see Aoaor 8 aad 9) shall
be submitted to tlle SDO as the procuring entity, through the Bids and
Awards Committee, copy furnished tJre Schools Division Superintendent
as the Head of Procuring Entity. 'Itre BAC with its Secretariat shall
prepare the bidding documents and initiate the procurement activities.
The total quantities to be procured per title shall be tJre aggregation as
indicated in the Allocation List.
A. 2 Procurcaeat Activltles
Procurement of SLRs for library hubs shall be done at tJre regional level and
for the school libraries at the division level when utilizing CO downloaded
funds. The SDOs and schools are not precluded to conduct procurement
activities for SLRs using the scoping and evaluation process as herein
provided when u.ilizing tJreir respective local funds.
Competitive/public bidding shall be the mode of procurement for SLR
categories in tl:e Allocation List with two or more titles listed. Bidding
requirements and procedure shall be undertaken in accordance witJl the
provisions of R.A. No. 9184 and its IRR and other relevant rules and
regulations. The procedure includes the conduct of pre-procurement
conference, posting of the bid opportunity, conduct of the pre-bid conference,
opening of bids, bid evaluation, post-qualification, resolution of requests for
consideration, recomoendation to award contracts to the Head of procuring
Entity or his/her duly authorized representative, the issuance of Notice of
Award, contracting, and issuance of Notice to Proceed.

Page t2 of ,7
 Notwithstanding a lone eligible title for a certain category in the Allocation
List, competitive bidding shall also be undertaken on the assumption that the
title is available from publishers, or tlrough authorized distributors or sub-
dealers to allow competition and possible lower price offers.

A. 3 Supply aad llellvery of SLRs

A specific time period for a project or contract shall be undertaken by the
supplier in accordance with the contract documents for the supply and
delivery of SLRs.
The RO as tJle procuring entity for library hubs and the SDO as the procuring
entity for school libraries may identifi delivery sites which is more feasible
and cost-efficient provided that the SDOs or schools have eet provisions for
delivery of SLRs, provided further that compliance with all laws, rules, and
regulations is ensured.
B. Flowchert on thc Msloa of SLRr
The following figure shows t}le systematic provision process of SLRs that
shall be followed:

Provlsloa of Supplemeatary L€aming Roeourceg (SLRsf Flowchart

L PEE.trIItr'TI ACITVTIIIA
The lpeciEc tiBdines for tbc iEpl€mcatatim of the followiag pro.ess 3hall be is.crcd @ a s.psate
guiddine.
Allocatio|t, Rclease, ald Utilizati@ of FUnds
ADnoutrceocnt foa SLR Procurmcnt and I$graoce of Guidelines
Ori:Dtation of Publisbf,rs or Distrr:butors
Ori:ntatioo of Ficld Fer$Dnel (i.e., RO, SDO, or School Feruael)
l. Schools Division Superinftodeart (SDS) cf,Eatcs tie Division Sm Malagement Team
2. Creation of SLR Cotnmittees
A. School Head creates the School SLR C^mmittee for School Library
B. SDS creates the Divisior SLR Cotuittee for lib.ary Hub
3. Orieotation of Division SLR MAragemept Team a[d SLR CoE rittees
4. CoDduct of Martet ScopinA by the SI-R Comeitte€s
A Mark"t Scqring for School tjbrary
B. Market Sceing ior Iibrary Hub
5. Preparation arld SubEission of Priority Ust
A- School kiority List for School Libraries
B. Division Prirrig list for Iibtary Hubs
6. Validation and Coosolidati@ of $rbmitted hiority LiSs by the Division SI-R Maroagement Team
7. Approval oftre Consolidated hiority Iftts by the SDS
8. S\rblEission by the SLR M@saem€Dt Team of tie Coasolidated Priority l,ists aDd srpporting docrEetrts to the
Regnmal OEce throug! th€ Bids and A*ards Coomittee
I

IL PNOCURTEIiT
This section'CrIYTIIEA
is intended for tie RegioDal O6ce (RO) and shafl be folorcd in accordance with the p.ovisions
of RA No- 9184 or dle Gownment htntement Reform rd. ils Rr-sisad tmolr-tucotins Rules end Regul,ations .IRRI-

IlL SI'PPLY ATD I'EIII,IRT OI 9,B.

A sp€cfic tiEe/pcriod f6 a projcct or coDtract shall be undertaken by the srpplier i[ acclrdaEc! rrith tlrc
coDtract documcnts for thc ar.rDDlr ed ddiverv of StRs.

Page 13 of 37
 The DepE<l acknowledges the signfficant contribution of stakeholders in assisting
and helping schools and librar5r hubs augment their available LRs ttrrough
donations.
Stakeholders are encouraged to donate SLRs but these shall undergo evaluation
process as stipulated in ttris issuance, and other government rules and
regulations.
VI. onitoriag and Erraluation
Implementation of this DepEd Order shall be monitored and evaluated by the
BLR based on the implementation plan, monitoring and evaluation plan, and in
accordance with DepEd Order 29, s. 2022 or the Basic Education Monitoring and
Evaluation Framework (BEMEF). A regular monitoring and evaluation project
shall be undertaken by the BLR to identif possible areas of enhancement that
shall ensure the effective use and implementation of tlese guidelines and that
the objectives are met. For this purpose, the BLR shall gather feedback from the
various procurement implementers and conduct a periodic review involving the
various stakeholders shall be coordinated with the ProcMS as necessary.
Additionally, BLR shall work witJl the learning Resource Management Section
(LRMS) of the ROs in monitoring, evaluating, and providing SLRs for school
libraries and library hubs.
School Librarians/Librar5r In-charge are required to submit the Librar5r Collection
Report at the end of the school year to the SDO-LRMDS tlrough tJle Division
Librarian/ Librarian In-charge. SDO Librarian/Librarian In-charge shall submit
consolidated librar5i collection reports to the RO-LRMS through the Regional
Librarian/Librarian In-charge. The reports shall serve as the basis in the
inventory and needs analysis of the SLRs.
The OUCT, tlrouglr t.I:e BLR, shall be responsible in overseeing the application
of these guidelines and provide support to the field offices in tlre implementation
of ttris DepEd Order. BLR shall provide technical assistance to the field offices in
the conduct of market scoping, identifrcation, and provision of SLRs. OUCT may
also request relevant assistance from other concerned ollices, such as the
Procurement and Operations Strands.

Vtr. Elfeettvit5r
These guidelines shall take effect immediately upon its approval. Other previous
issuances or parts thereof which are inconsistent witJ: these guidelines are
repealed, rescinded, or modified accordingly.
Certified true copies of this Order shall be filed niith the University of the
Philippines OfEce of the National Administrative Register (UP-ONAR) at the
University of the Philippines (UP) [,aw Centel, [Jp pilirnan, Quezon City and shall
be published in the Offcial Gazette or in a newspaper of general circulation.
Page 14 of 37
VIII. Refere[ces

1. DepH Order 35, s. 2O19 Catidelines on tle Proanrement of Supplementary

Learning Resoures -
2. DepEt M* 48, s. 2O11
- Additional Li.st of Approved Supplementary Reading
and Referene Materiol

3. DepM Order 56, s. 2O11

- &,andards for Philippine Libraies

4. DepEd Order 64, s. 2OO9

- Institutionolization of DepM Library Hub Project in
all Regions and. *hools Diuisions Nationuide

5. DepEd Mer 75, s. 2OO8 Institutionalization of Maintenancc and. Operation of

Library Hubs -
6. DECS Order 6, s. 1998 Policies and Program.s for Sctaol Library Deuelopment
-
7 Eualuoting, Seleding, and Aquiring Leaming Resources.' A Guide (2OO8)
Educational Resources Acquisition Consortium (ERAC), Ministry of Education,
Canada

8. Eualuation and klection of l*orning Resoures: A Guide (2OO8| Prince Edward

Island, Department of Education, Canada.

9. RA 8O47 or the Book Publishing Industry Development Act and its Implementing
Rules and. Regulations.

10. RA 9184 or the Gouemment Prmtrement Reform Ad and its Implementing ktles
ond Regulations (IRR).

1 1. Volume 2 Marual of Procedures for the Proanrement of Goods and Seruices

Page 15 of 37
ANNEX 1. Scoping Tool for Identi$ing SLRs

T
DepEd Scoping Tool for
Text-Based Supplementary Learning Resources (SLRs)
r:ffi:
Type of SLR: [ ] General References
[ | Learning Area References
[ | Fiction Books/Creative Works
Title/Series Title: ISBN(s):
Author(s): Publisher(s):
Distributor(s): Copyright Year:
SLR is part ofa set or package (if oppficable): I I Yes [ ]No
If Ycs, speciff all items included in the package.

Market Scoping Activity Conducted:

[ ]MarketSurvey [ ]BookFair [ ]NBDB List [ ]Bookstores [ ]Ot]rers: _

For the technical specifrcatian s:

Size (LxW):
Total No. of Pages:
Inside Pages , fyp. of e"p.. U".a Colors
Cover: \rpe of Paper Used Colors
Binding:
SLR Unit Price: Php

Iastructlone: Examine the SLR carefully and check the applicable criterion. Your report
must be completed in ink. Please write legibly. (NOTE; Use one (1) scoping tool for each
SLR.)

CRITERIA YES NO
1. The SLR supports identilied programs, projects, and activities ofthe
Department of Education (DepEd).
2. The SLR conforms to the category/type of SLRs to be procured based
on the guideiines issued by the DepEd.
3. The SLR has a publication or copyright year of_ up to present.
An exception to this rule shall apply to classics, seminal, canonical,
and creative works.
4. The SLR is appropriate for target users in basic education. Check the
grade level.
_Kto3 _ Grades 4 to 6
_ Grades 7 to lO _ Grades I I to 12
5. The SLR is aligned with the prioritized category in the current
identi.fication guidelines issued by the DepEd when so applicable.
Page 16 of 37
6. The SLR binding is sturdy ald can withstand frequent use. (Norei I/
SLR i.s a package, consi.d.er the sturd.iness of all the components.)
7. The SLR uses paper that is durable. (Note: If SLR i.s a package, ansi.d.er
the d-urabi)itg of the applbable components.)
8. The SLR observes the appropriate size of letters and the gpeface is
easy to read.
9. The printing of the SLR is of good quality (i.e., no broken letters,
even densit5r, correct alignment, properly placed screen registrations,
and no misprints).
lo.The SLR has a visual design that is clear, interesting, and
appropriate .
1l.The SLR uses language that is appropriate for the intended learner.
12.The SLR promotes either development of communication, literacy,
numeracy skills, socio-emotional, or other learning areas.
13.The SLR aids learners in the mastery/enrichment/
remediation/reinforcement of iearning or love for reading.
14.The SLR is free from any form of biases (gender, ethnic, religious,
sectariary geographbal. cultura\ occupationa.l. disabilitg, and
exceptiornlitg bia,ses amang ofhers,| and supports the integration of
inclusivity.
15.The SLR can be used in promoting learners' engagement and active
learning.
---n
Other Comments/tr'indirg8: (Please write your comments and findings on the SLR not
captured in Items 1 to 15.)

RECOMMEITDATIOIT:
for inclusion in the Priority List {If Items I to 15 are checked
-lRecommeaded
vEs.)
- I ltot Recommeaded for inclusion in the Priority List (If at Lea.st one of the items
i,s marked NO.)

Accomplished by (signature ouer pinted name):,

Member Member Member

Checked by:

Vice-Chairperson

Noted:

Chairperson

Date:

Page 17 of 37
/|IIIYEX 2. Conteat Evaluation Tool (For Story Books and Big Books)

Reference Code:

DepEd Evaluation Rrting Sheet for Story Books and Big Books
Title: ISBN
Autho(s): PublisheriDistributor(s)
Copyright Year: _Language Used No. o[Pages:

Instructions: Examine the SLR carefully and rate it along each evaluation criterion. Do the following:
l. Check the appropriate colunm [YES or NO] for your assessment guided by the indicators.
2. For a NO response, *rite your comments/justifications/findings by filling out the Summary of Findings.
Attach extra sheets if necessary.
3. [f an evaluation criteion is Not Applicable (NA), check the column for NA.
4. Your report must be completed in ink. Please write legibly.

Fs.ctor l': Conlent YES NO N/A

l. Theme
l- l The theme/s is/are engaging, appropriate, and relevant to the target reader
2. Socio-cultural sensitivity
2.1 The SLR is consistent with the DepEd Social Contcnt Guidelines
(Put a check mark on thc box ofthe Social Contcnt thcme/s that is/are violatcd.)
n The Filipino Leamers
! The Philippine Nation and Society
! Citizenship and Social Responsibility
! Individuals and Social ldentity
tr Social Instihrtions
tr Gender
! Media, Technology, and Communication
tr Health, Nutrition and Wellness
! Environment
! Safety and Security
3. Dcvelopmqntil asp€ct YES NO N/A
3 . 1 The story considem the developmental needs of the target reader in 2 I "t Century

Skills such as: (Put a check mark only to the applicable values and traits.)
Learni and Innovation
tr Higher Order Thinking Skills and Sound Reasoning
! Critical ;ttrinking, Problem Solving, and Risk-takin s
tr Adaptabil ,M Complexity, and Self-direction
tr Creativity and Curiosity
. Information, Media, and Technolory Skills
D Visual and [nformation Litcracy
tr Basic Scientific, Economic, and Technology Literacy
n Multicultural Literacy and Global Awareness
tr Media L

Page 18 of 37
 Life and Career Skills
! Fleibility and Adaptability
! Social and Cross-cultural Skills
tr Leadership and Rcsponsibility
tr Initiative and Self-direction
tr Productivity and Accountability
Effcctivc Communication Skills
tr Teaming, Collaboration, and lnterpersonal Skills
tr Personal, Social. and Civic Responsibility
tr lnteractive Communication
4. Plot / Storv Line
4.1 The story length is appropriate to the age group
4.2 The plot makes use of familiar objects, themes, or actions to infroduce/develop
concepts and leamings.
-T-- I
T

4.3 The plot stimulates critical thinking

4.4 The plot has a logical flow
I I
4.5 The plot allows the reader to connect with the emotion/s conveyed -----r----
4.6 The story ends with a resolution ofthe conllict introduced.
4.7 The story does not encourage hate and negative behavior.
5. Characters
---r--
-+-
5.1 The roles ofthe characters are well{efined.
5.2 The charackr/s drive/sthe plot
ofthe story
6. Visuals I

6.1 The illustratioqs glariff the story

6.2 The illushations are easily recognizable, artistically attractive, and appealing.
6.3 The illustrations are appropriate to the target readers
7 Language =
7.1 Vocabulary used is appropriate to the target reader.
7.2 The material makes use ofwordplay appropriate to the target reader (i.€.,
II
repetition, puns, etc.).

+--
7.3 Sentences are clear, simple, and appropriate.
7.4 Sentences are glammatical
7.5 The story book has no substantial mechanical errors
Note: The SLR shall garuer YES response in AIL items to pass this criteion. Please put a PASSED
check mark on the appropiate box. FAILED

Factor 2i Fonnat YES NO N/A

l. Prints
l.l Sizs of laters i s appropriate to the targct reader
1.2 The typeface (e.g. Arial, Times New Roman, etc.) is easy to read
1.3 Spaces b etween letters and words facilitate easy reading.
f. Book Design and Layout
2.1 Layout is appropriate to the target reader
2.2 Cover is appropriate to the target reader
2.3 The pages observe approlniate balance of illustrations and text

Page 19 of 37
 3 Papcr and Binding
3.1 Paper used facilitates ease in reading
II
3.2 Binding is durable and can withstand frequent use.
3.3 Sizc is appropriate and rclatively easy to handlc
3.4 Printing is of good quality (i.e., no broken letters, even density, correct
alignment, properly placed screen rcgistrations, no misprints).
Note: The SLR shall garner YES response in ALL items to pass this criterion. Please I PASSEI)
put a check mark on the appropiale box.
I FAILED

(hher Commen8
(Please write your comments and recommendations on the material not captured in Factors I to 2. Use
additional sheets if necessary.)

Recommendation

Note: The SLR which Failed in at least one ofthe Factors in this rating sheet shall not be
recommended for possible use in public basic education schools.

(Please put a chcck mark (/) in the appropriatc box.)

I / We recommend the approval ofthis SLR for possible use in public basic education schools.

I / We do not recommend the approval ofthis SLR for possible use in public basic education schools
for the reasons stated below and/or cited in this evaluation report. (Please use separate sheet if
necessary.)

(Please sign below and at the back ofeach page.)

L{Me certiff that this evaluation report and recommendation are mylow own and have been made without
any undue influence from others.

Evalualors Signatures

Datc

Page 20 of 37
AITNE.X 3. Content Evaluation Tool (For Fiction Books/Creative Works)
Reference code
DepEd Evaluation Rating Sheet for Fiction Books/Creative Works

Title: ISBN
Author(s) Pub I ish erlDi stri buto(s)
Coplright Year: L anguage Used: No. of Pages:_

Instructions: Examine the SLR carefully and rate it along each evaluation criterion. Do the following:
l. Check the appropriate column [YES or NO] for your assessment guided by the indicators.
2. For a NO response, write your comments/justifications/findings by frlling out the Summary ofFindings
Attach extra sheets if necessary.
3. If an evaluation citenon is Not Applicable (NA), check the column for NA.
4. Your report must be completed in ink. Please write legibly.

Factor 1 : Content YES r-0 N/A

1. Theme
l.l The theme/s is/are engaging, appropriate, and relevant to the target reader.
2. Socio-culturalsensitivitv
2.1The SLR is consistent with the DepEd social content guidelines.
(Put a che* mark on the box ofthe Social Content theme/s that is/are violated.)
tr The Filipino Leamers
tr The Philippine Nation and Society
tr Citizenship and Social Responsibility
tr Individuals and Social Identity
tr Social lnstitutions
tr Gender
tr Media, Technology, and Communication
tr Health, Nutrition and Wellness
tr Environmcnt
tr Safety and Security
3. Plot / Story Line
3.I The story length is appropriate to the age group
3.2 The plot stimulates creative and critical thinking
3.3 The SLR shows insights into the complexity ofthe human condition
3.4 The SLR broadens the target reader's experiences and understanding.
4, \/isuals
4.1 The illustrations c larif, the story
4.2 The illustrations are easily recognizable, artistically attractive, and
appealing.
4.3 The illushations are appropriate to the target readers
5. Language
5.1 Vocabulary used is appropriate to the target reader.
5.2 Sentences are clear, simple, and appropriate.
Page 21 of 37
 5.3 Literary devic€s are used to strengthen the naratives, and,/or help the target
reader lo connect to the cbaracters and/or theme.
5.4 Sentences arc grammatical
5.5 The SLR has no substantial mechanical errors.
Note: The SLR shall garner YES response in ALL items to pass this criterion. PASSED
Please put a check mark on the appropriate box. FAILEI)

Factor 2: Format and Technical Aspeas YES \o N/A

l. Prints
1.1 Size of letters is appropriate to the target readcr.
1.2 The tlpefacc (e.g. Arial, Times New Roman, etc.) is casy to read.
I .3 Spaccs between letters and words facilitate easy reading.
2 Book snd Lryout
2.1 Layout is appropriate to the target reader.
2.2 Cover is appropriate to the target reader.
2.3 The pages observe balance of illustrations and text.
3 Paper and Binding
3.1 Paper used facilitates ease in reading.
3.2 Bindi is durable and can withstand frequent use.
3.3 Size is ate and relativel to handle.
3.4 Printing is ofgood quality (i.e., no broken letters, even density, correct alignment,
properly placed screen registrations, no misprints).
Nole: The SLR shall garner YES response in ALL items to pq-\s this citeion PASSED
Please put a check mark on the appropiate box. FAII,ET)
Other Comments
(Please write your comments and recommendations on the material not captwed in all Factors. Use
additional sheets if necessary.)

Rccommcndation
Note: The SLR which Failed in at least one of the Factors in this rating sheer shall nor bc
recommended for possible use in public basic education schools.

(Plcase put a check mark (/) in the appropriatc box.)

I / We recommend the approval of this SLR for possible use in public basic education schools.

I / We do not recommend tle approval ofthis SLR for possible use in public basic education schools
for the reasons stated below and,/or cited in this evaluation report. (Please use separate sheet if
necessary.)

Page 22 ot 17
(Please sign below and at the back ofeach page.)
L{Ye certiry that this evaluation report and recommendation are my/our own and have been made without
any undue influence from others.

Evaluators Signatures

Date:

Page 23 of 37
AltilEX 4. Content Evaluation Tool (For Leaming Area Books)
Reference Code:
DepEd Evaluation Rating Sheet for Learning Area Books
Titlc: ISBN

Author(s): trlustrator(s):_
Publisher/Distributor(s):_CopyrightYear: No. ofPages:

Leaming Area: Type of

SLR:
Intended for (Please check): Kinder4r. 3 ; _Gr. 4-6; Junior HS;

Instructions: Examine the SLR carefully and rate it along each evaluation criterion. Do the following:
l. Check the appropriate column [YES orNO] for your assessment guided by the indicators.
2. For a NO response, write your comments/justifications/findings by filling out the Summary of Findings.
Attach extra sheets if necessary.
3. If an evaluation criterion is Not Applicable (NA), check the column for NA.
4. Your report must be completed in ink. Please write legibly.

Senior HS

Factor 12 Conlent YES NO N/.{

l. The SLR contributes to the achievement of specific leaming competencies and standards
ofthe learning area and grade level for which it is intended.
2. The SLR is consistent with the DepEd Social Content Guidelines.
(Put a check mark on the box ofthe Social Content theme/s thal is/are violated.)
--T--
n The Filipino Leamers
tr The Philippine Nation and Society
n Citizenship and Social Responsibility
tr Individuals and Social Identity
D Social Institutions
tr Gender
tr Media, Technology, and Communication
tr Health, Nutrition and Wellness
! Environment
D Safety and Security

YES \o N/A
3. The SLR enhances the development of dcsirablc values and traits such as:
(Put a check mark only to the applicable v4lues and traits.)
Learnin and Innovation
D Highcr Order Thinking Skills and Sound Reasoning
n Critical Thinking, Problcm Solving, and Risk-taking
Page 24 ol 17
 n Adaptability, Managing Complexity, and Self-direction
! Creativity and Curiosity
Information, Media, and Technology Skills
tr Visual and Information Literacv
n Basic Scientific, Economic, and Technology Literacy
tr Multicultural Literacy and Global Awareness
n Media Literacy
Life and Career Skills
tr Flexibility and Adaptability
D Social and Cross-cultural Skills
! Leadership and Responsibility
! Initiative and Self{irection
tr Productivity and Accountability
Effective Communication Skills
D Teaming, Collaboration, and Interpersonal Skills
tr Personal, Social, and Civic Responsibility
tr Interactive Communication
YES NO N/A
4. Adequate waming / cautionary notes are provided in topics/ activities where safety
and health are ofconcem.
Note: The SLR shall garner YES response in ALL items to pass this criteion. Please put a PASSED
check mark on the dppropiate box. FAILED

Factor 2: Presentation, Organization, and Format YES NO N/A

1. Presentation
l.l f;resentation is engaging, interesting, and understandable.
1.2 There is logical and smooth flow ofideas.
2. Visuals
2.1 Visuals are simple and easily recognizable, artistically attractivc, and appealing
2.2 Visuals clari! and supplement the text.
2.3 Visual are properly labeled or captioned
2.4 Visuals are realistic / use appropriate colors
2.5 Visuals are attractive and appealing
2-6 Visuals are culturall y relevant
3. Prints
3.1 Size of letters is appropriate to the target reader
3.2 The typeface (e.g. Arial, Times New Roman, etc.) is 6asy to read
3.3 Spaces between letters and words facilitate easy reading
4 Book Design and Layout
4.1 Layout is appropriate to the target read€r
4.2 Cover is appropriate to the target rcader.
4.3 The pages observe appropriate balance ofillustrations and text.
-
5 Paper and Binding
3.1 Paper used facilitates ease in readi ng

Page 25 of 37
 3.2 Binding is durable and can withstand lrequent use
3.3 Size is appropriate and relatively easy to handle.
3.4 Printing is of good quality (i.e., no broken letters, even density, correct
qlignment, properly placed screen registrations, no misprints).
Nole: The SLR shall garner YES response in ALL items to pass this criterion. Please PASSET)
put a check mark on the appropriIle box FAILED

Factor 3: Accarucy and Recenqt of Information YES NO N/A

l. The book is lree from conc eptual errors
2. The book is lree from factual errors.
3. The book is free from grammatical erron.
4. The book is frec from computational enors.
5. The book is free from obsolete information.
6. The book is Aee from substantial mechanical errors
Note: The SLR sholl garaer YES response in ALL items to pass this criteion. Please
pul a check mark on the aryropiate box-
I PASSED
FAII,ED
Other Comments
(Please write your coflrments and recommendations on the material not captured in Factors I to
4. Use additional sheets if necessary.)

Recommendation

Note: The SLR which Failed in rt least one of the Factors in this rating sheet shall not be
recommended for possible use in public basic education schools.

(Please put a check mark (/) in the appropriate box.)

I / We recommend tie approval of this SLR for possible use in public basic education
schools.

I/ We do not recommend the approval of this SLR for possible use in public basic
education schools for the reasons stated below and/or cited in this evaluation report. (Please
use separate sheet if necessary.)

(Please sign below and at the back of each page.)

Page 26 of 37
L{Me certifo that this evaluation report and recommendation are my/our own and have been made
without any undue influence from others.

Evaluators Signatures

Date:

Page 27 of 37
ANIIEX 5. Content Evaluation Tool (For General References)
Reference Code:

DepEd Evaluation Rating Shcet for Gencral Rcfcrences

(Print or Digital Format)

Title: ISBN
Author(s): Publisher/Distribu tor(s):
Copyright Year: Language Used: No. of Pa ges:

Instructions: Examine the SLR carefi ly and rate it along each evaluation criterion. Do the following:
L Check the appropriate column [YES or NO] for your assessment guided by the indicators.
2. For a NO response, write your comments/justifications/findings by filling out the Summary ofFindings
Attach extra sheets if necessary.
3. If an evaluation criteion is Not Applicable (NA), check the column for NA.
4. Your report must be completed in ink. Please write legibly.

Factor l: Conlent and Fomal YES NO NiA

l. Content is age and development appropriate
2. Boq! design facilitatcs understanding of concepts/information prcsented.
3. Language is appropriate to the level ofthe target reader
4. The SLR is consistent with the DepFi social conteat guidelines.
(Pur a check mark on the box ofthe Social Content theme/s that iyare violated.)
f) The Filipino Learners
tr The Philippine Nation and Society
tr Citizenship and Social Responsibility
! Individuals and Social Identity
! Social Institutions
tr Gender
D Media. Technology, and Communication
o Health. Nutrition and Wellness
u Environment
- Safety and Security
5.Visuals are relevant to the text and suitable to th€ interests ofthe target reader
6.Visuals are clear in content and detail.
7. Printing is ofgood quality (i.e., no broken letters, even density, correct alignment, properly
placed screen registration).
8. Material / Paper used is durable and confibutes to easy reading
!-lindirg is suitable for its intcnded purpose and durablc to withstand frcquent usc. ----r--.1
Note: The SLR shall garaer YES response in ALL items to pass this (,riteion. Please put a PASSED
check mark on the appropiate hox FAILEI)

Page 28 of 37
 Factor 2: Accuracy and Recenqt of Informution YES NO N/A
l. The book is frec from conceptual errors.
2. The book is free from factual errors
3. The book is free from grammatical errors.
,1. The book is free from computational errors.
5. The book is fiee fiom obsolete information
6. The book is free from substantial mechanical errors.
Note: The SLR shall gamer YES response in ALL ilems lo pass this citeion- Please put a PASSED
check mark on lhe appropiate box. FAILED

Other Cornnents
(Please write your comments and recommendations on the material not captured in all Factors-
Use additional sheets if necessary.)

Recommendation

Note: The SLR which Failed in at least one ofthe Factors in this rating sheet shall not bc
recommended for possiblc use in basic education schools.

(Please put a check mark (/) in the appropriate box.)

E I / We recommend the ap,proval of this SLR for possible use in public basic education schools.

t:] I / We do not recommend the approval of this SLR for possible use in basic education schools for
the reasons stated below and./or cited in this evaluation report. (Please use separate sheet if
necessary.)

(Please sign below and at the back ofeach page.)

yWe certii, that this evaluation report and recommendation are mylour own and have been made without
any undue influence from others.

Evaluators Signatules

Date

Page 29 ol 37
AITIIEX 6. Content Eva-luation Tool (For Video and Audio Recordings)
Reference Code

DepEd Evaluation Rating Sheet for Video and Audio Recordings

Title: tSBN

Author(s)/Producer: Publisher/Distributo(s)

Copyright Year: Lengh (in minutes):

Leaming Area: Language Used

Type of Resource Video R

Movic Documentary
Instructional Videfl Others (please specifu)
E Audio Recording
Music/song llhstnrctional Recorrling [Narration
Others (please speci!):_
Intended for (Please check): Kinder4r. 3; _ Gr. 4{; Junior HS; _senior
HS

Instructions: Examine the SLR carefully and rate it along each evaluation criterion. Do the fotlowing:
1. Check the appropriate column [YES or NO] for your assessment guided by the indicators.
2. For a NO response, write your commentyjustifications/findings by filling out the Summary ofFindings.
Attach extra sheets if necessary.
3. Ifan evaluation citeionis Not Applicable (NA), check the column forNA.
4. Your report must be completed in ink. Please write legibly.

Factor l: Content YES NO N/A

l. Content ofthe SLR is age and development appropriate.
I
2. SLR contributes to the achievement of specific leaming competencies of the
leaming area and grade level for which it is intended.
3. SLR provides for the development of higher cognitive skills of the learning area
and grade level for which it is intended.
4. The SLR is consistent with the DepEd social content guidelines.
(Put a check mark on the box ofthe Social Content theme/s that is/are violated.)
tr The Filipino Leamers
t-_]
tr The Philippine Nation and Society
! Citizenship and Social Responsibility
tr Individuals and Social Identity
tr Social Institutions
tr Gender
D Media. T , and Communication
n Health, Nutrition and Wellness

Page 30 of 37
 tr Environment
YES NO N/A
5. SLR enhances the development ofdesirable values and raits such as:
(Put a check mark only to the applicable values and trails.)

Learning and Innovation

! Higher Order Thinking Skills and Sound Reasoning
tr Critical Thinhng, Problem Solving, and Risk-taking
trAdaptability, Managing Complexity, and Self-direction
tr and Curiosiw
Inform ation, Media, and Technology Skills
tr Visual and Information Li
! Basic Scientific, Economic. and Technology Literacy
! Multicultural Literacy and Global Ar areness
n Media Literacy
Life and Carcer Skills
tr Flexibility and A,laptabitity
tr Social and Cross-cultural Skills
n Leadership and Responsibility
tr Initiative and S elfdirection
tr Productivity and Accountability
Effective Communication Skills
tr Teaming, Collaboration, and Skills
tr Personal, Social, and Civic Responsibility
n lnteractive Communication
6. SLR sustains interest oftarget reader
7. Adequate waming / cautionary notes are pmvided in topics and activities where
safety and health are of concern.

Note: The SLR shall garner YES response in ALL items to pass this criteion. Please put a PASSED
check mark on lhe appropiate box.
FAILED
Factor 2: F orn al/Te c hnica I De sign YES NO N/A
l. Volume and quality ofsound is appropriate.
2. Pacing is effective and appropriate to instructional purposes.
3. Audio-visual effects (music, sounds, graphics, etc.) are appropriate and
effective for instructional purposes.
P.{SSED
Note: The SLR shall garner YES response in ALL items to pass this criteion. Please
put a check mark on the appropriate box. FAILED
Factor 3: Presentation and Organixatian YES NO N/A
l. Presentation is engaging, interesting, and understandable.
2. There is logical and smooth flow of ideas
Page 31 of 37
f---T----
 3. Vocabulary level is adapted to the target leamer's experience and

[T-l
understanding-
4. Length of the video/audio recording is appropriate to the attention span ofthe
target leamer.

Note: The SLR shall garaer YES response in AIL iten s to pass this criteion. Please PASSED
put a check mark on the appropiate box.
FAILED

F a.ctot 4i Accutacy and Recency of Information YES NO N/A

l. The SLR is fiee from conceptual enors
2. The SLR is free from factual errors.
3. The SLR is free from tical errors.
4. The SLR is free from computational errors.
5. The SLR is free from obsolete information
6. The SLR is frce from substantial mechanical errors
Note: The SLR shall garner YES response in ALL items to pass this citerion. Please PASSET)
put a check mark on the appropiate box- FAILED
(Xher Commenls
(Please write your comments and recommendations on the material not captured in all Factors. Use
additional sheets if necessary.)

Rccommcndation

Note: The SLR which Failed in at least one ofthe Factors in this rating sheet shall not be
recommended for possible use in public basic education schools.

(Please put a check mark (/1 in the appropriate box.)

I / We recommend the approval ofthis SLR for possible use in public basic education schools.

I / We do not recommend the approval ofthis SLR for possible use in public basic education schools
for the reasons stated below and./or cited in this evaluation report- (Please use separate sheet if
necessary. )

Page 32 ol 17
(Please sign below and at the back ofeach page.)

I/We certi$ that this evaluation report and recommendation are my/our own and have been made without
any undue influence fiom others.

Evaluators Signatures

Date:

Page 33 of 37
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