The school-safety-assessment-tool-2021

SCHOOL SAFETY ASSESS M E N T
TOOL (SSAT)
O N - L I N E O R I E N TAT I O N F O R S C H O O L H E A D S

Orientation Objectives
At the end of the Orientation, the participants are expected to:
understand the context and background of the
Expanded Implementation on Face-to-Face
Learning Modality
gain knowledge on School Safety Assessment
Tool including their roles and responsibilities in
its implementation; and
learn h o w to administrate the SSAT to the
schools.

School Safety
Assessment Tool
(SSAT)
 Background
 Purpose and Objectives
 Tool
 Process Flow for
Different Governance
Levels
 Timeline
Context and
Background of the
Expanded
Implementation
of the Face-to-Face
Learning Modality
Orientation Flow
1 2
Administration of the
SSAT:
Process Flow & Sample
Demonstration
 Process Flow of Data
Collection
 Guide inAnswering
SSAT
 Process Flow of
Report Generation
 Sample
Demonstration
3

DIVISION SCHOOL SAFETY
ASSESSMENT TOOL (SSAT)
COMPOSITE TEAM

DIVISION COMPOSITE TEAM MEMBERS
(per Division Memorandum No. 18 s. 2022)
OIC-School Health Section - Shiela Barrameda
Planning Officer III - Karine Tessa Dominguez
Engineer III - Andrew Ebio
DRRM Coordinator - Alvin B. Cuz
CID Representative - Jane Revilla
Private Schools - Maria Eloisa Arellano
SMME-SEPS - Ana Liza Revidad

THE SCHOOL SAFETY
ASSESSMENT TOOL (2021)

BACKGROUND
March to August 2021 September 2021
Cross-checked draft
School Safety
Assessment Tool with WHO's
Checklist for Reopening of
Schools
Revised
accordingly based on series
of consultative meetings
with DOH, UNICEF, W H O ,
Child Health Experts, and
other concerned
organizations.
Repackaged as School
SafetyAssessment Tool that
contains indicators
and specific standards that
would show readiness of the
schools if met
Conduct of School
Safety Assessment
using the
School Safety
Assessment Tool
Included as one of the
annexes to the
draft DepEd-DOH's Joint
Memorandum Circular –
Operational Guidelines
on the Pilot
Implementation of Face-
to-Face Learning
Modality
December 2 0 2 0
Initially issued
as School Readiness
Checklist to assess readiness
of the schools

The SSAT shall be deployed to:
conduct school safety assessment and reassess the readiness of
638 pre-identified schools which passed the initial assessment
conducted last December 2 0 2 0 ;
gather data from the schools that shall be used as baseline
information in preparation for the pilot implementation of the
face-to-face learning modality;
identify key areas where schools may be provided with technical
assistance from different governance levels.
PURPOSE AND OBJECTIVES

W h a t is the SSAT for and not for?
• help schools prepare for the pilot
implementation of the face-to-face
learning modalities
• inform the schools of the required
indicators and standards that the
schools need to meet in preparation
for the eventual reopening of classes
while ensuring safety of the learners
and school personnel
• guide SDOs, ROs, and COs in
providing support and technical
assistance to pilot schools
• SSAT is not the final determinant
on the participation to the pilot
implementation. It is only meant to
prepare schools.

SCHOOL SAFETYASSESSMENT
TOOL (SSAT) IN NUMBERS
SUB-
CATEGORIES
M A I N
AREAS
INDICATORS
with standards
without standards
PRE-
ASSESSMENT
QUESTIONS

MANAGING SCHOOL OPERATIONS
INDICATORS YES NO
I. SCHOOL TRAFFIC MANAGEMENT
1. The school has set-up clear and easy-to-
understand signages and mechanisms to
strengthen observance of health protocols
and protective measures.
○ Display of school map at the entrance
point indicating the location of the classrooms
○ Designation of separate entrance and exit points in
the school
○ and so on.
SUBCATEGORY
INDICATOR
STANDARD/S
M AI N AREA
SAMPLE FORMAT
ALL INDICATORS ARE
ANSWERABLE BY YES or N O .

PRE-ASSESSMENT QUESTIONS
In the past 2 8 days, has the barangay where your school is located
recorded any confirmed COVID-19 case/s?
**Kindly refer to your respective barangay for the data.
Is the school accessible through public transportation? Specify mode
of transportation.
❑ YES ❑ N O
❑ YES, through .
Specify mode of transportation:
○ Jeepney ○ Pedicab ○ Habal-habal
○ Tricycle ○ Multi-Cab ○ Van
○ Others
❑ N O
Is the school accessible through walking?
❑ YES ❑ N O

If the barangay where the school is located has not
recorded any confirmed COVID-19 case/s in the past 2 8
days, and the school is accessible by public transportation
or walkable, proceed in answering this readiness
assessment tool, otherwise, schools cannot be nominated
as a participating school for the implementation of limited
face-to-face classes.
PRE-ASSESSMENT QUESTIONS

Four (4) Main Areas
Managing
School
O p erations
Focusing on
Teaching and
Learning
Well-being and
Protection
Home- School
Coordination

1| Managing School Operations
Shared Responsibility
Alternative Wo r k Arrangement
Classroom Layout and Structure
School Traffic Management
Protective Measures, Hygiene Practices, and Safety Procedures
Communication Strategy
Contingency Plan
SUB-CATEGORIES

SUB-CATEGORIES
2 | Focusing on Teaching and Learning
Learning Resources
Limited Face-to-Face Classes
Teacher Support

SUB-CATEGORIES
3 | Well-being and Protection
Personal Protective Equipment
COVID-19 Case Management
Including The Most Marginalized
4 | Home-school Coordination
**No sub-category included.

INDICATORS
PER MAIN AREA:
Managing School Operations

Shared Responsibility
1.The school has secured support of LGUs (Barangay, Municipality,
City, Province) through a resolution or a letter of support.
2.The school has secured written consent from parents/guardians
w h o will participate in the limited face-to-face classes.
3.The school has mobilized resources and support from community
stakeholders to meet the standards of the health and safety
protocols.
4.The school has conducted simulation activities among school
personnel regarding protocols and routines to replicate and
discuss possible scenarios during the actual conduct of face-to-
face classes.

Alternative Work Arrangement
1. The school has implemented an Alternative Work
Arrangement necessary to deliver quality basic education
in a safe learning environment to learners in minimal l o w -
risk areas.
2.The school has oriented teaching personnel and non-
teaching personnel on the Alternative Work Arrangement
that will be implemented during the limited face-to-face
classes.

Classroom Layout and Structure
1. The school has established mechanisms inside the
classroom to ensure zero to minimal risk of COVID-19
transmission of the learners.

School Traffic Management
1. 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.

1. The school has established safe entrance and exit
procedures for teachers, students, non-teaching
personnel, and school visitors.
2.The school has established a contact tracing
procedure/tool for school-goers.

3. The school has mobilized the School's COVID-19 Task Force or
DRRM Team that will take charge in ensuring effective
implementation of the school's health and safety protocols
that are in place and are observed during the preparation and
implementation of limited face-to-face classes.
4. The school has set up a proper sanitation and hygiene
facility for school-goers.

5. The school has ensured regular sanitation and
disinfection of school facilities, furniture, and equipment.
6. The school has ensured a proper disposal system of
infectious wastes, such as used tissues and masks, in non-
contact receptacles.

1. The school has developed a communication plan.
2.The school has prepared an orientation session for learners,
parents, guardians, teaching and non-teaching personnel,
external stakeholders, and LGU of the eligibility criteria for
participation, existing protocols, mechanisms, and procedures
needed in the conduct of the limited face-to-face classes.

3. The school has a proactive COVID-19 local hotline/help
desk or any similar local mechanism that connects and
coordinates to the hospitals, testing facilities, and LGUs.
4. The school has prepared a re-orientation session for
school stakeholders on measures needed for the reopening
of the school in the event of resurgences and school
lockdown.

Contingency Plan
1. The school has followed a decision model and
contingency plan for reclosing and reopening the school in
case of COVID-19 resurgence in the community.
2. The school has developed strategies for the continuity of
learning while the school is closed until the local authorities
have determined the safe resumption of face-to-face
classes.

INDICATORS
PER MAIN AREA:
Focusing on Teaching and Learning

Learning Resources
1. The school has secured sufficient supply of learning resources
needed for the face-to-face classes.
1:1

1. The school has designed class program/s that cater both
learners of the limited face-to-face classes arrangement
and distance education while observing the maximum 6 -
hour classroom teaching hours of teachers.
2. The school has comprehensively profiled learners w h o
will participate in the implementation of the face-to-face
classes.

3.The school has ensured an attendance monitoring of learners to
determine which participating learners are exhibiting difficulties in
coming to school and which learners w h o cannot participate in face-
to-face classes will revert to full distance learning.
4. The school has informed teachers to conduct consultations with
parents, provision of feedback and instructional support for learners,
facilitation of assessment, preparation of Weekly Home Learning
Plan (WHLP), and other related tasks after face-to-face classes.
5. The school has ensured prohibition of conduct of physical or face-
to-face large gatherings, group work, or activities that will require
close contact or where physical distancing may not be possible (e.g.,
school activities, field trips, sports festivals, flag ceremonies).

Teacher Support
1. The school has provided an appropriate learning and
development support plan in providing better quality basic
education services.
2. The school has oriented teachers on their budget of work
and ensured that the school requirement for the learners is in
observance of academic ease.

INDICATORS
PER MAIN AREA:
Well-being and Protection

1. The school has secured sufficient supply of personal
protective equipment (PPEs) for learners and school
personnel.
1:1
2. The school has secured adequate supply of face masks, face
shields, a n d / o r other COVID-19 protective gears for learners.
3. The school has ensured that the available sanitation and
disinfection materials are approved by the Philippine Food and
Drug Administration (FDA).

4. The school has secured sufficient supply of sanitation and
disinfection materials for strategic school locations.
1:1
5. The school has ensured PPE requirements, specifications,
and standards for different types of COVID-19
management activities in accordance with DOH DM 2 0 2 0 -
0176A.
1:1

1. The school has developed strategies to prevent COVID-19.
2. The school has identified strategies to detect COVID-19.
3. The school has developed strategies to isolate and treat COVID-19.

4. The school has developed strategies in providing psychosocial
support to the learners, teachers, and personnel.
5. The school has established a clear procedure of referral system
for COVID-19 confirmed and suspected personnel and learners.
6. The school has established a clear contact tracing and
quarantine system for close contacts of COVID-19 confirmed
positive cases.

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

3. The school has developed learning strategies to cater the
needs of the marginalized learners such as modules in
braille, mother-tongue languages, and usage of Filipino
Sign Language.
4. The school has ensured participation in school-based
services which includes but is not limited to feeding and
nutrition programs, immunizations, Mental Health and
Psychosocial Support (MHPSS), prevention of Violence
against Children (VAC) (i.e., bullying from social stigma)
and other health services.

5. The school has established close coordination with the
Department of Social Welfare and Development (DSWD) Case
Managers of those learners w h o are marginalized; Other
partner agencies and organizations such as National Council
on Disability Affairs (NCDA).
6. The school has coordinated with their respective local
government units with the implementation of routine school-
based immunization (SBI) and other school health-related
services such as but not limited to deworming and weekly iron-
folate acid supplementation (WIFA).

INDICATORS
PER MAIN AREA:
Home-school Coordination

4 | Home-school Coordination
1. The school has developed a plan in coordinating with the
Barangay Local Government Unit (BLGU) or the Barangay Health
Emergency Response Team (BHERT) in ensuring that protocols
are observed properly.
2. The school has developed a strategy in orienting parents on
health protocols and safety measures.
3. The school has identified a designated waiting area with proper
ventilation for parents/guardians.

ROLES AND RESPONSIBILITIES
of Schools, SDOs, ROs, and C O

Roles and Responsibilities of the Schools
Upon release of the School Safety Assessment Tool (SSAT), the schools shall:
consult key stakeholders in accomplishing the SSAT; and
conduct necessary preparation to meet required
indicators and standards;
accomplish the SSAT through Google Forms.

Roles and Responsibilities of the SDOs
Upon release of the SSAT, the Schools Division Offices shall:
Inform the schools to accomplish the SSAT;
provide technical assistance to schools;
create composite team that will conduct data validation on
data submitted by the schools; and
prepare a copy of the accomplished SSAT of each school that will be
visited as a reference in checking and validating the entered data.
While the schools are accomplishing the SSAT, the Schools Division Offices shall:

The concerned SDOs shall create a composite team, with a maximum
number of (5) members, composed of the following :
(1) DRRM Coordinator
(1) SDO Health Personnel
(1) Planning Officer
(1) SDO Engineer, and
(1) Representative from the Curriculum
Implementation Division (CID)
O n the Creation of a Composite Team

Roles and Responsibilities of the
Composite Team from SDOs
schedule monitoring visit to conduct data validation of the data
submitted by the schools;
serve as focal persons in the SDO that shall provide technical
assistance to the schools (i.e. representative from CID to monitor indicators and standards
under main area of Focusing on Teaching and Learning and provide necessary TA to ensure indicators are
met); and
follow minimum public health standards based on the guidelines issued by
the IATF applicable to the community quarantine classification on their
d a y /we e k of visit;
During the data validation, the SDO composite teams shall:

Roles and Responsibilities of the SDOs
After data validation, the SDOs shall:
consolidate data of the schools and update entries if
necessary;
finalize list of eligible schools for the pilot implementation on
face-to-face learning modality that will be forwarded to ROs;
inform schools of their inclusion in the list of eligible schools
for the pilot implementation;
create plan of action in line in the continuous provision of
technical assistance to the schools to be submitted to ROs;
update data of schools that are given technical assistance every
t w o weeks after the deadline, January 31; and
provide report on the progress of the schools indicating
indicators and standards schools find challenging to meet.

Roles and Responsibilities of the ROs
Upon submission of the SDOs of the list of qualified schools, the Regional Offices shall:
consolidate the lists of qualified schools for the pilot implementation
of the face-to-face learning modality submitted by the SDOs;
forward consolidated list of qualified schools in their region to the
Planning Service – Office of the Director in Central Office through
Education Management Information System Division; and
inform SDOs of the final list of participating schools for
the pilot implementation of face-to-face learning modality under
their region.
monitor progress of the SDOs and consolidate submitted progress
and plan of action to the Central Office through EMISD.

Roles and Responsibilities of the CO:
In preparation for the safe reopening of classes, the Central Office shall:
develop the School Safety Assessment Tool;
create an online version of the SSAT;
disseminate memorandum on the Conduct of School Safety
Assessment In Preparation for the Conduct of Pilot Implementation of
Face-to-Face Learning Modality; and
conduct online orientation for SDO and RO personnel on
the administration of SSAT.

PROCESS FLOW
for Schools, SDOs, and ROs

Pass the
initial
a ssessm ent
using the
School
Readiness
Checklist
Undergo
data
va lida tion
through
SDO's
monitoring
visit
Receive
notification
from the
SDO of its
inclusion in the
final list of
eligible schools
in their SDO
PROCESS FLOW for Schools
Receive
confirmation from
the SDO of its
participation for
the conduct of the
pilot
implementation
of face-to-face
learning modality
CONDUCT OF THE
EXPANDED
IM PLEMENTATION
OF
FACE- TO- FACE
LEARNING
MODALITY
Receive technical
assistance from
SDOs to meet all
indicators prior to
the pilot implemen
tation of face-to-
face learning
modality
Met all indicators prior to the conduct of
pilot implementation
Did not meet all indicators prior to
the conduct of pilot implementation
TRANSITION TO
THE NEW
NORMAL
IMPLEMEN TATION
OF
FACE- TO- FACE
LEARNING
MODALITY
Receive technical
assistance from SDOs to
meet all indicators
Met all indicators prior to
the conduct of
expanded implementation
Pass the
School
Safety
Assessment
using the
School
Safety
Assessment
Tool
3 .1
3 .2
3 .1a
3 .1b
3 .2 b
For schools
that meet
all
indicators
For schools
where SDOs
found
validity
issues i.e.,
unmet
indicators
that are
tagged as
met.
ANALYSIS OF VALIDATED DATA
For schools
that did
not meet all
indicators
1 2 3 4 5

Inform
the schools
in their SDO
that are
includ ed
in the list of
638 pre-
identified
schools that
will
accomplish
the SSAT
Conduct
data
validation
through
m onitoring
visit
Finalize
data and
consolidate
list of
schools
that met all
indicators
PROCESS FLOW for SDOs
CONDUCT OF THE
EXPANDED
IMPLEMEN TATION
OF
FACE-TO-FACE
LEARNING
MODALITY
Provide technical
assistance to meet
all indicators prior
to the pilot
implementation of
face-to-face
learning modality
Monitor data of schools that met all indicators prior
to the conduct of pilot implementation
Monitor data of schools that did not meet all
indicators prior to the conduct of pilot implementation
TRANSITION TO
THE NEW
NORMAL
FACE-TO-FACE
LEARNING
MODALITY
Provide technical
assistance to meet all
indicators
Monitor data of schools that met all
indicators prior to the conduct of
expanded implementation
Create
composite
team that
will
conduct
monitoring
visit
to validate
the data
and verify
the results
submitted
by schools
3 .1
3 .2
3 .1a
3 .1b
3 .2 b
For schools
that meet
all
indicators
For schools
where
validity
issues are
found i.e.,
unmet
indicators
that are
tagged as
met.
ANALYSIS OF VALIDATED DATA
For schools
that did
not meet all
indicators
1 2 3 4 5 6
Forward
list of
qualified
schools for
the pilot
implement
ation to RO
- PPRD
Inform
schools that
are included
in the final
list of
participatin
g schoolsfor
the pilot
implementa
tion

PROCESS FLOW - ROs
Disseminate the
memorandum on the
Conduct of Safety
Assessment in
Preparation for the
Conduct of Pilot
Implementation on Face-
to-Face Learning
Modality for the 638 Pre-
identified Schools
Consolidate the
lists of
qualified schools
for the pilot
implementation of
the face-to-face
learning
modality submitted
by the SDOs
Submit the final
list of qualified
schools for the
limited face-to-
face learning
modality in their
region to the
Office of the
Director –
Planning Service
(PS-OD) through
the PS-EMISD
1 2 3
CONDUCT OF THE
EXPANDED
IMPLEMEN TATION
OF
FACE- TO- FACE
LEARNING
MODALITY
Inform SDOs of
the final list of
participating
schools for the
Expanded
implementation
of face-to-face
learning modality
4

Timeline as of January 25, 2022
• Online
O rientation
on SSAT
Jan 25,
2022
• Deadline of the
accomplishment
of SSATthrough
Google Forms
Jan 31,
2022
• Data Validation of
the composite teams
in SDO
on the accomplished
SSATs
February 1,
2022
Onwards

For queries and concerns, you may reach out to
DIVISION COMPOSITE TEAM MEMBERS for matters
related to SSAT and Google Forms.
Or you may refer to DepEd Memorandum No. 71 s. 2021 for the
detailed instructions on the preparation of pilot schools.

https://tinyurl.com/SDOAlbaySSAT
SSAT Google Form Link

The school-safety-assessment-tool-2021

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