The document is a Department of Education Memorandum disseminating a revised School Safety Assessment Tool (SSAT) for assessing schools' readiness for the progressive expansion of face-to-face classes amid the COVID-19 pandemic. The memorandum instructs all public and private schools to complete the revised SSAT, which focuses on managing school operations, teaching and learning, well-being and protection, and school-community coordination. The data gathered will be used to inform the gradual reopening of schools while prioritizing health, safety and well-being. Regional offices are encouraged to expedite dissemination of the revised SSAT to allow more schools in low-risk areas to expand face-to-face learning.
This document provides guidelines for the release, utilization, monitoring and reporting of program support funds for the pilot implementation of including Alternative Learning System (ALS) in School-Based Management for School Year 2020-2021 in the Philippines. It selects 100 pilot schools to receive funds to support ALS programs. The funds must be used for enhancing teaching and learning, improving school management, and strengthening resilience. It outlines the allocation of funds, monitoring process, and reporting requirements for proper use and accountability of funds.
The document provides an orientation for school heads on the School Safety Assessment Tool (SSAT). The objectives are for participants to understand the context and background of expanded face-to-face learning, gain knowledge on the SSAT including roles and responsibilities, and learn how to administer the SSAT. The SSAT will be used to assess 638 schools for readiness for a pilot face-to-face program. It contains indicators across four areas - managing school operations, teaching and learning, well-being and protection, and home-school coordination. Schools will be provided support to meet standards based on the results.
1. Class sizes are kept small, with a maximum of 12 learners per class for kindergarten and adherence to physical distancing standards for higher grades.
2. A comprehensive learner profile has been developed identifying learners who reside locally and can safely access the school through walking or regulated transportation.
3. A teaching schedule has been developed that follows minimum contact times and includes at least one hour of learning remediation daily, which can be done individually or in small groups.
Division Orientation on Limited F2F.pptxjcgabb0521
1. The document outlines the Division's action plan for implementing limited face-to-face learning in schools. It discusses organizing a task force, conducting assessments of school readiness, providing technical assistance to improve areas of weakness, and developing school-level action plans.
2. The Division will gather and analyze data from school safety assessments, then validate the results through school visits. Technical assistance will focus on managing school operations, teaching and learning, health/safety, inclusion, and community collaboration.
3. Individual schools will assess their own readiness, develop action plans, and recalibrate their plans after receiving technical assistance from the Division task force. The goal is to safely reopen schools where possible.
DO_s2022_017 GUIDELINES ON THE PROGRESSIVE OF FACE TO FACE CLASSES.pdfAnnaLizaTadeo1
This document provides guidelines for the progressive expansion of face-to-face classes in the Philippines. It establishes a framework with four pillars: 1) Safe Operations, 2) Teaching and Learning, 3) Including the Most Marginalized, and 4) Well-being and Protection. The guidelines seek to safely expand in-person learning based on lessons from a successful pilot program, while addressing challenges to teaching and learning during the pandemic. Face-to-face classes will expand gradually to more schools and grade levels in low-risk areas as defined by national health guidelines. The overall goal is to safely deliver quality education while strengthening school-community health support.
DO_s2022_017 GUIDELINES ON THE PROGRESSIVE OF FACE TO FACE CLASSES.pdfAnnaLizaTadeo1
This document provides guidelines for the progressive expansion of face-to-face classes in the Philippines. It establishes a framework with four pillars: safe operations, teaching and learning, including the most marginalized, and well-being and protection. The guidelines outline standards and procedures for schools to safely manage operations like preparations for reopening, traffic management, communication strategies, and contingency planning. It aims to deliver quality education in a safe environment and address gaps from distance learning, while strengthening community health support for students.
This document provides guidelines for the progressive expansion of face-to-face classes in the Philippines. It establishes operational frameworks and standards to safely manage school operations and support teaching and learning, while engaging communities. Guidelines include preparations for safe school reopening, traffic management, communication strategies, contingency planning, and school-community coordination. The goal is to deliver quality education in a safe environment as the country transitions towards normalcy in the context of COVID-19.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
This document provides guidelines for the release, utilization, monitoring and reporting of program support funds for the pilot implementation of including Alternative Learning System (ALS) in School-Based Management for School Year 2020-2021 in the Philippines. It selects 100 pilot schools to receive funds to support ALS programs. The funds must be used for enhancing teaching and learning, improving school management, and strengthening resilience. It outlines the allocation of funds, monitoring process, and reporting requirements for proper use and accountability of funds.
The document provides an orientation for school heads on the School Safety Assessment Tool (SSAT). The objectives are for participants to understand the context and background of expanded face-to-face learning, gain knowledge on the SSAT including roles and responsibilities, and learn how to administer the SSAT. The SSAT will be used to assess 638 schools for readiness for a pilot face-to-face program. It contains indicators across four areas - managing school operations, teaching and learning, well-being and protection, and home-school coordination. Schools will be provided support to meet standards based on the results.
1. Class sizes are kept small, with a maximum of 12 learners per class for kindergarten and adherence to physical distancing standards for higher grades.
2. A comprehensive learner profile has been developed identifying learners who reside locally and can safely access the school through walking or regulated transportation.
3. A teaching schedule has been developed that follows minimum contact times and includes at least one hour of learning remediation daily, which can be done individually or in small groups.
Division Orientation on Limited F2F.pptxjcgabb0521
1. The document outlines the Division's action plan for implementing limited face-to-face learning in schools. It discusses organizing a task force, conducting assessments of school readiness, providing technical assistance to improve areas of weakness, and developing school-level action plans.
2. The Division will gather and analyze data from school safety assessments, then validate the results through school visits. Technical assistance will focus on managing school operations, teaching and learning, health/safety, inclusion, and community collaboration.
3. Individual schools will assess their own readiness, develop action plans, and recalibrate their plans after receiving technical assistance from the Division task force. The goal is to safely reopen schools where possible.
DO_s2022_017 GUIDELINES ON THE PROGRESSIVE OF FACE TO FACE CLASSES.pdfAnnaLizaTadeo1
This document provides guidelines for the progressive expansion of face-to-face classes in the Philippines. It establishes a framework with four pillars: 1) Safe Operations, 2) Teaching and Learning, 3) Including the Most Marginalized, and 4) Well-being and Protection. The guidelines seek to safely expand in-person learning based on lessons from a successful pilot program, while addressing challenges to teaching and learning during the pandemic. Face-to-face classes will expand gradually to more schools and grade levels in low-risk areas as defined by national health guidelines. The overall goal is to safely deliver quality education while strengthening school-community health support.
DO_s2022_017 GUIDELINES ON THE PROGRESSIVE OF FACE TO FACE CLASSES.pdfAnnaLizaTadeo1
This document provides guidelines for the progressive expansion of face-to-face classes in the Philippines. It establishes a framework with four pillars: safe operations, teaching and learning, including the most marginalized, and well-being and protection. The guidelines outline standards and procedures for schools to safely manage operations like preparations for reopening, traffic management, communication strategies, and contingency planning. It aims to deliver quality education in a safe environment and address gaps from distance learning, while strengthening community health support for students.
This document provides guidelines for the progressive expansion of face-to-face classes in the Philippines. It establishes operational frameworks and standards to safely manage school operations and support teaching and learning, while engaging communities. Guidelines include preparations for safe school reopening, traffic management, communication strategies, contingency planning, and school-community coordination. The goal is to deliver quality education in a safe environment as the country transitions towards normalcy in the context of COVID-19.
This document provides a summary of education programs and progress in the GSC South District for the third quarter of 2022. It reports on target outputs and indicators for various programs like basic education, support for schools and learners, and human resource development. It finds that most targets were met or exceeded, with high retention, completion and learning proficiency rates. It also outlines stories of impact, such as increased special education enrollment and the adoption of a reading program. Areas needing assistance are requested, such as additional teachers, funding and training to further support inclusive education.
The joint memorandum from the Department of Education and Department of Health provides revised operational guidelines for the progressive expansion of face-to-face learning during the COVID-19 pandemic. Key points include: 1) The pilot implementation of face-to-face classes was successful and generated positive feedback; 2) The guidelines cover health and safety protocols to ensure a safe school environment for learners and personnel; 3) Schools must meet requirements to participate, including being in Alert Level 1 or 2 areas, passing a safety assessment, and obtaining parental consent; 4) Protocols are established for classroom layout, ventilation, screening, and orientation on safety measures.
F2F M&E Orientation and PrepSurvey_Cluster 1.pptxssuser03a43a
This document provides an orientation on the Monitoring and Evaluation plan for limited face-to-face learning in San Pedro Elementary School. It discusses the timeline for developing guidelines for limited in-person classes, including finalizing the operational framework. Eligibility requirements are outlined for schools, teachers, employees and learners. The orientation also reviews guidelines for safe reopening, including managing school operations, ensuring teaching and learning, supporting marginalized students, and promoting wellbeing and protection.
The document provides information about conducting a School Safety Assessment using the School Safety Assessment Tool (SSAT) for schools participating in a pilot program for limited face-to-face classes. It outlines the objectives of providing an orientation for school heads, describes the components of the SSAT, and defines the roles and responsibilities of schools, School Division Offices (SDOs), and Regional Offices (ROs) in administering the assessment. A composite team at each level will validate data submitted by schools, provide technical assistance, and recommend schools for the pilot program based on meeting safety standards.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
The school safety assessment tool is used to evaluate schools' readiness for limited face-to-face learning during COVID-19. It addresses managing operations, teaching and learning, and learner well-being. Schools must meet all indicators in multiple categories to be eligible, including having COVID-19 prevention protocols, alternative work arrangements for teachers, classroom safety measures, and contingency plans for possible lockdowns. The tool aims to ensure schools can safely reopen while protecting student and staff health.
The document provides guidelines for the expansion phase of limited face-to-face classes in schools. It discusses the success of the pilot phase and outlines milestones in developing guidelines. Key points include a progressive expansion strategy beginning in February 2022 that allows more schools and grade levels to participate if they meet safety standards. Expansion will be managed by regional directors and international schools through the Central Office. Guidelines cover selection of schools, operations, teaching and learning, well-being, and monitoring and evaluation to ensure safe, quality education during the pandemic.
The document outlines a 4-step framework for comprehensive disaster risk reduction and management (DRRM) in basic education in the Philippines:
1. Assess risks through student hazard mapping, building inspections, and risk assessments to understand vulnerabilities.
2. Plan interventions by integrating DRRM into school improvement plans, establishing response teams, and developing evacuation and education continuity plans.
3. Implement plans and be flexible during hazards by monitoring impacts, tracking students and staff, setting up temporary learning, and providing psychosocial support.
4. Monitor, evaluate and report on safety measures, interventions, and lessons learned before, during and after disasters to continually improve the DRRM process.
This document provides interim guidelines for assessment and grading in light of the Basic Education Learning Continuity Plan for the 2020-2021 school year due to COVID-19. It outlines that assessment should be holistic, authentic, and prioritize formative assessment to support student learning. Assessment and grading should be a shared responsibility between teachers, students, and families. Schools should adopt flexible practices to account for the challenges of distance and blended learning while still meeting learning standards. The guidelines are intended to ensure fair assessment and focus on student development during this difficult time.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from the pandemic disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It outlines that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document presents the 2021-2022 School Basic Education Learning Continuity Plan for Misong Elementary School. It outlines the school's plans to ensure accessibility, quality, efficiency and governance of basic education amid the COVID-19 pandemic. The plan details strategies to support 140 enrolled students through printed modular learning and guidance for parents. It also aims to develop teachers' capacity, monitor implementation, and strengthen partnerships to sustain support for students' and teachers' needs during the school year. The school is committed to developing students holistically despite challenges posed by the ongoing health crisis.
The document discusses a school recovery and continuity plan template provided by the Private Education Assistance Committee (PEAC) to help schools in the Philippines plan interventions to address challenges from the COVID-19 pandemic. The template covers 8 areas: instructional recovery, instructional readiness, faculty readiness, financial recovery, administrative readiness, academic support readiness, and physical plant readiness. It provides goals, interventions, action steps, timelines, monitoring, responsibilities, and budgets for each area over three school years to guide schools in accelerating learning, strengthening health and safety, and prioritizing teacher development during the pandemic.
This document provides a communication plan for a pilot implementation of limited face-to-face classes amid the COVID-19 pandemic. It outlines objectives to guide key communicators and provide documentation protocols. It identifies key messages about conducting classes in a consultative, collaborative, and community-based manner. It also maps stakeholders and provides sample communication strategies, materials, and guidelines for documentation and crisis management. The plan aims to ensure students, staff, and communities are protected and informed about the gradual reintroduction of in-person learning.
This document provides guidance on implementing school disaster risk reduction and management (DRRM) through four steps: 1) Assess risks, 2) Plan risk reduction and response strategies, 3) Implement plans, and 4) Monitor and evaluate. Step 1 involves assessing risks through student-led hazard mapping, obtaining community hazard maps, building inspections, and profiling the school. Tools are provided to help schools identify safe and unsafe areas to reduce risks to students, teachers and facilities.
The document provides a template for a School COVID19 Recovery and Readiness Plan for the 2020-2021 school year. The template was created by the Private Education Assistance Committee (PEAC) to help schools plan interventions to address concerns related to school recovery and readiness in light of the COVID-19 pandemic. The template includes sections on instructional recovery, financial recovery, and readiness in areas like instruction, faculty, administration, finances, student support, and physical facilities. Schools can use the template to identify goals, interventions, action steps, timelines and responsibilities to strengthen their recovery efforts and prepare for challenges in the new school year.
Do s2020 008-guidelines-on-enrollment-for-sy-2020-2021Glenda Coching
The document provides guidelines for enrollment in public schools for School Year 2020-2021 in light of the COVID-19 pandemic. It outlines procedures for a primarily remote enrollment process to adhere to physical distancing requirements. Previous teachers will facilitate remote enrollment for continuing students, while new teachers will accommodate enrollment of kindergarten, transfer, and returning students. The enrollment process will utilize digital forms and platforms to collect student data remotely while establishing physical enrollment options as a last resort with safety protocols. Deadlines for documentary requirements are also deferred to December 2020 to accommodate pandemic difficulties.
This document outlines the school calendar and activities for the 2020-2021 school year in light of the COVID-19 pandemic. It announces that the school year will begin on August 24, 2020 and end on April 30, 2021, consisting of 203 class days including Saturday classes. School opening will depend on risk levels and physical distancing guidelines in each locality. Private schools may open earlier but must submit health and learning continuity plans for review. Guidelines are provided for implementing the adjusted calendar and conducting curricular and co-curricular activities while ensuring health and safety.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
The joint memorandum from the Department of Education and Department of Health provides revised operational guidelines for the progressive expansion of face-to-face learning during the COVID-19 pandemic. Key points include: 1) The pilot implementation of face-to-face classes was successful and generated positive feedback; 2) The guidelines cover health and safety protocols to ensure a safe school environment for learners and personnel; 3) Schools must meet requirements to participate, including being in Alert Level 1 or 2 areas, passing a safety assessment, and obtaining parental consent; 4) Protocols are established for classroom layout, ventilation, screening, and orientation on safety measures.
F2F M&E Orientation and PrepSurvey_Cluster 1.pptxssuser03a43a
This document provides an orientation on the Monitoring and Evaluation plan for limited face-to-face learning in San Pedro Elementary School. It discusses the timeline for developing guidelines for limited in-person classes, including finalizing the operational framework. Eligibility requirements are outlined for schools, teachers, employees and learners. The orientation also reviews guidelines for safe reopening, including managing school operations, ensuring teaching and learning, supporting marginalized students, and promoting wellbeing and protection.
The document provides information about conducting a School Safety Assessment using the School Safety Assessment Tool (SSAT) for schools participating in a pilot program for limited face-to-face classes. It outlines the objectives of providing an orientation for school heads, describes the components of the SSAT, and defines the roles and responsibilities of schools, School Division Offices (SDOs), and Regional Offices (ROs) in administering the assessment. A composite team at each level will validate data submitted by schools, provide technical assistance, and recommend schools for the pilot program based on meeting safety standards.
1. The Department of Education in the Philippines issued interim guidelines for assessment and grading in light of distance learning during the COVID-19 pandemic. The guidelines emphasize formative over summative assessment and flexibility in assessment methods. They also provide guidance on conducting remote assessment, providing feedback, and determining grades.
2. Key points of the guidelines include prioritizing formative assessment to inform teaching and support student growth, designing various assessment methods suitable for distance learning, and establishing clear roles and responsibilities for teachers, students, and parents in the assessment process. Feedback and remediation are emphasized to benefit learning.
3. Grading seeks to balance leniency due to pandemic challenges with integrity of assessment. Performance tasks and written
The school safety assessment tool is used to evaluate schools' readiness for limited face-to-face learning during COVID-19. It addresses managing operations, teaching and learning, and learner well-being. Schools must meet all indicators in multiple categories to be eligible, including having COVID-19 prevention protocols, alternative work arrangements for teachers, classroom safety measures, and contingency plans for possible lockdowns. The tool aims to ensure schools can safely reopen while protecting student and staff health.
The document provides guidelines for the expansion phase of limited face-to-face classes in schools. It discusses the success of the pilot phase and outlines milestones in developing guidelines. Key points include a progressive expansion strategy beginning in February 2022 that allows more schools and grade levels to participate if they meet safety standards. Expansion will be managed by regional directors and international schools through the Central Office. Guidelines cover selection of schools, operations, teaching and learning, well-being, and monitoring and evaluation to ensure safe, quality education during the pandemic.
The document outlines a 4-step framework for comprehensive disaster risk reduction and management (DRRM) in basic education in the Philippines:
1. Assess risks through student hazard mapping, building inspections, and risk assessments to understand vulnerabilities.
2. Plan interventions by integrating DRRM into school improvement plans, establishing response teams, and developing evacuation and education continuity plans.
3. Implement plans and be flexible during hazards by monitoring impacts, tracking students and staff, setting up temporary learning, and providing psychosocial support.
4. Monitor, evaluate and report on safety measures, interventions, and lessons learned before, during and after disasters to continually improve the DRRM process.
This document provides interim guidelines for assessment and grading in light of the Basic Education Learning Continuity Plan for the 2020-2021 school year due to COVID-19. It outlines that assessment should be holistic, authentic, and prioritize formative assessment to support student learning. Assessment and grading should be a shared responsibility between teachers, students, and families. Schools should adopt flexible practices to account for the challenges of distance and blended learning while still meeting learning standards. The guidelines are intended to ensure fair assessment and focus on student development during this difficult time.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from the pandemic disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It outlines that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document provides guidelines for the school calendar and activities for the 2022-2023 school year in the Philippines. It establishes that the school year will run from August 22, 2022 to July 7, 2023, for a total of 203 school days. It allows schools to gradually transition back to 5 days of in-person classes by November 2, 2022. The guidelines are intended to help schools adhere to the required number of school days while implementing health protocols during the COVID-19 pandemic. Schools are also encouraged to implement learning recovery strategies to address learning loss from disruptions.
This document presents the 2021-2022 School Basic Education Learning Continuity Plan for Misong Elementary School. It outlines the school's plans to ensure accessibility, quality, efficiency and governance of basic education amid the COVID-19 pandemic. The plan details strategies to support 140 enrolled students through printed modular learning and guidance for parents. It also aims to develop teachers' capacity, monitor implementation, and strengthen partnerships to sustain support for students' and teachers' needs during the school year. The school is committed to developing students holistically despite challenges posed by the ongoing health crisis.
The document discusses a school recovery and continuity plan template provided by the Private Education Assistance Committee (PEAC) to help schools in the Philippines plan interventions to address challenges from the COVID-19 pandemic. The template covers 8 areas: instructional recovery, instructional readiness, faculty readiness, financial recovery, administrative readiness, academic support readiness, and physical plant readiness. It provides goals, interventions, action steps, timelines, monitoring, responsibilities, and budgets for each area over three school years to guide schools in accelerating learning, strengthening health and safety, and prioritizing teacher development during the pandemic.
This document provides a communication plan for a pilot implementation of limited face-to-face classes amid the COVID-19 pandemic. It outlines objectives to guide key communicators and provide documentation protocols. It identifies key messages about conducting classes in a consultative, collaborative, and community-based manner. It also maps stakeholders and provides sample communication strategies, materials, and guidelines for documentation and crisis management. The plan aims to ensure students, staff, and communities are protected and informed about the gradual reintroduction of in-person learning.
This document provides guidance on implementing school disaster risk reduction and management (DRRM) through four steps: 1) Assess risks, 2) Plan risk reduction and response strategies, 3) Implement plans, and 4) Monitor and evaluate. Step 1 involves assessing risks through student-led hazard mapping, obtaining community hazard maps, building inspections, and profiling the school. Tools are provided to help schools identify safe and unsafe areas to reduce risks to students, teachers and facilities.
The document provides a template for a School COVID19 Recovery and Readiness Plan for the 2020-2021 school year. The template was created by the Private Education Assistance Committee (PEAC) to help schools plan interventions to address concerns related to school recovery and readiness in light of the COVID-19 pandemic. The template includes sections on instructional recovery, financial recovery, and readiness in areas like instruction, faculty, administration, finances, student support, and physical facilities. Schools can use the template to identify goals, interventions, action steps, timelines and responsibilities to strengthen their recovery efforts and prepare for challenges in the new school year.
Do s2020 008-guidelines-on-enrollment-for-sy-2020-2021Glenda Coching
The document provides guidelines for enrollment in public schools for School Year 2020-2021 in light of the COVID-19 pandemic. It outlines procedures for a primarily remote enrollment process to adhere to physical distancing requirements. Previous teachers will facilitate remote enrollment for continuing students, while new teachers will accommodate enrollment of kindergarten, transfer, and returning students. The enrollment process will utilize digital forms and platforms to collect student data remotely while establishing physical enrollment options as a last resort with safety protocols. Deadlines for documentary requirements are also deferred to December 2020 to accommodate pandemic difficulties.
This document outlines the school calendar and activities for the 2020-2021 school year in light of the COVID-19 pandemic. It announces that the school year will begin on August 24, 2020 and end on April 30, 2021, consisting of 203 class days including Saturday classes. School opening will depend on risk levels and physical distancing guidelines in each locality. Private schools may open earlier but must submit health and learning continuity plans for review. Guidelines are provided for implementing the adjusted calendar and conducting curricular and co-curricular activities while ensuring health and safety.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
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at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Your Skill Boost Masterclass: Strategies for Effective Upskilling
DM_s2022_030 (1).pdf
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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.
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 P4633 -7 2OA I a633-7 22A / a632- 7 36 | fl4636-4a76 /a637 -6209 awww.deped.gov.ph
Depsrtment of @DucEtfon
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.
2. 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
3. (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
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.
School Name:
School ID: Contact Number:
School General Classifi catiotr: o Private
INDICATORS YES NO
I. SHARED RESPONSIBILITY
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.
Main Indicator:
MANAGING SCHOOL OPERATIONS
Division:
oPublic
(Enclosure to DepEd Memorandum No. , s. 2022)
4. II.
The aumber of teachers who wiII phptcally report meets the
availablllty of waccinated teachers who handle face-to-face
1
Main Indicator:
classes in a safe le enviroament to learaers.
The school has orieated aU its persontel on the work
Main Indicator:
2.
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
marrufacturer recommendations of these
ensured by following the
devices
Iv. SCHOOL TRAFFIC MAI{AGEMENT
1. The school has established safe entraace ard exit, and crowd
management measures for teachers, students, aon_teaching
personnel, and school visitors.
Main Indicator:
5. 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
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
De ti
a o
on S
f e a
AI en
te an
tr
slg11 e
C d
an
p
SI
De t1 n
o f
o tr
en anCC d
an t
exl n
Main Iadicator:
Optiooal Sub-indlcators:
1. The school has estabtshed contact tracing procedures for all
those who enter the school premises (e.g., l-arners, tcachers,
Main Indicator:
school rsonnel, etc.
nts/
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:
Contact Number
Designation:
Main Indicator:
Required Sub-indicators:
exit points in the school
ts in the classrooms
h.
6. 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
Main Indicator:
el maintenalce, and securi ards
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-
Availability of handwashing station/ s with clean and safe water
supply and antibacterial soap
Availability of clean and saJe toilet facilities
Placement of handwashing facilities in strategic locations
Placement of trash bins in strategic locations
Display of visual signages on proper waste maragement practices
near trash bins (e.g. biodegradable, non-biodegradable, recyclable)
Display of visual signages on proper handwashing in handwashing
areas
f
a.
b.
c.
d.
e.
Required Sub-indicators:
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.
Main Indicator:
7. treatment and disposal
Availability of medical-grade face mask required for school
personnel when collecting/handling the leak-proof trash
bag/container
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-|?"
Disposal of the disinfected PPEs with general waste to the hnal
b
C
d
e
Collection of the leak-proof trash
a day (after end of class and after
designated/ specific area to the ge
bag/ container regularly or twice
working day) from the
neral collection area for
dis sal facilit
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
ensuring physical distancing), arnong others,
in common areas and available in local langu
Main Indicator:
mask,
placed
brailie
that are
ages and
ifa licable
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
harge in ensuring observance of protocols,
Main Indicator:
persons-1n-c
mechanisms and rocedures
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.
Main Indicator:
8. VII, CONTINGENCY PLAN
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:
Requlred Sub-lndicators:
a. Distance learning modalities in the event of a class suspension
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.
Main Indicator:
larr
en
ce is included in the con
due to COVID- 19 resu
YES NO
I
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)
fo
chin
n
o eS o
or er
th a o t
a e tem r
ppr pn sys
ea
t ln ST aIl
c
h
a S
di CC
tan set
d u
Main Indicator:
Optional Sub-lndicator:
d. Provision of microph
teachers to facilitate
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
has ensured that all teachers have the Teacher's
2. The school
durin face-to-face classes.
II.
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:
FOCUSING ON TEACHING AND LEARNING
INDICATORS
sound
9. 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 teaching and leaming
ing time for
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
Main Indicator:
learners indiwidually or by small group.
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
. Ma.:dmum of 12 learners at a tlme for those activities
requirlng the use of workshops and laboratories.
Main Indicator:
one-meter physical
classroom sizes and required
dlstaacing; and
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
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
Main Indicator:
f
h Prioritization of learners who are documented to be affected
Main Indicator:
10. mental health concems that may be eased by face-to-face
rnteractions
III.TEACHER SUPPORT
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
entoring, and training relevant in facilitating blended
roach
Main Indicator:
b. Coaching, m
Iearnin a
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
Main Indicator:
bili fa
n
o ta
en ti
b on on e
th b
o servan e
C f
o C
a d
a ml
e C a
e an
SC d rovlS on f
o
p
e
fl xl t I
to e n
ar r
e S Ce to C
face SSC
la S
INDICATORS YAS NO
I.
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:
1. The school has
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
Main Indicator:
WELL.BEING AND PROTECTION
ln
11. Availability
disinfectan
of hand-sanitizers/alcohol-based solutions/other
ts in entrarrce/exit point
C
Main
1.
Indicator:
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
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
are initiated
activities, as re ired b the local health authorities
Main Indicator:
n.
12. 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
and completed
1n
submitted 24 to 72 hours or to the start of school o
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
Main Indicator:
lications
S tem a
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.,
. The most
bein ensron
COVID-19 class sus
sitive isolation
Main Indicator:
13. 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 arent ardian
I S 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 tion in school-based services
I
14. 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
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.
behawiors of learners and other commuai
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 members.
SCHOOL.COMMUNITY COORDINATION
Prepared bg:
Name and Designation
Apprornd. bg:
Date
Name and Designation Date
15. YES NO
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.
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
eements reached
a
a
1. The school has
2. The school has secured writte
guardians of learners who will
tr conserlt from the parctrts /
partlcipate ln the face-to-face
No. of Participating Learners for the Expanded Face to-Face
No. of Parent's Consent Collected:
classes.
3. Vaccination Status of School personnel
No. of Vaccinated Non-Teaching Personnel
Total No. of Vaccinated Non-Teaching personnel:
No. of Vaccinated Teachers:
Total No. of Teachers:
TO BE FILLED OUT BY THE SDO COMPOSITE TEAM
Verified bg:
Name and Designation Date