Disaster Risk Reduction

The Three Pillars:

Pillar 1: Safe Learning Facilities

Pillar 2: School Disaster Management

Pillar 3: Disaster Reduction in Education

School Improvement Plan:

Phase 1: Assess

Phase 2: Plan

Phase 3: Act

Steps in Implementing School NDRMM

Step 1: Assess- Know your risks.

Step 2: Plan – Reduce your risk , prepare to respond, and ensure education continuity.

Step 3: Implement your Plan

Step 4: Monitor , Evaluate and Report

School DRMM Summary

Preparedness before a Disaster

Step 1 Assess (Know your risks)

The step guides the knowing and understanding of risks which may affect learners and
teachers.

a. Student led School watching and Hazard Mapping ( DepEd Order 23s 2015
b. Community Hazards Maps
c. Building Inspection including Fire Safety
d. Basic Education Profile
e. School Risk Assessment

Step 2: PLAN (Reduce your Risks, Prepare to Respond and Ensure Education Continuity)

This step involves the foundation of strategy addressing identified risks and
establishment of protocols which will be implemented before and during disasters including
ensuring education continuity.
 A. Integration of DRMM in the School Improvement Plan
B. Set Up the School DRMM Team
C. Brigada Eskwela : School Safety and Preparedness Checklist ( DM 41, s 2015 )
D. Early Warning Systems
E. Scan the Upload Documents and Instructional Materials to Availble Free Online Facilities
F. Update and Post Emergency Numbers
G. Establish a School Reunification Plan
H. Education Continuity Plan Identification of Temporary Learning Spaces and Resumption
Strategies
I. Evacuation Protocols including Evaluation procedures to elderly young children and persons
with disabilities.
J. Continuously conduct multi hazard drill and evacuation procedures.
K. Family Preparedness Plan

Step 3: Implement your Plan and be Flexible

This step provides a list of things to consider in response to and early recovery in basic
education.

a. Immediate Monitoring of the Effects of the Hazard

b. School Personal Tracking
c. Student Family Reunification Protocol
d. School Clean Up
e. Setting Up of Temporary Learning Spaces and Use of Schools as Evacuation Centers
f. Resumption of Classes
g. Learning Materials
h. Provision of Psychosocial Support

School DRRM Manual

Step 1 Assess (Know your Risks)

A. Student-led School Watching and Hazard Mapping (DepEd Order 23 s 2015)

Learner engagement is an important factor in mainstreaming DRRM. The ability to
identify hazards at the school environment will allow students to understand possible
threats to their safety. Because of this, schools should annually conduct student-led school
watching as well as update the school hazard map. Providing learners with information on
DRRM during classroom instructions may be complemented with practical steps in applying
their knowledge. The checklist below can be used by the school in guiding learners to
identify safe and unsafe areas within the facility’s perimeter.

Step 1 Assess (Know your RISKS) a. Student-led School Watching and Hazard Mapping (DepEd Order 23 s
2015) Learner engagement is an important factor in mainstreaming DRRM. The ability to identify
hazards at the school environment will allow students to understand possible threats to their safety.
Because of this, schools should annually conduct student-led school watching as well as update the
school hazard map. Providing learners with information on DRRM during classroom instructions may be
complemented with practical steps in applying their knowledge. The checklist below can be used by the
school in guiding learners to identify safe and unsafe areas within the facility’s perimeter.

SCHOOL WATCHING CHECKLIST (Do 23 s 2015)

Broken windows
Slippery pathways
Blocked corridors
Heavy objects mounted on cabinets/shelves
Flooded area
Busted plugs/light bulbs/electrical facilities
Exposed electrical wires
Protruding nails from chairs and tables
Broken door knobs
Warning signs for slippery pathways/corridors
Plants mounted on building railings
Flooding
Exposed chemicals and liquids
Lack/absence of storage for equipment
Unlabeled chemicals
Dripping ceilings
Open pit
Stagnant water
Unpruned trees/bushes/shrubs
Open/Clogged canals
No ramps for elevated school buildings or other facilities
Swing-in doors
Broken/dilapidated ceiling
Open/incomplete perimeter fence
Presence of stray animals inside the school campus
Presence of electrical post/transformer near or within the school perimeter
No system of learner release to parents during emergencies
No posted emergency hotlines around the school
Garbage Area (Segregation of Biodegradable and Non-Biodegradable)
Detached or peeled off GI sheet
Broken toilet bowl and/or sinks
Broken chairs/desks/tables
Blocked/no emergency exits
Unmounted cabinets/shelves
Medical kits in every classroom
Bells/alarms
Condemnable building (i.e. very old structure, collapsing building and/or
prominent cracks on classroom walls)
 B. Community Hazard Maps

Schools should coordinate with the local government units in order to secure a copy of
the community hazard maps provided by the DOST and its other agencies.

Hazard- A potentially damaging physical event, phenomenon or human activity, which

may cause the loss of life or injury, property damage, social and economic disruption or
environmental degradation. (UNISDR, 2009) e.g. typhoon, flood, earthquake, landslide

C. Building Inspection Including Fire Safety

Schools may partner with local engineers from the municipal/city government,
Department of Public Works and Highways (DPWH) and Bureau of Fire Protection (BFP) for the
regular conduct of school building inspection and possible orientation and on how to observe
related safety measures.

D. Basic Education Profile

Taking into account the vulnerabilities and capacities of the school, i.e. enrolment,
classroom etc. for risk analysis. Data disaggregation is also necessary—i.e. gender and age—to
identify specific needs of learners

Vulnerability- A set of conditions and process resulting from physical, social, economic,
and environmental factors, which increase the susceptibility of a community to the impact of
hazards. (UNISDR,2009)

E. School Risk Assessment

Capacity - The combination of all the strengths, attributes and resources available within
a community, society or organization that can be used to achieve agreed goals. (UNISDR, 2009)

Step 2 Plan (Reduce your Risks, Prepare to Respond, and ensure education continuity)

A. Integration of DRRM in the School Improvement Plan After the students have presented and
submitted the hazard map to the SPT and risk assessment has been completed; this may be
used in identifying action plans for the school. The integration of assessment results to the
SIP should be done in consideration of the strategies among the three pillars of the
Comprehensive DRRM Framework and across the four thematic areas: prevention and
mitigation, preparedness, response and recovery.

B. Set Up the School DRRM Team

The School DRRM Team

 Each school is required to organize a School DRRM Team (DO 21, s. 2015). Schools are
encouraged to tap existing groups such as the School Governing Council (SGC) or the school
planning team instead of convening an entirely new group.

This Team, which will be led by the school head, will facilitate and oversee the
implementation of DRRM specifically on preparedness and response.

Composition of School DRRM Team

The school head assigns a teaching and/or a non-teaching personnel as alternate DRRM
focal person (DO 21, s. 2015). The School DRRM Team which shall consist of teaching and non-
teaching personnel will be mobilized during disasters and emergencies. For big schools, several
teams may be organized to ensure the safety and protection of all learners. Parents and
community members may also be included in the team.

All classroom advisers are instructed to do the following:

• Maintain and update the directory of parents and/or guardian of students

• Ensure the safekeeping of student records (i.e. grades, birth certificates)

• Maintain supply of teaching materials (i.e. Manila paper, markers, crayons, bond papers)

Account all students during and after evacuation;

• Facilitate the safe release of learners to their respective guardians and/or parents;

• Provide psychosocial support to learners; and

• Provide play activities for young learners to process their experience

C. Brigada Eskwela: School Safety and Preparedness Checklist (DM 41, s 2015)

Brigada Eskwela is an annual school maintenance week, which seeks to “engage all
education stakeholders to contribute their time, effort and resources in ensuring that all public
school facilities are prepared in time for the forthcoming school opening” (DepEd: DM 41, s
2015). This can also be the school’s channel to put emphasis on school safety and disaster
preparedness. As such, the following requirements may be in place:

D. Early Warning Systems

Schools should establish mechanisms to inform students and personnel on hazards and
emergencies. It is important for schools to identify various sources of credible information and
strategy for their use. For instance, bulletin boards can be maintained for the posting and
updating of hazard information. SMS blast can also be done to keep teachers informed of
important updates. Existing bells and alarms may also be used to signal emergencies in schools.
Alternative facilities may be explored by the school DRRM team to increase flexibility and
adaptability of early warning strategies for the school. Below is a list of websites that can be
used to monitor natural hazards:

USEFUL WEBSITES

E. Scan then Upload Documents and Instructional Materials to Available Free Online Facilities

There are several free online data storage facilities that can be used to safe keep school
documents. Some examples are GoogleDrive, OneDrive, DropBox, among others. Schools may
also store documents in their email accounts. Especially for learning materials, make sure that
accessing the school’s uploaded documents should not be exclusive to few personnel. Anyone
should be able to download these, whenever necessary.

F. Update and Post Emergency Numbers

Schools should be able to identify agencies which can support schools during
emergencies and/or disasters. The police, fire stations, health centers, hospitals, among others
are some of these. All school stakeholders should be made aware of the updated contact details
of these agencies to coordinate needed assistance, whenever necessary. Posting of emergency
number in different areas of the school would be helpful.

G. Establish a Student-Family Reunification Plan

There are certain incidents that would require immediate suspension of classes. In the
interest of child safety and protection, schools should include in their plans a protocol in
releasing learners to their respective families.

Student-Family Reunification

Purpose: To ensure that students and families are safely reunited in case of unsafe or
unusual circumstances. In the event of an emergency or disaster, students under the
age of 16 are not permitted to leave school or safe haven except in the company of an
adult approved in advance by a parent or guardian.

School Administration: Ensures that List of Emergency Contacts for each student is
updated by parents at the beginning of the school year, and can be updated by parents
at any time.
Parents: Parents provide school with updated list of emergency contacts with
permission to pick up student any time. Students will only be released to the person/s
on this list or authorized by the person/s on this list.

Reunification Team: Greet parents and emergency contacts at gate. Seek verification of
identity and ensure that students are released only to persons listed on the form. Keep
record of this for anyone who may query later.
 Students: Be prepared to follow these safety procedures and help out at school.

Everyone: Be prepared to use these procedures any time that students cannot rely on
normal procedures to be safely reunited with their families.

H. Education Continuity Plan: Identification of Temporary Learning Spaces and Resumption

Strategies

Learners could be displaced from school during disasters and/or emergencies for
different reasons. The use of schools as evacuation centers and the severely damaged learning
facilities are two of these. In these cases, immediate identification of temporary learning spaces
is important for class resumption. The list below from the INEE could assist schools in this
process:

Temporary Learning Space Site Selection

 Site is safe, secure, accessible, and free of hazards

 Site is at a distance from main roads, distribution points, and stagnant water or polluted
drainage sites
 Site is close to a majority of children
 Site has access to safe water as well as hygiene and sanitation facilities
 Site has shade and protection is available against wind, rain, dust, noise, and
disturbance
 Site has space for recreational and sports activities
 Site is acceptable to local community
 Site has essential supplies and education materials

Selection And Onboarding Of Teachers For Temporary Learning Spaces

 Teacher has previous experience in teaching and is qualified with the minimum country
requirements
 Teacher has been briefed on Child Rights, Gender, Ethnic and Social Sensitivities
 Teacher has been trained on Education in Emergencies (INEE minimum standards)
 Teacher is capable of providing psychosocial support

Question #1

What kind of emergency is this?

Question #2

Is the building safe?

Question #3

Are the school grounds safe?

Question #4
 Re-assess for safety.

Rapid onset No Warning

All other Hazards and Reassess

Violence earthquake Fire Is the

Drop, cover and hold
No Yes
Crawl if necessary building
safe?
Lockdown
• Alarm Signal Evacuate
• Call Buildig
Emergency • Alarm or
Number Shake
• Everyone Trigger
• Fire: Call Shelter-in-
inside! Place (indoors)
• Lock all Emergency
NumberAssis •Announcement
doors
disabled and • Stay inside in
• No entering
visitors Safe Areas
or leaving
• Take Go- • No one Enters
• Signs in or Leaves
supplies
window
• Earthquake:
mark door

TEACHER CHECLKLIST: Check yourself _______________________

 School Evacuation Plan is posted in your room clearly with contrasting colors. If you do not have
one, please obtain it from the schools DRRM Team.
 Necessary learning/teacher/school kits should be available.
 All supplies should be in place and are easily transportable for evacuation or fields trips.
 Confirm whether you will have any special duties. Get two know your buddies among the
nearby classes. If your name does not appear on our emergency organization matrix or if you do
not have class, please be prepared to report to the SDRRM Team.
 Make sure that you know the location of your fire extinguisher (if there is any) and recall the
acronym to remind you how to use it: P.A.S.S. (Pull the pin, aim at the base of the fire, squeeze
the nozzle and sweep at the base of the fire). Otherwise, review other ways to suppress fire.
 It is highly recommended that you complete your own Family Preparedness Plan at home and
your plan with your own childcare providers. Please prepare yourself at home and at work in the
event you are needed to stay longer than your scheduled day. The principal or designee will
release staff members as the needs change. If you have very extenuating circumstances discuss
these with your Principal NOW, not during an emergency.
 Plan a quiet activity that students can do in the assembly area in the event of a real emergency
or a drill.
  In case of disaster before or soon after the end of the school day, please be prepared to return
to school to provide assistance to students.

Teachers: Prepare your students _______________________________

 Encourage your students to take all drills very seriously.

 Practice building evacuation in your classroom. Do it as well with your neighboring class. Make
sure that your students know the four rules for building evacuation: Don’t Talk! Don’t Push!
Don’t run! Don’t turn back! Students should know that if there is an earthquake and they are
outside of a classroom (during break or lunch or if they are somewhere), they should exit with
the nearest class and should NOT go back inside. If they are between classes, they should
assemble in the outdoor emergency assembly area with their next period class.
 Review the School Evacuation Plan. For older students, prepare four monitors who will work as
buddies and lead the way, carefully checking to make sure that the route is clear. (This is of
utmost importance for classes on second floor or without easy access to open spaces).
 If you face earthquake risks, practice “Drop, Cover, and Hold” drill, having students hold their
position for 45 seconds. You may count together: one-one hundred, two one-hundred etc.
 Teacher in science labs should demonstrate to students how to extinguish any flames and
isolate hazardous materials in use.
 Make sure that students understand the Student-Family Reunification Protocol. Inform students
that only their parent(s), guardian(s), or other adult(s) listed on their Emergency Contacts Card
will be allowed to pick them up from school in a real emergency. Explain the “Request Gate” /
“Reunion Gate” idea and reasons.

Teachers and Students: Prepare your parents ____________________________

 Teachers are to inform parent through letters.

 SDRRM inform parents that their Emergency Contact Form Should be updated, and explain
the importance of the reunification procedures.
 Reassure parents that their children will be safe at school until they come for them.

Step 3 Implement Your Plan, and Be Flexible

A. Immediate Monitoring of the Effects of the Hazard

The school head, or the authorized personnel, should spearhead the conduct of rapid
assessment of damages for preparation and submission of reports (Refer to Rapid Assessment
of Damages Report Forms A and B in DO 21 s 2015). The immediate determination of effects is
crucial in identifying needs and action plans not only for the schools but also for other DepEd
offices and partners that support education, during times of emergencies and/or disasters. In
addition, the following questions could be used by schools in coming up with immediate action
plans.
B. School Personnel Tracking

Schools should establish a protocol between and among personnel on a selfreporting process
during the occurrence of disasters outside or inside the school. This strategy will help the school DRRM
team in managing the situation and at the same time guide in planning the resumption of classes and
other related initiatives like student tracking. Schools should opt to also establish a personnel locator
system to record the whereabouts of teaching and nonteaching staff.

C. Student-Family Reunification Protocol

The sample provided in this section could be used as a guide in releasing the students to their
families during emergencies. Schools could modify the form depending on the additional information
they would like to collect before turn-over of learners to their respective parents or guardian. For bigger
schools, class advisers, who could be more aware of learner’s kin, can be assigned to release students.

D. School Clean-Up

A disaster stricken environment, makes learning less conducive for students. School clean up
should be among the most immediate actions the schools need to take in order to immediately resume
classes. In some cases, students themselves are involved in the clean up. However, it should be noted
that protection of student should be always be of primary concern in these situations.

E. Establishment of Temporary Learning Spaces and Use of Schools as Evacuation Centers

In the event that the schools will be used as evacuation centers, the DRRM Team shall
coordinate with all advisers for the preparation of classrooms that can be used by the IDPs.

• For schools that will be used as evacuation centers for at least 3 days, class resumption
strategies should be prepared. These strategies should cater both to the evacuated and resident
learners.

• For multiple shifts and partial resumption, homework should be provided for continuous
learning of students in their respective places

• For evacuated schools, school heads should track all learners on a weekly basis

• Attendance should be monitored on a daily basis and reports should be prepared every week

• Classrooms used as evacuation areas should be monitored daily, particularly documenting

incurred damages.

F. Resumption of Classes

School heads, with assistance from the DRRM Team, should immediately assess the readiness of
the school to resume classes. This means that the DRRM Team has checked the status of teachers,
spearheaded the school clean up, inventoried the available learning materials, identified temporary
learning space (if needed) and determined the relatively safe access of learners to school. In case of
limited facilities in the school where it is used as an evacuation center or has incurred severe damages,
shifting could be adopted and schedule should be immediately communicated to parents and teachers.
If there are available learning modules that can be distributed, independent learners may opt to study at
home to minimize congestion as a result of the lack of available learning spaces.

Step 4 Monitor, Evaluate, and Report

A. Review Implementation of Safety and Preparedness Measures and Protocols. The school
DRRM team should regularly assess ALL safety and preparedness measures, including
related projects and activities conducted. This is to ensure that DRRM interventions are
updated, relevant and appropriate. The following checklist can be used as a starting point in
reviewing school DRRM interventions:

SCHOOL DISASTER READINESS AND RESILIENCE CHECKLIST

1. Ongoing committee guides the school disaster management process

 An ongoing committee is tasked with leading school disaster management on an
ongoing basis.
 School disaster management has the full support of the school leadership.
 School disaster management committee takes lead in ongoing planning for
prevention, mitigation, response and recovery.
 School disaster and emergency management plan is reviewed and updated at least
annually.
2. Assessment and Planning for Disaster Mitigation takes place continuously
 Hazards, vulnerabilities, risks, capacities and resources are researched and assessed.
Mitigation measures are identified and prioritized for action.
 Building evacuation routes and safe assembly areas are identified.
 Area evacuation and safe havens for student-family reunification are identified, as
needed.
 Educational continuity plans are in place for recurring hazards and high impact
hazards (including alternate locations and transitional learning spaces as needed).
3. Physical Protection Measures are Taken to Protect Students and Staff and Facilities
 School buildings and grounds are maintained and repaired for disaster resilience (eg.
against moisture, termites, fungus).
 Fire prevention and fire suppression measures are maintained and checked
regularly.
 Safety measures related to building non-structural elements, furnishings and
equipment are taken to protect students and staff from hazards within the building
(especially due to earthquakes, severe weather etc.)
 Measures are taken to protect equipment and materials from wind and water
damage (from floods, storms)