Unified SDRRM Plan

School Disaster Risk Reduction and
Management Plan (SDRRMP)

Objectives:
At the end of the activity, the following objectives should be met:
 clarify the roles of School Disaster Risk Reduction and

Management Committee;
 harmonize the contingency plan of schools and
barangays;
 involve the BLGUs and BDRRRMO in the contingency
planning;
 improve the disaster risk reduction plan of 20 partner
schools of the project.
DEPARTMENT OF EDUCATION 2
1. Purpose of the SDRRMP
The Purpose of the plan is to assess the vulnerability of the
school community to different types of hazards which are evident in the
area, to identify the elements at risk such as the learners, school
personnel, school facilities, and other resources of the school. More
importantly, the plan consist of contingency plans which are hazard
specific like for earthquake, fire, typhoon, flooding, and human-induced,
that they school will follow before, during, and after a disaster strikes.
Also, the plan includes list of partner agencies and
stakeholders that may be tap in the different DRRM activities of the
school. Lastly, the SDRRM Plan contains the response protocol of the
School, Division Office, and the Regional Office after a disaster occur.
2. HISTORY/BACKGROUND
As embodied in Article XIV, Section 1 of the 1987 Constitution, “the

state shall protect and promote the right of all citizens to quality education at all
levels and shall take appropriate steps to make education accessible to all.”
In line with the above-mentioned constitutional provision, the Barrio

Council headed by the late Barangay Captain Priscilo Roa passed a resolution
for the opening of San Jose Barrio High School way back in 1971. The opening
of the school in San Jose, Tacloban City was indeed a big boost to the low-
income families in the community for it enabled them to send their children to a
high school, which is accessible from their homes.
HISTORY/BACKGROUND
The school formally opened June 1971 with an enrollment of eighty-

one (1) students. Since its birth the population had tremendously shown an
evidence of growth not only in the number of students but as well as the number
of teachers.
In June 1973, the school was temporarily closed due to lack of funds
but thru the efforts of the local residents, barangay officials, and concerned
organizations who worked hand in hand, its then, the school was reopened
August 3, 1973.
In fact, the diplomas for the first batch, the thirty eight (38) graduates
were just given on March 1977.
However, through the efforts of Congressman Roy Montejo, the San

Jose Barangay High School is now named into San Jose National High School
(SJNHS).
HISTORY/BACKGROUND
The school is situated within Barangay 87, San Jose, Tacloban City,
along Manlurip Highway.
San Jose National High School is composed of ____ teachers, _____

non-teaching staff, _____department heads and 1 school heads. There are a
total of _______ students for both junior and senior high school.
The school was totally damaged during the onslaught of Super

Typhoon Yolanda last November 8, 2013. The school incurred 57 students who
were recorded as casualty during the typhoon.
Also, the school is prone to flooding because of its low-lying

topography.
3. HAZARD ASSESSMENT
3.1 ENHANCED SCHOOL WATCHING
CHECKLIST
3.2 ENHANCED SCHOOL WATCHING
CHECKLIST
ENHANCED SCHOOL WATCHING
CHECKLIST
3.3 Other Hazards not captured by the
Checklist
Natural Hazards School History Frequency
of the hazard
(Brief
Description)
1. Earthquake
2. Typhoon
3. Flash Floods
4. Flooding
5. Storm Surge
Human Induced
Biological
4. School Watching Team (SWT) and its
Function
A. Organizing and Preparing the School Watching Team
• The schools head shall designate a moderator to

facilitate a student-led school watching and hazard
mapping activity. The moderator is preferably a
DRRM-trained school personnel who is familiar with
the hazards and risks in the school or anyone who
has previous/current involvement in any DRRM
activity.
School Watching Team (SWT) and its
Function
• The School Watching Team (SWT) should

comprise of at least 10 members. For medium and
big schools, organizing various students’
organizations and//or student leaders for a school
watching activity is preferred to maximize
engagement. For very small schools (i.e. with less
than five classes), teachers could integrate school
watching in their respective lessons as an outdoor
activity. For very big schools, more than one team
could be organized to ensure that all grade levels,
sections and groups are represented
Function
• The Supreme Student/Pupil Government

(SSG/SPG) shall aid in the identification of SWT
members. The team members could be student
leaders of youth clubs, academic and/or non-
academic clubs such as boy/girl scouts, Red Cross,
or representatives from various grade levels and/or
sections.
• The moderator is encouraged to redesign the
process, if necessary, to ensure appropriateness to
the composition of the SWT. Preferably SSG/SPG
shall also participate in this activity.
Function
• It is important that the moderator presents the

guidelines in the language that the SWT is most
familiar and comfortable with.
• The moderator could prepare a timeline on the
conduct of this activity to ensure that this will not
disrupt regular school activities and/or classes of
SWT members.
• The moderator will prepare route for the school
watching, designate stops and provide a School
Watching Checklist (D.O. 23s.2015) to Team members
for guidance in the observation of hazards.
Function
• Designate a start and end point for the school

watching activity.
• The moderator shall orient the SSG/SPG on school
watching and hazard mapping before convening the
SWT.
Function
B. School Watching and Hazard Mapping
• The moderator should ensure that all SWT members

have a pen and notebook for note taking during the
school watch.
• The moderator shall orient the SWT on the
background and purpose of this activity, and level-off
with the TEAM on the conduct of this activity.
• Walk through each building, classroom, office,
laboratory, workshop, play area, garden and any
open area of the school.
Function
• At each point, give a 3-5 minute stop for the Team to

observe and take down notes in every building,
classroom, office, laboratory, workshop, play area,
garden and any open area.
• Use the School Watching Checklist as a basic guide
in identifying hazards factors and/or at risk areas in
the school. The team members are encouraged to
add other risk factors based on their observation,
experience and appreciation of the condition of the
school environment/facilities.
Function
• After walking around the school premises, the
moderator will facilitate the processing of the
information noted by the SWT.
• Then, materials such as cartolina, pens, crayons,
colored papers or any drawing materials will be
distributed to the SWT to map and plot the identified
hazards and/or at risk areas in the school.
• Allow the SWT to discuss the plotted hazard areas
in the map to enhance the initially placed markings.
• Finalize the hazard map based on the SWT
discussion and prepare for a presentation to the
School Planning Team (SPT)
Figure 1. SAMPLE OUTPUT - SCHOOL HAZARD MAP
Pinoma National High School, Division of Cauayan City, Region 02
DEPARTMENT OF EDUCATION
Figure 2: INCLUDE COMMUNITY HAZARD
MAP
MONITORING & EVALUATION
All Division DRRM Coordinators shall
conduct ocular visits to observe and
document the conduct of school watching
and hazard mapping. Specifically, the
Coordinator shall note the implementation
issues and submit reports to the DRRMO.
This well serve as input to succeeding
policy development initiatives.
5. Elements at Risks
Table 1: Elements at Risk (Students)
Number of PWD
Number of Students
Students
Year Level Section
Male Female Male Female
Jade
Pearl
Grade 7
Diamond
Table 2: Elements at Risk (Teachers and Staff)
Name Position Department Subjects Ancillary Training on
Handled Position DRRM/CCA/
EiE
1. Flordelis School Admin. N/A SDRRMC None
N. Head Chair
Tabaranza
2. Teacher Science Science DRRM
Emmanuel Coord.
P. Firmo, Jr.
Table 3: Elements at Risk (Infrastructure)
Total Number of Buildings:______
Total Number of Rooms:______
Total Number of Instructional Rooms:______
Total Number of Non-Instructional Rooms:_____
Type of Year Number of Instructional or Non-

Building Constructed Rooms Instructional (put a check
mark √ )
Instructional Non-
Instructional
1. Carino Bldg. 1989 9 /
2. Gabaldon 1989 9 /
Bldg.
Table 2: Elements at Risk (Non-Infrastructure)
Total Number of Chairs: _______ ( G7 ____; G8______; G9_______; G10_______)
Total Number of Tables: _______ ( G7 ____; G8______; G9_______; G10_______)
Total Number of Desks: _______ ( G7 ____; G8______; G9_______; G10_______)
Total Number of Teachers Tables: _______ ( G7 ____; G8______; G9_______; G10_______)
Total Number of Learners Tables: _______ ( G7 ____; G8______; G9_______; G10_______)
Year Level # of Chairs # of Desks # of Teachers # of Learners

Table Table
Grade 7 2500 None 15 None
Table 2: Elements at Risk (Learning Materials)
Filipino English Mathem Science Aral MAPEH ESP TLE

atics Pan.
Grade 7 None 15 None
Grade 8
Grade 9
Grade 10
Table 2: Elements at Risk (DepEd Computerization Program)
Batch Number of Units Year Acquired
19 25 Computer sets 2012
6. Capacity
Table 6.1 Human Resource
Name of Training on Number of Skills Gained Implementing

Personnel DRRM/CCA/ Hours Agency
EiE
1. Emergency 40 hours First-Aid, BLS, Plan Int’l; RED
Rescue Emergency TAG
Emmanuel P. Training Response Philippines
Firmo, Jr.
2. DRRM 24 hours Basic concept DepEd RO8
Camp on DRRM
Note: You can paste pictures and certificates as MOV of training attended
6. Capacity
Table 6.2 Early Warning Facilities
Facility Available Not-Available
Bell or Alarm or
/
“Batingting”
DRRM Bulletin Board /
Transistor Radio /
Two-Way Radio /
Megaphone
6. Capacity
Table 6.2 Emergency Response Facilities
Facility/Equipment Available Not-Available
School Clinic /
First-Aid Kit /
BP App. /
Go Bag /
Ropes
Axe
Floating Device
6. Capacity
Table 6.2 Emergency Response Facilities
Splints /
Spine Boards /
Gauze Bandage /
Elastic Bandage /
Triangular Bandage
Kendricks or Half-Spine
Medicine Cabinet with

OTC Medicine
Note: You can add as many as you can for as long as the material is needed for emergency response
6. Capacity
Table 6.3 Safe Keeping of Vital Records Facilities
Data Base on School

/
Records
Utility Box for School
Records like Form 137, /
baseline data, etc.
Note: Consult with the school EBEIS on the vital records of the school
8. Early Warning System (can be modified)
FIRE
LEVEL CRITERIA INTERPRETATION WARNING SIGNAL REQUIRED ACTION

Conduct Classroom
0 No Fire Classes on Going None
Instructional as usual
Ready to evacuate the area

15 rapid blowing of siren going to the safer safe.
1 Smoke and burning smell ALERT
(ambulance) Activate the Fire Warning and
Shut down the power source
Evacuate the area

Visible fire and more 25 rapid blowing of siren
2 Evacuation underway Bring priority items such as
smoke encounter (ambulance)
foods, clothes and medicines
35 rapid blowing of siren Stay in evacuation area until fire

3 Raging Fire Area Completely evacuated
(ambulance) out/danger has passed
EARTHQUAKE
0 No Earthquake Classes on-going None Classes on-going
During Earthquake:
The bell or alarm will Duck, cover and hold
Felt generally by people
Intensity 4 stop as soon as the After Earthquake:
1 indoors and by few people
(moderately strong) shaking stops. This Stay calm and evacuate to
outdoors. Lights sleepers
signals for evacuation the holding area
are awakened
Felt generally by everyone. During Earthquake:

The bell or alarm will
Hanging objects sewing Duck, cover and hold
Intensity 5 stop as soon as the
2 freely. Tall vases and After Earthquake:
(strong) shaking stops. This
unstable objects are Stay calm and evacuate to
signals for evacuation
overturned the holding area
Overturns movable and During Earthquake:

unstable objects like The bell or alarm will Duck, cover and hold
Intensity 6 bookshelves, cabinet and stop as soon as the After Earthquake:
3
(very strong) chairs. There is slight shaking stops. This Complete evacuation of all
damage on wall-built signals for evacuation students and personnel
houses to safe holding areas
FLOODING
0 No Flood Classes on-going None Classes on-going
Announcement from
The school ground had SDRRMC, Classes on-going
1 Below 1 foot submerged and sand bags BDRRMC, MDRRMC. Students are advised to
are can be seen. PDRRMC, DepeEd bring slippers
and/or PAGASA
The school ground and first

Announcement from
step of the stairs on the Suspension of Classes
SDRRMC,
first floor, sand bags are Update on Social Media
2 1 foot BDRRMC, MDRRMC.
completely submerged. Update Division DRRM on
PDRRMC, DepeEd
The water level is near on cancellation of classes
and/or PAGASA
the main gate.
Announcement from
Suspension of Classes
The flood are near to enter SDRRMC,
Update on Social Media
3 Above 1 foot in the rooms located on the BDRRMC, MDRRMC.
Update Division DRRM on
first floor . PDRRMC, DepeEd
cancellation of classes
and/or PAGASA
TYPHOON
0 No Typhoon Classes on-going None Classes on-going
Announcement from Classes on-going

Classes at the preschool
SDRRMC, Case to case
and Elementary level shall
1 Typhoon Signal No. 1 BDRRMC, MDRRMC. basis(Classes may be
be automatically
PDRRMC, DepeEd cancelled if the situation
suspended in public and
and/or PAGASA is already life threatening)
private schools.
Classes at the Pre-School,

Announcement from
Elementary and Secondary
SDRRMC,
levels shall be
2 Typhoon Signal No. 2 BDRRMC, MDRRMC. Suspension of Classes
automatically suspended in
PDRRMC, DepeEd
all public and private
and/or PAGASA
schools.
Classes at the Pre-School,

Announcement from
Elementary, Secondary,
SDRRMC,
College levels shall be
3 Typhoon Signal No. 3 BDRRMC, MDRRMC. Suspension of Classes
automatically suspended in
PDRRMC, DepeEd
all public and private
and/or PAGASA
schools.
VIOLENCE
WARNING REQUIRED
LEVEL CRITERIA INTERPRETATION
SIGNAL ACTION
0 No Violence Classes on-going None Classes on-going
RAPID ONSET Alarm coming
Unknown
NO WARNING from the
person/people Automatic
An intruder megaphone
1 had enter the school Lockdown in all
entered the or Order from the
compound. buildings
vicinity of the school Authority
school.
9.1 SDRRM Team Organizational Structure
Figure 3. DRRM Team Organizational Structure (Please insert the names of the team leaders and the
members on the boxes below.)
Figure 4. Role of the DRRM Focal Person
9.3. SDRRM Team Organizational
Structure
Figure 3. Roles and Responsibilities of the SDRRM Team
DUTIES AND RESPONSIBILITIES OF THE SDRRMC
Chairperson
 Convenes the SDRRMC and activate school Disaster Operator Center.
 Coordinates with MDRRMC and BDRRMC for appropriate supports in event of
emergency evacuation.
 Prepares with the teachers the School Disaster Management and Contingency
Plans.
 Identifies and designates a School Disaster Operation Center.
 Maintains liaison with the MDRRMC and BDRRMC Chairmen
 Initiates and conducts training courses for disaster management activities with
assistance from appropriate agencies.
 Coordinates arrangement for and directs all drills and exercises.
 Exercises command and responsibility for the implementation of the School
Disaster Management and Contingency Plans.
 Arranges for and supervises the storage and disposition of required supplies and
equipment.
 Directs and supervises evacuation activities during drills and actual disaster.
DUTIES AND RESPONSIBILITIES OF THE SDRRMC
Vice-Chairperson/ SDRRMC Focal Person
 Performs the functions of the SDRRMC chairperson in his/her absence.

 Assists the SDRRMC chairman to organize the SDRRMC and in
redefining the functional roles and responsibilities of the SDDRMG
members.
 Assists the chairman in choosing SDRRMC members and in designating
the various committees deemed supportive in the interest of public safety.
 Performs such other functions and responsibilities that may be assigned
by the SDRRMC chairman from time to time.
Early Warning Committee

 Prepares the School Warning Plan.
 Performs observations for potential hazards and monitors the
conditions following the observations.
 Reports the observation to SDRRMC chairman for analysis
and issuance of appropriate advisories.
 Confers regarding real time observations on hazards that
may call for a preparatory or evacuation movement.
Communication Committee
 Prepares the school communication plan and protocols.
 Informs the school through warning signals the appropriate
warning information and advisories during the preparatory
and evacuation stages.
 Maintains coordination with the PDRRMC
/MDRRMC/BDRRMC communication teams for regular
updates of impending threats and advisories.
 Keeps records of all warning and communication messages
 Acts on all communication pertaining to disasters.
Evacuation Committee
 Develops and reviews school evacuation plan
 Makes ready all the time the school holding areas prior to
emergencies and disasters.
 Prepares the evacuation centers in coordination with higher
DepEd authorities (receiving and managing IDPs)
 Determines safe evacuation route in coordination with
transportation committee
 Leads teachers and students to safe holding areas during
emergencies.
Security Committee
 Organizes and activates the security functions of the barangay tanods to
augment manpower requirement of the dispatch PNP personnel.
 Secures the evacuees and properties in the areas of operations.
 Implements and enforces personnel identification and control by
checking unauthorized persons and vehicles in the cordoned areas.
 Responds to the alarm signals or other suspicious activities and reports
the unusual activities to higher authorities concerned through the
SDRRMC or any person in authority.
 Performs escort duties in the transport of persons, supplies, and
equipment.
First Aid Committee

 Prepares medical kit/resources for health concerns during
evacuation.
 Provides manpower support to the
PDRRMC/MDRRMC/BDRRMC medical and health
committee.
 Coordinates with the government health agencies, Red
Cross and other resource agencies for first aid and medical
self-help training.
 Direct the first aid and medical/health operations and
controls access to medical health supplies.
 Ensures safety of the storage, handling of food and
availability of potable water in evacuation areas.
Evacuation Management Committees
 Performs day to day management of the evacuation centers.

 Assists the SDRRMC chairman in arranging for and supervision of the
storage and disposition of required supplies and equipment.
 Identifies the sources of supplies as may be needed.
 Receives supplies and channels the same to the service leader as
needed.
 Coordinates with MSWDO for relief assistance.
 Assists in organizing and facilitating the preparation and distribution of
relief goods.
 Receives relief donations like canned goods, clothing, medicines,
household utensils, and equipment needed for operations, materials for
temporary shelters and others.
 Assists the BDRRMC chairman in preparing relief status reports for
submission to MDRRMC.
10. Planning Team Organizational Structure
with Roles and Responsibilities (Optional)
Note: Please refer to the AIP and SIP of the school for a quick
reference
11. Child Protection Committee Organizational Structure
with Roles and Responsibilities (Optional)
Note: Please refer to the AIP and SIP of the school for a quick
reference
12. DRRM/CCA/EiE Program of Activities
12.1 : Safe School Facilities

Themati Activity Time Resources Persons Expected Budgetary
c Area Frame Needed Involved Outcome Requirement
Prevention 1. Monitor the Within the 1. Building 1. School Head 1. POW were followed
and construction of period as Code of the 2. Physical along the way.
Mitigation school indicated in the Philippines Facilities 2. Resilient school
buildings POW 2. POW Coordinator building in
3. Division Engr. accordance with the
standards.
Installation of First quarter of 1. Buzzer School Head, Functional Early Warning
Early Warning the year 2. Bells or Supply Officer System
Device alarms Budget Officer
3. Megaphone SDRRM team
Preparedne
ss Installation of First quarter of Fire extinguishers School Head, Functional Fire Fighting
Fire the year Modified Fire Supply Officer Equipment
Suppression suppression Budget Officer
Equipment equipment SDRRM Team
Response RDANA As the case may Baseline of Non – School Head, Rapid Assessment of
be Infra and Infra SDRRM Team, Damages and Needs of
List of Human School Facilities the school
Resource DRRM and Engr.
Recovery PDNA After the Baseline of Non – School Head, Analysis of Post Disaster
and disaster Infra and Infra SDRRM Team, Needs
Rehabilitatio List of Human School Facilities
n Resource DRRM and Engr.
PDNA Team
12.2: School Disaster Management

c Area Frame Needed Involved Outcome Reuirement
Prevention Creation of the As early as June None School Heads, Organizational Structure
and SDRRM Team Department Heads, of the SDRRM team with
Mitigation and School Teachers, PTA, define roles and
Watching SGC, School responsibilities.
Team Admin.
Monthly Every Month 1. Buzzer The whole school Successful conduct of
conduct of 2. Bells or community the drill following the
Earthquake alarms SOP
Drills and other 3. Megaphone
Hazards 4. FA Kits, etc.
Preparedne DRRM During SEM- Training Kits, School Head, 1. An attitude of safety
ss Training and BREAK Emergency SDRRM team, and resiliency
Workshops Response Teachers, 2. School personnel will
equipment, AV Students, Partners be equip with the
equipment necessary skills in
emergency
3. Basic concepts on
DRRM, CCA/EiE.
Response Activate School As the case may Rescue SDRRM Team, 1. Rendered immediate
Emergency be equipment, Fisrt- Outside responder response and able to
Management Aid Kits, such as BFP, mitigate the impact of
Team Communication Rescue groups, disaster.
Device Hospitals 2. Minimal number of
casualties
Recovery SDRRM Team After the Baseline of Non – School Head, Analysis of Post Disaster
and with DepEd disaster Infra and Infra SDRRM Team, Needs
Rehabilitatio CO-PDNA List of Human School Facilities
n Team will DEPARTMENT
Resource OF
DRRMEDUCATION
and Engr. 55
12.3: DRR in Education

c Area Frame Needed Involved Outcome Requirement
Prevention Integration of Year Round LP, SDRRM School Heads, Students acquire
and DRRM/CCA/Ei Booklet 1&2. IMS Department Heads, knowledge and skills on
Mitigation E concepts in Teachers. DRRM/CCA/EiE trough
the curriculum integration in the
curriculm.
Creation of an First quarter of 1. Comp. SDRRM Team Brief and concise
Education the SY. 2. Paper School Planning Education Continuity
Continuity Plan 3. SDRRM Team Plan
Booklet 1&2
Preparedne
ss Identification of Das early as Site Development SDRRM Team 1. School were able to
TLS Site June Plan School Planning identify possible site
Team for TLS construction
Physical Facilities
Coord.
Response Provision of As the case may SARO funds SDO 1. TLS for learning
TLS be downloaded to School Heads continuity
the SDO by CO SDO Engineers
SDO DRRM Coord.
PFA/PSS As the case may Drawing School Head, Psychosocial intervention

be Materials SDRRM Team, to affected personnel and
Audio visual Guidance learners.
presentation, counselor,
Materials for play Teachers, External
and games partner like Save
the Children, LGU
Recovery
and DEPARTMENT OF EDUCATION 56
13. Contingency Plan (Hazard Specific)
13.1 EARTHQUAKE
13.1.1 Scenario: 7.2 Magnitude Earthquake that hit Tacloban City
13.1.2 Alarm: Buzzer for 1 minute or the actual shaking of the ground.
11.1.3 Before…… 11.1.4 During…… 11.1.5 After……
 SOP for Earthquake: Drop,  Head counting of the class
 Orient students and teachers
Cover, and Hold-On. adviser or subject teacher
on the things that they need to handling the class.
prepare such as FA kits, water,  Activate the emergency alarm.
 As the shaking stops, evacuate  Head-counting of personnel by
emergency lamp, go bag, vital the SDRRMC Chairman/School
student records, etc. to the safe zone or holding area.
Head.
 Observance of the monthly EQ  Don’t push, look back or go
 SDRRM Chair will activate the
Drill. back, go straight ahead to the EMT w/c includes SO, CT, FAT,
 EQ awareness campaign. safe zone. FFT, SRT.
 Evacuation plan  Always cover your head as it is  Class adviser/teacher will to the
 Posting of emergency hotline the most important part of your SH the result of the head-
numbers. body. counting.
 Regular meeting of the  Apply Body-System during  SH will activate SRT for rescue
evacuation. operation of the missing
SDRRM Team.
personnel/students.
 Hazard Mapping  FA team will give FA as the case
 Inspection of faulty electrical necessary.
wirings.  CT will activate Emergency
 Mounting of heavy objects and Hotline Numbers for Secondary
placing them within eye level. Emergency Responder.
 Prepare the school for possible
evacuation.
 Send RADAR and coordinate
with the Division DRRM Focal.
Figure 5. SOP during Earthquake
13.2 TYPHOON
13.2.1 Scenario: Signal Number 3 Typhoon (Yolanda Like!)
13.2.2 Alarm/EARLY WARNING: Weather Forecast from PAGASA, TV News, Weather Bulletins, and the like.

 Students and school personnel  Check the School and initially
 Orient students and teachers
should stay in a safe area in the asses the level of damaged.
on the things that they need to  Inventory of all the resources (
prepare such as FA kits, water, community. This could be an
evacuation center identified by Human resource, Infra, Non-
emergency lamp, go bag, vital Infra, and tracking of displaced
student records, etc. the LGU or a neighbor with a
learners and school personnel.
 Follow protocol on suspension concrete and sturdy house.
 Conduct school clean-up
of classes.  Do not panic.  Coordinate with the SDO for the
 Elevate important school  Stay with your families. construction of TLS, provision of
records, appliances, devices PFA/PSS, and ADM’s, Learning
for possible flooding. Kits and other materials for the
 Follow instruction of the LGU continuity of learning.
for possible evacuation.  Always send RADAR 1&2, for
the processing of assistance to
 Prepare for the worst case
the school like downloading of
scenario like storm surge, funds for TLS, Clean-Up, School
advice students and the repair and Rehab.
community to improvise  Prepare baseline data of the
floating device. school for the PDNA.
 Stock pilling of supplies and
food.
 Coordinate with the Brgy. For
possible use of the school as
evacuation are. Observe RA
10821. DEPARTMENT OF EDUCATION 59
13.3 FIRE
13.3.1 Scenario: ALERT LEVEL 3: 4 CLASSROOMS IN FIRE
13.3.2 Alarm/EARLY WARNING: Siren from the Megaphone
11.2.4 During…… 11.2.5 After……
11.2.3 Before……
 Immediately activate the fire  Check the School and initially
 Conduct annual inspection of alarm. asses the level of damaged.
electrical connections.  Stay low, cover your mouth with  Inventory of all the resources (
 Creation of a Fire Fighting clean and wet handkerchief. Human resource, Infra, Non-
Brigade in school.  Crawl if possible, oxygen is Infra, and tracking of displaced
 Installation of appropriate fire always below the smoke. learners and school personnel.
suppression device and annual  Do not stay in the comfort room.  Conduct school clean-up
inspection of it.  If you are in fire, immediately go  Coordinate with the SDO for the
 Provision of improvise fire to an open space and roll to the construction of TLS, provision of
fighting equipment or ground. PFA/PSS, and ADM’s, Learning
suppression mechanism. Kits and other materials for the
 Use fire extinguishers and other
 Conducting quarterly Fire Drill. continuity of learning.
fire suppression device. Observe  Always send RADAR 1&2, for
 Observance of the Fire PASS Protocol: Pull the pin, Aim the processing of assistance to
Prevention Month. at the base of the fire, Squeeze the school like downloading of
 Putting precautionary the nozzle, Sweep at the base of funds for TLS, Clean-Up, School
measures in laboratories the fire, using the fire repair and Rehab.
including the TLE learning extinguisher.  Prepare baseline data of the
kitchen.  Activate the Fire Fighting school for the PDNA.
 Orientation of the students and Brigade.  Immediately give First-Aid to
school personnel on the proper  Call for help, activate emergency injured learners and personnel,
handling of fire extinguisher. hotline numbers (BFP hotline) including PFA/PSS intervention.
 Always open the gate and  Send RADAR and copy incident
report from the BFP.
manage the crowd.
13.4 HUMAN INDUCED

13.4.1 Scenario: Bomb Threat
13.4.2 Text from an unknown source

 Upon receiving the text message  Make an incident report on this
 Training of school personnel
on bomb threat, ask the matter to justify the cancellation
on how to handle bomb threat of classes.
and other violence. The school following: Name of the informant;
location of the bomb; where it  Ask a copy of the report of the
can conduct orientation with PNP Bomb Squad.
the help of the Law was in placed, color of the bag
 Submit report to the SDO.
or any material used to hide the
Enforcement Body like the  Follow-up progress report from
PNP, Bomb Squad, SWAT, etc. actual bomb; who is the possible the PNP on the caller or texter
 Having an ID System in the bomber. and the bomber as well.
school.  Immediately report the incident  Strengthen school security if
 School log book for all visitors. to the PNP Bomb Squad. possible.
 School should have a  Limit the person who knows the  Coordinate with the barangay for
watchman or security guard. situation. additional watchmen.
 Regular conduct of lock down  Cancel classes as early as
drills. possible, but do not disclosed
 Posting of emergency hotline that there is a bomb inside the
numbers to all classrooms. school premises to avoid
stampede, make an alibi on this
matter.
13.4 HUMAN INDUCED

13.4.1 Scenario 2: Violence Inside the School/Intruder with a knife, sharp object or any deadly weapon
14.4.2 Alarm: Whistle, alarm from the megaphone or signal from the school personnel

 Activate emergency alarm for  Make an incident report on this
 Training of school personnel
violence. matter to justify the cancellation
on how to handle bomb threat of classes.
and other violence. The school  Activate emergency hotline
can conduct orientation with numbers of the Barangay, PNP.
the help of the Law  Lock down protocol. All
Enforcement Body like the classrooms must be closed from
PNP, Bomb Squad, SWAT, etc. the inside.
 Having an ID System in the  Let the proper authority handle
school. the intruder. All school personnel
 School log book for all visitors. and learners must stay safe
 School should have a inside the classroom.
watchman or security guard.  Hide at the back of the cabinets.
 Regular conduct of lock down  Closed all windows.
drills.  Push heavy objects to the
 Posting of emergency hotline door/s.
numbers to all classrooms.  Stay low for a possible shoot-out
The Comprehensive DRRM in Basic Education
Framework seeks to:
1. Protect learners and education workers from death,
injury, and harm in schools;
2. Plan for educational continuity in the face of
expected hazards and threats;
3. Safeguard education sector investments; and
Strengthen risk reduction and resilience through
education
14. Education Continuity Plan
1. MAKE-UP DAYS/HOURS:
If school is disrupted for _____ days per school year, we can make up school hours as follows
(include shifts, etc.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
2. ALTERNATIVE SCHOOL LOCATION:

If school is disrupted for ______days per school year, we can make up school hours as follows:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
3. ALTERNATIVE MODES OF INSTRUCTION (ADM: MISOSA, OPEN HIGH, IMPACT)
(How we can keep up with school work, accelerating learning, and use peer-to-peer instruction)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
4. SURGE CAPACITY:
(Who can provide teaching and administrative support, if staff are unable to work, or if help is
needed?)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. PLANNING FOR SCHOOL CLEAN-UP:

( In the event of flood, typhoon, fire, earthquake, etc.)
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
6. PLANNING FOR LIMITED USE OF SCHOOL AS TEMPORARY SHELTER
Is our school likely to be needed as temporary shelter? ( ) Yes ( ) No ( ) Maybe
For how long? ___________________________(Maximum of 15 Days: Compliance with RA10821
Do you have space set aside for this? _____

What on-site supplies would be needed, and where will these come from?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
How will we protect our school facilities, equipment and suppies?

__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
Do we have rules for use of our school, and how will they be respected?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
7. TEMPORARY LEARNING SPACE

What would we need in order to set up Temporary Learning Spaces in case of prolonged lack or
use of school faclity?
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
Source: Save the Children, 2014. Participatory School Disaster Management handbook and Planning Forms
15. DRRM Partners
Name of Address Focal Person Contact Resources

Organization Number Available
DOH Candahug, Dra. Fidelita 09-----
Palo, Leyte Dico
OCD Tacloban City Dr. Edgar
Posadas, RD
Save the Tacloban City Hector 09
Children Tuburan,
Program
Manager
16. Emergency Hotline Numbers
Name of Organization Hotline Number
San Jose Fire Station
Tacloban Rescue Unit
EVRMC
Tacloban City Hospital
Leyte Provincial Hospital
MDRRMC
LGU
Thank you!

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School Disaster Risk Reduction and

Management Plan (SDRRMP)

 clarify the roles of School Disaster Risk Reduction and

As embodied in Article XIV, Section 1 of the 1987 Constitution, “the

In line with the above-mentioned constitutional provision, the Barrio

The school formally opened June 1971 with an enrollment of eighty-

However, through the efforts of Congressman Roy Montejo, the San

San Jose National High School is composed of ____ teachers, _____

The school was totally damaged during the onslaught of Super

Also, the school is prone to flooding because of its low-lying

• The schools head shall designate a moderator to

• The School Watching Team (SWT) should

• The Supreme Student/Pupil Government

• It is important that the moderator presents the

• Designate a start and end point for the school

• The moderator should ensure that all SWT members

• At each point, give a 3-5 minute stop for the Team to

Type of Year Number of Instructional or Non-

Year Level # of Chairs # of Desks # of Teachers # of Learners

Grade 7 2500 None 15 None

Filipino English Mathem Science Aral MAPEH ESP TLE

Grade 7 None 15 None

Batch Number of Units Year Acquired

19 25 Computer sets 2012

Name of Training on Number of Skills Gained Implementing

Facility Available Not-Available

Facility/Equipment Available Not-Available

Facility/Equipment Available Not-Available

Medicine Cabinet with

Facility/Equipment Available Not-Available

Data Base on School

LEVEL CRITERIA INTERPRETATION WARNING SIGNAL REQUIRED ACTION

Ready to evacuate the area

Evacuate the area

35 rapid blowing of siren Stay in evacuation area until fire

0 No Earthquake Classes on-going None Classes on-going

Felt generally by everyone. During Earthquake:

Overturns movable and During Earthquake:

LEVEL CRITERIA INTERPRETATION WARNING SIGNAL REQUIRED ACTION

0 No Flood Classes on-going None Classes on-going

The school ground and first

LEVEL CRITERIA INTERPRETATION WARNING SIGNAL REQUIRED ACTION

0 No Typhoon Classes on-going None Classes on-going

Announcement from Classes on-going

Classes at the Pre-School,

Classes at the Pre-School,

Vice-Chairperson/ SDRRMC Focal Person

 Performs the functions of the SDRRMC chairperson in his/her absence.

Early Warning Committee

First Aid Committee

Evacuation Management Committees

 Performs day to day management of the evacuation centers.

12.1 : Safe School Facilities

12.2: School Disaster Management

12.3: DRR in Education

PFA/PSS As the case may Drawing School Head, Psychosocial intervention

Figure 5. SOP during Earthquake

11.2.3 Before…… 11.2.4 During…… 11.2.5 After……

13.4 HUMAN INDUCED

11.4.3 Before…… 11.4.4 During…… 11.4.5 After……

13.4 HUMAN INDUCED

11.2.3 Before…… 11.2.4 During…… 11.2.5 After……

2. ALTERNATIVE SCHOOL LOCATION:

San Jose National High School is composed of teachers, _