SCHOOL DISASTER RISK REDUCTION

MANAGEMENT PLAN
 Republic of the Philippines
Department of Education
Region XII
COTABATO DIVISION
Makilala West District
DAGUPAN ELEMENTARY SCHOOL
Dagupan, Makilala, Cotabato

SCHOOL DISASTER RISK REDUCTION MANAGEMENT PLAN

Prepared by:

JOHN CLYDE A. CAGANAN

Edited by:

MERCY F. LADAGA- T.I.C.

Co-Writers:

SHARON C. OCAY
GEMMA M. PEPITO
RIZIEL R. PAJE
WILMA A. MORING
MAP OF BARANGAY DAGUPAN
 I – INTRODUCTION

A. LEGAL MANDATES

Disaster nowadays is just a common event happening that we encounter day by day both natural and artificial. An old saying goes, “Prevention is better than
cure”. This is really true because if we prepare holistically for sure we would be in safe. Furthermore here are the references as legal mandates of this Disaster Risk
Reduction Management Plan (DRRMP).

Executive Order No. 159, series of 1968, mandates that all heads of departments, bureaus, offices, agencies, instrumentalities and political sub-divisions of the
government, including all corporations owned and controlled by the government, the armed forces, government hospitals and public educational institutions to
establish their respective disaster control organizations.

Presidential Decree No. 1566 of June 1978, “Strengthening the Philippine Disaster Control, Capability and Establishing the National Program on Community
Disaster Preparedness” stresses on the hardships endured by our people due to a hostile environment and has continually sought survival against hazards, both
natural and man-made. Furthermore, the Decree stated the urgency of the need to direct, control and coordinate the manpower, material, monetary, and spiritual
resources of the entire Filipino nation to reduce the impact of hazards.

Rule 1040 of the Occupational Safety and Health Standards (as amended), which states that EACH AGENCY provide for the organization of disaster control
groups/health safety committees in every place of employment and the conduct of periodic drills and exercises in work places; All Dep Ed Orders, Memoranda, and
other documents containing policies and guidelines on disaster risk management are contained in the Appendices.
 Guiding Principles

The Department has adopted the following guiding principles in disaster risk reduction management in 2005 to implement the Hyogo Framework for Action.

Making Disaster Risk Reduction a Priority

Ensures that disaster risk reduction is a national and local priority with a strong institutional basis for implementation. Our government primary concern must
focus on the safety and security of the constituents. We just live a common place with a common purpose, therefore we must unite together if not preventing but
lessen the effect of disaster that might occur in our country.

The Philippine Islands are prone to all kinds of natural hazards because of their geographical location and physical environment. The country is strategically
located in the path of turbulent and destructive cyclones in the Pacific, and the “Ring of Fire”. This situation has adverse effects, not only on the lives and properties
of the Filipino people, but also on the economy of the nation, as hazard impacts may result in widespread environmental and property damages.

Disaster management aims to reduce, or avoid, the potential losses from hazards, assure prompt and appropriate assistance to victims of disaster, and
achieve rapid and effective recovery. The Disaster management cycle illustrates the ongoing process by which governments, businesses, and civil society plan for
and reduce the impact of disasters, react during and immediately following a disaster, and take steps to recover after a disaster has occurred. Appropriate actions
at all points in the cycle lead to greater preparedness, better warnings, reduced vulnerability or the prevention of disasters during the next iteration of the cycle. The
complete disaster management cycle includes the shaping of public policies and plans that either modify the causes of disasters or mitigate their effects on people,
property, and infrastructure.

Disaster Risk Reduction (DRR)

Includes activities that will minimize disaster-related losses of life, property or assets, and environment. Such activities are also described as mitigation
measures. Mitigation activities aim to reduce the impacts or effects of unavoidable disasters. Mitigation measures include building codes, vulnerability analysis
updates, zoning and land use management, building use regulations and safety codes, preventive health care, and public awareness and education.
 Both mitigation and prevention depend on the incorporation of appropriate measures in development planning. Its effectiveness also depends on the
availability of information on hazards, emerging risks, and the counter measures to be taken. The disaster risk reduction process is comprised of five steps:
risk identification, risk analysis, prioritization of risks, treatment of risks, and monitoring and evaluation.

TERMS AND CONCEPTS

In understanding the concept of disaster risk, it is important to grasp the following terms:

Disasters
Are emergencies that cannot be handled by those affected without outside assistance. They are caused by natural or man-made
events wherein communities experience severe danger and incur loss of lives and properties causing disruption to their social structure and
to all or some of the affected communities’ essential functions. Disaster are inevitable. They are caused by unsustainable development that
has not taken account of possible hazard impacts in that location. They can be less damaging if the population has better understanding of
locally-experienced hazards and implements preventive or mitigating measures against them.

Hazard
Is an event or occurrence that has the potential to cause harm to life and damage property and the
environment.

Risk
Is the probability of harmful consequences, or expected loss of lives, people injured, livelihoods, disruption of economic
activities and damages to the environment as a result of interactions between natural or human induced hazards and vulnerable /
capable conditions.
 Vulnerability
Comprises conditions determined by physical, social, economic, and environmental factors or processes, which increase the susceptibility of a community,
school, or certain area in a locality to the impact of hazards.

Capacities
are those positive resources and abilities which are helpful to individuals, families and community in mitigating, preparing for, responding to and recovering
from the hazard impact.

Risk Reduction.
Vulnerability and hazards are not dangerous if taken separately. They become risk and disaster factors when they unite. Risks can be reduced or managed,
and measures can be employed to ensure that hazards will not result in disasters if people reduce the weaknesses and vulnerabilities to existing hazards in the
location.

Risk management
Is needed for disaster prevention to ensure sustainable development so that people can lead a good, healthy, and happy life without creating damage to the
environment. Risk management includes identifying health and safety hazards, determining probability of their occurrences, estimating their potential impacts to the
schools and the communities at risk, enumerating and implementing the following risk reduction measures: hazard mapping; vulnerability analysis; potential losses
estimation; and strategic disaster prevention / mitigation development.
 PHASES OF DISASTER RISK MANAGEMENT

1. Prevention and Mitigation - to implement activities and strategies to prevent and minimize the adverse effects of disaster-causing
phenomena to the education sector.

2. Preparedness - to be able to reach a state in which the school communities have developed plans, allocated resources, and
established procedures for an efficient and effective implementation of the plans to save lives and prevent further damage to DepED
family and properties in the event of a disaster.

3. Emergency Response - to devise efficient and effective ways of translating into action what are called for by the preparedness plans.

4.Recovery (Rehabilitation and Reconstruction) - to decide and act with the end view of restoring or improving the pre-disaster living conditions of the affected
school communities and encouraging, facilitating the necessary adjustments to reduce disaster risks and vulnerabilities.

Disaster Risk Reduction

Refers to actions, policies to limit the possibilities for something to go wrong, or being prepared so that the risk of disaster is reduced, and being prepared to
deal with the effects of a disaster if one occurs.

Why Disaster Risk Reduction (DRR)?

-To prevent avoidable loss of life
-To minimize human suffering
-To minimize property damage and economic loss
-To speed up recovery and rehabilitation towards development
 B. COMMUNITY & SCHOOL DESCRIPTION

1. COMMUNITY
1. A. GEOGRAPHIC
It was said that different people came to the Philippines and contributed enormously to what we are now recognized as our culture. The spread of Islam to
Sulu and Mindanao was the most significant contributions of Arabs to the culture in Mindanao and the migration of different groups of Filipinos like Ilocano, Ilongo,
Boholano, and Cebuano from Luzon and Visayas also greatly affects the way of living of the indigenous people. The early inhabitants and the other settlers live
harmoniously and developed this very fertile promising land.

Barangay Dagupan derived its name from Ilocano word “DAGUP” or “NAGDADAGUPAN” which means “A UNITED GROUP” as the populace hailed from
different provinces of Visayas and Luzon unite to develop the place. It become a legitimate Barangay in 1964. This barangay is bounded by Barangay Bulakanon in
the northeast, San Vicente in the northwest, Leboce in the west and in the south Luna Sur. It has a total land area of 464.52 hectares. Total agricultural land area
which has a percentage of 98.99% is planted with rubber, coconut, corn and lowland rice.

Dagupan is accessible by land transportation and it can be reached within 30 minutes to travel. It has four Puroks with distances ranging from 120 meters
to 2 kilometers from the barangay. Purok 4 is the farthest and Purok 2 is in the vicinity. It has the total population of 769 individuals. It has complete elementary
school handled by five teachers. The school is 500 meters away from the barangay with an area of 1.4 hectares. It is 11 kilometers from Makilala town proper and
3.5 kilometers away from Makilala West District Office.
 Presently, the barangay officials are working together for an improvement and look forward of any program of the government that the people of this
community can benefit, the fact that most of the recipients here are low-income farmers but their aspirations will be of help to motivate their interest to work hard to
make Dagupan a developed barangay.

2. THE SCHOOL
1. A. SCHOOL GUIDING PRINCIPLE

Dagupan Elementary School believes in the following Core Values:

QUALITY – persistently equipped with struggle for a willpower and purpose in which stakeholders uphold to increase school’s performance.

UNITY -- utmost involvement and teamwork of the stakeholders to realize school’s vision.

DISCIPLINE – to make an effective school, stakeholders should be directive and participative to help school develops a child morally upright.

2.B. PHYSICAL FEATURES

Barangay Dagupan is 10.5 kilometers away from the Municipality of Makilala. The place is easily reached by any means of land transportation from the town
for thirty minutes. It is divided into five puroks; three puroks were at the vicinity of the barangay namely: Purok 1, Purok 2, and Purok 3.The uttermost Purok is Purok
which is 2 kilometers away from barangay proper.
 This barangay is bounded by Barangay Bulakanon in the northeast, San Vicente in the north, Sinkatulan in the northwest, Leboce in the west and in the south
Luna Sur.

The place occupies an area of 464.52 hectares. The total agricultural land area has a percentage of 98.99% which planted with rubber plants, coconut trees,
corn and lowland rice, their major product. Some areas were utilized as the communal irrigation system, for residential and the rivers, creeks and roads.

This barangay has six religious groups shared the Gospel of God. Roman Catholic is the most dominating religious sector and has obtained the percentage
of 87.52%. The soil type of the barangay is very ideal to be cultivated and developed for farming.

There are several tribal groups that consisting this Barangay resulting to resettlement and inter-marriages. The most widely spoken dialect is the Ilocano
garnered 51.24% which is often used in dealing with all our undertakings.

BRIEF HISTORY OF DAGUPAN ELEMENTARY SCHOOL

Dagupan Elementary School is quietly near from the district office-Makilala West District. It is 5 kilometers away from the national highway. This place can be
easily reached by any means of land transportation.
 In 1962, a two-room school building was put up in Dagupan.. The building was made of cogon and bamboo materials. It was constructed by means of
PINTAKASI by the residents with or without school – age children under the leadership of Mr. Federico Martin Sr. who
acted as temporary PTA president during that time.

Miss Buena Dote was the first and lone teacher, handling a combination class for Grades I and II for school
year 1962-1968. In the meantime, the school premise has been developed through the cooperation of the parents
and the community itself. The active parents, teacher and officials solicited galvanized iron, which were used to
replace the roofs of the school building

In 1968, Miss Buena Dote was deployed to Bulakanon Central Elementary School. Mrs. Amparo Agniz
succeeded her from 1968-1983.
The school population had increased and because of the demand of time, Grades III and IV classes was
The DES
opened by Mr. Rolando Doctolero from 1997-1980 in order to accommodate the young pupils who craved for education. It only operated forTeaching Force because of
three years
unstable peace and order in the barangay and nearby barangays.
Again, Mrs. Amparo A. Agniz was deployed to complete elementary school, Mrs. Nenita Escabarte succeeded her
from school year 1983-1996. Mrs. Venus R. Elenzano succeeded Mrs Escabarte as Teacher In-Charge of Dagupan Primary
School from school year 1996-2008. She was deployed in Bato Elementary School as principal. Mr.Adonis Abril succeeded
Mrs. Elenzano from school year 2008-2010. With the aspirations of the stakeholders to make Dagupan Primary School a
complete elementary school, the School opened Grades III and IV school year 2008-2009. In school year 2009-2010 the
incoming Grade V and VI were accommodated, this paved way for Barangay Dagupan having a complete elementary school,
presently called Dagupan Elementary School. Presently the Teacher-in-Charge of our beloved school is Mrs. Mercy F.
Ladaga. The faculty and staff are as follows: Mrs. Wilma A. Moring- Kinder Teacher, Mrs. Riziel P. Flores-Grade 1 Teacher,
Mr. John Clyde A. Cagaanan-Grade 2 Teacher, Mrs. Gemma M. Pepito-Grade 3 & 4 Teacher and Sharon c. Ocay- Grade 5
& 6 Teacher.

Table 1. Existing School Building of Dagupan Elementary School

Building Type Year Completed Room Dimension Total Number of Rooms by Floor Funding Source
 Building Building (WxL)3 1st 2nd 3rd
Number Condition

1 Magsaysay Good 7 x 18 2 DepEd

2 PTA 2009 Good 7 x 18 3 PTA/SBM

3 WATSAN Good 4x4 1 DepEd

4 Pre-School 2012 Good 7x9 1 DepEd

5 SEF 2012 Good 9 x 18 2 DepEd

Table 1. Shows the Existing School Building of Dagupan Elementary School

Source: School Building Inventory Form

II – WORKING OUTPUT

A. SCHOOL DISASTER RISK REDUCTION MANAGEMENT GROUP (SDRRMG)

STRUCTURE of DAGUPAN ELEMENTARY SCHOOL

MERCY F. LADAGA MDRRM

BDRRM
T.I.C. Office
Committee
Chairperson

JOHN CLYDE A. CAGAANAN

Grade 2 teacher
Vice Chairperson
 Hon. MARIVIC L. SORIA Hon. RODEGILDO P. AMBROSIO GEMMA M. PEPITO SHARON C. OCAY
PTA President/ Brgy. Councilor Brgy. Captain Grade 3 & 4 teacher Grade 5 & 6 teacher
Chairman on Transportation Chairman on Security Chairman on Supply Chairman on Communication

Riziel P. Flores WILMA A. MORING Hon. RENET R. PAJE Hon. JULIEN A. YAGO
Grade 1 teacher Kinder teacher Brgy. Councilor Brgy. Councilor/ EdCom
Chairman on Early Warning Chairman on First Aid Chairman on Fire Management Chairman on Relief

Hon. JAIME C. QUIRAPAS Hon. EMMA O. DOMINGO Hon. Bernaldo M. Sardoncillo

Brgy. COUNCILOR Brgy. Councilor Brgy. Councilor
Chairman on Search and Rescue Chairman on Evacution & Camp Management Chairman on Damage Control

B. COMMUNICATION PLAN of DAGUPAN ELEMENTARY SCHOOL

Designated Receiver Public Schools District Supervisor

Name: Dr. RENATO A. CORRE Phone: 09073766877/ 09292954760

Elementary School Principal

MERCY F. LADAGA
T.I.C.
 Kinder Grade 1 Grade 2 Grade 3 & 4 Grade 5 & 6
WILMA A. MORING Riziel P. Flores JOHN CLYDE A. CAGAANAN GEMMA M. PEPITO SHARON C. OCAY
Chairman Chairman Chairman Chairman Chairman

Pupils Pupils Pupils Pupils Pupils

C. ORGANIZATION of the DRR BRIGADE

BULILIT EMERGENCY RESPONSE TEAM (BERT)

BERT
MELCHOR R. ELENZANO Jr.
Grade 6 pupil
Chairman

KARL ANDREY D. PAJE

Grade 5 pupil
Vice-Chairman
 Early Warning Committee Evacuation Committee Security Committee Communication Committee
(2 per Grade level) (2 per Grade level) (2 per Grade level) (2 per Grade level)

Fire Fighting Committee First Aid Committee

(2 per Grade level) (2 per Grade level)

D. IDENTIFICATION OF VULNERABILITIES AND ASSESSMENT OF CAPACITIES

D.1. Flash Flood

Flood is the inundation of land areas which are not normally covered by water. A fl ood is usually caused by a
temporary rise or the overflowing of a river, stream, or other water course, inundating adjacent lands or flood-plains. It could also
be due to a temporary rise of lakes, oceans or reservoirs and/ or other enclosed bodies of water, inundating border lands due to
heavy and prolonged rainfall associated with tropical cyclones, monsoons, inter-tropical convergence zones or active low
pressure areas.

Hazard Vulnerabilities Preparedness Prevention and Response Rehabilitation and

Learners -Identify the learners who
are PWD (Person with
Disability)
Mitigation Plan Recovery Plan
-Find out the frequency -Coordination to the rescue team or -Avoid affected areas.
of occurrence of with the proper authorities that would
floods in the locality, -Continue to listen to a
secure the life of the learners.
especially those that radio or local
 -Attended drill, advocacy affect the school area. Remind pupils/students not to attempt television stations and
and film viewing about to cross fl owing streams unless they return home only
flood. are assured that the water is below when authorities indicate it
knee high level. is safe to do
-Know the fl ood warning so.
system in the school.
Teachers -Research from previous -Made evacuation plan -Keep the pupils/students calm and -Report broken utility lines
FLASH FLOOD occurrences how fast the and early warning. update (electricity,
water fl oods occur in the them with the status of the situation water, gas, etc.)
school and how high it -Conducted Tree and safety reminders on what to do immediately to appropriate
rises Planting activity as a and where to go in case of agencies/authorities.
long term solution for evacuation.
-Conducted training and flood.
drill of risk reduction
regarding flashflood.
.
Buildings/ -Identify the building prone -Switch off the electricity -Secure the area. -Coordinate other agencies
Classrooms to flood. and lock the rooms after for rehabilitation &
the children have gone recovery.
-Proper drainage system out.
of building prone to flood. -Conducted yearly
checking of the condition
FLASH FLOOD of the building.
School -Make a priority -Put all the records in -Secure the properties. -Ensure that electrical
Properties/ identification of equipment the elevated area. appliances are checked by
Equipments by putting code on it. a competent electrician
before switching them on.

EARLY WARNING PLAN FOR FLOOD

Level Criteria Interpretation Warning signal Required action

0 No flood Classes ongoing None

 Conduct classroom instruction
as usual.

1 Floodwaters clogging and Alert 5 rapid whistle blows Move all school records,
overflowing school drainage ditches lesson plans and materials to
an elevated shelf.

2 Floodwaters beginning to enter Prepare to evacuate 10 rapid whistle blows Shut down all power sources.
classrooms Move pupils to an elevated
place.

Evacuate to a safe location

3 Floodwaters reaching one foot high Campus completely evacuated 15 rapid whistle blows outside the campus. Bring
from the floor priority items along.

D.2. Earthquake

An earthquake is a shaking of the ground caused by sudden slippage of rock masses below or at the surface of the earth. It is a
wavelike movement of the earth’s surface. An earthquake may be classified as either tectonic or volcanic. In certain cases, earthquakes can
result from man-made activities such as detonation of explosives, deep mining activities, etc. However, these earthquakes are mild and may be
felt only as tremors. A very severe earthquake is usually associated with shocks called foreshocks and aftershocks. Foreshocks are a series of
tremors that occur before the main earthquake. Aftershocks are weaker earthquakes that follow the main shocks and can cause further damage
to weakened buildings. Be aware that some earthquakes are actually foreshocks, and a stronger earthquake might occur.

Hazard Vulnerabilities Preparedness Prevention and Response Rehabilitation and

Mitigation Plan Recovery Plan
Learners -Attended drill, advocacy - Let the children learn -Coordination to the rescue team or - Advise pupils/students to
and film viewing about how to use fire with the proper authorities that would take the fastest and
earthquake. extinguishers, first aid secure the life of the learners. safest way out if caught in
kits, alarms an old or weak
and emergency exits. -Direct pupils/students to stay inside a classroom building.
These should also structurally sound building.
 -Know the Earthquake
warning system in the
school.
EARTHQUAKE
Teachers -Conducted training and
drill of risk reduction
regarding earthquake.
. -Evaluate the school.
-Identify the building that
Buildings/ might prone to damage
Classrooms caused by earthquake.
- Make sure that school
EARTHQUAKE building design complies
with the National Building
Code Standard.
School -Make a priority
Properties/ identification of equipment
Equipments by putting code on it.
-Check classrooms for
hanging or unstable
be accessible,
conveniently located,
and prominently marked
in familiar places to the
pupils/students for
assembly and possible
evacuation.
-Conduct a contingency
planning on earthquake.
Have the following data
available yearly:
-Switch off the electricity
and lock the rooms after
the children have gone
out.
-Request appropriate
authorities to determine
whether the school site
is along an active fault
and/or in liquefaction or
landslide prone areas
which may cause school
buildings to fall.
- Install latches on
drawers and cabinets
-Store breakable items,
harmful chemicals and
flammable materials
inside the classrooms in
-Continue to listen to a
- Advise pupils/students to protect radio or local television
their body from falling debris by stations and return home
bracing themselves in a doorway or by only when authorities
getting under a sturdy desk or table. indicate it is safe to do
so.
-Keep the pupils/students calm and -Get out calmly and in an
update them with the status of the orderly manner. Not
situation and safety reminders on to rush or push one
what to do and where to go in case of another.
evacuation.
-Report broken utility lines
-Direct pupils/students to move to an (electricity,water, gas, etc.)
open area when they are outside a immediately to appropriate
building or any structure. agencies/authorities.
-Strap heavy furniture/cabinets inside -Coordinate other agencies
the classrooms to the wall to prevent for rehabilitation &
sliding or recovery.
Toppling.
-Checked the properties if there’s any -Ensure that electrical
damages. appliances are checked by
a competent electrician
before switching them on.
-Call the authority to clean
up chemical spills,
 objects that may fall on the lowermost shelves toxic and flammable
the pupils/students and secure firmly. materials since this is
during the earthquake. Hazardous to untrained
. people.

EARLY WARNING PLAN FOR EARTHQUAKE

Level Criteria Interpretation Warning signal Required action

0 No shaking of earth surface Classes ongoing None Conduct classroom instruction

as usual.

1 Felt by a small number of persons at Alert 5 rapid ringing of bells Advise pupils/students to
rest or felt by several persons at rest; protect their body from falling
duration and direction may be debris by bracing themselves
 perceptible; sometimes dizziness or in a doorway or by getting
nausea is experienced. under a sturdy desk or table

2 Generally awaking of those asleep;
stopping of pendulum clocks;
oscillation of hanging lamps; slight
damage in very old or pooly-built
structures.
3 General panic; partial or total
destruction of some buildings;
fissures in the ground; landslide; and
rock falls.
Prepare to evacuate
Campus completely evacuated
10 rapid ringing of bells
15 rapid ringing of bells
Shut down all power sources.
Move pupils to a safety
holding area. (after the
shaking)
Evacuate to a safe location
outside the campus.
Coordinate other agencies for
rehabilitation & recovery.

D.3. Fire

Fire is composed of three elements – heat, fuel, and oxygen which when combined will result in a chemical reaction called burning.
The leading cause of death in a fi re, by a three to- one ratio over burns, is asphyxiation (choking sensation). Fire consumes the oxygen in the air,
while increasing the concentration of deadly carbon monoxide and other toxic gases in the atmosphere. Inhaling carbon monoxide can cause loss
of consciousness or death within minutes. The heat from a hostile fire exceeds anything to which a person is normally exposed. A fully developed
room fi re has temperatures over 1,100 degrees Fahrenheit. Fire generates a black, impenetrable smoke that blocks vision and stings the eyes. It
is impossible to navigate through such smoke, so fi re drill participants should practice evacuating buildings by at least two routes.

Hazard Vulnerabilities Preparedness Prevention and Response Rehabilitation and

Mitigation Plan Recovery Plan
Learners -Attended drill, advocacy -Educate by means of -Seek the nearest exit not blocked by - ONCE YOU ARE OUT,
and film viewing about fire. demonstration to fire. STAY OUT.
 -Know the fire warning
system in the school.
FIRE Teachers -Conducted training and
drill of risk reduction
regarding fire.
-Conducted yearly
checking of the condition
of the building.
teachers and students
on the proper use of
fire extinguishers.
-Attended the Fire
Prevention and
Suppression Drill
Program conducted by
BFP.
-Develop a School
Preparedness Plan.-
Develop building
evacuation plans for
each building.
-Post evacuation plans
in strategic locations.
-Install fire extinguishers
and alarms.
- Get out as safely and quickly as you
can and stay away from toxic smoke
and gases. Drop, crawl and go when fi
re breaks out.
-Keep the pupils/students calm and
update them with the status of the
situation and safety reminders on
what to do and where to go in case of
evacuation.
When fire is detected:
Do’s
• Sound the alarm.
• Advise the fire department..
-Give first aid when needed
and seek medical
assistance for the seriously
injured.
- Coordinate with the
Bureau of Fire Protection
and municipal or city
engineering office for
building assessment.

Buildings/ -Identify the building prone -Conduct regular -Coordinate the Bureau of Fire - Report damage/s to
FIRE
Classrooms to fire. (every building is inspections and safety Protection for the immediate action. proper authorities.
prone to fire) checks on electrical
outlets.
-Check the electrical
wiring of each classroom
that might cause electric
circuit that leads to fire.
School -Make a priority -Put all the records in -Secure the properties. -- Conduct inventory of
Properties/ identification of equipment the safe area. school personnel and
Equipments by putting code on it. students, equipment,
fixtures and facilities.
 EARLY WARNING PLAN FOR FIRE

Level Criteria Interpretation Warning signal Required action

0 No Fire Classes ongoing None Conduct classroom instruction

as usual

1 Smoke and burning smell Alert 5 rapid bell chimes Activate the warning and fire
management committees.
Shut down power sources

2 Visible fire and more smoke Evacuation underway 10 rapid bell chimes Evacuate to safe holding
areas. Bring priority items
along

3 Raging fire Campus completely evacuated 15 rapid bell chimes holding areas until danger has
passed

III – EVACUATION PLAN

A. FIRE AND EARTHQUAKE

Grade Level No. Of Population to evacuate Safe holding areas Population not Alternative areas Remarks
accommodated
Pupils Staff Location Capacity None
 Kinder 20 1 Basketball Court Total no. of None Along the If the whole school is
kinder Barangay Road. affected:
In front of the
Grade I 22 1 In front of the Total no. of None -Send home pupils who
gate.
Grade 1 building Grade 1 live nearby.
Grade II 25 1 In front of the Total no. of None -Evacuate the others to
Grade 2 building Grade 2 the basketball court.

Grade III 21 In front of the Total no. of None - Report damage/s to

Grades 3 & 4 Grades 3 & 4 proper authorities.
Grade IV 19 1
building
Grade V 19 In front of the Total no. of None
Grades 5 & 6 Grades 5 & 6
Grade VI 12 1
building

B. FLASHFLOOD

Grade Level No. Of Population to evacuate Safe holding areas Population not Alternative areas Remarks
accommodated
Pupils Staff Location Capacity None
 Kinder 20 1 Basketball Court None At the back of the If the whole school is
kinder building. affected:
Grade I 22 1 Basketball Court Total no. of None
(The area is
kinder, Grades -Send home pupils who
Grade II 25 1 Basketball Court None elevated or else
1 to 6 pupils live nearby.
the classroom
Grade III 21 Basketball Court None itself is considered -Evacuate the others to
Grade IV 19 1 as a safety the basketball court.
holding area)
Grade V 19 Basketball Court None - Report damage/s to
proper authorities.
Grade VI 12 1

IV – EVACUATION MAP
HAZARD EVACUATION MAP FOR FIRE OF DAGUPAN ELEMENTARY SCHOOL
Gate

SAFE
SAFE
HOLDING Grade V & VI
Grade II HOLDING
AREA
 Grade III & IV
Grade I

SAFE Head’s Office

HOLDING
SAFE HOLDING AREA AREA
H.E.

Stock Room and

Canteen

Kinder WATSAN

HAZARD EVACUATION MAP FOR Earthquake OF DAGUPAN ELEMENTARY SCHOOL

Gate

SAFE
SAFE
HOLDING Grade V & VI
Grade II HOLDING
AREA AREA
 SAFE Head’s Office

HOLDING
SAFE HOLDING AREA AREA
H.E.

Stock Room and

Canteen

Kinder WATSAN

HAZARD EVACUATION MAP FOR Flood OF DAGUPAN ELEMENTARY SCHOOL

Gate

Grade V & VI
Grade II

Grade I
Grade III & IV
 Head’s Office

SAFE HOLDING AREA H.E.

Stock Room and

Canteen

Kinder WATSAN

SAFE SAFE
HOLDING HOLDING
AREA AREA
 SAFE
SAFE HOLDING AREA HOLDIN
G AREA

HAZARD OVERLAYS FOR FIRE

SAFE HOLDING AREA

HAZARD OVERLAYS FOR FLASH FLOOD

SAFE SAFE
HOLDING HOLDING
AREA AREA
 SAFE
SAFE HOLDING AREA HOLDIN
G AREA

HAZARD OVERLAYS FOR EARTHQUAKE