Css Consolidated Baseline Data

COMPREHENSIVE SCHOOL SAFETY BASELINE DATA
Division: Negros Oriental

BASELINE
Total No. of Schools: 536
DepEd DRRMS CSS INDICATORS

Global
Related Sendai Comprehensive
Framework for DRR School Safety (2017)
(SFDRR) Priorities (CSS) TARGET YES
(Based on DepEd’s DRRM Policies and School DRRM
AREAS
Manual)
#
ENABLING ENVIRONMENT
Legal
Adopted/Adapted/localized existing policies relating to
Priority for Action 2 Frameworks & 1
DRRM in education/school safety
Policies
Organizational 2 Designated School DRRM Focal Person
arrangements,
leadership, and Formed School DRRM Team, consisting of personnel
Priority for Action 2
coordination for 3 from different offices; with defined membership and
risk reduction roles and responsibilities/functions
and resilience
Has a comprehensive School DRRM Plan, which

includes CCA and EiE measures, covering risk
Integration of 4
assessment, risk reduction, and rehabilitation and
risk reduction recovery
and resilience
Priority for Action 1 into education 5 Students participated in the planning process
sector strategies,
Integrated DRRM into the School Improvement Plan
policies and 6
(SIP)
plans
100% completion of DRR related questions in the
7
EMIS/EBEIS
Regular DRRM activities are supported by school
8
budget
Funding for risk
Funding sources for interventions in the aftermath of a
reduction and 9
Priority for Action 3 disaster or emergency exist and can easily be tapped.
resilience of
education sector School has partnerships that could be tapped to
10 support its DRRM programs and activities, including
those after a disaster
Conducted student-led school watching and hazard mapping
11
(DO 23 s 2015)
Incorporated results of student-led school watching and
12
hazard mapping in the School DRRM Plan and SIP
Child-centered
Global
AREAS
Manual)
#
Child-centered Linked student-led school watching and hazard mapping
Risk Assessment 13 with the community hazard maps of LGUs provided by
DOST
School Planning Team have linked the community hazard
14 maps with education data to better understand the school’s
risk
School submitted Rapid Assessment of Damage Report
15 (RADAR) to the DRRMS Central Office, within 72 hours after
the onslaught of a hazard in the area
Data collection and consolidation of programs and activities
Monitoring and
Priority for Action 3 16 on DRRM, covering the 3 Pillars, to monitor results and
Evaluation
impact exist
PILLAR 1: SAFE LEARNING FACILITIES
Existing schools are being made safer, systematically Nu
Assessment and 1 # of school buildings that has been inventoried

prioritization for
Priority for Action 1 retrofiting and 2 # of school buildings with risk assessment
replacement of
unsafe schools 3 # of unsafe school buildings identified
YES
#
Systems for monitoring and quality assurance of school
4
building construction exist
Resources and Financial resources are allocated for completion of
Plan to address 5 needed action to address unsafe school buildings
Priority for Action 3 within a specified period
unsafe school
buildings # of unsafe school buildings with appropriate action
6 undertaken by the School Head (e.g. upgraded,
retrofitted, non-usage, etc.)
Conducted regular school inspection and maintenance
7
of facilities conducted (state how often)
Undertaken regular repair of minor classroom
Maintenance to 8
(including facilities) damages
increase safety
Roles and responsibilities for maintenance are defined,
Priority for Action 3 and protection of 9
documented and assigned
investments in
schools School Heads have allotted budget for routine
maintenance of school facilities for safety and to
10 protect investments, with transparent monitoring
oversight at the school level
School Heads have identified those schools that are
11 expected to be used as temporary evacuation centers
for disasters
Planning for
limited use of
schools as
evacuation
centers, during
the school year
Global
AREAS
Manual)
#
Planning for
limited use of School Heads are clear with the roles and functions of
schools as the school in camp management vis-à-vis the LGU and
Priority for Action 4 DSWD as per Joint Memorandum Circular No. 1,
evacuation
centers, during 12 series of 2013 "Guidelines on Evacuation Center
the school year Coordination and Management" and RA 10821
"Children's Emergency Relief and Protection Act" and
its corresponding IRR
Every new school built is safe

Guidance and regulations on the following are followed:
Guidance and 13
regulations for safe school site selection
safe school
construction resilient design, and
resilient construction
New school construction is monitored for compliance
Monitoring of 14
with:
safe school site safe school site selection
selection, design
safe school design
and construction
safe school construction
PILLAR 2: DISASTER RISK MANAGEMENT
Existence of School has a Contingency Plan, i.e. Preparedness Plan
national and sub- turned into response actions when a disaster strikes
national plans 1 (This could be a separate section/chapter in the DRRM
for preparedness Plan)
and response,
School has available, accessible, and adequate first aid
educational 2
kit in every instructional classroom
continuity, and
protection of School has at least 2 necessary and functioning
education sector 3 equipment, in case of a disaster (e.g. fire extinguisher,
investments handheld/base radio, generator, etc.)
School has pre-identified spaces for putting up
4 Temporary Learning spaces/Shelters in the aftermath
of a disaster
School has ready resumption strategies and alternative
Priority for Action 4 5 delivery modes to ensure education continuity
School has ensured that students completed the

Family Earthquake Prepareness Plan; and school has
6 reported completion to DepEd DRRM at the Central
Office
School has established a school personnel tracking
7
system/protocol in the event of a disaster
School has trained personnel to administer first aid to
8
students and personnel
School has psychosocial interventions for personnel
9
and students
School has trained teachers and other personnel who
10
could provide psychosocial support to students
Global
AREAS
Manual)
#
School DRRM Plan and SIP with DRRM integration are

Annual review of 11
reviewed annually
school disaster
risk reduction
and management Conducted Brigada Eskwela to ensure school safety
measures (e.g. 12
Priority for Action 4 and preparedness measures are in place as per DO
as part of
school-based
management
and/or school Students, teachers, parents and other stakeholders
13
improvement) participated in Brigada Eskwela
School has established functional early warning system

to inform students and personnel of hazards and
Conduct of 14 emergencies (protocol, warning signs, devices, IEC),
regular considering national and LGU warning systems and
simulation drill, protocols
at all levels, to
practice School conducted regular hazard-specific drills (at least
Priority for Action 4 response 3 hazards) with participation of stakeholders (BFP,
15
preparedness Medic, LGUs, NGOs, community, PTA, alumni, and
and to review others)
response plans 16 # of students who participated in the drills
(i.e. Contingency 17 School has an evacuation plan and procedures
Plan)
School has a student-family reunification plan that is
18
clearly disseminated to students, teachers and parents
Needs School Head has received DRRM training from division
19
assessment, or region or partners
strategy, and
implementation School DRRM Team has received DRRM training from
20
plan to develop division or region or partners (indicate how many)
staff and student
capacity for School has conducted awareness and capacity building
21
participation in for families and learners
school based School participated in the different DRRM/CCA/EiE
22
DRRM activities of the LGU
PILLAR 3: RISK REDUCTION AND RESILIENCE EDUCATION
School has integrated key DRR and CCA concepts in the
1
curriculum based on the National Curriculum Guide
Integration of
common risk Year when DRR and CCA integration in the curriculum
2
reduction and started
resilience Grade levels and subjects where DRR and CCA been
messages in the 3
integrated
curriculum
Skills and competencies of students are assessed through
measurable learning and risk reduction (RR) outcomes
Intergration of risk
reduction and
Percentage of students actively participating in various
Priority for Action 3 resilience in extra- 4
DRRM/CCA/EiE activities
curricular
activities
Global
AREAS
Manual)
#
School has a DRRM capacity building plan for teachers and

5
school personnel
Capacity building
for and personnel
Priority for Action 3 on risk reduction 6 Number personnel trained on DRRM and/or CCA
and resilience
education Schoo has available and accessible quality and up-to-date
7
DRRM materials
Presence of DRRM corner, with updated IEC materials
8
posted in it, in every classroom
Monitoring and School carries out monitoring and evaluation to assess
Priority for Action 3 9
Evaluation sustainable implementation
E DATA
Region: VII
LINE
YES NO
% # %
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
YES NO
% # %
0% 0%
0% 0%
0% 0%
0% 0%
Number
YES NO
% # %
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
YES NO
% # %
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
YES NO
% # %
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
YES NO
% # %
0% 0%
0% 0%
0% 0%
0% 0%
0% 0%
COMPREHENSIVE SCHOOL SAFETY MONITORING T
DISTRICT BASELINE DATA
District:
# of Learners:

Related Sendai Global
Framework for Comprehensive
DRR (SFDRR) School Safety (CSS)
(Based on
Priorities TARGET AREAS
DepEd’s DRRM Policies and School DRRM Manual)
Legal Frameworks & Adopted/Adapted/localized existing policies relating to DRRM in
Policies education/school safety

arrangements,
Priority for Action 2 leadership, and Formed School DRRM Team, consisting of personnel from different
coordination for risk 3 offices; with defined membership and roles and
reduction and resilience responsibilities/functions
Has a comprehensive School DRRM Plan, which includes CCA and

Integration of risk 4 EiE measures, covering risk assessment, risk reduction, and
reduction and resilience rehabilitation and recovery
Priority for Action 1 into education sector 5 Students participated in the planning process
strategies, policies and
6 Integrated DRRM into the School Improvement Plan (SIP)
plans
7 100% completion of DRR related questions in the EMIS/EBEIS
8 Regular DRRM activities are supported by school budget
Funding for risk Funding sources for interventions in the aftermath of a disaster or
Priority for Action 3 reduction and resilience 9
emergency exist and can easily be tapped.
of education sector School has partnerships that could be tapped to support its DRRM
10
programs and activities, including those after a disaster
Conducted student-led school watching and hazard mapping (DO 23 s
11
2015)
Incorporated results of student-led school watching and hazard mapping
12
Child-centered Risk in the School DRRM Plan and SIP
Assessment Linked student-led school watching and hazard mapping with the
13
community hazard maps of LGUs provided by DOST
School Planning Team have linked the community hazard maps with
14
education data to better understand the school’s risk
School submitted Rapid Assessment of Damage Report (RADAR) to the
15 DRRMS Central Office, within 72 hours after the onslaught of a hazard in
the area
Data collection and consolidation of programs and activities on DRRM,

Priority for Action 3 Monitoring and Evaluation 16
covering the 3 Pillars, to monitor results and impact exist

Existing schools are being made safer, systematically
(Based on

prioritization for
replacement of unsafe
schools 3 # of unsafe school buildings identified

Systems for monitoring and quality assurance of school building
4
construction exist
Resources and Plan to
Financial resources are allocated for completion of needed action to
Priority for Action 3 address unsafe school 5
address unsafe school buildings within a specified period
buildings
# of unsafe school buildings with appropriate action undertaken by
6
the School Head (e.g. upgraded, retrofitted, non-usage, etc.)
Conducted regular school inspection and maintenance of facilities
7
conducted (state how often)
Undertaken regular repair of minor classroom (including facilities)
Maintenance to 8
damages
increase safety and
Priority for Action 3 Roles and responsibilities for maintenance are defined,
protection of 9
investments in schools
School Heads have allotted budget for routine maintenance of
10 school facilities for safety and to protect investments, with
transparent monitoring oversight at the school level
School Heads have identified those schools that are expected to be
11
used as temporary evacuation centers for disasters
Planning for limited use School Heads are clear with the roles and functions of the school in
of schools as camp management vis-à-vis the LGU and DSWD as per Joint
Priority for Action 4 Memorandum Circular No. 1, series of 2013 "Guidelines on
evacuation centers,
during the school year 12 Evacuation Center Coordination and Management" and RA 10821
"Children's Emergency Relief and Protection Act" and its
corresponding IRR
13 Guidance and regulations on the following are followed:
Guidance and safe school site selection
Priority for Action 2 regulations for safe
resilient design, and
school construction
14 New school construction is monitored for compliance with:
Monitoring of safe safe school site selection
Priority for Action 2 school site selection,
safe school design
design and construction
Existence of national School has a Contingency Plan, i.e. Preparedness Plan turned into
and sub-national plans response actions when a disaster strikes (This could be a separate
1
for preparedness and section/chapter in the DRRM Plan)
response, educational
continuity, and School has available, accessible, and adequate first aid kit in every
protection of education 2 instructional classroom
sector investments
School has at least 2 necessary and functioning equipment, in case
3 of a disaster (e.g. fire extinguisher, handheld/base radio, generator,
etc.)
School has pre-identified spaces for putting up Temporary Learning
4
spaces/Shelters in the aftermath of a disaster

for preparedness and
continuity, and
protection of education
sector investments DepEd DRRMS CSS INDICATORS
(Based on
School has ready resumption strategies and alternative delivery

modes to ensure education continuity
School has ensured that students completed the Family Earthquake

6 Prepareness Plan; and school has reported completion to DepEd
DRRM at the Central Office
School has established a school personnel tracking system/protocol
7
in the event of a disaster
School has trained personnel to administer first aid to students and
8
personnel
9 School has psychosocial interventions for personnel and students
School has trained teachers and other personnel who could provide
10
psychosocial support to students
School DRRM Plan and SIP with DRRM integration are reviewed
11
annually
Annual review of school
disaster risk reduction
and management Conducted Brigada Eskwela to ensure school safety and
12
Priority for Action 4 measures (e.g. as part preparedness measures are in place as per DO
of school-based
management and/or
school improvement) Students, teachers, parents and other stakeholders participated in
13
Brigada Eskwela
School has established functional early warning system to inform

students and personnel of hazards and emergencies (protocol,
14
Conduct of regular warning signs, devices, IEC), considering national and LGU
simulation drill, at all warning systems and protocols
levels, to practice School conducted regular hazard-specific drills (at least 3 hazards)
Priority for Action 4 response preparedness 15 with participation of stakeholders (BFP, Medic, LGUs, NGOs,
and to review response community, PTA, alumni, and others)
plans (i.e. Contingency 16 # of students who participated in the drills
Plan) 17 School has an evacuation plan and procedures
School has a student-family reunification plan that is clearly
18
disseminated to students, teachers and parents
School Head has received DRRM training from division or region or
Needs assessment, 19
partners
strategy, and School DRRM Team has received DRRM training from division or
implementation plan to 20
region or partners (indicate how many)
Priority for Action 3 develop staff and
School has conducted awareness and capacity building for families
student capacity for 21
and learners
participation in school
based DRRM School participated in the different DRRM/CCA/EiE activities of the
22
LGU
School has integrated key DRR and CCA concepts in the curriculum
1
based on the National Curriculum Guide
Integration of common risk
reduction and resilience 2 Year when DRR and CCA integration in the curriculum started
messages in the 3 Grade levels and subjects where DRR and CCA been integrated
curriculum
Skills and competencies of students are assessed through measurable
learning and risk reduction (RR) outcomes
(Based on
Percentage of students actively participating in various DRRM/CCA/EiE
Priority for Action 3 reduction and resilience in 4
activities
extra-curricular activities
School has a DRRM capacity building plan for teachers and school
5
personnel
Capacity building for and
6 Number personnel trained on DRRM and/or CCA
personnel on risk
reduction and resilience School has available and accessible quality and up-to-date DRRM
education 7
materials
Presence of DRRM corner, with updated IEC materials posted in it, in
8
every classroom
School carries out monitoring and evaluation to assess sustainable
implementation
Risk Assessment Matrix (Hazard Probability)
Hazards
Earthquake*
Cyclone *(Typhoon)
Fire
Flooding
Tornado
Landslide
Drought
Tsunami
Volcanic eruption
Security Threat
(i.e. armed conflict, lock down, etc.)
Health Threat (i.e., Dengue, Malaria)
Other. Please Specify__________________
*The entire country has a high risk from the threat of the hazards of ea
cyclones. Thus, risk reduction measures are mandatory for all schools fo
# of Schools identified as Evacuation Center:
Name of Schools Identified as EC:

1 11
2 12
3 13
4 14
5 15
6 16
7 17
8 18
(Based on
9 19
10 20
11 21
12 22
13 23
14 24
15 25
Prepared by: Name and Signature of PSDS:

Date Signed and Approved:
TORING TOOL
BASELINE
# of Teaching Personnel:
# of Non-Teaching Personnel:
TARGETS/
PLANS
(2018)
Yes NO
Number TARGETS/ PLANS

TARGETS/
PLANS
(2018)
Yes NO
BASELINE
TARGETS/ PLANS
YES NO
TARGETS/
PLANS
(2018)
Yes NO
ON
TARGETS/
PLANS
(2018)
Yes NO
Hazard Probability
(HP) Capacity
Rating
Rating
(1=lowest;
(Yes or No) 5=highest)
YES NO
✓
✓
t of the hazards of earthquakes and

atory for all schools for these hazards.
TARGETS/
PLANS
(2018)
Yes NO
COMPREHENSIVE SCHOOL SAFETY MONITORING T
BASELINE DATA
Name of School:
School ID:
District:

(Based on
Legal Frameworks & Adopted/Adapted/localized existing policies relating to DRRM in
Policies education/school safety

arrangements,
Priority for Action 2 leadership, and Formed School DRRM Team, consisting of personnel from different
coordination for risk 3 offices; with defined membership and roles and
reduction and resilience responsibilities/functions
Has a comprehensive School DRRM Plan, which includes CCA and

Integration of risk 4 EiE measures, covering risk assessment, risk reduction, and
reduction and resilience rehabilitation and recovery
Priority for Action 1 into education sector 5 Students participated in the planning process
strategies, policies and
6 Integrated DRRM into the School Improvement Plan (SIP)
plans
7 100% completion of DRR related questions in the EMIS/EBEIS
8 Regular DRRM activities are supported by school budget
Funding for risk Funding sources for interventions in the aftermath of a disaster or
Priority for Action 3 reduction and resilience 9
emergency exist and can easily be tapped.
of education sector School has partnerships that could be tapped to support its DRRM
10
programs and activities, including those after a disaster
Conducted student-led school watching and hazard mapping (DO 23 s
11
2015)
Incorporated results of student-led school watching and hazard mapping
12
Child-centered Risk in the School DRRM Plan and SIP
Assessment Linked student-led school watching and hazard mapping with the
13
community hazard maps of LGUs provided by DOST
School Planning Team have linked the community hazard maps with
14
education data to better understand the school’s risk
School submitted Rapid Assessment of Damage Report (RADAR) to the
15 DRRMS Central Office, within 72 hours after the onslaught of a hazard in
the area
Data collection and consolidation of programs and activities on DRRM,

covering the 3 Pillars, to monitor results and impact exist

(Based on
Existing schools are being made safer, systematically

prioritization for
replacement of unsafe
schools 3 # of unsafe school buildings identified

Systems for monitoring and quality assurance of school building
4
construction exist
Resources and Plan to
Financial resources are allocated for completion of needed action to
Priority for Action 3 address unsafe school 5
address unsafe school buildings within a specified period
buildings
# of unsafe school buildings with appropriate action undertaken by
6
the School Head (e.g. upgraded, retrofitted, non-usage, etc.)
Conducted regular school inspection and maintenance of facilities
7
conducted (state how often)
Undertaken regular repair of minor classroom (including facilities)
Maintenance to 8
damages
increase safety and
Priority for Action 3 Roles and responsibilities for maintenance are defined,
protection of 9
investments in schools
School Heads have allotted budget for routine maintenance of
10 school facilities for safety and to protect investments, with
transparent monitoring oversight at the school level
School Heads have identified those schools that are expected to be
11
used as temporary evacuation centers for disasters
Planning for limited use School Heads are clear with the roles and functions of the school in
of schools as camp management vis-à-vis the LGU and DSWD as per Joint
Priority for Action 4 Memorandum Circular No. 1, series of 2013 "Guidelines on
evacuation centers,
during the school year 12 Evacuation Center Coordination and Management" and RA 10821
"Children's Emergency Relief and Protection Act" and its
corresponding IRR
13 Guidance and regulations on the following are followed:
Guidance and safe school site selection
Priority for Action 2 regulations for safe
resilient design, and
school construction
14 New school construction is monitored for compliance with:
Monitoring of safe safe school site selection
Priority for Action 2 school site selection,
safe school design
design and construction
Existence of national School has a Contingency Plan, i.e. Preparedness Plan turned into
and sub-national plans response actions when a disaster strikes (This could be a separate
1
for preparedness and section/chapter in the DRRM Plan)
continuity, and School has available, accessible, and adequate first aid kit in every
protection of education 2 instructional classroom
sector investments
School has at least 2 necessary and functioning equipment, in case
3 of a disaster (e.g. fire extinguisher, handheld/base radio, generator,
etc.)
School has pre-identified spaces for putting up Temporary Learning
4
spaces/Shelters in the aftermath of a disaster

for preparedness and
continuity, and
protection of education
sector investments DepEd DRRMS CSS INDICATORS
(Based on
School has ready resumption strategies and alternative delivery

modes to ensure education continuity
School has ensured that students completed the Family Earthquake

6 Prepareness Plan; and school has reported completion to DepEd
DRRM at the Central Office
School has established a school personnel tracking system/protocol
7
in the event of a disaster
School has trained personnel to administer first aid to students and
8
personnel
9 School has psychosocial interventions for personnel and students
School has trained teachers and other personnel who could provide
10
psychosocial support to students
School DRRM Plan and SIP with DRRM integration are reviewed
11
annually
Annual review of school
disaster risk reduction
and management Conducted Brigada Eskwela to ensure school safety and
12
Priority for Action 4 measures (e.g. as part preparedness measures are in place as per DO
of school-based
management and/or
school improvement) Students, teachers, parents and other stakeholders participated in
13
Brigada Eskwela
School has established functional early warning system to inform

students and personnel of hazards and emergencies (protocol,
14
Conduct of regular warning signs, devices, IEC), considering national and LGU
simulation drill, at all warning systems and protocols
levels, to practice School conducted regular hazard-specific drills (at least 3 hazards)
Priority for Action 4 response preparedness 15 with participation of stakeholders (BFP, Medic, LGUs, NGOs,
and to review response community, PTA, alumni, and others)
plans (i.e. Contingency 16 # of students who participated in the drills
Plan) 17 School has an evacuation plan and procedures
School has a student-family reunification plan that is clearly
18
disseminated to students, teachers and parents
School Head has received DRRM training from division or region or
Needs assessment, 19
partners
strategy, and School DRRM Team has received DRRM training from division or
implementation plan to 20
region or partners (indicate how many)
Priority for Action 3 develop staff and
School has conducted awareness and capacity building for families
student capacity for 21
and learners
participation in school
based DRRM School participated in the different DRRM/CCA/EiE activities of the
22
LGU
School has integrated key DRR and CCA concepts in the curriculum
1
based on the National Curriculum Guide
Integration of common risk
reduction and resilience 2 Year when DRR and CCA integration in the curriculum started
messages in the 3 Grade levels and subjects where DRR and CCA been integrated
curriculum
Skills and competencies of students are assessed through measurable
learning and risk reduction (RR) outcomes
(Based on
Percentage of students actively participating in various DRRM/CCA/EiE
Priority for Action 3 reduction and resilience in 4
activities
extra-curricular activities
School has a DRRM capacity building plan for teachers and school
5
personnel
Capacity building for and
6 Number personnel trained on DRRM and/or CCA
personnel on risk
reduction and resilience School has available and accessible quality and up-to-date DRRM
education 7
materials
Presence of DRRM corner, with updated IEC materials posted in it, in
8
every classroom
School carries out monitoring and evaluation to assess sustainable
implementation
Risk Assessment Matrix (Hazard Probability)
Hazards
Earthquake*
Cyclone *(Typhoon)
Fire
Flooding
Tornado
Landslide
Drought
Tsunami
Volcanic eruption
Security Threat
(i.e. armed conflict, lock down, etc.)
Health Threat (i.e., Dengue, Malaria)
Other. Please Specify__________________
*The entire country has a high risk from the threat of the hazards of ea
cyclones. Thus, risk reduction measures are mandatory for all schools fo
School is identified as Evacuation Center (Yes/No):
Evaluated by:
Name and Signature of School Head:

Date Signed and Approved:
TORING TOOL
BASELINE
# of Teaching Personnel:
# of Non-Teaching Personnel:
# of Learners:
TARGETS/
PLANS
(2018)
Yes NO
TARGETS/
PLANS
(2018)
Yes NO
Number TARGETS/ PLANS
BASELINE
TARGETS/ PLANS
YES NO
TARGETS/
PLANS
(2018)
Yes NO
ON
TARGETS/
PLANS
(2018)
Yes NO
Hazard Probability
(HP) Capacity
Rating
Rating
(1=lowest;
(Yes or No) 5=highest)
YES NO
✓
✓
t of the hazards of earthquakes and

atory for all schools for these hazards.

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COMPREHENSIVE SCHOOL SAFETY BASELINE DATA

Division: Negros Oriental

DepEd DRRMS CSS INDICATORS

Has a comprehensive School DRRM Plan, which

Assessment and 1 # of school buildings that has been inventoried

Every new school built is safe

School has ensured that students completed the

School DRRM Plan and SIP with DRRM integration are

School has established functional early warning system

School has a DRRM capacity building plan for teachers and

DepEd DRRMS CSS INDICATORS

Organizational 2 Designated School DRRM Focal Person

Has a comprehensive School DRRM Plan, which includes CCA and

Data collection and consolidation of programs and activities on DRRM,

PILLAR 1: SAFE LEARNING FACILITIES

Assessment and 1 # of school buildings that has been inventoried

PILLAR 1: SAFE LEARNING FACILITIES

Priority for Action 4

School has ready resumption strategies and alternative delivery

School has ensured that students completed the Family Earthquake

School has established functional early warning system to inform

Risk Assessment Matrix (Hazard Probability)

# of Schools identified as Evacuation Center:

Name of Schools Identified as EC:

Prepared by: Name and Signature of PSDS:

Number TARGETS/ PLANS

t of the hazards of earthquakes and

DepEd DRRMS CSS INDICATORS

Organizational 2 Designated School DRRM Focal Person

Has a comprehensive School DRRM Plan, which includes CCA and

Data collection and consolidation of programs and activities on DRRM,

PILLAR 1: SAFE LEARNING FACILITIES

Existing schools are being made safer, systematically

Assessment and 1 # of school buildings that has been inventoried

PILLAR 1: SAFE LEARNING FACILITIES

Priority for Action 4

School has ready resumption strategies and alternative delivery

School has ensured that students completed the Family Earthquake

School has established functional early warning system to inform

Risk Assessment Matrix (Hazard Probability)

School is identified as Evacuation Center (Yes/No):

Name and Signature of School Head:

t of the hazards of earthquakes and

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