Department of Education

Davao City Division

Disaster Risk Reduction and Management
Manual of Operations
As of September 28, 2016
Contents

Introduction
Guide to Manual of Operations
Acronyms
Glossary of Terms

The Legal Framework

 Republic Act No. 10121
The Philippine Disaster Risk Reduction and Management Act of 2010, which
mandates all National Government Agencies to institutionalize policies,
structures, coordination mechanisms and programs with continuing budget
appropriation on DRRM from national to local levels and DepEd Order No. 50, s.
2011 entitled Creation of Disaster Risk Reduction and Management Office
(DRRMO), which mandates the said office to initiate and spearhead the
establishment of mechanisms which prepare, guarantee protection and increase
resiliency of the Department of Education (DepEd) constituents in the face of
disaster, the DepEd issues the enclosed Coordination and Information
Management Protocols for the schools, schools divisions offices (SDOs) and
regional offices (ROs) and coordinators to establish the system of coordination
and information management and provide guidance to DepEd field offices,
schools and DRRM coordinators on their respective roles and functions relative
to DRRM implementation.

 Deped Order 21 S 2015, Dated June 1, 2015

Disaster Risk Reduction and Management Coordination and Information
Management Protocol
This Protocol as well as the roles and responsibilities of the DepEd region,
schools division and schools, including the DRRM coordinators are being
articulated here with the following objectives:
o provide guidance to regions and schools divisions, including DRRM
coordinators on how to act before, during and after disasters;
o capacitate the DRRMO coordinators and other DepEd constituents to
disasters and emergencies; and
o facilitate immediate and efficient information flow during disasters and
emergencies.

The Coordination Protocol provides the basis for and directs which office should
respond depending on the extent of a disaster/emergency.
On the other hand, the Information Management Protocol demonstrates the
proper flow of data from schools to central office, and vice versa.
 The roles and responsibilities of ROs and SDOs in DRRM are guided by the
provisions from the National Disaster Risk Reduction and Management
(NDRRM) Plan 2011-2028 and RA No. 9155 or Governance of Basic Education
Act of 2011.

 DepEd Order 37 S 2015

The Comprehensive Disaster Risk Reduction and Management (DRRM) in
Basic Education Framework
The Department of Education (DepEd) issues the enclosed Comprehensive
Disaster Risk Reduction and Management (DRRM) in Basic Education
Framework to guide DRRM efforts in the basic education sector towards
resilience-building in offices and schools, and to ensure that quality education is
continuously provided and prioritized even during disasters and/or emergencies.
This Framework shall institutionalize DRRM structures, systems, protocols and
practices in DepEd offices and schools.  Further, this shall provide common
understanding and language in the implementation of DRRM in basic education
at all levels.
All DepEd Orders and other related issuances, rules and regulations and
provisions, which are inconsistent with these guidelines are hereby repealed,
rescinded, or modified accordingly.

 Executive Order No. 66, s. 2012

Prescribing Rules on the Cancellation or Suspension of Classes and Work in
Government Offices due to Typhoons, Flooding, Other Weather Disturbances,
and Calamities

 DepEd Order 43 S 2012

Guidelines on the Implementation Of Executive Order No. 66 (Prescribing Rules
on the Cancellation or Suspension of Classes and Work in Government Offices
Due to Typhoons, Flooding, Other Weather Disturbances, and Calamities)
The Guidelines on the Implementation of Executive Order (EO) No. 66 dated
January 9, 2012, entitled “Prescribing Rules on the Cancellation or Suspension
of Classes and Work in Government Offices Due to Typhoons, Flooding, Other
Weather Disturbances and Calamities, ” is issued to streamline the procedure on
the suspension of classes and work in government offices in times of typhoons,
floods, and other disasters or calamities to spare the pupils, students, teachers
and government workers and the general public from unnecessary dangers to
their lives and limbs.

Part I: The Division Office Context

1. Overview of the Disaster Risk Reduction and Management System: The DepED Davao
City Division Context

This part is still in writing process….conceptualization

2. The Division of Davao City Profile: Its Hazard, Risks and Vulnerability Conditions
This part is still in the gathering of data…. For the MIS data management and generation with
topographic via presentation through MAPS

A. Types of Natural Hazards

Hydro-Meteorological Phenomena and Hazard

1. Cyclone
A cyclone is an intense low pressure system which is characterized by strong spiral
winds towards the center, called the “Eye” in a counter-clockwise flow in the northern
hemisphere. Hazards due to tropical cyclones are strong winds with heavy rainfall that can
cause widespread flooding/flashfloods, storm surges, landslides and mudflows.
Classification
• Tropical Depression – maximum winds from 35 kph to 63 kph
• Tropical Storm – maximum winds from 64 kph to 118 kph
• Typhoons – maximum winds exceeding 118 kph

Preparedness
 School DAT coordinates with Barangay Disaster Coordinating Councils (BDDC) for the
proper orientation and planning for cyclone.
 Make sure that the walls, roof and eaves of the school are secure.
 Ensure that the personnel and students know which or where the safest part of the
school is and what to do in the event of a cyclone warning or an evacuation.
 Keep a list of emergency phone numbers on display.
 Tune to your local radio/TV for further information and warnings.
 School is well
NO informed already
about cyclone

School DAT develops Is it

CYCLONE preparedness plan for needed
cyclone with BDDC ?

School DAT coordinates with

BDDC to develop preparedness
YES plan for cyclone

Evacuation Committee orients the

students and personnel with the
evacuation plan for cyclone

Mitigation

 Trim treetops and branches well. (Get necessary permissions, DENR, etc.).
 Clear your property of loose material that could blow about and possibly cause injury or
damage during extreme winds and tie down.
 Beware of damaged power lines, buildings, trees.
 Identify/label unsafe areas within school premises.
 Heed all warnings and don't go sightseeing.

 Secure important school documents in a safe place.

School buildings are
NO frequently inspected.

School DAT conducts Needs

CYCLONE necessary inspection repair?
within school premises

School Head with School

YES Coordinator reports to the proper
authorities the necessary
repair/reconstructions needed

School DAT identify and label

unsafe areas within school
premises

Damage Team leader with the school registrar

keep the school’s important documents to the
safe areas
Response

Depending on official advice provided by the local authorities as the event evolves; the
following actions may be warranted:

 Gather students and personnel in a safe area.

 Based on predicted wind speeds and storm surge heights, evacuation may be
necessary.
 Remain indoors and shelter {well clear of windows) in the strongest part of the
building, i.e. cellar, internal hallway..
 Disconnect all electrical appliances
 Stay tuned to your local radio/TV for further information for they will give official
advice regarding safe route and when to move.
 If the building starts to break up, protect yourself with mattresses, rugs or
blankets under a strong table or bench or hold onto a solid fixture, e.g. a water
pipe.
 Beware the calm 'eye'. If the wind drops, don't assume the cyclone is over;
violent winds will soon resume from another direction. Wait for the official 'all
clear'.

Regular classes
NO resume.

School DAT leads the Is there a

CYCLONE evacuation of the need to
students and evacuate?
personnel

Communication Team leader alarms

YES the EWS for cyclone

Evacuation Team facilitates the

evacuation of the students and
personnel

Wait for the proper authorities “all clear”

announcement
 School head reports to the Division DRRM
focal person.

Rehabilitation

 Damage Control Team conducts the inventory of the damages and losses.
 Don't go outside until officially advised it is safe.
 If you have to evacuate, or did so earlier, don't return until advised. Use a recommended
route and don't rush.
 School DAT coordinates with proper authorities for assistance.
 School Head reports to the Division DRRM focal person.

Nothing is damage.
NO School head reports to
the Division DRRM focal
person.

Damage and Control Is it

CYCLONE team conducts needed
inventory of personnel ?
and students,
equipment, fixtures
and facilities
School head with the School
YES Coordinator coordinates with the
proper authorities for the school
premises’ inspection.

Damage and Control Team

conducts inventory of the possible
damages and losses

School head reports to the Division DRRM

focal person.

School DAT coordinates with proper

authorities and other stakeholders for the
assistance.

2. Typhoon
A typhoon is a large, powerful and violent tropical cyclone. It is a low pressure area
rotating counterclockwise and containing rising warm air that forms over warm water in the
Western Pacific Ocean. Less powerful tropical cyclones are called Tropical Depressions and
Tropical Storms. A typhoon is called a hurricane in the Atlantic Ocean, a cyclone in the Indian
Ocean and wily-wily in Australia. Typhoons can inflict terrible damage due to thunderstorms,
violent winds, torrential rain, floods, landslides, large and very big waves associated with storm
surges. Hurricane-force winds can reach out as little as 40 km from the center of a small
hurricane and as far as 240 km in a large hurricane. Tropical storm-force winds can extend as
far as 480 km from the center of a large hurricane. These are very dangerous storms.

The Modified Public Storm Warning Signals (PSWS) in the Philippines

PSWS 1 Winds of 30-60 kph may be expected in at least 36 hours or intermittent rains
may be expected within 36 hours. (When the tropical cyclone develops very close to the locality,
a shorter lead of time of the occurrence of the winds will be specified in the warning bulletin)
PSWS 2 Winds of greater than 60 kph and up to 100 kph may be expected in at least 24
hours.
PSWS 3 Winds greater than 100 kph up to 185 kph may be expected in at least 18
hours.
PSWS 4 Very strong winds of more than 185 kph may be expected in at least 12 hours.

Preparedness
 Communication team leads in information dissemination and advocacy.
 Learn about typhoon and other weather disturbances, their signs and warnings, effects
and dangers and how to protect the school children, records and school property.
 Educate school children on preparedness for tropical cyclones.
 Participate actively in the school’s disaster response – drill or simulation.

NO

School is well aware

Communication team leads
TYPHOON in information dissemination
Is it needed?
and advocacy

Conduct orientation on disaster

YES preparedness with parents,
teachers and stakeholders

Participate actively in school’s

disaster response, drill or
simulation
 DRRM Coordinator submits
implementation report to the
Mitigation Division DRRM focal person

 Ensure that the school building can withstand heavy rain and strong winds.
 Maintain cleanliness of the school’s drainage system.
 Prune trees inside the school premises.
 Secure important documents in safe places.

NO School is typhoon resilient

DAT conducts assessment

on the condition of the Is it needed?
TYPHOON school premises

Property custodian with DRRM

YES Coordinator conducts building and
school condition assessment

School Head submits report to the

Division DRRM focal person

Response
 Gather the pupils in the most stable, strong and safe school building when it is no longer
safe for them to go home.
 Advise pupils/students to stay indoors and away from windows.
 DAT leads school personnel and students to the safe holding area
 First aid team attends to injured students and personnel.
 Monitor through radio or other reliable sources the latest official report of PAGASA on
the typhoon.
. NO Back to normal routine

School Head with DRRM Is there a need

TYPHOON Coordinator monitors to evacuate the
students/
safety of the students and suspend
personnel classes?

Communication team leader activate

YES the EWS for typhoon

DAT leads students and personnel to

the safe holding area

Account the number of students and

personnel in the safe holding area

Wait for the advisory from

PAGASA for latest updates

Rehabilitation
 Assess the entire school for damages and losses.
 Report damages and losses to the Division DRRM focal person
 Coordinate with the Barangay officials, LGU’s and stakeholders for assistance.
 Observe strictly Department policies on the suspension of classes or invoke school-
based decisions in coordination with Local Government Units.
School Head submits report to the
NONE Division DRRM focal person

Assess the school Are there

properties for damages and any
TYPHOON
losses damaged
properties?

School Head submits report to the

YES Division focal person

Coordinate with the Barangay

Officials and/or LGU’s and
stakeholders for assistance
 3. Tornado Coordinate with the Division office
on the suspension and resumption
A tornado is described as a violently rotating column of air extending from a
of classes

thunderstorm to the ground. Tornadoes come in many sizes but are typically in the form of a
visible condensation funnel whose narrow end touches the earth and is often encircled by a
cloud of debris. It can have a wide range of colors depending on the environment. Typically,
tornadoes may appear nearly transparent and invisible until dust and debris are picked up.
Tornadoes develop from severe thunderstorms in warm, unstable air along and ahead of
cold fronts. It starts from a change in direction, an increase in wind speed with increasing height
and a rise from within the thunderstorm which triggers the rotation of wind from horizontal to
vertical.
Tornadoes have been observed on every continent of the world but these destructive
forces are found most frequently in the United States particularly to the east of the Rocky
Mountains during spring and summer months. Occurrence of tornadoes in Asian countries is
seldom. There were reported occurrences of “buhawi”, local term for tornado, in the Philippines,
one occurred in San Miguel, Bulacan and damaged at least 30 houses in 2008.
Shapes and Sizes of Tornadoes
Weak Tornadoes 69% of all tornadoes less than 5% of tornado deaths lifetime 1 – 10+ minutes
winds less than 110 mph

Strong Tornadoes 29% of all tornadoes nearly 30% of all tornado deaths may last 20 minutes
winds 110-205 mph

Violent Tornadoes only 2% of all tornadoes 70% of all tornado deaths lifetime can exceed 1
hour winds greater than 205 mph

Preparedness
 School DAT develop a preparedness plan for the whole school community through the
assistance of BDRRC and CDRRC.
 Have frequent drills.
 Inspect pre-designated areas to ensure the best protection.
 Mark/label the unsafe buildings.
  Secure megaphone as alternative of school’s alarm system.
 Store flashlights and back-up batteries to receive warnings.
 Prepare a survival kit which consists of potable water, ready to eat foods, medicines,
battery-powered radio, first-aid kit and whistle.
 Keep a list of emergency phone numbers on display.

School DAT as
NO well the students
are well informed
already .

School DAT develop a

Is there a
preparedness plan for the
need to make
TORNADO whole school community a
preparedness
plan?

School DAT develop a

YES preparedness plan for
the whole school
community

Evacuation Team
shall inspect pre-
designated areas and
label unsafe buildings
to ensure the best
protection

DRRM
Coordinator
submits reports
to the Division
DRRM focal
person

Mitigation

 Assess the whole school premises if it is secure.

 Identify strong parts of the building like door jambs, sturdy tables where the
pupils/students can take refuge during tornado.
 Repair or rehabilitate structures to put them in good condition.
 Secure important documents in safe places.
  Trim treetops and branches well. (Get necessary permissions, DENR, etc.).

 Clear the entire of loose material that could blow about and possibly cause injury or
damage during extreme winds.

NO School is tornado resilient

DAT conducts assessment

on the condition of the Is it needed?
TORNADO school premises

Property custodian with DRRM

YES Coordinator conducts building and
school condition assessment

School Head submits report to the

Division DRRM focal person

Division DRRM will recommend

necessary actions regarding the
report

Response
 School DAT facilitate the evacuation of students and personnel to a pre-designated
area.
 If tornado hits the school already, ensure the safety of everybody by staying in an interior
room on the lowest floor and get under a sturdy piece of furniture.
 Stay away from windows.
 Lie flat in a depression if caught outside.
 Listen to radio and television for information.
 Attend to survivors immediately.
 Regular classes
NO resume.

School DAT facilitate the

evacuation to a pre-
TORNADO Is it
designated areas necessary to
evacuate?

Communication Team
YES Leader will activate the
EWS for tornado

School DAT facilitate the

evacuation of students and
personnel to the pre-
designated area.

School DRRM
Coordinator accounts the
students and personnel

First Aid Committee attends to

the persons injured and call
911 if necessary (for major
wounds)

School head reports to the

Division DRRM focal person

Rehabilitation
 Damage Control Team assess the school community for damages and losses.
 School DAT coordinates with proper authorities for assistance.

NO School Head reports to

the Division DRRM
focal person

Are there
Damage Control Team major
assess the school facilities damages?
TORNADO
for damages and losses

YES Activate Search and Rescue

Committee and Damage
Committee to assess the
school facilities possible
damage and losses

School Head reports to

the Division DRRM
focal person

School DAT coordinates

with proper authorities for
assistance.
 4. Thunderstorms

A thunderstorm is a weather condition that produces lightning and thunder, heavy rainfall
from cumulonimbus clouds and possibly a tornado. It is a violent local atmospheric disturbance
accompanied by lightning, thunder, and heavy rain, and often by strong gusts of wind, and
sometimes by hail. The typical thunderstorm caused by convection occurs when the sun’s
warmth has heated a large body of moist air near the ground. This air rises and is cooled by
expansion.
The cooling condenses the water vapor present in the air, forming a cumulus cloud. If the
process continues, the summit often attains a height of 4 miles (6.5km) above the base, and the
top spreads out in the shape of an anvil becoming cumulo-nimbus clouds.
The turbulent air current within the cloud causes a continual breaking up and reuniting of the
rain drops, which may form hail, and builds up strong electrical charges that result in lightning.
As the thunderstorm approaches an area, the gentle flow of warm air feeding the cloud gives
way to a strong, chilly gust of wind from the opposite direction, blowing from the base of the
cloud. Intense rain begins, and then gradually diminishes as the thunderstorm passes.

Preparedness
Develop a School Preparedness Plan. Severe thunderstorm-specific planning should
include the following:
Learn about your area’s severe thunderstorm risk.
 Discuss how you would know if a thunderstorm may produce a tornado.
 Discuss how to be warned of an approaching thunderstorm.
 Recommend trimming and removal of dead or rotting trees that could fall and may
cause damage or injury.
 Secure outdoor and indoor objects that could be blown away and cause damage.
 Estimate the distance of the thunderclouds by computing the difference in time
(second) between seeing the flash of lightning and hearing the claps of thunder. (1
second = 1000 ft.).
 Advise students to stay indoors for 30 minutes after hearing the last clap of the
thunder.
 Review the existing Plan
No
School Head School,
DRRM Coordinator
Thunders And DAT Team Is the Plan
torm prepares needed?
thunderstorm Plan

Yes School head together with

the DAT to put plan into
realization

Communication team conduct

thunderstorm orientation to
the students, and personnel

DRRM Coordinator Simulation exercise with DRRM Coordinator

submits report to the the teachers and students facilitate the Safety
School Head assisted by the DAT lightning Drill

School Head submit report

to the Division DRRM Focal
Person

Response
 Instruct pupils/ students to do the lightning safety position and stay away from structures,
trees, towers, fences, telephone lines, or power lines if out in the open.
 Advise pupils/students to watch out for falling debris and flash floods.
 Advise pupils/students to stay calm throughout the occurrence of thunderstorm.
 Postpone all outdoor activities.
 Advise pupils/students to get inside the school building, classroom or hard top automobile.
 Advise pupils/students to avoid plumbing and bathroom fixtures that are good conductors of
electricity.
 Unplug or turn off all appliances and other electrical items such as computers. Electric
power surges and storm lightning can cause serious damage to these appliances.
 Turn off the air conditioner and television, and stay off the phone until the storm is over. Use
a battery operated radio for gaining information.
 Choose and move to a “safe place” in your school where students can gather during a
thunderstorm preferably on the lowest floor of the building. This should be a place where
there are no windows, skylights, or glass doors, which could be broken by strong winds or
hail, causing damage or injury.

Figure2a.Safety lightning Position

Inform Teachers/ subject
teacher stay in the class
room with their students.

Wait for the signals/

No report from the School
Head/ School DAT what
to do next.
Thunders School Head and
School Head is the
torm School DRRM thunderstorm
activates the Will Activate
harmful? No update:
the DRRM
Thunderstorm Plan Back to normal (Class
Team
resume)

Yes Communication Team inform

the teachers, students and non-
teaching staff through Public
Awareness System (Public
announcement)

 Teachers/ subject teacher stay in

DRRM Coordinator
inform the School about
the report from Team
leaders
Wait for the announcement the class room with their students.
Security and Search  Non- teaching staff safety in their
from the School
Rescue team secure that offices
Head/DRRM Coordinator for
the area if it is safe and  Unplug/ turn off appliances and
going out from the school
okay. gadgets
 Performed the Safety Lightning
Drill

Rehabilitation
 Send pupils/students home if the weather condition allows.
 Remind pupils/students to continually observe safety measures on their way home.
 Continue listening to local radio or television stations for updated information and
instructions.
 Stay away from storm-damaged areas.
 Watch out for fallen power lines, stay away from them and report them immediately.

Inform Teachers/ subject

teacher stay in the class
room with their students
NO

Wait for the signals/ report

School Head will from the School Head/
Thunders School DRRM
have a public Incident
torm Coordinator for going out
announcement gone?

YES School Head announces

that students are
allowed to go home.

School DRRM remind

students to continually
observe safety
measures
 5. Flood

Flood is the inundation of land areas which are not normally covered by water. A
flood 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.
Floods are basically hydrological phenomena and they are also caused by storm surges,
and tsunami along coastal areas. Ecologists also attribute flooding in some regions to
the results of human activities like unregulated cutting of trees and urbanization of large
areas. These activities have changed the hydrological regime of some areas so that
water flows into streams more rapidly. As a result of this, high water levels in water
courses occur sooner and more suddenly. Flooding occurs in known floodplains when
prolonged rainfall over several days, intense rainfall over a short period of time, or a
debris jam causes a river or stream to overflow and flood the surrounding area. Several
factors contribute to flooding.
Two key elements are rainfall intensity and duration. Intensity is the rate of rainfall, and
duration is how long the rain lasts. Topography, soil conditions, and ground cover also
play important roles. Most flash flooding is caused by slow moving thunderstorms
repeatedly moving over the same area, or heavy rains from hurricanes and tropical
storms. Floods can be slow- or fast-rising, but generally develop over a period of hours
or days.

Preparedness

 Prepare an emergency action plan for flood.

 Find out the frequency of occurrence of floods in the locality, especially those that affect
the school area.
 Know the flood warning system in the school. If none exists, recommend to the
appropriate authority for the creation of one.
  Research from previous occurrences how fast the water floods occur in the school and
how high it rises.
 Secure important documents in hanging cabinets .
 Locate evacuation area.
 Conduct flood drill.

School has an existing functional

NO emergency plan

School Head
designates SDRRMG to Is it
FLOOD
make an emergency needed
plan for flood ?
Mitigation

 Prepare “go bags”. It should contain battery-operated transistor

School Head radio, toflashlight,
designates SDRRMG
YES agree on early warning system to be
emergency cooking equipment, candles, matches and used
firstduring
aid kit.
flood

 Initiate drainage cleaning to prevent blockage when water level rises

 Set up water level indicator using paints School Head reminds teachers to
secure important documents in higher
places in their room
 Orient parents to fetch their children early as soon as weather gets worse

Teachers disseminate to all pupils the

location of evacuation area in case
flood happens

School Head submits report to the

Division DRRM focal person
  Remind pupils/students not to attempt to cross flowing streams unless they are assured
that the water is below knee high level.
 Advise pupils/students to avoid areas prone to flash flooding and be cautious of water-
covered roads, bridges, creeks and stream banks and recently flooded areas.
 Warn pupils/students not to go swimming or boating in swollen rivers.

Teachers are well trained to

NO respond in case flood occurs
Response
School DRRM
Watch out for rapidly
 FLOOD rising water and prepareIs isthe students/pupils for evacuation.
Coordinator initiates needed
mitigating measures ?

School Head designates SDRRMG to

YES agree on early warning system to be
used during flood
 School Head leads in creating water
level indicator as early warning system
using paints

Teachers orient parents to fetch their

children when weather gets worse

 Switch off the electricity and lock the rooms after the children have gone out.
 Use a radio or a portable, battery powered radio (or television)
Teachers will for updated
encourage information.
students to
have their “GO BAG” always
Local stations provide the best advice for your particular situation.
 Listen continuously to a radio, or a portable, battery-powered radio (or television) for
School Head submits report to the
updated emergency information. Division DRRM focal person

 Communicate with nearest rescue unit in case flood water gets to the worst level.
 Teachers are licensed emergency
Rehabilitation YES rescuers

Are
 Report broken utility lines (electricity, water,
School Head instruct
gas, etc.) immediately to appropriate
teacher
teachers to bring their
agencies/authorities.
FLOOD s
children to higher level capable
 Ensure that electrical
areas appliances are checked
to by a competent electrician before
rescue
switching them on. ?

School Head issues an order to vacate

 Continue to listen
through to aradio
radio or local
NONEtelevision
NO stations
Listen to updates TV or and return home only when
the school as soon as the advisory from
on the resumption of classes
PAGASA reaches signal NO. 2
authorities indicate it is safe to do so.
 Stay away from any building that is Are
still flooded.
there Students fetched by their parents will
 Advice pupils/students to eat onlytrapped
well cooked food and drink only clean or preferably
be released
?
boiled water and throw away all food that has come into contact with flood water.

Teachers remain with their pupils until

rescue units come YES

If there are available communication

pupils

Allow rescue units to do their job

School Head submits report to the

Division DRRM focal person
 No damage was incurred during
NO flood

School Head with

property custodian assess Is is
FLOOD
damages incurred during needed
the incident ?

School Head seeks assistance from

YES certified electrician to check appliances
before switching them on

School Head leads in assessing the

damages to the properties

School Head instructs teachers to

conduct psychological first aid before First aid team leads in campaigning to
NO
resuming proper instruction observe safety of food and water
intake

Deat School Head instruct teachers to

monitor pupils affected by the flood
h?

School Head seeks assistance in

cleaning the flooded classrooms
School Head leads in extending any
financial support for the victim YES

School Head submits report to the

Division DRRM focal person
 6. Storm Surge

Storm surge is a rise of seawater above normal sea level on the coast, generated by the
action of weather elements such as cyclonic wind and atmospheric pressure. Sea level is raised
and driven towards the coast. Where the depth is shallow and the slope of the sea bed is
gradual, the natural flow of the water is delayed by the effect of friction on the sea bed. As more
water moves from the sea to the coast excess water piles up on the shore line. This piling up of
water makes a large volume of water which might eventually flow into the hinterland some
distance from the coast. Depending upon the shape of the coastline and the slope of the sea
bed, storm surge can sweep across large portions of coastal areas.

Preparedness and Mitigation

 Know the storm surge risk zones and recommend for the relocation of the school
children to safer grounds if necessary.
 Recommend the construction of seawalls and storm surge breakers to protect the
buildings from storm surge strikes.
 Warn pupils/students to stay off the beach when weather disturbance exists.
 Ensure that everyone is familiar with the identified escape routes of the school to higher
grounds.
 Establish evacuation plans and procedures.
 Ensure full participation in the regular conduct of drills and exercise.

NO Conduct Regular Drill

School DRRM Coordinator

& School Head assess
Look for safer place or
Storm relocation site or Is it
evacuation plan of the alternate evacuation
Surge safe? area
school in the occurrence
of storm surge.

YES
Update the safety of the
evacuation area
Response
 Direct pupils/students to move to higher grounds upon detection of signs of a probable
storm surge or upon receiving a warning that a storm surge is imminent.
 Advise pupils/students to be alert of and stay away from steep, high coastal areas which
are prone to landslides.
 Switch off power supply.
 Advise pupils/students to stay on the inland side away from the potential flow of water.
 If caught in a storm surge, advise pupils/students to take hold of large boulders or tree
trunks which can provide protection from the force of water or debris carried by the
flowing water.

No Back to normal
situation
Activate the
DAT Team Need
Action?
Need

Instruct
pupils/students to
YES proceed to
evacuation area

Rescue team instructs those Damage Control

caught in the storm surge to Team Leader will
hold on to anything strong for switch off the power
protection supply

Damage Control
Team Leader will
report to school
coordinator
Rehabilitation
 Advise pupils/students not to eat fresh food that came in contact with flood waters.
Drinking water should be submitted to proper authorities for testing.
 Check structural damage of the classroom to ensure that there is no danger of structure
collapse.
 Check classrooms for electrical damage and open live wires. Electrical fixtures should
only be switched on after making sure that it is safe to do so.
 Clean all mud and debris immediately.

YES Back to Normal Situation

Communication Team Leader

will facilitate the Information
dissemination on safety food Is the school
& water intake safe? ( food &
structure )

Damage Control Team Leader

Supply Team will facilitate the
will check on structural
distribution of safe food &
damage of school NO drinking water

Fire Fighting Team will check

on electrical damage of Damage Control Team will
school. submit report to the Team
Leader on any structural
damages of the school and
initiates the cleanliness of the
affected areas.

Fire Fighting Team will submit

report to the Team Leader on
buildings that needs electrical
fixtures.

The Team Leader will submit

report to Division DRRM Focal
Person.
 7. Landslide

A landslide is a massive outward and downward movement of slope-forming materials.

The term landslide is restricted to movements of rocks and soil masses. These masses may
range in size up to entire mountainsides. Their movements may vary in velocity. A landslide is
initiated when a section of a hill slope or sloping section of a sea bed is rendered too weak to
support its own weight.
This is generally triggered by other natural hazards such as prolonged, heavy rainfall or by
other sources of water which increase the water content of the slope materials. Landslide as a
geological hazard is caused by earthquake or volcanic eruption. Susceptibility of hill slope to
landslide is developed as a result of denudation of mountainsides which removes the trees or
ground cover that holds the soil, or alteration of the surface of the ground like grading for roads
or building constructions.

Preparedness
 Develop a school preparedness and evacuation plan.
 Promote public awareness and involvement on landslide mitigation.
 Prepare the pupils/students for evacuation upon the direction of the proper school
authorities
 Conduct regular drills on evacuation procedures.
 Maintain a list of contact numbers of team leaders before, during, and after emergencies.
 Maintain proper signage about landslide in the school premises.
 Review existing Plan of
Landslide
No
School Head School,
DRRM Coordinator
And DAT Team
Landslide Prepares Landslide Is the Plan
Plan needed?

School head together with

the DAT to put plan into
Yes realization

Communication team conduct

thunderstorm orientation to
the students,

DRRM Coordinator
facilitate the Landslide
Drill

Simulation exercise with

the teachers and students

DRRM Coordinator
submits report to the
School Head

School Head submit report

to the Division Focal
Person
Mitigation
 Build riprap to prevent soil erosion.
 Reinforce the foundation and walls of the school buildings and other structures when
needed.
 Recommend to proper authorities the construction of proper drainage, levees and other
structures that can protect the school.

School is well equipped in

No terms of landslide mitigating
procedures and constructions

School Head and DRRM

Coordinator leads in
Landslide Is it
constructions of
needed?
mitigating materials for
the safety of the school
School Head/ DRRM
Coordinator coordinates
with the Parents or other
Yes stake holders for
“bayanihan”

School Head and DRRM Team

coordinates with the BDRRMC
and LGUs for assistance in
construction and
reinforcement of mitigating
materials for the school.

Response
 School head activates the DRRM team.
 Evacuate the school community immediately
 Advise pupils/students to stay away from the path of landslide debris.
 Get out of the school buildings as soon as possible when rumbling sounds are heard
from upstream or the trembling of the ground is felt, indicating a possible mudflow.
 Coordinates BDRRMC and other proper authorities for an assistance/ help.
  Observe and be
vigilant in the
surrounding
No  Stay inside the
classroom
School head /
DRRM DRRM
Landslide Coordinator
Coordinator Incident Back to Normal
activate Activates the Harmful?
Landslide Plan DAT

Perform the drill proceed to

Yes evacuation area

 Security team will secure

the students and personnel
in the hazard area
 Cordoned the area for
crowd control

First Aid team mobilization

for medical assistance

Search and Rescue Team will do

Transportation team Mobilization the search and rescue in the
affected area

 Tap BDRRMC/ others proper

School Head Call another proper authorities for search and
announce class authority for rescue in the area
suspension assistance No  Assistance for heavy
equipment

School Head
announce class
suspension Is the area Wait for the report if the area is
safe? clear/ safe

School head still Yes

announces class resume

Rehabilitation
 Recommend to proper authorities to examine thoroughly the damaged structures and
utilities before re-occupying facilities.
 Stay away from the landslide area. There may be danger of additional landslides.
 Check with caution injured and trapped persons within the landslide area. Direct
rescuers to their locations.
 Listen to local radio or television stations for the latest emergency information.
 Seek the advice of a geotechnical expert for evaluating landslide hazards or designing
corrective techniques to reduce landslide risk.

Affect area already

manageable
YES

School head with

the DAT
Landslide coordinates to Is the Class resume
other stake holders area safe
for assistance for the
students?

NO

DRRM Coordinator/
Communication Team Supply and Relief
coordinate to BDRRMC and Team prepares food
other stake holders for clearing assistance to the
the area volunteers’
Volunteers’
Heavy equipment

School Head wait for the

updates of clearing

Submit to School Head check DRRM Coordinators make a

and validated narrative report/ records for the
incident

Submit to the Division DRRM

Focal person.
 8. Global Warming

Global Warming is the process of warming the earth caused by the so-called enhanced
green-house effect which traps the solar radiation in the atmosphere due to the presence of
greenhouse gases. Ultraviolet radiation passes through the Earth’s atmosphere and warms the
planet’s surface before being reflected back into space as infrared radiation. Gases such as
carbon dioxide and methane are called greenhouse gases, which trap some of the heat from
radiation in the atmosphere. The concentration of these gases has increased dramatically as a
result of human activity, therefore trapping more heat and thus causing global temperatures to
increase and climates to change. What are the human activities that increase the concentrations
of the greenhouse gases?
 Burning of fossil fuels like oil, coal, gas and others, in transportation, manufacturing
processes in industry and land-use changes contribute to the increases of carbon
dioxide emissions.
 Livestock production and waste management systems like landfills, cause increases in
the concentration of methane.
 The use of chemical fertilizers and pesticides are examples of activities that cause
increases in the concentration of nitrous oxide.
 The use of Chlorofluorocarbons (CFCs), Hydrofluorocarbons (HFCs) and its substitutes
in refrigeration/air-conditioning units causes the increase of halocarbon concentration in
the atmosphere.

Global warming causes changes in rainfall patterns, a rise in sea level due to melting of
polar icecaps and ice fields, and a wide range of negative impacts on plants, wildlife, and
humans. The good news about global warming is we know exactly what to do. We can slow it
down and mitigate its worst effects by significantly reducing our consumption of fossil fuels
through energy conservation and by switching to clean, renewable energy sources which are
carbon free—like wind, solar, biomass and geothermal energy.

Preparedness and Mitigation

 Continue information dissemination on global warming issues. Give warning on the
dangerous effect of global warming.
 Advocate for the recycle/reuse of everyday materials to help conserve resources, lead to
less energy and less elements used in manufacturing them, while recycling paper will
lead to less trees being cut down.
 Save energy by saving electricity through the use of energy efficient lighting and
appliances, biking/walking.
 Advocate the use of renewable energy such as those from hydro-electric dams, wind
power, solar radiation and biofuels.
 Plant trees and encourage others to plant too
 Conserve water and other natural resources.
 Be environment-friendly

YES
Update/upgrade
Information using social
media (Apps)

Is the
School Head & School
school
Coordinator will lead on
Global the Information
aware of
Global
Warming dissemination about
Warming?
Global Warming

Communication Team will

conduct Orientation on
NO Global Warming to the
parents during PTA
Assembly.

Teachers will integrate the

5 R’s, conservation in
water & natural resources,
practices on friendly
environment in their
lessons.

School Coordinator
initiates/coordinates with
their stakeholders, NGO’s
on the conduct of
Tree/Mangrove Planting &
Coastal Clean – Up.
 9. Extreme Climatic Variabilities

Climate Change is the direct impact of global warming. Rising temperatures will cause
changes to weather patterns. As global warming occurs, most places will be warmer. This will
cause changes in the amount and pattern of rain and snow, in the length of growing seasons, in
the frequency and severity of storms, and in sea level rises. Computer models predict that
global warming will shift rainfall patterns, resulting in extended drought conditions in some
areas, and excessive rainfall and severe storms in others. Climate change will cause more
severe extreme weather events and the world would experience more killing heat waves, long-
lasting droughts in some areas and more frequent and intense downpours and floods in others,
an increasing number of super hurricanes or tornadoes and typhoons, massive species
extinction, eco-system collapse, agricultural failure and rising sea levels, which eventually will
inundate coastal towns and cities around the world.

Periodical Phenomenon of Climatic Variability

La Nina is characterized by unusually cold ocean temperatures in the equatorial Pacific,
as compared to El Nino, which is characterized by unusually warm ocean temperatures in the
equatorial Pacific. El Nino and La Nina result from interaction between the surface of the ocean
and the atmosphere in the tropical Pacific. Changes in the ocean impact the atmosphere and
climate patterns around the globe. In turn, changes in the atmosphere impact the ocean
temperatures and currents. The system oscillates between warm (El Nino) to neutral, or cold (La
Nina) conditions with an average of every 3-4 years.

Heat Waves
Heat can kill by pushing the human body temperature beyond its limits. Elderly people,
young children, and those who are sick or overweight are more likely to become victims of
extreme heat. Men sweat more than women so they are more susceptible to heat illness and
become more quickly dehydrated. Excessive heat that lasts for more than two days significantly
increases heat-related illnesses. People living in urban areas may be at greater risk from the
effects of a prolonged heat wave than people living in rural region.
Preparedness and Mitigation
 Develop a School Preparedness Plan on extreme heat. Know what heat hazard may
occur where you are and learn how to plan for extreme heat.
 Plan changes in your daily activities to avoid strenuous work during the warmest part of
the day.
 Consult a physician when affected by extreme heat.
 Undergo training on first aid.
 Discuss the dangers of extreme heat wave with your students
 Provide a special section in the school newsletter with emergency information on
extreme heat.
 Interview local physicians and paramedics about the dangers of sunburn, heat
exhaustion, heat stroke, and other possible conditions caused by excessive heat.

YES

Update & Review the

existing Plan

School Head & School

DRRM Coordinator will Is the school
Extreme prepared on
initiate on the Conduct
Climatic of Orientation on Climate Change
Variabilities Climate Change and and its effect to
trainings on Basic First the students?
Aid

NO
Activate the Preparedness
Plan for Heat Hazard
The School DRRM Team
will develop a
preparedness Plan for
Heat Hazard
Teachers Undergo
Orientation on Climate
Change with Resource
persons from DOST, MGB

First Aid Team will undergo

training for Basic First Aid

Cascade to the parents &

students through
symposium and advertise
through school papers.
Response
 Plan changes in your daily activities to avoid strenuous work during the warmest part of
the day. Instead, do it in the morning between 4:00 a.m. and 7:00 a.m. Many heat
emergencies are experienced by people exercising or working during the hottest part of
the day.
 During a drought, conserve water by placing a brick, or another large solid object, in your
toilet tank to reduce the amount of water used in flushing.
 Stay indoors as much as possible.
 Avoid extreme temperature changes like a cool shower immediately after coming in from
hot temperatures which can result to hypothermia.
 Keep cool.
 Vacuum air conditioner filters weekly during periods of high use.
 Wear loose-fitting, lightweight, light-colored clothing that will cover as much skin as
possible.
 Protect face and head by wearing a wide brimmed hat.
 Drink plenty of water even if you do not feel thirsty, to prevent dehydration.
 Avoid drinks with alcohol or caffeine which can also cause dehydration.
 Take frequent breaks if you must work outdoors.
 Use a buddy system when working in extreme heat.
 Eat frequent small meals for easy digestion.
 Use salt tablets or table salt because it retains fluids.
 Never leave children or pets alone in closed vehicles.

Continue the campaign

YES
on awareness on the
effect of Extreme
Variabilities

School Head together

Extreme with the School DRRM
Coordinator will initiate Needs
Climatic
on the implementation action?
Variabilities of the what to do
during Extreme Climatic
Variabilities
NO DAT will monitor on
students who are
experiencing the effect
of Extreme Climatic
Variabilities

School Coordinator will

submit report to the
Team Leader on any
casualties caused by
Extreme Climatic
Variabilities
Rehabilitation
 Bring victims to the school clinic.

YES

NO

Geological Phenomena and Hazards First Aid Team will give

medical assistance to
10. Earthquake the victims.

An earthquake is a shaking of monitor

Advisers will the ground caused byIs sudden
the
slippage of rock masses
Extreme their students who
school
below or Climatic
at the surface of the
wereearth.
victims ofIt is a wave-like movement
clinic
of the earth’s surface. An
extreme climatic
Variabilities functional?
earthquake may be classified variabilities
as either andtectonic
bring or volcanic. In certain cases, earthquakes can
them to the school
result from man-made activities
clinicsuch
for as detonation of explosives, deep mining activities, etc.
medication/treatment.
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
Information Team will
Call for 911 for medical
are a series of tremors that occur before the main earthquake. Aftershocks
assistance 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.

Preparedness
 Teach the school children how to use fire extinguishers, first aid kits, alarms and
emergency exits. These should also be accessible, conveniently located, and
 prominently marked in familiar places to the pupils/students for assembly and possible
evacuation.
 Identify strong parts of the building like door jambs, sturdy tables where the
pupils/students can take refuge during an earthquake.
 Prepare and maintain an earthquake survival kit consisting of a battery-powered radio,
flashlight, first aid kit, potable water, candies, ready to eat food, whistle, and dust mask.
 Conduct a contingency planning on earthquake.
 Conduct an orientation and earthquake drill.
 Evaluate the school. Have the following data available yearly:
 Total number of students occupying each floor;
 Total number of students occupying each building; and
 Identify students or teachers with special needs (sick, old, disabled) and their location.
Study the most recent school grounds layout or planning to identify open spaces and
determine the total area of available space that can be utilized as “areas of temporary
refuge” that will be designated for the occupants of each school building. Determine how
many persons can occupy this open space.

NO ACTION TAKEN

School DRRM
Coordinator, teachers
join forces in Is it
information
needed or
EARTHQUAKE dissemination
campaign not?

Conduct hazard mapping, develop contingency

plan and identify a school evacuation areas that
can hold all the school occupants

Capacitate teachers and learners through

Training -seminars and simulation on first aid
and rescue.
Mitigation

 Recommend to appropriate authorities the evaluation of structural soundness of school

buildings and important infrastructures.
 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.
 Make sure that school building design complies with the National Building Code
Standard. On existing school buildings with one door, request proper authorities to
provide two exit doors for every classroom, both with swing-out direction.
 Check for the presence of other potential sources of hazard due to secondary effect of
earthquakes like steep hill slopes, hanging heavy objects, dams, storage tanks, falling
debris, and fire.
 Strap heavy furniture/cabinets inside the classrooms to the wall to prevent sliding or
toppling;
 Store breakable items, harmful chemicals and flammable materials inside the
classrooms in the lowermost shelves and secure firmly.
 Install latches on drawers and cabinets.
 Check classrooms for hanging or unstable objects that may fall on the pupils/students
during the earthquake. Familiarize pupils/students as well as school personnel with the
easiest exit or evacuation route to take. Develop a School Earthquake Evacuation Plan
and hang/post this in the in the Corregidor of each building.
 Obtain a building layout/floor plan for each building that shows the rooms, corridors,
staircases and exit points.
 School buildings and its
structures are
frequently inspected

School DRRM
Coordinator with Needs
EARTHQUAK property custodian
E action
check building
condition and its and
structure repair?

DRRM Assess the structural condition of the

building and give the reports to the School
Head

The School head will report to the division

DDRRM focal person

The division will act right away to resolve the

existing problem of the school.

Response

 Direct pupils/students to stay inside a structurally sound building.

 Advise pupils/students to protect their body from falling debris by bracing themselves in
a doorway or by getting under a sturdy desk or table.
 When inside a vehicle, pull to the side of the road and stop. Do not attempt to cross
bridges or overpasses which may have been damaged.
  Direct pupils/students to move to an open area when they are outside a building or any
structure. Stay away from power lines, posts, walls, and other structures that may fall or
collapse. Stay away from buildings with large glass panes Move away from steep
escarpments which may be affected by landslides particularly if they are on a mountain
or near steep hill slopes.

NO EARTHQUAKE

Activate the DAT

EARTHQUAK
team and performed Needs
E their different duties action?

Direct Learners to do the

proper actions
performed the Duck
Cover and Hold
procedures

Guide the learners to go

to the evacuation area

Account the number of learners per class and report

immediately if there is lacking or injured

Rehabilitation

 Check themselves for cuts and for injuries and approach the nearest teacher for
assistance.
 Check the surroundings of the schools
 Call the authority to clean up chemical spills, toxic and flammable materials since this is
hazardous to untrained people.
 Check for fire and if any, have it controlled.
 Check the water and electrical lines for defects. If any damage is suspected, turn the
system off in the main valve or switch.
  Help reduce the number of casualties from the earthquake:
 Do not enter partially damaged school buildings, as strong aftershocks may cause these
to collapse.
 Gather information and disaster prevention instructions from battery-operated radios.
 The School Head/Principal shall provide safety precautions. He/She shall not allow any
student to go out of the school unless they are with their parents/relatives. Identify/List
pupils/students fetched by parents/relatives and those left behind.
 Do not use the telephone to call relatives and friends. Disaster prevention authorities
may need the lines for emergency calls and communications.
 If there is a need to evacuate, apply the buddy-buddy system and follow orders from the
Principal/School Head. Wait for your parents to fetch you from the evacuation area and
inform the Principal/School Head if you will leave the area.
 Take with you your Earthquake Survival Kit, which contains all the necessary items for
your protection and comfort.

There is no injured reported

Activate the first aid,

EARTHQUAK rescue and damage Needs
E control team with the action?
school head.

Conduct building assessment for immediate repair and

rehabilitation

Gathered all reports and submit it to the proper

authority

Assess and account all damages in school properties

 11. Tsunami

Tsunamis are giant sea waves generated by earthquakes and volcanic eruptions under
the sea-bed. Tsunamis can only occur when the earthquake is strong enough (M7.0+) to
displace the seabed, creating pressures in the water above it. Other sources of tsunamis
include submarine or coastal landslides, pyroclastic flow and large volume debris avalanches
from oceanic and partly submerged volcanoes, and caldera collapse. Although tsunamis may be
triggered in various ways, their effects on the coastal areas are similar. The large waves of a
tsunami are preceded by initial lowering of the water level even beyond the lowest tidal levels.
This phenomenon resembles the low tides which may have led to tsunamis being falsely called
“tidal waves”. Tsunamis generated in distant locations will generally give people enough time to
move to higher ground. For locally-generated tsunamis, where you might feel the ground shake,
you may only have a few minutes to move to higher ground.

Preparedness
 Conduct school advocacy on tsunami awareness, preparedness Regular tsunami drills
should be conducted. (in those identified areas)
 Turn on your radio and other communication devices to know if there is a tsunami
warning if an earthquake occurs and if you are in a coastal area.
 Assign a focal person to monitor and observe the water recession after an earthquake.
Be aware of the tsunami facts. This knowledge could save your life! Share this
knowledge with your friends. It could save their lives.
 If you are in school and you hear there is a tsunami warning, you should follow the
advice of teachers and other school personnel.
 NO TSUNAMI

The school DRRM and

the School Head will It is
conduct Information necessary
TSUNAMI
awareness and ?
preparedness

Conduct school advocacy

awareness and what are the
do´s and don`t.

Conduct school Tsunami Drills

Assign person near the sea to

communicate right away about
the movement of the sea.
Report immediately to the School
Head if there is irregular
movements of the sea.

Mitigation

 Construction of sea wall that could hold large volume of waters.

 Evacuation and relocation to the families which are prone to Tsunami areas.
 Construction of buildings in those areas Identified with the tsunami hazard must be
tsunami resistant.
 NO TSUNAMI

School Head will

encourage DPWH, NHA
to do the action in this It is
TSUNAMI necessary
matter with the LGU
?

Conduct community survey and

report to the LGU,DPWH,NHA.

The School head will make a

report to the LGU about the
Findings.

Construct sea wall that could hold

large volume of water

Early evacuation and relocation to

the families lived in tsunami prone
areas.

Response

 CAUTION: Move away from the beach immediately, if there is noticeable recession in
water away from the shoreline.
 Move inland to predetermined higher ground immediately and stay there.
 Stay away from the beach. Never go down to the beach to watch a tsunami coming.
 High, multi-story, reinforced concrete school buildings are located in some low-lying
coastal areas. The upper floors of these school buildings can provide a safe place to find
 refuge should there be a tsunami warning and you cannot move quickly inland to higher
ground. Local Civil Defense procedures may, however, not allow this type of evacuation
in your area. Small school buildings located in low-lying coastal areas are not designed
to withstand tsunami impacts. Do not stay in these structures should there be a tsunami
warning.
 Offshore reefs and shallow areas may help break the force of tsunami waves, but large
and dangerous waves can still be a threat to coastal residents in these areas. Staying
away from all low-lying areas is the safest advice when there is a tsunami warning.

NO TSUNAMI

School Head and

teachers will lead the
evacuation of the It is
TSUNAMI necessary
learners
?

The school DAT team will act

accordingly and evacuate the
learners to the safest
place/evacuation areas right way.

Account all learners and submit

the report to the School head

If in case there are missing

children, report it immediately to
the School Head. And wait for the
professional rescuers to search
and rescue the missing learners.
 Rehabilitation

 Conduct an evaluation on the damages.

 Create a stressed debriefing shelter and temporary learning centers.

NO TSUNAMI
School Head and teachers
with the LGU will create
and activate the
rehabilitation rooms and It is
TSUNAMI
temporary learning necessary
center. ?

Human PROPERTY

Stressed debriefing The school DAT team will conduct

an evaluation and assessment on
the damages and rehabilitation
needed.

Counseling
Creation of temporary school
learning center for the affected
school children
 12. Volcanic Eruption

A Volcanic Eruption is a process wherein volcanic materials such as molten or hot

fragmented rocks or gaseous materials are ejected from a volcano. Hazards from volcanoes
may be of different nature. These hazards include flowing of fast-moving molten rocks and other
ejecta. The ejected fragments range in size from fine dust (volcanic ash) to large boulders
(volcanic bombs or blocks). Besides liquid and solid materials, volcanoes give off poisonous
gases, sometimes in superheated gas jets. Other hazards associated with volcanic eruption are
earthquakes, fissuring caused by the force of upward-moving magma, tsunami and water
displacement, subsidence due to retreat or withdrawal of magma, landslides due to too much
bulging on one side of the volcano or those triggered by earthquakes or rainfall.

Preparedness

 Develop evacuation plans and conduct evacuation drills.

 Prepare for evacuation if warning for imminent volcanic eruptions or mudflows is raised.
 Know the ways of protecting the school from ashfall, landslides and debris flows by
consulting your local disaster coordinating council.
 Consult respective disaster coordinating council officials on the establishment their
community counter-disaster response plans.
 Know the delineated areas vulnerable to volcanic hazards and assess your risk for
dangers.
 Appreciate and take advantage of the importance of management of human settlements
based on land use planning which considers volcanic hazards.
 Learn about your community warning systems and emergency plans.
 Develop an evacuation plan. . Everyone in the school should know where to go in
response to warnings.
 Manageable situation
School Head and teachers
with the DAT team will do
VOLCANIC an action plan in
ERRUPTION protecting the children It is
necessary
?

DAT TEAM

Conduct an information
drive

Create a map for

evacuation plan

Coordinates with the

LGU for uniformity of
signals and warnings

Coordinates with the

LGU for uniformity of
signals and warnings

School head will pass a

report to the division
office
Mitigation

 Schools in places prone to volcanic eruptions should have pairs of goggles, basic kits
and evacuation supply kits.
 Avoid low places or areas vulnerable to avalanches, rock falls, lava flows and mudflows.
 Scrape off ashes to prevent heavy loading of the school building roofs. When doing so,
the following precautionary measures should be observed:
 Wear long-sleeved shirts and long pants;
 Wear goggles and eyeglasses instead of contact lenses;

NO VOLCANIC ERRUPTION

School Head and

teachers will do the
following It is
VOLCANIC necessary
ERRUPTION ?

The school DAT team will

purchase the following, basic kits
and evacuation supplies

Survey the areas for possible

hazards that would occur during
volcanic eruption and make signs
to avoids those places

The school head will make a

report to the division office
Response

Rehabilitation
NO VOLCANIC ERRUPTION
 Clear the canals and pathways of ash and other debris.
 Scrape off ashes to prevent heavy loading of the school building roofs. When doing so,
School Head and DAT
the following precautionary measures
team with teachers will should be observed:
It is
 Hose down the do the following
accumulated ash and plant leaves on roofs.
necessary
VOLCANIC
ERRUPTION ?
 Stay away from the slide area. There may be danger of additional slides.
 Check for injured and trapped persons near the slide, without entering the direct slide
area. Direct rescuers to their locations. The school DAT team will lead in
 Listen to local radio. doing the following

 Account all the damages in school.

Perform the assigned task given
during the campaign

The school head will make a

report to the division office.
 A. Volcanic Erruption
School Head and teachers
with the LGU will create
and activate the
VOLCANIC
rehabilitation facilities
ERRUPTION
and temporary learning
center. It is
necessary
?

Human PROPERTY

Stressed debriefing The school DAT team will conduct

an evaluation and assessment on
the damages and rehabilitation
needed.

Counseling
Creation of temporary school
learning center for the affected
school children

The school head will submit a

complete account report on
Damages and affected Learners
and teachers to the division office

B. Human Induced Hazards

Types of Human Induced Hazards

1. Technological Hazards
1.1. Structure Collapse
 Structure collapse is often caused by engineering failures such as under-design of
structural components, by corrosion attack and by aerodynamic resonance in structures.
Preparedness

 Conduct a general check on the condition of all school buildings before every school
opening through the assistance of DepED Engineers, City/Provincial/Municipal
Engineers and Bureau of Fire Protection.
 Repair or rehabilitate structures to put them in good condition.
 Adopt the existing warning system for a building which is certified as unsafe for
occupancy.
 Cordon off and mark buildings found unsafe with “off-limits”.

NO Inspect buildings frequently

DRRM
Coor/Property
STRUCTUR Nee
Custodian ds
E
COLLAPSE conduct checking repa
of buiding ir?
condition
YES Adopt warning system for
unsafe building

Cordon off the building

and install OFF-LIMITS
SIGN

School Head file a report

to the Division PDO
Coordinator

Response

 Vacate the building immediately.

 Apply first aid, and in cases of injuries or casualties bring the victims to the nearest
hospital for medical treatment.
 Keep records of pupils
NO affected outside of
School school premises
Head/DRRM
STRUCTUR Coordinator gives Injured/
E order to vacate damage
COLLAPSE the building d?
immediately
First aid team leader calls
YES for emergency assistance

School Head submits First aid team leader School nurse administer
report to the Division PDO submits incident report to first aid to pupils with
the School Head minor injuries

Transportation team
leader assists in bringing
the injured victims to the
nearest hospital

Rehabilitation

 Secure the area.

 Evaluate and assess the damaged structure through the assistance of engineers.
 Report the extent of damages to authorities for proper action.
 Recommend for approval the demolition of condemned buildings, subject to
recommendation by proper authorities.

Back to normal school

NONE operations

School Head Are

STRUCTUR
leads in securing there
E
COLLAPSE the area damage
d
building
s? School Head & property
YES custodian assess the
damage of the buildings

School Head files a

suggestion for demolition
of condemned buildings as
per assessment of proper
authorities

School Head submits

report on damaged
1.2. 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 fi re exceeds anything to
which a person is normally exposed. A fully developed room fire 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.

Preparedness
 Develop a School Preparedness Plan.
 Develop building evacuation plans for each building.
 Post evacuation plans in strategic locations.
 Conduct simulation exercises with teachers and students on the proper use of fire
extinguishers.
 Make sure that the public address systems are loud, clear and functional.
 Assist Bureau of Fire Protection (BFP) in their Fire Prevention and Suppression Drill
Program
 Conduct regular inspections and safety checks on electrical outlets.
 Assign personnel who will regularly check possible areas where fire may start such as
stock room, laboratories, kitchens.
 Device a fire-safety plan and an education program for the safety of everyone in the
school
 Review existing plan
NO
School Head &
FIRE
DRRM Coordinator Is the
develops a school plan
preparedness plan neede
d?

School Head designates

YES the School DRRM
Coordinator to facilitate
the realization of the plan

Communication team
posts evacuation plans in
every classroom and put
up signages for fire exits

Make a safety plan and an Fire-fighting team leads in

Check areas which are education program for the observance of safety
possible for the origin of safety purposes measures
fire

Conduct a school fire drill

Simulation exercises with (please consider fire drill
teachers and students as one of the priority
options)

Makes sure that public

address system is School Head submits plan
functional, loud and clear to the Division DRRM
Focal person

Assists BFP in the

campaign for Fire
Prevention

Team leader submits

report to the School
DRRM Coordinator

Mitigation

 Install fire extinguishers and alarms.

 Maintain proper signage for fire exits.
 Clear and free fire exits from obstruction.
 Consider escape ladders for multi-storey school buildings.
 School is equipped with all
fire safety measures and
NO equipments

School Head leads

in the procurement Is it
FIRE and installation of
neede
fire safety
equipments d?
School Head include in
SIP/acquire through
stakeholders to procure
YES fire extinguishers

Communication team put

up signages for fire exit

Consider installing escape

ladders for multi-storey
buildings

School Head keeps a

record of procured
materials for liquidation

Response

When fire is detected:

Do’s
 Sound the alarm.
 Call the nearest fire department
 Suppress the fire with available equipment (for Kiddie/Junior Fire Marshals and trained
personnels only).
 In case fire escalates, leave immediately at the nearest exit point not blocked by fire.
 Feel the door, cracks, and doorknob with the back of your hand before opening the door
if you are escaping through a closed door. The back of your hand is more sensitive to
heat.
 Close windows and doors as you escape from the fire scene to delay the spread of the
fire
 Use your second way out if you see smoke or fire in your first escape route. The less
time you are exposed to poisonous gases or flames, the safer you will be.
 Get out as safely and quickly as you can and stay away from toxic smoke and gases.
Drop, crawl and go when fire breaks out.
 Crawl low under the smoke to your exit if you must exit through smoke. Crawling with
your head at a level of one to two feet above the ground will temporarily provide the best
air.
 Conduct inventory of school personnel and students.
 Seek medical assistance for the injured.
 Do not return inside the school once outside.

Trained personnel suppress

YES fire

Communication
team leader sounds Can fire be Assess damage
FIRE the alarm and calls
YES
suppressed
the nearest fire ?
department/ 911 Fire
suppresse
d? Team leader submits
NO report to the School
Head

School Head/ School Head submits

Communication team report to the Division
leader signals for DRRM Focal person
evacuation to designated
safe holding area

Release pupils/students
who are fetched by
parents or guardians

Wait for the place to be

declared FIRE OUT by
proper authorities

School Head conducts

head count of students
and personnel

First aid team seek

medical assistance for
injured students and
personnel

School Head submits

report to the Division
DRRM Focal person
Rehabilitation

 Coordinate with the Bureau of Fire Protection and municipal or city engineering office for
building assessment.
 Conduct inventory of school personnel and students, equipment, fixtures and facilities.
 Report damage/s to proper authorities.
 Stay out of fire-damaged buildings until local fire authorities say it is safe to re-enter.

False alarm. No damage to

personnel , students and
NO
properties

School Head reports

Is it
to the Division DRRM
FIRE needed?
Focal person of the
damages incurred
during the incident
School Head coordinate with
proper authorities for building
YES assessment

Damage control team conducts

inventory of personnel and
students, equipments, fixtures and
facilities

School Head coordinates with

proper authorities for building
assessment
 1.3. Vehicular Related Accidents

Some students go to school aboard a school service, like a bus, jeepney, tricycle or van.
It is also a common practice for parents or guardians to accompany their children all the way to
school and back.
This school service presents certain risks to the students’ safety. Potential dangers
happen especially when students board and alight from the service vehicle.

Preparedness and Mitigation

 Orient students on traffic rules.
 Train students to utilize the pedestrian lane when crossing the street.
 Put a removable school service sign at the back and sides if vehicle is not in full time
school service.
 Observe designated areas for drop off and pick up of students.
 Never pick up or drop off passengers in the middle of the road.

All students are well aware of

NO the traffic rules and
regulations

School Head issues a

memorandum to Is it
VEHICULAR
RELATED
orient students on needed?
INCIDENTS traffic rules and use
of pedestrian lane
School Head convenes with
teachers for the integration of
YES utilizing the pedestrian lane in
appropriate learning areas

Communication team designates

drop off and pick up areas for
students

School Head seeks assistance from

PTA in procuring/installing
removable safety road signs
Response
 Assess the severity of the accident.
 Apply first aid in case of injury and bring the victims to the nearest hospital for medical
assistance if necessary.
 Help coordinate with the parents regarding the welfare of the passengers in emergency
cases such as accidents.

First aid team apply first aid to

YES
injured student

Communication team informs

parents of injured students
Injury
School guard informs manageab
VEHICULAR
RELATED the School Head of le by First
INCIDENTS the incident aid team?

Communication team calls for

emergency assistance from the
NO nearest hospital

First aid team turns over the

injured victims to the medical
team that arrives

Communication team informs

parents of injured students

School Head submits written

incident report to the Division
DRRM focal person
Rehabilitation Phase
 Security team facilitates the dismissal of students in case of major vehicular accidents.
 Provide the traffic aide with a “Stop and Go” placard to help him direct traffic flow.
.

All students are well aware

NO what to do after the accident

Security team
facilitates dispersal of Is it
VEHICULAR
crowd around needed?
RELATED
INCIDENTS accident area

Security team uses “Stop” and

YES “Go” placard to regulate traffic

Intensify the dissemination of

information on strict usage of
pedestrian lane in crossing the
street especially in the lower level

School Head submits report of

incident to the Division DRRM
focal person

1.4. Food Poisoning

This is a contamination of food with biological contaminants such as bacteria, fungi,

viruses and parasites. Chemical contaminants can also poison food, in the form of agricultural
chemicals (pesticides, insecticides, herbicides, fungicides), environmental pollutants (mercury,
lead), veterinary products (antibiotics, growth enhancer) and additives (preservatives, food
coloring).
Preparedness
 Encourage school to have a canteen for consumption of all food.
 Ensure that policies related to canteen operation are strictly enforced.
 Discourage children’s patronage of junk food.
 Ensure that school clinic is operational.
  Intensify campaign for hand washing

School canteen is functional

NO and well managed

School Head leads in

the building/ Is it
FOOD
installing a school needed?
POISONING
canteen

School Head designates members

of the school canteen as
YES mandated by the Department of
Education

School Head convene with

teachers and reiterate the
campaign to BAN junk foods and
intensify handwashing

School Head assigns first aid team

to make sure school clinic is
functional

School Head submits report to the

concern section in the Division
office

Mitigation
 Wash raw food thoroughly.
 Cook food properly.
 Eat cooked food immediately.
 Store cooked food properly.
 Avoid contact between raw and cooked foods.
 Keep all kitchen surfaces meticulously clean.
 Protect food from insects, rodents and other animals.
  Store dangerous chemicals away from children.

School canteen is functional

NO and well managed

School Head
assigns in charge of Is it
FOOD
POISONING the school canteen needed?

Canteen in charge monitors the

YES cleanliness and the preparation of
foods in the canteen

School Head monitors the safety

of the materials and utensils used
in the canteen

Canteen in charge submits report

of the activities/financial data of
the canteen to the School Head

School Head keeps submitted

reports ready for inspection and
auditing from the Division office

Response

 Do not panic.
 Increase fluid intake to prevent dehydration, but if not tolerated orally, bring the person to
hospital for intravenous fluid treatment.
 Induce vomiting.
 Seek medical assistance in cases of complications that may result to hepatitis, typhoid
fever, diarrhea, cholera, dysentery, amoebiasis etc.
 First aid team is well-
trained to handle food
YES poisoning cases

School Head submits

Is it report of the incident to
Concern
teacher/personnel incident Division DRRM focal person
FOOD manageabl
informs the School
POISONING e by first
Head of the incident
aid team?

First aid team leader calls for

NO emergency assistance/911

First aid team turns over the

victim/s to the medical team that
arrives

Communication team informs the

parents of the victim/s

School Head submits report of

incident to the Division DRRM
focal person

Rehabilitation Phase
 Remind or encourage students / pupils to purchase food from the canteen.
 Require the students to bring their own eating utensils, such as plates, spoons and forks
and glasses, when they buy street food.
 Ensure cleanliness of the facilities and food handlers of the school canteen.
 Parents and teachers are fully
NO aware of the policies on food
safety

School Head calls for

Is it
FOOD
POISONING meeting with parents needed?
and teachers

School Heads investigation of the

YES incident

School Head conducts meeting

with parents to support the
campaign on buying foods from
the canteen ONLY

School DRRM Coordinator

facilitates orientation of parents
on safe food preparation

School Head instructs canteen

incharge to intensify cleanliness in
the preparation of food in the
canteen

School Head submits report to the

Division DRRM focal person

2. Socio-Economic, Political, Security Hazards

2.1. Bomb Threats

Bomb threat is a declaration of an intention to destroy or injure the target by means of a
bomb. It is usually through telephone or written notes. It is a piece of information or a warning
claiming knowledge that a dangerous device, such as bomb or similar type of explosive, has
been or will be placed in a building, aircraft or other facility. A bomb is a device capable of
producing damage to material, and injury or death to people when detonated or ignited. Bombs
are classifi ed as either “explosive” infl icting damage and injury by fragmentation, heat and
blast waves, or “incendiary” which generates fi re producing heat without a substantial explosion
when ignited. Similar procedures should be applied for chemical or biological threats.

Preparedness and Mitigation

 Prepare a school bomb threat emergency plan.
 Encourage every school personnel and pupils/students to be constantly prepared
against bomb threats and bombing incidents.
 Provide security for the protection of property, personnel, facilities, and materials against
unauthorized entry.
 Set-up bomb threat command centers in areas where there is easy access to telephone
or radio communication systems.

School has an existing and

NO functional bomb threat plan

School Head initiates

Is it
BOMB
THREAT preparation of bomb needed?
threat emergency
plan
School Head designates SDRRMG
to create a bomb Threat
YES emergency plan

School DRRM Coordinator orients

the teachers and parents with the
content of the plan

School Head submits copy of the

plan to the Division DRRM focal
person

Response

 Treat all threats received as real and report immediately to authorities.

 Remain calm and courteous
 Try to obtain as much information as possible such as:
o the identity of the caller;
o the characteristics of the caller;
o ask the exact location of the bomb;
o apply delaying tactics; and
o report all details to a responsible person immediately.
 Teachers are well trained to
NO respond to bomb threat

BOMB School Head calls Is it

THREAT nearest police station needed
or 911 ?

School Heads calls Grade Heads

YES and inform them of the threat

School Head instructs teachers to

Back to normal school bring children to safe area without
activities NO telling them the situation

Is it the
threat Schools head allows the certified
bomb squad to assess the area
real?

Teachers secure the children in the safe holding area YES

Communication team designates teachers to send

text message to their parents to fetch their children

Wait for the proper authorities to declare the area

safe

Teachers releases children to parents or guardians

School Head submits report of the incident to the

Division DRRM focal person

Rehabilitation Phase
 Implement tight security measures in the premises.
 Post incident stress debriefing, if needed.
 Teachers are well trained to
NO handle debriefing process

School Head requests

Is it
BOMB
THREAT for a professional needed?
debriefing

School Heads requests for stress

YES debriefing for students and
teachers from DOH

School Head designates school

guard to implement strict
inspection of people getting inside
the school premises

Teachers orient children to be

aware of unattended bags inside
the school premises

School Head submits report to the

Division DRRM focal person

2.2. Civil Disorder (Riot)

Civil Disorder is a broad term that is typically used by law enforcement to describe one or more
forms of disturbance caused by a group of people. Civil disturbance is typically a symptom of,
and a form of protest against, major socio-political problems. Typically, the severity of the action
coincides with the public outrage. Examples: legal parades, sit-ins, strikes, and other forms of
obstructions, riots, sabotage. It is intended to be a demonstration to the public and the
government, but can escalate into general chaos.

Preparedness and Mitigation (Riot)

 Discourage the school community from joining any protest that will disrupt the delivery of
instruction.
  Increase awareness of students on the negative effects of engaging in riots through
values formation
 Call attention of parents of students who manifest involvement in gangs or riots through
parent-teacher conference or home visitation
 Recommend such students for professional counselling

Teachers are well aware of their

NO duties and responsibilities on
this incident

School Head
designates teachers to Is it
CIVIL
keep track of pupils needed?
DISORDER
engage in gangs
(RIOT)

Teachers submits report of

Guidance advocate is an expert in students involved in gangs to the
handling the case YES YES guidance office

Guidance advocate keeps record of

Can the students who caused disruption of
guidance classes by initiating riot in school
office
handle the
case?

Guidance advocate ask permission from the

parents of the student to refer their child for a
professional counselling NO

School Head submits report to the Division

DRRM focal person

Response (Riot)

 Stay calm.
 Contact your local law enforcement agency.
 Take note of the following information.
o Date of incident/time of incident
o Location of incident
 Bring victims of civil disorder to hospital for treatment.
 Identify the victims and notify the next of kin.

Teachers are well trained to

NO handle riot in school

School Head/DRRM
Is it
CIVIL
DISORDER Coordinator calls for needed?
(RIOT) assistance from
nearest police station
School Head/Communication
YES team provides important
information to the police

Back to normal routine if classes Teachers will secure their students

are interrupted or release inside the classroom for safety
students when it is time to go NO purposes and conduct head count
home

Are there
casualties Wait for proper authorities to
declare that the area is safe
?

First aid team calls for medical YES

assistance

First aid team apply first aid to

victims

Turns-over the victims to the

responders

Communication team notifies the

parents of the victim/s

School Head submits report to the

Division DRRM focal person
Rehabilitation
 Implement tight security measures in the premises.
 Post incident stress debriefing, if needed.
.

Teachers are well trained to

NO handle debriefing process

School Head requests

Is it
CIVIL
DISORDER for a professional needed?
(RIOT) debriefing

School Heads requests for stress

YES debriefing for students and
teachers from DOH

School Head designates school

guard to implement strict
inspection of people getting inside
the school premises

Teachers orient children to be

aware of unattended bags inside
the school premises

School Head submits report to the

Division DRRM focal person
 1. Division DRRM Organizational Structure

A. Schools Division Office Disaster Risk Reduction and Management (DRRM)

Configuration Map

Office of the
SDS

DRRM Division
Central Command Centre
 EPS (CID Focal Person)
 PDO II (SGOD DRRM - Coordinator)

CID OSDS DRRM SGOD DRRM

DRRM Team Disaster TEAM
(District-Partner EPS) (Social Mobilization
Action Team Specialist)
(DAT)
District / Cluster
PSDS / Cluster Coordinator and
Leaders Identified Partners

School (DAT)
Disaster Action
School Heads
Team
 B. Terms of Reference: Roles and Responsibilities
Communication Plan and Workflow: Information, Report and Feedback
Mechanism
Governance Prevention and Preparedness Response Recovery and
Group Mitigation Rehabilitation
Superintends the Synchronizes the Synchronizes and Safeguards the
Planning, PIME with other manages all preservation,
Schools Division Implementation, Government, Non- relevant remedies maintenance and
Superintendent Monitoring and Government and and sustainability of the
Evaluation of the Private Sector accountabilities of desired good
DRRM in the entire Partners including the Schools condition of the
Schools Division significant others Division with other entire organization
Agencies
DRRM Division Coordinates to the Orients, facilitates, Synchronizes and Safeguards the
Central Command whole structure of plans, implements, provide feedback preservation,
Centre the Schools monitors and through any form of maintenance and
 EPS (CID Focal Division all evaluates DRRM communication in sustainability,
Person) relevant activities in Programs and coordination with together with the
 PDO (SGOD line with the Projects, creates the Schools SDS and worked
DRRM Division’s DRRM and intensifies Division together CID EPS
Coordinator) Program through Partner and Superintendent and and SGOD Social
operationalizing Linkages, sets-up worked together Mobilization DRRM
Partner and Division Policies, CID EPS and Team the desired
Linkages, Policies, Systems and SGOD Social good condition of
Systems and Standards and Mobilization DRRM the entire
Standards, operationalizes Team all organization and all
Programs and information, strategized- of its employees
Projects, education and relevant remedies
Information, advocacy through and
Education and constant and accountabilities of
Advocacy, effective Technical the Schools
Provision of Assistance to Division with other
Technical Division and Agencies
Assistance. School DAT
Leads the Orients, Facilitates Strategizes,
planning, capacitates all coordinates, give facilities and leads
OSDS DRRM implementation, employees and orders and leads all the provision of any
Team monitoring and staff through act of respond location where all
evaluation of the capability building relevant to the equipment and
DRRM in the entire and intensive incident and lives can
Division simulation and provides clear cut accommodate and
assures availability direction on every dwell in more safe
of quality of DRRM attempt of any and secure place
implements and its direction towards
effective utilization safer and more
during incidents secure
environment
CID DRRM Coordinates and Familiarises and Quickly and Facilitates, directs
(District-Partner contributes to the positions with the positively react and and coordinates
EPS) DRRM strategic Partner PSDS and respond to any with the partner-
planning, Cluster Heads all type of incident PSDS and the
implementation, relevant through a fast- District DRRM
monitoring and communication access with the Coordinator in the
evaluation of the mechanism and partner-PSDS and provision of any
Division to the other strategic the District DRRM location where all
District Partner activities to the Coordinator and equipment and
PSDS) assigned District providing correct lives can
and Clusters information coming accommodate and
from the DRRM dwell in more safe
CID Central and secure place
Command Focal
Person
SGOD DRRM Coordinates and Familiarises and Quickly and Facilitates, directs
(Social Mobilization contributes to the positions with al positively react and and coordinates
Specialist) DRRM strategic other identified respond to any with the identified
planning, Social Capitals and type of incident partners and
implementation, partners all through a fast- stakeholders in the
monitoring and relevant access with the provision of any
evaluation of the communication identified partners location where all
Division to the mechanism and and stakeholders equipment and
identified Social other strategic by providing correct lives can
Capitals activities of the information coming accommodate and
Division Office from the DRRM dwell in more safe
SGOD Central and secure place
Command Focal
Person
Public School Coordinates and Espouses and Coordinates and Innovates
District Supervisors contributes with the implements with facilitates the customized
and Secondary District DRRM the Partner EPS implementation and responses with the
School Cluster Coordinator to the and all relevant direction coming district DRRM
Leaders DRRM strategic communication from the partner- Coordinator that
planning, mechanism and EPS and the quickly provide
implementation, other strategic District DRRM more safe and
monitoring and activities to the Coordinator security to the
evaluation of the entire covered covered Schools
District / Clusters to Schools
all covered Schools
School Heads Coordinates and Customises and Quickly respond Facilitates,
contributes with the strategically through innovative, coordinates and
School Coordinator implements all quick and fast leads the rebuilding
and the DAT to the relevant customised actions and
DRRM strategic communication with the School reestablishment of
planning, mechanism and DRRM Coordinator any damaged
implementation, other strategic in respond to any school properties,
monitoring and activities with the incident which can and hurt or injured
evaluation of the School DRRM make all students students through
entire School’s Coordinator to the and teachers can first aid counselling
Governance and entire School’s maintain calmness
 Operation Operation and and focus
Governance
District Disaster Coordinates and Espouses and Coordinates and Leads together with
Action Team contributes with the implements with facilitates the the School DRRM
PSDS to the the PSDS and implementation and Coordinators the
DRRM strategic School DAT all direction coming quick provision and
planning, relevant from the PSDS and rebuilding of more
implementation, communication the School safe and security to
monitoring and mechanism and Coordinators the covered
evaluation of the other strategic Schools
District / Clusters to activities to the
all covered Schools entire covered
Schools
School Disaster Coordinates and Customises and Leads, facilitates Leads the
Action Team contributes with the strategically and directs all rebuilding and
School Head and implements with prepared and reestablishment of
the DAT to the the DAT and conducted drills any damaged
DRRM strategic School Head all with the DAT school properties,
planning, relevant operating and hurt or injured
implementation, communication simultaneously its students through
monitoring and mechanism and roles and functions first aid counselling
evaluation of the other strategic in respond to any
entire School’s activities to the harmful incidents
Governance and entire School’s and maintains the
Operation Operation and focus with all
Governance Teachers in School
 The OSDS DRRM Team
Part II: The District and Schools Contexts
1. The Schools DRRM Organizational Structure: Roles and Areas of Responsibilities
Mitigation, Preparedness, Response and Recovery

A. Structure:
 B. Terms of Reference: Roles and Responsibilities

Terms of Reference

The following tabular presentation shows the roles and functions as member of the
School DRRM’s Disaster Action Team (DAT).

Table 1. The School DRRM Coordinator

Prevention and Recovery and

Mitigation Preparedness Response Rehabilitation

Oversees all the

activities related to the  Oversees the expected incoming Directs/coordina Oversees all the
prevention and disaster. tes SDRRM activities related
mitigation of the Group to the recovery
school.  Convenes the SDRRMG. operations in and rehabilitation
 Spearheads planning and times of of the school.
implementing disaster-related activities. emergency.

 Acts as liaison officer of the office in

coordinating with the appropriate
agencies regarding the conduct of pre-
disaster activities (e.g. orientations,
symposia, trainings, drills, etc.) to
enhance the personnel capability in
reacting to emergencies.

 Coordinates with the Municipal

Disaster Risk Reduction and
Management Committee (MDRRMC)
and the Barangay (Village) Disaster
Risk Reduction and Management
Committee (BDRRMC) for appropriate
support in the event of an evacuation.

 Maintains an active relationship with

the chairpersons of the CDRRMC and
BDRRMC.

 Prepares with teachers and students

the school disaster management and
contingency plans.

 Coordinates arrangements for and

directs all drills and exercises.
Table 2. Assistant School DRRM Coordinator

Prevention and Recovery and

Mitigation Preparedness Response Rehabilitation

Performs the  Performs the functions of Performs the Performs the functions of
functions of the the School DRRM functions of the the School DRRM
School DRRM Coordinator in his or her School DRRM Coordinator in his or her
Coordinator in his or absence. Coordinator in his or absence.
her absence. her absence.
 Assists the chair in
organizing the SDRRMG
and defining the roles and
responsibilities of each
committee member, as
appropriate.

 Assists the chair in

selecting SDRRMG
members and designating
various committees
deemed necessary in the
interest of public safety.

 Performs other functions as

may be assigned by the
SDRRMG from time to
time.

Table 3. Supply Committee

Prevention and Recovery and

Mitigation Preparedness Response Rehabilitation

 Assists the School DRRM  Provides food and non-

Coordinator in procuring
and distributing supplies
and equipment.
 Identifies where supplies
may be found and
arranges for pick-up and
dispersal.
 Acts as the designated
receiver of all supplies and
materials.
food assistance to
victims of disaster on
the first day of event.
 Keep records of
assistance received by
evacuees/victims of
disaster.
 Coordinates with
people giving
assistance to the
 evacuees/victims.

Table 4. Security Committee

Prevention Recovery and Rehabilitation

and Preparedness Response
Mitigation
Responds to alarm Ensures that  Coordinates with Barangay
signals or other school properties Police/CVO on peace and order
suspicious activities, be safe from during disasters.
and reports any intruders and
unusual occurrences to robbers.  Monitor activities of evacuees and
the higher authorities individuals in times of disasters.
concerned through the
School DRRM  Secures evacuees and property in the
Coordinator. area of operation.
 Implements and enforces personnel
identification and control by checking
unauthorized vehicles and persons in
cordoned off areas.
 Performs escort duties in the transport
of persons, supplies and equipment.

Table 5. Communications Committee

Prevention Recovery and

and Preparedness
Mitigation
Using predetermined
warning signals, informs
the school community of
warnings and advisories
during the preparatory
and evacuation stages.
Response Rehabilitation
 Acts appropriately on all
communications pertaining to
disasters.
 Keeps a record of all communication
and warning messages.
 Maintains coordination with the
CDRRMC and BDRRMC
communication teams for regular
updates on impending threats and
advisories.
 Prepares the school communication
plan and protocols.
Table 6. Transportation Committee

Prevention and Recovery

Mitigation Preparedness Response and
Rehabilitati
on

 Conducts an inventory of evacuation  Supports the

vehicles and contacts private vehicle transport needs of
owners to solicit their support in the school during
case emergency transport is emergency
needed. operations.

 Prepositions evacuation vehicles at

the designated pick-up points during
the preparedness stage.

 Identifies all available modes of

transport in the barangay and
community and makes use of these
options when appropriate.

Table 7. Search and Rescue Committee

Prevention and Recovery

Mitigation Preparedness Response and
Rehabilitati
on

 Organizes and trains rescue service  Where there are

teams. mass casualties,
conducts search,
 Seeks training support in rescue and recovery
coordination with the public school operations in school.
district supervisor (PSDS) and
School Division Superintendent
(SDS), Red Cross (RC), 911,
Bureau of Fire Protection (BFP), or
Office of Civil Defence (OCD) and
other appropriate agencies.

 Requests budget appropriation to

support training requirements.
  Ensures that members of the rescue
service teams are skilled in first aid
and life-saving techniques.

Table 8. Relief Committee

Prevention Recovery and

and Preparedness Response Rehabilitation
Mitigation
 Coordinates/links to any agencies that will
provide assistance to evacuees/victims.

 Assists in organizing and facilitating the

preparation and distribution of relief goods.

 Receives relief donations such as canned

food, clothing, medicines, household
utensils, equipment needed for emergency
operations and materials for temporary
shelters.

 Assists the BDRRMC chair in preparing

relief status reports for submission to the
CDRRMC.

Table 9. Fire Management Committee

Prevention Recovery and

and Preparedness
Mitigation
Works closely with the
teaching and non-
teaching staff, students
and parents on matters
of fire control and
prevention.
Response Rehabilitation
 Organizes the fire brigade team. Deploys firefighting
personnel to areas
 Ensures that firefighters know their where there are
stations, alarm signals and the outbreaks of fire to
locations of firefighting equipment extinguish or contain
in their area of responsibility. fire while awaiting
the arrival of regular
firefighting forces.
 Provides firefighting instruction
through available sources, such as
local fire departments.

 Coordinates with BFP for technical

assistance in the conduct of
training for the organized fire
brigades.
  Coordinates with the School
DRRM Coordinator to ensure that
there is a regular conduct of fire
drill in the school.

Table 10. Fire Management Committee

Prevention and Recovery and Rehabilitation

Mitigation Preparedness Response
Supervises the Develops Deploys appropriate  Conducts school clearing after the
clearing of damage personnel after any calamity.
clogged control plans disaster to restore
waterways or specific to damaged utilities or  Maintains the physical facilities of
canals. each report conditions evacuation centres and conducts
anticipated that require outside damage assessments in the affected
hazard. assistance. areas.

 Request to concern agencies for the

replacement/repair of damages.

Table 11. Information and Early Warning Committee

Prevention Recovery and

and Preparedness Response Rehabilitation
Mitigation
 Performs observation of potential hazards and Prepares the
monitors these conditions. official school
warning plan
 Reports observations to the School DRRM and system.
Coordinator for analysis and the issuance of
appropriate advisories.

 Confers with the School DRRM Coordinator

regarding real-time observations of hazards
that may require a preparatory advisory or an
evacuation movement.

Table 12. Evacuation and Camp Management Committee

Prevention
and Preparedness
Mitigation
 Develops and continuously
reviews the school evacuation
plan.
 Makes sure designated safe
holding areas are always kept
ready to accommodate
students in case of an
emergency.
 In coordination with the
transportation committee,
determines safe evacuation
routes.
Table 13. First Aid Committee
Prevention
and Preparedness
Mitigation
Coordinates with the
Department of Health (DOH),
Red Cross, and other health
agencies for first aid and
medical self-help training.
Recovery and
Response Rehabilitation
 Leads teachers and
students to safe holding
areas during emergencies.
 Orient evacuees to take
care and safeguard school
properties in case that the
school is used as an
evacuation centre.
 Coordinate to any
agencies for the
construction of make shift
of classes.
Recovery and
Response Rehabilitation
 Directs first aid operations
and health services, and
controls access to medical
supplies.
 Ensures the safe storage
and handling of food and
drinking water at the
evacuation centre.
 Maintains adequate
sanitation and hygiene
standards within the
evacuation centre.
 Conduct first aid to injured
personnel.
 Identify victims that need to
be transported to hospitals.
2. Communication Plan and Workflow: Information, Report and Feedback
Mechanism

A. On Bomb Threat: Rapid Response

B. Hazard Rapid Assessment

Appendices
1. History of Natural and Man-made Incidents in Schools
2. The Evacuation Plan: Division and Schools
3. Critical Incident Stress Debriefing
4. NDCC Memorandum and DepEd Orders
5. Guide MAP
6. Incident Report Templates
7. Division DRRM Technical Working Committee Members
8. District and School Technical Working Committee Members

Emergency Numbers / Hotline

References / Resources
Education, D. o. (2008). Disaster Risk Reduction Resource Manual. National Capital Region:
DepED.

Luistro, A. (201, August 12). Department of Education. Retrieved from http://www.deped.gov.ph:

http://www.deped.gov.ph/orders/do-37-s-2015

Luistro, A. (2015, June 1). Department of Education. Retrieved from http://www.deped.gov.ph:

http://www.deped.gov.ph/orders/do-21-s-2015

Martin, C. J. (2016). Disaster Management Reference Handbook (2015) - Philippines. Center for
Excellence in Disaster Management & Humanitarian Assistance.

Unknown. (2016, September 5). OSHA. Retrieved from www.osha.gov:

https://www.osha.gov/dte/grant_materials/fy10/sh-20839-10/circle_chart.pdf