Professional Documents
Culture Documents
Department of Education
Region X
Division of Misamis Oriental
District of Jasaan
JASAAN NATIONAL HIGH SCHOOL
SCHOOL DISASTER RISK REDUCTION MANAGEMENT GROUP
Jasaan, Misamis Oriental
I.D. 304073
SCHOOL DISASTER
MANAGEMENT PLAN
(SDMP) S.Y. 2017-2018
Submitted by:
FE D. ARANCON
Secondary School Principal – II
I.INTRODUCTION
“The Presidential Decree No. 1566 focused on disaster control, while the DRMM
Act focuses on disaster risk reduction and management. The former law comes into play
after the happening of a disaster, while the latter law provides mechanisms prior to the
happening of a disaster. As such, Section 3(n) of the DRRM Act defines disaster risk
reduction as the “concept and practice of reducing disaster risks through systematic
efforts to analyze and manage the causal factors of disasters, including through reduced
exposures to hazards, lessened vulnerability of people and property, wise management
of land the environment, and improved preparedness for adverse events.” This is in line
with the State’s policy, as provided in Section 2(a) of the same law, which is to “uphold
the people’s constitutional rights to life and property by addressing the root causes of
vulnerabilities to disasters, strengthening the country’s institutional capacity for
disaster risk reduction and management and building the resilience of local
communities to disasters including climate change impacts.”
The Jasaan National High School Disaster Risk Reduction and Management Plan
(SDRRMP) is aligned with the RA No. 10121 of 2010, which provides the legal basis for
policies, plans and programs to deal with disasters.
The School Administration, faculty and staff together with the stakeholders,
Barangay Emergency Response Team, Municipal Disaster Risk Reduction Management
Council joined hand-in-hand to achieve a zero-casualty during disaster. Thus, the SDMP
is crafted to restraint any adversity affecting the daily routines of the community inside
the school premises especially the students and the teachers. Disaster Control Group is
organized to fully mobilize all the resources to control/ minimize losses.
When Signal No. 3 is raised by PAGASA, work in all DepEd offices in the
affected areas shall be automatically cancelled or suspended.
Depending on signal numbers declared at 10:00 p.m. and 4:30 a.m. of the following day,
classes in appropriate levels for the whole day are deemed automatically
cancelled/suspended.
Afternoon classes in the appropriate levels in areas with signal numbers declared at 11:00
a.m. that day are likewise automatically cancelled/suspended.
Teaching personnel handling cancelled or suspended classes are likewise allowed
to leave their stations in consideration of the work they will need to undertake during
make-up classes.
Any decision to cancel or suspend classes must come from the local government.
A school head (SH) may only cancel or suspend classes in cases where urgent action is
needed to prevent loss of life or bodily harm.
For this purpose, regional, division and school officials are hereby directed to
communicate local situation with their respective counterpart local chief executive.
d. Maintenance of Work Force. Regional and Division Offices shall activate their
Regional or Division Disaster Risk Reduction Offices (DRRMO) to monitor the situation
and keep lines of communications open.
Standard procedures in communicating with the LDRRMC and Regional Disaster Risk
Reduction Management Council (RDRRMC) shall likewise apply.
h. Responsibility of Parents. The DepEd still maintains that parents have the
ultimate responsibility for determining whether their children should go to school, even
if no order for cancellation/suspension of classes has been issued, if they feel that
traveling to or from school will place their children at risks.
Parents are advised to check for media advisories coming from PAGASA,
NDRRMC, RDRRMCs, LDRRMCs or the Office of the President itself.
Parents and teachers are reminded that the required number of school days for the school
year shall be considered especially in holding make-up classes to offset the days when
classes are cancelled/suspended. These make-up classes shall be held on Saturdays or on
weekdays beyond the originally set school calendar in both public and private schools.
School officials, members of the DRRMCs in schools designated as evacuation centers are
requested to render service even when classes are suspended. They shall coordinate with
the local government official on rules, orders, and guidelines prescribed for evacuation
centers.
All previous orders and regulations relevant to the cancellation/suspension of classes due
to any weather disturbance or calamities are rescinded.
As part of the SDMP, the Disaster Control Group was organized to fully implement
the plans and actions that needs to be realized in order to save lives, prevent escalation of
emergencies and incidents and relieve suffering. Each team leader has a specified role and
function to fully operate in times of disaster. Below are the Response-Point persons
involve in different services to uphold systematic flow during emergencies.
D. Distribution of Copies
The crafting of the School Disaster Management Plan was made possible
through effort of the partner agencies, and different stakeholders who joined hand-
in-hand from the higher offices down to the lower offices namely:
Risk is the potential for a loss due to an action or inaction. It is a fundamental aspect
of all things that is driven by uncertainty. All endeavor is surrounded in risk including
business, transport, sports, recreation, culture and social interaction. As such, identifying
and managing risk is a fundamental component of decision making that comes up on a
daily basis. The following are common types of risk.
Force majeure is the chance of a large scale negative event over which a business has
no power such as a war, major crime, hurricane, flood, earthquake, tsunami or
volcanic eruption. It is a common liability exemption in contracts such as insurance
policies. In some cases, force majeure is also incorporated as an exemption to terms
outlined in international treaties. According to most accepted definitions, an event must
be external, unpredictable and irresistible to qualify as force majeure. Thus, hazard
mapping was made thoroughly in order to alleviate and to impede damages and losses on
school properties and even worse lives of the innocents.
Below is the Vulnerability and Capacity Risk Assessment of all possible hazards
and risk within the school perimeter.
RISK
HAZARD VULNERABILITIES CAPACITY
ASSESSMENT
Students, Teachers,
Buildings and Organizational
Earthquake Policies High
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Flood Policies Low
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Fire Policies High
Classroom, School
Properties
Students, Teachers, Organizational
Typhoon/Cyclone Policies High
Buildings and
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Tornado Policies Low
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Hail Storm Policies Low
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Lightning Policies High
Classroom, School
Properties
Organizational
Heat Wave Students and Teachers Policies Low
Organizational
Drought Students and Teachers Policies Low
Pandemic (eg. Organizational
Students and Teachers Policies High
HIV/AIDS, Flu)
Students, Teachers,
Buildings and Organizational
Materials Release Policies Low
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Landslide Policies High
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Debris Flow Policies Low
Classroom, School
Properties
Students, Teachers,
Buildings and Organizational
Volcano Policies Low
Classroom, School
Properties
Organizational
Air Pollution Students and Teachers Policies High
Organizational
Water Pollution Students and Teachers Policies High
Land Organizational
Students and Teachers Policies Low
Contamination
Transportation Organizational
Students and Teachers Policies High
Accident
Organizational
Water Shortage Students and Teachers Policies Medium
Organizational
Power Shortage Students and Teachers Policies Low
Organizational
Food Shortage Students and Teachers Policies Low
Organizational
Pest Infestation Students and Teachers Policies Low
Playground Organizational
Students and Teachers Policies High
Accident
Workshop or
Students, Teachers Organizational
Laboratory Policies High
and School Properties
Accident
Student Road
Organizational
Accident Students and Teachers Policies Medium
illness/Epidemic
Organizational
Food Poisoning Students and Teachers Policies Low
Organizational
Student Fight Students and Teachers Policies Low
Student with Organizational
Students and Teachers Policies Low
Weapon
Student Suicide Organizational
Students and Teachers Policies Low
or Attempt
Students, Teachers,
Buildings and Organizational
Terrorism Policies Low
Classroom, School
Properties
The Jasaan National High School Disaster Risk Reduction Management Group formulated
its Vision and Mission which is anchored to the vision and mission of the Department of
Education. Below is the mission and vision of the Department of Education and the SDRRMG.
Mission
To protect and promote the right of every Filipino to quality, equitable, culture-
based, and complete basic education where:
Students learn in a child-friendly, gender-sensitive, safe, and motivating
environment.
Teachers facilitate learning and constantly nurture every learner.
Administrators and staff, as stewards of the institution, ensure an enabling
and supportive environment for effective learning to happen.
Family, community, and other stakeholders are actively engaged and
share responsibility for developing life-long learners.
School Disaster Risk Reduction Management Group Vision and
Mission
Vision
Create a child friendly and safe learning environment through disaster risk
reduction.
Promote and facilitate disaster management to reduce disaster risks in line with
the Department of Education policy and guidelines in coordination with the Local
and National Disaster Risk Reduction Management.
Mission
Coordinate disaster risk reduction management group at the School, Local and
National Levels.
Raise awareness on disaster risks and their mitigation/prevention at all levels.
Enhance and strengthen capacities of disaster management group at School.
Facilitate effective disaster management through development of various
guidelines in the Department of Education.
Facilitating exchange of information, experiences and expertise in disaster risk
reduction management.
2. Under the Non-Structural component of the Safe Schools Program, one of the
activities undertaken by the Department is the preparation of the Disaster Risk
Reduction Resource Manual (DRRRM) which will serve as source of information
to be used by school administrators, School heads/principals, supervisors, and
teachers relative to the implementation of disaster risk reduction management
projects.
3. In view hereof, all concerned are enjoined to prioritize the following:
Utilization of the Disaster Risk Reduction Resource Manual (DRRRM) which was
prepared by the Technical Working Group created through DepED Memorandum
No. 175, s. 2007. Guidelines for its utilization are enclosed as Enclosure No. 1 of this
Memorandum which also contain suggested activities and duties and
responsibilities of each stakeholder. An orientation on the utilization of the DRRRM
will be conducted by the Technical Working Group to all regions starting August 14
to September 5, 2007 as contained in DepED Memorandum No. 291, s. 2007 which
was disseminated earlier to the field.
Implementation of Safe Schools Programs relative to disaster risk reduction efforts
such as:
Non-Structural Components
1. Mainstreaming Disaster Risk Reduction Concepts in the Elementary and
Secondary School Curricula;
2. School Mapping Exercise;
3. Schools Water and Electrical Facilities Assessment Project;
4. Preparation of Disaster Preparedness Modules Through Multi-Media;
5. Quarterly Conduct of Earthquake and Fire Drills; and
6. Road Safety Education for Children.
Structural Components
1. Construction of Hazards Resilient School buildings
1. Learning and Public Use School building (Lapus Building)
2. Be Better, Build Better International Design Competition
3. Assessment of School Buildings’ Structural Integrity and Stability (ASSIST)
Information Dissemination Campaign for Energy and Water Conservation Flyers
(Enclosure Nos. 2 and 3) on water and energy conservation will be distributed to
the schools and all concerned are enjoined to use these flyers as advocacy and
information dissemination campaign materials. A Communication Plan was also
developed by the National Disaster Coordinating Council (NDCC) with the DepED
as one of its Member Agencies, with the “Sampung Hakbang” on water and energy
conservation using an acronym TUBIG POWER (Enclosure No. 4) as tips and ways
to conserve these important resources. Objectives of this are to create heightened
awareness among the schoolchildren, teachers and the general public on the
impending dry spell and in preparation for the coming of the rainy season.
Monitoring of the implementation of the disaster risk reduction projects and other
activities under this Order shall be done by the Central Office particularly the
Calamity/Disaster and Fire Control Group (CDFCG.
Immediate dissemination of and compliance with this Order is directed.
In compliance of the DepEd order 55, s. 2007, the following are the non - structural and
structural components that have been implemented in Jasaan National High School as
part of the program of the School Disaster Risk Reduction Management Group.
I. Non-structural Components
To check the readiness of the school in times of the disaster, the school
participated actively the quarterly conduct of the simultaneous earthquake
and Fire Drill. As part of it, partner agencies like BFP, PNP, RHU,
MDRRMO and other non-government organization are invited to be one of
the observers during the drill. Road Safety Education is also instilled to the
students especially during the drill and in going to school and in going
home.
GRADE 8
NON-ADVISER
1 Doris E. Balcueva Property Custodian
2 Vivian D. Purcray
3 Leonie C. Valledor Non-Academic
Coordinator
Prefect of Discipline
4 Rex L. Pagapular Assistant Science
Laboratory In-
charge
5 Leny B. Plantas Year Level Chairman
GRADE 9
GRADE 10
INTERVENTIONS
Resources/ RESPONSIBLE PERSONS/
(PROGS, PROJS & EXPECTED OUTPUT TIME FRAME
ACTITVITY) Materials Needed AGENCIES
Coastal Clean-up
Quarterly Drill manual, warning SDMC, marshals, BFP,
T devices, first aid kit. PNP, BDRRMG,
Well managed and execution of MDRRMG, teachers and
H the drill. pupils/students
E Quarterly conduct of
earthquake & fire
M drills.
Preparedness
A
T DRRM Capacitated and well informed Every month of May Training matrix, SDRRMG, Stakeholders,
training/seminars community &, October materials & Resource MDRRMG, School head,
I Speakers, MOOE Teachers
C Early Warning Well put-up early warning Quarterly MOOE, LGU, Early SDRRMG, School head &
Device system devices/signage Warning Devices Technician
A Response
R Evacuation plan Well managed evacuation
center
Quarterly
Assessment
Evacuation centers SDRRMG, School head,
Teachers
E Relief and feeding
program Organized and systematic
MOOE, LGU, Relief
goods, Food for
SDDRMG, Relief Team,
Supply Team
A distribution of relief goods feeding, kitchen
utensils, etc.
S Rehabilitation & Recovery
Classroom Property Identified classroom property After Disaster RDANA, DANA School property custodian,
Inventory for replacement or repair tools/checklist SDRRMG, LGU’s & NGO’s
School Inventory Identified School facilities for
rehab. Or repair
Rehabilitation & Repaired/rehabilitated school
Repair facilities
IV. CONTINGENCY PLAN
The potential for disaster striking is made all the more vivid by the series of terrible accidents
and incidents affecting the schools throughout the year. At any time, our lives could be devastated
by:
the death or loss of a student or a teacher by an earthquake in school.
The death or loss of a student and teacher in case of fire in school.
Stranded students or teacher in case of typhoons.
violence and assault in school by lawless elements.
a student or teacher being taken hostage
a road traffic accident involving students and staff or death or injuries through other causes
during a school hour.
civil disturbances and terrorism.
Accident due to bad weather condition
or any accident or incidents happens within the school premises.
Information
When a crisis happen the first task is to obtain accurate information. This will either be
obtained by the department head or will be relayed to them. Disasters happening away from the
school premises will be unclear perhaps for hours, but there is still a need to convey accurate
information as soon as possible. Rumors will certainly add to distress. The persons in Authority
should be contacted immediately.
Management
As soon as a major incident is confirmed such as any natural calamities, the Members of
the DRRMG should meet to decide their strategies and form a small team to manage the crisis.
Informing parents
The school holds both a computerized and a hard copy of the entire enrollment specifically
the SF1, including parents’ names and telephone numbers. The teacher holds the details of
students involved in off-site activities and a copy is posted on the Bulletin Board in the General
Office. In the event of a tragedy the school’s telephones will have to be staffed. Those answering
the phones should keep notes so that it is known who has made contact and what information
has been given. There can then be certainty about who remains to be contacted.
According to the precise conditions, some of the following advice may be applicable.
(c) Check that parents in distress are not left alone, perhaps suggesting making contact
with relatives or neighbors.
(d) Offer useful phone numbers, such as some of those listed in the Appendix.
The whole teaching and non-teaching staff, support and on-site workers’ staff - should be
informed as soon as possible, preferably at a specially convened meeting.
Informing the students
Closure of the school should be avoided if possible. The routinely functioning school is a
source of information, security and mutual support and so any closure should be as short as
possible. Ideally students would be informed in their tutor groups, but convening year assemblies
would obviously speed the process.
The students should be told simply what has happened and their questions should be
answered as directly as possible. When questions cannot be answered this should be
acknowledged. Speculation should be discouraged.
“Many of the most distressing effects of major traumas are subjective and internal. It is
not always possible to tell by looking at a survivor if he or she is having constant video-like replays
of the events. Spotting that students are concentrating less well than usual, or that their work is
deteriorating or that they look tired and upset, is a skill. Strategies such as asking friends to look
for signs of distress, reminding class teachers and form tutors to be alert to the potential signs,
and talking with parents more regularly than usual about the young person’s state in the
classroom, are all ways of keeping any eye on their well-being”
Re-entry to school for survivors of a major incident has to be carefully planned. “Some
young people may be coming back into school having sustained injuries which have changed
them physically in some way. For example, they may have scars, they may have had limbs
amputated, they may limp, they may have lost their hair, or they may have gained or lost
considerable amounts of weight. Re-entry can be very difficult for these people, particularly if
they are caught up in the self-consciousness of adolescence. The change in their self-image may
well be much greater than the visible signs of the injuries. A discussion with them about what to
say to the rest of the class may ease their re-entry and allay some fears. It should also be possible
to help them evolve strategies to deal with the teasing that may come from people who have not
been part of the preparation for their return”.
(d) Special arrangements should be made with examination boards where necessary.
(g) Discuss with the child any worries about meeting other students and advise
on how to respond to questions and comments.
USEFUL CONTACTS
The school disaster risk reduction team has developed an evacuation plan which is suitable to
students. Safe holding areas are identified so that The safety of the students and personnel is
on the top priority. Upon the evacuation, marshals are assigned to every section to have
systematic flow in going to the area, thus, any untoward incident will be avoided such as
stampede.
C. EARLY WARNING PLAN
ANNEXES
Duties and Responsibilities of School Heads and Teachers During Disaster
CHAIRMAN
CHAIRMAN
ASSISTANT CHAIRMAN
SECURITY
3. Responds to alarm signals or other suspicious activities and reports them to authorities;
SUPPLY
1. Determines the supply requirements of all action teams and the operating elements;
2. Identifies the sources of supplies; and
3. Receives such supplies and channels the same to the team leaders.
***
COMMUNICATION
1. Receives warn in gs /alerts/advisories from the authorities for dissemination to all concerned members of the organization;
2. Maintains a p p r o p r i a t e communication links with otherDCGs and local DRRMC; and
3. Documents and maintains the records of all warning and communication messages received and disseminated.
***
TANSPORTATION
1. Identifies available local transport facilities in the establishment for use during emergencies;
2. Supports the transportation needs of the establishment during operation activities; and
3. Coordinates with local authorities and other DCGs for augmentation on transportation if necessary.
***
WARNING
3. Maintains appropriate devices like siren, bell, gongs, horns and lights;
4. Maintains contact with the warning agencies/local DRRMC for proper dissemination of warning bulletins; and
5. Facilitates warning drills as necessary.
***
RESCUE
3. Ensures that the Rescue Team members are proficient in basic first aid techniques and proper handling of victims;
4. Coordinates with the Supply Team in ensuring the availability of rescue equipment like hand tools, ropes, stretcher and flashlights.
***
EVACUATION
3. Assigns blocks or wing leaders in the establishment to support in the evacuation during emergencies;
4. Supervises and directs safe movement of employees going to the predetermined assembly points during the actual
evacuation.
***
MEDICAL
2. Coordinates with agencies like the Philippine Red Cross and other government agencies for first-aid and medical self-
help training;
3. Supervises the provision of first-aid or medical treatment and undertakes first-aid or medical self-help operations;
4. Coordinates with the Supply Team to ensure the availability of medical supplies; and
FIRE BRIGADE
1. Organizes f i r e -fighting teams / brigade who will initiate fire-fighting activities as necessary;
2. Works on matters pertaining to fire prevention and protection; and
3. Coordinates with the local fire agency (BFP) for training and augmentation during emergencies.
***
1. Establishes plans to attend mechanical devices that are vulnerable to damages such as water, gas valves and power switches;
2. Marks open manholes and unrepaired dangerous structural facilities for immediate maintenance;
3. Maintains physical facilities and assess damages in the entire establishment after disasters; and
4. Coordinates with other DCGs and Local DRRMS for assistance to damage control concerns
***