School DRR and management Manual

. . . . . . For more information, please contact the Disaster Risk Reduction and Management Service (DRRMS).

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. . II ii. Contents. 1 Our School DRRM Manual 3 School DRRM Summary.

. . III iii. 17. h. Education Continuity Plan: Identification of Temporary Learning Spaces and Resumption Strategies.

. . IV. iv. forms & figures. 1 Our School DRRM Manual 2 Figure 1 - Implementation Steps for School DRRM.

. . 1. Our School. DRRM Manual.

. . 22. Given the broad scope of DRRM in education, this chapter is largely focused on Pillar 2. Action steps and tools provided for Pillars 1 and 3 are those related to School Disaster Management..

. . 3 2. 3. a. Student-led School Watching and Hazard Mapping (DepEd Order 23 s 2015) b. Community Hazard Maps.

. . 44. Response and Early Recovery: During and After Disaster.

. . 5 4. School DRRM Manual. Step 1.

. . 66. Step 1 Assess (Know your RISKS). a. Student-led School Watching and Hazard Mapping (DepEd Order 23 s 2015).

. . 7 6. 7. No ramps for elevated school buildings or other facilities Swing-in doors Broken/dilapidated ceiling Open/incomplete perimeter fence Presence of stray animals inside the school campus Presence of electrical post/transformer near or within the school perimeter No system of learner release to parents during emergencies No posted emergency hotlines around the school Garbage Area (Segregation of Biodegradable and Non-Biodegradable) Broken toilet bowl and/or sinks Broken chairs/desks/tables Blocked/no emergency exits Unmounted cabinets/shelves Medical kits in every classroom Bells/alarms Condemnable building (i.e. very old structure, collapsing building and/or prominent cracks on classroom walls).

. . 8 8. made available for the conduct of risk analysis. Data disaggregation is also necessary—i.e. gender and age—to identify specific needs of learners and students..

. . 99. HAZARD VULNERABILITY. Capacity. Disaster Risk.

. . 10.

. . 11. School DRRM Manual. Step 2.

. . 1212. Step 2 Plan (Reduce your Risks, Prepare to Respond, and ensure education continuity).

. . 13 12. 13. • Maintain and update the directory of school personnel; • Engage parents and the community in conducting safety and preparedness activities; • Ensure that students and school personnel receive proper orientation on the hazards and risks within the school and community; • Prepare and post evacuation plans and safety signages among all school building premises; • Oversee the conduct of student-led risk assessment;.

. . 1414. c. Brigada Eskwela: School Safety and Preparedness Checklist (DM 41, s 2015).

. . 15 14. 15. d. Early Warning Systems. Schools should establish mechanisms to inform students and personnel on hazards and emergencies. It is important for schools to identify various sources of credible information and strategy for their use. For instance, bulletin boards can be maintained for the posting and updating of hazard information. SMS blast can also be done to keep teachers informed of important updates. Existing bells and alarms may also be used to signal emergencies in schools. Alternative facilities may be explored by the school DRRM team to increase.

. . 1616. e. Scan then Upload Documents and. Instructional Materials to Available Free.

. . 17 16. 17. Temporary Learning Space Site Selection.

. . 18. 1818. EDUCATION CONTINUITY PLAN. 1. MAKE UP DAYS/HOURS: If school is disrupted for days per school year, we can make up school hours as follows.

. . 19. 1. MAKE UP DAYS/HOURS: If school is disrupted for days per school year, we can make up school hours as follows (include shifts. etc.): __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 2. ALTERNATIVE SCHOOL LOCATION: If school is disrupted for days per school year, we can make up school hours as follows: __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 3. ALTERNATE MODES OF INSTRUCTION (How we can keep up with school work, accelerate learning, and use peer-to-peer instruction?) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 4. SURGE CAPACITY (Who can provide teaching and administrative support, if staff are unable to work, or if help is needed?) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 5. PLANNING FOR SCHOOL CLEAN-UP (eg. in event of flood) __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ 6. PLANNING FOR LIMITED USE OF SCHOOL AS TEMPORARY SHELTER Is our school likely to be needed as a temporary shelter? [ ] Yes [ ] No [ ] Maybe For how long? Do we have space set aside for this? What on-site supplies would be needed, and where will these come from? __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ How will we protect our school facilities, equipment and supplies?.

. . 20 20. Standard Operating Procedures Standard evacuation procedures depend on the hazard, and should be customized to your unique circumstances. These are built around six basic emergency procedures detailed below:.

. . 21 21. Question #1: What kind of emergency is this? Is the hazard rapid-onset, without warning (such as acts of violence, earthquake, or fire). If so, are you ready to react automatically with the appropriate standard operating procedure? If the hazard has a slow or medium- onset (such as floods or cyclone), what kind of early warning information will you have? Has the system been tested? Will you have enough time to close school and use normal student-release procedures to safely reunite all children with their families? If not, it will be treated as a rapid onset hazard..

. . 2222. rt. safe?. FIGURE 3 Emergency Procedures Decision Tree.

. . 23 23. j. Continuously Conduct Evaluation of Multihazard Drill,.

. . 2424. 41. TEACHER CHECKLIST Teachers: Prepare yourselves.

. . 25 25. 42. Make sure that students understand the Student-Family Reunification Protocol. Inform students that only their parent(s), guardian(s), or other adult(s) listed on their Emergency Contacts Card will be allowed to pick them up from school in a real emergency. Explain the “Request Gate” / “Reunion Gate” idea and reasons. Teachers and Students: Prepare your parents--.

. 26 26 43 II. LIST OF RESPONSE AND RECOVERY KITS FOR SCHOOLS (DM 41 s 2015) A. Standard Back to School Kit (For Kinder – Grade 3) Item Quantity Eraser, rubber 1pc Notebook (composition no spring, 80 leaves) 5pcs Notebook (writing, no spring, 80 leaves) 3pcs Pad paper (matches the grade level) 2reams Glue stick, long 1pc Crayons (12s) 1box Envelope (brown, short) 1pc Folder (short) 1pc Ruler (long) 1pc Pencil sharpener (matches size of the pencils given) 1pc Pencils 3pcs Scissors 1pc Umbrella 1pc Backpack (medium) 1pc Envelope, clear plastic, short expandable 1pc Lunch box 1pc Water bottle, plastic, medium 1pc B. Standard Back to School Kit (For Grades 4 - HS) Item Quantity Correction tape 1pc Notebook (w/spring, 100 leaves) 9pcs Pad paper (matches the grade level) 2reams Glue stick, long 1pc Crayons (12s) 1box Envelope (brown, short) 1pc Folder (short) 1pc Ruler (long) 1pc Ballpens (black, red, blue) 1pc/color Scissors 1pc Umbrella 1pc Backpack (size fits the grade level) 1pc Envelope, clear plastic, short expandable 1pc Water bottle, plastic, medium 1pc C. Standard Teacher’s Kit Item Quantity Plastic utility box (Container of Teacher’s Kit) 1pc Bond paper (8.5 x 11) 1ream Bond paper (8.5 x 13) 1ream Art paper (assorted colors, 10 colors) 1ream Cartolina (assorted light colors) 30pcs Manila paper 15pcs Permanent Marker – broad tip (red, blue & black) 3pcs/color Crayon (24s) 10boxes Safety scissors (medium) 2pcs Rulers (plastic and metal) 2pcs/type Glue stick, large 5tubes Expandable brown envelope (long), w/o handle 30pcs II. List of Response and Recovery Kits for Schools (DM 41 s 2015).

. 27 26 43 II. LIST OF RESPONSE AND RECOVERY KITS FOR SCHOOLS (DM 41 s 2015) A. Standard Back to School Kit (For Kinder – Grade 3) Item Quantity Eraser, rubber 1pc Notebook (composition no spring, 80 leaves) 5pcs Notebook (writing, no spring, 80 leaves) 3pcs Pad paper (matches the grade level) 2reams Glue stick, long 1pc Crayons (12s) 1box Envelope (brown, short) 1pc Folder (short) 1pc Ruler (long) 1pc Pencil sharpener (matches size of the pencils given) 1pc Pencils 3pcs Scissors 1pc Umbrella 1pc Backpack (medium) 1pc Envelope, clear plastic, short expandable 1pc Lunch box 1pc Water bottle, plastic, medium 1pc B. Standard Back to School Kit (For Grades 4 - HS) Item Quantity Correction tape 1pc Notebook (w/spring, 100 leaves) 9pcs Pad paper (matches the grade level) 2reams Glue stick, long 1pc Crayons (12s) 1box Envelope (brown, short) 1pc Folder (short) 1pc Ruler (long) 1pc Ballpens (black, red, blue) 1pc/color Scissors 1pc Umbrella 1pc Backpack (size fits the grade level) 1pc Envelope, clear plastic, short expandable 1pc Water bottle, plastic, medium 1pc C. Standard Teacher’s Kit Item Quantity Plastic utility box (Container of Teacher’s Kit) 1pc Bond paper (8.5 x 11) 1ream Bond paper (8.5 x 13) 1ream Art paper (assorted colors, 10 colors) 1ream Cartolina (assorted light colors) 30pcs Manila paper 15pcs Permanent Marker – broad tip (red, blue & black) 3pcs/color Crayon (24s) 10boxes Safety scissors (medium) 2pcs Rulers (plastic and metal) 2pcs/type Glue stick, large 5tubes Expandable brown envelope (long), w/o handle 30pcs II. List of Response and Recovery Kits for Schools (DM 41 s 2015) 27 44 Expandable plastic envelope (Long), w/o handle 30pcs Folder (long) 30pcs Dustless chalk - white (100pcs) 2boxes Dustless chalk – colored (100pcs) 1box Blackboard eraser 2pcs Pocket chart 1pc Rain coat 2pcs Umbrella 2pcs Paper clips 2boxes Lesson Plan Note book 2pcs Class record (big) 1pc Masking tape (1”) 4rolls Plastic mats (large) 2pcs Thumb tacks 4boxes Stapler (large) 2pcs Staple wire (size suited to given stapler) 4boxes Whistle 1pc Flashlight 1pc D. Standard Teacher’s Instructional Materials Quantity Remarks Filipino Alphabet Cards 1box for Kinder-Grade2 Filipino teachers only English Alphabet Cards 1box for Kinder-Grade3 English teachers only Number Cards 1box for Kinder – Grade 3 Math teachers only Addition Cards 1box for Kinder – Grade 3 Math teachers only Subtraction Cards 1box for Kinder – Grade 3 Math teachers only Multiplication Cards 1box for Grade 2 - 3 Math teachers only Division Cards 1box for Grade 2 - 3 Math teachers only Philippine Map 1pc for Araling Panlipunan teachers only World Map 1pc for Araling Panlipunan teachers only E. Standard School Kit Philippine flag 1pc Mega Phone with Batteries 1pc Whistle 5pcs Mechanical Flashlights 2pcs Warning Flags with plastic rope (red, green) 2pcs F. Cleaning Kit (For School, Latrines, Day Care Center, Health Center and Evacuation Center) Item Quantity Laundry detergent, powder 1 kilo Broomstick 3 pcs Plastic Pail (16L capacity) 2 pcs Mop 1 pc Dipper 2 pcs Push Brush 2 pcs Sponge 2 pcs Disinfecting Solution 1 gallon Toilet Bowl Brush 1 pc Rubber gloves 1 pc Facial mask 2 pairs.

. . 28 28. K. Family Preparedness Plan. The school personnel’s role on disaster management is crucial. Therefore, it is important that their family preparedness should also be emphasized. The checklist in page 30 could guide school personnel in initiating preparedness with their families..

. 29 28 K. Family Preparedness Plan The school personnel’s role on disaster management is crucial. Therefore, it is important that their family preparedness should also be emphasized. The checklist in page 30 could guide school personnel in initiating preparedness with their families. 45 Family Preparedness Plan Check if you have completed the following tasks. ASSESSMENT & PLANNING We hold a family disaster planning meeting every 6 months (household, extended family, or family of one). We identify our risks and use this checklist for our planning. We have identified the safest places in the house and in each room in case of disasters (eg. During earthquake: away from windows, be cautious about large and heavy objects that can fall, and be on the look-out with regards to objects that can cause fire like LPG). We have identified the nearest and safest areas for possible evacuation during earthquake, fire, flood, landslides, and typhoon. We identified exits and alternative exits from our house. We searched for and identified hazards within our home (eg. furniture or equipment that can fall or slide during earthquake or flood) and around our environment (eg. hazardous materials sites). We know our out-of-area contact person(s) and phone number(s): (ideally cell phone for text messaging) It's: We know that we will only use the telephone in case of physical emergency after a disaster. We will use radio and television for information. We know where we would reunite Inside the house: Outside the house: Outside the neighborhood: We have a private message drop location outside our house. We made our copies of important documents, and key addresses and phone numbers. We have one set with our out-of-area contact and/or we keep one in our evacuation go-bag. We are spreading the word to everyone we know. We participate in emergency planning with our community. We make our expectations known to local planners and policy-makers. PHYSICAL & ENVIRONMENTAL PROTECTION For earthquake: We have fastened to wall stud or stable surface, the tall and heavy furniture, appliances, large electronic gadget, lighting fixtures and other items that could cause harm. We will not light a match, lighter, or any other flame gadget after an earthquake until we are sure there is no danger of escaping gas fumes anywhere around. Our building has been designed and built according to the existing building codes, or it has been inspected by a qualified engineer The required repair or retrofit has already been completed. We do maintenance work on our building, protecting it from damp, and repairing damage when it occurs. For earthquake: We have put latches on kitchen cabinets, secured televisions, computers and other electronic items. We hung pictures securely on closed hooks to protect us from things that could injure or would be expensive to replace. We have secured family heirlooms and items of cultural value that could be lost to future generations. We have limited, isolated, and secured any hazardous materials to prevent spill or cause toxic damage. We keep shoes and flashlights with fresh batteries, by our beds. For flood: We keep flotation devices. For fire: We have cleared away fire hazards from around the house. For water and debris flow: we have created channels and prepared to make sandbags. 29 46 We will protect ourselves from breaking glass through curtains or window film. We consciously reduce, reuse and recycle. RESPONSE CAPACITY: SKILLS & SUPPLIES We know how to suppress fire We know how to turn off our electricity, water and gas. For advanced warning: We understand early warning systems and know how to respond. For earthquake: We have practiced "drop, cover and hold" and identified the safest places next to sturdy low furniture, under strong table, away from windows. We have gathered survival supplies in our home and made up evacuation bags for our home and car. (This includes 1 gallon of water per person per day and food for 3 days, prescription medications, water, high energy food, flashlight, battery, first aid kit, cash, change of clothing, toiletries. We have special provisions we need for ourselves, including elderly, disabled, small children, and animals.) We know how to detect and treat minor injuries. We have a list of contact numbers of police, hospitals, clinics and barangay officials for possible need of assistance. We have learned first aid, light search and rescue, fire suppression, wireless communication, swimming, or community disaster volunteer skills. Source: Bogaziçi University, 2004 45 Family Preparedness Plan Check if you have completed the following tasks. ASSESSMENT & PLANNING We hold a family disaster planning meeting every 6 months (household, extended family, or family of one). We identify our risks and use this checklist for our planning. We have identified the safest places in the house and in each room in case of disasters (eg. During earthquake: away from windows, be cautious about large and heavy objects that can fall, and be on the look-out with regards to objects that can cause fire like LPG). We have identified the nearest and safest areas for possible evacuation during earthquake, fire, flood, landslides, and typhoon. We identified exits and alternative exits from our house. We searched for and identified hazards within our home (eg. furniture or equipment that can fall or slide during earthquake or flood) and around our environment (eg. hazardous materials sites). We know our out-of-area contact person(s) and phone number(s): (ideally cell phone for text messaging) It's: We know that we will only use the telephone in case of physical emergency after a disaster. We will use radio and television for information. We know where we would reunite Inside the house: Outside the house: Outside the neighborhood: We have a private message drop location outside our house. We made our copies of important documents, and key addresses and phone numbers. We have one set with our out-of-area contact and/or we keep one in our evacuation go-bag. We are spreading the word to everyone we know. We participate in emergency planning with our community. We make our expectations known to local planners and policy-makers. PHYSICAL & ENVIRONMENTAL PROTECTION For earthquake: We have fastened to wall stud or stable surface, the tall and heavy furniture, appliances, large electronic gadget, lighting fixtures and other items that could cause harm. We will not light a match, lighter, or any other flame gadget after an earthquake until we are sure there is no danger of escaping gas fumes anywhere around. Our building has been designed and built according to the existing building codes, or it has been inspected by a qualified engineer The required repair or retrofit has already been completed. We do maintenance work on our building, protecting it from damp, and repairing damage when it occurs. For earthquake: We have put latches on kitchen cabinets, secured televisions, computers and other electronic items. We hung pictures securely on closed hooks to protect us from things that could injure or would be expensive to replace. We have secured family heirlooms and items of cultural value that could be lost to future generations. We have limited, isolated, and secured any hazardous materials to prevent spill or cause toxic damage. We keep shoes and flashlights with fresh batteries, by our beds. For flood: We keep flotation devices. For fire: We have cleared away fire hazards from around the house. For water and debris flow: we have created channels and prepared to make sandbags..

. . 30.

. . 31. School DRRM Manual. Step 3. School DRRM Manual.

. . 3232. The school head, or the authorized personnel, should spearhead the conduct of rapid assessment of damages for preparation and submission of reports (Refer to Rapid Assessment of Damages Report Forms A and B in DO 21 s 2015). The immediate determination of effects is crucial in identifying needs.

. . 33 32. 33. Advisers should also record the status of students after evacuation procedures to immediately identify interventions or response actions. The template found in page 40 could be used for this purpose..

. . 3434. • In the event that the schools will be used as evacuation centers, the DRRM Team shall coordinate with all advisers for the preparation of classrooms that can be used by the IDPs. • For schools that will be used as evacuation centers for at least 3 days, class resumption strategies should be prepared. These strategies should cater both to the evacuated and resident learners..

. . 35 34. 35. RESUMPTION OF CLASSES CHECKLIST P. 1.

. . 36 36. 48. Male teachers. Subject specific teachers Please (specify) _________.

. . 37 37. The disaster experienced in the community can be used as teaching tool for class resumption. Letting the learners think about their experience with focus on what they did during the disaster and identifying whether their actions were safe or unsafe would teach them to become more prepared. Their positive responses should be affirmed. Use of available alternative delivery modes of education modules such as the Modified In School, Off School (MISOSA), Enhanced Instructional Management by Parents, Community and Teachers.

. . 38.

. . 39. School DRRM Manual. Step 4.

. . 40 40. a. Review Implementation of Safety and Preparedness Measures and Protocols.

. . 41. 5 44. Notes:.

. . 4242. 51. SCHOOL STATUS REPORT FORM. Return this form to the Assembly Area collecting point, immediately after evacuation. Adviser: __________________________ Grade Level____ Section _____Room _______.

. . 43 43. 52. DISASTER RISK REDUCATION EDUCATION MONITORING CHECKLIST.

. . 44 44. D. Monitor, evaluate, and report interventions before, during, and after a disaster.

. . 45 45. References 1. Bogaziçi University (2004). Family Disaster Plan. 2. Concern Worldwide (2011). Disaster Preparedness for School Safety, India. 3. Inter-Agency Network on Education in Emergencies (INEE) 4. Department of Education (2008) Disaster Risk Reduction Resource Manual 5. DepEd published policies related to DRRM 6. Risk RED (2010). Toolkit for School Disaster Resilience and Readiness 7. Save the Children (2012). Tips for Supporting Children in Disasters 8. Save the Children, 2014. Participatory School Disaster Management Handbook 9. World Bank, IFC (2010). Disaster and Emergency Management Guidance for Schools and Universities..