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Baseline Data 2017-2018

TEMPLATE 1A: BASELINE DATA ON SCHOOL (INFRASTRUCTURE)

School Name:COLILING NATIONAL HIGH SCHOOL

School ID:300380

INFRASTRUCTURE NON-INFRASTRUCTURE

Number of Classrooms
Number of Furniture

Type of Building Year Source of Funding Number of DepEd


(ex. Marcos, Bagong Lipunan, Gabaldon, Constructe (DepEd, LGU, Private Computerization
etc) d Donors, etc) Package (DCP)
Instructional rooms Non-instructional
Arm Chair Desk Chair Teacher’s Table Teacher’s Chair
(Acad/Non-acad) rooms

1. DepEd Standard School Building (4


2016 DepEd Budget Combination 2018-01-E-Textbooks 315 0 165 8 8
Storeys)

50 pcs. E-Textbook
2. Multi-Purpose Workshop Building 2017 DepEd Budget Instructional
(Tablet/PC) Batach 38

3. Multi-Purpose Workshop Building 2017 DepEd Budget Instructional 1 laptop

4. Multi-Purpose Workshop Building 2017 DepEd Budget Instructional 51 Computer Units

Instructions:
This template should be filled-out by the Property Custodian.
Type of Building - include all types of builing like Marcos Type, Bagong Lipunan School Building (BLSB), Gabaldon, JICA Building, PPP Building, etc.
Year Constructed - specific year when the building was constructed
Source of Funding - includes all sources of funds (e.g. DepEd, LGU, Private Donors, others - specify)
Current Status of building - includes dilapidated, for repair, for demolition, etc.

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Baseline Data 2017-2018

TEMPLATE 2A: BASELINE DATA ON LEARNERS

School Name:COLILING NATIONAL HIGH SCHOOL

School ID:300380

Number of Learners
(SY 2019 – 2020)

Grade Level
No. of
Male Female Total PWD
learners

Grade 7 79 73 152 4
Grade 8 80 59 139 1
Grade 9 47 52 99 4
Grade 10 50 41 91 1
Grade 11 32 22 54 0
Grade 12 22 23 45 1
SPED Self Contained 2 2 4
GRAND TOTAL 310 270 584 11
TEMPLATE 2B: BASELINE DATA ON PERSONNEL
Number of Personnel
Teaching Personnel No.(SY 2018 – 2019)
of PWD No. of PWD
Non-Teaching Personnel
Male Female Total Teaching Male Female Total Non-Teaching
JHS 9 12 21 Personnel
0 1 2 3 Personnel
0
SHS 1 6 7 0
Instructions:
This should be accomplished by the SDRRM Coordinator with the School Head.
Number of Leaners - It should be based on the current enrollment of the school of the current year.
Number of learner with disability - Add more column depending on the data of disability of the school.

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Historical Data

TEMPLATE 3: HISTORICAL DATA ON DISASTERS

School Name:COLILING NATIONAL HIGH SCHOOL


School ID:300380

EFFECTS ON:
AFFECTED POPULATION
INFRASTRUCTURE NON-INFRASTRUCTURE
Name/Type of
Disaster Year Other effects/damages

Instructional Non-Instructional Other Facilities No. of Damaged No. of Damaged


No. of Learners No. of Personnel WASH Facilities No. of Damaged DCPs
Classrooms Classrooms (Please specify) School Furniture Learning Resources

1. Falcon 2019 0 0 N/A N/A N/A N/A N/A N/A N/A N/A
2. Hanna 2019 0 0
3. Ineng 2019 0 0
4. Jenny 2019 0 0
5. Ramon 2019 0 0
6. Tisoy 2019 0 0

Remarks: Data is based on historical RADaR reports and other official documents

Instructions:
This template should be accomplished by the SDRRM Team and School Head.
Incident Name - specific name of the hazard or disaster (e.g. TY Ompong, TD Ineng, Magnitude 6.5 Earthquake in San Julian, Eastern Samar).
Type of Incident - choose among the following: Tropical Cyclone, Armed Conflict, Fire, Landslides, Earthquake, Volcano Eruption, Others (please specify).
Date of Occurrence - specific date when the incident happen.
Affected Population - based on the existing or historical record of the school visa via the date of occurrence of the incident.
Infrastructure ad Non Infrastructure - quantity of damage per incident.
Instructional classrooms - includes all academic rooms used by the learners.
Non-instructional classrooms - includes all non-academic rooms like Canteen, Library, Faculty Room, etc.
DCP - it should be per computer set (if possible).
Estimated Total Cost of Damage - based on the existing and historical record of the school.

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TEMPLATE 4: CAPACITIES AND VULNERABILITIES

Division: San Carlos City Pangasinan


Key Areas for Details Capacities
Preparedness
Risk Understanding 1. Understanding of Hazards and its characteristics
Increase awareness on different school hazard
and risk
2. Conduct of Risk Assessment
Ensure healthy and safe environment for
students, teachers, administrators, and other
staff.

3. Planning and undertaking actions based on risk Drafting possible solution to reduce risk and
assessment results hazard in the school

Contingency Plan and 1. Contingency Plan Contigency plan is a backup plan that helps
Dissemination safeguard data, minimize disruption and keep
everyone as safe as possible.

2. IEC Encourage students and staff to think outside the


box

Communication 1. Understanding of advisory including warning signals This is to prevent injuries and ensure
awareness of the possible dangers and
hazard ahead in a certain situation and or
environment.

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2. Understanding and implementation of DO 21 s.2015 Follow the Disaster Risk Reduction and
Management Coordination and Information
Management Protocol (DO 21 s.2015) in the
proper implementation of this Order

3. Equipment Communication Equipment can provide


warning information or receive reports on
behalf of the employees and students.

Coordination 1. Division Office Strong coordination with Division Office,


2. P/M/CDRRMC CDRRMC, LGU's provide a smooth and
effective coordination, with an open, two-
way channels of communication. Also they
can provide a training/seminar/workshop for
the staff and teachers.
3. LGUs
4. Partners
5. DepEd CO Coordination with DepEd CO by means of
Text Messaging RADAR, to report the status
of our school

Monitoring 1. Monitoring of A contingency plan in school is hung and all


preparedness/contingency rooms are provided such and posted on
plan of school walls.

2. Monitoring of hazard Maintain the safety of the students and


situation, including teachers through constant coordination with
communicating with school head, division personnel and
school officials, district/division office and LGU CDRRMO.

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3. Monitoring RADaR Update the actual situation in the school to


completion, validation and the DepEd Central Office after the disaster
submission to Central fastest way.
Office

4. Monitoring of Everyone is enjoined in the implementation


implementation of support of the program
for learning continuity

5. Tracking of Learners and personnel The actual number of learners and personnel
based on the submitted profile is identified.

6. Transportation Easy mobilization in case of emergency

Convergence 1. Interface among offices within the school There is a coordination with other personnel
in the school

2. Existence of DRRM Team Assigned 2 Coordinators (JHS-SHS), Student


Led- watching team and School DRRM Team
which aims to instruct the learners in
identifying and addressing hazards and risk
and also helps in planning and mobilization
3. Command System of DRRM activities.
N/A

4. Twinning with other divisions N/A


Support for Learning 1. Implement and monitor Temporary Learning Spaces (TLS) No TLS
Continuity 2. Buffer stocks for learning materials Learning Continuity
3. Alternative Delivery Modes Learning Continuity
4. Psychosocial Support The School DRRM Coordinator attended
training in Psychological First Aid

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Support for Learning
Continuity

The nutritional needs of the learners and


5. Emergency School Feeding personnel are provided.
6. Learner's Kits
Teaching and learning process are properly
delivered.
Teaching and learning kits will soon be
7. Teacher's Kits delivered.
8. Hygiene kits Available kits are provided
9. Provision of Water Sanitation and Hygiene services Conducting WASH trainings
10. Updated disaggregated data on learners and master list To identify the updated profile of the
of students in school and alternative learning schools (ALS) students

11. Clean up drives Maintain the cleanliness of the school


vicinity and Proper Segregation of Waste
Materials.

12. Signed memorandum of agreement (MOA) with private Holds legal basis for the DRRM activities.
enterprises for emergency purchase
Support for Schools used 1. Signed memorandum of agreement (MOA) between LGU Holds legal basis on the use of school
as Evacuation Centers and school on the use of schools as evacuation center evacuation center
including the roles and responsibilities of both institutions;

2. Repair, maintenance and replacement of schools Non Disruption of classes even in the
identified as evacuation center by the LGU maintainance school facilities.

3. Resumption Strategies including assessment of readiness Ensured the safety of learners and personnel.
of the schools Existing.

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4. Establish functional referral pathways to respond to child Ensured the safety of the learners and
protection concerns using the existing PNP and DSWD personnel. (Guidance Couselor)
operational guidelines

8. Feedback mechanism to report gaps in the delivery of There is a support system on the delivery of
services, grievances and other needs to improve education services and active grievance committee to
interventions solve the problem in the school

9. Twinning of schools for teacher-volunteers for The teachers are ready to extend help to the
deployment in the affected schools that need additional affected schools
volunteers

10. LGUs preposition additional Temporary Learning Spaces Any space can be used.
(TLS)

Drills 1. Regular conduct of drills Conduct of Drills regularly among learners


and personnel.

2. Existence of protocols – command system, evacuation Organized system in addressing the needs of
route, safe place, family reunification the learners and personnel in case of disaster

3. Coordination with and participation of parents, relevant Established awareness of the stakeholders on
agencies and partners during drills the conduct of drill and to identify the
agencies and possible partners who could
extend help in case of disaster.

Fund Sources
MOOE, PTA Funds, local funds, donations

Instructions:
This template should be accomplished by SDRRM Team with the School Head.

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Each item should include brief explanation of the school current activities or programs.
Capacities - include the strengths, attributes and resources available within school to manage and reduce disaster risks and str
Gaps - challenges and/or problems incounter by the school that affects the capacity to respond during emergencies.
Vulnerabilities - it can be determined by physical, social, economic and environmental factors or processes which increase the s

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Gaps/Vulnerabilities
Limited funds

Some teachers don't cooperate in conducting


risk assessment

Lack of funds to implement the possible


solutions
Lack of coordination with different government
agency and planning to foresee the event and
occurrence of crisis.

Some of the students and staff take the IEC for


granted.

Lack of proper early warning device in the


school

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Lack of funds.

Lack of funds for the communication allowance.

Training depends on the availability of the


partner agencies.

Messages might not reach the receiver because


of poor signal.

Insufficient time to do the monitoring of


contigency plan due to busy schedule.

Lack of funds to eliminate the hazard in the


school.

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No load allowance for the concerned persons.

There are passive members of the community.

Unrecorded update on the profile of the


learners and personnel due to transfer of
residence, telephone number and other related
matters.
There is no transportation allowance

Busy schedule

Not everyone is active for the program.

N/A

Lack of TLS
Lack of Learning Materials
Lack of ADM materials

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There is no allotted fund.

There is no enough Learning Kits

No teacher's kits.

Lacks hygiene kits


Sanitary napkins and wash soaps can't always
be
N/Aprovided.

N/A

Expected aid is not acquired.

N/A

Non replacement of damage school facilities

Lack of fund in case of replacement/repair of


school facilities

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N/A

Lack of personnel to address the school needs.

No extra time to volunteer due to busy


schedules.

N/A

Lack of seriousness in doing the drill.

Lack trained personnel

Lack of participation among parents and the


community partners.

Insufficiency of funds

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and reduce disaster risks and strengthen resilience.


nd during emergencies.
or processes which increase the susceptibility of an individual, a community, assets or systems to the impacts of hazards.

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TEMPLATE 6: HAZARD PRIORITIZATION

School Name: COLILING NATIONAL HIGH SCHOOL


Probability Impact Average
Hazard Rank
Rate Remarks Rate Remarks (P+I)/2
FLOOD 3 The event might 2 Minor loss and/or (3+2) / 2 2.5
at sometime and damage to property
occur probably will (up to Php 500,00
worth of damage

TROPICAL CYCLONE 2 The event might 1 No Casualty (2+1) / 2 1.5


at sometime and
occur probably will not

EARTHQUAKE 1 The event may occur 2 Minor loss and/or (2+1) / 2 1.5
in exceotional cases damage to property
(up to Php 500,00
worth of damage

Instructions:
This template should be accomplished by the SDRRM Team with the School Head.
Hazard - List all the possible hazards that may affect your schools and divisions. (e.g. flood, tropical cyclone, armed conflict,
Rate the probability using the below scale. Indicate the important details on hazard occurrence in the Remarks Column.
Rate the Impact column based on the possible scale below. Indicate important details in the Remarks column.

Average - calculate by adding probability and impact and divide by two.


Rank - rank the hazards with the highest average as 1, the second highest average as 2, and so on. The highest average will b
yclone, armed conflict, fire, earthquake, etc.)
Remarks Column.
e highest average will be the priority for Contingency Planning.
TEMPLATE 7.1 : ANATOMY OF THE HAZARD

School: COLILING NATIONAL HIGSCHOOL


Hazard: FLOOD

Root Causes Early Warning Signs Triggering Factors Existing Mitigating Measures
Heavy rains / Typhoon Weather Forecasts Damaged supplies and equipmet 1. Conduct Regular Maintenance for Drainage
Systems and Flood Control Structures.
2. Elevate Structures and Utilities.

Instructions:
This tempalte should be accomplished by the SDRRM Team with the School Head.
Hazard - it should be the Rank No. 1 in the Template 5.
Root Causes - describe the root causes of hazard.
Early Warning Signs - describe the indicators to initiate action.
Triggering Factors - describe the factors that turn the hazard into a disaster or crisis.
Existing Mitigating Measures - describe the mitigating measures of the school to address the hazard.
ng Mitigating Measures
ar Maintenance for Drainage
nd Flood Control Structures.
res and Utilities.
TEMPLATE 8: SCENARIO BUILDING

School: COLILING NATIONAL HIGH SCHOOL


Hazard: FLOOD

SITUATION BAD WORSE WORST

Description of the Event

CASUALTY
Death N/A N/A N/A
Injury N/A N/A N/A
Missing N/A N/A N/A
AFFECTED POPULATION
No. of Learners N/A N/A N/A
No. of Teaching Personnel N/A N/A N/A
No. of Non-teaching Personnel N/A N/A N/A
EFFECTS ON
Learners N/A N/A N/A
Teachers N/A N/A N/A
Educational Continuity N/A N/A N/A
Instructional Classrooms N/A N/A N/A
Non-instructional Classrooms N/A N/A N/A
WaSH Facilities N/A N/A N/A
Perimeter Fence and Gate N/A N/A N/A
School Furniture N/A N/A N/A
Books and Instructional Resources N/A N/A N/A
DepEd Computerization Packages N/A N/A N/A
Power Lines N/A N/A N/A
Water Utilities N/A N/A N/A
Roads and Bridges N/A N/A N/A
Instructions:
This template should be accomplished by SDRRM Team with the School Head.
Effects on - Based
Description on the- capacity
of the Event of thedescirption
provide brief school, theofteam should provide
the hazard. briefoccur?).
(How it will
statements of the following items (answerable by what). It can also based
Impact on human lives - Based on the capacity of the school, the team should
fromAffected
the population - Based on the current data or existing records of the school.
estimate
LGU Contingency Plan.
the number or percentage of the death, injury and displacements. It can also
based
from the LGU Contingency Plan.
TEMPLATE 7.2: CONFLICT ANALYSIS: STAKEHOLDER ANALYSIS – POSITIONS, INTERESTS, NEEDS
Means of
Actors Positions Interests Needs Willingness to Negotiate
Influence/Power
N/A N/A N/A N/A N/A N/A

Actor - groups involved in the armed conflict (e.g. AFP/PNP, NPA, BIFF), which include groups
which are secondary and tertiary players in the
Instructions:
conflictshould
This template (i.e. not
bedirectly involved,
accomplished bybut affected
SDRRM Teamby with
the conflict like Head.
the School learners and school
personnel)
Positions - what the actors say they want
Means of -Influence/Power
Interests what the actors -really
sources
wantof power and influence (e.g. resources like money, land,
arms, networks, political power)
Needs - what the actors must have that the actor has and uses in the
conflict to attain their positions, interests, and needs
Willingness to Negotiate - openness of the actor to talk, settle the conflict, and reach an agreement
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TEMPLATE 9 - RESOURCE MAPPING & PLANNING

School: COLILING NATIONAL HIGH SCHOOL


Hazard:FLOOD

Human Resources
Projected Needs
(e.g. training needs)
Write N/A if not needed
No. of
Human Resources Capacity staff/persons Possible sources of funding Timeline
(certifications, skills, etc.) (MOOE, SEF, Local DRRM Fund, Partners, etc)
available No. of staff needing
training Cost for Training

Internal
(e.g. GCs, Teachers, Staff, etc.)

Faculty and Staff (within Deped) First Aid (Medical and Psychological) MOOE
DRRM Orientation MOOE
Psychological First Aid MOOE
Basic Life Support and First Aid MOOE
External Resources
(e.g. Partners, PNP, BFA etc.)

Barangay Officials, PNP, CDRRM,BFA Disaster Response

Equipment
Projected Needs

Equipment/Supplies Condition Possible sources of funding


(e.g. fire extinguishers, body board, siren, comms radio)
(e.g.fully functional, nearing expiry, Units available (MOOE, SEF, Local DRRM Fund, Partners, etc)
Timeline
etc.) Units Needed Unit Cost

Fire Extinguishers Fully functional 4 10,000 MOOE, PTA Funds, local funds, donations 2nd Quarter 2020

Mega phone none 1 2,000 MOOE, PTA Funds, local funds, donations 2nd Quarter 2020
Stretcher none 1 2,000 MOOE, PTA Funds, local funds, donations 2nd Quarter 2020
First Aid Kits none 5 1,000 MOOE, PTA Funds, local funds, donations 2nd Quarter 2020
Go Bag none 1 5,000 MOOE, PTA Funds, local funds, donations 2nd Quarter 2020

Learning Resources
Grade Level Title Language Units Available Units Needed
Gr. 7-10 DRRM Manual English-Filipino 1 3 to 4
Gr. 11-12 DRRM Manual English-Filipino 1 2

Instructions:
This template should be accomplished by SDRRM Team with the School Head based from the current records.

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