The document provides guidance for a student activity called the Family Earthquake Preparedness Homework that aims to promote family preparedness through questions students complete with their families and discuss in class. The activity is meant to highlight that disaster preparedness requires family readiness, not just individual preparedness, and involves students answering preparedness-focused questions at home and teachers discussing the results and lessons learned. Principals are then asked to share a summary with the PTA and local officials to inform school and community preparedness planning.

1. Division of Oriental Mindoro

2. “The Philippines, through the Department of Education recognizes
that schools are at the heart of our communities, therefore we
commit to keep our schools safe.
Essentially, DepEd wants to:
 Protect learners and education workers from death, injury,
and harm in schools
 Plan for educational continuity in the face of all expected
hazards and threats
 Safeguard education sector investments
 Strengthen risk reduction and resilience through education

3. The DRRM in Basic Education Framework is
essentially a combination of the following:
1.Education Outcomes: Access, Quality, and
Governance
2. Four phases of DRR as mandated by RA 10121:
prevention, preparedness, response, & rehabilitation
and recovery
3. Three Pillars of Comprehensive School Safety:
safe learning facilities; school disaster management;
and DRR in education.

4. The Comprehensive DRRM in Basic Education
Framework
4
PREVENTION &
MITIGATION
RECOVERY &
REHABILITATION
RESPONSE
PREPAREDNESS
• Adopted
disaster
resilient
designs for
classroom
construction
• Strengthened
construction
monitoring
process by
engaging
school heads
• Designed
temporary
learning spaces
as alternative to
tents
• Established
DRRM office
with
coordinators in
17 regions and
220 division
offices
• National
budget support
for improving
the
organizational
preparedness
and response
• Continued
implementation
of 3-pronged
school-based
National
Greening
Program
•Tree
planting/Refore
station
•Vegetable
garden in
schools
•Solid Waste
Management
• 88% of schools
were already
mapped for
geospatial
analysis
• Integration of
DRRM/CCA in
the new K to
12 curriculum
Uploading of
DRRM
reference
materials in the
learning portal
beginning 2015
(46 titles)
• Policy on
student-led
school watching
and hazard
mapping
• Policy on
Family
Earthquake
Preparedness
Homework

5. - Natural and man-made events wherein communities
experience severe danger and incur loss of lives and
properties causing disruption to their social structure
and economic activities.
- Inevitable but can be less damaging if the population
has better understanding of locally-experienced
hazards and implements preventive or mitigating
measures against them.
- - In

6. - Risks can be reduced or managed and measures can
be employed to ensure that hazards will not result
into a disaster if people reduce the weaknesses and
vulnerabilities to existing hazards in the location.
- - In
- Includes identifying health and safety hazards,
determining probability of their occurrences,
estimating their potential impacts to the schools and
communities at risk.
- - In

7. Prevention – taking measures in order to avoid an event
turning into a disaster
Mitigation – measures that reduce vulnerability to a
certain hazard
***In schools, begins with hazard mapping, planning
and implementing plans with all stakeholders in
education.

8. RA 10121 “ The Philippine Disaster Risk Reduction and
Management Act of 2010”
“which mandates all national gov’t agencies to
institutionalize policies, structures, coordination
mechanisms and programs with continuing budget
appropriation on DRRM from national to local levels”
Thus the Department of Education, thru DepEd Order #
50, s. 2011 has created the Disaster Risk Reduction
Management Office (DRRMO).

9. Objectives:
1. To provide guidance on how to act before, during
and after a disaster
2. To capacitate coordinators and DepEd constituents
to disasters and emergencies
3. To facilitate immediate and efficient information flow
during disasters and emergencies.

10. DEPARTMENT OF EDUCATION
COORDINATION
PROTOCOL
10
Provides the basis for and directs which office should
respond depending to the extent of a disaster or
emergency.

11. DEPARTMENT OF EDUCATION
How and why we do DRRM?
DRRMO
Concerned
Offices in
DepEd
Schools
Regional
DRRM Focal
Local
Education
Cluster
DepEd
Division
DRRM Focal
NDRRMC
Education Cluster
Local
DRRMC
11

19. DEPARTMENT OF EDUCATION
INFORMATION
MANAGEMENT
PROTOCOL
19
Demonstrate the proper flow of data from schools to
central office and vice versa.

20. DRRMO sends warnings, alerts, tracking reminders and
other requests for reports to all identified affected
regions and divisions. All recipients should
acknowledged and/or respond to the advisories
received.
DRRM Coordinators shall submit their assessed reports
to the immediate higher office (i. e., DO, RO, CO). In
cases where reports are submitted directly to the CO,
the immediate higher office should be copy furnished
with the same report.

21. DEPARTMENT OF EDUCATION
• All Divisions should instruct their schools to submit the
RADaRs 1 and 2 through SMS via these numbers 0928-871-
8053 and 0977-659-2926. (CC: 0915-173-1418 Division
Focal Persons)
• All RADaR should be submitted within 72 hours after any
hazard or emergency.
• Schools used as ECs should also be reported in this format:
School ID_Date of Encampment_# of evacuees). Upon
decampment, information should also be relayed thru this
text format: School ID_Date of Decampment_Final Number
of Evacuees
• Divisions whose schools have not incurred damages and
were not used as ECs are required to submit a certification
of no damages and no schools were used as ECs.
21
Immediate reports shall be sent thru SMS.

22. DEPARTMENT OF EDUCATION
# QUESTIONS ANSWERS
1
Name of incident
(Can be name of tropical cyclone, name of volcano or description of incident)
2 EBEIS SCHOOL ID
3
Incurred damages because of incident
(Indicate Yes/No only)
4
Number of academic classrooms that are totally damaged classrooms
(damaged academic classrooms that cannot be used)
5
Number of academic classrooms with major damage
(damaged academic classrooms needing major repair and cannot be repaired by school)
6
Number of academic classrooms with minor damage
(damaged academic classrooms needing minor repair that can all be repaired by school)
7
Number of temporary learning spaces (TLS) needed for immediate class resumption
8
Number of deceased DepEd teaching and non-teaching personnel
9
Number of injured DepEd teaching and non-teaching personnel
10
Number of missing DepEd teaching and non-teaching personnel
11
Number of displaced DepEd teaching and non-teaching personnel
12
Number of academic classrooms used for evacuation of families
(all academic classrooms used since Day 1)
13
Are there still evacuees after three days? (Indicate Yes/No only)
22
RADAR1,Luis,102121,No,0,0,0,0,0,0,0,0,0,No,Orville Benigno,HT
RaDaR 1

23. DEPARTMENT OF EDUCATION
RADaR 2
# QUESTIONS ANSWERS
1
Name of incident
(Can be name of tropical cyclone, name of volcano, or description of incident)
2 EBEIS SCHOOL ID
3
Number of damaged school furniture (armchairs) that needs to be replaced for use of
learners (Additional information on damaged teachers’ tables and chairs, tables, and
chairs for Kinder, and/or desktops shall be consolidated by respective divisions.
Divisions shall endorse the detailed assessment to respective DepEd offices for
proper intervention.)
4
Number of copies of learning materials/textbooks used for instruction that were
damaged because of incident (Detailed information on number of copies needed for
instruction per grade level and subject area shall be consolidated by respective divisions.
Divisions shall endorse the detailed assessment to respective DepEd offices for proper
intervention.)
5
Number of sets of computer equipment used for instruction that were heavily
damaged because of incident (Detailed information on type of equipment damaged
shall be consolidated by respective divisions. Divisions shall endorse the detailed
assessment to respective DepEd offices for proper intervention.)
23
RADAR2,Luis,102121,0,0,0,Orville Benigno,HT
RaDaR 2

24. DEPARTMENT OF EDUCATION 24
RADaR Exercise
SCENARIO: Typhoon JOLINA made landfall to central Mindoro affecting
the Mindoro Provinces leaving damages to different infrastructure in both
private and public institutions. Your school incurred 1 Totally, 2 Partially
major and 3 Partially minor damaged classrooms. However, due to
preventive evacuation made by the LGU, 2 classrooms of your was
school was also used as protection camp for 5 days.
Your school also has damaged 150 armchairs, 200 learning materials and
7 units of computers due to the typhoon.
RADAR1,JOLINA,309017,YES,1,2,3,0,0,0,0,0,2,YES,MARVIN L. QUIJANO,SST1
RADAR2,JOLINA,309017,150,200,7,MARVIN L. QUIJANO,SST1
Based from the scenario, please make RADAR 1 and 2
and send it to 0998-566-1219

25. “Tell me and I will forget,
Show me and I will remember,
Involve me and I will understand.”

26. June 16, 2015

27. 1. It aims to instruct all schools in the specific engagement
of learners in identifying and addressing hazards and risks.
2. These guidelines provide minimum instruction on how
to begin with the conduct of this activity which specifically
highlights maximum representation of all pupils at all
grade levels/organization. This will be part of the schools’
annual activity to engage learners in the implementation of
DRRM.
** Support to DepEd Order # 50, s. 2011 (Creation of DRRM Office) and
DepEd Order # 55, s. 2007 (Prioritizing the mainstreaming of DRRM in
the School System and Implementation of DRRM in the systems and
processes of the Department at all levels.

28. Children should be equipped with the capacity to know,
understand and apply safety and protection mechanisms
to build the foundation of their resilience, therefore, it is
imperative to increase the awareness of learners on the
hazards and possible risks inside the school.
Through Student-led School Watching and Hazard
Mapping, DepEd creates an opportunity for learners to
understand their role in DRRM.

29. P R O C E D U R E
 The schools head shall designate a moderator to
facilitate a student-led school watching and hazard
mapping activity. The moderator is preferably a
DRRM-trained school personnel who is familiar with
the hazards and risks in the school or anyone who
has previous/current involvement in any DRRM
activity.
29
A. Organizing and Preparing the School Watching Team

30.  The School Watching Team (SWT) should
comprise of at least 10 members. For medium and
big schools, organizing various students’
organizations and/or student leaders for a school
watching activity is preferred to maximize
engagement. For very small schools (i.e. with less
than five classes), teachers could integrate school
watching in their respective lessons as an outdoor
activity. For very big schools, more than one team
could be organized to ensure that all grade levels,
sections and groups are represented
30

31.  The Supreme Student/Pupil Government
(SSG/SPG) shall aid in the identification of SWT
members. The team members could be student
leaders of youth clubs, academic and/or non-
academic clubs such as boy/girl scouts, Red Cross,
or representatives from various grade levels and/or
sections.
 The moderator is encouraged to redesign the
process, if necessary, to ensure appropriateness to
the composition of the SWT. Preferably SSG/SPG
shall also participate in this activity.
31

32.  It is important that the moderator presents the
guidelines in the language that the SWT is most
familiar and comfortable with.
 The moderator could prepare a timeline on the
conduct of this activity to ensure that this will not
disrupt regular school activities and/or classes of
SWT members.
 The moderator will prepare route for the school
watching, designate stops and provide a School
Watching Checklist (D.O. 23s.2015) to Team members
for guidance in the observation of hazards.
32

33.  Designate a start and end point for the school
watching activity.
 The moderator shall orient the SSG/SPG on school
watching and hazard mapping before convening the
SWT.
33

34. P R O C E D U R E
 The moderator should ensure that all SWT members
have a pen and notebook for note taking during the
school watch.
 The moderator shall orient the SWT on the
background and purpose of this activity, and level-
off with the TEAM on the conduct of this activity.
 Walk through each building, classroom, office,
laboratory, workshop, play area, garden and any
open area of the school.
34
B. School Watching and Hazard Mapping

35.  At each point, give a 3-5 minute stop for the Team
to observe and take down notes in every building,
classroom, office, laboratory, workshop, play area,
garden and any open area.
 Use the School Watching Checklist as a basic guide
in identifying hazards factors and/or at risk areas in
the school. The team members are encouraged to
add other risk factors based on their observation,
experience and appreciation of the condition of the
school environment/facilities.
35

36.  After walking around the school premises, the
moderator will facilitate the processing of the
information noted by the SWT.
 Then, materials such as cartolina, pens, crayons,
coloured papers or any drawing materials will be
distributed to the SWT to map and plot the identified
hazards and/or at risk areas in the school.
 Allow the SWT to discuss the plotted hazard areas
in the map to enhance the initially placed markings.
 Finalize the hazard map based on the SWT
discussion and prepare for a presentation to the
School Planning Team (SPT)
36

37. SCHOOL WATCHING CHECKLIST
Broken window
Slippery pathway
Blocked corridor
Heavy objects mounted on top of cabinets/shelves
Flooded area
Busted plugs / light bulbs/electrical wires
Exposed electrical wires
Protruding nails in chairs and tables
Broken door knobs
Warning sign: Slippery pathways/corridors
Plants mounted on the building railings
Exposed chemicals and liquids
Unlabeled chemicals
Lack/absence of storage for equipment
Dripping Ceiling
37

38. Unpruned trees/bushes/shrubs
Open pit
Open/Clogged canals
Stagnant water
No ramps for elevated school building 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 release to parents during emergencies
No posted emergency hotlines around the school
Garbage area (Segregation of Biodegradable and Non-
biodegradable)
Detached or peeled off GI sheet 38

39. Broken chairs/desk/tables
Broken toilet bowl and/or sinks
Blocked/no emergency exits
Unmounted cabinets/shelves
Medical kits in every classrooms
Bells alarms
Condemnable building (i.e. very old structure, collapsing
building and/or prominent cracks on classroom walls)
39

40. June 29, 2015

41. 1. It aims to promote family preparedness for earthquakes
through school activities.
2. DepEd stressed that disaster preparedness should be
anchored in family readiness, not just in individual
preparedness. The activities involve the following:
a. Learners are answering a series of questions
highlighting family preparedness in the form of
homework to be done with their families;
b. All advisory teachers are expected to discuss the result
and highlight the learnings thereof.
c. Principals are required to discuss the summary of their
findings with the Parents-Teachers Association (PTA)
and barangay officials for consideration in the school
and community preparedness planning.

42. Disasters and emergencies can affect people anytime and
anywhere, swiftly and without warning. Even small events,
such as a power outage, can quickly have a disastrous
effects for a family that is not prepared. Family must work
together to prepare for unexpected situation thus family
involvement can be the key to surviving an emergency.
Through this activity, families/parents will recognize their
important role in ensuring the safety of their children at
home, in school and everywhere.
*Upon completion of this activity, all school heads shall
report via SMS through 0928-871-8053 and 0915-178-9312.
(CC: 0998566-1219 Division Focal Person)