COMPREHENSIVE SCHOOL SAFETY MONITORIN

BASELINE DATA

Name of School:
School ID:
District:

DepEd DRRMS CSS INDICATORS

Related Sendai Global
Framework for Comprehensive
DRR (SFDRR) School Safety (CSS)
(Based on
Priorities TARGET AREAS
DepEd’s DRRM Policies and School DRRM Manual)

ENABLING ENVIRONMENT
Legal Frameworks &
Priority for Action 2 1
Policies
2
Organizational arrangements,
Priority for Action 2 leadership, and coordination for
risk reduction and resilience 3

4
Integration of risk reduction
and resilience into
Priority for Action 1 education sector 5
strategies, policies and 6
plans
7

Funding for risk reduction 9

Priority for Action 3 and resilience of education
sector
10

11

12
Child-centered Risk
Priority for Action 1
Assessment
13

14

15

Priority for Action 3 Monitoring and Evaluation 16

PILLAR 1: SAFE LEARNING FACILITIES

Existing schools are being made safer, systematically
1
Assessment and
prioritization for retrofiting
Priority for Action 1 2
and replacement of unsafe
schools
3

PILLAR 1: SAFE LEARNING FACILITIES

Resources and Plan to 5

Priority for Action 3 address unsafe school
buildings

8
Maintenance to increase
Priority for Action 3 safety and protection of
investments in schools 9

10

11

Planning for limited use of

schools as evacuation
Priority for Action 4
centers, during the school
year
12

Every new school built is safe

13
Guidance and regulations
Priority for Action 2 for safe school
construction

14
Monitoring of safe school
Priority for Action 2 site selection, design and
construction

PILLAR 2: DISASTER RISK MANAGEMENT

 Existence of national and
sub-national plans for
1
preparedness and
response, educational
continuity, and protection
of education sector 2
investments

5
Priority for Action 4

10

11

Annual review of school

disaster risk reduction and
management measures 12
Priority for Action 4
(e.g. as part of school-
based management and/or
school improvement)
13

14

Conduct of regular
simulation drill, at all levels,
to practice response
Priority for Action 4 15
preparedness and to
review response plans (i.e.
Contingency Plan) 16
17

18
 19
Needs assessment,
strategy, and 20
implementation plan to
Priority for Action 3
develop staff and student
capacity for participation in 21
school based DRRM
22

PILLAR 3: RISK REDUCTION AND RESILIENCE EDUCATION

1
Integration of common risk 2
Priority for Action 3 reduction and resilience
messages in the curriculum 3

Intergration of risk reduction

Priority for Action 3 and resilience in extra- 4
curricular activities

Capacity building for and 6

Priority for Action 3 personnel on risk reduction
and resilience education 7

Priority for Action 3 Monitoring and Evaluation 9

Evaluated by:

Name and Signature of School Head:

Date Signed and Approved:
NSIVE SCHOOL SAFETY MONITORING TOOL
BASELINE DATA BASELINE

# of Teaching Personnel:
# of Non-Teaching Personnel:
# of Learners:

DepEd DRRMS CSS INDICATORS

TARGETS/
PLANS
(Based on
DepEd’s DRRM Policies and School DRRM Manual) (2022)
Yes NO
ENABLING ENVIRONMENT
Adopted/Adapted/localized existing policies relating to DRRM in
education/school safety
Designated School DRRM Focal Person
Formed School DRRM Team, consisting of personnel from different
offices; with defined membership and roles and
responsibilities/functions

Has a comprehensive School DRRM Plan, which includes CCA and

EiE measures, covering risk assessment, risk reduction, and
rehabilitation and recovery
Students participated in the planning process
Integrated DRRM into the School Improvement Plan (SIP)

100% completion of DRR related questions in the EMIS/EBEIS

Regular DRRM activities are supported by school budget

Funding sources for interventions in the aftermath of a disaster or
emergency exist and can easily be tapped.

School has partnerships that could be tapped to support its DRRM

programs and activities, including those after a disaster

Conducted student-led school watching and hazard mapping (DO 23 s

2015)
Incorporated results of student-led school watching and hazard mapping
in the School DRRM Plan and SIP
Linked student-led school watching and hazard mapping with the
community hazard maps of LGUs provided by DOST
School Planning Team have linked the community hazard maps with
education data to better understand the school’s risk
School submitted Rapid Assessment of Damage Report (RADAR) to the
DRRMS Central Office, within 72 hours after the onslaught of a hazard in
the area
Data collection and consolidation of programs and activities on DRRM,
covering the 3 Pillars, to monitor results and impact exist
PILLAR 1: SAFE LEARNING FACILITIES
 Number TARGETS/ PLANS
# of school buildings that has been inventoried

# of school buildings with risk assessment

# of unsafe school buildings identified

BASELINE
R 1: SAFE LEARNING FACILITIES TARGETS/ PLANS
YES NO
Systems for monitoring and quality assurance of school building
construction exist
Financial resources are allocated for completion of needed action to
address unsafe school buildings within a specified period

# of unsafe school buildings with appropriate action undertaken by

the School Head (e.g. upgraded, retrofitted, non-usage, etc.)

Conducted regular school inspection and maintenance of facilities

conducted (state how often)
Undertaken regular repair of minor classroom (including facilities)
damages
Roles and responsibilities for maintenance are defined, documented
and assigned
School Heads have allotted budget for routine maintenance of
school facilities for safety and to protect investments, with
transparent monitoring oversight at the school level

School Heads have identified those schools that are expected to be

used as temporary evacuation centers for disasters

School Heads are clear with the roles and functions of the school in
camp management vis-à-vis the LGU and DSWD as per Joint
Memorandum Circular No. 1, series of 2013 "Guidelines on
Evacuation Center Coordination and Management" and RA 10821
"Children's Emergency Relief and Protection Act" and its
corresponding IRR

Guidance and regulations on the following are followed:

safe school site selection
resilient design, and
resilient construction
New school construction is monitored for compliance with:
safe school site selection
safe school design
safe school construction
PILLAR 2: DISASTER RISK MANAGEMENT
School has a Contingency Plan, i.e. Preparedness Plan turned into
response actions when a disaster strikes (This could be a separate
section/chapter in the DRRM Plan)

School has available, accessible, and adequate first aid kit in every
instructional classroom

School has at least 2 necessary and functioning equipment, in case

of a disaster (e.g. fire extinguisher, handheld/base radio, generator,
etc.)

School has pre-identified spaces for putting up Temporary Learning

spaces/Shelters in the aftermath of a disaster
School has ready resumption strategies and alternative delivery
modes to ensure education continuity

School has ensured that students completed the Family Earthquake

Prepareness Plan; and school has reported completion to DepEd
DRRM at the Central Office

School has established a school personnel tracking system/protocol

in the event of a disaster

School has trained personnel to administer first aid to students and

personnel

School has psychosocial interventions for personnel and students

School has trained teachers and other personnel who could provide
psychosocial support to students

School DRRM Plan and SIP with DRRM integration are reviewed
annually

Conducted Brigada Eskwela to ensure school safety and

preparedness measures are in place as per DO

Students, teachers, parents and other stakeholders participated in

Brigada Eskwela

School has established functional early warning system to inform

students and personnel of hazards and emergencies (protocol,
warning signs, devices, IEC), considering national and LGU
warning systems and protocols

School conducted regular hazard-specific drills (at least 3 hazards)

with participation of stakeholders (BFP, Medic, LGUs, NGOs,
community, PTA, alumni, and others)
# of students who participated in the drills
School has an evacuation plan and procedures
School has a student-family reunification plan that is clearly
disseminated to students, teachers and parents
 School Head has received DRRM training from division or region or
partners
School DRRM Team has received DRRM training from division or
region or partners (indicate how many)
School has conducted awareness and capacity building for families
and learners
School participated in the different DRRM/CCA/EiE activities of the
LGU
PILLAR 3: RISK REDUCTION AND RESILIENCE EDUCATION
School has integrated key DRR and CCA concepts in the curriculum based
on the National Curriculum Guide
Year when DRR and CCA integration in the curriculum started
Grade levels and subjects where DRR and CCA been integrated
Skills and competencies of students are assessed through measurable
learning and risk reduction (RR) outcomes

Percentage of students actively participating in various DRRM/CCA/EiE

activities

School has a DRRM capacity building plan for teachers and school
personnel

Number personnel trained on DRRM and/or CCA

School has available and accessible quality and up-to-date DRRM

materials
Presence of DRRM corner, with updated IEC materials posted in it, in
every classroom
School carries out monitoring and evaluation to assess sustainable
implementation

Risk Assessment Matrix (Hazard Probability)

Hazard Probability (HP) Capacity

Hazards Rating
Rating
(1=lowest;
(Yes or No) 5=highest)

YES NO
Earthquake* ✓
Cyclone *(Typhoon) ✓
Fire
Flooding
Tornado
Landslide
Drought
Tsunami
Volcanic eruption
Security Threat
(i.e. armed conflict, lock down, etc.)
Health Threat (i.e., Dengue, Malaria)
Other. Please Specify__________________
*The entire country has a high risk from the threat of the hazards of earthquakes and cyclones.
Thus, risk reduction measures are mandatory for all schools for these hazards.

School is identified as Evacuation Center (Yes/No):