Annex 3A.2.

1 – SIP Guide

DRRMO SUGGESTED INPUTS ON FIELD TESTING OF THE

NEW SCHOOL IMPROVEMENT PLANNING PROCESS AND TOOLS
As of 31 July 2013

I. Guidelines on hazard/risk assessment:

A. Definition of Terms:
1. Hazard – a source of potential harm, or a situation with a potential for causing harm, in terms of human
injury, damage to health, properties, the environment and other things of value or a combination of
these.
2. Hazard Probability (HP) - refers to the frequency or likelihood of occurrence of certain
disasters/hazards.
3. Capacity - a combination of all strengths and resources available within a school or the community
that benefits the school that can reduce the level of risk, or effects of a disaster. Capacity may include
infrastructure and physical means, as well as human knowledge, skills and collective attributes such as
social relationships, leadership and management.

This may include the presence of preparedness measures such as a preparedness plan and/or a back-
up plan to ensure the school’s operations continuity, conduct of evacuation drills, an early warning
system, an organized and trained school disaster risk reduction committee, location of schools, poor
design, construction and/or maintenance of facilities.

B. Rating Guidelines:
1. Hazard Probability (Rating: Either Yes or No)
Evaluate your school’s hazard probability according to the hazards listed in column 1. Assessment
should be based on historical data or existing hazard maps from LGUs and other concerned agencies.
a) Rate your school’s hazard probability by ticking either the yes or no column.

2. Capacity (Rating: 1=lowest; 5=highest)

a) Assess your school’s capacity to mitigate or lessen the impact of these disasters. Factors that could
be considered in evaluating your school are projects/programs related to:

a.1) Safe and Climate-adapted School Facilities (Access)

a.2) DRR and CCA education (i.e training, drills, curriculum integration) and ensuring continuity of
education during emergencies
a.3) School DRR and CCA Management (Governance) (i.e organizing an active school DRRM
Team with child participation, crafting of contingency/disaster preparedness plans)

The attached School Checklist on DRR and CCA may serve as your guide in assessing your school’s capacity to
address the possible impact of these hazards.

3. Risk Assessment Matrix

Hazard Probability (HP) Capacity(C)
Hazards Rating Rating
(Yes or No) (1=lowest; 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______

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 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 CHECKLIST ON DISASTER RISK REDUCTION AND

CLIMATE CHANGE ADAPTATION

Rate your school according to the following criteria/factors. Refer to the 4th column for the highest
possible rating (HPR) per factor.
CRITERIA/FACTORS YES NO HPR RATING REMARKS
(1) (2) (3) (4) (5) (6)
Access
Conduct of school facilities inspection to assess the
2
structural integrity of the school buildings.
Applied mitigation measures for each specific
hazard. (i.e elevated classrooms or footpath
2
against flooding; fire exits. Strengthened structures
to address earthquake impacts.)
1) Safe facilities are in place to address each hazard
threat (i.e fire exits, fire extinguishers or fire
retardant measures such as ready water buckets 2
of water or sand, appropriate electrical wirings,
etc.).
2) The school has an efficient early warning system. 2
3) Identified and prepared alternative learning
2
spaces in cases of emergencies.
4) First aid kits are adequate and are readily-
1
available.
Quality
Involvement of schoolchildren in the organizing,
3
planning and execution of the preparedness plan.
2) Teachers , learners, parents and other key
stakeholders are aware and familiar with the
3
School Disaster Preparedness Plan, family
reunification plan*
3) Regular conduct of evacuation drills (Earthquake,
3
Fire, Tsunami, Flooding) and lock down drill.
4) Implementation of climate change mitigation
programs such as tree planting [National Greening
Program, school gardening (SIGA, School in a 2
garden), waste reduction and management
program (Ecosavers, WOW)]
5) Teachers are knowledgeable on the different
2
hazards and risk reduction activities.
6) Students are knowledgeable on the different
2
hazards and risk reduction activities.
7) DRR and CCA are integrated in actual classroom
2
instruction.
8) Students have access to ADM materials for their
2
use during emergencies.
9) Teachers are knowledgeable in the usage of
Alternative Delivery Modes (ADMs) and materials 2
are on stand-by for ready use during emergencies.
Teachers are knowledgeable in providing
psycho-social support to children after a 2
disaster.
*In case of a school emergency or a natural disaster, the school must have a plan for releasing the
students. It is a plan for an orderly dismissal and release of our students.

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 CRITERIA/FACTORS YES NO HPR RATING REMARKS
(1) (2) (3) (4) (5) (6)
10) Governance
11) The school has strong partnerships with external
stakeholders in order to address the DRR and CCA
2
related needs of the school. (i.e data and statistics,
capacity building, resources, etc).
1) Organized and capacitated School Disaster Risk
Reduction Committee (SDRRC) with the following 4
functions:
o Early Warning. Monitors any possible threat and
provides early warning to the school.
o Search and Rescue. Coordinates search and
rescue with authorities
o Rapid Disaster and Needs Assessment. Conducts
damage assessment to personnel and learners
and assess immediate and priority needs.
Immediately submit reports.
o Evacuation. Leads evacuation planning, drills and
actual evacuation.
o Camp Evacuation. Manage activities as per
designated tasks by the local disaster risk reduction
management councils (LDRRMC) during usage of
schools as an evacuation center.
o Educational Services. Plans and provides logistical
support in ensuring continuity of education during
emergencies
o Medical Services. Provides necessary first aid
during emergencies.
12) Psycho-social support services. Coordinates and
ensures pyscho-social services are provided during
emergencies.
2) Existing School Disaster Preparedness Plan
o Evacuation Plan
4
o Communication Plan
o Family Reunification Plan*
3) Existing plan and stockpiles in cases when students
and school personnel need to stay in school after
1
school hours during emergencies (food, sleeping
facilities, water, etc.)
4) Ensures protection of school records and practices
1
a back-up system.
5) Established Emergency Reunification Plan. Existing
and accessible student emergency contact
2
numbers, authorized guardians and protocols in
releasing students during emergencies.
6) Has an existing and practices an emergency
2
incident control system.
TOTAL SCORE 50

SUMMARY SHEET
CRITERIA SCORE REMARKS
1) Access
2) Quality
3) Governance
TOTAL SCORE
ADJECTIVAL RATING

RATING SCALE:
RANGE ADJECTIVAL RATING
01-10 VERY LOW CAPACITY
11-20 LOW CAPACITY
21-30 MODERATE CAPACITY
31-40 HIGH CAPACITY
41-50 VERY HIGH CAPACITY

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4. SWOT ANALYSIS GUIDE

1. External Analysis (Opportunities/Threats)

a. Assess the school’s and the nearby communities’ hazard probability and
vulnerability based on its location, historical data and hazard mapping.
b. Identify organizations/LGUs/External Stakeholders who can be tapped as partners
and can provide assistance to the school, such as:
b.1) capacity-building programs
b.2) reference and advocacy materials
b.3) information and data
b.4) resources (i.e expertise, manpower, facilities and logistics)
c. Identify resources within the community that can be utilized during disasters. (i.e
temporary learning spaces, available teachers, etc)
d. Assess the community’s mitigation, disaster preparedness, response and
rehabilitation capabilities.

2. Internal Analysis (Strengths/Weaknesses)

a. Evaluate the school personnel’s and students’ knowledge and skills on DRR and
CCA.
b. Conduct training needs analysis.
c. Assess the school’s programs and plans on DRR and CCA.
d. Assess the school’s contingency/disaster preparedness plan. Are they relevant?
Were the plans based on existing and verified information (i.e historical data,
community’s hazard mapping, etc)?
e. Evaluate the structural integrity and resilience of existing school buildings. Are they
safe?
f. Does the school have enough and up-to-date reference materials on DRR and
CCA?
g. Assess the school’s capacity to provide quality education even during calamities
and disasters.