GOVERNMENT ELEMENTARY SCHOOL PROFILE, SY 2022-2023

TABLE BOX Page # TITLE

1 SCHOOL INFORMATION
1 2 Table 1. LEARNERS BY PROGRAM, SY 2022-2023 (As of October 31, 2022)
2 2 Table 2. LEARNERS WITH DISABILITIES (LWDs) UNDER THE HOMEBOUND AND HOSPITAL BOUND PROGRAM, SY 2022-2023 (As of October 31, 2022)
3 (Continuation from previous page, Table 2)
3 4 Table 3. NUMBER OF FUNCTIONAL ASSISTIVE TECHNOLOGY AND ADAPTIVE DEVICES FOR LWDs, SY 2022-2023 (As of October 31, 2022)
4 5 Table 4. NUMBER OF FUNCTIONAL EQUIPMENT AND TOOLS FOR LWDs SY 2022-2023 (As of October 31, 2022)
Table 5. LEARNING RESOURCES NEEDED FOR THE LEARNERS WITH DISABILITIES (LWDs)
5 6
SY 2022-2023 (As of October 31, 2022)
6 7 Table 6. TEACHERS HANDLING LEARNERS WITH DISABILITIES (LWDs) (Nationally-funded teachers only), SY 2022-2023 (As of October 31, 2022)
7 8 Table 7. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL BY FUNDING SOURCE, SY 2022-2023 (As of October 31, 2022)
Table 8. LOCALLY-FUNDED TEACHERS WORKING IN THE SCHOOL WHO ARE QUALIFIED AND TRAINED
8 8
SY 2022-2023 (As of October 31, 2022)
Table 9. DEPARTMENT OF EDUCATION (DepEd) SUBSIDIZED CONTRACT OF SERVICE (COS)
9 8
TEACHERS/ASATIDZ HANDLING ALIVE CLASSES, SY 2022-2023 (As of October 31, 2022)
10 9 Table 10. TEACHING RELATED AND NON-TEACHING PERSONNEL (Nationally-funded), SY 2022-2023 (As of October 31, 2022)
11 10 Table 11. TEACHING PERSONNEL (Nationally-funded), SY 2022-2023 (As of October 31, 2022)
12 11 Table 12. TEACHER ASSIGNMENTS (Nationally-funded teachers working in the school), SY 2022-2023 (As of October 31, 2022)
Table 13. TEACHERS WHO RECEIVED TRAINING WHILE IN-SERVICE FROM JULY 2021 TO JUNE 2022
13 11
(Nationally-funded teachers working in the school)
Table 14. TEACHERS WHO RECEIVED TRAINING ON INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)
14 12
(Nationally-funded teachers working in the school), SY 2022-2023 (As of October 31, 2022)
Table 15. TEACHERS WHO RECEIVED TRAINING ON PEDAGOGY
15 12
(Nationally-funded teachers working in the school), SY 2022-2023 (As of October 31, 2022)
Table 16. NUMBER OF TEACHERS BY GRADE LEVEL
16 13
(Nationally-funded teachers working in the school), SY 2022-2023 (As of October 31, 2022)
Table 17. NUMBER OF TEACHERS BY TEACHING ASSIGNMENT IN GRADES 4 TO 6
17 13
(Nationally-funded teachers working in the school), SY 2022-2023 (As of October 31, 2022)
Table 18. NUMBER OF TEACHERS BY HIGHEST EDUCATIONAL ATTAINMENT
18 14
(Nationally-funded teachers only), SY 2022-2023 (As of October 31, 2022)
1 14 Box 1. LEARNING ACTION CELL (LAC) SESSIONS, SY 2022-2023 (As of October 31, 2022)
2 14 Box 2. ACTION RESEARCH, SY 2022-2023 (As of October 31, 2022)
3 15 Box 3. SCHOOL GOVERNMENT PROGRAM (SGP), SY 2022-2023 (As of October 31, 2022)
4 15 Box 4. SUPREME PUPILS GOVERNMENT (SPG) ACTIVITIES, SY 2022-2023 (As of October 31, 2022)
5 15 Box 5. CAREER GUIDANCE PROGRAM, SY 2022-2023 (As of October 31, 2022)
19 16 Table 19. NUMBER OF FUNCTIONAL COMPUTERS IN THE SCHOOL BY FUNDING SOURCE, SY 2022-2023 (As of October 31, 2022)
20 17 Table 20. NUMBER OF FUNCTIONAL ICT EQUIPMENT IN THE SCHOOL BY FUNDING SOURCE, SY 2022-2023 (As of October 31, 2022)
6 18 Box 6. INTERNET CONNECTIVITY, SY 2022-2023 (As of October 31, 2022)
21 18 Table 21. AVERAGE MONTHLY EXPENSE (IN PESOS) OF INTERNET CONNECTION BY FUNDING SOURCE, SY 2022-2023 (As of October 31, 2022)
22 19 Table 22. CELLULAR COMMUNICATION, SY 2022-2023 (As of October 31, 2022)
23 20 Table 23. AVAILABILITY OF PRINTER / PHOTOCOPIER, SY 2022-2023 (As of October 31, 2022)
24 21 Table 24. BROADCASTING STATION, SY 2022-2023 (As of October 31, 2022)
25 22 Table 25. SCHOOL RADIO, SY 2022-2023 (As of October 31, 2022)
Table 26. NUMBER OF OPEN EDUCATIONAL RESOURCES (OERs) USED AS DISTANCE LEARNING MODALITY
26 23
DEVELOPED BY TEACHERS, PREVIOUS SY 2021-2022
Box 7. NATIONALLY-FUNDED TEACHERS WHO USED DEPED TV AS PART OF INSTRUCTIONAL STRATEGY IN DELIVERING DISTANCE LEARNING,
7 23
SY 2022-2023 (As of October 31, 2022)
27 24 Table 27. MOOE ALLOCATION, UTILIZATION AND LIQUIDATION FROM JANUARY 2021 TO DECEMBER 2021
8 24 Box 8. AVAILABILITY OF ELECTRICAL SUPPLY, SY 2022-2023 (As of Octobert 31, 2022)
9 25-26 Box 9. SCHOOL SITE, SY 2022-2023 (As of Octobert 31, 2022)
10 26 (Continuation of definitions from previous page, Box 9)
28 27 Table 28. HEALTH AND NUTRITION, SY 2022-2023 (As of December 31, 2022)
27 A. Number of learners who were vaccinated by the Department of Health (based on LGU health records)
27 B. Number of learners who underwent vision screening
27 C. Number of learners by nutritional status
28 D. Number of learners who were dewormed (based on LGU health records)
11 28 Box 11. SCHOOL CLINIC, SY 2022-2023 (As of December 31, 2022)
12 29 Box 12. AVAILABILITY OF WATER SUPPLY, SY 2022-2023 (As of December 31, 2022)
29 29 Table 29. NUMBER OF EXISTING WASH FACILITIES, SY 2022-2023 (As of December 31, 2022)
30 30 Table 30. ORAL HEALTH, PREVIOUS SY 2021-2022
31 30 Table 31. MEDICAL AND NURSING SERVICES, PREVIOUS SY 2021-2022
32 30 Table 32. MENTAL HEALTH, For the months of December 2021 to November 2022
13 31 Box 13. SCHOOL MENTAL HEALTH, PREVIOUS SY 2021-2022
14 32 Box 14. CANCER CASES, PREVIOUS SY 2021-2022
15 33 Box 15. ADOLESCENT REPRODUCTIVE HEALTH, PREVIOUS SY 2020-2021
16 34 Box 16. COMPREHENSIVE TOBACCO CONTROL, SY 2022-2023 (As of December 31, 2022)
17 35 Box 17. NATIONAL PREVENTIVE DRUG EDUCATION, SY 2022-2023 (As of December 31, 2022)
18 35 Box 18. OK sa DepED PROGRAM, SY 2022-2023 (As of December 31, 2022)
19 35 Box 19. FEEDING PROGRAM, SY 2022-2023 (As of December 31, 2022)
20 35 Box 20. FOOD HANDLING, SY 2022-2023 (As of December 31, 2022)
21 36 Box 21. SOLID WASTE MANAGEMENT, SY 2022-2023 (As of December 31, 2022)
22 36 Box 22. OPERATION AND MAINTENANCE OF SANITATION FACILITIES, SY 2022-2023 (As of December 31, 2022)
23 36 Box 23. MENSTRUAL HYGIENE, SY 2022-2023 (As of December 31, 2022)
24 37 Box 24. CHILD PROTECTION, PREVIOUS SY 2021-2022
25 37 Box 25. CHILD PROTECTION: VIOLENCE AGAINST CHILDREN, PREVIOUS SY 2021-2022
26 38 Box 26. CHILD PROTECTION: BULLYING, PREVIOUS SY 2021-2022
27 39 Box 27. SCHOOL SPORTS PROGRAM: AVAILABLE SPORTS EVENTS, CLUBS, AND FACILITIES, SY 2022-2023 (As of October 31,2022)
33 40 Table 33. SCHOOL SPORTS PROGRAM: SPORTS PERSONNEL (DepEd Funded), SY 2022-2023 (As of October 31,2022)
34 41 Table 34. DISASTERS/CALAMITIES, For the months of June 2021 to May 2022
42 (Continuation from previous page, Table 34)
Table 35. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict and Grave Child Rights Violations),
35 43 - 44 For the months of June 2021 to May 2022
36 44 Table 36. RESULT OF DISASTER INCIDENCES, For the months of June 2021 to May 2022
28 45 Box 28. ENABLING ENVIRONMENT, For the months of June 2021 to May 2022
45 Part 1. DRRM, CCAM, and Peacebuilding Policies
46 Part 2. DRRM, CCAM, and Peacebuilding Plans
46 Part 3. DRRM, CCAM, and Peacebuilding Organizational and Budget Support
46 Part 4. Data and Information Management
47 Part 5. Monitoring and Evaluation
29 48 Box 29. PILLAR 1. SAFE LEARNING FACILITIES, For the months of June 2021 to May 2022
48 Part 1. School Safety, and Disaster Prevention and Mitigation
49 Part 2. Rehabilitation and Recovery
30 50 Box 30. PILLAR 2. DISASTER RISK MANAGEMENT, For the months of June 2021 to May 2022
50 Part 1. School-level Risk Assessment, Plans, and Partnerships
51 Part 2. Disaster Preparedness
52 Part 3a. Disaster Response
53-54 Part 3b. Disaster Response
31 55 Box 31. Pillar 3. Risk Reduction and Resilience Education, For the months of June 2021 to May 2022
55 Part 1. Curriculum Integration
55 Part 2. Information, Education, and Communication (IEC) and Advocacy
56 Part 3a. Resilience Education
57 Part 3b. Resilience Education
58 Part 3c. Resilience Education
59 Part 3d. Resilience Education
32 60 Box 32. INDIGENOUS PEOPLES EDUCATION (IPEd) PROGRAM, SY 2022-2023 (As of October 31, 2022)

SY 2022-2023
36 32 60
SY 2021-2022
36 32 60

SY 2020-2021
32 33 48
 Table 34. DISASTERS/CALAMITIES, For the months of June 2021 to May 2022
(Provide the number of times the following hazards occurred in your school and its immediate surroundings)
2021 2022
Disasters June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
Natural Hazards
Drought
Earthquake
Fire *
Flood
Landslide
Storm Surge
Tropical Cyclones
Tsunami
Volcanic Eruption
Human-Induced Hazards
Bomb Threat in School Premises
Bombing in School Premises
Crime against learner/s
Crime against non-teaching personnel
Crime against school head/s
Crime against school property
Crime against teaching personnel
Fire **
Hazardous Materials Incident
(e.g. chemical explosion, chemical spill, oil spill, exposure to
radioactive substances)
Health Threat
(i.e. Dengue, Malaria, Measles, food poisoning, disease outbreak)
Hostage-taking within school premises
Shooting incident within school vicinity
Structural collapse (as a result of engineering failures)
Others, (specify)

(See definitions on the next page)

Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title :

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Table34 Page 44 of 60

(Continuation from previous page, Table 34)

Definition of Terms:
1. Crime against learners / personnel - Murder / Homicide, Physical Injuries, etc.
Source of Definition:DO No. 23, s. 2014. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
2. Crime against school property - Theft, Robbery, Arson, etc.
Source of Definition: DO No. 23, s. 2014. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
3. Disaster - A serious disruption of the functioning of a community or a society involving widespread human, material, economic or environmental losses and impacts, which exceeds the ability of the
affected community or society to cope using its own resources.
Source of Definition: UNISDR Terminologies. https://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf
4. Drought - Pronounced absence or marked deficiency of precipitation. It is characterized by a deficiency in water supply that is the result of constantly below average precipitation.
Sources of Definition:
DO No. 23, s. 2014. Enclosure No. 4: Definition of Terms. http://www.deped.gov.ph/wp-content/uploads/2014/04/DO_s2014_023.pdf
ReliefWeb Glossary of Humanitarian Terms. GLIDE Working Group, Global Identifier Number, 2006. https://www.who.int/hac/about/reliefweb-aug2008.pdf
5. Earthquake - A weak to violent shaking of the ground produced by the sudden movement of rock materials below the earth’s surface that originate from the tectonic plate boundary. Tectonic
earthquakes are produced by sudden movement along faults and plate boundaries. Earthquakes induced by rising lava or magma beneath active volcanoes is called volcanic earthquakes.
Source of Definition:DOST-PHIVOLCS: Introduction to Earthquake. https://www.phivolcs.dost.gov.ph/index.php/earthquake/introduction-to-earthquake
6. Fire - A destructive burning (as of a building). Include in this category urban, industrial or rural fires, but not including wild (forest) fires. Limited to those induced or highly connected to natural
phenomena, such as storms, earthquakes, droughts, etc.
* Includes forest or bush fires, or burning as consequence of other natural hazard, such as earthquakes.
** Includes fires due to human negligence, such as electrical wiring failure
Source of Definition: ReliefWeb Glossary of Humanitarian Terms. GLIDE Working Group, Global Identifier Number, 2006. https://www.who.int/hac/about/reliefweb-aug2008.pdf
7. Flood - A progressive abnormal increase in the elevation of the surface level of streamflow until it reaches a maximum height from which the level slowly drops to what is its normal level. The
sequence described all takes place within a certain period of time.
Source of Definition:DOST-PAGASA Learning Tools: Floods. bagong.pagasa.dost.gov.ph/learning-tools/floods
8. Human-Induced Hazards - Are induced entirely or predominantly by human activities and choices that adversely affect other persons. The Sendai Framework for Disaster Risk Reduction 2015-
2030 categorized these hazards as one of the following: (a) Environmental hazards may include chemical, natural and biological hazards. They can be created by environmental degradation or
physical or chemical pollution in the air, water and soil. Examples include soil degradation, deforestation, loss of biodiversity, salinization and sea-level rise. (b) Technological hazards originate
from technological or industrial conditions, dangerous procedures, infrastructure failures or specific human activities. Examples include industrial pollution, nuclear radiation, toxic wastes, dam
failures, transport accidents, factory explosions, fires and chemical spills. While the UNISDR subjects armed conflicts and other situations of social instability to the International Humanitarian
Law and National Legislation, the DRRMS classifies these violent incidents as human-induced.
Source of Definition: Sendai Framework for Disaster Risk Reduction 2015-2030. https://www.unisdr.org/files/43291_sendaiframeworkfordrren.pdf
9. Landslide - A mass movement of rock, soil, and debris down a slope due to gravity. It occurs when the driving force is greater than the resisting force. It is a natural process that occurs in steep
slopes. The movement may range from very slow to rapid. It can affect areas both near and far from the source.
Source of Definition: DOST-PHIVOLCS: Introduction to Landslide. https://www.phivolcs.dost.gov.ph/index.php/landslide/introduction-to-landslide

10. Storm Surge - An abnormal increase in water level in seashores when a storm nears coastal lines caused by strong winds brought by low pressure at the eye wall.
Source of Definition: DOST-PAGASA Learning Tools: Meteorological Terms, Storm Surge. http://bagong.pagasa.dost.gov.ph/learning-tools/meteorological-terms
11. Tropical Cyclones - A non-frontal, synoptic-scale cyclone developing over tropical and sub-tropical waters at any level and having a definitely organized circulation. In other parts of the world,
these are referred to as hurricanes, typhoons or simply tropical cyclones depending on the region. Includes Tropical Depression, Tropical Storm, Severe Tropical Storm, Typhoon, and Super
Typhoon Source of Definition: DOST-PAGASA: About Tropical Cyclones. http://bagong.pagasa.dost.gov.ph/information/about-tropical-cyclone
12. Tsunami - An ocean wave produced by a submarine earthquake, landslide, or volcanic eruption that may reach enormous dimensions and have sufficient energy to travel across entire oceans.
Source of Definition: DOST-PAGASA Learning Tools: Meteorological Terms, Tsunami. http://bagong.pagasa.dost.gov.ph/learning-tools/meteorological-terms

13. Volcanic Eruption - The transport of magma or gases to the Earth's surface, which can be accompanied with tremors and eruptions; and the interaction of magma and water underneath the Earth's
surface which can result in phreatic eruptions
Source of Definition: DOST PHIVOLCS: Introduction to Volcanoes. https://www.phivolcs.dost.gov.ph/index.php/volcano-hazard/introduction-to-volcanoes

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Table34 Page 42 of

 Table 35. DISASTERS/CALAMITIES (Human-Induced Hazards - Armed Conflict and Grave Child Rights Violations), For the months of June 2021 to May 2022
(Provide appropriate answers)
2021 2022
Human-Induced Hazards June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
1. Armed Conflict
1a. Number of times armed conflict occurred in your school and its immediate surroundings
Armed conflict incident experienced in the past months
1b. Number of times the following state/non-state actors were involved in the armed conflict incidents
1b1. State Actors:
Armed Forces of the Philippines (AFP)
Philippine National Police (PNP)
Others, (specify)

1b2. Non-State Actors:

Abu Sayyaf Group (ASG)
Bangsamoro Islamic Freedom Fighters (BIFF)
Communist Party of the Philippines/
New People's Army/
National Democratic Front (CPP-NPA-NDF)
Maute Group
Moro National Liberation Front (MNLF)
Others, (specify)

2. Grave Child Rights Violations (GCRVs)

2a. Number of reports of GCRVs within the school and immediate surroundings that were filed through government channels

Killing and maiming of children

Abduction of children
Attacks against schools or hospitals
Denial of humanitarian access for children
Recruitment or use of children as soldiers
Sexual violence against children

(See definitions on the next page)

Certified True and Correct by: Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title :

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 43 of

(Continuation from previous page, Table 35)

Definition of Terms:
1. Armed conflict - refers to armed confrontations occurring between government forces and one or more armed groups, or between such groups arising in the Philippine territory. These
shall include activities which may lead to, or are undertaken in preparation of armed confrontation or armed violence that put children‘s lives at risk and their rights violated. (R.A. 11188)
- Armed conflict incidents include armed encounters such as the All-Out-War in 2000, the September 2013 Zamboanga Siege, the 2017 Marawi Siege, among others.
Source of Definition: R.A. 11188, or the Special Protection of Children in Situations of Armed Conflict (2017)

2. Grave Child Rights Violations - refers to the offenses committed against children that constitute flagrant violations of their human rights and have severe consequences in their lives.
Source of Definition: DO No. 57, s. 2017 Policy on the Protection of Children in Armed Conflict, based on UN Security Council Resolution Nos. 1539, 1612, 1882, 1998
http://www.deped.gov.ph/wp-content/uploads/2017/11/DO_s2017_057.pdf

3. State and/or Non-State Actors - refers to parties involved in non-international armed conflict in which hostilities occur between governmental (state) armed forces and non-governmental
(non-state) armed groups or between such groups only.
Source of Definition: D. Schindler, The Different Types of Armed Conflicts According to the Geneva Conventions and Protocols, RCADI, Vol. 163, 1979-II, p. 147. as cited in
International Committee of the Red Cross (ICRC): "How is the Term "Armed Conflict" Defined in International Humanitarian Law?".
https://www.icrc.org/en/doc/assets/files/other/opinion-paper-armed-conflict.pdf

Table 36. RESULT OF DISASTER INCIDENCES, For the months of June 2021 to May 2022
(Provide appropriate answers)
2021 2022
Result of Disaster Incidences / Emergencies June July Aug. Sept. Oct. Nov. Dec. Jan. Feb. Mar. April May
Number of Classrooms used as Evacuation Center
Number of Days the Classrooms were used as Evacuation Center
Number of School Days lost due to class suspensions resulting from
natural hazards
Number of School Days lost due to class suspensions resulting from
human-induced hazards, except armed conflict
Number of School Days lost due to class suspensions resulting from
armed conflict

Certified True and Correct by: Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):

School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title :

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Table35 cont.- Page 44 of

 Box 28. ENABLING ENVIRONMENT, For the months of June 2021 to May 2022
(Check the boxes or provide the correct numbers for all DRRM, CCAM, and Peacebuilding Policies)

Part 1. DRRM, CCAM, and Peacebuilding Policies

1. School has adopted/ localized xisting policies relating to DRRM, CCAM, and Peacebuilding
e
Policy Number Title
A. DRRM-CCAM Policies
 DO 82 s.2010 Reiteration of CCA-DRR at the School Level
 DO 83 s.2011 Disaster Preparedness in Schools
 DO 43 s.2012 Guidelines on the Implementation of EO 66 (Suspension of Classes)
 DO 21 s.2015 DepEd DRRM Information Management and Coordination Protocol
 DO 23 s.2015 School Watching and Hazard Mapping
 DO 27 s.2015 Family Earthquake Preparedness
 DO 37 s.2015 Comprehensive DRRM in Basic Education Framework
 DO 28 s.2016 Strengthening Fire Safety and Awareness Program
Guidelines on the Coordination for Establishment of Schools in
 DO 24 s.2021
Resettlement Sites Due to Disasters and/or Emergencies
School-based Disaster Preparedness and Response Measures For
 DO 33 s.2021 Tropical Cyclones, Flooding, and Other Weather-related Disturbances
and Calamities
 DM 084 s.2019 Observance of the National Disaster Consciousness Month 2019
B. Peacebuilding Policies
 DO 44 s.2005 Declaration of Schools as Zones of Peace
 DO 40 s.2012 Child Protection Policy
 DO 57 s.2017 Policy on the Protection of Children in Armed Conflict
 DO 32 s.2019 National Policy Framework on Learners and Schools as Zones of Peace
 DM 221 s.2013 Guidelines on the Protection of Children during Armed Conflict

2. Number of learners consulted in the development or enhancement of DRRM, CCAM, and Peacebuilding
school- level policies
Learners
EXCLUDING IP, Learners with
IP Learners Muslim Learners
Muslim and Learners Disability
with Disability
Male Female Male Female Male Female Male Female

Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim
Learner or Learner with Disability at the same time.

3. Number of school-level policies on DRRM, CCAM, and Peacebuilding developed and enhanced in
consultation with the following:
LGU or Barangay
Learners School Personnel Parents NGOs
Officials

Note: For the definitions, refer to Box 28 - Part 5. Monitoring and Evaluation.

Validated by DRRM Coordinator:

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title :

Validated by Planning Officer III (PRS-SGOD):

(Signature Over Printed Name) /

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 45

 Part 2. DRRM, CCAM, and Peacebuilding Plans

 School has a comprehensive School DRRM, CCAM, and Peacebuilding Plan

School DRRM, CCAM, and Peacebuilding Plans are developed together with the following: (check all applicable)
 School Personnel Parents LGU External Partners
 School DRRM, CCAM, and Peacebuilding Plans considered the needs of learners with disabilities

4.  School DRRM, CCAM, and Peacebuilding Plans considered Indigenous Knowledge Systems and Practices
(IKSP)
 School DRRM, CCAM, and Peacebuilding Plans are gender-sensitive
 School has a comprehensive School DRRM, CCAM, and Peacebuilding Plan
Number of learners who participated in the development of the School DRRM, CCAM, and Peacebuilding Plans

Learners
EXCLUDING IP, Learners with
IP Learners Muslim Learners
Muslim and Learners Disability
with Disability
Male Female Male Female Male Female Male Female

Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same time.

Part 3. DRRM, CCAM, and Peacebuilding Organizational and Budget Support

1.  School has a functional DRRM Team with defined roles and responsibilities
2.  School has designated a School DRRM Coordinator
3. Number, cost, and percentage of DRRM, CCAM, and Peacebuilding Programs, Projects, and Activities
(PPAs) included in the school's budget

CCAM - Climate Change

DRRM Peacebuilding
Expenditure Tagging
% in the % in the % in the
Number of Cost of School's Number of Cost of School's Number of Cost of School's
PPAs PPAs Budget PPAs PPAs Budget PPAs PPAs Budget
(e.g. 99.54%) (e.g. 99.54%) (e.g. 99.54%)

Part 4. Data and Information Management

1. Number of personnel trained on data management
Non-Teaching
Teaching Personnel
Personnel
Male Female Male Female

2. Number of trainings conducted for teaching and non-teaching personnel on data management

3. Number of evidence-based DRRM-, CCAM-, and Peacebuilding-related research that the school has
undertaken

Number of programs developed or enhanced by the school based on research

 School has used DRRMS-developed DRRM-, CCAM-, and Peacebuilding-related software for data collection and reporting
GESP-FORMS-SY-2022-2023_11302022 (1).xlsx

(See definitions on the next page)

Validated by DRRM Coordinator:

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title :

Validated by Planning Officer III (PRS-SGOD):

(Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box28_part2_4 Page 46 of 60

 Part 5. Monitoring and Evaluation
1.  School carries out monitoring and evaluation to assess sustainable implementation of DRRM, CCAM, and
Peacebuilding initiatives
2.  School has used the Comprehensive School Safety (CSS) monitoring tool to keep track of their DRRM, CCAM and
Peacebuilding initiatives
3. Number of DRRM-, CCAM-, and Peacebuilding-related good practices documented by the school

DRRM and CCAM Peacebuilding

Documented Good
Practices

4. Number of programs developed or enhanced by the school as a result of their monitoring and
evaluation

1. CCAM (Climate Change Adaptation and Mitigation) - Climate change refers to a change in the state of the climate that can be identified (e.g., by
using statistical tests) by changes in the mean and/or the variability of its properties and that persists for an extended period, typically decades or
longer. (Intergovernmental Panel on Climate Change). Change of climate which is attributed directly or indirectly to human activity that alters the
composition of the global atmosphere and which is in addition to natural climate variability observed over comparable time periods. Adjustments in
ecological, social, or economic systems in response to actual or expected climatic stimuli and their effects or impacts. It refers to changes in
processes, practices, and structures to moderate potential damages or to benefit from opportunities associated with climate change (United Nations
Framework Convention on Climate Change).
Climate Change Adaptation - a climate change response that intends to reduce the vulnerability of human or natural systems to the impacts of
climate change and climate-related risks, by maintaining or increasing adaptive capacity and resilience.
Climate Change Mitigation - a climate change response that aims to reduce greenhouse gas emissions (GHG), directly or indirectly, by
avoiding or capturing GHG before they are emitted to the atmosphere or sequestering those already in the atmosphere by enhancing "sinks"
such as forests.
Source of Information: Joint Memorandum Circular No. 2015-01 (July 23, 2015). Revised Guidelines for Tagging / Tracking Climate
Change Expenditures in the Local Budget. https://niccdies.climate.gov.ph/files/documents/Local%20CCET%20-DBM-DILG-CCC-.pdf
2. DRRM (Disaster Risk Reduction and Management) - is the systemic process of using administrative directives, organizations, and operational
skills and capacities to implement strategies, policies, and improved coping capacities in order to lessen the adverse impacts of hazards and the
possibility of a disaster.
Source of Definition: DO No. 37, s. 2015 The Comprehensive Disaster Risk Reduction and Management in Education Framework.
http://www.deped.gov.ph/wp-content/uploads/2015/08/DO_s2015_37.pdf

3. EiE (Education in Emergencies) - refers to the quality learning opportunities for all ages in situations of crisis, including early childhood
development, primary, secondary, non-formal, technical, vocational, higher and adult education. Education in emergencies provides physical,
psychosocial and cognitive protection that can sustain and save lives.
Source of Definition: International Network for Education in Emergencies Term Bank.
https://toolkit.ineesite.org/termbank/en/terms/education_in_emergencies

4. Peacebuilding - refers to a process that facilitates the establishment of durable peace and tries to prevent the recurrence of violence by addressing
root causes and effects of conflict through reconciliation, institution building, and political as well as economic transformation. This consists of a set
of physical, social, and structural initiatives that are often an integral part of post-conflict reconstruction and rehabilitation.
Source of Definition: UNICEF Technical Notes on Conflict Sensitivity and Peacebuilding.
http://www.unicefinemergencies.com/downloads/eresource/docs/KRR/UNICEF%20Technical%20Note%20on%20Conflict%20Sensitivity%2
0and%20Peacebuilding.pdf

5. NGOs (Non-Government Organizations) and External Partners - refers to organizations both public and private, for-profit and non-profit, and
other funding sources (private foundations and federal, state, and local monies) that the schools have partnered with and were funded for research
and conceptual development activities; includes organizations such as Save the Children and UNICEF, among others.
6. Teaching Personnel - refers to school personnel that includes Teacher I-III, Master Teacher I-IV, SPED Teacher I-V, Special Science Teacher,
and Instructor I-III.
7. Non-Teaching Personnel - refers to school personnel that includes School Principal I-IV, Head Teacher I-VI, Guidance Coordinator I-III,
Guidance Counselor I-III, Administrative Assistant II-III (Disbursing Officer and Senior Bookkeeper), Security Guard, and Utility Worker I.

Validated by DRRM Coordinator:

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title :

Validated by Planning Officer III (PRS-SGOD):

(Signature Over Printed Name) /

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 47

Box 29. PILLAR 1. SAFE LEARNING FACILITIES, For the months of June 2021 to May 2022
(Check the boxes or provide the correct numbers for all DRRM, CCAM, and Peacebuilding initiatives conducted)

Part 1. School Safety, and Disaster Prevention and Mitigation

1. Number of identified safe and unsafe instructional and non-instructional spaces

Learning Facilities Safe Unsafe

Instructional Spaces

Non-instructional Spaces

2. Number of instructional spaces retroffited

3. Number of non-instructional spaces retroffited

4. Number of instructional spaces constructed using inclusive and resilient designs

5. Number of non-instructional spaces constructed using inclusive and resilient designs

6. School has the following structural hazard mitigation measures: (check all applicable)
 Flood Wall  Slope Protection
 Fire Wall  Others, (specify)
 Sea Wall
7. School has the following non-structural hazard mitigation measures: (check all applicable)

 Non- structural slope protection  Pruning of trees

 Vegetation (e.g. mangrove, shrubs, and trees)  Others, (specify)
 Porous Landscaping
8.
 School conducts regular inspection of instructional and non-instructional spaces
9.
 School Head has allotted budget for routine maintenance of instructional and non-instructional spaces
10.
 School has undertaken regular repair of damaged instructional and non-instructional spaces
11.
School has undertaken the maintenance of facilities within the following months: (check all applicable)
Jan. Feb. Mar. Apr. May June

Maintenance of School Facilities

     
in Year 2021 July Aug. Sept. Oct. Nov. Dec.
     
(See definitions on the next page)
GESP-FORMS-SY-2022-2023_11302022 (1).xlsx

Certified True and Correct by: Validated by DRRM Coordinator:

School Head :
(Signature Over Printed Name) / Date

Position Title :
 (Signature Over Printed Name) / Date

Position Title :

Validated by Planning Officer III (PRS-SGOD):

(Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box29_part1 Page 48 of 60

 Part 2. Rehabilitation and Recovery
1.  School has placed safety precautions for all new and ongoing building construction (e.g. fencing, signages, access)
2. Number of repaired and reconstructed instructional and non-instructional spaces per fund source

National Disaster
Basic Education Quick Response
Learning Facilities Risk Reduction External Partners
Facilities Fund Fund
and Management
Fund
Repaired
Instructional Spaces
Non-instructional
Spaces
Reconstructed
Instructional Spaces
Non-instructional
Spaces

1. Basic Educational Facilities Fund - is an annual budget of the Department for its School Building Program, which covers the improvement and
maintenance of school facilities.
Source of Definition: DO No. 35, s. 2017 Revised Guidelines on the Implementation of the Basic Educational Facilities Fund
2. Instructional Spaces - these spaces are designed to directly accommodate the educational program. The basic instructional spaces for
elementary schools are classrooms and work education shops or multi-purpose buildings for Home Economics and Industrial Arts Classes.
However, for secondary schools offering general curriculum, the basic instructional spaces are classrooms, computer rooms, science
laboratories, and Technology and Livelihood Education (TLE) shops. In secondary vocational schools, basic instructional spaces also include
specialized shops. Other spaces such as libraries, learning centers, gymnasiums, and similar spaces are classified as instructional spaces when
they are used directly in conjunction with the curriculum. In line with the changing curriculum, a modular type of school building has been
designed to include components for home economics, industrial arts, agricultural arts, etc. in one building unit known as multipurpose workshop
building.
Source of Definition: DepEd Educational Facilities Manual
3. National Disaster Risk Reduction and Management Fund - refers to the appropriation in the annual GAA which shall be used for disaster
risk reduction or mitigation, prevention and preparedness activities such as but not limited to training of personnel, procurement of equipment,
and capital expenditures as well as for relief, recovery, reconstruction and other work or services in connection with natural or human induced
calamities which may occur during the budget year or those that occurred in the past two (2) years from the budget year.
Source of Definition: National Disaster RIsk Reduction and Management Council Memorandum Circular No. 45, s.
2017 Guidelines on the Administration of the National Disaster Risk Reduction and Management (NDRRM) Fund
https://ndrrmc.gov.ph/attachments/article/3103/Memo_No-45_s-2017.pdf
4. Non-instructional Spaces - refers to administrative, non-programmed, and service spaces within the school, including ancillary facilities.

- The administrative and services spaces are those which serve to facilitate administrative and administration-related functions and services such
as administrative offices, canteens, or lunch counters, medical-dental clinics, guidance room, dormitories, etc.
- Non-programmed spaces are those which are not directly related to the implementation of the educational program and administrative
functions or services such as lobbies, corridors, stairs, etc.
- Ancillary facilities are one of a group of buildings having a secondary or dependent use, such as an annex.

Source of Definition: DepEd Educational Facilities Manual

5. Quick Response Fund - is a lump sum amount included in DepEd’s budget fully allocated for repair, reconstruction, or replacement of school
building and facilities affected by calamities.
Source of Definition: https://www.officialgazette.gov.ph/2011/05/09/deped-issues-strict-guidelines-on-use-of-quick-response-fund/uick
6. Rehabilitation - measures that ensure the ability of affected communities/areas to restore their normal level of functioning by rebuilding
livelihood and damaged nfrastructures and increasing the communities' organizational capacity.
Source of Definition: DO No. 65, s. 2017 Guidelines on the Conduct of Post Disaster Needs Assessment in the Education Sector
7. Rehabilitation (of building) - the general overhauling or the comprehensive repair of the whole building or a major section of it to restore its
original or previous condition.
Source of Definition: DepEd Educational Facilities Manual
8. Retrofit - the process of modifying an existing structure to render it more resilient to the hazard effects.
Source of Definition: DepEd Educational Facilities Manual
9. Risk Assessmen t - this process includes identification of the hazards present in the location and an assessment of their potential impacts and
effects on the built environment based on existing or anticipated vulnerabilities and potential losses.
Source of Definition: DepEd Educational Facilities Manual
10. Unsafe Classroom - refers to classrooms that have one or a combination of hazards listed in the School Watching Checklist.
Source of Definition: DO No. 23, s. 2015 Student-led School Watching and Hazard Mapping

Validated by DRRM Coordinator:

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title :

Validated by Planning Officer III (PRS-SGOD):

(Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 49 of

Box 30. PILLAR 2. DISASTER RISK MANAGEMENT, For the months of June 2021 to May 2022
(Check the boxes or provide the correct numbers for all DRRM, CCAM, and Peacebuilding initiatives conducted)

Part 1. School-level Risk Assessment, Plans, and Partnerships

1.  School has conducted Student-led School Watching and Hazard Mapping

2.  School has incorporated results of Student-led School Watching and Hazard Mapping in the School DRRM, CCAM,
and Peacebuilding Plans and SIP
3.  School Watching Team made use of available hazard maps in coordination with concerned agencies such as of
PHIVOLCS, MGB, PAGASA and LGUs for the Student-led School Watching and Hazard Mapping
4.  School Watching Team presented and submitted the results of Student-led School Watching and Hazard Mapping to
the School Planning Team
5.  School Planning Team has linked the results of the School Watching and Hazard Mapping with the school's education
data to better understand its risk
6. School has a Contingency Plan for each natural and human-induced hazard that it is affected with: (check all applicable)
Natural Hazards: Human-induced Hazards:
 Tropical Cyclone  Earthquake  Armed Conflict
 Storm Surge  Volcanic Eruption  Bomb Threats / Bombing
 Flood  Tsunami  Civilian Violence
 Drought  Fire  Fire
 Landslide  Others, (specify)  Others, (specify)
7. School Contingency Plan has the following: (check all applicable)
7a. Standard Contents:

 Hazard and Vulnerabilty Assessment with baseline  Identified instructional and non-instructional spaces
data to be used as temporary evacuation centers for
 Evacuation Plan disasters/ emergencies, if applicable
 Student-Family Reunification Plan that is  Class resumption strategies
disseminated to learners, teachers and parents  List of available safety and emergency supplies and
 Established tracking system of learners equipment
and personnel in the event of a disaster  List of partners to be mobilized in the event of a
 Response and early recovery measures disaster/ emergency
 Pre-identified spaces for putting up of TLS and  Established DRRM Team with defined roles and
WASH facilities responsibilities
 Pre-identified spaces for evacuation center  Lockdown Protocol in cases of armed conflict
7b. COVID-19 Considerations:
 Pre-identified spaces to be used as quarantine  List of available Personal Protective Equipment
or isolation facilities and other COVID-19 (PPE)
related activities  Management of COVID-19 cases, including
 Health and Safety Protocols coordination with the LGU
8. School Contingency Planning is conducted together with the following: (check all applicable)
 Learners  Personnel  Parents  LGU  Partners
9.  School has documented a Memorandum of Understanding or Memorandum of Agreement with the LGU and DSWD
for the use of its facilities as evacuation centers following the JMC No. 1, s. 2013 and RA 10821
10.  School has documented Terms and Conditions for the use its facilities as quarantine or isolation areas for
COVID-19, following DepEd Office Memorandum OM-OSEC-2020-02
11.  School has presented the results of the Family Earthquake Preparedness Plan to the PTA and LGU
12.  School has taken appropriate actions based on the results of the Family Earthquake Preparedness Plan
13.  School has developed and implemented a DRRM Communication Plan
14.  School implemented DRRM, CCAM, and Peacebuilding PPAs with partners
15.  School has participated in the different DRRM, CCAM, and Peacebuilding activities of the LGUs and other partners
16. Number of partners mobilized to support the school's DRRM and CCAM PPAs, including those after a
disaster/ emergency
17. Number of partners mobilized to support the school's Peacebuilding programs and activities, including
those after an armed conflict

18. Number of DRRM, CCAM, and Peacebuilding PPAs the school has implemented with partners

19. Number of DRRM, CCAM, and Peacebuilding trainings conducted by partners for teaching and non-
teaching personnel

Note: For the definitions, refer to Box 30 - Part 3b. Disaster Response.

Validated by DRRM Coordinator:

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title :

Validated by Planning Officer III (PRS-SGOD):

 (Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box30_part1 Page 50 of 60

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 49 of

 Part 2. Disaster Preparedness

1.  School has conducted Brigada Eskwela to ensure school safety and that disaster preparedness measures are in place
2.  School has a functional early warning system to inform learners and personnel of natural and human-induced
hazards (e.g. protocol, warning signs, devices, IEC)
3.  School is provided with safety and emergency supplies and equipment from DepEd and partners
4. Number of safety and emergency, response, and rescue supplies and equipment in the schools provided by DepEd and partners
5. Number of conducted regular hazard-specific drills (at least 3 priority hazards based on risk assessment) with the participation
A. Emergency Supplies B. Response and Rescue
of keyand
stakeholders DepEd
(e.g. BFP, Medic, Partners
LGUs, NGOs, community, PTA, alumni,Supplies
and others) DepEd Partners
Equipment andfrom January to December
Equipment 2020
Hazard-specific Drills
2-fold Aluminum Stretcher Jan. Feb. Mar. April May June July Aug. Sept. Oct. Nov. Dec.
Bicycle
Earthquake
Cadaver bag Drill Fire Cabinet
Fire Drill
C-Collar Fire Extinguisher
Flood
Cot Evacuation
(Battlefield Bed) Drill Fire Hose
Lockdown
CPR board Drill Life Vest (For coastal and
Storm Surge
Emergency HeadDrill
Lamp island schools only)
Tsunami Whistle
Emergency Drill Motor Banca (For coastal and
Fire Extinguisher island schools only)
6. Number of school personnel that participated in the hazard-specific drills
First Aid Kit for each learner Power Sprayer
Non-Teaching
Teaching
First AidPersonnel
Kit for each
Personnel
personnel
Male Female Male Female
Go bag with Multi-Tool for
each learner
7. Number of learners that participated in the hazard-specific drills
Go bag with Multi-Tool for
Learners
each personnel
EXCLUDING IP, Learners with
Handheld / Base Radios IP Learners Muslim Learners
Muslim and Learners Disability
LED
with flashlight
Disability rechargeable
Male
LED searchFemale
light, 850 lumens
Male Female Male Female Male Female
Life Vest / Life Jacket
Medical cushion
Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim
Plastic Spine Board with
Learner or Learner with Disability at the same time.
Safety Belts
Portable P.A. system
Note: For theSafety
definitions,
Coat refer to Box 30 - Part 3b. Disaster Response.
Safety Helmet
Safety Shoes
Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):
Splinter
Certified True and Correct by:
School Head : Steel boxes
Steel cabinets
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Traffic Vest Position Title : (Signature Over Printed Name) / Date

Position Title :
Transport bags, 45 L
Trauma Bag with contents
for 20 - 25 persons
Universal head immobilizer
 Part 3a. Disaster Response

1.  School conducted Brigada Eskwela in the aftermath of a disaster/ emergency to ensure learning continuity
2. Number of partners mobilized to support the school's Peacebuilding programs and activities, including those after an armed
conflict
3.  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, if affected by a disaster
4. Number of response interventions received from the following:
4a. From the DRRMS (through the Division Office) 4b. From Partners
Number of Number of
Date/s
Teaching Personnel
response response
Types of Intervention
Details Received Types of Intervention
interventions
Male Female interventions
(mm/dd/yyyy)
1. Trained as part of disaster/emergencyreceived received
response
Fund Support for Clean-up and Donations in cash or in-kind
2. Mobilized for the implementation in
Minor Repairs Emergency School Feeding
aftermath of a for
Fund Support disaster/emergency
Temporary Hygiene Kits
Learning Spaces Learners' Kits
Fund Support for Temporary Teachers' Kits
WASH Materials for Alternative
Delivery Modes
Fund Support for Emergency
School Feeding Materials for MHPSS
Hygiene Kits Temporary Learning Spaces or
Learners' Kits Strategies Tents
Resumption Number of Days Alternative Delivery Modes Number of Days
Teachers' Kits Temporary WASH Facilities
 Class Shifting Learners  E-Impact
EXCLUDING IP, Learners with
Materials
Make-upfor Alternative
Classes IP Learners  Home School
Muslim Learners
Disability
Delivery ModesDetails Muslim and Learners
 Modular Learning with Disability  MISOSA
 Online Learning Male Female Male Female  Night MaleHigh School
Female Male Female
Number
5. 
1. Peer of personnel
Group
Provided trained
withLearning
learning and on
sessions obilized for native Delivery ode  Open High School
m Alter M
disasters/
Programmed Teachingbefore
emergencies Program
returning to the regular lessons upon
class
resumption
2. Provided with Mental Health and
Psychosocial Support (MHPSS)
3. Affected by disasters/ emergencies and
needing specialized psychosocial
6. elivery Modes to ens ure education continuity due to a di saster resulting from
support
School(PSS)
has implemented resum ption strategies and Alternative D
3a. Utilized the
natural hazards established referral
7. ivery Modes to e education continuity due to ergencies resulting from
mechanism
 School has implemented ption strategies and Alternative
resum armed conflict ensur em
8. lo ing alternative delivery
ing resumption Del w
School has implemented the
follow str t 10 School has implemented the
(check all applicable) ategies: . fol modes: (check all
applicable)
(See definitions on the next page)

Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
9. ergencies
Position Title : res (Signature Over Printed Name) / Date
Position Title :
Number of learners affected and ovided by the
pr foll owing ponse
GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box30_part3a Page 52 of 60
disasters/em

with Disability at the

is either ne
an
psychosocial support
Reminders: 1. A learner can counted more IP Lear ner, Muslim Learner or Lear r
be tha n once if ted by disas
same time.
zed

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 51

 Part 3b. Disaster Response
1. Number of school personnel affected and provided by the following disasters/emergencies 2. Number of MHPSS interventions for learners and personnel
response
funded and conducted by partners
Teaching Personnel Non-Teaching 3. Number of local groups/ stakeholders that are mobilized by the
Details Personnel school for response, rehabilitation and recovery
Male Female Male Female
1. Provided with Mental Health and 4.  School has received replacement of damaged school furniture due to
Psychosocial Support (MHPSS) disasters/ emergencies
2. Affected by disasters/ emergencies 5.  School has received replacement of damaged DepEd Computerization
and Program (DCP) due to disasters/ emergencies
needing specialized psychosocial 6.  School has received replacement of damaged learning resources due to
support (PSS) disasters/ emergencies
2a Utilized the established referral 7.  School has utilized established feedback and accountability mechanisms for
. mechanism learners to report issues and concerns, observations, and good practices on
Reminder: For 2a, out of the total number of school personnel affected by disasters/ response, rehabilitation and recovery interventions
emergencies and needing specialized psychosocial support (PSS), determine the
number of school personnel who utilized the established referral mechanism.

1. Bomb Threats / Bombing - refers to a threat or actual detonation of an explosive or incendiary device to cause property damage, death, or injuries.
Indiana University: Emergency Planning
Source of Definition: https://protect.iu.edu/emergency-planning/procedures/bomb-threats.html
2. Child-centred approach - Placing the child at the notional centre of the learning process in which they are active participants. Involves giving children choices of learning activities, with the teacher acting as facilitator of
learning.
Source of Definition: United Nations Educational, Scientific and Cultural Organization

3. Civilian Violence - refers to the use of physical force brought by a noncombatant person, so as to injure, abuse, damage, or destroy. This includes crimes against school heads, teachers, learners, and school property.
Merriam-Webster Dictionary
Source of Definition: https://www.merriam-webster.com/dictionary/violence
4. Contingency Plan - a management process that analyses specific potential events or emerging situations that might threaten society or the environment and establishes arrangements in advance to enable timely, effective and
appropriate responses to such events and situations.
Source of Definition: UNISDR Terminologies.
https://www.unisdr.org/files/7817_UNISDRTerminologyEnglish.pdf

5. Early Warning - The provision of timely and effective information, through identified institutions, that allows individuals exposed to a hazard to take action to avoid or reduce their risk and prepare for effective response.
(International Strategy for Disaster Risk Reduction)
6. E-Impact - the Enhanced Instructional Management by Parents, Community and Teachers (e-IMPACT) learning system is a technology-enhanced alternative delivery mode developed by the SEAMEO Regional Center for
Educational Innovation and Technology (INNOTECH) to address issues in accessibility and quality of education in schools usually handled by a few teachers teaching multigrade classes.
Source of Definition: UNICEF Evaluation on Alternative Delivery Modes.
https://www.unicef.org/evaldatabase/files/Philippines_ADM_Evaluationl_Philippines-2012-001.pdf

7. Emergency - A sudden and usually unforeseen event that calls for immediate measures to minimize its adverse consequences.
Source of Definition:United Nations Department of Humanitarian Affairs
8. Evacuation Center - refers to a safe site, building or center hosting internally displaced persons, which includes covered courts, barangay or community halls, camping areas, collective centers, multi-purpose centers,
established “tent cities” or schools.
Source of Definition: DSWD-DILG-DOH-DepEd- Joint Memorandum No. 1, S. 2013 on the Guidelines on Evacuation Center Coordination and Management, Part III.

(See continuation of definitions on the next page)

Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title :

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box30_part3b Page 54 of

 (Continuation of definitions from previous page, Box 30 - Part 3b)

9. Hazard Mapping - The process of mapping hazard information within a study area of varying scale, coverage, and detail.
Source of Definition: United Nations Human Settlements Programme
10. Learners with Disabilities (LWDs) - refer to children, youth, and adult learners with substantial limitations in their functions, characterized by significantly sub-average intellectual capacity and/or existing concurrently with
related limitedtaions in two or more adaptive skills areas. These learners may have any or a combination of the following: intellectual disabilities, learning disabilities, mental, emotional or behavioral disorders, sensory
impairments, autism, long term physical or health disabilities, deaf blindness, and multiple handicapping conditions. These conditions may be a hindrance to the learners' full and effective participation in the society; thus,
these conditions necesstiate the provision of special education services and other allied services that will enable LWDs to live functional lives.
Source of Definition: DepEd Order No. 21, s. 2020.
https://www.deped.gov.ph/wp-content/uploads/2020/08/DO_s2020_021.pdf
11. Lockdown Drill - An emergency procedure intended to secure and protect occupants who are in the proximity of an immediate threat. This procedure is used when it may be more dangerous to evacuate a building than stay
inside. By controlling entry/ exit and movement within a facility, emergency personnel are better able to contain and handle any threats.
Source of Definition: University of British Columbia: Emergency Procedures.
12. Mental Health and Psychosocial Support (MHPSS) - any type of local or outside support that aims to protect or promote psychosocial well-being and/or prevent or treat mental disorder.
Source of Definition: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings.
https://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_psychosocial_june_2007.pdf
13. Modified In-School, Off-School Approach (MISOSA) aims to: (i) solve congestion in schools with big enrolment; (ii) address the need of children for adequate learning materials; (iii) mobilize and strengthen community
support; and (iv) improve students’ performance.
Source of Definition: UNICEF Evaluation on Alternative Delivery Modes.
14. Open High School - an alternative mode of delivering secondary education for both public and private schools. It puts premium on independent, self-pacing and flexible study to reach learners who are unable to start or
complete secondary education due to problems of time, distance, physical impairment, financial difficulties, social or family problems.
Source of Definition: DepEd Order No. 46, s. 2006 Guidelines on the Implementation of the Open High School Program. http://www.deped.gov.ph/wp-content/uploads/2006/11/DO_s2006_46.pdf
15. Preparedness - The capacities and knowledge developed by governments, professional response organizations, communities and individuals to anticipate and respond effectively to the impact of likely, imminent or current
hazard events or conditions.
Source of Definition: International Strategy for Disaster Risk Reduction
16. Referral - is one of the guidance services where learners are facilitated to avail other assistance or services that address their mental health or other concerns. This requires a wide range of internal partners (i.e. counselors,
teachers, nurses, and school administrators), external partners (i.e. government, nongovernment agencies, organizations), and individuals in different professions, fields and interest.
Source of Definition: DepEd Memorandum DM-OUCI-2021-055.
17. Resilience - The capacity of a system, community or society potentially exposed to hazards to resist, adapt, and recover from hazard events, and to restore an acceptable level of functioning and structure.
Source of Definition: International Strategy for Disaster Risk Reduction
18. Specialized Psychosocial Support - This assistance should include psychological or psychiatric supports for people with severe mental disorders whenever their needs exceed the capacities of existing
primary/general health services. such problems require either (a) referral to specialised services if they exist, or (b) initiation of longer-term training and supervision of primary/general health care providers.
although specialised services are needed only for a small percentage of the population, in most large emergencies this group amounts to thousands of individuals.
Source of Definition: IASC Guidelines on Mental Health and Psychosocial Support in Emergency Settings.
https://www.who.int/mental_health/emergencies/guidelines_iasc_mental_health_psychosocial_june_2007.pdf
19. Temporary Learning Spaces - refers to spaces or structures that is established in transitional sites, permanent relocation sites, or in damaged schools, which is intended for the immediate resumption of formal and non-formal
education to ensure continuity of learning of children while awaiting the construction or repair of permanent classrooms. This includes space for supervised neighborhood play services for preschoolers and learning activities
for school-aged children.
Implementing Rules and Regulation (IRR) of RA 10821 “Children’s Emergency Relief and Protection Act”.
20. Temporary WASH - refers to Water, Sanitation, and Hygiene Facilities built during the response phase
21. Vulnerability - The conditions determined by physical, social, economic and environmental factors or processes, which increase the susceptibility of a community to the impact of hazards. For positive factors, which increase
the ability of people to cope with hazards, see definition of 'capacity'.
Source of Definition: International Strategy for Disaster Risk Reduction
22. Warning - Dissemination of message signalling imminent hazard which may include advice on protective measures.
Source of Definition: United Nations Department of Humanitarian Affairs

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 53 of

 Box 31. Pillar 3. Risk Reduction and Resilience Education, For the months of June 2021 to May 2022
(Check the boxes or provide the correct numbers for all DRRM, CCAM, and Peacebuilding initiatives conducted)

Part 1. Curriculum Integration

1. School teaches DRRM- and CCAM- related concepts
DRRM-related concepts CCAM-related concepts
Subjects K Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6 K Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6
Science              
Araling Panlipunan              
Edukasyon sa Pagpapakatao (EsP)              
Physical Education              
Health              
Edukasyong Pantahanan at Pangkabuhayan (EPP)              
Others              
2. School teaches Peacebuilding-related concepts
Peacebuilding-related concepts
Subjects K Gr 1 Gr 2 Gr 3 Gr 4 Gr 5 Gr 6
Science       
Araling Panlipunan       
Edukasyon sa Pagpapakatao (EsP)       
Physical Education       
Health       
Edukasyong Pantahanan at Pangkabuhayan (EPP)       
Others       
3. Number of DRRM-, CCAM-, and Peacebuilding-related topics integrated in SpEd/IPEd/ALS program, learning competencies and contents
introduced by the school/teachers to supplement the Curriculum Guide, and learning competencies contextualized in learning resources
Topics/ Integrated to the following Program Introduced by School/Teachers Contextualized
Learning Learning
Competencies SpEd IPEd ALS Competencies
Contents
Resources
DRRM
CCAM
Peacebuilding

4.  School has assessed DRRM-, CCAM-, and Peacebuilding-related competencies through measurable learning outcomes

Part 2. Information, Education, and Communication (IEC) and Advocacy

1.  School used DRRMS-developed DRRM, CCAM and Peacebuilding Information, Education and Communication Materials (IEC) materials

2.  School has DRRM, CCAM, and Peacebuilding corners, with updated IEC materials posted in it

3. Number of school personnel who participated in the survey on the effectiveness of IEC materials developed by DRRMS and/or contextualized by the region or division
Teaching Personnel Non-Teaching Personnel
Male Female Male Female

4. Number of learners who have participation in the development of IEC Materials

Learners
EXCLUDING IP, Learners with
IP Learners Muslim Learners
Details Muslim and Learners Disability
with Disability
Male Female Male Female Male Female Male Female
1. Participated in the survey on
the effectiveness of IEC
materials developed by
DRRMS and/or contextualized
by region or division
GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box30_part3b
2. Consulted in the
development of IEC materials
3. Co-developed IEC materials
4. Initiated and developed IEC
materials
Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same time.
Note: For the definitions, refer to Box 31 - Part 3d. Resilience Education.

Certified True and Correct by: Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-
SGOD): School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
Position Title : Position Title : (Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsxBox31_Parts1-2 Page 55 of 60

 Part 3a. Resilience Education
1. Number of school personnel trained by partners on DRRM, CCAM, and Peacebuilding

Non-Teaching
Teaching Personnel
Personnel
Male Female Male Female

2. Number of akeholders at d in DRRM, CCAM, and Peacebuilding activities

st th participate
LGU or Barangay
Learners School Personnel Parents NGOs
Officials

3. pated in DRRM, CCAM, and Peacebuilding activities

Number of hool el that
sc personn partici Non-Teaching
Teaching Personnel
Activities Personnel
Male Female Male Female
A. DRRM
Basic First Aid
Family Earthquake Preparedness
School Watching and Hazard Mapping
Celebration and commemoration of special events related to DRRM
DRRM Camp
DRRM Youth Council
DRRM Youth Action Campaigns
DRRM-related Campus Journalism Activities (Photojournalism, Editorial
Cartoons, Comic Script Writing, Broadcasting and News Writing)
Others, (specify)

B. CCAM
Art, essay, slogan, etc. contests for climate change adaptation and mitigation
Change the Current: A Climate Action Online Training for Adolescents
Climate Change Adaptation and Mitigation Conferences or Camps
Climate Changemakers Online Training for Teaching Personnel
Environmental Jounalism Training
Gulayan sa Paaralan
Installation of a Material Recovery Facility
KaLIKHAsan Climate Action Action Advocacy Show
Solid Waste Management
Recycling
Tree Planting
Youth Strike for Climate
Celebration and commemoration of special events related to climate change
Others, (specify)

C. Peacebuilding
Peace Conferences or Camps
Creation of youth networks or organizations for peace
Art, essay, slogan, etc. contests for peace
Celebration and commemoration of special events related to peace and
human rights
Other, (specify):

Note: For the definitions, refer to Box 31 - Part 3d. Resilience Education.

Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title :
 Part 3b. Resilience Education
1. Number of learners that participated in DRRM, CCAM, and Peacebuilding activities
Learners
EXCLUDING IP, Learners with
IP Learners Muslim Learners
Activities Muslim and Learners Disability
with Disability
Male Female Male Female Male Female Male Female
A. DRRM
Basic First Aid
Family Earthquake Preparedness
School Watching and Hazard Mapping
Online MHPSS Activities
Celebration and commemoration of special
events related to DRRM
DRRM Camp
DRRM Youth Council
DRRM Youth Action Campaigns
DRRM-related Campus Journalism
Activities (Photojournalism, Editorial
Cartoons, Comic Script Writing,
Broadcasting and News Writing)
Other, (specify):

B. CCAM
Art, essay, slogan, etc. contests for climate
change adaptation and mitigation
Change the Current: A Climate Action
Online Training for Adolescents
Climate Change Adaptation and Mitigation
Conferences or Camps
Environmental Jounalism Training
Gulayan sa Paaralan
KaLIKHAsan Climate Action Action
Advocacy Show
Solid Waste Management
Recycling
Tree Planting
Youth Strike for Climate
Celebration and commemoration of special
events related to climate change
Others, (specify)

C. Peacebuilding
Peace Conferences or Camps
Creation of youth networks or organizations
for peace
Art, essay, slogan, etc. contests for peace
Celebration and commemoration of special
events related to peace and human rights
Others, (specify)

Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same time.

2.  School used DepEd developed learning resources on DRRM, CCAM, and Peacebuilding
3. Number of DRRM, CCAM, and Peacebuilding trainings conducted for learners
Trainings
Topics
Conducted
DRRM
CCAM
Peacebuilding

Note: For the definitions, refer to Box 31 - Part 3d. Resilience Education.

Certified True and Correct by: Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title : (Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box31_part3b Page 57 of 60

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Page 56

 Part 3c. Resilience Education
1. Number of learners in the following DRRM, CCAM, and Peacebuilding activities

Learners
EXCLUDING IP, Learners with
IP Learners Muslim Learners
Activities Muslim and Learners Disability
with Disability
Male Female Male Female Male Female Male Female
1. Completed the training Courses
2. Trained
3. Co-led in PPAs
4. Led in PPAs
Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same time.

2. Number of DRRM, CCAM, Peacebuilding PPAs led by learners

PPAs led by
Topics
learners
DRRM
CCAM
Peacebuilding
3.  School used DepEd developed and DepEd approved standardized training manuals on DRRM, CCAM, and Peacebuilding
4. Number of eaching and non-teaching personnel trained on DRRMS Training Modules
t
Non-Teaching
Teaching Personnel
DRRMS Training Modules Personnel
Male Female Male Female
DRRM and Climate Change Terminologies
International and National Foundations of DRRM in the Education Sector
The Comprehensive Disaster Risk Reduction and Management in Education
Framework and Other DRRM-CCAM Related Policies
Inclusive and Child-centered DRRM
Education in Emergencies (EiE)
Alternative Delivery Modes
Information Management
School-Based DRRM
Camp Management Guidelines for DepEd
Temporary Learning Spaces (TLS)
Basic Education in Emergencies (EiE) Supplies and Logistics
Resource Mobilization and Partnership
Contingency Planning for Basic Education
Understanding Common Hazards
DRRM Mainstreaming in the Planning Cycle
Understanding Climate Change
Climate Change Global, National and Local Frameworks
Understanding Peace and Conflict
Conflict Sensitive Education
MHPSS / Psychological First Aid
Basic Life Support and Occupational First Aid
Staff Safety and Security in the Field
Others, (specify)

(See definitions on the next page)

Validated by DRRM Coordinator: Validated by Planning Officer III (PRS-SGOD):

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date
(Signature Over Printed Name) / Date
Position Title : Position Title :

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box31_part3c Page 58 of 60

 Part 3d. Resilience Education
1. Number of teaching and non-teaching personnel who completed the accredited training2.courses
Numberon of
DRRM, CCAM,
teachers and
trained in Peacebuilding
integrating
DRRM, CCAM and Peacebuilding in their
daily learning log
Non-Teaching
Teaching Personnel Personnel Teaching Personnel
Male Female Male Female Male Female

3.  School has used DepEd developed MHPSS standardized training manuals

4. Number of MHPSS trainings conducted for learners and personnel 5. Number of school personnel trained in MHPSS and Psychological Firs
MHPSS Trainings
Topics LearnersPersonnel
Non-Teaching
Teaching Personnel
DRRM CCAM Personnel
Peacebuilding Male Female Male Female

Reminder: A learner can be counted more than once if he/she is either an IP Learner, Muslim Learner or Learner with Disability at the same time.

1. Psychological First Aid - An evidence-informed modular approach to help children, adolescents, adults, and families in the immediate aftermath of disaster
and terrorism. Individuals affected by a disaster or traumatic incident, whether survivors, witnesses, or responders to such events, may struggle with or face
new challenges following the event. PFA was developed by the National Child Traumatic Stress Network and the National Center for PTSD, with
contributions from individuals involved in disaster research and response.
Source of Definition: National Child Traumatic Stress Network: Psychological First Aid
https://www.nctsn.org/treatments-and-practices/psychological-first-aid-and-skills-for-psychological-recovery/about-pfa
2. Change the Current: Climate Action Online Training for Adolescents aims to enhance adolescents' knowledge on the science of climate change and
adaptation and mitigation strategies, and hone skills that they need to increase adaptation and mitigation awareness and practices in their communities.
Project grants amounting to Php 15,000.00 will be awarded to selected adolescents.
3. YSEALI Climate Changemakers is an online training course that aims to increase the competence of teachers in teaching climate change concepts and
encouraging learners to act on climate. It consists of one core training subject on introduction to climate change and a specialized training subject on teaching
`
climate change. Additionally, learning facilitators will receive supplementary training on online learning delivery. YSEALI Climate Changemakers aims to
train 50 region and division as learning facilitators who will train a total of 2,000 teachers from their respective regions and divisions.
4. The Green Beat Initiative (TGBI) An Environmental Journalism Training for Campus Journalists and School Paper Advisers is a 6-week pilot intensive
online environmental journalism training. It aims to equip participants with the necessary skills and knowledge to pursue, develop, and report stories about
the environment with a focus on climate change adaptation and mitigation.
5. KaLIKHAsan Climate Action Action Advocacy Show is a theater arts performance, ideation, and devising workshops based on the KaLIKHAsan! Likha at
Lakas ng Kabataan para sa Kalikasan Creative Sourcebook.
6. The KaLIKHAsan! Likha at Lakas ng Kabataan para sa Kalikasan: A Creative Sourcebook on the Use of Theater for Climate Change Education and
Action is a resource intended for teachers, theater and performance practitioners, and workshop facilitators. It explains how to design and facilitate a
collaborative performance-making process with youth that includes climate action and the environment as central themes. Teachers are encouraged to use the
sourcebook as a guide in replicating the process in making the Climate Action Advocacy Show and empowering the learners toward climate change education

Validated by DRRM Coordinator:

Certified True and Correct by:
School Head :
(Signature Over Printed Name) / Date (Signature Over Printed Name) / Date

Position Title : Position Title :

Validated by Planning Officer III (PRS-SGOD):

(Signature Over Printed Name) / Date

GESP-FORMS-SY-2022-2023_11302022 (1).xlsx Box31_part3d Page 59 of 60