Prepared by:

RACHEL JOY L. HABAB Community Development Organizer EPIC DRR BMZ II Project

Aringay National High School February 26 – 27, 2018 TABLE OF CONTENTS

I. ACKNOWLEDGEMENT……………………………………………………...4 II. VULNERABILITY CAPACITY ASSESSMENT (VCA) AREA……...5 - 12 I. Place and Time of the VCA II. Name of School III. Date of VCA Activities IV. Background Information (Geography & Topography) V. History and Legend of the School VI. Vision, Mission and Core Values of the School VII. School Structure VIII. School Census IX. Infrastructure, Basic Services & Utilities III. VCA OBJECTIVES AND METHODOLOGIES……………………...13 - 14 A. Primary Objectives B. Specific Objectives C. Methodology i. Preparation ii. Initial Preparation and Coordination iii. Collect and Review Secondary Data iv. Capacity Building of VCA Team v. Planning for the field work vi. Participatory Data Gathering vii. Hazard Risk Orientation D. Team Composition IV. PROCEEDINGS………………………………………………………….15 - 24 A. Participatory Data Gathering Phase i. Direct Observation and Transect Walk ii. Historical Timeline iii. Seasonal Calendar iv. Venn Diagram v. Risk and Resource Mapping B. Participatory Data Analysis i. HRVC Matrix ii. Pair Wise Ranking iii. Risk Matrix iv. Problem Tree Analysis v. Objective Tree Analysis V. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS…25 - 26 A. People and Well-Being B. Self-Protection C. Social Protection D. Governance VI. GENERAL RECOMMENDATIONS (Based on Findings)…………27 - 28

Aringay National High School February 26 – 27, 2018 VII. CHALLENGES AND LESSON LEARNED AND BEST PRACTICES...29 VIII. ANNEXES…………………………………………………………………30 - 49 Annex 1: Participatory Data Gathering Phase 1.1. Historical Timeline 1.2. Venn Diagram 1.3. Seasonal Calendar 1.4. Mapping 1.4.1. Spot Map 1.4.2. Hazard Overlay 1.4.3. Capacity Overlay Annex 2: VCA Action Plan Annex 3: School Disaster Risk Reduction and Management Committee and its Core Responsibilities Annex 4: Action Photos Annex 5: List of Focal Teachers

3 Aringay National High School February 26 – 27, 2018 I. ACKNOWLEDGEMENT

This document is developed with the efforts of the Philippine Red Cross and German Red Cross through the EPIC DRR BMZ II Project on “Empowering the Philippine Red Cross (PRC) and their Chapters, Communities and Government Institutions to Consolidate and Replicate Inclusive Community – Based Disaster Risk Reduction in the Seven Provinces in the .” First of all, the VCA Team would like to express their sincerest gratitude to the Almighty God for guiding us in the whole process of the Vulnerability and Capacity Assessment conducted at Aringay National High School located at Poblacion, Aringay, . To the whole Aringay National High School family, especially the teaching and non-teaching staffs headed by the Principal, Ms. Adela Libunao, and the parents for their efforts in accomplishing the different VCA tools and in actively participating in all the given activities. For the time they spent for supporting the school and the VCA team in conducting the actual data gathering and analysis, their expertise, sincere and valuable guidance and encouragement to the participants during the VCA process. Further, to the Department of Education, especially Ms. Rowena Banzon, Mr. Romeo Padilla and the Aringay Public School District Supervisor, Mario P. Pascua for supporting the team during the entire process. Lastly, to the Philippine Red Cross La Union - San Fernando City Chapter, the Chapter Administrator Ms. Almira V. Abrazado, the staffs, volunteers and the whole family of La Union Chapter, sincerest thanks for providing the team with an unending love, support, understanding and your precious time to make activities and the project successful. Sincerest thank you to all!

4 Aringay National High School February 26 – 27, 2018 II. VULNERABILITY AND CAPACITY ASSESSMENT (VCA) AREA A. Place and Time of the VCA Region: Region I Municipality: Aringay : Barangay Poblacion School: Aringay National High School District: Aringay District

B. Name of School Aringay National High School was formally started its operation on June 1989. During the first operation of the school, it is formerly named Aringay Provincial High School. However, in 1993, a Republic Act 6655 came which nationalizing all barangay high schools in the country and it includes the Aringay Provincial High School. On the same year, it was officially renamed as Aringay National High School.

C. Date of VCA Activities The actual Vulnerability and Capacity Assessment in the school was conducted on February 26 – 27, 2018.

D. Background Information (Geography & Topography) Aringay National High School (ANHS), with Division School ID 30093, is the sole public secondary school situated in the heart of Aringay, La Union, with a distance of 500 meters from the National Highway. Its immediate neighbor and landmark for direction is the Philippine Public Safety College – Regional Training Center 1, the training school for aspiring police officers in the entire region. Relative to specific distance, Aringay NHS is situated at the center of the town – Barangay Poblacion. The school could be reached through tricycle or PUVs as primary mode of transportation. The nearest public elementary school is the Aringay Central Elementary School, which could be reached via tricycle or PUVs also. It is 500 meters away from ANHS. Also, Saint Barachiel Special Science School, which could also be reached via tricycle or PUVs, is the nearest private elementary school. There are basically five (5) public secondary high schools in Aringay that includes Aringay National High School, which is the only school that caters Senior High School students taking their academic tracks. Second, the Stand-Alone School for Technical Vocational Courses and General Academic Strand is located in Aringay Central Elementary School – West Compound. Third, Aringay National High School – Basca Annex, located at Barangay Basca and 119 kilometers away from Aringay NHS main campus. The way going there is via Aringay – Caba Road through Liquicia Exit going to Balecbec entry at Naguilian. Fourth, Manga National High School, situated at Barangay Manga, which is 112 kilometers away from the main campus. This could be reached via Aringay – Road through San Antonio entry. Both schools are categorized as mountain schools and could be reached via PUJs during dry season and plain footwalk during rainy seasons. Lastly, the new member of the public high schools in the municipality in San Simon Integrated School, which is presently in its 5 Aringay National High School February 26 – 27, 2018 second year of junior high school implementation. It is located at Barangay San Simon East.

E. History and Legend of the School Prior to 1978, there were just a handful students of the lowly town of Aringay who attempted and struggled to finish secondary education because of unaffordable tuition fee being imposed by the only existing Catholic Secondary School. Seeing the urgent need to put up a public secondary school, Mrs. Corazon B. Carino, then the District Supervisor of the Aringay District, together with the late Arturo Balangue and Audencio Frigillana, then the Principal and PTA President, respectively, of Aringay Central Elementary School (ACES), presented the matter before the Aringay Municipal Council. Unfortunately, the proposal was disapproved. The enthusiasm for a public secondary school did not die though, rather, it has become an obsession on Mrs. Carino’s group to realize a public high school, considering that the number of out-of-school youth continued to grow. Ten years later, when Mrs. Carino was appointed the Assistant Schools Division Superintendent of the Division of La Union, with great determination, she made us of her position and lobbied before the politicians of La Union just so she could make them realize the urgency of establishing a public high school in Aringay. For the start, the Municipal Council of Aringay led by then Mayor Juan S. Corpuz passed a resolution addressed to the Provincial Government of La Union led then by Governor Joaquin Ortega with concurrent resolution to the then representative of the Second District of La Union, the honorable Jose D. Aspiras, appealing for support. Consequently, there was a call for a donation of school site. Fortunately, generous and civic-minded as they are, the couple, then Vice-Mayor and Mrs. Roberto Ong offered their one-hectare lot at San Benito Norte, Aringay, La Union and finally, on that significant day, December 7, 1988 the Deed of Donation was signed and subsequently all relevant documents were submitted to the then DECS Secretary Mrs. Lourdes Quisumbing in January 30, 1989. The provincial government provided maintenance and othe operating expenses of the school and salaries for the six pioneer teachers: Mesdames Evangeline G. Dimalanta, Miriam Obra (now Mrs. Aurelio), Beatriz Liangao, Glory R. Palacay and Mr. Marcelino Gallardo. The sixth member Mrs. Ma. Felisa Raquel Carandang was Mr. Rogelio Labiano’s designated Officer-in- Charge. Finally, dream to have a public high school in Aringay came into reality and it formally started its operation on June 1989 and was named Aringay Provincial High School. The school was initially under the supervision of Mr. Rogelio Labiano, then the District Supervisor, but due to the hectic call of his duty in the district, he designated Mrs. Ma. Felisa Raquel D. Carandang as the OIC-Principal. As the Officer-in-Charge, Mrs. Carandang performed her functions efficiently as one could imagine. Squatting on the vacant rooms of ACES and the Don Lorenzo Diaz Museum, the six teachers held classes to two hundred fifty (250) students as the construction of school buildings had yet to start. The Parents-Teachers Association was organized with Mr. Benjamin C. Gonzales as the first PTA President. Donations for the school 6 Aringay National High School February 26 – 27, 2018 started pouring in and these Samaritans included Mr. and Mrs. Teofilo Ferrer, Mr. and Mrs. Romeo Panaligan, Barangay Captain and the same time PTA President Benjamin Gonzales, Mr. and Mrs. Tommy de Mesa, Mr. and Mrs. Alfredo Tropia, and Mr. and Mrs. Cesar Salting. The PTA did not stop looking for ways and means to up with funds for school facilities when finally, a great politician gave his full support to the school- HONORABLE JUSTO O. ORROS, JR. Meanwhile, the lot donated by the then Vice Mayor and Mrs. Roberto Ong located at San Benito Norte was waiting to be improved. The then Provincial Board Member Justo O. Orros, Jr. made it possible for the provincial bulldozer to clear the school site. Though the bulldozer is ready, there was no fund for its operation and the very first one to show the spirit of cooperation was no less than the then Member Romulo M. Cabading who paid for the fuel cost. Thus, the site was ready for construction of school buildings. An administrative building was built courtesy of the then Congressman Jose D. Aspiras. He also spent for the fencing of the western part of the school site. The representatives from the International Cooperation Agency (JICA) came to inform the municipal council and representatives from DECS that they are going to donate a two-floor Laboratory Building complete with tables and chairs and other facilities needed for a laboratory room. Just as when things were already flowing smoothly, two consecutive tragedies came. Typhoon Besing hit La Union in June 1989 and landslide brought forth big stones and boulders which covered the whole school site and together with the fence, the Administrative Building was destroyed. Three weeks after, a killer earthquake struck the country and one of the worst hit is the town of Aringay. All the buildings and rooms occupied by the students crumbled to pieces. So classes were held under the trees and tents until make shift classrooms were constructed at the expense of the Provincial Government. The JICA representatives came back to finally constructs the Laboratory Building but when they saw the site, they immediately concluded that it was no longer viable for the project. They advised the authorities not to use the site anymore since it will pose danger to the students. During the School Year 1990 – 1991, the number of enrollees doubled so there were about 130 – 136 students’ in a class. When then Governor Joaquin Ortega, together with then Board Member Justo O. Orros, Jr. came for a visit, they instantly decided to construct classrooms for the students. In the meantime, Mr. Arturo Balangue and Mr. Rogelio Labiano allowed the students to use the RELC building. In its third year of operation, school year 1991 – 1992, with the permission of Mr. Arturo Balangue, the students of the Aringay Provincial High School occupied all the rooms at the Aringay Central Elementary School-East Compound. Mr. Marcelino V. Gallardo was temporarily assigned as the OIC-Principal by Mr. Rogelio Labiano and Mrs. Ma. Felisa Raquel D. Carandang. In 1992, Mrs. Carandang resigned as a teacher of Aringay Provincial High School as she formally filed her candidacy for Sangguniang Bayan of Aringay. She got elected as Sangguniang Bayan Member of Aringay Municipal Council and was appointed as the Chairman of the Committee on Education. As such, together with the then Governor Justo O. Orros, Jr., she worked for the purchase of a one-hectare lot at 7 Aringay National High School February 26 – 27, 2018 Poblacion East, Aringay, La Union in the amount of Php 130,000.00 after due consultation with then Mayor Ramon C. Juloya and the Municipal Council headed then by Vice Mayor Romulo Cabading. The amount was raised thru the concerted efforts of the PTA, the Provincial and the Municipal Governments, the latter led by then Hon. Mayor Ramon C. Juloya. The school, rising from rubbles, began to pick the pieces. It became recipient of three units of SEDP school building. With Mr. Gallardo as a full-pledged Secondary School Principal, additional buildings gradually sprang, like DPWH Building and FVR Building. With the growing students’ population, it goes without saying that the number of teachers has to increase. After four years of operation, the teaching force had become twenty-five years after, it has sprouted to 50 teaching personnel and 14 non-teaching personnel. In 1993, came Republic Act 6655 nationalizing all barangay high schools in the country and this includes the Aringay Provincial High School which was then renamed Aringay High School. Thus, school personnel started receiving salaries from the national government. On March 25, 1993, the first ever Graduation Exercises was held with around 250 proud graduates. Since then, batch after batch of students took turns receiving their high school diplomas. Aringay High School became a school to reckon with both in academics and extra-curricular activities, be it at district, division, regional and national levels. Thus, Aringay High School succeeded in establishing a name and reputation. Credit goes not only to the school but also to the local government unit of the town of Aringay for the continuous support being extended to the school. Twenty-five years after, the Aringay National High School now has a total of 34 functional classrooms, three laboratories for science, TLE, and other Computer Literacy Studies, eight Department Area Offices, Accounting Office, Library, Clinic, and Administrative Building. Aringay National High School also paved way for barrios to access education as it opened its annex school at Barangay Basca, Aringay,La Union. Mountain areas up east of the town may now have secondary education catered by Aringay National High School Basca Annex. For the footing, ANHS-Main Campus and Annex caters annually to an average population 1,500 students every school year. The security of students is also a major priority as the presence of the school security guard is catered through the effort of the PTA. The school also witnessed transitions in management as swapping and transfer of stations among principals made its impression to the school history such as the coming of Mrs. Marevic Ungson from Sto. Tomas National High School in exchange with Mr. Marcelino V. Gallardo. However, Mr. Gallardo was able to rebound his position a few years later and continued his management of ANHS. The long management years of Mr. Gallardo here at ANHS formally ends this year, 2014, as he retires from his position. January of 2014 also witnessed the coming Dr. Adela C. Lubunao, former teacher and department head of the MAPEH area, as its newly installed school principal after relieving Mr. Gallardo from his retired position. With great challenges

8 Aringay National High School February 26 – 27, 2018 ahead, Dr. Libunao still holds head up high knowing that ANHS faculty and staff are ready to throw all-out support. (Source: Enhanced School Improvement Plan 2016-2019)

F. Vision, Mission and Core Values of the School DepEd Vision: We dream of Filipinos who passionately love their country and whose values and competencies enable them to realize their full potential and contribute Meaningfully to building the nation. As a learner-centered public institution, the Department of Education continuously improves itself to better serve its stakeholders. DepEd Mission: To protect and promote the right of every Filipino to quality, equitable culture-based and complete basic education where: Students learn in a child-friendly, gender-sensitive, safe, and motivating environment. Teachers facilitate learning and constantly nurture every learner. Administrators and staff, as stewards of the institution, ensure an enabling and supportive environment for effective learning to happen. Family and community, and other stakeholders are actively engaged and share responsibility for developing life-long learners.

DepEd Core Values: Maka-Diyos Maka-tao Makakalikasan Makabansa

G. School Structure The table below shows the list of the Aringay National High School teaching personnel: 1. SCHOOL OFFICIALS Name of Officials Position Dr. Adela C. Libunao Principal III Remenio T. Cawis Head Teacher III Agustina A. Dacumos Head Teacher III Perlita G. Espiritu Head Teacher III Selma S. Flores Head Teacher III Melita D. Granaderos Head Teacher III Arturo F. Ferrer Head Teacher III Freda P. Olinares Head Teacher III Glory R. Palacay Head Teacher III Evangeline Dimalanta Master Teacher II Luzviminda V. Dulay Master Teacher I Gilda C. Lardizabal Master Teacher I Sylvia O. Milan Master Teacher I Wilma B. Tucay Master Teacher I Ruby Estrella C. Reantaso Master Teacher I Luz Gemma Angelo Teacher III

9 Aringay National High School February 26 – 27, 2018 Thelma B. Aspiras Teacher III Norma A. Bautista Teacher III Madelyn G. Cachero Teacher III Ema P. Cawis Teacher III Ped C. Dacanay Teacher III Luisa L. Dacpano Teacher III Perlita B. De Guzman Teacher III Renalyn D. Delos Reyes Teacher III Mary Ann M. Diaz Teacher III Lormalyn G. Gacusan Teacher III Jean F. Galeste Teacher III Rhea Maureen R. Galleto Teacher III Joshepine D. Halog Teacher III Nedel Nixxie Lorraine C. Libunao Teacher III Tita Apolonia S. Magno Teacher III Elvira R. Mones Teacher III Monina B. Navarro Teacher III Teodoro S. Olinares Teacher III Zandy G. Picardo Teacher III Delia Rafin Teacher III Grace A. Ramirez Teacher III Regie P. Tactay Teacher III Marites M. Ugay Teacher III Nedel Joyce Christine C. Libunao Teacher III Elizabeth B. Erpelo Teacher III Melanie B. Bernaldez Teacher III Lucito G. Ferrer Teacher III Carina M. Gonzales Teacher III Mariza R. Mapalo Teacher III Aurie Amor T. Quinones Teacher III Lanie R. Bayani Teacher II Bernard M. Bunyuan Teacher II Sandee De Jesus Teacher II Richard O. Dizo Teacher II Ruby Jenissa D. Fonbuena Teacher II Charisma Ordanza Teacher II Elma A. Picatoste Teacher II Bernardo C. Torcedo Teacher II Vener Dan R. Apilado Teacher II Mary Jane A. Chio Teacher II Robert Torcedo Teacher II Shireen Joy D. Alcantara Teacher I Genica Alicante Teacher I Oliver N. Ancheta Teacher I Joanne Q. Balangue Teacher I Carolyn B. Bautista Teacher I Joan V. De La Cruz Teacher I Brenda F. Dizo Teacher I

10 Aringay National High School February 26 – 27, 2018 Cristina Fontanos Teacher I Joshua Grace Garcillan Teacher I Amelia A. Leynes Teacher I Joralyn A. Magtoto Teacher I Mildred D. Ortiz Teacher I Arien A. Padilla Teacher I Erwin P. Rivera Teacher I Gemma Lyn B. Viduya Teacher I Mijusa O. Villanueva Teacher I Rona Yangat Teacher I May Fatima B. Bodestyne Teacher I Ronnel Victor R. Aduan Teacher I Geraldine Michelle A. Calingayan Teacher I Raymond K. Laroya Teacher I Annielyn R. Liwanag Administrative Officer Edwin Blanes Administrative Aide I Rexan O. Milan Administrative Assistant II Jessa Mae S. Tucay Administrative Assistant II Nadine C. Ponce Nurse II Brennan Vyril P. Rosido Clerk/Registrar Haidee Creselyn J. Garcia Accounting Clerk Hazelyn Michelle Garcia Guidance Counselor Felix Villanueva Security Guard Jeffrey R. Palacay Utility/Security Guard Carlo O. Mendoza Driver

H. School Census (School Year 2017 – 2018) Grade Level Male Female Total JUNIOR HIGH SCHOOL Grade 7 246 215 461 Grade 8 240 237 477 Grade 9 221 204 425 Grade 10 170 224 394 Total 877 880 1,757 SENIOR HIGH SCHOOL Grade 11 115 151 266 Grade 12 111 129 240 Total 226 280 506 Grand Total 1,103 1,160 2,263

Male Female Total JUNIOR HIGH SCHOOL Teachers 15 48 63 Non-Teaching 3 7 10 Total 18 55 73 SENIOR HIGH SCHOOL Teachers 4 13 17 Non-Teaching 1 3 4 Total 5 16 21 11 Aringay National High School February 26 – 27, 2018 I. Infrastructure School structures that serve as the focal point of services, assemblies, and other support and development found. No. Name of Building Date/Year Constructed 1 Home Economics Building 1995 2 SEDP Building 1995 3 MACEDA Building 1998 4 3 FVR Buildings 2000 5 Stage 2000 6 2 FCCCII Buildings 2002 7 Rest Room 2004 8 6 DPWH Buildings 2005 9 DPWH 1 Building 2006 10 Canteen Building 2006 11 DPWH 2 Building 2006 12 DPWH Building 2006 13 Rest Room 2006 14 MAPEH/Math Building 2007 15 ESP Building 2007 16 Filipino Department Building 2007 17 Araling Panlipunan Building 2009 18 Covered Court 2010 19 Accounting Building 2010 20 English Department Building 2012 21 Rest Room 2014 22 ANHS Building 2015 23 Senior High School Building 2017 24 Senior High School Building 2018

12 Aringay National High School February 26 – 27, 2018 III. VCA OBJECTIVES AND METHODOLOGIES A. Primary Objectives The main purpose of Vulnerability Capacity Assessment (VCA) is to increase community/school members’ awareness of risk and help them to plan activities for reducing vulnerability and increasing capacity before a disaster or to cope with or recover from disaster.

B. Specific Objectives The specific objectives of this activity are that at the end of the VCA activity: 1. The capacity of the Aringay National High School is identification of existing vulnerabilities and capacities were improved. 2. The disaster risk awareness of the teachers was increased. 3. The capacity of the teachers and students to prepare and respond to disasters was improved. 4. The partnership between and among the Department of Education, CSOs, LGU, Municipal DRRMC and PRC was strengthened.

C. Methodology i. Preparation This was the longest part of VCA wherein team meeting was done and discussed how the process would go and all the possible issues that may arise during the process. After the team meeting review of the entire steps of VCA was done and clarification on the tools was discussed furthered. Distribution of task and responsibilities was also done by the team.

ii. Initial Preparation and Coordination The focal teachers together with EPIC DRR BMZ II project staffs prepared the work plan for the VCA with planned timeline followed by coordination. The focal teachers together with the project staffs lobbied for the support of the activity by the DepEd Division Office (DO), MDRRMO, and LGUs resulting to the firm commitment for the activity.

iii. Collect and Review of Secondary Data After coordination with the School Level, PRC - GRC, LGU, MDRRMO, and Division Office was conducted, gathering and review of school secondary data was done. Secondary data was used to have an initial assessment and to have an idea in connection with the school status.

iv. Capacity Building of VCA Team The main goal is to prepare the focal teachers of Aringay National High School on how to use the different VCA tools. They were given training on School Based Disaster Risk Reduction and Management that equip them to implement the VCA process. The training was facilitated by the PRC staff on Disaster Management Service and Project Staffs under the project entitled “Empowering the Philippine Red Cross

13 Aringay National High School February 26 – 27, 2018 (PRC) and their Chapters, Communities and Government Institutions to Consolidate and Replicate Inclusive Community – Based Disaster Risk Reduction in the Seven Provinces in the Philippines.” This training includes the VCA tools and activities.

v. Planning for the Field Work Based on the VCA work plan, the team finalized the sequence of the activities with emphasis on its flexibility. Each focal was reminded of their tasks. Transportation has been arranged and materials were purchased. DRR Focal Teachers facilitated the activity guided by the PRC-GRC staff on duty per day.

vi. Participatory Data Gathering Various VCA tools were used to gather information about the conditions of the school such as spot/hazard mapping wherein the different capacities and hazards were identified.

vii. Hazards – Risks Orientation Understanding of hazard, risk, vulnerability and capacity between the focal teachers were elucidated. Hazard where defined wherein it is a dangerous phenomenon, human condition that may cause loo of life, injury, health problems, damage of property, loss of livelihood and services, social and economic disruption, or environmental damage. The target groups were asked to identify in their school the underlying risk and hazards. The youth, teachers and parents participated the activity identified disaster hazards included are earthquake, typhoon, tsunami, fire and storm surge.

D. Team Composition Members of the VCA team trained DRR Focal Teachers are listed as follows: Name Designation Rachel Joy Habab Chapter Project Staff Mark Kevin Rimando Chapter Volunteer Den Mark Arenas Chapter Volunteer Jordan De Jesus Chapter Volunteer Regie Tactay Trained DRR Focal Teacher Teodoro Olinares Trained DRR Focal Teacher Lusito Ferrer Trained DRR Focal Teacher

14 Aringay National High School February 26 – 27, 2018 IV. PROCEEDINGS A. Participatory Data Gathering Phase i. Direct Observation & Transect Walk Direct observation is tool that directly observes on the demographic information, infrastructure and lifelines, essential service and visible vulnerabilities and capacity of the school. Aringay National High School (ANHS), with Division School ID 30093, is the sole public secondary school situated in the heart of Aringay, La Union, with a distance of 500 meters from the National Highway. Its immediate neighbor and landmark for direction is the Philippine Public Safety College – Regional Training Center 1, the training school for aspiring police officers in the entire region. Relative to specific distance, Aringay NHS is situated at the center of the town – Barangay Poblacion. The school could be reached through tricycle or PUVs as primary mode of transportation. The nearest public elementary school is the Aringay Central Elementary School, which could be reached via tricycle or PUVs also. It is 500 meters away from ANHS. Also, Saint Barachiel Special Science School, which could also be reached via tricycle or PUVs, is the nearest private elementary school. Aringay NHS is a rural public national high school located in a mountain area and beside a creek. The PNP Regional Training Center is situated at the north and eastern part of the school. The school is concretely fenced except on its south which is exposed to the higher part of the mountain where the creek is situated. It was also seen that the fence on the north was very close to the classrooms and nearly overlaps with the roofing of the rooms. It has two (2) gates, the main gate located at the west part and the smaller gate is on the north. The latter gate is rarely open to monitor the persons entering the school. However, during the Presentation and Validation of outputs, the school had an additional of two (2) gates more. The school have 14 school buildings which are one-storey building, two-storey building and four-storey building. There are buildings that are totally made with concrete materials, however, there were still classrooms that are made with partly light materials. With the 2,263- total number of students. There were 14 sections for the Senior High School with an average of 30 students in each room and maximum of 40 students. On the other hand, there were 35 sections for the Junior High School with an average of 50 students per room. There were also shifting on the schedule of the JHS and SHS, where, 6:00 AM to 12:00 NN and 1:00 PM to 6:00 PM, respectively. Aringay National High School was located at a hazard prone area (landslide, typhoons & earthquakes) and the teachers, staffs, parents and pupils know about this. However, to prepare the school for the possible hazards, it conducts quarterly drills on fire and earthquake. They also have existing Early Warning System and devices such as the bell, whistle, siren and alarm which tested and used during regular drills. The teachers, staffs, parents and students understood the used and different uses of these devices during emergencies and peace times. They also have a team on Disaster Risk Reduction (DRR). In addition, DRR was also integrated to the subjects of the students to teach and educate then the importance of DRR in times of emergency. (Please find picture of the Transect Walk output attached in annexures.)

ii. Historical Timeline

15 Aringay National High School February 26 – 27, 2018 This tool uses to identify all the events that have significantly influenced the growth and development of the school. It also uses to get an insight into past events and what changes have occurred overtime and to gain understanding of the present situation of the community and casual link between past and present in terms of health issues. It is also help to gain an understanding of how things may continue to change in the future and to make people aware of changes and present perceptions. The participants were asked to look back years before and recall events that have had good and bad impacts on the school then write down on a matrix. This activity was done by a group simultaneous with groups doing the Venn diagram and Stakeholders Analysis. (Please find picture of the Historical Timeline attached in annexures.)

iii. Seasonal calendar This tool is to find out what activities take place in different seasons and to look for people’s workload at different times of the year. It is also use to determine variations in availability of resources, and to examine the relationship between climate, natural disaster and health problems on school level and also to aid in the planning and timely implementation of DRR activities. This tool portrays the difference on the activities of the school from both the past and the present. This tool requires to answer and identify all the activities of the following indicators to show differences: 1) Climate; 2) Hazards; 3) Health Problems; 4) Livelihood Activities; 5) Health Activities; 7) Religious Activities; and 8) School Income. However, Aringay National High School do not consider its past activities since the it only existed for less than 30 years in service. The outcome of the seasonal calendar made by the participants are as follows: Climate: ANHS’s weather for the months of January and February, it experiences windy and partly sunny. Upon approaching summer, March up to June, the school is experiencing extreme heat (sunny). However, by the month of April, there are times that it is raining. From the months of July to October, typhoons or the wet season is experienced. Nevertheless, there are times that the school experience partly sunny weather during these months. November to December, partly cloudy and partly sunny is experienced. Hazards: All year round, from January to December, the school identified and posted that Earthquake is their hazard. It is due to the uncertain occurrence of this hazard. People do not know when and where would this occur. While June to November, the normal rainy season, the school risks on typhoons. Since typhoons could cause uncertain events that may destruct some the operation of the school. Landslide was also identified as secondary hazard of the two previously identified hazards. Health Problems: As shown on the calendar above, almost all of the health problems present are the same similar in every month. Diarrhea, fever, cough and colds are the normal health problems present in the school for the whole school year. However, sore eyes occur during the months of April and May where extreme heat is experience by the school as shown on the indicator climate. Asthma was also identified as one of the experienced health problem in the school. There were also cases of dengue on the teachers and students that was acquired from outside the school. 16 Aringay National High School February 26 – 27, 2018 Livelihood Activities: The school canteen and the gulayan sa paaralan are the main source of livelihood of the school which could help in the expenses of the school. School’s main livelihood is the school canteen. It operates from the start of the school year up to the end, even after the school year, April to May. While, gulayan sa paaralan is functional from June to December of the current school year. Harvests from the garden helps also to serve the beneficiaries of the school’s feeding program which ensures that they are served with healthy and nutritious foods. In excess of the harvests is offered for sale. Health Activities: During the first month of the school year, there were a weighing of students (Body Mass Index) for the monitoring of the students’ development. In addition, during June and July, there was also a vaccination activity given to students. However, if there were many students to be given with this service/activity, vaccination is extended up to August. Deworming activity was conducted also during the months of July to August. Feeding Program of the school starts from July until December to ensure that the beneficiaries and students are given and served with healthy and nutritious foods. A feeding for outreach program was also conducted by the school every December of the school year. Further, a fogging every semester was also made on January and June. Another, a campaign activity for Anti-dengue and Dengue awareness was conducted on the months of August, October, January and March. A DepEd mandated annual medical and dental check- up was also made. There was also a clean-up drive during September to October and a quarterly coastal clean-up drive as part of their community service. The school was also participating during the Blood Letting Activity initiated by the Local Government Unit of Aringay, La Union. Social Activities: ANHS celebrates the Valentine’s Day every February and Recognition of students every April of the school year. Through a culminating program, the school celebrates the Nutrition month every July and the World Teachers’ Day from September to October. In June, the school also celebrating the Independence of the country. And further, during December, the school have an activity on the Christmas Party and prepares to join their Municipal/Town Fiesta. In addition, a Leadership Development Program Training and Camp was also initiated by the school every November. A Seniors’ Ball was conducted on November and Juniors’ Ball was conducted on November. There was also Training and orientation regarding Disaster Risk Reduction and Management every July and a Gender and Diversity Training on October and December. Religious Activities: As shown on the seasonal calendar made by the participants, the school conducts a monthly mass during the first Friday of the month starting from the start of the school year, June, up to the end of the academic year, March. Students were also participating on a Spiritual Formation or recollection every February or March. School Income: The result of this indicator presented are based on the assessment made and agreed by the team participated during the VCA process. It was said that the school has a medium amount of income from January until December. (Please find picture of Seasonal Calendar attached in annexures.)

iv. Venn Diagram

17 Aringay National High School February 26 – 27, 2018 This tool is used to identify various types of support available to people which can gradually help to build up local capacity and government institutions, organizations, sectors and other volunteer groups affiliated within the school with a capacity to contribute to the implementation of DRR and health programs. The group was instructed to write the listed agencies and organizations on pre- cut circle papers with different sizes relative to their support in terms of activities or finances to the school. The bigger the circle, the more activities and/or support the agency or organization is providing the school. In terms of the distance per circle, the closer the two circles are, the stronger the linkage or coordination with each organization or agency. Circles that overlap each other mean that the organizations/agencies have the same project/program implemented in the school. Circles found outside the school circle means that those are the groups who are already inactive and those circles found inside the school circle are the organizations or agencies that are still active in the school.

Aringay National High School identified helping organizations within or outside the school. 13 organizations were identified that are helping the school with or without a disaster od crisis. Identified organizations are as follows: 1) Health Center, 2) Bureau of Fire Protection, 3) Philippine National Police, 4) Barangay Poblacion, 5) Local Government Unit of Aringay, 6) ANHS Parent Teachers’ Association, 7) Supreme Student Government, 8) Donors from Abroad and others, 9) ANHS Alumni, 10) Municipal Officials of Aringay, 11) School Clubs such as Yes-O and mother clubs, 12) Department of Education, and 13) Faculty and Employee Association. As shown in the Diagram below, five (5) organizations that have the closest proximity with that the circle representing SRES. These organizations namely:

18 Aringay National High School February 26 – 27, 2018 Name of Organization Contact Details Type of Support PTA 0999-828-9018 Projects for the entire school and classroom projects SSG 0917-711-1640 Provide seminars/ Adviser lectures for students specially on Leadership program School Clubs Yes-O and Mother Clubs DepEd DepEd Division Superintendent FEA Gift giving Further, there are seven (7) organizations identified to be in line or in the boundary of the school in terms of their closeness; Name of Organization Contact Details Type of Support Health Center 0949-155-8357 Medicines, Immunization (Vaccine), medical & dental check-up for athletes, emergency response BFP (072) 616-4103 Give information/video presentation/lectures/fire and earthquake drills Routine check and wire inspection every month of May PNP 0998-967-3032 / Give lectures on Bullying 0926-616-8181 and rescue operations Barangay Officials of 0919-579-2203 (Captain) Give inspiration, and give Poblacion financial support sometimes Provides security during school activities and programs; Barangay ordinances Municipal LGU of 0998-793-5659 Give information on Aringay typhoon updates, provides financial support and gift giving for charity ANHS Alumni 0929-432-1918 Donate Projects Municipal Officials (072) 607-9531 Mayor’s Financial support and Office during meetings they have (072) 607-1556 SB Office representative to update or inform the school for their help. They also help during school activities. As can be seen on the output above, there is one organization found outside the premise of the school which is the Donors coming from abroad and other stakeholders of the Aringay National High School. These donors provide financial support, projects, donations in kind such as fans in the classrooms and offices.

19 Aringay National High School February 26 – 27, 2018 v. Risk and Resource Mapping Risk and Resource Mapping is a tool used to provide a general picture of the main physical and social features of the school; to indicate existing natural and anthropogenic resources in the school; to show where hazards or risks are present and the location of vulnerable areas; and to allow visual comparison of information and understand the relationships among the different school conditions. There are 3 overlays on this map: 1st is the spot/base map wherein all infrastructures and different facilities (classrooms, stage, hand washing area, destroyed facilities), recreational area, natural environment, accessibility, and others, are identified; 2nd is the hazard overlay, with the use of a plastic cover, wherein different hazards (hydro meteorological, geological, meteorological, and human-induced) are identified; and the 3rd, still with the use of a plastic cover, is the resources/capacity overlay wherein all identified resources in terms of manpower, materials, structures, and others are identified. (Please find picture of spot map, hazard overlays and capacity overlays attached in annexures.)

B. Participatory Data Analysis i. HRVC Matrix HRVC Matrix is used to summarize all the information collected during the data gathering. It also initiates and facilitates the pre-analysis of data gathered by the VCA team prior to the actual analysis in the school. It is also enable the VCA team to crosscheck the data gathered vis-à-vis the information collected from the secondary data review. Participants identified the five (5) main hazards that the school experienced and might experience. They came up with earthquake, landslide, typhoon, fire and air pollution. With the participation and efforts of the participants, they were able to identify the school’s risks on earthquake. Damage to properties specifically the buildings, covered court/pavilion, and other school assets that may be affected. The school’s location is the primary vulnerability which makes the school more vulnerable. The location of the buildings built and the improper storage area for other school properties are the weakness of the school. However, the school have an inspection team and maintenance team that helps the school to prepare and cope with the hazards. Next, the injuries or death of teachers, students, and all other school personnel due to the possible effect of the hazard. Students and personnel do not have trainings, have an insufficient DRR materials to mitigate and prevent further impacts of the hazard. The attitudes and behavior of every individual also contributes to the susceptibility of the school. The old and weak foundation of most of the buildings also are considered as a weakness of the school. However, they have DRR team, school nurse and first aiders that could cater probable casualties. Another, the operation of work is also at risk. Learnings to be delivered and acquired by the teachers, students, other personnel and the teaching schedule is affected. Attitudes and behaviors makes them more susceptible. However, the Local Government Unit (LGU) of Aringay and Department of Education (DepEd) supports the school in times of emergencies. Lastly, the earthquake could give a psychological impact or trauma to the teachers, students,

20 Aringay National High School February 26 – 27, 2018 and other personnel present at the school. Nevertheless, the school’s guidance counselor and adviser are willing and able to help to support the affected students, teachers and other personnel. Due to the location of the school, it cannot deny that it is exposed to the hazard landslide. The properties specially the buildings, concrete fences and other school assets inside or outside of a classroom is at risk. One vulnerability is because of the location of the school itself and the buildings which are built beside the mountains. However, it was said that they have an inspection team that helps the school monitor condition of the school. The teachers, students and other school personnel are also subjected to injuries or death when a landslide come. It may be due to the lack of information campaign by the school. Nevertheless, they have the school’s DRR team, school nurse and trained first aider to help. Next identified hazard is typhoon. The school risk on the damage to their properties (buildings, roofing, and other school assets) that could lead by the hazard. The location of the school is a vulnerability with the type of the constructed buildings. Some of the buildings are old and somehow weak that could not tolerate effects of typhoon. Tall trees were also situated nearby classrooms that can cause the damage to the roofing of classrooms. Injuries and/or death caused by this hazard to the teachers, students and other school personnel is a risk of the school since buildings were situated in a non-even surface, old and weak. Classes or to the operation of work is also be affected since buildings, the covered court/pavilion, other assets of the school, teachers, students, other school personnel and the schedule of teachers are also affected. However, by this, the LGU Aringay and the DepEd always are supportive to the school. Another, the school also risk on fire. Possible damage to the school properties and the injuries/death (teachers, students, all other school personnel) are at risk. The school’s insufficient fire equipment such fire extinguisher, faulty wiring, overloading sockets and buildings with substandard materials that can easily be burned are the identified vulnerabilities of the school which decreases the capacity of the school to cope with the hazard. However, the presence of the school’s early warning system, fire exits, DRR team, first aider, and a support from the Bureau of Fire Protection (BFP) capacitates the school. Lastly, the problem on Air Pollution due to the improper disposal from the neighboring organization. Teachers, other school personnel and the students may acquire diseases due to this air pollution. The unfinished drainage system started by the RTS and the lack of cooperation and action of the neighbors makes the school vulnerable. Though, it is still capacity of the school the existence of the school’s inspection team, PTA officers, school nurse and the faculty. Another, due to the unfavorable air condition, there is a non-conducive learning environment for the students and the teaching staffs. It is due to the improper sanitation, behavior and attitudes of some students and neighbors. (Please find picture of HRVC matrix attached in annexures.)

ii. Pair Wise Ranking

21 Aringay National High School February 26 – 27, 2018 Pair-Wise Ranking give an overview of the scope and impact of issues through guided comparison and to be able to prioritize the issues that the school may want to address due to its high exposure.

Based on the HRVC Matrix tool, there are five (5) main hazards enumerated that mostly experienced by the school and might may experience in the future. These hazards are as follows; 1) Typhoon; 2) Fire; 3) Landslide; 4) Air Pollution and 5) Earthquake. Through the active participation and efforts exerted by the participants, the Pair Wise Ranking analysis tool was able to finalized, validated and presented. It was with the use of the four (4) criteria that help the team identify their priority hazard which are Criteria 1) number people likely to be affected; 2) geographical area likely to be affected; 3) severity of impact and 4) frequency of hazard. As result of the output, hazards earthquake is in rank #1 with total points of 14 from the combination of the results in the 4-criterias. It was followed by typhoon which has 13 points, ranked #2. Rank #3 was the air pollution with six (6) points. As shared, garbages/wastes from the RTS of the PNP was not properly disposed causing a bad smell going to the school. Hazards fire and landslide are the 4th and 5th rank respectively.

iii. Risk Matrix This tool used to prioritize the identified risks associated with the chosen hazard and to assist to identify practices and interventions that can help the school be better prepared for future disasters. It also helps to assess the probability that an identified risk would happen and what’s effect. The combination of both likelihood and impact determines the overall risk.

22 Aringay National High School February 26 – 27, 2018 Risks assessed in this tool was based on the result of the latter analysis tool, Pair Wise Ranking. Hazard earthquake is the top priority hazard that showed up on the tool that is made by the participants. Risks used are came from the HRVC matrix under the identified priority hazard. Risk Matrix’ result was as follows: 1) Damage to Properties due to Earthquake was said to be high risk since it is possible to happen and with a critical impact. 2) Injuries and Death due to Earthquake assessed to be very high risk since it is highly likely to happen with a severe impact. 3) Damage to Property due to Typhoon assessed to be high risk, which is highly likely to occur with a moderate impact. 4) Disturbance to the operation of work due to Earthquake assessed to high risk, since it is possible to happen with a severe impact. 5) Disturbance to the operation of work due to Typhoon assessed to be low risk, since it is likely to happen but with a least impact. 6) Psychological Impact due to Earthquake assessed to be moderate risk, since it is possible to happen and have a moderate impact in to the school. 7) Injuries and death due to Typhoon assessed to be low risk, since it is possible to occur with a minor impact. Thus, since the participants considered the top 2 hazards of the school in identifying the top priority risk of the school, seven (7) risks were considered and ranked using the Risk Matrix analysis tool. The tool shows that Injuries and Death due to earthquake is the priority risk of the school that is needed to address.

iv. Problem Tree Analysis

23 Aringay National High School February 26 – 27, 2018 This tool is used to show the underlying causes of risks and their impact, to analyze school’s exposure and vulnerability, and to facilitate understanding of the school’s need to address priority risks. The first part of the problem tree is identifying the root cause of having such main problem in the school, followed by recognizing vulnerabilities that result on the main problem. Afterwards, finding the primary and the secondary effect of having this main problem, Damage to Properties due to typhoon.

The figure above shows the result of the valuation of the school’s main problem, Injuries and death due to earthquake. And as shown, one of the causes of the injuries and death is the over populated.

v. Objective Tree Analysis This tool was described to the participants as the mirror image of the problem tree. Objective Tree is used to identify strategies for solutions in response to the problem tree analysis and to identify specific activities that will contribute to lessening vulnerabilities and increasing capacities. Parts of the objective tree on the lower portion are the capacities and activities that will address the problem and 24 Aringay National High School February 26 – 27, 2018 vulnerabilities and on the upper portion are the expected outputs. The participants were asked to identify activities that could address the vulnerabilities and problems identified in the problem tree. The image below presents the objective tree analysis of the school. It is the solution to the main problem identified.

25 Aringay National High School February 26 – 27, 2018 V. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS A. People and Well-Being Based on the result of the seasonal calendar made, most of the health issues experienced by the students are depending on what is the weather they are currently experiencing. During summer season or hot months (March to May), some of them are experiencing sore eyes. While, during the rainy days starting from June to December they experience fever, flu, cough and colds. However, there are several activities conducted to check and ensure the health of the students. Some of these are vaccination and deworming. They are also having a fogging activity to prevent from dengue issues. A feeding program also offered to the students needed to improve their health status. There is also gulayan sa paaralan to support the feeding program activity of the school to serve the below normal health status of some students. B. Further, there are also gendered comfort rooms in every building of the school.

C. Self-Protection For the awareness of the students regarding earthquake, the school is conducting and participating in the implementation of the National Simultaneous Earthquake Drill (NSED). It is for the students to be informed on what to do before, during and after an earthquake hits the area for their own safety. There was also an integration of Disaster Risk Reduction and Management in the science subjects of the students below senior high school while, a separate curriculum/subject on DRRM is offered to the senior high school students. Another, the teachers/focal teachers were also given training such as the School-based Disaster Risk Reduction and Management Training (SBDRRMT), Occupational First Aid and BLS CPR/AED Training (OFAT) and Council Management Training (CMT).

D. Social-Protection Aringay National High School (ANHS) is the sole public secondary school situated in the heart of Aringay, La Union, with a distance of 500 meters from the National Highway. Its immediate neighbor and landmark for direction is the Philippine Public Safety College – Regional Training Center 1, the training school for aspiring police officers in the entire region. Learning facilities like computers and laboratories are present but needs upgrading and/or enhancements in the school. It has a total of twelve (12) functional computer sets at the computer laboratory. Science Laboratory has limited function for it has been converted into a regular classroom as well as the TLE laboratory. The school library houses various books used for academic purposes like the textbooks in all subject areas and some for pleasure like educational magazines and the like. It has updated editions of books intended for students researches. The school also has internet access through its Internet Service Provider (ISP) which are the SMART Telecommunications and Philippine Long-Distance Telephone Company (PLDT). With routers, the principal’s office and the entire school is Wi-Fi enabled. In 26 Aringay National High School February 26 – 27, 2018 addition, more internet routers are installed for the purpose of the Educational Reinforcement Under Digital Instruction Through E-Learning (ERU-DITE) Project of the school. Water, Sanitation and Hygiene (WASH) Facilities are adequate as the school has its main source of water that is capable of supplying the need of the entire school. There are two (2) handwashing facilities with washing paraphernalia. Comfort rooms are present in all classrooms excluding three (3) for reasons that CR projects could not be put up due to area constraints for the septic tanks.

E. Governance Aringay National High School is headed by the principal, Ms. Adela C. Libunao, supported by its department head teachers and other teaching staffs.

Trained focal teachers on Disaster Risk Reduction & Management are:  Mr. Teodoro Olinares  Mr. Regie Tactay  Mr. Lusito Ferrer Trained focal teachers on First Aid BLS CPR/AED are:  Ms. Nedel Joyce Christine Libunao  Ms. Luzviminda Dulay  Mr. Regie Tactay Oriented focal teacher on DepEd School DRRM Manual:  Ms. Nedel Joyce Christine Libunao  Mr. Regie Tactay

27 Aringay National High School February 26 – 27, 2018 VI. GENERAL RECOMMENDATIONS

The VCA results have shown both the strengths and the weakness of the school thus the following recommendations are cited.

o Obstruction. Slippery pathways. It is advised to repair the pathway or exits for mobility and accessibility exit routes during disaster. o Strict Monitoring. Conduct of drills and implementation of the different programs initiated by the school should be taken seriously and strictly monitored to make sure it is followed and implemented for the safety of all. o Inspection. It is deemed necessary for school structures to be checked. Invite municipal or DepEd engineers for building inspections. Include also BFP inspectors for the electrical wiring in every room. o Exit Gates. Additional exit gates are recommended due to huge number of pupils. Identified exit gates are narrow that need to be rehabilitated to avoid further accidents during emergencies. o Presence of Fire Extinguisher. There is a need for additional fire extinguishers are needed for each building. o Orientation/Re-echo sessions. Conduct orientation and re-echo sessions to disseminate information about disaster preparedness to equip the school staff, pupils, community and other stakeholders. o Consider and include the assessment result in the formulation of the School-based Disaster Risk Reduction and Management Plan (BDRRMP) o In preparation of the SBDRRM Plan, participatory approach should be done to accumulate, include and address others’ concerns and ideas. o Disseminate assessment results for the awareness of all the school constituents including parents for them to be mindful of the school’s situation o Continue capacitating the school and monitor progress. o Further assessment should be done for continuous improvement of the school.

However, the following are recommendations based on the outcome of the VCA assessment conducted: TYPHOON  Formulation of Early Warning System.  Maintenance of school properties specially buildings.  Constant supervision or inspection of the school custodian on the school properties.  Increase the awareness and initiative of the school in preparing for any hazard.  Participate in trainings and seminars relating to disaster risk reduction and preparedness.

28 Aringay National High School February 26 – 27, 2018  Strengthen partnership with Local Government Unit and other stakeholders.  Regularly check on the branches of trees if in need of pruning. EARTHQUAKE  Formulation of Early Warning System.  Maintenance of school properties specially buildings.  Regularly check on the branches of trees if in need of pruning.  Continue participating and conducting the National Simultaneous Earthquake Drill. FIRE  Repair of some old structured buildings.  Install fire extinguishers in every building.  Conduct fire drills with cooperation of other stakeholders especially BFP.  Continue strong collaboration with the BFP.  Conduct inspection of the electrical wiring in every building for assurance. LANDSLIDE  Construction of ripraps from the mountain to protect buildings near buildings. AIR POLLUTION  Continue and finish the construction of the unfinished drainage system.  Practice the Proper Waste Disposal and/or use Material Recovery Facility.

29 Aringay National High School February 26 – 27, 2018 VII. CHALLENGES AND LESSON LEARNED

Being part of the team is both an honor and a sacrifice. Honor, because it feels good when you have the chance to help and serve the community. Sacrifice in the sense that there are things that need to be prioritized and some things to be set aside. o Commitment - Complexity of trainings, seminars, activities and reports are the ones that may cause someone to withdraw membership from the program. However, it’s the passion which keeps us moving forward to complete each challenge (activity). o Teamwork- There goes a saying, “Two heads are better than one.” This program works because of the team’s effort and not by a single person. o Volunteerism – This is what the program is all about. It’s rendering services for no financial gain but still working for the benefit and welfare of others. o Consistency – The efficacy of the program lays on how consistent the members are and not on the plan it. Each member has his own task to accomplish and is expected to do his work consistently. Challenges Actions Taken Best Practices Recommendation Short time for the Maximize time Time Conduct VCA data VCA Data through Management to gathering and analysis gathering and grouping of achieve goals more than 2 days analysis participants LESSONS LEARNED The trainings that were provided by the PRC (Project) in the identified focal teachers and focal students give them a good foundation for the planning and proper implementation of DRR in their school. Being part of this project we experience many challenges and had taught us to be committed and continue in serving humanity.

30 Aringay National High School February 26 – 27, 2018 VIII. ANNEXES

Annex 1: Participatory Data Gathering and Analysis Phase

1.1 Transect Walk

1.2 Historical timeline

31 Aringay National High School February 26 – 27, 2018 1.2 Historical Timeline

1.2 Historical Timeline

32 Aringay National High School February 26 – 27, 2018 1.3 Seasonal calendar

1.4 Mapping: Spot Map

33 Aringay National High School February 26 – 27, 2018 1.4.1 Hazard Overlay: Earthquake

1.4.2 Capacity Overlay

34 Aringay National High School February 26 – 27, 2018 1.5 Venn Diagram

1.5.1 Venn Diagram table

35 Aringay National High School February 26 – 27, 2018 1.6 Hazard, Risk, Vulnerability and Capacity Assessment Matrix

1.6 Hazard, Risk, Vulnerability and Capacity Assessment Matrix

36 Aringay National High School February 26 – 27, 2018 1.6 Hazard, Risk, Vulnerability and Capacity Assessment Matrix

1.7 Pair Wise Ranking

37 Aringay National High School February 26 – 27, 2018 1.8 Risk Matrix

1.9 Problem Tree Analysis

38 Aringay National High School February 26 – 27, 2018 Objective Tree Analysis

39 Aringay National High School February 26 – 27, 2018 Annex 2: VCA Action Plan

Aringay National High School February 26 – 27, 2018 41 Aringay National High School February 26 – 27, 2018 42 Aringay National High School February 26 – 27, 2018 43 Aringay National High School February 26 – 27, 2018 Annex 3: SCHOOL IMPROVEMENT PLAN

44 Aringay National High School February 26 – 27, 2018 45 Aringay National High School February 26 – 27, 2018 Annex 4: SCHOOL DISASTER RISK REDUCTION & MANAGEMENT COMMITTEE AND ITS CORE FUNCTIONS

The School Disaster Risk Reduction and Management Team facilitates the harmonization of various efforts of DRRM in Education, externally and internally. The team should ensure the engagement of various DepEd offices, relevant government agencies, and education partners in building resilience and coordination among stakeholders. Ensures the availability of validated education information and monitoring and evaluation (M&E) results which could expand the analysis on various vulnerabilities of DepEd schools, personnel and students and how DepEd programmatically responds to DRRM issues and concerns. It should ensure that weather advisories and emergency updates are communicated to and from field offices and that immediate and appropriate feedback is provided. M&E also tracks the actions taken, support services provided to affected areas and interventions from other government agencies and education partners. Focuses on systems, standards, and processes that should be established to improve the implementation of DRRM in Education and ensure education in emergency interventions are appropriately implemented (e.g. psycho-social support, temporary learning spaces, ensuring protected and safe spaces for children, reunification). Ensures the availability of resources and/or interventions to support affected areas and establish the mechanism to guide education partners in channeling their assistance during disaster response and recovery.

46 Aringay National High School February 26 – 27, 2018 Annex 5: ACTION PHOTOS

ACTUAL VULNERABILITY AND CAPACITY ASSESSMENT IN SCHOOL

47 Aringay National High School February 26 – 27, 2018 ACTUAL VULNERABILITY AND CAPACITY ASSESSMENT IN SCHOOL

48 Aringay National High School February 26 – 27, 2018 SCHOOL-BASED DISASTER RISK REDUCTION AND MANAGEMENT TRAINING (3 days)

49 Aringay National High School February 26 – 27, 2018 PLANNING WORKSHOP FOR CURRICULAR & EXTRA CURRICULAR ACTIVITIES (1 day)

50 Aringay National High School February 26 – 27, 2018 OCCUPATIONAL FIRST AID BLS & CPR/AED TRAINING (2 days)

51 Aringay National High School February 26 – 27, 2018 ORIENTATION OF SCHOOL BASED DISASTER RISK REDUCTION AND MANAGEMENT MANUAL (1 day)

52 Aringay National High School February 26 – 27, 2018 COUNCIL MANAGEMENT TRAINING (2 Days)

53 Aringay National High School February 26 – 27, 2018 Annex 6. List of Focal Teachers

FOCAL TEACHERS No. Surname First Name M.I. 1 Libunao Adela C 2 Libunao Nedel Joyce Christine C 3 Tactay Regie P 4 Olinares Teodoro S 5 Ferrer Lucito G 6 Dulay Luzviminda V

54 Aringay National High School February 26 – 27, 2018