Prepared by:

ROSE ANN B. FABILA Chapter Project Coordinator PRC – GRC ACRONYMS AND ABBREVIATIONS

PTA - Parent- Teacher Association DepEd - Department of Education SSG - Supreme Student Government LGU - Local Government Unit MDRRMC - Municipal Disaster Risk Reduction Management Council RHU - Rural Health Unit BFP - Bureau of Fire Protection DSWD - Department of Social Welfare & Development DOH - Department of Health PAGCOR - Philippine Amusement and Gaming Corporation PNP - Philippine National Police DPWH - Department of Public Works and Highways HRVC Matrix - Hazard, Risk, Vulnerability, Capacity Matrix Table of Content I. ACKNOWLEDGEMENT 5

II. VULNERABILITY CAPACITY ASSESSMENT (VCA) AREA A. Place and Time of the VCA 6 B. Name of School 6 C. Date of VCA Activities 6 D. Background Information (Geography and Topography) 6 E. History and Legend of the School 6 F. Vision & Mission of the School 6 G. School Structure 7 H. School Census 11 I. Infrastructure, Basic Services and Utilities 12

III. VCA OBJECTIVES AND METHODOLOGIES A. Primary Objectives 12 B. Specific Objectives 12 C. Methodology 13 i. Preparation 13 ii. Initial Preparation and Coordination 13 iii. Collect and Review of Secondary Data 13 iv. Coordination / Stakeholders Meeting 13 v. Capacity building & VCA Team 13 vi. Planning for the field work 13 vii. Participatory Data Gathering 14 viii. Hazard-Risk Orientation 14

IV. PROCEEDINGS A. Participatory Data Gathering Phase 14 i. Direct Observation and Transect Walk 14 ii. Historical Timeline 14 iii. Venn Diagram 16 iv. Risk and Resource Mapping 17 B. Participatory Data Analysis i. HRVC Matrix 17 ii. Risk Matrix 18 iii. Pair-wise Ranking 18 iv. Problem Tree Analysis 19 v. Objective Tree Analysis 19

V. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS A. People and Well-Being 21 B. Self-Protection 21 C. Social-Protection 21 D. Governance 21

VI. GENERAL RECOMMENDATION (BASED ON FINDINGS) 21

VII. CHALENGES AND LESSON LEARNED 22

Tagudin National High School VIII. ANNEXES Annex 1. Participatory Data Gathering Phase 1.1 Historical Timeline 23 1.2 Venn Diagram 23 1.3 Mapping 1.3.1 Spot Map 24 1.3.2 Capacity Overlay 24 1.3.3 Hazard Overlay 24 Annex 2. VCA Action Plan 25 Annex 3. School Improvement Plan 26 Annex 4. SDRRM Committee and Job Description 27 Annex 5. Action Photos 28 Annex 6. List of Focal Teachers and Students 29

Tagudin National High School I. ACKNOWLEDGEMENT

The Philippine Red Cross (PRC) is an international humanitarian organization that provides assistance and protects the life and health of the victims of disaster and armed conflict. PRC is a voluntary, independent and autonomous non-governmental society auxiliary to the authorities of the Republic of the . Communities and Schools (elementary and high school) are benefited with the services of the organization. The following are the seven (7) major services of the PRC: o Volunteer Service o Disaster Management Service o Safety Service o Welfare Service o Health Service o International Humanitarian Law (IHL) o National Blood Service

Tagudin National High School School is one of the beneficiaries of the project that was being implemented by the Philippine Red Cross – Chapter entitled “Empowering the Philippine Red Cross (PRC) and their chapters, communities and government institutions to consolidate and replicate inclusive community-based disaster risk reduction in seven provinces in the Philippines” supported by the German Red Cross (GRC) and the German Ministry of Economic Cooperation and Development (BMZ) through the Community-Based Disaster Risk Reduction Management (DRRM) Project. It was a good opportunity for the school to be part of this project wherein we will be able to stand alone when a disaster or calamity comes.

The project provides the teachers training/seminars, tokens for the students who participated in the activities of the project, a medical kit for first aid, insurance and many more that the can use to be more mature, prepare and aware of any calamities. It is a big help in improving our facilities. And we are grateful for the help that the PRC provides in our school with their active workers.

Thank you and more power.

Tagudin National High School II. VCA AREA

A. Place and Time of the VCA Region: I Province Ilocos Sur Municipality: Tagudin : Quirino School: Tagudin National High School

B. Name of School The name of the school is Tagudin National High School.

C. Date of VCA Activities The Vulnerability and Capacity Assessment was conducted on March 2018.

D. Background Information Tagudin National High School is located at Barangay Quirino, Tagudin, Ilocos Sur.

E. History and Legend of the School Tagudin High School was established on the year 1916 to cater the educational needs of the local populace of Tagudin. On the year 1930, the school was relocated at Barangay Quirino. THS changed its name several times from Tagudin Provincial High School, TGCHS, ISPC then ISPSC until the year 2000 where it was finalized to Tagudin National high School. Senior High School was added to the curriculum on the year 2016. As years passed by, different infrastructures were constructed to cater the needs of the students.

F. Mission and Vision 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, community and other stakeholders are actively engaged and share responsibility for developing life-long learners.

VISION We dream of Filipinos who passionately love their country and whose competencies and values 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.

Tagudin National High School G. School Structure Faculty and Staff S.Y. 2017- 2018

JUNIOR HIGH SCHOOL ADMINISTRATION

June C. Racca Principal IV

Elmer S. Belmonte Victor B. La Madrid Mario R. Fangon Guidance Counselor III Librarian III Supply Officer

Felimar L. Lutchina Shirley U. Neri Lea Mae R. Soriano Nurse II Admin Assistant III Admin Assistant II

Oscar Lemi Jeffrey B. Lorenzana Roger Lascota Admin Aide I AA. Job Order AA. Job Order

Tirso L. Javier Rhandy Labiano Julius Sumbad Security Guard Guard Job Order Guard Job Order

Junior High School Faculty- Filipino

Maricel L. Acosta Merlina B. Alipio Daniel C. Acosta Head Teacher I Master Teacher I Teacher I

Marlene A. Blanco Gemma B. Capistrano Valentina L. Coyepyep Teacher I Teacher I Teacher I

Julie Ann V. Domingo Iris Joy B. Perez Danilyn A. Tan Teacher I Teacher I Teacher I

Catherine R. Bolinas June M. Lobendino Digna J. Susa Teacher II Teacher III Teacher III

Junior High School Faculty- Science

Edgar D. Llanes Romeo M. Cortez Melinda L. Aguilar Head Teacher III Master Teacher I Teacher I

Princess Mae S. Balce Jacqueline V. Lagrana Marina L. Manzano Teacher I Teacher I Teacher I

Asela L. Sawali Myrna M. Acance Golda R. Alquiza Teacher II Teacher III Teacher III

Sheila B. Castro Marcel R. Laranang Norberto S. Nuto Teacher III Teacher III Teacher III

Elizabeth J. Ogale Elvina R. Pagaduan Leonilda L. Ugma Teacher III Teacher III Teacher III

Tagudin National High School Junior High School Faculty- Math

Anastacia Proserfina L. Castro Alan D. Lardizabal Rachelle L. Acosta Head Teacher III Master Teacher I Teacher I

Raquilio Samuel A. De Polonia Jr. Joey G. Barnachea Lenlen V. Ancheta Teacher I Teacher I Teacher I

Mark Ray S. Laberinto Christy L. Lafuente Noemi L. Lapios Teacher I Teacher I Teacher I

Ofelia L. Lumbiana Marlee C. Manzano Marilou T. Taasin Teacher II Teacher II Teacher II

Sherly L. Lacasandile Gaudelia L. Urbano Teacher III Teacher III

Junior High School Faculty- TLE

Josephine R. Lorenzana Jimleo T. Tagayuna Narel B. Anawid Head Teacher III Master Teacher I Teacher I

Marvin A. Antonio Kenneth L. Ayson Sharon Ruth M. Comila Teacher I Teacher I Teacher I

Irene A. Labador Ana Mae O. Lucina Sharon B. Mina Teacher I Teacher I Teacher I

Emely D. Olarte Jenny Lynn L. Flores Maelanie L. Macusi Teacher I Teacher III Teacher III

Junior High School Faculty- MAPEH

Imelda G. del Rosario Maria Victoria L. Andaya Nathaniel L. Gines Master Teacher III Teacher I Teacher I

Peejay M. Lacasandili Rica P. Lardizabal Julie Pearl A. Lazo Teacher I Teacher I Teacher I

Jonathan S. Quines Christian Rey R. Ricarze Delmark A. Villanueva Teacher I Teacher I Teacher I

Felimon S. Fajardo Jr. Maricel L. Musni Teacher III Teacher III

Tagudin National High School Junior High School Faculty- English

Imelda C. Fernandez Kristalyn Jane R. Cabradilla Head Teacher I Master Teacher I

Arlene B. Elefante Angelyn E. Fernandez Emelita E. Dauz Teacher I Teacher I Teacher I

Analiza G. Gray Alma Judilyn S. Lallana Jenefer L. Gavina Teacher I Teacher I Teacher I

Leah D. Montilla Regie D. Mosuela Charilene A. Terre Teacher I Teacher I Teacher I

Karrina June A. Panelo Rowena M. Paro Francis Nereo B. Susa Teacher III Teacher III Teacher III

Junior High School Faculty- Araling Panlipunan

Renato O. Sagun Nancy A. Verzosa Head Teacher III Master Teacher I

Grace R. Belmonte Jasmin G. Licudine Maria Kristine L. Nazarro Teacher I Teacher I Teacher I

Rosalyn V. Peralta Rhodalyn B. Jallorina Jessie L. Macusi Teacher I Teacher II Teacher II

Jeffrey G. Licudine Gloria A. Ninobla Apolinario D. Salgado Teacher III Teacher III Teacher III

Junior High School Faculty- Edukasyon sa Pagpapakatao

Velina P. Bandoy Rowena D. Betonio Smith F. Ponce Teacher I Teacher I Teacher I

Lhea S. Sahonia Mylene Grace L. Villanueva Consilia L. Malamion Teacher I Teacher II Teacher III

Tagudin National High School SENIOR HIGH SCHOOL ADMINISTRATION

Maxilinda Jelly P. Quiton Assistant School Principal II

Florimay R. Lobendino Eunice Katreen R. Alcedo Janie Ivarone L. Lucero Admin Officer II Admin Assistant II Registrar I

Jerry Villarde Edward Lazo AA Job Order Guard Job Order

Senior High School Faculty

Jocelyn A. Bayuga Emmanuel Fabro Irene A. Javillonar Master Teacher II Master Teacher II Master Teacher II

Lardie B. Lacasandile Rodolfo B. Ligawad Jr. Nancy N. Manzano Master Teacher II Master Teacher II Master Teacher II

Maricon Rona G. Abaya Augie Boy L. Lorenzana Daenine Keyth R. Garcia Master Teacher I Master Teacher I Teacher I

Rolly T. Abad Zina Arrdee D. Alcantara Victor B. Apostol Teacher II Teacher II Teacher II

Mark Allan T. Ballocanag Clark L. Benitez Ronalyn F. Bisquera Teacher II Teacher II Teacher II

Dennis G. Callueng Aaron Michael A. Defiesta Yumiko P. Galla Teacher II Teacher II Teacher II

Kristel E. Ganado Princess J. Hadap Jermie Anne L. Lacaden Teacher II Teacher II Teacher II

Mary Jane S. Lazo Apolinar S. Magsino Jaffar Israel G. Mariano Teacher II Teacher II Teacher II

Larry Mostoles Gemma L. Pagulayan Mark Alden M. Sabado Teacher II Teacher II Teacher II

Jocelyn H. Sarmiento Ralph Nicole A. Sevilla Rosalyn M. Soliven Teacher II Teacher II Teacher II

Myrna B. Tangonan Mac Domel L. Terre Marina M. Tudlong Teacher II Teacher II Teacher II

Junel B. Ventura Dan Joseph H. Vilog Teacher II Teacher II

Tagudin National High School H. School Census as of School Year 2018-2019

Grade Level Male Female Total Junior High School GRADE 7 341 284 625 GRADE 8 297 287 584 GRADE 9 286 296 582 GRADE 10 261 281 542 JHS TOTAL 1185 1148 2333 Senior High School

GRADE 11 300 320 620 GRADE 12 207 252 459 SHS TOTAL 507 572 1079

Grand Total 1692 1720 3412

Male Female Total Junior High School Teachers 20 62 82 Non- Teaching 8 9 17

Pupil-teacher Ratio 29:1

Male Female Total Senior High School Teachers 14 13 27 Non- Teaching 0 3 3

Pupil-teacher Ratio 126:1

Tagudin National High School I. Infrastructure School structures that serve as the focal point of services, assemblies, and other support and development found.

Name of Building Year Constructed Alumni building

Villanueva building

Medical and Dental Clinic

DepEd building

PAGCOR building 2000 to 2018 Senior High School building

Sports Center

Canteen

YECS

Administration building

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 Tagudin National High School in identifying existing vulnerabilities and capacities was improved. 2. The disaster risk awareness of the teachers and students 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, LGU, MDRRMC and PRC was strengthened.

Tagudin National High School 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. Internal Preparation and Initial Coordination The focal teachers together with PRC-GRC Staff prepared the work plan for the VCA with planned timeline followed by coordination. The focal teachers together with the PRC-GRC staff lobbied for the support of the activity by the DepEd Divisions Office (DO), MDRRMO, and LGUs resulting to the firm commitment for the activity.

iii. Collection and review of Secondary Data After coordinating with the School and Divisions Office, secondary data was gathered and reviewed. This was used to have an initial assessment and to have an idea in connection with the school status.

iv. Coordination Meeting / Stakeholders Meeting The stakeholder meeting was held on April 11, 2017 Max’s Restaurant, City and it was attended by two (2) Project Staff together with the OIC of Red Cross, representatives from the DepEd Division Office, and the focal Teachers from the different project schools whereby one attended from Tagudin National High School.

During the stakeholders meeting, best practices from Phase 1 was presented to give insight how the project will be implemented and to inspire the schools. They also presented how the process of VCA will be implemented, the target activities, and the roles and responsibilities of the stakeholders. Concerns and questions were answered and all the stakeholders together with all the focal teachers verbalized support to the activity.

v. Capacity Building of VCA Team Chapter Volunteers were oriented about the PRC-GRC Project and as part of this, they were trained regarding the Vulnerability Capacity Assessment. This orientation included the use of the VCA tools and activities.

vi. Planning for the field work Based on the VCA work plan, the team finalized schedule of the activity taking into consideration the availability of the focal teachers and the participating students of the school. Materials were purchased and transportation of the VCA team was arranged. PRC Chapter Volunteers who were oriented beforehand were the ones who facilitated the activity guided by the PRC-GRC Project Staff.

Tagudin National High School vii. 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.

viii. Hazards-Risks Orientation Understanding of hazard, risk, vulnerability and capacity between the focal teachers were explained. Hazard was defined as 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 risk and hazards in their school. The identified disasters are flood and typhoon.

IV. PROCEEDINGS

A. Participatory Data Gathering Phase

i. Direct Observation and 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.

Tagudin National High School has existing basic infrastructures. There are several buildings for both Junior High School and Senior High School. A basketball court is available in the school used during recreational activities. The stage and the flagpole are located next to the basketball court. A Clinic can also be found inside the campus to cater the medical needs of both teachers and students. To maintain cleanliness and orderliness, trash cans are situated on different parts, and there is also an MRF. There is also an available faucet and comfort rooms within the campus. For added safety and security, the school has concrete fence surrounding it, and there is a guardhouse near the gate. Lastly, there is an herbary put up by the teachers and students. Trees and plants are also available.

ii. Historical Timeline This tool use to identify all the events that have significantly influenced the growth and development of the school. It also use 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.

Tagudin National High School They were able to arrange the events chronologically, certain events, their impacts to the school, month and/or year of occurrence, the organizations and/or agencies involved and a few lessons learned.

DATE EVENT IMPACT ORGANIZATION REMARKS

Department of Public Solved The beacon of Tagudin High School Instruction. education 1916 knowledge in the was established. Group of leaders from problem in the North. certain forms. locality.

THS was housed in a Department of Public Solved building made of The beacon of Instruction. education 1923 bamboo and nipa knowledge in the Group of leaders from problem in the located North of North. certain forms. locality. Tagudin Town Hall.

More classrooms. THS was relocated to Offered 4-year level Leadership of Don 1930 Brgy. Quirino, Independence of secondary formal Felipe Lorsozana Tagudin education

Tagudin NHS buildings and grounds Importance of 1946- School/ Classes Politics and other were utilized as intact in one 1947 were held at TCS group of leaders garrison during the place. Japanese era

School THS changed to 1947- Increase in Provincial readiness to Tagudin Provincial 1968 enrolment Government cater big # of High School population

TPHS changed to School Tagudin Greneral Provincial Gov’t, readiness to 1968 Wide linkages Comprehensive High DECS cater big # of School (TGCHS) population

Tertiary education School caters the people of readiness to 1995 TGCHS to ISPC CHED/ DECS Tagudin and other cater big # of neighboring town population

High School and School 1998 ISPC to ISPSC College Graduates CHED/ DECS readiness to were produced cater big # of

Tagudin National High School population

Lack of Stakeholders, Independently facilities, 2000 TNHS was established hardened Group of Teachers especially rooms

PTA, Barangay Clean and officials, Teachers and 2006 Typhoon Feria Flood/ damages Green Students

Damages to school PTA, Brgy. Officials, Clean and Typhoon Lawin Properties Teachers and students Green

2016 Preparation for Senior High School Increase in DepEd tertiary was established enrollment education

Construction of buildings -Alumni building -Villanueva building -Medical and Dental Clinic DepEd Rooms conducive -DepEd building for learning. PAGCOR 2000- -PAGCOR building Presence of Dental and Medical 2018 Senior High School PTA facilities. Needs building Nutritional Needs Other Stakeholders -Sports Center -Canteen -YECS -Female restroom -Administration building

iii. Venn Diagram 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 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

Tagudin National High School or finances to the school. The bigger the circle, the more activities and/or support the agency or organization is providing the school.

The black circle represents the school. All circles that were put inside the black circle are the organizations directly involved with the school. While the circles put outside the black circle are the organization found outside the school but still assist when needed. The Teachers, Alumni and PTA were put closest to the school because those are the organizations showing the biggest influence and frequently help. Other groups found inside the school are the SSG, Club Officers, LGU and the DepEd. Organizations found outside the school are the DOH, RHU, DPWH, MDRRMC, BFP, Barangay Officials, DSWD, 4P’s, PNP, PAGCOR, Parish, Philippine Red Cross and other NGO’s.

iv. 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.

Participants plotted out the school spot map of the area as the base map. It was then followed with the mapping of risks and resources using the plastic cover as overlays to the spot map for the identified hazards.

B. Participatory Data Analysis

i. HRVC Matrix HRVC Matrix used to summarize all the information collected during the data gathering. It also initiates and facilitates the pre-analysis of data gathered by the VCAA 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.

On the result, the main hazards or problems of the school are flood, typhoon, earthquake and accidents.

Tagudin National High School ELEMENTS AT HAZARD RISK COMPONENT VULNERABILITY CAPACITY RISK Chairs and Poor drainage Presence of tables system Drainage Information Roofs Low-lying Area Dissemination Damage to FLOOD Well-being Evacuation Properties Instructional Lack of area Materials Preparedness of Bayanihan the students and Teachers and teachers Two-storey students buildings Chairs and Bayanihan tables Old buildings Information Roofs Dissemination Damage to TYPHOON Instructional Well-being Lack of clearing Presence of Properties Materials materials First Aid Kit Presence of Trees Open Area Internet Computer

ii. 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. According to the HRVC matrix, flood has only one risk which are is damage to properties.

iii. Pair-wise Ranking 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. As a result the top in ranking is flood followed by typhoon, then earthquake, and the last is accident.

Tagudin National High School iv. Problem Tree Analysis 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, followed by recognizing the vulnerability that result on the main problem and finding the primary and the secondary effect.

Damage to properties due to flood

The participants identified the causes of the problem which includes the school’s poor Development Plan. There is a lack of drainage system and the canal is clogged because of the road widening being done. Another cause is the school’s geographical location which is near the creek and because it serves as a catch basin when there is flooding since it is found in a low-lying area. There is also a lack of information dissemination or sometimes the information from higher authority is delayed, no weather bulletin board and no internet connection in order to know about the upcoming weather condition. After coming up with the causes, the participants also determined the possible effects. When there is damage to properties, students are put at risk in going home and then there will be no classes because of the damaged classrooms. There will be additional works for both teachers, students as well as parents after the storm has gone. Debris can also be a possible breeding sites of mosquitoes which further causes mosquito- related diseases like dengue.

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 vulnerabilities and on

Tagudin National High School 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.

Prevent damage of properties due to flood

The main objective is to prevent damage to properties due to flood. They determined few activities and capacities to meet the desired goal including Tree Planting, proper waste disposal, putting up warning system or signage, awareness campaign, and to have a river wall.

If the goal is met through the identified capacities and activities, the damage to properties will be lessened. There will be trees to seep floodwater and helps prevent floodwater from further causing damage. It is also expected that there will be self-discipline among the students, and information will be disseminated easily if there is a warning system thus enabling the school to be prepared in times of disaster.

Tagudin National High School V. VULNERABILITY AND CAPACITY ASSESSMENT RESULTS

A. People and Well-Being The well-being of all the teachers and students is one of the component identified at risk when there is a disaster. The participants identified vulnerabilities which put them at risk such as their lack of preparedness therefore they make sure that there should be timely information dissemination. In the school, there are also low-lying areas where water can accumulate. This may worsen and can lead to flooding because of the poor drainage system. However, the school has been considered and is being used as one of the evacuation centers in Tagudin because of its two-storey buildings. The school also have a clinic and a school nurse to take care of the health needs of the teachers and pupils, and they have a First Aid Kit to be utilized whenever needed.

B. Self-Protection Damage to properties is the foremost risk that was identified by the participants during the VCA in the school. The roofs of their classrooms, as well as the chairs and table are damaged. The books and instructional materials can also be damaged if not kept in a safe place before the disaster strikes. Aside from the infrastructures, the plants and trees around the school will also be damaged. In order to be prepared so as to be able to protect themselves, there is an information dissemination among the students and teachers for them to be knowledgeable on what to do before, during and after disaster. They use their cellphones as an early warning device by using them to warn others through calls and texts.

C. Social-Protection Tagudin National High School is one of the secondary schools in Tagudin. Pupils enrolled came from different barangays with different socioeconomic background. The Barangay Officials from those communities the students are coming from are supporting the school activities and other needs. Aside from them, there is also the presence of other organizations that provides assistance to the school.

D. Governance Tagudin National High School is represented by one (1) focal teacher. The focal teacher had undergone seminars and training conducted by PRC.

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

. The focal teachers that were trained must re-echo sessions to disseminate information they have learned in their seminars. This is to equip also the other school staff especially on disaster preparedness.

Tagudin National High School . There should also be a considered budget for the repair or improvement of the drainage system of the school to help prevent water stagnation thus preventing also the occurrence of water-borne diseases.

VII. CHALENGES, LESSON LEARNED  Commitment and Volunteerism - All of us volunteer and staff are willing to take the risk just to finish activity and to meet the mission and vision of Red Cross. The span of work of each volunteer should not only be during the assessment period but until the end. The required attachments for the documentation should have been collected during the VCA period because some of them were still missing during the encoding period. The staff involved have to go back to the area to take the needed things.

 Teamwork- The team are sharing their ideas/knowledge and cooperating to each and every one. Supporting each other during the activity but we cannot deny that some times there misunderstanding on the team but it is part of our improvement.

 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.

Tagudin National High School VIII. ANNEXES Annex 1. Participatory Data Gathering Phase

1.1 Historical Timeline

1.2 Venn Diagram

Tagudin National High School 1.3 Map 1.3.1 Spot Map

1.3.2 Capacity Overlay

1.3.3 Hazard Overlay

Tagudin National High School Annex 2. VCA Action Plan

Tagudin National High School Annex 3. School Improvement Plan

Tagudin National High School Annex 4. SDRRM Committee and Job Description

OVERALL CHAIRPERSON

JUNE C. RACCA Principal IV

INTELLIGENCE AND ANALYSIS DCC COORDINATOR and DCSM INFORMATION and MEDICAL COORDINATOR SERVICES Veejay P. Literal PTA President Victor B. La Madrid Felimar L. Lutchina SDRRMS Coordinator

Plans and operations Communication and Public Information Rescue and evacuation Relief and Resource and warning and recovery Rehabilitation services Marivic Andaya Karrina June Panelo Marvin Antonio Alden Sabado Florimay R. Lobendino Julie Ann Domingo Tirso Javier Sharon Comila

Tagudin National High School Annex 5. Action Photos Vulnerability and Capacity Assessment of Tagudin National High School March 7 – 8, 2018

A representative from the group lead the opening The group is being assisted by the VCA team for prayer before the start of the activity. better understanding and more accurate informations.

The participants were grouped and assigned to The participants are presenting their output to the create the different tools importing informations group. based on their awareness and knowledge.

The Participants are having discussions regarding the The VCA Team is facilitating the different analysis outputs and verifies informations. tools.

Tagudin National High School Annex 6. List of Focal Teachers and Students

NO NAME

Middle Surname First Name Initial 1 La Madrid Victor B. 2 Andaya Maria Victoria 3 Lazo Julie Pearl

NO NAME Surname First Name Middle Initial 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Tagudin National High School