Republic of the Philippines

Department of Education
Region 02
DIVISION OF QUIRINO
Maddela II
CABARUAN INTEGRATED SCHOOL

SCHOOL CRISIS
MANAGEMENT
PLAN
S.Y. 2016-2017

Prepared by:

JESTER A. TUKLING

T-III
 b. Duties and Responsibilities
a. THE CHAIRPERSON

The Principal will coordinate and supervise emergency management activities at the school.
1.Continuity of administration.
2.Development of a comprehensive school emergency management program.
3.Designation and training of a school Crisis Team.
4.Designation of an Emergency Operations Center or command post
5.Monitor developing situations such as weather conditions or incidents in the community that
may impact the school.
6.Keep officials, division staff and school personnel informed of developing situations and
initiate emergency notifications and warnings.
7.Direct emergency operations until public safety officials arrive on scene. Serve as a liaison to
public safety personnel once they arrive on the scene.
8.Implement evacuation procedures and measures to control access to affected area.
9.Authorize the release of information to the public.
10. Coordinate use of building as public shelter for major emergencies occurring in the
community.
11.Provide damage assessment information to the Superintendent of Schools. In major
emergencies, damage assessment information will be forwarded to the MDRRMO for
determination of local emergency status and request for assistance.
12.Coordinate disaster assistance and recovery.
13. Update and maintain crisis management plans and guides.
14. Provide annual in-service for staff on crisis management. It is vital that all staff members
(i.e. faculty and support staff) understand and have the opportunity to practice Emergency
Evacuation and Lockdown procedures.
15. Update the Team Crisis Emergency Kit
16. Confirm that each classroom has an updated Classroom Emergency Kit
17. Assure that all teachers have made their emergency plans available for substitutes.
18 Identify all local resources, to include contact names and phone numbers, and complete the
Community Resource List

b. COORDINATOR

All tasks related to student accounting and student release.

1.Establish procedures for assessing and reporting status of students in an emergency or any
event that results in evacuation or relocation of students.
2.Provide instruction and practice to all teachers and staff in the student assessment and
reporting process.
3.Place reporting forms and procedures in classroom “emergency kit.” Establish procedures for
communicating with teachers.
4.In an emergency, receive reports from all teachers on the condition and location of every
student.
5.Assign persons to investigate reports of any students missing, injured or ill, or otherwise not
incompliance with student accounting reports.
6.Implement student release procedures.

c. SECRETARY

The administrative secretarial staff has primary responsibility for emergency

communications including exchange of information with school administration staff, community
emergency responders (fire, police, emergency services coordinator) and internal
communication within the school building. Primary responsibility for record keeping also lies
with this position.
 1.Establish procedures for emergency communications with school administration staff in
compliance with school system plans.
2.Establish internal emergency communications including provisions for two-way
communications with classrooms and with classes on the playground or other sites.
3.In an emergency, establish and maintain communications with school administration.
4.Establish and maintain communications with municipal/provincial emergency services
coordinator, as needed in major emergencies.
5.Initiate and maintain incident log.
6.Receive and maintain student accounting forms. Take appropriate action to notify medical or
search teams .
7.Report status of school and students to school administration as specified.

d. PUBLIC INFORMATION OFFICER

The school staff will release information to the parents and to the general public only through
a designated PIO. Duties include:
1.Identify a potential “news centre” site away from emergency operations where media
representatives can receive briefings.
2.Prepare public information kit including identification, maps, supplies, signs, forms, sample
news releases, battery-powered radio, school information, etc.
3.Collect, verify and disseminate information to the media. Coordinate information with on-site
command and the administration PIO prior to release. In cooperation with local public safety
officials, considers establishing a Joint Information Center “JIC” to ensure coordination of
information being distributed.
4.Establish regular time schedule for news briefings and periodic updates.
5.Provide information in appropriate format for the general public including a format for sensory
impaired or non-English speaking persons, if needed.

e. TEACHING PERSONNEL

Teachers are responsible for implementing appropriate procedures to protect students. These
responsibilities include:
1.Evacuation – Prepare classroom emergency kit. Direct and supervise students en route to
pre-designated safe areas within the school or to an off-site evacuation shelter.
2.Student assembly – Maintain order while in student assembly areas.
3.Student accounting – Verify the location and status of every student. Report to the principal
or designee on the condition of any student that needs additional assistance.
4.Establish a partner system to pair teachers and classes so that some teachers can assist
with other tasks such as first aid, search and rescue, or community relations.
5.Remain with assigned students throughout the duration of the emergency, unless otherwise
assigned through a partner system or until every student has been released through the
official“student release process.”

f. GPTA OFFICERS/MEMBERS & BARANGAY OFFICIALS

Responsibilities include:

1. Encourage and support school safety, violence prevention, and incident preparedness
programs within the school.
2. Participate in volunteer service projects for promoting school incident preparedness.
3. Provide the school with requested information concerning
the incident early and late dismissals, and other related release information.
4.Practice incident management preparedness in the home to reinforce school training and
ensure family safety.
5. Understanding their roles during a school emergency
.
g. SUPREME STUDENT GOVERNMENT OFFICIALS

Responsibilities include:
1. Cooperate during emergency drills and exercises, and during an incident.
2. Learn to be responsible for themselves and others in an
incident
3. Understand the importance of not being a bystander by reporting situations of concern.
Develop an awareness of natural, technological, and human caused hazards and
associated prevention, preparedness, and mitigation measures
4. Take an active part in school incident response recovery activities as age appropriate.
5. Trained first aiders may administer first aid or emergency treatment as needed.
 c.Operations Section Teams
Strike Potential Responsibilities
Team
Search & Search & Rescue Teams search the entire school facility,
entering only after they have checked the outside for signs of
Rescue structural damage and determined that it is safe to enter.
Team Search & Rescue Teams are responsible for ensuring that all
students and staff
evacuate the building (or, if it is unsafe to move the persons,
that their locations are documented so that professional
responders can locate them easily and ex
tricate them). Search and Rescue Teams
are also responsible for:

 Identifying and marking unsafe areas.

 Conducting initial damage assessment.

 Obtaining injury and missing student reports from

teachers.

First First Aid Teams provide triage, treatment, and psychological

first aid services. First Aid Teams are responsible for:
Aid
Team  Setting up first aid area for students.

 Assessing and treating injuries.

 Completing master injury report.

Evacuation/ Evacuation, shelter, and student care in an incident

are among the most important tasks faced by schools.
Shelter/Care These tasks include student accounting, protection
Team from weather, providing for sanitation needs, and
providing for food and water. The
Evacuation/Shelter/Care
Team is responsible for:
a. Accounting for the whereabouts of all students,
staff, and volunteers.
b. Setting up a secure assembly area.
c. Managing sheltering and sanitation operations.
d. Managing student feeding and hydration.
e. Coordinating with the Student Release Team.
 f. Coordinating with the Logistics Section to secure
the needed space and supplies.

Facility & The Facility & Security Response

Team is responsible for:
Security a. Locating all utilities and turning them off, if necessary.
Response b. Securing and isolating fire.
c. Assessing and notifying officials of fire.
Team d. Conducting perimeter control.
Chairman & Members of the
Operations Section Teams

Search & Rescue Team

Chairman:
Sato H. Sabluden

Members:
Mhayeth M. Ronquillo
Romieginia L. Mabalot
Femie Ann Samaniego
SSG Officials

First Aid Team

Chairman:
Jasmine G. Respicio

Members:
Marilyn N. Ayap
Gemma A. Kindot
Emma B. Ferrer
SSG Officials
 Evacuation/Shelter/Care
Team

Chairman:
Annie Caldito

Members:
Chyrele Antonio
Daisy V. Mercado
Marivel G. Pascion
SSG Officials

Facility & Security Response

Team
Chairman:
Jovelyn D. Grospe

Members:

Mayleen V. Yanto
Cristeta
Josielyn T. Ballesteros
SSG Officials
D. CRISIS TEAM EMERGENCY KIT

The following items should be maintained by the school’s Crisis Team in a designated area,
usually the office of the Team Chairperson, and carried to an alternate site which may be
designated:

Crisis Team Binder that includes:

 Crisis Team Guide

 Crisis Team Plan
 Crisis Team Roster with contact phone numbers
 Community Resource List
 Floor plan of school that shows the location of all exits, telephones and telephone wall
jacks, computer locations, and all other devices that may be useful in communication
during an emergency
 Blue print of school building(s), including utilities
 Map of evacuation route(s) and rallying points
 Faculty/Staff Roster with school and home phone numbers
 List indicating staff with First Aid, CPR and/or EMT training
 School Telephone Tree, with link to Outlook addresses

Additional items to include:

 Cell phones or walkie-talkies

 Bullhorn with fully charged battery
 Flashlight(s)
 Spare batteries
 First aid supplies, to include latex gloves
 Keys to all doors in the facility
 Digital or video camera, if readily available
 Tape recorder, if readily available
 CLASSROOM EMERGENCY KIT
 Class roster for all students in each class or section, with evacuation instructions for
each student from the parent

 Emergency evacuation plan, including location of rallying points, safe havens, and
specific destinations for inclement weather
 Names and phone numbers of Crisis Team members
 Flashlight
 Spare batteries
 Latex gloves
 First aid supplies
 Pen and paper
 Books and activities for students
 Crisis Team Annual Responsibilities Checklist

_____ 1. Hold an organizational meeting in June. This meeting should include all CT
members and representatives from community support agencies.

_____2. Complete the School Crisis Team Membership Form .

_____3. Update and maintain crisis management plans and

manuals.

_____4. Complete the Community Resource List.

_____5. Conduct team training and/or coordinate training

opportunities.

_____6. Provide annual in service for staff on crisis management.

_____7. Serve as liaison between community mental health agencies

and the school.

_____8. Meet on a regular basis, at least once per quarter.

_____9. Maintain communication with the SDO.

_____10. Update the Team Emergency Kit .

_____11. Confirm that all teachers have Classroom Emergency Kits.

_____12. Designate a Response Coordinator to manage each specific

crisis (This is not a one-time annual responsibility).

_____13. Ensure timely responses to general crisis-related requests

from other agencies.

_____14. Evaluate team’s effectiveness and make recommendations.

 G. Crisis Team Responsibilities During a Specific Crisis Checklist

A. Initial Response Procedures

 Convene Crisis Team.

 Determine the population or individuals impacted.

 Gauge level of intervention needed, avoiding under- reaction and over-reaction.

 Contact SDO,PNP & LDRRMO.

 Develop a statement to communicate to staff.

 Designate the Response Coordinator for this specific crisis.

 Initiate the phone tree.

 Contact other principals in the complex.

 Arrange for additional support staff, as needed (e.g. counselors, substitute/ teachers).

 Prepare scripts and information for staff meetings.

 Designate counseling locations (tissues and water should be available).

 Establish record keeping procedures to document student contacts.

 Prepare current and accurate student sponsor and emergency contact information for
teacher use.

B. Staff Meeting Procedures

Conduct meeting where staff members receive scripts and information.

STAFF SHOULD BE GIVEN SUFFICIENT TIME TO INTERNALIZE INFORMATION PRIOR
TO MEETING WITH THEIR STUDENTS.

 Identify staff members in need of extra support.

 Inform staff of at-risk students and provide indicators to recognize additional students
who may be at risk.

 Inform staff of counseling locations and referral procedures.

Distribute students’ sponsors and emergency contact information to their teachers.



C. Intervention Procedures

 Ensure teachers, at pre-arranged time, read statements to students and provide

opportunities for student discussion and expression.

 Visit classrooms in support of teachers’ efforts.

  Triage students for services needed: immediate crisis intervention, safe room
discussion group, classroom intervention with trained person.

 In the event that there are casualties, determine and list their identities.

 Counsel students and others in need (student, staff and parent referrals). Record
counseling contacts.

Contact parents.

 Refer students and others to outside agencies as needed.

 Write information letter for parents.

 Conduct daily debriefing sessions with staff throughout crisis.

 Participate in daily debriefing sessions as a Crisis Team.

 Establish memorial committee or interface with such a committee to coordinate details

and information (when appropriate to crisis situation).

 Hold memorial program or announce memorial arrangements (when appropriate to

crisis situation).

D. Post Prevention Procedures

 Write thank you letters to community members who assisted with the interventions.

 Evaluate the effectiveness of the intervention procedures. Note any recommendations

for future interventions.

 Debrief staff.

 Debrief CT members.
CRISIS TEAM MEMBERSHIP FORM*

Name of School: _________________________________________________

School Year: _________________________________________________

Chairperson: _____________________________________________________________
Contact #:_______________________________________________________________

Coordinator:_____________________________________________________________

Secretary:_______________________________________________________________

Public in Relation Officer:___________________________________________________

Counselor/s (if there is): ___________________________________________________

Search and Rescue Team

Chairman:__________________________________________
Members:
1. 2.
3. 4

First Aid Team

Chairman:________________________________________
Members:
1. 2.
3. 4.

Evacuation/Shelter/Care Team
Chairman:______________________________________
Members:
1. 2.
3. 4.

Facility & Rescue Response Team

Chairman:______________________________________
Members:
1. 2.
3. 4.

GPTA/ Barangay Officials

Chairman:____________________________________
Members:
1. 2.
3. 4.

SSG Officials
Chairman:___________________________________
Members:
1. 2.
3. 4.

* This Team should be in place no later than second week of June each year.
 F. FCOMMUNITY RESOURCE LIST

NAME OF School: Cabaruan Integrated School

SCHOOL YEAR:S.Y. 2015-2016

Resource Contact Person Contact Number

SDO Quirino Dr. Orlando E. Manuel

District Supervisor’s Office Dr. Gloria A. Bacani 09055445509

LDRRMO Mr. Edwin Besas 09219885025

School Principal Mr. Dante P. Taipan 09478930950

Head Teacher Mr. Ferdie B. Maximo 09265199210

BFP

PNP 09056172749

Barangay Office Hon. Walter S. Miguel 09124831029

 H. CRISIS TEAM EMERGENCY KIT

The following items should be maintained by the school’s Crisis Team in a designated area,
usually the office of the Team Chairperson, and carried to an alternate site which may be
designated:

Crisis Team Binder that includes:

 Crisis Team Guide

 Crisis Team Plan
 Crisis Team Roster with contact phone numbers
 Community Resource List
 Floor plan of school that shows the location of all exits, telephones and telephone wall
jacks, computer locations, and all other devices that may be useful in communication
during an emergency
 Blue print of school building(s), including utilities
 Map of evacuation route(s) and rallying points
 Faculty/Staff Roster with school and home phone numbers
 List indicating staff with First Aid, CPR and/or EMT training
 School Telephone Tree, with link to Outlook addresses

Additional items to include:

 Cell phones or walkie-talkies

 Bullhorn with fully charged battery
 Flashlight(s)
 Spare batteries
 First aid supplies, to include latex gloves
 Keys to all doors in the facility
 Digital or video camera, if readily available
 Tape recorder, if readily available
 E. CLASSROOM EMERGENCY KIT

 Class roster for all students in each class or section, with evacuation instructions for each
student from the parent

 Emergency evacuation plan, including location of rallying points, safe havens, and specific
destinations for inclement weather

 Names and phone numbers of Crisis Team members

 Flashlight

 Spare batteries

 Latex gloves

 First aid supplies

 Pen and paper

 Books and activities for students

 Radio Transistor
 After Action Crisis Management Report

School and District:

Crisis Response Coordinator:

Crisis Team Chairperson:

Date:

This should be used to develop and document the specifics of a Team’s intervention and actions.
Individual districts may require a copy. Because you might learn something from the experience that
could benefit other schools, consider writing a summary to be used in a newsletter.

1. Identify the cause of the crisis (e.g. accidental death, natural catastrophe, violent
assaults, deployment, suicide):

2. List Team members, including non-core participants (e.g. chaplains, district personnel, and
community agencies):

3. Describe your assessment of the needs generated by the crisis:

4. Describe the Team’s action (e.g. individual counseling, small groups, class meetings, faculty briefings,
liaison with community, planning activities, and referrals):

5. Describe conclusions from final debriefing (e.g. long term follow-up needs, sharing of feelings by
Team members, lessons learned):
 H. CRISIS SITUATIONS
1. Accidents

A. Overview

When accidents resulting in medical emergencies occur in or around the school setting, it is often the
nurse who is called upon to provide first aid, and if necessary, make arrangements for transferring the
injured to the emergency room. Because a nurse is not always present or available when an emergency
arises, teachers and other school personnel must know how to deal with such situations.

A. Team Interventions

Following an accident in resulting in medical emergency or injury, the Crisis Team should convene to
decide if action on their part is warranted. If so, the tasks on the Crisis Team Intervention Response
Checklist should be initiated

As with any crisis, specific actions on the part of the Team may involve any or all of the steps outlined
in the Response Checklist and will be adapted to those populations affected by the specific crisis.

B. Medical Emergency Procedures

All school staff members have the responsibility to respond to accidents resulting in medical emergencies as
quickly and efficiently as possible. To provide prompt action, the following people should assume the following
duties:

Teacher or Other Adult Observing an Incident:

 Stay with the victim and remain calm.

 Immediately send two responsible students (one to the Health Office and one to the Main Office).
Ask the student messengers to request the help of the school nurse and of the administrator.
 Continue to remain with the victim: give first aid as appropriate: direct students at the scene as
needed.
 When the nurse and administrator arrive, take the class away from the scene.

Nurse:

 Go directly to the scene of the accident or problem and assume leadership in administrating first
aid and in directing people at the scene.
 After a quick initial assessment, determine if an ambulance is needed. If an ambulance is needed,
send a student runner or adult to the Main Office to request an ambulance.
 Notify parents of the incident as soon as possible after emergency care is given.
 Complete the Accident Report. Follow up on cases and prevention needs.

Office Staff:
 Notify the administration of the incident and location. Relay the message that a request for
immediate help has been made.
 Send a student messenger back to the scene to relay that help is on the way.
 Stand by in the Main Office for messages from the nurse/administrator.
 If the nurse requests an ambulance, PHONE FOR AN AMBULANCE IMMEDIATELY.
 Be sure to instruct emergency personnel regarding the reason for call, exact location of the
incident, best means of reaching the scene, etc.
 Copy registration/health/emergency information for the injured party. Send the copies and
message to the accident scene that the ambulance call has been made.
 Send designated person meet the ambulance and to direct emergency personnel to the accident
scene.
 Notify parents of the incident as soon as possible, if nurse request.
 Continue to communicate to the accident scene as needed.

Administrators:

 Go to the scene of the accident and assist with first aid and rumor and crowd control.
 Provide necessary adult support needed to help the nurse with the emergency.
 If the nurse is not in the building, request help from a backup nurse at (have name, location, and
phone available).
 Follow up on recommendations specified in the Accident Report for prevention of future
occurrences.

2. Bomb Threat
A. Overview

Each school should have in place, local Standard Operating Procedures (SOP) for Bomb Threat.An SOP
for Bomb Threat typically includes full or partial Emergency Evacuation procedures. The local SOP
should encompass all staff, including teachers, specialists, clerical, supply, janitorial, substitute teachers,
and visiting itinerants. The local SOP should follow the generic format presented in this manual, yet be
specifically tailored to the school itself. As part of the local SOP, individual schools must coordinate
Bomb Threat response planning with community agencies such as installation command, military police,
and transportation authorities. Installation command and military police are always involved when there
is a bomb threat. Regarding full or partial Evacuation Procedures in conjunction with a bomb threat,
rallying points and safe havens need to be established outside the school setting to provide a place for
students to gather and parents to receive information without impeding police interventions. A plan is
needed when bus schedules are disrupted in order to know when and where students will be transported.
Parents should be informed that the school has established a crisis plan for bomb threat and evacuation
emergencies and has designated rally points for information.

B. Procedures

1. Bomb Threat Drills: Drills make crisis plans come alive and allow students and staff to practice and
learn. Drills for bomb threat evacuation must include:

 Pre-established procedure, such as hand-signals or covering the phone mouthpiece, to be used by the
person taking the phone call of a bomb threat in order to alert Administration while the call is still in
progress, plus practice in completing the Telephone Procedures Bomb Threat Checklist (provided
in Part D of this section) and practice in contacting the Installation Commander and military police;
 Pre-established message/method from Administration to signal staff of a bomb threat which, in turn,
may trigger full or partial evacuation procedures;
 Mass movement of staff and students to predetermined locations/safe havens;
 Designation of rallying points for parents and for the dissemination of information. The military is
responsible to identifying parent rallying points;
 Mechanisms for informing parents and local agencies of the school’s SOP for bomb threat and
specific evacuation plan, including role of the military police and installation command.
 Coordination with DETD to practice plans for picking up and delivering students from safe havens
and rallying points.

2. Immediate Action Responsibilities: In the event a bomb threat is called in, it is recommended that the
following guidelines and procedures be followed. Some procedures will be accomplished simultaneously.

Person Receiving the Call:

Keep the caller on the phone as long as possible. Do not interrupt the caller. Listen. Be calm and
courteous. Write out the message the caller gives in its entirety. Notify Administrator of the incident,
preferably while the caller is still on the phone by using pre-established hand signals. Do not talk about
the call to anyone except your Administrator. Immediately complete the Telephone Procedures Bomb
Threat Checklist found under your telephone and/or at the end of this section in Part D.

Administrator:

Refer to Checklist for Administrators presented at the end of this section, Part D.

Make the decision to evacuate the school, fully or partially. If the threat is immediate, the
Administrator makes the decision to evacuate. However, most installation plans state the Installation
Commander makes the decision to evacuate. Advise personnel to evacuate to predetermined locations
(safe havens, rallying points), either directly or via your designee (see below). Notify, or have your
designee notify, the military Police Desk. They relay the information to the Installation Commander.
Notify the DSO after all necessary emergency actions have been completed.

Collect the information received from the caller on the completed Telephone Procedures Bomb Threat
Checklist. Advise person who took the call not to discuss the phone call with anyone until authorized
to do so

All Staff Members:

 Make a quick visual check of your classroom, office, or respective area for any suspicious
packages or devices.
 Take precautions against unnecessarily alarming students. Remain calm.
 Bring your most recent Class List and/or Emergency Evacuation Folder.
 Close the door to your room or office.
 Do not touch any objects or light switches.
 Do not lock your door.
 Evacuate in orderly manner to designated area (safe haven, rallying point).
 All students and staff will be accounted for. Call role. Report missing persons.
 Remain in your designated evacuation area until the all clear to return is given.
 No one will be allowed to return until the all clear is given.

Military Police:
Military police receive a call from the school of a Bomb Threat. In response, the Installation
Commander, fire department, medical facility, and community crisis coordinator (if applicable) are
alerted. Once on school grounds, military police take charge. They secure the area and ensure safety
of all buildings, including those surrounding the school complex. Their primary point of contact with
the school will be the Administrator.

C. Team Interventions

During evacuation procedures, Team members will likely be moving in different directions, performing pre-
assigned evacuation roles and duties. The school’s Crisis Team should therefore convene as soon as possible
following the all clear signal and student/staff return to school buildings, or if not all clear, then as soon as
possible in a location away from the school designated by the Team Chairperson or Crisis Response Coordinator,
who is the leader for this particular crisis.

As with any specific crisis, the Team should first decide if action on their part is warranted. If so, they
should determine the scope and level of severity of impact for particular populations (students, staff,
and parents). The Crisis Team Intervention Response Checklist should be initiated and followed in
part or whole, depending on the nature of the particular crisis.

With bomb threat, specific procedures should also be identified by the Team, which minimize panic or
fear and maximize feelings of safety and security. Promoting feelings of physical safety and emotional
well being among students and staff should be the main focus.
 D.1. Telephone Procedures Bomb Threat Checklist

*The person receiving the bomb threat call should complete this form.

Do not interrupt the caller. Listen. Be calm and courteous. Write down what the caller
is saying. Attempt to notify your Administrator with a pre-arranged hand signal while
the caller is still on the line. Do not replace phone on its cradle. Leave it off.

Name of Person Receiving Call: __________________________

Position: ___________________

Receiving Telephone Number Date Time

Caller’s Identity: Adult ___ Juvenile ___ Approximate Age ____ Male __Female

Accent: ____Filipino ____Foreign

Describe specifics: ___________________________ _____

Ethnicity/Race: __________________________________________________________________

Origin of Call: ___Local ___Long Distance ____Booth ____Internal ___Cell Phone

Voice Characteristics: ___Loud ___High Pitched ___Raspy ___Intoxicated

____Soft ____Deep _____Pleasant ____Other

Speech: ___Fast ___Distinct ___Stutter ____Slurred ___Slow ____Distorted

___Nasal ____Lisp _____Other

Language Usage: ____Excellent _____Good _____Fair _____Poor

____Foul _____Other

Manner: ____Calm _____Rational _____Coherent _____Deliberate

____Righteous ____Angry _____Irrational _____Incoherent

____Emotional ___Laughter
Background Noises: ____Factory Machines ____Bedlam ____Music

_____Trains _____Animals _____Quiet

_____Voices _____Mixed _____Party Atmosphere

_____Airplanes _____Street Traffic _____Other

Pretend to have difficulty with hearing. Keep the caller talking. If the caller seems agreeable to further
conversation, ask questions like:

1. When will the bomb explode? ________Certain Hour ________Time Remaining

2. Where is it located? Building______ _______

Area________________ ___________________

 (Did the caller seem familiar with the building by his/her description of the bomb location?)
_____Yes _____No
3. What does the bomb look like? _______________________________________

4. What kind of bomb is it? ___________________________________________

5. What will cause it to explode? _______________________________________

6. Did you place the bomb? _____Yes _____No

7. Why did you place the bomb? ________________________________________

8. What is your address? ______________________________________________

9. What is your name? ________________________________________________

Immediately notify your Administrator. Talk to no one other than instructed by your
Administrator. Do not replace the phone on its cradle. Leave it off.

Write the message out in its entirety.

__________________________________________
 Your Signature & Date

D.2. Administrator’s Checklist: Bomb Threat

 Makes decision to evacuate: give the signal/message to staff.

 Notify Military Police Desk and Installation Commander.
 Collect completed Telephone Procedures Bomb Threat checklist.
 Advise person who took call not to discuss with anyone until authorized.
 Function as on-scene commander until relieved by MP’s.
 Secure headcount from safe haven points to account for all students and staff.
 Identify missing persons.
 Provide accurate information; practice rumor control.
 Notify DSO and DETD, if applicable.
 Make appearance at parent rallying point, if possible.
 Submit Serious Incident Report within 24 hours.
 Make sure school’s Crisis Team has convened, Crisis Response Coordinator has been designated,
and action plans have been established.
 Hold staff meeting to debrief, provide accurate information, and
thank and support staff.

 Send letter home to parents.

3. Death

A. Overview

Sudden death is shocking. When a death occurs (including a completed suicide), no preparation for the
death has taken place. People need help to cope with loss and readjust to their daily routines. A
response to death involves activation of the management plan by the Crisis Team. Initial and follow-up
actions could continue for several weeks or months. The management plan is designed to help the
school community cope with the impact of a death and to prevent or treat delayed stress reactions.
The Team uses the crisis management plan to provide stability in an otherwise fragmented
environment. This chapter contains guidelines and precautions to consider when developing a plan for
response to death.

B. Procedures and C. Team Interventions

1. General Procedures and Team Interventions:

As in any crisis, the Team must first determine the degree to which their participation is warranted. If
so, the Team can follow the steps outlined in the Crisis Team Responsibilities Checklist either in part,
or whole, depending on the scope of the death crisis and level of intensity and impact on affected
populations. In addition, general procedures are as follows:

 Notify the principal immediately. The principal will then convene the Crisis Team and contact the
Community Commander, the District Superintendent’s Office, and other school principals in the
immediate area. The principal will designate a person to contact the appropriate Public Affairs
Office who will assist in disseminating information.
 Notify staff via telephone tree or schedule a faculty meeting as soon as possible. Present the facts
to the faculty. Contact itinerant resource educators and non-school based members of the Team
who provide additional support
 Hold Crisis Team meeting to appoint counselors, support staff, parent contacts, and hall monitors.
Relieve team members from their normal duties for a possible 3-5 days. Review the crisis
management plan with other schools that may be involved in the crisis.
 Brief the faculty before they meet with students. Anticipate students’ questions so that the faculty
can provide appropriate responses. SCHOOL SHOULD NOT BE DISMISSED. Maintain stability of
the school environment by continuing regular schedules.
 Verify all facts before releasing information Be as truthful as possible, but continue to respect the
family’s right to privacy. Rumor control during staff meetings and during meetings with students is
very important.
 Honor the family’s desires regarding public announcements and memorial services.
 Prepare a statement to read to the students. Do not use the public address system. Teachers
should deliver the message simultaneously. Provide assistance to teachers who do not wish to
deliver the message themselves. Make arrangements to counsel some students (e.g., close friends
of the deceased) individually, as needed. It is important to deal with students’ emotions before
continuing with scheduled instruction. For example, spend the first 10 to 15 minutes of class time
on discussion
 Tell students that counseling is available and how to access this help.

 Be aware that stress can aggravate physical conditions such as asthma, diabetes, and epilepsy. The
school nurse is an important contact for students with these types of problems.
 Provide group and individual counseling at the school for several (3-5) days following a crisis.
Maintain information cards that contain students; name, grade level, counselor, phone numbers,
parent contacts, and the need for follow-up. Discuss confidentiality with faculty members. Release
information on a strict “need-to-know” basis.
 Meet with faculty to discuss concerns about the crisis, review facts, and dispel rumors. Several
faculty meetings might be necessary.
 Hold Team meetings for debriefing and planning. Several of these meetings might be necessary to
ensure that personal needs and concern of Team members are met.
 Make individual counseling available to school personnel who have had personal relationships with
the deceased.
 Be on the “lookout” for high-risk students. Check absentee lists, monitor halls and school grounds
for the first week. This is very important for high-risk students.
 Notify the parents of students who are affected by the crisis. Provide information about the
incident. Include a brochure that describes the warning signs of emotional difficulty and actions
parents can take.
 Ensure that students have an opportunity to attend memorial services.
 Provide follow-up counseling. Check rotation dates and recommend continued support for
students needing counseling at their next assignment location.
 Send letters of appreciation to agencies and individuals involved in the response.
 Meet as a Crisis Team one last time to evaluate policies and procedures.
 Use the After Action Crisis Management Report (See Section III ) to document Crisis Team
activities. Individual districts may require that a copy be sent to the DSO.
 Debrief members of the Team. Consider a debriefing conducted by someone employed outside the
school, possibly from another agency.

2. Additional Considerations:

Death of a Faculty Member

In addition to the above guidelines, the following considerations will help the Crisis Team to respond to
the confirmed death of a faculty member:

 Convene a faculty meeting to provide information and review the Crisis Plan. Encourage faculty to
support one another as they respond to the loss of their colleague.
 Assign substitutes. Students enrolled in classes previously taught by the deceased might be more
willing to express their feelings to a familiar staff member rather than to a substitute.
 Provide assistance to substitutes in preparing lessons and in preparing strategies to use with
grieving students.
 Decide who should be informed and in what manner depending on the ages and the grade levels of
students.
 Plan a memorial service.

4. Gangs
A. Overview

A “gang”, as opposed to a clique or group of friends, is organized around anti-social acts promoted by
peers. Lawlessness can range from vandalism to “jumping” (beatings), indiscriminate and often
predatory sexual activity, drug abuse and weapons possession. Affiliate level and hard-core gang
activity is often supported and promoted by outside influences. Gang activity in a school is often
difficult to determine. Gang “fascination”, as demonstrated by clothing, language and symbolism,
doesn’t necessarily mean gangs are present. It does suggest, however, a vulnerable population. If this
is the case the safety and security of all students is compromised whether or not gangs are evident.
The power of a gang is in its secrecy. Unless members or those with knowledge of gang presence
speak up, the only way to make a determination is for educators to share observations with
administration who will contact investigative agencies

B. Procedures

Notification:
 Teachers who suspect gang activity in a school should report specifics to administration or Crisis
Team representative. Maintain copies of writings or symbols by students. Provide examples of
behaviors, dress and students involved.
 CID/OSI or local investigative agency with gang task force is contacted by administration or
designated Team representative.
 Contacting parents of students involved is done on a discretionary basis after conferring with
investigators.

Meetings/Briefings:
 Arrange for a briefing by the local command to update staff on gang activity in the area and to inform
regarding dress, behaviors, signs, and symbols.
 As local needs dictate, arrange for dissemination of educational information to students.

Assignments:

 Make counseling available to students.

 Disseminate discussion prompts or suggestions for teachers on as needed basis
 Organize a local gang task force within the school for the purpose of maintaining continued
updated information.
 Develop strategies for working with students at risk for gang involvement and students fearful of
gang activity
 Work to control rumors!
 Evaluate current dress codes with student involvement. Develop strategies for consistent
enforcement of dress codes.

Follow-up:
 Meet with faculty to continue to assess threat of gang activity.
 Follow-up with community and investigators.

Important Considerations:

 Remain attentive to students who may appear fearful, depressed or who could be targeted for gang
membership.
 Gang activity isn’t gender specific. Remain attentive to girls who may begin t withdraw, become hostile or
show any dramatic change in demeanor.
 In the event of a gang fight, elevate protocol to School Violence procedures.
 As appropriate, involve student leaders in the school to assist in coordinating strategies to combat gang
activity.
 If there is a suspicion of gang activity, report it.

C. Team Interventions

During or following disruption to school routine and atmosphere due to gang activity, the Crisis Team
should convene to decide if action on their part is warranted. If so, the Crisis Team Responsibilities
Checklist should be initiated . As with any crisis, specific actions on the part of the Team may involve
any or all of the steps outlined in the Checklist and will be adapted to those populations specifically
affected.

5. School Violence

A. Overview

Violence in schools can manifest in any number of ways from fist fighting to the use of weapons resulting in
injury or death. The safety and security of the student population is the primary concern. If a violent act occurs,
immediate steps must be taken to secure those in the school.

B. Procedures and C. Team Interventions

The Crisis Team encourages schools to develop comprehensive approaches to violence reduction and crisis
response. Team functions can include the following:

 encourage implementation of prevention and intervention programs designed to reduce aggressive

behaviors among youths;
 Consult with school staff implementing social skills programs and other programs designed to teach
peaceful ways to resolve conflicts;
 Provide group process and consultation to help schools form effective safety planning groups;
 Counsel victims of violence;
  Conduct violence risk assessments of the school;
 Promote positive school discipline and support.
 Provide support for students exhibiting early warning signs of disruptive behavior.
 Intervening with students who experience significant school behavioral adjustment problems.

6.NATURAL DISASTERS

A. Typhoon
Preparedness and Mitigation (What to do be-fore):
• Establish and maintain coordination with Barangay Disaster Coordinating Councils (BDCC).
• Ensure that the school building can withstand heavy rain and strong winds. Single level
schools built at ground level may be anchored by guy wires to strengthen the stability of the
structure.
 Learn about typhoon and other weather disturbances, their signs and warnings, effects
and dangers and how to protect the school children, records and school property.
• Educate school children on preparedness for tropical cyclones.
• Participate actively in the school’s disaster response – drill or simulation.
• Observe strictly Department policies on the suspension of classes or invoke school-based
decisions in coordination with Local Government Units.Response

(What to do during):
• Monitor through radio or other reliable sources the latest official report of PAGASA on the
typhoon.
• Gather the pupils in the most stable, strong and safe school building when it is no longer safe
for them to go home.
• Advise pupils/students to stay indoors and away from windows.
 Coordinate with the proper school officials
on possible immediate evacuation measures especially if the school is located in a low-lying
area.
• Ensure that pupils/students will remain calm by keeping them informed of the latest de-
velopments.Rehabilitation

(What to do after):
• Attend to victims immediately. For minor cuts and wounds apply first aid. Seek necessary
medical assistance at disaster station or hospital.
• Check the classroom for damages and losses. Report these immediately to the authorized
officials.
 Coordinate with the Barangay officials, LGU’s for assistance.
• Prepare the necessary documents to effect replacement of damaged buildings and other
school properties and/or repair of the same
B. Thunderstorms
Preparedness and Mitigation (What to do before):

• Develop a School Preparedness Plan. Severe thunderstorm-specific planning

should include the following:
1.Learn about your area’s severe thunderstorm risk.
2.Discuss how you would know if a thunderstorm may produce a tornado.
3.Discuss how to be warned of an approaching thunderstorm.
• Recommend trimming and removal of dead or rotting trees that could fall and may cause
damage or injury.
• Secure outdoor objects that could be blown away and cause damage.
• Secure classroom doors and windows both from the inside and outside.
 • Estimate the distance of the thunderclouds by computing the difference in time (second)
between seeing the flash of lightning and hearing the claps of thunder. (1 second = 1000
ft.).
• Advise students to stay indoors for 30 minutes after hearing the last clap of the thunder.
• Ensure proper drainage for rain water on the whole school site.

Response (What to do during):

• Instruct pupils to do the lightning safety position and stay away from structures, trees, towers,
fences, telephone lines, or power lines if out in the open.
• Advise pupils/students to watch out for falling debris and flashfloods.
• Advise pupils/students to stay calm throughout the occurrence of thunderstorm.
• Postpone all outdoor activities.
• Advise pupils/students to get inside the school building, classroom or hard top automobile.
• Advise pupils/students to avoid plumbing and bathroom fixtures that are good conductors of
electricity.
• Unplug or turn off all appliances and other electrical items such as computers. Electric power
surges and storm lightning can cause serious damage to these appliances.
• Turn off the air conditioner and television, and stay off the phone until the storm is over. Use
a battery operated radio for gaining information.
• Choose and move to a “safe place” in your school where students can gather during a
thunderstorm preferably on the lowest floor of the building. This should be a place where
there are no windows, skylights, or glass doors, which could be broken by strong winds or hail,
causing damage or injury.

Rehabilitation (What to do after):

• Send pupils/students home if the weather condition allows.
• Remind pupils/students to continually observe safety measures on their way home.
• Continue listening to local radio or television stations for updated information and instructions.
• Stay away from storm-damaged areas.
• Watch out for fallen power lines, stay away from them and report them immediately.

C. Flood

Preparedness and Mitigation (What to do before):

• Find out the frequency of occurrence of floods in the locality, especially those that affect the
school area.
• Know the flood warning system in the school. If none exists, recommend to the appropriate
authority for the creation of one.
• Research from previous occurrences how fast the water floods occur in the school and how
high it rises.
• Watch out for rapidly rising water and prepare the students/pupils for evacuation.
• Switch off the electricity and lock the rooms after the children have gone out.
• Have a handy survival kit. It should contain battery-operated transistor radio, flashlight,
emergency cooking equipment, candles, matches and first aid kit.
• Offer services and perform the assigned tasks in the event that the school is designated as
an evacuation area for families or livestock.
• If it has been raining hard for several hours, or steadily raining for several days, be alert to
the possibility of a flood. Floods happen as the ground becomes saturated.
• Use a radio or a portable, battery-powered radio (or television) for updated information. Local
stations provide the best advice for your particular situation.
• Caution everyone to avoid using lanterns or torches in case there are flammable materials
present.
 Protect your school property against flood.
Response (What to do during):
• Keep the pupils/students calm and update them with the status of the situation and safety
reminders on what to do and where to go in case of evacuation.
• Listen continuously to a radio, or a portable, battery-powered radio (or television) for updated
emergency information.
• Remind pupils/students not to attempt to cross flowing streams unless they are assured that
the water is below knee high level.
• Advise pupils/students to avoid areas prone to flash flooding and be cautious of water-
covered roads, bridges, creeks and stream banks and recently flooded areas.
• Warn pupils/students not to go swimming or boating in swollen rivers.
• Watch out for snakes in flooded areas.
• Advise pupils/students to eat only well-cooked food and drink only clean or
preferably boiled water and throw away all food that has come into contact with flood water.

Rehabilitation (What to do after):

• Report broken utility lines (electricity, water, gas, etc.) immediately to appropriate
agencies/authorities.
• Ensure that electrical appliances are checked by a competent electrician before switching
them on.
• Avoid affected areas.
• Continue to listen to a radio or local television stations and return home only when authorities
indicate it is safe to do so.
• Stay away from any building that is still flooded.

D. Storm Surge

Response (What to do during):

• Direct pupils/students to move to higher grounds upon detection of signs of a probable storm
surge or upon receiving a warning that a storm surge is imminent.
• Advise pupils/students to be alert of and stay away from steep, high coastal areas which are
prone to landslides.
• Switch off power supply.
• Advise pupils/students to stay on the inland side away from the potential flow of water.
• If caught in a storm surge, advise pupils/students to take hold of large boulders or
tree trunks which can provide protection from the force of water or debris carried by the
flowing water.

Rehabilitation (What to do after):

• Advise pupils/students not to eat fresh food that came in contact with flood waters. Drinking
water should be submitted to proper authorities for testing.
• Check structural damage of the classroom to ensure that there is no danger of structure
collapse.
• Check classrooms for electrical damage and open live wires. Electrical fixtures should only
be switched on after making sure that it is safe to do so.
 Clean all mud and debris immediately.

E. Landslides

Preparedness and Mitigation (What to do before):

• Secure clearance from the Mines and Geosciences Bureau (MGB) on status of
 possible landslides.
• Prepare the pupils/students for evacuation upon the direction of the proper school
authorities.
• Maintain a list of contact numbers during emergencies.
• Plant grasses to cover slopes or build riprap to prevent soil erosion.
• Reinforce the foundation and walls of the school buildings and other structures when
needed.
 Conduct regular drills on evacuation procedures.
• Recommend to proper authorities to enforceland use regulations geared at mitigating
landslide or mudflow hazards.
• Promote public awareness and involvement on landslide mitigation.
• Recommend to proper authorities the construction of channels, catchments, basins, dams,
levees, and similar structures to protect the school.
• Develop a school preparedness and evacuation plan.

Response (What to do during):

• Evacuate the school community immediately if warned of an impending landslide or
mudflow.
• Advise pupils/students to stay away from the path of landslide debris, or seek refuge behind a
sturdy tree or boulder.
• Get out of the school buildings as soon as possible when rumbling sounds are heard from
upstream or the trembling of the ground is felt, indicating a possible mudflow. Run across a
slope, not downwards.

Rehabilitation (What to do after):

• Recommend to proper authorities to examine thoroughly the damaged structures and
utilities before re-occupying facilities.
• Stay away from the landslide area. There may be danger of additional landslides.
• Check with caution injured and trapped persons within the landslide area. Direct rescuers to
their locations.
• Listen to local radio or television stations for the latest emergency information.
• Seek the advice of a geotechnical expert for evaluating landslide hazards or designing
corrective techniques to reduce landslide risk.

F. Earthquake

Preparedness and Mitigation (What to do

before):
• Recommend to appropriate authorities the evaluation of structural soundness of school
buildings and important infrastructures.
• Request appropriate authorities to determine whether the school site is along an active fault
and/or in liquefaction or landslide prone areas which may cause school buildings to fall.
• Make sure that school building design complies with the National Building Code Standard.
• On existing school buildings with one door, request proper authorities to provide two
exit doors for every classroom, both with swing-out direction
 Check for the presence of other potential sources of hazard due to secondary effect of
earthquakes like steep hill slopes, hanging heavy objects, dams, storage tanks, falling
debris, and fire.
• Strap heavy furniture/cabinets inside the classrooms to the wall to prevent sliding or
toppling;
• Store breakable items, harmful chemicals and flammable materials inside the classrooms in
the lowermost shelves and secure firmly.
• Install latches on drawers and cabinets.
• Check classrooms for hanging or unstable objects that may fall on the pupils/students
during the earthquake.
• Familiarize pupils/students as well as school personnel with the easiest exit or evacuation
route to take. Develop a School Earthquake Evacuation Plan and hang/post this in the corridor
of each building.
• Teach the school children how to use fire extinguishers, first aid kits, alarms and emergency
exits. These should also be accessible, conveniently located, and prominently marked in
familiar places to the pupils/students for assembly and possible evacuation.
• Advise pupils/students not to use the elevator during and after an earthquake. Structure or
power failure may lead you to get stranded in the elevator.
• Identify strong parts of the building like door jambs, near elevator shafts, sturdy tables
where the pupils/students can take refuge during an earthquake.
• Prepare and maintain an earthquake survival kit consisting of a battery-powered radio,
flashlight, first aid kit, potable water, candies, ready to eat food, whistle, and dust mask.
• Conduct a contingency planning on earthquake.
• Conduct an orientation and earthquake drill.
• Evaluate the school. Have the following data available yearly:
• Total number of students occupying each floor;
• Total number of students occupying each building; and
• Identify students or teachers with special needs (sick, old, disabled) and their location.
• Study the most recent school grounds layout or planning to identify open spaces and
determine the total area of available space that can be utilized as “areas of temporary
refuge” that will be designated for the occupants of each school building. Determine how many
persons can occupy this open space.
• Obtain a building layout/floor plan for each building that shows the rooms, corridors,
staircases and exit points.

Response (What to do during):

• Direct pupils/students to stay inside a structurally sound building.
• Advise pupils/students to protect their body from falling debris by bracing themselves in
a doorway or by getting under a sturdy desk or table.
• When inside a vehicle, pull to the side of the road and stop. Do not attempt to cross
bridges or overpasses which may have been damaged.
• Direct pupils/students to move to an open area when they are outside a building or any
structure.
• Stay away from power lines, posts, walls, and other structures that may fall or collapse. Stay
away from buildings with large glass panes.
 Move away from steep escarpments which may be affected by landslides particularly if
they are on a mountain or near steep hill slopes

Rehabilitation (What to do after):

• Advise pupils/students to take the fastest and safest way out if caught in an old or weak
classroom building. They should be advised to :
• Get out calmly and in an orderly manner. Not to rush or push one another.
• Not to use elevators, but instead use the stairs;
• Check themselves for cuts and for injuries and approach the nearest teacher for assistance.
• Check the surroundings of the schools
• Call the authority to clean up chemical spills, toxic and flammable materials since this is
hazardous to untrained people.
• Check for fire and if any, have it controlled

G. Tsunami
Preparedness and Mitigation (What to do before):
• Conduct school advocacy on tsunami awareness, preparedness and mitigation. Regular
tsunami drills should be conducted.
• Turn on your radio and other communication devices to know if there is a tsunami warning
if an earthquake occurs and if you are in a coastal area.
• Assign a focal person to monitor and observe the water recession after an earthquake.
• Be aware of the tsunami facts. This knowledge could save your life! Share this knowledge
with your friends. It could save their lives!
 If you are in school and you hear there is a tsunami warning, you should follow the
advice of teachers and other school personnel.

Response (What to do during):
• CAUTION: Move away from the beach immediately, if there is noticeable recession
in water away from the shoreline.
• Move inland to predetermined higher ground immediately and stay there.
• Stay away from the beach. Never go down to the beach to watch a tsunami coming.
• High, multi-story, reinforced concrete school buildings are located in some low-lying coastal
areas. The upper floors of these school buildings can provide a safe place to find refuge
should there be a tsunami warning and you cannot move quickly inland to higher ground. Local
Civil Defense procedures may, however, not allow this type of evacuation in your area.
• Small school buildings located in low-lying coastal areas are not designed to withstand
tsunami impacts. Do not stay in these structures should there be a tsunami warning
 Offshore reefs and shallow areas may help break the force of tsunami waves, but large
and dangerous waves can still be a threat to coastal residents in these areas. Staying away
from all low-lying areas is the safest advice when there is a tsunami warning.

Rehabilitation (What to do after):

• Stay away from flooded and damaged areas until officials say it is safe to return.
• Stay away from debris in the water; it may pose a safety hazard to boats and people.
• Save yourself – not your possessions.

H. Volcanic Eruption

Preparedness and Mitigation (What to do before):

• Close windows and doors to reduce entry of ash if heavy ash fall is expected to hit the
community

 Bring animals and livestock into closed shelters.

• Develop evacuation plans and conduct evacuation drills.
• Avoid low places or areas vulnerable to avalanches, rock falls, lava flows and mudflows.
• Prepare for evacuation if warning for imminent volcanic eruptions or mudflows is raised.
• Know the ways of protecting the school from ashfall, landslides and debris flows by
consulting your local disaster coordinating council.
• Consult respective disaster coordinating council officials on the establishment of their
community counter-disaster response plans.
• Know the delineated areas vulnerable to volcanic hazards and assess your risk for dangers.
• Appreciate and take advantage of the importance of management of human settlements
based on land use planning which considers volcanic hazards.
• Learn about your community warning systems and emergency plans.
• Develop an evacuation plan. . Everyone in the school should know where to go
in response to warnings.
• Schools in places prone to volcanic eruptions should have pairs of goggles, basic kits and
evacuation supply kits.
• If you live in a volcano risk area, publish a special section in your local newspaper with
emergency information on volcanoes. Localize the information by including the phone numbers
of local emergency services offices, the Philippine National Red Cross chapter, and local
hospitals.
• Feature an interview with competent authorities on the likelihood of a volcanic eruption as
well as on how to recognize warning signals.
• Work with the office of Civil Defense and Philippine National Red Cross officials to prepare
special procedures for children and the elderly or disabled, on what to do if an evacuation is
ordered.

Response (What to do during):

• Stay alert and awake.
• Follow the instructions that go with the warning. If there is a directive to evacuate, do so
immediately.
• Advise the pupil/students to protect their heads and get away from the area right
away if caught in a small rock fall.
• Give priority for evacuation outside the area of ash shower to pupils/students
with breathing problems. They should be advised to cover their nose, preferably with a wet
piece of cloth.
• Scrape off ashes to prevent heavy loading of the school building roofs. When doing
so, the following precautionary measures should be observed:
• Wear long-sleeved shirts and long pants;
• Wear goggles and eyeglasses instead of contact lenses;
• Avoid running car or truck engines. Driving a vehicle can stir-up volcanic ash
that can clog engines, damage moving parts, and stall vehicles; and
• Avoid driving in heavy ash falls unless absolutely required. If unavoidable, the vehicle should
be driven at a speed of 60 kph or slower.

Rehabilitation (What to do after):

• Clear the canals and pathways of ash and other debris.

• Hose down the accumulated ash and plant leaves on roofs.
• Stay away from the slide area. There may be danger of additional slides.
• Check for injured and trapped persons near the slide, without entering the
direct slide area. Direct rescuers to their locations.
• Listen to local radio or television stations for the latest emergency information.
 Watch for flooding, which may occur after a landslide or debris flow.
• Report broken utility lines and suspected damaged buildings to appropriate
authorities.
• If you have a respiratory ailment, avoid contact with ash. Stay indoors until local health
officials advise it is safe to go outside. Volcanic ash can cause great damage to breathing
passages and the respiratory system